Jason KnottBritain on ViewPhotolibrarychapter 1Psych.docxchristiandean12115
Jason Knott/Britain on View/Photolibrary
chapter 1
Psychology as a Science
Chapter Contents
• Research Areas in Psychology
• Scientific Thinking and Paths to Knowledge
• Hypotheses and Theories
• Searching the Literature
• Ethics in Research
CO_
CO_
new66480_01_c01_p001-046.indd 1 10/31/11 9:11 AM
CHAPTER 1Introduction
In an article in Wired magazine, journalist Amy Wallace described her visit to the annual conference sponsored by Autism One, a nonprofit group organized around the belief that autism is caused by mandatory childhood vaccines:
I flashed more than once on Carl Sagan’s idea of the power of an “unsatisfied
medical need.” Because a massive research effort has yet to reveal the precise
causes of autism, pseudoscience has stepped in to the void. In the hallways
of the Westin O’Hare hotel, helpful salespeople strove to catch my eye . . .
pitching everything from vitamins and supplements to gluten-free cookies . . .
hyperbaric chambers, and neuro-feedback machines.
(Wallace, 2009, p. 134)
The “pseudoscience” to which Wallace refers is the claim that vaccines generally do more
harm than good and specifically cause children to develop autism. In fact, an extensive statis-
tical review of epidemiological studies, including tens of thousands of vaccinated children,
found no evidence of a link between vaccines and autism. But something about this phrasing
doesn’t sit right with many people; “no evidence” rings of scientific mumbo jumbo, and a
“statistical review” pales in comparison to tearful testimonials from parents that their child
developed autistic symptoms shortly after being vaccinated. The reality is this: Research
tells us that vaccines bear no relation to autism, but people still believe that they do. Because
of these beliefs, increasing numbers of parents are foregoing vaccinations, and many com-
munities are seeing a resurgence of rare diseases including measles and mumps.
So what does it mean to say that “research” has reached a conclusion? Why should we
trust this conclusion over a parent’s personal experience? One of the biggest challenges
in starting a course on research methods is learn-
ing how to think like a scientist—that is, to frame
questions in testable ways and to make decisions
by weighing the evidence. The more personal
these questions become, and the bigger their con-
sequences, the harder it is to put feelings aside.
But, as we will see throughout this course, it is
precisely in these cases that listening to the evi-
dence becomes most important.
There are several reasons to understand the impor-
tance of scientific thinking, even if you never take
another psychology course. First, at a practical
level, critical thinking is an invaluable skill to
have in a wide variety of careers. Employers of all
types appreciate the ability to reason through the
decision-making process. Second, understanding
the scientific approach tends to make you a more
skeptical consumer of.
A brief description of an assessment piece for PSY202 (Developmental Psychology). The importance of information and scientific literacy in preparing students for public debate is examined.
SCIENTIFIC UNDERSTANDING OF BEHAVIOR CHP. 1LEARNING OBJECTIVES.docxbagotjesusa
SCIENTIFIC UNDERSTANDING OF BEHAVIOR CHP. 1
LEARNING OBJECTIVES
· Describe why an understanding of research methods is important.
· Describe the scientific approach to learning about behavior and contrast it with pseudoscientific research.
· Define and give examples of the four goals of scientific research: description, prediction, determination of cause, and explanation of behavior.
· Discuss the three elements for inferring causation: temporal order, covariation of cause and effect, and elimination of alternative explanations.
· Define, describe, compare, and contrast basic and applied research.
Page 2DO SOCIAL MEDIA SITES LIKE FACEBOOK AND INSTAGRAM IMPACT OUR RELATIONSHIPS? What causes alcoholism? How do our early childhood experiences affect our later lives? How do we remember things, what causes us to forget, and how can memory be improved? Why do we procrastinate? Why do some people experience anxiety so extreme that it disrupts their lives while others—facing the same situation—seem to be unaffected? How can we help people who suffer from depression? Why do we like certain people and dislike others?
Curiosity about questions like these is probably the most important reason that many students decide to take courses in the behavioral sciences. Science is the best way to explore and answer these sorts of questions. In this book, we will examine the methods of scientific research in the behavioral sciences. In this introductory chapter, we will focus on ways in which knowledge of research methods can be useful in understanding the world around us. Further, we will review the characteristics of a scientific approach to the study of behavior and the general types of research questions that concern behavioral scientists.
IMPORTANCE OF RESEARCH METHODS
We are continuously bombarded with research results: “Happiness Wards Off Heart Disease,” “Recession Causes Increase in Teen Dating Violence,” “Breast-Fed Children Found Smarter,” “Facebook Users Get Worse Grades in College.” Articles and books make claims about the beneficial or harmful effects of particular diets or vitamins on one's sex life, personality, or health. Survey results are frequently reported that draw conclusions about our beliefs concerning a variety of topics. The key question is, how do you evaluate such reports? Do you simply accept the findings because they are supposed to be scientific? A background in research methods will help you read these reports critically, evaluate the methods employed, and decide whether the conclusions are reasonable.
Many occupations require the use of research findings. For example, mental health professionals must make decisions about treatment methods, assignment of clients to different types of facilities, medications, and testing procedures. Such decisions are made on the basis of research; to make good decisions, mental health professionals must be able to read the research literature in the field and apply it to their professional lives. .
Jason KnottBritain on ViewPhotolibrarychapter 1Psych.docxchristiandean12115
Jason Knott/Britain on View/Photolibrary
chapter 1
Psychology as a Science
Chapter Contents
• Research Areas in Psychology
• Scientific Thinking and Paths to Knowledge
• Hypotheses and Theories
• Searching the Literature
• Ethics in Research
CO_
CO_
new66480_01_c01_p001-046.indd 1 10/31/11 9:11 AM
CHAPTER 1Introduction
In an article in Wired magazine, journalist Amy Wallace described her visit to the annual conference sponsored by Autism One, a nonprofit group organized around the belief that autism is caused by mandatory childhood vaccines:
I flashed more than once on Carl Sagan’s idea of the power of an “unsatisfied
medical need.” Because a massive research effort has yet to reveal the precise
causes of autism, pseudoscience has stepped in to the void. In the hallways
of the Westin O’Hare hotel, helpful salespeople strove to catch my eye . . .
pitching everything from vitamins and supplements to gluten-free cookies . . .
hyperbaric chambers, and neuro-feedback machines.
(Wallace, 2009, p. 134)
The “pseudoscience” to which Wallace refers is the claim that vaccines generally do more
harm than good and specifically cause children to develop autism. In fact, an extensive statis-
tical review of epidemiological studies, including tens of thousands of vaccinated children,
found no evidence of a link between vaccines and autism. But something about this phrasing
doesn’t sit right with many people; “no evidence” rings of scientific mumbo jumbo, and a
“statistical review” pales in comparison to tearful testimonials from parents that their child
developed autistic symptoms shortly after being vaccinated. The reality is this: Research
tells us that vaccines bear no relation to autism, but people still believe that they do. Because
of these beliefs, increasing numbers of parents are foregoing vaccinations, and many com-
munities are seeing a resurgence of rare diseases including measles and mumps.
So what does it mean to say that “research” has reached a conclusion? Why should we
trust this conclusion over a parent’s personal experience? One of the biggest challenges
in starting a course on research methods is learn-
ing how to think like a scientist—that is, to frame
questions in testable ways and to make decisions
by weighing the evidence. The more personal
these questions become, and the bigger their con-
sequences, the harder it is to put feelings aside.
But, as we will see throughout this course, it is
precisely in these cases that listening to the evi-
dence becomes most important.
There are several reasons to understand the impor-
tance of scientific thinking, even if you never take
another psychology course. First, at a practical
level, critical thinking is an invaluable skill to
have in a wide variety of careers. Employers of all
types appreciate the ability to reason through the
decision-making process. Second, understanding
the scientific approach tends to make you a more
skeptical consumer of.
A brief description of an assessment piece for PSY202 (Developmental Psychology). The importance of information and scientific literacy in preparing students for public debate is examined.
SCIENTIFIC UNDERSTANDING OF BEHAVIOR CHP. 1LEARNING OBJECTIVES.docxbagotjesusa
SCIENTIFIC UNDERSTANDING OF BEHAVIOR CHP. 1
LEARNING OBJECTIVES
· Describe why an understanding of research methods is important.
· Describe the scientific approach to learning about behavior and contrast it with pseudoscientific research.
· Define and give examples of the four goals of scientific research: description, prediction, determination of cause, and explanation of behavior.
· Discuss the three elements for inferring causation: temporal order, covariation of cause and effect, and elimination of alternative explanations.
· Define, describe, compare, and contrast basic and applied research.
Page 2DO SOCIAL MEDIA SITES LIKE FACEBOOK AND INSTAGRAM IMPACT OUR RELATIONSHIPS? What causes alcoholism? How do our early childhood experiences affect our later lives? How do we remember things, what causes us to forget, and how can memory be improved? Why do we procrastinate? Why do some people experience anxiety so extreme that it disrupts their lives while others—facing the same situation—seem to be unaffected? How can we help people who suffer from depression? Why do we like certain people and dislike others?
Curiosity about questions like these is probably the most important reason that many students decide to take courses in the behavioral sciences. Science is the best way to explore and answer these sorts of questions. In this book, we will examine the methods of scientific research in the behavioral sciences. In this introductory chapter, we will focus on ways in which knowledge of research methods can be useful in understanding the world around us. Further, we will review the characteristics of a scientific approach to the study of behavior and the general types of research questions that concern behavioral scientists.
IMPORTANCE OF RESEARCH METHODS
We are continuously bombarded with research results: “Happiness Wards Off Heart Disease,” “Recession Causes Increase in Teen Dating Violence,” “Breast-Fed Children Found Smarter,” “Facebook Users Get Worse Grades in College.” Articles and books make claims about the beneficial or harmful effects of particular diets or vitamins on one's sex life, personality, or health. Survey results are frequently reported that draw conclusions about our beliefs concerning a variety of topics. The key question is, how do you evaluate such reports? Do you simply accept the findings because they are supposed to be scientific? A background in research methods will help you read these reports critically, evaluate the methods employed, and decide whether the conclusions are reasonable.
Many occupations require the use of research findings. For example, mental health professionals must make decisions about treatment methods, assignment of clients to different types of facilities, medications, and testing procedures. Such decisions are made on the basis of research; to make good decisions, mental health professionals must be able to read the research literature in the field and apply it to their professional lives. .
This is a presentation given by Bob Conrad, MA, APR, to the Educator's Academy at the 2006 Public Relations Society of America international conference in Salt Lake City.
Ethics and Childhood Vaccination Policy in theUnited StatesBetseyCalderon89
Ethics and Childhood Vaccination Policy in the
United States
Childhood immunization in-
volves a balance between par-
ents’ autonomy in deciding
whether to immunize their chil-
dren and the benefits to public
healthfrommandatingvaccines.
Ethical concerns about pediatric
vaccination span several public
health domains, including those
of policymakers, clinicians, and
other professionals.
In light of ongoing develop-
ments and debates, we discuss
several key ethical issues con-
cerning childhood immunization
in the United States and de-
scribe how they affect policy
development and clinical prac-
tice. We focus on ethical con-
siderations pertaining to herd
immunity as a community good,
vaccine communication, dis-
missal of vaccine-refusing fam-
ilies from practice, and vaccine
mandates.
Clinicians and policymakers
need to consider the nature
and timing of vaccine-related
discussions and invoke delib-
erative approaches to policy-
making. (Am J Public Health.
2016;106:273–278. doi:10.2105/
AJPH.2015.302952)
Kristin S. Hendrix, PhD, Lynne A. Sturm, PhD, Gregory D. Zimet, PhD, and Eric M. Meslin, PhD, FCAHS
Following the December2014 measles outbreak at
a popular amusement park in
California,1,2 which spread to
other states, Canada, and Mex-
ico, there has been increased
attention to US childhood im-
munization practices. A recent
study attributed the outbreak
to underimmunization,3 and
several policymakers have called
for an end to religious and phil-
osophical (i.e., personal-belief)
exemptions altogether, with the
state of California passing legis-
lation removing the option of
personal-belief exemptions.4,5
Political candidates have
expressed various viewpoints on
vaccination.6 In light of these
developments, we discuss several
key ethical issues concerning
childhood immunization in the
United States and describe how
they affect policy development
and clinical practice. There are
a myriad of ethical issues re-
garding such topics as vaccination
development, administration,
communication, and safety
monitoring. We focus on a few
key ethical issues concerning
childhood immunization in the
United States—what we refer to
as a “vaccine ethics” approach—
and describe how such an
approach affects policy develop-
ment and clinical immunization
practice.
VACCINE ATTITUDES
AND BEHAVIORS
In a time of growing hesita-
tion, uncertainty, and opposition
concerning childhood vaccines,
the developed world is witness-
ing a resurgence of vaccine-
preventable illnesses.7–9 Although
the spread of antivaccine and
vaccine-fear sentiments has be-
come common through social
networks, both online and in
person,10,11 a growing body of
research argues that such senti-
ments are multidimensional and
nuanced.12,13
Although sensible public
policy is often consistent with
public sentiment, there are in-
stances in which empirical data
can give conflicting input about
the ethical acceptability of policy.
In vaccine policy, this is espe ...
Basics of the Proposal EssayOverview In the proposa.docxJASS44
Basics of the Proposal Essay
Overview
In the proposal, you are asking someone to do
something despite the obstacle that are in the
way.
A general thesis might be something like:
Although there are these obstacles, X group
should do THIS THING because A, B, C
reasons.
That might mean something like this specifically:
Although it will enrage their allies in Russia, the
Senator Ron Wyden should continue to support
the nuclear missile defense because it is
essential to our security, provides jobs, and adds
stability to an unstable world.
Overview
This proposal must be directed at those who
can do what you want to have done.
This might mean you have to change what you
want done or to whom you are writing.
Because you are asking someone to do
something, your credibility is especially
important.
Excellent sources acceptable by your
audience are essential.
Respect for your audience is key.
Work to build bridges with the reader, showing
common grounds early.
How This Paper Is Different
This essay will not necessarily have a
thesis at the end of the first paragraph.
The guiding principal of the paper is the
proposal.
The organization will change depending
on what the problem is and what you
want to have done.
Formality levels will depend on who is in
your audience.
Topic Selection
You are strongly encouraged to
continue to work with the topic
you worked with in the Debate
essay.
Otherwise, choose a narrow
topic you already know
something about.
Local topics are better.
Choose a narrow topic and limit
it, as we did with the debate.
There is plenty of research to
support even very narrow topics.
Major Sections
There should be four major sections in the
paper.
Demonstration that the problem is a problem
Your proposal
Demonstration that your proposal will solve the
problem
Response to opposition
The organization of these sections and their
development levels will vary depending on your
topic.
It is your responsibility to discern how much is
necessary in each section.
Defining “problem”
“Problem” in this sense doesn’t necessarily
mean something horrible and terrible.
You might think of a “problem” as an opportunity
to do something better.
You might see a way for something going well to
go even better, which would work well for this
assignment.
Demonstrating the problem is a
problem.
Some audiences will readily believe the issue you
are addressing is a problem; some won’t.
Your first task will be to figure out what your
audience thinks of the problem you see.
For example, parking scarcity is generally
recognized as problems by students and college
officials.
Other problems you see may not be recognized by
your audience.
You will have to prove to that audience that the
problem is a problem.
Sources can be used in support of the argument
that the probl ...
The Process of Health Research and literature reviewsDr. Khaled OUANES
Identifying a study topic is often the most challengingpart of a research project.Each of the possible study topics has its own set of virtues and shortcomings.
Daily health update for 11/12/2015 from Poway chiropractor Dr. Rode of Rode Chiropractic in Poway, CA 92064. Health information and chiropractic information.
What was wrong with Wakefields study Discuss at least 1 vari.docxmecklenburgstrelitzh
What was wrong with Wakefield's study? Discuss at least 1 variable or approach that should have been controlled or assessed.
Consider the source of some of his data (parental memory, for example), the small sample size, and whether he considered other variables (genetics, diet, and so on) that could have resulted in symptoms in these children.
Discuss the importance of a control group when using the scientific method.
Did Wakefield deserve to be barred from medical practice?
What were the consequences of his inflated conclusions?
References
Deer, B. (2011). How the case against the MMR vaccine was fixed.
BMJ, 342
. Retrieved from http://www.bmj.com/content/342/bmj.c5347
Schute, N. (2013).
Fifteen years after a vaccine scare, a measles epidemic
. Retrieved from https://www.npr.org/sections/health-shots/2013/05/21/185801259/fifteen-years-after-a-vaccine-scare-a-measles-epidemic
Science Buddies. (2018).
Steps of the scientific method: What is the scientific method?
Retrieved from https://www.sciencebuddies.org/science-fair-projects/science-fair/steps-of-the-scientific-method#keyinfo
Taylor, B., Miller, E., Farrington, C. P., Petropoulos, M. C., Favot-Mayaud, I., Li, J., & Waight, P. A. (1999). Autism and measles, mumps, and rubella vaccine: No epidemiological evidence for a causal association.
The Lancet, 353
(9169), 2026-2029. Retrieved from http://www.thelancet.com/journals/lancet/article/PIIS0140-6736(99)01239-8/fulltex
Wakefield, A. J., Murch, S. H., Anthony, A., Linnell, J., Casson, D. M., Malik, M., et al. (1998). RETRACTED: Ileal-lymphoid-nodular hyperplasia, non-specific colitis, and pervasive developmental disorder in children.
The Lancet, 351
. Retrieved from http://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(97)11096-0.pdf
Ziv, S. (2015).
Andrew Wakefield, father of the anti-vaccine movement, responds to the current measles outbreak for the first time.
Retrieved from http://www.newsweek.com/2015/02/20/andrew-wakefield-father-anti-vaccine-movement-sticks-his-story-305836.html
.
Cognitive Biases and Effects You Should Know AboutKevlin Henney
Presented at NDC 2011 in Oslo (8th June 2011)
Video available at http://www.everytalk.tv/talks/678-NDC-Cognitive-Biases-and-Effects-You-Should-Know-About
In software development, developers, architects and managers often like to think of themselves as rational and clear thinking, not prone to the chaotic and contradictory thinking they see at home, in politics or in the world of business. Although it is possible to get further from the truth than this, it is not likely.
Those involved in software development are just as human as people in other walks of life, and are just as subject to the cognitive biases and effects that skew, truncate and bypass clear thinking. The effects on rationality affect everything from testing to estimation, from programming to project delivery. It is easier to see and react to these effects in yourself and others when you know what some of them are.
This is a presentation given by Bob Conrad, MA, APR, to the Educator's Academy at the 2006 Public Relations Society of America international conference in Salt Lake City.
Ethics and Childhood Vaccination Policy in theUnited StatesBetseyCalderon89
Ethics and Childhood Vaccination Policy in the
United States
Childhood immunization in-
volves a balance between par-
ents’ autonomy in deciding
whether to immunize their chil-
dren and the benefits to public
healthfrommandatingvaccines.
Ethical concerns about pediatric
vaccination span several public
health domains, including those
of policymakers, clinicians, and
other professionals.
In light of ongoing develop-
ments and debates, we discuss
several key ethical issues con-
cerning childhood immunization
in the United States and de-
scribe how they affect policy
development and clinical prac-
tice. We focus on ethical con-
siderations pertaining to herd
immunity as a community good,
vaccine communication, dis-
missal of vaccine-refusing fam-
ilies from practice, and vaccine
mandates.
Clinicians and policymakers
need to consider the nature
and timing of vaccine-related
discussions and invoke delib-
erative approaches to policy-
making. (Am J Public Health.
2016;106:273–278. doi:10.2105/
AJPH.2015.302952)
Kristin S. Hendrix, PhD, Lynne A. Sturm, PhD, Gregory D. Zimet, PhD, and Eric M. Meslin, PhD, FCAHS
Following the December2014 measles outbreak at
a popular amusement park in
California,1,2 which spread to
other states, Canada, and Mex-
ico, there has been increased
attention to US childhood im-
munization practices. A recent
study attributed the outbreak
to underimmunization,3 and
several policymakers have called
for an end to religious and phil-
osophical (i.e., personal-belief)
exemptions altogether, with the
state of California passing legis-
lation removing the option of
personal-belief exemptions.4,5
Political candidates have
expressed various viewpoints on
vaccination.6 In light of these
developments, we discuss several
key ethical issues concerning
childhood immunization in the
United States and describe how
they affect policy development
and clinical practice. There are
a myriad of ethical issues re-
garding such topics as vaccination
development, administration,
communication, and safety
monitoring. We focus on a few
key ethical issues concerning
childhood immunization in the
United States—what we refer to
as a “vaccine ethics” approach—
and describe how such an
approach affects policy develop-
ment and clinical immunization
practice.
VACCINE ATTITUDES
AND BEHAVIORS
In a time of growing hesita-
tion, uncertainty, and opposition
concerning childhood vaccines,
the developed world is witness-
ing a resurgence of vaccine-
preventable illnesses.7–9 Although
the spread of antivaccine and
vaccine-fear sentiments has be-
come common through social
networks, both online and in
person,10,11 a growing body of
research argues that such senti-
ments are multidimensional and
nuanced.12,13
Although sensible public
policy is often consistent with
public sentiment, there are in-
stances in which empirical data
can give conflicting input about
the ethical acceptability of policy.
In vaccine policy, this is espe ...
Basics of the Proposal EssayOverview In the proposa.docxJASS44
Basics of the Proposal Essay
Overview
In the proposal, you are asking someone to do
something despite the obstacle that are in the
way.
A general thesis might be something like:
Although there are these obstacles, X group
should do THIS THING because A, B, C
reasons.
That might mean something like this specifically:
Although it will enrage their allies in Russia, the
Senator Ron Wyden should continue to support
the nuclear missile defense because it is
essential to our security, provides jobs, and adds
stability to an unstable world.
Overview
This proposal must be directed at those who
can do what you want to have done.
This might mean you have to change what you
want done or to whom you are writing.
Because you are asking someone to do
something, your credibility is especially
important.
Excellent sources acceptable by your
audience are essential.
Respect for your audience is key.
Work to build bridges with the reader, showing
common grounds early.
How This Paper Is Different
This essay will not necessarily have a
thesis at the end of the first paragraph.
The guiding principal of the paper is the
proposal.
The organization will change depending
on what the problem is and what you
want to have done.
Formality levels will depend on who is in
your audience.
Topic Selection
You are strongly encouraged to
continue to work with the topic
you worked with in the Debate
essay.
Otherwise, choose a narrow
topic you already know
something about.
Local topics are better.
Choose a narrow topic and limit
it, as we did with the debate.
There is plenty of research to
support even very narrow topics.
Major Sections
There should be four major sections in the
paper.
Demonstration that the problem is a problem
Your proposal
Demonstration that your proposal will solve the
problem
Response to opposition
The organization of these sections and their
development levels will vary depending on your
topic.
It is your responsibility to discern how much is
necessary in each section.
Defining “problem”
“Problem” in this sense doesn’t necessarily
mean something horrible and terrible.
You might think of a “problem” as an opportunity
to do something better.
You might see a way for something going well to
go even better, which would work well for this
assignment.
Demonstrating the problem is a
problem.
Some audiences will readily believe the issue you
are addressing is a problem; some won’t.
Your first task will be to figure out what your
audience thinks of the problem you see.
For example, parking scarcity is generally
recognized as problems by students and college
officials.
Other problems you see may not be recognized by
your audience.
You will have to prove to that audience that the
problem is a problem.
Sources can be used in support of the argument
that the probl ...
The Process of Health Research and literature reviewsDr. Khaled OUANES
Identifying a study topic is often the most challengingpart of a research project.Each of the possible study topics has its own set of virtues and shortcomings.
Daily health update for 11/12/2015 from Poway chiropractor Dr. Rode of Rode Chiropractic in Poway, CA 92064. Health information and chiropractic information.
What was wrong with Wakefields study Discuss at least 1 vari.docxmecklenburgstrelitzh
What was wrong with Wakefield's study? Discuss at least 1 variable or approach that should have been controlled or assessed.
Consider the source of some of his data (parental memory, for example), the small sample size, and whether he considered other variables (genetics, diet, and so on) that could have resulted in symptoms in these children.
Discuss the importance of a control group when using the scientific method.
Did Wakefield deserve to be barred from medical practice?
What were the consequences of his inflated conclusions?
References
Deer, B. (2011). How the case against the MMR vaccine was fixed.
BMJ, 342
. Retrieved from http://www.bmj.com/content/342/bmj.c5347
Schute, N. (2013).
Fifteen years after a vaccine scare, a measles epidemic
. Retrieved from https://www.npr.org/sections/health-shots/2013/05/21/185801259/fifteen-years-after-a-vaccine-scare-a-measles-epidemic
Science Buddies. (2018).
Steps of the scientific method: What is the scientific method?
Retrieved from https://www.sciencebuddies.org/science-fair-projects/science-fair/steps-of-the-scientific-method#keyinfo
Taylor, B., Miller, E., Farrington, C. P., Petropoulos, M. C., Favot-Mayaud, I., Li, J., & Waight, P. A. (1999). Autism and measles, mumps, and rubella vaccine: No epidemiological evidence for a causal association.
The Lancet, 353
(9169), 2026-2029. Retrieved from http://www.thelancet.com/journals/lancet/article/PIIS0140-6736(99)01239-8/fulltex
Wakefield, A. J., Murch, S. H., Anthony, A., Linnell, J., Casson, D. M., Malik, M., et al. (1998). RETRACTED: Ileal-lymphoid-nodular hyperplasia, non-specific colitis, and pervasive developmental disorder in children.
The Lancet, 351
. Retrieved from http://www.thelancet.com/pdfs/journals/lancet/PIIS0140-6736(97)11096-0.pdf
Ziv, S. (2015).
Andrew Wakefield, father of the anti-vaccine movement, responds to the current measles outbreak for the first time.
Retrieved from http://www.newsweek.com/2015/02/20/andrew-wakefield-father-anti-vaccine-movement-sticks-his-story-305836.html
.
Cognitive Biases and Effects You Should Know AboutKevlin Henney
Presented at NDC 2011 in Oslo (8th June 2011)
Video available at http://www.everytalk.tv/talks/678-NDC-Cognitive-Biases-and-Effects-You-Should-Know-About
In software development, developers, architects and managers often like to think of themselves as rational and clear thinking, not prone to the chaotic and contradictory thinking they see at home, in politics or in the world of business. Although it is possible to get further from the truth than this, it is not likely.
Those involved in software development are just as human as people in other walks of life, and are just as subject to the cognitive biases and effects that skew, truncate and bypass clear thinking. The effects on rationality affect everything from testing to estimation, from programming to project delivery. It is easier to see and react to these effects in yourself and others when you know what some of them are.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
2. In-class writing:
Think of all the decisions you’ve made relative to
scientific or health-related issues.
Then take 5 minutes and write about something
you’ve decided is too risky to do or not do, and
one thing you’ve decided is not risky enough to
stop doing, regardless of a certain amount of
scientific consensus about the its riskiness. What
factored into your decision?
3. What some scientists (and science communicators) imagine the
problem to be: the public just doesn’t understand science, owing to
lack of education, etc.
4. But despite public perceptions, most people who refuse to vaccinate their
children hold college degrees. And the most polarized in their support for or
denial of climate change are the most highly educated of both of these groups
(source: American Scientist).
5. More typically, resistance to scientific arguments has to do with values. People
resist scientific arguments that they perceive to be hostile to their values, often
because scientists themselves are perceived as having no values.
This leads to various manifestations of socially/culturally motivated “identity-
protecting cognition”:
• self-misinformation
• searching for information that corresponds with already-held beliefs
• biased assimilation of information (”myside” or confirmation bias)
• “backfiring” and retrenchment into original position when presented with
information
8. Question for discussion:
What does this mean for people communicating
science? What strategies might science
communicators use to effectively convey
contentious ideas?
