I think I’ve figured it out. There’s something in public health called the “prevention paradox”: measures of disease prevention that offer great benefits to populations at large (such as fluoridation of water sources, wearing seatbelts, lifestyle changes, smallpox vaccinations, etc) offer little benefit or personal incentive to individuals.

But research shows that health education geared toward individuals (counseling on reducing salt intake for hypertension, exercise for diabetes, etc) are less effective when geared only toward individuals and/or used in a short-term approach. People are motivated to act for immediate gain and substantial personal benefits, but “the medical motivation for health education is inherently weak. Their health next year is not likely to be much better if they accept our advice or if they reject it. Much more powerful as motivators for health education are the social rewards of enhanced self-esteem and social approval.” (Geoffrey Rose, Sick Individuals and Sick Populations.)

Physicians also prefer individualized health education because with population interventions (such as anti-smoking campaigns), their success rates are low and results take a long time to achieve.

The US is such an individual-centric society that people have no cultural reason to care about population health as a whole. Most Americans do not see that universal access to healthcare means that problems are detected and treated early (which is less costly), and that sometimes preventive medicine can encourage life-saving behavior change. That the person going into the ER for stomach pain because s/he does not have health insurance is costing the taxpayer literally thousands more dollars than s/he would if s/he’d gone to a primary care physician.

Nor do they understand the concept of herd immunity- if a large proportion of a population is immune to or vaccinated against a particular disease, the likelihood that one individual will get that disease is far less.

The focus on the individual and the apathy toward the well-being of communities and populations is by no means restricted to health alone. The same can be said about the current financial crisis. Individuals who borrowed more than they could pay back, and their unscrupulous lenders have created a global downward spiral of hundreds of economies, with the bottom billion hit the hardest.

I find it ironic and deeply saddening that 30 million more people have been pushed into starvation thus far due to the financial crisis while bankers are taking hefty bonuses and governments are bailing out businesses that were failing even before the crash (GM, Chrysler, etc…)

maybe it will get published... here's hoping! :)


Sir,

I find it inaccurate to call President Obama's decision to end the Global Gag Rule, an "order... ending the prohibition on sending aid to international organisations that provide abortion." (Brief Encounter, January 31st). Obama's decision does not change the fact that US tax-payers' dollars cannot be used to provide abortions overseas. The
legislation, first enacted by Ronald Reagan, rejected by Clinton and reinstated by Bush, prohibited US family planning assistance to organizations that use non-US funds to perform abortions (even in countries where it is legal), provide counseling and referrals for abortion, and lobby to liberalize abortion laws.

None of these restrictions would be permitted within the United States, where abortion is legal. Yet US ideologues had no qualms about denying poor women the right to decide when and if to carry out a pregnancy. Each year there are 19 million unsafe abortions, most of which could be prevented if poor women had access to voluntary family
planning including contraception, sex education, and the ability to prevent unwanted pregnancies. In addition, women with fewer births are able to invest more in their children's nutrition and education-- resulting in healthier, more productive contributors to society.

Many of the organizations that lost their funding were unable to provide other life-saving services such as maternal and infant healthcare, poverty reduction, and HIV prevention. For example, the United Nations Population Fund lost its US contribution of $244 million over seven years, based on a spurious claim of collusion with the Chinese government in coerced sterilizations. This contributed to 74,000 deaths from unsafe abortion globally each year, even though Bush's own hand-picked State Department team visited China and found no evidence that UNFPA participated in such programs; and, indeed, that its programs were "a force for good." Obama's move to restore reproductive freedoms to women will surely reduce global demand for abortion and improve overall population health.



(PS- the picture of all the old white dudes is from bush's second day in office, when he signed the global gag rule back into its miserable existence.)

(Written for SAWNET, http://sawnet.org/books/reviews.php?Aids+Sutra)



Today there are approximately 3 million Indians living with HIV and AIDS, a number that masks the human faces behind a disease that has been reviled and misunderstood as the worst plague in human history. A disease often considered to afflict only those regarded as the dredges of society, AIDS has the potential both to expose the dark underbelly of society, and also to inspire triumphs of human compassion and perseverance.
AIDS Sutra, funded by the Gates Foundation, is a compilation of 16 vibrant essays about Indians living with HIV by some of South Asia’s most gifted authors, including Salman Rushdie, Vikram Seth, and Kiran Desai. Several of the essays are narrated directly from the authors’ home communities; others are the fruition of their travels to the vastly different regions of India.

Siddharth Deb’s poignant account, “The Lost Generation of Manipur,” brings him to a remote corner of India bereft of employment opportunities and constantly on edge due to communal violence. Uncontrolled injecting drug use in the region puts young people of working age especially at risk for HIV infection.

Salman Rushdie’s piece on the politics and culture of the hijra (intersexed and/or transgender) community is a concise account of a population that defies society´s common [mis]perceptions around gender and HIV risk. Rushdie interviews a transgender AIDS activist named Laxmi, who lives in a constant duality of gender- going as a man by day and living with her parents, and transforming into a woman at night and on the weekends. Her advocacy on behalf of this distinct community in India has helped to distinguish hijras as a third gender- with different needs and challenges than men who have sex with men.

Other stories included in the book examine the lives of truck drivers, sex workers, and devadasis, women traditionally given to god, and nowadays women who choose or are forced into sex work as a means of income generation. In Sunil Gangopadhyay’s essay, “Return to Sonagacchi,” the author returns home to Kolkata to compose a compelling account of the lives of sex workers in Sonagachhi, narrating both the deprivation they face and also their power as an organized movement fighting for their rights as sex workers to safety, health services, education for their children, freedom from police persecution, and dignity.

Bill and Melinda Gates give the anthology’s introduction, and its insightful forward is written by the Nobel Prize-winning economist and author of Development as Freedom, Amartya Sen. Sen revolutionized the traditional economic paradigm by asserting that development is not simply about increasing per capita income, but rather “a process of expanding the real freedoms that people enjoy.” His examination of the economic effects of AIDS in India is nuanced in its consideration of both the beneficial impact of Indian pharmaceuticals in producing affordable antiretroviral drugs for much of the world, and the irony that income disparity in India prevents the majority of Indians living with HIV from accessing treatment, quality medical facilities, shelter, employment opportunities, and community support.

Sen argues that stigma is the primary fuel of the epidemic in India, where widespread ignorance pervades about how HIV is—and is not—transmitted. Among young Indians just reaching working age, knowledge how HIV is spread is dismally low at 25% of the population according to UNAIDS (20% comprehensive knowledge among women and 36% among men). Because many Indians still believe that HIV can be transmitted through touch, sharing food, or through aerosol transmission, Indians living with HIV face discrimination in schools and workplaces, ostracization, rejection from their families, and in many cases, violence and even death.

India’s uncomfortable and often times paradoxical relationship with sex and sexuality is often at the root of ignorance and discrimination against HIV, with 87% of new infections in India occurring through unprotected sexual intercourse each year according to India’s National AIDS Control Organization. Despite an ancient culture rich in celebration of natural human sexuality, imperial-era taboos surrounding sex continue to create a stifling conservatism that limits access to scientific information about sexually transmitted infections, reproductive health, and the rights of women and sexual minorities.

In Amit Chaudhuri’s essay, “Healing,” he remarks that “The troubling ambiguity of sex through history— the fact that it bestows life and pleasure, and also, in a way that can’t be entirely explained by morality, confuses and shames— have converged in a new way upon this disease.” His interviews with Alka Desphpande, an AIDS researcher and physician in India’s first AIDS ward, reveal the challenges faced even by the medical community in becoming educated about HIV. Large numbers of Indian health care workers still believe that HIV is transmitted by touch, and widespread denial of treatment and discrimination against people living with HIV is common.

The first essay “Mister X Versus Hospital Y” by Nikita Lalwani tells the story of a Dr. Tokugha who is infected with HIV and becomes an important activist when his results are disclosed to his family (and bride-to-be’s family) before he himself is made aware of his status, just days before the wedding. His lawsuit against the hospital’s breach of his privacy sparked controversial debate and the release of his name in newspapers all across India. The court ruled against him, “decreeing that the hospital’s release of the information to the minister without his consent had ‘saved the life’ of Toku’s proposed fiancée. The essay forces us to consider the complexities behind forced disclosure of one’s HIV status. Not only was Dr. “Toku”’s right to self-disclose taken away from him, the judge tacked on a devastating addition to the ruling, that suspended the right of HIV positive people to marry. The laudable human rights organization, The Lawyers’ Collective, fought for years to restore this basic human right to people living with HIV, succeeding in 2002. Since then, Dr. Toku has become a prominent physician in the field, and goes above and beyond by arranging matches between people living with HIV.

Discrimination and national legislation intersect most brutally in India with the penal code provision 377 that makes homosexuality a criminal offense. Drafted in 1860 during British Rule, the anachronistic law fines and imprisons Indians caught in the act of sodomy and even oral sex for between ten years and a lifetime in jail. The law has served to drive homosexuality “underground” where men having unprotected sex with men cannot be reached for HIV awareness raising, sexual health services, STI screening, or recourse for police persecution and demanding of bribes.

One story included in the collection was strikingly disappointing— to the point of giving offense. Shobhaa De’s “When AIDS Came Home” reveals the author’s ignorant, discriminatory and classist lack of understanding of HIV and AIDS. Her account of how her driver becomes infected with HIV and gradually dies from AIDS is peppered with comments about her “repulsion” that he had spent so much time with her children, speculations about his involvement with sex workers and his sexuality, and self-congratulatory accolades when she provided occasional money for a doctor or medicine.

De’s piece examines her misconceptions about AIDS and vaguely suggests that she has seen the error in her was (perhaps simply because it would not be politically correct to admit otherwise), but still fails to include what lessons she has learned. Indeed, to conclude her story Shobhaa marvels that “Although they are such an intimate part of our lives, how little we really know about the people who work for us… it took Shankar’s death to see him as a human.” She concludes by lying to her children and telling them that the driver was infected through a blood transfusion because the reality that many men purchase sex is too shocking to bear.

By far the most thought-provoking inclusion in the anthology, Siddharth Dhanvant Shanghvi’s “Hello, Darling,” diverges from the book’s overall focus on more “marginalized” populations of sex workers, drug users and truckers, to recount the life experiences with HIV of an upper-class homosexual film director whose pseudonym is given as “Murad.” Openly flamboyant, driven to success, and yet still slow to “come out” about his homosexuality, and later, HIV status, Murad escapes the confines of Bombay and moves to New York City. He is unable to move in the local film circuit and returns to Bombay years later, where he eventually succumbs to AIDS.

Shanghvi’s piece is particularly well-researched and deeply-felt; his account considers early chronicles of the impact of AIDS on art and artists in Edmund White’s “Esthetics and Loss,” and the strange phenomenon of how AIDS “got noticed,” as explained in Urvashi Vaid’s “Virtual Equality,” in which she observes “how the passing of an entire generation from AIDS helped give rise to the modern idea of homosexuality: thousands of men had to die, in fact, to have to be seen as alive in the first place.” Shanghvi’s inclusion was particularly important and contrasted sharply with De’s story. “Hello, Darling” should serve as a wake-up call to elites believing in their infallibility, since the risk behaviors that propel the spread of HIV in India are by no means limited to lower socioeconomic echelons of society.

Overall, the anthology is an important, moving, and transformative read. Each story is relatively brief and gives a taste of the authors’ diverse and prolific literary talents. Some tales, such as De’s, are clearly geared toward upper class Indians who are beginning to understand the complexities of the AIDS epidemic in India. Still others delve into economic, political and human rights aspects of the disease. Till now, literature and artistic works on AIDS in India have been limited and relatively unknown. AIDS Sutra gives voice to communities and individuals that have been destroyed, silenced, affected and transformed by AIDS in a jarring and yet deeply meaningful manner.

Ever since the movie "Iron Man" opened, the popularity of this picture I took last summer in France has ballooned, thanks to people who are searching Google and Flickr for images with the keywords "iron" and "man" and "mask."

Apologies to the fans. I know it's not what you were looking for. But if it's any consolation, this was awesomely hilarious to see on the chateau tour.

After many months of thinking, learning, writing, talking, designing, testing, thinking more, rewriting, and learning new stuff again, the public beta of Youth Media Exchange is live!

YMEX.org is a new online social network, developed by TIG, Global Kids, and Asia Society, where young people can share, create, and learn about digital media for social change. It's full of resources to learn about both digital media production and global issues, and it's ready and waiting for YOU to come check it out, share your media, and get your voice heard.

There's much more to be said about the process, as well as what's still to come. But as we know, if I wait to write a well crafted post, it will never get done, so for now, just check it out: http://www.ymex.org and let us know what you think!

The deluges of rain, snow, and American Airlines cancellations from April 9-12 were no deterrents to a great few days at the National Service Learning Conference in Minneapolis. I still haven’t broken my recent streak of traveling to bad weather (San Antonio, I have my eye on you…) but the NSLC was worth it nonetheless.

A couple months ago, a fellow frequent-conference-exhibitor had tried to warn me about the NSLC, a conference, in their opinion, with a totally dead exhibit hall. In MY opinion, an empty exhibit hall is a sign of a GOOD conference! Not only was I glad to see that the NSLC has such a compelling agenda that people actually went to the workshops, but the booth saw plenty of traffic during breakfast, lunch, and other breaks.

I met a professor from Argentina who coordinates a network of thousands of schools there involved in service learning (Damian, I’ll be putting you two in touch!), made new contacts at organizations looking for online tools to connect the young people in their programs, and shared resources with several hundred teachers and students who are highly active in service learning projects in their schools and communities.

And, when things were a little slow, I took the opportunity to check out all the other great groups who were there to share resources with the young people and educators involved in service learning. I’m still not all the way through the stack of materials I picked up, but here’s a sample:

At the Free Tibet booth, I signed a petition and had an inspiring conversation with a student activist (who is a Tibetan refugee born in India, now living and studying in Saint Paul – he told me Minnesota has the second largest Tibetan community in the US) about Tibet, China, and the Olympics.

At the Peace Corps booth, I learned more about how they connect volunteers in the field to classrooms in the US, and met a staffer who thinks very highly of the TIG Guide to Action, and recommended that their whole network use it in planning events for Global Youth Service Day. It means a lot to have the endorsement of a leading service organization.

The folks from the Shinnyo-En Foundation were handing out t-shirts and DVDs to promote their new Six Billion Paths to Peace initiative, and I talked to a program officer for a while to understand what the campaign is about, since I missed out on the gala that the rest of the GYAN crew attended in New York in March (while I was still recovering from the flu) :)

There was no one at the Project Learning Tree booth, but I was intrigued by this sign, in thinking about our own sustainability practices when it comes to outreach and marketing:



It was also great to meet leaders from Youth Service America and put faces to names I’ve heard around the GYAN office in planning for GYSD.

There were three sessions I managed to attend – both keynotes (awesome move on NSLC’s part to close the exhibit hall during the keynotes!), as well as a panel on youth media.

Pedro Noguera, as much respect as I have for his work, gave a surprisingly generic keynote compared to other times I’ve heard him speak. He made some great points about how unacceptable and sorry the state of our education system is, but with this crowd, he might have been preaching to the choir. Then again, almost every keynote I’ve ever heard pales in comparison to the inspiration and energy and awe that I gained from hearing Archbishop Desmond Tutu deliver the keynote on Friday. How can you beat a Nobel Peace Prize Winner and spiritual leader telling a knock-knock joke in reference to the Bible?



In all seriousness though, having spent a lot of time thinking about the distinctions between service and activism, Desmond Tutu’s keynote gave a refreshing bit of historical perspective. I’ve struggled with the way service and activism (both of which fall under the umbrella of civic engagement) are often separated from one another, particularly service as a “safe” or non-political term, one used to describe what students do unto other, less-fortunate people, while activism gets pigeon-holed as a more radical thing that happens separately from learning. In limiting what each term means, we also misunderstand and underestimate the importance they play in enabling young people as social changemakers, whether in school or out. Archbishop Tutu reminded us that young people have always been changemakers and activists – from the Bible (it was a young person, David, who stood up to Goliath) to the students who led the civil rights movement, protested against South African apartheid, and now speak out against the Chinese occupation of Tibet.

Finally, the youth media panel was perhaps a bit long, but I learned about some cool projects:

- thefoshow.com – Run out of the high school for performing arts in Minneapolis, it’s the only commercial radio station in US completely run and produced by high school students.

- Strive Media – print and video production (Gumbo Teen Magazine) out of Minneapolis

- Beyond Green – the latest project from Listen Up!

- Teen International Media Exchange (TIME) – program using media to explore seven global issues, based at Media Academy at Cleveland HS in Los Angeles

I was really honored to meet Sidibay, a young person I’ve heard a lot about through our mutual friends at iEARN Canada, who presented his award-winning documentary about his life as a child soldier in Sierra Leone.

The importance of global perspectives and connections in service learning really seems to be on the rise within the NSLC community, so it was great to participate in that conversation as it expands, and hope we’ll be back next year!

Knowing that having a site as multilingual as TIG is unusual, it was cool to happen upon a panel at SXSW about website internationalization and localization. While the moderator had a few annoying moments (mostly making a big deal about how many in the audience raised their hands to the question "do you live in a country where English is the primary language?" - this should not be surprising at a conference with mostly American attendees), overall there were quite a few tips that I think we can learn a lot from.


-being bilingual does not make you a translator

-translators are often not technology people, so they don’t know the right technical language to translate interface words (“apply”, “enter”, “submit”)

-context is everything – if the translator can’t see the language in context, they will get it wrong

-have a translator on board at the wireframing stage, so that person can point out contextual and cultural issues

-localization isn’t just replacing the words in one language into another, it’s also about giving appropriate cultural and social context

-translation needs to deal not just with literal words, but also with concepts that don’t translate from one culture/language to another

-Social networking sites don’t choose their users, users choose the site – snses grow because users tell their friends, and want to find people like themselves. If a site has a high concentration of users in a particular culture, it sometimes turns users from other countries off because they don’t understand why the site seems so saturated with members and content from another country (this happened with Orkut – Americans complained that it was too Brazilian! So Orkut responded by giving users the option of only connecting with other people who speak the same language as them)

-most sites view internationalization efforts as moving to a language other than English

-Community driven translation is NOT the norm - one of panelists asked if anyone was allowing their online community to do the translation for them – only two of us raised our hands (probably 75-100 in the room)

-use icon based representation with mouse-over where possible, to reduce multilingual formatting issues (words being longer in diff languages) – but beware the problem with an icon/image having different cultural meanings

-sometimes you try to localize so much that you end up with something that is “just ok” in a lot of languages, and “not so great” in a few – instead of trying to rebrand and make the site almost its own stand alone in different locations

Cool sites to check out:
-One of the speakers was from Worldwide Lexicon project – really cool open source translation and localization tools, ability to develop multilingual web apps, Simple Localization System (SLS - php library), and multilingual blogging/publishing tools – with a wiki approach to translating web content.

-dotsub – community subtitling and translation tool

-publishing industry becoming unbundled from old fashioned vertical integration and will be replaced by companies that just do one element of the business

-Budapest Open Access Declaration – scholarly articles (in medicine, science, and engineering) should be open licensed and available for everyone – NIH now mandates that publications resulting from projects it funds must be open access

-now there is a call for a similar movement - Capetown Open Education Declaration (Shuttleworth Foundation, OSI) – main premise is that all publicly funded education materials should have open access

-changing role of people in producing knowledge – mixed roles of “teacher” and “student” and “expert” etc.
-changing role of content and how we classify information
-changing role of context – textbooks lack context and personalization, digital content allows customized learning experience

Jason Fried is the founder of 37signals.com – an innovative technology company that has made some simple and awesome web-based productivity apps, like basecamp and campfire. He gave an amazing talk about productivity and collaboration ("Stuff we've learned") – this is a list of advice I’d kind of like to memorize.

-red flag words: need, can’t, easy, only, fast

-“be successful and make money by helping other people be successful and make money” – people are more willing to pay for things that help them – spot chain reactions and be the catalyst for making them happen

-minimize the chance for competition from entrenched players – e.g., build tools that provide just the simple solutions of what people need (vs. the products that are overkill for most people “nonconsumers”)

-question your work regularly – remember that you don’t know everything:
Why are we doing this?
What problem are we solving?
Is this actually useful?
Are we adding value?
Will this change behavior?
Is there an easier way?
What’s the opportunity cost?
Is it really worth it?

-it’s really important to ask what you can’t do because you’re taking on something else?

-many sites don’t just suffer from bad design, they suffer from bad copy that don’t make sense to anyone – PAY ATTENTION TO THE WORDS YOU USE TO CONVEY MESSAGES TO USERS. Words that need fixing are a much cheaper problem to solve than technical ones.

-err on the side of simple – start with the easy way of doing things and see if it satisfies what you wanted to do

-get three things done in one week, instead of one thing done in 3 weeks – “the longer it takes to develop something, the less likely you are to launch it”

-resist the urge to try to do more the next time around

-invest in what doesn’t change – what are the core things about the business that are important now and will still be important ten years from now?

-“what’s your cookbook?” – Celebrity chefs as a metaphor (they don’t try to keep their recipes a secret out of fear that people will open copy-cat restaurants). Figure out what expertise you can share, and share it – don’t be afraid that people will overtake and steal your business – your business is sharing what you build.

-interruption kills productivity – having people around you who interrupt you makes you not get stuff done. Try to combat this with passive communication (wikis, IM, email, etc) – these tools let the other person hear from you when you’re ready, not when they think you’re ready

-be open, honest, public, and responsive – people would much rather hear the truth, even in crisis.

-break problems down to the atomic level – “when you make tiny decisions you can’t make big mistakes”

-everything you do should matter – don’t do stuff that doesn’t matter!

-hire by looking for people who are honest/have good character, curious (most important), and do interesting things outside of work

-use what you build, and then you will know when it works

I'm finally getting my notes from SXSW posted. I took a lot of them, and came home and promptly got really sick. But they will all appear here in good time.



The opening keynote on Saturday was a conversation between Steven Johnson (author of Everything Bad is Good for You) and Henry Jenkins (professor at MIT, Comparative Media Studies Program). As a chronic conference-goer, I find myself hearing the same people keynoting over and over again, saying the same things over and over, and often saying essentially the same things as one another. It was refreshing that, despite having read the work of both speakers, and having heard each speak at other events, I actually learned some new things and had a chance to rethink some previous ideas.

That said, there were some points I was glad to hear repeated, since the audience at SXSW is not dominated by educators. We need people in other sectors to rally behind the need for empirical evidence and educational assessment models that support new media literacies, and to challenge the current reality that schools measure autonomous, not collective, learning. Also:
-high school students are one of the most highly underestimated groups online, but the challenge is – can we free young people up to write about what’s happening in their community? (not punish them, censor them, restrict their first amendment rights)
How do we give students the tools to use the time, creativity, and idealism they have, so they can be active community participants?

-if 50-60% of young people are creating content online, what is causing the other 40% not to create? Social, cultural, and economic disempowerment? Lack of ethical guidance from adult mentors?

-if America is failing in the world, it’s because workplaces and schools are failing to empower workers and students to realize their full potential – they start with the premise that we’re all idiots, not that we are all knowledgeable with expertise and creativity to share.

On politics, Jenkins made some interesting points about Obama’s “yes we can” as a metaphor for new kinds of social/civic engagement, by using language that describes a process of participation, collecting knowledge and distributing it to make change. He also argues that the criticism of Obama borrowing pieces of a speech from Deval Patrick holds less water if you look at it through the new lens of collective learning, knowledge, and participation. And, we should be asking what a culture of democracy truly looks like.

Other thought provoking ideas:
-the deep level of fan/consumer engagement with tv shows like Lost and The Wire, and the pop culture communities that have grown up around them, often come out of people not having enough intellectual and creative stimulation in the workplace.

-thinking about collective intelligence as Surowiecki’s “wisdom of crowds” (pooling knowledge and averaging out an answer) vs. the deliberative sharing of knowledge from different points of view and reaching a consensus (dependent on individual expertise, diversity of the community, and respect for all perspectives brought to the table). Jenkins aligned these approaches with YouTube (what moves up is the dominant/majority/popular perspective) vs. Wikipedia (a space with mechanisms for inclusion of diverse perspectives).

-it’s important to question the usage of the language of addiction related to online activity and gaming (many “addicts” are actually depressed and the addiction is manifesting itself through gaming; also Chinese gov’t using “addiction” as reason to restrict young people’s access to the internet)

-progressives need to have a context for where progress is coming from in order to encourage the movement to continue growing (this sounds like what Chris Lehman often says about the current technology in education movement)

Cool sites they mentioned:
- Harry Potter Alliance– global network of young people trying to change the world, inspired by Harry Potter as a young person who transformed his world:

- Outside.In – Johnson’s project, building out geographic infrastructure of the web and fostering people using the internet for very local community participation. Their about-to-launch tool is On My Radar (“like a geo-twitter,” commented Kate). Speaks to a need for civic media tools for local experts to participate and share knowledge without having to go through traditional media structures to communicate

Finally, some dissertation-ey thoughts about new media literacies. Because of YMEX I’ve had Jenkins’ framework on the brain for quite a while, but one component I would like to spend more time unpacking – is where these new media literacies intersect with the sociolinguistic concept of codeswitching. If young people are developing the ability to learn and access information across a range of modalities (what Jenkins calls transmedia navigation), can it also be argued that they are learning to communicate in a range of linguistic codes that these new media require? How well do they codeswitch between the linguistic norms of each – from text messaging to online social networking sites to the f2f classroom, etc.? How might educators interact better with their students if they understood their ways of communicating through the lens of codeswitching? I’ve been thinking particularly about how Ben Rampton’s work on codeswitching and youth could be applied…

And, apparently not everyone at SXSW was hearing repeat speakers. As I walked out, I heard a guy behind me say to his friend, “It was cool, but I didn’t know who he was exactly…I thought it was Henry James.”

Right.

I was never one of those kids who knew what they wanted to be when they grew up (in fact, I'm still not entirely sure...). But it's a privilege to me that I had friends who knew exactly what they wanted to be, and blazed paths in pursuit of those goals, so I knew what it can look like to get from point A to point B, and onwards to C, D, and F. To be sure, I was also graced with examples from adult role models, but it was especially meaningful to see my peers make their way and to learn from them, and now, have the chance to be proud of them.

One of my best friends from high school is now an actor in one of Chicago's most successful and fresh young theatre companies, and she refused to settle for anything less than her dreams, no matter who told her that she would have to wait tables, or that she better major in something practical, just in case. The pictures of my sister sitting at a typewriter at age two seem now to be the perfect symbol of her life path to becoming a newspaper reporter, covering the politics beat. Neither are easy goals to attain, but I'm lucky to know firsthand what it takes to get there.

The person who is perhaps my oldest friend in life - we started school together at age seven and graduated from high school together ten years later - is now a scientist, completing her PhD and contributing to research that is deepening our understanding of ocean sustainability and climate change. My memories of her as far back as middle school include her dreams of being a marine biologist, and I've had the opportunity to see that dream grow into a reality, through many years of formal education, fieldwork, muddy boots, and the most admirable tenacity, even in circumstances under which most of us might give up. Knowing her all these years did little to improve my own scientific abilities, but it taught me what it looks like to do hard work, to be a researcher, and now, to care more about the application of scientific knowledge to the social issues about which I already care very deeply.

For all the talk about preparing students for the world of work, as important as it is to define skill sets and ready them for the global economy, it often seems that we leave out from the conversation what those pathways really look like. There is outstanding work being done to define specific pathways to global citizenship and to digital citizenship, but are we also showing students what it looks like to identify their passions and pursue their own goals? It seems like we're afraid to let students see, "this is what it looks like to be a scientist" and how you can get there, because we're caught up in a belief (or fear?) that jobs will change too fast, as if the economy of the future does not allow for goals or dreams. Knowing that those pathways exist is important, even for the ones who haven't figured out what their dreams might be, and regardless of what they ultimately pursue. Young people should have a realistic (and media literate) understanding of the pathway to the least attainable goals - like being an NBA superstar or the next American Idol, and they should have the same awareness of more common professional journeys, and of those pathways that change at every turn. We should be situating the necessary skills, knowledge, and capacities in these real world pathways - we'll never engage students in those frameworks in the abstract. And, they should know that each of these involves failure, and most of them involve failing multiple times. We're definitely too scared to let students in on that secret, even though learning from failure is likely the most important piece we can model for them.

Wow. I was out of town for a couple days and come back to find Obama taking the lead, with Hillary's campaign manager and deputy manager resigned! McCain has promised no new taxes for his entire campaign, this just as the recession is looming, and the taxes in April will bring in less revenue than in years. The sub-prime mortgage crisis was not just a poor people's phenomenon- this type of behavior, of borrowing far more than one could ever expect to pay off, pervades the highest levels of government!


I have mixed feelings about MoveOn.org, but I really admire their new campaign "Iraq/Recession". They have a nice new email action that allows you to easily and automatically write an op-ed to your local newspaper (they send it, you write it) making the tie between the American recession and the Iraq spending. (A tie that is obvious, but few people actually realize!)


Some interesting facts:

"As of today, we've spent over $495 billion in Iraq.1 With the economy in the tank, think about what that money could do here at home: Cover millions of kids who don't have insurance, or help folks who're losing their jobs and homes.

Instead, it's supporting a failed occupation in Iraq.

More and more Americans are making the connection between the billions we've spent over there and the crumbling economy here at home. In fact, a new AP poll shows that most Americans think ending the war is the best way to help the economy.2 But pundits still talk about the war and the economy as two unrelated things.

* The recession is going to force states to cut back their budgets. Most likely, the cuts are going to affect the services that working families need and depend on.3
* Meanwhile, the war is costing Americans more than $338 million a day. 4 That money could be spent to help out the folks who're hurting most now. For less than what we're spending on the war, we could pay for affordable housing for hundreds of thousands of families, health care for children, or scholarships to help folks pay for education. 5
* Gas prices are close to double what they were before the war began. The cost of oil is still hovering around $100 barrel. 6
* We're borrowing $343 million every day to finance the war in Iraq. 7 Our skyrocketing debt will be a bigger and bigger drag on the economy—slowing recovery and burdening future generations.


Write an Op-Ed

If thousands of us write, we can get the media to stop ignoring the connection between the war and the recession. The opinion pages are the most widely read pages in the newspaper, so we can also make sure voters—who are growing increasingly concerned about the economy—know that any candidate who wants to stay in Iraq has no plan for the economy."

Just when I think irony has finally been pushed off a cliff to its death (often while people watching in certain areas of my neighborhood in Brooklyn), my faith is renewed.

This morning I set out to read a New York Times article about the convergence of casual games and social networks, as seen in the success of games like Scrabulous, and the enormous potential that has for generating advertising revenue. No sooner had I clicked on the title, which included the phrase "a net to snare social networkers" in it, than was I assaulted by an OpinionMart popup survey asking me to give it all up right then and there.

It's not a bad article, by the way, but since I still can't figure out if this is intentional irony or not, I'm resisting the urge to help the Times with their potential link baiting strategy on this one.

Gone are the days of boinking creatures on the head in Super Mario
Brothers. Today's popular games are all about gruesome murder and
violence.

I had the lovely experience of playing Halo, a video game which,
thankfully, I am terrible at, which involves killing people with guns,
lasers, nail-spewing killing machines, and other highly effective and
incredibly scary weapons. When you kill someone, your entire
controller shakes and vibrates much like, I imagine, a real machine
gun would do.

I can understand why this game is so popular with soldiers in Iraq and
Afghanistan. It must help them to dehumanize their colonial subjects,
and normalize the experience of killing. I can also see why it's
popular with American teens, who are inundated with graphic violence
through movies, television, and news networks. Ultimately it will lead
them to sign up, to "die for their country" and maybe kill off a few
Muslims here and there to boot.

To the point-

It seems the Church thinks this is a wonderful way to attract young
people to the church, and, in their words, to promote "fellowship."

Whatever happened to "Thou Shalt Not Kill"? Is non-violence pass??


New York Times
NATIONAL | October 7, 2007


Thou Shalt Not Kill, Except in a Popular Video Game at Church
By MATT RICHTEL
Ministers and pastors desperate to reach young congregants are
using an unusual recruiting tool: the violent video game Halo.

Great news- New York has finally acknowledged that abstinence-only sex education may not be the best idea in a state with rising HIV infection rates, teen pregnancy, and STIs.

Why are the Catholics still saying that giving young people condoms will increase "promiscuity" when numerous studies show that comprehensive sex education actually causes young people to delay first intercourse and to use condoms when they do have sex? (1)



New York Times: New York Just Says No to Abstinence Funding

NEW YORK REGION | September 21, 2007

By JENNIFER MEDINA
The decision puts New York in line with at least 10 other states
that have decided to forgo the federal money in recent years.


Excerpt:

"Dr. Daines's announcement came the same day that the New York Civil
Liberties Union, which opposes abstinence-only education, released a
report detailing the number of such programs in the state. The report
stated that roughly half of the groups teaching abstinence in the
state were religious groups and that the state had done almost nothing
to monitor them."

(NYCLU Report: http://www.nyclu.org/files/financing_ignorance_092007.pdf)
NYCLU Article: http://www.nyclu.org/node/1395




Calling Bush's teen education program on sex a failure, New York state
will forgo $3.7 million in federal aid

By CATHLEEN F. CROWLEY, Staff writer

First published: Friday, September 21, 2007

Excerpt:

"The Bush administration's abstinence-only program is an example of a
failed national health-care policy directive, based on ideology rather
than on sound scientific-based evidence," Health Commissioner Richard
Daines said Thursday.

..


The New York Catholic Conference, which represents New York's bishops,
called the administration's decision unfortunate.

"Most people would agree that teenagers are too young to be having
sex, therefore the consistent message to them ought to be that this is
a behavior that is undesirable and you should refrain from it," said
Dennis Poust, spokesman for the conference. "The idea of so-called
comprehensive sex education sounds OK at first blush, but what the
children are being taught is instruction in condom usage which leads
to promotion of sexual activity."

Nearly half of all New York teenagers have sex before graduating high
school, according to the 2005 National Youth Risk Behavior Survey from
the U.S. Census. In Albany County, 427 girls between 15 and 19 became
pregnant in 2004 and 199 had abortions, according to state health
department statistics."


Citation:
(1) UNAIDS, 1997. "Impact of HIV and Sexual Health Education on the Sexual Behaviour of Young People: A Review."

"Only three out of 53 studies that evaluated specific interventions found increases in sexual behaviour associated with sexual health education. Twenty-two reported that HIV and/or sexual health education either delayed the onset of sexual activity, reduced the number of partners, or reduced unplanned pregnancy and STD rates."