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During the Covid 19 Pandemic, there have been countless calls for the creation of “global public goods” or “global commons” issued by a variety of actors with sometimes diametrically opposed views, as if the two notions had the same meaning.And indeed, even today these notions are still often used as synonyms and interchangeable, leading to an amalgamation of concepts. The meaning and implications of using one notion or other notion (global public good, global commons) is never examined.We believe that, contrary to the dominant view, it is urgent to put an end to this confusion which is not only of a semantic order and has huge economic and social implications.In this article, we start by recalling what constitutes the notion of “Global Public Good” and by extension the content of what can be called the GPG approach (section 1). Then, by difference we present the notion of common good and the commons based approach (section 2). Finally, in a concluding section, we present some of the most significant initiatives taken during the covid-19 pandemic, designed and deployed to producing and distributing health products as common goods (section 3). Our overall ambition being to highlight that the deployment of the commons based approach that we are calling for, is not a utopia, as it is already moving on.

"Ce numéro de la revue Global Africa est consacré à la réception de l'épidémie de Covid-19 sur le continent, aux enjeux sanitaires, sécuritaires et à la traduction locale des politiques épidémiques globales. Il rassemble les contributions d'anthropologues, de sociologues, d'historiens, et d'artistes traitant tous du rapport de l'Afrique à la viralité (virus, mesures de confinement, discours)"

Présentation d'ouvrage sur l'éducation pendant la COVID-19 dans les marges symboliques, politiques et sociales. Ouvrage dirigé par Pierre-Olivier Weiss et Maurizio Alì.; Confinement, educational continuity, distance education... With the health crisis caused by the COVID-19 pandemic, the daily life of families, students, teachers, learners and educators around the world has been disrupted, especially in certain peripheral contexts, less visible and less publicized, but also more vulnerable. This book presents a critical and comprehensive overview of studies of education in times of pandemic in these fringe realities: overseas and post-colonial territories (in Africa, Oceania, and the Americas), indigenous and rural communities, LGBTQIA+ groups, prisons, minorities, and so-called sensitive neighborhoods. Throughout the crisis, these margins have proven to be both incubators of innovation and spaces of demand, exposing the weaknesses and fragilities of national education systems and the global governance system of education.; Confinement, continuité pédagogique, éducation à distance… Avec la crise sanitaire provoquée par la pandémie de COVID-19, partout dans le monde la vie quotidienne des familles, des élèves, des enseignants, des apprenants et des éducateurs a été bouleversée, notamment dans certains contextes périphériques, moins visibles et moins médiatisés, mais aussi plus vulnérables. Cet ouvrage présente un panorama critique et global des études sur l’éducation en temps de pandémie dans ces réalités à la marge : les territoires ultramarins et postcoloniaux (en Afrique, en Océanie et dans les Amériques), les communautés autochtones et rurales, les groupes LGBTQIA+, les prisons, les minorités et les quartiers dits sensibles. Tout au long de la crise, ces marges se sont révélées à la fois des incubateurs d’innovations et des espaces de revendication, en dévoilant les faiblesses et les fragilités des systèmes éducatifs nationaux et du système de gouvernance planétaire de l’éducation.

Contributors; Sinjae Yoo, Marie-Alexandrine Sicre, Paul Myers, Charlotte Laufkoetter, PatriciaMiloslavich (SCOR), Clement Brousse, Radhey Shyam Goyal, Debdas Ray, Alexander Fekete, Li Li, AnjaScheffers, Timothy Adivilah Balag'kutu, Zhangcai Qin, Montserrat Koloffon Rosas (Future Earth),IMBeR Scientific Steering Committee, Avit Bhowmik (Karlstad University), Bob Webb (AustralianNational University), Magdalena Stoeva (International Union for Physical and Engineering Sciences inMedicine (IUPESM), Marcelo Knobel, Roberto Lent (Brazilian Academy of Sciences), Paul ArthurBerkman (UNITAR), Paulo S. R. Diniz, Roberto Schaeffer (Federal University of Rio de Janeiro), WFEO:Elizabeth G. King, Amy L. Brooks, Jose Vieira, Gong Ke, Marlene Kanga, William Kelly, K. N. Gunalan.; Position paper of the Scientific and technological community major group position paper for the 2022 high-level political forum Building back better from the coronavirus disease (COVID-19) while advancing the full implementation of the 2030 Agenda for Sustainable Development; The Scientific and Technological Community Major Group, jointly facilitated by the International Science Council and the World Federation of Engineering Organizations (WFEO), submitted a position paper for the upcoming 2022 High-Level Political Forum (HLPF), which will be held on 5-15 July. The theme of the HLPF this year is “Building back better from the coronavirus disease (COVID-19) while advancing the full implementation of the 2030 Agenda for Sustainable Development”.

Interview sur la chaîne France 3 Grand Est dans l'émission "L'avant JT" sur la stratégie de communication des marques pendant la crise sanitaire liée au Covid-19.

Contribution à un site web; During the successive lockdowns caused by the Covid-19 pandemic, 80% of students around the world had to continue their courses online. However, videoconferencing while managing a continuous flow of emails can be exhausting and remote working can be difficult to cope with. A group of researchers, mainly from the Innovation, Technology, Economics & Management Laboratory (LITEM – Univ. Paris-Saclay, Univ. d’Évry, IMT-BS), followed a group of students at Université Paris-Saclay during the first lockdown in Spring 2020. Although some students managed to make the change well, many talked of ‘zoom burnout’ and of no longer being able to face being in front of their screens all day. In fact, whether an individual makes a successful transition to remote learning depends on an element which is often ignored - namely the ability to keep an open mind. [...]

The COVID-19 crisis has accelerated the shift to contactless transactions and the “cashless society” model is fueling market innovations, not to mention social discord and the introduction of a “right of access to cash.”; The COVID-19 crisis has accelerated the shift to contactless transactions and the “cashless society” model is fueling market innovations, not to mention social discord and the introduction of a “right of access to cash.”

http://dicopolhis.univ-lemans.fr/fr/dictionnaire/t/teleconsultations-en-sante-mentale-et-covid-19.html