Episodes
Wednesday Dec 29, 2021
Wednesday Dec 29, 2021
Doc discusses the mythical Loki, it’s societal role over time, and our present-day tendency to offload responsibility and accountability to Loki. In addition, Doc also examines The Straw Man Fallacy, which is often found lurking in the same shadows as the Loki. WHAT IS LOKI? Loki is the mythical Norse chaos god. Portrayed as everything from trickster to an evil force, Loki shoulders the blame for poor crops, storms, and personal strike. In present time, the concept of Loki takes the form of a pandemic. Blame the pandemic for store smash-and-grabs, inflation, and empty store shelves. PROBLEM WITH BLAMING LOKI. A thousand years ago, folks in the Netherlands might have blamed Loki for an unrelenting blizzard and frigid temperatures. Loki could also be used to explain unexpected deaths. Loki served a purpose - what couldn’t be attributed to scientific knowledge or benevolent gods could be shouldered by Loki. By blaming Loki, people didn’t dwell on the dire event, but instead acknowledged it, and moved on. It’s the moving on part that is key. Modern day Loki-blaming doesn’t include the “moving on” part. Instead, Loki relieves us of responsibility and accountability. Observe for Loki arguments in the media or made by others. In those instances, problems are pinned on Loki, but there is little attempt to move forward in life. However, there is a strategy that is often found where the contemporary Loki lurks -- and that is The Straw Man Fallacy. THE STRAW MAN FALLACY can be explained in the following 4 steps. (1) Ignore the real argument; (2) Create a pretend argument; (3) Defeat the pretend argument; and (4) Claim victory over the real argument. STRAW MAN FALLACY EXAMPLE WITH HOMELESSNESS. Here’s what The Straw Man Fallacy looks like when applied to homelessness in San Francisco. (1) Pivot away from homelessness as the main argument and instead make the main argument about lack of micro homes (8’ x 10’ portable homes). (2) Funding more micro homes will solve homelessness. (3) We built thousands of micro homes and set them up in parks or other places for homeless people to live in, hence no longer making them homeless. (4) We solved homelessness. Yet, in reality, homelessness in San Francisco wouldn’t (and hasn’t) been solved by micro homes. The now-micro-housed people need food, mental health treatment, substance abuse treatment, community building, job skills, and so on. If a person is jacket-less, giving him a jacket solves the issue. If a person is homeless, giving them a home doesn’t solve the issue. FOLLOW DR. PERRODIN: Twitter @SafetyPhD and subscribe to The Safety Doc YouTube channel & Apple Podcasts. SAFETY DOC WEBSITE, BLOG & BOOKS: www.safetyphd.com. The Safety Doc Podcast is hosted & produced by David P. Perrodin, PhD. ENDORSEMENTS. This is episode 164 of The Safety Doc Podcast published on 12-29-2021.
Purchase Dr. Perrodin’s Books:
- School of Errors – Rethinking School Safety in America. www.schooloferrors.com
- Velocity of Information - Human Thinking During Chaotic Times. www.velocityofinformation.com
Wednesday Dec 22, 2021
Wednesday Dec 22, 2021
On December 17, 2021, the CDC changed its guidance for students in schools who have been “close contacts” to persons that have tested positive for COVID-19. In this episode, Doc analyzes the new guidance, compares it to previous guidance, unpacks how contact tracing works in schools, and also takes a macro-look at overall immunization compliance in schools for students K-12 for mumps, measles, rubella, polio, and other required (non-COVID) vaccinations. Doc studied schools’ data and assembled a graphic with alarming information. Thanks to all of you for helping Doc surpass 1000 subscribers to his “The Safety Doc” YouTube channel. CDC TEST-TO-STAY. From the CDC: “Test to Stay combines contact tracing and serial testing (testing that is repeated at least twice during a seven-day period post-exposure) to allow asymptomatic school-associated close contacts who are not fully vaccinated and do not test positive for SARS-CoV-2 to continue in-person learning. Because fully vaccinated close contacts are not required to quarantine following exposure, they would not be included in Test to Stay. Students who participate in Test to Stay should consistently and correctly wear masks while in school and should stay home and isolate if they develop symptoms or test positive for SARS-CoV-2. In the studies done in Illinois and California, both the person with COVID-19 and the close contact had to be properly masked at the time of exposure to qualify for Test to Stay. If schools are considering implementing Test to Stay, they should also have robust contact tracing in place and access to testing resources (for example, testing supplies and personnel to conduct testing, or access to an existing community testing site), among other layered prevention strategies. Testing frequency can vary (for example, from twice in a seven-day period to daily), but more frequent testing can more quickly identify students who become infected with SARS-CoV-2 and need to isolate.” CONTACT TRACING IN SCHOOLS. Dr. Perrodin shares that most school districts in his state have fewer than 1000 students and do not employ a designated “contact tracer.” Close Contacts are determined by settings in the school’s schedule software. For example, identifying which students were in a 7th hour geometry course attended by a student who tested positive for COVID. Doc is skeptical of the test-to-stay guidance due to shorthanded schools and lack of tests. WISCONSIN STUDENT IMMUNIZATION COMPLIANCE CHECK. Wisconsin Immunization Law (State Statute 252.04)requires that each of the state’s 421 school districts annually submit a report of immunization compliance for students. The 2020-2021 compliance requirements are found at (https://www.dhs.wisconsin.gov/publications/p44021.pdf). Here are the requirements: K-5: 4 doses polio, 3 doses hepatitis B, 2 doses MMR, and 2 doses Varicella. Per Wisconsin DHS, students are compliant with the immunization law if they meet all of the minimum immunization requirements, are considered “in process”, or have a waiver on file. The percent of Students Compliant with Immunization Law in 2020-2021 in Wisconsin is publicly available at https://www.dhs.wisconsin.gov/publications/p02388a.pdf : Here are reports from 12 of Wisconsin’s 421 school districts: Blair Taylor 628 students total enrolled in district = no reports received; Beloit 5426 students with 389 students not in compliance = 92.82%; Baraboo = 100%; Ashland 1863 students with 95 students not in compliance = 94.87%; Butternut = no reports received; Columbus 1242 students with 30 students not in compliance = 97.52%; Fall River 492 students with 3 students not in compliance = 99.38%; Portage = 100%; Potosi = no reports give; Madison 25,503 students with 438 students not in compliance = 98.28%; Milwaukee 66,977 students with 6429 students not in compliance = 90.40%; and Montello (614 students with 29 students not in compliance = 95.22%. 32/421 (8%) school districts did not submit reports! This is abysmal, yet there are no statements from the DPI or DHS indicating efforts to complete the data sets. A diagram of this information is included in the corresponding blog post for episode 163 at safetyphd.com. FOLLOW DR. PERRODIN: Twitter @SafetyPhD and subscribe to The Safety Doc YouTube channel & Apple Podcasts. SAFETY DOC WEBSITE, BLOG & BOOKS: www.safetyphd.com. The Safety Doc Podcast is hosted & produced by David P. Perrodin, PhD. ENDORSEMENTS. This is episode 163 of The Safety Doc Podcast published on 12-22-2021.
Purchase Dr. Perrodin’s Books:
- School of Errors – Rethinking School Safety in America. www.schooloferrors.com
- Velocity of Information - Human Thinking During Chaotic Times. www.velocityofinformation.com
Tuesday Dec 14, 2021
Top Ten Questions About Working At The School For The Blind | SDP162
Tuesday Dec 14, 2021
Tuesday Dec 14, 2021
Have you wondered what life is like for staff and students at a state residential school for blind children? In this episode, Doc shares his experiences as the director of rehabilitation services for a school for the blind. Did his expectations match what he encountered with the job? What are things few people know about working with visually impaired students? Why was there a swingset inside of the school? How did working with visually impaired students and staff change the ways that Doc thought about school safety? His book, School of Errors - Rethinking School Safety in America, was written during the time he worked at the school for the blind. Here are the top ten questions about working at the school for the blind. (1) DO STAFF HAVE TO LEARN BRAILLE? Surprisingly, no. Most staff learn how to visually read the Braille alphabet and common words, but learning to read and write tactile Braille is required primarily of instructors of Braille. A student taught Doc the Braille alphabet and he used a free “Braille Helper” phone app to practice words written in the six dots braille system (Braille is not a language, but a way to communicate a language). (2) IS IT A SAD PLACE TO WORK? No. With less than a hundred students and a high staff-to-student ratio, the campus had a positive tone. There was little staff turnover and students had an array of activities to participate in during school and after hours. (3) ARE THERE SPORTS AND EXTRACURRICULARS? Yes. The school offered track, swimming, wrestling, 4H, and numerous clubs. The most popular sport was goalball. At one time, the school had its own radio station and former students continue to work in radio and communications. (4) DO THE STUDENTS LIVE AT THE SCHOOL? Most of the students stay in the dorms during the week - especially students who live 90 minutes away from the school. In fact, some students are flown into the local airport each Sunday for school and then flown back home on Fridays. Other students are transported to the campus daily and some split time between the campus and local schools or the two-year college. (5) DO THE OLDER STUDENTS DATE? Yes. This is similar to students in other school settings. However, online matchmaking presents unique challenges for blind students as dating apps aren’t accessible and students sometimes ask staff to help them complete dating profiles and give opinions on their potential matches. Staff divert those questions to the students' adult friends or sighted peers. (6) ARE ALL OF THE STUDENTS BLIND? All of the students have some level of vision loss that meets criteria for them to receive services at the school for the blind. However, some students have partial sight and a few are even able to obtain a driver’s permit for daytime driving! (7) DO STUDENTS GET INTO TROUBLE? Yes, but staff with experience at different school settings generally concur that school discipline incidents happen less frequently and with less severity at the school for the blind. Typical violations of the code of student conduct might be bullying or having tobacco on campus. (8) HOW IS SCHOOL SAFETY ADAPTED FOR BLIND STUDENTS? There is a heavy emphasis on verbal communication and teaching students to identify landmarks, such as the perimeter sidewalk that loops the campus. Safety-purposed phone apps are seldom reliable for students with vision loss as such apps don’t have VoiceOver features to read information or present choice menus. All students participate in all safety instruction and all drills. (9) WHO WOULDN’T WANT TO WORK THERE? A hurdle for new employees is that students’ schedules are very fluid. This is due to orientation and mobility instruction and braille courses taking priority along with maximizing field practice. If a residential student is ill, they typically miss the entire week of school due to transportation schedules of picking students up on Sundays and taking them home on Fridays. As all students at the school have disabilities, working there can present a moral dilemma for people who believe that it isn’t an inclusive setting and that students should be educated in their schools of residence. (10) WHAT ARE THE MOST UNIQUE EXPERIENCES FOR STAFF? It was common for half the school’s staff and students to go on impromptu bike outings on warm fall or spring days. The school had tandem or three-wheeled bikes and a staff member or community volunteer was paired with a student. Doc describes a special CPR awareness project he helped a student work on which brought in the local TV and the student was given awards at an assembly. And, there was the pesky dorm cow that roamed the hallways at the most inopportune times! FOLLOW DR. PERRODIN: Twitter @SafetyPhD and subscribe to The Safety Doc YouTube channel & Apple Podcasts. SAFETY DOC WEBSITE, BLOG & BOOKS: www.safetyphd.com. The Safety Doc Podcast is hosted & produced by David P. Perrodin, PhD. ENDORSEMENTS. This is episode 162 of The Safety Doc Podcast published on 12-13-2021.
Purchase Dr. Perrodin’s Books:
- School of Errors – Rethinking School Safety in America. www.schooloferrors.com
- Velocity of Information - Human Thinking During Chaotic Times. www.velocityofinformation.com
Tuesday Dec 07, 2021
Tuesday Dec 07, 2021
Sassed1 2Many works in the IT Field as a mainframe technician. He’s an avid shooter, rides motorcycles, and flies radio-controlled airplanes. And all of that was almost ripped away when early on life’s journey he was spun and strewn with obstacles that forced him to literally rethink everything. In this episode, Sassed discusses his career and the constant companion of the post effects of traumatic brain injury. Additionally, as a father, Sassed explains the disconnect between television narratives and proclamations by so-called experts and his search for authentic information. TRAUMATIC BRAIN INJURY (TBI). Per Mayo Clinic, “Traumatic brain injury usually results from a violent blow or jolt to the head or body. An object that goes through brain tissue, such as a bullet or shattered piece of skull, also can cause traumatic brain injury. Mild traumatic brain injury may affect your brain cells temporarily. More-serious traumatic brain injury can result in bruising, torn tissues, bleeding and other physical damage to the brain. These injuries can result in long-term complications or death.” At the age of 21, Sassed was involved in a violent motorcycle accident, launching him over a stationary vehicle, and inflicting a serious traumatic brain injury into the aspiring tradesman’s life. His face was smashed into the pavement and his mouth, numerous bones were shattered or dislocated, muscles torn, and nerves damaged. His mouth was wired shut and he was near metal snips as vomiting with a wired-shut mouth put him at risk for suffocating. Dizziness was nearly a constant experience and for years it was precarious to simply stand up from a chair without losing his balance. VOCATIONAL REHABILITATION. Physical, Occupational, and Speech therapy are common for persons recuperating from TBI. Sassed didn’t receive these therapies, but did partake in extensive hands-on training to rebuild motor memory and coordination. During recovery, he worked at a famous Japanese restaurant as a dishwasher - and later trained as a Tempura chef. Two years after the accident, Sassed enrolled in a state-sponsored vocational rehabilitation program which guided him into a career in computer operations. His first computer-related job, in 1984, centered on decollating six part computer printouts for $4.50 an hour. WHAT’S IN A NAME: SASSED1 2MANY. Sassed = past tense: to be cheeky or rude to (someone). 1 = one: the lowest cardinal number. 2 = to͞o: to a higher degree than is desirable, permissible, or possible many = innumerable, countless. Sassed1 2Many is a state of mind actualized from constant exposure to innumerable amounts of un-thoughtful impetuous impertinent and disrespectful content in the public and social digital communications age, resulting in a singularly sarcastic existence. BEHIND THE MEDIA CURTAIN. It was as a father of young children that Sassed found himself recoiling from the nightly news and the abrasive social-shaping of commercials. He disconnected from contemporary media and immersed in personal research and engaging in thought-provoking discourse and debates. Doc and Sassed lamented on how even BIG news events receive perhaps ninety seconds of coverage on TV and are posted, with superficial information, on websites. The era of investigative journalism seemingly went extinct in the 1980s. Today, prominent media mouthpieces are well-compensated to read teleprompters and to not ask questions. Eventually, even they arrive at a crossroads of dissonance with what they speak and what they observe - and are quickly replaced by the long line of talking heads that want their shot at being a news celebrity. CANNONBALL RUN. In 1989, Sassed roared across the eastern seaboard in his 1988 Isuzu Impulse while averaging over 140MPH. In what many call the real-life remake of the famous 1981 movie starring Burt Reynolds and Dom DeLuise, Sassed acquired a six pack, carton of donuts, and a first class postage stamp (25 cents at the time). FOLLOW DR. PERRODIN: Twitter @SafetyPhD and subscribe to The Safety Doc YouTube channel & Apple Podcasts. SAFETY DOC WEBSITE & BLOG: www.safetyphd.com. The Safety Doc Podcast is hosted & produced by David P. Perrodin, PhD. ENDORSEMENTS. This is episode 161 of The Safety Doc Podcast published on 12-07-2021.
Purchase Dr. Perrodin’s Books:
- School of Errors – Rethinking School Safety in America. www.schooloferrors.com
- Velocity of Information - Human Thinking During Chaotic Times. www.velocityofinformation.com