Crooked Timber

When I was 5, we moved from liberal Dun Laoghaire, Co. Dublin to rural Cashel, Co. Tipperary, and from a free and easy Montessori School to the local convent/Christian Brothers. I’d been reading on my own for a couple of years already (mostly because I was jealous that Henry already could) and I’m not sure I’d really ever heard of the alphabet. The first week in Senior Infants at my new school, we started memorising and chanting our ABCs. I was horrified. I vividly remember counting up the remaining years till I would be finished with school, and it was 14, almost three times longer than my life to date. I’m not sure if I cried then, but now when I think of my little 5 year old self and the bleak and largely tortuous future set out before me, I almost could. Continue reading “Ironing out the rug rats”

Dani Rodrik catches up with Bill Kristol a couple of decades later …

I have waited a really long time to do this, and I am happy that Bill Kristol finally gave me an opportunity with his column in today’s New York Times. … he was my dreaded instructor long ago in two of the classes that I took as a Harvard undergraduate … In each course, we had to write short papers once every couple of weeks. I can say that my performance on these papers, which Kristol graded, was fairly consistent. The essay on Machiavelli? Here is a C-. The essay on the Federalist Papers? Here is a C. John Stuart Mill? Well, how about, yes you guessed it, another C. You can say that Kristol did his best to discourage me from pursuing a career in political science.

… He walked into the classroom and his first words were: “Hello, my name is Mr. Kristol.” To underscore the point that he was that, and not Bill or any other friendly appellations by which we students may have chosen to address him, he went to the board and wrote “Mr. Kristol.” I may have been a poorly adjusted Turk in my first year in the U.S., but this still struck me as odd. … Well, Mr. Kristol’s column today takes aim at Barack (and Michelle) Obama, and does so quite unfairly in my view. … What caught my attention was this passage: [where Kristol says that in almost every empirical respect, American lives have in fact gotten better over the last quarter-century.] … Really? … for a high-school graduate, the odds that his compensation would have fallen by more than 10% is 50-50. Note that even college graduates have not seen any income gains since around 2000. … some groups have definitely been left worse off—not just in relative but also in absolute terms. So statistics aside, who do you think has a better sense of what has happened to “regular folk” since 1980? Michelle Obama or Mr. Kristol?

I am working on the Introduction to an edited volume on the nitty-gritty behind-the-scenes work involved in empirical social science research (to be published by The University of Michigan Press in 2008). While each chapter in the book gets into considerable detail about how to approach various types of projects (from sampling online populations to interviewing hard-to-access groups, from collecting biomarkers to compiling cross-national quantitative data sets), I want to address more general issues in the introductory chapter.

One of the topics I would like to discuss concerns larger-level lessons learned after conducting such projects. The motivation behind the entire volume is that unprecedented things happen no matter the quality and detail of preparation, but even issues that can be anticipated are rarely passed along to researchers new to a type of method. The volume tries to rectify this.

I am curious, what are your biggest lessons learned? If you had to pick one or two (or three or four) things you really wish you had known before you had embarked on a project, what are they? I am happy to hear about any type of issue from learning more about a collaborator’s qualifications or interests, to leaving more time for cleaning data, from type of back-up method to unprecedented issues with respondents. If you don’t feel comfortable posting here, please email me off-blog. Thanks!

(Despite the pathetically boring title of this post, I hope you will consider reading on, the plot concerns Web search, racism and teaching.)

Today’s Google doodle is in honor of Martin Luther King, Jr. Day in the U.S.. These doodles always link to something relevant regarding the focus of the drawing. I was especially curious to see what the target link would be in this case, given some peculiarities of the results to a search on martin luther king jr. Not surprisingly (to me at least), the doodle links to the search results of a somewhat different query: martin luther king jr. day, which yields a sufficiently different set of links.

Why was I not surprised and why do I take such interest in this particular case? It dates back to exactly two years ago when I was teaching my Internet and Society class to undergraduate students. At that time, Northwestern didn’t excuse students from classes for the entire day (it does now), but my class conflicted with several campus events so I decided to cancel class. However, I did want student to do some course-related work so I had them blog about something related to the holiday that they found online. It was a very open assignment, but focused enough to get some of the spirit of the holiday on their minds.

One of the students wrote an entry pointing to the Web site martinlutherking.org and discussed how she had found the site’s critical approach to the holiday and the man behind it intriguing. She cited the sources featured on the site, prominent media outlets such as Newsweek and The New York Times. I found her discussion interesting, but was a bit skeptical and so I went to look at the site. I quickly realized that it was hosted by an organization called Stormfront, which prominently describes itself as White Pride World Wide on its logo.

Continue reading “Link carefully in case people don’t read carefully”

Via PZ Myers, What’s Liberal About the Liberal Arts? The Graphic Novel.

Peter Levine has a post objecting to my argument in chapter 6 of On Education that schools should not teach patriotism. Peter makes the case for patriotism (understood as “love of country”) being a legitimate feeling in itself, and that it has various instrumental benefits, in particular that it encourages citizens to participate in the affairs of the nation, and that it can play an important role in moral development, training the sentiments to attach beyond the confines of those we are immediately attached to, and therefore helping our characters to learn the virtue of impartial justice. (See also, Sigal Ben-Porath’s nice new book, Citizenship under Fire : Democratic Education in Times of Conflict ). He then tackles two of the main arguments I make against teaching patriotism; that if its agencies promote love of country the state interferes with the development of authentic, legitimacy-producing, consent, and that using, say, History teaching to produce patriotism can conflict with other more academic goals of History teaching (like, e.g., getting the students to learn the truth!). He points out that learning the full truth about Rosa Parks’s involvement in politics can increase one’s sense of attachment to the nation (as it did his) and describes an interesting hands on history project with black students in a local school which was aimed in part at cementing their attachment to their own communities.

Peter’s post is lengthy (if concise), and rather than reproduce it I’ll assume that readers have followed the link and done the reading. Here’s my response:

Continue reading “Is Teaching Patriotism Justified?”

Today’s Lifehacker special is a piece I wrote on “Public speaking do’s and don’t’s”. I list ways in which one can prepare for a talk and suggestions for how to make the most of a presentation. I welcome additions to the list, in the comments here or to the original post.

Before it seems like CT is becoming nothing but a pointer to content we have posted elsewhere, I thought I’d mention just one of the issues I bring up in the piece. One of my biggest pet peeves when it comes to presentations has to do with most people’s inability to stick to the time they have been alloted for their talk.

Few people are such amazing speakers that the audience can’t get enough of listening to them so it is best to wrap up a speech on time. One of the most common pitfalls is to add “brief” introductory remarks to one’s prepared talk. There is usually nothing brief about such comments. Moreover, given that most conference presentations – the ones with which I tend to be most familiar – are supposed to take about 15 minutes, adding just three minutes of intro uses up 20 percent of the time allocation. However, most people are already short on time so this way they get even more behind.

I have considerably less experience in industry and other realms. Is this better elsewhere?

A related pet peeve concerns moderators who are unable to tell people that it is time to wrap up and give the next person a chance to speak.

One of my students asked whether it would be possible to receive a hard copy of students’ blogs for the quarter. This is a nice idea. I don’t know how long the course blog will stay online (and some of it will probably start anew next time I teach the class) so such a solution could be nice for archiving the material. (The Web Archive hasn’t picked up their blogs yet.) I had created archives of the blogs from last year using HTTrack, which is a handy tool, but an additional hard copy would be nice.

I have been looking around and although I have found some options, I am interested in finding some more. I know that Qoop has a Blog Printing service in beta, but it doesn’t seem to be open to just anyone (plus it is not clear whether they are supporting all blogging software at this point). In any case, given my experiences with Qoop’s Flickr photobook printing, I would rather explore some alternatives first. (The result was okay. The cover was very nice, but the rest seemed more like a notebook than a book per se. For that, the price seemed a bit too high.)

It looks like LiveJournal users have a ready-made solution. But I need something for WordPress. This person seems to have done a nice job printing a book (or “blook”), but the process seems extremely tedious. Does anyone have experiences with BlogBinders? (I don’t like the idea that they strip out the images from the blog.)

Has anyone done this? Any recommendations? Any thoughts on what to avoid or what not to forget?

My preference would be for paying a bit more if it meant having to do less work on it.

If you are or were at some point in a doctoral program then you have probably heard the following before: The best dissertation is a done dissertation. But how to get it done?

Continue reading “Strategies for successful dissertation completion”

For your weekend reading pleasure, my Internet & Society course blog links to 25 students’ class blogs. They are required to blog about their readings (which already leads to some interesting posts), but additionally, several of them have gotten inspired to blog about class-related (and sometimes unrelated) topics above and beyond the required assignments. From interviewing grandparents about their radio uses to reflecting about their obsessions with IT they have covered lots of topics.

Extras have included discussions of the “What Would Jesus Blog” movement, the Facebook banned at a university, Tuvalu’s .tv domain name (also discussed briefly in class once) and frustrations with software installation. One student blogged about a run-in with someone regarding a copied identity on MySpace. Blogger ELVIAJERO has a series on Weekly Musical Leanings. Another student blogged about an upcoming movie that a friend is producing. Some students also get inspired to add images to their posts, which adds a fun component when you’re reading through a couple dozen of these blogs. (And yes, they are careful about not hotlinking and using up others’ bandwidth.)

In case you’re wondering about the curious blog names, I encourage students to blog without their real names for privacy (and in compliance with FERPA guidelines).

I’m sure they’d be delighted to get some comments from people outside of class so if you have a moment please stop by and say hello. That said, many of the comments on the posts are closed due to spam protection we have implemented on their blogs. We use both the auto-close comments plugin for WordPress and an additional spam guard to protect against unwanted junk. I recommend both if you’re a WordPress user.