"Many elderly people were administered morphine instead of oxygen despite available supplies, effectively ending their lives."
This is from the abstract, but as far as I could find, this is never mentioned in the actual text of the paper? Certainly there's no reference to "oxygen", "morphine", or "administer" on the linked web page. So I guessed this had something to do with "end-of-life care", which is discussed in Supplement 6. But I could not find any explicit reference to morphine or oxygen there or in the sources of the supplement, either.
Maybe it's in (Habib, 2020), but the link is broken.
No, population density is how many people live in a certain area. They can live spread out over the entire area (rural) or concentrated in cities and similar (urban).
Elm would be a great fit for that. The language, IMO, manages to be both simple and powerful. And the Elm compiler is a joy to use (great error messages and very fast). I haven't used ClojureScript though, so I can't offer any comparison.
However, schools should never treat stupid and intelligent children the same. Not everyone is cut out to be a rocket surgeon. But your argument means that we should hold back all future rocket surgeons and bring them to a lower level of privilege, i.e. dumb them down. This is neither in the interest of the children (stupid as well as intelligent ones) nor is it in the interest of society. We do need rocket surgeons...
I agree that this can be a difficult balance to strike. But I think it's also important to keep the door open for children who mature a bit later. Stamping someone as "not gifted" by excluding them from a "gifted" group sure seems like it would cause problems, especially for younger children. Of course it's a difficult practical problem to solve; to give every child challenges on their current level.
Also, while there are surely variations in intelligence that are "from birth", I do not know how that compares to all the variations caused by different educational privileges; having parents that have a lot of time to read for/with the child etc. It sort of comes down to "equality vs. equity" I suppose - and that is not a simple question.
What you call "most and least gifted" is in my opinion better described as "most and least privileged". And coeducation of students of different levels of privilege just seems like a good thing, nothing that needs to be dealt with.
You might be interested in Unison, where you edit code in text but let the manager/runtime handle the storage. It changes how you need to work with VCS quite a lot. https://www.unisonweb.org/
Also Dhall, a configuration language, generates hashes for semantics so if you refactor something you can check that the hash is unchanged to know that the function is unchanged. https://dhall-lang.org/
.NET Core does support both WinForms and WPF, but only on Windows (with no plans for other OS). Maybe that's what you meant and I just misunderstood? Regardlessly it used to be the case that .NET Core didn't support those GUI frameworks even on Windows, so it's a bit confusing.
This is an oversimplification. What specifics do you claim puts Sweden closer to the other Nordics than other European contries?
For example, Sweden had school breaks around the time of the large outbreaks in northern Italy and Austria, leading to many ski vacations to those areas. Did the other Nordics?
To be clear, I don't proclaim this little example to be an explanation for why Sweden had more cases, only to shine some light on how complicated things can be. It is not clear that Sweden's response "failed" and it certainly isn't "pretty obvious".
It does not matter if Sweden is the outlier - it is the other Nordic countries that instated (and maintain!) emergency measures regarding travel. I don't know how anyone could claim that changed behaviour is the mark of stability.
I also think that the EU cooperation failed by closing borders and keeping them closed. That, however, comes as less of a surprise to me.
What a silly comment. The comment about masks seems particularly misguided now that it should be obvious that it was indeed possible to flatten the curve without mask mandates (or even recommendations).
The travel restrictions that countries had enacted are, at least now, unnecessary and are a serious harm to the global community and trust between peoples. At least in Sweden the cases coming from travelers have been insignificant since well before the peak of the first wave. It is now clear that the Danish, Norwegian, and Finnish governments do not care much about the stability of the Nordic cooperation and anyone might hesitate when choosing a job across the border.
The Swedish report "Education and Economic Development - What does empirical research show about casual inter-relationships?" https://www.regeringen.se/rapporter/2005/12/ess-20054/ asks a similar question and starts its conclusions as follows:
"Our results are potentially contradictory. On the one hand, we have shown that the best studies which used variations in education between countries and regions – here we consider recent studies to be more reliable – indicate that there are no strong external effects from education. On the other hand, we have pointed out that there is strong evidence that education leads to improved health and life expectancy, politically more active citizens, lower crime and possibly that the children of educated persons become more productive. One explanation for these seemingly contradictory results may be that the favourable effects of education are not sufficiently strong to have an impact on economic development. It is also possible that the traditional measure of GDP is too narrow (and perhaps insufficiently stable) to capture the favourable effects."