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JUST LIKE STEVE JOBS

Tune in, drop out and get rich

BURQA PRODUCTIONS

Teaching new media in Afghanistan

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HIGH SCHOOL REUNION

In this month’s issue, we decided to honor all those brave students and teachers who will soon return to class. Back to School. It made me wonder: would I ever go back there? I could only think of one reason that could make me walk through those doors again: the high school reunion.

Once upon a time, reunions were meant to reminisce, reconnect and reflect upon yourself. And more im-portantly, they were the only way through which certain urgent ques-tions could be answered. Who got fat? Who married their high school sweethearts? Is Laura still hot? And did John’s acne finally clear up? To-day however, the truth is just one Fa-cebook invite away. With a few clicks, you can find out all you need to know about your former classmates, and probably more. Did Facebook kill the High School Reunion? In an article in Time Magazine, co-owner of Reu-nited Inc. Jonathan Miller stated that social networks do influence attend-ance numbers. “It’s definitely affect-ed our business,” Miller says. “Classes can now easily say to me, ‘Jonathan, we have 150 people in our Facebook

group right now, and we really don’t need your services.’” In addition, col-lege-alumni associations are dealing with the same issues. “Students now are all connected through Facebook and MySpace and other sites, so they leave college with their own network completely intact,” says Deborah Di-etzler, executive director of alumni relations at the University of Georgia. “This is not like 20 years ago, where, if you wanted to get in touch with someone, you kind of needed to call the alumni office.”

Social networks definitely elimi-nate the element of surprise that is an important part of the fun of re-unions. Still, the idea that Facebook might be the end of reunions is a faulty one, because that would es-sentially mean killing nostalgia it-self. Social networks may allow you to easily discover that John’s skin problems were never resolved; they do not offer the opportunity to buy Laura a drink. So if you do get invit-ed to a reunion, just use your social network to do some preselecting. It will leave you more time to catch up with the people that really matter.

ANOUK VLEUGELS, EDITOR-IN-CHIEF

EDITORIAL

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28 Remarkable Research

07 Back to School @ Jalalabad

Teaching new media in Afghanistan

22The Power of 140 Characters

The impact of Twitter on human behaviour

Let’s Get RadicalHungary’s shift to the far-right

26 Just Like Steve Jobs

Tune in, drop out and get rich

32 Book & Review

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Credits

Editor-in-ChiefAnouk Vleugels

Executive EditorMark Fonseca Rendeiro

Editorial Swaan van Iterson, Sanne Stricker, Gerdine Tiemens, Daphne Wiersema

DesignMichelle Halcomb

AdvertisementSend an e-mail to advertising@united-academics.org

Questions and suggestionsSend an e-mail to redactie @united-academics.org

Address Warmoesstraat 149, 1012 JC Amsterdam

Websitewww.united-academics.org

Back to School @ Jalalabad Teaching new media in Afghanistan

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Back to School @ Jalalabad”DOES IT HAVE ANY IMPACT,” A FRIEND RECENTLY ASKED ME, “GIVING VIDEO TRAINING TO DIF-FERENT GROUPS IN AFGHANISTAN FOR ONLY 1 WEEK?” IF BY IMPACT HE MEANT DOES ANY-THING GET LEARNED THAT WILL BE USEFUL TO THE STUDENTS NOW AND IN THE FUTURE, THEN MY ANSWER IS YES.

WORDS BY YOUR MOTHERILLUSTRATIONS BY YOUR FATHER

My average day as a visiting new media teacher in Afghanistan started more or less the same depending on what city we were working in that week. As part of Small World News, our team of international media trainers would arrive early each morning at the large gate of the local Nai Center (organization that works locally to empower independent media and promote freedom of expression), two bearded Western men in their late 20’s, and a cleanly shaven muscular Afghan translator of around the same age, ready for action. First we must clear security, which usually consists for two or more guards who may either be wielding an AK-47 or a cup of tea depending on the day. Media development organizations are not generally at the top of the list when it comes to being targeted by the Taliban, but it feels

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WORDS BY MARK FONSECA RENDEIROPICTURES COURTESY OF MARK FONSECA RENDEIRO

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like each month a new unexpected place gets attacked. We go through a quick security check with the full understanding that if there were an attack, these polite uniformed gentleman would be easily over-run. Next step is to greet staff at the the NAI center, everyone is Afghan but they greet us in English and we discuss how yesterday’s classes went or how yesterday evening was. Once everyone has been greeted with a hand shake and a hand on your heart, off we go to our classroom - along with an overhead projector, a few computers, and some flip cameras.

Beat the burqaStudents arrive on foot mostly, or getting a ride from a family member. In more conservative and security-inconsistent places like Jalalabad, women often arrive wearing a burqa. Once in the building the Burka is put away. Some ladies wear a veil throughout the day while others choose simply to go for the standard and simple head cover throughout class. Later I learn that in some cases women prefer coming to the center with the anonymity of a full burqa, as they fear being recognized and risk being kidnapped or murdered.

For myself, the full face veil proves to be a difficult obstacle. On a simple level, I can’t tell if the student is smiling or scowling, through I try to read this in their eyes. As the days go on, in the case of one class, I find the veiled students are the one’s I’m making the least amount of progress with. If I sit next to a young lady with a veil, the feeling I get - whether its true or not- is that she is uncomfortable with me sitting next to her and is not listening to a word I’m saying regarding how

to edit or some other computer related issue. It may also be simply my own insecurity projecting this feeling, but since these things never get discussed, I’ll never know. However, this was not an issue in the case of female students wearing a head cover, who proved to be very alert, motivated, and often extremely interesting for we the teachers to learn from.

Revenge in the ClassroomOur experiences on this particular mission were limited to two groups of students, one from Western Afghanistan, a mix of ethnic backgrounds, and one from Eastern Afghanistan, an all Pashtun group. Besides speaking different languages, there is also a distinct cultural difference between a group of Pashtun students and a group of students from varying backgrounds. All are surely Afghan, but from the first day we notice the Pashtun group’s lively classroom dynamic. Discussions erupt in sometimes inconvenient times in different parts of the room. Just when it seems to us that students have understood the lesson, the assignments show that in fact that haven’t understood much of what we have been saying. Even with an excellent translator who moves from student to student reviewing the latest lessons, there is something I start to think – cultural- about wanting to please the teacher by saying everything is fine, even when it is not. The other issue that proves problematic is the idea of criticism in the classroom. When students show their video projects, we encourage others to comment on the work. The idea, just like in many classrooms in the western world, is that peers can provide constructive criticism. In some cases this proved to be true and useful. The trouble arose when at first no students would dare criticize each other. Throughout the first

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few screenings there was nothing but praise for each other, no one speaking a critical word about another. The moment a student did point out problems with audio quality and camera angles in one interview, a back-and-forth argument erupted that seemed to spread like a sickness around the crowded classroom. Even when things seemed to calm down, students who had been criticized would bide their time and wait for the next chance to attack back and find flaws in the work of the person who dared previously attack their own work. The idea of constructive criticism very easily seemed to descend into grudges and vitriol. The students themselves did all of this with relative ease while we the foreign visitors felt quite upset about what we were witnessing. In the back of my mind I started wondering how closely this is connected to how Afghan politics

work, were alliances seem to come and go and rivalries are dangerously bitter. Eventually we adjust our strategy, putting a limit on criticism and changing the way we give assignments. Based on previous problems, each student gets a customized assignment that seeks to address their specific needs. Several students rise and give stern reminder to their colleagues of what the purpose of criticism in the classroom should be, to help each other improve and not to insult one another. Thankfully these comments as well as our change of strategy are well received, the results of which we enjoy when reviewing the excellent final assignments.

Be home for dinnerWhat a foreign teacher might not be used to but will likely face when teaching in a country

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with as complicated a reality as Afghanistan has, is the outside classroom factors for students. Sometimes it can be as simple as a female student who needs to leave early, as she is concerned with having dinner ready for her husband or children, and other home related responsibilities. Then there are the security risks, as in the case where a student would tell us he would be missing class tomorrow as his friend, who had been kidnapped last week, had been found dead. Not only do you listen and learn about what the reality sometimes can be for each individual but as the teacher you can see it on their faces, as they get terrible news during class, or the following day after the funeral when they’re back in class. Trouble outside the class is nothing new to any educator anywhere in the world, but the specific types of trouble students face here, that can be difficult to grasp for anyone, foreign or Afghan.

Untold StoriesAs each of our one week trainings are completed, we are pleased with the results. Students have gone from never having produced a video report on some topic, to having produced one or two 4 minute segments consisting of interviews and detailed video footage. Their stories focused on every work in Afghanistan: the tailor, dairy farmer, teacher, day laborer, and even brick making children. They also reported about civic issues in their communities, such as pollution, water, and basic sanitation, all issues that impact everyone’s lives here, but rarely make the international press. Those students who came with previous experience were also able to build upon that. Our favorite example being Said, the veteran camera man for a local TV station who was determined to finally learn how to edit and produce his own items. His experience proved invaluable for his own work and for the class. “I remember once during the war between the Taliban and the Mujahadeen I was at the frontline with my video camera,” Said explains during a lesson on being aware of one’s surroundings while filming, “I got so immersed in getting the footage and good camera shots, I realized much too late I was all alone, the soldiers that had been with me had all disappeared. The frontline had moved, others were getting hit and gunfire was still coming my

way as I ran away as fast as I could.”

A Military ExitAs the media trainings come to an end, yet another reminder of the precarious security situation: we must take a helicopter from a nearby US-Afghan military base, the Jalalabad to Kabul has been too dangerous lately. Oddly enough a local military base was attacked only a

few nights ago by a few Taliban fighters, “nothing too big” we’re told, just a few rockets fired. And so we pass through another world with its own cultural traditions, the forward operating military base. After enjoying a quick coffee with a helpful security contractor from the UK, the big Russian-built Mi8 helicopter swoops down along with its Australian military escorts. Well armed flight escorts who are good spirited and sit vigilantly at the open door of the helicopter is we fly over some of the most majestic mountains and valleys on earth. A strange but exciting ending for a story about teaching a course. The question others ask, which we also ask ourselves, is how to ensure long term impact. As interest and funding for Afghanistan grows smaller, so too do job offers and length of training programs. Jawad Jalali, founder of the photo-agency Afghan Eyes, and a fellow teacher, explains the situation based on his own experiences giving photography seminars: “Most of our participants are unemployed young people or students in schools or university. The important thing that I have to mention here is that after distributing the certificates at the last day of workshop

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we don’t leave the students behind. Instead we note their contact information and when any organizations are ask us for a local afghan photographers we connect them to the talented students. A good example is Qais, a young afghan man who was one of our participants in Mazar province, AFP (Agence France Press) needed to hire a photographer in Mazar for news and feature photo coverage in Mazar, I introduced my student Qais to them. Now he is working for AFP and last week I saw one of his photos featured as photo of the day in NY Times Magazine. This also means he is making money and can provide for his family by selling his photographs to AFP. In the long term we have got many young men and women who are interested in taking these courses in long term and find a job through this profession, every day we are getting phone calls and emails about when the next course will be. But we have our own problem in our agency too, as a non-profit we find it difficult to find funding for long term courses that can have a greater impact.”

Here or AbroadThe other question that observers might ask and we certainly ask ourselves is couldn’t an Afghan teach what we teach? It would certainly be more affordable for media organizations in Afghanistan, and arguably safer for instructors who are better integrated into local culture. Presently, groups of international police are in Afghanistan to teach the fundamentals of police work with the hope that once the seed is planted their role will no longer be needed and Afghan police will train others themselves. Part of our goal is to arrive a similar situation, teach future teachers. With some luck and if we do our jobs correctly, some of our former students will go on to work for media organizations or make use of video production in some other forum, which will give them experience, income, and make them good teachers for others. But gaining this experience takes time, while many Afghans are extremely interested and in need of such training right now. Ulfat Kazemi, an English teacher and a graduate of our training program, explains the situation as follows: “Here in Afghanistan students like to study in foreign countries because they can find

knowledgable and experienced teachers there, where they will receive excellent instruction. To us it is the same, studying in foreign country or foreign teachers coming here in our country to teach us. It is really interesting and important for us to have learned from the intelligent teachers which come from far away and let us benefit from their adroit ideas and knowledge.”

Looking back at my own experience teaching in Afghanistan, my second time teaching in that country in the past 2 years, I see a hopeful but concerning situation. Declining interest and lack of funds for Afghanistan, combined with extremely strict immigration policies in the west and obviously limited scholarships for Afghans to study abroad. We want the students to become teachers, the trainees to become the trainers, but we want it all to happen now under the most difficult of circumstances. While some, like Jawad and Ulfat, are themselves prepared to do just that, they may not get the resources and support they need to do so. In that situation, everyone loses, foreign instructors, organizations, governments, and above all, Afghan people who are lining up and ready to learn what others have to teach.

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LET’SGET RADICALFACED WITH SOARING UNEMPLOYMENT AND ALACK OF PROSPECTS, MANY EDUCATED YOUNG HUNGARIANS ARE BEING DRAWN TO THE RADI-CAL RIGHT. BUT WILL IT GIVE THEM THE BETTER FUTURE THEY SEEK?

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Until last year, the international media paid little attention to Hungary. This changed when the na-tionalist and conservative Fidesz party, under the leadership of Viktor Orbán, won a two-thirds ma-jority in the 2010 elections, thereby gaining the power to push through radical changes. Orbán moved quickly to nationalise private pension funds. In addition, he pushed through a controversial media law, which stipulates that a government-appointed media authority should monitor whether journalists provide “moral” and “objective” reporting. More recently, in July of this year, his gov-ernment passed a new church law, which official-ly recognises only 14 religions, and hence strips the others of the right to receive state subsidies. The Institute on Religion and Public Policy (IRPP) called the legislation the “worst religion law in Europe.” But Orbán and his party are not finished yet. His latest idea is to allow secondary school children to study “basic military science” starting in the next academic year. Yet Fidesz is not the only party that is mak-ing news in Hungary. Further to the right on the political spectrum the radical Jobbik party, which won 16.7% of the vote in the 2010 elections to become the third largest party in Hungary, is drawing significant attention. The Movement for a Better Hungary’s (A Jobbik Magyarországért Mozgalom) manifesto is mainly based on, among other things, nationalism and the combating of so-called “gypsy criminality” (cigánybűnözés). Many believe that the party was closely linked to the Magyar Gárda (the Hungarian Guard that is now dissolved, but still active under different names), which was established to protect the population against this “gypsy crime.” Jobbik’s main support base is not only found in the ranks of the poor and poorly educat-ed workers in the northeast of the country, but increasingly amongst the urban young. In early 2010, some 15% of under-25s said they would vote for Jobbik – the party was particularly popu-lar among university students specialising in the humanities or history. This raises the question of why Jobbik would be attractive to more highly educated stu-dents in Budapest. Most narratives paint a pic-

ture of a faceless crowd of “societal losers” who vote for the radical right. Can the same terminol-ogy be used to describe these students? I trav-elled to Budapest to find out. During a month of extensively interviewing students and hearing their stories, while trying not to judge and to re-main objective, I learned that radical right voters can be far from being the indistinguishable mass of victims they are often taken to be.

JEWS AND GYPSIES

Farkas Gergely (25), a recent graduate in econom-ics and sociology, is a Jobbik member and one of the youngest members of parliament. According to Gergely, the lack of prospects many students face leads them to vote for his party: “Many stu-dents in Hungary cannot find work once they graduate… For 20 years, no party stood up for young people and so they looked for something new. We have filled that gap.” A lot of the students I have spoken to in-dicate that having a university degree in Hungary is no guarantee for a secure future. According to Marcell, a 25-year-old public administration stu-dent, the bad socio-economic situation is a result of, amongst other things, foreign interference: “Multinationals, transnational companies and foreign banks have come to the country in droves since 1989. They were able to operate here with-out paying any taxes while local firms had to pick up the tab – they got no special perks,” he says. “The result is that the multinationals have devoured our economy. They became the rulers of our homeland. Every Hungarian government over the past 20 years has been their unques-tioning servant.” Szuszanna (21), a medical student in Buda-pest, believes that it is mainly Jewish enterprises that have received this beneficial treatment: “We’re not happy with the Israeli companies which buy up everything here – they ruin every-thing. They take a lot of money out of the coun-try and invest very little,” she argues. In Szuszanna’s view, the trouble is that if you want to do something about the situation, you’re immediately labelled as an anti-Semite. According to her, the same problem arises around

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the “gypsy question.” The Jobbik party introduced the term “gypsy criminality” into Hungary’s political discourse, which finally made it, in Szuszanna’s view, possible to talk about the situation - something that is very urgent, she believes: “During communist times, everybody was obliged to work, but that changed with the advent of capitalism,” Szuszanna explains. “Now that you can get benefits, a lot of gypsies don’t work anymore. They spend their benefits on alcohol and cigarettes and when this runs out, they often steal.”

RADICAL CHANGE

Student supporters of Jobbik greet one another by saying “Szebb Jövőt”, meaning “A better future”. They would like to see change not only in the socio-economic conditions but also in the political situation. János (26), who studies IT, be-lieves that students vote for Jobbik because they want radi-cal change. According to him, Hungary never underwent a change of regime (rendszerváltás). He thinks that many com-munists continue to be in power under the guise of socialism and that communism actually never went away in Hungary. Moreover, like János, a lot of students view the socialists as being corrupt. For a lot of the students, 2006 was the time they de-cided to join the Jobbik party. That year, an audio recording surfaced from a closed-door meeting, featuring the then so-cialist president Ferenc Gyurcsány. In the recording, Gyurc-sány admitted that “we have been lying for the last one and a half to two years” about the economic situation in Hunga-ry. The leak led to public outrage and mass demonstrations, including the occupation of the state television building by football hooligans and radical-right students. Many of the Jobbik supporters believe that socialist “indoctrination” does not only occur in the political sphere, but also in the education system. Jószef, a PhD student in po-litical science who is researching euroscepticism, would like to build an academic career but, in his view, it is very difficult to earn money as an independent political scientist in Hun-gary: “You need to have a political colour, otherwise you’ll

Student supporters of Jobbik greet one another by saying “Szebb Jövőt”, meaning “A better future”.

caption:Jobbik demonstrationin Budapest

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get nowhere in this field,” he says. “Personally I have had no problems but I have heard others say that it is difficult to get a good position if you’re not a socialist.” And it’s not just academia. In Katalin’s opinion the media is also dominated by “liberal leftists” (referring to the socialists). The “simplistic and oversexualised” American programming on television annoys her: “The Hungarian me-dia is extremely prejudiced and, above all, extremely liberal,” she complains. “People watch MTV, use drugs, find it normal to be gay and encourage others to become so too. That’s just ridiculous.”The “bias” of the Hungarian media does not stop Jobbik from reaching the public, János stresses. He says that the party bypasses the mainstream media by being very active on social networking sites like Facebook and Twitter. Moreover, this helps the party to connect better with young people.

Eszter, a master’s student in public administration, thinks that Jobbik is a party for the young generation in a country where there is an intergenerational divide in poli-tics: “Older people lived through communism and miss the security and stability of those times. In those days, there was still work for everyone. This means that older people vote more frequently for the socialists. Young people don’t have the same experiences and sympathies.”

HUNGARY’S YOUNG TURKS?

Péter is a university lecturer at both ELTE and Corvinus Uni-versity. He says that students who vote for Jobbik regularly voice their political views in their essays and assignments. According to him, history students in particular are drawn to the party - a phenomenon that does not surprise him in the least: “Hungarians have a history of lost wars and lost independence. This gives you a reason to become national-istic. Young people are convinced that, given all they’ve lost, Hungarians can only count on themselves.” Many of the students I spoke to integrate their politi-cal views not only into their studies but also their plans for the future. Ákos (21) describes knowledge as his “weapon”

“People watch MTV, use drugs, find it nor-mal to be gay and encourage others to become so too. That’s just ridiculous.”

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with which he can build his future and change the world. Towards that end, he is studying his-tory and Turkish. He believes that Hungarians must have more control over their country, and the only way to achieve this is to become more independent from the West. Surprisingly, for all those right-wing Euro-peans who oppose Turkish membership of the EU because of the supposed civilisational differ-ences, Ákos wishes to strengthen ties between Hungary and Turkey, as he believes the two coun-tries share a common history: “Most people be-lieve that the Hungarians are descendants of the Finno-Ugric tribes, but this is untrue. The Turks and Hungarians are brothers and there is a lot of research which shows that Hungarians are relat-ed to tribes in Kazakhstan.” For other students, Jobbik is more a part of their daily reality than their future dreams. Barnabás (20), also a history student, wears black jeans and a leather jacket bearing Hungarian na-tionalist iconography, as well as an armband in the colours of the Hungarian flag. His interest in the Hungarista subculture began when he turned 16 and started listening to nationalist rock bands like Kárpátia and Romantikus Erőszak, whose songs include 100% Magyar (100% Hungarian) and Lesz még Erdély (Transylvania will be ours).

“It is very, very important for me to be part of the Jobbik movement. It is an integral part of my Hungarian identity,” Barnabás admits. “You really get the feeling that you belong to a group. Job-bik helps people who feel out of place but have a strong bond with Hungary to find a communi-ty. Before I joined Jobbik, I often felt alone, like I didn’t belong anywhere.” According to Ákos, this sense of loneli-ness is common among young Hungarians who have few extracurricular activities to engage in or groups to join. For him, Jobbik is almost more like a family than a party: “At Jobbik, you feel that you’re at home. You are surrounded by people who think just like you and who want to reach the same goals.” He ended our conversation with the following words: “We’re there for each other. We fight for each other. Also for you, a better fu-ture!” The students I talked to are trying to change their future through the Jobbik party. The way they actively engage their political ideas in their daily activities, studies and career plans, and use modern utilities like social media, makes it impossible to label them as ‘losers of the modern world’ or the modernisation process. But despite the solidarity and belonging that Jobbik inspires in its young members, the question is whether

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the radical right path they are treading is the way to achieve their dreams of independence, pride and well-being.

Name: Swaan van Iterson Studies: Social Sciences

Swaan van Iterson recently finished her bachelors in general social sciences (mainly conflict studies and in-ternational relations) at the University of Amsterdam. In her studies, she focused on ethnic tensions, nation-alism and extremism. Being half-Hungarian, she was struck by the developments in the country. In January, she decided to visit Hungary for a month to interview students about their affiliation with the Jobbik party.Read Swaan’s thesis here

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PSYCHOLOGY

WHY STRONG LEADERS ARE NOT ALWAYS THE BEST LEADERS

In times of crisis people tend to prefer leaders who are decisive, have authority and are sure of themselves. Indeed, these kinds of strong individuals may look like good leaders, but new research suggests the opposite might be true.

Narcissistic leaders often seem like good leaders because we think their typical qual-ities like confidence and authority make them good leaders. However, research by Barbora Nevicka and her colleagues, pub-lished in Psychological Science, shows the opposite to be true. They divided partici-pants into groups of three and gave them the task to jointly decide on a job candi-date. One of the group members was ran-domly assigned to be the groups’ leader. Participants were instructed that each of the group members could contribute to this decision by giving their advice, but that the leader was responsible for the decision. Each of the members was given some information about the candidate in advance. In total, there were 45 pieces of

information. However, some of this infor-mation was given to all three participants while other information was only provid-ed to one of the participants. The crux was that, in order to make the best decision- choosing the best candidate- information that was not available to all three mem-bers of the group had to be shared. When this information was not shared, decisions were based solely on the information available to all three members, leading to a bad decision. After the leader made a decision, the group leaders filled in a questionnaire measuring narcissism while the others filled in questionnaires measuring the per-ceived authority and effectiveness of the leader. Moreover, participants indicated which of the 45 items of information they knew which is a measure of how well in-formation was shared. Although narcis-sistic leaders were perceived by group members as more effective, compared to leaders who were not narcissistic, they made decisions of lower quality and less unique information was shared between group members.

RRREMARKABLERESEARCH

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HEALTHMALE FRIENDSHIPS PROMOTE A HEALTHY SEX LIFE FOR HETEROSEX-UAL MEN

New research suggests that sexual prob-lems in middle-aged and older aged men may be linked to the relationship between their best friends and their partner.

The research was conducted by scholars at the University of Chicago and Cornell Uni-versity and is now published in the Ameri-can Journal of Sociology. They found a re-lationship between sexual problems and the relationship the male participant had with their best friends and partner. When the female partner came too close, hav-ing even better relationships with the best friends than the male partner, this was associated with sexual problems such as having difficulty getting or maintaining an erection or having trouble achieving an or-gasm during sex. Cases where the friend-ship is stronger for the female partner as opposed to the male partner were labeled as ‘partner betweenness’ by the research-ers. Researchers Laumann and Cornwell argue that partner betweenness may un-dermine men’s feelings of autonomy and privacy. Both are related to the concept of masculinity. Even when controlling for health-related problems such as diabetes which are also related to erectile dysfunc-tion, partner betweenness still contributed to sexual problems in men. At least 25 per cent of men experience partner between-ness in at least one of their friendships and men who experienced partner between-ness in at least one of their relationships

had 92 per cent more chance of having erectile problems compared to men that did not experience partner betweenness. Interestingly, the effect partner between-ness has on sexual problems diminishes in men older than 70 and 80 years of age. The researchers think this may be because these older men have a different concept of masculinity compared to the younger men.

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EVOLUTION DON’T MAKE IT TOO DIFFICULT FOR THE FEMALE

The colorful feathers of male peacocks, complex songs sung by male birds and the calls made by frogs, are all meant to attract females. But why aren’t the feath-ers even more colorful , or the songs and calls more complex and melodious? New research suggests the answer must be sought in the cognitive capacities of the females.

In the animal world, males often stand out, for instance by their bright colored feath-ers. The goal is to attract females for mat-ing and thereby safeguarding the survival

of their species in general and their genes in particular. But why aren’t their feathers even more colorful or songs more com-plex? One obvious reason is that standing out in a crowd is dangerous because it en-hances one’s chances of being caught by a predator. However, new research pub-lished in Science suggests that this is not the only reason. In fact, even though fe-males are drawn by the elaborate traits of the males, they are also attracted to the ones that limit the extent of this elabora-tion. The researchers studied the neo-tropical túngara frog. These frogs attract females with a call that consists of a long ‘whine’ followed by one or more short ‘chucks’. Female frogs tend to prefer the calls that contain the most chucks. Howev-er, this preference was based on the ratio of the number of chucks and not on the ab-solute number of chucks. This implies that as the calls contain more chucks, the rela-tive increase in attractiveness decreased. The reason is that females have difficulty perceiving differences in the number of chucks as the number increases. To illus-trate, it is quite easy to perceive the dif-ference between 6 tennis balls and 7 ten-nis balls. However, finding the difference between 100 and 101 tennis balls is very difficult. The female frogs just couldn’t perceive the difference between a lot of chucks and between even more chucks. Therefore, both male frogs are equally likely to be selected by a female for mat-ing and hence reproduce.But what about the predators? Well, they also had difficul-ty detecting the differences between the mating calls as they became more elabo-rate. Thus, frogs whose calls contain a lot of chucks are equally likely to reproduce and be killed.

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the impact of Twitter on consumer behaviour

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n October of last year, Dutch comedian Youp van ’t Hek publicly bashed T-Mo-bile’s customer service for not help-ing his son properly. As many people had comparable difficulties with the telecom provider, T-Mobile became a trending topic on Twitter. Van ‘t Hek even had some appearances on na-tional television about the affair. Soon, people started to speculate about the damage this was causing the company. Did the ttweets cause serious image damage? Would people abandon their subscriptions with T-Mobile? Nobody knew. The impact of negative ttweets was uncharted territory.

“A happy customer tells one friend, an unhappy customer tells every-body.”With the rise of the Internet and social media this sentence has been given new meaning. ‘Everybody’ is suddenly the whole world, and it includes more thanjust your friends. Moreover, it has become so much easier for consum-ers to post their dissatisfaction with a product or brand online. Organiza-tions keep a close eye on what is be-ing said about a product or brand on Twitter. But what exactly is the effect of these negative messages? I

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THE DIGITAL AGE AND ITS EFFECT ON WORD-OF-MOUTH MARKETING

The Internet has forced almost every facet of our business and daily lives to change. The way customers and business come together is shifting away from the traditional model and this evolution is just beginning. The rise of the Internet has an important impact on word-of-mouth communication. Instead of having just your neighbours or friends to chat with you, you can now access the entire world with just a few clicks. In traditional word-of-mouth com-munication, we rely on people we know and trust. This familiarity is often not present on the Internet. Also, in an online environment sender and receiver of information are sepa-rated by both space and time, whereas in its offline equivalent, people need to be together to communicate. These characteristics of the Internet have made it easier for consumers to share their opinions about products, brands or services. Special review websites like Epinions.com or cnet.com enable consumers to share product experiences with other (potential) consumers. But social media such as Facebook or Twitter are increasingly used to sing praises or share disappointments regarding a product. Despite advertisers’ and marketers’ efforts, consumers generally have more trust in the opinions of peer consumers. Also, messages from advertisers are easier to ignore than mes-sages from friends. Electronic word-of-mouth has become an important influence on consumers’ prod-uct evaluation and thus is seen as increasingly important by businesses and organizations concerned with reputation management. This progress has led marketing managers to be-lieve that they should have community man-agers to scan the web every day, searching for positive or negative messages about their brand or product. The prevailing idea behind this is that negative electronic word-of-mouth communication (eWOM) on social media has a great impact on consumer behaviour. The damage negative product-related messages on the web can do is often intuitively estimated as enormous but academic research in this field

yet has to confirm or reject this claim. In her master thesis, Stricker took the first steps in determining the power of 140 characters.

THE UNIQUE CASE OF TWITTER

The study focused on Twitter for several rea-sons. It is perceived as a very different form of eWOM than any other social media platform. This is because of the unsolicited, tie strength and swiftness characteristics of the microblog. Whereas most studies focused on consum-ers that were actually looking for information prior to a purchase, on Twitter consumers are exposed to an unsolicited form of eWOM. The user may just bump into a tweet about a prod-uct or brand. This means that the level of in-volvement is much lower than on a product review website. Also, the quality of the review may differ from a traditional review website. For example, a high quality message is more logical and persuasive and therefore more ef-fective. Considering a tweet can only contain 140 characters, theytweet have to be to the point to have any effect.

THE IMPORTANCE OF INVOLVEMENT, MESSAGE QUALITY AND TIE STRENGTH

Building on existing word-of-mouth studies, Stricker developed an experiment in which re-spondents were exposed to a negative tweet about CoffeeCompany (Dutch coffee bar chain). Three factors were incorporated in the experi-ment: message involvement (being high or low involved in reading the tweet), message quality (containing arguments or not) and tie strength (strong or non existing relationship between source and receiver). Before and after reading the negative tweet, people were asked about their purchase intentions and brand attitudes toward CoffeeCompany. The results showed significant differ-ences between the effect of strong and weak tie sources. Consumers conform to online consumer reviews via Twitter and attitudes become unfavourable as the tie strength in-creases. Respondents that were exposed to a

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tweet from a friend or family member were affected more in their purchase intention than those from a weak tie source. As opposed to Facebook, it is perfectly normal to follow a per-son you do not know on Twitter. This person can be an expert on a certain topic, but is still considered a weak tie. The study showed that only close relations could have this impact on one’s behaviour. Marketers should focus less on these anonymous content generators, and more on traditional word-of-mouth theories.

THE INFLUENCE OF STRONG TIES

The negative tweet impacted purchase inten-tion more than brand attitude. This finding points towards the short-term impact of nega-tive tweets. People were reluctant to buy from CoffeeCompany in the short-term, but long-term attitudes toward the brand were not af-fected as much. These findings stress that mar-keters should look at online word-of-mouth the same way they do offline. Consumers are not necessarily affected by exposure to potentially thousands of messages about a brand. What matters most in influencing consumers behav-iour are friends and family. In his blog, Paul Ad-ams (Facebook employee, formerly at Google) also points toward the importance of ‘normal’ people in your inner circle. These are the peo-ple that influence you most in your decisions. According to Adams your circle contains about 20 people. Where do you connect online with these people? Probably not on Twitter, but on Facebook. Adams: ‘If we want ideas to spread, if we want people to evangelize our brand and for their messages to spread, we need to focus on everyday people, and understand how their groups of friends are connected.’ This research showed that only strong ties can have an impact on purchase intention. However, this does not mean that businesses can stop monitoring the Twitter-buzz. Accord-ing to research by inboxQ, Twitter users are likely to make a purchase from businesses that answer their questions. Your negative buzz on Twitter may not have an impact on your fol-lowers, but in the end you have a problem that

needs to be solved. Brands need to be serious about answering consumers on Twitter.

Name: Sanne StrickerStudies: Business Studies

Sanne recently finished her master in busi-ness studies cum laude at the University of Amsterdam. She specialised in Informa-tion Management Studies and Marketing. She is now putting her efforts in working at Amsterdam based startup Roamler. For more information and the full thesis (Dutch) please go to sannestricker.com.

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The new academic year is about to start. Freshmen line up at the university doors ready for the ‘next step’ while returning students sneak in through the back, just a bit late for the first lecture of the year. They all have the same goal: to walk out with a di-ploma. But why? Do we really need higher education in order to be successful in our professional life?

All over the internet there are firm believers who state that you don’t have to go to college to be a success. You will find lists such as ‘The Worlds Most Successful Dropouts’ with names such as Facebook’s Mark Zuckerberg, Virgin CEO Richard Branson and Apple genius Steve Jobs - today’s most successful en-trepreneurs. It might just be true that students would be better off dropping out of school. You can simply invest the money spent on college in that one unique idea or take those four years and travel, work, play, and spend time with interesting people talking about

JUST LIKE STEVE JOBS

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important things. Shouldn’t it be your choice to decide what’s important, not that of a professor or examination board? Even if you do decide to study for a while, you don’t have to graduate to be a success. But is this really true, or is the ‘brilliant drop-out’ a popular myth we like to hold onto? Steve Jobs once said: “Your time is limited, so don’t waste it living someone else’s life. Don’t be trapped in dogma – which is living with the results of other people’s thinking. Don’t let the noise of other’s opinions drown out your own inner voice. And most important, have the courage to follow your heart and intuition. They somehow already know what you truly want to become. Everything else is secondary”. Inspirational words, but we can’t all be Steve Jobs. What about the not so fa-mous dropouts? What happens when the mon-strous machine you’re building in your parents’ garage doesn’t work? Well, in that case, it is the taxpayer that is left to pick up the pieces. A former school teacher and currently the education correspondent for National Public Radio, Claudio Sanchez argues that dropouts are a high fiscal burden. A report from the American Institutes for Research (AIR) shows that in 2002, from the 1.1 million full-time students who start-ed their Bachelor studies in the US, 493,000 did not graduate within six years. These dropouts cost the nation $4.5 billion in lost earnings and income taxes. “Taxpayers have paid billions of dollars in subsidies to support these students as they pursue degrees they will never earn, and as a nation, we incur billions in lost earnings and lost income taxes each year,” said Mark Schnei-der, a vice president at AIR and co-author of the report.

At the same time, critics agree that dropouts can also save the state a lot of money. Having too many students pushed to finish their studies, by social pressure or just by their parents, brings a financial burden as well. According to Robert Lerman, a leading expert on how education and employment can affect economic well-being, we should question promoting college for all. He ex-plains that high dropout rates can easily be used to argue that less prepared and less motivated students are better off not going to college. “Get-

ting them to go to a second year might waste even more money,” Lerman said. Moreover, graduates often leave college with a great amount of debt as a result of loans. The New York Times esti-mated the average debt of a college graduate at roughly €24,000. Even so, besides the question if whether dropouts are a burden for tax payers, the finan-cial burden of dropping out of college will most surely be felt by dropouts themselves. Sanchez states that dropouts will end up earning $1 mil-lion less over their lifetime than a college gradu-ate. According to the AIR report, students who did not graduate within six years already missed out on approximately $3.8 billion in potential earnings for 2010. This could have generated around $566 million in tax revenue in a nation facing a massive revenue shortfall in 2011. Fur-thermore, according to the Bureau of Labor Sta-tistics of the U.S. Department of Labour college dropouts contribute to the rising unemployment rate. They state that the unemployment rate un-der college dropouts exceeds 9 percent against a small 4 percent under college graduates.

In the end, dropping out of college can create major opportunities but can also cause huge losses. Graduates are more likely to earn more than dropouts. Also, college can give you the opportunity to study what you find interesting or important, while a diploma might make you more credible. Dropouts, on the other hand, are more flexible in building their own distinc-tive knowledge base through experience and are therefore more likely to pursue their unique idea and become the next Zuckerberg, Jobs or Bran-son. Either way, you will never be entirely sure at the beginning. Each route has its unique benefits and downsides. The most important thing is to determine what will work best for you.

WORDS BY GERDINE TIEMENS

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Everyone experiences physical pain every now and then, but for some people, pain is a constant part of

their lives. Millions of us (70 million in the U.S. alone) suffer from pain on a daily basis. In The Pain Chronicles Melanie Th-ernstrom tells the story of pain, starting thousands of years ago and ending in ex-perimental modern day pain treatments. Pain has been conceptualized dif-ferently throughout the ages. An early example of pain treatment are pain-banishing spells that were cast in ancient Babylonia. Today, thanks to important scientific discoveries, pain is dealt with differently. Read about the leading pain clinics, the newest insights from medical research and about experimental drug treatments. Besides valuable information on treatments, there are the stories of how various people battle with their pain, including the author herself. A great deal of wisdom can be found in these stories. An example is a story from a woman who, after visiting over 85 doctors, finds relief from her back pain from a chiropractor who advises her to move instead of taking pills. Moving is the solution pursued by the author her-self, who found relief in changing her wish for a pain-free life to a wish for a life filled with love and family.

GET IT HERE

The pain chronicles: Cures, Myths, Mysteries, Prayers, Diaries, Brain Scans, Healing, and the Science of Suffering

Melanie Thernstrom

BOOK & REVIEW

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1493, the sequel to the best-selling 1491, is in fact a book about glo-balization. It tells of why tomatoes

are found in Italy and chili peppers in Thailand. When Christopher Columbus and other travelers set foot on new parts of the planet, they changed the world, bringing species to places where they had never been seen before. Roughly 200 mil-lion years ago, the continents were split apart by geological forces. The result was that different ecosystems existed in dif-ferent parts of the world. However, when Columbus and others traveled to new and unknown parts of the world, these natu-ral niches came to an end. Their goal was to trade goods throughout the world, but this great Co-lumbian Exchange also lead to some un-welcome side-effects: fungi, rats, bacte-ria and viruses travelled along with them. Furthermore, the sad story is that the Columbian Exchange greatly benefited Europe, but devastated other continents such as Africa and Asia. Even many of the political disputes today, according to Mann, can be traced back to the way the Columbian Exchange changed the world.

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1493: Uncovering the new world Columbus created

Charles C. Mann

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With the death of Osama Bin Lad-en this year, the U.S. has made important progress in the ‘War

on Terror.’ The action – led by US special forces – has astonished the world. But these actions require a great deal of plan-ning and intelligence gathering. In Coun-terstrike, New York Times reporters Eric Schmitt and Thom Shanker, uncover how the United States addresses terrorism in innovative new ways, unbeknownst to the outside world. The 9/11 attacks shocked the world and led the U.S. to declare ‘war on ter-rorism’ to find terrorist networks respon-sible for these horrible attacks. This was the starting point for military invasions in places like Iraq, who’s government alleg-edly had some involvement with terror networks. However, all the firepower and military invasions did not stop terrorism and by 2005 the Pentagon began looking for a new approach. Counterstrike tells the story of how analysts within the military, law enforce-ment and spy agencies created new and innovative ways to fight terrorism. These new methods are carried out with ex-treme secrecy, especially from the gener-al public. This book contains many revela-tions on how national security works and is managed, including the details of how Osama Bin Laden was found and killed in May 2011.

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Counterstrike: The Untold Story of America’s Secret Campaign Against Al Qaeda

Eric Schmitt and Thom Shanker

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Choke: What the Secrets of the Brain Reveal About Getting It Right When You Have To

Sian Beilock

Why do we mess up an important job interview, forget our lines during a stage performance

we practiced many times or play an awful tennis match against a weaker opponent? Learn the answers to these questions in Choke. It can happen to all of us: choking up when we need to perform. When it happens, we experience shame and pain and often don’t understand why we for-got lines that we knew by heart a few moments earlier. Even more intriguing is why we sometimes perform at levels that were even higher and better than we ever did before. Bad performances often happen when the stakes are high. A lot of it has to do with performance anxiety which can make us choke, according to Dr. Sian Beilock, an expert on performance and brain science. Beilock explains what anxi-ety does to us, how it works in our brains, how body and mind are related, and how we can manage our anxiety more suc-cessfully, leading to better performances. A big consolation for all of us that have experienced choking under pressure: the best performers are most susceptible to it.

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