There is no doubt that modern lifestyle changes have contributed to the problems of overweight and obesity among adults and children. Some school health and physical education programs are tackling the challenge of integrating healthier eating and regular exercise into the lives of students. But what about the social challenges that face children who are overweight? And how do media messages reinforce the bias they already experience among many of their peers? In these lessons, students will evaluate both their own biases related to size differences and the ways in which media shape those biases.
General James Clapper, former United States Director of National Intelligence and the National Geospatial-Intelligence Agency (NGA), once said \everything happens somewhere.\" He stressed that there are aspects of time and place to every intelligence problem. In this course, you will examine how time and place work with general intelligence techniques to create geospatial intelligence. You will learn and apply critical thinking skills, structured analytical techniques, and other intelligence methods in a geospatial context. You'll also learn how to reduce personal and organizational bias by conducting an Analysis of Competing Hypotheses, by R. Heuer, a 45-year veteran of the CIA. As a result, you will be better prepared for the world of geospatial intelligence analysis."
- Information Science
- Material Type:
- Full Course
- Penn State's College of Earth and Mineral Sciences (http
- Penn State University
- Provider Set:
- // e-education.psu.edu/oer/)
- Dennis Bellafiore
- Todd Bacastow
- Date Added:
Systematic error, or 'bias' is of particular importance in any epidemiological investigation, and should be avoided wherever possible. Biases will reduce the validity of any results obtained, whether it be by overestimating or underestimating the frequency of disease in a population or the association between an exposure and disease. The forms of bias covered here can only be minimised through careful study design and execution - they cannot be accounted for in the analysis. Although confounding is considered by many authors as a form of bias, it can be accounted for during analysis, and so is covered separately.
The issue of confounding is of central importance in any analytic epidemiological study (as well as in those descriptive studies aiming to compare different populations), especially in the case of observational studies. Confounding results from non-random differences between the groups of animals being compared in relation to a second, 'confounding' exposure which is independently associated with both the exposure of interest (although not a consequence of this) and the outcome of interest (although not an effect of this). This results in the effect of the exposure of interest is 'mixed up' with the effect of the confounding exposure, and therefore an incorrect estimate of the true association. As such, confounding is viewed by many authors as a form of bias - however, unlike forms of selection and information bias, it is a natural feature of the data (in the case of an observational study), and techniques are available to account for it during analysis.
The 11th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 11th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Students move from learning the class rituals and routines and genre features of argument writing in Unit 11.1 to learning about narrative and informational genres in Unit 11.2: The American Short Story. Teacher resources provide additional materials to support each unit.
In this unit, students will produce two major pieces of work. The first piece is an argument essay that grapples with one of the core questions of the unit: who are we, and who have we become because of the ways we connect? Students will read, annotate, and discuss several texts together as they consider the issues surrounding this question, and they will also research and annotate independently as they search for more evidence and perspectives to help deepen their ideas. They will also create a museum exhibit as part of a team. The exhibit project will help students identify what's worth preserving about their unique place in history.
This project unit continues to meet the English Language Arts standards as it also utilizes the learning principles established by the Partnership for 21st Century Skills. It is designed to support deep content knowledge and perseverance through long-term project planning and implementation. In addition, it will help students to recognize, develop, and apply the planning, teamwork, communication, and presentation skills they will use while presenting a final product to their class and/or the greater community. This real-world project-based activity will give students an opportunity to apply the skills they have been learning all year and will guide them to develop the motivation, knowledge, and skills they need in order to be college and career ready.
Students write an argument paper where they develop a claim about current culture as it has been influenced by digital connectivity.
Students participate in a group project to create a museum exhibit that captures a unique place, time, and relationship to technology. Students acknowledge the differing perspectives of each group member and use those perspectives to synthesize one cohesive visual argument together.
These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.
What does it mean to be digitally connected?
What are the implications of living in a world where everyone is digitally connected?
How does the availability of instant connectivity shape our relationships?
What does our Internet use reveal about people's needs as humans?
BENCHMARK ASSESSMENT: Cold Read
During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.
In this lesson, you will consider the ways that ubiquitous computing has changed how we interact with information and how it has changed how we think about knowledge. You'll also have an opportunity to research independently.In this lesson, students will consider the ways that ubiquitous computing has changed how we interact with information and how it has changed how we think about knowledge. They'll also have an opportunity to research independently.
This unit will explore the concepts of bias and confirmation bias and how they affect people's presentation and interpretation of data. It includes 5 days of lessons and independent work that culminate in students being able to show what bias and confirmation bias are and how they affect the way we interpret data.
The media plays an important role in how you interpret current events. The news media can use particular wording to sway public opinion. This seminar will help you build necessary skills to analyze and understand the media you consume to help you make informed decisions.StandardsCC.8.5.9-10.F: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.CC.8.5.9-10.I Compare and contrast treatments of the same topic in several primary and secondary sources.CC.1.2.11-12.D Evaluate how an author’s point of view or purpose shapes the content and style of a text.CC.1.2.11-12.F Evaluate how words and phrases shape meaning and tone in texts.
This is a list of fake, false, or regularly misleading websites that are shared on Facebook and social media. Some of these websites may rely on “outrage” by using distorted headlines and decontextualized or dubious information in order to generate likes, shares, and profits. These websites are categorized with the number 1 next to them. Some websites on this list may circulate misleading and/or potentially unreliable information, and they are marked with a 2. Other websites on this list sometimes use clickbait-y headlines and social media descriptions, and they are marked with a 3. Other sources on this list are purposefully fake with the intent of satire/comedy, which can offer important critical commentary on politics and society, but have the potential to be shared as actual/literal news. They are marked with a 4.
The Human Terrain System is now a defunct initiative that had been created as early as the 1970s. The concept was that anthropologists would be useful to military troops trying to understand the cultural framework within the country that the troops were assigned to. The anthropologist would be embedded within a specific branch of the service, usually the US Army, to assess, evaluate and create relationships with local peoples. The result of this initiative were poor for a variety of reasons, not the least of which was the death of several anthropologists within war zones.
- Religious Studies
- World Cultures
- Public Relations
- U.S. History
- General Law
- Cultural Geography
- Ethnic Studies
- Political Science
- Material Type:
- Case Study
- Primary Source
- Jay B Winchester (Judge Advocate
- PhD Janet Harris (Director
- US Army Congressionally Directed Medical Research Programs)
- US Army Medical Research and Material Command)
- Date Added:
Students will spend 3-5 days learning about bias. They must figure out what bias is and how to spot bias in an online article. For the final product students will be asked to create a product that their peers can use to identify bias.
Bias is a universal human condition. It is not a personal defect, but it is important to recognize your biases and manage them. We cannot cure unconscious bias, but we can address it. This lesson will provide you the opportunity to identify your personal biases. You have them, even if you think you don’t! You are encouraged to try this lesson so you can be more aware of your personal biases and take the necessary steps to reduce their impact on your life.StandardsCC.8.5.11-12.G Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
The goal of this exercise is to use triangulation to investigate bias and measurement validity in parents/teachers evaluations of student health and learning.
A unique perspective on the confluence of the three basic conceptual frameworks in human experience. Contains several studies, with data, of remarkable world views of disparate cultures based on their specific cultures language. The premise is that how people experience the world, then think about it, then create a language around it, alters their perception of the world in very fundamental ways. The radical notion is that thought and language, creates the circumstances of, and contribute to significantly different realities for different peoples.
The internalization and realization of this concept is significant and can possibly radically alter and change how different cultures assess their ability to, at the most basic levels, understand other cultures realities.
In this problem-based learning module, students will examine various forms of media and the ways that it can influence personal and social behavior. They first will work in stations to examine different types of media and explore what that media is while also addressing how it makes them feel. Afterward, they will work in small groups to create their own influential piece of media which communicates a problem they feel is facing their school.
Lessons teach core knowledge about the science of climate change, explore conflicting views, and integrate critical thinking skills. Students will apply knowledge of climate change to a rigorous analysis of media messages through asking and answering questions about accuracy, currency, credibility, sourcing, and bias. Lessons address basic climate science, the causes of climate change, scientific debate and disinformation, the consequences of global warming, the precautionary principle, carbon footprints, moral choices, and the history of global warming in media, science, and politics.
This kit explores the ways in which King and his legacy have been portrayed in various media forms. The first lesson follows a chronology of King's life through interactive decoding of rich media documents (comic books, billboards, songs, music videos, etc.). The following lessons use excerpts of Dr. King's speeches from 1963, 1967 and 1968 to examine his views on social change; explore the portrayal of King in magazine covers, advertisements, Web sites, film clips and monuments; and use letters to the editor about celebrating King to explore challenges to change.
- Arts and Humanities
- Material Type:
- Lesson Plan
- Teaching/Learning Strategy
- Unit of Study
- Ithaca College
- Provider Set:
- Project Look Sharp
- Andrea Volckmar
- Barry Derfel
- Christopher Carey
- Cyndy Scheibe
- Eric Acree
- Faith Rogow
- Kim Fontana
- Lauren Trichon
- Moira Lang
- Robin Rosoff
- Sox Sperry
- Tanya Saunders
- Date Added:
According to a 2016 study, over 60% of U.S. adults get news from a social networking site. These numbers are even higher if you focus solely on Millennials. Millennials are people who reached young adulthood in the early 2000’s. A 2015 report suggests that 88% of Millennials get their news from Facebook. This seminar will show you how to sort through the hundreds of posts you read each day to determine what is factual information that is worthy of sharing with your friends.StandardsCC.8.5.9-10.D Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social scienceCC.8.5.11-12.H Evaluate an author’s premises, claims, and evidence by corroborating or challenging them with other information.
In this project, you will explore a real-world problem, and then work through a series of steps to analyze that problem, research ways the problem could be solved, then propose a possible solution to that problem. Often, there is no specific right or wrong solutions, but sometimes one particular solution may be better than others. The key is making sure you fully understand the problem, have researched some possible solutions, and have proposed the solution that you can support with information / evidence.This project will focus on the following:Habits of Mind: Questioning and posing problemsCritical Thinking Skills: Analyze/evaluateBegin by reading the problem statement in Step 1. Take the time to review all of the information provided in the statement, including exploring the websites, videos and / or and articles that are linked. Then work on steps 2 through 8 to complete this problem-based learning experience.