The Imix (also known as ImMix) Video Cube is one of the first computer non-linear editing systems that was a full broadcast quality online video finishing machine. After its release in 1994, Imix released a more advanced version, the Imix Turbo Cube, which boasted 4 channels of real time layered visual effects. It was a hardware computer system controlled by an Apple Macintosh computer.
Winner-take-all in action selection
Winner-take-all is a computer science concept that has been widely applied in behavior-based robotics as a method of action selection for intelligent agents. Winner-take-all systems work by connecting modules (task-designated areas) in such a way that when one action is performed it stops all other actions from being performed, so only one action is occurring at a time. The name comes from the idea that the "winner" action takes all of the motor system's power. == History == In the 1980s and 1990s, many roboticists and cognitive scientists were attempting to find speedier and more efficient alternatives to the traditional world modeling method of action selection. In 1982, Jerome A. Feldman and D.H. Ballard published the "Connectionist Models and Their Properties", referencing and explaining winner-take-all as a method of action selection. Feldman's architecture functioned on the simple rule that in a network of interconnected action modules, each module will set its own output to zero if it reads a higher input than its own in any other module. In 1986, Rodney Brooks introduced behavior-based artificial intelligence. Winner-take-all architectures for action selection soon became a common feature of behavior-based robots, because selection occurred at the level of the action modules (bottom-up) rather than at a separate cognitive level (top-down), producing a tight coupling of stimulus and reaction. == Types of winner-take-all architectures == === Hierarchy === In the hierarchical architecture, actions or behaviors are programmed in a high-to-low priority list, with inhibitory connections between all the action modules. The agent performs low-priority behaviors until a higher-priority behavior is stimulated, at which point the higher behavior inhibits all other behaviors and takes over the motor system completely. Prioritized behaviors are usually key to the immediate survival of the agent, while behaviors of lower priority are less time-sensitive. For example, "run away from predator" would be ranked above "sleep." While this architecture allows for clear programming of goals, many roboticists have moved away from the hierarchy because of its inflexibility. === Heterarchy and fully distributed === In the heterarchy and fully distributed architecture, each behavior has a set of pre-conditions to be met before it can be performed, and a set of post-conditions that will be true after the action has been performed. These pre- and post-conditions determine the order in which behaviors must be performed and are used to causally connect action modules. This enables each module to receive input from other modules as well as from the sensors, so modules can recruit each other. For example, if the agent's goal were to reduce thirst, the behavior "drink" would require the pre-condition of having water available, so the module would activate the module in charge of "find water". The activations organize the behaviors into a sequence, even though only one action is performed at a time. The distribution of larger behaviors across modules makes this system flexible and robust to noise. Some critics of this model hold that any existing set of division rules for the predecessor and conflictor connections between modules produce sub-par action selection. In addition, the feedback loop used in the model can in some circumstances lead to improper action selection. === Arbiter and centrally coordinated === In the arbiter and centrally coordinated architecture, the action modules are not connected to each other but to a central arbiter. When behaviors are triggered, they begin "voting" by sending signals to the arbiter, and the behavior with the highest number of votes is selected. In these systems, bias is created through the "voting weight", or how often a module is allowed to vote. Some arbiter systems take a different spin on this type of winner-take-all by using a "compromise" feature in the arbiter. Each module is able to vote for or against each smaller action in a set of actions, and the arbiter selects the action with the most votes, meaning that it benefits the most behavior modules. This can be seen as violating the general rule against creating representations of the world in behavior-based AI, established by Brooks. By performing command fusion, the system is creating a larger composite pool of knowledge than is obtained from the sensors alone, forming a composite inner representation of the environment. Defenders of these systems argue that forbidding world-modeling puts unnecessary constraints on behavior-based robotics, and that agents benefits from forming representations and can still remain reactive.
New media
New media are communication technologies that enable or enhance interaction between users, as well as interaction between users and content. In the middle of the 1990s, the phrase "new media" became widely used as part of a sales pitch for the influx of interactive CD-ROMs for entertainment and education. The new media technologies, sometimes known as Web 2.0, include a wide range of web-related communication tools such as blogs, wikis, online social networking, virtual worlds, and other social media platforms. The phrase "new media" refers to computational media that share material online and through computers. New media inspire new ways of thinking about older media. Media do not replace one another in a clear, linear succession, instead evolving in a more complicated network of interconnected feedback loops . What is different about new media is how they specifically refashion traditional media and how older media refashion themselves to meet the challenges of new media. Unless they contain technologies that enable digital generative or interactive processes, broadcast television programs, non-interactive news websites, feature films, magazines, and books are not considered to be new media. The term "new media" stands in contrast to old media, which dominated the media landscape as a form of mass media for many years. == History == In the 1950s, connections between computing and radical art began to grow stronger. It was not until the 1980s that Alan Kay and his co-workers at Xerox PARC began to give the computability of a personal computer to the individual, rather than have a big organization be in charge of this. In the late 1980s and early 1990s, however, we seem to witness a different kind of parallel relationship between social changes and computer design. Although causally unrelated, conceptually, it makes sense that the Cold War and the design of the Web took place at exactly the same time. Writers and philosophers such as Marshall McLuhan were instrumental in the development of media theory during this period which is now famous declaration in Understanding Media: The Extensions of Man, that "the medium is the message" drew attention to the too often ignored influence media and technology themselves, rather than their "content," have on humans' experience of the world and on society broadly. Until the 1980s, media relied primarily upon print and analog broadcast models such as television and radio. The last twenty-five years have seen the rapid transformation into media which are predicated upon the use of digital technologies such as the Internet and video games. However, these examples are only a small representation of new media. The use of digital computers has transformed the remaining 'old' media, as suggested by the advent of digital television and online publications. Even traditional media forms such as the printing press have been transformed through the application of technologies by using of image manipulation software like Adobe Photoshop and desktop publishing tools. Andrew L. Shapiro argues that the "emergence of new, digital technologies signals a potentially radical shift of who is in control of information, experience and resources". W. Russell Neuman suggests that whilst the "new media" have technical capabilities to pull in one direction, economic and social forces pull back in the opposite direction. According to Neuman, "We are witnessing the evolution of a universal interconnected network of audio, video, and electronic text communications that will blur the distinction between interpersonal and mass communication; and between public and private communication". Neuman argues that new media will: Alter the meaning of geographic distance. Allow for a huge increase in the volume of communication. Provide the possibility of increasing the speed of communication. Provide opportunities for interactive communication. Allow forms of communication that were previously separate to overlap and interconnect. Consequently, it has been the contention of scholars such as Douglas Kellner and James Bohman that new media and particularly the Internet will provide the potential for a democratic postmodern public sphere, in which citizens can participate in well informed, non-hierarchical debate pertaining to their social structures. Contradicting these positive appraisals of the potential social impacts of new media are scholars such as Edward S. Herman and Robert McChesney who have suggested that the transition to new media has seen a handful of powerful transnational telecommunications corporations who achieve a level of global influence which was hitherto unimaginable. Scholars have highlighted both the positive and negative potential and actual implications of new media technologies, suggesting that some of the early work in new media studies was guilty of technologicaldeterminism – whereby the effects of media were determined by the technologies themselves, rather than by tracing the complex social networks that governed the development, funding, implementation, and future evolution of any technology. Based on the argument that people have a limited amount of time to spend on the consumption of different media, displacement theory argue that the viewership or readership of one particular outlet leads to the reduction in the amount of time spent by the individual on another. The introduction of new media, such as the internet, therefore reduces the amount of time individuals would spend on existing "old" media, which could ultimately lead to the end of such traditional media. == Definition == Although, there are several ways that new media may be described, Lev Manovich, in an introduction to The New Media Reader, defines new media by using eight propositions: New media versus cyberculture – Cyberculture is the various social phenomena that are associated with the Internet and network communications (blogs, online multi-player gaming), whereas new media is concerned more with cultural objects and paradigms (digital to analog television, smartphones). New media as computer technology used as a distribution platform – New media are the cultural objects which use digital computer technology for distribution and exhibition. e.g. (at least for now) Internet, Web sites, computer multimedia, Blu-ray disks etc. The problem with this is that the definition must be revised every few years. The term "new media" will not be "new" anymore, as most forms of culture will be distributed through computers. New media as digital data controlled by software – The language of new media is based on the assumption that, in fact, all cultural objects that rely on digital representation and computer-based delivery do share a number of common qualities. New media is reduced to digital data that can be manipulated by software as any other data. Now media operations can create several versions of the same object. An example is an image stored as matrix data which can be manipulated and altered according to the additional algorithms implemented, such as color inversion, gray-scaling, sharpening, rasterizing, etc. New media as the mix between existing cultural conventions and the conventions of software – New media today can be understood as the mix between older cultural conventions for data representation, access, and manipulation and newer conventions of data representation, access, and manipulation. The "old" data are representations of visual reality and human experience, and the "new" data is numerical data. The computer is kept out of the key "creative" decisions, and is delegated to the position of a technician. e.g. In film, software is used in some areas of production, in others are created using computer animation. New media as the aesthetics that accompanies the early stage of every new modern media and communication technology – While ideological tropes indeed seem to be reappearing rather regularly, many aesthetic strategies may reappear two or three times ... In order for this approach to be truly useful it would be insufficient to simply name the strategies and tropes and to record the moments of their appearance; instead, we would have to develop a much more comprehensive analysis which would correlate the history of technology with social, political, and economical histories or the modern period. New media as faster execution of algorithms previously executed manually or through other technologies – Computers are a huge speed-up of what were previously manual techniques. e.g. calculators. Dramatically speeding up the execution makes possible previously non-existent representational technique. This also makes possible of many new forms of media art such as interactive multimedia and video games. On one level, a modern digital computer is just a faster calculator, we should not ignore its other identity: that of a cybernetic control device. New media as the encoding of modernist avant-garde; new media as metamedia – Manovi
General time- and transfer constant analysis
The general time- and transfer-constants (TTC) analysis is the generalized version of the Cochran-Grabel (CG) method, which itself is the generalized version of zero-value time-constants (ZVT), which in turn is the generalization of the open-circuit time constant method (OCT). While the other methods mentioned provide varying terms of only the denominator of an arbitrary transfer function, TTC can be used to determine every term both in the numerator and the denominator. Its denominator terms are the same as that of Cochran-Grabel method, when stated in terms of time constants (when expressed in Rosenstark notation). however, the numerator terms are determined using a combination of transfer constants and time constants, where the time constants are the same as those in CG method. Transfer constants are low-frequency ratios of the output variable to input variable under different open- and short-circuited active elements. In general, a transfer function (which can characterize gain, admittance, impedance, trans-impedance, etc., based on the choice of the input and output variables) can be written as: H ( s ) = a 0 + a 1 s + a 2 s 2 + … + a m s m 1 + b 1 s + b 2 s 2 + … + b n s n {\displaystyle H(s)={\frac {a_{0}+a_{1}s+a_{2}s^{2}+\ldots +a_{m}s^{m}}{1+b_{1}s+b_{2}s^{2}+\ldots +b_{n}s^{n}}}} == The denominator terms == The first denominator term b 1 {\textstyle b_{1}} can be expressed as the sum of zero value time constants (ZVTs): b 1 = ∑ i = 1 N τ i 0 {\displaystyle b_{1}=\sum _{i=1}^{N}\tau _{i}^{0}} where τ i 0 {\textstyle \tau _{i}^{0}} is the time constant associated with the reactive element i {\textstyle i} when all the other sources are zero-valued (hence the superscript '0'). Setting a capacitor value to zero corresponds to an open circuit, while a zero-valued inductor is a short circuit. So for calculation of the τ i 0 {\textstyle \tau _{i}^{0}} , all other capacitors are open-circuited and all other inductors are short-circuited. This is the essence of the ZVT method, which reduces to OCT when only capacitors are involved. All independent sources are also zero-valued during the time constant calculations (voltage sources short-circuited and current source open-circuited). In this case, if the element in question (element i {\textstyle i} ) is a capacitor, the time constant is given by τ i 0 = R i 0 C i {\displaystyle \tau _{i}^{0}=R_{i}^{0}C_{i}} and when element i {\textstyle i} is an inductor is it given by: τ i 0 = L i / R i 0 {\displaystyle \tau _{i}^{0}=L_{i}/R_{i}^{0}} . where in both cases, the resistance R i 0 {\textstyle R_{i}^{0}} , is the resistance seen by elements i {\textstyle i} (denoted by subscript), when all the other elements are zero-valued (denoted by the zero superscript). The second-order denominator term is equal to: b 2 = ∑ i = 1 N − 1 ∑ j = i + 1 N τ i 0 τ j i = ∑ i 1 ⩽ i ∑ j < j ⩽ N τ i 0 τ j i {\displaystyle b_{2}=\sum _{i=1}^{N-1}\sum _{j=i+1}^{N}\tau _{i}^{0}\tau _{j}^{i}=\sum _{i}^{1\leqslant i}\sum _{j}^{ HtmlUnit is a headless web browser written in Java. It allows high-level manipulation of websites from other Java code, including filling and submitting forms and clicking hyperlinks. It also provides access to the structure and the details within received web pages. HtmlUnit emulates parts of browser behaviour including the lower-level aspects of TCP/IP and HTTP. A sequence such as getPage(url), getLinkWith("Click here"), click() allows a user to navigate through hypertext and obtain web pages that include HTML, JavaScript, Ajax and cookies. This headless browser can deal with HTTPS security, basic HTTP authentication, automatic page redirection and other HTTP headers. It allows Java test code to examine returned pages either as text, an XML DOM, or as collections of forms, tables, and links. The goal is to simulate real browsers; namely Chrome, Firefox and Edge. The most common use of HtmlUnit is test automation of web pages, but sometimes it can be used for web scraping, or downloading website content. == Benefits == Provides high-level API, taking away lower-level details away from the user. Compared to other WebDriver implementations, HtmlUnitDriver is the fastest to implement. It can be configured to simulate a specific browser. == Drawbacks == Element layout and rendering can not be tested. The JavaScript support is not complete, which is one of the areas of ongoing enhancements. == Used technologies == W3C DOM HTTP connection, using Apache HttpComponents JavaScript, using forked Rhino HTML Parsing, NekoHTML CSS: using CSS Parser XPath support, using Xalan == Libraries using HtmlUnit == Selenium WebDriver Spring MVC Test Framework Google Web Toolkit tests WebTest Wetator A world model in artificial intelligence is a machine learning system that builds an internal representation of an environment. The model predicts how that environment changes over time in response to actions. Researchers design world models to help agents plan, reason, and act without constant real-world trial and error. World models differ from systems that merely classify or generate outputs. They simulate dynamics such as physics, object interactions, and causality. Early ideas date to the 1990s. Modern versions power robots, autonomous driving, and interactive video generation. == History == Jürgen Schmidhuber introduced the term world model in machine learning in 1990. He proposed recurrent neural networks that predict future states from observations and use those predictions to train agents. David Ha and Schmidhuber revived the concept in a 2018 paper. Their agents learned to drive virtual cars and play video games inside self-generated simulations. Yann LeCun advanced the idea in a 2022 position paper titled "A Path Towards Autonomous Machine Intelligence". He argued that intelligence requires predictive models of the world rather than pure pattern matching. LeCun proposed the joint embedding predictive architecture (JEPA) as a practical foundation. LeCun and collaborators developed several JEPA variants. V-JEPA 2 reached state-of-the-art performance on video understanding and physical reasoning at the time. It supports zero-shot robot control in unfamiliar environments. Introduced in March 2026, LeWorldModel trains stably end-to-end from raw pixels and uses two loss terms and avoids hand-crafted heuristics. LeCun founded Advanced Machine Intelligence Labs in 2026 to further develop world models. Google DeepMind introduced Genie in 2024. The model learned interactive environments from unlabeled internet videos. Genie 2 followed in late 2024 and added three-dimensional generation. The Genie series set benchmarks for general-purpose simulation. Genie 3 was introduced in August 2025. It produces photorealistic, real-time interactive worlds from text prompts which are displayed at 24 frames per second and explored in real time with text or image prompts. The model supports persistent three-dimensional worlds and real-time interaction. Waymo adopted Genie 3 in February 2026 and used it to create a specialized world model for autonomous driving simulation, called the Waymo World Model. It produces synchronized camera and lidar outputs and creates edge cases that real robotaxis rarely encounter. The edge cases were reported to be unusual by PCMag. General Intuition announced a $133.7 million seed round. World Labs raised $1 billion. AMI raised $1.03 billion. In April 2026, Alibaba announced Happy Oyster, its world model designed for real-time and “flowy” world model. It includes a directing mode for world building based on text and image prompts and a wandering mode for exploring the resulting world. It can generate 3-minute in-world video clips. Also in April, World Labs, co-founded by Li Fei Fei, unveiled Spark 2.0, an open-source 3D Gaussian splatting rendering engine that targets smartphone-class devices. In June 2026, Nvidia released Cosmos 3, a family of open-weight models. It combines previously independent physical reasoning, world simulation, and action generation. Cosmos 3 integrates can process and generate text, image, video, audio, and action sequences. The model employs a Mixture-of-Transformers" (MoT) approach. An autoregressive (AR) transformer handles reasoning and next-token prediction, while a diffusion transformer (DT) does multimodal generation. Encoders (ViT for vision, VAE for visual/audio, and domain-specific for actions) and generate a shared representation space using 3D multi-dimensional rotary position embedding (mRoPE) for spatial and temporal information. The family includes Cosmos3-Nano (16B parameters) for workstations; Cosmos3-Super (64B parameters) for research. == Architecture == World models process raw sensory data such as video frames or lidar scans. They compress this input into compact latent representations. The system then predicts future representations rather than pixel-by-pixel reconstructions. Many modern world models use joint embedding predictive architecture (JEPA). An encoder turns observations into embeddings. A predictor estimates one or a suite of embeddings from the current one and an action. In some cases a critic chooses one embedding as the best result. A regularizer keeps embeddings well-behaved. The model trains by minimizing prediction error in embedding space. This approach avoids the high cost of generating every detail. Some architectures add explicit components. A fast reactive path handles immediate responses. A slower deliberative path performs longer-horizon planning. Video prediction accuracy or robot success rates are key metrics, but do not always predict real-world performance. Generative world models such as Genie 3 combine these with a simulator. They accept text prompts or layouts and output consistent video, lidar, or three-dimensional scenes. World models often train with self-supervised learning. They use large unlabeled datasets of video or robot interactions. Self-supervised learning can speed learning. Reinforcement learning can fine-tune a model for specific tasks. == Applications == World models support robot learning. Agents train inside simulations and transfer skills to the physical world. This reduces the need for dangerous or expensive real-world trials. Autonomous vehicles use world models to test rare events. Waymo's system simulates tornadoes or unusual pedestrian behavior. Companies train planners without putting vehicles on public roads. Interactive entertainment benefits from world models. Genie 3 lets users generate playable environments from simple descriptions. Game studios prototype levels faster. Scientific simulation gains from these models. Researchers model physical systems or biological processes at scale. Planners in logistics or urban design test strategies inside accurate digital twins. == Comparison with large language models == Both world models and large language models (LLMs) use inferencing on their inputs to make predictions. LLMs operate on textual inputs. They predict the next token in text sequences. They excel at language-oriented tasks such as translation or summarization. However, they lack understanding of physics. World models operate on sensor inputs such as pixels. They predict state changes in that data in latent space. This design supports planning and causal reasoning. LLMs generate fluent text but often fail at consistent physical predictions. Their architecture employs transformers with refinements such as mixture of experts. World models divide an inferencing task into work performed by encoders, predictors, simulators, and other pieces. They typically handle multimodal inputs such as video, lidar, radar, and audio, guided by textual prompting. LLMs power chatbots and code assistants. World models drive embodied agents that act in dynamic environments, such as autonomous driving. The two may be combined in hybrid systems. For example, a LLM handles instructions, while a world model manages low-level control. World model proponents such as LeCun claim that because LLMs are trained only on text, they have no ability to predict anything beyond text, such as real-world events. == Benchmarks == World model benchmarks test physical understanding, long-term consistency, planning, and generalization from sensor data. Meta introduced three benchmarks for V-JEPA 2. IntPhys 2 measures a model's ability to detect physics violations. It presents pairs of videos that diverge when one breaks physical rules. Humans score near 100% accuracy. V-JEPA 2 achieves little better than random chance on many conditions. Minimal Video Pairs (MVPBench) tests physical understanding through multiple-choice questions based on short video clips. It probes object interactions and causality. Something-Something tests action recognition. Epic-Kitchens-100 tests human action anticipation. DeepMind benchmark: Interactive evaluation measures consistency over minutes of interaction, memory of off-screen objects, and response to user actions or text prompts. Waymo benchmark: Output generation quality: Metrics include realism, controllability (via text prompts), and usefulness for training planners in simulated worlds. However, pixel reconstruction error rate with episodic rewards often fails. Other: Epic-Kitchens-100 (often measured with Recall@5) Ego4D 50 Salads, Breakfast, etc. Potential benchmarks: Zero-shot transfer to robots Long-horizon planning Implausible prediction rate The Höhere Graphische Bundes-Lehr- und Versuchsanstalt (HGBLuVA) ("Higher Federal Institution for Graphic Education and Research"), now commonly known as "die Graphische", founded in 1888 in Vienna, is a vocational college for professions in visual communication and media technology in Austria. == History == === Opening === Originally set up as a photographic research institute by the President of the Photographic Society, the graphic teaching and research institute (GLV) was created through the incorporation of the photographic school (a department for photographic reproduction processes connected to the Salzburg State Building School) and the Hörwarter general drawing school in Vienna. Since its foundation, it has made an important contribution to the establishment and development of the graphic professions. According to a resolution of March 14, 1887, the City Council of Vienna made three floors of the municipal building in Vienna VII, Westbahnstraße 25, available to the former Schottenfelder Realschule for the establishment of a teaching and research institute for photography and reproduction processes. The k. k. Lehr- und Versuchsanstalt für Photographie und Reproductionsverfahren, founded and directed (1888–1923) by Josef Maria Eder, previously of the Technologische Gewerbemuseum (Museum of Applied Technology), for which he established a Section for Photography and Reproduction Techniques, and the Vienna State Trade School where, recently qualified as a university lecturer, he began teaching chemistry and physics in 1881. It opened on March 1, 1888 with 108 students. In the next school year the number of students rose to 174. In 1890, Eder placed a Wothly solar camera (an early means of enlarging negatives) on the roof. In the context of the history of vocational schools and the applied arts, pioneering educational reforms in Austria from the 1870s created institutions like it outside the format of the classical university, it being a special variation on the “state trade school” (“Staats-Gewerbeschule”). Eder based his institution on earlier foreign models such as the Conservatoire des arts et métiers in Paris (founded 1794), that housed a museum of history and technology and hosted with evening lectures and demonstrations, with lectures in photography commencing in 1891. From 1897 onwards the name Graphische Lehr- und Versuchsanstalt came into being . In 1906, Emperor Franz Joseph granted the school the designation “Imperial and Royal” in the title, and the Republic of Austria confirmed this distinction when the school's Federal Chancellery approved the use of the national coat of arms. === The beginnings === The GLV was instituted on August 27, 1887 "by the highest resolution to approve the activation of this teaching and research institute in Vienna on March 1, 1888". The aim of the institute was the “training of specialist photographers, retouchers, collotype printers, photolithographers, etc., the instruction of artists, scholars and technicians who want to learn photography as an auxiliary science, furthermore the testing of equipment, chemicals and the implementation of independent scientific investigations in the areas of Photochemistry and Related Subjects”. The school consisted of two departments; the Institute for Photography and Reproduction Processes and the Research Institute, and in 1891 the Board of Book Printers and Type Founders pointed out the urgent need to add a department for book printers to the school. In 1897 an additional section for the book and illustration trade was opened, the school called "KK Graphische Lehr- und Versuchsanstalt" was then divided into four sections: Section I: Institute for Photography and Reproduction (corresponds to the former Institute for Photography and Reproduction Processes) Section II: College for the book and illustration trade Section III: Research institute for photochemistry and graphic printing processes (corresponds to the original research institute) Section IV: Collections: graphic collection, library and equipment collection The first original lithographs by famous artists such as Luigi Kasimir and Tina Blau are thanks to the special course for lithography and lithography introduced in 1905 and 'algraphy' - a planographic printing process from an aluminum plate instead of the stone used in lithography - was first taught in Austria in 1896 at the GLV. The specialty course for lithography and lithography existed until 1913/14, after which a specialist course for xylography (wood engraving and woodcuts) was offered. In 1908 the graphic arts department was set up on the top floor of the neighbouring house at Westbahnstraße 27 connected by a spiral staircase still in existence in the courtyard at the current location on Leyserstraße. === Women in the graphic teaching and research institute === From 1908 women were also officially admitted. For the period from 1888 to 1918/19, a total of 718 female students at the Graphische are recorded in the largely preserved class lists. Due to changes and new requirements in the job description, the proportion of women continued to grow, so that in some classes it exceeded two thirds. === The Graphics Department === In 1916, the school statute was changed: all-day lessons with photography internship in the 1st and 2nd years as well as training for disabled people were introduced and a drawing school was added. After the First World War, the school was renamed several times: In 1919 the name was "Deutsch-Österreichische Graphische Lehr- und Versuchsanstalt"; changed in 1920 to "Staatliche Graphische Lehr- und Versuchsanstalt" and in 1923 to "Graphic Education and Research Institute". === The school in the time of National Socialism === The "annexation of Austria by Germany" resulted in organisational restructuring: semesters were introduced and the GLV was made a subordinate level of a university of the graphic arts administered in Leipzig. In 1939 the school became a state graphic teaching and research institute . Up to this point, two thirds of all Austrian postage stamps had been designed and engraved in the Graphische. === Post-war period === In 1945 the period of study at the technical school was extended to four years. In 1948, “manual graphics” became “commercial graphics” followed by an honours year. In 1959, a department A was developed: a three-class specialist department for photography with a master class, and a department B: a specialist department for commercial graphics with four classes and an honours year. Through further school reforms, the university entrance qualification was acquired with the completion of the now five-year course and honours qualification. In 1967, due to a lack of space, the Westbahnstrasse was moved to the new Carl Appel building in Leyserstrasse. === The new building, 1963 === On May 22, 1963, the foundation stone of the new campus was laid in the 14th district in the Breitenseer Strasse, Leyserstrasse and Spallartgasse area (Kommandogebäude Theodor Körner). In 1967 the move to the new building began and in 1968 the official opening coincided with the 80th anniversary of the school. In 1963/64 the first year of the five-year high school for reprography and printing technology began. There was also a four-year technical school. With the advent of personal computers and their use in the graphics industry, change comes first in typesetting and later in image processing, and in 1984 the advent of desktop publishing brought a revolution that permanently challenged the distinction between photographer, typesetter, layout artist and printer. In 1988, the Graphische celebrated its 100th anniversary. The rapid development of technology shaped school events in the 1980s, as did the rapid advance of offset printing - albeit at the expense of Letterpress printing. In reproduction technology, scanner technology for the production of colour separations displaced reprography. === Renovation, 2006 === Due to renovation work on the building in Leyserstraße, the management and the photography, multimedia and graphics departments moved to an alternative location in Vienna's first district at Schellinggasse 13. After the work was completed, the school was relocated in February 2008. == Notable teachers and students ==HtmlUnit
World model (artificial intelligence)
Höhere Graphische Bundes-Lehr- und Versuchsanstalt