Blind-date conversation joining

In service-oriented applications, service providers and their clients can engage in conversations to exchange the data required to achieve their business goals. In this paper, we focus on a particular kind of conversation joining, which we call blind-date, where a client may join a conversation among multiple parties in an asynchronous and completely transparent way. Indeed, the client can join the conversation without knowing any information about it in advance. More specifically, we show that the correlation mechanism provided by orchestration languages enables the blind-date conversation joining strategy. To demonstrate the feasibility of the approach, we provide an implementation of this strategy by using the standard orchestration language WS-BPEL. Moreover, to clarify the run-time effects of the blind-date joining, we formally describe its behaviour by resorting to COWS, a process calculus specifically designed for modelling service-oriented applications. We illustrate our approach by means of a simple example and a more realistic case study from the online games domain

Italian via email: From an online project of learning and teaching towards the development of a multi‐cultural discourse community

This paper seeks to illustrate how the use of Internet resources (specifically email and the Web) can affect and enhance language learning and cultural understanding, modify the learning environment, reduce the barriers which time, space and societal differences may create, be a source of motivation, and redefine the role of teachers and learners. Although it is based on an on‐going project, it already provides practical evidence of some advantages email and Internet resources can bring to the language learner and to the teacher. A detailed evaluation of the language outcomes is under way, but incomplete at the time of writing. This paper is nevertheless more concerned with other variables of language learning and teaching which the author considers fundamental to reach a successful degree of language use

If you're a fish, what can you know about the water?

The authors of this paper have been engaged in Systems Thinking, Systems Practice and Systems Teaching for many years. In this paper they reflect on their experience of engaging systemically with their own organisation in order to bring about change. Re-structuring the Systems Department of the UK's Open University to create new sites for emergence of fresh ideas, interests and enthusiasms raised questions about meaning and purpose as well as theoretical questions about practice. The authors describe their own attempts to answer these questions and to manage their own evolving understandings and emotionings by reflecting on some critical incidents

Interdependence as a Frame for Assistive Technology Research and Design

In this paper, we describe interdependence for assistive technology design, a frame developed to complement the traditional focus on independence in the Assistive Technology field. Interdependence emphasizes collaborative access and people with disabilities' important and often understated contribution in these efforts. We lay the foundation of this frame with literature from the academic discipline of Disability Studies and popular media contributed by contemporary disability justice activists. Then, drawing on cases from our own work, we show how the interdependence frame (1) synthesizes findings from a growing body of research in the Assistive Technology field and (2) helps us orient to additional technology design opportunities. We position interdependence as one possible orientation to, not a prescription for, research and design practice--one that opens new design possibilities and affirms our commitment to equal access for people with disabilities

Brief Report: Assessment of Intervention Effects on In Vivo Peer Interactions in Adolescents with Autism Spectrum Disorder (ASD)

This study aimed to evaluate the effectiveness of a randomized controlled trial of a social skills intervention, the Program for the Education and Enrichment of Relational Skills (PEERS: Laugeson et al. in J Autism Dev Disord 39(4): 596–606, 2009), by coding digitally recorded social interactions between adolescent participants with ASD and a typically developing adolescent confederate. Adolescent participants engaged in a 10-min peer interaction at pre- and post-treatment. Interactions were coded using the Contextual Assessment of Social Skills (Ratto et al. in J Autism Dev Disord 41(9): 1277–1286, 2010). Participants who completed PEERS demonstrated significantly improved vocal expressiveness, as well as a trend toward improved overall quality of rapport, whereas participants in the waitlist group exhibited worse performance on these domains. The degree of this change was related to knowledge gained in PEERS

Meeting the needs of older peoplewith visual impairment: social care orsocial exclusion?

This paper is based on the research study ?Housing and supportneeds of older people with visual impairment ? experiences andchallenges? (Hanson et al, 2002).1The full findings of this study are reported in another occasionalpaper produced by Thomas Pocklington Trust.2 It is, however, usefulto state that this study found evidence that sight loss in later life hassignificant emotional consequences, often unacknowledged byprofessionals. It also showed how older people with visionimpairment often have their own coping strategies, but are less ablethan sighted peers to carry out certain daily tasks.The study suggested that professionals should offer sensitive andtimely support, in a more collaborative manner, and that serviceshave to be monitored and evaluated to avoid wide-ranging needsremaining unmet. In respect of the home environment, researchindicated that adequate and accessible domestic space in which todo housework safely, low vision equipment and the provision ofovernight accommodation for guests and carers was required.Most participants in the study wished to stay in their homes andneighbourhoods. When asked about possible alternative options,participants emphasised the importance of location and sufficientspace. If they were considering supported housing, they requiredfull information about how it addressed their particular needs.This paper focuses on whether older people with visual impairmentare vulnerable to social exclusion if their social care needs are unmet. In particular, this paper argues that:? Greater professional collaboration is required to improve eyeclinic and community support services.? Relevant staff should aim to provide timely and holisticassessments of need.? Older people with vision impairment have significant needs asregards home care support, access to information, psychologicalstress and social isolation.? Initiatives such as peer support groups and resource centres offeropportunities to tackle social exclusion arising from unmetneeds. This paper is based on the research study ?Housing and supportneeds of older people with visual impairment ? experiences andchallenges? (Hanson et al, 2002).1The full findings of this study are reported in another occasionalpaper produced by Thomas Pocklington Trust.2 It is, however, usefulto state that this study found evidence that sight loss in later life hassignificant emotional consequences, often unacknowledged byprofessionals. It also showed how older people with visionimpairment often have their own coping strategies, but are less ablethan sighted peers to carry out certain daily tasks.The study suggested that professionals should offer sensitive andtimely support, in a more collaborative manner, and that serviceshave to be monitored and evaluated to avoid wide-ranging needsremaining unmet. In respect of the home environment, researchindicated that adequate and accessible domestic space in which todo housework safely, low vision equipment and the provision ofovernight accommodation for guests and carers was required.Most participants in the study wished to stay in their homes andneighbourhoods. When asked about possible alternative options,participants emphasised the importance of location and sufficientspace. If they were considering supported housing, they requiredfull information about how it addressed their particular needs.This paper focuses on whether older people with visual impairmentare vulnerable to social exclusion if their social care needs are unmet. In particular, this paper argues that:? Greater professional collaboration is required to improve eyeclinic and community support services.? Relevant staff should aim to provide timely and holisticassessments of need.? Older people with vision impairment have significant needs asregards home care support, access to information, psychologicalstress and social isolation.? Initiatives such as peer support groups and resource centres offeropportunities to tackle social exclusion arising from unmetneeds

Engaging Alumni and Prospective Students Through Social Media

Social media provides institutions an opportunity for a new level of engagement with prospective students, alumni, donors and community members. This chapter begins with an overview of social media in higher education, who is using it and for what, then provides a few talking points to consider with others before beginning a push into social media. The remainder of the chapter includes a few examples of ways in which social media are used to engage alumni and prospective students, including utilizing Twitter as a free SMS service to provide updates to prospective students during their recruitment, creating an iPhone application for alumni weekend as both an information and engagement tool, and using live tweets from alumni during homecoming to provide an authentic look at the day’s events

Spartan Daily, October 3, 2013

Volume 141, Issue 16https://scholarworks.sjsu.edu/spartandaily/1435/thumbnail.jp

Assessing the impact of reading for blind and partially sighted adults

RNIB (Royal National Institute of Blind People) has amassed a body of qualitative evidence on the value and impact of reading for blind and partially sighted people, but this was lacking in quantitative support, and could not be compared with the developing evidence base relating to the impact of reading on the wider population. RNIB commissioned LISU and The Reading Agency to undertake independent research to address these issues, the key findings of which are outlined in this report