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New Media ecology

What is the new media ecology accelerating the Skills 2020?

hyphensa CEO

The new media ecology should be treated using a wide range terminology that concerns a whole ecosystem. This ecosystem is set around and is defined by new media. The limits of each ecosystem are set by the definition of literacy and illiteracy within the ecosystem.

Up until now, people seeking a position in an ecosystem, like for instance a young person starting out in their career, had to possess the minimum required skills for literacy. In the past, people were considered illiterate if they could not read or if they did not have the necessary formal skills, such as typing. Today, not only are those skills considered minimum, they are taken for granted.

The media have evolved far beyond their traditional realm, and illiteracy no longer solely concerns text. Information is now communicated through media that make use of animation and video, and information on the internet is digitised and found in the form of text, audio and various combinations of all media types. Even the very materials of the devices we are using, our computers, our tablets and our phones, are a combination of data and information. Nowadays, thanks to various types of software, we can communicate simultaneously through Facebook, Skype or even using different codes of communication, such as emoticons, sms, several linguistic codes or combinations of symbols. Teenagers are of course masters of all the above. All these new types of communication are introduced in courses that are part of the official curriculum in universities in the USA. Those are core courses, which if students fail, have to be re-taken at a later date.

Therefore, exposure to this vast collection of new media and communication codes is essential for any job candidate entering the job market nowadays. When teams around the world constantly communicate with each other through new media and technology, lacking these skills is definitely considered an inadequacy.

Focus on Publishing

The importance of proofreading

by Katerina Anastasiou, Production Assistant, hyphen SA

Proofreading is the final stage in the process of creating and printing a book. The proofreader’s corrections are applied after the design and layout of the pages by the designer, and before printing. In other words, proofreading constitutes the quality control of the final product and is therefore a very crucial stage in book production.

Typically, a writer or a publishing house gives the proofreader a brief along with the manuscript. This document usually contains precise guidelines regarding grammar, syntax and spelling. In this way, cohesion, consistency and accuracy are ensured in the final product.

The proofreader’s job is to check various elements in the text: spellings, meaning, formatting, graphs, page number, margins, the positioning of pictures and images on the page and soon. Even though word processing tools have greatly improved in recent years and can be very helpful to the proofreader, the human factor is indispensable during this last stage and the human eye can track mistakes invisible to computer programmes – at least for the time being.

More ‘traditional’ proofreaders work on paper, using special symbols the designer decodes in order to apply the relevant corrections. Computer programmes, however, have replaced these traditional methods in the main, and most proofreaders now use specially designed software to mark their corrections on PDF files. As a result, both the proofreader’s and the designer’s work becomes less time consuming and requires less effort.

Professional proofreaders usually work using special books on text style, like the Chicago Manual of Style for American English, or the Gregg Reference Manual for British English.

The proofreader’s job is very rigorous and time-consuming, but it is responsible for making the final result impeccable in terms of meaning, grammar and, of course, aesthetics.


Customer Spotlight

Entrepreneurship and innovation: two inseparable notions

by Dimitris Panagiotidis, Business Analyst, hyphen SA

When trying to define entrepreneurship, it is inevitable for that definition to include the concept of innovation. The two notions are directly connected and are often treated as identical. Entrepreneurship is in itself an act of innovation. Both concepts involve risk taking, which is connected with taking advantage of new business opportunities and the uncertainty this action may entail. To what level are these two interconnected concepts essential in today’s volatile economy, however?

The need to intensify entrepreneurship in times of political and economic instability is strong. New businesses increase their employment and production levels, hoping to contribute to an extrovert and competitive economy, while delivering high growth potential. It is worth mentioning at this point the difference between two distinct types of entrepreneurship: the entrepreneurship – innovation and the entrepreneurship – need. The former focuses on business opportunities of high economic expectancy, combining available resources in unique ways. The latter flourishes in periods of recession and unemployment and focuses on low risk, tested business opportunities. This distinction is a very effective way of measuring innovation, as this cannot always be reflected in the number of enterprises that start up or close down in a given economic environment. High intensity entrepreneurship – innovation is, therefore, vital for a country’s economy, both in terms of competitiveness and of continuous growth.

Innovation in conjunction with entrepreneurship does not only relate to the product but can be present in many different areas of a new or an existing company. It may relate to procedures, or to new marketing and organisational methods that are introduced for the first time. Accordingly, in value terms, innovation is not only viewed as a complete change or as an introduction of a new way to raise value (game changer) but also as the improvement of an already existing one.

In general, an innovative entrepreneur has to be insightful and creative, always looking for new competitive advantages. He attracts and is drawn by uncertainty, always searching for unexploited business opportunities. Let’s not forget that Henry Ford, one of the most powerful, innovative entrepreneurs of his time, once said: “If I had asked people what they wanted, they would have said faster horses.”

Computational thought

Accelerating and defining the market place of the future.

The amount of data that is collected daily by computers and various sensors is vast. There is no process taking place nowadays without the mediation of a server or a computer. This means that all employees, regardless of their post, should be in a position to analyze a certain amount of data and to develop the fundamental skills of computational thought. They should learn how to recognize simple algorithmic functions in their professional daily lives. This may sound rather complex, but it is – and will continue to be – a reality in contemporary professional life.

For instance, imagine an enterprise that advertises a job post and receives 1000 CVs. The HR department, which is responsible for the human resources in the enterprise, will have to conduct the first shortlisting and to filter the CVs they have received. In order to achieve this swiftly and effectively, they use an algorithm which will allow them to filter out the CVs that do not meet 100% of the prerequisites for the specific post. At this stage, an automatic compilation takes place which will then be processed by a human, a secretary for example. This person will have to make use of the skill of computational thought. It becomes clear that certain simple and manageable tasks cannot be carried out without the implementation of certain very specific skills.

Computational thought and the world around it are the accelerators of Skills 2020, the skills that are necessary for the job market of the future.

(Extract from the radio course by Yannis Stergis, President & CEO hyphen SA, for the radio show protifora ariston project.)

Company News

International universities recognise ROIEDU Global Skills

The ROIEDU Global Skills programme has received international acclaim, with its graduates being awarded qualification points during the application process for undergraduate courses at some of the most renowned universities around the world.

ROIEDU Global Skills graduates have in this way been deemed the most favourable candidates for admission to British universities, such as the University of Surrey.

ROIEDU Global Skills is an educational programme designed by the educational know-how institution, the αriston project. After a long period of research among more than 3,500 enterprises and professionals in 44 states, the αriston project develops, designs and retrains society in the Agenda 2020 skills.

Skills 2020 are comprised of cross-cultural competency, sense-making, new media literacy, trans-disciplinarity and transferable skills, social intelligence, novel and adaptive thinking, cognitive load management, design mindset, virtual collaboration and computational thinking.

The educational programme has been specifically designed for:

  • Young people preparing to undertake university studies, planning to enter the job market or wishing to start up their own company.
  • People wishing to enter the international job market.
  • Companies wishing to employ executives with the appropriate skills to develop cross-cultural and international communication through the utilisation of ROIEDU Global Skills.

ROIEDU Global Skills is taught exclusively in English and the benefits for the trainees are numerous. The trainees will:

  • Learn how to actively take advantage of Skills 2020.
  • Be immersed in the “live” terminology by using current market jargon.
  • Familiarise themselves with the concept of group collaboration.
  • Understand their specific learning style and maximize their learning potential.
  • Gain crucial skills for international and cross-cultural communication.

On a similar note, companies that employ or train their employees with ROIEDU Global Skills will benefit from:

  • Saving time and money searching for appropriate prospective employees.
  • Saving time and money for in-house training.
  • Trained staff who are able to effectively manage the company’s international activity.

the αriston project

The growth of smart machines

Are smart machines and systems affecting the job market?

Not only does the fast-paced growth of smart systems and machines affect the job market, but it has the ability to transform it overnight. I am referring specifically to technological unemployment.

Technological unemployment was first recorded during the industrial revolution. It was the first time that machines replaced humans and technological unemployment became a massive phenomenon.

Today, we are facing the same issue, but it has become even bulkier. It is however hard to perceive its importance, because human lives are merged and coexist with machines. Machines are in fact very rapidly replacing what human beings can do. It is no longer a matter of machines simply doing manual work, such as the work of a farmer. Machines are now replacing human thought.

The typist and the draughtsman are both examples of jobs that have long been replaced. We are now facing the replacement of the teacher or even that of the theoretical mathematician.

The most important competitive advantage smart machines have against humans is the fact that they can reinvent themselves. This happens at computational speeds that are inconceivable to the human mind.

The question is: how will the future evolve for young people in the job market, when banking devices will replace the employees in a bank, when computers will deliver lessons that are now taught by teachers, when all of us will find ourselves jobless because of smart machines?

The answer is clear. At the αriston project we believe that there is a competitive advantage no smart machine can ever replace: the creation of authentic content. We should therefore focus our attention on helping children develop what we call individual entrepreneurship.

By individual entrepreneurship we mean resourcefulness, inspiration and artistic thought in every academic discipline. It is found where humans are learning new techniques, philosophy, the art of thinking and how to create new content. We believe that humans and machines will coexist in harmony in the near future, with machines producing content generated by humans.

(Extract from the radio course by Yannis Stergis, President & CEO hyphen SA, for the radio show protifora ariston project.)


Positive state of mind in education: solutions for a happier class

by Dora Papapanagiotou, Senior Educational Consultant, hyphen SA

We all want our children to be happy. While this is our main concern at home, we often neglect to pay attention to whether this is also true in the school environment.

Many teachers realize that their children’s well-being is just as important as the acquisition of cognitive load. Children should be free from stress caused by their everyday commitment to courses, exams and competitiveness.

So, instead of cultivating the sense of success, teachers should first work on creating positive environments in their classrooms. When children have a positive and happy attitude, they are more prepared to explore, experiment and learn.

How can teachers create a positive environment in the classroom?

  • Let’s calm down! When we get rid of stress, we are able to observe the world around us more closely, we can appreciate and learn because we want to and not because we have to and therefore, we can relax. In the classroom we could spend more time with our students at the start of the day, chatting about their lives or spending some time to read a book.
  • Let’s leave the classroom! The sun and fresh air, or the feel of the rain can all be refreshing and can bring us closer to nature. It would be a good idea to take the children out in the schoolyard for courses that can be conducted without the use of a white board or a computer. The natural environment can help us draw useful information for our class.
  • Let’s put some movement in our lives! Most young children are kinesthetic. The simplest tasks that require movement spark the interest of our very young students and make them happier. The learning process becomes more pleasant and students are more eager to take part in the lesson.
  • Let’s put the music on! Playing light music while children are writing or drawing helps them focus and concentrate. Finally, 5 minutes before the end of the lesson, playing a relaxing piece of music and keeping our eyes closed can make all the difference.

Don’t forget! A simple smile can make the day of your young students brighter.


Skills or technological unemployment

by Dimitris Diamantidis, New Media & Marketing Director, hyphen SA

There are various surveys revealing that technological unemployment is bound to cause major losses in job posts in specific sectors of the economy.

The most recent survey conducted by the McKinsey Global Institute suggests that half of today’s professions could be automated by 2055. This could happen up to 20 years later depending on various and converging political and social factors.

Surveys analyze and reflect data, but contemporary societies need to implement solutions on how to ‘defend’ themselves against the machines.

The massive readjustment in professions and jobs requires new skills and of course the will for continuous professional development and training during working life. It is no secret that you can’t expect to be doing the same job when you retire after 35-40 years as the one you were doing when you entered the job market.

The key word is skills. Skills that have nothing to do with degrees, masters and PhDs. They are a person’s genuine and realistic abilities that find application in performing formal tasks and in enabling the person to take their job one step further.

The αriston project, after a long period of research among more than 3,500 enterprises and professionals in 44 states, develops, designs and retrains society in the Agenda 2020 skills. Skills 2020 are comprised of cross-cultural competency, sense-making, new media literacy, trans-disciplinarity and transferable skills, social intelligence, novel and adaptive thinking, cognitive load management, design mindset, virtual collaboration and computational thinking.

Skills 2020 are in the foundation of the educational programme ROIEDU Global Skills. The programme is designed by the ariston project and is taught in English.

Extrovert companies can also benefit from ROIEDU Global Skills by employing skilled professionals that have acquired crucial skills, especially in the field of intercultural and international communication.

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Vas. Olgas 24b, GR-54641, Thessaloniki, Greece
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