Podcasts about oluf

The Julekalender tog hele Danmark med storm tilbage i 1991, hvor De Nattergale udfoldede sig i den legendariske julekalender med Oluf, Gertrud, Benny og nisserne. Lige nu kan de originale kulisser og rekvisitter opleves på Lillelund Julemuseum, hvor Viggo Sommer også har været forbi. For The Julekalender holder også stadig i 2023, hvis du spørger Radio Victorias værter – og det samme synes Oluf Sand (Viggo Sommer), som her giver et indblik i The Julekalender.

Oluf poder sit nyfødte barnebarn på læberne og næseborene med et par vatpinde, der kort forinden har været inde i moderens vagina og endetarm. Barnet er født ved kejsersnit, og nu forsøger han at viderebringe de samme bakterier, virus og svampe til den nyfødte, som det normalt får ved en vaginal fødsel. Håbet er, at han således har gjort sit nye barnebarn mere modstandsdygtig overfor en række kroniske sygdomme. Oluf er ikke hvem som helst. Han er professor og lidt af en verdensstjerne, når det kommer til forskning i kroppens indre økosystemer. Senest har hans forskning ledt til en større forståelse af, hvad der kan fastholde anoreksipatienter i sygdommen. I dagens Genstart fortæller professor Oluf Borbye Pedersen om, hvor afgørende tarmen er for vores sundhed - og hvad vi selv kan gøre for at hjælpe den. Vært: Anna Ingrisch.

Det skal i dagens episode handle om oster fra andre land enn Norge. Land som har inspirert, land du har hørt om og land som er kjent som osteland. Svein Erik Backlund har smakspreferanser på ca 3500 ulike oster. Og i dagens episode tar han oss med på en liten smakebit på hva det er som er der ute i osteverden. Vi snakker om Academy of Cheese, norske bønder, utenlandske oster og mye annet. Og den osten Svein Erik ikke kommer på hva heter…den heter Quader de carva. Så da vet du det.

Forfatterne Poul Duedahl & Maria Clement Hagstrup fortæller om deres  dokumentarbog ”Afvigernes ø”, der handler om institutionen Livø Anstalten. En institution hvor man fra 1911 og frem til 1961 anbragte over 700 drenge og mænd på en ø i Limfjorden. Drengene og mændene på Livø var ofte dem som var stukket af fra andre institutioner. Eller dem som man ikke vidste hvad man ellers skulle gøre noget ved. En af dem var Oluf Nyrup Rasmussen Han blev som dreng stemplet 'moralsk åndssvag' og var kun 15 år, da han den 11. november 1924 blev tvangsanbragt på Livø. Et ophold der skulle komme til at vare 7 år. Senere fik Oluf en uddannelse som filmoperatør, blev gift og far til sønnen Poul. Danmarks senere statsminister. Til arrangementet "Månedens Forfatter" på Hovedbiblioteket i februar 2023 medvirkede også Poul Nyrup Rasmussen – sammen med Poul Duedahl og Maria Clement Hagstrup. Tilsammen havde de tre også været hovedpersoner i en DR-dokumentarfilm, men baggrunden for arrangementet var altså den aktuelle bog ”Afvigernes ø”. De blev interviewet af Liv Thomsen (Historieselskabet). Podcasten er tilrettelagt af Claus Vittus Musik: Epidemic Sound Læs mere

Andrew Gordon, chief executive officer and founder of Diversity Abroad, leads the conversation on the importance of providing equitable access to global education.   CASA: Hello, and welcome to CFR's Higher Education Webinar. I am Maria Casa, director of the National Program and Outreach at CFR. Thank you all for joining us. Today's discussion is on the record, and the video and transcript will be made available on our website, CFR.org/academic if you would like to share them with your colleagues after today. As always, CFR takes no institutional positions on matters of policy. We are delighted to have Andrew Gordon with us to discuss the importance of providing equitable access to global education. Mr. Gordon is the founder and chief executive officer of Diversity Abroad, an organization focusing on topics pertaining to access, diversity, inclusion, and equity in international education. He works with higher education institutions, nonprofit and for profit organizations, and government agencies for developing strategies for increasing access to international education for diverse, first-generation, and high financial needs students. Mr. Gordon is a member of NAFSA: Association of International Educators, the Association of International Education Administrators, the European Association for International Education, the National Association of Black Accountants, and the Association of Latino Professionals in Finance and Accounting. He is an alum of INROADS and the Association for the International Exchange of Students in Economics and Commerce. Welcome, Andrew. Thank you very much for speaking with us today. GORDON: It's great to be here. Thank you. CASA: Can you begin by giving us an overview of what equitable access to global education means and its importance in higher education? GORDON: Yeah. Absolutely. First, just want to say thank you, Maria, for the invitation to speak and to CFR Academic for hosting this session, particularly, this important topic. As I delve into my remarks, I'll give a little bit of background as to the—where my remarks are going to come from. As Maria mentioned, I founded an organization, Diversity Abroad, that centers diversity, equity, inclusion in global education. And over the last sixteen years had an opportunity to work with higher-education institutions, everything from community colleges to liberal arts, R-1s to Ivy Leagues, on this question of what does equitable access to global learning and global education mean. And we get this question often and, usually, when I get this question sitting in meetings with academic professionals, I, in some ways, put the question back and I say, well, what's the benefit of global education and global learning. Why do our campuses invest in infrastructure for global education and global learning, whether that's sending students abroad, supporting international students, ensuring that global themes are embedded into the curriculum? We often hear in the field of international education the term campus internationalization. Why are we investing in that in the first place? Well, when we think about global education and global learning and the students that engage in it, one of the organizations that many on the call may be familiar with, AAC&U, puts global learning and global education as a high impact practice, the kind of opportunities that help our students excel academically, grow interpersonally, and also be positioned that much better to thrive professionally once they leave school. And so taking a step back and thinking of the benefits of global education, we talk about students who engage in global learning opportunities. Many times this helps open their—broaden their perspective of the world as a whole. If they're participating in a physical—or education abroad program, many times it helps them in building resilience, a deeper sense of self, having more empathy for those who are, if you will, “different” than they are, embracing difference, something I think we can all appreciate we need that much more so in our society. So when we think—and we could probably, Maria, spend the entire time that we have talking about the benefits of global education and global learning. But the thing is that we know that—those of us who work in higher education know that and in many ways we are the gatekeepers to the kind of experiences inside the classroom, outside the classroom, that we say will fall under the umbrella of global learning. So if we know the benefits of these opportunities, we know how it can impact our students, then it is—well, the onus is on us to ensure that all of our students have equitable access to the benefits of global learning. We can't, on one side, say these are all the benefits of these phenomenal opportunities and so on and so forth, and then on the other side be OK with only certain students having access to global learning opportunities because, essentially, what we're saying is, well, this is a great thing that we have but only certain students are able to. And when we think about what—I would say, for many folks, when we talk about global learning, I would say one of the first things we often go to is study abroad. Study abroad is a phenomenal, phenomenal experience, and we'll talk about other forms in a moment. When we think about that particular opportunity that, I would say, is very high profile on many campuses, students graduating from high school going into university, the percentage is that eightieth, ninetieth percentile of students who are interested in study abroad. We know that is one of the global—one of the experiences that would fall under global education. We also know that, traditionally, study abroad has not reached a vast—too many of our students, we'll say, particularly our students of color, those who are first generation, those who are coming from lower socioeconomic backgrounds. And so I think, in many ways, we'll get students who we say are—the growing population of students on our campuses are also those that study abroad has not supported, and even when campuses have been more successful in getting students to study abroad they haven't necessarily been as—we haven't necessarily been as successful in supporting the success of our students while they're there. So, when we think back to study abroad, if you will, being an aspect of global learning, which is a high-impact practice, you know, high-impact practice is only a high-impact practice if it's properly administered. So we send students but we're not prepared to really support our students in a very holistic way, in an inclusive way. Great, we've sent them but we're not really giving them equitable access to the benefits of a global education. And, likewise, global education exists in different parts of the campus as well. Think about what happens in our classrooms. In the curriculum we have a variety of different area—academic areas of focus. Frankly, how we support our incoming international students—our international students—every student is not going to study abroad, but our campuses are globally diverse environments where our students from all backgrounds exist and our international students and how they acclimate to U.S. culture, how we prepare them to engage with students from a variety of different backgrounds, Americans from a variety of different backgrounds. That's also part of the global learning that happens. And so when we take a step back and just, again, think about why is it that we invest in global education and global learning, it's because we know the benefits of it. We are 5 percent of the world's population, and I think if anything in the last two years, sort of two and a half, three years, we—it is very clear and currently as well is very clear how incredibly interconnected we are as a globe, even as their call—you hear the pundits and otherwise say, like, oh, well, globalization is dead, and so on and so forth. It was, like, regardless of what those conversations are, we know that as a world we are all reliant on each other, and the world that the students, particularly the younger students, if you will—younger age college students—are going to inherit is going to be that much more interconnected. And so for us, as a country, the United States, to be able to take on the challenges and the opportunities that the twenty-first century puts before us and to be successful in taking on the—both challenges and opportunities that has to be a global approach because we're not on this globe by ourselves, and for our future leaders to be prepared to do that it's incredibly important for them to appreciate the importance of global learning and global education, have equitable access to a variety of those opportunities. And, frankly, we are shooting ourselves in the foot if we only allow our—maybe we say not intentionally but structurally the situation is such that only a certain population of students has access, real access, to these kind of learning opportunities. And so, I think, as higher education institutions we have to ask ourselves, what does that mean, yes, for the International Education Office, but also what does that mean for our academics in the classroom? What does that mean for our senior administrators who are deciding where to invest funds and otherwise of an institution? What does it mean for our chief diversity officers, for our VP of student affairs, and otherwise, who also were tasked with ensuring equitable access to a variety of opportunities that are available on campus? And so, when we think about these questions at Diversity Abroad, I think being in association and being able to work with the three hundred-plus institutions that we do on these topics, we really do look at it holistically. What does that mean—global education, equitable access, and education abroad? Global learning at home, what happens in and outside the classroom domestically? Support for our international students? But also how are we also ensuring that the professionals—faculty, staff, and otherwise who are engaged in global educational opportunities or experiences in and outside the classroom—that those faculty members and those staff are reflective of the rich diversity that our students embody? CASA: Thank you. Thank you for that introduction. Now let's open it up to questions. As a reminder, please click the raise hand icon on your screen to request to ask a question. On an iPad or Tablet, click the more button to access the raise hand feature. When you are called upon, accept the unmute prompt and please state your name and affiliation, followed by your question. You may also submit a written question via the Q&A icon or vote for other questions you would like to hear answered in your Zoom window at any time. We do have a raised hand from Basilio Monteiro, associate dean and associate professor of mass communication at St. John's University. Basilio? (No response.) You could accept the unmute prompt. Q: Thank you very much, Mr. Gordon, for your introductory remarks. You know, this internationalization of education—oftentimes what happens is I find that students go and stay within the one small bubble instead of mixing up with other students from the country where they go to. That interaction is not there, and oftentimes, it's not even promoted to go. They will go—they go as tourists. They don't go as learners to learn, and that seems to be the kind of trend, so I find. And I talk to the students. They'll say, OK, oh, I went here. I went there. I saw this and I saw that, and that's it. So that is—what is your overall national experience at this point on this particular context? GORDON: Yeah. Thank you for that comment, and you're right. I think that as the field of international education we have not been as intentional as we could be in ensuring that once we've put in the investment dollars, human capital, and otherwise that helps get students overseas that we're really creating kind of an environment where our students are going to have the kind of experiences that they come back and they really have been able to develop deeper empathy, embracing difference, and so on and so forth. We think about it here in the U.S., right. The students at our campus, a lot of them are having a good time but they're still learning. They're still having very, in some cases—I hate to overuse the word transformative, but experiences that are shaping who they are becoming as people. That doesn't have to change when our students go abroad, and so whether we're talking about programs that are led directly by faculty, I'm thinking about how are we intentionally finding opportunities for our students to engage in the host community; what are opportunities of reciprocity when they're in country in a certain location so that our students don't just have a stamp on their passport but they'd have the kind of experience that is changing how they view themselves, how they view the world, and, frankly, how they view both the challenges and the opportunities that lie before all of us. What is incumbent on, I think, institutions as well as the organizations, institutions that work with a lot of third party organizations to help facilitate study abroad, it's incumbent on those organizations as well to say, we know our students want to have a good time. They're going to have a good time. That's excellent. We want that. But we also—the core reason why our students are engaging in these opportunities needs to be academic, self-development, and otherwise. The fun is going to happen, but that other piece needs to be there because if it's not then, frankly, we become glorified travel agents, taking students from point A to point B. I don't think if you asked anyone in international education what their role is that we would say that's what our role is because it's not. But we need to be intentional about ensuring that the kind of outcomes that we want, that we say our students can gain—we've built the structure to be able to—for our students to be able to achieve those outcomes. Thank you for that question. CASA: Our next question comes from Beverly Lindsay from the University of California system. Q: Thanks to both of you for your introductory comments, Maria and Andrew, for your statement. As a former member of NAFSA and a number of other professional organizations, I actually have several questions, but I will limit them. One is, as you know, throughout higher education, particularly in comprehensive research universities, there is an emphasis on the African diaspora, the Latino diaspora. So many of the undergraduate students tend to go to those countries that are African, the Caribbean, or South America, for example. How do we encourage students, regardless of demographic background, to go anywhere in the world because they would get more experience? For example, when I was the international dean at Hampton we set up a program where the undergraduates could go and do internships at the British parliament, which was really innovative. The second question I would ask you is to what extent do you involve graduate students through your organization? Now, I realize that they're often focused on their thesis or, in rare cases, we don't think of study abroad. We think of research opportunities for our doctoral students. But to what extent do you involve students from different levels? Because I know in community colleges there is considerable emphasis now in terms of having the Los Angeles Community College system, the Dade County students in the community colleges, go abroad. So, as I said, I had many but I'll just focus on those right now. But thank you for your forthcoming answer. GORDON: Yeah. Thank you for that, Beverly. I think when it comes to destination, where our students go, again, unfortunately, I think, that our field has an opportunity to go in a different direction as far as a narrative about certain places. I think, unfortunately, in the U.S., when we think of Africa, when we think of the Global South as a whole, it's often positioned through the lens of deficit of the people, of the governments, health care systems, and so on and so forth. And, without question, there's work to be done. But there's a lot that's happening of innovation in—I mean, Africa, the continent, I mean, obviously, the different countries. Same thing in Latin America. But if we position these locations as you go here to help, you go here almost in a savior type mentality, whereas if we position locations like Europe and Australia and otherwise, like, well, you go here, this is where you're going to learn, this is where you go on internships and this is where you're going to prepare yourself professionally, really, seems like amplifying this narrative of parts of the world are important for learning, growth, innovation. Other parts of the world are more focused on philanthropy, giving, and so on and so forth. And I think that puts us, frankly, as a nation in peril. There was a recent survey that came out—I want to say it was in the last couple weeks—and it—they surveyed youth in Africa. I can't remember which countries. But it asked—the question was who has a more positive impact on your country, China or the U.S., or maybe it was a variety of countries. But China eked out ahead the U.S. So the continent with the youngest population in the world, and we know what that means for the future, of future work and otherwise, views of different countries having a positive impact. We don't see a lot of study abroad programs on the African continent, for example, or Latin America that are focused on innovation and technology. I can—I can go on and on. And so I think we have to take a step back as a field of international education—I think, higher education as a whole—and push back against narratives of how certain regions of the world, certain countries, are viewed so that our students are encouraged to want to engage anywhere in the world as they're looking to deepen their understanding, grow interpersonally, be that much better positioned for their post-degree careers, and so on and so forth. So that—I think that onus is on us as institutions, as organizations, to increase that perspective. But I also think that that also has an aspect to deal with incoming international students as well. With the incoming international students how are we helping them have opportunity to tell more their story about the countries they come from, the contributions their countries make to the U.S., to other parts of the world, and so on and so forth. As to the other question as far as how we engage with graduate students, we were—I would say primarily graduate students who are working in higher education programs, international education programs, that are interested specifically in this work will engage with Diversity Abroad in a variety of ways, either participating in one of the communities of practice that we have, coming to our annual conference, Global Inclusion, in a kind of variety of different ways from that perspective. As far as specifically looking at mobility-based programs for graduate students, that's not our focus at this time. CASA: Our next question comes from Hemchand Gossai, associate dean of humanities and social sciences at Northern Virginia Community College. Q: Maria and Andrew, thank you very much for your comments and also for providing this opportunity. My institution is very large with a multi-campus sort of setting with seventy-five thousand students. It's almost ubiquitous among institutions of higher education, particularly in their admissions process, to extol the importance of how many countries are represented at the college or university, and that's a great thing. We have that as well, and we have a large contingent of international students. One of the things that has struck me and that you have sort of alluded to, Andrew, has to do with the role of our international students as they arrive on our campuses, and I'm wondering if you can reflect a little bit about how best our large contingent of international students might not only be integrated but might actually interact and shape our local community of first-generation students, of students of color, and so on. If you would, I'd appreciate it. Thanks. GORDON: Yeah. Excellent, excellent question. Let me start off by saying, for us, when we think of international students—well, not when we think of international students—but the process of the experience that our international students have operationally, if you will, in many ways it's the flip of our students going abroad. We had a question earlier about how do we better ensure our domestic students are integrating once they're in country. We're just flipping that and saying that for our international students. So what we're saying is that we want the same for both. We don't want our international students to be seen as, hey, this is a revenue source. You're here on campus. Now we're done. No. We want them to be successful, and our international students embody the same identities that our domestic students do. They're students of color. They're first-gen, disabilities, come from different religious backgrounds, LGBTQI. They embody all these same identities that we're trying to support with our domestic students and we want to do the same thing for international students. So and thinking of what that means is really asking the question is what does holistic support look like for our international students. Too often, our international students once they get on campus, they're seen as that international student. I mean, simply, that's their passport. That's where you're actually born. They need the same support, and then some additional at times, as our domestic students. Are we asking them, what contributions do you want in the classroom? Are we appreciating that our international students are coming from a different perspective during certain discussions and are we giving them space to be able to share those perspectives and honor the fact that it comes from a different perspective but that's still important? Because that's part of global learning that our domestic students benefit from as well when you have those rich discussions in the classroom, when you have a variety of different perspectives that are being shared, and we think about being able to hear that, analyze what's being said, and develop your own sense of, OK, this is my thought on this topic or otherwise. But when we just have a conversation, for example, in the classroom that's focused on domestic, even though we have a wide or very diverse population of students that—of international students in our classroom we're really missing an opportunity to both engage with the international students, help them have a deeper sense of belonging on our campus and, frankly, for our domestic students and all students to be to be able to learn that much more so. The other part of the question I mentioned, and kind of tying back to what I mentioned a second ago of how our international students embody so much of that—so many of the identities of our domestic students, you know, when we have programs for first-generation college students are we just thinking about our domestic first-generation college students? Our international students can be the same way. When we think about our disability services, when we think about programs that are maybe related to race in ways, are we thinking intentionally about that? Yes, an African American and an international student from Africa who's from Africa and who's Black and has grown up in Africa their entire life very well are—some shared experiences, but very different. Are we thinking about opportunities for learning and growth from that way? So as I would say it's the intentionality in the programming and the intentionality in thinking of what is our role in—and, obviously, helping our students be successful, but particularly from an equitable access to global education, we have all the ingredients to the salad, if you will. What's our role in making sure that this comes together and this works in a way that serves our students, our domestic, our international students—frankly, serves the institution. And so there's broader goals that we have in higher education around learning but also preparing a generation of citizens that are thoughtful not just about home but thoughtful about the relationship between home and abroad and how our world is broadly interconnected and reliant on each other. CASA: Thank you. Our next question comes from Mojúbàolú Olufúnké Okome, associate professor in the department of political science in Brooklyn College. Q: Good evening. I'm calling from Nigeria now. And I'm a professor, not associate. I was wondering if there is a two-way stream in terms of the way in which international education is conceived of thinking about students coming from foreign countries as exchange students, and I'm particularly interested in this from an African perspective. It's unbelievably difficult for many African students to come to the U.S. as exchange students. They face formidable visa barriers, and for many of them that are from socioeconomic backgrounds where they are not flush with money it is actually an impossibility. So, I mean, is there any kind of thinking about how skewed the pool is that the educational institutions in the U.S. is joined from, given all the constraints that are put in the way of students from the Global South, especially Africa— GORDON: Yeah. Q: —who want to just come to the U.S. just like our students go to those places? GORDON: Yeah. Yeah. No. Wonderful, wonderful question, and I'd kind of bifurcate my answers. I think with respect to visas, I think that's a question—offices handle that at State and I think there has to be a broader question of are we creating enough opportunities for students or making it easy enough for students or talented students that want to come take advantage of the rich diversity and the academic opportunities, some professional opportunities that exist in the U.S. Are we making it easy enough for those students to come to our shores? And I think that's a question that—State has to continue to be evaluated from that aspect. I'm not by any means an expert with visas, so I'm going to—I'm going to stay in my lane to an extent. But I think, broadly speaking, is we do—I think as a nation have welcomed and want to continue to welcome talented folks from all over the world to be able to come. And then I think the second part of the question, what's the role of institutions, I think similar to our—to domestic students, we know who our students are. We know what the challenges they have and being able to access opportunities that we have. And so we say—going back to what I mentioned earlier, we say we know what these—we know the benefits of these kind of opportunities. We're the gatekeepers to that. We know who our students are, and we know the challenges they have and this includes international students that are interested in coming, be it exchange or otherwise. How do we in higher education create more opportunities for talented students to be able to take advantage of these opportunities that we're very clear the benefits to them? And so from an exchange standpoint, looking and saying are we building exchanges—do we have the infrastructure, are we investing in the infrastructure so that we can have more exchanges with the Global South? Because many times exchanges, while not always cost neutral, is usually much more cost neutral than a paid study abroad or otherwise. So are we creating those kind of opportunities? Again, realizing that that benefits the student—the international student, the domestic student. It benefits our campus community and our broader community as a whole when our international students are out and engaging with the broader community around the universities and otherwise. So are we investing in that? And then when it comes to fully matriculated students, whether at the undergraduate, graduate, or doctorate level, are we doing enough? Is there more we should be doing to ensure that if funding is a challenge that the funding is—funding schemes that are available to better create opportunities for students to be able to come, and then also like we've mentioned in the last question is our campus infrastructure—our campus set up in such that our international students feel like they belong, the campus is thinking about them, and this is a place where they want to, frankly, stay and contribute their knowledge or insights, their experience, and otherwise, which, again, benefits them, benefits the campus, and benefits the community and the nation as a whole. Q: Next we have a comment from Pamela Waldron-Moore, a professor at Xavier University of Louisiana. You have touched on this topic but you might want to go a little deeper. She writes, as a professor at Xavier University of Louisiana, I know that this is a helpful conversation. One area of global education that does not seem to have had much exposure is the opportunity for national institutions to provide exchange opportunities that allow low-income students to appreciate diverse education. For example, students can learn much from institutions located in naturally global environments—New York, DC, California, et cetera. Many U.S. institutions are teeming with international students who are happy to interact with a wider body of learners. GORDON: Yeah. I'll just comment on that briefly, and I know Xavier does great work with our national exchange as well as with international. But your point is right on. When we think of the globally diverse cities that exist in the U.S., they're learning labs. I'm from the Bay Area. I like going to San Francisco. I go to places in Oakland and otherwise. These are learning opportunities. I think when you think of the flow of migration to certain areas within the country, there's so much to learn there for our domestic students as well as for our international students. And so when we think of global learning holistically, as much as—I started Diversity Abroad based on study abroad. I'm a fan of study abroad, absolutely. But I think when we think about global learning, we have to get—mobility from the standpoint of getting on a plane, crossing an ocean, and using your passport is not the only way. And when we think about the institutions, where our institutions exist, what does the community look like? How globally diverse is our local community? Are there opportunities for us, thinking of co-curricular activities, to better engage with our local communities as well, because part of the broader goal that we talked about, the benefits of global learning, those benefits can be gained—different benefits, different places, in different ways, but can be gained locally but also can be gained abroad. So, an excellent point. CASA: Again, as a reminder, please click the raise hand icon on your screen if you would like to ask a question, or write it in via the Q&A icon. Andrew, can you talk a little bit about the specific activities that Diversity Abroad engages in as an organization? GORDON: Yeah. Absolutely. Happy to. So Diversity Abroad founded in 2006. We're a member-based consortium, around three hundred and fifty colleges and universities. As I mentioned, it ranges from small liberal arts to community colleges, Ivies to R-1s, and, really, we—our focus is looking at diversity, equity, and inclusion within internationalization and global education. And so what does that mean? We look at four key areas of our work. It's education abroad, international students, global learning at home, and then career and organizational advancement, and we—the actual practices of the work that we do focuses heavy on learning and development. So everything from our annual conference, Global Inclusion, to our DEI certificate for folks who are engaged in global education or are interested in global education, as well as a leadership certificate for student leaders who want to embed DEI, global, into their leadership. We publish a set of good practices called the Global Equity Inclusion Guidelines, it's a set of policy practices for embedding DEI into a campus's global education operation, and then there's a ton of thought leadership that we do, collaboration with organizations. We have a phenomenal team that is always working to continue to push this conversation forward, and maybe more than moving the conversation forward, to push forward resources, learning opportunities, and otherwise to ensure that, frankly, as a field a decade from now we're not having this same conversation but that we've made some real tangible progress in going forward. So, much harder to execute on a daily and weekly basis than to kind of go over in a couple of seconds. But I'm really proud of the work that we're doing and always interested in collaborating with professionals and institutions that share—frankly, share our vision of equitable access to global educational opportunities. CASA: Great. Our next question comes from Krishna Garza-Baker from the University of Texas at San Antonio. She's assistant director of experiential learning. Q: Hello, Maria and Andrew. Thank you so much for this conversation. I'm actually a current member of Diversity Abroad and absolutely love all their resources. I'm there on a daily basis. So I would like to reflect back to the idea on promoting the benefits of global learning. As much as I promote the benefits of global programs to my students—I work specifically with business students at the Alvarez College of Business—what are some ways in which you have seen or experienced navigating the topic of the financial investment into educational experience and what are some other barriers to global learning that you have seen for domestic students? GORDON: Krishna, thank you for that comment and happy to have you as part of the Diversity Abroad community. So finance is interesting. Without question, finances can be a barrier to students engaging in global educational opportunities, particularly mobility-based ones. What's interesting, though, is that at times when you ask a student, are you interested in studying abroad, for example? They say, no, I can't afford it. And I was, like, well, do you know how much it costs? Well, I'm not actually sure. Are you sure how your financial aid works and how your financial aid can support? It was, like, no, I'm not actually sure. So you have students sometimes that see study abroad and there's an interest, but for a variety of other reasons, maybe they're becoming a little bit more hesitant, and finance is an easy one to go to say, oh, I can't afford it. And so I think it's important for, one, us to understand, from a financial standpoint, A, is the students—can they really not afford it? How are we addressing that? Or is this a question of, I'm interested and I'm on the fence and so on and so forth and I'm just kind of saying financial. I think for the aspect of students not being able to afford it, as an institution, again, we have to go back and say what's the value of global educational opportunities. We know that students who are statistically—we're saying that students who study abroad graduate sooner, graduate with higher GPAs as well. So that is hitting part of a broader goal that we have of higher education about persistence and completion. And so as an institution are we investing in the kind of activities like global education opportunities that are supporting the broader goals that we have as an institution around persistence and completion, and that is something that's strategically at institutions that—are questions we have to ask ourselves. We say, you know, yes, global, you know, the importance of all these opportunities to study abroad and so on and so forth. Are we investing in it in a way that any of our students that are interested finance is not going to be the barrier that pushes them back? Now, I think, on the other aspect of it with respect to finance and being able to talk with students and their families, students and their families who are from lower socioeconomic backgrounds. They're on campus, and they're on campus, in a way, because they've seen being a student at your campus as an investment, something that is valuable enough to either, personal finances—going out and fundraising in a variety of different ways because they see the value in that. The question, I think, that we have as—in higher education and particularly in international education are we positioning global education as this is an investment? And this goes back to a comment that was made a little bit earlier about, hey, you know what, we're sending these students abroad. They're not really engaging with the populations. It's kind of like it's just vacation. OK. Well, if I'm a serious student and I'm concerned about finances, and I have to make choices about what I invest in, if study abroad is positioned as, you know, go have fun abroad I'll say, well, listen, I'll go on vacation at another point in my life. I'm focused on getting in school, doing the kind of things that's going to position me to be able to thrive, support family, and otherwise. So in education abroad and study abroad, the onus is on us to make sure that the way we're talking about these opportunities, the way that opportunities are actually taking place, is such that a student that has to make that decision looks at study abroad or other global opportunities and says, you know what, this is where I want to invest my time, my resources, and otherwise because this is something that's going to help me continue to grow with the broader goals that I have. CASA: Our next question comes from Maggie Mahoney, director of global engagement at the University of Houston. Q: Good afternoon, Maria and Andrew. Nice to talk with you. Hello from Houston, Texas. Andrew, my question is about our teams, because we want to bring the best of our teams to our students. We know that burnout is an ongoing issue. We've had the pandemic. We've had the murder of George Floyd that kind of shifted things even more for the bigger focus of DEI and that has become exhausting, not to mention in Texas we face our own Texas state issues and now inflation changing. So there's a lot of stress on our teams, and in institutions of higher ed we should have offices that mirror the diversity of our students. But we don't always have that. Do you have any recommendations for our diverse staff team members and their self care in the face of this burnout and too often being turned to in the support of DEI efforts whenever we should all be doing the work? And do you have any recommendations for team leaders on how to continue doing our work while supporting our diverse team members, as we know they're overwhelmed? GORDON: Yeah. Thank you for that comment. And that's—I think a very important point is that we can't ignore—when we think of—we think of some of the organizations that we've looked AT and say, hey, these are great companies or great organizations that I'll support. The folks who are at the table many times come from incredibly diverse backgrounds, and in international education if we want the work that we do to have the kind of impact, we want to make sure that we're drawing the best and brightest, most diverse folks that say, hey, higher education, international education, specifically, this is a place where I want to go work. Our faculty members who may potentially be leading programs abroad, there's a lot that our faculty members can be doing over the summer when we say, you know what, I want to lead a study abroad program because this is—not only the impact this could have on students, but I know I'm going to be supported by the international office and otherwise as I'm going abroad. So what I would say is a couple of things. One is from a team leader perspective, and I think what you pointed out being something that is really a very salient topic. You know, DEI work cannot fall on folks of color or folks who we look at and say, OK, well, you represent XYZ identity so, yes, diversity worked for you. All that does, as stated, is it leads to burnout and it doesn't lead to us moving the needle. So, organizationally, are the practices or the policies in place. So, operationally, DEI is just embedded into what we do and regardless of what your role is, the DEI tasks that are there, is there for you to do. So regardless of what your background is, whatever the DEI tasks are connected to your role, those are there for you to be able to do. And so that'd be one aspect of it, really looking operationally from that perspective. But then another question is asking ourselves whether it's at the department level within an office, like a global education office or whatever it may be, are we building a climate of belonging. Are we building a climate where our staff that come from historically marginalized backgrounds feel like, hey, we can come—we can come here. We can be ourselves. When we're having challenges we're being supported and otherwise because, again, then we're able to be able to do the work that's needed to increase participation in global educational opportunities, being able to work with the faculty members to think through how do we better embed global themes into the curriculum, being able to support our international students. Which is saying none of this happens automatically. It is run by people, on people power, and we've got to take care of our people. If we don't take care of our people, all the other things that we want to do, ultimately, we won't be as successful as we'd like. CASA: We have a question now from Professor Waldron-Moore from Xavier. She says—she asks, how can we generate interest in study abroad from the classroom? Shouldn't we address seriously ways to motivate students to learn more about diversity in order to raise their awareness about higher education? We need to get the excitement about other countries and people going before we grow an interest in study abroad or a study exchange. GORDON: Yeah. So that's—I would say it's not an either/or but I would say they very much work in tandem. So the more—and to the point, the more that we—the more that global themes are presented to our students, the more interest that will start to generate with our students. If you have a population of students that from the time they set foot on campus they know they're going to study abroad and so and so forth, that's great. We want those students. But you have another population of students who maybe that's not the case, and so how are we embedding global themes into the curriculum regardless of what our fields may be? What are—are we finding opportunities to embed global themes into the curriculum so that, one, we're helping to promote the idea of there's a lot to learn outside of the shores of the U.S. as well, but, two, for our students—and every student's not going to study abroad. For our students who aren't going abroad are we finding opportunities to ensure that they still have access to global learning themes within the classroom. And so they very much play off each other, and I will say that now much more so for the students who, ultimately, decide not to participate in a study abroad or a formal study abroad program it's an opportunity for them to still get access to global learning opportunities. But I will say—one other thing I want to bring up and I started bringing this up in my earlier comments, I think when we're thinking about global education and diversity, equity, and inclusion, definitely thinking of it through, say, two lenses. One is the lens of what we've primarily been talking about of how are we supporting our historically marginalized students, supporting our staff and our faculty, our people, as they're engaged in global education, and that many times, again, are folks in historically marginalized populations. But when we think about learning global DEI competencies, all of our students need to access that. DEI is not just populations to support or competencies to be learned—to learn. So inside the classroom, when they're participating in study abroad or otherwise, are we thinking through how we position our students to learn the kind of competencies that can position them to be better citizens, to be better—that much more thriving in their professional careers and otherwise. And, again, that takes place—many times that takes place in the classroom. CASA: Our next question is also written and comes from Wendy Kuran, associate vice president for development and alumni engagement at Duke Kunshan University. Actually, she has two questions. The first is, following up on the earlier question and Andrew's great answer, is the career and self-development value proposition of study abroad clear to diverse students? Is there credible, accessible research about the value? What could we, at universities, including students, do to help make that case in new ways more effectively? And the second shorter question, do you ever work in secondary education intercultural exchange programs and, if not, are those in your ecosystems? Are there those in your ecosystems who do? GORDON: Yeah. So I'll start with the second question first. We work with some secondary institutions and organizations that support secondary students at that level. I would not say that that has been the traditional group of professionals or organizations or institutions that have come to us. But we are seeing some growing traction there. So I'm always interested in connecting with folks who have interest with that. With respect to career, I would say there are definitely institutions who have been at the forefront of centering the connection between global education and career, and I think as the field of global education that's work that's improving. But there's still work to do, I think, particularly for being able to make the case for students who, for a variety of reasons may be hesitant about study abroad. What we find in engaging with students, yes, research is important. Using more factoids are important. Firsthand experiences being important of students who embody similar identities and otherwise that can say, I had this kind of experience. I went from point A to point B to point Z. I know when I've had an opportunity to go to campuses and speak and otherwise telling a little bit about my own personal trajectory from doing accounting consulting to becoming an entrepreneur and otherwise and how study abroad impacted that, that's one of the things that attract students is really wanting to understand, OK, you look like me. You had a similar experience. How did you do that? So which is to say particularly with that—the part of your question asking about historically marginalized student populations, are we telling the stories of success? Are we telling the stories of how our students from historically marginalized backgrounds have been able to leverage global opportunities to advance in their career? For them to be able to say very concretely, I had this experience and then I'm working in this job and this is how this experience helped me and so on so forth. Again, that is intentional work, yes, by our global education offices but also, frankly, in collaboration with our career centers, our offices that are doing career development on campus. How are we working with them to be able to bring them back to connect with the students, the alum, and otherwise to be able to tell those stories, which, again, is part of the broader ecosystem of what does engagement look like to be able to increase participation and the success of students who are interested in study abroad? CASA: Have you been able to develop dedicated assessment and evaluation tools for success or gauging the success or the results of study abroad programs? GORDON: So we, ourselves, have not. There are some tools out there and some studies that are out there. Gosh, I'm trying to think of his name right now at the University of Georgia. There was a study in the early kind of 2000s called the Glossary Study. It was just recently built—they built upon that with a new study that showed the connection between academic success. I wouldn't say that for me, I'm familiar with a survey or research that goes as deep on the career success aspect of it. But I know there are some resources out there that talk deeper about the connection between career development and—study abroad and career development. CASA: And do you have thoughts on how global education and study abroad contribute to U.S. foreign policy creation and international relations? GORDON: Yeah. Well, in part, I mean, I think there's an aspect of just civics that's connected to every time you get on a plane, you travel, and you flash that green—I always say green—that blue passport, why is that so easy? Because even being able to understand the ability that you have to travel to the vast majority of the world without having a visa, without—and, frankly, other countries aren't able to do that. So almost, certainly, encourage deeper appreciation for the privilege that we have as U.S. citizens, being able to travel as freely as we do for most of the world, but also being able to engage, I think, for students of—U.S. students to be able to engage in other populations, hear their perspective. You know, sometimes there's perspectives that are critical to the U.S. Sometimes there are perspectives that are wildly in love with the U.S., and that's great. It's important to hear all of that, to hear how you're perceived, and then you bring that back home with you. Now you're thinking about your role as a citizen, what that does to you to be able to understand positionality of the U.S. and the rest of the world and what role that you personally want to take with that. And so I—and I guess I say for myself having a deeper appreciation for the, frankly, benefits of being a U.S. citizen by traveling and having had the opportunity to travel as much as I do and interact with folks all over the world. And so I think for all of our populations I think the populations that maybe haven't been as civically engaged or as deeply civically engaged it creates that many more opportunities to have that appreciation for. CASA: Yes. GORDON: And then, frankly, just people-to-people. I would just say—this is the last thing I'll say. It's funny, I mean—I mean, people-to-people exchanges, what they say it's hard to hate someone you know. (Laughs.) I mean, it's true. I mean, and I think that it's easy to turn on the news and hear XYZ about any number of people and locations in the world. I think when you sit down you break bread and you have coffee, whatever it may be, with folks from other parts of the world it does develop, I think, a deeper appreciation, really helping push us down that road of embracing difference and, I think, developing a deeper empathy, which we could all use more of that. CASA: Great. Well, we've come to the end of our time and, Andrew, thank you so much for sharing your insights with us, and to all of you for your questions and comments. You can follow Diversity Abroad on Twitter at @DiversityAbroad. You will be receiving an invitation to our next Higher Education webinar under separate cover. In the meantime, I encourage you to follow at @CFR_Academic on Twitter and visit CFR.org, ForeignAffairs.com, and ThinkGlobalHealth.org for research and analysis on global issues. I hope you're all having a great summer, and thank you again for joining us today. We look forward to your continued participation in the Higher Education Webinar Series. 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Die akademische Tagung als Fegefeuer: Der manische Kunstgeschichtsprofessor Oluf Sattler erlebt Höllenqualen im Schlangenpfuhl des Uni-Betriebs, wo Applaus eine Form des Mobbings sein kann.Von Jan Dreeswww.deutschlandfunk.de, BüchermarktDirekter Link zur Audiodatei

Vi hører igen og igen i diverse sundhedsmedier at vores bakterier og andre mikrober i maven er vigtige, men hvor vigtige er de egentlig og hvad er mekanismen igennem hvilken de har denne vigtighed? Her i Danmark har vi professor Oluf Borbye Pedersen, der er en af de helt centrale karakterer i den internationale forskning i tarmens mikrobiom. Han var med i det projekt hvor man første gang sekventerede hele tarmens mikrobiom og sidder nu som leder for en forskningsgruppen med flere hundrede forskere under sig. Lyt med når Fitness M/K besøger mikrobiomets mester.

Michelle Gavin, CFR's Ralph Bunche senior fellow for Africa policy studies, leads a conversation on African politics and security issues.     FASKIANOS: Welcome to today's session of the CFR fall of 2021 Academic Webinar Series. I'm Irina Faskianos, vice president of the National Program and Outreach at CFR. Today's discussion is on the record and the video and transcript will be available on our website, cfr.org/academic. As always, CFR takes no institutional positions on matters of policy. We're delighted to have Michelle Gavin with us today to talk about African politics and security issues. Ambassador Gavin is CFR's Ralph Bunche senior fellow for Africa policy studies. Previously, she was managing director of the Africa Center, a multidisciplinary institution dedicated to increasing understanding of contemporary Africa. From 2011 to 2014, she served as the U.S. ambassador to Botswana and as the U.S. representative to the Southern African Development Community, and prior to that, she was a special assistant to President Obama and the senior director for Africa at the National Security Council. And before going into the Obama administration, she was an international affairs fellow and adjunct fellow for Africa at CFR. So we are so delighted to have her back in our fold. So, Michelle, thank you very much for being with us. We have just seen that U.S. Secretary of State Antony Blinken went on a trip to Africa. Maybe you could begin by talking about the strategic framework that he laid out on that trip, and then we have in just recent days—with a new variant of Omicron—seen the travel ban imposed on several African countries and what that means for the strategic vision that he laid out. GAVIN: Sure. Thank you. Well, thank you so much for inviting me to join you today. And I looked at the roster. There's so much amazing expertise and knowledge on this Zoom. I really look forward to the exchange and the questions. I know I'll be learning from all of you. But maybe just to start out to talk a little bit about Secretary Blinken's trip because I think that, in many ways, his efforts to sort of reframe U.S. engagement on the continent, trying to move away from this sort of binary major power rivalry lens that the Trump administration had been using is useful, but also exposes, really, a lot of the challenges that policymakers focused on Africa are dealing with right now. So he tried to reset the relationship in the context of a partnership, of purely acknowledging African priorities and African agency in determining what kind of development partners Africa is interested in, what kind of security partners. I think that's a very useful exercise. Then he kind of ticked through, as every official has to do in making these big framing statements as sort of broad areas of engagement and cooperation, and he talked about increasing trade, which, of course, is interesting right now with AGOA sunsetting soon, working together to combat pandemic diseases, particularly COVID, working together on climate change, where, of course, Africa has borne more consequences than many other regions of the world while contributing far less to the problem, working together on the democratic backsliding and authoritarian sort of surge that we've seen around the world and, finally, working together on peace and security. So this huge agenda, and I think what's interesting and what in many ways his trip made clear is that it's very hard to get to the first four points when the last one, the peace and security element, is in chaos. And, look, obviously, Africa's a big continent. All of us who ever engage in these conversations about Africa are always—are forever trying to provide the disclaimer, right, that there's never one African story. There's never one thing happening in this incredibly diverse continent. But it is the case that the peace and security outlook on the continent is really in bad shape, right. And so the secretary traveled to Kenya, Nigeria, and Senegal. The headlines from his trip, really, were dominated by the disorder in the Horn of Africa that we're seeing right now. So you have the civil conflict in Ethiopia, which has been incredibly costly to that country in terms of lives, in terms of their economic outlook, has been characterized by atrocities of war crimes. And, I think right now, most observers are very concerned about the integrity of the Ethiopian state, its capacity to persist. Regardless of today, tomorrow, or next week's military developments, it's very hard to see a lasting and sustainable military solution to this conflict and the parties do not appear, really, amenable to a serious political negotiation. But it's not just Ethiopia, of course. It's Sudan, where we saw the tenuous military-civilian transitional government kind of fully hijacked by the military side of that equation in a coup that has been, really, rejected by so many Sudanese citizens who are still on the streets even today trying to push back against the notion of military dominance in their transition and beyond, and they are being met with violence and intimidation. And the outlook there is quite worrying. You've got border clashes between Ethiopia and Sudan. You have electoral crisis in Somalia. So the Horn, you know, is looking like a very, very tough neighborhood. And, of course, everyone is concerned about the impact on Kenya and East Africa itself, given the insurgency in Mozambique, which has more than once affected neighboring Tanzania, these bombings in Uganda and the sense of instability there. The picture is one of multiple crises, none of which come with easy fixes or purely military solutions. And then you have this kind of metastasizing instability throughout the Sahel, right, and the concern that more and more states will fall victim to extremely worrisome instability and the very costly violence. So there's a huge security agenda and we're just—we're all aware of the basic facts that it's very hard to make progress on partnerships to support democratic governance in the midst of conflict. It's very hard to come together on climate change or to fight a pandemic in the midst of these kinds of circumstances. So I think it's a really challenging picture. And just to pull a couple of these threads, on this issue of democratic backsliding the Biden administration's desire to build more solidarity among kind of like-minded countries whose democracies may take different forms but who buy into a basic set of democratic values, it's undeniable that the trend lines in Africa have been worrisome for some time and we do see a lot of these kind of democratic authoritarian states, these states where you get some of the form, some of the theater, of democracy, particularly in the form of elections, but no real capacity for citizens to hold government accountable. It's not really a kind of a demand-driven democratic process, that the fix is often in on these elections, and there is polling, right, that suggests that this is turning people off of democratic governance in general, right. If what you understand democratic governance to be is a sham election, you know, at regular intervals while you continue to be governed by a set of individuals who are not really beholden to the electorate, right, and are protecting a very small set of interests, then it's not surprising to see some waning enthusiasm. It's not that other forms of government are necessarily looking great to African populations, but I think it is notable in some of that Afrobarometer polling in places where you wouldn't expect it, right, like South Africa, where people sacrificed so much for democracy, and you really do see a real decline in enthusiasm for that form of governance. So there's a lot of work to be done there. The last thing, just because you brought it up, on the latest news about this new variant, the Omicron variant—I may be saying that wrong. It may be Omicron. Perhaps someone will correct me. And the kind of quick policy choice to institute a travel ban on a number of southern African countries. So I do think that in the context of this pandemic, right, which has been economically devastating to the continent—where the global economic downturn that occurred for Africans, too, but you had governments with very little fiscal space in which to try to offset the pain for their populations. In addition, you have had the issues of vaccine inequity, right, where it's just taken far too long to get access to vaccines for many African populations—it's still not adequate in many places—and a sort of sense that the deal initially proposed in the form of COVAX wasn't really what happened—you know, a feeling of a bait and switch—that looks like—what it looks like is disregard for African lives. And while I am really sympathetic—I used to work in government and it's crystal clear when you do that your first responsibility is the safety of the American people—these travel bans sort of fit into a narrative, right, about scapegoating, about disregard for African life that, I think, is going to make it awfully hard for this new reframing of respect and partnership, right, to really resonate. And I would just note, as a former U.S. ambassador in Botswana, that the scientists in the lab in Gaborone and the scientists in South Africa who did the sequencing and helped to alert the world to this new variant, right, were doing us all a tremendous favor. It's not at all clear that this variant started in southern Africa, right. We know that it exists on every continent right now except Antarctica. We know that samples taken in Europe before these discoveries were made in southern Africa—just tested later—showed that the variant was already there. And so it is a bit hard to explain why specifically southern Africans are banned from travel. You know, I think it's unfortunate. There are other policies that could be pursued around testing, around quarantine requirements. So I'll leave that there. I'm not a public health expert. But I think it's—I'm glad you brought it up because I think these things do really resonate and they inform how the United States is understood on the continent. They inform how Africans understand global institutions and kind of global governance to reflect or not reflect their concerns and interests. And if what the Biden administration wants is partners in this notion of democratic solidarity and partners in trying to reconstruct kind of international institutions a sense of global order, a norms-based rules-based approach to multilateral challenges, it's going to be hard to get the African buy-in that is absolutely necessary to achieve those goals when these kinds of issues continue to give the impression that Africa is an afterthought. FASKIANOS: Thank you very much, Michelle. That was really a great overview for us. So now we want to go to all of you. You can raise your hand—click on the raised hand icon to ask a question—and when I recognize you please unmute yourself and state your affiliation. Otherwise, you can submit a written question in the Q&A box, and if you do write a question please say what institution you're with so that I can read it and identify you properly and—great. Our first hand raised is from Dr. Sherice Janaye Nelson. And let me just say, the “Zoom user,” can you please rename yourself so we know who you are? So, Dr. Nelson, over to you. Q: Good afternoon, everyone. Dr. Sherice Janaye Nelson from Southern University. I'm a political science professor in the department. And the question, I guess, I have is that we know that the African people have a history of nondemocratic governance, right? And when we look at a place like Tunisia, we know that one of the reasons in the Arab Spring that they were so successful—although often considered an Arab country, they are successful because there had been tenets of democracy that were already broiled in the society. The question I have is that to these places that do not have that institutional understanding or have even—maybe don't even have the values to align with democracy, are we foolhardy to continue to try to support democratic governance as the full-throated support versus trying to look at more of a hybrid of a sovereign situation that allows for, in many ways, a kingdom, a dictator, and et cetera, with then a democratic arm? Thank you so much. GAVIN: Thanks, Dr. Nelson. It's an interesting question, and I agree with you insofar as I think that it's really interesting to think about the kind of governance antecedents in a bunch of African countries, particularly in the pre-colonial era, right, and try to figure out how they find expression afterwards. There's no question that, you know, colonialism doesn't set the table well for democracy. There's no doubt about that. But I would say that, you know, despite the loss of faith in democratic governance that we've seen in some of the polling, you know, very consistently for a long time what you've seen is that African populations do seem to want democratic governance. They want to be able to hold their leaders accountable. They want everyone to have to abide by the law. They want basic protections for their rights. So, you know, I'm not sure that there's any society that's particularly ill-suited to that. But I do think that democracy comes in many forms and it's always particularly powerful when there is, you know, some historical resonance there. I also—you know, if we take a case like one of the world's last absolute monarchies in eSwatini right now what you see is a pretty persistent civic movement demanding more accountability and less power for the monarch, more protection for individual rights. And so, you know, I'm not—I think that people are feeling disillusioned and frustrated in many cases and you see this, too, in the enthusiasm with which several of the recent coups in West Africa have been met—you know, people pouring out into the streets to celebrate because they're frustrated with the status quo. They're interested in change. But very rarely do you see then persistent support for, say, military dictatorships or military-dominated government. So I'm not sure that the frustration means enthusiasm for some of these other governing models. People want democracy to work a lot better. FASKIANOS: Thank you. I'm going to take the next question from Lucy Dunderdale Cate. Q: Hi. Yes. I'm Lucy Dunderdale Cate. I'm with the University of North Carolina at Chapel Hill. I wanted to just ask you about kind of the African Union's role in this, you know, particularly and with the Biden administration, and thinking about, you know, the Horn of Africa security issues that you mentioned. Kind of where do you see that we're going and what do you see kind of for the future there? Thank you. GAVIN: Sure. Thanks for that question. I think the AU, for all of its flaws—and, you know, find me a multilateral organization that isn't flawed—is actually incredibly important. You know, for the Biden administration, which has kind of staked out this position that international institutions matter and multilateral institutions matter, they've got to work better, we can't address the threats we all face without these functioning and they may need to be modernized or updated but we need them, then the AU is a really important piece of that puzzle. And I think, you know, right now, for example, in Ethiopia that the—it's the AU's negotiator, former Nigerian President Obasanjo, who really is in the lead in trying to find some glimmer of space for a political solution, and this was a little bit late in the day in terms of AU activism on this issue and I think it's been a particularly difficult crisis for the AU to address in part because of being headquartered in Addis and sort of operating within a media and information environment in Ethiopia that is one that does not create a lot of space for divergence from the federal government's position. So I think that, in the end, right, the prospect of the collapse of a 110-million-strong country, a place that used to be an exporter of security, a major diplomatic player in the region, right, spurred AU action. But it's been a little bit—more than a little bit slow. But you have seen some pretty forward-leaning stance at the AU as well. Their response to the military coup in Sudan this fall was pretty robust and clear. Now this sort of new transitional arrangement that appears to be more palatable to much of the international community than to many Sudanese citizens is a—we're wading into murkier waters there. But I think the AU, you know, it's the only game in town. It's essential, and particularly in the Horn where the subregional organization EGAD is so incredibly weak that the AU, as a vehicle for an African expression of rules-based norms-based order, is—you know, actually its success is incredibly important to the success of this major U.S. foreign policy plank. FASKIANOS: Thank you. I'm going to take the next written question from Rami Jackson. How much of the democratic backsliding is supported by outside powers? For example, there was a chance for a democratic movement in Chad but the French threw their weight behind Déby's son after he was shot. GAVIN: That's a great question. I think that it's, certainly, not the case that external partners or actors are always positive forces, right, for democratic governance on the continent. There's no doubt about that, and it can be France and Chad. It can be, you know, Russian machinations in Central African Republic. There's a lot. It can be some of the Gulf states in Sudan, right, who—or Egypt, who seem very comfortable with the idea of military dominance and maybe some civilian window dressing for this transition. So you're right that external actors are kind of an important piece of the puzzle. You know, I don't think that there are many situations where there is a single external actor who is capable of entirely influencing the direction of government. But there are, certainly, situations where one external actor is tremendously powerful. Chad is a great example, again. And it is something that, I think, you know, again, an administration that has staked so much of its credibility on the notion that this is something very important to them, you know, is going to have to deal with. And it's thorny, right. Foreign policy always is where you have competing priorities. You need to get important work done sometimes with actors who do not share your norms and values, and it's the messiness of trying to articulate and integrate values in a foreign policy portfolio that runs the gamut, right, from counterterrorism concerns to economic interests. But I think that those are tensions that the administration will continue to have to deal with probably a little more publicly than an administration who didn't spend much time talking about the importance of democratic governance. FASKIANOS: Great. And I just want to mention that Rami is a graduate student at Syracuse University. So I'm going to go next to a raised hand from Mojúbàolú Olufúnké Okome. I know you wrote your question, too. Q: Good afternoon. Thank you very much. Yes. FASKIANOS: Yes. Q: I wrote my question because I couldn't figure out how to name myself on the phone. You know, thank you for your presentation. When I look at democracy in Africa—I mean, this is not the first go-round—and the response by people, by citizens, to the backsliding by governments is not—it looks familiar to me because, you know, in the 1960s—from the 1960s, there were similar responses. People were dissatisfied. They welcomed authoritarian governments again and again because the government they voted for rigged elections, were also authoritarian, and they were kleptocratic. So what's different now and where's the continuity and what has changed, really, with democracy? The other thing is about this COVID—the management of the COVID situation. I also kind of see the—I think I agree with you. The way Africa is being treated looks very familiar—you know, with disdain, with disrespect, as if the lives of the people there don't matter as much. And what is it going to take, really, to change the—because, you know, if a pandemic that cannot be stopped by walls and borders is not instigating change what is it going to take to change the way in which world politics is—world politics and its governance is done? GAVIN: Fantastic questions and ones that, I think we could talk about for, you know, a week-long conference. But so I'll start from the beginning and just take a stab. I think you're absolutely right. There have been these interesting cycles when it comes to governance on the continent and I think—when I think about sort of what's different from what we were seeing in, say, toward the end of the '60s, I think it's a couple things. One is geopolitical context, right. So my hope is that what we're not doing is kind of doing a reprise of this bipolar world where we're subbing in China's authoritarian development model for a Soviet Communist model and sitting here on the other side and, you know, trying to manipulate other countries into one camp or another. I don't think we're quite there yet and I think the Biden administration is trying very hard not to wade into those waters. So I do think the geopolitical context is a bit different. I also think, you know, that where so many African states are is at—in terms of kind of the scope of their existence as independent entities is an important difference, right. So I think that in the immediate kind of post-colonial era, for an awful lot of governments the fundamental basis for their legitimacy was having—is not being a colonial administrator, not being a puppet of some external power and so the, you know, legitimacy came from liberation, from independence. In places that had terrible conflict sometimes legitimacy came from, you know, delivering some degree of security from a long-standing insecure situation. So, you know, you look at—I think that's where sort of President Museveni derived a lot of legitimacy in the late '80s and through the '90s. And I think that, you know, now, as you have these very significant young populations whose lived experience is not one of ever knowing a time pre-independence, you know, they're looking for service delivery, right. They're looking for opportunity. They're looking for job creation, and I think legitimacy is increasingly going to be derived from the ability to deliver on these priorities. And so I do think that that makes kind of the governance landscape a little bit different, too, sort of different ideas about where governing legitimacy comes from. And, you know, I think that can be manifest in really different ways. But if I had to try and, you know, grab onto that interesting idea about what's different, that's what comes to mind. In this, you know, incredibly important question about what's it going to take to recognize African states as equal players and African lives as—every bit as urgently valuable as any other, you know, I do think that as the world continues to grapple with this pandemic and with other issues that can only be resolved globally, like climate change, it will, over time, kind of force a reckoning and a rethink about what are the important states and what are not. You know, it's interesting to me, it's absolutely true that by not moving out robustly to ensure that the whole world has access to vaccines the richest countries have created opportunities for new mutations to emerge. I hesitate to say that, in some ways, in this context because it sounds like I'm positive that these emerged from Africa, and I'm not. But we do know, you know, as a basic matter of science, right, that we're not safe until everyone's safe. And so I do think that as these kinds of issues that military might and economic power cannot address alone, where it really does take global solidarity and an awful lot of multilateral cooperation, which is messy and cumbersome, right, and necessary, my hope is that that will start to change perceptions in framing. FASKIANOS: Thank you. So I'm going to go next to a written question from Abbey Reynolds, who's an undergraduate student at the University of Central Florida. What steps do you think that international and regional organizations can take to preempt future attempts to derail democratic governance in the region—coups, circumvention of constitutional term letter—limits, rigged elections, et cetera? GAVIN: OK. I'm sorry. What steps should who take? I'm sorry. FASKIANOS: Multilateral—international and regional organizations. GAVIN: OK. You know, I think that in a number of cases subregional organizations have been taking steps, right—ECOWAS, certainly, in rejecting coups and suspending memberships, et cetera. I think, you know, if you look at the sort of articulated and documented principles of a lot of these organizations they're pretty good. It's really about the gulf sometimes between stated principles and practice. So, you know, I think the Southern African Development Community is sometimes guilty of this where there are—you know, there's a clear commitment in static kind of principle documents and protocols around democratic governance but you also have an absolute monarchy that's a member state of SADC. You've had, you know, significant repression in a number of states—Zimbabwe leaps to mind—that SADC doesn't have, really, anything to say about. So you can have organizations that have kind of principles and procedures. At the end of the day, organizations are made up of member states, right, who have a set of interests, and I think that, you know, how governments understand their interest in standing up for certain norms, it's—I think it's specific in many ways to those governments in those states how they derive their own legitimacy, the degree to which they feel they may be living in a glass house, and, you know, frankly, relative power dynamics. So I'm not sure. Certainly, it's always—you know, I'm a believer in multilateralism. I think from an African point of—you know, if you imagine African states trying to assert themselves on the international stage, multilateralism is really important, right, to get if it's possible, where interests align, to have as many African states speaking with one voice. It's a much more powerful message than just a couple individual states. But there are always going to be intrinsic limits. FASKIANOS: Thank you. I'm going to take the next question from Gary Prevost with the College of St. Benedict. And if you can unmute yourself. Q: Speaking today, actually, as honorary professor and research associate from Mandela University in South Africa. I've had several students in recent years—doctoral and master's students—study U.S. and allied counterterrorism strategies both in the Middle East and in Africa, and they've come away with a general perspective that those strategies going back several administrations have been almost solely focused on military action and that it has led them in their recommendations sections of their theses to argue that other steps must be taken if these efforts in places like Nigeria or Somalia or Mozambique or even in the Middle East, Syria, and Iraq, are to be successful they must have a changed mindset about counter terror. What's your perspective on that? GAVIN: Well, thanks for that. I wholeheartedly agree, right, and I think, you know, you'll even get plenty of military officers, right, who will say there's no way we can address some—these problems, these, you know, kind of radical violent organizations aligned to global terrorist groups with a purely military approach. It's frustrating. I'm sure it's frustrating for your students, too, because it feels like everyone keeps coming to this conclusion, and, certainly, there have been efforts to, you know, counter violent extremism, provide opportunity for young people. But we're not very good at it, right. We haven't been very good at it yet. There's still a mismatch in terms of the resources we pour into these kind of relative—these different streams of effort, right. But I think also while it's very clear in a situation like Mozambique that if you want to weaken the insurgency you need to be providing more opportunity and building more trust in a community that's been disenfranchised and alienated from the center for a very, very long time. But the how to do that, how to do that effectively and how to do it in a climate of insecurity I actually think is an incredibly difficult challenge, and there are, you know, brilliant people working on this all the time. You know, some of the best work that I've seen suggests that some of this can be done but it's an incredibly long-term undertaking and that, you know, is sometimes, I think, a difficult thing to sustain support for, particularly in a system like the United States where, you know, our appropriations cycles tend to be very short term. So people are looking for, you know, quick impact, things you can put on a bar graph quickly and say that you've done. And I think that, you know, a lot of the kind of peace building research suggests that that's—that, you know, building community trust, which is a huge part of what needs to happen, operates on a very different kind of timeline. So it's a really thorny, thorny problem and how to get—you know, how to sustain political and budgetary support for those kinds of efforts. I don't know the answer yet. I'm sure somebody really smart on—maybe on the Zoom does. FASKIANOS: I'm going to go next to Pearl Robinson at Tufts University. Q: Hello, Ambassador Gavin. First of all, I'd like to congratulate you in your new position as Ralph Bunche Senior Fellow for Africa, and that's actually—as I've been sitting here listening to this, my thought was I'd like to know if you have thought about ways in which you can use your position at the Council to help actualize forms of partnerships about policy dialogues related to Africa. You began by articulating the U.S.'s new strategic vision for Africa. That was an American statement. I haven't really heard an African statement that would be engaging with that policy dialogue. These one-on-one trips of the secretary of state and other people going to individual African countries, based on our agenda, and having one-on-one dialogue discussions, in a way, does not get towards that real notion of African agency in policy and partnership. So I'm actually wondering whether you might envision the Council playing a role and creating some kinds of policy dialogue fora that would have American(s) and Africans participating in ways that would be visible to American publics as well as African publics. So I'm suggesting that you might, you know, be uniquely well suited to have the Council play a role in actually making visible and operationalizing this concept. I just thought about this sitting here listening because what I realized was everybody talking is talking from the American side and I'm wondering if—well, my dear colleague, Olufúnké, actually was an African voice. But I think what needs to happen is there needs to be a way for this taking place maybe with African institutions, academics, civil society actors. So I just throw that out for you to think about and I'd like to hear your first response to that idea. GAVIN: So I think it's exciting and I'd love, actually, to follow up with you. I'm delighted that you're here. I heard some wonderful things about your work. I think there's always the hard part of, right, who speaks for Africa, right, because there are so many diverse African perspectives. But I don't think you're suggesting there's necessarily a unitary voice. You're talking about sort of different actors, and I would agree with you that it's always incredibly rich to have conversations. You know, I recently did a panel with Professor Ed Vitz, who is working on some—working on a paper, I think, that will eventually be a book about sort of U.S.-Africa policy and particularly interested in the kind of frame of major power rivalry. But it was such a refreshing conversation to examine that and compare notes on what we thought the flaws of that frame might be to hear his perspective on where he thought there might be advantages to be seized from it. It was wonderful, and I agree with you that the more dialogue and the more opportunity not just to sort of talk amongst ourselves in a U.S. community that cares about Africa and about U.S. policy the better. You know, I will be honest with you, I often, in a situation like the one right now, I try hard to stick to—to at least keep circling back to U.S. policy because that's where my background is and I, you know, have no desire to posit myself as speaking on behalf of Africans. That's nuts and, you know, not my role. But I do—I have spent a lot of time thinking about how the U.S. engages with the continent. And so I think it's a really interesting notion. I'd love to follow up with you. FASKIANOS: Great. I'm going to take the next written question from Krista Johnston, who's a professor at Howard University. The African Continental Free Trade Area will create the largest consumer market. What are the barriers U.S. businesses investing in Africa and positioning themselves to take advantage of this new trade area and what can the Biden administration do to incentivize this kind of engagement with China? And perhaps I can tack on another question to that because we have a lot of questions—(laughs)—both raised hands—is just to talk a little bit about China's footprint in Africa as well. GAVIN: Sure. Well, so I absolutely agree that the African Continental Free Trade Area is a really incredibly promising step forward for African economic integration and that is, you know, compelling in any number of ways. I think, for example, about the very hot topic of pharmaceutical production, right. And between the Free Trade Area, the standing up of the African Medicines Agency, right, which should help to harmonize regulatory standards for pharmaceuticals and medical equipment throughout the continent, investments seem a lot more attractive, right, when you're looking at much bigger markets than any one country, even than a giant like Nigeria, can provide. So I think that there's tremendous potential here. I will go back to what I said earlier, which is that even with these positive steps, right, it's going to be really important that the peace and security parts start trending in the right direction because it's very—you know, I would say this. U.S. investors are already quite bad at assessing risk in Africa and a backdrop of instability is not going to help that situation, right, and it is, in many cases, going to make a given investment opportunity or partnership opportunity too risky for many. So, you know, there's just no way to jettison those concerns. But wholeheartedly agree it's an exciting development. If the world hadn't gotten sort of hijacked by COVID, I think we'd be talking about it a lot more. On China, you know, the Chinese engagement on the continent is a fact of life that's existed for a very long time and is not going anywhere. It is economic, it is political, it is, increasingly, cultural, and I think, you know, for a state like China that aspires to be a major global power it's entirely predictable and understandable. Do I think that there are some ways in which Chinese investment and engagement are not always beneficial to African states? I do. I have concerns, certainly, about the way China sometimes uses its influence to secure African support for Chinese positions that appear antithetical to stated values in AU documents and other(s) and I have concerns about the transparency of some of the arrangements. I have concerns as well about some of the tech standards and just sort of play for technical dominance that maybe does not have the cybersecurity interests of Africans as its top priority. All that said, I think it's really important for the United States to, you know, understand that there's no—there's nothing to be gained by constantly vilifying China's engagement, some of which has been incredibly helpful for African states hungry, particularly, for financing on major infrastructure projects, and, you know, it's a fact of life we all have to learn to deal with. I do think, you know, there's some natural tension between the Biden administration's democracy focus, right, and the very explicit and intentional efforts of China to present a different model, and I don't think that the U.S. needs to shy away from that or pretend that those differences don't exist. But I do think it's incredibly unhelpful to frame up all of U.S. policy as if it's intended to counter China as opposed to intended to find those areas in the Venn diagram of, you know, those overlaps of African interests and U.S. interests and work together on them. FASKIANOS: Thank you. I'm going to go next to Anna Ndumbi, who is a Ph.D. candidate at the University of Southern Mississippi. Please unmute yourself. Q: Thank you very much. I really appreciate the presentation. I have a quick question in regards to the Democratic Republic of Congo, which is center of Africa. About three years ago, there was a new president that stepped in by the name of Félix Tshisekedi, and he decided to pass a law saying that all the secondary education should be free because, obviously, in Africa schools aren't free. And I, personally, think that maybe it wasn't really—it was something they should have probably considered before passing the law. The result of that is that you have classrooms where there were maybe twenty students and now there's, like, there could be over a hundred students in one classroom, right. So we spoke about the pandemic. When COVID hit a lot of schools were shut down. They were shut down for a long period of time, and when you look at a lot of schools in Africa they don't have the ability of giving out maybe laptops or anything like that to assist students to continue school at home. So in result of that, you see a lot of children who are really below what they should be, below the average when it comes to education, and my question with that is where do we see the future going as far as maybe having international organization(s) or United States intervene because the future is not bright when we look at education with the children or the youth. How can United Nation(s) or maybe other international organization(s) assist, especially with what happened during COVID, going forward? What does the future look like for Africa? And I'm speaking more for the Democratic Republic of Congo. How can nonprofit organization(s) or United States intervene and assist in this matter? GAVIN: Well, thank you for that, and I have followed this a little bit because it was an interesting and kind of splashy promise and initiative on the part of President Tshisekedi and it's been disappointing, I think, to see that some of the, you know, government's budget that was intended to be allocated for that appears to have found its way into a handful of individuals' accounts. But I think that, you know, the fundamental point you're making, which is that in DRC but also throughout the African continent, right, there are these vast populations of young people. It is the youngest region of the world. And if you look at it historically at how other parts of the world have dealt with youth bulges, right, investing in that human capital so that they can be drivers of innovation and economic growth has been a really powerful kind of transformational tool—for example, in Asia. And so I definitely think that you're onto something really important right now about prioritizing investing in young people and their capacity, and you're absolutely right that the disruptions of the pandemic have, in many cases, fallen most heavily on children. You know, how to tackle that, I think, is sort of—you know, I can't design a program in this moment, I'll be honest with you. But I think that you're absolutely right, it's an incredibly important and too often easily overlooked priority. You know, there have been some interesting education innovations on the continent but they're too often kind of small, not scalable, and the need is so incredibly vast. But here, again, I will be a broken record. We do have to go back to this issue that peace and security matters, right. It's very, very hard for kids to get a sustained education that's going to provide them with opportunity in a context of insecurity, which, for a lot of children in eastern Congo, is still the case. FASKIANOS: OK. We have three minutes left. I am going to—and so many questions, and I apologize that we're not going to be able to get to all of you. So I'm going to give the final question to Caleb Sannar. Q: Hi. Yes. Thank you for joining us today, Ambassador Gavin. As they said, my name is Caleb Sanner. I'm a student from the University of Wisconsin in Whitewater. My question is with the Abraham Accords the Trump administration signed the agreement with Morocco to recognize Moroccan sovereignty over Western Sahara. Following that, there was some discrepancies in the southern territory controlled by the U.N., MINURSO, and the Polisario Front, the external Saharawi government, ended up declaring war again on Morocco, resuming the war from nineteen years previously. My question is what is the Biden administration's policy on that? GAVIN: Great question. Reporters have been asking that question, too, and with great message discipline the administration continues to say is that they're supporting U.N. efforts. And so whenever they ask, are you are you going to reconsider this decision regarding recognition of Moroccan sovereignty in Western Sahara, they respond not by answering that question but by saying they're supporting U.N. efforts. So that's the most I can report to you in—regarding that. FASKIANOS: Thank you. Well, we are at the end of our time. So, Ambassador Gavin, thank you very much for being with us and, again, to all of you for your fantastic questions, and I apologize for not being able to get to all of you. But we will have to continue doing webinars on this important topic and on digging in a little bit deeper. So we will be announcing the winter-spring academic lineup next month through our academic bulletin. This is the final webinar of this semester. Good luck with your finals—(laughs)—and grading and taking the exams and all of that. I know it's a very busy and stressful time with the pandemic layered on top of all of it. If you haven't already subscribed for the bulletin, please, you can do so by emailing us at cfracademic@cfr.org. You can follow us on Twitter at @CFR_Academic. And of course, please go to CFR.org, ForeignAffairs.com, and ThinkGlobalHealth.org for new research and analysis on global issues. You can see on CFR.org Michelle's latest post on Africa—blog posts, so you should follow her there as well. So, again, thank you. Thanks to all of you, and happy holidays, and we look forward to reconvening in 2022.

Tarmmikrobiomet er som en galakse: kolossalt, komplekst og bestående af et astronomisk antal mikrober, der interagerer med deres vært. Har det også, som forskning antyder, afgørende betydning for vores mentale og fysiske sundhed? Svaret på det spørgsmål kan blive vigtigt i kampen mod folkesygdomme og psykiske lidelser i fremtiden, siger professor Oluf Borbye Pedersen i denne anden af i alt fem samtaler, der afslutter Informations naturvidenskabelige serie

»Kjære Norge: Hvis ikke dere med 12.000 oljemilliarder kan gjennomføre et raskt grønt skifte, så kan ingen.« Sådan stod der på forsiden af Information i onsdags i anledning af, at Arbeiderpartiet havde vundet det norske valg. Det var en henvisning til en leder med samme rubrik. Men hvorfor skal Information blande sig i norsk politik? Rune Lykkeberg svarer. På en optursmåde. Og hør også om den plads som vi indviede i denne uge et sted på Frederiksberg tæt ved N.J. Fjords Allé: Børge Outzes Plads. Frihedskæmperen og Informations stifter har endelig fået en plads opkaldt efter sig.  Og så blev det tredje uge i rigsretssagen mod Inger Støjberg, og også den, hvor vi første gang hørte fra hovedpersonen selv. Ulrik Dahlin og Anton Geist har jo deres egen lille podcast, Støjbergs instruks, som du selvfølgelig skal høre, når du er færdig med at høre Radio Information – her kan du nemlig finde ud af, hvad nøglevidnet Lykke Sørensen leverede. Men inden da skal vi lige høre, hvordan det gik med Støjbergs forklaring. Vi taler jo ikke om USA i denne måned på kulturredaktionen – hør hvorfor i slutningen af udsendelsen eller læs her. Det giver os jo meget mere tid til alt det andet. I denne uge får vi tid til at tale om den nye danske storfilm Margrete den Første med Trine Dyrholm i hovedrollen. Det er et fuldfedt periodedrama med alt, hvad der sig hører til, fortæller Lone Nikolajsen, der også giver os historien om »Den falske Oluf« ... uhhh.

Jeder 2. Erwachsene leidet unter Bluthochdruck - über Symptome, Ursachen und Behandlungsmethoden informiert der Kardiologe Dr. Hark-Oluf Schöngart im neuesten MMC Podcast.Unsere allgemeinen Datenschutzrichtlinien finden Sie unter https://art19.com/privacy. Die Datenschutzrichtlinien für Kalifornien sind unter https://art19.com/privacy#do-not-sell-my-info abrufbar.

In den Büchern von Christopher Ecker geht es immer etwas fantastisch zu. So auch in seinem Roman "Herr Oluf in Hunsum".

Nu er den her! Sæsonafslutningen! Og sikke en første sæson vi har haft. På to små år har vi besøgt hele seks bodegaer, og gjort dig klogere på, hvor du skal drikke dine øl. I dette afsnit er vi atter hjemme ved Oluf, hvor vi reflekterer over vores rejse og ser frem mod nye tider for Bodegabanden. Lyt med helt til slut, hvor du inviteres til et vanvittigt sæsonafslutningsevent når det engang bliver muligt at afholde. Alle kommer, så det vil du ikke gå glip af!

Vi starter denne uken med en ekte Oluf-sketsj. Velkommen til LOLbua! Ellers er det noe mørkt i studio denne gangen siden Jon Cato sammen med andre Oslo-folk begynner å nærme seg stupet på grunn av strenge koronatiltak. Frykt ikke. Det blir straks mer lystig når han får selskap av Mats og Lars Richard. Ekstra stor takk til månedens produsenter: TTMXMP, Cobrakar84 (Kenneth), Anne Beth, DukeJarlsberg, Jarle Pedersen, Stian Skjerven og Thomas Holmedal! Bli Patreon også du og få episoder uten reklame, merch, eksklusive episoder og mye mer. En stor takk også denne uken til Valiante aka Tore Johnsen som har klippet hele episoden fra start til slutt. Heder går også til våre Patreons! Også du kan støtte alle våre podkaster på www.patreon.com/lolbua

Vi starter denne uken med en ekte Oluf-sketsj. Velkommen til LOLbua! Ellers er det noe mørkt i studio denne gangen siden Jon Cato sammen med andre Oslo-folk begynner å nærme seg stupet på grunn av strenge koronatiltak. Frykt ikke. Det blir straks mer lystig når han får selskap av Mats og Lars Richard. Ekstra stor takk til månedens produsenter: TTMXMP, Cobrakar84 (Kenneth), Anne Beth, DukeJarlsberg, Jarle Pedersen, Stian Skjerven og Thomas Holmedal! Bli Patreon også du og få episoder uten reklame, merch, eksklusive episoder og mye mer. En stor takk også denne uken til Valiante aka Tore Johnsen som har klippet hele episoden fra start til slutt. Heder går også til våre Patreons! Også du kan støtte alle våre podkaster på www.patreon.com/lolbua

Så er vi klar med en ny episode, hvor tre dejlige personligheder sidder klar til at svare på jeres dilemmaer! Thrane, Travis og Oluf får vendt lidt af hvert i Det Siddende Udvalg. De kommer blandt andet omkring hvordan man håndterer forskellige vennegrupper, når man lige pludselig får udvidet sit netværk ved at starte på nyt studie. Så taler de også om hvad man lige gør, når man ikke har råd til at give hele familien julegaver. Til slut vender de et klassisk kærlighedsdilemma, samt hvad man skal stille op når det føles som om ens karriere er gået i stå, mens vennerne bare brager derudaf! Hvis ikke du fik dit dilemma med i denne omgang, kan du skrive ind til os på: jegharetdilemme@trustme.dk og hvis du har lyst til at være med i en episode, så smid en mail på: jegvilrigtiggernevaeremed@fedt.dkLyt med igen i næste episode hvor et nyt hold eksperter sidder klar til at diskutere jeres studiedilemmaer!

Nima taler i dette sammendrag med lytterne Edmond og Oluf om diskrimination og racisme i Danmark

I nattens program taler Nima med James, der mener, vi burde lave en forening, der hedder White Lives Matter. Bagefter taler han med Edmond, der har oplevet at blive diskrimineret på grund af sin intelligens og med Oluf, der har oplevet at blive diskrimineret mange gange på grund af sin hudfarve. Til slut taler Nima med Bente, hvis søn oplever racisme i Sydafrika.

  S:t Karins ruin. Fransciskanernes konventkirke i Visby på Stora Torget.I denne episode inviterer jeg dig igen med på en imaginær slentretur i Visby's smalle og brostensbelagte stræder. Vi skal besøge byens mange kirkeruiner, fra S:t Karins på Stora Torget til S:t Oluf nede i Botan. I alt er der 22 ruiner af middelalderens kirker indenfor muren, i den gamle hansestad Visby. De fleste af dem er åbne om sommeren og besøgende kan frit gå ind i de åbne kirkerum, nyde en følelse af historiens vingesus og fornemme slægters gang. I mange af ruinerne er der stadig en smuk rumklang, så du må endelig nynne eller synge imens du er herinde!Efter besøget i de mange, imponerende kirkeruiner, går vi en tur på ydersiden af Visby's ligeså imponerende ringmur. 3,44 km lang er muren, vores tur er lidt længere og byder også på en del trappetrin op i de mange tårne, som "sidder på muren". Der er 22 "stop" på bymur-turen. Vi begynder ved de få levn fra den en gang så vældige borg, Visborg Slot, i Visby's sydvestligste hjørne nede ved Færgeterminalen og Visby Fængsel, der i dag er indrettet som vandrehjem. Visbys massive ringmur set fra den voldgraven mod land. Foto af Kathrine G. BjerregaardMusikken til denne episode er hentet langt væk fra Gotland, nemlig Frankrig. Det er Clio's nummer Éric Rohmer est mort fra 2016, som jeg spiller en lille bid af som intro og outro.Hvis du hellere selv vil læse om Gotland fremfor at lytte til podcasten her, så kan du købe eller låne min bog: Gotland & Fårö, En historikers personlige guide. Læs mere om bogen her.

Så er vi klar med intet mindre end en JUBILÆUMSEPISODE. Det er 10 afsnit af Det Siddende Udvalg, som i kan nyde i selskab med Kandestøberens redaktører Elisabeth og Oluf, samt en af de dygtige skribenter, Emil. Tag en pause fra søndagslæsningen, lav en kop te eller kaffe og lyt med når vi endnu engang diskuterer en masse gode dilemmaer. Der bliver blandt andet diskuteret om dancemoves er lig sex? Eller om det er fair at smide sin roomie ud fordi hun ikke er renlig? Apropos renlighed, skal man anskaffe sig en hund i smug? Og er det okay hvis ens bedste ven og udlejer lyver omkring huslejen? Tænker du hvor er mit dilemma? Så frygt ej. Send det ind på jegharetdilemma@trustme.dk. Hvis du har lyst til at gæste Det Siddende Udvalg, har du også muligheden for det. Skriv ind til os på jegvilrigtiggernevaeremed@fedt.dk Lyt med igen i næste uge, hvor vi diskuterer flere dilemmaer og beriger instituttet med en masse ekspertråd.

Det Siddende Udvalg er klar med en ny episode til alle jer kære lyttere! Vi har en nordjysk-edition med til jer denne gang, med det hyggeligste selskab af Oluf, Jeppe og Nicolai. De kaster sig ud i det og giver nogle suværene ekspert-råd. Vi har en lytter som skriver ind om det er okay at smide sin kærestes køkkengrej i skraldespanden, bare fordi han ikke bruger det? Så efterspørges det også hvorvidt man kan stoppe med at se en pige, fordi hun har for store hofter? Vi bliver i dating-hjørnet, da en tredje lytter ikke ved om hun skal blande sig i sin venindes aggressive datingliv. For første gang har vi en tilbagevendende lytter som skriver ind. Det er lytteren fra vores femte episode med Bodega-Banden. Hun har taget deres råd til sig, og har kastet sig ud i en affære med sin venindes stedfar. Hvilket nyt dilemma har det så affødt? Lyt med og bliv underholdt som altid! Fik du ikke dit dilemma med i denne omgang, kan du som altid skrive ind til os på: jegharetdilemma@trustme.dk Som noget nyt, har du nu også muligheden for at skrive ind til os, hvis du har lyst til at gæste Det Siddende Udvalg. Smid en mail på:jegvilrigtiggernevaeremed@fedt.dk

Så er det blevet tid til "The Julekalender", men det er er ikke heeeelt som det plejer. Men en ting er sikkert Getrud er på upers og Oluf er på downers og så er nisserne helt skudt af. Bop, bop, bop.

Ugens episode står i kærlighedens tegn! Skal den forelskede lytter bliver i Århus eller flytte til København med kæresten? Og hvordan fortæller man et læsegruppemedlem at man rent faktisk har et crush på ham/hende? Får instituttet en baby med livslangt PF-medlemskab? Lyt med og få alle svarene når Emina, Oluf og Travis sidder klar med alle ugens ekspert-råd! Frygt ej! Hvis ikke dit dilemma kom med i denne uges episode, kan du skrive til vores mail: jegharetdilemma@trustme.dk

Så er vi klar til at svare på jeres dilemmaer!Lyt med i første episode af Det Siddende Udvalg, hvor vi har eksperterne Christoffer, Ashraf og Oluf i studiet, der alle langer gode råd ud til højre og venstre. Fik du ikke dit dilemma med denne gang? Frygt ej, du kan nemlig sende en mail til: jegharetdilemma@trustme.dk, og så svarer eksperterne på det i de kommende episoder!

Bodegabanden har været en tur forbi Pipes på Randersvej. Sæt dig nu ved siden af Kolding, Hassing og Oluf, og hør en anmeldelse af en magisk bodega i Aarhus N. Klirrende grønne flasker, cigaretrøg og generelt en skide hyggelig bodagastemning!

Episode 9: Nogle af FN's vigtigste verdensmål opfyldes i mikroformat på Oluf Bagers Plads i Odense, hvor tegl og gamle håndværksmæssige traditioner skaber forbindelse mellem fortid og nutid i to helt nye byggerier i en gammel bydel. Udover at skabe fornyet nyt liv i et område af Odense, skal Oluf Bagers Plads også fungere som inspiration for byer og byggebranche om, hvordan man kan sikre bæredygtighed på mange forskellige niveauer. Katrine Nyland Sørensen  taler denne gang med Jesper Nygård, som er adm. direktør for Foreningen Realdania, og med arkitekt og projektleder, Frants Frandsen fra Realdania By og Byg.

Velkommen til episode 2 i min podcast Gotlandske Historier!I denne episode fortæller jeg om nogle af de første guter (gotlændinge). Jeg lægger ud med historien om en mytisk person kaldet Tjelvar, som ifølge Gutasagaen, var den første mand på Gotland. Jeg fortæller også om den gang en norsk konge lagde vejen forbi øen under sin flugt til Holmegaard. Eftersigende kristnede denne mand, Oluf som han hed, hedningene på Gotland, men jeg er slet ikke så sikker på, at den historie holder vand.Alt det kan du høre mere om her. Jeg håber, at du bliver både underholdt og oplyst !

Arthur Arntzen fyller 75 år, og Ståle forteller hva som er fantastisk med Oluf.

Dine bedste venner Mathias, Hassing og Oluf udgør Podkandens helt egen Bodegabande. Fremover vil de udarbejde en parameterstyret anmeldelse af byens bodegaer. I denne første episode har vennerne været en tur på Beefeater Pubben i Veri-centeret.

»En sund afføring lugter ikke, den dufter som en skovbund på en forårsdag,« siger Oluf Borbye Pedersen. Han er professor og forskningsleder på Københavns Universitet - og han er en af verdens førende forskere indenfor tarmbakterier.I denne episode af Med mad i munden møder vi professor Oluf Borbye Pedersen. Han fortæller om det relativt nye forskningsområde, der handler om tarmbakterier – og den enorme rolle bakterierne spiller for vores sundhed. Undervejs ser vi nærmere på, om vi mennesker har mistet vores naturlige instinkt, når det handler om mad. Og vi kommer også forbi store spørgsmål som: »Har vi en fri vilje?«Med mad i munden er sponseret af coop.dk/MAD- Lyt til episoden og få en kode til fri fragt (ved køb på minimum 500 kr.)>>>Opskrift: Professorens grønne energigrød- af Oluf Borbye PedersenDet skal du bruge (2 personer)½ avocado½ æble½ citron, presset1 knsp. frisk ingefær ½ kiwi eller 10 stk. vindruer5 stk. valnødder1 ark sushi-tang (også kaldet nori-tang)4 bdt. spinat1 bdt. persille1 håndfuld broccoli1 håndfuld bønnespirer½ glas urte-theSådan gør du:1. Klargør grøntsager og frugter - fjern kernehus fra æbler, skræl fra kiwierne osv.2. Hæld ingredienserne i blenderen sammen med urte-the og blend til en finkornet grød.3. Pynt evt. med friske krydderurter eller bær.

Søringer forteller deg sannheten om hva de tror er sant om Nord-Norge! Finnes det narkotika nord for Trondheim? Kan man starte reinsdyrpissbedrift? Er Nord-Norge fakkeltogenes siste håp? Vi vet ikke, så vi inviterte vår mest populære gjest Klish for å sikre oss insiderinfo. Det viste seg i ettertid at Klish ikke vet heller. Per Ståle begår karakterdrap på humorbautaen Oluf, Bøffert synser om cannabis på vidda og Klish blir forbauset når han husker at Oluf faktisk eksisterer på ordentlig og ikke bare er noe søringer har funnet på for å kunne snakke med nordlendinger. Skru av all ikke-essensiell hjerneaktivitet og lytt i vei! (Vi fant ut etter innspilling at en av våre sterkeste lytterbaser er Nordland. Beklager)

Kevin Kildal snakker med Yngve om showet «Drittliv», om hva som var greia med Oluf, om hvordan han taklet sorgen da moren hans døde, om karakteren Arnt Finesse som gjorde Kevin kjent via Snapchat, om hvorfor han kvittet seg med Arnt Finesse-karakteren og om en gang han tok en overdose - med mer.

In his introduction, Oluf Andersen presented a historical exposé on changing ideas on the involvement of infections in MS pathogenesis, with emphasis on the search for viable hypotheses.

Oluf Brum, fabelaktige fotballsko, cola fra Borneo, is til fremmede og rar dyrelyd.

Nok er hendes flotte titel lidt af en efterrationalisering, og ganske vist regerede hun på vegne af andre, men Margrete 1. er ubestridt den vigtigste kvindeskikkelse i dansk middelalder og muligvis den dygtigste magtstrateg, der nogensinde har bestridt den danske trone.Som formynder for barnekongerne Oluf 2. og Erik af Pommern fik hun via list og forhandling (og forbløffende lidt krig) magten i hele Skandinavien og grundlagde Kalmarunionen, et rigsforbund mellem Danmark, Norge og Sverige.

Oluf var den tredje af Svend Estridsens sønner, som blev konge. Hans lidet flatterende tilnavn skyldes, at han regerede i en tid med en hungersnød så slem, at han ifølge Saxo selv måtte undvære sin julemad. Da Oluf dør i 1095, tog Erik Ejegod over. Han fik helgenkåret Knud den Hellige, gjorde Danmark til et selvstændigt ærkebispedømme og skaffede nordboere fri bar i Italien.

Utilgivelig at komponistene ikke ble nevnt under jubileumsforestillingen for Alf Prøysen. Det mener visesanger Lars Klevstrand og får støtte av Elin Prøysen. Tromsø vil lage et "Oluf-museum", noe forfatteren Arthur Arntzen blir målløs av. Den norske strømmetjenesten Wimp har gjort nazistenes nasjonalsang tilgjengelig i Tyskland, selv om den har vært forbudt siden 1945.

Et daglig radioprogram på NRK P1 fra elleve til tolv hvor kan du sitte ved det kuleste bordet i kantina og prate om sur melk, dinosaurer, Oluf og andre artige, drøye og rare ting med Rune Nilson og produsent Torfinn Borkhus.

Et daglig radioprogram på NRK P1 fra elleve til tolv hvor kan du sitte ved det kuleste bordet i kantina og prate om sur melk, dinosaurer, Oluf og andre artige, drøye og rare ting med Rune Nilson og produsent Torfinn Borkhus.