April 28, 2002

The n_Gen Design Machine


The n_Gen Design Machine is a rapid prototyping graphic design engine that generates savable graphic files from the user's own text content filtered through n_Gen's Design Modules. The latest release of n_Gen (v 0.98d) and Design Modules (PINK SERIES) are now available for download.

The n_Gen Design Machine is developed by Move Design, Inc., a San Francisco visual communication design firm. n_Gen represents an attempt to define a new design methodology, one that harnesses the computer?s powerful simulation and automation capabilities, freeing the user to focus on design decisions. A little bit like gardening, a bit like genetic engineering, with a touch of gambling thrown in.
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April 26, 2002

The Guggenheim has a stunning

The Guggenheim has a stunning site. I loved the motorcycle show and the on-line version is very good. The main entry page presents tiny thumbnails of every bike in the show. Click to see pictures, stories, specs, different views. Lots of information is close at hand.

The collection of French art from Russian collections is breathtaking. You simply have to see it. Music is matched to the individual painter. History is well-told, an audio narrative to set the context and written historical info on each canvas. It's easy to figure out. You can zoom in on the pictures. And the art is definitive. Perfecto.

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People signing at UVA

People signing at UVA

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April 23, 2002

The Mind of the Market:

The Mind of the Market: Extending the Frontiers of Marketing Thought

The ZMET method is modeled after some basic theories of the human mind. The list of these theories is long, but includes the following ideas:


  • Conscious thoughts occur as images.

  • Most thought, emotion and learning occur without awareness.
  • Emotion and reason are equally important.
  • Cognition is embodied.
  • Memory is story-based and readily distorted.

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April 18, 2002

Reference list for Envisioning Learning

Reference list for Envisioning Learning

Organigraphs: Drawing How Companies Really Work, HBR Sept-Oct 1999. cheatsheet.

Vision, a great graphic of eye+brain on the website of high school teacher Kevin C. Hartzog

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April 14, 2002

Envisioning Learning, a new paper


Envisioning Learning, a new paper by yours truly

With that behind me, I'm reading David Sibbet's classic I See What You Mean! It's a workbook for learning to do group graphics. I intend to incorporate visuals in my consulting engagements from now on.

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April 11, 2002

Globally Accelerating Performance and


Globally Accelerating Performance and Change

Michael Doyl, Founder, MemeWorks

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April 09, 2002

I don't have enough time.

I don't have enough time.

Not!

It's really beginning to irritate me when someone complains, "I don't have enough time." Why? Well, you have the same amount of time as you always have. Often, saying you don't have enough time means, "I don't have enough time for you."

Since the amount of clock time you have is fixed, in fact it's a rare constant in this topsy-turvy world, saying you don't have enough is simply a statement of your priorities. It's short for, "I don't have enough time for X."

A friend of mine is going through a divorce, a move, looking for a job, watching after two kids, and tending some messy, third-world, hardly-know-em houseguests. When she said she didn't have enough time to continue with our group, she was saying that more immediate needs were being forced upon her. Time wasn't the issue so much as fate having dealt her a rotten hand to play. Twenty-four hours a day of relationship and moving and job anxiety is a bitch. Jamming forty-eight hours of misery into every day is obviously not the solution.

A colleague and I are wrangling because I suggested her work was less than useful in getting a report done. The reply came back that in her "not so spare time." she had gotten the ball rolling. On one level, I'm angry that I wasted my time decoding what she'd written. On another, the "not-so-spare time" comment carries with it the hint that her time is worth more than mine. Or than somebody's. Aside from that, it confuses effort with results.

Hearing someone complaining not having time is about as pleasant as hearing about their flu symptoms or the time they laughed so hard they blew milk out their nose. Better to tell it like it is. For example,

    "I am having a tough time sorting out my priorities."

    "I have so much time that I can waste some complaining about the tough time I'm having sorting out my priorities."

    "You're using your time on such pitiful activities that it's worth your while to listen to me drone on about the inevitable. How about the economy, eh?"

    "When I can't get my life in order, I blame external factors like time instead of shouldering responsibility for the choices I have made."

I'd tell you more but the dogs are hungry, I haven't finished doing my taxes, and the house needs vacuuming.

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The Alphabet Versus the Goddess

The Alphabet Versus the Goddess

"Nothing vast enters the life of mortals without a curse." Sophocles

In this groundbreaking book, Leonard Shlain, author of the bestselling Art & Physics, proposes that the process of learning alphabetic literacy rewired the human brain, with profound consequences for culture. Making remarkable connections across a wide range of subjects including brain function, anthropology, history, and religion, Shlain argues that literacy reinforced the brain's linear, abstract, predominantly masculine left hemisphere at the expense of the holistic, iconic feminine right one. This shift upset the balance between men and women initiating the disappearance of goddesses, the abhorrence of images, and, in literacy's early stages, the decline of women's political status. Patriarchy and misogyny followed.



Shlain goes on to describe the colossal shift he calls the Iconic Revolution, that began in the 19th century. The invention of photography and the discovery of electromagnetism combined to bring us film, television, computers, and graphic advertising; all of which are based on images. Shlain foresees that increasing reliance on right brain pattern recognition instead of left brain linear sequence will move culture toward equilibrium between the two hemispheres, between masculine and feminine, between word and image. A provocative, disturbing, yet inspiring read, this book is filled with startling historical anecdotes and compelling ideas. It is a paradigm shattering work that will transform your view of history and mind.

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from The Alphabet vs The

from The Alphabet vs The Goddess


3,000,000 - 2,900,000 years ago

Hominids differentiate away from other primates by becoming meat-eaters instead of vegetarians.
Extended childhood¼s of hominid babies require prolonged attention from hominid mothers.
Males of the species predominately engage in hunting and killing.
Females primarily engage in nurturing and gathering.
Hominids become the first species of social predators in which the females do not participate in hunting and killing.
200,000 - 90,000 years ago
Language develops.
Homo Sapiens differentiate away from hominids.
Language requires complete rewiring of human brains.
Over 90% of language modules placed in the left hemisphere of right handed humans who comprise 92% of the population.
Split Brain phenomenon becomes highly exaggerated only in humans.
Most hunting and killing strategies placed in left hemisphere.
Most nurturing and gathering strategies placed in the right side.
40,000 - 10,000 years ago
Homosapiens organize into highly effective hunter/gatherer societies.
Division of labor between sexes diverges more than in any other species.
Males hunt and females nurture.
Each sex develops predominate modes of perception and survival strategies to deal with the exigencies of life.
Left hemispheric specialization leads to an increased appreciation of time.
Humans become first animals to realize they will personally die.
Awareness of death leads to formation of supernatural beliefs.
Societies in which hunting is a more reliable source of protein than gathering elevate hunting gods over vegetative goddesses.
Societies in which gathering is a more reliable source of protein than hunting elevate vegetative goddesses over hunting gods.
In general, hunter/gatherer tribes worship a mixture of both spirits.
10,000 - 5,000 years ago
Agriculture discovered/ Domestication of animals discovered.
Crops need to be tended / flocks need to be nurtured.
Female survival strategy of gathering and nurturing supersedes male hunting killing one.
All early agrarian peoples begin to pray to an Earth Goddess responsible for the bountifulness of the land and fertility of the herds.
She awakens the land in springtime and metaphorically resurrects Her weaker, smaller dead son/lover.
5,000 - 3,000 years ago
Writing invented.
Left hemispheric modes of perception, the hunting/killing side, reinforced.
Literacy depends on linear, sequential, abstract and reductionist ways of thinking - the same as hunting and killing.
Early forms of cuneiform and hieroglyphics difficult to master.
Less than 2% literate.
Scribes become priests and new religions emerge in which the god begins to supercede the goddess.
45,000 - 3,000 years ago
Alphabet invented.
Extremely easy to use.
Near universal literacy possible.
Semites - Canaanites, Phoenicians, and Israelites - become first peoples to become substantially literate.
First alphabetic book is the Hebrew bible.
Goddess harshly rejected from Israelite belief system.
God loses His image.
To know Him, a worshipper must read what He wrote.
Images of any kind proscribed in first culture to worship written words.
3,000 - 2,500 years ago
Greeks become the second literate culture.
While not rejecting images, they suppress women's rights.
Athens and Sparta were two societies that shared the same language, gods, and culture and were in close proximity.
Women had few rights in Athens: Women wielded considerable power in Sparta.
Athenians glorified the written word: Spartan cared little about literacy.
Socrates disdained writing and wrote nothing down. He held egalitarian views.
Plato wrote extensively of what Socrates said. Not as generous toward women as Socrates.
Aristotle represents Greek passage from an oral society to a literate one. He taught that women were an inferior subspecies of man.
2,500 years ago
Buddha becomes enlightened in India.
Buddha, though literate, writes nothing down.
Teaches love, equality, kindness, and compassion.
His words are canonized in an alphabetic book 500 years later.
Book purports to show the Buddha had negative opinions about women, sexuality, and birth.
Taoism and Confucianism arise in China.
Taoism embodies feminine values: no attempt to control others, promotes Mother Nature as a guide.
Confucianism touts masculine values: structures patriarchal society, touts Father Culture.
Two systems of belief coexist in relative equilibrium until the Chinese invent the printing press in 923 AD Literacy rates soar.
Soon after, Taoism declines and Confucianism becomes China's dominant belief system.
Women's foot binding begins in 970 AD and becomes a common practice.
Taoism transmutes into a hierarchy with sacred texts and temple priests.
Taoist priests expected to be celibate Women's rights plummet.
In nearby Asian cultures that do not embrace literacy, women's rights remain high.
2,000 - 1,500 years ago
Roman Empire achieves near universal alphabetic literacy rates due to the stability of Pax Romana, tutors from Greece, papyrus from Egypt and an easy to use Greek and Latin alphabet.
New religion emerges based on the sayings of a gentle prophet named Jesus.
His oral teachings embody feminine values of Free Will, love, compassion, non-violence, and equality.
Jesus writes nothing down.
Women play prominent role in new religion.
Paul commits to writing what he interprets to be the meaning of the Christ event.
Subsequent Gospel writers detail Christ's crucifixion, death and resurrection.
Creed that evolves increasingly emphasizes masculine values of obedience, suffering, pain, death, and hierarchy.
Alphabetic text becomes canonized in 367 AD Women banned from baptizing or conducting sacraments.
Ordered to back of the church and ejected from the choir.
Christians destroy Roman images.
1,500 - 1,000 years ago
Rome falls to barbarian invasions.
Literacy lost in secular society.
Dark Ages begin.
When stage of history re-illuminated in the 10th century, women enjoy high status.
Age suffused with love of Mary.
People know her through her image not her written words.
Women mystics revered.
Women Cathars and Waldensians baptize.
Abbesses lead major monasteries.
Chivalric code instructs men to honor and protect women.
Courtly love becomes all the fashion.
Cathedrals dedicated to Notre Dame.
Religious art flourishes.
Few outside the Church can read and write.
1000 - 1453
High Middle Ages characterized by a renewed interest in literacy.
Commerce demands literate clerks. Literacy rates climb.
Masculine values begin to reassert dominance over feminine ones.
Renaissance begins. Cult of the individual encourages male artists, male thinkers, and macho themes in art.
1454 -1820
Gutenberg's printing press makes available alphabet literacy to the masses.
Books become affordable.
Literacy rates soar in those countries affected by the printing press.
Tremendous surge in science, art, philosophy, logic, and imperialism.
Women's rights suffer decline.
Women mystics now called witches.
1517 - 1820
Protestant Reformation breaks out fueled by many who can now read scripture.
Protestants demand the repudiation of the veneration of Mary, the destruction of images.
Protestant movement becomes very patriarchal.
Ferocious religious wars break out fought over minor doctrinal disputes.
Torture and burning at the stake become commonplace.
Hunter/killer values in steep ascendance only in those countries impacted by rapidly rising alphabetic literacy rates.
1465 - 1820
After the Bible, the next best selling book is the Witch's Hammer; a how-to book for the rooting out, torture, and burning of witches.
Witch craze breaks out only in those countries impacted by the printing press.
Germany, Switzerland, France, and England have severe witch-hunts. All boast steadily rising literacy rates.
Russia, Norway, Iceland, and the Islamic countries bordering Europe do not experience witch-hunts. The printing press has a negligible impact on these societies.
Estimates range that between 100,000 women to the millions were murdered during the witch-hunts.
There is no parallel in any other culture in the world in which the men of the culture suffered a psychosis so extreme that they believed that their wise women were so dangerous that they had to be eliminated.
1820 - 1900
Invention of photography and the discovery of the electromagnetic field combine to bring about the return of the image.
Photography does for images what the printing press had accomplished for written words: it made reproduction of images inexpensive, easy, and ubiquitous.
Right hemisphere called upon to decipher images more than the left.
Egalitarianism becomes a motif in philosophy.
Protestantism softens its stance toward women.
Mary declared born of Immaculate Conception by the Church elevating her status.
Nietzsche declares "god is dead."
Suffragette movement coalesces in 1848.
1900 - 1950
Photography and electromagnetism combine to introduce many new technologies of information transfer.
Telegraph, radio, film, and telephone reconfigure the world.
Communists demand redistribution of wealth.
Capitalists demand less government interference.
Natives restless, servants surly; everywhere paternalism is in retreat.
Women receive the vote in 1920 in the U.S. and 1936 in England.
Russia, an oral society recently becomes literate in the 19th century.
Great burst of male creativity.
Outbreak of religious intolerance against the Jews.
Russian Communism repeats all the madness of Europe's first brush with alphabet literacy.
Hitler, armed with a microphone and radio, hypnotizes Germany, one of the most literate countries of the world.
Mother Russia, an oral society, is bedeviled by literacy.
Germany, the Fatherland, becomes susceptible to madness by oral technology.
1950 - 2000
Popularity of television explodes after the end of WWII.
Television requires different mode of perception than television.
Iconic information begins to supersede text information.
Image of the atomic bomb blast and earth beamed back from space change the consciousness of the world more than any written books.
Society begins to elevate feminine values of childcare, welfare, healthcare, and concern for the environment.
Feminist movement of the 60s occurs in the first television generation.
World wars abate among the literate countries affected by television image.
Invention of personal computer greatly changes the way people interact. Graphic icons increasingly replace text commands.
Internet and WorldWideWeb based on feminine images of nets and webs. Iconic Revolution begins.
Everywhere alphabets come into usage religions based on sacred alphabetic books come into being.
These all share certain characteristics.
Women banned from conducting religious ceremonies.
Goddesses declared abominations.
Representative art in the form of images declared "idolatry."

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April 06, 2002

Another case of "The book

Another case of "The book was more fun than the movie because the color was better" --



April 6, 2002





Realism May Be Taking the Fun Out of Games

By EDWARD ROTHSTEIN

n games, reality can seem beside the point. Carved boards, decorated cards, dotted cubes and colored pebbles become instruments of war. The fate of a bouncing spheroid determines one's fortunes. The more artificial an object is, the more arbitrary the restrictions are on its movements, the simpler the rules governing the play, the more powerful a game seems to become. A game establishes its own world.

Yet over the last two decades, the evolution of video games has involved a quest for the opposite. One of the major goals of video game systems has been to simulate the real, to create images so lifelike, and movements so natural that there is no sense of artifice. There really is a haunted house being explored, a football team arrayed on a field, a car racing at 150 miles an hour through a city street. In the early years of arcade games, invaders from space were squiggly white doodles arranged in rows, threatening a player with oblivion. Now they can speak, gush green blood and wield advanced weaponry.



These are the two poles of the video game, still evident in the latest systems. But however different in character, the games share important preoccupations. The classic board game or card game begins with the rules; then comes the play. In video games the play begins and only gradually do the rules emerge. Finding the rules is part of the game.

What powers do they provide and what do they forbid? Can those rules be violated at all? And is everything revealed or can something be found by testing those limits? The spirit of violation is built into the video game; so is a demand for submission.

In this struggle, technology is an emblem of both the game's limits and its promises; it helps determine what can and cannot be done. And game designers ? like game players ? keep exploring those boundaries. But through every gaming generation, no matter what the technology, the player is still the classic adolescent: at once uncertain and arrogant, proud and disgusted, resenting the demands being made and, finally, cherishing the ability to master them.

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April 05, 2002

USGS Mapping Archive


USGS Mapping Archive

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