Product design Essay Example | Topics and Well Written Essays - 750 words

Product design - Essay Example Usually, the failure of a new product results because of the weakness of its product design. (Roqueta, 1992) One of the prominent weaknesses in this portable CD player is that it has buttons whose placement is not too comfortable. The placing is awkward, thus making it difficult for the consumers to use. Moreover, since the CD player is portable, the usability and smoothness of the buttons play a major role, since they have to be used on the go. But rather than being extremely user friendly, their placing is not up to date, making it inaccessible to the consumer easily. These buttons are very small in size, thus this result in pressing some other button when the consumer intends to press a specific button. The button of switching between the AM and FM also looks very out of place, since its look is very different from the rest of the player. It is made of very thin rubber, which doesnt complement the stylish outlook of the remaining CD player. The design is perfect when the entirety is in congruence with each other. Second issue with the product design is that of the SonicStage software that comes with the player. The problem with it is that it is too slow in function. The software is supposed to compress the music of consumers, such that the quality is maintained and it can easily fit into one single CD. But the problem starts when the software is converting the MP3 format of the song to the ATRAC format of the Sony CD player. This process is very sluggish, and takes place at a snails pace, thus eating up a lot of time of the consumer and also increasing their frustration with the slowness of it. Moreover, as promised that the quality of the songs would not change, this does not happen to. The songs are now of lesser quality than they originally were, after the conversion has taken place. In addition to that, the SonicStage software

Delivering Learning Environment for Visual and Physical Impair Child Essay

Delivering Learning Environment for Visual and Physical Impair Child through Touch - Essay Example My main aim was to enable him to develop his tactile skills to stimulate his interest and ability to experience the world around him and motivate him to move outward in the first place. Through the assignment, I developed my own knowledge and understanding about the movement displayed by the pupil in respect of his visual and physical impairment. I also gained a greater insight into the relationship between his cognitive and physical abilities. I was able to highlight the reason why the pupil lacked the motivation to learn. Overall, I feel more able to incorporate the immediate environment and activities to overcome difficulties in accessing stimuli more effectively for the visual and physically impaired pupils. Pupil Z observation in class The sensory story began with an adult verbally indicating ‘it is time to go to the Chocolate factory’ and playing ‘Charlie and the Chocolate Factory’ introductory song on the plasma screen. Pupil Z was in his normal activ ity time positions, in his wheelchair with a table in front of him to access objects and equipment. Pupil Z worked one-to-one with an adult sitting on the side of his wheelchair. It was evident that Pupil Z was making head movements toward the source of sound and making arm movements at the sides of his chair. Next an adult leading the activity asked ‘who wants a golden ticket to go to factory?’ and the shiny golden tickets were passed around to each pupil to take one. It was evident that the smooth texture of the golden ticket was not very motivating for Pupil Z to explore co-actively with the adult support when the song ‘Golden ticket’ was played on the plasma screen. Instead Pupil Z was thoroughly enjoying listening to the song by smiling, laughing and making lots of intentional head movements rather than co-actively exploring the ticket. When the music stopped the adult leading the activity indicated ‘the train has arrived, all aboard’ and pupils were encouraged to give their tickets to an adult. The adult working with Pupil Z lifted his left arm and placed the golden ticket in his hand without any verbal indication. This lasted a few seconds before the adult released his left arm and took away the golden ticket. Pupil Z naturally seemed to have a very steamy look on his face. The sound track of the train raiding playing in the background seemed to have a very calming effect on him after experiencing this unexpected movement. When the pupils arrived at the chocolate room the adult leading the activity indicated ‘we are in the chocolate room’ and further added ‘what can you smell? what can you smell?’ All adults repeated ‘chocolate, chocolate, mmm mmm mmm!’ The two types of coco butter were passed around to be smelt. When Pupil Z was presented with the choice of two butters to smell he made a sound and after a brief period of time began lifting his arms. He used the tactile search to localise one of creams put on his table. Unfortunately, this cue was missed by an adult who passed this cream to another pupil to explore. When all the pupils had experienced the smell of the two coco butters it was time to explore ‘Chocolate River’. The plastic bowl with milkshake was passed around. Pupil Z was encouraged to co-actively hold the wooden spoon and stir the milkshake. It was evident that Pupil Z was not very motivated to hold the plastic bowl and make co-active stirring actions with the wooden spoon. Instead he was trying to dip his fingers in