CINXE.COM

<!DOCTYPE html> <html lang="en" dir="ltr"> <head>  <script async src="https://www.googletagmanager.com/gtag/js?id=G-P63WKM1TM1"></script> <script> window.dataLayer = window.dataLayer || []; function gtag(){dataLayer.push(arguments);} gtag('js', new Date()); gtag('config', 'G-P63WKM1TM1'); </script>  <script type="text/javascript" > (function(m,e,t,r,i,k,a){m[i]=m[i]||function(){(m[i].a=m[i].a||[]).push(arguments)}; m[i].l=1*new Date(); for (var j = 0; j < document.scripts.length; j++) {if (document.scripts[j].src === r) { return; }} k=e.createElement(t),a=e.getElementsByTagName(t)[0],k.async=1,k.src=r,a.parentNode.insertBefore(k,a)}) (window, document, "script", "https://mc.yandex.ru/metrika/tag.js", "ym"); ym(55165297, "init", { clickmap:false, trackLinks:true, accurateTrackBounce:true, webvisor:false }); </script> <noscript><div><img src="https://mc.yandex.ru/watch/55165297" style="position:absolute; left:-9999px;" alt="" /></div></noscript>    <title>Search results for: visually challenged</title> <meta name="description" content="Search results for: visually challenged"> <meta name="keywords" content="visually challenged"> <meta name="viewport" content="width=device-width, initial-scale=1, minimum-scale=1, maximum-scale=1, user-scalable=no"> <meta charset="utf-8"> <link href="https://cdn.waset.org/favicon.ico" type="image/x-icon" rel="shortcut icon"> <link href="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/css/bootstrap.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/plugins/fontawesome/css/all.min.css" rel="stylesheet"> <link href="https://cdn.waset.org/static/css/site.css?v=150220211555" rel="stylesheet"> </head> <body> <header> <div class="container"> <nav class="navbar navbar-expand-lg navbar-light"> <a class="navbar-brand" href="https://waset.org"> <img src="https://cdn.waset.org/static/images/wasetc.png" alt="Open Science Research Excellence" title="Open Science Research Excellence" /> </a> <button class="d-block d-lg-none navbar-toggler ml-auto" type="button" data-toggle="collapse" data-target="#navbarMenu" aria-controls="navbarMenu" aria-expanded="false" aria-label="Toggle navigation"> <span class="navbar-toggler-icon"></span> </button> <div class="w-100"> <div class="d-none d-lg-flex flex-row-reverse"> <form method="get" action="https://waset.org/search" class="form-inline my-2 my-lg-0"> <input class="form-control mr-sm-2" type="search" placeholder="Search Conferences" value="visually challenged" name="q" aria-label="Search"> <button class="btn btn-light my-2 my-sm-0" type="submit"><i class="fas fa-search"></i></button> </form> </div> <div class="collapse navbar-collapse mt-1" id="navbarMenu"> <ul class="navbar-nav ml-auto align-items-center" id="mainNavMenu"> <li class="nav-item"> <a class="nav-link" href="https://waset.org/conferences" title="Conferences in 2024/2025/2026">Conferences</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/disciplines" title="Disciplines">Disciplines</a> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/committees" rel="nofollow">Committees</a> </li> <li class="nav-item dropdown"> <a class="nav-link dropdown-toggle" href="#" id="navbarDropdownPublications" role="button" data-toggle="dropdown" aria-haspopup="true" aria-expanded="false"> Publications </a> <div class="dropdown-menu" aria-labelledby="navbarDropdownPublications"> <a class="dropdown-item" href="https://publications.waset.org/abstracts">Abstracts</a> <a class="dropdown-item" href="https://publications.waset.org">Periodicals</a> <a class="dropdown-item" href="https://publications.waset.org/archive">Archive</a> </div> </li> <li class="nav-item"> <a class="nav-link" href="https://waset.org/page/support" title="Support">Support</a> </li> </ul> </div> </div> </nav> </div> </header> <main> <div class="container mt-4"> <div class="row"> <div class="col-md-9 mx-auto"> <form method="get" action="https://publications.waset.org/abstracts/search"> <div id="custom-search-input"> <div class="input-group"> <i class="fas fa-search"></i> <input type="text" class="search-query" name="q" placeholder="Author, Title, Abstract, Keywords" value="visually challenged"> <input type="submit" class="btn_search" value="Search"> </div> </div> </form> </div> </div> <div class="row mt-3"> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Commenced</strong> in January 2007</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Frequency:</strong> Monthly</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Edition:</strong> International</div> </div> </div> <div class="col-sm-3"> <div class="card"> <div class="card-body"><strong>Paper Count:</strong> 536</div> </div> </div> </div> <h1 class="mt-3 mb-3 text-center" style="font-size:1.6rem;">Search results for: visually challenged</h1> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">536</span> Breaking through Barricades to Enhance the University Library Infrastructure to Aid the Visually Challenged - Contemplated Based within the Sri Lankan Context</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wilfred%20Jeyatheese%20Jeyaraj">Wilfred Jeyatheese Jeyaraj</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The Sri Lankan legislative acts dictate several recommendations to improve accessibility of services for the visually challenged. But the main consideration here is the feasibility and extent to which these endorsements have been implemented in actuality within Sri Lankan academic libraries. This paper tends to assess the existent issues that impediment the implementation of accessibility features for the visually challenged in Sri Lankan academic libraries. Visually challenged students continually walk through immense challenges to step forth into their university life. Reaching their undergrad stage of their academic phase, they should be entitled to access information resources with ease and with equality in comparison to the sighted users of a university library. The current university libraries in Sri Lanka, have well improved services that they render to their users. But, what lacks in this scenario is the consideration as to whether these features offered by libraries are user-friendly and easily accessible by the visually challenged users as well. Hence, this paper tends to analyze the inhibitions in delivering services oriented towards the visually challenged and the sighted, and propose feasible alternatives to create a neutral high-end university library environment. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accessibility" title="accessibility">accessibility</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20library" title=" university library"> university library</a>, <a href="https://publications.waset.org/abstracts/search?q=Sri%20Lanka" title=" Sri Lanka"> Sri Lanka</a>, <a href="https://publications.waset.org/abstracts/search?q=visually-challenged" title=" visually-challenged"> visually-challenged</a> </p> <a href="https://publications.waset.org/abstracts/63840/breaking-through-barricades-to-enhance-the-university-library-infrastructure-to-aid-the-visually-challenged-contemplated-based-within-the-sri-lankan-context" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/63840.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">289</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">535</span> Usability Issues of Smart Phone Applications: For Visually Challenged People</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Anam%20Ashraf">Anam Ashraf</a>, <a href="https://publications.waset.org/abstracts/search?q=Arif%20Raza"> Arif Raza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this era of globalization, adoption of technology is quite difficult for people with physical disabilities compared to people with normal abilities. The advancement in mobile based accessible applications has opened up several different avenues for the visually challenged across the globe. Smartphones applications are not very common for blind people, but they access and use these applications in their daily lives to some extent. Several smartphone applications have a number of usability issues for the visually impaired. In this paper, we evaluate the usability of various android and iPhone applications for blind people through analysis and surveys. This paper aspires to provide guidance in order to increase smartphone application accessibility for the visually impaired. An abstract application design is also proposed to overcome usability issues in smartphone applications for visually challenged people. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=eyes-free%20shell" title="eyes-free shell">eyes-free shell</a>, <a href="https://publications.waset.org/abstracts/search?q=human%20computer%20interaction" title=" human computer interaction"> human computer interaction</a>, <a href="https://publications.waset.org/abstracts/search?q=usability%20engineering" title=" usability engineering"> usability engineering</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20challenged" title=" visually challenged"> visually challenged</a> </p> <a href="https://publications.waset.org/abstracts/8962/usability-issues-of-smart-phone-applications-for-visually-challenged-people" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/8962.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">364</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">534</span> A Case Study of Decision Making and Adjustment Behaviour of Visually Challenged Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bincy%20Mathew">Bincy Mathew</a>, <a href="https://publications.waset.org/abstracts/search?q=B.%20William%20Dharma%20Raja"> B. William Dharma Raja</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Successful decision making in a social setting depends on the ability to understand the intentions, emotions and beliefs of others. Children live and grow in the social world. Individuals think to satisfy their curiosity and mush of their social thought is practical, to attain their goal. Children’s thought about their social world influences how they behave towards it. The main purpose of this paper is to review the influence of decision making on adjustment behaviour of visually challenged adolescents. The sample was purposively selected to study the cases of two of the visually challenged adolescents from a Special School, in Tirunelveli, Tamil Nadu, India. The authors appraised the observed behaviour of adjustment in these children. It may be concluded that the social cognitive ability of decision making is at least, to certain extent, influences adjustment behaviour of visually challenged adolescents. Adjustment behaviour attempts to maintain a child’s level of physiological and psychological equilibrium and it is directed towards tension reduction. It involves a state of harmonious relationship existing between the individual and one’s environment so that adjustment is a matter of interaction between the capacities of the individual and the demands of the environment. The study also found that music induces a receptive mood that generally enhances cognitive processing and every decision that the child makes has its brunt on the behaviour. It is solely based on the case study carried out by the authors. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20cognition" title="social cognition">social cognition</a>, <a href="https://publications.waset.org/abstracts/search?q=decision%20making" title=" decision making"> decision making</a>, <a href="https://publications.waset.org/abstracts/search?q=adjustment%20behaviour" title=" adjustment behaviour"> adjustment behaviour</a>, <a href="https://publications.waset.org/abstracts/search?q=adolescents" title=" adolescents"> adolescents</a> </p> <a href="https://publications.waset.org/abstracts/67122/a-case-study-of-decision-making-and-adjustment-behaviour-of-visually-challenged-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/67122.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">257</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">533</span> RFID and Intelligence: A Smart Authentication Method for Blind People</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=V.%20Vishu">V. Vishu</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Manimegalai"> R. Manimegalai</a> </p> <p class="card-text"><strong>Abstract:</strong></p> A combination of Intelligence and Radio frequency identification to bring an enhanced authentication method for the improvement of visually challenged people. The main goal is to provide an improved authentication by combining Advanced Encryption Standard algorithm and Intelligence. Here the encryption key will be generated as a combination of intelligent information from sensors and tag values. The main challenges are security, privacy and cost. Besides, the method was created to evaluate the amount of interaction between sensors and significant influence on the level of visually challenged people’s mental and physical states. The proposal is to apply various ideas on independent living or to assist them for a good life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=AES" title="AES">AES</a>, <a href="https://publications.waset.org/abstracts/search?q=encryption" title=" encryption"> encryption</a>, <a href="https://publications.waset.org/abstracts/search?q=intelligence" title=" intelligence"> intelligence</a>, <a href="https://publications.waset.org/abstracts/search?q=smart%20key" title=" smart key"> smart key</a> </p> <a href="https://publications.waset.org/abstracts/55523/rfid-and-intelligence-a-smart-authentication-method-for-blind-people" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/55523.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">241</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">532</span> Electronic and Computer-Assisted Refreshable Braille Display Developed for Visually Impaired Individuals</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ay%C5%9Fe%20Eldem">Ayşe Eldem</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatih%20Ba%C5%9F%C3%A7ift%C3%A7i"> Fatih Başçiftçi</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Braille alphabet is an important tool that enables visually impaired individuals to have a comfortable life like those who have normal vision. For this reason, new applications related to the Braille alphabet are being developed. In this study, a new Refreshable Braille Display was developed to help visually impaired individuals learn the Braille alphabet easier. By means of this system, any text downloaded on a computer can be read by the visually impaired individual at that moment by feeling it by his/her hands. Through this electronic device, it was aimed to make learning the Braille alphabet easier for visually impaired individuals with whom the necessary tests were conducted. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired%20individual" title="visually impaired individual">visually impaired individual</a>, <a href="https://publications.waset.org/abstracts/search?q=Braille" title=" Braille"> Braille</a>, <a href="https://publications.waset.org/abstracts/search?q=Braille%20display" title=" Braille display"> Braille display</a>, <a href="https://publications.waset.org/abstracts/search?q=refreshable%20Braille%20display" title=" refreshable Braille display"> refreshable Braille display</a>, <a href="https://publications.waset.org/abstracts/search?q=USB" title=" USB"> USB</a> </p> <a href="https://publications.waset.org/abstracts/15833/electronic-and-computer-assisted-refreshable-braille-display-developed-for-visually-impaired-individuals" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/15833.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">345</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">531</span> Curricular Reforms for Inclusive Education: Equalization of Opportunities for the Physically Challenged Persons</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Ede%20Jairus%20Adagba">Ede Jairus Adagba</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The National Policy on Education has made elaborate and fascinating provisions for the education of the people with Special Needs. This category of people includes the physically challenged, the disadvantaged, the gifted and talented. However, the focus of this paper is people that are physically challenged. The paper reasons that in spite of the commendable provisions, the present curricular and learning conditions are not conducive enough to cater for the interest of the physically challenged persons. As a panacea, some curricular and physical condition reforms are proposed. These are hoped to facilitate access to inclusive education and equalization for opportunities of the physically challenged. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=curricular%20reforms" title="curricular reforms">curricular reforms</a>, <a href="https://publications.waset.org/abstracts/search?q=equalization" title=" equalization"> equalization</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20education" title=" inclusive education"> inclusive education</a>, <a href="https://publications.waset.org/abstracts/search?q=physically%20challenged%20persons" title=" physically challenged persons"> physically challenged persons</a> </p> <a href="https://publications.waset.org/abstracts/9318/curricular-reforms-for-inclusive-education-equalization-of-opportunities-for-the-physically-challenged-persons" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/9318.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">304</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">530</span> An Interrogation of Lecturer’s Skills in Assisting Visually Impaired Students during the COVID-19 Lockdown Era in Selected Universities in Zimbabwe</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Esther%20Mafunda">Esther Mafunda</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The present study interrogated the lecturer’s skills in supporting visually impaired students during the Covid-19 era at the University of Zimbabwe. It particularly assesses how the Covid-19 pandemic affected the learning experience of visually impaired students and which skills the lecturers possessed in order to assist the visually impaired students during online learning. Data was collected from lecturers and visually impaired students at the University of Zimbabwe Disability Resource Centre. Data was collected through the use of interviews and questionnaires. Using content analysis, it was established that visually impaired students faced challenges of lack of familiarity with the Moodle learning platform, marginalization, lack of professional training, and lack of training for parents and guardians. Lecturers faced challenges of lack of training, the curriculum, access, and technical know-how deficit. It was established that lecturers had to resort to social media platforms in order to assist visually impaired students. Visually impaired students also received assistance from their friends and family members. On the basis of the results of the research, it can be concluded that lecturers needed in-service training to be provided with the necessary skills and knowledge to teach students with visual impairments and provide quality education to students with visual impairments. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visual%20impairment" title="visual impairment">visual impairment</a>, <a href="https://publications.waset.org/abstracts/search?q=disability" title=" disability"> disability</a>, <a href="https://publications.waset.org/abstracts/search?q=covid-19" title=" covid-19"> covid-19</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20learning" title=" inclusive learning"> inclusive learning</a> </p> <a href="https://publications.waset.org/abstracts/162785/an-interrogation-of-lecturers-skills-in-assisting-visually-impaired-students-during-the-covid-19-lockdown-era-in-selected-universities-in-zimbabwe" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/162785.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">92</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">529</span> The Intersection of Masculinity and Disability in the Spatial Experience of Visually Impaired Men</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Lucie%20Posp%C3%AD%C5%A1ilov%C3%A1">Lucie Pospíšilová</a>, <a href="https://publications.waset.org/abstracts/search?q=Robert%20Osman"> Robert Osman</a>, <a href="https://publications.waset.org/abstracts/search?q=Hana%20Porkertov%C3%A1"> Hana Porkertová</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The scholarly literature demonstrates disability and masculinity in conflict with each other. While disability is associated with dependence, weakness, or helplessness, masculinity is associated with independence, strength, and power. Thus, disabled masculinity might be a dilemma experienced on a personal level. The relationship between masculinity and disability is also interesting from a geographical point of view because the conception of space is gendered. In our society, the skills like spatial orientation, working with the maps, and navigation technologies as same as with scale are associated with masculinity. And because these skills are related to the visual imagination, it is the blindness that is associated with the limitation or even the absence of them. Thus, the conflict of masculinity and disability in the spatial experience is very well apparent in the case of visually impaired men. To study this conflict can tell us a lot not only about the experience of visually impaired men but also about the conception of space in geography and in our society. The paper uses Henri Lefebvre's theory of space based on a triad of spatial practice, representations of space, and representational space. It answers the question: How masculinity and disability intersect in the spatial experience of visually impaired men? The data come from research conducted in Brno and Prague (Czechia) in 2020 and 2021 and include 7 interviews and 6 go-alongs with visually impaired men. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=disability" title="disability">disability</a>, <a href="https://publications.waset.org/abstracts/search?q=masculinity" title=" masculinity"> masculinity</a>, <a href="https://publications.waset.org/abstracts/search?q=abstract%20space" title=" abstract space"> abstract space</a>, <a href="https://publications.waset.org/abstracts/search?q=spatial%20experience" title=" spatial experience"> spatial experience</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired%20men" title=" visually impaired men"> visually impaired men</a> </p> <a href="https://publications.waset.org/abstracts/147743/the-intersection-of-masculinity-and-disability-in-the-spatial-experience-of-visually-impaired-men" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/147743.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">165</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">528</span> The Efficacy of Psycho-Education in Improving the Emotional Well-Being of Visually Impaired Adolescents in Nigeria</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Janet%20Tolulope%20Olaseni">Janet Tolulope Olaseni</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Emotional well-being in adolescents is an important psychological factor that can enhance positive living, but if it is not well groomed, it can have adverse impacts on their development. Therefore, the present study examined the efficacy of psycho-education on the emotional well-being of adolescents who are visually impaired in Nigeria. A total of twenty-eight (28) participants, which comprisednineteen (19) males and nine (9) females (M=15.82, SD=2.23) from a Nigerian School for the Blind, participated in the quasi-experimental study. Randomized clinical trial designwas used to assigned the participants into three (Complete Psycho-education, Incomplete Psycho-education, and No Psycho-education) groups. Standardized scales were used to gather data from the respondents. The formulated hypotheses were tested using Dependent T-Test and Analysis of Co-Variance. The results showed that there was a significant effect of Psycho-education on the emotional well-being of the Visually Impaired Adolescents. Those who received complete Psycho-educationhad the highest level of emotional well-being compared to those in the other groups. In order to enhance the emotional well-being of the Visually Impaired Adolescents, the study recommended that complete Psycho-education programme should be incorporated into the school activities of the Visually Impaired Adolescents. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=emotional%20well-being" title="emotional well-being">emotional well-being</a>, <a href="https://publications.waset.org/abstracts/search?q=psycho-education" title=" psycho-education"> psycho-education</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired%20adolescents" title=" visually impaired adolescents"> visually impaired adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=Nigeria" title=" Nigeria"> Nigeria</a> </p> <a href="https://publications.waset.org/abstracts/145800/the-efficacy-of-psycho-education-in-improving-the-emotional-well-being-of-visually-impaired-adolescents-in-nigeria" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/145800.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">106</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">527</span> Ontology for a Voice Transcription of OpenStreetMap Data: The Case of Space Apprehension by Visually Impaired Persons</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Said%20Boularouk">Said Boularouk</a>, <a href="https://publications.waset.org/abstracts/search?q=Didier%20Josselin"> Didier Josselin</a>, <a href="https://publications.waset.org/abstracts/search?q=Eitan%20Altman"> Eitan Altman</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In this paper, we present a vocal ontology of OpenStreetMap data for the apprehension of space by visually impaired people. Indeed, the platform based on produsage gives a freedom to data producers to choose the descriptors of geocoded locations. Unfortunately, this freedom, called also folksonomy leads to complicate subsequent searches of data. We try to solve this issue in a simple but usable method to extract data from OSM databases in order to send them to visually impaired people using Text To Speech technology. We focus on how to help people suffering from visual disability to plan their itinerary, to comprehend a map by querying computer and getting information about surrounding environment in a mono-modal human-computer dialogue. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=TTS" title="TTS">TTS</a>, <a href="https://publications.waset.org/abstracts/search?q=ontology" title=" ontology"> ontology</a>, <a href="https://publications.waset.org/abstracts/search?q=open%20street%20map" title=" open street map"> open street map</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired" title=" visually impaired"> visually impaired</a> </p> <a href="https://publications.waset.org/abstracts/62667/ontology-for-a-voice-transcription-of-openstreetmap-data-the-case-of-space-apprehension-by-visually-impaired-persons" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62667.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">295</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">526</span> Usability Evaluation of a Mobile Application to Enhance the Use of Smartphone, by Visually Impaired Users in Indonesia</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Johanna%20Renny%20Octavia">Johanna Renny Octavia</a>, <a href="https://publications.waset.org/abstracts/search?q=Kamila%20Okta%20Saarah"> Kamila Okta Saarah</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Smartphone nowadays is widely used by many people all over the world. However, people with vision impairment may experience difficulties that interfere with the proper usage of the smartphone. In Indonesia, the population of visually impaired is about 13 million people (estimated 285 million people worldwide). There are a number of mobile applications developed to enhance the use of smartphone by visually impaired. This paper discusses the usability evaluation of a mobile application, namely Ray Vision, designed to help visually impaired in using smartphone. A series of usability testing with a number of Indonesian visually impaired revealed 28 usability problems in the mobile application that led to 14 design recommendations. The redesigned application was then re-evaluated through another usability testing series. The results showed that all five usability criteria assessed were increased (usefulness by 13%, effectiveness by 27%, efficiency by 27%, satisfaction by 23%, and learnability by 12%). The System Usability Score (SUS) was also increased by 14.92%. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=mobile%20application" title="mobile application">mobile application</a>, <a href="https://publications.waset.org/abstracts/search?q=smartphone" title=" smartphone"> smartphone</a>, <a href="https://publications.waset.org/abstracts/search?q=usability%20evaluation" title=" usability evaluation"> usability evaluation</a>, <a href="https://publications.waset.org/abstracts/search?q=vision%20impaired" title=" vision impaired"> vision impaired</a> </p> <a href="https://publications.waset.org/abstracts/57817/usability-evaluation-of-a-mobile-application-to-enhance-the-use-of-smartphone-by-visually-impaired-users-in-indonesia" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/57817.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">312</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">525</span> Bridging the Gaping Levels of Information Entree for Visually Impaired Students in the Sri Lankan University Libraries </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Wilfred%20Jeyatheese%20Jeyaraj">Wilfred Jeyatheese Jeyaraj</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Education is a key determinant of future success, and every person deserves non-discriminant access to information for educational inevitabilities in any case. Analysing and understanding complex information is a crucial learning tool, especially for students. In order to compete equally with sighted students, visually impaired students require the unhinged access to access to all the available information resources. When the education of visually impaired students comes to a focal point, it can be stated that visually impaired students encounter several obstacles and barriers before they enter the university and during their time there as students. These obstacles and barriers are spread across technical, organizational and social arenas. This study reveals the possible approaches to absorb and benefit from the information provided by the Sri Lankan University Libraries for visually impaired students. Purposive sampling technique was used to select sample visually impaired students attached to the Sri Lankan National universities. There are 07 National universities which accommodate the visually impaired students and with the identified data, they were selected for this study and 80 visually impaired students were selected as the sample group. Descriptive type survey method was used to collect data. Structured questionnaires, interviews and direct observation were used as research instruments. As far as the Sri Lankan context spread is concerned, visually impaired students are able to finish their courses through their own determination to overcome the barriers they encounter on their way to graduation, through moral and practical support from their own friends and very often through a high level of creativity. According to the findings there are no specially trained university librarians to serve visually impaired users and less number of assistive technology equipment are available at present. This paper enables all university libraries in Sri Lanka to be informed about the social isolation of visually compromised students at the Sri Lankan universities and focuses on the rectification issues by considering their distinct case for interaction. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=information%20access" title="information access">information access</a>, <a href="https://publications.waset.org/abstracts/search?q=Sri%20Lanka" title=" Sri Lanka"> Sri Lanka</a>, <a href="https://publications.waset.org/abstracts/search?q=university%20libraries" title=" university libraries"> university libraries</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20impairment" title=" visual impairment"> visual impairment</a> </p> <a href="https://publications.waset.org/abstracts/59810/bridging-the-gaping-levels-of-information-entree-for-visually-impaired-students-in-the-sri-lankan-university-libraries" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/59810.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">235</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">524</span> Artificial Generation of Visual Evoked Potential to Enhance Visual Ability</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Vani">A. Vani</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20N.%20Mamatha"> M. N. Mamatha </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Visual signal processing in human beings occurs in the occipital lobe of the brain. The signals that are generated in the brain are universal for all the human beings and they are called Visual Evoked Potential (VEP). Generally, the visually impaired people lose sight because of severe damage to only the eyes natural photo sensors, but the occipital lobe will still be functioning. In this paper, a technique of artificially generating VEP is proposed to enhance the visual ability of the subject. The system uses the electrical photoreceptors to capture image, process the image, to detect and recognize the subject or object. This voltage is further processed and can transmit wirelessly to a BIOMEMS implanted into occipital lobe of the patient’s brain. The proposed BIOMEMS consists of array of electrodes that generate the neuron potential which is similar to VEP of normal people. Thus, the neurons get the visual data from the BioMEMS which helps in generating partial vision or sight for the visually challenged patient.  <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=BioMEMS" title="BioMEMS">BioMEMS</a>, <a href="https://publications.waset.org/abstracts/search?q=neuro-prosthetic" title=" neuro-prosthetic"> neuro-prosthetic</a>, <a href="https://publications.waset.org/abstracts/search?q=openvibe" title=" openvibe"> openvibe</a>, <a href="https://publications.waset.org/abstracts/search?q=visual%20evoked%20potential" title=" visual evoked potential"> visual evoked potential</a> </p> <a href="https://publications.waset.org/abstracts/51396/artificial-generation-of-visual-evoked-potential-to-enhance-visual-ability" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/51396.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">315</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">523</span> Difficulties Posed by Disability on the Acquisition of Higher Education in Inclusive Setting by Physically Challenged Students </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=G.%20Fatima">G. Fatima</a>, <a href="https://publications.waset.org/abstracts/search?q=R.%20Bashir"> R. Bashir</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Saeed%20Akhtar"> M. Saeed Akhtar</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Malik"> M. Malik</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Safder"> M. Safder</a>, <a href="https://publications.waset.org/abstracts/search?q=D.%20Nayab"> D. Nayab</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The main purpose of this quantitative study was to investigate challenges and difficulties being encountered by physically challenged students in inclusive settings at higher education level. A self-developed and validated questionnaire (Cronbach alpha: 0.879) was employed for data collected from a sample of fifty six (56) graduate and continuing students with physical disabilities (males:46, females:10) selected through snow ball sampling technique from colleges and universities of Pakistan. The participants were required to respond on three point criteria (no, to some extent, yes). Data were analyzed by using SPSS. Independent sample t-test and One Way Analysis of Variance (ANOVA) was run to compare mean scores of responses of physically challenged students on the basis of their gender, education, types of physical disability, types of institutions, provinces, and status. Frequencies were run to have an overall picture of challenges faced by physically challenged students. Major findings reflected that physically challenged students were encountering problems in transportation, accessibility, and financial support, etc. Conclusions were drawn and recommendations were made. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=physically%20challenged%20students" title="physically challenged students">physically challenged students</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20setting" title=" inclusive setting"> inclusive setting</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=accessibility" title=" accessibility"> accessibility</a> </p> <a href="https://publications.waset.org/abstracts/10622/difficulties-posed-by-disability-on-the-acquisition-of-higher-education-in-inclusive-setting-by-physically-challenged-students" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/10622.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">406</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">522</span> Social Networking Sites: A Platform for Communication and Collaboration for Visually Impaired</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sufia%20Khowaja">Sufia Khowaja</a>, <a href="https://publications.waset.org/abstracts/search?q=Nishat%20Fatima"> Nishat Fatima</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Social networking sites are significant for visually impaired to overcome the unique challenges they face and access the resources they need to succeed in their education and beyond which might be difficult to obtain through traditional means. It provides them an opportunity to build relationships, stay connected with their support network as well as to develop social skills which give them emotional support to fell less isolated. In this connection the study is conducted with the aim to determine the use of social networking sites, purpose of using and activities performed by visually impaired at Delhi University, Delhi, Jawaharlal Nehru University, Delhi and Jamia Milia Islamia, Delhi. The study followed survey technique in which structured interview is followed to collect data from 137 visually impaired students and analysed using ‘SPSS ver23’. The findings of the study revealed that mostly used social networking sites are whatsapp by 89.23% students of DU, 95.12% of JNU, 87.09% of JMI, followed by e-mail by 78.46% of DU, 78.04% of JNU, 64.51%; youtube by 73.84% DU, 90.24% JNU, 80.64% JMI. Purpose for using these sites is for academics mentioned by 96.92% DU, 100% JNU, 93.54% JMI. Activities performed on sites are sending and receiving messaging 96.92% DU, 92.68% JNU, 93.55% JMI, communicating with friends and family as well as getting academic information. Findings of the study will be helpful for libraries to disseminate their services and resources as well as latest updates to their visually impaired users with the help of most used tools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=social%20networking%20sites" title="social networking sites">social networking sites</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired" title=" visually impaired"> visually impaired</a>, <a href="https://publications.waset.org/abstracts/search?q=Delhi%20University" title=" Delhi University"> Delhi University</a>, <a href="https://publications.waset.org/abstracts/search?q=Jawaharlal%20Nehru%20University" title=" Jawaharlal Nehru University"> Jawaharlal Nehru University</a>, <a href="https://publications.waset.org/abstracts/search?q=Jamia%20Milia%20Islamia" title=" Jamia Milia Islamia"> Jamia Milia Islamia</a> </p> <a href="https://publications.waset.org/abstracts/165185/social-networking-sites-a-platform-for-communication-and-collaboration-for-visually-impaired" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/165185.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">90</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">521</span> RFID Based Indoor Navigation with Obstacle Detection Based on A* Algorithm for the Visually Impaired</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Jayron%20Sanchez">Jayron Sanchez</a>, <a href="https://publications.waset.org/abstracts/search?q=Analyn%20Yumang"> Analyn Yumang</a>, <a href="https://publications.waset.org/abstracts/search?q=Felicito%20Caluyo"> Felicito Caluyo</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The visually impaired individual may use a cane, guide dog or ask for assistance from a person. This study implemented the RFID technology which consists of a low-cost RFID reader and passive RFID tag cards. The passive RFID tag cards served as checkpoints for the visually impaired. The visually impaired was guided through audio output from the system while traversing the path. The study implemented an ultrasonic sensor in detecting static obstacles. The system generated an alternate path based on A* algorithm to avoid the obstacles. Alternate paths were also generated in case the visually impaired traversed outside the intended path to the destination. A* algorithm generated the shortest path to the destination by calculating the total cost of movement. The algorithm then selected the smallest movement cost as a successor to the current tag card. Several trials were conducted to determine the effect of obstacles in the time traversal of the visually impaired. A dependent sample t-test was applied for the statistical analysis of the study. Based on the analysis, the obstacles along the path generated delays while requesting for the alternate path because of the delay in transmission from the laptop to the device via ZigBee modules. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=A%2A%20algorithm" title="A* algorithm">A* algorithm</a>, <a href="https://publications.waset.org/abstracts/search?q=RFID%20technology" title=" RFID technology"> RFID technology</a>, <a href="https://publications.waset.org/abstracts/search?q=ultrasonic%20sensor" title=" ultrasonic sensor"> ultrasonic sensor</a>, <a href="https://publications.waset.org/abstracts/search?q=ZigBee%20module" title=" ZigBee module"> ZigBee module</a> </p> <a href="https://publications.waset.org/abstracts/20113/rfid-based-indoor-navigation-with-obstacle-detection-based-on-a-algorithm-for-the-visually-impaired" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/20113.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">409</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">520</span> Understanding the Experience of the Visually Impaired towards a Multi-Sensorial Architectural Design</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Sarah%20M.%20Oteifa">Sarah M. Oteifa</a>, <a href="https://publications.waset.org/abstracts/search?q=Lobna%20A.%20Sherif"> Lobna A. Sherif</a>, <a href="https://publications.waset.org/abstracts/search?q=Yasser%20M.%20Mostafa"> Yasser M. Mostafa</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Visually impaired people, in their daily lives, face struggles and spatial barriers because the built environment is often designed with an extreme focus on the visual element, causing what is called architectural visual bias or ocularcentrism. The aim of the study is to holistically understand the world of the visually impaired as an attempt to extract the qualities of space that accommodate their needs, and to show the importance of multi-sensory, holistic designs for the blind. Within the framework of existential phenomenology, common themes are reached through "intersubjectivity": experience descriptions by blind people and blind architects, observation of how blind children learn to perceive their surrounding environment, and a personal lived blind-folded experience are analyzed. The extracted themes show how visually impaired people filter out and prioritize tactile (active, passive and dynamic touch), acoustic and olfactory spatial qualities respectively, and how this happened during the personal lived blind folded experience. The themes clarify that haptic and aural inclusive designs are essential to create environments suitable for the visually impaired to empower them towards an independent, safe and efficient life. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=architecture" title="architecture">architecture</a>, <a href="https://publications.waset.org/abstracts/search?q=architectural%20ocularcentrism" title=" architectural ocularcentrism"> architectural ocularcentrism</a>, <a href="https://publications.waset.org/abstracts/search?q=multi-sensory%20design" title=" multi-sensory design"> multi-sensory design</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired" title=" visually impaired"> visually impaired</a> </p> <a href="https://publications.waset.org/abstracts/72324/understanding-the-experience-of-the-visually-impaired-towards-a-multi-sensorial-architectural-design" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/72324.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">202</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">519</span> Knowledge Transformation Flow (KTF) of Visually Impaired Students: The Virtual Knowledge System as a New Service Innovation</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Chatcai%20Tangsri">Chatcai Tangsri</a>, <a href="https://publications.waset.org/abstracts/search?q=Onjaree%20Na-Takuatoong"> Onjaree Na-Takuatoong</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This paper aims to present the key factors that support the decision to use the technology and to present the knowledge transformation flow of visually impaired students after the use of virtual knowledge system as proposed as a new service innovation to universities in Thailand. Correspondents of 27 visually impaired students are involved in this research. Total of 25 students are selected from the University that mainly conducts non-classroom teaching environment; while another 2 visually impaired students are selected from classroom teaching environment. All of them are fully involved in the study along 8 weeks duration. All correspondents are classified into 5 small groups in various conditions. The research results revealed that the involvement from knowledge facilitator can push out for the behavioral actual use of the virtual knowledge system although there is no any developed intention to use behaviors. Secondly, the situations that the visually impaired students inadequate of the knowledge sources that usually provided by assistants i.e. peers, audio files etc. In this case, they will use the virtual knowledge system for both knowledge access and knowledge transfer request. With this evidence, the need of knowledge would play a stronger role than all technology acceptance factors. Finally, this paper revealed that the knowledge transfer in the normal method that students have a chance to physically meet up is still confirmed as their preference method. In term of other aspects of technology acceptance, it will be discussed together with challenges and recommendations at the end of this paper. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=knowledge%20system" title="knowledge system">knowledge system</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired%20students" title=" visually impaired students"> visually impaired students</a>, <a href="https://publications.waset.org/abstracts/search?q=higher%20education" title=" higher education"> higher education</a>, <a href="https://publications.waset.org/abstracts/search?q=knowledge%20management%20enable%20technology" title=" knowledge management enable technology"> knowledge management enable technology</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%2Fasynchronous%20knowledge%20access" title=" synchronous/asynchronous knowledge access"> synchronous/asynchronous knowledge access</a>, <a href="https://publications.waset.org/abstracts/search?q=synchronous%2Fasynchronous%20knowledge%20transfer" title=" synchronous/asynchronous knowledge transfer"> synchronous/asynchronous knowledge transfer</a> </p> <a href="https://publications.waset.org/abstracts/3089/knowledge-transformation-flow-ktf-of-visually-impaired-students-the-virtual-knowledge-system-as-a-new-service-innovation" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/3089.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">355</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">518</span> Obstacle Detection and Path Tracking Application for Disables</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Aliya%20Ashraf">Aliya Ashraf</a>, <a href="https://publications.waset.org/abstracts/search?q=Mehreen%20Sirshar"> Mehreen Sirshar</a>, <a href="https://publications.waset.org/abstracts/search?q=Fatima%20Akhtar"> Fatima Akhtar</a>, <a href="https://publications.waset.org/abstracts/search?q=Farwa%20Kazmi"> Farwa Kazmi</a>, <a href="https://publications.waset.org/abstracts/search?q=Jawaria%20Wazir"> Jawaria Wazir</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Vision, the basis for performing navigational tasks, is absent or greatly reduced in visually impaired people due to which they face many hurdles. For increasing the navigational capabilities of visually impaired people a desktop application ODAPTA is presented in this paper. The application uses camera to capture video from surroundings, apply various image processing algorithms to get information about path and obstacles, tracks them and delivers that information to user through voice commands. Experimental results show that the application works effectively for straight paths in daylight. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired" title="visually impaired">visually impaired</a>, <a href="https://publications.waset.org/abstracts/search?q=ODAPTA" title=" ODAPTA"> ODAPTA</a>, <a href="https://publications.waset.org/abstracts/search?q=Region%20of%20Interest%20%28ROI%29" title=" Region of Interest (ROI)"> Region of Interest (ROI)</a>, <a href="https://publications.waset.org/abstracts/search?q=driver%20fatigue" title=" driver fatigue"> driver fatigue</a>, <a href="https://publications.waset.org/abstracts/search?q=face%20detection" title=" face detection"> face detection</a>, <a href="https://publications.waset.org/abstracts/search?q=expression%20recognition" title=" expression recognition"> expression recognition</a>, <a href="https://publications.waset.org/abstracts/search?q=CCD%20camera" title=" CCD camera"> CCD camera</a>, <a href="https://publications.waset.org/abstracts/search?q=artificial%20intelligence" title=" artificial intelligence"> artificial intelligence</a> </p> <a href="https://publications.waset.org/abstracts/19807/obstacle-detection-and-path-tracking-application-for-disables" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/19807.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">549</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">517</span> Development of a Method to Prepare In-School Tactile Guide Maps for Visually Impaired School Children</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Doi">K. Doi</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Nishimura"> T. Nishimura</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Kawano"> M. Kawano</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Fujimoto"> H. Fujimoto</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20Tanaka"> Y. Tanaka</a>, <a href="https://publications.waset.org/abstracts/search?q=M.%20Sawada"> M. Sawada</a>, <a href="https://publications.waset.org/abstracts/search?q=S.%20Oouchi"> S. Oouchi</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Kaneko"> T. Kaneko</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Kanamori"> K. Kanamori</a> </p> <p class="card-text"><strong>Abstract:</strong></p> As part of reasonable accommodation for people with disabilities in Japan, which has ratified the Convention on the Rights of Persons with Disabilities, tactile guide maps are necessary. Such maps can enable visually impaired children to attend schools of special needs education (visual impairments) to grasp the arrangement of classrooms on their school campuses. However, it takes many years to be able to use a tactile guide map without difficulty. Thus, information support, in which audio information is added in addition to tactile information, is required. In the present research, a method to prepare an in-school tactile guide map with an additional audio reading function was developed. This map can enable visually impaired school children attending schools of special needs education (visual impairments) to grasp the arrangement of classrooms on their school campuses. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accessible%20design" title="accessible design">accessible design</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired" title=" visually impaired"> visually impaired</a>, <a href="https://publications.waset.org/abstracts/search?q=braille" title=" braille"> braille</a>, <a href="https://publications.waset.org/abstracts/search?q=tactile%20map" title=" tactile map"> tactile map</a>, <a href="https://publications.waset.org/abstracts/search?q=in-school%20tactile%20guide%20map" title=" in-school tactile guide map"> in-school tactile guide map</a> </p> <a href="https://publications.waset.org/abstracts/13036/development-of-a-method-to-prepare-in-school-tactile-guide-maps-for-visually-impaired-school-children" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/13036.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">361</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">516</span> Towards Empowerment and Autonomy of Differently Abled People: Need for Professional Community of Exercise Physiologists in India</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Yesoda%20Bhargava">Yesoda Bhargava </a> </p> <p class="card-text"><strong>Abstract:</strong></p> This work is an ongoing research on understanding the existence or the non-existence of infrastructure for fitness for physically challenged people in India. Through the extensive field visits, interviews with differently abled people and observation of the schools for differently abled children, there have been some common observations in the realm of paucity of appropriate machinery, exercise physiologists and infrastructure catering to the fitness needs of physically challenged people in India both for adults and children. Amidst the more tangibly seen health issues, this crucial change which can better the life of physically challenged people is not given the due consideration at the national scale. The results of this study can be used to influence the policy making and program making related to inclusive health in India. Health and fitness are inextricably linked to each other, and one cannot be served at the cost of other. One of the other objectives of this paper is to create a traction for the importance of exercise promotion for the physically challenged people. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=fitness" title="fitness">fitness</a>, <a href="https://publications.waset.org/abstracts/search?q=health" title=" health"> health</a>, <a href="https://publications.waset.org/abstracts/search?q=inclusive%20health" title=" inclusive health"> inclusive health</a>, <a href="https://publications.waset.org/abstracts/search?q=exercise%20physiologists" title=" exercise physiologists"> exercise physiologists</a> </p> <a href="https://publications.waset.org/abstracts/62331/towards-empowerment-and-autonomy-of-differently-abled-people-need-for-professional-community-of-exercise-physiologists-in-india" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/62331.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">343</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">515</span> Effect of Bacillus subtilis Pb6 on Growth and Gut Microflora in Clostridium perfringens Challenged Broilers</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=A.%20Khalique">A. Khalique</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Naseem"> T. Naseem</a>, <a href="https://publications.waset.org/abstracts/search?q=N.%20Haque"> N. Haque</a>, <a href="https://publications.waset.org/abstracts/search?q=Z.%20Rasool"> Z. Rasool</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The objective of current study was to investigate the effect of <em>Bacillus subtilis</em> PB6 (CloSTAT) as a probiotic in broilers. The corn-soybean based diet was divided into four treatment groups; T1 (basal diet with no probiotic and no <em>Clostridium perfringens</em>); T2 (basal diet challenged with <em>C. perfringens</em> without probiotic); T3 (basal diet challenged with <em>C. perfringens</em> having 0.05% probiotic); T4 (basal diet challenged with <em>C. perfringens</em> having 0.1% probiotic). Every treatment group had four replicates with 24 birds each. Body weight and feed intake were measured on weekly basis, while ileal bacterial count was recorded on day-28 following <em>Clostridium</em> <em>perfringens</em> challenge. The 0.1% probiotic treatment showed 7.2% increase in average feed intake (P=0.05) and 8% increase in body weight compared to T2. In 0.1% treatment body weight was 5% higher than T3 (P=0.02). It was also observed that 0.1% treatment had improved feed conversion ratio (1.77) on 6<sup>th</sup> week. No effect of treatment was observed on mortality and ileal bacterial count. The current study indicated that 0.1% use of probiotic had positive response in <em>C. perfringens</em> challenged broilers. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=Bacillus%20subtilis%20PB6" title="Bacillus subtilis PB6">Bacillus subtilis PB6</a>, <a href="https://publications.waset.org/abstracts/search?q=antibiotic%20growth%20promoters" title=" antibiotic growth promoters"> antibiotic growth promoters</a>, <a href="https://publications.waset.org/abstracts/search?q=Clostridium%20perfringens" title=" Clostridium perfringens"> Clostridium perfringens</a>, <a href="https://publications.waset.org/abstracts/search?q=broilers" title=" broilers"> broilers</a> </p> <a href="https://publications.waset.org/abstracts/58586/effect-of-bacillus-subtilis-pb6-on-growth-and-gut-microflora-in-clostridium-perfringens-challenged-broilers" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/58586.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">270</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">514</span> The Effects of Pride Therapy on the Level of Self-Esteem among Physically Challenged Adolescents</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Canapi%20Patricia%20Joy">Canapi Patricia Joy</a>, <a href="https://publications.waset.org/abstracts/search?q=Canlas%20Tracy%20Gabriella"> Canlas Tracy Gabriella</a>, <a href="https://publications.waset.org/abstracts/search?q=Canseco%20Teresa"> Canseco Teresa</a>, <a href="https://publications.waset.org/abstracts/search?q=Capistrano%20Reena%20Marie"> Capistrano Reena Marie</a>, <a href="https://publications.waset.org/abstracts/search?q=Carandang%20Vernon"> Carandang Vernon</a>, <a href="https://publications.waset.org/abstracts/search?q=Carbonel%20Khiara%20Claudine"> Carbonel Khiara Claudine </a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research problem: The main problem of the study was to determine the effect of Projecting the Reflection of the Individual’s Self-esteem (PRIDE) therapy on the level of self-esteem of physically challenged adolescents. Objectives of the Study: The study determined the effect of PRIDE (Projecting the Reflection of the Individuals Self-esteem) therapy on the level of self-esteem among physically challenged adolescents. Methodology: A quasi-experimental study was used which involved 30 randomly-assigned subjects, 15 in the experimental group and 15 in the control group. The Projecting the reflection of the Individuals’ Self-Esteem (PRDIE) therapy was administered to the experimental group. The researchers utilized the Sorensen Self-Esteem test tool as a pretest and posttest questionnaire and yielded a Cronbach’s alpha of .912. Paired T-test was used to analyze the gathered data. Results: The results showed that after the administration of PRIDE therapy, there was an increase on the level of self-esteem. The experimental group had a value of 3.590, which was significant and meant that the level of self-esteem is significantly increased. On the other hand, the control group, had a value of -2.207 which was also significant, therefore, the level of self esteem significantly decreased. Conclusion: the PRIDE Therapy is effective in increasing the level of self-esteem among physically challenged adolescent. Recommendations: The researchers recommend the use of PRIDE Therapy as an intervention in handling physically challenged patients, especially adolescents, in order to enhance their self-esteem. Also, the researchers recommend that nursing students be informed on the efficacy of PRIDE Therapy in enhancing the self-esteem of physically challenged patients. Furthermore, the inclusion of a psychologist during the implementation of PRIDE Therapy, specifically art therapy, to be able to have a more focused interpretation of the drawings and really be able to see the projection of their self-esteem is also recommended. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=adolescents" title="adolescents">adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=PRIDE%20therapy" title=" PRIDE therapy"> PRIDE therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=physically%20challenged" title=" physically challenged"> physically challenged</a>, <a href="https://publications.waset.org/abstracts/search?q=self-esteem" title=" self-esteem"> self-esteem</a> </p> <a href="https://publications.waset.org/abstracts/23232/the-effects-of-pride-therapy-on-the-level-of-self-esteem-among-physically-challenged-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23232.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">310</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">513</span> The Effect of Projecting the Reflection of the Individual's Self-Esteem (PRIDE) Therapy on the Level of Self-Esteem of Physically Challenged Adolescents </h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Khiara%20Claudine%20C.%20Carbonel">Khiara Claudine C. Carbonel</a>, <a href="https://publications.waset.org/abstracts/search?q=Patricia%20Joy%20A.%20Canapi"> Patricia Joy A. Canapi</a>, <a href="https://publications.waset.org/abstracts/search?q=Tracy%20Gabriella%20M.%20Canlas"> Tracy Gabriella M. Canlas</a>, <a href="https://publications.waset.org/abstracts/search?q=Teresa%20Zaine%20C.%20Canseco"> Teresa Zaine C. Canseco</a>, <a href="https://publications.waset.org/abstracts/search?q=Reena%20Marie%20A.%20Capistrano"> Reena Marie A. Capistrano</a>, <a href="https://publications.waset.org/abstracts/search?q=Vernon%20A.%20Carandang"> Vernon A. Carandang</a>, <a href="https://publications.waset.org/abstracts/search?q=Carlo%20G.%20Ranoco"> Carlo G. Ranoco</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Research problem: The main problem of the study was to determine the effect of Projecting the Reflection of the Individual’s Self-esteem (PRIDE) therapy on the level of self-esteem of physically challenged adolescents. Objectives of the Study: The study determined the effect of PRIDE (Projecting the Reflection of the Individuals Self-esteem) therapy on the level of self-esteem among physically challenged adolescents. Methodology: A quasi-experimental study was used which involved 30 randomly-assigned subjects, 15 in the experimental group and 15 in the control group. The Projecting the reflection of the Individuals’ Self-Esteem (PRDIE) therapy was administered to the experimental group. The researchers utilized the Sorensen Self-Esteem test tool as a pretest and posttest questionnaire and yielded a Cronbach’s alpha of .912. Paired T-test was used to analyze the gathered data. Results: The results showed that after the administration of PRIDE therapy, there was an increase on the level of self-esteem. The experimental group had a value of 3.590, which was significant and meant that the level of self-esteem is significantly increased. On the other hand, the control group, had a value of -2.207 which was also significant, therefore, the level of self esteem significantly decreased. Conclusion: the PRIDE Therapy is effective in increasing the level of self-esteem among physically challenged adolescent. Recommendations: The researchers recommend the use of PRIDE Therapy as an intervention in handling physically challenged patients, especially adolescents, in order to enhance their self-esteem. Also, the researchers recommend that nursing students be informed on the efficacy of PRIDE Therapy in enhancing the self-esteem of physically challenged patients. Furthermore, the inclusion of a psychologist during the implementation of PRIDE Therapy, specifically art therapy, to be able to have a more focused interpretation of the drawings and really be able to see the projection of their self-esteem is also recommended. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=PRIDE%20therapy" title="PRIDE therapy">PRIDE therapy</a>, <a href="https://publications.waset.org/abstracts/search?q=physically%20challenged%20adolescents" title=" physically challenged adolescents"> physically challenged adolescents</a>, <a href="https://publications.waset.org/abstracts/search?q=self-esteem" title=" self-esteem"> self-esteem</a>, <a href="https://publications.waset.org/abstracts/search?q=art%20therapy" title=" art therapy"> art therapy</a> </p> <a href="https://publications.waset.org/abstracts/23231/the-effect-of-projecting-the-reflection-of-the-individuals-self-esteem-pride-therapy-on-the-level-of-self-esteem-of-physically-challenged-adolescents" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/23231.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">424</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">512</span> Development of Beeswax-Discharge Writing Material for Visually Impaired Persons</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=K.%20Doi">K. Doi</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Nishimura"> T. Nishimura</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Fujimoto"> H. Fujimoto</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Tanaka"> T. Tanaka</a> </p> <p class="card-text"><strong>Abstract:</strong></p> It has been known that visually impaired persons have some problems in getting visual information. Therefore, information accessibility for the visually impaired persons is very important in a current information society. Some application software with read-aloud function for using personal computer and smartphone are getting more and more popular among visually impaired persons in the world. On the other hand, it is also very important for being able to learn how to read and write characters such as Braille and Visual character. Braille typewriter has been widely used in learning Braille. And also raised-line drawing kits as writing material has been used for decades for especially acquired visually impaired persons. However, there are some drawbacks such as the drawn line cannot be erased. Moreover, visibility of drawing lines is not so good for visually impaired with low vision. We had significant number of requests for developing new writing material for especially acquired visually impaired persons instead of raised-line drawing kits. For conducting development research of novel writing material, we could receive a research grant from ministry of health, labor and welfare in Japanese government. In this research, we developed writing material typed pens and pencils with Beeswax-discharge instead of conventional raised-line drawing kits. This writing material was equipped with cartridge heater for melting beeswax and its heat controller. When this pen users held down the pen tip on the regular paper such as fine paper and so on, the melted beeswax could be discharged from pen tip with valve structure. The beeswax was discharged at 100 gf of holding down force based on results of our previous trial study. The shape of pen tip was semispherical for becoming low friction between pen tip and surface of paper. We conducted one basic experiment to evaluate influence of the curvature of pen tip on ease to write. Concretely, the conditions of curvature was 0.15, 0.35, 0.50, 1.00 mm. The following four interval scales were used as indexes of subjective assessment during writing such as feeling of smooth motion of pen, feeling of comfortable writing, sense of security and feeling of writing fatigue. Ten subjects were asked to participate in this experiment. The results reveal that subjects could draw easily when the radius of the pen tip was 1.00 mm, and lines drawn with beeswax-discharge writing material were easy to perceive. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=beeswax-discharge%20writing%20material" title="beeswax-discharge writing material">beeswax-discharge writing material</a>, <a href="https://publications.waset.org/abstracts/search?q=raised-line%20drawing%20kits" title=" raised-line drawing kits"> raised-line drawing kits</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired%20persons" title=" visually impaired persons"> visually impaired persons</a>, <a href="https://publications.waset.org/abstracts/search?q=pen%20tip" title=" pen tip"> pen tip</a> </p> <a href="https://publications.waset.org/abstracts/75003/development-of-beeswax-discharge-writing-material-for-visually-impaired-persons" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/75003.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">308</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">511</span> The Visually Impaired Jogger: Enhancing Interaction and Fitness through the Fun Run</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Zasha%20Romero">Zasha Romero</a>, <a href="https://publications.waset.org/abstracts/search?q=Joe%20Paschall"> Joe Paschall</a> </p> <p class="card-text"><strong>Abstract:</strong></p> This poster will detail the importance of physical activity for the Visually Impaired students and how to promote inclusion in fitness through way of social gatherings and jogging. Furthermore, it will demonstrate how a Health & Kinesiology University Club cooperated in the journey of visually impaired students from participating in physical activity to completing their first 10K fun run. Purpose: The poster will detail how a university’s Health & Kinesiology Club developed a program to promote participation in fitness activities for visually impaired individuals. Also, it will detail their journey from participation in physical activity to completing a 10K fun run. Methods: In an effort to promote inclusion of all into physical activity, a university’s Health & Kinesiology Club developed a non-profit program to challenge visually impaired students to train and complete a 10 kilometer fun run in a South Texas town. The idea was to promote physical fitness through way of social interaction. In order to maintain runners interested, Club students developed training plans and strategies to be able to navigate in a race that was attended by over 18,000 runners. The idea was to promote interaction and life-long fitness amongst participants. Implications: This strategy was done in collaboration with different non-profit institutions to create awareness and provide opportunities for physical fitness, social interaction and life-long fitness skills associated with the jogging. The workshop provided collaboration amongst different entities and novel ideas to create opportunities for a typically underserved population. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=inclusion" title="inclusion">inclusion</a>, <a href="https://publications.waset.org/abstracts/search?q=participation" title=" participation"> participation</a>, <a href="https://publications.waset.org/abstracts/search?q=management" title=" management"> management</a>, <a href="https://publications.waset.org/abstracts/search?q=disability" title=" disability"> disability</a>, <a href="https://publications.waset.org/abstracts/search?q=fitness" title=" fitness"> fitness</a> </p> <a href="https://publications.waset.org/abstracts/14945/the-visually-impaired-jogger-enhancing-interaction-and-fitness-through-the-fun-run" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/14945.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">393</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">510</span> User Requirements Analysis for the Development of Assistive Navigation Mobile Apps for Blind and Visually Impaired People</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Paraskevi%20Theodorou">Paraskevi Theodorou</a>, <a href="https://publications.waset.org/abstracts/search?q=Apostolos%20Meliones"> Apostolos Meliones</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In the context of the development process of two assistive navigation mobile apps for blind and visually impaired people (BVI) an extensive qualitative analysis of the requirements of potential users has been conducted. The analysis was based on interviews with BVIs and aimed to elicit not only their needs with respect to autonomous navigation but also their preferences on specific features of the apps under development. The elicited requirements were structured into four main categories, namely, requirements concerning the capabilities, functionality and usability of the apps, as well as compatibility requirements with respect to other apps and services. The main categories were then further divided into nine sub-categories. This classification, along with its content, aims to become a useful tool for the researcher or the developer who is involved in the development of digital services for BVI. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=accessibility" title="accessibility">accessibility</a>, <a href="https://publications.waset.org/abstracts/search?q=assistive%20mobile%20apps" title=" assistive mobile apps"> assistive mobile apps</a>, <a href="https://publications.waset.org/abstracts/search?q=blind%20and%20visually%20impaired%20people" title=" blind and visually impaired people"> blind and visually impaired people</a>, <a href="https://publications.waset.org/abstracts/search?q=user%20requirements%20analysis" title=" user requirements analysis"> user requirements analysis</a> </p> <a href="https://publications.waset.org/abstracts/114395/user-requirements-analysis-for-the-development-of-assistive-navigation-mobile-apps-for-blind-and-visually-impaired-people" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/114395.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">123</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">509</span> Basic Examination of Easily Distinguishable Tactile Symbols Attached to Containers and Packaging</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=T.%20Nishimura">T. Nishimura</a>, <a href="https://publications.waset.org/abstracts/search?q=K.%20Doi"> K. Doi</a>, <a href="https://publications.waset.org/abstracts/search?q=H.%20Fujimoto"> H. Fujimoto</a>, <a href="https://publications.waset.org/abstracts/search?q=Y.%20Hoshikawa"> Y. Hoshikawa</a>, <a href="https://publications.waset.org/abstracts/search?q=T.%20Wada"> T. Wada</a> </p> <p class="card-text"><strong>Abstract:</strong></p> In Japan, it is expected that reasonable accommodation for persons with disabilities will progress further. In particular, there is an urgent need to enhance information support for visually impaired persons who have difficulty accessing information. Recently, tactile symbols have been attached to various surfaces, such as the content labels of containers and packaging of various everyday products. The advantage of tactile symbols is that they are useful for visually impaired persons who cannot read Braille. The method of displaying tactile symbols is prescribed by the International Organization for Standardization (ISO). However, the quantitative data on the shapes and dimensions of tactile symbols is insufficient. In this study, through an evaluation experiments, we examine the easy-to-distinguish shapes and dimensions of tactile symbols used for various applications, including the content labels on containers and packaging. Visually impaired persons participated in the experiments. They used tactile symbols on a daily basis. The details and processes of the experiments were orally explained to the participants prior to the experiments, and the informed consent of the participants was obtained. They were instructed to touch the test pieces of tactile symbols freely with both hands. These tactile symbols were selected because they were likely to be easily distinguishable symbols on the content labels of top surfaces of containers and packaging based on a hearing survey that involved employees of an organization of visually impaired and a social welfare corporation, as well as academic experts of support technology for visually impaired. The participants then answered questions related to ease of distinguishing of tactile symbols on a scale of 5 (where 1 corresponded to ‘difficult to distinguish’ and 5 corresponded to ‘easy to distinguish’). Hearing surveys were also performed in an oral free answer manner with the participants after the experiments. This study revealed the shapes and dimensions regarding easily distinguishable tactile symbols attached to containers and packaging. We expect that this knowledge contributes to improvement of the quality of life of visually impaired persons. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=visual%20impairment" title="visual impairment">visual impairment</a>, <a href="https://publications.waset.org/abstracts/search?q=accessible%20design" title=" accessible design"> accessible design</a>, <a href="https://publications.waset.org/abstracts/search?q=tactile%20symbol" title=" tactile symbol"> tactile symbol</a>, <a href="https://publications.waset.org/abstracts/search?q=containers%20and%20packaging" title=" containers and packaging"> containers and packaging</a> </p> <a href="https://publications.waset.org/abstracts/74619/basic-examination-of-easily-distinguishable-tactile-symbols-attached-to-containers-and-packaging" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/74619.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">219</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">508</span> Challenges Faced by the Visually Impaired Children and their Parents in Doing Homework Assignments Using Braille</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Shazia%20Farooq%20Mirza">Shazia Farooq Mirza</a> </p> <p class="card-text"><strong>Abstract:</strong></p> The purpose of this study was to explore the challenges faced by visually impaired children and their parents in doing homework assignments using Braille. This study had a quantitative approach and it was descriptive in nature. It took place in 6 public and special private schools of Lahore.177 visually impaired children of grades 4-10 and 153 parents of the visually impaired children were the volunteer participants of this study which were selected through a convenient sampling method. A survey method was adopted for the data collection. And for this purpose 2 self-developed validated questionnaires were used as instruments. The instruments were constructed by exploring the factors and sub-factors from the literature review. Thirty students with visual impairment and 30 parents of the students with visual impairment filled the questionnaires as a pilot study, and it ensured the reliability of the instruments. Data were analyzed using a statistical package of social sciences and it was completely interpreted. Findings revealed that the common challenges faced by the students with visual impairment were Physical Stress, Readiness, Braille Knowledge, Braille Skill and Communications. And the major challenges faced by the parents of the students with visual impairment were the Availability of the helping material, the Availability of the reading material, Braille Knowledge, Braille skills, School and family interactions, Behavior management and the Environment and equipment. Conclusions were drawn on the basis of the major findings. Future suggestions are given in light of the conclusions. This study will be beneficial for the children with visual impairment, the parents of the children with visual impairment, the special education teachers and for the policymakers of the special schools. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=challenges" title="challenges">challenges</a>, <a href="https://publications.waset.org/abstracts/search?q=visually%20impaired%20children" title=" visually impaired children"> visually impaired children</a>, <a href="https://publications.waset.org/abstracts/search?q=homework" title=" homework"> homework</a>, <a href="https://publications.waset.org/abstracts/search?q=parents" title=" parents"> parents</a>, <a href="https://publications.waset.org/abstracts/search?q=braille" title=" braille"> braille</a> </p> <a href="https://publications.waset.org/abstracts/157683/challenges-faced-by-the-visually-impaired-children-and-their-parents-in-doing-homework-assignments-using-braille" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/157683.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">122</span> </span> </div> </div> <div class="card paper-listing mb-3 mt-3"> <h5 class="card-header" style="font-size:.9rem"><span class="badge badge-info">507</span> Nanoparticles Activated Inflammasome Lead to Airway Hyperresponsiveness and Inflammation in a Mouse Model of Asthma</h5> <div class="card-body"> <p class="card-text"><strong>Authors:</strong> <a href="https://publications.waset.org/abstracts/search?q=Pureun-Haneul%20Lee">Pureun-Haneul Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=Byeong-Gon%20Kim"> Byeong-Gon Kim</a>, <a href="https://publications.waset.org/abstracts/search?q=Sun-Hye%20Lee"> Sun-Hye Lee</a>, <a href="https://publications.waset.org/abstracts/search?q=An-Soo%20Jang"> An-Soo Jang</a> </p> <p class="card-text"><strong>Abstract:</strong></p> Background: Nanoparticles may pose adverse health effects due to particulate matter inhalation. Nanoparticle exposure induces cell and tissue damage, causing local and systemic inflammatory responses. The inflammasome is a major regulator of inflammation through its activation of pro-caspase-1, which cleaves pro-interleukin-1β (IL-1β) into its mature form and may signal acute and chronic immune responses to nanoparticles. Objective: The aim of the study was to identify whether nanoparticles exaggerates inflammasome pathway leading to airway inflammation and hyperresponsiveness in an allergic mice model of asthma. Methods: Mice were treated with saline (sham), OVA-sensitized and challenged (OVA), or titanium dioxide nanoparticles. Lung interleukin 1 beta (IL-1β), interleukin 18 (IL-18), NACHT, LRR and PYD domains-containing protein 3 (NLRP3) and caspase-1 levels were assessed with Western Blot. Caspase-1 was checked by immunohistochemical staining. Reactive oxygen species were measured for the marker 8-isoprostane and carbonyl by ELISA. Results: Airway inflammation and hyperresponsiveness increased in OVA-sensitized/challenged mice and these responses were exaggerated by TiO2 nanoparticles exposure. TiO2 nanoparticles treatment increased IL-1β and IL-18 protein expression in OVA-sensitized/challenged mice. TiO2 nanoparticles augmented the expression of NLRP3 and caspase-1 leading to the formation of an active caspase-1 in the lung. Lung caspase-1 expression was increased in OVA-sensitized/challenged mice and these responses were exaggerated by TiO2 nanoparticles exposure. Reactive oxygen species was increased in OVA-sensitized/challenged mice and in OVA-sensitized/challenged plus TiO2 exposed mice. Conclusion: Our data demonstrate that inflammasome pathway activates in asthmatic lungs following nanoparticles exposure, suggesting that targeting the inflammasome may help control nanoparticles-induced airway inflammation and responsiveness. <p class="card-text"><strong>Keywords:</strong> <a href="https://publications.waset.org/abstracts/search?q=bronchial%20asthma" title="bronchial asthma">bronchial asthma</a>, <a href="https://publications.waset.org/abstracts/search?q=inflammation" title=" inflammation"> inflammation</a>, <a href="https://publications.waset.org/abstracts/search?q=inflammasome" title=" inflammasome"> inflammasome</a>, <a href="https://publications.waset.org/abstracts/search?q=nanoparticles" title=" nanoparticles"> nanoparticles</a> </p> <a href="https://publications.waset.org/abstracts/44817/nanoparticles-activated-inflammasome-lead-to-airway-hyperresponsiveness-and-inflammation-in-a-mouse-model-of-asthma" class="btn btn-primary btn-sm">Procedia</a> <a href="https://publications.waset.org/abstracts/44817.pdf" target="_blank" class="btn btn-primary btn-sm">PDF</a> <span class="bg-info text-light px-1 py-1 float-right rounded"> Downloads <span class="badge badge-light">375</span> </span> </div> </div> <ul class="pagination"> <li class="page-item disabled"><span class="page-link">&lsaquo;</span></li> <li class="page-item active"><span class="page-link">1</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=visually%20challenged&page=2">2</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=visually%20challenged&page=3">3</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=visually%20challenged&page=4">4</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=visually%20challenged&page=5">5</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=visually%20challenged&page=6">6</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=visually%20challenged&page=7">7</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=visually%20challenged&page=8">8</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=visually%20challenged&page=9">9</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=visually%20challenged&page=10">10</a></li> <li class="page-item disabled"><span class="page-link">...</span></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=visually%20challenged&page=17">17</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=visually%20challenged&page=18">18</a></li> <li class="page-item"><a class="page-link" href="https://publications.waset.org/abstracts/search?q=visually%20challenged&page=2" rel="next">&rsaquo;</a></li> </ul> </div> </main> <footer> <div id="infolinks" class="pt-3 pb-2"> <div class="container"> <div style="background-color:#f5f5f5;" class="p-3"> <div class="row"> <div class="col-md-2"> <ul class="list-unstyled"> About <li><a href="https://waset.org/page/support">About Us</a></li> <li><a href="https://waset.org/page/support#legal-information">Legal</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/WASET-16th-foundational-anniversary.pdf">WASET celebrates its 16th foundational anniversary</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Account <li><a href="https://waset.org/profile">My Account</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Explore <li><a href="https://waset.org/disciplines">Disciplines</a></li> <li><a href="https://waset.org/conferences">Conferences</a></li> <li><a href="https://waset.org/conference-programs">Conference Program</a></li> <li><a href="https://waset.org/committees">Committees</a></li> <li><a href="https://publications.waset.org">Publications</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Research <li><a href="https://publications.waset.org/abstracts">Abstracts</a></li> <li><a href="https://publications.waset.org">Periodicals</a></li> <li><a href="https://publications.waset.org/archive">Archive</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Open Science <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Philosophy.pdf">Open Science Philosophy</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Science-Award.pdf">Open Science Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Open-Society-Open-Science-and-Open-Innovation.pdf">Open Innovation</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Postdoctoral-Fellowship-Award.pdf">Postdoctoral Fellowship Award</a></li> <li><a target="_blank" rel="nofollow" href="https://publications.waset.org/static/files/Scholarly-Research-Review.pdf">Scholarly Research Review</a></li> </ul> </div> <div class="col-md-2"> <ul class="list-unstyled"> Support <li><a href="https://waset.org/page/support">Support</a></li> <li><a href="https://waset.org/profile/messages/create">Contact Us</a></li> <li><a href="https://waset.org/profile/messages/create">Report Abuse</a></li> </ul> </div> </div> </div> </div> </div> <div class="container text-center"> <hr style="margin-top:0;margin-bottom:.3rem;"> <a href="https://creativecommons.org/licenses/by/4.0/" target="_blank" class="text-muted small">Creative Commons Attribution 4.0 International License</a> <div id="copy" class="mt-2">© 2024 World Academy of Science, Engineering and Technology</div> </div> </footer> <a href="javascript:" id="return-to-top"><i class="fas fa-arrow-up"></i></a> <div class="modal" id="modal-template"> <div class="modal-dialog"> <div class="modal-content"> <div class="row m-0 mt-1"> <div class="col-md-12"> <button type="button" class="close" data-dismiss="modal" aria-label="Close"><span aria-hidden="true">×</span></button> </div> </div> <div class="modal-body"></div> </div> </div> </div> <script src="https://cdn.waset.org/static/plugins/jquery-3.3.1.min.js"></script> <script src="https://cdn.waset.org/static/plugins/bootstrap-4.2.1/js/bootstrap.bundle.min.js"></script> <script src="https://cdn.waset.org/static/js/site.js?v=150220211556"></script> <script> jQuery(document).ready(function() { /*jQuery.get("https://publications.waset.org/xhr/user-menu", function (response) { jQuery('#mainNavMenu').append(response); });*/ jQuery.get({ url: "https://publications.waset.org/xhr/user-menu", cache: false }).then(function(response){ jQuery('#mainNavMenu').append(response); }); }); </script> </body> </html>