Simulating Morphogenesis

I am a graduate student at Monash University. My research is in the domain of computer graphics, where I am attempting to grow organic three dimensional forms using models inspired by real biological development. The presented animation demonstrated the simulated development of a virtual organism reminiscent of a starfish or sea urchin. As in a real developing organism the cells of the virtual organism divide and communicate, adding more complexity to the initially simple form. The behaviour of the cells result in the development of limbs, giving rise to the starfish-like appearance of the final organisms

A Developmental System for Organic Form Synthesis

Abstract. Modelling the geometry of organic forms using traditional CAD or animation tools is often difficult and tedious. Different models of morphogenesis have been successfully applied to this problem; however many kinds of organic shape still pose difficulty. This paper introduces a novel system, the Simplicial Developmental System (SDS), which simulates morphogenetic and physical processes in order to generate specific organic forms. SDS models a system of cells as a dynamic simplicial complex in two or three dimensions that is governed by physical rules. Through growth, division, and movement, the cells transform the geometric and physical representations of the form. The actions of the cells are governed by conditional rules and communication between cells is supported with a continuous morphogen model. Results are presented in which simple organic forms are grown using a model inspired by limb bud development in chick embryos. These results are discussed in the context of using SDS as a creative system.

Letter, Benjamin Porter to Peleg Clarke Jr., January 4, 1863

This handwritten letter, dated January 4, 1863, is written from Benjamin Porter to Peleg Clarke Jr., in reply to Clarke\u27s letter, letting Clarke know the procedure he needs to follow to file a valid claim against the government.https://scholarsjunction.msstate.edu/fvw-manuscripts-clarke/1038/thumbnail.jp

Teaching computer science to 5-7 year-olds:an initial study with Scratch, Cubelets and unplugged computing

Changes to school curriculums increasingly require the introduction of computer science concepts to younger children. This practical report compares three existing tools for teaching computer science concepts: unplugged computing, tangible computing and MIT's Scratch. We specifically focus on the use of these tools for school pupils aged 5--7. We describe a comparative study with 28 pupils from three rural UK primary schools that explores engagement with, and effectiveness of, each tool. As far as we are aware this is the first such comparative study of its kind. We demonstrate that the studied tools can be used to successfully introduce core computer science concepts to pupils as young as 5 years of age, that the methods used by teachers to deliver computing curriculums may greatly impact the learning outcomes, and that particular care needs to be taken to ensure that pupils focus on learning concepts rather than learning tools

A Defense of the Moral Praiseworthiness of Anger

In this paper, I challenge criticisms concerning the moral use of anger in recent debates. Recently criticisms have emerged claiming that anger either always carries with it an irrational desire or that anger causes one to habituate negative character traits. I challenge the conception of anger which leads to these objections by appealing to our common notions and intuitions concerning the emotion. I then provide an account of anger as a desire to overcome impediments to our general well-being with a focus on human dignity. I argue that my account of anger does not fall victim to these criticism and conclude that the emotion of anger properly constrained can be used in a morally praiseworthy manner