Week 1: Response to Sophie Woodward – Hanna Rinderknecht-Mahaffy

I found Woodward’s approach to sustainability very interesting. She argues that ethnography studies of peoples cultural, social, and personal fashion choices can be a good tool to create more sustainable fashion. As part of her argument, she discusses how most people who buy jeans do not think about buying “ethical” denim, however because of peoples’ personal attachments to their jeans, they often are used for many years in a much more sustainable way. Woodard argues that, “This suggests that a more instructive way of understanding sustainable fashion practices emerges from a focus upon what people do with clothes they already own. The ineffectiveness of policy initiatives to provide more ‘information’ about sustainable fashion comes from a misunderstand of what the consumption of clothing is. Instead…how we consume arises more out of routinized or repetitive actions than individual deliberations” (135). While I at first was slightly skeptical of Woodward’s “accidental fashion” approach, I began to be convinced, through her examples such as peoples’ jean habits, that purely providing people with information about what the “ethical” choices are, is not necessarily enough. Part of me is pessimistic about the fact that people do not take ethical actions when provided with enough information, however I do appreciate Woodard’s argument that perhaps there is another approach to sustainability. While I do think that the environmental crisis in our world today is serious enough that her approach is not sufficient by itself, I do think it may be a good starting point to get every day consumers thinking more about sustainability in their own lives. 

Lab Report: The Game of Life

 

Introduction:

The rule of “The Game of Life” in two dimension is defined on an infinite plane divided into a number of adjacent square, with each one surrounded by eight. Each square is considered as a “cell” with two attributes: Alive & dead, with the rules of altering between the to attributes shown below:

       If cell == alive {cell = dead if surrounded by n < 2 or n > 3 cells}; (living condition)

       If cell == dead {cell = alive if surrounded by n == 3 cells}; (reviving condition)

One “Generation” is defined as applying the two rules above simultaneously once. 

This report studies different algorithms which implement it, and how the rules behave on different two dimensional spaces through the algorithm.

Algorithm Analyzation:

1.  In two dimensional flat plane, the algorithm realizations is coded in  C#, which core part includes defining a three dimensional array to express a 100 x 100 2D plane and the correspondent cell value: 

private int[][] cellValues = new int[100][];

for (int r = 0; r < 99; r ++) {cellValue[r] = new int[100];}

using the “surrounding function” to tell how many other cells surround one, for example:

private int surrounding(int c, int v)
{if cellValue[r][c - 1] > 0 {count ++};}

Then it pass the count ‘g’ as the cell value to the correspondent cell value:

cellValue[r][c] = g;

To make one generation, the algorithm firstly calculate the cell value of every cell on the plane, then if a cell’s value is above 0, it will be activated, else it will be deactivated in the GUI codes.  

2. Another algorithm realized it in two dimensional toroidal surface via Python.

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A toroidal surface

 The algorithm uses similar idea to tell whether a cell is alive or dead after one generation, that is, first calculate the cell value of every cell, then update the attribute of each. However, to express a toroidal surface in a regular two dimensional list: 

total = int((grid[i, (j - 1) % N] + grid[i, (j + 1) % N]
+ grid[( i - 1 ) % N,  j]+ grid[(i + 1) % N,  j]
 + grid[(i - 1) % N, (j - 1) % N] + grid[(i - 1) % N, (j + 1) % N]
+ grid[(i + 1) % N, (j - 1 ) % N] + grid[(i + 1) % N, (j + 1) % N])/255)

What’s special here is the mod operator (%), when a counting index goes out of the plain, it “drags” the index back. For example, in a 10 x 10 plane, the point (9, 9) connects to: (8, 9), (9, 8), (8, 8), (8, 0), (9, 0), (0, 0), (0, 9), (0, 8). Thus, if being observed on a 2D flat plane, a pattern will appear from another side of the plane if it reaches one boundary.

Rule Analyzation:

The report specially studies the reviving condition: why the conditional number is n = 3 but not others, using the Python code on toroidal surface.

The Python code provides several stable pattern on n = 3. Among them, A Glider is a small pattern moves diagonally, and a Gosper is a larger pattern that keeps firing Gilders. As they can represent the behavior of motion and reproduction, the report uses them as two study objects.

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A Glider

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A Gosper

By experiment it shows when n = 4 or above the glider stays put without any motion and the Gosper ceased to a pairs of a-group-of-four blocks, which is a classic static pattern in Game of life. When n = 2, both patterns quickly expand and fill the whole surface with random moving patterns. Other experiments reveal similar results.

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A chaotic pattern in n = 2

The experiment shows that it is reasonable to set the reviving condition to n = 3, as when n < 3 it is too easy for a cell to revive and the surface will be filled with chaotic moving patterns. and when n > 4 it is relatively difficult for cells to revive, thus the active patterns in n = 3 condition will be likely to stay stationary. n = 3 may be the rule for existing the most number of stable patterns.

However, further experiment find in n = 2, a flat plane is slower than a toroidal surface to become chaotic. Thus, it is likely that the reviving condition n is connected to the type of the space in order to create a rule with most stable patterns. For example, in 3D,4D Euclid space, or Rehman space the best reviving condition may not be 3. A correspondent function: best reviving condition = f(space type) may exist.

A study on 3D Euclid situation done by Carter Bays shows there are more cases in Game of Life on different spaces for further exploration.

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A pattern in 3D space

Sources: 

MATHEMATICAL GAMES The fantastic combinations of John Conway’s new solitaire game “life”, by Martin Gardner, Scientific American 223 (October 1970): 120-123. https://web.stanford.edu/class/sts145/Library/life.pdf

Candidates for the Game of Life in Three Dimensions’, Complex Systems 1 (1987) 373-400, Carter Bays, Department of Computer Science, University of South Carolina, Columbia, SC 29208, USA, https://pdfs.semanticscholar.org/c865/e0d19f53ba646e076d6e542e1002c92fd3ad.pdf

C# code.
https://code.msdn.microsoft.com/windowsdesktop/Conways-Game-of-Life-75508f8f

Python code.  https://github.com/electronut/pp/blob/master/conway/conway.py 

Recitation 1 (Megan Rhoades)

Circuit 1: Door Bell

Parts: 

  • Breadboard: Provides a base for the connections in a circuit
  • LM7805 Voltage regulator: Controls voltage, allowing for consistent output
  • Switch: When pressed, connects the circuit to allow power to reach the speaker
  • Speaker: Vibrates, creating a sound, with the introduction of electric current
  • Jumper cables: Provide connections for the circuit
  • Barrel jack: Connects power supply to outlet
  • 100 nF (0.1uF) Capacitor: Stores (and helps regulate) electric energy
  • 12 Volt Power Supply: Provides power source

Process:

  • While this was the simplest circuit, we had to acclimate to using the components and building circuits. The biggest challenge for us in this aspect was figuring out the difference between the power and the ground, especially when connecting the voltage regulator. Finishing the circuit also provided some difficulty, as we were initially unsure of how power was flowing to the ground from the buzzer and switch. Moving on in the class, I know that I will have to put more effort into distinguishing which wires should be ground. Despite this confusion, we finished this circuit fairly quickly after getting used to the components. 

Circuit 2: Lamp

Parts: 

  • 220 ohm Resistor: Reduces current flow
  • LED: Emits light with electric current
  • Multimeter: Used to measure resistance

Process:

  • The most difficult process in this circuit was learning to measure the resistor with the multimeter. Since our fingers effect the reading of the multimeter, we asked for advice and found that measuring the resistor in between our fingers gave an accurate reading. After finding the correct resistor we simply made small adjustments to our previous circuit in order to add the LED and the resistor.

Circuit 3: Dimmable Lamp

Parts:

  • 10K ohm Variable Resistor (Potentiometer): Allows for interaction, with a turn of the dial adjusting the strength of the electric current

Process:

  • This circuit was the easiest of the three. After adjusting the position of the light, we simply added the variable resistor. I did feel that I learned something from observing the interactivity of the resistor — this technology is basic yet I had never put thought into how it works. For that reason, this circuit was the most interesting to us. 

Push-Button Switch

Process:

  • After finishing circuit 3, my partner and I disassembled our circuit. For this reason, we had to reassemble the circuit for the inclusion of the new button. We had some difficulty with this new circuit. Again, we found ourselves confused with the difference between ground and power. We also found ourselves debating ways in which we could cut down on the number of jumper cables, simplifying our circuit. Although we had some difficulty we did eventually create a new circuit and I found the process useful in practicing the building process.

Question One

The interactivity reading introduced the idea that interactivity comes on a spectrum. This felt very clear to me thinking on the different circuits we built in recitation. The third circuit, which included a dimmable light, felt more interactive than those which had only a switch. Although all required action from a human (the press of the switch) to operate, this circuit was more responsive, giving not only the option of on/off but also the ability to control how much light was emitted. 

Question Two

As someone who is very interested in music, there are many interesting interactive possibilities. One idea that I have seen in an exhibit in my hometown in Ohio is an orchestra made of “electric instruments” — one example being a harp which sensed the movement of a human finger in a certain place and played the correct tone in response. I think this idea could be developed to help disabled musicians, similar to the EyeWriter being used to allow a disabled graffiti artist do his work. These examples which combine human creativity and electronic tools are especially interesting to me.  

W2: “Accidentally sustainable?” – Eva

I would like to start by quoting Woodward as she states that “research into everyday clothing practices can be usefully developed as an approach to understanding sustainable fashion” which was the first time I had heard such a claim. This article developed by understanding on the topic we briefly mentioned in class: how do we define clothes, and fashion as whole when it engulfs everything from the mere need for survival to extreme luxury. The author encourages people to start depicting the Fashion Industry from a perspective different to what we, as a society, have constructed. By highlighting that “understanding clothing ethnographically entails seeing fashion and clothing from the perspective of the people wearing and selecting clothing, which is important in showing that the meanings of clothing cannot be reduced to an externally defined fashion system”, Woodward shines as much light of importance on the consumer side of the equation. As I start to also develop a greater understanding of the functionality and purpose of different production stages in Fashion, I realise what an elaborate maze this gigantic industry really is, which in turn brings me to the title of the article, how could one expect something to be Accidentally Sustainable? To me, the author’s tone translated a message of the importance of knowledge. The way she  referred to consumers of the clothes made me realise I was not as much of a conscious consumer as I’d wish to be.  Then I wondered, there must be some many more individuals that would make accounted choices only if they had access to this knowledge. The article really made me question globally as a concept too, and the extensive difference between different regions’ approaches to environmental questions. I am really glad I am able to raise these questions, because I too believe that through knowledge and understanding we can overcome some of the issues that ignorance brings. 

Week 1 – HTML Portfolio Page – Murray Lu

http://imanas.shanghai.nyu.edu/~mwl323/week1/

In the beginning right when it was assigned to build an About page for your portfolio webpage in HTML, I thought that I wouldn’t be able to do it and I would struggle a lot. But after diving into it, I learned a lot about HTML and found myself to be really enjoying the assignment a lot and also had a lot of fun writing the code. Above is a link to my “About” page that I created using the techniques we learned in class so far.