Connecting to learn: Educational and assistive technologies for people with disabilities

Our fundamental sense of connectedness, our sense of well-being, is usually derived from the quality of interactions we have over time. We need to feel that we\u27re connected with our environment and the people and information that we value. Assistive and educational technologies have already done much to eliminate the challenges and barriers posed by disabilities and they will be even more crucial to the educational and vocational success of this population from the boardroom to the classroom; in the community and in the home. While there are many benefits to be gained by using assistive technologies, they have the potential to limit and isolate as well as enable, liberate, and connect their users. As paradoxical as it sounds, some ATs, particularly the very high-tech ones, can sometimes work against connectedness as they highlight a student\u27s differences and set AT users apart as looking different

Promoting cognitive support technology use and employment success among postsecondary students with traumatic brain injuries

OBJECTIVE: This article applies positive psychology principles to the purpose and objectives of a five-year, federally-funded initiative to provide cognitive support technology (CST) training and career preparatory services for undergraduate college students with mild and moderate traumatic brain injuries (TBI). METHODS: A total of 48 students with TBI have participated in the project during its first 18 months of operation - 14 of whom are military veterans with disabilities who were in the Iraq and/or Afghanistan theaters. CONCLUSION: Positive psychology interventions such as Best Possible Self, Intensely Positive Experiences, and Asset-based Assessments provide a framework for examining the activities of this multi-site development project

Academic and clinical preparation in speech-language pathology and audiology: a global training consortium

ABSTRACT: Purpose: To describe a research-based global\ud curriculum in speech-language pathology and audiology that\ud is part of a funded cross-linguistic consortium among 2 U.S.\ud and 2 Brazilian universities.\ud Method: The need for a global curriculum in speechlanguage\ud pathology and audiology is outlined, and different\ud funding sources are identified to support development of a\ud global curriculum. The U.S. Department of Education’s Fund\ud for the Improvement of Post-Secondary Education (FIPSE), in\ud conjunction with the Brazilian Ministry of Education (Fundacao\ud Coordenacao de Aperfeicoamento de Pessoal de Nivel\ud Superior; CAPES), funded the establishment of a shared\ud research curriculum project, “Consortium for Promoting\ud Cross-Linguistic Understanding of Communication Disabilities\ud in Children” for East Tennessee State University and the University of Northern Iowa and 2 Brazilian universities\ud (Universidade Federal de Santa Maria and Universidade de\ud São Paulo-Baurú).\ud Results: The goals and objectives of the research-based\ud global curriculum are summarized, and a description of an\ud Internet-based course, “Different Languages, One World,” is\ud provided\ud Conclusion: Partnerships such as the FIPSE–CAPES consortium\ud provide a foundation for training future generations of\ud globally and research-prepared practitioners in speechlanguage\ud pathology and audiology.U.S. Department of Education Fund for the Improvement of Post-Secondary Education P116M100014Brazilian Ministry of Education Fundacao Coordenacao de Aperfeicoamento de Pessoal de Nivel Superior 094/1

The James Webb Space Telescope Mission

Twenty-six years ago a small committee report, building on earlier studies, expounded a compelling and poetic vision for the future of astronomy, calling for an infrared-optimized space telescope with an aperture of at least $4m$. With the support of their governments in the US, Europe, and Canada, 20,000 people realized that vision as the $6.5m$ James Webb Space Telescope. A generation of astronomers will celebrate their accomplishments for the life of the mission, potentially as long as 20 years, and beyond. This report and the scientific discoveries that follow are extended thank-you notes to the 20,000 team members. The telescope is working perfectly, with much better image quality than expected. In this and accompanying papers, we give a brief history, describe the observatory, outline its objectives and current observing program, and discuss the inventions and people who made it possible. We cite detailed reports on the design and the measured performance on orbit.Comment: Accepted by PASP for the special issue on The James Webb Space Telescope Overview, 29 pages, 4 figure

TRY plant trait database – enhanced coverage and open access

Plant traits - the morphological, anatomical, physiological, biochemical and phenological characteristics of plants - determine how plants respond to environmental factors, affect other trophic levels, and influence ecosystem properties and their benefits and detriments to people. Plant trait data thus represent the basis for a vast area of research spanning from evolutionary biology, community and functional ecology, to biodiversity conservation, ecosystem and landscape management, restoration, biogeography and earth system modelling. Since its foundation in 2007, the TRY database of plant traits has grown continuously. It now provides unprecedented data coverage under an open access data policy and is the main plant trait database used by the research community worldwide. Increasingly, the TRY database also supports new frontiers of trait‐based plant research, including the identification of data gaps and the subsequent mobilization or measurement of new data. To support this development, in this article we evaluate the extent of the trait data compiled in TRY and analyse emerging patterns of data coverage and representativeness. Best species coverage is achieved for categorical traits - almost complete coverage for ‘plant growth form’. However, most traits relevant for ecology and vegetation modelling are characterized by continuous intraspecific variation and trait–environmental relationships. These traits have to be measured on individual plants in their respective environment. Despite unprecedented data coverage, we observe a humbling lack of completeness and representativeness of these continuous traits in many aspects. We, therefore, conclude that reducing data gaps and biases in the TRY database remains a key challenge and requires a coordinated approach to data mobilization and trait measurements. This can only be achieved in collaboration with other initiatives