http://wiki.bidstonobservatory.org/api.php?action=feedcontributions&feedformat=atom&user=Ky 2026-04-20T18:37:15Z User contributions MediaWiki 1.35.3 http://wiki.bidstonobservatory.org/index.php?title=Chronograph&diff=1072 2024-02-11T10:05:13Z

<p>Ky: </p> <hr /> <div><br /> About the Chronograph<br /> &lt;p&gt; Transcript from tour of the observatory with XXX (2021)<br /> <br /> &lt;blockquote&gt; So the chronograph - and he had one here --that was made here, from the designs of William Bond-- Chronograph is a horizontal brass drum, with paper wound around it. And there's a clock drive? mechanism which we call a conical/mechanical? pendulum that there be a heavyweight that would pull on a chain and a series of gears designed to rotate this drum once around every say two minutes, and there be a pen and the pen would be on a little carriage that had a spiral on it, so as time moves along a gear turns the pen and moves it, say, from left to right. So if you did nothing didn't touch anything depend would trace a spiral like this around on the paper. <br /> &lt;p&gt; But if you had a push button --an electric push button on cord-- you would hit that button and a magnet, an electromagnet on the pen would cause it to jump like this! so when it jumps left and right you would say OK first I'm going to record that it's me and you had a special code for you (versus another observer) like I'm 3 blips on a space in another blip or something; and then you do a series of blips saying we're about to do this star --Star #5 or something-- and then you'd wait and when you see the star crossing wire #1 you did a button and it will cause a blip and So what the tracings look like is you unroll you take the paper off and you put it on the table, and you'll see align like this and then you'll see a little square blip coming up, and another one each time you press the button you take a ruler and you put it across them and you measure how far it was from the beginning of each minute.&lt;/p&gt; <br /> &lt;p&gt; <br /> &lt;p&gt; So in the meantime, you took your clock --not the bond one but one of the Molineux or other wall clocks-- and you had electric wires going to it, two of them, and so when the pendulum would swing, the pendulum had a little bucket of mercury and a little pin that would sweep through the bucket of mercury and close a circuit. So the clock itself is pushing a button every second. He's got to measure the except for the first second of each minute so you could tell when the minutes started, so it would do 59 of these little dots so you can put your ruler on and say: Oh here's the beginning of this minute, and here's how far away the clock the first wire was -- we also call them wires or spider-wires was because they were made of spider threads.&lt;/p&gt; <br /> &lt;p&gt; Because - <br /> &lt;p&gt; Noooo!<br /> &lt;p&gt; Yeah<br /> &lt;p&gt; I guess because spider thread threads was the finest thing that you could get - <br /> It was the finest thing you could get. <br /> &lt;p&gt; Oh my god<br /> &lt;p&gt; You would illuminate them from the side with a tiny little gas lamp and spider threads are very - there was a fellow selling a supply of spider web material on eBay recently, yeah from the 1950s <br /> &lt;p&gt; Why didn't you get it? <br /> &lt;p&gt; In modern days, in the 1940s, in the about the 1940s, we went to verifying tungsten wires and spiders weren't used anymore... but observatories kept a spider, he probably had his spider or he got him from someone who supplied spider web material. Cos it's so immensely strong but so very very thin if it's too thick it blocks too much of the star and you can't tell the star's centre as it's hidden.&lt;/p&gt; &lt;/blockquote&gt;</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=Chronograph&diff=1071 2024-02-11T10:04:19Z

<p>Ky: </p> <hr /> <div><br /> About the Chronograph<br /> &lt;p&gt; Transcript from tour of the observatory with XXX (2021)<br /> <br /> &lt;blockquote&gt; So the chronograph - and he had one here --that was made here, from the designs of William Bond-- Chronograph is a horizontal brass drum, with paper wound around it. And there's a clock drive? mechanism which we call a conical/mechanical? pendulum that there be a heavyweight that would pull on a chain and a series of gears designed to rotate this drum once around every say two minutes, and there be a pen and the pen would be on a little carriage that had a spiral on it, so as time moves along a gear turns the pen and moves it, say, from left to right. So if you did nothing didn't touch anything depend would trace a spiral like this around on the paper. <br /> &lt;p&gt; But if you had a push button --an electric push button on cord-- you would hit that button and a magnet, an electromagnet on the pen would cause it to jump like this! so when it jumps left and right you would say OK first I'm going to record that it's me and you had a special code for you (versus another observer) like I'm 3 blips on a space in another blip or something; and then you do a series of blips saying we're about to do this star --Star #5 or something-- and then you'd wait and when you see the star crossing wire #1 you did a button and it will cause a blip and So what the tracings look like is you unroll you take the paper off and you put it on the table, and you'll see align like this and then you'll see a little square blip coming up, and another one each time you press the button you take a ruler and you put it across them and you measure how far it was from the beginning of each minute.&lt;/p&gt; <br /> &lt;p&gt; <br /> &lt;p&gt; So in the meantime, you took your clock --not the bond one but one of the Molineux or other wall clocks-- and you had electric wires going to it, two of them, and so when the pendulum would swing, the pendulum had a little bucket of mercury and a little pin that would sweep through the bucket of mercury and close a circuit. So the clock itself is pushing a button every second. He's got to measure the except for the first second of each minute so you could tell when the minutes started, so it would do 59 of these little dots so you can put your ruler on and say: Oh here's the beginning of this minute, and here's how far away the clock the first wire was -- we also call them wires or spider-wires was because they were made of spider threads.&lt;/p&gt; <br /> &lt;p&gt; Because - <br /> Noooo!<br /> Yeah<br /> I guess because spider thread threads was the finest thing that you could get - <br /> It was the finest thing you could get. <br /> Oh my god<br /> You would illuminate them from the side with a tiny little gas lamp and spider threads are very - there was a fellow selling a supply of spider web material on eBay recently, yeah from the 1950s <br /> Why didn't you get it? <br /> In modern days, in the 1940s, in the about the 1940s, we went to verifying tungsten wires and spiders weren't used anymore... but observatories kept a spider, he probably had his spider or he got him from someone who supplied spider web material. Cos it's so immensely strong but so very very thin if it's too thick it blocks too much of the star and you can't tell the star's centre as it's hidden.&lt;/p&gt; &lt;/blockquote&gt;</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=Chronograph&diff=1070 2024-02-11T10:03:15Z

<p>Ky: </p> <hr /> <div><br /> About the Chronograph<br /> &lt;p&gt; Transcript from tour of the observatory with XXX (2021)<br /> <br /> &lt;blockquote&gt; So the chronograph - and he had one here --that was made here, from the designs of William Bond-- Chronograph is a horizontal brass drum, with paper wound around it. And there's a clock drive? mechanism which we call a conical/mechanical? pendulum that there be a heavyweight that would pull on a chain and a series of gears designed to rotate this drum once around every say two minutes, and there be a pen and the pen would be on a little carriage that had a spiral on it, so as time moves along a gear turns the pen and moves it, say, from left to right. So if you did nothing didn't touch anything depend would trace a spiral like this around on the paper. <br /> &lt;p&gt; But if you had a push button --an electric push button on cord-- you would hit that button and a magnet, an electromagnet on the pen would cause it to jump like this! so when it jumps left and right you would say OK first I'm going to record that it's me and you had a special code for you (versus another observer) like I'm 3 blips on a space in another blip or something; and then you do a series of blips saying we're about to do this star --Star #5 or something-- and then you'd wait and when you see the star crossing wire #1 you did a button and it will cause a blip and So what the tracings look like is you unroll you take the paper off and you put it on the table, and you'll see align like this and then you'll see a little square blip coming up, and another one each time you press the button you take a ruler and you put it across them and you measure how far it was from the beginning of each minute.<br /> <br /> So in the meantime, you took your clock --not the bond one but one of the Molineux or other wall clocks-- and you had electric wires going to it, two of them, and so when the pendulum would swing, the pendulum had a little bucket of mercury and a little pin that would sweep through the bucket of mercury and close a circuit. So the clock itself is pushing a button every second. He's got to measure the except for the first second of each minute so you could tell when the minutes started, so it would do 59 of these little dots so you can put your ruler on and say: Oh here's the beginning of this minute, and here's how far away the clock the first wire was -- we also call them wires or spider-wires was because they were made of spider threads.<br /> <br /> <br /> Because - <br /> Noooo!<br /> Yeah<br /> I guess because spider thread threads was the finest thing that you could get - <br /> It was the finest thing you could get. <br /> Oh my god<br /> You would illuminate them from the side with a tiny little gas lamp and spider threads are very - there was a fellow selling a supply of spider web material on eBay recently, yeah from the 1950s <br /> Why didn't you get it? <br /> In modern days, in the 1940s, in the about the 1940s, we went to verifying tungsten wires and spiders weren't used anymore... but observatories kept a spider, he probably had his spider or he got him from someone who supplied spider web material. Cos it's so immensely strong but so very very thin if it's too thick it blocks too much of the star and you can't tell the star's centre as it's hidden.&lt;/blockquote&gt;</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=Chronograph&diff=1069 2024-02-11T10:02:24Z

<p>Ky: Created page with &quot; About the Chronograph Transcript from tour of the observatory with XXX (2021) &lt;blockquote&gt; So the chronograph - and he had one here --that was made here, from the designs of...&quot;</p> <hr /> <div><br /> About the Chronograph<br /> Transcript from tour of the observatory with XXX (2021)<br /> <br /> &lt;blockquote&gt; So the chronograph - and he had one here --that was made here, from the designs of William Bond-- Chronograph is a horizontal brass drum, with paper wound around it. And there's a clock drive? mechanism which we call a conical/mechanical? pendulum that there be a heavyweight that would pull on a chain and a series of gears designed to rotate this drum once around every say two minutes, <br /> and there be a pen and the pen would be on a little carriage that had a spiral on it, so as time moves along a gear turns the pen and moves it, say, from left to right. So if you did nothing didn't touch anything depend would trace a spiral like this around on the paper. But if you had a push button --an electric push button on cord-- you would hit that button and a magnet, an electromagnet on the pen would cause it to jump like this! so when it jumps left and right you would say OK first I'm going to record that it's me and you had a special code for you (versus another observer) like I'm 3 blips on a space in another blip or something; and then you do a series of blips saying we're about to do this star --Star #5 or something-- and then you'd wait and when you see the star crossing wire #1 you did a button and it will cause a blip and So what the tracings look like is you unroll you take the paper off and you put it on the table, and you'll see align like this and then you'll see a little square blip coming up, and another one each time you press the button you take a ruler and you put it across them and you measure how far it was from the beginning of each minute.<br /> <br /> So in the meantime, you took your clock --not the bond one but one of the Molineux or other wall clocks-- and you had electric wires going to it, two of them, and so when the pendulum would swing, the pendulum had a little bucket of mercury and a little pin that would sweep through the bucket of mercury and close a circuit. So the clock itself is pushing a button every second. He's got to measure the except for the first second of each minute so you could tell when the minutes started, so it would do 59 of these little dots so you can put your ruler on and say: Oh here's the beginning of this minute, and here's how far away the clock the first wire was -- we also call them wires or spider-wires was because they were made of spider threads.<br /> <br /> <br /> Because - <br /> Noooo!<br /> Yeah<br /> I guess because spider thread threads was the finest thing that you could get - <br /> It was the finest thing you could get. <br /> Oh my god<br /> You would illuminate them from the side with a tiny little gas lamp and spider threads are very - there was a fellow selling a supply of spider web material on eBay recently, yeah from the 1950s <br /> Why didn't you get it? <br /> In modern days, in the 1940s, in the about the 1940s, we went to verifying tungsten wires and spiders weren't used anymore... but observatories kept a spider, he probably had his spider or he got him from someone who supplied spider web material. Cos it's so immensely strong but so very very thin if it's too thick it blocks too much of the star and you can't tell the star's centre as it's hidden.&lt;/blockquote&gt;</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=CTD_monitor&diff=1068 2024-02-09T16:28:06Z

<p>Ky: </p> <hr /> <div>Also known as '''CTD profiler''' <br /> This page attempts to trace a line between history of the CTD profiling instrument, including non-human useage.<br /> <br /> == Aquapack CTD profiler==<br /> <br /> A CTD profiler measures the vertical profile of conductivity, temperature and depth through the water column, providing measurements of temperature and salinity, which characterise the water masses in the ocean. This instrument was donated to the HECS by the Brotish Antarctice Survey in July 2023, now being surplus to requirements. It had been used for the early part of the sustained year-round oceanographic measurements from Rothera Research Station, Antarctica, 1997–2017. The Aquapack was made by Chelsea Instruments and rated to 200m.<br /> <br /> [[File:Aquapack CTD deployment.jpg|400px|The Aquapack CTD is on display in the HECS]]<br /> <br /> == CTD profile==<br /> <br /> Picture a column, starting at the surface of the ocean and descending to the ocean floor. Conceptualised by the discipline of oceanography, this is the area delineated for measuring qualities of water, an architecture of modernity. <br /> <br /> This logic follows the long history of the way that the seascape has been imagined by different disciplines of Western science. CTD instruments which now rise through these vertical delineations, are preceded by hemp ropes, weighted with lead, which would be dropped from the side of a ship. As the rope dropped, it ran through the hands of the sailors. Knots on the rope, representing fathoms, were called out, and marked down with a quill pen.<br /> <br /> == Sounding line ==<br /> <br /> &lt;blockquote&gt;“I have been asked by the Captain to try to explain to you as well as I am able, what is the object of our expedition &amp; what we are doing from day to day. I need not remark that it gives me pleasure to do so, for we are to be common shipmates for the next few years &amp; doubtless each one has some interest in the work, the results, if successful, will be creditable to us all. In the first place I must tell you that the bottom of the sea occupies an area of the globe, &amp; this immense portion has been a sealed book to the human race. We have a comparatively accurate notion of the land; we know the geology and the Natural History of much of the countries of the earth, even Africa and Australia are becoming annually more known to us; and the indomitable energy of man is slowly but surely bringing each country into what I may call the regular routine, &amp; causing it to contribute somewhat to the comfort &amp; happiness of the rest; inasmuch as their productions whether natural or artificial, whether as necessary or more generally as (luxuries) are spread in this manner over the world, &amp; in this way conduces to the general happiness of mankind. One reason why our ancestors did nothing towards lifting the soil from the sea bottom was because it was thought that no object could be gained by so doing; and the difficulties in the way were deemed insurmountable. For it was thought, and with reason, that nothing living could exist at a greater depth than about 400 fathoms. Now you all know that when an empty bucket is put over the ships side &amp; allowed to sink down a little distance, what difficulty there is in hauling it up, &amp; what a resistance is offered by the weight of water on the top of it. That resistance increases the lower we go; so that if a man was placed at the bottom...&lt;/blockquote&gt; Lecture by Thompson to crew of Challenger, 1873 <br /> Substance of Professor Wyville Thompson's Lecture, to the ship's company of H.M. Ship, Challenger, on the Geography of the sea &amp; the object of the challenger expedition. With remarks on the progress hitherto made.<br /> Collection: Scripps Institution of Oceanography Letters, Clippings, Ships' Logs<br /> &lt;/ref&gt;”<br /> <br /> == Wildlife oceanographers ==<br /> <br /> This is a seal which has been fitted with a CTD sensor.<br /> [[File:Meop seal2-640x426.jpg |500px]]<br /> <br /> &quot;The average seal dive profiled by the CTDs went to a depth of 500 meters, with some reaching 2,000 meters. The fist-sized instruments, which are glued to a seal’s head and transmit data when it surfaces from a dive, last for about five months before running out of power. Seals molt each year, shedding the instruments along with their fur.<br /> <br /> In order to make this cache of data useful, the researchers put the profiles through extensive quality control and calibration. What comes out the other end is just about as good as the Argo data. To see what this gets us, the researchers used a model that takes in available observations and simulates the global ocean circulation pattern that fits them best. This was done for an 18-month period using only the Argo data, and then again using the seal data as well. The two were then compared to see the difference made by the seal data—showing what we would otherwise miss, in other words.<br /> <br /> Including the seal data tended to decrease the temperatures estimated for surface water near Antarctica and increase those farther from shore. Salinity increased markedly to the west of the Antarctic Peninsula and lowered a bit elsewhere.<br /> <br /> Some of the most interesting differences relate to sea ice behavior. When seawater freezes, salt is excluded from the crystallizing ice. That makes the remaining seawater saltier and, therefore, more dense. The data collected by the seals showed this being more pronounced, affecting surface water circulation. The sea ice itself was also better estimated by the seal-assisted model, with the output comparing more favorably with satellite observations.&quot;<br /> <br /> Edit? <br /> https://arstechnica.com/science/2013/12/seals-lend-scientists-a-helping-flipper-in-the-southern-ocean/<br /> <br /> <br /> [[File:Wildlife computers elephant seal ctd.png]]<br /> &lt;br/&gt;<br /> Figure 2—The track of a southern elephant seal tagged with a prototype SCOUT-CTD tag at Península Valdés. The seal migrated east over the course of a month into an area with high salinity, warm-core eddy formed by the Brazil Current before turning back toward the coast. The SST image is from the midpoint of the migration. While temperatures warmed over the two-month period, warmer, low-salinity water near the coast, the northward cold-water current in the center, and warmer high-salinity water offshore were persistent throughout the track. Colored triangles on the map indicate the locations corresponding to the profiles in the right panels.<br /> Suzy Kohin<br /> https://wildlifecomputers.com/blog/promising-field-trial-results-prototype-scout-ctd-tags-transmit-thousands-of-temperature-and-salinity-profiles/<br /> <br /> <br /> <br /> <br /> [[category: Instruments]]</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=CTD_monitor&diff=1067 2024-02-09T16:27:42Z

<p>Ky: </p> <hr /> <div>Also known as '''CTD profiler''' <br /> This page attempts to trace a line between history of the CTD profiling instrument, including non-human useage.<br /> <br /> == Aquapack CTD profiler==<br /> <br /> A CTD profiler measures the vertical profile of conductivity, temperature and depth through the water column, providing measurements of temperature and salinity, which characterise the water masses in the ocean. This instrument was donated to the HECS by the Brotish Antarctice Survey in July 2023, now being surplus to requirements. It had been used for the early part of the sustained year-round oceanographic measurements from Rothera Research Station, Antarctica, 1997–2017. The Aquapack was made by Chelsea Instruments and rated to 200m.<br /> <br /> [[File:Aquapack CTD deployment.jpg|400px|The Aquapack CTD is on display in the HECS]]<br /> <br /> == CTD profile==<br /> <br /> Picture a column, starting at the surface of the ocean and descending to the ocean floor. Conceptualised by the discipline of oceanography, this is the area delineated for measuring qualities of water, an architecture of modernity. <br /> <br /> This logic follows the long history of the way that the seascape has been imagined by different disciplines of Western science. CTD instruments which now rise through these vertical delineations, are preceded by hemp ropes, weighted with lead, which would be dropped from the side of a ship. As the rope dropped, it ran through the hands of the sailors. Knots on the rope, representing fathoms, were called out, and marked down with a quill pen.<br /> <br /> == Sounding line ==<br /> <br /> &lt;blockquote&gt;“I have been asked by the Captain to try to explain to you as well as I am able, what is the object of our expedition &amp; what we are doing from day to day. I need not remark that it gives me pleasure to do so, for we are to be common shipmates for the next few years &amp; doubtless each one has some interest in the work, the results, if successful, will be creditable to us all. In the first place I must tell you that the bottom of the sea occupies an area of the globe, &amp; this immense portion has been a sealed book to the human race. We have a comparatively accurate notion of the land; we know the geology and the Natural History of much of the countries of the earth, even Africa and Australia are becoming annually more known to us; and the indomitable energy of man is slowly but surely bringing each country into what I may call the regular routine, &amp; causing it to contribute somewhat to the comfort &amp; happiness of the rest; inasmuch as their productions whether natural or artificial, whether as necessary or more generally as (luxuries) are spread in this manner over the world, &amp; in this way conduces to the general happiness of mankind. One reason why our ancestors did nothing towards lifting the soil from the sea bottom was because it was thought that no object could be gained by so doing; and the difficulties in the way were deemed insurmountable. For it was thought, and with reason, that nothing living could exist at a greater depth than about 400 fathoms. Now you all know that when an empty bucket is put over the ships side &amp; allowed to sink down a little distance, what difficulty there is in hauling it up, &amp; what a resistance is offered by the weight of water on the top of it. That resistance increases the lower we go; so that if a man was placed at the bottom...&lt;/ref&gt;&lt;/blockquote&gt; Lecture by Thompson to crew of Challenger, 1873 <br /> Substance of Professor Wyville Thompson's Lecture, to the ship's company of H.M. Ship, Challenger, on the Geography of the sea &amp; the object of the challenger expedition. With remarks on the progress hitherto made.<br /> Collection: Scripps Institution of Oceanography Letters, Clippings, Ships' Logs<br /> &lt;/ref&gt;”<br /> <br /> == Wildlife oceanographers ==<br /> <br /> This is a seal which has been fitted with a CTD sensor.<br /> [[File:Meop seal2-640x426.jpg |500px]]<br /> <br /> &quot;The average seal dive profiled by the CTDs went to a depth of 500 meters, with some reaching 2,000 meters. The fist-sized instruments, which are glued to a seal’s head and transmit data when it surfaces from a dive, last for about five months before running out of power. Seals molt each year, shedding the instruments along with their fur.<br /> <br /> In order to make this cache of data useful, the researchers put the profiles through extensive quality control and calibration. What comes out the other end is just about as good as the Argo data. To see what this gets us, the researchers used a model that takes in available observations and simulates the global ocean circulation pattern that fits them best. This was done for an 18-month period using only the Argo data, and then again using the seal data as well. The two were then compared to see the difference made by the seal data—showing what we would otherwise miss, in other words.<br /> <br /> Including the seal data tended to decrease the temperatures estimated for surface water near Antarctica and increase those farther from shore. Salinity increased markedly to the west of the Antarctic Peninsula and lowered a bit elsewhere.<br /> <br /> Some of the most interesting differences relate to sea ice behavior. When seawater freezes, salt is excluded from the crystallizing ice. That makes the remaining seawater saltier and, therefore, more dense. The data collected by the seals showed this being more pronounced, affecting surface water circulation. The sea ice itself was also better estimated by the seal-assisted model, with the output comparing more favorably with satellite observations.&quot;<br /> <br /> Edit? <br /> https://arstechnica.com/science/2013/12/seals-lend-scientists-a-helping-flipper-in-the-southern-ocean/<br /> <br /> <br /> [[File:Wildlife computers elephant seal ctd.png]]<br /> &lt;br/&gt;<br /> Figure 2—The track of a southern elephant seal tagged with a prototype SCOUT-CTD tag at Península Valdés. The seal migrated east over the course of a month into an area with high salinity, warm-core eddy formed by the Brazil Current before turning back toward the coast. The SST image is from the midpoint of the migration. While temperatures warmed over the two-month period, warmer, low-salinity water near the coast, the northward cold-water current in the center, and warmer high-salinity water offshore were persistent throughout the track. Colored triangles on the map indicate the locations corresponding to the profiles in the right panels.<br /> Suzy Kohin<br /> https://wildlifecomputers.com/blog/promising-field-trial-results-prototype-scout-ctd-tags-transmit-thousands-of-temperature-and-salinity-profiles/<br /> <br /> <br /> <br /> <br /> [[category: Instruments]]</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=Proudman_Oceanographic_Laboratory&diff=1065 2024-02-09T16:24:23Z

<p>Ky: </p> <hr /> <div>The Proudman Oceanographic Laboratory (POL) stood to the North of the site, eclipsing Bidston Observatory in height. Although work there was considered to be at the forefront of progress in Oceanography for some, the building itself was an eyesore to others; built in 1975, POL was demolished in 2013.<br /> <br /> POL, which then became National Oceanographic Centre (NOC), is now based in Brownlow Street, Liverpool, England. <br /> <br /> NOC was the product of POLs merger, in April 2010, with the National Oceanography Centre, Southampton (NOCS). More on POL here: https://en.wikipedia.org/wiki/Proudman_Oceanographic_Laboratory<br /> <br /> [[File:Proudman Oceanographic Laboratory model.jpeg|400px|Architectural model of the Proudman Oceanographic Laboratory, in the HECS archive]]<br /> <br /> &lt;gallery mode=&quot;packed-hover&quot;&gt;<br /> File:Proudman Oceanographic Laboratory model.jpeg|''[[Architectural model of the Proudman Oceanographic Laboratory, in the HECS archive]]''<br /> &lt;/gallery&gt;<br /> [[Category:Instruments]]<br /> [[category:Sites]]</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=One_O%27Clock_Gun&diff=1063 2024-02-09T16:22:16Z

<p>Ky: </p> <hr /> <div><br /> <br /> <br /> Poster detailing One O'Clock Gun history and mechanical and electrical instrumentation used. A chronometer, cannon, clock and regulator were components used in the functioning of this accurate time keeping method. Poster Includes eye witness accounts of the firing procedure for dummy and actual firing.<br /> - Image -<br /> <br /> <br /> <br /> [[category:instruments]]</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=One_O%27Clock_Gun&diff=1062 2024-02-09T16:21:37Z

<p>Ky: Created page with &quot; Poster detailing One O'Clock Gun history and mechanical and electrical instrumentation used. A chronometer, cannon, clock and regulator were components used in the function...&quot;</p> <hr /> <div><br /> <br /> <br /> Poster detailing One O'Clock Gun history and mechanical and electrical instrumentation used. A chronometer, cannon, clock and regulator were components used in the functioning of this accurate time keeping method. Poster Includes eye witness accounts of the firing procedure for dummy and actual firing.<br /> - Image -</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=Proudman_Oceanographic_Laboratory&diff=1059 2024-02-09T16:14:38Z

<p>Ky: </p> <hr /> <div>The Proudman Oceanographic Laboratory (POL) stood to the North of the site, eclipsing Bidston Observatory in height. Although work there was considered to be at the forefront of progress in Oceanography for some, the building itself was an eyesore to others; built in 1975, POL was demolished in 2013.<br /> <br /> POL, which then became National Oceanographic Centre (NOC), is now based in Brownlow Street, Liverpool, England. <br /> <br /> NOC was the product of POLs merger, in April 2010, with the National Oceanography Centre, Southampton (NOCS). More on POL here: https://en.wikipedia.org/wiki/Proudman_Oceanographic_Laboratory<br /> <br /> [[File:Proudman Oceanographic Laboratory model.jpeg|400px|Architectural model of the Proudman Oceanographic Laboratory, in the HECS archive]]<br /> <br /> &lt;gallery mode=&quot;packed-hover&quot;&gt;<br /> File:Proudman Oceanographic Laboratory model.jpeg|''[[Architectural model of the Proudman Oceanographic Laboratory, in the HECS archive]]''<br /> &lt;/gallery&gt;<br /> [[Category:Instruments]]</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=Proudman_Oceanographic_Laboratory&diff=1058 2024-02-09T16:13:12Z

<p>Ky: </p> <hr /> <div>The Proudman Oceanographic Laboratory (POL) stood to the North of the site, eclipsing Bidston Observatory in height. Although work there was considered to be at the forefront of progress in Oceanography for some, the building itself was an eyesore to others; built in 1975, POL was demolished in 2013.<br /> <br /> POL, which then became National Oceanographic Centre (NOC), is now based in Brownlow Street, Liverpool, England. <br /> <br /> NOC was the product of POLs merger, in April 2010, with the National Oceanography Centre, Southampton (NOCS). More on POL here: https://en.wikipedia.org/wiki/Proudman_Oceanographic_Laboratory<br /> <br /> &lt;gallery mode=&quot;packed-hover&quot;&gt;<br /> Image:Astronotus_ocellatus.jpg|''[[commons:Astronotus ocellatus|Astronotus ocellatus]]'' (Oscar)<br /> File:Psetta maxima Luc Viatour.jpg|''[[commons:Psetta maxima|Psetta maxima]]'' (Turbot)<br /> File:Proudman Oceanographic Laboratory model.jpeg|''[[Architectural model of the Proudman Oceanographic Laboratory, in the HECS archive]]''<br /> &lt;/gallery&gt;<br /> [[Category:Instruments]]</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=Proudman_Oceanographic_Laboratory&diff=1057 2024-02-09T16:11:54Z

<p>Ky: </p> <hr /> <div>The Proudman Oceanographic Laboratory (POL) stood to the North of the site, eclipsing Bidston Observatory in height. Although work there was considered to be at the forefront of progress in Oceanography for some, the building itself was an eyesore to others; built in 1975, POL was demolished in 2013.<br /> <br /> POL, which then became National Oceanographic Centre (NOC), is now based in Brownlow Street, Liverpool, England. <br /> <br /> NOC was the product of POLs merger, in April 2010, with the National Oceanography Centre, Southampton (NOCS). More on POL here: https://en.wikipedia.org/wiki/Proudman_Oceanographic_Laboratory<br /> <br /> &lt;gallery mode=&quot;packed-hover&quot;&gt;<br /> Image:Astronotus_ocellatus.jpg|''[[commons:Astronotus ocellatus|Astronotus ocellatus]]'' (Oscar)<br /> File:Psetta maxima Luc Viatour.jpg|''[[commons:Psetta maxima|Psetta maxima]]'' (Turbot)<br /> <br /> <br /> [[File:Proudman Oceanographic Laboratory model.jpeg|400px|Architectural model of the Proudman Oceanographic Laboratory, in the HECS archive]]<br /> &lt;/gallery&gt;<br /> [[Category:Instruments]]</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=Proudman_Oceanographic_Laboratory&diff=1056 2024-02-09T16:08:30Z

<p>Ky: Created page with &quot;The Proudman Oceanographic Laboratory (POL) stood to the North of the site, eclipsing Bidston Observatory in height. Although work there was considered to be at the forefront...&quot;</p> <hr /> <div>The Proudman Oceanographic Laboratory (POL) stood to the North of the site, eclipsing Bidston Observatory in height. Although work there was considered to be at the forefront of progress in Oceanography for some, the building itself was an eyesore to others; built in 1975, POL was demolished in 2013.<br /> <br /> POL, which then became National Oceanographic Centre (NOC), is now based in Brownlow Street, Liverpool, England. <br /> <br /> NOC was the product of POLs merger, in April 2010, with the National Oceanography Centre, Southampton (NOCS). More on POL here: https://en.wikipedia.org/wiki/Proudman_Oceanographic_Laboratory<br /> <br /> <br /> [[File:Proudman Oceanographic Laboratory model.jpeg|400px|Architectural model of the Proudman Oceanographic Laboratory, in the HECS archive]]<br /> <br /> [[Category:Instruments]]</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=File:Proudman_Oceanographic_Laboratory_model.jpeg&diff=1055 2024-02-09T16:07:19Z

<p>Ky: </p> <hr /> <div></div>

Ky http://wiki.bidstonobservatory.org/index.php?title=Wheel_of_the_year&diff=1049 2024-02-09T15:18:50Z

<p>Ky: Created page with &quot;Bidston Hill has long been a site which attracts pagan rituals. On Beltane (1st May) in the early morning, Mock Beggar and Morris dancer groups dance the sun up, and around Sa...&quot;</p> <hr /> <div>Bidston Hill has long been a site which attracts pagan rituals. On Beltane (1st May) in the early morning, Mock Beggar and Morris dancer groups dance the sun up, and around Samhain (Halloween, 31st October) you may find many pentacles marked on the rock in chalk, surrounded by candle remains. The wheel of the year marks eight dates of festival and celebration. <br /> <br /> [[File:Altar cloth.jpg|400px|Altar cloth strewn with leaves, flowers, salt and water used in a ritual.]]<br /> <br /> For pagan wheel of the year: http://socksreunited.net/wheel/<br /> For more info: https://en.wikipedia.org/wiki/Wheel_of_the_Year<br /> <br /> [[Category: Activities]]</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=File:Altar_cloth.jpg&diff=1045 2024-02-09T15:07:38Z

<p>Ky: </p> <hr /> <div><br /> == Licensing ==<br /> {{CC4r}}</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=Sextant&diff=1043 2024-02-09T14:53:51Z

<p>Ky: </p> <hr /> <div>Also known as the '''W Gerrard Sextant'''<br /> <br /> &lt;blockquote&gt;&quot;A 19th Century Brass Sextant, with Ebonised Handle, stamped to the frame. Made by W Gerrard, Liverpool<br /> <br /> This is a typical sextant, which would have been used by ships’ captains and deck officers for navigation by shipping companies operating out of Liverpool. During the latter part of the 19th century, ships' sextants would have been brought to Bidston Observatory for setting accurate Greenwich Mean Time and rating. Rating included checking the temperature response of the sextant using the 'hotbox' developed by the Obsevatory<br /> <br /> <br /> [[File:Brass_and_Plastic_sextant.jpg|400px|Physical artefacts belonging to HECS]]<br /> <br /> [[Category:Instruments]]</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=File:Brass_and_Plastic_sextant.jpg&diff=1042 2024-02-09T14:53:12Z

<p>Ky: </p> <hr /> <div><br /> == Licensing ==<br /> {{CC4r}}</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=Comptometer&diff=1041 2024-02-09T14:49:38Z

<p>Ky: Created page with &quot;'''Vintage Comptometer PLUS brand''' Distributed by Sumlock Comptometer Ltd for Bell Punch Co Ltd. 1970s - Image to follow - 400px| Category:Instruments&quot;</p> <hr /> <div>'''Vintage Comptometer PLUS brand'''<br /> <br /> Distributed by Sumlock Comptometer Ltd for Bell Punch Co Ltd. 1970s<br /> <br /> <br /> <br /> - Image to follow - <br /> [[File:|400px|]]<br /> <br /> [[Category:Instruments]]</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=Thermographic_records&diff=1032 2023-09-02T10:26:32Z

<p>Ky: </p> <hr /> <div><br /> Bidston thermographic records 1906<br /> Thermograph charts, bound together, shows the temperature from the whole year <br /> <br /> Bidston thermographic records 1905<br /> Pressure Tube Anemometer record at Bidston, shows wind speed and direction, for the whole year<br /> <br /> [[category:instruments]]</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=Anemometer&diff=1031 2023-09-02T10:23:40Z

<p>Ky: </p> <hr /> <div>The Dines anemometer sits in the weather cabin, atop the roof of the observatory. This instrument measured wind speed, direction and force of gusts. It is now defunct in its original use, however can be interpolated into experiments that focus on wind / sound / data collection and interpretation / othering perceptions of more-than-human nature, to name only a few.<br /> <br /> [[File:Anemometer_2016.jpg|thumb|left|200px|Pressure Tube Anemometer]]<br /> <br /> The anemometer consists of a weather vane, tubes, rods and a tank with water and a float inside. The intra-active, expanded anemometer consists of all those parts, +:&lt;br /&gt;<br /> - the material of the building and weather cabin, + &lt;br /&gt;<br /> - architecture, decisions made to height and stability, + &lt;br /&gt;<br /> - human attendance/labour to change the recording surface and wind the clock, + &lt;br /&gt;<br /> - fluctuations in weather patterns over the peninsula, + &lt;br /&gt;<br /> - state-science-economic motivations to capture ever more precisely natural phenomena, +++…<br /> <br /> The head part of the anemometer is the highest point – the weather vane turns according to which way the wind is blowing. This would spin rods, which are connected to a pen down in the weather cabin. The anemometer has a cylindrical drum, on which graph paper is mounted. This drum is powered by a spring-wound clock mechanism. This would have been wound every day, to ensure that the drum turned continuously. The wind pushes the calibrated weather vane, turning the rods and activating the pens, which draw wind direction on the paper.<br /> [[File:Anemometer.png|right|350px|Pressure Tube Anemometer]]<br /> <br /> Wind speed is measured by creating differential pressure in two tubes. These tubes are positioned next to the weather vane, a good 10 meters or more above ground level. Wind rushes down the pitot tube, creating pressure, and second tube is perforated, so that air rushing past creates suction. Down in the weather cabin, the cylindrical anemometer tank holds water. A float, connected to an arm, sits on the water - and with force of the wind down the tubes, the water responds, moving the arm. A pen on the end of the arm registers the force of the movement on paper.<br /> <br /> [[category:instruments]]<br /> <br /> [[Thermographic_records]]</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=Thermographic_records&diff=1030 2023-09-02T10:21:57Z

<p>Ky: Created page with &quot; Bidston thermographic records 1906 Thermograph charts, bound together, shows the temperature from the whole year Bidston thermographic records 1905 Pressure Tube Anemometer...&quot;</p> <hr /> <div><br /> Bidston thermographic records 1906<br /> Thermograph charts, bound together, shows the temperature from the whole year <br /> <br /> Bidston thermographic records 1905<br /> Pressure Tube Anemometer record at Bidston, shows wind speed and direction, for the whole year</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=About_HECS&diff=1023 2022-04-20T11:08:44Z

<p>Ky: </p> <hr /> <div>&lt;div class=&quot;box&quot;&gt;'''The Heritage Education Centre Space (HECS) is dedicated to critically exploring the history of the Bidston Observatory'''&lt;/div&gt;<br /> <br /> == The Heritage Education Centre Space is Open / HECS is ajar! ==<br /> <br /> This wiki is a space for testing out ideas for the Heritage Education Centre Space (HECS) that is unfolding. HECS is not quite yet open, so we use: ajar. Open means: open for construction. Open for contributions, participation. Ajar means: there will be some effort and energy involved to open up the space, we welcome and are grateful for the involvement, and the parameters of this are not yet fixed.<br /> <br /> === Orientations of the HECS ===<br /> <br /> Bidston Observatory is situated on the Wirral peninsula, in The UK. It is currently occupied by [https://bidstonobservatory.org Bidston Observatory Artistic Research Centre] (BOARC).<br /> <br /> As part of BOARC’s wider project, the Heritage Education Centre (HECS) is dedicated to critically exploring the history of the building, the surrounding area, and the global networks of transit, exploration and extraction made possible by science in the British Empire. <br /> <br /> Bidston's imbrication in the history of maritime trade and the British Empire calls for dedicated research into the ethical, contextual and expanded forms of visual culture, and museum and curatorial practice, which would support these histories. <br /> <br /> HECS looks to engage in the complexity of visual cultures necessary to address the critical enquiry into nineteenth century British history. Part of HECS’ remit is to ask questions such as: How can a local museum reflect contemporary post-colonial discourse at the intersection of art and science? And: How might it be possible to situate this dialogue within scholarly and museological debate, at the same time as responding to this location and demand from communities which surround it?<br /> <br /> The HECS documents spaces, objects and instruments related to Bidston Observatory - however these relations can be thought along networked, distributed or expanded forms. Most of the usual tales being told and retold about the National monuments, including this observatory, celebrate a succession of White British male scientists and their great inventions. HECS tries to make space for accounts that are extra to nation state, hetero-normative ideas of progress and the advancement of Science.<br /> <br /> The practice of observation, operating scientific instruments and investment in observatories is entangled with different scales of capitalist endeavour, colonialist and imperialist modes of worlding. The Bidston Observatory is connected to such modes through its contributions to the maritime industry, natural earth sciences and oceonography. HECS interrogates different instrumentations and approaches in these historically defined disciplines at various scales. It is a place to articulate these connections, and the responsibilities they bring.<br /> <br /> HECS gathers facts about the building itself, the artefacts and instruments that it once housed and still houses, but tries to connect them to larger histories and futures. No histories are told without bias, and so are the stories in this wiki.<br /> <br /> == Why/what/where/when/how HECS? ==<br /> <br /> === H as in Heritage and... ===<br /> <br /> Understanding heritage as that which may be inherited, but does not follow as a necessary condition, because of value of material quality, investment - energetic/financial/other, property ownership, genetic component,...<br /> <br /> Heritage for the HECS can be loose connection to situatedness, chosen traced histories, a non-original object, <br /> <br /> Heritage as both the knowledge, and forms of knowledges passed on, cannot be singular, and so our understanding of heritage in the HECS must be reflective of multiplicities.<br /> <br /> === E as in Education or... ===<br /> <br /> co-enquiry, communal study, research &amp;<br /> a shared field of study which we aim to make accessible in different ways, to enable different people to engage<br /> <br /> Looking at the legacy of Science and technological progress, in terms of both 'who benefits' and 'who is harmed', and understanding that this cannot be divorced from the application of the technology.<br /> <br /> raising awareness about the intersection between science and politics, through making connections. Exploring the historical, political and cultural relations that co-constitute objects/artefacts/instruments in the HECS<br /> <br /> Knowledge making and sharing involve multiple practices and have many different formats of outcome, not just academic papers.<br /> <br /> === C as in Centre despite... ===<br /> <br /> A location or point of focus<br /> <br /> The words 'Centre' &amp; 'Space' are placed together, to signify a displacement of a central object, an empty middle. In the HECS, we understand knowledge to be co-constituted and partial.<br /> <br /> === S as in Space but... ===<br /> <br /> HECS works with absences, removed instruments and traces. It doesn't look to conserve in the traditional sense, but to take different approaches to the relation of heritage and preservation.<br /> <br /> Guardians of Bidston Observatory<br /> <br /> palliative care<br /> <br /> <br /> === Questions ===<br /> <br /> These are some of the questions that came up while we are trying to imagine to build the HECS in discussion with many others. Please feel welcome to add questions, or to rephrase the ones below.<br /> <br /> * How to contextualise The Bidston Observatory? As a colonial apparatus, as ...<br /> * How can our understandings of the site and its histories not reproduce colonial relationships and patterns?<br /> * Are the instruments at the site usuable, dead, or a mix of both? How can their active use and application be a part of artistic research in the present?<br /> * How do the instruments at Bidston today relate to replicas, originals or other versions of the same technologies?<br /> * How can damage to the site and related objects be rethought? What repair skills – conceptual and mechanical – can contributors bring?<br /> * What ways of thinking or practices could be hospiced into disappearance rather than repaired?<br /> * What does it mean to accumulate a collection, in a site like this? For a project like BOARC?<br /> * What defines a museum? What counts as heritage?<br /> * Can this wiki document the absences and traces at Bidston Observatory?<br /> * How does the space of Bidston reflect its intended uses? How can Bidston and its 'contents' be repurposed?<br /> * How can the wiki include views from different people impacted by colonialism and its legacies? By disgruntled historians of science, astronomy, and oceanography? By the local community?<br /> * Can the entries here archive aspects of how knowledge has been made and structured, now and in the past?<br /> * How can the wiki address archival sources in ways that read them both against and along the grain of their original purposes?<br /> * How is instrumentation linked to slavery?<br /> * How to take the wider implications of observation into account?</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=obs:About&diff=1022 2022-04-20T10:55:32Z

<p>Ky: </p> <hr /> <div>HECS is one part of Bidston Observatory Artistic Research Centre (BOARC), a not-for-profit study site that focuses on providing individual users and groups with a low cost, temporary place to dictate their own methods of work. It is a site for research and experimentation, primarily directed towards cultural production and supporting the development of communities. For more info:<br /> &lt;br/&gt;<br /> [http://www.bidstonobservatory.org/ Bidston Observatory Artistic Research Centre website]</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=Rain_Gauge&diff=1019 2022-04-19T17:21:45Z

<p>Ky: </p> <hr /> <div>Page about the rain gauge<br /> <br /> [[File:Snow_Rain_Guage_Story.wav]]<br /> <br /> {{listen |filename=Snow_Rain_Guage_Story.wav |title=rain gauge | description=Rain gauge snow story }}<br /> <br /> activity: on the roof different mics with characteristics incl. : <br /> <br /> notes of the rain guage rain's oral history:<br /> peeling back the frequencies<br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> [[Category: Instruments]]</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=Rain_Gauge&diff=1018 2022-04-19T16:59:04Z

<p>Ky: </p> <hr /> <div>Page about the rain gauge<br /> <br /> [[File:Snow_Rain_Guage_Story.wav]]<br /> <br /> {{listen |filename=Snow_Rain_Guage_Story.wav |title=rain gauge | description=Rain gauge snow story }}<br /> <br /> activity: on the roof different mics with characteristics incl. : transducer pressed to <br /> omni directo<br /> <br /> <br /> <br /> <br /> <br /> <br /> <br /> [[Category: Instruments]]</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=About_HECS&diff=1014 2022-04-19T16:38:05Z

<p>Ky: /* S as in Space but... */</p> <hr /> <div>&lt;div class=&quot;box&quot;&gt;'''The Heritage Education Centre Space (HECS) is dedicated to critically exploring the history of the Bidston Observatory'''&lt;/div&gt;<br /> <br /> == The Heritage Education Centre Space is Open / HECS is ajar! ==<br /> <br /> This wiki is a space for testing out ideas for the Heritage Education Centre Space (HECS) that is unfolding. HECS is not quite yet open, so we use: ajar. Open means: open for construction. Open for contributions, participation. Ajar means: there will be some effort and energy involved to open up the space, we welcome and are grateful for the involvement, and the parameters of this are not yet fixed.<br /> <br /> === Orientations of the HECS ===<br /> <br /> Bidston Observatory is situated on the Wirral peninsula, in The UK. It is currently occupied by [https://bidstonobservatory.org Bidston Observatory Artistic Research Centre] (BOARC).<br /> <br /> As part of BOARC’s wider project, the Heritage Education Centre (HECS) is dedicated to critically exploring the history of the building, the surrounding area, and the global networks of transit, exploration and extraction made possible by science in the British Empire. <br /> <br /> Bidston's imbrication in the history of maritime trade and the British Empire calls for dedicated research into the ethical, contextual and expanded forms of visual culture, and museum and curatorial practice, which would support these histories. <br /> <br /> HECS looks to engage in the complexity of visual cultures necessary to address the critical enquiry into nineteenth century British history. Part of HECS’ remit is to ask questions such as: How can a local museum reflect contemporary post-colonial discourse at the intersection of art and science? And: How might it be possible to situate this dialogue within scholarly and museological debate, at the same time as responding to this location and demand from communities which surround it?<br /> <br /> The HECS documents spaces, objects and instruments related to Bidston Observatory - however these relations can be thought along networked, distributed or expanded forms. Most of the usual tales being told and retold about the National monuments, including this observatory, celebrate a succession of White British male scientists and their great inventions. HECS tries to make space for accounts that are extra to nation state, hetero-normative ideas of progress and the advancement of Science.<br /> <br /> The practice of observation, operating scientific instruments and investment in observatories is entangled with different scales of capitalist endeavour, colonialist and imperialist modes of worlding. The Bidston Observatory is connected to such modes through its contributions to the maritime industry, natural earth sciences and oceonography. HECS interrogates different instrumentations and approaches in these historically defined disciplines at various scales. It is a place to articulate these connections, and the responsibilities they bring.<br /> <br /> HECS gathers facts about the building itself, the artefacts and instruments that it once housed and still houses, but tries to connect them to larger histories and futures. No histories are told without bias, and so are the stories in this wiki.<br /> <br /> == Why/what/where/when/how HECS? ==<br /> <br /> === H as in Heritage and... ===<br /> <br /> Understanding heritage as that which may be inherited, but does not follow as a necessary condition, because of value of material quality, investment - energetic/financial/other, property ownership, genetic component,...<br /> <br /> Heritage for the HECS can be loose connection to situatedness, chosen traced histories, a non-original object, <br /> <br /> Heritage as both the knowledge, and forms of knowledges passed on, cannot be singular, and so our understanding of heritage in the HECS must be reflective of multiplicities.<br /> <br /> === E as in Education or... ===<br /> <br /> co-enquiry, communal study, research &amp;<br /> a shared field of study which we aim to make accessible in different ways, to enable different people to engage<br /> <br /> Looking at the legacy of Science and technological progress, in terms of both 'who benefits' and 'who is harmed', and understanding that this cannot be divorced from the application of the technology.<br /> <br /> raising awareness about the intersection between science and politics, through making connections. Exploring the historical, political and cultural relations that co-constitute objects/artefacts/instruments in the HECS<br /> <br /> Knowledge making and sharing involve multiple practices and have many different formats of outcome, not just academic papers.<br /> <br /> === C as in Centre despite... ===<br /> <br /> A location or point of focus<br /> <br /> The words 'Centre' &amp; 'Space' are placed together, to signify a displacement of a central object, an empty middle. In the HECS, we understand knowledge to be co-constituted and partial.<br /> <br /> === S as in Space but... ===<br /> <br /> HECS works with absences, removed instruments and traces. It doesn't look to conserve in the traditional sense, but to take different approaches to the relation of heritage and preservation.<br /> <br /> Guardians of Bidston Observatory<br /> <br /> palliative care<br /> <br /> === Additional notes ===<br /> <br /> [to edit] British museums are typically still rooted in nineteenth century thought, operating as public spaces for educational emancipation, and supporting canonical versions of histories which have, at root, accumulative principles and classist or colonial mind-sets. Currently, such museology is under heavy scrutiny and collecting as a practice of accumulation is being questioned deeply; so too is the function of museums as gatekeepers of value. The visual cultures which have supported the colonial and modern projects are starting to be reimagined, and while British national museums face the challenge of examining their collections and display, local museums might respond in a more agile manner. One of the challenges however, is to maintain an expansive focus on what might otherwise become a single- topic focus of a local museum. How might a post-colonial museum - dedicated to that which might otherwise be visualised as an arc of scientific progress - tell multiple and divergent accounts of the histories which intersect at the site, as well as its important contributions to British maritime trade and natural earth sciences? How might an overarching authorial museum 'voice' preclude a diversity of accounts, told by different actors?<br /> <br /> Besides establishing a pertinent mode of address for a local museum such as HECS, we find an attendant question in the all too well-established tradition of display specific for science and technology museums. As a contemporary museum which engage audiences in a way that negotiates the accepted and to-be- expected scenography, the curatorial research at HECS will need to find ways to be relevant and open to divergent audiences, while provoking a dignified reflection on histories of Western modernity. Particularly at the site of Bidston Observatory, which is neither solely museum nor education centre, but host to a vibrant community of invested research practitioners embedded in a careful practice of public liaising, there is potential for a sensitive, experimental curatorial approach, which combines a critical reflection on the culture of observation with a thorough rethinking of the implications of local museum display. From older audiences interested in British history, to young researchers interested in post- colonial discourse; from artists and scientists at the juncture of both disciplines, to the local general public's interest in the architecture of the building-as-monument. Framing the expanded cultural histories of Bidston Observatory therefore needs dedicated consideration.<br /> <br /> === Questions ===<br /> <br /> These are some of the questions that came up while we are trying to imagine to build the HECS in discussion with many others. Please feel welcome to add questions, or to rephrase the ones below.<br /> <br /> * How to contextualise The Bidston Observatory? As a colonial apparatus, as ...<br /> * How can our understandings of the site and its histories not reproduce colonial relationships and patterns?<br /> * Are the instruments at the site usuable, dead, or a mix of both? How can their active use and application be a part of artistic research in the present?<br /> * How do the instruments at Bidston today relate to replicas, originals or other versions of the same technologies?<br /> * How can damage to the site and related objects be rethought? What repair skills – conceptual and mechanical – can contributors bring?<br /> * What ways of thinking or practices could be hospiced into disappearance rather than repaired?<br /> * What does it mean to accumulate a collection, in a site like this? For a project like BOARC?<br /> * What defines a museum? What counts as heritage?<br /> * Can this wiki document the absences and traces at Bidston Observatory?<br /> * How does the space of Bidston reflect its intended uses? How can Bidston and its 'contents' be repurposed?<br /> * How can the wiki include views from different people impacted by colonialism and its legacies? By disgruntled historians of science, astronomy, and oceanography? By the local community?<br /> * Can the entries here archive aspects of how knowledge has been made and structured, now and in the past?<br /> * How can the wiki address archival sources in ways that read them both against and along the grain of their original purposes?<br /> * How is instrumentation linked to slavery?<br /> * How to take the wider implications of observation into account?</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=About_HECS&diff=1011 2022-04-19T15:50:36Z

<p>Ky: /* E as in Education or... */</p> <hr /> <div>&lt;div class=&quot;box&quot;&gt;'''The Heritage Education Centre Space (HECS) is dedicated to critically exploring the history of the Bidston Observatory'''&lt;/div&gt;<br /> <br /> == The Heritage Education Centre Space is Open / HECS is ajar! ==<br /> <br /> This wiki is a space for testing out ideas for the Heritage Education Centre Space (HECS) that is unfolding. HECS is not quite yet open, so we use: ajar. Open means: open for construction. Open for contributions, participation. Ajar means: there will be some effort and energy involved to open up the space, we welcome and are grateful for the involvement, and the parameters of this are not yet fixed.<br /> <br /> === Orientations of the HECS ===<br /> <br /> Bidston Observatory is situated on the Wirral peninsula, in The UK. It is currently occupied by [https://bidstonobservatory.org Bidston Observatory Artistic Research Centre] (BOARC).<br /> <br /> As part of BOARC’s wider project, the Heritage Education Centre (HECS) is dedicated to critically exploring the history of the building, the surrounding area, and the global networks of transit, exploration and extraction made possible by science in the British Empire. <br /> <br /> Bidston's imbrication in the history of maritime trade and the British Empire calls for dedicated research into the ethical, contextual and expanded forms of visual culture, and museum and curatorial practice, which would support these histories. <br /> <br /> HECS looks to engage in the complexity of visual cultures necessary to address the critical enquiry into nineteenth century British history. Part of HECS’ remit is to ask questions such as: How can a local museum reflect contemporary post-colonial discourse at the intersection of art and science? And: How might it be possible to situate this dialogue within scholarly and museological debate, at the same time as responding to this location and demand from communities which surround it?<br /> <br /> The HECS documents spaces, objects and instruments related to Bidston Observatory - however these relations can be thought along networked, distributed or expanded forms. Most of the usual tales being told and retold about the National monuments, including this observatory, celebrate a succession of White British male scientists and their great inventions. HECS tries to make space for accounts that are extra to nation state, hetero-normative ideas of progress and the advancement of Science.<br /> <br /> The practice of observation, operating scientific instruments and investment in observatories is entangled with different scales of capitalist endeavour, colonialist and imperialist modes of worlding. The Bidston Observatory is connected to such modes through its contributions to the maritime industry, natural earth sciences and oceonography. HECS interrogates different instrumentations and approaches in these historically defined disciplines at various scales. It is a place to articulate these connections, and the responsibilities they bring.<br /> <br /> HECS gathers facts about the building itself, the artefacts and instruments that it once housed and still houses, but tries to connect them to larger histories and futures. No histories are told without bias, and so are the stories in this wiki.<br /> <br /> == Why/what/where/when/how HECS? ==<br /> <br /> === H as in Heritage and... ===<br /> <br /> Understanding heritage as that which may be inherited, but does not follow as a necessary condition, because of value of material quality, investment - energetic/financial/other, property ownership, genetic component,...<br /> <br /> Heritage for the HECS can be loose connection to situatedness, chosen traced histories, a non-original object, <br /> <br /> Heritage as both the knowledge, and forms of knowledges passed on, cannot be singular, and so our understanding of heritage in the HECS must be reflective of multiplicities.<br /> <br /> === E as in Education or... ===<br /> <br /> co-enquiry, communal study, research &amp;<br /> a shared field of study which we aim to make accessible in different ways, to enable different people to engage<br /> <br /> Looking at the legacy of Science and technological progress, in terms of both 'who benefits' and 'who is harmed', and understanding that this cannot be divorced from the application of the technology.<br /> <br /> raising awareness about the intersection between science and politics, through making connections. Exploring the historical, political and cultural relations that co-constitute objects/artefacts/instruments in the HECS<br /> <br /> Knowledge making and sharing involve multiple practices and have many different formats of outcome, not just academic papers.<br /> <br /> === C as in Centre despite... ===<br /> <br /> A location or point of focus<br /> <br /> The words 'Centre' &amp; 'Space' are placed together, to signify a displacement of a central object, an empty middle. In the HECS, we understand knowledge to be co-constituted and partial.<br /> <br /> === S as in Space but... ===<br /> <br /> <br /> === Additional notes ===<br /> <br /> [to edit] British museums are typically still rooted in nineteenth century thought, operating as public spaces for educational emancipation, and supporting canonical versions of histories which have, at root, accumulative principles and classist or colonial mind-sets. Currently, such museology is under heavy scrutiny and collecting as a practice of accumulation is being questioned deeply; so too is the function of museums as gatekeepers of value. The visual cultures which have supported the colonial and modern projects are starting to be reimagined, and while British national museums face the challenge of examining their collections and display, local museums might respond in a more agile manner. One of the challenges however, is to maintain an expansive focus on what might otherwise become a single- topic focus of a local museum. How might a post-colonial museum - dedicated to that which might otherwise be visualised as an arc of scientific progress - tell multiple and divergent accounts of the histories which intersect at the site, as well as its important contributions to British maritime trade and natural earth sciences? How might an overarching authorial museum 'voice' preclude a diversity of accounts, told by different actors?<br /> <br /> Besides establishing a pertinent mode of address for a local museum such as HECS, we find an attendant question in the all too well-established tradition of display specific for science and technology museums. As a contemporary museum which engage audiences in a way that negotiates the accepted and to-be- expected scenography, the curatorial research at HECS will need to find ways to be relevant and open to divergent audiences, while provoking a dignified reflection on histories of Western modernity. Particularly at the site of Bidston Observatory, which is neither solely museum nor education centre, but host to a vibrant community of invested research practitioners embedded in a careful practice of public liaising, there is potential for a sensitive, experimental curatorial approach, which combines a critical reflection on the culture of observation with a thorough rethinking of the implications of local museum display. From older audiences interested in British history, to young researchers interested in post- colonial discourse; from artists and scientists at the juncture of both disciplines, to the local general public's interest in the architecture of the building-as-monument. Framing the expanded cultural histories of Bidston Observatory therefore needs dedicated consideration.<br /> <br /> === Questions ===<br /> <br /> These are some of the questions that came up while we are trying to imagine to build the HECS in discussion with many others. Please feel welcome to add questions, or to rephrase the ones below.<br /> <br /> * How to contextualise The Bidston Observatory? As a colonial apparatus, as ...<br /> * How can our understandings of the site and its histories not reproduce colonial relationships and patterns?<br /> * Are the instruments at the site usuable, dead, or a mix of both? How can their active use and application be a part of artistic research in the present?<br /> * How do the instruments at Bidston today relate to replicas, originals or other versions of the same technologies?<br /> * How can damage to the site and related objects be rethought? What repair skills – conceptual and mechanical – can contributors bring?<br /> * What ways of thinking or practices could be hospiced into disappearance rather than repaired?<br /> * What does it mean to accumulate a collection, in a site like this? For a project like BOARC?<br /> * What defines a museum? What counts as heritage?<br /> * Can this wiki document the absences and traces at Bidston Observatory?<br /> * How does the space of Bidston reflect its intended uses? How can Bidston and its 'contents' be repurposed?<br /> * How can the wiki include views from different people impacted by colonialism and its legacies? By disgruntled historians of science, astronomy, and oceanography? By the local community?<br /> * Can the entries here archive aspects of how knowledge has been made and structured, now and in the past?<br /> * How can the wiki address archival sources in ways that read them both against and along the grain of their original purposes?<br /> * How is instrumentation linked to slavery?<br /> * How to take the wider implications of observation into account?</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=About_HECS&diff=1009 2022-04-19T15:36:11Z

<p>Ky: /* C as in Centre despite... */</p> <hr /> <div>&lt;div class=&quot;box&quot;&gt;'''The Heritage Education Centre Space (HECS) is dedicated to critically exploring the history of the Bidston Observatory'''&lt;/div&gt;<br /> <br /> == The Heritage Education Centre Space is Open / HECS is ajar! ==<br /> <br /> This wiki is a space for testing out ideas for the Heritage Education Centre Space (HECS) that is unfolding. HECS is not quite yet open, so we use: ajar. Open means: open for construction. Open for contributions, participation. Ajar means: there will be some effort and energy involved to open up the space, we welcome and are grateful for the involvement, and the parameters of this are not yet fixed.<br /> <br /> === Orientations of the HECS ===<br /> <br /> Bidston Observatory is situated on the Wirral peninsula, in The UK. It is currently occupied by [https://bidstonobservatory.org Bidston Observatory Artistic Research Centre] (BOARC).<br /> <br /> As part of BOARC’s wider project, the Heritage Education Centre (HECS) is dedicated to critically exploring the history of the building, the surrounding area, and the global networks of transit, exploration and extraction made possible by science in the British Empire. <br /> <br /> Bidston's imbrication in the history of maritime trade and the British Empire calls for dedicated research into the ethical, contextual and expanded forms of visual culture, and museum and curatorial practice, which would support these histories. <br /> <br /> HECS looks to engage in the complexity of visual cultures necessary to address the critical enquiry into nineteenth century British history. Part of HECS’ remit is to ask questions such as: How can a local museum reflect contemporary post-colonial discourse at the intersection of art and science? And: How might it be possible to situate this dialogue within scholarly and museological debate, at the same time as responding to this location and demand from communities which surround it?<br /> <br /> The HECS documents spaces, objects and instruments related to Bidston Observatory - however these relations can be thought along networked, distributed or expanded forms. Most of the usual tales being told and retold about the National monuments, including this observatory, celebrate a succession of White British male scientists and their great inventions. HECS tries to make space for accounts that are extra to nation state, hetero-normative ideas of progress and the advancement of Science.<br /> <br /> The practice of observation, operating scientific instruments and investment in observatories is entangled with different scales of capitalist endeavour, colonialist and imperialist modes of worlding. The Bidston Observatory is connected to such modes through its contributions to the maritime industry, natural earth sciences and oceonography. HECS interrogates different instrumentations and approaches in these historically defined disciplines at various scales. It is a place to articulate these connections, and the responsibilities they bring.<br /> <br /> HECS gathers facts about the building itself, the artefacts and instruments that it once housed and still houses, but tries to connect them to larger histories and futures. No histories are told without bias, and so are the stories in this wiki.<br /> <br /> == Why/what/where/when/how HECS? ==<br /> <br /> === H as in Heritage and... ===<br /> <br /> Understanding heritage as that which may be inherited, but does not follow as a necessary condition, because of value of material quality, investment - energetic/financial/other, property ownership, genetic component,...<br /> <br /> Heritage for the HECS can be loose connection to situatedness, chosen traced histories, a non-original object, <br /> <br /> Heritage as both the knowledge, and forms of knowledges passed on, cannot be singular, and so our understanding of heritage in the HECS must be reflective of multiplicities.<br /> <br /> === E as in Education or... ===<br /> <br /> co-enquiry, communal study, research &amp;<br /> a shared field of study which we aim to make accessible in different ways, to enable different people to engage<br /> <br /> Looking at the legacy of Science and technological progress, in terms of both 'who benefits' and 'who is harmed', and understanding that this cannot be divorced from the application of the technology.<br /> <br /> raising awareness about the intersection between science and politics, through making connections. Exploring the historical, political and cultural relations that co-constitute objects/artefacts/instruments in the HECS<br /> <br /> === C as in Centre despite... ===<br /> <br /> A location or point of focus<br /> <br /> The words 'Centre' &amp; 'Space' are placed together, to signify a displacement of a central object, an empty middle. In the HECS, we understand knowledge to be co-constituted and partial.<br /> <br /> === S as in Space but... ===<br /> <br /> <br /> === Additional notes ===<br /> <br /> [to edit] British museums are typically still rooted in nineteenth century thought, operating as public spaces for educational emancipation, and supporting canonical versions of histories which have, at root, accumulative principles and classist or colonial mind-sets. Currently, such museology is under heavy scrutiny and collecting as a practice of accumulation is being questioned deeply; so too is the function of museums as gatekeepers of value. The visual cultures which have supported the colonial and modern projects are starting to be reimagined, and while British national museums face the challenge of examining their collections and display, local museums might respond in a more agile manner. One of the challenges however, is to maintain an expansive focus on what might otherwise become a single- topic focus of a local museum. How might a post-colonial museum - dedicated to that which might otherwise be visualised as an arc of scientific progress - tell multiple and divergent accounts of the histories which intersect at the site, as well as its important contributions to British maritime trade and natural earth sciences? How might an overarching authorial museum 'voice' preclude a diversity of accounts, told by different actors?<br /> <br /> Besides establishing a pertinent mode of address for a local museum such as HECS, we find an attendant question in the all too well-established tradition of display specific for science and technology museums. As a contemporary museum which engage audiences in a way that negotiates the accepted and to-be- expected scenography, the curatorial research at HECS will need to find ways to be relevant and open to divergent audiences, while provoking a dignified reflection on histories of Western modernity. Particularly at the site of Bidston Observatory, which is neither solely museum nor education centre, but host to a vibrant community of invested research practitioners embedded in a careful practice of public liaising, there is potential for a sensitive, experimental curatorial approach, which combines a critical reflection on the culture of observation with a thorough rethinking of the implications of local museum display. From older audiences interested in British history, to young researchers interested in post- colonial discourse; from artists and scientists at the juncture of both disciplines, to the local general public's interest in the architecture of the building-as-monument. Framing the expanded cultural histories of Bidston Observatory therefore needs dedicated consideration.<br /> <br /> === Questions ===<br /> <br /> These are some of the questions that came up while we are trying to imagine to build the HECS in discussion with many others. Please feel welcome to add questions, or to rephrase the ones below.<br /> <br /> * How to contextualise The Bidston Observatory? As a colonial apparatus, as ...<br /> * How can our understandings of the site and its histories not reproduce colonial relationships and patterns?<br /> * Are the instruments at the site usuable, dead, or a mix of both? How can their active use and application be a part of artistic research in the present?<br /> * How do the instruments at Bidston today relate to replicas, originals or other versions of the same technologies?<br /> * How can damage to the site and related objects be rethought? What repair skills – conceptual and mechanical – can contributors bring?<br /> * What ways of thinking or practices could be hospiced into disappearance rather than repaired?<br /> * What does it mean to accumulate a collection, in a site like this? For a project like BOARC?<br /> * What defines a museum? What counts as heritage?<br /> * Can this wiki document the absences and traces at Bidston Observatory?<br /> * How does the space of Bidston reflect its intended uses? How can Bidston and its 'contents' be repurposed?<br /> * How can the wiki include views from different people impacted by colonialism and its legacies? By disgruntled historians of science, astronomy, and oceanography? By the local community?<br /> * Can the entries here archive aspects of how knowledge has been made and structured, now and in the past?<br /> * How can the wiki address archival sources in ways that read them both against and along the grain of their original purposes?<br /> * How is instrumentation linked to slavery?<br /> * How to take the wider implications of observation into account?</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=About_HECS&diff=1008 2022-04-19T15:33:03Z

<p>Ky: /* C as in Centre despite... */</p> <hr /> <div>&lt;div class=&quot;box&quot;&gt;'''The Heritage Education Centre Space (HECS) is dedicated to critically exploring the history of the Bidston Observatory'''&lt;/div&gt;<br /> <br /> == The Heritage Education Centre Space is Open / HECS is ajar! ==<br /> <br /> This wiki is a space for testing out ideas for the Heritage Education Centre Space (HECS) that is unfolding. HECS is not quite yet open, so we use: ajar. Open means: open for construction. Open for contributions, participation. Ajar means: there will be some effort and energy involved to open up the space, we welcome and are grateful for the involvement, and the parameters of this are not yet fixed.<br /> <br /> === Orientations of the HECS ===<br /> <br /> Bidston Observatory is situated on the Wirral peninsula, in The UK. It is currently occupied by [https://bidstonobservatory.org Bidston Observatory Artistic Research Centre] (BOARC).<br /> <br /> As part of BOARC’s wider project, the Heritage Education Centre (HECS) is dedicated to critically exploring the history of the building, the surrounding area, and the global networks of transit, exploration and extraction made possible by science in the British Empire. <br /> <br /> Bidston's imbrication in the history of maritime trade and the British Empire calls for dedicated research into the ethical, contextual and expanded forms of visual culture, and museum and curatorial practice, which would support these histories. <br /> <br /> HECS looks to engage in the complexity of visual cultures necessary to address the critical enquiry into nineteenth century British history. Part of HECS’ remit is to ask questions such as: How can a local museum reflect contemporary post-colonial discourse at the intersection of art and science? And: How might it be possible to situate this dialogue within scholarly and museological debate, at the same time as responding to this location and demand from communities which surround it?<br /> <br /> The HECS documents spaces, objects and instruments related to Bidston Observatory - however these relations can be thought along networked, distributed or expanded forms. Most of the usual tales being told and retold about the National monuments, including this observatory, celebrate a succession of White British male scientists and their great inventions. HECS tries to make space for accounts that are extra to nation state, hetero-normative ideas of progress and the advancement of Science.<br /> <br /> The practice of observation, operating scientific instruments and investment in observatories is entangled with different scales of capitalist endeavour, colonialist and imperialist modes of worlding. The Bidston Observatory is connected to such modes through its contributions to the maritime industry, natural earth sciences and oceonography. HECS interrogates different instrumentations and approaches in these historically defined disciplines at various scales. It is a place to articulate these connections, and the responsibilities they bring.<br /> <br /> HECS gathers facts about the building itself, the artefacts and instruments that it once housed and still houses, but tries to connect them to larger histories and futures. No histories are told without bias, and so are the stories in this wiki.<br /> <br /> == Why/what/where/when/how HECS? ==<br /> <br /> === H as in Heritage and... ===<br /> <br /> Understanding heritage as that which may be inherited, but does not follow as a necessary condition, because of value of material quality, investment - energetic/financial/other, property ownership, genetic component,...<br /> <br /> Heritage for the HECS can be loose connection to situatedness, chosen traced histories, a non-original object, <br /> <br /> Heritage as both the knowledge, and forms of knowledges passed on, cannot be singular, and so our understanding of heritage in the HECS must be reflective of multiplicities.<br /> <br /> === E as in Education or... ===<br /> <br /> co-enquiry, communal study, research &amp;<br /> a shared field of study which we aim to make accessible in different ways, to enable different people to engage<br /> <br /> Looking at the legacy of Science and technological progress, in terms of both 'who benefits' and 'who is harmed', and understanding that this cannot be divorced from the application of the technology.<br /> <br /> raising awareness about the intersection between science and politics, through making connections. Exploring the historical, political and cultural relations that co-constitute objects/artefacts/instruments in the HECS<br /> <br /> === C as in Centre despite... ===<br /> <br /> A location or point of focus<br /> <br /> The words 'Centre' &amp; 'Space' are placed together, to signify a displacement of a central object, an empty middle. In the HECS, we understand knowledge to be co-constituted and partial..<br /> <br /> === S as in Space but... ===<br /> <br /> <br /> === Additional notes ===<br /> <br /> [to edit] British museums are typically still rooted in nineteenth century thought, operating as public spaces for educational emancipation, and supporting canonical versions of histories which have, at root, accumulative principles and classist or colonial mind-sets. Currently, such museology is under heavy scrutiny and collecting as a practice of accumulation is being questioned deeply; so too is the function of museums as gatekeepers of value. The visual cultures which have supported the colonial and modern projects are starting to be reimagined, and while British national museums face the challenge of examining their collections and display, local museums might respond in a more agile manner. One of the challenges however, is to maintain an expansive focus on what might otherwise become a single- topic focus of a local museum. How might a post-colonial museum - dedicated to that which might otherwise be visualised as an arc of scientific progress - tell multiple and divergent accounts of the histories which intersect at the site, as well as its important contributions to British maritime trade and natural earth sciences? How might an overarching authorial museum 'voice' preclude a diversity of accounts, told by different actors?<br /> <br /> Besides establishing a pertinent mode of address for a local museum such as HECS, we find an attendant question in the all too well-established tradition of display specific for science and technology museums. As a contemporary museum which engage audiences in a way that negotiates the accepted and to-be- expected scenography, the curatorial research at HECS will need to find ways to be relevant and open to divergent audiences, while provoking a dignified reflection on histories of Western modernity. Particularly at the site of Bidston Observatory, which is neither solely museum nor education centre, but host to a vibrant community of invested research practitioners embedded in a careful practice of public liaising, there is potential for a sensitive, experimental curatorial approach, which combines a critical reflection on the culture of observation with a thorough rethinking of the implications of local museum display. From older audiences interested in British history, to young researchers interested in post- colonial discourse; from artists and scientists at the juncture of both disciplines, to the local general public's interest in the architecture of the building-as-monument. Framing the expanded cultural histories of Bidston Observatory therefore needs dedicated consideration.<br /> <br /> === Questions ===<br /> <br /> These are some of the questions that came up while we are trying to imagine to build the HECS in discussion with many others. Please feel welcome to add questions, or to rephrase the ones below.<br /> <br /> * How to contextualise The Bidston Observatory? As a colonial apparatus, as ...<br /> * How can our understandings of the site and its histories not reproduce colonial relationships and patterns?<br /> * Are the instruments at the site usuable, dead, or a mix of both? How can their active use and application be a part of artistic research in the present?<br /> * How do the instruments at Bidston today relate to replicas, originals or other versions of the same technologies?<br /> * How can damage to the site and related objects be rethought? What repair skills – conceptual and mechanical – can contributors bring?<br /> * What ways of thinking or practices could be hospiced into disappearance rather than repaired?<br /> * What does it mean to accumulate a collection, in a site like this? For a project like BOARC?<br /> * What defines a museum? What counts as heritage?<br /> * Can this wiki document the absences and traces at Bidston Observatory?<br /> * How does the space of Bidston reflect its intended uses? How can Bidston and its 'contents' be repurposed?<br /> * How can the wiki include views from different people impacted by colonialism and its legacies? By disgruntled historians of science, astronomy, and oceanography? By the local community?<br /> * Can the entries here archive aspects of how knowledge has been made and structured, now and in the past?<br /> * How can the wiki address archival sources in ways that read them both against and along the grain of their original purposes?<br /> * How is instrumentation linked to slavery?<br /> * How to take the wider implications of observation into account?</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=About_HECS&diff=1007 2022-04-19T15:31:31Z

<p>Ky: /* E as in Education or... */</p> <hr /> <div>&lt;div class=&quot;box&quot;&gt;'''The Heritage Education Centre Space (HECS) is dedicated to critically exploring the history of the Bidston Observatory'''&lt;/div&gt;<br /> <br /> == The Heritage Education Centre Space is Open / HECS is ajar! ==<br /> <br /> This wiki is a space for testing out ideas for the Heritage Education Centre Space (HECS) that is unfolding. HECS is not quite yet open, so we use: ajar. Open means: open for construction. Open for contributions, participation. Ajar means: there will be some effort and energy involved to open up the space, we welcome and are grateful for the involvement, and the parameters of this are not yet fixed.<br /> <br /> === Orientations of the HECS ===<br /> <br /> Bidston Observatory is situated on the Wirral peninsula, in The UK. It is currently occupied by [https://bidstonobservatory.org Bidston Observatory Artistic Research Centre] (BOARC).<br /> <br /> As part of BOARC’s wider project, the Heritage Education Centre (HECS) is dedicated to critically exploring the history of the building, the surrounding area, and the global networks of transit, exploration and extraction made possible by science in the British Empire. <br /> <br /> Bidston's imbrication in the history of maritime trade and the British Empire calls for dedicated research into the ethical, contextual and expanded forms of visual culture, and museum and curatorial practice, which would support these histories. <br /> <br /> HECS looks to engage in the complexity of visual cultures necessary to address the critical enquiry into nineteenth century British history. Part of HECS’ remit is to ask questions such as: How can a local museum reflect contemporary post-colonial discourse at the intersection of art and science? And: How might it be possible to situate this dialogue within scholarly and museological debate, at the same time as responding to this location and demand from communities which surround it?<br /> <br /> The HECS documents spaces, objects and instruments related to Bidston Observatory - however these relations can be thought along networked, distributed or expanded forms. Most of the usual tales being told and retold about the National monuments, including this observatory, celebrate a succession of White British male scientists and their great inventions. HECS tries to make space for accounts that are extra to nation state, hetero-normative ideas of progress and the advancement of Science.<br /> <br /> The practice of observation, operating scientific instruments and investment in observatories is entangled with different scales of capitalist endeavour, colonialist and imperialist modes of worlding. The Bidston Observatory is connected to such modes through its contributions to the maritime industry, natural earth sciences and oceonography. HECS interrogates different instrumentations and approaches in these historically defined disciplines at various scales. It is a place to articulate these connections, and the responsibilities they bring.<br /> <br /> HECS gathers facts about the building itself, the artefacts and instruments that it once housed and still houses, but tries to connect them to larger histories and futures. No histories are told without bias, and so are the stories in this wiki.<br /> <br /> == Why/what/where/when/how HECS? ==<br /> <br /> === H as in Heritage and... ===<br /> <br /> Understanding heritage as that which may be inherited, but does not follow as a necessary condition, because of value of material quality, investment - energetic/financial/other, property ownership, genetic component,...<br /> <br /> Heritage for the HECS can be loose connection to situatedness, chosen traced histories, a non-original object, <br /> <br /> Heritage as both the knowledge, and forms of knowledges passed on, cannot be singular, and so our understanding of heritage in the HECS must be reflective of multiplicities.<br /> <br /> === E as in Education or... ===<br /> <br /> co-enquiry, communal study, research &amp;<br /> a shared field of study which we aim to make accessible in different ways, to enable different people to engage<br /> <br /> Looking at the legacy of Science and technological progress, in terms of both 'who benefits' and 'who is harmed', and understanding that this cannot be divorced from the application of the technology.<br /> <br /> raising awareness about the intersection between science and politics, through making connections. Exploring the historical, political and cultural relations that co-constitute objects/artefacts/instruments in the HECS<br /> <br /> === C as in Centre despite... ===<br /> <br /> A location or point of focus<br /> <br /> The words 'Centre' &amp; 'Space' are placed together, to signify a displacement of a central object. In the HECS, we understand knowledge to be co-constituted and<br /> <br /> === S as in Space but... ===<br /> <br /> <br /> === Additional notes ===<br /> <br /> [to edit] British museums are typically still rooted in nineteenth century thought, operating as public spaces for educational emancipation, and supporting canonical versions of histories which have, at root, accumulative principles and classist or colonial mind-sets. Currently, such museology is under heavy scrutiny and collecting as a practice of accumulation is being questioned deeply; so too is the function of museums as gatekeepers of value. The visual cultures which have supported the colonial and modern projects are starting to be reimagined, and while British national museums face the challenge of examining their collections and display, local museums might respond in a more agile manner. One of the challenges however, is to maintain an expansive focus on what might otherwise become a single- topic focus of a local museum. How might a post-colonial museum - dedicated to that which might otherwise be visualised as an arc of scientific progress - tell multiple and divergent accounts of the histories which intersect at the site, as well as its important contributions to British maritime trade and natural earth sciences? How might an overarching authorial museum 'voice' preclude a diversity of accounts, told by different actors?<br /> <br /> Besides establishing a pertinent mode of address for a local museum such as HECS, we find an attendant question in the all too well-established tradition of display specific for science and technology museums. As a contemporary museum which engage audiences in a way that negotiates the accepted and to-be- expected scenography, the curatorial research at HECS will need to find ways to be relevant and open to divergent audiences, while provoking a dignified reflection on histories of Western modernity. Particularly at the site of Bidston Observatory, which is neither solely museum nor education centre, but host to a vibrant community of invested research practitioners embedded in a careful practice of public liaising, there is potential for a sensitive, experimental curatorial approach, which combines a critical reflection on the culture of observation with a thorough rethinking of the implications of local museum display. From older audiences interested in British history, to young researchers interested in post- colonial discourse; from artists and scientists at the juncture of both disciplines, to the local general public's interest in the architecture of the building-as-monument. Framing the expanded cultural histories of Bidston Observatory therefore needs dedicated consideration.<br /> <br /> === Questions ===<br /> <br /> These are some of the questions that came up while we are trying to imagine to build the HECS in discussion with many others. Please feel welcome to add questions, or to rephrase the ones below.<br /> <br /> * How to contextualise The Bidston Observatory? As a colonial apparatus, as ...<br /> * How can our understandings of the site and its histories not reproduce colonial relationships and patterns?<br /> * Are the instruments at the site usuable, dead, or a mix of both? How can their active use and application be a part of artistic research in the present?<br /> * How do the instruments at Bidston today relate to replicas, originals or other versions of the same technologies?<br /> * How can damage to the site and related objects be rethought? What repair skills – conceptual and mechanical – can contributors bring?<br /> * What ways of thinking or practices could be hospiced into disappearance rather than repaired?<br /> * What does it mean to accumulate a collection, in a site like this? For a project like BOARC?<br /> * What defines a museum? What counts as heritage?<br /> * Can this wiki document the absences and traces at Bidston Observatory?<br /> * How does the space of Bidston reflect its intended uses? How can Bidston and its 'contents' be repurposed?<br /> * How can the wiki include views from different people impacted by colonialism and its legacies? By disgruntled historians of science, astronomy, and oceanography? By the local community?<br /> * Can the entries here archive aspects of how knowledge has been made and structured, now and in the past?<br /> * How can the wiki address archival sources in ways that read them both against and along the grain of their original purposes?<br /> * How is instrumentation linked to slavery?<br /> * How to take the wider implications of observation into account?</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=About_HECS&diff=1006 2022-04-19T15:29:55Z

<p>Ky: /* E as in Education or... */</p> <hr /> <div>&lt;div class=&quot;box&quot;&gt;'''The Heritage Education Centre Space (HECS) is dedicated to critically exploring the history of the Bidston Observatory'''&lt;/div&gt;<br /> <br /> == The Heritage Education Centre Space is Open / HECS is ajar! ==<br /> <br /> This wiki is a space for testing out ideas for the Heritage Education Centre Space (HECS) that is unfolding. HECS is not quite yet open, so we use: ajar. Open means: open for construction. Open for contributions, participation. Ajar means: there will be some effort and energy involved to open up the space, we welcome and are grateful for the involvement, and the parameters of this are not yet fixed.<br /> <br /> === Orientations of the HECS ===<br /> <br /> Bidston Observatory is situated on the Wirral peninsula, in The UK. It is currently occupied by [https://bidstonobservatory.org Bidston Observatory Artistic Research Centre] (BOARC).<br /> <br /> As part of BOARC’s wider project, the Heritage Education Centre (HECS) is dedicated to critically exploring the history of the building, the surrounding area, and the global networks of transit, exploration and extraction made possible by science in the British Empire. <br /> <br /> Bidston's imbrication in the history of maritime trade and the British Empire calls for dedicated research into the ethical, contextual and expanded forms of visual culture, and museum and curatorial practice, which would support these histories. <br /> <br /> HECS looks to engage in the complexity of visual cultures necessary to address the critical enquiry into nineteenth century British history. Part of HECS’ remit is to ask questions such as: How can a local museum reflect contemporary post-colonial discourse at the intersection of art and science? And: How might it be possible to situate this dialogue within scholarly and museological debate, at the same time as responding to this location and demand from communities which surround it?<br /> <br /> The HECS documents spaces, objects and instruments related to Bidston Observatory - however these relations can be thought along networked, distributed or expanded forms. Most of the usual tales being told and retold about the National monuments, including this observatory, celebrate a succession of White British male scientists and their great inventions. HECS tries to make space for accounts that are extra to nation state, hetero-normative ideas of progress and the advancement of Science.<br /> <br /> The practice of observation, operating scientific instruments and investment in observatories is entangled with different scales of capitalist endeavour, colonialist and imperialist modes of worlding. The Bidston Observatory is connected to such modes through its contributions to the maritime industry, natural earth sciences and oceonography. HECS interrogates different instrumentations and approaches in these historically defined disciplines at various scales. It is a place to articulate these connections, and the responsibilities they bring.<br /> <br /> HECS gathers facts about the building itself, the artefacts and instruments that it once housed and still houses, but tries to connect them to larger histories and futures. No histories are told without bias, and so are the stories in this wiki.<br /> <br /> == Why/what/where/when/how HECS? ==<br /> <br /> === H as in Heritage and... ===<br /> <br /> Understanding heritage as that which may be inherited, but does not follow as a necessary condition, because of value of material quality, investment - energetic/financial/other, property ownership, genetic component,...<br /> <br /> Heritage for the HECS can be loose connection to situatedness, chosen traced histories, a non-original object, <br /> <br /> Heritage as both the knowledge, and forms of knowledges passed on, cannot be singular, and so our understanding of heritage in the HECS must be reflective of multiplicities.<br /> <br /> === E as in Education or... ===<br /> <br /> co-enquiry, communal study, research &amp;<br /> a shared field of study which we aim to make accessible in different ways, to enable different people to engage<br /> <br /> Looking at the legacy of Science and technological progress, in terms of both 'who benefits' and 'who is harmed', and understanding that this cannot be divorced from the application of the technology.<br /> <br /> raising awareness about the intersection between science and politics, through making connections<br /> <br /> === C as in Centre despite... ===<br /> <br /> A location or point of focus<br /> <br /> The words 'Centre' &amp; 'Space' are placed together, to signify a displacement of a central object. In the HECS, we understand knowledge to be co-constituted and<br /> <br /> === S as in Space but... ===<br /> <br /> <br /> === Additional notes ===<br /> <br /> [to edit] British museums are typically still rooted in nineteenth century thought, operating as public spaces for educational emancipation, and supporting canonical versions of histories which have, at root, accumulative principles and classist or colonial mind-sets. Currently, such museology is under heavy scrutiny and collecting as a practice of accumulation is being questioned deeply; so too is the function of museums as gatekeepers of value. The visual cultures which have supported the colonial and modern projects are starting to be reimagined, and while British national museums face the challenge of examining their collections and display, local museums might respond in a more agile manner. One of the challenges however, is to maintain an expansive focus on what might otherwise become a single- topic focus of a local museum. How might a post-colonial museum - dedicated to that which might otherwise be visualised as an arc of scientific progress - tell multiple and divergent accounts of the histories which intersect at the site, as well as its important contributions to British maritime trade and natural earth sciences? How might an overarching authorial museum 'voice' preclude a diversity of accounts, told by different actors?<br /> <br /> Besides establishing a pertinent mode of address for a local museum such as HECS, we find an attendant question in the all too well-established tradition of display specific for science and technology museums. As a contemporary museum which engage audiences in a way that negotiates the accepted and to-be- expected scenography, the curatorial research at HECS will need to find ways to be relevant and open to divergent audiences, while provoking a dignified reflection on histories of Western modernity. Particularly at the site of Bidston Observatory, which is neither solely museum nor education centre, but host to a vibrant community of invested research practitioners embedded in a careful practice of public liaising, there is potential for a sensitive, experimental curatorial approach, which combines a critical reflection on the culture of observation with a thorough rethinking of the implications of local museum display. From older audiences interested in British history, to young researchers interested in post- colonial discourse; from artists and scientists at the juncture of both disciplines, to the local general public's interest in the architecture of the building-as-monument. Framing the expanded cultural histories of Bidston Observatory therefore needs dedicated consideration.<br /> <br /> === Questions ===<br /> <br /> These are some of the questions that came up while we are trying to imagine to build the HECS in discussion with many others. Please feel welcome to add questions, or to rephrase the ones below.<br /> <br /> * How to contextualise The Bidston Observatory? As a colonial apparatus, as ...<br /> * How can our understandings of the site and its histories not reproduce colonial relationships and patterns?<br /> * Are the instruments at the site usuable, dead, or a mix of both? How can their active use and application be a part of artistic research in the present?<br /> * How do the instruments at Bidston today relate to replicas, originals or other versions of the same technologies?<br /> * How can damage to the site and related objects be rethought? What repair skills – conceptual and mechanical – can contributors bring?<br /> * What ways of thinking or practices could be hospiced into disappearance rather than repaired?<br /> * What does it mean to accumulate a collection, in a site like this? For a project like BOARC?<br /> * What defines a museum? What counts as heritage?<br /> * Can this wiki document the absences and traces at Bidston Observatory?<br /> * How does the space of Bidston reflect its intended uses? How can Bidston and its 'contents' be repurposed?<br /> * How can the wiki include views from different people impacted by colonialism and its legacies? By disgruntled historians of science, astronomy, and oceanography? By the local community?<br /> * Can the entries here archive aspects of how knowledge has been made and structured, now and in the past?<br /> * How can the wiki address archival sources in ways that read them both against and along the grain of their original purposes?<br /> * How is instrumentation linked to slavery?<br /> * How to take the wider implications of observation into account?</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=About_HECS&diff=1005 2022-04-19T15:26:18Z

<p>Ky: /* C as in Centre despite... */</p> <hr /> <div>&lt;div class=&quot;box&quot;&gt;'''The Heritage Education Centre Space (HECS) is dedicated to critically exploring the history of the Bidston Observatory'''&lt;/div&gt;<br /> <br /> == The Heritage Education Centre Space is Open / HECS is ajar! ==<br /> <br /> This wiki is a space for testing out ideas for the Heritage Education Centre Space (HECS) that is unfolding. HECS is not quite yet open, so we use: ajar. Open means: open for construction. Open for contributions, participation. Ajar means: there will be some effort and energy involved to open up the space, we welcome and are grateful for the involvement, and the parameters of this are not yet fixed.<br /> <br /> === Orientations of the HECS ===<br /> <br /> Bidston Observatory is situated on the Wirral peninsula, in The UK. It is currently occupied by [https://bidstonobservatory.org Bidston Observatory Artistic Research Centre] (BOARC).<br /> <br /> As part of BOARC’s wider project, the Heritage Education Centre (HECS) is dedicated to critically exploring the history of the building, the surrounding area, and the global networks of transit, exploration and extraction made possible by science in the British Empire. <br /> <br /> Bidston's imbrication in the history of maritime trade and the British Empire calls for dedicated research into the ethical, contextual and expanded forms of visual culture, and museum and curatorial practice, which would support these histories. <br /> <br /> HECS looks to engage in the complexity of visual cultures necessary to address the critical enquiry into nineteenth century British history. Part of HECS’ remit is to ask questions such as: How can a local museum reflect contemporary post-colonial discourse at the intersection of art and science? And: How might it be possible to situate this dialogue within scholarly and museological debate, at the same time as responding to this location and demand from communities which surround it?<br /> <br /> The HECS documents spaces, objects and instruments related to Bidston Observatory - however these relations can be thought along networked, distributed or expanded forms. Most of the usual tales being told and retold about the National monuments, including this observatory, celebrate a succession of White British male scientists and their great inventions. HECS tries to make space for accounts that are extra to nation state, hetero-normative ideas of progress and the advancement of Science.<br /> <br /> The practice of observation, operating scientific instruments and investment in observatories is entangled with different scales of capitalist endeavour, colonialist and imperialist modes of worlding. The Bidston Observatory is connected to such modes through its contributions to the maritime industry, natural earth sciences and oceonography. HECS interrogates different instrumentations and approaches in these historically defined disciplines at various scales. It is a place to articulate these connections, and the responsibilities they bring.<br /> <br /> HECS gathers facts about the building itself, the artefacts and instruments that it once housed and still houses, but tries to connect them to larger histories and futures. No histories are told without bias, and so are the stories in this wiki.<br /> <br /> == Why/what/where/when/how HECS? ==<br /> <br /> === H as in Heritage and... ===<br /> <br /> Understanding heritage as that which may be inherited, but does not follow as a necessary condition, because of value of material quality, investment - energetic/financial/other, property ownership, genetic component,...<br /> <br /> Heritage for the HECS can be loose connection to situatedness, chosen traced histories, a non-original object, <br /> <br /> Heritage as both the knowledge, and forms of knowledges passed on, cannot be singular, and so our understanding of heritage in the HECS must be reflective of multiplicities.<br /> <br /> === E as in Education or... ===<br /> <br /> co-enquiry, communal study, research &amp;<br /> a shared field of study which we aim to make accessible in different ways, to enable different people to engage<br /> <br /> Looking at the legacy of Science and technological progress, in terms of both 'who benefits' and 'who is harmed', and understanding that this cannot be divorced from the application of the technology<br /> <br /> === C as in Centre despite... ===<br /> <br /> A location or point of focus<br /> <br /> The words 'Centre' &amp; 'Space' are placed together, to signify a displacement of a central object. In the HECS, we understand knowledge to be co-constituted and<br /> <br /> === S as in Space but... ===<br /> <br /> <br /> === Additional notes ===<br /> <br /> [to edit] British museums are typically still rooted in nineteenth century thought, operating as public spaces for educational emancipation, and supporting canonical versions of histories which have, at root, accumulative principles and classist or colonial mind-sets. Currently, such museology is under heavy scrutiny and collecting as a practice of accumulation is being questioned deeply; so too is the function of museums as gatekeepers of value. The visual cultures which have supported the colonial and modern projects are starting to be reimagined, and while British national museums face the challenge of examining their collections and display, local museums might respond in a more agile manner. One of the challenges however, is to maintain an expansive focus on what might otherwise become a single- topic focus of a local museum. How might a post-colonial museum - dedicated to that which might otherwise be visualised as an arc of scientific progress - tell multiple and divergent accounts of the histories which intersect at the site, as well as its important contributions to British maritime trade and natural earth sciences? How might an overarching authorial museum 'voice' preclude a diversity of accounts, told by different actors?<br /> <br /> Besides establishing a pertinent mode of address for a local museum such as HECS, we find an attendant question in the all too well-established tradition of display specific for science and technology museums. As a contemporary museum which engage audiences in a way that negotiates the accepted and to-be- expected scenography, the curatorial research at HECS will need to find ways to be relevant and open to divergent audiences, while provoking a dignified reflection on histories of Western modernity. Particularly at the site of Bidston Observatory, which is neither solely museum nor education centre, but host to a vibrant community of invested research practitioners embedded in a careful practice of public liaising, there is potential for a sensitive, experimental curatorial approach, which combines a critical reflection on the culture of observation with a thorough rethinking of the implications of local museum display. From older audiences interested in British history, to young researchers interested in post- colonial discourse; from artists and scientists at the juncture of both disciplines, to the local general public's interest in the architecture of the building-as-monument. Framing the expanded cultural histories of Bidston Observatory therefore needs dedicated consideration.<br /> <br /> === Questions ===<br /> <br /> These are some of the questions that came up while we are trying to imagine to build the HECS in discussion with many others. Please feel welcome to add questions, or to rephrase the ones below.<br /> <br /> * How to contextualise The Bidston Observatory? As a colonial apparatus, as ...<br /> * How can our understandings of the site and its histories not reproduce colonial relationships and patterns?<br /> * Are the instruments at the site usuable, dead, or a mix of both? How can their active use and application be a part of artistic research in the present?<br /> * How do the instruments at Bidston today relate to replicas, originals or other versions of the same technologies?<br /> * How can damage to the site and related objects be rethought? What repair skills – conceptual and mechanical – can contributors bring?<br /> * What ways of thinking or practices could be hospiced into disappearance rather than repaired?<br /> * What does it mean to accumulate a collection, in a site like this? For a project like BOARC?<br /> * What defines a museum? What counts as heritage?<br /> * Can this wiki document the absences and traces at Bidston Observatory?<br /> * How does the space of Bidston reflect its intended uses? How can Bidston and its 'contents' be repurposed?<br /> * How can the wiki include views from different people impacted by colonialism and its legacies? By disgruntled historians of science, astronomy, and oceanography? By the local community?<br /> * Can the entries here archive aspects of how knowledge has been made and structured, now and in the past?<br /> * How can the wiki address archival sources in ways that read them both against and along the grain of their original purposes?<br /> * How is instrumentation linked to slavery?<br /> * How to take the wider implications of observation into account?</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=About_HECS&diff=1004 2022-04-19T15:13:13Z

<p>Ky: /* E as in Education or... */</p> <hr /> <div>&lt;div class=&quot;box&quot;&gt;'''The Heritage Education Centre Space (HECS) is dedicated to critically exploring the history of the Bidston Observatory'''&lt;/div&gt;<br /> <br /> == The Heritage Education Centre Space is Open / HECS is ajar! ==<br /> <br /> This wiki is a space for testing out ideas for the Heritage Education Centre Space (HECS) that is unfolding. HECS is not quite yet open, so we use: ajar. Open means: open for construction. Open for contributions, participation. Ajar means: there will be some effort and energy involved to open up the space, we welcome and are grateful for the involvement, and the parameters of this are not yet fixed.<br /> <br /> === Orientations of the HECS ===<br /> <br /> Bidston Observatory is situated on the Wirral peninsula, in The UK. It is currently occupied by [https://bidstonobservatory.org Bidston Observatory Artistic Research Centre] (BOARC).<br /> <br /> As part of BOARC’s wider project, the Heritage Education Centre (HECS) is dedicated to critically exploring the history of the building, the surrounding area, and the global networks of transit, exploration and extraction made possible by science in the British Empire. <br /> <br /> Bidston's imbrication in the history of maritime trade and the British Empire calls for dedicated research into the ethical, contextual and expanded forms of visual culture, and museum and curatorial practice, which would support these histories. <br /> <br /> HECS looks to engage in the complexity of visual cultures necessary to address the critical enquiry into nineteenth century British history. Part of HECS’ remit is to ask questions such as: How can a local museum reflect contemporary post-colonial discourse at the intersection of art and science? And: How might it be possible to situate this dialogue within scholarly and museological debate, at the same time as responding to this location and demand from communities which surround it?<br /> <br /> The HECS documents spaces, objects and instruments related to Bidston Observatory - however these relations can be thought along networked, distributed or expanded forms. Most of the usual tales being told and retold about the National monuments, including this observatory, celebrate a succession of White British male scientists and their great inventions. HECS tries to make space for accounts that are extra to nation state, hetero-normative ideas of progress and the advancement of Science.<br /> <br /> The practice of observation, operating scientific instruments and investment in observatories is entangled with different scales of capitalist endeavour, colonialist and imperialist modes of worlding. The Bidston Observatory is connected to such modes through its contributions to the maritime industry, natural earth sciences and oceonography. HECS interrogates different instrumentations and approaches in these historically defined disciplines at various scales. It is a place to articulate these connections, and the responsibilities they bring.<br /> <br /> HECS gathers facts about the building itself, the artefacts and instruments that it once housed and still houses, but tries to connect them to larger histories and futures. No histories are told without bias, and so are the stories in this wiki.<br /> <br /> == Why/what/where/when/how HECS? ==<br /> <br /> === H as in Heritage and... ===<br /> <br /> Understanding heritage as that which may be inherited, but does not follow as a necessary condition, because of value of material quality, investment - energetic/financial/other, property ownership, genetic component,...<br /> <br /> Heritage for the HECS can be loose connection to situatedness, chosen traced histories, a non-original object, <br /> <br /> Heritage as both the knowledge, and forms of knowledges passed on, cannot be singular, and so our understanding of heritage in the HECS must be reflective of multiplicities.<br /> <br /> === E as in Education or... ===<br /> <br /> co-enquiry, communal study, research &amp;<br /> a shared field of study which we aim to make accessible in different ways, to enable different people to engage<br /> <br /> Looking at the legacy of Science and technological progress, in terms of both 'who benefits' and 'who is harmed', and understanding that this cannot be divorced from the application of the technology<br /> <br /> === C as in Centre despite... ===<br /> <br /> === S as in Space but... ===<br /> <br /> <br /> === Additional notes ===<br /> <br /> [to edit] British museums are typically still rooted in nineteenth century thought, operating as public spaces for educational emancipation, and supporting canonical versions of histories which have, at root, accumulative principles and classist or colonial mind-sets. Currently, such museology is under heavy scrutiny and collecting as a practice of accumulation is being questioned deeply; so too is the function of museums as gatekeepers of value. The visual cultures which have supported the colonial and modern projects are starting to be reimagined, and while British national museums face the challenge of examining their collections and display, local museums might respond in a more agile manner. One of the challenges however, is to maintain an expansive focus on what might otherwise become a single- topic focus of a local museum. How might a post-colonial museum - dedicated to that which might otherwise be visualised as an arc of scientific progress - tell multiple and divergent accounts of the histories which intersect at the site, as well as its important contributions to British maritime trade and natural earth sciences? How might an overarching authorial museum 'voice' preclude a diversity of accounts, told by different actors?<br /> <br /> Besides establishing a pertinent mode of address for a local museum such as HECS, we find an attendant question in the all too well-established tradition of display specific for science and technology museums. As a contemporary museum which engage audiences in a way that negotiates the accepted and to-be- expected scenography, the curatorial research at HECS will need to find ways to be relevant and open to divergent audiences, while provoking a dignified reflection on histories of Western modernity. Particularly at the site of Bidston Observatory, which is neither solely museum nor education centre, but host to a vibrant community of invested research practitioners embedded in a careful practice of public liaising, there is potential for a sensitive, experimental curatorial approach, which combines a critical reflection on the culture of observation with a thorough rethinking of the implications of local museum display. From older audiences interested in British history, to young researchers interested in post- colonial discourse; from artists and scientists at the juncture of both disciplines, to the local general public's interest in the architecture of the building-as-monument. Framing the expanded cultural histories of Bidston Observatory therefore needs dedicated consideration.<br /> <br /> === Questions ===<br /> <br /> These are some of the questions that came up while we are trying to imagine to build the HECS in discussion with many others. Please feel welcome to add questions, or to rephrase the ones below.<br /> <br /> * How to contextualise The Bidston Observatory? As a colonial apparatus, as ...<br /> * How can our understandings of the site and its histories not reproduce colonial relationships and patterns?<br /> * Are the instruments at the site usuable, dead, or a mix of both? How can their active use and application be a part of artistic research in the present?<br /> * How do the instruments at Bidston today relate to replicas, originals or other versions of the same technologies?<br /> * How can damage to the site and related objects be rethought? What repair skills – conceptual and mechanical – can contributors bring?<br /> * What ways of thinking or practices could be hospiced into disappearance rather than repaired?<br /> * What does it mean to accumulate a collection, in a site like this? For a project like BOARC?<br /> * What defines a museum? What counts as heritage?<br /> * Can this wiki document the absences and traces at Bidston Observatory?<br /> * How does the space of Bidston reflect its intended uses? How can Bidston and its 'contents' be repurposed?<br /> * How can the wiki include views from different people impacted by colonialism and its legacies? By disgruntled historians of science, astronomy, and oceanography? By the local community?<br /> * Can the entries here archive aspects of how knowledge has been made and structured, now and in the past?<br /> * How can the wiki address archival sources in ways that read them both against and along the grain of their original purposes?<br /> * How is instrumentation linked to slavery?<br /> * How to take the wider implications of observation into account?</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=About_HECS&diff=1000 2022-04-19T14:52:03Z

<p>Ky: /* E as in Education or... */</p> <hr /> <div>&lt;div class=&quot;box&quot;&gt;'''The Heritage Education Centre Space (HECS) is dedicated to critically exploring the history of the Bidston Observatory'''&lt;/div&gt;<br /> <br /> == The Heritage Education Centre Space is Open / HECS is ajar! ==<br /> <br /> This wiki is a space for testing out ideas for the Heritage Education Centre Space (HECS) that is unfolding. HECS is not quite yet open, so we use: ajar. Open means: open for construction. Open for contributions, participation. Ajar means: there will be some effort and energy involved to open up the space, we welcome and are grateful for the involvement, and the parameters of this are not yet fixed.<br /> <br /> === Orientations of the HECS ===<br /> <br /> Bidston Observatory is situated on the Wirral peninsula, in The UK. It is currently occupied by [https://bidstonobservatory.org Bidston Observatory Artistic Research Centre] (BOARC).<br /> <br /> As part of BOARC’s wider project, the Heritage Education Centre (HECS) is dedicated to critically exploring the history of the building, the surrounding area, and the global networks of transit, exploration and extraction made possible by science in the British Empire. <br /> <br /> Bidston's imbrication in the history of maritime trade and the British Empire calls for dedicated research into the ethical, contextual and expanded forms of visual culture, and museum and curatorial practice, which would support these histories. <br /> <br /> HECS looks to engage in the complexity of visual cultures necessary to address the critical enquiry into nineteenth century British history. Part of HECS’ remit is to ask questions such as: How can a local museum reflect contemporary post-colonial discourse at the intersection of art and science? And: How might it be possible to situate this dialogue within scholarly and museological debate, at the same time as responding to this location and demand from communities which surround it?<br /> <br /> The HECS documents spaces, objects and instruments related to Bidston Observatory - however these relations can be thought along networked, distributed or expanded forms. Most of the usual tales being told and retold about the National monuments, including this observatory, celebrate a succession of White British male scientists and their great inventions. HECS tries to make space for accounts that are extra to nation state, hetero-normative ideas of progress and the advancement of Science.<br /> <br /> The practice of observation, operating scientific instruments and investment in observatories is entangled with different scales of capitalist endeavour, colonialist and imperialist modes of worlding. The Bidston Observatory is connected to such modes through its contributions to the maritime industry, natural earth sciences and oceonography. HECS interrogates different instrumentations and approaches in these historically defined disciplines at various scales. It is a place to articulate these connections, and the responsibilities they bring.<br /> <br /> HECS gathers facts about the building itself, the artefacts and instruments that it once housed and still houses, but tries to connect them to larger histories and futures. No histories are told without bias, and so are the stories in this wiki.<br /> <br /> == Why/what/where/when/how HECS? ==<br /> <br /> === H as in Heritage and... ===<br /> <br /> Understanding heritage as that which may be inherited, but does not follow as a necessary condition, because of value of material quality, investment - energetic/financial/other, property ownership, genetic component,...<br /> <br /> Heritage for the HECS can be loose connection to situatedness, chosen traced histories, a non-original object, <br /> <br /> Heritage as both the knowledge, and forms of knowledges passed on, cannot be singular, and so our understanding of heritage in the HECS must be reflective of multiplicities.<br /> <br /> === E as in Education or... ===<br /> <br /> co-enquiry, communal study, research &amp;<br /> <br /> === C as in Centre despite... ===<br /> <br /> === S as in Space but... ===<br /> <br /> <br /> === Additional notes ===<br /> <br /> [to edit] British museums are typically still rooted in nineteenth century thought, operating as public spaces for educational emancipation, and supporting canonical versions of histories which have, at root, accumulative principles and classist or colonial mind-sets. Currently, such museology is under heavy scrutiny and collecting as a practice of accumulation is being questioned deeply; so too is the function of museums as gatekeepers of value. The visual cultures which have supported the colonial and modern projects are starting to be reimagined, and while British national museums face the challenge of examining their collections and display, local museums might respond in a more agile manner. One of the challenges however, is to maintain an expansive focus on what might otherwise become a single- topic focus of a local museum. How might a post-colonial museum - dedicated to that which might otherwise be visualised as an arc of scientific progress - tell multiple and divergent accounts of the histories which intersect at the site, as well as its important contributions to British maritime trade and natural earth sciences? How might an overarching authorial museum 'voice' preclude a diversity of accounts, told by different actors?<br /> <br /> Besides establishing a pertinent mode of address for a local museum such as HECS, we find an attendant question in the all too well-established tradition of display specific for science and technology museums. As a contemporary museum which engage audiences in a way that negotiates the accepted and to-be- expected scenography, the curatorial research at HECS will need to find ways to be relevant and open to divergent audiences, while provoking a dignified reflection on histories of Western modernity. Particularly at the site of Bidston Observatory, which is neither solely museum nor education centre, but host to a vibrant community of invested research practitioners embedded in a careful practice of public liaising, there is potential for a sensitive, experimental curatorial approach, which combines a critical reflection on the culture of observation with a thorough rethinking of the implications of local museum display. From older audiences interested in British history, to young researchers interested in post- colonial discourse; from artists and scientists at the juncture of both disciplines, to the local general public's interest in the architecture of the building-as-monument. Framing the expanded cultural histories of Bidston Observatory therefore needs dedicated consideration.<br /> <br /> === Questions ===<br /> <br /> These are some of the questions that came up while we are trying to imagine to build the HECS in discussion with many others. Please feel welcome to add questions, or to rephrase the ones below.<br /> <br /> * How to contextualise The Bidston Observatory? As a colonial apparatus, as ...<br /> * How can our understandings of the site and its histories not reproduce colonial relationships and patterns?<br /> * Are the instruments at the site usuable, dead, or a mix of both? How can their active use and application be a part of artistic research in the present?<br /> * How do the instruments at Bidston today relate to replicas, originals or other versions of the same technologies?<br /> * How can damage to the site and related objects be rethought? What repair skills – conceptual and mechanical – can contributors bring?<br /> * What ways of thinking or practices could be hospiced into disappearance rather than repaired?<br /> * What does it mean to accumulate a collection, in a site like this? For a project like BOARC?<br /> * What defines a museum? What counts as heritage?<br /> * Can this wiki document the absences and traces at Bidston Observatory?<br /> * How does the space of Bidston reflect its intended uses? How can Bidston and its 'contents' be repurposed?<br /> * How can the wiki include views from different people impacted by colonialism and its legacies? By disgruntled historians of science, astronomy, and oceanography? By the local community?<br /> * Can the entries here archive aspects of how knowledge has been made and structured, now and in the past?<br /> * How can the wiki address archival sources in ways that read them both against and along the grain of their original purposes?<br /> * How is instrumentation linked to slavery?<br /> * How to take the wider implications of observation into account?</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=About_HECS&diff=999 2022-04-19T14:46:41Z

<p>Ky: /* H as in Heritage and... */</p> <hr /> <div>&lt;div class=&quot;box&quot;&gt;'''The Heritage Education Centre Space (HECS) is dedicated to critically exploring the history of the Bidston Observatory'''&lt;/div&gt;<br /> <br /> == The Heritage Education Centre Space is Open / HECS is ajar! ==<br /> <br /> This wiki is a space for testing out ideas for the Heritage Education Centre Space (HECS) that is unfolding. HECS is not quite yet open, so we use: ajar. Open means: open for construction. Open for contributions, participation. Ajar means: there will be some effort and energy involved to open up the space, we welcome and are grateful for the involvement, and the parameters of this are not yet fixed.<br /> <br /> === Orientations of the HECS ===<br /> <br /> Bidston Observatory is situated on the Wirral peninsula, in The UK. It is currently occupied by [https://bidstonobservatory.org Bidston Observatory Artistic Research Centre] (BOARC).<br /> <br /> As part of BOARC’s wider project, the Heritage Education Centre (HECS) is dedicated to critically exploring the history of the building, the surrounding area, and the global networks of transit, exploration and extraction made possible by science in the British Empire. <br /> <br /> Bidston's imbrication in the history of maritime trade and the British Empire calls for dedicated research into the ethical, contextual and expanded forms of visual culture, and museum and curatorial practice, which would support these histories. <br /> <br /> HECS looks to engage in the complexity of visual cultures necessary to address the critical enquiry into nineteenth century British history. Part of HECS’ remit is to ask questions such as: How can a local museum reflect contemporary post-colonial discourse at the intersection of art and science? And: How might it be possible to situate this dialogue within scholarly and museological debate, at the same time as responding to this location and demand from communities which surround it?<br /> <br /> The HECS documents spaces, objects and instruments related to Bidston Observatory - however these relations can be thought along networked, distributed or expanded forms. Most of the usual tales being told and retold about the National monuments, including this observatory, celebrate a succession of White British male scientists and their great inventions. HECS tries to make space for accounts that are extra to nation state, hetero-normative ideas of progress and the advancement of Science.<br /> <br /> The practice of observation, operating scientific instruments and investment in observatories is entangled with different scales of capitalist endeavour, colonialist and imperialist modes of worlding. The Bidston Observatory is connected to such modes through its contributions to the maritime industry, natural earth sciences and oceonography. HECS interrogates different instrumentations and approaches in these historically defined disciplines at various scales. It is a place to articulate these connections, and the responsibilities they bring.<br /> <br /> HECS gathers facts about the building itself, the artefacts and instruments that it once housed and still houses, but tries to connect them to larger histories and futures. No histories are told without bias, and so are the stories in this wiki.<br /> <br /> == Why/what/where/when/how HECS? ==<br /> <br /> === H as in Heritage and... ===<br /> <br /> Understanding heritage as that which may be inherited, but does not follow as a necessary condition, because of value of material quality, investment - energetic/financial/other, property ownership, genetic component,...<br /> <br /> Heritage for the HECS can be loose connection to situatedness, chosen traced histories, a non-original object, <br /> <br /> Heritage as both the knowledge, and forms of knowledges passed on, cannot be singular, and so our understanding of heritage in the HECS must be reflective of multiplicities.<br /> <br /> === E as in Education or... ===<br /> <br /> === C as in Centre despite... ===<br /> <br /> === S as in Space but... ===<br /> <br /> <br /> === Additional notes ===<br /> <br /> [to edit] British museums are typically still rooted in nineteenth century thought, operating as public spaces for educational emancipation, and supporting canonical versions of histories which have, at root, accumulative principles and classist or colonial mind-sets. Currently, such museology is under heavy scrutiny and collecting as a practice of accumulation is being questioned deeply; so too is the function of museums as gatekeepers of value. The visual cultures which have supported the colonial and modern projects are starting to be reimagined, and while British national museums face the challenge of examining their collections and display, local museums might respond in a more agile manner. One of the challenges however, is to maintain an expansive focus on what might otherwise become a single- topic focus of a local museum. How might a post-colonial museum - dedicated to that which might otherwise be visualised as an arc of scientific progress - tell multiple and divergent accounts of the histories which intersect at the site, as well as its important contributions to British maritime trade and natural earth sciences? How might an overarching authorial museum 'voice' preclude a diversity of accounts, told by different actors?<br /> <br /> Besides establishing a pertinent mode of address for a local museum such as HECS, we find an attendant question in the all too well-established tradition of display specific for science and technology museums. As a contemporary museum which engage audiences in a way that negotiates the accepted and to-be- expected scenography, the curatorial research at HECS will need to find ways to be relevant and open to divergent audiences, while provoking a dignified reflection on histories of Western modernity. Particularly at the site of Bidston Observatory, which is neither solely museum nor education centre, but host to a vibrant community of invested research practitioners embedded in a careful practice of public liaising, there is potential for a sensitive, experimental curatorial approach, which combines a critical reflection on the culture of observation with a thorough rethinking of the implications of local museum display. From older audiences interested in British history, to young researchers interested in post- colonial discourse; from artists and scientists at the juncture of both disciplines, to the local general public's interest in the architecture of the building-as-monument. Framing the expanded cultural histories of Bidston Observatory therefore needs dedicated consideration.<br /> <br /> === Questions ===<br /> <br /> These are some of the questions that came up while we are trying to imagine to build the HECS in discussion with many others. Please feel welcome to add questions, or to rephrase the ones below.<br /> <br /> * How to contextualise The Bidston Observatory? As a colonial apparatus, as ...<br /> * How can our understandings of the site and its histories not reproduce colonial relationships and patterns?<br /> * Are the instruments at the site usuable, dead, or a mix of both? How can their active use and application be a part of artistic research in the present?<br /> * How do the instruments at Bidston today relate to replicas, originals or other versions of the same technologies?<br /> * How can damage to the site and related objects be rethought? What repair skills – conceptual and mechanical – can contributors bring?<br /> * What ways of thinking or practices could be hospiced into disappearance rather than repaired?<br /> * What does it mean to accumulate a collection, in a site like this? For a project like BOARC?<br /> * What defines a museum? What counts as heritage?<br /> * Can this wiki document the absences and traces at Bidston Observatory?<br /> * How does the space of Bidston reflect its intended uses? How can Bidston and its 'contents' be repurposed?<br /> * How can the wiki include views from different people impacted by colonialism and its legacies? By disgruntled historians of science, astronomy, and oceanography? By the local community?<br /> * Can the entries here archive aspects of how knowledge has been made and structured, now and in the past?<br /> * How can the wiki address archival sources in ways that read them both against and along the grain of their original purposes?<br /> * How is instrumentation linked to slavery?<br /> * How to take the wider implications of observation into account?</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=Anemometer&diff=998 2022-04-19T14:30:51Z

<p>Ky: </p> <hr /> <div>The Dines anemometer sits in the weather cabin, atop the roof of the observatory. This instrument measured wind speed, direction and force of gusts. It is now defunct in its original use, however can be interpolated into experiments that focus on wind / sound / data collection and interpretation / othering perceptions of more-than-human nature, to name only a few.<br /> <br /> [[File:Anemometer_2016.jpg|thumb|left|200px|Pressure Tube Anemometer]]<br /> <br /> The anemometer consists of a weather vane, tubes, rods and a tank with water and a float inside. The intra-active, expanded anemometer consists of all those parts, +:&lt;br /&gt;<br /> - the material of the building and weather cabin, + &lt;br /&gt;<br /> - architecture, decisions made to height and stability, + &lt;br /&gt;<br /> - human attendance/labour to change the recording surface and wind the clock, + &lt;br /&gt;<br /> - fluctuations in weather patterns over the peninsula, + &lt;br /&gt;<br /> - state-science-economic motivations to capture ever more precisely natural phenomena, +++…<br /> <br /> The head part of the anemometer is the highest point – the weather vane turns according to which way the wind is blowing. This would spin rods, which are connected to a pen down in the weather cabin. The anemometer has a cylindrical drum, on which graph paper is mounted. This drum is powered by a spring-wound clock mechanism. This would have been wound every day, to ensure that the drum turned continuously. The wind pushes the calibrated weather vane, turning the rods and activating the pens, which draw wind direction on the paper.<br /> [[File:Anemometer.png|right|350px|Pressure Tube Anemometer]]<br /> <br /> Wind speed is measured by creating differential pressure in two tubes. These tubes are positioned next to the weather vane, a good 10 meters or more above ground level. Wind rushes down the pitot tube, creating pressure, and second tube is perforated, so that air rushing past creates suction. Down in the weather cabin, the cylindrical anemometer tank holds water. A float, connected to an arm, sits on the water - and with force of the wind down the tubes, the water responds, moving the arm. A pen on the end of the arm registers the force of the movement on paper.<br /> <br /> [[category:instruments]]</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=Category:Voicing&diff=997 2022-04-19T14:30:36Z

<p>Ky: Created blank page</p> <hr /> <div></div>

Ky http://wiki.bidstonobservatory.org/index.php?title=Anemometer&diff=996 2022-04-19T14:29:42Z

<p>Ky: </p> <hr /> <div>The Dines anemometer sits in the weather cabin, atop the roof of the observatory. This instrument measured wind speed, direction and force of gusts. It is now defunct in its original use, however can be interpolated into experiments that focus on wind / sound / data collection and interpretation / othering perceptions of more-than-human nature, to name only a few.<br /> <br /> [[File:Anemometer_2016.jpg|thumb|left|200px|Pressure Tube Anemometer]]<br /> <br /> The anemometer consists of a weather vane, tubes, rods and a tank with water and a float inside. The intra-active, expanded anemometer consists of all those parts, +:&lt;br /&gt;<br /> - the material of the building and weather cabin, + &lt;br /&gt;<br /> - architecture, decisions made to height and stability, + &lt;br /&gt;<br /> - human attendance/labour to change the recording surface and wind the clock, + &lt;br /&gt;<br /> - fluctuations in weather patterns over the peninsula, + &lt;br /&gt;<br /> - state-science-economic motivations to capture ever more precisely natural phenomena, +++…<br /> <br /> The head part of the anemometer is the highest point – the weather vane turns according to which way the wind is blowing. This would spin rods, which are connected to a pen down in the weather cabin. The anemometer has a cylindrical drum, on which graph paper is mounted. This drum is powered by a spring-wound clock mechanism. This would have been wound every day, to ensure that the drum turned continuously. The wind pushes the calibrated weather vane, turning the rods and activating the pens, which draw wind direction on the paper.<br /> [[File:Anemometer.png|right|350px|Pressure Tube Anemometer]]<br /> <br /> Wind speed is measured by creating differential pressure in two tubes. These tubes are positioned next to the weather vane, a good 10 meters or more above ground level. Wind rushes down the pitot tube, creating pressure, and second tube is perforated, so that air rushing past creates suction. Down in the weather cabin, the cylindrical anemometer tank holds water. A float, connected to an arm, sits on the water - and with force of the wind down the tubes, the water responds, moving the arm. A pen on the end of the arm registers the force of the movement on paper.<br /> <br /> [[category:instruments]]<br /> <br /> [[category:Voicing]]</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=CTD_monitor&diff=995 2022-04-19T14:15:53Z

<p>Ky: /* Wildlife computers */</p> <hr /> <div>This page attempts to trace a line between history of the CTD, non-human useage? edit<br /> <br /> == CTD ==<br /> <br /> Picture a column, starting at the surface of the ocean and descending to the ocean floor. Conceptualised by the discipline of oceanography, this is the area delineated for measuring qualities of water, an architecture of modernity. <br /> <br /> A CTD is an instrument commonly used by oceanographers, which measures conductivity, temperature and depth within this region of water. It can gather high resolution data, however it can only do one cast at a time on the sample site – and many casts are needed to provide a picture of an ocean environment. By measuring hydrostatic pressure, compression, pressure, and local gravity field at a certain latitude, depth can be calculated. Then conductivity, temperature and depth are used to calculate water salinity. A CTD utilises sampling bottles, which close at different depths, and by dragging the measure upwards through the water, a profile of the water column is created. <br /> <br /> This logic follows long history of the way that the seascape has been imagined by different disciplines of Western science. CTD instruments which now rise through these vertical delineations, are preceded by hemp ropes, weighted with lead, which would be dropped from the side of a ship. As the rope dropped, it ran through the hands of the sailors. Knots on the rope, representing fathoms, were called out, and marked down with a quill pen.<br /> <br /> == Sounding line ==<br /> <br /> “I have been asked by the Captain to try to explain to you as well as I am able, what is the object of our expedition &amp; what we are doing from day to day. I need not remark that it gives me pleasure to do so, for we are to be common shipmates for the next few years &amp; doubtless each one has some interest in the work, the results, if successful, will be creditable to us all. In the first place I must tell you that the bottom of the sea occupies an area of the globe, &amp; this immense portion has been a sealed book to the human race. We have a comparatively accurate notion of the land; we know the geology and the Natural History of much of the countries of the earth, even Africa and Australia are becoming annually more known to us; and the indomitable energy of man is slowly but surely bringing each country into what I may call the regular routine, &amp; causing it to contribute somewhat to the comfort &amp; happiness of the rest; inasmuch as their productions whether natural or artificial, whether as necessary or more generally as (luxuries) are spread in this manner over the world, &amp; in this way conduces to the general happiness of mankind. One reason why our ancestors did nothing towards lifting the soil from the sea bottom was because it was thought that no object could be gained by so doing; and the difficulties in the way were deemed insurmountable. For it was thought, and with reason, that nothing living could exist at a greater depth than about 400 fathoms. Now you all know that when an empty bucket is put over the ships side &amp; allowed to sink down a little distance, what difficulty there is in hauling it up, &amp; what a resistance is offered by the weight of water on the top of it. That resistance increases the lower we go; so that if a man was placed at the bottom...”<br /> <br /> == Wildlife computers ==<br /> <br /> [[File:Meop seal2-640x426.jpg |500px]]<br /> <br /> &quot;The average seal dive profiled by the CTDs went to a depth of 500 meters, with some reaching 2,000 meters. The fist-sized instruments, which are glued to a seal’s head and transmit data when it surfaces from a dive, last for about five months before running out of power. Seals molt each year, shedding the instruments along with their fur.<br /> <br /> In order to make this cache of data useful, the researchers put the profiles through extensive quality control and calibration. What comes out the other end is just about as good as the Argo data. To see what this gets us, the researchers used a model that takes in available observations and simulates the global ocean circulation pattern that fits them best. This was done for an 18-month period using only the Argo data, and then again using the seal data as well. The two were then compared to see the difference made by the seal data—showing what we would otherwise miss, in other words.<br /> <br /> Including the seal data tended to decrease the temperatures estimated for surface water near Antarctica and increase those farther from shore. Salinity increased markedly to the west of the Antarctic Peninsula and lowered a bit elsewhere.<br /> <br /> Some of the most interesting differences relate to sea ice behavior. When seawater freezes, salt is excluded from the crystallizing ice. That makes the remaining seawater saltier and, therefore, more dense. The data collected by the seals showed this being more pronounced, affecting surface water circulation. The sea ice itself was also better estimated by the seal-assisted model, with the output comparing more favorably with satellite observations.&quot;<br /> <br /> Edit? <br /> https://arstechnica.com/science/2013/12/seals-lend-scientists-a-helping-flipper-in-the-southern-ocean/<br /> <br /> <br /> [[File:Wildlife computers elephant seal ctd.png]]<br /> &lt;br/&gt;<br /> Figure 2—The track of a southern elephant seal tagged with a prototype SCOUT-CTD tag at Península Valdés. The seal migrated east over the course of a month into an area with high salinity, warm-core eddy formed by the Brazil Current before turning back toward the coast. The SST image is from the midpoint of the migration. While temperatures warmed over the two-month period, warmer, low-salinity water near the coast, the northward cold-water current in the center, and warmer high-salinity water offshore were persistent throughout the track. Colored triangles on the map indicate the locations corresponding to the profiles in the right panels.<br /> Suzy Kohin<br /> https://wildlifecomputers.com/blog/promising-field-trial-results-prototype-scout-ctd-tags-transmit-thousands-of-temperature-and-salinity-profiles/<br /> <br /> <br /> Lecture by Thompson to crew of Challenger, 1873 <br /> Substance of Professor Wyville Thompson's Lecture, to the ship's company of H.M. Ship, Challenger, on the Geography of the sea &amp; the object of the challenger expedition. With remarks on the progress hitherto made.<br /> Collection: Scripps Institution of Oceanography Letters, Clippings, Ships' Logs<br /> <br /> <br /> [[category: Instruments]]</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=CTD_monitor&diff=994 2022-04-19T14:15:45Z

<p>Ky: /* Wildlife computers */</p> <hr /> <div>This page attempts to trace a line between history of the CTD, non-human useage? edit<br /> <br /> == CTD ==<br /> <br /> Picture a column, starting at the surface of the ocean and descending to the ocean floor. Conceptualised by the discipline of oceanography, this is the area delineated for measuring qualities of water, an architecture of modernity. <br /> <br /> A CTD is an instrument commonly used by oceanographers, which measures conductivity, temperature and depth within this region of water. It can gather high resolution data, however it can only do one cast at a time on the sample site – and many casts are needed to provide a picture of an ocean environment. By measuring hydrostatic pressure, compression, pressure, and local gravity field at a certain latitude, depth can be calculated. Then conductivity, temperature and depth are used to calculate water salinity. A CTD utilises sampling bottles, which close at different depths, and by dragging the measure upwards through the water, a profile of the water column is created. <br /> <br /> This logic follows long history of the way that the seascape has been imagined by different disciplines of Western science. CTD instruments which now rise through these vertical delineations, are preceded by hemp ropes, weighted with lead, which would be dropped from the side of a ship. As the rope dropped, it ran through the hands of the sailors. Knots on the rope, representing fathoms, were called out, and marked down with a quill pen.<br /> <br /> == Sounding line ==<br /> <br /> “I have been asked by the Captain to try to explain to you as well as I am able, what is the object of our expedition &amp; what we are doing from day to day. I need not remark that it gives me pleasure to do so, for we are to be common shipmates for the next few years &amp; doubtless each one has some interest in the work, the results, if successful, will be creditable to us all. In the first place I must tell you that the bottom of the sea occupies an area of the globe, &amp; this immense portion has been a sealed book to the human race. We have a comparatively accurate notion of the land; we know the geology and the Natural History of much of the countries of the earth, even Africa and Australia are becoming annually more known to us; and the indomitable energy of man is slowly but surely bringing each country into what I may call the regular routine, &amp; causing it to contribute somewhat to the comfort &amp; happiness of the rest; inasmuch as their productions whether natural or artificial, whether as necessary or more generally as (luxuries) are spread in this manner over the world, &amp; in this way conduces to the general happiness of mankind. One reason why our ancestors did nothing towards lifting the soil from the sea bottom was because it was thought that no object could be gained by so doing; and the difficulties in the way were deemed insurmountable. For it was thought, and with reason, that nothing living could exist at a greater depth than about 400 fathoms. Now you all know that when an empty bucket is put over the ships side &amp; allowed to sink down a little distance, what difficulty there is in hauling it up, &amp; what a resistance is offered by the weight of water on the top of it. That resistance increases the lower we go; so that if a man was placed at the bottom...”<br /> <br /> == Wildlife computers ==<br /> <br /> [[File:Meop seal2-640x426.jpg |100px]]<br /> <br /> &quot;The average seal dive profiled by the CTDs went to a depth of 500 meters, with some reaching 2,000 meters. The fist-sized instruments, which are glued to a seal’s head and transmit data when it surfaces from a dive, last for about five months before running out of power. Seals molt each year, shedding the instruments along with their fur.<br /> <br /> In order to make this cache of data useful, the researchers put the profiles through extensive quality control and calibration. What comes out the other end is just about as good as the Argo data. To see what this gets us, the researchers used a model that takes in available observations and simulates the global ocean circulation pattern that fits them best. This was done for an 18-month period using only the Argo data, and then again using the seal data as well. The two were then compared to see the difference made by the seal data—showing what we would otherwise miss, in other words.<br /> <br /> Including the seal data tended to decrease the temperatures estimated for surface water near Antarctica and increase those farther from shore. Salinity increased markedly to the west of the Antarctic Peninsula and lowered a bit elsewhere.<br /> <br /> Some of the most interesting differences relate to sea ice behavior. When seawater freezes, salt is excluded from the crystallizing ice. That makes the remaining seawater saltier and, therefore, more dense. The data collected by the seals showed this being more pronounced, affecting surface water circulation. The sea ice itself was also better estimated by the seal-assisted model, with the output comparing more favorably with satellite observations.&quot;<br /> <br /> Edit? <br /> https://arstechnica.com/science/2013/12/seals-lend-scientists-a-helping-flipper-in-the-southern-ocean/<br /> <br /> <br /> [[File:Wildlife computers elephant seal ctd.png]]<br /> &lt;br/&gt;<br /> Figure 2—The track of a southern elephant seal tagged with a prototype SCOUT-CTD tag at Península Valdés. The seal migrated east over the course of a month into an area with high salinity, warm-core eddy formed by the Brazil Current before turning back toward the coast. The SST image is from the midpoint of the migration. While temperatures warmed over the two-month period, warmer, low-salinity water near the coast, the northward cold-water current in the center, and warmer high-salinity water offshore were persistent throughout the track. Colored triangles on the map indicate the locations corresponding to the profiles in the right panels.<br /> Suzy Kohin<br /> https://wildlifecomputers.com/blog/promising-field-trial-results-prototype-scout-ctd-tags-transmit-thousands-of-temperature-and-salinity-profiles/<br /> <br /> <br /> Lecture by Thompson to crew of Challenger, 1873 <br /> Substance of Professor Wyville Thompson's Lecture, to the ship's company of H.M. Ship, Challenger, on the Geography of the sea &amp; the object of the challenger expedition. With remarks on the progress hitherto made.<br /> Collection: Scripps Institution of Oceanography Letters, Clippings, Ships' Logs<br /> <br /> <br /> [[category: Instruments]]</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=CTD_monitor&diff=993 2022-04-19T14:14:04Z

<p>Ky: /* Wildlife computers */</p> <hr /> <div>This page attempts to trace a line between history of the CTD, non-human useage? edit<br /> <br /> == CTD ==<br /> <br /> Picture a column, starting at the surface of the ocean and descending to the ocean floor. Conceptualised by the discipline of oceanography, this is the area delineated for measuring qualities of water, an architecture of modernity. <br /> <br /> A CTD is an instrument commonly used by oceanographers, which measures conductivity, temperature and depth within this region of water. It can gather high resolution data, however it can only do one cast at a time on the sample site – and many casts are needed to provide a picture of an ocean environment. By measuring hydrostatic pressure, compression, pressure, and local gravity field at a certain latitude, depth can be calculated. Then conductivity, temperature and depth are used to calculate water salinity. A CTD utilises sampling bottles, which close at different depths, and by dragging the measure upwards through the water, a profile of the water column is created. <br /> <br /> This logic follows long history of the way that the seascape has been imagined by different disciplines of Western science. CTD instruments which now rise through these vertical delineations, are preceded by hemp ropes, weighted with lead, which would be dropped from the side of a ship. As the rope dropped, it ran through the hands of the sailors. Knots on the rope, representing fathoms, were called out, and marked down with a quill pen.<br /> <br /> == Sounding line ==<br /> <br /> “I have been asked by the Captain to try to explain to you as well as I am able, what is the object of our expedition &amp; what we are doing from day to day. I need not remark that it gives me pleasure to do so, for we are to be common shipmates for the next few years &amp; doubtless each one has some interest in the work, the results, if successful, will be creditable to us all. In the first place I must tell you that the bottom of the sea occupies an area of the globe, &amp; this immense portion has been a sealed book to the human race. We have a comparatively accurate notion of the land; we know the geology and the Natural History of much of the countries of the earth, even Africa and Australia are becoming annually more known to us; and the indomitable energy of man is slowly but surely bringing each country into what I may call the regular routine, &amp; causing it to contribute somewhat to the comfort &amp; happiness of the rest; inasmuch as their productions whether natural or artificial, whether as necessary or more generally as (luxuries) are spread in this manner over the world, &amp; in this way conduces to the general happiness of mankind. One reason why our ancestors did nothing towards lifting the soil from the sea bottom was because it was thought that no object could be gained by so doing; and the difficulties in the way were deemed insurmountable. For it was thought, and with reason, that nothing living could exist at a greater depth than about 400 fathoms. Now you all know that when an empty bucket is put over the ships side &amp; allowed to sink down a little distance, what difficulty there is in hauling it up, &amp; what a resistance is offered by the weight of water on the top of it. That resistance increases the lower we go; so that if a man was placed at the bottom...”<br /> <br /> == Wildlife computers ==<br /> <br /> [[File:Meop seal2-640x426.jpg]]<br /> <br /> &quot;The average seal dive profiled by the CTDs went to a depth of 500 meters, with some reaching 2,000 meters. The fist-sized instruments, which are glued to a seal’s head and transmit data when it surfaces from a dive, last for about five months before running out of power. Seals molt each year, shedding the instruments along with their fur.<br /> <br /> In order to make this cache of data useful, the researchers put the profiles through extensive quality control and calibration. What comes out the other end is just about as good as the Argo data. To see what this gets us, the researchers used a model that takes in available observations and simulates the global ocean circulation pattern that fits them best. This was done for an 18-month period using only the Argo data, and then again using the seal data as well. The two were then compared to see the difference made by the seal data—showing what we would otherwise miss, in other words.<br /> <br /> Including the seal data tended to decrease the temperatures estimated for surface water near Antarctica and increase those farther from shore. Salinity increased markedly to the west of the Antarctic Peninsula and lowered a bit elsewhere.<br /> <br /> Some of the most interesting differences relate to sea ice behavior. When seawater freezes, salt is excluded from the crystallizing ice. That makes the remaining seawater saltier and, therefore, more dense. The data collected by the seals showed this being more pronounced, affecting surface water circulation. The sea ice itself was also better estimated by the seal-assisted model, with the output comparing more favorably with satellite observations.&quot;<br /> <br /> Edit? <br /> https://arstechnica.com/science/2013/12/seals-lend-scientists-a-helping-flipper-in-the-southern-ocean/<br /> <br /> <br /> [[File:Wildlife computers elephant seal ctd.png]]<br /> &lt;br/&gt;<br /> Figure 2—The track of a southern elephant seal tagged with a prototype SCOUT-CTD tag at Península Valdés. The seal migrated east over the course of a month into an area with high salinity, warm-core eddy formed by the Brazil Current before turning back toward the coast. The SST image is from the midpoint of the migration. While temperatures warmed over the two-month period, warmer, low-salinity water near the coast, the northward cold-water current in the center, and warmer high-salinity water offshore were persistent throughout the track. Colored triangles on the map indicate the locations corresponding to the profiles in the right panels.<br /> Suzy Kohin<br /> https://wildlifecomputers.com/blog/promising-field-trial-results-prototype-scout-ctd-tags-transmit-thousands-of-temperature-and-salinity-profiles/<br /> <br /> <br /> Lecture by Thompson to crew of Challenger, 1873 <br /> Substance of Professor Wyville Thompson's Lecture, to the ship's company of H.M. Ship, Challenger, on the Geography of the sea &amp; the object of the challenger expedition. With remarks on the progress hitherto made.<br /> Collection: Scripps Institution of Oceanography Letters, Clippings, Ships' Logs<br /> <br /> <br /> [[category: Instruments]]</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=File:Meop_seal2-640x426.jpg&diff=992 2022-04-19T14:13:40Z

<p>Ky: </p> <hr /> <div></div>

Ky http://wiki.bidstonobservatory.org/index.php?title=CTD_monitor&diff=991 2022-04-19T14:12:47Z

<p>Ky: /* Wildlife computers */</p> <hr /> <div>This page attempts to trace a line between history of the CTD, non-human useage? edit<br /> <br /> == CTD ==<br /> <br /> Picture a column, starting at the surface of the ocean and descending to the ocean floor. Conceptualised by the discipline of oceanography, this is the area delineated for measuring qualities of water, an architecture of modernity. <br /> <br /> A CTD is an instrument commonly used by oceanographers, which measures conductivity, temperature and depth within this region of water. It can gather high resolution data, however it can only do one cast at a time on the sample site – and many casts are needed to provide a picture of an ocean environment. By measuring hydrostatic pressure, compression, pressure, and local gravity field at a certain latitude, depth can be calculated. Then conductivity, temperature and depth are used to calculate water salinity. A CTD utilises sampling bottles, which close at different depths, and by dragging the measure upwards through the water, a profile of the water column is created. <br /> <br /> This logic follows long history of the way that the seascape has been imagined by different disciplines of Western science. CTD instruments which now rise through these vertical delineations, are preceded by hemp ropes, weighted with lead, which would be dropped from the side of a ship. As the rope dropped, it ran through the hands of the sailors. Knots on the rope, representing fathoms, were called out, and marked down with a quill pen.<br /> <br /> == Sounding line ==<br /> <br /> “I have been asked by the Captain to try to explain to you as well as I am able, what is the object of our expedition &amp; what we are doing from day to day. I need not remark that it gives me pleasure to do so, for we are to be common shipmates for the next few years &amp; doubtless each one has some interest in the work, the results, if successful, will be creditable to us all. In the first place I must tell you that the bottom of the sea occupies an area of the globe, &amp; this immense portion has been a sealed book to the human race. We have a comparatively accurate notion of the land; we know the geology and the Natural History of much of the countries of the earth, even Africa and Australia are becoming annually more known to us; and the indomitable energy of man is slowly but surely bringing each country into what I may call the regular routine, &amp; causing it to contribute somewhat to the comfort &amp; happiness of the rest; inasmuch as their productions whether natural or artificial, whether as necessary or more generally as (luxuries) are spread in this manner over the world, &amp; in this way conduces to the general happiness of mankind. One reason why our ancestors did nothing towards lifting the soil from the sea bottom was because it was thought that no object could be gained by so doing; and the difficulties in the way were deemed insurmountable. For it was thought, and with reason, that nothing living could exist at a greater depth than about 400 fathoms. Now you all know that when an empty bucket is put over the ships side &amp; allowed to sink down a little distance, what difficulty there is in hauling it up, &amp; what a resistance is offered by the weight of water on the top of it. That resistance increases the lower we go; so that if a man was placed at the bottom...”<br /> <br /> == Wildlife computers ==<br /> &quot;The average seal dive profiled by the CTDs went to a depth of 500 meters, with some reaching 2,000 meters. The fist-sized instruments, which are glued to a seal’s head and transmit data when it surfaces from a dive, last for about five months before running out of power. Seals molt each year, shedding the instruments along with their fur.<br /> <br /> In order to make this cache of data useful, the researchers put the profiles through extensive quality control and calibration. What comes out the other end is just about as good as the Argo data. To see what this gets us, the researchers used a model that takes in available observations and simulates the global ocean circulation pattern that fits them best. This was done for an 18-month period using only the Argo data, and then again using the seal data as well. The two were then compared to see the difference made by the seal data—showing what we would otherwise miss, in other words.<br /> <br /> Including the seal data tended to decrease the temperatures estimated for surface water near Antarctica and increase those farther from shore. Salinity increased markedly to the west of the Antarctic Peninsula and lowered a bit elsewhere.<br /> <br /> Some of the most interesting differences relate to sea ice behavior. When seawater freezes, salt is excluded from the crystallizing ice. That makes the remaining seawater saltier and, therefore, more dense. The data collected by the seals showed this being more pronounced, affecting surface water circulation. The sea ice itself was also better estimated by the seal-assisted model, with the output comparing more favorably with satellite observations.&quot;<br /> <br /> Edit? <br /> https://arstechnica.com/science/2013/12/seals-lend-scientists-a-helping-flipper-in-the-southern-ocean/<br /> <br /> <br /> [[File:Wildlife computers elephant seal ctd.png]]<br /> &lt;br/&gt;<br /> Figure 2—The track of a southern elephant seal tagged with a prototype SCOUT-CTD tag at Península Valdés. The seal migrated east over the course of a month into an area with high salinity, warm-core eddy formed by the Brazil Current before turning back toward the coast. The SST image is from the midpoint of the migration. While temperatures warmed over the two-month period, warmer, low-salinity water near the coast, the northward cold-water current in the center, and warmer high-salinity water offshore were persistent throughout the track. Colored triangles on the map indicate the locations corresponding to the profiles in the right panels.<br /> Suzy Kohin<br /> https://wildlifecomputers.com/blog/promising-field-trial-results-prototype-scout-ctd-tags-transmit-thousands-of-temperature-and-salinity-profiles/<br /> <br /> <br /> Lecture by Thompson to crew of Challenger, 1873 <br /> Substance of Professor Wyville Thompson's Lecture, to the ship's company of H.M. Ship, Challenger, on the Geography of the sea &amp; the object of the challenger expedition. With remarks on the progress hitherto made.<br /> Collection: Scripps Institution of Oceanography Letters, Clippings, Ships' Logs<br /> <br /> <br /> [[category: Instruments]]</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=CTD_monitor&diff=990 2022-04-19T12:08:19Z

<p>Ky: </p> <hr /> <div>This page attempts to trace a line between history of the CTD, non-human useage? edit<br /> <br /> == CTD ==<br /> <br /> Picture a column, starting at the surface of the ocean and descending to the ocean floor. Conceptualised by the discipline of oceanography, this is the area delineated for measuring qualities of water, an architecture of modernity. <br /> <br /> A CTD is an instrument commonly used by oceanographers, which measures conductivity, temperature and depth within this region of water. It can gather high resolution data, however it can only do one cast at a time on the sample site – and many casts are needed to provide a picture of an ocean environment. By measuring hydrostatic pressure, compression, pressure, and local gravity field at a certain latitude, depth can be calculated. Then conductivity, temperature and depth are used to calculate water salinity. A CTD utilises sampling bottles, which close at different depths, and by dragging the measure upwards through the water, a profile of the water column is created. <br /> <br /> This logic follows long history of the way that the seascape has been imagined by different disciplines of Western science. CTD instruments which now rise through these vertical delineations, are preceded by hemp ropes, weighted with lead, which would be dropped from the side of a ship. As the rope dropped, it ran through the hands of the sailors. Knots on the rope, representing fathoms, were called out, and marked down with a quill pen.<br /> <br /> == Sounding line ==<br /> <br /> “I have been asked by the Captain to try to explain to you as well as I am able, what is the object of our expedition &amp; what we are doing from day to day. I need not remark that it gives me pleasure to do so, for we are to be common shipmates for the next few years &amp; doubtless each one has some interest in the work, the results, if successful, will be creditable to us all. In the first place I must tell you that the bottom of the sea occupies an area of the globe, &amp; this immense portion has been a sealed book to the human race. We have a comparatively accurate notion of the land; we know the geology and the Natural History of much of the countries of the earth, even Africa and Australia are becoming annually more known to us; and the indomitable energy of man is slowly but surely bringing each country into what I may call the regular routine, &amp; causing it to contribute somewhat to the comfort &amp; happiness of the rest; inasmuch as their productions whether natural or artificial, whether as necessary or more generally as (luxuries) are spread in this manner over the world, &amp; in this way conduces to the general happiness of mankind. One reason why our ancestors did nothing towards lifting the soil from the sea bottom was because it was thought that no object could be gained by so doing; and the difficulties in the way were deemed insurmountable. For it was thought, and with reason, that nothing living could exist at a greater depth than about 400 fathoms. Now you all know that when an empty bucket is put over the ships side &amp; allowed to sink down a little distance, what difficulty there is in hauling it up, &amp; what a resistance is offered by the weight of water on the top of it. That resistance increases the lower we go; so that if a man was placed at the bottom...”<br /> <br /> == Wildlife computers ==<br /> <br /> [[File:Wildlife computers elephant seal ctd.png]]<br /> &lt;br/&gt;<br /> Figure 2—The track of a southern elephant seal tagged with a prototype SCOUT-CTD tag at Península Valdés. The seal migrated east over the course of a month into an area with high salinity, warm-core eddy formed by the Brazil Current before turning back toward the coast. The SST image is from the midpoint of the migration. While temperatures warmed over the two-month period, warmer, low-salinity water near the coast, the northward cold-water current in the center, and warmer high-salinity water offshore were persistent throughout the track. Colored triangles on the map indicate the locations corresponding to the profiles in the right panels.<br /> Suzy Kohin<br /> https://wildlifecomputers.com/blog/promising-field-trial-results-prototype-scout-ctd-tags-transmit-thousands-of-temperature-and-salinity-profiles/<br /> <br /> <br /> Lecture by Thompson to crew of Challenger, 1873 <br /> Substance of Professor Wyville Thompson's Lecture, to the ship's company of H.M. Ship, Challenger, on the Geography of the sea &amp; the object of the challenger expedition. With remarks on the progress hitherto made.<br /> Collection: Scripps Institution of Oceanography Letters, Clippings, Ships' Logs<br /> <br /> <br /> [[category: Instruments]]</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=CTD_monitor&diff=989 2022-04-19T12:03:02Z

<p>Ky: /* From the seabed upwards */</p> <hr /> <div>== CTD ==<br /> <br /> Picture a column, starting at the surface of the ocean and descending to the ocean floor. Conceptualised by the discipline of oceanography, this is the area delineated for measuring qualities of water, an architecture of modernity. <br /> <br /> A CTD is an instrument commonly used by oceanographers, which measures conductivity, temperature and depth within this region of water. It can gather high resolution data, however it can only do one cast at a time on the sample site – and many casts are needed to provide a picture of an ocean environment. By measuring hydrostatic pressure, compression, pressure, and local gravity field at a certain latitude, depth can be calculated. Then conductivity, temperature and depth are used to calculate water salinity. A CTD utilises sampling bottles, which close at different depths, and by dragging the measure upwards through the water, a profile of the water column is created. <br /> <br /> This logic follows long history of the way that the seascape has been imagined by different disciplines of Western science. CTD instruments which now rise through these vertical delineations, are preceded by hemp ropes, weighted with lead, which would be dropped from the side of a ship. As the rope dropped, it ran through the hands of the sailors. Knots on the rope, representing fathoms, were called out, and marked down with a quill pen.<br /> <br /> == Sounding line ==<br /> <br /> “I have been asked by the Captain to try to explain to you as well as I am able, what is the object of our expedition &amp; what we are doing from day to day. I need not remark that it gives me pleasure to do so, for we are to be common shipmates for the next few years &amp; doubtless each one has some interest in the work, the results, if successful, will be creditable to us all. In the first place I must tell you that the bottom of the sea occupies an area of the globe, &amp; this immense portion has been a sealed book to the human race. We have a comparatively accurate notion of the land; we know the geology and the Natural History of much of the countries of the earth, even Africa and Australia are becoming annually more known to us; and the indomitable energy of man is slowly but surely bringing each country into what I may call the regular routine, &amp; causing it to contribute somewhat to the comfort &amp; happiness of the rest; inasmuch as their productions whether natural or artificial, whether as necessary or more generally as (luxuries) are spread in this manner over the world, &amp; in this way conduces to the general happiness of mankind. One reason why our ancestors did nothing towards lifting the soil from the sea bottom was because it was thought that no object could be gained by so doing; and the difficulties in the way were deemed insurmountable. For it was thought, and with reason, that nothing living could exist at a greater depth than about 400 fathoms. Now you all know that when an empty bucket is put over the ships side &amp; allowed to sink down a little distance, what difficulty there is in hauling it up, &amp; what a resistance is offered by the weight of water on the top of it. That resistance increases the lower we go; so that if a man was placed at the bottom...”<br /> <br /> == Wildlife computers ==<br /> <br /> [[File:Wildlife computers elephant seal ctd.png]]<br /> &lt;br/&gt;<br /> Figure 2—The track of a southern elephant seal tagged with a prototype SCOUT-CTD tag at Península Valdés. The seal migrated east over the course of a month into an area with high salinity, warm-core eddy formed by the Brazil Current before turning back toward the coast. The SST image is from the midpoint of the migration. While temperatures warmed over the two-month period, warmer, low-salinity water near the coast, the northward cold-water current in the center, and warmer high-salinity water offshore were persistent throughout the track. Colored triangles on the map indicate the locations corresponding to the profiles in the right panels.<br /> Suzy Kohin<br /> https://wildlifecomputers.com/blog/promising-field-trial-results-prototype-scout-ctd-tags-transmit-thousands-of-temperature-and-salinity-profiles/<br /> <br /> <br /> Lecture by Thompson to crew of Challenger, 1873 <br /> Substance of Professor Wyville Thompson's Lecture, to the ship's company of H.M. Ship, Challenger, on the Geography of the sea &amp; the object of the challenger expedition. With remarks on the progress hitherto made.<br /> Collection: Scripps Institution of Oceanography Letters, Clippings, Ships' Logs<br /> <br /> <br /> [[category: Instruments]]</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=CTD_monitor&diff=988 2022-04-19T12:00:47Z

<p>Ky: </p> <hr /> <div>== CTD ==<br /> <br /> Picture a column, starting at the surface of the ocean and descending to the ocean floor. Conceptualised by the discipline of oceanography, this is the area delineated for measuring qualities of water, an architecture of modernity. <br /> <br /> A CTD is an instrument commonly used by oceanographers, which measures conductivity, temperature and depth within this region of water. It can gather high resolution data, however it can only do one cast at a time on the sample site – and many casts are needed to provide a picture of an ocean environment. By measuring hydrostatic pressure, compression, pressure, and local gravity field at a certain latitude, depth can be calculated. Then conductivity, temperature and depth are used to calculate water salinity. A CTD utilises sampling bottles, which close at different depths, and by dragging the measure upwards through the water, a profile of the water column is created. <br /> <br /> This logic follows long history of the way that the seascape has been imagined by different disciplines of Western science. CTD instruments which now rise through these vertical delineations, are preceded by hemp ropes, weighted with lead, which would be dropped from the side of a ship. As the rope dropped, it ran through the hands of the sailors. Knots on the rope, representing fathoms, were called out, and marked down with a quill pen.<br /> <br /> == From the seabed upwards ==<br /> <br /> “I have been asked by the Captain to try to explain to you as well as I am able, what is the object of our expedition &amp; what we are doing from day to day. I need not remark that it gives me pleasure to do so, for we are to be common shipmates for the next few years &amp; doubtless each one has some interest in the work, the results, if successful, will be creditable to us all. In the first place I must tell you that the bottom of the sea occupies an area of the globe, &amp; this immense portion has been a sealed book to the human race. We have a comparatively accurate notion of the land; we know the geology and the Natural History of much of the countries of the earth, even Africa and Australia are becoming annually more known to us; and the indomitable energy of man is slowly but surely bringing each country into what I may call the regular routine, &amp; causing it to contribute somewhat to the comfort &amp; happiness of the rest; inasmuch as their productions whether natural or artificial, whether as necessary or more generally as (luxuries) are spread in this manner over the world, &amp; in this way conduces to the general happiness of mankind. One reason why our ancestors did nothing towards lifting the soil from the sea bottom was because it was thought that no object could be gained by so doing; and the difficulties in the way were deemed insurmountable. For it was thought, and with reason, that nothing living could exist at a greater depth than about 400 fathoms. Now you all know that when an empty bucket is put over the ships side &amp; allowed to sink down a little distance, what difficulty there is in hauling it up, &amp; what a resistance is offered by the weight of water on the top of it. That resistance increases the lower we go; so that if a man was placed at the bottom...”<br /> <br /> == Wildlife computers ==<br /> <br /> [[File:Wildlife computers elephant seal ctd.png]]<br /> &lt;br/&gt;<br /> Figure 2—The track of a southern elephant seal tagged with a prototype SCOUT-CTD tag at Península Valdés. The seal migrated east over the course of a month into an area with high salinity, warm-core eddy formed by the Brazil Current before turning back toward the coast. The SST image is from the midpoint of the migration. While temperatures warmed over the two-month period, warmer, low-salinity water near the coast, the northward cold-water current in the center, and warmer high-salinity water offshore were persistent throughout the track. Colored triangles on the map indicate the locations corresponding to the profiles in the right panels.<br /> Suzy Kohin<br /> https://wildlifecomputers.com/blog/promising-field-trial-results-prototype-scout-ctd-tags-transmit-thousands-of-temperature-and-salinity-profiles/<br /> <br /> <br /> Lecture by Thompson to crew of Challenger, 1873 <br /> Substance of Professor Wyville Thompson's Lecture, to the ship's company of H.M. Ship, Challenger, on the Geography of the sea &amp; the object of the challenger expedition. With remarks on the progress hitherto made.<br /> Collection: Scripps Institution of Oceanography Letters, Clippings, Ships' Logs<br /> <br /> <br /> [[category: Instruments]]</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=CTD_monitor&diff=987 2022-04-19T11:52:38Z

<p>Ky: </p> <hr /> <div>== CTD ==<br /> <br /> Picture a column, starting at the surface of the ocean and descending to the ocean floor. Conceptualised by the discipline of oceanography, this is the area delineated for measuring qualities of water, an architecture of modernity. <br /> <br /> A CTD is an instrument commonly used by oceanographers, which measures conductivity, temperature and depth within this region of water. It can gather high resolution data, however it can only do one cast at a time on the sample site – and many casts are needed to provide a picture of an ocean environment. By measuring hydrostatic pressure, compression, pressure, and local gravity field at a certain latitude, depth can be calculated. Then conductivity, temperature and depth are used to calculate water salinity. A CTD utilises sampling bottles, which close at different depths, and by dragging the measure upwards through the water, a profile of the water column is created. <br /> <br /> This logic follows long history of the way that the seascape has been imagined by different disciplines of Western science. CTD instruments which now rise through these vertical delineations, are preceded by hemp ropes, weighted with lead, which would be dropped from the side of a ship. As the rope dropped, it ran through the hands of the sailors. Knots on the rope, representing fathoms, were called out, and marked down with a quill pen.<br /> <br /> == From the seabed upwards ==<br /> <br /> “I have been asked by the Captain to try to explain to you as well as I am able, what is the object of our expedition &amp; what we are doing from day to day. I need not remark that it gives me pleasure to do so, for we are to be common shipmates for the next few years &amp; doubtless each one has some interest in the work, the results, if successful, will be creditable to us all. In the first place I must tell you that the bottom of the sea occupies an area of the globe, &amp; this immense portion has been a sealed book to the human race. We have a comparatively accurate notion of the land; we know the geology and the Natural History of much of the countries of the earth, even Africa and Australia are becoming annually more known to us; and the indomitable energy of man is slowly but surely bringing each country into what I may call the regular routine, &amp; causing it to contribute somewhat to the comfort &amp; happiness of the rest; inasmuch as their productions whether natural or artificial, whether as necessary or more generally as (luxuries) are spread in this manner over the world, &amp; in this way conduces to the general happiness of mankind. One reason why our ancestors did nothing towards lifting the soil from the sea bottom was because it was thought that no object could be gained by so doing; and the difficulties in the way were deemed insurmountable. For it was thought, and with reason, that nothing living could exist at a greater depth than about 400 fathoms. Now you all know that when an empty bucket is put over the ships side &amp; allowed to sink down a little distance, what difficulty there is in hauling it up, &amp; what a resistance is offered by the weight of water on the top of it. That resistance increases the lower we go; so that if a man was placed at the bottom...”<br /> <br /> == Wildlife computers ==<br /> <br /> [[File:Wildlife computers elephant seal ctd.png]]<br /> &lt;br/&gt;<br /> Figure 2—The track of a southern elephant seal tagged with a prototype SCOUT-CTD tag at Península Valdés. The seal migrated east over the course of a month into an area with high salinity, warm-core eddy formed by the Brazil Current before turning back toward the coast. The SST image is from the midpoint of the migration. While temperatures warmed over the two-month period, warmer, low-salinity water near the coast, the northward cold-water current in the center, and warmer high-salinity water offshore were persistent throughout the track. Colored triangles on the map indicate the locations corresponding to the profiles in the right panels.<br /> https://wildlifecomputers.com/blog/promising-field-trial-results-prototype-scout-ctd-tags-transmit-thousands-of-temperature-and-salinity-profiles/<br /> <br /> <br /> Lecture by Thompson to crew of Challenger, 1873 <br /> Substance of Professor Wyville Thompson's Lecture, to the ship's company of H.M. Ship, Challenger, on the Geography of the sea &amp; the object of the challenger expedition. With remarks on the progress hitherto made.<br /> Collection: Scripps Institution of Oceanography Letters, Clippings, Ships' Logs<br /> <br /> <br /> [[category: Instruments]]</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=CTD_monitor&diff=986 2022-04-19T11:36:36Z

<p>Ky: </p> <hr /> <div>Picture a column, starting at the surface of the ocean and descending to the ocean floor. Conceptualised by the discipline of oceanography, this is the area delineated for measuring qualities of water, an architecture of modernity. <br /> <br /> A CTD is an instrument commonly used by oceanographers, which measures conductivity, temperature and depth within this region of water. It can gather high resolution data, however it can only do one cast at a time on the sample site – and many casts are needed to provide a picture of an ocean environment. By measuring hydrostatic pressure, compression, pressure, and local gravity field at a certain latitude, depth can be calculated. Then conductivity, temperature and depth are used to calculate water salinity. A CTD utilises sampling bottles, which close at different depths, and by dragging the measure upwards through the water, a profile of the water column is created. <br /> <br /> This logic follows long history of the way that the seascape has been imagined by different disciplines of Western science. CTD instruments which now rise through these vertical delineations, are preceded by hemp ropes, weighted with lead, which would be dropped from the side of a ship. As the rope dropped, it ran through the hands of the sailors. Knots on the rope, representing fathoms, were called out, and marked down with a quill pen.<br /> <br /> <br /> <br /> “I have been asked by the Captain to try to explain to you as well as I am able, what is the object of our expedition &amp; what we are doing from day to day. I need not remark that it gives me pleasure to do so, for we are to be common shipmates for the next few years &amp; doubtless each one has some interest in the work, the results, if successful, will be creditable to us all. In the first place I must tell you that the bottom of the sea occupies an area of the globe, &amp; this immense portion has been a sealed book to the human race. We have a comparatively accurate notion of the land; we know the geology and the Natural History of much of the countries of the earth, even Africa and Australia are becoming annually more known to us; and the indomitable energy of man is slowly but surely bringing each country into what I may call the regular routine, &amp; causing it to contribute somewhat to the comfort &amp; happiness of the rest; inasmuch as their productions whether natural or artificial, whether as necessary or more generally as (luxuries) are spread in this manner over the world, &amp; in this way conduces to the general happiness of mankind. One reason why our ancestors did nothing towards lifting the soil from the sea bottom was because it was thought that no object could be gained by so doing; and the difficulties in the way were deemed insurmountable. For it was thought, and with reason, that nothing living could exist at a greater depth than about 400 fathoms. Now you all know that when an empty bucket is put over the ships side &amp; allowed to sink down a little distance, what difficulty there is in hauling it up, &amp; what a resistance is offered by the weight of water on the top of it. That resistance increases the lower we go; so that if a man was placed at the bottom...”<br /> <br /> [[File:Wildlife computers elephant seal ctd.png]]<br /> Figure 2—The track of a southern elephant seal tagged with a prototype SCOUT-CTD tag at Península Valdés. The seal migrated east over the course of a month into an area with high salinity, warm-core eddy formed by the Brazil Current before turning back toward the coast. The SST image is from the midpoint of the migration. While temperatures warmed over the two-month period, warmer, low-salinity water near the coast, the northward cold-water current in the center, and warmer high-salinity water offshore were persistent throughout the track. Colored triangles on the map indicate the locations corresponding to the profiles in the right panels.<br /> https://wildlifecomputers.com/blog/promising-field-trial-results-prototype-scout-ctd-tags-transmit-thousands-of-temperature-and-salinity-profiles/<br /> <br /> <br /> Lecture by Thompson to crew of Challenger, 1873 <br /> Substance of Professor Wyville Thompson's Lecture, to the ship's company of H.M. Ship, Challenger, on the Geography of the sea &amp; the object of the challenger expedition. With remarks on the progress hitherto made.<br /> Collection: Scripps Institution of Oceanography Letters, Clippings, Ships' Logs<br /> <br /> <br /> [[category: Instruments]]</div>

Ky http://wiki.bidstonobservatory.org/index.php?title=File:Wildlife_computers_elephant_seal_ctd.png&diff=985 2022-04-19T11:34:50Z

<p>Ky: </p> <hr /> <div></div>

Ky