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    If the poorest Americans are selling their blood, the US is in serious trouble | Arwa Mahdawi

    Looking to make extra cash? Don’t want to retrain in “cyber” but need a new gig? Good news! All you need to do is contract Covid-19, try not to die, then sell your antibody-rich blood plasma. Blood centres in the US are currently paying Covid-19 survivors a premium for their plasma, the yellowish liquid that makes up about 55% of blood. Apparently, you can get $100-$200 (£75-£155) a pop.It would seem some enterprising students have cottoned on to this money-making scheme. Administrators at Brigham Young University’s campus in Idaho recently announced that they are “deeply troubled” by accounts of students who have “intentionally” exposed themselves to coronavirus in order to get that sweet, sweet blood money. “There is never a need to resort to behaviour that endangers health or safety in order to make ends meet,” the school said.A noble sentiment. However, the US would not have a booming blood plasma industry in the first place if it weren’t for the fact that so many people have to resort to potentially endangering their own health in order to make ends meet. Even before the coronavirus hit, low-income Americans were selling blood plasma to get by.“Selling plasma is so common among America’s extremely poor that it can be thought of as their lifeblood,” a 2015 Atlantic article noted. The US is an outlier in this regard: you’re not allowed to sell your blood plasma in the UK or in many other developed countries. In the US, however, you can donate up to twice a week; the procedure typically takes about 90 minutes, and you will get somewhere between $30 (£23) and $50 (£38) a time. Which is more than the $7.25 (£5.50) per hour federal minimum wage. The companies bleeding you dry, of course, will be earning a whole lot more: blood plasma is a multibillion dollar business in the US. Indeed, blood products are the US’s 12th most valuable export; in 2016, they made up a greater percentage of all American exports than soya beans or computers. Industry people joke that the US, which produces 70% of all plasma worldwide, is “the Opec of plasma collections.”Giving blood plasma now and again won’t hurt you. Indeed, it is something we should all do if we can: plasma is desperately needed for life-saving therapies. In Britain, the NHS is urging Covid-19 survivors to donate plasma to treat those who fall ill during a second wave. But selling your blood plasma 104 times a year, as some desperate Americans do, may be another matter. Someexperts and research have queried whether it is healthy, and even in the US if you donate plasma rather than sell, there are limits on how many times you can do it. Some people who sell their plasma frequently have also complained about things like migraines, numbness, and fainting.I am not necessarily against the idea of allowing people to sell blood plasma: as long it is strictly regulated, the number of donations safely capped, and the pay fair. However, I am definitely against people having to resort to selling plasma because the lack of a meaningful welfare state, along with a stagnant minimum wage, means it’s the only way they can scrape by. Even if there were zero health consequences involved there is something fundamentally sickening about the blood plasma industry. According to one study, plasma donation centres are disproportionately located in low-income areas and the most frequent use of money earned from donating was paying for food and basic necessities. And this is happening in the richest country in the world. It should make your blood boil.• Arwa Mahdawi is a Guardian columnist More

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    India’s New Education Policy Is Full of Hodge-Podge Nonsense

    The union cabinet of the government of India recently announced its 2020 National Education Policy (NEP). This is the first education policy developed by a non-Congress party government since independence. Coming 34 years after the last formulation of a fully-fledged education policy, Indians anticipated a significant pivot in the education system to leverage the country’s demographic dividend. India’s current political leadership claimed it wanted to make the country a “vishwa guru,” the Sanskrit word for a world teacher, and would dramatically reform its education. Therefore, great expectations from the NEP seemed natural.

    360° Context: The State of the Indian Republic

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    Prima facie, the NEP might make many Indians happy because it has something in it for everyone. However, a careful read reveals that the NEP does little to change the direction of our education. It largely promises cosmetic changes. In essence, the NEP is a collection of myriad aspirational expressions, not a coherent policy framework.

    The ideologues of the ruling Bharatiya Janata Party (BJP) may find the references to ancient wisdom of India heartening. It might lead to young Indians learning that Banabhatta outlined 64 forms of art or Sushruta pioneered glorious surgical techniques. However, it does little to prepare the young to shape the future.

    Given my advocacy of long-term policymaking, I should have reasons to thank those who drafted the NEP. They have taken a 20-year view and set goals for 2040. Just as we plan over a 20-year timespan, not a five-year one, for our children, so should our national plans. Yet a bad 20-year plan is worse than its bad five-year counterpart, and that is my problem with the NEP.

    What Are the Changes Proposed?

    Let me pick on a key aspect of the plan. The NEP proposes the three-language formula. This means that, all over the country, students will learn three languages. These are Hindi, English and the regional language of the respective state. The government believes that it is abolishing language barriers in the country. Instead, this has triggered off a storm in non-Hindi speaking states. In Tamil Nadu, there has been long-standing opposition to Hindi as compulsory learning or administration. The three-language formula has been around since 1968 but failed to take off because parts of India resent the domination and imposition of Hindi.

    There is another tiny little matter. Demand for learning in English has taken off around the country, including and especially in Hindi-speaking areas. Thanks to the legacy of colonization, the advent of globalization and a host of other factors, English has emerged as the language of success in India. The people do not care for the three-language formula one jot. Yet the BJP’s NEP is flogging a dead horse.

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    Many have lauded the NEP for promoting multidisciplinary education. This has long been discussed. At far too young an age, Indians are cast into rigid silos of arts, science and commerce. As a result, they lose love for learning and end up at lower-productivity levels than their counterparts in Europe or East Asia. The NEP allows students to change disciplines more easily along the same lines as in the US. However, this flexibility will only benefit the country if quality education is offered in different disciplines. For instance, English and history are taught terribly in a rote-based manner in most schools. Shifting from science or commerce to study either subject might enable a student to pass more easily but would achieve little else.

    The NEP offers greater flexibility in earning degrees either over a period of time or across subjects. Offering multiple entry and exit points in higher education is a good idea. It may help people find their true interests and give them second or third chances in life. However, the key logical next step is to unlink degrees from jobs, where academic degrees are immaterial. A new form of recruiting that is based on demonstrated merit and knowledge of the work itself is the way forward for the country. The NEP has missed that opportunity to curb India’s fixation with degrees and promote a culture of focus on work.

    Supporters claim that the NEP is focusing on work by combining vocational education with school and college education. In due course of time, vocational education will be on par with other degree programs. A carpenter, a plumber or an electrician will command the same respect as someone with a master’s degree in literature, history or sociology. This argument is disingenuous. Increasing “respect” for vocational programs involves changes in social perceptions. It requires much deeper and drastic changes than those envisaged by the NEP.

    Bad Thinking and Poor Drafting

    In fact, the NEP is full of seemingly good ideas that have simply not been thought through. It has passing references to fostering creativity and instituting a 360-degree view in student report cards. It also throws in digital education, adult learning and lok-vidya (folk education) about local heritage and culture. Yet the NEP fails to tell anyone how these ideas will come into practice.

    The drafters of the NEP forget that soundbites are not policy. Nor are tweaks. Turning a 5+3+2+2 system into a 10+2 or 5+3+3 one does not change the way students are taught or the way they learn. Similarly, giving a certificate after year one, a diploma after year two and a bachelor’s after year three does not change syllabi, pedagogy and learning. Yes, a student can drop out after a year with a certificate, but would that be worth the paper it was written on?

    To change education, India must improve the quality and commitment of its teachers. Training them in institutions with new names or giving students multiple exits or entries in a four-year bachelor of education program offers flexibility in getting a degree but does not improve the quality of their instruction.

    In comparison with earlier education policies, the National Education Policy is a poorly-drafted document. It is a testament to how India has regressed under the BJP. The demonetization policy was instituted by a hasty, poorly-drafted document. It seems that the government does not have the intellectual policymaking firepower of its predecessors.

    One sentence in paragraph 4.13 on page 14 of the NEP captures drafting woes common to recent government documents when it proclaims: “In particular, students who wish to change one or more of the three languages they are studying may do so in Grade 6 or 7, as long as they are able to demonstrate basic proficiency in three languages (including one language of India at the literature level) by the end of secondary school.”

    Does this mean that students can change the languages they are learning as long as they can travel into the future, i.e., Grade 12, and prove they are proficient in the new languages they choose? Or does it mean that students must be prepared to prove proficiency in the languages they choose in Grade 12? Sadly, the NEP is full of such unadulterated absolute nonsense.

    The views expressed in this article are the author’s own and do not necessarily reflect Fair Observer’s editorial policy. More

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    A New Social Contract Amid a Crisis

    The COVID-19 pandemic coincides with a worldwide movement toward more authoritarianism and fewer civil liberties — a movement that has been going on for some time, well before the outbreak. Populism, conspiracy theories, disinformation campaigns, right-wing political extremism and the rise of autocratic governments are not a new phenomenon. However, their convolution and combined speed, intensity and scale are unprecedented and have already led to a significant decline of legitimacy in governance, threatening the very foundation of modern human civilization.

    In this unfolding drama, COVID-19 has led to a new act, if not a climax — one that appears to catalyze and accelerate the preexisting tendencies toward undoing the social contract on which liberal democracies and other forms of legitimate governance are based.

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    This raises the important question of whether the social contract that is at the heart of any form of governance is threatened during periods of crises, such as the COVID-19 pandemic or global climate change. As such, the current pandemic may be instructive in revealing whether the tenets of legitimacy and democracy will be under siege when the fallouts from climate change intensify. Or, more generally, do existential threats provide rationales (or even legitimacy) for breaking the longstanding, implicit social contract between citizens and their government in constitutional states? Can we expect a slide toward more autocratic tendencies within existing constitutional democracies as future threats become real? These questions are universal but particularly timely as the US election rapidly approaches.

    The Shift to the Extreme Right

    A global drift toward authoritarianism has been occurring ever since Francis Fukuyama proclaimed “the end of history” after the Berlin Wall fell and the Soviet Union imploded. Throughout history, the transformation to autocratic governance was typically accomplished via a coup or revolution, whereas the contemporary shift to more authoritarian rule has occurred incrementally and within liberal democracies. Indeed, many of the institutionalized pillars of legitimacy and democracy — free speech and press, open and fair elections, independent and apolitical justice systems, and personal freedoms — today are assailed as unnecessary or counterproductive, and as relics of a system that is to be turned over, as was the case in Germany in 1933.

    The last two decades’ shift to the extreme right has been accomplished by a fateful coupling of authoritarian predispositions with populism and anti-science narratives, two other 21st-century phenomena. This fusion has had a myriad of implications for countries’ pandemic responses and bodes poorly for responsiveness to climate change outcomes.

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    As we noted in an earlier op-ed on Fair Observer, that fusion has contributed to the rejection or selective acceptance of scientific “facts,” adding confusion to public health measures taken by governments, particularly in the US, the UK and Brazil. Also, the nationalistic predispositions associated with populism have driven a wedge in efforts to build global collective action on COVID-19.

    This distrust in international organizations such as the World Health Organization or international vaccine coalitions has created a globally fragmented response to the coronavirus. Finally, populism encourages an “us-versus-them” mentality when the converse is required for a pandemic or any global existential threat — that is, a unity of spirit and collaboration based on trust, not transactional benefits. 

    Whether democratic or authoritarian or hybrid systems respond more effectively to the COVID-19 pandemic is not simple to say because few “pure” forms of either are left. Today, the categorization of a regime is not binary, for the delineation between “democratic” and “authoritarian” is progressively blurred. Some countries appear to have recently drifted away from democratic governance toward more authoritarian and, in some cases, anti-democratic rule.

    Despite the absence of empirical data, a recent study of COVID-19 tests per 1,000 people observed that both select European countries and states like Qatar and Bahrain exhibited high levels of performance. The poor showing of some “democratic” nations like the US and Brazil may be because — as Ivan Krastev notes in a recent New York Times article — Donald Trump and Jair Bolsonaro have been unable to expand their authority during the crisis as they have not leveraged the fear of the pandemic in ways they did in the context of immigration or political unrest. In both countries, COVID-19 has been viewed more as a threat to maintaining their political base than to public health.

    The Right Response

    Responses to catastrophic events such as the pandemic, Hurricane Katrina, the Lisbon earthquake or the California wildfires do require strong executive leadership — wearing masks, banking the levees, evacuating neighborhoods, etc., actions that save lives. But where is the line between strong executive action and autocratic governance? The tipping point along that line is when the fundamentals of the social contract become breached.  

    It is possible to have executive authority in disruptive events and temper a government’s inclination to extend its power in a non-legitimate manner. Germany has been praised for its response to COVID-19, which has been surprisingly decentralized and led by federal states and counties. Allaying fears of creeping authoritarianism requires that a government’s crisis behaviors be continuously checked on the basis of seven fundamental political norms:

    1) Requiring executive authority to be transparent, social contract-based and held accountable for end results
    2) Requiring mutually agreed upon collaborations between diverse scales of governance and decision-making — national, state, region and local 
    3) Using court systems, investigative non-biased media and NGOs to monitor, expose and prevent actions and decisions made solely to secure political gains and establish authoritarian rule
    4) Creating mechanisms for effective input from legitimate citizen groups such as citizen councils, nonprofits like the Red Cross, faith communities and neighborhood associations to create democratic involvement in resilience building
    5) Recognizing disparities and unfairness in how diverse groups or individuals are impacted by command decisions and make appropriate adjustments to ensure equitable resource allocations
    6) Relying on trusted sources of information and evidence-based science for all decision-making, and vigorously disavowing incorrect and biased information 
    7) Recognizing that global support can and should be networked to abate crisis conditions (these networks must be constructed on the basis of mutual respect and interests and not transactional gains)

    New Social Contract

    Major global crises, including the COVID-19 pandemic and climate change, pose enormous risks and challenges to humanity, but they also come with opportunities. This is the hour for a renewal of the idea of the social contract — an agreement of everyone with everyone to protect and further the common good — based on the principles of truth, equality, shared responsibility, solidarity and legitimacy.

    The concept of the social contract is foundational to governance. Yet it is seen by some as antiquated, not in alignment with contemporary neoliberal ideology where contractual terms are transactional in nature. Still, the relationships between citizens and governments that sustain legitimate and democratic tenets through times of crises — be it a pandemic or the risks associated with climate change — require an understanding of the “glue” that binds us together as nations.

    Much will depend on our ability to reestablish that “glue.” If we succeed, the outcome will be a more resilient society. If we fail, chaos will reign.

    *[This article was submitted on behalf of the authors by the Hamad bin Khalifa University Communications Directorate. The views expressed are the authors’ own and do not necessarily reflect the university’s official stance.]

    The views expressed in this article are the author’s own and do not necessarily reflect Fair Observer’s editorial policy. More