This thesis describes the process of designing a system for visually impaired users to identify objects. Smartphones are empowering visually impaired people by providing independence. The two major mobile operating systems, Android and iOS, both include screen reading software. By enabling this feature, the content of the screen is read out loud and the way of interaction is changed. These screen readers have been further investigated to optimize the user experience. Furthermore, several options for identifying objects have been explored. The system has been evaluated by over a hundred blind and visually impaired users. This thesis presents how the design of the system was iteratively improved and in which way it is now being used. / Denna avhandling beskriver processen med att utforma ett system för synskadade användare för att identifiera objekt. Smartphones ger upphov till synskadade genom att ge oberoende. De två stora mobila operativsystemen, Android och iOS, båda innehåller skärmläsningsprogram. Genom att aktivera denna funktion läses skärmens innehåll högt och interaktionsvägen har ändrats. Dessa skärmsläsare har vidare undersökt användarupplevelsen. Dessutom har flera alternativ för att identifiera objekt undersökts. Systemet har utvärderats av över hundra blinda och synskadade användare. Avhandlingen presenterar hur systemets utformning har förbättrats och på vilket sätt den nu används.

Though the field of dramaturgy is growing in size and scope in professional theatre, there are relatively few universities or colleges that offer undergraduate or graduate degrees in basic dramaturgical theory and practice. Brigham Young University (BYU) is an ideal setting for the development of such a program. There is a close community within and surrounding the university; the Theatre and Media Arts Department has high pedagogical expectations; and the Theatre program provides multiple opportunities for theatrical production. I saw these qualities as an invitation to develop a dramaturgy emphasis for undergraduate students that would allow them to network with the community and build intellectual skills that could be integrated into artistic performance. In order to create this emphasis, courses and protocol needed to be developed in order to establish a model dramaturgical procedure for undergraduate training. In this thesis, I address the following issues: