Eat your way to a healthy life
Cycling to University: motives and barriers
This time last year, I decided to start cycling to my office at the University of Malta. Though much of my work focuses on this kind of behavioural change, I would be lying if I said that I did it for environmental or research reasons. I did it out of sheer despair: I felt like I was wasting my life, stuck in traffic for hours on end. I will also readily admit that when I started, I was not adequately prepared: I was not fit enough for it. Nor did I have the agility and speed to compete with cars while balancing on two narrow wheels. But I somehow hung in there. And somehow, before I knew it, a whole year had gone and I had never used a car to come to university—nor ever wanted to.
One of the forces that made a real difference was ‘others’. While I’d long marveled at my friends and colleagues at universities overseas who cycled to work without much fanfare, it was finding a community of commuting cyclists here in Malta that really made a difference. Gathered as the ‘Bicycle Advocacy Group‘ on Facebook, they are a new cyclist’s best allies. They helped me find bike-friendly (and unfriendly) roads, plot routes ahead of time, and consoled me after bad incidents. They organise group rides. They advocate and educate. Groups on campus such as the Green Travel Plan people were also great. In the world of cycling, unlike that of driving, the more we are, the merrier it is!
The second major step in this journey was to make it increasingly easy for me to choose the bike over car. A car key always looks so easy to pick up. Instead, I prepared my bike, my bag, my helmet, and all my accessories by the door. I left some extra clothes and toiletries at work, ready when needed. I changed my days around to make them cycle friendly, clustering meetings, avoiding heavy loads. I also made it a point to reward myself for cycling by keeping snacks handy for energy. This probably explains why I did not lose any weight despite a whole year of pedaling.
While I’d long marveled at my friends and colleagues at universities overseas who cycled to work without much fanfare, it was finding a community of commuting cyclists here in Malta that really made a difference.
All this said, the main barrier for lots of people (and myself) is the fear of being hurt on the road. I learnt a few practical tricks that made cycling less scary. The first is that lowering risk is entirely possible. Some times are better than others for cycling. In peak traffic, cars are moving very slowly or at a complete standstill, making it somewhat safer for you to cycle! Some roads are also better than others. With time, I found out that it is possible to use country lanes or smaller urban roads for most journeys. Where traffic is unavoidable, I stick to the middle of the lane, especially if a driver cannot safely pass while leaving a meter of space. Traffic will wait behind you (often the speed limit is 30km/hr anyway). This is even more important if there’s a row of cars to your right where anyone can open a door and knock you off the bike. Thirdly, I learnt to signal large so drivers know my intent. I also learnt cycling is a mental and physical work out. You need to be completely focused and watch out for any possible danger. Where needed, I get off my bike and cross roads on foot.
While poor public infrastructure and law enforcement remain a constraint, I gradually bought things that made the cycling life easier. My first purchase was the bicycle. I started with a basic folding bike (€200 or so). I chose a folding bike to give myself a parachute in case I got too tired and needed a lift home. The climb to Gharghur from University was nothing short of exhausting. I walked most of it for the first few weeks. Then a very attractive grant was issued for e-bikes. This changed everything: you may pedal less on an e-bike but you will certainly cycle more frequently. Later, I stuck a rack and a basket to the bike. I bought a trekking backpack (which means I sweat less), a good water bottle (which also comes in handy to wash my hands), and a helmet (even though it’s not a legal obligation to wear one). I got a high visibility vest (free from several campaigns), white and red lights and reflectors (though I’m still rather scared to cycle at night), and a mirror, which helps me see cars coming from the rear without having to turn my head and risk losing my balance. I’m still angling for a good bell, better fenders, and flat tyre-changing supplies. I eventually bought a good lock—a must.
Like other positive habits, the more you do it, the more you love it. I especially love not having to look for parking, getting to places quickly and on time, and discovering new routes. I love smiling at people, feeling younger and fitter. In hindsight, and with a rather limited sample size of one, I can see that what made it work (consciously or not) was quite in line with research: a break in habit, a combination of lower barriers, and stronger motives.
Author: Dr Marie Briguglio
English for medicine: Bridging worlds
You come to Malta to attend Medical School, and you end up in an English class. Nicola Kirkpatrick talks to Dr Isabel Stabile, Omar N’Shea, and Edward Wilkinson about the often unappreciated value of the University of Malta’s Medical Foundation Programme and its impact on international medical students’ lives.
A sea of blank faces stared him down. Omar N’Shea had asked his students a question, but no reply came. None of them wanted to be there. The University of Malta’s Medical Foundation Programme (MFP) aims to equip high school graduates with less than 13 years of formal education with the skills they need to enter Medical or Dentistry school. But its focus on academic English is what receives the most ire. N’Shea, one of the programme coordinators, understands. ‘They don’t see the value initially. They think to themselves: ‘I didn’t travel thousands of miles away to sit in an English class. No, I want to study medicine.’ The frustration is understandable,’ he nods.
But when so many international students were struggling with the medical course due to language and communication difficulties, something clearly had to be done.
Looking back at the challenges she was facing when the Medical School opened its doors to international students, Director of Studies Professor Isabel Stabile notes the discrepancy in language skills. What was expected was quite distinct from the reality of the situation. ‘What is interesting about our student body is that their spoken level of English is really high,’ says N’Shea, ‘but their written level of English needs work to keep up with the demands of an academic course.’
English Programme Coordinator and tutor Edward Wilkinson agrees, highlighting that ‘resources were lacking. Teaching exercises and materials were sourced online and everyone did the best they could. But a gap quickly emerged as far as Medical English was concerned.’ Stabile further clarifies, ‘Most books available were aimed at teaching doctors and nurses bedside manner and care for patients, but there was little to none out there that focused on academic medical English.’
With this philosophy in mind, Stabile, N’Shea, and Wilkinson joined forces to develop a series of books called Academic Medical English for Pathway/Foundation Programmes. These books provided a framework for students to deal with the language in which scientific subjects are taught. The material improves their academic literacy in ways important to medical students, equipping them with skills such as reviewing research papers, writing reflective essays, and answering essay questions.
The book was ‘born out of the needs of these students and the medical program,’ says N’Shea. ‘The concept is to present to the students the core skills required by the medicine and surgery degrees, so that students become aware of the differences between using English as a lingua franca and using English within the framework of academic literacy.’ To enable this, the team included topics to reflect those covered in the science classes that students attend throughout the course. ‘So if they’re doing pulmonary topics in science classes,’ N’Shea says, ‘then they’re discussing them in English classes too. We used the science as a framework for our English lessons, and that was essential. Rather than teaching two disciplines with no dialogue, we created a bridge.’
This approach saw immediate shifts in perception. Dr Hussein Alibrahim, now a house officer in Kuwait, says his primary and secondary education was all in Arabic, and the foundation course, where English and science stood side by side, ‘was an advantage and a necessity. Skimming carefully through an article, identifying keywords, summarising, criticising, asking questions, and looking for the right answers are all skills that I learned for the first time in the foundation course and are skills I still use today,’ he added.
But the programme was not only useful for medical school. Alibrahim noted how it changed his day-to-day life as well. It taught him important lessons on punctuality and work ethic. ‘If you don’t learn [these things in foundation school] then maybe you’re in the wrong place,’ he notes.
With time, the team refined the course. After looking into the discrepancy between spoken and written levels of English, N’Shea and Wilkinson determined that the most probable reason behind it was a lack of reading by the students. Due to this, reading is now a core element of the course and is based on science topics to keep students’ interest piqued.
Now that the coursework has been implemented, positive results can already be seen. Students are so ready and raring to go that ‘sometimes they even want to take over the sessions,’ says N’Shea. ‘A student came up to me in class one time and asked to explain a concept to the others. It was such a dramatic shift.’ This has made it a joy to be in class, he adds, saying that ‘it became an active classroom. Students are totally immersed now.’ He feels that, through this course, the students are empowered ‘because they feel they can bring into the classroom all the things they know from science, but explore them through language.’ This way, ‘English is presented as a skill set to enable them to better achieve their goal in the career path of choice. It makes English less of an extra subject and more of a tool,’ he adds.
N’Shea, Wilkinson, and Stabile all agree that they will continue to perfect the programme. Currently in the works is a coursebook dedicated to developing listening skills. It will concentrate on areas such as note writing and identifying and differentiating words even when people speak with different accents. However, before the ‘listening book’ (as they fondly call it) is released, we will see the ‘reading book’, which will provide scientific passages for the students to read and be assessed on. All editions of this book will have the added bonus of a teacher’s book, meaning that the coursework can be taught by any teacher around the world, even if their knowledge of science is lacking.
With students communicating more, isolation is less of an issue and this is immensely beneficial. ‘We have to remember the dramatic shift that these students are going through,’ Stabile says. ‘They’re moving country, dealing with culture shock, all while fending for themselves for the first time in their lives, an adjustment local students do not need to make.’ This, along with the pressure that comes with a course you only get one chance to pass, is significant.
With students communicating more, isolation is less of an issue and this is immensely beneficial.
The fruit of their hard work is evident. According to research conducted by the team, between 2008 and 2015, 86% of MFP graduates progressed through Medical School. Moreover, the proportion of MFP students who repeat Year 1 of their medical degree is only 8.2% compared with 8.8% for EU (mostly British) students between 2014 and 2017. They also found that MFP students who started in 2010 and graduated medical school in 2015 achieved the same average grade over the whole five years as did local students in that cohort.
That said, all this work is not just about grades. Stabile says the team’s intentions go beyond seeing students pass exams. What they want to do is to ‘place them on a trajectory for success.’ And that is definitely a goal they are achieving, one year at a time.
Author: Nicola Kirkpatrick
Chasing the white whale: the pursuit of sustainable tourism in Malta
EcoMarine Malta’s boat tours are leading the way in environmentally sustainable tourism around the Maltese Islands. Founder Patrizia Patti talks to Edward Thomas about how economic success doesn’t need to be sacrificed in order to protect nature.
Aquarter of Malta’s GDP comes from the tourism industry. It accounts for €2 billion annually and shows no sign of slowing down. Tourist expenditure went up by 13.9% from 2016 to 2017 alone. It constitutes one in every seven jobs in the local economy and maintains a close link to development: better hotels, improved roads, more diverse shops and restaurants. Beyond the economic benefits, tourism promotes and celebrates local customs, food, traditions, and festivals, creating a sense of civic pride.
However, there are concerns. In July and August, Malta, Gozo, and Comino are covered by thousands of holiday-makers flocking in. This is a not only a burden on already strained island resources and infrastructure including water, waste management, and traffic congestion, but it pushes many coastal habitats and aquatic ecosystems to the breaking point, with drastic impacts on local biodiversity.
Marine biologist Patrizia Patti laments how ‘people go with speed boats to Comino carrying beers, drinking, throwing bottles into the sea, playing loud music… it disturbs everything.’ If larger tour companies made a small effort to be more responsible, it could have a large effect, she says. ‘Even a simple announcement on a microphone, reminding people they are in a protected area and to behave in a certain way, advising people to respect nature, would help. It’s only a small reminder but it would help a lot.’ Always looking to lead by example, and to show that small actions can have a great impact, Patti set up EcoMarine Malta. The start up organises responsible boat tours around the island, where the international code of conduct is followed and people can experience the joy of encountering dolphins, turtles, and seabirds in their natural habitat.
FACE TO FACE
Patti says their goal is to establish profound personal connections between people and the sea in the hopes that it will change behaviour. She has been passionate about marine biology since the age of 17, when she first encountered a dolphin. That happened during a school trip to an aquarium. She says ‘it was exciting because it was the first time I saw a dolphin, but it was terrible seeing it trapped in a small tank. It made me so sad.’ The emotional response was strong enough to move Patti to tears. ‘It was at that point I decided I wanted to become a marine biologist. I wanted to help.’
Patti went on to study the ecology of sperm whales in the Ligurian Sea before travelling far and wide, gaining experience working with marine mammals in Canada, the Maldives, and the Red Sea. In 2013, she cofounded Costa Balenae Whale and Nature Watching in Italy, a company, like Eco Marine Malta, which strongly focuses on bringing humans closer to marine wildlife, forming lasting memories that inspire them to consider their environmental impact and educating both children and adults about the natural biodiversity of the Mediterranean Sea.
How can you love something and want to protect it when you’ve never seen it?
Seeing these animals and experiencing their natural environment first hand is vital to establishing an emotional bond. This is what then engages people and inspires them to change their behaviour. ‘How can you love something and want to protect it when you’ve never seen it?’ Patti questions. By opening local and tourists’ eyes to the majesty of indigenous species, EcoMarine Malta create compassion and motivate people to take responsibility for the environment too. They also chip away at the sense of helplessness many feel when it comes to ‘actually making a difference.’ EcoMarine Malta provide education and information for their passengers to follow. Patti, who leads the tours herself, goes into how they can enjoy Malta’s beaches responsibly and sustainably, empowering them to take ownership for their actions and decisions before it’s too late.
MONEY PROBLEMS
It’s not always been plain sailing for EcoMarine Malta and their boat trips. Patti firmly believes that environmental conservation can be a tool to increase economic growth and employment in Malta. ‘Even if we act like an NGO, we decided to be a private company
because we want to create job places and grow and be able to provide the best service possible,’ Patti says. But not everyone agrees. Patti has received plenty of push back from others in the field as she lobbies for best practices to be enforced around the islands.
Some views are severely narrow and short-sighted, rooted in the belief that any sort of restriction of operations is bad, even if inspired by respect and protection for the natural resources they use. ‘People have to understand that a protected area is to enjoy for a long time. Maybe not now, maybe for one or two years you have to be careful, you can’t do everything you want to do. But after those two years, you can enjoy a new beautiful area, rich in life,’ explains Patti. Setting up EcoMarine Malta as a for-profit enterprise to prove these people wrong, however, has led to another kettle of fish. Because they’re not an NGO, applying for sponsorship and funding is a major challenge. Potential benefactors often dismiss collaboration, telling Patti that the company should be able to support its own endeavours.
This lack of support saw EcoMarine Malta having to rent boats from various charter companies, a massive expense. Externally renting a boat brought with it uncertainty and inflexibility. Last-minute dropouts or weather changes forced them to cancel tours and lose a lot of money. ‘The boat rental still had to paid for,’ she says. But things are looking up. EcoMarine Malta purchased their own boat this summer, and Patti is working hard on getting all the permits in place to have it out on the water as soon as possible. ‘Now we will be able to plan our own routes and diversify the tours we offer. At the moment, we have six tours available to choose from, including a sunset tour when marine life is at its most active,’ she smiles.
GET THEM YOUNG
2018 might be EcoMarine Malta’s first full summer season, but that doesn’t stop Patti from dreaming big about their future. She and her team want to do more outreach and education and are working on offering a series of courses for students aged between 10 and 16 years old. These children will be able to participate in a day of hands-on classroom activities, discovering and learning about sustainability and the ecosystem of the Mediterranean, followed by a boat trip to implement their new knowledge, observing and identifying the variety of wildlife and nature surrounding them and their island. ‘We hope to inspire a whole new generation of marine biologists and environmental scientists,’ Patti says.
With an army of environmentalists in the making, Patti hopes they will take over her role in the future. That would allow her to refocus on a passion she is itching to pick up again: searching for evidence of sperm whales in the Mediterranean surrounding the Maltese Islands. Her eyes light up as she admits to me, ‘I love outreach, but my personal dream is to spot sperm whales in Malta.’ Researchers know that juvenile and female sperm whales in the Atlantic remain in warm waters while the males migrate to the poles to feed, but movements and social dynamics of pods in the Mediterranean are still unclear.
With an army of environmentalists in the making, Patti hopes they will take over her role in the future.
Looking forward, Patti is working hard to establish networks with other entities and NGOs who share the same vision. EcoMarine Malta already collaborates with the likes of Birdlife Malta and has been involved with beach ‘Clean Up’ projects in the past year. Patti asserts that despite everything, ‘the Maltese public and tourists are some of the most enthusiastic and passionate people we’ve worked with so far. It’s great to see people of all ages and backgrounds, coming together to work on a common goal.’
‘Everyone can contribute different things, and together, it adds up to make a big difference.’ Patti is keen to encourage people to help in whatever way they can. To cooperate with others and not feel overwhelmed or alone in their efforts. ‘It’s not possible to do it alone. We need to work together, holistically, caring about the land, sea, and air, to protect the island’s environment.
For more information visit: ecomarinemalta.com.mt
Further reading:
Briguglio, L. (2008). Turismo sostenible en jurisdicciones de islas pequeñas con especial referencia a Malta. ARA: Revista de Investigación En Turismo, 1(1), 29–39. Retrieved from http://revistes.ub.edu/index. php/ara/article/view/18966
Croes, R., Ridderstaat, J., & van Niekerk, M. (2018). Connecting quality of life, tourism specialization, and economic growth in small island destinations: The case of Malta. Tourism Management, 65, 212–223. http://doi.org/10.1016/j. tourman.2017.10.010
Markwick, M. (2018). Valletta ECoC 2018 and cultural tourism development. Journal of Tourism and Cultural Change, 16(3), 286–308. http://doi.org/10.108 0/14766825.2017.1293674
Author: Edward Thomas
Women in science, do it with art
STEM subjects tend to intimidate, seeming inaccessible to the untrained eye. Dr Vanessa Camilleri, Dr Marie Briguglio, and Prof. Cristiana Sebu speak to Becky Catrin Jones about how they are challenging preconceptions by combining science and art at Science in the City, Malta’s national science festival.
It’s 2018. We live in a world where saliva samples sent out from the comfort of our own homes return to us with a sprawling outline of our ancestry and where some of the biggest social media influencers are robots. Despite this progress, utter the word ‘scientist’ and the outdated image of men in white lab coats still abound.
When advances in STEM (Science, Technology, Engineering, Mathematics) direct almost every aspect of life, why is it that so many still switch off the minute we mention science?
Researchers haven’t always had the best PR. In films and TV, science is often portrayed as a foreign language, gibberish to most. Real life is not always that much better, with some researchers needing to carry a jargon-busting dictionary around to translate what they study. To improve its reputation, we need a more creative approach that can break these stereotypes and bring science to the masses in a way that doesn’t send people running for the hills.
Science in the City (SitC), Malta’s science and arts festival, is the perfect opportunity for researchers at the University of Malta (UM) to bring their research to citizens in a way that doesn’t need subtitles.
Professor Cristiana Sebu (Department of Mathematics, UM) joined UM only three years ago, but has already made a firm mark. With a background in Applied Mathematics, she moved to the university as an Associate Professor, setting up a new course stream for undergraduate students in Biomathematics. Sebu’s interests lie in the practical applications of mathematics, particularly in biology, and in exploring how mathematics underpins essentially everything in life. ‘The links between mathematics and biology are strong,’ Sebu asserts. ‘We need to be able to make predictions and apply mathematical modelling to understand complex and intertwined biological systems such as signalling pathways in the body or ecosystems in the environment.’
That said, Sebu is still very aware that her love for mathematics is not often shared by the wider world. The word ‘mathematics’, however applied it might be, still strikes fear into the hearts of many. In an effort to counter this reaction and replace it with a more positive one, Sebu is joining the myriad of researchers at SitC and adding music to the mix.
‘Maths provides the building blocks and the structure of music,’ says Sebu. ‘Debussy, Mozart, Beethoven, and so many more used a mathematical pattern known as the Fibonacci Series in their scores.’ The Fibonacci sequence is an infinite pattern of numbers where the next number is the sum of the two previous ones, going from 1, to 1, 2, 3, 5, 8, where (1+1) = 2, (1+2) = 3, and so on. This sequence is closely related to what’s known as the Golden Ratio, an infinite number which can be found in so many examples throughout nature, from the composition of bee colonies to the shape of seashells and the patterns in sunflower seeds.
Debussy, Mozart, Beethoven, and so many more used a mathematical pattern known as the Fibonacci Series in their scores.
To highlight this elegance, Sebu has teamed up with jazz composer Diccon Cooper. The performance, entitled ‘Jazzing the Golden Ratio’, will feature presentations of the Golden Ratio in art, the environment, and the human body, accompanied by Fibonacci-inspired jazz music specially commissioned for the festival. Sebu herself will also be there, sharing her thoughts about the significance of this pattern in the world around us. ‘People see arts and science at odds, but the two are very much embedded in each other,’ Sebu states. ‘Hopefully we’ll be able to demonstrate the beauty of mathematics at Science in the City this year.’
The significance of this connection between arts and science is a notion shared by Dr Vanessa Camilleri (Faculty of ICT, UM). After working on a project combining Artificial Intelligence (AI) with behavioural studies at Coventry University, Camilleri found a niche research environment using immersive technology and design to influence our decisions and behaviours. Returning to the UM, she worked on a Virtual Reality (VR) headset allowing teachers to experience what it might be like for a child with autism in a classroom.
‘Unless you experience something, it’s very difficult to reach a deep level of empathy,’ Camilleri said of the idea behind the project. ‘We wanted to give [teachers] the opportunity to build new memories through VR, and help them understand the needs of the child in greater detail.’
For SitC this year, Camilleri is taking a different approach. The VR headsets are having the night off, and attendees will need nothing but their smartphones to see science brought to life in artistic form. Using Alternative Reality (AR) methods, she’s collaborating with artists Matthew Attard and Matthew Galea to bring a fourth Triton to the fountain for one night only through a project funded by Valletta 2018. By downloading the smartphone app, attendees will see the new fountain brought to life through their phones. In the build-up to the festival, the artists are using eye-motion tracking and heat mapping sensors on volunteers to see which bits of the current statue draw their attention. This is then translated into the final depiction, making the fourth Triton as eye-catching as the current three.
Lecturer Dr Marie Briguglio (Faculty of Economics, Management & Accountancy, UM) is also hoping to use art to bring her subject to life, albeit in a more sober manner. As a behavioural economist, Briguglio’s focus is on a population’s impact on environment and how we can police this. In particular, at SitC, she wishes to convey the ‘Tragedy of the Commons’—the notion that free or common assets such as public space or air are likely to be exploited by the masses due to sense of entitlement combined with lack of responsibility.
To do this, Briguglio recruited the expertise of Steve Bonello, a cartoonist with a political bent. ‘Working out how best to design environmental regulation underpins much of the research I am involved in. But it’s also very evident in many of the cartoons Steve draws,’ says Briguglio. ‘I soon realized that there was enough material to write a book.’ And so they did, combining the work of faculty with cartoons to produce the comic The Art of Polluting.
Home truths about how we personally damage the world we live in might not make for easy reading, but Briguglio hopes the fusion between arts and science will make this message easier to swallow. ‘It is intended to bring to light research on environmental pressures, status, and responses in a manner that is accessible and also fun.’ The book itself will be displayed as part of a larger instalment titled No Man’s Land, which will include a live action play, more detailed research, and even a free tree-planting stall.
Putting research on the main stage is no new concept to any of these three, and this year’s SitC is certainly not their first venture into science communication. The projects they’ve put forward have all stemmed from previous public engagement ideas. Camilleri worked with the same artists on an AR feature about Greek Mythology, and she regularly translates her research for mass media. A science communication event, Go For Research, which was spearheaded by the Faculty of Science and Directorate of Curriculum Management and aimed at the Junior Science Olympiads was where Sebu’s idea for highlighting the beauty of mathematics was born.
The passion for their subjects is infectious in all three researchers. Each one listed the prospect of inspiring their audience as their top goal for the festival. Shaking up science communication by presenting it in a way we wouldn’t expect, through musical maths, theatrical economics, and artistic AI, provides an opportunity for researchers and citizens alike to see science through a new lens. One where progress seems brighter and kinder.
Author: Becky Catrin Jones
The new digital divide
Unequal access to technology and the Internet is traditionally termed the ‘digital divide’. Both are expensive, which leaves some people behind. Today the situation has changed, with 98% of minors having home Internet access in Malta. Government targets digitally-deprived students by investing hefty sums to have tech at school. However, there is a new digital divide within formal education, and this time it is not about who uses technology but how they use it.
What is the attitude toward the technology that is being used in class? What is the goal that students are using that technology to accomplish? You can have countless schools on the receiving end of whole shipments of tablets and laptops, but the sad reality is that without an effective strategy, they are unlikely to reap the full benefits of that investment.
If technology is placed within a system that ignores students’ needs and is unresponsive, if not completely resistant, to new teaching and learning methods, the result is completely counterproductive. A teacher’s frustration with students being distracted by their devices is an everyday occurrence, and it needs to be addressed. The question is: Is this a technology-related problem or a more profound issue related to how humans discover and understand knowledge? Are these pedagogical conflicts arising from the presence of technology in class or from an epistemological clash between teachers’ and students’ beliefs about learning and knowledge sharing?
If we define pedagogy as ‘guidance for learning’, we need to provide guidance for a variety of learning methods. By focusing only on the ‘chalk-and-talk’ method of teaching delivery, we may actually limit access to different ways of acquiring knowledge. Besides using technology to enhance teaching, digital tools and resources need to be used to empower students: first to take over the management of their own learning, and second, to pursue different technology-enhanced learning avenues for acquiring, creating, and sharing knowledge. This gives the student better skills in digital and information (critical) literacy, in collaboration, and in networking, hence preparing them for the world of work.
To make this happen, challenges await both teachers and students. Teachers need to welcome new forms of learning, offering guidance and support rather than simply ‘giving students all the information they need to know.’ Students, on the other hand, have to overcome the mental conditioning that links learning directly to teaching so they can stand on their own two feet.
Students and teachers need to work together to adopt a more independent and customised approach to learning, enhanced and transformed through technology.
Author: Dr Philip Bonanno
Entering the Age of the Blockchain of Things
What happens when you put smart washing machines on a blockchain?
In writing this article, Dr Joshua Ellul and Prof. Gordon Pace explain their investigation into how to combine the interconnectedness of all things promised by the Internet of Things with the trust promised by blockchain technologies.Continue reading
Insurance industry roots
Everybody wants peace of mind. From the moment we lock the front door before going to work, to the second the car’s ignition turns off when we get back. Insurance makes that possible.
Insurance is one of the largest sectors of the Maltese financial services industry and a major pillar of its economy. Despite this importance, there is a research gap. Most historical records I referenced when looking into the history of insurance in Malta hinge on maritime history and historical accounts of bustling ports and the activity surrounding them.
My research aim was to initiate the first project actively chronicling the key contributors and events in Malta’s insurance industry. I started with methods used by the earliest inhabitants of the island, tracing its roots in maritime trade, followed by the emergence of more complex and sophisticated insurance services and products.
Reference to insurance in Malta can be traced back as early as 750 BCE, the time of the Phoenicians. The earliest known insurance contract I found was dated to 1524, around 12 years before the oldest contracts known prior to this study. Intra and extra-territorial socio-political, economic, and regulatory events have strongly contributed to the development of insurance and have forged it into the industry it is today.
Through a series of semi-structured interviews, backed up by findings from empirical literature and archival research, I made some key discoveries. For example, after the Knights of St. John settled in Malta, Maltese farmers fearing a Turkish invasion sought security (insurance) from their landlords through contracts. I also found that in the 1980s, a very specific insurance existed for racing horses. These valuable insights are being published by Emerald publishing (London).
Understanding the past’s lessons is the best way to prepare for the future.
This research was carried out as part of an M.A. in Insurance and Risk Management, Department of Insurance, Faculty of Economics, Management and Accountancy, University of Malta.
Author: Mark Lawrence Zammit
Training to temper: Emotional learning for young people
Over the last decade, workaholics have been glorified as the epitome of success. Problem behaviour is increasingly framed as ‘interesting’ and ‘quirky’ by certain media. But as mental health and well-being capture public attention, Cassi Camilleri speaks to Prof. Carmel Cefai about his efforts to promote social and emotional learning for children and young people—skills for a lifetime.
Life is life, they say. Trial and error. You live and learn.
But how many times have you been frustrated with yourself because you ‘never learn’ from your mistakes?
How many times have you found yourself in a rough spot because deadlines are a dime a dozen and your to-do list is insurmountable? Your phone is ringing off the hook. All the people you have been ignoring are sending angry emails. You have not slept properly in days. All the while, you continue to dig your heels in, creating more issues with the people around you because you are so overwhelmed you cannot communicate like a decent human being. You are 40. Still think learning from experience is the only way you can go about this?
Human beings love patterns, routines. We love repeating what works. We also tend to repeat what doesn’t though, because change is hard. But solutions exist. At the University of Malta (UM), Prof. Carmel Cefai (Faculty for Social Wellbeing), is hard at work pushing for social and emotional education (SEE) to be promoted and strengthened at all levels in Malta and Gozo.
His appreciation for the importance of relationships and addressing students’ emotional needs in learning started over 40 years ago when Cefai was working as a primary school teacher. ‘Getting to know the students individually, what they like, what makes them tick, providing individual attention according to their needs, was an important part of the teaching process. When I was teaching at Qormi, on Monday mornings my students and I would talk about horse racing—which horse won which race that weekend? I learnt many of the horses’ names even if I wasn’t that interested in horse racing. But then during the week we ended up using horses as examples during class. It was a good and easy way to engage students.’
Cefai agrees that while overprotecting young people is counterproductive, students should have the skills to make informed choices, avoid taking too many unsubstantiated risks, and make some but not too many mistakes. ‘We do not need to experience highly stressful, painful, or traumatic experiences to learn or grow. The process of growth does not require that we become dependent on alcohol or drugs, engage in criminal behaviour, contemplate suicide or struggle with depression.’ Playing devil’s advocate, I say that such experiences provide their own brand of wisdom, but Cefai quickly retorts that whatever the takeaway may be, even if it is a positive: ‘the price paid is much too high.’
Where do we begin?
The majority of western culture, including Maltese, has a very particular problem when it comes to education—the whole process is vehemently geared towards academic achievement. There is a pervasive obsession with tests and grades. So the first thing we need to do, states Cefai, is move away from that. ‘Education is not just preparation for work. It’s also about the integration of cognitive, social, and emotional processes that make us human. If we provide an education based only on academic achievement, we will be shortchanging our children and depriving them from a good, quality preparation for adulthood,’ he says—the whole aim of education.
Rather than what kind of jobs people do, or what successful businesses need, as educators we need to ask: what kind of life would this child or young person be happy living?
SEE is the process by which an individual develops social and emotional competence through curricular, relational, and contextual approaches, skills that can be used for personal, social, and academic development. The concept already has a proven track record, Cefai notes. Where successfully implemented, SEE ‘has already brought about a paradigm shift in education, […] transforming it into a more meaningful, relevant, and humane process.’
Malta has come a long way already over the last few decades. Cefai remembers when, as a primary school teacher, he had tried to support a young school child with mental health difficulties who was not only ridiculed and bullied by the other children, but also shunned by adults because of his ‘odd’ behaviour. ‘The boy clearly needed help from specialised professionals,’ notes Cefai. ‘But he also needed to attend school and learn with people his age. The alternative was to stay at home, which he inevitably did because he was often absent.’ Thankfully, things worked out in the end. ‘With the help of the head of school and some professionals, we managed to make some inroads and his behaviour started to improve. But I remember back then struggling with lack of professionals, fragmented services, and rampant stigmatisation.’
The situation has continued to improve since then. Cefai promptly lists the good practices which are already in place. ‘We have Personal, Social, and Careers Education which has been in schools for years now. There have been various national initiatives promoting students’ well-being, all working to prevent school bullying and violence, early school leaving and absenteeism, as well as to promote inclusion in all shapes and forms. Many colleges and schools have also been engaged in various initiatives to promote social and emotional learning, such as Circle Time, Restorative Justice and Resilience building.’
Not only that, but Cefai himself has worked with colleagues at the UM to found the Centre for Resilience and Socio-Emotional Health at the University, as well as with European counterparts to set up the European Network for Social and Emotional Competence. ‘Our centre has been quite active over the years in providing training for school teachers in these areas, particularly in resilience development. We are also presently working with the Ministry on SEE training of practising staff in the early years,’ he adds. But there is still much more to be done…
Priorities
Children’s development can be badly affected if their social and emotional well-being is not adequately addressed, says Cefai. This gap in emotional learning allows for educational systems to be driven primarily by market economy needs. Rather than what kind of jobs people do, or what successful businesses need, as educators we need to ask: what kind of life would this child or young person be happy living? The market-driven approach is focused on performance, individualism and competition, with little time and space for collaboration, sharing, compassion, and solidarity. Sadly, this situation is seen all too often.
So, how do we fix this? How do we make SEE a priority? Cefai immediately runs off a list of to-do’s. ‘We need to give social and emotional education more space and time in our schools. We need to invest more in teachers, giving them better training, and supporting them in taking care of their own health and well-being,’ Cefai emphasises. ‘Only when teachers take care of themselves and their well-being can they really create healthy, caring classroom environments where people build healthy relationships. It’s only then that they can respond effectively to students’ needs and become good role models.’ We also need to put more effort into the early years, when the building blocks of mental health and well-being are laid. We need to encourage schools to take a more holistic approach, to give students a stronger voice, to encourage parents to take a more active, participative role in their children’s education.
Of course this is not all achieved at the snap of our fingers. Resistance is to be expected, nods Cefai. ‘In order for SEE to work, there needs to be good quality planning, implementation, monitoring, and evaluation. We know of state-of-the-art programmes which failed to make an impact as they were not implemented well, such as the Social and Emotional Aspects of Learning (SEAL) in the UK which was eventually withdrawn because of lack of effect.’ Looking into reports about SEAL, ‘a superficial approach to implementation (‘box ticking’)’ was one of the main reasons the program failed.
Cefai also says that we need to be careful at all stages to avoid hijacking agendas. ‘Social and emotional learning should always be centred on children and young people’s needs. Their own and others’ well-being. We need to ensure that SEE retains focus on the people it is meant to help, recognising individual differences, while avoiding labelling and pathologising children and young people. SEE is about mental health promotion and well-being and prevention, rather than on deficiencies, deficits, and illness. Another issue is not to let SEE be taken over by the neo-liberal ’business model’ to fuel the market and global economy, where social and emotional skills are simply used to leverage productivity.’ Despite all this, the case for SEE remains tremendously strong.
There are no losers here
A success story in SEE implementation is a success story for everyone. Reams of evidence through studies can be found touting SEE’s praises. The approach enhances prosocial behaviour and mental health and well-being. It enhances academic achievement and prevents problem behaviours such as delinquency, anxiety, and depression. Such social issues cost taxpayers money to handle, mitigate, and fix. So much so, that the costs involved in setting up SEE are guaranteed to be not only returned, but exceeded. Some studies report that for every €1 invested, €11 will be returned to the economy in various shapes and forms.
‘I have been involved in various SEE and resilience projects in schools both in Malta and abroad,’ says Cefai. ‘I have always been very encouraged by the interest, enthusiasm, and collaboration of students, school staff, and parents. Staff and parents have been resistant at times, thinking it will take precious time from academic learning, until they realise that our approach actually enhances it. They may think that SEE is about mental illness, until they they realise that is about health and well-being and learning all rolled into one. Children really like to learn in this way, finding it enjoyable, meaningful, and useful, while teachers reap the satisfaction of seeing their students excel, improving their own lives through their contribution.’
So much of our lives are determined by our beliefs and perceptions. Learning how to process events and information in an effective way can make all the difference in how sequences of events unravel. That violent knee-jerk reaction, that long-standing bitter belief about ‘how the world works’; in difficult times, these thoughts can lead anyone down a long, dark path that’s very difficult to come back from. Social and emotional education that teaches young ones to listen to themselves and respect their feelings, as well as those of others, could begin to change that.
In a world where we are bombarded by stimuli every waking moment, it is not hard to imagine that we need to take the time to look inward and listen—our children depend on it.
Prof. Cefai has recently published three major publications in this area: An EU commissioned report on the integration of social and emotional education in the curriculum, an edited book on the promotion of mental health in schools and another edited book on the child and adolescent well-being and prevention of school violence.
Read more:
Cefai, Carmel, and Paul Cooper. Mental Health Promotion in Schools: Cross-Cultural Narratives and Perspectives. Sense Publishers, 2017.
Cefai, C. et al (2018) Strengthening Social and Emotional Education across the Curriculum in the EU.Review of the international evidence. Luxembourg: Office of the European Commission.
Author: Cassi Camilleri
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