And the are 0s and 1s … ;-) :-)

People very often forget great minds, even the so called pears, and is understandable when this world is more and more dominated by envy and greed, but some never forget since Gregory is still alive and kicking:

Gregory Chaitin

I won’t say anything about Omega and other ‘wild’ things, cause’ people in their ‘innocence’ might run away, but some IT people, and there are more and more nowadays, might get something from the article that introduced Chaitin to me many years ago:


Un pic despre formate video (.mkv) …

Rusii nu-s prosti oameni buni. Vorbim aici de extensia .mvk (Matroska Multimedia Container) care este optimizata ca spatiu de alocare mult mai bine decit, de exemplu, clasicul .mp4. Posibila explicatie este undeva in refolosirea imaginilor statice … daca ai un set de ‘frames’ succesive in care imaginile nu sint foarte diferite, poti re-utiliza ce a fost si doar stoca micile diferente!

Urmeaza exemplul si cobaiul pentru analiza de laborator. Aproapte 8 ore in, undeva peste 1 GB, nu este rau deloc. Continul este in mare parte sunet plus imagini, din cred PowerPoint, ideal pentru compresie:

             Music Theory Course from
Summary: 20 videos/1.18 GB (1,276,626,075 bytes)/07:48:22
                                              Duration File Size
01 - Note Reading                               12:37   30.3 MB
02 - Scales                                     23:25   64.6 MB
03 - Key Signatures                             18:41   53.3 MB
04 - Intervals                                  33:19   92.7 MB
05 - Triads                                     26:12   61.9 MB
06 - Seventh Chords                             19:42   50.0 MB
07 - Inversions of Triads                       17:27   42.6 MB
08 - Inversion of Seventh Chords                19:11   49.3 MB
09 - Part Writing Root Position Triads          24:41   63.0 MB
10 - Voice Leading                              18:24   45.3 MB
11 - Cadences                                   15:04   37.4 MB
12 - Part Writing First Inversion Triads        25:10   73.5 MB
13 - Part Writing Second Inversion Triads       17:14   47.3 MB
14 - Non Harmonic Tones                         24:16   61.2 MB
15 - Part Writing Seventh Chords                25:28   63.6 MB
16 - Secondary Dominants & Leading Tone Chords  27:09   74.2 MB
17 - Modulation to Closely Related Keys         28:03   75.7 MB
18 - Phrases and Periods                        38:39   94.4 MB
19 - Binary & Ternary Forms                     39:15   98.3 MB
20 - Modes                                      14:25   38.2 MB
Total Files Size                                        1.18 GB
Total Duration                                         07:48:22 

Fiind ‘open source’, Windows (aici v8.1) nu stie prea multe. In Explorer,
incercind ‘File Properties’, nu obtii decit informatii de marime a fisierelor,
in contrast cu alte formate clasice (.avi, .mp4) pentru care obtii durata,
‘bitrate’ si alte chestii folositoare!

A trebuit sa folesesc VLC pentru informatii aditionale!

mp4 vs mkv.jpg

some local (wordpres) admin scripting …


just wrote a Perl script to grab/ping the posts and create a summary list … anybody interested just ‘scream’; here is the current run:

01. Adrian Belew September 27, 2013
02. Chestii culturale …October 3, 2013
03. Teatrul radiofonic este asigurat: October 4, 2013
04. In memoriam … Florian Pittis October 4, 2013
05. David Garrett in concert live in Berlin October 4, 2013
06. In acelasi context … October 27, 2013
07. Social activism with one of my favourite swords … October 27, 2013
08. Adevaruri artistice … November 23, 2013
09. Reinforcing the values by learning everyday … November 26, 2013
10. America, Winnetou … si acum John Wayne in The Searchers November 30, 2013
11. Un imperiu … putred si pacatos … December 1, 2013
12. On Fundamentals … teaching the Russian(s) about freedom … December 2, 2013
13. Current state of affairs … December 2, 2013
14. Roboteii sau palmasii … December 2, 2013
15. Tracking again … December 2, 2013
16. Cam lipsesc pamfletele pe la noi … DDecember 2, 2013
17. Poate aveti tupeul sa-mi ziceti ca sint antisemit … December 2, 2013
18. Revenge of the autistic(s) … December 3, 2013
19. … and of the Nerds December 3, 2013
20. Feedback loop … December 4, 2013
21. Please don’t call me ‘cracker’ … but just ‘hacker’ … December 5, 2013
22. Uite ca (re)aparu’ din Tufis … la TVRi! December 5, 2013
23. The so called ‘Global Village’ … December 5, 2013
24. Se numea Meditatie Transcedentala … December 8, 2013
25. Sparks a la … Muerte … December 8, 2013
26. Fiecare cu manelele lui … December 10, 2013
27. Introspectii … December 11, 2013
28. Umflat nu cu pompa ci cu trompa … December 11, 2013
29. Ceva voci de integrare … si poate de angajare culturala … December 11, 2013
30. Doar ca viata’i scurta … December 11, 2013
31. hotspoting the Music Station … December 13, 2013
32. PiratBay’s revolution … the code is really flying … December 18, 2013
33. The land of the free … December 20, 2013
34. Inapoi la ‘scoala’ … December 29, 2013
35. Adincimi (oarecum abisale) socio-’culturiste’ … December 29, 2013
36. The ‘industry’ in this global village … December 29, 2013
37. Asa DA … ‘manele’ … January 3, 2014
38. The language ‘comedia’ … January 3, 2014
39. Since NDA/contract is over … January 3, 2014
40. ‘national geographics’ on the means of undestanding/using ‘smileys’ … January 5, 2014
41. Echoes from the past for the ‘kids’ in you or us … January 9, 2014
42. Could we call it … a little bit of Canadian history … January 14, 2014
43. Danut Deleanu !?! … ofuri autobiografice al tinarului Teodoreanu … January 14, 2014
44. (Reverse) Engineering the Squad … January 14, 2014
45. My Little Pingu’(s) getting an Evergreen life …. January 16, 2014
46. Audio out/Video in … (LIFO is just for them not for us 🙂 … January 18, 2014
47. Little Bill .., is on the ‘Move’ … January 22, 2014
48. ArchiCAD, Allplan, Chief Architect … anyone? … January 24, 2014
49. ERD is here … looking forward for Nexus … January 25, 2014
50. Warm places … ‘from Siberia with love’ … January 27, 2014
51. just stats: 50 posts in 3 or 4 months … not bad! January 27, 2014
52. Mda … este acum clar … ArchiCAD wins! January 27, 2014
53. Finally there is something in the harmony layers … February 1, 2014
54. ‘Programming’ a little bit for our ears … February 6, 2014
55. Voicing (in the Sun) … February 6, 2014

Voicing (in the Sun) …


Following my ‘heart’ – dev/hacking – and the last (re)attachment to visual programming in the musical realm with pd and Max, I’m returning to my real domain … my dear Pingu’!

Aside, it is really nice (apart from Russian that is rusty in my head nowadays) that I see the work of a real programmer – using Total Commander, or maybe, I believe, a Linux clone, how is it called … Midnight Commander perhaps!

It looks like I have to talk to Alex to maybe hack the Android port to higher than 12bit audio – I am mixing with the Transformer both engines, I can hear/feel the difference!

And in process, your really don’t know, but I might induce him to open the damn source – the ‘codes/keys’ might be our common faith (orthodox) and background (communism) 😉

Time to also port/add support to the kernel and user layer in ALSA (Advanced Linux Sound Architecture) for the embedded sound chip of my new All in One ‘gadget’ from ASUS ; and of course I will go on Android … just look at my handle! 🙂


And since we are it, the underground ‘Noise’ guys just come recently with Renoise 3, so I’ll come with a some sonic comparisons of … a bit of ‘backflip‘, with regard of OpenMPT … and why not, a bit of ‘a_day_without_her‘!

for those ‘off’ tracking, here are some hints on the playhood: (XMPlay) (from Siberia with love)
– or better get Total Commander Power User v6.2 or … Ultima Prime v5,9
(auf die Deutchen) that come with everything included 😉
(is just a question of what your drag/believe is – either PU or UP 🙂 )

… and for those on the learning ‘tracks’ here is and old ‘backup’ of some 46 theory lessons with embedded sonic ‘flashes’

‘Programming’ a little bit for our ears …

I am getting back/breaking to pd (Pure Data) and Max/MSP since I’m stuck in a inspirational loop 🙂 (and have I mentioned that pd nowadays is also androidal !?!)

here are some resources:
* from the ‘master’, original author of Max and latter, of the open-sourced pd: Miller Puckette MUS171 Videos
* his book on EM (electronic music) using pd: The Theory and Technique of Electronic Music
* some other set of videos on pd: Pure Data tutorials by Rafael Hernandez
* a very nice book on Max: Max/MSP/Jitter for Music

a nice demo from the archives: why maxing

and here is a little ‘truth’ in few paragraphs from the preface of the Max book:

An interactive music system is a hardware and/or software configuration that allows an individual to accomplish a musical task, typically in real time, through some interaction. Though commonly associated with composition and performance, the tasks associated with interactive music systems can include analysis, instruction, assessment, rehearsal, research, therapy, synthesis, and more. These systems typically have some set of controls, hardware or software, such as switches, keys, buttons, and sensors by which musical elements like harmony, rhythm, dynamics, and timbre can be manipulated in real time through user interaction.

In this book, we use the programming language Max/MSP/Jitter to write custom software for musical interaction. We discuss the concepts needed to complete your project, complete many projects in a step-by-step style guide, and look at examples of working systems. Emphasis is placed on the pedagogical implications of software creation to accomplish these tasks. Whether you want to create a program for composers that explores relationships between two modes or an exercise for beginners that helps improve finger dexterity, you will soon learn how writing customized software can supplement and complement your instructional objectives. We also discuss ways to interact with the software beyond just the mouse and keyboard through use of camera tracking, pitch tracking, videogame controllers, sensors, mobile devices, and more.

Why Design Custom Software?

Today, there are software applications for just about everything, but to what extent do we allow music software to dictate how we teach musical concepts? After installing a software application, it’s normal to look at the program and ask “what does it do,” “how can I perform with this,” and “how can I make a demonstration or instructional activity out of this for my class?” There’s certainly nothing wrong with this, but you may already have some musical ideas in mind and are looking for a way to express them using the efficiency and interactivity of technology. However, existing software may not be able to address the particular concepts you want to address from the angle you prefer.

Imagine teaching harmony with the aid of a specialized program that showed common tones between the chords and scales, or a program that used the fi rst seven number keys to play the seven diatonic chords of a key. Imagine composing a piece of music with a program that showed how chord functions tend to resolve in a given key.

Software developers typically design a program’s layout to be accessible and intuitive, but in doing so, they are bound to show certain biases toward the visibility of what are considered the more common features. In an instructional setting, if the feature that is going to help the instructor explain concepts of rhythm or harmony is somewhat buried in the program’s menus, he or she may be less inclined to teach those musical concepts right away because there is too much requisite knowledge of the soft ware involved just to get to the desired menu. Instructors would have to teach a number of soft ware concepts just to get to the place where they could teach the musical concept they wanted to address in the fi rst place. It’s not the soft ware company’s fault; aft er all, they don’t know what and how you teach. However, it’s a common case of technology dictating the instruction instead of instruction dictating the use of technology.

This problem is not unique to technology. Even the conventions of traditional notation using staff paper can dictate how we’re going to teach; if we don’t enjoy counting notes on ledger lines, we just stick to writing notes on the staff . In the same way, it’s just as easy for soft ware to confi ne us. If we want to teach some musical concept in an interactive way using the effi ciency of technology but can’t fi nd the technology to support it, the notion of an interesting approach to teaching the concept likely gets dropped.

At the same time, teaching with technology can be seen as trendy and gimmicky. Suppose you decide to write a program that plays diatonic chords in a key by using the buttons of a videogame controller. Th e activity in a classroom setting can be fun, but at the same time, it can be pretty pointless if the program doesn’t address some musical concept and the activity isn’t accompanied by solid teaching. However, if these things are in place, the student is then able to accomplish some musical task using a controller that is easy to use—and probably more familiar than that one-octave xylophone he’s hated using all year. It’s easy to worship technology because of its “ooh wow” factor, especially in a classroom setting. However, aft er the novelty of the technology wears off , we’re still music educators fi rst and technologists second. A good interactive system should allow a user to do musical things with effi ciency, greater control, and clarity; it should not just exist for the sake of having technology in the classroom.

Technology in the Classroom

Having an arsenal of customized soft ware to explain specifi c musical concepts can make your teaching life so much easier. How many times do you really need to write out the whole step and half step patterns of a major scale on the chalkboard? What if you had an application that showed the pitches, and steps for a scale, any scale, starting on any pitch? Not only will using such an app save you time, but it’s a program that you could allow your students to download and interact with on their own.

Many teachers are terrifi ed of teaching “technology lessons” because they don’t want to be in the situation where some little kid knows more about technology than they do, when the reality is that having a kid like that in class can be an incredible benefi t! Th at kid already understands the technology, so fi rst, he’ll be the cheapest and most accessible tech support you’ll ever fi nd when something goes wrong in the classroom—let him troubleshoot for you and his peers when things stop working. Second, and more important, since he already understands the technological side of things, it helps you to conceptually explain to him the musical side of things, which I guarantee he doesn’t understand nearly as well as you. Musical concepts, as you’ll recall, are the sorts of things you went to school to learn about.

These days, you can’t walk into a convenience store without seeing seven or eight computers being actively used for a specific intended outcome — why should the music classroom be any diff erent? Even band classrooms! Technology truly can help facilitate our teaching objects. However, students don’t just need teachers to show them new tech toys or cool soft ware; they can fi nd that on YouTube, from their friends, and in their local music store. What they need is for a trained musician to help them make sense of the musical world around them — the use of interactive music systems can make this process richer and more palatable. That’s knowledge students can’t find just anywhere.

Finally there is something in the harmony layers …


… sequencing mainly is dealing with quantization and fixes/patches here and there both in the MIDI but mainly in the audio layer!; now we this Liquidity we might be able to work better at the core of music the harmonic realm; using also the last buzz of audio to MIDI, present in Live, Logic … you name it … playing around we’ll let us know … so hold your horses!

Nice about … apparently it is just a Java app monolitically built in one 184 MB exe!