Improving access to affordable housing is often approached through efforts to increase the supply of such housing, as the need to make better use of existing resources and coordinating the efforts of housing providers is often overlooked. A central housing registry in Winnipeg would be one approach to improving coordination and better access for low-income households to affordable housing. This study explores different examples of housing registries that exist in Canada and the United States. It provides insight into the benefits and challenges of housing registries through web searches and a survey. A focus group was also used to gain insight on the local context for developing a central housing registry. This research will increase the awareness of the benefits of a central housing registry and provides recommendations on how to approach the development and implementation of a central housing registry.

Improving access to affordable housing is often approached through efforts to increase the supply of such housing, as the need to make better use of existing resources and coordinating the efforts of housing providers is often overlooked. A central housing registry in Winnipeg would be one approach to improving coordination and better access for low-income households to affordable housing. This study explores different examples of housing registries that exist in Canada and the United States. It provides insight into the benefits and challenges of housing registries through web searches and a survey. A focus group was also used to gain insight on the local context for developing a central housing registry. This research will increase the awareness of the benefits of a central housing registry and provides recommendations on how to approach the development and implementation of a central housing registry.

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

Field learning is an important aspect of geoscience education to teach or reinforce concepts and skills, and the highly social experience of field work can improve learning outcomes, create networks to support future academic success, and promote a sense of belonging in the geosciences. However, field learning presents significant barriers to participation for students with physical disabilities. The introduction of digital data collection and communication devices into traditional field work settings has created new opportunities to expand access to field learning experiences such as remote collaboration; a method of undertaking field work through collaborative teamwork and the use of digital communication technology. This mixed-method study examines the factors that influence academic and social engagement when implementing remote collaboration into a residential field learning experience for students with a range of physical abilities. The results of a quantitative video analysis indicate that cumulatively, levels of academic engagement for students using remote collaboration and participating directly in the field were similar, however the results for individual participants were highly variable. An examination of two students who participated in field work with partial direct access and remote access reveal significant differences in how engagement levels varied between the two approaches and highlight the importance of choosing inclusive strategies that are best suited to each student’s learning style and unique needs. Survey results indicate that students found the digital environment of remote collaboration conducive to positive social interaction. An analysis of interview and observation data indicates that potential influences on engagement include the academic background of participants, academic inclusion and support from faculty, social inclusion from peers and the development of cohesive team identities and goals, the ways in which technology was utilized, and student agency in making choices regarding the means of participation and level of physical engagement. The results of this evaluation indicate that remote collaboration has the potential to be an engaging means of participation that enables a more physically diverse student population to be active participants in geoscience field learning environments.

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This essay describes tools for unlocking accessibility in theatre, specifically for those within the disabled community. Throughout my own research in accessible theatre, and the research reviewed within this paper, it is seen that inclusive theatre yields a multitude of positive benefits for those involved, both emotionally and socially. Throughout my experience with OpenSpot Theatre, an accessible theatre company that teaches drama classes in areas throughout the United States, I learn methods to implement accessibility in theatrical settings using devised theatre, affinity therapy, and applied theatre techniques. Within this thesis, I describe my experience with accessible theatre, OpenSpot theatre, and take a look into how the brilliant realms of theatre and psychology collide.

For people who are blind or have low vision (BLV), physical barriers and negative experiences related to using current transportation options can have negative impacts on quality of life. The emergence of levels 4 – 5 automated driving system-dedicated vehicles (L4+ ADS), which will not require human operators to provide any input into the dynamic driving task, could empower the BLV community by providing an independent means of transportation. Yet, the BLV community has concerns that their needs are not being adequately considered by those currently developing L4+ ADSs, which will result in this technology being inaccessible to populations that it would otherwise greatly benefit. The current study sought to address this gap in the literature by explicitly evaluating the information and interactions that BLV riders will require from L4+ ADS. Specifically, we collected focus group and empirical data across three studies on BLV riders' information and interaction requirements for L4+ ADSs across expected and unexpected driving scenarios as well as pick-up and drop-off tasks (PUDO). Through focus groups with sighted (n = 11) and BLV participants (n = 11; Study 1), we identified similarities and differences between sighted and BLV participants in terms of their user needs for L4+ ADSs across five challenging driving scenarios. Next, we examined BLV participants' (n = 13; Study 2) information requests in real-world settings to better understand BLV riders' needs during a simulated L4+ ADS experience. Our findings show that BLV riders want information that helps with (a) orienting to important objects in the environment during PUDO, (b) determining their location while riding in the ADS, and (c) understanding the ADSs' actions. Finally, we developed an HMI prototype using BLV riders' feedback in Studies 1 and 2 and had BLV participants engage with it during a simulated L4+ ADS trip (n = 12; Study 3). Our results suggest that BLV riders value information about nearby landmarks in familiar and unfamiliar areas, as well as explanations for ADS's actions during ordinary and unexpected scenarios. Additionally, BLV riders need information about required walking distances and presence of tripping hazards in order to select a drop-off location. Taken together, our studies show that BLV riders have specific requirements that L4+ ADS must meet in order for this to be an accessible means of transportation. In light of these findings, we generated 28 guidelines and 44 recommendations that could be used by designers to improve the accessibility of L4+ ADSs for BLV riders. / Doctor of Philosophy / When using current transportation options, individuals who are blind or have low vision (BLV) often encounter physical barriers and negative experiences, which can limit their ability to travel independently and have negative impacts on their overall quality of life. However, future vehicles equipped with levels 4 – 5 automated driving systems (L4+ ADSs) will offer transportation that requires no input from human operators, and thus, could be used as an independent means of transportation for the BLV community. Unfortunately, the BLV community has concerns that their needs are not being adequately considered by those currently developing L4+ ADSs, which will result in this technology being inaccessible to populations that it would otherwise greatly benefit. The current work sought to address this gap in the literature by evaluating the information and interactions that BLV riders will require from L4+ ADS. We conducted three studies to collected data on BLV riders' information and interaction requirements for L4+ ADSs across a variety of driving scenarios as well as tasks relating to being picked up and dropped-off by an L4+ ADS. First, through focus groups with sighted and BLV participants, we identified similarities and differences between sighted and BLV participants' user needs for L4+ ADSs across five challenging driving scenarios. Next, to better understand BLV riders' needs, we had BLV participants indicate when they would desire information during a simulated L4+ ADS ride-hailing experience in real-world settings. Our findings show that BLV riders want information that helps with (a) orienting to important objects in the environment during PUDO, (b) determining their location during their trip, and (c) understanding the reason for the ADS's actions. Finally, using BLV riders' feedback, we developed an HMI prototype and had BLV participants engage with it during a simulated L4+ ADS trip. Our results suggest that BLV riders value information about nearby landmarks in both familiar and unfamiliar areas, as well as explanations for ADS's actions during common (e.g., stopping at a stop sign) and unexpected driving scenarios (e.g., sudden swerve). Additionally, when being dropped off, BLV riders need information about required walking distances and presence of tripping hazards in order to select a desirable drop-off location. Taken together, our studies show that BLV riders have specific requirements that L4+ ADS must meet in order for this to be an accessible means of transportation. In light of these findings, we generated a set of guidelines and recommendations that designers can use to improve the accessibility of L4+ ADSs for BLV riders.

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No description available.