Abstract A unique aspect of human communication is the utilization of sets of well- delineated entities, the morphology of which is used to encode the letters of the alphabet. In this paper, we focus on Braille as an exemplar of this phenomenon. We take a Braille cell to be a physical artifact of the human environment, into the structure of which is encoded a representation of a letter of the alphabet. The specific issue we address in this paper (...) concerns an examination of how the code that is embedded in the structure of a Braille cell is transferred with fidelity from the environment through the body and into the Braille reader’s brain. We describe four distinct encoding steps that enable this transfer to occur. (shrink)

The study, design and development of a low-cost digital braille printer is boarded with a transdisciplinary approach. The main challenge was focused on reducing significantly the high cost of this type of printers and their printing services. This context is aggravated with the low commercialization of these products in the country, a factor that makes the access of these tools -that are essential to much of the low and middle sectors of the Argentine social structure- even more difficult. An (...) interdisciplinary group of teachers, graduates and students of the careers of industrial design and informatics degree from the National University of La Plata, developed the design and prototype of a braille printer. The work was carried out according to the principles of Gandhian Engineering, based on the reuse of ink-jet printers. The project consists of the design, development and generation of a low-cost Braille printer, produced locally, which prioritizes the use of nationally manufactured components for assembly. To achieve this, an electronic and electromechanical system was designed and manufactured to adapt any Inkjet printer to the objectives of the project, enabling the recycling of obsolete printers. This means, it is proposed to resolve through the use of text printers, applying technical knowledge of computer science and industrial design, to adapt the technological components to the Braille lexicon printer. They also developed, on the one hand, software that controls the printer and allows its use in a simple and accessible way. On the other hand, the hardware and external components were adapted with 3D printing technology and thermoforming, producing a housing that contains the entire printer. Finally, a systematization of the assembly process of the printer prototype was carried out, making it possible to replicate it. Using methodologies of Gandhian Design, a prototype and two alternative proposals of carcasses were obtained. The main objective, which guided this work, was that blind people can access low-cost braille printers promoting by this a favorable impact on the cultural development of their daily lives. (shrink)

LOVERA, Marcos Adriano. Da escuridão para a luz : origem e extensão da Bíblia em braille no Brasil. Dissertação (Mestrado) 2013. 176p. - Pontifícia Universidade Católica de Minas Gerais, Programa de Pós-graduação em Ciências da Religião, Belo Horizonte.

The article considers a pressing problem in the field of inclusive education: creating a comfortable learning environment for the effective education of children with special needs. In this article, a mobile electronic alphabet Braille simulator is an element of the learning environment for children with special needs. The article describes an experiment on teaching visually impaired and blind children using a mobile electronic Braille alphabet simulator. The mobile electronic Braille alphabet trainer, based on new advanced technology, was (...) developed by Kazakh scientist-inventor Galimzhan Gabdreshov under the brand of his company SEZUAL. It was developed to reduce the time that blind children need to learn to read. The relevance of the study lies in the need to educate visually impaired and blind children through the introduction of modern technologies. Children entering primary, mainstream and special needs schools have been learning Braille for several years with varying degrees of success. The article shows the result of an experiment on teaching children using an electronic Braille alphabet simulator and without this simulator. The experiment showed the benefits of teaching blind children using a Braille simulator. An experimental study on the implementation of the SEZUAL electronic alphabet simulator with Braille was carried out in schools for the blind in the cities of Atyrau and Astana. A way to improve a mobile electronic alphabet Braille simulator is to make a simultaneous sound signal when a child presses the keys of the Braille simulator, with different Braille characters. To enhance the impact on the associative zone of the cerebral cortex, in the Braille simulator, sound signals of each key are added to the touch keys, which, like visual signals, are processed by the associative zone of the cerebral cortex and help to consolidate the perception of the simulator keys. This article describes in detail an experiment on the assimilation of educational material by blind and visually impaired children using a combination of parameters of sensorimotor and auditory perception of children. To clarify the peculiarities of the perception of blind and visually impaired respondents, their leading representative systems and modalities were identified before the experiment. The test was conducted based on the educational institution Atyrau Regional School for Gifted Children, Republic of Kazakhstan. (shrink)

In this paper I provide empirical and theoretical considerations in favor of a non-inferential view of speech comprehension. On the view defended, we typically comprehend speech by perceiving or grasping apparently conveyed meanings directly rather than by inferring them from, say, linguistic principles and perceived phonemes. “Speech” is here used in the broad sense to refer not only to verbal expression, but also written messages, including Braille, and conventional signs and symbols, like emojis, a stop sign or a swastika. (...) Along the way I define what I mean by ‘inference’ and provide an account of what it means to say that we perceive apparently conveyed meanings. (shrink)

Typically, literature is defined ontologically as linguistically-fixed texts consisting of specific words and word order. However, some have noted that this condition is too strict for linguistically-fluid works such as the Iliad where the words and word order differ in their various instances. I argue that it is not strict enough for some works of literature, such as pattern poetry and the novels of Irvin Welsh and Mark Z. Danielewski, that have a further ontological condition. In that the graphic features (...) play an artistic role in these works, those graphic features must be reproduced in an authentic copy. Using exemplars in both poetry and prose, I define these works as graphically-fixed literature and identify a sufficient condition of such works specific to their graphic features. Finally, I examine copies of graphically-fixed works that omit their graphic features as well as audiobook and Braille editions that necessarily lack graphic components. (shrink)

Certain attributes are particularly desirable for public educational websites, and websites for ethics education in particular. Among the most important of these attributes is wide accessibility through adherence to the World Wide Web Consortium (W3C) standards for HTML code. Adherence to this standard produces webpages that can be rendered by a full range of web browsers, including Braille and speech browsers. Although almost no academic websites, including ethics websites, and even fewer commercial websites are accessible by W3C standards, as (...) illustrated by the Online Ethics Center for Engineering and Science 〈http://onlineethics.org〉, even websites created on limited budgets and with an undergraduate student staff can fulfill these standards. Other desirable attributes, such as provision of annotation for all links and the use of annotated links to give the user alternate ways of ordering and organizing content, are important for making full use of the educational possibilities of hypermedia for websites. (shrink)

DNA methylation is a quintessential epigenetic mechanism. Widely considered a stable regulator of gene silencing, it represents a form of “molecular braille,” chemically printed on DNA to regulate its structure and the expression of genetic information. However, there was a time when methyl groups simply existed in cells, mysteriously speckled across the cytosine building blocks of DNA. Why was the code of life chemically modified, apparently by “no accident of enzyme action” (Wyatt 1951 )? If all cells in a (...) body share the same genome sequence, how do they adopt unique functions and maintain stable developmental states? Do cells remember? In this historical perspective, I review epigenetic history and principles and the tools, key scientists, and concepts that brought us the synthesis and discovery of prokaryotic and eukaryotic methylated DNA. Drawing heavily on Gerard Wyatt’s observation of asymmetric levels of methylated DNA across species, as well as to a pair of visionary 1975 DNA methylation papers, 5-methylcytosine is connected to DNA methylating enzymes in bacteria, the maintenance of stable cellular states over development, and to the regulation of gene expression through protein-DNA binding. These works have not only shaped our views on heritability and gene regulation but also remind us that core epigenetic concepts emerged from the intrinsic requirement for epigenetic mechanisms to exist. Driven by observations across prokaryotic and eukaryotic worlds, epigenetic systems function to access and interpret genetic information across all forms of life. Collectively, these works offer many guiding principles for our epigenetic understanding for today, and for the next generation of epigenetic inquiry in a postgenomics world. (shrink)

RésuméFerdinand de Saussure postule une science générale des signes qu’il ap-pelle sémiologie. La langue n’en serait qu’un cas particulier caractériée par l’arbitrariété totale de ses unités. Cette caractéristique reviendrait aussi à l’écriture qui n’est cependant pas un systéme sémiologique primaire, mais un système secondaire dont la fonction est de représenter un système pri-maire. Il existe en outre des systèmes tertiaires comme, par example, l’alphabet Morse, l’écriture Braille, les systèmes de chiffrage, etc. Les modes de manifestation peuvent être soit acoustique (...) soit visuel. Tandis que la langue et l’écriture sont totalement arbitraires, les autres systèmes sémiologiques peuvent être motivés jusqu’à un certain de-gré. À côté des sémiologies utilitaires il existe aussi des sémiologies esthé-tiques comme, par example, les légendes. La sémiologie elle-même n’est qu’un cas particulier de la sémiotique qui tient aussi compte des signes naturels. Les frontières entre langue, sémiologie et et sémiotique sont souvent flottantes et imprécises. (shrink)

What is reading? Seeing and comprehending a contentful, written text counts as reading, of course, but that is simply the paradigm; it is not reading itself. Blind people, e.g., often read using Braille. So, my project in this paper is to address this question: What is the proper analysis of person S reads text W? Surprisingly, no philosophical attempts to analyze reading exist; this question has yet to be tackled. Can other sensory modalities be used to read? What more (...) can be said about the nature of the objects of reading, viz., texts? After critically assessing a few proposals, I defend a final analysis of reading according to which a person reads a text when she uses some sensory modality to cognitively attend to the word structures embedded in that text for the purposes of ultimately grasping its content. Moreover, S must not relentlessly fail to map W to some of W’s contents, and S’s comprehension of W’s contents must be a causal result of W. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Procreative Liberty, Biological Connections, and MotherhoodMargaret Olivia Little (bio)Given the complex and dramatic array of issues currently facing us in reproductive ethics, bioethicists working on the topic might be forgiven feelings of trepidation when they cast their minds toward the next century. Currently, technologies such as artificial insemination by donor (AID), once the source of intense controversy, are used on a routine basis; mainstream newspapers carry advertisements offering “excellent (...) compensation” to ova “donors;” courts are arguing whether women who serve as gestational or “surrogate” mothers have any parental rights; and proposals resurface to jail pregnant women who take street drugs. Sorting out which developments are to be welcomed and which are to be resisted—and why—will require us not only to clarify some of our most basic value commitments, but also to reflect on our understanding of concepts, such as motherhood, that we previously had the luxury of thinking obvious. Let me highlight two issues I think we will be forced to confront as we try to navigate the ethics of reproduction into the twenty-first century—namely, the value of biological connection and the meaning of motherhood.Procreative Liberty and the Value of Biological ReproductionPeople who are unable to conceive a child or to carry one to term now face a variety of extraordinary means of procreative assistance: they can buy sperm and ova, undergo in vitro fertilization, or contract another woman to gestate and give birth to the baby. Those who are enthusiastic about these new technologies [End Page 392] and arrangements often explain their support in terms of many people’s deep desire or even right to bear children biologically related to them; those who are suspicious of the techniques often explain their resistance by criticizing our culture’s “pronatalist” emphasis on biological rather than social relations with children. Focusing on such clear-cut positions, though, undersells the complexity and difficulty of the issues involved. Few want to dismiss altogether the importance of biological connection; but the question remains, what measure of importance should it be granted? Or again, while most agree that procreative liberty is one of our most fundamental rights, the question remains, whose procreation, in what context, and by which means? The truly difficult questions, that is, pertain to how we are to value biological relatedness and how we are to draw the contours of procreative liberty.One perspective emerging in current debates urges an expansive answer to these questions, arguing that the new reproductive technologies and arrangements deserve constitutional protection. Procreative liberty is deeply important, it is urged, given how fundamental the decision to have or to refrain from having children is to our sense of dignity, identity, and meaning of life. But if we recognize a right to reproduce coitally, it is claimed, we should also recognize a right to reproduce noncoitally: people with infertile partners should no more be barred from exercising their right to “beget, bear, and raise” children biologically linked to them by using surrogate arrangements or AID than those who are blind should be barred from exercising their right to written information by using Braille texts. 1The fundamental question is whether the value of biological reproduction persists when pursued outside of the intimacies of marriage and family that form its traditional home. The new reproductive technologies and arrangements, after all, represent a departure not simply because they are noncoital but because they involve reproduction with strangers, under contract, and for pay. One question that demands our reflection, then, is whether the procreative liberty we value attaches to individuals atomistically, as it were, or to individuals only insofar as they are in relationships of an intimate and ongoing nature.Other developments on the horizon sound a restrictive note about procreative liberty. Many IVF clinics, for instance, have denied services to would-be single parents or to gay or lesbian couples. Some legislators have proposed making certain welfare payments for women conditional upon their use of contraceptives such as Norplant—an odd view if one regards procreative liberty as a fundamental right. After all, we do not usually make the receipt of public aid contingent on waiving a constitutional right. (Imagine the government stipulating that... (shrink)

This paper is about teaching elementary logic to blind or visually impaired students. The targeted audience are teachers who all of sudden have a blind or visually impaired student in their introduction to logic class, find limited help from disability centers in their institution, and have no idea what to do. We provide simple techniques that allow direct communication between a teacher and a visually impaired student. We show how the use of what is known as Polish notation simplifies communication, (...) and pedagogically is a great notation for a Braille reader. (shrink)

This paper is divided into two parts. Part I focuses on the manner in which the components of the face recognition system work together so that a perceiver, within several hundred milliseconds after seeing a familiar face, is able to both identify the face of the perceived and recall elements of the history of past encounters with the perceived. Face recognition plays a crucial role in enabling both human and nonhuman primates to interact in collaborative social groups. This critical function (...) is accomplished through the unidirectional coded transfer of informational elements from one component to another. Although these informational elements themselves are not meaningful to the perceiving agent, they do nevertheless contain essential bits of information that are necessary for the final formation of the meaningful message. The structural components of the system are identified and the manner in which informational elements are coded and transferred sequentially from component to component in the brain of the perceiver is described. The independent, physically separated components in the face recognition system are bridged by an additional component, an “adaptor”, that mediates the transfer of informational elements from one component to another. The nature of the independent systems, and the manner by which the bridging or adaptor apparatus enables coded information transfer from one system to another is discussed. Part II focuses on the analysis of recognition in human-designed sign systems such as Braille and Morse code. Recognition in human-designed sign systems is notable for the stability of the link between sign and meaning. Face recognition is characterized as being subjective, indicating that the meaning of a sign to a perceiver is variable and dependent on context, whereas human-devised sign recognition is characterized as being objective, indicating that the meaning of a sign is context independent and invariant. Human-designed sign systems require the presence in brain of a referent world. An example of a referent world is the set of letters of the alphabet. Representations of this set are installed in the brain through social mediated learning. Human-designed sets of signs are created to correspond, via a code enabling adaptor structure, to referent worlds in the brain. Human-designed sign systems are the foundations for literacy, a capability only found in humans. (shrink)

Contemporary knowledge systems have given too much importance to visual symbols, the written word for instance, as the repository of knowledge. The primacy of the written word and the representational world built around it is, however, under debate—especially from recent insights derived from cognitive science that seeks to bring back action, intent and emotion within the core of cognitive science (Freeman and Nunez in J Consciousness Stud 6(11/12), 1999). It is being argued that other sensory experiences, apart from the visual, (...) along with desires (or intent) and emotions—like pain, pleasure, sorrow or joy—constitute equally important building blocks that shape an individual’s cognition of the world around. This multi-sensory cognition colored by emotions inspire action and hence is valid knowledge. This is probably nowhere more apparent than in the world of the visually impaired. Deprived of visual sensory capability, they have to perforce depend on other senses. But the dominant discourse in wider society plays a major role in determining what they (the blind) can do. A society built around visual symbols and the written word underplays other elements of cognition and in the process undervalues them. This also gets reflected in the construction of social artifacts of various kinds, such as the educational certification system (The Braille system is an attempt to make the written world accessible to the blind through tactile signals—so that words are ‘felt’ and ‘read.’ But it is quite cumbersome. For instance, even a blind highly skilled at writing in Braille would not be able to match the writing speed of an ordinary visually endowed literate person. Effective and efficient computer-based voice–text–voice converters might solve this problem better.)-based primarily on skills over the written word. Linguistic ability becomes most valuable and at another level the written word gets salience over the spoken word. The blind hardly has a chance, therefore, except through concessions or piety. A practice built around the imagery of an empowered blind person, therefore, must depart from mainstream conceptualization—for power is derived from what one has rather than from what one lacks. It must begin by tapping and valorizing one’s own endowments. This paper is an attempt to identify such a departure based on the experience of Blind Opera—a theatre group of the blind working in Kolkata, India. It seeks to provide an exposition in written word of an experience that can only be partially captured within the confines of a text. It is an incomplete account, therefore, and may be taken as an attempt to reach out and seek an exchange of experiences and insights. (shrink)

The year 2009 has been a year of numerous commemorations of both scientific and non-scientific achievements that contributed to the advancement of human kind. Protestants celebrated the 500th anniversary of the birth of Calvin; literary critics celebrated the 200th anniversary of the poet Edgar Allan Poe; and the musical genius Felix Mendelssohn-Bartholdy was also born 200 years ago. 2009 further marked the bicentennial of the birth of Louis Braille, the inventor of Braille; and Abraham Lincoln, the 16th president (...) of the United States, who founded the National Academy of Sciences. Pierre Curie, famous for his work on radioactivity that he conducted together with his wife Marie Curie, was born 150 ago; as was John Dewey, a philosopher and psychologist who is recognized as one of the founding fathers of both pragmatism as well as functional psychology. UNESCO and the International Astronomical Union dubbed 2009 the International Year of Astronomy. By doing so, astronomers celebrated the 400th anniversary of Galileo Galilei’s telescopic observations as well as the publication of Johannes Kepler’s Astronomia nova wherein he formulated the first two laws of planetary motion. 2009 also marked the last of a 3-year-long celebration of Planet Earth, another UNESCO-governed initiative. However, for evolutionary biologists and philosophers of science, 2009 will be largely remembered for its worldwide commemorations of the 200th anniversary of the birth of Charles Darwin, and the 150th anniversary of the publication of his magnum opus On the origin of species by means of natural selection. Footnote1 In order to pay tribute to Darwin’s major contribution to the advancement of evolutionary science, the International Union of Biological Sciences and the International Union of History and Philosophy of Science have called the year 2009 the Darwin Year. Given that so many scientific discoveries were commemorated, COPUS, the Coalition on the Public Understanding on Science, called out 2009 as the Year of Science, in the hope to pay equal tribute to both the field of biology as well as astronomy. 2009 was indeed a year of biology. Somewhat overshadowed by the big Darwin celebrations, smaller-scaled events were held to commemorate the 200th anniversary of the publication of Lamarck’s Philosophie Zoologique; and the 150th anniversary of the death of Alexander von Humboldt, the father of biogeography. In 1910, Constantin Mereschkowsky wrote his article on symbiogenesis entitled ‘The Theory of Two Plasmas as the Basis of Symbiogenesis, a New Study for the Origins of Organisms’. The article was published in the German Biologisches Zentralblatt, the journal that would later evolve into the current Theory in Biosciences. Somewhat forgotten, but equally important for the field of symbiogenesis, was the 200th anniversary of the birth of Pierre-Joseph Van Beneden, a Belgian paleontologist and zoologist famous for distinguishing parasitism from commensalism. Finally, Henry Bergson, known for inventing the currently rejected notion of élan vital, was born 150 years ago. In order to memorialize the important role these biologists played in the advancement of our understanding of the evolutionary process, a 2-day international conference was organized entitled: Evolution today and tomorrow, Darwin evaluated by contemporary evolutionary and philosophical theories. The conference was organized by The Centre for Philosophy of Science of the University of Lisbon (Portugal), in collaboration with the Centre for Environmental Biology of the same university, and the Lisbon Centre for Applied Psychology. The articles presented here are a spin-off of this conference. The current volumes contain the peer-reviewed articles of a selection of the plenary and invited speakers, as well as those of scholars who were additionally invited to contribute to the volumes. (shrink)