Sunday, November 25, 2012

New social media? Same old, same old, say Stanford experts

By Cynthia Haven

Two scholars of the 17th and 18th centuries say the earlier era prefigured the "information overload," with its own equivalents of Twitter, Facebook and Google+. Social networks have been key to almost all revolutions – from 1789 to the Arab Spring.

If you feel overwhelmed by social media, you're hardly the first. An avalanche of new forms of communication similarly challenged Europeans of the 17th and 18th centuries.

"In the 17th century, conversation exploded," said Anaïs Saint-Jude, director of Stanford's BiblioTech program. "It was an early modern version of information overload."


The Copernican Revolution, the invention of the printing press, the exploration of the New World – all needed to be digested over time. There was a lot of catching-up to do. "It was a dynamic, troubling, messy period," she said.

Public postal systems became the equivalent of Facebook, Twitter, Google+ and smartphones. Letters crisscrossed Paris by the thousands daily. Voltaire was writing 10 to 15 letters a day. Dramatist Jean Racine complained that he couldn't keep up with the aggressive letter writing. His inbox was full, so to speak.

Stanford's Mapping the Republic of Letters project, which forms part of the context for Saint-Jude's remarks, shows that 40 percent of Voltaire's letters were sent to correspondents relatively close by.

Not-so-profound correspondence

What was everyone saying? Not necessarily much. Rather like today's email. "It was the equivalent of a phone call, inviting someone to tea or saying, 'OMG, did you know about the Duke?'" said Dan Edelstein, an associate professor of French and the principal investigator for the project. He will be teaching a course in the spring called Social Animals, Social Revolutions and Social Networks.

Clearly, something had changed: Commercial postal services were on the rise. Though their prototypes had existed down through the centuries, they had mostly served government officials, and later (via the Medicis, for example) merchant and banking houses. Suddenly they were carrying private correspondence.

More people were writing, and more people could respond quickly, not only with friends and family, but across far-flung distances with people they had never met, and never would. Rather like some of our Facebook friends.

According to Saint-Jude, it was an era, like ours, of "hyper-writing," even addictive writing. The aristocratic Madame de Sévigné wrote 1,120 letters to her married daughter in Brittany, beginning in the late 1670s, until her death in 1696. It was important to keep her kid up to date with the goings-on in Paris. Although she is remembered today for her witty epistles, she never intended them to be saved, let alone published.

For a time, the streets of Paris were littered with little bits of papers – les billets – filled with a few words of scabrous and politically defamatory verse that were thrown to the public. Sound like Twitter?

The little bits of paper in your pocket could cause big trouble – Voltaire landed in jail for his verse. Nonetheless, these short, anonymous postings bypassed the government censor. It was also a way of organizing uprisings. Edelstein points out that Egyptian social networks were critical to coordinating demonstrators and drawing large crowds this year.

Indeed, he noted that social networks are key to almost all revolutions. "The Egyptian youth organizers may have excelled at mobilizing people at a moment's notice, but interestingly it's another kind of social network that seems to be taking advantage of the post-revolutionary situation – the Muslim Brotherhood," he said.

"This network may be less agile, but it has created longer and better sustained bonds between members over time." Unlike Facebook networks that almost anyone can join, the Brotherhood echoed the older, more exclusive networks that vetted prospective members, such as France's Jacobin clubs. "Flash mobs quickly splinter into cacophony," Edelstein told an assembly of incoming freshmen last month.

Dangers of misplaced letters

What is public? What is private? More correspondence meant that letters could fall into the wrong hands. Laclos' epistolary novel, Les Liaisons Dangereuses, showed the dangers and disgrace that could befall the writers of wayward correspondence. In our own era, need we mention the fate that befell the indiscreet Rep. Anthony Weiner?

Meanwhile, modern journalism was born, via a precursor of the blog. Nobles, such as Cardinal Mazarin, hired their own "journalists" to report on scandal and sex in the city. These writers set up bureaus around Paris to get the juiciest news, and it was written and copied and distributed to subscribers. Literary reviews and newspapers soon blossomed, along with letters to the editor and a new environment of literary and cultural criticism.


These new networks flexed a new kind of media punch. For example, Edelstein noted that across the ocean in America, the Declaration of Independence was signed on July 2. The news was published in a newspaper on the legendary 4th. "What we're really celebrating is not the fact that 56 men signed the declaration, but rather that a new network of people emerged around the published declaration – a network that would ultimately become the United States," he said.

The poster was invented to invite more and more people to more and more public events – theater, for example, became the dominant art form in the 17th century. Posters mobilized these slow-motion "flash mobs."

The new spaces we have created are virtual, not physical. But the physical spaces of the 17th century and Enlightenment were just as much of a psychological earthquake – l' Académie française, l'Académie des sciences, the celebrated salons. That large groups of people were getting together to chat about literature, discovery, ideas, revolution, or simply to watch a show, was a change from the carefully manicured guest lists of the court, where the principal order of business was big-time sucking up.

These spaces evoked new questions: How does one conduct oneself? How does one appear to others? Managing your public profile became vital. The result? A new self-consciousness was born, and a new social nervousness. The players had the same questions we have today, said Saint-Jude: "How do you curate all this information?"

"Relax," said Saint-Jude. "You're in good company. There's nothing new under the sun."


Source: news.stanford.edu



Saturday, November 24, 2012

Does reading a book make us happier?


By Joan Bakewell, Broadcaster

Public libraries face an uncertain future but the value of reading is irreplaceable, says Joan Bakewell in her A Point of View column.

I was returning a library book last week. It had been important in some research I was doing so I sought to renew it. "No, I'm afraid it's in demand by someone else," came the reply.

A book first published in 1964 was still needed. I'm not surprised. Many books last a lifetime and go on being read. Then, on the library counter, I noticed printouts from our local newspaper. The headline was a question - Libraries slashed? - it asked.

I recall a Latin grammar construction defined as "expecting the answer 'yes'". I felt this applied to the headline. We in the London borough where I live know there will be massive council cuts. In London as a whole there are fears that 130 libraries could go.

And things are bad across the country. Buckinghamshire is said to be considering closing among others the Great Missenden library, inspiration for Roald Dahl's Matilda, who read library books. He would be appalled.

Another book event. Last week I helped celebrate the publication of probably the definitive account of the life and art of the painter LS Lowry, by Dr Tom Rosenthal. It was held in the gorgeous setting of Christies sales rooms, where a fine array of Lowry's work graced the walls.
Later in the week some 20 of his paintings sold there for nearly £5.2m. There was an irony in seeing Lowry's bleak depictions of the Lancashire poor going for such high prices. Here they were, the huddled masses, hurrying from the factory, to the football match, crowding round a street accident, or spending their unsmiling leisure still fully clad on Lancashire's beaches.

Lowry's work divides people There are those who admire his bleak vision of the world he knew in the 30s and 40s, and those who demean it as nothing more than a host of matchstick men. I am of the former persuasion.

My reason is more than aesthetic, I have a local connection. My own great aunt lived in Salford at Crescent View, just such a row of terrace houses as Lowry painted. I knew the feel of Salford's streets, its little picket fences, and I loved the smell of Nana's stuffy kitchen, full of cooking and drying clothes.

The meaning of books came to me from just such a background. From the age of seven my father attended what was then called Chetham's Hospital in Manchester, a charity school for 40 poor boys founded in the 17th Century as the legacy of Humphrey Chetham. He was a wily old wool merchant whose motto "Quod tuum tene" - hold on to what is yours - just about sums up the industrial revolution that was to engulf the city and make it rich and make it poor.

But Chetham was a philanthropist and left provision not only for a school, but for a library within the same building. That library survives in its original glory - theology, law, local records, leather bound, beautifully preserved. Its Jacobean setting is one of the unsung treasures of Manchester, part of what is now the illustrious Chethams Music School.
The schoolboys in my father's day didn't read such books of course, they had their noses into Rider Haggard and Harrison Ainsworth. But my father - and his brothers - held the library in awe, acknowledging as everyone then did that learning and scholarship are among man's highest pursuits.

In the poverty that was then Salford, libraries were cherished. They were seen as the resource for the poor, where they could learn and begin to understand about the world beyond those Lowry streets.

The book I was returning to my local library is subtitled A Study in Protest. It is in fact an account by Christopher Driver of the rise of the anti-nuclear bomb campaigns of the late 50s and early 60s. Then as now, unruly groups grabbed the headlines. They always do.

But the book tells of concerted and sustained action to bring pressure on world powers to abandon nuclear weapons. We know they failed, but along the way they influenced public and world opinion to an extent that perhaps contributed to the test-ban treaties that were to be signed in the 1960s, in the years after the Cuba crisis.

The young have again been out on the streets in their thousands and students are meeting and plotting more protests even now. Will those of us who love libraries be able to make our voices heard? It would be hard to combat allegations of middle-class elitism, and indeed there is a case to answer. If the pressure on finances is so great, at least as far as the coalition believe, then the availability of free books for all will need its
defenders.
My defence should not be seen as the attempt merely to rescue a small building in a particular borough, or any other particular places threatened with closure. Rather it is a rallying call for the concept of free libraries. In our culture the library stands as tall and as significant as a parish church or the finest cathedral. It goes back to the times when ideas first began to circulate in the known world. I worry where wisdom will come from.

I am a major consumer of information on the internet. I know that academics and students access information there more quickly and more specifically than they can faced with a shelf load of books. But it's not that relationship I'm concerned about.

I offer you two scenarios. I am on a train going north, the scenery beyond York is glorious and in the slanting light of a winter afternoon has a magical quality not to miss. So I put down the paperback to enjoy it, then I resume my read. Again, on holiday, deck chair beside a blue swimming pool, a landscape of rolling hills and green pastures unfolds before me. I set aside the paperback to enjoy the view, and then return to the pages.

I live with the tensions between the world out there I want to see and even contemplate, and the inner world to which the book gives me access. It is the inner rewards of reading a book in a private and concentrated way that lead you into realms of your own imagination and thought that no other process offers. Something happens between the words and the brain that is unique to the moment and to your own sensibilities.
It is why, at such moments, it is so awful to be interrupted - and why I am frequently late at meetings because I find it hard to tear myself away. Any society that doesn't value the richness of this encounter with ideas and the imagination will impoverish its citizens.

Of course, there are loads of books around. You can pick up a paperback for a few pounds that will last many years (my shelves are full of ageing paperbacks whose yellowing pages crack when I open them - only hardbacks last forever). Publishers think books are worth publishing, supermarkets think they are worth stacking on their shelves. But these are market transactions. The free public library service is the only way for everyone to have access for free to objects that carry the world's wisdom.

Soon we will all be asked to tell the state what makes us happy, what increases our well-being. No doubt someone will come up with measurements of stress and depression. We might be asked about our sense of neighbourliness or degrees of family closeness. Whether we are hungry or cold or neglected.

There are clearly data about social conditions that are worth collecting, but happiness is a dangerous word. It embraces all the subjectivity of our emotions and inner serenity. It is a reflection of our character, the degree we are wracked by ambition or resentment, by envy or greed. It embraces what might be called spiritual well-being, the sort that might be underpinned by a happy marriage, a satisfying career, deep religious conviction.

Already television vox pops have asked people in the street what makes them happy and had replies that range from their children's laughter, to the music of Beethoven.

I think there might be many who consider one kind of happiness to be a deep armchair, a warm fire and a favourite book.

Source: bbc.co.uk


Friday, November 23, 2012

Screen addicts


Children spend more time in front of a computer or television every day than they spend exercising every week

By Liz Thomas

Children in Britain sit in front of a TV or computer screen for four-and-a-half hours a day, alarming research reveals.

Youngsters now spend an average of one hour and 50 minutes online and two hours 40 minutes in front of the television every day.

A report released by research firm ChildWise suggests that screens are increasingly turning into electronic babysitters and young people in the UK are spending more time plugged in than ever.

It found that children spend more time in front of a screen in one day than they spend exercising in the entire week.

The worrying research found that 97 per cent of 11 to 16-year-olds own a mobile phone – eight per cent more than the percentage of adults who own one.

And it showed that young girls have a voracious appetite for celebrity magazines such as OK! and Heat rather than more traditional teenage fare such as Jackie.

The study came as an academic warned that youngsters are using mobile phones to learn about each others’ bodies and access X-rated porn rather than learning about such matters ‘behind the bike sheds’.

Dr Emma Bond, an expert in childhood and youth studies, said adults ‘need to take our heads out of the sand’ about what is happening to young, impressionable children.

‘The research shows how children are using mobile phones in obtaining sexual material, developing their sexual identities and in their intimate relationships with each other,’ she added.

The Monitor Report 2010-11 found that children spent only two hours a week exercising in school, and taking part in physical activity out of school.

Two in three children aged between five and 16, and 77 per cent of children aged 11 to 16, have their own television or personal computer and, despite fears about online safety, almost half have internet access in their own room.
2m under 13s now use Facebook, while the average child spends 1hr 48minutes online daily

The study questioned almost 2,500 five to 16-year-olds about their computer, TV and reading habits. The findings show most go online daily and spend much of their time on social networks and video sharing sites such as YouTube.

But despite the popularity of the internet, the next generation is still likely to be one of telly addicts.

Around 63 per cent of children have a television set in their room but as the popularity of laptops increases and programmes are increasingly available online this is likely to drop.
A spokesman for ChildWise said: ‘The number of children with a laptop or PC now matches those with a television but TV continues to play an important role. The way they are watching is continually changing. Children are seeking out programming that they want, when they want it.

‘Children’s online activity is moving towards personal access for all, so that, in the not too distant future the disadvantaged child will be the one without a laptop of their own.’

Despite Facebook supposedly being restricted to over-13s, more than two million children under that age now have a profile on the social networking site. It is named as their favourite website.

The research found a third of all seven to ten-year-olds visited Facebook in the last week, along with 71 per cent of 11 and 12-year-olds and 85 per cent of 13-16-year-olds.

Even with the wide choice from digital and satellite channels and dedicated youth stations such as ITV2 and E4, BBC1 remains the most popular TV channel.

EastEnders and The Simpsons are among their favourite programmes, along with the crude Channel 4 comedy about school life The Inbetweeners.

Margaret Morrissey of lobby group Parents Outloud, said children could not be blamed for spending time on the computer or in front of the TV.

On many housing estates gardens had been reduced to the size of a pocket handkerchief, she said. ‘We cannot complain as the generation in charge when they (children) use the things we have provided and don’t have space to do recreational things outdoors,’ she said.

From dailymail.co.uk





Monday, November 19, 2012

Teach Your Kids How To Study


Teach your child how to study more effectively for homework, tests, and exams.

by Angela Norton Tyler

Let's face it, most students don't know how to study. Everybody talks about the importance of grades and test scores, yet we neglect to show students how to do well. Our poor children either don't study at all or spend hours trying to studying every night. Neither choice is good. The whole thing ends up being a waste of time and effort.

Students might need to do some extra studying before a test, but there are ways to stay on top of the information without having to put in hours of hours of work or burning out. Think quality more than quantity.

This is how I tell my own middle school daughter and intermediate (grades 3-5) students how to study and prepare for upcoming tests:

First of all, get organized. I recommend having a separate folder for each school subject. Keep things to be turned in (papers, reports, homework, etc.) on one side of the folder. On the other side, place all returned/corrected homework, tests, handouts, etc. Keep everything—at least until the end of the semester! You will see why it is important to be able to put your hands on these papers.

A week or so before the test, ask the teacher for a study guide. (Do not become the annoying student who asks throughout every lecture "Is this going to be on the test?" It drives teachers bananas.)

If the teacher does not have a ready-made study guide, ask "What should I know for the test?" Often, teachers will tell you exactly what you need to know and where to find it. Write down whatever they say!

For math tests: Do the end-of-chapter problems or the sample test. If you can do these problems, then you understand the most important concepts in the chapter and you should do well on the test.

Also for math tests: Redo any homework problems you missed. Make certain that you understand where you went wrong the first time. Ask the teacher to explain any problems you still cannot do.

For social studies or science tests: Answer the end-of-chapter and/or end-of-unit questions. Often, you will find these exact questions on the test! At the very least, you will have a broad understanding of the most important concepts and ideas from the unit.

Review/organize/rewrite your notes. Take a look at your notes since the last test. Are they neat? Do they make sense? Is there a better way to organize them? For example, can you group certain ideas together? Would it make sense to have one page of dates and another page of important people? One of the best ways to get information into your head is to organize it and write it down. Rewrite your notes neatly.

Review/organize/rewrite handouts from the teacher. If the teacher took the time to copy something, she thinks you need to know it. Take a look at all of the handouts the teacher gave you. Do you understand them? Please don't recreate all the handouts! Think about creating one page with the most important information from all of them.

Know the definition of all vocabulary words, concepts, ideas, people, etc. that have been introduced since the last test. These are the highlighted words found in a chapter. Sometimes, there will be a list of "important words" or "people to know." Write down all of these words and be sure to include any word that your teacher takes the time to define for you, as well.

Memorize. You will be amazed at how much information you know after organizing your notes and looking for important words. Still, sometimes you must buckle down and commit things to memory.

How To Study With Flash Cards
I love flash cards! Here's how to use flash cards to study:
Write the word on one side, the definition on the other, and test yourself. For example, write electorate on one side of the flash card and "the body of enfranchised citizens; those qualified to vote" on the other.

Say "electorate," then flip the card over and say "the body of enfranchised citizens; those qualified to vote." Do this over and over until you can repeat the definition without looking at it.

After you have learned all of the cards, start with the definitions and see if you remember the word before turning over the flash card. Speak up! Move around! You will learn faster if you hear the words out loud (auditory learning) and get your body involved (kinesthetic learning). Who cares if your little brother thinks you're crazy? He'll be jealous of your grades!

When you think you know all of the words and definitions, ask someone else to test you. Missed any? Go back and memorize them. Do this until you know every word.

How To Study With Folded Paper
Folded paper. I know, I am so high-tech! I learned how to study with this study method in the 8th grade, and I have been using it ever since—even in graduate school.

Fold a regular piece of lined binder paper in half the long way. In the left column, write the words you need to memorize. In the right column, write down the definitions. Think of the paper as a bunch of attached flash cards. Keep the paper folded and flip it back and forth as you learn each word and definition. Follow the same routine as with the flash cards: memorize, test yourself, get tested.

Start this process a few days before the test. So after you finish your regular homework, study for a half-hour or so. Don't wait until the last minute and try to cram everything into your head. Put a little information in each night, and it will stick. Plus, by studying this way, you will still have time for a life outside of homework, and you will feel relaxed and confident about the test.

Finally, right before the test, review your notes (read them out loud if you can) and run through your flash cards or folded paper study sheets. You are ready to ace the test!

Learning how to study is not difficult at all. And the best part is that once you learn how to do it, you're set. I don't study much differently now than I did when I was in 8th grade. (Studying is probably the only thing I still do the same way!)

If you are a parent trying to convince your child to learn these techniques or a student trying to teach yourself how to study—don't give up! Knowing how to study is actually a skill you can use for the rest of your life.

From schoolfamily.com





Sunday, November 18, 2012

Children in Europe start learning foreign languages at an increasingly early age


Children are starting to learn foreign languages at an increasingly early age in Europe, with most pupils beginning when they are 6-9 years old, according to a report published by the European Commission. A majority of countries or regions have lowered the starting age for compulsory language learning in the past 15 years and some even offer it in pre-school - the German speaking community in Belgium, for instance, provides foreign language learning for children as young as 3. The Key Data on Teaching Languages at School in Europe 2012 report confirms that English is by far the most taught foreign language in nearly all European countries, with French, Spanish, German and Russian following far behind.

"Linguistic and cultural diversity is one of the European Union's major assets," says Androulla Vassiliou, Commissioner for Education, Culture, Multilingualism and Youth. "Language learning facilitates communication between peoples and countries, as well as encouraging cross-border mobility and the integration of migrants. I am happy to see that even our youngest citizens are being exposed to the joys of discovering foreign languages. I also encourage people to look beyond the most widely-used languages so they can appreciate Europe's incredible linguistic diversity."

The report highlights that an increasing number of pupils now learn two languages for at least one year during compulsory education. On average, in 2009/10, 60.8% of lower secondary education students were learning two or more foreign languages - an increase of 14.1% compared to 2004/05. During the same period, the proportion of primary education pupils not learning a foreign language fell from 32.5% to 21.8%.

English is the most taught foreign language in nearly all of the 32 countries covered in the survey (27 Member States, Croatia, Iceland, Liechtenstein, Norway and Turkey) – a trend that has significantly increased since 2004/05. In lower secondary and general upper secondary education, the percentage of students learning English exceeds 90%.Only a very small percentage of pupils (0-5 %, according to the country) learn languages other than English, French, Spanish, German and Russian.

The report also confirms a rather surprising finding - few countries require their trainee language teachers to spend an immersion period abroad. Indeed, only 53.8 % of foreign language teachers who took part in the recently published European Survey on Language Competences (IP/12/679) stated they have spent more than a month studying in a country where the language they teach is spoken. But this average masks a wide variation of approaches: 79.7% of Spanish teachers have spent more than one month studying their chosen language in a country where it is spoken, while this applies to only 11% of Estonian teachers . These findings raise the question of whether exposing future teachers to on-the-ground experience of using the language should be considered as a quality criterion in teacher training.

The importance of language learning was a focus of the 'Multilingualism in Europe' conference, which the Commission organised in Limassol, Cyprus, on 26-28 September. Commissioner Vassiliou delivered the keynote speech.

From http://europa.eu