Johnson, T., Moultrie, T., Gonsalves, G., & Hassan, F. (2021, October 12). An inconvenient truth: The real reason why Africa is not getting vaccinated. Bhekisisa. https://bhekisisa.org/opinion/2021-10-12-an-inconvenient-truth-the-real-reason-why-africa-is-not-getting-vaccinated/

COVID vaccines: Widening inequality and millions vulnerable. (2021, September 19). UN News. https://news.un.org/en/story/2021/09/1100192

The Guardian view on global vaccine inequality: Unwise as well as unethical | Vaccines and immunisation | The Guardian. (n.d.). Retrieved 28 October 2021, from https://amp.theguardian.com/commentisfree/2021/aug/25/the-guardian-view-on-global-vaccine-inequality-unwise-as-well-as-unethical

Cortellessa, E., & Wolfe, L. (2021, October 15). Why Is the U.S. Hoarding Hundreds of Millions of COVID Vaccines? Washington Monthly - Politics. https://washingtonmonthly.com/2021/10/15/why-is-the-u-s-hoarding-hundreds-of-millions-of-covid-vaccines/

IJzerman, H., Dutra, N., Silan, M., Adetula, A., Brown, D. M. B., & Forscher, and P. (2021). Psychological Science Needs the Entire Globe. APS Observer, 34(5). https://www.psychologicalscience.org/observer/global-psych-science

Good terminology- space of flows, denoting the necessity of (carbon intensive) travel to move from one place to another. Seen from the 19th century, even the average car-driving citizen of the 20th century is elite. A 100 hp car, which is now almost an average power rating of most internal combustion engines, is the power equivalent to the 19th century analog of maintaining 100 horses.

The elites move in a world of their own. Embedded within the deteriorating spaces all around them, their privileged and exclusive spaces are like self-constructed lotus blossoms floating on a sea of muck, which their lifestyles have disproportionately helped create in the first place. The geographic juxtapostion of these two spaces is stark, as illustrated in images such as those of Cape Town’s elite neighborhoods nextdoor to crowded townships. Wealth and privilege live side by side poverty.

Mapping out where they are is a useful exercise in order to identify the wealthy communities they may live in. Of course, citizens who live long enough in an city, town or community get to know where the affluent parts of town are.

Of course many of the super elite live in exclusive homes far away from population centers. Wealth buys geographic exclusivity snd seclusion from prying eyes.

Padma, T. V. (2021). COVID vaccines to reach poorest countries in 2023—Despite recent pledges. Nature, 595(7867), 342–343. https://doi.org/10.1038/d41586-021-01762-w

POLITICO Digital Bridge: COVID-19 disinformation — Digital divide — Mark Warner. (2021, March 11). POLITICO. https://www.politico.eu/newsletter/digital-bridge/politico-digital-bridge-covid-19-disinformation-digital-divide-mark-warner/

Half billion vaccine jabs given: AFP. (n.d.). Retrieved 29 March 2021, from https://sg.style.yahoo.com/half-billion-vaccine-jabs-given-124120477.html

WHO urges rich countries to donate shots instead of vaccinating children. (2021, May 14). Coronavirus. https://www.ctvnews.ca/health/coronavirus/who-urges-rich-countries-to-donate-shots-instead-of-vaccinating-children-1.5428056

Christina Pagel: A very real danger that covid-19 will become entrenched as a disease of poverty. (2021, April 9). The BMJ. https://blogs.bmj.com/bmj/2021/04/09/christina-pagel-a-very-real-danger-that-covid-19-will-become-entrenched-as-a-disease-of-poverty/

‘What Happens When the 1% Go Remote’. Bloomberg.Com, 16 December 2020. https://www.bloomberg.com/news/articles/2020-12-16/what-happens-when-the-1-move-to-miami-and-austin.

Interesting, I guess it still does binding (like with bind:prop) even for on:event ...

Rush, D. E., & Connolly, A. J. (2020). An Agile Framework for Teaching with Scrum in the IT Project Management Classroom. Journal of Information Systems Education, 3, 196.

Another movie that exploded with viewers in Asian countries was "Crazy Rich Asians."

Nygren, H., Nissinen, K., Hämäläinen, R., & Wever, B. (2019). Lifelong learning: Formal, non‐formal and informal learning in the context of the use of problem‐solving skills in technology‐rich environments. British Journal of Educational Technology, 50(4), 1759–1770. https://doi.org/10.1111/bjet.12807

The evolving technological landscape in the digital era has a crucial influence on lifelong learning and the demand for problem‐solving skills. In this paper, we identify associations between formal, non‐formal and informal learning with sufficient problem‐solving skills in technology‐rich environments (TRE). We focus on adults' problem‐solving skills in TRE as a novel approach to investigate formal, non‐formal and informal learning based on data from the Programme for the International Assessment of Adult Competencies. This programme measured 16–64‐year‐old adults' proficiency in problem‐solving skills in TRE. The total sample size was 61 654 individuals from 13 European countries. Our results clearly indicate that the skill levels of more than 50% of adults aged 16–64 years old seem to be insufficient to cope effectively in TRE. The findings suggest that the learning ecologies of adults are a combination of formal, non‐formal and informal learning activities. The overall level of problem‐solving skills in TRE was higher among individuals who indicated that they have participated either formal or non‐formal learning activities, compared to those who have not. However, interestingly, the association between formal learning and problem‐solving skills in TRE was not major. Instead, our results clearly indicate that informal learning seems to be highly associated with sufficient problem‐solving skills in TRE. In practice, we outline those formal, non‐formal and informal learning activities that adults perform when applying the skills in TRE. By recognising these activities undertaken by sufficient problem solvers, we can promote lifelong learning skills. Our findings can also be used as a starting point for future studies on lifelong learning.

https://search.ebscohost.com/login.aspx?direct=true&AuthType=shib&db=tfh&AN=138139297&site=eds-live&scope=site&custid=uphoenix

(Click Download full-text PDF to read). In this article, the authors reflect on the need to cultivate creativity and self-directed learning through transition from conventional course design to a more comprehensive design, which includes technology, problem solving, and collaboration. Moreover, the authors contend that measures of success should not be limited to traditional assessment methods. Barriers to the success of a self-directed design within the typical learning environment are mentioned. Through case study review, the authors demonstrate that strategic course design (educator, setting, technology, expectations) fosters development of the self-directed learner. Dynamics supporting the success of the technology-rich, creative, self-directed design were included. With a methodological approach that incorporates technology, problem-solving, teamwork, and educator support, self-directed behaviors emerge.(8/10)

But it’s really hard to see, because our human brains struggle to think about this Clock function as something for generating discrete snapshots of a clock, instead of representing a persistent thing that changes over time.

Bug repro for https://github.com/sveltejs/svelte/issues/2086

Fixed by: Bug 1:

• https://github.com/sveltejs/svelte/pull/3172
• https://github.com/sveltejs/svelte/pull/3172/commits/f4ca063c85e491b75d162f429ad243b6f443db13

Bug 2:

• https://github.com/sveltejs/svelte/pull/3209
• https://github.com/sveltejs/svelte/commit/2f08e34b41317619f9bc7bf6bc2418123fb06829

Fixed version here: https://svelte.dev/repl/a55ba18ceca44c898f2b011a0978de85?version=3.6.7

(although https://github.com/sveltejs/svelte/pull/3172/commits/f4ca063c85e491b75d162f429ad243b6f443db13 indicates the fix was included in v3.6.6 tag, so I wonder why it's not fixed here)

supersedes https://codesandbox.io/s/epic-stonebraker-9cxhu?file=/index.js:0-32

Good example of how helpful it is to remove everything irrelevant and create minimal reproducible example.

First sighting: https://leewarrick.com/blog/react-use-effect-explained/#annotations:RcWZUuPQEemU8k8LVi5PAg

Goodman, J. D. (2020, August 31). A Quick Virus Test? Sure, If You Can Afford It. The New York Times. https://www.nytimes.com/2020/08/31/nyregion/rapid-coronavirus-test.html

Bellafante, G. (2020, August 7). Lifestyles of the Rich and Reckless: Posh Pandemic Parties. The New York Times. https://www.nytimes.com/2020/08/07/nyregion/coronavirus-rich-parties.html

How deep will downturns in rich countries be? (n.d.). The Economist. Retrieved April 22, 2020, from https://www.economist.com/finance-and-economics/2020/04/16/how-deep-will-downturns-in-rich-countries-be?fsrc=scn/tw/te/bl/ed/pickingofftheweakhowdeepwilldownturnsinrichcountriesbefinanceandeconomics