Moving this blog to WordPress

New Blather blog here!

I'm switchin' to WordPress ... finally. I've been meaning to for a while, and the latest version of WordPress, 2.6, seems quite nice. I also wanted to fool around with themes since I have to change the theme for The Compose Pile podcast and wanted to experiment first.

Also, Blather will hopefully be partly a podcast as well, with mostly me reading and commenting on my own posts... just short 5-10 minute blurbs most likely. That's the plan at least.

Check it out here and update your bookmarks and feeds. :-) This will be the last post for this Blogger version of the blog; but I'll keep it up for posterity... er... something.

High School Memories

One of my friends from high school uploaded a high school video project we made to YouTube. It really brought back a lot of hilarious memories... a lot of inside jokes though.



He also uploaded a lot of the PowerPoints we did in high school. Instead of doing boring text-based presentations, we often created primitive animations and recorded our voices so that we wouldn't have to do much talking during our presentations. My friend wrote some great descriptions of the projects; I had forgotten a lot about them, so reading the descriptions almost had me in tears laughing.

Though I still don't believe I gained much from going through high school and still believe high schools should be abolished, it was great remembering the more hilarious times.

Genius thoughts

My first proposition is that "genius" is like "greatness" ... it is an abstract concept the comes from our human brains, it is a word that describes what we think of something.

That said, it's subjective. It is not objective. Some people don't seem to like the notion of subjective greatness or subjective genius. They ask "who was the greatest composer?" or "how can we know the greatest music when we hear it?" They don't seem to understand the notion that "greatness" is a thought, a psychological factor. It is not like size or mass, properties that manifest themselves in the physical touchable world.

So ... what or who is "genius" is completely subjective. However, I think we're raised in a world that doesn't like to admit that.

Secondly, everyone is pretty intelligent. I think we often think of math skills as being the biggest "genius" factor ... how well someone can do calculations in their head or how well they can do in a math competition or on a math test become measurements of "genius."

But if you learn anything from studying artificial intelligence, from trying to make a computer do some simple human tasks, you realize how hard some human feats are. Being able to see a picture and instantly recognize all kinds of objects and structures in milliseconds ... pretty amazing. Being able to balance on one foot, being able to fall forward just enough to put enough weight on the other foot as when walking ... pretty amazing. Being able to hear sounds and interpret meanings out of them quickly, being able to structure new sentences with new meanings in seconds, being able to think in images and to have ideas and to decide what to do one morning ... all pretty amazing things.

But they don't really seem that amazing in the real world. Why? Because everyone can do them. Even the dumbest idiot can walk and talk. But the smartest robot who can calculate faster than the human calculator, who can beat a grandmaster in chess, can't walk or talk, not with the ease of a human.

So perhaps we like to think of a "genius" not necessarily as someone who's "really smart" but as someone who's just plain special, someone who can do things that most people can't. (Especially if it involves math.)

Which brings me to my next proposition: anyone can do just about anything. Not everything, but anything, with dedication. That is, sometimes it's dedication that we replace with "genius" ... after all, dedication can be extremely hard. Have you tried writing a book lately? Yikes.

Or take piano playing. Often those who can play very well are deemed intelligent, smart, smarter than average at least. I wouldn't disagree of course (least of all because I can't play myself), but I do believe it's something anyone can learn, anyone who's willing to give it dedication.

That's probably not much of a proposition ... you probably knew that already, huh? I don't know. Sometimes I meet people and they feel like it's "too late" for them ... or they feel like if they weren't "born with the talent" then there's no way to gain it, even though it seems to me that all talent is gained through dedication.

All that said, yes, I do agree that some people can learn certain things faster than others. Some people have certain subjects come to them more quickly. Is that perhaps the measure of genius?

It's kind of sad how we all might have some instinctive need to feel special, yet at the same time we can recognize that we can't really be, not how we'd like to be.

I don't know what I'm talking about anymore, I'm just blathering. That's what this blog is for. Reading back over this post, I already sort of disagree with myself in some parts. Oh well. What do you think? Truth is an emergent property, eh?

People like to suffer!

Cloverfield review

I saw Cloverfield the other night. At first I thought the hand held camera perspective would make me dizzy. I thought I'd hate it, as I am generally not a fan of the "shaky camera" effect at all... but it worked in this film. It reminded me a bit of the awesome long shots in Children of Men. Although Cloverfield is supposed to be all from the perspective of a handheld camera, I must say, the camera gives excellent quality shots, and the people holding it are very good at constantly showing enough of the action to be satisfying. Sometimes when I'm watching home movies from yesteryears, I can't stand how whoever was holding the camera let it tilt toward the floor too much or zoomed in too much or whatever. In other words, the character holding the hand held camera had a pretty good sense of cinematography. Even when he drops the camera, he amazingly drops it in just the right way that we'll still get to see something interesting.

Anyway, I thought the special effects of the movie were fantastic, and they reminded me of the great effects in War of the Worlds. There is always something nightmarish about large things in the sky... that vastness of something incredible that you can only see from a distance. Ya know what I mean? I've had nightmares in which there are giant planets filling up the sky, or there are gigantic space ships flying over head, so distant that they look two dimensional, but so large that they take up your field of vision. If you don't know what I mean... I don't know... what's wrong with you?

I liked that none of the actors in the film were familiar to me, that made the story a bit more believable. If someone famous had been cast it would have been awkward. However, I thought the actors they did cast weren't very good at acting. Maybe it was the story and the script, but their performances didn't come across as believable to me. They came across as high school drama students reciting lines.

I think it was the story and the script. While the special effects were fantastic and the cinematography was great, the story was just... bleh... I didn't get it. Then again, I'm not sure I could've come up with anything better.

I really loved the end credit music, composed by good old Michael Giacchino. He needs to score some more films.

So, overall I'd rate Cloverfield a 6 out of 10. What it lacks in story and acting it makes up for in amazing visuals. And I've seen much worse stories anyway.

I think it would have made a rather nice musical. They should've hired Sondheim. That would have been awesome.

An Impulse Buy

The other day the phone rang and I picked it up and it was my father at Best Buy telling me about computers on clearance, as my mother was thinking of buying one. I thought the deal was pretty good, so I drove over and bought the computer meself! It's fast, has got about a 600 GB hard drive, and 3 GB of RAM, an okay graphics card, all for a low price. Definitely nicer (and of course more up to date) than my other four year old computer that I bought before college (which is, by the way, in pretty good shape for four years of use). I needed a new graphics card and more memory, so for probably a little more than the same, I bought a new computer.

I hadn't planned on buying a new computer quite yet, so this was definitely an impulse buy. But thus far I'm pleased with it, even though I already used up 100 GB installing software and putting on the music I had on my other computer. But I still have 500 GB, so I've got plenty of space... plus my external which still has 400 GB left if I need it. So memory won't be an issue for a while, I do suppose.

Anyway, in other news, I worked a bit more on my book on melody. Actually, I didn't do much writing, I mostly did some planning. Ah ... planning.

In other news, I finished the book How Computer Games Help Children Learn. I first expected it to talk about popular video games and their effects on children, but it was actually more about epistemology and how children come to learn anything in the first place. It then applies epistemological factors to games in general, showing how someone might learn something from any sort of game at all. It goes over case studies of quite elaborate games, and hints at how the properties of such games could be applied to the popular video games of today.

It would be very good for teachers to read as it makes some very important points. For example, students have to care about their work. Morphing a subject into a quiz game is practically useless. "History Jeopardy time!" is a lame stupid useless way to incorporate a game into a classroom; it's not going to automatically make students care about history, nor will the content of the game last long afterwards.

My only qualm with the book is that to prove children have learned, it quotes the children themselves, and I know from experience that children are certainly willing to lie. I went to a summer program in middle school, and at the end we had to fill out evaluations. Being young and not very critical, I gave the program a good review on the evaluation. After all, this would please everyone, right? If I was honest about my opinion of thinking the program was a waste of time, who'd listen? Wouldn't that make me seem like a whiny little dork? Wouldn't the grown ups take it as an insult?

Not that I believe all the students quoted in the book are lying, just that I took them with a grain of salt. But what more can you ask for as proof? (Or 'evidence' I guess I should say.) When someone asks you "does this dress make me look fat?" the question begs a lie or jerkfulness, doesn't it?