- Sep 2016
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techwritingf16.robinwharton.net techwritingf16.robinwharton.netTW44-1C.vp10
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As distinguished from problems in the natural sciences, which are definableand separable and may have solutions that are findable, the problemsof governmental planning—and especially those of social or policyplanning—are ill-defined; and they rely upon elusive political judgmentfor resolution. (Not “solution.” Social problems are never solved. At bestthey are only re-solved—over and over again) [p. 160]
Finding resolutions to problems such as these are not easy. As stated, governmental planning plays a big factor. It's the government's job to solve problems quickly, which often leads to the lack of finding a solution that also has quality. This reiterates the emphasis placed on finding resolutions, rather than solutions.
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Instructors of technical communication are uniquely positioned to engagestudents with concrete problems in local workplaces and community settings.The benefits of this pedagogy are well documented [3-8]. Problem-definition,however, can be a complicated rhetorical and methodological undertaking inits own right. Indeed, many of the issues that demand our collective attention(e.g., global climate change, educational reform, widespread unemployment)are so “wicked,” andill-defined, that they require us to expand our thinkingbeyond a linear, definition/solution model for research and social planning.
I found this section of text interesting because modern curriculum in classrooms is extremely concrete and fact based. As a result, more complex problem solving skills are lacking. Creating solutions to problems that aren't "linear" is nearly impossible for someone who has never had to do it before.
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“wicked problem” as a wayto characterize social policy issues that cannot be addressed through techno-scientific rationality alone.
The purpose can be defined with this text
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Identifying the Gulf spill as a wicked problem encouraged students to learnabout systemic issues that demand attention in themselves but that also connect toother concrete problems that can be addressed through more local engagements.
I could also assume that because the "wicked problem" was so close to home, and had an emotional, physical, and economic effect on the students, they were more engaged and willing to find solutions to the issue. An example of this would be Hurricane Katrina. The hurricane was one of the largest, if not the largest, natural disasters in US history. Coastal and Southern states felt the effect of the hurricane through avenues such as mass migration into bordering states.But it was more than likely less prevalent in Midwestern states.
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Table 2. Assignments, Objectives, and Outcomes Rela
This chart will be a helpful reference when attacking our client-service projects at the end of the semester. This will be a great reference.
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1. the design of symbolic and visual communications;2. the design of material objects;3. the design of activities and organized services; and4. the design of complex systems or environments for living, working, playing,and learning.
"Wicked problems" are never truly solved. All solutions are temporary. My only question is whose job is it to manage those "solutions" post national emergency? What happens when the novelty wears off? For example, attending college in the city means being confronted with homelessness everyday. It's natural for a person to become conditioned to their surroundings. How can we ever find solutions to things that we're emotionally disconnected from?
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The value (and potential frustration) of focusing on wicked problems is thatthe object of analysis is ill defined and thus requires careful engagement withmultiple issues
Another value of "wicked problems" is the advantage of using a collective of different people with different opinions and contributions. This creates more than one viable option to solve one fluid issue.
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I believe that these types of incidentsoffer a powerful basis for teaching students how to address problems on a localscale—through their research, writing, and emerging professional expertise—andfor addressing the array of global entanglements that continue to arise well afterthe semester has come to an end
Real-life application provides students with experience and further develops the skills they've learned in the rhetoric class. Students will never retain skills and information if they never put it to practice.
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Those involved in the response and clean-up effortshave an ethical responsibility to consider the out-comes of their actions (e.g., applying dispersantsand not knowing their long-term effects).
I understand the ethical obligation to predict outcomes, but it is nearly impossible to guess every single one, especially with a problem that will seemingly never end.
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Placements have boundaries to shape and constrain meaning, but are notrigidly fixed and determinate. The boundary of a placement gives a contextor orientation to thinking, but the application to a specific situation cangenerate a new perception of that situation and, hence, a new possibility tobe tested. Therefore, placements are sources of new ideas and possibilitieswhen applied to problems in concrete circumstances [18, p. 13].
Placements are not concrete but provide great plans of attack in situations that require immediate response.
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