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About JessBurs

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  1. https://www.medrxiv.org/content/10.1101/2021.05.16.21257255v1 I found this study which I found very reassuring. It's a preprint, sure, but it actually has a control group for looking at long covid symptoms in kids, rather than just administering a survey after diagnosis, which does nothing to parse out kids with unrelated symptoms such as reacting to the stress of the lockdown and a global pandemic. @Not_a_Number i have kids similar ages and also find that long covid is my biggest concern. My state has similarly high vax rates, was down to minimal cases for a while and has recently gone back up with Delta. Right now, we are sticking to exclusively outdoor things (don't even let the kids go into the changing rooms after swimming outdoors). Even though cases are going up, they are still below the spikes seen earlier. Our gov. Has actually been pretty balanced, so I'm watching state regulations and following news about kids. If I see bad developments or large local outbreaks we will go back to more strict distancing and masking. I know my kids, even thought we kept them busy with hiking, seeing family who were similarly cautious, etc, were definitely struggling mentally. Now that they are seeing their friends it's been like night and day.
  2. My dd wrote her first essay for a literature and intro to writing class through her co-op (9 y/o). I'm copying and pasting it below (she typed out the final version so it is exactly as she wrote it). the class did discuss the ideas covered in the essay (Ma and Ba's influence on Minli's journey in Where the Mountain Meets the Moon). I'm hoping to get some feedback regarding how to help her further make the transition into more essay-type writing for next year and any other suggestions or feedback you can offer. _______ In the Valley of the Fruitless Mountain, there was a small, poor village. Everyone who lived there had to harvest rice if they wanted to survive. The muddy fields would stain their simple clothes, and so the village was the color of mud and gray. The only person who didn’t go mud-colored was a young girl named Minli. She and her family weren’t any richer than the other villagers, but instead her father, Ba, was telling her stories. These stories were the reason that she didn’t turn gray. Ba and Minli’s mother, Ma, both made Minli decide to go on a journey --- to go and find the Old Man of the Moon, a wise person who was in one of Ba’s stories. Also, Ma and Ba had a large impact on why Minli went away. In this essay, I will discuss in the following paragraphs about how Ma and Ba made Minli decide to go and search for better fortune. Let’s start with Ma. She always worried about Minli and Ba, and always kept sighing and saying that they had a bad fortune. When Minli brought the goldfish home, Ma complained about how Minli had spent half their money on it, and made a big deal about how they then had another mouth to feed. She therefore, with all her complaints, made Minli decide to set the goldfish free. The goldfish told Minli about how to get to the Old Man of the Moon. Ma, therefore, made Minli decide to go forth and try to find him. Ba, on the other hand, told Minli those many stories, and thus introduced Minli to the Old Man of the Moon. If Ma had been the only parent to raise her, Minli would have also sighed a lot. Ba made it so that she’d instead think about the future. His stories were, as I said before, the reason that Minli did not turn gray like the rest of her village. It also gave her the inspiration to go on this trip in the first place [other than Ma saying that they had a bad fortune]. Ba’s stories were the things that kept Minli going --- until she found what she was looking for: The Old Man of the Moon. The two parents of Minli, although did different things, received the same result, which was Minli setting off alone, to find the Old Man of the Moon.
  3. At least for me, I get concerned seeing reports like this https://www.medrxiv.org/content/10.1101/2021.05.03.21256520v1. Yes, I know it is preprint, but in general I feel that since this first time an mrna vaccine is given to such a huge number of people, it is possible unforeseen issues like this will occur. I am actually fully vaccinated with an mrna option, but keep oscillating about what to do with my two elementary schoolers when the time comes. I would like to see some follow up reports re: the system damage reported in children even after asymptomatic cases. I have also heard some discussion about the 1889-1890 pandemic having been potentially caused by a different coronavirus, resulting in a similar situation to today, but that coronavirus is now just responsible for a common cold as humanity adjusted. With recent reports about this becoming simply endemic eventually, and that herd immunity likely will not occur but that vaccines will simply get the public health emergency under control, it seems as though most of us will likely get it eventually-- vaccine or no (variants, break through infections, immunity wearing off in between boosters as the public becomes more relaxed about this 3, 4, 10 years into the future, etc-- we will just likely get minor infections) so the threat of body system damage is not really mitigated in the long term... it all comes together to make me wonder if vaccination is a suitable risk for my children. Sorry that came out as a bit more stream of consciousness than I intended. Let me know if anything doesn't make sense, and I hope no one minds me jumping in 6 months into the discussion 🙂
  4. I am a loooong time lurker on this thread, as I find it one of the more intelligent and less dramatic (for lack of a better term) online discussions out there. Question : does anyone know if they have studied if the vaccines prevent against long covid symptoms/damage in breakthrough cases? It is my understanding that they have great data on drastically reduced hospitalization and death, but like with any vaccine, there are some breakthrough cases, though most of these cases are mild. However, there have also been reports of system damage even after mild/asymptomatic cases. Are we seeing the same thing in the vaccine breakthrough cases? Second question: have any studies been released about the long-term study of system damage in children? I remember the case reports about children who had been asymptomatic having signs of damage. Have any follow up reports been released about how those children have fared over time? Do they show signs of healing?
  5. I DIY my children's literature lists. For middle school, some I have ear-marked that you might like are: Esperanza Rising (Mexican-American perspective) Roll of Thunder Hear My Cry (and sequels) (African-American, Jim Crow South) Reaching for the Moon, autobiography of Katherine Johnson (African American perspective of brilliant NASA mathematician) In the Footsteps of Crazy Horse (Lakota perspective, retracting path of Crazy Horse in modern times with his grandfather) Geronimo By Joseph Bruchac (story retelling of Geronimo's life by an indigenous (but not Apache) author Code Talker By Joseph Bruchac (about Navajo code-talkers in WWII) Internationally, I really enjoyed When My Name was Keoko-- Korean perspective on Japanese occupation and WWII
  6. Weird duplicate post!
  7. Weird duplicate post again! Sorry!
  8. I am browsing curriculum for next year and was looking at History Odyssey Level 2 Ancients-- and for the required reading it lists this book as 'polarizing' and therefore optional. Can anyone tell me why? Has anyone who has completed this curriculum know if it is do-able with a different reference spine, like SOTW Ancients (I know that is more of a grammar stage book and might not work)?
  9. For historical fiction my similarly aged daughter enjoyed Saba Under the Hyena's Foot by Jane Kurtz about life in Ethiopia in the mid 19th century. We also read African Princess: The Amazing Lives of Africa's Royal Women, which covers royal women across the continent. It spans a few centuries and is more of an overview of each rather than an in-depth bio, but several would fall into the 'early modern' period.
  10. I found myself stuck on one of my daughter's math problems. I mean-- I can solve it using square roots, but she hasn't learned those yet so I know there is another method. This is from the 4a intensive practice Singapore book. Bonus points if you can show me how to use the bar model for it... "The length of a rectangle is four times its width. If the area of the rectangle is 196 cm^2, what is the perimeter of the rectangle?"
  11. So I wrote a few months about about my younger daughter having trouble really getting the whole idea of base 10, and I received some great suggestions. I ended up making a bunch of colored circles for her for ones, tens, hundreds, and we spent numerous math times pouring over them, trying out different problems, and starting to get how base 10 worked, and the system worked! So thank you! Now I am back with a related question. So when I had asked the question, we were mostly dealing with the ones and tens columns. As I said, she seemed to really get this and was able to start doing problems in her head by the end, it was great. Her book just introduced 100s, though, and it was like we went back to square one. We spent yesterday and today working hard with the circles again, and she does seem to get it now. We were able to transition to paper, etc. I just found it a little odd that she wasn't able to translate her understanding of tens and ones into hundreds tens and ones (for the record, she did know beforehand that 10 10s equals 100). When I was teaching her sister she was a bit more intuitive about these things, and I am not sure if the older is just more "gifted" with math and the younger more "typical" or if things just still aren't clicking as well for my younger as I thought...
  12. So I am putting together some resources for our early modern history class next year (doing ~1600-1870) (not full on lesson planning, just compiling so I can see how the year will fill out). I would like to spend a little time covering the Ethiopian Empire that followed the Kingdom of Axsum (which we covered this year) but I am having a lot of trouble finding books/lesson plan ideas/etc. Can anyone help point me in the right direction or give me some ideas to start playing around with?
  13. I seem to have this problem more often with my 7 year old, but she sometimes just decides she doesn't want to do something and just straight out refuses to do it. It comes out in a "I caaaaaaaaaaaaan't" whine along with 'flopping'--- melodramatically laying down on the floor or putting her head on the table, etc. Mind you, this is all stuff she can, in fact, do. Most often it happens with math-- stuff we have gone over, stuff she did perfectly fine the day before. It is typically in response to something she finds tedious. For example, she is working on going from feet to inches and back again for length. She knows there are 12 inches in a foot and knows how to do the math, but find these conversions annoying after the 'fun' of doing the centimeters to meters and thus the flopping commences. How do you balance pulling out your hair, just putting away the book (so you don't pull your hair out or lose your temper), but also not 'rewarding' them for just refusing to do the work by letting them just skip that subject today. I find myself keenly aware that just not feeling like doing a subject would certainly not fly in a traditional school setting. Tips/advice/btdt? Thanks!
  14. To make a long story short, my husband was not completely on board initially with homeschooling, he thinks kids need more structure. Joining a co-op where they would have some group learning experiences was our compromise.
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