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Beyond the extent of space and body
Kubová, Marianna ; Tichá,, Jana (referee) ; Kristek, Jan (advisor)
After experiencing moments without sight, strong moments of overcoming space and evaluating behaviour on the basis of information received by non-visual options are fixed in the memory. It was the familiar space I went through without seeing it, that showed new values and suddenly I perceived it completely differently. I focused on the materiality of the movement, which described not only its physical boundaries, but also the various sensible stimuli radiating towards my body and senses. This feeling of experiencing space differently, I would compare to feelings of when you re-discover a familiar place from childhood. We already look differently at the long-fixed images of children's eyes and minds, we are even able to compare this perception now. It is not that we did not have good eyesight as children, but we did not realise overall contexts and did not have certain experiences that now help us lead lives in a certain direction. While going through no-sight-experience myself, I found myself in a situation like that. I was like a child who knew a certain space only to a limited extent, in other words a space limited by sight. The initial intuitive assumption that looking at visual impairment not as a disability but as another means of experiencing world became the basis of inspiration for my project. I began to realise the fact that the perception of space in kids, does not only depend on the functioning of the eyesight but also on the functioning of their brain. Depending on where the children grow up, they experience changing states of the surrounding environment, which is related to their emotional, mental and physical development. However, they do not always grow up in an environment that can stimulate cognitive development and help personal, social or education growth. Thus, such a space cannot provide enough different stimuli for a certain purpose, which should help them thinking in and realise the wider context. Between the age of 3-7 years, a child's brain develops very quickly, using play or various spatial experiences. With its plasticity, the brain offers us a large volume of memory space, where almost everything that a child under the age of 7 sees around him, is initially noted down. But what’s really important is what information remains in the memory and won’t disappear. This is precisely that kind of information that has been strongly supported and influenced by various stimuli, which can always be maintained better than the unsubstantiated constant repetition of situations. Here I tried to insert a multisensory experience, which is used by the blind and visually impaired people as a vital need when moving through space and to compensate their eyesight. This experience is strongly connected with emotions, which are the main element of all long-lasting memories and experiences that we remember. That is why it is appropriate to use multisensorialism also in a learning practice, whether this is led by a teacher or through free play. In children that are not visually impaired, multisensory stimuli can support healthy emotional development but also the formation of synapses in the brain. At the same time, I see as a benefit in inter-connecting of these two groups of children, because they can be an inspiration to each other in their differential processing of information from the surrounding environment. The aim of the work is to create an inclusive space for the sighted and sight-impaired. The aim for the space is to support the possibility of obtaining information using multiple stimuli, which are proposed to be designed within the object-functionality and the overall space of the preschool facility.
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Communication system for the blind - the mobile part
Dadák, Jiří ; Rampl, Ivan (referee) ; Herman, Ivo (advisor)
Orientation in big administration buildings can be very difficult for visually impaired people. Although most of the buildings are equipped with elevators, the buttons of which are designated with Braille characters and acoustic signals, it might be very difficult for the visually impaired to actually find the particular office. Even if there were descriptions in Braille at each office door, it would prove very complicating for the visually impaired individual to localize the descriptions in the first place, especially in case of a large number of offices in the building. That may also concern other important places, such as toilets, inside a building. In this thesis, I am going to present a design proposal of a communication system which uses transceivers placed at significant points in a building and receivers placed at the end of the white cane for orientation inside a building.
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Design of Hand Blender
Kalenský, Ondřej ; Buganská, Tamara (referee) ; Sládek, Josef (advisor)
This bachelor‘s thesis deals with the design of ahand blender. The main problems it covers are designing with consideration to blind and old people, clear and natural control and more options for holding the device. The thesis discovers the essence of the process of blending and whisking. Based on this knowledge, the ambition behind the design of the product is to form anew shape which is in harmony with its function. The thesis is marginally focused on the theory of designing and developing anew product and it describes the practical usage of user-friendly design rules.
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Communication system for the blind - the fixed part
Botko, Ondřej ; Koton, Jaroslav (referee) ; Herman, Ivo (advisor)
The thesis deals with problems of navigation blind in buildings, where is not possibility navigation by GPS (Global Positioning System). This thesis contain resolution through the use of communication units, placed in floor of buildings. This comunication units, equipped with receiver and transmitter, can give direction for blind by send own identification to transceiver in speciál stick (the thesis does not contain solving of the stick), which can information blind of position. Two comunication unit solution are available, that differs by using component part. The main difference is in use control unit of circuit. First circuit use as control unit ATAR862-3 (microprocessor and transmitter in one case) and the second one use microprocessor ATmega 8L. Both component made by Atmel corporation. Circuit with ATmega 8L is more exacting on curent consumption, but solving this problem is available and communication unit has low pretensions and long life. The part of thesis is program, which solving communication protocol for no-problem communication between unit in floor and special stick.
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Beyond the extent of space and body
Kubová, Marianna ; Tichá,, Jana (referee) ; Kristek, Jan (advisor)
After experiencing moments without sight, strong moments of overcoming space and evaluating behaviour on the basis of information received by non-visual options are fixed in the memory. It was the familiar space I went through without seeing it, that showed new values and suddenly I perceived it completely differently. I focused on the materiality of the movement, which described not only its physical boundaries, but also the various sensible stimuli radiating towards my body and senses. This feeling of experiencing space differently, I would compare to feelings of when you re-discover a familiar place from childhood. We already look differently at the long-fixed images of children's eyes and minds, we are even able to compare this perception now. It is not that we did not have good eyesight as children, but we did not realise overall contexts and did not have certain experiences that now help us lead lives in a certain direction. While going through no-sight-experience myself, I found myself in a situation like that. I was like a child who knew a certain space only to a limited extent, in other words a space limited by sight. The initial intuitive assumption that looking at visual impairment not as a disability but as another means of experiencing world became the basis of inspiration for my project. I began to realise the fact that the perception of space in kids, does not only depend on the functioning of the eyesight but also on the functioning of their brain. Depending on where the children grow up, they experience changing states of the surrounding environment, which is related to their emotional, mental and physical development. However, they do not always grow up in an environment that can stimulate cognitive development and help personal, social or education growth. Thus, such a space cannot provide enough different stimuli for a certain purpose, which should help them thinking in and realise the wider context. Between the age of 3-7 years, a child's brain develops very quickly, using play or various spatial experiences. With its plasticity, the brain offers us a large volume of memory space, where almost everything that a child under the age of 7 sees around him, is initially noted down. But what’s really important is what information remains in the memory and won’t disappear. This is precisely that kind of information that has been strongly supported and influenced by various stimuli, which can always be maintained better than the unsubstantiated constant repetition of situations. Here I tried to insert a multisensory experience, which is used by the blind and visually impaired people as a vital need when moving through space and to compensate their eyesight. This experience is strongly connected with emotions, which are the main element of all long-lasting memories and experiences that we remember. That is why it is appropriate to use multisensorialism also in a learning practice, whether this is led by a teacher or through free play. In children that are not visually impaired, multisensory stimuli can support healthy emotional development but also the formation of synapses in the brain. At the same time, I see as a benefit in inter-connecting of these two groups of children, because they can be an inspiration to each other in their differential processing of information from the surrounding environment. The aim of the work is to create an inclusive space for the sighted and sight-impaired. The aim for the space is to support the possibility of obtaining information using multiple stimuli, which are proposed to be designed within the object-functionality and the overall space of the preschool facility.
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The Role of Occupational Therapy focused on blind people
Bartošová, Simona ; Rodová, Zuzana (advisor) ; Kuželková, Anna (referee)
1 ABSTRACT OF THE THESIS Author of bachelor thesis: Bartošová Simona Thesis supervisor: Bc. Zuzana Rodová, M.Sc. Title of bachelor thesis: The Role of Occupational Therapy in Work with Blind People Abstract of bachelor thesis: This bachelor's thesis is concerned with methods of occupational therapy and their work with blind people. The first aim of this thesis is to find the role of occupational therapy in work with adult blind people in the field of self-sufficiency. The work is divided into two parts, theoretical and practical. The first one describes anatomy and physiology of vision, division of visual impairments and their most frequent causes, occupational therapist's intervention in the field of self-sufficiency, cognitive function, assessment of the environment and in the field of employment. The practical part contains five case studies of blind clients which describes case history, occupational therapist assessment, assessment of self- sufficiency and then plan of therapy. The partial aim is to make promotional material which could be used for promotion occupational therapist's work with blind people. Keywords: occupational therapy, blind, visual impairment, self-sufficiency, activities of daily living
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Compensation of postural dysbalances in blind cyclists
Nedvěd, Jonáš ; Daďová, Klára (advisor) ; Knappová, Věra (referee)
Abstract title: Postural deviations and their compensations of blind cyclist Thesis objective: The objective of this thesis is to create a compensatory motional program for a visually impaired client. Compensatory motional program deals with the positive influence of defective body posture and pain alleviation of relevant muscular areas, particularly in the areas of cervical, thoracic and lumbar spine. Method: The research method is qualitative examinations by usage of pretest and posttest designs. The thesis is conceived as the case report of a 31-year-old patient with acquired handicap. Exercise in fitness center was selected as part of compensatory motional program with the application of stretching, relaxing and work-out exercise. Additionally, hippotherapy was practiced to improve the stability of individual body areas, as well as to generally enhance the body posture. The testing methods for defective body postures by Jaroš and Lomíček, Matthiase; as well as testing method by Janda, were applied for the verification of program effect. The HHT motor test was applied for the verification of hippotherapy. Results: Compensatory motional program positively influenced the body posture of the clients already after three months of exercise. The integral part of hippotherapy was also the influence of...
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