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The ROV ground control simulator (Fig. 1) used in this multi-sensory research consists of two workstations: pilot and SO. At the left workstation, the pilot controls ROV flight (via stick-and-throttle inputs as well as invoking auto-holds), manages subsystems, and handles external communications. From the right workstation, the SO is responsible for locating and identifying points of interest on the ground by controlling cameras mounted on the ROV. Each station has an upper and a head-level 17″ color CRT display, as well as two 10″ head-down color displays. The upper CRT of both stations displays a ‘God's Eye’ area map (fixed, north up) with overlaid symbology identifying current ROV location, flight waypoints, and current sensor footprint. The head-level CRT (i.e., “camera display”) displays simulated video imagery from cameras mounted on the ROV. Head-up display (HUD) symbology is overlaid on the pilot's camera display and sensor specific data are overlaid on the SO's camera display. The head-down displays present subsystem and communication information as well as command menus. The simulation is hosted on four dual-Pentium PCs. The control sticks are from Measurement Systems Inc. and the throttle assemblies were manufactured in-house.

Purpose – The purpose is to expand multimodal composition frameworks and practices to include tactile design and use of maker technologies, situated in a larger context of designing for equity and increasing access to picture books for children with visual impairments.

Design – As part of the Build a Better Book project, we designed workshops to engage students in composing tactile books enhanced with sound and Braille for young children with visual impairments. Education undergraduates in a children’s literature class crafted tactile retellings over a 2-session workshop, and high school students in an ELA class designed and fabricated 3D printed tactile books over several weeks.

Findings – Both pre-service candidates and high school students developed awareness of the importance of inclusive, equity-oriented design of picture books, and especially for children with visual impairments. They collaborated in teams, developing design skills manipulating texture, shape, size and spatial arrangement to express their tactile retellings and enhanced meaning with sound. The high school students had more opportunity to build technical and computational thinking through their use of Makey Makey, Scratch, and TinkerCad.

Practical Implications – Multimodal composition and making can be effectively integrated into pre-service candidates’ literacy education, as well as high school English Language Arts, to develop multimodal communication and inclusive design skills and values. Success depends on interdisciplinary expertise (e.g., children’s books, tactile design, making technologies, etc.), and sufficient access to physical and digital materials and tools.

This chapter looks at how sensitivity to event design and the creative process for an arts event also can have an impact on its ongoing management and tourist experience, by applying a new assessment tool, sustainable creative advantage (SCA), to gauge its performance.

A case study approach was used to assess SCA for the Sculpture by Sea, Bondi, Sydney 2015, in order to discuss how its management enables satisfying arts leisure experiences. Two key activities in the research were (1) in-depth interviews with organizers, full and volunteer staff, artists, gallery owners, and participants and (2) participant observation of touristic performances and other forms of engagement with the sculptures.

In its 19th edition, the event could still be considered a fresh and inspiring experience for tourists. However, crowding on weekends can affect the experience for all participants. Tactile tours are a unique feature of the event and could be promoted more to tourists, particularly the disabled.

Applying SCA needs careful timing, in order to collect information when interviewees are available and the event itself is running. Approaches should be made to organizers before, during, and after the event for information.

Event organizers could use SCA to understand more about controlling tourist experiences and how creative management and marketing of an event can have an impact on overall participant satisfaction.

Could also offer insights to academics studying glocality and events, the relationship of curatorial power to content/experience, or how such events can add to the study of leisurescapes in cultural tourism.

For students who are blind or visually impaired, technology enables greater access to the educational curriculum, immediate and independent access to information, and full participation in community and citizenship. This chapter reviews research on technology use by students with visual impairments, and highlights effective practices, promising developments, and ongoing challenges. The authors discuss the implications of these advancements on policy, instruction, professional development, and future research.

Teachers play a vital role in the structure of their classrooms. Part of this structure is having a clear understanding of the importance of not only supporting their students, but also the teacher assistants/support staff with whom they collaborate. Providing teacher assistants/support staff with guidance, information on student needs and classroom structures, team-building strategies, training, and supervision sets the stage for a positive climate for collaboration, teamwork, and learning. Consequently, teachers should be proactive and diligent to ensure high-quality training and supervision for teacher assistants/support staff, as this will have a direct impact on the services and learning opportunities being provided to the students.

This chapter provides an overview of the Department of Defense (DoD) laboratory structure to help equipment designers, modelers, and manufacturers determine where research, testing programs, or relevant findings can be found. The chapter includes a discussion of the performance measures and metrics typically used in DoD laboratories and concludes by considering the current state-of-the-art as well as the state-of-the-possible for human performance measurement.

For many years it has been speculated that some learning and attention problems in children are related to underlying problems in neurological functioning. In fact, the IDEA (1997) definition of learning disabilities utilizes terminology that specifically includes neurological processes and conditions: Specific learning disabilities means a disorder in one or more of the basic psychological processes involved in understanding or in using language, spoken or written, which may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or do mathematical calculations. The term includes such conditions as perceptual handicaps, brain injury, minimal brain dysfunction, dyslexia, and developmental aphasia. The term does not include children who have learning problems which are primarily the result of visual, hearing, or motor handicaps, of mental retardation, or of environmental, cultural, or economic disadvantage.This chapter begins with a review of the role of neuroimaging in advancing an understanding of the basis and nature of learning and attention problems. The ever-increasing sophistication of neurodiagnostic technology has made it possible to obtain more precise information about neuroanatomical and neurophysiological bases of behavior, including learning and attention. Advances in technology have greatly increased the ability to study the functioning of the brain during the performance of relatively complex mental activities. With this advanced technology it is becoming increasingly possible to visualize normal and abnormal brain functioning, including important components of basic academic skills. The chapter includes a discussion of the recent evidence about the neurological basis of learning and attention problems.

This chapter investigates the need to focus on the gap between the pure quantification of the body, expressed by robotic implants, and recent research aiming to recover qualitative aspects of touch, such as sensation. The solution proposed is to analyse new implant technologies with a stereoscopic vision that is able to consider sensation both as intensity of neural signals and as something that we feel. The central question is: what is the value of introducing qualitative analysis into typically quantified robotics research, governed by data?

Dynamic assessment in the educational setting has been shown to offer many benefits for students with speech and language disorders. This chapter highlights the benefits of dynamic assessment and describes the limitations of static assessments. Because dynamic assessment can be implemented in many ways, three scenarios have been designed to provide an overview of some of these variations. Scenario 1 includes a graduated prompt approach for assessing abilities in the production of speech sounds using a standardized dynamic assessment. Scenario 2 includes a graduated prompt approach for assessing the linguistic skills underlying spelling errors. Scenario 3 includes a test-teach-retest approach for determining the presence of language impairment in students who speak a nonmainstream dialect of English. Suggestions for goal setting and increasing dynamic assessment applications for students with speech and language disorders are presented.