Can you find Belize on a map? What else do you know about this Central American nation with a population of about 375,000?
Coronavirus Quarantine May Ignite an Online Education Boom
The
coronavirus, also known as COVID-19, has been deemed a public health emergency
and has been provoking fear for those looking to fulfill their educational
dreams. This virus has emerged from China and has now been found starting to
spread within the United States. This outbreak has come with many economic and
social complications that have drastically affected the educational industry,
potentially causing permanent systematic alterations. Even with this being the
case, students can still reach their educational goals through online courses,
which can simultaneously rid their fears of catching the virus and losing out
on their education.
Disrupted Physical Education
In
China right now, there are about 180 million students that are unable to travel
to their schools. In addition, their spring semester start date has been
postponed, with no new date as of yet. Due to this, many of the institutions
there are trying to shift their methods to become online educators. Australia
is not too far behind with their online education growth, considering they rely
heavily on Chinese students for enrollments. The well-equipped institutions
that have the right technology to provide online courses have been helping the
stranded students with their educational needs.
With
travel bans, quarantines, and the immense warnings to stay safe during this
outbreak, institutions all around the globe have been responding to it by
offering more online learning and preparing for when something like this may
occur again. Online education is a way for prospected students to still follow
their dreams without having to worry about exposing themselves to public places
that may contain the coronavirus.
Will EdTech Begin to
Thrive?
EdTech
is aimed to improve education, teaching, and learning processes through
innovative technology. Though this sounds great on paper, educational
technology has had a significant history of struggling to get large groups to
adopt their practices.
With the rise of the coronavirus, it will be fascinating to see if people will begin to sway more towards the implementation of this when choosing computer programs, apps, or devices for the classroom. Because of the coronavirus booming online educational traffic, investors in EdTech are hoping that there will be mass adoption of these companies by students and teachers in the near future.
The Coronavirus May Be
a ‘Black Swan’ Event
The
term “black swan” derives from a Nassim Taleb, a Lebanese-American scholar,
statistician, and former options trader.
It means that things such as the coronavirus, or September 11th attacks are rare occurrences that were unpredictable, but drastically change
the course of history. These are moments in time that create chaos in the
short-term but drive significant changes.
With
that being said, the coronavirus may be the “black swan” event that
will change the educational industry. For instance, the SARS outbreak forced
China to boost alternative methods for long-distance education, leading to more
diverse uses of online tools. It could be possible that the coronavirus will
motivate the drive to enhance connectivity and infrastructure within
educational systems that can resource the endeavor adequately, making it easy
and effective for students to learn online.
Online Education Remediates
Fear
Aside
from keeping students on track to earn their degree and follow their dreams,
online education has significantly decreased the widespread panic due to the
coronavirus emergency. There are two main fears that students have as the
coronavirus wreaks havoc, and that is catching the virus themselves and not
being able to partake in their education, ultimately putting them behind to
earn their degree.
Though this is an intense fear, they can remediate it by choosing an online education alternative. Now that this option is more prevalent than ever as more universities offer online courses as a direct response to this outbreak, students can be more at ease knowing they can stay clear of public places and not miss out on learning. They can take courses in the comfort of their own home and avoid being exposed to infected public locations that could subject them to getting sick.
You can also read: How has technology changed education?
Final Thoughts
Though
the coronavirus is currently at a peak, so is online education. If online
education becomes the new norm, there may be a shift in educational systems
worldwide. Universities are moving, and may continue to move, quick to provide
online courses to keep up with the demand, meaning there will be many more
online options for students than ever before.While online education is at an all-time high
and has been highly effective in keeping people safe from viral exposure, make
sure to take other necessary precautions as well. The World Health
Organization lists helpful
recommendations to follow, so you can protect yourself and reduce your chances
of getting sick.
COVID-19: How does coronavirus compare to other outbreaks?
Since the first case of coronavirus on 1st December 2019, there have been over 100,000 cases of the disease worldwide, in over 65 countries.
Despite the extreme measures taken to try and reduce the spread, the WHO has been careful not to call it a pandemic at this stage.
You may remember previous pandemics that have occurred over the last decade or more, including swine flu, bird flu, and SARS, but it can be hard to figure out how coronavirus compares.
Take a look at our guide below to see how coronavirus compares to these outbreaks and historical pandemics that reshaped the global population.
At the time of writing this, the novel coronavirus or COVID-19 has :
- Infected over 100,000 people, with 41,000 active cases
- Resulted in 3,400 deaths and 55,000 recoveries
- Affected 65 countries
- A Case Fatality Rate (CFR) of 3.4% globally, which means that 3.4% of people who contracted the disease have died. This differs according to location and age:
- 2-4% in Wuhan, China (the epicentre of the outbreak)
- 14.8% in people aged 80+
- 1.3% in people aged 50-59
- 0.4% in people aged 40-49
- 0.2% in people aged 10-39
If you’d like to learn more about the novel coronavirus, how it’s transmitted, and measures we can take to slow its progress, join our new COVID-19 coronavirus course from the London School of Hygiene & Tropical Medicine. The first week starts on 23rd March.
Coronavirus vs. flu (seasonal influenza) – reoccurring
Seasonal flu, or influenza, happens every year worldwide – typically between December and February. It’s difficult to estimate exactly how many cases there are per year as it’s not a notifiable illness (so it doesn’t have to be reported to local authorities), and most people with mild symptoms don’t even visit a doctor. Current estimates put the CFR (Case Fatality Rate) at 0.1%.
There are an estimated 3-5 million cases of severe flu each year, and around 250,000-500,000 deaths worldwide.
In most industrialized countries, deaths mostly occur in people who are aged 65+. Otherwise, it’s dangerous to pregnant women, children under 59 months, and people with chronic medical conditions.
The annual vaccine reduces transmission and serious complications in most developed countries, but it is still an accepted but unpleasant part of every winter.
Compared to seasonal flu, coronavirus:
- is less widespread
- has resulted in fewer deaths so far
- has a higher CFR (Case Fatality Rate)
- has no vaccine.
Coronavirus vs. bird flu (H5N1 and H7N9) – multiple outbreaks
There have been multiple outbreaks of bird flu (or avian flu) over the years, including the most recent in 2013 and 2016. These are typically from 2 different stains – the H7N9 virus and H5N1.
The H7N9 epidemic in 2016 made up a third of all human cases reported but was still limited compared to both the coronavirus and other outbreaks/pandemics in this list. There have been 1,233 laboratory-confirmed cases of bird flu since the first epidemic.
The illness has a Case Fatality Rate (CFR) of 20-40%, which means that 20-40% of cases resulted in death.
While the rate is very high, the spread from person to person is limited which has, in turn, reduced the number of associated deaths. It’s also hard to track since birds don’t always die from the illness.
Compared to bird flu, coronavirus:
- is more widespread
- is spread more easily via human to human contact
- has a lower CTR
- resulted in more deaths overall
- has moved further from the original source.
Coronavirus vs. Ebola epidemic (EBOV) – 2013
The Ebola outbreak of 2013 was mostly concentrated in 10 countries, with Guinea, Sierra Leone, and Libera worst hit, but the very high CFR of 40% made this a serious concern for health officials worldwide.
Between 2013 and 2016, there were 28,646 suspected cases and 11,323 deaths, but both of these figures are likely to be under-estimations.
People who survived the initial outbreak may still fall ill months or even years afterwards, as the virus can lie dormant for extended periods.
Fortunately, a vaccine was introduced in December 2016 and is considered effective.
Compared to Ebola, coronavirus:
- is more widespread worldwide
- resulted in fewer deaths
- has a lower CFR
- has no known complications after recovery
- does not have an effective vaccine.
Coronavirus vs. camel flu (MERS) – 2012
Camel flu is a misnomer – while camels do have antibodies to MERS and may have been involved in spreading the disease; it was initially introduced to humans via bats.
Like ebola, it only affected a small number of countries (27), but 858 deaths from 2,494 laboratory-confirmed cases flagged this as a serious threat if measures weren’t put in place to contain it.
Compared to camel flu, coronavirus:
- is more widespread worldwide
- has resulted in more deaths
- has a lower CFR
- spreads more effectively between humans.
Coronavirus vs. swine flu (H1N1) – 2009-2010
Swine flu is the same strain of flu that wiped out 1.7% of the global population in 1918. It was declared a pandemic again in June 2009, and an estimated 11-21% of the world population contracted it.
Fortunately, the CFR is considerably lower than in the previous pandemic, with 0.1-0.5% of cases resulting in death. 18,500 of these deaths were laboratory-confirmed, but estimates are as high as 151,700-575,400 globally.
50-80% of severe cases were found in people who had underlying conditions such as pregnancy, asthma, diabetes, and cardiovascular disorders.
Compared to swine flu, coronavirus:
- is less widespread
- has caused fewer deaths
- has a higher CFR
- has a longer incubation period
- affects young people less
Coronavirus vs. SARS (Severe Acute Respiratory Syndrome) – 2003
SARS was identified in 2003 when it passed from bats to humans resulting in 774 deaths. There were ultimately 8,100 cases across 17 countries – by May, WHO reported a 15% CFR.
The figure is likely closer to 9.6% when suspected cases are included, with a 0.9% CTR for people aged 20-29, growing to 28% for people aged 70-79. Like coronavirus, SARS had worse outcomes for males than females across all age groups.
Compared to SARS, coronavirus:
- is more widespread
- has resulted in more deaths overall
- has a lower CFR
- also has higher CFR in older age groups
- also has worse outcomes for males.
Coronavirus vs. Hong Kong flu (H3N2) – 1968-1969
The Hong Kong flu pandemic appeared on 13th July 1968 – by 1969 it had caused 1-4 million deaths worldwide. It was one of the biggest flu pandemics of the 20th century, but fortunately had a lower CFR than the outbreak of 1918 so caused fewer deaths overall.
This may have been because people had developed immunity due to a similar outbreak in 1957, and thanks to improved medical care.
Compared to the Hong Kong flu, coronavirus:
- is less widespread
- has resulted in fewer deaths
- has a higher CFR.
Coronavirus vs. Spanish flu (H1N1) – 1918
The Spanish flu pandemic of 1918 was one of the deadliest disease events in human history.
In the first year of the pandemic, the life expectancy in the USA dropped by 12 years, and within 24 weeks the disease killed more people than HIV/AIDS did in 24 years.
Despite the name, the outbreak didn’t actually originate in Spain; wartime censors in Germany, UK, USA, and France suppressed reports of the disease, but Spain did not, giving the false impression that it was suffering more cases and deaths compared to its neighbours.
This strain of H1N1 ultimately infected over 500 million people, or 27% of the global population at the time, and had a death toll of 40-50 million (although some estimates are as high as 100 million).
By the end of 1920, 1.7% of the global population had died of this disease, with an unusually high mortality rate for young adults between 20 and 40 years old.
Compared to the Spanish flu, coronavirus:
- is less widespread
- has resulted in fewer deaths
- has a similar CFR
- is more dangerous for older age groups
- is less dangerous for people aged 20-40 years old.
Coronavirus vs. Black Plague – 1327
It took over 200 years for the European population to recover from the black plague, with some areas only reaching their pre-1327 populations in the 19th century.
Estimates say that it reduced the world population by 25%, while Europe was even harder hit and lost 30-60% of its population.
Details such as CFR and definite infection rates are difficult to know for certain given the time period, but it was one of the world’s deadliest pandemics.
Compared to the black plague, coronavirus:
- is less widespread
- has resulted in fewer deaths
- likely has a lower CFR.
Coronavirus vs. common cold (Typically Rhinovirus)
The common cold is the most common disease affecting humans – the average adult suffers from 2-3 colds per year, and the average child may catch 6-8 over the same time period.
While there are over 200 virus strains associated with the cold, complications are rare and deaths are very unusual and only typically occur in the very old, very young, or immunosuppressed.
Compared to the common cold, coronavirus:
- is less widespread
- results in more deaths
- has a higher CFR
- is less common
- is less likely to affect young children.
How to Slow the Coronavirus Outbreak
Coronavirus is still an active outbreak, and it’s important to take steps to reduce both your chance of contracting it and the spread of disease if you do fall ill.
The WHO advice is to:
- Wash your hands frequently with alcohol-based hand rub or soap and water.
- Maintain social distancing (at least 1 metre/3 feet between yourself and anybody who is coughing or sneezing).
- Avoid touching your eyes, nose, and mouth.
- Cover your mouth and nose when you cough or sneeze, ideally with your bent elbow or a tissue.
- Seek medical care early if you have a fever, cough, and difficulty breathing.
- Take protection measures if you are in or have recently visited areas where coronavirus is spreading.
If you would like to grow your understanding of coronavirus, how it works, and how to respond to this outbreak, join our free course COVID-19: Tackling the Novel Coronavirus, created by the London School of Hygiene & Tropical Medicine.
Sources:
https://ojs.wpro.who.int/ojs/index.php/wpsar/article/view/108/8
https://www.cdc.gov/flu/pandemic-resources/basics/about.html
https://apps.who.int/iris/bitstream/handle/10665/70863/WHO_CDS_CSR_GAR_2003.11_eng.pdf?sequence=1&isAllowed=y
https://apps.who.int/iris/bitstream/handle/10665/44123/9789241547680_eng.pdf
https://apps.who.int/iris/bitstream/handle/10665/232955/WER8049_50_428-431.PDF;jsessionid=24932D997988C43B7E2562BBBFB00E68?sequence=1
https://www.ncbi.nlm.nih.gov/books/NBK22148/
https://www.who.int/news-room/fact-sheets/detail/influenza-(seasonal)
https://www.cdc.gov/h1n1flu/estimates_2009_h1n1.htm
COVID-19: The Facts
You can recognise the term COVID-19, you’ve learned something about washing your hands whilst singing Happy Birthday twice, and you’ve heard mutterings about coronavirus being engineered in a lab.
You’ve probably heard soundbites on coronavirus everyday for a month now. But during outbreaks, it can be hard to separate reliable information from rumour.
We’ve put together information from agencies such as WHO, CDC, and the NHS to answer the most common concerns about coronavirus, its origin, and its impact.
If you’re looking for a more in-depth exploration of the disease, we’ve also partnered with The London School of Hygiene & Tropical Medicine, leading experts on infectious diseases, to develop a free online course, COVID-19: Tackling the Novel Coronavirus.
You’ll learn more about what COVID-19 is, how it spreads, how we might tackle the virus, and the impact of the outbreak around the world.
What are the symptoms of coronavirus?
Coronavirus is a viral illness that affects your lungs and airways. The symptoms are:
- A dry cough
- A high temperature
- Shortness of breath or difficulty breathing
The symptoms are quite similar to a cold or flu, so if you have these symptoms it doesn’t definitely mean that you have coronavirus.
What should I do if I show symptoms of coronavirus?
If you’re exhibiting symptoms of coronavirus, have been in close contact with someone from an at-risk area, or have been in close contact with someone who has shown symptoms of coronavirus, it’s important that you call your local advice line to seek advice. Depending on your area, you may be advised to self-quarantine until you have received advice specific to your situation.
The next steps may change over time, and may vary depending on your location – in every instance, it is important that you temporarily self-quarantine until you have received official advice.
For more information, please check:
UK official coronavirus advice
USA official coronavirus advice
Australia official coronavirus advice
New Zealand official coronavirus advice
Canada official coronavirus advice
When should I self-quarantine?
You should self-quarantine if:
- You are showing symptoms of coronavirus and have not yet called your local advice line for further advice
- You’ve been in close contact with someone who shows symptoms of coronavirus
- You’ve been in close contact with someone who has recently been to a high-risk area for coronavirus
The list of high-risk areas is frequently updated here.
In the second and third instance, it is important to self-quarantine and call your local health service or advice centre for the next steps, even if you are not showing symptoms yet.
How long is the coronavirus incubation period?
The incubation period for coronavirus is currently estimated to be between 1-14 days but is generally around 5 days.
Who is most at risk from coronavirus?
The worst coronavirus outcomes have been seen in the elderly, people who already have chronic health conditions (particularly cardiovascular or respiratory disorders), and men have been slightly more negatively affected than women.
The Case Fatality Rate for people aged 80+ is 14.8%, falling to 1.3% for people aged 50-59, 0.4% for people aged 40-49, and 0.2% for people aged 10-39.
How can I prevent the spread of coronavirus?
It is important that everybody in affected areas works together to prevent the spread of coronavirus.
This means:
- Washing your hands with soap and water often, for at least 20 seconds.
- Washing your hands when you get home or into work, especially if you have used public transport.
- Using hand sanitizer gel if soap and water are not available.
- Covering your mouth and nose with a tissue or your sleeve when you cough or sneeze.
- Disposing of used tissues straight away and washing your hands afterwards.
- Avoiding close contact with people who are unwell.
- Self-quarantining if you begin to feel unwell.
What is the death rate for coronavirus?
The current Case Fatality Rate for coronavirus, according to WHO, is 3.4%. This is far higher than the seasonal flu, which is estimated at 0.1%.
How deadly is coronavirus?
Coronavirus has a current Case Fatality Rate (CFR) of 3.4%.
This makes it:
- More deadly than seasonal flu
- Less deadly than bird flu or avian flu
- More deadly than swine flu
- Less deadly than SARS
The CFR also varies depending on the age group – it is highest for people aged 80+, and lowest for people aged 10-39. There have also been geographical variations.
For further information, read our article on how the coronavirus compares to other outbreaks and pandemics.
What is the hospitalisation rate for coronavirus?
Around 17% of coronavirus cases become serious/critical and require hospitalisation. Day 7 of the illness is typically the worst for people whose illness becomes serious. After day 11, survivors of the illness are typically on their way to recovery.
What should I do if I need to go to a hospital?
If you are ill and feel that you require medical attention, call your official advice centre or hospital for advice before leaving your home. They will provide information on how to gain additional support without spreading the virus further.
For more information, please check here:
UK official coronavirus advice
USA official coronavirus advice
Australia official coronavirus advice
New Zealand official coronavirus advice
Canada official coronavirus advice
What is coronavirus?
Coronavirus is quite a common illness and is most often responsible for the common cold. This particular coronavirus – COVID-19 – is a new (or novel) coronavirus that has not been previously identified. It likely originated in an animal and was spread to humans.
Where does coronavirus come from?
The first case of the 2019-2020 coronavirus was seen in the Wuhan province of China. It is likely that this coronavirus was passed on to humans from animals, such as pangolin, snakes, or bats, but the exact source has not yet been confirmed.
How do you get coronavirus?
Coronavirus is a new illness, so it’s difficult for experts to state exactly how it’s spread. However, it’s thought that it is mostly transmitted person-to-person, between people who are in close contact (within 6 feet) or through respiratory droplets when a sick person coughs or sneezes. These droplets are then inhaled and can cause illness.
Some people may transmit the illness before they show symptoms, but this is not the main way that this virus spreads.
It is also possible that respiratory droplets on surfaces such as doorknobs and tables can transmit the virus.
Can my cat/dog get coronavirus?
There is no current evidence that cats or dogs can be sick with coronavirus, although they can carry the illness. If you have been ill with or exposed to coronavirus, you should also keep your pets quarantined to avoid spreading the illness.
How long does coronavirus last?
Once a person is infected with the virus, the incubation period is typically 5 days before the onset of symptoms, but this can last anything from 1-14 days.
Flu-like symptoms are mild at first and usually get worse after 4 days. Some patients become critically ill around day 7, and survivors begin to feel better after day 11.
What is the treatment for coronavirus?
There is currently no specific treatment for coronavirus – antibiotics do not help as they do not work against viruses. Most treatments focus on the symptoms, to reduce temperature and help with coughing or shortness of breath.
How many cases of coronavirus are there?
At the time of writing this, there are 100,162 coronavirus cases around the world. You can see live figures here.
How many deaths have there been from coronavirus?
At the time of writing this, there have been 3,406 deaths from coronavirus. You can see live figures here.
How many people have recovered from coronavirus?
At the time of writing this, 55,812 people have recovered from coronavirus. You can see live figures here.
What percentage of the population have coronavirus?
At the time of writing this, 0.001% of the world population have or have had coronavirus.
Where can I learn more about coronavirus?
To avoid the spread of misinformation, it is important to learn about coronavirus from reliable sources.
For day to day updates on coronavirus, it is best to consult your local health agency.
If you would like in-depth information about coronavirus, how to prevent the spread, and how to react to similar outbreaks, courses from respected institutions are a good way to gain a better understanding of the subject. The London School of Hygiene and Tropical Medicine have created a free course on COVID-19: Tackling the Novel Coronavirus, which is open for enrolment now.
Should I be worried about coronavirus?
It is natural to be worried about outbreaks and everybody in affected areas should take reasonable measures to prevent the spread of the disease. However, it is best to review your current risk regularly without exaggerating the dangers.
There is no need to panic-buy items, overuse antibiotic soaps, or completely isolate yourself if you have not experienced any symptoms or been in contact with people/places that have.
How many people are going to get coronavirus?
There have been various projections since the outbreak – a Harvard University epidemiologist stated that 40-70% of the global population may become infected with coronavirus – this is more than the proportion of people who were infected with swine flu or Spanish flu. Projections are updated regularly.
Do masks prevent the spread of coronavirus?
According to WHO, masks are not necessary to prevent the spread of coronavirus. You should only wear a mask if:
- You are caring for a person infected with coronavirus
- You are coughing or sneezing
- It is used in combination with frequent hand cleaning
- You know how to use and dispose of it properly
For more information on how to use masks, please see the official WHO guidance.
Is coronavirus antibiotic-resistant?
Coronavirus is a virus and therefore does not respond to antibiotics. This does not mean that it has become resistant – it is not the type of illness that is ever treated with antibiotics.
Is there a vaccine for coronavirus?
At the time of writing this, there is not a vaccine for this strain of coronavirus. Researchers are currently testing a vaccine on animals, and it may be available for human trials later in the year.
Does coronavirus come from Corona beer?
No, despite the name coronavirus has no relation to corona beer.
Word + Quiz: higgledy-piggledy
higgledy-piggledy ˌhi-gəl-dē-ˈpi-gəl-dē adverb and adjective
adverb: in a disordered manner
adjective: in utter disorder
_________
The word higgledy-piggledy has appeared in five articles on NYTimes.com in the past year, including on Nov. 25 in “India’s Ominous Future: Too Little Water, or Far Too Much” by Bryan Denton and Somini Sengupta:
The image of the pot-bellied Hindu god, Ganesha, that hangs above Savita Vilas Kasurde’s narrow doorway is intended to keep obstacles away from her family’s path.
The same cannot be said for the Mithi River, which flows a few steps from Ms. Kasurde’s door. Its path has been blocked every which way as it winds through this city of 13 million people.
Mumbai’s international airport straddles the Mithi; you can see the planes taking off from Ms. Kasurde’s street. Sewage and rubbish pour into the Mithi. A vast spread of high-rises have been built on land reclaimed from the Mithi, along with higgledy-piggledy working class enclaves like this one, perched precariously on its edge. They are the ones that flood first and flood worst after a heavy rain. The city’s other natural defense against floods, mangrove trees, have been pulled out to make room for concrete.
_________
How Would Your Life Be Different if You Didn’t Have Wi-Fi and Cellular Service?
Find all our Student Opinion questions here.
Imagine if you lived in a place where you couldn’t use Instagram, Snapchat or Facebook on your phone. You couldn’t text your friends. You couldn’t even watch YouTube videos, unless you were watching on a broadband-wired computer. Why? Because you lived in a quiet zone, where Wi-Fi is both unavailable and banned and where cellphone signals are nonexistent.
Welcome to Green Bank, W.Va., home to the world’s largest fully steerable radio telescope, which requires near radio silence.
How do you think your life would be different? Would it be better in some ways? Worse in others?
In “No Cell Phone, No Wi-Fi, No Problem. Growing Up Inside America’s ‘Quiet Zone,’” Dan Levin writes:
GREEN BANK, W.Va. — Viral dance memes and dance challenges on TikTok largely bypass Green Bank, W.Va. So do viral sensations like augmented reality filters on Snapchat and Instagram.
And when a Facebook fad had people all over the globe dumping ice water on their heads a few summers ago, Charity Warder, now a senior at Pocahontas County High School, was late to the game.
Sure, Charity has an iPhone, but she uses it mostly as a clock and a calculator. She makes phone calls from a landline, and she rarely texts her friends. Texting and driving? “It’s not a thing here,” she said.
When Charity wants to get online at home, she sits at her family’s desktop computer, which has a broadband connection that is so sluggish, it takes minutes to load a YouTube video.
“We fight over the computer,” said Charity, 18. “That’s actually a thing here.”
The article continues:
Nearly 15 million Americans live in sparsely populated communities where there is no broadband internet service at all, a stark digital divide across America between those with access to uber-fast connections and those with none.
But in Green Bank, where the restrictions are mandatory, the quiet zone has in many ways created a time warp in the mountainous region. Phone booths loom near barns and stand guard on rural roads. Paper maps are still common. Here, people are less distracted by the technologies that have come to dominate 21st-century American life.
At a time when nearly 60 percent of American teens say they have been bullied or harassed online, and studies have found links between social media use and teen mental health problems, the digital limitations around Green Bank have created a unique kind of modern childhood, providing a glimpse into what it means to grow up without the constant buzz of texting and social media.
The quiet, too, has given young people here a greater appreciation for fostering in-real-life connections, the great outdoors and personal privacy. Even teenagers who are able to use Wi-Fi at home — in the quiet zone but outside its 10-mile core — said they spend less time online than most people their ages, and those who have moved to the quiet zone said they have discovered a newfound sense of adventure.
Although Charity received an iPhone 6 for Christmas two years ago, she said she rarely looked at it. She makes plans with friends the old-fashioned way: on a landline or in person. After school, instead of being glued to social media, she usually goes running before tending to her family’s goats, chickens and ducks. Then she typically makes dinner with her mother.
The family’s computer is helpful for homework — but not much else.
On a recent evening, Charity sat in the family’s cozy living room, chatting with her boyfriend and parents. Undistracted by technology, they laughed and maintained eye contact, a domestic scene they recognize as somewhat rare.
“It kind of makes us old-school,” Charity said. “My parents would kill me if I was staring at my phone and not listening to them.”
The article ends with anecdotes about a family who recently moved from Connecticut to Green Bank. The 13-year-old daughter reflects on how her life has changed:
Now home-schooled by her mother, Jenna said she did not miss her phone, Instagram or really anything else about her old life. Instead, she likes to spend her time reading in a neighbor’s vast library and riding her family’s six-wheel all-terrain vehicle across the fields.
Occasionally, when she is able to connect to Wi-Fi, she will scroll through social media or watch YouTube videos on her phone. But, she said one evening, “it just doesn’t feel real anymore.”
“Back in Connecticut, that was all I had to do,” she said. “Now I’m like, why am I doing this when I could be climbing a tree?”
Students, read the entire article, then tell us:
Would you want to live in or visit a quiet zone like Green Bank? Why or why not? What would you miss — and not miss — about not having Wi-Fi and cellular service?
After Jenna Baxter moved to Green Bank and experienced life without social media and YouTube for several months, she commented that they didn’t “feel real anymore.” Can you relate? Have you ever been away from your phone and computer for a while, perhaps while traveling or away at camp? How did you feel at the time?
If you — and everyone else in your community — didn’t have access to texting, social media and online videos, how do you think you would spend your time? Do you think you would miss your online life?
How much do you rely on the internet for school-related tasks like submitting homework and doing research? How would this change if you lived in a place where internet speeds were slow? How do you think school would be different? What about assignments?
Some of the teenagers quoted in the article mention certain expectations their parents have for them, such as maintaining eye contact during conversations and spending time together. How does that compare with life in your house? Are the adults you live with on their phones and computers just as much as you are? How would your parents cope with life in a place like Green Bank?
What, if anything, do you think the young people who live in Green Bank are missing out on by not having access to certain technology-related experiences?
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: ‘Sneezing Dogs, Dancing Bees: How Animals Vote’
Find all our Lessons of the Day here.
Lesson Overview
Featured Article: “Sneezing Dogs, Dancing Bees: How Animals Vote” by Elizabeth Preston.
The 2020 election is off to a rocky and complicated start. Many are wondering if there is a better way to elect a president.
What comparative political lessons can we learn from the animal kingdom? While they may not conduct continent-spanning electoral contests like the ones on Super Tuesday, all sorts of different animals and insects have methods for finding agreement that are surprisingly democratic.
In this lesson, you will learn how some animals make group decisions and consider ways we can apply their strategies to our own lives.
Warm Up
Imagine your class received a mysterious gift of money to travel anywhere in the country. Disneyland. The Grand Canyon. New York City. Wherever your class wants to go.
How would the group decide where to go?
Should your teacher decide? The most popular student? Would students prepare presentations on possible destinations? How would students persuade one another? Would you have a secret ballot vote? Would there be a show of hands? Would you go with a majority vote? Or would you seek consensus?
Take several minutes to describe the decision-making process that you think the class should use to determine your dream trip. Be as detailed and specific as possible — and consider the efficiency (would the process be too messy or take too long?), fairness (did everyone have a say?) and quality of the result (would it lead to the wisest choice?) for your method.
Afterward, if you are in a classroom setting, share and discuss your plan with a partner.
Questions for Writing and Discussion
Read the article, then answer the following questions:
1. How do groups of meerkats decide which direction to move? Have you ever used a “quorum response” in your own life? What are the advantages and disadvantages of this approach?
2. How do honeybees decide which hole or hollow to start a new home in? What lessons about the role of conflict in a democracy can we learn from honeybees, according to Thomas D. Seeley, a Cornell University biologist?
3. How do African wild dogs decide when to hunt? What is the role of dominant and subordinate dogs in the process?
4. What can we learn about consensus building from baboons?
5. Describe the caucus-like method by which rock ants decide to relocate their colonies. How is their decision-making approach different from that of honeybees?
6. What did you learn from the article? What was most interesting, memorable or surprising? What can we learn from the animal kingdom that can offer lessons to our own decision-making process?
Going Further
Choose one of the following activities:
1) Engage in further research.
Fascinated by the animals discussed in the article? The Times has more intriguing and provocative takes on meerkats, honeybees, African wild dogs, baboons and rock ants. Type your favorite animal in the Science search page to find an archive of articles.
If you’d like to find out more about decision making in the animal kingdom, you might investigate how flocks of birds decide which bird will lead and which direction to go; cooperative hunting in wolves, eagles, hawks and osprey; or female-led animal groups like killer whales, elephants and bonobos.
2) Revise your decision making plan.
Return to your decision-making plan from the warm-up activity. Draw upon methods from the animal kingdom described in the article to revise your original plan. How might you incorporate features such as quorum response, consensus building, caucusing or dominant-versus-subordinate leadership roles?
If you are in a classroom setting, share your revised plan with the whole class. Then, vote to determine which student plan is the best. (Of course, it’s up to the class to decide which voting method to use — which could take a while!)
What’s Going On in This Picture? | March 9, 2020
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?
What’s new on Coursera for Business – February 2020
By Kyle Clark, Senior Skills Transformation Consultant
February was a special month at Coursera: we officially launched Rhyme Projects for enterprise. Coursera acquired Rhyme Softworks last year to augment our abilities to create and share hand-on projects with learners. Projects allow learners to work on a task in their browser while following a self-paced or live-guided session with no additional set-up or download required. See our projects guide for more information.
See below for a screenshot from an advanced Excel integration with Outlook project:
Our partners also launched over 40 courses on topics including blockchain in finance, information security, future payments technology, and COVID-19.
Here are our top picks for enterprises from February:
February 2020’s key launches:
| Financial Technology (Fintech) Innovations Specialization, University of Michigan – This specialization is intended to familiarize learners with a broad range of financial technologies. While finance has always been at the forefront of technological innovation, the financial industry is changing rapidly in the face of new technology. In the past, at the forefront of innovation in finance were central governments and financial institutions. Today, information technology firms and professionals are leading innovation in the financial industry | |
| Science Matters: Let’s Talk About COVID-19, Imperial College London – On January 30th, the World Health Organisation (WHO) declared the outbreak of COVID-19 (previously termed ‘novel coronavirus’ or ‘2019-nCoV’), a public health emergency of international concern. As the epidemic seems to spread to more and more countries, people around the world are wondering about the trajectory of the epidemic and whether they should be concerned. You will hear directly from the experts conducting the analyses. You will be able learn about the current state of the epidemic, while also learn about the epidemiological and public-health principles and challenges that underpin these analyses. | |
| Blockchain Revolution in Financial Services Specialization, INSEAD – Blockchain is poised to transform the economy and society at large—redefining the ways we transact online, share ideas, and manage workflows. The financial services sector is a key lever in such transformations. This four-course specialization introduces learners to the world of blockchain technology for financial services—including what blockchain is, how it works, and why it is revolutionary. | |
| Security Awareness Training, (ISC)² – The security of an organization is of the utmost importance and every member of the organization’s staff plays a vital role in defending against cyber threats. One of the best ways to protect the organization is to institute a company-wide security-awareness training initiative. This course is a complete foundational security awareness training program that covers a wide array of topics for nearly every type of end-user and learner level. | |
| Making the Case for Robotic Process Automation, Association of International Certified Professional Accountants – Robotic Process Automation (RPA) can transform business processes by eliminating the mundane, time-consuming, manual tasks that professionals complete; enabling them more time to focus on critical thinking. This course for accounting and finance professionals worldwide will show through use cases how robotic process automation can be utilized to decrease errors and increase productivity. |
New Projects:
| Project: Basic Image Classification with TensorFlow – In this 2-hour long project-based course, you will learn the basics of using Keras with TensorFlow as its backend and use it to solve a basic image classification problem. By the end of this project, you will have created, trained, and evaluated a Neural Network model that will be able to predict digits from hand-written images with a high degree of accuracy. You also will have learned the fundamentals of neural networks, TensorFlow, and Keras. | |
| Project: Data Analysis in R with dplyr – In this 2-hour long project-based course, you will learn one of the most powerful data analysis tools of the experts: the DPLYR package. By learning the six main verbs of the package (filter, select, group by, summarize, mutate, and arrange), you will have the knowledge and tools to complete your next data analysis project or data transformation. By the end of this project, you will be able to: Use the six main dplyr verbs; Understand the dplyr package and its capabilities; Get hands-on practice using R and dplyr functions. | |
| Project: Predicting House Prices with Regression using TensorFlow – In this 2-hour long project-based course, you will learn the basics of using Keras with TensorFlow as its backend and you will learn to use it to solve a basic regression problem. By the end of this project, you will have created, trained, and evaluated a neural network model that, after the training, will be able to predict house prices with a high degree of accuracy. |
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Word + Quiz: marquee
marquee mär-ˈkē noun and adjective
noun: a large and often sumptuous tent
noun: permanent canopy over an entrance of an entertainment venue or hotel
adjective: having or being associated with fame, such as a widely-known person whose name appears on a marquee
_________
The word marquee has appeared in 271 articles on NYTimes.com in the past year, including on Feb. 20 in “The Lakers, the Clippers and a Rare Fight for L.A. Basketball Primacy” by Michael Powell:
The Clippers’ biggest stars, Leonard and Paul George, possess a home-born advantage, as the men came of age on the exurban jack-rabbit desert fringes to which so many working-class Los Angeles-area families have been consigned by the economics of a city as grossly expensive as New York.
But street cred buys only so much love. The Clippers opened their home schedule against the Lakers this season, and when Leonard — the team’s marquee signing, a champion fresh off a title last year with Toronto — took the microphone to say a few words, the Lakers fans who had jammed the arena showered him with boos.
Not long afterward, Leonard attended an L.A. Rams football game and his smiling face appeared on the scoreboard, and again: Boooooooooo.
_________
