Journey of the Heart

A musical journey is very similar to a physical one in that it is also a journey of the heart. My first one got a boost during my teenage years in a white clapboard farmhouse back a long lane tucked amidst the hills of southern Ohio. I had a well-to-do friend, Tommy J, whose parents raced horses, and they followed their animals south when winter came to the Midwest. That meant that my buddy often found himself at home alone during the winter months. When I’d visit on weekends, we pretty much had the farm to ourselves, but we were never lonely thanks to his stereo system and eclectic record collection.  And it was from there, amongst the Led Zeppelin, Pink Floyd, Uriah Heap and other English rock albums, that he revealed an LP (long play) record called Transa,  and a song in particular, "It's a Long Way," that gave me, his wayward friend, a new and exciting sense of direction, one that I would never forget:

Woke up this morning 

Singing an old, old Beatles song 

We’re not that strong, my lord 

You know we ain’t that strong 

I hear my voice among others 

In the break of day 

Hey, brothers, Say, brothers 

It’s a long long long long way  

We teenage boys liked our music loud, but I remember first listening to Caetano Veloso’s uptempo ballad at low volume. It got played somewhere amongst Tommy’s stories of his year abroad in Brazil. Along with those images of a life in the far off tropics, I was captivated by Caetano Veloso’s suave voice and strong sense of melody, along with the vibrant rhythms and evocative lyrics, which were a mix of English and Portuguese. It resonated of a world distant from my rural Ohio experience.

Os olhos da cobra verde

Hoje foi que arreparei

Se arreparasse a mais tempo

Nao amava quem amei

Arrenego de quem diz

Que o nosso amor se acabou

Ele agora esta  mais firme

Do que quando comecou

It's a long road

Agua com areia brinca na beira do mar

Agua passa e a areia fica no lugar

E se nao tivesse o amor

E se nao tivesse essa dor

E se nao tivesse sofrer

E se nao tivesse chorar

E se nao tivesse o amor

No Abaeto tem uma lagoa escura

Arrodeada de areia branca

With that song in my head, I have since traveled the globe. I even spent three years living in Lisbon, Portugal, and while there, learned to love the songs of a number of fine Brazilian singers, including Chico Buarque, Gal Costa, Milton Nascimento, and one of my very favorites, Caetano Veloso's sister, Maria Bethania. I also became a fan of Portuguese fado, Spanish flamenco and lots of other musical styles I'd never heard of earlier. Ironically, it was while living in Lisbon that I also started a journey of discovery of music from America, for it was there that a friend turned me on to American jazz and blues.

Ever since that experience, new horizons -- whether in the deserts of Rajastan or the mountains of the Ainu, in the tropical rain forests or the turquoise seas of Southeast Asia --  have tugged methodically at my heart strings. The soundtrack to such a journey can be rich and varied.

I invariably advise students to seek out and listen to music other than the songs played on radio or advertised on TV because generally much of what gets heavy media airplay is what is being proffered and sold by large recording companies. This is not to say that music of that sort isn't good; it's just that what the typical deejay is going to spin is what his station's (or network's) musical programmer will mandate. Often times, that's music which can easily be called mainstream. It's called such, first, because it is often made by recognizable artists, and secondly, because it usually reflects certain production values (smooth and easy, classic oldies, and the like).

Luckily, there is so much more to music than what the stations deem as popular, and there is much more being made by incredible musicians than the stuff that a station considers the sort that will make advertisers happy.

In fact, everywhere there are remarkable musicians, singers and composers with so much to say. Give that local music from anywhere a chance, and what you will discover will often be as astounding as another new vista encountered on a hike through the local hills.

Bon voyage!

Lessons where you least expect them

Invited to lead workshops on presentations skills at a university in Jember, East Java, in December 2010, I learned some important lessons, first and foremost on the value of patience when dealing within a cultural milieu different from one's own.

Here's a clear example. On the Saturday before the university workshops, I was invited by my university host, an English teacher/program director with whom I'd worked on several projects earlier, including a lecture tour at universities in the same Indonesian provinces the previous September, to go east to the neighboring province to visit his wife's kampong. On Sunday the plan was to stop by a nearby national park famous for its pristine beach.

The four-hour car journey from Jember to Banyuwangi was very enjoyable. We drove through the forested Gumitir mountain region, stopped at a cafe selling locally-grown coffee and then wound our way into the flat plain opening to the Strait of Bali. Expecting to simply ride in my friend's car for four or five hours, I wore shorts and a T-shirt, my usual style in the tropical heat. I had even asked my friend if these clothes were appropriate, and he'd given me the thumbs up. I started to doubt this though when he asked me if I would mind "dropping in" at the Islamic school where his wife teaches; I pointed out that I was dressed very informally. He said it didn't matter, that we would just be stopping in for a short while.

Around noon we arrived at the school, where I could see that the Saturday morning session had just ended. The street in front of the school was filled with the motorbikes of parents come to pick up their kids; the inner courtyard was filled with male students in uniform slacks and dress shirts and girls in long baju and head scarves gathering their bags in a scurry out of the classrooms.

Our car was met by the very well spoken head English teacher, and my host and I were led  into the principal's office. There on a low-set wooden table fresh cut fruits and colorful rice cakes had been set out, in anticipation of our visit. This should have been my first clue that something more formal in nature was planned. I didn't have to wait long for the missing information. After chatting with the school principal, vice principal and head teacher for 15 minutes, I was asked if I wanted to see the classroom where I'd be teaching the lesson.

The lesson? Teaching? I would be teaching?

This was news to me, and with a tone that must have seemed slightly incredulous, I asked what I would be teaching. The head teacher explained that it was simple: just give a lecture to motivate the students for their English study. And by the way, he added, many of the teachers had wondered if they could attend "the lesson" and observe as well. Hopefully that was acceptable, he said. I tried my best to suppress the shock.

How long should I lecture? I then asked. "An hour will be good" was the nonchalant answer.

Over the years I have traveled quite a bit, I've taught in myriad situations, and I've learned to expected the unexpected. I have to admit though, in this case even the well seasoned itinerant teacher in me was caught off-guard. Ok---an hour lesson, my mind raced. Won't this be an experience.

Arriving at the appointed classroom, I did a double take: the room was filled with 35 or 40 students, age 15 or so, and at least a dozen teachers. There were also all shapes and sizes of brown faces looking in the slatted windows beside the open door. I suddenly felt like a zoo animal on display.  A few "hellos" to students and teachers and I discovered that many members of my prospective class spoke little to no English. I had a job to do though with no time to worry about language skills.

Surveying the big wooden desk on the raised dais at the front of the class and the neat rows of chairs and desks crowding the classroom space, I made a quick decision: the environment needed to be crafted to my liking. In short, I needed to take some control. Without hesitating, I gesticulated to the group, signaling that I wanted the desks moved out of rows and into groups of four, with pairs facing each other, perpendicular to the front of the class. Then I wrote in broad strokes on the whiteboard:

0 = Zero English   1= Some English
2= Good English  3= Great English.

"If you have no English, 0, move to the front corner of the classroom, by the door," I said, asking my host to interpret. " A bit of English, move to that back corner. Good English, back in the opposite corner. And if you have great English, move up here," I said, pointing to the corner opposite the door.

My idea was simple. I would first divide the mass into groups, initially by English level, then into small foursomes, with at least one decent English speaker (including my host and the head teacher!) in every combo. That strategy worked better than expected, with everyone cheerfully self selecting a spot in one of the room's four corners. I was relieved to see that the entire group was almost evenly divided between those who saw themselves as having some English and those who felt they had none. I then assigned each person to a group of four desks, trying my best to mix in participants of different skill levels,  and at the same time, the school teachers -- most of whom felt they had no English -- with their own students. The groups squawked with excitement when they realized they were being mixed!

Next, I wrote a selection of key introductory phrases on the whiteboard. From there the lesson proceeded into a sequence of my modeling stock phrases and then asking some member of each foursome to repeat the phrase: "My name is Batu Hitam (Blackstone). What's your name?"

"My name is Asep."

"Oh, his name is Asep. Hi, Asep. Now say this: My name is Asep. What's your name?"

"My name is Asep. What's your name."

"My name is Batu Hitam. Pleased to meet you."

And off we went, into a fast hour of English conversation. Each class group willingly followed the lead of the silly old (and sweating) American teacher dancing at the front of the classroom, with each person learning all their group member's names in simple introductions as well as practicing possessive pronouns "my, your, his, her," reporting information collected, and spouting the answers to these follow up questions: "What's your hobby? What's her hobby? What's his hobby?"

"My hobby is fishing. Her hobby is reading. His hobby is football. What's your hobby?"

The students and teachers of the junior high school must have been amused by the process. By the end of the hour they were shouting with excitement, revealing English skills most of them didn't realize they had and exhibiting social interaction that undoubtedly was very rare between pupils and teachers within the confines of the typical Islamic institution in East Java.

"High five!" I offered to happy kids who did their part to make the lesson rewarding.

"High ten!" I shouted, slapping hands in tandem with the teacher in the white scarf who had spoken English for maybe the first time in her life.

And what was my take away point from all of this? I'd like to let you decide the answer to that question!

A New Culture of Teaching and Learning


What did Mark Twain say was the most difficult month of the year?

December, followed closely by September, March, May, November, January, April, June, October, July, etc.....in short, all of them. His point was that there is no time that is really "easy."

I think of this anecdote as I confront the end of another semester at my university and a new one looms just around the corner, as my youngest daughter Billie ends another school year and is about to embark on a new one, and as the years keep roaring on  --- 2010 soon to be replaced by 2011.

Then I reflect on my many roles, as an educator, father, mentor, learner, guide, facilitator, presenter, listener, workshop participant, blogger, Facebook friend, traveler.....it all becomes a bit overwhelming at times.

That's why it is a great pleasure to find a video/lecture such as this one. In the video, Philip Tae, a professor of physics at Northwestern University, offers insights on the age-old problem of how to best make public education effective. Grades, cramped classrooms, fixed desks, giant lectures, antiquated notions of what it means to teach and learn, all of these are creatively addressed by Dr. Tae, presented in a way that is as innovative as his latest skateboard trick. Check it out and see what I mean!


Dr. Tae — Building A New Culture Of Teaching And Learning from Dr. Tae on Vimeo.

The Creative Spark

  





The statement below is true.
The statement above is false.


*****************************************************************************


What is creativity? How is it expressed in our thinking? How vital is it in our lives? 


To what degree does the education system we have gone through and the one we send our children through --- be that in the US, Singapore, the UK, China or anywhere else -- help enhance creativity? Can creativity even be taught and learned?


These are all questions that Ken Robinson addresses in this short 2006 lecture from the now famous TED series. 


Ken Robinson says schools kill creativity | Video on TED.com


If you liked that, please watch Robinson's second TED lecture from May of this year entitled Bring on the Learning Revolution!


I

The Proverbial Lead Balloon


I admit, I have always been a bit naive, and perhaps a bit overambitious. I remember that when I was five or six, I was lingering down by the barn on my Grandpa Elder's farm, contriving a way to catch one of the cute piglets that was in the feedlot (in the shadow of its grumpy 200 kilo mother sow) so as to keep it as my own. I had to have my own pig! And now I recall how I had also brought my small tricycle to the feedlot gate and set it there as a corner post for my would-be pen, along with a hodgepodge of boards, a watering can and some string.


Oh yeah, sure, I was really gonna catch that piglet and keep it fenced within that crude set up. 

Several years later, I had another ambitious plan: to start my own museum. In my hometown of Thornville, Ohio, Grandpa Blackstone had a hardware store. On the second floor of the stately 19th-century building, there was an empty room, overlooking the front sidewalk and the village's main street. There was also a staircase that ran down to the street from my would-be museum space.

What a perfect place, I imagined,  to display my various collections of heirlooms and collectibles, including some Native American artifacts, old jars and jugs, a minor coin collection, and souvenirs from multiple family trips to Canada. So I worked relentlessly at cleaning that empty room; I convinced my patient great-grandfather to build display tables, which I then set up, and I set out all of my treasures with carefully measured attention.

In all my effort though, I had missed one important point:  Why would anyone besides my grandpa, my great-grandfather and my bullied younger siblings ever make the effort to walk up those dusty stair to visit a lackluster museum with my odds and ends? 

I had similar big ideas in a couple other stages of my life, with similar results. The proverbial lead balloons.

That's a bit how I now feel about having my students utilize the NUS Wikispace for their group research projects. It's great for everyone to be able to view and comment on each other's work. It's useful for a tutor to be able to access, assess, and admire student achievements. It's a good idea having students archive their group work in a common, mutually-accesible space. And so there it is on the NUS Wiki Dashboard, Professional Communication BB, neatly available for student use.

What I discovered today though in reviewing student work was that several research teams had set up their own wiki space right there on NUS Wiki but not in "my" space. Others had understandably used a space more familiar or workable to them, like Google Docs.

And so, I faced a dilemma. Castigate those who had created alternatives that were more suitable for their own research team's needs or be amenable to the deviation from my plan and adapt to the "beautiful" reality of the situation. 

Being more realistic and practical than I am either naive or ambitious, I decided I could adapt, that I should accept the learning apparent as students developed a system that worked best for them. 

The pigpen idea I gave up when I suddenly realized that separating the tiny piglet from its gargantuan mother was going to be a life-threatening affair. The museum idea I dumped after my first visitors walked up and back down the hardware store stairs *without* making any entrance fee contributions to my coffee can at the door.

And what of NUS Wiki? Why persist in forcing students who had set up other wiki sites for archiving their research project documents to export them to my long-established space just for the sake of ceremony? 

Well, I think you know the answer already.

I will be happy to review my students' materials on the site they have created, wherever that might be. That's more practical and realistic than transferring data just for the sake of some prescribed scenario.

Adaptation is survival.

The Mock Interview (revisited)

What sort of jobs have I interviewed for? Here's a partial list:

U.S. National Security Agency country/regional analyst

People Airlines (now defunct) flight attendant

retail store assistant manager

Those are jobs that I applied for, got interviewed for, and was not hired for. (Thank god!) During my university studies, I never even heard of a course such as the one I now teach, a communication skills course in which a segment is dedicated to assisting/familiarizing students with resume and application letter writing, and then with preparing for and performing at a job interview. If I'd had such a course, who knows where I would be today....

Where was I today? In class facilitating mock interviews. In each class there were several interview teams. Each team of three or four students read and evaluated the application materials that another team's individual members had prepared, peer reviewed and revised in advance. The evaluating team, much like a hiring committee or HR group, would rank those individuals from the other team based on the quality of the materials in relation to a specific job, internship or graduate program application and then begin the interview process.

The interview process entailed setting up the room in office-like quadrants, with one team per corner behind a row of desks. In their respective stations each team created their first set of interview questions, set for the peer they'd ranked #1. During a point in the question preparation process, each team then lost one of its members, that being the person who was ranked as having the best set of materials. She or he, along with the top ranked person from each of the other teams, was directed into the corridor, there to wait until being called upon by the peer team for an interview of approximately 10-15 minutes.

Back in the classroom, each team crafted its questions, and each individual adopted a particular stance, whether friendly and smiling HR person, impatient and brusque interrogator or something in between. A request was made for Academy Award worthy performances, both from the interviewers and the interviewees. No matter what the demeanor of each interviewer was set to be, all sessions had a principle interviewer and a note-taker, the person whose main task was to reflect on the verbal and nonverbal behavior of the applicant. When the first round of interviews finished, the process was repeated in a second round then in a third, and then in a fourth. In this way, every student had an opportunity to be an interviewer multiple times, and to be interviewed once.

After all the rounds were completed, a debriefing session was held where students were encouraged to share something about their experience.

This is another opportunity for such a debriefing. How do the students view the process and these interviews? That's exactly what this bog post is all about.

Students, please add your thoughts. Innocent bystanders, please see the commentary below.

Turning the Tables on Study Habits

Have you ever wondered whether it's more effective to study in the same place night after night or to change locations frequently? Should you focus on one subject per study session, doing mugging for that physics exam tonight and the project work for prof comm tomorrow, or split things up across various evenings?

This article from The New York Times,  "Forget What You Know about Good Study Habits," gets at the heart of study habits in a lucid manner. Invoking recent research while dispelling old myths, author Benedict Carey leads you through the library, into your favorite spot in the student lounge, back to your room in the residence hall and right up to your work desk --- then out again, and provides fine detail on an activity that takes up far too much of your time.

So you better get it right!

 

I will never meet the Sentinelese

Have you ever imagined taking a sailing trip through the Andaman Islands in the Bay of Bengal? I have. And though I hear the scuba diving is excellent and the sunsets are spectacular, my greatest interest is not in the water or on the horizon but for the little known island of North Sentinel. What would it be like to step ashore, I've wondered.

Welcome to a version of the Stone Age, where sure death is the answer. For on that tropical islet, among lush vegetation and behind a ring of white sandy beaches, resides a group of people for whom outsiders are unwelcome, and time has stood still --- meet the legendary Sentinelese.

In visiting North Sentinel, one has to move cautiously. In an article on the website AtlasObscura, it is reported that two fishermen who made the mistake of illegally casting their lines within the shadow of the island were killed in a barrage of arrows. Even the helicopter sent to retrieve the bodies nearly fell prey to the tribesmen's expert shots.

No, the Sentinelese don't take to strangers, and for that and other reasons, their idyllic speck of real estate has been declared off limits by the Indian government, which oversees the area --- and that has been the saving grace of their society and culture.

When we talk about culture, I like the definition set forth by Lederach (1995) in the book Preparing for peace: Conflict transformation across cultures: "Culture is the shared knowledge and schemes created by a set of people for perceiving, interpreting, expressing, and responding to the social realities around them" (p. 9). 

The social reality for the Sentinelese, we might surmise, is one in which the idea of in group and out group is very strong. If you are one of us, you look like we do, you act like we do, you speak like we do, and you live in the lean-to next door --- then you're safe. If you don't fulfill those criteria --- you are a danger for us, and if you get too close, you will die.

The Sentinelese "perception" of outsiders as dangerous aliens who merit a response of finely-crafted iron-tipped arrows has been corroborated by the experience of other islanders in the Andamans. Without the protection of the Indian government, the Jarawa, the Onde and others have been individually and collectively exploited, their social universes broken apart in much the same way as those of the native Americans from the 17th through 19th centuries: men forced into working as cheap laborers, women conscripted into the invaders' kitchens and beds, and children stripped of their sense of identity as the tsunami of outside influences rushes in.  

There are different perspectives, of course, on what action a government can and should take in this case. Some would argue that it is better for the inevitable to happen, that the assimilation/integration of "primitive" groups to the dominant, more "civilized" society is social evolution, a necessary stage in historical development, and the sooner the better. That argument gains strength when one considers, for example, the advantages of giving these people access to modern health care. 

Still, as the experience of the Penan in East Malaysia and countless other tribal groups from Borneo to West Papua shows us, forced assimilation -- with reneged upon promises of health care, housing and formal education -- can come at a high price: thwarted expectations, dire new living conditions and cultures in decay.

So India's current policy of enforced protection of the isolation of the Sentinelese stands, and my dream of visiting their island will never be realized. Good for them.

For more information on the culture of various tribes in the Andaman Islands, see this link.

To Copy, or not to copy? That is the question.

Here's the link to an interesting piece from The New York Times about the prevalence of plagiarism in the writing of some students in American universities nowadays. From the author's vantage point, many students who do plagiarize don't seem to be aware that copying is bad.

I'd be interested in hearing the opinion of students at NUS on the frequency of plagiarism, if any, they have witnessed in their study experience, and also on whether or not they view it as acceptable or not.

1 School or 20 Soldiers  from The New York Times

Occasionally, when I'm feeling lazy or lethargic or uninspired, I simply make a post of someone else's article or maybe a Youtube clip.  I haven't been inspired to write for a while, but I have been reading. The following article is by Nicholas Kristoff and lifted directly from The New York Times. It's about how bloated and misguided America's military expenditures are as a means of combatting religious extremism and dealing with populations in a country like Afghanistan. When Kristof writes for people like me, a person who was adamantly opposed to America's intervention in Vietnam and who found Bush's invasion of Iraq to be illegal and unjustifiable, he's preaching to the converted. I don't see how more Stealth bombers will ever be a solution for the problems our world faces. Please read this article and leave your opinion.

July 28, 2010

By NICHOLAS D. KRISTOF

The war in Afghanistan will consume more money this year alone than we spent on the Revolutionary War, the War of 1812, the Mexican-American War, the Civil War and the Spanish-American War — combined. 


A recent report from the Congressional Research Service finds that the war on terror, including Afghanistan and Iraq, has been, by far, the costliest war in American history aside from World War II. It adjusted costs of all previous wars for inflation.

Those historical comparisons should be a wake-up call to President Obama, underscoring how our military strategy is not only a mess — as the recent leaked documents from Afghanistan suggested — but also more broadly reflects a gross misallocation of resources. One legacy of the 9/11 attacks was a distortion of American policy: By the standards of history and cost-effectiveness, we are hugely overinvested in military tools and underinvested in education and diplomacy.

It was reflexive for liberals to rail at President George W. Bush for jingoism. But it is President Obama who is now requesting 6.1 percent more in military spending than the peak of military spending under Mr. Bush. And it is Mr. Obama who has tripled the number of American troops in Afghanistan since he took office. (A bill providing $37 billion to continue financing America’s two wars was approved by the House on Tuesday and is awaiting his signature.)

Under Mr. Obama, we are now spending more money on the military, after adjusting for inflation, than in the peak of the cold war, Vietnam War or Korean War. Our battle fleet is larger than the next 13 navies combined, according to Defense Secretary Robert Gates. The intelligence apparatus is so bloated that, according to The Washington Post, the number of people with “top secret” clearance is 1.5 times the population of the District of Columbia.

Meanwhile, a sobering report from the College Board says that the United States, which used to lead the world in the proportion of young people with college degrees, has dropped to 12th.

What’s more, an unbalanced focus on weapons alone is often counterproductive, creating a nationalist backlash against foreign “invaders.” Over all, education has a rather better record than military power in neutralizing foreign extremism. And the trade-offs are staggering: For the cost of just one soldier in Afghanistan for one year, we could start about 20 schools there. Hawks retort that it’s impossible to run schools in Afghanistan unless there are American troops to protect them. But that’s incorrect.

CARE, a humanitarian organization, operates 300 schools in Afghanistan, and not one has been burned by the Taliban. Greg Mortenson, of “Three Cups of Tea” fame, has overseen the building of 145 schools in Afghanistan and Pakistan and operates dozens more in tents or rented buildings — and he says that not one has been destroyed by the Taliban either.

Aid groups show that it is quite possible to run schools so long as there is respectful consultation with tribal elders and buy-in from them. And my hunch is that CARE and Mr. Mortenson are doing more to bring peace to Afghanistan than Mr. Obama’s surge of troops.

The American military has been eagerly reading “Three Cups of Tea” but hasn’t absorbed the central lesson: building schools is a better bet for peace than firing missiles (especially when one cruise missile costs about as much as building 11 schools).

Mr. Mortenson lamented to me that for the cost of just 246 soldiers posted for one year, America could pay for a higher education plan for all Afghanistan. That would help build an Afghan economy, civil society and future — all for one-quarter of 1 percent of our military spending in Afghanistan this year.

The latest uproar over Pakistani hand-holding with the Afghan Taliban underscores that billions of dollars in U.S. military aid just doesn’t buy the loyalty it used to. In contrast, education can actually transform a nation. That’s one reason Bangladesh is calmer than Pakistan, Oman is less threatening than Yemen.

Paradoxically, the most eloquent advocate in government for balance in financing priorities has been Mr. Gates, the defense secretary. He has noted that the military has more people in its marching bands than the State Department has diplomats.

Faced with constant demands for more, Mr. Gates in May asked: “Is it a dire threat that by 2020 the United States will have only 20 times more advanced stealth fighters than China?”

In the presidential campaign, Mr. Obama promised to invest in a global education fund. Since then, he seems to have forgotten the idea — even though he is spending enough every five weeks in Afghanistan to ensure that practically every child on our planet gets a primary education.

We won our nation’s independence for $2.4 billion in today’s money, the Congressional Research Service report said. That was good value, considering that we now fritter the same amount every nine days in Afghanistan. Mr. Obama, isn’t it time to rebalance our priorities?


The New York Times  

Lessons from China and Singapore

In a recent opinion article from The New Republic, Martha Nussbaum, a professor from the University of Chicago, makes sweeping allegations about the nature and influence of education in China and Singapore. She castigates folks like President Obama who have heaped praise on these two countries' education systems, which -- as Obama stated -- prepare students not only for university studies but also for "a career."

Nussbaum's main beef seems to be that there is far too much rote learning/learning for the test at the heart of both country's systems. She goes on to describe how such learning may produce model citizens and cogs in a national economic machine but not critically thinking individuals. In fact, her central concluding idea is that anyone who believes an education system should foster independent thinking and pluralistic, democratic ideals should not look to China and Singapore as models but to Korea (which, by the way, has one of the highest per capita rates of suicide in the world).

As I read the Nussbaum article I had my doubts not just about her central thesis but also about some of the author's supporting anecdotes. She quotes, for example, a Singapore university teacher of communications, one who has supposedly since left Singapore, saying that when the person was discussing the issue of libel and critiques of the government with students, they became stiff and fearful: "I can feel the fear in the room. …You can cut it with a knife."

This contradicts my own experience in the university classroom in Singapore, where I have heard students openly present critiques of everything from their classmates' work to the workings of the university.

Of course, I don't share the same experience as students who have gone through the Chinese or Singaporean education systems from young. So I wonder what those of you who did might think. Here is the link to the Nussbaum article. Let me know your thoughts.

Soft Drinks & The Blimping of America 

In two days I'll be in the air again, heading north and west from Ohio to get back east to Singapore. As always, it's been great to be "home," with the usual reunions, re-discoveries, surprises.

When I asked my teenage daughter Billie what social phenomena amazed her most in this trip to Ohio, she mentions two things: widespread obesity and general friendliness. Those "impress" me as well. In fact, it's always a pleasure to be in a place like my hometown where approaching a total stranger on a village sidewalk invokes a "hi there" or similar greeting.

Billie's other observation, that obesity seems common, is less comforting. While in a Lancaster, Ohio, doctor's office several weeks ago, I noted that nearly every other waiting patient, seven or eight adults and one child, was overweight, and half of those were obese. Two months ago I visited the university clinic in Singapore and did not see one other person who would qualify as obese. This observation becomes more acute when I remember how during my childhood, 40 years ago, obesity was a rarity, not the norm. In the time worn pictures of my elementary school classes, not one kid is obese.

It's easy to recognize one of the causes: the constant consumption of "soft" drinks.  I have seen shoppers in grocery stores pushing carts that are stacked high with a dozen or so cartons of Coke, Pepsi or other sweet drinks---and nothing else! And I think a visitor to the typical home in Ohio would be hard pressed to find a "second" refrigerator that is not filled with "drinks." Even in my own boyhood home, my mother often follows up greetings to guests with the question: "What would you like to drink? There's A&W Root Beer, Diet Coke, Mountain Dew, Diet Dr. Pepper." At a recent family reunion I observed that nearly every one of the two dozen visitors, myself included, was nursing a canned drink as we sat out on the backyard deck. 

A review of some articles on the Web regarding soft drink consumption in the US provides telling statistics. Americans consume 13.15 billion gallons of carbonated drinks a year. They spend 57 billion dollars a year on these drinks. And between 1977 and 2001, the consumption of soft drinks increased 135%. (For one article recounting a  study done on this topic, read here.)

This obsession with sweetened drinks simply doesn't exist in Asia, and the difference in the size of waistlines shows the real story.

For more about obesity in America, see this article.

Stay hungry, stay foolish

The term has almost come to an end. A mere two weeks remain on the schedule. In these two weeks though, your student teams will be very busy with many assignments and tests, and in our professional communication course, preparing for and then presenting your project proposals for change in some area of the NUS curriculum. 

As you know (but I mention for visitors), the project aim is for each student team to follow up the needs analysis research you have done on those communication skills required in a particular workplace and the current communication skill offerings in a related degree program area at NUS and to suggest a plan of action that might assist a specific faculty (school) or department to better prepare its undergraduates for their future. In your 20-minute presentation, you need to convince the (fictitious) NUS Excellence Unit of the soundness of your ideas, explaining why a change is needed and how it might benefit various stakeholders at the university, justifying any of your claims with your secondary and original research findings.

In our most recent tutorial session we discussed presentation preparation tips from the Presentation Zen website created by former Apple employee Garr Reynolds. Hopefully, our review of those tips will aid you in your work for the coming weeks.

With this presentation assignment (and maybe our discussion of Apple) in mind, Deenise, a student in Group 2, posted a free blog post that shares the speech that Apple founder Steve Jobs gave at a recent Stanford University commencement ceremony. In that speech, Jobs recalls three stories from his own life. One of these demonstrates how the choices a person makes each and every day can impact unforeseen future outcomes. What's especially wonderful about the speech is that it also highlights Jobs' own success on a path less taken, as a college drop out. 

I find this inspirational because it shows that it's not just hard work and a commitment to one's values that are important, but also a certain daring. In fact, Jobs ends his speech with a related phrase taken from the back of the last volume of The Whole Earth Catalog, one of the hippie bibles from the 1960s and 70s that in its content and ambition was symbolic of "out of the box thinking."  The phrase Jobs quotes is this: "stay hungry, stay foolish."

Stay hungry. Stay foolish. How might these imperatives serve students at Stanford University, and at the National University of Singapore? In my view, "stay hungry" means you don't necessarily have to settle for what satiates you first, for what comes easiest. By staying hungry, you keep alert and always on the move, eyes and ears open for something new, for knowledge, for opportunity. 

"Stay foolish" implies that you should keep your child-like nature, stay in awe. Don't be afraid to amble. Don't be afraid to make mistakes. Don't be afraid to reach for the stars. There's also a hint in this phrase of the idea that you shouldn't lose sight that since you're on earth for a very short time, you should make your best effort each day in doing what you enjoy. If you can make what you enjoy your life's work, so much the better. 

How might these words of wisdom connect to the last couple weeks of the semester and the work ahead?  I'd say you (we) should look at what remains as an opportunity, a chance for further growth, another couple enjoyable lessons in the school of life, and a chance for our unique groups to share what we have found, a common cause, clear shared goals and certain camaraderie.  What do you think?

Talkin' 'Bout Writing: How to Discuss a Colleague's Writing While Preserving Your Working Relationship and Career by James Bell Picture this: You're eating lunch at your desk and a head pokes into your doorway. It's a colleague asking you to take a look at a report he's written before he turns it in to the boss. You know he wants constructive criticism to help him improve the document, but you don't know exactly how to give it to him. You don't want to risk offending him if he doesn't like your suggestions, but you can't refuse to look over the report either. Chances are you've been in that situation, whether you're someone colleagues trust for feedback or a manager reviewing your staff's work. The question is, how do you respond in a way that helps the person develop as a writer and preserves your working relationship? Although there isn't one best way to critique someone's writing, there are some general guidelines. Here's how to offer effective feedback without stepping too hard on the writer's toes. Clarify the goal. A request to review writing can come in many forms. Some examples: Would you take a look at this? What should I put in this section? Is this what you wanted? Before you offer feedback, you must determine your purpose. In all cases, you probably want the writing to communicate effectively, adhere to company standards, and uphold a positive image of the company. But which goal do you want to emphasize: editing the text or improving the writer? If you focus on correcting the text, the document will improve but the writer probably won't. He may not understand the corrections, be overwhelmed by the number and variety of errors, and learn, above all else, that you're a good writer and should do all future editing. If, however, your objective is to help the person become a better writer, then you have a much more interesting but difficult job to do. We'll assume the latter purpose. Meet. Meet with the writer at least briefly. Written comments are impersonal, open to misunderstanding, and leave little opportunity for the writer to clarify her meaning. You can request the document before you meet, or, if it's short, read it on the spot. Try to lessen the writer's anxiety. He may fear harsh criticism and worry about looking incompetent, especially if you're his manager. Here are some tips to lower the anxiety. * Put the writer in charge. Ask, What's the main thing you'd like me to look at? That emphasizes a crucial writing skill: self-evaluation. It also conveys that the writer is responsible for the document and shouldn't expect you to clean it up. If the writer replies, "Look for everything," say, "I can't read for everything at once. Do you think I should focus on content, organization, sentence structure, grammar and mechanics, or something else?" That list offers the writer a useful hierarchy of concerns. For instance, there's no point fixing grammar or punctuation errors in a paragraph that will be deleted when the writer reconsiders content. * Agree on what will happen. State the objective for the meeting and how you'll both achieve it. For example, "I'll read to see whether you have enough support for the purchase requests. If I agree that there might not be enough support, we can brainstorm more ideas." At the same time, you may want to say what you won't do. For example, "I know you have the company style manual, so I won't look for formatting problems. You can catch those." * Talk less about what's right and wrong and more about what's appropriate, acceptable, or inappropriate. For example, in this sentence, After the latest changes, we have less assembly-line problems, less should be fewer because problems are countable. However, it will be more useful for the writer if you discuss how the sentence may be acceptable in an email message between two crew bosses but inappropriate for the company's annual report. * Give reader-type responses rather than expert judgments. Instead of saying, "You should move this sentence from the bottom of the paragraph up to the top because it's your main idea," say, "When I was reading this paragraph, I didn't know where it was going until the last sentence, which I think is the main idea." The first comment invokes either acquiescence or argument from the writer. The second comment invites discussion and, ultimately, leaves the decision with the writer. * Focus on just a few things each pass. Resist the temptation to dry-clean the paper and make it come out exactly the way you want. Correcting every technical and stylistic error will overwhelm the writer and put you in the position of editor. Instead, teach your writers to edit their own work. * Try to point out something positive about the writing, making your praise as long and detailed as your most in-depth criticism. The employee will likely repeat that element in his or her next writing project. * Dispel the myth that people either can write or can't write, and if they can write, then they can write anything. Competent writing can be learned and is a process of gradual improvement. Ensure that your writers know that even professional writers must keep sharpening their skills. * Create a climate in which sharing writing is natural. Asking other managers or staff for feedback on your writing speaks louder than words. Structure the meeting for success. The following steps facilitate productive talk about writing. * Step 1: Ask the writer what to focus on and what questions she or he has. * Step 2: Read silently. * Step 3: Briefly answer the writer's questions. Suggest an objective--not what you'll do but what the writer will be able to do by the end of the meeting. Then, state how the two of you might accomplish the objective and ask whether the writer agrees. Although that process may sound cumbersome, it needn't take long. Here's an example: "I agree that there's not enough support for the purchase request if it's going to the vice president. One way we could address that is by brainstorming. Does that sound like a good approach to you?" Rather than collaborating on brainstorming, some writers may prefer to revise based on a model that you create. Others might want you to ask questions to help them generate ideas. You can tailor your approach according to the writer's preference. * Step 4: Now that you've focused on the writer's chief concern, address one area you consider crucial. The typical hierarchy of concerns stipulates that once the content is sound, you can address organization; once that's logical, you can address sentence structure; and once sentences are in shape, you can address grammar, mechanics, and punctuation. * Step 5: Conclude by asking what the writer will do next. That checks her understanding and clarifies the progress of the document. If the writing has to be perfect technically, you can ask to see it a final time. Although you may be a more experienced writer than the person asking you to review, you don't need to rewrite even a small part. Use these steps to create better writers--which will serve your and the writer's purposes better in the long run. James Bell is sole proprietor of Bell Education and Consulting in Brtish Columbia, Canada; jim11b@yahoo.ca.

Questia Media America, Inc. www.questia.com

Publication Information: Article Title: Talkin' 'Bout Writing: How to Discuss a Colleague's Writing While Preserving Your Working Relationship and Career. Contributors: James Bell - author. Magazine Title: T&D. Volume: 56. Issue: 12. Publication Date: December 2002. Page Number: 57+. COPYRIGHT 2002 American Society for Training & Development, Inc.; COPYRIGHT 2004 Gale Group

The Mock Interview

What sort of jobs have I interviewed for? Here's a partial list:

U.S. National Security Agency country/regional analyst

People Airlines (now defunct) flight attendant

retail store assistant manager

Those are jobs that I applied for, got interviewed for, and was not hired for. (Thank god!) During my university studies, I never even heard of a course such as the one I now teach, a communication skills course in which a segment is dedicated to assisting/familiarizing students with resume and application letter writing, and then with preparing for and performing at a job interview. If I'd had such a course, who knows where I would be today....

Where was I today? In class facilitating mock interviews. In each class there were four team. Each team of three or four students read and evaluated the application materials that another team's individual members had prepared, peer reviewed and revised in advance. The evaluating team, much like a hiring committee or HR group, would rank those individuals from the other team based on the quality of the materials in relation to a specific job, internship or graduate program application and then begin the interview process.

The interview process entailed setting up the room in office-like quadrants, with one team per corner behind a row of desks. In their respective stations each team created their first set of interview questions, set for the peer they'd ranked #1. During a point in the question preparation process, each team then lost one of its members, that being the person who was ranked as having the best set of materials. She or he, along with the top ranked person from each of the other teams, was directed into the corridor, there to wait until being called upon by the peer team for an interview of approximately 10-15 minutes.

Back in the classroom, each team crafted its questions, and each individual adopted a particular stance, whether friendly and smiling HR person, impatient and brusque interrogator or something in between. A request was made for Academy Award worthy performances, both from the interviewers and the interviewees. No matter what the demeanor of each interviewer was set to be, all sessions had a principle interviewer and a note-taker, the person whose main task was to reflect on the verbal and nonverbal behavior of the applicant. When the first round of interviews finished, the process was repeated in a second round then in a third, and then in a fourth. In this way, every student had an opportunity to be an interviewer multiple times, and to be interviewed once.

After all the rounds were completed, a debriefing session was held where students were encouraged to share something about their experience.

This is another opportunity for such a debriefing. How do the students view the process and these interviews? That's exactly what this bog post is all about.

Students, please add your thoughts. Innocent bystanders, please see the commentary below.

Peer Teaching

“Teaching depends on what other people (as in the students) think,” says Deborah Ball, dean of the school of education at the University of Michigan, “not what you (as the teacher) think.”

Team peer teaching in the professional communication module I teach is coming to a close for this semester. Over the course of the past six weeks teams of students have taught their classmates 30-minutes lessons on performing effectively at job interviews, creating good resumes and application letters, using wikis and other collaborative workspaces, writing effective business correspondences, and designing effective survey questionnaires. These are all content topics that the "student teachers" had to learn themselves (with a list of websites at their disposal) then teach.

As I've mentioned, the most amazing thing for me about the peer teaching is that for many students, it's the first time they have stood in front of a class. It's also the first time they have created a lesson plan, managed a classroom, delivered a content-based lecture, and directed teaching/learning activities. Amazingly, they have done so while not receiving any instruction on teaching. They've had to learn and teach simply by doing.

What then makes this possible, or plausible? A simple mix, really, of three attributes: Intellect. Courage. Heart. Add to that a good portion of hard work, e voila!

In the lessons I've attended, I've seen a good number of natural-born future teachers, and quite a few peer teachers that are diamonds in the rough.

What makes teaching so special? And what might contribute to a person becoming an effective teacher? See the article "Building a Better Teacher" by Elizabeth Green in the New York Times for an overview.

I'd like to hear your reactions, in a couple paragraphs or less, to the experience you had teaching (and learning as a peer teacher and a peer student) this term.