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forestwater87 · 3 years

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How did you become a university Librarian? Did you do an English degree? Sorry if this is a weird question it just really interests me as I’m not sure what to do when I’m older

Eeee I got really excited about this question!

Okay, the fun thing about librarianship is that all roads can lead to it: as long as you get an ALA-approved (assuming you’re American; if you aren’t I cannot help you) graduate degree you can do just about anything for undergrad. English majors are extremely common, just by the nature of who’s into the job, but literally it doesn’t matter; in fact, weirder and more specialized degrees can actually help in certain jobs, because they give you a ton of background info and qualifications than most of your contemporaries have.

I fell into it because I worked at a library in high school and fell in love with the environment, and when I realized I’d rather die than work in publishing (my previous life’s goal) I gravitated toward library school. I knew from the beginning that I’d need a Master’s -- and a very specific one at that -- so mostly my undergrad was just “grab a foundational degree and have fun with it.” That was really freeing, honestly. I had a ton of fun in undergrad.

Now, if you, Anon, were interested in getting into librarianship I’d have a handful of recommendations. These are all based on my very American experience, and there are probably smarter people than me with better advice but I’m the only one on this blog so heeeeerrreeeee we goooooooooo!

Undergrad

You need a 4-year degree. Full-stop. It doesn’t matter what kind, but you gotta have one to get into grad school.

Like I said, you can do just about anything for an undergraduate degree. Most of the time English is the BA of choice, because librarians love them some books, but some far less common ones that I think would be hugely helpful to a hopeful librarian would be:

Computer Science: Oh my god you need at least a baseline competency in computers/technology please you don’t have to code but you need to be able to turn a computer on and navigate just about any website/office application on just about any device at the very least you need to know how to Google

Business/Marketing: Particularly if you want to work in public libraries, where a bunch of your funding comes from begging politicians and convincing taxpayers to donate/vote to give you money

Law: If you want to be a law librarian

Medical . . . whatever, I don’t know what fields of medicine there are: If you want to work in a hospital or other medical library

History or Art History: If you’re interested in archives or museum librarianship

Education: School librarians in my state require you to be a certified teacher, and no matter what kind of library you end up in, you’ll end up teaching someone something a decent amount of the time

Communications: You’ll be doing a lot of it. Public speaking, too

Spanish/ASL/any not-the-common language: Hey, you never know what your patrons speak

Literally fucking anything I promise it doesn’t matter what you major in you will use it in a library at some point

Just be aware that you will need more than an undergrad degree. You’ll need probably 2 years of postsecondary schooling (more for certain types of librarianship), so get yourself comfortable with the idea of college.

If you’re like me (please don’t be like me), you might toy with the idea of getting a minor or two/double majoring to round out your skill set. Honestly I’d encourage it if you’re comfortable with the workload and have the time or money; like I said, there are no skills or educational background that won’t come in handy at some point. I promise. We see it all.

Along those lines, a wide expanse of hobbies can be hugely helpful too! You never know when your encyclopedic knowledge of Minecraft will be useful to a patron, but it absolutely will be.

Graduate School

All right, you’ve got your lovely little Bachelor’s Degree, maybe in something weird and esoteric for the fun of it . . . now you’re off to do more school!

It’s a bit complicated, because there are a handful of different titles an appropriate degree could have; my school called it “a Master of Science in Information Science” (MSIS), but other schools might just go with “Master’s of Information Science” (MIS), “Master’s of Library Science” (MLS), “Master’s of Library and Information Science” (MLIS) . . . it’s a mess.

What you need to do is make sure the degree is approved by the American Library Association, who decides if a program is good enough to make you a librarian in the States. (Again, if you’re not American, good luck.)

Here’s a list of ALA-accredited programs and the schools that offer them.

The nice thing is accreditation has to be renewed at least every few years, so that means your program is always updated to make sure it’s in line with national standards. I’m not promising you’ll learn everything you need to be a librarian in grad school (oh my god you so won’t not even close hahahaha), but at least in theory you’ll be learning the most up-to-date information and methods.

(I’m curious to see how things have changed; when I was in school from 2015-17, the hot topics in library science were makerspaces (especially 3D printing), turning the library into the community’s “third space,” and learning how to incorporate video games into library cataloging and programming. No idea if those are still the main hot-button issues or if we’ve moved on to something else; I imagine information literacy and fake news are a pretty big one for current library students.)

Anyway! You pick a school, you might have to take a test or two to get in -- I had to take the GRE, which is like the SATs but longer -- almost certainly have to do all that annoying stuff like references and cover letters and all that, but assuming you’re in: now what?

There are a couple options depending on the school and the program, but I’m going to base my discussion around the way my school organized their program at the time, because that’s what I know dammit and I will share my outdated information because I want to.

My school broke the degree down into 5 specializations, which you chose upon application to the program:

Archives & Records Administration: For working in archives! I took some classes here when I was flirting with the idea, and it’s a lot of book preservation, organizing and caring for old documents and non-book media, and digitization. Dovetails nicely into museum work. It’s a very specific skillset, which means there will be jobs that absolutely need what you specifically can do but also means there aren’t as many of them. It makes you whatever the opposite of a “jack of all trades” is. You’re likely to be pretty isolated, so if you want to spend all your time with books this might be a good call; it’s actually one of the few library-related options that doesn’t require a significant amount of public-facing work.

Library & Information Services: For preparation to work in public or academic (college) libraries. Lots of focus on reference services, some cataloging, and general interacting-with-the-public. You have to like people to go into library services in general, heads up.

Information Management & Technology: Essentially meaningless, but you could in theory work as like a business consultant or otherwise do information-related things with corporations or other organizations.

Information Storage & Retrieval: Data analytics, database . . . stuff. I don’t really know. Computers or something. Numbers 3 and 4 really have nothing to do with libraries, but our school was attempting to branch out into more tech-friendly directions. That being said, both this and #3 could definitely be useful in a library! Libraries have a lot of tech, and in some ways business acumen could be helpful. All roads lead to libraries; remember that.

Library & Information Services / School Library Media Specialist: This was the big kahuna. To be a school librarian -- at least in my state -- you need to be both a certified librarian and a certified teacher, which means Master’s degrees in both fields. What our school did was basically smushed them together into a combined degree; you took a slightly expanded, insanely rigorous 2-2.5 years (instead of the traditional 1.5-2) and you came out of it with two degrees and two certifications, ready to throw your butt into an elementary, middle/junior high, or high school library. Lots of focus on education. I started here before realizing I don’t like kids at all, then panicked and left. Back in 2017 this was the best one for job security, because our state had just passed a law requiring all school librarians to be certified with a MSIS/MLS/whatever degree. So lots of people already in school libraries were desperately flinging themselves at this program, and every school was looking for someone that was qualified. No idea if that’s changed in time.

No matter what concentration you went in with, you automatically graduated with a state certification to be a librarian, which was neat. You didn’t automatically get civil service status, though; for some public libraries you need to be put on a civil service list, which means . . . something, I’m not entirely sure. It involves taking exams that are only available at certain times of the year and I gave up on it because it looked hard.

No one did more than 1 concentration, which is dumb because I wanted to do them all, but it takes a lot of time and money to take all the classes associated with all of them so I personally did #2, which was on the upper end of mid-tier popularity. School library and database services were far and away the most popular, and literally no one did the business one because it was basically useless, so library and archives were the middle children of which the library one was prettier.

THAT BEING SAID! Some forms of librarianship require a lot more education. A few of those are:

Law librarians: At least in my state, you gotta be a certified librarian and have a J.D. This is where the “big bucks” are -- though let’s be real, if you want to be a librarian you have zero interest in big bucks; reconcile yourself to being solidly middle-class and living paycheck-to-paycheck for the rest of your life or marrying rich -- which I guess is why it requires the most work.

School librarians: Like I mentioned, depending on the state you might need two degrees, and not all schools smush them into one. You might need to get a separate Master’s in education.

College librarians: Now, this depends on the college and the job; some colleges just need an all-access librarian, like mine. I didn’t need to specialize in anything, I just showed up with my degree and they took me. (Note: these sorts of entry-level positions tend to pay piss. Like, even more piss than most library gigs. Just a heads-up.) However, if you’re looking to get into a library of a higher-end university, you might be asked to have a second Master’s-level or higher degree just to prove you’re academic enough to party at their school. (Let’s be real, Harvard is almost certainly gonna want someone with a Ph.D. at the very least. That’s just how they roll.) Alternatively, the position might be for a specialty librarian, someone in charge of a field-specific library or field-specific reference services; if you’re being asked to head up the Science & Engineering Library at Masshole University, it’s reasonable to expect that you’ll be bringing a degree in engineering or some sort of science to the table. Colleges have so many different needs that predicting what kind of experience/education you should get is a bit of a challenge. Good luck. Some schools will help you out a bit with this; my grad school had dual degree programs where you could share credits between the MSIS and either an English or History Master’s so you could graduate with both in less time. I . . . started this, and then panicked at the thought of more school/writing a thesis and bailed, but it’s great if you’re into that idea!

What’s the point of the Information/Library Science degree?

You have to have the degree. If you don’t have the degree, you don’t get the job and you don’t make-a the money. Resign yourself to getting a Master’s degree or you’re gonna be bummed out and unemployed.

In terms of what you learn? Well, obviously it depends on the program, but I found that a lot of what I learned was only theoretically related to what I do on a daily basis. My instructors were lovely (well, the adjuncts anyway; the full-timers really didn’t want to be there and wanted to be off doing research and shit), but every library is so idiosyncratic and there’s such a massive umbrella of jobs you could get in one -- god, I didn’t even get into things like metadata services, which I learned basically nothing about in grad school but are super important to some positions -- that it’s hard to learn anything practical in a classroom.

However, besides the piece of paper that lets you make-a the money, there are two important things you should get from your grad school education:

Research skills: My god, you’re going to be doing so much research. If you’re a public librarian, you need to know how to Google just about anything. And if you’re a college librarian, being able to navigate a library database and find, evaluate, and cite sources . . . I mean, you’re going to be doing so much of that, showing students how to do that. Like a ridiculous amount of my day is showing students how to find articles in the virtual library. Get good at finding things, because much like Hufflepuffs, librarians need to be great finders.

Internship(s): Just about every library program will require an internship -- usually but not always in replacement of a thesis -- and if the one you’re looking at doesn’t, dump it like James Marsden in a romantic comedy. Internships are hugely important not only because they look good on a resume and give you some of those delicious, delicious references, but they are a snapshot of what your job is going to look like on a day-in, day-out basis; if nothing else, you’ll learn really fast what does and doesn’t appeal to you. As I mentioned, I wanted to be a school librarian for about half a semester. You know what changed my mind? My class required like 40 hours of interning at schools of each level. Being plopped into that environment like a play you’re suddenly acting in? Super helpful in determining whether or not this shit is for you.

What else should I learn, then?

Besides how to research basically anything? Here are some useful skills in just about any library:

Copyright law. Holy shit, do yourself a favor and learn about publishing/distribution laws in your state. Do you wanna show a movie as a fun program? You need to buy a license and follow super specific rules or it’s illegal! Does an instructor want to make copies of their textbook to give to the students? Make sure you know how much they can copy before it’s no longer fair use! Everything in my life would be easier if I’d taken the time to learn anything about copyright. I did not, and now I’m sad. (I lost out on a job opportunity because they wanted the librarian to be particularly knowledgeable in that kinda thing, and I was very not.)

Metadata and cataloging. In theory, you should learn this in grad school, but I was only given the bare basics and it wasn’t enough. Dublin Core, MARC-21, RDF -- there are so many different kinds of metadata schema, and I took a 6-week class in this and still don’t understand any of the words I just used in this sentence. But basically, to add items to a library catalog you often need to know how to input them into your library’s system; to an extent that’ll be idiosyncratic to your library’s software, but some of it will be based on a larger cataloging framework, so familiarity with those is very useful.

Public speaking and education. You’re gonna do a lot of it. Learn how to deal.

General tech savviness. Again, we’re not talking about coding but if you can navigate a WordPress website? If you know how to troubleshoot just about any issue with Microsoft Word, PowerPoint, etc.? If you can unjam printers and install software and use social media you’re going to be a much happier person. At the very least, know how to google tutorials and fake your way through; your IT person can only do so much, and a lot of it is probably going to fall on you.

Social work, diplomacy, general human relations kinda stuff. You’re going to be dealing with all sorts of people from all sorts of backgrounds, with every political view, personal problem, and life experience under the sun. You need to get very good at being respectful of diversity -- even diversity you don’t like* -- and besides separating your own personal views and biases from your work, you’ll be much better equipped to roll with the punches if you have, for example, conflict resolution training. Shit’s gonna get weird sometimes, I promise. (Once a student came in swinging around butterfly knives and making ninja noises. You know who knew how to deal with that? Not me!)

Standard English writing and mechanics. It’s not fair, but in general librarians are expected to have a competent grasp on the Standard English dialect, and others are less likely to be appreciated by the general populace. Obviously this differs based on your community and environment, and colloquialisms are sometimes useful or even necessary, but as a rule of thumb it’s a good call to be able to write “properly,” even if that concept is imperialist bullshit.

*I don’t mean Nazis. Obviously I don’t mean Nazis. Though there is a robust debate in the library community about whether Nazis or TERFs or whatever should be allowed to like, use library facilities for their own group meetings or whatever. I tend to fall on the “I don’t think so” side of the conversation, but there’s a valid argument to be made about not impeding people’s access to information -- even wrong or harmful information.

Any other advice?

Of course! I love to talk. Let’s see . . .

Get really passionate about freedom of information and access: A library’s main reason for existing is to help people get ahold of information (including fiction) that they couldn’t otherwise access. If you’re a public librarian, you have to care a lot about making sure people can access information you probably hate. (If you’re an academic librarian it’s a little more tricky, because the resources should meet a certain scholarly threshold, and if you’re a school librarian there are issues of appropriateness to deal with, but in general more info to more people is always the direction to push.) Get ready to defend your library purchases to angry patrons or even coworkers; get ready to defend your refusal to purchase something, if that’s necessary. Get ready to hold your nose and cringe while you add American Sniper to your library collection, because damn it, your patrons deserve access to the damn stupid book. Get really excited about finding new perspectives and minority representation, because that’s also something your patrons deserve access to. Get really excited about how technology can make access easier for certain patrons, and figure out how to make it happen in your library. Care about this; it’s essential that you’re passionate about information -- helping your patrons find it, making sure they can access it, evaluating it, citing it . . . all of it. Get ranty about it. Just do it.

Be prepared to move if necessary: One of my professors told us that there was one thing that would always guarantee you a job that paid well -- this was in 2016 but still -- that as long as you had it you could do whatever you wanted. And that was a suitcase. Maybe where you live is an oversaturated market (thanks for having 6 library schools in a 4-hour radius, my state). Maybe something something economic factors I don’t really understand; the point is that going into this field, you should probably make peace with the idea that you’ll probably either end up taking a job that doesn’t make enough money or struggle a lot to even find one . . . or you’re going to have to go where the jobs are. It’s a small field. Just know that might be a compromise you have to make, unless you can get a strictly remote job.

Read: This sounds stupidly obvious but it’s true! Read things that aren’t your genre, aren’t your age range; patrons are going to ask you for reading advice all the goddamn time, especially if you’re a public librarian, so the more you can be knowledgeable about whatever your patrons might ask you about, the easier your life will be. If you’re considering librarianship you probably love to read anyway, so just ride that pony as hard as you possibly can.

Learn to be okay with weeding -- even things you don’t think deserve it: You are going to have to recycle books. You’re going to have to throw away books. You’re going to have to take books out of the collection and make them disappear in some fashion or another. There are a lot of reasons -- damage and lack of readership are big ones -- and there’s no bigger red flag to a librarian than someone saying “I could never destroy a book.” That kind of nonsense is said by people who’ve never had to fit 500 books onto a shelf built for 450. Archivists are different, of course, as are historians, and everyone should have a healthy respect for books both as physical objects and as sources of information, but you’re going to have to get rid of them sometimes, and you’re just going to have to learn how to do that dispassionately.

Have fun! No one gets into this because they want money; if you want to be a librarian, or work in any library-adjacent field, it’s because you really care about the values of librarianship, or the people in your community, or preserving and sharing as great a wealth of information as possible. Your job will often be thankless and it’ll sometimes be exhausting. There will be times where it’s actually scary. And unless you’re rich as balls, it will make you stare at your student loans and sigh with despair. (You may be living in your parents’ basement while you sigh at your loans because you can’t afford to live on your own, for an example that has zero relevance to any authors of this blog, living or dead.) I can’t tell you if it’s worth it -- though you’ll probably find out pretty quickly during your internship, because that’s what internships are for. All I can say is that I love it, and I can’t imagine doing anything else.

#ask forest #libraries #librarianship #information science #career advice #education advice #oh my god this is long #i have a lot of feelings okay?#there is no way on earth anyone will read all of this #if you do tell me bc i will not believe it #Anonymous

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scribble-fox · 3 years

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Secondary English Teaching in WA; An Open Letter.

I am an English teacher. I do this job because it is a calling. It’s a passion. It’s something that can make a real difference in people’s lives. But I have a problem and it’s a problem that affects all of us. I am failing to be the best I can be because there is simply too much to do.

In the first place the job of an English teacher encompasses a lot. A child needs to be able to read and write and understand sophisticated vocabulary. They need critical thinking and empathy and the ability to comprehends both fine detail and larger trends. They need creativity and accuracy and clarity and conciseness. But we also look at modern issues, new media, social values and the broad and changing landscape our students must make sense of. This stuff is all in the curriculum in grand sweeping statements up for our interpretation. We are good at our jobs. We do our best to arm our students with the skills and knowledge they need to take on the world they will head into and if only that were our only job.

Not only must we compete with rapidly changing media and the increasingly diverse set of backgrounds and beliefs, but we must individualise the learning experience for each of the 31 children in each class. If we have an hour of lesson and we manage to get into it right away without any disruptions – the children all magically sit in their seats with pens and paper out smiling eagerly and quietly up at us – that still gives us less than two minutes per student. Many of our classes contain five, six, seven – I once had 13 – students with individual education plans. This means I need to remember who needs checklists and who needs chunked instructions and who I can’t directly instruct and who needs coloured paper and who must be reminded to wear their glasses. All while managing the behaviour of 31 teenagers, many of whom have mental or emotional issues to contend with.

This is just in the classroom. Contrary to popular belief, teachers don’t go home at three o’clock and spend half their lives on holiday. A study of English teachers in NSW found the average English teacher was working 49.4 hours per week. But that includes part time teachers. Those of us on a ‘full load’ often work 55+. Each class takes planning. Each IEP needs adjustments within those. Each class takes printing and prepping and most of all, marking. The biggest problem with comparing English teachers to other secondary teachers is the marking. On average, a paper in English takes 15 minutes to mark. If you have the standard five hours of DOTT time (duties other than teaching) then you can mark 20 in a week, assuming no interruptions. But remember that a class is 31 and a teacher has many classes. Some weeks you have three or four classes worth of marking to do. And when are you supposed to make resources, find worksheets, read texts, do professional development? In what other job are you expected to spend your weekends sitting at a desk?

Then there’s the admin. More and more of it. Recently I spent an entire hour of DOTT time recording unsubmitted assessments in each student’s digital profile. Another hour I spent calling parents because a no surprises policy means you have to contact home at any hint of failure. Two hours after school filling in reports on negative behaviours and the consequences that resulted. I’ve spent my short lunch time making sure misbehaving students scrape gum from under the desks or finish off work they didn’t bother to do in class. I’m supposed to put the goal, the lesson resources, the homework and a detailed plan online for every single lesson. Forget about excursions. No one on a full English load has time for that. And job progression? There’s a reason most principals and deputies are ex Phys Ed or Math. I’ve wasted hours doing the same few professional developments over and over because they are required. I’ve had three identical sessions on how to use a particular piece of technology and I know what the process is for dealing with asbestos despite the complete irrelevance it has to my position. The kids with IEPs have a separate reporting system that requires us to comment on each curriculum point tackled. We are expected, especially if we are young, to be on committees and in working parties and be going above and beyond. We are already going above and beyond. A not-English teacher has too much work to get on with. We are being paid the same wage to do twice as much.

But it isn’t money we want. We aren’t greedy. We aren’t complaining about the pay. What we want is conditions we can work in. What we want is to be able to be the best we can be. The number one asset to education – the one thing that makes all the difference – is teachers. Teachers are the biggest factor in the success of a child’s education (See Hattie 2018) and a school’s stats, and we cannot be great teachers when we are stretched this thin. Is it any wonder really that our literacy has slipped so far? In the 2018 PISA rankings we dropped to 16th in reading. We were 8th back in 2006. 8th!

This problem compounds. With each year we are spread thinner and thinner. With each year our kids are further and further behind. And they are already coming into high school behind because primary school teachers aren’t specialists in everything. How could they be. Just because you can read and write, doesn’t mean you can teach phonics. And they are expected to cover English, Maths, Science, Humanities and Social Sciences and anything else they can’t get a specialist for. Kids also need to spread their writing between typing and digital literacy and handwriting. You wouldn’t believe how quickly their hands hurt from writing.

The problem, as it is, compounds but the plans are worse. In the name of progress, the plans in the department are to make sure kids have access to as many electives as possible. That sounds nice in theory. What this means in practice is that they lose lessons in their core subjects. One school is already paving the way for this with only three hours of English (and other core subjects) per week for lower school kids. Are they crazy? School is about creating a strong foundation to build on. Gap years are for trying things out. This tester school has been testing it for a few years now. But the test has failed. Kids are struggling. And of course, they are struggling! The English curriculum is huge. The subject is challenging. We already know that it’s too much, even to be delivered in four or five hours a week. Soon, English teachers everywhere will be expected to cram their carefully crafted courses into 3/5ths the time. Well, we won’t stand for it. Not least of all because we won’t cope. The teachers at this tester school aren’t coping. Especially when it means a fuller timetable.

How does less classes mean a fuller timetable? Well, just like for subjects with a lighter marking load, teachers are timetabled by teaching hours, not by number of classes. Instead of teaching four or five different classes. Teachers end up with six or seven. Either all lower school or the gaps are filled with subjects out of area. What does more classes and more students mean? More marking, more planning, more admin.

But there is a solution. There is a way to lift the standards of our teachers and our students in turn. Give English teachers less work. Put a cap on the number of students and classes. Make a full-time load for English teaching .8 (Hale does it!). Don’t expect out of hours work. Make less admin or provide aides to do it (Job creation?). Don’t cram curriculum into three lessons a week and fill up any extra time. Don’t interrupt the term with constant assemblies and activities. If you have to add more work, employ more people to do it. It’s simple and It makes a colossal difference.

I’m an English teacher. I dream of being able to plan interesting and innovative lessons. I long to provide the support my students need. I need to inspire. I know I can change lives. I can empower children to break free of poverty and trauma and build a future we can all be proud of. That’s what all teachers dream of but right now we are drowning. Right now, we are treading water in a vast ocean, hidden behind the waves and the swell and we are shouting to the distant shore. Hear us. Please hear us.

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marinsawakening · 3 years

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there’s been a large uptick in smug ‘this is why you needed to listen to your english teachers explaining media analysis to you the curtains ARE blue for a reason you fuckhead’ posts I’ve seen as of late and it irks me SO MUCH bc really it’s just that. smugness. feeling smug at supposedly being better at media analysis than everyone else.

listen!! nobody is born with reading comprehension!!! media analysis is a SKILL we have to LEARN and as such, yes, it’s a good idea to teach it in school! but when at least 90% of the students walk away from your classes hating the idea of analyzing media MORE than when they came in, you shouldn’t be blaming the students, you should be taking a good, long look at what your classes are doing wrong.

in my opinion, the primary issue is that our current high school system is fundamentally incompatible with teaching media literacy. our school system works in black and white, in right or wrong. you have tests that test your knowledge, and you are graded on how much your answer matches that of the answering sheet, or at least, how much it matches your teacher’s opinion. everything has either a right or a wrong answer, and your grades are a tally of how many questions you got right rather than wrong.

That’s just not how literary analysis works. yes, obviously, an analysis can be wrong; not all opinions are created equal. but it’s rarely so clear cut as a math answer. multiple readers can read the same book and get a completely different experience out of it. who is wrong, then? who decides who is wrong? is it the author? if so, is authorial intent more important than the text itself? WHY is that the case?

Media analysis isn’t a hard science; it’s much more of an artform itself. Is there a wrong way to create art? I’d argue yes, depending on what type of art you’re making; but even if you think so, who decides that? How do you quantify it? How do you translate it to an answer sheet, on which you’ll be graded by at the end of the semester?

Media literacy classes, as they are taught now in high school, do not actually teach children how to analyze media. Most children don’t even read the books they are assigned to read; they’ll just read a Sparknotes summary instead. And yet, they’ll still get good grades on their book reports and tests. Why? How can they get good grades for analyzing a book they’ve never read?

It’s because current media analysis classes teach you how to memorize the answer the teacher wants to hear, rather than to make observations yourself. Any observation deemed ‘wrong’ by the teacher is immediately shot down. (The only exception being, possibly, if the teacher has deemed you ‘smart’ and you are eloquent enough to state your point without making the teacher feel undermined.)

Instead of teaching children how to substantiate their OWN opinions, EVEN THE ONES THE TEACHER DOESN’T AGREE WITH, by teaching them actual methods of literary analysis (such as being able to recognize framing or teaching them theories of literary analysis such as Death of the Author), their curriculum offers them so little time and wiggle room that they’ll just do a speedrun of important literary works, barely scratch the surface of them, and then grade them on how much their answers match the Sparknotes ‘themes’ page.

Like, it could just be me or whatever, but I think making children read books they hate, memorize the ‘right’ answers to what the book supposedly says and why it’s supposedly so good, punishing them for any deviant opinion, and then having them regurgitate those answers on a timed exam may not actually instill many meaningful literary analysis skills. lmao.

TL;DR less smug ‘pay attention in english class so maybe you’ll get some literary analysis skills’ posts and more ‘the current high school system is so fundamentally focused on a binary ‘right’ and ‘wrong’ test system that it cannot sufficiently teach media analysis, making many children walk away with the idea that it’s just a bunch of bullshit’ posts, please.

#remember that gif posts of a girl explaining why she hated a book and being dismissed by her teacher #only for another girl to back her up by saying the exact same things only more eloquently and the teacher having to concede #and remember how almost everyone agreed that it showed a fault in our school system by rewarding eloquence more than substance #and by forcing students to conform to their teacher's opinion if they weren't so eloquent?#remember that?????#where'd that energy go????????#yeah we know you liked english class you're not special or better than anyone else for doing so #and chances are your steven universe analysis sucks almost as much as my boku no hero academia analysis anyway #my posts #writing wise

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warninggraphiccontent · 3 years

Text

16 July 2021

Food for thought

At last week's Data Bites, I noted how 'Wales' is a standard unit of area. This week, along comes a map which shows that all the built-up land in the UK is equivalent to one Wales:

The map is from the National Food Strategy, published yesterday (and the man has a point).

It has divided opinion, judging by the responses to this tweet. I understand where the sceptics are coming from - at first glance, it may be confusing, given Wales isn't actually entirely built up, Cornwall made of peat, or Shetland that close to the mainland (or home to all the UK's golf courses). And I'm often critical of people using maps just because the data is geographical in some way, when a different, non-map visualisation would be better.

But I actually think this one works. Using a familiar geography to represent areas given over to particular land use might help us grasp it more readily (urban areas = size of Wales, beef and lamb pastures = more of the country than anything else). It's also clear that a huge amount of overseas land is needed to feed the UK, too.

The map has grabbed people's attention and got them talking, which is no bad thing. And it tells the main stories I suspect its creators wanted to. In other words, it's made those messages... land.

Trash talk

Happy Take Out The Trash Day!

Yesterday saw A LOT of things published by Cabinet Office - data on special advisers, correspondence with parliamentarians, public bodies and major projects to name but a few, and the small matter of the new plans outlining departmental priorities and how their performance will be measured.

It's great that government is publishing this stuff. It's less great that too much of it still involves data being published in PDFs not spreadsheets. And it's even less great that the ignoble tradition of Take Out The Trash Day continues, for all the reasons here (written yesterday) and here (written in 2017).

I know this isn't (necessarily) deliberate, and it's a lot of good people working very hard to get things finished before the summer (as my 2017 piece acknowledges). And it's good to see government being transparent.

But it's 2021, for crying out loud. The data collection should be easier. The use of this data in government should be more widespread to begin with.

We should expect better.

In other news:

I was really pleased to have helped the excellent team at Transparency International UK (by way of some comments on a draft) with their new report exploring access and influence in UK housing policy, House of Cards. Read it here.

One of our recent Data Bites speakers, Doug Gurr, is apparently in the running to run the NHS. More here.

Any excuse to plug my Audrey Tang interview.

The good folk at ODI Leeds/The Data City/the ODI have picked up and run with my (and others') attempt to map the UK government data ecosystem. Do help them out.

Five years ago this week...

Regarding last week's headline of Three Lines on a Chart: obviously I was going to.

Have a great weekend

Gavin

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Today's links:

Graphic content

Vax populi

Why vaccine-shy French are suddenly rushing to get jabbed* (The Economist)

Morning update on Macron demolishing French anti-vax feeling (or at least vax-hesitant) (Sophie Pedder via Nicolas Berrod)

How Emmanuel Macron’s “health passes” have led to a surge in vaccine bookings in France* (New Statesman)

How effective are coronavirus vaccines against the Delta variant?* (FT)

England faces the sternest test of its vaccination strategy* (The Economist)

Where Are The Newest COVID Hot Spots? Mostly Places With Low Vaccination Rates (NPR)

There's A Stark Red-Blue Divide When It Comes To States' Vaccination Rates (NPR)

All talk, no jabs: the reality of global vaccine diplomacy* (Telegraph)

Vaccination burnout? (Reuters)

Viral content

COVID-19: Will the data allow the government to lift restrictions on 19 July? (Sky News)

UK Covid-19 rates are the highest of any European country after Cyprus* (New Statesman)

COVID-19: Cautionary tale from the Netherlands' coronavirus unlocking - what lessons can the UK learn? (Sky News)

‘Inadequate’: Covid breaches on the rise in Australia’s hotel quarantine (The Guardian)

Side effects

COVID-19: Why is there a surge in winter viruses at the moment? (Sky News)

London Beats New York Back to Office, by a Latte* (Bloomberg)

Outdoor dining reopened restaurants for all — but added to barriers for disabled* (Washington Post)

NYC Needs the Commuting Crowds That Have Yet to Fully Return* (Bloomberg)

Politics and government

Who will succeed Angela Merkel?* (The Economist)

Special advisers in government (Tim for IfG)

How stingy are the UK’s benefits? (Jamie Thunder)

A decade of change for children's services funding (Pro Bono Economics)

National Food Strategy (independent review for UK Government)

National Food Strategy: Tax sugar and salt and prescribe veg, report says (BBC News)

Air, space

Can Wizz challenge Ryanair as king of Europe’s skies?* (FT)

Air passengers have become much more confrontational during the pandemic* (The Economist)

Branson and Bezos in space: how their rocket ships compare* (FT)

Sport

Euro 2020: England expects — the long road back to a Wembley final* (FT)

Most football fans – and most voters – support the England team taking the knee* (New Statesman)

Domestic violence surges after a football match ends* (The Economist)

The Most Valuable Soccer Player In America Is A Goalkeeper (FiveThirtyEight)

Sport is still rife with doping* (The Economist)

Wimbledon wild card success does not disguise financial challenge* (FT)

Can The U.S. Women’s Swim Team Make A Gold Medal Sweep? (FiveThirtyEight)

Everything else

Smoking: How large of a global problem is it? And how can we make progress against it? (Our World in Data)

Record June heat in North America and Europe linked to climate change* (FT)

Here’s a list of open, non-code tools that I use for #dataviz, #dataforgood, charity data, maps, infographics... (Lisa Hornung)

Meta data

Identity crisis

A single sign-on and digital identity solution for government (GDS)

UK government set to unveil next steps in digital identity market plan (Computer Weekly)

BCS calls for social media platforms to verify users to curb abuse (IT Pro)

ID verification for social media as a solution to online abuse is a terrible idea (diginomica)

Who is behind the online abuse of black England players and how can we stop it?* (New Statesman)

Euro 2020: Why abuse remains rife on social media (BBC News)

UK government

Online Media Literacy Strategy (DCMS)

Privacy enhancing technologies: Adoption guide (CDEI)

The Longitudinal Education Outcomes (LEO) dataset is now available in the ONS Secure Research Service (ADR UK)

Our Home Office 2024 DDaT Strategy is published (Home Office)

The UK’s Digital Regulation Plan makes few concrete commitments (Tech Monitor)

OSR statement on data transparency and the role of Heads of Profession for Statistics (Office for Statistics Regulation)

Good data from any source can help us report on the global goals to the UN (ONS)

The state of the UK’s statistical system 2020/21 (Office for Statistics Regulation)

Far from average: How COVID-19 has impacted the Average Weekly Earnings data (ONS)

Health

Shock treatment: can the pandemic turn the NHS digital? (E&T)

Can Vaccine Passports Actually Work? (Slate)

UK supercomputer Cambridge-1 to hunt for medical breakthroughs (The Guardian)

AI got 'rithm

An Applied Research Agenda for Data Governance for AI (GPAI)

Taoiseach and Minister Troy launch Government Roadmap for AI in Ireland (Irish Government)

Tech

“I Don’t Think I’ll Ever Go Back”: Return-to-Office Agita Is Sweeping Silicon Valley (Vanity Fair)

Google boss Sundar Pichai warns of threats to internet freedom (BBC News)

The class of 2021: Welcome to POLITICO’s annual ranking of the 28 power players behind Europe’s tech revolution (Politico)

Inside Facebook’s Data Wars* (New York Times)

Concern trolls and power grabs: Inside Big Tech’s angry, geeky, often petty war for your privacy (Protocol)

Exclusive extract: how Facebook's engineers spied on women* (Telegraph)

Face off

Can facial analysis technology create a child-safe internet? (The Observer)

#Identity, #OnlineSafety & #AgeVerification – notes on “Can facial analysis technology create a child-safe internet?” (Alec Muffett)

Europe makes the case to ban biometric surveillance* (Wired)

Open government

From open data to joined-up government: driving efficiency with BA Obras (Open Contracting Partnership)

AVAILABLE NOW! DEMOCRACY IN A PANDEMIC: PARTICIPATION IN RESPONSE TO CRISIS (Involve)

Designing digital services for equitable access (Brookings)

Data

Trusting the Data: How do we reach a public settlement on the future of tech? (Demos)

"Why do we use R rather than Excel?" (Terence Eden)

Everything else

The world’s biggest ransomware gang just disappeared from the internet (MIT Technology Review)

Our Statistical Excellence Awards Ceremony has just kicked off! (Royal Statistical Society)

Pin resets wipe all data from over 100 Treasury mobile phones (The Guardian)

Data officers raid two properties over Matt Hancock CCTV footage leak (The Guardian)

How did my phone number end up for sale on a US database? (BBC News)

Gendered disinformation: 6 reasons why liberal democracies need to respond to this threat (Demos, Heinrich-Böll-Stiftung)

Opportunities

EVENT: Justice data in the digital age: Balancing risks and opportunities (The LEF)

JOBS: Senior Data Strategy - Data Innovation & Business Analysis Hub (MoJ)

JOB: Director of Evidence and Analytics (Natural England)

JOB: Policy and Research Associate (Open Ownership)

JOB: Research Officer in Data Science (LSE Department of Psychological and Behavioural Science)

JOB: Chief operating officer (Democracy Club, via Jukesie)

And finally...

me: can’t believe we didn’t date sooner... (@MNateShyamalan)

Are you closer to Georgia, or to Georgia? (@incunabula)

A masterpiece in FOIA (Chris Cook)

How K-Pop conquered the universe* (Washington Post)

Does everything really cost more? Find out with our inflation quiz.* (Washington Post)

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brooklynblerd · 4 years

Text

So You Want To Be An Ally

Over the last 2 weeks, I have been fielding many white-guilt questions at work and having very interesting conversations and Zoom calls. Overall, they have been well received, but I am not sure if anything will happen once this is no longer a hot topic. I hope we keep up the momentum, but the media and Politicians and other power holders will try to silence us as quickly as possible. All of the companies realizing that #BlackLivesMatter will inevitably fade away as well. WE HAVE TO KEEP THE PRESSURE ON. So I made a list of talking points for the company that I work for, I hope they put it to use. I will begin sending this to anyone that reaches out to me to “talk” or “to see if I am ok”. While I appreciate the concern (if it’s genuine), I cannot continue being your only Black friend or the only Black person that you feel comfortable speaking to.

I saw this on Twitter recently, White privilege doesn't mean that your life hasn't been hard, it just means that the color of your skin isn't one of the things that makes it harder. I think this pretty much sums up what white people need to understand, what those people calling themselves our allies need to understand. Having Black pride & saying Black Lives Matter should not offend anyone. It does not mean that we are anti white people.

Black people are not a monolith. While we have all experienced racism in some form or another, we do not share the exact same experiences with it. To try and get an overall view of the different types of racism, you need to speak to many different Black people. Stop treating us as a collective, we are all individuals. Racism has permeated every single institution in this country. Education, Housing, Banking, Healthcare, Criminal Justice, Entertainment, etc. Racism is very much systemic, not always overt. There are also many different microaggressions that do not present as overt racism. Also, if we are going to have these discussions, please make sure that we feel safe, that we will be heard without reprimand or cynicism or disbelief. Our silence is the reason why this has gone on for so long. We want to be heard. We are no longer willing to stay invisible. Fear makes many of us stay silent, not willing to upset the status quo.

Revamp your hiring strategy/quota. People and organizations tend to conflate diversity and inclusivity. They are NOT the same. While there are many women, LGBTQIA members, Black and other People of Color, the Executives, Sales Management, and HR do not reflect this.

Conversations about race and other social justice issues are uncomfortable. Having these conversations without any Black and People of color present is pointless. Make sure you have Black people and other People of Color in any discussions you have regarding race relations and any other social justice issues. Empathy and sympathy is great, but it will not replace an actual experience.

Understand that the current state of the world has been a long time coming. George Floyd was the straw that broke the camel's back. The only difference is that everyone has a camera now and the police aren't doing themselves any favors by brutalizing everyone who is protesting police brutality.

Acknowledge your privilege. Acknowledge that the system is built to benefit you more than it does us and that it always has.

Saying "I'm not racist" isn't enough anymore. You have to be anti-racist. You have to stop the jokes, stereotypes, etc amongst your circle of friends and family members. This will be hard. But Black and Brown lives have to matter more than offending anyone that is unwilling to change.

Racism is not up to Black people and other People of Color to solve. This wasn't created or instituted by us and as we remain the "minority" in positions of power, we are unable to change it. We only have the ability to fight it, to rise up and demand change. To show that we will no longer take it. We will no longer be silent. We were all taught to be quiet and hold our feelings in to make sure that white people are comfortable. To make sure that we don’t appear threatening or angry. That is changing. Things will not go back to the way that they were.

Books to read in your journey of becoming an ally:

How To Be An Antiracist - Ibram X. Kensi

White Fragility: Why It's So Hard for White People to Talk About Racism - Robin Diangelo

So You Want To Talk About Race - Ijeoma Oluo

Me and white Supremacy - Layla F. Saad

The New Jim Crow: Mass Incarceration In The Age of Colorblindness - Michelle Alexander

Stamped from the Beginning: The Definitive History of Racist Ideas in America - Ibram X. Kendi

Between the World and Me - Ta-Nehisi Coates

Notes of A Native Son - James Baldwin

Born A Crime - Trevor Noah

Eloquent Rage: A Black Feminist Discovers Her Superpower - Brittany Cooper

Reproductive Injustice: Racism, Pregnancy, and Premature Birth - Dana-Ain Davis

Racism without Racists: Colorblind Racism and the Persistence of Racial Inequality in the United States - Edwardo Bonilla-Silva

Towards the Other America: Anti-Racist Resources for White People Taking Action for Black Lives Matter - Chris Crass

Two Faced Racism: Whites in the Backstage and Frontstage - Leslie Picca and Joe Feagin

How To Be Less Stupid About Race: On Racism, White Supremacy and the Racial Divide - Crystal Fleming

The Ethnic Project: Transforming Racial Fiction into Ethnic Factions - Vilna Bashi Treitler

Race and Racisms: A Critical Approach - Tanya Golash Boza

Racist America: Roots, Current Realities, and Future Reparations - Joe Feagin

White Rage; the Unspoken Truth of Our Racial Divide - Carol Anderson

Black Americans - Alphonso Pinkney

Medical Apartheid: The Dark History of Medical Experimentation on Black Americans from Colonial Times to Present - Harriet Washington

The Hollywood Jim Crow: The Racial Politics of the Movie Industry- Maryann Erigha

Code of the Street - Elijah Anderson

The Wretched of the Earth - Frantz Fanon

The Mis-Education of the Negro - Carter Woodson

UNESCO General History of Africa, Vol.1 - Joseph Zerbo

UNESCO General History of Africa, Vol. 2 - G. Mokhtar

Black Wealth/White Wealth - Melvin Oliver and Thomas Shapiro

Why Are All the Black Kids Sitting Together in the Cafeteria? And Other Conversations About Race - Beverly Daniel Tatum

Uprooting Racism: How White People Can Work for Racial Justice - Paul Kivel

Witnessing Whiteness - Shelly Tochluk

Race Talk and the Conspiracy of Silence: Understanding and Facilitating Difficult Dialogues on Race - Derald Wing Sue

The Emperor Has No Clothes: Teaching about Race and Racism to People Who Don't Want to Know - Tema Jon Okun

Understanding White Privilege: Creating Pathways to Authentic Relationships Across Race - Frances Kendall

The Possessive Investment in Whiteness: How White People Profit from Identity Politics - George Lipsitz

Waking Up White, and Finding Myself in the Story of Race - Debby Irving

How I Shed My Skin: Unlearning the Racist Lessons of a Southern Childhood - Jim Grimsley

Everyday White People Confront Racial and Social Injustice: 15 Stories - editors = Eddie Moore, Marguerite W. Penick-Parks & Ali Michael

Understanding and Dismantling Racism: The Twenty-First Century Challenge to White America - Joseph Barndt

Beyond the Pale: White Women, Racism, and History - Vron Ware

Charleston Syllabus: Readings on Race, Racism, and Racial Violence - editors = Chad Williams, Kidada E. Williams & Keisha N. Blain

We Have Not Been Moved: Resisting Racism and Militarism in 21st Century America - editors = Elizabeth Betita Martinez, Matt Meyer & Mandy Carter. Forward by Cornel West. Afterword by Alice Walker & Sonia Sanchez

killing rage: Ending Racism - bell hooks

Acting White? Rethinking Race in Post-Racial America - Devon W. Carbado and Mitu Gulati

Towards Collective Liberation: Anti-Racist Organizing, Feminist Praxis, and Movement Building Strategy - Chris Crass

White Like Me: Reflections on Race form A Privileged Son - Tim Wise

White Trash: Race and Class in America - editors = Annalee Newitz & Matt Wray

Rise of the Warrior Cop: The Militarization of America's Police Forces - Radley Balko

Race Traitor - editors = Noel Ignatiev & John Garvey

Feeling White: Whiteness, Emotionality, and Education (Cultural Pluralism #2) - Cheryl E. Matias

Disrupting White Supremacy

Hillbilly Nationalists, Urban Race Rebels, and Black Power: Community Organizing in Radical Times - AmySonnie, James Tracy

For White Folks Who Teach in The Hood...and the Rest of Y'all Too: Reality Pedagogy and Urban Education (Race, Education, and Democracy) - Christopher Emdin

Benign Bigotry: The Psychology Subtle Prejudice - Kristin J. Anderson

Subversive Southern: Anne Braden and the Struggle for Racial Justice in the Cold War South (Civil Rights and the Struggle for Black Equality in the Twentieth Century) - Catherine Fosl

How Jews Became White Folks and What That Says About Race in America - Karen Brodkin

America's Original Sin: Racism, White Privilege, and the Bridge to a New America - Jim Wells

Why I'm No Longer Talking to White People About Race - Reni Eddo-Lodge

Living Into God's Dream: Dismantling Racism in America - editor = Catherine Meeks

Promise And A Way Of Live: White Antiracist Activism - Becky Thompson

What Does It Mean to Be White?: Developing White Racial Literacy (Counterpoints #398) - Robin Diangelo

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whatisonthemoonarchive · 5 years

Text

While some continue to complain about the profound effects of indoctrination into the totalistic worldview of the Moon ideology, it is puzzling that they seem unconcerned about the mind control and ideological indoctrination inflicted from all directions outside the Moon movement on society at large. After all, it is difficult to not notice that a massive world-wide combination of educational institutions, media, the entertainment industry, government agencies, computer companies, the United Nations and its accredited non-governmental organizations (NGOs) are all involved in the indoctrination of the masses into a totalitarian, one world government ideology. Are the effects of indoctrination in the Moon ideology dangerous in comparison to the effects of indoctrination into the totalitarian one world government ideology? When considering this, take into account that the totalitarian, one world government ideology promotes and facilitates various lifestyles and practices considered to be sinful according traditional Christian standards, whereas the Moon ideology, whether it be true or not, upholds traditional Christian morality and takes a hard line against sin.

The one world government indoctrination program begins in elementary school with a planned, step-by-step process of replacing the traditional family-taught beliefs, morality, Biblical values and world view with a new way of thinking designed to support the totalitarian world government agenda [see 'Brainwashing in America'] The techniques of brainwashing developed in totalitarian countries are routinely used in psychological conditioning programs imposed on American school children to bring about these results. These include emotional shock and desensitization*, psychological isolation from sources of support, stripping away defenses, manipulative cross-examination of the individual's underlying moral values, and inducing acceptance of alternative values by psychological rather than rational means.

The goal of education is no longer to teach the kind of literacy, wisdom and knowledge we once considered essentials of responsible citizenship. It is to train world citizens--a compliant international workforce, willing to flow with change and uncertainty. These citizens must be ready to believe and do whatever will serve a government determined 'common good' or 'greater whole'. Educators may promise to teach students to think for themselves, but if these state educators continue what they have started, then tomorrow's students will have neither the facts nor the freedom needed for independent thinking. Like Nazi youth, they will be taught to react, not to think, when told to do the unthinkable.

Are the effects of indoctrination into the Moon ideology really so dangerous in comparison to the effects of the ongoing state run indoctrination into the totalitarian one world government ideology?

__________________________

*A common method used in training students to reject truth is emotional shock therapy which is described in the following example: Ashley, a California tenth-grader, heard her teacher announce the following writing assignment: 'You're going to consult an oracle. It will tell you that you're going to kill your best friend. This is destined to happen, and there is absolutely no way out. You will commit this murder. What will you do before this event occurs? Describe how you felt leading up to it. How did you actually kill your best friend?' Ashley became very upset. Why would her English teacher tell her to imagine something so horrible. 'I don't want to do this.', she told herself and long after she had told this to her parents, the awful feelings continued.

This method of emotional shock therapy has become standard fare in public schools from coast to coast. It produces cognitive dissonance -- mental and moral confusion -- especially in students trained to follow God's guidelines. While classroom topics may range from homosexual or occult practices to euthanasia and suicide, they all challenge and stretch a student's moral boundaries. But why?

'[Our objective] will require a change in the prevailing culture--the attitudes, values, norms and accepted ways of doing things,' says Marc Tucker, the master-mind behind the school-to-work and 'workforce development' program implemented in every state. Working with Hillary Clinton and other globalist leaders, he called for a paradigm shift--a total transformation in the way people think, believe, and perceive reality. This new paradigm rules out traditional values and biblical truth, which are now considered hateful and intolerant. (See "Clinton's War on Hate Bans Christian Values") All religions must be pressed into the mold of the new global spirituality. Since globalist leaders tout this world religion as a means of building public awareness of our supposed planetary oneness, Biblical Christianity doesn't fit. It is simply too 'exclusive' and 'judgmental.'

Immersing students in imaginary situations that clash with home-taught values confuses and distorts a student's conscience. Each shocking story and group dialogue tends to weaken resistance to change. Biblical absolutes simply don't fit the hypothetical stories that prompt children to question and replace home-taught values. Before long, God's standard for right and wrong is turned upside-down, and unthinkable behavior begins to seem more normal than the Christian tradition that formed the basis of western civilization.

But it takes more than a twisted conscience to produce compliant world citizens. New values must replace God's timeless truths, as described in the following example:

Matt Piecora, a fifth grader from the Seattle area, was told to complete the sentence, 'If I could wish for three things, I would wish for…' Matt wrote 'infinitely more wishes, to meet God, and for all my friends to be Christians.' Matt's wish didn't pass. The teacher told him that his last wish could hurt people who didn't share his beliefs. Matt didn't want to hurt anyone, so he agreed to add 'if they want to be.' Another sentence to be completed began, 'If I could meet anyone, I would like to meet…'.

Matt wrote: 'God because he is the one who made us!' The teacher told him to add 'in my opinion.' When Matt's parents saw his work, they noticed the phrases that had been added to Matt's sentences and asked, 'Why did you add this?'. 'The teacher didn't want me to hurt other people's feelings,' he answered. 'But these are just your wishes…' 'I thought so, Mom.' Matt looked confused. Later, the teacher explained to Matt's parents that she wanted diversity' in her class and was looking out for her other students. But the excuse didn't make sense. If the papers were supposed to 'express the students' diverse views,' why couldn't Matt share his views? Didn't his wishes fit? Or was Christianity the real problem? 'I try to instill God's truths in my son,' said Matt's father, 'but it seems like the school wants to remove them.'

He is right. The old Judeo-Christian beliefs don't fit the new beliefs and values designed for global unity. The planned oneness demands 'new thinking, new strategies, new behavior, and new beliefs' that turn God's Word and values upside-down and no strategy works better than the old dialectic (consensus) process explained by Georg Hegel, embraced by Marx and Lenin, and incorporated into American education during the nineteen eighties. Directed group discussion based on the dialectic (consensus) process is key to the transformation. Professor Benjamin Bloom, called 'Father of Outcome-based Education', summarized it as follows:

'The purpose of education and the schools is to change the thoughts, feelings and actions of students. ....a large part of what we call good teaching is the teacher's ability to attain effective objectives through challenging the students' fixed beliefs and getting them to discuss issues.' Matt's last comment was especially threatening to the teacher. His statement, 'God made us' is an absolute truth. It can't be modified to please the group. Therefore it doesn't fit the consensus process -- the main psycho-social strategy of the new national-international education system designed to mold world citizens. It demands that all children participate in group discussions and agree to: · be open to new ideas · share personal feelings · set aside home-taught values that might offend the group · compromise in order to seek common ground and please the group. · respect all opinions, no matter how contrary to God's guidelines · never argue or violate someone's comfort zone

First tested in Soviet schools, this mind-changing process required students in the USSR, China and other Communist nations to 'confess' their thoughts and feelings in their respective groups. Day after day, trained facilitator-teachers would guide these groups toward a pre-planned consensus. Opposite opinions or ideas -- 'thesis' and 'antithesis' -- were blended into ever-evolving higher 'truths'. Each new truth or 'synthesis' would ideally reflect a blend of each participant's feelings and opinions. In reality, the students were manipulated into compromising their values and accepting the politically correct Soviet understanding of the issue discussed. Worse yet, the children learned to trade individual thinking for a collective mindset. Since the concluding consensus would probably change with the next dialogue, the process immunized them against faith in any unchanging truth or fact. This revolutionary training program was officially brought into our education system in 1985, when President Reagan and Soviet President Gorbachev signed the U.S. - U.S.S.R. Education Exchange Agreement. It put American technology into the hands of Communist strategists and, in return, gave us all the psycho-social strategies used in Communist nations to indoctrinate Soviet children with Communist ideology and to monitor compliance for the rest of their lives. Today, American children from coast to coast learn reading, health, and science through group work and dialogue. Most subjects are 'integrated' or blended together and discussed in a multicultural context. Thus, fourth graders in Iowa 'learn' ecology, economy, and science by 'real-life' immersion into Native American cultures. They role-play tribal life and idealize the religion modeled by imaginary shamans. Seeking common ground with the guidance of a trained facilitator-teacher, they share their beliefs, feelings, and 'experiences' with each other. They might agree that 'there are many gods' or 'many names for the same god' and compare the exaggerated spiritual thrills of shamanism with their own church experiences. Which religion would sound most exciting to the group? The consensus would merely be a temporary answer in a world of 'continual change' -- one of many steps in the ongoing evolution toward better understanding of truth -- as defined by leaders who envision a uniform global workforce and management system operating through compliant groups everywhere. http://www.inplainsite.org/html/mind_control_in_schools.html

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paleorecipecookbook · 6 years

Text

Will a Low-Carb Diet Shorten Your Life?

Last week, a new study was published in The Lancet that claimed to find that both very-low- and very-high-carb diets shorten our lifespan. Predictably, the mainstream media jumped on this finding without doing a shred of due diligence—more on that below—and we were subjected to splashy headlines like this:

Low-carb diets could shorten life, study suggests (BBC News)

Low and high carb diets increase risk of early death, study finds (CNN)

Low-carb diet may cut years off life, study suggests (Newsweek)

Your low-carb diet could be shortening your life (Fast Company)

Paleo fail: meat-heavy low-carbohydrate diets can shorten lifespan, researchers say (South China News)

I’ve been writing about health and nutrition for more than a decade now, and without fail, at least once a year a study like this is published. I could set my watch to it.

Understandably, my Twitter, Facebook, and email accounts blow up with messages from concerned readers, who want to know if the diet they are following is going to kill them.

Each year, my response is the same: no, your nutrient-dense, whole-foods diet that includes animal products is not going to give you a heart attack, increase your risk of cancer or other chronic diseases, or shorten your lifespan. In fact, it’s likely to have the opposite effect.

Why Eating Low Carb Won't Kill You

This year, it’s no different. In this article, I’m going to give you seven reasons why you should take the recent Lancet study with a huge grain of salt. If you’ve been following my work for some time, I hope you’ll recognize many of the shortcomings of the study, because you’ve seen them before:

Using observational data to draw conclusions about causality

Relying on inaccurate food frequency questionnaires (FFQs)

Failing to adjust for confounding factors

Focusing exclusively on diet quantity and ignoring quality

Meta-analyzing data from multiple sources

Unfortunately, this study has already been widely misinterpreted by the mainstream media, and that will continue because:

Most media outlets don’t have science journalists on staff anymore

Even so-called “science journalists” today seem to lack basic scientific literacy

The devil is always in the details, but details aren’t sexy and don’t generate clicks.

Most people—medical professionals and the general public alike—will just read the sensationalized headlines and assume that they are true. The percentage of the population that will find their way to a critique of the study like this, read it in its entirety, and comprehend it, is disappointingly low. This is what we’re up against. So, if you are reading this, please share it with anyone that you think would benefit.

Are you concerned about recent news regarding low-carb diets? Don’t be. Here’s why eating low carb isn’t likely to shorten your lifespan.

With that in mind, let’s take a closer look at the issues with this study.

1. The Data Were Observational, and Significant Caveats Apply

As I explained in a podcast called “A Beginner’s Guide to Scientific Research,” an observational study is one that draws inferences about the effect of an exposure or intervention on subjects where the researcher or investigator has no control over the subject. It’s not an experiment where they are directing a specific intervention (like a low-carb diet) and making things happen. Instead, the researchers are just looking at populations of people and making guesses about the effects of a diet or lifestyle variable.

An example of an observational study would be in comparing rates of lung cancer in smokers and nonsmokers. They might look retrospectively at groups of people who smoke and groups of people who don’t smoke, see what the rates of lung cancer are in each of those groups, and then draw some conclusions.

Repeat After Me: Correlation Is Not Causation

One of the key things to understand about observational studies is that you can’t establish causation from observational studies. You can establish a correlation or an association between two variables, but you can’t establish causation conclusively.

If you take a class on research methodology, you’ll often hear some silly examples of how observational data can be misinterpreted. Consider the statement, “The more firefighters that are sent to a fire, the more damage gets done.” Obviously that’s not how it works. It’s not that more firefighters are causing the damage. It’s that when fires are worse, more firefighters are required to fight it, so the causation there is reversed.

Another one would be, “Children who get tutored get worse grades than children who don’t get tutored.” Again, the causality is reversed. Children who are not getting good grades are more likely to hire tutors, or their parents will.

Consider a more relevant example. For decades, observational research suggested a correlation between dietary cholesterol intake and heart disease. This led to public health recommendations to limit cholesterol in the diet and generations of people unnecessarily torturing themselves with egg white omelettes (or even worse, Egg Beaters!), boneless, skinless chicken breasts, and (gasp!) margarine. Today, we now know that dietary cholesterol does not contribute to an increased risk of heart disease, and virtually all industrialized countries in the world—including the United States as of 2016—do not suggest limits to intake of cholesterol in their dietary guidelines.

It boils down to this: observational studies are good for generating hypotheses, not for proving that a specific variable causes a specific outcome.

To do that, you need a randomized, controlled trial (RCT). In an RCT, study participants are randomly assigned to two groups: a treatment group that receives the intervention being studied, and a control group that does not. The participants are then observed for a specific period of time.

This Lancet study was observational, not experimental. They simply observed participants over a 25-year period and assessed outcomes. As we’ll discuss below, this creates significant potential for error when attempting to draw conclusions.

2. The Study Data Came From Questionnaires, Not Observation of What Participants Ate

Do you accurately remember what you ate on March 15th, 2014? How about during the month of November 2015? I didn’t think so. Yet this is exactly the methodology in the studies analyzed in this report to determine participants’ carbohydrate intake.

More specifically, the underlying studies used FFQs. In an FFQ, researchers ask participants how much they ate of certain foods over a given time period. Not surprisingly, FFQs have been criticized for their inaccuracy for several reasons: (1, 2)

People tend to underreport foods socially considered “bad,” like red meat and alcohol

People overreport foods socially considered “good,” such as vegetables and fruits

People may not know all the ingredients in restaurant or prepared foods

People don’t weigh or otherwise measure portion sizes

People find tracking every bite and meal inconvenient

People are human and just can’t remember every little thing they eat

People’s diets tend to change over long periods of time

Also, as you might suspect, the further back in the past participants are asked to recall their diet, the less accurate an FFQ will be. In the Lancet study, the subjects’ diets were only assessed twice throughout a 25-year period, separated by an interval of six years.

This means that people were asked to report on what they ate over a previous six-year period. And even then, the FFQs only covered 12 years of that 25-year period.

So, one way to think about the Lancet paper is that it’s an analysis of self-reported answers on two questionnaires about how much carbohydrate participants ate over a period of a quarter century.

3. Confounding Factors Were Not Adequately Controlled For

One of the biggest problems with observational studies is that it can be difficult, if not impossible, to isolate the influence of a single variable. Human beings don’t live in highly controlled environments, and there are numerous factors that impact our health and lifespan, ranging from genetics to air and water quality, from socioeconomic status to lifestyle and behavior.

This is why most nutritional studies are met with heavy criticism. A recent article from the Mayo Clinic Proceedings even claimed that because nutrition studies “cannot be reliably, accurately, and independently observed, quantified, and confirmed or refuted,” they do not follow the scientific method and should be regarded as “pseudoscience” at best. (3)

Let’s use a simple example. Imagine you’re a scientist and you want to find out whether eating red meat increases the risk of heart attack. You recruit participants and ask them to track how much red meat they consume over 20 years. Then, you measure how many heart attacks occurred throughout the study period.

When examining the data, you notice a strong correlation between red meat consumption and heart attack. In other words, the people who ate the most red meat were the most likely to have a heart attack, and the people that ate the least red meat were the least likely to have a heart attack.

Case closed, right? Not so fast. What if the people who ate the most red meat were also more likely to smoke cigarettes, have high blood pressure and diabetes, eat more refined carbohydrates and sugar, not eat vegetables, and not exercise? In this scenario, it’s impossible to know whether the higher rate of heart attacks was caused by eating more red meat, any of these other single factors, or a combination of some or all of them.

The Healthy User Bias

The scenario I just mentioned is not hypothetical—it’s incredibly common. It’s so common, in fact, that it even has a name: the “healthy user bias.” I discussed this in detail in a 2014 podcast called “Heart Attacks and Red Meat—Correlation or Causation?,” but here’s the short version. People who engage in a behavior perceived as healthy are more likely to engage in other behaviors that are also perceived as healthy, and vice versa.

So, because red meat has been perceived as “unhealthy” for so many years, on average, people that eat more red meat are more likely to:

Smoke

Drink too much

Eat too much sugar

Not exercise, etc.

Of course, most researchers are well aware of the influence of confounding factors and the healthy user bias, and the good ones do their best to control for as many of these factors as they can. But even in the best studies, researchers can’t control for all possible confounding factors, because our lives are simply too complex.

In the Lancet paper, researchers included a study if it controlled for at least three of the following factors:

Age

Sex

Obesity

Smoking status

Diabetes

Hypertension

Hypercholesterolemia

History of cardiovascular disease

Family history of cardiovascular disease

That’s a step in the right direction. However, it still leaves huge room for confounding factors and healthy user bias. For example, say one of the studies controlled for age, sex, and whether participants were obese. That still leaves many factors—smoking status, diabetes, hypertension, high cholesterol, history of cardiovascular disease—that could affect the outcome.

It opens up the possibility that people who were following a very-low-carb diet were more likely to have an underlying health condition like diabetes, hypertension, or high cholesterol, or that they were more likely to engage in unhealthy behaviors like smoking. And in fact, that’s exactly what happened in the Lancet study. According to the authors:

“Participants who consumed a relatively low percentage of total energy from carbohydrates (i.e., participants in the lowest quantiles) were more likely to be young, male, a self-reported race other than black, college graduates, have high body mass index, exercise less during leisure time, have high household income, smoke cigarettes, and have diabetes.” [emphasis added]

That’s not surprising, is it? People who follow diets—whether very-low-carb or very-high-carb—are far more likely to have some kind of health problem that led them to start the diet in the first place. Unfortunately, this study didn’t adequately control for this almost certain fact.

This is bad enough. But it gets worse when you consider the confounding variables that weren’t even on the researchers’ list, such as:

The amount of fresh fruits and vegetables consumed

The amount of sugar they consumed

The quality of protein, fat, and carbohydrate they consumed

How much physical activity they engaged in

The question of diet quality—whether the person was eating primarily fresh, whole, nutrient-dense food or highly processed, refined food—is especially important. In the United States, we know from other research that the majority of Americans eat mostly processed and refined food. For example, a study published this year found that 60 percent of the calories Americans consume come from not just processed food—but ultra-processed food. These foods do not impact the body in the same way that fresh, whole foods do. I’ll discuss this more below.

4. Macronutrient Quality Is More Important Than Quantity

Researchers have long debated whether low-fat or low-carbohydrate diets are best for weight loss and overall health. Regardless of the macronutrient content, however, most long-term studies have reported little success in achieving and maintaining significant weight loss. In 2016, I wrote an article called “Carbohydrates: Why Quality Trumps Quantity,” in which I argued that the answer to obesity and metabolic disease lies not in how much carbohydrate we eat, but rather what types of carbohydrate we eat.

Earlier this year, a landmark study published in JAMA supported this argument and suggested that the same principles apply to fats. The researchers found that on average, people who cut back on added sugar, refined grains, and processed food lost weight over 12 months—regardless of whether the diet was low carb or low fat.

I wrote about this study in detail in an article called “Why Quality Trumps Quantity When It Comes to Diet.” Here’s the TL;DR: when the subjects focused on real, whole foods and cut processed foods out of their diet, they lost significant weight, without having to count calories or restrict energy intake.

Now, this study focused on weight loss, but it’s ludicrous to assume that the same distinction between real, whole foods and processed, refined foods wouldn’t apply to a study looking at longevity.

Consider two hypothetical people:

A person on a low-carb diet that eats primarily refined fats like industrialized seed oils (found in most processed foods and in foods cooked in restaurants)

A person on a low-carb diet that eats primarily natural fats from fresh, whole foods (meat, fish, avocados, nuts, seeds, etc.) prepared mostly at home

Is it logical to predict that these two people will enjoy the same health, protection from disease, and lifespan? Of course not. Yet that is exactly what the Lancet study did assume.

Decades of nutrition research have myopically focused on the quantity of protein, fat, and carbohydrate we eat, without considering the quality. In my mind, this is perhaps the single biggest shortcoming of the bulk of nutrition research.

5. It’s Possible to Follow a Diet That Is Both Low in Carbohydrates and High in Fresh, Nutrient-Dense Foods

It should be clear by now that the participants that were following a low-carb diet were not following a Paleo-type low-carb diet that is rich in natural, whole foods. The researchers themselves point this out:

“By contrast, the animal-based low carbohydrate dietary score was associated with lower average intake of both fruit and vegetables (appendix pp 9, 10).”

But of course it doesn’t have to be that way. A common misconception of the Paleo diet is that it’s “meat heavy,” rather than “plant based.” But consider someone who is abstaining from eating grains, dairy products, and processed and refined foods.

What might their plate consist of? A serving of protein (fish, poultry, meat), and typically two to three servings of non-starchy vegetables. Depending on their carbohydrate intake, they may also eat whole fruits (especially those lower in sugar, like fresh berries) and even starchy tubers like sweet potatoes and yams that are relatively low in carbohydrates. These foods will often be supplemented with healthy fats like nuts, seeds, avocados, or olives.

This is NOT the diet that was studied in the Lancet paper. Therefore, if this is the diet that you’re eating, the results in that paper do not apply to you.

6. Humans Can Thrive on a Variety of Macronutrient Ratios—as Long as They’re Eating Whole Foods

The Lancet study suggested that the optimal range of carbohydrate intake for a lengthy lifespan is between 50 and 55 percent of calories. Is it plausible to assume that humans can only live for a long time within such a narrow range of carbohydrate consumption? No.

That would have put us at a significant evolutionary disadvantage. Humans evolved in diverse environments around the world, and studies of contemporary hunter–gatherer populations demonstrate that we can thrive on a broad range of macronutrient ratios as long as we are following a traditional, whole-foods diet.

Carbohydrate Intake Varies in Ancestral Diets

For example, the Kitavan Islanders of Melanesia live as horticulturists, with little access to Western foods. Carbohydrates make up 60 to 70 percent of their energy intake (higher than the recommended 50–55 percent range in the Lancet study), much of that coming from fruit or tubers with a fairly high glycemic index. (4) Their saturated fat intake is also high.

Yet despite obvious similarity between Kitavan and Western diets in both macronutrient composition and glycemic index, Kitavans boast levels of fasting insulin and blood glucose that are even lower than the levels deemed healthy in Western populations. (5, 6) They also have lower levels of leptin and a virtual absence of diabetes, atherosclerosis, and excess weight. (7, 8, 9)

On the other end of the spectrum, analyses of hunter–gatherer populations, including the Masai, Kavirondo, and Turkhana, suggest that a low-carb diet (between 22 and 40 percent of calories, again lower than the 50 to 55 percent range in the Lancet study) with high intake of unprocessed meat and saturated fat does not result in poor cardiovascular or metabolic health. (10) (For more on this, see my special report on the truth about red meat.)

Critics of the Paleo diet and ancestral nutrition claim that there’s no point in studying what hunter–gatherers eat, because they all die when they’re 40 years old. This is incorrect, as I explain in this video.

While it is true that, on average, hunter–gatherers have shorter lifespans than people living in the modern, industrialized world, those averages don’t consider important challenges that are largely absent from modern life: high rates of infant and early childhood mortality (30 to 100 times higher) and deaths to trauma, warfare, and exposure to the elements, most of which are caused by a complete lack of emergency medical care.

Yet anthropological studies of modern hunter–gatherers have shown that when they have access to even the most rudimentary form of medical care (think a half-day’s walk to a rural clinic), they live life spans roughly equivalent to our own. (11, 12) But in contrast to us, they reach these ages without acquiring many of the chronic, inflammatory diseases that characterize our old age—like diabetes, cardiovascular disease, and Alzheimer’s.

Consider two articles recently published in The New York Times examining the absence of chronic disease in the Tsimané, a subsistence farming and hunter–gatherer population in Bolivia.

The first article, Learning from Our Parents’ Heart Health Mistakes, reported on a study showing that the Tsimané have a prevalence of atherosclerosis 80 percent lower than ours in the United States and that nine in 10 Tsimané adults aged 40 to 94 had completely clean arteries and no risk of heart disease. (Note that the study included adults between 40 and 94 years of age; clearly they are not all dying when they’re 40!)

In a follow-up article, researchers even put to rest the old canard that hunter–gatherers don’t have “diseases of civilization” like diabetes and cardiovascular disease because they don’t live long enough to develop them:

“The Tsimané suffer from high infant-mortality rates, but those who reach adulthood live about as long as most other people, making it possible to measure their health outcomes up to age 90 and beyond.”

This in spite of the fact that the Tsimané have high rates of infection with parasites, and consume 72 percent of calories from carbohydrates—far higher than the 50 to 55 percent range suggested in the Lancet paper.

7. Meta-Analyzing Data From Multiple and Heterogeneous Sources Opens the Door to Confirmation Bias

A meta-analysis is the statistical procedure for combining data from multiple studies. They play an important role in research, but they’re also plagued with several disadvantages, which Wikipedia does a good job of summarizing. They include publication bias, statistical challenges, and, most relevant to this discussion, an “agenda-driven bias”:

“The most severe fault in meta-analysis often occurs when the person or persons doing the meta-analysis have an economic, social, or political agenda such as the passage or defeat of legislation. People with these types of agendas may be more likely to abuse meta-analysis due to personal bias. For example, researchers favorable to the author's agenda are likely to have their studies cherry-picked while those not favorable will be ignored or labeled as "not credible." In addition, the favored authors may themselves be biased or paid to produce results that support their overall political, social, or economic goals in ways such as selecting small favorable data sets and not incorporating larger unfavorable data sets. The influence of such biases on the results of a meta-analysis is possible because the methodology of meta-analysis is highly malleable.”

Another term for agenda-driven bias is “confirmation bias.” This is defined by Wikipedia as "the tendency to interpret new evidence as confirmation of one's existing beliefs or theories.”

Was this an issue in the Lancet paper? While we can’t be sure, it’s certainly a possibility. The paper was published by a research group that included Walter Willett, a physician and researcher at the Harvard School of Public Health who is notorious for his advocacy of a low-fat, plant-based diet. This alone is not necessarily cause to suspect confirmation bias.

However, in an unprecedented turn of events, Willett was censured in an editorial and feature article in the prestigious journal Nature for “promoting over-simplification of scientific results in the name of public health and engaging in unseemly behavior towards those who venture conclusions that differ to his.” (13)

Willett co-authored a study claiming to link aspartame with cancer, but the study was retracted by Harvard at the last minute because the data did not support that conclusion. Meanwhile, the damage had already been done by sensational media headlines like “Aspartame Causes Cancer.” Sound familiar?

In an interview with NBC News about this incident, Dr. Steven Nissen, chair of Cleveland Clinic’s Cardiovascular Medicine Department, said:

“Promoting a study that its own authors agree is not definite, not conclusive and not useful for the public is not in the best interests of public health.”

What’s more, it later became clear that this study had been rejected by six journals, before finally being published in the American Journal of Clinical Nutrition, where—surprise, surprise—Willett is a member of the editorial board.

Unfortunately, this is the reality of medical research today. I’ve written extensively about how financial conflicts of interest and fraud impact scientific findings (see “Behind the Veil: Conflicts of Interest and Fraud in Medical Research,” and “Why Are Scientists and the Public So Often At Odds?”).

But don’t take it from me. In a 2009 article called “Drug Companies & Doctors: A Story of Corruption,” a physician, the former editor of The New England Journal of Medicine, said:

“It is simply no longer possible to believe much of the clinical research that is published, or to rely on the judgment of trusted physicians or authoritative medical guidelines. I take no pleasure in this conclusion, which I reached slowly and reluctantly over my two decades as an editor of The New England Journal of Medicine.”

Consider, also, a paper called “Why Most Published Research Findings Are False,” by John Ioannidis, a Professor of Medicine and of Health Research and Policy at Stanford University School of Medicine and a Professor of Statistics at Stanford University School of Humanities and Sciences.

Ioannidis explains that in many research papers, “Claimed findings may be accurate measures of the prevailing bias.” Clearly, he struck a nerve; this paper is now the most widely cited paper ever published in the journal PLOS Medicine.

In other words, most published research findings support the status quo; they’re not necessarily based on solid evidence. Often, the research that builds on an initial study ends up perpetuating questionable findings. It’s like building a house of cards: a paper gets published that references another paper; then, a third paper gets published that references that second paper, which referenced that first paper, and so on. The assumption is that the evidence in that first paper was correct—but what if it’s not? The edifice of peer-reviewed research is not as perfect as we tend to believe.

If you’re still with us, congratulations! You now have a clearer grasp of the problems with most nutrition studies than the vast majority of journalists working today. My hope is that, armed with this knowledge, you can protect yourself from sensationalized headlines that are based on agenda-driven, poorly designed studies—and continue to follow whatever version of a nutrient-dense, whole-foods diet works best for you.

What are your thoughts on this study? Are you currently following a low-carb diet? Let me know below in the comments.

The post Will a Low-Carb Diet Shorten Your Life? appeared first on Chris Kresser.

Source: http://chriskresser.com August 21, 2018 at 09:13PM

#paleo #recipe #food #delicious #healthy #yum #diet

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emma-what-son · 7 years

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Beauty and the Beast: feminist or fraud?

From TheGuardian March 2017: Has Disney really turned Beauty and the Beast into a feminist fairytale? Or is it all just posh frocks and women’s work with a slice of Stockholm syndrome thrown in? We delve beneath the furry facade.

Beauty and the Beast was billed as a great feminist retelling of a fundamentally regressive fairytale. It was so feminist that Emma Watson, its eponymous Beauty, has been pilloried on social media for the hypocrisy of such unfeminist acts as having breasts and being attractive. This, naturally, rallies the right-thinking sister to Watson’s defence, and thence to defend and applaud the entire film. But is this a trap? How feminist is it really? I dunked it in some water to see if it would drown (this witchcraft analogy does not stand up to close scrutiny, move on).

1) Incomplete subversion of the genre

The main – indeed the only – stated piece of feminism is that Belle has a job, so escapes the passivity and helplessness that has defined heroines since Disney and beyond. Eagle eyed feminist-checkers noted even before the film’s release that Belle’s inventing is unpaid – so it’s not a job, it’s a hobby. I don’t mind that. The future of work is automation, and even feminists will have to get used to finding a purpose outside the world of money.

I do, however, feel bound to point out that Belle’s invention is a washing machine, a contraption she rigs up to a horse, to do her domestic work while she teaches another, miniature feminist how to read. The underlying message baked into this pie is that laundry is women’s work, which the superbly clever woman will delegate to a horse while she spreads literacy. It would be better if she had used her considerable intellect to question why she had to wash anything at all, while her father did nothing more useful than mend clocks. It’s unclear to me why anyone in this small family needs to know the time.

Later, the trope of transformation – girl in rags trussed up in finery by supernatural cupboards or birds or whatnot – is subverted, as Belle finds herself encased in silks, only to liberate herself immediately after a defiant: “I’m not a princess.” However, for the climactic ballroom scene, she is transformed with a pretty dress. So it smacks of that tinny, 1990s inconsistency: rebelliously rejecting frilly conformity one minute, wallowing in it the next. I did, however, like the accent on her bravery, even if her only weapon of any efficacy was a kiss.

2) Glorification of male domination

There is more than a whiff of Fifty Shades about this film, though not in the savagery of the Beast, who – locking people in cages aside – is more cantankerous than violent. Instead, there’s the drooling over the castle’s opulence, the visual caress of every chandelier and gold-leaf dado rail. This is very zeitgeisty, the sense that wealth has an erotic charge of its own and, furthermore, that nobody that rich can possibly be bad.

However, the book that kept coming back to me was not Fifty Shades but John Fowles’s hideous novella The Collector, in which a butterfly enthusiast turned sexual predator kidnaps an art student and keeps her in a cellar until – spoiler alert – she dies of pneumonia. It’s actually incredibly hard to turn this story into an equality morality tale: the Beast can release her, she can come back of her own accord, all kinds of agency for the heroine can be filleted in at key moments, but the core proposition is that it’s possible to fall in love with someone who’s holding you prisoner. It’s not love, is it? It’s Stockholm syndrome.

The teapot, played by Emma Thompson on a one-woman mission to start a class war with her magnificently weird cockney accent, announces, apparently sagely: “People say a lot of things in anger. It’s up to us whether or not to listen.” This is a CBT reading of domination, where you take back your own power by choosing whether or not to respond to it. I’m not sure it entirely holds for a person who’s trapped in a castle.

3) Surrendered filial relationship

The father is meant to be a bit useless. We knew that. He is descended from a long line of fairytale fathers placing their daughters in dire jeopardy because they simply had to steal a lettuce or a flower or some stupid spoon. Yet this makes Belle’s ardent love for him – creepily illustrated by the anticipatory duties she performs, guessing what tools he needs for his timepiece-mending before he’s even realised he needs them – a bit uncritical and uncurious. They could have resolved this by making him 15-20% less useless.

4) The great lacuna where Belle’s character should be

So, you take a classic heroine and you strip her of her stereotypes: she is no longer weak and pliable, pleasing and emollient, cute and girly. But now you have to put some other stuff in there and – presto! – she is an adventurer and a bookworm, a dreamer, a nurturer, a person who may not be able to pick a lock on her own but can definitely put her hands on a tool for when a man wants to pick a lock. The problem is that all her new traits are pretty saccharine, so she still reads as a traditional heroine, just with bits missing. The opposite of a damsel in distress is not a damsel with a plan, it’s a damsel with a sense of humour.

5) Palpable fear of ugliness

It’s not an obvious feminist element, since it’s the beast who’s supposed to be grotesque. Nevertheless, I think we could all agree that the plot rather hinges on the idea that people can be ugly without and beautiful within, which idea has implications for womankind generally even if not for this particular woman, who is beautiful within and without. The problem is the Beast isn’t beastly. He’s actually fabulously handsome. He could quite easily, in another film, be the hero whose superpower is being furry. He is much better looking as a Beast than he is as a prince, which Belle explicitly references by asking him to grow a beard. Feminism aside, it rather misses the point. Watching this film as a feminist fairytale is like listening to someone who claims to be able to speak German, then realising that they have only mastered one phrase. They can ask for directions, but if you actually told them the way to the Bahnhof, they’d be stumped. Still, hats off for trying. It’s better to speak a tiny bit of feminism than no feminism at all.

#news #article

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allanamayer · 7 years

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Libraries in the age of fascism.

Ever since the furor around Canada accepting Syrian refugees, I’ve been watching and waiting for libraries to get together and share resources about how to be good allies in trying political times. I think in case of libraries and refugees, we’ve made good strides as individual communities and organizations (especially from IFLA and in Europe, as you’ll see if you visit that link), but haven’t really gotten together as coalitions or a professional community to talk about the work that needs to be done.

In America, of course, libraries and resistance is a whole ‘nother deal, and not one I’m equipped to comment on - but Canada continues to be impacted by it, not just by the possible repeal of the Third Safe Country Agreement and by refugees now trying to enter Canada from the US, but by the heightened tension in areas such as trade relations (and my particular tinfoil-hat concerns of eventual annexation for our natural resources, don’t say I didn’t tell you so).

What will happen to libraries in Canada, as a result of fascism at the fore in America (and in Britain, and around the world)? As a result of our own right-wing politicians trying to play a similar rhetorical game?

[Don’t @ me about fake news, please; I feel like this is a battle libraries must’ve lost sometime in the last decade for any of this to have occurred. If we weren’t always providing (and aggressively pushing) a critical alternative to cable news and the limitations of information literacy, it’s too late now.]

I was happy to see Libraries Resist publish a Google Doc of resources and guides. It’s a bit broad and generalist, without a lot of library-specific (and hardly any actionable) tasks for staff and managers. You can find ideas in there, but it’s a lot of reading. (And you’ll note the more actionable sections are the immigration/citizenship/refugee one and the bits that pertain to digital security, work that Library Freedom Project has been doing for ages and in times less immediately pertinent.)

It's worth pointing out that I had hoped that most libraries learned these things after 2001, when dealing with the PATRIOT Act, and so I'm perhaps glossing over some basics. If you aren't already up to speed on things like warrant canaries and refusing to supply patron records to law enforcement, you have reading to do.

Here are some actionable things you can do, if you work in an American or Canadian library and wield any power whatsoever:

- Issue statements reaffirming the library as a safe and inclusive space where patrons’ autonomy and privacy are respected.

- Make book displays, exhibits, and events that reflect that. Use the #BlackLivesMatter booklist (under Displays, Exhibits) or the #BLMCdnSyllabus. (Here’s a mostly-up-to-date list in Bibliocommons, if your library uses that and you want to check what you have.) Host rallies and talks. Offer meeting and planning space. Be loud about it.

- If your community is involved in this Sanctuary City thing, publish statements of support. As Laura Saunders alludes to, standing up in this way will cost you, so batten down the hatches in preparation for losing federal funding.

- I mean, batten down in preparation for losing federal funding no matter where you are in America. The IMLS, the NEA, and the NEH are under imminent threat. Realign your strategic priorities accordingly. Think about maybe not buying that second 3D printer! In all seriousness, think about where your budget could be a year from now, two years from now. Think about the worst-case scenario. Prepare for that, and more.

- If you're in Canada, try the opposite: see what kind of relevant and proactive offerings you can provide. See how far you can go in service of the newcomers and religious minorities in your community. See what kind of accolades you can get for your humanism, your compassion, your prescience. Now is the time to make your moves. We may not have a federal government more willing to pay lip service to feel-good rhetoric than right now.

- Also related to something Saunders mentions: prepare your staff with training and warnings in order to stay open during civil unrest; get together supplies for patrons who might be putting themselves in danger (of hunger, dehydration, pepper-spraying or tear-gassing, arrest or search); fill your social media with information about privacy and safety lessons.

- Invite LFP to give privacy talks to your staff, so they can pass those skills on in one-on-one interactions with patrons; invite LFP to give privacy talks to the public who are interested (and train your staff to give regular talks in the same vein after they leave).

- Abolish library fines. Just do it.

- Create library accounts that require no fixed address. No fines means no need to pursue people in multiple communication avenues, right?

- Take gender identification off your library accounts too.

- Get an ILS/OPAC/whatever that doesn’t hold borrowing records by default. Allow patrons to opt in manually to that kind of data-gathering. (Yes there are laws about this and you should read them.)

- Write letters to vendors whose products don’t allow you to do these things. Tell them what you’re disappointed about and tell them you won’t buy from them until they fix it.

- If you can, volunteer with groups documenting protests. It’s usually just data-entry into an Omeka; you can do this! Encourage your staff to do the same. Offer them workplace incentives to do so. Make it a formal collaboration.

- Do something similar with Wikipedia and other popular research sites, to keep information current and up-to-date and as verifiable as possible given that there are probably a ton of people out there working night and day to skew and distort what those articles say.

- Do something similar with local news organizations. Alternatively, fact-check them daily. When your local paper (probably some tiny arm of a huge ____Media conglomerate) promotes not-great content from other parts of the world, call them out. Make it fun. Do it on social media.

- Encourage your staff to learn languages. Support them however you can.

- I really wish I could come up with a way that libraries can support reproductive rights for women, but nothing’s coming to mind.

- Prepare for a deluge of public-school students with massively decreased quality of education. Plan your school-age literacy programs accordingly. If you can, collect data on these things (in a smart, anonymous way): markers of the degradation of public education will be useful stats in the years to come.

- Hold postcard-writing or letter-writing events so people can communicate with their elected representatives.

- Teach FOIA classes too.

- Use your makerspace to make protest signs, buttons, bumper stickers, and other visible signs of support for allies. Share a couple in-house designs that people can print out for themselves if they’re not design-inclined. Here in Hamilton we have these great designers who make and hand out that shit for free; you may have to step up in your community.

#HamOnt Is For Everybody. pic.twitter.com/pKkxN2LYMi

— Matt Jelly Max+ (@mattjelly)

January 30, 2017

(I think that for at least some libraries, these all fit into "things you can do in the next year," especially if you're a small shop and/or are already in the procurement process for some of these things. They may not be options for many sites; YMMV; don't @ me FFS.)

#libraries #community #refugees #protests #resistance #privacy #security

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firereine-blog · 7 years

Photo

so this was supposed to have been a thank you for 100 followers, but it’s a bit late haha i’ve been procrastinating. i hope this masterpost will give you a bit of insight into how i study as well giving you ideas for your own planning. i know the title slide is pretty simple and boring but i needed to post this before i procrastinate again, so it’ll just stay like this for now. either way, here’s the masterpost (thanks again everyone!!):

Suggestions for In Class:

Listen to the teacher, even if the lectures are boring. Often my teachers give long, unexciting lectures, but it’s important to know what the teacher thinks is crucial within a textbook reading. Sometimes he or she will even give hints or suggestions about what might be on the test.

Some days we all feel sick of listening to the teacher. In this case, I would suggest 1) taking an audio recording (if allowed) and then listening later or 2) borrowing notes from a friend (but rewrite them for yourself, and then reread the textbook in case)

Take advantage of worktime given to you. (This is probably more applicable to us who are in middle or high school.) If a teacher gives you a period to study, or to work on a project, use it. Just because some other people don’t work doesn’t mean that you can’t get ahead on tonight’s textbook reading, or finish the project that’s due tomorrow.

Make a study plan for a test. If the teacher hands out a syllabus and reads it over, you can make little notes that notate (notes that notate gosh im good at this) the first impressions you have of a topic. Sometimes these impressions can make a huge difference into how you will be studying for a test later.

Out of Class:

For Good Days (starting from when you get home. It targets those of us who go to school during the day and then come back home for the afternoon, but I hope everyone can get something from this):

Eat something quickly and don’t take out your phone or laptop or book or whatever. It’s not good to get distracted this quickly.

Find a study space you’re going to dedicate yourself to. It’s ok to change day by day, but changing locations every hour is not going to settle your study attitude.

Take out your planner. If you don’t have a planner or bullet journal, it might be a good idea to start one (it depends). Mark tasks in their priority and then on how quickly you can get them done. I’d suggest starting with one or two short tasks, then getting to one long one that’s high priority, then doing another couple short tasks, etc.

Between those one or two short tasks and the long task, take a break. If you’ve been using your laptop constantly, walk around a bit, look at some scenery, or stretch. If you’ve been on paper, maybe take out your phone and check social media. Either way, set a timer for 10 minutes so you don’t get dragged away for too long. (note that depending on the workload, 10 minutes may become 5 minutes which may become 1 minute)

Eat your meals. Like seriously. Eat your meals, take your showers, brush your teeth. Personal hygiene is something you want to maintain if you want to feel good about yourself. Forget everyone else.

If you can fit it into your schedule, exercise is also good. I have extracurricular activities that force me to get out and work, but if you tend to stay at home, at the library, or wherever, try to find a time where you can go and walk or run.

When you’ve accomplished something major, check it off. At the end of the day, go back to your planner and make sure you’ve really finished everything. Draw happy faces all over a sheet of scratch paper until happiness is floating in the room. You’ve made it through another day!

For Bad Days (because we all have them):

Come home, take a shower, and eat something nice. Maybe lie on your bed and take a nap for an hour. Listen to music. Whatever works to chill. You deserve some time to yourself.

It’s best if you get something done every day, even if it’s the littlest thing. When I don’t want to dedicate myself to a lengthy essay – so long as it’s not due the next day – I do activities like:

Making flashcards for vocabulary. Short ones. I tend not to like flashcards with lots of text, because then I prefer just writing up notes.

Studying the language that you’re learning (if you’re learning a language, and why not?). Most days I don’t get the chance to dedicatedly review my notes, so just rereading class notes or finding a short story to read in that language can help to keep up with comprehension.

Planning. Like planning my next day, planning my week, planning my month, or planning my year. Whatever it is I feel like planning. Or reorganizing my desk. Sometimes changing the look of things or taking a step back to think about your situation helps calm you down.

Reading a book. Especially if it’s a nonfiction book – but not a textbook – or something along the lines of historical fiction. These will improve your literacy comprehension and help give insight into a specific topic. For example, if I’m studying American History in my history class, I’ll check out fiction books relating to the topic and get a lot of insight into the era.

But most of all, take care of yourself. If you’ve had a bad day at school, something huge has happened to your social life, you’re drowning in a sea of assignments… remember that we’ve all been there. Put your health above everything else. Please. <3

During Transition Times (e.g. on the bus, in the car, waiting in a line, etc.):

Practice those flashcards you made. Carry them in your pocket, everywhere, and when you’re on the bus and think, “if only I had those flashcards,” they’ll be right there.

Listen to a recording of yourself talking about whatever you’re studying. This works especially well if you’re an auditory learner – you can record yourself reading the textbook aloud, so you don’t skip words, and then come back to your recording to understand better.

You can also record reviews or presentations that you will need later to immerse yourself.

Flip through note pages. I don’t do this much, since I get carsick or bus-sick easily, but some people can get through pages and pages of a textbook while on the bus and feel nothing at all. *envy*

Drink a good drink. Like Starbucks. This has nothing to do with studying, but transition times are also great for taking a step back from studies and spending fifteen minutes with yourself and whatever (or whomever!) else you want to spend it with.

again, hope this helps, thank you all, and happy late new year!

#masterpost #studyblr #studyspo #thank you!!!!#100 followers #happy new year #emmastudies #studyblrmasterposts #studywithinspo #academiix #studyshu #bookmrk #intellectus #focusign #academla #haleystudies #journalsanctuary #tbhstudying

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warninggraphiccontent · 4 years

Text

26 June 2020

We're jammin'

Back in 2018 (remember 2018? simpler times), a number of us from the IfG, some of our friends from Full Fact and Nick Halliday spent 90 minutes trying to map the government data ecosystem. That is, we had lots of pinpoint cards and scribbled the names of organisations that had some sort of responsibility for data in government on them.

You can find that original effort here. It was a bit rough and ready, we never turned it into anything beautiful, but it was useful for understanding the data landscape across government (and more than supporting our hunch that one of the challenges of data in government is the multiplicity of meanings of 'data' and the proliferation of players involved).

Just over two years on, and with a National Data Strategy expected later this year, I thought it was time to revisit the map. Since we can't physically come together around some post-its, I've turned the old 'map' into a series of slides using Google Jamboard (the first time I've used it). Please do take a look - and add, copy, edit, remix, amend as you see fit (within the parameters suggested on the first slide, of course).

We know lots of people found the original helpful for navigating government data - I hope this one can be even more useful.

And if you're in a collaborative mood, I'm always looking for additions to the following open spreadsheets:

Reports related to data in UK government

A 'data' reading list

Data-related developments in the UK's coronavirus response.

Briefly:

If you can't get enough of the words 'jam' and 'data' being juxtaposed, then you must check out DataJam North East...

...and if you can't enough of public sector-related data meet-ups, then we have a fantastic Data Bites for you this Wednesday, 1 July at 6pm. Register here. Previous events here. It's an admin data special courtesy of ADR UK.

Have a good weekend

Gavin

Today's links:

Tips, tech, etc

Will Covid kill off the office?* (The Spectator)

Don’t expect a flexible work revolution (HR Magazine)

Make video conferencing tools work across government (GDS, via Oliver)

#dontgobacktonormal

Graphic content

Viral content

COVID-19 VACCINE TRACKER (Milken Institute)

How the Virus Won* (New York Times)

An expanding epidemic (Reuters)

Coronavirus (COVID-19) in the UK (GOV.UK)

Coronavirus: How does the UK's death toll compare with other countries? (BBC News)

Revealed: data shows 10 countries risking coronavirus second wave as lockdown relaxed (The Guardian)

Coronavirus in the U.S.: Latest Map and Case Count* (New York Times)

How Somalis in east London were hit by the pandemic (FT)

Understanding excess deaths: variation in the impact of COVID-19 between countries, regions and localities (Health Foundation)

Rainy days (Resolution Foundation)

Air pollution rebounds in Europe’s cities as lockdowns ease* (FT Data)

What are the symptoms of COVID-19? Only 59% of Britons know all three (YouGov)

The government's daily Coronavirus briefings (Oliver for IfG)

Viral content: consequences

Summer brings hope and fear to Britain’s beaches and seaside towns* (FT)

Corona Shock – June* (Tortoise)

Prospering in the pandemic: the top 100 companies* (FT)

Scandinavian and Asian countries are on the way to normal everyday work - economic recovery in real time (Neue Zurcher Zeitung)

The last three months of Citizens Advice data (Gemma)

UK government and politics

Labour councils in England hit harder by austerity than Tory areas (The Guardian)

Dominic Cummings could face inquiry over special advisers (The Guardian)

Freedom of information; civil service staff numbers (IfG, now updated)

Environment and energy

UK and global emissions and temperature trends (Commons Library)

PIPE DOWN: How gas companies influence EU policy and have pocketed €4 billion of taxpayers’ money (Global Witness)

AMAZON GOLD RUSH: The threatened tribe (Reuters)

Sport and leisure

Why Jürgen Klopp’s Liverpool are on cusp of Premier League glory* (FT)

Pyramid scheme: This should have been the week of Glastonbury at 50 – will music festivals ever make a comeback?* (Tortoise)

Everything else

Seventy-five years after the UN’s founding, the world order is at risk of collapse* (The Economist)

The Human Genome Project transformed biology and medicine* (The Economist)

The N.Y.P.D. Spends $6 Billion a Year. Proposals to Defund It Want to Cut $1 Billion.* (New York Times)

Where Banks Don’t Lend (WBEZ)

Mapping London’s ethnic diversity (Niko Kommenda - though note this)

Aid Transparency Index 2020 (Publish What You Fund)

Thread (David McNair)

Trump vs Biden: who is leading the 2020 US election polls?* (FT)

What to consider when visualizing data for colorblind readers (Datawrapper)

Meta data

Viral content: contact details

Coronavirus recovery - six data protection steps for organisations (ICO)

The data rules for reopening pubs and restaurants... (me)

Concerns raised about pubs collecting data for coronavirus tracing (New Scientist)

Businesses face privacy minefield over contact-tracing rules, say campaigners (The Guardian)

The UK needs a track-and-trace system we can trust with our data (Institute for Global Change)

Viral content: I call app Britain (and elsewhere)

Google and Apple's diktat to governments on coronavirus contact-tracing apps is a troubling display of unaccountable power (Tom Loosemore for Business Insider)

The UK’s contact tracing app fiasco is a master class in mismanagement* (MIT Technology Review)

Tracking and tracing covid-19—what are the promises, limitations and risks? (Babbage, The Economist)

Apple 'not told' about UK's latest app plans (BBC News)

Does any country have 'a functioning track and trace app'? (Full Fact)

NHS Covid app didn’t pass the test but it still points way to the future (Evening Standard)

The public inquiry... (medConfidential)

No, the government hasn’t installed a coronavirus app on your phone (Which?)

Coronavirus: Ireland set to launch contact-trace app (BBC News)

French give cool reception to Covid-19 contact-tracing app* (FT)

Viral content: local data for local people

Whitehall not sharing Covid-19 data on local outbreaks, say councils (The Guardian)

Local data for local places can help save lives (ODI Leeds)

City-wide data in London: pandemic response & recovery (Part 1); Where we want to get to (Part 2) (Smart London)

Viral content: everything else

“Agreeing to do it in four weeks must’ve been a moment of madness”: Inside the team that built the UK’s furlough scheme (NS Tech)

Covid-19 has made me rethink how I publish, share and coordinate UK food data (UK Data Service)

This open source project is using Python, SQL and Docker to understand coronavirus health data (ZDNet)

Coronavirus: Artificial intelligence to 'rank' NHS patients to help clear post-COVID backlog (Sky News)

Covid-19: The Disaster Automation Was Waiting For (Tribune)

'We're using data during this crisis like never before' (via Sir Chris Ham, via Graham)

How coronavirus reshaped the NHS* (Wired)

Covid-19 and lack of linked datasets for care homes (BMJ)

Uber, WeWork, Airbnb – how coronavirus is bursting the tech bubble (The Conversation)

International Public Health Identity Systems Monitor (Ada Lovelace Institute)

Viral misinformation

Damian Collins MP: Social media firms must take responsibility for harmful Covid-19 disinformation (Press Gazette)

Coronavirus misinformation, and how scientists can help to fight it (Nature)

Countering Disinformation (Cardiff University)

Canaries in the Coal Mine: COVID-19 Misinformation and Black Communities (Shorenstein Center)

UK government

Digital Secretary's closing speech to the UK Tech Cluster Group (DCMS)

The UK’s digital strategy should be the wholesale elimination of administrative burden (Richard Pope)

Helping service teams make decisions about authentication and identity assurance (Technology in government)

Home Office faces court challenge over 'discriminatory' visa algorithm (Civil Service World)

Amazon UK executive to advise GDS on gov.uk (NS Tech)

We’re creating a DfE Service Manual (DfE Digital - discussion here)

If government is mostly service design, is most government service design databases and rights (Richard Pope)

Making it easier to access and use earth observation data (Defra digital)

Questions: Data Strategy (House of Lords)

Big tech

Andrew Yang is pushing Big Tech to pay users for data (The Verge)

CEO of Open Technology Fund Resigns After Closed-Source Lobbying Effort (Motherboard)

Why on Earth did Facebook Just Acquire Mapillary? (Joe Morrison)

Data justice

Data Justice Lab publishes guidebook on data literacy tools (Data Justice Lab)

If the idea of tech not being neutral is new to you, or if you think of tech as just a tool (that is equally likely to be used for good or bad), I want to share some resources & examples in this thread... (Rachel Thomas)

Wrongfully Accused by an Algorithm* (New York Times)

Everything else

Data sharing, US style (Wojtek Kopczuk, via Tom)

Data-informed/enabled vs data-driven (Amanda)

Combining Crowds and Machines: Experiments in collective intelligence design 1.0 (Nesta)

360Giving’s Datastore: a coming-of-age story for open data infrastructure (Open Data Services)

Why ‘digital’ is not separate from organisational resilience. (Cassie Robinson)

WHO DO THEY THINK WE ARE? Political Parties, Political Profiling, and The Law (Open Rights Group)

Tool (Open Rights Group)

How the BBC’s Shared Data Unit teaches journalists to find the news 'hiding in plain sight' (The Drum)

Dealing with rejection (FOIMan)

Opportunities

EVENT: Data Bites #12: Getting things done with data in government (IfG)

JOB: Head of (or Director of) Advocacy (Open Contracting Partnership)

JOB: Grade 7 Developer (MHCLG)

JOBS: Big Brother Watch

JOB: Data Engineer (The National Archives)

We’re hiring engineers! (EBM DataLab)

JOB: Ethics Research Scientist (DeepMind)

JOBS: Ethics Team, Public Policy Programme (The Alan Turing Institute)

JOB: Senior Data Scientist (Business Intelligence and Analytics) (Ordnance Survey)

INVITATION TO TENDER: Demonstrate the impact and value of tools developed within the OpenActive initiative (ODI)

CALL TO ACTION: Audit reform (Luminate)

And finally...

#dataviz

Body language... (Wired/Reuben Binns)

While listening to council meetings in Montreal, local mayor Sue Montgomery decided to knit in red when men spoke and in green for women... (#WOMENSART, via David)

19 Data Graphs All About Disney That Are Beyond Fascinating (Ranker, via Heather)

Coronavirus in Florida (Dare Obasanjo)

Watch the impact of the internet in 3 mins (V1 Analytics, via David)

Everything else

Cryptography... (Josh Glendinning)

Stickers (Andrew Newman)

A Woman On TikTok Sang A Song Calling Out People For Using Racist Statistics, And It's Gone Super Viral (BuzzFeed)

0 notes

ninjawithglasses · 4 years

Text

School<<<

Your GPA doesn’t matter in heaven – that’s facts.

Growing up, I always had good grades, loving parents who were able to fund mine and my siblings’ education up to a point where the financial burden became far too much for them to handle. Up until my first year in University, I had exceptional grades even after switching from a science department to art. What could’ve gone wrong? I have no idea when the feeling of emptiness and the need to satisfy others and their perception of me came into play, but I do remember when I accepted that I had lost myself.

My father has always wanted the best for all four of us- my three brothers and I. Back then, I saw it as unnecessary pressure. I realize now that the pressure was, in fact, necessary. As much as African parents tend to shove their own dreams down the throat of their African children without realizing they are doing so, their selfish motives can only be seen from their perspective as “the right way of doing certain things.” This is why I don’t blame my father for calling my “his doctor” from a very young age, he only wants the best for me.

Still, I lived with the pressure of being “a doctor”, though I had other visions for myself. I am still not certain on my visions for my future, but I realize now that there really is no rush. I find it incredulous how boys and girls my age are penchant on the idea that what they learn in school is what they’ll use in life. I thought I was going to be a lawyer when I was seven, became a future doctor when I was eight, an architect at 13, pop star at 14, writer at 15, social media influencer at 17. I’m 18 now, almost 19, and I am yet to discover what exactly I plan to do with my life. It changes constantly, and so, I remain unhappy with where I’m at now. Truthfully, I blame school and society for making us believe that you need to give your hopes and dreams a tag or a title or a name or occupation or whatever.

Why our parents and society expects us to have our shit figured out at this age, honestly I have no idea. Still, I cannot blame our parents for having this mindset, they are the products of their generations, and back then, you actually needed a degree to make it in life. Now? I don’t think so.

Success is relative. My definition of success is actually quite different from my mother or fathers’, or my brothers. To me, school is simply a panoply of connections – college especially. College isn’t at all what you expect it to be, and you’re not warned of the challenges you’re most likely going to face. No one prepares you for the heartbreaks, the decisions you have to make, the electives, the majors and minors, the financial literacy and illiteracy. No one tells you about the pressure, the “Am I pretty enough” question you find yourself thinking about every time you see that one pretty rich girl and her friends walk into class. No one tells you that school is not all books, that you actually have to converse with people. That you have to make some friends, win some and lose some.

College is far from just having good grades. It’s more than attending classes. It’s about the experiences as well. So why do students commit suicide because of a falling GPA? Why do we feel bad when we get a bad grade? It’s very normal to feel bad when you fail a particular course or courses, but that doesn’t mean you have failed at life because, so help me God, you’re just starting out at life. What you study in school is not at all what you’re going to use in real life.

Back in secondary school, our teachers were so hell bent in teaching us how to draw sperm cells because that is most definitely going to help me become a doctor. I don’t blame our teachers though, I blame the whole freaking system. Please throw it away. While students were struggling with their confidence due to low self-esteem issues, struggling to understand what was written on the board because they’re dyslexic or just not trying to get good grades because they hated biology and further mathematics, our teachers – who were supposed to teach us, not coarse us – ignored all of this. The educational system fails to teach students the importance of loving yourself, the importance of collaboration and connections, rather they promote competition.

Chinedu got the highest mark in mathematics, which makes Chinedu the smartest of us all. Because Chinedu can add a bunch of numbers, follow an algorithm to get an answer, which somehow makes him smart. However, Aisha sucks at mathematics. Aisha also sucks at all the other subjects Chinedu is good at. But Aisha can play over 15 instruments in all seven keys, and she reads sheet music too. But according to our educational system, Aisha is dumb.

I am Aisha. Aisha is me. I don’t play over 15 instruments in all seven keys, but I have skills. The system, only now, recognizes the importance of having skill. There are more than enough first class students on the streets of Lagos, but there aren’t enough employers and entrepreneurs with skill out there. That’s what they don’t teach you in the classroom.

Engineering students in the University of Lagos today, spend four to five years learning how to build a steam engine. A steam engine. A STEAM ENGINE??? Whew Chile! Who’s going to tell them we’re in 2019? Basically 2020?

Yet, society continues to force the “need to go to school to succeed in life” bull down our throats, and kids are committing suicide because they cannot satisfy the needs of society. I look at them all and think, “Shey you know your GP doesn’t matter in heaven?”

Most people probably think I’m failing or something, and that’s why I continuously question the need for college education, but they couldn’t be more wrong. I’m not as serious as I was in secondary school, and that’s because I have realized that I will most likely not use my Bsc in Mass communication, ever. At a point, I also wanted badly to die, and college contributed to my depression. No one told me I was never going to be enough for the big world. My little self sat down with dogs and felt I could handle it. I couldn’t. When I realized that fact, it broke me.

I stopped trying – you should to. The educational system doesn’t give a crap about your future or your mental health, why should you give a shit about what they want from you? I’ve learned not to judge my worth and my intelligence based on my career choice or my ambitions. I’ve also learned not to rush myself. If it takes me a decade to know what I want to do with my life, then so be it.

#school #education

0 notes

holmquistewduckettwq53insur-blog · 5 years

Text

Why do we need basic health insurance?

Health insurance should be for serious issues that require surgery or hospitalization. Why do I pay insurance to get a checkup or for routine visits? The problem with health insurance is it is too broad; therefore, it is too big. The idiots who say that car insurance is mandatory as an argument for mandatory health insurance leave out that it is only LIABILITY insurance that is mandatory. You are not required to insure fixing your own car if you choose not to. Think about how much more expensive it would be to take care of routine things like car maintenance, appliance replacement, etc., if they were handled through an insurance company. The answer seems to be to eliminate most of the unnecessary insurance and shrink it to only what is required. That along with serious tort reform would eliminate much of the red tape and cost. The person who abuses their things pays more to replace and fix them. Same thing with the fat people, who suck up most of the insurance money the rest of us pay.. If you choose to be fat, then you will pay more to repair your health. It seems pretty simple, but then again the current proposal is not really about health care is it???

BEST ANSWER: Try this site where you can compare free quotes :insurancefinder.xyz

SOURCES:

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NR 360 Full Class

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NR 360 Complete Course

NR 360 Complete Course NR360 Complete Course

NR 360 Week 1 Discussion Introductions

Please introduce yourself to the class. Tell us about your career background, what you like so far about your learning, and something that you’re comfortable sharing about yourself, your family, or your hobbies.

NR 360 Week 1 Discussion What Is Nursing Informatics?

Discuss ways that nursing informatics could be applied to all areas of professional nursing practice, including clinical practice, administration, education, and research. Provide examples of each. What do you see as the biggest significance of nursing informatics, and why?

NR 360 Week 1 Discussion Technology Literacy and Electronic Health Records (EHR)

What are your experiences with using an electronic information system (EHR)? Describe the components of an EHR, and using the assigned readings, any past experiences or observations, and your imagination, share your thoughts on the following question: Can you give one pro and one con of an EHR with regard to enhancing patient care and safety? Include rationale for each. How do you see the EHR enhancing patient health literacy?

NR 360 Week 2 Discussion Database Search

Choose a topic related to health that has meaning to your personal health, interests, and well-being. This may be a disease, such as diabetes, or a healthy fitness activity.

Conduct a database search comparing one of the following database directories with Google Scholar.

CINAHL and Google Scholar PubMed and Google Scholar

Explain how you were able to narrow down the number of article hits you had initially, and present within your post a summary of the credible article you chose as your resource. How do you know your article choice is credible? Which database do you prefer and why?

How will using a database search facilitate your

scholarly work;

nursing work (evidence-based practice); and

personal self-development?

(CO 2,4,5,6,8)

NR 360 Week 2 Discussion Ethical Implications of Social Media and Personal Technology

For this discussion, we will consider the use of social media and personal technology. What are the legal and ethical implications, if any? Why or why not?

Choose one of the following scenarios to research, locate a credible article, and discuss the ethical and legal implications related to the use of social media and/or personal technology associated with each.

Your best friend, a nurse, posts the following on Facebook, on her day off, and from her home computer: “What a crazy day at work yesterday! I met the cutest little old man from my street! I really cannot believe he is 98 years old and still sharp as a tack! He made me laugh when he said he wanted a prescription for Viagra, and I think he was serious! He really made my day when he said that he thought I was the prettiest nurse on the unit!”

A work colleague in the obstetrics department has a public nursing blog, and her latest entry states that she had the “most difficult time at work caring for the mother of a baby that had died due to abuse-related injuries, and she is here now to have another child.” Her post goes on to say that she and her husband have had problems conceiving, and anyone who abuses a child should be automatically sterilized or be forced to give the child up for adoption.

You are on break for lunch, sitting outside in the beautiful sunshine, when you see a car pull up to the main entrance of the hospital where you are a nurse. Out steps your favorite professional football player, along with his wife. She looks as though she has been punched in the face, considering the bruises, black eye, and swollen lip that you see. You grab your smartphone, quickly snap some photos, and then tweet them to your followers on Twitter.

(CO 4,5,6)

NR 360 Week 3 DQ 1 Meaningful Use and Its Implications on Healthcare

Explore health information technology for the future of healthcare (http://www.healthit.gov/). Select a reading about meaningful use or another topic of interest to you. What types of questions does this bring to mind regarding safety, privacy, and confidentiality? Can we have a system of meaningful use in a community, nationally, or internationally and yet still maintain the HIPAA standards?

NR 360 Week 3 DQ 2 Healthcare Technology: Local, National, and Global Considerations

Imagine that you are a public health nurse, and you and your colleagues have determined that the threat of a deadly new strain of influenza indicates a need for a mass inoculation program in your community. What public health data would have been used to determine the need for such a program? Where would you locate public health data? What data will be collected to determine the success of such a program? How might you communicate this to other communities or internationally?

(CO 1,2,4,5, 6,7,8)

(CO 1, 2,4,5,6,7,8)

NR 360 Week 4 DQ1 Workarounds and Their Implications for Patient Safety

What is a workaround? Identify a workaround (specific to technology used in a hospital setting) that you have used or perhaps seen someone else use, and analyze why you feel this risk-taking behavior was chosen over behavior that conforms to a safety culture. What are the risks? Are there benefits? Why or why not?

(CO 2,4,5,6,7,8)

NR 360 Week 4 DQ 2 Patient Safety and Confidentiality

Discuss the current patient safety characteristics used by your current workplace or clinical site. Identify at least three aspects of your workplace or clinical environment that need to be changed with regard to patient safety (including confidentiality), and then suggest strategies for change.

(CO 2,4,5,6,7,8)

NR 360 Week 5 DQ 1 Interacting With Information Systems

In healthcare, think about a typical day of practice and describe the setting. How many times does the nurse interact with information systems (IS)? What are the ISs that we interact with, and how do we access them? Are they at the bedside, handheld, or station based? How does their location and ease of access impact nursing care? How does it affect interaction with the patient and other healthcare team members?

(CO 1,2,3,4,5,6,7,8)

NR 360 Week 5 DQ 2 From Data to Knowledge and Wisdom!

How does data become knowledge and finally wisdom? Explain the relationship between knowledge acquisition, knowledge processing, knowledge generation, knowledge dissemination, and wisdom. Then, provide examples from your clinical practice (or past work experiences) according to the following.

Examples of knowledge acquisition

Examples of knowledge generation

Examples of knowledge processing

Examples of knowledge dissemination

Examples of the use of feedback

(CO 2,3,4,5,6,7,8)

NR 360 Week 6 DQ 1 Nurse Sensitive Outcomes The Risks and Benefits

The Centers for Medicare and Medicaid Services (CMS) will not pay any costs a healthcare facility incurs for certain hospital-acquired patient conditions or events. These patient outcomes are very sensitive to nursing care (a.k.a., nurse-sensitive outcomes). As a result, nursing has gained a lot of visibility. Locate an article or website that refers to these nurse-sensitive outcomes. Discuss one way that information technology and standardized nursing languages might assist nurses in reducing or eliminating these poor outcomes.

(CO 2, 3, 4, 5, 6, 7 )

NR 360 Week 6 DQ 2 Informatics and the Development of Standards

Discuss the roles of federal, state, and local public health agencies in the development of standards for informatics in healthcare.

( CO 1, 2, 4, 5, 8)

NR 360 Week 7 DQ 1 Technology in Education

Explore some of the rationale behind the move toward more of a technologically based learning experience in nursing education and in healthcare overall. What are the benefits to this? How about patient education in the hospital setting?

( CO 1, 2, 5, 8)

NR 360 Week 7 DQ 2 Technology Benefits and Future Trends

What technology do you find most beneficial to use in your work or school setting? Least beneficial? Why do you find this tool useful or not? Then, using your imagination, look to the future and think about how this tool could be enhanced even further. Describe your dream technology, with consideration for patient care and safety.

(CO 1, 2, 3, 4, 5, 7, 8)

NR 360 Week 8 Discussion

Q & A Forum

This is the area where you can ask questions of a general nature and add any comments or observations. Chances are fairly good that a few of your classmates have some of the same questions, and your post here will be helpful to others in class.

NR 360 Unit 3 We Can but Dare We?

NR360 Course Project Team Technology Presentation

Team Technology Presentation

Objective

The purpose of this Team Technology Presentation is to provide students the opportunity to explore a technology used in the healthcare system. The project requires students to work in a small team together in order to describe how this technology supports the patient care experience through the use of information technology and information structures. Additionally, the student will explore the experience of clear and concise communication skills, when interacting with peers, who may or may not be from the same geographical area, or campus as they are. The final product and discussion/critique of this project is to be completed online with the class in Unit 8.

Course Outcomes

This assignment enables the student to meet the following Course Outcomes: CO 1: Describe patient-care technologies as appropriate to address the needs of a diverse patient population. (PO 1) CO 5: Identify patient care technologies, information systems, and communication devices that support safe nursing practice. (PO 5) CO 6: Discuss the principles of data integrity, professional ethics, and legal requirements related to data security, regulatory requirements, confidentiality, and client’s right to privacy. (PO 6) CO 8: Discuss the value of best evidence as a driving force to institute change in delivery of nursing care. (PO 8)

Guidelines • This is a Team or Group project. You will be assigned to groups, and given a topic (According to class size—typically 3-5 students

will be in a group).

Please do not ask to change groups, etc. as the group will not be changed. As nurses, we need to be able to participate as a part of a multidisciplinary team, no matter where we are located, and regardless of whether or not we are familiar with a particular individual!

All group members will receive the same grade for each deliverable, UNLESS it is determined that a group member has not been participating in assigned portions of the project. This is why documentation and communication in the assigned Team discussion threads is essential. EVERYONE must complete/sign the Team Charter Form and place it in your designated Group discussion thread under “Team Collaboration” in Course Home.

1. Communicate with your team members in the “Team Collaboration” Area of your Course Home, located under Week 8.

NR360 Information Systems in Healthcare

Revised: 01/26/2014, 07/09/2014 09/12/2014 DA

Team Technology Presentation Guidelines and Grading Rubric

***You will use the Group Project Team Collaboration Threads in the Course home as a “meeting” or communication venue. Be sure you are documenting in YOUR Team’s discussion area, identified by a color assigned to your team! This will also serve as documentation/verification for group members should there be instances where a group member is not contributing to the project. It is up to the team to communicate this to the faculty. ONE designated group member is required to submit the presentation in the drop box ***. The team leader will also need to submit the speaker notes in a WORD document, which will be going through Turnitin as well. If more than one team member submits the project, the Turnitin report will be very high, and Academic Integrity will be a concern for your presentation. YOU COULD THEN RECEIVE A ZERO GRADE, so PLEASE do not make this mistake!

The Power Point WILL be going through Turnitin, so be certain to carefully paraphrase and cite your work! This includes the SPEAKER NOTES! See above paragraph.

§ Application: Use Microsoft PowerPoint 2007, 2010 or higher. • Length: The completed presentation should be between 35-40 slides, NOT including the title and Reference slides.

NR360 Information Systems in Healthcare

Team Technology Presentation Guidelines and Grading Rubric

§ Technical writing: APA format is required. • Submit assignment with your group’s last names in document title. • Late submission: See the course policy on late submissions. • Tutorial: If needed, Microsoft Office has many templates and tutorials to help you get started.

POINTS FOR ENTIRE PROJECT: 300 points

Best Practices in Using PowerPoint

TOP OF PAGE The following are best practices in preparing this project. • Be creative, but informative with your presentation. Use visual communication to further clarify and support the written part of your presentation. You could use example graphs, diagrams, photographs, flowcharts, maps, drawings, animation, video clips, pictograms, tables, and Gantt charts. • Review all directions thoroughly. • Cite all sources within the slide show as well as in the reference slide. • Proofread prior to final submission. • Spell check for spelling and grammar errors prior to final submission. • Abide by the CCN academic integrity policy. Remember, this DOES go through Turnitin! (ONE GROUP MEMBER ONLY is to submit the final presentation!) Please notify your Faculty who will be responsible for submitting the final presentation.

Don’t forget to use Speaker’s notes, to avoid overcrowding your slides! The purpose of the speaker’s notes area is to “show” the reader what you would “say” if you were presenting the information. This area should not include direct quotes from your research, but still should include paraphrased and properly cited information.

Please see sample Power point slide below, showing you the area where Speaker’s notes go. If you were presenting this in a public forum, and the Power Point is in presentation mode, your audience will not see your notes! J

NR360 Information Systems in Healthcare

Team Technology Presentation Guidelines and Grading Rubric

SCENARIO

You will be assigned an example of informatics that is utilized in the hospital. You and your group will review the history and current use of the chosen technology, the chosen technology’s impact in healthcare and nursing, advantages and disadvantages of the chosen technology, and issues surrounding the use of the chosen technology.

DIRECTIONS Begin to research your assigned technology EARLY! The topic, along with your group members, will be assigned to your team in Week 1, and can be located in Doc Sharing (team discussion forum for this will be found in the Course Home). Please be considerate of your team members! Remember, if you do not participate/collaborate, you will NOT GET CREDIT! So in other words, waiting until Saturday of the week the assignment is due will NOT work for this presentation. You all must agree on how you will divide the work, and make sure to set deadlines for all members of your team.

NR360 Information Systems in Healthcare

Team Technology Presentation Guidelines and Grading Rubric

Title slide should introduce the assigned technology and introduce the group members working on the project. Provide an introduction of the technology which should briefly describe the technology and the purpose for the technology in healthcare. The introduction should establish a professional tone for the presentation.

Describe significant findings that prompted the development of the technology. In other words, talk about the problems with patient safety that prompted the use of this technology! Discuss the history (what had been done previously?) and current use of the assigned technology in healthcare and describe three priority goals and rationales of using the technology.

Discuss the impact of the assigned technology on professional nursing practice. How has it increased patient safety? Be sure to provide (correctly cited) statistical support! This is a very important part of justifying HOW this has (or has not!) changed patient safety for the better.

Identify how the use of the technology impacts patient care delivery, quality care measures and monitoring, as well as, risk management (privacy, confidentiality, and security). Based on what you have found in the literature, discuss why the technology has increased effectiveness of patient care and safety.

Analyze the effectiveness of the chosen technology including issues related to ethical, legal and infrastructure/operational considerations. This may include things such as budget, costs, etc. How might it affect a particular population and/or geographic region? Provide examples and statically significant data to support your examples.

Identify two advantages AND disadvantages of EACH of the assigned technology looking at the: § Patient’s vantage point or perspective § Nurse’s vantage point (Does it help the nurse do his/her job more efficiently, and help to keep patients safer? Provide § Healthcare organization’s vantage point—how does this impact the organization from a Regulatory (The Joint, Department of Health, budgetary stand point?

Based on what you have found in the literature, discuss how the disadvantages and the issues surrounding the chosen technology can be addressed and solved. Provide statically significant data to support your findings.

Summarize all key points of the presentation in your final summary slide! What did you learn about this technology? Did your research on it surprise you?

Revised: 01/26/2014, 07/09/2014 09/12/2014 DA

NR360 Information Systems in Healthcare

Team Technology Presentation Guidelines and Grading Rubric

Your presentation should include a title slide, an introduction slide, summary slide, and reference slide. REMEMBER! The title slide, introduction slide, transitional and reference slides do not count towards the presentation slide numbers.

You WILL be expected to use the speaker’s notes (to avoid overcrowding of your slides) and to include APA formatted citations in the slides and speaker’s notes. All references should come at the very end of the presentation. A minimum of 6-7 references would be appropriate for this assignment, excluding the textbook.

The Power Point will be submitted through Turnitin. Team Leader: You are also to submit ALL Speaker note content as well. To do this, Please copy and paste into a Word document, which will be submitted along with your Power point. Any questions, please let me know!

Citations

Be sure to cite your sources properly, both parenthetically and in the reference list. If you need assistance with proper citation, the following website may be beneficial. http://www.apastyle.org/faqs.html Be certain to review the APA Style Guidelines tutorial available in the Policies tab under Course Home.

Revised: 01/26/2014, 07/09/2014 09/12/2014 DA

NR360 Information Systems in Healthcare

Team Technology Presentation Guidelines and Grading Rubric

NR360 Information Systems in Healthcare

%)standing or Highest Level of Performance

Very Good or High

Level of Performance B (84–91%)

Competent or

Satisfactory Level of Performance

C (76–83%)

Poor, Failing or

Unsatisfactory Level of Performance

F (0–75%)

Technology and group identification/Title Page

2 points possible

Title Page introduces the technology and all of the group member names completing the Team Technology Presentation.

2 points

N/A

Technology is not introduce or does not include the individual/group completing the Team Technology Presentation.

0 points

Presentation

Introduction and identification of technology

3 points possible

Explained the

presentation purpose and technology clearly. All elements of the introduction are clearly presented and discussed.

3 points

Did not include either

the purpose or did not clearly explain the technology.

2 points

Explained the

presentation purpose and technology, but lacks some clarity.

1 points

Does not explain the

presentation purpose, technology clearly.

0 points

Problem identification

Presentation includes at least one slide that

Presentation is introduced but does not

Presentation/problem is not introduced and does

Revised: 01/26/2014, 07/09/2014 09/12/2014 DA

Team Technology Presentation Guidelines and Grading Rubric

NR360 Information Systems in Healthcare

5 points possible

how patient safety was impacted, and significant findings in the community.

5 points

introduces the problem,

problem, and how patient safety was impacted, and significant findings in the community.

4 points

clearly discuss the

and how patient safety was impacted, and significant findings in the community.

3 points

discuss the problem,

safety was impacted, or significant community findings

0-2 points

not discuss how patient

Current and historical technology use

50 points possible

Discusses the history and current use of assigned technology in healthcare and describes three or more purposes of using the assigned technology clearly and succinctly.

50-46 points

Discusses the history and current use of assigned technology in healthcare and describes less than three purposes of using the assigned technology clearly and succinctly.

45-42 points

Explains the history and current use of assigned technology in healthcare and describes only 1-2 purposes of using the assigned technology but lacks clarity.

41-38 points

Does not explain the history and current use of assigned technology in healthcare, did not fully describe the purposes of using the assigned technology.

37-0 points

Impact of technology use on patient care delivery, quality care measures/monitoring, risk management and nursing practice.

50 points possible

Discusses the impact of the assigned technology on professional nursing practice and identifies how the use of the assigned technology impacts patient care delivery, quality care measures and monitoring, and risk management clearly and

Partially or unclearly discusses the impact of the assigned technology on professional nursing practice and identifies how the use of the assigned technology impacts patient care delivery, quality care measures and monitoring, and risk

Does not discuss either the impact of the assigned technology on professional nursing practice or identifies how the use of the assigned technology impacts patient care delivery, quality care measures and monitoring, and risk management.

Does not explain the impact of the assigned technology on professional nursing practice or identify how the use of the assigned technology impacts patient care delivery, quality care measures and monitoring, and risk management.

Revised: 01/26/2014, 07/09/2014 09/12/2014 DA

Team Technology Presentation Guidelines and Grading Rubric

NR360 Information Systems in Healthcare

succinctly.

50-46 points

management.

45-42 points

41-38 points

37-0 points

Effectiveness of technology, including issues surrounding use of the assigned technology including ethical, legal and infrastructure/operation al considerations.

Provide statistical analysis.

85 points possible

Discussed effectiveness of the assigned technology, including Ethical, legal and infrastructure/operation al considerations. Information provided beyond the textbook. Examples given with supporting information. Statistics are analyzed and used appropriately to support the key points.

85-78 points

Discussed effectiveness of the assigned technology, including ethical, legal and infrastructure/operation al considerations. Few examples given with supporting information. Statistics are generally analyzed and used appropriately to support key points.

77-71 points

Discussion did not include effectiveness of assigned technology, or reference to ethical, legal and infrastructure/operation al considerations. Lacks examples to support information. Statistics are either not used or incorrectly analyzed or interpreted.

70-65 points

64-0 points

Addressing the issues, advantages and disadvantages of the technology

· Patient’s vantage point or  perspective

· Nurse’s vantage  point

· Healthcare  organization’s

Discusses two advantages and disadvantages of the technology from each perspective and how these issues are being addressed. Statistics are analyzed and used to support key points.

Discusses less than two advantages and disadvantages of the technology from each perspective and how these issues are being addressed. Statistics are analyzed and used to support key points.

Does not discuss two advantages, disadvantages of assigned technology from a particular perspective. Statistics incorrectly analyzed or interpreted.

Does not discuss two advantages, disadvantages of assigned technology from more than one perspective. Statistics are not used or interpreted.

Revised: 01/26/2014, 07/09/2014 09/12/2014 DA

Team Technology Presentation Guidelines and Grading Rubric

NR360 Information Systems in Healthcare

vantage point

How are the disadvantages and the issues surrounding the assigned technology can be addressed.

70 points possible

70-64 points

63-59 points

58-53 points

52-0 points

15 points possible

Summarize key points from the discussion. No new information is introduced.

15-14 points

Partially summarizes given. Not all key points discussed.

13-12 points

Summary is not clearly discussed and key points are not addressed.

11-10 points

Does not summarize important elements of the presentation.

9-0 points

presentation and visual appearance of PowerPoint

10 points possible

Professional

presentation of information; catches a person’s attention with color and font. No grammatical or spelling errors. Presentation is appealing to the eye and not overwhelming or too busy.

10 points

Professional

presentation of information; catches a person’s attention but has too many busy elements such as color, font, and/or pictures. 1- 2 grammatical and spelling errors noted.

9-8 points

Presentation lacks

professionalism or does not catch a person’s attention, not appealing to eye, lacks color. 3-4 grammatical and spelling errors noted.

7-6 points

Presentation lacks

professionalism and does not catch a person’s attention, not appealing to eye, lacks color. More than 5 grammatical and spelling errors noted.

5-0 points

APA Format & Length of Presentation.

10 points possible

Length of presentation is no more than 40 slides. Slides are in APA format including

Length of presentation 30-40 slides in entirety. References on reference page are in APA format.

Length of presentation not 30-40 slides in entirety. Reference page is not included. In text

Revised: 01/26/2014, 07/09/2014 09/12/2014 DA

Team Technology Presentation Guidelines and Grading Rubric

NR360 Information Systems in Healthcare

in text references of all

information obtained from an outside source. Presentation is supported by 6-7 references, excluding the textbook. References are listed in APA format on Reference Slide.

10 Points

In text references are

not present on slides. Less than 6 references are used, excluding the textbook.

9-8 Points

In text references are

not present on slides. Less than 4 references are used, excluding the textbook.

7-6 Points

references are not

present. Less than 3 references are used, excluding the textbook.

5-0 Points

Total Point value= 300

0 notes