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“ANIMAL FARM” Revisit Ignored

A story of modern times

The story as follows is not about preaching morality in politics. It is about times when the interpretation and distortion of facts become essential political strategies.

“The Major, a boar on the Farm, gathers the animals in a meeting. In his speech he refers to the humans as parasites and proclaims new rules.

When he dies a few days later, two young pigs take control of the group and try to turn his dreams into a reality.

After a while, they start a struggle for leadership. When one announces his ideas, the other opposes them. The confrontation results in one of the pigs being forced to leave the farm.

Using a new pig as a mouthpiece of the group, the fake leader announces the ideas of the expelled pig as if they are his own.

In the course of time the leader abuses his powers; he wants more and more privileges; the mouthpiece justifies every statement the leader makes; an anthem glorifies him, seemingly starting to have the lifestyle of a man. The animals, though starving and exhausted, believe they live better. The mouthpiece invents numbers to demonstrate their improved standard of living.

In the meanwhile, an attack on the farm brings great losses to the animals. They win the battle, but exchange one of the wounded for money to buy spirits.

Time passes, and the pigs get sophisticated, wearing clothes and carrying whips. The leader announces an alliance with the humans.

The animals on the Farm realize that the faces of the pigs start to resemble the faces of humans and no one can tell the difference between them.”

Any similarities with reality is a sheer coincidence.

Mariela Baeva

Animal farm revisited ignored | New Europe

 

 

Reflections

*People have the right to defend their civilisational identity. Throughout history the European Union has pursued its own path to make it happen. So have other nations and countries.

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*Differences have persisted. Yet, they are not to set nations and countries apart.

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*Diversity and the commitment to inclusion are vital to human civilisation. Values, per se, capture the complex nature of any society. Complementarity in their exchange and/or integration may prove to be an achievement of humanity.

———

*The EU’s understanding of these peculiarities may help transport into the future the idea of free expression of national identity, components of which are culture, religion, moral and ethical standards… They open the way to a holistic view of human development in any part of the world. This approach is worthy of respect, right?

———

 

Global inequality ‘as marked as it was at peak of western imperialism’ by The Guardian

Global inequality is as marked as it was in the early 20th century pinnacle of western imperialism after the capture by the super-rich of an increasing share of the world’s income, a new report has shown.

A study by a group of economists including Thomas Piketty and Emmanuel Saez said 30 years of the globalisation of trade and finance had widened the gap between rich and poor.

https://www.theguardian.com/business/2021/dec/07/global-inequality-western-imperialism-super-rich?utm_term=61b03bd4aa964a4cd0fe92029323f8a2&utm_campaign=GuardianTodayUK&utm_source=esp&utm_medium=Email&CMP=GTUK_emailThe Guardian

WHAT IS THE IMPACT OF THE COVID-19 PANDEMIC ON IMMIGRANTS AND THEIR CHILDREN? (by OECD)

Both the experience from previous economic crises and first indications on labour market and social outcomes during the current pandemic suggest that the COVID-19 crisis is likely to have a disproportionate impact on immigrants and their children. Please read the analysis: https://read.oecd-ilibrary.org/view/?ref=137_137245-8saheqv0k3&title=What-is-the-impact-of-the-COVID-19-pandemic-on-immigrants-and-their-children%3F

 

 

Education at a Glance 2020 by OECD

Education at a Glance is the authoritative source for information on the state of education around the world. It provides data on the structure, finances and performance of education systems across OECD countries and a number of partner economies. More than 100 charts and tables in this publication – as well as links to much more available on the educational database – provide key information on the output of educational institutions; the impact of learning across countries; access, participation and progression in education; the financial resources invested in education; and teachers, the learning environment and the organisation of schools. The 2020 edition includes

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Facing the jobs crisis*

The COVID-19 pandemic has triggered one of the worst jobs crises since the Great Depression. There is a real danger that the crisis will increase poverty and widen inequalities, with the impact felt for years to come. Countries now need to do everything they can to stop this jobs crisis from turning into a social crisis. Reconstructing a better and more resilient labour market is an essential investment in the future and in future generations.

http://oecd.org/employment-outlook?utm_source=Adestra&utm_medium=email&utm_content=digitalreport&utm_campaign=empoutlookjul2020&utm_term=pac

Report: OECD Employment Outlook 2020 WORKER SECURITY AND THE COVID-19 CRISIS

*OECD

How have countries dealt with coronavirus school closures and what’s next for education? (OECD)

With schools closed around the world, students and teachers are having to find new ways of learning outside of the classroom. Meanwhile, governments are working hard to assess the impact of school closures and make plans for education in a post-crisis world – a world that may well be fundamentally altered. What have the government responses been like so far? Have they worked? And does the crisis imply that we need to change the way we educate the next generation?

Tax in the time of COVID-19*

The number of COVID-19 cases is quickly rising around the world, with major adverse effects on health and mortality. To fight the outbreak and the spread of the virus, countries are imposing unprecedented measures, such as restrictions on the free movement of people and goods, and are shutting down large parts of the economy. The result is that economic activity has fallen sharply in many countries and increased global uncertainty has further eroded confidence.

Read more: https://www.oecd-forum.org/users/369395-pascal-saint-amans/posts/63721-tax-in-the-time-of-covid-19?utm_source=newsletter_mailer&utm_medium=email&utm_campaign=newsletter

*OECD, The Forum Network

Tackling the coronavirus*

Contributing to a global effort

What are the impacts and consequences of the coronavirus pandemic on our lives and our societies – and what are some of the solutions we can find to boost our healthcare systems, secure our businesses, maintain our jobs and education, and stabilise financial markets and economies?

Find solutions here: http://www.oecd.org/coronavirus/en/?utm_source=Adestra&utm_medium=email&utm_content=CTA%3A%20Key%20Impacts&utm_campaign=Tackling%20the%20coronavirus%20%28COVID-19%29&utm_term=demo#id-2

*OECD

OECD Policy Observatory on Artificial Intelligence*

https://www.oecd.org/going-digital/ai/?utm_source=Adestra&utm_medium=email&utm_content=FIND%20OUT%20MORE&utm_campaign=OECD%20Civil%20Society%20Newsletter%20-%20February%202020&utm_term=demo

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