#module 1

[musicmakesyousmart]

Warduke - Module 1

Self-released

2018

[hadtomakethisforclass]

Selections

“Aisles”

To be honest, this project stumped me for the better part of the week. Without any clear view of the concept I wanted to use, I started to create basic archives with the hope that inspiration would come from them: vintage street photos, images of nature and roads, cars, etc. After viewing a mind numbing amount of streets, roads, and trails, I started to think about the concept of the vanishing point and how it represented time and motion on a thoroughly two-dimensional plane. I was in the grocery store at the time of this breakthrough (shocker) and I started to think about the relationship between the grocery store aisles and the general paths that we take in life. In my opinion the vanishing point, the not-so-distant future of a road trip or the end of an aisle, represents the inevitability of motion and time as the shrinking image represents constantly moving towards their ending point. The vanishing point also creates a directed movement of the eye to the visual destination of the piece, typically the center. I wanted to collage the grocery store images with those of nature for many reasons: at it’s simplest it was a design choice to line up two easily combined features (the aisle and the path) but on a deeper level I suppose one could read into it with the lenses of capitalism vs. nature as well as familiarity vs. unknown. 

[nllbtkwsk]

Disappearing Act: Endangered Species

I had a lot of ideas come to mind for this exercise, albeit already knowing what we would be doing with the archive/photos and therefore thinking about what sort of photos and theme might work best. Either way, one that stuck in my thoughts as chose was animals, particularly endangered species and their disappearances — as they are quite literally disappearing now, along with their habitats.

Some came out clearer and more recognizable than others, but here we have the:

1. African elephant

2. Kit fox

3. Polar bear

4. Blue whale

5. Chimpanzee

6. Eastern lowland gorilla

7. Galápagos penguin

8. Sumatran rhino

9. Hawksbill turtle

10. Malayan tiger

[fauxtoegraphee-blog]

Module 1: Assignment 3 After Dark: Program Mode Task: With a camera set on Program mode you are able to control white balance settings depending on the lighting conditions you are shooting in, for example: Neon, Fluorescent Tungsten/ incandescent LED, Halogen, etc. Lighting conditions effect the mood of photographs, you can optimize this by experimenting with white balance. For this assignment adjust your cameras ISO value between 800-1600 (you can experiment with higher ISO values but keep your eye on Image Noise) Choose a location at dawn or night, can be indoors or outdoors, public or private with mixed lighting conditions to see the effect of color balance in photographs.  Description: Taken between 9:30pm-10:00pm, these late night photos attempted to depict the vibrant beauty of the sultry lit apartments overlooking the Hudson River. The apartment in question houses “The Farmer and the Fish,” a farm-to-table restaurant that emphasized fresh cuisine and locally sourced produce. As a personal favorite not only for the food, but the atmosphere as well, I gravitated towards this subject for my photography. I wanted to play with the ISO settings to observe the dramatic differences between settings. Some, I found, really captured the essence of the lights stemming from the apartments and restaurant. In those pictures, almost paint-like streaks bleed out into the Hudson River. Other pictures with different ISO settings really emphasized what little natural light remained, projecting a royal blue sky with dark, ominous clouds looming above. I learned how to play with program mode to emphasize different aspects of the same subject, showing variety in ten portraits of the same structures from the same vantage point.  Comments: In the future I want to play around with more variation in lighting. However, when i tried, my camera would freeze and lock up while attempting to take the picture. Was the lighting too minimal to support a photo? I would like to learn more about dark-light photography, preferably without flash. 

[niamhschmidtke]

| Comradeship | 09/05/18: On the other wall of the exhibition space are images of the driftwood used. This allows the viewer to more closely view the wood, and to also see them in another light, giving each piece a different character.

These photographs of the driftwood were taken by Laura Pozzato.

[hadtomakethisforclass]

“Nuclear Family”

Cold War era family photos.

[assignment1reg]

1. Sample Description

For this assignment, I am working with the General Social Survey (GSS) dataset, a widely used sociological survey conducted by the National Opinion Research Center (NORC) at the University of Chicago. The GSS has been collecting data on American attitudes, behaviors, and demographics since 1972, making it a valuable resource for social science research.

The sample consists of nationally representative cross-sections of U.S. adults, selected through a stratified random sampling method to ensure diversity in age, gender, race, education, and geographic location. The survey typically includes around 1,500 to 3,000 respondents per wave, depending on the year.

2. Data Collection Procedure

The GSS primarily collects data through face-to-face interviews, though some recent waves have incorporated online surveys. Key aspects of the data collection process include:

Sampling Frame: Households are selected using a multi-stage probability sampling design to ensure representativeness.

Interview Method: Trained interviewers conduct in-person or virtual interviews, asking respondents about a wide range of topics, including politics, religion, work, and family life.

Periodicity: The survey was conducted annually from 1972 to 1994 (except 1979, 1981, and 1992) and biennially since 1994.

More details about the GSS methodology can be found on the official GSS website.

3. Measures and Data Management

Research Question:

"How does education level influence attitudes toward climate change among U.S. adults?"

Variables Used:

Dependent Variable:

Climate Change Concern (grnclimate): Measured on a Likert scale (1 = "Not at all concerned" to 5 = "Extremely concerned").

Independent Variable:

Education Level (degree): Categorized as:

Less than high school

High school graduate

Associate/Junior college

Bachelor’s degree

Graduate degree

Control Variables:

Age (age)

Political ideology (polviews)

Income (realinc, adjusted for inflation)

Data Management Steps:

Data Cleaning:

Removed missing values (NA) from key variables.

Recoded degree into a categorical variable for clearer interpretation.

Variable Transformation:

Standardized income (realinc) for better comparability.

Collapsed some response categories in polviews to simplify analysis.

Analytical Approach:

Conducted an ordinal logistic regression to assess the relationship between education and climate change concern, controlling for age, income, and political ideology.

Findings (Preliminary):

Higher education levels were associated with greater concern about climate change.

Political ideology was a stronger predictor than income or age.

This analysis helps illuminate how education shapes environmental attitudes, which could inform policy and advocacy strategies.

Would love to hear your thoughts—have you worked with the GSS before? What variables interest you the most?

[darktripz]

WARDUKE - Module 1