We are now at an unprecedented point in the field of neuroscience: We can watch the human brain in action as it sees, thinks, decides, reads, and remembers. Functional magnetic resonance imaging (fMRI) is the only method that enables us to monitor local neural activity in the normal human brain in a noninvasive fashion and with good spatial resolution. A large number of far-reaching and fundamental questions about the human mind and brain can now be answered using straightforward applications of this technology. This is particularly true in the area of high-level vision, the study of how we interpret and use visual information including object recognition, mental imagery, visual attention, perceptual awareness, visually guided action, and visual memory.
The goals of this course are to help students become savvy and critical readers of the current neuroimaging literature, to understand the strengths and weaknesses of the technique, and to design their own cutting-edge, theoretically motivated studies. Students will read, present to the class, and critique recently published neuroimaging articles, as well as write detailed proposals for experiments of their own. Lectures will cover the theoretical background on some of the major areas in high-level vision, as well as an overview of what fMRI has taught us and can in future teach us about each of these topics. Lectures and discussions will also cover fMRI methods and experimental design. A prior course in statistics and at least one course in perception or cognition are required.

This lesson centers around the How AI Works: Neural Networks video from the How AI Works video series. Watch this video first before exploring the lesson plan.

Students learn how neural networks work. They first discuss an example of an experience that recommends things to you. They then use a widget that recommends videos based on one person. Students watch a video explaining neural networks. They use an updated widget to adjust the weights of each person. Finally, students discuss the need for diverse perspectives when creating recommendation systems.

This lesson can be taught on its own, or as part of a 7-lesson sequence on How AI Works. Duration: 45 minutes

This lesson centers around the How AI Works: Computer Vision video from the How AI Works video series. Watch this video first before exploring the lesson plan.

Students learn how computer vision works. They first look at optical illusions to identify the features of the drawing that their eyes noticed. Students watch a video explaining computer vision and how a computer "sees". They design an algorithm that uses a network to decide what number the seven segment display is displaying. Finally, students test their algorithm.

This lesson can be taught on its own, or as part of a 7-lesson sequence on How AI Works. Duration: 45 minutes

This lesson centers around the How AI Works: Creativity and Imagination? video from the How AI Works video series. Watch this video first before exploring the lesson plan.

Diffusion models generate images. Diffusion AI converts an image to noise, and trains an AI to reverse the process. In this lesson, students learn how AI can generate images, then explore a diffusion AI widget. Finally, the class wraps up with a discussion about whether or not these models are creative.

This lesson can be taught on its own, or as part of a 7-lesson sequence on How AI Works. Duration: 45 minutes

This lesson centers around the How AI Works: What is Machine Learning? video from the How AI Works video series. Watch this video first before exploring the lesson plan.

In this lesson students are introduced to a form of artificial intelligence called machine learning and how they can use the Problem Solving Process to help train a robot to solve problems. They participate in three machine learning activities where a robot - AI Bot - is learning how to detect patterns in fish.

This lesson can be taught on its own, or as part of a 7-lesson sequence on How AI Works. Duration: 45 minutes

This lesson centers around the How AI Works: Equal Access and Algorithmic Bias video from the How AI Works video series. Watch this video first before exploring the lesson plan.

In this lesson, students will practice cropping images to uncover the bias underlying the Twitter cropping algorithm. Then, students will read and watch a video about the discovery of this biased algorithm. Finally, students will discuss ways to recognize and reduce bias along with analyzing Twitter's response to the allegations of bias in their cropping algorithm.

This lesson can be taught on its own, or as part of a 7-lesson sequence on How AI Works. Duration: 45 minutes

Keeping pace with our dynamic economy and society constantly challenges the Census Bureau's data collections. Our users want more data, and want it sooner. The cost of using our existing methods keeps going up, while statistical budgets are tight. We stay current by making research the basis of everything we do at the Census Bureau. Our researchers explore innovative ways to conduct surveys, increase respondent participation, reduce costs, and improve accuracy. They analyze the data we collect and uncover trends that give us a deeper understanding of our complex society.

Students will be required to answer a series of simple questions for this assignment based on material covered in lecture. This assignment also allows students the experience of searching a website for more specific information about hurricane statistics that are not covered in lecture. Hurricane Katrina will be discussed in lecture. Students will see where Katrina falls relative to other major hurricanes while answering the questions.

(Note: this resource was added to OER Commons as part of a batch upload of over 2,200 records. If you notice an issue with the quality of the metadata, please let us know by using the 'report' button and we will flag it for consideration.)

Historians learn about the past in many ways. Political and legal documents, economic statistics, film and video footage of events, material items such as tools and clothing, literature, songs, movies: all of these leftovers from previous eras help historians piece together the different ways that societies change over time. This interactive textbook is designed to help students understand America in the twentieth century through examination of the media produced in that era. Such explorations into the past are called cultural history, which has been defined by the Yale University Department of History as “an effort to inhabit the minds of the people of different worlds.”

This project aims to provide a bibliography resource for teachers, parents, counselors, and others interacting with children that had ACEs. As statistics indicate, there is a need for assistance in the area of resources to help children cope with the impact of the tragedy. Books are one means of having children feel connected to others and experience another individual’s process of coping with a traumatic event. Reading can connect children emotionally with characters which is the primary goal of this grant, though reading will also provide children with other additional affective benefits of readings such as active civic engagement, healthier lifestyle, examples of empathy.

https://libguides.govst.edu/childrenintraumabibliography

From their About page: "Dollar Street is developed by Gapminder. Gapminder is an independent Swedish foundation with no political, religious or economic affiliations. We fight devastating misconceptions about global development with a fact-based worldview everyone can understand. We produce free teaching-resources based on reliable statistics. We collaborate with universities, UN organisations, public agencies and non-governmental organisations."

Use of resources states, "Dollar Street has no political or financial agenda. Licensed by Creative Commons license 4.0, you are free to reuse, edit and share the images. We hope you will enjoy it!"

In this module, middle and high school teachers explore a model inquiry-based STEM social justice lesson involving statistics and its implementation to understand the role of questioning techniques in delivering inquiry-based lessons, building depth of knowledge and understanding student thinking. In this module, teachers will:-- Evaluate their own questioning skills-- Report, monitor and reflect on their own questioning skills-- Learn new questioning skills while gaining exposure to an inquiry-based, social justice STEM lesson-- Understand the role of questioning skills in building student exposure to Depth of Knowledge levels 3/4 level thinking

You've booked your trip! Can you maneuver through an airport in a Spanish-speaking city?  Use the vocabulary from this seminar to help you get through the airport successfully and share important information about navigating through a Spanish-speaking city by presenting pictures, videos, recordings, and other important facts.ACTFL StandardsCommunication: Interpersonal Communication, Presentational CommunicationConnections: Making ConnectionsCommunities: Lifelong LearningLearning TargetI can incorporate a variety of supporting media and materials such as statistics, analyses, trends, polls, etc. into a presentation.Habits of MindCreating, imagining, innovatingCritical Thinking SkillConstructing Support

The Foundation for Teaching Economics is pleased to make available to teachers the content outlines, classroom activities, and teacher materials (demonstration videos and lecture presentations) for each of our residential, one-day, and online curricula. Each curriculum topic link on the left connects you to an overview and table of contents. From there, you may: browse the lessons as web pages; access download links for lessons as editable word documents; use live source links to update statistical data; print instructions and student handouts for classroom activities; and, review and prepare for your classroom by reviewing activity videos and powerpoint lectures.

In this activity, we will explore how the dosage and frequency of a medicine taken affect the amount of medicine present in the blood.

You probably remember the mole from high school chemistry, but do you remember why it is useful to chemists? The goal of the following video is to give the "big picture" of the mole and its applications; information on how to use the mole in calculations can be found in another tutorial. Throughout this course, we will use the term "molecular weight" to refer to the mass of a mole of a substance (for instance, the molecular weight of oxygen (O2) is 32 g/mol). Recent textbooks refer to this as "molar mass" to emphasize (i) that this term refers to the mass, not the weight, of substance, and (ii) that the quantity refers to a mole of a substance, not a single molecule. "Molecular weight" may be less precise, but it remains the term that most practicing chemists use in the laboratory. For this reason, we continue to use "molecular weight" in this course.

The familiar metaphor of the presidential contest as a boxing match is invoked once again. (For an earlier example see "Set to Between the Champion Old Tip and the Swell Dutchman of Kinderhook," no. 1836-12.) The scene is set in an open field, roped off behind to make a ring. Republican candidate Fremont (right) squares off against Democrat James Buchanan (left), after the latter has felled American party nominee Millard Fillmore. Buchanan warns Fremont, "Look out now Young Mariposa for that hair on your face I will put in the "Right" when you least expect it!" Fremont replies, "Come to time, Old Buck, I think I can lick a Democrat as old again as you are!" Fremont steps over the fallen Fillmore, who says, "You see, Fremont, I'm down! There must be a good many drops of 'Democrtic Blood' in that arm of Old Buck's to strike such a stunning blow!" Buchanan is seconded by an Irishman (far left) who comments, "By Jabbers but Old Bucky knocks 'em." Fremont is supported by a Bowery type (crouching at far right) who urges him, "Go in wooly Hoss don't be afeard." The print was probably issued in summer 1856 or later in the election campaign, after Fillmore's prospects for victory had dimmed. |Probably drawn by John L. Magee.|Published by John Childs, 84 So. 3rd St. Phila.|Title appears as it is written on the item.|Weitenkampf, p. 116.|Published in: American political prints, 1766-1876 / Bernard F. Reilly. Boston : G.K. Hall, 1991, entry 1856-16.

You are probably reading this book because you are taking an introductory Communication course at your college or university. Many colleges and universities around the country require students to take some type of communication course in order to graduate. Introductory Communication classes include courses on public speaking, interpersonal communication, or a class that combines both. While these are some of the most common introductory Communication courses, many Communication departments are now offering an introductory course that explains what Communication is, how it is studied as an academic field, and what areas of specialization make up the field of Communication. In other words, these are survey courses similar to courses such as Introduction to Sociology or Introduction to Psychology. Our goal in this text is to introduce you to the field of Communication as an academic discipline of study.

Watch this short video and try to identify the location of the sculptures. Then see how art and these sculptures relate to the science of mathematics.