Five tips for teaching online

02ap20 24mar2020
Don’t convert entire lecture to video;

Don’t rely on live video;

Pay attention to engagement and feedback;

Check in with students often;

Identify struggling students and support them

https://www.nature.com/articles/d41586-020-00896-7

Don’t convert your entire lecture to video. 

“Strategically reduce your goals” . Instructors need to identify a few specific things that they want their students to learn, and focus on those.

Don’t rely on live video. 

Invite student engagement and feedback.

The best online instructors, Reich and Lee agree, set up their courses so that students can pursue self-paced enquiry — exploring the topic under their own initiative. For example, you can give students a range of links for further reading.

Asking students what they hope to get out of the online course, and

how you can best serve them,

       offers instructors ideas for teaching and gives students ownership of the process, he says.

Check in with students often. 

Consider interactive elements such as short quizzes.

Students might also miss on-campus social interaction, so it helps to engage them with opportunities to talk to one another during a live session, says Lee. She groups students into teams of five so that they can support one another. If students have a question about content, they ask their group first, and come to her only if they still can’t get a satisfactory answer. “Make sure students support each other. Don’t try to do everything yourself,” she says.

Identify and support struggling students. 

Reich says that the most successful virtual teachers conduct frequent assessments, and check in by phone, text or e-mail with each student — most often with those who are struggling.

To identify those students, instructors can ask whether class members have adequate Wi-Fi and access to devices, and how concerned they are about the transition to online learning. 

With technological help from colleagues at NYU Shanghai, [Leonardo Rolla] developed a strategy for teaching remotely from the other side of the world.

Each day, using a program called Voice-Thread,

he records several short videos of himself explaining maths concepts,

adding up to 15–30 minutes collectively.

During their day, the students

watch the videos on a website and, in turn,

insert videos they make of their assigned theorem proofs, for example, or

a question,

a comment or

a critique of a classmate’s proof.

Together, Rolla and his students produce an interactive, if asynchronous, class recording.

Working together

Rolla has one crucial tip:

seek constant feedback from students.

“I am the director of this movie,” he says, “but we are all in this together.”

He asks his students precise questions to demonstrate

what they have just learnt and

how each concept builds on their existing base of knowledge.

He also asks for feedback to improve the course.

When students asked for more concrete examples of complex, abstract theorems to make sure they understood the concepts, he obliged.

“The biggest risk is that you become a talking head

     explaining things that students are not following,” he says,

     “and they give up and

     just pretend.”

His video-based approach has earned high praise from students and colleagues.

“The hardest part is that it takes a lot of time,” says Rolla, “at least three times as much work as a traditional lecture, and that’s once you’re familiar with the tools.” He estimates that since February, he’s been spending 35 hours weekly preparing his online teaching content.

https://www.nature.com/articles/d41586-020-00896-7

Tyranny as an outcome of democracy?

02ap20 26mar2020 13nov2019

It was a democracy without constraint against the worst impulses of the majority.

 Demagogues’ manipulation of the Athenian people left a legacy of

instability,

bloodshed and

genocidal warfare,

described in Thucydides’ history.

Misleading speech is the essential element of despots, because despots need the support of the people.

That record is why Socrates – before being sentenced to death by democratic vote – chastised the Athenian democracy for its elevation of

             popular opinion

at the expense of truth.

Greece’s bloody history is also why Plato

associated democracy with tyranny

in Book VIII of “The Republic.”

https://theconversation.com/why-tyranny-could-be-the-inevitable-outcome-of-democracy-126158

Basic liberal assumptions to remember

02apr20 26mar20 07dez2018

"Much of America still lives in the dark ages,

bound to their conspiracies,

unable to account for basic liberal assumptions:

     women are equal citizens,

     science is real,

    doctors aren’t trying to kill you,

    the news isn’t always lying,

    races can co-exist,

    school is important,

    government can do more good than bad,

     etc." 

https://www.counterpunch.org/2018/12/07/the-case-for-chuck-mertz-not-noam-chomsky-as-americas-leading-intellectual/

Filmes Indicados por Tema

Autismo

Uma viagem inesperada (Filme) 

The good doctor (Série)

daily meditation could slow brain aging

02/04/20 26-23mar2020

Study suggests daily meditation slows brain aging by Bob Yirka , Medical Xpress

Researchers scanned [Budhist Monk] Yongey Mingyur Rinpoche's brain

via an MRI machine four times over the past 14 years.

Over the same period, the researchers also obtained MRI brain scans of a control group consisting of 105 other adults from the local area who were near in age to Yongey Mingyur Rinpoche.

The researchers then submitted all of the brain scans to an AI system called the Brain Age Gap Estimation (BrainAge) framework. It had been taught to make

educated guesses of a person's age by looking at brain scans.

It does its work by noting the structure of gray matter in the brain, which lessens in mass as a person ages.

The BrainAge system estimated Yongey Mingyur Rinpoche's age to be 33 [while he actual age was 41];

others in the control group fell into what the team described as the "typical aging band."

The researchers interpreted this result as evidence of his brain aging at a slower rate than the control group.

The researchers note that the BrainAge system did find some parts of Yongey Mingyur Rinpoche's brain that had aged in ways similar to the control group, suggesting that

brain aging differences between individuals may be due to coordinated changes throughout a person's gray matter.

They also noted that they had found evidence showing that Yongey Mingyur Rinpoche's brain

     had matured earlier

     than the brains of the others in the control group.

https://medicalxpress.com/news/2020-03-daily-meditation-brain-aging.html

>8000 step a day could lower risk of early death, study finds

02apr20 26-24mar2020 

compared with taking 4,000 steps per day,

taking 8,000 steps per day was associated with about a 50% lower risk of death and

taking 12,000 steps per day was associated with a 65% lower risk of death.

By contrast the team found no link between

     mortality and the intensity of steps

     – explored by looking at steps per minute – once the total number of steps taken was considered.

step monitoring in more than 4,800 adults aged 40 or over has shown that higher step counts are associated with a lower chance of death from any cause over a 10-year period. What is more, it seems individuals do not need to hit 10,000 steps a day to start seeing a benefit.

By contrast, taking 2,000 steps per day was linked to a 50% greater risk of death than hitting 4,000 steps per day, with 21.7 deaths per 1,000 adults per year compared with 14.4 deaths per 1,000 adults per year respectively.

Further analysing showed higher step counts were also associated with a lower risk of death from

cardiovascular disease and

cancer.

However, the study has limitations, including that

it cannot prove that the increased walking is the cause of a reduced risk of death, while

participants’ data on their health and lifestyle

was only collected at one point in time and by self-report,

and activity was only monitored over one week.

https://www.theguardian.com/society/2020/mar/24/higher-step-counts-could-lower-risk-early-death-study-finds

Speech recognition racial bias

02apr20 26-24mar2020

On average, the systems misunderstood

     35 percent of the words spoken by blacks but only

     19 percent of those spoken by whites.

Automated speech recognition less accurate for blacks: study

All five speech recognition technologies had error rates that were almost twice as high for blacks as for whites—even

when the speakers were matched by gender and age and

when they spoke the same words.

Error rates were highest for African American men, and the disparity was higher among speakers who made heavier use of African American Vernacular English.

Hidden bias

The researchers speculate that the disparities common to all five technologies stem from a common flaw—the machine learning systems used to train speech recognition systems likely rely heavily on databases of English as spoken by white Americans. A more equitable approach would be to

include databases that reflect a greater diversity of the accents and dialects of other English speakers.

While the study focused exclusively on disparities between black and white Americans, similar problems could affect people who speak with

• regional and
• non-native-English accents,

the researchers concluded.

If not addressed, this translational imbalance could have serious consequences for people's careers and even lives.

• Many companies now screen job applicants with automated online interviews that employ speech recognition.
• Courts use the technology to help transcribe hearings.
• For people who can't use their hands, moreover, speech recognition is crucial for accessing computers.

https://techxplore.com/news/2020-03-automated-speech-recognition-accurate-blacks.html

Coronavirus: what engineers could do?

02apr2020  26mar2020

... put a virologist, a social scientist and an engineer in the same room (or videoconference), and new ideas to delay transmission and safely allow wider elements of day-to-day life continue could emerge.

No country, has managed to deploy engineering solutions in a way that also helps day-to-day life continue in some safe way (in coronatimes). 

When you look at the potential that engineering can bring to this in

• a public health (preventive) rather than
• a medical (restorative) setting,

it shows how much we're actually missing.

SAGE for coronavirus comprises two groups,

one which draws on the epidemiology of historic pandemic flu,

and one that focuses on the social science of public health. These groups feature experts across medicine, epidemiology and social sciences only.

But engineers? Not likely, it seems. There are no dams here to fix … or are there? Clearly the infection needs to be contained, and allowed to trickle out in a controlled flow in order for the whole system to be managed safely into a less critical state.

That sounds like an engineering challenge to me.

When we look at which countries have done relatively well in tackling the virus, there are signs of (computer) engineering at work. In South Korea it is reported that an app—Corona 100m—helped mobilise crowdsourced information on infections, both possible and actual. In China, part of the "effectiveness" in containing the deaths from the virus is reportedly due to the rapid construction of new hospitals. No country, however, has managed to deploy engineering solutions in a way that also helps day-to-day life continue in some safe way.

Ultimately, we need to design creative, workable and effective responses that better balance protection from the virus with disruption to daily life. Instead, we have scientists with fantastically deep knowledge about the biology and epidemiology of viruses, and maybe about the cognitive tricks that lean us towards doing one action over another.

What engineers could do

Let's pause for a moment and think about what could have been done to help slow the spread of COVID-19, without also shutting down the whole of society, with potentially huge, long-term economic and social consequences.

If virologists can give some insight into the main sources of transmission, could engineers design specific, deployable responses to that?

I'm not an engineer or a virologist, but I study how science, technology and engineering can be used in policy to change the world for the better. So while I don't have the answers, I can start the ball rolling.

What about focusing on the mass production and distribution of on-street hand sanitizer, or gloves treated with new, safe anti-viral coatings?

There may also be new ways of opening doors without grabbing the handle, or indeed pressing lift buttons.

Could we design better protective infrastructure for shop workers facing customers at tills?

What about bring-your-own trolley handles?

Or new kinds of easy-to-make and deploy protective face gear for the elderly and vulnerable?

Engineering solutions would have been especially effective early on during the outbreak, before measures like lockdown were introduced. But even during lockdown, they could help minimize the spread of the virus in the parts of society that are still open, such as banks and supermarkets.

Sat here on my own, I can't solve the problem, but put a virologist, a social scientist and an engineer in the same room (or videoconference), and new ideas to delay transmission and safely allow wider elements of day-to-day life continue could emerge.

When you look at the potential that engineering can bring to this in

• a public health (preventive) rather than
• a medical (restorative) setting,

it shows how much we're actually missing. It may be that these particular (disinfectant) solutions are not workable at scale, but the point is that engineers could probably come up with other design solutions that would work. It's their job.

The problem is, often social scientists just don't speak to or mix with engineers very much. It's a deep-rooted problem, like two parts of a family that fell out years ago over some obscure argument that nobody remembers, but everyone repeats.

I work at the Science, Technology, Engineering and Public Policy department at University College London. We see it as part of our mission to bring scientists and engineers together so everyone can benefit. The coronavirus case study shows now more than ever how much we need that kind of collaboration.

https://techxplore.com/news/2020-03-coronavirus-scientists-solutions.html

Inequality Regimes

02ap2020 26mar20

“Thomas Piketty Takes On the Ideology of Inequality”

‘Every human society must justify its inequalities,’ the book begins. 

What follows is a comprehensive investigation of how different societies have done precisely that, 

ranging through what the book terms various ‘inequality regimes.'”

The tendency in economics now—as well as in a great deal of public discussion—is to

view the economy as a natural force,

existing independently from our ideas about what it is and how it ought to work.

This book systematically demolishes that self-serving conceit by charting in extensive detail

how differently it has operated at different periods of time, and

how its operation is conditioned by the ideologies with which it co-develops.

‘The market and competition,

profits and wages,

capital and debt,

skilled and unskilled workers,

natives and aliens,

tax havens and competitiveness—

none of these things exist as such,’ Piketty insists.

‘All are social and historical constructs’ that ‘depend entirely’ on the ‘systems that people choose to adopt and the conceptual definitions they choose to work with.’…

An exhaustive assessment of Capital and Ideology would require more space and expertise than I have, but the basic contours of the book are easy enough to describe.

“Thomas Piketty Takes On the Ideology of Inequality” [Marshall Steinbaum, Boston Review].

Leituras pendentes 01apr2020

Desemprego estimulado

29/03/2020
24/08/2018

Inverter a espiral de desinvestimento e de desemprego avassalador: é necessário lembrar todo dia que esse desemprego foi programado.

Isso, ainda mais, depois de péssimas notícias, na área de economia, em relação ao desemprego recorde de:
- + de 11 milhões de desempregados;
- sobretudo chef@s de família;jovens;
Situação que só deve se agravar com a expansão da pandemia do Coronavirus.

Já dizia Manu d'Ávila, em 2018

''as medidas anticrise do desgoverno Temer exterminaram com o mercado de trabalho".

Eu digo, mais especificamente, que  "exterminam os trabalhadores e outros precarizados".

Já que os trabalhadores estão cada vez mais:
desalentados de procurar trabalhos.

E aqueles poucos que conseguem serviço,  encontram condições cada vez mais precarizadas com, entre outros aspectos:
- o avanço do trabalho informal;
-  a terceirização irrestrita, inclusive de atividades fins.
- uberização;

O "precariado" ( conceito de Jessé de Souza) precisa estar consciente de que seu  extermínio e degradação são  programados.

Nessa conjuntura devastadora de mais de 11% de desempregados no Brasil, como não me lembrar de que até  2013, o Brasil vivia com desemprego, pelo menos oficial, de menos de 5%.

Lembro-me ainda mais de economistas neoliberais decretarem todo dia  a necessidade de:

- aumentar o desemprego para diminuir o custo da mão de obra.

Você se lembra disso?

comente por favor:
o que pode ser feito para mudar essa desgraça?

robot advisers site crash

29/04/2020
05/01/2018
"The web sites of two of the country’s biggest robo-advisers -- Wealthfront Inc. and Betterment LLC -- crashed as the S&P 500 Index sank 4.1 percent. Complaints quickly spread across Reddit and other Internet sites from people who had trouble logging onto their accounts. "

https://www.bloomberg.com/news/articles/2018-02-05/robo-adviser-websites-crashed-cutting-clients-off-from-accounts

By

Peggy Collins

Updated on June 6, 2017 3:05 PM BR (Sao Paulo)

As a society, we’ve decided we trust robots to weld our cars together but we’re not ready to let them drive. How about investing our savings? Automated financial services, known as robo-advisers, are software programs that use algorithms to do what flesh-and-blood financial advisers do, but at a far lower cost. The startups that launched the industry said the rise of robo-advisers would both disrupt the $20 trillion field and give millions of investors access to the kind of smarts only the well-to-do have been able to afford. It’s not yet clear whether robo-advisers can outperform their human counterparts on anything other than price — no small matter. Either way, the big players in the field have decided the idea has enough promise for them to try to beat the newbies at their own game.
(...)
Morgan Stanley is augmenting its 16,000 financial advisers with machine-learning algorithms that suggest trades, take over routine tasks and send reminders when your birthday is near.
(...)
Many American investors have turned to advisers who charge a flat fee, most commonly 1 percent of a client’s assets under management. In general, traditional advisers only serve customers with significant savings, often at least $250,000, or in some cases millions. Betterment has no minimum; Wealthfront’s is $500. Online, potential clients answer a few questions about things like their age, salary and financial goals. Computer algorithms then propose one of several cookie-cutter portfolios — such as 40 percent in stocks and 60 percent in bonds for someone who said their first priority is having a safety net. The services usually use a range of exchange-traded funds, or ETFs, which invest in stocks, bonds and other assets such as
natural resources and
corporate debt.
The programs periodically buy and sell securities to keep the mix matched to investors’ risk tolerance.
https://www.bloomberg.com/quicktake/robo-advisers

class of plan - 1st bim - 2nd theme - career plan

review: 1st theme (with 6wh questions)
forgetting curve - review - 1;7;30;60 days

(a) class orientation: Providing the objectives for which a specific task/lesson/series of lessons take(s) place

- a) oral drill, filling mindmap - 10 minutes
- b) written text explanation - 10 minutes
- c) reading about theme text (reading strategy) or oral presentation or ENEM Question - 10 minutes
- d) lyrics or poem (6whq) - 10 minutes

(b) class structure: Outlining the content to be covered
(c) class structure: signalling transitions between lesson parts

Oral Drill

work in pairs: ask your closest colleague:
"what is your chosen job?"
"which are +  aspects of it? (while, but,)
[work memory: < =7 items at a time]
"which are - characteristics of it ?
(while, but,)
"how much money will you get, at the beginning"  and
"who will help you get there?"
"what will you/they/it do for help you?
"how will ----- do it?"
"why will this help?"

new questions: 2 per class / asked for 5 students
review: earlier classes questions asked for 2 or 3 students, dependent of class level

scaffolding example

scaffolding - per class or per theme (??)
1st theme-
Teacher ask 5 st: "what is you chosen job?"

2nd theme
a) Teacher asks for Student one: "What is your chosen job?"
b) Student one ask students two: "What is your chosen job?" - st2 ask st3; st3 ask st4; st4 ask st5

3rd theme
a) teacher ask student 1: What is your chosen job?
b) Student 2 ask st3 about st1 chosen job: "St3, What is S1 (his/her) chosen job?"
c) teacher ask st4: What is your chosen job?
d) S5 ask st6 about st4 chosen job: "St6, What is St4 chosen job?"

Answers according to students level:
basic: keyword answer;
intermediate: longer modelled answer;
advanced: free speech possible answers

Student one: enginering/ My chosen career is ------'.
  I don't know.
           I am shy (inference).
           I don't want to participate, because...
           He or She do not know yet
           He or She did not do the exercise! (Don't want to be a snitch)  (tattletalle, snitch, informant, grass, mole, spy)

presentation and written text (intersection of 3 circles)
      -    learning ( learning, strategies and focus)
      -    job choice (career, competition and education)
      -   robots and AI ( tech revolution, robots, ethics)
       -  work and robots ( robots, work, and education)
       -  career's planning (

Written Text modeling structure:

- introduction: What
- Dev 1: Why
- Dev 2: Which were +-,
- Conclusion: intervention proposal: who could/would; what could/should/must; how could/should/must/ought;

Conversation:

two questions added per class (10 first minutes)

(ask to five students, mainly at the backbench)

- What is your dream job?
- Why do you want to work at this job?
- Which are some positive and some negative aspects about this job? ( so much labor)
- How much money will you probably get, annually, at the -------- of your career, according to your job? (beginning; middle; ending)
- Who can do something to improve your chances at getting this job? (you, your family, the school, the government)
- What do _____ can do?
- How do ------ can help?
- Which are another things ------- can do?
- Which effects are expected?

          class planning

a 1 - 1 lirics  per week; poem per week, ENEM question ( next week music: at facebook - students share choices with links at specific thread and the most voted will be your translated and  listened))

ENEM Question - multiple choice question per class

English Enem or 2019 Enem various subjects translated to English

A2 - 1st reading together in english, 3nd translating together, ask questions about text)

b1 – Written text

one written text each 4 classes - 1 part per class

(introduction [what; who; when; where];

dev1: why - causes [conjunctural, underlying, structural];

dev2: which - consequence [short; middle; long term];

conclusion: intervention - how to deal - (who- what - how - which effects; local - regional - global)

middle (reading activity)

c1- reading a written thematic text per class (wh q&a; causes and consequences; intervention proposal

deepening a learning strategies  (1 study/reading/written  strategy per bi-weekly subject)(pre-view tittle, source, skimming, scanning, textual genre, contradiction, incoherence, phrasal topic) - see core standards gradation)

Reading  Cartoons or graphics (main subject - specific information) - Wh-question

C2 - Oral presentation - each student different presentation - (1 coordenator-organizer):

- presenting (presentation moderator),

writing text (dissertative;)

- debating ( 2 people)

- visualizing (2 people);(6wh mind map, drawing)

performing (dance; theater)

creating (ludic activity; play) narrative; poem

verbalizing - free speech about subject; pedagogical

ENDING class (oral practice)

D1 - oral Wh questions about subject of the week (given at the last class - flipped classroom;  fill blackboard mindmap - Oral practice

a2 - drill and conversation  practice including at least two wh-question per class (pair work? )

- visualize the question while your classmates ask them?

Answers =Extending thinking time (from 3 to 5 sec)

- beginner - only key words
- intermediate - complete answer
- advanced - complete answer and related example

a3a- wh-questions alternate close and open questions -

(what [who; where;when];

why [i-u-b];

which [s-m-l]  (+|- but - adjectives);

how [l-r-g]) (who [individual, collective, institution, government], what, how, details, which effects)

about bi-weekly theme -

a3b - begin with "what" and each class add two other wh-q

10 students asked per each class (remember: 4 classes per sub-theme)

A4- next class question [what; why; which; or how] flipped classroom

End class

- question  to think while listening: what is the main subject? (without answer)

- listen to music and following worksheet

- translating together

- read together in English

- answering question

  (most listened on vagalume or spotify or billboard)

(https://www.billboard.com/charts/streaming-songs)

D3 - read -Last week top trending topic from Google

D 4 - 1 series or movie plot (most watched on Netflix) (https://reelgood.com/) - subtitles

D5  - 1 book first paragraphs

February - (learning and writing strategies)

March - career choice ang main invention in chosen field

april -robots; artificial intelligenge s; cellphone)

2nd bimester (table of intervention)

may -  cultural diversity - graphite and cinema (stereotypes and representation)

June - (Internet and social media problems; cyberbullying; fake news; game addiction;

3rd bimester (three cicles intersection's area)

august   - water (lack, contamination: urban; agriculture and pesticides)

September - beauty patterns; food problems; suicide

September  - greatest inventions and tech revolution (greatest inventions; cars; vaccines - antivaxx; computer; cellphone

4th bimester

- Outubro até Enem

        - learning strategies review

          1 question Enem per class)

November

climate change (anthropogenics and consensus; causes (industrialization/); consequences; intervention)

questions for evaluating

exercise - open questions

rec. paralela - open and multiple (closed)

provao  - multiple choice

questions structure

a)  subject of the text  (specific as main)

b) causes (basic,  immediate,  or underlying) (March )

c) consequences  (long term, short, or middle) ( April)

d) how to deal (individual, collective, or institutional)  (may)

questions main subject of the text

a) specific info

b) main

c) contraction with specific info

d) not related or inferences (irrational, or illogical)

- Utilizando questões do Enem para prática
-  exercício avaliativo nos dias 5 e 6/11
- simulados e correções de últimas quatro provas do Enem.

Novembro pós-enem - Reading and study strategies - going deep

Writing

  4 texts

        Learning strategies

         Learning styles

        Evaluation strategies

        Reading strategies

         Writing strategies

oral presentation

demonstrate their learning, which can include:

verbalizing,

visualizing,

writing,

performing,

presenting,

debating, and

https://www.teachingenglish.org.uk/professional-development/teachers

Oral presentation

         Presentation a text about learning

   Choose a theme and a textual genre

Exercício (alternativa)

-    Dois exercícios - nota média aritmética dos dois
- Dois exercícios, cada um valendo 4 ponto
- Osegundo servindo como
-           2nd chamada para quem perdeu
-            recuperação paralela para quem não conseguiu média

revisão Enem

A- Graffiti and contestation: social and class relations

B- Media and beauty patterns: anorexia and bulimia

Marketing and consumerism:

C- Social media and post-truth discourse: antivaxx

Internet forums and anti-science discourse

D- Movies and representation: racism

Cinema and gender representation

- Education: homeschooling and social segregation

Career

o consumismo,

o desperdício e

a obsolescência programada.

arts

cinema and representation

social medias and hate speech

graffiti and

internet e pós-verdade e discurso anticiência

         movimento antivacina

         terraplanistas

         theory of evolution and criacionism

Discurso de ódio na internet

           antifeminismo

           racismo - anti-cotas

escola

      - alfabetização e Letramento digital: com melhorar os processos de aprendizagem

      - educação domiciliar  (homeschooling)

      - Evasão Escolar

      -  violências na escola

                  (física, psicológica,

                    bullying, intelectual )

     -  escola cívico-militar

youth

       - redução da maioridade penal

       - weapons acess- mass shootings

       -  extremism - youth radicalization

       - epidemia das drogas

       - spread of sexually transmitted disieses

Migrações

          cultural diversity and difference

          fronteirs - empire strikes back

           prostitution - trafic human

internet

   - over-exposition - depressão -

   -  increase in suicide rates

   - deepfake - you, wherever you want

   - fakenews

    - cyberbullying

   - nudes, sexting and child pornography

   - paedophylia

“Temas ‘engajados’, que sugiram pautas associadas a movimentos sociais ou a uma visão de mundo mais progressista, como questões identitárias ou de gênero, racismo, feminismo ou pautas LGTBQ+, bem como aquelas ligadas à preservação ambiental não devem aparecer na redação”. (Marcelo Pavani, Oficina do Estudante)

https://m.vestibular.brasilescola.uol.com.br/enem/10-temas-que-podem-cair-na-redacao-enem-2019.htm

Mediterranean diet and gut bioma

After the year was over, those who had followed the Mediterranean diet saw beneficial changes to the microbiome in their digestive system. The loss of bacterial diversity was slowed, and the production of potentially harmful inflammatory markers such as C-reactive protein and interleukin-17 were reduced.

At the same time, there was a growth of beneficial bacteria linked to improved memory and brain function, the study said. The diet also appeared to boost "keystone" species, critical for a stable "gut ecosystem" and which also slowed signs of frailty, such as walking speed and hand grip strength.
Previous publications from the ongoing study found those who followed the diet closely had improved episodic memory and overall cognitive ability. Higher adherence to the diet also reduced the rate of bone loss in people with osteoporosis and improved blood pressure and arterial stiffness.

https://amp.cnn.com/cnn/2020/02/17/health/mediterranean-diet-microbiome-wellness/index.html