AY Honors/Braille/Requirements - Revision history

W126jep: - Category of Honor Requirements

2022-07-20T20:09:34Z

- Category of Honor Requirements

W126jep at 13:21, 26 May 2021

2021-05-26T13:21:08Z

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2021-03-22T20:30:14Z

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2021-01-27T02:21:08Z

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2020-12-26T18:44:46Z

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2020-12-20T01:57:51Z

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← Older revision		Revision as of 20:09, 20 July 2022
Line 69:		Line 69:
	<section end=challenge />		<section end=challenge />
	<section end=Body />		<section end=Body />
−
−	~~<noinclude><translate>~~
−	~~<!--T:17-->~~
−	~~[[Category:Honor Requirements\|{{#titleparts:{{PAGENAME}}\|1\|2}}]]~~
−	~~[[Category:Honor Requirements Revision 3\|{{#titleparts:{{PAGENAME}}\|1\|2}}]]~~
−	~~<noinclude></translate></noinclude>~~

@@ Line 1: / Line 1: @@
 {{HonorSubpage}}
 <section begin=Body />
 <b>1. <section begin=req1 /><noinclude><translate><!--T:1-->
 </noinclude>What is a tactile reading system?
 <noinclude></translate></noinclude><section end=req1 /></b>
 <b>2. <section begin=req2 /><noinclude><translate><!--T:2-->
 </noinclude>Discuss who needs a tactile reading system and what is needed to read it.
 <noinclude></translate></noinclude><section end=req2 /></b>
 :<b>a. <section begin=req2a /><noinclude><translate><!--T:3-->
 </noinclude>Find an eye exam chart and follow the directions to test your vision. What constitutes good vision as opposed to legal blindness?
 <noinclude></translate></noinclude><section end=req2a /></b>
 :<b>b. <section begin=req2b /><noinclude><translate><!--T:4-->
 </noinclude>Using a multisensory activity, evaluate your epicritic sensitivity.
 <noinclude></translate></noinclude><section end=req2b /></b>
 <b>3. <section begin=req3 /><noinclude><translate><!--T:5-->
 </noinclude>Briefly discuss the history of tactile reading systems, including the following points:
 <noinclude></translate></noinclude><section end=req3 /></b>
 :<b>a. <section begin=req3a /><noinclude><translate><!--T:6-->
 </noinclude>Who was Louis Braille?
 <noinclude></translate></noinclude><section end=req3a /></b>
 :<b>b. <section begin=req3b /><noinclude><translate><!--T:7-->
 </noinclude>List some of the tactile reading systems that competed with braille in “The War of the Dots.”
 <noinclude></translate></noinclude><section end=req3b /></b>
 <b>4. <section begin=req4 /><noinclude><translate><!--T:8-->
 </noinclude>Explain how braille systems are adapted to different languages.
 <noinclude></translate></noinclude><section end=req4 /></b>
 <b>5. <section begin=req5 /><noinclude><translate><!--T:9-->
 </noinclude>Demonstrate your understanding of a braille cell by writing your name in braille with a craft, LEGO, or other creative method.
 <noinclude></translate></noinclude><section end=req5 /></b>
 <b>6. <section begin=req6 /><noinclude><translate><!--T:10-->
 </noinclude>Discover how braille is written.
 <noinclude></translate></noinclude><section end=req6 /></b>
 <b>7. <section begin=req7 /><noinclude><translate><!--T:11-->
 </noinclude>Discuss what materials might be the most helpful to have translated into braille and what you would want to be available in braille in the event you became blind.
 <noinclude></translate></noinclude><section end=req7 /></b>
 <b>8. <section begin=req8 /><noinclude><translate><!--T:12-->
 </noinclude>Identify legal and cultural provisions in your country that make braille more accessible.
 <noinclude></translate></noinclude><section end=req8 /></b>
 <b>9. <section begin=req9 /><noinclude><translate><!--T:13-->
 </noinclude>Who was Adventist pioneer Austin O. Wilson and what did he do?
 <noinclude></translate></noinclude><section end=req9 /></b>
 <section begin=challenge />
 <b>10. <section begin=req10 /><noinclude><translate><!--T:14-->
 </noinclude>Discuss ways to meet and interact with a person who is blind. Do one of the following:
 <noinclude></translate></noinclude><section end=req10 /></b>
 :<b>a. <section begin=req10a /><noinclude><translate><!--T:15-->
 </noinclude>Visit a facility that serves people who are blind. Before the visit, ask students to write down their predictions about their perceptions of blind people. Collect and keep responses to review after the visit.
 <noinclude></translate></noinclude><section end=req10a /></b>
 :<b>b. <section begin=req10b /><noinclude><translate><!--T:16-->
 </noinclude>Invite a blind person to speak to your group about his/her experiences. Before the visit, ask students to write down their predictions about their perceptions of blind people. Collect and keep responses to review after the visit.
 <noinclude></translate></noinclude><section end=req10b /></b>
 <section end=challenge />

@@ Line 58: / Line 58: @@
 <noinclude></translate></noinclude><section end=req9 /></b>
 <b>10. <section begin=req10 /><noinclude><translate><!--T:14-->
 </noinclude>Discuss ways to meet and interact with a person who is blind. Do one of the following:
@@ Line 69: / Line 70: @@
 </noinclude>Invite a blind person to speak to your group about his/her experiences. Before the visit, ask students to write down their predictions about their perceptions of blind people. Collect and keep responses to review after the visit.
 <noinclude></translate></noinclude><section end=req10b /></b>
 <section end=Body />
@@ Line 76: / Line 78: @@
 [[Category:Honor Requirements Revision 3|{{#titleparts:{{PAGENAME}}|1|2}}]]
 <noinclude></translate></noinclude>

@@ Line 6: / Line 6: @@
-<b>1. <section begin=req1 /><noinclude><translate></noinclude>What is a tactile reading system?
+<b>1. <section begin=req1 /><noinclude><translate><!--T:1-->
 <noinclude></translate></noinclude><section end=req1 /></b>
-<b>2. <section begin=req2 /><noinclude><translate></noinclude>Discuss who needs a tactile reading system and what is needed to read it.
+<b>2. <section begin=req2 /><noinclude><translate><!--T:2-->
 <noinclude></translate></noinclude><section end=req2 /></b>
-:<b>a. <section begin=req2a /><noinclude><translate></noinclude>Find an eye exam chart and follow the directions to test your vision. What constitutes good vision as opposed to legal blindness?
+:<b>a. <section begin=req2a /><noinclude><translate><!--T:3-->
 <noinclude></translate></noinclude><section end=req2a /></b>
-:<b>b. <section begin=req2b /><noinclude><translate></noinclude>Using a multisensory activity, evaluate your epicritic sensitivity.
+:<b>b. <section begin=req2b /><noinclude><translate><!--T:4-->
 <noinclude></translate></noinclude><section end=req2b /></b>
-<b>3. <section begin=req3 /><noinclude><translate></noinclude>Briefly discuss the history of tactile reading systems, including the following points:
+<b>3. <section begin=req3 /><noinclude><translate><!--T:5-->
 <noinclude></translate></noinclude><section end=req3 /></b>
-:<b>a. <section begin=req3a /><noinclude><translate></noinclude>Who was Louis Braille?
+:<b>a. <section begin=req3a /><noinclude><translate><!--T:6-->
 <noinclude></translate></noinclude><section end=req3a /></b>
-:<b>b. <section begin=req3b /><noinclude><translate></noinclude>List some of the tactile reading systems that competed with braille in “The War of the Dots.”
+:<b>b. <section begin=req3b /><noinclude><translate><!--T:7-->
 <noinclude></translate></noinclude><section end=req3b /></b>
-<b>4. <section begin=req4 /><noinclude><translate></noinclude>Explain how braille systems are adapted to different languages.
+<b>4. <section begin=req4 /><noinclude><translate><!--T:8-->
 <noinclude></translate></noinclude><section end=req4 /></b>
-<b>5. <section begin=req5 /><noinclude><translate></noinclude>Demonstrate your understanding of a braille cell by writing your name in braille with a craft, LEGO, or other creative method.
+<b>5. <section begin=req5 /><noinclude><translate><!--T:9-->
 <noinclude></translate></noinclude><section end=req5 /></b>
-<b>6. <section begin=req6 /><noinclude><translate></noinclude>Discover how braille is written.
+<b>6. <section begin=req6 /><noinclude><translate><!--T:10-->
 <noinclude></translate></noinclude><section end=req6 /></b>
-<b>7. <section begin=req7 /><noinclude><translate></noinclude>Discuss what materials might be the most helpful to have translated into braille and what you would want to be available in braille in the event you became blind.
+<b>7. <section begin=req7 /><noinclude><translate><!--T:11-->
 <noinclude></translate></noinclude><section end=req7 /></b>
-<b>8. <section begin=req8 /><noinclude><translate></noinclude>Identify legal and cultural provisions in your country that make braille more accessible.
+<b>8. <section begin=req8 /><noinclude><translate><!--T:12-->
 <noinclude></translate></noinclude><section end=req8 /></b>
-<b>9. <section begin=req9 /><noinclude><translate></noinclude>Who was Adventist pioneer Austin O. Wilson and what did he do?
+<b>9. <section begin=req9 /><noinclude><translate><!--T:13-->
 <noinclude></translate></noinclude><section end=req9 /></b>
-<b>10. <section begin=req10 /><noinclude><translate></noinclude>Discuss ways to meet and interact with a person who is blind. Do one of the following:
+<b>10. <section begin=req10 /><noinclude><translate><!--T:14-->
 <noinclude></translate></noinclude><section end=req10 /></b>
-:<b>a. <section begin=req10a /><noinclude><translate></noinclude>Visit a facility that serves people who are blind. Before the visit, ask students to write down their predictions about their perceptions of blind people. Collect and keep responses to review after the visit.
+:<b>a. <section begin=req10a /><noinclude><translate><!--T:15-->
 <noinclude></translate></noinclude><section end=req10a /></b>
-:<b>b. <section begin=req10b /><noinclude><translate></noinclude>Invite a blind person to speak to your group about his/her experiences. Before the visit, ask students to write down their predictions about their perceptions of blind people. Collect and keep responses to review after the visit.
+:<b>b. <section begin=req10b /><noinclude><translate><!--T:16-->
 <noinclude></translate></noinclude><section end=req10b /></b>
 <section end=Body />
 <noinclude><translate>
 [[Category:Honor Requirements|{{#titleparts:{{PAGENAME}}|1|2}}]]
 [[Category:Honor Requirements Revision 3|{{#titleparts:{{PAGENAME}}|1|2}}]]
 <noinclude></translate></noinclude>
 {{CloseHonorPage}}

@@ Line 1: / Line 1: @@
-<languages /><br />
+{{HonorSubpage}}
 <section begin=Body />
@@ Line 58: / Line 58: @@
 [[Category:Honor Requirements|{{#titleparts:{{PAGENAME}}|1|2}}]]
 [[Category:Honor Requirements Revision 3|{{#titleparts:{{PAGENAME}}|1|2}}]]
-</translate></noinclude>
+<noinclude></translate></noinclude>

@@ Line 2: / Line 2: @@
 <translate>{{RequirementsHeader}}</translate>
 ==<translate>Requirements</translate>==
-</translate><section end=req1 />'''
+<b>2. <translate><section begin=req2 />Discuss who needs a tactile reading system and what is needed to read it.
-'''2. <section begin=req2 /><translate>
+<section end=req2 /></translate></b>
-</translate><section end=req2 />'''
+:<b>b. <translate><section begin=req2b />Using a multisensory activity, evaluate your epicritic sensitivity.
-:'''a. <section begin=req2a /><translate>
+<section end=req2b /></translate></b>
-</translate><section end=req2a />'''
+:<b>a. <translate><section begin=req3a />Who was Louis Braille?
-:'''b. <section begin=req2b /><translate>
+<section end=req3a /></translate></b>
-</translate><section end=req2b />'''
+<b>4. <translate><section begin=req4 />Explain how braille systems are adapted to different languages.
-'''3. <section begin=req3 /><translate>
+<section end=req4 /></translate></b>
-</translate><section end=req3 />'''
+<b>6. <translate><section begin=req6 />Discover how braille is written.
-:'''a. <section begin=req3a /><translate>
+<section end=req6 /></translate></b>
-</translate><section end=req3a />'''
+<b>8. <translate><section begin=req8 />Identify legal and cultural provisions in your country that make braille more accessible.
-:'''b. <section begin=req3b /><translate>
+<section end=req8 /></translate></b>
-</translate><section end=req3b />'''
+<b>10. <translate><section begin=req10 />Discuss ways to meet and interact with a person who is blind. Do one of the following:
-'''4. <section begin=req4 /><translate>
+<section end=req10 /></translate></b>
-</translate><section end=req4 />'''
+:<b>b. <translate><section begin=req10b />Invite a blind person to speak to your group about his/her experiences. Before the visit, ask students to write down their predictions about their perceptions of blind people. Collect and keep responses to review after the visit.
-'''5. <section begin=req5 /><translate>
+<section end=req10b /></translate></b>
 [[Category:Honor Requirements|{{#titleparts:{{PAGENAME}}|1|3}}]]
-[[Category:Honor Requirement By Sections|{{#titleparts:{{PAGENAME}}|1|3}}]]
+[[Category:Honor Requirements Revision 2|{{#titleparts:{{PAGENAME}}|1|3}}]]

@@ Line 1: / Line 1: @@
-An expert system:
+<languages /><br />
+<translate>{{RequirementsHeader}}</translate>
-*renders an unemotional response at all times
+==<translate>Requirements</translate>==
-*reduces danger for humans
+'''1. <section begin=req1 /><translate>
-*can be designed to have expertise in many areas
+What is a tactile reading system?
-*can explain in detail how a conclusion was derived
-*can draw conclusions many times faster than a human
-*allows the programmed knowledge of a subject matter expert to be applied to problems without the expert needing to be involved each time a problem is presented.
+</translate><section end=req1 />'''

AY Honors/Braille/Requirements - Revision history

W126jep: - Category of Honor Requirements

W126jep at 13:21, 26 May 2021

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