1,112 research outputs found
Quality of experience and access network traffic management of HTTP adaptive video streaming
The thesis focuses on Quality of Experience (QoE) of HTTP adaptive video streaming (HAS) and traffic management in access networks to improve the QoE of HAS. First, the QoE impact of adaptation parameters and time on layer was investigated with subjective crowdsourcing studies. The results were used to compute a QoE-optimal adaptation strategy for given video and network conditions. This allows video service providers to develop and benchmark improved adaptation logics for HAS. Furthermore, the thesis investigated concepts to monitor video QoE on application and network layer, which can be used by network providers in the QoE-aware traffic management cycle. Moreover, an analytic and simulative performance evaluation of QoE-aware traffic management on a bottleneck link was conducted. Finally, the thesis investigated socially-aware traffic management for HAS via Wi-Fi offloading of mobile HAS flows. A model for the distribution of public Wi-Fi hotspots and a platform for socially-aware traffic management on private home routers was presented. A simulative performance evaluation investigated the impact of Wi-Fi offloading on the QoE and energy consumption of mobile HAS.Die Doktorarbeit beschäftigt sich mit Quality of Experience (QoE) – der subjektiv empfundenen Dienstgüte – von adaptivem HTTP Videostreaming (HAS) und mit Verkehrsmanagement, das in Zugangsnetzwerken eingesetzt werden kann, um die QoE des adaptiven Videostreamings zu verbessern. Zuerst wurde der Einfluss von Adaptionsparameters und der Zeit pro Qualitätsstufe auf die QoE von adaptivem Videostreaming mittels subjektiver Crowdsourcingstudien untersucht. Die Ergebnisse wurden benutzt, um die QoE-optimale Adaptionsstrategie für gegebene Videos und Netzwerkbedingungen zu berechnen. Dies ermöglicht Dienstanbietern von Videostreaming verbesserte Adaptionsstrategien für adaptives Videostreaming zu entwerfen und zu benchmarken. Weiterhin untersuchte die Arbeit Konzepte zum Überwachen von QoE von Videostreaming in der Applikation und im Netzwerk, die von Netzwerkbetreibern im Kreislauf des QoE-bewussten Verkehrsmanagements eingesetzt werden können. Außerdem wurde eine analytische und simulative Leistungsbewertung von QoE-bewusstem Verkehrsmanagement auf einer Engpassverbindung durchgeführt. Schließlich untersuchte diese Arbeit sozialbewusstes Verkehrsmanagement für adaptives Videostreaming mittels WLAN Offloading, also dem Auslagern von mobilen Videoflüssen über WLAN Netzwerke. Es wurde ein Modell für die Verteilung von öffentlichen WLAN Zugangspunkte und eine Plattform für sozialbewusstes Verkehrsmanagement auf privaten, häuslichen WLAN Routern vorgestellt. Abschließend untersuchte eine simulative Leistungsbewertung den Einfluss von WLAN Offloading auf die QoE und den Energieverbrauch von mobilem adaptivem Videostreaming
The talk: increasing confidence and effectiveness when addressing sexual health and behaviors when working with young adults with intellectual disabilities
Individuals with intellectual disabilities often lack access to appropriate sexual education, leading to negative impacts on their well-being and safety. Occupational therapists can play a vital role in addressing sexual education, health, behaviors, and community safety for these individuals. The Talk aims to empower school-based occupational therapists to become advocates and educators in the field of sexual health and behaviors, improving overall well-being and safety. This 6-hour presentation celebrates neurodiversity and provides up-to-date information and case studies to enhance understanding and promote strategies for working with young adults with intellectual disabilities. The program seeks to reduce the risk of sexual victimization and promote education and strategies for increased bodily autonomy and a better future. Plans for program implementation, funding, and evaluation of The Talk are included as well as dissemination of program findings to advance the occupational therapy evidence base
Honors Colleges in the 21st Century
Table of Contents
Acknowledgments
Introduction | Richard Badenhausen
Part I: Honors College Contexts: Past and Present
CHAPTER ONE Oxbridge and Core Curricula: Continuing Conversations with the Past in Honors Colleges | Christopher A. Snyder
CHAPTER TWO Characteristics of the 21st-Century Honors College | Andrew J. Cognard-Black and Patricia J. Smith
Part II: Transitioning to an Honors College
CHAPTER THREE Should We Start an Honors College? An Administrative Playbook for Working Through the Decision | Richard Badenhausen
CHAPTER FOUR Beyond the Letterhead: A Tactical Toolbox for Transitioning from Program to College | Sara Hottinger, Megan McIlreavy, Clay Motley, and Louis Keiner
Part III: Administrative Leadership
CHAPTER FIVE “It Is What You Make It’’: Opportunities Arising from the Unique Roles of Honors College Deans | Jeff Chamberlain, Thomas M. Spencer, and Jefford Vahlbusch
CHAPTER SIX The Role of the Honors College Dean in the Future of Honors Education | Peter Parolin, Timothy J. Nichols, Donal C. Skinner, and Rebecca C. Bott-Knutson
CHAPTER SEVEN From the Top Down: Implications of Honors College Deans’ Race and Gender | Malin Pereira, Jacqueline Smith-Mason, Karoline Summerville, and Scott Linneman
Part IV: Honors College Operations
CHAPTER EIGHT Something Borrowed, Something New: Honors College Faculty and the Staffing of Honors Courses | Erin E. Edgington and Linda Frost
CHAPTER NINE Telling Your Story: Stewardship and the Honors College | Andrew Martino
Part V: Honors Colleges as Leaders in the Work of Diversity, Equity, Inclusion, and Access
CHAPTER TEN Cultivating Institutional Change: Infusing Principles of Diversity, Equity, and Inclusion into Everyday Honors College Practices | Tara M. Tuttle, Julie Stewart, and Kayla Powell
CHAPTER ELEVEN Positioning Honors Colleges to Lead Diversity and Inclusion Efforts at Predominantly White Institutions | Susan Dinan, Jason T. Hilton, and Jennifer Willford
CHAPTER TWELVE Honors Colleges as Levers of Educational Equity | Teagan Decker, Joshua Kalin Busman, and Michele Fazio
CHAPTER THIRTEEN Promoting the Inclusion of LGBTQ+ Students: The Role of the Honors College in Faith-Based Colleges and Universities | Paul E. Prill
Part VI: Supporting Students
CHAPTER FOURTEEN Who Belongs in Honors? Culturally Responsive Advising and Transformative Diversity | Elizabeth Raisanen
CHAPTER FIFTEEN Fostering Student Leadership in Honors Colleges | Jill Nelson Granger
Part VII: Honors College Curricular Innovation
CHAPTER SIXTEEN Honors Liberal Arts for the 21st Century | John Carrell, Aliza S. Wong, Chad Cain, Carrie J. Preston, and Muhammad H. Zaman
CHAPTER SEVENTEEN Honors Colleges, Transdisciplinary Education, and Global Challenges | 423 Paul Knox and Paul Heilker
Part VIII: Community Engagement
CHAPTER EIGHTEEN Teaching and Learning in the Fourth Space: Preparing Scholars to Engage in Solving Community Problems | Heidi Appel, Rebecca C. Bott-Knutson, Joy Hart, Paul Knox, Andrea Radasanu, Leigh E. Fine, Timothy J. Nichols, Daniel Roberts, Keith Garbutt, William Ziegler, Jonathan Kotinek, Kathy Cooke, Ralph Keen, Mark Andersen, and Jyotsna Kapur
CHAPTER NINETEEN Serving Our Communities: Leveraging the Honors College Model at Two-Year Institutions | Eric Hoffman, Victoria M. Bryan, and Dan Flores
About the Authors
About the NCHC Monograph Serie
The Return of a Voice: Implementing Smart Technology to Provide an Outlet that Aids in Communication for Non-Verbal Children with Autism
The Current state of communication based software designed to aid those with non-verbal autism is extremely limited or overly complex. The purpose of this research is to look into the world of communication based software aids that provide accessibility options for those with non-verbal autism. This paper looks to assess what is currently availability draw conclusions regarding gaps within the research and technology in order to derive a solution in the form of a mobile phone application that can serve to fill in the aforementioned gaps. The major focus of this study is to pinpoint exactly what elements of design work best regarding UI, UX, and aesthetics along with which elements do not. The goal is to then synthesize and amalgamate these elements into a visual solution that can serve the designated demographic in the best way possible. This thesis study looks at several different cases regarding accessibility based technology and draws many of its conclusions from the success rate of these projects in order to find what is believed to be the best solution in the form of a multi-platform mobile phone application that is both easy to use and widely distributed
2023 GREAT Day Program
SUNY Geneseo’s Seventeenth Annual GREAT Day. Geneseo Recognizing Excellence, Achievement & Talent Day is a college-wide symposium celebrating the creative and scholarly endeavors of our students. http://www.geneseo.edu/great_dayhttps://knightscholar.geneseo.edu/program-2007/1017/thumbnail.jp
Project-Based Internationalization: Providing Accessible and Equitable High-Impact Education
Inequitable access to global education has long excluded populations of students that are unable to participate in models that require travel away from their home institution. This is especially felt at institutions with a Hispanic Serving Institute (HSI) designation. Factors that contribute towards this end are varying familial and economic systems, financial models, lack of accessible educational accommodations when not at the home institution, mobility restrictions at the host institution, student ability to travel or obtain proper documentation to travel at the state, federal, or international government levels. Considering inequitable access to global education for university students, embedding Project-Based Internationalization provides a modality for high-impact education that is available for all. If implemented, the students, faculty and the institution at large would demonstrate quantifiable outcomes related to contextualized academic achievement, student-driven equitable education, international pedagogy, and increased cross-cultural competencies. Project-Based Internationalization (PBI) is the deliberate integration of intercultural and global components into faculty-guided projects in which students engage in solution-based strategies to real world problems. Designed to be inter- and cross-disciplinary in nature, students and faculty across all academic disciplines can engage in leveraging their curriculum to meet several academic and institutional goals through one program. These discipline specific programs provide equitable access for all students to engage in real-time global relationships, expand their cross-cultural skillsets, and develop solution-based strategies to current global issues. This high-impact practice is no longer only reserved for those participating in traditional methods of international education but rather leverages the globalized world and advanced technology to combine any academic discipline with experiential education. This comprehensive co-curricular guide is designed for those in Christian higher education to design and implement Project-Based Internationalization programs across academic disciplines that can be scalable and customizable, tailoring programs to their specific populations, contexts, disciplines, and needs
Post-secondary Preparation: Strategic Transition Planning for Employment Outcomes in Vocational Education for Students on the Autism Spectrum
Many transition programs and services fail students on the autism spectrum, causing them to have the worst post-secondary outcomes. Due to the importance of helping high school students with disabilities transition to adulthood and consider post-secondary education, employment, and independent living, secondary transition education, and services are receiving increased attention. Situated Learning Theory-based transition intervention programs that led to post-secondary employment were tested. To demonstrate the need for effective transition intervention programs that lead to post-secondary employment, Florida professionals who worked with vocational education students with ASD in secondary schools completed a 38-question electronic survey. A thematic analysis addressed the three study objectives and informed post-secondary transition planning for secondary special education students. This study examined 17 participants from an urban school system in South Florida, most of whom were experienced female practitioners with over 16 years of experience working with secondary students on the autism spectrum in vocational educational settings. Data analysis revealed nine themes among the chosen codes of the three research questions. The study found that differentiated instruction for ASD students, real-world/hands-on work experiences, and vocational-based curriculum content lead secondary special education students to competitive post-secondary employment. Results also showed that Strategic Transition Planning\u27s family participation, student input, resource knowledge, and teacher/service provider input & training help students on the autism spectrum find post-secondary employment. Finally, Situated Learning Theory\u27s confidence-building and real-world experience helped ASD students find post-secondary employment. The study showed that Situated Learning Theory-based transition intervention programs lead to post-secondary employment. The researcher provided solutions to the research issues. The study\u27s results illuminated secondary transition facilitators that lead to post-secondary employment for students on the autism spectrum, and the study questions helped explain that incorporating Situated Learning Theory principles into post-secondary transition planning improved post-secondary employment outcomes for students on the autism spectrum
Developing a Tool to Analyze Communication Access in Restaurants for Individuals Who Use Augmentative and Alternative Communication
Communication accessibility has been defined by many scholars and organizations, but it is generally described as clear communication that everyone can access and understand. The objective of this research thesis is to create a tool for assessing communication accessibility for people who use augmentative and alternative communication (PWUAAC) within a variety of restaurant settings. Through a two-part study, researchers interviewed 5 adults who use AAC (Study A) and created a survey rated by an additional 10 adults who use AAC (i.e., Study B). The interviews from Study A were qualitatively coded and revealed common communication accessibility themes that restaurants and restaurant staff were not implementing, such as direct communication, respect, and ample wait and response time. This information from the interviews, alongside current AAC research literature and communication accessibility guidelines from organizations in other countries, was used to create a checklist to evaluate the communication accessibility of restaurants. In Study B, a survey was created for participants to evaluate the content of the checklist. Results from Study B indicated communication accessibility topics of high and low priority, which were utilized to scale down the length of the checklist. The implications of the final checklist from the survey include its potential usage in training restaurant staff and management to utilize communication accessibility tips and features to increase the communication accessibility of the restaurant patrons they serve, especially for individuals who use AAC
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