Broken yesterday, the story that Michael Jackson had his body scanned back in the ’90s presents a number of interesting possibilities, particularly since there’s a big push for 3D video tech right now. Still, let’s not get too excited. We don’t know exactly what these images include, but it seems unlikely that they’re anything like concert footage that’s shot specifically for 3D. As reported, the images were meant to help create some kind of “virtual double” of Jackson, much the same way that special effects for movies like Spider-Man were created. Creating some kind of 3D concert video from that would be a big leap.
Still, for an artist as popular as Jackson was, it’s not hard to imagine someone dedicating the resources to make that leap. With some progress in holographic tech, and even more intriguing idea would be to recreate a real-live Jackson concert with a Jackson hologram as the main attraction. Given how much lip-synching goes on in today’s pop, would a full-on virtual performer be much of a stretch? Or just too macabre in this case? Whatever happens, you can bet the images won’t end up in a green screen challenge (though we can hope).
Via The Telegraph
Many autistic children prefer interacting with computers, rather than humans. Computers are more reliable, their reactions are more consistent
Professor Arun Mehta
Blind campaigner, Gerry Ellis, says that “it’s becoming more difficult than ever for the disabled to get access to information” as more and more of it goes online.
There are not enough programmes for the blind and deaf, many websites are too complicated for people with disabilities to navigate.
The IGF, through the Dynamic Coalition for Accessibility and Disability, is calling on companies to do more.
It also makes the good point that if they simplify their web pages, that will help all users, not just the disabled.
Another expert in the field, Professor Arun Mehta is also using computer technology to help children with autism. He’s spent a large part of his life developing software which helps those with disabilities.
His Special Kids project (SKIDS) help autistic children to improve their education by recognising pictures and naming the objects which are featured on the computer.
” Many autistic children prefer interacting with computers, rather than humans,” he says. “Computers are more reliable, their reactions are more consistent.”
It is just one of a myriad of applications which are now being developed with the emphasis on access for the millions who don’t currently have it.
Overall, the mood amongst the delegates in Sharm el-Sheikh is optimistic.
The internet is alive and well and as dynamic as ever. Ask anyone here, though, what it will look like in five years ‘ time and you’ll get as many different answers as there are participants in this forum.
The Autism Bill passed its final stage in the House of Lords on 22 October 2009 to become England’s first ever disability-specific law. Once it receives Royal Assent, the Bill will officially become the Autism Act, under which the Government’s forthcoming adult autism strategy will be legally enforceable and must be published within the next six months.
Under the new law, the NHS and local authorities will have to provide diagnostic services for adults with autism and better training for health and social care staff, and they could face legal action if they fail to provide appropriate support for people with autism.
The bill was drafted by the The National Autistic Society (NAS) and steered through Parliament, as a Private Members’ Bill with cross party support, by Conservative MP Cheryl Gillan. NAS chief executive, Mark Lever, said; “Thousands of adults with autism told us they were experiencing serious mental health difficulties due to a lack of support. After a year of lobbying, this is the watershed moment they have been waiting for – this law could literally transform lives”.
Please note our ASD event in Liverpool on the 1st December is now full. However, we are repeating the same event the following day (2nd December) at the same venue and there are places available. If you would like to book on please visit the website by clicking the sunflower to your right.
Sometimes life is like that isn’t it?
Well, a couple of weeks ago life was like that for me. Disaster upon disaster befell our meeting. However, we were lucky enough to have the team at Innkeeper’s Lodge Round Spinney on our side; particularly Andy and Sarah. As a result of their support the day was a blinding succes.
Andrew
Dear Colleagues,
I’m sure you’re aware of the recent postal strikes happening in London and other parts of the country. Communication and Workers Union (CWU) members have now voted in favour of national strike action so we thought it important that we contact you.
If you don’t already and have the facility, why not pay us by BACS (bank transfer) and help us to beat the post strikes? Payment will reach us guaranteed within 3 working days or same day if your bank offers the new faster payments.
If cheque payment is the only option for you then rest assured that we are processing cheques on the same day we receive them to try and ensure there is little or no disruption to your accounting systems.
Please see your invoice or contact us for banking details.
If you don’t pay the bills please forward this information to whoever has that unenviable task.
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Preparing Children for Trick or Treating
Dressing up to go trick or treating is very exciting for children and it creates lasting memories for both children and parents. Help children prepare for trick or treating with these five strategies.
1. Select a Costume – Help children select a costume that fits properly and is safe. Children may be uncomfortable with anything on their face especially make up. Some children may not like masks because of sensory issues or limited vision. Keep these factors in mind when selecting an outfit. For children who have difficulties with masks, holding a mask rather than wearing it or not using one at all may make the evening more enjoyable.
2. Set Costume Guidelines – Children often want to wear their costume other times than trick or treating. Let them know if/when they can wear it besides trick or treating. Be sure to tell them this before they buy the costume and after it is purchased. Explain why they can wear the costume only at certain times. For example, “You can put it on in the evening for a few minutes to see how you
look, but you can only wear it for a little while so it doesn’t get dirty before Halloween.”
3. Practice Going to People’s Doors – Role play going to someone’s door, saying “Trick or treat,” holding a bag out, and saying “Thank you.” Remind children to be polite, wait their turn, and take only one piece of candy when they are asked to select something. It is tempting to rush to a door and take a handful of things when offered a basket or bowl to select from so multiple opportunities for review are important. Be sure to practice other things that may happen such as someone not
being home or someone complimenting them on their costume.
4. Establish Guidelines in Advance – Prepare children for factors such as: What time trick or treating starts and ends; How they know when it ends; Where they can trick or treat (e.g. only houses with lights on, only people the child knows, only homes in a four block radius, etc.); and What the rules are such as staying with a sibling or parent. Be sure to review these guidelines days in advance with a story, visual cards, or written rules. Before trick or treating, review them again so children clearly understand expectations.
5. Set Candy Guidelines– Children become very excited about getting candy and other treats while trick or treating. Set rules in advance about eating candy. Let children know before trick or treating that they need to bring all of the candy back for you to check before they can eat it. Make sure children have dinner before trick or treating so they are not hungry. Have guidelines about the number of pieces they can eat per day and create a schedule for when they can eat their candy. Display the candy plan where they can easily look if they have questions.
From: Sandbox Learning
“What?” I hear you say!
Well it’s not as geeky or complicated as it sounds. Purely a way to save looking at two web pages at once. Those of you who visit our site regularly will know that we use twitter to share resources which we feel may be useful. Well, now you don’t need to open twitter for the latest updates because if you look to your right, you’ll see they are here on the blog.
And to get back to the main website…
Just click on the ‘Good Teaching Practice’ logo on the right.
School to allow use in class while union rages at ‘potentially offensive weapons’#
Mobile phones: ‘untapped learning resource’
Original paper headline: Say hi to mobile phones, the ‘untapped learning resource’
Pupils at a school in Sheffield could soon be allowed to use their mobile phones in the classroom, despite one teaching union describing them as “offensive weapons”.
The radical move is being proposed at Notre Dame High School by assistant headteacher Paul Haigh, who believes pupils’ phones are a huge “untapped resource” for teaching and learning and an important cost-saving measure.
“We realise as a comprehensive state school we could never afford to buy every student all the IT and mobile devices we would like them to have. We already have 800-plus computers and, much like adding lanes to the M25, when we buy more we use them all,” Mr Haigh said.
“It would be great if students could have access to a range of tools, PDAs, cameras, voice recorders, laptops and netbooks, but it would be very expensive and wasteful to maintain and upgrade all the equipment. Most students own many of them anyway – they’re just hidden away in their school bags.”
He added: “What’s more they are experts in using them, knowing all of the short cuts and characteristics of their own devices as they use them every day.”
But the move has been blasted by the NASUWT, which claims mobile phones give pupils the opportunity to “bully and abuse” teachers by uploading comments on social networking sites.
Chris Keates, NASUWT general secretary, said: “These sites are fed by pupils’ misuse of mobile phones. The time has come for mobiles in schools to be placed in the category of a potentially offensive weapon and action taken to prevent their use by pupils while on school premises.
But Notre Dame says wants to create a “robust policy” that will enable teachers to dictate when and where mobile devices are used.
Mr Haigh added: “It should be completely at the control of the teacher; if its not the policy isn’t clear. It’s being made plain to students that having a phone out and checking messages throughout lessons is not acceptable and we would still confiscate the phone. If it’s not being used to support learning we don’t want to see it.”
And despite the NASUW’s criticism, a spokesperson for government IT agency Becta said: “It is very encouraging to hear of schools tapping into the technology that is sitting in virtually every student’s pocket.
“Today’s mobile phones are capable of so much more than texting and can – with the right kind of school-student agreements in place – be an excellent tool for learning.
“Students can download their homework, do research on the internet as well as collaborate with other classmates.”
From TES 9th October