Screens mediate an ever-increasing part of our experience today. While the space within our screens is indispensable - as perceptually ‘real’ as embodied experience itself - this space tends to exclude the hands and body in favour of the eye and mind. This bifurcation does not recognize or allow for the integration of body and mind that is both fundamental to our well-being and vital to the process of making things. Moreover, immersion within our screens dulls an awareness of ourselves in relation to them. This thesis is an exploration of the immense potential that resides in the space between our hands and screens. Through a series of themed meditations and experimental set-ups, my research aims to prove that reconciliation between digital and embodied mediation can simultaneously offer enchantment to both our bodies and our minds, and furthermore, that the empowered hand is essential for the maturation of digital technologies.

As the effects of global warming and the exhaustion of natural resources become more and more evident, the importance of low-impact construction alternatives is becoming increasingly apparent. Conventional construction not only irreversibly drains natural resources; it is also responsible for the great amount of energy consumed in the production of building materials. Natural renewable materials that offer low-impact, low-embodied energy construction alternatives have promising potential for the construction industry. This thesis provides an insight into construction with natural materials, with particular emphasis on straw bale construction, by undertaking an embodied energy analysis. Firstly, the existing published sources were studied to obtain the embodied energy values of various construction materials relevant to conventional residential and straw bale construction. The embodied energy values for straw bales were found to have great variation from source to source. To obtain the value appropriate for the Canadian situation, the analysis completed in this thesis utilizes published material on straw and biomass. Secondly, a comparative analysis of embodied energy for various wall systems was completed. This analysis proves that straw bale construction is an effective low impact alternative to conventional residential construction styles. In particular, the embodied energy of the straw bale wall section is six times smaller than that of the most common conventional construction style - wood-frame with brick siding. Finally, the component of the straw bale wall that has the highest embodied energy – plaster – was examined to investigate further reduction of the embodied energy of the straw bale wall. As a result of this investigation it was found that the plaster mix containing increased amounts of cementitious materials (for example, equal parts of cement and lime) has smaller embodied energy value. The findings of this work can be utilized both in the conventional construction industry as a guide to making environmentally mindful decisions, as well as for natural building construction to further improve the performance of straw bale structures. / Thesis (Master, Environmental Studies) -- Queen's University, 2010-01-28 16:18:47.585

Abstract The paintings in White Noise are a response to temporal lighting conditions that occur at night. A discussion of sensory affect demonstrates how perception is inextricably connected to the body’s sensory capabilities such as sound and touch. By examining Maurice Merleau-Ponty’s theory of phenomenology and looking at Gestalt Psychology based experiments it is made clear that seeing whole and complete forms in the world is a product of embodied perceptual experience. I recall early experiences of being affected by light describing the optical illusion of the afterimage and then move into the everyday perceptions that inform my current painting practice. The painting studio process is examined as a beacon from which to reconcile the affecting nuances of observed lighting at night. I discuss the importance of allowing trial, error and patience to take place while making paintings to in turn seek out optimal colour relationships and shape interaction. By developing a specific painting vocabulary that responds to the colour, texture and sound associated with perceptual experiences I reconcile through the abstract process of painting how affecting experiences can be re-presented and reinvented onto the canvas.

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This paper explores the field of virtual reality and how immersion and presences can be increased when it comes to navigation and interaction with Virtual Environments. The availability of VR technology has sparked a trend, especially in game development. Old ways of designing for interactive environments have tobe revised. This is done by exploring the massive body of work done on VR, exploring its underlying concepts, using tested design techniques and ways of evaluating interaction for VR. A design suggestion in the form of utilizing a tablet device as the main input device is derived. By using the knowledge gained from reviewing the research on VR conclusions are drawn on how not just design for a touch device, but when designing for many types of input devices

Vad menar vi egentligen när vi säger att vi har det i oss eller att vi ska lära oss med alla våra sinnen och att elever ska utveckla hela sin förmåga? Denna studie är en begreppsanalys av det som man på engelska benämner embodied. Den undersöker detta i en svensk utbildningskontext och försöker finna motsvarande begrepp på svenska. Den belyser hur kroppsligt kunnande/lärande beskrivs inom tre olika utbildningsvetenskapliga områden. Studien består dels av en semantisk undersökning och dels av en kontextuell exploration. Den semantiska undersökningen innehåller en hermeneutisk begreppsanalys enligt Koort (1975) och en etymologisk granskning. Den hermeneutiska explorationen undersöker begreppet embodied först inom praktisk kunskap, sedan inom kognitiva lärandeteorier och slutligen relateras embodied till ett somatiskt kunskapsfält med kroppsliga/body-mind praktiker, på engelska kallat somatics.

This thesis presents an investigation into the pedagogical content knowing (PCKg) of Dutch experienced specialist preschool music teachers with regard to teaching and learning rhythm skills viewed from an embodied cognition perspective. An embodied cognition perspective stresses the intimate relationship between body, mind and environment. In a multiple case study the research methods - stimulated recall interviews, gesture analysis tasks, physical action analysis tasks, notebooks and semi-structured interviews - were used to elicit the PCKg of six specialist preschool music teachers regarding rhythm skills. The data of these different methods were inductively analysed but sensitising concepts derived from the literature review on PCKg were also used in the analysis. Furthermore, the data were triangulated to gain a comprehensive understanding of the participants' PCKg. As for the nature of the specialist preschool music teachers' PCKg regarding rhythm skills the findings illustrated that PCKg is distributed over language, sound, gestures, body positioning and physical actions. Respecting the content of PCKg a new form of (non-verbal) knowledge was explored: 'musical communication and musical interaction' that facilitates the learning of rhythm skills of preschoolers. The study is first of all significant for offering a new perspective on the nature of the specialist preschool music teachers' PCKg: a multimodal and dynamic way of knowing that emerges from the interrelated role between the social, cultural and physical classroom environment, the teaching task and the teacher's body. Beyond the classroom, these teachers' bodies form a source for recalling, re-enacting and eliciting classroom experiences to develop and communicate their PCKg. Secondly, it offers a new perspective on the content of the specialist preschool music teachers' PCKg: these teachers' bodies take on different roles to mediate the preschoolers' learning process regarding rhythm skills. These findings have implications for further research, teacher education, practice and policy.

This dissertation clarifies the role and relevance of the body in social interaction and cognition from an embodied cognitive science perspective. Theories of embodied cognition have during the past two decades offered a radical shift in explanations of the human mind, from traditional computationalism which considers cognition in terms of internal symbolic representations and computational processes, to emphasizing the way cognition is shaped by the body and its sensorimotor interaction with the surrounding social and material world. This thesis develops a framework for the embodied nature of social interaction and cognition, which is based on an interdisciplinary approach that ranges historically in time and across different disciplines. The theoretical framework presents a thorough and integrated understanding that supports and explains the embodied nature of social interaction and cognition. It is argued that embodiment is the part and parcel of social interaction and cognition in the most general and specific ways, in which dynamically embodied actions themselves have meaning and agency. The framework is illustrated by empirical work that provides some detailed observational fieldwork on embodied actions captured in three different episodes of spontaneous social interaction in situ. Besides illustrating the theoretical issues discussed in the thesis, the empirical work also reveals some novel characteristics of embodied action in social interaction and cognition. Furthermore, the ontogeny of social interaction and cognition is considered, in which social scaffolding and embodied experience play crucial roles during child development. In addition, the issue what it would take for an artificial system to be (socially) embodied is discussed from the perspectives of cognitive modeling and technology. Finally, the theoretical contributions and implications of the study of embodied actions in social interaction and cognition for cognitive science and related disciplines are summed up. The practical relevance for applications to artificial intelligence and human-computer interaction is also outlined as well as some aspects for future work.

Embodied accounts contend that word meaning is grounded in sensory-motor representation. In support of this view, research has found rapid motor priming effects for words like eagle or shoe, which differ as to whether they are typically associated with an up or down spatial direction. These priming effects are held to be the result of motor representations evoked as an obligatory part of understanding the meaning of a word. In a series of experiments, we show that prime words associated with up or down spatial locations produce vertical perturbations in the horizontal movements of a computer mouse, but that these effects are contingent either on directing conscious attention to the spatial meaning of the word, or on the inclusion of the primed spatial direction in the response set, and that this is true even for strongly spatial words such as up and down. These results show that the motor representations associated with such words are not automatically evoked during reading. We discuss implications for claims that spatial representations reflect our embodied perception of the world. / Graduate