Ability-Based Design: Concept, Principles and Examples

Current approaches to accessible computing share a common goal of making technology accessible to users with disabilities. Perhaps because of this goal, they may also share a tendency to centralize disability rather than ability. We present a refinement to these approaches called ability-based design that consists of focusing on ability throughout the design process in an effort to create systems that leverage the full range of human potential. Just as user-centered design shifted the focus of interactive system design from systems to users, ability-based design attempts to shift the focus of accessible design from disability to ability. Although prior approaches to accessible computing may consider users’ abilities to some extent, ability-based design makes ability its central focus. We offer seven ability-based design principles and describe the projects that inspired their formulation. We also present a research agenda for ability-based design.Engineering and Applied Science

Increased Capacity of the Understanding of the Concept and the Ability to Solve Problems Through the Implementation of the Model of Teaching Mathematics Realistic Based on Cognitive Conflict Students

This research aims at: 1) the influence of the implementation of the model of teaching mathematics realistic based on cognitive conflict students to the ability to understanding the concept and troubleshooting capabilities; 2) determine the larger capacity of the understanding of the concept through the implementation of the model of teaching mathematics realistic based on cognitive conflict junior secondary school students the City of Bengkulu. 3) determine the great improvement of the ability to solve problems through the implementation of the model of teaching mathematics realistic based on cognitive conflict SMP students Bengkulu City.To achieve the goal of this research is to apply Research Design pseudo experiments with research design Pretest-Postest Nonequivalent Control Group Design, with the test instrument the ability to understanding the concept and test the troubleshooting capabilities. The data has been analyzed using the test gains. The results of this research is 1) the ability of understanding the concept and troubleshooting class experiment the given learning with PMR is better than with the ability to understanding the concept and troubleshooting control classes assigned to conventional mathematics lesson; 2) increase the ability of the understanding of the concept through the implementation of the model of teaching mathematics based on cognitive conflict SMP students Bengkulu City is significant with the index gain of 0,755 (high-level); 3) increase the ability to solve problems through the implementation of the model of teaching mathematics based on cognitive conflict SMP students Bengkulu City is significant with the index gain of 0,500 level (is)

Project-based Learning to Raise Students\u27 Speaking Ability: Its\u27 Effect and Implementation (a Mix Method Research in Speaking II Subject at Stain Ponorogo)

This research tries to attempt to know the effect of Project-based learning toward speaking ability and its\u27 effective implementation. The design of the research sequential was designs in which data that are collected and examined in one stage inform the data collected in the next phase. This research applied a quantitative design for the first stage. It is categorized into causal comparative method, or ex post facto research design and the second stage is qualitative design. Population in this research was the 2 STAIN Ponorogo. The total numbers of the students are 85 students and the sample was 70 students. The researcher used questionnaires, test, observation and interview as data collection. Since the hypothesis is intended to find the effect of the Project-Based Learning toward students\u27 speaking ability, the Simple Linier Regression by using SPSS 19.00 for Windows was applied. The second phase, the result of observation and interview were analyzed by Miles and Huberman\u27s view of qualitative data analysis consisting of data reduction, data display, and drawing conclusion. The result of analysis showed that there was significant effect of Project-Based Learning toward students\u27 speaking ability. Moreover, the effective procedures for the implementation of Project-Based Learning are (a) dividing the class into group, (b) explaining the project and (c) performing the project. At last, the students showed significantly positive attitude toward the implementation of Project-Based Learning in speaking class. semester of English Department Students in STAIN Ponorogo. The total numbers of the students are 85 students and the sample was 70 students. The researcher used questionnaires, test, observation and interview as data collection. Since the hypothesis is intended to find the effect of the Project-Based Learning toward students\u27 speaking ability, the Simple Linier Regression by using SPSS 19.00 for Windows was applied. The second phase, the result of observation and interview were analyzed by Miles and Huberman\u27s view of qualitative data analysis consisting of data reduction, data display, and drawing conclusion. The result of analysis showed that there was significant effect of Project-Based Learning toward students\u27 speaking ability. Moreover, the effective procedures for the implementation of Project-Based Learning are (a) dividing the class into group, (b) explaining the project and (c) performing the project. At last, the students showed significantly positive attitude toward the implementation of Project-Based Learning in speaking class

Model-based Optimization of Compressive Antennas for High-Sensing-Capacity Applications

This paper presents a novel, model-based compressive antenna design method for high sensing capacity imaging applications. Given a set of design constraints, the method maximizes the sensing capacity of the compressive antenna by varying the constitutive properties of scatterers distributed along the antenna. Preliminary 2D design results demonstrate the new method's ability to produce antenna configurations with enhanced imaging capabilities

Application of a Knowledge-Based Optimization Method for Aerodynamic Design

The current research is investigating the application of an optimization technique to an existing knowledge-based design tool. The optimization method, referred to as CODISC, helps improve the results from a knowledge-based design by eliminating the required advanced design knowledge, or help fine-tune a well-performing vehicle. Three CODISC designs are presented using a generic transonic transport, the Common Research Model (CRM). One design optimizes the baseline CRM to demonstrate the ability to improve a well-performing vehicle. Another design is performed from the CRM with camber and twist removed, which highlights the ability to use CODISC in the conceptual design phase. The final design implements laminar flow on the CRM, showing how CODISC can optimize the extent of laminar flow to find the best aerodynamic performance. All three CODISC designs reduced the vehicle drag compared to the baseline CRM, and highlight the new optimization techniques versatility in the aircraft design industry

Assessment of FEMA356 nonlinear static procedure and modal pushover analysis for seismic evaluation of buildings

Nonlinear static analysis as an essential part of performance based design is now widely used especially at design offices because of its simplicity and ability to predict seismic demands on inelastic response of buildings. Since the accuracy of nonlinear static procedures (NSP) to predict seismic demands of buildings affects directly on the entire performance based design procedure, therefore lots of research has been performed on the area of evaluation of these procedures. In this paper, one of the popular NSP, FEMA356, is evaluated and compared with modal pushover analysis. The ability of these procedures to simulate seismic demands in a set of reinforced concrete (RC) buildings is explored with two level of base acceleration through a comparison with benchmark results determined from a set of nonlinear time history analyses. According to the results of this study, the modal pushover analysis procedure estimates seismic demands of buildings like inter story drifts and hinges plastic rotations more accurate than FEMA356 procedure

Emotional intelligence and hot and cool cognitive control ability

Emotional intelligence (EI) is the ability to perceive, use, understand, and regulate emotions. The EI construct has been organized following three main approaches: performance-based ability model, a self-report mixed model, and a self-report ability model. EI appears to be beneficial to the performance of “hot” (i.e., emotionally laden) cognitive tasks when using performance-based ability models but not when using self-report EI models. The aim of the present study is to analyze the relationship between the three models of EI and cognitive control ability during the performance of hot and “cool” (i.e., non-emotionally laden) “go/no-go” tasks. 187 undergraduate students participated in the experimental design. They completed the three EI tests of interest as well as go/no-go tasks; the stimuli used for the hot and cool cognitive task were faces and geometric figures, respectively. Results show that individuals with higher EI, measured through the performance-based ability test, perform better on a hot cognitive control task. Specifically, we provide evidence for negative associations between the “managing” branch of EI measured through the performance-based ability test of EI and the cognitive control index of the hot go/no-go task; when using the self-report EI instruments, no consistent findings were achieved. The study found no such results with the cool task. Findings in terms of the validity and different implications of the different EI models are discussed.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Case Based Reasoning and TRIZ : a coupling for Innovative conception in Chemical Engineering

With the evolutions of the surrounding world market, researchers and engineers have to propose technical innovations. Nevertheless, Chemical Engineering community demonstrates a small interest for innovation compared to other engineering fields. In this paper, an approach to accelerate inventive preliminary design for Chemical Engineering is presented. This approach uses Case Based Reasoning (CBR) method to model, to capture, to store and to make available the knowledge deployed during design. CBR is a very interesting method coming from Artificial Intelligence, for routine design. Indeed, in CBR the main assumption is that a new problem of design can be solved with the help of past successful ones. Consequently, the problem solving process is based on past successful solutions therefore the design is accelerated but creativity is limited and not stimulated. Our approach is an extension of the CBR method from routine design to inventive design. One of the main drawbacks of this method is that it is restricted in one particular domain of application. To propose inventive solution, the level of abstraction for problem resolution must be increased. For this reason CBR is coupled with the TRIZ theory (Russian acronym for Theory of solving inventive problem). TRIZ is a problem solving method that increases the ability to solve creative problems thanks to its capacity to give access to the best practices in all the technical domains. The proposed synergy between CBR and TRIZ combines the main advantages of CBR (ability to store and to reuse rapidly knowledge) and those of TRIZ (no trade off during resolution, inventive solutions). Based on this synergy, a tool is developed and a mere example is treated

Active Learning: Effects of Core Training Design Elements on Self-Regulatory Processes, Learning, and Adaptability

This research describes a comprehensive examination of the cognitive, motivational, and emotional processes underlying active learning approaches, their effects on learning and transfer, and the core training design elements (exploration, training frame, emotion-control) and individual differences (cognitive ability, trait goal orientation, trait anxiety) that shape these processes. Participants (N = 350) were trained to operate a complex computer-based simulation. Exploratory learning and error-encouragement framing had a positive effect on adaptive transfer performance and interacted with cognitive ability and dispositional goal orientation to influence trainees’ metacognition and state goal orientation. Trainees who received the emotion-control strategy had lower levels of state anxiety. Implications for developing an integrated theory of active learning, learner-centered design, and research extensions are discussed