Browsing by Subject "accessibility"

Now showing 1 - 9 of 9

ACCESS Is More Than Accommodations: 2018–2019 Deaf College Student National Accessibility Report
(2019) Palmer, Jeffrey Levi; Cawthon, Stephanie W.; Garberoglio, Carrie Lou; Ivanko, Tia
DAC Blog 2021-07
(2021-07) Ryan, Mandy; Cunningham, Carolyn
Development of opportunity-based accessibility indicators
(National Academy of Sciences, 2011) Chen, Yali; Ravulaparthy, Srinath; Deutsch, Kathleen; Dalal, Pamela; Yoon, Seo Youn; Lei, Ting; Goulias, Konstadinos G.; Pendyala, Ram M.; Bhat, Chandra R.; Hu, Hsi-hwa
Accessibility, defined as the ease (or difficulty) with which activity opportunities can be reached from a given location, can be measured using the cumulative amount of opportunities from an origin within a given amount of travel time. These indicators can and should be used in regional planning and modeling efforts that aim to integrate land use with travel demand. The primary objective of this paper is to illustrate the creation of realistic space-sensitive and time-sensitive block level accessibility indicators to support the development of the Southern California Association of Governments activity-based travel demand model.
Fully Three-Dimensional Toolpath Generation for Point-Based Additive Manufacturing Systems
(University of Texas at Austin, 2016) Micali, Maxwell K.; Dornfeld, David
While additive manufacturing and 3D printing achieved notoriety for their abilities to manufacture complex three-dimensional parts, the state of the art is not truly three-dimensional. Rather, the process plans for the majority of these machines rely on a stack of discretized, two-dimensional layers, which results in parts with stair-stepped surfaces, as opposed to being smooth and freeform. This work proposes a change to the 2.5D paradigm by using a configuration space approach to enable toolpath planning in a full three-dimensional space, allowing movements beyond planar slices. Algorithms are also presented to compute toolpaths on non-planar regions. Since the toolpaths take part and machine geometries into account, they are guaranteed to be collision-free. These techniques are relevant to many additive manufacturing technologies, including fused deposition modeling (FDM), directed energy deposition (DED), material jetting, and nozzle-based variants. The result of implementing nonplanar toolpaths is smoother, more continuous part surfaces.
Implementation of Strategies to Increase Adolescents' Access to Fruit And Vegetables at School: Process Evaluation Findings from the Boost Study
(2015-02) Aarestrup, Anne Kristine; Jorgensen, Thea Suldrup; Jorgensen, Sanne Eellegaard; Hoelscher, Deanna M.; Due, Pernille; Krolner, Rikke; Hoelscher, Deanna M.
Access to fruit and vegetables (FV) is associated with adolescents' FV consumption. However, little is known about implementation of strategies to increase access to FV at schools. We examined the implementation of two environmental components designed to increase access to FV at Danish schools. Methods: We used data from 20 intervention schools involved in the school-based multicomponent Boost trial targeting 13-year-olds' FV consumption. The environmental components at school included daily provision of free FV and promotion of a pleasant eating environment. Questionnaire data was collected by the end of the nine-month intervention period among 1,121 pupils (95%), from all school principals (n = 20) and half way through the intervention period and by the end of the intervention among 114 teachers (44%). The implementation of the components was examined descriptively using the following process evaluation measures; fidelity, dose delivered, dose received and reach. Schools with stable high implementation levels over time were characterised by context, intervention appreciation and implementation of other components. Results: For all process evaluation measures, the level of implementation varied by schools, classes and over time. Dose received: 45% of pupils (school range: 13-72%, class range: 7-77%) ate the provided FV daily; 68% of pupils (school range: 40-93%, class range: 24-100%) reported that time was allocated to eating FV in class. Reach: The intake of FV provided did not differ by SEP nor gender, but more girls and low SEP pupils enjoyed eating FV together. Dose delivered: The proportion of teachers offering FV at a daily basis decreased over time, while the proportion of teachers cutting up FV increased over time. Schools in which high proportions of teachers offered FV daily throughout the intervention period were characterized by being: small; having a low proportion of low SEP pupils; having a school food policy; high teacher-and pupil intervention appreciation; having fewer teachers who cut up FV; and having high implementation of educational components. Conclusions: The appliance of different approaches and levels of analyses to describe data provided comprehension and knowledge of the implementation process. This knowledge is crucial for the interpretation of intervention effect.
The Improvement of Accessibility for A/V Content at The University of Texas Libraries
(2017-12) Deems, Christopher
Through their online repository, Texas ScholarWorks, the Perry-Castañeda Library at the University of Texas at Austin is able to provide users around the world with access to thousands of videos, documents, and data originally limited to the university. However, not all of the items available to the public on Texas ScholarWorks are accessible to everyone, as there are over 2,000 audio and video items that have yet to be transcribed or captioned. This capstone project addresses the issue the library faces in trying to caption and transcribe these items, as well as items to be added to the repository in the future, by researching how to best process the backlog of items to be captioned and transcribed, acquiring the appropriate software needed for the library to efficiently and accurately process these items, and developing a workflow plan for the library to follow when processing future items.
Making Online Learning Accessible for Deaf Students: A Guide for Disability Services
(2020) National Deaf Center on Postsecondary Outcomes
Screen Readers and SciEng Interfaces: How Accessible is Database Content?
(2019-07-19) Stephens, Jane
The presentation will highlight the use of screen readers with common science and engineering database interfaces. An overview of how a screen reader (JAWS) interacts with the coding (buttons, drop down menus, etc.) on a page (i.e. search page, results page, etc.) will be provided. Users with print impairments cannot access database content if the database interfaces do not interact easily with screen readers. For each interface selected, a description of how the screen reader interacts with it – what works and what does not work? Will be presented. Finally, the author will discuss what developers can do to make these interfaces more accessible.
Together But Apart: How University Accessibility Standards Fail To Deliver Full Inclusion And Why It Matters
(2019-05-01) Strickland, Kate; Evans, Rhonda
The Americans with Disabilities Act and the 1973 Rehabilitation Act serve as the primary laws permitting students with disabilities access to postsecondary education free from discrimination. However, the reality of campus accessibility falls far short of the legislation’s apparent promise of universal access. This failure derives from philosophical foundations upon which current legislation rests: current laws promote formal equality as opposed to full inclusion. To be fully inclusive, students with disabilities must have equal access to classrooms, buildings, pathways of travel, and the social framework of universities. I argue that even universities that comply fully with the ADA nevertheless discriminate against students with disabilities. Focusing on the University of Texas at Austin (UT), this study first determines whether UT, an ADA-compliant campus, is fully inclusive. Second, the experiences of students with disabilities are gathered to determine the effect of the lack of full inclusion on the experiences of students. I argue that UT possesses a twofold pr problem: the physical environment of many classrooms, buildings, and general pathways of travel were not fully inclusive, but, perhaps even more significant, there was a definite attitudinal barrier preventing students with disabilities from being fully included within the social framework. As a result, this study provides recommendations to improve the physical environment and, more importantly, the social environment through mandatory disability awareness trainings for staff, faculty, and students in order to promote a more inclusive university environment.