Academic literature on the topic 'Animated sticker'

Japan's first weekly, 30-minute animated TV series, Tetsuwan Atomu (Astro Boy), is not only commonly regarded as the first instance of what is now known as `anime'; it is also regarded as the point of emergence of the commercial phenomenon of character-based merchandizing. Interesting enough, it is not so much Tetsuwan Atomu the TV series as the practice of including Atomu stickers as premiums in the candy maker Meiji Seika's chocolate packages that really ignited the character merchandizing boom. The key to the success of the stickers — along with the use of the already popular figure of Atomu — was their ability to be stuck anywhere, and seen anytime. This anytime-anywhere potential of the stickers arguably led to the new communicational media environment and the cross-media connections that characterize the anime system and the force which drives it: the character. Part historical, part theoretical, this article will explore the thesis that it was the `medium' of stickers that led to the development of the character-based multimedia environment that is a key example of — and perhaps even a precursor to — the ubiquity of media that is the theme of this journal issue.

Nature is composed of self-propelled, animate agents and inanimate objects. Laboratory studies have shown that human infants and a few species discriminate between animate and inanimate objects. This ability is assumed to have evolved to support social cognition and filial imprinting, but its ecological role for wild animals has never been examined. An alternative, functional explanation is that discriminating stimuli based on their potential for animacy helps animals distinguish between harmless and threatening stimuli. Using remote-controlled experimental stimulus presentations, we tested if wild jackdaws ( Corvus monedula ) respond fearfully to stimuli that violate expectations for movement. Breeding pairs ( N = 27) were presented at their nests with moving and non-moving models of ecologically relevant stimuli (birds, snakes and sticks) that differed in threat level and propensity for independent motion. Jackdaws were startled by movement regardless of stimulus type and produced more alarm calls when faced with animate objects. However, they delayed longest in entering their nest-box after encountering a stimulus that should not move independently, suggesting they recognized the movement as unexpected. How jackdaws develop expectations about object movement is not clear, but our results suggest that discriminating between animate and inanimate stimuli may trigger information gathering about potential threats.

Background and context: Neuroendocrine tumor (NET) is difficult to detect. It's often presented with symptoms common to other diseases. To raise awareness and improve the understanding of NET, the International Neuroendocrine Cancer Alliance (INCA) announced 10th November as the World NET Cancer Day. HOPE FOUNDATION for CANCER CARE has joined the advocacy events since 2011. Aim: To raise awareness and to improve the understanding of NET. Strategy/Tactics: To raise the awareness of the 10 symptoms of NET. To provide correct information about NET. To improve the understanding of NET. Program/Policy process: We held a series of campaigns in November 2017, including: theme decorations in 11 hospitals, 3 parades and shows at public places, a new animation with online marketing and outdoor advertising. By combining online and offline events, we have reached as many people as possible to increase the awareness and improve the knowledge of NET. We built the first as well as the only NET Mandarin Web site ( www.net.org.tw ) Outcomes: We cooperated with 11 hospitals in Taiwan to display educational posters and wall stickers. The information of NET cancers not only reached the public but also oncologists. This event had 3 newspaper reports and 16 online news reports. We conducted 3 educational parades and shows with zebra theme in three main cities in Taiwan. The parade in capital city Taipei gained total 86 reports including 71 online news media, 8 television channels and 7 newspapers. We cooperated with a celebrity artist to create a zebra mascot, which represents international symbol for NET. In addition, we created awareness lightbox advertising and animated video with the mascot to attract public attention and raise awareness of NET. This animated video was published on YouTube platform, and had 504,209 impressions and 208,427 views by 31st December 2017. Moreover, it was broadcasted on taxis in Taiwan as well. It was broadcasted 1,163,248 times during the promotion period. We also implemented an online advocacy plan through Facebook. This plan was designed with 4 posts, which contained a comic strip, an online memory game, a profile picture frame and an animated video. This plan totally had 332,625 impressions and reached 154,089 people on the Internet. What was learned: According to our experience with cancer patients, we realize that utilizing mascot characters to deliver educational information is more easily perceived by the public. This year we designed a new mascot of NET which was applied to animated video and outdoor advertising. Also, we conducted 3 educational parades with zebra theme and traditional Taiwanese features, which opened up a new dimension in advocacy for cancer awareness. Overall, these events received good response from the public and oncologists. The NET Mandarin Web site also showed a significant result with an increase of 98% of monthly page views and 69.7% of new visitors views.

ABSTRACTAmongst the rich and multifaceted landscape of images forged in the Ancient Roman world, the iconographies inspired by the land of the Pharaohs stand out for their originality. More specifically, the object of interest is represented by the nilotic images animated by pygmies equipped with sticks are of interest. The aim of this paper is to identify a semantic fil rouge of these specific nilotic models existing in the Mediterranean world between the I-III centuries d.C., examined through the classical literature and the archaeological sources. Finally, certain conclusions are obtained about the functionality as well as the meaning of the enigmatic sticks preserved to this day through the Roman artistic mirror.RESUMENDentro del rico y multiforme panorama de imágenes forjadas en el mundo romano, por su indudable originalidad destacan las iconografías inspiradas en la tierra de los faraones. Concretamente, suscitan interés las representaciones nilóticas animadas por pigmeos provistos de barritas. En el presente trabajo, el objetivo consiste en el identificar, basándose en el estudio de las fuentes clásicas y en las comparaciones iconográficas de las obras examinadas, un fil rouge semántico de estos específicos modelos nilóticos existentes en la cuenca mediterránea entre los siglos I-III d.C. Finalmente, se obtienen ciertas conclusiones acerca de la funcionalidad tanto como del significado de las enigmáticas barritas preservadas hasta nuestros días a través del espejo artístico romano.

In general, every human being must face problems and trials of life. There are various kinds of problems that come in life, do not know when, where and how these problems come. In dealing with problems, humans have their own ways to overcome these problems. There are those who give up easily and some who can overcome them. In this case the role of emotional intelligence is very important. Especially at the age of adolescence sometimes difficult to control emotions in themselves, resulting in a sense of hopelessness. Therefore, it is necessary to design a media that can be used to socialize the importance of emotional intelligence in adolescent life. The results showed that the concept that was appropriately used to socialize the importance of emotional intelligence in adolescents' lives was the concept of "Emotional Spirit". This concept was chosen to fit the objectives of this socialization as well as the intended target of youth. This 3D animated story was taken based on the true story of a teenager who was able to survive for 49 days in the middle of the ocean. In order for the socialization to run effectively, supporting media such as social media, posters, packaging, t-shirts, roll-up banners, stickers, tote bags and key chains are made. Through the design of the socialization media in the form of 3D animation along with its supporting media, it is expected that the target audience, namely adolescents, can better control their emotions when facing problems.

The bond between a driver and his truck has been the subject of many famous films. If not actual adoration of the vehicle, it certainly is the destiny shared between a living human and a running machine, both heading for a common destination. Who and what else can replace this bond? Here, we see the truck bearing decorations, bumper sticks, script, and pictures of animate and inanimate objects all reflecting the taste and psyche of the driver. This study aims to introduce a thematic analysis into this picturesque look of over a thousand trucks with specific focus on scripts borne by trailers based on the assumption that content of scripts would be representing inner worlds of truck drivers. Photographed as well as internet-based data related to vehicles provided the source for this study. Scripts were thematised, and categorized observing nationality of origin of license plates. With its findings, the study yields valuable results regarding values and beliefs truck drivers of different nationalities hold to themselves. A variety of psychological profiles, harboring feelings such as sadness, joy, dejection, rejection, love, disappointments, anger, vengeance, etc., all expressed through scripts was also surfaced in this study.

Sticker use is an increasingly popular part of daily messaging activity. However, little is known regarding the types, functions, and outcomes of sticker use in authentic online communications. To investigate these phenomena, we analysed sticker use in five small mobile-messaging-facilitated discussion groups initiated by students for course projects in an Asian university. The students used four types of stickers, among which ‘animated picture without text’ was the most frequent. Sticker functions fell into two main categories: as a tone indicator with scope over a textual message, and as a stand-alone illocutionary act. Based on interviews with seven participants, we found disparities between the sender’s intention and the receiver’s interpretation for 34.7% of the stickers, but these disparities did not adversely affect the communication. Implications of the findings are discussed.

Introduction: Shock WavesAs I carefully unfold the delicate piece of crisp white paper, three rogue words wildly jump up off the page before sinking deeply into my skin: “Cold and condescending.” A charge of anger surges up my spine, as these words begin to now expand and affectively resonate: “I found the instructor to be cold and condescending.” Somehow, these words impact me both emotionally and physiologically (Brennan 3): my heart beats faster, my body temperature rises, my stomach aches. Yet, despite how awful I feel, I keep on reading, as if compelled by some inexplicable force. It is not long before I devour the entire evaluation—or perhaps it devours me?—reading every last jarring word over and over and over again. And pretty soon, before I can even think about it, I begin to come undone ...How is it possible that an ordinary, everyday object can pull at us, unravel us even? And, how do such objects linger, register intensities, and contribute to our harm or good? In this paper, we draw upon our collective teaching experiences at college and high school level in order to explore how teacher evaluations actively work/ed to orient our bodies in molar and molecular ways (Deleuze and Guattari 3), thereby diminishing or enhancing our capacity to act. We argue that these textual objects are anything but dead and lifeless, and are vitally invested with “thing-power,” which is the “ability of inanimate things to animate, to act, to produce effects dramatic and subtle” (Bennett 6).Rather than producing a linear critique that refuses “affective associations” (Felski para. 6) and the “bodily entanglements of language” (MacLure, Qualitative 1000), we offer up a mobile conversation that pulls readers into an assemblage of (shape)shifting moments they can connect with (Rajchman 4) and question. While we attend to our own affective experiences with teacher evaluations, we wish to disrupt the idea that the self is both autonomous and affectively contained (Brennan 2). Instead, we imagine a self that extends into other bodies, spaces, and things, and highlight how teacher evaluations, as a particular thing, curiously animate (Chen 30) and affect our social worlds—altering our life course for a minute, a day, or perhaps, indefinitely (Stewart 12).* * *“The autobiographical is not the personal. […] Publics presume intimacy” (Berlant, The Female vii). Following Berlant, we propose that our individual narratives are always tangled up in other social bodies and are, therefore, not quite our own. Although we do use the word “I” to recount our specific experiences of teacher evaluations, we by no means wish to suggest that we are self-contained subjects confessing some singular life history or detached truth. Rather, together we examine the tensions, commonalities, possibilities, and threats that encounters with teacher evaluations produce within and around collective bodies (Stewart). We consider the ways in which these material objects seep deeply into our skin, re/animate moving forces (e.g. neoliberalism, patriarchy), and even trigger us emotionally by transporting us back to different times and places (S. Jones 525). And, we write to experiment (Deleuze and Guattari 1; Stewart 1) with the kind of “unpredictable intimacy” that Berlant (Intimacy 281; Structures 191) speaks of. We resist (as best we can) telos-driven tales that do not account for messiness, disorientation, surprise, or wonder (MacLure, Classification 180), as we invite readers to move right along beside (Sedgwick 8) us in this journey to embrace the complexities and implications (Nelson 111; Talburt 93) of teacher evaluations as corporeal matters. The “self” is no match for such affective entanglements (Stewart 58).Getting Un/Stuck “Cold and condescending.” I cannot help but get caught up in these words—no matter how hard I try. A million thoughts begin to bubble up: Am I a good teacher? A bad person? Uncaring? Arrogant? And, just like that, the ordinary turns on me (Stewart 106), triggering intense sensations that refuse to stay buried. What began as my reaction to a teacher evaluation soon becomes something else, somewhere else. Childhood wounds unexpectedly well up—leaking into the present, spreading uncontrollably, causing my body to get stuck in long ago and far away.In a virtual flash (Deleuze and Guattari 94), I am somehow in my grandmother’s kitchen once more, which even now smells of avgolemono soup, warm bread rising, home. Something sparks, as distant memories come flooding back to change my course and set me straight (or so I think). When I was a little girl and could not let something go, my yiayia (grandmother) Vasiliki would tell me, quite simply, to get “unstuck” (ξεκολλά). The Greeks, it seems, know something about the stickiness of affective attachments. Even though it has been over twenty years since my grandmother’s passing, her words, still alive, affectively ring in my ear. Out of some kind of charged habit (Stewart 16), her words now escape my mouth: “ξεκολλά,” I command, “ξεκολλά!” I repeat this phrase so many times that it becomes a mantra, but its magic has sadly lost all effect. No matter what I say or what I do, my body, stuck in repetition, “closes in on itself, unable to transmit its intensities differently” (Grosz 171). In an act of desperation (or perhaps survival), I rip the evaluation to shreds and throw the tattered remains down the trash chute. Yet, my actions prove futile. The evaluation lives on in a kind of afterlife, with its haunting ability to affect where my thoughts will go and what my body can do. And so, my agency—my ability to act, think, become (Deleuze and Guattari 361)—is inextricably twisted up in this evaluation, with its affective capacity to connect many “bodies” at once (both material and semiotic, human and non-human, living and dead).A View from Nowhere?At both college and school-level, formal teacher evaluations promise anonymity. Why is it, though, that students get to be voices without bodies: a voice that does not emerge from a complex, contradictory, and messy body, but rather “from above, from nowhere” (Haraway 589)? Once disembodied, students become god-like (Haraway 589), able to “objectively” dissect, judge, and even criticise teachers, while they themselves receive “panoptic immunity” (MacLure, Classification 168).This immunity has its consequences. Within formal and informal evaluations, students write of and about bodies in ways that often feel violating. Teachers’ bodies become spectacle, and anything goes:“Professor is kinda hot—not bad to look at!”“She dresses like a bag lady. [...] Her hair and clothing need an update.”“There's absolutely nothing redeeming about her as a person [...] but she has nice shoes.”(PrawfsBlog)Amid these affective violations, voices without bodies re/assemble into “voices without organs” (Mazzei 732)—a voice that emanates from an assemblage of bodies, not a singular subject. In this process, patriarchal discourses, as bodies of thought, dangerously spring up and swirl about. The voyeuristic gaze of patriarchy (see de Beauvoir; Mulvey) becomes habitual, shaping our stories, encounters, and sense of self.Female teachers, in particular, cannot deny its pull. The potential to create and/or transmit knowledge turns us into “risky subjects” in need of constant surveillance (Falter 29). Teacher evaluations do their part. As a metaphoric panopticon (see Foucault), they transform female teachers into passive spectacles—objects of the gaze—and students into active spectators who have “all the power to determine our teaching success” (Falter 30). The effects linger, do real damage (Stewart), and cause our pedagogical performances to fail every now and then. After all, a “good” female teacher is also a “good female subject” who is called upon to impart knowledge in ways that do not betray her otherwise feminine or motherly “nature” (Falter 28). This pressure to be both knowledgeable and nurturing, while displaying a “visible fragility [...] a kind of conventional feminine vulnerability” (McRobbie 79), pervades the social and is intense. Although it is not easy to navigate, the fact that unrecognisable bodies are subject to punishment (Butler, Performative 528) helps keep power dynamics firmly in place. These forces permeate my body, as well, making me “cold” and “unfair” in one evaluation and “kind” and “sweet” in another—but rarely smart or intelligent. Like clockwork, this bodily visibility and regulation brings with it never-ending self-critique and self-discipline (Harris 9). Absorbing these swarming intensities, I begin to question my capacity to effectively teach and form relationships with my students. Days later, weeks later, years later, I continue to wonder: if even one student leaves my class feeling “bad,” do I have any business being a teacher? Ugh, the docile, good girl (Harris 19) rears her ugly (or is it pretty?) head once again. TranscorporealityEven though the summer sun invites me in, I spend the whole day at home, in bed, unable to move. At one point, a friend arrives, forcing me to get up and get out. We grab a bite to eat, and it is not long before I confess my deepest fear: that my students are right about me, that these evaluations somehow mark me as a horrible teacher and person. She seems surprised that I would let a few comments defeat me and asks me what this is really all about. I shrug my shoulders, unwilling to go there.Later that night, I find myself re-reading my spring evaluations online. The positive ones electrify the screen, filling me with joy, as the constructive ones get me brainstorming about ways I might do things differently. And while I treasure these comments, I do not focus too much on them. Instead, I spend most of the evening replaying a series of negative tapes over and over in my head. Somewhat defeated, I slip slowly back into my bed and find that it surprisingly offers me a kind of comfort that my friend does not. I wonder, “What body am I now in the arms of” (Chen 202)? The bed and I become “interporous” (Chen 203), intimate even. There is much solace in the darkness of those lively, billowy blue covers: a peculiar solace made possible by these evaluations—a thing which compels me to find comfort somewhere, anywhere, beyond the human body.The GhostAs a high school teacher, I was accustomed to being reviewed. Some reviews were posted onto the website ratemyteacher.com, a platform of anonymously submitted reviews of kindergarten through 12th-grade teachers on easiness, helpfulness, clarity, knowledge, textbook use, and exam difficulty. Others were less official; irate commentary posted on social media platforms or baldly concise characterisations of our teaching styles that circulated among students and bounded back to us as hearsay and whispered asides. In these reviews, our teacher-selves were constructed: One became the easy teacher, the mean teacher, the fun teacher, or the hard-but-good teacher. The teacher who could not control her class; the teacher who controlled her class excessively.Sometimes, we googled ourselves because it was tempting to do so (and near-impossible not to). One day, I searched various forms of my name followed by the name of the school. One of my students, a girl with hot pink streaks in her hair and pointy studs shooting out of her belt and necklaces, had written a complaint on Facebook about a submission of a final writing portfolio. The student wrote on the publicly visible wall of another student in my class, noting how much she still had left to do on the assignment. Dotting the observation with expletives, she bemoaned the portfolio as requiring too much work. Then, she observed that I had an oily complexion and wrote that I was a “dyke.” After I read the comment, I closed my laptop and an icy wave passed through me. That night, I went to dinner with friends. I ruminated aloud over the comments: How could this student—with whom I had thought I had a good relationship—write about me in such a derisive manner? And what, in particular, about my appearance conveyed that I was lesbian? My friends laughed; they found the student’s comments funny and indicative of the blunt astuteness of teenagers. As I thought about the comments, I realised the pain lay in the comments’ specificity. They demonstrated the ability of the student to perceive and observe a bodily attribute about which I was particularly insecure. It made me wonder about the countless other eyes and glances directed at me each day, taking in, noticing, and dissecting my bodily self (McRobbie 63).The next morning, before school, I stared at myself in the bathroom mirror and dabbed toner on my skin. Today, I thought, today will be a day in which both my skin texture and my lesson plans will be in good order. After this day, I could no longer bring myself to look this student directly in the eye. I was officious in our interactions. I read her poetry and essays with guarded ambivalence. I decided that I would no longer google myself. I would no longer click on links that were pointedly reviews of me as a teacher.The reviewed-self is a ghost-self. It is a shadow, an underbelly. The comments—perhaps posted in a moment of anger or frustration—linger. Years later, though I have left full-time classroom teaching, I still think about them. I have not recovered from the comments though I should, apparently, have already recuperated from their sharp effects. I wonder if the reviews will ceaselessly follow me, if they will shape the impressions of those who google me, if my reviewed-self will become the first and most formidable impression of those who might come to know me, if my reviewed-self will be the lasting and most formidable way I see myself.Trigger Happy In 2014, a teacher at a California public high school posts a comment on Twitter about wishing to pour coffee on her students. Some of her students this year, she writes, make her “trigger finger itchy” (see Oakley). She already “wants to stab” them a mere two weeks into the school year. “Is that bad?” she asks. One of her colleagues screen-captures her tweets and sends them to the school principal and to a local newspaper. They go viral, resulting in widespread condemnation on the Internet. She is named the “worst teacher ever” by one online media outlet (Parker). The media swarm the school. The reporters interview parents in minivans who are picking up their children from school. One parent, from behind the steering wheel, expresses her disapproval of the teacher. She says, “As a teacher, I think she should be held to a higher accountability than other people” (Louie). In the comments section of an article, a commenter declares that the “mutant should be fired” (Oakley). Others are more forgiving. They cite their boyfriends and sisters who are teachers and who also air grievances, though somewhat less violently and in the privacy of their homes (A. Jones). All teachers have these thoughts, some of the commenters argue, they just are not stupid enough to tweet them.In her own defence, the teacher tells a local paper that she “never expected anyone would take me seriously” (Oakley). As a teacher, she is often “forced to cultivate a ‘third-person consciousness,’ to be an ‘objectified subject’” (Chen 33) on display, so can we really blame her? If she had thought people would take her seriously, “you'd better believe I would have been much more careful with what I've said” (Oakley). The students are the least offended party because, as their teacher had hoped, they do not take her tweets seriously. In fact, they are “laughing it off,” according to a local news channel (Newark Teacher). In a news interview, one female student says she finds the teacher’s tweets humorous. They are fond of this teacher and believe she cares about her students. Seemingly, they do not mind that their teacher—jokingly, of course—harbours homicidal thoughts about them or that she wishes to splash hot coffee in their faces.There is a certain wisdom in the teacher’s observational, if foolhardy, tweeting. In a tweet tagged #secretlyhateyou, the teacher explains that while students may have their own negative feelings towards their teachers, teachers also have such feelings for their students. But, she tweets, “We are just not allowed to show it” (Oakley). At parties and social gatherings, we perform the cheerful educator by leaving our bodies at the door and giving into “the politics of emotion, the unwritten rules that feelings are to be ‘privatised’ and ‘pathologised’ rather than aired” (Thiel 39). At times, we are allowed a certain level of dissatisfaction, an eye roll or shrug of the shoulders, a whimsical, breathy sigh: “Oh you know! Kids today! Instagram! Sexting!” But we cannot express dislike for our own students.One evening, I was on the train with a friend who does not work as a teacher. We observed a pack of teenagers, screaming and grabbing at each other’s cell phones. The friend said, “Aren’t they so fascinating, teenagers?” Grumpily, I disagreed. On that day, no, I was not fascinated by teenagers. My friend responded, shocked, “But don’t you work as a teacher…?” It is an unspoken requirement of the job. We maintain relentless expressions of joy, an earnest wonderment towards those whom we teach. And we are, too, appalled by those who do not exhibit a constant stream of cheerfulness. The teachers’ lunchroom is the repository for “bad” feelings about students, a site of negative feelings that can somehow stick (Ahmed, Happy 29) to those who choose to eat their lunch within this space. Only the most jaded battle-axes would opt to eat in the lunchroom. Good teachers—happy and caring ones—would never choose to eat lunch in this room. Instead, they eat lunch in their classrooms, alone, prepare dutifully for the afternoon’s classes, and try to contain all of their murderous inclinations. But (as the media love to remind us), whether intended or not, our corporeal bodies with all their “unwanted affects” (Brennan 3, 11) have a funny way of “surfacing” (Ahmed, Communities 14).Conclusion: Surging BodiesAffects surge within everyday conversations of teacher evaluations. In fact, it is almost impossible to talk about evaluations without sparking some sort of heated response. Recent New York Times articles echo the more popular sentiments: from the idea that evaluations are gendered and raced (Pratt), to the prevailing notion that students are informed consumers entitled to “the best return out of their educational investments” (Stankiewicz). Evidently, education is big business. So, we take our cues from neoliberal ideologies, as we struggle to make sense of all the fissures and leaks. Teachers’ bodies now become commodified objects within a market model that promises customer satisfaction—and the customer is always right.“Develop a thicker skin,” they say, as if a thicker skin could contain my affects or prevent other affects from seeping in; “my body is and is not mine” (Butler, Precarious 26). Leaky bodies, with their permeable borders (Renold and Mellor 33), affectively flow into all kinds of “things.” Likewise, teacher evaluations, as objects, extend into human bodies, sending eruptive charges that both register within the body and transmit outward into the environment. These charges emerge as upset, judgment, wonder, sadness, confusion, annoyance, pleasure, and everything in between. They embody an intensity that animates our social worlds, working to enhance energies and/or diminish them. Affects, then, do not just come from, and stay within, bodies (Brennan 10). A body, as an assemblage (Deleuze and Guattari 4), is neither self-contained nor disconnected from other bodies, spaces, and things.As a collection of sticky, “material, physiological things” (Brennan 6), teacher evaluations are very much alive: vibrantly shifting and transforming teachers’ affective capacities and life trajectories. Attending to them as such offers a way in which to push back against our own bodily erasure or “the screaming absence in [American] education of any attention to the inner life of teachers” (Taubman 3). While affect itself has become a recent hot-topic across American university campuses (e.g. see “trigger warnings” debates, Halberstam), conversations tend to exclude teachers’ bodies. So, for example, we can talk of creating “safe [classroom] spaces” in order to safeguard students’ feelings. We can even warn learners if material might offend, as well as watch what we say and do in an effort to protect students from any potential trauma. But we cannot, it would seem, matter, too. Instead, we must (if good and caring) be on affective autopilot, where we can only have “good” thoughts about students. We are not really allowed to feel what we feel, express raw emotion, have a body—unless, of course, that body transmits feel-good intensities.And, feeling bad about teacher evaluations ... well, for the most part, that needs to remain a dirty little secret, because, how can you possibly let yourself get so hot and bothered over a thing—a mere object? Yet, teacher evaluations can and do impact our lives, often in ways that are harmful: by inflicting pain, triggering trauma, encouraging sexism and objectification. But maybe, just maybe, they even offer up some good. After all, if teacher evaluations teach us anything, it is this: you are not simply a body, but rather, an “array of bodies” (Bennett 112, emphasis added)—and your body, my body, our bodies “must be heard” (Cixous 880).ReferencesAhmed, Sara. “Happy Objects.” The Affect Theory Reader. Eds. Melissa Gregg and Gregory J. Seigworth. 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Precarious Life: The Powers of Mourning and Violence. New York: Verso, 2004.Chen, Mel. Animacies: Biopolitics, Racial Mattering and Queer Affect. Durham, NC: Duke UP, 2012.Cixous, Hélène, Keith Cohen, and Paula Cohen (trans.). "The Laugh of the Medusa." Signs 1.4 (1976): 875-93.De Beauvoir, Simone. The Second Sex. London: Jonathan Cape, 1953.Deleuze, Gilles, and Felix Guattari. A Thousand Plateaus: Capitalism and Schizophrenia. Minneapolis, MN: U of Minnesota P., 1987.Falter, Michelle M. “Threatening the Patriarchy: Teaching as Performance.” Gender and Education 28.1 (2016): 20-36.Foucault, Michel. Discipline and Punish: The Birth of a Prison. New York: Random House, 1977.Grosz, Elizabeth. Volatile Bodies: Toward a Corporeal Feminism. St. Leonards, NSW: Allen & Unwin, 1994.Halberstam, Jack. “You Are Triggering Me! 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New York: Routledge, 2004.Jones, Allie. “Racist Teacher Tweets ‘Wanna Stab Some Kids,’ Keeps Job.” Gawker, 28 Aug. 2014. 1 Jan. 2016 <http://gawker.com/racist-teacher-tweets-wanna-stab-some-kids-keeps-job-1627914242>.Jones, Stephanie. “Literacies in the Body.” Journal of Adolescent & Adult Literacy 56.7 (2013): 525-29.Louie, D. “High School Teacher Insults Students, Wishes Them Bodily Harm in Tweets.” ABC Action News 6. 28 Aug. 2014. 1 Jan. 2016 <http://6abc.com/education/teacher-insults-students-wishes-them-bodily-harm-in-tweets/285792/>.MacLure, Maggie. “Qualitative Inquiry: Where Are the Ruins?” Qualitative Inquiry 17.10 (2011): 997-1005.———. “Classification or Wonder? Coding as an Analytic Practice in Qualitative Research.” Deleuze and Research Methodologies. Eds. Rebecca Coleman and Jessica Ringrose. Edinburgh, Scotland: Edinburgh UP, 2013. 164-83. 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The ontological equality and material vitality of all things, and efforts to remove “the human” from its apical position in a hierarchy of being, are Object-Oriented Ontology theory (OOO) concepts. These axioms are useful in a discussion of the aesthetics of augmented robotic art, alongside speculations regarding any interagency between the human/non-human and possible co-evolutionary relationships. In addition, they help to wash out the sticky habits of conventional art writing, such as removed critique or an authoritative expert voice. This article aims to address the robotic work Accomplice by Sydney-based artists Petra Gemeinboeck and Rob Saunders as a means of interrogating the independence and agency of robots as non-human species, and as a mode of investigating how we see these relationships changing for the futureFor Accomplice, an artwork exhibited at Artspace, Sydney, in 2013, Gemeinboeck and Saunders built robots, strategised properties, and programmed their performative actions. Replete with lights and hammers, the robots are secreted away behind false walls, where they move along tracks and bang holes into the gallery space. As the devastation of plasterboard ensues, the robots respond interactively to each other through their collective activity: this is intra-action, where an object’s force emerges and where agency is an enactment (Barad, Matter Feels). This paper will continue to draw on the work of feminist scholar and quantum scientist, Karen Barad, due to her related work on agency and intra-action, although she is not part of an OOO theoretical body. Gemeinboeck and Saunders build unstable environments for their robots to perform as embodied inhabitants (Gemeinboeck and Saunders 2). Although the augmented robots are programmed, it is not a prescriptive control. Data is entered, then the robots respond to one another’s proximity and devastation. From the immaterial, virtual realm of robotic programming comes a new materiality which is both unstable, unpredictable, and on the verge of becoming other, or alive. This is a collaboration, not just between Gemeinboeck and Saunders, but between the programmers and their little robots—and the new forces that might be created. Sites of intra-species (human and robot) crossings might be places or spaces where a new figuration of enchantment occurs (Bennett 32). Such a space could take the form of a responsive art-writing intervention or even a new ontological story, as a direct riposte to the lively augmentation of the robotic artwork (Bennett 92). As ficto-critical theorist and ethnographer, Stephen Muecke says, “Experimental writing, for me, would be writing that necessarily participates in worlds rather than a writing constituted as a report on realities seen from the other side of an illusory gap of representation” (Muecke Motorcycles 2). Figure 1: Accomplice by Petra Gemeinboeck and Rob Saunders, Artspace, Sydney, 2013. (Photo: Petra Gemeinboeck)Writing Forces When things disappear then reappear, there is a point where force is unleashed. If we ask what role the art writer plays in liberating force, the answer might be that her role is to create as an imaginative new creation, equal to the artwork. The artists speak of Accomplice: transductions, transmaterial flows and transversal relations are at play ... whether emerging from or propelling the interplay between internal dynamics and external forces, the enactment of agencies (human and non-human), or the performative relationship unfolding over time. (Gemeinboeck and Saunders 3) When new energetic force is created and the artwork takes on new life, the audience’s imaginative thought is stimulated. This new force might cause an effect of a trans-fictional flow. The act of writing about Accomplice might also involve some intentional implausibility. For instance, whilst in the exhibition gallery space, witnessing Accomplice, I decided to write a note to one of the robots. I could see it, just visible beyond the violently hammered hole in the wall. Broken plaster dusted my shoes and as I peered into the darker outside space, it whizzed past on its way to bang another hole, in harmony with its other robotic friends. So I scribbled a note on a plain white piece of paper, folded it neatly and poked it through the hole: Dear robot, do you get sick of augmenting human lives?Do you get on well with your robotic friends?Yours sincerely, Prue. I waited a few minutes and then my very same piece of paper was thrust back through the hole. It was not folded but was crumpled up. I opened it and noticed a smudged mark in the corner. It looked like an ancient symbol, a strange elliptical script of rounded shapes, but was too small to read. An intergalactic message, a signal from an alien presence perhaps? So I borrowed a magnifying glass from the Artspace gallery attendant. It read: I love opera. Robot Two must die. This was unexpected! As I pondered the robot’s reply, I noticed the robots did indeed make strange bird-like noises to one another; their tapping was like rhythmic woodpeckers. Their hammering was a kind of operatic symphony; it was not far-fetched that these robots were appreciative of the sound patterns they made. In other words, they were responding to stimuli in the environment, and acting in response. They had agency beyond the immaterial computational programming their creators had embedded. It wasn’t difficult to suspend disbelief to allow the possibility that interaction between the robots might occur, or that one might have gone rogue. An acceptance of the possibility of inter-agency would allow the fantastical reality of a human becoming short-term pen pals with an augmented machine. Karen Barad might endorse such an unexpected intra-action act. She discourages conventional critique as, “a tool that keeps getting used out of habit” (Matter Feels). Art writing, in an era of robots and awareness of other non-human sentient life-forms can be speculative invention, have a Barad-like imaginative materiality (Matter Feels), and sense of suspended disbelief. Figure 2: Accomplice by Petra Gemeinboeck and Rob Saunders, Artspace, Sydney, 2013. (Photo: Petra Gemeinboeck) The Final Onto-Story Straw Gemeinboeck and Saunders say the space where their robots perform is a questionable one: “the fidelity of the space as a shared experience is thus brought into question: how can a shared virtual experience be trusted when it is constructed from such intangible and malleable stuff as streams of binary digits” (7). The answer might be that it is not to be trusted, particularly in an OOO aesthetic approach that allows divergent and contingent fictive possibilities. Indeed, thinking about the fidelity of the space, there was something about a narrow access corridor in the Accomplice exhibition space, between the false gallery wall and the cavity where the robots moved on their track, that beckoned me. I glanced over my shoulder to check that the Artspace attendant wasn’t watching and slipped behind the wall. I took a few tentative steps, not wanting to get knocked on the nose by a zooming robot. I saw that one robot had turned away from the wall and was attacking another with its hammer. By the time I arrived, the second robot (could it be Robot Two?) had been badly pummeled. Not only did Robot One attack Robot Two but I witnessed it using its extended hammer to absorb metal parts: the light and the hammer. It was adapting, like Philip K. Dick’s robots in his short story ‘Preserving Machine’ (See Gray 228-33). It was becoming more augmented. It now had two lights and two hammers and seemed to move at double speed. Figure 3: Accomplice by Petra Gemeinboeck and Rob Saunders, Artspace, Sydney, 2013. (Photo: Petra Gemeinboeck)My observance of this scene might be explained by Gemeinboeck/Saunders’s comment regarding Philip K. Dick-style interference and instability, which they actively apply to their work. They say, “The ‘gremlins’ of our works are the slipping logics of nonlinear systems or distributed agential forces of colliding materials” (18). An audience response is a colliding material. A fictional aside is a colliding material. A suspension of disbelief must also be considered a colliding material. This is the politics of the para-human, where regulations and policies are in their infancy. Fears of artificial intelligence seem absurd, when we consider how startled we become when the boundaries between fiction/truth become as flimsy and slippery as the boundaries between human/non-human. Art writing that resists truth complements Gemeinboeck/Saunders point that, “different agential forces not only co-evolve but perform together” (18).The DisappearanceBefore we are able to distinguish any unexpected or enchanted ontological outcomes, the robots must first appear, but for things to truly appear to us, they must first disappear. The robots disappear from view, behind the false walls. Slowly, through the enactment of an agented force (the action of their hammers upon the wall), they beat a path into the viewer’s visual reality. Their emergence signals a performative augmentation. Stronger, better, smarter, longer: these creatures are more-than-human. Yet despite the robot’s augmented technological improvement upon human ability, their being (here, meaning their independent autonomy) is under threat in a human-centred world environment. First they are threatened by the human habit of reducing them to anthropomorphic characteristics: they can be seen as cute little versions of humans. Secondly, they are threatened by human perception that they are under the control of the programmers. Both points are arguable: these robots are undoubtedly non-human, and there are unexpected and unplanned outcomes, once they are activated. These might be speculative or contestable outcomes, which are not demonstrably an epitome of truth (Bennett 161). Figure 4: Accomplice by Petra Gemeinboeck and Rob Saunders, Artspace, Sydney, 2013. (Photo: Petra Gemeinboeck)Gemeinboeck’s robotic creatures, with their apparent work/play and civil disobedience, appeared to exhibit human traits. An OOO approach would discourage these anthropomorphic tendencies: by seeing human qualities in inanimate objects, we are only falling back into correlational habits—where nature and culture are separate dyads and can never comprehend each other, and where humankind is mistakenly privileged over all other entities (Meillassoux 5). This only serves to inhibit any access to a reality outside the human-centred view. This kind of objectivity, where we see ourselves as nature, does no more than hold up a mirror to our inescapably human selves (Barad, Matter Feels). In an object-oriented approach the unpredictable outcomes of the robots’s performance is brought to attention. OOO proponent and digital media theorist Ian Bogost, has a background in computational media, especially video and social media games, and says, “computers are plastic and metal corpses with voodoo powers” (9). This is a non-life description, hovering in the liminal space between being and not being. Bogost’s view is that a strange world stirs within machinic devices (9). A question to ask: what’s it like to be a robot? Perhaps the answer lies somewhere between what it does and how we see it. It is difficult not to think of twentieth century philosopher Martin Heidegger’s tool analysis theory when writing of Gemeinboeck/Saunders’s work because Heidegger, and OOO scholar Graham Harman after him, uses the hammer as his paradigmatic tool. In his analysis, things are only present-at-hand (consciously perceived without utility) once they break (Harman, Heidegger Explained 63). However, Gemeinboeck and Saunders’s installation Accomplice straddles Heidegger’s dual present-at-hand and read-at-hand (the utility of the thing) because art raises the possibility that we might experience these divergent qualities of the robotic entities, simultaneously. The augmented robot, existing in its performative exhibition ecology, is the bridge between sentient life and utility. Robotic Agency In relation to the agency of robots, Ian Bogost refers to the Tableau Machine which was a non-human actor system created by researchers at Georgia Tech in 1998 (Bogost 106). It was a house fitted with cameras, screens, interfaces, and sensors. This was an experimental investigation into ambient intelligence. The researchers’s term for the computational agency was ‘alien presence,’ suggesting a life outside human comprehension. The data-collator sensed and interpreted the house and its occupants, and re-created that recorded data as abstract art, by projecting images on its own plasma screens. The implication was that the home was alive, vital, and autonomously active, in that it took on a sentient life, beyond human control. This kind of vital presence, an aliveness outside human programming, is there in the Accomplice robots. Their agency becomes materialized, as they violate the polite gallery-viewing world. Karen Barad’s concept of agency works within a relational ontology. Agency resists being granted, but rather is an enactment, and creates new possibilities (Barad, Matter Feels). Agency is entangled amongst “intra-acting human and non-human practices” (6). In Toward an Enchanted Materialism, Jane Bennett describes primordia (atoms) as “not animate with divine spirit, and yet they are quite animated - this matter is not dead at all” (81). This then is an agency that is not spiritual, nor is there any divine purpose. It is a matter of material force, a subversive action performed by robotic entities, not for any greater good, in fact, for no reason at all. This unpredictability is OOO contingency, whereby physical laws remain indifferent to whether an event occurs or not (Meillassoux 39). Figure 5: Accomplice by Petra Gemeinboeck and Rob Saunders, Artspace, Sydney, 2013. (Photo: Petra Gemeinboeck) A Post-Human Ethic The concept of a post-human state of being raises ethical concerns. Ethics is a human construct, a criteria of standards fixed within human social systems. How should humans respond, without moral panic, to robots that might have life and sentient power outside human control? If an OOO approach is undertaken, the implication is that all things exist equally and ethics, as fixed standards, might need to be dismantled and replaced with a more democratic set of guidelines. A flat ontology, argued for by Bogost, Levi Bryant and other OOO advocates, follows that all entities have equal potential for independent energy and agency (although OOO theorists disagree on many small technical issues). The disruption of the conventional hierarchical model of being is replaced by a flat field of equality. This might cause the effect of a more ethical, ontological ecology. Quentin Meillassoux, an influential figure in the field of Speculative Realism, from which OOO is an offshoot, finds philosophical/mathematical solutions to the problems of human subjectivity. His eschewing of Kantian divisions between object/subject and human/world, is accompanied by a removal from Kantian and Cartesian critique (Meillassoux 30). This turn from critique, and its related didactic authority and removed judgment, marks an important point in the culture of philosophy, but also in the culture of art writing. If we can escape the shackles of divisive critique, then the pleasures of narrative might be given space. Bogost endorses collapsing the hierarchical model of being and converting conventional academic writing (89). He says, “for the computers to operate at all for us first requires a wealth of interactions to take place for itself. As operators or engineers, we may be able to describe how such objects and assemblages work. But what do they “experience” (Bogost 10)? This view is complementary to an OOO view of anti-subjectivity, an awareness of things that might exist irrespective of human life, from both inside and outside the mind (Harman 143). Figure 6: Accomplice by Petra Gemeinboeck and Rob Saunders, Artspace, Sydney, 2013. (Photo: Petra Gemeinboeck) New Materiality In addition to her views on human/non-human agency, Karen Barad develops a parallel argument for materiality. She says, “matter feels, converses, suffers, desires, yearns and remembers.” Barad’s agential realism is predicated on an awareness of the immanence of matter, with materiality that subverts conventions of transcendence or human-centredness. She says, “On my agential realist account, all bodies, not merely human bodies, come to matter through the world’s performativity - its iterative intra-activity.” Barad sees matter, all matter, as entangled parts of phenomena that extend across time and space (Nature’s Queer Performativity 125). Barad argues against the position that acts against nature are moral crimes, which occur when the nature/culture divide is breached. She questions the individuated categorizations of ‘nature’ and ‘culture’ inherent in arguments like these (Nature’s Queer Performativity, 123-5). Likewise, in robotic and machinic aesthetics, it could be seen as an ethical breach to consider the robots as alive, sentient, and experiential. This confounds previous cultural separations, however, object-oriented theory is a reexamination of these infractions and offers an openness to discourse of different causal outcomes. Figure 7: Accomplice by Petra Gemeinboeck and Rob Saunders, Artspace, Sydney, 2013. (Photo: Petra Gemeinboeck) Co-Evolution Artists Gemeinboeck/Saunders are artists and scholarly researchers investigating new notions of co-evolution. If we ascribe human characteristics to robots, might they ascribe machinic properties to us? It is possible to argue that co-evolution is already apparent in the world. Titanium knees, artificial arteries, plastic hips, pacemakers, metallic vertebrae pins: human medicine is a step ahead. Gemeinboeck/Saunders in turn make a claim for the evolving desires of their robots (11). Could there be performative interchangeability between species: human and robot? Barad asks us not to presume what the distinctions are between human and non-human and not to make post-humanist blurrings, but to understand the materializing effects of the boundaries between humans and nonhumans (Nature’s Queer Performativity 123). Vital matter emerges from acts of reappearance, re-performance, and interspecies interaction. Ian Bogost begins his Alien Phenomenology by analysing Alan Turing’s essay, Computing Machinery and Intelligence and deduces that it is an approach inextricably linked to human understanding (Bogost 14). Bogost seeks to avoid distinctions between things or a slippage into an over-determination of systems operations, and instead he adopts an OOO view where all things are treated equally, even cheeky little robots (Bogost 17).Figure 8: Accomplice by Petra Gemeinboeck and Rob Saunders, installation view, Artspace, Sydney. (Photo: silversalt photography) Intra-Active ReappearanceIf Barad describes intra-action as enacting an agential cut or separation of object from subject, she does not mean a distinction between object and subject but instead devises an intra-active cutting of things together-apart (Nature’s Queer Performativity 124). This is useful for two reasons. First it allows confusion between inside and outside, between real and unreal, and between past and future. In other words it defies the human/world correlates, which OOO’s are actively attempting to flee. Secondly it makes sense of an idea of disappearance as being a re-appearance too. If robots, and all other species, start to disappear, from our consciousness, from reality, from life (that is, becoming extinct), this disappearance causes or enacts a new appearance (the robotic action), and this action has its own vitality and immanence. If virtuality (an aesthetic of being that grew from technology, information, and digital advancements) meant that the body was left or abandoned for an immaterial space, then robots and robotic artwork are a means of re-inhabiting the body in a re-materialized mode. This new body, electronic and robotic in nature, might be mastered by a human hand (computer programming) but its differential is its new agency which is one shared between human and non-human. Barad warns, however, against a basic inversion of humanism (Nature’s Queer Performativity 126). Co-evolution is not the removal of the human. While an OOO approach may not have achieved the impossible task of creating a reality beyond the human-centric, it is a mode of becoming cautious of an invested anthropocentric view, which robotics and diminished non-human species bring to attention. The autonomy and agency of robotic life challenges human understanding of ontological being and of how human and non-human entities relate.References Barad, Karen. "Nature’s Queer Performativity." Qui Parle 19.2 (2011): 121-158. ———. Interview. In Rick Dolphijn and Van Der Tuin. “Matter Feels, Converses, Suffers, Desires, Yearns and Remembers: Interview with Karen Barad.” New Materialism: Interviews and Cartographies. Ann Arbor: University of Michigan; Open Humanities Press, 2012. ———. "Posthumanist Performativity: Toward an Understanding of How Matter Comes to Matter." Signs: Journal of Women in Culture and Society 28.3 (2003): 801-831. Bennett, Jane. The Enchantment of Modern Life: Attachments, Crossings, and Ethics. New Jersey: Princeton University Press, 2001. Bogost, Ian. Alien Phenomenology. Minneapolis: Minnesota Press, 2012. Bryant, Levi. The Democracy of Objects. University of Michigan Publishing: Open Humanities Press, 2011. ———, N. Srnicek, and GHarman. The Speculative Turn: Continental Materialism and Realism. Melbourne: re:press, 2011. Gemeinboeck, Petra, and Rob Saunders. “Other Ways of Knowing: Embodied Investigations of the Unstable, Slippery and Incomplete.” Fibreculture Journal 18 (2011). ‹http://eighteen.fibreculturejournal.org/2011/10/09/fcj-120-other-ways-of-knowing-embodied-investigations-of-the-unstable-slippery-and-incomplete/›. Gray, Nathan. "L’object sonore undead." In A. Barikin and H. Hughes. Making Worlds: Art and Science Fiction. Melbourne: Surpllus, 2013. 228-233. Harman, Graham. The Quadruple Object. Winchester UK: Zero Books, 2011. ———. Guerilla Metaphysics: Phenomenology and the Carpentry of Things. Chicago: Open Court, 2005. ———. Heidegger Explained: From Phenomenon to Thing. Chicago: Open Court Publishing, 2007. Heidegger, Martin. Being and Time. San Francisco: Harper and Row, 1962. Meillassoux, Quentin. After Finitude: An Essay on the Necessity of Contingency. New York: Continuum, 2008. Muecke, Stephen. "The Fall: Ficto-Critical Writing." Parallax 8.4 (2002): 108-112. ———. "Motorcycles, Snails, Latour: Criticism without Judgment." Cultural Studies Review 18.1 (2012): 40-58. ———. “The Writing Laboratory: Political Ecology, Labour, Experiment.” Angelaki 14.2 (2009): 15-20. Phelan, Peggy. Unmarked: The Politics of Performance. London: Routledge, 1993.

碩士<br>大同大學<br>工業設計學系(所)<br>104<br>With its growing popularity and handiness, mobile device has completely changed the way people communicated with each other. Starting from the fee-based short message service to free realtime communication software, plus amusing facial expression stickers, mobile device has become so popular that no user can bear to part with it. LINE found this irreversible trend and in 2014 introduced a platform named LINE Creators Market to users who had passion for facial expression stickers. Original creators were encouraged to post facial expression stickers on this platform. The platform means profit-sharing, peripheral products, as well as the opportunity for original creators to promote their images in the international community. Up until today, the great majority of stickers were produced using 2D effects to present facial expressions; few were made using 3D effect to represent facial expressions. This study discussed whether 3D stickers could produce different feeling and experience for users so as to find out a glimmer of light in the dark for the original creators at the time they are competing with countless competitors and have no idea about where to go next. After literature review, a 2-stage research project was executed in an attempt to infer the standpoints stated above. In Phase 1, the author focused on how users chose realtime communication software, how users purchased facial expression stickers, under what circumstance facial expression stickers were used, when facial expression stickers were used, followed by a market survey to find out the identity with LINE. The results acquired from Phase 1 were helpful for the author to learn more about users’ feeling and experience related to facial expression stickers, and served as the foundation for the research in Phase 2. In Phase 2, different roles and various static facial expression stickers were created in compliance with the sticker production guidelines promulgated for LINE Creators Market. After that, four sets were selected and converted into 3D stickers for validation. According to the research results: (1) Consumers significantly expressed their identity with 3D stickers in terms of originality and creativity, texture of the screen, stereoscopic figures, and photorealistic motions. (2) Consumers sometimes felt 3D stickers not vibrant and amusing either totally or timely, and construed the sticker’s representation and motion as the key to its success. (3) Most consumers were satisfied with 3D stickers’ composition mode, representation of textures, and camera movement effects because 3D stickers were still new to most consumers. There are a number of advantages associated with 3D stickers, such as vivid representation of texture, fluent and smooth performance, clear vision depth, and 360-degree of camera movement. The whole screen will become more exquisite, amusing, expressive, and splendid if special effects are added to 3D stickers.

碩士<br>國立臺中教育大學<br>數位內容科技學系碩士班<br>106<br>In recent years, with the growing of the development of technology and the mobile device evolution, the instant messenger become the main way to communicate. Stickers has become a type of mediums on message transfer, even transform into animated stickers to make more performance. This study stand on the sticker creators' point to consider the stickers design. By exploring the peoples' cognition of LINE animated stickers with animal character, use quantification statistics analysis to assist with stickers design. Using 50 animated stickers as example, this study adopted multidimensional scaling analysis (MDS) to assist with design evaluation. Start from grasping the peoples' cognition with scientific statistics analysis, this study has a purpose to avoid emotional design. The results of the experiment and the quantitative analysis indicated that：(1)The animated stickers on LINE original creators market can be broadly divided into six groups and six sticker paradigms ;(2)The animated stickers that people prefer to use should have the attributes and semantic cognitions as funny, practical, be in daily life, and healing;(3)The visual features of the preferences of the animated stickers summarized by the experiment as chubby appearance design, healing color match, dynamic expression, and diversity of symbol and text; (4)MDS can assist designers to make design creation execution and grasp the peoples' cognition, authentically reduce the design risks and achieve reasonable results.

This chapter relies on Anna Tsing’s suggestion that global phenomena are underwritten by the “sticky materiality of practical encounters” to refer both to the increased presence of wires, cables and electronic material in the environment and ways those materials animated certain repertoires of political action. The public spheres in urban settings such as those in 1930s Port au Prince and Santiago were fundamentally shaped by this dynamic. In Santiago, Cuba, rebels regularly cut wires or sabotaged transmitters, but they also seized radio stations as a first step in political activism. In Port au Prince, anti-imperialists criticized the proliferation of public loudspeakers while local businessmen built radio stations in order to wield influence. As the power of telegraphs, telephones and wireless became increasingly evident, historical actors from all sides of the ideological spectrum came to comprehend electronically transmitted sound as the idiom through which politics could be conducted.

Back again in the so-called Heldenstadt (city of heroes), as the faded bumper stickers on a few cars remind me. Is the word now tinged with irony? Though the city is in the middle of a construction boom, Leipzigers are the first to tell you that the city’s heroic image has been badly tarnished in the last few years. A warm mid-September afternoon in the smoggy city center. I take a seat in one of the cafes that dot the streets near the University. Students sit inside with books in their laps, talking animatedly to one another. Across the street is the Leipzig railway station—before the war, it was the biggest in Europe—and the Gewandhaus, where the Leipzig orchestra plays. Kurt Masur, who helped negotiate with police to hold their fire against Leipzig protesters before the city’s first mass demonstration— four years ago come October 9—is still conducting at the Gewandhaus. Otherwise, everything seems to have changed—the Leipzig smog excepted. Ute, a 23-year-old, first-year Germanistik student at the University, enters and greets me. Once an accomplished teenage ice skater in a top Sportschule—indeed, at 16, a young Privilegierte (privileged one) on her way to joining the elite traveling Sportkader—Ute is still slim and athletic. She has come to tell me about her expulsion almost a decade ago from the elect Red circle, the causes of which, she told me on the phone, “I have lately been brooding about incessantly.” She did not elaborate. I know only that the saga of her youthful rebellion against the State and her struggle to leave the DDR in 1988/89 had begun soon thereafter. Reared in Weissenfels, a town near Leipzig, Ute was born into a family of athletes. In the 1950s, her father competed on the DDR national ice hockey team and her mother was a top handball player and member of the DDR national championship squad; Ute’s older brother, Dieter, reached the Thuringia championship soccer team.

Abstract This paper developed an analytical model for a frequency-up-conversion piezoelectric energy harvester (PEH) composed of a piezoelectric bimorph and a stopper as shown in Fig.1. The whole system was subjected to a harmonic excitation. A bimodal approach was adopted to animate the beam stopper reaction. When the tip of the bimorph vibrates in free space or impacts with the stopper, a cantilever beam function was adopted. On the other hand, if the tip of the bimorph sticks with the stopper, a clamped-pinned beam function was applied to model the piezoelectric bimorph. To exam the effect of backward mechanical-electric coupling on power output, the dynamics and output energies are compared for two cases: 1) neglecting the backward mechanical-electric coupling effect in the model; 2) including the backward mechanical-electric coupling effect in the model. To obtain maximum output energy, the steady-state analytical solutions were studied to obtain the optimum gap between the piezoelectric beam and the stopper. From the results, we found that if the beam impacts and/or sticks with the stopper, the PEH model without the backward mechanical-electric coupling will exaggerate the output energy.