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Fig 1:<\/b> An overview of the entire network of songs and students. The darker circles are tracks and the lighter grey are students.<\/span><\/p>\n When analyzing this graph, we see it has undirected edges between nodes. The information does not change if we choose to highlight the nodes representing students or the nodes representing song tracks. When either students or tracks are highlighted, we can see the multitude of connections between the nodes.\u00a0<\/span><\/p>\n I\u2019ve chosen to have the targets, or tracks, highlighted and the size of the song node represent the quantity of students that chose it. Essentially, the larger the dot, the more students chose it for their Golden Record. It is interesting that this graph does not have numbers within the nodes to give a precise number of how many students chose the track. As a result, this means the weight, or importance, of each node is determined by its size. After analyzing the graph, it is evident there is a high degree of connectivity between four songs.<\/span><\/p>\n Fig 2:<\/b> High connectivity between Track 7 \u201cJohnny B. Goode,\u201d Track 25 \u201cJaat Kahan Ho,\u201d Track 14 \u201cMelancholy Blues,\u201d and Track 12 \u201cTchakrulo\u201d<\/span><\/p>\n Focusing on the four songs with high connectivity, one could interpret that these songs were chosen because they seem to represent the typical sounds of both eastern and western music. It could be assumed with these choices that students wanted to make sure they diversified the tracks they chose. \u201cJohnny B Goode\u201d and \u201cMelancholy Blues\u201d tick off the criteria of \u201cwestern\u201d music with their English lyrics and blues rhythm.\u00a0 \u201cJaat Kahan Ho\u201d and \u201cTcharkrulo\u201d have\u00a0 more \u201ceastern\u201d instrumental melodies and both tracks have lyrics in different languages, Hindi and Georgian. By intentionally choosing these tracks, students made sure it was known they were looking to diversify their choices.<\/span><\/p>\n Fig 3:<\/b> Shows that percussion and \u201ctypical\u201d western classics have lower connectivity.<\/span><\/p>\n As shown in Figure 3, typical western classics and percussion songs have lower degrees of connectivity. I think that this is because it can be harder to identify the culture of a percussion track and, with this task, students were trying to be mindful in picking a diverse selection of songs. I don\u2019t know if the data can ever truly reflect the \u201cnull choices.\u201d One interpretation that classical western pieces were not chosen as often might be because they are too obvious in their representation of western culture. Choosing more than one might be too influential in our limited number of tracks. Having only 10 tracks to choose, you have to be mindful to create a diverse selection of songs.<\/span><\/p>\n References<\/b>:<\/span><\/p>\n Systems Innovation. (2015, April 18). Graph Theory Overview<\/span>. Retrieved from https:\/\/youtu.be\/82zlRaRUsaY<\/span><\/p>\n Systems Innovation. (2015, April 19). Network Connections<\/span>. Retrieved from https:\/\/youtu.be\/2iViaEAytxw<\/span><\/p>\n","protected":false},"excerpt":{"rendered":" Fig 1: An overview of the entire network of songs and students. The darker circles are tracks and the lighter grey are students. When analyzing this graph, we see it has undirected edges between nodes. The information does not change if we choose to highlight the nodes representing students or the nodes representing song tracks. … Continue reading Task 9: Network Assignment Using Golden Record Curation<\/span> ![\"\"](\"https:\/\/blogs.ubc.ca\/etec540ss\/files\/2021\/03\/Fig-2-300x184.png\")
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