I was cruising the internerd (internet) looking for some bike-related teaching and learning resources, which I do from time to time … and see what and how teachers and subjects might use bicycles in learning environments – whether primary, secondary or at uni.
Keep in mind, this is using bikes IN the classroom (like to teach core concepts), not getting TO the classroom (which is my PhD focus). Previously, I have posted on:
The week, I came across Lewis and Clark Reloaded: The 3,041-Mile Bike Trail.
Lewis and Clark Reloaded: The 3,041-Mile Bike Trail.
This is a case study is written by Mary Rose Grant (School for Professional Services Saint Louis University, USA) and it is a teaching resource for high school or undergrad students and best suited for classes like Biology, Physiology, Sports Science, Legal studies. A full copy of the case study is publically available on the National (USA) Centre for Case Study Teaching in Science (USA) website. Or click the link below.
Part I—The Adventure Begins … and Comes to a Screaming Halt: provides the introduction and scenario and 3 questions.
Part II—A Change of Scenery: The storyline continues and provides more physiological details including dialogue and physiological/medical statistics for details and 3 questions.
Part III—A Dangerous Detour: brings the case study to a close and the dialogue leads to an analysis of what happened to the characters. Includes a role-play activity and 2 questions.
Summary Questions: 9 summary questions for discussion and further analysis.
Overall Scenario
Frank and Joe are 24-year-old fraternal twins who share similar interests, including cycling. The brothers decide to attempt their first long-distance bicycling trip, retracing the journey of early American explorers Lewis and Clark to the Northwest. Along the way, serious problems arise. Students review normal physiology of organ systems as well as changes that occur during physical exertion to piece together an understanding of the medical condition of one of the cyclists. The pivotal point in the case is learning that seemingly harmless and legally available substances can lead to potentially fatal outcomes, affecting organ systems already taxed beyond normal limits. This case is designed for use in a human biology course after students have learned about the integumentary, respiratory, cardiovascular, neuromuscular, and urinary systems.
Objectives
Understand physiological changes and adaptations organ systems make with physical exertion over an extended period of time.
Define the term “ergogenic aid” as applied in sports and exercise.
Identify the effects of caffeine on different organ systems.
Discuss the role of caffeine as an ergogenic aid in endurance sports.
Explain the side effects of caffeine intoxication.
Identify potential dangers of caffeine use in combination with other substances.
Practice critical thinking and analytical skills to make a diagnosis.
Examine legal implications of caffeine use, or “doping,” before competition.
Analyze ethical issues of using caffeine, or any ergogenic product, to enhance performance in amateur and professional sports.
I was surprised to see how popular this case study was!
Apparently, it is has been picked up by many schools and unis.
Kristal Huber published her Prezi adaptation which included a few original additions:
GraduateWay extended the original case study to include two parts. The first part was mostly on par with the original case study. The second part is more developed in the role play and has more probing questions:
I was surprised at how popular and well-used this resource was. It is well thought out and there are lots of details in there to get discussion and debates going as well as factual knowledge and concepts that in some courses might be considered ‘must-know’ content.
As a bike rider, I prefer to see bikes (and riders) portrayed in a positive light (and not having accidents or ‘health or medical issues’ while riding), but I can overlook that for the sake of pedagogy.
It is also nice to see a more advanced resource out there for adults learners as well.
For this month’s NM SIG meeting, we are putting to work New Materialisms differently. We are using NM to consider more deeply some of the wider and pressing current affairs and social movements of our day. There is much happening locally and globally that is troubling and significant – and these dynamics demand our attention and engagement as compassionate human beings, community members, ethical researchers, and citizens of the world.
So we are taking some time to check-in and think-with some of the current ‘big themes, events and issues’ in the news and media, in particular:
Women’s issues/rights and recent protests
COVID-19
Climate Change
…and to consider the human and non-human aspects of current events/news to tease out the ways these issues are entangled.
The highlight of this meeting is an interview with Dr. Adele Pavlidis – where we chat about a recent paper she co-wrote with Prof. Simone Fullagar that took an NM lens to the early days of COVID.
We also invited members to bring ideas about these current social issues with the purpose of linking them to our research.
Thinking through the disruptive effects and affects of COVID-19 with feminist New Materialisms
Dr. Adele Pavlidis is a Senior Lecturer at Griffith University. She is a social scientist and writer who draws on a range of methods to better understand the world we live in. Her work examines the ways sport and leisure can be understood as spaces of transformation and ‘becoming’. Influenced by Deleuze and Guattari, Irigaray, and contemporary feminist writing on affect (Probyn, Ahmed, Blackman and others), Adele’s intellectual concern is with the possibility of a feminine cultural imaginary and a future open to possibility.
What happened in this meeting?
We had a great time! Lots of generative discussions.
Below are two 100-word worldlings I wrote as a summary of: 1) the interview and 2) the subsequent discussion.
Excavating the ‘no global’.
Thinking-with Adele’s disruptive effects and affects of COVID-19 and ‘the women’s problem’. Relationships between price, value and ‘what you get’ in (re)turn and environment. Quality, care, potentiality, privacy and openness. There is nothing wrong with being angry. Privileged intersections: Instagram’s ‘Advanced Style’ sans @suekreitzman. Loving the multiscalar. Considering Janelle Knox-Hayes’ ‘value of markets’ and the time-space sociomateriality of organisations and natural environments. There is no such thing as ‘the global’. Theresa’s feeling that this thinking is like GIS – layering data on top of each other, then exploring the multi-lens/scale mess reminds me of Karen Barad’s ‘stratification’. Purposefully ‘plugging in’.
Climate change inequities.
Climate change is a product of inequality. If we look at inequality as a practice that is connecting us or an outcome of/or a network of relations… or as predetermined/context/flows…. response-ability… can we flip inequality? What about inequality as something we are responsible for? Colonialism and modern economies of slavery. Emma Dabiri says Do not touch my hair and has great suggestions for What white people can do next – moving from allyship to coalition. Making visible individual actions and larger structures that remove agency. Moving to individual actuals as objects of inequalities. Challenging amnesias and re-collecting Feminist New Materialisms elsewhere.
Resources
For this meeting, we suggested the below resources to get the juices flowing.
Fullagar, S., & Pavlidis, A. (2020). Thinking through the disruptive effects and affects of the coronavirus with feminist new materialism. Leisure Sciences, 43(1-2), 152-159. https://doi.org/10.1080/01490400.2020.177399. This paper (see above to download) focuses on the disruptive biocultural force of the coronavirus highlights the value of more-than-human perspectives for examining the gendered effects and affects on our everyday lives and leisure activities.
For a pure theoretical provocation, try this YouTube Karen Barad clip of a paper on troubling times/(Un)doing the future (31 min)
An inspiring good news story from Myanmar where bicycles really are creating more positive social and environmental change!
Recently, I came across an article written by Phoe Wah in The Myanmar Times detailing a local tech entrepreneur’s social enterprise which uses global bike-sharing surplus to get more rural Myanmar kids to school.
Like many young students across Myanmar, Saw, Suu Lel had to walk for miles to reach school from his small Kayin village. Every morning he would wake at 5 am to make it to his morning class, and would only return at dusk after walking for another hour to get home. The long commute was an added source of stress for the young scholar as it took time away from his homework. Coming from a poor family, Saw, Suu Lel also wished to help his parents but the distance is too great to reach their workplace by foot. However, Saw, Suu Lel tedious routine or changed overnight. Like the other students in the village, he received a brand-new bicycle.
Since the day the bikes arrived, the morning streets in the village look very different. A line of yellow bikes, written by delighted students, makes its way through the main streets towards the school.
Mike Than Tun, the founder of the Myanmar technology company BOD Tech Venture is behind this goodwill gesture. Aside from investing in tech projects around the country, the 33-year-old businessman doubles as a philanthropist. His main area of interest is education.
“Education is the best way to alleviate poverty” is Mike Than Tun’s mantra. The bikes are aimed at giving school children a more efficient and fun way to get to school. According to Mike, many students drop out of school because when they move to middle and high school the schools are very far away from the villages with some walking up to 2 hours in the early morning. When it rains, walking times can be extended even further.
“Less walking will help the student save 80% of their travel time. We believe having Bikes will improve absenteeism and overall lateness giving more time for students to study and allow them to focus in class. It’s also safer for female students as I can reach home before dark,” said Mike Than Tun.
Having lived for nearly 18 years in Singapore, Mike Than Tun realized the extent of the problem during his travels to rural Myanmar. On his travels across the countryside, he remembered seeing lines of young students walking long distances to school. He realized that many families could not afford a bicycle and seeing a school bus was a rarity.
Myanmar imports large quantities of used bicycles from Thailand and Japan which can provide much-needed form of cheap transportation for some people. Despite the secondhand imports, many families still can’t afford a used bicycle.
His idea first took shape in 2018 when the Chinese bike-sharing provider Obike announce bankruptcy and their companies Ofo and Mobike withdrew from the Southeast Asia market. This left plenty of spare bicycles abandoned, available for scrap dealers or recycling plants.
“It is extremely heartbreaking to see the amount of money and resources wasted white sharing companies that all ended up at scrap. A new bicycle is estimated to cost between USD$ 150-200 to manufacture now all ends up as a huge social and public nuisance. It’s sad that rich nations might not know how to treasure such a simple necessity. But for people in need, it can make a huge impact and even be life-changing,” said Tun.
Through his initiative Less Walk.com, the philanthropist buys and imports the obsolete bike-sharing bicycles into Myanmar at a fraction of the original cost and distributes them for free to students living below the poverty line. Students who benefit the most typically walk over two kilometres a day and are enrolled in grade 6 – 10. Since last June, the Less Walk project has already imported 10,000 brand-new Obikes.
“We will modify the bicycles to add a seat in the back so that siblings can ride to school. We will also remove the digital lock and replace it with a regular lock for the students” Mike added.
So far, Mike’s charity has already helped students in Sagaing, Yangong, Mon and Thanithariyi regions and the founder intends to cover other places in Myanmar in the future. Words of his good deeds have travelled as far as America, Netherlands, Japan and China where people started to donate bikes to his project.
Mike hopes to expand the program from 10,000 bikes to 100,000 bikes in two years.
“We want to raise awareness that the circular economy is possible and one man’s problems can be another man’s opportunity” he said.
*Main content and all images sourced from Phoe Wah’s article and Less Walk. Some content is edited.
Dear Reader. If this is your first time on this blog – it is best not to start with the post below. This post is a disruptive edit expert-iment that begins ‘in the middle’. It will not make much sense if you’ve not seen some of my previous posts. Some of these posts (like the Geography and Collective Memories post – which you should check out) are getting increasingly ‘loose’ and ‘messy’ and working with ‘in-progress’ sensemaking – thus leading into more disruptive edits like this one. If you are new, perhaps start with the ‘clean and tidy’ version of this post – it is called Mother’s Day 2021 and is the precursor-basis for the exploration below.
If you are up for something different, read on!
*NB: this post is best read on a desktop – might be a little (more) odd if on a mobile device*
This post is not what it seems…well…. it is… and it isn’t.
What started out as a ‘normal’ post morphed into something else. Usually, blog posts are straightforward: informative, factual, opinion, or instructional. While I was writing on the topic ‘Mothers Day’ for this post – disruptive ideas and opportunities emerged. So… instead of ignoring or disregarding them, I embraced them. You could say this was also an experiment in applying diffraction thinking-doing (my theoretical approach I am using for my PhD) to other-than academic writing. This is new territory for me (to write) and for you (to read). What diffraction writing means here, is that instead of only sharing the usual polished final blog post, I’ve experimented with folded into the blog post my thinking-process-editing as I am writing it – a kind of disruptive writing-with blog post process. It might be a little weird and may or may not work. there will be typos and mistakes – some parts will just be notes or ‘snaps’ – resist the urge to edit for ‘correctness’. But I like the idea of doing something new and challenging what I think writing, especially such public writing! is or should be, going ‘beyond’, and being (more publicly) transparent with writing-as-process expert-iments. To try and show how this is working, the blog post content is in black text and the process content is in superscript like this. It would be easier to do this in a word document with track change comments which I have included below as a file for those interested in seeing it, but the here challenge is to see how it works within the functionality of a Word Press.org blog post.
Insert image of mum. Use creative commons to support alt artists. Attribute/link to promote photographer – preferably female. Use an image of other-than mainstream blond mum stereotype (in this case a redhead!) = have some sort of diversity to show a greater range of mums (blond mums already have a strong presence and representation online). See ‘undisrupted’ version of this post for alt (M)othering image
Mother’s Day: Give more thoughtful presence and presents
8th May is Mother’s Day.
Happy Mother’s Day mums – and dads and significant others and carers who also fill maternal roles. Dads and other/carers: I added this is it did not feel right to only single out ‘mums’ as there are many ‘others’ who are not officially a’ mother’ – yet who equally fulfil a similar role. A homage to my commitment to better recognizing the fluid and diverse experiences of what ‘mothering’ is – and I was raised by my father who was a consummate ‘mother’ and father and many other things…
For a previous Mother’s Day, I wrote about the issues I had with some Mother’s Day ‘suggested gifts for cycling mums’.
If you haven’t read my post Happy Fearful Mother’s Day Cycling Mums! check it out here – it’s well worth the read!Internal Hyperlink: I link back to my own blog to promote past writing and keep readership ‘inside’ my website where – also helped remind me of the amount of work I have already done and share from the archives … I LOVE the image I sourced for this hyperlinked post
I appreciate the sentiment of Mother’s Day (and Father’s Day) in taking time to recognise and celebrate the input and work mums do. I didn’t want this post to be ‘too negative’ or ‘down with Mum’s day’ – that’s not what I think or mean – I wanted some balance and make sure I acknowledge the positives of Mother’s Day.
I like to think that mums are always appreciated as they are on Mother’s Day (ie for the other 364 days of the year as well) – not just one day a year … anyhoo…
Mums have it especially? tough.
Women are advantaged in society and mothers in particular face enduring and unfair social and corporate pressures and constraints around childcare, unpaid labour, taking the load for emotional labour (the unpaid job men still don’t understand) and ‘being a good mother’, inequitable divisions of household labour, the hidden and overlooked value-cost-effort of stay-at-home mums and that working mums (well…all women) on average make only 82 cents for every dollar earned by men.
Christine Carter articulates these frustrations well in her piece: All I want for Mother’s Day is an equitable division of labour. Wanted to synthesis some facts into the post AND source more widely (ie not only read academic lit) AND get some mums voices in here. I’m hyperconscious that I’m not a mother, so am only presenting my POV on gender issues – not commenting on what it is like to BE a mum as that is not my direct, personal lived experience so I don’t feel comfortable commenting on that – so I made a point to look for mums who have written on this topic and found this great article on emotional labor. It fit in beautifully. So funny – I had a conversation with a dear friend on this very topic…I think I’ll flip her this link as well! And yes… it is ‘a thing’…still!
With much work needed to address these systemic gender inequities, Mother’s Day is an opportunity to recognise these issues and celebrate mums and other female carers.
Traditionally, this means breakfast in bed, flowers, or lunches out with loved ones. link back here to ‘presents’ and conventional Mother’s Day approaches to lead into my final takeaway idea/content.
For cycling mums, it’s an opportunity to think more thoughtfully about the cycling presence and presents we give to mums and what these ‘gifts’ communicate, expect and perpetuate.
As I was writing this post, I’ve changed the title a few times. The changes reflect the different ‘moves’ I went through in writing the content – so in the spirit of transparent disruption – I am including that process here as well. It was at this stage of writing the post that I looked a the title and thought: ‘that title doesn’t fit anymore. The following section is a brief behind the scene thinking-editing-doing that went on at this stage. For reading ease I have not super-scripted this section despite it all being thinking-writing-as-process content.
I like the image above. It presents a not blond, white mum(gender?) House is a little messy and not presenting a ‘perfectly’ curated photo/family and the black LHS is suggestive of the ‘dark side’ of family life – fits well with overall post themes. It also helps break up blog content and helps separate the next section which is a new and different idea/focus.
Title: re-writing and re-righting
Initially the title was: Mother’s Day –more thoughtful presents, please!
It was tight and communicated the initial content main ideas. But it only named the ‘presents’ aspect, which was a very minor idea and didn’t fully capture the relational, non-commercial call to action I was putting forward.
So the next edit was: Mother’s Day –more thoughtful presents and presence, please!
I liked the homonym and alliteration of presents and presence – it fitted well with what I wanted to highlight. I looked at the order of the two keywords ‘presents’ and ‘presence’ and wonder how changing their placement might change the impact of the meaning of my overall message. I swapped them around to see that changed. I wanted to start with the known (presents) and end/lead into the blog main idea (presence) – so that was the final word order I chose.
Then: Mother’s Day – more thoughtful presence and presents, please!
So I removed the: , please. It is a stronger statement – declarative and instructional, not a request and thus leaving open the final decision as to whether to act on this ‘request’ or not to other-than-the-mother-saying it .
Note to self: remove (more): , please(s).
Apply liberally – in general and elsewhere.
So then it was: Mother’s Day – more thoughtful presence and presents!
This was closer to the sentiment I wanted to convey. It is short and punchy and fits into (no more than) two lines of text as a heading – which is a good ‘grab’ for the WordPress RHS margin widget ‘Recent Posts’. The exclamation mark as an end made it read more of an imperative – but perhaps a little shouty – so I removed it. But then it was left hanging. I also wanted to give some notice as to the type of presentation/format this also helps with search features later on So I added: (Disruptive Edit) at the end. I added ‘Give’ at the start as I wanted to include mention of the action that was the crux of the post giving is a nice thing to do! I wanted the title to include someone doing something – and it read-felt much better with ‘give’. Then I stopped. gotta know when to stop! send it out now – share your process work, resist being ‘correct’ ‘right’ and ‘good’ just get it out there – it is in-process and raw so no more tinkering!
Final title: Mother’s Day: Give more thoughtful presence and presents (Disruptive Edit)
..then finish the blog content and close on a positive!
Interesting to note that WordPress backend drafting notifications (like the readability analysis, SEO, suggested ‘revisions’) are going crazy pining me to check and recheck. I have a list of sad red face emojis letting me know NEEDS IMPROVEMENT! – its the algorithm reminding me that this type of post ‘won’t work’ and is ‘not normal’ writing and formatting. I am ingoring them all.
(*PHEW*)
…and that dear reader is a little sneak-peak into some of the in-process ideas, considerations and edits that happen during the construction of blog posts!
Thanks for coming a long for this experimental ride into a disruptive edit!
I appreciate the sentiment of Mother’s Day (and Father’s Day) in taking time to recognise and celebrate the hard work parents do.
I like to think that mums are always appreciated as much as they are on Mother’s Day (ie for the other 364 days of the year as well) – not just one day a year … I hope …
Traditionally Mother’s Day is celebrated with breakfast in bed, flowers or lunches out with loved ones.
With much work needed to address systemic gender inequities, I’m proposing that this Mother’s Day is an opportunity to recognize such issues and think more carefully about how we celebrate mums and other (female) carers.
Mother’s Day is an opportunity to consider more critically the presence and presents we are giving to mums and what these ‘gifts’ communicate, expect and perpetuate.
Keep in mind that Mother’s Day (and other similar commemorative events) are overwhelmingly driven by corporate advertising and marketers who don’t give a shit about mums – they just want to sell more crap.
Such ‘gifts’ are not very honouring, nor are they particularly thoughtful.
So for Mother’s Day 2021, consider doing things a little differently.
Consider talking to a mother (key person) in your life – and dig a little deeper. Have a D & M (deep and meaningful). Be curious about their life (if they are willing to share) listening to what they have to say – and take your time. Go beyond the superficial and every day. Ask them more probing questions and listen to their experiences. Take time to really listen to what life is like for them – to be a mum/carer and a woman-person in the world. Ask them what their life is like – all the ups and downs. Tell them you notice all the small, thankless, important things they do – and that you know there are thousands of other hidden things that you are not aware of, but you know they do anyway, to make your life easier. Explain how you are aware of how hard they work – for you, in the home, at work, in the world.
A conversation like this is something a box of chocolates can’t achieve.
Oh… and if you do want to get them a present, ask them what they really want. Something just for them – and when they tell you what it is, don’t question it, discuss it or negotiate it- just do it.
And maybe you might want to add in something else – something more thoughtful and personal. Something just from you – that you think is an adequate tribute to that special person in your life.
Books with bikes that help people have difficult conversations are the best.
Oli and the pink bike is a short story book for children about alcohol feotal syndrome.
Image: Coram BAAF
What is the story about?
This UK short story introduces Oli and her adoptive family, and it follows Oli through her difficulties with behaviour and schoolwork. During the story, we learn about her condition, how it affects her, and all the good things about herself.
This story is designed for children aged seven to 11 whose development and behaviour has been affected by parental substance misuse, or who knows someone else who is affected. It is part of a series designed to teach children about a range of health conditions common to many looked after children.
After the story, there is a question and answer section covering a wide range of FAS topics and questions. There is also practical information and advice provided in a straightforward and child-friendly style.
Oli and the Pink Bicycle is one of a new series of books for children exploring health conditions that are common to many looked after children. Other titles in the series focus on Attention Deficit Hyperactivity Disorder, dyslexia and emotional and behavioural difficulties. The books in the series will be invaluable for social workers, foster carers, adopters, residential workers, health care practitioners and teachers to use with children who have these health issues or who know an affected child.
It’s Oli’s seventh birthday – the first one since her new mamma and papa adopted her – and she’s really excited about the present she has been promised. A pink bicycle! But Oli’s special day doesn’t go to plan and she is so angry that she just screams and screams.
Nothing ever seems to go right for Oli. Her first mamma drank too much alcohol and took bad medicine when Oli was just a tiny bump in her tummy. Now Oli finds numbers and spelling difficult, can’t always make her arms and legs do what she wants them to and often loses her temper. Oli is sad and doesn’t know what to do, until the mysterious Aggie Witchhazel sets her a series of challenges to help her discover all the good things about herself.
Image: Coram BAAF
Thoughts on this book – a review
The following book review is by Mrs. Dale van Graan who is a Senior Lecturer at the Faculty of Health, Social Care and Education at Kingston University. I like this review as it gives a few points about how to engage with this book with youngsters – in particular the idea of having ‘a secret list of friends’ – see more below.
This is a story about a seven-year-old little girl who has Foetal Alcohol Syndrome (FAS), and who has been adopted. The story builds with a great deal of anticipation about and around her seventh birthday, describing some of the behavioural and emotional difficulties a child with FAS might experience in the home, at school and socially, as well as the potential impact of her behaviour on others in those environments. The main character meets a neighbour, a helpful adult who assists her in developing a strategy to identify resources within herself and in her environments, to help her.
What is particularly helpful is the child-friendly explanation of how a child may develop FAS and how her development, behaviour and emotion regulation may be affected. However, in my view the fact that she is also an adopted child did not necessarily add value, apart from if this resource was to be used specifically with children who have been adopted or to educate children more generally about some of the additional needs children who have been adopted may have.
The book is aimed at children aged 7–11 years, who may read it themselves, or alongside an adult who may be able to enter into some discussion, explain and elaborate on some of the concepts. The ‘story’ in itself is engaging and entertaining, with effective use of humour.
However, it is a little concerning that the character is encouraged to keep a secret list of friends who could help her and the circumstances under which she meets the helpful adult are a little questionable, so I would be reluctant to encourage a child to read this without adult support to promote discussion and comprehension.
Simple illustrations and a short game at the end are likely to enhance the appeal of the book for children.
Another very useful aspect of the book is the question-and-answer section at the end, which covers a range of queries and concerns about FAS, from a child’s perspective, and practical information and advice, in a straightforward manner. Although published by BAAF, I would suggest that the book has relevance to a wide range of children and could be most effectively used in a classroom context.
I am recovering from a 3-week intensive marking bender.
My eyes are itchy, my lower back aches and my approachablity is incendiary.
A tight uni turnaround to mark 28 x 6,000-word research reports and 28 x 2,000-word workplace assessments (both Masters level and worth 80% of the total course!) PLUS 21 x 3,300-word undergrad mixed-method research reports (worth 50%). Epic!
I am grateful for the work. Like many others, I’ve had no uni teaching or lecturing for Trimeter 1 due to university COVID response measures. No sessional work, only marking. Thank goodness for my educational consultancy. Tough times.
The students worked hard and so did I. There’s a lot riding on these assessments – and I take the job seriously. I’m not the kind of academic who breezes over assessments and gives 3 comments like: good or need more work here and interesting point– what the hell kind of feedback is that? So unhelpful! I am NOT that kind of marker – I hate that shit! So, I put in the work and gave each assessment my full attention.
So in a similar mood for @Artcrank, I looked for a new source to lift the spirits and remind me of the creative playfulness betwixt bikes, community, action, spaces, materiality, bodies and brazenness.
Here is a 100-word worlding I wrote after seeing @bikeart.gallery for the first time.
I love bikeart, too.
Eyes itchy, shoulders aching and approachablity is incendiary. Time for bike art. @bikeart.gallery – newly discovered on Instagram. Stickers, prints, icons, charcoals, photos, cartoons, designs, and paper cuts. I love bikes and I love art, too. Some super progressive bikeart, others not so. Hypersexualized disembodied females with-on bikes (really? still?!) – cringe-worthy. Elsewhere, I marvel at super spunky rider couples, surreal adventure rides, fantastical bici creaturing, and cheeky postmodern velo classical reinterpretations. A few memes. Close-ups, portraits and movement. Audaciousness. Lego, flames, tattoos, air travel, and (Fr)eddie Merxc(ury). @jctdesign’s spontaneous napkin doodle ‘unplug and ride your bike’ is good advice.
Image: @andy_warlord
Image: Rachel aka @rachpetru!
Image: IG @artbike.gallery
Image: @bikeart.gallery
Image: @AlvaroLopeMoralesQuevado
Image: @tadapota
Image: @bikeart.gallery
Image: @bazasportpenza
Image: @josekoebrugge
Image: @abphart
Image:
Image: @hello_mrbaker
Image: IG @artbike.gallery
Image: @daemoncycling
Image: @kosuke_masuda_5
Image: @lbbjkt
Image: @bikeart.gallery
Image: @eila_kai
Image: @davidlgill
Image: “Organic Growth” art installation (umbrellas & bicycle tires) by @izaskunchinchilla (account not longer exists) at Govenor’s Island.
This session: Key to addressing human impacts on climate change is changing human demands on ecologies. My project is exploring how participating in ocean sports shapes peoples’ relationships to and knowledge of ecologies, and their ways of thinking about our responsibilities for environmental care (Olive). In particular, this project is aimed at challenging white-settler relationships to place (Kimmerer, Kwaymullina), and the ontologies that underpin how we understand ourselves in relation to the world.
Swimming and surfing remind us in deeply personal ways that we are part of ecologies, not separate from them. This includes learning to make kin (Haraway) with threatening aspects of place and space, such as sharks and various forms of pollution (Tsing).
For this discussion, I have suggested a lot of quite short readings, often from much longer texts. I have also set a recent essay that gives a good overview of my current work. You might not get to them all, but reading across at least a few of them will be helpful.
As part of this meeting, we dicussed: How can we better communicate knowledge with relevant communities and the public?
Image: Rebecca Olive
My session notes and thoughts
Below are two worldings I wrote about this session to give sense of what emerged.
Nature returns revisited
We’re discussing nature revisited and tainted returns. I’m traversing Ecofeminisms and thinking in habit(at)s. ‘Proper’ places. Sarah Jaquette posits climate anxiety is a white-person’s phenomenon. A culture of denial. Our vulnerability offsets our humility. Confusion about Margaret Howe Lovatt and Peter the dolphin’s more-than-pleasurable interspecies relations. People actively speaking about creative connections and kinships beyond family and humanness. Healing traditions. Tsing’s challenge of ‘living in the precarious ruins’. Reassuring exclusionary ethical participation. Hydrofeminisms. Definitions and distinctions between ‘locals’ and ‘imports’. PolesApart. Activists, stewards, custodians, collectors. Val Plumwood resituates humans in ecological terms. Putting humans back on the inside of nature.
Surfing ontological waves
I’m considering Rebecca Olive’s work. Surfing intensities. Reflecting on human impacted climate change and changing human demands on ecologies. Briny netroot polemics. Explorations of environs question peoples’ relationships, knowledge and responsibilities of ecologies and environmental care. Transnatural perspectives.Much needed challenges of white-settler relationships to place and the ontologies of how we understand ourselves and our actions in relation to the world. Moving Oceans. Natural environments affect us in deeply personal ways. Making kin. We are ecologies-with, not ecologies-from. Facing fears.Choices that either support or threaten ourselves, each other, creatures, plants and environments. The benefits of swimming with sharks.
Innovative technology is increasingly being applied to bike riding to address some very pressing issues, such as increasing bike participation and rider safety.
Previously I’ve posted on the pioneering work of Griffith researchers working on the world’s first ‘thought-control’ bicycle for spinal injury rehab (see more here). This story details Dr. Dinesh Palipana who is a Griffith University medical graduate. Dinesh became a quadriplegic after a car accident partway through his medical degree. Despite this, Dinesh completed his degree and has since been collaborating with a Griffith research team on the world’s-first integrated neuro-musculoskeletal rehabilitation recline bike that will enable quadriplegics to use ‘thought control’ to ride a specially adapted bike. This project uses ground-breaking 3D computer-simulated biomechanical model, connected to an electroencephalogram (EEG) to capture Dinesh’s brainwaves that then stimulates movement that not only push the pedals for him but also helps revitalise is neuro pathways for eventually recovery.
I recently came across an article written last year by Timna Jacks for the Sydney Morning Herald that looked at a ‘mind-reading- bicycle designed to save lives by improving riders’ safety. I was particularly curious about this article as the researchers were using e-bikes in this case Timna makes links with the unprecedented surge in bike use due to COVID-19 – something we have all noticed. So, if you missed this article, I’ve included it in full below.
The ‘mind-reading’ bicycle that could save lives
Cycling in Melbourne might seem a dangerous game, but what if the bike was so intuitive that it could detect when you were in danger and manoeuvre you to safety?
Researchers at Monash University, IBM Australia and the University of Southampton in the UK have invented an e-bicycle which they claim can “read” people’s minds and detect when a cyclist is in danger.
The electroencephalogram-supported e-bike prototype, built by the researchers over more than a year, scans the electrical activity in the cyclist’s brain to detect the nature of the rider’s field of view.
An EEG electrode cap measuring electrical signals in the cyclist’s occipital lobe, the visual processing area of the brain, feeds into a small computer in their backpack, which converts the signals from brain activity to instructions for the bike’s engine.
If the rider’s peripheral vision is narrow – a neurological response when a cyclist detects a danger ahead such as a car cutting them off or an obstruction to a bike path – the bike’s accelerator halts. The cyclist can still move forward by pushing the pedals, albeit more slowly.
Conversely, if the rider has a wide peripheral vision because there is no threat in sight, the bike accelerates.
Changes in peripheral awareness are often linked to a person’s awareness of their surroundings, and their physical performance and co-ordination.
Researchers at Monash, IBM and University of Southampton Josh Andres said cycling accidents often occurred at intersections where cyclists needed a heightened awareness of their environment.
He wanted to find a technology that gave riders extra time in critical situations, but instead of outsourcing this skill, he wanted to build a technology that helped riders connect more with their bodies.
This e-bike, named Ena, would provide a feedback loop for cyclists, enabling them to improve their peripheral vision.
“This is a problem right now. Many of the technologies we are building are teaching us how to outsource how we feel, whereas we should try to be more in touch with our bodies, more in tune with our bodies,” Mr Andres said.
He has previously built e-bikes that connect the bike’s motor to traffic light signals and instruct the cyclist to speed up or slow down.
Monash University researcher Floyd Mueller said the new bike was aimed at boosting people’s confidence in cycling, allowing them to feel in control.
“We know from good cyclists that they talk about how they become one with the bike … what this technology allows is for the cyclist to be an extension of their body. The bike knows when the cyclist is in danger or having fun without being explicitly told.”
Cycling is having an unprecedented surge in popularity because of the COVID-19 lockdown. A Bicycle Network count of 8800 riders on April 25 showed the number had increased by 270 per cent compared with November last year.
But Uber this week confirmed that its shared e-bike outfit Jump would be taken over by Lime and pulled off Melbourne’s streets, in line with similar moves overseas.
The program launched in early March and paused three weeks later as COVID-19 lockdowns began.
It is understood the decision was made in the face of financial strain wrought by the virus, with the company reportedly expected to lay off more than 100 Australian employees as part of its major global job cuts.
Not many people know about Ride Nation. Ride Nation is a national Australian school-based bike education program designed to get more students on bikes.
Ride Nation is pitched to schools as being ‘a fun and interactive learning experience that teaches young people to develop their riding skills and confidence – supporting kids in their independence and giving parents peace of mind.’
Ride Nation is also a wonderful exemplar of a comprehensive and well-thought bike education program that could be implemented more widely, or modified for different contexts.
The focus of Ride Nation is to improve engagement with physical activity and sport with bicycle riding. The aim here is to shift generational beliefs and behaviours from sedentary and inactive to be more active, happier and healthier. By working in schools, Sport Australia is using bike riding programs to reinforce and emphasise a healthy lifestyle, fundamental movement skills, environmental awareness and physical literacy – all of which are important skills for transitioning through life and into adulthood.
This program not only promotes regular and safe use bicycle riding for students, but also have a robust focus on building the skills and professional development of teachers and adults too. For example, they offer Cycling Australia School Teachers (CAST) and Introductory Skills Instructor (ISI) accredited programs.
There is also a Ride Nation blog, which is regularly updated stories of local families riding, ideas on where to go and other useful information.
The Ride Nation website has a ‘download zone’ where you can get free resources to get kids started with bike riding, a good load of teacher resources to help extend learnings from the courses, and coach resources to help assist with connecting and delivering these programs. These resources are well worth a look for anyone who has young kids learning to ride.
Ride Nation in-school bike progams develop key skills such as:
Movement and mobility skills
This program is 6 x 1-hour sessions. The focus here is on foundational bike handling skills. Using a game-sense/experience approach students are able to practice: riding in a straight line, riding through a salem course, riding slowly and in control, emergency braking, scanning (looking) left and right, standing and pedalling, and precision braking.
Confidence and hazard perception
This program develops rider situational awareness and response to the moving environment. This program has a mix of classroom content and riding activities so student-riders can understand, identify and respond to different hazards, such as bike control skills, precision maneuvering, signalling, scanning traffic/hazards, hazard perception, and entering roadways.
Exploring places
Where the previous sessions have a focus on road safety and skills, these final two sessions, Explore Places focus on riding opportunities in local communities. The core competencies in this module are: safe route planning and risk assessment, riding in groups, riding of active transportation and riding with other roads users.
I’d love to see Ride Nation being enshrined in the national curriculum of all Australian schools – after all, riding a bike is an essential life skill everyone should learn!
If you haven’t heard of Ride Nation before – check it out.
If you have kids in school or are a teacher – consider getting your school involved.
It is never too early to be safe and confident on a bike!
