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Tag Archives: design

It’s not just the ears. They eye’s have it too.

The Hair of the Dog post I wrote last week came from my own tendency to play depressing music when I am feeling down and how this technique does not seem to be doing me any good. According to the article I cited, this may put me in the ruminator category of folks who try to use this music to list their spirits (or at least hope that it may), but fail at escaping the downward spiral.

ImageAbout the same time, I was watching Penn and Teller’s show about the BS we often believe in, but that is seldom true. In the episode I watched, they brought up the way color also feeds into our psyche making us tend to want to eat or not depending on the colors and pairings. They pointed to the ubiquity of red and yellow in fast food signs, logos and buildings to support their claim that franchises were exploiting this aspect of out brain’s wiring. The visual communication guy, a graphic art consultant, writes about this on his site, referring to it as the ketchup and mustard effect. Another design blog demonstrates how often this is used by listing a sampling of fast food logos like McDonald’s. Amongst the research journals, Satyendra Singh wrote a review of the literature supporting this conclusion for the Journal, Management Decision. Dr. Singh’s article proposes that, “managers can use colors to increase or decrease appetite, enhance mood, calm down customers, and, reduce perception of waiting time, among others.”

We would be fooling ourselves if we thought that we were not being constantly manipulated subconsciously by retailers, restaurants, and other marketers. Election campaign ads come to mind immediately) But how do you feel about this manipulation? Frankly, I think it’s just what I would expect – and moreover, exactly what I would do myself if it was my job to bring in and retain customers.

 
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Posted by on June 2, 2014 in Uncategorized

 

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The Question of Death

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Death’s Dance

In the film, Questioning Darwin, it is asked of ‘Darwinists’, “How does evolution deal with death?”

I have to admit, I don’t know what this question really means.  Is he asking why there is death? What happens after death?

Several people texted just this question during the live broadcast of the Nye / Ham debate and I didn’t understand it then either. In that context, they had posed this question as something of an experimental challenge to evolutionists and I interpreted it as meaning … ‘ Just wait until you die, heretic. Then you’ll see who’s right.’ Perhaps I had been to quick to this conclusion ?

If there is anyone out there who can explain just what this means, please let me know. Right now it’s nothing but an inside joke that I don’t get.

 
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Posted by on February 24, 2014 in Uncategorized

 

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Creativity and Regression to the Norm

Creativity

I was listening to Stuff to Blow Your Mind’s War on Creativity (a cute play on the War on Christmas, which I had to stop the podcast to explain to my son) today in the car.

This episode asks why it is that we say we value creativity and that businesses want to bring it in-house, but very few businesses actually act like this is something it wants. Creativity is disruptive, it requires risk-taking, and it often results in failure.  Yet, no one hits a homerun by playing it safe.

Regression to the Norm

This is the phenomenon where new, statistically significant observations tend to evaporate upon re-examination. The now defrocked Science writer at The New Yorker, Jonah Lehrer wrote about this back in 2010   in an article describing the diminishing effects of psychiatric medications over time – meaning that the experiments actually showed these medicines to have less potency every time they were tested – not that they are less effective for a particular person over time. Lehrer explains that a lot of this may be the way that we involuntarily allow confirmation bias  into even the best designed experiments, and over time, as investigators with less personal investment in the results repeat the same work, they lose the confirmation bias and subsequently see less convincing results.

I would argue that the same effect occurs in design. It’s something that I’ve always personally thought of as the Taurus Effect. I propose this to mean that there is the occasional breakthrough in unique, engaging design, but this gets co-opted by the more conservative elements of the business who (not to mince words) suck the life out of these designs bit by bit until there is nothing left. In this way even the most unique, exciting automobile design eventually gets eroded into the most boring of all cars, a 1999 Ford Taurus.

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Consider the Camaro, one of America’s most iconic muscle cars. What starts as great design gets whittled away year after year into what I assume must be more and more aerodynamic designs that completely abandon any semblance of cool.

Another icon of American Design is the Chevy Malibu. This car started as a mean hunk of metal that demanded to be noticed. By the 1980s it way reduced to … well, not a Taurus, but something possibly worse.

malibuA lot of these cars have seen a renaissance with the introduction of new designs that can only have been inspired by real designers, not committees of businessmen and engineers hell bent on perfect aerodynamics.

Last week, however, I was at the Chevy dealership to get work done on my truck when I noticed the new 2014 Camaro. At first, I only saw it from behind and thought, ‘is that a Ford Taurus?’

Welcome back to the norm, Camaro.Image

 
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Posted by on January 21, 2014 in Uncategorized

 

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Brainstorming a new class

I’m not certain whether I can push this through or not where I teach, but I’m interested in designing and teaching a course on the nature of science and addressing some of the philosophical questions around science. I brought this up with my wife on the way to the airport yesterday to discuss it and we identified two central problems: What is the appropriate scope of a class like this? i.e. Should it address just a few central questions or cover more of the reach of science? Secondly, how much can I really expect students to read in a semester? Many of my students are part time and have full-time jobs and children they are managing around their academic schedules.

Let me be honest, I really want to do this course because I want to read or re-read a lot of these books and do a much better job when I have to discuss it in front of a class.

Here’s the rough draft outline of what I would love to teach in a perfect world. I’d love to get comments and suggestions about how to shape this course. More readings, key chapters of books to excerpt from the books I identified or others, etc. Also, if you’ve taught or taken a course like this, what was the reading load like?

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The Nature of Biology: A Reading Course

A Proposal for a one credit course in biology focusing on reading, discussion and writing assignments.  Student grades come entirely from written and oral discussion – no tests

Format: Meet once or twice a week for one and a half  hours to discuss readings, organize schedules and discuss writing assignments

Assignments: Ongoing discussion groups online – every student must write at least one post with a significant contribution AND at least one reply to another student’s post for each book read.

Objective: To consider the physical and chemical laws of the universe and assess how these come together to ‘create’ biological life. Also, to discuss what we know of the origins of the universe, the earth and life itself. How does science teach us to think about these things? How do we know what is real and what is not?

Structure

Unit I: The Nature of Science

  1. What makes us think that we can believe what our senses tell us? What is reason and how can we make rational decisions in this world?
    1. Something on the nature and philosophy of science
    2. How can we tell the real from the make believe?
      1. Show the scene for 2001 when Dave Bowman is running around the inside of the Discovery.

i.     “What are we seeing?”

ii.     “How is it possible that he can run continuously and keep going around in circles?”

iii.     Why do we need an explanation at all. Can’t we just accept what we see?

  1. Dawkins, The Magic of Reality
  2. Massimo Pigliucci, Nonsense on Stilts

Unit II: Physical Origins

  1. What do we know about the universe?
  2. How did it begin and how will it end?
  3. We are all star-stuff: Basic Physical and Chemical Laws
    1. a.     ____________, Carl Sagan
    2. Origin of Earth
      1. a.     The Earth, the Moon and the Solar system – some video…. What if we had no moon?

Unit III: Biology

  1. What is Biology?
    1. What makes Biology Special, Ernst Mayr
    2. Life is United
      1. Something on Evolution??? Mayr again? –or- Why Evolution is True, Coyne
      2. Craig Venter on creating synthetic life in the lab
 
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Posted by on December 27, 2012 in Uncategorized

 

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