BC EDUCATION
Saved by @CodyyyGardner

The problem that the ‘lets-shut-schools-for-a-couple-of-weeks-crowd’ ignore is that its much easier to shut schools than to open them. Therefore, the probability is that once schools are shut, they will be shut for months on end, just like last time.

 In other words, they are engaging in wishful thinking. The probability is that schools will be shut for months on end whilst online teaching provision will likely be patchy/minimal/inadequate/non-existent like it was last time & educational inequalities will continue to widen.
We’ve learned nothing from the schools shutting for 6 months last yr. Once those schools are shut, they will be shut for months. Online learning will continue to be inadequate, meanwhile big-mouthed Twitter users with no skin in the game will continue to opine on the subject.
The average Twitter user is more likely to be parent to a cat than to a human child. No skin in the game & it shows, quite frankly. The online learning that is available for parents is inadequate & it will be left to parents to utilise their own resources, again.
Educational inequalities will widen into a chasm. It will be a disaster for children, especially primary school-aged children, & for what? Where is the evidence that school closures minimised the spread of C-19? But the average Twitter user need not worry, their cat will be fine
& the longer we try to keep schools closed & try to lock-down the whole of society in an attempt to try to suppress the spread of the virus the more we increase other risks. There is a trade-off. Lower some risks. Increase others.

https://t.co/A4RlbYAOul
Extended lockdowns carry their own risks

https://t.co/s7Lfj7NeMK
Are we going to talk about them or not?

https://t.co/o8VrFgaxn3
Probably not Im guessing

https://t.co/pcMo4Tir4C
I think we should have an honest discussion

https://t.co/alrDwmR12z
There is no perfect solution to our problems only a series of trade-offs

https://t.co/imUfStnXuE
& we should be honest about that

https://t.co/wuScFDt8vS
Rather than pretending these problems dont exist

https://t.co/ePsJUTT5Ay
But Im not overly optimistic on that front I have to be honest

https://t.co/SKHSvOuQEm
But if the British Medical Journal are open to these kinds of discussions regarding trade-offs then so should everybody else be imo

https://t.co/pmIAXCFRcE
One things for sure, the longer lockdowns continue the more that ppl are gonna drink, which carries its own risks. For this reason, South Africa & Greenland have temporarily banned the sale of alcohol, but that wont fly here, so what are we going to do?

https://t.co/5X3ywjaAqv
Nothing?

https://t.co/J0cAFHITVo
Im guessing we will probably do nothing

https://t.co/gYBA3xFva8
I hope Im wrong obviously

https://t.co/RSkwRtyZSr
We shall see I guess

https://t.co/qxGYTsXJp8
But at the very minimum we shouldn't try to sweep these problems under the carpet

https://t.co/0a96SM45I0
An honest discussion about trade-offs is required the longer this goes on

https://t.co/SvEFJF7vfl

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2) Students were told that all white people are racist because they're white, and that black students should "be free from discipline regardless of their behavior."


3) Plaintiff's daughter was subjected to "verbal attacks, and physical threats, social ostracism, false imprisonment, permanent damage to her reputation, and severe and continuing emotional and psychiatric injury."


4) In October a student claimed that the Plaintiff's daughter had stood up in class, pointed to a black student and said "Black Lives Do NOT Matter!"

However, the class where this vent allegedly took place was videotaped, and upon review no such event had occurred.


5) Following the accusations, the plaintiff's daughter was "subject to enormous social ridicule and threats of personal violence."

During a meeting, the principal and a faculty member allowed a black student to aggressively verbally berate the daughter, without intervention.
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⭐ I’m a frontend dev. I work mainly w/HTML, CSS, & JS

last year I built stuff that doesn’t sound like frontend work:

- custom APIs and DBs (both GraphQL & REST)
- user dashboards
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but it all *felt* comfortable & within my skillset

how? a thread: 🧵


I do all sorts of demos and "hello world" projects, but I want to focus on real-world apps only in this thread. specifically, I'll talk about this production project:

✨ Jamstack Explorers 👩‍🚀

this is a load-bearing app that a lot of people depend on


to build Jamstack Explorers, we needed:

🗄 a custom database to track mission progress
📝 a content management system
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we were a small team of frontend devs and we needed to ship quickly — this was a daunting todo list 😅

🗄 custom database

using @HasuraHQ Cloud, we were able to create a new DB, configure it, and test the API all from a web interface — no config files or server setup required

we got it running in a day & I never felt like I was in over my head, even though DBs make me nervous!


📝 content management

we chose @sanity_io as a CMS. we used their CLI + JSON schema to set it up for Markdown + @mdx_js, exposed through a GraphQL API

the docs were great — it still felt like I was well within my frontend wheelhouse while we set this up
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THREAD on the Ofqual consultation.

The exams situation is a fiasco on top of a debacle. Yes - loads of kids have missed out on schooling. That is bad. Yes - the provision across the system is the most unequal it has been in living memory. That is bad.

The solution proposed by the DfE and Ofqual is to get teachers to submit a grade that they think their students are “performing at”. Here there are a number of problems:

Problem 1: what does “performing at” a grade even mean? An exam grade is comparative - if someone has any particular grade all it tells you is where they are compared to their peers. There is NO SUCH THING as “grade 6 content” or “working at grade 6”.

This is as true in maths, where content is cumulative, as it is in something like English, where examination is much more subjective. If you ask teachers all across the country to grade, you will get substantial variability because objective criteria simply do not exist.

That’s not our fault, it’s not a training need, its not that we don’t know what we’re doing. It’s literally the way the system has been designed. You can’t train someone in a concept that does not exist.
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Shahin-ur Rahman
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@ShahinRahmanUK
It appears to be a combination of some of these factors, along with others not mentioned here. Ibn Khaldun’s analysis appears to be a good foundation to go off. [Thread]


Ibn Khaldun makes an important distinction between what he calls العُمران الحضري and العمران البدوي, which, for convenience’s sake, I’ll translate as urban civilisation and rural/Bedouin lifestyle.

He notes that the rural world is largely nomadic, and, as such, Bedouins build character traits that assist the survivalist lifestyle — e.g. the fact that they have to kill snakes that might pop up at any time during their travels helps them build courage and bravery.

The lack of stability and a proper settlement means they don’t really have the luxury of sitting down to let their minds wonder around. They thus build a preservation mindset, which manifests itself through emphasis on memorisation and transmission.

Inhabitants of urban world, on the other hand, are largely settled and established. This means they face less attacks from snakes, lions or danger of human attack from other tribes. Thus, they don’t build the courage and bravery of the Bedouins.
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Andrew Lee
Andrew Lee
@andrewleedr
Normally I enjoy the high standards of journalism in @guardian . Not today as disappointed with misleading headline that suggest infections are spreading fastest in children. It'll worry parents/teachers & I doubt most readers will unpick the

The latest REACT1 report shows prevalence of infection in ALL age groups has fallen, including children aged 5-12 from 1.59% in Round 8 to 0.86% in Round 9a. The authors of REACT1 report also (wisely) didn't try to interpret the prevalence figures.

If this were a research trial you wouldn't place much weight on the age differences in % prevalence because of the wide confidence intervals, i.e. differences weren't statistically significant.
3/

I've previously tweeted on the challenges (& dangers) of interpreting surveillance data. One would need lots more contextual info to make sense of it & arrive at sound


Undoubtedly some will extrapolate from the prevalence of infection figures in children to other settings i.e. schools based on the headline. I'd advise caution as there is a real risk of over-interpretation through extrapolation of limited data. Association is not causation.
5/
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