Το αντικείμενο αυτής της διπλωματικής εργασίας είναι ο διαχωρισμός των δύο κυρίαρχων συνιστωσών ανάκλσης (κατοπτρικής και διάχυτης) που οφείλονται κυρίαρχα σε επιφάνειες διηλεκτρικών υλικών. Οι κατοπτρικές ανακλάσεις αποτελούν σημαντικό πρόβλημα για πολλούς αλγορίθμους στο πεδίο της "τεχνητής όρασης" όπως στην κατάτμηση εικόνας. Μετά την ανάλυση του προβλήματος και μία εισαγωγή στη χρωματομετρία και στην πόλωση ακολουθεί μία περιγραφή δημοφιλών μεθόδων που έχουν προηγηθεί πάνω σε αυτό το αντικείμενο. Τέλος, παρουσιάζουμε τη δική μας μέθοδο διαχωρισμού, η οποία εκμεταλλεύεται τα διαφορετικά χαρακτηριστικά πολώσεως των δύο συνιστωσών και με τη βοήθεια της ανάλυσης ανεξαρτήτων συνιστωσών (ICA) επιτυγχάνει το διαχωρισμό. Η μέθοδος εφαρμόζεται τόσο σε πραγματικές όσο και σε κατασκευασμένες εικόνες. / The subject of this thesis is the separation of two reflection components (specular and diffuse) on surfaces of dielectric materials. The specular reflections are a significant problem for many algorithms in the field of computer vision, i.e. image segmentation. After the analysis of the problem and an introduction to colorimetry and polarization we describe popular methods that have already been used for this problem. Finally, we represent our own separation method, which exploits the different degree of polarization in the two reflection components and achieves the separation using independent component analysis (ICA). The method is applied on both real and virtual images.

The thesis concerns about the relationship between teacher and student at lower-secondary school. To be more precise, it focuses on student's self-perception and perception of a teacher; also it focuses on teacher's self-perception and perception of his/her students, all of it in the context of teacher/student interaction. The theoretical part covers student's and teacher's personality, their relationship and selected dimensions of their communication verbal correctness, sense of humour, personality and relationships and competencies. In question of dimension, there were specified so called observed spheres, which became important for determination of interactive perception of educational-process participants (e. g. "verbal correctness" dimension includes the grammatical correctness). The empirical part was realized by quantitative research represented by four questionnaires: (1) student's reflection (student evaluates behaviour of a specific teacher), (2) student's self-reflection (student evaluates his/her behaviour during classes of a specific teacher), (3) teacher's reflection (teacher evaluates the students of a specific class), (4) teacher's self-reflection (teacher evaluates his/her behaviour during specific classes). The research took place on three basic schools and two grammar schools. 16 teachers and 224 students were involved in the research. The acquired data enabled to create three outlines of results. First outline are "overall results and results obtained in a specific type of school" on basis of comparison reflections and self-reflections of teachers and students. Second outline is presented by "specific results", which came out by comparison of reflections and self-reflections of specific teachers and students of particular classes throughout all variations of questionnaire (e. g. identical and non-identical interactive perception) or just selected variations of questionnaire. Third outline is represented by "another results", these include analysis of teachers and students reflections and self-reflections according to a particular criterion (e. g. gender).

Benefits to using a reflective journal include developing critical awareness and new perspective, problem-solving skills, and independent learning skills. The training of advanced piano students could be enhanced by the addition of journals to assist with their piano practice, specifically when learning new repertoire. Using the model by Plack and colleagues (2005) for developing and assessing reflection in reflective journal entries, we examined the journal entries of 18 advanced piano students to explore the development of reflection over a period of four weeks. Results suggest that reflectively trained piano students develop more critical reflection compared to a control group. Reflectively trained students perceive the same benefits to journaling as their counterparts in other disciplines. The most frequently referenced reflective elements include listing practice strategies and expressing feelings about the learning process. The reflective training model used in this study can be implemented by piano teachers and piano students.

Cílem mé diplomové práce bylo studium existujících metod pro detekci a odstranění odlesků ze sekvence snímků, nalezení jejich omezení a návrh možných vylepšení. Konkrétně jsme se zaměřili na rovinné spekulární povrchy, jejichž vzhled může být modelován superpozicí odrážené a přenášené vrstvy. Prozkoumali jsme především metody využívající vzájemný pohyb vrstev jako hlavní klíč k jejich oddělení. Popsali jsme jejich společný případ selhání, který spočívá v neschopnosti správného oddělení oblastí s nevýraznou texturou ve směru pohybu kamery. Výsledkem našeho úsilí je metoda řešící tento problém. Jejím hlavním přínosem je nový způsob odhadu hran obou vrstev, kdy důraz je kladen na správné oddělení hran zmíněných problematických oblastí. Věnovali jsme se také následnému odhadu barev jednotlivých vrstev, kdy se vedle hran vrstev využívá i odhad jejich hloubkových map, a popsali jsme alternativní přístup ke klasické kvadratické optimalizaci.

This thesis project explores the capacity of digital critical games when it comes to conveying socially relevant messages and making the player reflect on the real life outside of the game, with a specific interest in self-reflection. Starting with critical analyses of the vast field of existing online socially critical games, this research exploration continues with an empirical evaluation of selected few samples of such games by recruiting people to playtest them, followed by interviews. Identifying design qualities and openings based on the findings, a prototype is then implemented and iterated based on playtesting with more participants, again followed by interviews. The sought out novel aspects of online critical games, that are explored via the prototype, are: 1. Making the critical game experience personal by incorporating real life information from the player’s own life. Seeking in this way to ensure the flow outside of the magic circle and into the real life, this also aimed at supporting a stronger impact of the message conveyed by communicating it on the player’s “own ground”, i.e. in the terms of their own real life and personal feelings.2. Allowing a space for the player to express disagreeing with the message coming from the game and giving them the possibility to enrich it collectively by sharing through the game what their own view on the matter is. This was an attempt for exploration in the direction of supporting a two-way dialogue between the game designer and the player in the sense of giving the player a voice and a stronger agency both in the game and in the message conveyed.So these two: 1. self reflection via making it personal and 2. self expression via allowing space for a two-way dialogue, were the two main topics incorporated in the artifact that came out of this research. Consequently the contribution of this thesis are the reflections from trying to incorporate such critical game’s qualities and the analyses of it, along with all the other factors that came out from the earlier investigation and evaluation of similar games concerning what exactly makes people reflect on real life and think outside of the magic circle while playing a critical game.

The aim of this paper is to explore the theme of history in Husserl’s phenomenology, a theme to which he had a complex relation. While in his programmatic text, Philosophie als strenge Wissenschaft, he opposed himself to the so-called “historicism” of some of his contemporaries, claiming that it leads to relativism, he later in his career sought to incorporate historical reflections into the core of the phenomenological method. The challenge, then, is to understand, or perhaps to reconcile, the tension between Husserl’s early anti-historicism and his later turn toward history and historical reflections. By highlighting some of the key points in the development of his phenomenology, such as the distinction between static and genetic analysis, this tension is shown to be nothing but apparent. By expanding the scope of his notion of essences to also include motivations, origins, and ideals, the later Husserl gives to phenomenology a fundamentally historical and temporal dimension. A central component in this development, it is argued, is the notion of sense-reflection (Besinnung), connecting phenomenology both to historical and ethical concerns. In later texts such as Die Krisis der europäischen Wissenschaften, sense-reflection is used in a variety of contexts: as indicating the retrieval of historically lost meaning (such as that within the sciences); as indicating the Socratic ethos of self-knowledge (Selbstbesinnung); and lastly, as indicating the process of performing the phenomenological reduction. Ultimately, according to Husserl, only by engaging in historical sense-reflections can phenomenology become a truly rigorous science, seeking to clarify the meaning of science as an intersubjective project aiming toward the realization of human rationality and reason.

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