Albert Merono-Penuela: Understanding Change in Versioned Web-Knowledge Organi...COST Action TD1210
Albert Merono-Penuela (DANS, VU Amsterdam) "Understanding Change in Versioned Web-Knowledge Organisation Systems (KOS), Presentation at the KnoweScape workshop "Evolution and variation of classification systems" March 4-5, 2015 Amsterdam
Social Service Agency Programs and ServicesCarole Lotito
Introducing and explaining the services available from a local community action program to residents of a housing facility that is about to renovated in Jersey City, NJ
Albert Merono-Penuela: Understanding Change in Versioned Web-Knowledge Organi...COST Action TD1210
Albert Merono-Penuela (DANS, VU Amsterdam) "Understanding Change in Versioned Web-Knowledge Organisation Systems (KOS), Presentation at the KnoweScape workshop "Evolution and variation of classification systems" March 4-5, 2015 Amsterdam
Social Service Agency Programs and ServicesCarole Lotito
Introducing and explaining the services available from a local community action program to residents of a housing facility that is about to renovated in Jersey City, NJ
Valentine Charles: Linking cultural heritage with KOS: the Europeana example COST Action TD1210
Valentine Charles (Europeana) “Linking cultural heritage with KOS: the Europeana example”
Presentation at the KnoweScape workshop "Evolution and variation of classification systems" March 4-5, 2015 Amsterdam
Your Globus tour is perfectly planned by travel experts who know the ins and outs, the do’s and don’ts, the best times, best places, and best ways to experience Europe. Professional Tour Directors bring to life your destinations... with unforgettable details about colorful historic characters and landmarks. Superior hotels await—often within mere steps of the sites you want to see most. You travel in comfort in and between cities aboard a great variety of transportation modes. Guided sightseeing...is included, moving you right to the head of the line at the must-see sites. http://www.globus.com.au/
Il ruolo del processo di normalizzazione verso il piano frontoparallelo nella...Catina Feresin
It is well known that the visual system is more sensitive to surfaces which varies in a discontinuous manner, such as a step and is probably less sensitive to surfaces which varies in continuous manner, such as a ramp. This different sensitivity could be the reason for expecting normalization to happen with a ramp but not with a step.
For this reason we carried out an experiment in order to determine if there was a depth normalization effect probably due to the texture of the stimulus used, in fact the random texture was sending a signal of verticality to the visual system. These results are consistent with the hypothesis that there is no normalization to the frontoparallel plane for a step surface.
Valentine Charles: Linking cultural heritage with KOS: the Europeana example COST Action TD1210
Valentine Charles (Europeana) “Linking cultural heritage with KOS: the Europeana example”
Presentation at the KnoweScape workshop "Evolution and variation of classification systems" March 4-5, 2015 Amsterdam
Your Globus tour is perfectly planned by travel experts who know the ins and outs, the do’s and don’ts, the best times, best places, and best ways to experience Europe. Professional Tour Directors bring to life your destinations... with unforgettable details about colorful historic characters and landmarks. Superior hotels await—often within mere steps of the sites you want to see most. You travel in comfort in and between cities aboard a great variety of transportation modes. Guided sightseeing...is included, moving you right to the head of the line at the must-see sites. http://www.globus.com.au/
Il ruolo del processo di normalizzazione verso il piano frontoparallelo nella...Catina Feresin
It is well known that the visual system is more sensitive to surfaces which varies in a discontinuous manner, such as a step and is probably less sensitive to surfaces which varies in continuous manner, such as a ramp. This different sensitivity could be the reason for expecting normalization to happen with a ramp but not with a step.
For this reason we carried out an experiment in order to determine if there was a depth normalization effect probably due to the texture of the stimulus used, in fact the random texture was sending a signal of verticality to the visual system. These results are consistent with the hypothesis that there is no normalization to the frontoparallel plane for a step surface.
L'uso di stimoli ecologicamente validi nella percezione visiva di superfici i...Catina Feresin
Visual inclination underestimation is a well known phenomenon in which the inclination of a surface is perceived by the observer as less inclined with respect to the frontoparallel plane. This phenomenon is a common finding, but in spite of many attempts to explain it, it has not yet received a valid interpretation. Our perception of natural inclined surfaces depends on a variety of depth cues, so the claim is that it would be useful to employ more ecological stimuli like hills or urban roads instead of simple and artificial stimuli like figure outlines or random dots pattern.
La normalizzazione dell'inclinazione dell'immagine consecutiva e il ruolo del...Catina Feresin
Most of afterimage spatial characteristics such as width and shape can be referred to an environmental frame of reference. As regards the space orientation of an afterimage, it is still an open question whether such an orientation should be referred to a retinal or to an environmental frame of reference.
The main aim of this work was to study the orientation of a line afterimage It is possible to demonstrate that, when an observer tilts his / her head while projecting an afterimage onto a frontoparallel projection plane, the afterimage normalizes to the environmental horizon. In fact, the amount of the afterimage tilt is statistically smaller than the amount of the head tilt. The results of the present work showed that the difference between the amount of the afterimage tilt and that of the head tilt cannot be explained by static countertorsion which corresponds only to the 10% of the head tilt.
Therefore, a tentative explanation of the results is that the spatial orientation of an afterimage might be referred to an environmental frame of reference rather than to a retinal one.
"Shear" verticali, orizzontali e percezione stereoscopica di superfici inclinateCatina Feresin
The deformation theory claimed by Koenderink and van Doorn (1976) suggests that the amount of deformation between two simultaneous binocular images can be used by the visual system to compute stereoscopic inclination. This theory states that there should be no statistical difference between the perceived inclination of a ramp surface when two stereoscopic images are related by a vertical shear transformation containing vertical disparities, and the perceived inclination of a ramp surface when two stereoscopic images are related by a horizontal shear transformation containing horizontal disparities.
In the present experiment, subjects estimated the perceived inclination of many random dots ramp surfaces, both when the two stereoscopic images were related by a vertical shear transformation, and when the images were related by a horizontal shear transformation. Even if the observers were clearly able to perceive a ramp surface in the presence of a vertical shear transformation, the results of this experiment did not support the deformation theory because the perceived inclinations in the two experimental conditions (vertical and horizontal shear condition) were statistically different.
1. LA SANTÉ EST UN DROIT UNIVERSEL HEALTH IS AN UNIVERSAL RIGHT
La possibilité de recevoir des soins centrés sur la personne, de choisir et de constituer des facteurs protecteurs de la santé et de neutraliser les menaces et les facteurs de risque pour la meilleure qualité de la vie à tous les âges du développement où de l’involution humaine, dans toutes les conditions économiques et sanitaires, est un droit individuel et universel qu’il faut respecter dans toutes les nations. Les décisions de politique sanitaire des États doivent être fondées sur la vérité scientifique et la valeur irréductible de la personne, de la conception à la mort naturelle, et doivent empêcher la production, le commerce, la légalisation des toutes les drogues récréatives et stupéfiantes et le commerce des parties du corps humain et de sa génétique.
The possibility to receive a person centered health care, choosing and constituting life and health protective factors and neutralizing life menaces and risk factors for the best life quality at any age of the human development or involution, in any social and economic condition, at any disease time, is an individual and universal person right to be respected in any Country. The health policies of Governments must be based on scientific truth and the irreducible value of the person since the conception to the natural death and must inhibit the production, trading and legalization of all recreational substances, narcotics and the trading of human body parts and genetic.
The role of the school space in preschoolers's learning processesCatina Feresin
Purpose of the study
The first aim of the present article was to investigate the role of school environment as an important factor in the learning process of children attending preschools in Istria (i.e. a part of Croatia where many people speak Italian).
The school space is also called “Third educator” by famous pedagogues and it is constituted by labs, corridors, materials shape of the building, colours of the walls, quality of the lightings, type of furnishings and all didactic materials. It is a specific environment where the children live, learn, experience, get in touch with other people.
Methodology
The method used in our research was both quantitative as qualitative analyses of pedagogical documentation, observation of the environment of preschools and interviews with the educational boards of every school.
Results
The results showed that the school space is mostly in accordance with the requirements of the current legislation of the Country of Croatia and also confirmed the importance of it as “Third educator”, especially when the educators themselves were able to ameliorate the richness of corners and materials made available for children, encouraging in this way the development of the child's independence, maturation of identity and development of competencies.
Implications
In conclusion, school environment significantly affects child's learning, both because of the influence of architectural structures as because relational contexts and stimuli offered by the environment and by the educators. It means that the Ministry of Education in any Country should pay attention to the way buildings are constructed, especially regarding the richness of corners and materials at disposal of the children and of the educators.
Keywords: child; school environment; preschoolers; learning process
Mood disorders in preschool and primary school childrenCatina Feresin
Abstract
In the last few years a number of researchers have pointed out that the
seriousness of mood disorders among preschool and primary school children is
still underestimated when compared to the seriousness of the same illness
during adolescence and adulthood (Luby, 2009). In spite of that, many pupils are
still not diagnosed and treated. Without any treatment, this illness can lead to
severe psychiatric problems in future adolescents and adults who suffered from
it during their childhood (Carretti et al., 2009; Muratori, 2008; Muratori &
Apicella, 2008).
The objective of this work is threefold: firstly, to describe the principal
symptoms of mood disorders in order to help preschool and primary school
teachers to clearly recognise them; secondly, to describe the treatments which
psychologists and psychiatrists are using nowadays to treat young children
affected by this illness. Finally, as educators, we would like to suggest two
programmes which include a close cooperation between clinicians and teachers
themselves. The former is a three-step prevention programme to be held during
the last two years of primary school, whilst the latter is a programme to be held
during the last two years of preschool. It is understood that educators are not
asked to become clinicians, but they might closely collaborate with clinicians by
supporting children which are coping with mood disorders.
Feresin C. and Howard I. P. (1995) Disparità verticali e movimenti oculari di...Catina Feresin
An old but interesting article written in Italian with Ian Howard. The work is about the role of vertical disparity in the perception of visual inclination.
2. Le leggi della Gestalt
La Gestalt è una corrente di pensiero,
nata in Germania fra la fine
dell'Ottocento e gli inizi del Novecento.
3. I suoi sostenitori affermavano che la
percezione di ciò che ci circonda non è
la semplice somma di elementi e
sensazioni primarie, bensì un'unità
strutturata di esse.
“Il tutto è diverso della somma delle
sue parti”
4. La corrente della Gestalt cerca di
comprendere le leggi o principi con cui
strutturiamo le nostre percezioni.
5. Conoscendo questi principi è possibile
sfruttarli anche per disporre i vari
elementi che compongono una pagina
web in modo da rendere chiara la
struttura e l'organizzazione del proprio
lavoro fin dalla prima occhiata.
6. Vicinanza:
All'interno di una scena visiva, gli
elementi tra loro vicini vengono
percepiti come un tutto.
Nell'esempio percepiamo prima di tutto
3 colonne verticali sottili, e non 2
colonne larghe o semplicemente 6 linee
verticali.
7.
8. Nel design di un'interfaccia possiamo
utilizzare questo principio per rendere
più chiara la struttura della pagina,
avvicinando gli elementi che sono
concettualmente correlati e
allontanando fra loro quelli che non lo
sono.
9. È un principio che spesso, senza
accorgercene, utilizziamo nella
divisione in paragrafi di un testo.
Un uso corretto del principio di
vicinanza lo possiamo vedere nella
homepage di html.it.
10. Similitudine:
All'interno di una stessa scena gli
elementi tra loro simili per forma,
colore e dimensione vengono percepiti
come collegati. Nell'esempio
percepiamo righe di punti pieni,
alternate a righe di punti vuoti, benché
lo spazio fra punto e punto sia lo stesso,
sia in orizzontale che in verticale.
11.
12. Nell'impaginazione questo ha un
riscontro molto comune: l'elenco
puntato.
Riutilizzare elementi, colori o simboli
che visivamente collegano
un'informazione ad un'altra, aiuta a
rendere accessibile e facilmente
navigabile anche un sito con grandi
quantità di contenuti.
13. Chiusura:
Linee e forme familiari vengono
percepite come chiuse e complete,
anche se graficamente non lo sono.
14.
15. Descrivendo la figura dell'esempio,
diremmo che vi sono rappresentati un
cerchio e un quadrato con tratto non
continuo, ma la forma percepita e
riconosciuta è quella della figura
completa. Allo stesso modo possiamo
leggere la parola PRO anche se nessuna
delle lettere è chiusa e completa.
16. Questo principio ha molti riscontri
nell'impaginazione. Primo fra tutti
l'allineamento: organizzare lo spazio
secondo linee e rettangoli invisibili
aiuta il lettore a capire la strutturazione
e l'organizzazione della pagina. Per
questo motivo, in molte occasioni, è
sconsigliabile l'uso dell'allineamento
centrato.
17. Ci si può avvalere di questo principio
anche per sfruttare “virtualmente” lo
spazio che realmente non abbiamo a
disposizione.
18. Come si è detto, la nostra percezione di
un'immagine va oltre ciò che è
rappresentato sulla pagina, così quando
lo spazio a disposizione è poco,
possiamo sfruttare anche quello
“immaginato” da chi guarda.
Eccone un esempio:
21. Le figure vengono percepite prima di
tutto in base al loro contorno, il resto
viene inteso come sfondo.
Guardando un'immagine percepiamo
l'oggetto che sta in primo piano come
figura principale e ciò che sta dietro
come sfondo.
22. Nell'esempio è rappresentato un
classico delle illusioni ottiche: il vaso o
i due profili di Rubin.
Possiamo vedere in nero due visi, uno
di fronte all'altro, su sfondo rosso
oppure un vaso rosso su sfondo nero.
A seconda di cosa percepiamo come
“figura” classificheremo gli elementi
restanti come “sfondo”.
23.
24. Questo principio si trasforma in grafica
nel più famoso principio del contrasto.
Proprio perché le figure vengono
riconosciute grazie al loro contorno, più
la figura sarà in contrasto con lo sfondo
(e con gli altri elementi), più facile sarà
riconoscerla e ricordarla, e maggiore
sarà l'importanza che le verrà quindi
data.
25. Si può perciò utilizzare questo criterio
per rafforzare i titoli e dare risalto agli
elementi che gerarchicamente hanno
più importanza degli altri.
Ecco alcuni esempi:
26.
27. Nella figura 1 e 2 e 3 il testo è in
contrasto sia con lo sfondo che con la
sua “ombra”. Nella figura 3 il testo e
l'ombra non hanno contrasti fra di loro
e l'ombra non viene percepita come tale
ma l'occhio tenta di leggere il testo
specchiato come fosse un sottotitolo (è
infatti percepito come tale per la
differenza di dimensione).