Many of us are about to begin a new semester of online teaching. The learning curve for moving my lecture units last semester was STEEP, so I compiled some sort of hand over notes to people approaching this for the first time. I hope it's useful for someone somewhere.
They are easy to use (point and click), provide instant feedback to students, and allow the instructutor to receive anonymous feedback.
One problem with distance/virtual lectures is those awkward minutes at the start when people are joining the Zoom session slowly, stilted and interupted chat. Why not use the oppertunity to GET HYPE! (sound on) \U0001f4e2\U0001f4e2\U0001f4e2\U0001f389#BlendedLearning \U0001f389\U0001f4e2\U0001f4e2\U0001f4e2 pic.twitter.com/jAU7oNy404
— Rob Sansom (@Sansom_Rob) October 20, 2020
https://t.co/3y8XxqlBEI
Final live session of "How to Grow a Planet" and the students showed their appreciation in visual form. Really touched, thanks guys. Look closely and you can see the tear in @Sansom_Rob's eye @UoM_EES pic.twitter.com/7mZeDtWphv
— GilesNJohnson (@GilesNJohnson1) December 16, 2020
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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/
If I did thred on finding/acquiring decent raw land would that be something pepo are interested in
— Ovcharka (@ouroboros_outis) January 18, 2021
I think I know a bunch of weird tips/tricks for selection at this point that it might help u guys, lemme know
This is NOT going to be zillow "here is how to google school districts and find walmart" we are not concerned with this malarkey, we are homeschooling and planting victory gardens and having gigantic happy families.
With that said, for my frog and frog-adjacent bros and sisters:
CHOICE SITES:
Zillow is obvious one, but there are many good sites like Billy Land, Classic Country Land, Landwatch, etc. and many of these specialize in owner financing (more on that later.) Do NOT treat these as authoritative sources - trust plat maps and parcel viewers.
TARGET IDENTIFICATION AND EVALUATION:
Okay, everyone knows how to google "raw land in x state" but there are other resources out there, including state Departments of Natural Resources, foreclosure auctions, etc. Finding the land you like is the easy part. Let's do a case study.
I'm going to target using an "off-grid but not" algorithm. This is a good piece in my book - middle of nowhere but still trekkable to civilization.
Note: visible power, power/fiber pedestal, utility corridor, nearby commercial enterprise(s), and utility pole shadows visible.
I am yet to find a fully convincing account of what caused the emergence of the two contrasting schools of Ahl Al-\u1e24ad\u012bth in the \u1e24ij\u0101z and Ahl Al-Ra'\u012b in Al-K\u016bfa.
— Amir Aboguddah \u0623\u0645\u064a\u0631 \u0623\u0628\u0648\u063a\u062f\u0629 (@Amir_Aboguddah) January 20, 2021
My issue with the accounts are as follows:
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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