I am online

Online
We’re always warned about what personal details we share on social media. But what does the language people use on platforms like Facebook and Twitter tell us about their wellbeing? Words by Dr Olga Bogolyubova.
Dr Olga Bogolyubova

Today being an Internet user means being a social media user. The two have become synonymous. 

According to the Global Web Index report, there are now over three billion people worldwide using at least one social networking site. The average Internet user has eight social media accounts and is active on at least three platforms. In our contemporary world, most of us spend a significant chunk of our lives online.  

This is a modern reality: we access information online, purchase goods and services online, search for jobs online, follow professional interests online, schedule events online, invest in relationships online (some of them purely virtual), and then spend the remaining idle time browsing through our news feeds.

Humans are social creatures, and like other big apes we care about hierarchies and group status. This is reflected in our behaviour on social media, where we actively engage in impression management. We select aspects of our lives to present online in the hopes that they will bring us more benefits, while editing out other parts that could cause negative consequences.

We want to look happy, popular, rich, and successful, or if that doesn’t work, at least try to come across as dramatic or alluring. But in a world where the line between reality and the digital world continues to blur, can we really separate our real-life characteristics from our online persona? Can we effectively hide aspects of our offline identity when online? Are we as good at concealing our true selves as we think we are?

Going deep

A few years back, Dr Michal Kosinski and his team set out to find answers to the above questions. They sought to determine if it would be possible to predict individual characteristics (such as age, gender, sexual orientation, and so on) and personality traits from Facebook Likes. 

Over 58,000 people volunteered to take part in the study and provided their Facebook Likes, demographic data, and answers to a set of psychometric measures.

Ethnic origin and gender were predicted from Likes with the highest level of accuracy (95% and 93%, respectively). Prediction of religion, political preferences, and sexual orientation was also good, with 75% to 85% accuracy. However, predicting personality traits turned out to be somewhat more difficult. 

In psychology, personality traits are described as characteristic patterns of thoughts, feelings, and behaviours and, by definition, these are latent variables, meaning that they are not directly observable but derived from answers to a set of questions. Even so, Kosinski’s research team did manage to demonstrate significant connections between the study participants’ personality traits and their Facebook Likes, with the trait of Openness showing the best predictive potential. 

The study has attracted a lot of attention. Other researchers have since been attempting to predict individual characteristics from various features of social media profiles. At first glance, some of the findings may look strange or even absurd. For instance, in one of the studies aimed at predicting personality traits from profile pictures, it was found that extroverted people are less likely to have profile pictures with nostrils showing. Sounds ridiculous… but it actually makes sense if you think about it. By definition, extroverted individuals are more likely to be mindful of other people’s perceptions of them, more likely to see themselves from another’s point of view. As a result, they’ll post better selfies and profile pictures when compared to introverts, who are more likely to upload casual snapshots as profile pictures.

This observation shows that we are unable to control the little details of our behavior. There as so many minute variables involved that it is impossible for us to keep track of them all. A lot of non-vital and therefore ‘unnecessary’ information slips through, yet it reveals a lot about us. This is also found in language. While we usually have no trouble controlling what we say, it is much harder to control how we speak. The topics of our conversations with friends and strangers are firmly under our control, but our use of pronouns and articles in everyday conversations is not. The style of our language is invisible to us.

Honing in on the invisible

James Pennebaker, Professor of Psychology at the University of Texas, USA, was among the first behavioural scientists to propose computational approaches for the study of these invisible, functional components of language.

Pennebaker’s research demonstrated that it is these ‘stealth’ elements that connect deeply with our psychological makeup and state of mind. His ideas provided a starting point for a lot of current social media-based research. After all, our online presence is still largely text-based and rooted in language, and it is only natural that a lot of social media research is based on linguistic analysis.

Many studies are exploring predictors of how online language is being used. For instance, in a recent Facebook-based study, conducted in collaboration with my colleagues from St. Petersburg State University, Russia, we explored connections between subjective wellbeing (i.e. level of satisfaction with one’s life and positive emotionality) and language used in wall posts.

We were able to show that individuals with lower levels of subjective wellbeing are more likely to use ‘should statements’ in their language. In psychotherapy there is a long-standing tradition to regard ‘should statements’ as a type of irrational thinking associated with distress and mental health problems. It is interesting that we were able to demonstrate the relevance of these classic, pre-Internet theories to the contemporary world.

Identifying markers of mental health problems in online language is another important strand of research. Anxiety and mood disorders are the most common mental health conditions, responsible for a significant burden worldwide. They are also treatable, so early identification is vitally important, and social media may provide a platform for screening, psychoeducation, and connection to treatment (including affordable digital interventions). Research can change these citizens’ lives.

Social media-based research on mental health disorders has consistently found an increased use of first person pronouns (I, me) by people with depression. The finding reflects the painful self-centeredness of the mind in mental illness. Some other findings include observations on language use in post traumatic stress disorder, seasonal affective disorder, and obsessive compulsive disorder, as well as on identification of suicide risk.

Social media can be risky, but is it the monster we are seeing splattered all over mainstream media? Research can help build systems that bring mental health interventions to low resource regions, and it can aid in identification of suicide risk and risk of violence. Ultimately, it can promote healthy living and save lives. 

To patent or not to patent?

As universities and research institutions look to protect the knowledge they develop, András Havasi questions time frames, limited resources, and associated risks.
András Havasi

The last decade has seen the number of patent applications worldwide grow exponentially. Today’s innovation- and knowledge-driven economy certainly has a role to play in this. 

With over 21,000 European and around 8,000 US patent applications in 2018, the fields of medical technologies and pharmaceuticals—healthcare industries—are leading the pack. 

Why do we need all these patents?  

A patent grants its owner the right to exclude others from making, using, selling, and importing an invention for a limited time period of 20 years. What this means is market exclusivity should the invention be commercialised within this period. If the product sells, the owner will benefit financially. The moral of the story? A patent is but one early piece of the puzzle in a much longer, more arduous journey towards success.

Following a patent application, an invention usually needs years of development for it to reach its final product stage. And there are many ‘ifs’ and ‘buts’ along the way to launching a product in a market; only at this point can a patent finally start delivering the financial benefits of exclusivity. 

Product development is a race against time. The longer the development phase, the shorter the effective market exclusivity a product will have, leaving less time to make a return on the development and protection costs. If this remaining time is not long enough, and the overall balance stays in the negative, the invention could turn into a financial failure.

Some industries are more challenging than others. The IT sector is infamous for its blink-and-you-miss-it evolution. The average product life cycle on software has been reduced from three–five years to six–12 months. However, more traditional sectors cannot move that quickly.

The health sector is one example. Research, development, and regulatory approval takes much longer, spanning an average of 12–13 years from a drug’s inception to it being released on the market, leaving only seven to eight years for commercial exploitation.

So the real value of a patent is the effective length of market exclusivity, factored in with the size of the market potential. Can exclusivity in the market give a stronger position and increase profits to make a sufficient return on investment? All this makes patenting risky, irrespective of the technological content—it is a business decision first and foremost.

Companies see the opportunity in this investment and are happy to take the associated risks. But why does a university bother with patents at all and what are its aims in this ‘game’?

Universities are hubs of knowledge creation and today’s economy sees the value in that. As a result, research institutions intend to use and commercialise their know-how. And patenting is an essential part of that journey.

The ultimate goal and value of a patent remains the same, however, it serves a different purpose for universities. Patents enable them to legally protect their rights to inventions they helped nurture and claim financial compensation if the invention is lucrative. At the same time, patent protection allows the researchers to freely publish their results without jeopardising the commercial exploitation of the invention. It’s a win-win situation. Researchers can advance their careers, while the university can do its best to exploit the output of their work, bolster its social impact, and eventually reinvest the benefits into its core activity: research. 

At what price?

Patenting may start at a few hundred or thousand euros, but the costs can easily accumulate to tens or even hundreds of thousands over the years. However, this investment carries more risk for universities than for companies.

Risks have two main sources. Firstly, universities’ financial capabilities are usually more limited when compared to those of businesses. Secondly, universities are not the direct sellers of the invention’s eventual final product. For that, they need to find their commercial counterpart, a company that sees the invention’s value and commercial potential. 

This partner needs to be someone who is ready to invest in the product’s development. This is the technology transfer process, where the invention leaves the university and enters the industry. This is the greatest challenge for university inventions. Again, here the issue of time raises its head. The process of finding suitable commercial partners further shortens the effective period of market exclusivity.

A unique strategy is clearly needed here. Time and cost are top priorities. All potential inventions deserve a chance, but risks and potential losses need to be minimised. It is the knowledge transfer office’s duty to manage this. 

We minimise risks and losses by finding (or trying to find) the sweet spot of time frames with a commercial partner, all while balancing commercial potential and realistic expectations. The answer boils down to: do we have enough time to take this to market and can we justify the cost?

Using cost-optimised patenting strategy, we can postpone the first big jump in the costs to two and a half years. After this point, the costs start increasing significantly. The rule of thumb is that about five years into a patent’s lifetime the likelihood of licensing drops to a minimum. So on a practical level, a university invention needs to be commercialised very quickly. 

Maintaining a patent beyond these initial years can become unfeasible, because even the most excellent research doesn’t justify the high patenting costs if the product is not wanted by industry. And the same applies for all inventions. Even in the health sector, despite product development cycles being longer, if a product isn’t picked up patents can be a huge waste of money.

Patenting is a critical tool for research commercialisation. And universities should protect inventions and find the resources to file patent applications. However, the opportunities’ limited lifetime cannot be ignored. A university cannot fall into the trap of turning an interesting opportunity into a black hole of slowly expiring hopes. It must be diligent and level-headed, always keeping an ear on the ground for the golden goose that will make it all worth it. 

Home

Author: Dr Pat Bonello 

Dr Pat Bonello

The theme of this edition of THINK magazine is meant to evoke feelings of belongingness, identity, warmth, and solidarity. Our home is usually a place associated with these positive feelings: a place where I can be myself and, in a safe environment, develop into the me I want to be. This is something valuable, something which we should safeguard passionately. At the same time, as a social worker, I know many people for whom ‘home’ does not have such positive connotations. 

The people that come to mind are abuse victims, children and adults living with domestic violence. For them, ‘home’ means suffering, often accompanied by a feeling of helplessness. Others find ‘home’ a difficult concept. Think of people who cannot make ends meet, who have difficulty paying their rent, who cannot afford to buy their own house because of high property prices. Then there are those who can no longer live in their own house because they are unable to look after themselves, be it because of old age or health issues. There are members of broken families who have difficulty identifying their home, asylum seekers who left home behind, and people who have lost a family member and now associate ‘home’ with sadness.

Everybody needs a place where he or she feels ‘held’ and safe enough to develop his or her potential. But if ‘home’ does not fit this bill, where will this environment be?

This is where a network of social solidarity, both formal and informal, comes into play. Alternatives for people with issues related to the concept of ‘home’ include foster placements, shelters, or other residential facilities. But these services are tasked with much more than providing mere accommodation. They need to create an environment which meets the needs of the persons who live there. They need to provide a safe space for people to come in, be themselves, and develop their potential.

For those who don’t need to move out of their current home, options include support and professional interventions, such as family therapy, to deal with the sadness associated around the home, or to improve the dynamics within it. Social service providers in Malta and Gozo carry a lot of responsibility. Unfortunately, the supply does not always meet demand, and some people have to wait considerably before being able to move into more comfortable and nurturing placements—sometimes while living in abusive environments. In other situations, the necessary support is not readily available, as in the cases of asylum seekers and homeless people who need a roof over their head.

While formal support is important and necessary, all Maltese citizens need to share the responsibility and offer a helping hand without judgement. That way, Malta will be able to  nurture communities that work together to create ‘homes’ which cherish everyone, respecting their dignity and worth and encouraging them to flourish. 

Food, gender and climate change

Food is one of life’s constants. Yet, what we eat has major ramifications on global climate. Food production uses up major resources: it accounts for more than 70% of total freshwater use, over one-third of land use, and accounts for just shy of 25% of total greenhouse gas (GHG) emissions, of which 80% is livestock. Yes, that steak you just ate has had a direct impact on the world’s climate! There is something of an oxymoron in the world’s food ecosystems. Overconsumption is linked to major health problems like obesity, cardiovascular disease, diabetes, and certain cancers that together account for up to 71% of global deaths. On the other hand, there are around one billion people in the world who suffer from hunger and underconsumption. All of this is compounded by problems of food loss and waste. This raises important questions related to the ethics of worldwide food production and distribution.

Food production and consumption is determined by many factors: population numbers, incomes, globalisation, sex (biology), and gender (socio-cultural) differences. The combination of a sedentary lifestyle and an unbalanced diet, high in red, processed meat, low in fruits and vegetables, is a common problem in many developed countries. And this impacts not just human health, but also biodiversity and ecosystems.

Supervised by Prof Simone Borg, I chose an exploratory research design with embedded case studies. The aim was to analyse the dietary patterns of men and women. I wanted to critically question the power relations that feed into socio-economic inequities and lead to particular food choices. I used both quantitative and qualitative methods, modelling the life cycle assessment and scenario emission projections for 2050 in Malta, Brazil, Australia, India, and Zambia among males and females aged 16 to 64.

Precious Shola Mwamulima

The four dietary scenarios I took into consideration were present-day consumption patterns (referring to the 2005/7 Food and Agriculture reference scenario), the World Health Organisation (WHO) recommended diet (300g of meat per week and five portions per day of fruit and veg), vegetarian/mediterranean/pescatarian diets, and the vegan diet. From there, I measured ammonia emissions, land use, and water from cradle to farm gate, with a special focus on gender.

The findings were alarming, indicating that none of the five countries are able to meet emissions reductions under current dietary patterns. If we were to adopt the WHO recommended diet, GHGEs would be cut by 31.2%. A better result would be gained from a vegetarian diet, which would slash emissions by 66%, while a vegan diet comes out on top with a projected 74% reduction. 

Some interesting points that arose were that the Global Warming Potential is higher in men in all countries due to higher meat consumption. Zambia and India would benefit the most from the proposed dietary shifts in absolute terms, while Australia, Malta, and Brazil would feel the positive impacts on individual levels in per capita terms, reducing carbon footprints considerably. 

Reduced meat consumption substantially lowers dietary GHG emissions. We need to prospectively consider the interplay of sex and gender, and develop climate change, health, and microeconomic policies for effective intervention and sustainable diets. Adopting a flexitarian diet that is mostly fruits and vegetables, with the occasional consumption of meat, can save lives, the planet, and economies—some food for thought!  

This research was carried out as part of a Master of Science (Research) in Climate Change and Sustainable Development at the Institute of Climate Change and Sustainable Development, University of Malta.

Author: Precious Shola Mwamulima

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? 

Prof. Carmel Cefai

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

Openness: The case of the Valletta Design Cluster

Valletta should be a unique experience, open to all. This is Valletta 2018’s key vision for the bustling capital. A group of people focused on making this a reality is the Valletta Design Cluster team. Located at the Old Abattoir site in Valletta, the initiative is going to create a community space for cultural and creative practice. Words by Caldon Mercieca.

According to Anna Wicher from the PDR International Centre for Design and Research, design is ‘an approach to problem-solving that can be applied across the private and public sectors to drive innovation in products, services, society and even policy-making by putting people first.’ This people-centred approach to design is not just a theoretical framework, but a concrete method that engages people in a co-creative process. 

By bringing together people active in the cultural and social spheres, we want to have a concrete and meaningful impact on Malta’s diverse communities. We aim to provide support for students, start-ups, and creative enterprises and give social groups the necessary tools to empower those with different interests who nonetheless share the common purpose of using creativity for the social good. We also want to provide a new networking space for everyone. From students, to cultural and creative professionals, to residents, budding businesses and civil society groups, everyone will be welcomed at the Valletta Design Cluster.  

This philosophy of openness and diversity is one that has permeated every aspect of the project from the very beginning. Over the past three years, we have consulted with residents, students, schools, higher education institutions, artists, makers, and creatives to build the vision for the space. A range of public and independent organisations are also contributing to the project, providing both expertise and generous support. 

Work in progress at the Valetta Design Cluster

Thanks to the support from the European Regional Development Fund, the physical space for the Cluster as well as the urban public spaces around it are currently undergoing serious regeneration. Once finished, the Cluster will have a range of facilities, which were decided on following consultation with potential users. It will include a makerspace, coworking spaces, studios, a food-space, several meeting rooms and conference facilities, an exhibition space, and a public roof garden. All of these facilities have benefitted from input contributed by various potential users, by residents, and by organisations that have been interacting regularly with the team working on the Valletta Design Cluster. 

We believe that a community can only truly reach its potential when it opens itself up to collaborations which share a common goal. This does not mean turning a blind eye to the challenges faced by the community on a daily basis, or to the ever-evolving scenario that surrounds it, but rather cultivating a readiness to learn, an aptitude to develop networks built on trust, and a capacity to address problems with a practical, positive, can-do attitude. 

One valuable experience we are developing with our community stakeholders is Design4DCity. This annual initiative, which the Valletta Design Cluster team started back in 2016, sees creatives, residents, and local authorities joining forces to rework and improve a public space. We worked with the Valletta community in 2016, and continued with the Birżebbuġa community in 2017. In 2018 we plan to work again in Birżebbuġa as well as in Siġġiewi, and will involve children and young people in our public space projects. Such initiatives are providing very important insights into the application of collaborative, co-creative approaches involving multiple stakeholders. 

But the work of the Valletta Design Cluster is not restricted to the restoration or transformation of space. For the past three years, we have collaborated with the Malta Robotics Olympiad, teaming up with artistic curators and student organisations from the University of Malta (UM) to design and construct the pavilion for Valletta 2018. By the end of the project, participants had constructed a fully-recyclable 300 square meter pavilion and presented it to the public. This year we also supported SACES, the architecture students’ association at the UM, through a number of design and construction workshops. Branching out, we have done work with a number of creatives from various backgrounds in projects involving video-capture, artifact-curation, narrative development linked to cultural identities, and flexible use of available space through appropriately constructed spatial modules. 

Several workshops have also been held where project stakeholders were fully involved in training sessions, with the aim of building skills in user-centred design, applied to specific contexts. This meant interacting with students, researchers, creatives, residents, and organisations in developing what the Cluster can offer. One tool used in this process is the construction of a user persona, where the characteristics, interests and concerns of the user are gathered through interaction with potential users of a service. Students from a number of faculties have also provided their input in this process through dedicated workshops at the UM.

They also stressed that the Cluster needed to serve as a catalyst for networking and for strengthening entrepreneurial skills for people working in the creative sector.

All of this has become possible thanks to continuous collaboration and international networks which have contributed their resources to our projects. To assist us in this, the Valletta 2018 Foundation has joined Design4Innovation, an Interreg Europe project bringing together eight European countries all working towards using design to benefit society. 

While we have been on the receiving end of a lot of support, translating our philosophy of openness into practice involved an element of risk. During a series of tours that we organised on site for potential users of the Cluster, we had to be open to various views and perspectives about what the Cluster could be. Participants highlighted issues related to accessibility and affordability as key concerns. They also stressed that the Cluster needed to serve as a catalyst for networking and for strengthening entrepreneurial skills for people working in the creative sector. In some cases, we had to revisit some of our plans and open new discussions with the architects to made adjustments. On other occasions, we called people in again to discuss their ideas further and see how we could integrate their suggestions into our vision. 

Although we speak of cultural and creative industries, we should realise that the average number of people working in any single company is two. Indeed, 40% of designers in Malta are actually freelancers. The challenge for the Valletta Design Cluster here is to ensure flexibility and adaptability both in the physical infrastructure as well as the management of the Cluster. In this way, we can make the facility relevant for our users’ current needs, as well as cater to future ones. 

The next stage in understanding our community of potential users better is to work together on the creation of a Design Action Plan. The Design Action Plan will highlight concrete actions to be undertaken by the Cluster during the first three years of its operation. It will serve as the main reference tool to structure the Valletta Design Cluster’s interaction with its community of users, practitioners, enterprises, and beneficiaries. Based on this open process, the Valletta Design Cluster aims at establishing itself as a new community-driven platform for cultural and creative practice in Malta.  

Author: Caldon Mercieca

Talking Toys

While speech development starts early in life, the course of acquiring and processing language in a bilingual country like Malta is challenging. Engineers and language experts at the University of Malta have teamed up to build a toy that will help children overcome that hurdle. Words by Emanuel Balzan.

Toys and play are critical in children’s lives. It is through play that children learn how to interact with their environment and other people while developing their cognitive, speech, language, and physical skills. 

The way children play reveals many things including whether or not they are hitting particular development milestones. Play is also used by professionals who intervene when those skills are not acquired. Speech and language pathologists (SLP) use toys to tailor tasks based on their objectives for the child, determined following their assessment. For this reason, toys are vital tools. 

With technology moving at the rate it is, electronic components are easier and cheaper to access. As a result, a lot of smart, educational toys are now available on the market. However, Dr Ing. Philip Farrugia (Department of Industrial and Manufacturing Engineering, Faculty of Engineering, UM) honed in on a gap in the market—a smart toy that supports English and Maltese. 

Front left to right: Dr Ing. Owen Casha, Loridana Buttigieg, Emanuel Balzan, Dr Ing. Philip Farrugia, Prof. Helen Grech, Anthony Demanuele, Prof. Simon Fabri. Missing from the photo: Dr Daniela Gatt and James Attard.

To make this happen, Farrugia recruited a team of researchers from the university. Engineers Prof. Simon Fabri and Dr Owen Casha joined the effort. Researchers Prof. Helen Grech and Dr Daniela Gatt brought their expertise in speech and language acquisition and disorders. The team was finally complete when game development company Flying Squirrel Games stepped into the picture.

Getting down to business

The SPEECHIE project is divided into three stages. During the first phase, we sought to understand the process of speech and language acquisition, assessment, and therapy. We involved users through workshops that allowed us to observe children’s play and their toy preferences. We also conducted focus groups with parents to identify what they most wanted from toys. During these sessions, one parent noted how ‘there are not any [educational] toys in Maltese our little ones can play and interact with.’ Others agreed with this observation. Parents also raised concerns about children’s attraction to tablets and smartphones, noting how they interfered with social interaction. On the tail end of this discussion, one parent quickly added that ‘the toy must have something to make it feel like a toy and not a gadget.’

With further questioning, we also came to realise that different parents have different criteria when deciding to buy a toy. One parent told us that before buying a toy for her daughter, she would ‘try to see for how long she will play with it and what the toy will give her in return.’ Another parent, concerned about toys’ safety, checks for the CE mark (Conformité Européene) prior to purchasing the toy, saying that he associates the mark with better quality. However, he also confessed that ‘in the hands of children, nothing remains of quality. Give them something which is unbreakable and they will manage to break it in one way or another.’

Since our toy is intended for use in speech therapy, we went ahead and organised more focus groups with SLPs. Outlining the role of toys in their clinics, SLPs said ‘[they] are normally used as a reward. If you know that this child likes blocks, then you use them to motivate the child.’ Toys are also used as part of the language tasks SLPs give. ‘We use objects to put a grammatical structure in a sentence. Many times you find something that represents a noun, a verb, an object and then put them together’ to model the appropriate sentence construction. This prolific use of toys, however, brings with it a very practical problem. One SLP explained how challenging things can get on a day-to-day basis due to the lack of multipurpose toys. ‘We are always carrying toys… we are always carrying things around with us. Even our cars… it is like I have ten kids,’ she said.  

To address this issue, SLPs emphasised how useful it would be to have a flexible toy with multiple functions. One that does not bore children and which they can use to target different speech and language therapy goals. They also drew our attention to a prevalent but damaging mentality that they are trying to address. ‘Unfortunately, the majority of Maltese parents have a mentality that the more money they spend and the more therapy sessions for their children, the sooner the problem is alleviated, but in reality this is not true. The work needs to continue at home on a daily basis. It is not solely our responsibility,’ the SLP said. Much like when we practice daily to learn to play an instrument, speech and language therapy works the same way.

Sharon Borg, an experienced occupational therapist from the government’s Access to Communication and Technology Unit, said that the toy we had in mind could provide a simple way for parents to engage with their children and work at home on related exercises. Borg’s colleague, Ms May Agius, also noted the need for the toy to offer ‘surprises’, saying that ‘anticipation and elements of surprise draw kids and keep them engaged.’

Here we have only touched the surface of all the ideas brought forth. However, by considering the children’s, therapists’, and parents’ needs early in the engineering design process, we should be able to reduce the number of design iterations we have in future.

Reaching out

Design is key. Based on the feedback from the focus groups, we have now started working on the hardware and the software. But the journey is not straightforward. One issue we needed to deal with was the lack of compatibility between the 3D modelling software Flying Squirrel Games used and the technology used by the UM. From an academic point of view, because of the innovative nature of the toy we are making, we needed flexibility, so we modified Flying Squirrel’s virtual model to add different mechanisms which involve moving parts. These alterations now allow us to create support to fix electronic components within the device and ensure that no moving part is impeded by another part. As a result, assembly is much easier. 

Emanual Balzan and Dr Ing. Philip Farrugia

We have also made the decision to build SPEECHIE software using modular blocks. This will enable us to switch parts and functions around so we can widen the idea of who might enjoy our product. The toy will not only be of use to children with speech and language impairments, but also to others. This approach was inspired by a meeting with behavioural economist Dr Marie Briguglio who warned us that labelling the toy could be stigmatising. She explained that it should not become ‘an isolated toy which kind of becomes a label: because I have this toy, that means I have speech impairment.’  

Despite the aversion some parents felt towards technological devices, as said during focus groups, Borg also encouraged us not to shy away from using them. She said children with autism responded very well to technology, and therapists will make the best choice for the child to improve their skills. To hit a sweet spot in between these views, we are incorporating functions that will allow for a kinesthetic learning experience that involves physical activities rather than passive consumption of instructions. We want to mix different modes of play to encourage effective learning. We do not want kids to sit and watch their toy, but to move around, dance, and sing with other children. 

With all of these choices under our belt, we now have a working prototype. But the SPEECHIE toy is not yet complete. In fact, the coming months will see us working on the mechanisms and the interfacing of electronics. 

Towards the end of the year, we will start putting the toy into preschoolers’ hands to determine its effectiveness and efficiency in regard to speech and language therapy. To do this, we will compare the progress of children who use SPEECHIE with those who only use traditional SLP methods.

What we hope is that this toy will encourage parent-and-child interaction through play. We want to enable more frequent use of both Maltese and English and allow children to be safely exposed to technology and to a fantastic learning experience—all while having a ball.  

Note: We are excited to share these insights about SPEECHIE with the public, and if you would be interested in joining on this journey by participating in the evaluations, get in touch here: speechie-web@um.edu.mt

This research is financed by the Malta Council for Science and Technology (MCST) through the FUSION Technology Development Programme 2016 (R&I-2015-042-T).

Author: Emanuel Balzan

Transform everything

Digital technology opens up new possibilities for the visual arts. It allows artists to go beyond the traditional constraints of art. Sculpture is a centuries-old tradition reliant on the relationship between the artefact, and its material and space around it. In the past, sculpture was confined to being a physical act; it produced three-dimensional tangible objects that had little to do with the digital world.

M-Galea--Jan-2016-3
Matthew Galea

But this is just one side, if you would forgive the pun, to sculpture. Sculpture can be viewed as a mental process. It is the act of remediating things, or rather reassigning meaning to objects. Marcel Duchamp’s infamous sculpture ‘Fountain’ (1917) is perhaps a perfect example of this. Meaning is a social and cultural construct created through interactions by people with the objects and their environment. Since meaning is fabricated by society, then it stands to reason how the same objects have held multiple interpretations through time.

Matthew Galea (supervised by Dr Vince Briffa) explored these social and cultural constructs to create novel artworks. To do so, he employed skills from different disciplines including drawing, painting, sculpture, music, and the other performing arts. But instead of expressing them individually he fused them into one art form. The various art forms could be experienced collectively, for example, as a musical instrument, or a painting, or even through movement.

The multidisciplinary approach also allowed Galea to investigate chemistry and physics as ways of generating content and engaging with the artefact. Galea produced an art installation that made use of the night sky, which itself has held multiple interpretations by humankind throughout time. The artwork transformed movement into audio and visual content.

Thanks to his research, Galea helped show how hyperdisciplinary artefacts that fuse various art forms are possible through digital technology. Computers can transform data into an image, audio, or text. Software can transform anything. Digital technology can enhance artworks’ interactivity with the audience, making visitors part of the artwork.

To see the project’s outcome visit the website.

This research was performed as part of a Master of Fine Art in Digital Art which Matthew Galea completed at the Faculty of Media and Knowledge Sciences (MaKS), University of Malta. It is partially funded by Master it! scheme. This scholarship is part-financed by the European Union—European Social Fund (ESF) under Operational Programme II—Cohesion Policy 2007–2013, ‘Empowering People for More Jobs and a Better Quality of Life’.

Getting the Rhythm

Music has changed society. Stephanie Mifsud met ethnomusicologist Dr Philip Ciantar to talk about music from all over the world. Studying diverse musical traditions has taught him about himself and how music can bridge cultural divides to bring us together

Classical, romantic, baroque, rock, hip hop… music continues to change throughout the years, yet we all look for that beat that gets us moving. How can we not when music is such an important part of our life?

Music is found everywhere: on television adverts, films, on the radio and at places of worship. Our society immerses us in it for hours every day. A person will listen to music that represents the way they feel. Music has the potential to influence moods, feelings, and thoughts.

“Music opens infinite thinking modes unknown to us and uncovers situations we wouldn’t otherwise experience”

Legendary rock guitarist Jimi Hendrix, told Life magazine in 1969, ‘I can explain everything better through music. You hypnotise people to where they go right back to their natural state, and when you get people at their weakest point, you can preach into their subconscious what we want to say.’

Music, like language, has a common factor: a person’s active role. People create music. No music can exist without the people who make it.

The Ethnomusicologist Dr Philip Ciantar (University of Malta) is interested in both the music itself, as a humanly organised sound, and the musicians. His research focuses on understanding how people worldwide think about music and how that affects their music. He meets and interviews countless musicians and their audiences. People’s thinking about music is shaped by who they are, their world-view, and how they use their creative imagination to create music. Take John Lennon’s song Imagine. The song has touched countless around the world. It might have changed the way people see themselves, relate to the people around them, and influenced future songs.

Dr Philip Ciantar
Dr Philip Ciantar

Music to say ‘Hello!’

Ciantar explains that ‘by listening to and exploring music from different countries we can understand other cultural and social realities. Music opens infinite thinking modes unknown to us and uncovers situations we wouldn’t otherwise experience.’ According to him, ‘music can highlight social issues or it can make a connection with different cultures when many other avenues fail’. This is the acceptance of ‘otherness’, the concept of what makes us different from each other culturally and socially. Music can be a very effective medium.

Acceptance of different cultures needs to be taught from a young age. Music can help in showing people the advantages of multiculturalism. Ciantar suggests that, at school, children can be taught instruments used in different cultures. This would help students understand and appreciate not just the instruments but also the musicians playing them. He continues, ‘you need to be open to other opinions, cultures, and traditions’ and music provides the right scenario.

Understanding music globally should lead to appreciation of diverse sounds and how they are made, communicated, and transformed into meaning. The musical process reveals humanity and here otherness surfaces as a challenge for us to deal with. It is up to us to then connect with different cultures we might consider alien.

People come together through music. The village feast is Malta’s best example of unity through music. During a feast a quiet pjazza transforms into a music concert, a fireworks festival, and a food extravaganza — uniting the whole community. These celebrations bring people together ignoring their differences.

Multiculturalism is a worldwide phenomenon. Malta is becoming multicultural and, as Ciantar comments, ‘music is an indicator of what is going on. Performances of African music at the Marsa Open Centre can be interpreted as a plea for social acceptance and cultural integration. Slavic street players in Republic Street play Bach’s violin partitas to make us connect with them culturally. Once we are connected they play a nostalgic lullaby from their homeland to make us feel the pain of distance and sympathise with them. Undoubtedly, music serves as a social text; in itself, an intriguing sonic document that links the evident with the untold or even ignored.’ This is the power of music and the concept of otherness that can shape our thoughts on multiculturalism and readiness to accept others’ views.

“Undoubtedly, music serves as a social text; in itself, an intriguing sonic document that links the evident with the untold or even ignored”

oud

He became even more aware of multiculturalism while conducting his Ph.D. research. He went to Libya to experience different cultural backgrounds and traditions. He worked with Libyan musicians, attending their rehearsals, talked to people on Tripoli’s streets about the musical tradition of ma’lūf (a tradition valued for its Andalusian legacy), and sneaked in percussion performances with Libyan musicians. Apart from writing a book, these experiences helped Ciantar understand otherness and the challenges it implies.

Ciantar’s first experience with ethnomusicology and otherness goes back to 1991, when he was inspired by the writings of John Blacking and Bruno Nettl, and started researching Maltese folk music għana. He saw how the għanejja performed in two different contexts and their music changed accordingly. The music they sang was more elaborate in their regular bars when compared to stage music with an unknown audience.

Otherness can also be scrutinised through musical translation. Ciantar researches musical translation: how we digest and eventually accept music that might not be initially appealing to us. Recently, he composed a Maltese festa band march out of tunes that he had recorded in Libya. The process allowed him to investigate the music and himself. He had to take elements of one musical tradition and apply it to another that was culturally remote, using himself to understand the process of how a person thinks and transforms thought into music.

Ciantar is very hopeful of the musical evolution in Malta as this is being influenced by the different cultures that people encounter everyday. This will create a more varied musical scene. Ciantar can already feel the difference.

 

Stephanie Mifsud is part of the Department of English Master of Arts programme.

[ct_divider]

Find out more:

John Lennon’s Imagine

Andalusian Music

Għana Maltija—Traditional Maltese music