Time for some thoughts on schools given the revised SickKids document and the fact that ON decided to leave most schools closed. ON is not the only jurisdiction to do so, but important to note that many jurisdictions would not have done so -even with higher incidence rates.

As outlined in the tweet by @NishaOttawa yesterday, the situation is complex, and not a simple right or wrong https://t.co/DO0v3j9wzr. And no one needs to list all the potential risks and downsides of prolonged school closures.
On the other hand: while school closures do not directly protect our most vulnerable in long-term care at all, one cannot deny that any factor potentially increasing community transmission may have an indirect effect on the risk to these institutions, and on healthcare.
The question is: to what extend do schools contribute to transmission, and how to balance this against the risk of prolonged school closures. The leaked data from yesterday shows a mixed picture -schools are neither unicorns (ie COVID free) nor infernos. https://t.co/m74rtKp6qZ
Assuming this data is largely correct -while waiting for an official publication of the data, it shows first and foremost the known high case numbers at Thorncliff, while other schools had been doing very well -are safe- reiterating the impact of socioeconomics on the COVID risk.
Who is affected most by closed schools? Likely not the affluent folks with well-paid jobs that can mostly work from home. Maybe inconvenient, but able to support and supervise their children in learning virtually, or homeschooling, help by private teachers/tutors, learning pods.
Mostly affected by schools closures are kids of those that have underpaid jobs, have less resources for their kids, that require them to go work in crowded settings, and have as such also the highest risk to contract COVID -at work, at home, and possibly school (ex. Thorncliff).
In summary, prolonged school closures will further harm equity, will harm those that are already mostly affected by COVID. Structural inequities are playing into this, lockdowns and school closures will not solve this problem, paid sick days would. https://t.co/90LcGbZ8el
Solution for this complex problem? Do EVERYTHING to make schools as safe as reasonably possible, and open schools throughout the province ASAP. https://t.co/T1ubqDsOoJ
Having schools shut because of lack of surveillance testing , "inability" to offer smaller class sizes etc. is the easy way out. An arbitrary cut-off such as "it is safe <40/100k/week in a PHU" is inappropriate: we all know that within a PHU, there are huge discrepancies in COVID
Needless to say: the last time that we had been below 40/100k/week as a province was beginning of October. Has the government decided now that school had been unsafe and an inferno ever since? While it is not a unicorn environment, we can agree that it is not an inferno either.
Instead of focusing on keeping schools shut as long as it can justified with some arbitrary threshold, focus on re-opening ASAP with appropriate measures in place. We are in a different spot in terms of testing capacity than in November, we have rapid testing, simply use it!
The younger the kids are, the less virtual school is working out for them. If unable to get JK-Grade 8 back in class in smaller classes, start off with JK-Grade 5, but not only once below a overtly conservative magic <40 threshold, invest into schools and open up.
I supported extended school breaks despite being pro-opening school: I value schools very highly as one of the most important public goods for the future of our society, but epi and risk from Holiday gatherings prevailed in my mind over the last few weeks.
But now is the time for action, make schools as safe as possible rather than simply moving the goalpost to a lower and lower arbitrary threshold for re-opening school. Currently, we are on track to make the same mistake as last year, keeping schools closed for far too long.

More from Education

OK I am going to be tackling this as surveillance/open source intel gathering exercise, because that is my background. I blew away 3 years of my life doing site acquisition/reconnaissance for a certain industry that shall remain unnamed and believe there is significant carryover.


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.
When the university starts sending out teaching evaluation reminders, I tell all my classes about bias in teaching evals, with links to the evidence. Here's a version of the email I send, in case anyone else wants to poach from it.

1/16


When I say "anyone": needless to say, the people who are benefitting from the bias (like me) are the ones who should helping to correct it. Men in math, this is your job! Of course, it should also be dealt with at the institutional level, not just ad hoc.
OK, on to my email:
2/16

"You may have received automated reminders about course evals this fall. I encourage you to fill the evals out. I'd be particularly grateful for written feedback about what worked for you in the class, what was difficult, & how you ultimately spent your time for this class.

3/16

However, I don't feel comfortable just sending you an email saying: "please take the time to evaluate me". I do think student evaluations of teachers can be valuable: I have made changes to my teaching style as a direct result of comments from student teaching evaluations.
4/16

But teaching evaluations have a weakness: they are not an unbiased estimator of teaching quality. There is strong evidence that teaching evals tend to favour men over women, and that teaching evals tend to favour white instructors over non-white instructors.
5/16

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#ஆதித்தியஹ்ருதயம் ஸ்தோத்திரம்
இது சூரிய குலத்தில் உதித்த இராமபிரானுக்கு தமிழ் முனிவர் அகத்தியர் உபதேசித்ததாக வால்மீகி இராமாயணத்தில் வருகிறது. ஆதித்ய ஹ்ருதயத்தைத் தினமும் ஓதினால் பெரும் பயன் பெறலாம் என மகான்களும் ஞானிகளும் காலம் காலமாகக் கூறி வருகின்றனர். ராம-ராவண யுத்தத்தை


தேவர்களுடன் சேர்ந்து பார்க்க வந்திருந்த அகத்தியர், அப்போது போரினால் களைத்து, கவலையுடன் காணப்பட்ட ராமபிரானை அணுகி, மனிதர்களிலேயே சிறந்தவனான ராமா போரில் எந்த மந்திரத்தைப் பாராயணம் செய்தால் எல்லா பகைவர்களையும் வெல்ல முடியுமோ அந்த ரகசிய மந்திரத்தை, வேதத்தில் சொல்லப்பட்டுள்ளதை உனக்கு

நான் உபதேசிக்கிறேன், கேள் என்று கூறி உபதேசித்தார். முதல் இரு சுலோகங்கள் சூழ்நிலையை விவரிக்கின்றன. மூன்றாவது சுலோகம் அகத்தியர் இராமபிரானை விளித்துக் கூறுவதாக அமைந்திருக்கிறது. நான்காவது சுலோகம் முதல் முப்பதாம் சுலோகம் வரை ஆதித்ய ஹ்ருதயம் என்னும் நூல். முப்பத்தி ஒன்றாம் சுலோகம்

இந்தத் துதியால் மகிழ்ந்த சூரியன் இராமனை வாழ்த்துவதைக் கூறுவதாக அமைந்திருக்கிறது.
ஐந்தாவது ஸ்லோகம்:
ஸர்வ மங்கள் மாங்கல்யம் ஸர்வ பாப ப்ரநாசனம்
சிந்தா சோக ப்ரசமனம் ஆயுர் வர்த்தனம் உத்தமம்
பொருள்: இந்த அதித்ய ஹ்ருதயம் என்ற துதி மங்களங்களில் சிறந்தது, பாவங்களையும் கவலைகளையும்


குழப்பங்களையும் நீக்குவது, வாழ்நாளை நீட்டிப்பது, மிகவும் சிறந்தது. இதயத்தில் வசிக்கும் பகவானுடைய அனுக்ரகத்தை அளிப்பதாகும்.
முழு ஸ்லோக லிங்க் பொருளுடன் இங்கே உள்ளது
https://t.co/Q3qm1TfPmk
சூரியன் உலக இயக்கத்திற்கு மிக முக்கியமானவர். சூரிய சக்தியால்தான் ஜீவராசிகள், பயிர்கள்