Time Telling For The Visually Impaired

This is the unit 3 action project for my Light,Sound,Time course. Unit 3 was focused on time and examined some of histories earliest methods of telling time. We explored the connection between time telling techniques and math concepts such as the embodiment of trigonometry concepts in sundials and the the presence of arcs and circles in pendulums. Longitude and latitude as well as time zones were looked at. The class explored how different cultures used light and sound to tell time. The action project called upon students to take what they had learned and design a time telling device. A new device had to be designed and explained. This was an outstanding unit with a brilliant action project. I enjoyed the entire unit and felt as if this was a relevant and creative final project. Overall I am very happy with my new understanding of time as well as my new design.

MS, 2016, Watch Design

The device I designed is a time-telling bracelet intended for those who are visually impaired or blind. The watch is a snap-on bracelet produced from recycled plastics. A thin solar panel runs through the watch’s center and absorbs light which is then used as a source of power. The watch doesn’t have a traditional face with hands or digits but rather a moveable and constantly changing surface that translates the current time into a feelable and recognizable braille pattern. It contains an automated voice recognition and response system that allows the user to directly interact with the device by answering essential question such as what time is it, or what’s the date. An additional feature, which can also appeal to the deaf and auditory impaired community, is the watch’s vibrating capabilities. The device uses vibration to tell the time as well as send signals which act similarly to an alarm clock. It employs concepts of both light and sound to tell time. It utilizes the absorption of light to power the device and uses the user's voice along with the automated internal voice to obtain the time and date. There are a variety of units in which my device can tell time and the user has the ability to choose their prefered unit. In addition, the device will ask for your location in order determine your time zone and provide you with weather information.

My watch design is a meaningful and effective way of time-telling because it allows the visually impaired to access the same instantaneous and accurate time-telling information that people receive with traditional watches. It utilizes the functioning senses of the visually impaired such as their ability to feel and hear to tell time. There is an existing market for time-telling devices for the visually impaired but many of the products lack multiple functions and the ability to operate effectively and efficiently. My time-telling device is better than what’s already out there because it contains three effective methods of telling time and is environmentally friendly because of its recycled materials and solar power capabilities. The device solves common problems found in watches designed for the visually impaired because rather than the traditionally designed watches this new design removes the useless face and replaces it with braille readings. The braille readings constantly change and correspond to the current time. The watch removes the need to press a small button to hear the time and allows the user to directly interact with the device by speaking to it to retrieve the time. The voice recognition and accessibility can be used to program the device to generate timers and alarms that work based on vibrations. Active braille technology, interactive voice accessibility, and responsive vibration technology is what set this device apart from all other products. The desire to aid the visually impaired is the central goal of the design and the three features are seamlessly fused into a product which is both environmentally sustainable and effective in fulfilling the user's time telling needs. 

The device demonstrates both math and science concepts studied during the internal investigation of the unit. It demonstrates the math concepts of arc and pi. The watch is semicircular and has a circumference of 7 inches which is the average circumference of a wrist. With the arc angle equaling 320 an equation can be set up in order to find the arc length. The equation would be as follows: arc angle / 360 = arc length / circumference 320/360=x/7 360x=2240 x=6.22. In addition to the math concepts involved with my device there are science concepts that are present as well. The science concept of the sun and solar rays is present with the device because it contains a solar power strip where sunlight is collected in order to power the device.

My device has an interesting history and evolution. Watches designed specifically for the visually impaired have been around for many decades but have seen little innovation or evolution. Minimal progress in the design of this particular type of watches has caused me to make an evolutionary leap with my device. The ancestors of my device have ranged from traditional watches with a face and sound buttons, faceless watches with strictly audio, watches with large digital numbers, and much more. There has always been a need to find ways to allow the visually impaired to be able to easily tell time. Regardless of this need, time-telling devices for the visually impaired have seen minimal innovation during recent times. My device puts the user first and allows them to create an experience that works for them best. My device has a very close relationship to the culture associated with it. The device was designed with the sole intention of creating a product for the visually impaired that can effectively and efficiently tell time. The common struggles faced by the blind community were taken into consideration while designing the device in order to ensure that the product achieved what it needed to, tell time to those who can’t see. The close relationship between the device and user is evident due to the multitude of effective features. The Chicago lighthouse website had a tremendous article, titled “How Can People Who Are Blind or Visually Impaired Tell Time?”, talked about a variety of ways people who are visually impaired tell time and how people shouldn’t take the ability to glance at your watch and tell the time for granted. The article provided me with a foundation and a general understanding of what the market was comprised of and what it was missing. This particular article as well as the field experience the class took to the Chicago Lighthouse really inspired me to to focus this action project on aiding the visually impaired.

This was a great action project that allowed me to unleash my creativity. I loved being able to dive deep into the concept of time and then being able to create my own time telling device. I learned a tremendous amount about the visually impaired and the challenges they face with time telling. I set out to design a device that allowed the visually impaired the same instantaneous access to time. This entire project was enjoyable and I'm pleased with the final outcome.

References:

"How Can People Who Are Blind or Visually Impaired Tell Time? - The Chicago Lighthouse." The Chicago Lighthouse How Can People Who Are Blind or Visually Impaired Tell Time Comments. 10 Mar. 2016. Web. 21 Mar. 2016.

"...Braille: Deciphering the Code..." ...Braille: Deciphering the Code... Web. 21 Mar. 2016.

Medical Cannabis VS Marinol

This is the Unit 3 action project for Arguments. In unit 3 we focused on comprise and synthesis. We examined how a synthesis is reached and what parts make them up. We studied the civil rights act of 1964 and went on an amazing FE to the Newberry library. This unit was focused on taking points from two opposing arguments and using them to formulate a new synthesized argument. I really enjoyed this unit and project as it forced me to view issues with multiple perspectives. I was constantly asked to create synthesizes which caused me to come more to the middle on topics. This was a great project which I feel I did an outstanding job on.

Cannabis, or marijuana, is widely referred to and thought of as a drug that makes you silly, hungry and euphoric, but it’s also a natural medicine that has been used for thousands of years as an effective form of treatment for a variety of ailments. I’m arguing for medical cannabis to be a legal and accessible form of medicine and treatment for individuals with a variety of ailments and illnesses. Sickness is an unfortunate reality of life and since the time of the first humans, people have set out to find and develop vaccines and medicines to help manage and cure illnesses. Naturally derived medicines and remedies such as plants and herbs have been used since the beginning of humankind. The tendency of early humans to take from nature in order to heal themselves and better their lives is both remarkable and worthy of our emulation. One such herbal remedy is cannabis, a budding flower of the female cannabis plant. Cannabis produces a diverse variety of chemical compounds called cannabinoids. When consumed, these various cannabinoids work synergistically and powerfully in conjunction to produce a wide range of effects on both the mind and body. These properties activate the body’s natural internal cannabinoid receptors. The most widely known cannabinoid is delta 9-tetrahydrocannabinol (THC), which is the psychoactive chemical that is responsible for the high produced by the plant. The other primary cannabinoid is cannabidiol (CBD), which has been found to be an effective and efficient form of treatment for a wide range of conditions such as cancer, epilepsy, stress and anxiety. Cannabis should be a legal and accessible form of medicine for patients because it’s natural and contains both THC and CBD.

2016, Cannabis Flower

The evidence and support for my argument is as follows: “A lot of research has been made to isolate and characterize isolated single constituents of traditional herbal medicine to find their rationale for therapeutic uses,” the Israeli team concluded. “However, our data together with those of others provide legitimation to introduce a new generation of phytopharmaceuticals to treat diseases that have hitherto been treated using synthetic drugs alone. The therapeutic synergy observed with plant extracts results in the requirement for a lower amount of active components, with consequent reduced adverse effects.”
-Martin A. Lee
“Synthetic VS Whole Plant CBD”
WWW.ProjectCBD.com
February 22, 2015
"There are really no other medications that have the same mechanisms of action as marijuana. Dronabinol (Marinol) is available by prescription in capsules, but has the distinct disadvantage of containing only synthetic delta-9-tetrahydrocannabinol (THC) which is only one of many therapeutically beneficial cannabinoids in the natural plant."
-Gregory T. Carter, MD
Co-director, MDA/ALS Center,
University of Washington Medical Center
Muscular Dystrophy Association
website article
Oct. 2003
“Cannabidiol (CBD) is a phytocannabinoid with therapeutic properties for numerous disorders exerted through molecular mechanisms that are yet to be completely identified. CBD acts in some experimental models as an anti-inflammatory, anticonvulsant, antioxidant, antiemetic, anxiolytic and antipsychotic agent, and is therefore a potential medicine for the treatment of neuroinflammation, epilepsy, oxidative injury, vomiting and nausea, anxiety and schizophrenia, respectively. The neuroprotective potential of CBD, based on the combination of its anti-inflammatory and antioxidant properties, is of particular interest and is presently under intense preclinical research in numerous neurodegenerative disorders.”
-Departamento de Bioquímica y Biología Molecular III,
Instituto Universitario de Investigación en Neuroquímica,
Facultad de Medicina, Universidad Complutense, 28040-Madrid, Spain.

The strongest opposition to my stance on the legalization of medical marijuana is grounded in the notion that there are existing, man-made medicines that provide sufficient and effective care to individuals in need. Dronabinol, commercially known as Marinol, is a synthetic form of THC and is used to treat the weight loss of both Aids and cancer patients as well as the nausea caused by chemotherapy. Marinol differs from traditional cannabis because it consists of one pure compound that has been researched and can be used pharmaceutically in stable doses. The ability to take a pill and receive the same appetite stimulant and anti-nausea effects as traditional cannabis without the need to smoke is greatly beneficial to the patient. Marinol doesn’t contain any of the chemicals or tars found in the flower. Marinol has a Schedule III status on the U.S. DEA’s controlled substance list which is better for the patients in terms of legality than cannabis, which is schedule 1. Marinol is a better option than cannabis when it comes to treating patients because it contains one compound and has the ability to be administered in known and controlled doses to patients.

2016, Marinol Pills

If there was a dialogue between the opposing parties and they each asked their opponent a question the conversation would go as follows:
Cannabis: Do you run a for-profit company and make business decisions based upon your projected gains?
Marinol: We do indeed run a for-profit company and are seeking to produce revenue, but we also care deeply for our patients.
Marinol: Do you recognize the potentially harmful tars that can come from smoking cannabis flower and how potency and cannabinoid profiles vary from bud to bud?

Cannabis: We are most definitely aware of both of these points. We share this information with our consumers through various educational and informational processes because we feel it’s essential to inform our patients about their medicine.

Both parties can agree on their mutual desire to aid those in need. Additionally, each side agrees with the fact that there needs to be an effective and efficient form of medicine for patients.
After conducting question-based dialogue, each party gained a more comprehensive understanding of the opposing party's viewpoints. The pro-cannabis side recognizes the pharmaceutical industry's desire to continue providing medicine and treatment in societally accepted forms such as pills and tablets. They also understand and agree with the need to balance profitability and overall patient care. The pharmaceutical company that produces and is in favor of Marinol wants to maintain the flow of revenue as well as aiding their patients. Both parties have valid desires and concerns. Points from each party's argument can be taken and morphed with ideas from the opposing side in order to produce a new, synthesized argument. An argument made by Marinol is that smoking can be harmful and it isn’t a traditional form of administering medicine to patients. A happy medium that can be reached between the two sides is the oral and edible administration of cannabis. Capsules made with cannabis extract can contain the full cannabinoid profile as well as recorded analytics allowing for consistent and known dosing. An additional concern Marinol manufacturers have is around pricing and the need to generate revenue. Natural cannabis is cheaper to produce than synthetic Marinol. If pharmaceutical companies were to shift to natural cannabis capsules rather than Marinol they would both be saving money as well as providing significantly more effective medicine to their patients in a form that is medically accepted and understood.

The synthesis would be introduced by the pro-cannabis side at a healthcare or medical conference to the pharmaceutical companies. It would be introduced via a speech along with an informational presentation with the hope of reaching a compromise with the pharmaceutical companies.

2016, Medical Cannabis Capsules

The creation of this synthesis has transformed my own viewpoint on the issue. I now better understand the concerns of the pharmaceutical industry and see the unique ways in which cannabis regulation can be altered to fit a more traditional model of medicine. This synthesis has brought me more towards the middle ground of this debate and allowed me to see positive points in each side's argument, which could then be taken and used to create a synthesized argument. This particular synthesis was quite special because in most instances I adhere to my ideas very strongly and in this one I was able to genuinely move towards the middle. Overall, this was a great synthesis that taught me a significant amount about my original opposition and allowed me to come to a powerful conclusion and solution.

Code Of Conduct Amendment

This is my unit 2 Action project for my Arguments course. Unit 2 was titled 1857 and focused on investigating a nations flaws and contradictions. The class examined the famous Scott VS Sanford case as a way to better understand how a nation contradicts itself. A variety of guiding questions were present in the unit and included: What tests the strength of an argument, How can a nations logic be flawed, and Why should a nation's argument be challenged. For the unit's action project students were asked to demonstrate their understanding of an argument's strength and soundness by evaluating GCE's Code of Conduct and crafting an amendment to a section of it. This unit was extremely intriguing and insightful. I felt I gained a broader and more comprehensive understanding of such an important moment in our nations history. I am really proud of my continued ability to dive deeper and continue asking questions during the unit as it allowed me to gain a certain set of understandings that I know will remain with me and impact me throughout my life. 

The two, related articles from GCE’s Code of Conduct I’m amending are as follows:
Behavioral Contract, a written agreement between the student/parent/guardian and school listing requirements for improvement

Probation, a written agreement with the student for a defined period of good behavior in lieu of suspension

These two rules, located in the “How” section on page two of the GCE Code of Conduct, are pointless and unjust. A written contract and or agreement is void and holds no validity unless the signee is over the age of eighteen. Additionally, I believe this is an invalid rule because a written contract or agreement teaches the student nothing about their wrongdoing. It’s easy to craft an illegitimate argument and make statements and promises that one has an intention of keeping. A written argument and or contract has no place in the context of disciplinary action in a high school. An alternate way to establish an agreement is to have a common understanding of the school’s policies and overall mission which would then allow students to conduct themselves in a manner that aligns with the school’s ethos. The formal argument of this amendment can be found below:
P1: A student does something that goes against a rule or policy in the GCE Code of Conduct.
P2: A written contract or agreement is proposed as a way for the student to learn and change based on their wrongdoing.
C: The student learns from their mistake and pays for their wrongdoing, in addition to crafting an agreement to pursue a certain type of positive behavior.

I don’t believe there are any instances in which writing an agreement or contract should be used as a form of punishment or disciplinary conduct. An agreement makes students reflect, which is an important part of the learning and rehabilitation process but not the entire thing. In addition to reflecting on your actions it is vital to change them through positive reinforcement. In addition to my personal support of the amendment, fellow GCE Junior Maddie F gave her impression of the proposed amendment by stating “I think that using a written agreement is a stupid way to teach a student a lesson. it doesn't have any sort of effect on the student and they might just reciprocate the same behavior since they weren't given a proper punishment” I would like to completely remove these two points from the GCE Code of Conduct. The previous argument, newly amended by me is:
P1: A student does something that goes against a rule or policy in the GCE Code of Conduct.
P2: A written contract or agreement is proposed as a way for the student to learn and change based on their wrongdoing.
P3: A written contract or agreement with a signee under eighteen is invalid and a contract or agreement does nothing to ensure the student changes and improves their behavior.
C: A written contract should not be used as a form of punishment, agreement, or education for a student's wrongdoing.

To help individuals grasp the meaning of my argument and its significance, my critique of the rule as it is written relates to actual ability vs. perceived ability. Imagine You need enlightenment and knowledge and you set out searching for a source of both.

(2016) Blue Sphere

You locate a blue sphere that states it can provide you with both so you go ahead and acquire the blue sphere with the hope you’ll get what you've been searching for. The blue sphere turns out to be nothing more than its physical being. The blue sphere is deemed useless in the context in which it was originally presented. Life at school will change as the result of my amendment. In the unfortunate event when a student commits an act that goes against a rule or policy in the Code of Conduct there will be no written contracts or agreements in place because of their lack of validity and inability to effectively teach the student. An inefficient and ineffective policy will be removed allowing for the more fundamentally sound options to prevail and be correctly implemented. The US Constitutional amendment that relates the most to my amendment is the sixth amendment, which states the rights of an accused individual during the prosecution process. The amendment states an individual's right to a trial by jury as well as the right to confront opposing witnesses and to counsel. My amendment to the Code of Conduct is closely related to the constitutional sixth amendment because it focuses on the rights of an accused or guilty student. It lays a basic foundation of students rights by removing a pointless set of rules related to the creation of a written agreement or contract as a form of punishment and rehabilitation. The removal of the rules relating to written contracts reinforces the already existing rules and policies in relation to a student's punishment. The removal of the rules leave a set of policies in place that more effectively teaches the students of their wrongdoings and fosters positive change. The policies in place act to teach the student through action rather than writing, a much more effective way of learning from your mistakes.

My amendment demonstrates true citizenship by creating a certain set of rules and policies that effectively teach and restore students. My amendment's removal of the rules relating to written contracts and agreements refines and reinforces the already existing set of policies focusing on students punishment. The current policies in place regarding written contracts and agreements as a form of punishment are invalid and unjust because of their flawed logic and have a inability to properly teach and rehabilitate students. These weaknesses have caused me to call for their complete removal. Having certain policies in place that act to teach through experience and positive reinforcement are much more effective in achieving change than an argument that holds to validity or significance to the signee. It is vital to to have a set of policies that effectively deal with students in a way that truly teaches them about their wrongdoings in a way that will cause them to evolve and change for good.

Diddley Bow

MS(2016) Diddley Bow

This is the unit 2 action project for Light, Sound, and Time. Unit 2 of the course focused on sound. We investigated the human ear and learned about different organisms' ability to hear and produce sound. The course taught us the concept of sound as a wave and learned about the speed of sound and how different mediums affect it. We learned about a variety of instruments and their various ways of creating sound. For the unit’s action project we were asked to design and build our own diddley bows or one string guitars. This unit refined and reinforced my previous understanding of sound. The in-depth research and experimentation we did allowed me to look at sound in the context of math and science which in turn allowed me to develop a stronger overall understanding. I’m really proud of my ability to better grasp the concept of sound. I’m proud that this unit has left me with a strong understanding of something so universal and integral to life.

MS(2016)Diagram

The diddley bow I created produces sound when the string is plucked or strung. The vibration of the string becomes amplified and echoes through the cylindrical can located at the end of the device. The tension of the string allows for a certain pitch to be achieved while the volume is dependent on the strength of one's pluck. The diddley bow I created demonstrates a variety of the key science principles we studied and examined in the unit’s internal investigation. It demonstrates sound waves in several ways. When the string is plucked a sound wave is formed and travels through the tin can amplifier. The pitch/frequency of the diddley bow was determined by the tension of the string. How hard you pluck the string will determine the sound wave’s amplitude otherwise known as its volume. The Doppler effect is the apparent change in frequency of a sound wave due to motion relative to the listener. My diddley bow doesn’t directly demonstrate the Doppler effect but there could be a situation in which it would in fact demonstrate the Doppler effect. For instance, if I were strolling along the sidewalk playing a melody on the diddley bow, the person I would be approaching would be perceiving the sound waves as higher frequency while the person I had just walked past would experience the frequency decreasing. The data and measurements associated with my device are as follows: Length of vibrating string - 17 1/4th IN, ½ - 8.625 IN, ⅓ - 5.75 IN, ⅔ - 11.5 IN, ¼ - 4.3125 IN, ¾ - 4.9375 IN. The thickness of the string is .044 IN and the volume of the cylindrical tin can is 31 IN. The formula used for the volume of a cylinder was πRxR x H. The open pitch of the diddley bow is A# and has a frequency of 233.08 Hz and a wavelength of 148.02 cm. The first four harmonics along with their frequencies and wavelength are as follows: 1:466.16 Hz 74.01 cm, 2:699.24 Hz 49.34 cm, 3:932.32 Hz 37.005 cm, 4:1165.40 Hz 29.604 cm.

MS(2016)Harmonics

The recording I created uses a slide in it to alter the strings pitch. A metal slide was placed over my finger and while plucking with my other hand the slide was moved across the string to produce carrying pitches. It changes the pitch because it is altering the length of the string, a factor that alters pitch. I’m very pleased with the outcome of my project. I feel as if I designed and created a functioning diddley bow the demonstrates a variety of the key science and math principles from the unit’s internal investigation. If I were to do the project a second time I would take the knowledge I gained from the unit and the building experience to alter the design in a way which would produce an overall better functioning device. I would have loved to make my diddley bow come alive with color and additional design. Overall I am very pleased with the outcome of this unit and project as it provided me with a strong understanding of sound as well as allowed me to create a functioning musical instrument.