Friday, September 2, 2011

On Stress and our Health - Dr. Robert Sapolsky


Friday, August 26, 2011, Stanford University Alumni Center

MacArthur Genius Dr. Robert Sapolsky is the John A. and Cynthia Fry Gunn Professor at Stanford, with joint appointments in biological sciences, neurology, neurological sciences, and neurosurgery. He is also a research associate at the National Museums of Kenya. Dr. Sapolsky’s research focuses on stress, neuronal degeneration, and aging. His studies of wild baboons in Kenya have shed light on relationships between personality, stress-related disease, and the environment. Dr. Sapolsky has published numerous books, the most recent bearing the title Stress and the Aging Brain.

Dr. Sapolsky began his presentation by saying that he was happy that no one in the Class of ’59 will ask him for a medical school recommendation. (This is unusual on this campus, apparently.)

Part of the research for his latest book required his students to conduct the following studies across the U.S.:

·       Radio station managers reflecting many musical tastes across the country were interviewed. The study revealed the following age relationship to music: We set our tastes in our 20s. If they are not set by our 30s, they will not be set. In fact, the window on developing musical taste is closed by 35.

·       Sushi restaurant owners in the Midwest were interviewed regarding food tastes. They were asked: When did sushi come to town? What is the age of your clientele? The study concluded that the average age to first try sushi is 23. If haven't tried it by 39, you won't.

·       How was Dr. Sapolsky to study fashion tastes? Tatoos? No. Earrings on men? No. So he asked his interviewers to contact 49 body piercing parlors across the country and to ask about tongue studs, with this result: The average age to get a tongue stud is 18. If you don’t have one by 23, you aren’t going to get one.

Our creativity declines with age--no surprise. But our creative output decreases at the same time that our criticism of other's work increases. For example, Albert Einstein is reported to have been less open to other people’s novelty as he aged. Part of this is due to neuron loss: tremors, inability to transfer short term memory to long term memory, and disinhibition are symptoms of the loss.

Development is a lifelong process for brains! You do make new neurons. This is the hottest study in neuroscience. Back to our research: Why are the development of musical and sushi tastes limited to young brains?

Dr. Sapolsky has learned that if people change their disciplines, they reset their clocks. (Note Dr. Carroll Estes’ career change nine years ago, noted in the Longevity posting on this blog.) It’s healthy to have a career change every few years. He calls this disciplinary age, as opposed to chronological age. Note: A UC Davis professor has called being eminent in your field the kiss of death!

Here’s another interesting branch of psychology: Peer influence or peer generational influence. You're 15. The last thing you want to be is like your parents. He sees the exact same thing in other species. When are lab rats willing to try new foods? In adolescence. Not when they’re newborns and not in adulthood.

He observed a macaque monkey who had invented two different feeding techniques. One was to clean a potato with sea water, and then dip it in salt. She would also separate rice from sand by throwing a handful of rice/sand into water, where the sand would sink. Monkeys her age or younger—not older--would copy her techniques.

A study of baboons revealed that when they moved to a new area, no one older than the one who discovered new foods would try them.

Dr. Sapolsky adds: “If you were a lot older than Darwin, forget it.” Max Planck stated that new ideas outlive the current generation.

Dr. Sapolsky has learned that he’s been asking the wrong question. Now he asks: Why is it when we get older we want to stay with what we know in food, etc.? (Stravinsky's answer: “I want to make sure I'm still here.”) He assures us that it’s not terrible to lose openness to novelty. An anthropologist has said:  Any time a rare ecological disaster came along, if there's group memory, you can survive. For example, the older the elephant matriarch, the better the infant survival rate in a group of elephants. She remembers where the good watering hole is.

Is it ok if Dr. Sapolsky listens to Bob Marley over and over again? Do some 80-year-olds need to get tongue piercings? Sure. Sure. He states: “An open mind is a prerequisite to an open heart.” Though he does warn, “If you’re listening to James Taylor, you are probably searching out relaxed jeans.”

Short term memory is up to a minute or two old. Long term memory is five minutes old or older.  It’s thanks to long term memory that you can remember your native language or the smell of what your grandmother used to bake. It is related to visceral memories. Music is in the visceral memory category. That's why an Alzheimer's patient will remember “God Bless America.”

The Fatal Attraction Phenomenon

Here’s the weirdest thing Dr. Sapolsky's ever worked on: toxoplasma. When pregnant, women automatically stay away from cats, and the only place toxo can reproduce is in the guts of cats. Cats excrete it, and it’s eaten by rats. Take a lab rat: It has a hard wired aversion to the smell of a predator (e,g,, cat urine). It will go to the other side of the cage if it’s exposed to the smell of a cat or cat feces. Toxo turns the aversion into an attraction! Predator aversion occupies just one circuit in the brain.

Dopamine is all about reward, and cocaine provides dopamine. A new study reveals that toxo increases dopamine. It can hijack a reward pathway. Toxoplasma-infected people say things they shouldn't and have accidents from reckless driving. They impulsively commit suicide. Seventy percent of people in France test positive for toxoplasma as a result of what they eat. Worldwide the number is 30%. Positive tests for toxoplasma are likelier closer to the equator (where one walks around barefoot and can get infected from feces on the ground). We can develop toxoplasma from uncooked meats. However, toxoplasma has a subtle effect and is not usually tested for in humans.

Why Zebras Don’t Get Ulcers

Changing the subject: Why don't zebras get ulcers? Because they're not smart enough to. A zebra has no psychological stress. This is in contrast to us. We don't fight over getting the next food animal. No. We stress over being passed over for promotion.

Stress can kill neurons—and can make neurons less able to withstand stress. Stress increases the risk of Alzheimer's Disease. However, interventions can always help; it’s never too late to seek help.

The definition of stress for a zebra is any action that knocks its body out of homeostatic balance. A half-starved lion is a stressed lion. A human being also experiences stress if you’re knocked out of homeostatic balance—or if you think you're about to be knocked out of homeostatic balance.

For most animals, stress results from an immediate awareness of danger. In humans, stress in a dangerous situation can save your life. If stress comes some other way, it can damage your body (e.g., as hypertension can). A stress reliever (e.g., a new hobby) can lower hypertension, but it has to be done daily, and it has to be something you actually like doing.

The 80/20 rule: In some ways it doesn't matter what the new hobby is. Whatever it is, getting started with it is 80% of the way to its helping you. Making the appointment for a neurological test provides immediate relief.

Dr. Sapolsky dispels another myth (the “executive stress syndrome”): A higher ranking executive is more prone to stress. In the corporate world, people at the top are not stressed. It's middle management that is stressed. The highest level people have control. Two important factors in enjoying one’s work: Doing what I love and having some surprises in the job. That’s the right kind of stress. Two important  factors in stress management: that the stress is not extreme and that it is not transient. It’s a benevolent relinquishment of control.

One final thought: BDNF, a neurotrophic factor in brain, is turning out to be important in mood and memory.

The Perfect Topic for the Class of ’59 –- Longevity


Friday, August 26, 2011, Stanford University Alumni Center


Mission: To foster innovations in science and technology, public policy and social norms that impact the challenges and opportunities of longer life spans and aging well.

Margaret Dyer-Chamberlain, Senior Research Scholar and Managing Director, provided an overview of the Center, saying that its focus is to ensure that added years serve as a gift, not a burden. The origins of the Center are interdisciplinary—psychology and neurology—and its research areas include the following:

·       Mind – Cognition and memory, decision making, emotional regulation and experience. Recent studies focus on estrogen and memory.

·       Mobility – Osteoarthritis, sedentary behavior

·       Financial Security – Education, planning, fraud. The Longevity Center offers a new Center on Financial Fraud.

·       Global Aging – Public discourse, research on economic and political considerations

·       Politics, Scholars & the Public: Health care reform, Medicare, healthy aging, and communities. Question: How do you measure what’s a healthy community?

Courses include an undergraduate longevity course, a first-year seminar, and an undergraduate student practicum.

Think about this: By the time today’s children grow old, living to 100 will be common.

Global Population Aging

Presenter Adele M. Hayutin, Ph.D., is a Senior Research Scholar and Director of the Center’s Global Aging Program. She indicates that aging is personal for all of us, and it’s also global. Knowing it’s unfolding differently around the world, Dr. Hayutin’s goal is to describe global changes and show us that the United States is younger than most advanced economies. For example, with correct information, we can adjust portfolios and advocate for changes.

A primary issue of population aging: The increase in the share of old people is more important than the number of old people. She notes that since we graduated (1959), Americans are living longer and we are having fewer children. These forces have major consequences, which she compares to the forces of two rivers clashing—where results may be tumultuous.

Worldwide, old people (65+) outnumber young people (0-14 years old) in more developed countries. If it’s not true today, it will be in 2030 and 2050. The working age population has skyrocketed. Western Europe and Japan have the highest percentages of old people (again, 65+). Most of Asia has a young population. Thirteen percent of the U.S. population is old. Twenty years from now, Africa will continue to have a young population, and this will be in sharp contrast to Asia.

Declining fertility and increasing longevity drive the age statistics. In Japan, the average age in 1952 was 22; in 2010, it was 45; in 2030, it will be 52. In the U.S., the average age in 1952 was 30; in 2010, it was 37; in 2030, it will be 40. This was demonstrated in graphs showing a pyramid shape for our ages (oldest population at the top) in 1952 to a projected cube in 2030.

Young countries face different challenges. When one considers that Pakistan’s average age was 14 in 1950, 21 in 2010, and will be 26 in 2030, Hayutin indicates that the Arab Spring was not surprising.

China now has too many bachelors, and that is considered a national security issue. So the country is easing its one-child policy. China will see a shrinking work force. Work forces are currently shrinking in the following countries: Italy, South Korea, Germany, Japan, and Russia.

Each country faces a different reality. How do we adapt? Increasing immigration and advancing the retirement age are possibilities.

Dr. Hayutin ended her talk by asking us to write to our Congress members, asking them what they are doing about our aging population.

Stanford Prevention Research Center

Sandra J. Winter, Ph.D., from the Healthy Aging Studies Group, Stanford Prevention Research Center, Student University School of Medicine, was the next presenter. The center has promoted research on healthy aging for over 30 years. She offered these facts about chronic disease:

·       Accounts for seven out of 10 deaths each year;

·       One out of two adults has a chronic condition;

·       Can result in daily activity limitations;

·       In 2003, cost the U.S. $1,323 billion.

Americans are living longer and have an increased risk of chronic disease. (Hypertension is the most common.)

Three common causes of physical problems are physical inactivity, smoking, and diet. We don’t always do what is good for us. We need new strategies. Here’s a start:

·       Advocacy – Neighborhood eating and activity advocacy teams like backyard gardens and cooking classes and potluck dinners provide improved nutrition with socialization. Seniors learn that things that are manmade (e.g., fast food restaurants, a lack of sidewalks in a community) provide risk.

·       Stanford Healthy Neighborhood Tool – The program provides tablet computers for seniors to carry and record pictures (potential risks) and sounds (their reactions).

·       Mobile Interventions for Lifestyles & Exercise at Stanford – This program provides apps (mTrack – a fancy pedometer, mSmiles, and mConnect) for seniors who already use smartphone technology.

The Healthy Aging Studies Group is most interested in reaching the underserved.  All of these strategies focus on getting people to walk more.

Contact Dr. Winter by e-mail.

Stanford Aging Research – A Whirlwind Sampler Tour

Presenter Ken Smith is a Senior Research Fellow and Director of Academic Research and Support at the Center. A former aerospace engineer, Smith now serves as a faculty liaison in the program. Here goes with the whirlwind tour!

·       The Future Self Project: How would you like to be a young person viewing an aged version of yourself? This computer program provides such a display and also provides an aged avatar with which the person can perform activities. After viewing themselves, participants answer questionnaires. And they increase their savings programs.

·       Tai Chi – Controlling the autonomous: This study demonstrated Tai Chi’s potential benefit to circulatory control.

·       White Matter Hyperintensities in the Brain: This study provided groundwork for future dementia studies by developing methods for tracking neural pathways.

·       Shoe for Osteoarthritis Sufferers: The Center designed a shoe for knee arthritis patients, and since Spring 2011 it’s being sold as the ABEO SMARTsystem at the Walking Company.

·       Sedentary Behavior in the Workplace: This is an upcoming pilot study in an insurance company’s call center. The long-term result might be a new health guideline.

·       Glenn Laboratory for the Biology of Aging: This lab was new in 2011. It is investigating the role of stem cells in the aging process. Discoveries in the mechanisms of aging may clarify age-related disease.

·       Biology of Aging – a molecular “odometer” for aging: The eventual impact may be its ability to predict remaining lifespan.

·       Center for the Prevention of Financial Fraud: With the elderly frequently being targeted in financial fraud, the hope is to set up a new network through which information can be shared nationwide. This will be discussed at a conference in Washington, DC, in November.

·       Healthcare Choices: Knowledge of personal cost needs to be included in public opinions on healthcare reform. Currently there is some support for this, but it is nuanced.

·       Interdisciplinary studies: Psychology, neurology, biology, medicine, law, business, political science, and computer science are coming together in the Center’s studies.

·       Self-Driving Automobiles: This study potentially impacts the major mismatch between housing build-out and the aging population.

Watch for the book Planning to Stay which will be published in 2012. Most people want to “age in place.” The book includes contributions from many experts, including former HUD Secretary Henry Cisneros, Margaret Dyer-Chamberlain and Jane Hickey of the Center, and 24 other expert authors.

The Center has 10 full-time employees. Contact Smith by e-mail. He also invites us to consider providing funds for such projects at The Stanford Challenge.

The session ended with audience comments by Class of ‘59er Carroll Estes, Ph.D., who is a sociologist and gerontologist at the University of California, San Francisco. She has been a political sociologist for the last nine years, is president of the Gerontology Society of America, and is a member of other related groups. She is working with the National Committee to Preserve Social Security and Medicare—a political action committee (PAC). She has written two books on long-term care.

Carol described the CLASS Act, where Community Living Assistance with Support Services (CLASS) is based upon cash and counseling and would save the government $87 billion. The fatal flaw is that it doesn’t require 100% participation by Americans. If passed, the CLASS Act will belong to Health and Human Services (HHS).

Carol has participated in McArthur Foundation studies that have revealed that heredity is less important than environment in longevity. One take-away for the Class of ’59: Meaning-based activity is the most beneficial.






Thursday, September 1, 2011

ODE to the ’59 QUAD



ODE to the ’59 QUAD


(we ain’t talkin’ ‘bout the yearbook!)

to be sung to the familiar gospel tune

“Amazing [Kay Sprinkel] Grace"


music at

http://www.scriptureandmusic.com/Music/MIDI/Amazing_Grace_L.mid



Amazing Kay



Amazing Kay, we love you so!


You have done so much for us all:


We came back to school; we saw so many friends


in their bathrobes, in the dormitory hall.



Amazing Kay, she’s got such spark!


For her, organizing’s such a lark –


Amazing Kay, she works all day


And all too often, she gets no pay.



But Kay, you see, is not like you or me;


‘cause she’s always charged with energy –


Amazing Kay: she has inspired us all


to leap over the highest wall.



Amazing Gay



Amazing Gay, of the Class of ‘59


She’s enriched all of our lives; yours and mine


Amazing Gay, she sure knows how to plan –


When others say “can’t,” Gay says “can.”



Gay will take up the cause, whatever it may be;


She’ll find answers, just you wait and see


Amazing Gay, she always saves the day;


Nothin’s ever gonna stand in her way!



Amazing Gay, she makes all things seem


Like a dream with a recurring theme:


When there are things that we need to get done


Don’t just talk; get out there and run!



Amazing Gail



Amazing Gail, we love you one and all


Next to you we all feel so very small.


Amazing Gail, you’ve taught us all just how


to be leaders in the present, here and now.



Amazing Gail, she surely is no snail;


She gets it done, come rain or hail.


Amazing Gail, no task is ever too large:


For her the troops all say: “Yes, Sarge!”



Amazing Gail: she cannot be derailed;


She is never known to have failed.


Amazing Gail, she’s so well organized:


She’ll never come to be downsized.



Amazing Howdy E



Amazing Howdy E, he travels o’er the world


with his architectural drawings unfurled.


With Howdy E the way is clear: you needn’t fear.

He will lead the way from there to here.



Howdy E: he can design just about anything;


Howdy E always grabs the ring.


When we are in despair; when failure’s in the air

Howdy E will pull us through with his own flair.


Amazing Howdy E, he travels far and wide


Bringing all he meets to his side


He sees a challenge; he starts to draw a line


Soon there’s a plan that makes it all fine.


Amazing Quad



Amazing Quad, you truly are the best


With one in Boston, three out west


Amazing Quad, you worked with zeal and zest


Never tiring, never seeking rest.



Amazing Quad, we hold you all in awe


You’re the hardest workers we ever saw


If anybody tried to beat you at your game,


without you it wouldn’t be the same.



Amazing Quad, there isn’t any doubt,


you’ve won our very high esteem


Amazing Quad, we’re wondering just how


You could do so much and not lose steam




Chorus



Amazing Quad, hip hip hooray!


Amazing Quad, you’ve done yourselves so proud


Amazing Quad, we have to say


You were there for us every day.



Amazing Quad, you’ve given us a dream


Come true, or so it would seem.


Amazing Quad, you took one great leap


and gave us such good memories to keep.



Amazing Quad, with admiration we all weep


Dividends we all shall reap.


Amazing Quad, our gratitude runs deep


And now, at last, we’ll let you sleep!

Wednesday, August 31, 2011

Zimbardo Unbound*


Zimbardo Unbound*
Presented Thursday afternoon, August 25, 2011, in the Stanford University Alumni Center

Philip Zimbardo, Ph.D., is an emeritus professor of psychology at Stanford University. Although he is probably best known as director of the famous (and infamous) 1971 Stanford Prison Experiment and an expert witness in Abu Ghraib prison trials, he has many areas of research in social psychology, and we were about to be introduced to three topics:
·       Creating evil in a lab

·       Exploring time in our lives

·       Inspiring heroism everywhere
Creating Evil in a Lab
Indicating that poverty is the main evil in the world (breeding temptations as well as evil), Zimbardo has always wanted to know about this:

·       Is the line between good and evil fixed and impermeable, so that good people are safe from crossing over to the bad side? Or…
·       Is the line between good and evil permeable, allowing flow across the boundary in both directions, so that good people can turn evil and evil people can become good again?
What makes people go wrong? Can it be prevented? Zimbardo defined the “Lucifer Effect,” saying that God was into conflict resolution. But in addition to creating Heaven, He created Hell as a place to store evil. Zimbardo’s Lucifer Effect is a celebration of the mind’s infinite capacity to make us behave:
·       Kind or cruel

·       Caring or indifferent

·       Creative or destructive
and make us villains or heroes. (Read more at http://www.lucifereffect.com/.)
We understand a definition of evil as an exercise and abuse of power to intentionally harm. However, there’s also an evil of inaction—the bystander effect. The greater the number of bystanders (e.g., to bullying), the less likely people will offer to help. This is demonstrated with a diffusion of responsibility, e.g., with the September 2010 PG&E pipeline explosion in San Bruno and a recent gang rape of a teenaged girl.
Here’s a very dangerous question:
·       Would you electrocute a stranger if Hitler asked you to?
This question demonstrates the issue of authority. “All evil begins with 15 volts.” Role (e.g., teacher vs. student) is important. What happens when you put good people in a bad place? In the 1971 Stanford Prison Experiment, students were asked if they wanted to be prisoners or guards. No one wanted to be a guard. So Zimbardo randomly assigned the roles to 24 normal and healthy students. He arranged for arrests by the Palo Alto Police Department, and students were “locked up” in the basement of the Psychology Building. Guards wore silver-reflecting sunglasses so that they would never make eye contact with the prisoners. Prisoners were assigned humiliating tasks such as cleaning toilet bowls. The abuse they received was increased daily.  Prisoners were subjected to sex games and degradation. Having spun out of control, Zimbardo stopped the experiment after six days. (It was scheduled to run for two weeks but ended after the first kid freaked out.) Read more at http://www.prisonexp.org/.
Government officials said that the 2004 Abu Ghraib Prison scandal was due to a few bad apples. Zimbardo contends (and contended in court) that the soldiers were good but the barrel was bad. He says that the situation corrupted the abusers.  Abuses did not happen on day shifts. He describes the powers of situations and systems:
·       Individual – personal disposition (“bad apples”)

·       Situational – social and physical environment (“bad barrel”)

·       System – organizational influences such as political, economic, cultural, and legal
The Stanford Prison Experiment ended such studies.
The Time Paradox
·       Future Time – Focus on positives

·       Past Time – Focus on negatives

·       Present Time Paradox – Hedonism and fatalism
Zimbardo then talked about the time paradox and how time perspectives govern our lives. Life is temptation. He demonstrated past focus and future focus with a film showing 4-year-olds who were tempted with candy. A child could get one candy now, but if s/he waited until Zimbarbo returned from a quick trip out of the room, s/he would get two candies (actually, marshmallows). This was his colleague’s study (“The Marshmallow Experiment”). With follow up inquiries over the years, the researcher learned that the kids who were willing to wait for the second marshmallow scored 250 points higher on SATs!
Education always makes present-oriented children more future-oriented. Future-oriented people live longer. (Think about it: Future-oriented people schedule annual physicals and dental exams.) On the other hand, a person who is too future-oriented is liable to be a workaholic. Zimbardo adds: “At work, time is the most important thing in the world. At home, it’s the most precious.” Zimbardo worries about this: Twenty years ago, 60% of families had sit-down dinners together. Now, only 20% of families have sit-down dinners together. Read more about Zimbardo’s Time Paradox at http://www.thetimeparadox.com/.
Also visit www.ted.com to see Zimbardo’s presentation on The Time Paradox and a newer aspect of the topic: Why boys and men are failing academically, socially, and sexually. Zimbardo adds: “All addictions are addictions to present hedonism.” And he points that children no longer wear wristwatches because of their being single function devices.
Inspiring Heroism Everywhere
How do we train people to be more future-oriented? Let us inspire more everyday people to become heroes. Dr. Zimbardo is upset that there’s no research on heroism, saying that the word is missing from indices of psychology books.
He endorses shifting social norms like this: FortifyàInspireàCoach. He believes that heroism is teachable, coachable.
What does it take to be a hero? It’s ordinary, everyday people doing extra-ordinary actions. President Obama says, “Stand up, speak out!” Rosa Parks did and the young people in Egypt do demonstrate heroism. The heroic imagination can be put to work, as demonstrated by the Chinese 9-year-old who saved two classmates in an earthquake. (Why did he do his heroic act? Because he was the hall monitor, he said.)
It is time for us to promote moral courage and the concept of heroic imagination. Heroism is the antidote to public indifference.
Evil and heroism have similar components. Classic heroes are solo male warriors or singular adventurers. Zimbardo offers a new conception of heroism, in which anyone can be a hero.
We are invited to participate in HIP in action:
·       Provide funds for research on all aspects of heroism

·       Develop Hero educational curricula; help a child get someone in his family to stop smoking

·       Facilitate public engagement to create HIP communities throughout the world, with interactive exercises

·       Participate in corporate initiatives: creating Cultures of Integrity (he just finished one at Google)
Become a HIPster and read more about the Heroic Imagination Project (HIP) at http://heroicimagination.org/.

-----------------
* Title taken from http://www.stanfordalumni.org/news/magazine/2007/mayjun/features/zimbardo.html. It still seems like an appropriate title!


Welcome to the d.school!

The Hasso Plattner Institute of Design (also known as the “D-School” or “d.school”)
Presented Thursday morning, August 25, 2011, in the d.school building (close to the old Geology Corner)

The first speaker was George Kembel, executive director and co-founder of the d.school. Kembel is an entrepreneur and investor turned educator. He states simply: “Design is changing the world.” The d.school is project-based rather than lecture-based and is interdisciplinary--and all d.school classes are oversubscribed. d.school founder David Kelly calls d.school: ”A home for wayward thinkers.” Kelly believed that too many students felt they weren't creative because they couldn't draw.
Hasso Plattner endowed the d.school with funds to start the program and to renovate its building. Plattner was investing in the capacity to innovate, as opposed to investing in the next innovative idea.
Kembel emphasizes that d.school is not a “design school.” (As a matter of fact, Stanford has a history of product design under the School of Mechanical Engineering—a two-year program that's about 50 years old.) He wants students to discover they can be creative in everything they do, from improving drug approval processes to removing the dread of going through airport security. Students will develop new things to make life better. d.school intends to nurture the creative capacity of all of its students.
In addition to not being a design school, d.school is not a school. Period. d.school does not grant degrees. The idea is to marry the school of a student's home degree (e.g., medical school, business school) with creative competency. d.school is like a startup inside Stanford. Classes are listed in home departments and are taught by teams of faculty. A typical d.school class meeting begins with a 10-minute talk. Then students work. Then students talk together about what they are working on. The idea is to learn while making the product.
When you “graduate” from d.school, you get a nice pin. As a couple might be encouraged to “go forth and multiply” at a wedding, d.school “grads” are encouraged to go forth and innovate.
The second speaker was Rich Crandall, a veteran of Teach for America in Oakland and director of d.school’s K-12 Lab. Stated a different way, Crandall’s d.school focus is transforming education, where he has numerous partners and projects including the Kill Gas Project, the Food Deserts Project, JetBlue, Facebook, and the Girl Scouts.
Crandall says that d.school faculty members follow their students, rather than vice versa. Whereas traditional thinking is directed thinking, design thinking is emergent thinking. Common d.school vocabulary words include “empathize,” “define,” “ideate,” “prototype,” and “test.” Common d.school phrases include “human-centered,” “bias toward action,” “radical collaboration,” “culture of prototyping,” “show don't tell,” and “mindful of process.” Empathy provides confidence that one is working on a meaningful problem.
Much to the surprise of attendees, Crandall then introduced our project for the day: What can we do to improve the car maintenance experience? Attendees immediately offered these solutions:
·       Provide a meaningful explanation of check engine light.

·       Get a referral for a mechanic from a friend.
·       Have the repair shop provide doughnuts.
We then viewed a film that featured John, a mechanic, and Erica, a truck owner (and d.school student). These things are important to Erica when she visits a garage: to feel empowered, to trust her mechanic, to learn, to be independent, to appear knowledgeable, and as a mechanical engineering major, she suspects that she could understand some of her truck’s symptoms and solutions. These things are important to John: to be trusted, to tackle a challenging problem. The film also showed d.school students brainstorming the problem of getting kids to eat vegetables. The students had fun, showed no judgment of others’ ideas, and they moved around trying out different solutions.
Now it was time for the Class of ’59 to work on the car maintenance experience. Here were the rules:
·       Defer judgment

·       Go for volume

·       One conversation at a time

·       Be visual

·       Develop a headline

·       Build on the ideas of others

·       Stay on topic

·       Encourage wild ideas
and Crandall introduced the “word at a time proverb” [below].
Attendees were then divided into teams of seven and set free in a big lab. Each team was charged with developing a product for either Erica the truck owner or John the mechanic. Teams started with word at a time proverbs: one member offers a word and then the next person offers a different word. When the string of words makes sense as a sentence, everyone claps. The person who provided the last word offers the first word for the next string. We developed several strings of words before setting to work on solutions for either Erica or John.
A team brainstormed the problem, listing challenges or frustrations experienced by Erica or John on a white board. From the list of challenges, the team thought up a product or two that might provide a solution. Then team members got to select items from big plastic bins—items such as pieces of construction paper, pipe cleaners, Styrofoam blocks, and masking tape—with which to build a solution. For example, one team had to design a solution for Erica. They believed that if Erica could watch the work being done on her truck on her computer, she would feel empowered and more confident about the work being done. So the team got a big square block of Styrofoam, attaching a piece of construction paper to one side (to act as the screen) and a smaller piece of construction paper in front of the block—to serve as a keyboard.
The session ended with a spokesperson for each team providing a one-minute show and tell of the team’s product.
The upshot of the d.school experience was that most of us would sign up for a d.school class were we still Stanford students. What fun they have. And the d.school produces many useful products, including a cartoon-type film that is used to prepare a child for an MRI. Another d.school product is a very low cost incubator that is now being used in isolated 3rd world villages that have very high infant mortality rates. Be sure to visit the d.school website.

Did you miss the Class of '59 Meeting of the Minds? Oh dear.

Ninety members and spouses of the Class of ’59 met on the Stanford campus for four information-packed days (August 25-28, 2011) and vowing to do this again—soon. Thankfully, Meeting of the Minds (MoM) organizers appeared to be willing to produce another one in the future. Wonderful! Maybe they’ll make this an annual event!


The August 2011 MoM included an unstructured check-in and dinner on Wednesday, August 24, and a final breakfast on Sunday, August 28. Paragraphs about the faculty presentations and Thursday evening’s Jeffersonian dinner are or will be summarized in other paragraphs on this blog. Now don’t get the impression that we had time off between faculty presentations. Oh no. Our brains continued to be challenged via Open Space Technology, at which discussion topics are suggested, and attendees select themselves into topic(s) of interest. Everyone participates.

It was startling for women attendees to share dormitory floors (at Lagunita Court) with men! And to not have to sign out for an evening. And to not have to worry about what time they returned to their rooms. And to find out that beds are about five feet of the floor, allowing space underneath for actual university students to store their belongings.

Howard Elkus is credited with planting the seed for the Meeting of the Minds during 50th reunion festivities in October 2009. Gail Aguilar Stypula, Kay Sprinkel Grace, and Gay Hoagland picked up the ball and produced an unforgettable experience for all attendees. Thank you, thank you, committee members!

Tuesday, August 2, 2011

Meeting of the Minds - Bulletin 2

We now have 81 classmates signed up for Meeting of the Minds and we have an exciting program planned. This bulletin has information about the speakers we have lined up.

Meeting of the Minds is all about dialogue, discourse, learning from each other, having the opportunity to interact on a sustained basis. This will be quality time, with speaker sessions followed by "Open Space" conversations among ourselves. There are no predetermined outcomes. The "takeaways" will depend on the energy and participation of each and every one of us.

We'll be hearing from the following speakers or groups during three sessions on Thursday, Friday and Saturday:



We encourage you to explore each one further using links. There are no homework assignments, but feel free to suggest books or articles you are reading, relevant or not.