Showing posts sorted by relevance for query emerging adulthood. Sort by date Show all posts
Showing posts sorted by relevance for query emerging adulthood. Sort by date Show all posts

Sunday, August 22, 2010

NY Times Magazine : What Is It About 20-Somethings?

What Is It About 20-Somethings?Si siguen mi twitter sabrán que de Jueves a Viernes me la pase como buen estudiante displicente haciendo mi tarea por haberlo dejado tod a la última hora, espero no se repita, lo que provoco que no durmiera y eso ha alterado mi de por si muy maltrado regimen de sueño, así que en la madrugada del sábado me puse a leer el largo, larguísimo artículo del NYtimes sobre la gente de 20 y el trabajo apoteosico que es para muchos "sentar cabeza" , "encontrar su vocación", dejar de jugar y además, en ésta economía al parecer es todavía más difícil que eso ocurra, no es un fenómeno nuevo, ni localizado, pero podría ser que sus efectos adversos se dejen sentir en loas años venideros.

En el artículo tocan un tema que no deja de ser importante, no siempre se ha tenido un concepto de adolescente, su introducción alrededor de los albores del siglo XX provoco que se re-evaluaran muchas políticas, directrices educativas y que se comenzará a pensar en los chicos que van dejando la pubertad de otra manera.

Ahora hay quienes proponen que los cambios siguen en el cerbero a diferentes velocidades, sobre todo en aquella región que determina los planes a largo plazo, pero igual que la adolescencia tiene difernetes velocidades que dependen de cada individuo y no puede descartarse el rol del entorno.What Is It About 20-Somethings?



JEFFREY JENSEN ARNETT (phd) está promoviendo que se considere a éste periodo de la vida no como parte de la adultez sino como una división nueva que reconozca que hay necesidades especiales en muchos veinteañeros, y su trabajo ha tenido muchas citas, sólo hay un problema, un enorme problema, no todos pasan/pasamos por éste periodo, a diferencia de la adolescencia de la que no hay quien escape, podría parecer que estar sumergidos en el
"Emerging Adulthood"
que propone Arnett (no es el primero) es a veces un lujo, conclusión semejante a la de Welcome to the NHK respecto al problema de los hikkikomori , que también afecta a muchos hombres y mujeres en edad laboral, pero que no existiría si no hubiera padres complacientes que lo permitieran, pues el estilo de vida de no producir y sólo consumir es en realidad un enorme gasto que alguien tiene que cubrir, en el caso de la adultez emergente, muchos jóvenes regresan con su doctorado a vivir a casa de sus padres pues se han vuelto demasiado capacitados para cualquier trabajo (espero que eso no pase en México) y esto pone una presión adicional en sus padres que tienen al mismo tiempo que cuidar se sus propios progenitores, mientras están apoyando a un hijo alrededor de los 30 con el que no planeaban lidiar, lo que pone sus planes de retiro y sus ahorros en un serio peligro.

El asunto, por el que la "adultez emergente" se las verá muy difícil para ser tomada en serio universalmente es que parece opcional, chicos de otras regiones del mundo se ven obligados a ser adultos desde muy temprano, y eso de tener hijos por montones también se da en muchos lugares del mundo con padres de alrededor de 20 años, que no han terminado ni la escuela, ni de madurar y ya están corriendo de un lado a otro para proveer para sus retoños, es muy marcado en el caso de generaciones de estudiantes donde la paternidad ha obligado a algunos elementos a postergar (en algunos caso indefinidamente) la obtención de un diploma o grado, mientras que los pocos que continuaron han estado a la búsqueda del posgrado sin tener hijos, y cierto, muchas combinaciones intermedias, como estudiantes de doctorado con hijos menores de 10 años .
Difícil situación.

Lo interesante es que comentan que muchos chicos en sus 20s tienen unos siete empleos......hay quienes tenemos/tuvimos más, pero de movilidad laboral y de insatisfacción crónica también ya hablamos por aquí, es buena lectura, si tienen tiempo e interés en el tema denle un vistazo.

Wednesday, October 12, 2011

De ultimatums, renuncias, decisiones y Peter Pan

sepi esime zacatenco¿Conocen a alguien que haya abrazado más el concepto de Emerging Adulthood que su servidor?

El doctor Arnett debería pagarme por ser su vocero, bueno, fue hace sólo días, cuando cumplí 31 que lo mencione por última vez, con mi compañeros del bachillerato discuto el como nosotros los que ya no alcanzamos a ser generación X tenemos esa dificultad de "act your age" , hace poco el diario "El país" publico su versión que combina la situación de los mileuristas con los adolescentes de 30 y 40 Retrato del eterno adolescente y pues de nuevo me sentí identificado, pero algo paso el martes, todo este año de andar rebotando, de fluir y no hacer planes está por pasarme factura, en febrero y muy en la línea de “No drama” Obama (también a Obama le pasará factura el enfoque) cuando recibí una calificación reprobatoria que amenazaba dejarme otra vez en problemas , me puse a buscar empleo y con mucha fortuna la UVM me hizo uno de los suyos, cuando eso termino no tenía pensado muy bien lo que seguía, peor mi idea era darle prioridad a la maestría de nuevo, llegué a un acuerdo con la persona que me llevo allá, pero las fecha de concretar llegaron, pasaron y no había nada, así que comencé de nuevo la búsqueda, y otra vez conseguí muy rápido, ahora en el ITESM, y además en inglés, lo lento de esta ciudad (la más lenta del mundo) y lo lento de la gente para cotizar vía correo electrónico (..che gente) hizo que de nuevo la tesis quedará en un muy segundo plano y la inevitabilidad de las cosas hizo que las cosas fueran de la única manera en que pueden ser y debo elegir, y debo dejar el TEC, a mis chavos de mate III que me odian por exigente y estricto al calificar (no estoy de acuerdo con las escalas de cuatro niveles) y a mis mocosos de cálculo que ya por fin están entendiendo mi modo de hacer las cosas (mucho menos zalamero que a lo que ellos están acostumbrados) , pero , la vida sigue, habrá que volver a esos pasillos de la foto.

Lo de Peter pan es porque en una platica con mi asesor, se toco un tema que ustedes y todo aquel que ha hablado conmigo conoce, mi incapacidad de tomar decisiones, y sus causas (Si las supiera....) y hasta de la madurez y el hacer la cosas, no dejarlas pensadas y planeadas.

Wednesday, October 5, 2011

31 / 31歳 ... じじ?

Man

I´m too young to be this old
31 man, I use to call Sir people this age when i started teaching 11 years ago.
And here I am, I'm still the same clueless asshole that was so afraid of turning 30 and it pains me to admit it but I'm still the same jerk that has no idea what is it that he wants to do with his life.

I've read so much in the last year about my so called generation, you know, we are not part of he famous generation X,we don't have that nice of a moniker,if any people are happy calling us "Generation Y" and all that emerging adulthood stuff I read and all of those unfulfilled hopes we had at times made me feel really miserable but...You know what...and this came out of the blue....despite feeling so bad for my master's degree studies and the fact that I left UVM in the way I had to....I'm finally starting to feel comfortable in my own skin...it took forever...it was not enough having to deal with Rafael G at at a young age and working from the same point, I know I've been lucky and that in reality I haven't struggled at all, but know, when I see the lush lives of some I can finally tell that I owe nothing to life and life owes me nothing, perhaps and I agree with people, I've been cut off of opprtunities by people who deserved it way less than I did, but I regret nothing (now) and I'm grateful for what my choices are and have been.

I'm ready to finally become an adult...but hey...my generation (the males at least) suffer from this acutte Peter Pan Syndrome, so don't blame if you catch me playing FIFA 12 or Portal 2, this is what people my age do now in addition and not instead of something else.

Wednesday, May 8, 2013

La red social para los más viejos cumple 10 años

Pues sí, ese lugar donde mucha gente en la crísis de la edad madura anda buscando cambiar de empleo (los más jóvenes pueden buscar mejor en Firstjob.com) llega a los diez años.


For LinkedIn's 10th anniversary, rather than look backwards, we asked some of our members what they aspire to accomplish in the future. Their answers reminded us how much power this community of 225 million has to change the world. Imagine what we can can do. www.linkedin.com/10years



El vídeo la verdad si está padre, ser afortunado y hacer algo que te emociona y vivir de ello, aún sí no es el mayor ingreso suena envidiable.

Y ustedes saben, en los ya casi 8 años de este blog han visto como cambio de carrera, compañía, trabajo, giro, vocación, meta con frecuencia, y por un lado entiendo que a veces hay que sacrificarse, pero yo no tengo dependientes, y también entiendo que andar de aquí para allá no permite adquirir maestría y experiencia, y que a veces ser feliz depende precisamente de volverte capaz, y no de
encontrar ese supuesto "trabajo ideal" que te hará feliz, pero la gente mayor, cuando le dicen que sólo puede dar un consejo a las nuevas generaciones, casi siempre coincide "no te quedes en un trabajo que no te gusta"

Un aspecto negativo de leer tantas respuestas en Quora, en la red, de asistir a cursos y de platicar con la gente, es que peco de receptivo y quiero hacer de todo un poco, y por otro lado está el asunto de que a lo mejor ya alcanzamos el número máximo de trabajos, y entre software y robots, cada día la labor se agota, y no sabemos si eso nos llevará a un periodo idílico o una tragedia, lo de España está increíble, y no puedo dejar de admirarles, serán igual de pillos que en América Latina, pero allá la gente no se está matando como acá por menos, y es una señal de lo que puede pasar en todo el mundo.

Hablaba hace poco con una amiga que está "between jobs" y pues se la ha pasado viendo como hacer billete, yo, ya lo he dicho antes, no encuentro que clase de negocio querría poner , tiene mucho que ver el ego, y que en casa no somos de mentalidad empresarial (eso fue algo que me gusto de mi breve paso como docente del Tec de Monterrey) y en serio, no se me ocurre nada, y andar de road warrior me impide dar clase .

También está el asunto de la emerging adulthood y el complejo de Peter Pan, pero como lo dije el otro día, que veía Happythankyoumoreplease, siento que ya lo he estirado lo más que puedo, ya no hay formar de seguir en esta infancia prolongada (de hecho, mientras veía a Paul Miller volver a la red, dijo algo que me pego, no sabía de mi, y es que, creo que si me gustaría casarme, pero idealizo muchas cosas y he estado sólo mucho tiempo) y el trabajo es muy importante para mucha gente, para medir muchas cosas, y...en fin, lo que si es un hecho en que en Monterrey no voy a encontrar pareja, me complico mucho el asunto, pido mucho, y la gente se casa tan joven por allá.
 

Wednesday, December 14, 2005

Este es el ensayo

Reality Bytes: Eight Myths About Video Games Debunked

Henry Jenkins
MIT Professor

A large gap exists between the public's perception of video games and what the research actually shows. The following is an attempt to separate fact from fiction.

1. The availability of video games has led to an epidemic of youth violence.
According to federal crime statistics, the rate of juvenile violent crime in the United States is at a 30-year low. Researchers find that people serving time for violent crimes typically consume less media before committing their crimes than the average person in the general population. It's true that young offenders who have committed school shootings in America have also been game players. But young people in general are more likely to be gamers — 90 percent of boys and 40 percent of girls play. The overwhelming majority of kids who play do NOT commit antisocial acts. According to a 2001 U.S. Surgeon General's report, the strongest risk factors for school shootings centered on mental stability and the quality of home life, not media exposure. The moral panic over violent video games is doubly harmful. It has led adult authorities to be more suspicious and hostile to many kids who already feel cut off from the system. It also misdirects energy away from eliminating the actual causes of youth violence and allows problems to continue to fester.

2. Scientific evidence links violent game play with youth aggression.
Claims like this are based on the work of researchers who represent one relatively narrow school of research, "media effects." This research includes some 300 studies of media violence. But most of those studies are inconclusive and many have been criticized on methodological grounds. In these studies, media images are removed from any narrative context. Subjects are asked to engage with content that they would not normally consume and may not understand. Finally, the laboratory context is radically different from the environments where games would normally be played. Most studies found a correlation, not a causal relationship, which means the research could simply show that aggressive people like aggressive entertainment. That's why the vague term "links" is used here. If there is a consensus emerging around this research, it is that violent video games may be one risk factor - when coupled with other more immediate, real-world influences — which can contribute to anti-social behavior. But no research has found that video games are a primary factor or that violent video game play could turn an otherwise normal person into a killer.

3. Children are the primary market for video games.
While most American kids do play video games, the center of the video game market has shifted older as the first generation of gamers continues to play into adulthood. Already 62 percent of the console market and 66 percent of the PC market is age 18 or older. The game industry caters to adult tastes. Meanwhile, a sizable number of parents ignore game ratings because they assume that games are for kids. One quarter of children ages 11 to 16 identify an M-Rated (Mature Content) game as among their favorites. Clearly, more should be done to restrict advertising and marketing that targets young consumers with mature content, and to educate parents about the media choices they are facing. But parents need to share some of the responsibility for making decisions about what is appropriate for their children. The news on this front is not all bad. The Federal Trade Commission has found that 83 percent of game purchases for underage consumers are made by parents or by parents and children together.

4. Almost no girls play computer games.
Historically, the video game market has been predominantly male. However, the percentage of women playing games has steadily increased over the past decade. Women now slightly outnumber men playing Web-based games. Spurred by the belief that games were an important gateway into other kinds of digital literacy, efforts were made in the mid-90s to build games that appealed to girls. More recent games such as The Sims were huge crossover successes that attracted many women who had never played games before. Given the historic imbalance in the game market (and among people working inside the game industry), the presence of sexist stereotyping in games is hardly surprising. Yet it's also important to note that female game characters are often portrayed as powerful and independent. In his book Killing Monsters, Gerard Jones argues that young girls often build upon these representations of strong women warriors as a means of building up their self confidence in confronting challenges in their everyday lives.

5. Because games are used to train soldiers to kill, they have the same impact on the kids who play them.
Former military psychologist and moral reformer David Grossman argues that because the military uses games in training (including, he claims, training soldiers to shoot and kill), the generation of young people who play such games are similarly being brutalized and conditioned to be aggressive in their everyday social interactions.

Grossman's model only works if:

* we remove training and education from a meaningful cultural context.
* we assume learners have no conscious goals and that they show no resistance to what they are being taught.
* we assume that they unwittingly apply what they learn in a fantasy environment to real world spaces.

The military uses games as part of a specific curriculum, with clearly defined goals, in a context where students actively want to learn and have a need for the information being transmitted. There are consequences for not mastering those skills. That being said, a growing body of research does suggest that games can enhance learning. In his recent book, What Video Games Have to Teach Us About Learning and Literacy, James Gee describes game players as active problem solvers who do not see mistakes as errors, but as opportunities for improvement. Players search for newer, better solutions to problems and challenges, he says. And they are encouraged to constantly form and test hypotheses. This research points to a fundamentally different model of how and what players learn from games.

6. Video games are not a meaningful form of expression.
On April 19, 2002, U.S. District Judge Stephen N. Limbaugh Sr. ruled that video games do not convey ideas and thus enjoy no constitutional protection. As evidence, Saint Louis County presented the judge with videotaped excerpts from four games, all within a narrow range of genres, and all the subject of previous controversy. Overturning a similar decision in Indianapolis, Federal Court of Appeals Judge Richard Posner noted: "Violence has always been and remains a central interest of humankind and a recurrent, even obsessive theme of culture both high and low. It engages the interest of children from an early age, as anyone familiar with the classic fairy tales collected by Grimm, Andersen, and Perrault are aware." Posner adds, "To shield children right up to the age of 18 from exposure to violent descriptions and images would not only be quixotic, but deforming; it would leave them unequipped to cope with the world as we know it." Many early games were little more than shooting galleries where players were encouraged to blast everything that moved. Many current games are designed to be ethical testing grounds. They allow players to navigate an expansive and open-ended world, make their own choices and witness their consequences. The Sims designer Will Wright argues that games are perhaps the only medium that allows us to experience guilt over the actions of fictional characters. In a movie, one can always pull back and condemn the character or the artist when they cross certain social boundaries. But in playing a game, we choose what happens to the characters. In the right circumstances, we can be encouraged to examine our own values by seeing how we behave within virtual space.

7. Video game play is socially isolating.
Much video game play is social. Almost 60 percent of frequent gamers play with friends. Thirty-three percent play with siblings and 25 percent play with spouses or parents. Even games designed for single players are often played socially, with one person giving advice to another holding a joystick. A growing number of games are designed for multiple players — for either cooperative play in the same space or online play with distributed players. Sociologist Talmadge Wright has logged many hours observing online communities interact with and react to violent video games, concluding that meta-gaming (conversation about game content) provides a context for thinking about rules and rule-breaking. In this way there are really two games taking place simultaneously: one, the explicit conflict and combat on the screen; the other, the implicit cooperation and comradeship between the players. Two players may be fighting to death on screen and growing closer as friends off screen. Social expectations are reaffirmed through the social contract governing play, even as they are symbolically cast aside within the transgressive fantasies represented onscreen.

8. Video game play is desensitizing.
Classic studies of play behavior among primates suggest that apes make basic distinctions between play fighting and actual combat. In some circumstances, they seem to take pleasure wrestling and tousling with each other. In others, they might rip each other apart in mortal combat. Game designer and play theorist Eric Zimmerman describes the ways we understand play as distinctive from reality as entering the "magic circle." The same action — say, sweeping a floor — may take on different meanings in play (as in playing house) than in reality (housework). Play allows kids to express feelings and impulses that have to be carefully held in check in their real-world interactions. Media reformers argue that playing violent video games can cause a lack of empathy for real-world victims. Yet, a child who responds to a video game the same way he or she responds to a real-world tragedy could be showing symptoms of being severely emotionally disturbed. Here's where the media effects research, which often uses punching rubber dolls as a marker of real-world aggression, becomes problematic. The kid who is punching a toy designed for this purpose is still within the "magic circle" of play and understands her actions on those terms. Such research shows us only that violent play leads to more violent play.


Henry Jenkins is the director of comparative studies at MIT.

Sources

Entertainment Software Association. "Top Ten Industry Facts." 2003. http://www.theesa.com/pressroom.html

Gee, James. What Video Games Have to Tell Us About Learning and Literacy. New York: Palgrave, 2001.

Grossman, David. "Teaching Kids to Kill." Phi Kappa Phi National Forum 2000. http://www.killology.org/article_teachkid.htm

Heins, Marjorie. Brief Amica Curiae of Thirty Media Scholars, submitted to the United States Court of Appeals, Eight Circuit, Interactive Digital Software Association et al vs. St. Louis County et al. 2002. http://www.fepproject.org/courtbriefs/stlouissummary.html

Jenkins, Henry. "Coming Up Next: Ambushed on 'Donahue'." Salon 2002. http://www.salon.com/tech/feature/2002/08/20/jenkins_on_donahue/

Jenkins, Henry. "Lessons From Littleton: What Congress Doesn't Want to Hear About Youth and Media." Independent Schools 2002. http://www.nais.org/pubs/ismag.cfm?file_id=537&ismag_id=14

Jones, Gerard. Killing Monsters: Why Children Need Fantasy, Super Heroes, and Make-believe Violence. New York: Basic, 2002.

Salen, Katie and Eric Zimmerman. Rules of Play: Game Design Fundamentals. Cambridge: MIT Press, 2003.

Sternheimer, Karen. It's Not the Media: The Truth About Popular Culture's Influence on Children. New York: Westview, 2003.

Wright, Talmadge."Creative Player Actions in FPS Online Video Games: Playing Counter-Strike." Game Studies Dec. 2002. http://www.gamestudies.org/0202/wright/