Across America these last several months, we have witnessed violent actors trying to do an end-run around public discourse.

This has underscored a need to improve civic education in our country. (THREAD)

Violent actors have tried to intimidate, to silence voices. These folks want to short-cut public debate through fear. They want to make people scared.

This is un-American. And it certainly has no place in South Dakota. (2)
Whether on the right or on the left, political violence is not the answer. Our political process, though contentious at times, works because we resolve issues through discussion and rigorous debate. (3)
Sometimes, political debate includes peaceful protests. Assembly is a tool, enshrined in the Constitution, to help drive our point home. Every American has a right to peacefully protest. But that right ends where violence begins. (4)
We saw a similar situation play out on Capitol Hill a few days ago. We were all appalled by it. Frankly, it was horrible to watch. Today, we have an opportunity to address the root cause of this problem: we must reform young Americans’ civic education. (5)
Students should be taught our nation’s history and all that makes America unique. They should see first-hand the importance of civic engagement. And they should have robust discussions in the classroom so they can develop critical thinking skills. (6)
Our young people need more experience engaging with elected officials and practicing the art of debate. It is also our responsibility to show them how government works. (7)
I have tasked my administration with creating instructional materials and classroom resources on America’s founding, our nation’s history, and the state’s history. We must also do a better preparing teachers on these three subjects. (8)
Through all of this, our common mission and key objective needs to be explaining why the United States of America is the most unique nation in the history of the world. (9)
With this knowledge as a foundational building block, every South Dakotan can then chart their own path in the future and pursue their own American Dream. (10)
We also know that good education starts in the home. It starts with strong families. COVID-19 underscored just how involved parents need to be in their children’s day-to-day education. It’s our duty to empower parents to set their children up for success. (11)
Coupled with the tremendous work that South Dakota teachers are doing, I believe we can make immediate and long-lasting change in the lives of young South Dakotans. Together, let’s work to support them and ensure they are getting the best materials to achieve that goal. (12/12)

More from Society

Brief thread to debunk the repeated claims we hear about transmission not happening 'within school walls', infection in school children being 'a reflection of infection from the community', and 'primary school children less likely to get infected and contribute to transmission'.

I've heard a lot of scientists claim these three - including most recently the chief advisor to the CDC, where the claim that most transmission doesn't happen within the walls of schools. There is strong evidence to rebut this claim. Let's look at


Let's look at the trends of infection in different age groups in England first- as reported by the ONS. Being a random survey of infection in the community, this doesn't suffer from the biases of symptom-based testing, particularly important in children who are often asymptomatic

A few things to note:
1. The infection rates among primary & secondary school children closely follow school openings, closures & levels of attendance. E.g. We see a dip in infections following Oct half-term, followed by a rise after school reopening.


We see steep drops in both primary & secondary school groups after end of term (18th December), but these drops plateau out in primary school children, where attendance has been >20% after re-opening in January (by contrast with 2ndary schools where this is ~5%).
Hi @officestudents @EHRC @EHRCChair @KishwerFalkner @RJHilsenrath @trussliz @GEOgovuk

The Equality and Diversity section of your job application has 'gender' in what appears to be a list of the protected characteristics under the Equality Act 2010.

However...

1/15


However, 'gender' is not a protected characteristic under the Equality Act 2010 and is not defined in the Act.

https://t.co/qisFhCiV1u

Sex is the protected characteristic under the Act, but that is not on your list.

2/15


You then ask for the 'gender' of the applicant with options:

Male
Female.

3/15


Again, 'gender' is not a protected characteristic under the Equality Act 2010 and is not defined in the Act.

https://t.co/qisFhCiV1u

4/15


Sex is the protected characteristic and the only two possible options for sex are 'Female' and 'Male' as defined in the Act and consistent with biology, but you don't ask for that.

https://t.co/CEJ0gkr6nF

'Gender' is not a synonym for sex.

5/15

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