From the primitive cavemen to the modern societies of technology, the signs were given meanings and these signs became the most important elements of visual communication as a symbol of communication. These visual communication symbols that were seen in each period and society in history where human beings were present carried different meanings in different cultures. Visual communication is now an inseparable piece of our social and individual lives. As a matter of fact, in all areas of activity in our daily lives, visual communication is being applied. Choosing the suitable one among the font piles that reach to ten thousands as of today requires preliminary information and experience. Although in our day there are different font catalogues prepared, it is pretty difficult to determine and choose which font is more suitable with which message. The most important characteristic of writing is that it carries the communication message directly to the reader. The reader should be able to read and understand the message carried to him/her as fast and as easily as possible. This paper examines the effects of font choices in visual perception and visual communication, and furthermore mentions the letter and font specifications that should be act accordingly in written documents for the message that is the essence of the communication to be understood better.

According to Boulding (1956), the way in which we mentally picture what something ‘is’ determines not only what we believe it is ‘for’, but also our decisions in our effort to achieve it. As a consequence of the way in higher education is now commonly defined and described, students have been led to IMAGinE HE as a service to be provided. Implicit within and reinforced by this mental picture of HE is the assumption that it demands the same (minimal) level of involvement by its customers as, that provided by dentists or auto mechanics. As a consequence of the way in which an increasing proportion of our students picture both the purpose of HE and who is responsible for it makes it less likely that they will actively engage in the learning environment. To counter the pernicious influence of this increasingly widespread conception of education, I believe that we must be able to offer our students a different ‘mental picture’ of learning – and one that gives them a reason to commit to it. I will suggest that Art, Design and Communication programmes are ideally placed to do this.

A media façade – here understood technologically, primarily as light or animated pictures generated by electronic devices (although there are examples of kinetic, that is, mechanical media façades) is not an ornament, that is, its function is not merely decorative, but, with its potential as metaphor and for interaction, it is a mode of communication between architecture and environment, that is, the observer/passer-by and the city.

Recent explosion towards 3D content-enabled devices has brought to light many issues regarding user comfort, depth perception and accessibility in media. One important element that touches these areas is subtitling. We define a pipeline to produce extruded texts for evaluating3D subtitling properties (using traditional 2D depth cues). An evaluation of current 3D tools was carried out, and the chosen platform allows us to create 3D typographies with high varied parameters (parallax, lightning). Produced subtitles were tested in full HD stereoscopic video clips. With the resulting subtitled clips, subjective perception tests were performed in order to evaluate the text’s impact on ghosting and readability in different parallax values. The results area set of rules to use when creating 3D subtitles that will provide: (i) better visual comfort, (ii) ghosting reduction (due to color gradient variations and volume), and (iii) an increment of negative parallax positioning with extrusion.

The major objective of this article is to demonstrate three scientific laws by artworks. From the long experience of the author who developed this approach, it makes the laws clearer, easier to perception and most important to implement them in practice. The experience of the author can be summarized as follows: for the last 10 years he edited a one page column on art and science in the Scientific American Journal published in Israel and so far wrote 59 articles. For the last 6 years he edited such a column in the Quimica and Industria magazine published in Spain and so far wrote 25 articles where during 2000-2005 he acted as associate editor of art and science in the Canadian Journal of Chemical Engineering published in Canada in which he wrote 29 articles. In addition he established 40 exhibitions on Art and Science where in Ben-Gurion University of the Negev he established the museum of Art and Science. Now what is the definition of a scientific law? In the internet many definitions can be found part of which are summarized in the following: 1) Scientific laws are statements that describe, predict, and perhaps explain why a range of phenomena behave as they appear to in nature. 2) A scientific law is a statement based on repeated experimental observations that describes some aspect of the world. 3) A scientific law is an empirical statement of great generality of something, which seems to always be true. 4) A scientific law or scientific principle is a concise verbal or mathematical statement of a relation that expresses a fundamental principle of science. 5) A law in science is a generalized rule to explain a body of observations in the form of a verbal or mathematical statement. The major properties of scientific laws are: 1) They can be formulated mathematically as one or several statement or equation, or at least stated in a single sentence, that it can be used to predict the outcome of an experiment, given the initial, boundary, and other physical conditions of the processes which take place, 2) They are strongly supported by empirical evidence. 3) They summarize a large collection of facts determined by experiment into a single statement. In the following the author decided to describe artistically the following three laws: 1) Newton’s 2nd Law. 2) Mass Conservation Law. 3) Law of Conservation of Energy.