Bionic eye
18/11/08 16:24
Here’s a story about a woman who lost her eye in an accident and via her blog has asked technicians to build her a ‘bionic eye’ so that she can record her life.
Assuming that at some stage in the not too distant future engineers will figure out a way to achieve this, how long might it be before people don’t need to go through the ordeal of losing an eye in order to have this feature embedded in their body somewhere?
Assuming that at some stage in the not too distant future engineers will figure out a way to achieve this, how long might it be before people don’t need to go through the ordeal of losing an eye in order to have this feature embedded in their body somewhere?
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Keeping kids safe - Whose job is it?
18/11/08 16:07
Primary school children are apparently being left at the school gates up to 50 minutes before schools open and are playing chicken with cars on a busy Christchurch road, according to this recent article.
But what is interesting about this piece is how it assumes - as we all do today - that schools must play the custodial role from 9am until 3pm. Parents are custodians for the rest of the time.
This may always be true for primary school kids. But imagine secondary schools in the future. What if all of that changed? If ‘the school’ as we know it ceases to exist in its present form in 2028 and the community and business become far more involved in the delivery of education, then students could be learning in many different centres throughout the community.
Who will be responsible for students safety then? How important is ‘custody’ for secondary school age children anyway?
Sharing that responsibility amongst the community has got to be a better option in the future. Teachers can’t carry that burden alone (they’re teachers, not security guards) and families often have two parents working these days.
What do you think?
But what is interesting about this piece is how it assumes - as we all do today - that schools must play the custodial role from 9am until 3pm. Parents are custodians for the rest of the time.
This may always be true for primary school kids. But imagine secondary schools in the future. What if all of that changed? If ‘the school’ as we know it ceases to exist in its present form in 2028 and the community and business become far more involved in the delivery of education, then students could be learning in many different centres throughout the community.
Who will be responsible for students safety then? How important is ‘custody’ for secondary school age children anyway?
Sharing that responsibility amongst the community has got to be a better option in the future. Teachers can’t carry that burden alone (they’re teachers, not security guards) and families often have two parents working these days.
What do you think?
How google knows everything about you - and other scary stories.
11/11/08 16:33
Google can already see about 80% of the web sites that you click on. Soon they’ll be able to see everything.
Google’s harshest international critic was in Auckland this week and said google is becoming the ‘biggest detective agency that ever existed.’
Are you worried about this, or is it just scare-mongering?
And here’s another scary story; new software available now makes it possible to spy on every mobile call and text that someone sends. If you want to keep tabs on your partner, or you’re the boss and you want to monitor your employees, just download the software, ‘borrow’ your victim’s phone, set up the software, and return the phone. They will be none the wiser at the end of the day when they shove their phone in their bag. And you will be monitoring every call and text they make.
Now That’s scary!
Google’s harshest international critic was in Auckland this week and said google is becoming the ‘biggest detective agency that ever existed.’
Are you worried about this, or is it just scare-mongering?
And here’s another scary story; new software available now makes it possible to spy on every mobile call and text that someone sends. If you want to keep tabs on your partner, or you’re the boss and you want to monitor your employees, just download the software, ‘borrow’ your victim’s phone, set up the software, and return the phone. They will be none the wiser at the end of the day when they shove their phone in their bag. And you will be monitoring every call and text they make.
Now That’s scary!
What do Microsoft, The Royal Society and us have in common?
11/11/08 16:11
Microsoft New Zealand and the Royal Society have come together to create this excellent site - which highlights interviews with people like Richard Taylor from Weta Workshop - and tries to define what makes for a successful pathway to leadership.
There are many overlaps with our work. They obviously agree - because they highlight Secondary Futures! Take a look.
Incidently, Dr Annick Janson from Microsoft is behind much of the work on this site, and we have been lucky enough to have her input into some our thinking at Secondary Futures.
There are many overlaps with our work. They obviously agree - because they highlight Secondary Futures! Take a look.
Incidently, Dr Annick Janson from Microsoft is behind much of the work on this site, and we have been lucky enough to have her input into some our thinking at Secondary Futures.
Lesson on ipods
11/11/08 15:21
‘John Campbell live’ did an interesting piece last night on TV3.
The hospitality industry has a particular problem when it comes to training its chefs.
The students are working in kitchen jobs until 3.30am. Subsequently, they are too tired to learn when classes start at 9am each day.
At Otago Polytech teachers have come up with a digital solution.
Lessons are now uploaded onto the students ipods.
If this is possible for chefs - what might learning look like for children and young adults?
Take a look.
The hospitality industry has a particular problem when it comes to training its chefs.
The students are working in kitchen jobs until 3.30am. Subsequently, they are too tired to learn when classes start at 9am each day.
At Otago Polytech teachers have come up with a digital solution.
Lessons are now uploaded onto the students ipods.
If this is possible for chefs - what might learning look like for children and young adults?
Take a look.
Obama 'gets it'
06/11/08 17:51
We’ve been looking through Obama’s vision for education and it’s spelt out here.
Much of this lines up with the vision that many New Zealanders have articulated:
‘America faces few more urgent challenges than preparing our children to compete in a global economy. The decisions our leaders make about education in the coming years will shape our future for generations to come.’
‘Public education in America should foster innovation and provide students with varied, high-quality learning opportunities.’
‘We cannot ensure we’re ready for the economic challenges of the 21st century if our schools and learning systems are firmly planted in the 20th century. Today, the information economy is revolutionizing every area of our lives, but too many schools do not have access to these critical resources.’
And you can see Obama talking education here.
Much of this lines up with the vision that many New Zealanders have articulated:
‘America faces few more urgent challenges than preparing our children to compete in a global economy. The decisions our leaders make about education in the coming years will shape our future for generations to come.’
‘Public education in America should foster innovation and provide students with varied, high-quality learning opportunities.’
‘We cannot ensure we’re ready for the economic challenges of the 21st century if our schools and learning systems are firmly planted in the 20th century. Today, the information economy is revolutionizing every area of our lives, but too many schools do not have access to these critical resources.’
And you can see Obama talking education here.
'Your Bay of Opportunity'
06/11/08 17:36
Something exciting is happening in the Bay of Plenty.
To give you an idea, here’s a few of the chapter headings from a recent booklet produced in the region:
‘Your Bay of Prosperity’
‘Your Bay of Growth’
‘Your Bay of Knowledge’.
It all started when local businesses got together and asked themselves; ‘What do we need to do to keep this community functioning and exciting, to get a good quality of life for people living here?’ And their answer was to do something that would link students and local people with enterprise and learning opportunities in the area. So they got together with government, ran workshops and came up with some of the most exciting and innovative ideas we’ve heard in along time.
Have a look at Priority One and let us know what you think.
To give you an idea, here’s a few of the chapter headings from a recent booklet produced in the region:
‘Your Bay of Prosperity’
‘Your Bay of Growth’
‘Your Bay of Knowledge’.
It all started when local businesses got together and asked themselves; ‘What do we need to do to keep this community functioning and exciting, to get a good quality of life for people living here?’ And their answer was to do something that would link students and local people with enterprise and learning opportunities in the area. So they got together with government, ran workshops and came up with some of the most exciting and innovative ideas we’ve heard in along time.
Have a look at Priority One and let us know what you think.
Apple Mac turn their stores into ‘classrooms’
04/11/08 13:57
This is great example of the private sector - in this case Apple Mac - realising that education is already happening outside of the school, and there’s no reason why their shops can’t also be ‘classrooms’. Of course, getting young people into Apple stores for a ‘field trip’ probably helps sell Macbooks too, but that doesn’t make the concept any less ground-breaking.
They basically turn their stores into computer labs for students who want to create a project. For an hour, kids have hands-on access to Mac computers, iPods, the latest software, and the expertise of trainers and specialists. So whether students are interested in music, maths, art or science, Mac staff will show them how to bring their ideas to life. Apple also provide one-on-one training, summer camps, how to make a movie workshops, how to do podcasting and so on.
Imagine if other companies did this in New Zealand? Let us know if you’re aware on other examples like this.
They basically turn their stores into computer labs for students who want to create a project. For an hour, kids have hands-on access to Mac computers, iPods, the latest software, and the expertise of trainers and specialists. So whether students are interested in music, maths, art or science, Mac staff will show them how to bring their ideas to life. Apple also provide one-on-one training, summer camps, how to make a movie workshops, how to do podcasting and so on.
Imagine if other companies did this in New Zealand? Let us know if you’re aware on other examples like this.
Less traditional lessons for medical students
04/11/08 12:08
The New Zealand Herald this week reported an innovative new aspect to the training of future doctors at Auckland University. Trainee doctors had to work with a group of Year 11 students from two South Auckland high schools. The secondary students were given role-playing training and taught about the health issues of young people. They then used their newly acquired skills and knowledge to teach the medical students about how best to work with young people through a series of role-playing exercises.
The Herald reported benefits for both groups from this experience: the medical students received important feedback about what did (or didn’t) work well when dealing with young people and the secondary students gained a new perception about doctors and the realisation that a career in health might be a possibility for them.
As we have collected New Zealanders’ vision of what Secondary Education should look like in 20 years’ time, they have told us that they want learning to happen in places beyond the school wall, for schools to be a resource for the community and for the community to be a resource for schools. This is a great example of one way in which this vision is already becoming a reality. Are there opportunities to develop this kind of learning project in your area? Perhaps it is already happening in some way. If so, why not tell us about it?
The Herald reported benefits for both groups from this experience: the medical students received important feedback about what did (or didn’t) work well when dealing with young people and the secondary students gained a new perception about doctors and the realisation that a career in health might be a possibility for them.
As we have collected New Zealanders’ vision of what Secondary Education should look like in 20 years’ time, they have told us that they want learning to happen in places beyond the school wall, for schools to be a resource for the community and for the community to be a resource for schools. This is a great example of one way in which this vision is already becoming a reality. Are there opportunities to develop this kind of learning project in your area? Perhaps it is already happening in some way. If so, why not tell us about it?
Vote for your education values
23/10/08 10:44
Its election time everywhere at the moment - so heres a politics free election on education in the future where you get to vote on the values that are important to you - eg what’s more important: ‘developing skills for inquiry and research?’ or ‘developing skills to organise for political change?’ Have your vote....
The site is completely free and anonymous and apparently your opinions could contribute to government education policy - but only in the UK! Maybe we should try something like this here in New Zealand?
The site is completely free and anonymous and apparently your opinions could contribute to government education policy - but only in the UK! Maybe we should try something like this here in New Zealand?
Have your say and fly your own plane!
23/10/08 10:33
Also from the ‘Beyond Current Horizons’ project is this clever idea; its an interactive site where you can answer questions and see what others have said to questions like ....’What would you not want to see in any future education system?’
Have a go!
UK project helps education prepare for the future
23/10/08 10:10
This blog is worth a visit. It defines itself as a ‘scrapbook of progress, ideas and emerging findings and developments from ‘Beyond Current Horizons’ - which is a UK project looking at the future of education beyond 2025. In its own words: ‘The aim is to help our education system prepare for and respond to the challenges it faces as society and technology rapidly evolve. What skills will children need for work? How might parenting and the family change? What impacts will new technologies have on learning?’
Have a look.
Have a look.
Can schools today deliver what students need in the 21st century?
23/10/08 10:04
Here's another presentation from the OECD ‘Grasping the Future’ conference, well worth a look. It traces the phases of schooling - first schools, second schools, and the arguments for 'third' schools.
Find our what a ‘third school is’.
The presenter, Ruben Nelson, argues that today's schools, far from moving quickly and radically to keep up with students' needs in the 21st century, are just minor improvements on the old systems. He argues that we "cannot nurture the minds we need for the 21st century in a system with design assumptions going back to the 19th century". He even goes as far as to say that the schooling environment today is 'toxic to learning'.
He finishes by imagining new scenarios and new roles in learning, including the 'family learnist' and the 'community learnist'. Let’s us know what you think.
Find our what a ‘third school is’.
The presenter, Ruben Nelson, argues that today's schools, far from moving quickly and radically to keep up with students' needs in the 21st century, are just minor improvements on the old systems. He argues that we "cannot nurture the minds we need for the 21st century in a system with design assumptions going back to the 19th century". He even goes as far as to say that the schooling environment today is 'toxic to learning'.
He finishes by imagining new scenarios and new roles in learning, including the 'family learnist' and the 'community learnist'. Let’s us know what you think.
What about the brain in 2030?
22/10/08 22:14
“Progress on the understanding of the brain and learning over the past 25 years will look primitive compared to progress over the next 25 years”, says Jerome Glenn who co-founded and directs the Millennium Project. This is a leading global think tank supported by international organizations, governments, corporations, and NGOs, which has produced the internationally recognized State of the Future annual reports for the past ten years.
Secondary Futures recently took part in the OECD co-sponsored conference in Helsinki - "Graspng the Future". Take a look at Jerome Glenn’s full presentation. He looks at how the brain might work differently by 2030. We realised in Helsinki that the future of brain technology is something we’ve only just begun to grasp. Teacher training today doesn’t sufficiently cover brain technology - maybe it should. 25 years ago we didn’t have computers, internet, euros, the WTO or an aids pandemic. So what we think about as ‘far out’ today could be very possible in the next 25 years. How will the way we use our brains and the way we learn change in that time?
Secondary Futures recently took part in the OECD co-sponsored conference in Helsinki - "Graspng the Future". Take a look at Jerome Glenn’s full presentation. He looks at how the brain might work differently by 2030. We realised in Helsinki that the future of brain technology is something we’ve only just begun to grasp. Teacher training today doesn’t sufficiently cover brain technology - maybe it should. 25 years ago we didn’t have computers, internet, euros, the WTO or an aids pandemic. So what we think about as ‘far out’ today could be very possible in the next 25 years. How will the way we use our brains and the way we learn change in that time?
Learning is supposed to be for life
21/10/08 10:38
The UK is carrying out a national enquiry into the Future of Lifelong Learning, sponsored by the National Institute of Adult and Continuing Education (Niace). The review will thoroughly examine what lifelong learning means and the potential it holds.
This is exciting, because its a much broader attempt than ever before to look at lifelong learning - its benefits, its resource requirements and more. It spans ten themes, the first of which looks at the dynamics of learning in the workplace. The other themes look at the link between learning in reducing poverty, its impact on physical and mental health and much more.
Evidence suggest lifelong learning is one of the things that keeps us going, which is something we’ve been saying in Secondary Futures for a long time. To be seeking new knowledge and understanding of the world is part of the human condition, wrote Peter Kingston in the UK Guardian recently.
He attempts a useful definition of lifelong learning: “People of all ages learning in a variety of contexts - in educational institutions, at work, at home and through leisure activities.”
However this definition is a work in progress, because once the inquiry, is over, the definition will undoubtedly look different.
Keep tabs on the inquiry here.
This is exciting, because its a much broader attempt than ever before to look at lifelong learning - its benefits, its resource requirements and more. It spans ten themes, the first of which looks at the dynamics of learning in the workplace. The other themes look at the link between learning in reducing poverty, its impact on physical and mental health and much more.
Evidence suggest lifelong learning is one of the things that keeps us going, which is something we’ve been saying in Secondary Futures for a long time. To be seeking new knowledge and understanding of the world is part of the human condition, wrote Peter Kingston in the UK Guardian recently.
He attempts a useful definition of lifelong learning: “People of all ages learning in a variety of contexts - in educational institutions, at work, at home and through leisure activities.”
However this definition is a work in progress, because once the inquiry, is over, the definition will undoubtedly look different.
Keep tabs on the inquiry here.
“You don’t use us enough”
21/10/08 10:00
Recently, leaders from one of New Zealand’s local authorities convened a forum with educators to see if they wanted to work together to create an education strategy for their area, and if so, how might they, together, proceed with this challenge.
The mayor was supportive of the local education workforce, and wanted to show how much the Council valued the work by sharing some of the responsibility for learning in their community. He told participating education leaders “You don’t use us (the council) enough”, a statement that seemed novel to the educators.
If, in the future, more Councils take responsibility for supporting learning in their communities, what might this look like?
• How might local government support learning in your community?
• What possibilities might that open up?
• What steps can you take to help such a process along?
The mayor was supportive of the local education workforce, and wanted to show how much the Council valued the work by sharing some of the responsibility for learning in their community. He told participating education leaders “You don’t use us (the council) enough”, a statement that seemed novel to the educators.
If, in the future, more Councils take responsibility for supporting learning in their communities, what might this look like?
• How might local government support learning in your community?
• What possibilities might that open up?
• What steps can you take to help such a process along?
Mason Durie's speech - are we future-makers or future-takers?
16/10/08 13:23
Do we know how to be a future maker?
Do we have the right skills to pull together data about the past and the present?
Do we know how to respond to external events like climate change and financial crisis?
Have we made the space to think about this?
Secondary Futures Guardian, Mason Durie gave a keynote speech this week as part of Victoria University’s spring lecture series.
He also updated the crowd of about 130 people about the FutureMakers project which looks at the big opportunities and challenges facing New Zealand over the next 20 years.
Do we have the right skills to pull together data about the past and the present?
Do we know how to respond to external events like climate change and financial crisis?
Have we made the space to think about this?
Secondary Futures Guardian, Mason Durie gave a keynote speech this week as part of Victoria University’s spring lecture series.
He also updated the crowd of about 130 people about the FutureMakers project which looks at the big opportunities and challenges facing New Zealand over the next 20 years.
School of everything....
30/09/08 13:51
The schoolofeverything.com is an award winning idea that could be adapted to the New Zealand context, just as TradeMe adapted the EBay concept. Set up in 2006 by a ‘group of friends’ who wanted to ‘re-invent education’, the web site was launched this month. It’s a social learning network connecting people who can teach with people who want to learn.
Here’s what the founders say:
“Our goal is to do for education what YouTube has done for television, or what eBay did for retail: to open up a huge and fertile space between the professional and the amateur. A space where people teach what they know and learn what they don't.”
When Secondary Futures canvassed New Zealanders, you told us that you wanted the community more involved in the delivery of education; and local businesses, retired lawyers or other experts in the community with skills to share told us they wanted to be more involved. The challenge then was to imagine what mechanisms might act as brokers between those who want to teach and those who want to learn. So when we were writing the community connectedness paper, we all looked up one day with the same idea - what about a web site like TradeMe that acted as a broker? A kind of ‘LearnMe.com’?
Now we see that it can be done. So why not in New Zealand? Contact us if you think this is a good idea.
Here’s what the founders say:
“Our goal is to do for education what YouTube has done for television, or what eBay did for retail: to open up a huge and fertile space between the professional and the amateur. A space where people teach what they know and learn what they don't.”
When Secondary Futures canvassed New Zealanders, you told us that you wanted the community more involved in the delivery of education; and local businesses, retired lawyers or other experts in the community with skills to share told us they wanted to be more involved. The challenge then was to imagine what mechanisms might act as brokers between those who want to teach and those who want to learn. So when we were writing the community connectedness paper, we all looked up one day with the same idea - what about a web site like TradeMe that acted as a broker? A kind of ‘LearnMe.com’?
Now we see that it can be done. So why not in New Zealand? Contact us if you think this is a good idea.
Councils vote online - will teachers teach online?
25/09/08 15:22
A recent news story talked about a new proposal where councillors may be able to vote by phone or video call. Some in the article labelled councillors as ‘lazy’. But surely we can celebrate this as an example of technology helping people to participate.
Usually if you can’t attend in person you can vote by proxy, and this has been widely accepted. Yet when talking about voting via the phone or video conference it is considered somehow undemocratic. Granted there is the possibility that it may get abused, but encouraging participation should be the key argument rather than talking about bad behaviour.
Imagine - in the future we might all be able to vote using technology, so if we can’t make it to the ballot box we can vote for the next prime minister via text for example. Anything is possible. We should embrace technology as a way to increase participation and deal with the problems of human behaviour as they emerge.
Food for thought anyway. What are the implications for teachers in the class room? In twenty years, will we be doing more teaching on-line via video conferencing?
Usually if you can’t attend in person you can vote by proxy, and this has been widely accepted. Yet when talking about voting via the phone or video conference it is considered somehow undemocratic. Granted there is the possibility that it may get abused, but encouraging participation should be the key argument rather than talking about bad behaviour.
Imagine - in the future we might all be able to vote using technology, so if we can’t make it to the ballot box we can vote for the next prime minister via text for example. Anything is possible. We should embrace technology as a way to increase participation and deal with the problems of human behaviour as they emerge.
Food for thought anyway. What are the implications for teachers in the class room? In twenty years, will we be doing more teaching on-line via video conferencing?
Bullrush back in schools
24/09/08 16:54
Bullrush is a childhood icon for some of us in the Secondary Futures office, so we couldn’t resist linking to this story. When we canvassed the opinion of New Zealanders, most agreed, in the future they want kids to be able to take risks and to ‘fail safely’. This can mean different things to different people of course....what do you think?
Latest School Plus annoucement today
19/09/08 13:35
The big news today is the announcement of the next stage of Schools Plus. We’re thrilled to see that each student will now have their own learning plan, and kids will be more effectively linked with training and work opportunities while they are still at school. When we canvassed thousands of New Zealanders, this is exactly what they wanted to see - more community involvement and a system designed to bring out the best in each student. New Zealanders told us - back in 2005 - that they wanted each student to have a tailor-made plan, designed with teachers and family. Many schools have already started to implement such a tool for at least some of their students.
But introducing these changes raises many questions - how ready are schools to create systems like this? What might a school timetable look like if each student has their own learning plan? Would we even need one? Or would students each have their own program that might tell them where they are learning - at their local school, at a school down the round, at the local polytechnic or the plumber's yard ?
If students are each to have their own learning plan to provide them with 'improved careers guidance and advice', who will be working alongside students to help them learn about and choose from the possible options? Their parents? Others in the workforce? What times might be used to make this possible? Might organisations routinely structure times for their staff to meet with students? How will time be available to parents to be involved in these discussions? What risks might there be if parents aren't informed an involved?
If we’re serious about changing our system to make ourselves more successful in the future (and we must), we also need to try and answer some of these questions. But today’s announcement is a major step in the right direction.
Key points in the announcement:
- a compulsory education and training age of 17 to be introduced by 2011 and lifted to 18 in 2014;
- the school leaving age will remain at 16, but as already indicated in the Education Amendment Bill introduced to the House last week, early leaving exemptions for 15 year-olds will be removed;
- schools will remain the providers of students' education, for NCEA Levels 1-3, and will provide pastoral care;
- by 2011, all students will have an education plan which will provide them with improved careers guidance and advice, and a planned approach to achieving their education and career goals.
Tell us what you think.
But introducing these changes raises many questions - how ready are schools to create systems like this? What might a school timetable look like if each student has their own learning plan? Would we even need one? Or would students each have their own program that might tell them where they are learning - at their local school, at a school down the round, at the local polytechnic or the plumber's yard ?
If students are each to have their own learning plan to provide them with 'improved careers guidance and advice', who will be working alongside students to help them learn about and choose from the possible options? Their parents? Others in the workforce? What times might be used to make this possible? Might organisations routinely structure times for their staff to meet with students? How will time be available to parents to be involved in these discussions? What risks might there be if parents aren't informed an involved?
If we’re serious about changing our system to make ourselves more successful in the future (and we must), we also need to try and answer some of these questions. But today’s announcement is a major step in the right direction.
Key points in the announcement:
- a compulsory education and training age of 17 to be introduced by 2011 and lifted to 18 in 2014;
- the school leaving age will remain at 16, but as already indicated in the Education Amendment Bill introduced to the House last week, early leaving exemptions for 15 year-olds will be removed;
- schools will remain the providers of students' education, for NCEA Levels 1-3, and will provide pastoral care;
- by 2011, all students will have an education plan which will provide them with improved careers guidance and advice, and a planned approach to achieving their education and career goals.
Tell us what you think.
Hologram teachers in the class room?
18/09/08 12:32
Imagine if a student in New Zealand could beam a teacher lecturing on bio-ethics in New York, right into their home? Young New Zealanders could gain credits from all over the world and benefit from exposure to the best minds in specialised fields. If you missed this in the news, have a look now. What are the implications for education in the future?
Kids invent new games, power sources and even a yoghurt machine...
16/09/08 14:32
A year 12 student, Samantha Eagle has been an active commentator on this blog (keep talking to us Samantha!) and through her we became aware of this technology project where students enter their own inventions or designs.
We’re looking at the role of technology in education; meanwhile these students are already shifting the goal posts. Take a look. If you have any other stories like this, let us know.
We’re looking at the role of technology in education; meanwhile these students are already shifting the goal posts. Take a look. If you have any other stories like this, let us know.
If you haven't seen this...take a look now
15/09/08 20:26
This is a very effective way of explaining why imagining the future of education is so important. It takes only 8 minutes to view and is well worth it...Tell us what you think.
The mysterious digital world of generation Y
26/08/08 15:08
A recent article in this month’s edition of North and South talks about Generation Y also known as the Dotcoms, the spoiled Generation and the Babylosers. The terms used to describe this cohort of kids from the last twenty years who are now twenty somethings and represent 21 percent of New Zealand’s population, is a clue to the contradictory characteristics of this generation.
The article takes an interesting approach, a discussion from a bonifide Gen Y’er, a medical professional who is working closely with Gen Y Doctors and changing the face of medicine, teachers responding to the Gen Y kids in their schools, the media, and educational policy people trying to determine whats the next step for an education system that is a traditional, fixed and linear learning system.
The discussion surrounding the tough economic times is also interesting. The term “Gen Y couldn’t care less” about politics and social issues has been proven wrong, as investigated by Rebecca Huntley. She argues that in fact they do have political convictions – “a complicated mix of liberal and conservative perspectives” and they don’t have an appetite for business as usual. So Gen Ys are not going to be easily sucked into the political debate, they are going to make a distinction between political rhetoric, and the issues that really matter to them.
The article takes an interesting approach, a discussion from a bonifide Gen Y’er, a medical professional who is working closely with Gen Y Doctors and changing the face of medicine, teachers responding to the Gen Y kids in their schools, the media, and educational policy people trying to determine whats the next step for an education system that is a traditional, fixed and linear learning system.
The discussion surrounding the tough economic times is also interesting. The term “Gen Y couldn’t care less” about politics and social issues has been proven wrong, as investigated by Rebecca Huntley. She argues that in fact they do have political convictions – “a complicated mix of liberal and conservative perspectives” and they don’t have an appetite for business as usual. So Gen Ys are not going to be easily sucked into the political debate, they are going to make a distinction between political rhetoric, and the issues that really matter to them.
Play DJ Battle now!
12/08/08 15:11
New paper launched - 'Community Connectedness'
12/08/08 14:13
Our new theme paper Community Connectedness, is launched today.
This is the vision that you and others have shared with us of much stronger community involvement in secondary schooling in the future.
Let us know what you think.
In the meantime, we have developed an on-line game - DJ Battle - designed to appeal to young people.
It promotes the picture of secondary school students in the future learning in different venues throughout the community, in businesses, from professional experts and community leaders.
It's been very important to us at Secondary Futures to actively engage those people not normally heard in the education debate - students and young people for example.
We want them to take part in the debate. Young people today will define the future of education and they need to be involved in the discussion.
We hope you enjoy the game and please send it on to colleagues and friends so that more New Zealanders can get involved in defining the future of education.
By the way, we will also be hosting a live DJ Battle on Radio Active (89FM) tonight between 9pm-11pm with two of Wellington's leading Djs. Tune in if you’re in the Wellington region.
This is the vision that you and others have shared with us of much stronger community involvement in secondary schooling in the future.
Let us know what you think.
In the meantime, we have developed an on-line game - DJ Battle - designed to appeal to young people.
It promotes the picture of secondary school students in the future learning in different venues throughout the community, in businesses, from professional experts and community leaders.
It's been very important to us at Secondary Futures to actively engage those people not normally heard in the education debate - students and young people for example.
We want them to take part in the debate. Young people today will define the future of education and they need to be involved in the discussion.
We hope you enjoy the game and please send it on to colleagues and friends so that more New Zealanders can get involved in defining the future of education.
By the way, we will also be hosting a live DJ Battle on Radio Active (89FM) tonight between 9pm-11pm with two of Wellington's leading Djs. Tune in if you’re in the Wellington region.
'No need for computers in the home' 1977...
04/08/08 21:00
How wrong can great minds be about the future? If you want to read more, go to the source here. If you have other quotes like these, let us know.
1. What can be more palpably absurd than the prospect held out of locomotives traveling twice as fast as stagecoaches?
- The Quarterly Review, England (March 1825)
2. The abolishment of pain in surgery is a chimera. It is absurd to go on seeking it. . . . Knife and pain are two words in surgery that must forever be associated in the consciousness of the patient.
- Dr. Alfred Velpeau (1839) French surgeon
3. Men might as well project a voyage to the Moon as attempt to employ steam navigation against the stormy North Atlantic Ocean.
- Dr. Dionysus Lardner (1838) Professor of Natural Philosophy and Astronomy, University College, London
4. The foolish idea of shooting at the moon is an example of the absurd length to which vicious specialization will carry scientists working in thought-tight compartments.
- A.W. Bickerton (1926) Professor of Physics and Chemistry, Canterbury College, New Zealand
5. [W]hen the Paris Exhibition closes electric light will close with it and no more be heard of.
- Erasmus Wilson (1878) Professor at Oxford University
6. Well informed people know it is impossible to transmit the voice over wires and that were it possible to do so, the thing would be of no practical value.
- Editorial in the Boston Post (1865)
7. That the automobile has practically reached the limit of its development is suggested by the fact that during the past year no improvements of a radical nature have been introduced.
- Scientific American, Jan. 2, 1909
8. Heavier-than-air flying machines are impossible.
- Lord Kelvin, ca. 1895, British mathematician and physicist
9. Radio has no future
- Lord Kelvin, ca. 1897.
10. While theoretically and technically television may be feasible, commercially and financially I consider it an impossibility, a development of which we need waste little time dreaming.
- Lee DeForest, 1926 (American radio pioneer)
11. There is not the slightest indication that [nuclear energy] will ever be obtainable. It would mean that the atom would have to be shattered at will.
- Albert Einstein, 1932.
12. Where a calculator on the ENIAC is equipped with 19,000 vacuum tubes and weighs 30 tons, computers in the future may have only 1,000 vacuum tubes and perhaps only weigh 1.5 tons.
- Popular Mechanics, March 1949.
(Try the laptop version!)
13. There is no need for any individual to have a computer in their home.
- Ken Olson, 1977, President, Digital Equipment Corp.
14. I think there is a world market for maybe five computers.
- Thomas Watson, chairman of IBM, 1943.
15. I have traveled the length and breadth of this country and talked with the best people, and I can assure you that data processing is a fad that won't lastout the year.
- The editor in charge of business books for Prentice Hall, 1957.
16. But what ... is it good for?
- Engineer at the Advanced Computing Systems Division of IBM, 1968, commenting on the microchip.
1. What can be more palpably absurd than the prospect held out of locomotives traveling twice as fast as stagecoaches?
- The Quarterly Review, England (March 1825)
2. The abolishment of pain in surgery is a chimera. It is absurd to go on seeking it. . . . Knife and pain are two words in surgery that must forever be associated in the consciousness of the patient.
- Dr. Alfred Velpeau (1839) French surgeon
3. Men might as well project a voyage to the Moon as attempt to employ steam navigation against the stormy North Atlantic Ocean.
- Dr. Dionysus Lardner (1838) Professor of Natural Philosophy and Astronomy, University College, London
4. The foolish idea of shooting at the moon is an example of the absurd length to which vicious specialization will carry scientists working in thought-tight compartments.
- A.W. Bickerton (1926) Professor of Physics and Chemistry, Canterbury College, New Zealand
5. [W]hen the Paris Exhibition closes electric light will close with it and no more be heard of.
- Erasmus Wilson (1878) Professor at Oxford University
6. Well informed people know it is impossible to transmit the voice over wires and that were it possible to do so, the thing would be of no practical value.
- Editorial in the Boston Post (1865)
7. That the automobile has practically reached the limit of its development is suggested by the fact that during the past year no improvements of a radical nature have been introduced.
- Scientific American, Jan. 2, 1909
8. Heavier-than-air flying machines are impossible.
- Lord Kelvin, ca. 1895, British mathematician and physicist
9. Radio has no future
- Lord Kelvin, ca. 1897.
10. While theoretically and technically television may be feasible, commercially and financially I consider it an impossibility, a development of which we need waste little time dreaming.
- Lee DeForest, 1926 (American radio pioneer)
11. There is not the slightest indication that [nuclear energy] will ever be obtainable. It would mean that the atom would have to be shattered at will.
- Albert Einstein, 1932.
12. Where a calculator on the ENIAC is equipped with 19,000 vacuum tubes and weighs 30 tons, computers in the future may have only 1,000 vacuum tubes and perhaps only weigh 1.5 tons.
- Popular Mechanics, March 1949.
(Try the laptop version!)
13. There is no need for any individual to have a computer in their home.
- Ken Olson, 1977, President, Digital Equipment Corp.
14. I think there is a world market for maybe five computers.
- Thomas Watson, chairman of IBM, 1943.
15. I have traveled the length and breadth of this country and talked with the best people, and I can assure you that data processing is a fad that won't lastout the year.
- The editor in charge of business books for Prentice Hall, 1957.
16. But what ... is it good for?
- Engineer at the Advanced Computing Systems Division of IBM, 1968, commenting on the microchip.
Computer Clubhouse benefits kids and community
31/07/08 14:53
Online social networking has taken off in recent years with Facebook, Bebo and Myspace dominating the networking space. One organisation embracing technology is the Computer Clubhouse 274 in Otara.
It’s an after-school programme where adults work with kids to develop skills and build confidence using ICT. But it goes way beyond teaching kids about computers, how to access information or do e-mails. It’s about using all of this to help kids work out who they are and what they want.
Te Whanau o Tupuranga / Clover Park Middle school have provided a home on the school premises for Computer Clubhouse. Other partners include the Manukau City Council, Boston Museum of Science MIT Media Labs and many more.
The community benfits too because the Clubhouse provides low cost laptops and a wireless network free to the community called “the haps”.
Other programmes include “KaumatuaNet” which is a community programme to help families connect with the schol from home and visa versa.
This is just an example of some of their work, but the really interesting thing is that they have placed the kids at the centre of the equation and at the same time, the whole community benefits.
Is this a model for the future? What do you think? Do you know any other examples like this?
It’s an after-school programme where adults work with kids to develop skills and build confidence using ICT. But it goes way beyond teaching kids about computers, how to access information or do e-mails. It’s about using all of this to help kids work out who they are and what they want.
Te Whanau o Tupuranga / Clover Park Middle school have provided a home on the school premises for Computer Clubhouse. Other partners include the Manukau City Council, Boston Museum of Science MIT Media Labs and many more.
The community benfits too because the Clubhouse provides low cost laptops and a wireless network free to the community called “the haps”.
Other programmes include “KaumatuaNet” which is a community programme to help families connect with the schol from home and visa versa.
This is just an example of some of their work, but the really interesting thing is that they have placed the kids at the centre of the equation and at the same time, the whole community benefits.
Is this a model for the future? What do you think? Do you know any other examples like this?
OECD in town today to talk education
24/07/08 12:32
24/07/08 12:32
Tony Mackay who is a senior consultant for the OECD Schooling for Tomorrow Project, is in town today and tomorrow.
He is going to talk to educators, business and community leaders at the Secondary Futures symposium about the future of education in New Zealand.
Have a look at today’s Dominion Post - there’s a long piece by Tony - “So much of education is still determined by short-term thinking - a preoccupation with immedaite problems or simply seeking more efficient ways of maintaining established practice.”
He was a key mover in the recent 2020 summit in Australia which took the concept of a ‘community conversation’ about the long term future, to a whole new level. According to Tony there were 10,000 applicants for 1000 places at the conference. “It was democracy at work, an attempt to engage the community - and they did it without cynicism.”
If you want to know more about the symposium or about Tony Mackay, give us a call - 04 4996214 or email us at info@secondaryfutures.co.nz
Tony Mackay who is a senior consultant for the OECD Schooling for Tomorrow Project, is in town today and tomorrow.
He is going to talk to educators, business and community leaders at the Secondary Futures symposium about the future of education in New Zealand.
Have a look at today’s Dominion Post - there’s a long piece by Tony - “So much of education is still determined by short-term thinking - a preoccupation with immedaite problems or simply seeking more efficient ways of maintaining established practice.”
He was a key mover in the recent 2020 summit in Australia which took the concept of a ‘community conversation’ about the long term future, to a whole new level. According to Tony there were 10,000 applicants for 1000 places at the conference. “It was democracy at work, an attempt to engage the community - and they did it without cynicism.”
If you want to know more about the symposium or about Tony Mackay, give us a call - 04 4996214 or email us at info@secondaryfutures.co.nz
Death row and bad schooling - what's the link?
21/07/08 11:38
This article isn’t cheerful reading, but it struck us because it made a direct connection between schooling and the ability to live life successfully – or in this case, just live!
In their vision for schooling in the future, New Zealanders have said that the purpose of schooling is to equip students to live successful lives. They’ve also said that schools can’t do this alone.
There’s no death row in New Zealand, but reading this article brings home the long term impact of schooling success on peoples lives. How can we ensure we have an education system that creates success for all students, not just some?
In their vision for schooling in the future, New Zealanders have said that the purpose of schooling is to equip students to live successful lives. They’ve also said that schools can’t do this alone.
There’s no death row in New Zealand, but reading this article brings home the long term impact of schooling success on peoples lives. How can we ensure we have an education system that creates success for all students, not just some?
After school learning - what's the difference?
01/07/08 16:57
We were struck by this article from the UK about a shortage in physics teachers and a fear that the subject will be ‘lost’. Teacher shortages is a talking point the world over it seems. And so too is the fear that ‘generalists’ are making ‘specialists’ extinct.
But what struck us about this story was one of their proposed solution - to set up an after-school science club. This is the kind of initiative that we’ve been doing in New Zealand for awhile now. We’ve even got a meeting with a representative from the after-school IT Clubs tomorrow.
All of which begs the question - why are these learning experiences defined as ‘after’ school? Isn’t it learning too? What if in the future the boundaries between school activities and after school activities collapsed? Does it matter if secondary school students are learning at 9pm or 9am?
But what struck us about this story was one of their proposed solution - to set up an after-school science club. This is the kind of initiative that we’ve been doing in New Zealand for awhile now. We’ve even got a meeting with a representative from the after-school IT Clubs tomorrow.
All of which begs the question - why are these learning experiences defined as ‘after’ school? Isn’t it learning too? What if in the future the boundaries between school activities and after school activities collapsed? Does it matter if secondary school students are learning at 9pm or 9am?
Whose job is it to educate?
24/06/08 17:55
The Dominion Post today had a story on the front page about a pilot project launched by the The Retirement Commission to teach kids at school some money sense.
All credit to the Retirement Commission (and the banks contributing the funding).
We know The Retirement Commission in particular has been working on this for a long time. Their future thinking was so developed, they identified that the best way to help their core constituency (retired people) to manage their funds better was to get to them when they’re still in schools!
There are many examples of organisations outside of the education sector getting involved in the design and delivery of learning. The Wellington Chamber of Commerce for example; we hear on the grapevine they’re about to recruit an ‘education broker’ so that they can offer the skills and know-how of their professional membership to schools and principals.
If you have any other examples like this, let us know.
All credit to the Retirement Commission (and the banks contributing the funding).
We know The Retirement Commission in particular has been working on this for a long time. Their future thinking was so developed, they identified that the best way to help their core constituency (retired people) to manage their funds better was to get to them when they’re still in schools!
There are many examples of organisations outside of the education sector getting involved in the design and delivery of learning. The Wellington Chamber of Commerce for example; we hear on the grapevine they’re about to recruit an ‘education broker’ so that they can offer the skills and know-how of their professional membership to schools and principals.
If you have any other examples like this, let us know.
Turn off, tune out, drop in
23/06/08 11:18
Computer geeks, internet addicts, Blackberry thumbers and compulsive IMers are deciding to wrestle back control of their lives by daring to switch off their gadgets and computers, if only for one day.
An interesting article here about how some techies are realising that the time they spend on the internet has gone too far. They want an offline day - a ‘secular Sabbath’ as some are calling it - or an ‘unplugged day’ . Some computer developers in Canada were calling for a global ‘shut down’ day.
Can twitchy withdrawal symptoms associated with detoxing from computers and other gadgets have an effect on education?
Imagine twitchy kids in the classroom, not being able to play with their gadgets. Is this a good thing or a bad thing?
An interesting article here about how some techies are realising that the time they spend on the internet has gone too far. They want an offline day - a ‘secular Sabbath’ as some are calling it - or an ‘unplugged day’ . Some computer developers in Canada were calling for a global ‘shut down’ day.
Can twitchy withdrawal symptoms associated with detoxing from computers and other gadgets have an effect on education?
Imagine twitchy kids in the classroom, not being able to play with their gadgets. Is this a good thing or a bad thing?
How will the decile system work in the future?
20/06/08 12:15
There was a lot of noise the other day about the decile system in schools and using this system to decide where additional funding might go.
But focusing on the future for a moment, I wonder how useful the decile system is likely to be in 2028 if students are studying in a range of schools across the community (not just one)? And what if students are learning in the home for some of the week, or at a local business, or in a sports centre? If the decile system is meant to make sure the funding follows the child, this is going to be a lot more challenging in twenty years time.
What do you think?
By the way, thank you for all your comments. There have been some very interesting debates going on, and plenty of cages getting rattled.
But focusing on the future for a moment, I wonder how useful the decile system is likely to be in 2028 if students are studying in a range of schools across the community (not just one)? And what if students are learning in the home for some of the week, or at a local business, or in a sports centre? If the decile system is meant to make sure the funding follows the child, this is going to be a lot more challenging in twenty years time.
What do you think?
By the way, thank you for all your comments. There have been some very interesting debates going on, and plenty of cages getting rattled.
A 'can do' attitude more valuable than long list of qualifications?
18/06/08 13:29
According to Paul Winter (chief executive of the Employers and Manufacturers Association) too many students leave the education system over-qualified and in debt with an inadequate increase in their earning power to get a return on their investment. He was writing in the Dominion yesterday - have a look.
What’s interesting is his analysis that employers are increasingly looking for the so-called ‘soft skills’ over a long list of qualifications; they want employees with a ‘can-do’ attitude, they want evidence that the person can be flexible and adapt. And these skills are just as valuable outside of the work place, in our relationships with families and our communities, says Paul.
Can our secondary school system do more today to equip students with these sorts of skills? In 2028, what they learn today in schools will be out of date. But the skills to acquire new knowledge won’t be.
What’s interesting is his analysis that employers are increasingly looking for the so-called ‘soft skills’ over a long list of qualifications; they want employees with a ‘can-do’ attitude, they want evidence that the person can be flexible and adapt. And these skills are just as valuable outside of the work place, in our relationships with families and our communities, says Paul.
Can our secondary school system do more today to equip students with these sorts of skills? In 2028, what they learn today in schools will be out of date. But the skills to acquire new knowledge won’t be.
Facebook etiquette - who are my real friends?
17/06/08 15:02
An interesting article here about how an etiquette bible has come to the rescue for online social networkers who are at a loss about how to behave online. The online bible has been developed to help those who don’t know what to do with the ‘pokes’ and unwanted messages from ex-partners, or declining friend requests from the dodgy friends of yesteryear.
The interesting consideration about this article is that in twenty years time Generation Y will be the first generation of parents fully engrossed in social networking and the way in which friends will be determined will be very different. Friends of friends of friends can be included in the ‘circle of friends’ and friendships can be made and lost by the click of a button.
Friendships may be determined by whether one is invited into someone’s personal physical space, or invited to comment on their online profile and engage with their second (or third) life they lead.
Who’s, who in the friend’s world will certainly change in the future. What are your thoughts?
The interesting consideration about this article is that in twenty years time Generation Y will be the first generation of parents fully engrossed in social networking and the way in which friends will be determined will be very different. Friends of friends of friends can be included in the ‘circle of friends’ and friendships can be made and lost by the click of a button.
Friendships may be determined by whether one is invited into someone’s personal physical space, or invited to comment on their online profile and engage with their second (or third) life they lead.
Who’s, who in the friend’s world will certainly change in the future. What are your thoughts?
To be in the future or not...
16/06/08 21:38
How do you encourage innovation and excellence in your organisation? Do you plan for it, or do you just get out and make it happen? That’s the question.
Management gurus like Tom Peters would say that strategy is implementation - just get on with it. He’s got a point; bureaucracies and companies can spend too much money and time creating dozens of ‘strategy papers’. But others in the business believe that ‘scenario thinking’ is the key to excellence. They say, thinking about and anticipating the unknown future (not predicting it) will help you prepare for change today and be successful in the future.
At Secondary Futures we imagine the future of education in twenty years. We do it so that we can make better decisions today. As Arie de Geus, former Director of Planning for Shell says: “The best learning takes place by playing.” Have a look at this site from a company that specialises in strategic decision making. It has a full interview with Aria de Geus and others. Some interesting thoughts.
Tell us what you think.
Management gurus like Tom Peters would say that strategy is implementation - just get on with it. He’s got a point; bureaucracies and companies can spend too much money and time creating dozens of ‘strategy papers’. But others in the business believe that ‘scenario thinking’ is the key to excellence. They say, thinking about and anticipating the unknown future (not predicting it) will help you prepare for change today and be successful in the future.
At Secondary Futures we imagine the future of education in twenty years. We do it so that we can make better decisions today. As Arie de Geus, former Director of Planning for Shell says: “The best learning takes place by playing.” Have a look at this site from a company that specialises in strategic decision making. It has a full interview with Aria de Geus and others. Some interesting thoughts.
Tell us what you think.
Hi.
16/06/08 09:00
Welcome to our blog.
We’re Secondary Futures with a mission to imagine the future of secondary education. We’re allowed to look beyond the constraints of today to a world in twenty years time where secondary education - in fact our whole society - may be different.
The challenge is to imagine other changes that have happened in society as well, so that you place your ideas of ‘the school’ in a real version of tomorrow’s world.
If the nature of the family for example has changed (bigger or smaller?), or the ways we move around or receive information is completely different, or our expectations of government and government services have shifted, then all of this impacts of what schooling might be like in the future.
So here’s a licence to explore how many things that shape our future might have changed. Imagine if schools didn’t exist at all? What if fuel was so costly that we couldn’t afford to move around freely on a daily basis? What if students were instead forced to receive their entire education on-line via ‘internet school’?
We’ve spent 4 years talking to thousands of New Zealanders about where they see education in the future, and we know they don’t want ‘the school’ to disappear. They don’t want teachers to go either, because the internet alone can’t deliver a ‘New Zealand’ experience to kids, or help with learning as much as a professional workforce can.
No matter what technology comes up with next, New Zealanders don’t want the social interaction that happens in schools to be unavailable.
But ‘the school’ as we have known it will be changed forever. It’s likely to become instead a ‘central hub’ for kids, for learning experts, for all members of the community . You can be linked to schooling, as you are to libraries, marae or shopping malls - for your whole life if you want. And resources in the community like businesses, local groups, retired people are on tap to support kids’ learning.
Tell us what you think education will look like in the future. What will have changed in twenty years?
We’ve developed ‘timeshift cards’ which are a helpful way to think about the future in New Zealand; for example, did you know that 20 years ago the average age of a first time mum was 26.2 years? Today it’s 28 years (it was over 30 years old last year, so perhaps mums are getting younger again). What do you think it might be in twenty years time?
We have timeshift cards covering a range of trends. Contact us if you’d like to have a set. Just send us a comment using the link below. We want you to have the chance to rattle cages and challenge the status quo. So go on - let us know what you think. We might not be able to predict the future, but that can’t stop us trying to address it.
We’re Secondary Futures with a mission to imagine the future of secondary education. We’re allowed to look beyond the constraints of today to a world in twenty years time where secondary education - in fact our whole society - may be different.
The challenge is to imagine other changes that have happened in society as well, so that you place your ideas of ‘the school’ in a real version of tomorrow’s world.
If the nature of the family for example has changed (bigger or smaller?), or the ways we move around or receive information is completely different, or our expectations of government and government services have shifted, then all of this impacts of what schooling might be like in the future.
So here’s a licence to explore how many things that shape our future might have changed. Imagine if schools didn’t exist at all? What if fuel was so costly that we couldn’t afford to move around freely on a daily basis? What if students were instead forced to receive their entire education on-line via ‘internet school’?
We’ve spent 4 years talking to thousands of New Zealanders about where they see education in the future, and we know they don’t want ‘the school’ to disappear. They don’t want teachers to go either, because the internet alone can’t deliver a ‘New Zealand’ experience to kids, or help with learning as much as a professional workforce can.
No matter what technology comes up with next, New Zealanders don’t want the social interaction that happens in schools to be unavailable.
But ‘the school’ as we have known it will be changed forever. It’s likely to become instead a ‘central hub’ for kids, for learning experts, for all members of the community . You can be linked to schooling, as you are to libraries, marae or shopping malls - for your whole life if you want. And resources in the community like businesses, local groups, retired people are on tap to support kids’ learning.
Tell us what you think education will look like in the future. What will have changed in twenty years?
We’ve developed ‘timeshift cards’ which are a helpful way to think about the future in New Zealand; for example, did you know that 20 years ago the average age of a first time mum was 26.2 years? Today it’s 28 years (it was over 30 years old last year, so perhaps mums are getting younger again). What do you think it might be in twenty years time?
We have timeshift cards covering a range of trends. Contact us if you’d like to have a set. Just send us a comment using the link below. We want you to have the chance to rattle cages and challenge the status quo. So go on - let us know what you think. We might not be able to predict the future, but that can’t stop us trying to address it.