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	<title>
	Comments on: Suspicious Fun	</title>
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	<description>less helpful</description>
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		<title>
		By: dan		</title>
		<link>/2007/suspicious-fun/#comment-35604</link>

		<dc:creator><![CDATA[dan]]></dc:creator>
		<pubDate>Sun, 18 Nov 2007 00:59:26 +0000</pubDate>
		<guid isPermaLink="false">/?p=487#comment-35604</guid>

					<description><![CDATA[Er, it&#039;s possible I plagiarized an e-mail or two back there.]]></description>
			<content:encoded><![CDATA[<p>Er, it&#8217;s possible I plagiarized an e-mail or two back there.</p>
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		<title>
		By: Christian Long		</title>
		<link>/2007/suspicious-fun/#comment-35366</link>

		<dc:creator><![CDATA[Christian Long]]></dc:creator>
		<pubDate>Fri, 16 Nov 2007 21:59:04 +0000</pubDate>
		<guid isPermaLink="false">/?p=487#comment-35366</guid>

					<description><![CDATA[Dan...either via the glub, glub, glub, or a kshhhh sound, do I sense the pitter-patter of a new &#039;design competition&#039; on the horizon line?  

Something, perhaps, that echos your two comments:

1. &quot;Here&#039;s the big conviction: the ability to interpret and create this kinda nonsense is an essential skill, something out of the new canon.&quot;

2. &quot;Best way to practice that with high school students? Have them analyze something totally random and totally nonsensical (like coffee drinks) in a very serious, non-routine way.&quot;

...and gives teacher/edublogger-types the opportunity to...oh, I don&#039;t know...&#039;express thyself&#039; via analytical visual data sets in an espresso coffee cup sort of way?

I&#039;ll take a venti.  Whatever&#039;s strongest.  &quot;No room&quot;.  And whatever you need in the &#039;help&#039; data set column (or pie graph slice).

Cheers, Christian]]></description>
			<content:encoded><![CDATA[<p>Dan&#8230;either via the glub, glub, glub, or a kshhhh sound, do I sense the pitter-patter of a new &#8216;design competition&#8217; on the horizon line?  </p>
<p>Something, perhaps, that echos your two comments:</p>
<p>1. &#8220;Here&#8217;s the big conviction: the ability to interpret and create this kinda nonsense is an essential skill, something out of the new canon.&#8221;</p>
<p>2. &#8220;Best way to practice that with high school students? Have them analyze something totally random and totally nonsensical (like coffee drinks) in a very serious, non-routine way.&#8221;</p>
<p>&#8230;and gives teacher/edublogger-types the opportunity to&#8230;oh, I don&#8217;t know&#8230;&#8217;express thyself&#8217; via analytical visual data sets in an espresso coffee cup sort of way?</p>
<p>I&#8217;ll take a venti.  Whatever&#8217;s strongest.  &#8220;No room&#8221;.  And whatever you need in the &#8216;help&#8217; data set column (or pie graph slice).</p>
<p>Cheers, Christian</p>
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