Color identification testing device

Testing device, which determines ability of a technician to identify color-coded electric wires, is superior to standard color blindness tests. It tests speed of wire selection, detects partial color blindness, allows rapid testing, and may be administered by a color blind person

Statistical Signal Analysis for Systems with Interferenced Inputs

A new approach is introduced, based on statistical signal analysis, which overcomes the error due to input signal interference. The model analyzed is given. The input signals u sub 1 (t) and u sub 2 (t) are assumed to be unknown. The measurable signals x sub 1 (t) and x sub 2 (t) are interferened according to the frequency response functions, H sub 12 (f) and H sub 21 (f). The goal of the analysis was to evaluate the power output due to each input, u sub 1 (t) and u sub 2 (t), for the case where both are applied to the same time. In addition, all frequency response functions are calculated. The interferenced system is described by a set of five equations with six unknown functions. An IBM XT Personal Computer, which was interfaced with the FFT, was used to solve the set of equations. The software was tested on an electrical two-input, one-output system. The results were excellent. The research presented includes the analysis of the acoustic radiation from a rectangular plate with two force inputs and the sound pressure as an output signal

Effects of thinking-aloud pair problem solving on the troubleshooting performance of undergraduate students in a power technology course

A randomized post-test-only experimental design with a counter-balanced internal replication was used to determine the effects of thinking-aloud pair problem solving (TAPPS) on the troubleshooting performance of college students in a power technology course. The experimental results were stable across two troubleshooting tasks. Students who participated in the pair problem solving groups were significantly more successful (p ≤ .05) at troubleshooting engine faults than were students in the control groups. Among students who successfully completed the troubleshooting tasks across both groups, there were no significant differences in time required for completion. These findings indicate that the use of pair problem solving may be an important step in the development of metacognitive skills among students in technological troubleshootin

MOOCs and Modern Democracies

A discussion of the imposition of the interests of the few on the collective through a subtle but effective manner: the eventual, complete development of Massive Open Online Courses. It is this article’s premise that this development together with current marketing efficacy and the present economic goals of modern democracies, is probable to result in a shrinkage of the market place of ideas and, paradoxically, likely to result in a diminution of democracy in the world

If You Build It, Will They Come?

Faculty buy-in of an institutional repository can be an uphill battle. Even as IRs become more common and more popular, some faculty may still not understand what it is or how it can benefit them. Other faculty may understand the concept of an IR but might be frustrated by the thought of it being just another administrative task added to their ever-increasing to-do list. The need to educate faculty on why the repository is important and how it can support their pursuit of tenure and promotion goals remains a challenge for most IR administrators. Do you start with the faculty or the administration? Do you try to talk to faculty one-on-one or do you go to department meetings? Can you hold open sessions in the library or other central locations on campus? This poster will address these questions and will provide a framework that you can take back to your campus and use to build rapport with faculty.https://ir.una.edu/libfacpresentation/1033/thumbnail.jp

Reemployment Under USERRA Sections 4312 & 4313: At Will Employment vs. Temporary Employment

As thousands of service members return to the U.S., severe economic conditions render acclimation to civilian life especially difficult. In 2010, as the combat mission in Iraq approached an end, the unemployment rate of Iraq and Afghanistan era veterans had reached 13.1 percent. The Uniform Services Employment and Reemployment Rights Act, 38 U.S.C. §§ 4301-4333 (1994) ( USERRA ), was enacted, in great part, to mitigate harms such as those caused by the aforementioned perfect storm. Among other things, USERRA protects service members by entitling them to reemployment after military service. More specifically, USERRA Sections 4312 & 4313 entitle returning service members to reemployment to the position which the member would have had if not for the military leave, or a like position to pre-leave positions. This article considers two issues: First, whether Section 4312 applicability is limited to the terms and conditions of the employer\u27s first reemployment offer, or if its applicability extends to subsequent modifications to such terms and conditions. Second, whether under Sections 4312 and 4313, a member whose pre-service employment status was that of employee at will, is entitled to reemployment to an employee at will position (with the corresponding expectation of indefinite employment duration) upon returning from service, or if such sections are satisfied by the reemployment of the service member for the temporary period of time. These very two issues are presented and to be decided in Hart v. Family Dental Group P.C. and Kenneth Epstein, a case currently pending with the U.S. Court of Appeals for the Second Circuit, in which the undersigned is legal counsel for the plaintiff. Accordingly, this article examines these two issues within the factual context of this case

Diverse Avatars and Inclusive Narratives in Virtual Reality Biology Simulations

Virtual reality lab simulations were reviewed using a process that encouraged the use of diverse avatars and inclusive environments. In a partnership between the School of Life Sciences at Arizona State University, ASU EdPlus, and Labster collaborated on a process for developing online content that was built with a cultural values framework for language, empathy, and diversity and guided the development of new simulations. This resulted in a proactive process for creating content that was more supportive of ASU’s diverse and online student population

Inclusion and Representation Matter: Homogeneity in Youth Literature with Dis(Abled) Characters

Abstract: Picture books, juvenile books, and young adult books that portray persons with disabilities have made great strides in the last thirty years. Many negative stereotypes in youth literature have been replaced by accurate, honest portrayals of individuals with intellectual and/or physical disabilities. Unfortunately the majority of the characters, both in the protagonist role and in supporting roles, in the books with positive representations of disability are not depicted as racially or ethnically diverse. This study is a content analysis of both the descriptions of characters in the texts of books and the illustrations (if applicable) in all three categories - picture, juvenile, and young adult - to find the intersections between characters with a disability and his/her race or ethnicity. The gender of the characters with a disability will also be noted. Many of the books in this study have been awarded the Schneider Family Book Award, an award given annually by the American Library Association to authors or illustrators of books with artistic expression of disability, and/or the Dolly Gray Children’s Literature Award, awarded every even year to an author and/or illustrator to recognize positive portrayals of people with developmental disabilities. This poster was orginally presented at the Discerning Diverse Voices: Symposium on Diversity at the University of Alabama, March 2016.https://ir.una.edu/libfacpresentation/1001/thumbnail.jp

Inclusive uses of avatars and narratives in VR biology simulations

Arizona State University’s mission is that we are measured not by whom we exclude, but rather by whom we include and how they succeed. This mission normally focuses on classroom faculty using inclusive language and equitable teaching practices. In 2017, we embarked on creating a fully online biology degree, which included developing three virtual lab courses. ASU faculty and staff partnered with developers at Google and Labster to create real-life narratives walking students through a variety of laboratory experiments. During testing, the ASU team realized that students were completely immersed in the stories, and emotionally influenced by the avatars and situations. Although, we were excited to see students engaged in the content, we also faced additional challenges: Mirroring our classrooms with a variety of ethnic backgrounds and diverse people Creating a professional environment that was more inclusive than a typical research lab in today’s science industry Preparing students for emotional responses to stories in the simulations. The School of Life Sciences has now formed a team to review all simulation content with a lens of “inclusion”. The team was diverse in discipline, experiences, physical attributes and social influences. They developed a “Framework for Language” to guide discussions, and presented multiple examples of simulations and how they could be refined to be more inclusive. In this presentation, we will share our process, challenges and early success as a case study. We’ll go over our “Framework”, and then give participants opportunities in small groups to review some content and make suggestions based on the framework We’ll also facilitate a dialogue on the issue of stereotypes in multimedia educational materials, and how we can develop an inclusive mindset to be aware of potential issues