I’m giving a talk for World Oregon members next Tuesday at noon (Portland time) via Zoom. You can learn more and register at this link: Virtual Program: Fear, Fiction and Fact: COVID-19’s Origins & Spread.
Permanent link to this article: https://www.introtoglobalstudies.com/2020/04/upcoming-talk/
Sadly, one of the most common cyberattacks is upon health care centers, particularly ransom-ware attacks upon hospitals. While digital records and telemedicine are proving essential during the COVID-19 pandemic, hospitals’ reliance upon digital resources also make our health care systems vulnerable to attack. As this article by Jocelinn Kang and Tom Uren says, cyber-defense efforts now need to prioritize our health care systems.
If you are interested in hearing more about global topics, please listen to my podcast, Dispatch 7. You can find it on Spotify here, or by searching whichever podcast platform you prefer.
Shawn Smallman, 2020
Permanent link to this article: https://www.introtoglobalstudies.com/2020/04/health-care-and-cyber-attacks/
Two weeks ago I was supposed to be giving this paper in Hawaii. But I pulled out of the conference in early March, and then the International Studies Association conference itself was cancelled shortly thereafter. As I write these words China, the United States, Canada and most of Europe are moving courses online, in perhaps the greatest pedagogical shift in global history. In this climate, I wanted to share the paper’s content quickly. This paper was never intended to become an article. Instead, it is a practitioner’s paper, and is intended to support people who are moving their course work online.
In essence, this paper examines how a Negotiated Syllabus can create engagement in the online classroom. This paper is primarily directed towards asynchronous classes (which don’t have a defined class-time) rather than streaming lectures. As you can see in the acknowledgements at the end, I particularly want to thank the Instructional Designers at the Office of Academic Innovation at PSU, who helped me to reshape my classes over the last several years. To everyone struggling to adapt to remote teaching, thank you for how you are addressing this immense societal challenge in the midst of a pandemic, in order to best serve your students.
The Negotiated Syllabus: how to create community in online International Studies classes
Saturday, March 28th, 4:15pm
Tapa 1, Tapa Tower, Hilton Hawaiian Village
International Studies Association Conference
March 2020, Hawaii
*cancelled due to COVID-19
Shawn Smallman, Portland State University
At the same time that institutions with rich online offerings experience rapid growth (Southern New Hampshire University; Oregon State University), many faculty in the United States continue to hold negative attitudes towards online classes. In particular, they are concerned that faculty will not come to know their students, that the classes lack rigor, and that students will lack a sense of engagement both with their peers and with the class material. Critics of online learning, such as Power & Morven-Gould (2011, abstract) suggest that online teaching is associated with student isolation and withdrawal. There is a common theme that runs through these concerns, and that is engagement; that is, faculty who exclusively have experience with face to face classes often believe that the students will lack a learning community, so that they will fail to engage not only with the faculty member, but also with each other, in a way that will allow students to successfully achieve the course learning outcomes.
The reality is that online classes have many advantages for creating student engagement. Because the discussion board is often the core of an online class, faculty get to know all of their students, not only the ones who are comfortable speaking in class. Students who are introverts may be more comfortable sharing ideas in an online format, and they have often engaged deeply with the course material. Students also have the ability to join the discussion at the moment that they are best prepared. Finally, the online class can make it easier to structure peer review and group activities without the limitations posed by a class period. Still, one additional pedagogical tool can build on all of these advantages, and create a rich set of opportunities for faculty to connect their students.
This paper will argue that classes can achieve a high level of engagement -including a sense that the class constitutes a learning community- through the Negotiated Syllabus and Universal Design, which will include such elements as co-constructed curriculum, a capstone project that is shared with the entire class, peer-review as a community building tool, and a carefully constructed discussion board. This will be a practitioner-focused paper, which will be based on student discussion comments, teaching evaluations, student reflections, grade data and faculty journaling from seven online courses that have been repeatedly offered over the last six years. The goal is to give other faculty the tools necessary to foster student engagement in their own online International and Global Studies classes. Continue reading
Permanent link to this article: https://www.introtoglobalstudies.com/2020/04/creating-engagement-in-the-online-classroom/
The New York Times had a remarkable story yesterday morning by Donald G. McNeil Jr. , which talked about a company (Kinsa) that markets smart thermometers. The company can use the data on fevers from these devices to foretell where the outbreak will grow, before that data shows up in other sources. You can see the company’s map here. As the NYT article says, there is so much interesting data here.
As someone who has spent a lot of time in Florida (my mother was a mystery writer, who set her novels in the bars of West Florida) I am deeply worried by the data on southeast Florida, as well as around Tampa. And even some of northern Florida, such as Duval county, has high levels of atypical fevers. But what is happening in Michigan? The map around Detroit has not lit up as red as Miami, but there is a swath in the south of the state where the levels of atypical fevers have raised. The swatch stretches as far west in the state as Kent county. I wouldn’t have expected what appears to be happening in Utah county, and Salt Lake county, Utah. But these counties still do not light up as much as Broward, Palm Beach, and Miami-Dade do in Florida. Continue reading
Permanent link to this article: https://www.introtoglobalstudies.com/2020/04/cyber-tools-for-predicting-covid-19s-spread/
In our textbook, the health chapter begins by this comparison of nations: “Chile, Costa Rica, Cyprus, Guadalupe, Hong Kong, Israel, Macau, Malta, Martinique, Singapore, and the United Arab Emirates are a diverse set of nations and territories. Yet they all have one fact in common: their citizens live longer than those of the United States, as do the citizens of many developed countries (United Nations 2006). This truth is unexpected, given the wide gap between the wealth, power, and technology of these countries and that of the United States. But health inevitably becomes linked to broader issues of politics and policy.” This is certainly the case in the United States’ ability to respond to a pandemic.
What have some of the lessons of this pandemic been for the United States? Our health care system has a number of weaknesses during an epidemic:
- A health care system that invests heavily in technology, but less so in people, such as the public health professionals who do contact tracing.
- A lack of recent experience with pandemics, such as South Korea and Canada had with SARS and MERS.
- An inadequate stockpile of personal protective equipment. A failed effort to develop a stockpile of ventilators wasted over a decade, and left the United States undersupplied.
- A popular belief that epidemics are something that happens elsewhere, so that the first and best response is only to put in place border restrictions.
- A sense of hubris, so that outbreaks in China or South Korea are assumed to be something that could not happen here, because our hospitals -with their advanced technologies- would be able to manage the situation.
- A health care system in which peoples’ insurance is tied to their employment. This has meant that when people lose their employment during a pandemic, they also lose health care.
- Deep health inequalities, which mean that case fatality rates may vary widely depending upon class and geography.
- A lack of sick leave for U.S. workers, so that people feel compelled to come to work when they are sick, or to face an immediate financial crisis if they are forced to stay at home.
- A sense of hubris regarding the U.S. medical system, which led U.S. health authorities to reject a German developed test for COVID-19 that the World Health Organization (WHO) endorsed. Instead, the U.S. frittered away precious time developing its own test. When that did not work, the CDC and FDA wasted even more time resolving the situation.
- A CDC and FDA that had become too swamped by bureaucracy and hence struggled to adapt, despite having outstanding and dedicated people. The system’s senior leadership has ossified.
- A U.S. health care system that is too decentralized to respond to a national level emergency, although this decentralization also has some benefits when there are failures at the top.
- An over-reliance on overseas manufacturing for key health goods, for everything from masks to medications.
- A society that undervalues the very people who turn out to be particularly critical during a pandemic: janitors, grocery store clerks, truck drivers, nurses, farmers, and others. As many people have said, it is only during a pandemic you learn whose job really counts. And there is not a good correlation between peoples’ pay and how important their job truly is. The same holds true for respect.
- A high rate of chronic diseases that leave people vulnerable to a disease such as COVID-19. The “diseases of development” such as diabetes, sleep apnea, high blood pressure and morbid obesity have led to higher case fatality rates. Most of these issues connect to the Standard American Diet (SAD) and the U.S. food system. No technology can replace a good diet.
- A chronic underfunding of public health. A good public health system is like a seat belt. You forget that it should be there until you really need it. And it seems kind of basic, but when the moment comes, there is nothing else that can replace it.
- Basic public health relies on people, and salaries are expensive. But not having an adequately funded public health system is what is truly expensive. Contact tracing, outreach, education, follow-up, monitoring, epidemiology, and health communication take time and people. Perhaps because they do not rely as much on technology they are also undervalued in the United States, which always likes to use technology to solve all problems. But there is no substitute for public health professionals.
- The basic systems that are always there in public health -nurses in schools, communication campaigns, testing systems, contract tracing- are the same systems that are needed in a pandemic. So having good public health in ordinary times gives you the tools and the people that are needed during extraordinary times.
Permanent link to this article: https://www.introtoglobalstudies.com/2020/03/testing-us-health-care/
With the COVID-19 pandemic rampant, it’s easy to forget that other world events are still taking place, and with good reason. No other events now matter as much. Even so, after 33 of its soldiers were killed by the Syrian military (or perhaps by a Russian airstrike) last month, the Turkish government launched a devastating counterstrike against the Syrian military on February 27, 2020. The use of drones and other technology simply overwhelmed the Syrian armed forces, and let to the destruction of even the most sophisticated Russian equipment, such as the Pantsir anti-air systems. As usual, the Oryx blog has the best information. The list of destroyed military equipment on this website is striking. For example, the Syrians likely lost 32 tanks, which they could ill afford, and eight aircraft (mostly helicopters). Continue reading
Permanent link to this article: https://www.introtoglobalstudies.com/2020/03/turkeys-strikes-in-syria/
The COVID19 pandemic is now moving quickly. While northern Italy has been overwhelmed by infections, Spain and Iran are also now experiencing a disaster. Here in the United States, there are serious outbreaks in Seattle and New York. So what are the best maps and other data visualizations to keep track of what is happening? Here are my top recommendations:
Global Level Data- 冠状病毒数据
This John Hopkins map provides a global look at COVID19’s spread, combined with charts of country cases, as well as the number of dead and recovered. I would guess that this is one of the three most popular maps for tracking the pandemic.
Outbreakinfo is an outstanding dashboard, which provides a vast amount of information in a limited space. This is one of the top three sources for tracking the pandemic.
The Worldometer Coronavirus webpage has a plethora of charts with data on the outbreak, in particular country by country data on infections, new infections, deaths and recoveries.
Health map provides another global map of the outbreak, although it is not accompanied by the data in charts that accompanies the John Hopkins’ map above. It does have, however, an “animate spread” feature that shows a visual history of the virus’s spread, which is hypnotic.
The University of Washington novel Coronavirus map is similar to the John Hopkins map, but has a less cluttered (and less detailed) collection of data in charts.
A US high school student created this useful website with COVID19 data both globally and in the United States.
Permanent link to this article: https://www.introtoglobalstudies.com/2020/03/maps-and-charts-for-covid/
Denise Lu and Christopher Flavelle’s have a wonderful (October 29, 2019) article in the New York Times titled Rising Seas Will Erase More Cities by 2050. The piece describes how new research shows that the sea level rises by 2050 will have a much greater impact than previously estimated. What is most powerful about their work are the maps. As the authors’ describe, most of Southern Vietnam will vanish by 2050. It is one thing to read those words. It’s another to see the map, and to imagine what that will truly mean. Similarly, most of Bangkok, Thailand will go beneath the waves. While much of Shanghai will survive, many nearby cities will disappear. Continue reading
Permanent link to this article: https://www.introtoglobalstudies.com/2020/03/new-maps-of-rising-seas/
Permanent link to this article: https://www.introtoglobalstudies.com/2020/03/grace-lamb-a-career-introduction/
Eric L. Einspruch
Principal, ELE Consulting, LLC
March 4, 2020
I was recently asked to comment on the value of learning world languages. My perspective is informed primarily by my study of Mandarin Chinese at the Confucius Institute at Portland State University (CIPSU), where I have taken language classes, music classes, and received tutoring since 2011. I have also twice participated in a two-week summer language program at Xi’an Jiaotong Liverpool University in Suzhou, Jiangsu, China. As markers of having achieved a bit of progress, I have passed the Hanyu Shuiping Kaoshi (HSK) Level 4 written exam, the Hanyu Shuiping Kouyu Kaoshi Intermediate Level oral exam, and the Chinese Central Conservatory of Music Yangqin (扬琴, Chinese Dulcimer) Level 2 exam.
The Value of World Language Study
My comments, given in Chinese and prepared with help from one of my teachers, are provided below. I begin by providing a brief self-introduction: I am an independent researcher and program evaluator, an adjunct professor at Portland State University [in the College of Urban and Public Affairs and in the OHSU-PSU School of Public Health], I am the Chair of the CIPSU Advisory Board, and I am a student of Chinese language and music. I then say that I want to speak to three points. Continue reading
Permanent link to this article: https://www.introtoglobalstudies.com/2020/03/the-value-of-world-language-study/