I found the professional development activity at the end of this course the most beneficial. Since my school had asked me to look into some assistive technology resources earlier in the semester for special needs students, I was able to tailor my PD activity research to help fit the needs of my district. It made learning very hands on! I also liked reading the articles about BYOD and collective intelligence. They were topics I had learned about in past classes, but I got to study them in depth during this course.
There weren't really aspects of this course that did not meet my needs. The only issue was at times the assignments were so lengthy that I had a difficult time completing them on time. However, Dr. Angelone was fair and accommodating if I needed extra time.
The topic I found least interesting was healthy use of technology. It is a topic I am familiar with and did not really learn anything new about, but I recognize that it is an important aspect of technology to consider.
My knowledge of technology in my district evolved over the semester dramatically. I was able to apply things I read in this course to our technology situations at school and determine how successful or unsuccessful various aspects of our 1:1 laptops and BYOD initiatives have been.
Thanks for a thought provoking semester!
Saturday, April 26, 2014
Sunday, April 13, 2014
Module #13 Reflective Post
Summary
In this week’s article, “Emerging Technologies And Their Impact On Disability”, Paul H. Wise explains that technology is impacting children with disabilities in both positive and negative ways. He believes that all technology attempts to fix human deficits. While technology can result in safer physical environments, it can also present health risks without presenting solutions to fix them. Technology is increasingly used to fix physical problems for those with disabilities even though emotional health concerns continue to rise. Efficacy is also an issue. As we fight to change health outcomes using technology, we also observe that technology is not readily available to all in our society. Health costs are expensive and available only to those who can afford it, making technology a major social concern on multiple levels. Technology has actually influenced our definition of the term “disability”. Wise recognizes that there are two main factors that determine our current health the ways we are able to treat it: Social environment and tech innovation.
In recent decades, assistive technology has been created by modifying scientific technology to be used for practice purposes in an effort to improve health. Environments have been made safer, preventative vaccines have been created, medicinal treatments have been established to help people cope with illnesses. Technology has become so great that society has been able to decrease infant mortality rates. As a result, however, the amount of childhood chronic illnesses and disabilities has increased. These children with special needs were saved by technology, yet it cannot always cure them and they depend on it for medical and educational help.
Assistive technology can improve independence and participation in typical situations, but disabled students often suffer from a lack of resources because of government pressures to reduce health and educational spending. The individuals With Disabilities Education Act of 1990 was established to help people with special needs gain access to the services they need to maintain a healthy lifestyle. Laws in support of disability rights would not be possible if it weren’t for social acceptance. It has been crucial that society raise awareness of diseases and mortality rates in an effort to call for change. A society’s willingness to change is what fuels research and implementation of technology to help those with special needs. It is important that these new innovations be universal in design so that all society members may benefit from their existence. Furthermore, designing technology for all people instead of a niche group makes the technology less costly. Wise explains that our society needs to be willing to continuously evaluate and alter the ways we implement technology in our community to ensure good health of the people who live in it.
Reflection
Last week’s module activity involving the use of WebAnywhere text-to-speech technology is a great example of why technology and society need to continuously work together to accommodate those members of society with special needs. I believe WebAnywhere exists as a result of society recognizing the helplessness of visually impaired populations in public settings where they cannot read signage. Consequently, technology was developed and publicized for the visually impaired to use. However, this is only a small group of special needs community members that is being helped by the program. Not to mention the WebAnywhere program is extremely difficult to understand and in need of some “fine tuning”. If this program had been created with universal design in mind, it would be useful to a larger population of people and probably more streamlined for efficient use. This is a prime example of the need for society to continuously re-evaluate the success of technology and find ways to make it relevant to human deficiencies.
In this week’s article, “Emerging Technologies And Their Impact On Disability”, Paul H. Wise explains that technology is impacting children with disabilities in both positive and negative ways. He believes that all technology attempts to fix human deficits. While technology can result in safer physical environments, it can also present health risks without presenting solutions to fix them. Technology is increasingly used to fix physical problems for those with disabilities even though emotional health concerns continue to rise. Efficacy is also an issue. As we fight to change health outcomes using technology, we also observe that technology is not readily available to all in our society. Health costs are expensive and available only to those who can afford it, making technology a major social concern on multiple levels. Technology has actually influenced our definition of the term “disability”. Wise recognizes that there are two main factors that determine our current health the ways we are able to treat it: Social environment and tech innovation.
In recent decades, assistive technology has been created by modifying scientific technology to be used for practice purposes in an effort to improve health. Environments have been made safer, preventative vaccines have been created, medicinal treatments have been established to help people cope with illnesses. Technology has become so great that society has been able to decrease infant mortality rates. As a result, however, the amount of childhood chronic illnesses and disabilities has increased. These children with special needs were saved by technology, yet it cannot always cure them and they depend on it for medical and educational help.
Assistive technology can improve independence and participation in typical situations, but disabled students often suffer from a lack of resources because of government pressures to reduce health and educational spending. The individuals With Disabilities Education Act of 1990 was established to help people with special needs gain access to the services they need to maintain a healthy lifestyle. Laws in support of disability rights would not be possible if it weren’t for social acceptance. It has been crucial that society raise awareness of diseases and mortality rates in an effort to call for change. A society’s willingness to change is what fuels research and implementation of technology to help those with special needs. It is important that these new innovations be universal in design so that all society members may benefit from their existence. Furthermore, designing technology for all people instead of a niche group makes the technology less costly. Wise explains that our society needs to be willing to continuously evaluate and alter the ways we implement technology in our community to ensure good health of the people who live in it.
Reflection
Last week’s module activity involving the use of WebAnywhere text-to-speech technology is a great example of why technology and society need to continuously work together to accommodate those members of society with special needs. I believe WebAnywhere exists as a result of society recognizing the helplessness of visually impaired populations in public settings where they cannot read signage. Consequently, technology was developed and publicized for the visually impaired to use. However, this is only a small group of special needs community members that is being helped by the program. Not to mention the WebAnywhere program is extremely difficult to understand and in need of some “fine tuning”. If this program had been created with universal design in mind, it would be useful to a larger population of people and probably more streamlined for efficient use. This is a prime example of the need for society to continuously re-evaluate the success of technology and find ways to make it relevant to human deficiencies.
Tuesday, April 8, 2014
My Professional Development Google Site Workshop: Assistive Technology
Below is a link to my professional development Google Site workshop on assistive technology. You will find a brief history, useful tools, resources, and exercises for teachers. Please let me know if you think any improvements or provisions should be made.
https://sites.google.com/site/profdevelopmentassistivetech/
https://sites.google.com/site/profdevelopmentassistivetech/
Saturday, April 5, 2014
Module #12 Activity: WebAnywhere
WebAnywhere
WebAnywhere is a web-based screen reading program that can be accessed on any tech device that has internet access and a sound card. Once you have accessed this online program, you can type in the address to any website and the site’s text will be read to you. The newer WebAnywhere Beta software even allows the user to highlight important text. It should be noted that this free program is only used for reading information online and cannot read desktop software. There are specific keyboard commands that the user can press to help skip unimportant information.
I tried viewing this blog and my own personal website, maurameyers.com using WebAnywhere. I found the program extremely hard to understand. Maybe I have been spoiled by using other software recently, but I think WebAnywhere may be as difficult to listen to as the text would be to read for someone who is visually impaired. I have recently been working with students to use Kidspiration and Inspiration software at school. These programs are also capable of reading all text, and the voice is much more relaxed and easy to understand than WebAnywhere. The WebAnywhere reading voice seems to be a British male who does not annunciate many words correctly. It talks so incredibly fast at times that it can almost sound like a different language. The monotone computerized version of a human voice almost makes the sound of the text distracting. I would not recommend the use of WebAnywhere. While my blog and website are not necessarily "universally accessible" without the aide of a screen reading program, I think it could be considered accessible if a better program was used to read the text. Upon doing some Google research, it appears that Screenreader.net and JAWS are two options for internet accessibility.
WebAnywhere is a web-based screen reading program that can be accessed on any tech device that has internet access and a sound card. Once you have accessed this online program, you can type in the address to any website and the site’s text will be read to you. The newer WebAnywhere Beta software even allows the user to highlight important text. It should be noted that this free program is only used for reading information online and cannot read desktop software. There are specific keyboard commands that the user can press to help skip unimportant information.
I tried viewing this blog and my own personal website, maurameyers.com using WebAnywhere. I found the program extremely hard to understand. Maybe I have been spoiled by using other software recently, but I think WebAnywhere may be as difficult to listen to as the text would be to read for someone who is visually impaired. I have recently been working with students to use Kidspiration and Inspiration software at school. These programs are also capable of reading all text, and the voice is much more relaxed and easy to understand than WebAnywhere. The WebAnywhere reading voice seems to be a British male who does not annunciate many words correctly. It talks so incredibly fast at times that it can almost sound like a different language. The monotone computerized version of a human voice almost makes the sound of the text distracting. I would not recommend the use of WebAnywhere. While my blog and website are not necessarily "universally accessible" without the aide of a screen reading program, I think it could be considered accessible if a better program was used to read the text. Upon doing some Google research, it appears that Screenreader.net and JAWS are two options for internet accessibility.
Reflective Post #12: Adaptive Technology
Adaptive Technology Website by Sheryl Burgstahler
Burgstahler’s website is a fantastic resource for people looking to familiarize themselves with forms of adaptive technology for specific special needs. She explains that adaptive technology is any tool that helps students be more productive, capable, and independent. AT is especially helpful for student inclusion if the devices can help them use computer software and internet access. People with visual impairments, cognitive disabilities, mobility issues, health concerns, speech, and hearing impairment can all benefit from adaptive technology. A list of helpful technology for each of these needs is broken down on the website. The devices can be divided up into two main categories: Input and output devices. Some examples of input devices for various special needs include dictation software, large keyboard print, grammar and spell check. Output devices include screen enlargement and speech output. The author describes a goal of universal design for all public spaces. In other words, any public space would anticipate the accessibility needs of its inhabitants and accommodate them in a variety of ways. Braille, speech output, ramps, and more are all ways public spaces could work toward universal design.
DO-IT: Disabilities Opportunities Internetworking Technology by The University of Washington
This website is geared toward incoming college students with special needs at the University of Washington looking for work experience or classroom accommodations. The DO-IT organization, which stands for “Disabilities Opportunities Internetworking Technology”, brings together a variety of people: those looking to mentor incoming students with disabilities, educators interested in learning inclusion teaching methods, and students and employers interested in using technology to empower people with special needs. DO-IT also educates people on the importance of universal design of public spaces, education, technology, and services. The website provides videos about assistive technology for various disabilities, provides funding guides to obtain AT, includes transitional information for incoming students with special needs, and access to computer-based career information. DO-IT has a strong online community and resource base for those interested in learning about assistive technology and how it can benefit those with special needs in education or the workforce.
Reflection:
I am impressed with the DO-IT program available at the University of Washington and wonder how many programs exist that are similar at other higher education systems. I remember in college that many teachers would tell students on their syllabi to contact them if you were a student with any special needs, but I was never sure what qualified as a “special need”.
As a teacher for the last five years, I was not aware of what was considered adaptive technology until researching for my PD development website for this course. When I worked at a private school, I had very few experiences with students who had special needs because our school did not provide ample resources for them. Now that I am in my second year at a public school, I have seen many more examples of adaptive technology use. Students often have dictation software, iPad apps, or personal laptops to help them with reading, writing, speech, and visual impairment. These tools have not necessarily been used in my own classroom, but I am aware of students who use them. My adaptive strategies consist more of modified worksheets and tools. For example, if a student has low fine motor skills, I might provide them with bigger paper, worksheets that break skills down into more manageable parts, and larger-barreled supplies such as markers and thicker paintbrushes rather than skinnier colored pencils and brushes.
Burgstahler’s website is a fantastic resource for people looking to familiarize themselves with forms of adaptive technology for specific special needs. She explains that adaptive technology is any tool that helps students be more productive, capable, and independent. AT is especially helpful for student inclusion if the devices can help them use computer software and internet access. People with visual impairments, cognitive disabilities, mobility issues, health concerns, speech, and hearing impairment can all benefit from adaptive technology. A list of helpful technology for each of these needs is broken down on the website. The devices can be divided up into two main categories: Input and output devices. Some examples of input devices for various special needs include dictation software, large keyboard print, grammar and spell check. Output devices include screen enlargement and speech output. The author describes a goal of universal design for all public spaces. In other words, any public space would anticipate the accessibility needs of its inhabitants and accommodate them in a variety of ways. Braille, speech output, ramps, and more are all ways public spaces could work toward universal design.
DO-IT: Disabilities Opportunities Internetworking Technology by The University of Washington
This website is geared toward incoming college students with special needs at the University of Washington looking for work experience or classroom accommodations. The DO-IT organization, which stands for “Disabilities Opportunities Internetworking Technology”, brings together a variety of people: those looking to mentor incoming students with disabilities, educators interested in learning inclusion teaching methods, and students and employers interested in using technology to empower people with special needs. DO-IT also educates people on the importance of universal design of public spaces, education, technology, and services. The website provides videos about assistive technology for various disabilities, provides funding guides to obtain AT, includes transitional information for incoming students with special needs, and access to computer-based career information. DO-IT has a strong online community and resource base for those interested in learning about assistive technology and how it can benefit those with special needs in education or the workforce.
Reflection:
I am impressed with the DO-IT program available at the University of Washington and wonder how many programs exist that are similar at other higher education systems. I remember in college that many teachers would tell students on their syllabi to contact them if you were a student with any special needs, but I was never sure what qualified as a “special need”.
As a teacher for the last five years, I was not aware of what was considered adaptive technology until researching for my PD development website for this course. When I worked at a private school, I had very few experiences with students who had special needs because our school did not provide ample resources for them. Now that I am in my second year at a public school, I have seen many more examples of adaptive technology use. Students often have dictation software, iPad apps, or personal laptops to help them with reading, writing, speech, and visual impairment. These tools have not necessarily been used in my own classroom, but I am aware of students who use them. My adaptive strategies consist more of modified worksheets and tools. For example, if a student has low fine motor skills, I might provide them with bigger paper, worksheets that break skills down into more manageable parts, and larger-barreled supplies such as markers and thicker paintbrushes rather than skinnier colored pencils and brushes.
Thursday, March 27, 2014
RP #11: Troubleshooting Hardware, Software, And Connectivity Problems
The website, “Computer Troubleshooting For Teachers And Students” is an organized guide to solving hardware and software problems independently. Since most schools can’t afford the amount of technology support they need, grad school students and teachers at Pace University compiled this website to accommodate educator’s needs. The website is divided into five categories of issues: Input and output devices, internet and networking issues, interactive whiteboards and projectors, Microsoft Office applications, and printing and scanning problems. Each category is then broken up into subtopics describing possible scenarios that are seemingly unfixable. Each scenario is accompanied with step by step instructions to help the teacher or student attempt to fix the problem without the help of an IT consultant. The solutions often include labeled diagrams and pictures to encourage comprehension.
In the article, “A Computer For Every Student And Teacher: Lessons Learned About Planning And Implementing A Successful 1:1 Learning Initiative In Schools”, the authors describe trials and suggestions of 12 public high schools in North Caroline who started implementing 1:1 laptop use for their students and teachers. The program was started in an effort to increase student achievement and hone 21st Century Skills. After compiling data from teacher and student interviews, observations, and surveys, valuable feedback surfaced. Teachers recommended that at least 6 months of financial and logistical planning should be arranged before giving students and teachers laptops. Short term and longterm goals for updates and technology maintenance should be addressed. It is helpful for teachers to receive laptops first so they are familiar enough to help students learn to use them. The preparation time before implementing 1:1 technology is important because schools need to make sure they can properly accommodate wifi signals for the school population. Schools need to consider the amount of electrical outlets, the safety issues cords may pose, and the possibility of charging stations for student use. Hardware and software accessories that would be useful with the laptops should also be considered. Teachers in the study suggest that the IT department buys 5-10% more laptops than needed to use as loaners for students who cannot afford them or who have broken laptops. They stress the importance of acceptable use policies and orientations for parent and student computer use. In an effort to help teachers and students efficiently with computer related issues, the survey responders suggest that each school have a designated IT employee and student helpers to assist with technology issues.
After reading through the website and article, I wonder what regrets and suggestions for future improvement our own district would have for our 1:1 technology program. It would have been nice for the students to have the same computers that teachers have so we could help them with issues. It also would have been nice for parents, teachers, and staff to attend identical orientations for the computers so we all know the policies and procedures for use. There does not seem to be any clear consequences for misuse of the computer within school hours or beyond. Publicizing offenses and consequences would help computers to be used more efficiently during class time.
Teachers are not required to have their students use the 1:1 laptops at our school. Because of this, the students have a broad spectrum of comfort levels with technology. Many of them do not even know how to write an email. There needs to be a clear expectation stated for how teachers will require students to use technology. So far, it does not seem to me that they are acquiring adequate 21st Century Skills.
In the article, “A Computer For Every Student And Teacher: Lessons Learned About Planning And Implementing A Successful 1:1 Learning Initiative In Schools”, the authors describe trials and suggestions of 12 public high schools in North Caroline who started implementing 1:1 laptop use for their students and teachers. The program was started in an effort to increase student achievement and hone 21st Century Skills. After compiling data from teacher and student interviews, observations, and surveys, valuable feedback surfaced. Teachers recommended that at least 6 months of financial and logistical planning should be arranged before giving students and teachers laptops. Short term and longterm goals for updates and technology maintenance should be addressed. It is helpful for teachers to receive laptops first so they are familiar enough to help students learn to use them. The preparation time before implementing 1:1 technology is important because schools need to make sure they can properly accommodate wifi signals for the school population. Schools need to consider the amount of electrical outlets, the safety issues cords may pose, and the possibility of charging stations for student use. Hardware and software accessories that would be useful with the laptops should also be considered. Teachers in the study suggest that the IT department buys 5-10% more laptops than needed to use as loaners for students who cannot afford them or who have broken laptops. They stress the importance of acceptable use policies and orientations for parent and student computer use. In an effort to help teachers and students efficiently with computer related issues, the survey responders suggest that each school have a designated IT employee and student helpers to assist with technology issues.
After reading through the website and article, I wonder what regrets and suggestions for future improvement our own district would have for our 1:1 technology program. It would have been nice for the students to have the same computers that teachers have so we could help them with issues. It also would have been nice for parents, teachers, and staff to attend identical orientations for the computers so we all know the policies and procedures for use. There does not seem to be any clear consequences for misuse of the computer within school hours or beyond. Publicizing offenses and consequences would help computers to be used more efficiently during class time.
Teachers are not required to have their students use the 1:1 laptops at our school. Because of this, the students have a broad spectrum of comfort levels with technology. Many of them do not even know how to write an email. There needs to be a clear expectation stated for how teachers will require students to use technology. So far, it does not seem to me that they are acquiring adequate 21st Century Skills.
Rubric Evaluation
Summary Paragraphs: Good, 5 points
There is one well-developed summary paragraph per reading.
Reflection Paragraph: Good, 5 points
There are two reflection paragraphs that connects the readings to my own experiences at school and in the classroom.
Quality of Writing: Good, 5 points
Writing is clear and contains no spelling or grammar mistakes.
Connection To Readings: Good, 5 points
Reflection paragraph make a strong and coherent connection to each reading.
Monday, March 24, 2014
Activity #11: Technology Troubleshooting Guide For Teachers And Students
Directions: After determining the problem, try to solve the problem using the solutions in the order that is listed. Contacting the tech department, internet provider, etc. is a last resort. This format would be appropriate for students and teachers alike because it organizes information into problem scenarios and provides methodical, logical ways to rule out issues. If I had more time, pictures of each step and differentiated instructions for Mac and PC users would also be helpful. I included videos when possible to provide visual aids and sources to help teachers and students find more information. It would also be nice if the school designated a few student technology facilitators in addition to adult technology coordinators to help students and teachers become more independent with computer related troubleshooting.
Sources
Computer Troubleshooting For Teachers And Students:
http://webpage.pace.edu/ms16182p/troubleshooting/home.html
MakeUseOf: “No Sound? Don’t Worry! Troubleshooting Tips For Your Computer Speakers.”
http://www.makeuseof.com/tag/no-sound-dont-worry-troubleshooting-tips-for-your-computer-speakers/
Networked: “Why Won’t My SMART Board Pens Work In PowerPoint?”
http://sauxtersdoc.blogspot.com/2012/09/why-wont-my-smart-board-pens-work-in.html
About.com Wireless / Networking: “Can’t Connect To The Internet?”
http://compnetworking.about.com/od/internetaccessbestuses/tp/fixing-cant-connect-to-internet-problems.htm
Technology Support And Inspiration: “Common Smart Board Issues.”
https://sites.google.com/a/lajunta.k12.co.us/technology-support-and-inspiration/home/standards-correlated-lessons-for-smart-boards/help-my-smart-board
“SMART Board Interactive White Board”:
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=6&ved=0CFIQFjAF&url=http%3A%2F%2Fwww.steljes.com%2Fmysmartspaces%2Fimages%2Fsmart_hardware%2Fsmart%2520board%25201.doc&ei=PTgvU7vyDZKCyAGpv4GgCg&usg=AFQjCNFGXpjXXtgO9z5JASJaWV3ue_AvVw&sig2=MdBokzLNzQ1u3OJqgO-1nQ&bvm=bv.62922401,d.aWc
“Reset Pens For SmartBoard” video:
https://www.youtube.com/watch?v=tcmPAgb0Juo
“Using The Ready Light To Troubleshoot The SMART Board 800 Series Interactive Whiteboard.”
http://downloads01.smarttech.com/media/sitecore/en/support/flowcharts/smartboard800series/156537-flowchartsb800readylightv29dec10.pdf
SMART Notebook 10.8: “Calibrating The Cameras.”
http://onlinehelp.smarttech.com/english/mobile/nbwin/10_8_0/Advanced/Content/Support/CalibratingTheCameras.htm
Powersolution.com: “Why [Does] My Computer Keep Freezing?”
http://www.powersolution.com/my-computer-keeps-freezing/
For Dummies: “Fixing A Frozen Mac”
http://www.dummies.com/how-to/content/fixing-a-frozen-mac.html
HP Consumer Support: “Print Jobs Are Stuck In Print Queue.”
http://h10025.www1.hp.com/ewfrf/wc/document?docname=c02239404&cc=us&dlc=en&lc=en#N8882
Sources
Computer Troubleshooting For Teachers And Students:
http://webpage.pace.edu/ms16182p/troubleshooting/home.html
MakeUseOf: “No Sound? Don’t Worry! Troubleshooting Tips For Your Computer Speakers.”
http://www.makeuseof.com/tag/no-sound-dont-worry-troubleshooting-tips-for-your-computer-speakers/
Networked: “Why Won’t My SMART Board Pens Work In PowerPoint?”
http://sauxtersdoc.blogspot.com/2012/09/why-wont-my-smart-board-pens-work-in.html
About.com Wireless / Networking: “Can’t Connect To The Internet?”
http://compnetworking.about.com/od/internetaccessbestuses/tp/fixing-cant-connect-to-internet-problems.htm
Technology Support And Inspiration: “Common Smart Board Issues.”
https://sites.google.com/a/lajunta.k12.co.us/technology-support-and-inspiration/home/standards-correlated-lessons-for-smart-boards/help-my-smart-board
“SMART Board Interactive White Board”:
http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=6&ved=0CFIQFjAF&url=http%3A%2F%2Fwww.steljes.com%2Fmysmartspaces%2Fimages%2Fsmart_hardware%2Fsmart%2520board%25201.doc&ei=PTgvU7vyDZKCyAGpv4GgCg&usg=AFQjCNFGXpjXXtgO9z5JASJaWV3ue_AvVw&sig2=MdBokzLNzQ1u3OJqgO-1nQ&bvm=bv.62922401,d.aWc
“Reset Pens For SmartBoard” video:
https://www.youtube.com/watch?v=tcmPAgb0Juo
“Using The Ready Light To Troubleshoot The SMART Board 800 Series Interactive Whiteboard.”
http://downloads01.smarttech.com/media/sitecore/en/support/flowcharts/smartboard800series/156537-flowchartsb800readylightv29dec10.pdf
SMART Notebook 10.8: “Calibrating The Cameras.”
http://onlinehelp.smarttech.com/english/mobile/nbwin/10_8_0/Advanced/Content/Support/CalibratingTheCameras.htm
Powersolution.com: “Why [Does] My Computer Keep Freezing?”
http://www.powersolution.com/my-computer-keeps-freezing/
For Dummies: “Fixing A Frozen Mac”
http://www.dummies.com/how-to/content/fixing-a-frozen-mac.html
HP Consumer Support: “Print Jobs Are Stuck In Print Queue.”
http://h10025.www1.hp.com/ewfrf/wc/document?docname=c02239404&cc=us&dlc=en&lc=en#N8882
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