Arduino controlled LED fixtures.

Spring 2019 Course: Curating Stories and Science in Northern Arizona (taught by Daniel Collins)

In the seminar Curating Stories and Science in Northern Arizona, students worked individually and collectively to create a “research compendium” inspired by James Turrell’s Roden Crater. Marked by the intersection of science and art, our discussions included experts from astrophysics, literature, sacred architecture, natural history, cultural geography, Native American studies, perceptual psychology, phenomenology, archaeology, and fine art.  Students generated a rich collection of works representing many disciplines and methodological approaches.  Roden Crater has become a launching pad for our own embodied experience of place—from the microscopic features of the Arizona landscape to interstellar space.

Distant is a Game Design Document describing an original game by the same name. The game was designed around the principle of core aesthetics, where the user experience is defined first and then the game is built from that experience. Distant is an action-exploration game set on a huge megastructure floating in the atmosphere of Saturn. Players take on the role of HUE, an artificial intelligence trapped in the body of a maintenance robot, as he explores this strange world and uncovers its secrets. Using acrobatic movement abilities, players will solve puzzles, evade enemies, and explore the world from top to bottom. The world, known as the Strobilus Megastructure, is conical in shape, with living quarters and environmental system in the upper sections and factories and resource mining in the lower sections. The game world is split up into 10 major areas and countless minor and connecting areas. Special movement abilities like wall running and anti-gravity allow players to progress further down in the world. These abilities also allow players to solve more complicated puzzles, and to find more difficult to reach items. The story revolves around six artificial intelligences that were created to maintain the station. Many centuries ago, these AI helped humankind maintain their day-to-day lives and helped researchers working on new scientific breakthroughs. This led to the discovery of faster-than-light travel, and humanity left the station and our solar system to explore the cosmos. HUE, the AI in charge of human relations, fell into depression and shut down. Awakening several hundred years in the future, HUE sets out to find the other AI. Along the way he helps them reconnect and discovers the history and secrets of the station. Distant is intended for players looking for three things: A fantastic world full of discovery, a rich, character driven narrative, and challenging acrobatic gameplay. Players of any age or background are recommended to give it a try, but it will require investment and a willingness to improve. Distant is intended to change players, to force them to confront difficulty and different perspectives. Most games involve upgrading a character; Distant is a game that upgrades the player.

Wittgenstein’s claim: anytime something is seen, it is necessarily seen as something, forms the philosophical foundation of this research. I synthesize theories and philosophies from Simondon, Maturana, Varela, Wittgenstein, Pye, Sennett, and Reddy in a research process I identify as a paradigm construction project. My personal studio practice of inventing experiential media systems is a key part of this research and illustrates, with practical examples, my philosophical arguments from a range of points of observation. I see media systems as technical objects, and see technical objects as structurally determined systems, in which the structure of the system determines its organization. I identify making, the process of determining structure, as a form of structural coupling and see structural coupling as a means of knowing material. I introduce my theory of conceptual plurifunctionality as an extension to Simondon’s theory. Aspects of materiality are presented as a means of seeing material and immaterial systems, including cultural systems. I seek to answer the questions: How is structure seen as determining the organization of systems, and making seen as a process in which the resulting structures of technical objects and the maker are co-determined? How might an understanding of structure and organization be applied to the invention of contemporary experiential media systems?

The advent of medical imaging has enabled significant advances in pre-procedural planning, allowing cardiovascular anatomy to be visualized noninvasively before a procedure. However, absolute scale and tactile information are not conveyed in traditional pre-procedural planning based on images alone. This information deficit fails to completely prepare clinicians for complex heart repair, where surgeons must consider the varied presentations of cardiac morphology and malformations. Three-dimensional (3D) visualization and 3D printing provide a mechanism to construct patient-specific, scale models of cardiovascular anatomy that surgeons and interventionalists can examine prior to a procedure. In addition, the same patient-specific models provide a valuable resource for educating future medical professionals. Instead of looking at idealized images on a computer screen or pages from medical textbooks, medical students can review a life-like model of patient anatomy.



In cases where surgical repair is insufficient to return the heart to normal function, a patient may proceed to advanced heart failure, and a heart transplant may be required. Unfortunately, a finite number of available donor hearts are available. A mechanical circulatory support (MCS) device can be used to bridge the time between heart failure and reception of a donor heart. These MCS devices are typically constructed for the adult population. Accordingly, the size associated to the device is a limiting factor for small adults or pediatric patients who often have smaller thoracic measurements. While current eligibility criteria are based on correlative measurements, the aforementioned 3D visualization capabilities can be leveraged to accomplish patient-specific fit analysis.

The main objectives of the work presented in this dissertation were 1) to develop and evaluate an optimized process for 3D printing cardiovascular anatomy for surgical planning and medical education and 2) to develop and evaluate computational tools to assess MCS device fit in specific patients. The evaluations for objectives 1 and 2 were completed with a collection of qualitative and quantitative validations. These validations include case studies to illustrate meaningful, qualitative results as well as quantitative results from surgical outcomes. The latter results present the first quantitative supporting evidence, beyond anecdotal case studies, regarding the efficacy of 3D printing for pre-procedural planning; this data is suitable as pilot data for clinical trials. The products of this work were used to plan 200 cardiovascular procedures (including 79 cardiothoracic surgeries at Phoenix Children's Hospital), via 3D printed heart models and assess MCS device fit in 29 patients across 6 countries.

Human experience exists within space; it is the studio for the stories of our lives. Bounded by time, location and personal experience we assign our own meanings and feelings to them, and they become personal, symbolic places: some are unique to us, imagined places where we act out stories or dreams; most are part of the natural world.

Most spaces, though, are built or controlled by others; these constructed environments can become places where we may, or may not, like to be.

This research examined spaces and places of children's lives through the material worlds of their neighborhoods and schools, focusing on the visible environment outside of the school building. The intersection of school and community, it is a material embodiment of, and evidence toward, how a community's resources are apportioned to

important aspects of children's developmental years. These visible representations speak of that society's values and goals for the children for whom they (we) are responsible.

This examination used multiple research tools, primarily using visual approaches such as current photographs, archival images and data, descriptive census materials and maps. Historical documents, (many of which are now digitized), as well as other academic literature, local journalistic efforts and school district publications added important materials for analysis.

Findings lead to deeper understanding of ways that visible, material worlds of schools and neighborhoods -- past and present - can reflect, and direct the experiences of childhood today, and often mirror those of children past. These visual and narrative approaches contributed to understanding the importance of material evidence in revealing

inequity and class differences in ways that children, then, must &ldquodo school &rdquo

This study looked at ways of understanding how schoolyards might act as meaningful places in children's developing sense of identity and possibility. Photographs and other images such as historical photographs and maps were used to look at how built environments outside of school reflect demographic and social differences within one southwest city. Intersections of children's worlds with various socio-political communities, woven into and through schooling, were examined for evidence of ways that schools act as the embodiment of a community's values: they are the material and observable effects of resource-allocation decisions. And scholarly materials were consulted to examine relationships in the images to existing theories of place, and its effect on children, as well as to consider theories of the hidden curriculum and its relationship to social reproduction, and the nature of visual representation as a form of data rather than strictly in the service of illustrating other forms of data. The focus of the study was on identifying appropriate research methods for investigating ways to understand the importance of the material worlds of school and childhood. Using a combination of visual and narrative approaches to contribute to our understanding of those material worlds, I sought to expose areas of inequity and class differences in ways that children experience schooling, as evidenced by differences in the material environment. Using a mixed-methods approach, created and found images were coded for categories of material culture, such as the existence of fences, trees, views from the playground or walking in the neighborhood at four Tempe schools. Findings were connected to a rich body of knowledge in areas such as theories of space and place, the nature of the hidden curriculum, visual culture, visual research methods including mapping. Familiar aspects of schooling were exposed in different ways, linking past decisions made by adults to their continuing effects on children today. In this way I arrived at an expanded and enriched understanding of the present worlds of children communicated as through the material environment. Visually examining children's worlds, by looking at the material artifacts of everyday worlds that children experience at school and including the child's-eye view in decision processes, has promise in moving decision makers away from strictly analytical and impersonal approaches to decision making about schooling children of the future. I proposed that by weighting of data points, as used in decision-making processes regarding schooling, differently than is currently done, and by paying closer attention to possible longer-term effects of place for all children, not just a few, there is the potential to improve the quality of life for today's children, and tomorrow's adults.