• A lire ! Le monopoles des entreprises de technologies et la façon dont ils ligotent leur adhérents - I care about monopolies for exactly one reason: self-determination. I don’t care about competition as an end unto itself, or fetishize “choice” for its own sake. What I care about is your ability to live your life in the way you think will suit you, to the greatest extent possible, and taking into account the obvious limits when other people’s needs and wants conflict with you realizing your own desires.

    We live in a world of vast and increasing monopoli­zation, with one, two, or a few companies controlling everything from the arts (publishing, movies, music, streaming, comics, bookselling, movie theaters, tal­ent agencies, games, wrestling) to finance (banks, investment funds, auditors, bond-rating agencies) to agribusiness (seeds, livestock, tractors, fertilizer, pesticides, precision agriculture) and everything in between (radio stations, cruise lines, cheerleader uniforms, pharmaceuticals, glass bottles, airlines, eyeglasses, athletic shoes, fast food, food delivery, pet food).

    When just a few people have the ultimate say over what you can read, or where you can work, or how our food is grown, or even what you feed your cat, you’d better hope that they value the same things as you!

    Of course, the executives who run these corpora­tions don’t assume you want the same things as they do. When Mark Zuckerberg set out to buy Instagram, he unwisely sent a series of emails to Facebook’s CFO setting out the case for the acquisition, namely, that younger users no longer liked Facebook, so much so that they were quitting his company’s service and signing up for Instagram. Zuckerberg wanted to buy Instagram so that users who had the gall to live their lives according to their own priorities (and not his shareholders’ priorities) would be thwarted. He wanted to make sure that wherever Facebook’s defectors found a new online home, he’d be able to control them, spy on them, and make money from them. https://locusmag.com/2021/07/cory-doctorow-tech-monopolies-and-the-insufficient-necessity-of-interopera
    #MediasSociaux #HighTech

  • Une toute nouvelle Tesla « Plaid » prend feu avec le conducteur au volant

    Une toute nouvelle Tesla Model S « Plaid » a pris feu en Pennsylvanie aux Etats-Unis, avec son conducteur au volant, lequel a eu du mal à sortir du véhicule, selon les autorités et les avocats de l’automobiliste. L’accident s’est passé mardi soir à Haverford, non loin de Philadelphie, ont détaillé dans un communiqué vendredi les pompiers de Lower Merion.

    « En raison de l’ampleur du feu et du type de véhicule impliqué » , plusieurs compagnies ont été dépêchées sur place, ont précisé les pompiers qui ont dû arroser la voiture pendant plus de deux heures pour éteindre l’incendie. Selon des avocats affirmant représenter le conducteur, ce dernier était au volant lorsque le véhicule s’est spontanément embrasé. Il a temporairement été coincé à l’intérieur avant de pouvoir en sortir. L’essentiel de la carrosserie et de l’intérieur du véhicule ont brûlé, montrent des photos postées sur le site des pompiers. . . . . . . .

    Dans un message transmis à l’AFP, Mark Geragos du cabinet Geragos & Geragos, qui dit représenter le conducteur, a estimé qu’il s’agissait d’une situation « effrayante » et « d’un problème majeur évident ».

    La suite : https://www.rtbf.be/info/monde/detail_une-toute-nouvelle-tesla-plaid-prend-feu-avec-le-conducteur-au-volant?id
    #tesla #piege_à_cons #elon_musk #baudruche #Actualités_High-Tech #High_Tech #voiture_électrique #IA #algorithme #intelligence_artificielle #technologisme

  • Pris au piège dans une voiture électrique en feu, un homme gravement brûlé à Villeneuve-lès-Béziers Dimanche 13 juin 2021 Par Clara Guichon, France Bleu Hérault
    https://www.francebleu.fr/infos/faits-divers-justice/pris-au-piege-dans-sa-voiture-electrique-un-homme-gravement-blesse-a-vill

    Une voiture électrique a pris feu, ce dimanche 13 juin 2021, sur la commune de Villeneuve-lès-Béziers (Hérault). Les flammes ont blessé deux personnes. L’une d’entre elle est gravement touchée. Selon les secours, près de la moitié de son corps a été brûlé au troisième degré. L’homme a été évacué par hélicoptère. La deuxième personne, plus épargnée par l’incendie, a également été transportée au centre hospitalier. 


    Une quinzaine de sapeurs-pompiers de Béziers sont intervenus (Image d’illustration) © Maxppp - Lionel Le Saulx

    L’enquête doit déterminer les causes de l’incendie. La voiture est en tout cas calcinée. Les flammes se sont étendues sur une surface de 100 m² autour du véhicule. 

     #batterie #électricité #batteries #lithium-ion #transports #mobilité #transport #énergie #Actualités_High-Tech #High_Tech #technologisme #voiture_électrique

  • Quatre explosions de batteries de trottinettes en huit jours, les pompiers de Bruxelles appellent à la vigilance et au respect des règles

    Les pompiers sont intervenus dimanche matin après l’explosion d’une batterie de trottinette qui était en train de charger dans un appartement de la chaussée de Louvain à Evere.

    L’occupant des lieux souffre de brûlures au premier degré. Les pompiers bruxellois recensent quatre incidents similaires en huit jours de temps et appellent les utilisateurs à recharger les batteries de leurs équipements électriques dans les conditions requises par le fabricant.


    L’incident s’est produit vers 5h00. L’habitant était chez lui et a pu déplacer la trottinette jusqu’au jardin où elle a été longtemps aspergée d’eau. La batterie a été placée dans un bac en métal qui a été rempli d’eau afin d’éviter toute reprise. Le résident a été soigné sur place pour de légères brûlures.

    Les pompiers se sont souvent déplacés ces derniers jours pour des cas similaires, notamment par deux fois dans l’entrepôt d’un loueur professionnel de trottinettes électriques.

     #batterie #électricité #batteries #lithium-ion #transport #trottinette #trottinettes #mobilité #transport #gentrification #transports #alternatives_à_la_voiture #énergie #Actualités_High-Tech #High_Tech #technologisme

    Source : https://www.rtbf.be/info/belgique/detail_quatre-explosions-de-batteries-de-trottinettes-en-huit-jours-les-pompier

    • Trigger Warnings | Centre for Teaching Excellence

      A trigger warning is a statement made prior to sharing potentially disturbing content. That content might include graphic references to topics such as #sexual_abuse, #self-harm, #violence, #eating_disorders, and so on, and can take the form of an #image, #video_clip, #audio_clip, or piece of #text. In an #academic_context, the #instructor delivers these messages in order to allow students to prepare emotionally for the content or to decide to forgo interacting with the content.

      Proponents of trigger warnings contend that certain course content can impact the #wellbeing and #academic_performance of students who have experienced corresponding #traumas in their own lives. Such students might not yet be ready to confront a personal #trauma in an academic context. They choose to #avoid it now so that they can deal with it more effectively at a later date – perhaps after they have set up necessary #resources, #supports, or #counselling. Other students might indeed be ready to #confront a personal trauma in an academic context but will benefit from a #forewarning of certain topics so that they can brace themselves prior to (for example) participating in a #classroom discussion about it. Considered from this perspective, trigger warnings give students increased #autonomy over their learning, and are an affirmation that the instructor #cares about their wellbeing.

      However, not everyone agrees that trigger warnings are #necessary or #helpful. For example, some fear that trigger warnings unnecessarily #insulate students from the often harsh #realities of the world with which academics need to engage. Others are concerned that trigger warnings establish a precedent of making instructors or universities legally #responsible for protecting students from #emotional_trauma. Still others argue that it is impossible to anticipate all the topics that might be potentially triggering for students.

      Trigger warnings do not mean that students can exempt themselves from completing parts of the coursework. Ideally, a student who is genuinely concerned about being #re-traumatized by forthcoming course content would privately inform the instructor of this concern. The instructor would then accommodate the student by proposing #alternative_content or an alternative learning activity, as with an accommodation necessitated by a learning disability or physical disability.

      The decision to preface potentially disturbing content with a trigger warning is ultimately up to the instructor. An instructor who does so might want to include in the course syllabus a preliminary statement (also known as a “#content_note”), such as the following:

      Our classroom provides an open space for the critical and civil exchange of ideas. Some readings and other content in this course will include topics that some students may find offensive and/or traumatizing. I’ll aim to #forewarn students about potentially disturbing content and I ask all students to help to create an #atmosphere of #mutual_respect and #sensitivity.

      Prior to introducing a potentially disturbing topic in class, an instructor might articulate a #verbal_trigger_warning such as the following:

      Next class our discussion will probably touch on the sexual assault that is depicted in the second last chapter of The White Hotel. This content is disturbing, so I encourage you to prepare yourself emotionally beforehand. If you believe that you will find the discussion to be traumatizing, you may choose to not participate in the discussion or to leave the classroom. You will still, however, be responsible for material that you miss, so if you leave the room for a significant time, please arrange to get notes from another student or see me individually.

      A version of the foregoing trigger warning might also preface written materials:

      The following reading includes a discussion of the harsh treatment experienced by First Nations children in residential schools in the 1950s. This content is disturbing, so I encourage everyone to prepare themselves emotionally before proceeding. If you believe that the reading will be traumatizing for you, then you may choose to forgo it. You will still, however, be responsible for material that you miss, so please arrange to get notes from another student or see me individually.

      Trigger warnings, of course, are not the only answer to disturbing content. Instructional #strategies such as the following can also help students approach challenging material:

      – Give your students as much #advance_notice as possible about potentially disturbing content. A day’s notice might not be enough for a student to prepare emotionally, but two weeks might be.

      – Try to “scaffold” a disturbing topic to students. For example, when beginning a history unit on the Holocaust, don’t start with graphic photographs from Auschwitz. Instead, begin by explaining the historical context, then verbally describe the conditions within the concentration camps, and then introduce the photographic record as needed. Whenever possible, allow students to progress through upsetting material at their own pace.

      – Allow students to interact with disturbing material outside of class. A student might feel more vulnerable watching a documentary about sexual assault while in a classroom than in the security of his or her #home.

      – Provide captions when using video materials: some content is easier to watch while reading captions than while listening to the audio.

      – When necessary, provide written descriptions of graphic images as a substitute for the actual visual content.

      – When disturbing content is under discussion, check in with your students from time to time: #ask them how they are doing, whether they need a #break, and so on. Let them know that you are aware that the material in question is emotionally challenging.

      – Advise students to be #sensitive to their classmates’ #vulnerabilities when they are preparing class presentations.

      – Help your students understand the difference between emotional trauma and #intellectual_discomfort: the former is harmful, as is triggering it in the wrong context (such as in a classroom rather than in therapy); the latter is fundamental to a university education – it means our ideas are being challenged as we struggle to resolve cognitive dissonance.

      https://uwaterloo.ca/centre-for-teaching-excellence/trigger

    • Why Trigger Warnings Don’t Work

      Because trauma #survivors’ #memories are so specific, increasingly used “trigger warnings” are largely #ineffective.

      Fair warning labels at the beginning of movie and book reviews alert the reader that continuing may reveal critical plot points that spoil the story. The acronym NSFW alerts those reading emails or social media posts that the material is not suitable for work. The Motion Picture Association of America provides film ratings to advise about content so that moviegoers can make informed entertainment choices for themselves and their children.

      Enter stage right: Trigger warning.

      A trigger warning, most often found on #social_media and internet sites, alerts the reader that potentially upsetting information may follow. The words trigger warning are often followed by a subtitle such as *Trigger warning: This may be triggering to those who have struggled with _________. Fill in the blank. #Domestic_abuse. #Rape. #Body_image. #Needles. #Pregnancy.

      Trigger warnings have become prevalent online since about 2012. Victim advocate Gayle Crabtree reports that they were in use as early as 1996 in chat rooms she moderated. “We used the words ‘trigger warning,’ ‘#tw,’ ‘#TW,’ and ‘trigger’ early on. …This meant the survivor could see the warning and then decide if she or he wanted to scroll down for the message or not.” Eventually, trigger warnings spread to social media sites including #Tumblr, #Twitter, and #Facebook.

      The term seems to have originated from the use of the word “trigger” to indicate something that cues a #physiological_response, the way pollen may trigger an allergy attack. A trigger in a firearm is a lever that activates the sequence of firing a gun, so it is not surprising that the word was commandeered by those working in the field of #psychology to indicate objects and sensations that cause neurological firing in the brain, which in turn cause #feelings and #thoughts to occur.

      Spoiler alerts allow us to enjoy the movie or book as it unfolds without being influenced by knowledge about what comes next. The NSFW label helps employees comply with workplace policies that prohibit viewing sexually explicit or profane material. Motion picture ratings enable viewers to select movies they are most likely to find entertaining. Trigger warnings, on the other hand, are “designed to prevent people who have an extremely strong and damaging emotional response… to certain subjects from encountering them unaware.”

      Say what?

      Say hogwash!

      Discussions about trigger warnings have made headlines in the New Yorker, the Los Angeles Times, the Guardian, the New Republic, and various other online and print publications. Erin Dean writes that a trigger “is not something that offends one, troubles one, or angers one; it is something that causes an extreme involuntary reaction in which the individual re-experiences past trauma.”

      For those individuals, it is probably true that coming across material that reminds them of a traumatic event is going to be disturbing. Dean’s definition refers to involuntary fear and stress responses common in individuals with Post Traumatic Stress Disorder characterized by intrusive memories, thoughts, or dreams; intense distress at cues that remind the individual of the event; and reactivity to situations, people, or objects that symbolize the event. PTSD can result from personal victimization, accidents, incarceration, natural disasters, or any unexpected injury or threat of injury or death. Research suggests that it results from a combination of genetic predisposition, fear conditioning, and neural and physiological responses that incorporate the body systems and immunological responses. Current theories suggest that PTSD represents “the failure to recover from the normal effects of trauma.” In other words, anyone would be adversely affected by trauma, but natural mechanisms for healing take place in the majority of individuals. The prevalence of PTSD ranges from 1.9 percent in Europe to 3.5 percent in the United States.

      The notion that trigger warnings should be generalized to all social media sites, online journals, and discussion boards is erroneous.

      Some discussions have asserted that because between one in four and one in five women have been sexually abused, trigger warnings are necessary to protect vast numbers of victims from being re-traumatized. However, research shows that the majority of trauma-exposed persons do not develop PTSD. This does not mean they aren’t affected by trauma, but that they do not develop clinically significant symptoms, distress, or impairment in daily functioning. The notion that trigger warnings should be generalized to all social media sites, online journals, and discussion boards is erroneous. Now some students are pushing for trigger warnings on college class syllabi and reading lists.

      But what?

      Balderdash!

      But wait, before people get all riled up, I’d like to say that yes, I have experienced trauma in my life.

      I wore a skirt the first time George hit me. I know this because I remember scrunching my skirt around my waist and balancing in heels while I squatted over a hole in the concrete floor to take a piss. We were in Tijuana. The stench of excrement made my stomach queasy with too much tequila. I wanted to retch.

      We returned to our hotel room. I slid out of my blouse and skirt. He stripped to nothing and lay on the double bed. He was drinking Rompope from the bottle, a kind of Mexican eggnog: strong, sweet, and marketed for its excellent spunk. It’s a thick yellow rum concoction with eggs, sugar, and almond side notes. George wanted to have sex. We bickered and argued as drunks sometimes do. I said something — I know this because I always said something — and he hit me. He grabbed me by the hair and hit me again. “We’re going dancing,” he said.

      “I don’t feel like dancing — “

      “Fine. Stay.”

      The world was tilting at an angle I didn’t recognize. The mathematician Matt Tweed writes that atoms are made up of almost completely empty space. To grasp the vast nothingness, he asks the reader to imagine a cat twirling a bumblebee on the end of a half-mile long string. That’s how much emptiness there is between the nucleus and the electron. There was more space than that between George and me. I remember thinking: I am in a foreign country. I don’t speak Spanish. I have no money. We went dancing.

      Labeling a topic or theme is useless because of the way our brains work. The labels that we give trauma (assault, sexual abuse, rape) are not the primary source of triggers. Memories are, and not just memories, but very specific, insidious, and personally individualized details lodged in our brain at the time of the trauma encoded as memory. Details can include faces, places, sounds, smells, tastes, voices, body positions, time of day, or any other sensate qualities that were present during a traumatic incident.

      If I see a particular shade of yellow or smell a sickly sweet rum drink, I’m reminded of my head being yanked by someone who held a handful of my hair in his fist. A forest green Plymouth Duster (the car we drove) will too. The word assault does not. The words domestic violence don’t either. The specificity of details seared in my mind invokes memory.

      Last year a driver slammed into the back of my car on the freeway. The word tailgate is not a trigger. Nor is the word accident. The flash of another car suddenly encroaching in my rearview mirror is. In my mid-20s, I drove my younger sister (sobbing, wrapped in a bed sheet) to the hospital where two male officers explained they were going to pluck her pubic hair for a rape kit. When I see tweezers in a hospital, I flash back to that awful moment. For my sister, other things may be triggers: the moonlight shining on the edge of a knife. The shadow of a person back lit in a doorway. An Hispanic man’s accent. If we were going to insist on trigger warnings that work, they would need to look something like this:

      Trigger warning: Rompope.

      Trigger warning: a woman wrapped in a bed sheet.

      Trigger warning: the blade of a knife.

      The variability of human #perception and traumatic recall makes it impossible to provide the necessary specificity for trigger warnings to be effective. The nature of specificity is, in part, one reason that treatment for traumatic memories involves safely re-engaging with the images that populate the survivor’s memory of the event. According to Dr. Mark Beuger, an addiction psychiatrist at Deerfield Behavioral Health of Warren (PA), the goal of PTSD treatment is “to allow for processing of the traumatic experience without becoming so emotional that processing is impossible.” By creating a coherent narrative of the past event through telling and retelling the story to a clinician, survivors confront their fears and gain mastery over their thoughts and feelings.

      If a survivor has had adequate clinical support, they could engage online with thoughts or ideas that previously had been avoided.

      According to the National Center for Health, “#Avoidance is a maladaptive #control_strategy… resulting in maintenance of perceived current threat. In line with this, trauma-focused treatments stress the role of avoidance in the maintenance of PTSD. Prolonged exposure to safe but anxiety-provoking trauma-related stimuli is considered a treatment of choice for PTSD.” Avoidance involves distancing oneself from cues, reminders, or situations that remind one of the event that can result in increased #social_withdrawal. Trigger warnings increase social withdrawal, which contributes to feelings of #isolation. If a survivor who suffers from PTSD has had adequate clinical support, they could engage online with thoughts or ideas that previously had been avoided. The individual is in charge of each word he or she reads. At any time, one may close a book or click a screen shut on the computer. What is safer than that? Conversely, trigger warnings perpetuate avoidance. Because the intrusive memories and thoughts are internal, trigger warnings suggest, “Wait! Don’t go here. I need to protect you from yourself.”

      The argument that trigger warnings help to protect those who have suffered trauma is false. Most people who have experienced trauma do not require preemptive protection. Some may argue that it would be kind to avoid causing others distress with upsetting language and images. But is it? Doesn’t it sometimes take facing the horrific images encountered in trauma to effect change in ourselves and in the world?

      A few weeks ago, I came across a video about Boko Haram’s treatment of a kidnapped schoolgirl. The girl was blindfolded. A man was digging a hole in dry soil. It quickly became evident, as he ushered the girl into the hole, that this would not end well. I felt anxious as several men began shoveling soil in around her while she spoke to them in a language I could not understand. I considered clicking away as my unease and horror grew. But I also felt compelled to know what happened to this girl. In the 11-minute video, she is buried up to her neck.

      All the while, she speaks to her captors, who eventually move out of the frame of the scene. Rocks begin pelting the girl’s head. One after the other strikes her as I stared, horrified, until finally, her head lay motionless at an angle that could only imply death. That video (now confirmed to be a stoning in Somalia rather than by Boko Haram) forever changed my level of concern about young girls kidnapped in other countries.

      We are changed by what we #witness. Had the video contained a trigger warning about gruesome death, I would not have watched it. Weeks later, I would have been spared the rush of feelings I felt when a friend posted a photo of her daughter playfully buried by her brothers in the sand. I would have been spared knowing such horrors occur. But would the world be a better place for my not knowing? Knowledge helps us prioritize our responsibilities in the world. Don’t we want engaged, knowledgeable citizens striving for a better world?

      Recently, the idea of trigger warnings has leapt the gulch between social media and academic settings. #Universities are dabbling with #policies that encourage professors to provide trigger warnings for their classes because of #complaints filed by students. Isn’t the syllabus warning enough? Can’t individual students be responsible for researching the class content and reading #materials before they enroll? One of the benefits of broad exposure to literature and art in education is Theory of Mind, the idea that human beings have the capacity to recognize and understand that other people have thoughts and desires that are different from one’s own. Do we want #higher_education to comprise solely literature and ideas that feel safe to everyone? Could we even agree on what that would be?

      Art occurs at the intersection of experience and danger. It can be risky, subversive, and offensive. Literature encompasses ideas both repugnant and redemptive. News about very difficult subjects is worth sharing. As writers, don’t we want our readers to have the space to respond authentically to the story? As human beings, don’t we want others to understand that we can empathize without sharing the same points of view?

      Trigger warnings fail to warn us of the very things that might cause us to remember our trauma. They insulate. They cause isolation. A trigger warning says, “Be careful. This might be too much for you.” It says, “I don’t trust you can handle it.” As a reader, that’s not a message I want to encounter. As a writer, that is not the message I want to convey.

      Trigger warnings?

      Poppycock.

      http://www.stirjournal.com/2014/09/15/trigger-what-why-trigger-warnings-dont-work

    • Essay on why a professor is adding a trigger warning to his #syllabus

      Trigger warnings in the classroom have been the subject of tremendous #debate in recent weeks, but it’s striking how little the discussion has contemplated what actual trigger warnings in actual classrooms might plausibly look like.

      The debate began with demands for trigger warnings by student governments with no power to compel them and suggestions by #administrators (made and retracted) that #faculty consider them. From there the ball was picked up mostly by observers outside higher ed who presented various #arguments for and against, and by professors who repudiated the whole idea.

      What we haven’t heard much of so far are the voices of professors who are sympathetic to the idea of such warnings talking about what they might look like and how they might operate.

      As it turns out, I’m one of those professors, and I think that discussion is long overdue. I teach history at Hostos Community College of the City University of New York, and starting this summer I’m going to be including a trigger warning in my syllabus.

      I’d like to say a few things about why.

      An Alternative Point of View

      To start off, I think it’s important to be clear about what trigger warnings are, and what purpose they’re intended to serve. Such warnings are often framed — and not just by critics — as a “you may not want to read this” notice, one that’s directed specifically at survivors of trauma. But their actual #purpose is considerably broader.

      Part of the confusion arises from the word “trigger” itself. Originating in the psychological literature, the #term can be misleading in a #non-clinical context, and indeed many people who favor such warnings prefer to call them “#content_warnings” for that reason. It’s not just trauma survivors who may be distracted or derailed by shocking or troubling material, after all. It’s any of us, and a significant part of the distraction comes not from the material itself but from the context in which it’s presented.

      In the original cut of the 1933 version of the film “King Kong,” there was a scene (depicting an attack by a giant spider) that was so graphic that the director removed it before release. He took it out, it’s said, not because of concerns about excessive violence, but because the intensity of the scene ruined the movie — once you saw the sailors get eaten by the spider, the rest of the film passed by you in a haze.

      A similar concern provides a big part of the impetus for content warnings. These warnings prepare the reader for what’s coming, so their #attention isn’t hijacked when it arrives. Even a pleasant surprise can be #distracting, and if the surprise is unpleasant the distraction will be that much more severe.

      I write quite a bit online, and I hardly ever use content warnings myself. I respect the impulse to provide them, but in my experience a well-written title and lead paragraph can usually do the job more effectively and less obtrusively.

      A classroom environment is different, though, for a few reasons. First, it’s a shared space — for the 75 minutes of the class session and the 15 weeks of the semester, we’re pretty much all #stuck with one another, and that fact imposes #interpersonal_obligations on us that don’t exist between writer and reader. Second, it’s an interactive space — it’s a #conversation, not a monologue, and I have a #responsibility to encourage that conversation as best I can. Finally, it’s an unpredictable space — a lot of my students have never previously encountered some of the material we cover in my classes, or haven’t encountered it in the way it’s taught at the college level, and don’t have any clear sense of what to expect.

      For all these reasons, I’ve concluded that it would be sound #pedagogy for me to give my students notice about some of the #challenging_material we’ll be covering in class — material relating to racial and sexual oppression, for instance, and to ethnic and religious conflict — as well as some information about their rights and responsibilities in responding to it. Starting with the summer semester, as a result, I’ll be discussing these issues during the first class meeting and including a notice about them in the syllabus.

      My current draft of that notice reads as follows:

      Course Content Note

      At times this semester we will be discussing historical events that may be disturbing, even traumatizing, to some students. If you ever feel the need to step outside during one of these discussions, either for a short time or for the rest of the class session, you may always do so without academic penalty. (You will, however, be responsible for any material you miss. If you do leave the room for a significant time, please make arrangements to get notes from another student or see me individually.)

      If you ever wish to discuss your personal reactions to this material, either with the class or with me afterwards, I welcome such discussion as an appropriate part of our coursework.

      That’s it. That’s my content warning. That’s all it is.

      I should say as well that nothing in these two paragraphs represents a change in my teaching practice. I have always assumed that if a student steps out of the classroom they’ve got a good reason, and I don’t keep tabs on them when they do. If a student is made uncomfortable by something that happens in class, I’m always glad when they come talk to me about it — I’ve found we usually both learn something from such exchanges. And of course students are still responsible for mastering all the course material, just as they’ve always been.

      So why the note, if everything in it reflects the rules of my classroom as they’ve always existed? Because, again, it’s my job as a professor to facilitate class discussion.

      A few years ago one of my students came to talk to me after class, distraught. She was a student teacher in a New York City junior high school, working with a social studies teacher. The teacher was white, and almost all of his students were, like my student, black. That week, she said, one of the classes had arrived at the point in the semester given over to the discussion of slavery, and at the start of the class the teacher had gotten up, buried his nose in his notes, and started into the lecture without any introduction. The students were visibly upset by what they were hearing, but the teacher just kept going until the end of the period, at which point he finished the lecture, put down his papers, and sent them on to math class.

      My student was appalled. She liked these kids, and she could see that they were hurting. They were angry, they were confused, and they had been given nothing to do with their #emotions. She asked me for advice, and I had very little to offer, but I left our meeting thinking that it would have been better for the teacher to have skipped that material entirely than to have taught it the way he did.

      History is often ugly. History is often troubling. History is often heartbreaking. As a professor, I have an #obligation to my students to raise those difficult subjects, but I also have an obligation to raise them in a way that provokes a productive reckoning with the material.

      And that reckoning can only take place if my students know that I understand that this material is not merely academic, that they are coming to it as whole people with a wide range of experiences, and that the journey we’re going on #together may at times be #painful.

      It’s not coddling them to acknowledge that. In fact, it’s just the opposite.

      https://www.insidehighered.com/views/2014/05/29/essay-why-professor-adding-trigger-warning-his-syllabus

  • Susan Wojcicki, PDG de YouTube, reçoit le prix de la "liberté d’expression" parrainé par YouTube (Newsweek.com)
    https://www.crashdebug.fr/susan-wojcicki-pdg-de-youtube-recoit-le-prix-de-la-liberte-d-expression-p

    Pathétique quand on sait le nombre de chaînes et de vidéos que YouTube ferme ou censure sans prévenir, des gens on perdu des chaînes avec des centaines de milliers d’abonnés, ou d’autres ont été censuré et on du migrer vers des services plus libre. Certains se sont même autocensurés comme Sud Radio, et pourtant il est question de fermer leur chaîne.

    Alors c’est assez drôle que YouTube se gratifie de ’diversifier les points de vues’.

    Bref, c’est ..."Orwellien" à souhait...., aussi on souhaitait vous le passer.

    Amitiés,

    L’Amourfou.

    La PDG de YouTube, Susan Wojcicki, prend la parole sous le regard du maire de San Francisco,

    London Breed, lors d’une conférence de presse à Hamilton Families, le 21 novembre 2019 à

    San Francisco, en Californie. Justin (...)

    #En_vedette #Actualités_High-Tech #High_Tech

  • En Californie, accident mortel avec une Tesla apparemment sans conducteur
    https://www.rts.ch/info/monde/12133551-en-californie-accident-mortel-avec-une-tesla-apparemment-sans-conducteu

    Deux hommes sont morts au Texas dans l’accident d’une Tesla à bord de laquelle il n’y avait apparemment personne derrière le volant, ont indiqué dimanche le Wall Street Journal et la chaîne de télévision locale KPRC2.
    Le véhicule roulait à vive allure quand il s’est écrasé samedi soir contre un arbre et a pris feu, selon ces médias. Les autorités n’ont retrouvé que deux individus, l’un à la place du passager et l’autre sur le siège arrière.

    https://www.rts.ch/2021/04/19/04/13/12133544.image?w=1280&h=720
    « Les premiers éléments de l’enquête, qui n’est pas encore terminée, montrent qu’il n’y avait personne au volant du véhicule », a indiqué un responsable de la police du comté de Harris, Mark Herman, au Wall Street Journal.

    Ils n’avaient pas encore déterminé dimanche si l’airbag du siège du conducteur s’était déployé et si le système d’assistance à la conduite du véhicule était enclenché au moment de la collision.

    Un véhicule pas encore autonome, selon Tesla
    Sur son site internet, Tesla prévient que les systèmes d’assistance à la conduite qu’ils proposent ne rendent pas le véhicule autonome et que la supervision active d’un conducteur reste nécessaire.

    Mais des vidéos montrent régulièrement des Tesla avec des conducteurs endormis ou sans les mains sur le volant pendant un temps prolongé.
    ats/ther
    #tesla #piege_à_cons #elon_musk #baudruche #Actualités_High-Tech #High_Tech #voiture_électrique #IA #algorithme #intelligence_artificielle #technologisme

    • Les géants du numérique nous prennent-ils pour des idiots ? Anouch Seydtaghia

      Deux Américains sont morts dans l’accident d’une Tesla Model S au Texas. D’après les forces de police, il n’y avait personne au volant au moment des faits. Sommes-nous devenus naïfs face à la technologie ou est-ce la faute des géants de la tech ?

      Un accident mortel lors duquel personne ne conduisait la Tesla Model S, semble-t-il. La voiture est sortie de la route et a heurté un arbre avant de prendre feu. Dans un tweet publié le 18 avril toutefois, le PDG de Tesla, Elon Musk, est formel. Selon lui, l’Autopilot n’était pas en marche au moment de l’accident et il assure que le « Full-Driving System » n’avait pas été acheté pour ce véhicule.

      Est-ce de la faute de Tesla, qui joue sans cesse avec les mots en affirmant que ses voitures sont presque autonomes ? Ou est-ce la faute des occupants du véhicule, qui ont mis leur destin entre les mains d’une technologie non aboutie ?

      Même si ce type d’accident est extrêmement rare, il met en lumière certaines de nos faiblesses, dont celle de trop faire confiance à la technologie.

      Reconnaissance vocale
      Aujourd’hui, les systèmes de reconnaissance vocale sur smartphone font des merveilles. Nous passons de plus en plus de temps, dans les voitures, à dicter nos messages en roulant. Même si nous gardons les yeux sur la route, c’est une source de distraction.
      Plus la technologie évolue, plus la tentation d’aller plus loin est grande, comme de participer à une vidéoconférence depuis son véhicule. Il semblerait que certains installent leur téléphone sur le tableau de bord, ce qui est un comportement illégal et irresponsable.
      Quand les services sont performants et la qualité de connexion puissante, il est difficile, pour certains, de résister à l’envie de pousser de nouvelles limites, quitte à adopter des comportements dangereux.

      Lève la tête avec Google
      Certains géants du numérique pensent alors que les utilisateurs ont besoin d’une application pour que notre téléphone nous enjoigne à regarder autour de nous dans l’espace public. C’est ce qu’estime Google avec l’application « Heads up » qui incitera à regarder devant nous si un mouvement de marche est détecté par le téléphone. Pour l’instant, cette fonctionnalité n‘est disponible que sur les smartphones Pixel de Google.

      En d’autres mots, la société qui nous a rendu accro aux smartphones nous fournit un outil pour éviter de se cogner contre un lampadaire.

      Bien sûr, la technologie permet d’accomplir des choses extraordinaires, mais il faudrait évaluer ce que la technologie nous apporte concrètement, sans « avaler » toutes les innovations comme des moutons. Il est temps d’être un peu plus critique, un peu plus responsable et surtout… un peu moins connecté.

      Source : https://www.rts.ch/info/culture/12152127-les-geants-du-numerique-nous-prennentils-pour-des-idiots.html

  • #Metalist on sexuality/gender/feminism

    ...collection of things I discovered and people made me discover the last days, weeks, years

    “My silences had not protected me. Your silence will not protect you. But for every real word spoken, for every attempt I had ever made to speak those truths for which I am still seeking, I had made contact with other women while we examined the words to fit a world in which we all believed, bridging our differences”

    – Audre Lorde

  • Une Tesla prend feu dans le zoning de Courcelles, plusieurs camions ont brûlé
    https://www.lalibre.be/regions/hainaut/une-tesla-prend-feu-dans-le-zoning-de-courcelles-plusieurs-camions-ont-brule

    Vers 21 heures, les pompiers de la zone Hainaut-Est ont été requis à Courcelles dans le zoning de la Glacerie. Au départ on leur signalait un bâtiment en feu, la fumée était visible à des dizaines de kilomètres.

    Mais sur place, il s’avère que c’était une Tesla qui avait pris feu, signale notre correspondant en contact avec les secours sur place. L’origine n’est pas clairement établie mais il semble bien que ça soit le véhicule qui se soit embrasé, comme déjà vu par ailleurs (en France https://www.dhnet.be/conso/auto-moto/une-voiture-tesla-prend-feu-lors-d-un-essai-dans-le-sud-ouest-de-la-france-57b et à Anvers https://www.dhnet.be/conso/auto-moto/une-voiture-electrique-tesla-prend-feu-alors-qu-elle-etait-en-train-de-charger , par exemple).

    L’impressionnant incendie s’est ensuite communiqué à plusieurs camions à proximité, ce qui explique l’épaisse fumée noire, très visible. Les pompiers de Jumet sont intervenus avec un renfort de Fleurus pour une citerne. Il ne reste rien de la carcasse de la Tesla.

    La police locale de la zone des Trieux a indiqué avoir ouvert une enquête pour établir avec certitude la cause de l’incendie.

    #tesla #piege_à_cons #elon_musk #baudruche #Actualités_High-Tech #High_Tech #voiture_électrique #incendie

  • Série Ghana Freedom sur #PAM

    L’étoile noire du Ghana, au firmament des #indépendances

    Le #Ghana, premier état d’#Afrique subsaharienne à se libérer, fait figure d’étoile dans le ciel de ceux qui rêvent d’#émancipation.

    https://pan-african-music.com/ghana-freedom-1

    Le #highlife, la bande son d’une nouvelle ère

    À la veille de l’indépendance, le highlife est la musique en vogue au Ghana.

    https://pan-african-music.com/ghana-freedom-2

    1956 : #Louis_Armstrong débarque au Ghana

    En mai 1956 Louis Armstrong, l’un des dieux du #jazz, débarquait pour une visite de deux jours au Ghana.

    https://pan-african-music.com/ghana-freedom-3

    Après le soleil des indépendances, les orages

    Le Ghana ouvre le bal des indépendances, mais les nuages bien vite se forment au dessus de la tête de #Kwame_Nkrumah, bientôt pris dans les filets de la #guerre_froide. La #musique, comme toujours, accompagne les événements.

    https://pan-african-music.com/ghana-freedom-4

    Et Nkrumah s’en va

    Au mitan des années 60, le père du Ghana devient de plus en plus autoritaire et le mécontentement gronde, en particulier chez les militaires. Au Ghana s’ouvre une période incertaine.

    https://pan-african-music.com/ghana-freedom-5

    La playlist :
    https://open.spotify.com/playlist/0Yb7VoNH62Bcn0xO3mG9wO
    https://www.deezer.com/fr/playlist/2882210506
    https://www.youtube.com/watch?v=OUMbrs4aEsA&list=PLi5Wq55_9apMz9zvVg__fSeZPRvd0UhZA

  • Solidarity with French Academics - Info collection about the political debate

    Context
    French social sciences and the humanities are attacked by members of the government, including the Minister of Education, the Minister of Higher Education and members of the National Assembly. Specifically scholars working in the field of gender studies, critical race theory and postcolonial studies are concerned. These attacks have been criticized by many official instances (CNU, CNRS, CPU, CNFG), trade unions and collective initiatives. In the last weeks especially researchers affiliated to several French universities (Angers, Grenoble, Tours, Paris) suffered attacks. Anne-Laure Amilhat Szary, a political geographer and border scholar and director of the PACTE laboratory at the University Grenoble Alpes received hate messages and death threats following a mediatized conflict. These extremely serious attacks touch independence, transparency and quality of higher education and research. The entire scientific community is targeted and the debate lead to question the place of the university in our society.

    More information and a petition to sign below:

    Petition
    International Statement of Solidarity with Decolonial Academics and Activists in France
    https://docs.google.com/forms/d/e/1FAIpQLSc46U844ETt0fBsq-6v9n1pcaVIx_U8LLMiU16VpMo5NwgU_w/viewform

    #France #Higher_Education #Academia #Frédérique_Vidal #islamo-leftism #separatism

    ping @cdb_77 @aslitelli

    • Are ’woke’ academics a threat to the French republic? Ask Macron’s ministers | Didier Fassin (The Guardian)
      https://seenthis.net/messages/907328

      Academic Freedom under Attack in France (Academe blog)
      https://seenthis.net/messages/907327

      Growing concern inside French academia due to controversy about “Islamo-leftism” (Center for Research on Extremism)
      https://seenthis.net/messages/907326

      “Islamo-leftism” is not a scientific reality (CNRS)
      https://seenthis.net/messages/907325

      –-
      Islamo-leftism - reporting in Germany (German)
      https://seenthis.net/messages/908197

      –-

      More infos collected here (mainly French)
      Separatism/islamo-leftism: https://seenthis.net/messages/884291
      Frédérique Vidal: https://seenthis.net/messages/902062
      First statements: https://seenthis.net/messages/907514

      –-
      Collection about the situation in Grenoble (mainly French)
      https://seenthis.net/messages/905509
      Support statements to Pacte laboratory and its director
      https://seenthis.net/messages/907501
      How ’Islamophobia’ row erupted at French political sciences school (Mediapart)
      –-> see below:

    • How ‘Islamophobia’ row erupted at French political sciences school

      A national controversy blew up in France earlier this month over a ‘naming and shaming’ campaign by students at a political sciences school who accused two of their teachers of Islamophobia, prompting police protection for the pair. While there has been widespread political and media condemnation of the students’ campaign, this investigation by Mediapart found that the case is far more complex than so far presented, and that the controversy was fanned by the timidity of the school’s management to intervene in a simmering dispute within its walls. David Perrotin reports.

      The Institut d’études politiques (IEP) in Grenoble, south-east France, one of the ten French public political sciences schools more commonly known as Sciences Po, became the centre of a national controversy earlier this month after students publicly denounced and named two of their lecturers who they accuse of Islamophobia.

      The students’ actions have been criticised as placing the lives of the two men in danger, notably following the beheading last October of Samuel Paty, a secondary school teacher in the Paris suburb of Conflans-Sainte-Honorine. He was assassinated by an 18-year-old man of Chechen origin after the Muslim father of a pupil at the school posted angry messages on social media over Paty’s presentation, in a class on free speech, of caricatures of the Prophet Muhammad.

      The controversy at the IEP in Grenoble had already been building in the media when, on March 9th, around 20 students gathered at midday outside the entrance to their establishment. They had taped a banner on a wall which read “Islam ≠ Terrorisme”, below which were propped strips of cardboard with the slogans “Racism is an offence” and “Halt to Islamophobia”.

      A few journalists were there to cover the event, waiting to interview the protestors. The atmosphere was tense; the young students present were wary of the press which they accuse of biased reporting.

      One of the students addressed the gathering, and while the reporters present had expected that the group were ready to publicly excuse themselves for their actions, they in fact reiterated their accusations. “Do you realise that you are ‘assassinating’, between quotes, your prof?” asked one of the journalists angrily.

      “I shouldn’t have spoken out. I didn’t make myself understood,” said, later, the tackled student.

      A few days earlier, posters had been put up on those same walls at the IEP with the names of the two lecturers the students accuse of Islamophobia. One of them read: “Fascists in our lecture halls”, and “Vincent T. […] and Klaus K. resign. Islamophobia kills.” While the posters were rapidly taken down, they had already been posted on social media by the local branch of the UNEF, the principal French students’ union, before it also withdrew the contents, in which the lecturers’ names appeared.

      The events were reported in French weekly Marianne and daily newspaper Le Figaro following which the Grenoble public prosecution authorities opened a preliminary investigation into potential offences of engaging in “public insults” and “defacement”.

      The French political class were unanimous in denouncing the students for placing the lecturers’ lives at risk. “I firmly condemn [the fact that] just six months – not even – after the assassination of Samuel Paty, [people’s] names have been thrown to the lions,” said Éric Piolle, the EELV Green party mayor of Grenoble. “Freedom of expression is constitutional for teachers and researchers.”

      Meanwhile, France’s junior minister for higher education, Frédérique Vidal, called for an internal administrative report on the matter, saying that “attempts at bringing pressure” on individuals, and “the establishment of doctrinaire thought”, had no place in universities.

      At the gathering outside the entrance of the IEP on March 9th, the students were also apparently unanimous in criticising the naming of the two teaching staff. “The poster pasting was a true cockup and placed the two profs in danger,” commented one third-year student whose name is withheld. “The UNEF should never have relayed them either.” Emma, the president of the Grenoble branch of student union UNEF admitted that, “Our communication was clearly clumsy”. For Maxime Jacquier, a member of the IEP’s students’ union representative body, “We don’t tolerate [the fact] that posters can put the lives of profs in danger”. All of them said they do not know who put up the posters.

      “Since all that blew up, the media compare this affair with what happened to Samuel Paty,” said Thibault, a master’s degree student at the Grenoble IEP. “There’s talk of intellectual terrorism, of Islamo-leftist entryism or fatwa. But there is a ginormous gap between the reality of what goes on at the IEP and the hijacking [of the events] by politicians. It’s a much more complex business that began well before.”

      One of the two lecturers targeted by the posters is Klaus Kinzler, 61, who teaches German language and civilisation. He has been giving numerous interviews to the media in which he offers his version of how the affair began. What he calls a “cabal” came about, he has said, after he simply questioned the proper use of the term “Islamophobia” alongside “racism” and “anti-Semitism” in the title of a project at the IEP. He has also said that “freedom of expression no longer exists at Science Po”. In an interview with French weekly news magazine Le Point , he said of some of the students that, “They wanted to have my hide and that of my colleague.”

      Questioned by Mediapart, Kinzler, 61, who has spent 35 years in the teaching profession, began by saying he was pleased that the media are “so many” to take an interest in the events. “It’s a proper marathon, but the most interesting was CNews,” he said, referring to a French TV news channel to whom he spoke at length. “There are extracts from the programme which have been seen more than 100,000 times on social media.” He said he now wants to concentrate on the legal aspects of the affair. “Thanks to the essayist Caroline Fourest, I took on the lawyer Patrick Klugman to prepare my riposte,” added Kinzler, who accused his colleagues of having deserted him.

      Kinzler said he had been excluded from a staff-student working group at the IEP for having contested the use of the term “Islamophobia” in the title of the group’s project, and said he was accused of harassment after he questioned the contrary arguments of one of his colleagues, Claire M., (last name withheld) and who sat on the working group, in email exchanges on the subject. Kinzler also said the director of the IEP Grenoble, Sabine Saurugger, had made him remove a page of his own website for having published details of the exchanges.

      “The problem is that there are lots of errors and lies in his account,” one of Kinzler’s IEP colleagues, whose name is withheld, told Mediapart, and who insisted that the lecturer received immediate support from teaching staff.

      “We are scandalised by what he said on CNews,” said Florent Gougou, a senior lecturer at the IEP. “He regrets not having had support whereas there was a loop of emails [of support] straight after the posters were pasted. Our support was unanimous and immediate, and the condemnation of these posters was very firm.”

      Earlier this month, the IEP supervisory board voted in favour of a motion which “firmly” disapproved of the posters “which are a matter of insult and intimidation”. But the motion also insisted on the importance of “a duty of confidentiality” and respect for “established and legitimate rules on academic exchanges” – a key element in understanding the build-up to the poster controversy, and which began last November. To trace the sequence of events, Mediapart has interviewed lecturers, students and management from the Grenoble political sciences school, and obtained access to the initial emails and exchanges that sparked the row.

      It was at the end of November 2020 when seven IEP students and one of their teachers, senior lecturer Claire M., formed a working group for a project entitled “Racism, Islamophobia, anti-Semitism”. The project was created to prepare a one-day forum of discussion on the same theme in early January, as part of a yearly “Week of equality and against discrimination” programme in place since 2017.

      Klaus Kinzler joined the working group after it had been constituted, and immediately brought into question the project’s title. “Good evening everyone,” began his email, addressed to his colleague Claire M. and with the students of the group copied in. “Concerning our group thematic ‘Racism, Islamophobia, anti-Semitism,’ I am quite intrigued by the revelatory alignment of these three concepts of which one should certainly not figure here (one can even debate whether this term has a real sense or if it is not simply the propaganda weapon of extremists cleverer than us).” Kinzler then went on to explain why he had chosen to join the group: “I won’t hide from you that it is because of this obvious nonsense in the name of our thematic group that I chose it.”

      Claire M. responded the next day, when she defended the name of the project, although it was not her who was behind it. The name was chosen on the basis of an online poll organised by the IEP administration, and was approved by a committee. “The notion of Islamophobia is indeed contested and taken to task in the political and partisan field,” wrote Clair M. in reply. “That is not the case in the scientific field,” she added. She also commented that “to use a concept does not dispense with questioning its pertinence, to aske oneself if it is effective”.

      A few hours later, Kinzler replied, with the students still copied in to the exchange. “To peremptorily affirm, as Claire does, that the notion of Islamophobia would be ‘not contested in the academic field’ seems to me to be an imposture,” he wrote. “Or, let’s be frank and recognise immediately this: the ‘academic field’ which [Claire] speaks about, and of which she is a perfect example, has itself, at least in certain social sciences (which at the IEP is called ‘soft sciences’), become partisan and militant since a long time.”

      He continued: “Contrary to what Claire affirms, ex cathedra, the academic debate on the highly problematic notion of ‘Islamophobia’ is absolutely not closed.” Kinzler wrote of a “hotchpotch” of ideas “completely invented as an ideological weapon by the ‘Fous de Dieu’ [fanatics of god] (in the literal sense) against the ‘impious’ peoples, a notion which appears to have invaded numerous minds, including within our venerable institute […] It is because of that that I categorically refuse to allow it to be suggested that the (imaginary) persecution of Muslim extremists (and other Muslims led astray) today really has its place alongside millenary and almost universal anti-Semitism or the racism that our own Western civilisation (just like the Muslim civilisation indeed) has become world champion of during the course of centuries.”

      He went on to denounce “the veritable scandal” of the name given to the working group, “a re-writing of history” that will “shame” the IEP, and concluded: “I have decided that, in the case that the group decides to maintain [what is] this absurd and insulting name for the victims of racism and anti-Semitism, I will immediately leave it (that’s almost the case, in fact).”

      Shortly after that email was sent, Vincent T., a senior lecturer in political sciences, and who Kinzler had hidden in copy to his email, joined the discussion although he was not part of the group. He took up Kinzler’s defence and directly targeted Claire. M., writing that he had discovered “with alarm to what degree academics are sunk in militantism and ideology”, adding: “To associate the Grenoble IEP to the combat led by Islamists, in France and in the world, and what’s more at a time when the government has just dissolved the CCIF, well, have you become mad or what?”

      The CCIF he referred to is the French acronym for the ‘Collective against Islamophobia in France’, which was dissolved after the murder of Samuel Paty, when it was accused by interior minister Gérald Darmanin as being a “radical Islamic” body and an “enemy” of France.

      Claire M. replied citing several scientific publications to support her view that the use of the term “Islamophobia” was not problematical.

      But the situation became further inflamed when Vincent T. responded to her, copying in the IEP management. He wrote of how the weekly magazine Charlie Hebdo, the target of a 2015 terrorist attack for having published caricatures of the Prophet Muhammad which left 12 people dead, had been “accused of Islamophobia”, citing also the murder of Samuel Paty, “accused of Islamophobia”, adding that he could not imagine “for one moment that the Grenoble IEP finds itself in this camp”. He invited the institute’s management to make known its position.

      Meanwhile, Klaus Kinzler followed up with a lengthy email, in which he noted that, “Every day, the departments in ‘gender studies’, ‘race studies’, and other ‘post-colonial studies’ (the list is far from exhaustive!) of the world’s most prestigious universities come out with their production of new ‘scientific’ books and articles, the conclusions of which are strictly staggering (for persons of a normal constitution)”. He deplored a “cancel culture” that was at work, and commented that social sciences produce “a whole lot of implausible things” unlike the “hard sciences”.

      “I am going to be clear,” he wrote. “I absolutely refuse to accept that we can continue, as Claire proposes to the group, to keep the title for the planned day.”

      When questioned by Mediapart, Kinzler admitted to a taste for provocation. Meanwhile, one of his staff colleagues, whose name is withheld, commented: “He and Vincent are two profs with a reputation for being rightwing, and sometimes very militant.”

      In one email Kinzler wrote: “Were the Muslims made slaves and sold as such for centuries, like were the Blacks (who are still today numerous in suffering real racism)? No, historically Muslims were for a long while major slave traders themselves! And there is among them, still today, at least as much racism against Blacks as [there is] among Whites.” He added that Muslims had never been “persecuted”, “killed” or “exterminated” as have Jews, and that among them are “a very large number of virulent anti-Semites”.

      Kinzler wrote that while he had “no sympathy” for Islam “as a religion”, he had no “antipathy” towards Muslims. Regarding a rejection of terrorism by Muslims, he asked, “Why aren’t there millions of Muslims out in the street to say it clear and loud, immediately, after each attack. Why?”

      Finally, he proposed that the working group project be renamed as “Racism, anti-Semitism and contemporary discrimination”, the latter to encompass “homophobia, Islamophobia and misogyny”.
      Police protection for all three teaching staff in the dispute

      “Following these exchanges, Claire M. considered herself to have been the victim of an aggression, and even harassment,” commented one of her colleagues, who did not want to be named. Claire M. reportedly criticised Kinzler for opposing his personal opinions in face of scientific arguments, and also of denigrating her as being an extremist. For her, he had surpassed professional requirements of moderation, and also secular principles in his praising of the values of Christian religion.

      Her request for the IEP management to intervene in the dispute was met with a refusal on the grounds of the right to free expression. “We accompanied her move because we felt that the management had a duty to react,” said a representative of the CGT trades union branch at the University of Grenoble, which is home to the IEP. “We even gave a warning of imminent, serious danger.”

      Kinzler, who told Mediapart he had “never exceeded” the boundaries of politeness in his emails, said he was finally excluded from the working group. One of the students taking part said he had in fact excluded himself from the project. She added that, contrary to what Kinzler has said in media interviews, at the time of the email exchanges the students did not take part in the controversy.

      “We asked to be left out of this loop of emails,” she said. “We contacted the management which didn’t want to react. As a result, we let it be known that in these conditions we didn’t want to work with [Kinzler] anymore. His aggressiveness and his anti-Islam talk put us ill at ease, but there was not a will to shut him up or exclude him […] These emails attacking Islam or Muslims in this way were difficult to live with for some students.”

      In an email dated December 4th, Kinzler told Claire M.: “I have just re-read our exchange. On your side, a perfectly moderate and polite tone; on my side, I admit it, I did not have the same control of language and, in the heat of the action, I at moments let myself get carried away. I regret it.” Interviewed by Mediapart, he said: “I excused myself to calm things down, it was diplomatic, but I maintain that there was no problem in my emails.”

      According to people close to her, Claire M. was upset at the IEP management’s refusal to intervene and she was even given sick leave between December 7th-11th. Shortly before that, she raised the case with her on-campus social sciences research unit, the PACTE, which is jointly run by the IEP, the University of Grenoble and the French national scientific research centre, the CNRS. The PACTE prepared a statement sent out to internal departments expressing its “full support” for Claire M., who it said had been the target of personal attacks. Although it refrained from naming Klaus Kinzler in person, it said her scientific work of several years on issues surrounding Islam and Muslims had been called into question, and denounced a form of “harassment” she had been subjected to, underlining that scientific debate required “freedom, calm and respect”.

      A colleague within the PACTE told Mediapart: “We didn’t want to target management, but we couldn’t allow a teacher to denigrate the SHS [Human and Social Sciences] in this manner, to copy in a prof who has nothing to do with this working group, and to let them so violently have a go at a colleague in emails in front of the students. It was a call to order of form, given that management refused to intervene.”

      According to the student from the working group cited above, the affair should have stopped there. All the more so given that the original title of the project, ‘Racism, Islamophobia, anti-Semitism’ had finally been changed to ‘Feminisms and anti-racism’.

      “Besides, we were careful not to publicly mention his emails,” she said. “In reality, it’s Klaus who was the first to publicise them.” This was an important part in the chronology of events, and which Kinzler did not mention in his recent media interviews. For, angry at the reaction of the PACTE, he sent out numerous emails within the academic community exposing the row and complaining about Claire M.

      “He even used the email exchanges and the response of the lab [PACTE] as a teaching tool to discuss with his students the ‘cancel culture’ which he said he was a victim of,” said one of Kinzler’s colleagues, who did not want to be named. “Claire M. had asked for nothing, and it was firstly her name which was thrown to the lions. He is careful not to say that he went so far.” Mediapart has seen a document illustrating how the row was used for a German-language course for third-year students on the subject of “cancel culture”.

      Questioned by Mediapart, Kinzler confirmed that he had posted all the email exchanges on his website, but said he did so because the PACTE had made its statement public. In fact, the statement was sent by email to only those involved in the dispute and also the IEP management. “It was never made public on our site,” one member of the PACTE unit told Mediapart, although he admitted it had been a mistake to describe the text as a “statement”.

      In its report on the controversy, weekly news magazine Marianne echoed Kinzler’s account that the student collective, “le collectif Sciences Po Grenoble en lutte”, published extracts from the emails on January 7th, when it denounced Kinzler’s arguments as “rooted on the far-right”. However, the extracts published, in which Kinzler’s name was not mentioned, were copied from among those he had already published on his own website.

      “I don’t regret having circulated them because it was my only means of defending myself,” Kinzler told Mediapart, although he said he now regretted publishing the name of Claire M. “I should have withdrawn her name but I had other anger to deal with.” He finally withdrew her name when the row became the national controversy that erupted earlier this month. “But I don’t understand too well that a song and a dance is made about the safety risk for my colleague,” he added.

      However, like Kinzler and Vincent T., Claire M. has been given special police protection since March 6th, and a CGT union official said earlier this month she had received a hate message by email.

      In a riposte to the IEP management’s failure to intervene, Claire M. also made a complaint last December to the office of France’s rights watchdog, the Défenseur des droits, which, beyond its role as ombudsman with regard to administrative matters, also has authority to probe situations of alleged discrimination and deontological misdemeanours. Mediapart understands that the watchdog sent a letter on January 11th to IEP director Sabine Saurugger, through its regional office in Grenoble, in which, while not commenting on the substance of the issues behind the dispute, it underlined the requirement for mutual respect between staff, concluded that Vincent T. and Klaus Kinzler had failed to show proper respect to Claire M., and noted that the latter had not been given support by the management.

      Questioned by Mediapart, Saurugger refutes any inertia over the affair. “These events led to very firm action by the management, which moreover led to the writing of apologies by Klaus Kinzler,” she said. Indeed, on December 16th Kinzler again offered his excuses – while also publishing the email exchanges on his website, and justifying his position in a message sent to the PACTE in response to their statement. “It is incorrect to say we didn’t react, but we tried to have a constructive dialogue,” added Saurugger
      ’Calm must be brought to this debate’

      Contrary to what was reported, the IEP’s internal administration had, before the posters naming the Kinzler and Vincent T. were put up, been largely made aware of the problems. The students’ union council, which represents their different unions in one body, had also criticised the management inaction and sent a letter asking it to express its disapproval of Kinzler’s comments. “Islamophobia does not have its place in our institute, just like other discriminations that can be racism and anti-Semitism,” it wrote on January 9th, while expressing its support for Claire M.

      In response, IEP director Sabine Saurugger underlined the importance of the teaching staff’s freedom of expression, but also principles of “tolerance and objectivity” as required by “university tradition and the code of education”. On January 13th, student representatives reiterated their demands, arguing that the IEP should “not hide behind pedagogic freedom to defend Islamophobia”. They also requested that the agenda for the next IEP board meeting include a motion to cancel a course led by Vincent T. called “Islam and Muslims in contemporary France”. On February 22nd, the students’ union council launched an appeal on Facebook asking students to report Islamophobic comments during lectures. “We had had several problematic reports,” said a students’ union representative.

      Vincent T. is a member of an association of academics called the Observatoire du décolonialisme (“Observatory of de-colonialism”), signing an opinion article on the subject in the weekly news magazine Le Point in January, and also regularly contributes to the news website Atlantico. “His opinion articles are all cited in the IEP’s official press review,” commented a staff colleague, who said it was an illustration that the IEP is far from being “a university undermined by ‘Islamo-leftism’”.

      “Islamo-leftist and decolonial ideologies have become so powerful that the official authorities try to protect them,” commented Vincent T. in an interview published by Atlantico in February. “Our best students are today conditioned to react in a stereotyped manner to the major problems of society,” he said, further into the interview. “They are for example convinced that French society is racist, sexist and discriminatory, that immigrants were brought by force to France to be exploited and placed in ghettos, that Napoleon was a sort of fascist, or that colonisation was synonymous with genocide.”

      “Vincent is known for being on the right of sociology,” said a lecturer at IEP Grenoble, whose name is withheld. “Having said that, there is no element today that allows to prove that he made Islamophobic comments in his lectures […] What is certain is that he makes an obsession of it. But there is also a large [presence of] fright within him.”

      Contacted by Mediapart, Vincent T. declined to personally comment on the events, and instead invited us to contact his lawyer and the management at the Grenoble IEP.

      Following the murder of Samuel Paty last October, Vincent T. sent an email to the Grenoble university presidency. “The caricatures published by Charlie Hebdo have become a demarcation line between civilisation and barbarism, between us and our enemies,” he wrote. “Either we accept these caricatures, or either we refuse them: it is for each one to choose their camp.”

      “In the framework of my teaching, it happens that, as certainly for other colleagues, I present these drawings when I broach the case of the caricatures,” he added. “For this reason, my life is therefore potentially in danger. It will stop being so if every academic takes up solidarity by posting the caricatures everywhere they can.” He concluded: “In the absence of such an elementary measure of solidarity and courage, you will put my life in danger.” The university administration said it would alert the police if it believed there was a need.

      For that reason, some teaching staff and students believe the Facebook appeal by the students’ unions for reports of Islamophobic comments was a mistake. “This appeal for reports, even if it didn’t mention his name, should have been kept to internal [messaging] and not posted on social media,” said one. “Vincent was too identifiable.” After Vincent T. discovered the post on social media, he sent an email to the students: “For reasons I cannot explain by email, I ask all the students who belong to the union called ‘union council’ to immediately leave my lecture classes and to never set foot in them again.” He concluded: “I am Charlie and I will remain so.”

      The same day, Klaus Kinzler sent an email to both students and management, presented as a humorous note, following a stormy meeting between students and teaching staff, during which he had drunk alcohol. “Good day, above all to our little Ayatollahs in germination (what is the gender-inclusive again for Ayatollah?),” he began. “I see that it is beginning to be a habit with you to launch fatwas against your profs […] It shocks you so much, you the self-declared ‘Guardians of good mores’ that, after four interminable hours spent with you […] I had the need to knock back a few glasses behind the tie in order not to blow a fuse?” he asked, before reiterating his support for Vincent T. He then signed off: “A teacher ‘in the struggle’, Nazi by his genes, an Islamophobe repeat offender.”

      One of Kinsler’s colleagues described the events as, “A succession of faults, he went too far”. Once again, the students contacted the IEP management over the email, but to no reaction. The union council filed a formal legal complaint for “defamation and discrimination because of union activities”, which was eventually dismissed. It was four days later when the names of Kinzler and Vincent T. appeared on the posters pasted on the IEP’s walls.

      While all the teaching staff have unreservedly condemned the posters, some are unhappy with the account Kinzler has been giving in television interviews and the accusations made against his colleagues, students, management and the PACTE research unit. “I very firmly condemn these posters but I contest any responsibility of the [PACTE] in the allegations made against these two lecturers, one of who is also a member of the PACTE,” said Anne-Laure Amilhat-Szary, head of the joint research unit.

      All of the teaching staff, including Klaus Kinzler, agree that the contagious conflicts resulting from the countless exchange of emails had aggravated the situation. “The timid reactions from management as well,” said one teacher.

      “We gave support to these two teachers, condemned the posters, but the affair that is reported in the media puts a slant on the matter that presents the educational community as thoughtless Islamo-leftists,” said IEP Grenoble lecturer Simon Persico. “That’s false. Calm must be brought to this debate which has become unprecedented in scale, aggravated by the lockdown situation which is very heavy for the students, and which prevents any peaceful and respectful discussion.”

      French junior minister for higher education minister Frédérique Vidal has ordered two education authority inspectors to interview the different protagonists, and meanwhile Klaus Kinzler has continued with his media appearances. “Just after the programme I was on at CNews, I chatted twenty minutes with Serge Nedjar, the head of the channel, who wanted me to come along more regularly,” he told Mediapart. “That flattered me. I’m going to think about it.”

      https://www.mediapart.fr/en/journal/france/220321/how-islamophobia-row-erupted-french-political-sciences-school?_locale=en&o

  • Eric Schmidt de Google et le complexe militaro-industriel de l’intelligence artificielle (TLAV)
    https://www.crashdebug.fr/eric-schmidt-de-google-et-le-complexe-militaro-industriel-de-l-intelligen

    Posté le 24 février 2021

    Auteur Derrick Broze

    Le simple fait que la Commission AI soit dirigée par l’ancien PDG de Google, Eric Schmidt, devrait inquiéter ceux qui se soucient de la vie privée, de la responsabilité, de la transparence et de la liberté individuelle.

    Fin janvier, la Commission de sécurité nationale sur l’intelligence artificielle (NSCAI), ou Commission AI, a publié une ébauche de son prochain rapport au Congrès, rejetant les appels à l’interdiction des armes autonomes actionnées par l’AI, qualifiées par les critiques de "robots tueurs". Si la Commission AI a brièvement abordé les questions de la vie privée et des libertés civiles, elle a finalement demandé au Congrès de doubler la recherche et le financement de l’AI, jusqu’à 32 milliards de dollars par (...)

    #En_vedette #Actualités_High-Tech #High_Tech

  • Israël développe un drone qui navigue sans GPS (Zero Hedge)
    https://www.crashdebug.fr/israel-developpe-un-drone-qui-navigue-sans-gps-zero-hedge

    Une nouvelle que j’ai trouvé intéressante (même pour les drones civils), car bien sûr en cas de guerre je suppose que les signaux GPS seront brouillés, et c’est un système de cartographie temps réel qui existe déjà sur les cruises missile américain.

    Par Tyler Durden

    L’inévitable est à venir. Soit une technologie bon marché de brouillage des signaux GPS, soit des missiles hypersoniques détruisant un réseau maillé de satellites GPS menaceront les drones sur le champ de bataille moderne lorsque le prochain conflit éclatera.

    C’est pourquoi la startup israélienne Sightec a développé le tout premier drone à intelligence artificielle capable de naviguer sans connexion GPS. Le drone utilise "son propre jugement alimenté par la vision informatique et la technologie intelligente, pour atteindre (...)

    #En_vedette #Actualités_High-Tech #High_Tech

  • Les régulateurs allemands saisissent 60 millions de dollars en bitcoin mais n’ont pas le mot de passe (Zero Hedge)
    https://www.crashdebug.fr/les-regulateurs-allemands-saisissent-60-millions-de-dollars-en-bitcoin-ma

    L’un des attraits évidents du Bitcoin est qu’il est de nature décentralisée et, par conséquent, à l’abri du pillage par les gouvernements et les banques centrales du monde entier. Nous n’avons pas vu le meilleur exemple de cela, en action, que le cas récent de l’Allemagne.

    Les procureurs allemands ont saisi plus de 60 millions de dollars de bitcoin à un "fraudeur" qui a maintenant fini de purger sa peine de prison, selon Reuters. Il n’y a qu’un seul problème : ils n’ont pas le mot de passe pour accéder au portefeuille Bitcoin et l’homme est maintenant sorti de prison.

    La personne à qui les procureurs ont saisi le Bitcoin ne dévoilera pas la vérité non plus. Il a "gardé le silence" après avoir été condamné à la prison et "a depuis lors (...)

    #En_vedette #Actualités_High-Tech #High_Tech

  • Microsoft veut vous réanimer sous forme de chatbot "conversationnel" après votre mort (Themindunleashed.com)
    https://www.crashdebug.fr/microsoft-veut-vous-reanimer-sous-forme-de-chatbot-conversationnel-apres-

    Tout droit sorti de Black Mirror...

    Publié il y a 1 jour

    le 26 janvier 2021

    Par Jake Anderson

    Le créateur de Black Mirror, Charlie Booker, a fait les gros titres au début de l’année en déclarant que le monde était assez sombre sans une nouvelle saison de la tristement célèbre série noire Netflix. Durant les années Trump et Covid, de nombreux commentateurs ont observé que la réalité semble avoir égalé et même dépassé les sombres prédictions des auteurs de science-fiction du monde entier.

    Cependant, Black Mirror a apporté une touche particulièrement tranchante au genre, reflétant si fidèlement la désintégration de notre propre société dans le chaos techno-dystopien qu’il a parfois donné l’impression d’une satire en temps réel un peu trop en vue.

    Aujourd’hui, dans un mouvement qui évoque (...)

    #En_vedette #Actualités_High-Tech #High_Tech

  • Plus de 200 millions de dollars sur un compte… dont il a perdu le mot de passe ! (FranceSoir)
    https://www.crashdebug.fr/plus-de-200-millions-de-dollars-sur-un-compte-dont-il-a-perdu-le-mot-de-p

    Et apparemment ils sont pleins dans ce cas là..... MDR... Je le rappelle, car c’est opportun de temps en temps, mais ça n’engage que moi, si vous voulez mettre de côté de l’argent en le sortant du secteur bancaire, achetez de l’Or physique ou de l’Argent physique, pas du bitcoin, il ne faut pas compter que sur le gain potentiel, mais surtout sur la stabilité de la devise.

    En perdant ses mots de passe, il perd ses bitcoins

    (c) JACK GUEZ / AFP/Archives

    Stefan Thomas est un programmeur informatique qui vit à San Francisco, et passe de très mauvaises nuits en ce moment. Il est en effet propriétaire d’un portefeuille numérique en bitcoin, qui pourrait faire de lui un millionnaire.

    Mais tout cela reste pour l’heure virtuel, pour une raison et une seule : Stefan Thomas a (...)

    #En_vedette #Actualités_High-Tech #High_Tech

  • Sexismus in der Wissenschaft. Gemeinsame Erklärung

    Sexistische Grenzüberschreitungen sind im Arbeitsalltag von Wissenschaftler*innen keine Ausnahme. Sexismus und sexualisierte Diskriminierung und Gewalt sind an deutschen Hochschulen – genauso wie in anderen Bereichen des gesellschaftlichen Lebens – alltäglich. Davon betroffen sind alle Status- und Beschäftigtengruppen, wobei Abhängigkeitsverhältnisse und Hierarchien das Problem oftmals gravierend verschärfen.

    Universitäre Abhängigkeitsverhältnisse sind Grund dafür, dass es Betroffenen häufig schwer fällt, sich zu wehren. Wenn Wissenschaftler*innen auf die Gunst ihrer Vorgesetzten und Betreuer*innen angewiesen sind, überlegen sie sich gut, inwieweit sie aufbegehren. Wir sind gegen das Ausnutzen von Machtpositionen für private Interessen. Sexualisierte und vergeschlechtlichte Diskriminierung im Wissenschaftsbetrieb äußert sich nicht nur in Übergriffen, sondern auch in der strukturellen Benachteiligung von Frauen*/FLINTA. Sexismus beeinträchtigt nicht nur Betroffene in ihrem Arbeitsalltag, er hat auch Auswirkungen auf die Wissensproduktion. Eine Wissenschaft, die den Anspruch hat, der Diversität unserer Gesellschaft zu entsprechen, sollte nicht größtenteils von weißen cis-Männern getragen werden.

    Wir sind gegen die Marginalisierung von Genderthemen. Wir sind für eine Wissenschaft, die mit ihren Gegenständen die Vielfalt der Welt widerspiegelt und gestaltet. Wir sind gegen die Benachteiligung von Müttern* und Töchtern* in der Wissenschaft und für einen Wissenschaftsbetrieb, in dem sich Sorge-Arbeit und Wissenschaft aller Geschlechter strukturell nicht ausschließen. Wir sind gegen Konferenzen, deren Organisatoren und Sprecher ausschließlich weiße cis-Männer sind, und für eine paritätische Tagungskultur. Wir sind dagegen, dass in Instituten und Fachbereichen Professuren überwiegend mit weißen cis-Männern besetzt sind. Auch auf professoraler Ebene muss die Vielfalt zur Norm werden. Wir werden diese sexistischen und diskriminierenden Verhältnisse nicht länger hinnehmen. Wir wollen Reflexionsprozesse in Gang setzen und Veränderungen anstoßen.

    Wir sind dafür, dass alle, die Machtpositionen bekleiden, ihre Privilegien reflektieren und sorgsam mit ihnen umgehen. Wir sind für ein gleichberechtigtes Miteinander unabhängig von u.a. Geschlecht, Alter und Herkunft.

    #Germany #university #academia #higher_education #gender #power_relations #power_abuse #sexsim #discrimination #patriarchy

    https://gender-macht-wissenschaft.de

  • Drei Viertel der Wissenschaftler haben befristete Stellen

    Viele Überstunden, viel Unsicherheit: Die Arbeitsbedingungen an Hochschulen lassen zu wünschen übrig, mahnt der DGB. Er bezieht sich auf eine Umfrage, die ein altes Problem aufzeigt.

    Feste Stelle, sichere Perspektive: Das fehlt der großen Mehrheit der Wissenschaftlerinnen und Wissenschaftler an deutschen Hochschulen. Im Vergleich zu anderen Arbeitnehmern sind sie überdurchschnittlich oft befristet beschäftigt, wie der aktuelle Hochschulreport des Deutschen Gewerkschaftsbundes (DGB) zeigt, der dem SPIEGEL vorliegt. In einer Befragung gaben 78 Prozent der Wissenschaftler und 16 Prozent der Mitarbeiter in Technik und Verwaltung an, sie hätten befristete Stellen.

    Im Durchschnitt lag der Anteil im Jahr 2018 demnach bei 67,9 Prozent. Frauen waren deutlich häufiger betroffen als Männer. Zum Vergleich: Bei allen abhängig Beschäftigten in Deutschland (ohne Auszubildende) lag der Anteil bei 8,3 Prozent, wie das Betriebspanel des Instituts für Arbeitsmarkt- und Berufsforschung zeigt.

    Der DGB hatte im vergangenen Herbst in acht Bundesländern 10.549 Beschäftigte an Hochschulen zu ihren Arbeitsbedingungen befragt sowie Daten des Statistischen Bundesamtes ausgewertet. Das Ergebnis:

    Fast die Hälfte der Wissenschaftler und rund ein Drittel der befragten Mitarbeiter in Technik und Verwaltung hat eine Teilzeitstelle.

    Mehr als drei Viertel der wissenschaftlichen Beschäftigten arbeiten regelmäßig länger als vertraglich vereinbart und leisten dabei durchschnittlich zehn Überstunden pro Woche.

    Wissenschaftler mit befristetem Arbeitsvertrag machen im Schnitt noch mehr Überstunden als ihre unbefristeten Kollegen: 10,6 zu 6,6 Stunden pro Woche.

    Der vergleichsweise hohe Anteil an befristeten Stellen im Hochschulbereich ist seit Jahren ein Streitthema. Er war vor allem mit der Einführung des Wissenschaftszeitvertragsgesetzes von 2007 deutlich gestiegen. Das Gesetz sieht für Arbeitsverträge an staatlichen Hochschulen und Forschungseinrichtungen spezielle Regelungen für Befristungen vor.

    Zur Begründung heißt es vom Bundesbildungsministerium, dies sei »in der Phase der Qualifizierung junger Wissenschaftler sinnvoll und notwendig«. Die dadurch »begünstigte Rotation ermöglicht nachrückenden Generationen überhaupt erst den Zugang zu wissenschaftlichen Tätigkeiten«. 2016 sah sich die Bundesregierung jedoch zu einer Reform veranlasst, weil »der Anteil an kurzzeitigen befristeten Beschäftigungen ein nicht mehr zu vertretendes Maß erreicht hatte«, wie das Ministerium einräumt. Eine Gesetzesnovelle sollte Abhilfe schaffen. Seit 2018 hat sich laut DGB jedoch außer einem »marginalen Rückgang« wenig geändert. Er lag zuletzt bei 0,4 Prozentpunkten.

    https://www.spiegel.de/panorama/bildung/uni-arbeitsvertraege-dreiviertel-der-wissenschaftler-haben-nur-befristete-st

    #Allemagne #université #ESR #précarité #genre #femmes #hommes #statistiques #chiffres

    ping @_kg_

    • J’aime beaucoup cette discjockey #Anz. Les échos du son nigerian en france, c’est cette chanson qui passe dans tous les bons supermarchés :

      https://www.youtube.com/watch?v=fCZVL_8D048

      sur ce SARS que je ne connaissais pas , wp dit :

      End Special Anti-Robbery Squad ( End SARS ) ou #EndSARS est un mouvement social au Nigeria qui a commencé sur Twitter pour appeler à l’interdiction de la Special Anti-Robbery Squad, une unité de la police nigériane1. C’est un appel à mettre fin à l’oppression et à la brutalité policières au Nigéria. Les manifestations ont commencé comme une campagne sur les réseaux sociaux utilisant le hashtag #ENDSARS pour demander au gouvernement nigérian d’abandonner et de mettre fin au déploiement de la brigade spéciale anti-vol de la police nigériane, connue sous le nom de SRAS.2,3,4 En un week-end (du 9 au 11 octobre 2020), le hashtag #ENDSARS a enregistré jusqu’à 28 millions de tweets.5 Les Nigérians ont partagé à la fois des histoires et des preuves vidéo de la façon dont des membres du SRAS se sont livrés à des enlèvements, des meurtres, des vols, des viols, des tortures, des arrestations illégales, des actes autoritaires, des humiliations, des détentions illégales, des exécutions extrajudiciaires et des extorsions.

      https://fr.wikipedia.org/wiki/End_SARS

      #violences_policières #nigeria #highlife #disco #fela #zombies

  • À propos de l’artisanat et de la perte de compétences (ça concerne surtout la programmation informatique mais je crois que ça peut se généraliser facilement à d’autres domaines).

    « Cela fait longtemps que je n’avais pas écrit. Si je reprends aujourd’hui le chemin de l’écriture, cela ne sera pas pour vous parler de « geekeries » ou autres « nerderies » en tout genre. Dans ce très long billet de blog, je vais aborder le difficile sujet d’une espèce en voie d’extinction : les vieux software crafters autodidactes dont je fais partie. Je vais donc vous parler des vieux techos à travers moi, de l’évolution du marché ces 25 dernières années, du burn-out qui m’est arrivé et de la remise en question qui s’ensuit. »

    https://www.emaxilde.net/posts/2020/07/18/je-fais-partie-d-une-espece-menacee-d-extinction.html

    • Je vais lire ça plus tard, avec gourmandise. Je suis en cours d’embauche. J’ai deux flux de candidats. Ceux depuis une plateforme 2.0. Ceux depuis un recruteur 1.0. Des deux côtés, je reçois de jeunes diplômés de tous horizons, avec une première expérience. Ils ont presque tous en commun de ne pas savoir écrire une fonction récursive, la même en itérative est médiocre, leur connaissance du SQL est parfois correcte, mais jamais avancée.
      Le plus drôle, parmi ceux qui passent le barrage du test d’algo/sql, c’est que je trouve un gars qui a fait son contrat de professionnalisation dans une entreprise qui ne bosse que sur AS400. Ou l’autre qui est bloqué sur de la maintenance d’un soft en PHP4... Les pauvres. Je comprends leur besoin de changer. Mais... pourquoi ils ne se mettent pas au courant de ce qu’est REST, la sérialisation, ce genre de choses ?...

    • Moi ce qui me saute aux yeux en plus de la mode, c’est : les chef⋅fes de projet ne servent à rien, si ce sont des chef⋅fes justement, des gens au dessus des technicien⋅nes, payés plus, et avec un pouvoir en plus.

      Si on parle de gens qui font de la gestion de projet, qui font circuler l’information, qui planifient, qui rappellent, etc, oui il en faut souvent, d’autant plus que les projets sont gros. Mais dans ce cas, ces personnes ne sont pas cheffes, ni plus ni moins nécessaires que les techos (devs, admins sys…). Tout le monde devrait toujours être payé à peu près pareil (voire vraiment pareil), et les choix techniques décidés en commun. Ah oui mais c’est dans les coopératives ça…

      Il faut supprimer ce poste et le renommer pour un intitulé non hiérarchique, au même niveau que les devs, pour les projets où on a besoin de gens qui font ça.

      #démocratie #coopérative

    • Tout ce que je réalise ne me semble plus avoir beaucoup de sens. Dorénavant, la qualité technique importe peu aux clients. Ce qu’ils souhaitent c’est un truc qui marche vite, qui soit surtout pas cher et livré a une date déjà définie. On s’en fiche que ce soit bien fait, évolutif et durable. Nous sommes de plus en plus loin de l’artisanat et de l’amour du travail bien fait.

    • Vite. Pas cher. Lean management. Flux tendu. On retrouve ça à tous les étages de nos sociétés productivistes et marchandisées. Le domaine de l’informatique y est spécialement exposé vu que tous les six mois (d’après la légende) le hardware et le software deviennent obsolètes. Et fatalement, l’auteur du billet, Olivier Poncet, a été victime d’un épuisement professionnel causé par le surmenage (boosté par le #télétravail en période confinée) et la perte de sens de son activité. Faudrait-il s’en étonner ?

      #burn_out #obsolescence #isolement #précariat #high_tech #low_income

    • Ce texte fait absolument écho à une longue conversation que j’ai eu hier avec une amie codeuse et c’est un peu un baume de ne pas se sentir trop seules à souffrir de cette maltraitance moderne.

      Perso mon sentiment de codeuse est amer, quand je vois qu’ont été gâchées nos possibilités de développer nos capacités et que c’est finalement la misère financière qui nous/m’accompagne depuis 20 ans pour avoir refusé de faire de la merde à gafa et des codes à clic. (En plus d’être une femme dans un monde d’hommes)
      Pourtant là où je me suis éclatée, c’est à concevoir et coder des applications solides et abouties et qui permettent d’anticiper des évolutions. En face, souvent le client pige que dalle, il veut du beau pas cher rapidement et a tellement d’ignorances et préjugés que le petit requin nouveau venu qui manage sa carrière sur FB s’est imposé en m’insultant et a commencé par effacer mes codes pour sabrer mon travail.
      Je n’ai jamais voulu être dans ce jeu là, sans éthique, sans enthousiasme, sans enjeu intellectuel.

      #artisanat_web

    • Je commence à comprendre pourquoi j’ai tellement de mal à trouver des logiciels en ligne qui ne se résument pas à « appuie sur le bouton Docker pour installer », ce qui me fait divinement chier.

      À mon petit niveau, j’aime paramétrer moi-même et franchement, dépoter une BDD, ce n’est pas la mer à boire et tu vois ce que tu fais.

      Déjà, je supporte de moins en moins les logiciels « encapsulés », genre les Snap et consors qui pèsent des âmes morts alors que toute l’élégance de Linux, c’est le système de dépendances qui permet de partager les librairies au lieu de charger 50 fois la même pour 50 logiciels différents.

      Et ne parlons pas des trucs sous Electron…

    • @biggrizzly oui oui, c’est pas hyper grave, c’est une situation que j’ai appris à repérer et j’en avais prévenu le client qui a fait sourde oreille. Mais voila, du fait de cette reprise en quelques mois un travail de 10 ans s’effondre avec un client qui commence seulement à s’en affoler sauf qu’il est trop tard, il va devoir cracher au bassinet pour tout refaire avec les nouveaux venus. C’est porteur pour personne en fait, plusieurs anciens ont déjà quitté le navire totalement démotivé·es et d’ici quelques mois je vais devoir annoncer que dans de telles conditions je ne peux plus assurer de suivi.
      Tous perdants, sauf les presses boutons qui ont le champ libre pour remplir leurs poches.

    • C’est l’opportunité de pouvoir revenir, peut-être, un jour, en changeant les conditions financières. Mais oui, 10 ans de boulot perdu, c’est rageant. J’ai eu un aller-retour sympa récemment. 15 ans de développement sur un logiciel sur-mesure. Puis décision stratégique, le client passe sur un progiciel standard. On se fait un peu d’argent au passage, en assistance au démantèlement (j’ai pour principe de toujours collaborer pleinement au départ de mes clients, limite en en faisant trop). Puis deux ans après, le patron qui me rappelle... Il revend mais garde une partie de son groupe et souhaite repartir comme en 40, parce que le truc standard, il n’y comprend que pouic, et qu’il préfère ce qu’on avait fait ensemble. L’autre bouzin était orienté compta ana, et pas production. Bref. Ceci dit, deux ans de plus, et il a vendu à nouveau, et le repreneur veut à nouveau utiliser un standard. Et bon... J’ai eu un appel pour les assister il y a quelques mois, puis plus rien. Et autant que je sache ils n’ont pas encore commencé à passer sur le nouveau logiciel. Mon avis, c’est qu’ils seront mieux. Ils ne savent pas ce que c’est qu’avoir un spécifique, ils ne savent pas qu’il faut réfléchir en collaboration pour décider d’une façon de travailler, etc. Ils préfèrent un logiciel et un éditeur qui leurs imposent tout, car du moment que leurs concurrents ont le même logiciel, ça leur va (informatique poste de coût vs informatique avantage concurrentiel/outil de productivité).

      J’ai un autre cas où la patronne s’associe avec une ex-collab’. La nouvelle associée a un surnom : le char d’assaut. Quand il y a un problème, elle prend tout le monde de haut et décide sans tenter de comprendre. Un jour, on a reçu un mail dont le message était « je ne comprends pas votre métier, mais vous êtes incompétents ». Ils décident de partir en infogérance avec l’éditeur de leur logiciel. Je leur avais expliqué un an avant qu’en terme de réactivité et de pertinence, ça ne serait pas pareil, et que je leur déconseillais compte tenu de leurs attentes. Cela me coûtait, je n’aime pas cette personne. Mais la patronne, je l’apprécie bien. Et donc, cette année, ils devaient partir. Et ils ne sont pas encore partis. Le confinement est passé par là. Mais ils doivent partir. Et le repreneur ne m’a pas vraiment encore contacté. Et quand ils vont partir pour de bon, les utilisateurs n’auront plus leur bureau à distance. Et personne n’a encore réellement, chez eux, considéré ce que serait la vie sans bureau à distance. Ça va leur faire mal. J’ai fait mon deuil de ce client, mais mon collab’ qui est en contact avec le client au quotidien en avait gros sur la patate, car il se sentait responsable de ce départ. Sauf que maintenant, il constate que les autres collaborateurs du client se barrent. Et ils parlent. Du char d’assaut qui fait des dégâts. Décision stupide, pas de remords à avoir. Faut juste ne pas oublier de facturer le temps que les crétins nous réclament du fait de leurs décisions.

    • Très intéressant ton témoignage @biggrizzly

      Faut juste ne pas oublier de facturer le temps que les crétins nous réclament du fait de leurs décisions.

      Oui, mais non, parce que les crétins refusent de voir leur défaillance et ton char d’assaut résume parfaitement l’affaire « je ne comprends pas votre métier, mais vous êtes incompétents ». Ce que j’apprécie c’est échanger, comprendre les demandes, cogiter, proposer et réaliser pour que tout le monde soit satisfait et je passe aussi du temps à vulgariser mon métier. J’ai pris l’habitude de travailler avec plaisir et pas sous contrainte débile, donc vraiment sous le sceau de la confiance. En dehors, je perds réellement toute capacité à avancer. Si l’argent devait être mon seul moteur, le coût serait prohibitif. Je sais bien les économies qui motivent mes divers diffuseurs parce que je suis indépendante agessa/urssaf et qu’ils peuvent me jeter comme un chinois (paix aux chinois surexploités) sans se préoccuper si j’ai des indemnités en cas de maladie, voire des congés ou du chômage, droits sociaux que le statut d’autrice me refuse en plus d’être souvent dans la case sousousoustraitante avec une ribambelle de sursursurtraitants qui mangent sur mon dos.

      Et pour finir, j’adore cette phrase "Si vous payez des cacahuètes attendez vous à un travail de singe." parce que oui, tout travail mérite rémunération correcte.

  • Will the Coronavirus Forever Alter the College Experience? - The New York Times
    https://www.nytimes.com/2020/04/23/education/learning/coronavirus-online-education-college.html

    #continuitepedagogique #US #college #higherED

    “What we are talking about when we talk about online education is using digital technologies to transform the learning experience,” said Vijay Govindarajan, a professor at Dartmouth’s Tuck School of Business. “That is not what is happening right now. What is happening now is we had eight days to put everything we do in class onto Zoom.”

    Faculty may incorporate online tools, to which many are being exposed for the first time, into their conventional classes. And students are experiencing a flexible type of learning they may not like as undergraduates, but could return to when it’s time to get a graduate degree.

    “The pessimistic view is that [students] are going to hate it and never want to do this again, because all they’re doing is using Zoom to reproduce everything that’s wrong with traditional passive, teacher-centered modes of teaching,” said Bill Cope, a professor of education policy, organization and leadership at the University of Illinois at Urbana-Champaign.

    More than 75 percent said they don’t think they’re receiving a quality learning experience, according to a survey of nearly 1,300 students by the online exam-prep provider OneClass. In a separate poll of 14,000 college and graduate students in early April by the website niche.com, which rates schools and colleges, 67 percent said they didn’t find online classes as effective as in-person ones.

    Students who want classes best provided face to face, such as those in the performing arts or that require lab work, would continue to take them that way.

    “Let’s take advantage of this moment to start a larger conversation” about the whole design of higher education, Dr. Govindarajan said.

  • Le temps des ouvriers. Le temps de l’#usine (1/4)

    Du début du XVIIIe siècle à nos jours, Stan Neumann déroule sur plus de trois siècles l’histoire du monde ouvrier européen, rappelant en une synthèse éblouissante ce que nos sociétés doivent aux luttes des « damnés de la terre ».

    Dès le début du XVIIIe siècle, en Grande-Bretagne, une nouvelle économie « industrielle et commerciale », portée par le textile, chasse des campagnes les petits paysans et les tisserands indépendants. Pour survivre, ils doivent désormais travailler contre salaire dans des fabriques (factories) qui rassemblent plusieurs milliers d’ouvriers, sur des métiers appartenant à des marchands devenus industriels. C’est la naissance de la classe ouvrière anglaise. Le travail en usine, le Factory System, où seul compte le profit, impose aux déracinés une discipline et une conception du temps radicalement nouvelles. Avec la révolution industrielle de la fin du XVIIIe siècle, ils subissent un dressage plus violent encore, sous la loi de machines qui réduisent l’ouvrier à un simple rouage.
    Surexploitée et inorganisée, cette classe ouvrière primitive, qui oppose à la main de fer de l’industrie naissante des révoltes spontanées et sporadiques, va mettre plusieurs générations à inventer ses propres formes de lutte, dans une alliance parfois malaisée avec les républicains anglais, inspirés par la Révolution française de 1789. Ses revendications sont sociales et politiques : réglementation du travail des enfants, salaires, durée du temps de travail, liberté syndicale, droit de grève, suffrage universel... Dans les années 1820, après des décennies de combats perdus, une classe ouvrière anglaise puissante et combative semble en mesure de faire la révolution.

    Temps complet
    La classe ouvrière a-t-elle disparu, ou simplement changé de forme, de nom, de rêve ? Conciliant l’audace et la rigueur historique, l’humour et l’émotion, le détail signifiant et le souffle épique, Stan Neumann (Austerlitz, Lénine, Gorki – La révolution à contre-temps) livre une éblouissante relecture de trois cents ans d’histoire. Faisant vibrer la mémoire des lieux et la beauté des archives, célébrissimes ou méconnues, il parvient à synthétiser avec fluidité une étonnante quantité d’informations. Les séquences d’animation, ludiques et inventives, et un commentaire dit par la voix à la fois présente et discrète de Bernard Lavilliers permettent de passer sans se perdre d’un temps à l’autre : celui du travail, compté hier comme aujourd’hui minute par minute, celui des grands événements historiques, et celui, enfin, des changements sociaux ou techniques étalés parfois sur plusieurs décennies, comme le processus de légalisation des syndicats ou du travail à la chaîne. En parallèle, le réalisateur donne la parole à des ouvriers et ouvrières d’aujourd’hui et à une douzaine d’historiens et philosophes, hommes et femmes, « personnages » à part entière dont la passion communicative rythme le récit. On peut citer Jacques Rancière, Marion Fontaine, Alessandro Portelli, Arthur McIvor, Stefan Berger, avec Xavier Vigna comme conseiller scientifique de l’ensemble des épisodes. Cette série documentaire virtuose, où l’expérience intime coexiste avec la mémoire collective, au risque parfois de la contredire, révèle ainsi combien nos sociétés contemporaines ont été façonnées par l’histoire des ouvriers.

    https://www.arte.tv/fr/videos/082189-001-A/le-temps-des-ouvriers-1-4

    #documentaire #film_documentaire #film
    #agriculture #cleasning #nettoyage #industrie #industrie_textile #industrialisation #expulsions_forcées #histoire #Ecosse #UK #exode_rural #déplacés_internes #IDPs #histoire #force_de_travail #classe_ouvrière #Highlands #désindustrialisation #compétition #factory_system #esclavage #Crowley #temps #contrôle_du_temps #salaires #profit #filatures #travail_d'enfants #enfants #femmes #New_Lanark #Robert_Owen #silent_monitor #école #Institut_pour_la_formation_du_caractère #paternalisme #contrôle #tyrannie #liberté_de_commerce #grève #émeute #insécurité_sociale #pauvreté #workhouse #criminalisation_de_la_pauvreté #résistance #Enoch #Great_Enoch #John_Ludd #général_Ludd #luddisme #luttes #insurrection #cadence #progrès_technique #accidents_de_travail #Angleterre #insurrection_luddite #massacre_de_Peterloo #odeur #intercheangeabilité #temps_des_ouvriers

    Sur le silent monitor :

    This small four-sided wooden block was known as a ’silent monitor’ and was used by Robert Owen as a means of imposing discipline at his #New_Lanark_Mills.

    Robert Owen was strongly opposed to the use of corporal punishment, so in order to keep discipline at the New Lanark Mills, he devised his own unique system. The ’silent monitors’ were hung next to each worker in the mills, with each side displaying a different colour. ’Bad’ behaviour was represented by the colour black; ’indifferent’ was represented by blue; ’good’ by yellow; and ’excellent’ by white. The superintendent was responsible for turning the monitors every day, according to how well or badly the worker had behaved. A daily note was then made of the conduct of the workers in the ’books of character’ which were provided for each department in the mills.


    https://www.peoplescollection.wales/items/10456

    New Lanark :

    • Le temps des ouvriers (4/4)Le temps de la destruction

      Stan Neumann déroule sur plus de trois siècles l’histoire du monde ouvrier européen. Dernier volet : dans les années 1930, la classe ouvrière semble plus puissante que jamais. Le succès, en 1936, du Front populaire en France témoigne de cette force. Pourtant, les ouvriers européens vont de défaite en défaite...

      En Espagne, la dictature franquiste, soutenue par Hitler et Mussolini, triomphe en 1939. Puis dans l’Europe asservie, l’Allemagne nazie fait des ouvriers des pays vaincus des « esclaves du XXe siècle » : « travail obligatoire » pour les ouvriers de l’ouest de l’Europe, « extermination par le travail » des juifs, des Tsiganes et des prisonniers de guerre soviétiques.
      Après 1945, la guerre froide génère de nouvelles fractures. En Occident, on achète la paix sociale en améliorant les conditions de vie et de travail dans la plus pure tradition fordiste. À l’Est, le pouvoir est confisqué par des partis uniques qui prétendent représenter les ouvriers tout en les privant des libertés syndicales avec le soutien de l’URSS et de ses tanks. L’espoir renaît dans les années 1970, qui voient fleurir les utopies révolutionnaires, des Lip à Solidarnosc. Mais c’est un chant du cygne. Avec son cortège de misère et de chômage, la désindustrialisation a commencé.

      Temps complet
      La classe ouvrière a-t-elle disparu, ou simplement changé de forme, de nom, de rêve ? Conciliant l’audace et la rigueur historique, l’humour et l’émotion, le détail signifiant et le souffle épique, Stan Neumann ("Austerlitz", « Lénine »", ""Gorki"" – ""La révolution à contre-temps") livre une éblouissante relecture de trois cents ans d’histoire. Faisant vibrer la mémoire des lieux et la beauté des archives, célébrissimes ou méconnues, il parvient à synthétiser avec fluidité une étonnante quantité d’information. Les séquences d’animation, ludiques et inventives, et un commentaire dit par la voix à la fois présente et discrète de Bernard Lavilliers permettent de passer sans se perdre d’un temps à l’autre : celui du travail, compté hier comme aujourd’hui minute par minute, celui des grands événements historiques, et celui, enfin, des changements sociaux ou techniques étalés parfois sur plusieurs décennies, comme le processus de légalisation des syndicats ou du travail à la chaîne. En parallèle, le réalisateur donne la parole à des ouvriers et ouvrières d’aujourd’hui et à une douzaine d’historiens et philosophes, hommes et femmes, « personnages » à part entière dont la passion communicative rythme le récit. On peut citer Jacques Rancière, Marion Fontaine, Alessandro Portelli, Arthur McIvor, Stefan Berger, avec Xavier Vigna comme conseiller scientifique de l’ensemble des épisodes. Cette série documentaire virtuose, où l’expérience intime coexiste avec la mémoire collective, au risque parfois de la contredire, révèle ainsi combien nos sociétés contemporaines ont été façonnées par l’histoire des ouvriers.

      https://www.arte.tv/fr/videos/082189-004-A/le-temps-des-ouvriers-4-4

      #poing_levé #Front_populaire #Espagne #Fígols #mujeres_libres #guerre_d'Espagne #mineurs #alcolisme #violence_domestique #expulsions_collectives #travailleurs_étrangers #Volkswagen #nazisme #extermination_par_le_travail #Berlin #Pologne #Hongrie #superflu #rock_and_roll #mai_68 #Sochaux #Lip #Solidarność #Solidarnosc #Anna_Walentynowicz #printemps_de_Prague #NUM #autonomie_ouvrière #Arthur_McIvor #Margareth_Thatcher #muséification #désindustrialisation #invisibilisation #uberisation

  • The Cropper Lads

    https://www.youtube.com/watch?v=Re5S3UQe1L8


    –-> A song of protest from the Industrial Revolution. This explanation is from the Yorkshire Garland website, yorkshirefolksong.net :

    “Croppers, although relatively few in numbers, played a central part in the activities of the machine-breaking Luddites in #Yorkshire. Prior to the introduction of machinery to do the job they had been top-grade apprenticed craftsmen, trained to produce a smooth even nap on the woollen cloth after it had been woven. They cropped the woven cloth with heavy shears and were highly skilled, and relatively highly paid so had more to lose than most by the introduction of the machinery. Prior to this they had blacked any cloth produced in a gig mill and therefore had already shown their anti-machinery stance and solidarity with the weavers. Thus croppers joined the Nottinghamshire Luddites in raids on mills to break the machinery which resulted in desperate battles between mill-owners backed by the police and militia, and the Luddites, which resulted in much bloodshed and even death.
    Great Enoch was the name given to a big hammer used to smash the machinery, rather ironically as it was named after Enoch and James Taylor of Marsden near Huddersfield who were the ingenious blacksmiths who invented the cropping machine.”

    Lyrics :

    Come, cropper lads of great renown,
    Who love to drink good ale that’s brown,
    And strike each haughty tyrant down
    With hatchet, pike and gun.

    Chorus:-
    The cropper lads for me,
    And gallant lads they’ll be,
    With lusty stroke the shearframes broke,
    The cropper lads for me.

    What though the specials still advance,
    And soldiers nightly round us prance,
    The cropper lads still lead the dance,
    With hatchet, pike and gun.

    And night by night when all is still,
    And the moon is hid behind the hill,
    We forward march to do our will,
    With hatchet, pike and gun.

    Great Enoch he shall lead the van,
    Stop him who dares, stop him who can,
    Press forward every gallant man,
    With hatchet, pike and gun.

    #révolution_industrielle #UK #Ecosse #musique #chanson #chanson_populaire #chansons_populaire #musique_et_politique #histoire

    Chanson découverte dans le documentaire sur Arte :
    Le temps des ouvriers
    https://www.arte.tv/fr/videos/082189-001-A/le-temps-des-ouvriers-1-4
    https://seenthis.net/messages/848105

    #luddisme #révolte #Highlands #révolution_industrielle #industralisation #laine

    Le #Great_Enoch :


    #marteau #tisserie

    ping @sinehebdo

    –------

    voir aussi cette autre chanson dans le documentaire et signalée ici :
    https://seenthis.net/messages/848095