Audio Drama and the Imagination

2013 ◽  
Vol 25 (2) ◽  
pp. 65-71 ◽  
Author(s):  
Louise Fryer ◽  
Linda Pring ◽  
Jonathan Freeman
Keyword(s):  
Exploratory Study ◽  
Visual Information ◽  
Visual Experience ◽  
Two Dimensions ◽  
Spatial Presence ◽  
Sound Effects ◽  
Audio Description ◽  
Significant Difference ◽  
Audio Media

Presence describes immersion in a mediated environment such that it seems unmediated. For people with visual impairment, audio description replaces missing visual information with a verbal commentary, transforming an audiovisual medium into audio. Media forms are more or less immersive, with audio-only at the bottom of the scale. Anecdotally, however, pictures are said to be better on radio. Sound effects may contribute by triggering vivid mental images. Yet the role of sound effects on presence has been little explored. The aim of this study was to test the influence of sound effects and visual experience on presence. Participants (N = 73) with full, some, or no sight reported presence levels for a scene from an audio drama presented with or without sound effects. Participants with full vision reported higher levels of ecological and spatial presence for dialogue and sound effects than for dialogue alone. For participants with impaired vision, sound effects made no significant difference to presence levels. This was a small, exploratory study. Sound effects increased two dimensions of presence for those with sight. For blind people, words alone provided a rich imaginative experience. This has positive implications for audio description, which necessitates dipping the soundtrack to insert descriptive commentary. It suggests sound effects have a key role in stimulating presence, but this is dependent on the sensory characteristics of the listener.

Blindsight and the Role of the Phenomenal Qualities of Visual Perceptions

1998 ◽  
pp. 205-209
Author(s):  
Ralph Schumacher
Keyword(s):  
Visual Perception ◽  
Visual Information ◽  
Visual Experience ◽  
Sufficient Condition ◽  
Broad Concept ◽  
Essential Properties

The aim of this paper is to defend a broad concept of visual perception, according to which it is a sufficient condition for visual perception that subjects receive visual information in a way which enables them to give reliably correct answers about the objects presented to them. According to this view, blindsight, non-epistemic seeing, and conscious visual experience count as proper types of visual perception. This leads to two consequences concerning the role of the phenomenal qualities of visual experiences. First, phenomenal qualities are not necessary in order to see something, because in the case of blindsight, subjects can see objects without experiences phenomenal qualities. Second, they cannot be intentional properties, since they are not essential properties of visual experiences, and because the content of visual experiences cannot be constituted by contingent properties.

Interactive leadership in turbulent school climates. An exploratory study of high school principals from the City of Buenos Aires

2017 ◽  
Vol 46 (2) ◽  
pp. 339-354 ◽  
Author(s):  
Claudia Romero ◽  
Gabriela Krichesky
Keyword(s):  
School Climate ◽  
School Leadership ◽  
Exploratory Study ◽  
Buenos Aires ◽  
School Principals ◽  
Two Dimensions ◽  
Learning Climate ◽  
Instructional Role ◽  
The City

School leadership has been identified as a key function to assuring quality in education. Principals’ leadership can have a direct effect on students’ learning by improving teaching, or an indirect effect by creating conditions that foster learning. This exploratory study aims to understand how school principals exercise their leadership and its relation with the learning climate of their schools. We analyzed two dimensions: principals’ agendas and school climate perception, using the questionnaire provided by the TALIS examination, in a sample of 82 principals from secondary schools in the City of Buenos Aires. Administrative and leadership tasks and meetings occupy first place in the agenda of the principals from our sample. However, principals devote almost half of their time to interactions with non-teacher members of the school community. This suggests the preponderance of an “ interactive leadership”, which appears as a response towards “turbulent school climates”. Nevertheless, it is precisely the instructional role of principals that can effectively improve learning conditions by operating on the academic dimension of school climate. This requires training policies and professional development opportunities that improve the instructional role of school leaders so that they can develop a more proactive leadership.

The effect of audio description on film comprehension of individuals with visual impairment: A case study in Turkey

2021 ◽  
pp. 026461962110200
Author(s):  
Zeynep Zengin Temırbek uulu ◽  
Çiğdem Sağın-Şimşek ◽  
Elena Antonova-Ünlü
Keyword(s):  
Qualitative Analysis ◽  
Visual Impairment ◽  
Visual Information ◽  
Visually Impaired ◽  
The Other ◽  
Causal Network ◽  
Audio Description ◽  
Film Comprehension

The present study aimed to investigate the extent to which audio description contributes to the visually impaired individuals’ comprehension of a film by examining the visually impaired and sighted participants’ comprehension of two versions of the same film, one with and the other without supplementary audio description. The results of the study showed that the visually impaired participants were able to comprehend and narrate the events to the same extent as the sighted participants did when the film was supplemented with audio description. The qualitative analysis validated this finding and demonstrated that the visually impaired participants were able to comprehend the film to a great extent with the assistance of audio description. These findings emphasized the role of audio description assistance and its effects as an important resource in converting visual information to vocal information, which greatly aids the visually impaired individuals’ film comprehension. Also, the use of “Causal Network Model” showed that understanding the plot better could enable the audio description creators to provide better assistance for the visually impaired if they applied this model.

scholarly journals Influence of visual feedback persistence on visuo-motor skill improvement

2021 ◽  
Author(s):  
Alyssa Unell ◽  
Zachary M. Eisenstat ◽  
Ainsley Braun ◽  
Abhinav Gandhi ◽  
Sharon Gilad-Gutnick ◽  
...  
Keyword(s):  
Visual Feedback ◽  
Visual Information ◽  
Critical Role ◽  
Hand Movement ◽  
Two Dimensions ◽  
Control Group ◽  
Skill Improvement ◽  
Curve Tracing ◽  
Training Protocol

Towards the larger goal of understanding factors relevant for improving visuo-motor control, we investigated the role of visual feedback for modulating the effectiveness of a simple hand-eye training protocol. The regimen comprised a series of curve tracing tasks undertaken over a period of one week by neurologically healthy individuals with their non-dominant hands. Our three subject groups differed in the training they experienced: those who received ‘Persistent’ visual-feedback by seeing their hand and trace evolve in real-time superimposed upon the reference patterns, those who received ‘Non-Persistent’ visual-feedback seeing their hand movement but not the emerging trace, and a ‘Control’ group that underwent no training. Improvements in performance were evaluated along two dimensions – accuracy and steadiness, to assess visuo-motor and motor skills, respectively. We found that persistent feedback leads to a significantly greater improvement in accuracy than non-persistent feedback. Steadiness, on the other hand, benefits from training irrespective of the persistence of feedback. Our results not only demonstrate the feasibility of rapid visuo-motor learning in adulthood, but more specifically, the influence of visual veridicality and a critical role for dynamically emergent visual information.

scholarly journals Audio Description as a Pedagogical Tool

2015 ◽  
Vol 35 (2) ◽  
Author(s):  
Georgina Kleege ◽  
Scott Wallin
Keyword(s):  
Visual Information ◽  
Low Vision ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Academic Disciplines ◽  
Pedagogical Tool ◽  
Visual Material ◽  
Audio Description ◽  
Museum Exhibitions

<span>Audio description is the process of translating visual information into words for people who are blind or have low vision. Typically such description has focused on films, museum exhibitions, images and video on the internet, and live theater. Because it allows people with visual impairments to experience a variety of cultural and educational texts that would otherwise be inaccessible, audio description is a mandated aspect of disability inclusion, although it remains markedly underdeveloped and underutilized in our classrooms and in society in general. Along with increasing awareness of disability, audio description pushes students to practice close reading of visual material, deepen their analysis, and engage in critical discussions around the methodology, standards and values, language, and role of interpretation in a variety of academic disciplines. We outline a few pedagogical interventions that can be customized to different contexts to develop students' writing and critical thinking skills through guided description of visual material.</span>

scholarly journals Influence of visual feedback persistence on visuo-motor skill improvement

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
Alyssa Unell ◽  
Zachary M. Eisenstat ◽  
Ainsley Braun ◽  
Abhinav Gandhi ◽  
Sharon Gilad-Gutnick ◽  
...  
Keyword(s):  
Visual Feedback ◽  
Visual Information ◽  
Critical Role ◽  
Hand Movement ◽  
Two Dimensions ◽  
Control Group ◽  
Skill Improvement ◽  
Curve Tracing ◽  
Training Protocol

AbstractTowards the larger goal of understanding factors relevant for improving visuo-motor control, we investigated the role of visual feedback for modulating the effectiveness of a simple hand-eye training protocol. The regimen comprised a series of curve tracing tasks undertaken over a period of one week by neurologically healthy individuals with their non-dominant hands. Our three subject groups differed in the training they experienced: those who received ‘Persistent’ visual-feedback by seeing their hand and trace evolve in real-time superimposed upon the reference patterns, those who received ‘Non-Persistent’ visual-feedback seeing their hand movement but not the emerging trace, and a ‘Control’ group that underwent no training. Improvements in performance were evaluated along two dimensions—accuracy and steadiness, to assess visuo-motor and motor skills, respectively. We found that persistent feedback leads to a significantly greater improvement in accuracy than non-persistent feedback. Steadiness, on the other hand, benefits from training irrespective of the persistence of feedback. Our results not only demonstrate the feasibility of rapid visuo-motor learning in adulthood, but more specifically, the influence of visual veridicality and a critical role for dynamically emergent visual information.

Role of Teachers in Building the Concept of Sustainable Development: Success or Failure

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ayaz Muhammad Khan ◽  
Amber Jamshaid ◽  
Tayyibah Roohi ◽  
Amna Ramzan
Keyword(s):  
Sustainable Development ◽  
Primary School ◽  
Sampling Technique ◽  
School Teachers ◽  
Primary School Teachers ◽  
Primary Level ◽  
Significant Difference ◽  
Role Of Teachers ◽  
Major Factors

Sustainable Development (SD) is a rich, challenging and thought-provoking construct in social sciences. The main purpose of this paper was to identify and explore the role played by primary school teachers in building up the idea of sustainable development (SD) among students. This paper was intended to identify that how a teacher can successfully execute the concept of SD by influencing students’ minds at the primary level. Quantitative survey technique were utilized for data collection. All the primary school teachers of Lahore division comprised the population of the study. Through multistage sampling technique, 352 primary school teachers were selected as participants of the study. A self-developed SD questionnaire incorporating four major factors (teachers’ awareness, pedagogy, curricular and co-curricular activities) with Cronbach’s alpha value = .93 was used to measure the role of teachers in building the sustainability concept among students at primary level. The results indicated a significant mean score difference among SD scores of teachers, sector wise (private and public). Furthermore, the results also reconnoitered the significant difference (p=.04) between the mean scores of female and male teachers in building up the SD concept in students’ minds.

The role of collective identifications in family processes of post-trauma reconstruction: An exploratory study with Kurdish refugee families and their diasporic community

2017 ◽  
Vol 5 (2) ◽  
pp. 107-133 ◽  
Author(s):  
Ruth Kevers ◽  
Peter Rober ◽  
Lucia De Haene
Keyword(s):  
Thematic Analysis ◽  
Exploratory Study ◽  
Meaning Making ◽  
Family Processes ◽  
Small Scale ◽  
Refugee Families ◽  
Family Contexts ◽  
Diasporic Community ◽  
And Coping

While collective identifications of diasporic Kurds have attracted considerable scholarly interest, their possible role in familial processes of post-trauma reconstruction has hardly been studied. The aim of this article is therefore to develop an explorative understanding of the deployment and meaning of collective identifications in intimate family contexts by examining the interconnectedness between the transmission of cultural and political belonging and post-trauma meaning-making and coping in Kurdish refugee families. After contextualising diasporic Kurds’ collective identifications through an ethnographic depiction of the Kurdish diasporic community in Belgium, this article reports on findings from a small-scale, exploratory study with five Kurdish refugee families in Belgium. Thematic analysis of family and parent interviews indicates how cultural and political identifications may operate as sources of (1) dealing with cultural bereavement and loss; (2) commemorating trauma; and (3) reversing versus reiterating trauma. Overall, this study’s findings support an explorative understanding of collective identifications as meaningful resources in families’ post-trauma reconstruction.ABSTRACT IN KURMANJIRola nasnameyên komelî di pêvajoyên malbatî yên vesazkirina paş-trawmayê de: Xebateke raveker li ser malbatên kurd ên penaber û civakên wan ên dîasporayêTevî ku nasnameyên komelî yên kurdên dîasporayê ta radeyeke baș bûye mijara lêkolînan, rola wan a muhtemel di pêvajoyên malbatî yên vesazkirina (selihandin) paş-trawmayê qet nehatine vekolîn. Lewma armanca vê gotarê ew e têgihiştineke raveker pêş bixe li ser rol û wateya nasnameyên komelî yên di çarçoveya mehremiya malbatê de, ku vê yekê jî dê bi rêya vekolîna wê têkiliya rijd bike ya di navbera neqlkirina aidiyetên çandî-siyasî û rêyên sazkirina wateyê û serederîkirina li dû trawmayê di nav malbatên kurd ên penaber de. Piştî diyarkirina çarçoveya nasnameya komelî ya Kurdên diasporayê bi rêya teswîreke etnografîk a cemaeta diasporaya Kurd li Belçîkayê, ev gotar encamên ji xebateke biçûk a bi pênc malbatên kurd ên penaber ên li Belçîkayê pêşkêş dike. Tehlîla babetî ya hevpeyvînên ligel malbatan û dayik û bavan nîşan dide ka çawa nasnameyên çandî û siyasî dikarin bibin çavkanî ji bo (1) serederîkirina bi mehrûmiyeta çandî û windahiyên xwe; (2) bibîranîna trawmayê; û (3) kêmrengkirin an, beramber vê yekê, dubarekirina trawmayê. Bi giştî, encamên vê xebatê wê têgihiştineke raveker tesdîq dikin ku nasnameyên kolektîf çavkaniyên kêrhatî ne di vesazkirina paş-trawmayê ya malbatan de. ABSTRACT IN SORANIDewrî nasname bekomellekan le prose binemalleyîyekanî sazkirdinewey paş-trawmayîda: lêkollîneweyekî şirovekarî binemalle penabere kurdekan û civatî ewan le diyasporaLe katêkda nasname bekomellekanî kurdekanî diyaspora le layen şarezakanewe giringîyekî berçawî pê drawe û serincî ewanî bo lay xoyî rakêşawe, bellam sebaret be egerî dewrî prose binemalleyîyekanî sazkirdinewey paş-tirawma be degmen lêkollîneweyek encam drawe. Ke wate, amancî em wutare perepêdan be têgeyîştinêkî şirovekarane lemerr bekarhênan û manay nasname bekomellekan le bestênekanî têkellawîy binemalleyîdaye, ke le rêgey peywendîy nêwan rewtî gwastineweyî grêdraweyî kultûrî û siyasî, sazbûnî mana û herweha rahatin legell kêşekanî qonaẍî paş tirawma le binemalle kurde penaberekanda taqî krawetewe. Dway awirrdanewe le civakî diyasporay kurd le Belcîka, nasname bekomellekanî kurdekanî diyaspora le bestênî xoyda xwêndinewey bo krawe û bem gêreye lem wutareda lêkollîneweyekî şirovekarane bo qebareyekî biçûk le pênc binemalley kurdî penaber le Belcîka dekrê û encamekanî billaw dekrêtewe. Şîkarîyekî babetiyaney wutuwêj legell binemalle û dayk û bawkekan nîşanî dedat ke çon dekrê nasname kultûrî û siyasîyekan wek serçaweyek bo em sê mijare derbikewn: (1) gîrodebûn be ledestçûn û bizirbûnî kultûr; (2) webîrhênanewey tirawma; û (3) pêçewanebûnî tirawma leberamber dûbarebûneweyda. Beşêweyekî giştî, encamekanî em lêkollîneweye piştgîrî le têgeyîştinêkî şirovekarane le nasname bekomellekan dekat ke wekû serçaweyekî giring bo sazkirdinewey binemallekan le dway qonaẍî paş-tirawma seyr dekrêt.

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