BC EDUCATION
Saved by @CodyyyGardner

While it left very little time for personal processing, I'm proud that our leadership team worked for hours last night to prepare guidance for staff today. These are a few of the points. (LPS educators, your building teams have shared/will be sharing more specifics!)

 Name what happened. The events of January 6, 2021 were violent and unlawful. This is not an opportunity for exploring "both sides."
Follow your students' lead. They will tell you how much or how little they want to process. Always make allowance for individuals who differ from their peers; make space for those who aren't ready to talk or those who want to continue talking.
Acknowledge this was a traumatic event. We all react differently to trauma. Individuals process in different ways, and there is no one correct way to respond; therefore, it is important to acknowledge individual reactions and feelings.
Be aware of your own reactions to events. Children of all ages take their cues from the adults around them. Staff members should seek support for themselves to process events if needed.
Make time and space to process events. It is appropriate and necessary to create time and space during class to process troubling events.
Acknowledge you may not be ready to discuss the events yourself. As a staff member. if you don’t feel ready to address these events, you should still address it in some way. Silence is not an act of neutrality; it can negate the validity of children’s feelings.
It’s okay to say, “I don’t know.” We may not all feel sure of how best to respond when students express worry or have difficult questions. Just know that sometimes what your students need the most is knowing that you are listening and that you care.
Clearly distinguish between peaceful protest and violence. There should be no celebration in what happened on January 6, 2021. While we encourage respecting differing views, we also must remember that free speech is not absolute.
Think heart, not head. Well-intended civic discourse can cause events to be re-lived, resulting in further trauma for some. For some, it is not possible to avoid challenging emotions like fear and grief in discussing these events.
Suggest limiting news consumption. We live in a 24/7 news cycle, especially when major events occur. Encourage students to moderate their media watching and encourage critical thinking when reading, watching or listening to news.
Help students identify coping strategies. Give students concrete ideas for working through their thoughts and emotions and time to do them.

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Peter White
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I held back from commenting overnight to chew it over, but I am still saddened by comments during a presentation I attended yesterday by Prof @trishgreenhalgh & @CIHR_IMHA.

The topic was “LongCovid, Myalgic Encephalomyelitis & More”.
I quote from memory.
1/n
#MECFS #LongCovid


The bulk of Prof @Trishgreenhalgh’s presentation was on the importance of recognising LongCovid patient’s symptoms, and pathways for patients which recognised their condition as real. So far so good.

She was asked about “Post Exertional Malaise”... 2/n

PEM has been reported by many patients, and is the hallmark symptom of ME/CFS, leading many to query whether LongCovid and ME/CFS are similar or have overlapping mechanisms.

@Trishgreenhalgh acknowledged the new @NiceComms advice for LongCovid was planned to complement... 3/n

the ME/CFS guidelines, acknowledging some similarities.

Then it all went wrong.
@TrishGreenhalgh noted the changes to the @NiceComms guidance for ME/CFS, removing support for Graded Exercise Therapy / Cognitive Behavioural Therapy. She noted there is a big debate about this. 4/n

That is correct: The BMJ published Prof Lynne Turner Stokes’ column criticising the change (Prof Turner-Stokes is a key proponent of GET/CBT, and I suspect is known to Prof @TrishGreenhalgh).

https://t.co/0enH8TFPoe

However Prof Greenhalgh then went off-piste.

5/n
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2) Students were told that all white people are racist because they're white, and that black students should "be free from discipline regardless of their behavior."


3) Plaintiff's daughter was subjected to "verbal attacks, and physical threats, social ostracism, false imprisonment, permanent damage to her reputation, and severe and continuing emotional and psychiatric injury."


4) In October a student claimed that the Plaintiff's daughter had stood up in class, pointed to a black student and said "Black Lives Do NOT Matter!"

However, the class where this vent allegedly took place was videotaped, and upon review no such event had occurred.


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Michael Adebayo \U0001f1f3\U0001f1ec\U0001f1eb\U0001f1f7
Michael Adebayo 🇳🇬🇫🇷...
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As you may know, asides sharing graduate school opportunities, I like to share practical insights and directional content that will give you a sense of what you are missing or not missing.

Serving you below:

HOW TO LEVERAGE "OPO" for grad school applications 👇

- A THREAD

2) OPO is an initialism coined from "Other People's Opportunities". This means you will be leveraging opportunities specific to others to your advantage. After this thread, you will stop asking:

"Can you share scholarships for Atmospheric Social Law"? 😂

(you get the drift).

3) PROCESS:

A) Once someone shares an opportunity. Say @olumuyiwaayo, @Jamaticulus or @AaronAkpuPhilip or myself shares an opportunity on our timeline, the first thing to do is to locate the name of the university and the country it is located.

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(C) List the names of probable supervisors on the department's website.
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zev handel
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@ZevHandel
Last month I presented seven sentences in seven different languages, all written in a form of the Chinese-character script. The challenge was to identify the languages and, if possible, provide a


Here again are those seven sentences:

1) 他的剑从船上掉到河里去
2) 於世𡗉番𧡊哭唭𢆥尼歲㐌外四𨑮
3) 入良沙寢矣見昆腳烏伊四是良羅
4) 佢而家喺邊喥呀
5) 夜久毛多都伊豆毛夜幣賀岐都麻碁微爾夜幣賀岐都久流曾能夜幣賀岐袁
6) 其劍自舟中墜於水
7) 今天愛晚特語兔吃二魚佛午飯

Six of those seven sentences are historically attested. One is not: I invented #7. I’m going to dive into an exploration of that seventh sentence in today’s thread.

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PLACENYC.ORG
PLACENYC.ORG
@placenyc_org
If You Want a Voice in NYC Education, You Must Vote for Mayor in the Primaries - Deadline to Register for the Primaries is February 14.

https://t.co/VGqli10Owu

Thread 1/

The Next Mayor Will Determine the Fate of Public Education in NYC: The Mayor will determine whether the city cuts or protects education budgets and whether highly successful G&T Programs are abolished or made more accessible and expanded to every district in the city. 2/

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The election is not until Nov, but the vast majority of NYC elections are won by the winner of the Democratic primary. So most NYC elections are effectively decided in June. 4/

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