Shandong University Joins the Ranks of Prestigious Universities in China to Acquire Gale Scholar

Shandong University is one of the highest ranking universities in China, and one of the first members of Project 211 and Project 985, two state projects to support the development of the country’s best universities.

“Since its founding nearly 120 years ago, Shandong University has attached great importance to the research and study of western culture,” said Director Zhao Xingshen of Shandong University Library. “Gale’s primary sources gathered from many world-renowned institutions in Europe and America can support many disciplines with their wealth of content. Introducing these academic resources into our teaching and research activities will continue Shandong University’s academic tradition of disseminating its humanities and social sciences research to the world. Consequently, Gale Scholar is destined to have a positive and far-reaching impact. We are very pleased to join the community of Gale Scholar institutions in China and look forward to further collaboration with Gale.”

The Gale Scholar program enables Shandong University to enhance its current holdings with Gale Primary Sources, which have been core to the collection-building strategies of institutions in North America and Europe for many years. By granting immediate access to these collections, the Gale Scholar program supports the university’s mission to grow its research output, improve student outcomes and attract the best and brightest in their fields – both at the researcher and postgraduate levels.

“We’re delighted to welcome Shandong University to the Gale Scholar program,” said Terry Robinson, senior vice president and managing director of Gale International. “The university library’s decision to invest in the program reflects its ongoing commitment to foster world-leading research, while strengthening its position as a regional hub of learning.”

Gale Scholar provides Shandong University researchers with access to curated digital collections of books, maps, photographs, newspapers, periodicals and manuscripts from some of the world’s well-known libraries like: the University of Oxford, Harvard University and the British Library.

Acclaimed Gale Primary Sources series in the university’s program include:

The richness of this content is harnessed by powerful search technology that empowers researchers and students to discover new research connections through a single search environment. A newly launched Gale Scholar landing page in both English and Chinese further streamlines the researchers’ workflow, acting as a starting point into searching the collections. From the landing page, users can also access the Gale Digital Scholar Lab, a digital humanities tool which allows researchers the ability to text and data mine their Gale Primary Sources content. With access to world-class research materials and a tool to analyze those materials, Gale Scholar serves as Shandong University’s gateway to the digital humanities.

For more information, visit the Gale Scholar webpage.

About Cengage and Gale
Cengage is the education and technology company built for learners. The company serves the higher education, K-12, professional, library and workforce training markets worldwide. Gale, a Cengage company, provides libraries with original and curated content, as well as the modern

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College football this fall is a cruel joke and a staggering failure on the part of America’s universities

When the news broke Monday morning that the University of Michigan football team planned to pause all of its “in-person activity” due to “presumptive” positive tests for coronavirus, the joke went around Twitter that denying Ohio State a sixth game was the best way for the Wolverines to deny the Buckeyes their shot at the national championship. Far better likelihood of success for Michigan to surrender to the virus than actually, you know, playing its mortal enemy.

a group of baseball players playing a football game: Michigan head coach Jim Harbaugh high-fives defensive players as they forced Penn State into a fourth down during the first half on Saturday, Nov. 28, 2020 at Michigan Stadium in Ann Arbor, Michigan.

© Junfu Han/Detroit Free Press/TNS
Michigan head coach Jim Harbaugh high-fives defensive players as they forced Penn State into a fourth down during the first half on Saturday, Nov. 28, 2020 at Michigan Stadium in Ann Arbor, Michigan.

Funny. Except we’re talking here about young student-athletes and a virus with potential long-term effects about which we know very little.

There is the way America is dealing with COVID-19: masks, lockdowns, limited attendance at weddings and funerals, canceled holiday plans, shuttered high schools, locked-down dorms, bankrupt restaurants, dark theaters. And then there is the way American universities are dealing with COVID-19 in the realm of college football: play on and make things worse.

The inconsistency — strike that, the hypocrisy — is nothing short of jaw-dropping. And when you think this is happening at our greatest public universities, that jaw starts bouncing on the floor.

History will not be kind.

Anyone clicking through the college game-day TV lineup on Saturday was treated to announcer after announcer seamlessly melding virus-cancellation speculation into the things that announcers usually address at this point in the fall, such as the strength of a team’s schedule, or the Heisman chances of the quarterback, or the fortitude of the running backs.

Incredibly, the variable that matters this year is not so much the quality of the team but the likelihood that the virus will be held at bay long enough for a team in the running for the national championship to actually play out its prescribed season. The way things are going — and let’s no longer play the game of pretending that COVID-19 has been effectively held out of these football programs, their best efforts notwithstanding — the real tension lies there, far more than on the field.

And surely the field is where it should reside. What the heck are we doing here?

Listening to speculation about the decisions of the College Football Playoff selection committee is part of the fun of watching the game. But you know the moral compass is nonexistent when a factor over which the players have zero control is turning out to be the most notable determinant of success this fall.

No individual player can do much about whether practices or games are interrupted by COVID-19 positives, and they can do even less about the extent to which the endeavors of a team they just happen to be playing (or not playing) are so interrupted.

It’s stunningly unfair to everybody and it’s making a joke of the entire season. How can the selection

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University students feel bullied, tricked and imprisoned. They’re right to protest | Universities

The government’s catastrophic handling of the pandemic is so comprehensive, so multi-faceted, that devoting sufficient attention to each scandal can be a challenge. Consider this one. Back in late August, when the daily average of coronavirus deaths was 10 – it is now more than 400 – the University and College Union (UCU) released a statement entitled “Universities must not become the care homes of a Covid second wave”.

“The union fears that the migration of over a million student risks doing untold damage to people’s health, and exacerbating the worst health crisis of our lifetimes,” it warned. This was ignored. When, three weeks later, the government’s Scientific Advisory Group for Emergencies (Sage) recommended a shift to online learning “unless face-to-face teaching is absolutely essential”, it was ignored, too. The result? The mass internal migration of young people to and from every corner of Britain, which helped fuel a second wave, and their near imprisonment in overcrowded accommodation.

The consequences are grave indeed, not least for the wellbeing of a cohort of young people who have been robbed of their youth. Being a first-year university student during a pandemic was never going to be the booze-ridden, hedonistic experience enjoyed by past freshers, but consider what they have been put through. A 19-year-old humanities student, Josh, who uses they, suffered at the hands of this year’s great A-level palaver. “I was only marked down two grades [by Ofqual’s algorithm], though, so I wasn’t as unlucky as some people were,” they tell me. As demanded by government, they were herded to Manchester University with the promise of in-person socially distanced seminars (“that was our initial plan”, the authorities there tell me). To begin with, academic staff were indeed told to deliver in-person teaching. But, as UCU predicted, outbreaks of illness on campus inevitably forced all teaching online: and so it proved, as Josh’s university was afflicted with more than a thousand positive cases. “A lot of people feel lied and tricked into coming here,” they tell me. “We’re being treated as though we exist for profit, for money, and nothing else.”

Students are away from home for the first time – some from abroad – without having being able to establish friendships and connections in the normal way as they endure isolation. “It’s getting to the point where it feels quite dangerous,” Josh explains. Manchester University tells me that “the mental health and wellbeing of our students is of the utmost importance to us,” pointing to services including online support. But when Josh looked for help from the student welfare officer, they tell me, they found an empty desk, a leaflet and a number for the Samaritans. (The university does not believe this to be a “true representation of our services”.) One Manchester student was found dead in halls last month – his bereaved father subsequently warning that if young people are locked down “with little support, then you should expect that they suffer severe anxiety”.

You might expect Manchester University

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‘I didn’t feel I fitted in’: why Gypsies, Roma and Travellers don’t go to university | Universities

One day at school, Jack* was accosted by his teacher while he was putting his coat on and getting ready to leave the classroom. “Leave it there,” she insisted in front of his classmates. “We donated you that. Your mum didn’t have enough money to buy you a coat.” When he argued back – his mum, a successful public sector employee, had bought the coat for him before term – he was given detention for a week.

The same teacher referred him for an ADHD diagnosis without telling his parents. Sarah*, his mother, has worked in educational special needs, and questioned the teacher’s decision. She learned the diagnosis stemmed from a high score on a maths test, which had been deemed suspicious “considering his background”.

Throughout his school career, 12-year-old Jack has had to get used to micro-aggressions such as these. “That behaviour is quite constant,” says Sarah. “Would she have done that with another child, or is it because he’s a Traveller?”

Jack’s experience is not unique. In a recent report from the Traveller Movement, two-thirds of Irish Travellers said they been bullied by teachers, with one in five saying this made them leave school. This is one of the many reasons why just 3-4% of pupils from Traveller, Gypsy or Roma (GRT) backgrounds attend university compared with 43% of their peers, according to Kings College London research. The numbers are thought to be getting worse rather than better, although this is difficult to measure given so many GRT students conceal their identities for fear of racism.

Another barrier is cultural. Some GRT pupils’ parents experienced patchy schooling themselves, and don’t always value education or struggle to support their children with schoolwork. Jack is lucky because although Sarah didn’t attend school growing up, she had the opportunity to go to college, where she received distinctions across the board.

“The issue now is that he’s starting secondary school, and most Traveller boys don’t go. They normally go out to work with their dad,” she says. “He feels a bit torn. They’re saying ‘we’re old enough, we don’t have to’, and I’m saying ‘actually, you’re really bright, you do really well, you enjoy it’.”

So when Sarah spotted an Instagram post offering free online tutoring for pupils from GRT backgrounds during coronavirus, she leapt at the chance. Within weeks, she noticed a transformation. “It’s the attitude towards education that’s changed.”

The project is part of Rom Belong, a pioneering programme run by King’s College London and the Traveller Movement. It aims to help more bright GRT pupils like Jack get into university, and support them when they arrive. When the coronavirus pandemic hit, most of its work had to be suspended, leading the team to worry that these hard to reach communities could drift even further away from education.

But they rapidly rolled out online tutoring and discovered it to be even more effective than face-to-face. The project funds free Amazon Fire tablets and dongles for families since they are

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Largest ever research integrity survey flounders as universities refuse to cooperate | Science