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How The Chinese Government Works To Censor Debate In Western Democracies
October 3, 20184:24 PM ET https://www.npr.org/2018/10/03/636299830/how-the-chinese-government-works-to-censor-debate-in-western-democracies
Last year, the Durham University students’ union organized a debate on whether China was a threat to the West. Tom Harwood, then president of the union, said the school’s Chinese Students and Scholars Association complained about the topic and pressed him to drop one of the speakers, Anastasia Lin, a former Miss World Canada. Lin is also a human rights activist and a practitioner of Falun Gong, a spiritual meditation group banned by the Chinese government.
In March, the United Kingdom is scheduled to leave the European Union, a giant market of more than 500 million consumers. British officials are desperate to ink new free trade deals with major economies, including China. Harwood was stunned that a Chinese diplomat would suggest that the United Kingdom might pay a financial price for something as small as a college debate.
lash-forward to 2012 when then-British Prime Minister David Cameron met with the Dalai Lama in public in London. China’s economy was now more than three times the size of the United Kingdom’s. Beijing responded by canceling meetings and freezing out British officials. In 2015, Cameron refused to meet the Dalai Lama, who told The Spectator, a conservative political magazine, “Money, money, money. That’s what this is about. Where is morality?”
The Chinese government no longer just tries to punish the West for straying from the Communist Party line. In the past year, Chinese President Xi Jinping has gone further, arguing that China’s authoritarian system can serve as a model for others, an alternative to liberal democracy.
Clumsy attempts to censor people — as in the case of the Durham University debate — have backfired, but China has had success pressuring businesses, as the apologies by Marriott and Mercedes-Benz show.
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more on China in this IMS blog
https://blog.stcloudstate.edu/ims?s=china
Secondary Traumatic Stress for Educators: Understanding and Mitigating the Effects
Roughly half of American school children have experienced at least some form of trauma — from neglect, to abuse, to violence. In response, educators often find themselves having to take on the role of counselors, supporting the emotional healing of their students, not just their academic growth.
The
symptoms are similar in some ways to post-traumatic stress disorder: withdrawing from friends and family; feeling unexplainably irritable or angry or numb; inability to focus; blaming others; feeling hopeless or isolated or guilty about not doing enough; struggling to concentrate; being unable to sleep; overeating or not eating enough; and continually and persistently worrying about students, when they’re at home and even in their sleep.
One of the handful of
studies of STS in schools found that more than 200 staff surveyed from across six schools reported very high levels of STS.
STS can affect teachers’ happiness, health and professional practice. But Betsy McAlister Groves, a clinical social worker and former faculty member at the Harvard Graduate School of Education, says that she has often been surprised by the number of teachers, school counselors and administrators who recognized the cumulative stressors that they faced in their schools but did not realize that their symptoms were a common reaction to working with traumatized children — and that these symptoms had a name.
How Schools Can Acknowledge Secondary Trauma:
Building a Culture of Awareness
Create Peer Groups
Trauma-Informed Schools: School leaders should take a school-wide approach. There is a growing movement around creating trauma-informed schools — schools that recognize and are prepared to support community members affected by trauma and traumatic stress. Such schools deeply integrate social-emotional learning into their teaching, culture and approach, understanding that the holistic health and wellbeing of their charges is essential for achieving academic success.
Resource for teachers and schools
- Assess how your work as an educator might be affecting you (both positively and negatively) by using the Professional Quality of Life (ProQOL) self-assessment tool and exploring the toolkit created by Teaching Tolerance to learn self-care strategies.
- Learn how, as an educator, you can begin to identify secondary traumatic stress and learn strategies for self care through the tip sheet created by the National Child Traumatic Stress Network.
- Explore the resources created by the Trauma and Learning Policy Initiative, a collaboration between the Massachusetts Advocates for Children and the Harvard Law School.
- How strong are your school’s trauma-responsive programs and policies? Take the 20-minute evidence-informed Trauma Responsive Schools Implementation Assessment to find out — and learn ways to grow your school’s work.
- Learn about additional individual and organization strategies for addressing secondary traumatic stress, compiled by the U.S. Department of Health and Human Services.
- Stay tuned for a new online curriculum for preK–12 teachers, named STAT (Support for Teachers Affected by Trauma), being created by experts in the fields of secondary traumatic stress, education, and technology. The curriculum, due for a 2019 launch, will feature five modules on risk factors, the impact of STS, and self-assessment, among related topics.
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more on mindfulness in this IMS blog
https://blog.stcloudstate.edu/ims?s=mindful
Fight Fake News: Media Literacy for Students
Monday, October 15, 2018 @ 4:00 pm – 5:00 pm EDT
Presented by Tiffany Whitehead, School Librarian, Episcopal School of Baton Rouge, LA
Sponsored by Britannica Digital Learning
REGISTER HERE
JOIN THE LIVE SESSION
Teaching news literacy is more necessary and challenging than ever in a world where news is delivered at a constant pace from a broad range of sources. Since social media and filter bubbles can make it challenging to access unbiased, factual information, we must equip students to be critical as they access news sources for a variety of purposes. This live, interactive edWebinar will give an overview of the phenomenon of fake news going viral and tools educators can use to help students develop news literacy skills.
Tiffany Whitehead, School Librarian at Episcopal School of Baton Rouge in Louisiana, will share:
- A strategy to develop fun, original lessons about media literacy
- Fresh approaches that move students towards better news smarts
- Three CCSS-aligned sample lesson plans for middle and high school classrooms
- Teacher and librarian collaboration opportunities that support powerful student outcomes
Elementary through higher education level teachers, librarians, and school and district leaders will benefit from attending this session. There will be time to get your questions answered after Tiffany’s presentation.
About the Presenter
Tiffany Whitehead, aka the Mighty Little Librarian, is an obsessive reader, social media user, and technology geek. She is the director of library at Episcopal School of Baton Rouge, Louisiana. Tiffany earned her undergraduate degree in elementary education and School Library Certification from Southeastern Louisiana University, and her graduate degree in educational technology leadership from Northwestern State University. She has served as the president for ISTE’s Librarians Network and was recognized as one of ISTE’s 2014 Emerging Leaders. Tiffany is National Board Certified in Library Media and was named one of the 2014 Library Journal Movers & Shakers. She was the 2016 recipient of the Louisiana Library Media Specialist Award. She frequently speaks at local, state, and national conferences, sharing her passion for libraries and educational technology.
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Webinar notes
Definitions:
Media Literacy,
News Literacy
Fake News
Echo Chamber
https://www.buzzfeednews.com/article/craigsilverman/viral-fake-election-news-outperformed-real-news-on-facebook
https://www.allsides.com/media-bias/media-bias-ratings
Fight The Fake: Fuel discussions with YouTube: https://britannicalearn.com/blog/fight-the-fake-youtube/
https://www.allsides.com/media-bias/media-bias-ratings
https://www.snopes.com/
https://www.britannica.com/insights
http://stxavier.libguides.com/news/factcheck
https://newseumed.org/curated-stack/media-literacy-resources
https://www.wnyc.org/story/breaking-news-consumers-handbook-pdf/
https://www.csuchico.edu/lins/handouts/eval_websites.pdf
Online CRAAP test: https://docs.google.com/forms/d/e/1FAIpQLSdkWvyWZc7CE5fnYjCZww0IJLYH0sqxPRkmL8eS71uY1JNh1g/viewform?c=0&w=1
http://factitious.augamestudio.com/#/
Curriculum sources
How to choose your news Damon Brown: https://ed.ted.com/lessons/how-to-choose-your-news-damon-brown
Common Sense Media: Digital citizenship curriculum.
Newseum ed:
http://www.choices.edu/ Brown U Filtering News and Information
above the news: https://www.youtube.com/channel/UC4K10PNjqgGLKA3lo5V8KdQ
06/2017 Homepage
https://www.amazon.com/Fact-Vs-Fiction-Teaching-Critical/dp/1564847047
https://newsela.com/
I’m now avoiding the term bias (too loaded and my kids automatically think “bad”). “Perspective” works better with my kids.
http://www.kappanonline.org/breakstone-need-new-approach-teaching-digital-literacy/
Filter Bubbles, Eli Pariser, TED talk https://www.ted.com/talks/eli_pariser_beware_online_filter
Credible Sources:
Circular Reporting
https://www.allsides.com/media-bias/media-bias-ratings
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more on fake news in this IMS blog
|https://blog.stcloudstate.edu/ims?s=fake+news
Here’s the real danger that Facebook, Google, and the other tech monopolies pose to our society
Jamie Bartlett, October 1, 2018, https://blog.ed.ted.com/2018/10/01/heres-the-real-danger-that-facebook-google-and-the-other-tech-monopolies-pose-to-our-society/
distributed computing + power encryption = the future of Internet
the Dark Net is going mainstream, liberty, freedom, democracy; neither entirely dark, not entirely light, both things
The threat that tech monopolies pose to democracies is about more than the prices they charge: it’s the concentration of power, data and control over the public space — and their ability to wield this power over a growing number of economic activities, especially in the infrastructure and technologies of the future. The following companies operate as either monopolies or oligopolies in their respective fields: Google, Facebook, Uber, Airbnb, Amazon, Twitter, Instagram, Spotify. Integrated into everything, everywhere, their technology will blanket the world.
cultural hegemony.” That is, where domination can be achieved through controlling the ideas and assumptions available to the public. The idea, associated with philosopher and politician Antonio Gramsci
In 1995, left-wing academics Richard Barbrook and Andy Cameron detailed the philosophy and ideas of the new tech wunderkinds, christening it “The Californian Ideology.” This ideology represented a fusion of the cultural bohemianism of San Francisco and entrepreneurial free market zeal.
All you needed to get to utopia was a belief in “disruption,” the idea that progress is achieved through smashing up old industries and institutions and replacing them with something new and digital.
Money and ideas in Silicon Valley have a very complicated relationship. Silicon Valley runs according to a Faustian pact: money in exchange for world-changing ideas.
Over the years, the big tech firms have very carefully cultivated the Californian Ideology. Even though they are massive multi-billion-dollar corporations with huge PR teams, they pitch themselves as anti-establishment.The worse these companies behave and the richer they become, the more they spend on looking cool and talking about fairness and community.
And to whom do we look in order to solve our collective social problems? It’s no longer the state, but the modern tech-geek superhero.
Total victory for the monopoly is not over economics or politics. It’s over assumptions, ideas and possible futures.
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more on social media in this IMS blog
https://blog.stcloudstate.edu/ims?s=social+media
https://www.emeraldinsight.com/eprint/AU2Q4SJGYQG5YTQ5A9RU/full
Hahn, J. (2018). Virtual reality learning environments | Development of multi-user reference support experiences | Information and Learning Science | Ahead of Print.
EmeraldInsight. Retrieved from
https://www.emeraldinsight.com/eprint/AU2Q4SJGYQG5YTQ5A9RU/full
case study: an undergraduate senior projects computer science course collaboration whose aim was to develop textual browsing experiences, among other library reference functionality, within the HTC Vive virtual reality (VR) headset. In this case study, readers are introduced to applied uses of VR in service to library-based learning through the research and development of a VR reading room app with multi-user support. Within the VR reading room prototype, users are able to collaboratively explore the digital collections of HathiTrust, highlight text for further searching and discovery and receive consultative research support from a reference specialist through VR.
Library staff met with the project team weekly over the 16 weeks of both semesters to first scope out the functionality of the system and vet requirements.
The library research team further hypothesized that incorporating reference-like support in the VR environment can support library learning. There is ample evidence in the library literature which underscores the importance of reference interactions as learning and instructional experiences for university students
Educational benefits to immersive worlds include offering a deeper presence in engagement with rare or non-accessible artifacts.
Sequeira and Morgado (2013, p. 2) describe their Virtual Archeology project as using “a blend of techniques and methods employed by historians and archaeologists using computer models for visualizing cultural artefacts and heritage sites”.
The higher-end graphics cards include devices such as the NVIDIA GeForceTM GTX 1060 or AMD RadeonTM RX 480, equivalent or better. The desktop system that was built for this project used the GeForce GTX 1070, which was slightly above the required minimum specifications.
Collaboration: Library as client.
Specific to this course collaboration, computer science students in their final year of study are given the option of several client projects on which to work. The Undergraduate Library has been a collaborator with senior computer science course projects for several years, beginning in 2012-2013 with mobile application design and chat reference software re-engineering (Hahn, 2015). (My note: Mark Gill, this is where and how Mehdi Mekni, you and I can collaborate)
The hurdles the students had the most trouble with was code integration – e.g. combining various individual software parts towards the end of the semester. The students also were challenged by the public HathiTrust APIs, as the system was developed to call the HathiTrust APIs from within the Unity programming environment and developing API calls in C#. This was a novel use of the HathiTrust search APIs for the students and a new area for the research team as well.
There are alternatives to Unity C# programming, notably WebVR, an open source specification for VR programming on the open web.
A-Frame has seen maturation as a platform agnostic and device agnostic software programming environment. The WebVR webpage notes that the specification supports HTC Vive, Oculus Rift, Samsung Gear VR, Google Daydream and Google Cardboard (WebVR Rocks, 2018). Open web platforms are consistent with library values and educational goals of sharing work that can be foundational in implementing VR learning experience both in VR environments and shareable on the web, too.
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more on VR in libraries in this IMS blog
https://blog.stcloudstate.edu/ims?s=virtual+reality+library
Thursday, October 4th, at 2:00 PM ET
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Special Guest:
Anant Agarwal, CEO and founder of edX as well as Professor of Electrical Engineering and Computer Science at MIT
An interactive discussion on MOOCs, online learning, and the goal of 100 million learners by 2022
The Future Trends Forum welcomes
Anant Agarwal , the founder and CEO of edX, a non-profit venture created by Harvard University and the Massachusetts Institute of Technology, focused on transforming online and on-campus learning through groundbreaking methodologies.
He aims to help bring quality education to everyone, everywhere. Anant has also been a Professor of Electrical Engineering and Computer Science at MIT for 30 years.
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register: https://na01.safelinks.protection.outlook.com/?url=http%3A%2F%2Fr20.rs6.net%2Ftn.jsp%3Ff%3D001PgetuutFAOolFnliDMeMmErN-enK2gL_yjiPr06Xh7efV0AVvMGKlpU8dfbBxJhBP_uc98IVJgJlsZDRjzWS9b4vPEEtrEhlBX281rdxsV-7fespDLmne7JWfR3n1iFffb-CEy9EvixERnOfzEfixk7rn6G3bwuvzCtRtyyHU-h0woglE1tLOQ%3D%3D%26c%3D3Q4OLdux-1PVXXKEZKF8fyf8cwMV8MUcmStG2pRDxgswHEo2OG9aVQ%3D%3D%26ch%3DA7IVs0tirxv4LKmg8KVx05x70YdR0QKXYu9MnQHCYyOu-vwaHIJWKQ%3D%3D&data=01%7C01%7Cpmiltenoff%40stcloudstate.edu%7C1baa122241b0415403d508d628723d79%7C5e40e2ed600b4eeaa9851d0c9dcca629%7C0&sdata=LjOA9M76larAmw%2BYg0vPn69CvQB2fC91hLOXkDW43XQ%3D&reserved=0
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more on MOOC in this IMS blog
https://blog.stcloudstate.edu/ims?s=mooc
Former German Foreign Minister Sigmar Gabriel‘The World Is Changing Dramatically’
Former German Foreign Minister Sigmar Gabriel speaks to DER SPIEGEL about his call for the country to take on a new global role and why Germans are underestimating the dangers posed by the current geopolitical situation.
Interview Conducted by Mathieu von Rohr and Britta Sandberg September 24, 2018 04:32 PM
http://www.spiegel.de/international/germany/interview-with-former-german-foreign-minister-sigmar-gabriel-a-1229393.html
Now Trump is criticizing us for not spending enough money on our military. Part of the truth, however, is that the U.S. wanted exactly that for a very long time. They were worried that too much military power in Germany could provoke the next world war. I once told Tillerson, I don’t know what you are complaining about, you raised us for 70 years to be peaceniks. Now that’s what we are and you’re surprised. He laughed.
Some people want Germany to be something like a large Switzerland, but we are simply too big. We can’t just stand on the sidelines. Because of the Assad regime’s bombs, almost a million refugees were standing in front of our door. It’s not just about military operations, but about crisis prevention, diplomacy, economic development. Germany shouldn’t transform from a geopolitical abstainer to an influential geo-strategist. I wish that we would return to once again having strategic debates — no matter the result. It is important to prepare the public for the fact that the world has changed.
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more on political science in this IMS blog
https://blog.stcloudstate.edu/ims?s=political+science
blockchain for refugees
As Norwegian Refugee Council research found, 70 percent of Syrian refugees lack basic identification and documents showing ownership of property.
The global passport
Host nations certainly has a share in the damage, as they face problems concerning the accessibility of vital information about the newcomers — dealing with the undocumented refugee, the immigration service can’t gain the information about his/her health status, family ties or criminal record, or verify any other vital data that helps them make a decision. Needless to say, this may lead to the designation of refugee status being exploited by economic migrants, fugitives or even the war criminals that caused the mass displacement to begin with.
Another important issue is data security. Refugees’ personal identities are carefully re-established with the support of clever biometric systems set up by the U.N. Agency for Refugees (UNHCR). UNHCR registers millions of refugees and maintains those records in a database. But the evidence suggests that centralized systems like this could be prone to attacks. As a report on UNCHR’s site notes, Aadhaar — India’s massive biometric database and the largest national database of people in the world — has suffered serious breaches, and last year, allegations were made that access was for sale on the internet for as little as $8
Finland, a country with a population of 5.5 million, cannot boast huge numbers of refugees. For 2018, it set a quota of 750 people, mainly flying from Syria and the Democratic Republic of Congo. That’s way less than neighboring Sweden, which promised to take in 3,400. Nevertheless, the country sets a global example of the use of effective technology in immigration policy: It’s using blockchain to help the newcomers get on their feet faster.
The system, developed by the Helsinki-based startup MONI, maintains a full analogue of a bank account for every one of its participants.
Speaking at the World Economic Forum in Davos in January 2018, the billionaire investor and philanthropist George Soros revealed that his structures already use a blockchain in immigration policies
In 2017, Accenture and Microsoft Corp. teamed up to build a digital ID network using blockchain technology, as part of a U.N.-supported project to provide legal identification to 1.1 billion people worldwide with no official documents.
a Memorandum of Understanding (MOU) with blockchain platform IOTA to explore how the technology could increase efficiency.
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more on blockchain in this IMS blog
https://blog.stcloudstate.edu/ims?s=blockchain
Wednesday, 11/21/2018 – Wednesday, 12/12/2018
Looking for a beginner’s crash course in game making software and process? Games can be an excellent teaching resource, and game development is easier than ever. Whether you’re looking to develop your own teaching resources or run a game-making program for users, this course will give you the information you need to choose the most appropriate software development tool, structure your project, and accomplish your goals. Plain language, appropriate for absolute beginners, and practical illustrative examples will be used. Participants will receive practical basic exercises they can complete in open source software, as well as guides to advanced educational resources and available tutorials.
This is a blended format web course:
The course will be delivered as 4 separate live webinar lectures, one per week on Wednesday November 21 and then repeating Wednesdays, November 28, December 5 and December 12 at Noon Central time. You do not have to attend the live lectures in order to participate. The webinars will be recorded and distributed through the web course platform for asynchronous participation. The web course space will also contain the exercises and discussions for the course.
Learning Outcomes
- Participants will be able to name five different software tools available to assist them or their users in creating games and interactive web content, as well as identify the required knowledge and skills to effectively use each program.
- Participants will be able to effectively structure the development process of a game from brainstorming to launch.
- Participants will be able to identify and articulate areas in which games can increase educational effectiveness and provide practical, desirable skills.
Who Should Attend
Library staff looking to develop educational games or run game making programs for users (including tween or teen users).
Instructors
Ruby Warren
Ruby Warren believes in the power of play, and that learning is a lot more effective when it’s interactive. She is the User Experience Librarian at the University of Manitoba Libraries, where she recently completed a research leave focused on educational game prototype development, and has been playing games from around the time she developed object permanence.
<Cost
- LITA Member: $135
- ALA Member: $195
- Non-member: $260
Moodle and Webinar login info will be sent to registrants the week prior to the start date.
How to Register
Register here, courses are listed by date and you need to log in.
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more on games and libraries in this IMS blog
https://blog.stcloudstate.edu/ims?s=games+library
It turns out, nobody really knows. The first study, a systematic review, summarizes the research to date on physician burnout. Study authors found that researchers do not use a consistent definition of burnout, and estimates of how common it is vary widely.
The second study followed doctors-in-training over six years and tracked how they felt about their work. They found that women and doctors in certain high-stress specialties were more likely to experience symptoms of burnout, like emotional exhaustion and regret about career choice.
Dr. Katherine Gold, coauthor of an editorial accompanying the JAMA studies. She says that the main questionnaire used to measure burnout wasn’t even designed for doctors. She says it’s intended for professionals like social workers and therapists, who have to cope with trauma their patients experience. My note: this is the merit of Kelsey Milne’s dissertation with SCSU EDAD program: how do we measure may be the key to the right assessment.
Burnout definition: How you define burnout is all over the map. Any time you have a diagnosis that might apply to 85 percent of the population, you wonder how useful that is. But burnout is much less stigmatized than depression. People are just more willing to say they’re burned out.People have resonated with the feeling that something isn’t right, and something is making our work really difficult. We’ve latched on to this as the word we’re going to use.
There’s talk about the solutions all being personal. The physician should be more resilient. The physician should do yoga. The physician should practice mindfulness. I think the stress that people are feeling is much more about external demands, like the electronic medical record and paperwork.
I know I feel frustrated when I get emails telling me that there’s lunchtime yoga, which of course I can’t make it to because I have too many patient charts to complete. My Note: this is part of Kelsey’s findings for educators also.
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more on meditation in this IMS blog
https://blog.stcloudstate.edu/ims?s=meditation