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A lot of people on Twitter have really strong opinions about grad degrees (MBA or MS). If you are a 25-year-old PM thinking about whether to do an MBA or not, just ask where you want to be by the time you are 40.
1/n
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If you plot a graph, there will be people at the extremes.
Unless you are willing to take bets in your career with more risk than the average person, basically an alpha bet, mostly you will land there.
Also, remember that higher education is about optionality.
Don't make a decision on whether to do an MBA based on someone who did a BS from Stanford, made it big in the valley, is now saying education is useless.
Your circumstances are different. Your goal might be different.
You might even aspire to have an average balanced life. So do whatever makes sense based on a 20-year-old horizon, if not more.
Hence whenever I see people shitting on colleges, I send them this: https://t.co/ZstkhoIdBj
You don't understand the importance of a college when you are studying there.
Funny story, after 2 years of working in Product I applied to an unicorn,
The same happened 4 years later. I applied for SPM roles, and the hiring manager of one
And I think I can work hard and get where I want anyway.
Also if you see a VC on Twitter tell you MBAs are stupid, go to their firm website, and see how many
Also, see how many partners got their MBA from tier 1 colleges.
Look at data and not raw emotions.
Most people are for themselves. They probably don't care. They probably don't think about you at all.
/end
More from Education
Sorry - a bit of a brain dump post - but I'd appreciate any responses and/or directions towards any applicable research.@Suchmo83 @Mr_AlmondED @TimRasinski1 @ReadingShanahan @mrspennyslater @TheReadingApe @PieCorbett @ReadingRockets @teach_well
— Mr Leyshon (@RyonWLeyshon) February 4, 2021
It is, as you suggest, a nuanced pedagogy with the tripartite algorithm of rate, accuracy and prosody at times conflating the landscape and often leading to an educational shrug of the shoulders, a convenient abdication of responsibility and a return to comprehension 'skills'.
Taking each element separately (but not hierarchically) may be helpful but always remembering that for fluency they occur simultaneously (not dissimilar to sentence structure, text structure and rhetoric in fluent writing).
Rate, or words-read-per-minute, is the easiest. Faster reading speeds are EVIDENCE of fluency development but attempting to 'teach' children(or anyone) to read faster is fallacious (Carver, 1985) and will result in processing deficit which in young readers will be catastrophic.
Reading rate is dependent upon eye-movements and cognitive processing development along with orthographic development (more on this later).
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
Misinterpretation of surveillance data is a serious issue. Surveillance data needs to come with a warning label - Open to biases - interpret with caution! Some may not realize that surveillance often does not measure all infection, it's a proxy for actual disease incidence.
— Andrew Lee (@andrewleedr) February 14, 2021
1/
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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