Simple joys? You mean, like seeing friends? Actually learning in a classroom? Heck, like learning at all?
So I woke up today to learn that the @A2SchoolsSuper has called a snow day. After a four-day weekend. And with tomorrow an "asynchronous" day (i.e., no real school again).
Which might sound reasonable after a storm, except -- there IS no in-person school in Ann Arbor.
Simple joys? You mean, like seeing friends? Actually learning in a classroom? Heck, like learning at all?
They don't need those things right now. They need school. We need school.
But the schools remain closed. There is no date for reopening.
Does she have any idea how that sounds to parents who are desperate to get their kids back into a classroom?
More from Education
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.
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.
A group of Ontario experts led by SickKids has updated its guidance for school operation during the COVID-19 pandemic. The living document, COVID-19: Updated Guidance for School Operation During the Pandemic, can be read here: https://t.co/rotLqDqkQh pic.twitter.com/q7kVezAPoG
— SickKids_TheHospital (@SickKidsNews) January 21, 2021
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.
1/It's the eve of provincial announcements on schools reopening for in-person instruction.
— Nisha Thampi (@NishaOttawa) January 20, 2021
Households are under stress and experts are divided on whether schools are unicorns or infernos.
Everyone wants to do right by kids, who have borne so much throughout this pandemic.
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.
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.
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.
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.
