Monthly Archives: June 2012

Personal branding advice from my 6 year old son

Yesterday I overheard my oldest son, Clement, 6 years old, giving advice to his younger brother Emile who just celebrated his third birthday. Clement is leaving kindergarten soon to start in September in primary education, Emile has been going to kindergarten since January and is really enjoying it.

What was the advice Clement gave to his follow up in kindergarten?

  • Always present yourself to everybody stating your name. I always have said to everybody ‘Hi, I am Clement’ and ask who they are!
  • Always be friendly and say hi.
  • And you will see that everybody will know you and like you.

And now we know why indeed everybody seems to know Clement, both children, parents and teachers.

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“Why Am I Unique?” a question answered by young people (Research by Insites)

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What’s next? GenY2 or depression baby’s, more narcistic or more docile?

GenY is getting old, so now there are popping up many new names. Of course there are many reasons to doubt generations, because often there are more differences inside an age group than between different age groups, but we all seem to like them so much.

A much more interesting question than what will be the best alternative to GenZ (oh, please) is actually what the influence of the current recession will be. Will our kids be be recession babies just like the silent generation born from 1925–1945 notably during the Great Depression (1929–1939) and World War II (1939–1945).

This new generation would than be described as docile and more avert from risk taking. But how silent were the original recession babies as the generation  delivered Jagger and Richards?

Or will they be GenY2, everything we think from this rather narcistic generation, but even more?

If you doubt that the present Millennials are less narcistic than earlier generations, I have bad news for you. Actually they are, and they seem to care less, are less politically involved,… but on the bright side, they are doing more volunteering. These are the insights we get from Twenge et al who looked at the evolutions we’ve seen in the values of the past generations. One thing I do want to add, before starting to blame the kids, I think Twenge and his colleagues are more describing the changes in society, reflected in the values of the youngsters.

Abstract of the research that can be downloaded here:

Three studies examined generational differences in life goals, concern for others, and civic orientation among American high school seniors (Monitoring the Future; N  463,753, 1976 –2008) and entering college students (The American Freshman; N  8.7 million, 1966 –2009). Compared to Baby Boomers (born 1946 –1961) at the same age, GenX’ers (born 1962–1981) and Millennials (born after 1982) considered goals related to extrinsic values (money, image, fame) more important and those related to intrinsic values (self-acceptance, affiliation, community) less important. Concern for others (e.g., empathy for outgroups, charity donations, the importance of having a job worthwhile to society) declined slightly. Community service rose but was also increasingly required for high school graduation over the same time period. Civic orientation (e.g., interest in social problems, political participation, trust in government, taking action to help the environment and save energy) declined an average of d  .34, with about half the decline occurring between GenX and the Millennials. Some of the largest declines appeared in taking action to help the environment. In most cases, Millennials slowed, though did not reverse, trends toward reduced community feeling begun by GenX. The results generally support the “Generation Me” view of generational differences rather than the “Generation We” or no change views.

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Presentation by Gary Hayes: Predicting Present Futures – Navigating the Perfect Media Storm

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When should we be concerned about late-talking toddlers?

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Some fake youth trends and moral panics (keep on eating gummi bears)

Do you remember slimming, gummi bears soaked in vodka and i-dosing? What do they all have in common? They are youth trends who were spread in the media as a new concerning trend among youngsters and who stirred some panic. Maybe we would better label them as ‘moral panics’.

What is a moral panic? Let’s ask wikipedia:

moral panic is the intensity of feeling expressed in a population about an issue that appears to threaten the social order. According to Stanley Cohen, author of Folk Devils and Moral Panics (1972) and credited as creator of the term, a moral panic occurs when “[a] condition, episode, person or group of persons emerges to become defined as a threat to societal values and interests.” Those who start the panic when they fear a threat to prevailing social or cultural values are known by researchers as “moral entrepreneurs,” while people who supposedly threaten the social order have been described as “folk devils.”

Btw, do read his book ! It can help to understand what’s happening, instead of writing articles like this (ok, I admit this is one of the most panicing articles I’ve ever read).

Yes, in most of the cases there are some kids who tried it, probably, but a trend… Let’s debunk some of those fake trends:

  • Slimming:
    ABC 15 in Phoenix revealed that teens are getting sneaky about their alcohol consumption. Namely, they’re “snorting vodka shots,” “doing anal beer bongs and soaking tampons in vodka.” You know, “for quicker absorption.” Gawker loved it. But the Phoenix New Times finally injected a dose of reason into the discussion: ‘[T]here’s just no way more than a few dumbasses are doing those things. If a teen has vodka, it’s safe to say that the teen is going to drink it, not soak a tampon in it or snort it. Same with beer.” (source)
  • Gummi bears soaked in vodka, the Atlantic Wire wrote this about it:
    ‘The Drudge Report linked to a Washington D.C. radio station’s report that teens have found an alarming new way to ingest their alcohol: sweet, innocent gummy bears. The station, WTOP reports:
    Leave it to teenagers to take something as wholesome as gummy bears and turn it into booze-soaked mischief. Using online tutorials, some teens are soaking the candy in vodka for several days and eating it to get a buzz. It’s a big trend in California and so popular that one police department has posted a warning on its Facebook page.

    Indeed several local TV and radio stations across the country have picked up the story, almost all of them citing the same local police department’s Facebook page. WTOP doesn’t quote, even anonymously, a teenager who soaks his gummies in alcohol, nor do they show any statistics on arrests or school discipline that would establish this trend to be widespread or even prevalent outside the one offending locality. Nevertheless, local media never gets tired of discovering a new (often cringe-inducing) tactic that a group of teenagers has discovered to help them ingest alcohol and alarming parents with reports on the “trend”.”

  • I-dosing became known through this video:

    But do read what Gizmodo wrote about it.
    In fact that summer, when I asked my students who tried it, 5 out of 100 did… after reading about it in the newspapers.

Oh, and they keep on coming. So if you hear about Banga-lists (online lists of ehm, easy girls, who became a panic in Holland), Teenage werewolves, rainbow parties,.. do have serious doubts!

Oh and by the way Facebook makes you drink and eating ice cream results in polio. (NOT!)

If you have some more examples, do add them in the comment section!

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10 Misconceptions Rundown

(source)

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The Brainstorm Myth and what really does work

I found this interesting article on the myth of the brainstorm through my good friend Wannes (@doubleyouone).

Some quotes:

Keith Sawyer, a psychologist at Washington University, has summarized the science: “Decades of research have consistently shown that brainstorming groups think of far fewer ideas than the same number of people who work alone and later pool their ideas.”

What is true is that we gradually have teamed up more, especially in science where the silent solitary genius no longer exists. And there are opportunities when working together, but they differ from traditional brainstorming:

In 2003, Charlan Nemeth, a professor of psychology at the University of California at Berkeley, divided two hundred and sixty-five female undergraduates into teams of five. She gave all the teams the same problem—“How can traffic congestion be reduced in the San Francisco Bay Area?”—and assigned each team one of three conditions. The first set of teams got the standard brainstorming spiel, including the no-criticism ground rules. Other teams—assigned what Nemeth called the “debate” condition—were told, “Most research and advice suggest that the best way to come up with good solutions is to come up with many solutions. Freewheeling is welcome; don’t be afraid to say anything that comes to mind. However, in addition, most studies suggest that you should debate and even criticize each other’s ideas.” The rest received no further instructions, leaving them free to collaborate however they wanted. All the teams had twenty minutes to come up with as many good solutions as possible.

The results were telling. The brainstorming groups slightly outperformed the groups given no instructions, but teams given the debate condition were the most creative by far. On average, they generated nearly twenty per cent more ideas. And, after the teams disbanded, another interesting result became apparent. Researchers asked each subject individually if she had any more ideas about traffic. The brainstormers and the people given no guidelines produced an average of three additional ideas; the debaters produced seven.

Furthermore, the article describes the importance of knowledge workers working together in the area so they can meet, but at a good distance so they do not interfere.

The best research was consistently produced when scientists were working within ten metres of each other; the least cited papers tended to emerge from collaborators who were a kilometre or more apart. “If you want people to work together effectively, these findings reinforce the need to create architectures that support frequent, physical, spontaneous interactions,” Kohane says. “Even in the era of big science, when researchers spend so much time on the Internet, it’s still so important to create intimate spaces.”

Do read the article, it is also very insightful on the architecture of workplaces and schools!

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Do we (and teachers) need to learn neurology? Some book tips and a self-test!

It seems to me that everything neuro is at the peak of the hype cycle as described by Gartner:

It means that people tend to think everything neuro will solve our problems, and for sure this seems the case in education (check this UK based research). During the past week we had articles pleading for more courses of neurosciences for teachers, and people as Daniel Willingham pleading against.

And although the different posts seem as distant as can be, they actually agree on an important issue: we shouldn’t follow the many existing neuromyths that are fooling us in education. If you think you can recognize most of the neuromyths, do test your knowledge with this online test.

I have been reading 2 books during the past 2 weeks on the subject that I can recommend to everybody interested in effective teaching. The first one is by the forementioned Daniel Willingham, Why students don’t like school, the second is just released and is called Neuroscience in Education: The good, the bad, and the ugly.

In fact, everybody should read the introduction of the second book. They warn us that we’ll probably be fooled by the title, because what help is it to teachers to know where in the brain is happening what. It can be interesting to know what happens in the brain when it doesn’t know how to control it self, but how does it help us?

No, in fact both books put an emphasis on cognitive research and on stuff that actually works inside the class room. Some of the things you’ll read will seem very recognizable, Willingham describes in his first chapter the zone of proximal development without actually mentioning it, sometimes things will be more painfull to read for some people. Skills versus factual knowledge is again declared an un usable distinction, because for being critical you actually need a lot of factual knowledge, not on the internet, but in the back of your own mind.

If you didn’t know what to read coming summer, Willingham is releasing a new book about when to trust experts in science, but these 2 books will already be a fine starting point. Meanwhile I’ll be trying to debunk (or sometimes confirm) some myths on education, GenY,… and try to share other interesting stuff on this blog.

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Just another look at things when discussing youth, demographics

There are a lot of interesting perspectives on youth. Brain development, trends, psychology,… The combination is the best, but also the hardest. I know that picking just one element out of the complex world is very limited, but the strange thing is, the element of demographics is seldom an element when discussing GenY.

Of course we know that in the world GenY is one of the biggest generations ever, but there are huge regional differences.

For instance, if we take a look at the BRIC-countries:

  • The BRIC countries share certain characteristics, such as large populations, swiftly developing economies and, for some, high levels of natural resources on which to draw. Rapidly increasing incomes and huge consumer numbers offer consumer goods companies ample business opportunities. The BRIC countries are, however, set to diverge both in terms of economic development and demographic make-up;
  • The most marked shift in demographics will be in Russia owing to the fact that it is the only one of the BRIC countries experiencing population decline, reducing the labour market and signalling a higher proportion of pensioners;
  • Brazil in particular is falling behind in terms of GDP growth and consumer spending power. Annual population growth in Brazil is forecast to slow by 2020 but the high proportion of youth will ensure the growth of its labour and consumer market in the medium-term;
  • China will suffer from a combination of an ageing population and declining youth population, largely a result of its one-child policy since 1979. Population growth will be relatively slower in China than in Brazil or India but the sheer size of its population continues to promise a significant consumer base;
  • India will also experience ageing, although strong population growth will ensure it retains a large and growing youth population to swell the labour force. 26.7% of India’s population is projected to be under the age of 15 in 2020. (source)

Even if you compare Belgium and Netherlands, 2 neighbour countries, there are subtle differences. Belgium has known a babyboom for almost 10 years, with only the last year a small decline in growth, while in Holland the amount of births doesn’t reflect the same course. (source Belgium, source Netherlands)

It’s not as if demographics can predict economic growth, but they sure can have an influence. Russian president Putin may be asking for people to have more kids, but if young people are leaving his country, than there is a problem (source). If you have too many young people and no jobs, than it’s hard. If you have some jobs, but few young people, and even they are leaving the country, than to me a country seems doomed for a long time. This seems the case for Ireland and Spain, just take a look at the population pyramid of Spain.

It could be an idea for people handling the economic crisises in Europe at this moment to keep also this element in the back of their minds…

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