“I’m finding my experience at Birkbeck studying MSc Sport Management to be precious and valuable”

Ryotaro Tsutsui, MSc Sport Management student and policy maker in the Japanese Government, describes his experiences at Birkbeck as an international student and his aspirations for the future.

Ryotaro Tsutsui with classmates after playing football at the pitch near Birkbeck

Why did you decide to study at Birkbeck? 

I work for the Government of Japan and I’ve been working as a policy maker since 2012. As an opportunity for developing language skills and knowledge which is related to my policy area, I was allowed to study in the UK to get two Master’s degrees. I chose to join sport management courses as I’m interested in sport policy. I knew that Birkbeck is famous for sport management and my supervisor at Loughborough University (I studied at Loughborough University for the first year of my stay in the UK) strongly recommended Birkbeck.

How are you finding your course?

My experience undertaking the MSc Sport Management degree is precious and valuable. I think it is difficult for Japanese people to catch up on the global trends and affairs in the sport community as many of the international sport federations are in Europe and compared to Japan, the economic scale of the sport industry is huge. One of the advantages of the MSc Sport Management degree at Birkbeck is the wider and well-balanced range of global trends and topics covered.

How is the social life at Birkbeck?

Fortunately, I have made a lot of good friends at Birkbeck. I love the ethnic diversity of the students. There was no majority ethnic group in my course, which provided a good environment for students to form friendships. Also, a hidden advantage of life at Birkbeck – students can easily go for drink after evening lectures, which I really enjoyed!

Do you enjoy having lectures in the evening? What do you do with the time you have in the day? 

The evening based educational system suits students who want to explore new things in the day. For most of them, doing an internship in London would be the best choice. In fact, lecturers were willing to introduce various kinds of internship opportunities to students. I wanted to do an internship in the sport sector and I consulted with one of my lecturers; he kindly suggested a non-profit sport organization and I worked there for several months.

What is the best thing about studying in London? 

It was convenient to commute to Birkbeck as it is in the centre of London. There are much more opportunities in London to do internships than any other city.

What do you hope to achieve in the future? 

As a career path, I’m seeking the best way to be a competitive sport policy maker. After studying in the UK for the last two years, I realise how important it is to learn from the UK and other sporting countries about sport policy. In terms of sport policy including international and domestic policies, Japan is still behind the UK, however, this motivates me to develop sport policy in my country. I’m also motivated to keep human connections which I have made in the UK.

Any advice for international students considering studying at Birkbeck?

I’m really confident in recommending Birkbeck to international students. To make the most of studying at Birkbeck, it is important to plan what to do in the day. Mixing both studying in the evening and doing an internship or other social activities makes international students feel extremely productive!

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“My journey at Birkbeck as a trans person couldn’t have been easier”

BSc Geology student and Birkbeck Trans Students’ Officer Jayden Solitro describes the experience of coming out as transgender at school age and settling into university life at Birkbeck.

Jayden Solitro

I came out as transgender at 15-years-old on the day of my last GCSE exam. I stayed at the same school in sixth form, and when I came out to my teachers, they decided to have a “transition period” – no pun intended – in which they would call me a short-hand version of my name for a while, because they thought other students would be confused by the sudden change of my name.

To this day, I’m still speechless at the fact that my teachers were more concerned about the effect my gender identity would have had on other students.

As a transgender person, I have always felt disconnected to my gender identity due to society not acknowledging it or respecting it. Every day I feared being misgendered or being called my former name (deadnamed). After I spent two years in a small town in Surrey trying to make stubborn teenagers use the right name and pronouns, I was terrified to go to university, because I thought I would have to start my journey all over again. Luckily, I was wrong; as soon as I came to Birkbeck, I noticed that I was surrounded by respectful adults, and my journey couldn’t have been easier.

When I joined the Students’ Union in 2019 as the Trans Students’ Officer, the Supporting Transgender, Intersex and Gender Non-Binary Students policy was enforced, thanks to the collaboration of College and Union staff.

As soon as I changed my name on the Birkbeck online portal, my decision was immediately respected by all members of staff, which was such a refreshing experience after having to wait for weeks in hope that my teachers would stop deadnaming me in school.

As a fellow student, and not just the Trans Students’ Officer, I am passionate to make sure that transgender students feel safe at Birkbeck, and I would like to encourage you to read this new policy, as it is important for us to know our rights and that they are a way to make our experience as a student the best it can be.

Thanks to this policy, chances to be “deadnamed” on campus will be lowered, as students are now able to change their preferred name on My Birkbeck and receive a new student ID free of charge. As a Deed Poll is not required to do this, this is also accessible to international or EU students who can’t apply for a deed poll in the UK, like myself.

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Is the Imprisonment for Public Protection (IPP) sentence turning into the Ministry of Justice’s own Windrush scandal?

Professor Mike Hough, Emeritus Professor and Founder of Birkbeck’s Institute for Crime and Justice Policy Research (ICPR) explains how thousands of prisoners are still facing injustice, ten years after IPPs’ failings were first exposed, and endorses latest demands for action.

Ministry of Justice, Westminster

The Prison Reform Trust (PRT) is to be congratulated on their excellent – but profoundly depressing – report No Freedom, No Life, No Future, which charts how large numbers of prisoners sentenced to the indeterminate sentence Imprisonment for Public Protection (IPP) are still stranded in prison many years after they were sentenced. As the report vividly demonstrates, part of the cause of this is the irrational and grossly unfair way in which the recall system is operating, following prisoners’ breach of their licence after release.

In 2010 Professor Jessica Jacobson and I worked on an ICPR/PRT collaboration which resulted in the report on the IPP sentence, Unjust Deserts. We showed how prisoners were required to demonstrate to the Parole Board that they were no longer a danger to the public, mainly by participating in courses to reduce the risks they posed. However, prisoners were denied means to demonstrate that they no longer posed a high risk to the public. Often courses were simply unavailable. In some cases, prisoners were told that they presented too low a risk for the course on offer, or that their levels of literacy were too low for the course in question. More broadly, the effectiveness of courses as a means of reducing dangerousness was questionable; while, at the same time, there were no obvious alternative ways in which individuals, in a prison setting, could prove the negative proposition that they no longer posed a risk to the public.  Matters were made worse by the originally mandatory nature of the sentence, meaning that many more IPP sentences were passed than originally expected, and many of these were for relatively minor offences. The Parole Board was overwhelmed by cases and delays grew. The net result was that many IPP prisoners were serving much longer sentences than expected – sentences that were, by any yardstick, grossly disproportionate.

Our report was well-received, and the then Justice Secretary, (now Lord) Kenneth Clarke, asked to see a pre-publication draft. We took some satisfaction in the announcement made shortly afterwards that the sentence would be abolished, qualified only by the fact that there were no plans to deal retroactively with those still serving IPPs, for example by converting all IPPs into determinate sentences. However, we thought that it would not take long for solutions to be found to release those prisoners in a fair and sensible way, whether through legislative or executive action.

How wrong we were! I was astonished to learn from PRT’s new report that by mid 2020 almost 2,000 IPP prisoners have never been released, and almost 1,400 have been released but are now back in prison, facing exactly the same intractable problems of proving their reduced risk as we found ten years ago.  The ongoing treatment of IPP prisoners is scandalous, and the scandal is, for the Ministry of Justice, taking on qualities that parallel the Windrush scandal that the Home Office is failing to deal with. The obvious unfairnesses and inhumanity which IPP prisoners face demand rapid attention.  We strongly endorse PRT’s call for action.

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Coronation salmon curry – a fusion dish that can be cooked and served in 30 minutes

As part of a new initiative to enhance international students’ experience at Birkbeck, our students and staff will be sharing their favourite recipes over the next few months in a series of blogs. In this blog, Professor Sanjib Bhakta, Professor of Molecular Microbiology and Biochemistry shares the secret to making his home-made fish curry.

Background: Being a Bengali and a foodie, I have always gravitated towards foods like fish curry and our traditional sweets! I spent the first 25 years of my life adjacent to the Bay of Bengal and lived around the river Ganges, where there were a number of natural resources to supply sweet-water fish. Hence, when I came to the UK, a challenge for me was to get the taste of my home-made fish curry; moving from Kolkata to Oxford.

As a Wellcome Trust funded International Fellow living in my College accommodation on the Old Marston Road, I first tried the following recipe. It was a delightful triumph! Without any reservations, I can say that home-cooking has always been a stress-busting experience for me. When a recipe can connect you with your motherland, help you to make new friends, saves money, assist you with healthy living and brings joy to your life, then why not?

Let me know how your trial goes after you transform the following recipe into your evening/weekend meal…

Ingredients:

Essentials:
4 salmon* fillets (500g)
Cooking oil (~30ml)
Natural bio live set yoghurt (1 tablespoon/ tbsp)
Mayonnaise (200g)
Spicy ‘korma’ curry paste (1 tbsp)
Mustard paste (smooth) (1 teaspoon/ tsp)
Mango chutney (2 tbsps)
Juice of 1 lemon
Almond powder (2 tbsp)
Salt (1 tsp/adjust per preference)

(*salmon can be replaced by monk fish, seabass or any other white fish fillet, descaled but skin on)

Optional: Almond flakes, raisins, coriander/ thyme for garnishing.

Cooking method: Pre-heat the oven to 180 degrees/gas 4. Marinate salmon fillets with a little salt, lemon juice and cooking oil for 5 minutes. Put them in the oven for 12-15 minutes, skin side up. While the fish is in the oven, lightly mix the mayonnaise, yoghurt, curry paste, almond powder, mango chutney, mustard paste and salt in a bowl. Add a little water to help making the paste smoother if needed.

Drizzle some cooking oil on a pan. When heated, pour the sauce and a cup of water into the pan. When it starts bubbling, put the fish in the sauce, wait for 2-3 minutes and keep the heat on high to boil. After 2-3 minutes of boiling put a cover on the pan and switch off the hob.

Presentation: Garnish the dish with chopped coriander/thyme and almond flakes. Enjoy the dish with rice (basmati/jasmine)/naan/pitta/flat bread.

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Top tips and benefits for using video in lectures and seminars

Jenna Davies, Birkbeck’s Enterprise and Employability Consultant, encourages students to keep their cameras on whilst attending online lectures or seminars by outlining the benefits and addressing the most common barriers.

Among the various changes that 2020 has brought – our ways of working, studying, even socialising – there is one piece of equipment that has enabled us to retain our connection to others: our cameras.

While we have been unable to physically meet and see our colleagues and peers, we are fortunate to have the opportunity to maintain a level of connection through our screens, be it our phones, iPads, laptops or computers. In our online lectures and seminars, we can replicate the classroom as best as possible through the technology that we are able to access, providing a unique experience in a challenging environment where everyone can benefit from the virtual teaching space.

However, there are a number of barriers that may prevent us from fully embracing the online learning environment; to switch our cameras on, use our microphones to speak up, and be as present as possible, as we would in person. We may not feel comfortable being on video in front of our tutors and peers, we may have distractions in the background that we don’t want to risk interrupting the sessions, or we may feel we can still get the same from the session by not being on video. To overcome these challenges and reap the benefits of having our videos on in our online lectures and seminars, there are things we can do to make sure that we maximise our learning.

“I’m not comfortable being on video in front of my tutors and peers”

The transition to remote studying and working this year has meant that our home and work/study life are much more intertwined. Our homes are our study spaces – and although it’s only our head and shoulders in shot, we may feel more exposed on video compared to in-person.

Consider how you feel when you see someone on video in an online lecture, or meeting for example. Often, we’ll feel more of a connection to that person because we can see them. If we’re in an online meeting with three other people, two of whom have their videos on and one doesn’t, we feel less of a rapport with the person we can’t see.

If we have our videos off, we may be impacting the connection that others have with us and their experience in the virtual learning space as well. Birkbeck’s Disability Service Manager, Mark Pimm, recently reflected on his experience in virtual meetings: “I’m blind, and I have become so conscious of how much I miss out on being able to see everyone in the virtual meeting. This has made me wonder if when you leave the camera turned off in your online lectures and seminars, whether your fellow students are missing out on you.”

If everyone in our online lectures embraces the virtual space and switches their videos on, we’ll feel more connected to our peers and tutors. We’ll be more engaged and avoid potential distractions because we will be more present in that space. This will positively impact our experience and the goals we may have set when we enrolled onto our courses – to learn, to meet new people, to progress our careers, to graduate.

“I have distractions in the background that could interrupt the sessions”

There will often be occasions when we can’t avoid interruptions while we’re online – we may have children to look after, someone might be at the door, we might not want to show the space around us on video. The resistance to be on screen can come from a number of reasons.

If we consider how we feel when we have seen someone else on-screen experience interruptions during a lesson or a meeting, often there isn’t an impact on the session for others. We have all become far more understanding of what it means to study and work from home, and this comes with the acceptance that people will be in different spaces and have things going on in their homes that they can’t control.

If a distracting background is the difference between turning our videos on in lectures and making the most of the lesson, having a screen behind you may be a useful option. This could be a room divider or something in the home that you can use as your background.

“I’m not sure how I should position my camera”

Whichever device you use for your online sessions, try to have your head and shoulders in the shot. This will ensure that you fill the ‘frame’ without being too close or too far away from the camera.

Aim to have your device’s camera at the same height as your head, which will help to avoid looking down at the camera lens and it will also ensure that your posture is in a good position.

There are some useful tips in this video about setting up your cameras and making more impact on video.

“I’m still getting the same level of teaching with my video off”

There are numerous benefits of being part of a group and studying alongside peers who share the same interest in the topic you’re studying. While we have transitioned from physical classrooms to virtual classrooms, this doesn’t mean that those connections with your peers should disappear.

Being able to learn from your tutors as well as your fellow students is hugely beneficial and enhances your learning experience. The more engaged and present you are in your online sessions, with your videos on and speaking up to contribute to discussions, the more you will benefit from the session.

As we continue into the academic year, embrace the virtual learning environment and the opportunity to connect with your peers and tutors by making use of the technology we have, to benefit your studies as well as your peers’.

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Diwali is the festival of light and new hope!

With the recent Diwali celebrations, Professor Sanjib Bhakta, Professor of Molecular Microbiology and Biochemistry, reflects on what the festival means to him.

Mousumi Shyam, a Newton-Bhabha International Fellow at Birkbeck’s School of Science, has celebrated Diwali by decorating the International Students House with the traditional ‘Rangoli’. The purpose of the colourful design, ‘Rangoli’ is to feed strength, generosity and it is thought to bring good luck.

Diwali follows the epic story of ancient India: “Ramayana” to represent the victory of good over evil and light over darkness. The symbolism of Diwali is appropriately summarised in the simple act of lighting a lamp or ‘diya’. These are said to ward away evil and welcome the Goddess Lakshmi (the Hindu Goddess of wealth and prosperity) into the house.

The positive vibe that comes with the Diwali festival is more relevant worldwide in this challenging year than ever before with the unprecedented pandemic. During the second phase of lockdown in the UK, while we should strictly follow the Government guidelines on social distancing, face covering, good handwashing routine and patiently wait for a better control for the debilitating infectious disease to be available to us, I have been celebrating this ‘Diwali’ with my family at home and with all of you remotely over the weekend by lighting ‘diya’! Let us together give thanks for all we hold dear: our health, our family, our friends and to the scientists, NHS staff, and all the key workers who are working relentlessly to tackle the health challenges this year…

I moved to the UK precisely two decades ago but I still miss India when It comes to celebrating Diwali! To all the staff and students at Birkbeck, University of London I wish you and your family a very Happy Diwali!

Take care, stay happy and celebrate the festive season with all the available precautions and protections.

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The Disability Discrimination Act – what’s changed?

This November we celebrate 25 years since the passing of the Disability Discrimination Act. In this blog, Mark Pimm, Birkbeck’s Disability Service Manager who is blind, shares his experiences as a university student and how the world has changed since the passing of the Act.

Mark Pimm with his guide dog, Sonny

Twenty-five years ago, on 8 November 1995, the Disability Discrimination Act was passed and it got me thinking about how student life has changed in a quarter of a century.  There were no tuition fee loans and a pint of beer in the Student Union bar cost a pound, but life was a lot more challenging for disabled students.  There were no disability officers, universities weren’t required to make provision for disabled students – in fact, before the Act, we had no legal rights.

There was a Disabled Students’ Allowance, but at that time it was so small I couldn’t afford a computer; all I had was a writing machine with 32 megabytes of ram.

Because I did not have a computer and could not read Braille, I did everything on tape.  I recruited a team of volunteers to read my textbooks onto tape. I drafted my notes for essays onto cassette tapes and listened back to the notes when I came to write the essay.  All my exam notes were put onto tape, and I listened to these to revise. To give an idea of the scale, I had over 500 tapes containing over 2,000 hours of recording. Even though I was organised, it often took me an hour to find the right point on the right tape.

In those days, being blind I knew I would never get a non-graduate job. If I wanted to work, I had to get a degree. I had no choice but to carry on despite extraordinary odds because if I didn’t, I would never work.

What would be the difference today? If I was coming to Birkbeck now, the Disabled Students’ Allowance would pay for a computer with specialist software and training to ensure I could use it to access our online learning. It would fund an electronic notetaker, who would provide me with notes from all my lectures by email.

The university’s virtual learning environment would be accessible to me and I’d have access to the teaching materials in advance of our lectures, enabling me to read, as well as understand the structure of the lectures, prior to attending them. I could use the platform SensusAccess to make the electronic documents accessible to me and access the Royal National Institute of Blind People’s audible book service.

The number of additional things I’d need to do for myself would be reduced. I’d have the time to think about my future career and with support like the Ability Programme would be able to develop the transferrable skills that might mean that I could progress straight from graduation to employment, as my non-disabled peers can do.

It’s truly remarkable and inspiring to see how far we’ve come, thanks to those campaigners in the 90s.

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Denials and ignorance in the time of a pandemic

Professor Renata Salecl, Professor of Psychology, Psychoanalysis and Law, explores how and why people react to COVID-19 with denial and ignorance.

Ignorance is often understood in a negative way, which is why we can easily accuse others of it while we rarely admit our ignorance. Most often, ignorance is understood not only as a lack of knowledge but primarily as a lack of the desire to know. However, psychoanalysts have observed that people might very well have a desire to know, but then do everything not to come close to the core of their suffering.

In politics, ignorance is often intentional or even strategic. At the start of the pandemic, many world leaders employed such deliberate strategies of ignorance. It was not so much that they did not know about the dangers of the novel coronavirus; they downplayed the pandemic for political and economic reasons.

In their private lives, people adopt their own types of denial. These denials are not so different from the types of denials that were studied in the 1980s by the Israeli psychologist Shlomo Breznitz, who questioned how people deal with potentially life-threatening health situations. Breznitz observed that many people who survived a heart attack did not think that they could suffer its repeat, even if they learned that others with a similar condition did. Denials helped people to feel confident in their wellbeing, and people often went from one form of denial to another. Altogether, Breznitz observed seven different kinds of denials among the patients he studied. One form of denial was that people felt that what happened to others cannot happen to them. Another involved a lack of urgency – when people experienced worsening of their health, they delayed seeking help. Still, another form of denial was a denial of vulnerability, when people felt that they were somehow protected from the illness because of their presumably healthy lifestyle. One of the forms of denial was the perception that illness is just luck, fate, or destiny. Moreover, while some people denied effects related to their condition or have invented an appeasing explanation for their anxiety provoked by their near-death experiences, others denied the information regarding their health. However, the most severe cases of denial included delusions, which meant that people created an explanation for their condition that was far away from reality.

With people who deny COVID-19, one can also observe how they often go through similar types of denials. Some people behave as if the novel coronavirus is of no personal relevance and that infections affect only other people. Even when already infected, some deny the urgency of the situation and do not seek medical treatment when their symptoms worsen. Many people who deny that the novel coronavirus can affect them, similarly to Breznitz’s patients, harbor illusions that they are somehow protected from getting infected because of their healthy lifestyle or even good genes. Some people take infection as merely a matter of luck or destiny. Overwhelmingly present are denials linked to people blocking unpleasant information or pushing aside their emotions related to the pandemic. Furthermore, with the continuation of the pandemic, psychiatrists are also observing delusional thinking. Some people are even developing particular COVID-19 related delusions.

Medicine often does not pay enough attention to people’s denial of illness as epidemiology says little about how ignorance and denial are played out in times of a pandemic. Now that so many countries are going through the second wave of the pandemic, many people are fatigued by it and are not willing to follow often erratic measures governments are proposing to limit the spread of the virus. While on the one hand, people need to deal with the conflicting messages about how to protect themselves and others from the infection, on the other hand, they have to deal with the emotions the pandemic is provoking. When dealing with something traumatic, anxiety-provoking or hard to grasp, people often embrace ignorance and denial, instead of knowledge and facts.

The pandemic has taught us the importance of acknowledging the unknown. As Thomas Jefferson, third President of the United States said, “He who knows, knows how little he knows.” One cannot imagine that today’s world leaders would utter something like this. Although, as German politician and epidemiologist Karl Lauterbach recently reminded us in The Guardian: “Uncertainty and doubt are not a disgrace for scientists or politicians at this time. What is disgraceful is excessive self-confidence, self-righteousness or dishonesty towards fellow human beings.”

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Changing cities and the meaning of beauty

Dr Daniele D’Alvia, Module Convener in Comparative Law, delves into his thoughts on how cities and communities are changing and with this explores the concept of beauty.

Dr Daniele D’Alvia

In 2019, I agreed with Professor Anne Wagner, Professor of Legal Semiotics at Lille University, to write about the relative and absolute meanings of beauty in relation to cities. I wrote about the beauty of cities, mentioning the sentence of Fyodor Dostoyevsky, Russian novelist, “Beauty shall save the world”. A sentence that today becomes – as I affirmed in 2019 – ‘a necessity and a new way to see the world’ especially in the face of political transformation, environmental changes or catastrophes.

As a Birkbeck Ronnie Warrington scholar and a passionate reader of Oscar Wilde, I shall write on the meanings of beauty. Beauty cannot be seen as an absolute, fixed concept. Indeed, I firmly believe that beauty must be interpreted as relative and susceptible to change to become the expression of a new transformation that can turn the actual signs of imperfection and political change into a new beautiful meaning. The ‘imperfect’ past or present can, indeed, vanish in front of crowded streets of protesters that today march side by side with people of different religions, races, and sexual orientations. This because the new future shall start to become the new present of an evolved and transformed vision of cities as well as of communities.

In this light, the ‘Black Lives Matter’ movement this year as well as the political demonstrations and protests in Minsk, Belarus, represent the necessity of seeing the world differently. As I have affirmed in 2019 ‘beauty becomes a necessity’. That same necessity to re-invent the world in front of the violence and dictatorship has given new meanings and interpretations to cities.

Minsk has shown the world that people are now asking to become more aligned with democratic concepts of equality and freedom. The flower-bearing women protesting in Minsk in August in response to the police violence inflicted on Belarusians represents the new meaning of beauty of the silenced innocents. Additionally, the removal of statues that symbolised colonial power becomes the symptom of a transformation of cities towards new ideals of inclusion, diversity, and tolerance. Indeed, it seems that nowadays the concept of beauty must be relative and open to change, rather than absolute and fixed, because it is inside the same ‘relativity’ that we can identify the meaning of change and revolution.

It is with discussions and the debating of our own views and opinions that we can change the world. Everything that is perceived as absolute and fixed can only absolutely destroy. The relativity of ideas, the doctrine that knowledge, truth and morality exist in relation to culture, society, or historical context, is the key to progress and equality. Indeed, I firmly believe that each real revolution starts within ourselves and we need to open ourselves to thinking beyond our own self-interests and boundaries.

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Student life in the time of COVID-19

As the new academic year commences soon on 5 October, this blog summarises the current public health advice and information to remind students what they need to know before the university term starts.  

Birkbeck's main building, Torrington Square

Birkbeck’s main building, Torrington Square

Protect yourself, your university and the wider community remember ‘Hands. Face. Space’.

  • Wash your hands regularly 
  • The College has adopted a 1M+ approach to social distancing in circulation areas across the estate. This means that people should maintain a two-metre distance, as far as is reasonably possible whilst in buildings but, with the mitigation of face coverings, it is possible for people to be in closer proximity, for example when passing each other in corridors. However, when people are in rooms for prolonged periods, such as in a classroom, the Library or shared office space, then a 2M social distance should be maintained. This will be supported by laying out furniture, such as classroom desks or library study spaces with two metre spacing
  • We require that everyone wears a face covering whilst inside Birkbeck buildings
  • Get a test and self-isolate if you develop symptoms 
  • Use the NHS Test and Trace app

Whether you’re a new or returning student you’ll no doubt have lots of questions or concerns about how the COVID-19 pandemic will impact your student life. Whether you are already based in London or moving to the city, you’ll need to know what actions you should take to keep yourself safe but also fellow students, university staff and the local community. This blog summarises the important public health advice and information to remind you of what you need to know before the university term starts.   

Public health basics  

You’ve probably been looking forward to starting or returning to university, your friends but it’s essential to keep the public health basics front of mind and always remember ‘Hands. Face. Space’. 

Your ‘household’ will consist of your family or flatmates that you share your home with or if you are living in university halls your halls of residence will let you know what makes up your household. 

Follow the student guidance and booking process for visiting the Birkbeck libraryWe will have very limited on-campus classes and events in the autumn term, but this is under constant review and we will update you as plans change.

The College has adopted a 1M+ approach to social distancing in circulation areas across the estate. This means that people should maintain a two-metre distance, as far as is reasonably possible whilst in buildings but, with the mitigation of face coverings, it is possible for people to be in closer proximity, for example when passing each other in corridors. However, when people are in rooms for prolonged periods, such as in a classroom, the Library or shared office space, then a 2M social distance should be maintained. This will be supported by laying out furniture, such as classroom desks or library study spaces with two metre spacing. We require that everyone wears a face covering whilst inside Birkbeck buildings.

To stay safe while travelling try to avoid car sharing and using public transport at peak times. Walk or cycle when it’s possible and safe to do so. These basics will help protect you, university life and local residents, especially those that are more vulnerable. 

If you’re a student in the clinically extremely vulnerable group, having previously been shielding, and you have a particular health concern you should seek medical advice.

Moving to your university home 

Be sure to follow the government’s latest advice on coronavirus. London is not currently listed as an area with additional restrictions, but if you’re coming from Wales, Scotland or Northern Ireland, remember that the rules and restrictions are different to those in England. It’s also a good idea to get up to speed on the overall advice on staying safe outside your home and find out your new local council so you can keep uptodate on local guidance.  

If you’re an international student coming to the UK from abroad, make sure you provide your journey and contact details before you travel to the UK and you know whether you need to self-isolate for 14 days when you arrive, and read the guidance on entering the UK safely.  

International travel restrictions and local restrictions can change quickly and without much warning so be sure to keep an eye on the latest guidance while making your travel plans.

What to do if you need to self-isolate 

If you test positive for coronavirus while at university, the rules on self-isolation remain the same. You must self-isolate for 10 days and follow NHS guidance. Your other close contacts that will be informed by NHS Test and Trace if they should self-isolate. 

If you’re living in university accommodation where someone in your ‘household’ (as set out by the accommodation management team) has symptoms of coronavirus or tests positive you must let the management team know. 

Wherever you live, you should self-report on My Birkbeck so the university can offer any extra support you might need for your course 

NHS Test and Trace 

Make sure the university has your latest personal details to ensure the NHS Test and Trace can get in touch if they need to – you can update your personal details on you’re MyBirkbeck profile. 

If you or anyone you’ve had close contact with test positive for coronavirus, you’ll be contacted by NHS Test and Trace and asked to self-isolate. If you are contacted, you will be asked to provide them with information they’ll need to help stop the spread of the virus. 

The NHS Test and Trace app is part of the national effort to get us back doing the things we love and every person who downloads the app will be helping in the fight against coronavirus. The app will help you to report symptoms, order a coronavirus test, check in to venues by scanning a QR code and help the NHS trace those who may have coronavirus. The app will do all this while protecting your identity and data security. The app will be available shortly so do the right thing and download it and encourage your student household and friends to do likewise.

Got symptoms – get a test 

Make sure you are clear about the symptoms of coronavirus and when you should get a test. If you have any of the following symptoms you should get a test: 

  • a high temperature 
  • a new, continuous cough 
  • a loss of, or change to, your sense of smell or taste

You can book a test on line at GOV.UK at https://www.gov.uk/get-coronavirus-test or by phoning NHS 119.

If you have a confirmed case of COVID-19, you can self-report on your MyBirkbeck profile.

Be mindful of your mental health 

Recent months haven’t been fun or easy for anyone not least of all students. The new online resource at Student Space has a variety of useful mental health and wellbeing materials that can support you. Public Health England has also published general guidance on mental health and wellbeing during COVID-19.

Your role is crucial 

By following the guidance on washing your hands; keeping your distance; not socialising with more than 6 people; wearing a face covering; using the NHS Test and Trace app, self-isolating and getting a test if you have symptoms you are helping to save lives. Respecting the rules will keep you, your friends and family healthy, and your university town a safe and enjoyable place to live. 

We will continue to post updated on Birkbeck’s coronavirus information page, and in the weekly email to students.  

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