An alternative for time-based media or audio description of the prerecorded video content is provided for synchronized media, except when the media is a media alternative for text and is clearly labeled as such.
Where pauses in foreground audio are insufficient to allow audio descriptions to convey the sense of the video, extended audio description is provided for all prerecorded video content in synchronized media.
If any audio on a Web page plays automatically for more than 3 seconds, either a mechanism is available to pause or stop the audio, or a mechanism is available to control audio volume independently from the overall system volume level.
For prerecorded audio-only content that (1) contains primarily speech in the foreground, (2) is not an audio CAPTCHA or audio logo, and (3) is not vocalization intended to be primarily musical expression such as singing or rapping, at least one of the following is true:
When a Web page is one of a series of Web pages presenting a process (i.e., a sequence of steps that need to be completed in order to accomplish an activity), all Web pages in the process conform at the specified level or better. (Conformance is not possible at a particular level if any page in the process does not conform at that level or better.)
audio or video synchronized with another format for presenting information and/or with time-based interactive components, unless the media is a media alternative for text that is clearly labeled as such
Under the leadership of Chief Information Officer Dr. Michael Casdorph, Information Technology strives to provide stable, reliable, and secure IT access for students, faculty, staff, clinicians, patients, researchers, and visitors. As the central IT service provider for Augusta University and many of AU Health's IT services, IT is responsible for Augusta University's most critical IT resources including the wired and wireless network; email, telephone, and online collaboration services; information security; software licensing; and a host of other systems and applications.
Meet the EST3, a groundbreaking control platform featuring a unique modular design. Optimized to meet the needs of applications ranging from standalone fire alarm systems to multi-panel networks with unified fire, security, and mass notification functions, the EST3 platform is a total safety solution for any facility. Plus, EST3's multiplexed audio will deliver up to eight audio messages at the same time, automatically directing the right message to the right people in the right locations.
Example: It is not possible to mix a headset plus an audio input with a Skype call and listen to the combined result. Usually it´s only possible, to use more than one device at a time in a software application (e. g. the Mic headset in Skype, Game Sound). Especially internet browsers don´t provide a audio device selection, they are limited to the default windows audio device.
The modular BRX300 Series makes the power of line array technology accessible to customers who are not trained audio engineers, thanks to its plug-and-play simplicity, built-in corrective signal processing, smart transport system and hassle-free rigging hardware. Deploy in minutes and enjoy optimal sound out of the box with components engineered for fidelity and ease of use:
Braga told in an interview that the show's writing team had already outlined a "season two bible" prior to the show being dropped. He revealed there would be "intelligent dinosaurs" on the Badlands and the Phoenix Group that went there would be massacred by those creatures. The show would also have gone in a darker direction, with Taylor starting to go crazy and Jim Shannon having to step up into a leadership position.
To see how interactivity works, consider Cisco Systems. As it happens, Cisco makes and sells various products that fall under the social technology umbrella. In using them internally, its people have explored the benefits of enabling high-quality back-and-forth communication. One such product, TelePresence, simulates an in-person meeting by beaming video feeds between locations. Multiple large screens create a wraparound effect, and specially designed meeting tables (in an ideal configuration) mirror one another so that users feel as if they were seated at the same piece of furniture. In one sense this is a more robust version of a web-based video chat, with none of the delays or hiccups that typically mar online video. More important, it masters the critical issue of visual scale. When Cisco engineers studied remote interactions, they found that if the on-screen image of a person is less than 80% of his or her true size, those who see the image are less engaged in talking with that person. TelePresence participants appear life-size and can look one another in the eye.
You can ensure that your account stays secure even if someone else has your username or password by turning on two-step verification. When this feature is turned on, you must enter a code that is sent to you by email or text message to log in to MyChart, in addition to using your username and password. For more information, check out our helpful video on two-step verification.
Yes. We accept debit or credit card payments (American Express, MasterCard, Discover, and VISA) over the phone. You can also pay online or via MyChart 24 hours a day. If you would like for a customer service representative to take your payment over the telephone, we are available to help. For the billing office phone number and hours, please refer to the information on your statement.
When separating the audio tracks online, the user can work with only the vocals or a specific instrument. Doing so generates and has access to files ready to become karaoke tracks, study materials, covers, new productions, and more.
Moises allows the user easy, fast, and effective usability, guaranteeing excellent results when separating online audio tracks. The platform is for FREE, but it also has a paid Premium version, with more available features.
Moises makes it much easier to separate audio tracks online and explore your creative potential, whether creating karaoke tracks with friends, covers, acapella versions of your favorite compositions, learning music, producing, or whatever creativity allows!
This product may be purchased from an authorized Crestron dealer. To find a dealer, please contact the Crestron sales representative for your area. A list of sales representatives is available online at www.crestron.com/salesreps or by calling 800-237-2041.
As a country we need to take progressive steps that are geared towards ensuring that we become self-sufficient on farm activities. It is very clear that Botswana has come up with policies in the agricultural sector, but we are still struggling to become self-sufficient in food production.
Because life waits for no one, at LG USA we create consumer electronics, appliances and mobile devices that are designed to help you connect with those who matter most. Whether that means cooking a nutritious, delicious meal for your family, staying connected on-the-go, sharing your favorite photos, watching a movie with your kids or creating a clean, comfortable place to celebrate the moments that matter, we'll be there for you every step of the way.
This is the stage at which you take your general assessment of goals and objectives and translate them into detailed action steps with assigned responsibilities. This functional action plan should be a formal document that summarizes the sequence of steps or initiatives required to attain an objective. This is the primary source of information for how you will execute, monitor, control and close out objectives.
Assistant ProfessorUniversity of Central ArkansasPatti F. Martin, M.S., CCC-ADirector of Audiology and Speech-Language PathologyArkansas Children's HospitalDee M. Lance, Ph.D., CCC-SLPAssistant ProfessorUniversity of Central ArkansasIntroduction:It seems that in our high-tech world, many of us believe we must have a piece of equipment with tons of bells and whistles to perform almost any kind of assessment. In our continuing effort to obtain the biggest, best, and most powerful assessment instruments, it's easy to overlook tried and true procedures. The Ling Six Sound Test (Ling 1976, 1989) is one procedure that, in our experience, is often overlooked. One of its many benefits is that it can be used by anyone; audiologists, speech language pathologists, teachers and parents. The Ling Six Sound Test will truly get to the "nuts and bolts" of speech and hearing without all the "bells and whistles." It can be used with hearing aids, cochlear implants, or no amplification at all. It's a good "low tech" tool to keep handy for quick and accurate assessment of essential communication abilities of adults and children.Historical Perspectives:The concept behind Daniel Ling's Six Sound Test was to select familiar speech sounds that would broadly represent the speech spectrum from 250-8000 Hz. This spectral range is the same range tested by conventional audiometry. Ling used isolated phonemes to target low, middle and high frequency sounds. The phonemes for the Ling Six Sound Test are [m], [ah], [oo], [ee], [sh] and [s]. There are many ways to use this test to assess functional listening skills. A short review of the hierarchy of auditory skills will be helpful in thinking of ways to use the Ling Six Sound Test.Erber (1982) described a four level hierarchy of auditory skills with respect to sounds: detection, discrimination, identification and comprehension. Additionally, some of these same topics have been addressed in the psychoacoustics literature (Small, 1973).Detection is the most basic auditory skill (Tye-Murray, 1998). Detection is the awareness of the presence or absence of sound. It is the most basic level of sound perception. Detection is probably best illustrated by a comprehensive audiologic evaluation. Pure tone testing is accomplished by asking a person to respond to sound when they hear it. Their response can take many different forms. Infants and young children may respond by turning their head towards the sound. A pre-schooler may respond by using a play task (i.e. dropping a block in a bucket when they hear a sound). Raising your hand or saying "yes" when you hear a sound such as an adult would do, is also a form of sound detection. Discrimination is the ability to tell if two sounds are the same or different. In many discrimination tasks, the goal is to identify the smallest difference between two sounds, which the listener can perceive. To discriminate between two sounds, the listener must first be able to detect the two sounds. Therefore, discrimination is a "higher level" task than is detection.Identification involves being able to label or name the sound that is heard. Identification tasks require that the listener be able to detect and discriminate the stimuli and then to uniquely identify it. Identification is a "higher level" task than is detection and/or discrimination.Comprehension is the most complicated auditory skill, as it requires the listener to detect, discriminate, identify and understand the meaning of the sound or the message. Comprehension is the highest of the four levels as it bridges the auditory perception with cognitive and/or language abilities. The Ling Six Sound Test is useful for addressing the skills of detection, discrimination and identification, but it is not a test of comprehension.Applications:When using the Ling Six Sound Test, the clinician starts at the level at which the client is functioning and works toward a higher level. For example, if a child with hearing impairment can repeat the sounds (identification level) in the Ling Six Sound Test, the clinician might address identification and comprehension issues. Using a lower level skill such as detection or discrimination would be inappropriate as the child has already obtained and demonstrated those prerequisite skills, prior to achieving identification. The Ling Six Sound Test can be used in the same way as pure tone stimuli for the person whose auditory skills are at the detection level (Yoshinaga-Itano, 2000). The Ling Six Sound Test can be presented and the person can respond to the presence of the sounds. The responses could be as varied as those discussed earlier regarding the audiologic evaluation. For example, if you are working with a 3 year old boy who is at the detection stage of auditory development, you might use the Ling Six Sound Test to quickly obtain information relative to what he is hearing with respect to aided versus unaided perception. A play task, such as throwing toy blocks into a bucket when he hears the sound, could be used as the response mode. Again, for the purpose of detection, the child does not need to know the difference in the sounds, nor does it require him to repeat the sound. However, if he can respond via detection, to the six sounds in the test, then the clinician knows he is grossly hearing the sounds across the speech spectrum range. If he does not respond to one or more of the sounds in the test, then you have potentially acquired information about frequency regions that need to be targeted for auditory training. Additionally, if the responses obtained represent different hearing acuity than that which was previously obtained, an audiologic evaluation may be in order. Therefore, although the Ling Six Sound Test is not a diagnostic audiometric evaluation, it is a tool which can help provide information analogous or similar to threshold testing, in the appropriate circumstance.Discrimination, the second level skill in the hierarchy, can also be addressed with the Ling Six Sound Test. The clinician can present two sounds from the test and ask the person with hearing impairment to indicate whether the sounds are the same or different. If an individual is in the early phase of development of this skill, sounds that are very different could be used, for example [ah] and [s]. However, as the person progresses in the development of this skill, sounds that are similar could be used for discrimination skill building, for example [sh] and [s]. The skill of identification would require that the individual with hearing impairment say, or otherwise indicate, the sound they hear. If the clinician says [s], then it would be expected that the person with hearing impairment would repeat that sound. However, errors in repeating the sounds can provide useful information to the clinician. If a person cannot repeat the sound with auditory input only, then the clinician could add visual input. Once the person was able to repeat the sound with visual and auditory input, the visual cue could be eliminated.Another application of the identification task using the Ling Six Sound Test is related to duration. The goal of this task is for the person with hearing impairment to be able to repeat a sound with progressively shorter presentation times by the clinician (Leach, 2003). This most closely approximates how the person will hear the sound in connected speech. However, if the hearing impaired individual needs a longer presentation to hear and repeat the target sound, the clinician knows that the sound needs to be targeted for work. Of course, it is also possible that the amplification system (hearing aids, FM, sound field etc.) needs to be adjusted. Another application of the Ling Six Sound Test has to do with signal-to-noise and figure-ground relationships. This can be accomplished by presenting the Ling Six Sound Test at a normal conversational loudness, and at a comfortable listening distance, perhaps 3 or 4 feet. Then, while maintaining the same vocal effort, systematically increase the distance between the speaker and the listener. This will help to increase "distance listening skills" as the primary signal becomes less dominant and gradually approaches the lesser loudness levels of the background noise. The Ling Six Sound Test has previously been useful in the early detection of middle ear pathology (Laughton & Hasenstab, 2000). For example, Tyler was a 4 year old child with a moderate to moderately severe sensorineural hearing loss. He had been wearing hearing aids for approximately 2 years. At the beginning of Tyler's speech language therapy sessions, his speech language pathologist listened to his hearing aids with a hearing aid stethoscope. In addition, she used the Ling Six Sound Test as a quick check of functional listening skills. Tyler had previously been able to repeat all six sounds, as a first level task, identification (see above). One day he had trouble repeating some of the sounds. Immediately, his clinician was alerted to the fact that something was different for Tyler. She knew his hearing aids were working because she listened to them herself. The speech language pathologist spoke with Tyler's mother, noted the inconsistency, and recommended further evaluation. Tyler's physician confirmed an ear infection. Similar observations could apply to new ear molds, new hearing aids, recently reprogrammed hearing aids, dead batteries, cochlear implant troubleshooting and malfunction identification etc. Conclusion:Many clinicians are familiar with the Ling Six Sound Test. The Ling Six Sound Test is very low tech, very easy to learn, and has a variety of pragmatic applications. Unfortunately, the test is often restricted to detection tasks. The Ling Six Sound Test can provide quick and easy verification of auditory abilities, can establish continuity and preparedness for training and development of additional listening skills, can serve as a guide for setting auditory training goals, and can serve as a "red flag" for problems related to hearing, hearing loss and hearing amplification systems. References:Erber, N. (1982). Auditory training. Washington, DC: Alexander Graham Bell Association for the Deaf.Laughton, J., & Hasenstab, S.M. (2000). Auditory learning assessment, and intervention with school-age students who are deaf or hard-of-hearing. In Alpiner, J.G., & McCarthy, P.A. (Eds.), Rehabilitative audiology: Children and adults (pp. 178-225). Philadelphia, PA: Lippincott Williams & Wilkins. Leach, M. (2003, October). Tips from the toy box. Paper presented the annual meeting of the Arkansas Speech-Language-Hearing Association, Hot Springs, Arkansas.Ling, D. (1976). Speech and the hearing-impaired child: Theory and practice. Washington, DC: Alexander Graham Bell Association for the Deaf.Ling, D. (1989). Foundations of spoken language for the hearing-impaired child. Washington, DC: Alexander Graham Bell Association for the Deaf.Small, A. M. (1973). Psychoacoustics. in Minifie, F.D., Hixon, T.J. and Williams, F. (Eds.), Normal Aspects of Speech, Hearing, and Language (pp. 347). Englewood Cliffs, NJ: Prentice-Hall, Inc. Tye-Murray, N. (1998). Foundations of aural rehabilitation. San Diego, CA: Singular Publishing Group. Yoshinaga-Itano, C. (2000). Assessment and intervention with preschool children who are deaf and hard-of-hearing. In Alpiner, J.G., & McCarthy, P.A. (Eds.), Rehabilitative audiology: Children and adults (pp. 140-177). Philadelphia, PA: Lippincott Williams & Wilkins. 1e1e36bf2d