The Evolution of E-Inclusion: Technology in Education for the Vision-Impaired

The 1970s and 1980s saw a rapid take-up in the use of personal computers. During the same time period, society began to move towards providing equity for people with disabilities. As legislators around the world created new disability and Information Technology policies, more people with disabilities were given access to education and the evolving computing tools provided unprecedented educational opportunities. These opportunities were due to the use of new technologies such as outputting of electronic text to voice synthesizers. The provision of assistive technology was not only helpful; it also provided education through a medium that was previously unavailable, particular to the blind and vision impaired. For much of the 1980s the development of text-processing sensory technologies, connected to personal computers, led to a closer equality between the educational services of the able-bodied and people with disabilities. Unfortunately this evolution as not without notable difficulties: issues surrounding the cost of products, the lack of support from large corporations and choice of platform resulted in substantial difficulties for educators in the assessment of appropriate technology. In addition, many of these products became largely redundant in the late-1980s as corporations began to place more emphasis on the Graphical User Interface (GUI). Although the GUI was remarkably successful in allowing the general public to gain better access to personal computing, it’s non-text nature once again caused a digital divide for people with disabilities. Although it is clear that the evolution of the personal computer has had a significant impact on the provision of education for people with disabilities, this paper highlights the historical repetition where innovation is prioritized above e-inclusion

Is the digital library our future?

This paper explores the logistics and implications of implementing the University of Nottingham's strategy of accelerated adoption of digital resources in the library which houses our Arts and Humanities collections and serves researchers and students in these traditionally print-focused disciplines. Finite budgets, the availability of electronic resources, the importance of legacy print collections, and patron expectations and preferences all help shape the strategy's implementation in this particular context

Guidelines for the Divisional Records Officer (DRO)

The CERN Operational Circular N° 3 "Rules applicable to archival material and archiving at CERN" gives a brief description of the functions of a Divisional Records Officer (DRO). This manual is intended to give some more practical advice to the DRO about how to fulfill these responsibilities. In Part One it covers some basic questions, and in Part Two describes the next steps in setting up a records management plan

E-projects at CERN

This short paper, given at a conference devoted to "Delivering Scientific Archives in the Twenty-First Century", discusses some projects at CERN concerning the long-term preservation of electronic documents and data

An update on electronic records at CERN (internal developments, collaboration and outsourcing)

This paper, presented at the "Future Proof IV" International Conference on scientific archives (Royal Swedish Academy of Sciences, 23-25 April 2008), gives an update on some activities related to the long-term preservation of electronic records at CERN

Identifying C-Print as a support service for rural, mainstreamed deaf/hard of hearing students

The main focus of this qualitative research was to identify C-Print to participants who work and/or reside in a rural area. The research included 25 total participants. Eleven of the participants were deaf/hard of hearing students in grades 5-11 and attend various mainstreamed school settings. Fourteen adult participants included 7 teachers of the deaf, 2 parents, 1 adult sibling, 1 administrator and 3 educational interpreters. The participants attended a field trip to RIT/NTID to participate in a presentation/demonstration regarding C-Print. The respondents completed a preliminary questionnaire, post questionnaire and the students participants participated in one-on-one interviews about one to two weeks after the C-Print Presentation. The results of the project indicated there was a lack of awareness pertaining to C-Print before the project began. At the conclusion of the research project participants were able to indicate important aspects related to C-Print. The notes for studying and homework assistance were emphasized as an important aspect related to C-Print. The adult participants indicated the importance of the visual aspect of C-Print within the classroom. The outcome of this research allowed participants the opportunity to experience and learn about C-Print. Now they can assist respective school districts into taking into consideration the option to implement C-Print as an additional support service for deaf/hard of hearing students in the mainstreamed educational setting. Every student should have the opportunity to have the support services that are available and essential to help them as individual students to be successful in their educational experience. Assistive Technology as support services need to be addressed more assertively in the rural mainstreamed educational settings for deaf/hard of hearing students

Cataloguing CERN's archival records: principles and practice

This report summarises the main principles and standards relating to archival cataloguing, and describes the current practice in the CERN Archive. It is intended as background for discussion of possible improvements

Development And Initial Psychometric Testing Of The Perceived Racism Shifting Survey (prss)

ABSTRACT DEVELOPMENT AND INITIAL PSYCHOMETRIC TESTING OF THE PERCEIVED RACISM SHIFTING SURVEY (PRSS) by SARAN T. HOLLIER, MSN, RN May, 2015 Advisor: Dr. Rosalind Peters Major: Nursing Degree: Doctor of Philosophy Perceived racism experienced from those of a different race (intergroup), and those of the same race (intragroup), is a stressor that may be contributing to health disparities among African Americans. As a result, coping strategies are necessary for African Americans to navigate in both a Black and White world. Hence, African Americans may use shifting as a way to cope with inter- and intragroup racism. Shifting has been defined in this study as the external and internal processes used to manage the anticipation of both inter- and intragroup racism. The purpose of this study was to develop and test a culturally-sensitive instrument that assessed shifting as a strategy to manage the anticipation of interpersonal racism among African Americans. The Model of Perceived Racism and Shifting (MPRS), derived from the stress and coping framework described by Lazarus (1999) and Lazarus and Folkman (1984) guided this study. The Perceived Racism Shifting Survey (PRSS) was developed and tested in three phases. Phase one included item development and expert content evaluation. Phase two included pretesting and pilot testing of the items established as a result of the first phase. Phase three included initial psychometric evaluation using evidence of content, internal structure, and relationships based on other variables. The PRSS was evaluated in a non-probability sample of 145 African American males and females. The instrument utilized a seven-point likert scale to measure shifting . The results of the exploratory factor analysis (EFA) revealed four domains of shifting , seven factors conceptualized as subscales, and 29 items. Initial psychometric testing revealed good reliability of the total scale, however there was limited evidence of convergent and concurrent validity. Key findings in this study indicate that African Americans shift in association with experiences of both inter and intragroup racial discrimination. Additionally, the interaction of shifting and experiences of racial discrimination significantly predicted positive affect (PA), suggesting that shifting may have a positive influence on mental health