Monday, 29 March 2021

learning pods - the future

 This is from a recent piece in the New Yorker:

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Why Learning Pods Might Outlast the Pandemic

By Lizzie Widdicombe March 14, 2021

Learning pods have played a fraught role in the covid era. When the concept surfaced, a few weeks into the pandemic, it seemed to epitomize the worst elements of this crisis: the way it has cleaved the haves from the have-nots, and has set the have-lots adrift on luxury lifeboats of obscene privilege. There were reports of parents shelling out a hundred and twenty-five thousand dollars a year to hire a tutor for their kids. But, as time and the virus have worn on, the concept of pod learning has expanded to include everything from home schools to babysitter shares and informal group Zoom sessions—the wide range of things that working parents are doing to occupy their children.

Why Learning Pods Might Outlast the Pandemic | The New Yorker

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They're very popular in the States - and are indeed looking to the future of education:

Learning Pods

Learning Pods During Coronavirus Explained - The New York Times

Learning Pods Tracker | Center on Reinventing Public Education

What Are Coronavirus School Pods? | POPSUGAR UK Parenting

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But there are issues:

Can You Form Homeschooling Pods and Microschools in an Equitable Way?

Learning ‘pods’: a new solution to the coronavirus school crisis | Coronavirus pandemic News | Al Jazeera

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Here's an explanation:

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Micro-schools, pods, pandemic pods, and learning pods all refer to the same concept, one that is pretty easy to understand: students gathering together in a small group – with adult supervision – to learn, explore, and socialize. Usually, pods are formed when families in a neighborhood or vicinity bring children similar in age group together.

National School Choice Week

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Here's an excellent report on the phenomenon from the BBC:

Coronavirus: How pandemic pods and zutors are changing home-schooling - BBC News

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There are also possibilities growing for the UK:

Can I Start A Pandemic Learning Pod To Teach My Child During Lockdown? - The Education Hotel

Learning Pods – More Than A Mobile Classroom – A mobile classroom for the flexibility to show, teach or test wherever you need to – office, shop or factory.

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What about in other countries?

Scuola e coronavirus: cosa sono i learning pod?


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Sunday, 28 March 2021

how to recycle a building

We can ‘recycle’ our buildings, with a look at what’s happening in Switzerland on the BBC World Service:

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People Fixing the World

How to reuse a demolished building

Is it possible to construct a new building, just by reusing materials from homes and offices that have been knocked down? That’s the dream of a pioneering Swiss architect Barbara Buser, who trains specialist treasure hunters to track down everything from window frames to steel beams for her buildings. People Fixing the World finds out about her latest project, which is made of 70% reused material. We ask whether Barbara’s approach, which has a much lower carbon footprint than building with new material, can take off around the world.

People Fixing the World – How to reuse a demolished building – BBC Sounds

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Here’s Barbara Buser’s company in Switzerland:

baubüro in situ

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Last year Barbara Bauer won a prize:

Artist, curator and architects win the Swiss Grand Award for Art – SWI swissinfo.ch

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Urban mining is the future of the construction industry:

“We have no choice. Our resources are waning. Some materials just won’t last forever.”

The recyclable building site of the future – SWI swissinfo.ch

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Saturday, 27 March 2021

this gig-work market wouldn’t be run for profit but to facilitate local economic exchange


The 'gig' economy is now everywhere:

Pre-pandemic, 35% of adults were reliant on uncertain employment. In 2021 that could be 50%...

Employment is fragmenting. Odd hours of work through platforms like Uber are just the tip of an iceberg. Tens of millions of corporate W2 employees don’t know next week’s hours or pay. Ad-hoc work in the informal economy is bigger than “gigging” through platforms.

Beyond Jobs

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Last month in the UK, a Supreme Court ruling declaring that Uber drivers are workers who are entitled to benefits "sent shockwaves across the gig economy":

Is this the moment of reckoning for the gig economy? | Evening Standard


And in California, similar moves have happened:

Gig workers are independent contractors, online platform workers,[1] contract firm workers, on-call workers[2] and temporary workers.[3] Gig workers enter into formal agreements with on-demand companies to provide services to the company's clients.[4]

In many countries, the legal classification of gig workers is still being debated, with companies classifying their workers as "independent contractors" while labor advocates have been lobbying for them to be classified as "employees", which would legally require companies to provide the full suite of employee benefits (time-and-a-half for overtime, paid sick time, employer-provided health care, bargaining rights, and unemployment insurance - among others). In 2020, the voters in California approved Proposition 22, which created a third worker classification whereby gig-worker-drivers are classified as contractors, but get some benefits (minimum wage, mileage reimbursement, and others.)

Gig worker - Wikipedia

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This is how a piece in the latest New Yorker starts:

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Should Gig Work Be Government-Run?

The labor reformer Wingham Rowan wants to reimagine labor markets for the digital age.

By Nick Romeo

March 23, 2021

Last October, the East Bay Economic Development Alliance, a nonprofit in Oakland, California, hosted a virtual event called “Beyond the Gig Economy.” The Presidential election was a week away, and a new law on the ballot, Proposition 22, promised to affect the fate of many of California’s gig workers. In 2019, the state’s legislature had reclassified some part-time and gig workers—including drivers for services such as Uber, Lyft, and DoorDash—as employees, rather than contractors. This would entitle them to paid sick leave, a guaranteed minimum wage, and other benefits. But Prop. 22, which had been crafted by the gig-work platforms, made app-based companies exempt from the new rule. Work part time as a nurse in a doctor’s office, and you’d get benefits; drive part time for Uber, and you wouldn’t.

Throughout the fall, Prop. 22 had been a subject of intense debate. The gig-work companies argued that, if it didn’t pass, prices would go up; they threatened to take away workers’ flexible schedules. Gig workers, labor unions, and Democratic politicians, meanwhile, contended that the platforms were impoverishing their workers, dismissed as a false choice the trade-off between flexibility and benefits, and cautioned against setting a legal precedent for other states. It was the costliest ballot measure fight in California history, with the gig platforms pouring more than two hundred million dollars into the campaign for Prop. 22—outspending their opponents ten to one. The mood in California’s progressive circles was grim.

The invited speaker at that morning’s event, a British policy entrepreneur named Wingham Rowan, maintained that the real battle lay elsewhere. Sixty years old, with dark hair, a lean face, and glasses, Rowan has a youthful affect and a quick wit honed through a career as a TV host. He called Proposition 22 a “tempest in a teapot”—“a sideshow”—and told the audience not to think of it as “some sort of endgame in the fight for precarious workers’ rights.” During a data-dense presentation, he outlined eight major challenges faced by gig workers: misclassification, lack of benefits, no progression, high worker overhead, misleading promises from employers, sudden market closures, pay cuts, and having an algorithm as a boss. He said that defeating Prop. 22 would solve only the first issue, part of the second, and maybe the fourth, then offered an ambitious plan that he thought could address all eight.

Rowan’s idea is to create markets for gig work that are run as public utilities, by non-profits and governments. Instead of getting work through a private company, such as Uber, a job seeker in Rowan’s system could use a Web site or app overseen by the government and regulated to promote the public interest. Many kinds of work could be offered through such public platforms, not just driving. The platforms could be run on open-source software, such as the system that has been built by his nonprofit, Modern Markets for All; private companies might bid to operate them, following the concession model currently used in national lotteries and parks. Such an approach wouldn’t use regulation to hobble the gig-work Goliaths. It would compete with them, combining many gig-work options into a broader labor market designed to benefit workers and the public.

“What does a really healthy hourly labor market look like in the twenty-first century?” Rowan asked the Zoom’s participants, from his book-lined office in London. As he enumerated such a market’s optimal features—the power to draw economic activity out of the informal economy; minimal transaction fees; responsiveness not just to labor laws but to workers’ ultimate goals, which might include education and training—it became clear what he was not imagining. “Everything I just described does not add up to a sizzling Silicon Valley investment opportunity,” he said. “It’s a public utility.”

Rowan offered an example of the sort of transaction that might be conducted on publicly run gig-work software. Suppose that you were Oakland’s city government, and you were in search of window-washers. “If you wanted to know how many people did window-cleaning bookings on a Tuesday morning, within three miles of Oakland City Hall, where the worker was under twenty-six and had previously been in the services, it will tell you,” he said, of the software. “If you want to compare their earnings to classroom assistants, working part time, on the eastern side of town, it will do that for you. You gain huge pools of actionable data that can be used to plot interventions, find the strugglers who need help.” Citizens could use the same software to book child care, yard work, tutoring, or bike repair, and to buy or rent appliances, vehicles, and living space. As on Uber, buyers and sellers would accumulate reliability records; unlike on Uber, features such as health-care contributions and retirement benefits could be built in. This gig-work market wouldn’t be run for profit but to facilitate local economic exchange. “You can have it for the East Bay tomorrow,” Rowan said, of the core software.

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Should Gig Work Be Government-Run? | The New Yorker

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Here is more from the Guardian in 2015:

One man’s quest to meld Adam Smith and Marx – by creating an Uber for jobs | Work & careers | The Guardian

And here he is doing a TED Talk:

Wingham Rowan: A new kind of job market | TED Talk

Here's his website:

3-minute read « Beyond Jobs

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Friday, 26 March 2021

singing songs through lockdown

Songs are a great way into a language:

Jay Doubleyou: "teaching tracks": learning through songs

Jay Doubleyou: listening to song lyrics will help your pronunciation

Jay Doubleyou: learning english through musicals

Jay Doubleyou: every song has its lesson plan - part two

Jay Doubleyou: every song has its lesson plan

Jay Doubleyou: more learning through music: lyrics training

Jay Doubleyou: modal verbs in song

Jay Doubleyou: more music and song websites for learning english

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Here's a big song from the 1980s:

Bonnie Tyler - Total Eclipse of the Heart (Video) - YouTube

With the lyrics here:

Bonnie Tyler - Total Eclipse Of The Heart (lyrics) - YouTube

And here's another version from the Marsh family doing it in lockdown - with the lyrics on screen:

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"Totally Fixed Where We Are" - "Total Eclipse of the Heart" adapted by the Marsh Family - YouTube

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It's been a big hit - and all over the world:

U.K. family covers hit 'Total Eclipse of the Heart' as pandemic anthem | CTV News

Family's lockdown adaptation of Total Eclipse of the Heart goes viral – video | World news | The Guardian

Von Trapped: The Family Is Stuck Inside, So Why Not Sing Parodies? - The New York Times

Family's funny twist to 80's hit track may leave you in splits. Watch | Hindustan Times

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Here's their YouTube channel for much more:

Marsh Family - YouTube

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Monday, 22 March 2021

the splinternet

 The internet is splintering:

The splinternet (also referred to as cyber-balkanization or internet balkanization) is a characterization of the Internet as splintering and dividing due to various factors, such as technology, commerce, politics, nationalism, religion, and divergent national interests. "Powerful forces are threatening to balkanise it", writes the Economist weekly, and it may soon splinter along geographic and commercial boundaries.[1] Countries such as China have erected what is termed a "Great Firewall", for political reasons, and Russia has enacted the Sovereign Internet Law that allows it to partition itself from the rest of the Internet,[2][3] while other nations, such as the US and Australia, discuss plans to create a similar firewall to block child pornography or weapon-making instructions.[1]

Clyde Wayne Crews, a researcher at the Cato Institute, first used the term in 2001 to describe his concept of "parallel Internets that would be run as distinct, private, and autonomous universes."[4]

Splinternet - Wikipedia

This is from September last year:

Splinter-net? Is the internet fracturing along geopolitical lines? - YouTube

There have been a lot of articles about this over the last month or so:

The rise of 'splinternet' amid heightened nationalism - TechHQ

The ‘splinternet’ pervades both the East and West - Tech Wire Asia

The worldwide web as we know it may be ending - CNN

Back in 2019, writing in Computerworld, there was a different opinion:

How I learned to stop worrying and love the splinternet

The web was never going to be worldwide. The idea of one single global internet is an obsolete fantasy.

By Mike Elgan Contributing Columnist, Computerworld

Have you heard the one about the “splinternet”? It’s the idea that the internet could someday be split into different national or regional mini-internets.

It’s usually talked about as something that could happen someday, or that is beginning to happen.

I’ve got news for you: It’s already happened. The splinternet is here.

It’s time to stop pretending that the ever-increasing “cyber-balkanization” of the internet will ever be reversed.

Who and what is splintering the internet?

In 1996, John Perry Barlow penned “A Declaration of the Independence of Cyberspace.”

This naive and now-cringeworthy screed said, in part, “Governments of the Industrial World, you weary giants of flesh and steel, I come from Cyberspace, the new home of Mind. On behalf of the future, I ask you of the past to leave us alone. You are not welcome among us. You have no sovereignty where we gather.” He continued: “We are creating a world where anyone, anywhere may express his or her beliefs, no matter how singular, without fear of being coerced into silence or conformity.”

The response by Governments of the Industrial World: “Challenge accepted.”

Barlow’s free-speech utopia never happened, and never will. Since Barlow’s declaration, the division of the global internet into separate, incompatible and walled-off mini-internets has increased, and it will continue to do so.

Here are the actors and forces that have already splintered the internet into many internets.

How I learned to stop worrying and love the splinternet | Computerworld

This phenomenon is not just being discussed in the English-speaking world:

Splinternet: Wenn digitale Grenzen wachsen – Sicherheit & Datenschutz – Funkschau

Hotet om ett förbud mot Tiktok bortblåst – öppnat kontor i Norden | SvD

Login: l'Australia e il rischio "splinternet", smartphone usa e getta, il fenomeno Valheim - Video - Rai News

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Sunday, 21 March 2021

the spread of zoonotic diseases

For the last year, questions have been asked about the origin of Covid:

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In June, from Marco Lambertini, director-general of WWF International:

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Coronavirus is a warning to us to mend our broken relationship with nature

In 1997, a large area of rainforest in south-east Asia was burned to the ground to make way for palm oil plantations. A combination of deforestation, forest fires and drought are believed to have forced hundreds of fruit bats away from their natural habitats towards fruit orchards planted in close proximity to intensive pig farms. These conditions led to the emergence of the Nipah virus, which spilled over from infected bats to pigs, and from pigs to pig farmers. Over the next two years, the disease would kill more than 100 people. This should have served as a warning.

Now, 20 years later, we are facing a health crisis of an altogether different scale, with Covid-19 causing the most tragic health, social and economic crisis in living memory.

We have seen many diseases emerge over the years – such as Zika, Aids, Sars and Ebola – and although they are quite different at first glance, they all originated from animal populations under conditions of severe environmental pressures. And they all illustrate that our destructive behaviour towards nature is endangering our own health – a stark reality we’ve been collectively ignoring for decades. Research indicates that most emerging infectious diseases are driven by human activities…

Considerably strengthening and enforcing regulation, enhancing food safety, ending the illegal and unsustainable wildlife trade, and providing alternative livelihood options to reduce the consumption of wildlife everywhere are critical steps to help prevent future zoonotic diseases from emerging.

Coronavirus is a warning to us to mend our broken relationship with nature | Environment | The Guardian

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In October, from Tim Benton, Research Director of emerging risks at Chatham House:

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Failure to reset our relationship with nature may lead to more frequent pandemics

In the last decades, we have seen a range of new or emerging infectious diseases, which have jumped to humans from animals. HIV/AIDs came from great apes, birds gave us H5N1 (causing the 2004-7 Bird Flu pandemic), pigs gave us the Swine Flu (H1N1); and SARS came from bats, via civets. Bats also gave us Ebola, and probably COVID-19. COVID-19 has now caused over a million deaths worldwide, and its implications for human health and wellbeing are devastating. COVID-19 is, however, more than a ‘health issue’, and more than an economic one; its emergence was an evolutionary and ecological issue, and a predictable consequence of species brought into new and close contact…

COVID-19 and ecology

Emerging diseases are a symptom of disrupted ecologies and new animal-animal and animal-human exposure. This is happening for three main reasons…

Failure to reset our relationship with nature may lead to more frequent pandemics

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And this week on BBC Radio 4, from Chris van Tulleken, who explores the human behaviours causing pandemics, paying the price for getting too close to animals by degrading their territory and allowing viruses to jump:

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The Jump: Covid-19

What’s clear is that Covid-19 was inevitable; that a coronavirus would jump in Asia was predicted in at least 3 papers in early 2019. It’s a symptom of degraded ecosystems leading to intimate contact with animals we don’t normally encounter.

When examining the origins of Covid-19, perhaps the most amazing aspect is the number of different possibilities. Bats as medicine, bats as food, bat transmission to other intermediate animals – mink farmed for fur or raccoon dogs hunted as game. We don’t know if it jumped in a home or a wet market or in a cave.

Chris talks to NERVTAG virologist Prof Wendy Barclay who explains why she thinks it’s not the case that it escaped from a lab.

Plus ecologist and bat enthusiast Prof Kate Jones argues that invasive human behaviours are offering these viruses multiple chances to jump into people – mostly all totally hidden from sight – but is optimistic as the UK Government asks her to advise on spillover risks and how to achieve sustainable landscapes.

While Dr Peter Daszak and Dr William Karesh from EcoHealth Alliance highlight how climate change and pandemic risk are interconnected; all the solutions already identified to tackle global warming will also help prevent the next virus from jumping.

BBC Radio 4 – The Jump, The Jump: Covid-19

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Saturday, 20 March 2021

china, the bbc and disinformation

A programme went out on BBC Radio 4 and the BBC World Service on 11th March:

The disinformation dragon

Prior to the Hong Kong pro-democracy movement and the Covid 19 pandemic, China’s presence on social media was largely to promote a positive image of its country – trying to ‘change the climate’ rather than seeking to sow confusion and division. But this is changing. In this investigation for Assignment Paul Kenyon and Krassimira Twigg examine China’s new strategy of aggressively pushing disinformation on social media platforms through the use of ‘wolf warrior’ diplomats, internet bots, ‘the 50-cent army’ of loyal Chinese netizens and a longer term goal of inventing a new type of internet where authoritarian governments can control its users.

BBC World Service - The Documentary Podcast, The disinformation dragon

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Together with more reportage

The disinformation tactics used by China - BBC News

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The Chinese government and media did not like it:

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China’s Foreign Ministry lodges stern representations with BBC over fake news

Published: Mar 19, 2021 08:52 PM

The Information Department of China’s Ministry of Foreign Affairs has lodged solemn representations recently with the BBC's Beijing bureau over fake news related to China.

Such reports include so-called "forced labor" in Northwest China’s Xinjiang Uygur Autonomous Region,” and China "curtailing press freedom" made by BBC World News, as well as a report titled “The Disinformation Dragon" by BBC Radio 4.

Holding a strong ideological bias in its China-related reports, the BBC has repeatedly hyped up false information on topics related to Xinjiang, Hong Kong and COVID-19, and even fabricated fake news, an official in charge of the Information Department said.

China’s Foreign Ministry and the Chinese Embassy in the UK have also lodged solemn representations with the BBC and its Beijing bureau on many occasions.

However, the BBC, instead of correcting its mistakes, has gone even further to attack and smear China over topics related to Xinjiang, so-called "press freedom" and "false information," which has seriously misled the audience and seriously violated the principle of fairness and impartiality in news reporting.

“China expresses strong dissatisfaction with and firm opposition to such behavior,” the official said...

In the letter, the spokesperson pointed out and dismissed five aspects that BBC Radio 4 falsely reported on in the report “The Disinformation Dragon,” regarding COVID-19 origin-tracing, Twitter's taking down of accounts attributed to China, Tiktok, internet security and "Wolf Warrior" diplomacy. 

China’s Foreign Ministry lodges stern representations with BBC over fake news - Global Times

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Here is a little more about the 'Global Times' which carried the article above:

The Global Times (simplified Chinese环球时报traditional Chinese環球時報pinyinHuánqiú Shíbào) is a daily tabloid newspaper under the auspices of the Chinese Communist Party's flagship People's Daily newspaper, commenting on international issues from a nationalistic perspective.[1][2][3][4] The newspaper has been the source of various incidents, including fabrications and disinformation.

The publication has been labelled by some scholars and writers as "China's Fox News" for its propagandistic slant and the monetization of nationalism.[5][6] It is part of a broader set of Chinese state media outlets that constitute the Chinese government's propaganda apparatus.[7][8]

Global Times - Wikipedia

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The Associated Press also carried the story on 11th March:

China blasts BBC report after summoning UK ambassador

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But this has been going on for much longer than this particular programme, with Deutsche Welle on 8th March reporting on how the UK is not happy about Chinese media:

British regulators fine Chinese ′propaganda′ channel | News | DW | 08.03.2021

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And back on 23rd Feb, the China Global Television Network had been reporting on the BBC:

Why is BBC making fake news against China? - CGTN

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Here is a little more about CGTN:

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China Global Television Network (CGTNChinese中国国际电视台pinyinZhōngguó guójì diànshìtái or Chinese中国环球电视网pinyinZhōngguó Huánqiú Diànshì Wǎng[1]) (until 2016, CCTV International) is the international division of the state-owned media organization China Central Television (CCTV), the headquarters of which is in BeijingChina. CGTN broadcasts six news channels in six languages.[2][3] CGTN is registered under the State Council of the People's Republic of China and is under the control of the Publicity Department of the Chinese Communist Party.[2][4][5]

CGTN has been accused of propaganda and disinformation on behalf of the Chinese government and has aired forced confessions.[5][6][7][8]

China Global Television Network - Wikipedia

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And, just like the BBC World Service, CGTN are global:

CGTN Africa | Strengthening news coverage in Africa

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How much 'disinformation' is the BBC producing? 

Allegations that the corporation lacks impartial and objective journalism are regularly made by observers on both the left and the right of the political spectrum.

Criticism of the BBC - Wikipedia

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This article outlines, in chronological order, the various controversies surrounding or involving the BBC.

BBC controversies - Wikipedia

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Friday, 19 March 2021

do we need universities?

Even before Covid, there were plenty of reasons to say we don't need universities:

Do we need universities when we can just teach ourselves anything on the internet? - The Student Room

6 Reasons Why Higher Education Needs to Be Disrupted

Seven reasons not to get a university degree - Workopolis Blog

Now in a time of Covid, the role of universities is being revalued:

Universities will never be the same after the coronavirus crisis (Nature)

Contagious insights (Stockholm School of Economics)

An academic question - Prospect Magazine

How they operate is being looked at more closely:

Covid-19 shows up UK universities' shameful employment practices | Higher education | The Guardian

Coronavirus: Should university students get a refund? - BBC News

Here's a positive look ahead:

Universities must reopen to a better normal after covid

LEARNING 4.0 Updated: 17 Mar 2021
Kapil Viswanathan, Sanjay Sarma

Post-pandemic online learning must serve to enrich in-person engagement and interaction in the classroom

Eighteen months ago, we wrote in this column about a distressing gap in mainstream education: good pedagogical practice—applying insights from cognitive science about how people learn—has taken a back-seat to convenience, scale and tradition. Twelve months ago, schools and universities across the nation shut down under the pandemic, and shifted seamlessly to an online mode of delivery. During the course of the year, many of the mental barriers associated with convenience, scale and tradition have fallen. As pandemic-related restrictions now start to ease and campuses begin to open, the question on most educators’ minds is—how can we now begin with a new and better normal, rather than revert to the old ways?

What was wrong with the old ways to begin with? The richness of in-person discussion, debate, criticism and feedback was often missing in our classrooms. Many institutions found the transition to video-conferencing relatively straightforward, so long as students had access to digital devices and networks. This seamless transition itself exposes the deeper problem in traditional education, which is that the lecture-based and exam-driven system was somewhat socially distanced to begin with. Further, what we are seeing with Zoom classes today is not state-of-the-art in online education. Cognitive science tells us that properly designed online content involves short (5-10 minutes), well-produced, asynchronous videos that are more attuned to the human brain’s ability to focus. Simulations, games and online group annotation of a document are also effective.

So, when campuses open, properly designed online learning must be used to make time for the most important aspect of education: in-person engagement. Adoption of the flipped classroom—where we reserve in-person classroom time for engaging two-way activities, while using online content and pre-reading to accomplish one-way communication—is one part of the solution. This is no longer a new idea, and many universities, including both ours, understand that students need to marinate in the content. The science of learning tells us that learning is most effective when students are curious, and dopamine is released in the brain. Students absorb material best when they struggle but then receive timely coaching, and when they discover and apply concepts. Discussions, performances and projects can activate this.

A more nuanced take on the flipped classroom is to break up the learning trajectory into three aspects: Learning of concepts and methods, learning to think creatively to solve problems, and applying concepts, methods and creativity cross-contextually to develop solutions to real-life problems. Across disciplines, the learning of concepts and methods lends itself well to asynchronous online learning, where students use online content at a pace and time of their own choice. Developing creative solutions to problems and applying these cross-contextually to real-life situations involves working collaboratively, ideally in-person.

Pedagogical innovation is often met with scepticism by faculty, and the idea of the flipped classroom is no exception. In reality, though, it saves faculty members the monotony of repeating their lectures to multiple sections, semester after semester, when they can instead record it once and offer it to students asynchronously. It also makes classroom time more engaging for faculty members, as they join small groups of students to, say, collaboratively find solutions to complex real-life problems.

Another perceived impediment to the flipped classroom is that existing campus spaces are often not designed for it. It calls for smaller but more classrooms. These need to be furnished more like meeting rooms than classrooms, to facilitate discussion and project work. This is easily done. Existing classrooms designed for lecturing 100 students can be partitioned into smaller spaces for group discussions among 12-15 students.

Beyond flipping the classroom, universities need to change the rigid structure of our educational programmes. As the contours of labour markets change, education must embrace a more flexible and modular approach to credentialing. Linear pathways to fixed-term 3-year or 4-year degrees may no longer be adequate. Degrees and programmes need to be broken up into smaller modules, and students must have the freedom to select one or more, in parallel or in whatever meaningful sequence suits them. Employers will begin to insist that students must do certain modules for certain jobs. The National Education Policy 2020, which was largely written before the pandemic, envisages this sort of modularization and provides for a supportive regulatory framework.

Especially for post-graduate and lifelong learning programmes such as mid-career and executive education, the delivery of content may happen through a ‘blend’ of time spent on online material with campus experiences and work-related projects. Not all these programmes need to be full-time, as working individuals seek to continuously update their skills while still at their jobs. Specialized business and technical education, in particular, lends itself well to these types of blended and modular certificate programmes.

If the pandemic is brought under control by the end of this summer, and campuses re-open as planned, universities will have a short window of time—say, the next one or two trimesters—to embrace this new normal in a way that’s significant enough to make a big difference. Else, they risk reverting to the old ways, and will have to await the next global crisis before they change for the better.

Kapil Viswanathan and Sanjay Sarma are respectively, chairman of the executive committee of Krea University and vice-president for open learning at MIT

Thursday, 18 March 2021

free esol/tefl teaching webinars

A lot of the publishers are putting on events - which are basically about pushing their books, but which do offer some helpful tips for the language teacher.

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Here's a week of webinars in February from Macmillan:

Advancing Learning Global Teachers' Festival - Macmillan - Macmillan

Global Teachers' Festival

And here are a couple of examples which can be viewed again:

Roy Norris - Vocabulary teaching at B2 First: criteria for selection

Dave Spencer - Learning to think, Thinking to learn

This is their calendar of upcoming events:

Events & Webinars

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This is from the back catalogue of Cambridge:

Webinars - YouTube

Thursday, 4 March 2021

english as a language of protest

The English language is very useful if you want to get your message out to an international audience.

During the troubles in the Ukraine seven years ago, for example, it was very important:

Jay Doubleyou: english language media as propaganda in the ukraine

It's important for today's demonstrators too.

In Georgia:

... the opposition Shame Movement held a protest – this time with English-language hashtags, placards and event invitations on Facebook (all their other events are in Georgian) titled “Never Back to the USSR.” 

Georgia is suddenly making international headlines. But its crisis isn't new | openDemocracy

In Haiti:

Haitians Take part in Huge Professional-Democracy Protest | Voice of America - The Times Hub

In Palestine:

Palestinians protest, mark 1994 Ibrahimi Mosque | Roya News

And in Myanmar, as reported in the latest EL Gazette:

English the language of protest

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‘Help us save Myanmar. Stop crime against humanity’ and ‘We want our leader free’, read placards carried by Buddhist monks and nuns in Mandalay, Myanmar’s second-largest city. ‘We want democracy’ is written in huge white letters on the tarmac of a street in Yangon, the country’s largest city. And, perhaps most colloquially, and possibly displaying a real understanding of English, ‘Ur help can support our Myanmar citizens’ was posted on Twitter in response to Indonesia confirming it wouldn’t ask the military government to hold new elections.

What’s interesting about the language of these protests is that, of Myanmar’s 53 million citizens, it’s estimated only 5% speak English. And, in a study by Education First, Myanmar came 93rd out of 100 countries for English language ability. Still, English is the language the protesters believe will reach the most people and, crucially, governments around the world. 

Speaking to Reuters news agency, student Ko Ko Lwin said, “Writing in English is more effective than writing in Burmese. We want the international community to help us.”

English the language of protest | E L Gazette








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