The 'Queen's Gambit' Effect: Everyone Wants a Chess Set Now
_______(1) for the past few years the most popular _______(2) on Netflix was undoubtedly Her Majesty Queen Elizabeth, as portrayed by Claire Foy and Olivia Colman in The Crown, this fall another type of queen _______(3) her mark: Beth Harmon, the captivating protagonist of The Queen's Gambit, a Netflix original that became an overnight sensation and inspired a slew of discerning viewers to pick up _______(4).
Call it the Queen's Gambit effect: Chessboards are flying off the (literal and virtual) rack in the wake of the show's hit season. Just ask Anthony Barzilay Freund, editorial director and director of fine art at vintage site 1stDibs: “The Queen's Gambit is driving an interest in the game of chess among new audiences and demographics,” Freund confirms: “At 1stDibs, in just the month following the show's release, we've seen a 100% increase in sales of chessboards, pieces, and tables as compared to this time period last year.”
Of course, while it might be enjoying a renewed popularity at the moment, the game of chess dates back centuries and has long captivated players all over the world. It's believed to have derived from a 7th-century Indian game, then evolved as it spread across Asia and Europe in the following centuries. As a result, says Freund, “you can find a variety of vintage and contemporary chess paraphernalia from dealers all over the world.” Those who don't necessarily have the budget for pawns of precious stone have a myriad of options on the market at all price ranges. So light a fire, make a drink, and set up the chessboard – Beth Harmon would be proud.
Adapted from https://www.housebeautiful.com/design-inspiration/a34874207/queens-gambit-beth-harmon-chess-sets/
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Because we all have different styles of teaching, and therefore planning, orientations about course planning and delivery should not be meant to be prescriptive. As Bailey (1996) points out, a lesson plan is like a road map “which describes where the teacher hopes to go in a lesson, presumably taking the students along”. It is the latter part of this quote that is important for teachers to remember, because they may need to make “in-flight” changes in response to the actuality of the classroom. As Bailey (1996) correctly points out, “In realizing lesson plans, part of a skilled teacher’s logic in use involves managing such departures to maximimize teaching and learning opportunities”. Clearly thought-out lesson plans will more likely maintain the attention of students and increase the likelihood that they will be interested.
(RICHARDS, Jack C.; RENANDYA, Willy A.(Ed.). Methodology in language teaching: an anthology of current practice. Cambridge: Cambridge University Press, 2002. p. 36. Adaptado)
A number of writers in our field have criticized the concept of language teaching methods. Some say that methods are prescriptions for classroom behavior (Pennycook 1989); others that teachers do not think about methods when planning their lessons (Long 1991), and that methodological labels tell us little about what really occurs in classrooms (Katz 1996).
A particular method can be imposed on teachers by others. However, we also know that teaching is more than following a recipe. Any method is going to be shaped by a teacher’s own understanding, beliefs, style, and level of experience. After all, teachers are professionals who can, in the best of all worlds, make their own decisions. They are informed by their own experience, the findings from research, and the wisdom of practice accumulated by the profession (see, for example, Kumaravadivelu 1994).
Furthermore, a method is decontextualized. How a method is implemented in the classroom is going to be affected not only by who the teacher is, but also by who the students are, the institutional constraints and demands, and factors connected to the wider sociocultural context where the instruction takes place. In addition, decisions that teachers make are often affected by exigencies in the classroom rather than by methodological considerations. Saying that a particular method is practiced certainly does not give us the whole picture of what is happening in the classroom. Then, too, since a method is more abstract than a teaching activity, it is not surprising that teachers think in terms of activities rather than methodological choices when they plan their lessons.
[...] Some language teaching methods share the view that language can best be learned when it is taught through communication, rather than for it; and second, that language acquisition can be enhanced by working not only on language, but also on the process of learning (learnng strategies, cooperative learning and multiple intelligences).
(LARSEN FREEMAN, D. Techniques and principles in language teaching. 2th ed. Oxford: Oxford University Press, 2000. pp. xi-xii. Adaptado)
Internet: <https://www.nytimes.com/> (adapted).
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While viruses do not respect borders, their spread and their chances of survival have long depended greatly on the laws, policies and acts of states. However, not all states are up to the job, writes Adam Roberts.
A.J.P. Taylor often observed that great events can have very small causes. The 2020 COVID-19 pandemic is fresh evidence for this proposition. The cause is in all likelihood tiny and accidental: a genetic mutation in a virus, which then spreads into the human population. Like earlier epidemics throughout history, it could have happened with no human intentionality. Its consequences are already momentous and will be even more so before it is over.
The novel coronavirus can easily be seen as a profoundly anti-democratic force. In its first eight months, from early January to mid-August, it produced over 20 million cases of the COVID-19 disease. That disease has killed over 800,000 people and counting; put millions out of work; drastically curtailed travel; precipitated states of emergency; and caused citizens to be placed under detailed and intrusive administrative control, demonstrations to be banned, and elections to be rescheduled or postponed. Bitter disagreements have arisen about when and how to ease restrictions on movement. COVID-19 has generated a revival of conspiracy theories and unjustified recriminations, and prompted absurd denials of medical reality by certain political leaders. Among states, the pandemic has actually heightened some long-existing disputes, most notably those on trade and other matters between China and the United States. The capacity of the United Nations system to address epidemics has been called into question, not least in harsh American criticisms of the World Health Organization (WHO).
It is too simple to cast the pandemic crisis merely as a narrative of rampant authoritarianism versus embattled democracy. The long history of pandemics, earthquakes and other disasters reminds us of the enduring complexity of disaster management, and of the many controversies surrounding it, including the causes of and responses to plagues. States respond in different ways, raising questions regarding the relative effectiveness of democratic versus authoritarian states. International health organisations, especially the WHO, have important roles in dealing with epidemics, whether regional or global. Yet their formal powers are limited and their effectiveness depends on state cooperation. Epidemics, and action to control them, do sometimes play a part in increased authoritarianism, but they can also give rise to more positive initiatives of various kinds.
Adapted from: https://www.iiss.org/. Accessed on March 20, 2021.
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