Collaborative Context-Awareness and Reasoning for Optimised Service Delivery

2007 ◽  
Author(s):  
Raffaele Giaffreda ◽  
Javier Barria
Keyword(s):  
Service Delivery ◽  
Context Awareness ◽  
Collaborative Context

Information Dissemination between Mobile Nodes for Collaborative Context Awareness

2011 ◽  
Vol 10 (12) ◽  
pp. 1710-1725 ◽  
Author(s):  
Christos Anagnostopoulos ◽  
Stathes Hadjiefthymiades ◽  
Evangelos Zervas
Keyword(s):  
Context Awareness ◽  
Information Dissemination ◽  
Mobile Nodes ◽  
Collaborative Context

Modeling of Collaborative Context-Awareness for Smart Home

2014 ◽  
Vol 511-512 ◽  
pp. 189-192
Author(s):  
Hong Ji Xu ◽  
Zhi Gang Xie ◽  
Lei Tao Wang
Keyword(s):  
Information Sharing ◽  
Context Awareness ◽  
Information Acquisition ◽  
Smart Home ◽  
Processing Method ◽  
Sensor Nodes ◽  
Context Aware ◽  
Common Framework ◽  
Collaborative Context

The normal context-aware applications mainly focus on the information acquisition and processing from isolated sensor nodes or devices, which make the applications lack of the ability of information sharing and cooperation. This paper introduces collaborative idea into intelligent context-aware environment, establishes a common framework and model for collaborative context-awareness, and specifies the workflow of collaborative intelligent sensing. The proposed modeling and processing method can be effectively used in smart home and other application scenarios, which can improve the reliability and accuracy of perception, and improve the efficiency of the context-awareness processing obviously.

A Classroom Sign Communication Program for the Severely Handicapped

1981 ◽  
Vol 12 (4) ◽  
pp. 233-239
Author(s):  
Linda Goodman ◽  
Robin Kroc
Keyword(s):  
Service Delivery ◽  
Speech Language Pathologist ◽  
Communication Program ◽  
Severely Handicapped

This article describes a strategy used to teach sign communication to severely handicapped students in the classroom. It recommends that the speech-language pathologist adopt a consultant role in service delivery.

Dimensions of Multiskilling

1999 ◽  
Vol 30 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Carole E. Johnson
Keyword(s):  
Hearing Loss ◽  
Service Delivery ◽  
Monitoring Program ◽  
School Age Children ◽  
School Age ◽  
Support Personnel ◽  
Educational Personnel ◽  
Educational Audiology ◽  
Children With Hearing Loss ◽  
Improve Service Delivery

Educational audiologists often must delegate certain tasks to other educational personnel who function as support personnel and need training in order to perform assigned tasks. Support personnel are people who, after appropriate training, perform tasks that are prescribed, directed, and supervised by a professional such as a certified and licensed audiologist. The training of support personnel to perform tasks that are typically performed by those in other disciplines is calledmultiskilling. This article discusses multiskilling and the use of support personnel in educational audiology in reference to the following principles: guidelines, models of multiskilling, components of successful multiskilling, and "dos and don’ts" for multiskilling. These principles are illustrated through the use of multiskilling in the establishment of a hearing aid monitoring program. Successful multiskilling and the use of support personnel by educational audiologists can improve service delivery to school-age children with hearing loss.

Case Studies for Telepractice in AAC

2014 ◽  
Vol 23 (1) ◽  
pp. 42-54 ◽  
Author(s):  
Tanya Rose Curtis
Keyword(s):  
Service Delivery ◽  
Case Studies ◽  
Eye Gaze ◽  
Cognitive Impairments ◽  
Perceived Barriers ◽  
Computer Experience ◽  
Access Methods ◽  
Complex Communication Needs ◽  
Barriers To Service ◽  
Communication Needs

As the field of telepractice grows, perceived barriers to service delivery must be anticipated and addressed in order to provide appropriate service delivery to individuals who will benefit from this model. When applying telepractice to the field of AAC, additional barriers are encountered when clients with complex communication needs are unable to speak, often present with severe quadriplegia and are unable to position themselves or access the computer independently, and/or may have cognitive impairments and limited computer experience. Some access methods, such as eye gaze, can also present technological challenges in the telepractice environment. These barriers can be overcome, and telepractice is not only practical and effective, but often a preferred means of service delivery for persons with complex communication needs.

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