Course Work

Nascent Ideas

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Digital PEC System/ clock

 

My nascent proposal is to design a Wi-Fi enabled digital clock/interface that can display a clock with a chosen PECs (Picture Exchange Communication system) picture to display an activity chosen, by the supported person. The whole  venture concept is to bring digital technologies into the hands of those people currently being under represented in the market place.

A tablet with the choices offered (on 10″ digital tablet) can be used by the supported client to select an activity preference, this choice could be uploaded to the wall located digital interfaced clock. This could also be done using QR codes on the back of the PEC card scanned via phone. Data of the choices would be stored on the tablet as part of the app.

Already present in the market place are very simple, non-Wi-Fi connected, clock devices, available for dementia sufferers, as a way of reminding them of time, via large text and standard clock faces. These devices can been shown to ease confusion and the associated anxiety, through the dementia peregrination.  This shows, hopefully,  that there is a place for digitising certain indication devices and that this can be a progressive aid for supported living.The Clocks retail around £40 each which is reflected in the fact they are very basic and offer very little interaction.

Demen Clock
Dementia Clock, Anon, (2017). [image] Available at: https://www.telmenow.com
I work part time for Mencap one of the UK’s largest charities that work with people that are mentally handicapped. One of our daily communication devices is the Picture Exchange Communication system (PECs). The care worker uses this picture based system to offer options (and for other communications) for the person we support (PWS). One of the duties, of a carer, is to ask the PWS to choose an activity to be carried out at times throughout the day. When the PWS has made a choice this pic is then stuck to a clock (using Velcro) at a 15 minute interval. This is a great tool for the carers and the PWS because it helps regulate activities to a given time. People with learning disabilities, Autism or mentally handicapped prefer to know what activities are happening in a structure and set manner. This helps reduce anxiety and sensory loads for the people being supported. As the minute hand comes to the middle of the picture (PECs) the PWS will be mentally prepared for the upcoming activity.

However one of the downfalls of the current manual system is that the picture cards become tattered and worn, the Velcro can come apart, the clocks are crudely handmade and there is no audible warning or easy record of what activities have been carried out throughout the day. Already present on the market is a digital i-store authorised PEC app, that speaks out the name of the selected picture and this retails at around £79 (apple i-store,2017).

 

Pecs app
PEC app,Anon, (2017). [image] Available at: https://batechsig.files,2017.
By digitising the process, the interfaces can be designed to be as user friendly and as familiar existing PECs systems but with the added features of recording activities, warnings of upcoming times, colour changes and the ability to record data to monitor patterns. This is particularly useful as around 1 in 3 people (32%) who have a mild to moderate learning disability also have epilepsy. The more severe the learning disability, the more likely that the person will also have epilepsy ( epilepsy society, 2017). Being able to see behaviour patterns based on activity choices could lead to a better understanding of pre-seizure indicators.

It is estimated that in England in 2011 1,191,000 people have a learning disability. This includes 905,000 adults aged 18+ (530,000 men and 375,000 women) (Source: People with Learning Disabilities in England 2011, Mental Health Foundation.).Around 1% of the UK population has autism spectrum condition.  The need for digital development is evident when one carries out simple searched for likely devices that may help and progress digital communications for people with learning disabilities

What is PECS

Taken from the official UK PECs website the text below best describes what a Picture Exchange Communication system is and what it can be used for:


“PECS was developed in 1985 as a unique augmentative/alternative communication intervention package for individuals with autism spectrum disorder and related developmental disabilities. First used at the Delaware Autistic Program, PECS has received worldwide recognition for focusing on the initiation component of communication. PECS does not require complex or expensive materials. It was created with families, educators, and resident care providers in mind, so is readily used in a range of settings.”(https://www.magpieslp.com/pecs-avaz, 2017)

line one
PECS images,Anon, http://www.pecs-unitedkingdom.com, 2017.

PECS begins by teaching an individual, or indeed a group, to give a picture of a desired item or action to a communicative partner, who then “honors” the exchange as a request, maybe putting that action onto a routines board or showing a user to that chosen object. The technique then goes on to teach the concept of distinction of pictures and how to put them together in sentences. In the more advanced phases, individuals are taught to answer questions and to comment.

The digitisation of the process is currently under explored and by introducing amenable technologies such as the PECs clock I hope to improve the quality of people live, whilst being inclusive by bringing unrealised users into the digital world.

 

References

 

Becker, B. (2017). Welcome to PECS-UnitedKingdom.com!. [online] Pecs-unitedkingdom.com. Available at: http://www.pecs-unitedkingdom.com/ [Accessed 22 Oct. 2017].

Epilepsy Society. (2017). learning disabilities. [online] Available at: https://www.epilepsysociety.org.uk/learning-disabilities#.We1TcWhSxEY [Accessed 23 Oct. 2017].

Autismresearchcentre.com. (2017). autism research centre. [online] Available at: https://www.autismresearchcentre.com/ [Accessed 22 Oct. 2017].

Autism.org.uk. (2017). The National Autistic Society | – NAS. [online] Available at: http://www.autism.org.uk/ [Accessed 22 Oct. 2017].

Anon, (2017). [online] Available at: http://www.pecs-unitedkingdom.com/ResourcesPriceListEuro2017-18Version1.pdf [Accessed 22 Oct. 2017].

Telmenow.com. (2017). The Dementia Clocks | Clock for dementia | Dementia living at home | telmenow.com. [online] Available at: https://www.telmenow.com/shop/dementia-memory-loss/time-association/the-dementia-clock-dual-display?gclid=Cj0KCQjwg7HPBRDUARIsAMeR_0irmMq253SYqlQL69VEvJlRrQ_HMri9Y_Cytf_-hzfg6TVjisiH2sQaAmLkEALw_wcB [Accessed 22 Oct. 2017].

Behavior Analysis and Technology. (2017). Is PECS a Good Choice within an iPad World?. [online] Available at: https://batechsig.com/2016/07/04/is-pecs-a-good-choice-within-an-ipad-world/ [Accessed 23 Oct. 2017].

Jonaitis, C. (2011). Cite a Website – Cite This For Me. [online] Scholarworks.wmich.edu. Available at: http://scholarworks.wmich.edu/cgi/viewcontent.cgi?article=1423&context=dissertations [Accessed 23 Oct. 2017].

Mental Health Foundation. (2017). Learning disability statistics | Mental Health Foundation. [online] Available at: https://www.mentalhealth.org.uk/learning-disabilities/help-information/learning-disability-statistics- [Accessed 23 Oct. 2017].

Magpie Speech Therapy | Speech Therapy in Bangalore. (2017). Magpie Speech Therapy | Speech Therapy in Bangalore. [online] Available at: https://www.magpieslp.com/pecs-avaz [Accessed 15 Nov. 2017].

 

DAT602 Everywhere

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This slideshow requires JavaScript.

Videos showing of sessions 1,2 and 4 evidencing work.

This movie above is for session  One

The Movie above is from session two

 

The Movie above is from session Four. Showing Twitter feed bot responses.

 

 

 

 

Data Cloud

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Earthquakes, phant data  and Arduino madness.

The report I did for this mind bending module INDE402 data cloud Module is given below. Hope its all understandable as it was quite complex with MYSQL, Data cloud , java script based software and visualisations  through Processing  v2.1. I know when I tried explaining it to people they stared blankly at something in the distance.

 Introduction

The aim of my project and this report is to outline the basic nature of seismological readings and processes then later describe process of seismic observations within the Antarctic domain. Also included is a report of my module, where I interpreted a set manufactured seismic like readings through an Arduino and a Triple Axis Accelerometer then through my software made an unique visualization that in some form represented that seismic data. Also parts of the following report on aspect of my project and how the resulting product was achieved and how it could be improved.

Why study Antarctica?

The ice mass across Antarctica is a hugely important part of monitoring any effects of climate change. By measuring using such means and seismology and GPS readings scientists and researchers can gather data on the movement of the ice sheets and any ensuing alteration to the balance of the underlying Lithosphere.

lithosphere

Lithosphere Illustration

The amount of data gathered is huge, amongst many others bodies the two larger organisations involved are Iris (Incorporated Research Institutions for Seismology) and USGS (United States Geological Research. Researchers working on plate tectonic reconstructions have, for a while, had questions regarding the presence of a plate boundary beneath the West Antarctic Rift separating East and West Antarctica.

map of tectonic plates

Although evidence suggests that extensive volcanism (phenomenon of eruption of molten rock) is associated with the Rift beneath the ice and sea, the effect of this rifting on global sea levels and climate remains an issue of scientific interest and public concern.

The Mountains bordering the West Antarctic Rift may have caused the development and subsequent fluctuations of the East Antarctic Ice Sheet, which is the largest ice sheet in the world. The stability of this ice sheet profoundly affects sea level and global climate. Although the East Antarctic Ice Sheet is estimated to be stable within a range of 10,000-100,000 years (a short time frame in geologic terms), its collapse would raise sea level by over 200 feet.

Background data stream and technical aspects within IRIS.

In early days of seismology, many seismic stations and networks used single-component sensors – usually vertical seismometers. Quite a few of them still operate. This was the case because the equipment was analogue and the record was often on paper.

Today however most data recorders and data transmission links are capable of accepting at least three channels of seismic data. Recently developed accelerometers have exceptional dynamic range and fine signal resolution.

monitoring the ice in Antarctica

Greenland Ice Sheet Monitoring Network is an 11-nation collaboration initiated by IRIS

Weak-motion sensors – seismometers – are usually orders of magnitude more sensitive, however, they cannot record as large amount amplitude as an accelerometer. They can record very weak and/or very distant events, which produce ground motion of comparable amplitudes to the background seismic noise.

Lots of stations use a bandwidth filters and statistical outliers to eliminate “noise” that my give false readings. For instance, readings at Ross Ice Shelf, the frequency band from 4 to 18 Hz was dominated by waves that, based on daily temporal variations, researchers concluded were generated by field camp activity.

There are diverse kinds of seismic waves, and they all move in different ways. The two main types of waves are body waves and surface waves. Body waves can travel through the earth’s inner layers, but surface waves can only move along the surface of the planet like ripples on water. Earthquakes radiate seismic energy as both body and surface waves.

Body Waves

The first kind of body wave is the P wave or primary wave. This is the fastest kind of seismic wave, and, consequently, the first to ‘arrive’ at a seismic station the are also known as compressional waves. It can move through solid rock and fluids, like water or the liquid layers of the earth.

The second type of body wave is the S wave or secondary wave  and can only move through solid rock, not through any liquid medium.  S waves move rock particles up and down, or side-to-side, perpendicular to the direction that the wave is traveling in.

Surface Waves

Travelling only through the crust, surface waves are of a lower frequency than body waves, and are easily distinguished on a seismogram as a result they arrive after body waves.

The first kind of surface wave is called a Love wave, named after A.E.H. Love. It’s the fastest surface wave and moves the ground from side-to-side. Confined to the surface of the crust, Love waves produce entirely horizontal motion.

The other kind of surface wave is the Rayleigh wave, named for John William Strutt, Lord Rayleigh. A Rayleigh wave rolls along the ground just like a wave rolls across a lake or an ocean. Because it rolls, it moves the ground up and down, and side-to-side in the same direction that the wave is moving. Most of the shaking felt from an earthquake is due to the Rayleigh wave, which can be much larger than the other waves.

 

Application Frequency

range (in Hz)

Seismic events associated with mining processes 5 – 2000
Very local and small earthquakes, dam induced seismicity 1 – 100
Local seismology 0.2 – 80
Strong motion applications 0.0 – 100
General regional seismology 0.05 – 20
Frequency dependence of seismic-wave absorption 0.02 – 30
Energy calculations of distant earthquakes 0.01 – 10
Scattering and diffraction of seismic-waves on core boundary 0.02 – 2
Studies of dynamic processes in earthquake foci 0.005 -100
Studies of crustal properties 0.02 – 1
Dispersion of surface waves 0.003 – 0.2
Free oscillations of the Earth, silent earthquakes 0.0005 – 0.01

Tab 1.1. Application description and approximate frequency range of interest.

Types of data recorded

Event Data provides information about earthquakes and other seismic events.

Metadata includes station siting and instrumentation information.

Historical data The IRIS DMC archives historical seismic data including scanned seismograms and other

Time Series Data Channels

The IRIS DMC (data management Centre) archives and distributes data to support the seismological research community.

Most of the data collected and archived at the DMC is time series data. Each channel of time series data is identified by a 3-character channel code , which indicates the type and placement of the sensor. The convention for time series channel codes if a guideline only.

My Project Outline

Aims

My interpretation of the brief was that I was to construct, as a minimum, working data uploads, downloads, MySQL and basic processing sketch visualisation. I chose not to include IRIS data as time limits did not allow for me for me to research the nuances of the BHZ and other data formats. The difference between ssv (space separated values) data and my own was an obstacle that rationalised out of my working model early in the project management timetable.

My initial goals were to construct a working Arduino accelerometer device, aggregate the x,y,z, data and upload it to the sparkfun.com data cloud and retrieve it. MySQL data format needed to be agreed between at least one other data producer so that my software could retrieve it and then visualise that data.

Step processes

There were many aspects to the project that all had to work in order that I could progress to the visualisation programming.

Firstly an accelerometer module had to have a 5 pin header made. The xyz readings generated from the module were summed into a pseudo-magnitude and the data uploaded to Phant data cloud via a Processing sketch. This first aspect had problems to overcome such as the constant feed from the accelerometer meant an unnecessarily large amount of data was being produced was unmanageable with the software I had written. To overcome this allowance was made of approx. 5 data units either side of a neutral no-movement point so that reading were only present when movement was generated.

stages of data handling

The Phant data was later structured to be read, via another processing sketch, alongside this a MySQL database was made to store other URL from other sources using the same project data structure. The difficulty I faced was that the MySQL data was stored locally on one machine in Plymouth University and working from home was not immediately available for several reasons; my connection at home is intermittent and not of a suitable bandwidth, there are variations on MySQL and it was a confused process which version and installation should be effected as I use both windows and apple OS. Iris data was not used as downloading it into a structure that could be used by my visualisation was beyond my resources and timescale.

 

Once data retrieval had been achieved and a rudimentary navigation of other data sources completed it was a matter of fail testing that part of the program to ensure its efficaciousness. Difficulties arising from this mechanism were not many however I was constrained to access only 3 data sources including my own. The problems were usual minor such as not entering data correctly such as URLs or that the other student hadn’t used the same magnitude sum, leading to anomalous data, which affected the later process of visualisation.

software design and hierarchy

Project work flow diagram

 Visualisation process

From the out set of the project I already had some idea of how the visualisations in the past have been interpreted. Usually the data is shown as waveforms with peaks and troughs or as mapped data with colour differentials to display magnitude. Therefore some preconceptions were evident in my first theoretical visualisation ideas. Also in the multiple steps of data storage and retrieval meant that there were challenges with acquisition of data.

challenges of the data handling

Flow chart of decision tree for visualisation

 

 

Although I would have preferred some audio representation I had know prior understanding of how to carry this through. My initial conceptual processes were to have volume and pitch changes based on magnitude alongside a circular “blipping” based on the same data. Hue would be determined by magnitude where the red spectrum represented larger magnitudes and blues smaller magnitudes. Through experimenting with circles, bar chart and alphanumerical representation of data I was able to complete the visualisation of data and switch data sources. Given below are pictorial representations of the evolution that led to finished visualisation (4).

 

my visualisations of mock earthquake data

Four main stages of Visualisation Development

Analysis

The Antarctic is considered a touchstone from climate change monitoring and seismology appears to present itself as a very satisfactory benchmark for determining ice movement and volumes to better understand that domain. The impact of climate change maybe catastrophic and therefor fully justified full scale scientific monitoring.

One of the prime constrictions on the realisation of the project goals, as set out in the module brief, was the small amount of time allocated to develop the theoretical construction into practical realisation.

There were problematic issues in realising a full working model

I would have liked to have made an audio representation of the data reading using tone and volume as variables but this would have required me to acquire new programming skills in a very short time and the resulting outcome may have been too rudimentary to have been successful in completing the brief. Another area I would have preferred to develop further was that the circles were layered to cover whole background in a small range of hues. The bar chart aspect was also only partially successful as it would have been more engaging if the bars shrank and grew in real time with data alongside colour changes based of magnitudes.

 

 

Conclusion

The final analysis come down to time versus expectations of results and for this project the two main restriction were my own skills base and the very short timescales allowed for experimentation rather than realisation. I will continue to work towards a better understanding of interpreting raw data into other format than visual, but also look to improving my understanding of Internet Design in the wider developmental concerns.

References

Adam Clark. (current). Knowledge Base/ What are Channel Codes?.Available: http://ds.iris.edu/ds/nodes/dmc/kb/questions/70/what-are-channel-codes/. Last accessed 12 April 2016.

 

Joseph Cheek. (2014). WHY STUDY SEISMIC ACTIVITY IN ANTARCTICA?. Available: http://www.antarcticstation.org/news_press/news_detail/why_study_seismic_activity_in_antarctica/. Last accessed 11th April 2016.

 

Amadej Trnkoczy, Jens Havskov and Lars Ottemöller. (n/a). Seismic Networks. Available: http://gfzpublic.gfz-potsdam.de/pubman/item/escidoc:4025:5/component/escidoc:4026/Chapter_8_rev1.pdf. Last accessed 12th April 2016.

 

MICHIGAN TECHNOLOGICAL UNIVERSITY. (2007). What is Seismology and what are seismic waves. Available: http://www.geo.mtu.edu/UPSeis/waves.html. Last accessed 12th April 2016

Geophysical Journal International . (2016). Ice shelf structure derived from dispersion curve analysis of ambient seismic noise, Ross Ice Shelf, Antarctica. Available: http://gji.oxfordjournals.org/content/205/2/785.abstract. Last accessed 10th April 2016

 

Simon Rogers. (2012). Data visualisation DIY: our top tools. Available: http://www.theguardian.com/news/datablog/2012/mar/28/data-visualisation-tools-free. Last accessed 12th April 2016.

Below is the outline for this module at Plymouth University for yr 1 BSc Internet Design 2015/16

MODULE AIMS:

To expose students to a wide range of data storage technologies.

To develop an understanding of the potential uses and limitations of each.

To gain hands-on experience of using the different technologies through a series of practical lab-based sessions.

To support the sharing of knowledge, experience and understanding by encouraging students to engage in collaboration, cooperation and peer review.

ASSESSED LEARNING OUTCOMES: (additional guidance below)

At the end of the module the learner will be expected to be able to:

1. Demonstrate an ability to respond to a set brief with an appropriate range of production skills.

2. Demonstrate technical, practical and conceptual skills in the use of hardware, software and networked systems.

3. Demonstrate critical creative skills in the application of hardware, software and networked systems to production of complex systems

 

DAT405 Creative Coding

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OK! This module is  starter module for learning to code using Processing  language. YAY! Its a reasonably platform independent java based IDE.

The end project was to make a space invader based game. Which I did with some coaching as I was changing all kind life choices such as work and domicility.

Processing is a flexible software sketchbook and a language for learning how to code within the context of the visual arts. Since 2001, Processing has promoted software literacy within the visual arts and visual literacy within technology. There are tens of thousands of students, artists, designers, researchers, and hobbyists who use Processing for learning and prototyping.

vsdLA

 

  • » Free to download and open source
  • » Interactive programs with 2D, 3D or PDF output
  • » OpenGL integration for accelerated 2D and 3D
  • » For GNU/Linux, Mac OS X, and Windows

https://processing.org/

Week 1 code

Its a basic alarm.

// task 6 -7
import processing.video.Movie; // this code enable video(sound)

int alarmHour=12;// set hr for alarmHour variable. IE the alarm time hr
int alarmMin=45;// set minutes for alarm
int alarmSec=30;// set Second for alarm

long lastTime = 0; // this variable uses long. a variable type that extends number base beyond int
lastTime = millis();
int upToEightCounter=1;
String dayOfWeek=”Friday”;
boolean alwaysTrue=true;

while (alwaysTrue)
{
if (dayOfWeek==”Monday” || dayOfWeek==”Tuesday” || dayOfWeek==”Wednesday” || dayOfWeek==”Thursday” || dayOfWeek==”Friday” )

{
if (hour()==alarmHour && minute() ==alarmMin && second() ==alarmSec)
{
println(” Wake Up sleepy Head”);
Movie alarm = new Movie(this, “alarm.m4v”);//
alarm.play();
print(“Counting: “);
while (upToEightCounter<=8)
{
if ( millis() – lastTime > 1000 )
{
lastTime = millis();
print(” ” + upToEightCounter);
upToEightCounter++;
}
}
}
} else
{
if (dayOfWeek==”Saturday” || dayOfWeek==”Sunday”)
{
if (hour()==alarmHour && minute() ==alarmMin && second() ==alarmSec)
{
println(“Its weekend so go back to bed!”);
}
}
}
print(” ..working.. “);
int total=0;
for (int count = 0; count <1000000000; count = count+1)
{
total = total+count;
}
}

Just need comments!!

Later shall add much partial completed code for Invaders as the 2d Array work may be worth revisiting.invader

If i am honest, I really struggled getting this to even 1/2 work. I am not natural at the abstraction of coding and prefer HTML, CSS and visual elements with web development. Below is the page one code (processing) for the space invaders that i made.The graphics in the game were hand drawn by me and scanned into Photoshop and given a bitmap feel. AS you you see the code using a 2D array to layout the ships.


 

PImage invader;
PImage backgroundSky;
boolean[][] invaderBox= new boolean [18][18];
int invaderSpacing;
void setup()
{

size(800, 600);
rectMode(CENTER);
imageMode (CENTER);
backgroundSky =loadImage(“backgoundSky.png”);
shipSetup();
invaderSetup();
invaderSpacing = width/10;

invaderBox [1][0] = true; // column1 row0
invaderBox [1][1] = true; //column 1 row1
invaderBox [1][2] = true; //column 1 row2
invaderBox [1][3] = true;
invaderBox [1][4] = true;
invaderBox [3][0] = true;
invaderBox [3][1] = true;
invaderBox [3][2] = true;
invaderBox [3][3] = true;
invaderBox [3][4] = true;
invaderBox [5][0] = true;
invaderBox [5][1] = true;
invaderBox [5][2] = true;
invaderBox [5][3] = true;
invaderBox [5][4] = true;
invaderBox [7][0] = true;
invaderBox [7][1] = true;
invaderBox [7][2] = true;
invaderBox [7][3] = true;
invaderBox [7][4] = true;
invaderBox [9][0] = true;
invaderBox [9][1] = true;
invaderBox [9][2] = true;
invaderBox [9][3] = true;
invaderBox [9][4] = true;
}

void draw ( ) {
background(0);
laserDraw(); //calls laser draw from laser tab
shipDrawn(); // calls ship drawn from Ship tab
shipMove();
stroke(3, 255, 290);
noFill();
rect(400, 300, 799, 599);
translate(0, 30);// start point
for (int i = 0; i <18; i++) {
drawColumn(i);
}
if ((frameCount % 40) == 0) { // sets speed of row movement
for (int i=invaderBox.length-2; i>=0; i–) {
invaderBox[i+1][0] =invaderBox[i][0]; // moves row 0 when frame rate is divisable by 20
invaderBox[i+1][1] =invaderBox[i][1];
invaderBox[i+1][2] =invaderBox[i][2];
invaderBox[i+1][3] =invaderBox[i][3];
invaderBox[i+1][4] =invaderBox[i][4];
}
}
}void drawColumn(int columnNum)// spacing between invaders
{
translate(columnNum*50, 0);//first translation moves us to the correct horizontal position, ready to draw the column
for (int i=0; i<invaderBox[columnNum].length; i++) { // calls column length as long as itl ess than array size
if (invaderBox[columnNum][i] == true) drawInvader();
translate(0, 50); // we have just drawn a invader, so translate down a bit, ready to draw the next invader below
}
translate(-columnNum*50, -invaderBox[columnNum].length*50); // undoes both of the previous translations so that origin is back at top left hand corner of window
}void mousePressed( ) {
// Your code goes in here !!!
}void keyPressed ( ) {
// Your code goes in here !!!
keyPressShip();
laserPressed ();
}


 

 

DAT401 Intervation- Meme

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INDE401 Project 3 Intervention and Mashup.

Meme Reality Intervention

Richard Dawkins invented the word “meme” in  The Selfish Gene published 1976. The word meme describes a behaviour or style that spreads from person to person within a culture. However internet parlance has taken the idea to mean an  image, video, piece of text, etc, typically funny in nature.

i know what you did there clean

Our aim

What we wanted to show through our piece was how  you can intervene with the material world by bringing a principally digital medium into the physical environment that people operate within. Memes were chosen as they are familiar to internet users and we felt that this would reinforce the contrast that we aimed to show ,when the meme is introduced into the mundane world.

Photo of the basic meme face construction using polystyrene and laser prints
Photo of the basic meme face construction using polystyrene and laser prints

Approach

We made four meme heads that could be manipulated to appear beside the unsuspecting subject’s face. The aim was to film the memes appearing from various angles, on smart phones at location within the University of Plymouth.  The next step was to mash-up the videos into a sequence showing memes appearing, backed by a known meme/ youtube song, to take away any sinister connotations.

https://www.youtube.com/watch?v=X4UtprpNHrQ&feature=youtu.be

Above is the uploaded final youtube film

A still from our film above using the troll face meme
A still from our film above using the troll face meme
LOL face Meme exiting from Roland Levinsky
LOL face Meme exiting from Roland Levinsky, still from our video.

Our invention demonstrated;

  • How taking meme into a real world actual adds to the understanding of how memes work.
  • The physicality of the project memes reinterpreted the space and gave new dimension to how we may view their use.
  • That memes are translatable into real world application

Analysis

What could have been done to alter or improve the project:More footage, better filming,different MEMEs for better context,more editing time and better post production technique and pre filming preparation.

We later considered other ways of introducing our memes to the environment with ideas such as, life-sized Meme, Meme T shirt or masks. It was certainly felt that the poor quality of the filming meant that the act of meme insertion was  somewhat lost in translation.

In conclusion the project was not polished, but did offer something of the original rusticated filming techniques that appear across youtube. Within the lecture group the “meme on a stick” was very popular and students felt that,commercially, here maybe some further  in developing the faces in the future.

References

Bibliography:The Selfish Gene (2015) in Wikipedia. Available at: https://en.wikipedia.org/wiki/The_Selfish_Gene (Accessed: 23 October 2015).In-line Citation:(The Selfish Gene, 2015)

Bibliography:Richard Dawkins on the internet’s hijacking of the word ‘meme’ (Wired UK) (2013) Available at: http://www.wired.co.uk/news/archive/2013-06/20/richard-dawkins-memes (Accessed: 23 October 2015).In-line Citation:(Richard Dawkins on the internet’s hijacking of the word ‘meme’ (Wired UK), 2011

Bibliography:Gleick, J. (2011) What Defines a Meme? Available at: http://www.smithsonianmag.com/arts-culture/what-defines-a-meme-1904778/?no-ist (Accessed: 23 October 2015).In-line Citation:(Gleick, 2011)

Bibliography:Victor, E. (2015) The Benefits of Memes in Marketing and Why It Has Gained Popularity. Available at: https://www.brandwatch.com/2015/04/marketing-creating-memes-that-help-your-online-marketing-efforts/ (Accessed: 25 October 2015).In-line Citation:(Victor, 2015)

Disinformation

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INDE401 Project 3

disinformation |ˌdɪsɪnfəˈmeɪʃ(ə)n|

What we did

http://nudaltech.wix.com/facebroke

Above is the link to the finished project, please feel free to look and add your comments at the bottom of the webpage.

We choose to use a free website builder to make a facsimile of a Facebook site, that subverted posts from original facebook post and then placed them within our copy  version to misrepresent peoples information.

INDE Facebook page fake
Screen shot of fake site being constructed on Wix fee website builder

This reason we chose facebook as a medium of digital information to subvert, was that it is very familiar to to people and user s feel comfortable placing post that reveal something of their lives. The user has become so familiar with the layouts that they may never question where the information they are posting is going  to or indeed that they are being monitored by external agencies.

By using a very intimate association with facebook and corrupting the data therein we hoped to demonstrate that, it is relatively easy to dupe users into entering a counterfeit version of the website they wanted and interacting with it in customary way.

We also placed pictures from other sources over original posts and therefore  gave a false representation of the original txt that followed that picture.

Deliberately obvious photo edit over an original picture that showed tech including an Apple Mac
Deliberately obvious photo edit over an original picture that showed tech including an Apple Mac

Other areas of note on our site are that names were changed, the adverts are false, the trends window was adulterated and some of the smaller details were altered. visit the website and have a good look

What functionality did the false “Facebroke” site have?

Spread around the main page were hypertext links that when the user tried to enter txt, popped up new websites that where reporting on disinformation and governments attempts to gather all digital information on us as individuals.

The usual comments windows were overlaid with for links that took user to other pertinent websites pertaining to the discussion on wether it is right or not to by constantly monitored etc.

Analysis and comment

If we had more time or greater website making skills we would have used dreamweaver to create a genuine site with the functionality of the website. The project fairly shows how information can be misused and that users can be driven to entering data into a medium they did not consciously select.

Wether or not it is permissible to gather information in order that systems of governments can continue their governance unopposed, is a matter for debate that will continue whilst those practises are carried out on individuals with a society.

References and links used

Links

http://www.wired.com/2013/06/why-i-have-nothing-to-hide-is-the-wrong-way-to-think-about-surveillance/

http://www.independent.co.uk/news/uk/politics/government-accused-of-deliberate-attempt-to-cover-up-fraudulent-incompetent-and-embarrassing-9190788.html

https://ico.org.uk/for-organisations/guide-to-freedom-of-information/what-is-the-foi-act/

http://www.theguardian.com/commentisfree/2013/jun/24/how-trust-state-spies-citizens

http://www.dailymail.co.uk/debate/article-2159336/Who-calling-conspiracy-theorist-Home-Secretary.html

REF;

http://www.digitalactivismnow.org/

http://wisdomshaven.blogspot.co.uk/2011/11/subverting-facebook-monster.html

INDE401 Project 2 Crowdsourcing

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Project 2 INDE401

Say what you Hear

What is it about?

Group  Chris Maycock, Luke Taylor, Charlotte price and Stuart O.

If you don’t know what crowdsourcing is it can seem a strange idea, it is defined by Merriam-Webster as “the process of obtaining needed services, ideas, or content by soliciting contributions from a large group of people, and especially from an online community, rather than from traditional employees or suppliers”. Although you can crowdsource from physically asking someone to contribute and this was the method we used.

The wave form of our sample
The wave form of our sample

The project was to take a piece of spoken audio and sonically distort it and make it barely comprehensible. We asked 14 randomly selected people to write what they “heard”, we assembled the material into a finished Audio-Visual project. What we hoped to demonstrate is how people “hear” the given seed in differing ways and how much they “fill in” themselves. It is really an exercise in deliberately initiating a “lost translation” event. Like looking at a picture through frosted glass and asking people what they see.

Why did we choose to make this project?

  • Sound can be heard very differently by individuals.
  • The seed audio could be manipulated away from the original form therefore masking the original
  • The crowd-source is relatively easily harvested
  • The user never hears the original speech or has any context of the audio
  • Hiding the original meant the individual decoded the given piece in an uncontrolled manner

The audio was very muffled and had; 10 syllables 8 words Added Distortion.

Luke helps compile raw pieces ready for GIF making with Charlotte
Luke helps compile raw pieces ready for GIF making with Charlotte

What we asked contributors to do

Listen to a short audio clip twice then we asked them to write on A4 paper the sentence they think they heard.

INDE Proj 2  <– here you can download our Power Point if you wish

Below is a Link from Tumblr blog of the sound the crowdsourcers heard

This is a gif animation of what they heard from the audio.

You are not meant to be able to detect the actual words but inteprept what you hear
You are not meant to be able to detect the actual words but interpret what you hear.

Final Analysis

If we had more time we would have made an online interactive version of our piece and e would have liked to have animated the contributors as they wrote their interpretations.The chaotic nature of peoples attempts lead to a much more interesting final piece than if we had of controlled their efforts more.

It clearly demonstrates that the audience will have a role in the perception of a given piece regardless of its clarity.

AND FINALLY THIS WHAT THE ORIGINAL