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Culture And Society

  • CULTURE AND SOCIETY
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    Smoke test
    Smoke test
    Posted by: AAP Bridge
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  • ADHD Students and Best Practices
    In order for a student to be diagnosed with ADHD, symptoms must appear before age 12 and be exhibited across at least two settings. They must also have adverse effects on academic performance, occupational success, or social-emotional development (APA, 2013).  To add to the complexity of the diagnosis, children with ADHD are likely to have co-existing emotional, behavioral, developmental, learning, or physical conditions (Wolraich & DuPaul, 2010).  As a result of the behaviors listed above, students with ADHD are at greater risk of academicdifficulties, social/emotional issues, and limited educational outcomes.
    By: Vijaya Super admin
    Monday, Jan 27, 2025
    CULTURE AND SOCIETY
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  • ADHD Students and Best Practices
    In order for a student to be diagnosed with ADHD, symptoms must appear before age 12 and be exhibited across at least two settings. They must also have adverse effects on academic performance, occupational success, or social-emotional development (APA, 2013).  To add to the complexity of the diagnosis, children with ADHD are likely to have co-existing emotional, behavioral, developmental, learning, or physical conditions (Wolraich & DuPaul, 2010).  As a result of the behaviors listed above, students with ADHD are at greater risk of academicdifficulties, social/emotional issues, and limited educational outcomes.
    By: Vijaya Super admin
    Monday, Jan 27, 2025
    CULTURE AND SOCIETY
    +2
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  • CULTURE AND SOCIETY
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    Non-text Content (Level A)
    The intent of this Success Criterion is to make information conveyed by non-text content accessible through the use of a text alternative. Text alternatives are a primary way for making information accessible because they can be rendered through any sensory modality (for example, visual, auditory or tactile) to match the needs of the user. Providing text alternatives allows the information to be rendered in a variety of ways by a variety of user agents. For example, people who cannot see a picture can have the text alternative read aloud using synthesized speech. People who cannot hear an audio file can have the text alternative displayed so that they can read it. In the future, text alternatives will also allow information to be more easily translated into sign language or into a simpler form of the same language.
    Posted by: AAP Bridge
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  • The intent of this Success Criterion is to enable people who are deaf or hard of hearing to watch synchronized media presentations. Captions provide the part of the content available via the audio track. Captions not only include dialogue, but identify who is speaking and include non-speech information conveyed through sound, including meaningful sound effects. It is acknowledged that at the present time there may be difficulty in creating captions for time-sensitive material and this may result in the author being faced with the choice of delaying the information until captions are available, or publishing time-sensitive content that is inaccessible to the deaf, at least for the interval until captions are available. Over time, the tools for captioning as well as building the captioning into the delivery process can shorten or eliminate such delays. Captions are not needed when the synchronized media is, itself, an alternate presentation of information that is also presented via text on the Web page. For example, if information on a page is accompanied by a synchronized media presentation that presents no more information than is already presented in text, but is easier for people with cognitive, language, or learning disabilities to understand, then it would not need to be captioned since the information is already presented on the page in text or in text alternatives (e.g., for images).
    By: Jennifer
    Tuesday, Nov 26, 2024
    CULTURE AND SOCIETY

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  • Organizational Supports for ADHD Students
    Culture of Collaboration Number of Directions: Give a minimal number of directions or steps at a time.If necessary, have students repeat the directions to the teacher or a peer partner. Form of Directions: Provide written directions or steps, or a visual model of acompleted project. Teach students how to refer to these items as reminders ofprocess steps to complete tasks. This strategy is particularly helpful for long-termprojects. Written AssignmentsMany students with ADHD have particular challenges with written work due to finemotorskills difficulties, motor planning issues, and difficulty alternating their attentionfrom a book to their written responses.  Students with ADHD may also need assistance breaking a larger task or project into smaller, more workable units. The following strategies can be used to address these needs.
    By: Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur
    Friday, Nov 22, 2024
    CULTURE AND SOCIETY
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  • Organizational Supports for ADHD Students
    Culture of Collaboration Number of Directions: Give a minimal number of directions or steps at a time.If necessary, have students repeat the directions to the teacher or a peer partner. Form of Directions: Provide written directions or steps, or a visual model of acompleted project. Teach students how to refer to these items as reminders ofprocess steps to complete tasks. This strategy is particularly helpful for long-termprojects. Written AssignmentsMany students with ADHD have particular challenges with written work due to finemotorskills difficulties, motor planning issues, and difficulty alternating their attentionfrom a book to their written responses.  Students with ADHD may also need assistance breaking a larger task or project into smaller, more workable units. The following strategies can be used to address these needs.
    By: Interventions must be based upon assessment data that includes information about the student’s strengths and needs as well as the environmental conditions in which her characteristics of ADHD occur
    Friday, Nov 22, 2024
    CULTURE AND SOCIETY

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  • CULTURE AND SOCIETY
    +2
    ADHD and School interventions
    ADHD and School interventions
    Posted by: AAP Bridge
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  • The additional content remains visible until the hover or focus trigger is removed, the user dismiss
    Additional content that appears and disappears in coordination with keyboard focus or pointer hover often leads to accessibility issues. Reasons for such issues include: the user may not have intended to trigger the interaction the user may not know new content has appeared the new content may intefere with a user's ability to do a task Examples of such interactions can include custom tooltips, sub-menus and other nonmodal popups which display on hover and focus. The intent of this success criterion is to ensure that authors who cause additional content to appear and disappear in this manner must design the interaction in such a way that users can: perceive the additional content AND dismiss it without disrupting their page experience. There are usually more predictable and accessible means of adding content to the page, which authors are recommended to employ. If an author does choose to make additional content appear and disappear in coordination with hover and keyboard focus, this success criterion specifies three conditions that must be met: dismissable hoverable persistent Each of these is discussed in a separate section.
    By: Vijayalaxmi Santosh Mhetre
    Tuesday, Nov 12, 2024
    CULTURE AND SOCIETY

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  • The 5 steps of the iterative process, The iterative process can help you during the lifecycle of a p
    1. Planning and requirements During this step in the iterative process, you will define your project plan and align on your overall project objectives. This is the stage where you will outline any hard requirements—things that must happen in order for your project to succeed. Without this step, you run the risk of iterating but not hitting your goals.  2. Analysis and design During this step, you and your team will focus on the business needs and technical requirements of your project. If step one was the process of outlining your goals, step two is when you brainstorm a design that will help you ultimately hit those goals.  Manage Agile teams with Asana 3. Implementation During the third step, your team will create the first iteration of your project deliverable. This iteration will be informed by your analysis and design, and should work to hit your ultimate project objective. The level of detail and time you spend on this iteration will depend on the project. 4. Testing Now that you have an iteration, you will test it in whatever way makes the most sense. If you’re working on an improvement to a web page, for example, you might want to A/B test it against your current web page. If you’re creating a new product or feature, consider doing usability testing with a set of potential customers.  In addition to testing, you should also check in with your project stakeholders. Ask them to weigh in on the iteration, and provide any feedback.  Read: What is the Plan-Do-Check-Act (PDCA) cycle? 5. Evaluation and review  After testing, your team will evaluate the success of the iteration and align on anything that needs to change. Does this iteration achieve your project objectives? Why, or why not? If something needs to change, you can restart the iterative process by going back to step two to create the next iteration. Keep in mind that your initial planning and goals should remain the same for all iterations. Continue building upon the previous iteration until you get to a deliverable you’re happy with. If you restart the iterative process, make sure everyone is still aligned on your project goals. The iterative process can take weeks or months, depending on how many iterations you run through. Centering your iteration on your project objectives every time you restart the iterative process can help you ensure you don't lose track of your north star.
    By: Vijayalaxmi Santosh Mhetre
    Thursday, Nov 7, 2024
    AGRI-FOOD SYSTEMS
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  • What is a non-iterative process ? non-iterative process, you and your team would work together
     non-iterative process, you and your team would work together to come up with a final product without necessarily trying new ideas along the way. Typically, non-iterative processes require more time during the conceptualization and creation phase, so that everything works as intended during the testing phase.  Waterfall is the most common non-iterative process. In the waterfall model, you and your team will define project phases before the project starts. Each phase begins once a previous phase is completed in its entirety. Requirements and resources will typically be locked before a project begins, and the team avoids changing the project plan as much as possible.  For example, imagine you’re working with a design agency to create an ebook. You first need to provide all of the copy for the ebook. Then, the design agency will take that copy and create designs. Finally, your internal team will copyedit the designed ebook to make sure everything looks ok. This is an example of the waterfall model because each phase relies on the previous step (i.e. you can’t copyedit the designed ebook until it’s been designed). Depending on the team you’re on and the type of projects you run, non-iterative processes can be challenging because they don’t build in time for your team to iterate and continuously improve. Because there are so many unknowns and surprises in engineering, engineering teams in particular tend to use iterative processes instead of non-iterative ones, but any team can benefit. 
    By: Vijayalaxmi Santosh Mhetre
    Thursday, Nov 7, 2024
    AGRI-FOOD SYSTEMS
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  • Why is keyboard accessibility important?
    Keyboard accessibility is one of the most important aspects of web accessibility. Not all users navigate the page with the mouse or a trackpad; some users only rely on keyboard to navigate. Many users with motor disabilities rely on a keyboard. Assistive technology users will also typically use a keyboard for navigation. In addition to traditional keyboards, some users may use modified keyboards or other hardware that mimics the functionality of a keyboard.  Moreover, ensuring keyboard focus, tab order and no keyboard traps is important for the following reasons:  Keyboard focus will primarily allow sighted users to know which element from the webpage has focus. If keyboard focus is not present or is difficult to visually see, it becomes a barrier to a user and makes it difficult to access information through a keyboard.  Keyboard tab order allows users to properly navigate the page. If the tab order is incorrect and instead starts on the top of the page and then directs the user to the bottom of the page, users will have missed the content in-between those two sections or the user will be forced to use the “tab” key numerous of times before they reach their destination. Keyboard traps prevent the user from navigating further in the page.  A user may be forced to perform various workarounds to access the information or may be completely blocked from navigating through the entire webpage again.  back to top
    By: Vijayalaxmi Santosh Mhetre
    Wednesday, Nov 6, 2024
    AGRI-FOOD SYSTEMS
    +5
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