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They've got the smarts and the confidence to get a job, but increasing numbers of the millennial generation — those in their mid-20s and younger — are deciding corporate America just doesn't fit their needs. So armed with a hefty dose of optimism, moxie and self-esteem, they are becoming entrepreneurs. "People are realizing they don't have to go to work in suits and ties and don't have to talk about budgets every day," says Ben Kaufman, 20, founder of a company that makes iPod accessories. "They can have a job they like. They can create a job for themselves."

"They want to create a custom life and create the kind of career that fits around the kind of life they want," says Bruce Tulgan, the founder of RainmakerThinking, a management training firm in New Haven, Conn., and an author specializing in generational diversity in the workplace. Experts say these children of the baby-boom generation, also known as Gen Y or echo boomers, are taking to heart a desire for the kind of work-life balance their parents didn't have. They see being their own boss as a way to resolve the conflict. So now they're pressing ahead with new products or services or finding a new twist on old-style careers. They're at the leading edge of a trend toward entrepreneurship that has bubbled for decades and now, thanks in large part to technology, is starting to surge. "It is a fun-loving generation," says Ellen Kossek, a Michigan State University professor in East Lansing who has spent 18 years researching workplace flexibility. "They view work as part of life, but they don't live to work the way we were socialized as boomers. There is a real mismatch between what the young generation wants and what employers are offering."

Those who have studied generations in the workplace, such as author David Stillman of Minneapolis, do have some insights. Stillman, who co-wrote the 2002 book When Generations Collide, say these young workers have very different ideas than earlier generations. "This generation has the group-think mentality," he says. "When you are raised to collaborate at home, then you are taught how to do that in middle school and practice it in college, you show up at work saying 'Where's my team?' They're just comfortable working with peers." Many go into business with friends.

You can't get much more basic than the lead finding of Poynter's EyeTrack07 study, presented this morning to the American Society of Newspaper Editors in Washington, D.C.Readers select stories of particular interest and then read them thoroughly.And there's a twist: The reading-deep phenomenon is even stronger online than in print.At a time when readers are assumed to have short attention spans, especially those who read online, this qualifies as News. RELATED RESOURCES -- Marketplace report on Poynter's Eyetrack research -- Editor & Publisher report That was the predominant behavior of roughly 600 test subjects -- 70 percent of whom said they read the News in print or online four times a week. Their eye movements were tracked in 15-minute reading sessions of broadsheet, tabloid and online publications. Evidence from these sessions revealed how long readers spend with the stories they pick, as well as a host of other details about reading patterns.This first look at EyeTrack07's headline findings is presented here in four formats:A video produced at Poynter last week, that replicates the presentation Sara Quinn and Pegie Stark Adam gave this morningA text version of that presentationThe slides [PDF] used in this morning's presentationA brochure [PDF] summarizing both the findings and the methodology of the studyAlso, be sure to take a look at this video, produced by Poynter's Al Tompkins, and included in the ASNE presentation this morning.The study, which was planned more than a year ago, tested readers in Denver, Minneapolis, Philadelphia and St. Petersburg, Fla., last summer and fall.But analysis of the readers' eye movements was just completed recently. The project is still a work in progress. Deeper analysis is ongoing, and more findings are slated to be released later this year.The application of these initial findings to print and online design is just beginning.Discussion continues at a major Poynter conference April 10 through 12. That conference is full, but you can still sign up for a hands-on EyeTrack workshop to be held at Poynter in September. Click here to learn more and register.A book with complete results, pictures of the materials test subjects viewed and a full account of how the research was done will be available in June.

from Mohawk Media, New Zealand. Celebrating Renaissance II & the new Leonardos. Catch Helen & Chelfyn Baxter fortnightly on 'Virtual World', live & podcast from Radio New Zealand, National.

K-Log guru and advocate John Robb presents the benefits of K-Logs as:1) Answers. K-Logs make it easy for people to find answers to problems they need to solve. A simple search of K-Log archives will quickly find an answer if available.2) Experts. Because K-Logs organize knowledge and information byindividual, it is easy to find people with the expertise you need. They can be found via search, cross linking from other K-Loggers, or community tools.3) Organized archive. K-Logs provide a permanent archive of all posted knowledge. Employees may come and go, but their knowledge remains.He sells the economic benefit of K-Logs as:1) Shorter time to find. Giving you faster, more accurate responses to customer inquiries, etc. 2) More accurate decision making. Use of experts, revealed by K-Logs, will improve the quality of corporate decision making. Improved knowledge transfer will expose wasteful projects and inaccurate assumptions. It will also unlock hidden knowledge resources within the company.3) Faster training for new employees. New employees can quickly find the information, context, and insight they need to become productive quickly. A new team member can synch up quickly with an ongoing project by reading the team's K-Logs.4) Simplified management and improved corporate control. The elimination of what is that person doing (?) or how is that project progressing (?) questions that plague managers.

Lifelong learning is the concept that "It's never too soon or too late for learning", a philosophy that has taken root in a whole host of different organizations. Lifelong learning is attitudinal; that one can and should be open to new ideas, decisions, skills or behaviors. Lifelong learning throws the axiom "You can't teach an old dog new tricks" out the door. Lifelong learning sees citizens provided with learning opportunities at all ages and in numerous contexts: at work, at home and through leisure activities, not just through formal channels such as school and higher education. Lifelong education is a form of pedagogy often accomplished through distance learning or e-learning, continuing education, homeschooling or correspondence courses. It also includes postgraduate programs for those who want to improve their qualification, bring their skills up to date or retrain for a new line of work. Internal corporate training has similar goals, with the concept of lifelong learning used by organisations to promote a more dynamic employee base, better able to react in an agile manner to a rapidly changing climate. In later life, especially in retirement, continued learning takes diverse forms, crossing traditional academic bounds and including recreational activities. One of the reasons why lifelong education has become so important is the acceleration of scientific and technological progress. Despite the increased duration of primary, secondary and university education (14-18 years depending on the country), the knowledge and skills acquired there are usually not sufficient for a professional career spanning three or four decades. Contents

We can increase productivity and profit, and save money. We can decrease congestion, and reduce environmental pollution, without spending millions on new infrastructure. We can achieve economic and community development, and improve national productivity. We can do more and better work, and spend more time enjoying life.

RSS is a family of web feed formats used to publish frequently updated digital content, such as blogs, news feeds or podcasts. Users of RSS content use programs called feed "readers" or "aggregators": the user subscribes to a feed by supplying to his or her reader a link to the feed; the reader can then check the user's subscribed feeds to see if any of those feeds have new content since the last time it checked, and if so, retrieve that content and present it to the user. The initials "RSS" are variously used to refer to the following standards: Really Simple Syndication (RSS 2.0) Rich Site Summary (RSS 0.91, RSS 1.0) RDF Site Summary (RSS 0.9 and 1.0) RSS formats are specified in XML (a generic specification for data formats). RSS delivers its information as an XML file called an "RSS feed," "webfeed," "RSS stream," or "RSS channel".

"Generation Y is much less likely to respond to the traditional command-and-control type of management still popular in much of today's workforce," says Jordan Kaplan, an associate managerial science professor at Long Island University-Brooklyn in New York. "They've grown up questioning their parents, and now they're questioning their employers. They don't know how to shut up, which is great, but that's aggravating to the 50-year-old manager who says, 'Do it and do it now.' " That speak-your-mind philosophy makes sense to Katie Patterson, an assistant account executive at Edelman Public Relations in Atlanta. The 23-year-old, who hails from Iowa and now lives with two roommates in a town home, likes to collaborate with others, and says many of her friends want to run their own businesses so they can be independent. "We are willing and not afraid to challenge the status quo," she says. "An environment where creativity and independent thinking are looked upon as a positive is appealing to people my age. We're very independent and tech savvy."

Gapminder and Google share an enthusiasm for technology that makes data easily accessible and understandable to the world. Gapminder’s Trendalyzer software unveils the beauty of statistics by converting boring numbers into enjoyable interactive animations. We believe that Google’s acquisition of Trendalyzer will speed up the achievement of this noble goal. Trendalyzer’s developers have left Gapminder to join Google in Mountain View, where Google intends to improve and scale up Trendalyzer, and make it freely available to those who seek access to statistics. The Stockholm-based Gapminder Foundation will continue to spearhead the use of new technology for data animations. The goal is to promote a fact-based worldview by bringing statistical story-telling to new levels. In collaboration with producers of accurate statistics that are eager to give the public free access to databases, Gapminder hopes to recruit and inspire many users of public statistics.

Web 2.0, a phrase coined by O'Reilly Media in 2004,[1] refers to a perceived second-generation of Web-based services—such as social networking sites, wikis, communication tools, and folksonomies—that emphasize online collaboration and sharing among users. O'Reilly Media used the phrase as a title for a series of conferences, and it has since become widely adopted. Though the term suggests a new version of the Web, it does not refer to an update to Internet or World Wide Web technical standards, but to changes in the ways those standards are used. According to Tim O'Reilly, "Web 2.0 is the business revolution in the computer industry caused by the move to the internet as platform, and an attempt to understand the rules for success on that new platform."[2]. Some technology experts, notably Tim Berners-Lee, have questioned whether the term is meaningful, since many of the technology components of "Web 2.0" have been present since the creation of the World Wide Web

n 1998, a group of individuals advocated that the term free software be replaced by open source software (OSS) as an expression which is less ambiguous and more comfortable for the corporate world.[2] Software developers may want to publish their software with an open source software license, so that anybody may also develop the same software or understand how it works. Open source software generally allows anybody to make a new version of the software, port it to new operating systems and processor architectures, share it with others or market it. The aim of open source is to let the product be more understandable, modifiable, duplicatable, reliable or simply accessible, while it is still marketable. The Open Source Definition, notably, presents an open-source philosophy, and further defines a boundary on the usage, modification and redistribution of open-source software. Software licenses grant rights to users which would otherwise be prohibited by copyright. These include rights on usage, modification and redistribution. Several open-source software licenses have qualified within the boundary of the Open Source Definition. The most prominent example is the popular GNU General Public License (GPL). While open source presents a way to broadly make the sources of a product publicly accessible, the open-source licenses allow the authors to fine tune such access.

I'm Managing Directrix of 3D / NetTV production house Mohawk Media, and co-founder of digital label TMet Recordings. I'm also an online strategist for Creative Kiwi Community The Big Idea, and share a fortnightly 'Digital Life' slot with Chelfyn on Afternoons with Jim Mora for National Radio, New Zealand.

The demand for IT professionals has grown rapidly since 2001. The number of employed IT professionals has increased from approximately 8,400 in June 2001 to over 28,000 in June 2006. Employment growth of IT professionals of 27.3% per annum was well above 2.8% growth for all occupations. On average, about 4,000 new IT jobs were created each year between June 2001 and June 2006. About 1,300 degrees and postgraduate diplomas with an IT major were awarded in 2005. This was 24% lower than in 2003, when qualification achievements peaked. A comparison of the number of degree and postgraduate diplomas awarded, with the number of employed IT professionals yields a training rate of 5.1% in 2005. This has declined from 12.4% in 2000. The number of students enrolled for IT degrees declined by 44% between 2001 and 2005. This indicates that the number of IT graduates is likely to continue declining in the next few years. Since 2002 permanent and long-term migratory flows of IT professionals have made a small but positive contribution to the supply of IT professionals in New Zealand.