I saw that exact sort of thing happen numerous times. Teachers who habitually pick nemesis students year after year, to single out for uniquely harsh punishment and public derision. From what I've seen myself and heard from others, it's a serious and widespread problem, and has been for generations.
How can this be solved though? I earnestly don't know. 'More funding' is the usual silver bullet solution for anything wrong with education, but would more funding actually fix this specific problem? Teachers who habitually do this to kids have something wrong in their head, paying them more money won't improve their behavior. You have to get rid of those teachers. But how do you do that? Getting rid of public school teachers for anything less than criminal misbehavior is very difficult; teachers unions can drag it out for years, and that's even assuming the administration is motivated to do something. Often, that's not the case. This sort of abusive behavior doesn't necessarily leave behind a paper trail to investigate, resulting in a he-said-she-said mess of allegations that are very difficult to untangle and much easier to ignore. Even if everything was recorded, it's still easier for the administration to ignore the problem than to address it; that's their path of least resistance. If you took the teachers union out of the picture, that wouldn't solve the problem because the administrations could still choose to ignore the problem. And of course, cutting funding to the schools doesn't fix this problem either. That only makes conditions shittier for everybody, it doesn't get rid of problem teachers.
The communist regime being mentioned by name in this discussion is Cuba. I'm not aware of any genocides attributed to Cuba, so where do you get this talk of genocide?
> Teaching the kids about the power imbalance directly instead of just decreeing "you have to share" is outstanding teaching, and certainly much more effective.
Uh huh, it sounds like you agree with me now? The article isn't about sharing lego. It's about using lego to teach kids about society, power structures, and capitalism. The article lays the ideology motivation of these teachers bare, it isn't hiding anything. You don't need to read between the lines because the article is quite open about all of this. This article is not about "teaching children to share Lego toys" as you previously claimed. It's about "Exploring power, ownership, and equity in an early childhood classroom". That's what the article says the article is about.
> This is article about teaching children to share Lego toys.
No, it's about using lego to teach teaching kids about capitalism and power structures.
> Exploring power, ownership, and equity in an early childhood classroom
> These children seemed to squirm at the implications of privilege, wealth, and power that “giving” holds. The children denied their power, framing it as benign and neutral, not something actively sought out and maintained. This early conversation helped us see more clearly the children’s contradictory thinking about power and authority, laying the groundwork for later exploration.
Seriously, count how many times the article mentions "power", and count how many times it mentions "share".
When I was a kid my mother bought me and my two brothers a 5 gallon bucket of lego at a yardsale. We played with those bricks A LOT but no matter how much we built the bucket never seemed to drop below half full. There are only so many bricks you can place a day before your fingers feel like they're going to bleed.
Of course, we weren't keeping builds around forever either. That's the real trick I think. Lego should be for ephemeral builds (for some reason, kids usually understand this better than adults.) At the end of the day/week/month, take whatever you built and drop it back into the bucket. If you have enough lego for X kids to build things that last Y days, you'll never run out.
> " Into their coffee shops and houses, the children were building their assumptions about ownership and the social power it conveys — assumptions that mirrored those of a class-based, capitalist society — a society that we teachers believe to be unjust and oppressive."
I share your take-away in general. But at least in this case though, the parents of these kids probably [publicly] align with the ideology of the teachers, although I think it's reasonable to suspect many of them privately have other opinions (I derive this belief from the fact that these are affluent white families who chose to send their kids to a primarily white and affluent after-school program. These families may talk the talk, but are they walking the walk?)
> Hilltop is located in an affluent Seattle neighborhood, and, with only a few exceptions, the staff and families are white; the families are upper-middle class and socially liberal.
Using deltas for updates is a huge win for Fedora. On distros without delta updates, it's always a real pain in the ass when Wesnoth updates and you have to download half a gig of assets that are probably only a few kilobytes different from the last version.
> It works great if you're running a server with standard software from official distro repos that is infrequently updated.
It's not frequent updates that screwed you, it's using third party repos. OpenSUSE Tumbleweed is an RPM based rolling release distro with up-to-date software that I've found to be very suitable, and stable, for desktop use. Before switching to Tumbleweed, I previously used Debian Sid for a long time. Contrary to Sid's 'unstable' moniker, was always very stable for me when I wasn't pulling in 3rd party repos or trying to mix Sid with Stable (the notorious 'frankendebian'.)
I specifically did not quote Fauci, so I did not misquote Fauci. I did not quote Fauci because similar sentiments were being expressed by numerous people, including:
> “Seriously people — STOP BUYING MASKS!” the surgeon general, Jerome M. Adams, said in a tweet on Saturday morning. “They are NOT effective in preventing general public from catching #Coronavirus, but if health care providers can’t get them to care for sick patients, it puts them and our communities at risk!”
If your intent here is to cast aspersions on claims that comments like this were made, then you are gaslighting. Anybody without serious brain damage remembers the medical technocrats and their media lackeys were signaling against masks early in the pandemic. The above article contains quotes from numerous officials, each worded in different ways but getting at the same message that I wrote above, that masks don't work for proles but do for doctors. Trying to make people question their memory of this is gaslighting.
How can this be solved though? I earnestly don't know. 'More funding' is the usual silver bullet solution for anything wrong with education, but would more funding actually fix this specific problem? Teachers who habitually do this to kids have something wrong in their head, paying them more money won't improve their behavior. You have to get rid of those teachers. But how do you do that? Getting rid of public school teachers for anything less than criminal misbehavior is very difficult; teachers unions can drag it out for years, and that's even assuming the administration is motivated to do something. Often, that's not the case. This sort of abusive behavior doesn't necessarily leave behind a paper trail to investigate, resulting in a he-said-she-said mess of allegations that are very difficult to untangle and much easier to ignore. Even if everything was recorded, it's still easier for the administration to ignore the problem than to address it; that's their path of least resistance. If you took the teachers union out of the picture, that wouldn't solve the problem because the administrations could still choose to ignore the problem. And of course, cutting funding to the schools doesn't fix this problem either. That only makes conditions shittier for everybody, it doesn't get rid of problem teachers.