Tactile Pattern Perception
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LEARNING in the 21ST CENTURY Author Photograph : © Monsitj/Istockphoto
FRANÇOIS TADDEI LEARNING IN THE 21ST CENTURY Author photograph : © Monsitj/iStockphoto © Version française, Calmann-Lévy, 2018 SUMMARY FRANÇOIS TADDEI with Emmanuel Davidenkoff LEARNING IN THE 21ST CENTURY Translated from French by Timothy Stone SUMMARY SUMMARY To all those who have taught me so much. SUMMARY SUMMARY If you want to build a ship, don’t drum up people to collect wood and don’t assign them tasks and work, but rather teach them to long for the endless immensity of the sea...” Antoine de SAINT-EXUPÉRY, Citadelle SUMMARY Summary Prologue ......................................................................................................................................................... 11 Introduction .................................................................................................................................................13 1. Why will we learn differently st in the 21 century? ................................................................................................21 2. What i’ve learned ...........................................................................................55 3. New ways of teaching .........................................................................79 4. Before you can learn, you have to unlearn ...................................................................................113 5. Learn to ask (yourself) good questions ........................................................................................................201 6. A how-to guide for a learning planet -
Iran Animation Takes Part in Chinese Festival
Art & Culture January 4, 2020 3 This Day in History (January 4) Iran Animation Takes Part Today is Saturday; 14th of the Iranian month of Dey 1398 solar hijri; corresponding to 8th of the Islamic month of Jamadi al-Awwal 1441 lunar hijri; and January 4, 2020, of the Christian Gregorian Calendar. 503 solar years ago, on this day in 1517 AD, the Battle of Ridhaniya near Cairo, led to the total victory of the Ottoman Turks of Sultan Salim I over the in Chinese Festival Turkic Mamluk dynasty of Egypt and the killing of Sultan Bay. In this battle, Kong Arts Centre will be receiving regardless of the fact that, their the Ottoman commander, Grand Vizier Sinan Pasha, who had engineered a resounding victory over the Mamluks in the decisive Battle of Khan Yunus in Iranian animation on the aftermath countries are burning in the fire of Gaza on October 28, lost his life. This last phase of the Ottoman-Mamluk wars of war directed by Lida Fazli. a war that the adults have brought started in August 1516, when Sultan Salim, two years after his narrow victory In an earlier exclusive talk with upon it. at Chaldiran in Azarbaijan over the Shah of Persia, Ismail I, suddenly invaded ifilm, Fazli had said that she has According to the official website Syria, since he greatly feared the Iranians might reorganize and counterattack in made the short to convey the of the event, this year edition of the view of the widespread influence of the Safavids in Syria and Anatolia (modern day Turkey). -
History of the Education of the Blind
HISTORY OF THE EDUCATION OF THE BLIND HISTORY OF THE EDUCATION OF THE BLIND BY W. H. ILLINGWORTH, F.G.T.B. SUPERINTENDENT OP HENSHAW's BLIND ASYLUM, OLD TRAFFORD, MANCHESTER HONORARY SECRETARY TO THE BOARD OF EXAMINERS OF THE COLLEGE OF TEACHERS OF THE BLIND LONDON SAMPSON LOW, MARSTON & COMPANY, LTD. 1910 PRISTKD BY HAZELL, WATSON AND VINEY, LI)., LONDON AND AYLKSBURY. MY BELOVED FRIEND AND COUNSELLOR HENRY J. WILSON (SECRETARY OP THE GARDNER'S TRUST FOR THE BLIND) THIS LITTLE BOOK IS RESPECTFULLY DEDICATED IN THE EARNEST HOPE THAT IT MAY BE THE HUMBLE INSTRUMENT IN GOD'S HANDS OF ACCOMPLISHING SOME LITTLE ADVANCEMENT IN THE GREAT WORK OF THE EDUCATION OF THE BLIND W. II. ILLINGWORTH AUTHOR 214648 PREFACE No up-to-date treatise on the important and interesting " " subject of The History of the Education of the Blind being in existence in this country, and the lack of such a text-book specially designed for the teachers in our blind schools being grievously felt, I have, in response to repeated requests, taken in hand the compilation of such a book from all sources at my command, adding at the same time sundry notes and comments of my own, which the experience of a quarter of a century in blind work has led me to think may be of service to those who desire to approach and carry on their work as teachers of the blind as well equipped with information specially suited to their requirements as circumstances will permit. It is but due to the juvenile blind in our schools that the men and women to whom their education is entrusted should not only be acquainted with the mechanical means of teaching through the tactile sense, but that they should also be so steeped in blind lore that it becomes second nature to them to think of and see things from the blind person's point of view. -
Classic Model of Perception Pattern Recognition Challenge Robust
Classic Model of Perception Perception & Pattern Recognition Pattern Recognition Why is pattern recognition difficult? • Process of connecting perceptual • Accomplished with incomplete or information w/info in LTM ambiguous information – Visual Pattern Recognition – Auditory Pattern Recognition (Speech) – Importance of Context Challenge Robust • Many different exemplars are recognized • Used by on-line vendors to test for as being the same presence of a human (Turing Test) 1 Models of Pattern Recognition Template Matching • Template Models • Retinal image matched to pre- • Feature Models existing patterns • Neural Network Models • Recognition – when retinal image matches • Prototype Models pattern • Examples – Check Reading – Zip Code Sorting Problems • Image falls on wrong part of retina • Image different size than template • Orientation • Templates, templates, templates • New objects? Models of Pattern Recognition Feature Theory • Template Models • Stimuli broken down into features • Feature Models • Features combine and recombine • Prototype Models • Objects defined by • Neural Network Models – Constituent features – Relationships between features 2 Letter Recognition Pandemonium W A depiction of Selfridge’s (1959) Pandemonium model Supporting Evidence Hubel & Wiesel • Edge detection cells in cats (Hubel & • Different cells like different features Wiesel, 1962) Gibson, Shapiro, & Yonas (1968) Groupings by RT • Analyze letters in terms of features • Ask people to determine if 2 letters are the same vs. different • Compare the clustering of letters in the reaction time task to the similarities of the features 3 Find the ‘Z’ vs ‘Q’ Object Perception EIMVWX CDG9RU XMZWVI RDQOCG VIEXWM GRDCOU WVXQIE DCURZG Faster to find ‘Z’ on the right, Faster to find ‘Q’ on the left (due to letters w/similar features in the surround) Geons Degraded Objects • Can help explain recognition of degraded • Disrupt Geon • Deletion Control – (midsegment) objects – (concavity) Limitations of geons Features vs. -
Syria , Recensions 2
Syria Archéologie, art et histoire Recensions | 2019 Book reviews Édition électronique URL : http://journals.openedition.org/syria/8045 DOI : 10.4000/syria.8045 ISSN : 2076-8435 Éditeur IFPO - Institut français du Proche-Orient Référence électronique Recensions, 2019, Syria [En ligne], consulté le 25 septembre 2020. URL : http:// journals.openedition.org/syria/8045 ; DOI : https://doi.org/10.4000/syria.8045 Ce document a été généré automatiquement le 25 septembre 2020. © Presses IFPO 1 SOMMAIRE Olivier CALLOT, Déhès II : Les pressoirs Dimitri Van Limbergen Jean-Marc HOFMAN & Emmanuel PÉNICAUT (dir.), Le Crac des Chevaliers. Chroniques d’un rêve de pierre Jean-Louis Huot René LEBRUN, Julien DE VOS & Étienne VAN QUICKELBERGHE (éd.), Deus Unicus. Actes du colloque « Aux origines du monothéisme et du scepticisme religieux » Stéphanie Anthonioz Annie CAUBET (éd.), Idols. The power of Images Hélène Le Meaux Johann TISCHLER, Hethitische Texte in Transkription KUB 56 und KUB 57 Alice Mouton Peter RICHARDSON & Amy Marie FISHER, Herod. King of the Jews and Friend of the Romans Maurice Sartre Pierre-Louis GATIER, Julien ALIQUOT & Lévon NORDIGUIAN (éd.), Sources de l’histoire de Tyr. II. Textes et images de l’Antiquité et du Moyen Âge Annie Sartre-Fauriat Győző VÖRÖS (éd.), Machaerus III. The Golden Jubilee of the Archaeological Excavations. Final Report on the Herodian Citadel, 1968-2018 Maurice Sartre Leah DI SEGNI et Yoram TSAFRIR, avec Judith GREEN (éd.), The Onomasticon of Iudaea- Palaestina and Arabia in the Greek and Latin sources : Vol. I. Introduction, sources, major texts ; vol. II.1. Aalac Mons-Arabia, chapter 4 ; vol. II.2. Arabia, chapter 5- Azzeira. -
History and Idealism: the Theory of R. G. Collingwood
History and Idealism: The Theory of R. G. Collingwood Saul A. Kripke This is the final submitted version of the following article: Kripke, S. A. (2017), History and Idealism: The Theory of R. G. Collingwood. Collingwood and British Idealism Studies, 23: 9-29, which has been published in final form by Imprint Academic at https://www.ingentaconnect.com/content/imp/col/2017/00000023/00 000001/art00002. 1 History and Idealism: The Theory of R. G. Collingwood1 Saul A. Kripke In this essay, the phrase, “the idealist theory of history,” will denote the idealist cultural philosophy of history, as proposed by Collingwood and others, not the idealist speculative philosophy, as adumbrated by Hegel and various kindred spirits. The distinction between a speculative and cultural philosophy of history, as formulated by Walsh (1951: 13-15), contrasts the philosopher’s “speculative” task (or alleged task) of formulating the teleology or ultimate meaning of history with the “cultural” task of investigating the epistemological foundations of historical research.2 A speculative idealist theory of history will attempt to show, as Hegel has done, that history progresses according to dialectical laws of “thought” or “world spirit,”3 but a critical (or cultural) idealist view of history need make no such commitment.4 1 This paper was written for an undergraduate history course at Harvard, in my third (junior) year of college (1960-1; second term). My teacher, Richard T. Vann, urged me to publish it even then. Since a couple of Collingwood scholars expressed interest in this paper, I have finally followed Vann’s advice. I have kept the paper pretty much as it was, with very minor stylistic revisions (such as replacing the then conventional use of ‘he’ by an alternation of ‘he’ and ‘she’). -
The Role of Friedrich Nietzsche in Richard Rorty's Political Thought
Claremont Colleges Scholarship @ Claremont CMC Senior Theses CMC Student Scholarship 2008 Good Nietzsche, Bad Nietzsche: The Role of Friedrich Nietzsche in Richard Rorty’s Political Thought. Paul A. Snell Jr. Claremont McKenna College Recommended Citation Snell, Paul A. Jr., "Good Nietzsche, Bad Nietzsche: The Role of Friedrich Nietzsche in Richard Rorty’s Political Thought." (2008). CMC Senior Theses. Paper 223. http://scholarship.claremont.edu/cmc_theses/223 This Open Access Senior Thesis is brought to you by Scholarship@Claremont. It has been accepted for inclusion in this collection by an authorized administrator. For more information, please contact [email protected]. CLAREMONT McKENNA COLLEGE GOOD NIETZSCHE, BAD NIETZSCHE: THE ROLE OF FRIEDRICH NIETZSCHE IN RICHARD RORTY’S POLITICAL THOUGHT SUBMITTED TO CHARLES R. KESLER AND DEAN GREGORY HESS BY PAUL ALAN SNELL JR. FOR SENIOR THESIS SPRING 2008 APRIL 28, 2008 What a grueling project this has been! If I had not had the support of so many people I would not have completed the capstone of my academic career. First, I need to thank Professor Audrey Bilger for providing me with resources to help me narrow down my topic—and her wonderful Yoga instruction, which helped me maintain my sanity. Professor Charles Kesler, my reader, has been quite patient and helpful with me throughout this process and I appreciate all of his guidance in keeping this thesis manageable. Professor Kenneth Miller’s Honors Seminar kept me from turning into a procrastinating mess, and his guidance, generally, has been quite helpful. Weston LeMay, my neighbor and thesis partner, read through several drafts of the chapter on epistemology and his comments were insightful and helped me clarify my own ideas on that complicated chapter. -
Aristotle on the Principles of Perceptible Body (Gen
Binghamton University The Open Repository @ Binghamton (The ORB) The Society for Ancient Greek Philosophy Newsletter 4-1993 Aristotle on the Principles of Perceptible Body (Gen. Corr. 2.1-3) David E. Hahm The Ohio State University, [email protected] Follow this and additional works at: https://orb.binghamton.edu/sagp Part of the Ancient History, Greek and Roman through Late Antiquity Commons, Ancient Philosophy Commons, and the History of Philosophy Commons Recommended Citation Hahm, David E., "Aristotle on the Principles of Perceptible Body (Gen. Corr. 2.1-3)" (1993). The Society for Ancient Greek Philosophy Newsletter. 242. https://orb.binghamton.edu/sagp/242 This Article is brought to you for free and open access by The Open Repository @ Binghamton (The ORB). It has been accepted for inclusion in The Society for Ancient Greek Philosophy Newsletter by an authorized administrator of The Open Repository @ Binghamton (The ORB). For more information, please contact [email protected]. H-&hm \ 9 Aristotle on the Principles of Perceptible Body (Gen. Corr. 2.1-3) By David E. Hahm (The Ohio State University) SAGP, April, 1993 Aristotle’s explanation of all physical change presupposes the existence of some perceptible body in which the change may occur.1 Even the most fundamental change, genesis and destruction, cannot occur, Aristotle claims, apart from perceptible body (Gen. Corr. 2.1.328b32-34). A knowledge of the principles (άρχαί) and elements (στοιχείο) is therefore fundamental to understanding all physical changes.2 In the first three chapters -
Pattern Layout, Pinning and Cutting
Lesson Pattern Layout, Pinning 8 and Cutting Objectives This lesson will help you to • identify the various ways fabric may be folded in preparation for layout, pinning, and cutting. • correctly lay out a pattern. • give reasons for various layout, pinning, and cutting procedures. • interpret layout, pinning, and cutting information found on the pattern instruction sheet. Words to Know lengthwise fold double fold even plaid partial fold repeat uneven plaid crosswise fold Gathering Information Following the correct pattern layout will help ensure that your garment is cut out on- grain. Pinning and cutting your garment carefully will avoid wasting fabric. This lesson will provide the information you need to lay out, pin, and cut out your pattern pieces. You will first need to make sure the cut ends of your fabric are on-grain. If they are off- grain, follow the directions in Lesson 4, “Fabric Preparation,” to straighten the grain before preparing the fabric for pattern layout. Folding Fabric can be folded in a variety of ways the Fabric before pattern pieces are positioned for cutting. The type of fold used depends on • the number of pattern pieces that must be placed on a folded edge • the fold that results in the most economic use of the fabric • the width of the fabric • the pattern size Pattern companies have already taken these factors into consideration for you. Therefore, you should fold your fabric as shown in the diagram found on your pattern instruction sheet. (Continued) 101 L5-8.indd 101 8/8/2012 8:59:57 AM 102 Successful Sewing Lengthwise fold. -
A Kernel of Truth: Determining Rumor Veracity on Twitter by Diffusion Pattern Alone
A Kernel of Truth: Determining Rumor Veracity on Twitter by Diffusion Pattern Alone Nir Rosenfeld∗ Aron Szanto∗†‡ David C. Parkes§ Harvard University Harvard University Harvard University School of Engineering School of Engineering School of Engineering and Applied Sciences and Applied Sciences and Applied Sciences [email protected] [email protected] [email protected] ABSTRACT 1 INTRODUCTION Recent work in the domain of misinformation detection has lever- Social media has become the world’s dominant vector for infor- aged rich signals in the text and user identities associated with mation propagation. Over three billion people use social media content on social media. But text can be strategically manipulated platforms such as Twitter and Facebook, and more than two thirds and accounts reopened under different aliases, suggesting that these of Americans consume their news primarily through social media approaches are inherently brittle. In this work, we investigate an [10, 25]. As social discourse, business, and even government are alternative modality that is naturally robust: the pattern in which increasingly conducted on social media platforms, understanding information propagates. Can the veracity of an unverified rumor how information travels through online networks is key to the spreading online be discerned solely on the basis of its pattern of study of the future of the Web. diffusion through the social network? When considering the dynamics of information propagation on Using graph kernels to extract complex topological informa- social media, two factors are most salient: what is being shared and tion from Twitter cascade structures, we train accurate predictive how. The former relates to content – What is being discussed? By models that are blind to language, user identities, and time, demon- whom, and in association with which emotions? Is the information strating for the first time that such “sanitized” diffusion patterns reliable? – while the latter refers to the spatiotemporal patterns that are highly informative of veracity. -
Collingwood's Idea of History : the Development and Form of Historical Inquiry Timothy A
University of Richmond UR Scholarship Repository Honors Theses Student Research Spring 1984 Collingwood's idea of history : the development and form of historical inquiry Timothy A. Hartin Follow this and additional works at: http://scholarship.richmond.edu/honors-theses Recommended Citation Hartin, Timothy A., "Collingwood's idea of history : the development and form of historical inquiry" (1984). Honors Theses. Paper 562. This Thesis is brought to you for free and open access by the Student Research at UR Scholarship Repository. It has been accepted for inclusion in Honors Theses by an authorized administrator of UR Scholarship Repository. For more information, please contact [email protected]. UNIVERSITY OF RICHMOND LIBRARIES llll IIll IIll Ill II lllll lllll IIll llll Ill II IIll Ill IIll II Ill Ill Illll 3 3082 01028 5160 Collingwood's Idea of History: The Development and Form of Historical Timothy A. Gartin History Honors Thesis Spring 198L~ Collingwood 1 s Idea of History: The Development and Form of Historical Inquiry Introduction History was long considered a somehow second-rate discipline, incapable of producing true knowledge like math or the hard sciences. Whether viewed as ~he handmaiden of theology in the Middle Ages or simply denied a place among the sciences by the latter-day positivists, history 1 s independence and value as a study in its own right have been denied from many points of view at different ~imes. R. G. Collingwood takes issue with this attitude towards history by l'~s~tonomy both in subject and method in his ihe Idea of History. His !inquiry into the nature of history is divided into two parts. -
Touch Exhibition 21St, 22Nd, and 23Rd, August, 2008
Louis Braille Touch Exhibition 21st, 22nd, and 23rd, August, 2008 International Conference Centre 17 rue de Varembé CH – 1211 Geneva 20 Noëlle ROY Curator of the Valentin Haüy Museum Exhibition Organiser © ASSOCIATION VALENTIN HAÜY 5 rue Duroc Fr-75007 PARIS T. 33 (0)1 44 49 27 27 www.avh.asso.fr Louis Braille Touch Exhibition Genève, 21st, 22nd, and 23rd, August, 2008 2 Louis Braille 1809 - 1852 Touch Exhibition Presented by the Valentin Haüy Association 7th General Meeting of the Word Blind Union International Conference Centre 17 rue de Varembé CH – 1211 Geneva 20 21st, 22nd, and 23rd, August, 2008 3 Louis Braille Touch Exhibition Genève, 21st, 22nd, and 23rd, August, 2008 Louis Braille Touch Exhibition Genève, 21st, 22nd, and 23rd, August, 2008 4 Louis Braille’s life Louis Braille was born on 4th January 1809 in Coupvray, a small village in Seine-et- Marne about 30 kilometres from Paris. His family had been saddlemakers for generations. At the age of three, he wounded an eye while playing with some tools in his father’s workshop. He turned out to be a lively, inquisitive child, characteristics which his family nurtured even after his blindness became permanent and total. After attending his village school, he entered the ROYAL INSTITUTION FOR THE YOUNG BLIND in Paris at the age of ten. This was housed in the former St. Firmin seminary at N° 68 rue St. Victor. These buildings, no longer standing, were located where N°° 2, 4 & 4 b rue des Écoles are now to be found. It was a cold, damp, uncomfortable, unhealthy place, ridden with tuberculosis, which Louis Braille was to die of.