Monday, January 01, 2018

The Victorians’ Opioid Epidemic

The Victorians had an opioid epidemic at home. They caused an opium epidemic in China. And, they spawned destructive mono-economies in India and Afghanistan, corruption in the ports, and vast networks of shipping, financing, and service companies all founded on the medicinal properties, but above all, the miraculously addictive properties of opium.

Victorians of the British Empire had their own opioid epidemic and opium trading of truly global extent, with repercussions that persist even into our own times.

The Victorians wrote about their own addictions, and there is surprisingly little glamorization. There is no “heroin chic” – instead, there is an awareness of the fleeting relief that opium (mainly laudanum, liquid containing 10% opium). The most famous (or infamous) is probably Samuel Taylor Coleridge’s “Kubla Khan,” supposedly written about an opium dream, which was written in 1797, but not published until 1816. Coleridge alludes to his addiction and suggests a dialectic between vice and virtue in his Biographia Literaria  (1817).

There is also Thomas DeQuincey’s autobiographical Confessions of an English Opium Eater (1821). In one famous passage, “The Pains of Opium,” DeQuincey describes the horrors of withdrawals and the desperate need for more laudanum, a temporary relief, followed by self-loathing.


http://izquotes.com/quote/149811

Some poets focused opium in the domestic sphere, and using opium poppies for medicinal uses for the family. In “To Opium,” Henrietta O’Neill’s “Ode to the Poppy,” Anna Seward’s “To the Poppy,” and Sara Coleridge’s “Poppies,” incorporate opium use into the domestic hearth, its medicinal effects aiding in their wifely and motherly duties" (Freeman, 2012, p. 1). Within Victorian women poets who used opium, there was a longing for romantic escape. "Even though the women opium poets seek escape, they are, nonetheless,  concerned with their duties to their children and their place within the  household, making the opium poems an amalgam of escapist and familial  impulses” (Freeman, 2012, p. 1).

Elizabeth Barrett Browning suffered from pain in her neck and spine, and started with laudanum, but ultimately became addicted to pure morphine. Due to her frail health, Browning was reclusive and stayed at home where she had an extensive library. Quite fortunate in that she had independently inherited money and property from her grandmother and her uncle, she was able to live in a comfortable home and devote herself to reading and writing in French and English. Her work did not directly relate to addiction to morphine, but the desire that is so tacit in Sonnets from the Portuguese (1850), relates to the love that Browning felt for her husband, and also to a darker longing, even a craving, that is never permanently satisfied.

Wilkie Collins, of The Moonstone (1868) and The Woman in White (1860) wrote novels that were shot through with laudanum dreams, addictions, and hints. Collins was, like his friend, Charles Dickens, regularly used laudanum, supposedly to ease the pain of gout, but more probably as the addiction took hold, to ease the pain of withdrawals.

In Armadale (1866), the murderous anti-heroine, Lydia Gwilt, is a charming and deeply damaged femme fatale, who maintains a diary in which she opens up her heart and writes frankly of her passions, her rage, her obsessions, her calculating progress toward her ultimate goal (seducing and then killing for money, which is intermixed with self-loathing, jealousy, desire, and a weirdly pure love). The is one of the rawest, most honest voices in Victorian fiction, and it’s fascinating to read her diaries. What is more remarkable is that her voice was written by a man, Wilkie Collins. Perhaps the only other conniving femme fatales who approach Miss Gwilt’s melodramatic voice are the heroines (anti-heroines) of another sensation novel writer, Mary Elizabeth Braddon.

In Armadale, Lydia Gwilt mesmerizes with her self-awareness, and her intentionality when she reflects on how she impacts people upon first sight. Lydia is Machiavellian, but in her cold calculations are rage and despair; revenge and craving for love. The idea that she must regularly rebuild her own essence reminds one of Lacan’s notion of the looking glass self; a sense of identity built on what one sees reflected in another’s eyes). She uses her understanding for evil, of course, and very quickly learns how to skillfully apply makeup to appear much younger, and also how to preserve her angelic face and slim, youthful figure.  Her plan is to lure a man she has hated since childhood to his death. In the meantime, she wrestles with herself as she addresses her own doubts and misgivings, framed in her addiction to laudanum, which she uses to assuage pain – her psychic, soul-hurt pain.


https://archive.org/details/armadale01coll p. 272

Opium addiction did not confine itself to the literary world. Victorian England was awash with not just laudanum, but all kinds of remedies and drinks meant for all age groups (including fussy or colicky babies). There was a significant mortality rate, but there was little public alarm or outcry. England was much less regulated than today, and there were many vested interests in the opium trade.

Opium came to England primarily from Turkey, where it was considered the highest quality.  Other opium sources were Afghanistan and India, which supplied raw materials to Anglo-Indian companies, mainly trading companies, who wished to export it to the enormous market of eager potential consumers, China.

Many of heard of the Opium Wars fought by the British on Chinese soil. Few, however, recognize that these wars were fought in order to force China to participate in free trade and to allow imports. The main product that the British wanted to be able to export to China was opium from India and Afghanistan. The Chinese rulers of the Qing Dynasty were resolutely opposed to allowing opium to enter the country, and issues many statements explaining their belief in the pernicious effects of opium on the people (Fay, 1977, p. 21). They resisted, and thus the First Opium War was fought from 1839 – 1842.



The Stacking Room: Opume Factory at Patna, India
Storage of opium at a British East India Company warehouse, c. 1850
http://www.wikiwand.com/en/Opium  

Unfortunately, the Chinese ruling elite could not overcome local corruption, particularly on the level of port authorities and customs officials (Havia, 2003, p. 215). Opium flowed into China through ports such as Shanghai, with terrible results.  According to some estimates, some 90 percent of men under the age 40 in the coastal area were in some degree addicted to opium.  The profits soared for the Anglo-Indian companies exporting to China. Corrupt officials lined their pockets.

[In an Opium Den, Shanghai:  Wikimedia Commons image: https://upload.wikimedia.org/wikipedia/commons/thumb/c/cd/Opium_den.jpg/1214px-Opium_den.jpg]

A second Opium War was fought with England and France uniting against China in order to open trade, of which opium was a very important (although not the only) piece. It lasted from 1856 – 1860, and in the middle of it, opium trade was officially legalized. Opium imports and addiction skyrocketed. By 1880, China was importing more than 6,500 tons of opium a year. Addiction continued, and opium trade-related crime made Shanghai notorious (Macauley, 2009, p. 12). People were kidnapped and transported as slave labor to the American West (railroads), to the point that “Being Shanghaied” became common parlance.

The addiction and attendant corruption and crime were so prevalent that they led to the collapse of the entire Qing Dynasty. When the Qing Dynasty fell in 1914, it was easy for the Japanese to occupy China and the continue the opium trade, continuing to enrich the traders while maintaining a weakened, humiliated populace of addicts, criminal gangs, and corrupt officials.  In fact, the degradation was so complete that it became one of the rallying cries and points of unity of the Communist Party, which pointed to “foreign devils” who were allowed to destroy China’s heritage, culture, and people (Macauley, 2009, p. 12).

In the meantime, back in England, opioids such as laudanum, along with other medicines were regulated, and the unofficial use of the drugs was criminalized.  Laudanum was no longer easily accessible, and the opiates were taken out of products intended for daily use.  In the 20th century, opium addiction flared up again, but opioid use was in no way so commonplace as it was in the 19th century, and further, the 20th century variants (heroin, prescription pain medication, powerful synthetic concentrates of opioids) were more likely to incapacitate and kill, rather than allow respite from pain and at least a level of creative productivity. The opium dens which were made illegal in China reemerged in the post WWI Paris described Somerset Maugham’s The Razor’s Edge.

French Opium Den
https://commons.wikimedia.org/wiki/File:French_opium_den.jpg


The Parisian opium dens became a place of self-abasement and degradation as in the case of Sophie, a woman traumatized after the loss of her husband and baby after being hit by a drunk driver who becomes an addict and prostitute in a Parisian opium den, and a symbol of post-WWI Lost Generation nihilistic self-destruction.

****ANNOUNCEMENT:  Texture Press will be issuing a Call for Submissions for an anthology of addiction, dealing with theory (theoretical foundations which include the commodification of addiction, consumer culture and addiction, short fiction, essays, poetry, black and white photography, sketches / cartoons). ***

References

Browning, Elizabeth Barrett. (1850) Sonnets from the Portuguese. http://www.gutenberg.org/ebooks/2002

Coleridge, Samuel Taylor. (1817)  Biographia Literaria. https://www.gutenberg.org/files/6081/6081-h/6081-h.htm

Coleridge, Sara (1855). “Poppies” PoetryExplorer http://www.poetryexplorer.net/poem.php?id=10049655

Collins, Wilkie.  (1866) Armadale. http://www.gutenberg.org/ebooks/1895

DeQuincey, Thomas. (1821) Confessions of an English Opium Eater. https://www.gutenberg.org/files/2040/2040-h/2040-h.htm

Fay, Peter Ward. (1977) Was the Opium War of 1840-42 a Just War?  Ch'ing-shih wen-t'i, Volume 3, Supplement 1, 1977, pp. 17-31

Freeman, Hannah Cowles (2012) "Opium Use and Romantic Women's Poetry" South Central Review, Volume 29, Number 1 & 2, Spring & Summer 2012, pp. 1-20

Havia, James Louis. (2003) "Opium, Empire, and Modern History" China Review International, Volume 10, Number 2, Fall 2003, pp. 307-326.

Macauley, Melissa. (2009) "Small Time Crooks: Opium, Migrants, and the War on Drugs in China, 1819–1860" Late Imperial China, Volume 30, Number 1, June 2009, pp. 1-47

O’Neill, Henrietta. (1785) “Ode to the Poppy” All Poetry https://allpoetry.com/poem/8574257-Ode-To-The-Poppy-by-Henrietta-O-Neill

 Seward, Anna. (1799) “Sonnet: To the Poppy” Poetry Foundation. https://www.poetryfoundation.org/poems/51887/sonnet-to-the-poppy-while-summer-roses-all-their-glory-yield







Friday, December 08, 2017

Strategies for Repurposing Content to Build High-Value Online Educational Offerings


One of the best methods for building revenue and sales for technical products and services is to provide education and training. However, it’s not always easy to organize the training, or to know what to offer. There are advantages and disadvantages for each form of education. They can be standalone, and they can also be bundled to create online units that can be place in sequences to help master a topic, or to provide review for those that require complementary skills or content.

Assuring the Best Granularity / Building Block approach
--Training and professional development content
--Identify purposes
--White Papers
--Podcasts / Audio
--Webinars
--Training manuals
--Stand-alone assessments (test your knowledge, etc.)
--Stages and sequences – tie to individual’s career development
--Types of content and how to match to products

sketch by susan smith nash


Steps for Selecting the Best Speakers/Instructors and Subject Matter Experts for Your Program
·    --Identify what you want to accomplish
·      --Is this a one-off or part of a series?
·      --How advanced are your learners?
·         --How technical is your instructor?
·               -- Match-making: your instructor, the style, the assessment, the materials
          _Use a Guru! 
·               -- How will your SME perform?  How will the “face” deliver the content?
·               -- It is a lot more than content: sequence, style, clarity, charisma, chunking, scaffolding, assessment, mastery learning, and more


     How do you plan to market your course? The best of the best?
·         --Guide on the side? Self-Directed? Independent “Discovery” learning?
·         --Fail-safe your experts: Backup texts and assessments




How to Select the Best LMS or VLE for your Organization  
·        --Learning Management System? Or, Virtual Learning Environment?
·        -- What’s the difference between an LMS and a VLE?
·         --What are you using your e-learning for? What are your goals and overall purpose?
·        -- How many people will be using the training?  Students?
·        --How much input will the internal administrators, SMEs, etc. have?
·        -- What do you have to show credentialing or regulatory bodies in order to achieve compliance?
 
Concluding Thoughts 
Course and curriculum needs change. Careers, jobs, and skills paths change. The person who was learning to program Ruby on Rails and Java yesterday for a shopping cart application could be cryptocurrency mining for Bitcoin tomorrow. Make sure that your approach is flexible.







Wednesday, November 22, 2017

Low-Cost Tech Tools for E-Learning Course Creation

There are a number of "one stop shopping" cloud solutions, but they can be expensive or limited. You can build your own solution if you use low-cost tools.

Here are some of my favorites:

Audio editing:  Audacity http://www.audacityteam.org/
Video editing: YouTube http://www.youtube.com
Collaboration content generation:  Google Apps, including Doc, Sheets, Slides

Webcasts / animated presentations:  Screencast-o-matic (http://www.screencast-o-matic.com)
Animated presentations: Knovio  (http://www.knovio.com)
Template presentations: emaze (https://www.emaze.com)

Animation: Powtoon (http://www.powtoon.com)
LMS / VLE Solution: Moodle Cloud (http://www.moodlecloud.com) and Canvas https://canvas.instructure.com/login/canvas)
Adaptive Learning: Smart Sparrow https://www.smartsparrow.com/

Synchronous and Archivable Webinar Solution: Big Blue Button https://bigbluebutton.org/
Online classroom management: Edmodo https://www.edmodo.com/
Quiz and poll generators: ProProfs https://www.proprofs.com/

Free images:  Pixabay https://pixabay.com/  Wikimedia
Photo editing:  Cloud-based – Ipiccy https://ipiccy.com/
Photo editing:  PicMonkey http://www.picmonkey.com
Image editing (must download):  GIMP https://www.gimp.org/

Stripping out Word macros:  Notepad++ (http://notepad-plus-plus.org )
HTML editor: SeaMonkey Project https://www.seamonkey-project.org/

Immersive Experiences:  Thinglink http://www.thinglink.com/
Free Multiple Choice Test Maker:  TestMoz  https://testmoz.com/







Monday, November 20, 2017

Quality Checklist for Training and Professional Development Courses for Associations

The members of associations and professional societies share common goals and interests; the most important of these tends to be professional advancement, enhanced knowledge, and networking.

At the center of achieving professional development is often formal training taught by experts, with credits officially awarded at the end, and records maintained by the organization.

Because the organizations represent the profession, they are under an ethical as well as a practical obligation to maintain high quality. However, it’s not always easy to develop a course template or set of criteria.

For convenience, here is a quick checklist of content and quality attributes to be sure to include in your courses.  Keep in mind that this is simply a quick checklist. If you would like a more detailed description, and an explanation of how to build the course itself for online, on-site, or hybrid delivery, there are a number of in-depth guides which I refer to at the end of this post.


Checklist of Content and Quality Attributes
Here are the essential elements that you need to include in your courses.  You may wish to formalize the list, format, fonts, etc in what is commonly referred to as a Course Design Document (CDD), which also includes instructional design guidelines. 
At the same time, you may wish to create a template.

•    Title of the course and the reason for its relevance
•    Learning objectives:  What will the measurable outcomes be?  What should the learner be able to do or demonstrate at the end of the course? What are the criteria for success?
•    Overview / brief description of the course
•    Bullet point of topics covered
•    Course materials:  Map them to the learning objectives

        * Main content
        * Engagers
        * Check your knowledge / interactive activities

•    Collaborative and individual activities:  Map them to the learning objectives
•    Assessment strategy:
  •     Activities in course – do they count?  How much? Why?
  •     Class participation and collaborations – How do they count?
  •     Final projects or exams
    • Rubric
    • Minimum passing score
    • Practice for multiple choice
Checklist of Instructor Qualifications 
In order to satisfy quality standards, it is important that your instructor and main subject matter expert(s) and that they have pertinent experience.
•    Relevant Experience
•    Educational qualifications
•    Experience in instruction

Checklist for Utilizing Learning Analytics and Effective Evaluations to Ensure High Quality Training:
As you review your course and the way you anticipate that the students will interact and engage with it, take a moment to develop a profile of your learners, their attributes, and learning goals. What are their needs?  Understanding the audience will help shape the following:
  • Learning Outcomes
  • Course outcomes
  • Course Design Document to tie LOs to content and assessment
  • Types of analytics that are available
  • Mastery learning
  • Time on task
  • Collaborations
  • Discussion
  • Formative evaluations
  • Engaging analytics (Did You Know?)
  • Summative evaluations
  • Assessments tying to learning outcomes
As you plan the courses, be sure to make sure that they are up to date, relevant, and they address current and emerging needs and trends.

References (please contact Susan for a free pdf of each).

Nash, Susan S. (2009) E-Learner Survival Guide. Norman, OK: Texture Press.

PDF (free)
http://zenzebra.net/elearner-survival-guide.pdf

Nash, Susan S. (2013) E-Learning Success: From Courses to Careers. Norman, OK: Texture Press.
https://www.amazon.com/Learning-Success-Courses-Careers/dp/0985008105

Thursday, November 02, 2017

Avoiding the Dangers of Dual Enrollment: Fast-Track to a Degree or Disaster?

In some institutions it’s called “concurrent enrollment.” In others, it’s “dual.” In both cases, the goal is the same: take courses that count toward both high school graduation and a college degree (usually a two-year associate’s degree.) Under ideal circumstances, it's a "win" for everyone -- students get a head start toward their degrees, parents save money and time, professors get to work with motivated students, colleges boost enrollment, and high schools can offer courses they could not ordinarily afford. But, like every utopian scenario, there's a dark side here. Promising honor students -- sophomores, perhaps even freshmen in high school, run the risk of developing a college transcript that is pock-marked by scholarship-killing C's and D's. If you're considering getting involved in dual-enrollment on any level, please take a moment to familiarize yourself with the pro's, con's, and strategies for success for dual enrollment courses.



What is “dual enrollment”?
In the past, students could get a head start on college credit by taking Advanced Placement courses (AP) and by taking credit by exam tests (CLEP, etc.). But, with high school budget crises, being able to offer the courses and the prep courses became too onerous. So, many colleges and universities have decided to offer “dual enrollment” courses, which are offered to high school students, who can take them online.

What are the main benefits of “dual enrollment”?
The great benefit of dual enrollment is that after taking the courses, the students will graduate with a two-year associate’s degree as well as their high school diploma. Plus, they will have completed their general education requirements.

How old is the average student?
I’ve been surprised to find that students in the dual enrollment courses are as young as 15. They are bright and eager, but I often wonder if their parents realize how high the stakes are if they are not able to retake courses and replace the grades in their transcripts.

College Courses: Until now, the courses have focused on the adult learner
Also, the courses that are developed for universities are often developed with adult learners in mind. In doing so, they utilized Malcolm Knowles’s notions of androgogy (as opposed to pedagogy), and rely a great deal upon scaffolding and building on experience and prior knowledge. Not many 15 year olds have the life experience and prior knowledge of an adult who is returning to school. And yet, many community colleges have as their primary mission to reach the adult students who are returning to school many years after high school. The result is that the instructional materials, instructional strategy, and assessment strategies may be out of sync. 

What is the student expected to do?
The student is expected to be prepared to take online courses offered by the college provider. They have been developed in accordance with best practices and accreditation requirements.  

Is the young high school student REALLY ready for dual enrollment courses originally designed for returning-to-school adults?
The short answer is “hardly ever.” The average high school student will often have a steep learning curve as well as serious time management problems, not to mention feelings of frustration with a format that is very unlike that of high school.

What is the situation and how can a dual enrollment student succeed?
I recommend that the student work with a qualified coach and mentor, ideally one with a master’s or Ph.D. with experience in both online programs and working with adults, at-risk, and high school students.

A Personal Perspective
I have worked with dual-enrollment students over the last two years at two different institutions. I have come to the conclusion that a significant percentage will fail under ordinary circumstances.
And, if they do not fail, they will fall far short of their actual potential, primarily because of
a) technical difficulties;
b) communication issues;
c) failure to self-regulate;
d) frustration;
e) poor understanding of the way to prepare yourself for today’s online courses;
and, above all,
f) the need for a guide and/or mentor who will coach them through it.
In conclusion, here are a few pointers for dual enrollment students and the instructors who work with them:

1. Remember how students can get off to a bad start: They often check in late, and do not review the entire course to familiarize themselves. They do not make a calendar for themselves, or create a checklist of requirements.

2.  Avoid misunderstanding  the role of the discussion board: Students often do not realize that the purpose of the discussion board is interaction, and they do not write substantive responses, nor do they read the posts of other students.

3.  Avoid procedural errors – back up and building blocks: Students often write their answers directly into the empty answer box in the learning management system, rather than writing it into a Word document, which can then be copied and pasted into the answer block.

4.  Remember to communicate with your professor in more than one way.

5.  Plan. Don’t miss deadlines. Remember that some professors will lock down the discussions and dropboxes.

6.  Keep in mind that your fellow students can help you. Peers mean help, support, and a learning community.

7.  Avoid reading, re-reading, and still not understanding – Develop a good note-taking approach.

8.  Practice for great test resuls – Develop test-taking strategies

9.  Focus on good writing skills – Remember that neglecting the small things will add up to big problems

10.  Don't forget to read the texts – Learn how to read them and not get lost.

11.  Employ active reading, probing and outlining – Develop frameworks for your brain.

Friday, October 27, 2017

Interview with Melissa Shang: Wheeling through Middle School

Young writers are doing great things. Welcome to an interview with Melissa Shang who wrote Wheeling Through Middle School when she was 8th grade. It explores the impact of bullying on a girl in a wheelchair while it introduces a mystery. The book draws from Melissa's own experiences.

1.  What is your name and the name of your book?
My name is Melissa Shang and the name of my book is Mia Lee Is Wheeling Through Middle School.

Melissa Shang, author of Mia Lee Is Wheeling Through Middle School
2.  What is your book about? 

Mia Lee Is Wheeling Through Middle School is about a sixth grade stop-motion filmmaker in a wheelchair called Mia Lee and her experiences during her first year of middle school. In this book, Mia makes new friends, runs for Video Production Club president, and has to deal with a middle school mean girl. When Mia’s campaign posters get stolen, Mia and her friends are on a mission to figure out who stole them, and get themselves into exciting adventures along the way.

Cover for the book, Mia Lee Is Wheeling Through Middle School
3.  How did you get interested in writing?  Why did you choose to write about a middle school girl who uses a wheelchair for mobility?  
I’ve loved reading for as long as I can remember. When I was younger, I remember going to the library every week to get new books. I love how reading gives people of all ages the ability to go into a new world and experience different things while physically never having to leave the house. Through reading so much, I started gaining an appreciation for the art of writing. However, out of all the books I’ve read, I’ve never read a story starring a girl with a disability. So many people don’t know anything about disabilities and what it’s really like to have a disability because they don’t see them represented in stories. And I wanted to change that. So I wrote Mia, the main character, as someone who used a wheelchair like myself. Instead of seeing the wheelchair from the outside, readers actually get to understand Mia’s perspective from the inside.

4.  Is your book drawn from personal experience?  How much? Why?
 Most of the book was drawn from personal experience starting middle school. For example, Mia’s friends Caroline, Rory, and Daniela were based off of my friends in middle school. Caroline is based off of my best friend Cassie, who I’ve also known since first grade. Also, like Mia, I love to film stop-motion videos of my dolls and post them on Youtube, and obviously, I also have a disability. While I wanted to keep the book as true to my life as possible, I also wanted it to be interesting and entertaining. I don’t normally solve that many mysteries!

5.  What are some of the most challenging aspects of middle school?  Have you observed bullying?  What kind? Is there anything that can be done? 
While I didn’t have direct experiences of bullying in middle school, the biggest challenge in middle school is making friends while being yourself. A lot of kids in middle school get really caught up with fitting in and being popular that they forget to be true to themselves. My main advice for middle school is to be open to new experiences while not forgetting to stay true to themselves. You see this with Mia and Caroline when on the first day, Mia just wants to move on and forget all their old traditions, but Caroline isn’t willing to try new things. Having a balance of both is the way to go.

6.  Do you think that Mia Lee Is Wheeling Through Middle School is just about kids with disabilities, or is it about something else as well?  What might those things be?
 Mia Lee is Wheeling Through Middle School is definitely not only about kids with disabilities. A big part of Mia Lee is Wheeling Through Middle School is actually about friendship and the way friendship can change as you grow up. Mia and Caroline started off as best friends forever, and Caroline was really afraid of losing that. However, by the end of the book, Caroline and Mia are part of this great new group of friends and their friendship has reached this new level. I think this is something that a lot of kids go through, with or without a disability. It was just important to me to show that kids with disabilities go through it as well.

7.  Are you working on anything now?
Right now, I’m in ninth grade, and I just started high school in a completely new school district after my family moved. I’m currently focusing on adjusting to high school, making new friends, and getting good grades, but I’m always looking for ways to stand up for people with disabilities and make my voice heard.

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