Higher level techniques for the artistic rendering of images and video

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The Adventure of Form:

The parts of this book could be arranged with complete impunity around one of the brightest stars in the firmament of philosophy and aesthetic reflection. Moreover, that star does not merely suggest a hypothesis of thematic correlation between the individual parts, but raises the problem of their own tendency (as parts) to have always implied a recomposition. The reference is to Kant’s third Critique, where the overall view is a preliminary condition to any fragment of knowledge and experience: if in the following pages it is possible to find a certain number of connections, it is also in relation to the problem that Kant meant to resolve by identifying a faculty that binds the exercise of the intellect to the latency of an organic framework. A framework without any content, as is well known, except precisely that of the propensity of each phenomenon to be first and foremost part of something. According to Kant, it is only by virtue of this propensity that we can enter into a relationship with the world, that we can feel and perceive it and that we enable it to mediate, through the feeling of pleasure, the experience of ourselves. This is not a requirement of the world, since it does not fall within the phenomenal and mechanical horizon of knowledge, but an indispensable projection for the subject to establish contact with the evidence of any singularity. And it will be precisely to the release of this evidence that one of the first and most enthusiastic readers of the third Critique, Goethe, will immediately associate the notions of form, morphology and metamorphosis, pinpointing an opening which, through Kantian reflection, can lead to the topics we will discuss

SDSU Collegian, February 11, 1960

Vol. 68, No. 18https://openprairie.sdstate.edu/collegian_1969-1969/1159/thumbnail.jp

Change blindness: eradication of gestalt strategies

Arrays of eight, texture-defined rectangles were used as stimuli in a one-shot change blindness (CB) task where there was a 50% chance that one rectangle would change orientation between two successive presentations separated by an interval. CB was eliminated by cueing the target rectangle in the first stimulus, reduced by cueing in the interval and unaffected by cueing in the second presentation. This supports the idea that a representation was formed that persisted through the interval before being 'overwritten' by the second presentation (Landman et al, 2003 Vision Research 43149–164]. Another possibility is that participants used some kind of grouping or Gestalt strategy. To test this we changed the spatial position of the rectangles in the second presentation by shifting them along imaginary spokes (by ±1 degree) emanating from the central fixation point. There was no significant difference seen in performance between this and the standard task [F(1,4)=2.565, p=0.185]. This may suggest two things: (i) Gestalt grouping is not used as a strategy in these tasks, and (ii) it gives further weight to the argument that objects may be stored and retrieved from a pre-attentional store during this task

Teaching Practicum - WRHS Spring 2008

This teaching practicum was completed at Wachusett Regional High School in Holden, MA in the Spring of 2008 as part of the initial teaching license program offered at Worcester Polytechnic Institute. Included in this project were nearly 160 hours of teaching freshman physics subject matter in the classroom and 98 hours of observation time in a variety of science classrooms. As a student teacher assuming the complete role of being a high school teacher, all materials used were compiled and lesson plans developed from available resources. Through this experience the role of the teacher became understood and the value of present teachers known