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A Visual Dispatch From One of the World’s Most Remote Islands

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A Visual Dispatch From One of the World’s Most Remote Islands

With travel restrictions in place worldwide, we’ve launched a new series, The World Through a Lens, in which photojournalists help transport you, virtually, to some of our planet’s most beautiful and intriguing places. This week, Andy Isaacson shares a collection of photographs from the remote island of Tristan da Cunha.

The six-by-six-mile volcanic island of Tristan da Cunha (the main island of an archipelago bearing the same name) sits in the remote waters of the South Atlantic, roughly equidistant from South Africa and Brazil, and about 1,500 miles from its nearest neighbor, the island of St. Helena. Lacking an airport, Tristan, part of a British Overseas Territory, can only be reached by ship — a journey that lasts about a week.

Tristan, as it’s colloquially known, is currently home to about 250 British nationals, whose diverse ancestry — made up of Scottish soldiers, Dutch seamen, Italian castaways and an American whaler — first arrived some 200 years ago. They live in “the world’s most isolated settlement of Edinburgh of the Seven Seas,” reads the island’s website, “far from the madding crowd.”

It was late one night in 2009 when I Googled “What is the world’s most remote inhabited island?” and Tristan appeared. I had questions. How does it feel to live so far from the madding crowd? How do you even get there?

The logistics, it turns out, involved requesting approval from the island council and booking passage from Cape Town on a South African polar supply ship, one of only a handful of regularly scheduled voyages to and from Tristan each year. (Pack appropriately; once you get there, you’ll be there a while.)

Modern air travel, which involves boarding a plane in one part of the world and stepping out several hours later into another, distorts geography. But a slow journey across the surface of the Earth helps you grasp the true breadth of distance.

Sailing the seas for a week puts Tristan’s extreme isolation into perspective. At first sight, the island — a cone-shaped mass of rock that rises to a height of more than 6,700 feet — appears like an iceberg alone and adrift, given shape by the vast negative space that surrounds it. Improbably, beneath the towering flanks of an active volcano, a cluster of low-slung structures with red and blue tin roofs occupies a narrow grass plateau overlooking the ocean: the settlement of Edinburgh of the Seven Seas.

“People imagine us with grass skirts on,” Iris Green, Tristan’s postmistress at the time, told me after I arrived. In fact, the island’s history is entirely free of such stereotypes. Discovered in 1506 by the Portuguese explorer Tristão da Cunha, it was claimed in 1816 by the British, who placed a garrison there to ensure it would not be used as a base to rescue Napoleon, imprisoned on St. Helena. In 1817, the garrison was removed, but a corporal named William Glass and his associates remained behind. They imported wives from Cape Colony (in present-day South Africa), built homes and boats from salvaged driftwood, and drafted a constitution decreeing a new community based on equality and cooperation.

Over the years, the islanders assimilated castaways and deserters of various nationalities. Today’s inhabitants, all interrelated, share seven family names among them: Glass, Swain, Hagen, Green, Repetto, Lavarello and Rogers. The collective spirit that sustained the island during years of almost complete isolation still exists.

“Tristanians will do business with the world; we understand it’s important to be in the world if you want something from it,” explained Conrad Glass, then the Chief Islander. “But the world can keep its bombs and bird flu. Whatever we’ve got here is under our control. It’s the remoteness of the island that has jelled us and brought us all together.”

In the way of sightseeing, Tristan has little to offer visitors. A tourist brochure lists activities such as golf (a challenging nine-holer whose hazards include chicken coops and gale force winds) and an all-day hike up to Tristan’s summit, Queen Mary’s Peak, which is typically shrouded in clouds. On Saturdays, the recreation center, Prince Philip Hall, comes alive for the weekly dance, while next door, the Albatross — the world’s remotest pub, of course — is the spot to grab a South African lager and pick up some Tristanian dialect. Locals might be “heyen on” about collecting “Jadda boys” as they get “half touch up”— bragging about how many penguin eggs they’ve collected, while getting drunk.

I spent a month on Tristan, participating in its daily rhythms. There were birthdays and baptisms, and lobster prepared five ways. When a bell rang out across the settlement, announcing calm seas, I set out with fishermen to collect the lobster, the island’s primary export. Other days I strolled down Tristan’s only road to a patchwork of stonewalled potato plots overlooking the sea: The Patches.

I recall one afternoon walking into the island’s cafe, where a British Forces TV channel was broadcasting a news conference with President Barack Obama — something about Russia and missile defense. Never had the forces shaping the world, beamed into a faraway room where locals chatted breezily about marking their lambs and the strength of the potato crop, felt so distant and irrelevant.

A novel coronavirus is another thing. Tristanians are far more interconnected with the world today than in 1918, when they were spared the Spanish flu. The island’s hospital has two beds and no ventilators. There are also a disproportionate number of older people, and more than half of Tristan’s population show signs of asthma — a phenomenon that allowed a Canadian researcher in the 1990s to identify one of the genes responsible for the condition. But the island’s remoteness offers an upper hand: Tristanians are insulated from the virus by the world’s widest moat.

Recently, I reached out to James Glass, Tristan’s current Chief Islander (and Conrad’s second cousin). There are no Covid-19 cases to date, he wrote to me. All future cruise and cargo vessels have been banned from landing. At the moment, food security is not a concern: There are plenty of potatoes in the ground and lobster in the sea.

“We will have to decide what we are going to do on the next voyage in June, maybe take more measures. It will be a real problem if it gets here,” Mr. Glass wrote. “All we have for our protection is our isolation and our faith.”

Andy Isaacson, a photographer and writer based in New York, has reported for The Times from all seven continents. You can follow his work on Instagram.

Word + Quiz: agitprop

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Word + Quiz: agitprop

: political propaganda (especially communist propaganda) communicated via art and literature and cinema

_________

The word agitprop has appeared in 21 articles on NYTimes.com in the past year, including on March 4 in “‘Sorry We Missed You’ Review: The Human Toll of That One-Click Buy” by Wesley Morris:

I’ll never forget the pleading that goes on in “Sorry We Missed You.” It’s desperate but futile. Life goes on, they say. So does the global marketplace. If you order a shower curtain or diapers or a new phone, you probably need it yesterday. Ken Loach’s brutally moving agitprop drama demands a thought be spared for the anonymous souls who drop this stuff off. That shower curtain might be the death of them.

It’s an easy movie at first. Ricky Turner (Kris Hitchen) has done blue-collar labor all his life. Now he’s through with bosses breathing down his neck, so he takes a job as an owner-driver for a third-party delivery company out of Newcastle in northern England. (The title refers to those door tags you get when a package needs a signature and you’re not home.) Gig-economy freedom appeals to him. But anybody watching Ricky natter on about blissful independence, in these opening scenes, can already sense the bad news rising — maybe even before his new not-boss, a big bruiser named Maloney (Ross Brewster), tells him, “Like everything around here, it’s your choice.”

_________

Lesson of the Day: ‘The Trump Administration Is Reversing Nearly 100 Environmental Rules. Here’s the Full List.’

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Lesson of the Day: ‘The Trump Administration Is Reversing Nearly 100 Environmental Rules. Here’s the Full List.’

The coronavirus has dominated headlines for the past two months. But all the while the Trump administration has continued to pursue other federal policy actions that shape our country and world.

In this lesson, you’ll learn about one such action: In the three years that President Trump has held office, his administration has officially rolled back more than 60 environmental policies, with another 34 rollbacks still in progress.

Take a moment to study the chart below of environmental rollbacks under Mr. Trump. Then, respond to the following questions:

Read the article, then answer the following questions:

1. What justification has the Trump administration given for dismantling major climate and environmental policies, many put in place by the Obama administration?

2. What are some of the rules and regulations the administration has been repealing, replacing or weakening? Name at least three.

3. A spokeswoman for the Environmental Protection Agency said the agency was “delivering on President Trump’s commitment to return the agency to its core mission: Providing cleaner air, water and land to the American people.” Do you agree that the E.P.A. has delivered on this mission? Why or why not? What evidence supports your response?

4. To what extent has the judicial branch played a role in shaping environmental policy? How do you know?

5. What are the implications of these rollbacks, according to energy and legal analysts? How does this influence your opinion of the Trump administration’s actions?

Look at the chart from the warm-up activity again. How did reading the article give you additional insights into what all those numbers signify?

Next, select one section from the drop-down list at the end of the article, such as water pollution or critters, and read all the related actions the Trump administration has either completed or initiated. Which of those actions, if any, do you think are positive changes for United States policy, based on the short descriptions in the article? Which, if any, do you think are negative policy changes? Why?

Then, choose one of those Trump administration actions to research further. Visit the “Read more” link after the short description. Then answer the following questions:

  • What was the original environmental, energy or climate rule, before the Trump administration initiated changes?

  • Why was the rule originally put in place?

  • Why did the Trump administration reverse this rule?

  • What will be possible consequences of this rollback?

  • Do you think the Trump administration’s reversal of this rule is good government policy? Why, or why not?

You may need to do additional research to answer these five questions.

Wilderness Wayfaring

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Wilderness Wayfaring

What story does this image inspire for you?

How Much Do You Know About Spain?

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How Much Do You Know About Spain?

Can you find Spain on a map? What else do you know about this European nation with about 47 million people?

How Wesley went from Part-Time Cook to Full-Time IT Support Technician

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How Wesley went from Part-Time Cook to Full-Time IT Support Technician

My name is Wesley Mercado, and I live in Los Angeles, California. Before completing the Google IT Support Professional Certificate on the Coursera platform, I had no prior experience in IT Support. Now, I work as an IT Support Technician at a healthcare call center in Beverly Hills. I did not grow up as a computer enthusiast, and my knowledge about computers was very limited. Technology and computers were introduced to me by my step-dad about nine years ago when I came to the United States. I understood that computers consisted of multiple moving parts, but I did not know exactly what the different parts were designed to do. Before taking the  Google certificate, I was studying in college and working part-time as a cook. A friend of mine introduced me to YearUp, a program to help young adults start a new career. YearUp, a Google.org grantee, recommended the Google IT Support Professional Certificate on Coursera, in order to expand my IT skill set.

The Google IT Support Professional Certificate definitely opened doors for me. Apart from my six month internship through YearUp, I did not have any previous professional experience in help desk support. This certificate verifies that I have studied various aspects of computers, software and hardware, that I know how to provide technical support, and that I can be a great asset to any company. All of this strengthened my resume. The most important skills that I gained from this program came from the courses, The Bits and Bytes of Computer Networking and IT Security: Defense Against the Digital Dark Arts. They gave me a clearer understanding of how computers communicate. My company employs remote agents, so understanding how to secure networks outside our reach is a must.

My favorite part of this role is just being in IT. I have on-call shifts, and sometimes employees call me directly with their technical issues or reach out to me first before the rest of the team. Some people may find that a little too much, but I see it as an opportunity to brighten up someone’s day by helping them out with their technical difficulties. This is especially rewarding in a call center environment, where the atmosphere can sometimes be tense and stressful.

This is not to say that it was easy. I live about 50 miles away from West Los Angeles Community College, which is where YearUp Los Angeles is currently located. Every morning, I would wake up early and then drive 50 miles to attend YearUp, and then drive back home afterwards. 

I came to a realization that, with the Google IT Support certificate, in five months or less, I could be a working professional at just 21 years of age. This is something that my friends are still far off from achieving—full-time employment with good benefits. Most of my peers got into universities after graduating from high school, whereas I went to community college. For once, I was able to take the lead and show both my friends and younger siblings that it’s possible to create something amazing, somewhere unexpected.

Whatever you learn through this certificate will stay with you for the rest of time. This can be your first trophy, like it is for me. I used to think I was going to be a filmmaker, but sometimes paths change, and here I am enjoying every moment providing technical support. Think of this program as the first chapter of a new book. We all know that the farther you read, the better it gets.

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Word + Quiz: sanguinary

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Word + Quiz: sanguinary

1. accompanied by bloodshed

2. marked by eagerness to resort to violence and bloodshed

_________

The word sanguinary has appeared in four articles on NYTimes.com in the past year, including on Feb. 6 in “Nicolas Moufarrege Was a Student of Art History. This Work Shows It” by Arthur Lubow:

He was a critic as well as an artist, well versed in art history, as demonstrated by one of the most mysteriously moving pieces in the show, “The Fifth Day” (1980). The title probably alludes, in the Book of Genesis, to the day on which God filled the sky with birds and the sea with fishes. A black bird is flying through a glimmering heaven that Moufarrege graced with effulgent clouds, using silk, cotton and wool threads to dazzling effect. The bird is perhaps a phoenix, the subject of an embroidery that he produced five years earlier.

… But the heroic nude in Moufarrege’s embroidery is not under attack. He is throwing his discus over what appears to be a river of blood, toward a green meadow and a blue sky. The sanguinary stream in the tapestry may refer to the strife that drove Moufarrege’s family from both Alexandria and Beirut, as the papyrus and the tile pattern would suggest. The phoenix could connote his rebirth. What he would not have known when he stitched this scene is that behind the vision of the promised land, further tragedy awaited.

_________

Lesson of the Day: ‘A 92-Year-Old Piano Teacher Won’t Let Students Miss Bach in the Pandemic’

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Lesson of the Day: ‘A 92-Year-Old Piano Teacher Won’t Let Students Miss Bach in the Pandemic’

Cornelia Vertenstein, a Holocaust survivor, is still teaching piano lessons over FaceTime from her Denver home. In this lesson, you will consider the ways students sometimes learn more about life from their teachers than just the subject they are studying.

Have you ever played a musical instrument? If so, did you take lessons? What did you gain from the experience? What did you learn about yourself beyond the music you practiced and played?

Have you been playing an instrument during the coronavirus pandemic? How have social distancing restrictions affected your lessons and practice schedule? Have you been able to continue learning and growing as a musician?

Read the article, then answer the following questions:

1. According to the article, what does Cornelia Vertenstein say about continuity and persistence? How does she embody those things?

2. What do you think Ms. Vertenstein means when she says about her students, “I try to teach them not only how to learn, but how to work”?

3. What has Ms. Vertenstein learned about her students during the pandemic? Why do you think knowing a little bit about students’ lives might be helpful for a teacher?

4. What did Ms. Vertenstein do while her students performed in their virtual recitals? Why did she do that? What does this action tell you about her?

5. What happened after the recitals? What is different about the FaceTime piano lessons versus those Ms. Vertenstein taught in person at her house? What is the same?

In the article, John Branch writes:

The children do not know much of Ms. Vertenstein’s past — the yellow star she had to wear as a teenager during the war, the rocks thrown at her, the fist of fascism replaced by the slogging brutality of communism. She only hints at them.

“It’s very painful to talk about,” Ms. Vertenstein said in a FaceTime interview. “Besides this, why should I tell those kids such sad stories?”

But the stories silently inhabit her lessons.

Do your teachers ever share anything about their own pasts? Do their life stories have any meaning for you?

Now, watch the first video embedded in the article, a prerecorded introduction by Ms. Vertenstein for one of the spring recitals. Here is the transcript:

With great pride, I introduce my students who prepared themselves with discipline and determination in difficult circumstances. When I was a little girl, I could not go to public schools because of my religion. And they created a little school in the basement of an old building, which sometimes had heat and sometimes didn’t. Great minds and achievements came out of that school, which taught me that in any situation you can strive, learn, look ahead and have dreams.

Why do you think Ms. Vertenstein chose this moment to share some of her personal history with her students and their families? What do you think she hoped to achieve with her words?

What’s Going On in This Picture? | May 18, 2020

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What’s Going On in This Picture? | May 18, 2020

Note: This is our final photograph for the 2019-20 school year. Please visit our archive to find hundreds of other images you can use between now and September, when we will resume this feature. You can also sign up for our free weekly newsletter to make sure you don’t miss any of our new images.

Students

1. After looking closely at the image above (or at the full-size image), think about these three questions:

2. Next, join the conversation by clicking on the comment button and posting in the box that opens on the right. (Students 13 and older are invited to comment, although teachers of younger students are welcome to post what their students have to say.)

3. After you have posted, try reading back to see what others have said, then respond to someone else by posting another comment. Use the “Reply” button or the @ symbol to address that student directly.

Each Monday, our collaborator, Visual Thinking Strategies, will facilitate a discussion from 9 a.m. to 2 p.m. Eastern time by paraphrasing comments and linking to responses to help students’ understanding go deeper. You might use their responses as models for your own.

4. On Thursday afternoons, we will reveal at the bottom of this post more information about the photo. How does reading the caption and learning its back story help you see the image differently?

Johns Hopkins trains 22,000 contact tracers on Coursera in the first week

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Johns Hopkins trains 22,000 contact tracers on Coursera in the first week

By Jeff Maggioncalda, CEO Coursera

On May 11, The Johns Hopkins Bloomberg School of Public Health launched a free course on Coursera, COVID-19 Contact Tracing, to help states expand their contact tracing capacity by training thousands of contact tracers. This is a crucial step in meeting their recommendation for more than 100,000 additional contact tracers in the U.S. alone in order to help limit the spread of the pandemic. 

The course, which was created with support from Bloomberg Philanthropies, teaches the fundamentals of contact tracing, including necessary information about the virus, interview strategies and simulations, communication skills, and ethical considerations. The five-hour course is open to everyone with an interest in contact tracing. Taking the course and passing the exam at the end is a requirement to be considered for a contact tracer role in the state of New York.

We are highly encouraged by the initial response — in just one week, more than 150,000 learners have enrolled in the course. More than 22,000 learners have already completed it, including over 2,500 prospective contact tracers who could be employed by the state of New York. Contact tracing will offer meaningful employment to those impacted by the economic downturn while fulfilling an urgent public health need. 

We look forward to working with the Bloomberg School of Public Health to make the program available to more states across the U.S. and countries around the world.

“We’re thrilled to be able to put this course together and to make it available to anyone who wants to help fill this critical and urgent public health need, or just wants to know about what contact tracing is,” said Dr. Emily Gurley, lead course instructor and an infectious disease epidemiologist at the Johns Hopkins Bloomberg School of Public Health.

Coursera’s vision is to create universal access to the world’s best learning, and times like these show how online learning can be effective in providing a timely solution to a major challenge at hand. We’re proud to partner with Johns Hopkins University, a globally recognized institution at the forefront of fighting this pandemic, to offer vital training to help create a domestic and global workforce of informed contact tracers. Learn more and sign up here