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sheepfilms

titsay

shark vs the universe

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@theartofmadeline
styofa doing anything
Xuebing Du
trying on a metaphor
dirt enthusiast
YOU ARE THE REASON

roma★

blake kathryn
let's talk about Bridgerton tea, my ask is open
we're not kids anymore.
Stranger Things
h
Three Goblin Art

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@designcomputing
Unfortunately, I see too many areas in academia on the left column.
Important to watch this when thinking about the year 2030. In many ways, the pre-9/11 world was an entirely different place, yet in other ways some things are still exactly the same. When thinking about the future: the trick is to identify what is likely to be radically different and what is likely to remain as it is?
Anyone verbalising an opinion about AI needs to read these type of honest analysis.
I'm infinitely proud of my former students in Singapore. This is one of the best projects from Year 1 students, now in the Dyson Awards. I wish them all the best, and know that they will succeed. Nothing stops a group of motivated young people.
"Click here" teaching
Guilty as charged. I’ve fallen into the trap before, but now realise that teaching in “ok, now click here” mode is nonsensical. Basically: 1. All the software and programming I’ve ever learned has always been self-taught 2. Teaching where to click is incredibly frustrating for everyone. Half the group feels the pacing is too slow, the other half feels it’s too fast 3. Why pay University fees to learn what a twelve year old with enough motivation can learn on their own? 4. YouTube and other excellent means already have thousands of lessons (lynda.com)
So, there, I’ve said it: every time I see someone teaching software or coding in “click here” mode, my spirit shrinks. As teachers, our role is to show students what can be done, to inspire, to orient, to lead. Not to project a software screen and ask students to follow the steps. Reading the extraordinary book “The Ignorant Schoolmaster” by Rancière has really reinforced and clarified many ideas. To explain things and to teach in “click here” mode is disrespectful, ineffective, and a waste of everyone's time
Thoughts on Today
16/8/17
Today was quite helpful to further get to know more about my classmates’ ideas and areas of interest to help us in the daunting task of choosing our groups. I really liked how Ricardo got us to move around the class and talk to as many different people as possible, because it is so true that we can easily get stuck with the same people in the same spot in the classroom.
I think talking about my idea to lots of people has kind of made me a bit more confused about what I want to do, question mark? So, I tried summarising my thoughts in just one sentence and I came up with this:
To push beyond natural tendencies and limitations of our body to relearn what it means to move and experience the world.
I’m interested in possibly exploring this through subverting expected outcomes of movements and/or extension. I think by clarifying my idea, though vague, will help me to understand what sort of group I’m looking for.
And the repetition of saying my idea has made me feel like it’s kind of original now. I’m finding it hard to come up with a project idea based off my area of interest alone. What I really want to do now, is see how I can combine my idea with others in the class and see where that takes us. And to do that, I’d like to form a group.
I was talking to Bligh about this, and we both said that because we’re all doing movement, in a way all our ideas connect and complement each other. So technically, it doesn’t really matter too much about who we group up with, cos all our ideas could hypothetically work together. But at the same time, we want to find people who we gel with and who have good work ethic etc… I personally would like to work with some people who I’ve never worked with before for networking purposes and because I think that’ll help encourage new and exciting outcomes. I do have a list of people who I’m interested in working with, and I’ve been asked by a few people if I’d like to work with them. But, I’m going to put off deciding until at least the end of tomorrow’s lesson, just so I don’t jump in too soon.
Substances don’t have to be a liquid or a gas to behave like a fluid. Swarms of fire ants display viscoelastic properties, meaning they can act like both a liquid and a solid. Like a spring, a ball of fire ants is elastic, bouncing back after being squished (top image). But the group can also act like a viscous liquid. A ball of ants can flow and diffuse outward (middle image). The ants are excellent at linking with one another, which allows them to survive floods by forming rafts and to escape containers by building towers.
Researchers found the key characteristic is that ants will only maintain links with nearby ants as long as they themselves experience no more than 3 times their own weight in load. In practice, the ants can easily withstand 100 times that load without injury, but that lower threshold describes the transition point between ants as a solid and ants as a fluid. If an ant in a structure is loaded with more force, she’ll let go of her neighbors and start moving around.
When they’re linked, the fire ants are close enough together to be water-repellent. Even if an ant raft gets submerged (bottom image), the space between ants is small enough that water can’t get in and the air around them can’t get out. This coats the submerged ants in their own little bubble, which the ants use to breathe while they float out a flood. For more, check out the video below and the full (fun and readable!) research paper linked in the credits. (Video and image credits: Vox/Georgia Tech; research credit: S. Phonekeo et al., pdf; submitted by Joyce S., Rebecca S., and possibly others)
ETA: Updated after senoritafish rightfully pointed out that worker ants are females, not males.
How individual ants move makes the group behave in different ways
Playing to My Strengths?? Interrogating Movement Part 1
6th August 2017
As I am a singer, and have been singing in choirs since I was 7 years old, I wanted to take this big part of my life and tie it in with the movement assignment. Until recently, I was having trouble linking the two, as choirs predominantly stand still. However, inspired by a friend from choir, I began to look in the other direction; to the conductor.
Over the holidays, my choir, Auckland Youth Choir, held 3 rehearsals in which choristers could conduct the choir, and receive feedback and coaching on their conducting. It was very interesting to observe how the different styles of conducting affected the sound we produced, and how the coaching changed the conducting, and with it, the choir’s sound.
A common misconception about conductors is they just stand there and show the beat, but it is so much more than that- every tiny movement they make, either purposely or inadvertently, affects the tone, posture, push, or even tongue position of the whole choir. It’s amazing how curving your hand a little more could make such a big change to 100 voices!
I’d like to link this to the idea of micro and macro movements, and how one might dictate the other. In choir, the tiny movements from the conductor can change the mood of an entire song, which in turn will affect the audience in a specific way. Much like a drop causing radiating ripples in a pond.
Movement Statement
Over the last three weeks each of the lecturers have presented us a different definition of movement. This has been really helpful, as the broadness of ‘movement’ makes it easy to latch on to the first definition you come to. I spend the three weeks exploring the concept of movement and motion to find a direction that I thought was interesting and that had enough scope to be turned into a concept for studio.
To me, one of the core aspects and abilities of Creative Technologies is to translate a complex concept into something more accessible. The technology allows the project to exist and function, either in a physical or digital space where an audience can experience it.
The art side of Creative Tech informs the concept, and the conscious and subconscious effect the piece has. It develops the message, and can elicit emotion and thoughtfulness.
These two hemispheres do no work apart, but instead feed to and from each other In a constant feedback look. As a concept informs the specifics, so too do the technicalities affect the aesthetic. This dichotomy is at the heart of the creative technology discipline, and a practitioner must have ‘a foot in each’. Technology and art are hugely broad terms, and each project will enlist one or more previously discrete practices into each category. The outcome of this hybrid practice is greater than the sum of its parts, and not only the work but the workflow itself is unique and distinctive.
This is the aspect of creative Technologies that I am most passionate about – creating moving and thoughtful outcomes that have a valid message or question, and communicating that in a way enabled by technology. The thoughtful and critically creative application of technology can create incredible, impossible experiences for audiences. A conceptual and ideological synaesthesia, a potent translation between once disparate pillars of human experience.
One of my main influences from the lectures was “Meeting the Universe Halfway” [2], a book by Karen Bard. The book is about Agential realism, that existence is secondary to an intra-action, and those agents exist because of the action, not the other way around. This seems counterintuitive and farfetched, but if you take a second to ponder it you begin to look at the world differently.
I like to think there is a difference between ‘knowing’ and ‘believing’ – knowing being conscious thought and memory, and believing being the domain of the subconscious.
By focusing it seems like we can manually interface with our subconscious. You can convince yourself that no object exists without intra-action and that agential realism is the true mechanic of our universe, in a real and tangible sense. You can bridge the gap between knowing and believing, and for a moment your world changes because you’ve changed the way you perceive it. In that moment, things have deeply different instinctive (subconscious /believed) feeling, because you are able to believe a theory like agential realism, instead of just knowing and accepting it, and it becomes the truth that your brain runs on, the unconscious absolutes of your reality.
But the things experienced and intra-acted with exist differently now because they are being perceived and intra-acted with differently. The act of engaging with an agent creates and defines that agent; that is the core idea of agential realism, demonstrated by thinking about agential realism. I love the idea of being able to have influence over your own mind, to have the feeling of experiencing reality through another lens, one that you didn’t know could be changed. Because of this, I was drawn to research how humans experience movement.
First, how do humans perceive or detect movement? Movement can’t exist as an instant. It needs a frame of reference and context. To identify a movement, we need to know something’s state in the past. With that we can tell how fast and in what direction something is moving. This isn’t just physical, mechanical movements. This could be a social movement, where ideas or opinions spread and move through people and communities, however what interests me most is the physical movement because of its effect on humans. An object moving towards you will trigger a subconscious reaction and sensation.
This has a lot to do with how humans experience time. Unlike computers, time as a human experience is not definite, as we have no internal clock running to second or millisecond accuracy.
As far as movement, an important part is what we experience as “now” – the present. According to many sources [1] our experience of now is not a linear “knife edge” but instead “has a complex texture”. This is known as the specious present – a short duration of time (less than a second) that we experience as ‘now’. One key point is that there is always a ‘center’ to the experience of the present [1], with the trailing events moving from ‘now’ to ‘now but not central now’ to ‘past’.
During my interrogation of what movement was, I had an idea for a project. The idea at first was from Physical computing as a test application for some stepper motors I had bought. I thought it would be interesting to enter a location on earth into a processing sketch and have a ‘pointer’ driver by two stepper motors point at that location. Because we live on a sphere, the location would generally be downwards. As I though more about this idea, I began to see the merits of its concept. We know that country like – for example - Germany exists, but in a somewhat abstract sense. Maybe you think of it on a map, or even as “up” - as it would be in relation to us on a model globe. What we don’t think of is literally ‘where’ a country would be.
If someone asked you where the Sky Tower or Rangitoto was you would be able to point at them. They are of a scale that we can understand. This goes back to my ‘knowing’ vs ‘believing’ idea – we know we live on a sphere (oval), but we don’t believe it. It isn’t how we relate to the world, because it’s too large.
This little pointing gadget would be a perfect example of that core Creative Technology tenet of translation or transposition. Our ability to understand the gesture of a point, and apply that to the knowledge that this technology has calculated its point to show exactly where a given location is to us can give a momentary collapse of knowing into believing. Even when thinking through the experience of interacting with this piece, you are suddenly aware of the planet, the sphere hurtling through space that we live on. You feel yourself making the connection between the pointer aiming itself at a seemingly arbitrary point on the floor, the significance of that motion, and then the implications of where it is pointing. The planet is at a scale too large for us to believe, we can’t hold that in our subconscious. For a second the Earth shrinks to the size of a ball in front of you, and it feels tangible. This fades and as the instinctive and abstract reconcile, your experience of life and knowledge of where it takes place mesh.
This is where I found my starting point for the studio project, and what aspect of movement I wanted to focus on – the human sensation of movement and how that can be triggered to communicate an idea. Because these reactions are so deeply embedded in our subconscious, they have a large and lasting effect on us – more than a static piece of the same caliber could. Movement can tap into the most primal of human instincts.
The feeling of really ‘being on a planet’ that the pointer idea had made me feel stuck with me. I wanted to interrogate further down this path of inquiry, and see how that could link to movement. The obvious answer is our orbit around the sun. At 500 meters per second, we are all in motion, but the frame of reference and scale mean we don’t experience it. Our senses work on a smaller scale, and depend on the gravity of earth as a stationary constant.
Maybe a pointer that followed the Sun or other celestial bodies could give people the sensation of orbiting by providing an ‘artificial reference point’ for the movement.
[1] The Specious Present: A Neurophenomenology of Time Consciousness from: Naturalizing Phenomenology: Issues in Contemporary Phenomenology and Cognitive Science Edited by Jean, Petitot, Francisco J. Varela, Bernard Pachoud abd Jean-Michel Roy Stanford University Press, Stanford Chapter 9, pp.266-329
[2] Meeting the Universe Halfway: Quantum Physics and the Entanglement of Matter and Meaning Author(s): Karen Barad, Published: 2007
Varela, F. J. (1999). The specious present: A neurophenomenology of time consciousness. Naturalizing phenomenology: Issues in contemporary phenomenology and cognitive science, 64, 266-329.
Studio II Assessment: Movement
What is Movement
The word ‘movement’ has multiple meanings and connotations in todays world. If we think of movement as a change in something’s physical or figurative state or position, then besides the obvious, movement as locomotion, there are many other 'somethings’ that we can think of as having movement.
For example, social moods can move, there are political movements, cognition can move and change following accidents or disease. Music occurs in movements, and the sound waves that make up music move in rhythmic ways. So movement can be fast or slow, and movement might be linear, with everything changing at the same rate or at set times, like the waves in a tide. Or movement could be random, with things moving at sometimes, but not other times, with no way to predict when the movement might occur. An example of random movement might be the progress of certain technologies.
Some technological advances might happen on a regular basis, such as the steady movement of operating system updates or i-phone updates. But movement in medical technologies, or new ways of doing business, might happen far more randomly.
I am personally interested in what it is about the way some things move that generates a shift (a movement) in the psychology and emotions of some human beings. For example, some psychologists theorize that arachnophobes suffer from a fear of spiders because of some direct experience with spiders, where an encounter with an arachnid instilled fear of spiders in them. This type of learning is called 'classical conditioning’. A person gets a fright in the presence of a spider, so further encounters with a spider produce the fear again.
But this doesn’t explain why some arachnophobes have never had such an experience yet still have fear reactions and emotions with spiders.
When these people are asked why they are afraid of spiders, they often say they “Don’t like the way they move with all their legs”. What is it about the specific way a spider moves that makes people uncomfortable? Does it make a difference if the spider moves faster or slower? What if it had fewer legs to move, or more legs. Are jumping spiders more scary than the ones that can’t jump?
Along the same line of thought, if the locomotive movements of some things can make people feel frightened, how can movement be harnessed in the creation of comfort technology to help people or simply for entertainment? By comfort technology, I mean technologies that aren’t a necessity, but that bring joy, calm, or happiness. A fun example might be a lava lamp, or a video of a jellyfish moving in the sea. Although a jellyfish is often a lot more dangerous to people compared with a spider, its interesting that the jittering, sharp movements of a spider alarm people whereas the fluid movement of the jellyfish is often attractive to people.
By understanding the psychology behind why the movement of some things generates negative emotions, perhaps movement can be used to generate, or even manipulate, positive emotions in the development of new technologies.
Embodiment and Extension: Reflection
1/8/2017
Extension through augmentation and increased ability, exaggerates the most simplistic of movements by altering the experience and perception.
For the final activity during studio, my perception was greatly restricted by the ‘t-rex’ head piece I wore and the pinning down of my arms. (“I got a bit head, and little arms!”) As a result, this changed the way how I moved within my surroundings and my physical experience. For example, because I had restricted vision, I had to constantly turn my head towards who was speaking to see beyond my forward vision. The restriction exaggerated the act of looking, one that we do instinctively without thought. As a result, my perception and understanding of my surroundings was greatly limited and therefore my reactions and movement were a lot slower.
Baby side-track: Peripheral Vision
We did try putting the headpiece on the top of the head as opposed to under the chin. As the ‘t-rex’, it was interesting to see how much more restricted my view was in the latter position. What does this say about our peripheral vision on the vertical axis as opposed to our on the lateral? Do our eyes have greater mobility and scope on the lower part of our vertical axis, i.e. looking down, as opposed to looking up?
Through this experience, I think movement affects how and what we learn. Through movement, we expose our sensory organs to new stimuli which then extend our perception and understanding of our surroundings and our body (proprioception). Thinking will prompt us to move so we can learn more about our surroundings. What we discover will then affect how we move which’ll simultaneously affect our thinking. ENTANGLEMENT!!!!
Therefore, I also think movement and action links into our existence. One definition of existence is ‘way of living’. Thus, movement and discovery through movement, will change the way we move and therefore how we live. Moreover, existence also means continue survival. Thus, a better understanding of our surroundings and body through movement, will increase our ability to appropriately react to threats.
Baby Side-track 2: Understanding Movement in Drama
The idea of exaggeration through augmentation and movement prompted me to think about how this could be used to help understand movement as a technique in terms of drama. E.g. Using augmentation to bring attention to certain parts of the body and ways of moving, to help actors identify their own movement habits as well as create their character’s. e.g. using appendages attached to different parts of the body to determine where the lead points are during moving i.e. do they lead by the head, chest, pelvis, feet, bottom etc…
Disciplines develop their own, specific language. Even technical terms such as "torque" mean different things in Physics and Engineering, for example. Integrating ideas across disiciplines is powerful but extremely slippery. I have many anecdotes from my own experience, just try and ask an Architect, an Artist, a Designer, and an Engineer what they mean by "project", and be surprised by the seeming overlaps and the vast differences. So, when you read "teleportation" in a Quantum Physics journal or web article, please be critical and interrogate what they mean, rather than assuming that the word is the same you know from TV shows, movies, or novels.
From the subreddit "science": "Teleportation just got easier—but not for us, unfortunately"
80 --- Lego
So, the project I was working on over the break was an artificially intelligent Lego piece classification tool.
Lego pieces come in all sorts of shapes and sizes, each distinct type of piece is associated with a Lego part number. It’s not always easy to identify the number of the piece, often it is printed very small on the brick or the part needs to be found on a Lego cataloguing website.
The software I created could recognise 133 different Lego pieces correctly 50% of the time. An image like the one above can be given to the software and it is able to output that the piece is a “3001 Brick 2 x 4” With some time and effort, this sort of software should scale to the more realistic number of 3000 different Lego pieces. I was asked to create the tool by someone who trades with second hand Lego. It works reasonably well but I believe it could be improved, the software relies on an artificially intelligence model which has been trained to identify things such as cars, objects and animals, so creating the AI from scratch would be a worthwhile task. I do not have the hardware necessary to do this though, apparently powerful Nividia Graphics Cards are required to do this in a reasonable amount of time.
I had done some research on whether this had been attempted before and couldn’t find any prior examples. Halfway through the project, Google news showed me an article showing a person who had done something similar. http://spectrum.ieee.org/geek-life/hands-on/how-i-built-an-ai-to-sort-2-tons-of-lego-pieces It’s an interesting read, I believe I reflected the author’s methods of trial and error whilst working on my project. That’s the end of my break though, I am back to University tomorrow to start my second Semester!
Welcome to Semester 10!
Critical Technical Practice
Explanation of poster: My poster towards violence specifically in the Auckland region is to identify not only the victims that are being verbally and physically abused, but to acknowledge the idea that people today have in their minds, that all problems are solved once the government acts upon it; Or creates a law to have consequences upon people who are violent towards others. Violence is still happening with laws in place. Having the governments influence is important, but shouldn’t be the only solution to this issue. People must WANT to make the change for themselves if they know their behavior is illegal. In my opinion, I think that social groups today should be targeting more specifically on helping others be aware of their actions, and taking accountability for their actions. Throwing a person in jail isn’t helping the individual for their crime. Communicating, and showing them the impact their actions cause allows them to be more aware and respectful towards other human beings in future. Building compassion to respect people is key, not locking them in a cell and hoping for the best.
Reflection:
After reading Philip E Agre’s reflection toward Critical Technical Practice about ten times, I managed to interpret his writings and write detailed notes about each of his paragraphs. The main idea’s I gathered were:
- Technology is everywhere and continuously aiming to reinvent what has come before it. We must understand what has already been done so that we can be successful when creating in the future.
- Technology will always be contributing to the growth of knowledge and evolution within practice.
- Technology can be a way to solve issues we currently face in the world today. But it can’t be done without dedication and hard work towards the creative practice itself. Repetition of reflection and prototyping methods aid creating successful work.
- Critical technical practice is made up of design + innovation of work AND original ideas/plans + purpose/intentions/outcomes + critique/reflection. They both play a part.
From reading this, I used his ideas to help draft a procedure for myself for working not only on the boot-camp work during ICT, but also for the procedure we used for creating our final studio submission.
In relation to our theme within the boot-camp exercise, (Violence within Auckland), I began to identify the issue. Researching what violent issues/events have actually happened within Auckland, New Zealand and in general. Agre’s text has taught me that to solve issues, we must first understand what the issue is, what or who it is made up of, and what or who it is impacting. For example, with violence within Auckland, I researched what type of violence specifically is more common, and what type of victims are being impacted. I found that the most common type of violence was physical abuse against women and children within the Auckland South region.
From here I went onto researching what was causing the violence in the first place. Was it alcohol or drug use Or did it have something to do with a mental illness or behaviour disorder? Agre’s text has allowed me to think differently towards new issues that we face in general and with technology. I have learned to pick apart situations in a more in-depth way, by breaking down the issue in a process where I can create a way to make a solid solution.
From here my research led to the conclusion that physical and verbal violence specifically was mostly alcohol related, which then in turn affected the persons behaviour. Some individuals do have emotional disorders that affect their behaviour which can lead to abuse of some kind against others without alcohol consumption at all, but most commonly alcohol is the key factor towards physical abuse.
Now that I had identified my issue, who it impacts and what the cause is of the issue, I can now begin to craft a way to create a solution. I went on to researching ways to help prevent the violence with all this knowledge in mind. I found some online such as panic alarm buttons, and impenetrable clothing items. But I also came up with some solutions of my own that I could aid society in protection against violence, such as having violence protection imbedded in the school curriculum. Giving younger generations knowledge of how to protect themselves and how to prevent violence in the future. Or child friendly games as a physical approach to teaching children about violence. Also games directed at people who have already committed violence to help change their approach to people in the future.
In conclusion, the text we read after I could understand it, allowed me to think more critically towards issues we face in today’s society. Rather than focusing on making a pretty garment to solve all world problems, I picked a part one step at a time starting very basic by researching violence in general and in Auckland, and figure out what exactly the factors were that was allowing the violence to take place, and then coming up with a tactful solution to the issue with that knowledge in mind.
References that impacted my critical views:
- http://www.stuff.co.nz/auckland/90617751/police-organisers-investigate-violence-at-aucklands-polyfest
- https://www.nzfvc.org.nz/node/2741
- https://nzfvc.org.nz/family-violence-statistics#data-summaries INCLUDING:
1 https://nzfvc.org.nz/data-summaries/violence-against-women
2 https://nzfvc.org.nz/data-summaries/family-violence-deaths
- http://www.police.govt.nz/advice/family-violence/help
- http://www.awrefuge.org.nz/dvinfo.htm
IMAGES: of note taking and ideas/research