About once a week, I see two guys in yellow jackets paid by the city of Zürich painting over graffiti on a metal bridge across the Sihl river. Each time, they paint the metal girders which form the handrails the same dark blue, covering up tagging that has been left on it. And each time they turn up, there’s fresh graffiti all along the bridge to cover up again.

With only slightly less frequency, I see people out with paint rollers and grey paint, re-coating the shafts of lamp posts near the main station as far up as they can reach. Most weeks, there’s graffiti to cover up there too.

Could their extremely regular work be motivated by the so-called ‘broken windows’ theory – that people respond to a perception of low-level lawlessness or disorder such as graffiti and littering by disobeying social rules?

This week’s Economist points to a new study on the subject from the University of Groningen, Netherlands, with an interesting methodology:

His group’s first study was conducted in an alley that is frequently used to park bicycles. As in all of their experiments, the researchers created two conditions: one of order and the other of disorder. In the former, the walls of the alley were freshly painted; in the latter, they were tagged with graffiti (but not elaborately, to avoid the perception that it might be art). In both states a large sign prohibiting graffiti was put up, so that it would not be missed by anyone who came to collect a bicycle. All the bikes then had a flyer promoting a non-existent sports shop attached to their handlebars. This needed to be removed before a bicycle could be ridden.
When owners returned, their behaviour was secretly observed. There were no rubbish bins in the alley, so a cyclist had three choices. He could take the flyer with him, hang it on another bicycle (which the researchers counted as littering) or throw it to the floor.

And the results?

When the alley contained graffiti, 69% of the riders littered compared with 33% when the walls were clean.

The researchers also did a test involving the honesty/dishonesty of people finding unattended money under conditions of order or disorder (created by letting off firecrackers in the vacinity). The results were similarly stark.

On one level all of this seems perfectly obvious. The connection between a perception of social disorder and changing behaviour is well proven. What’s interesting is the social cues people take to judge disorder, and that people transpose one form of ‘disorder’ (graffiti) to their behaviour in another (littering).

My questions (to the world):

• What are the most important signs of perceived order or disorder?
• Does behaviour change in direct proportion to perceived disorder, or is there a ‘tipping point’ effect?

Sadly I can’t check whether the paper answers these questions, as it’s locked up here behind Science magazine’s pay-wall. I have a feeling that quite a bit of research has been done into this in New York following Rudy Guiliani’s various zero-tolerance policies on such things, but I don’t know of anything specific.

Laura brought this to my attention: worrying stuff in the current difficult civil rights climate. The video included below appears to show Mostafa Tabatabainejad, a UCLA student, being violently restrained and shocked with a taser gun after refusing to show staff his I.D. card in the UCLA library. Tabatabainejad is arrested, and refuses to stand up. He is tasered again. The cycle is repeated several times until a final confrontation in the library lobby results in cops (now in greater numbers) dragging Tabatabainejad away.

Several students admirably take up Tabatabainejad’s cause, repudiating the officers’ advances, and (as the video proves) recording the events so that ample evidence now exists for a high-profile lawsuit.

Laura writes:

The questions I would ponder are:

1) Would the reaction on the part of the security staff had been as fierce if the student was white and/or female?

2) Were the actions of the student and the police influenced by the large number of students gathering to see what was going on?

I’d be interested to know what you think.

It’s a shocking video, and a brutal indictment of the police involved and the climate of hysteria which exists in some circles in the U.S. regarding Arab-Americans.

More: Detailed coverage from Andy Sternberg; BoingBoing’s first and second post on this; Pictures of Friday’s student protests at UCLA over this incident; UCLA chancellor’s response

I have included Laura’s post below, along with the video of the arrest. Don’t watch if you’re squeamish.

I originally saw this video posted on kensei’s journal. It shows a student being tasered by security staff at a university library. Apparently it is policy for people to be IDed in the library after 11pm for the safety of the students.

Personally I’m wondering if this incident would have happened if the student was white. Or female for that matter.

This is a story I wrote for publication in my University’s student newspaper. It went out in the 9th November edition of the Strathclyde Telegraph (which went out today, due to late printing). It was edited for publication somewhat but I’ve chosen to publish the version which went to press here in the interests of consistency…

And no, the title/headline is nothing to do with me – so send your groans/complaints elsewhere!

A leaked draft memorandum has revealed the UK government gave serious consideration to asking senior university staff to pass on information regarding Muslim or “Asian-looking” students to the security services. This approach appears to be the latest in a series of faltering efforts aimed at tackling ‘extremism’ in Muslim communities, for which the government believes campuses are “fertile recruiting grounds”.

The memo, which is not publicly available but was obtained by The Guardian, calls for university staff to cede information to Special Branch units of regional police forces regarding the activities of Muslim societies on campus.

It has provoked outrage among students, university staff and among Muslim communities.

Ousman Sadiq, a Masters student on Strathclyde’s Computer and Electronic Systems course described the measures as “a largely unhelpful bit of guidance that will end up only making Muslims feel more oppressed, while still not being a deterrent to those who tend towards an extremist viewpoint”.

NUS National President Gemma Tumelty criticised the plans as likely to introduce a “McCarthy-like atmosphere of suspicion between students and lecturers”, and the Universities and Colleges Union joint secretary Paul Mackney warned that the memo had the implication of “blurring the boundaries of what is illegal and what is possibly undesirable”. “UCU members have a pivotal role in building trust – these proposals, if implemented, would make it all but impossible”. The Australian Vice Chancellors Committee (AVCC) even went so far as to issue a press release to reassure students studying in Australia that such measures would never be implemented there.

While plans to distribute the memo itself among senior university staff appear to have been shelved, its essentially ill-founded premises, unhelpful tone and ham-fisted terminology are further evidence of the Government’s increasingly desperate attempts to foster better community relations from the top down.

The memo is ostensibly aimed at averting acts of terrorism, but confuses terrorism on the one hand, and radicalisation on the other. To say that universities sometimes radicalise people in their religious and political views is hardly controversial, but to consider this radicalisation in the context of Muslim communities a stepping stone to committing acts of violence implies a very dim view of students’ morality. Tumelty suggests that “indiscriminate monitoring of groups on campus assumes collective guilt”.

The accusatory tone of the document also has implications for student recruitment and retention. The numbers of Muslim students on many university courses is already unrepresentative of the wider social mix in many British cities – and Mackney fears that proposals like those in the memo, mixed with unhelpful comments from government ministers in recent weeks regarding issues such as the veil, could undermine the “enormous strides” made in recent years in university diversity and race relations.

The government’s approach of ethnic profiling, as evidenced by the ‘Asian-looking’ reference in the memo, has also come in for sharp criticism. Labony Choudhury, a student at Sheffield University interviewed by The Guardian, pointed out that “being Muslim has nothing to do with the colour of your skin, nor terrorism of any description. It’s like trying to define what a rapist looks like. Far too simplistic.”

By Graeme West

29th October 2006

This is a story I wrote for publication in my University’s student newspaper. It went out in the 16th October edition of the Strathclyde Telegraph. My thanks go out once again to all my interviewees.

South Kent College has become the latest institution to issue MP3 players to students. The college is issuing iPod nanos to enable learners to download lectures and other content from the college through podcasting technology. Podcasting, for the unfamiliar, is a system of distributing audio or video via web ‘feeds’, where new content is made available automatically to feed subscribers with ‘podcatching’ software such as iTunes or Juice.

Typically, this content is then synchronised onto a music player for listening. Mark Hunter, creator of the popular tartanpodcast (http://www.tartanpodcast.com), is enthusiastic about the medium’s educational potential. “Versatility is embedded in what podcasting is – user-created content. That means that every user can create content unique to them: their tastes; their passions; their vision; their message”.

South Kent is not alone in recognising the power of podcasting: many educational institutions now have podcasting schemes. Some, like Stanford and Wisconsin-Madison University, have set up ‘iTunes U’ sites with Apple’s assistance. Others, such as the University of Western Australia have created bespoke systems: UWA’s solution is now marketed commercially as ‘Lectopia’. By all accounts, both types are extremely popular. Indeed, the Wisconsin-Madison programme was initiated as a result of student and staff demands.

The policy of institutions distributing MP3 players to students is more contentious. The first institution to do so on a large scale was Duke University in North Carolina, where media reports suggested that students and staff were failing to take full advantage of the devices. A report in Duke student paper ‘The Chronicle’ even contained a plea for the programme to be scrapped, according to Christian Science Monitor. Beginning with the current semester, Duke will instead lend the devices to students, with a fee charged to those wishing to retain players after term.

Meanwhile at Strathclyde, some academics have been pushing forward with podcasting. Kevin O’Gorman, PhD student at the School of Hospitality and Tourism Management, is creating ten video podcasts based on BBC archive material thanks to Higher Education Academy funding. The ‘Talking Hospitality’ collection takes in such themes as the 1936 Berlin Olympics and the indigenous hospitality of the Bedouin peoples. The BBC programmes were sourced through Spoken Word Services at Glasgow Caledonian University (http://www.spokenword.ac.uk).

Does this new technology pose risks to the traditional relationship between lecturer and student? Hunter sees podcasting as a way to “augment traditional learning” rather than replace it. O’Gorman concurs, seeing the mechanism as “another space for learning and teaching”. Lack of appropriate written evidence on subjects of interest led him to look elsewhere, and “constructing podcasts from BBC programmes has been a particularly rich theme”, he attests.

A wider podcasting strategy at Strathclyde is currently in development, according to Prof. James Boyle, Academic Champion for Teaching & Learning Through Technology. “Mobile devices, including the ability to work with podcasts, will have a major role in the future”, Prof. Boyle explains. He notes that Strathclyde has plans for deploying infrastructure to support technologies like podcasting: “Learning Services also recognise that their existing Streaming server (for streamed video and audio) should be extended to allow podcast downloads”.

The opportunity to be Scotland’s leader in academic podcasting is still within reach, if staff and students are willing to embrace the medium soon. Persuading them to do this shouldn’t be hard: Hunter suggests that part of the appeal of podcasting is the masses of free content for MP3 players. And who could say ‘no’ to that?

By Graeme West


9th October 2006

I’m still trying to get my (possible) trip to Northwestern University organised. It’s been a little stop-start from the beginning, but despite the obstacle of limited time (it’s now less two months until I am supposed to go), I’m feeling relatively optimistic about the prospects of it happening.

I’ve been reluctant to post anything here related to it, partly because the proposal has never been concrete, but also because I don’t want to say anything which might prejudice my chances of being able to make it happen.

Regardless, I now seem to have Strathclyde in the right frame of mind about the whole thing: they are now happy to approve me going over, course choices permitting, now that they’re clear that I’m not actually asking them to do anything actively – just to rubber-stamp the proposal. I would need to defer taking my January exams until the resit period in August, but that’s no biggie, I think.

I’m waiting for various responses from Northwestern at the moment.

The rough plan is that I go in January and take 4 classes there during the Winter and Spring terms, and do research work for Professor Goldman and Spoken Word while I’m over there (unpaid most certainly – which is fine).

If I want to take Honours History or History as part of a Joint Honours course when I come back, I have to figure out a way of taking Strathclyde’s Historiography class remotely (not likely to be possible). But I’m leaning towards Politics anyway so I’m willing to forgo that option to make this all happen. I could also defer honours till the next year after I come back in order to be able to take that class in semester two next term and give me the history option.

If the visit happens, I’m sure it’ll be amazing. If it doesn’t, it will be very disappointing, as I’ve been trying to organise this for a while. But I have my eye on other things as well.

Either way, I’m going to buy myself a Core 2 Duo MacBook