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Word + Quiz: fait accompli

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Word + Quiz: fait accompli

: an irreversible accomplishment

_________

The term fait accompli has appeared in 14 articles on NYTimes.com in the past year, including on Jan. 30 in “Who Are You Wearing and Where Did They Donate?” by Vanessa Friedman:

The pitch is simple: Stylist and celeb pick the dress or tux (and shoes and jewels and watch) said celeb wants to wear, whether because of a contract or because they love it or both. Then RAD goes to the brand and asks it to donate to the charity of the star’s choice. (The brand decides how much.)

And then, when clothes get mentioned, so does the donation — on the carpet during interviews, as well as in social media posts and news releases.

… The donation piece of the agreement is not part of the bidding war for a celebrity; it happens after the fashion conversation has become a fait accompli. (RAD is not a nonprofit, and Ms. Phillips and Ms. Martin take a 15 percent administrators’ fee from the brands on top of the donations, 33 percent of which they in turn donate to charity. Despite the Tinseltown economics, the goal is to eventually turn RAD into a B-corp.)

_________

Do You Want to Get Married Someday?

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Do You Want to Get Married Someday?

Find all our Student Opinion questions here.

Do you expect people who are in committed romantic relationships to eventually get married?

Do you imagine you’ll want to get married someday? Why or why not?

In “Unmarried Couples Gain in Numbers, but Survey Finds Married Ones May Be Happier,” Liam Stack writes about the study, along with possible reasons some couples have eschewed marriage — at least for now:

The survey results, published online Wednesday, show high public support for unmarried couples who live together, with majorities of every age group saying they find it acceptable to live with an unmarried partner. At the same time, the share of American adults who live with an unmarried partner has more than doubled since 1993, to 7 percent from 3 percent. The share of American adults who are married was 53 percent.

“When we talked to people who lived together, who were not engaged and who said they wanted to be engaged, we asked them why they were not currently married,” Juliana Horowitz, a co-author of the report, said in an interview. “A large share said either themselves not being ready financially or their partner not being ready financially was a major reason they were not married to their partner.”

Ms. Horowitz said “love and companionship topped the list” of reasons unmarried couples cited when asked to explain their decision to move in together. But roughly 40 percent said convenience — making it easier to spend time together — or finances were a major factor. In contrast, just 13 percent of married couples said financial considerations played a part in their decision to wed.

“We know from studies we have done and that others have done that many people are forgoing marriage for economic reasons, and we do see that here, with many cohabitants saying they are not far enough along in their career to get married yet,” she said.

Mr. Stack also addressed public acceptance of couples who are not married living together, as well as how satisfied people — married and unmarried — say they are in their relationships:

It used to be considered somewhat taboo for a couple to live together if they were not married — hence the term “living in sin” — but those attitudes have changed, researchers said.

A slim majority of Americans, 53 percent, said society would be better off if long-term couples got married. But 69 percent of Americans said it was acceptable to live with a romantic partner even if you have no plans to get married, while 16 percent said it was O.K. only if a couple sees a wedding in their future. A majority also said unmarried couples could raise children just as well as married couples could.

But all this acceptance does not mean there are no troubles in paradise for unmarried couples.

According to the survey, unmarried couples report significantly less satisfaction in their relationships than do married couples, who report higher levels of trust in their partners’ honesty, fidelity and spending habits. It said that 58 percent of married adults said their relationship was “going very well,” compared with 41 percent of unmarried people who live with a partner.

That pattern is true across a broad range of areas: Married people are more likely than unmarried cohabitants to say they are “very satisfied” with the division of household chores (46 percent to 37 percent); with their partner’s communication skills (43 percent to 35 percent); and how well their partner balances work and personal life (43 percent to 35 percent).

Students, read the entire article, then tell us:

  • Does anything in the article surprise you? If so, what?

  • Why do you think financial concerns get cited so frequently when people explain why they are not married to their long-term partners?

  • What do you think might explain why married people claim to be more satisfied with various aspects of their relationships than people who live with their partner and are not married?

  • Do you think getting married someday is important to most people your age? What about among people of other generations?

  • What are your thoughts on marriage? Is it something you see yourself doing someday? Or do you envision yourself happily single, in a committed partnership or in some other type of relationship when you’re older?

Students 13 and older are invited to comment. All comments are moderated by the Learning Network staff, but please keep in mind that once your comment is accepted, it will be made public.

Lesson of the Day: ‘Germany Has Been Unified for 30 Years. Its Identity Still Is Not.’

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Lesson of the Day: ‘Germany Has Been Unified for 30 Years. Its Identity Still Is Not.’

Find all our Lessons of the Day here.

Featured Article: “Germany Has Been Unified for 30 Years. Its Identity Still Is Not.”

East Germans, bio-Germans, passport Germans: In an increasingly diverse country, the legacy of a divided history has left many feeling like strangers in their own land.

In this lesson, students learn about historical, political and social changes in Germany brought about first by Communism and then by its demise. They then gain insight into differences of opinion regarding what it means to be German among citizens of that nation.

What do you know about Communism in Germany, the Berlin Wall and the events of 1989 that led to the destruction of the wall?

Look at the photos and read the captions in “The Fall of the Berlin Wall in Photos: An Accident of History That Changed The World.” As you do, respond to the following questions:

  • What do you notice?

  • What questions do you have?

  • Taken together, what story do these photos tell about the Berlin Wall and its fall?

(If you want, you can use this graphic organizer to keep track of what you know, what you’ve learned and any questions you have during this lesson. After you’ve read the article, consult your list of questions, and research the answers to any that remain.)

Read the article, then answer the following questions:

1. What does the article identify as positive and negative changes in Germany since the Berlin Wall fell 30 years ago?

2. The article quotes artist Yury Kharchenko as saying that everyone in Germany “is searching for their identity.” How does the author develop this idea further?

3. In what ways have immigration and changing immigration laws influenced Germany and German identity over the past few decades?

4. Dr. Hans-Joachim Maaz is quoted as saying that the West has misunderstood what happened in Germany in 1989. What does he believe people got wrong about it? Why?

5. What is the “intrinsic racism of German citizenship law” that became very visible after the fall of Communism? How has Germany attempted to fix this in recent years?

IMPLICATION OF STAKEHOLDERS ON QURANIC SCHOOLS (A FIELD STUDY ON THE CURRENT SITUATION OF QURAN SCHOOL STUDENTS IN TUDUN YOLA, KANO)

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IMPLICATION OF STAKEHOLDERS ON QURANIC SCHOOLS (A FIELD STUDY ON THE CURRENT SITUATION OF QURAN SCHOOL STUDENTS IN TUDUN YOLA, KANO)

This study reveals the current situation of the students of the Qur’anic school in Kano metropolis in order to highlight the implications of repeated efforts by parents, society, non-governmental organizations and governments. The researcher adopted the descriptive method, with structured questionnaire distributed to 120 respondents. Findings from 104 returned responses revealed that there is a great influence of these efforts and contributions from all parties, for example: 85% of the respondents indicated that their parents willingly sent them to the Madarisa with the consent and agreement of their mothers. Equally, the degree of importers from outside the region of Kano is reduced. That, the number of those who came from Kano communities was 38.33% compared to 0.8% from Sokoto and 0.8% from Adamawa state. The result also reveals that annual enrollment is reduced drastically over the years, as confirmed by 14.4%   for those who are in Kano for less than one year compared to 35.6% for those that have been in Kano for more than five to ten years. Indeed, the result shows that the degree of self-reliant is up to 76%, 51% relying on domestic services and 25% sustaining themselves through handy works. Consequent upon which the rate of doors and road -side begging for food is reduced. Also, majority of the students of the Qur’anic school suffer from the lack of physical growth and the growth of the mind.  But some have completed basic education until middle school. The researcher came across a high school student who received 8 credits in NECO and 5 credits in WAEC including Mathematics and English but was referred to Almajiri system. It was recommended that government should create entrepreneurship centers purposely with a view to consolidate the Almajiri efforts of being self-reliant. Finally, the government should design a council body that accredit the numbers of Quran students that are admitted to each school and each district and ensure that their parents take responsibility for the children those cannot handle themselves. And integration of Qur’anic school with formal Education setting should be pursued vigorously .

Author : Binta Muhammad Tukur
Degree : Doctorate
Major : Education
Country : Nigeria
Language : English

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Celebrating 10 years of educating teachers online with Curtin University

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Celebrating 10 years of educating teachers online with Curtin University

10 years ago, Curtin University teamed up with Open Universities Australia (OUA) to offer a raft of education courses for aspiring teachers, leaders and policy makers to study online. At the time, this was no mean feat – education, and in particular teaching, wasn’t something that many thought could be taught online.

A decade later, over 36,000 students have studied an education subject with Curtin through OUA – proving that studying education online is not only possible, but a preference for many budding educators.  

Cast your mind back to 2009. Michael Jackson had just passed away, Harry Potter movies were still dominating at the box office, and Kevin Rudd was Prime Minister.

For aspiring teachers, learning their craft was something many considered only possible on-campus. After all, teaching is a hands-on profession. But the game was changing. It was then that Curtin University joined OUA to offer aspiring teachers greater flexibility – allowing them to become qualified online – and in the process, changing the way the training of teachers was considered.

In celebration of this 10-year milestone, we’re looking back at the students who are living proof that studying to become a teacher, or education leader, online is not only possible: it’s a wise choice.

Ally, primary school teacher 

Ally’s love for teaching started when she was just a child herself. She loved imparting her knowledge of the world onto her brother. However, life had other plans. Years later, Ally had become a qualified interior designer and longed to feel the satisfaction of teaching in a professional sense. 

By studying Curtin University’s Bachelor of Education (Primary Education) online through OUA, Ally was able to change her career without giving up her day job, or her home life.

Today, she’s a proud primary school teacher working in a field she’s truly passionate about.  

“My passion is in the classroom…  that’s where I get the most out of who I am,” says Ally. 

Woman teaching child.
Ally achieved her dream.

Brendan, up-and-coming school principal 

Already a successful full-time teacher and head of house at Iona Presentation College in Perth, Brendan has his sights set on becoming a school principal. 

By studying the Master of Education with Curtin University online  through OUA, he’s been able to work towards this goal – all the while maintaining his current job in the classroom thanks to the flexibility of online study. 

“Curtin University is really future-focused in the way they teach and the units they offer. They’re really focused on where education is going,” he says. 

Brendan is working towards leadership.

Tim, secondary school teacher 

A seasoned performer on Broadway, Tim returned from a stint performing in the U.S with the need to reconsider his career. How could he continue starring in plays while bringing in a consistent, steady income? A career in teaching performing arts was the answer. 
 
By studying the Master of Teaching (Secondary Teaching) with Curtin University online through OUA, Tim kept one foot on the stage while taking the next step. 
 
“I love connecting with people, I love energising people as well,” Tim says of his new career.  

Tim found a career that allowed creative balance.

The benefits of studying teaching online

1. Become digital classroom savvy 

Today’s schools expect teachers to provide a digital classroom experience – from seamless document sharing to online collaboration. Teachers can learn how to build this by studying online themselves.

2. Master online collaboration 

Collaborating at school no longer means gathering around a table – online forums and assessments are the new norm. Online study requires students to become a master of these platforms, preparing them to pass on these skills in their own classroom.

3. Build self-motivation 

Self-motivation is the key to good habits in lesson-planning, report writing and marking assessments. Online study requires self-motivation also – allowing this important skill to form organically for teachers who complete their course online.

Related courses: 

Bachelor of Education (Secondary Education) – Curtin University 

Bachelor of Education (Primary) – Curtin University 

Master of Education – Curtin University 

Massive List of Chinese Language MOOC Providers

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Massive List of Chinese Language MOOC Providers

There might currently be more Chinese MOOC providers than you think, considering that the first one, XuetangX, launched all the way back in October 2013.

The origins of MOOC platforms in China can be traced back to November 2011, when 20 courses offered by Chinese universities were made available online through the OpenCourseWare platform iCourse.

In April 2015, in light of the rapid development of MOOC platforms worldwide, China’s Education Ministry stressed the importance of developing MOOC platforms geared toward the nation’s needs. In the following years, around 20 MOOC platforms were built by institutions from mainland China and Taiwan.

These initiatives would eventually lead to the popularization of MOOCs in China. As previously reported by Class Central, 2017 saw the emergence of China’s nationally-recognized MOOCs, crystalizing some of the ideas floated ten years prior by government officials.

Nowadays, there are over 12,500 MOOCs in the Chinese language. My journey through Chinese MOOCs started with the completion of Financial Analysis and Decision Making on XuetangX, and it has continued ever since. Let’s explore the Chinese MOOC providers I discovered along the way.

My Certificate of Completion

XuetangX homepage

In October 2013, Tsinghua University along with Chinese officials and partner institutions announced the launch of the XuetangX, China’s first MOOC platform.

The platform was originally built using Open edX, an open-source learning platform created by edX. In October 2019, Xuetang moved away from Open edX and redesigned their website to provide a more customized experience to its rapidly growing user base in China.

The new platform offers over 1,500 courses from both Chinese institutions (such as Peking University and Fudan University) and international institutions (such as MIT and Berkeley).

Chinese University MOOC homepage

Chinese University MOOC, also often called iCourse, is another leading MOOC platform in China. Launched in May 2014, the platform is the fruit of a collaboration between the Chinese internet giant NetEase and the original iCourse learning platform. In March 2019, Chinese University MOOC was subsumed under Youdao, NetEase’s online learning arm.

The platform offers over 2,500 MOOCs developed by close to 350 universities, organizations, and companies, making it one of China’s largest MOOC provider in terms of number of courses. The platform also offers the largest number of nationally-recognized MOOCs.

Zhihui Shu homepage

Zhihui Shu, which translates to “wisdom tree”, was launched in December 2012. It has the particularity of allowing its university partners to share credit-bearing courses with one another, effectively facilitating academic credit mobility across China. The platform offers over professional 3,500 courses and most can be taken for free.

cnmooc homepage

In April 2014, Shanghai Jiao Tong University launched CNMOOC, a MOOC platform promoting the integration of MOOCs within China’s on-campus higher education system. The platform offers over 1,500 courses created by over 100 institutions.

ErYa was launched in January 2015 by the Chaoxing Group, an edtech corporation based in Beijing. The MOOC platform offers over 500 courses in disciplines ranging from humanities to science.

Chinese MOOC homepage
Chinese MOOCs was founded in February 2015 by Peking University in collaboration with the Alibaba Group. There are over 100 courses on the platform, most of them provided by Peking University.

Xue Yin Online homepage

 

Xue Yin Online, launched in November 2017, was developed by The Open University of China and Chaoxing Group. Its purpose is to serve as a “credit bank” for vocational skills, facilitating credit transfer and the recognition of prior learning across different universities. The platform offers close to 3,000 MOOCs and 280 credit-eligible courses.

UOOC homepage

University Open Online Courses (UOOC) MOOC platform was established by Shenzhen University in February 2016, subsuming the preexisting UOOC platform created in April 2014. It provides over 650 courses created by over 200 institutions in China.

Gaoxiaobang homepage

Gaoxiaobang was established by a subsidiary of Huike Group, a company focused on the upskilling and reskilling of professionals in tech-related domains. The platform was launched in September 2015, and it currently offers close to 350 courses.

Beijing MOOC Research homepage

The Beijing MOOC Research Association was founded in 2016 by Renmin University of China together with several Beijing-based universities. It offers over 120 MOOCs created by 20 universities across 13 subjects.

Zheijang homepage

The Zhejiang Institutions of Higher Learning Online Open Course Sharing Platform — or Zhejiang Provincial MOOC Platform for short — is backed by the Education Department of the province of Zhejiang, south of Shanghai. The platform offers over 2,600 courses created by close to 400 universities.

E-Huixue homepage

In December 2015, the Department of Education of Aihui District, situated in the north west of China, launched E-Huixue. Like Zhejiang’s Provincial MOOC Platform, the purpose of E-Huixue is to serve a regional repository for online courses. Close to 130 universities have contributed courses to the platform, which offers a total of over 770 MOOCs.

PMPHMOOC homepage

PMPHMOOC was established in 2015 by the medical publisher People’s Medical Publishing House in partnership with medical schools and academic institutions across China. It provides over 175 health-related MOOCs — for instance, in anatomy and biochemistry.

UMOOCs homepage

UMOOC is a Chinese MOOC platform for studying foreign languages. The platform was founded by Beijing Foreign Studies University in December 2017, and it is affiliated to the Foreign Language Teaching and Research Press, a publishing company dedicated to all facets of foreign language study in China. It offers over 270 courses covering 8 languages.

eWant homepage

eWant was founded by National Chiao Tung University of Taiwan in October 2013. The platform offers close to 1,400 courses created by 90 universities.

ShareCourse homepage

ShareCourse was founded by Taiwan’s National Tsing Hua University in September 2012. 90 institutions contributed over 700 courses to the platform. About 250 of those are free.

OpenEdu homepage

Openedu was developed in Taiwan and has been maintained by the Chinese Open Education Consortium since 2015. The platform is based on Open edX and offers over 450 courses in subjects including computer science, business management, and humanities and art.

Vivid Voices

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Vivid Voices

What story does this image inspire for you?

Tell us about a memory from your own life that this picture makes you think of — or use your imagination to write the opening of a short story or poem inspired by what you see.

Tell us in the comments, then read the related article to learn more.

Find many more ways to use our Picture Prompt feature in this lesson plan. You can find all our Picture Prompts in this column.

Word + Quiz: contumely

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Word + Quiz: contumely

: a rude expression intended to offend or hurt

_________

The word contumely has appeared in four articles on NYTimes.com in the past year, including on Nov. 26 in the book review “Los Angeles Through the Centuries, Glimpsed by Kerouac, de Beauvoir, Waugh and Others” by Dwight Garner:

English-language writers condescended to Southern California for so long that it became a national reflex, a semi-voluntary tic.

W.H. Auden called Los Angeles “the Great Wrong Place.” Truman Capote said it was redundant to die there. Harold Ross, the editor of The New Yorker, wrote in 1941 that Californians “live in a world of rumors, dreams and superstitions, because newspapers out there don’t print much news.”

… David Kipen, in the new anthology he has edited, “Dear Los Angeles: The City in Diaries and Letters, 1542 to 2018,” isn’t on a rescue mission exactly. He prints plenty of contumely — mostly snobbish disapproval from Eastern visitors — about his hometown.

_________

Film Club: ‘How a Teen Rapper With Braces Took Over the Streaming World’

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Film Club: ‘How a Teen Rapper With Braces Took Over the Streaming World’

4. 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.)

5. 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.

Lil Tecca was 16, unsigned and living with his parents on Long Island when he spotted the Twitter post that changed his life.

The teenage rapper, now 17, had been releasing songs on the streaming platform SoundCloud from his bedroom for about a year, using free instrumentals from YouTube as beats. But recording in a studio with a real producer still seemed like a luxury.

So when Taz Taylor, the founder of a young Los Angeles-based music collective known as Internet Money, sent a tweet saying they should work together, Lil Tecca knew he had to find his way to California. Internet Money’s producers, who also started out in their childhood bedrooms, selling beats for cheap online, had gone on to become a crucial element in the rise of platinum-selling rappers like Juice WRLD, XXXTentacion and Trippie Redd, all of whom exploded from SoundCloud.

In a matter of days, Lil Tecca had explained the distinctly 21st century scenario to his mother and father, gotten their signoff and booked a flight with his manager, Giuseppe Zappala, to record with Taylor in person. After just a few hours in the studio, Lil Tecca had created a handful of songs that would help him break through. Though the track may not have stood out in the moment, “Ransom,” a barely two-minute melodic burst of dancehall-inflected rap inspired by artists like Speaker Knockerz and A Boogie Wit Da Hoodie, would become his instant smash.

Tecca teased the song for months on the social media platforms Triller and Instagram, building anticipation among his growing internet fan base. He also hired Cole Bennett, a 23-year-old director whose Lyrical Lemonade YouTube channel and website has become a taste-making brand in the youngest corners of hip-hop, to make the song’s playfully animated video, introducing Lil Tecca — with his trademark deadpan, glasses and braces — to a much larger audience.

When it was released independently in May, “Ransom” quickly made its way to the Billboard Hot 100, an ascent that only accelerated when the rapper signed with Republic Records following a major-label bidding war. “Ransom” would go on to peak at No. 4 on the singles chart thanks to its growing radio play and online success, even ending the 20-week reign of Lil Nas X’s “Old Town Road” as the most streamed song in the country. The track currently has more than 350 million plays on Spotify and 144 million on YouTube.

• Read our list of practical teaching ideas, along with responses from students and teachers, for how you can use these documentaries in the classroom.

• Want to make sure you never miss a film? Add Film Club to your Google calendar to receive weekly reminders and see our full publishing schedule for the 2019-20 school year.

Unique and Unreapeatable

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Unique and Unreapeatable

🙂

Author : Daritza Test Bal
Degree : Bachelors
Major : Business Management
Country : United States
Language : English

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