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The blind community is extremely diverse with different ranges and types of visual impairment. Some of those who identify as blind can see colors, some can see depth, and some see nothing at all, and most develop blindness over time or due to an indecent, rather than being born with it. "Dwelling in Braille" strives to be a community where people who have developed blindness can live and learn to adjust with their impairment. The overall form explores the architectural concept of expansion and contraction, creating a sense of space that can be observed with sound and material rather than sight alone. The spaces within utilize floor materials of varying firmness and finish to help tell the user what kind of space they are in. To aide in wayfinding, there is a channel that houses a system of modular, tactile pavers that tell the user what destination they are traveling to by running their seeing stick over them. This creates a sound, a rhythm, that is both felt and herd. "Dwelling in Braille" also provides amenities such as office space both for leasing and trained professionals to help new residents, a gym, lounge spaces, a rooftop terrace and a flexible space that can hold resident gatherings, lunches and other events. In addition to the rooftop space, there is an outdoor space on the ground floor of the western side of the project that allows users to interact with space other than their own unit and walk their service animals. Its site was specifically chosen as a location that provides several amenities for all users as it provides metro and bus access, pharmacies, grocery stores, and restaurants all within a short walk. / Master of Architecture / "Dwelling in Braille" is a new, transitional living community for the blind and recently blind and their families. It provides numerous amenities such as sensory spaces, on site assistants, outdoor spaces for tenants and their animals, a gym, event space and a rooftop terrace. The public spaces within the building feature an innovative and modifiable system of tactile pavers, that allow users of all visual capabilities to navigate safely and with confidence around the project. Each residential unit also has a tactile floor, alternating between concrete and an acoustic wooden floor that helps residents hear and feel their space. Located in Rosslyn, Virginia, "Dwelling in Braille" is within walking distance to plenty of necessary retailers including Target, Safeway, CVS, countless dining locations and a central metro and bus hub. In the spring, summer and fall months there is a regular farmer's market and book fair, in addition to several parks. Washington, D.C., Reagan National Airport and Old Town, Alexandria are all easily accessible in under twenty minutes by car. This community aims to teach, unite, and support individuals of all types of visual impairment and their families and friends.

Cognitive Radio (CR) is an emerging wireless communications technology that addresses the inefficiency of current radio spectrum usage. CR also supports the evolution of existing wireless applications and the development of new civilian and military applications. In military and public safety applications, there is no information available about the signal present in a frequency band and hence there is a need for a CR receiver to identify the modulation format employed in the signal. The automatic modulation classifier (AMC) is an important signal processing component that helps the CR in identifying the modulation format employed in the detected signal. AMC algorithms developed so far can classify only signals from a single user present in a frequency band. In a typical CR scenario, there is a possibility that more than one user is present in a frequency band and hence it is necessary to develop an AMC that can classify signals from multiple users simultaneously. One of the main objectives of this dissertation is to develop robust multiuser AMC's for CR. It will be shown later that multiple antennas are required at the receiver for classifying multiple signals. The use of multiple antennas at the transmitter and receiver is known as a Multi Input Multi Output (MIMO) communication system. By using multiple antennas at the receiver, apart from classifying signals from multiple users, the CR can harness the advantages offered by classical MIMO communication techniques like higher data rate, reliability, and an extended coverage area. While MIMO CR will provide numerous benefits, there are some significant challenges in applying conventional MIMO theory to CR. In this dissertation, open problems in applying classical MIMO techniques to a CR scenario are addressed. A blind equalizer is another important signal processing component that a CR must possess since there are no training or pilot signals available in many applications. In a typical wireless communication environment the transmitted signals are subjected to noise and multipath fading. Multipath fading not only affects the performance of symbol detection by causing inter symbol interference (ISI) but also affects the performance of the AMC. The equalizer is a signal processing component that removes ISI from the received signal, thus improving the symbol detection performance. In a conventional wireless communication system, training or pilot sequences are usually available for designing the equalizer. When a training sequence is available, equalizer parameters are adapted by minimizing the well known cost function called mean square error (MSE). When a training sequence is not available, blind equalization algorithms adapt the parameters of the blind equalizer by minimizing cost functions that exploit the higher order statistics of the received signal. These cost functions are non convex and hence the blind equalizer has the potential to converge to a local minimum. Convergence to a local minimum not only affects symbol detection performance but also affects the performance of the AMC. Robust blind equalizers can be designed if the performance of the AMC is also considered while adapting equalizer parameters. In this dissertation we also develop Single Input Single Output (SISO) and MIMO blind equalizers where the performance of the AMC is also considered while adapting the equalizer parameters. / Ph. D.

The reveal is an important architectural element. In many buildings, reveals define transitions between dissimilar materials, textures, finishes or planes. A reveal can also be thought of as a gap. Webster's dictionary defines a gap as "an opening made by breaking or parting." Often the word "gap" is associated with a deficiency or failure, but a gap similar to a reveal, can be intentional and essential to the success of a building. The visually impaired experience a "gap" with the sight-seeing public. They cannot see the spaces architecture creates and are forced to rely on other auditory and tactile clues to gain an understanding of the space they occupy including their orientation within it. This thesis explores the idea of a gap and attempts to bridge the "gap." / Master of Architecture

by Tsui Kai-ming. / Thesis (M.Phil.)--Chinese University of Hong Kong, 1996. / Includes bibliographical references (leaves 126-127). / Acknowledgements --- p.i / Abstract --- p.ii / Contents --- p.iii / Chapter Chapter 1 - --- Introduction --- p.1 / Chapter 1.1 --- The substantive problem - the oppressive life of the blind in the early years of post-Second World War Hong Kong --- p.2 / Chapter 1.2 --- "Context of the study - education, welfare services and self-help movement of the blind in post-Second World War Hong Kong" --- p.4 / Chapter 1.2.1 --- Expansion of education for the blind --- p.4 / Chapter 1.2.2 --- Provision of services for the blind --- p.6 / Chapter 1.2.3 --- Self-help movement of the blind --- p.7 / Chapter 1.3 --- Perspective of the study - interpretation of reality --- p.9 / Chapter 1.4 --- Rationales --- p.10 / Chapter 1.5 --- Research questions --- p.11 / Chapter Chapter 2 - --- Theoretical context of the study: Interpretation of reality and the role of education in empowerment --- p.15 / Chapter 2.1 --- Interpretation of reality --- p.15 / Chapter 2.1.1 --- The social construction of reality --- p.16 / Chapter 2.1.2 --- Meanings and interpretation of reality --- p.17 / Chapter 2.2 --- Empowerment and interpretation of reality --- p.21 / Chapter 2.3 --- The role of education in empowerment --- p.23 / Chapter 2.3.1 --- The liberal theories of education --- p.23 / Chapter 2.3.2 --- Schooling and theories of reproduction --- p.25 / Chapter 2.3.3 --- Schooling and theories of resistance --- p.27 / Chapter 2.4 --- Education and empowerment of the blind --- p.29 / Chapter 2.4.1 --- Special education --- p.29 / Chapter 2.4.2 --- Segregated and integrated education --- p.30 / Chapter 2.4.3 --- Empowerment and education of the blind --- p.32 / Chapter Chapter 3 - --- Historical background of the study: Education and self-help movement of the blind in Hong Kong --- p.36 / Chapter 3.1 --- The development of the education of the blind in Hong Kong --- p.36 / Chapter 3.1.1 --- Introduction --- p.36 / Chapter 3.1.2 --- Missionary as sole provider of education for blind girls (1863-1953) --- p.39 / Chapter 3.1.3 --- Government intervention with coordinating mechanism (1954-) --- p.41 / Chapter 3.2 --- The self-help movement of the blind in Hong Kong --- p.48 / Chapter 3.2.1 --- Human rights and the blind --- p.49 / Chapter 3.2.2 --- Aims and organization of the self-help movement --- p.51 / Chapter 3.2.3 --- Self-help organizations of the blind in Hong Kong --- p.52 / Chapter Chapter 4 - --- Research design --- p.55 / Chapter 4.1 --- Definitions of blindness and related terms --- p.55 / Chapter 4.1.1 --- Visual capacity and the category of people with visual impairments --- p.55 / Chapter 4.1.2 --- "Impairment, disability and handicap" --- p.57 / Chapter 4.2 --- Scope of the study --- p.58 / Chapter 4.3 --- Research methods --- p.60 / Chapter 4.4 --- f)ata collection and organization --- p.63 / Chapter 4.5 --- Sample selection --- p.66 / Chapter 4.6 --- Limitations of the study --- p.66 / Chapter Chapter 5 - --- The profiles of four blind social activists --- p.68 / Chapter 5.1 --- Adam - the eldest son --- p.68 / Chapter 5.2 --- Bill - the youngest son --- p.71 / Chapter 5.3 --- Cain - under the care of housemaid --- p.74 / Chapter 5.4 --- David - to be cradled in the nursery of the Ebenezer --- p.76 / Chapter Chapter 6 - --- Onset of blindness: The formation of an unseen reality in the seeing world --- p.81 / Chapter 6.1 --- The social environment after the onset of blindness --- p.81 / Chapter 6.1.1 --- The influence of parents/carers --- p.82 / Chapter 6.1.2 --- Sibling relationship --- p.84 / Chapter 6.1.3 --- Social interaction with other people --- p.85 / Chapter 6.2 --- The problems and challenges --- p.87 / Chapter 6.2.1 --- The losses and the restrictions --- p.88 / Chapter 6.2.2 --- The problems and the challenges --- p.90 / Chapter Chapter 7 - --- Education and interpretation of reality --- p.93 / Chapter 7.1 --- The unique conditions for the transmission of school knowledge --- p.93 / Chapter 7.1.1 --- The defects of Chinese braille --- p.94 / Chapter 7.1.2 --- Lack of braille textbooks --- p.96 / Chapter 7.1.3 --- Extracurricular activities --- p.97 / Chapter 7.1.4 --- Religious atmosphere --- p.99 / Chapter 7.2 --- The school social interaction --- p.101 / Chapter 7.2.1 --- Superintendents --- p.102 / Chapter 7.2.2 --- Teachers --- p.103 / Chapter 7.2.3 --- Housemothers --- p.105 / Chapter 7.2.4 --- Schoolmates --- p.106 / Chapter 7.2.5 --- Outsiders --- p.107 / Chapter 7.3 --- Vocational training and further studies --- p.109 / Chapter 7.3.1 --- Vocational training --- p.109 / Chapter 7.3.2 --- Further studies --- p.111 / Chapter Chapter 8 - --- The activists and the self-help movement of the blind --- p.114 / Chapter 8.1 --- Embarkation of the self-help movement of the blind --- p.114 / Chapter 8.2 --- Commitment to the self-help movement of the blind --- p.118 / Chapter 8.2.1 --- Enriching the social life of the blind --- p.118 / Chapter 8.2.2 --- Soliciting outside support --- p.119 / Chapter 8.2.3 --- Confronting the dominant ideology in the field of blindness --- p.120 / Chapter 8.2.4 --- The disruptive force of HKBFC --- p.122 / Chapter 8.2.5 --- Innovative projects --- p.125 / Chapter 8.2.6 --- International contact --- p.126 / Chapter 8.2.7 --- Systematization and expansion --- p.126 / Chapter 8.3 --- Withdrawal from the self-help movement of the Blind --- p.127 / Chapter 8.3.1 --- Reasons for withdrawal --- p.127 / Chapter 8.3.2 --- Present situation --- p.130 / Chapter Chapter 9 - --- Education and empowerment --- p.133 / Chapter 9.1 --- Analysis of interpretation of reality of the Blind activists --- p.134 / Chapter 9.1.1 --- The relationship with the physical environment --- p.134 / Chapter 9.1.2 --- The relationship with other people --- p.136 / Chapter 9.1.3 --- The relationship with the social institutions --- p.140 / Chapter 9.2 --- Collective actions against the reality --- p.143 / Chapter 9.2.1 --- The goals of the self-help movement of the blind --- p.144 / Chapter 9.2.2 --- Collective actions to remove barriers --- p.146 / Chapter 9.3 --- The role of education in empowerment --- p.151 / Chapter 9.3.1 --- Characteristic-specific prerequisites --- p.152 / Chapter 9.3.2 --- Transmission of knowledge --- p.153 / Chapter 9.3.3 --- School social interaction --- p.155 / Chapter 9.4 --- Final remarks --- p.159 / Chapter 9.4.1 --- Have the blind benefited from social development? --- p.159 / Chapter 9.4.2 --- The forms of education and empowerment of the blind --- p.161 / Chapter 9.4.3 --- Individual achievement and collective well-being --- p.162 / Appendix - Interview guide --- p.165 / References --- p.166

Thesis (M.Ed.)--University of Hong Kong, 1987. / Includes bibliographical references (leaf 183-209). Also available in print.

Fernuniv., Diss--Hagen, 2005.

Thesis (Ph. D.)--University of Pittsburgh, 1980. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [407]-416).