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Relevant bibliographies by topics / History of Blindness

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Academic literature on the topic 'History of Blindness'

Author: Grafiati

Published: 21 February 2023

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Journal articles on the topic "History of Blindness"

1

Brooks, Ellen. "Borderlands of Blindness." Oral History Review 40, no. 2 (July 1, 2013): 385–87. http://dx.doi.org/10.1093/ohr/oht084.

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Snoddon, Kristin. "Review of There Plant Eyes: A Personal and Cultural History of Blindness." Canadian Journal of Disability Studies 11, no. 2 (August 11, 2022): 245–49. http://dx.doi.org/10.15353/cjds.v11i2.897.

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M. Leona Godin’s There Plant Eyes: A Personal and Cultural History of Blindness is, as its title suggests, a combined memoir and narrative of cultural constructions of blindness and blind people.

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Lieu, J. M. "Blindness in the Johannine Tradition." New Testament Studies 34, no. 1 (January 1988): 83–95. http://dx.doi.org/10.1017/s0028688500022220.

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That blindness should be a theme in the Johannine literature need cause no surprise; with the dualism of light and darkness and with the emphasis on what has been seen, witnessed and believed, the surprise is rather that the theme is not more prevalent. Only at two places in the Gospel and one in the Epistles is the language of blindness explicitly used, in John 9, John 12. 40 and 1 John 2. 11. However, since each of these can be seen as a focal point or interpretative key to the Johannine tradition the theme could be held to present in microcosm the history of the Johannine community. Chapter 9, the healing of the blind man, has played a central role in recent reconstructions of that history, while the reflection on the effects of Jesus's public ministry in 12. 37–50, before he turns away to address ‘his own’, invites similar treatment. Finally, the redirection towards internal opposition of language originally aimed outwards has long been seen as a mark of 1 John and as central to its interpretation. The exploration of the theme may serve in the same way to test in microcosm the presuppositions and results of such reconstruction. It also does more than this, for the imagery of blindness is by no means unique to John and raises clearly the question of the origins as well as of the context of Johannine thought.

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Teicher, Amir. "Why Did the Nazis Sterilize the Blind? Genetics and the Shaping of the Sterilization Law of 1933." Central European History 52, no. 02 (June 2019): 289–309. http://dx.doi.org/10.1017/s000893891900030x.

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AbstractThe introduction of blindness into the Sterilization Law passed by the Nazis in July 1933, was exceptional, even by the standards of the time. Prior sterilization bills had focused on mental and nervous disorders, and they almost always excluded blindness as a category. The wish to sterilize the blind cannot be explained solely as stemming from the eugenic or economic threat that they allegedly posed to German society; such threats were acknowledged to be marginal, and they paled in comparison to the perceived menace attributed to the so-called feeble-minded and mentally ill. What made blindness of special significance for Nazi lawmakers was its disciplinary status among geneticists as an indisputable demonstration of the validity of the laws of heredity to human maladies. Together with two additional disease categories—deafness and Huntington's chorea—blindness provided Nazi legislators with scientific legitimization that helped pave the way for the sterilization of the mentally ill. For the blind, it was therefore not the fanaticism of the Nazis but rather their aspiration to ground their policy in biological teaching that ultimately proved fateful.

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Sperry, Margy. "Living History: Responsibility and Blindness in the Therapeutic Process." Psychoanalysis, Self and Context 15, no. 3 (July 2, 2020): 267–75. http://dx.doi.org/10.1080/24720038.2020.1769102.

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Iqbal, Asif, Muhammad Idrees, Bilal Bashir, Mubashir Rehman, and Omer Khan Orakzai. "BILATERAL IRREVERSIBLE BLINDNESS." Professional Medical Journal 21, no. 06 (December 10, 2014): 1258–63. http://dx.doi.org/10.29309/tpmj/2014.21.06.2280.

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Objective: To find out the causes of bilateral irreversible blindness in patients of different age groups in District Swabi. Design: It is a prospective observational study of one hundred and eighty nine consecutive blind cases. Place and Duration of Study: The study was conducted from July 2010 to June, 2012 at the Ophthalmology Department of District Headquarter Hospital, Swabi. Subjects and Methods: Informed consent was taken from the patient or guardian of the patient. Patients fulfilling inclusion and exclusion criteria were included in the study. A standard proforma was designed and entries were made regarding present, past and family history, thorough ocular examination of every patient was performed on slit-lamp with relevant biomicroscopic aids and posterior segment examination was conducted with direct as well as indirect ophthalmoscope. Biomicroscopy was performed as and when required. lntraocular pressure using schiotz tonometer, corneal diameters, retinoscopy and ocular mobility were noted and relevant investigations were performed when needed. Children and mentally retarded patients were examined using short general anaesthesia. Results: Of 189 patients 61.4% were males and 38.6% were females. Congenital Causes were present in 49.7% and acquired causes in 50.3%. Diseases accounted for 88.9%, trauma in 10.1% and unknown causes in 1.1% cases. Congenital diseases included congenital glaucoma in 35.1%, retinitis pigmentosa in 29.7% and albinism in 19.1% cases. Acquired diseases included primary glaucoma in 33.8%, diabetic retinopathy 23 %, secondary glaucoma in 17.5% and childhood infection in 10.8% cases. Corneal findings included corneal opacity in 31.2%, corneal edema in 4.8% and absent cornea in 7.4%. Optic nerve findings included optic atrophy in 16.4%, glaucomatous optic atrophy in 16.9%, new vessels in 9.5%. Retina findings included retinal dystrophy in 14.3%, maculopathy in 5.3%, chorioretinopathy in 0.5%, vascular retinopathy and hypopigmentation in 9.5% each respectively. Conclusions: Irreversible blindness is more common in children and young adults and mostly males are affected. Glaucoma is the commonest cause followed by retinitis pigmentosa and albinism in this study.

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Dhawan, Bodhraj, Vaishali B. Dhawan, and Ajay Kumar Shukla. "Rapid assessment of avoidable blindness in a district in central India: the survey findings." International Journal Of Community Medicine And Public Health 7, no. 7 (June 26, 2020): 2656. http://dx.doi.org/10.18203/2394-6040.ijcmph20202993.

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Background: Rapid assessment of avoidable blindness gives an estimate of burden of blindness and causes thereof. Aim of the study was to estimate prevalence of blindness and trends and outcome of cataract surgery in rural India using cluster sample survey.Methods: 30 clusters of 100 people aged above 50 years were selected by stratified cluster sampling. Participants were evaluated for history, vision and dilated fundus examination as per pre designed proforma.Results: Of the 3000 people listed severe visual impairment (visual acuity <3/60) was noted in 134 (4.5%) individuals (361 (6.02%) eyes). Blindness was noted in 107 (3.5%) individuals (483 (8.05%) eyes). Cataract was the most common cause of visual impairement in 18.57% eyes. Pseudophakia was present in 551 (9.2%) eyes and 179 (3.0%) eyes had aphakia. Grade III and Grade IV PCO was noted in 52 (9.4%) and 14 (2.5%) eyes respectively.Conclusions: Untreated cataract continues to be the leading cause of avoidable blindness. Startegies are required to manage blindness following cataract while we plan to combat cataract related blindness.

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Assael, Brenda. "Vision and Blindness." Journal of Victorian Culture 8, no. 2 (January 2003): 312–16. http://dx.doi.org/10.3366/jvc.2003.8.2.312.

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Mazouz, Sarah. "A White Race Blindness?" French Politics, Culture & Society 39, no. 2 (June 1, 2021): 116–35. http://dx.doi.org/10.3167/fpcs.2021.390206.

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Drawing on observations and on interviews conducted in a préfecture and in a municipalité of the Paris periphery, this article analyzes how republican universalism operates as a “particularizing” tool that enacts Whiteness. Starting from the paradoxical situation in which White state officials are reluctant to engage with the notion of racial discrimination when they are keen to ascribe racial categories to people of color, I argue that race blindness is in fact a form of White blindness to racialization. People of color who subscribe to the ideology of colorblindness tend to adopt a position whereby their loyalty toward the requirement of race blindness is supposed to protect them from suspicions raised by the racialized identity they are assigned to. But in practice, this stance internalizes the way they are viewed by Whites. The article concludes by discussing the link between White race blindness and the failure of republican policies against racial discrimination.

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Saunders, Cláudia, Maria do Carmo Leal, Paulo Augusto Ribeiro Neves, Patricia de Carvalho Padilha, Letícia Barbosa Gabriel da Silva, and Arthur Orlando Corrêa Schilithz. "Determinants of gestational night blindness in pregnant women from Rio de Janeiro, Brazil." Public Health Nutrition 19, no. 5 (June 9, 2015): 851–60. http://dx.doi.org/10.1017/s1368980015001846.

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AbstractObjectiveTo describe the prevalence and determinants of gestational night blindness in pregnant women receiving care in a hospital in Rio de Janeiro, Brazil.DesignCross-sectional study of pregnant and postpartum women receiving care in a public hospital in Rio de Janeiro from 1999 to 2001 (group I; n 225) or from 2005 to 2008 (group II; n 381). Night blindness was identified through a standardized and validated interview (WHO, 1996). The determinants of gestational night blindness were identified through a hierarchical logistic regression model.SettingPublic maternity hospital in Rio de Janeiro, RJ, Brazil.SubjectsAdult pregnant and postpartum women (n 606), aged ≥20 years.ResultsThe prevalence of gestational night blindness was 9·9 %. The final model revealed that not living in the South Zone of Rio de Janeiro (distal level: adjusted OR=1·846; 95 % CI 1·002, 3·401), belonging to group I (intermediate level: adjusted OR=2·183; 95 % CI 1·066, 4·471) and for the proximal level, having a history of abortion (adjusted OR=2·840; 95 % CI 1·134, 7·115) and having anaemia during the first and second trimesters of pregnancy (adjusted OR=3·776; 95 % CI 1·579, 9·029) were determinants of gestational night blindness.ConclusionGestational night blindness should be assessed for during the prenatal care of all pregnant women, especially those living in deprived areas of the city and/or who have a history of abortion or anaemia. Nutritional monitoring is recommended during pregnancy to control gestational night blindness.

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Dissertations / Theses on the topic "History of Blindness"

1

Bates, Kathleen. "A social history of blindness." Thesis, Boston Spa, U.K. : British Library Document Supply Centre, 1998. http://ethos.bl.uk/OrderDetails.do?did=1&uin=uk.bl.ethos.263622.

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Phelps, Scott Douglas. "Blind to Their Blindness: A History of the Denial of Illness." Thesis, Harvard University, 2014. http://dissertations.umi.com/gsas.harvard:11639.

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For many historians, sociologists, and anthropologists of medicine, "disease" and "illness" are not equivalent. Whereas "disease" denotes the physician's ostensibly objective criteria, "illness" emphasizes the patient's subjective experience. This dissertation examines that distinction precisely at a point where it breaks down, in the history of a diagnosis called "anosognosia," also known as the denial of illness.
History of Science

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Popplestone, Catherina Aletta. "Metaphors of vision and blindness in contemporary critical thought." Thesis, University of Cape Town, 1989. http://hdl.handle.net/11427/23355.

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Stalvey, Marissa Leigh Slaughter. "Love is Not Blind: Eugenics, Blindness, and Marriage in the United States, 1840-1940." University of Toledo / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1395944636.

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Rapisarda, Emanuele. "Vincenzo Tedeschi Paternò Castello (1786-1858). Un cieco nella Sicilia della prima metà del XIX secolo." Doctoral thesis, Università di Catania, 2014. http://hdl.handle.net/10761/1617.

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Con il presente lavoro abbiamo cercato di ricostruire e contestualizzare, attraverso anche il reperimento di materiale archivistico e bibliografico inedito, la figura dell intellettuale siciliano non vedente Vincenzo Tedeschi Paternò Castello (1786-1858). La tesi è articolata in tre capitoli. Il primo è dedicato a una presentazione generale della vita e delle opere di Vincenzo Tedeschi Paternò Castello, come pure del contesto storico italiano ed europeo nel quale il nostro visse ed operò. Il secondo capitolo ripercorre le tappe della travagliata carriera universitaria e il percorso scientifico di uno studioso aperto a quasi tutte le branche del sapere (dal diritto naturale alla filosofia, dall anatomia alla fisica e alla matematica). Nel terzo capitolo, infine, si ricostruisce il coinvolgimento di Tedeschi nell attività politica e amministrativa catanese. Conclude il lavoro una Bibliografia ragionata nella quale sono riportate le fonti a stampa e i manoscritti (per lo più inediti, reperiti soprattutto presso l Archivio di Stato di Catania e l Archivio Storico dell Università di Catania); gli scritti di Vincenzo Tedeschi Paternò Castello e, infine, l elenco dei testi di carattere generale e metodologico.

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Guly, Henry Raymond. "Medical aspects of the expeditions of the Heroic Age of Antarctic exploration (1895-1922)." Thesis, University of Exeter, 2015. http://hdl.handle.net/10871/18990.

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This thesis describes medical aspects of the expeditions of the Heroic Age of Antarctic exploration (1895-1922). It is divided into three sections. Section 1 describes the drugs and medical equipment taken to the Antarctic by these expeditions. There is an introductory discussion followed by papers on ophthalmic drugs, injections, inhalations and suppositories, oral drugs and topical preparations. Sledging medical cases are considered separately. Brandy was often used as a medicine and the medical uses of alcohol are described. Some expeditions took what were described as “medical comforts”. This term was sometimes used as a euphemism for alcoholic beverages but, in fact, encompassed a wide range of foods for invalids. Burroughs Wellcome and Co. supplied many of the expeditions with drugs and their medical chests. They used the expedition link in their advertising and the relationship between the expeditions and drug companies is described. Section 2 describes some of the medical problems encountered. The most serious problems were scurvy and a condition often called “polar anaemia”, which seems to be the same as a condition known at the time as “ship beriberi” and what is now described as “wet beriberi”. The controversy as to whether Captain Scott and his colleagues died of scurvy is also discussed. Other problems included frostbite and snow blindness. At least 11 general anaesthetics were given, including two for amputation of frostbitten toes. Psychological problems were common and there was some serious psychiatric illness including alcohol abuse. Section 3 describes the doctors and some of the research that they carried out. The most common research done by doctors was bacteriological. Most doctors collected biological data on the explorers including weights and haemoglobin measurements. This was largely for health monitoring but one doctor pursued physiological research. Three doctors and a medical student studied geology.

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Leão, Gabriel Bertozzi de Oliveira e. Sousa. "Ensino de história para cegos: investigando práticas com uso da iconografia." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/48/48134/tde-05072017-153235/.

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Percebendo o importante papel da iconografia na atualidade, tanto na sociedade como na educação, e considerando a restrição visual dos alunos com deficiência visual, esta pesquisa propõe analisar as práticas pedagógicas de professores de História da educação básica no que tange ao uso da imagem iconográfica com alunos cegos. Neste trabalho, considera-se a iconografia não só como recurso de representação do tempo passado, mas também como documentação histórica, material pedagógico fundamental para a produção do conhecimento histórico e desenvolvimento do raciocínio crítico sobre a História. A pesquisa foi desenvolvida tendo como base teóricos que se alinham às áreas de Educação Especial, Ensino de História e Artes, tais como: Amiralian (1997), Aumont (1995), Ballestero-alvarez (2002), Barbosa (1998; 1999), Barthes (1984), Benjamin (1955), Bittencourt (1993; 1998; 2001; 2004; 2011), Brun (1991), Bueno (2011), Burke (2004), Calazans (2014), Candau (2010), Cerri (2010), Chartier (1988), Couchot (1993), Dondis (2007), Fonseca (2006), Fonseca e Siman (2001), Joly (2007), Knauss (2006), Kossoy (1980; 1989), Lowenfeld (1971), Masini (1994; 2012; 2013), Maud (1996), Merleau-Ponty (1999), Molina (2007), Moreira e Câmara (2010), Nobrega (2008), Ott (1999), Panofsky (2014), Profeta (2007), Reily (2004), Rossi (2006), Saliba (1999; 2001), Sardelich (2006), Sarraf (2014), Siman (2004), Snyder (2007) e Soler (1999). Inicialmente, foi feita uma pesquisa histórica sobre o ensino de História no Imperial Instituto dos Meninos Cegos, educandário do século XIX que fundou as bases para o ensino da pessoa com deficiência visual no Brasil, com destaque para os usos da imagem no ensino. Posteriormente, houve uma reflexão sobre as possibilidades envolvendo a leitura de imagens no campo do ensino de História e as teorias que envolvem a abordagem multissensorial de ensino para cegos, sob as concepções de corpo e percepção em MerleauPonty (1999). Essa pesquisa, de abordagem qualitativa, além da revisão bibliográfica realizada, compreende também, uma pesquisa de campo que permitiu conhecer práticas pedagógicas de professores de História com uso da iconografia, com foco para alunos do 7º ano do ensino fundamental. A pesquisa de campo foi realizada com base em observações em sala de aula e entrevistas semiestruturadas com os professores de História e do Atendimento Educacional Especializado que lecionam para alunos cegos matriculados no 7º ano do ensino fundamental de duas escolas da rede pública municipal de São Paulo. Além disso, houve também uma intervenção pedagógica inclusiva, em parceria com os professores de História das escolas, que envolveu o uso e a análise da iconografia como fonte documental e recurso didático para a disciplina. Os dados coletados foram analisados seguindo o referencial teórico de Bardin (2009). Procura-se, por fim, refletir e apontar possibilidades de ensino de História pautadas em uma abordagem multissensorial e fundamentadas na fenomenologia de MerleauPonty (1999), que permitam ao aluno com deficiência visual desenvolver uma análise mais completa da iconografia.
Realizing the important role of iconography nowadays, both in society and education, and considering the visual restriction of students with visual impairment, this research aims to analyze the pedagogical practices of History teachers from elementary school regarding the use of iconographic images in blind students education. In this paper, it is considered that iconography is not only a resource for the representation of the past, but it is also a historical documentation, basic pedagogical material for the production of historical knowledge and the development of critical thinking about History. The research was based on theoretical frameworks that align to particular areas of Education, History Teaching and Arts, such as: Amiralian (1997), Aumont (1995), Ballestero-alvarez (2002), Barbosa (1998; 1999), Barthes (1984), Benjamin (1955), Bittencourt (1993; 1998; 2001; 2004; 2011), Brun (1991), Bueno (2011), Burke (2004), Calazans (2014), Candau (2010), Cerri (2010), Chartier (1988), Couchot (1993), Dondis (2007), Fonseca (2006), Fonseca e Siman (2001), Joly (2007), Knauss (2006), Kossoy (1980; 1989), Lowenfeld (1971), Masini (1994; 2012; 2013), Maud (1996), Merleau-Ponty (1999), Molina (2007), Moreira e Câmara (2010), Nobrega (2008), Ott (1999), Panofsky (2014), Profeta (2007), Reily (2004), Rossi (2006), Saliba (1999; 2001), Sardelich (2006), Sarraf (2014), Siman (2004), Snyder (2007) e Soler (1999). Initially, a historical research about the History teaching was done at the Imperial Instituto dos Meninos Cegos, a nineteenth century school that founded the bases in Brazil for teaching people with visual impairment, focusing on the use of images for teaching. Subsequently, there was a reflection about the possibilities involving the image lecture in the History teaching area and the theories that involve the multisensorial approach of teaching to blind students, under the conceptions of body and perception in Merleau-Ponty (1999). Besides the bibliographic review, this research has a qualitative approach and also includes a field research that allowed us to know pedagogical practices with the use of iconography by History teachers who teach students of the 7th year of elementary school. The field research was based on classroom observations and semi-structured interviews with History teachers and teachers from the Atendimento Educacional Especializado that give classes to blind students enrolled in the 7th year of elementary school in two public schools from São Paulo. In addition, there was also an inclusive pedagogical intervention, in partnership with the History teachers of these schools, which involved the use and analysis of iconography as a historical documentation and didactic resource for the subject. The collected data were analyzed by using the theoretical frameworks of Bardin (2009). Finally, this work aims to reflect and point out possibilities of History teaching guided in a multisensory approach and based on the phenomenology of Merleau-Ponty (1999), which allow students with visual impairments to develop a better analysis of iconography.

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Sydlik, Andrew J. "Pathology and Pity: The Interdependence of Medical and Moral Models of Disability in Nineteenth-Century American Literature." The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu1587476303532943.

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9

Rapisarda, Emanuele. "Vincenzo Tedeschi Paternò Castello (1786-1858) : un aveugle dans la Sicile de la première moitié du XIX siècle : n cieco nella Sicilia della prima metà del XIX secolo." Paris, EHESS, 2014. http://www.theses.fr/2014EHES0026.

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La thèse essaye de reconstruire, aussi à travers du matériel archivistique et bibliographique inédite, la figure de l’intellectuel aveugle sicilien Vincenzo Tedeschi Paternò Castello (1786-1858), philosophe et professeur de l’Université de Catane. La structure de la thèse est divisé en trois chapitres. Le premier est dédié à une présentation générale de la vie et des oeuvres de Vincenzo Tedeschi Paternò Castello, et aussi du contexte historique où il vécut et opéra. Les tristes vicissitudes personnelles (de la maladie aux yeux jusqu’au massacre de sa famille dans le 1849), les « batailles » (des “peinés” concours universitaires jusqu’aux actions de défense du port de Catane), les études et les recherches d’un seul homme sont ainsi insérés dans un plus vaste cadre historique caractérisé par le difficile passage de l’Ancien Régime au monde contemporaine. Le deuxième chapitre déroule les étapes de la carrière universitaire commencée avec un concours universitaire tourmenté pour la chaire de Physique et finie avec la nomination comme professeur de Métaphysique (un événement où la cécité eut un rôle déterminant) et le parcours scientifique d’un érudit ouvert à presque toutes les branches de la connaissance. Dans le troisième chapitre, enfin, on revit l’implication de Tedeschi Paternò Castello dans l’activité politique et administrative de Catane. La thèse termine avec une Bibliographie raisonnée dans laquelle on a indiqué aussi les sources et les manuscrits (surtout inédits, trouvés dans l’Archive d’Etat de Catane et l’Archive historique de l’Université de Catane ) et les écrits de Vincenzo Tedeschi Paternò Castello
The thesis tries to reconstruct, also through archival and bibliographical unpublished material, the figure of the blind sicilian intellectual Vincenzo Tedeschi Paternò Castello (1786-1858), philosopher and professor at the University of Catania. The structure of the thesis is divided into three chapters. The first is dedicated to an overview of the life and works of Vincenzo Tedeschi Paternò Castello Tedeschi, and also of the historical context in which he lived and worked. The second chapter analyzes the troubleds steps of his academic career, from the participation tu the Call for Chair of Physics, to the nomination as Professor of Metaphysics (an event in which blindness had an important role). In the third chapter, finally, we reconstruct the involvement of Tedeschi Paternò Castello in the political and administrative activity. The thesis ends with a reasoned Bibliography in which are also indicated sources and manuscripts (mostly unpublished, found in the State Archive of Catania and the Historical Archive of the University of Catania) and books and articles of Vincenzo Tedeschi Paternò Castello

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Cebrià, Pairoli Anna. "Participació ciutadana i inclusió social en les comunitats de persones cegues: un estudi d'educació artística basat en el mestratge de la professora Rosa Gratacós." Doctoral thesis, Universitat de Girona, 2013. http://hdl.handle.net/10803/116769.

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The construction of this thesis is developed from different conceptual interlacing axis that created a networking weave through which the field of investigation was debated and defined and a project of collaborative citizenship with the goal of providing an improvement in the social environment from which the visual impairment through art was built. Firstly, we speak about the context in which, in a dialogic way, the identity of Ph. D. Rosa Gratacós Masanella has grown and developed. With the help of the narrative research and the life story methods we make an approach to the life time experience of the main character of our investigation, in order to understand her social, political and educational context, how it relates to her personal life, her work as a professor and her artistic career, and how all these different perspectives have points in common. We also approach those people who met our protagonist, those who were her referents or were important in the evolution of her identity. We point Ph. D. Rosa Gratacós pioneer investigation in the field of visual impairment and we finally explain the multisensory project of The Senses Labyrinth, a project that was born from the idea of universal accessibility from the perspective of blind people. Sensory education, game and art become the source of teaching and learning for the researcher and they are applied together to art education and artistic perception from blindness, through service and learning methodologies
La construcció d’aquesta tesi es desenvolupa a partir de diferents eixos conceptuals que es van anar entrellaçant, configurant un entramat de networking a través del qual es va posar en conflicte, es va definir el mapa del territori de la investigació, i es va generar un projecte col•laboratiu de participació ciutadana amb l’objectiu d’aportar una millora qualitativa a l’entorn ciutadà a través de l’art i a partir de la discapacitat visual. En primer lloc, parlem del context en el que, de manera dialògica, creix i es desenvolupa la identitat de la Dra. Rosa Gratacós Masanella, a partir dels mètodes d’investigació narrativa i del relat de vida per reconstruir una aproximació a la seva historia de vida que permeti entendre el context social, polític i educatiu d’aquest trajecte vital en relació a la investigadora, a la seva pròpia experiència i al seu relat de vida, factors que coincideixen en alguns punts, com són la vessant artística, educativa i investigadora, amb més o menys distància i des d’on creix l’interès per l’estudi. També ens aproximem als subjectes que han tingut relació amb la protagonista com a referents i portes d’entrada al canvi i al desenvolupament de la pròpia identitat. Situem la investigació pionera de la Dra. Rosa Gratacós relacionada amb la discapacitat visual i finalment els eixos que han teixit tot el relat es cohesionen i es presenta el projecte multisensorial de La forma de les olors, que parteix de la idea d’accessibilitat universal, iniciada des de la discapacitat visual. L’educació sensorial, el joc i l’art esdevenen la font de l’ensenyament-aprenentatge de la investigadora i s’apliquen conjuntament a l’educació artística i a la investigació de la percepció artística des de la ceguesa, a través de metodologies d’aprenentatge i servei

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Books on the topic "History of Blindness"

1

The blindness revolution: Jernigan in his own words. Greenwich, CT: Information Age Pub., 2005.

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2

Newbold, Greg. Quest for equity: A history of blindness advocacy in New Zealand. Palmerston North, N.Z: Dunmore Press, 1995.

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Malti-Douglas, Fedwa. Blindness & autobiography: Al-Ayyām of Tāhā Husayn. Princeton, N.J: Princeton University Press, 1988.

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Malti-Douglas, Fedwa. Blindness & autobiography: Al-Ayyām of Ṭāhā Ḥusayn. Princeton, N.J: Princeton University Press, 1988.

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Nevins, Daniel S. The participation of Jews who are blind in the Torah service. Binghampton, NY: Haworth Pastoral Press, 2006.

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The female sublime from Milton to Swinburne: Bearing blindness. Manchester, UK: Manchester University Press, 2001.

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Race, color, and partial blindness: Affirmative action under the law. Oslo: Solum Forlag, 2001.

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Rodriguez, Arieh. Sefer ha-Suma: Kol ʻinyene ha-ʻiṿaron ba-agadah uva-halakhah. Yerushalayim: A. Rodrigez, 2001.

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Rodriguez, Arieh. Sefer ha-Suma: Kol ʻinyene ha-ʻiṿaron ba-agadah uva-halakhah. Yerushalayim: A. Rodrigez, 2001.

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Relin, David Oliver. Second suns: Two doctors' quest to cure preventable blindness-- on Earth. New York: Random House, 2013.

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Book chapters on the topic "History of Blindness"

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Bartley, George B. "The blindness of John Milton." In History of Ophthalmology 7, 15–28. Dordrecht: Springer Netherlands, 1995. http://dx.doi.org/10.1007/978-94-011-0127-1_3.

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Humphrey, Nicholas. "Mind-Blindness and Blind-Mindness." In A History of the Mind, 82–87. New York, NY: Springer New York, 1992. http://dx.doi.org/10.1007/978-1-4419-8544-6_11.

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Frank, John. "Blindness and Repair in Institutional Psychoanalysis: A Brief History." In Psychoanalysis, Fatherhood, and the Modern Family, 185–202. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-82124-1_9.

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Biltoft, C. N. "On a Certain Blindness in Economic Theory: Keynes’s Giraffes and the Ordinary Textuality of Economic Ideas." In New Perspectives on the History of Political Economy, 319–47. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-58247-4_11.

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Unterreiner, Anne. "The Weight of German History: Racial Blindness and Identification of People with a Migration Background." In The Palgrave International Handbook of Mixed Racial and Ethnic Classification, 301–13. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-22874-3_16.

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Birrell, Carol Lee. "Eyes Wide Shut: A History of Blindness Towards the Feminine in Outdoor Education in Australia." In The Palgrave International Handbook of Women and Outdoor Learning, 473–88. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-53550-0_31.

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Joya, Preciosa de. "The Punakawans Make an Untimely Appearance." In Errans, 19–47. Berlin: ICI Berlin Press, 2022. http://dx.doi.org/10.37050/ci-24_1.

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This paper begins with a Bakhtinian reflection on Javanese shadow puppet theatre (wayang kulit), and explores errancy through carnival laughter embodied and performed by the wise, grotesque figures of clown-servants (punakawan). I argue, however, that here the real subversive power lies not in a combative position that erupts in a social revolution but in offering an alternative way of thinking and being, a deviation from the philosophical (Platonic) obsession for truth and heroic/historic gestures that claim to overcome ignorance and hegemonic/normative structures. Responding to the critique of so-called feudal elements in ‘Javanism’, I explore how the Javanese mantra, ‘manunggaling kawula gusti’ (the union of servant and lord), incessantly rehearsed in the stories and life of the people, reveals neither blindness nor self-dissimulation.

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Goes, Frank. "Daltonism Color Blindness." In The Eye in History, 34. Jaypee Brothers Medical Publishers (P) Ltd., 2013. http://dx.doi.org/10.5005/jp/books/11837_4.

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"Studies in the History of Religions Numen Bookseries." In 'The Heathen in his Blindness...', 565–67. BRILL, 1994. http://dx.doi.org/10.1163/9789004378865_018.

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"INSTITUTION BLINDNESS AND THE END OF HISTORY." In How Economics Forgot History, 268–90. Routledge, 2001. http://dx.doi.org/10.4324/9780203519813-23.

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Conference papers on the topic "History of Blindness"

1

Ceylan, Yağmur. "Reflections of Epidemic Diseases in Dystopic Works: An Example of "An Trial of Blindness"." In COMMUNICATION AND TECHNOLOGY CONGRESS. ISTANBUL AYDIN UNIVERSITY, 2021. http://dx.doi.org/10.17932/ctcspc.21/ctc21.011.

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Throughout human history of mankind, many epidemics have arisen, and these diseases have been frequently the subject of novels and movies. The spread of the Covid-19 virus has caused the works on epidemic diseases to come back to the agenda and it has caused to be reconsidered for this issue in the new period works. One of these literary works, the novel “Ensaio Sobre a Cegueira” (Blindness) which is written by Saramago in 1995, is essentially a dystopian work that seeks an answer to “Well, what if all people suddenly went blind for no reason?”. While the author deals with the conflicts in the modern world, the collapse of conscience and moral values through the image of blindness, at the same time he is striving to give aesthetic pleasure to the reader. The work, which has also been adapted to cinema with the same name, maintains actuality even today. This study consists of comparison between the novel “Ensaio Sobre a Cegueira” (Blindness) and the movie Blindness (2008) which was originally adapted to the novel. Literature review, textual analysis and content analysis were used as methods. The comparison is based on the discussion of the social effects of the COVID-19 virus which emerged in 2020 and spread all over the world.

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Birch, David G., and Jane L. Anderson. "Yearly Rates of Rod and Cone Functional Loss in Retinitis Pigmentosa and Cone-Rod Degeneration." In Noninvasive Assessment of the Visual System. Washington, D.C.: Optica Publishing Group, 1993. http://dx.doi.org/10.1364/navs.1993.ntua.3.

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Although night-blindness is typically the earliest symptom, little is known about the progression of rod loss in retinitis pigmentosa. Since detectable rod ERGs are unusual in adults with retinitis pigmentosa, despite detectable cone ERGs, it seems likely that the rate of progression is faster for rods than for cones. The ability to assess therapeutic intervention in young patients with measures that show rapid progression should enhance attempts to alter the natural history of this potentially blinding disease. We are presently conducting a prospective natural history study utilizing psychophysical and electrophysiological measures of rod function in a large sample of patients with either retinitis pigmentosa or cone-rod degeneration. The present report contains a preliminary analysis of relative rates of rod and cone ERG loss in these diseases and a summary of yearly changes in parameters of full-field rod ERGs and rod visual fields.

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Nascimento, Júlia Beatriz Xavier do, Angela dos Santos Avakian, Larissa Maria de Paula Rebouças da Costa, and Gabriel de Souza Torres. "Neurological manifestations associated with the diagnosis of shaken baby syndrome." In XIII Congresso Paulista de Neurologia. Zeppelini Editorial e Comunicação, 2021. http://dx.doi.org/10.5327/1516-3180.371.

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Introduction: Shaken baby syndrome is common in neurotrauma in children, with an estimated incidence of 14 to 40 cases per 100,000 children under 1 year. The sudden acceleration and deceleration movement of the head is the main cause. The diagnosis is made through the analysis of the patient’s clinical history and imaging exams that search for retinal hemorrhage, subdural hemorrhage, skull and rib fractures. Objectives: To identify the main diagnostic neurological manifestations associated with the Shaken Baby Syndrome. Methods: A narrative review including meta-analysis articles, review and systematic review was carried out in the PubMed database with the following descriptors: shaken + baby + syndrome from 2011 to 2021. Results: Most children with SBS arrive at the hospital with nonspecific symptoms. Initial neurological manifestations include decreased level of consciousness, lack of appetite, persistent crying for no apparent reason, lethargy, nausea, vomiting and drowsiness and, in severe cases, can present apnea, bulging of the fontanelle, convulsions and shock. Late consequences include difficulty reading, vision problems, including blindness, hearing and physical impairment, cerebral palsy and death. Conclusions: SBS is a major cause of child mortality from physical abuse. It is associated with the sudden movement of the head and its main cause is the lack of knowledge of this syndrome.

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Griffin, Alidair A., Barbara Doyle Prestwich, and Eoin P. Lettice. "UCC Open Arboretum Project: Trees as a teaching and outreach tool for environmental and plant education." In Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc2019.25.

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The University College Cork (UCC) Open Arboretum Project aims to re-imagine the original purpose of the University’s tree collection – as a teaching tool. The arboretum represents a unique on-campus learning space which has been under-utilised for teaching in recent times. The arboretum has the capacity to engage students, staff and visitors in a tangible way with important global issues (e.g. the climate emergency and biodiversity loss). It is also an opportunity to combat ‘plant blindness’, i.e. the ambivalence shown to plants in our environment compared to often charismatic animal species. Wandersee and Schussler (1999) coined the term “plant blindness” to describe the preference for animals rather than plants that they saw in their own biology students. Knapp (2019) has argued that, in fact, humans are less ‘plant blind’ and more ‘everything-but-vertebrates-blind’ with school curricula and television programming over-emphasising the role of vertebrates at the expense of other groups of organisms. Botanic gardens and arboreta have long been used for educational purposes. Sellman and Bogner (2012) have shown that learning about climate change in a botanic garden led to a significant shortterm and long-term knowledge gain for high-school students compared to students who learned in a classroom setting. There is also evidence that learning outside as part of a science curriculum results in higher levels of overall motivation in the students and a greater feeling of competency (Dettweiler et al., 2017). The trees in the UCC collection, like other urban trees also provide a range of benefits outside of the educational sphere. Large, mature trees, with well-developed crowns and large leaf surface area have the capacity to store more carbon than smaller trees. They provide shade as well as food and habitats for animal species as well providing ‘symbolic, religious and historic’ value in public common spaces. Such benefits have recently been summarised by Cavender and Donnolly (2019) and aligned with Sustainable Development Goal 11, Sustainable Cities and Communities by Turner-Skoff and Cavender (2019). A stakeholder survey has been conducted to evaluate how the tree collection is currently used and a tour of the most significant trees in the collection has been developed. The tour encourages participants to explore the benefits of plants through many lenses including recreation, medicine and commemoration. The open arboretum project brings learning beyond the classroom and acts as an entry point for learning in a variety of disciplines, not least plant science and environmental education generally.

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