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a sandbox at the beach, oil painting style

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Perfect Beach Scene: 7 Hours of White Sand, Blue Water & Ocean Waves in 4K

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In my life I have been fortunate to have explored fascinating places around the world.  There is one particular city though, that keeps giving me new emotions every day. It is Roma (or Rome).
Its variety of architectures that stands clearly apart from other "megacities", Its unparalleled history legacy and Its intimate and quieter sides make Rome a city that does get into your bloodstream. 

Watch my other works:
Cuba: https://vimeo.com/224883799
Venezia: https://vimeo.com/181612110
Lanzarote: https://vimeo.com/192406523
Reverie of Vietnam: https://vimeo.com/126747807
Moments of Puglia: https://vimeo.com/165102515
Malta: https://vimeo.com/202709486

Rome has been documented in different ways and for different purposes but few videos make you appreciate this city through local's eyes. 

I have dedicated months filming everyday's moment to describe a day in Rome through a roman's eyes. This short film is the result. Let me indulge you for a few minutes.  

Awards:
OFFICIAL SELECTION - 2016 ICFF – Italian Contemporary Film Festival

Locations:
Many filmed locations are unknown to many. Click on the link to see film locations on map: https://goo.gl/AWgM6g

Based on an original idea and directed by Oliver Astrologo - FB: http://fb.com/oliver.astrologo
Additional footage: Nils Astrologo

Original Score: 
Max LL - http://maxll.ca

The original soundtrack of ROMA has been produced by talented composer Max LL. All music and sounds effects rights are reserved. 

SteadyCam (Gimbal) support
Aerea Visus - Uniclamp : http://goo.gl/KMDqbs

Thanks:
Marco Baroni di Fonderia, Simone Sampò, Alice Celia, Federico Chericoni and everyone who helped me create this video.

Appearances:
Maurizio & Satia Martinoli, Alessia Scognamiglio, Andrea di Curcio, Stefano Silvani, Valeria D’Ovidio, Tommaso Cassinis. The mask: Jacopo Sabar Giacchino.

Flickr album: https://flic.kr/s/aHskitMuGV

Geek Stuff
I have received so many messages asking for details on how I produce my videos. 
I put down this short piece: http://oliverastrologo.com/videotips this explains few techniques I have been using and includes a list of equipment. Don't hesitate to write to me if you need further details or have any recommendation.

Gear (Find a comprensive list of my equipment here: http://oliverastrologo.com/gear)
Sony A7ii @ 1080 50p PP7 (Exposed in S-Log2)
Sony A7s @ 1080 50p PP7 (Exposed in S-Log2)

Video Stabilization: Area Visus AV-ST-01

Lens used:
Zeiss 35mm 2.8
Zeiss 55mm 1.8
Canon 24-15mm 4.0 IS

Color Correction
ImpulZ LUTs with some tweaks. 

Riprese aeree (in italiano):
La questione delle riprese aeree effettuate con Droni è spesso soggetta a controversie, è importante ricordare che possono essere (e spesso sono) utilizzati in modo responsabile. Le riprese aeree di questo video sono state realizzate prima del 30 Aprile 2014 data antecedente alle nuove restrizioni sui voli, tutte le immagini sono state acquisite rispettando le seguenti modalità:

- Evitare le zone sensibili o qualsiasi cosa che può essere frainteso senza previa autorizzazione.
- Evitare i periodi più affollati, le ore di punta, eventi speciali, ecc.
- Evitare le folle. In caso di zone ove erano presenti delle persone con osservatori di terra e ricetrasmittenti.
- Rispettare le aree residenziali di tranquillità e diritto alla privacy.
- Eliminare qualsiasi materiale che rivela inavvertitamente persone o che possa compromettere la privacy.

Per domande riguardanti le riprese aeree, vi prego di contattarmi via e-mail.

** Important **
All video, music and sounds effects are rights reserved.
Please only use and share this embed code of the original video.
Third party downloads and distribution is not permitted.

If you are interested in buying footage or any inquiry please contact: info@oliverastrologo.com
******************************************************
Instagram: https://instagram.com/oliverhl
Twitter https://twitter.com/oliverastrologo
Facebook https://fb.com/oliver.astrologo
*******************************************************

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lived experience of cerebral palsy, speech and hearing impairments using AAC and how this affects communication & every aspect of life

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Our award-winning ATmentors are AAC experts who use assistive technology in their daily lives for communication and access needs. With firsthand experience, they excel in building confidence and problem-solving for families and AAC users. Whether supporting communication goals or promoting independence in new environments, our ATmentors are here to help navigate and empower every step of the way.

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Communication Matters - Communication Matters is the working name of ISAAC (UK)

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Communication Matters is the working name of ISAAC (UK)

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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What Listeners are Saying...

"I listen to you every day while walking my dogs Sam and Shiloh. They know your opening sounds and voices. This signals a good, long walk is coming. I am pumped and energized to work with my nonspeaking clients after listening to you. Your podcast provides inspiration and encouragement for me to never give up on my people."

- No Voice Left Behind

"Keep up the great work! You both are wonderful to listen to! I just started listening last month and I love all the content. When I start a show, I always think "I wonder what I will learn today?" and then I always have some kind of takeaway. It's helped me feel like I'm not alone on this AAC journey and has helped me with professional development and feeling like I'm a member of an AAC community. You are making a difference, even in my rural town!
-tiggerkw6

" Equal parts informative and inspirational, Rachel and Chris our incredibly knowledgeable and compassionate hosts. This podcast has helped me so much in understanding the use of AAC as a critical communication system for clients. A must-listen!"
-LAleads

"This podcast has completely transformed my clinical practice and the way I perceive my therapeutic role. I am better equipped to support the needs of my students, families, and teams because of the relevant, evidence-based, practical content that Chris and Rachel bring to the table in each episode. This resource is invaluable and essential- one of the first tools in my toolbox. Thank you for inspiring me and re-igniting my love for this field and profession!"
-Yay2

"When I discovered there was an AAC podcast my heart filled with joy! Finally, a show for me to learn about the latest research, clinical techniques and even hear from AAC users themselves. Talking with Tech is my go-to SLP podcast in the sea of my mant true crime ones. I love hearing the weekly updates and following both Rachel and Chris on social media. I even had a spazzed fangirl moment when I got to meet them at ATIA. AAC doesn't need to be scary and this podcast makes all things AAC and assistive tech accessible to it's listeners. Thank you Rachel & Chris!

- AACed It Communication

"I have been an SLP for 27 years but will never stop learning. AAC and AT have always been a special interest of mine. I have been blessed the past two years to work with 4 students with complex communication needs. Your podcast is helping me advance my teaching/coaching with the 9 paraprofessionals that I work with and to gently overcome the overuse of a prompting method that has been pervasively used with these students. Keep Talking 😃"
- LindabSLP

"I've been procrastinating writing a review for a long time because it has been difficult for me to find the right words to truly express my gratitude for this podcast.I stumbled upon Talking with Tech unexpectedly, but it has changed my professional career and personal life in so many ways. They share real life experiences, research, and strategies that can be implemented immediately."
- GiaSLP

"I am completely in love with your podcast. I am an SLP and AAC Specialist for our county board of developmental disabilities and we actually have a "podcast club" (like a book club) where the AAC Specialists on our team get together once a month and have a discussion about one of your episodes. It has led to great discussions that have caused us to sometimes validate and sometimes challenge our service model. You always have interesting, fresh content and the supporting materials are extremely helpful. Thank you for this incredible resource, we are very grateful for it!!"
- Rachael CCBDD

I am currently enrolled in the AAC course for my graduate program, and I am disappointed to say that it is outdated and disorganized. I am SO grateful for access to resources such as this for students like myself who are motivated to self educate, but can't necessarily afford to attend CEU events yet. Thank you!
- Karen F.

"I am an Assistive Tech Leader working overseas. I listen to your podcast as I commute to work and love it as it keeps me on the cutting edge of AAC despite the physical distance. I meet with a team of AT professionals and we have used your podcast as a 'jumping off point' for our discussions."
- Overseas SLP

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"I listen to you every day while walking my dogs Sam and Shiloh. They know your opening sounds and voices. This signals a good, long walk is coming. I am pumped and energized to work with my nonspeaking clients after listening to you.

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The mission of the Angelman Syndrome Foundation is to advance the awareness and treatment of Angelman syndrome through education and information, research, and support for individuals with Angelman syndrome, their families and other concerned parties. We exist to give all of them a reason to smile, with the ultimate goal of finding a cure.

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Manchester Metropolitan University AAC Assessment Modules

NHS Education Scotland also funded the development of two online modules on AAC Assessment. These were produced by colleagues at Manchester Metropolitan University, ACE Centre in England, and Janet Scott from SCTCI in Scotland. The modules open in a new window.

An Introduction to AAC Assessment. This module helps people understand the components of an AAC assessment, the role of clients, families and professionals, and when to seek support for AAC assessment.

AAC Assessment Module 2. This module consists of six chapters, looking at: people who might use AAC; understanding types of assessment; AAC assessment techniques; contributing to AAC assessment; access methods; measuring change.

We cannot provide technical support for the MMU modules: if you have any difficulties using them please do not contact us.

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NHS Education Scotland also funded the development of two online modules on AAC Assessment. These were produced by colleagues at Manchester Metropolitan University, ACE Centre in England, and Janet Scott from SCTCI in Scotland. The modules open in a new window. An Introduction to AAC Assessment.

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Manchester Metropolitan University AAC Assessment Modules

NHS Education Scotland also funded the development of two online modules on AAC Assessment. These were produced by colleagues at Manchester Metropolitan University, ACE Centre in England, and Janet Scott from SCTCI in Scotland. The modules open in a new window.

An Introduction to AAC Assessment. This module helps people understand the components of an AAC assessment, the role of clients, families and professionals, and when to seek support for AAC assessment.

AAC Assessment Module 2. This module consists of six chapters, looking at: people who might use AAC; understanding types of assessment; AAC assessment techniques; contributing to AAC assessment; access methods; measuring change.

We cannot provide technical support for the MMU modules: if you have any difficulties using them please do not contact us.

# data[].attributes.attachment_link.description
NHS Education Scotland also funded the development of two online modules on AAC Assessment. These were produced by colleagues at Manchester Metropolitan University, ACE Centre in England, and Janet Scott from SCTCI in Scotland. The modules open in a new window. An Introduction to AAC Assessment.

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AAC Leader graphic - transparent background

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Elklan Training Limited | Elklan Training Limited

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Ace Centre provides a range of services to support children and adults with severe communication difficulties.

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Established in 1991, the AAC Scotland Network (formerly known as Augmentative Communication in Practice: Scotland (ACiP:S) is a national network that links together specialist AAC services and professionals; children and adults who use AAC (and their families); statutory services and voluntary agencies; and that provides resources, information and support.

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CALL Scotland on-demand 90-minute professional learning sessions related to communication support needs and Augmentative and Alternative Communication (AAC).

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Talking Mats | Improving communication, improving lives

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Talking Mats is a social enterprise whose vision is to improve the lives of people with communication difficulties. Improving communication-improving lives.

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Learn about AAC teams and how they work together to support Augmentative and Alternative Communication users. Discover why AAC teamwork is important, who is involved, and how to start building a successful AAC team

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Are you losing the human connection in the midst of data collection? Join Brenda and Sarah as they talk with inspirational people who create awe and wonder in unique ways. “Wonder inspires the wish to understand; awe inspires the wish to let shine, to ackn…

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Augmented language systems have become both an integral component of communication intervention programs for children with severe communicative impairments and spurred research on their language and communication development. This study examined…

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Communication happens when we are engaged and interested. Interaction allows real communication to happen. This is true whether we speak to communicate or use Augmentative and Alternative Communication (AAC). Look at strengths and interests. Find opportunities to engage and build language.

AAC is not a test

Unfortunately, many AAC users are given fewer opportunities to learn with their AAC. Especially in engaging and fun moments that will allow them to build language. Instead, AAC learners are tested using their AAC system. They are asked questions to show what they know or don't know. They are asked meaningless questions. AAC users are made to use their AAC system to prove themselves.

AAC is not a test. AAC should not be used this way. Don't use AAC for boring and repetitive drill exercises. This may make an AAC user hate their AAC system, rather than see the value and strength in it.

Engage and motivate

Instead, we need to engage our AAC users. To do this, we find common ground and build on their strengths and interests. Choose interesting and engaging activities. Have real conversations. Give the AAC user the motivation to communicate real messages.

Every AAC user is different. There are many different ideas and activities that may interest them. Work with the AAC user and the team to find engaging ideas that give opportunities to build language.

Create real reasons to communicate

We need to create real reasons to communicate. Look for opportunities to show how to use words on AAC systems. Show how to communicate something interesting and fun.

Doing interesting activities will create reasons to make comments and ask questions. Keep a list of things that the user likes or does not like. Keep a box of motivating books, objects and activities ready to go at any time. Try new things all the time. Hunt out fun activities wherever you go. Play games. Watch YouTube videos together if that's what is most interesting!

Always be age respectful. Choose activities, games and books that are similar what other people their age would do and enjoy.

Create opportunities

Sometimes, we can be a little creative and sabotage situations so that communication may happen.

Here are few examples, each of which may create opportunities for communication:

Giving an incorrect item (e.g. give someone a fork to eat yogurt, etc.)

Be mischievous (e.g. do pranks and tricks, put bugs on Dad's pillow, put a whoopee cushion on sister's chair, etc.)

Make mistakes (e.g. put a shoe on your head, get salt to put in coffee, etc.)

Use these strategies with caution and respect to the AAC user.

Start engaging and interacting

When we engage and interact, we create opportunities to build language and real communication.

Follow the links below for more strategies to get communication started:

Links & References

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Communication happens when we are engaged and interested. Interaction allows real communication to happen. This is true whether we speak to communicate or use Augmentative and Alternative Communication (AAC). Look at strengths and interests. Find opportunities to engage and build language. Unfortunately, many AAC users are given fewer opportunities to learn with their AAC.

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Time to Think: Building Confidence in using Talking Mats within an Additional Support Needs School Setting. - Improving Communication, Improving Lives

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Talking Mats is a social enterprise whose vision is to improve the lives of people with communication difficulties. How Talking Mats can improve communication and lives.

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The Lundy Model | EU Children’s Participation Platform

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Discover the Lundy Model of Participation, a framework by Professor Laura Lundy that ensures children’s views are respected, as outlined by the UN Convention on the Rights of the Child.

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We’re exhibiting at the Tes SEND Show Friday 11th & Saturday 12th October 2024 at the Business Design Centre in London.

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Are you losing the human connection in the midst of data collection? Join Brenda and Sarah as they talk with inspirational people who create awe and wonder in unique ways. “Wonder inspires the wish to understand; awe inspires the wish to let shine, to ackn…

# data[].attributes.attachment_link.description
Are you losing the human connection in the midst of data collection? Join Brenda and Sarah as they talk with inspirational people who create awe and wonder in unique ways. “Wonder inspires the wish to understand; awe inspires the wish to let shine, to ackn…

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Communications Team, Barnsley Hospital NHS Foundation Trust

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Means, Reasons and Opportunities for AAC and Assistive Technology (Version 2)

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Means, Reasons and Opportunities for AAC and AT (V2) is an updated version of this popular AAC resource. The original Means Reasons and Opportunities Resource was developed following a research project which looked at communication aid users' views of communication aids and their priorities.

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Means, Reasons and Opportunities for AAC and Assistive Technology (Version 2)

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October is AAC awareness month so I thought I'd re-share the four Ps model we use to describe the different types of AAC at @barnsleyAT. 
I prefer these terms to 'low tech' and 'high tech' as they give equal value to all forms of AAC, which people might use alone or together. https://t.co/vdJ7sfKdRl

# data[].attributes.wish_content.attachment_props.original_text
October is AAC awareness month so I thought I'd re-share the four Ps model we use to describe the different types of AAC at @barnsleyAT. 
I prefer these terms to 'low tech' and 'high tech' as they give equal value to all forms of AAC, which people might use alone or together. https://t.co/vdJ7sfKdRl

# data[].attributes.attachment_link.embed_code
October is AAC awareness month so I thought I'd re-share the four Ps model we use to describe the different types of AAC at @barnsleyAT.
I prefer these terms to 'low tech' and 'high tech' as they give equal value to all forms of AAC, which people might use alone or together. pic.twitter.com/vdJ7sfKdRl
— Helen Robinson (she/her) (@HelenATSLT) October 17, 2022

# data[].attributes.attachment_link.metadata.attachment_props_source.data.text
October is AAC awareness month so I thought I'd re-share the four Ps model we use to describe the different types of AAC at @barnsleyAT. 
I prefer these terms to 'low tech' and 'high tech' as they give equal value to all forms of AAC, which people might use alone or together. https://t.co/vdJ7sfKdRl

# data[].attributes.attachment_link.metadata.attachment_props.original_text
October is AAC awareness month so I thought I'd re-share the four Ps model we use to describe the different types of AAC at @barnsleyAT. 
I prefer these terms to 'low tech' and 'high tech' as they give equal value to all forms of AAC, which people might use alone or together. https://t.co/vdJ7sfKdRl

# data[].attributes.attachment_link.metadata.attachment_props.text
October is AAC awareness month so I thought I'd re-share the four Ps model we use to describe the different types of AAC at @barnsleyAT. 
I prefer these terms to 'low tech' and 'high tech' as they give equal value to all forms of AAC, which people might use alone or together. https://t.co/vdJ7sfKdRl

# data[].attributes.wish_content.attachment_props.text
October is AAC awareness month so I thought I'd re-share the four Ps model we use to describe the different types of AAC at @barnsleyAT. 
I prefer these terms to 'low tech' and 'high tech' as they give equal value to all forms of AAC, which people might use alone or together. https://t.co/vdJ7sfKdRl

# data[].attributes.wish_content.attachment_props.original_text
October is AAC awareness month so I thought I'd re-share the four Ps model we use to describe the different types of AAC at @barnsleyAT. 
I prefer these terms to 'low tech' and 'high tech' as they give equal value to all forms of AAC, which people might use alone or together. https://t.co/vdJ7sfKdRl

# data[].attributes.attachment_link.embed_code
October is AAC awareness month so I thought I'd re-share the four Ps model we use to describe the different types of AAC at @barnsleyAT.
I prefer these terms to 'low tech' and 'high tech' as they give equal value to all forms of AAC, which people might use alone or together. pic.twitter.com/vdJ7sfKdRl
— Helen Robinson (she/her) (@HelenATSLT) October 17, 2022

# data[].attributes.attachment_link.metadata.attachment_props_source.data.text
October is AAC awareness month so I thought I'd re-share the four Ps model we use to describe the different types of AAC at @barnsleyAT. 
I prefer these terms to 'low tech' and 'high tech' as they give equal value to all forms of AAC, which people might use alone or together. https://t.co/vdJ7sfKdRl

# data[].attributes.attachment_link.metadata.attachment_props.original_text
October is AAC awareness month so I thought I'd re-share the four Ps model we use to describe the different types of AAC at @barnsleyAT. 
I prefer these terms to 'low tech' and 'high tech' as they give equal value to all forms of AAC, which people might use alone or together. https://t.co/vdJ7sfKdRl

# data[].attributes.attachment_link.metadata.attachment_props.text
October is AAC awareness month so I thought I'd re-share the four Ps model we use to describe the different types of AAC at @barnsleyAT. 
I prefer these terms to 'low tech' and 'high tech' as they give equal value to all forms of AAC, which people might use alone or together. https://t.co/vdJ7sfKdRl

# data[].attributes.attachment_link.description
Readiness for AAC We believe that people should be involved in decisions about their communication and AAC. We recognise that early conversations about AAC can be challenging so this resource aims to support these conversations and to provide people with the time and space to think about whether they are ‘ready’ for AAC. This Readiness…

# data[].attributes.wish_content.attachment_props.text
October is AAC awareness month so I thought I'd re-share the four Ps model we use to describe the different types of AAC at @barnsleyAT. 
I prefer these terms to 'low tech' and 'high tech' as they give equal value to all forms of AAC, which people might use alone or together. https://t.co/vdJ7sfKdRl

# data[].attributes.wish_content.attachment_props.original_text
October is AAC awareness month so I thought I'd re-share the four Ps model we use to describe the different types of AAC at @barnsleyAT. 
I prefer these terms to 'low tech' and 'high tech' as they give equal value to all forms of AAC, which people might use alone or together. https://t.co/vdJ7sfKdRl

# data[].attributes.attachment_link.embed_code
October is AAC awareness month so I thought I'd re-share the four Ps model we use to describe the different types of AAC at @barnsleyAT.
I prefer these terms to 'low tech' and 'high tech' as they give equal value to all forms of AAC, which people might use alone or together. pic.twitter.com/vdJ7sfKdRl
— Helen Robinson (she/her) (@HelenATSLT) October 17, 2022

# data[].attributes.attachment_link.metadata.attachment_props_source.data.text
October is AAC awareness month so I thought I'd re-share the four Ps model we use to describe the different types of AAC at @barnsleyAT. 
I prefer these terms to 'low tech' and 'high tech' as they give equal value to all forms of AAC, which people might use alone or together. https://t.co/vdJ7sfKdRl

# data[].attributes.attachment_link.metadata.attachment_props.original_text
October is AAC awareness month so I thought I'd re-share the four Ps model we use to describe the different types of AAC at @barnsleyAT. 
I prefer these terms to 'low tech' and 'high tech' as they give equal value to all forms of AAC, which people might use alone or together. https://t.co/vdJ7sfKdRl

# data[].attributes.attachment_link.metadata.attachment_props.text
October is AAC awareness month so I thought I'd re-share the four Ps model we use to describe the different types of AAC at @barnsleyAT. 
I prefer these terms to 'low tech' and 'high tech' as they give equal value to all forms of AAC, which people might use alone or together. https://t.co/vdJ7sfKdRl

# data[].attributes.attachment_link.description
Aided language input, aided language stimulation, modelling AAC.