We present four new change detection methods that create an automated change map from a probability map. In this case, the probability map was derived from a 3D model. The primary application of interest is aerial photographic applications, where the appearance, disappearance or change in position of small objects of a selectable class (e.g., cars) must be detected at a high success rate in spite of variations in magnification, lighting and background across the image. The methods rely on an earlier (...) derivation of a probability map. We describe the theory of the four methods, namely Bernoulli variables, Markov Random Fields, connected change, and relaxation-based segmentation, evaluate and compare their performance experimentally on a set probability maps derived from aerial photographs. (shrink)

RESUMEN Largamente desatendida o malinterpretada, la noción de caos en la filosofía de Nietzsche es una pieza constitutiva de la particular concepción del ser que este autor habría dejado apenas esbozada. El artículo se propone elaborar este concepto en la obra nietzscheana, siguiendo algunas de las metáforas que lo iluminan. Desde allí se busca plantear los rasgos centrales de una ontologia del caos, de sesgo no metafísico, que, al afirmar el carácter acontecimental de la realidad, puede verse como precursora de (...) la ontología hermenéutica contemporánea. ABSTRACT The notion of chaos, which has long been neglected or misinterpreted, is a constitutive element of a peculiar conception of being that the philosopher only had time to outline. The objective of this article is to elaborate on this concept in Nietzschean philosophy, guided by some of the metaphors that shed light on it. This serves as the basis to set forth the main characteristics of a non-metaphysical ontology of chaos that asserts the eventful nature of reality and can thus be seen as a precursor of contemporary hermeneutic ontology. (shrink)

I took part in the work of the editorial board of Voprosy filosofii from the very first days of the journal's existence. I am thus in a position to say something about the earliest period of its activities, especially as the distinctive features of this period are worthy of special attention.

Twenty-five years have passed since the fifth and final volume of the Philosophical Encyclopedia [Filosofskaia entsiklopediia] was published in 1970. This serves as an occasion for us to examine this publication, which in its own way was unique. Neither before nor since its appearance has philosophical scholarship received such thorough and profound expression in our country, and never had it undergone such a thorough updating. The interval over which it was published, from 1960 to 1970, coincides with mathematical exactitude with (...) an epoch in the history of our culture that we are accustomed to call the epoch of the "people of the sixties." A study of the "people of the sixties" is of major and in many respects special interest, since this period differs radically in its productivity from preceding years in the history of Soviet philosophy. When we commence serious research on this history, the study of the collective reason of our country's philosophers that found its expression in the Philosophical Encyclopedia will occupy an honored place. (shrink)

The scholars who claim that a "black hole" appeared in the history of our philosophy are obviously violating the truth. Evidently, what they are saying is that there was no philosophy of the kind that they would call philosophy. Such an approach does not fit any theoretico-method-ological paradigm. One must study the subject, bring it under critical analysis, not declare unequivocally that there was no such thing. For this reason, I would like by way of introduction to touch upon some (...) of the theoretico-methodological preconditions of an analysis of the phenomenon under study. (shrink)

The Vatican's Letter to the Bishops of the Catholic Church on the Collaboration of Men and Women in the Church and in the World, issued in 2004 to reinterpret biblical creation accounts, were not as successful as they might have been. Instead of focusing attention on social structures of gender domination, the document criticizes feminist theories, which, supposedly, lead to tensions between sexes or tend to destroy family values. I have tried to reinterpret the same cardinal biblical creation accounts by (...) means of an historical-critical approach, etymological interpretation and hermeneutics, and to show how sexual and gender identities are unintentionally constructed by the authors of these accounts and how structures, appearing in these accounts as `structures of sin' have affected the interpretation of these identities in the same Bible and in the world of formation of the New Testament. The story of `primordial sin' in this case is a metaphor of socialization, for the metaphor of the tree of knowledge of good and evil, is to be understood as the tree of knowledge of opinions, rooted in society, tradition, culture, concerning what is good and what is evil, acceptable and unacceptable. (shrink)

Here is a discussion that deals with storytelling by the teacher for the children, considering their contributions to the development of languages in the early years of lementary school. We assumed as the fact that a recovery of the first contact of children with the texts, which are normally through the oral narratives, potentiates the development of oral, reading and writing in an integrated manner. Therefore, we work with oral language and its importance is often overlooked by most schools. Understand, (...) according to Barthes, Echeverría, Sholles and Kellog, that the narratives are grown in different social groups, especially through the spoken, and is what makes the narrative form is the way to fundamentally discursive for humans formation. Furthermore, we believe, as Andaló, that work with oral narratives allow children, even before being literate, playing the stories and understand them, telling yourself with them and with the world. Most of the experiences we have in working with this approach in the public schools who teach in the towns of Candelaria and Vera Cruz , or in theoretical discussions with students in the Courses of Pedagogy -UNISC, shows that the creation of adequate space in school to playing oral stories is like a trigger mechanism for integrated learning – under the gaze of the multidimensional complexity – of speaking, reading and writing capabilities to understand how action and reflection in the world . That is, supported by authors such as Kaufman and Rodríguez, Gil Neto, Bettelheim, Busatto, Abramovich, Amarilha and Saraiva, we defended the thesis that storytelling enhances the development of oral, to training children as readers and texts producers, inserting them into living a socially desirable.Apresentamos aqui uma discussão que trata da contação de histórias pela professora e pelas crianças, considerando suas contribuições para o desenvolvimento das linguagens nas séries iniciais do Ensino Fundamental. Adotamos como pressuposto o fato de que uma valorização do primeiro contato das crianças com os textos, que normalmente se dá por meio de narrativas orais, potencializa o desenvolvimento da oralidade, leitura e escrita de forma integrada. Por isso, debatemos o trabalho com a linguagem oral e sua importância, muitas vezes negligenciada pela maioria das escolas. Compreendemos, de acordo com Barthes, Echeverría, Sholles e Kellog, que as narrativas são cultivadas nos diversos grupos sociais, specialmente através da oralidade, e é isso que faz com que a narração se constitua em uma forma discursiva básica para a formação dos seres humanos. Além disso, pensamos, conforme Andaló, que o trabalho com narrativas orais permite que as crianças, ainda antes de estarem alfabetizadas, contem e compreendam as histórias e a si mesmas, narrando-se com elas e com o mundo. A maioria das vivências que temos no trabalho com essa abordagem, seja nas escolas públicas em que lecionamos, nos municípios de Candelária e Vera Cruz , seja nos debates teóricos com alunas nos cursos de Pedagogia da Unisc, dão conta de que a criação de espaços adequados na escola para a contação de histórias constitui-se em um mecanismo desencadeador das aprendizagens integradas – sob o olhar multidimensional da complexidade – da expressão oral, da leitura e da escrita, que compreendemos como capacidades de ação e reflexão no mundo . Ou seja, respaldados em autores como Kaufman e Rodríguez, Gil Neto, Bettelheim, Busatto, Abramovich, Amarilha e Saraiva, defendemos a tese de que contar histórias potencializa tanto o desenvolvimento da oralidade quanto a formação das crianças como leitoras e produtoras de textos, inserindo-as em uma convivência social desejável. (shrink)