@Carmen Lagalante

favorizer for 2 years

She told me she’d spent most of the summer hanging out alone in her room with her phone. That’s just the way her generation is, she said. “We didn’t have a choice to know any life without iPads or iPhones. I think we like our phones more than we like actual people.”
The biggest difference between the Millennials and their predecessors was in how they viewed the world; teens today differ from the Millennials not just in their views but in how they spend their time. The experiences they have every day are radically different from those of the generation that came of age just a few years before them.
the clearer it became that theirs is a generation shaped by the smartphone and by the concomitant rise of social media. I call them iGen. Born between 1995 and 2012, members of this generation are growing up with smartphones, have an Instagram account before they start high school, and do not remember a time before the internet
The arrival of the smartphone has radically changed every aspect of teenagers’ lives, from the nature of their social interactions to their mental health.
More comfortable in their bedrooms than in a car or at a party, today’s teens are physically safer than teens have ever been. They’re markedly less likely to get into a car accident and, having less of a taste for alcohol than their predecessors, are less susceptible to drinking’s attendant ills.
Psychologically, however, they are more vulnerable than Millennials were: Rates of teen depression and suicide have skyrocketed since 2011. It’s not an exaggeration to describe iGen as being on the brink of the worst mental-health crisis in decades. Much of this deterioration can be traced to their phones.
There is compelling evidence that the devices we’ve placed in young people’s hands are having profound effects on their lives—and making them seriously unhappy.
But the allure of independence, so powerful to previous generations, holds less sway over today’s teens, who are less likely to leave the house without their parents. The shift is stunning: 12th-graders in 2015 were going out less often than eighth-graders did as recently as 2009.
But iGen teens aren’t working (or managing their own money) as much. In the late 1970s, 77 percent of high-school seniors worked for pay during the school year; by the mid-2010s, only 55 percent did. The number of eighth-graders who work for pay has been cut in half. These declines accelerated during the Great Recession, but teen employment has not bounced back, even though job availability has.
In an information economy that rewards higher education more than early work history, parents may be inclined to encourage their kids to stay home and study rather than to get a part-time job.
“I’ve seen my friends with their families—they don’t talk to them,” Athena told me. “They just say ‘Okay, okay, whatever’ while they’re on their phones. They don’t pay attention to their family.” Like her peers, Athena is an expert at tuning out her parents so she can focus on her phone. She spent much of her summer keeping up with friends, but nearly all of it was over text or Snapchat. “I’ve been on my phone more than I’ve been with actual people,” she said. “My bed has, like, an imprint of my body.”
Teens who spend more time than average on screen activities are more likely to be unhappy, and those who spend more time than average on nonscreen activities are more likely to be happy.
Put down the phone, turn off the laptop, and do something—anything—that does not involve a screen.
Teens who visit social-networking sites every day but see their friends in person less frequently are the most likely to agree with the statements “A lot of times I feel lonely,” “I often feel left out of things,” and “I often wish I had more good friends.” Teens’ feelings of loneliness spiked in 2013 and have remained high since.
So is depression. Once again, the effect of screen activities is unmistakable: The more time teens spend looking at screens, the more likely they are to report symptoms of depression
These more dire consequences for teenage girls could also be rooted in the fact that they’re more likely to experience cyberbullying. Boys tend to bully one another physically, while girls are more likely to do so by undermining a victim’s social status or relationships. Social media give middle- and high-school girls a platform on which to carry out the style of aggression they favor, ostracizing and excluding other girls around the clock.
To me, however, the flaming cellphone wasn’t the only surprising aspect of the story. Why, I wondered, would anyone sleep with her phone beside her in bed? It’s not as though you can surf the web while you’re sleeping. And who could slumber deeply inches from a buzzing phone?
Their phone was the last thing they saw before they went to sleep and the first thing they saw when they woke up. If they woke in the middle of the night, they often ended up looking at their phone
www.theatlantic.com
The two discovered that due to the brain’s circuitry, humans are constantly switching between two states of awareness: being either task-positive (actively focusing on a task at hand) or task-negative (wandering or daydreaming). “Seesawing” too rapidly between these two networks can leave your brain feeling “dizzy” and unable to commit to either state. And when are you most likely to be in this confused in-between? When you’re on social media or surfing the web.
mashable.com
The truth—for this parent and so many others—is this: Her child has sacrificed her natural curiosity and love of learning at the altar of achievement, and it’s our fault.
From her first day of school, we pointed her toward that altar and trained her to measure her progress by means of points, scores, and awards. We taught Marianna that her potential is tied to her intellect, and that her intellect is more important than her character. We taught her to come home proudly bearing As, championship trophies, and college acceptances, and we inadvertently taught her that we don’t really care how she obtains them. We taught her to protect her academic and extracurricular perfection at all costs and that it’s better to quit when things get challenging rather than risk marring that perfect record. Above all else, we taught her to fear failure. That fear is what has destroyed her love of learning.
Marianna is so concerned with pleasing her parents that the love she used to feel for learning has been crowded out by her craving for their validation.
However, Marianna does not get praised for the diligence and effort she puts into sticking with a hard math problem or a convoluted scientific inquiry. If that answer at the end of the page is wrong, or if she arrives at a dead end in her research, she has failed—no matter what she has learned from her struggle. And contrary to what she may believe, in these more difficult situations she is learning. She learns to be creative in her problem-solving. She learns diligence. She learns self-control and perseverance. But because she is scared to death of failing, she has started to take fewer intellectual risks
Is that what we want? Kids who get straight As but hate learning? Kids who achieve academically, but are too afraid to take leaps into the unknown?
With a little luck, they will look back on their childhood and thank us; not just for our unwavering love, but for our willingness to put their long-term developmental and emotional needs before their short-term happiness. For our willingness to let their lives be just a little bit harder today so they will know how to face hardship tomorrow.
www.theatlantic.com
Patricia Greenfield, distinguished professor of psychology at UCLA, analyzed more than 50 studies on learning and points out that reading for pleasure among young people has decreased in recent decades, which is problematic because “studies show that reading develops imagination, induction, reflection and critical thinking, as well as vocabulary…in a way that visual media such as video games and television do not.”
time.com
What we do before we try to persuade is often more critical to whether or not we are successful.
Your unconscious mind wants to feel like you "finished" something — otherwise it will keep thinking about that task long after you've left the office.
So take a lesson from those cliffhangers at the end of television episodes. They keep you tuned in for a reason. Your brain wants closure. Don't let it have it.
If my uncle starts another political argument, then I will hide in the bathroom.
Before it's time to accomplish something, create a clear goal statement that includes the place or time something needs to be done and the thing you have to do. Just use the magic words "If/When" and "Then."
When I first sit at my desk in the morning, then I will begin the report I have to write.
The key is to be specific about the place and time that serves as a cue for you to take the step that you want to take.
So you've got an if/then and you're not giving yourself closure. You're programmed to get to work and your unconscious mind will make sure you pick up where you left off tomorrow. But what if you still just ain't feelin' it?
Multiple studies have shown that subtly exposing individuals to words that connote achievement (win, attain, succeed, master) increases their performance on an assigned task and more than doubles their willingness to keep working at it.
If you don't have a commitment to remind yourself of, just make one. But make it something you'll take seriously.
www.businessinsider.com
You need to be cautious about spending time with people who complain about everything. Complainers want people to join their pity party so that they can feel better about themselves. Think of it this way: If a person were smoking, would you sit there all afternoon inhaling the second-hand smoke? You’d distance yourself, and you should do the same with complainers.
www.theglobeandmail.com
Why are single sex schools good for education? Many educational experts believe that girls and boys have different learning needs and that in single sex schools teachers can use particular techniques designed specifically to suit the gender of their school
y using gender specific teaching techniques, staff at single sex schools can get the most out of lesson time and enhance the learning experience for their students.
Some research into gender differences in learning even looks at how girls and boys respond differently to changes in temperature, suggesting that girls prefer warmer rooms while boys prefer to learn in cooler conditions. Single sex schools make it possible to adapt the learning environment to suit the differing needs of boys or girls.
Single sex schools enable girls and boys to feel free to learn and discover any subject, with girls able to pursue interest in male-dominated subjects such as maths and science and boys able to explore music and the arts. Indeed, at the 26 Girls’ Day School Trust schools and academies, girls are more than twice more likely to opt for science or engineering degrees at university level than girls nationally.
Critics of single sex schools claim that mixed schools are a far better environment for teaching children a broader range of essential life skills.
www.bbcactive.com
What matters is the matching of a specific person's DNA with specific foods—something called nutrigenomics.
With machine learning and detailed data, it should be possible to combine DNA testing and quantified self-tracking to understand dietary needs and apply this to the "Internet of Food" to satisfy those needs. (I define the Internet of Food as a large-scale effort to enable all known information about every food ingredient and product to be accessible by machines, consumers, and companies.)
Riemann told me that Shae uses artificial intelligence to learn your preferences and habits. For example, Shae "cross-correlates what you like [to eat] vs. what's good for you."
www.fastcompany.com
Indeed, because students can type significantly faster than they can write, those who use laptops in the classroom tend to take more notes than those who write out their notes by hand.  Moreover, when students take notes using laptops they tend to take notes verbatim, writing down every last word uttered by their professor.
Obviously it is advantageous to draft more complete notes that precisely capture the course content and allow for a verbatim review of the material at a later date.  Only it isn’t.  New research by Pam Mueller and Daniel Oppenheimer demonstrates that students who write out their notes on paper actually learn more.
Half of the students were instructed to take notes with a laptop, and the other half were instructed to write the notes out by hand.  As in other studies, students who used laptops took more notes.  In each study, however, those who wrote out their notes by hand had a stronger conceptual understanding and were more successful in applying and integrating the material than those who used took notes with their laptops.
Mueller and Oppenheimer postulate that taking notes by hand requires different types of cognitive processing than taking notes on a laptop, and these different processes have consequences for learning.  Writing by hand is slower and more cumbersome than typing, and students cannot possibly write down every word in a lecture.  Instead, they listen, digest, and summarize so that they can succinctly capture the essence of the information.  Thus, taking notes by hand forces the brain to engage in some heavy “mental lifting,” and these efforts foster comprehension and retention.  By contrast, when typing students can easily produce a written record of the lecture without processing its meaning, as faster typing speeds allow students to transcribe a lecture word for word without devoting much thought to the content.
Moreover, high verbatim note content was associated with lower retention of the lecture material.
It appears that students who use laptops can take notes in a fairly mindless, rote fashion, with little analysis or synthesis by the brain.  This kind of shallow transcription fails to promote a meaningful understanding or application of the information.
It’s important to note that most of the studies that have compared note taking by hand versus laptop have used immediate memory tests administered very shortly (typically less than an hour) after the learning session.  In real classroom settings, however, students are often assessed days if not weeks after learning new material.  Thus, although laptop users may not encode as much during the lecture and thus may be disadvantaged on immediate assessments, it seems reasonable to expect that the additional information they record will give them an advantage when reviewing material after a long delay.
Wrong again.  Mueller and Oppenheimer included a study in which participants were asked to take notes by hand or by laptop, and were told they would be tested on the material in a week.  When participants were given an opportunity to study with their notes before the final assessment, once again those who took longhand notes outperformed laptop participants.  Because longhand notes contain students’ own words and handwriting, they may serve as more effective memory cues by recreating the context (e.g., thought processes, emotions, conclusions) as well as content (e.g., individual facts) from the original learning session.
www.scientificamerican.com
Show proof of listening.
Invite someone to contribute by asking a question.
www.edutopia.org
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