Thursday, February 4, 2021

Contending with Complex Interdisciplinary Problems using Affinity Congregates


Many innovations come from those in marginal positions in a discipline, and these individuals therefore greatly benefit from the support afforded by like-minded people. James Watson, co-discoverer of the double helix nature of DNA, stated the power of collaboration unequivocally: “Nothing new that is really interesting comes without collaboration”. However, in some groups a dominating person might drive ideation. As discussed previously, group dynamics need to be recognized in group settings. Particularly in the case of new groups, such as in a classroom setting, an affinity congregate allows people to individually express their ideas before becoming engaged in a group situation. This is a small variation of affinity diagraming because affinity congregating focuses on initial, independent problem solving before bringing ideas to a group so that participants may collectively identify affinities. Affinity congregation preserves the independent voice of each student. This approach is intended to prevent group dynamics from taking over the ideation process.

With affinity congregating, the participants are presented with a problem or design prompt, they individually write solutions on a sticky notes or other suitable media. When they are finished writing proposed solutions, the notes are collected and assembled by a moderator and grouped by affinities or themes into an affinity diagram. The themes arise from the data, which is founded on grounded theory. Grounded theory is a method common in the social sciences that allows categories and concepts to develop based exclusively on data and not from predisposed theories.

While these affinity congregations shown by the groupings of notes is subjective, general themes or affinities arise in a logical fashion. A variation of this approach is to have the group identify themes rather than a moderator. In this approach, the group gathers around the notes and identifies logical groupings. The notes are reviewed and duplicate ideas are stacked on top of each other. Finally, the affinities can be discussed and each idea can be critiqued by the group.

Affinity Congregating Technique Summary

1. Problem statement or design prompt.

2. Individuals write proposed solutions on sticky notes.

3. Moderator collects notes and assembles by affinities or themes that arise (affinity diagrams). Alternatively, the group identifies affinities as a team.

4. Duplicates omitted.

5. Group critiques affinities and proposed solutions.

Outcomes of Affinity Congregation

One example of applying this technique to professional practice is addressing the issue of palliative care in the developing world. In this case, I invited two physician colleagues to partner with this investigation. Because we came from different disciplines (design, pain management and palliative care), the congregation technique was used to prevent the board-certified palliative care specialist from overwhelming the pain management expert and the engineer. This cooperation led to identifying four tracks of palliative care: physical, psychological, relational, and spiritual as shown in Figure 4. These tracks were further divided into key concerns and we developed practical treatment options.

In this example, the most common concerns were identified as pain, dyspnea (air hunger), nausea and vomiting, delirium, anxiety, and terminal secretions (‘the death rattle’). The affinity aggregation allowed artificial intelligence driven diagnosis systems to inhabit an equal space as recommending paracetamol or diclofenac for pain relief. This technique worked well in this interdisciplinary environment because we concluded with specific recommendations as well as the somewhat surprising result that the patient care should be the responsibility of a loving caregiver rather than a medical professional.

 

Figure 4 – Integrative palliative care factors.

From:  T. Ask, “Engaging Creativity: Classroom Exercises for Enhancing Engineering Students' Creative Self Identity,” 2019 ASEE Zone I Conference & Workshop, Niagara Falls, NY, USA, April 2019, https://peer.asee.org/33791.

And     T. E. Ask, J. Boll and A. Nesbitt, “Steps towards Integrative Palliative Care in the Developing World,” Design for All Institute of India, Newsletter Vol. 12, No. 3, p. 61, 2017.

 

Invention and Philosophy

 


Science seeks to investigate the sentient and identify truths within that realm. Although making, and design in general, seek to identify that which works, we run our hand along the guiderail of science so the philosophies of science are a relevant framework for makers. For example, exploring designs that might parallel those considered outside "normal science" or endanger an intellectual ecology can lead to resistance within the engineering and design communities.

Makers are comfortable with abductive reasoning but tap into positivism with alacrity. Moreover, nonmechanistic elements of design and building are a part of the maker movement. This includes creating things that are visually appealing, connected with a material culture, and communicate values. The process of building can also be an expression of filial piety or social dynamics and can be infused with improvised and planned agents. The joy of the designing and building process can be of greater importance than the object’s utility – the world of hands-on design teaches the heroics of the nail gun, the intimacy of the soldering iron, the magic of casting, and the crunching sound of failure. Makers know the dance of deep thinking and wonderful journeys.

From: Ask, T. E. (2016). Philosophical Foundations of the Maker Movement. Paper presented at the The Fourth International Conference on Design Creativity, Atlanta, GA. 

Tuesday, November 3, 2020

The New Shopping Mall

 


What will be the new mall? We didn’t go to the mall to shop, we went to be around people, color, and activity (with some fun shopping along the way.) We wanted to touch clothes and be surprised by displays and new products. We pine for a communal experience and the physicality of the real world. Maybe malls are churches of consumerism, but I think they are much more. We smell perfume and hear laughter with the gentle wash of shuffling feet. We see colors, we feel textures, and peek around displays.

It was a place to be alone together.

We no longer share experiences at the movie theater nor do we watch the same television shows. We share experiences with our tribe, nobly led by influencers and celebrities. We live a brand lifestyle.

Shopping now belongs to the internet, but we still need to get together. We don’t go to coffee shops for coffee – we go to be with people. We go to immerse ourselves in an environment where pleasant aromas are an honored perception and the pseudo-intellectual vibe compels us to write in our journals and have deep conversations.

However, we need a new mall, a destination to escape the heat or the cold and be with other lonely hearts. It was a place to play make believe games with my kids while surrounded by a safe, pleasant environment. The new mall might be a gaming center with unique foods. It will have some infrastructure that justifies our trip. Maybe VR and fresh spices. Maybe live entertainment and interactive games. These will draw us together as we enjoy our wearable technology and play communal games, pausing to nibble on wasabi-infused couscous on a bed of sun-dried kale.

Whatever it is, we need a new shopping mall experience.





Monday, November 2, 2020

Instructor Bias in Higher Education


This has been in my syllabus for a number of years and I try hard to follow it. The lectern should not be used for unfair advantages. Faculty have opinions, but opinions on many topics can be unfairly imputed onto students. 

Instructor Bias

My goal is that you learn how to think and not what to think.  By its nature, design requires creative (and very human) approaches.  These approaches can be influenced by tradition and an experientially rooted bias.  Your educational experience should not include receiving any sort of instructor indoctrination.

Where controversial issues arise, I may present information from sources representing differing views from which you can develop your own opinion.  These writings will be appropriate and professional presentations of the topics.  However, unlike me, you have the right to present your opinions in class, which other students can debate.  As an instructor with an unfair access to the podium, I do not share in that privilege.  Think for yourself!  However, design critiques are an important part of design education and these critiques should not be taken personally, they are intended for your benefit.

Monday, July 27, 2020

What about my dioxin footprint?





Carbon footprint has become a simplistic tagline for environmental impact. This term seems to discount concerns for profoundly hazardous chemicals. There are 187 hazardous air pollutants, that in the US, are controlled by the EPA. I have them listed at the bottom.

These pollutants can cause things such as cancer, birth defects, impaired lung function, and reduced fertility. They can also cause harm to the nervous system, cardiovascular, and brain.
I worry more about mercury and dioxin footprint than carbon footprint. I think the old-fashioned word “pollution” is better than “carbon footprint”. Everyone concerned with the environment should understand the notion of embodied energy, which considers the energy (and pollution) associated with a product, including things we don’t think about, such as mining, transportation, administration, disposal, etc.

Bad products that are expensive and then soon discarded always have a high embodied energy. Recycling has environmental impact, which is why reducing consumption is at the top of the “reduce, reuse, recycle” mantra. Likewise, sequestering carbon artificially is not environmentally neutral – I’m a big fan of living trees for obvious reasons!

Personally, I think fine particulates (e.g., PM2.5) are the biggest immediate pollution concern. It is very sad to watch children running around outside enjoying the use of their healthy lungs and bodies while breathing all the nasty particulates in which we immerse them.

What level of sophistication is required by people that regulate us?


EPA’s Current List of Air Toxics

Acetaldehyde
Acetamide
Acetonitrile
Acetophenone
2-Acetylaminofluorene
Acrolein
Acrylamide
Acrylic acid
Acrylonitrile
Allyl chloride
4-Aminobiphenyl
Aniline
o-Anisidine
Asbestos
Benzene (including benzene from gasoline)
Benzidine
Benzotrichloride
Benzyl chloride
Biphenyl
Bis(2-ethylhexyl)phthalate (DEHP)
Bis(chloromethyl)ether
Bromoform
1,3-Butadiene
Calcium cyanamide
Caprolactam
Captan
Carbaryl
Carbon disulfide
Carbon tetrachloride
Carbonyl sulfide
Catechol
Chloramben
Chlordane
Chlorine
Chloroacetic acid
2-Chloroacetophenone
Chlorobenzene
Chlorobenzilate
Chloroform
Chloromethyl methyl ether
Chloroprene
Cresols/Cresylic acid (isomers and mixture)
o-Cresol
m-Cresol
p-Cresol
Cumene
2,4-D, salts and esters
DDE
Diazomethane
Dibenzofurans
1,2-Dibromo-3-chloropropane
Dibutylphthalate
1,4-Dichlorobenzene(p)
3,3-Dichlorobenzidene
Dichloroethyl ether (Bis(2-chloroethyl)ether)
1,3-Dichloropropene
Dichlorvos
Diethanolamine
N,N-Dimethylaniline
Diethyl sulfate
3,3-Dimethoxybenzidine
Dimethyl aminoazobenzene
3,3'-Dimethyl benzidine
Dimethyl carbamoyl chloride
Dimethyl formamide
1,1-Dimethyl hydrazine
Dimethyl phthalate
Dimethyl sulfate
4,6-Dinitro-o-cresol, and salts
2,4-Dinitrophenol
2,4-Dinitrotoluene
1,4-Dioxane (1,4-Diethyleneoxide)
1,2-Diphenylhydrazine
Epichlorohydrin (l-Chloro-2,3-epoxypropane)
1,2-Epoxybutane
Ethyl acrylate
Ethyl benzene
Ethyl carbamate (Urethane)
Ethyl chloride (Chloroethane)
Ethylene dibromide (Dibromoethane)
Ethylene dichloride (1,2-Dichloroethane)
Ethylene glycol
Ethylene imine (Aziridine)
Ethylene oxide
Ethylene thiourea
Ethylidene dichloride (1,1-Dichloroethane)
Formaldehyde
Heptachlor
Hexachlorobenzene
Hexachlorobutadiene
Hexachlorocyclopentadiene
Hexachloroethane
Hexamethylene-1,6-diisocyanate
Hexamethylphosphoramide
Hexane
Hydrazine
Hydrochloric acid
Hydrogen fluoride (Hydrofluoric acid)
Hydrogen sulfide
Hydroquinone
Isophorone
Lindane (all isomers)
Maleic anhydride
Methanol
Methoxychlor
Methyl bromide (Bromomethane)
Methyl chloride (Chloromethane)
Methyl chloroform (1,1,1-Trichloroethane)
Methyl ethyl ketone (2-Butanone)
Methyl hydrazine
Methyl iodide (Iodomethane)
Methyl isobutyl ketone (Hexone)
Methyl isocyanate
Methyl methacrylate
Methyl tert butyl ether
4,4-Methylene bis(2-chloroaniline)
Methylene chloride (Dichloromethane)
Methylene diphenyl diisocyanate (MDI)
4,4'-Methylenedianiline
Naphthalene
Nitrobenzene
4-Nitrobiphenyl
4-Nitrophenol
2-Nitropropane
N-Nitroso-N-methylurea
N-Nitrosodimethylamine
N-Nitrosomorpholine
Parathion
Pentachloronitrobenzene (Quintobenzene)
Pentachlorophenol
Phenol
p-Phenylenediamine
Phosgene
Phosphine
Phosphorus
Phthalic anhydride
Polychlorinated biphenyls (Aroclors)
1,3-Propane sultone
beta-Propiolactone
Propionaldehyde
Propoxur (Baygon)
Propylene dichloride (1,2-Dichloropropane)
Propylene oxide
1,2-Propylenimine (2-Methyl aziridine)
Quinoline
Quinone
Styrene
Styrene oxide
2,3,7,8-Tetrachlorodibenzo-p-dioxin
1,1,2,2-Tetrachloroethane
Tetrachloroethylene (Perchloroethylene)
Titanium tetrachloride
Toluene
2,4-Toluene diamine
2,4-Toluene diisocyanate
o-Toluidine
Toxaphene (chlorinated camphene)
1,2,4-Trichlorobenzene
1,1,2-Trichloroethane
Trichloroethylene
2,4,5-Trichlorophenol
2,4,6-Trichlorophenol
Triethylamine
Trifluralin
2,2,4-Trimethylpentane
Vinyl acetate
Vinyl bromide
Vinyl chloride
Vinylidene chloride (1,1-Dichloroethylene)
Xylenes (isomers and mixture)
o-Xylenes
m-Xylenes
p-Xylenes
Antimony Compounds
Arsenic Compounds (inorganic including arsine)
Beryllium Compounds
Cadmium Compounds
Chromium Compounds
Cobalt Compounds
Coke Oven Emissions
Cyanide Compounds
Glycol ethers
Lead Compounds
Manganese Compounds
Mercury Compounds
Fine mineral fibers
Nickel Compounds
Polycyclic Organic Matter
Radionuclides (including radon)
Selenium Compounds