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This news article focuses on the 140 "foreign schools" that the German state runs in different countries. However, only 30% of the schools' funding comes from the German government, while the rest is raised through fees paid by parents. The article reports that due to school closures, funding has dwindled rapidly and according to self-evaluations, 64% of schools face bankruptcy unless the German state offers emergency support. The article reports that back in November, the German government decided to foster the schools as a means of cultural and educational foreign politics.  A web conference to discuss the issue is planned for next week.

Our project could keep tabs on how foreign schools as spaces of transnationalism become reshaped during COVID-19.

I filled out a TA multiple choice questionaire recently about teaching during pandemic. Did I feel supported in access to remote teaching tools? Did I need workshops on how to run an online discussion, test prep,? etc.

What was unasked and therefore unstated is the trauma students are facing amid an administrative effort to carry on, do our best, and talks about our "Fill-in-the-Mascot" Family. In my class we hear stories of students forced to leave campus and return to unsafe family home environments. Many students lost their on-campus jobs, yet are still stuck in rental contracts, with full tuition fees, and reduced campus services. Many students discovered they were on-call "essential" workers which has played havoc with their health concerns and class engagement. We also have students with COVID19 trying to stay on top of their course workload because they are supposed to graduate this Spring. 

Meanwhile as I talk to students I hear that most of their classes are recorded lectures taught asynchronously. They tell us that they often binge listen to these at 1.5x speed just to get through them. --This is the mode of online learning that Robert Post in his NCA post describes as "effective and efficient" for the "tramission of information." I wonder who isn't he talking about.

In trying to teaching using zoom during the pandemic, Sharon Traweek and I have held synchronous online class discussions. Many students have told us this is their only synchronous class this quarter. We have tried to teach students to think critically in/of zoom as a built environment. To ask what  assumptions, hierarchies, epistemologies are built into our online classrooms. We have struggled to find ways to disrupt those pathways with alternative strategies.

In answer to the question what is being foregrounded and obscured? I think in all the reflection about the future of residential and online learning and about the multiple crisis Universities, as well as the rest of us, are facing; what gets obscured is how important and how difficult it is to teach to students that they must think critically with and about the tools they are given and expected to learn.

Backchannels Addition to this question:

A SLOW CONVERSATION ON COVID-19 BY MASCHA GUGGANIG AND NINA KLIMBURG-WITJES. 

04 May, 2020

See:  https://www.4sonline.org/blog/post/a_slow_conversation_on_covid_

After reading the essays attached to this question, I was left overwhelmed. I had to walk away before finishing them as it was just way too much...  Returning to any sense of a  “normal” state of affairs is undesirable. And, to remain in the present, I would convey that there is a greater need for mentorship and encouragement of independent thinking/doing.

There are further challenges more specifically related to appropriate ways of guiding and enabling kinaesthetic learning. Those teaching practical subjects usually taught out of a studio will face tactile challenges and many more.

In relation to the online educational spaces, it's really hard to read the micro-expressions of either solidarity or dissent in online interactions. It’s more than just exploring the literacy of online asynchronous online pedagogy, it’s about understanding the limitations of the tools, be that Zoom or Skype or another tool like Slack, Micro, Trello, etc. 

The article explains how a team of medical staff treated (and consequently killed) a number of patients following the flooding of a hospital in New Orleans. The staff in question overdosed the patients to put them out of their pain as they saved other patients who were more likely to survive. The article calls into question the process of triage and how we go about it. Who has the authority to make these decisions, and what lines do we draw between ethics and compassion. The article provides a play-by-play of the events leading up to the flooding, and relevant policies that existed and have been created related to this incident. 

“The smell of death was overpowering the moment a relief worker cracked open one of the hospital chapel’s wooden doors.”

“The physician, Anna Pou, defended herself on national television, saying her role was to “help” patients “through their pain,” a position she maintains today.”

From the links provided within the article, relevant information about Hurricane Katrina can be viewed with the commentary and archival articles that published in The New York Times that written by other authors.

Also the author has made in contact with Memorial Medical Center in Uptown New Orleans to focus on the investigation into the detail situations happened with the floodwaters. Afterwards, gained more information on the lethal injection issues.

[http://www.nytimes.com/topic/subject/hurricane-katrina?inline=nyt-class…]

[http://www.nytimes.com/topic/subject/hurricanes-and-tropical-storms-hur…]

The article has first emphasis the number of death and corpses during and after the Hurricane Katrina, then with further investigation and research, the issue related to the lethal injection to the patient has raised. From the physician’s perspective, the lethal injection in this case is a way to relief the patient’s pain, as it is a “for” for the lethal injection, which not seems to be violating the medical ethical. From the conclusion parts of the article, the author provided the evidence that “that more medical professionals were involved in the decision to inject patients — and far more patients were injected — than was previously understood.”     

The main focus group of the article is the physicians that involved in the injection decision to the patients. The discussion to the article questioned on the ethical issue towards overdose injection in order to “help” the patients to relief their pains that causes the death to the patients.