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The Sketch Process

Posted in Art, Education, The Universe and Stuff with tags , , , , , , , , , on August 25, 2010 by telescoper

It’s pouring with rain so, rather than set off home and get drenched, I thought I’d spend a few minutes on the blog and hope that the deluge dies down before I leave. Knowing my luck it will probably get worse.

Anyway, I thought I’d put together a short item on the theme of sketching. This is quite a strange subject for me to pick because drawing is something I’m completely useless at, but I hope you’ll bear with me and hopefully it will make some sense in the end.

What  spurred me on to think about it was the exhibit I’ve been involved with for the forthcoming Architecture Biennale in Venice as part of a project called Beyond Entropy organized by the Architectural Association School of Architecture. Unfortunately, although I’d originally planned to attend I can’t be there for the opening Symposium, but I hope it turns out to be as successful event as it promises to be!

Anyway, in the course of this project I came across this image of the Moon as drawn by Galileo

This led to an interesting discussion about the role of drawings like this in science. Of course  the use of sketches for the scientific representation of images has been superseded by photographic techniques, initially using film and more recently by digital techniques. The advantage of these methods is that they are quicker and also more “objective”. However, there are still many amateur astronomers who make drawings of the Moon as well as objects such as Jupiter and Saturn (which Galileo also drew). Moreover there are other fields in which experienced practioners continue to use pencil drawings in preference to photographic techniques. Archaeology provides many good examples, e.g.

The reason sketching still has a role in such fields is not that it can compete with photography for accuracy or objectivity but that there’s something about the process of sketching that engages the sketcher’s brain in a  way that’s very different from taking a photograph. The connection between eye, brain and hand seems to involve a cognitive element that is extremely useful in interpreting notes at a later date. In fact it’s probably their very subjectivity that makes them useful.  A thicker stroke of the pencil, or deliberately enhanced shading, or leaving out seemingly irrelevant detail, can help pick out  features that seem to the observer to be of particular significance. Months later when you’re trying to write up what you saw from your notes, those deliberate interventions against objectivity will take you back to what you  saw with your mind, not just with your eyes.

It doesn’t even matter whether or not you can draw well. The point isn’t so much to explain to other people what you’ve seen, but to record your own interaction with the object you’ve sketched in a way that allows you to preserve something more than a surface recollection.

You might think this is an unscientific thing to do, but I don’t think it is. The scientific process involves an interplay between objective reality and theoretical interpretation and drawing can be a useful part of this discourse. It’s as if the pencil allows the observer to interact with what is observed, forming a closer bond and probably a deeper level of understanding patterns and textures. I’m not saying it replaces a purely passive recording method like photography, but it can definitely help it.

I have not a shred of psychological evidence to back this up, but I’d also assert that sketching is very good for the learning process too.  Nowadays we tend to give out handouts of diagrams involved in physics, whether they relate to the design of apparatus or the geometrical configuration of a physical system. There’s a reason for doing this – they take a long time to draw and there’s a likelihood students will make mistakes copying them down. However, I’ve always  found that the only way to really take in what a diagram is saying is to try to draw it again myself. Even if the level of draftsmanship is worse, the level of understanding is undoubtedly better.Merely looking at someone else’s representation of something won’t give your brain as a good a feeling for what it is trying to say  as you would get if you tried to draw it yourself.

Perhaps what happens is that simply looking at a diagram only involves the connection between eye and brain. Drawing a copy requires also the connection between brain and hand. Maybe  this additional connection brings in additional levels of brain functionality. Sketching iinvolves your brain in an interaction that is different from merely looking.

The problem with excessive use of handouts – and this applies not only to figures  but also to lecture notes – is that they turn teaching into a very passive process. Taking notes in your own hand, and supplementing them with your own sketches – however scribbly and incomprehensible they may appear to other people – is  a much more active way to learn than collecting a stack of printed notes and meticulously accurate diagrams. And if it was good enough for Galileo, it should good enough for most of us!

Now it’s stopped raining so I’m off home!


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Open Admissions

Posted in Education with tags , , , , , , , on August 21, 2010 by telescoper

As I predicted  last week, the A-level results announced on Thursday showed another increase in pass rates and in the number of top grades awarded, although I had forgotten that this year saw the introduction of the new A* grade. Overall, about 27% of students got an A or an A*, although the number getting an A* varied enormously from one course to another. In Further Maths, for example, 30% of the candidates who took the examination achieved an A* grade.

Although I have grave misgivings about the rigour of the assessment used in A-level science subjects, I do nevertheless heartily congratulate all those who have done well. In no way were my criticisms of the examinations system intended to be criticisms of the students who take them and they thoroughly deserve to celebrate their success.

Another interesting fact worth mentioning is that the number of pupils taking A-level physics rose again this year, by just over 5%, to a total of just over 30,000. After many years of decline in the popularity of physics as an A-level choice, it has now grown steadily over the past three years. Of course not everyone who does physics at A-level goes on to do it at university, but this is nevertheless a good sign for the future health of the subject.

There was a whopping 11.5% growth in the number of students taking Further Mathematics too, and this seems to be part of a general trend for more students to be doing science and technology subjects.

The newspapers have also been full of  tales of a frantic rush during the clearing process and the likelihood that many well-qualified aspiring students might miss out on university places altogether. Part of the reason for this is that the government recently put the brake on the expansion of university places, but it’s not all down to government cuts. It’s also at least partly because of the steady increase in the performance of students at A-level. More students are making their offers than before, so the options available for those who did slightly less well than they had hoped very much more limited.

In fact if you analyse the figures from UCAS you will see that as of Thursday 19th August 2010, 383,230 students had been secured a place at university. That’s actually about 10,000 more than at the corresponding stage last year. There were about 50,000 more students eligible to go into clearing this year (183,000 versus 135,000 in 2009), but at least part of this is due to people trying again who didn’t succeed last year. Clearly they won’t all find a place, so there’ll be a number of very disappointed school-leavers around, but they also can try again next year. So although it’s been a tough week for quite a few prospective students, it’s not really the catastrophe that some of the tabloids have been screaming about.

I’m not directly involved in the undergraduate admissions process for the School of Physics & Astronomy at Cardiff University, where I work, but try to keep up with what’s going on. It’s an extremely strange system and I think it’s fair to say that if we could design an admissions process from scratch we wouldn’t end up with the one we have now. Each year our School is given a target number of students to recruit; this year around 85. On the basis of the applications we receive we make a number of offers (e.g.  AAB for three A-levels, including Mathematics and Physics, for the MPhys programme). However, we have to operate a bit like an airline and make more offers than there are places. This is because (a) not all the people we make offers to will take up their offer and (b) not everyone who takes up an offer will make the grades.

In fact students usually apply to 5 universities and are allowed to accept one firm offer (CF) and one insurance choice (CI), in case they missed the grades for their firm choice. If they miss the grades for their CI they go into clearing. This year, as well as a healthy bunch of CFs, we had a huge number of CI acceptances, meaning we were the backup choice for many students whose ideal choice lay elsewhere. We usually don’t end up recruiting all that many students as CIs – most students do make the grades they need for their CF, but if they miss by a whisker the university they put first often takes them anyway. However, this year many of our CIs held CFs with universities we knew were going  to be pretty full, and in England at any rate, institutions are going to be fined if they exceed their quotas. It therefore looked possible that we might go over quota because of an unexpected influx of CIs caused by other universities applying their criteria more rigorously than they had in the past. We are, of course, obliged to honour all offers made as part of this process. Here in Wales we don’t actually get fined for overshooting the quota, but it would have been tough fitting excess numbers into the labs and organizing tutorials for them all.

Fortunately, our admissions team (led by Helen Hunt Carole Tucker) is very experienced at reading the lie of the land. As it turned out, the feared influx of CIs didn’t materialise, and we even had a dip into the clearing system to  recruit one or two good quality applicants who had fallen through the cracks elsewhere.  We seem to have turned out all right again this year, so it’s business as usual in October. In case you’re wondering, Cardiff University is now officially full up for 2010.

There’s a lot of guesswork involved in this system which seems to me to make it unnecessarily fraught for us, and obviously also for the students too! It would make more sense for students to apply after they’ve got their results not before, but this would require wholesale changes to the academic year. It’s been suggested before, but never got anywhere. One thing we do very well in the Higher Education sector is inertia!

I thought I’d end with another “news” item from the Guardian that claims that the Russell Group of universities – to which Cardiff belongs – operates a blacklist of A-level subjects that it considers inappropriate:

The country’s top universities have been called on to come clean about an unofficial list or lists of “banned” A-level subjects that may have prevented tens of thousands of state school pupils getting on to degree courses.

Teachers suspect the Russell Group of universities – which includes Oxford and Cambridge – of rejecting outright pupils who take A-level subjects that appear on the unpublished lists.

The lists are said to contain subjects such as law, art and design, business studies, drama and theatre studies – non-traditional A-level subjects predominantly offered by comprehensives, rather than private schools.

Of course when we’re selecting students for Physics programmes we request Physics and Mathematics A-level rather than Art and Design, simply because the latter do not provide an adequate preparation for what is quite a demanding course.  Other Schools no doubt make offers on a similar basis. It’s got nothing to do with  a bias against state schools, simply an attempt to select students who can cope with the course they have applied to do.

Moreover, speaking as a physicist I’d like to turn this whole thing around. Why is it that so many state schools do teach these subjects instead of  “traditional” subjects, including sciences such as physics?  Why is that so many comprehensive schools are allowed to operate as state-funded schools without offering adequate provision for science education? To my mind that’s a real, and far more insidious, form of blacklisting than what is alleged by the Guardian.

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Grade Inflation

Posted in Education, Politics with tags , , , on August 12, 2010 by telescoper

Still too busy to post anything too substantial, but since this year’s A-level results are out next week – with the consequent scramble for University places – I thought I’d take a few minutes to share this  graph (taken from an article on the BBC website) which shows the steady dumbing-down improvement of educational standards student performance over the last few decades.

Nowadays, on average, about 27 per cent of students taking an A-level get a grade A. When I took mine (in 1981, if you must ask) the fraction getting an A was about 9%. It’s scary to think that I belong to a generation that must be so much less intelligent than the current one. Or could it be – dare I say it? – that A-level examinations might be getting easier?

Looking at the graph makes it clear that something happened around the mid-1980s that initiated an almost linear growth in the percentage of A-grades. I don’t know what will happen when the results come out next week, but it’s a reasonably safe bet that the trend will continue.

I can’t speak for other subjects, but there’s no question whatsoever that the level of achievement needed to get an A-grade in mathematics is much lower now than it was in the past. This has been proven over and over again. A few years ago, an article in the Times Higher discussed the evidence, including an analysis of the performance of new students on a diagnostic mathematics test they had to take on entering University.  The same test, covering basic algebra, trigonometry and calculus, had been administered every year so provided a good diagnostic of real mathematical ability that could be compared with the A-level grades achieved by the students.  They found, among other things, that students entering university with a grade B in mathematics in 1999 performed at about the same level as students in 1991 who had failed mathematics A-level.

The steadily decreasing level of mathematical training students receive in schools poses great problems not only for mathematics courses, but also for subjects like physics. We have to devote so much more time on the physics equivalent of “basic training” that we struggle to cover all the physics we should be covering in a degree program. Thus the dumbing down of A-levels leads to pressure to dumb down degrees too.

That brings me to the prospect of huge cuts – up to 35% if the stories are true – in government funding for universities, leading to pressure to shorten the traditional three-year Bachelors degree to one that takes only two years to complete. If this goes ahead it won’t be long before a student can get a degree by achieving the same level of knowledge as would have been displayed by an A-level student 30 years ago. Are we supposed to call this progress?

Or perhaps this business about two year degrees all really  does make sense. Maybe we should just accept that universities have to offer such courses because the school system has become broken beyond repair over the last 30 years, and it will be up to certain Higher Education institutions from now on to do the job that school sixth-forms used to do, i.e. teach A-levels.

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The Shoe Event Horizon

Posted in Education, Politics, Science Politics with tags , , , , , on July 16, 2010 by telescoper

After yesterday’s  satisfying and enjoyable graduation festivities, it’s back to reality today with a clutch of scary news items about future cuts.

Vince Cable, the coalition Minister responsible for Universities, has revealed plans for Higher Education that include introducing a graduate tax and encouraging the growth of private universities,  the latter to be introduced at the expense of some current institutions which are to be allowed to go bankrupt. You can find some discussion of his speech in the Times Higher as well as in the Guardian piece I linked to earlier.

The graduate tax isn’t a new idea, but it does seem rather strange to be suggesting it right now. The proposal won’t lead to any significant income for universities in the short term so presumably either the government or the institutions themselves will have to borrow until the cash starts to flow in. But I thought we were supposed to be cutting public borrowing?

In fact, it seems to me that the announcements made by Cable are little more than a ragbag of ill-considered uncosted measures likely to do little but cause alarm across the Higher Education sector. Perhaps he would have been wiser to have kept the Ministerial trap shut until he’d actually worked out whether any of the half-baked ideas he announced were worth thinking through properly, as some of them just might be.

Apart from anything else, Vince Cable’s dramatic U-turn on Higher Education funding shows that the LibDem contingent have now been completely subsumed by the dominant right-wing, pro-market political stance of the Conservatives. In other words, we now know there’s no reason ever to vote LibDem again; they’re Tories in all but name.

I hope this year’s new graduates realised how lucky they’ve been to get their education before universities turn into Discount Education Warehouses, although I cling to the hope that the Welsh and Scottish assemblies might take a stand against if some of the worst aspects of the ConDem policy look like becoming reality in England, where the Tories live.

Meanwhile, the Royal Society has submitted its, er, submission to the ongoing debate about research funding. The headline in an accompanying article from the Times – which you won’t be able to read unless you give money to the Evil Empire of Murdoch – suggests that it could be “game over” for British science if the suggested cuts go ahead. Paul Crowther has done his usual fabulously quick job of hacking his way through the documentary jungle to get to the juiciest quotes, including this one:

Short-term budget cuts will put our long-term prosperity at risk.. The UK should maintain its breadth of research .. a flat cash settlement will be painful but manegeable; a 10% cash cut will be damaging .. while a 20% cut will be irreversibly catastrophic for the future of UK science and economic growth.

I’m sorry if I’m introducing a note of pessimism here, but I think we’ll be very lucky indeed if the cuts are as small as 20%.

And finally, not unexpectedly, the news this week includes an announcement that university staff are to have their pensions reduced and/or deferred and will have to pay more for the privilege. Employee’s contributions to the USS scheme will increase from 6% to 7.5%. For new members the pension will not be based on their final salary, but on average earnings. This isn’t a surprise as it’s been clear for some time that USS was actuarially unsound, but it’s one more sign of the forthcoming squeeze on academics, those of them that don’t get made redundant anyway…

Looking around for a bit of good news, I could only manage this. If you’re worried about the future of UK universities and scientific research then consider how lucky you are that you’re not Italian. Owing to budget cuts imposed by the Berlusconi regime, several Italian institutions will no longer be able to pay scientists’ wages. Responding to this situation the Italian premier replied with all his usual tact and intelligence:

Why do we need to pay scientists when we make the best shoes in the world?

Fans of the late Douglas Adams will be reminded of the following passage from The Restaurant at the End of the Universe:

Many years ago this was a thriving, happy planet – people, cities, shops, a normal world. Except that on the high streets of these cities there were slightly more shoe shops than one might have thought necessary. And slowly, insidiously, the number of the shoe shops were increasing. It’s a well-known economic phenomenon but tragic to see it in operation, for the more shoe shops there were, the more shoes they had to make and the worse and more unwearable they became. And the worse they were to wear, the more people had to buy to keep themselves shod, and the more the shops proliferated, until the whole economy of the place passed what I believe is termed the Shoe Event Horizon, and it became no longer economically possible to build anything other than shoe shops. Result – collapse, ruin and famine.

I see that Big Brother isn’t the only dystopian vision to have become reality, but perhaps Douglas Adams should have called his book The Restaurant at the End of the University?

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Nerth gwlad ei gwybodaeth

Posted in Education, Opera, Politics with tags , , , , , , on July 15, 2010 by telescoper

Once again the wheel of academic life has turned full circle. A year to the day since I blogged about the last graduation ceremony for the School of Physics & Astronomy at Cardiff University, here I am doing it again. Last night Cardiff experienced some of the heaviest rainfall I’ve seen for ages and I got a bit soggy on the way to St David’s Hall for this morning’s ceremony. Given that today is St Swithin’s Day this doesn’t bode well for the rest of the summer…

I confess it didn’t feel too comfortable sitting there on stage under the lights in a slightly damp suit, wearing a tie, and sporting mortarboard and gown but it went pretty well. Three Schools went through during the ceremony I attended: Earth & Ocean Sciences and Psychology as well as Physics & Astronomy.

We had by far the smallest group of graduands; the School of Psychology is particularly huge and is also notable for having such a small percentage of male graduates. In Physics & Astronomy we have about 20% female students whereas Psychology must be >95%. We often sit around at tea-time discussing how to persuade more girls to study Physics, but I wonder if anyone frets about how to get more boys to do Psychology?

It’s a very proud moment when the students you know receive their degrees. This year, in fact, produced the first set of BSc graduates that have completed their entire study period while I’ve been here since I only arrived three years ago.

It must be a nerve-wracking experience crossing the stage at St David’s Hall in front of your family and friends, especially in high heels as most of the girls did. I would have thought sensible shoes were a wiser option, but then what do I know?

If you want to see the ceremony you can do so by following this link. I’m in the front row on stage, to the right hand side, dressed in a blue gown and mortarboard but not visible on the cross-stage view.

The Honorary Fellowship presented during our ceremony was received by Professor Paul Harris, a distinguished psychologist. It’s worth mentioning that another such event earlier in the week saw the award of an Honorary Fellowship to Stephen Fry who has been involved in studies of bipolar disorder at the University. He tweeted regularly during his short visit to Cardiff, e.g.

Must say Cardiff is looking spankingly good in the late afternoon sunshine. Castle is gleaming, Town Hall glowing. Much to like here.

I’m sure the university press machine will make as much as they can of his comments. And why not? Cardiff does indeed have much to like. Even in the rain.

The ceremony ended on a high note or, in fact, on several.  Mary-Jean O’Doherty, a wonderful young Soprano from the Cardiff International Academy of Voice, gave us a fine rendition of the Queen of the Night’s  Act II aria from Mozart’s The Magic Flute. Die Hölle Rache kocht in meinem Herzen is a tremendously difficult coloratura piece featuring a barrage of stratospheric high notes. I thought it was tremendously brave to take that on, coming into it completely cold, but she did it fantastically well and it fair brought the house down. I note that the opera from which this aria was taken is featured in Welsh National Opera’s forthcoming autumn season, where it is sure to prove popular.

I’m pretty sure not many people in the audience knew the Opera or could understand German, however, because although the music is wonderful the lyrics aren’t entirely appropriate. The first line translates as “The Rage of Hell is boiling in my heart….”. Perhaps that was a subliminal response to the fact that the  Cardiff International Academy of Voice is closing later this year.

Anyway it was then back to the School for a lunch party – which was very nicely done, I think – and a speech of farewell from the Head of School ending with the award of prizes for students who had performed exceptionally well in their studies. I’m fortunate that the prize-winning student of the MPhys (4-year) cohort is staying on in Cardiff to do a PhD under my supervision.

Just in case any of the new graduates are reading this, let me add my congratulations to those of the Head of School and also repeat his encouragement to you to stay in touch. It’s always a delight when former students drop in for a chat, but if you can’t do that please do keep in touch on Facebook or the like.

I know the graduate job market is tough at the moment, but don’t be discouraged if you haven’t got anything sorted out yet. In the long run what you’ve learned will benefit you.  I’m sure I speak on behalf of everyone who has had the pleasure of teaching you over the last three or four years when I say that we wish you all the very best in your future careers.

PS. The title of this post in in Welsh. It translates as “A nation’s strength is in its learning”.

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Hymn to Science

Posted in Biographical, Education, Poetry with tags , , , on July 7, 2010 by telescoper

Mark Akenside was born on 9th November 1721 in the city of Newcastle upon Tyne, which was also my birthplace. He attended the same school that I did too, the  Royal Grammar School, although I went about 250 years later. Akenside was a physician and political activist as well as a poet. I remembered his name when I was tidying up yesterday and found an old school magazine which mentioned him. This is called Hymn to Science. I hope you like it. I doubt if Simon Jenkins will.

Science! thou fair effusive ray
From the great source of mental day,
Free, generous, and refin’d!
Descend with all thy treasures fraught,
Illumine each bewilder’d thought,
And bless my lab’ring mind.

But first with thy resistless light,
Disperse those phantoms from my sight,
Those mimic shades of thee;
The scholiast’s learning, sophist’s cant,
The visionary bigot’s rant,
The monk’s philosophy.

O! let thy powerful charms impart
The patient head, the candid heart,
Devoted to thy sway;
Which no weak passions e’er mislead,
Which still with dauntless steps proceed
Where Reason points the way.

Give me to learn each secret cause;
Let number’s, figure’s, motion’s laws
Reveal’d before me stand;
These to great Nature’s scenes apply,
And round the globe, and thro’ the sky,
Disclose her working hand.

Next, to thy nobler search resign’d,
The busy, restless, human mind
Thro’ ev’ry maze pursue;
Detect Perception where it lies,
Catch the ideas as they rise,
And all their changes view.

Say from what simple springs began
The vast, ambitious thoughts of man,
Which range beyond control;
Which seek Eternity to trace,
Dive thro’ th’ infinity of space,
And strain to grasp the whole.

Her secret stores let Memory tell,
Bid Fancy quit her fairy cell,
In all her colours drest;
While prompt her sallies to control,
Reason, the judge, recalls the soul
To Truth’s severest test.

Let the fair scale, with just ascent,
And cautious steps, be trod;
And from the dead, corporeal mass,
Thro’ each progressive order pass
To Instinct, Reason, God.

Nor dive too deep, nor soar too high,
In that divine abyss;
To Faith content thy beams to lend,
Her hopes t’ assure, her steps befriend,
And light her way to bliss.

Then downwards take thy flight agen;
Mix with the policies of men,
And social nature’s ties:
The plan, the genius of each state,
Its interest and its pow’rs relate,
Its fortunes and its rise.

Thro’ private life pursue thy course,
Trace every action to its source,
And means and motives weigh:
Put tempers, passions in the scale,
Mark what degrees in each prevail,
And fix the doubtful sway.

That last, best effort of thy skill,
To form the life, and rule the will,
Propitious pow’r! impart:
Teach me to cool my passion’s fires,
Make me the judge of my desires,
The master of my heart.

Raise me above the vulgar’s breath,
Pursuit of fortune, fear of death,
And all in life that’s mean.
Still true to reason be my plan,
Still let my action speak the man,
Thro’ every various scene.

Hail! queen of manners, light of truth;
Hail! charm of age, and guide of youth;
Sweet refuge of distress:
In business, thou! exact, polite;
Thou giv’st Retirement its delight,
Prosperity its grace.

Of wealth, pow’r, freedom, thou! the cause;
Foundress of order, cities, laws,
Of arts inventress, thou!
Without thee what were human kind?
How vast their wants, their thoughts how blind!
Their joys how mean! how few!

Sun of the soul! thy beams unveil!
Let others spread the daring sail,
On Fortune’s faithless sea;
While undeluded, happier I
From the vain tumult timely fly,
And sit in peace with thee.

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All in a day’s work

Posted in Art, Biographical, Education, Science Politics, The Universe and Stuff with tags , , , , , on June 30, 2010 by telescoper

I got back from yesterday’s trip to a very muggy London with a raging sore throat and a brain as sluggish as an England defender on an action replay. Come to think of it, I must be as sick as a parrot. I’m sweating like a pig too, although I don’t know whether that’s a symptom of anything nasty or just because it’s still so warm and humid. Anyway, in view of my likely incoherence I thought I’d keep it brief (again) and just mention a few salient points from the last day or two.

I went to London as part of my duties as External Examiner for the MSc Course in Astrophysics at Queen Mary, University of London. Of course all the proceedings are confidential so I’m not going to comment on anything in detail, except that I spent a bit of time going through the exam scripts before the Examiners’ Meeting in a room that did a very passable impersonation of a heat bath. When I was later joined by the rest of the Exam Board the temperature soared still further. Fortunately the business went relatively smoothly so nobody got too hot under the collar and after concluding the formal business, a few of us cooled off with a beer or two in the Senior Common Room.The students spend the next couple of months writing their dissertations now that the written exams are over, so we have to reconvene in October to determine the final results. I hope it’s a bit cooler by then.

I couldn’t stay long at Queen Mary, however, as I had a working dinner to get to. Regular readers of this blog (both of them) may remember that I’m involved in project called Beyond Entropy which is organized by the Architectural Association School of Architecture. I’ve been working on this occasionally over the months that have passed since I first blogged about it, but deadlines are now looming and we need to accelerate our activity. Last night I met with the ever-enthusiastic Stefano Rabolli Pansera at the house of Eyal Weizman by Victoria Park in the East End, handily close to Queen Mary’s Mile End campus. Assisted by food and wine we managed to crystallise our ideas into something much more tangible than we had managed to do before on our theme of Gravitational Energy. The School has offered us expert practical assistance in making prototypes and  I’m now much more optimistic about our exhibit coming together, not to mention excited at the prospect of seeing it on display at the Venice Architecture Biennale. I won’t say what we’re planning just yet, though. I’d rather wait until it’s done before unveiling it.

Incidentally, here’s a link to a  lecture by Eyal Weizman where he gives some interesting perspectives on architectural history.

Finally, and nothing to do with my trip to the Big Smoke, I noticed today on the Research Fortnight Blog that the Higher Education Funding Council for Wales (HEFCW) is planning to reduce the number of universities in Wales “significantly” from its current level of 12. This is an interesting development and one that I’ve actually argued for here. Quoting Leighton Andrews, Welsh Assembly Minister responsible for higher education, the piece says

“This target does not mean fewer students,” he said in a statement. “But it is likely to mean fewer vice chancellors. We will have significantly fewer HE institutions in Wales but they will be larger and stronger.”

How these reductions will be achieved remains to be seen, but it seems obvious that quite a few  feathers will be ruffled among the management’s plumage in some institutions and it looks like some vice chancellors will be totally plucked!

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Progress

Posted in Education, Football with tags , , on June 23, 2010 by telescoper

My agenda for today was dominated by three events, each involving a different form of progression. The timing was a coincidence, I think.

First, this morning, a bunch of interviews with our first-year postgraduate research students. Like most universities, the first year of a PhD at Cardiff University is a probationary period so we get the students to write a report on what they’ve been doing and also get input from their supervisor. This is then followed up by a panel interview, with 3-4 members of staff, at which a judgement is made as to whether to allow them continue. This used to be a relatively informal thing involving supervisor and one other member of staff, but I’ve recently taken over as Director of Postgraduate Studies in the School of Physics & Astronomy and made the process a bit more rigorous, having the same panel talk to all the students. It all passed off pretty well apart from the fact that a couple of students are away and I’ll have to put them through the process later on in the summer when they get back from their observing trips and whatnot.

After a spot of form-filling and a quick lunch we went straight into another examiners’ meeting, this time for undergraduate students. We already went through the marks for graduating students a couple of weeks ago, but today we had to look at the results for our Prelim candidates, and Years 1 and 2. Here the focus for most staff is on their personal tutees, usually 4 in each year, checking they all progress as intended to the following year and presenting any special circumstances.  This meeting can be quite fraught, but this year went smoothly.

Which brought us to the last issue of progression, and the one I was less optimistic about  prior to the event. However, England did manage to win their game against Slovenia in the FIFA World Cup by the not entirely convincing scoreline of 1-0. That means they too progress to the next round, although how much further than that they can go is not very clear. Well done to the USA too, who beat Algeria to win the group and take their place in the last 16.

All in all, a busy but productive and satisfying day. Now I’m going to watch one more game of football and have a glass or two of wine before having an early night.

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Stay of Execution

Posted in Education, Finance, Politics, Science Politics with tags , , , , on June 22, 2010 by telescoper

Another beautiful summer’s day here in Cardiff just happened to be the day when the new ConDem government unleashed its much-feared budget. I suppose we were all expecting some combination of  tax rises and spending cuts but nodody I know had managed to predict the details. A big rise in VAT (to 20%) is the headline figure most of the newspapers seem to be running with, but the other side is the one that caught my eye;  average cuts of 25% in “unprotected” Whitehall departments. That means basically everything outside Health and Education, and “Education” doesn’t include Higher Education which falls within the remit of the Department of Business Innovation and Skills.  Universities (in England; Scotland, Wales and Northern Ireland run their own budgets for HE) and the Research Councils are therefore bracing themselves for cuts of 25% or even more; if some departments are cut less than this average, then some will be cut more…

For informed comment, see here and here.

However, the details of how these cuts will be implemented – and, of particular relevance to me, how much the Science and Technology Facilities Council will be chopped – will have to wait until the Comprehensive Spending Review to be announced in October 2010. No doubt the STFC Executive will be using all their political skills and powers of persuasion to argue for a positive settlement. Like they did last time. In other words, we’re doomed.

Incidentally, you can hear Lord Rees’ scathing comments about the inept management of STFC here, although to so involves shaking hands with the devil that is iTunes.

There’s also a two-year freeze on public sector salaries – again, not entirely unexpected – but obviously that will only apply to those who keep their jobs after the departmental budgets are cut by a quarter.

Anyway, no point in griping. We all knew this was coming. The big question now is whether the increases in unemployment and tax rises will stop our feeble economic recovery in its tracks, and how badly the cuts in investment will jeoparside future growth. I’m not sufficiently knowledgeable about economics to comment sensibly on this.

Coincidentally today was also the day that STFC Council met here in Cardiff. Of course they did so behind closed doors, but they also had a quick tour of the buildings and a briefing by our Head of School, Swiss Tony Walter Gear. I’m told one of the Council members asked “Excuse me, but what is Planck?”. Apparently the question was posed by one of the non-scientists on STFC Council. So that’s alright then.

Still, there’s always the elimination of France from the World Cup to gladden the heart of an Englishman. Like STFC, the England  football team will learn its fate soon eough …

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Sexism, of course…

Posted in Education with tags , , on June 21, 2010 by telescoper

I’ve only just recovered from the shock  of seeing the sheer hopelessness of British science education laid bare last week. Indeed, I was so staggered to discover how poorly conceived the current GCSE science examinations are that I forgot that I’d already blogged about the lamentable tendency of the modern education system to concentrate on getting kids to swallow and regurgitate little bite-sized factoids, rather than actually learning to think for themselves.  Leaving aside the issue that quite a few of the things that are being taught seem to be wrong anyway, my point there was that teaching science isn’t about teaching facts at all, it’s about trying to develop critical thinking and problem-solving skills. At least that’s what it should be, if only the dumbers-down would stop meddling.

Well, I’d almost come to terms with my despair when I saw another article (from Friday’s Guardian) which tells a tale that’s not just idiotic, but also sinister and offensive. Here’s the full text

One of the country’s biggest exam boards is developing different GCSE courses for boys and girls, it emerged today.

The Assessment and Qualifications Alliance (AQA) said it was looking into creating a science GCSE with more coursework in it for girls, and one which gave more weighting to exam marks for boys.

Studies have shown that girls perform better in coursework than boys, while boys do better in exams.

AQA said it would not prevent boys from taking the girls’ course and vice versa.

The courses in English, maths and science could be available from September next year.

Bill Alexander, the exam board’s director of curriculum and assessment, told the Times Educational Supplement: “We could offer a route for boys that is very different to a route for girls.

John Bangs, head of education at the National Union of Teachers, said it was “extremely dangerous” to get into gender stereotyping. “There are lots of boys who like the investigative element of coursework as well,” he said.

John Dunford, general secretary of the Association of School and College Leaders, said it was a “wild generalisation” to state that boys did better in exams, while girls performed better in coursework, but that it had “more than a grain of truth” to it.

However, he suggested that as well as sitting the gender-specific exams, pupils’ work should be marked in part by professional assessors.

Experts believe that this year could end a 20-year trend for girls to outperform boys in GCSEs because many new courses have no coursework. Instead, pupils complete work over a prolonged period, but under exam conditions.

There’s also a longer piece on the same topic in the Times Education Supplement.

Different courses for boys and girls? Are they serious? This is gender stereotyping of the worst possible kind. I find it absolutely abhorrent that anyone in any position of authority in the education system could even have contemplated doing something so offensively patronising. What’s next, different courses for different racial groups?

I sincerely hope that the new government intervenes and stops the AQA from going along this road. Better still, it should scrap these worthless examination factories and sack the profiteering dunderheads in charge who are responsible for turning the education system into a national disgrace.

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