Orientador: Lúcia Helena Reily / Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-21T22:15:38Z (GMT). No. of bitstreams: 1 Caldas_MariaCeciliaCaxambu_M.pdf: 1214871 bytes, checksum: 8d8338ba8b72c4e7da9634aa2d289d9e (MD5) Previous issue date: 2012 / Resumo: A pesquisa trata sobre fotografia para deficientes visuais - indivíduos cegos e com baixa visão. Relatos na literatura mostram que a pratica fotográfica para deficientes visuais acrescenta experiências com as quais esses indivíduos anteriormente não tinham oportunidade de contato. O objetivo desta pesquisa foi investigar a relação de pessoas com deficiência visual com a fotografia. A partir da perspectiva dos participantes da pesquisa, nosso intuito foi apreender o que consideram significativo para a pessoa com deficiência visual, considerando como foco a fotografia. Buscamos entender como as falas sobre a produção fotográfica de interlocutores não deficientes (aquelas pessoas que descrevem as imagens para os deficientes visuais) encaminham novas possibilidades de compreensão das imagens. Os métodos usados no estudo foram trazidos de praticas de outros casos similares dentro desta temática, investigados durante o desenvolvimento do estudo, incluindo: observação de grupos e de exposições, atuação pratica e interlocução verbal com públicos especiais. Os resultados mostram que a associação entre a descrição verbal e o toque que segue a trajetória das linhas principais em relevo na imagem contribui para o acesso a fotografia, uma atividade presente no cotidiano de todas as pessoas. Essa pratica ajuda a abrir caminhos, não somente para a fotografia propriamente dita, mas também para a compreensão das múltiplas imagens que se apresentam diariamente para todas as pessoas na vida moderna / Abstract: This study addresses the issue of photography for people with visual impairments - blindness and low vision. Reports in the literature show that the practice of photography enables people with visual impairments to have experiences that they would not ordinarily have had. The aim of this study was to investigate how people with visual impairments can relate to photography. Based on the perspective of the participants in the study, our aim was to apprehend what they consider to be meaningful for persons with visual impairments regarding photography. We attempted to understand how enunciations about photographic production by the non disabled communication partner (those persons that described the images for the participants with visual impairments) generated new possibilities for understanding the images. The methods used in the study were borrowed from practices used in similar cases regarding this theme, and were investigated while the study was underway. They included observation of groups and exhibits, workshop practicum and verbal exchanges with special groups. The results showed that the association between verbal description and touching a trajectory of the main lines in relief on the image helped to enable access to photography, an activity that is present in the everyday lives of everyone. This practice can significantly open pathways not only to photography itself, but also to the understanding of multiple images that present themselves daily to all people in modern life / Mestrado / Artes Visuais / Mestre em Artes

Background: Cataracts represent the major cause of blindness worldwide, disproportionately affecting such low-income countries as India. Accordingly, these cases are largely preventable, resulting in avoidable clinical and economic effects. Methods: This analysis consists of three parts: i) an exploratory systematic review of the literature to determine the extent to which the economic impact of blindness in India is known; ii) an epidemiological investigation of ophthalmological diagnosis in school age children in rural India; and iii) an examination of the determinants of cataract incidence and cataract surgical outcomes in a special Indian population through binomial logistic regression. Results: Cost estimates for blindness in India were $4.4 billion in 1997 – further investigation with current figures is needed. Costs also stem from more qualitative effects such as caregivers missing work as a result of depression. Vitamin A deficiency was not evident in school age children, though select ophthalmic diagnoses were associated with age and gender. In the adult population, determinants of cataract incidence included age, gender, occupation and caste, while surgical outcome was mainly dependent on occupation and severity of ophthalmic disease. Conclusions: The issue of blindness in India is multifaceted, and complicated by lack of knowledge of current prevalence. Further investigation into how select factors contribute to ophthalmic health, and into possible preventative strategies, is needed.

When people go to a mall, museums, or other such locations they tend to rely on maps to find their way around. However, for people who are blind or visually impaired (BVI) maps are not easily accessible and they depend on other means, such as a guide, to get around. Research has only just begun to investigate providing maps for people who are BVI on touch screen devices. Many different types of feedback have been used: audio (sound), tactile (touch), audio-tactile, and multitouch. Some research has been conducted on the benefit of using multiple fingers (multitouch) and has found conflicting results. Yet, no known research has been conducted on the comparison of using audio feedback to that of tactile feedback. In this study, we look to try and answer two questions. 1.) Is audio equal to or better than tactile? As well as: 2.) Does multiple fingers help? Participants were asked to use seven different methods (4 audio, 3 tactile) to explore an overview map and an individual map and answer questions about them. Results showed that overall, audio cues are similar or better than tactile cues which is beneficial since it requires less battery to generate audio cues than tactile cues. It was also shown that the use of multiple fingers was more beneficial in tasks that are spatially demanding. While those who have tactile experience benefited when using two fingers with each finger represented by a different instrument played to separated ears.

This work contains a phenomenological analysis of blindness, providing a basis for the evaluation of rehabilitation practice in South Africa and the formulation of future objectives in the field. Stereotypes of blindness associated with the perspectives of consumerism, scientific research, and social casework are analysed. Theories of blindness proposed by Braverman, Carroll, Monbeck, Foulke, Jernigan, and Scott are critically examined. The findings give substance to the claim that professional workers with the blind are guided in their attitudes and actions by images and meanings originating from these sources. All such preconceptions are rejected in favour of a description of blindness in terms of actual experience. An in-depth study of experience reveals how the nature of perception determines the blind person's relationship with the physical environment, with other people, and with the welfare system. In each sphere limitations arise which are overcome by specific responses and appropriate techniques. These observations lead to the formulation of a set of basic principles of rehabilitation, stressing the importance of individualization, self-reliance, assertiveness, versatility, and a personal interpretation of blindness. The relevance of traditional modalities is explained, while the need to expand rehabilitation teaching to include assertive skills training and various types of vocational instruction is emphasized. Current rehabilitation practice in South Africa is evaluated, comparisons being drawn with programmes offered by Beit Halochem in Tel Aviv, Arkansas Enterprises for the Blind, and the Center for Independent Living of the New York Infirmary. South African training is characterized as fostering the independence of the individual. Negative features are the lack of an effective delivery system and failure to meet the priority needs of certain groups. This prepares the way for a case study in which the redevelopment of rehabilitation services for the blind in South Africa .is discussed, beginning with the establishment of a new national rehabilitation centre. Amongst other matters, the study deals with negotiations to circumvent restrictive legislation, funding through a system of corporate sponsorship, and purposeful architectural design. The rehabilitation centre is viewed as the first component of a broader strategy to provide rehabilitation training to all blind people in South Africa, incorporating national, urban, rural, and specialized services. The successful implementation of any action plan will require the participation of blind people themselves by way of a disability rights movement. Finally, attention is focused on the effect of South African racial policies on welfare work. The principle of equal opportunity cannot be practised under present legislation.

Evidence gathered from major fraud investigations over the last decade has revealed that auditors in these cases failed to attend to fraud red flags within the substantive testing evidence. Research in psychology regarding inattentional blindness (IB) provides a theoretical framework for explaining why auditors may be prone to missing fraud red flags. This study examines the presence of IB during the performance of substantive testing and proposes two distinct interventions. Each intervention is predicted to improve auditor fraud detection. In a scenario involving fraudulent revenue transactions, findings show that a slight modification to the standard audit procedures significantly improves an auditor’s detection of red flags indicative of fraud. A second intervention involving the performance of a strategic reasoning task did not yield significant results. Overall, the results suggest that audit firms should consider making a cost effective adjustment to their standard audit program to improve fraud detection.

Thesis (M.S.)--Boston University, 1952

No description available.

Esta é uma pesquisa sobre a aquisição de conhecimento pelo cego no que diz respeito às representações mentais - imagens e conceitos - acerca do mundo, dos objetos, situações, eventos, e relações humanas. Ela parte das seguintes questões levantadas no período de vinte anos de prática profissional na área da psicologia educacional e clínica, a saber: - como o cego congênito forma as representações mentais e os conceitos sobre objetos, situações e eventos? - como adquire conhecimento sobre o mundo de coisas pouco ou nada acessíveis aos seus canais perceptivos? - que elementos contribuem para a formação de sua imagem corporal e o que daria ao cego a consciência de si? Para esta investigação foram entrevistados cinco adultos entre dezenove e quarenta e quatro anos, cegos congênitos, sem outros comprometimentos associados à cegueira, com nível de escolaridade médio e superior, pertencentes às classes sociais média e alta. A modalidade escolhida para a entrevista foi a semi-estruturada, que indaga aos sujeitos sobre imagens e conceitos de coisas pouco ou nada acessíveis aos sentidos de que dispõem - sol, lua, nuvem, estrela, montanha, espelho - e outros referentes à própria pessoa, como consciência de si e imagem corporal. O estudo pautou-se por uma abordagem qualitativa de pesquisa na coleta dos dados e pelo método fenomenológico de análise, desvelando os significados que emergiram dos relatos dos entrevistados. Nesse sentido, traz à luz o percurso do próprio cego, evidenciando os caminhos trilhados por ele para adquirir o conhecimento sobre o mundo, ora por meio do universo corporal, dado pelas percepções táteis, cinestésicas, auditivas e olfativas, ora pelo universo simbólico, por meio do qual a experiência concreta passa a ser representada mentalmente, mediada pela linguagem e pela afetividade. Como embasamento teórico, buscou-se o referencial cognitivista. Foram levantados os estudos existentes, em sua grande maioria piagetianos e comparativos entre cegos e videntes; e utilizados os fundamentos extraídos do pensamento de Vygotsky, que sustenta a dimensão social, e de Wallon, que identifica a dimensão da afetividade na constituição do sujeito. Finalmente, este estudo procura deixar, para os profissionais que trabalham com cegos, algumas reflexões quanto à singularidade da cegueira no processo das construções mentais na aquisição do conhecimento. / The aim of this research is to investigate the process of knowledge acquisicion in the blind concerning the mental representations - images, as well as the concepts - they have related to the world of objects, situations, events and human relatioships. It is based on the following questions which emerged from the period of twenty years of professional practice in the field of educational and clinical psychology: - how do congenitally blind form the mental images and the concepts related to objects, situations and events? - how do they acquire knowledge on things in the world which are not easily perceived through their perception? - What are the factors that do contribute to the formation of their corporal image and what may give them his self awareness? Five congenitally blind adults, between 19 and 44 years, without any other disability to blindness, with medium and superior education level, belongin to the medium and high social classes, were interviewed for this investigation. The interview modality was the semi-structured, and it investigated the participants\' images and concepts such as: the sun, the moon, the clouds, the stars, the mountain, the mirror and others referring to the own person including easily perceived through their perception. The analysis of the accounts of the interviews revealed convergences on the participants\' experiences. This study was based on a qualitative research approach to gather the data and a phenomenological method to analyse this data, revealing the meanings which emerged from the interviewees\' reports. Therefore it brings to light the paths the blind have been going through emphasizing their ways of acquiring the knowledge about the world and the universe of their own body provided by their tactile, kinaesthetic, auditory and olfactory perceptions, mainly the symbolic universe where the concrete experience is mentally represented mediated by language and affectivity. The theoretical framework rested on the cognitive referencial. Several existing studies were taken into consideration, mainly the ones on Piaget, the comparison between the blind and sighted people, Vygotsky\'\' thoughts on social interactio, and Wallon who identifies the affectivity in the formation of the subject. On the whole, this study aims at promoting some reflections for professionals who work with the blind concerning the singularity of the blindness in the process of knowledge acquisition.

Esta é uma pesquisa sobre a aquisição de conhecimento pelo cego no que diz respeito às representações mentais - imagens e conceitos - acerca do mundo, dos objetos, situações, eventos, e relações humanas. Ela parte das seguintes questões levantadas no período de vinte anos de prática profissional na área da psicologia educacional e clínica, a saber: - como o cego congênito forma as representações mentais e os conceitos sobre objetos, situações e eventos? - como adquire conhecimento sobre o mundo de coisas pouco ou nada acessíveis aos seus canais perceptivos? - que elementos contribuem para a formação de sua imagem corporal e o que daria ao cego a consciência de si? Para esta investigação foram entrevistados cinco adultos entre dezenove e quarenta e quatro anos, cegos congênitos, sem outros comprometimentos associados à cegueira, com nível de escolaridade médio e superior, pertencentes às classes sociais média e alta. A modalidade escolhida para a entrevista foi a semi-estruturada, que indaga aos sujeitos sobre imagens e conceitos de coisas pouco ou nada acessíveis aos sentidos de que dispõem - sol, lua, nuvem, estrela, montanha, espelho - e outros referentes à própria pessoa, como consciência de si e imagem corporal. O estudo pautou-se por uma abordagem qualitativa de pesquisa na coleta dos dados e pelo método fenomenológico de análise, desvelando os significados que emergiram dos relatos dos entrevistados. Nesse sentido, traz à luz o percurso do próprio cego, evidenciando os caminhos trilhados por ele para adquirir o conhecimento sobre o mundo, ora por meio do universo corporal, dado pelas percepções táteis, cinestésicas, auditivas e olfativas, ora pelo universo simbólico, por meio do qual a experiência concreta passa a ser representada mentalmente, mediada pela linguagem e pela afetividade. Como embasamento teórico, buscou-se o referencial cognitivista. Foram levantados os estudos existentes, em sua grande maioria piagetianos e comparativos entre cegos e videntes; e utilizados os fundamentos extraídos do pensamento de Vygotsky, que sustenta a dimensão social, e de Wallon, que identifica a dimensão da afetividade na constituição do sujeito. Finalmente, este estudo procura deixar, para os profissionais que trabalham com cegos, algumas reflexões quanto à singularidade da cegueira no processo das construções mentais na aquisição do conhecimento. / The aim of this research is to investigate the process of knowledge acquisicion in the blind concerning the mental representations - images, as well as the concepts - they have related to the world of objects, situations, events and human relatioships. It is based on the following questions which emerged from the period of twenty years of professional practice in the field of educational and clinical psychology: - how do congenitally blind form the mental images and the concepts related to objects, situations and events? - how do they acquire knowledge on things in the world which are not easily perceived through their perception? - What are the factors that do contribute to the formation of their corporal image and what may give them his self awareness? Five congenitally blind adults, between 19 and 44 years, without any other disability to blindness, with medium and superior education level, belongin to the medium and high social classes, were interviewed for this investigation. The interview modality was the semi-structured, and it investigated the participants\' images and concepts such as: the sun, the moon, the clouds, the stars, the mountain, the mirror and others referring to the own person including easily perceived through their perception. The analysis of the accounts of the interviews revealed convergences on the participants\' experiences. This study was based on a qualitative research approach to gather the data and a phenomenological method to analyse this data, revealing the meanings which emerged from the interviewees\' reports. Therefore it brings to light the paths the blind have been going through emphasizing their ways of acquiring the knowledge about the world and the universe of their own body provided by their tactile, kinaesthetic, auditory and olfactory perceptions, mainly the symbolic universe where the concrete experience is mentally represented mediated by language and affectivity. The theoretical framework rested on the cognitive referencial. Several existing studies were taken into consideration, mainly the ones on Piaget, the comparison between the blind and sighted people, Vygotsky\'\' thoughts on social interactio, and Wallon who identifies the affectivity in the formation of the subject. On the whole, this study aims at promoting some reflections for professionals who work with the blind concerning the singularity of the blindness in the process of knowledge acquisition.

Introduction: Medical errors are major hazards, and lapses in non-technical skills such as situational awareness contribute to most incidents. Risks are concentrated in acute care, and in crisis situations clinicians can apparently ignore vital information. Poor workplace ergonomics contributes to risk. Existing work into perceptual errors offers insights, but these phenomena have been little researched in medicine. This thesis considers medical non-technical skills and how they are taught, and explores vulnerability to inattentional and change blindness. Methods: Medical human factors and the psychology of perceptual error were reviewed, and a mixed-methods assessment of postgraduate medical curricula completed. Experiments assessed clinicians' interaction with clinical monitoring devices using eye-tracking, and studies were conducted exposing clinicians to various perceptual error stimuli using non-clinical and clinical videos, and simulation. A survey was also conducted to assess clinicians' insight into the phenomena of perceptual error. Results: Non-technical skills feature poorly in medical curricula, and equipment is poorly standardised in critical care areas. Unfamiliar devices slow response times and increase error rate. Clinical training confers no generalisable advantage in perceptual reliability. Even expert clinicians miss important events. Two out of every three life-support instructors for example missed a critical failure in the patient's oxygen supply when watching a recorded emergency simulation. The insight and understanding healthcare staff have of perceptual errors is poor, leading to significant overestimates of perceptual reliability that could have consequences for clinical practice. Conclusions: Perceptual errors represent a latent risk factor contributing to loss of situational awareness. High rates of perceptual error were observed in the video-based experiment. Although lower rates were observed in simulation, important events were still missed by participants that could have serious consequences. The incidence of perceptual error appears sensitive to the method used to test for it, and this has important implications for the design of future experiments testing for these phenomena. Mitigating perceptual error is likely to be challenging, but relatively simple adjustments to team practices in emergency situations may be fruitful.