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What is the wider impact of coronavirus on society?

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What is the wider impact of coronavirus on society?

In this post, Professor Martin Mckee – Professor of European Public Health at the London School of Hygiene and Tropical Medicine – discusses the wider social and economic impacts of COVID-19 and what might be done to minimise their effects on health and society.                                                                                                    

This article is taken from LSHTM’s free online course COVID-19: Tackling the Novel Coronavirus. You can join for free today to learn more about coronavirus and its worldwide implications.


The COVID-19 pandemic has changed our lives in ways that we could not have imagined. Once busy streets are emptied, bars and restaurants are closed, many children are still unable to go to school. 

But what might our future society look like as a consequence of the response to COVID-19?  And what might we be able to learn from this experience to make the world a better place?

We can start by looking at the impact of the responses that have been adopted around the world. Many countries imposed restrictions on what people can do with the objective of reducing the opportunities for transmission of the virus. They included limits on non-essential travel outside the home, closure of shops and entertainment venues, and bans on mass gatherings.

The following draws extensively on analysis by the LSHTM that has been published in the British Medical Journal. I would encourage you to read it, as it expands on these issues further.

The economic impact of COVID-19 restrictions

People who are unable to work during the pandemic risk losing their income and face possible unemployment if businesses fail. 

We know from previous experience, like in the global financial crisis of 2008, that loss of income or employment has profound consequences for health, and in particular, for mental health.

It’s a source of great anxiety for those affected. There are things that governments can do to reduce these risks, but only if they already have the resources and systems in place that are necessary to respond. 

Many rich countries have introduced schemes that provide a basic income for those unable to work. This provides some immediate security, but, as importantly, it provides relief for the businesses in which they work, keeping these jobs open so that they can recover quickly while its restrictions are lifted. Of course, unfortunately, there are many countries where this is not going to be possible.

The mental and physical impact of social isolation measures

Social isolation measures have severe consequences for mental health, particularly for those who live alone, and even more so if they have pre-existing health problems. We now know much more about the health-damaging consequences of loneliness, but we must also think about the practical difficulties that people face, like buying food or getting medicines. 

Again, there are enormous differences between rich and poor countries. There has been a digital revolution enabling many people who are physically isolated to maintain virtual contact with their friends and families, but sadly, once again, this is not the case in many of the world’s poor countries.

Additionally, we’re not all experiencing social isolation in the same way. Not everyone lives in a happy family home. We need to think about how we can support victims of domestic abuse who are confined to their homes, unable to escape their abuser. We also need to think about the risks of exploitation of young people who are not in school.

There is further concern around an increase in health-damaging behaviours. Being stuck at home can be very boring, and it’s not helped by the cancellation of things like televised sports events. 

Though it seems access to illicit drugs has reduced in many countries because of the difficulties faced by suppliers, in these circumstances, there’s a real risk that people look for relief in alcohol. 

Perhaps the greatest risk of all is from problem gambling. We’re now understanding much more about how gambling companies exploit vulnerable people, and many companies are likely to see this pandemic as an opportunity.

The disruption of essential services and education

We’ve already seen how some national health services have stopped many of their routine activities to concentrate on COVID-19. At the same time, people with other conditions are reluctant to go to hospital for fear of becoming infected.

In some countries, the number of people attending hospital with heart attacks has fallen by about half. At least some of the excess deaths being recorded are due to people not seeking care when they need it.

Similarly, the majority of the burden of education disruption falls unequally on different socio-economic groups and on people living in countries with weaker education systems. 

Some children will be able to connect with their teachers virtually on the internet, but many will not. Looking ahead, there is a real danger of a lost generation.

Social disorder and fear

Throughout history, pandemics have caused people to look for someone to blame. Sadly, there have been a number of accounts of racist attacks, sometimes encouraged by comments from politicians. It’s important to guard against stigmatising groups within society.

The psychosocial impact of COVID-19 cannot be overlooked or understated. While political leaders must communicate the risks involved and the progress being made in combating the pandemic, we also need to recognise that this is likely to instil fear and anxiety in many people. This could be a major barrier to returning to normality, as it will likely be a long time before many people are willing to go into crowded places, such as entertainment venues and on public transport.

In some ways, less reliance on public transport is an area where there may be some good news. The reduction in vehicle traffic in some places has meant that it may be possible to see blue skies for the first time in decades. 

However, there is a risk that if people are fearful of using public transport, they’ll turn to cars which may create more severe consequences for our health and the environment.

Looking ahead, the one thing that we can say with certainty is that societies will change. They always have after major disease outbreaks. Whether this was the Black Death in Europe in the 14th century which contributed to a series of peasant revolts and the reformation, or the influenza pandemic in 1918 which contributed to increasing support for social security. 

We’ve explored these issues further in a paper in Nature Medicine. Its key message is that this crisis does provide an opportunity to tackle some of the long-standing problems that have faced our societies, however, it is up to us whether we seize this opportunity for change.


To hear more from Professor Mckee and delve further into how coronavirus is impacting the world, join LSHTM’s free course and start learning today.

Browse our full list of courses created in response to the coronavirus here

Category Coronavirus, Current Issues

Racism in the Classroom: Why Does This Keep Happening and What Can We Do?

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Racism in the Classroom: Why Does This Keep Happening and What Can We Do?

If your institution has trouble hiring and retaining black academics there is no time like the present to ask yourself why. What are the barriers in your field or institution for black academics? As every publication in higher education keeps reminding us, we currently have more Ph.D.s than jobs for Ph.D.s in academia (though there might be a “slight dip” helping to stem the tide of unemployed Ph.D.s). We should be spoiled for choice when it comes to hiring. But only roughly 5% of these Ph.Ds are being awarded to black people (12). There are a number of reasons why black students chose not to persist to graduate programs, and ultimately into the professoriate. 

In research fields, one way to combat this is to actively promote black students so that they gain experience and exposure. If you supervise student research and you do not work with black students ask yourself why. After my first few years as a professor I was supervising several very talented and motivated students who all happened to be men. This did not sit well with me. Psychology happens to be a female dominated field, at least at the undergraduate level. I also feel particularly strongly about promoting women in the sciences. So why was I only working with men? Where were all the women? It occurred to me that I was being very passive in my recruitment of student researchers. I simply accepted students who approached me about doing research. This gaffe was particularly embarrassing since I know how shy and hesitant I was as an undergraduate despite being well-qualified. After that realization I started actively recruiting student researchers. At the end of the semester I sent an email to students who did particularly well in my class to let them know that they did well and that if they were interested I would be happy to do research with them. The change in the makeup of my research assistants was dramatic. Now my lab is almost entirely composed of women, many of them women of color. 

As much as I would like to take total credit for this transformation in my lab, it was not my one email alone that convinced students to join my lab. The same semester I decided to start actively recruited I was approached by one of my top students about doing research. She had gotten advice to get involved in research early and wanted to know more about how to do it. She was a black woman who was also very active in other clubs and activities on campus, and a role model for other students. When I asked my student researchers why they wanted to get involved with research several of them said it was this student’s passion and enthusiasm for research that got them interested. Representation matters. These students saw someone like themselves, someone they could relate to, being involved in research and that opened up the possibility to them.

Beyond promoting black students, we also need to be promoting black colleagues and asking what we can do to make more supportive and inclusive environments. Several of my colleagues have said they want to hire more diverse faculty in their departments, but can’t seem to find any applicants of color in their field. Our job postings say that we believe in diversity and that we want to hire people from all backgrounds – but only people from certain backgrounds are applying. Why? How are we building a supportive and inclusive environment on and off campuses? How is that being communicated to the outside world so that a potential applicant would feel comfortable applying? Are we actively recruiting and seeking out black academics? 

We will not fix these problems overnight. We cannot attend one workshop on diversity and think that we have now become experts. We cannot check off best practices on a list and claim to solve racism in the classroom. We cannot hire one black faculty member and say that we have solved representation in our field. We need to commit to continuing to educate ourselves and to continue to listen to our students and colleagues about the issues that affect them. We need to know that we will make mistakes and that we can learn from those mistakes to do better. 

(1) U.S. Department of Education Office of Civil Rights. (2014). Civil rights data collection: Data snapshot (School discipline; Issue Brief No. 1). Washington, DC: U.S. Department of Education Office for Civil Rights.

(2). Scott, T. M., Gage, N., Hirn, R., & Han, H. (2019). Teacher and student race as a predictor for negative feedback during instruction. School Psychology, 34(1), 22-31.

(3) Blake, J. J., Butler, B. R., Lewis, C. W., & Darensbourg, A. (2011). Unmasking the inequitable discipline experiences of urban black girls: Implications for urban educational stakeholders. Urban Review, 43, 90-106

(4) Reardon, S. F. (2013). The widening income achievement gap. Educational Leadership, 70(8), 10-16.

(5) Rothstein, R. (2017). The Color of Law. Liverright.

(6) Roithmayr, D. (2014). Reproducing Racism: How everyday choices lock in white advantage. NYU Press.

(7) Kaestle, C. F. (2016). Federalism and inequality in education: What can history tell us?, inKirsch I., Braun, H. (eds) The Dynamics of Opportunity in America (pp 35-96). Springer, Cham.

(8) Peterson, D. S. (2014). A culturally responsive alternative to “drill and kill” literacy strategies. Multicultural Perspectives 16(4): 234-239. 

(9) Adjapong, E. S., & Endim, C. (2015). Rethinking pedagogy in urban spaces: Implementing hip-hop pedagogy in the urban science classroom. Journal of Urban Learning, Teaching, and Research, 11: 66–77. 

(10) Bishop, R., Ladwig, J., & Berryman, M. (2014). The centrality of relationships for pedagogy: The whanaugatanga thesis. American Educational Research Journal, online

(11) Milner, H. R. (2010). Start where you are, but don’t stay there: Understanding diversity, opportunity gaps, and teaching in today’s classrooms. Harvard Education Press.

(12) National Center for Science and Engineering Statistics (2018). Doctorate Recipients from U.S. Universities: 2017. Alexandria, VA. National Science Foundation

Can You Guess the Country? A Geography Photo Quiz for Students

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Can You Guess the Country? A Geography Photo Quiz for Students

For this special edition quiz, we challenge you to test your geography knowledge using photographs from around the world. How many of these 10 questions can you get right?

How to Change Your Blogger Layout

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How to Change Your Blogger Layout

Learn how to change your blogger layout

Today we are going to talk about changing the look of your blog by editing your layout. There are several different types of layouts to choose from and it pretty easy to switch things up to best suit your needs. Some folks might like one basic post section and one sidebar. Others may need two sidebars or a few different footer sections. I will show you how to change the blogger layout and make it more suitable for your needs.

Changing the blogger layout

Luckily, Blogger makes it pretty simple to change things up if you are using one of their templates.  (Note: you must be using an unaltered theme for this to work. If you are using a customized template such as one of ours, this will not work.). 

We at Designer Blogs can also offer you upgraded layout options with any of the designs.  You can find our layout options in our blog accessories shop.


Pick a design

Here is my sample blog using Blogger’s SIMPLE template.  It has a basic post section and a right sidebar created from one column at the top and two smaller ones below it.

Simple blogger layout

To switch things up, log into your blog, click on the Theme tab and then select the orange Customize button.

Changing layouts in blogger dashboard

Customizing blogger layout

In the new window, select the Layout button on the left-hand side of the page. This will brings up the layout options. As you can see, Blogger offers eight options for layout, as well as three different options for your footer.

You literally just click on the options for either area that you want and then SAVE your changes.  It is that simple.

Different blogger layout options available for blogger blogs

This is a great way to utilize the space on your blog if you have several sidebar items that seem to go on for eternity down the length of your blog.  The organization is key to a well-designed blog, especially if gaining and keeping readers is a high priority.


And there you have it. I hope this tutorial showed you how to change the blogger layout for your blog. 

Happy designing everybody!

What Students Are Saying About Quarantine Dating, Ghosts and Songs of Hope

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What Students Are Saying About Quarantine Dating, Ghosts and Songs of Hope

We all need human connection to survive and if we don’t get it we will become comfortable being alone. Many find that as a good thing but if you really think about it you can develop mental illnesses without even noticing and in the future you won’t feel comfortable talking to people about it because you perceive it as normal. Teens especially need contact because we are about dive into adulthood and we have to cherish the left over time we have as teens.

Suzie Kourkaji, North Hollywood CA

Although I am currently not dating anyone at the moment, I can still experience what it must be like to not be able to physically be with your lover. The stress and loneliness while being isolated must be painful to begin with and to not be able to see their partner must have increased the amount of anxiety. Yet, I can’t say the same for my friends because even though social distancing has been placed, they will still go out of their way to visit their boyfriends. Now, If I was a parent, it will be extremely difficult for me to allow my child outside because of the pandemic.

Jackie, California

I’m not in a relationship and neither are my two closest friends, It’s been hard enough to not see them because I before I used to see them all the time. Through this quarantine, I’ve found myself less interested in guys. Like I’ll find some dude attractive or whatever but I won’t go out of my way to speak to anyone or even think about relationships. I just miss my friends, and I wish I could have fun with them and mess around, the longer this quarantine goes the less interested I get. I think part of it is because I can’t go out and see people or talk to people as much as I could before without really getting bored, so all I do is read these terrible things or see people saying stupid things and it makes me not want to talk to anyone.

Sophie DeMontagnac, Cary, NC

Older generations have always criticized teenager’s attachments to their devices, but now they have become an even more integral part in our lives- a life line to our sanity of sorts. As we endure this pandemic and seek to upkeep our social habits and our emotional needs, our screen times are through the roof. It’s not satisfying to me, nor is it for my boyfriend or friends. So now, as we have all been at home for 2 months, I look forward to going on walks. I beg my parents and he begs his and we are fortunate enough to be able to see each other, and in such a beautiful environment at that. Stealing away for hikes seems to me as the least risk involved interaction, and for us touch deprived teenagers, necessary to remain content. We long for sitting in fast food joints and going over to each others houses, but we thrive in the lack of pressure to socialize now. I adore seeing a few friends at a time promoting a more intimate and relaxed atmosphere. Essentially surviving a long distance relationship is a testament to my friendships and my relationship, and it just makes me appreciate and love them all the more. I cannot wait to embrace them all when this nightmare is over, and never again take a night out for granted.

Alina Kreynovich, Maryland

To teenage couples, I would say to think of the situation the world is going through at the moment: we are in a global pandemic. It may be very difficult to maintain distance from significant others, but it is important to understand that we are doing this to keep each other safe. By seeing each other, you are putting him/her, as well as your family at risk. Many people are losing their loved ones to this virus, and the best thing you can do is to prevent it by social distancing. To the families, please understand that in our generation, social interaction is a crucial part to our lives. At school, we are taught to engage in discussions and increase participation and collaboration. We have been encouraged to do so since our first step into school. It is a very difficult time right now, but the most important thing is to be safe, but also understand how it has affected different people.

Susanna, Los Angeles, CA

I believe that if your teenager is in love and they want to see each other they should see each other maybe not every day but once a week. If you still want social distancing then back 2 cars up and sit on the back end and talk. I have never had a special other so I do not know everything that may feel but allow some sort of in-person connection would greatly help them.

If I was a Parent I would let them go see them but set a time of 2 to 3 hours and supervise from a distance and I know that may sound controlling but to keep both of the teenagers safe is to limit some of their time. But I would not say no after how long it has been for them and how much they may be hurting.

Marcia, Grand Rapids, MI

Sharia and Islamic law: religious worship during the COVID-19 pandemic

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Sharia and Islamic law: religious worship during the COVID-19 pandemic

In this guest post, hear from teaching assistant and research fellow, Dr Yahya Barry – an educator on the University of Edinburgh’s new course on The Sharia and Islamic Law – about how Islamic law has responded to state-enforced social isolation measures in Edinburgh, Scotland.

You can find out more about the distinctions and definitions of Sharia law on the University of Edinburgh’s free online course.


The religion of Islam has existed for over 14 centuries, but little is known about the way its code of legislation (the Sharia) actually operates. Its almost two billion followers invariably cherry-pick and “mix and match”, creating a bricolage of Islams across the world.

Sharia is an Arabian word that means ‘path’, and the Sharia law is a code that shapes Muslim life. The law is upheld by Imams who are ministers of religion trained to represent Islam, as well as oversee Muslim congregational worship.

How Muslims have responded to the UK lockdown – placed by the government in response to the coronavirus pandemic – has shined a light on the contextual, debated, and constantly evolving nature of Islamic law.

What happens to this community of believers, along with their faith, when they can no longer physically meet to worship together in prayer, fasting, celebration and mourning?

On 16 March 2020, the Scottish government urged Imans to “suspend congregational prayers within the Mosque – including the Friday prayer”. The Cabinet Secretary for Justice, Humza Yousaf – a Muslim himself – along with the Chief Medical Officer urged us to cancel all prayer in congregation.

As religious leaders, the Imams have the authority to advise their communities on when to start and finish their prayers, and when they should begin and end their fast. Some celebrants are even able to officiate marriages in their mosques under both Islamic and Scots law. 

Imams now have to delicately juggle multiple contingencies: the immediate risk to health, the demographic reality of a dispersed and diverse minority community, and the fact that their authority has to operate within the confines of secular Scots law. 

A virtual debate

For the city of Edinburgh, a WhatsApp group for all Imams – of which I am a part – is discussing what to do.

The discussion starts with a number of key points of debate. Some question the linguistic and perhaps technical connotations of the word “urge” alongside its legal significance in the letter:

“‘Urge’, that’s surely not an obligation or a command?” 

Another highlights that the term is qualified with the adverb “strongly”. Another dissects the meaning behind the urge, explaining that the protection of the NHS here is a point of conjecture, not one of certainty. 

Could prayers be cancelled on the grounds of statistical predictions? 

A reminder is then served: in Islamic law, “certainty” (Yaqeen) can only be removed by certainty, not conjecture. 

Distinctions were starting to emerge now between the classically trained Imams from the seminaries and the more eclectically qualified – those who are self-taught – members of the group. 

Another interjects at this point, reminding the group of the certainty embodied in the sanctity of the mosques – they are symbolic of the community’s identity and wellbeing. Another retorts: 

“But this is a matter of life and death”

They reference the fact that the removal of harm (Mafsadah) supersedes the good or virtue (Maslahah) of communal practice – a legal maxim rooted in Sharia which emerges as authoritative during the discussion. 

This, along with information cited from Muslim advisory groups, rulings from certain global authorities and consultations by Qadis (Islamic judges) from across the Muslim world, seals the outcome.

A decision is reached

Within three hours, all fourteen mosques in Edinburgh represented by the group announce the cessation of communal worship, except one – there’s always one. But even this mosque later reconsiders its position and adopts the same stance as the majority.

This informal WhatsApp group of Imams, now representing a population of 15,000 Muslims across the city of Edinburgh, deliberated over matters as though they were a legal council, sitting in order to pass important juristic matters of policy. And, in many ways, they were.

Within an hour or two of our WhatsApp deliberations, Facebook posts, emails and tweets appeared communicating the cessation of congregational worship. 

The Friday congregational prayers were to be replaced by the normal afternoon prayer as there was no precedent to instruct that the same format be undertaken at home during times of social isolation.

How do individual Muslims understand God’s law? Is there a difference between the letter of the law and its spirit? Which authorities are qualified to interpret, implement and police it? Is there a difference between the Sharia (in Arabic, the pathway defined by God, an ideal) and Fiqh (Islamic law, a human effort to interpret Sharia)?

These are some of the questions that our free, online course The Sharia and Islamic Law: An Introduction interrogates. 


Created and led by leading academics from the University of Edinburgh specialising in Islamic and Middle Eastern studies, anthropology, politics, religious studies, sociology, and theology, this course brings together multiple perspectives to guide the enquiring mind on this often misunderstood subject.

Join for free today

Category Current Issues, Learning

Welcoming Ken Hahn as our Chief Financial Officer

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Welcoming Ken Hahn as our Chief Financial Officer

By Jeff Maggioncalda, CEO Coursera

I am fortunate to be working alongside a leadership team that cares deeply about fulfilling our mission and finding ways to better serve our learners, partners, and customers. Today, I am excited to share that Ken Hahn has joined this team as Coursera’s Chief Financial Officer.

Ken joins Coursera during an important growth phase for the company. Coursera now serves over 60 million learners — including 10 million who joined the platform in the last two months. With millions of students and professionals around the world relying on Coursera to continue their learning, we are further growing our investment in content and platform efforts to serve them during an uncertain time. I am looking forward to Ken’s leadership in helping us meet the demand for our recently launched initiatives and shape our long-term financial strategy in a highly dynamic environment. 

Ken brings more than 20 years of experience as Chief Financial Officer at public and private companies including Collective Health, iControl Networks (acquired by Comcast), QuinStreet, and Borland Software. Prior to his executive roles, Ken worked at the Boston Consulting Group and PricewaterhouseCoopers. Throughout his career, Ken has built teams, processes, and infrastructure that help scale businesses efficiently. 

Ken graduated summa cum laude from CSU Fullerton and was named an Arjay Miller Scholar when he earned an MBA from the Stanford Graduate School of Business.

I am proud of how we have supported learners, institutions, and communities amid the pandemic, and I look forward to Ken contributing his experience, talent, and passion to a leadership team dedicated to serving the world through learning.

Please join me in welcoming Ken to our community.

 

Alison Launches GDPR courses in 18 European languages

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Alison Launches GDPR courses in 18 European languages

The General Data Protection Regulation (GDPR) is a piece of EU legislation regarding data protection and privacy online. GDPR brings all EU countries in line in how they protect the data and privacy of their citizens and is one of the most important laws to come out of Europe in recent years.

Any business that is either established in the EU, or sells good or services to EU citizens (or processes their data), must comply with the rules set out under GDPR. GDPR doesn’t just cover how companies process data, but how that data is stored and exchanged.

Organisations that are subject to GDPR must be able to demonstrate that they are following the regulations and that the data in their possession is secure. For many companies, this means either updating or completely overhauling how they do business, both on paper and online. 

As GDPR is such a huge piece of regulation, keeping onside of all of the rules can be difficult. However, if an organisation fails to comply, they could face a fine of up to €20 million or 4% of their global annual turnover.

In order to help businesses correctly interpret GDPR and to implement the necessary measures to protect their customers’ data, Alison has published a highly popular course on understanding GDPR.

The English version has already helped thousands of students navigate GDPR and protect themselves and their businesses from serious financial losses. We’re now delighted to announce that, alongside English, this course is now available in 18 major European languages:

  • Bulgarian
  • Croatian
  • Czech
  • Danish
  • Dutch
  • French
  • German
  • Hungarian
  • Italian
  • Latvian
  • Lithuanian
  • Polish
  • Portuguese
  • Romanian
  • Slovakian
  • Slovenian
  • Spanish
  • Swedish

See here for our GDPR courses in multiple EU Languages.

Lesson of the Day: ‘“I Can’t Breathe”: 4 Minneapolis Officers Fired After Black Man Dies in Custody’

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Lesson of the Day: ‘“I Can’t Breathe”: 4 Minneapolis Officers Fired After Black Man Dies in Custody’

CNVS 02_NYT Final Script_150429
Transcript

Start time: 00:00:00

Rakesh: Racism means basically like…

Miles: A large, a large part of uh…a race feels that they’re superior to another race and so and so not only do they believe that but they act on it.

Malik: Examples would be in class sometimes I’d be the only black kids and we’d read a book like, I don’t know, Huck Finn and then there’s that uncomfortable moment…the “magic” word would come up and people look at you like “What’s his reaction?” Things like that.

Miles: I was walking home from school with this one white girl and we had just gotten off the bus and we were about to, we were almost home and there were these groups of black kids that had just gotten out of school. She was like “Oh, let’s cross the street, there’s a group of black kids. I don’t want to run into them.” And so she told me…which, I don’t even know why she would do that.

Marvin: I used to wear a sweatband like just to reinforce my wrist and I had a teacher come up to me and say, “You should take it off because it looks gang affiliated.”

Shaq: I’ve been in situations you know where I’ve had to cross the street because I didn’t want to scare the white lady that was walking.

Marvin: I would actually, it would get to the point where I would start to count how many times a woman would clutch her bag.

Bisa: When I was 16, I was leaving my mom’s house in my pajamas, which had snowmen on them um, with my brother and we were actually stopped by the police rather aggressively.

Jumoke: I’ve been stopped by the cops on my way between classes, because we have two separate buildings, walking from one building to the other building. As my white students in the same class walk by me.

Malik: It’s kind of upsetting because we live in a world where my mom has to be afraid when I walk outside from the people that are like meant to protect me and I just, I don’t like when my mother feels like that you know, I love my mother. She should always, I want her to always be happy…

Bisa: You know I walk tall, I keep my head up, very you know, try to be very articulate and and polite…um and so of course I was like “Okay I’m going to be fine because I act a certain way.” And of course that has absolutely nothing to do with it. Um, people, the way people perceive you you know, is not up to you.

00:02:06

Jumoke: My parents taught me oh you know, “Cops are your friends, you’re supposed to, you know they’re here to protect you.” But all I’m seeing is the opposite. So how can I not be afraid when I feel like I’m being hunted? When I feel like I’m there to fill a quota?

Shaq: We are in a so-called free society and as a black man we literally don’t feel free. We don’t know “freedom” is.

Jumoke: Every time we’re killed, the first thing you see on the news is: criminal record. Or something like that. So from the second the bullet hits us, already we’re starting to be dehumanized.

Malik: Black people like myself, we don’t get as many chances as they do so you have to be aware and you have to watch out and you can’t mess up.

Bisa: This was an extremely emotionally taxing process for me in terms of coming to terms with maybe…the nature of of racism in my own life and in this country and in this world and if you wait until somebody is 12, 13, 14 to put that on them…it’s…it’s really, it can be really difficult.

Malik: My dad, he’s just like the honest one he’s like “Listen son, like, there are things in this world that you have to, you kind of have to watch out…” He doesn’t want me to live in fear, but he wants me to be aware.

Maddox: I want people to know that I’m perfectly fine and I’m not going to hurt anybody or do anything bad.

Rakesh: I should be judged about like who I, who I am and like and what kind of person I am.

Marvin: My parents would tell me, especially my mom, she would tell me, you have to endure. You have to muscle through it. And like, this is no different, it’s a part of being a person of color in America.

Bisa: And there’s a certain comfortability associated with that because if I know that something is inevitable then I know how to deal with it. Fortunately, I’ve had parents who have said “this is what you do.”

00:04:00

Marvin: Mom and dad, I’ll be fine because you did a good job raising me. You gave me all the resources and the time and the blood, sweat and tears to make a good man, an honorable man and the foundation to survive in this country.

Myles: I want you to know that I will act in an appropriate manner and do everything that you told me to do because I do love you and I know that everything you say is for a reason and not just to talk the talk. And I love you.

Credits

DIRECTED & PRODUCED BY: Joe Brewster / Perri Peltz

DIRECTOR OF PHOTOGRAPHY: Rudy Valdez

SOUND: Chase Horton

EDITORS: Geeta Gandbhir / Clare Vance

CONSULTING PRODUCERS: Blair Foster / Geeta Gandbhir / Michele Stephenson

ASSOCIATE PRODUCER: Clare Vance

THANK YOU: Rakesh / Miles / Malik / Marvin / Shaq / Bisa / Jumoke / Maddox / Myles

NYTIMES CREDITS

End time: 00:04:57

Music: “Rolling Emotions,” Composed by Adam Dennis (PRS) and Bob Bradley (PRS), Library: Bruton TV Series (BTV). Track ID: BRU_BTV_0146_01301

Course spotlight: Mindfulness for Wellbeing and Peak Performance

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Course spotlight: Mindfulness for Wellbeing and Peak Performance

Can you tell us a bit about this course, who it’s aimed at and what it aims to achieve?

Commencing on 15 June, the Mindfulness for Wellbeing and Peak Performance course explains the science, practice and philosophy of mindfulness, as well as techniques to reduce stress and improve your wellbeing. These evidence-based approaches have been found to improve mental and physical health, productivity, learning and memory, communication, and empathy.

The beauty of our mindfulness course is that it can help anyone, from students to industry professionals, stay-at-home parents to retirees. No matter your context, the course provides practical steps that you can apply to improve your quality of life.

What has been your experience of running this course online? What differs from a face-to-face course?

The mindfulness course was designed to minimise the differences between learning online and face-to-face, with expert facilitated discussions, timely feedback videos, as well as engaging content and extra resources.

However, a benefit of the online delivery for this course, is that you can engage in mindfulness and meditation practices from the privacy of your own home, removing the self-consciousness that some might feel when attending meditation workshops or learning about the topic face-to-face.

We recently introduced ratings and reviews to FutureLearn short courses. The Mindfulness for Wellbeing and Peak Performance has already clocked up hundreds of reviews in a very short space of time with an outstanding average rating of 4.8 stars out of 5. What factors do you feel have made this course so successful?

We’re thrilled with the ratings and reviews this course has received so far. Our Lead Educators, Associate Professor Craig Hassed and Dr Richard Chambers are both internationally renowned experts and active researchers in the field. The evidence-based, and practical approach of the course have contributed to its success.

Our course mentors are very active and supportive of learners who are new to the practice of mindfulness.  The result is a very strong sense of community within the course, despite the large numbers of learners. 

The feedback video model has also worked so well for the mindfulness courses that we’ve replicated this for all Monash University FutureLearn courses.

 

 

In the current climate, mental wellbeing is in the spotlight more than ever. What role do you feel free-to-access resources can play in supporting the wellbeing of the general public?

The mindfulness course is a free resource, providing the public with easily accessible tools to support their wellbeing.

“It’s a very trying time for people all around the world and perhaps we need something to help us through,” Associate Professor Hassed says.

“Mindfulness won’t make the situation go away, but it can certainly help us to keep calm and cope a whole lot better.”

Alongside the course content, we release weekly feedback videos on our YouTube channel, where our lead educators respond directly to student queries, and address relevant contemporary issues in the media, such as the anxiety everyone is feeling from COVID-19. This gives students a sense of connection with lead educators, and makes the course relevant to our current situation.

What have been some of your key learnings from running this course?

With over 330,000 enrolments since 2015, the Mindfulness course has taught us that there is a significant demand for online learning, and that this mode of teaching and learning can deliver exceptional outcomes for learners even in subjects that you might not think would translate to online.  As mentioned above, we’ve learned that engaging content, responsive lead educators and a sense of community amongst learners are all critical success factors.

Category Research insights