Searching for "generation z"

Scopus webinar

Scopus Content: High quality, historical depth and expert curation

Bibliographic Indexing Leader

Register for the September 28th webinar

https://www.brighttalk.com/webcast/13703/275301

metadata: counts of papers by yer, researcher, institution, province, region and country. scientific fields subfields
metadata in one-credit course as a topic:

publisher – suppliers =- Elsevier processes – Scopus Data

h-index: The h-index is an author-level metric that attempts to measure both the productivity and citation impact of the publications of a scientist or scholar. The index is based on the set of the scientist’s most cited papers and the number of citations that they have received in other publications.

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https://www.brighttalk.com/webcast/9995/275813

Librarians and APIs 101: overview and use cases
Christina Harlow, Library Data Specialist;Jonathan Hartmann, Georgetown Univ Medical Center; Robert Phillips, Univ of Florida

https://zenodo.org/

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Slides | Research data literacy and the library from Library_Connect

 The era of e-science demands new skill sets and competencies of researchers to ensure their work is accessible, discoverable and reusable. Librarians are naturally positioned to assist in this education as part of their liaison and information literacy services.

Research data literacy and the library

Christian Lauersen, University of Copenhagen; Sarah Wright, Cornell University; Anita de Waard, Elsevier

https://www.brighttalk.com/webcast/9995/226043

Data Literacy: access, assess, manipulate, summarize and present data

Statistical Literacy: think critically about basic stats in everyday media

Information Literacy: think critically about concepts; read, interpret, evaluate information

data information literacy: the ability to use, understand and manage data. the skills needed through the whole data life cycle.

Shield, Milo. “Information literacy, statistical literacy and data literacy.” I ASSIST Quarterly 28. 2/3 (2004): 6-11.

Carlson, J., Fosmire, M., Miller, C. C., & Nelson, M. S. (2011). Determining data information literacy needs: A study of students and research faculty. Portal: Libraries & the Academy, 11(2), 629-657.

data information literacy needs

embedded librarianship,

Courses developed: NTRESS 6600 research data management seminar. six sessions, one-credit mini course

http://guides.library.cornell.edu/ntres6600
BIOG 3020: Seminar in Research skills for biologists; one-credit semester long for undergrads. data management organization http://guides.library.cornell.edu/BIOG3020

lessons learned:

  • lack of formal training for students working with data.
  • faculty assumed that students have or should have acquired the competencies earlier
  • students were considered lacking in these competencies
  • the competencies were almost universally considered important by students and faculty interviewed

http://www.datainfolit.org/

http://www.thepress.purdue.edu/titles/format/9781612493527

ideas behind data information literacy, such as the twelve data competencies.

http://blogs.lib.purdue.edu/dil/the-twelve-dil-competencies/

http://blogs.lib.purdue.edu/dil/what-is-data-information-literacy/

Johnston, L., & Carlson, J. (2015). Data Information Literacy : Librarians, Data and the Education of a New Generation of Researchers. Ashland: Purdue University Press.  http://login.libproxy.stcloudstate.edu/login?qurl=http%3a%2f%2fsearch.ebscohost.com%2flogin.aspx%3fdirect%3dtrue%26db%3dnlebk%26AN%3d987172%26site%3dehost-live%26scope%3dsite

NEW ROLESFOR LIbRARIANS: DATAMANAgEMENTAND CURATION

the capacity to manage and curate research data has not kept pace with the ability to produce them (Hey & Hey, 2006). In recognition of this gap, the NSF and other funding agencies are now mandating that every grant proposal must include a DMP (NSF, 2010). These mandates highlight the benefits of producing well-described data that can be shared, understood, and reused by oth-ers, but they generally offer little in the way of guidance or instruction on how to address the inherent issues and challenges researchers face in complying. Even with increasing expecta-tions from funding agencies and research com-munities, such as the announcement by the White House for all federal funding agencies to better share research data (Holdren, 2013), the lack of data curation services tailored for the “small sciences,” the single investigators or small labs that typically comprise science prac-tice at universities, has been identified as a bar-rier in making research data more widely avail-able (Cragin, Palmer, Carlson, & Witt, 2010).Academic libraries, which support the re-search and teaching activities of their home institutions, are recognizing the need to de-velop services and resources in support of the evolving demands of the information age. The curation of research data is an area that librar-ians are well suited to address, and a num-ber of academic libraries are taking action to build capacity in this area (Soehner, Steeves, & Ward, 2010)

REIMAgININg AN ExISTINg ROLEOF LIbRARIANS: TEAChINg INFORMATION LITERACY SkILLS

By combining the use-based standards of information literacy with skill development across the whole data life cycle, we sought to support the practices of science by develop-ing a DIL curriculum and providing training for higher education students and research-ers. We increased ca-pacity and enabled comparative work by involving several insti-tutions in developing instruction in DIL. Finally, we grounded the instruction in the real-world needs as articu-lated by active researchers and their students from a variety of fields

Chapter 1 The development of the 12 DIL competencies is explained, and a brief compari-son is performed between DIL and information literacy, as defined by the 2000 ACRL standards.

chapter 2 thinking and approaches toward engaging researchers and students with the 12 competencies, a re-view of the literature on a variety of educational approaches to teaching data management and curation to students, and an articulation of our key assumptions in forming the DIL project.

Chapter 3 Journal of Digital Curation. http://www.ijdc.net/

http://www.dcc.ac.uk/digital-curation

https://blog.stcloudstate.edu/ims/2017/10/19/digital-curation-2/

https://blog.stcloudstate.edu/ims/2016/12/06/digital-curation/

chapter 4 because these lon-gitudinal data cannot be reproduced, acquiring the skills necessary to work with databases and to handle data entry was described as essential. Interventions took place in a classroom set-ting through a spring 2013 semester one-credit course entitled Managing Data to Facilitate Your Research taught by this DIL team.

chapter 5 embedded librar-ian approach of working with the teaching as-sistants (TAs) to develop tools and resources to teach undergraduate students data management skills as a part of their EPICS experience.
Lack of organization and documentation presents a bar-rier to (a) successfully transferring code to new students who will continue its development, (b) delivering code and other project outputs to the community client, and (c) the center ad-ministration’s ability to understand and evalu-ate the impact on student learning.
skill sessions to deliver instruction to team lead-ers, crafted a rubric for measuring the quality of documenting code and other data, served as critics in student design reviews, and attended student lab sessions to observe and consult on student work

chapter 6 Although the faculty researcher had created formal policies on data management practices for his lab, this case study demonstrated that students’ adherence to these guidelines was limited at best. Similar patterns arose in discus-sions concerning the quality of metadata. This case study addressed a situation in which stu-dents are at least somewhat aware of the need to manage their data;

chapter 7 University of Minnesota team to design and implement a hybrid course to teach DIL com-petencies to graduate students in civil engi-neering.
stu-dents’ abilities to understand and track issues affecting the quality of the data, the transfer of data from their custody to the custody of the lab upon graduation, and the steps neces-sary to maintain the value and utility of the data over time.

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more on Scopus in this IMS blog
https://blog.stcloudstate.edu/ims?s=scopus

NMC Horizon Report 2017 K12

NMC/CoSN Horizon Report 2017 K–12 Edition

https://cdn.nmc.org/wp-content/uploads/2017-nmc-cosn-horizon-report-K12-advance.pdf
p. 16 Growing Focus on Measuring Learning
p. 18 Redesigning Learning Spaces
Biophilic Design for Schools : The innate tendency in human beings to focus on life and lifelike processes is biophilia

p. 20 Coding as a Literacy

 https://www.facebook.com/bracekids/
Best Coding Tools for High School http://go.nmc.org/bestco

p. 24

Significant Challenges Impeding Technology Adoption in K–12 Education
Improving Digital Literacy.
 Schools are charged with developing students’ digital citizenship, ensuring mastery of responsible and appropriate technology use, including online etiquette and digital rights and responsibilities in blended and online learning settings. Due to the multitude of elements comprising digital literacy, it is a challenge for schools to implement a comprehensive and cohesive approach to embedding it in curricula.
Rethinking the Roles of Teachers.
Pre-service teacher training programs are also challenged to equip educators with digital and social–emotional competencies, such as the ability to analyze and use student data, amid other professional requirements to ensure classroom readiness.
p. 28 Improving Digital Literacy
Digital literacy spans across subjects and grades, taking a school-wide effort to embed it in curricula. This can ensure that students are empowered to adapt in a quickly changing world
Education Overview: Digital Literacy Has to Encompass More Than Social Use

What Web Literacy Skills are Missing from Learning Standards? Are current learning standards addressing the essential web literacy skills everyone should know?https://medium.com/read-write-participate/what-essential-web-skills-are-missing-from-current-learning-standards-66e1b6e99c72

 

web literacy;
alignment of stadards

The American Library Association (ALA) defines digital literacy as “the ability to use information and communication technologies to find, evaluate, create, and communicate or share information, requiring both cognitive and technical skills.” While the ALA’s definition does align to some of the skills in “Participate”, it does not specifically mention the skills related to the “Open Practice.”

The library community’s digital and information literacy standards do not specifically include the coding, revision and remixing of digital content as skills required for creating digital information. Most digital content created for the web is “dynamic,” rather than fixed, and coding and remixing skills are needed to create new content and refresh or repurpose existing content. Leaving out these critical skills ignores the fact that library professionals need to be able to build and contribute online content to the ever-changing Internet.

p. 30 Rethinking the Roles of Teachers

Teachers implementing new games and software learn alongside students, which requires
a degree of risk on the teacher’s part as they try new methods and learn what works
p. 32 Teaching Computational Thinking
p. 36 Sustaining Innovation through Leadership Changes
shift the role of teachers from depositors of knowledge to mentors working alongside students;
p. 38  Important Developments in Educational Technology for K–12 Education
Consumer technologies are tools created for recreational and professional purposes and were not designed, at least initially, for educational use — though they may serve well as learning aids and be quite adaptable for use in schools.
Drones > Real-Time Communication Tools > Robotics > Wearable Technology
Digital strategies are not so much technologies as they are ways of using devices and software to enrich teaching and learning, whether inside or outside the classroom.
> Games and Gamification > Location Intelligence > Makerspaces > Preservation and Conservation Technologies
Enabling technologies are those technologies that have the potential to transform what we expect of our devices and tools. The link to learning in this category is less easy to make, but this group of technologies is where substantive technological innovation begins to be visible. Enabling technologies expand the reach of our tools, making them more capable and useful
Affective Computing > Analytics Technologies > Artificial Intelligence > Dynamic Spectrum and TV White Spaces > Electrovibration > Flexible Displays > Mesh Networks > Mobile Broadband > Natural User Interfaces > Near Field Communication > Next Generation Batteries > Open Hardware > Software-Defined Networking > Speech-to-Speech Translation > Virtual Assistants > Wireless Powe
Internet technologies include techniques and essential infrastructure that help to make the technologies underlying how we interact with the network more transparent, less obtrusive, and easier to use.
Bibliometrics and Citation Technologies > Blockchain > Digital Scholarship Technologies > Internet of Things > Syndication Tools
Learning technologies include both tools and resources developed expressly for the education sector, as well as pathways of development that may include tools adapted from other purposes that are matched with strategies to make them useful for learning.
Adaptive Learning Technologies > Microlearning Technologies > Mobile Learning > Online Learning > Virtual and Remote Laboratories
Social media technologies could have been subsumed under the consumer technology category, but they have become so ever-present and so widely used in every part of society that they have been elevated to their own category.
Crowdsourcing > Online Identity > Social Networks > Virtual Worlds
Visualization technologies run the gamut from simple infographics to complex forms of visual data analysis
3D Printing > GIS/Mapping > Information Visualization > Mixed Reality > Virtual Reality
p. 46 Virtual Reality
p. 48 AI
p. 50 IoT

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more on NMC Horizon Reports in this IMS blog

https://blog.stcloudstate.edu/ims?s=new+media+horizon

innovation online ed

Is innovation severely lacking in online education?

Laura Ascione, Managing Editor, Content Services, @eSN_Laura
July 6th, 2017
The emergence of the chief online officer position at many institutions is strong evidence that online education is becoming more mainstream
Revenue generation and tuition

most responding institutions have online program tuition rates that are aligned with standard tuition or that are higher. Those higher tuition rates ranged from 12 percent of private institutions to 29 percent of four-year public institutions, and lower than standard tuition rates ranged from 3 percent of community colleges to 37 percent of private institutions. None of the larger online programs reported tuition rates for online students that are lower than standard tuition rates, and 20 percent reported higher tuition rates for online study.

Course development

Forty percent of chief online officers in larger programs larger programs use instructional design support, and 30 percent use a team approach to online course design. Ten percent outsource course design.

This kind of course development is in stark contrast to practices of chief online officers in mid-sized and smaller programs. Among the smallest online education programs, 18 percent of chief online officers expect faculty to develop online courses independently, and 53 percent treat instructional design support as a faculty option. This means that a combined 71 percent of smaller programs do not mandate the use of instructional design specialists.

In 13 percent of mid-sized programs, faculty are expected to develop courses independently, and in 64 percent of mid-sized programs, they are free to choose whether or not to involve instructional design specialists, yielding a combined 77 percent of programs that do not require the use of instructional design expertise.

Teaching, learning and technology

The CHLOE survey also asked chief online officers to name three technologies or tools they consider most important or innovative for their institution’s fully-online programs. Eighty-one percent first listed an LMS, while others named audio and video conferencing and lecture capture. The technologies most-cited for second- and third-most important were conferencing, video and lecture capture software. (see Plamen’s effort to start faculty discussion on lecture capture here: http://blog.stcloudstate.edu/coursecapture/)

“There was no sign of much-hyped innovations like adaptive learning, competency-based education LMS solutions, or simulation or game-based learning tools,” according to the study. “Such tools may be in use for specific courses or programs but based on responses to CHLOE, these have yet to achieve institution-wide adoption at any scale.” (see Plamen’s efforts start a discussion on game-based learning here: https://blog.stcloudstate.edu/ims?s=game-based+learning

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more on online ed in this IMS blog:
https://blog.stcloudstate.edu/ims?s=online+education

next gen digital learning environment

Updating the Next Generation Digital Learning Environment for Better Student Learning Outcomes

a learning management system (LMS) is never the solution to every problem in education. Edtech is just one part of the whole learning ecosystem and student experience.

Therefore, the next generation digital learning environment (NGDLE), as envisioned by EDUCAUSE in 2015 …  Looking at the NGDLE requirements from an LMS perspective, I view the NGDLE as being about five areas: interoperability; personalization; analytics, advising, and learning assessment; collaboration; accessibility and universal design.

Interoperability

  • Content can easily be exchanged between systems.
  • Users are able to leverage the tools they love, including discipline-specific apps.
  • Learning data is available to trusted systems and people who need it.
  • The learning environment is “future proof” so that it can adapt and extend as the ecosystem evolves.

Personalization

  • The learning environment reflects individual preferences.
  • Departments, divisions, and institutions can be autonomous.
  • Instructors teach the way they want and are not constrained by the software design.
  • There are clear, individual learning paths.
  • Students have choice in activity, expression, and engagement.

Analytics, Advising, and Learning Assessment

  • Learning analytics helps to identify at-risk students, course progress, and adaptive learning pathways.
  • The learning environment enables integrated planning and assessment of student performance.
  • More data is made available, with greater context around the data.
  • The learning environment supports platform and data standards.

Collaboration

  • Individual spaces persist after courses and after graduation.
  • Learners are encouraged as creators and consumers.
  • Courses include public and private spaces.

Accessibility and Universal Design

  • Accessibility is part of the design of the learning experience.
  • The learning environment enables adaptive learning and supports different types of materials.
  • Learning design includes measurement rubrics and quality control.

The core analogy used in the NGDLE paper is that each component of the learning environment is a Lego brick:

  • The days of the LMS as a “walled garden” app that does everything is over.
  • Today many kinds of amazing learning and collaboration tools (Lego bricks) should be accessible to educators.
  • We have standards that let these tools (including an LMS) talk to each other. That is, all bricks share some properties that let them fit together.
  • Students and teachers sign in once to this “ecosystem of bricks.”
  • The bricks share results and data.
  • These bricks fit together; they can be interchanged and swapped at will, with confidence that the learning experience will continue uninterrupted.

Any “next-gen” attempt to completely rework the pedagogical model and introduce a “mash-up of whatever” to fulfil this model would fall victim to the same criticisms levied at the LMS today: there is too little time and training to expect faculty to figure out the nuances of implementation on their own.

The Lego metaphor works only if we’re talking about “old school” Lego design — bricks of two, three, and four-post pieces that neatly fit together. Modern edtech is a lot more like the modern Lego. There are wheels and rocket launchers and belts and all kinds of amazing pieces that work well with each other, but only when they are configured properly. A user cannot simply stick together different pieces and assume they will work harmoniously in creating an environment through which each student can be successful.

As the NGDLE paper states: “Despite the high percentages of LMS adoption, relatively few instructors use its more advanced features — just 41% of faculty surveyed report using the LMS ‘to promote interaction outside the classroom.'”

But this is what the next generation LMS is good at: being a central nervous system — or learning hub — through which a variety of learning activities and tools are used. This is also where the LMS needs to go: bringing together and making sense of all the amazing innovations happening around it. This is much harder to do, perhaps even impossible, if all the pieces involved are just bricks without anything to orchestrate them or to weave them together into a meaningful, personal experience for achieving well-defined learning outcomes.

  • Making a commitment to build easy, flexible, and smart technology
  • Working with colleges and universities to remove barriers to adopting new tools in the ecosystem
  • Standardizing the vetting of accessibility compliance (the Strategic Nonvisual Access Partner Program from the National Federation of the Blind is a great start)
  • Advancing standards for data exchange while protecting individual privacy
  • Building integrated components that work with the institutions using them — learning quickly about what is and is not working well and applying those lessons to the next generation of interoperability standards
  • Letting people use the tools they love [SIC] and providing more ways for nontechnical individuals (including students) to easily integrate new features into learning activities

My note: something just refused to be accepted at SCSU
Technologists are often very focused on the technology, but the reality is that the more deeply and closely we understand the pedagogy and the people in the institutions — students, faculty, instructional support staff, administrators — the better suited we are to actually making the tech work for them.

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Under the Hood of a Next Generation Digital Learning Environment in Progress

The challenge is that although 85 percent of faculty use a campus learning management system (LMS),1 a recent Blackboard report found that, out of 70,000 courses across 927 North American institutions, 53 percent of LMS usage was classified as supplemental(content-heavy, low interaction) and 24 percent as complementary (one-way communication via content/announcements/gradebook).2 Only 11 percent were characterized as social, 10 percent as evaluative (heavy use of assessment), and 2 percent as holistic (balanced use of all previous). Our FYE course required innovating beyond the supplemental course-level LMS to create a more holistic cohort-wide NGDLE in order to fully support the teaching, learning, and student success missions of the program.The key design goals for our NGDLE were to:

  • Create a common platform that could deliver a standard curriculum and achieve parity in all course sections using existing systems and tools and readily available content
  • Capture, store, and analyze any generated learner data to support learning assessment, continuous program improvement, and research
  • Develop reports and actionable analytics for administrators, advisors, instructors, and students

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more on LMS in this blog
https://blog.stcloudstate.edu/ims?s=LMS

more on learning outcomes in this IMS blog
https://blog.stcloudstate.edu/ims?s=learning+outcomes

xennial

Are you a xennial? Take the quiz

The sound of dial-up internet haunts your nightmares and you remember when floppy disks were actually floppy. Was your first crush called Corey? Perhaps you were born between 1977 and 1983

https://www.theguardian.com/culture/2017/jun/27/are-you-a-xennial-take-the-quiz

The online magazine Good says xennials are “a micro-generation that serves as a bridge between the disaffection of gen X and the blithe optimism of millennials”.

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more on Millennials in this IMS blog
https://blog.stcloudstate.edu/ims?s=millennials

globalization economy democracy

Caldwell, C. (April, 2017). Sending Jobs Overseas. CRB, 27(2).

http://www.claremont.org/crb/article/sending-jobs-overseas/ 

https://en.wikipedia.org/wiki/Claremont_Institute

Caldwell’s book review of
Baldwin, Richard E. The Great Convergence: Information Technology and the New Globalization. Cambridge, Massachusetts: The Belknap Press of Harvard University Press, 2016. not at SCSU library, available through ILL (https://mplus.mnpals.net/vufind/Record/008770850/Hold?item_id=MSU50008770850000010&id=008770850&hashKey=cff0a018a46178d4d3208ac449d86c4e#tabnav)

Globalization’s cheerleaders, from Columbia University economist Jagdish Bhagwati to New York Times columnist Thomas Friedman, made arguments from classical economics: by buying manufactured products from people overseas who made them cheaper than we did, the United States could get rich concentrating on product design, marketing, and other lucrative services. That turned out to be a mostly inaccurate description of how globalism would work in the developed world, as mainstream politicians everywhere are now discovering.

Certain skeptics, including polymath author Edward Luttwak and Harvard economist Dani Rodrik, put forward a better account. In his 1998 book Turbo-Capitalism, Luttwak gave what is still the most succinct and accurate reading of the new system’s economic consequences. “It enriches industrializing poor countries, impoverishes the semi-affluent majority in rich countries, and greatly adds to the incomes of the top 1 percent on both sides who are managing the arbitrage.”

In The Great Convergence, Richard Baldwin, an economist at the Graduate Institute in Geneva, gives us an idea why, over the past generation, globalization’s benefits have been so hard to explain and its damage so hard to diagnose.

We have had “globalization,” in the sense of far-flung trade, for centuries now.

ut around 1990, the cost of sharing information at a distance fell dramatically. Workers on complex projects no longer had to cluster in the same factory, mill town, or even country. Other factors entered in. Tariffs fell. The rise of “Global English” as a common language of business reduced the cost of moving information (albeit at an exorbitant cost in culture). “Containerization” (the use of standard-sized shipping containers across road, rail, and sea transport) made packing and shipping predictable and helped break the world’s powerful longshoremen’s unions. Active “pro-business” political reforms did the rest.

Far-flung “global value chains” replaced assembly lines. Corporations came to do some of the work of governments, because in the free-trade climate imposed by the U.S., they could play governments off against one another. Globalization is not about nations anymore. It is not about products. And the most recent elections showed that it has not been about people for a long time. No, it is about tasks.

his means a windfall for what used to be called the Third World. More than 600 million people have been pulled out of dire poverty. They can get richer by building parts of things.

The competition that globalization has created for manufacturing has driven the value-added in manufacturing down close to what we would think of as zilch. The lucrative work is in the design and the P.R.—the brainy, high-paying stuff that we still get to do.

But only a tiny fraction of people in any society is equipped to do lucrative brainwork. In all Western societies, the new formula for prosperity is inconsistent with the old formula for democracy.

One of these platitudes is that all nations gain from trade. Baldwin singles out Harvard professor and former George W. Bush Administration economic adviser Gregory Mankiw, who urged passage of the Obama Administration mega-trade deals TPP and Transatlantic Trade and Investment Partnership (TTIP) on the grounds that America should “work in those industries in which we have an advantage compared with other nations, and we should import from abroad those goods that can be produced more cheaply there.”

That was a solid argument 200 years ago, when the British economist David Ricardo developed modern doctrines of trade. In practical terms, it is not always solid today. What has changed is the new mobility of knowledge. But knowledge is a special commodity. It can be reused. Several people can use it at the same time. It causes people to cluster in groups, and tends to grow where those groups have already clustered.

When surgeries involved opening the patient up like a lobster or a peapod, the doctor had to be in physical contact with a patient. New arthroscopic processes require the surgeon to guide cutting and cauterizing tools by computer. That computer did not have to be in the same room. And if it did not, why did it have to be in the same country? In 2001, a doctor in New York performed surgery on a patient in Strasbourg. In a similar way, the foreman on the American factory floor could now coordinate production processes in Mexico. Each step of the production process could now be isolated, and then offshored. This process, Baldwin writes, “broke up Team America by eroding American labor’s quasi-monopoly on using American firms’ know-how.”

To explain why the idea that all nations win from trade isn’t true any longer, Baldwin returns to his teamwork metaphor. In the old Ricardian world that most policymakers still inhabit, the international economy could be thought of as a professional sports league. Trading goods and services resembled trading players from one team to another. Neither team would carry out the deal unless it believed it to be in its own interests. Nowadays, trade is more like an arrangement by which the manager of the better team is allowed to coach the lousier one in his spare time.

Vietnam, which does low-level assembly of wire harnesses for Honda. This does not mean Vietnam has industrialized, but nations like it no longer have to.

In the work of Thomas Friedman and other boosters you find value chains described as kaleidoscopic, complex, operating in a dozen different countries. Those are rare. There is less to “global value chains” than meets the eye. Most of them, Baldwin shows, are actually regional value chains. As noted, they exist on the periphery of the United States, Europe, or Japan. In this, offshoring resembles the elaborate international transactions that Florentine bankers under the Medicis engaged in for the sole purpose of avoiding church strictures on moneylending.

One way of describing outsourcing is as a verdict on the pay structure that had arisen in the West by the 1970s: on trade unions, prevailing-wage laws, defined-benefit pension plans, long vacations, and, more generally, the power workers had accumulated against their bosses.

In 1993, during the first month of his presidency, Bill Clinton outlined some of the promise of a world in which “the average 18-year-old today will change jobs seven times in a lifetime.” How could anyone ever have believed in, tolerated, or even wished for such a thing? A person cannot productively invest the resources of his only life if he’s going to be told every five years that everything he once thought solid has melted into ait.

The more so since globalization undermines democracy, in the ways we have noted. Global value chains are extraordinarily delicate. They are vulnerable to shocks. Terrorists have discovered this. In order to work, free-trade systems must be frictionless and immune to interruption, forever. This means a program of intellectual property protection, zero tariffs, and cross-border traffic in everything, including migrants. This can be assured only in a system that is veto-proof and non-consultative—in short, undemocratic.

Sheltered from democracy, the economy of the free trade system becomes more and more a private space.

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Caldwell, C. (2014, November). Twilight of Democracy. CRB, 14(4).

Caldwell’s book review of
Fukuyama, Francis. The Origins of Political Order: From Prehuman Times to the French Revolution. New York: Farrar, Straus and Giroux, 2011. SCSU Library: https://mplus.mnpals.net/vufind/Record/007359076  Call Number: JC11 .F85 2011

http://www.claremont.org/crb/article/twilight-of-democracy/

Fukuyama’s first volume opened with China’s mandarin bureaucracy rather than the democracy of ancient Athens, shifting the methods of political science away from specifically Western intellectual genealogies and towards anthropology. Nepotism and favor-swapping are man’s basic political motivations, as Fukuyama sees it. Disciplining those impulses leads to effective government, but “repatrimonialization”—the capture of government by private interests—threatens whenever vigilance is relaxed. Fukuyama’s new volume, which describes political order since the French Revolution, extends his thinking on repatrimonialization, from the undermining of meritocratic bureaucracy in Han China through the sale of offices under France’s Henri IV to the looting of foreign aid in post-colonial Zaire. Fukuyama is convinced that the United States is on a similar path of institutional decay.

Political philosophy asks which government is best for man. Political science asks which government is best for government. Political decline, Fukuyama insists, is not the same thing as civilizational collapse.

Fukuyama is not the first to remark that wars can spur government efficiency—even if front-line soldiers are the last to benefit from it.

Relative to the smooth-running systems of northwestern Europe, American bureaucracy has been a dud, riddled with corruption from the start and resistant to reform. Patronage—favors for individual cronies and supporters—has thrived.

Clientelism is an ambiguous phenomenon: it is bread and circuses, it is race politics, it is doing favors for special classes of people. Clientelism is both more democratic and more systemically corrupting than the occasional nepotistic appointment.

why modern mass liberal democracy has developed on clientelistic lines in the U.S. and meritocratic ones in Europe. In Europe, democracy, when it came, had to adapt itself to longstanding pre-democratic institutions, and to governing elites that insisted on established codes and habits. Where strong states precede democracy (as in Germany), bureaucracies are efficient and uncorrupt. Where democracy precedes strong states (as in the United States but also Greece and Italy), government can be viewed by the public as a piñata.

Fukuyama contrasts the painstaking Japanese development of Taiwan a century ago with the mess that the U.S. Congress, “eager to impose American models of government on a society they only dimly understood,” was then making of the Philippines. It is not surprising that Fukuyama was one of the most eloquent conservative critics of the U.S. invasion of Iraq from the very beginning.

What distinguishes once-colonized Vietnam and China and uncolonized Japan and Korea from these Third World basket cases is that the East Asian lands “all possess competent, high-capacity states,” in contrast to sub-Saharan Africa, which “did not possess strong state-level institutions.”

Fukuyama does not think ethnic homogeneity is a prerequisite for successful politics

the United States “suffers from the problem of political decay in a more acute form than other democratic political systems.” It has kept the peace in a stagnant economy only by dragooning women into the workplace and showering the working and middle classes with credit.

public-sector unions have colluded with the Democratic Party to make government employment more rewarding for those who do it and less responsive to the public at large. In this sense, government is too big. But he also believes that cutting taxes on the rich in hopes of spurring economic growth has been a fool’s errand, and that the beneficiaries of deregulation, financial and otherwise, have grown to the point where they have escaped bureaucratic control altogether. In this sense, government is not big enough.

Washington, as Fukuyama sees it, is a patchwork of impotence and omnipotence—effective where it insists on its prerogatives, ineffective where it has been bought out. The unpredictable results of democratic oversight have led Americans to seek guidance in exactly the wrong place: the courts, which have both exceeded and misinterpreted their constitutional responsibilities.  the almost daily insistence of courts that they are liberating people by removing discretion from them gives American society a Soviet cast.

“Effective modern states,” he writes, “are built around technical expertise, competence, and autonomy.”

http://librev.com/index.php/2013-03-30-08-56-39/discussion/culture/3234-gartziya-i-problemite-na-klientelistkata-darzhava

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Williams, J. (2017, May). The Dumb Politics of Elite Condescension. NYT

https://mobile.nytimes.com/2017/05/27/opinion/sunday/the-dumb-politics-of-elite-condescension.html

the sociologists Richard Sennett and Jonathan Cobb call the “hidden injuries of class.” These are dramatized by a recent employment study, in which the sociologists Lauren A. Rivera and Andras Tilcsik sent 316 law firms résumés with identical and impressive work and academic credentials, but different cues about social class. The study found that men who listed hobbies like sailing and listening to classical music had a callback rate 12 times higher than those of men who signaled working-class origins, by mentioning country music, for example.

Politically, the biggest “hidden injury” is the hollowing out of the middle class in advanced industrialized countries. For two generations after World War II, working-class whites in the United States enjoyed a middle-class standard of living, only to lose it in recent decades.

The college-for-all experiment did not work. Two-thirds of Americans are not college graduates. We need to continue to make college more accessible, but we also need to improve the economic prospects of Americans without college degrees.

the United States has a well-documented dearth of workers qualified for middle-skill jobs that pay $40,000 or more a year and require some postsecondary education but not a college degree. A 2014 report by Accenture, Burning Glass Technologies and Harvard Business School found that a lack of adequate middle-skills talent affects the productivity of “47 percent of manufacturing companies, 35 percent of health care and social assistance companies, and 21 percent of retail companies.”

Skillful, a partnership among the Markle Foundation, LinkedIn and Colorado, is one initiative pointing the way. Skillful helps provide marketable skills for job seekers without college degrees and connects them with employers in need of middle-skilled workers in information technology, advanced manufacturing and health care. For more information, see my other IMS blog entries, such ashttps://blog.stcloudstate.edu/ims/2017/01/11/credly-badges-on-canvas/

Higher Ed Falls Short

Report: Americans Value College Degrees But Say Higher Ed Falls Short on Delivering Promises

By Sri Ravipati  05/12/17

https://campustechnology.com/articles/2017/05/12/americans-value-college-degrees-but-say-higher-ed-falls-short-on-delivering-promises.aspx

new survey, “Varying Degrees: New America’s Annual Survey on Higher Education,” which involved more than 1,600 individuals in the United States who are ages 18 and older.

explore the data using an interactive tool

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data reveal key differences across categories of age, gender, generation, region, socioeconomic status, race and political ideology

 

  • Most respondents want to see changes made in higher ed, with just 25 percent answering the system is “just fine the way it is” and helps students succeed;
  • Students want additional help crossing the finish line, with 57 percent of respondents answering that higher ed institutions should help students succeed;
  • Just one in three respondents answered that the federal government is having a positive impact on higher ed;
  • Two-year colleges and four-year public universities are seen as especially worth the cost compared to other institution types, with 83 percent and 79 percent of respondents respectively saying these institution types “contribute to a strong American workforce”

“Although people believe in higher education generally, they are not satisfied with specific institutions and policies that we have in place right now — they are broadly dissatisfied,”

 

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more on education and employment in this IMS blog
https://blog.stcloudstate.edu/ims?s=education+employment

young vs old millennials

Don’t Call Me a Millennial — I’m an Old Millennial

By   

the Census Bureau’s definition (born 1982–2000) or Pew’s (about 1981–1997).

In 2015, for example, Juliet Lapidos — born the same year I was — may have put it best in a column for the New York Times headlined “Wait, What, I’m a Millennial?” “I don’t identify with the kids that Time magazine described as technology-addled narcissists, the Justin Bieber fans who ‘boomerang’ back home instead of growing up,” she writes.

Old Millennials, as I’ll call them, who were born around 1988 or earlier (meaning they’re 29 and older today), really have lived substantively different lives than Young Millennials, who were born around 1989 or later, as a result of two epochal events that occurred around the time when members of the older group were mostly young adults and when members of the younger were mostly early adolescents: the financial crisis and smartphones’ profound takeover of society. And according to Jean Twenge, a social psychologist at San Diego State University and the author of Generation Me: Why Today’s Young Americans Are More Confident, Assertive, Entitledand More Miserable Than Ever Before, there’s some early, emerging evidence that, in certain ways, these two groups act like different, self-contained generations.

Millennials, we hear over and over again, are absolutely obsessed with social media, and live their entire social lives through their smartphones. I tweet too much, sure, but I’ve never blasted a ’gram (did I say that right?); even thinking about learning how to Snapchat makes me want to take a long, peaceful nap

“The Job-Hopping Generation,” says Gallup — and are much more likely, relative to previous generations when they were in their 20s, to live at home and to put off family formation for a long time.

last week Pew released some numbers suggesting millennials aren’t any job-hoppier than Generation X was at the same age.

young vs old millennials

intelligence measure

Intelligence: a history

Intelligence has always been used as fig-leaf to justify domination and destruction. No wonder we fear super-smart robots

Stephen Cave

https://aeon.co/essays/on-the-dark-history-of-intelligence-as-domination

To say that someone is or is not intelligent has never been merely a comment on their mental faculties. It is always also a judgment on what they are permitted to do. Intelligence, in other words, is political.

The problem has taken an interesting 21st-century twist with the rise of Artificial Intelligence (AI).

The term ‘intelligence’ itself has never been popular with English-language philosophers. Nor does it have a direct translation into German or ancient Greek, two of the other great languages in the Western philosophical tradition. But that doesn’t mean philosophers weren’t interested in it. Indeed, they were obsessed with it, or more precisely a part of it: reason or rationality. The term ‘intelligence’ managed to eclipse its more old-fashioned relative in popular and political discourse only with the rise of the relatively new-fangled discipline of psychology, which claimed intelligence for itself.

Plato conclude, in The Republic, that the ideal ruler is ‘the philosopher king’, as only a philosopher can work out the proper order of things. This idea was revolutionary at the time. Athens had already experimented with democracy, the rule of the people – but to count as one of those ‘people’ you just had to be a male citizen, not necessarily intelligent. Elsewhere, the governing classes were made up of inherited elites (aristocracy), or by those who believed they had received divine instruction (theocracy), or simply by the strongest (tyranny).

Plato’s novel idea fell on the eager ears of the intellectuals, including those of his pupil Aristotle. Aristotle was always the more practical, taxonomic kind of thinker. He took the notion of the primacy of reason and used it to establish what he believed was a natural social hierarchy.

So at the dawn of Western philosophy, we have intelligence identified with the European, educated, male human. It becomes an argument for his right to dominate women, the lower classes, uncivilised peoples and non-human animals. While Plato argued for the supremacy of reason and placed it within a rather ungainly utopia, only one generation later, Aristotle presents the rule of the thinking man as obvious and natural.

The late Australian philosopher and conservationist Val Plumwood has argued that the giants of Greek philosophy set up a series of linked dualisms that continue to inform our thought. Opposing categories such as intelligent/stupid, rational/emotional and mind/body are linked, implicitly or explicitly, to others such as male/female, civilised/primitive, and human/animal. These dualisms aren’t value-neutral, but fall within a broader dualism, as Aristotle makes clear: that of dominant/subordinate or master/slave. Together, they make relationships of domination, such as patriarchy or slavery, appear to be part of the natural order of things.

Descartes rendered nature literally mindless, and so devoid of intrinsic value – which thereby legitimated the guilt-free oppression of other species.

For Kant, only reasoning creatures had moral standing. Rational beings were to be called ‘persons’ and were ‘ends in themselves’. Beings that were not rational, on the other hand, had ‘only a relative value as means, and are therefore called things’. We could do with them what we liked.

This line of thinking was extended to become a core part of the logic of colonialism. The argument ran like this: non-white peoples were less intelligent; they were therefore unqualified to rule over themselves and their lands. It was therefore perfectly legitimate – even a duty, ‘the white man’s burden’ – to destroy their cultures and take their territory.

The same logic was applied to women, who were considered too flighty and sentimental to enjoy the privileges afforded to the ‘rational man’.

Galton believe that intellectual ability was hereditary and could be enhanced through selective breeding. He decided to find a way to scientifically identify the most able members of society and encourage them to breed – prolifically, and with each other. The less intellectually capable should be discouraged from reproducing, or indeed prevented, for the sake of the species. Thus eugenics and the intelligence test were born together.

From David Hume to Friedrich Nietzsche, and Sigmund Freud through to postmodernism, there are plenty of philosophical traditions that challenge the notion that we’re as intelligent as we’d like to believe, and that intelligence is the highest virtue.

From 2001: A Space Odyssey to the Terminator films, writers have fantasised about machines rising up against us. Now we can see why. If we’re used to believing that the top spots in society should go to the brainiest, then of course we should expect to be made redundant by bigger-brained robots and sent to the bottom of the heap.

Natural stupidity, rather than artificial intelligence, remains the greatest risk.

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more on intelligence in this IMS blog
https://blog.stcloudstate.edu/ims?s=intelligence

middle class in developed countries

Middle Class Fortunes in Western Europe

From 1991 to 2010, the middle class expands in France, the Netherlands and the United Kingdom, but, as in the United States, shrinks in Germany, Italy and Spain

http://www.pewglobal.org/2017/04/24/middle-class-fortunes-in-western-europe/

The role of the middle class in developed economies

The size and the well-being of the middle class are intertwined with some of the key economic challenges facing the developed world this century – income inequality is rising in many countries, economic growth is anemic, and economic mobility is lesser than in the past.

A smaller middle class or a relatively less well-off middle class often reflects a more unequal income distribution. In turn, increases in income inequality present an adverse climate for economic growth. A relative decline in the incomes of lower- and middle-income families may create a drag on overall consumption in the economy, lead to excessive borrowing by these families, or provide disincentives to invest in education.

middle class in the US is smaller than in Western Europe

A more vibrant middle class may also improve the economic outlook for future generations. In the U.S., for example, communities with larger middle classes offer a greater likelihood that children will experience upward mobility relative to their parents’ status in the income distribution. A similar relationship has also been found to exist across countries, whereby intergenerational mobility is greater in countries with less income inequality.

Many countries in Western Europe have significantly larger middle classes than the U.S.

The U.S. has larger lower- and upper-income tiers than the selected countries from Western Europe

Income inequality is related to the size of the middle class in a country

 

 

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