Preparing for Generation Z in the Workplace
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Baby Boomers and the Lost Generation: on the Discursive Legitimacy of Generations at Work [email protected]
Rebecca Whiting (Birkbeck, University of London) Baby Boomers and the Lost Generation: On the discursive legitimacy of generations at work [email protected] We present a critical examination of generations within conversations about age at work, focusing on Baby Boomers and the Lost Generation. Whilst not pre-defining these groups, Baby Boomers are broadly seen as a group in mid / later life, the oldest of whom might be expected to be nearing retirement; the Lost Generation are seen as a group of young people unable to secure jobs during the economic downturn. We utilise an empirically innovative e-research approach to untangle ways in which understandings of generations are discursively legitimated via Web 2.0 media. Applying Vaara et al's (2006) notion of strategies of discursive legitimation, we unpack the legitimation of generations overall and these two generations in detail. We analyze how generational categories are constructed and deployed in debates regarding work entitlement and responsibility, found to be major tensions within the battle for discursive legitimacy of these groups. We explore the discursive strategies deployed as different voices seek to establish work entitlement whilst also assigning responsibility within conversations about age at work. For example, while moral justifications are used regarding both groups, the outcomes proposed are rather different. For Baby Boomers, the focus is on personal economic struggle with increased reliance on governmental support postulated. For the Lost Generation, broader societal damage (including social unrest) is forecast if the claim to entitlement is not satisfied. Similarly, responsibility for the issues associated with each generation is variously allocated. -
On Education
DEBATES ON EDUCATION www.debats.cat/en www.debats.cat/en Debates on Education|45 Building a School for the Digital Natives Generation Kirsti Lonka An initiative of In collaboration with Building a School for the Digital Natives Generation Debates on education | 45 DEBATES ON EDUCATION www.debats.cat/en 34 Building a School for the Digital Natives Generation How canKirsti we buildLonka student engagement and an educational community? Valerie Hannon How can we build student engagement and an educational community? Debats on education | 31 Debates on education | 45 An initiative of In collaboration with Universitat Oberta de Catalunya www.uoc.edu Transcript of Kirsti Lonka keynote speech at MACBA Auditorium. Barcelona, January 31, 2017. Debates on Education. All contents of Debates on Education may be found on line at www.debats.cat/en (guests, contents, conferences audio, video and publications). © Fundació Jaume Bofill and UOC, 2017 Provença, 324 08037 Barcelona [email protected] www.fbofill.cat This work is licensed under a Creative Commons “Attribution-ShareAlike International”. The commercial use of this work and possible derivatives is permitted. The distribution of the latter requires a license, identical to the one that regulates the original work. First Edition: May 2017 Author: Kirsti Lonka Publishing Coordinator: Valtencir Mendes Publishing Technical Coordinator: Anna Sadurní Publishing revision: Samuel Blàzquez Graphic Design: Amador Garrell ISBN: 978-84-946592-4-9 Index Introduction ..................................................................... 5 How to create new cultures for study and academic work? ............................................................... 7 How to prevent boredom and burn out and support the new generation? ........................................................ 10 What is engagement? ...................................................... 12 The digital challenge ...................................................... -
A Humble Protest a Literary Generation's Quest for The
A HUMBLE PROTEST A LITERARY GENERATION’S QUEST FOR THE HEROIC SELF, 1917 – 1930 DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Jason A. Powell, M.A. * * * * * The Ohio State University 2008 Dissertation Committee: Approved by Professor Steven Conn, Adviser Professor Paula Baker Professor David Steigerwald _____________________ Adviser Professor George Cotkin History Graduate Program Copyright by Jason Powell 2008 ABSTRACT Through the life and works of novelist John Dos Passos this project reexamines the inter-war cultural phenomenon that we call the Lost Generation. The Great War had destroyed traditional models of heroism for twenties intellectuals such as Ernest Hemingway, Edmund Wilson, Malcolm Cowley, E. E. Cummings, Hart Crane, F. Scott Fitzgerald, and John Dos Passos, compelling them to create a new understanding of what I call the “heroic self.” Through a modernist, experience based, epistemology these writers deemed that the relationship between the heroic individual and the world consisted of a dialectical tension between irony and romance. The ironic interpretation, the view that the world is an antagonistic force out to suppress individual vitality, drove these intellectuals to adopt the Freudian conception of heroism as a revolt against social oppression. The Lost Generation rebelled against these pernicious forces which they believed existed in the forms of militarism, patriotism, progressivism, and absolutism. The -
Mormondom's Lost Generation: the Novelists of the 1940S
BYU Studies Quarterly Volume 18 Issue 1 Article 7 1-1-1978 Mormondom's Lost Generation: The Novelists of the 1940s Edward A. Geary Follow this and additional works at: https://scholarsarchive.byu.edu/byusq Recommended Citation Geary, Edward A. (1978) "Mormondom's Lost Generation: The Novelists of the 1940s," BYU Studies Quarterly: Vol. 18 : Iss. 1 , Article 7. Available at: https://scholarsarchive.byu.edu/byusq/vol18/iss1/7 This Article is brought to you for free and open access by the Journals at BYU ScholarsArchive. It has been accepted for inclusion in BYU Studies Quarterly by an authorized editor of BYU ScholarsArchive. For more information, please contact [email protected], [email protected]. Geary: Mormondom's Lost Generation: The Novelists of the 1940s mormondomsMormondoms lost generation the novelists of the 1940s edward A geary wallace stegner in his essay on the writer in the american west laments that westerners have been unable to get beyond the celebration of the heroic and mythic frontier he says we cannot find apparently a present andanclanci living society that is truly ours and that contains the material of a deep commit- ment instead we must live in exile and write of anguishesanguislanguisheshes not our own or content ourselves with the bland troubles the remembered vioviolenceslences the already endured hardships of a regional success story without an aftermath 1L but perhaps this tendency is characteristic of regional literature in general not just of western regional literature faulkner has his heroic -
Read-Out of Regional Level No Lost Generation Donor Briefing on Adolescents and Youth1, 2018
Read-out of Regional Level No Lost Generation Donor Briefing on Adolescents and Youth1, 2018 The No Lost Generation initiative is a concerted effort by humanitarians, donors, governments and other partners to secure the safety and futures of a whole generation of children and young people in Syria, Iraq, Lebanon, Turkey, Jordan and Egypt whose safety, wellbeing, education and opportunities are jeopardized by conflict and displacement. The initiative comprises programming and advocacy under three pillars – Education, Child Protection and Adolescents & Youth – all of which are embedded in existing humanitarian plans. Overall, it is a powerful call, made together with children and young people, to invest in their rights, capacities, resilience, and potential – since these are the building blocks of a peaceful and prosperous future. On 26 September, 2018 the Embassy of the Kingdom of the Netherlands in Beirut hosted a regional level discussion under the auspices of the No Lost Generation (NLG) initiative on Adolescents and Youth in the Middle East and North Africa region (MENA). The event brought together young people affected by conflict, humanitarians, development experts and representatives of the international donor community, including: Australia, Canada, Denmark, EU, France, Germany, Italy Norway, Sweden, the UK and the US. Also present was a representative from the American University of Beirut Conveying the highlights of a regional level Evidence Symposium on Adolescents and Youth in MENA on 25 and 26 September, and organised by a regional UN:NGO group on adolescents & youth and the NLG partnership, the agenda of the Donor Briefing included presentations on the current evidence on and solutions for adolescents and youth in the region. -
Generation Z and Implications for Counseling
Generation Z and Implications for Counseling Slameto Satya Wacana Christian University [email protected] Abstract Generation Z is a common name in the US and other Western countries for the group of people born from the second half of the 1990s through the late of the 2000s early 2010’s, a span of 15-20 years in the very late of the 20th Century and very early 21st Century. Gneration Z has behavioral and personality characteristics that are different from previuos generations. Characteristics of Generation Z are: 1) Fluent Technology, they are the “digital generation” who can acces the information as quickly and as easily possible, either for educational purposes or their interests in their daily lives. 2) Social, they are very intensely communicated with peers through various networking sites. They also tend to be tolerant to cultural differences and are very concerned with the environment. 3) Multitasking, are familiar with a variety of activities, read, talk, watch, or listen to music at the same time, wanting things to be done simultaneously and fast paced run. These characteristics have two opposite sides, provides benefits for themselves and their community, they can harm themselves and their environment. The presence of Generation Z has implications for education and counseling, namely: 1) Teachers and counselors are to guide and facilitate their development and use technology appropriately and wisely. 2) Teachers and counselors are to develop a Learning-Centered Approach Model in order that students are able to understand complex and dynamic world phenomenon. 3) Teachers and counselors are to utlize Face Book to support the effectiveness of guidance and counseling services in school. -
Developing the Next Generation
Learning to Work Research report June 2015 DEVELOPING THE NEXT GENERATION TODAY’S YOUNG PEOPLE, TOMORROW’S WORKFORCE The CIPD is the professional body for HR and people development. The not-for-profit organisation champions better work and working lives and has been setting the benchmark for excellence in people and organisation development for more than 100 years. It has more than 135,000 members across the world, provides thought leadership through independent research on the world of work, and offers professional training and accreditation for those working in HR and learning and development. 1 Developing the next generation Developing the next generation Research report Contents Foreword 2 Introduction 3 1 What does existing research tell us? 6 2 Building the business case for investing in development 9 3 Workplace skills 14 4 Development methods 19 5 Generational learning preferences 23 Conclusion 27 References 28 Acknowledgements This report was written by Ruth Stuart, Research Adviser at the CIPD. The research was supported by Katerina Rüdiger, Katherine Garrett and Stella Martorana at the CIPD. We are indebted to all of the individuals in the case study organisations who took part in the research through interviews and focus groups. In particular we would like to thank: Temi Akinmoladun – Apprentice, Barclays Graham Salisbury – Head of Human Resources, ActionAid Shajjad Ali – Apprentice, ActionAid Susithaa Sathiyamoorthy – Apprentice, ActionAid Sarah Bampton – Talent Programme Manager, Fujitsu Dan Snowdon – Industrial placement, -
Softening Power: Cuteness As Organizational Communication Strategy in Japan and the West
© 2018 Journal of International and Advanced Japanese Studies Vol. 10, February 2018, pp. 39-55 Master’s and Doctoral Programs in International and Advanced Japanese Studies Iain MACPHERSON & Teri Jane BRYANT Graduate School of Humanities and Social Sciences, University of Tsukuba Article Softening Power: Cuteness as Organizational Communication Strategy in Japan and the West Iain MACPHERSON MacEwan University, Faculty of Fine Arts and Communication, Assistant Professor Teri Jane BRYANT Haskayne School of Business, University of Calgary, Associate Professor Emerita This paper describes the use of cute communications (visual or verbal, and in various media) as an organizational communication strategy prevalent in Japan and emerging in western countries. Insights are offered for the use of such communications and for the understanding/critique thereof. It is first established that cuteness in Japan–kawaii–is chiefly studied as a sociocultural or psychological phenomenon, with too little analysis of its near-omnipresent institutionalization and conveyance as mass media. The following discussion clarifies one reason for this gap in research–the widespread conflation of ʻorganizational communication’ with advertising/branding, notwithstanding the variety of other messaging–public relations, employee communications, public service announcements, political campaigns–conveyed through cuteness by Japanese institutions. It is then argued that what few theorizations exist of organizational kawaii communications overemphasize their negative aspects or potentials, attributing to them both too much iniquity and too much influence. Outside of Japan studies, there is even less up-to-date scholarship on organizational cuteness, critical or otherwise. And there are no such studies at all, whether focused on Japan or elsewhere, that integrate intercultural insights. -
Gen Alpha 2020
WHAT SHAPED THEM THEIR FUTURE Millennial parents (Generation Y) GENERATION ALPHA Older siblings to Generation Beta Born 1980-1994 — aged 26-40 BORN 2010 2024 Born 2025-2039 LABELS WEEKLY BIRTHS TOP COUNTRIES OF BIRTH TOP BABY NAMES ABOUT The Alphas 1 2 3 GENERATION Generation glass Upagers Noah 1 Olivia 2,740,000 Oliver 2 Ava ALPHA William 3 Amelia Multi-modals Global Gen Generation Alphas born globally each week India China Nigeria NOW2020 OLDEST ALPHAS ARE 10 YOUNGEST ALPHAS TURN 25 2050 THEN Global population Global median age University graduates University graduates Global population Global median age 7.8 BILLION 30.9 1 IN 3 1 IN 2 9.8 BILLION 36.1 Business context Business context Largest population FREQUENT DISRUPTION CONTINUOUS VOLATILITY Largest economy growth by continent CHINA ASIA Education outcomes Education outcomes EMPLOYABILITY ADAPTABILITY Largest economy Largest population growth by continent UNITED STATES Training Training Largest population AFRICA Largest CHINA QUALIFICATIONS MICROCREDENTIALS population INDIA Workplace focus Workplace focus DIVERSITY WELLBEING INCOMING TECHNOLOGY Autonomous Quantum Aerial iPad Instagram GoPro 3D Google glass Apple Tesla Smart Siri HERO3 printers watch Powerwall Fortnite speakers AirPods 5G Biometrics vehicles computing ridesharing TIMELINE 2010 2011 2012 2013 2014 2015 2016 2017 2018 2019 2020 2021 2022 2023 2024 Street Fax Landline Car key - Desktop Credit Analogue OUTGOING Myspace directory Pager MP3 player Blackberry machine phone CD/DVD GPS unit ignition Textbooks computer cards -
Youth Unemployment, Education and Training in Croatia Since the Crisis*
Croatia’s Lost Generation? Youth unemployment, education and training in Croatia since the crisis* Iva Tomić The Institute of Economics, Zagreb Visiting Speaker Programme LSEE Research on SEE, European Institute, LSE 12 October 2016 *in collaboration with Vassilis Monastiriotis, European Institute, LSE Outline Motivation Related literature Data Model Results Policy initiatives 2 Motivation 2014 ended as a sixth consecutive year with negative real GDP growth in Croatia, with a cumulative drop of 13% as of 2009. The unemployment rate almost doubled in the period between 2008 and 2014. Youth unemployment rate is growing much more rapidly than the overall rate: . for conventional youth population (15-24) it increased by 25 pp between 2009 and 2013 (from 25% to 50%), more than double the total unemployment rate, considerably higher than the average rate of youth unemployment in the EU; . for the population aged 15-29 it increased by more than 15 pp in the same period. the NEET rate for youths aged 15-29 was 21.8% in 2014; more than 6 pp higher than in the EU-28 (15.4%), with an increase of almost 9 pp between 2008 and 2014. 3 Motivation Unemployment rates for different age-groups in Croatia In % 90 80 70 60 50 40 30 20 10 0 2007Q1 2010Q3 2007Q2 2007Q3 2007Q4 2008Q1 2008Q2 2008Q3 2008Q4 2009Q1 2009Q2 2009Q3 2009Q4 2010Q1 2010Q2 2010Q4 2011Q1 2011Q2 2011Q3 2011Q4 2012Q1 2012Q2 2012Q3 2012Q4 2013Q1 2013Q2 2013Q3 2013Q4 2014Q1 2014Q2 2014Q3 2014Q4 2015Q1 2015Q2 2015Q3 2015Q4 15-19 20-24 25-29 15-29 15-64 Source: Eurostat. -
A Critical Study of the Loss and Gain of the Lost Generation
Opción, Año 34, Especial No.15 (2018): 1436-1463 ISSN 1012-1587/ISSNe: 2477-9385 A Critical Study of the Loss and Gain of the Lost Generation Seyedeh Zahra Nozen1 1Department of English, Amin Police Science University [email protected] Shahriar Choubdar (MA) Malayer University, Malayer, Iran [email protected] Abstract This study aims to the evaluation of the features of the group of writers who chose Paris as their new home to produce their works and the overall dominant atmosphere in that specific time in the generation that has already experienced war through comparative research methods. As a result, writers of this group tried to find new approaches to report different contexts of modern life. As a conclusion, regardless of every member of the lost generation bohemian and wild lifestyles, the range, creativity, and influence of works produced by this community of American expatriates in Paris are remarkable. Key words: Lost Generation, World War, Disillusionment. Recibido: 04-12--2017 Aceptado: 10-03-2018 1437 Zahra Nozen and Shahriar Choubdar Opción, Año 34, Especial No.15(2018):1436-1463 Un estudio crítico de la pérdida y ganancia de la generación perdida Resumen Este estudio tiene como objetivo la evaluación de las características del grupo de escritores que eligieron París como su nuevo hogar para producir sus obras y la atmósfera dominante en ese momento específico en la generación que ya ha experimentado la guerra a través de métodos de investigación comparativos. Como resultado, los escritores de este grupo trataron de encontrar nuevos enfoques para informar diferentes contextos de la vida moderna. -
Generation Z's Positive and Negative Attributes and the Impact On
UNF Digital Commons UNF Graduate Theses and Dissertations Student Scholarship 2019 Generation Z's Positive and Negative Attributes and the Impact on Empathy After a Community- Based Learning Experience Amanda Nicole Moscrip University of North Florida Suggested Citation Moscrip, Amanda Nicole, "Generation Z's Positive and Negative Attributes and the Impact on Empathy After a Community-Based Learning Experience" (2019). UNF Graduate Theses and Dissertations. 908. https://digitalcommons.unf.edu/etd/908 This Master's Thesis is brought to you for free and open access by the Student Scholarship at UNF Digital Commons. It has been accepted for inclusion in UNF Graduate Theses and Dissertations by an authorized administrator of UNF Digital Commons. For more information, please contact Digital Projects. © 2019 All Rights Reserved GENERATION Z’S POSITIVE AND NEGATIVE ATTRIBUTES AND THE IMPACT ON EMPATHY AFTER A COMMUNITY-BASED LEARNING EXPERIENCE by Amanda Nicole Moscrip A thesis submitted to the Department of Psychology in partial fulfillment to the requirements for the degree of Master of Science in Psychological Science UNIVERSITY OF NORTH FLORIDA COLLEGE OF ARTS AND SCIENCES August, 2019 Unpublished work © Amanda Nicole Moscrip GEN Z’S ATTRIBUTES AND THE IMPACT ON EMPATHY AFTER A CBL EXPERIENCE ii DEDICATION This thesis is dedicated to my family and friends for all of the support throughout this journey. I would like to extend a special thank you to my mother Teresa Moscrip, my father Michael Moscrip, and my brothers Tyler and Matthew Moscrip for all of the unconditional love and encouragement. I would like to thank my friends Evan Wagoner, Michelle Boss, and Anna Lall for always supporting me.