scalliance

Secondary uses of data

2006-10-31T11:39:00.000-08:00

Secondary uses of data

Baase identified several concerning issues regarding data usage (pg 66 & 67, and many others), specifically the identifying of certain individuals with regards to special interest groups (i.e., abortion clinics, KKK rallies, gay rights organizations, etc). I am especially concerned about this and even more intrigued by individual medical record information being distributed (also discussed by Baase beginning on pg 64 under “Personal Health and Medical Information”). The first issue really hits home. The DMV, as good as their employment process is, can still be very scary. Just as Professor Perry explained in class, I’llI use the following scenario to illustrate this point: A police officer has the option of having a “confidentiality” record regarding the DMV (for obvious reasons, so an arrestee doesn’t follow them home or find a way to run a personal license plate and find their home). Long story short, a criminal did just this and was able to “pay off” a DMV employee to look up his personal info. As a result, the police officer was murdered by this individual.

We have a trust in governmental employees sometimes due to their strict hiring process (we also have a distrust, but for other reasons), and trust they will handle our personal information as if it was their own, but we’re very mistaken. The second issue scares me more though, the access to medical records; the following link addresses many of these concerns: http://www.amia.org/inside/initiatives/healthdata/meeting_introduction.pdf#search='Secondary%20uses%20of%20data'). People are helpless in this area in that illness or injuries are often not one’s fault. My concern is whether the government/employers/private citizens will use this documented data for ulterior motives and I believe it is very likely they might succeed. The government likes to hide behind the “national security” issue and to some extent they have a point (think of small pox, black plague, or in light of recent news the avian flu virus). I might even agree with their assessment that these illnesses if seen can be catastrophic if left undetected. If someone enters a hospital with a gunshot wound or knife stabbing wound, they are required to call the police. Why couldn’t this be the next step for viruses? Then where does it stop? Employers too want to know the history of a person to identify if they are a medical risk. Would you employ someone with a previous back injury for a job requiring manual labor? These are legitimate reasons to investigate secondary uses of data, but are we opening Pandora’s Box? I don’t trust the government enough to give them this power, but as a result if an epidemic does occur, could I now have just written my or my children’s death warrant?

Just to give you an idea of how unsecured we are on the web, go to www.zabasearch.com and type in your name and state. Most of us will come up with our address and/or birth date. Then go to http://earth.google.com/ and now you have a view of where someone lives. This is very scary in the sense the computer world has made these things so easy (all this coming from someone who doesn't know computers well, imagine what someone can do when they understand computers).

Speedlearn Update

2006-10-25T21:11:00.000-07:00

After having the time to watch the “Speedlearn” videos and read the sources, I’ve come to the conclusion regarding these videos that to me “WHY” is not so much as the point as to the definition of “learn.” The videos address an interesting issue as to whether someone can recite some facts (dates, names, and events), have they then become taught? I suppose to some extent this is true (this is supported in the same assignment where it discusses a “good student” being able to parrot back information when asked). But I would take it a step further and say memorizing facts is albeit “impressive,” it is very worthless unless there is a purpose for these facts.

We were assigned to read a “source” explaining “The Prisoner,” but I liked the readings prior to this where David W. Deley writes “Why American History is Boring” and also the preface by James W. Loewen of “Lies My Teacher Told Me: Everything Your American History Textbook Got Wrong.” These readings got me thinking about my High School days and would agree; I hated History. In this preface, Loewen explains (and I would argue correctly so) that history books are compiled with so much factual data, it becomes worthless. He continues by adding that the books are so boring with facts, they leave out the learning aspects of history itself, which explained by Loewen is the controversial stuff mixed in with history. This is where one gets to absorb, identify, and analyze these facts and controversies to learn whether history has proven to be worthy of repetition or not. And it is here, I argue “learning” takes place. One learns from mistakes, one learns by trial and error/success, but one does not learn by repeating datum. This is memorization and I argue this is different than “learning.” Perhaps somewhere intertwined in this is the delineation between “facts” and “knowledge.” Facts are just that, undisputed entities. Knowledge is something that is cognitive (well, I suppose this by definition is knowledge, but I use it to explain something factual is not cognitive) and a useful tool in the formulation of thought.

In the Speedlearn program, one identifies a computer as a tool to move factual information between an inanimate object into a human. Although very successful (according to the movie clips), not very practical, which is where I think the “hero” was going with his “WHY” question. Another issue I think is that of the people all having the same facts inserted into their heads. What purpose does this serve I ask? And wouldn’t this just then create a mass of individuals who have or need little to no interaction amongst one another? Another question I ask is to what extent can an individual argue with the computer? How does one check the validity of the computer? Is it the professor? If so, doesn’t he now (providing everyone believes the computer) control an entire population?

The videos are interesting in that it addresses the issues of whether such “learning” could exist. I don’t believe it could and even if Socrates was correct and the mind is a blank slate, I think this is a metaphor as to what people can learn rather than what people can be taught.

Webhunt #2, question 8

2006-10-18T21:46:00.000-07:00

Question #8, Webhunt #2:

What happens when these things go away if the DL model does indeed replace the traditional university? Who will be affected? Does the convenience of DL negate these costs? Or will DL sufficiently engender a community of graduates similar to that which is generated by the traditional model?

Support your opinions with course readings and information which you may find online.
First let me address the concern of DL replacing a traditional university. I’m not convinced this will ever happen for a variety of reasons. DL for all its conveniences and time saving abilities also has many flaws: some courses will loose required face-to-face (F2F) instruction; many students will not have the required equipment to participate in online courses, and students learn at different rates thus online courses limit the instructors ability to recognize these differences for the student. Elizabeth Watson in “Access to Audiovisual and Multimedia Materials: What Are the Challenges for Developing Countries” (page 2) addresses this exact issue. She states, “Research indicates that there is a large range of learning styles and that for many people the stimulation of their other senses improves learning.” Although this is used in a context to support AV materials regarding libraries, it compelled me to view the importance of instructor participation. My own experiences have shown me instructors quickly identify students who are skilled or have some form of education within their field and conversely those students who have little knowledge. I argue, online courses prohibit the quick identification of those students due to communication being correspondent only.

Other issues are for example mathematics; Yi-wen Chen in her essay “The Merits/Defects of Distance Education for Curriculum, Teachers, and Students:” (http://www.mste.uiuc.edu/courses/ci499sp01/students/ychen17/pages/dlearning.html) argues a valid point in that use of computers to conduct homework assignments limits the use of some required symbols frequently used in math; thus making mathematics a poor candidate for DL. Students also will be required to possess and maintain a computer which is, in my opinion, the main focus point of Baase’s “digital divide” in “A Gift of Fire” (Page 370). Baase here identifies a good point: telephone operations are required for poor people and subsidized by others under the Communications Act of 1934 and as such, should internet access be the same? I’m not sure I’m ready to be giving poor people all of the benefits of internet, as I’m not sure the internet is really a necessary requirement or still a luxury item. With only a few of these issues identified, I’m not convinced the online experience will ever take place the traditional role of university instruction.

Having taken only one online course, my experience and arguments are limited to that one specific class. In it, I found it to have more beneficial results than not. I’ve heard in our class that in-class participation is more common than on-line; however, I disagree. I’ve seen in-class sessions typically have only a handful of students continually respond or talk to one another regarding instructional topics. On the online class, every member was required to post and reply, as is done in this class. Of course, there are always the one to two sentence token replies, but I feel the responses by many would be more than if in a classroom setting. I also found the convenience of the class far outweighed the inconveniences I encountered during the class (just my opinion.) This however, does not conclude my opinion about the DL experience. I’m still a big proponent of in-class meetings, believing there is still something to be gained by learning to siphon through a lecture what is important and what is simply small talk.

There is so much to a college experience, just look at the fraternity or sorority life. One has to rush or join, learn to juggle that responsibility as well as maintain a scholastic balance, and as such learn to time-manage. The process to join one of these groups alone is almost exclusively a F2F requirement. What, is someone going to join via a chat room, or personal service; I don’t think so. These groups and communities alone would suffer greatly. Student government would almost collapse because who would they be catering to? Admin and instructors would suffer due to no interpersonal relationships (although after meeting some instructors, maybe this is a case in their favor). I believe instructors learn from students almost equally as students learn from them. This affords instructors the ability to modify their instruction semester after semester; otherwise, couldn’t there be one instructional tape or video used time and time again?

I just don’t see DL ever replacing traditional instruction. It may have a place for those who are handicapped or perhaps student may be required to participate in an online class or two for their degree (as there is much to be identified for both arguments regarding DL), but I’m just not convinced DL is the instruction of the future; at least in regards to university degrees.

SpeedLearn

2006-10-14T00:16:00.000-07:00

With regards to the SpeedLearn project, its probably not going to happen. I use a computer at work and each link requires a download to view it. Being how work is my primary forum to complete my homework and I'm governed by policys & procedures which prohibit extraneous downloads on the network (using the network for personal use is not allowed, but when you're trying to make ends meet, sometimes you got to take chances), you've got to pick your battles. This will have to be an assignment done at home, of which I'm rarely ever there.

I feel compelled to resond to the point regarding "Socrates" and the ability to "parrot back" info. Sadly, there is a huge amount of truth to this statement. I've never really thought about it in this context, but stated this way (regarding a course curriculum) is probably very accurate. I guess the following question then is the greater student one who can memorize large amounts of information only to regurgitate it later, or one who years later can recollect a few items to be useful at specific time or point. I suppose it is even harder for an instructor to identify which student they believe retained instruction.

When stated as "Socrates" did regarding the slate, it almost demerits the educational system in that I believe learning is something one participates in for the long term (regarding education). I remember hating history and not doing well in it either. However, as I've become older, I've been able to recollect instruction about certain interesting historical events and would have loved to gone head to head with those who received a better grade than I during my school years. With that, I can't help but wonder who was then the "better" student? And also I wonder what the professor or teahcer would have thought when I was able to recollect their instruction years later.

Google Group Assignment

2006-10-07T03:08:00.000-07:00

Gun Ownership
http://groups.google.com/group/talk.politics.guns/browse_thread/thread/66dda33a2271c4eb/22883cc543dd3542?lnk=st&q=guns&rnum=1#22883cc543dd3542

Baseball-Yankee’s fan
http://groups.google.com/group/alt.sports.baseball.ny-yankees/browse_frm/thread/a633097759727e3d/503f83b1776efc15#503f83b1776efc15

Police Softball
http://www.websitetoolbox.com/tool/post/kurupt4/vpost?id=1202342&trail=855

Well, it has been an overwhelming week to say the least. I work in a field where the unexpected occurs around each corner and this had been a week where just that has occurred. While most normal people are sleeping comfortably, I (on the other hand) am wide awake, handling issues and dealing with last minute subpoenas. With that said, time was more than limited toward this assignment. As such, I had to modify this assignment to allow for any response or completion of it. First and for most, I attempted to follow some Google groups of interest which met the criteria. I found some interesting results, but before I begin, let me say the following: I have owned a computer and used one relatively frequently going on ten years now and I have NEVER EVER corresponded in a chat room or on instant message. That’s right, it’s hard to believe I know, but I’ve never communicated that way. I’ve used computers for internet browsing, for finding inquiry results, I’ve sent many emails, but I don’t even know how to “IM.” Simply because I’ve never needed or wanted to do it.

This assignment was fun and educational in that it forced me to research how a chat room setting worked and being nosey by nature, I liked watching correspondence and arguments develop. I equate it with watching a train wreck, as sad as it is, you can’t stop watching. Although my investigative time was greatly limited as a result of actually having a life (actually unexpected work assignments), I think I got the idea behind these groups.

In regards to Professor Perry’s introduction of “flamewars,” I must admit, I too had no idea of what they were until last week. I think I could have figured them out by virtue of their title; however, trying to find one (which as it turns out wasn’t very hard) really showed people’s true colors t times. My selection in my groups revolved around a constant corresponding group (Police Softball – very active), one in which actually tried to incite a flamewar (Baseball-Yankee – active only for one day), and another which has a passionate topic (Guns – 2 years old, but extensive).

There are without question identity found within each chat community. In my Guns group, people really show their passion toward their feeling of gun ownership while at the same time impose their point by means of aggressive and sarcastic writings. There were only 34 messages, all appear to have been males (unknown ages), and there also seems to be one or two who correspond frequently. This made me question whether some others corresponded a few times under different names or not. As expected, there appeared to be some who made valid arguments using data to support their views, and others who simply wrote with what I would guess was straight passion. Their views at times clashed and there seemed to be some inciting going on, but not to the point of a flamewar I suppose. I did not find a sense of trust on these participants and if given the opportunity to ever meet, I imagine some would relish the forum to create more controversy just for the sake of controversy.

Regarding my Yankee group, this was a very small group only 19 entries, but I read these for one specific point, that being the flamewars. I wanted to watch a flamewar as I occurred and these idiots did not disappoint. Probably not as derogatory as some, but these entries were simple and seemed to just jab at one another. It appeared to be well mix of participants and again most (if not all) seemed to be male, with the exception of one person who responded several times to messages. People were called “morons,” “asswipes,” “dipshits,” and many many more. However, one entry ended by calling someone a “nitwit” and then with “Can't you flame better than this?” I found this the most interesting entry of any groups due to this person acknowledging he is attempting to engage in a flamewar.

My last group was that of a Police Softball group. It appears most of the participants are in law enforcement and most are male. The topic revolved around a simple question to which (at the time of this writing) there were 869 entries (but the site was viewed 6475 times). This community seemed to have the best cohesion. There were little jabs at one another, but it appeared to all be in good fun. There are many participants within this group, but there are also distinguishing participants who enter messages on a more frequent basis. Of the three groups, this one definitely seemed to have a believable trust amongst one another.

In reflecting on this project, each group had its own “personality” sort of speak, which I suppose was the point of it to begin with; to identify each community and those individual identities within each group. In watching these groups communicate, I would have to conclude people hide behind their “onscreen” persona. I can’t imagine people would be that direct or at times so willing to incite another person in an argument while speaking face-to-face.

This is my brief essay regarding the assignment, but I am being called away. I will attempt to continue my findings on another blog if time permits.

My computer's importance

2006-09-29T03:01:00.000-07:00

scalliance: September 2006

My computer has become such an equally important part of my life as my credit card, money, or car. A tool, yes, but one which allows so much convenience and time saving. In High School, I still typed my papers where if an error was made or a paragraph needed to be added, I was screwed! Now, I make these corrections without question of hard it was then. In fact, I take the ease for granted. I can get driving directions, send an instant letter, or research a quick fix for my kids when they are sick (which I've used at 1:00 in the morning, see http://www.choc.org/pediatricadvisor/pa/pa_index.htm if you have kids). I used to loathe writing papers, but now with a computer, I've become proficient in writing and it has become 80% of my career. I would agree that I could return to life without one, but it would create some serious hastles in my life to do so.

In regards to Neil Postman's article; overall I would have to agree with his assessment of computer technology. I strongly believe its existance is a trade off. Arguably, children's obesity could be linked to computers (too much time on computers vs no exercise), as could the lack of development regarding people skills in the modern day world (as a result of less face to face interactions). Or what about when you're paying for an item in a store and the computerized cash register stops working? How many people are willing to add up a total on a calculator, add tax, then run a credit card through a carbon type receipt? Or how many people have the know-how to do this? Here in-lies the problem with technology, people have become so dependant on computers, they are getting dumber (in a sense). I would also agree the distibution of those who benefit vs those who don't from technology is not equal. Technology has afforded so many conveniences regarding making purchases, but conversely, crooks have never had it so easy regarding identity theft or fraud. Before the existance of computers, identity theft was a crime which almost never occurred. It is now one of the most frequently reported crimes throughout the nation. Technology as a result has benefitted crime and criminals.

I've never really considered that I have a "relationship" with my computer, but I suppose it could be seen that way. Without it, my life would be more time consuming and time to me is the single most important thing in my life. With that said, I could see how I get something in return by computer technology, thereby defining the relationship aspect between me and my computer.

-Erik

First web hunt

2006-09-08T00:27:00.000-07:00

Disability Solutions:

18. Let's say you are blind or visually impaired. This menas you can't use a computer, right? Wrong. What is refreshable braille display? How does it work? How does it make a computer more accessible for the visually impaired?

A refreshable Braille display is an electro-mechanical device for displaying Braille characters, usually by means of raising dots through holes in a flat surface. The display usually sits under the computer keyboard. It is used to present text to computer users who are blind and cannot use a normal computer monitor. Speech synthesizers are also commonly used for the same task, and a blind user may switch between the two systems depending on circumstances.
Because of the complexity of producing a reliable display that will cope with daily wear and tear, these displays are expensive. Usually, only 40 or 80 Braille cells are displayed. Models with 18-40 cells exist in some notetaker devices.

On some models the position of the cursor is represented by vibrating the dots, and some models have a switch associated with each cell to move the cursor to that cell directly.
The mechanism which raises the dots uses the piezo effect of some crystals, where they expand when a voltage is applied to them. Such a crystal is connected to a lever, which in turn raises the dot. There has to be a crystal for each dot of the display, i.e eight per character.
The software that controls the display is called a screen reader. It gathers the content of the screen from the operating system, converts it into braille characters and sends it to the display. Screen readers for graphical operation systems are especially complex, because graphical elements like windows or slidebars have to be interpreted and described in text form.
A new development, called the rotating-wheel Braille display, was developed in 2000 by the National Institute of Standards and Technology (NIST) and is still in the process of commercialization. Braille dots are put on the edge of a spinning wheel, which allows the user to read continuously with a stationary finger while the wheel spins at a selected speed. The Braille dots are set in a simple scanning-style fashion as the dots on the wheel spins past a stationary actuator that sets the Braille characters. As a result, manufacturing complexity is greatly reduced and rotating-wheel Braille displays will be much less expensive than traditional Braille displays.

19. What if one of those contraptions could 'speak' as well? Can you find one online?

Speech synthesis is the artificial production of human speech. A system used for this purpose is termed a speech synthesizer, and can be implemented in software or hardware. Speech synthesis systems are often called text-to-speech (TTS) systems in reference to their ability to convert text into speech. However, systems exist that instead render symbolic linguistic representations like phonetic transcriptions into speech.

Yes, I found 4 on Ebay http://search.ebay.com/speech-synthesizer_W0QQfclZ4QQfnuZ1QQfsopZ1QQxpufuZx and another one as an example under http://www.caltrox.com/products/speech.htm

20. Who was Helen Keller? What were her disabilities? How did she acquire language?

Helen Adams Keller 1880—1968, American author and lecturer, blind and deaf from an undiagnosed illness at the age of two. She was not born blind and deaf; it was not until nineteen months of age that she came down with an illness described by doctors as "an acute congestion of the stomach and the brain", which could have possibly been scarlet fever or meningitis. The illness did not last for a particularly long time, but it left her deaf and blind.

By age seven she had invented over sixty different signs that she could use to communicate with her family. In 1886, her mother Kate Keller was inspired by an account in Charles Dickens' American Notes of the successful education of another deafblind child, Laura Bridgman, and travelled to a specialist doctor in Baltimore for advice. He put her in touch with local expert Alexander Graham Bell, who was working with deaf children at the time. Bell advised the couple to contact the Perkins Institute for the Blind, the school where Bridgman had been educated, which was then located in South Boston, Boston, Massachusetts. The school delegated teacher and former student, Anne Sullivan, herself visually impaired and then only 20 years old, to become Helen's teacher. It was the beginning of a 49-year-long relationship. Sullivan got permission from Helen's father to isolate the girl from the rest of the family in a little house in their garden. Her first task was to instill discipline in the spoiled girl. Helen's big breakthrough in communication came one day when she realized that the motions her teacher was making on her palm, while running cool water over her palm from a pump, symbolized the idea of "water"; she then nearly exhausted Sullivan demanding the names of all the other familiar objects in her world (including her prized doll).

In 1890, ten-year-old Helen Keller was introduced to the story of Ragnhild Kåta - a deafblind Norwegian girl who had learned to speak. Ragnhild Kåta's success inspired Helen - she wanted to learn to speak as well. Anne was able to teach Helen to speak using the Tadoma method (touching the lips and throat of others as they speak) combined with "fingerspelling" alphabetical characters on the palm of Helen's hand. Later, Keller would also learn to read English, French, German, Greek, and Latin in Braille.

21. What are some of the hardware resources available for the deafblind? Where can you find a wealth of information on the deafblind, their needs, and their resources?

Equipment for Deafblind People
This describes pieces of equipment which are used by, or are particularly suitable for use by, deafblind people. Many of these devices are aids to communication. Some are still being developed.
Alphabet Glove
This is a white glove with letters of the alphabet written in various places on it. This allows someone who does not know any of the manual alphabets to communicate with a deafblind person wearing the glove, touching letters in succession. The deafblind person simply feels where they are being touched to know what letter is being sent.
Block Letter Communicator. This portable device is designed for people who are not able to read braille. The characters that you can feel on the device are a type of blockletter (one character at a time). However this device works only one way, so the deafblind person must be able to answer by speech. Delivered with cover, rechargeable batteries and charger. It takes some practice before the deafblind person is able to feel and recognize the characters. Price: £1,040.00.
For more information you can Contact: C.Lagarde Beeksestraat 42 4841 GC Prinsenbeek Netherland Tel/fax +31 (0) 76 5420463 E-mail: clagarde@xs4all.nl
Braille lite
This is like the Braille 'n' Speak made by Blazie Engineering but it has a refreshable braille display on it as well as speech. The speech can be turned off. The Blazie site also has an article reviewing it. Blazie Engineering now have UK Site.
Braille Closed Caption Decoder
Converts American closed captions off TV into grade 1 or 2 braille. This is made by Dewtronics. Nelson Dew has supplied me with the README file for this product, which I have put here as I received it. The contact details for Dewtronics are: DEWTRONICS Nelson R. Dew 206 Bob Vines Rd. P.O. Box 308 Ghent, WV 25843-0308 Phone +1 (304) 787-9712 E-Mail ndew@cwv.net
Braillephone
I have no description of this device. It can be obtained from: Audio Visual Mart P. O. 23020 Harahan LA 70183-0020 USA Phone +1 504 733-1500 (800) 737-6278 -- that may be a free call number in the USA?? Fax + 1 504 733-1662
Brailletalk
This is a small, black, plastic box, about the area of a postcard and about 1 cm thick. It opens up like a book and has braille symbols for A-Z, THE, and AND, above which are printed the meanings in Roman type. (It may have other symbols in, it is a while since I have seen it.) The sighted person guides the deafblind person's finger to the appropriate cell, spelling out the message. Malcolm Matthews dug about for me to remind me of the name. It is available from Electronic Services for the Blind and from .
Brian And Jance Payne 28 Crofton Avenue, Orpington, KENT, ENGLAND, BR6 8DU. United Kingdom. Tel: +44 1689 856118.
CUPID Computer Use by the PrInt Disabled
is a system which is designed for people who use touch, sight or sound to access information. It is an organiser, word processor and communication aid developed by Cloudworld Ltd. The novel tactile output is not braille based, and it is claimed to be quicker to read than braille. Outputs in large print and clear speech are also possible. The unit is not yet in production as I write this (June 1998). Cloudworld Ltd was founded by John Nissen in 1996.
Finger Braille Supporting Device 'Yubi-Tenji' or finger braille system involves touching the opposite persons fingers (3 on left and 3 on right hand) to express the characters of the braille system. This allows fast and reliable communication but is limited to conversations between 2 people. The Finger Braille Supporting Device has been developed to allow several persons to take part in a conversation simultaneously. In response to the touch of the sender on the sensor, the message is transmitted to the back of the fingertips of the receiver by means of motor actuators. The sensors and actuators are connected by a cable which may extend to the length of the room. Since the device has 6 sensors and 6 actuators, two way conversation is possible between 2 people. By connecting several devices in a cascade, simultaneous conversation between several people is possible. The principle of the device is that if one person touches the sensor, the signal will be received by all acuators and vice-versa for the reply. the device has 6 sensing switches and 6 actuators driven by a gear motor. The case contains a one-chip microcomputer. If any switch is on the computer will send the code to both serial ports simultaneously. The code is similar to that used in a MIDI sound system with the exception that the Baud rate is slower. Sadao Mazuka 224-3 Nishigasaki, Hamamatsu 431-31, Japan. E-mail: HQF01603@niftyserve.or.jp Amateur Packet: JA2BUZ@JI2YFS.18.JNET2.JPN.AS
Flashing (Large print) timer[This page seems to have gone]
A person has developed this timer and is seeking a manufacturer for it.
Flat Magnetic Stainless Steel Speakers. A supplementary device to aid morse code reception on the radio frequency for deafblind persons. The FO of this device (lowest resonance frequency) is about 800 cycles. It gives maximum power on this frequency. These magnetic speakers can be substituted for an existing 'dynamic' audio speaker to provide a lower frequency which is more appropriate for morse code. The stainless steel plate on these speakers also give a harder vibrating tone for morse code reception. Price: ¥440 FDK Corporation Industrial Sales and Marketing Division, 6-1-11, Shinbashi, Minatoku, Tokyo 105, Japan. Tel: +81 3 5473 4666 Fax: +81 3 3434 4325 Email: senri@fdk.co.jp Web: http://www.fdk.co.jp/
Hand Tapper
This allows a deafblind person who uses the British Manual alphabet to use the telephone. There is a handshaped indentation in the top of the unit, and the person rests their hand on this. "Buttons" are pressed up against the fingers to form (slightly modified) British Manual characters. This project is very much still under development, and is being held back by funding problems. Hasicom (Hearing And Sight Impaired Communication), whose project this is, are now part of the Deafblind UK, in Peterborough, England. They can be contaced by email at hasicom@dbuktechnology.demon.co.uk. BT used to have a page about this, but it seems to have gone.
Large Print Display for TTY
Ultratec make a large print display which plugs into the printer port of their textphones (Minicoms, or TTYs). This is not available in the UK as Ultratec cannot justify the cost of BABT approval.
Lightwriter
Lightwriters are designed to allow deaf people who don't sign, or aphasic people, to coomunicate using text. There are various models of lightwriter, and some of them have vacuum flourescent displays, which makes them particularly easy to see -- they are bright blue characters. I don't think they have a large print display though. They can have one keyboard, or two keyboards back to back, or they can have a scanning system with a switch for people with motor disabilities. They are produced by Toby Churchill Ltd of Cambridge, England (Email 100701.446@compuserve.com), and are also described on an Australian WWW page.
Nurion Industries Station Square, Building 2, Paoli, Pennsylvania 19301, USA. Tel: +1 610 640 2345 Fax: +1 610 647 2216 Laser Cane N-8 The N-8 is a laser cane mobility aid designed to assist blind or deafblind individuals. Two invisible light beams are emitted from the cane. The high light is for head-height protection; the second is directed forward for straight ahead information. When the light beam strikes an object within range it is reflected back to a receiving unit built into the cane. A vibrating unit signals the user’s index finger and a high or low pitched sound is given off. N8 has a 12-foot range and can also be used as a standard cane. The user may receive audible and tactile warning simultaneously, or turn the sounds off. Rechargeable power source. Weight: 1 lb (450g) Price: $2,650.00Wheelchair Pathfinder Navigating device for wheelchairs and scooters, consisting of a set of small rectangular boxes which mount to the front of the mobility device. Lasers point downward while ultrasonic beams are transmitted in front and to the side of the wheelchair. When the beam contacts an object, it bounces back to a receiver, causing both a tactile signal and an audible warning signal. The device has a range of 8 feet (2.4m) forward, above head height or 4 feet (1.2m) when selected; 12 inches (30.48cm) to the side and 4 feet (1.2m) in front of a step, curb or other dropoff. Ref: SFD-200 Price: $4,500.00Polaron Lightweight, compact mobility aid for deafblind and blind people. The unit utilizes ultrasonic technology to detect objects within four, eight or sixteen feet. When an obstacle is within range, the Polaron either vibrates or emits a sound. User selects either of these with a small switch on the device. Other controls include the range switch and the power switch. The unit allows the user to choose between hand-held and chest-mounted positions. When in the chest mounted position, a miniaturized vibrator located behind the neck in the neck strap indicates if there is an obstacle. At 8 to 16 feet (2.4 to 4.8 metres), the vibration is steady; within 8 feet (2.4 metres) it becomes more pronounced and within 4 feet (1.2 metres) it is very intense. The unit requires a commercial alkaline or rechargeable 9 volt battery. The sensor angle is adjustable for chest-mounted use. Colour: black; Material: durable plastic housing. Length: 162mm Width: 275mm Height: 50mm Weight: 270g Ref: PN-2 Price: $892.00
Omni Page
This paging system is designed for people who need to communicate to another person - or need to be aware of a signal from an electronic device, such as a smoke detector, telephone, sound monitor, or doorbell. The wireless receiver unit is attached to a belt or pocket and sends an audible sound (beeper) or vibration to summon the wearer when a transmitter is activated. The receiver is notified of a 'page' from one of the optional transmitters sent by another person, either from a pendant pager transmitter, body activated switch, or hand-held pager transmitter. Or the receiver unit can receive a signal from a specially designed electronic device, such as a smoke detector, doorbell transmitter, sound monitor, or telephone transmitter. The device has a 100 foot range. A specially designed body activated transmitter is available for physically challenged persons. Thank you to PETER TARRANT for this information. He got it from the USA.
RALPH (Robotic Alphabet)
This is a robotic fingerspelling hand which interfaces to any serial (RS232) device. It converts the ASCII to American fingerspelling for use by a deafblind person who is unfamiliar with braille or who does not have the sensitivity to feel it. It is still under development.
Screen Braille Communicator
This is a portable unit about the size of a text telephone, but it only weighs 900g (2 lb). It has a QWERTY keyboard and LCD display on one side, and on the other (where a text phone would have its rubber cups) is a braille keyboard and a display. The braille display can be 1 or 8 cells of 6-dot braille. What the braille user inputs is seen on the LCD display, and what the typist inputs is beld in a buffer and can be scrolled through by the deafblind user. The braille is grade 1 with no group contractions (OU, ING, AND, etc are not available). When the deafblind person has finished reading what is in the buffer an LED lights up. The Screen Braille Communicator is designed for face-to-face communication, so the buffer holding the text is only 512 characters long, but this can be expanded up to 1 or 2k. There is no connector for a computer or printer; this is for reasons of simpliciity and cost. It is powered by a rechargeable battery. The unit can be obtained from: C. Lagarde Beeksestraat 42 NL-4841 GC Prinsenbeek The Netherlands Voice: +31 76 5420463 Fax: +31 76 5420463 Email: lagarde@freemail.nl
Speaking Hand
This is based on a dataglove, and allows a deafblind person to send the British (2 handed) manual alphabet to a computer. In the future it is hoped the computer can send back to the user by inflating small balloons in the glove to produce pressure on the fingertips like that from another person. It was invented by Robert Kleine. It has been shown on the BBC's television programmes "Tomorrow's World" and "See Hear!" and exhibited at the London Science Museum.
Speech to braille Project
Krista Caudill is working with Beth Finn at the Applied Science and Engineering Laboratories ASEL, University of Delaware on a project to produce a portable communications system for deafblind people, based on translating braille to and from speech. There is an article about it .
SuperBraille 2000.
Eight navigation keys provide for screen reading and editing. An autopoint system - with up to 44 programmable push button pointers integrated with each Braille cell - is used to activate menu items and to move the cursor and mouse pointer to a specific cell's displayed character.
A separate Braille display computer processor features an online reference manual and notepad available for reference or note taking independent of any actively running PC application. The standard keyboard includes a hardware-based, 8-dot Braille keyboard emulation capability. The SuperBraille may be a good laptop for use with a Deafblind person because of it's portability, it may help Deafblind people to communicate to non Deafblind Manual alphabet users when out and about. SuperBraille(TM)-LT features: 11.3 inch x 9 inch footprint standard QWERTY keyboard 8-dot, 40-cell Braille display 7 pounds MS-DOS and Windows pre-installed Advanced Access Devices Contact Person: David Mansoir 2066-C Walsh Ave. Santa Clara, CA 95050 Tel: (408)970-9760 Fax: (408)970-0808 E-mail: aadbrl@aol.com
TACTAID
The TACTAID II+ and the TACTAID 7 convert sounds to vibrations on small pads which can be attached to the body. The difference is that the TACTAID II+ has 2 channels and thus 2 pads, while the TACTAID 7 has 7 channels. Each channel reponsds to a frequency band. The unit consists of a small box much like a body worn aid, and wires running to the pads. If the pads are attached to areas where long bones are prominent E.g, by a ring to the fingers, or on a wrist band, it becomes easier to feel the vibrations. These are manufactured by Audiological Engineering Corporation, 35 Medford Street, Somerville, MA 02143, USA Thank you to Dona Sauerburger and Jim Boardman for this information.
Tactiwatch
This is a vibrating clock, available from RNIB. It cannot be set by a deafblind person. It "displays" the time by pulses of vibration, the user counts the pulses to get the hours and minutes.
Talking Disc -- NO LONGER AVAILABLE
This was a disc with braille and print characters on it, and a pointer. The pointer was moved to the print character, and the deafblind person feels the corresponding braille character. It was available from RNIB.
Talking Glove
A Cyberglove virtual reality gove has been used in the recognition of the american one-handed fingerspelling alphabet.
TDDs for the Deaf-Blind
A short list from Computer Technology for Persons with vision impairments resource list at the Washington Assitive Technology Alliance site.
Telebraille
The Telebraille is made by Telesensory in California. The telebraille does not have a computer communications modem but it does have a TTY (TDD) modem. It was designed as a TTY for deafblind people and is also very useful for face to face conversation. It has two components. The sighted component is a modified SuperCom TTY device. It has a qwerty keyboard and a single line LED dislplay. The display is regular size and is not particularly suited to people with low vision. The SuperCom TTY can be connected directly to the telephone line using conventional telephone jack or the telephone receiver can be coupled to the SuperCom on a cradle on top of the device. Text flows past the display, in a continuous stream, like tickertape The SuperCom is connected to the Braille portion of the device by a cable that is about two feet long. The Braille display is about 15 characters in width, although there is a knockout to allow additional characters to be installed, at considerable additional cost. The Telebraille is able to communicate in ASCI mode but it is not compatible to conventional computer modems. There is what looks like a RS232 socket on the back of the Braille component, but the instructions for the Telebraille state that this jack is for 'future use' and that no computer devices should be attached to it! This conversation reminds me that I have not been in contact with Telesensory for over two years and further developments may have been made since then. They have a WWW page about the Telebraille III. Thank you to Robert Froom for this description. Another description of the Telebraille is available from the A-Z to Deafblindness site.
Telephoning with Deaf-blind people over the PC, The Award winning Project "Telephoning with Deafblind people (also very useful for only hearing-impaired persons) over the PC". With the aid of Ulrich Greve's project, a Deafblind person can telephone with a sighted hearing person with the computer, the specially developed software (chooseable with a DOS or Windows program) and modem. With a vibration signaling unit at the deafblind person or optionally at the sighted hearing persons PC speaker, a call is signaled - in the Windows version e.g. also during working with a word processor. The simplicity of the user interface (DOS/Windows) makes it possible that the programs can be also operated with a Refreshable Braille Display. After the telephone connection is established, both interlocutors can, e.g. in the Windows version, communicate with each other with a window, which is divided into two parts. In the one part, the whole conversation is shown, and in the second part the partner writes the text which he wants to send to the other interlocutor. The program offers several setting possibilities, e.g. of the modem, how should the telephone call be signalled (vibrator/PC speaker) or the language of the user interface, which is German or English. The Deafblind or deaf can multiply their very restricted communication facilities enormously, e.g. by equipping relatives, acquaintances or authorities, who have a PC with a modem, with the software, or connect the software with a notebook computer (also with a Refreshable Braille Display), PCMCIA modem and a wireless telephone. In 1998, this project was Awarded a prize by the Christoffel Blindenmission which tries to help blind and other disabled people (independently of their religion) internationally. The programs are free of charge. If you are interested in them, you can request the programs for $10 US dollars expenses from Ulrich Greve, or download as a compressed file (ZIP format) (size of the DOS version: about 30 KB, size of the Windows version, about 90 KB). If you want to download the programs, please send Ulrich Greve, a message, then he will give you the address for downloading the software, And if required, also an address where you can find an unpacking program for files in the ZIP format.
· Contact address.
· Ulrich Greve,
· Birkenfelder Str. 12,
· D-75180 Pforzheim,
· Germany. E-Mail Ulrich Greve at, blindsoftware@tichnut.de. For more information about the Telephoning with Deafblind people software visit, Telephoning with Deaf-blind people over the PC. This site is available in two languages. Telephoning with Deaf-blind people over the PC, Web site in English. Or the Telephoning with Deaf-blind people over the PC, Web site in German.
Teletouch
The teletouch is a mechanical device the size of a small portable typewriter. It has a combined qwerty/Braille keyboard on one side and a single Braille cell on the receiving side. The sender must type slowly and precisely because the receiver must read one letter at a time. This machine has been out of production for some time and is hard to get, but it does have the advantage of being light and portable and it does not require a power supply. Thank you to Robert Froom for this description.
The Touching Solution to Medication Independence for Deaf-Blind Individuals: A Vibro-Tactile, Multi-Alarm, Wearable Medication Reminder.
There are some devices on the commercial market which can remind people when to do something, and some even target the medication-taking issue. These devices, however, are not usable by deaf-blind persons for two reasons: (1) they require vision to set the alarm times, and (2) they require hearing to detect the alarms.
Versabraille
this is like a text telephone (or TTY) but the display is in braille. These are no longer made and are hard to get repaired.
Vibrating Alerting Devices
There are a number of suppliers of such things including
· RNIB in England
· Hear-More in the USA
Vibrating Doorbell
A modified doorbell button transmits signals to a vibrating (and audible) alarm worn by the user. This is available from RNIB.
Vibrating Pager VP1 This pager is part of the Connevans Personal Pager System (PPS). This pager is carried by the user and will vibrate when triggered by one of the trigger units alerting the user. Ref: 50PVI Price: £110.00Trigger Units These trigger units are part of the Connevans Personal Pager System (PPS). Sensing trigger units are placed near the sources of sound and the user carries a PPS vibrating unit which vibrates when a trigger unit has been set off. Types of trigger units available are: fire alarm; telephone; doorbell; baby alarm; external switch; call alarm; alarm clock and an intruder alarm. Price: £60.00 Standard Range Connevans Ltd 54 Albert Road North, Reigate, Surrey RH2 9YR, UK. Tel: +44 1737 247571 Fax: +44 1737 223475 Connevans Ltd Electronic Engs 54 Albert Rd Reigate Surrey RH2 9YR Tel: (01737) 247571 Fax: (01737) 223475
Vibrating Liquid Level Indicator
Designed principally for milk, and tea or coffee in a cup, this has long prongs (for the milk) and short prongs (for the drink) and hangs over the side of the cup. It vibrates when liquid touches the prongs. Available from RNIB
The Vuphonics Home Page.
"Vuphonics" is an experimental sensory-substitution system that is being developed for use by blind and deafblind people, and this site describes "work-in-progress". The Vuphonics system highlights the features of visual images that are normally perceived categorically, by substituting with coded sound effects and their tactile equivalents. It attempts to reproduce the "instant recognition" of objects and properties that occurs in visual perception, by using the near-instantaneous recognition of phoneme sounds that occurs in speech. By listening to coded phonetic sounds (and feeling corresponding tactile/braille effects), the user can instantly understand the colours, textures, distances and "identified objects" that are present in an image. The non-categorical details are filled in via variations in volume, to produce a "texture" effect. The system also conveys shape, location, "change", and, where possible, recognised objects. I am not sure about this myself but I thought it may be of interest to others so I have added it on the equipment Page.

Under www.deafblind.com

How did this assignment help you understand some of the many benefitial computer technologies? Were there any surprises?

In its most simple form, this assignment helps realize how easy and available information is. It used to be one would have to walk or drive to a library, use the duey decimal system to locate books, and then one would have to read several pages before getting the information one needs. Now, many questions can be answered almost immediately and with many up-to-date resources. I did not find any surprises in htis assignment.

--Erik

First ever blog!!

2006-09-01T03:51:00.000-07:00

It's 3:48 in the morning and here I am creating my first blog...Pretty cool. Not looking forward to mounds of homework or "blogwork," but after each week I'm one step closer to my degree.

--Erik