Jump to content



  • Content Count

  • Joined

  • Last visited

Community Reputation

7,689 Excellent

About Bootsie

  • Rank
    Hive Mind Level 4 Worker: Builder Bee

Profile Information

  • Gender

Contact Methods

  • Biography
    ds--college sophomore; dd--college graduate
  • Location
  • Occupation
    college professor

Recent Profile Visitors

The recent visitors block is disabled and is not being shown to other users.

  1. Yes, but then you are oversampling young people in that county. Without controlling for demographic changes in the county brought on by the gathering of young people you cannot really draw conclusions. If Ann, Bill, and and Cindy are college-aged and more likely to get COVID because of their age than the general population, then you put the three in a college county, the county will have a higher reported COVID rate because those three cases are being reported in the college count rather than in those three young people's home county. There may not be any more COVID spread in society, it is
  2. I haven't been through this article thoroughly, but it seems to be saying that in the county where there was in-person instruction (which that definition varied so much from school-to-school I don't know that it is very meaningful) the rate of COVID increased. But, this does not mean that the university being open lead to an increase in COVID overall or that there was more spread in society--it may have just concentrated spread to certain counties. . If you have young people who, because of their stage in life tend to be out and about more, and have more exposure, and then you put large gr
  3. I think our campus has probably done better than the rest of the community. The university has required masks, has socially distanced classrooms, provided a lot of outdoor space for study, taking classes, outdoor activities, and has done a lot of contact tracing and testing among students. The problem has been that anyone who has affiliation with the university is counted as a university case. Seeing how many university cases there have been when no one has been at the university, I tend to believe the university when they say that there has not been any evidence of classroom transmis
  4. The university publishes positive cases reported to them, but there is no record of number of tests. There is no employer based testing. There is a community-based drive up testing site in a parking lot at the university, but that is not anything limited to or tied to employment. Because the university has been closed over recent weeks, the only time the university would know that someone had COVID is if the person reports to HR to receive any support/benefits. There are some people who work in housing, security, etc. that have been working on campus over the break, that would result
  5. Do they think that the number of cases being reported is higher than it really is? Do they think someone is intentionally making up numbers and reporting them? Or, do they think that the tests have lots of false positives? Or, something else? You may not know, but I am just trying to get my mind around that. Sometimes I find it helpful to determine if my perception of the facts is different because of a different definition, a concern over statistical sampling, or something else. Or, is it that they simply think there is someone (or a small group of people) who can really coordinate
  6. I can't speak from a elementary/high school perspective, but I can from our university. The rate among our employees is higher than the broader community. We finished classes before Thanksgiving. The campus has been closed; buildings are locked with only a few people working on campus. You could look at our numbers and say, "See universities cause spread" But these people are not getting it at the university because they haven't set foot on campus in a couple of months. I look at the numbers and wonder what in the world they are doing. Sometimes I think it would be better for them to
  7. I am curious as to which facts they have different. Could you elaborate?
  8. I did not recognize the poster's comment as racist. There are many ways, besides race, that the lack of homogeneity impacts the appropriateness of a standardized curriculum. I had to alter some of the assignments in DS's writing curriculum because he could not write a paragraph about the morning chores of milking cows. If the vocabulary in the material is unfamiliar to a student, learning to read is simply learning to sound words. If you have a child in New York city trying to learn to read a story about a boy on the bayou in his pirogue who sees a nutria as he hurries home to etouffee bef
  9. Do these people disagree on the facts or what do with those facts? There is a difference at coming to a different decision about behavior based on a correct set of facts and disagreeing on the facts themselves.
  10. The people I know who are into conspiracy theories are PhDs in liberal arts areas. They see that it fits in with their questioning, not taking specific answers, etc. Some of them see the STEM people who are into hard science not able to think as deeply and critically as they are and to accept the answer that is given. I am not saying that I agree with them, but in my circle it isn't the STEM people who are conspiracy people--its the liberal arts people.
  11. My own two children had educations that were anything but "the same"--the buildings were very difference, the curriculum was very different, as were the teachers, the materials, the pace, etc. They each received a good education for that child, but it would have been a disaster for one of them to have the same education as the other. We lost track early on even how to see if the spending on each child was anywhere near the same. I am sure the argument could be made that the educations were inequitable and that DD received much more than DS. I also think the argument could be made DS got m
  12. I have seen the number that 20% of Americans live in multigenerational households. Because it would take at least three people to make a multigenerational household, the percent of households that are multigenerational could be far less than 20%. This map shows area in the country that at least 10% of the households are multigenerational and how much it can vary within a small area such as the DFW metroplex. The Risk of COVID-19 Spread in Intergenerational Households | PolicyMap It is a difficult measure however, because you have some families where grandparents are next door, but
  13. I think equitable school funding should be a goal. I do not believe that means that everyone has the same experience and that it can get down to making sure that everyone has exactly the same building. How is that measured? If a school in Florida has air conditioning does a school in Colorado need the same? If a school in Texas has a particular size playground, does a school in New York City have to have the same size playground? If a school in Kansas has a tornado shelter does a school in Louisiana need one? Should a school in a rural area not have a barn for their agricultural programs
  14. It may vary by state, but in Texas there are some differences in a cosmetology license (that most stylists at salons have) and a barber's license. Some states do not allow those without a barber's license to use a straight razor. DS has gone to a number of barbers and had a range of services (including washing at times) and a range of hairstyles.
  15. DH recently retired as a full professor in finance. A university called and asked him to serve as an adjunct because they need to reduce class sizes because of COVID. He would be teaching a junior/senior level major course with at least 30 students for a semester, plus there was a writing intensive component to the class, meaning he would have to grade written work in addition to the course material. There are other time-consuming requirements like going through a course on using their LMS. The pay was $3000--perhaps $3250 if they could convince the administration to consider his 30+ years
  • Create New...