Minimax Design of Robust Controllers for Flexible Systems

2002 ◽  
Vol 25 (5) ◽  
pp. 868-875 ◽  
Author(s):  
Tarunraj Singh
Keyword(s):  
Flexible Systems ◽  
Robust Controllers ◽  
Minimax Design

Practical Resources for Provision of Services to Culturally and Linguistically Diverse Users of AAC

2015 ◽  
Vol 22 (1) ◽  
pp. 25-39
Author(s):  
Elena Dukhovny ◽  
E. Betsy Kelly
Keyword(s):  
Best Practices ◽  
Augmentative And Alternative Communication ◽  
Linguistically Diverse ◽  
Intervention Strategies ◽  
Culturally And Linguistically Diverse ◽  
Limited Resources ◽  
Flexible Systems ◽  
Alternative Communication ◽  
Practical Applications ◽  
Provision Of Services

According to the 2010 U.S. Census, over 20% of Americans speak a language other than English in the home, with Spanish, Chinese, and French being the languages most commonly spoken, aside from English. However, few augmentative and alternative communication (AAC) systems offer multilingual support for individuals with limited functional speech. There has been much discussion in the AAC community about best practices in AAC system design and intervention strategies, but limited resources exist to help us provide robust, flexible systems for users who speak languages other than English. We must provide services that take into consideration the unique needs of culturally and linguistically diverse users of AAC and help them reach their full communication potential. This article outlines basic guidelines for best practices in AAC design and selection, and presents practical applications of these best practices to multilingual/multicultural clients.

Adaptive Control of Nonlinear Flexible Systems

1994 ◽  
Author(s):  
Robert L. Kosut ◽  
M. G. Kabuli
Keyword(s):  
Adaptive Control ◽  
Flexible Systems

Adaptive Control of Nonlinear Flexible Systems

1994 ◽  
Author(s):  
Robert L. Kosut ◽  
M. G. Kabuli
Keyword(s):  
Adaptive Control ◽  
Flexible Systems

The Primacy of Experience

2019 ◽  
pp. 64-81
Author(s):  
Andrea Schiavio
Keyword(s):  
Ecological Factors ◽  
Assessment Practices ◽  
Flexible Systems ◽  
Phenomenological Philosophy ◽  
The Core ◽  
Learning Contexts ◽  
Grading Systems ◽  
Recent Developments ◽  
Core Issue ◽  
Event Based

This chapter explores a possible alternative to traditional “paper-and-pencil” assessment practices in music classes. It argues that an approach based on phenomenological philosophy and inspired by recent developments in cognitive science may shed new light on learning and help educators reconsider grading systems accordingly. After individuating the core issue in an unresolved tension between subjective-objective methodologies relevant to certain learning contexts, the chapter proposes a possible remedy by appealing to three principles central to “embodied” approaches to cognition. Such principles may help educators reframe cognitive phenomena (learning described as a measurable event based on “information processing”) in terms of cognitive ecosystems (learning understood as a negotiating and transformative activity codetermined by diverse embodied and ecological factors connected in recurrent fashion). Accommodating this shift implies transforming assessment practices into more open and flexible systems that take seriously the challenge of cooperative learning and phenomenological reflections.

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