Rough Theory

Theory In The Rough

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Excuses, Excuses

It occurs to me occasionally that a random reader of this blog could easily be excused for not being aware that I’m supposed to be doing a dissertation on urban planning… This insight has also occasionally occurred to my supervisors… My normal excuse for not blogging more on planning issues specifically is that I don’t believe it’s appropriate to write in a rapid-fire draft form on the somewhat sensitive issues I’m observing in the community where I’m conducting my research. Then I read something like Russell Degnan’s Knotted Paths, which reminds me that, of course, there’s more to the field than what I’m intending to cover in my dissertation – like, for example, Russell’s recent comment on the media coverage of “obesogenic” environments

Now I’ll have to think up another excuse for why I don’t write more about planning here… ;-P

Ideological Amplification

I was looking at The New Republic’s new Open University group blog, and noticed Cass Sunstein’s post on “ideological amplification”: the process by which, some studies have argued, group interaction appears to cause politically-similar groups to move toward more extreme political positions than arise in politically-mixed groups. Sunstein cites a recent study on the issue, for those who would like to follow up.

Time constraints prevent me from writing my own views of the concept now, but I thought I’d still plug Sunstein’s blog entry for any lurking methods students who are considering how to design focus groups – depending on what research question you’re trying to explore, you might find it useful to play off of some of the ideas in the study when thinking about the composition of your groups. I also suspect the concept of ideological amplification might be interesting for some of the planning students contemplating pieces on communicative planning theory, as it might cast an interesting light on the interpretation of community consultations as a social learning process…

[Hat tip to Scott Eric Kaufman at Acephalous for drawing my attention to the Open University blog.]

Bad Motherswyvere

One of the strangest reviews of Snakes on a Plane you’re likely to read (hat tip Scott Eric Kaufman at The Valve)… It begins, though, with the following warning for those of us who have not yet seen the film:

Spoyler alert: If ye haue nat yet sene the performaunce of ‘Serpentes on a Shippe,’ rede nat of the romaunce, for it doth telle of the manye suprises and straunge eventes that happen in the course of the storye, and thus it mayhap shall lessen yower enjoiement of the performaunce yt self.

Visit Geoffrey Chaucer Hath a Blog: Serpentes on a Shippe! if you’d like to be spoiled…

Haiku procrastination

Cheating Successfully

I used to consult for schools and social service organisations that were struggling to manage programs for children with behavioural problems. One of my favourite memories from that time is of a parent who approached me after I had given a talk, described the numerous times her teenage son had been caught in possession of drugs on school grounds, and then confessed, “To be honest, I don’t know whether to be angrier at how often he violates the rules, or at how stupid he is about it: I mean, come on, how difficult can it be not to get caught?!”

I always remember this conversation when I catch students cheating – the ham-handedness of the effort is sometimes as affronting than the cheating itself: I find myself wondering what it was about me, exactly, that made someone think I would fall for *that*… I’m quite sure, of course, that there are plenty of “successful” plagiarisers and cheats whom I don’t catch: there are always a few suspicious assignments where I decide to give students the benefit of the doubt, and I’m sure there are others that don’t set off any alarms for me. But the particularly brazen and reckless ones always get to me…

I noticed today that Savage Minds’ oneman has written a post on teaching cheating, and also cited a piece by Alex Halavais that provides recommendations for those who would like to “cheat good”. I recommend that any students contemplating cheating in my courses read these works, and take their advice to heart – at least then, if you get caught, I won’t be torn over whether to be disappointed by the cheating, or just exasperated by how easy it was to catch…

Eggcorns of Planning Wisdom

Readers of the delightful Language Log blog will be familiar with their periodic posts on “eggcorns” – the often poetic alternative words and phrases that sometimes result when someone hears a new term, but has never seen it written – like the spelling “eggcorn” for “acorn”.

The teaching environment is primed for eggcorn production, since students are bombarded with new terms in lectures and discussion. Since eggcorns often provide far more insight than “canonical” spellings into how students interpret terms, they can also be useful (if inadvertent) feedback for the instructor.

I unfortunately neglected to make a note of some fantastic (but now, sadly, forgotten) eggcorns from earlier in the term, but have collected a few from the final set of papers for the term.

My particular favourite is “physical list planning” (in place of the “physicalist planning” so often criticised during the term). I love the association it gives of planners blindly applying some list of rules and regulations to the planning process – a proceduralism that was also often criticised in the course, but has here apparently been assimilated to the slightly different critique of planners who focus primarily on the physical environment.

Honourable mentions go to:

“falls sense of security” – I love this reinterpretation, which shifts the emphasis of the phrase from the state of overconfidence, to the sinking sensation that might strike, once one realises that one previously suffered from a “false sense of security”…

“high and sight” – I liked this one for its metaphorical spatialisation of what is normally a temporal phrase – thanks to our heightened elevation, we can now see so much more clearly…

Everything I Needed to Write (this week), I’ve Written at Acephalous…

Since I seem to be spending more time writing over at Acephalous this week, than here at “home”, I thought I should provide a link to the thread where I’ve been posting. My own initial contribution comes fairly late in the piece, but the discussion is still rumbling along from there.

Things I Shouldn’t Read While Grading…

Placebo Defect

I’ve been invited to design a very rough draft for a course on Science and Public Policy over the next couple of weeks. It would be an elective course and, since the course won’t have been offered previously at this university, it is uncertain which students would attend – it might attract students from the sciences who would like to learn more about communicating to policy makers, or students from the social sciences and humanities who would like to learn more about science, or some combination of the two.

I’m looking forward to designing the course, and would appreciate any suggestions for topics and/or readings appropriate to undergraduate students in their second year or higher.

While I’m thinking about popular perceptions of science, I wanted to pass along this anecdote, from an Australian morning TV show – Channel Ten’s 9 a.m. with David and Kim.

The show was discussing the recent British clinical trial of TGN1412, an immunomodulator developed by TeGenero. The trial, organised by PAREXEL, recruited eight volunteers, of whom six received TGN1412, while the remaining two received a placebo. Although the drug had appeared safe in animal trials, including primate trials, all who received TGN1412 during the human trial rapidly became critically ill. The incident has sparked an intensive review of this clinical trial, as well as questions about the protocols for human clinical trials more generally.

On 23 March, Dr. David Ritchie had been invited to explain the trial to the morning show audience. After hearing Dr. Ritchie’s breakdown of the trial, host David Reyne was apparently confused why, given the life-threatening reactions experienced by six trial participants, the two participants who had received the placebo fared so well. As ABC’s MediaWatch reports:

David Reyne: Some of these guys were given a placebo.

Dr. David Ritchie: Correct

David Reyne: I don’t really understand what a placebo is, but it seems to have, to have saved them! And wouldn’t it make sense that every time a trial like this takes place, that there’s a placebo on hand.

@” Channel 10, 9am with David and Kim, 23rd March, 2006, quoted by MediaWatch

Dr. Ritchie does eventually set things right – you can check the transcript or the video to see how.

Michael Wesch at Savage Minds

I just wanted to draw attention to the fantastic material being posted at Savage Minds by guest blogger Michael Wesch.

Michael has written several posts about a fantastic, semester-long World Simulation project that he uses to lead students to discover interesting and relevant questions about the interactions of material environment, culture, and historical contingencies in the historical development of the contemporary world.

For those who find the World Simulation concept daunting, he has also posted a very handy tip about replacing linear PowerPoint presentations with a more non-linear and adaptable lecture web created with DreamWeaver.

I’d personally love to adapt the World Simulation project for a future course, and the “lecture web” concept is also very good – although my students will long ago have realised that incorporating audio visual materials into my classroom is not (yet?) a personal strength… ;-P

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