Robert-Depot - User contributions [en]

This Music: Prohibited

2010-06-04T02:18:22Z

Krkim: /* Functional Diagrams */

==Motivation==
For my project, I was thinking of the recent news of Pakistan banning Youtube and Facebook because of conflict between the content of these websites and the main religion. This led me to think about the government's role in the everyday lives of its citizens. During WWII, the Nazi regime restricted Germans from listening to Western radio and therefore Western music. Similarly, Britain also limited its citizens' radio. Tito of former Yugoslavia also aimed to limit the type of music that people of his country listened to, such as rock music, although Yugoslavia's power over the everyday lives of their citizens was not as ubiquitous as other totalitarian governments.

==Interactive Paradigm==
With this concept, I wanted to have one input taking in song information somehow and the computer reacting in a way that either accepts or rejects the music. An example would be a clearly Western song that is "rejected" by Germany or Yugoslavia's government through an image.

==Technical Description==
I was thinking about perhaps having an input of a fake preset "radio" songs connecting through an Arduino to the computer in which the computer would display an accepting or rejecting image in reaction to the song that arises caused by the knobs on the fake radio. My arduino, however, might be broken, so I am still thinking of other ways of taking in input. I am researching if there's a way that I could utilize song recognition applications so that the user could sing or play something and the computer image would either reject it. The third method of input I am considering is taking in a Twitter RSS feed based on the a search with "concert" or "konzert" as the key word. I'm not sure what is feasible yet.

What I chose in the end to do was use YouTube as the source of music. Previously, everyone listened to the radio for news and music. Today, however, many utilize YouTube as a way to listen to songs and vlogs dealing with news.

I used the Netbeans IDE to use html, java, javascript and css to build a faux-YouTube. If one entered keywords that did not adhere to the standards of any of the countries, the blocking image would appear. For example, if one typed, "mein hut der hat drei ecken," images of US's Roosevelt and Britain's Churchill would appear to stop the site from going to and searching for the phrase on YouTube. Identically, the same would happen if one typed something like "god bless america." An SS officer would appear to stop the website. If the phrase clears both of these restrictions, it will go ahead and allow the user to search for it on YouTube.

==Functional Diagrams==

user input ---> my project through netbeans (html, javascript, java, css) ---> Youtube or Blocking Image

==Documentation==
[[Image:doc1.png|400 px|]] [[Image:doc2.png|400 px|]]

[[Image:doc3.png|400 px|]] [[Image:doc4.png|400 px|]]

==Source Code==
HTML:
<pre>
<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN"
"http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">
<html xmlns="http://www.w3.org/1999/xhtml">
<head>
<title>YouTuber: Be Censored</title>
<script type="text/javascript" src="youtuber2.js"></script>
<link rel="stylesheet" type="text/css" href="tinyStillman.css" />
</head>
<body>
<form name ="youtubeForm">
<input type="text" id="inputBoxer" name="inputBox" value="" size="80"/>
<input type="button" value="Search" onclick="searchYoutube()"/>
</form>
</body>
</html>
</pre>

JAVASCRIPT:
<pre>
// global
var request;
// function for updating the url
function searchYoutube() {
var inputBox = document.getElementById("inputBoxer").value;
inputBox = (inputBox.trim()).toString();
//searchQuery = inputBox2;
//searchQuery = "form";
var url = "http://localhost:8080/Sessions2/tinyStillman?inputBox=" + inputBox;
//url = "inputBox=" + searchQuery;
//if (microsoftBrowser) { // special treatment for Microsoft IE
// request = new ActiveXObject("Microsoft.XMLHTTP");
//} else { // must be one of the other browsers
request = new XMLHttpRequest();
//}
//alert ("what");
request.open("GET", url, true);
request.onreadystatechange = ajaxCallback;
request.send(null);
}
function ajaxCallback() {
if (request.readyState == 4) {
if (request.status == 200) {
var searchAnswer = request.responseText;
//searchAnswer = searchAnswer.getElementById("url");
//searchAnswer = searchAnswer.toString();
//window.location = searchAnswer;
//document.location = searchAnswer;
location.replace(searchAnswer);
//out.println("got here");
}
}
}
window.onload = function() {
//body = document.getElementsByTagName("body");
//body[0].style.backgroundColor = "#ffffff";
}
</pre>

CSS:
<pre>
/* Document : tinyStillman
Created on : Jun 2, 2010, 12:52:26 AM
Author : Kelley
Description:
Purpose of the stylesheet follows.
*/
root {
display: block;
}
body {
background-image: url("http://farm5.static.flickr.com/4014/4665007323_788ac24b36_b.jpg");
background-repeat: no-repeat;
background-position: top center;
background-attachment: fixed;
}
form
{
float: left;
margin-left: 16.7%;
margin-top: 6.5px;
position:relative;
}
input[type=text]{
width:225px;
height:18px;
}
input[type=button]{
border: 1px outset gray;
background-color:white;
}
background-image{
position:relative;
}
</pre>

JAVA:
<pre>
* Processes requests for both HTTP <code>GET</code> and <code>POST</code> methods.
* @param request servlet request
* @param response servlet response
* @throws ServletException if a servlet-specific error occurs
* @throws IOException if an I/O error occurs
*/
package edu.ucsd.visarts.session;
import java.io.IOException;
import java.io.PrintWriter;
import javax.servlet.ServletException;
import javax.servlet.http.*;
public class tinyStillman extends HttpServlet {
protected void processRequest(HttpServletRequest request, HttpServletResponse response)
throws ServletException, IOException {
response.setContentType("text/plain");
PrintWriter out = response.getWriter();
String message = null;
String [] germanArticles = {"deutschen","deutschland","deutsch","deutsche",
"bundesrepublik",
"der","das","die","den","dem","des",
"dessen","deren","wessen",
"mein","meinen","meiner","meines", "meine",
"ich", "du","dich","sie","er","ihr","wir",
"sind", "bin","ist","bist","sein",
"auf","von","bei","an","liebe"};
String [] englishIsh = {"english","queen","united kingdom","british","united kingdom",
"states","united states","american", "america","god",
"i","you","yours","me","my","she","he","her","him",
"hers","his",
"is","are","am","in","out","the", "a","love","at"};
try {
// declare some local vars
String [] search;
String searchFinal = "you've got a knack to vivify";
String colorArg = request.getParameter("inputBox"); // will return null if none
search = new String [10];
search = colorArg.split(" ");
searchFinal = "";
int germanNumber = 0;
int englishNumber = 0;
for (int g = 0; g < germanArticles.length; g++){
for (int s = 0; s < search.length; s++){
if (search[s].equalsIgnoreCase(germanArticles[g])){
germanNumber++;
}
}
}
for (int g = 0; g < englishIsh.length; g++){
for (int s = 0; s < search.length; s++){
if (search[s].equalsIgnoreCase(englishIsh[g])){
englishNumber++;
}
}
}
if (germanNumber > englishNumber){
searchFinal = "h ttp://farm5.static.flickr.com/4032/4666513039_22c4f4d02a_b.jpg";
message = searchFinal;
}
else if (englishNumber > germanNumber){
searchFinal = "h ttp://farm5.static.flickr.com/4040/4667136438_5b9b33a396_b.jpg";
message = searchFinal;
}
else {
for (int i = 0; i < search.length; i ++){
searchFinal = searchFinal + search [i] + "+";
}
searchFinal = "http://www.youtube.com/results?search_query=" +
searchFinal + "&aq=f";
message = searchFinal;
}
out.println(searchFinal);
} finally {
out.close();
}
}
// <editor-fold defaultstate="collapsed" desc="HttpServlet methods. Click on the + sign on the left to edit the code.">
/**
* Handles the HTTP <code>GET</code> method.
* @param request servlet request
* @param response servlet response
* @throws ServletException if a servlet-specific error occurs
* @throws IOException if an I/O error occurs
*/
@Override
protected void doGet(HttpServletRequest request, HttpServletResponse response)
throws ServletException, IOException {
processRequest(request, response);
}
/**
* Handles the HTTP <code>POST</code> method.
* @param request servlet request
* @param response servlet response<math>Insert formula here</math>
* @throws ServletException if a servlet-specific error occurs
* @throws IOException if an I/O error occurs
*/
@Override
protected void doPost(HttpServletRequest request, HttpServletResponse response)
throws ServletException, IOException {
processRequest(request, response);
}
/**
* Returns a short description of the servlet.
* @return a String containing servlet description
*/
@Override
public String getServletInfo() {
return "Tiny Stillman";
}// </editor-fold>
}
</pre>

This Music: Prohibited

2010-06-04T02:12:48Z

Krkim: /* Visual Concept */

==Motivation==
For my project, I was thinking of the recent news of Pakistan banning Youtube and Facebook because of conflict between the content of these websites and the main religion. This led me to think about the government's role in the everyday lives of its citizens. During WWII, the Nazi regime restricted Germans from listening to Western radio and therefore Western music. Similarly, Britain also limited its citizens' radio. Tito of former Yugoslavia also aimed to limit the type of music that people of his country listened to, such as rock music, although Yugoslavia's power over the everyday lives of their citizens was not as ubiquitous as other totalitarian governments.

==Interactive Paradigm==
With this concept, I wanted to have one input taking in song information somehow and the computer reacting in a way that either accepts or rejects the music. An example would be a clearly Western song that is "rejected" by Germany or Yugoslavia's government through an image.

==Technical Description==
I was thinking about perhaps having an input of a fake preset "radio" songs connecting through an Arduino to the computer in which the computer would display an accepting or rejecting image in reaction to the song that arises caused by the knobs on the fake radio. My arduino, however, might be broken, so I am still thinking of other ways of taking in input. I am researching if there's a way that I could utilize song recognition applications so that the user could sing or play something and the computer image would either reject it. The third method of input I am considering is taking in a Twitter RSS feed based on the a search with "concert" or "konzert" as the key word. I'm not sure what is feasible yet.

What I chose in the end to do was use YouTube as the source of music. Previously, everyone listened to the radio for news and music. Today, however, many utilize YouTube as a way to listen to songs and vlogs dealing with news.

I used the Netbeans IDE to use html, java, javascript and css to build a faux-YouTube. If one entered keywords that did not adhere to the standards of any of the countries, the blocking image would appear. For example, if one typed, "mein hut der hat drei ecken," images of US's Roosevelt and Britain's Churchill would appear to stop the site from going to and searching for the phrase on YouTube. Identically, the same would happen if one typed something like "god bless america." An SS officer would appear to stop the website. If the phrase clears both of these restrictions, it will go ahead and allow the user to search for it on YouTube.

==Functional Diagrams==

user input -> my project through netbeans -> Youtube or -> Blocking Image

or

user input -> sphinx - 4 -> Blocking Image

==Documentation==
[[Image:doc1.png|400 px|]] [[Image:doc2.png|400 px|]]

[[Image:doc3.png|400 px|]] [[Image:doc4.png|400 px|]]

==Source Code==
HTML:
<pre>
<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN"
"http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">
<html xmlns="http://www.w3.org/1999/xhtml">
<head>
<title>YouTuber: Be Censored</title>
<script type="text/javascript" src="youtuber2.js"></script>
<link rel="stylesheet" type="text/css" href="tinyStillman.css" />
</head>
<body>
<form name ="youtubeForm">
<input type="text" id="inputBoxer" name="inputBox" value="" size="80"/>
<input type="button" value="Search" onclick="searchYoutube()"/>
</form>
</body>
</html>
</pre>

JAVASCRIPT:
<pre>
// global
var request;
// function for updating the url
function searchYoutube() {
var inputBox = document.getElementById("inputBoxer").value;
inputBox = (inputBox.trim()).toString();
//searchQuery = inputBox2;
//searchQuery = "form";
var url = "http://localhost:8080/Sessions2/tinyStillman?inputBox=" + inputBox;
//url = "inputBox=" + searchQuery;
//if (microsoftBrowser) { // special treatment for Microsoft IE
// request = new ActiveXObject("Microsoft.XMLHTTP");
//} else { // must be one of the other browsers
request = new XMLHttpRequest();
//}
//alert ("what");
request.open("GET", url, true);
request.onreadystatechange = ajaxCallback;
request.send(null);
}
function ajaxCallback() {
if (request.readyState == 4) {
if (request.status == 200) {
var searchAnswer = request.responseText;
//searchAnswer = searchAnswer.getElementById("url");
//searchAnswer = searchAnswer.toString();
//window.location = searchAnswer;
//document.location = searchAnswer;
location.replace(searchAnswer);
//out.println("got here");
}
}
}
window.onload = function() {
//body = document.getElementsByTagName("body");
//body[0].style.backgroundColor = "#ffffff";
}
</pre>

CSS:
<pre>
/* Document : tinyStillman
Created on : Jun 2, 2010, 12:52:26 AM
Author : Kelley
Description:
Purpose of the stylesheet follows.
*/
root {
display: block;
}
body {
background-image: url("http://farm5.static.flickr.com/4014/4665007323_788ac24b36_b.jpg");
background-repeat: no-repeat;
background-position: top center;
background-attachment: fixed;
}
form
{
float: left;
margin-left: 16.7%;
margin-top: 6.5px;
position:relative;
}
input[type=text]{
width:225px;
height:18px;
}
input[type=button]{
border: 1px outset gray;
background-color:white;
}
background-image{
position:relative;
}
</pre>

JAVA:
<pre>
* Processes requests for both HTTP <code>GET</code> and <code>POST</code> methods.
* @param request servlet request
* @param response servlet response
* @throws ServletException if a servlet-specific error occurs
* @throws IOException if an I/O error occurs
*/
package edu.ucsd.visarts.session;
import java.io.IOException;
import java.io.PrintWriter;
import javax.servlet.ServletException;
import javax.servlet.http.*;
public class tinyStillman extends HttpServlet {
protected void processRequest(HttpServletRequest request, HttpServletResponse response)
throws ServletException, IOException {
response.setContentType("text/plain");
PrintWriter out = response.getWriter();
String message = null;
String [] germanArticles = {"deutschen","deutschland","deutsch","deutsche",
"bundesrepublik",
"der","das","die","den","dem","des",
"dessen","deren","wessen",
"mein","meinen","meiner","meines", "meine",
"ich", "du","dich","sie","er","ihr","wir",
"sind", "bin","ist","bist","sein",
"auf","von","bei","an","liebe"};
String [] englishIsh = {"english","queen","united kingdom","british","united kingdom",
"states","united states","american", "america","god",
"i","you","yours","me","my","she","he","her","him",
"hers","his",
"is","are","am","in","out","the", "a","love","at"};
try {
// declare some local vars
String [] search;
String searchFinal = "you've got a knack to vivify";
String colorArg = request.getParameter("inputBox"); // will return null if none
search = new String [10];
search = colorArg.split(" ");
searchFinal = "";
int germanNumber = 0;
int englishNumber = 0;
for (int g = 0; g < germanArticles.length; g++){
for (int s = 0; s < search.length; s++){
if (search[s].equalsIgnoreCase(germanArticles[g])){
germanNumber++;
}
}
}
for (int g = 0; g < englishIsh.length; g++){
for (int s = 0; s < search.length; s++){
if (search[s].equalsIgnoreCase(englishIsh[g])){
englishNumber++;
}
}
}
if (germanNumber > englishNumber){
searchFinal = "h ttp://farm5.static.flickr.com/4032/4666513039_22c4f4d02a_b.jpg";
message = searchFinal;
}
else if (englishNumber > germanNumber){
searchFinal = "h ttp://farm5.static.flickr.com/4040/4667136438_5b9b33a396_b.jpg";
message = searchFinal;
}
else {
for (int i = 0; i < search.length; i ++){
searchFinal = searchFinal + search [i] + "+";
}
searchFinal = "http://www.youtube.com/results?search_query=" +
searchFinal + "&aq=f";
message = searchFinal;
}
out.println(searchFinal);
} finally {
out.close();
}
}
// <editor-fold defaultstate="collapsed" desc="HttpServlet methods. Click on the + sign on the left to edit the code.">
/**
* Handles the HTTP <code>GET</code> method.
* @param request servlet request
* @param response servlet response
* @throws ServletException if a servlet-specific error occurs
* @throws IOException if an I/O error occurs
*/
@Override
protected void doGet(HttpServletRequest request, HttpServletResponse response)
throws ServletException, IOException {
processRequest(request, response);
}
/**
* Handles the HTTP <code>POST</code> method.
* @param request servlet request
* @param response servlet response<math>Insert formula here</math>
* @throws ServletException if a servlet-specific error occurs
* @throws IOException if an I/O error occurs
*/
@Override
protected void doPost(HttpServletRequest request, HttpServletResponse response)
throws ServletException, IOException {
processRequest(request, response);
}
/**
* Returns a short description of the servlet.
* @return a String containing servlet description
*/
@Override
public String getServletInfo() {
return "Tiny Stillman";
}// </editor-fold>
}
</pre>

This Music: Prohibited

2010-06-04T02:11:42Z

Krkim: /* Documentation */

==Motivation==
For my project, I was thinking of the recent news of Pakistan banning Youtube and Facebook because of conflict between the content of these websites and the main religion. This led me to think about the government's role in the everyday lives of its citizens. During WWII, the Nazi regime restricted Germans from listening to Western radio and therefore Western music. Similarly, Britain also limited its citizens' radio. Tito of former Yugoslavia also aimed to limit the type of music that people of his country listened to, such as rock music, although Yugoslavia's power over the everyday lives of their citizens was not as ubiquitous as other totalitarian governments.

==Interactive Paradigm==
With this concept, I wanted to have one input taking in song information somehow and the computer reacting in a way that either accepts or rejects the music. An example would be a clearly Western song that is "rejected" by Germany or Yugoslavia's government through an image.

==Technical Description==
I was thinking about perhaps having an input of a fake preset "radio" songs connecting through an Arduino to the computer in which the computer would display an accepting or rejecting image in reaction to the song that arises caused by the knobs on the fake radio. My arduino, however, might be broken, so I am still thinking of other ways of taking in input. I am researching if there's a way that I could utilize song recognition applications so that the user could sing or play something and the computer image would either reject it. The third method of input I am considering is taking in a Twitter RSS feed based on the a search with "concert" or "konzert" as the key word. I'm not sure what is feasible yet.

What I chose in the end to do was use YouTube as the source of music. Previously, everyone listened to the radio for news and music. Today, however, many utilize YouTube as a way to listen to songs and vlogs dealing with news.

I used the Netbeans IDE to use html, java, javascript and css to build a faux-YouTube. If one entered keywords that did not adhere to the standards of any of the countries, the blocking image would appear. For example, if one typed, "mein hut der hat drei ecken," images of US's Roosevelt and Britain's Churchill would appear to stop the site from going to and searching for the phrase on YouTube. Identically, the same would happen if one typed something like "god bless america." An SS officer would appear to stop the website. If the phrase clears both of these restrictions, it will go ahead and allow the user to search for it on YouTube.

==Functional Diagrams==

user input -> my project through netbeans -> Youtube or -> Blocking Image

or

user input -> sphinx - 4 -> Blocking Image

==Visual Concept==

==Documentation==
[[Image:doc1.png|400 px|]] [[Image:doc2.png|400 px|]]

[[Image:doc3.png|400 px|]] [[Image:doc4.png|400 px|]]

==Source Code==
HTML:
<pre>
<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN"
"http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">
<html xmlns="http://www.w3.org/1999/xhtml">
<head>
<title>YouTuber: Be Censored</title>
<script type="text/javascript" src="youtuber2.js"></script>
<link rel="stylesheet" type="text/css" href="tinyStillman.css" />
</head>
<body>
<form name ="youtubeForm">
<input type="text" id="inputBoxer" name="inputBox" value="" size="80"/>
<input type="button" value="Search" onclick="searchYoutube()"/>
</form>
</body>
</html>
</pre>

JAVASCRIPT:
<pre>
// global
var request;
// function for updating the url
function searchYoutube() {
var inputBox = document.getElementById("inputBoxer").value;
inputBox = (inputBox.trim()).toString();
//searchQuery = inputBox2;
//searchQuery = "form";
var url = "http://localhost:8080/Sessions2/tinyStillman?inputBox=" + inputBox;
//url = "inputBox=" + searchQuery;
//if (microsoftBrowser) { // special treatment for Microsoft IE
// request = new ActiveXObject("Microsoft.XMLHTTP");
//} else { // must be one of the other browsers
request = new XMLHttpRequest();
//}
//alert ("what");
request.open("GET", url, true);
request.onreadystatechange = ajaxCallback;
request.send(null);
}
function ajaxCallback() {
if (request.readyState == 4) {
if (request.status == 200) {
var searchAnswer = request.responseText;
//searchAnswer = searchAnswer.getElementById("url");
//searchAnswer = searchAnswer.toString();
//window.location = searchAnswer;
//document.location = searchAnswer;
location.replace(searchAnswer);
//out.println("got here");
}
}
}
window.onload = function() {
//body = document.getElementsByTagName("body");
//body[0].style.backgroundColor = "#ffffff";
}
</pre>

CSS:
<pre>
/* Document : tinyStillman
Created on : Jun 2, 2010, 12:52:26 AM
Author : Kelley
Description:
Purpose of the stylesheet follows.
*/
root {
display: block;
}
body {
background-image: url("http://farm5.static.flickr.com/4014/4665007323_788ac24b36_b.jpg");
background-repeat: no-repeat;
background-position: top center;
background-attachment: fixed;
}
form
{
float: left;
margin-left: 16.7%;
margin-top: 6.5px;
position:relative;
}
input[type=text]{
width:225px;
height:18px;
}
input[type=button]{
border: 1px outset gray;
background-color:white;
}
background-image{
position:relative;
}
</pre>

JAVA:
<pre>
* Processes requests for both HTTP <code>GET</code> and <code>POST</code> methods.
* @param request servlet request
* @param response servlet response
* @throws ServletException if a servlet-specific error occurs
* @throws IOException if an I/O error occurs
*/
package edu.ucsd.visarts.session;
import java.io.IOException;
import java.io.PrintWriter;
import javax.servlet.ServletException;
import javax.servlet.http.*;
public class tinyStillman extends HttpServlet {
protected void processRequest(HttpServletRequest request, HttpServletResponse response)
throws ServletException, IOException {
response.setContentType("text/plain");
PrintWriter out = response.getWriter();
String message = null;
String [] germanArticles = {"deutschen","deutschland","deutsch","deutsche",
"bundesrepublik",
"der","das","die","den","dem","des",
"dessen","deren","wessen",
"mein","meinen","meiner","meines", "meine",
"ich", "du","dich","sie","er","ihr","wir",
"sind", "bin","ist","bist","sein",
"auf","von","bei","an","liebe"};
String [] englishIsh = {"english","queen","united kingdom","british","united kingdom",
"states","united states","american", "america","god",
"i","you","yours","me","my","she","he","her","him",
"hers","his",
"is","are","am","in","out","the", "a","love","at"};
try {
// declare some local vars
String [] search;
String searchFinal = "you've got a knack to vivify";
String colorArg = request.getParameter("inputBox"); // will return null if none
search = new String [10];
search = colorArg.split(" ");
searchFinal = "";
int germanNumber = 0;
int englishNumber = 0;
for (int g = 0; g < germanArticles.length; g++){
for (int s = 0; s < search.length; s++){
if (search[s].equalsIgnoreCase(germanArticles[g])){
germanNumber++;
}
}
}
for (int g = 0; g < englishIsh.length; g++){
for (int s = 0; s < search.length; s++){
if (search[s].equalsIgnoreCase(englishIsh[g])){
englishNumber++;
}
}
}
if (germanNumber > englishNumber){
searchFinal = "h ttp://farm5.static.flickr.com/4032/4666513039_22c4f4d02a_b.jpg";
message = searchFinal;
}
else if (englishNumber > germanNumber){
searchFinal = "h ttp://farm5.static.flickr.com/4040/4667136438_5b9b33a396_b.jpg";
message = searchFinal;
}
else {
for (int i = 0; i < search.length; i ++){
searchFinal = searchFinal + search [i] + "+";
}
searchFinal = "http://www.youtube.com/results?search_query=" +
searchFinal + "&aq=f";
message = searchFinal;
}
out.println(searchFinal);
} finally {
out.close();
}
}
// <editor-fold defaultstate="collapsed" desc="HttpServlet methods. Click on the + sign on the left to edit the code.">
/**
* Handles the HTTP <code>GET</code> method.
* @param request servlet request
* @param response servlet response
* @throws ServletException if a servlet-specific error occurs
* @throws IOException if an I/O error occurs
*/
@Override
protected void doGet(HttpServletRequest request, HttpServletResponse response)
throws ServletException, IOException {
processRequest(request, response);
}
/**
* Handles the HTTP <code>POST</code> method.
* @param request servlet request
* @param response servlet response<math>Insert formula here</math>
* @throws ServletException if a servlet-specific error occurs
* @throws IOException if an I/O error occurs
*/
@Override
protected void doPost(HttpServletRequest request, HttpServletResponse response)
throws ServletException, IOException {
processRequest(request, response);
}
/**
* Returns a short description of the servlet.
* @return a String containing servlet description
*/
@Override
public String getServletInfo() {
return "Tiny Stillman";
}// </editor-fold>
}
</pre>

This Music: Prohibited

2010-06-04T02:10:30Z

Krkim:

==Motivation==
For my project, I was thinking of the recent news of Pakistan banning Youtube and Facebook because of conflict between the content of these websites and the main religion. This led me to think about the government's role in the everyday lives of its citizens. During WWII, the Nazi regime restricted Germans from listening to Western radio and therefore Western music. Similarly, Britain also limited its citizens' radio. Tito of former Yugoslavia also aimed to limit the type of music that people of his country listened to, such as rock music, although Yugoslavia's power over the everyday lives of their citizens was not as ubiquitous as other totalitarian governments.

==Interactive Paradigm==
With this concept, I wanted to have one input taking in song information somehow and the computer reacting in a way that either accepts or rejects the music. An example would be a clearly Western song that is "rejected" by Germany or Yugoslavia's government through an image.

==Technical Description==
I was thinking about perhaps having an input of a fake preset "radio" songs connecting through an Arduino to the computer in which the computer would display an accepting or rejecting image in reaction to the song that arises caused by the knobs on the fake radio. My arduino, however, might be broken, so I am still thinking of other ways of taking in input. I am researching if there's a way that I could utilize song recognition applications so that the user could sing or play something and the computer image would either reject it. The third method of input I am considering is taking in a Twitter RSS feed based on the a search with "concert" or "konzert" as the key word. I'm not sure what is feasible yet.

What I chose in the end to do was use YouTube as the source of music. Previously, everyone listened to the radio for news and music. Today, however, many utilize YouTube as a way to listen to songs and vlogs dealing with news.

I used the Netbeans IDE to use html, java, javascript and css to build a faux-YouTube. If one entered keywords that did not adhere to the standards of any of the countries, the blocking image would appear. For example, if one typed, "mein hut der hat drei ecken," images of US's Roosevelt and Britain's Churchill would appear to stop the site from going to and searching for the phrase on YouTube. Identically, the same would happen if one typed something like "god bless america." An SS officer would appear to stop the website. If the phrase clears both of these restrictions, it will go ahead and allow the user to search for it on YouTube.

==Functional Diagrams==

user input -> my project through netbeans -> Youtube or -> Blocking Image

or

user input -> sphinx - 4 -> Blocking Image

==Visual Concept==

==Documentation==
[[Image:doc1.png|500 px|]]
[[Image:doc2.png|500 px|]]
[[Image:doc3.png|500 px|]]
[[Image:doc4.png|500 px|]]

==Source Code==
HTML:
<pre>
<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN"
"http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">
<html xmlns="http://www.w3.org/1999/xhtml">
<head>
<title>YouTuber: Be Censored</title>
<script type="text/javascript" src="youtuber2.js"></script>
<link rel="stylesheet" type="text/css" href="tinyStillman.css" />
</head>
<body>
<form name ="youtubeForm">
<input type="text" id="inputBoxer" name="inputBox" value="" size="80"/>
<input type="button" value="Search" onclick="searchYoutube()"/>
</form>
</body>
</html>
</pre>

JAVASCRIPT:
<pre>
// global
var request;
// function for updating the url
function searchYoutube() {
var inputBox = document.getElementById("inputBoxer").value;
inputBox = (inputBox.trim()).toString();
//searchQuery = inputBox2;
//searchQuery = "form";
var url = "http://localhost:8080/Sessions2/tinyStillman?inputBox=" + inputBox;
//url = "inputBox=" + searchQuery;
//if (microsoftBrowser) { // special treatment for Microsoft IE
// request = new ActiveXObject("Microsoft.XMLHTTP");
//} else { // must be one of the other browsers
request = new XMLHttpRequest();
//}
//alert ("what");
request.open("GET", url, true);
request.onreadystatechange = ajaxCallback;
request.send(null);
}
function ajaxCallback() {
if (request.readyState == 4) {
if (request.status == 200) {
var searchAnswer = request.responseText;
//searchAnswer = searchAnswer.getElementById("url");
//searchAnswer = searchAnswer.toString();
//window.location = searchAnswer;
//document.location = searchAnswer;
location.replace(searchAnswer);
//out.println("got here");
}
}
}
window.onload = function() {
//body = document.getElementsByTagName("body");
//body[0].style.backgroundColor = "#ffffff";
}
</pre>

CSS:
<pre>
/* Document : tinyStillman
Created on : Jun 2, 2010, 12:52:26 AM
Author : Kelley
Description:
Purpose of the stylesheet follows.
*/
root {
display: block;
}
body {
background-image: url("http://farm5.static.flickr.com/4014/4665007323_788ac24b36_b.jpg");
background-repeat: no-repeat;
background-position: top center;
background-attachment: fixed;
}
form
{
float: left;
margin-left: 16.7%;
margin-top: 6.5px;
position:relative;
}
input[type=text]{
width:225px;
height:18px;
}
input[type=button]{
border: 1px outset gray;
background-color:white;
}
background-image{
position:relative;
}
</pre>

JAVA:
<pre>
* Processes requests for both HTTP <code>GET</code> and <code>POST</code> methods.
* @param request servlet request
* @param response servlet response
* @throws ServletException if a servlet-specific error occurs
* @throws IOException if an I/O error occurs
*/
package edu.ucsd.visarts.session;
import java.io.IOException;
import java.io.PrintWriter;
import javax.servlet.ServletException;
import javax.servlet.http.*;
public class tinyStillman extends HttpServlet {
protected void processRequest(HttpServletRequest request, HttpServletResponse response)
throws ServletException, IOException {
response.setContentType("text/plain");
PrintWriter out = response.getWriter();
String message = null;
String [] germanArticles = {"deutschen","deutschland","deutsch","deutsche",
"bundesrepublik",
"der","das","die","den","dem","des",
"dessen","deren","wessen",
"mein","meinen","meiner","meines", "meine",
"ich", "du","dich","sie","er","ihr","wir",
"sind", "bin","ist","bist","sein",
"auf","von","bei","an","liebe"};
String [] englishIsh = {"english","queen","united kingdom","british","united kingdom",
"states","united states","american", "america","god",
"i","you","yours","me","my","she","he","her","him",
"hers","his",
"is","are","am","in","out","the", "a","love","at"};
try {
// declare some local vars
String [] search;
String searchFinal = "you've got a knack to vivify";
String colorArg = request.getParameter("inputBox"); // will return null if none
search = new String [10];
search = colorArg.split(" ");
searchFinal = "";
int germanNumber = 0;
int englishNumber = 0;
for (int g = 0; g < germanArticles.length; g++){
for (int s = 0; s < search.length; s++){
if (search[s].equalsIgnoreCase(germanArticles[g])){
germanNumber++;
}
}
}
for (int g = 0; g < englishIsh.length; g++){
for (int s = 0; s < search.length; s++){
if (search[s].equalsIgnoreCase(englishIsh[g])){
englishNumber++;
}
}
}
if (germanNumber > englishNumber){
searchFinal = "h ttp://farm5.static.flickr.com/4032/4666513039_22c4f4d02a_b.jpg";
message = searchFinal;
}
else if (englishNumber > germanNumber){
searchFinal = "h ttp://farm5.static.flickr.com/4040/4667136438_5b9b33a396_b.jpg";
message = searchFinal;
}
else {
for (int i = 0; i < search.length; i ++){
searchFinal = searchFinal + search [i] + "+";
}
searchFinal = "http://www.youtube.com/results?search_query=" +
searchFinal + "&aq=f";
message = searchFinal;
}
out.println(searchFinal);
} finally {
out.close();
}
}
// <editor-fold defaultstate="collapsed" desc="HttpServlet methods. Click on the + sign on the left to edit the code.">
/**
* Handles the HTTP <code>GET</code> method.
* @param request servlet request
* @param response servlet response
* @throws ServletException if a servlet-specific error occurs
* @throws IOException if an I/O error occurs
*/
@Override
protected void doGet(HttpServletRequest request, HttpServletResponse response)
throws ServletException, IOException {
processRequest(request, response);
}
/**
* Handles the HTTP <code>POST</code> method.
* @param request servlet request
* @param response servlet response<math>Insert formula here</math>
* @throws ServletException if a servlet-specific error occurs
* @throws IOException if an I/O error occurs
*/
@Override
protected void doPost(HttpServletRequest request, HttpServletResponse response)
throws ServletException, IOException {
processRequest(request, response);
}
/**
* Returns a short description of the servlet.
* @return a String containing servlet description
*/
@Override
public String getServletInfo() {
return "Tiny Stillman";
}// </editor-fold>
}
</pre>

File:Doc4.png

2010-06-04T02:09:28Z

Krkim:

File:Doc3.png

2010-06-04T02:08:49Z

Krkim:

File:Doc2.png

2010-06-04T02:07:06Z

Krkim:

File:Doc1.png

2010-06-04T02:05:59Z

Krkim:

This Music: Prohibited

2010-06-04T02:05:32Z

Krkim:

==Motivation==
For my project, I was thinking of the recent news of Pakistan banning Youtube and Facebook because of conflict between the content of these websites and the main religion. This led me to think about the government's role in the everyday lives of its citizens. During WWII, the Nazi regime restricted Germans from listening to Western radio and therefore Western music. Similarly, Britain also limited its citizens' radio. Tito of former Yugoslavia also aimed to limit the type of music that people of his country listened to, such as rock music, although Yugoslavia's power over the everyday lives of their citizens was not as ubiquitous as other totalitarian governments.

==Interactive Paradigm==
With this concept, I wanted to have one input taking in song information somehow and the computer reacting in a way that either accepts or rejects the music. An example would be a clearly Western song that is "rejected" by Germany or Yugoslavia's government through an image.

==Technical Description==
I was thinking about perhaps having an input of a fake preset "radio" songs connecting through an Arduino to the computer in which the computer would display an accepting or rejecting image in reaction to the song that arises caused by the knobs on the fake radio. My arduino, however, might be broken, so I am still thinking of other ways of taking in input. I am researching if there's a way that I could utilize song recognition applications so that the user could sing or play something and the computer image would either reject it. The third method of input I am considering is taking in a Twitter RSS feed based on the a search with "concert" or "konzert" as the key word. I'm not sure what is feasible yet.

What I chose in the end to do was use YouTube as the source of music. Previously, everyone listened to the radio for news and music. Today, however, many utilize YouTube as a way to listen to songs and vlogs dealing with news.

I used the Netbeans IDE to use html, java, javascript and css to build a faux-YouTube. If one entered keywords that did not adhere to the standards of any of the countries, the blocking image would appear. For example, if one typed, "mein hut der hat drei ecken," images of US's Roosevelt and Britain's Churchill would appear to stop the site from going to and searching for the phrase on YouTube. Identically, the same would happen if one typed something like "god bless america." An SS officer would appear to stop the website. If the phrase clears both of these restrictions, it will go ahead and allow the user to search for it on YouTube.

==Functional Diagrams==

user input -> my project through netbeans -> Youtube or -> Blocking Image

or

user input -> sphinx - 4 -> Blocking Image

==Visual Concept==

==Documentation==
[[Image:doc1.png]]
[[Image:doc2.png]]
[[Image:doc3.png]]
[[Image:doc4.png]]

==Source Code==
HTML:
<pre>
<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN"
"http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">
<html xmlns="http://www.w3.org/1999/xhtml">
<head>
<title>YouTuber: Be Censored</title>
<script type="text/javascript" src="youtuber2.js"></script>
<link rel="stylesheet" type="text/css" href="tinyStillman.css" />
</head>
<body>
<form name ="youtubeForm">
<input type="text" id="inputBoxer" name="inputBox" value="" size="80"/>
<input type="button" value="Search" onclick="searchYoutube()"/>
</form>
</body>
</html>
</pre>

JAVASCRIPT:
<pre>
// global
var request;
// function for updating the url
function searchYoutube() {
var inputBox = document.getElementById("inputBoxer").value;
inputBox = (inputBox.trim()).toString();
//searchQuery = inputBox2;
//searchQuery = "form";
var url = "http://localhost:8080/Sessions2/tinyStillman?inputBox=" + inputBox;
//url = "inputBox=" + searchQuery;
//if (microsoftBrowser) { // special treatment for Microsoft IE
// request = new ActiveXObject("Microsoft.XMLHTTP");
//} else { // must be one of the other browsers
request = new XMLHttpRequest();
//}
//alert ("what");
request.open("GET", url, true);
request.onreadystatechange = ajaxCallback;
request.send(null);
}
function ajaxCallback() {
if (request.readyState == 4) {
if (request.status == 200) {
var searchAnswer = request.responseText;
//searchAnswer = searchAnswer.getElementById("url");
//searchAnswer = searchAnswer.toString();
//window.location = searchAnswer;
//document.location = searchAnswer;
location.replace(searchAnswer);
//out.println("got here");
}
}
}
window.onload = function() {
//body = document.getElementsByTagName("body");
//body[0].style.backgroundColor = "#ffffff";
}
</pre>

CSS:
<pre>
/* Document : tinyStillman
Created on : Jun 2, 2010, 12:52:26 AM
Author : Kelley
Description:
Purpose of the stylesheet follows.
*/
root {
display: block;
}
body {
background-image: url("http://farm5.static.flickr.com/4014/4665007323_788ac24b36_b.jpg");
background-repeat: no-repeat;
background-position: top center;
background-attachment: fixed;
}
form
{
float: left;
margin-left: 16.7%;
margin-top: 6.5px;
position:relative;
}
input[type=text]{
width:225px;
height:18px;
}
input[type=button]{
border: 1px outset gray;
background-color:white;
}
background-image{
position:relative;
}
</pre>

JAVA:
<pre>
* Processes requests for both HTTP <code>GET</code> and <code>POST</code> methods.
* @param request servlet request
* @param response servlet response
* @throws ServletException if a servlet-specific error occurs
* @throws IOException if an I/O error occurs
*/
package edu.ucsd.visarts.session;
import java.io.IOException;
import java.io.PrintWriter;
import javax.servlet.ServletException;
import javax.servlet.http.*;
public class tinyStillman extends HttpServlet {
protected void processRequest(HttpServletRequest request, HttpServletResponse response)
throws ServletException, IOException {
response.setContentType("text/plain");
PrintWriter out = response.getWriter();
String message = null;
String [] germanArticles = {"deutschen","deutschland","deutsch","deutsche",
"bundesrepublik",
"der","das","die","den","dem","des",
"dessen","deren","wessen",
"mein","meinen","meiner","meines", "meine",
"ich", "du","dich","sie","er","ihr","wir",
"sind", "bin","ist","bist","sein",
"auf","von","bei","an","liebe"};
String [] englishIsh = {"english","queen","united kingdom","british","united kingdom",
"states","united states","american", "america","god",
"i","you","yours","me","my","she","he","her","him",
"hers","his",
"is","are","am","in","out","the", "a","love","at"};
try {
// declare some local vars
String [] search;
String searchFinal = "you've got a knack to vivify";
String colorArg = request.getParameter("inputBox"); // will return null if none
search = new String [10];
search = colorArg.split(" ");
searchFinal = "";
int germanNumber = 0;
int englishNumber = 0;
for (int g = 0; g < germanArticles.length; g++){
for (int s = 0; s < search.length; s++){
if (search[s].equalsIgnoreCase(germanArticles[g])){
germanNumber++;
}
}
}
for (int g = 0; g < englishIsh.length; g++){
for (int s = 0; s < search.length; s++){
if (search[s].equalsIgnoreCase(englishIsh[g])){
englishNumber++;
}
}
}
if (germanNumber > englishNumber){
searchFinal = "h ttp://farm5.static.flickr.com/4032/4666513039_22c4f4d02a_b.jpg";
message = searchFinal;
}
else if (englishNumber > germanNumber){
searchFinal = "h ttp://farm5.static.flickr.com/4040/4667136438_5b9b33a396_b.jpg";
message = searchFinal;
}
else {
for (int i = 0; i < search.length; i ++){
searchFinal = searchFinal + search [i] + "+";
}
searchFinal = "http://www.youtube.com/results?search_query=" +
searchFinal + "&aq=f";
message = searchFinal;
}
out.println(searchFinal);
} finally {
out.close();
}
}
// <editor-fold defaultstate="collapsed" desc="HttpServlet methods. Click on the + sign on the left to edit the code.">
/**
* Handles the HTTP <code>GET</code> method.
* @param request servlet request
* @param response servlet response
* @throws ServletException if a servlet-specific error occurs
* @throws IOException if an I/O error occurs
*/
@Override
protected void doGet(HttpServletRequest request, HttpServletResponse response)
throws ServletException, IOException {
processRequest(request, response);
}
/**
* Handles the HTTP <code>POST</code> method.
* @param request servlet request
* @param response servlet response<math>Insert formula here</math>
* @throws ServletException if a servlet-specific error occurs
* @throws IOException if an I/O error occurs
*/
@Override
protected void doPost(HttpServletRequest request, HttpServletResponse response)
throws ServletException, IOException {
processRequest(request, response);
}
/**
* Returns a short description of the servlet.
* @return a String containing servlet description
*/
@Override
public String getServletInfo() {
return "Tiny Stillman";
}// </editor-fold>
}
</pre>

This Music: Prohibited

2010-06-04T02:01:59Z

Krkim:

==Motivation==
For my project, I was thinking of the recent news of Pakistan banning Youtube and Facebook because of conflict between the content of these websites and the main religion. This led me to think about the government's role in the everyday lives of its citizens. During WWII, the Nazi regime restricted Germans from listening to Western radio and therefore Western music. Similarly, Britain also limited its citizens' radio. Tito of former Yugoslavia also aimed to limit the type of music that people of his country listened to, such as rock music, although Yugoslavia's power over the everyday lives of their citizens was not as ubiquitous as other totalitarian governments.

==Interactive Paradigm==
With this concept, I wanted to have one input taking in song information somehow and the computer reacting in a way that either accepts or rejects the music. An example would be a clearly Western song that is "rejected" by Germany or Yugoslavia's government through an image.

==Technical Description==
I was thinking about perhaps having an input of a fake preset "radio" songs connecting through an Arduino to the computer in which the computer would display an accepting or rejecting image in reaction to the song that arises caused by the knobs on the fake radio. My arduino, however, might be broken, so I am still thinking of other ways of taking in input. I am researching if there's a way that I could utilize song recognition applications so that the user could sing or play something and the computer image would either reject it. The third method of input I am considering is taking in a Twitter RSS feed based on the a search with "concert" or "konzert" as the key word. I'm not sure what is feasible yet.

What I chose in the end to do was use YouTube as the source of music. Previously, everyone listened to the radio for news and music. Today, however, many utilize YouTube as a way to listen to songs and vlogs dealing with news.

I used the Netbeans IDE to use html, java, javascript and css to build a faux-YouTube. If one entered keywords that did not adhere to the standards of any of the countries, the blocking image would appear. For example, if one typed, "mein hut der hat drei ecken," images of US's Roosevelt and Britain's Churchill would appear to stop the site from going to and searching for the phrase on YouTube. Identically, the same would happen if one typed something like "god bless america." An SS officer would appear to stop the website. If the phrase clears both of these restrictions, it will go ahead and allow the user to search for it on YouTube.

==Functional Diagrams==

user input -> my project through netbeans -> Youtube or -> Blocking Image

or

user input -> sphinx - 4 -> Blocking Image

==Visual Concept==

==Documentation==
[[Image:doc1.jpg]]
[[Image:doc2.jpg]]
[[Image:doc3.jpg]]
[[Image:doc4.jpg]]

==Source Code==
HTML:
<pre>
<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN"
"http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">
<html xmlns="http://www.w3.org/1999/xhtml">
<head>
<title>YouTuber: Be Censored</title>
<script type="text/javascript" src="youtuber2.js"></script>
<link rel="stylesheet" type="text/css" href="tinyStillman.css" />
</head>
<body>
<form name ="youtubeForm">
<input type="text" id="inputBoxer" name="inputBox" value="" size="80"/>
<input type="button" value="Search" onclick="searchYoutube()"/>
</form>
</body>
</html>
</pre>

JAVASCRIPT:
<pre>
// global
var request;
// function for updating the url
function searchYoutube() {
var inputBox = document.getElementById("inputBoxer").value;
inputBox = (inputBox.trim()).toString();
//searchQuery = inputBox2;
//searchQuery = "form";
var url = "http://localhost:8080/Sessions2/tinyStillman?inputBox=" + inputBox;
//url = "inputBox=" + searchQuery;
//if (microsoftBrowser) { // special treatment for Microsoft IE
// request = new ActiveXObject("Microsoft.XMLHTTP");
//} else { // must be one of the other browsers
request = new XMLHttpRequest();
//}
//alert ("what");
request.open("GET", url, true);
request.onreadystatechange = ajaxCallback;
request.send(null);
}
function ajaxCallback() {
if (request.readyState == 4) {
if (request.status == 200) {
var searchAnswer = request.responseText;
//searchAnswer = searchAnswer.getElementById("url");
//searchAnswer = searchAnswer.toString();
//window.location = searchAnswer;
//document.location = searchAnswer;
location.replace(searchAnswer);
//out.println("got here");
}
}
}
window.onload = function() {
//body = document.getElementsByTagName("body");
//body[0].style.backgroundColor = "#ffffff";
}
</pre>

CSS:
<pre>
/* Document : tinyStillman
Created on : Jun 2, 2010, 12:52:26 AM
Author : Kelley
Description:
Purpose of the stylesheet follows.
*/
root {
display: block;
}
body {
background-image: url("http://farm5.static.flickr.com/4014/4665007323_788ac24b36_b.jpg");
background-repeat: no-repeat;
background-position: top center;
background-attachment: fixed;
}
form
{
float: left;
margin-left: 16.7%;
margin-top: 6.5px;
position:relative;
}
input[type=text]{
width:225px;
height:18px;
}
input[type=button]{
border: 1px outset gray;
background-color:white;
}
background-image{
position:relative;
}
</pre>

JAVA:
<pre>
* Processes requests for both HTTP <code>GET</code> and <code>POST</code> methods.
* @param request servlet request
* @param response servlet response
* @throws ServletException if a servlet-specific error occurs
* @throws IOException if an I/O error occurs
*/
package edu.ucsd.visarts.session;
import java.io.IOException;
import java.io.PrintWriter;
import javax.servlet.ServletException;
import javax.servlet.http.*;
public class tinyStillman extends HttpServlet {
protected void processRequest(HttpServletRequest request, HttpServletResponse response)
throws ServletException, IOException {
response.setContentType("text/plain");
PrintWriter out = response.getWriter();
String message = null;
String [] germanArticles = {"deutschen","deutschland","deutsch","deutsche",
"bundesrepublik",
"der","das","die","den","dem","des",
"dessen","deren","wessen",
"mein","meinen","meiner","meines", "meine",
"ich", "du","dich","sie","er","ihr","wir",
"sind", "bin","ist","bist","sein",
"auf","von","bei","an","liebe"};
String [] englishIsh = {"english","queen","united kingdom","british","united kingdom",
"states","united states","american", "america","god",
"i","you","yours","me","my","she","he","her","him",
"hers","his",
"is","are","am","in","out","the", "a","love","at"};
try {
// declare some local vars
String [] search;
String searchFinal = "you've got a knack to vivify";
String colorArg = request.getParameter("inputBox"); // will return null if none
search = new String [10];
search = colorArg.split(" ");
searchFinal = "";
int germanNumber = 0;
int englishNumber = 0;
for (int g = 0; g < germanArticles.length; g++){
for (int s = 0; s < search.length; s++){
if (search[s].equalsIgnoreCase(germanArticles[g])){
germanNumber++;
}
}
}
for (int g = 0; g < englishIsh.length; g++){
for (int s = 0; s < search.length; s++){
if (search[s].equalsIgnoreCase(englishIsh[g])){
englishNumber++;
}
}
}
if (germanNumber > englishNumber){
searchFinal = "h ttp://farm5.static.flickr.com/4032/4666513039_22c4f4d02a_b.jpg";
message = searchFinal;
}
else if (englishNumber > germanNumber){
searchFinal = "h ttp://farm5.static.flickr.com/4040/4667136438_5b9b33a396_b.jpg";
message = searchFinal;
}
else {
for (int i = 0; i < search.length; i ++){
searchFinal = searchFinal + search [i] + "+";
}
searchFinal = "http://www.youtube.com/results?search_query=" +
searchFinal + "&aq=f";
message = searchFinal;
}
out.println(searchFinal);
} finally {
out.close();
}
}
// <editor-fold defaultstate="collapsed" desc="HttpServlet methods. Click on the + sign on the left to edit the code.">
/**
* Handles the HTTP <code>GET</code> method.
* @param request servlet request
* @param response servlet response
* @throws ServletException if a servlet-specific error occurs
* @throws IOException if an I/O error occurs
*/
@Override
protected void doGet(HttpServletRequest request, HttpServletResponse response)
throws ServletException, IOException {
processRequest(request, response);
}
/**
* Handles the HTTP <code>POST</code> method.
* @param request servlet request
* @param response servlet response<math>Insert formula here</math>
* @throws ServletException if a servlet-specific error occurs
* @throws IOException if an I/O error occurs
*/
@Override
protected void doPost(HttpServletRequest request, HttpServletResponse response)
throws ServletException, IOException {
processRequest(request, response);
}
/**
* Returns a short description of the servlet.
* @return a String containing servlet description
*/
@Override
public String getServletInfo() {
return "Tiny Stillman";
}// </editor-fold>
}
</pre>

This Music: Prohibited

2010-05-27T23:03:12Z

Krkim: /* Functional Diagrams */

This Music: Prohibited

2010-05-27T23:02:39Z

Krkim: /* Functional Diagrams */

This Music: Prohibited

2010-05-27T23:01:59Z

Krkim: /* Functional Diagrams */

This Music: Prohibited

2010-05-25T01:13:16Z

Krkim: New page: ==Motivation== For my project, I was thinking of the recent news of Pakistan banning Youtube and Facebook because of conflict between the content of these websites and the main religion. ...

Classes/2010/VIS145B

2010-05-25T01:08:01Z

Krkim: /* Final Projects */

==Related Links:==

[http://www.bodybuildingrevealed.com/'''body building''']

== Time and Process Based Digital Media II ==
Time: Thursdays 3:30-6:20pm, VAF 228

This class is an advanced study and portfolio project course centered on the use of hardware and software to create interactive and time-based art. These projects can take many forms—interactive installations, dynamic visualizations/sonifications, printed renderings—chosen by the students. This will not be a course of technical instruction—rather we will consider technical and conceptual issues in tandem, supplementing discussions and activities with specific technical instruction where necessary. There is a strong emphasis on the development and articulation of personal directions of research by the students in the course.

I would like to split the reading/homework responsibility for two parts of the class. In the first half of the term I will present a series of works and readings covering my particular interests--the intersections of social performance, embodied experience, and cognition. In the latter half of the class (after the midterm) you all will do the presentations on topics of your choosing. Working individually or in small groups, you will provide us with some conceptual provocation (reading material) covering topics you intend to engage with your final, and you will lead a discussion on technical and conceptual issues. Reading and critical writing, in response to text and works you present and those I present, are integral to this course.

The schedule is a living document and will be revised over the period of the course.

== Instructor ==
Robert Twomey

rtwomey@ucsd.edu
*http://roberttwomey.com
*http://experimentalgamelab.net
*http://crca.ucsd.edu

Office Hours: Wednesday 3-4pm, Atkinson Hall Rm 1601 (CRCA research neighborhood). Please e-mail me if you plan to attend.

== Grading ==
*Midterm Project - 30%
*Final Project - 40%
*Presentations - 10%
*Readings - 10%
*Participation - 10%

=== Presentations ===
(1) Short presentation on your work in the second week of class. This should be a statement of your interests, direction, goals with media art. Present examples from your own work which you feel strongly about, and which best represent your interests and trajectory. Present examples of other artist's work that serve as models for the kind of work you would like to make. (5-10 minutes each)

(2) Medium presentation on final projects in the second semester of the course (weeks 7-9). This is the portion of the class where you dictate the reading and the discussion. If you are presenting on a given week, you need to provide us with a reading 1 week in advance. We will sign up for those time slots in week 6, just after the midterm. (10-15 minutes)

=== Reading Responses ===
These are written summaries and critical responses to materials assigned for out of class viewing. Things to consider: What points does the author make? Do you buy their assumptions or agree with their conclusions? Reading responses will be printed and turned in to the instructor at the beginning of class. Generally these should be 1 page long.

=== Projects ===
Midterm and final projects will be graded on concept, effort, and realization. Formal proposals are a necessary component of the process so take them seriously. Make the effort to get started early and seek the help you need--we want to see finished, well-considered pieces for the midterm and final. Additionally, you will need to submit documentation of the project after completion which includes images, video, and source code where applicable. These materials (proposals and documentation) will all be posted to the wiki.
=== Documentation Policy ===
*section on your project
*source code
*image/video documentation. 5 images or 5 videos.
*descriptive writing (on intent, motivation, context)

=== Attendance ===
Attendance is mandatory. Each unexcused absence will drop your final grade one letter. There are only 10 weeks of class, please come to them all.

== Schedule ==
=== Week 1 - Intro ===
*Introductions
*Scope of course, interests, technical possibilities.
*My work.
*Watch: We Live In Public. 2009. (excerpts)
*In class: personal page on wiki. [http://www.trsp.net/teaching/gamemod/ game-mod exercise]. [http://www.trsp.net/teaching/gamemod/gamemod_breakout_source_en.zip download link]
*Read: [http://www.nyu.edu/projects/xdesign/mainmenu/archive_tangible.html Against Virtualized Information], [http://www.nyu.edu/projects/xdesign/mainmenu/archive_analtictech.html Novel Analytic Techniques], and [http://www.nyu.edu/projects/xdesign/mainmenu/archive_infocounts.html What Information Counts?] by [http://www.environmentalhealthclinic.net/people/natalie-jeremijenko/ Natalie Jeremijenko].
*Read: [http://www.yalealumnimagazine.com/issues/2004_03/jeremijenko.html An Engineer for the Avante Garde]
*Read: [http://www.worldchanging.com/archives/001450.html Natalie Jeremijenko The WorldChanging Interview]
*Read: [http://tech90s.walkerart.org/nj/transcript/nj_01.html Database Politics and Social Simulations], good background on her earlier artwork.

=== Week 2 - Student Research Interests ===
*Due: 1 page on Jeremijenko.
*Presentations on your work.
*Read: [http://www.flong.com/texts/essays/essay_cvad/ Computer Vision for Artists and Designers: Pedagogic Tools and Techniques for Novice Programmers] Golan Levin. ''pay particular attention to part II. ELEMENTARY COMPUTER VISION TECHNIQUES. we are going to try these in class next week.''

=== Week 3 - Computer Vision / Human Perception ===
*Due: Nothing. Read the Golan Levin piece, but no written response.
*Discuss:
**Myron Kreuger. Video Place. 1989 [http://www.youtube.com/watch?v=dqZyZrN3Pl0]
**Text Rain. Camille Utterback & Romy Achituv. 1999. [http://www.youtube.com/watch?v=toWFvXHghDk] [http://www.camilleutterback.com/]
**Very Nervous System. 1982-1991. [http://vimeo.com/8120954]
**Suicide Box. Bureau of Inverse Technology. 1996. (13:00)
**Marie Sester. ACCESS. 2003. [http://accessproject.net]
**Messa di Voce. Golan Levin and Zach Lieberman with Jaap Blonk and Joan La Barbara. 2003. [http://www.flong.com/projects/messa/] [http://www.tmema.org/messa/messa.html]
**Seen. David Rokeby. 2002. [http://vimeo.com/6012986]
**Sorting Daemon. David Rokeby. 2003. [http://homepage.mac.com/davidrokeby/sorting.html]
**Cheese. Christian Moller. 2003. [http://www.christian-moeller.com/display.php?project_id=36] made in collaboration with UCSD [http://mplab.ucsd.edu/wordpress/ Machine Perception Lab]
**Eyewriter. 2009 [http://www.eyewriter.org/]
**Saccade. 2010 [http://roberttwomey.com/saccade] (in progress)
*Discuss:
**thresholding
**frame difference
**OpenCV - [http://ubaa.net/shared/processing/opencv/ download] [http://www.cs.unc.edu/Research/stc/FAQs/OpenCV/OpenCVReferenceManual.pdf reference manual]. If you are getting this for your computer, be sure to get OpenCV, the OpenCV Processing Library, and the OpenCV Processing Examples (three separate downloads).
**face recognition
*In Class:
**Working alone or in small groups, do experiments with video processing and computer vision.

=== Week 4 - Computer Vision Work ===
* In Class:
** Work on computer vision projects
** Talk about midterm projects.

=== Week 5 - Midterm Workshop ===
*Due: Midterm project proposal.
**Working individually or in small groups (2-3 people), produce an interactive piece that bridges the gap between screen space and physical space. There are many ways to do this--using image-based computer vision techniques, game controllers, audio input, or other physical hardware (Arduino?). Think about the parameters of interaction--are you documenting viewer's behavior (unknown to them), are you taking a familiar form (such as a video game) and tweaking it in some way, are you intervening in social space? Think about what form the output will take. In your one page proposal, describe the input(s), output(s), and dynamic of interaction, as well as some statement of your motivation. Why is this a valuable or interesting project? In addition to the written description, produce supporting visual materials. These should be two functional diagram images and two visual/aesthetic images. The functional diagrams should show the necessary software and hardware components and explain how the interaction will occur. The aesthetic diagrams will give us a sense of what it will look like, how the output will appear. Make a page for your project (including a title) in the Midterm Projects section at the bottom of this page, upload the necessary materials and embed them in that page. This proposal is due in class next week where we will critique and workshop the ideas.
*In class:
**Workshop midterm project ideas. (45 minutes)
**Work on midterm projects.
*NOTE: Best of ICAM from Candy Harris. There will be an install in the annex here at Mandeville and presentations at the Experimental Theater in the CPMC (music building). They should come see what they are going to have to live up to for their final projects. Plus the keynote speakers (ICAM alumns) always have great info about career paths after graduation.

=== Week 6 ===
In class work on midterms.

=== Week 7 - Midterm Critiques ===
In class critique of midterms.

=== Week 8 ===

Due: Written response (1 page) to one of your classmate's projects.

In Class: Draft final project proposal and post to wiki by the end of class. In class discussion as needed.

=== Week 9 ===
work on finals

=== Week 10 - Final Critiques ===
In-class critiques of finals.

=== Finals Week ===
Final documentation due.

== Topics ==
To Be Scheduled

'''Performance for the camera, for the web'''
*Discuss Chatroulette. Facebook, Twitter, Youtube. Attention in the social net.
*ManyCam [http://www.manycam.com/]
*PS3 eye
*jennicam [http://www.wired.com/thisdayintech/2010/04/0414jennicam-launches wired]
*Lonelygirl15 [http://www.youtube.com/watch?v=-goXKtd6cPo youtube] [http://www.wired.com/wired/archive/14.12/lonelygirl.html article]
*Discuss telematic perfromance.
* Justin.tv [http://www.justin.tv/#r=s7RVqBU~]
*Read: The Presentation of Self in Everyday Life (excerpt). Erving Goffman. 1959.
*Read: Performance: A Critical Introduction (excerpt). Richard Carlson. 2004.
*Do: Intervention in social circuits. Chatroulette/Facebook/Youtube exercise.

'''Social Networks/Web 2.0'''
*Read: Protocol, Control, and Networks by Alexander Galloway and Eugene Thacker. Grey Room 17, Fall 2004 p 6-29.
*Read: DIGITAL MAOISM: The Hazards of the New Online Collectivism. Jaron Lanier. 2006.
*Watch: MediatedCultures @ Kansas State http://mediatedcultures.net/mediatedculture.htm
*Datamining/Complex Networks, node-edge graphing.

'''Digital Memory/Personal Media: Where do we exist and how do we remember?'''
*Read: Mediated Memories in the Digital Age (excerpt). Jose van Dijck. 2007.
*Read: Are you sure you want to do this? Matthias Fuchs 1994.
*Read: Delete: The Virtue of Forgetting in the Digital Age (excerpt). Viktor Mayer-Schonberger. 2009.
*Flickr.com, Facebook
*Discuss: My Pocket. Burak Arikan. 2008.

'''Cognition + Creativity'''
*Generative Art vs. Computational Creativity
*Casy Reas
*Processing.org
*Tom Shannon. [http://www.wired.com/magazine/2010/03/pl_arts_pendulum/all/1]
*Read: Triumph of the Cyborg Composer.
*Read: How to draw three people in a garden. 1988.
*Read: Shades of Computational Evocation and Meaning: The GRIOT System and Improvisational Poetry Generation. 2006.

'''Artificial Intelligence'''
*Read: Expressive Processing (excerpt), Noah Wardrip Fruin, 2009.
*Read: Elephants Don't Play Chess, Rodney Brooks, 1990.

'''Appropriation and Remix'''
*Read: The Fiction of Memory. New York Times, March 12, 2010. Luc Sante
*Read: Jonatham Lethem. The Ecstasy of Influence. Harpers Magazine. 2007.
*Remix Culture. Lev.
*God's Little Toys: Confessions of a cut & paste artist. William Gibson. 2005. *http://www.wired.com/wired/archive/13.07/gibson.html
*Reality Hunger: A Manifesto. David Shields. 2010.

'''Materiality in the information age.'''
*Tangible interfaces, haptic feedback.
*Read: Evocative Objects: Things We Think With (excerpt). Sherry Turkle, 2007.
*Read: New Media and the Forensic Imagination (excerpt). Matthew Kirschenbaum. 2008.
*View: BIT Plane.
*View: Garbage Cubes
*Discuss techniques of markerless tracking, augmented reality, QR codes, etc. *Online/Offline Space.

'''Embodiment'''
*Computing with bodies, engineered bodies
*tactile media, haptic interface
*embodied perception
*Read: Stelarc.

'''Self-Image'''
*Read: Self/Image: Technology, Representation, and the Contemporary Subject (excerpt). Amelia Jones, 2006.
*Do: Forensic Photoshop Exercise.
*http://www.flickr.com/photos/dryponder/sets/72157623726710218/
*http://nymag.com/daily/intel/2010/02/obama_being_forced_to_look_at.html#photo=1
*http://niccageaseveryone.blogspot.com/
*http://bubleraptor.tumblr.com/
*photoshop free Marie Claire issue: http://jezebel.com/5511507/so-long-as-your-face-looks-alright-everything-else-can-be-photoshopped

== Places to Find Art ==
* http://we-make-money-not-art.com/
* http://www.isea-web.org/, http://www.isea2010ruhr.org/
* http://www.transmediale.de/en
* http://01sj.org/
* http://www.file.org.br/
* http://www.aec.at/festival_about_en.php
* http://www.sciencegallery.com/lightwave09
* Institutions that Sponsor/Show Media Art
** Eyebeam New York City
** New Museum/Rhizome.org http://rhizome.org
** HarvestWorks
** Machine Project, Los Angeles.

== Midterm Projects ==
Make pages here.
* [[DummyProject | Dummy Project]]
* [[MidtermProject| MotionDJ - Leilani Martin]]
* [[What's For Lunch, Kids? by Kelley Kim| ''What's For Lunch, Kids?'' - Kelley Kim]]
* [[Virtual Walk? - Joeny Thipsidakhom]]
* [[Untitled Midterm| Untitled - Jezreel Callejas]]
* [[Midterm Project - Tony Lu | Virtual Maze - Tony Lu]]
* [[Midterm Project | SayCHEESE - Joel and Jenny Chang]]
* [[Carnival Ride| Carnival Ride - Christina Sanchez and Jennifer Sunga]]
* [[Hunted - Anna Lin, Jenny Wang, and Ellen Huang]]
* [[Wii - remote composer - Javi Lee]]
* [[Social Creature | Boo (formerly Social Creature) - Jet Antonio]]
* [[Sound Sketch - Emilio Marcelino, Greg Parsons, and Ben Brickley]]

== Final Projects ==
* [[Aquarium| Aquarium - Jezreel Callejas]]
* [[Not So Lost| Not So Lost - Ben Brickely, Emilio Marcelino and Greg Parsons]]
* [[Dance in the Dark - Anna Lin, Jenny Wang and Ellen Huang]]
* [[Inkling One | Inkling One - Jet Antonio]]
* [[Untitled (for now) - Joeny Thipsidakhom]]
* [[uMV | uMV - Tony Lu]]
* [[Stone Face | Stone Face - Jennifer Sunga]]
* [[This Music: Prohibited | This Music: Prohibited - Kelley Kim]]

== Student Pages ==
Click "edit" on the right to add your own page below.
* [[Students/RobertTwomey | RobertTwomey]]
* [[Students/Javier Lee | Javier Lee]]
* [[Students/Jenny Wang | Jenny Wang]]
* [[Students/Joeny Thipsidakhom | Joeny Thipsidakhom]]
* [[Students/Kuan-Ting Lu | Tony Lu]]
* [[Students/Jezreel Callejas| Jezreel Callejas]]
* [[Students/ChristinaSanchez| Christina Sanchez]]
* [[Students/BenBrickley | BenBrickley]]
* [[Students/Ellen Huang | Ellen Huang]]
* [[Students/Kelley Kim | Kelley Kim]]
* [[Students/EmilioMarcelino | EmilioMarcelino]]
* [[Students/Anna Lin | Anna Lin]]
* [[Student/Jenny Chang | Jenny Chang]]
* [[Student/Jet Antonio | Jet Antonio]]
* [[Students/GregoryParsons | Gregory Parsons]]
* [[Students/Jennifer Sunga | Jennifer Sunga]]
* [[Students/LeilaniMartin | Leilani Martin]]

File:SourceCodeLunch.pde

2010-05-20T23:00:38Z

Krkim:

What's For Lunch, Kids? by Kelley Kim

2010-05-20T22:59:40Z

Krkim:

==Motivation==
I'm interested in ways to visualize concepts and ideas that are interesting to the user or audience. Something that I cam across in TIME magazine and that I have noticed in the news is the campaign to better school lunches. Reports in news outlets such as the LA Times and BBC cover Michelle Obama's campaign for healthier school lunches for children, and after doing research, there is a lot of evidence of the decline in the quality of lunches served at school. A history of the National School Lunch program can be found at the United States Department of Agriculture's website and examples of what was served in the early to mid-1900's can be found in several articles. Something that I found interesting was that the founding of National School Lunch program was influenced by the Great Depression and the general consensus that one healthy meal a day can help a child's growth tremendously. With the school lunches today containing things such as corn dogs, french fries and soda, the state of lunches served at school can more as detrimental to a child's health than it is helpful. In addition, the quality of food, such as the beef supplied to the schools, was also proved to be inferior to most fast food chain stores, with restaurants such as McDonalds being "far more rigorous than the government in checking for bacteria and dangerous pathogens in beef" than the school's suppliers. While there is a start in pushing schools to provide more healthy lunches for their students, many schools continue with lunches filled with fried foods, sometimes because of economical reasons.

Research Links:

[http://www.time.com/time/nation/article/0,8599,1929053,00.html TIME article continuation]

[http://docs.google.com/viewer?a=v&q=cache:AZ83v1SmPzkJ:www.gao.gov/new.items/d03506.pdf+school+lunches+typical&hl=en&gl=us&pid=bl&srcid=ADGEESgPpr8yEoDf8lZVfPMsm32Y7vTyEvXQNICO-4dqZv7UPeHsTL5Qoe99gf-bttgQ1hwfjKbDKZ0RAlBhdk1cNpCYqxtcE10w7bnCc5yNflPhD0z000MTRT1a213PqINq6mYoADQK&sig=AHIEtbRgZJt6JvCyROt6EtgcgDLD4X9zbg School Lunch Program: Efforts Needed to Improve Nutrition and Encourage Healthy Eating]

[http://news.bbc.co.uk/2/hi/uk_news/education/4298245.stm BBC: School dinners around the world]

[http://www.obesityaction.org/magazine/ywm18/tasteofschoollunch.php Changing the Taste of School Lunch by Vicki Bovee, MS, RD, LD and Chef Dave Fouts]

[http://docs.google.com/viewer?a=v&q=cache:xHt2pJvm4YEJ:alliance.la.asu.edu/model/geoliteracyCD/LessonFiles/Chambers/ChambersLunchS.pdf+typical+school+lunch+menu&hl=en&gl=us&pid=bl&srcid=ADGEESg4hLoXU671x44LITvSdKKc_pgBiq_gooHvyP617n3s06hWXrsMybXVP2pIoNjE0TM4yereJx_NalkTVAVhNGZVMaEhpCzpM2uAVEkFBfkR5eO6Ge2C2wgreIrRvW2JQZkIAVCB&sig=AHIEtbTy3G8DvemhrDEXLkvua8pyUKGVMw Example of Typical School Lunch Menu]

[http://www.fns.usda.gov/cnd/lunch/AboutLunch/ProgramHistory_2.htm The National School Lunch Program Background and Development by Gordon W. Gunderson]

[http://books.google.com/books?id=GZ8AAAAAYAAJ&pg=PA11&dq=Household+Arts+and+School+Lunches&ei=JnXWS8TiDYOUkASDufX0CA&cd=1#v=onepage&q=typical&f=false Household Arts and School Lunces by Alice C. Boughton]

==Interactive Paradigm==
I would like to use a webcam in order to help visualize the difference between lunches in the early to mid 1900's and the present day. There would be a split screen and as the user put their hands up to carry a school lunch "tray" in order to move on through the lunch line. As the user continues, they would receive food on their trays that would be representative of the school lunch menus both at the beginning of the National School Lunch Program as well as today. The split screen would divide the time period. In this way, the difference is clearly portrayed on screen, and obviously indicates the decline in the health of school lunch foods. I believe that this is important because while the public acknowledges the unhealthiness of school foods, many have not made changes because of different reasons. I hope that blatantly displaying the images in this way will actually cause people to think about the issue.

==Technical Description==
I am looking into using Processing in order to execute the project. It would incorporate the webcam in my computer and use Processing to process the live video.

==Functional Diagrams==
[[Image:100_0237.jpg|500px]]
[[Image:100_0238.jpg|220px]]

==Visual Concept==
[[Image:aweradsf.jpg|500px]]
[[Image:trayssdf.jpg|360px]]

==Documentation==
[[Image:numeroUno.jpg|500px]]
[[Image:Zwei.jpg|500px]]
[[Image:Drei.jpg|500px]]
[[Image:Vier.jpg|500px]]
[[Image:Funf.jpg|500px]]

==Source Code==
[[Media:sourceCodeLunch.pde]]

File:Funf.jpg

2010-05-20T22:58:06Z

Krkim:

File:Vier.jpg

2010-05-20T22:57:34Z

Krkim:

File:Drei.jpg

2010-05-20T22:57:08Z

Krkim:

File:Zwei.jpg

2010-05-20T22:56:22Z

Krkim:

File:NumeroUno.jpg

2010-05-20T22:56:02Z

Krkim:

What's For Lunch, Kids? by Kelley Kim

2010-05-20T22:52:38Z

Krkim:

What's For Lunch, Kids? by Kelley Kim

2010-04-28T07:23:17Z

Krkim: /* Motivation */

What's For Lunch, Kids? by Kelley Kim

2010-04-28T07:22:41Z

Krkim:

What's For Lunch, Kids? by Kelley Kim

2010-04-28T07:14:04Z

Krkim: /* Functional Diagrams */

==Motivation==
I'm interested in ways to visualize concepts and ideas that are interesting to the user or audience. Something that I cam across in TIME magazine and that I have noticed in the news is the campaign to better school lunches. Reports in news outlets such as the LA Times and BBC cover Michelle Obama's campaign for healthier school lunches for children, and after doing research, there is a lot of evidence of the decline in the quality of lunches served at school. A history of the National School Lunch program can be found at the United States Department of Agriculture's website and examples of what was served in the early to mid-1900's can be found in several articles. Something that I found interesting was that the founding of National School Lunch program was influenced by the Great Depression and the general consensus that one healthy meal a day can help a child's growth tremendously. With the school lunches today containing things such as corn dogs, french fries and soda, the state of lunches served at school can more as detrimental to a child's health than it is helpful. In addition, the quality of food, such as the beef supplied to the schools, was also proved to be inferior to most fast food chain stores, with restaurants such as McDonalds being "far more rigorous than the government in checking for bacteria and dangerous pathogens in beef" than the school's suppliers. While there is a start in pushing schools to provide more healthy lunches for their students, many schools continue with lunches filled with fried foods, sometimes because of economical reasons.

Research Links:

[http://www.time.com/time/nation/article/0,8599,1929053,00.html]

[http://docs.google.com/viewer?a=v&q=cache:AZ83v1SmPzkJ:www.gao.gov/new.items/d03506.pdf+school+lunches+typical&hl=en&gl=us&pid=bl&srcid=ADGEESgPpr8yEoDf8lZVfPMsm32Y7vTyEvXQNICO-4dqZv7UPeHsTL5Qoe99gf-bttgQ1hwfjKbDKZ0RAlBhdk1cNpCYqxtcE10w7bnCc5yNflPhD0z000MTRT1a213PqINq6mYoADQK&sig=AHIEtbRgZJt6JvCyROt6EtgcgDLD4X9zbg]

[http://news.bbc.co.uk/2/hi/uk_news/education/4298245.stm]

[http://www.obesityaction.org/magazine/ywm18/tasteofschoollunch.php]

[http://docs.google.com/viewer?a=v&q=cache:xHt2pJvm4YEJ:alliance.la.asu.edu/model/geoliteracyCD/LessonFiles/Chambers/ChambersLunchS.pdf+typical+school+lunch+menu&hl=en&gl=us&pid=bl&srcid=ADGEESg4hLoXU671x44LITvSdKKc_pgBiq_gooHvyP617n3s06hWXrsMybXVP2pIoNjE0TM4yereJx_NalkTVAVhNGZVMaEhpCzpM2uAVEkFBfkR5eO6Ge2C2wgreIrRvW2JQZkIAVCB&sig=AHIEtbTy3G8DvemhrDEXLkvua8pyUKGVMw]

[http://www.fns.usda.gov/cnd/lunch/AboutLunch/ProgramHistory_2.htm]

[http://books.google.com/books?id=GZ8AAAAAYAAJ&pg=PA11&dq=Household+Arts+and+School+Lunches&ei=JnXWS8TiDYOUkASDufX0CA&cd=1#v=onepage&q=typical&f=false]

==Interactive Paradigm==
I would like to use a webcam in order to help visualize the difference between lunches in the early to mid 1900's and the present day. There would be a split screen and as the user put their hands up to carry a school lunch "tray" in order to move on through the lunch line. As the user continues, they would receive food on their trays that would be representative of the school lunch menus both at the beginning of the National School Lunch Program as well as today. The split screen would divide the time period. In this way, the difference is clearly portrayed on screen, and obviously indicates the decline in the health of school lunch foods. I believe that this is important because while the public acknowledges the unhealthiness of school foods, many have not made changes because of different reasons. I hope that blatantly displaying the images in this way will actually cause people to think about the issue.

==Technical Description==
I am looking into using Processing in order to execute the project. It would incorporate the webcam in my computer and use Processing to process the live video.

==Functional Diagrams==
[[Image:100_0237.jpg|500px|left]]
[[Image:100_0238.jpg|500px|left]]

==Visual Concept==
[[Image:aweradsf.jpg|500px]]
[[Image:trayssdf.jpg|500px]]

What's For Lunch, Kids? by Kelley Kim

2010-04-28T07:13:20Z

Krkim: /* Visual Concept */

==Motivation==
I'm interested in ways to visualize concepts and ideas that are interesting to the user or audience. Something that I cam across in TIME magazine and that I have noticed in the news is the campaign to better school lunches. Reports in news outlets such as the LA Times and BBC cover Michelle Obama's campaign for healthier school lunches for children, and after doing research, there is a lot of evidence of the decline in the quality of lunches served at school. A history of the National School Lunch program can be found at the United States Department of Agriculture's website and examples of what was served in the early to mid-1900's can be found in several articles. Something that I found interesting was that the founding of National School Lunch program was influenced by the Great Depression and the general consensus that one healthy meal a day can help a child's growth tremendously. With the school lunches today containing things such as corn dogs, french fries and soda, the state of lunches served at school can more as detrimental to a child's health than it is helpful. In addition, the quality of food, such as the beef supplied to the schools, was also proved to be inferior to most fast food chain stores, with restaurants such as McDonalds being "far more rigorous than the government in checking for bacteria and dangerous pathogens in beef" than the school's suppliers. While there is a start in pushing schools to provide more healthy lunches for their students, many schools continue with lunches filled with fried foods, sometimes because of economical reasons.

Research Links:

[http://www.time.com/time/nation/article/0,8599,1929053,00.html]

[http://docs.google.com/viewer?a=v&q=cache:AZ83v1SmPzkJ:www.gao.gov/new.items/d03506.pdf+school+lunches+typical&hl=en&gl=us&pid=bl&srcid=ADGEESgPpr8yEoDf8lZVfPMsm32Y7vTyEvXQNICO-4dqZv7UPeHsTL5Qoe99gf-bttgQ1hwfjKbDKZ0RAlBhdk1cNpCYqxtcE10w7bnCc5yNflPhD0z000MTRT1a213PqINq6mYoADQK&sig=AHIEtbRgZJt6JvCyROt6EtgcgDLD4X9zbg]

[http://news.bbc.co.uk/2/hi/uk_news/education/4298245.stm]

[http://www.obesityaction.org/magazine/ywm18/tasteofschoollunch.php]

[http://docs.google.com/viewer?a=v&q=cache:xHt2pJvm4YEJ:alliance.la.asu.edu/model/geoliteracyCD/LessonFiles/Chambers/ChambersLunchS.pdf+typical+school+lunch+menu&hl=en&gl=us&pid=bl&srcid=ADGEESg4hLoXU671x44LITvSdKKc_pgBiq_gooHvyP617n3s06hWXrsMybXVP2pIoNjE0TM4yereJx_NalkTVAVhNGZVMaEhpCzpM2uAVEkFBfkR5eO6Ge2C2wgreIrRvW2JQZkIAVCB&sig=AHIEtbTy3G8DvemhrDEXLkvua8pyUKGVMw]

[http://www.fns.usda.gov/cnd/lunch/AboutLunch/ProgramHistory_2.htm]

[http://books.google.com/books?id=GZ8AAAAAYAAJ&pg=PA11&dq=Household+Arts+and+School+Lunches&ei=JnXWS8TiDYOUkASDufX0CA&cd=1#v=onepage&q=typical&f=false]

==Interactive Paradigm==
I would like to use a webcam in order to help visualize the difference between lunches in the early to mid 1900's and the present day. There would be a split screen and as the user put their hands up to carry a school lunch "tray" in order to move on through the lunch line. As the user continues, they would receive food on their trays that would be representative of the school lunch menus both at the beginning of the National School Lunch Program as well as today. The split screen would divide the time period. In this way, the difference is clearly portrayed on screen, and obviously indicates the decline in the health of school lunch foods. I believe that this is important because while the public acknowledges the unhealthiness of school foods, many have not made changes because of different reasons. I hope that blatantly displaying the images in this way will actually cause people to think about the issue.

==Technical Description==
I am looking into using Processing in order to execute the project. It would incorporate the webcam in my computer and use Processing to process the live video.

==Functional Diagrams==
[[Image:100_0237.jpg|500px|thumb|left|alt text]]
[[Image:100_0238.jpg|500px|thumb|left|alt text]]

==Visual Concept==
[[Image:aweradsf.jpg|500px]]
[[Image:trayssdf.jpg|500px]]

What's For Lunch, Kids? by Kelley Kim

2010-04-28T07:12:54Z

Krkim: /* Visual Concept */

==Motivation==
I'm interested in ways to visualize concepts and ideas that are interesting to the user or audience. Something that I cam across in TIME magazine and that I have noticed in the news is the campaign to better school lunches. Reports in news outlets such as the LA Times and BBC cover Michelle Obama's campaign for healthier school lunches for children, and after doing research, there is a lot of evidence of the decline in the quality of lunches served at school. A history of the National School Lunch program can be found at the United States Department of Agriculture's website and examples of what was served in the early to mid-1900's can be found in several articles. Something that I found interesting was that the founding of National School Lunch program was influenced by the Great Depression and the general consensus that one healthy meal a day can help a child's growth tremendously. With the school lunches today containing things such as corn dogs, french fries and soda, the state of lunches served at school can more as detrimental to a child's health than it is helpful. In addition, the quality of food, such as the beef supplied to the schools, was also proved to be inferior to most fast food chain stores, with restaurants such as McDonalds being "far more rigorous than the government in checking for bacteria and dangerous pathogens in beef" than the school's suppliers. While there is a start in pushing schools to provide more healthy lunches for their students, many schools continue with lunches filled with fried foods, sometimes because of economical reasons.

Research Links:

[http://www.time.com/time/nation/article/0,8599,1929053,00.html]

[http://docs.google.com/viewer?a=v&q=cache:AZ83v1SmPzkJ:www.gao.gov/new.items/d03506.pdf+school+lunches+typical&hl=en&gl=us&pid=bl&srcid=ADGEESgPpr8yEoDf8lZVfPMsm32Y7vTyEvXQNICO-4dqZv7UPeHsTL5Qoe99gf-bttgQ1hwfjKbDKZ0RAlBhdk1cNpCYqxtcE10w7bnCc5yNflPhD0z000MTRT1a213PqINq6mYoADQK&sig=AHIEtbRgZJt6JvCyROt6EtgcgDLD4X9zbg]

[http://news.bbc.co.uk/2/hi/uk_news/education/4298245.stm]

[http://www.obesityaction.org/magazine/ywm18/tasteofschoollunch.php]

[http://docs.google.com/viewer?a=v&q=cache:xHt2pJvm4YEJ:alliance.la.asu.edu/model/geoliteracyCD/LessonFiles/Chambers/ChambersLunchS.pdf+typical+school+lunch+menu&hl=en&gl=us&pid=bl&srcid=ADGEESg4hLoXU671x44LITvSdKKc_pgBiq_gooHvyP617n3s06hWXrsMybXVP2pIoNjE0TM4yereJx_NalkTVAVhNGZVMaEhpCzpM2uAVEkFBfkR5eO6Ge2C2wgreIrRvW2JQZkIAVCB&sig=AHIEtbTy3G8DvemhrDEXLkvua8pyUKGVMw]

[http://www.fns.usda.gov/cnd/lunch/AboutLunch/ProgramHistory_2.htm]

[http://books.google.com/books?id=GZ8AAAAAYAAJ&pg=PA11&dq=Household+Arts+and+School+Lunches&ei=JnXWS8TiDYOUkASDufX0CA&cd=1#v=onepage&q=typical&f=false]

==Interactive Paradigm==
I would like to use a webcam in order to help visualize the difference between lunches in the early to mid 1900's and the present day. There would be a split screen and as the user put their hands up to carry a school lunch "tray" in order to move on through the lunch line. As the user continues, they would receive food on their trays that would be representative of the school lunch menus both at the beginning of the National School Lunch Program as well as today. The split screen would divide the time period. In this way, the difference is clearly portrayed on screen, and obviously indicates the decline in the health of school lunch foods. I believe that this is important because while the public acknowledges the unhealthiness of school foods, many have not made changes because of different reasons. I hope that blatantly displaying the images in this way will actually cause people to think about the issue.

==Technical Description==
I am looking into using Processing in order to execute the project. It would incorporate the webcam in my computer and use Processing to process the live video.

==Functional Diagrams==
[[Image:100_0237.jpg|500px|thumb|left|alt text]]
[[Image:100_0238.jpg|500px|thumb|left|alt text]]

==Visual Concept==
[[Image:trayssdf.jpg|500px]]
[[Image:aweradsf.jpg|500px]]

What's For Lunch, Kids? by Kelley Kim

2010-04-28T07:12:41Z

Krkim: /* Visual Concept */

==Motivation==
I'm interested in ways to visualize concepts and ideas that are interesting to the user or audience. Something that I cam across in TIME magazine and that I have noticed in the news is the campaign to better school lunches. Reports in news outlets such as the LA Times and BBC cover Michelle Obama's campaign for healthier school lunches for children, and after doing research, there is a lot of evidence of the decline in the quality of lunches served at school. A history of the National School Lunch program can be found at the United States Department of Agriculture's website and examples of what was served in the early to mid-1900's can be found in several articles. Something that I found interesting was that the founding of National School Lunch program was influenced by the Great Depression and the general consensus that one healthy meal a day can help a child's growth tremendously. With the school lunches today containing things such as corn dogs, french fries and soda, the state of lunches served at school can more as detrimental to a child's health than it is helpful. In addition, the quality of food, such as the beef supplied to the schools, was also proved to be inferior to most fast food chain stores, with restaurants such as McDonalds being "far more rigorous than the government in checking for bacteria and dangerous pathogens in beef" than the school's suppliers. While there is a start in pushing schools to provide more healthy lunches for their students, many schools continue with lunches filled with fried foods, sometimes because of economical reasons.

Research Links:

[http://www.time.com/time/nation/article/0,8599,1929053,00.html]

[http://docs.google.com/viewer?a=v&q=cache:AZ83v1SmPzkJ:www.gao.gov/new.items/d03506.pdf+school+lunches+typical&hl=en&gl=us&pid=bl&srcid=ADGEESgPpr8yEoDf8lZVfPMsm32Y7vTyEvXQNICO-4dqZv7UPeHsTL5Qoe99gf-bttgQ1hwfjKbDKZ0RAlBhdk1cNpCYqxtcE10w7bnCc5yNflPhD0z000MTRT1a213PqINq6mYoADQK&sig=AHIEtbRgZJt6JvCyROt6EtgcgDLD4X9zbg]

[http://news.bbc.co.uk/2/hi/uk_news/education/4298245.stm]

[http://www.obesityaction.org/magazine/ywm18/tasteofschoollunch.php]

[http://docs.google.com/viewer?a=v&q=cache:xHt2pJvm4YEJ:alliance.la.asu.edu/model/geoliteracyCD/LessonFiles/Chambers/ChambersLunchS.pdf+typical+school+lunch+menu&hl=en&gl=us&pid=bl&srcid=ADGEESg4hLoXU671x44LITvSdKKc_pgBiq_gooHvyP617n3s06hWXrsMybXVP2pIoNjE0TM4yereJx_NalkTVAVhNGZVMaEhpCzpM2uAVEkFBfkR5eO6Ge2C2wgreIrRvW2JQZkIAVCB&sig=AHIEtbTy3G8DvemhrDEXLkvua8pyUKGVMw]

[http://www.fns.usda.gov/cnd/lunch/AboutLunch/ProgramHistory_2.htm]

[http://books.google.com/books?id=GZ8AAAAAYAAJ&pg=PA11&dq=Household+Arts+and+School+Lunches&ei=JnXWS8TiDYOUkASDufX0CA&cd=1#v=onepage&q=typical&f=false]

==Interactive Paradigm==
I would like to use a webcam in order to help visualize the difference between lunches in the early to mid 1900's and the present day. There would be a split screen and as the user put their hands up to carry a school lunch "tray" in order to move on through the lunch line. As the user continues, they would receive food on their trays that would be representative of the school lunch menus both at the beginning of the National School Lunch Program as well as today. The split screen would divide the time period. In this way, the difference is clearly portrayed on screen, and obviously indicates the decline in the health of school lunch foods. I believe that this is important because while the public acknowledges the unhealthiness of school foods, many have not made changes because of different reasons. I hope that blatantly displaying the images in this way will actually cause people to think about the issue.

==Technical Description==
I am looking into using Processing in order to execute the project. It would incorporate the webcam in my computer and use Processing to process the live video.

==Functional Diagrams==
[[Image:100_0237.jpg|500px|thumb|left|alt text]]
[[Image:100_0238.jpg|500px|thumb|left|alt text]]

==Visual Concept==
[[Image:trayssdf.jpg|200px]]
[[Image:aweradsf.jpg|200px]]

File:Aweradsf.jpg

2010-04-28T07:11:34Z

Krkim:

File:Trayssdf.jpg

2010-04-28T07:10:22Z

Krkim:

What's For Lunch, Kids? by Kelley Kim

2010-04-28T07:09:45Z

Krkim: /* Visual Concept */

==Motivation==
I'm interested in ways to visualize concepts and ideas that are interesting to the user or audience. Something that I cam across in TIME magazine and that I have noticed in the news is the campaign to better school lunches. Reports in news outlets such as the LA Times and BBC cover Michelle Obama's campaign for healthier school lunches for children, and after doing research, there is a lot of evidence of the decline in the quality of lunches served at school. A history of the National School Lunch program can be found at the United States Department of Agriculture's website and examples of what was served in the early to mid-1900's can be found in several articles. Something that I found interesting was that the founding of National School Lunch program was influenced by the Great Depression and the general consensus that one healthy meal a day can help a child's growth tremendously. With the school lunches today containing things such as corn dogs, french fries and soda, the state of lunches served at school can more as detrimental to a child's health than it is helpful. In addition, the quality of food, such as the beef supplied to the schools, was also proved to be inferior to most fast food chain stores, with restaurants such as McDonalds being "far more rigorous than the government in checking for bacteria and dangerous pathogens in beef" than the school's suppliers. While there is a start in pushing schools to provide more healthy lunches for their students, many schools continue with lunches filled with fried foods, sometimes because of economical reasons.

Research Links:

[http://www.time.com/time/nation/article/0,8599,1929053,00.html]

[http://docs.google.com/viewer?a=v&q=cache:AZ83v1SmPzkJ:www.gao.gov/new.items/d03506.pdf+school+lunches+typical&hl=en&gl=us&pid=bl&srcid=ADGEESgPpr8yEoDf8lZVfPMsm32Y7vTyEvXQNICO-4dqZv7UPeHsTL5Qoe99gf-bttgQ1hwfjKbDKZ0RAlBhdk1cNpCYqxtcE10w7bnCc5yNflPhD0z000MTRT1a213PqINq6mYoADQK&sig=AHIEtbRgZJt6JvCyROt6EtgcgDLD4X9zbg]

[http://news.bbc.co.uk/2/hi/uk_news/education/4298245.stm]

[http://www.obesityaction.org/magazine/ywm18/tasteofschoollunch.php]

[http://docs.google.com/viewer?a=v&q=cache:xHt2pJvm4YEJ:alliance.la.asu.edu/model/geoliteracyCD/LessonFiles/Chambers/ChambersLunchS.pdf+typical+school+lunch+menu&hl=en&gl=us&pid=bl&srcid=ADGEESg4hLoXU671x44LITvSdKKc_pgBiq_gooHvyP617n3s06hWXrsMybXVP2pIoNjE0TM4yereJx_NalkTVAVhNGZVMaEhpCzpM2uAVEkFBfkR5eO6Ge2C2wgreIrRvW2JQZkIAVCB&sig=AHIEtbTy3G8DvemhrDEXLkvua8pyUKGVMw]

[http://www.fns.usda.gov/cnd/lunch/AboutLunch/ProgramHistory_2.htm]

[http://books.google.com/books?id=GZ8AAAAAYAAJ&pg=PA11&dq=Household+Arts+and+School+Lunches&ei=JnXWS8TiDYOUkASDufX0CA&cd=1#v=onepage&q=typical&f=false]

==Interactive Paradigm==
I would like to use a webcam in order to help visualize the difference between lunches in the early to mid 1900's and the present day. There would be a split screen and as the user put their hands up to carry a school lunch "tray" in order to move on through the lunch line. As the user continues, they would receive food on their trays that would be representative of the school lunch menus both at the beginning of the National School Lunch Program as well as today. The split screen would divide the time period. In this way, the difference is clearly portrayed on screen, and obviously indicates the decline in the health of school lunch foods. I believe that this is important because while the public acknowledges the unhealthiness of school foods, many have not made changes because of different reasons. I hope that blatantly displaying the images in this way will actually cause people to think about the issue.

==Technical Description==
I am looking into using Processing in order to execute the project. It would incorporate the webcam in my computer and use Processing to process the live video.

==Functional Diagrams==
[[Image:100_0237.jpg|500px|thumb|left|alt text]]
[[Image:100_0238.jpg|500px|thumb|left|alt text]]

==Visual Concept==
[[Image:trayssdf.jpg]]
[[Image:aweradsf.jpg]]

What's For Lunch, Kids? by Kelley Kim

2010-04-28T07:09:15Z

Krkim: /* Visual Concept */

==Motivation==
I'm interested in ways to visualize concepts and ideas that are interesting to the user or audience. Something that I cam across in TIME magazine and that I have noticed in the news is the campaign to better school lunches. Reports in news outlets such as the LA Times and BBC cover Michelle Obama's campaign for healthier school lunches for children, and after doing research, there is a lot of evidence of the decline in the quality of lunches served at school. A history of the National School Lunch program can be found at the United States Department of Agriculture's website and examples of what was served in the early to mid-1900's can be found in several articles. Something that I found interesting was that the founding of National School Lunch program was influenced by the Great Depression and the general consensus that one healthy meal a day can help a child's growth tremendously. With the school lunches today containing things such as corn dogs, french fries and soda, the state of lunches served at school can more as detrimental to a child's health than it is helpful. In addition, the quality of food, such as the beef supplied to the schools, was also proved to be inferior to most fast food chain stores, with restaurants such as McDonalds being "far more rigorous than the government in checking for bacteria and dangerous pathogens in beef" than the school's suppliers. While there is a start in pushing schools to provide more healthy lunches for their students, many schools continue with lunches filled with fried foods, sometimes because of economical reasons.

Research Links:

[http://www.time.com/time/nation/article/0,8599,1929053,00.html]

[http://docs.google.com/viewer?a=v&q=cache:AZ83v1SmPzkJ:www.gao.gov/new.items/d03506.pdf+school+lunches+typical&hl=en&gl=us&pid=bl&srcid=ADGEESgPpr8yEoDf8lZVfPMsm32Y7vTyEvXQNICO-4dqZv7UPeHsTL5Qoe99gf-bttgQ1hwfjKbDKZ0RAlBhdk1cNpCYqxtcE10w7bnCc5yNflPhD0z000MTRT1a213PqINq6mYoADQK&sig=AHIEtbRgZJt6JvCyROt6EtgcgDLD4X9zbg]

[http://news.bbc.co.uk/2/hi/uk_news/education/4298245.stm]

[http://www.obesityaction.org/magazine/ywm18/tasteofschoollunch.php]

[http://docs.google.com/viewer?a=v&q=cache:xHt2pJvm4YEJ:alliance.la.asu.edu/model/geoliteracyCD/LessonFiles/Chambers/ChambersLunchS.pdf+typical+school+lunch+menu&hl=en&gl=us&pid=bl&srcid=ADGEESg4hLoXU671x44LITvSdKKc_pgBiq_gooHvyP617n3s06hWXrsMybXVP2pIoNjE0TM4yereJx_NalkTVAVhNGZVMaEhpCzpM2uAVEkFBfkR5eO6Ge2C2wgreIrRvW2JQZkIAVCB&sig=AHIEtbTy3G8DvemhrDEXLkvua8pyUKGVMw]

[http://www.fns.usda.gov/cnd/lunch/AboutLunch/ProgramHistory_2.htm]

[http://books.google.com/books?id=GZ8AAAAAYAAJ&pg=PA11&dq=Household+Arts+and+School+Lunches&ei=JnXWS8TiDYOUkASDufX0CA&cd=1#v=onepage&q=typical&f=false]

==Interactive Paradigm==
I would like to use a webcam in order to help visualize the difference between lunches in the early to mid 1900's and the present day. There would be a split screen and as the user put their hands up to carry a school lunch "tray" in order to move on through the lunch line. As the user continues, they would receive food on their trays that would be representative of the school lunch menus both at the beginning of the National School Lunch Program as well as today. The split screen would divide the time period. In this way, the difference is clearly portrayed on screen, and obviously indicates the decline in the health of school lunch foods. I believe that this is important because while the public acknowledges the unhealthiness of school foods, many have not made changes because of different reasons. I hope that blatantly displaying the images in this way will actually cause people to think about the issue.

==Technical Description==
I am looking into using Processing in order to execute the project. It would incorporate the webcam in my computer and use Processing to process the live video.

==Functional Diagrams==
[[Image:100_0237.jpg|500px|thumb|left|alt text]]
[[Image:100_0238.jpg|500px|thumb|left|alt text]]

==Visual Concept==
[[Image:Example1.jpg]]

What's For Lunch, Kids? by Kelley Kim

2010-04-28T06:54:40Z

Krkim: /* Functional Diagrams */

==Motivation==
I'm interested in ways to visualize concepts and ideas that are interesting to the user or audience. Something that I cam across in TIME magazine and that I have noticed in the news is the campaign to better school lunches. Reports in news outlets such as the LA Times and BBC cover Michelle Obama's campaign for healthier school lunches for children, and after doing research, there is a lot of evidence of the decline in the quality of lunches served at school. A history of the National School Lunch program can be found at the United States Department of Agriculture's website and examples of what was served in the early to mid-1900's can be found in several articles. Something that I found interesting was that the founding of National School Lunch program was influenced by the Great Depression and the general consensus that one healthy meal a day can help a child's growth tremendously. With the school lunches today containing things such as corn dogs, french fries and soda, the state of lunches served at school can more as detrimental to a child's health than it is helpful. In addition, the quality of food, such as the beef supplied to the schools, was also proved to be inferior to most fast food chain stores, with restaurants such as McDonalds being "far more rigorous than the government in checking for bacteria and dangerous pathogens in beef" than the school's suppliers. While there is a start in pushing schools to provide more healthy lunches for their students, many schools continue with lunches filled with fried foods, sometimes because of economical reasons.

Research Links:

[http://www.time.com/time/nation/article/0,8599,1929053,00.html]

[http://docs.google.com/viewer?a=v&q=cache:AZ83v1SmPzkJ:www.gao.gov/new.items/d03506.pdf+school+lunches+typical&hl=en&gl=us&pid=bl&srcid=ADGEESgPpr8yEoDf8lZVfPMsm32Y7vTyEvXQNICO-4dqZv7UPeHsTL5Qoe99gf-bttgQ1hwfjKbDKZ0RAlBhdk1cNpCYqxtcE10w7bnCc5yNflPhD0z000MTRT1a213PqINq6mYoADQK&sig=AHIEtbRgZJt6JvCyROt6EtgcgDLD4X9zbg]

[http://news.bbc.co.uk/2/hi/uk_news/education/4298245.stm]

[http://www.obesityaction.org/magazine/ywm18/tasteofschoollunch.php]

[http://docs.google.com/viewer?a=v&q=cache:xHt2pJvm4YEJ:alliance.la.asu.edu/model/geoliteracyCD/LessonFiles/Chambers/ChambersLunchS.pdf+typical+school+lunch+menu&hl=en&gl=us&pid=bl&srcid=ADGEESg4hLoXU671x44LITvSdKKc_pgBiq_gooHvyP617n3s06hWXrsMybXVP2pIoNjE0TM4yereJx_NalkTVAVhNGZVMaEhpCzpM2uAVEkFBfkR5eO6Ge2C2wgreIrRvW2JQZkIAVCB&sig=AHIEtbTy3G8DvemhrDEXLkvua8pyUKGVMw]

[http://www.fns.usda.gov/cnd/lunch/AboutLunch/ProgramHistory_2.htm]

[http://books.google.com/books?id=GZ8AAAAAYAAJ&pg=PA11&dq=Household+Arts+and+School+Lunches&ei=JnXWS8TiDYOUkASDufX0CA&cd=1#v=onepage&q=typical&f=false]

==Interactive Paradigm==
I would like to use a webcam in order to help visualize the difference between lunches in the early to mid 1900's and the present day. There would be a split screen and as the user put their hands up to carry a school lunch "tray" in order to move on through the lunch line. As the user continues, they would receive food on their trays that would be representative of the school lunch menus both at the beginning of the National School Lunch Program as well as today. The split screen would divide the time period. In this way, the difference is clearly portrayed on screen, and obviously indicates the decline in the health of school lunch foods. I believe that this is important because while the public acknowledges the unhealthiness of school foods, many have not made changes because of different reasons. I hope that blatantly displaying the images in this way will actually cause people to think about the issue.

==Technical Description==
I am looking into using Processing in order to execute the project. It would incorporate the webcam in my computer and use Processing to process the live video.

==Functional Diagrams==
[[Image:100_0237.jpg|500px|thumb|left|alt text]]
[[Image:100_0238.jpg|500px|thumb|left|alt text]]

==Visual Concept==

File:100 0238.jpg

2010-04-28T06:48:58Z

Krkim:

What's For Lunch, Kids? by Kelley Kim

2010-04-28T06:34:57Z

Krkim: /* Functional Diagrams */

==Motivation==
I'm interested in ways to visualize concepts and ideas that are interesting to the user or audience. Something that I cam across in TIME magazine and that I have noticed in the news is the campaign to better school lunches. Reports in news outlets such as the LA Times and BBC cover Michelle Obama's campaign for healthier school lunches for children, and after doing research, there is a lot of evidence of the decline in the quality of lunches served at school. A history of the National School Lunch program can be found at the United States Department of Agriculture's website and examples of what was served in the early to mid-1900's can be found in several articles. Something that I found interesting was that the founding of National School Lunch program was influenced by the Great Depression and the general consensus that one healthy meal a day can help a child's growth tremendously. With the school lunches today containing things such as corn dogs, french fries and soda, the state of lunches served at school can more as detrimental to a child's health than it is helpful. In addition, the quality of food, such as the beef supplied to the schools, was also proved to be inferior to most fast food chain stores, with restaurants such as McDonalds being "far more rigorous than the government in checking for bacteria and dangerous pathogens in beef" than the school's suppliers. While there is a start in pushing schools to provide more healthy lunches for their students, many schools continue with lunches filled with fried foods, sometimes because of economical reasons.

Research Links:

[http://www.time.com/time/nation/article/0,8599,1929053,00.html]

[http://docs.google.com/viewer?a=v&q=cache:AZ83v1SmPzkJ:www.gao.gov/new.items/d03506.pdf+school+lunches+typical&hl=en&gl=us&pid=bl&srcid=ADGEESgPpr8yEoDf8lZVfPMsm32Y7vTyEvXQNICO-4dqZv7UPeHsTL5Qoe99gf-bttgQ1hwfjKbDKZ0RAlBhdk1cNpCYqxtcE10w7bnCc5yNflPhD0z000MTRT1a213PqINq6mYoADQK&sig=AHIEtbRgZJt6JvCyROt6EtgcgDLD4X9zbg]

[http://news.bbc.co.uk/2/hi/uk_news/education/4298245.stm]

[http://www.obesityaction.org/magazine/ywm18/tasteofschoollunch.php]

[http://docs.google.com/viewer?a=v&q=cache:xHt2pJvm4YEJ:alliance.la.asu.edu/model/geoliteracyCD/LessonFiles/Chambers/ChambersLunchS.pdf+typical+school+lunch+menu&hl=en&gl=us&pid=bl&srcid=ADGEESg4hLoXU671x44LITvSdKKc_pgBiq_gooHvyP617n3s06hWXrsMybXVP2pIoNjE0TM4yereJx_NalkTVAVhNGZVMaEhpCzpM2uAVEkFBfkR5eO6Ge2C2wgreIrRvW2JQZkIAVCB&sig=AHIEtbTy3G8DvemhrDEXLkvua8pyUKGVMw]

[http://www.fns.usda.gov/cnd/lunch/AboutLunch/ProgramHistory_2.htm]

[http://books.google.com/books?id=GZ8AAAAAYAAJ&pg=PA11&dq=Household+Arts+and+School+Lunches&ei=JnXWS8TiDYOUkASDufX0CA&cd=1#v=onepage&q=typical&f=false]

==Interactive Paradigm==
I would like to use a webcam in order to help visualize the difference between lunches in the early to mid 1900's and the present day. There would be a split screen and as the user put their hands up to carry a school lunch "tray" in order to move on through the lunch line. As the user continues, they would receive food on their trays that would be representative of the school lunch menus both at the beginning of the National School Lunch Program as well as today. The split screen would divide the time period. In this way, the difference is clearly portrayed on screen, and obviously indicates the decline in the health of school lunch foods. I believe that this is important because while the public acknowledges the unhealthiness of school foods, many have not made changes because of different reasons. I hope that blatantly displaying the images in this way will actually cause people to think about the issue.

==Technical Description==
I am looking into using Processing in order to execute the project. It would incorporate the webcam in my computer and use Processing to process the live video.

==Functional Diagrams==
[[Image:100_0237.jpg|500px|thumb|left|alt text]]
[[Image:100_0238.jpg]]

==Visual Concept==

What's For Lunch, Kids? by Kelley Kim

2010-04-28T06:33:49Z

Krkim: /* Functional Diagrams */

==Motivation==
I'm interested in ways to visualize concepts and ideas that are interesting to the user or audience. Something that I cam across in TIME magazine and that I have noticed in the news is the campaign to better school lunches. Reports in news outlets such as the LA Times and BBC cover Michelle Obama's campaign for healthier school lunches for children, and after doing research, there is a lot of evidence of the decline in the quality of lunches served at school. A history of the National School Lunch program can be found at the United States Department of Agriculture's website and examples of what was served in the early to mid-1900's can be found in several articles. Something that I found interesting was that the founding of National School Lunch program was influenced by the Great Depression and the general consensus that one healthy meal a day can help a child's growth tremendously. With the school lunches today containing things such as corn dogs, french fries and soda, the state of lunches served at school can more as detrimental to a child's health than it is helpful. In addition, the quality of food, such as the beef supplied to the schools, was also proved to be inferior to most fast food chain stores, with restaurants such as McDonalds being "far more rigorous than the government in checking for bacteria and dangerous pathogens in beef" than the school's suppliers. While there is a start in pushing schools to provide more healthy lunches for their students, many schools continue with lunches filled with fried foods, sometimes because of economical reasons.

Research Links:

[http://www.time.com/time/nation/article/0,8599,1929053,00.html]

[http://docs.google.com/viewer?a=v&q=cache:AZ83v1SmPzkJ:www.gao.gov/new.items/d03506.pdf+school+lunches+typical&hl=en&gl=us&pid=bl&srcid=ADGEESgPpr8yEoDf8lZVfPMsm32Y7vTyEvXQNICO-4dqZv7UPeHsTL5Qoe99gf-bttgQ1hwfjKbDKZ0RAlBhdk1cNpCYqxtcE10w7bnCc5yNflPhD0z000MTRT1a213PqINq6mYoADQK&sig=AHIEtbRgZJt6JvCyROt6EtgcgDLD4X9zbg]

[http://news.bbc.co.uk/2/hi/uk_news/education/4298245.stm]

[http://www.obesityaction.org/magazine/ywm18/tasteofschoollunch.php]

[http://docs.google.com/viewer?a=v&q=cache:xHt2pJvm4YEJ:alliance.la.asu.edu/model/geoliteracyCD/LessonFiles/Chambers/ChambersLunchS.pdf+typical+school+lunch+menu&hl=en&gl=us&pid=bl&srcid=ADGEESg4hLoXU671x44LITvSdKKc_pgBiq_gooHvyP617n3s06hWXrsMybXVP2pIoNjE0TM4yereJx_NalkTVAVhNGZVMaEhpCzpM2uAVEkFBfkR5eO6Ge2C2wgreIrRvW2JQZkIAVCB&sig=AHIEtbTy3G8DvemhrDEXLkvua8pyUKGVMw]

[http://www.fns.usda.gov/cnd/lunch/AboutLunch/ProgramHistory_2.htm]

[http://books.google.com/books?id=GZ8AAAAAYAAJ&pg=PA11&dq=Household+Arts+and+School+Lunches&ei=JnXWS8TiDYOUkASDufX0CA&cd=1#v=onepage&q=typical&f=false]

==Interactive Paradigm==
I would like to use a webcam in order to help visualize the difference between lunches in the early to mid 1900's and the present day. There would be a split screen and as the user put their hands up to carry a school lunch "tray" in order to move on through the lunch line. As the user continues, they would receive food on their trays that would be representative of the school lunch menus both at the beginning of the National School Lunch Program as well as today. The split screen would divide the time period. In this way, the difference is clearly portrayed on screen, and obviously indicates the decline in the health of school lunch foods. I believe that this is important because while the public acknowledges the unhealthiness of school foods, many have not made changes because of different reasons. I hope that blatantly displaying the images in this way will actually cause people to think about the issue.

==Technical Description==
I am looking into using Processing in order to execute the project. It would incorporate the webcam in my computer and use Processing to process the live video.

==Functional Diagrams==
[[Image:100_0237.jpg]]
[[Image:100_0238.jpg]]

==Visual Concept==

What's For Lunch, Kids? by Kelley Kim

2010-04-28T06:32:54Z

Krkim: /* Functional Diagrams */

==Motivation==
I'm interested in ways to visualize concepts and ideas that are interesting to the user or audience. Something that I cam across in TIME magazine and that I have noticed in the news is the campaign to better school lunches. Reports in news outlets such as the LA Times and BBC cover Michelle Obama's campaign for healthier school lunches for children, and after doing research, there is a lot of evidence of the decline in the quality of lunches served at school. A history of the National School Lunch program can be found at the United States Department of Agriculture's website and examples of what was served in the early to mid-1900's can be found in several articles. Something that I found interesting was that the founding of National School Lunch program was influenced by the Great Depression and the general consensus that one healthy meal a day can help a child's growth tremendously. With the school lunches today containing things such as corn dogs, french fries and soda, the state of lunches served at school can more as detrimental to a child's health than it is helpful. In addition, the quality of food, such as the beef supplied to the schools, was also proved to be inferior to most fast food chain stores, with restaurants such as McDonalds being "far more rigorous than the government in checking for bacteria and dangerous pathogens in beef" than the school's suppliers. While there is a start in pushing schools to provide more healthy lunches for their students, many schools continue with lunches filled with fried foods, sometimes because of economical reasons.

Research Links:

[http://www.time.com/time/nation/article/0,8599,1929053,00.html]

[http://docs.google.com/viewer?a=v&q=cache:AZ83v1SmPzkJ:www.gao.gov/new.items/d03506.pdf+school+lunches+typical&hl=en&gl=us&pid=bl&srcid=ADGEESgPpr8yEoDf8lZVfPMsm32Y7vTyEvXQNICO-4dqZv7UPeHsTL5Qoe99gf-bttgQ1hwfjKbDKZ0RAlBhdk1cNpCYqxtcE10w7bnCc5yNflPhD0z000MTRT1a213PqINq6mYoADQK&sig=AHIEtbRgZJt6JvCyROt6EtgcgDLD4X9zbg]

[http://news.bbc.co.uk/2/hi/uk_news/education/4298245.stm]

[http://www.obesityaction.org/magazine/ywm18/tasteofschoollunch.php]

[http://docs.google.com/viewer?a=v&q=cache:xHt2pJvm4YEJ:alliance.la.asu.edu/model/geoliteracyCD/LessonFiles/Chambers/ChambersLunchS.pdf+typical+school+lunch+menu&hl=en&gl=us&pid=bl&srcid=ADGEESg4hLoXU671x44LITvSdKKc_pgBiq_gooHvyP617n3s06hWXrsMybXVP2pIoNjE0TM4yereJx_NalkTVAVhNGZVMaEhpCzpM2uAVEkFBfkR5eO6Ge2C2wgreIrRvW2JQZkIAVCB&sig=AHIEtbTy3G8DvemhrDEXLkvua8pyUKGVMw]

[http://www.fns.usda.gov/cnd/lunch/AboutLunch/ProgramHistory_2.htm]

[http://books.google.com/books?id=GZ8AAAAAYAAJ&pg=PA11&dq=Household+Arts+and+School+Lunches&ei=JnXWS8TiDYOUkASDufX0CA&cd=1#v=onepage&q=typical&f=false]

==Interactive Paradigm==
I would like to use a webcam in order to help visualize the difference between lunches in the early to mid 1900's and the present day. There would be a split screen and as the user put their hands up to carry a school lunch "tray" in order to move on through the lunch line. As the user continues, they would receive food on their trays that would be representative of the school lunch menus both at the beginning of the National School Lunch Program as well as today. The split screen would divide the time period. In this way, the difference is clearly portrayed on screen, and obviously indicates the decline in the health of school lunch foods. I believe that this is important because while the public acknowledges the unhealthiness of school foods, many have not made changes because of different reasons. I hope that blatantly displaying the images in this way will actually cause people to think about the issue.

==Technical Description==
I am looking into using Processing in order to execute the project. It would incorporate the webcam in my computer and use Processing to process the live video.

==Functional Diagrams==
[[Image:100_0237.jpg]]
[[Image:100_0237.jpg]]

==Visual Concept==

What's For Lunch, Kids? by Kelley Kim

2010-04-28T06:32:25Z

Krkim: /* Functional Diagrams */

==Motivation==
I'm interested in ways to visualize concepts and ideas that are interesting to the user or audience. Something that I cam across in TIME magazine and that I have noticed in the news is the campaign to better school lunches. Reports in news outlets such as the LA Times and BBC cover Michelle Obama's campaign for healthier school lunches for children, and after doing research, there is a lot of evidence of the decline in the quality of lunches served at school. A history of the National School Lunch program can be found at the United States Department of Agriculture's website and examples of what was served in the early to mid-1900's can be found in several articles. Something that I found interesting was that the founding of National School Lunch program was influenced by the Great Depression and the general consensus that one healthy meal a day can help a child's growth tremendously. With the school lunches today containing things such as corn dogs, french fries and soda, the state of lunches served at school can more as detrimental to a child's health than it is helpful. In addition, the quality of food, such as the beef supplied to the schools, was also proved to be inferior to most fast food chain stores, with restaurants such as McDonalds being "far more rigorous than the government in checking for bacteria and dangerous pathogens in beef" than the school's suppliers. While there is a start in pushing schools to provide more healthy lunches for their students, many schools continue with lunches filled with fried foods, sometimes because of economical reasons.

Research Links:

[http://www.time.com/time/nation/article/0,8599,1929053,00.html]

[http://docs.google.com/viewer?a=v&q=cache:AZ83v1SmPzkJ:www.gao.gov/new.items/d03506.pdf+school+lunches+typical&hl=en&gl=us&pid=bl&srcid=ADGEESgPpr8yEoDf8lZVfPMsm32Y7vTyEvXQNICO-4dqZv7UPeHsTL5Qoe99gf-bttgQ1hwfjKbDKZ0RAlBhdk1cNpCYqxtcE10w7bnCc5yNflPhD0z000MTRT1a213PqINq6mYoADQK&sig=AHIEtbRgZJt6JvCyROt6EtgcgDLD4X9zbg]

[http://news.bbc.co.uk/2/hi/uk_news/education/4298245.stm]

[http://www.obesityaction.org/magazine/ywm18/tasteofschoollunch.php]

[http://docs.google.com/viewer?a=v&q=cache:xHt2pJvm4YEJ:alliance.la.asu.edu/model/geoliteracyCD/LessonFiles/Chambers/ChambersLunchS.pdf+typical+school+lunch+menu&hl=en&gl=us&pid=bl&srcid=ADGEESg4hLoXU671x44LITvSdKKc_pgBiq_gooHvyP617n3s06hWXrsMybXVP2pIoNjE0TM4yereJx_NalkTVAVhNGZVMaEhpCzpM2uAVEkFBfkR5eO6Ge2C2wgreIrRvW2JQZkIAVCB&sig=AHIEtbTy3G8DvemhrDEXLkvua8pyUKGVMw]

[http://www.fns.usda.gov/cnd/lunch/AboutLunch/ProgramHistory_2.htm]

[http://books.google.com/books?id=GZ8AAAAAYAAJ&pg=PA11&dq=Household+Arts+and+School+Lunches&ei=JnXWS8TiDYOUkASDufX0CA&cd=1#v=onepage&q=typical&f=false]

==Interactive Paradigm==
I would like to use a webcam in order to help visualize the difference between lunches in the early to mid 1900's and the present day. There would be a split screen and as the user put their hands up to carry a school lunch "tray" in order to move on through the lunch line. As the user continues, they would receive food on their trays that would be representative of the school lunch menus both at the beginning of the National School Lunch Program as well as today. The split screen would divide the time period. In this way, the difference is clearly portrayed on screen, and obviously indicates the decline in the health of school lunch foods. I believe that this is important because while the public acknowledges the unhealthiness of school foods, many have not made changes because of different reasons. I hope that blatantly displaying the images in this way will actually cause people to think about the issue.

==Technical Description==
I am looking into using Processing in order to execute the project. It would incorporate the webcam in my computer and use Processing to process the live video.

==Functional Diagrams==
[[Image:100_0237.jpg]]

==Visual Concept==

What's For Lunch, Kids? by Kelley Kim

2010-04-28T06:29:17Z

Krkim:

==Motivation==
I'm interested in ways to visualize concepts and ideas that are interesting to the user or audience. Something that I cam across in TIME magazine and that I have noticed in the news is the campaign to better school lunches. Reports in news outlets such as the LA Times and BBC cover Michelle Obama's campaign for healthier school lunches for children, and after doing research, there is a lot of evidence of the decline in the quality of lunches served at school. A history of the National School Lunch program can be found at the United States Department of Agriculture's website and examples of what was served in the early to mid-1900's can be found in several articles. Something that I found interesting was that the founding of National School Lunch program was influenced by the Great Depression and the general consensus that one healthy meal a day can help a child's growth tremendously. With the school lunches today containing things such as corn dogs, french fries and soda, the state of lunches served at school can more as detrimental to a child's health than it is helpful. In addition, the quality of food, such as the beef supplied to the schools, was also proved to be inferior to most fast food chain stores, with restaurants such as McDonalds being "far more rigorous than the government in checking for bacteria and dangerous pathogens in beef" than the school's suppliers. While there is a start in pushing schools to provide more healthy lunches for their students, many schools continue with lunches filled with fried foods, sometimes because of economical reasons.

Research Links:

[http://www.time.com/time/nation/article/0,8599,1929053,00.html]

[http://docs.google.com/viewer?a=v&q=cache:AZ83v1SmPzkJ:www.gao.gov/new.items/d03506.pdf+school+lunches+typical&hl=en&gl=us&pid=bl&srcid=ADGEESgPpr8yEoDf8lZVfPMsm32Y7vTyEvXQNICO-4dqZv7UPeHsTL5Qoe99gf-bttgQ1hwfjKbDKZ0RAlBhdk1cNpCYqxtcE10w7bnCc5yNflPhD0z000MTRT1a213PqINq6mYoADQK&sig=AHIEtbRgZJt6JvCyROt6EtgcgDLD4X9zbg]

[http://news.bbc.co.uk/2/hi/uk_news/education/4298245.stm]

[http://www.obesityaction.org/magazine/ywm18/tasteofschoollunch.php]

[http://docs.google.com/viewer?a=v&q=cache:xHt2pJvm4YEJ:alliance.la.asu.edu/model/geoliteracyCD/LessonFiles/Chambers/ChambersLunchS.pdf+typical+school+lunch+menu&hl=en&gl=us&pid=bl&srcid=ADGEESg4hLoXU671x44LITvSdKKc_pgBiq_gooHvyP617n3s06hWXrsMybXVP2pIoNjE0TM4yereJx_NalkTVAVhNGZVMaEhpCzpM2uAVEkFBfkR5eO6Ge2C2wgreIrRvW2JQZkIAVCB&sig=AHIEtbTy3G8DvemhrDEXLkvua8pyUKGVMw]

[http://www.fns.usda.gov/cnd/lunch/AboutLunch/ProgramHistory_2.htm]

[http://books.google.com/books?id=GZ8AAAAAYAAJ&pg=PA11&dq=Household+Arts+and+School+Lunches&ei=JnXWS8TiDYOUkASDufX0CA&cd=1#v=onepage&q=typical&f=false]

==Interactive Paradigm==
I would like to use a webcam in order to help visualize the difference between lunches in the early to mid 1900's and the present day. There would be a split screen and as the user put their hands up to carry a school lunch "tray" in order to move on through the lunch line. As the user continues, they would receive food on their trays that would be representative of the school lunch menus both at the beginning of the National School Lunch Program as well as today. The split screen would divide the time period. In this way, the difference is clearly portrayed on screen, and obviously indicates the decline in the health of school lunch foods. I believe that this is important because while the public acknowledges the unhealthiness of school foods, many have not made changes because of different reasons. I hope that blatantly displaying the images in this way will actually cause people to think about the issue.

==Technical Description==
I am looking into using Processing in order to execute the project. It would incorporate the webcam in my computer and use Processing to process the live video.

==Functional Diagrams==

==Visual Concept==

File:100 0237.jpg

2010-04-28T06:28:24Z

Krkim: uploaded a new version of "Image:100 0237.jpg"

File:100 0237.jpg

2010-04-28T06:26:19Z

Krkim:

What's For Lunch, Kids? by Kelley Kim

2010-04-28T04:37:48Z

Krkim: /* Interactive Paradigm */

==Motivation==
I'm interested in ways to visualize concepts and ideas that are interesting to the user or audience. Something that I cam across in TIME magazine and that I have noticed in the news is the campaign to better school lunches. Reports in news outlets such as the LA Times and BBC cover Michelle Obama's campaign for healthier school lunches for children, and after doing research, there is a lot of evidence of the decline in the quality of lunches served at school. A history of the National School Lunch program can be found at the United States Department of Agriculture's website and examples of what was served in the early to mid-1900's can be found in several articles. Something that I found interesting was that the founding of National School Lunch program was influenced by the Great Depression and the general consensus that one healthy meal a day can help a child's growth tremendously. With the school lunches today containing things such as corn dogs, french fries and soda, the state of lunches served at school can more as detrimental to a child's health than it is helpful. In addition, the quality of food, such as the beef supplied to the schools, was also proved to be inferior to most fast food chain stores, with restaurants such as McDonalds being "far more rigorous than the government in checking for bacteria and dangerous pathogens in beef" than the school's suppliers. While there is a start in pushing schools to provide more healthy lunches for their students, many schools continue with lunches filled with fried foods, sometimes because of economical reasons.

Research Links:

[http://www.time.com/time/nation/article/0,8599,1929053,00.html]

[http://docs.google.com/viewer?a=v&q=cache:AZ83v1SmPzkJ:www.gao.gov/new.items/d03506.pdf+school+lunches+typical&hl=en&gl=us&pid=bl&srcid=ADGEESgPpr8yEoDf8lZVfPMsm32Y7vTyEvXQNICO-4dqZv7UPeHsTL5Qoe99gf-bttgQ1hwfjKbDKZ0RAlBhdk1cNpCYqxtcE10w7bnCc5yNflPhD0z000MTRT1a213PqINq6mYoADQK&sig=AHIEtbRgZJt6JvCyROt6EtgcgDLD4X9zbg]

[http://news.bbc.co.uk/2/hi/uk_news/education/4298245.stm]

[http://www.obesityaction.org/magazine/ywm18/tasteofschoollunch.php]

[http://docs.google.com/viewer?a=v&q=cache:xHt2pJvm4YEJ:alliance.la.asu.edu/model/geoliteracyCD/LessonFiles/Chambers/ChambersLunchS.pdf+typical+school+lunch+menu&hl=en&gl=us&pid=bl&srcid=ADGEESg4hLoXU671x44LITvSdKKc_pgBiq_gooHvyP617n3s06hWXrsMybXVP2pIoNjE0TM4yereJx_NalkTVAVhNGZVMaEhpCzpM2uAVEkFBfkR5eO6Ge2C2wgreIrRvW2JQZkIAVCB&sig=AHIEtbTy3G8DvemhrDEXLkvua8pyUKGVMw]

[http://www.fns.usda.gov/cnd/lunch/AboutLunch/ProgramHistory_2.htm]

[http://books.google.com/books?id=GZ8AAAAAYAAJ&pg=PA11&dq=Household+Arts+and+School+Lunches&ei=JnXWS8TiDYOUkASDufX0CA&cd=1#v=onepage&q=typical&f=false]

==Interactive Paradigm==
I would like to use a webcam in order to help visualize the difference between lunches in the early to mid 1900's and the present day. There would be a split screen and as the user put their hands up to carry a school lunch "tray" in order to move on through the lunch line. As the user continues, they would receive food on their trays that would be representative of the school lunch menus both at the beginning of the National School Lunch Program as well as today. The split screen would divide the time period. In this way, the difference is clearly portrayed on screen, and obviously indicates the decline in the health of school lunch foods. I believe that this is important because while the public acknowledges the unhealthiness of school foods, many have not made changes because of different reasons. I hope that blatantly displaying the images in this way will actually cause people to think about the issue.

==Technical Description==
I am looking into using Processing in order to execute the project. It would incorporate the webcam in my computer and use Processing to process the live video.

==Visualization==

==Functional Diagrams==

==Visual Concept==

What's For Lunch, Kids? by Kelley Kim

2010-04-28T04:31:07Z

Krkim: /* Motivation */

==Motivation==
I'm interested in ways to visualize concepts and ideas that are interesting to the user or audience. Something that I cam across in TIME magazine and that I have noticed in the news is the campaign to better school lunches. Reports in news outlets such as the LA Times and BBC cover Michelle Obama's campaign for healthier school lunches for children, and after doing research, there is a lot of evidence of the decline in the quality of lunches served at school. A history of the National School Lunch program can be found at the United States Department of Agriculture's website and examples of what was served in the early to mid-1900's can be found in several articles. Something that I found interesting was that the founding of National School Lunch program was influenced by the Great Depression and the general consensus that one healthy meal a day can help a child's growth tremendously. With the school lunches today containing things such as corn dogs, french fries and soda, the state of lunches served at school can more as detrimental to a child's health than it is helpful. In addition, the quality of food, such as the beef supplied to the schools, was also proved to be inferior to most fast food chain stores, with restaurants such as McDonalds being "far more rigorous than the government in checking for bacteria and dangerous pathogens in beef" than the school's suppliers. While there is a start in pushing schools to provide more healthy lunches for their students, many schools continue with lunches filled with fried foods, sometimes because of economical reasons.

Research Links:

[http://www.time.com/time/nation/article/0,8599,1929053,00.html]

[http://docs.google.com/viewer?a=v&q=cache:AZ83v1SmPzkJ:www.gao.gov/new.items/d03506.pdf+school+lunches+typical&hl=en&gl=us&pid=bl&srcid=ADGEESgPpr8yEoDf8lZVfPMsm32Y7vTyEvXQNICO-4dqZv7UPeHsTL5Qoe99gf-bttgQ1hwfjKbDKZ0RAlBhdk1cNpCYqxtcE10w7bnCc5yNflPhD0z000MTRT1a213PqINq6mYoADQK&sig=AHIEtbRgZJt6JvCyROt6EtgcgDLD4X9zbg]

[http://news.bbc.co.uk/2/hi/uk_news/education/4298245.stm]

[http://www.obesityaction.org/magazine/ywm18/tasteofschoollunch.php]

[http://docs.google.com/viewer?a=v&q=cache:xHt2pJvm4YEJ:alliance.la.asu.edu/model/geoliteracyCD/LessonFiles/Chambers/ChambersLunchS.pdf+typical+school+lunch+menu&hl=en&gl=us&pid=bl&srcid=ADGEESg4hLoXU671x44LITvSdKKc_pgBiq_gooHvyP617n3s06hWXrsMybXVP2pIoNjE0TM4yereJx_NalkTVAVhNGZVMaEhpCzpM2uAVEkFBfkR5eO6Ge2C2wgreIrRvW2JQZkIAVCB&sig=AHIEtbTy3G8DvemhrDEXLkvua8pyUKGVMw]

[http://www.fns.usda.gov/cnd/lunch/AboutLunch/ProgramHistory_2.htm]

[http://books.google.com/books?id=GZ8AAAAAYAAJ&pg=PA11&dq=Household+Arts+and+School+Lunches&ei=JnXWS8TiDYOUkASDufX0CA&cd=1#v=onepage&q=typical&f=false]

==Interactive Paradigm==
I would like to use a webcam in order to help visualize the difference between lunches in the early to mid 1900's and the present day. There would be a split screen and as the user put their hands up to carry a school lunch "tray" in order to move on through the lunch line. As the user continues, they would receive food on their trays that would be representative of the school lunch menus both at the beginning of the National School Lunch Program as well as today. The split screen would divide the time period. In this way, the difference is clearly portrayed on screen.

==Technical Description==
I am looking into using Processing in order to execute the project. It would incorporate the webcam in my computer and use Processing to process the live video.

==Visualization==

==Functional Diagrams==

==Visual Concept==

What's For Lunch, Kids? by Kelley Kim

2010-04-28T04:24:28Z

Krkim: New page: ==Motivation== I'm interested in ways to visualize concepts and ideas that are interesting to the user or audience. Something that I cam across in TIME magazine and that I have noticed in...

Classes/2010/VIS145B

2010-04-28T04:24:10Z

Krkim: /* Midterm Projects */

== Time and Process Based Digital Media II ==
Time: Thursdays 3:30-6:20pm, VAF 228

This class is an advanced study and portfolio project course centered on the use of hardware and software to create interactive and time-based art. These projects can take many forms—interactive installations, dynamic visualizations/sonifications, printed renderings—chosen by the students. This will not be a course of technical instruction—rather we will consider technical and conceptual issues in tandem, supplementing discussions and activities with specific technical instruction where necessary. There is a strong emphasis on the development and articulation of personal directions of research by the students in the course.

I would like to split the reading/homework responsibility for two parts of the class. In the first half of the term I will present a series of works and readings covering my particular interests--the intersections of social performance, embodied experience, and cognition. In the latter half of the class (after the midterm) you all will do the presentations on topics of your choosing. Working individually or in small groups, you will provide us with some conceptual provocation (reading material) covering topics you intend to engage with your final, and you will lead a discussion on technical and conceptual issues. Reading and critical writing, in response to text and works you present and those I present, are integral to this course.

The schedule is a living document and will be revised over the period of the course.

== Instructor ==
Robert Twomey

rtwomey@ucsd.edu
*http://roberttwomey.com
*http://experimentalgamelab.net
*http://crca.ucsd.edu

Office Hours: Wednesday 3-4pm, Atkinson Hall Rm 1601 (CRCA research neighborhood). Please e-mail me if you plan to attend.

== Grading ==
*Midterm Project - 30%
*Final Project - 40%
*Presentations - 10%
*Readings - 10%
*Participation - 10%

=== Presentations ===
(1) Short presentation on your work in the second week of class. This should be a statement of your interests, direction, goals with media art. Present examples from your own work which you feel strongly about, and which best represent your interests and trajectory. Present examples of other artist's work that serve as models for the kind of work you would like to make. (5-10 minutes each)

(2) Medium presentation on final projects in the second semester of the course (weeks 7-9). This is the portion of the class where you dictate the reading and the discussion. If you are presenting on a given week, you need to provide us with a reading 1 week in advance. We will sign up for those time slots in week 6, just after the midterm. (10-15 minutes)

=== Reading Responses ===
These are written summaries and critical responses to materials assigned for out of class viewing. Things to consider: What points does the author make? Do you buy their assumptions or agree with their conclusions? Reading responses will be printed and turned in to the instructor at the beginning of class. Generally these should be 1 page long.

=== Projects ===
Midterm and final projects will be graded on concept, effort, and realization. Formal proposals are a necessary component of the process so take them seriously. Make the effort to get started early and seek the help you need--we want to see finished, well-considered pieces for the midterm and final. Additionally, you will need to submit documentation of the project after completion which includes images, video, and source code where applicable. These materials (proposals and documentation) will all be posted to the wiki.
=== Documentation Policy ===
*personal wiki page
*source code on wiki
*image/video documentation as appropriate.
*explanatory writing (on intent, motivation, context)

=== Attendance ===
Attendance is mandatory. Each unexcused absence will drop your final grade one letter. There are only 10 weeks of class, please come to them all.

== Schedule ==
=== Week 1 - Intro ===
*Introductions
*Scope of course, interests, technical possibilities.
*My work.
*Watch: We Live In Public. 2009. (excerpts)
*In class: personal page on wiki. [http://www.trsp.net/teaching/gamemod/ game-mod exercise]. [http://www.trsp.net/teaching/gamemod/gamemod_breakout_source_en.zip download link]
*Read: [http://www.nyu.edu/projects/xdesign/mainmenu/archive_tangible.html Against Virtualized Information], [http://www.nyu.edu/projects/xdesign/mainmenu/archive_analtictech.html Novel Analytic Techniques], and [http://www.nyu.edu/projects/xdesign/mainmenu/archive_infocounts.html What Information Counts?] by [http://www.environmentalhealthclinic.net/people/natalie-jeremijenko/ Natalie Jeremijenko].
*Read: [http://www.yalealumnimagazine.com/issues/2004_03/jeremijenko.html An Engineer for the Avante Garde]
*Read: [http://www.worldchanging.com/archives/001450.html Natalie Jeremijenko The WorldChanging Interview]
*Read: [http://tech90s.walkerart.org/nj/transcript/nj_01.html Database Politics and Social Simulations], good background on her earlier artwork.

=== Week 2 - Student Research Interests ===
*Due: 1 page on Jeremijenko.
*Presentations on your work.
*Read: [http://www.flong.com/texts/essays/essay_cvad/ Computer Vision for Artists and Designers: Pedagogic Tools and Techniques for Novice Programmers] Golan Levin. ''pay particular attention to part II. ELEMENTARY COMPUTER VISION TECHNIQUES. we are going to try these in class next week.''

=== Week 3 - Computer Vision / Human Perception ===
*Due: Nothing. Read the Golan Levin piece, but no written response.
*Discuss:
**Myron Kreuger. Video Place. 1989 [http://www.youtube.com/watch?v=dqZyZrN3Pl0]
**Text Rain. Camille Utterback & Romy Achituv. 1999. [http://www.youtube.com/watch?v=toWFvXHghDk] [http://www.camilleutterback.com/]
**Very Nervous System. 1982-1991. [http://vimeo.com/8120954]
**Suicide Box. Bureau of Inverse Technology. 1996. (13:00)
**Marie Sester. ACCESS. 2003. [http://accessproject.net]
**Messa di Voce. Golan Levin and Zach Lieberman with Jaap Blonk and Joan La Barbara. 2003. [http://www.flong.com/projects/messa/] [http://www.tmema.org/messa/messa.html]
**Seen. David Rokeby. 2002. [http://vimeo.com/6012986]
**Sorting Daemon. David Rokeby. 2003. [http://homepage.mac.com/davidrokeby/sorting.html]
**Cheese. Christian Moller. 2003. [http://www.christian-moeller.com/display.php?project_id=36] made in collaboration with UCSD [http://mplab.ucsd.edu/wordpress/ Machine Perception Lab]
**Eyewriter. 2009 [http://www.eyewriter.org/]
**Saccade. 2010 [http://roberttwomey.com/saccade] (in progress)
*Discuss:
**thresholding
**frame difference
**OpenCV - [http://ubaa.net/shared/processing/opencv/ download] [http://www.cs.unc.edu/Research/stc/FAQs/OpenCV/OpenCVReferenceManual.pdf reference manual]. If you are getting this for your computer, be sure to get OpenCV, the OpenCV Processing Library, and the OpenCV Processing Examples (three separate downloads).
**face recognition
*In Class:
**Working alone or in small groups, do experiments with video processing and computer vision.

=== Week 4 - Computer Vision Work ===
* In Class:
** Work on computer vision projects
** Talk about midterm projects.

=== Week 5 - Midterm Workshop ===
*Due: Midterm project proposal.
**Working individually or in small groups (2-3 people), produce an interactive piece that bridges the gap between screen space and physical space. There are many ways to do this--using image-based computer vision techniques, game controllers, audio input, or other physical hardware (Arduino?). Think about the parameters of interaction--are you documenting viewer's behavior (unknown to them), are you taking a familiar form (such as a video game) and tweaking it in some way, are you intervening in social space? Think about what form the output will take. In your one page proposal, describe the input(s), output(s), and dynamic of interaction, as well as some statement of your motivation. Why is this a valuable or interesting project? In addition to the written description, produce supporting visual materials. These should be two functional diagram images and two visual/aesthetic images. The functional diagrams should show the necessary software and hardware components and explain how the interaction will occur. The aesthetic diagrams will give us a sense of what it will look like, how the output will appear. Make a page for your project (including a title) in the Midterm Projects section at the bottom of this page, upload the necessary materials and embed them in that page. This proposal is due in class next week where we will critique and workshop the ideas.
*Review computer vision experiments from last class.
*Work on midterm projects.

=== Week 6 - Midterm Critiques ===
In-class critiques of midterm projects.

=== Week 7 ===
Student presentations
=== Week 8 ===
Student presentations
=== Week 9 ===
Student presentations
=== Week 10 - Final Critiques ===
In-class Critiques.

=== Finals Week ===
Final documentation due.

== Topics ==
To Be Scheduled

'''Performance for the camera, for the web'''
*Discuss Chatroulette. Facebook, Twitter, Youtube. Attention in the social net.
*ManyCam [http://www.manycam.com/]
*PS3 eye
*jennicam [http://www.wired.com/thisdayintech/2010/04/0414jennicam-launches wired]
*Lonelygirl15 [http://www.youtube.com/watch?v=-goXKtd6cPo youtube] [http://www.wired.com/wired/archive/14.12/lonelygirl.html article]
*Discuss telematic perfromance.
* Justin.tv [http://www.justin.tv/#r=s7RVqBU~]
*Read: The Presentation of Self in Everyday Life (excerpt). Erving Goffman. 1959.
*Read: Performance: A Critical Introduction (excerpt). Richard Carlson. 2004.
*Do: Intervention in social circuits. Chatroulette/Facebook/Youtube exercise.

'''Social Networks/Web 2.0'''
*Read: Protocol, Control, and Networks by Alexander Galloway and Eugene Thacker. Grey Room 17, Fall 2004 p 6-29.
*Read: DIGITAL MAOISM: The Hazards of the New Online Collectivism. Jaron Lanier. 2006.
*Watch: MediatedCultures @ Kansas State http://mediatedcultures.net/mediatedculture.htm
*Datamining/Complex Networks, node-edge graphing.

'''Digital Memory/Personal Media: Where do we exist and how do we remember?'''
*Read: Mediated Memories in the Digital Age (excerpt). Jose van Dijck. 2007.
*Read: Are you sure you want to do this? Matthias Fuchs 1994.
*Read: Delete: The Virtue of Forgetting in the Digital Age (excerpt). Viktor Mayer-Schonberger. 2009.
*Flickr.com, Facebook
*Discuss: My Pocket. Burak Arikan. 2008.

'''Cognition + Creativity'''
*Generative Art vs. Computational Creativity
*Casy Reas
*Processing.org
*Tom Shannon. [http://www.wired.com/magazine/2010/03/pl_arts_pendulum/all/1]
*Read: Triumph of the Cyborg Composer.
*Read: How to draw three people in a garden. 1988.
*Read: Shades of Computational Evocation and Meaning: The GRIOT System and Improvisational Poetry Generation. 2006.

'''Artificial Intelligence'''
*Read: Expressive Processing (excerpt), Noah Wardrip Fruin, 2009.
*Read: Elephants Don't Play Chess, Rodney Brooks, 1990.

'''Appropriation and Remix'''
*Read: The Fiction of Memory. New York Times, March 12, 2010. Luc Sante
*Read: Jonatham Lethem. The Ecstasy of Influence. Harpers Magazine. 2007.
*Remix Culture. Lev.
*God's Little Toys: Confessions of a cut & paste artist. William Gibson. 2005. *http://www.wired.com/wired/archive/13.07/gibson.html
*Reality Hunger: A Manifesto. David Shields. 2010.

'''Materiality in the information age.'''
*Tangible interfaces, haptic feedback.
*Read: Evocative Objects: Things We Think With (excerpt). Sherry Turkle, 2007.
*Read: New Media and the Forensic Imagination (excerpt). Matthew Kirschenbaum. 2008.
*View: BIT Plane.
*View: Garbage Cubes
*Discuss techniques of markerless tracking, augmented reality, QR codes, etc. *Online/Offline Space.

'''Embodiment'''
*Computing with bodies, engineered bodies
*tactile media, haptic interface
*embodied perception
*Read: Stelarc.

'''Self-Image'''
*Read: Self/Image: Technology, Representation, and the Contemporary Subject (excerpt). Amelia Jones, 2006.
*Do: Forensic Photoshop Exercise.
*http://www.flickr.com/photos/dryponder/sets/72157623726710218/
*http://nymag.com/daily/intel/2010/02/obama_being_forced_to_look_at.html#photo=1
*http://bubleraptor.tumblr.com/
*photoshop free Marie Claire issue: http://jezebel.com/5511507/so-long-as-your-face-looks-alright-everything-else-can-be-photoshopped

== Places to Find Art ==
* http://we-make-money-not-art.com/
* http://www.isea-web.org/, http://www.isea2010ruhr.org/
* http://www.transmediale.de/en
* http://01sj.org/
* http://www.file.org.br/
* http://www.aec.at/festival_about_en.php
* http://www.sciencegallery.com/lightwave09
* Institutions that Sponsor/Show Media Art
** Eyebeam New York City
** New Museum/Rhizome.org http://rhizome.org
** HarvestWorks
** Machine Project, Los Angeles.

== Midterm Projects ==
Make pages here.
* [[DummyProject | Dummy Project]]
* [[MidtermProject| MotionDJ - Leilani Martin]]
* [[What's For Lunch, Kids? by Kelley Kim| ''What's For Lunch, Kids?'' - Kelley Kim]]

== Student Pages ==
Click "edit" on the right to add your own page below.
* [[Students/RobertTwomey | RobertTwomey]]
* [[Students/Javier Lee | Javier Lee]]
* [[Students/Jenny Wang | Jenny Wang]]
* [[Students/Joeny Thipsidakhom | Joeny Thipsidakhom]]
* [[Students/Kuan-Ting Lu | Tony Lu]]
* [[Students/Jezreel Callejas| Jezreel Callejas]]
* [[Students/ChristinaSanchez| Christina Sanchez]]
* [[Students/BenBrickley | BenBrickley]]
* [[Students/Ellen Huang | Ellen Huang]]
* [[Students/Kelley Kim | Kelley Kim]]
* [[Students/EmilioMarcelino | EmilioMarcelino]]
* [[Students/Anna Lin | Anna Lin]]
* [[Student/Jenny Chang | Jenny Chang]]
* [[Student/Jet Antonio | Jet Antonio]]
* [[Students/GregoryParsons | Gregory Parsons]]
* [[Students/Jennifer Sunga | Jennifer Sunga]]
* [[Students/LeilaniMartin | Leilani Martin]]

Classes/2010/VIS145B

2010-04-28T04:23:58Z

Krkim: /* Midterm Projects */

== Time and Process Based Digital Media II ==
Time: Thursdays 3:30-6:20pm, VAF 228

This class is an advanced study and portfolio project course centered on the use of hardware and software to create interactive and time-based art. These projects can take many forms—interactive installations, dynamic visualizations/sonifications, printed renderings—chosen by the students. This will not be a course of technical instruction—rather we will consider technical and conceptual issues in tandem, supplementing discussions and activities with specific technical instruction where necessary. There is a strong emphasis on the development and articulation of personal directions of research by the students in the course.

I would like to split the reading/homework responsibility for two parts of the class. In the first half of the term I will present a series of works and readings covering my particular interests--the intersections of social performance, embodied experience, and cognition. In the latter half of the class (after the midterm) you all will do the presentations on topics of your choosing. Working individually or in small groups, you will provide us with some conceptual provocation (reading material) covering topics you intend to engage with your final, and you will lead a discussion on technical and conceptual issues. Reading and critical writing, in response to text and works you present and those I present, are integral to this course.

The schedule is a living document and will be revised over the period of the course.

== Instructor ==
Robert Twomey

rtwomey@ucsd.edu
*http://roberttwomey.com
*http://experimentalgamelab.net
*http://crca.ucsd.edu

Office Hours: Wednesday 3-4pm, Atkinson Hall Rm 1601 (CRCA research neighborhood). Please e-mail me if you plan to attend.

== Grading ==
*Midterm Project - 30%
*Final Project - 40%
*Presentations - 10%
*Readings - 10%
*Participation - 10%

=== Presentations ===
(1) Short presentation on your work in the second week of class. This should be a statement of your interests, direction, goals with media art. Present examples from your own work which you feel strongly about, and which best represent your interests and trajectory. Present examples of other artist's work that serve as models for the kind of work you would like to make. (5-10 minutes each)

(2) Medium presentation on final projects in the second semester of the course (weeks 7-9). This is the portion of the class where you dictate the reading and the discussion. If you are presenting on a given week, you need to provide us with a reading 1 week in advance. We will sign up for those time slots in week 6, just after the midterm. (10-15 minutes)

=== Reading Responses ===
These are written summaries and critical responses to materials assigned for out of class viewing. Things to consider: What points does the author make? Do you buy their assumptions or agree with their conclusions? Reading responses will be printed and turned in to the instructor at the beginning of class. Generally these should be 1 page long.

=== Projects ===
Midterm and final projects will be graded on concept, effort, and realization. Formal proposals are a necessary component of the process so take them seriously. Make the effort to get started early and seek the help you need--we want to see finished, well-considered pieces for the midterm and final. Additionally, you will need to submit documentation of the project after completion which includes images, video, and source code where applicable. These materials (proposals and documentation) will all be posted to the wiki.
=== Documentation Policy ===
*personal wiki page
*source code on wiki
*image/video documentation as appropriate.
*explanatory writing (on intent, motivation, context)

=== Attendance ===
Attendance is mandatory. Each unexcused absence will drop your final grade one letter. There are only 10 weeks of class, please come to them all.

== Schedule ==
=== Week 1 - Intro ===
*Introductions
*Scope of course, interests, technical possibilities.
*My work.
*Watch: We Live In Public. 2009. (excerpts)
*In class: personal page on wiki. [http://www.trsp.net/teaching/gamemod/ game-mod exercise]. [http://www.trsp.net/teaching/gamemod/gamemod_breakout_source_en.zip download link]
*Read: [http://www.nyu.edu/projects/xdesign/mainmenu/archive_tangible.html Against Virtualized Information], [http://www.nyu.edu/projects/xdesign/mainmenu/archive_analtictech.html Novel Analytic Techniques], and [http://www.nyu.edu/projects/xdesign/mainmenu/archive_infocounts.html What Information Counts?] by [http://www.environmentalhealthclinic.net/people/natalie-jeremijenko/ Natalie Jeremijenko].
*Read: [http://www.yalealumnimagazine.com/issues/2004_03/jeremijenko.html An Engineer for the Avante Garde]
*Read: [http://www.worldchanging.com/archives/001450.html Natalie Jeremijenko The WorldChanging Interview]
*Read: [http://tech90s.walkerart.org/nj/transcript/nj_01.html Database Politics and Social Simulations], good background on her earlier artwork.

=== Week 2 - Student Research Interests ===
*Due: 1 page on Jeremijenko.
*Presentations on your work.
*Read: [http://www.flong.com/texts/essays/essay_cvad/ Computer Vision for Artists and Designers: Pedagogic Tools and Techniques for Novice Programmers] Golan Levin. ''pay particular attention to part II. ELEMENTARY COMPUTER VISION TECHNIQUES. we are going to try these in class next week.''

=== Week 3 - Computer Vision / Human Perception ===
*Due: Nothing. Read the Golan Levin piece, but no written response.
*Discuss:
**Myron Kreuger. Video Place. 1989 [http://www.youtube.com/watch?v=dqZyZrN3Pl0]
**Text Rain. Camille Utterback & Romy Achituv. 1999. [http://www.youtube.com/watch?v=toWFvXHghDk] [http://www.camilleutterback.com/]
**Very Nervous System. 1982-1991. [http://vimeo.com/8120954]
**Suicide Box. Bureau of Inverse Technology. 1996. (13:00)
**Marie Sester. ACCESS. 2003. [http://accessproject.net]
**Messa di Voce. Golan Levin and Zach Lieberman with Jaap Blonk and Joan La Barbara. 2003. [http://www.flong.com/projects/messa/] [http://www.tmema.org/messa/messa.html]
**Seen. David Rokeby. 2002. [http://vimeo.com/6012986]
**Sorting Daemon. David Rokeby. 2003. [http://homepage.mac.com/davidrokeby/sorting.html]
**Cheese. Christian Moller. 2003. [http://www.christian-moeller.com/display.php?project_id=36] made in collaboration with UCSD [http://mplab.ucsd.edu/wordpress/ Machine Perception Lab]
**Eyewriter. 2009 [http://www.eyewriter.org/]
**Saccade. 2010 [http://roberttwomey.com/saccade] (in progress)
*Discuss:
**thresholding
**frame difference
**OpenCV - [http://ubaa.net/shared/processing/opencv/ download] [http://www.cs.unc.edu/Research/stc/FAQs/OpenCV/OpenCVReferenceManual.pdf reference manual]. If you are getting this for your computer, be sure to get OpenCV, the OpenCV Processing Library, and the OpenCV Processing Examples (three separate downloads).
**face recognition
*In Class:
**Working alone or in small groups, do experiments with video processing and computer vision.

=== Week 4 - Computer Vision Work ===
* In Class:
** Work on computer vision projects
** Talk about midterm projects.

=== Week 5 - Midterm Workshop ===
*Due: Midterm project proposal.
**Working individually or in small groups (2-3 people), produce an interactive piece that bridges the gap between screen space and physical space. There are many ways to do this--using image-based computer vision techniques, game controllers, audio input, or other physical hardware (Arduino?). Think about the parameters of interaction--are you documenting viewer's behavior (unknown to them), are you taking a familiar form (such as a video game) and tweaking it in some way, are you intervening in social space? Think about what form the output will take. In your one page proposal, describe the input(s), output(s), and dynamic of interaction, as well as some statement of your motivation. Why is this a valuable or interesting project? In addition to the written description, produce supporting visual materials. These should be two functional diagram images and two visual/aesthetic images. The functional diagrams should show the necessary software and hardware components and explain how the interaction will occur. The aesthetic diagrams will give us a sense of what it will look like, how the output will appear. Make a page for your project (including a title) in the Midterm Projects section at the bottom of this page, upload the necessary materials and embed them in that page. This proposal is due in class next week where we will critique and workshop the ideas.
*Review computer vision experiments from last class.
*Work on midterm projects.

=== Week 6 - Midterm Critiques ===
In-class critiques of midterm projects.

=== Week 7 ===
Student presentations
=== Week 8 ===
Student presentations
=== Week 9 ===
Student presentations
=== Week 10 - Final Critiques ===
In-class Critiques.

=== Finals Week ===
Final documentation due.

== Topics ==
To Be Scheduled

'''Performance for the camera, for the web'''
*Discuss Chatroulette. Facebook, Twitter, Youtube. Attention in the social net.
*ManyCam [http://www.manycam.com/]
*PS3 eye
*jennicam [http://www.wired.com/thisdayintech/2010/04/0414jennicam-launches wired]
*Lonelygirl15 [http://www.youtube.com/watch?v=-goXKtd6cPo youtube] [http://www.wired.com/wired/archive/14.12/lonelygirl.html article]
*Discuss telematic perfromance.
* Justin.tv [http://www.justin.tv/#r=s7RVqBU~]
*Read: The Presentation of Self in Everyday Life (excerpt). Erving Goffman. 1959.
*Read: Performance: A Critical Introduction (excerpt). Richard Carlson. 2004.
*Do: Intervention in social circuits. Chatroulette/Facebook/Youtube exercise.

'''Social Networks/Web 2.0'''
*Read: Protocol, Control, and Networks by Alexander Galloway and Eugene Thacker. Grey Room 17, Fall 2004 p 6-29.
*Read: DIGITAL MAOISM: The Hazards of the New Online Collectivism. Jaron Lanier. 2006.
*Watch: MediatedCultures @ Kansas State http://mediatedcultures.net/mediatedculture.htm
*Datamining/Complex Networks, node-edge graphing.

'''Digital Memory/Personal Media: Where do we exist and how do we remember?'''
*Read: Mediated Memories in the Digital Age (excerpt). Jose van Dijck. 2007.
*Read: Are you sure you want to do this? Matthias Fuchs 1994.
*Read: Delete: The Virtue of Forgetting in the Digital Age (excerpt). Viktor Mayer-Schonberger. 2009.
*Flickr.com, Facebook
*Discuss: My Pocket. Burak Arikan. 2008.

'''Cognition + Creativity'''
*Generative Art vs. Computational Creativity
*Casy Reas
*Processing.org
*Tom Shannon. [http://www.wired.com/magazine/2010/03/pl_arts_pendulum/all/1]
*Read: Triumph of the Cyborg Composer.
*Read: How to draw three people in a garden. 1988.
*Read: Shades of Computational Evocation and Meaning: The GRIOT System and Improvisational Poetry Generation. 2006.

'''Artificial Intelligence'''
*Read: Expressive Processing (excerpt), Noah Wardrip Fruin, 2009.
*Read: Elephants Don't Play Chess, Rodney Brooks, 1990.

'''Appropriation and Remix'''
*Read: The Fiction of Memory. New York Times, March 12, 2010. Luc Sante
*Read: Jonatham Lethem. The Ecstasy of Influence. Harpers Magazine. 2007.
*Remix Culture. Lev.
*God's Little Toys: Confessions of a cut & paste artist. William Gibson. 2005. *http://www.wired.com/wired/archive/13.07/gibson.html
*Reality Hunger: A Manifesto. David Shields. 2010.

'''Materiality in the information age.'''
*Tangible interfaces, haptic feedback.
*Read: Evocative Objects: Things We Think With (excerpt). Sherry Turkle, 2007.
*Read: New Media and the Forensic Imagination (excerpt). Matthew Kirschenbaum. 2008.
*View: BIT Plane.
*View: Garbage Cubes
*Discuss techniques of markerless tracking, augmented reality, QR codes, etc. *Online/Offline Space.

'''Embodiment'''
*Computing with bodies, engineered bodies
*tactile media, haptic interface
*embodied perception
*Read: Stelarc.

'''Self-Image'''
*Read: Self/Image: Technology, Representation, and the Contemporary Subject (excerpt). Amelia Jones, 2006.
*Do: Forensic Photoshop Exercise.
*http://www.flickr.com/photos/dryponder/sets/72157623726710218/
*http://nymag.com/daily/intel/2010/02/obama_being_forced_to_look_at.html#photo=1
*http://bubleraptor.tumblr.com/
*photoshop free Marie Claire issue: http://jezebel.com/5511507/so-long-as-your-face-looks-alright-everything-else-can-be-photoshopped

== Places to Find Art ==
* http://we-make-money-not-art.com/
* http://www.isea-web.org/, http://www.isea2010ruhr.org/
* http://www.transmediale.de/en
* http://01sj.org/
* http://www.file.org.br/
* http://www.aec.at/festival_about_en.php
* http://www.sciencegallery.com/lightwave09
* Institutions that Sponsor/Show Media Art
** Eyebeam New York City
** New Museum/Rhizome.org http://rhizome.org
** HarvestWorks
** Machine Project, Los Angeles.

== Midterm Projects ==
Make pages here.
* [[DummyProject | Dummy Project]]
* [[MidtermProject| MotionDJ - Leilani Martin]]
* [[What's For Lunch, Kids? by Kelley Kim| ''What's For Lunch, Kids?'' -Kelley Kim]]

== Student Pages ==
Click "edit" on the right to add your own page below.
* [[Students/RobertTwomey | RobertTwomey]]
* [[Students/Javier Lee | Javier Lee]]
* [[Students/Jenny Wang | Jenny Wang]]
* [[Students/Joeny Thipsidakhom | Joeny Thipsidakhom]]
* [[Students/Kuan-Ting Lu | Tony Lu]]
* [[Students/Jezreel Callejas| Jezreel Callejas]]
* [[Students/ChristinaSanchez| Christina Sanchez]]
* [[Students/BenBrickley | BenBrickley]]
* [[Students/Ellen Huang | Ellen Huang]]
* [[Students/Kelley Kim | Kelley Kim]]
* [[Students/EmilioMarcelino | EmilioMarcelino]]
* [[Students/Anna Lin | Anna Lin]]
* [[Student/Jenny Chang | Jenny Chang]]
* [[Student/Jet Antonio | Jet Antonio]]
* [[Students/GregoryParsons | Gregory Parsons]]
* [[Students/Jennifer Sunga | Jennifer Sunga]]
* [[Students/LeilaniMartin | Leilani Martin]]

Classes/2010/VIS145B

2010-04-28T04:23:39Z

Krkim: /* Midterm Projects */

== Time and Process Based Digital Media II ==
Time: Thursdays 3:30-6:20pm, VAF 228

This class is an advanced study and portfolio project course centered on the use of hardware and software to create interactive and time-based art. These projects can take many forms—interactive installations, dynamic visualizations/sonifications, printed renderings—chosen by the students. This will not be a course of technical instruction—rather we will consider technical and conceptual issues in tandem, supplementing discussions and activities with specific technical instruction where necessary. There is a strong emphasis on the development and articulation of personal directions of research by the students in the course.

I would like to split the reading/homework responsibility for two parts of the class. In the first half of the term I will present a series of works and readings covering my particular interests--the intersections of social performance, embodied experience, and cognition. In the latter half of the class (after the midterm) you all will do the presentations on topics of your choosing. Working individually or in small groups, you will provide us with some conceptual provocation (reading material) covering topics you intend to engage with your final, and you will lead a discussion on technical and conceptual issues. Reading and critical writing, in response to text and works you present and those I present, are integral to this course.

The schedule is a living document and will be revised over the period of the course.

== Instructor ==
Robert Twomey

rtwomey@ucsd.edu
*http://roberttwomey.com
*http://experimentalgamelab.net
*http://crca.ucsd.edu

Office Hours: Wednesday 3-4pm, Atkinson Hall Rm 1601 (CRCA research neighborhood). Please e-mail me if you plan to attend.

== Grading ==
*Midterm Project - 30%
*Final Project - 40%
*Presentations - 10%
*Readings - 10%
*Participation - 10%

=== Presentations ===
(1) Short presentation on your work in the second week of class. This should be a statement of your interests, direction, goals with media art. Present examples from your own work which you feel strongly about, and which best represent your interests and trajectory. Present examples of other artist's work that serve as models for the kind of work you would like to make. (5-10 minutes each)

(2) Medium presentation on final projects in the second semester of the course (weeks 7-9). This is the portion of the class where you dictate the reading and the discussion. If you are presenting on a given week, you need to provide us with a reading 1 week in advance. We will sign up for those time slots in week 6, just after the midterm. (10-15 minutes)

=== Reading Responses ===
These are written summaries and critical responses to materials assigned for out of class viewing. Things to consider: What points does the author make? Do you buy their assumptions or agree with their conclusions? Reading responses will be printed and turned in to the instructor at the beginning of class. Generally these should be 1 page long.

=== Projects ===
Midterm and final projects will be graded on concept, effort, and realization. Formal proposals are a necessary component of the process so take them seriously. Make the effort to get started early and seek the help you need--we want to see finished, well-considered pieces for the midterm and final. Additionally, you will need to submit documentation of the project after completion which includes images, video, and source code where applicable. These materials (proposals and documentation) will all be posted to the wiki.
=== Documentation Policy ===
*personal wiki page
*source code on wiki
*image/video documentation as appropriate.
*explanatory writing (on intent, motivation, context)

=== Attendance ===
Attendance is mandatory. Each unexcused absence will drop your final grade one letter. There are only 10 weeks of class, please come to them all.

== Schedule ==
=== Week 1 - Intro ===
*Introductions
*Scope of course, interests, technical possibilities.
*My work.
*Watch: We Live In Public. 2009. (excerpts)
*In class: personal page on wiki. [http://www.trsp.net/teaching/gamemod/ game-mod exercise]. [http://www.trsp.net/teaching/gamemod/gamemod_breakout_source_en.zip download link]
*Read: [http://www.nyu.edu/projects/xdesign/mainmenu/archive_tangible.html Against Virtualized Information], [http://www.nyu.edu/projects/xdesign/mainmenu/archive_analtictech.html Novel Analytic Techniques], and [http://www.nyu.edu/projects/xdesign/mainmenu/archive_infocounts.html What Information Counts?] by [http://www.environmentalhealthclinic.net/people/natalie-jeremijenko/ Natalie Jeremijenko].
*Read: [http://www.yalealumnimagazine.com/issues/2004_03/jeremijenko.html An Engineer for the Avante Garde]
*Read: [http://www.worldchanging.com/archives/001450.html Natalie Jeremijenko The WorldChanging Interview]
*Read: [http://tech90s.walkerart.org/nj/transcript/nj_01.html Database Politics and Social Simulations], good background on her earlier artwork.

=== Week 2 - Student Research Interests ===
*Due: 1 page on Jeremijenko.
*Presentations on your work.
*Read: [http://www.flong.com/texts/essays/essay_cvad/ Computer Vision for Artists and Designers: Pedagogic Tools and Techniques for Novice Programmers] Golan Levin. ''pay particular attention to part II. ELEMENTARY COMPUTER VISION TECHNIQUES. we are going to try these in class next week.''

=== Week 3 - Computer Vision / Human Perception ===
*Due: Nothing. Read the Golan Levin piece, but no written response.
*Discuss:
**Myron Kreuger. Video Place. 1989 [http://www.youtube.com/watch?v=dqZyZrN3Pl0]
**Text Rain. Camille Utterback & Romy Achituv. 1999. [http://www.youtube.com/watch?v=toWFvXHghDk] [http://www.camilleutterback.com/]
**Very Nervous System. 1982-1991. [http://vimeo.com/8120954]
**Suicide Box. Bureau of Inverse Technology. 1996. (13:00)
**Marie Sester. ACCESS. 2003. [http://accessproject.net]
**Messa di Voce. Golan Levin and Zach Lieberman with Jaap Blonk and Joan La Barbara. 2003. [http://www.flong.com/projects/messa/] [http://www.tmema.org/messa/messa.html]
**Seen. David Rokeby. 2002. [http://vimeo.com/6012986]
**Sorting Daemon. David Rokeby. 2003. [http://homepage.mac.com/davidrokeby/sorting.html]
**Cheese. Christian Moller. 2003. [http://www.christian-moeller.com/display.php?project_id=36] made in collaboration with UCSD [http://mplab.ucsd.edu/wordpress/ Machine Perception Lab]
**Eyewriter. 2009 [http://www.eyewriter.org/]
**Saccade. 2010 [http://roberttwomey.com/saccade] (in progress)
*Discuss:
**thresholding
**frame difference
**OpenCV - [http://ubaa.net/shared/processing/opencv/ download] [http://www.cs.unc.edu/Research/stc/FAQs/OpenCV/OpenCVReferenceManual.pdf reference manual]. If you are getting this for your computer, be sure to get OpenCV, the OpenCV Processing Library, and the OpenCV Processing Examples (three separate downloads).
**face recognition
*In Class:
**Working alone or in small groups, do experiments with video processing and computer vision.

=== Week 4 - Computer Vision Work ===
* In Class:
** Work on computer vision projects
** Talk about midterm projects.

=== Week 5 - Midterm Workshop ===
*Due: Midterm project proposal.
**Working individually or in small groups (2-3 people), produce an interactive piece that bridges the gap between screen space and physical space. There are many ways to do this--using image-based computer vision techniques, game controllers, audio input, or other physical hardware (Arduino?). Think about the parameters of interaction--are you documenting viewer's behavior (unknown to them), are you taking a familiar form (such as a video game) and tweaking it in some way, are you intervening in social space? Think about what form the output will take. In your one page proposal, describe the input(s), output(s), and dynamic of interaction, as well as some statement of your motivation. Why is this a valuable or interesting project? In addition to the written description, produce supporting visual materials. These should be two functional diagram images and two visual/aesthetic images. The functional diagrams should show the necessary software and hardware components and explain how the interaction will occur. The aesthetic diagrams will give us a sense of what it will look like, how the output will appear. Make a page for your project (including a title) in the Midterm Projects section at the bottom of this page, upload the necessary materials and embed them in that page. This proposal is due in class next week where we will critique and workshop the ideas.
*Review computer vision experiments from last class.
*Work on midterm projects.

=== Week 6 - Midterm Critiques ===
In-class critiques of midterm projects.

=== Week 7 ===
Student presentations
=== Week 8 ===
Student presentations
=== Week 9 ===
Student presentations
=== Week 10 - Final Critiques ===
In-class Critiques.

=== Finals Week ===
Final documentation due.

== Topics ==
To Be Scheduled

'''Performance for the camera, for the web'''
*Discuss Chatroulette. Facebook, Twitter, Youtube. Attention in the social net.
*ManyCam [http://www.manycam.com/]
*PS3 eye
*jennicam [http://www.wired.com/thisdayintech/2010/04/0414jennicam-launches wired]
*Lonelygirl15 [http://www.youtube.com/watch?v=-goXKtd6cPo youtube] [http://www.wired.com/wired/archive/14.12/lonelygirl.html article]
*Discuss telematic perfromance.
* Justin.tv [http://www.justin.tv/#r=s7RVqBU~]
*Read: The Presentation of Self in Everyday Life (excerpt). Erving Goffman. 1959.
*Read: Performance: A Critical Introduction (excerpt). Richard Carlson. 2004.
*Do: Intervention in social circuits. Chatroulette/Facebook/Youtube exercise.

'''Social Networks/Web 2.0'''
*Read: Protocol, Control, and Networks by Alexander Galloway and Eugene Thacker. Grey Room 17, Fall 2004 p 6-29.
*Read: DIGITAL MAOISM: The Hazards of the New Online Collectivism. Jaron Lanier. 2006.
*Watch: MediatedCultures @ Kansas State http://mediatedcultures.net/mediatedculture.htm
*Datamining/Complex Networks, node-edge graphing.

'''Digital Memory/Personal Media: Where do we exist and how do we remember?'''
*Read: Mediated Memories in the Digital Age (excerpt). Jose van Dijck. 2007.
*Read: Are you sure you want to do this? Matthias Fuchs 1994.
*Read: Delete: The Virtue of Forgetting in the Digital Age (excerpt). Viktor Mayer-Schonberger. 2009.
*Flickr.com, Facebook
*Discuss: My Pocket. Burak Arikan. 2008.

'''Cognition + Creativity'''
*Generative Art vs. Computational Creativity
*Casy Reas
*Processing.org
*Tom Shannon. [http://www.wired.com/magazine/2010/03/pl_arts_pendulum/all/1]
*Read: Triumph of the Cyborg Composer.
*Read: How to draw three people in a garden. 1988.
*Read: Shades of Computational Evocation and Meaning: The GRIOT System and Improvisational Poetry Generation. 2006.

'''Artificial Intelligence'''
*Read: Expressive Processing (excerpt), Noah Wardrip Fruin, 2009.
*Read: Elephants Don't Play Chess, Rodney Brooks, 1990.

'''Appropriation and Remix'''
*Read: The Fiction of Memory. New York Times, March 12, 2010. Luc Sante
*Read: Jonatham Lethem. The Ecstasy of Influence. Harpers Magazine. 2007.
*Remix Culture. Lev.
*God's Little Toys: Confessions of a cut & paste artist. William Gibson. 2005. *http://www.wired.com/wired/archive/13.07/gibson.html
*Reality Hunger: A Manifesto. David Shields. 2010.

'''Materiality in the information age.'''
*Tangible interfaces, haptic feedback.
*Read: Evocative Objects: Things We Think With (excerpt). Sherry Turkle, 2007.
*Read: New Media and the Forensic Imagination (excerpt). Matthew Kirschenbaum. 2008.
*View: BIT Plane.
*View: Garbage Cubes
*Discuss techniques of markerless tracking, augmented reality, QR codes, etc. *Online/Offline Space.

'''Embodiment'''
*Computing with bodies, engineered bodies
*tactile media, haptic interface
*embodied perception
*Read: Stelarc.

'''Self-Image'''
*Read: Self/Image: Technology, Representation, and the Contemporary Subject (excerpt). Amelia Jones, 2006.
*Do: Forensic Photoshop Exercise.
*http://www.flickr.com/photos/dryponder/sets/72157623726710218/
*http://nymag.com/daily/intel/2010/02/obama_being_forced_to_look_at.html#photo=1
*http://bubleraptor.tumblr.com/
*photoshop free Marie Claire issue: http://jezebel.com/5511507/so-long-as-your-face-looks-alright-everything-else-can-be-photoshopped

== Places to Find Art ==
* http://we-make-money-not-art.com/
* http://www.isea-web.org/, http://www.isea2010ruhr.org/
* http://www.transmediale.de/en
* http://01sj.org/
* http://www.file.org.br/
* http://www.aec.at/festival_about_en.php
* http://www.sciencegallery.com/lightwave09
* Institutions that Sponsor/Show Media Art
** Eyebeam New York City
** New Museum/Rhizome.org http://rhizome.org
** HarvestWorks
** Machine Project, Los Angeles.

== Midterm Projects ==
Make pages here.
* [[DummyProject | Dummy Project]]
* [[MidtermProject| MotionDJ - Leilani Martin]]
* [[What's For Lunch, Kids? by Kelley Kim| ''What's For Lunch, Kids?'' Kelley Kim]]

== Student Pages ==
Click "edit" on the right to add your own page below.
* [[Students/RobertTwomey | RobertTwomey]]
* [[Students/Javier Lee | Javier Lee]]
* [[Students/Jenny Wang | Jenny Wang]]
* [[Students/Joeny Thipsidakhom | Joeny Thipsidakhom]]
* [[Students/Kuan-Ting Lu | Tony Lu]]
* [[Students/Jezreel Callejas| Jezreel Callejas]]
* [[Students/ChristinaSanchez| Christina Sanchez]]
* [[Students/BenBrickley | BenBrickley]]
* [[Students/Ellen Huang | Ellen Huang]]
* [[Students/Kelley Kim | Kelley Kim]]
* [[Students/EmilioMarcelino | EmilioMarcelino]]
* [[Students/Anna Lin | Anna Lin]]
* [[Student/Jenny Chang | Jenny Chang]]
* [[Student/Jet Antonio | Jet Antonio]]
* [[Students/GregoryParsons | Gregory Parsons]]
* [[Students/Jennifer Sunga | Jennifer Sunga]]
* [[Students/LeilaniMartin | Leilani Martin]]

Classes/2010/VIS145B

2010-04-28T04:23:00Z

Krkim: /* Midterm Projects */

== Time and Process Based Digital Media II ==
Time: Thursdays 3:30-6:20pm, VAF 228

This class is an advanced study and portfolio project course centered on the use of hardware and software to create interactive and time-based art. These projects can take many forms—interactive installations, dynamic visualizations/sonifications, printed renderings—chosen by the students. This will not be a course of technical instruction—rather we will consider technical and conceptual issues in tandem, supplementing discussions and activities with specific technical instruction where necessary. There is a strong emphasis on the development and articulation of personal directions of research by the students in the course.

I would like to split the reading/homework responsibility for two parts of the class. In the first half of the term I will present a series of works and readings covering my particular interests--the intersections of social performance, embodied experience, and cognition. In the latter half of the class (after the midterm) you all will do the presentations on topics of your choosing. Working individually or in small groups, you will provide us with some conceptual provocation (reading material) covering topics you intend to engage with your final, and you will lead a discussion on technical and conceptual issues. Reading and critical writing, in response to text and works you present and those I present, are integral to this course.

The schedule is a living document and will be revised over the period of the course.

== Instructor ==
Robert Twomey

rtwomey@ucsd.edu
*http://roberttwomey.com
*http://experimentalgamelab.net
*http://crca.ucsd.edu

Office Hours: Wednesday 3-4pm, Atkinson Hall Rm 1601 (CRCA research neighborhood). Please e-mail me if you plan to attend.

== Grading ==
*Midterm Project - 30%
*Final Project - 40%
*Presentations - 10%
*Readings - 10%
*Participation - 10%

=== Presentations ===
(1) Short presentation on your work in the second week of class. This should be a statement of your interests, direction, goals with media art. Present examples from your own work which you feel strongly about, and which best represent your interests and trajectory. Present examples of other artist's work that serve as models for the kind of work you would like to make. (5-10 minutes each)

(2) Medium presentation on final projects in the second semester of the course (weeks 7-9). This is the portion of the class where you dictate the reading and the discussion. If you are presenting on a given week, you need to provide us with a reading 1 week in advance. We will sign up for those time slots in week 6, just after the midterm. (10-15 minutes)

=== Reading Responses ===
These are written summaries and critical responses to materials assigned for out of class viewing. Things to consider: What points does the author make? Do you buy their assumptions or agree with their conclusions? Reading responses will be printed and turned in to the instructor at the beginning of class. Generally these should be 1 page long.

=== Projects ===
Midterm and final projects will be graded on concept, effort, and realization. Formal proposals are a necessary component of the process so take them seriously. Make the effort to get started early and seek the help you need--we want to see finished, well-considered pieces for the midterm and final. Additionally, you will need to submit documentation of the project after completion which includes images, video, and source code where applicable. These materials (proposals and documentation) will all be posted to the wiki.
=== Documentation Policy ===
*personal wiki page
*source code on wiki
*image/video documentation as appropriate.
*explanatory writing (on intent, motivation, context)

=== Attendance ===
Attendance is mandatory. Each unexcused absence will drop your final grade one letter. There are only 10 weeks of class, please come to them all.

== Schedule ==
=== Week 1 - Intro ===
*Introductions
*Scope of course, interests, technical possibilities.
*My work.
*Watch: We Live In Public. 2009. (excerpts)
*In class: personal page on wiki. [http://www.trsp.net/teaching/gamemod/ game-mod exercise]. [http://www.trsp.net/teaching/gamemod/gamemod_breakout_source_en.zip download link]
*Read: [http://www.nyu.edu/projects/xdesign/mainmenu/archive_tangible.html Against Virtualized Information], [http://www.nyu.edu/projects/xdesign/mainmenu/archive_analtictech.html Novel Analytic Techniques], and [http://www.nyu.edu/projects/xdesign/mainmenu/archive_infocounts.html What Information Counts?] by [http://www.environmentalhealthclinic.net/people/natalie-jeremijenko/ Natalie Jeremijenko].
*Read: [http://www.yalealumnimagazine.com/issues/2004_03/jeremijenko.html An Engineer for the Avante Garde]
*Read: [http://www.worldchanging.com/archives/001450.html Natalie Jeremijenko The WorldChanging Interview]
*Read: [http://tech90s.walkerart.org/nj/transcript/nj_01.html Database Politics and Social Simulations], good background on her earlier artwork.

=== Week 2 - Student Research Interests ===
*Due: 1 page on Jeremijenko.
*Presentations on your work.
*Read: [http://www.flong.com/texts/essays/essay_cvad/ Computer Vision for Artists and Designers: Pedagogic Tools and Techniques for Novice Programmers] Golan Levin. ''pay particular attention to part II. ELEMENTARY COMPUTER VISION TECHNIQUES. we are going to try these in class next week.''

=== Week 3 - Computer Vision / Human Perception ===
*Due: Nothing. Read the Golan Levin piece, but no written response.
*Discuss:
**Myron Kreuger. Video Place. 1989 [http://www.youtube.com/watch?v=dqZyZrN3Pl0]
**Text Rain. Camille Utterback & Romy Achituv. 1999. [http://www.youtube.com/watch?v=toWFvXHghDk] [http://www.camilleutterback.com/]
**Very Nervous System. 1982-1991. [http://vimeo.com/8120954]
**Suicide Box. Bureau of Inverse Technology. 1996. (13:00)
**Marie Sester. ACCESS. 2003. [http://accessproject.net]
**Messa di Voce. Golan Levin and Zach Lieberman with Jaap Blonk and Joan La Barbara. 2003. [http://www.flong.com/projects/messa/] [http://www.tmema.org/messa/messa.html]
**Seen. David Rokeby. 2002. [http://vimeo.com/6012986]
**Sorting Daemon. David Rokeby. 2003. [http://homepage.mac.com/davidrokeby/sorting.html]
**Cheese. Christian Moller. 2003. [http://www.christian-moeller.com/display.php?project_id=36] made in collaboration with UCSD [http://mplab.ucsd.edu/wordpress/ Machine Perception Lab]
**Eyewriter. 2009 [http://www.eyewriter.org/]
**Saccade. 2010 [http://roberttwomey.com/saccade] (in progress)
*Discuss:
**thresholding
**frame difference
**OpenCV - [http://ubaa.net/shared/processing/opencv/ download] [http://www.cs.unc.edu/Research/stc/FAQs/OpenCV/OpenCVReferenceManual.pdf reference manual]. If you are getting this for your computer, be sure to get OpenCV, the OpenCV Processing Library, and the OpenCV Processing Examples (three separate downloads).
**face recognition
*In Class:
**Working alone or in small groups, do experiments with video processing and computer vision.

=== Week 4 - Computer Vision Work ===
* In Class:
** Work on computer vision projects
** Talk about midterm projects.

=== Week 5 - Midterm Workshop ===
*Due: Midterm project proposal.
**Working individually or in small groups (2-3 people), produce an interactive piece that bridges the gap between screen space and physical space. There are many ways to do this--using image-based computer vision techniques, game controllers, audio input, or other physical hardware (Arduino?). Think about the parameters of interaction--are you documenting viewer's behavior (unknown to them), are you taking a familiar form (such as a video game) and tweaking it in some way, are you intervening in social space? Think about what form the output will take. In your one page proposal, describe the input(s), output(s), and dynamic of interaction, as well as some statement of your motivation. Why is this a valuable or interesting project? In addition to the written description, produce supporting visual materials. These should be two functional diagram images and two visual/aesthetic images. The functional diagrams should show the necessary software and hardware components and explain how the interaction will occur. The aesthetic diagrams will give us a sense of what it will look like, how the output will appear. Make a page for your project (including a title) in the Midterm Projects section at the bottom of this page, upload the necessary materials and embed them in that page. This proposal is due in class next week where we will critique and workshop the ideas.
*Review computer vision experiments from last class.
*Work on midterm projects.

=== Week 6 - Midterm Critiques ===
In-class critiques of midterm projects.

=== Week 7 ===
Student presentations
=== Week 8 ===
Student presentations
=== Week 9 ===
Student presentations
=== Week 10 - Final Critiques ===
In-class Critiques.

=== Finals Week ===
Final documentation due.

== Topics ==
To Be Scheduled

'''Performance for the camera, for the web'''
*Discuss Chatroulette. Facebook, Twitter, Youtube. Attention in the social net.
*ManyCam [http://www.manycam.com/]
*PS3 eye
*jennicam [http://www.wired.com/thisdayintech/2010/04/0414jennicam-launches wired]
*Lonelygirl15 [http://www.youtube.com/watch?v=-goXKtd6cPo youtube] [http://www.wired.com/wired/archive/14.12/lonelygirl.html article]
*Discuss telematic perfromance.
* Justin.tv [http://www.justin.tv/#r=s7RVqBU~]
*Read: The Presentation of Self in Everyday Life (excerpt). Erving Goffman. 1959.
*Read: Performance: A Critical Introduction (excerpt). Richard Carlson. 2004.
*Do: Intervention in social circuits. Chatroulette/Facebook/Youtube exercise.

'''Social Networks/Web 2.0'''
*Read: Protocol, Control, and Networks by Alexander Galloway and Eugene Thacker. Grey Room 17, Fall 2004 p 6-29.
*Read: DIGITAL MAOISM: The Hazards of the New Online Collectivism. Jaron Lanier. 2006.
*Watch: MediatedCultures @ Kansas State http://mediatedcultures.net/mediatedculture.htm
*Datamining/Complex Networks, node-edge graphing.

'''Digital Memory/Personal Media: Where do we exist and how do we remember?'''
*Read: Mediated Memories in the Digital Age (excerpt). Jose van Dijck. 2007.
*Read: Are you sure you want to do this? Matthias Fuchs 1994.
*Read: Delete: The Virtue of Forgetting in the Digital Age (excerpt). Viktor Mayer-Schonberger. 2009.
*Flickr.com, Facebook
*Discuss: My Pocket. Burak Arikan. 2008.

'''Cognition + Creativity'''
*Generative Art vs. Computational Creativity
*Casy Reas
*Processing.org
*Tom Shannon. [http://www.wired.com/magazine/2010/03/pl_arts_pendulum/all/1]
*Read: Triumph of the Cyborg Composer.
*Read: How to draw three people in a garden. 1988.
*Read: Shades of Computational Evocation and Meaning: The GRIOT System and Improvisational Poetry Generation. 2006.

'''Artificial Intelligence'''
*Read: Expressive Processing (excerpt), Noah Wardrip Fruin, 2009.
*Read: Elephants Don't Play Chess, Rodney Brooks, 1990.

'''Appropriation and Remix'''
*Read: The Fiction of Memory. New York Times, March 12, 2010. Luc Sante
*Read: Jonatham Lethem. The Ecstasy of Influence. Harpers Magazine. 2007.
*Remix Culture. Lev.
*God's Little Toys: Confessions of a cut & paste artist. William Gibson. 2005. *http://www.wired.com/wired/archive/13.07/gibson.html
*Reality Hunger: A Manifesto. David Shields. 2010.

'''Materiality in the information age.'''
*Tangible interfaces, haptic feedback.
*Read: Evocative Objects: Things We Think With (excerpt). Sherry Turkle, 2007.
*Read: New Media and the Forensic Imagination (excerpt). Matthew Kirschenbaum. 2008.
*View: BIT Plane.
*View: Garbage Cubes
*Discuss techniques of markerless tracking, augmented reality, QR codes, etc. *Online/Offline Space.

'''Embodiment'''
*Computing with bodies, engineered bodies
*tactile media, haptic interface
*embodied perception
*Read: Stelarc.

'''Self-Image'''
*Read: Self/Image: Technology, Representation, and the Contemporary Subject (excerpt). Amelia Jones, 2006.
*Do: Forensic Photoshop Exercise.
*http://www.flickr.com/photos/dryponder/sets/72157623726710218/
*http://nymag.com/daily/intel/2010/02/obama_being_forced_to_look_at.html#photo=1
*http://bubleraptor.tumblr.com/
*photoshop free Marie Claire issue: http://jezebel.com/5511507/so-long-as-your-face-looks-alright-everything-else-can-be-photoshopped

== Places to Find Art ==
* http://we-make-money-not-art.com/
* http://www.isea-web.org/, http://www.isea2010ruhr.org/
* http://www.transmediale.de/en
* http://01sj.org/
* http://www.file.org.br/
* http://www.aec.at/festival_about_en.php
* http://www.sciencegallery.com/lightwave09
* Institutions that Sponsor/Show Media Art
** Eyebeam New York City
** New Museum/Rhizome.org http://rhizome.org
** HarvestWorks
** Machine Project, Los Angeles.

== Midterm Projects ==
Make pages here.
* [[DummyProject | Dummy Project]]
* [[MidtermProject| MotionDJ - Leilani Martin]]
* [[''What's For Lunch, Kids?'' by Kelley Kim| ''What's For Lunch, Kids?'' Kelley Kim]]

== Student Pages ==
Click "edit" on the right to add your own page below.
* [[Students/RobertTwomey | RobertTwomey]]
* [[Students/Javier Lee | Javier Lee]]
* [[Students/Jenny Wang | Jenny Wang]]
* [[Students/Joeny Thipsidakhom | Joeny Thipsidakhom]]
* [[Students/Kuan-Ting Lu | Tony Lu]]
* [[Students/Jezreel Callejas| Jezreel Callejas]]
* [[Students/ChristinaSanchez| Christina Sanchez]]
* [[Students/BenBrickley | BenBrickley]]
* [[Students/Ellen Huang | Ellen Huang]]
* [[Students/Kelley Kim | Kelley Kim]]
* [[Students/EmilioMarcelino | EmilioMarcelino]]
* [[Students/Anna Lin | Anna Lin]]
* [[Student/Jenny Chang | Jenny Chang]]
* [[Student/Jet Antonio | Jet Antonio]]
* [[Students/GregoryParsons | Gregory Parsons]]
* [[Students/Jennifer Sunga | Jennifer Sunga]]
* [[Students/LeilaniMartin | Leilani Martin]]

MidtermProjectKelleyKim

2010-04-28T04:22:18Z

Krkim: Removing all content from page