This document discusses different types of evidence that can be used to support arguments and claims. It begins by defining evidence as credible facts or information used to support an assertion. It then examines several types of evidence in detail, including statistical evidence, testimonial evidence, anecdotal evidence, analogical evidence, and physical evidence. For each type, it provides examples, discusses strengths and weaknesses, and considers how they can be effectively used or pitfalls to avoid. Throughout, it emphasizes the importance of using multiple types of high-quality evidence to substantiate claims.
Fact and Opinion - Junior High School English 9 (Powerpoint Presentation)Anjenette Columnas
A Powerpoint Presentation about Fact and Opinion in the English Subject. I'm now a professional teacher and this powerpoint presentation was used during my teaching demonstration in Sicayab National High School.
This is a lesson about what is faulty logic, unsupported facts and emotional appeal. In this lesson, learners will be able to develop their reasoning and thinking skills. After accomplishing this, the learners will learn the moral value of being wise.
Fact and Opinion - Junior High School English 9 (Powerpoint Presentation)Anjenette Columnas
A Powerpoint Presentation about Fact and Opinion in the English Subject. I'm now a professional teacher and this powerpoint presentation was used during my teaching demonstration in Sicayab National High School.
This is a lesson about what is faulty logic, unsupported facts and emotional appeal. In this lesson, learners will be able to develop their reasoning and thinking skills. After accomplishing this, the learners will learn the moral value of being wise.
Lesson 3 Separation of Fact From FictionObjectives· Define .docxSHIVA101531
Lesson 3: Separation of Fact From Fiction
Objectives
· Define peer review
· List the characteristics of an intelligent consumer
· Explain why people are vulnerable to quackery
· Explain how the scientific method is used to determine health-related facts
· Explain how to evaluate sources of health information
· Explain and analyze the issue of conflict of interest in clinical research
It is difficult to be an informed consumer in today's world with all the sources of information that bombard us daily. The first two chapters of our text, Barrett,
Jarvis, Kroger and London (2007) review some of the major issues and list some
characteristics of an intelligent consumer. Test your consumer IQ and take the
consumer health profile on page 13. You may post your comments about these assessments on the discussion board.
The Scientific Method
In Chapter 2 there is a discussion about how to find reliable sources of health
information. The authors have rated some popular magazines and other periodicals.
Also in Chapter 2 there is an important discussion about the scientific method. This course is based on the assumption that the scientific method is valid. In the area of consumer health, services and products must be studied by following the scientific method in order to know if they are of any use. Health services and products must be subject to scientific scrutiny.
An understanding of the scientific method is crucial in so many ways. It helps us
separate fact from fiction. It can also give us an approach to problem solving and therefore, critical thinking. It helps us to ask questions about new treatments and products. It gives us a skeptical, or should I say, questioning view about what we are told. Knowing about the scientific method makes us want to see the proof before we accept a statement.
In epidemiology we learn about various ways to go about studying the relationship
between a factor (like cigarette smoking) and a disease (like lung cancer). When scientists begin to study a relationship like this they need to have a "wait and see" attitude about the findings. They need to go into the research with no bias or at least put aside that bias. When the cigarette companies funded the research they found no relationship between cigarettes and lung cancer. When the government began to fund the studies they found a very strong relationship. It is important to know where the funding is coming from in the various studies. The most reputable journals have a policy on conflict of interest stating that authors must disclose any
conflict of interest that might taint the study. That is also why articles are peer reviewed; so that other scientists can check their colleagues' work.
Conflict of Interest in Health Research
There has been a great deal of discussion about the effect of corporate funding of health research lately. The reason being that since the mid-70's government funding for health research declined and private funding increased. (Blumentha ...
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. .
THE NEED FOR EVIDENCE Almost all reasoning we encounter includes bel.docxkailynochseu
THE NEED FOR EVIDENCE Almost all reasoning we encounter includes beliefs about the way the world was, is, or is going to be that the communicator wants us to accept as “facts.” These beliefs can be conclusions, reasons, or assumptions. We can refer to such beliefs as factual claims. The first question you should ask about a factual claim is, “Why should I believe it?” Your next question is, “Does the claim need evidence to support it?” If it does, and if there is no evidence, the claim is a mere assertion, meaning a claim that is not backed up in any way. You should seriously question the dependability of mere assertions! If there is evidence, your next question is, “How good is the evidence?” To evaluate reasoning, we need to remember that some factual claims can be counted on more than others. For example, you probably feel quite certain that the claim “most U.S. senators are men” is true, but less certain that the assertion “practicing yoga reduces the risk of cancer” is true. Because it is extremely difficult, if not impossible, to establish the absolute truth or falsity of most claims, rather than asking whether they are true, we prefer to ask whether they are dependable. In essence, we want to ask, “Can we count on such beliefs?” The greater the quality and quantity of evidence supporting a claim, the more we can depend on it, and the more we can call the claim a “fact.” For example, abundant evidence exists that George Washington was the first president of the United States of America. Thus, we can treat that claim as a fact. On the other hand, there is much conflicting evidence for the belief “bottled water is safer to drink than tap water.” We thus can’t treat this belief as a fact. The major difference between claims that are opinions and those that are facts is the present state of the relevant evidence. The more supporting evidence there is for a belief, the more “factual” the belief becomes. Before we judge the persuasiveness of a communication, we need to know which factual claims are most dependable. How do we determine dependability? We ask questions like the following: What is your proof? How do you know that’s true? Where’s the evidence? Why do you believe that? Are you sure that’s true? Can you prove it? You will be well on your way to being among the best critical thinkers when you develop the habit of regularly asking these questions. They require those making arguments to be responsible by revealing the basis for their arguments. Anyone with an argument that you should consider will not hesitate to answer these questions. They know they have substantial support for their claims and, consequently, will want to share their evidence in the hope that you will learn to share their conclusions. When people react to simple requests for evidence with anger or withdrawal, they usually do so because they are embarrassed as they realize that, without evidence, they should have been less assertive about their beliefs. When we regula.
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Case Study Hereditary AngioedemaAll responses must be in your .docxcowinhelen
Case Study: Hereditary Angioedema
All responses must be in your own words. Answers that have been copied and pasted will not receive credit.
1. Translate “angioedema”. [Note: I am not looking for a description of the disorder. Rather, I would like you to translate the medical term itself.]
2. The complement system is described as a ‘cascade system’. How does the system fit into this description of being a cascade? [Suggestion: Google the definition of cascade, then think about the complement system in light of the definition]
3. Is complement involved in the innate, or the adaptive immune system, or both? Please explain you answer.
4. What role does C1INH play in the complement system? Why is it so important?
5. What was the physiologic cause of Richard’s abdominal pain?
6. How can one distinguish the swelling of HAE from the swelling of allergic angioedema?
7. What is bradykinin’s role in HA?
8. Do you think Richard’s infancy colic was related to his HA? No need to research this. Just use your intuition. Explain your thinking.
9. What is typically used to treat attacks of HAE?
10. Swelling in the extremities is not dangerous. What other areas of the body are subject to swelling? What is the most dangerous location for swelling to occur and why is it the most dangerous?
2018
BUS 308 Week 2 Lecture 1
Examining Differences - overview
Expected Outcomes
After reading this lecture, the student should be familiar with:
1. The importance of random sampling.
2. The meaning of statistical significance.
3. The basic approach to determining statistical significance.
4. The meaning of the null and alternate hypothesis statements.
5. The hypothesis testing process.
6. The purpose of the F-test and the T-test.
Overview
Last week we collected clues and evidence to help us answer our case question about
males and females getting equal pay for equal work. As we looked at the clues presented by the
salary and comp-ratio measures of pay, things got a bit confusing with results that did not see to
be consistent. We found, among other things, that the male and female compa-ratios were fairly
close together with the female mean being slightly larger. The salary analysis showed a different
view; here we noticed that the averages were apparently quite different with the males, on
average, earning more. Contradictory findings such as this are not all that uncommon when
examining data in the “real world.”
One issue that we could not fully address last week was how meaningful were the
differences? That is, would a different sample have results that might be completely different, or
can we be fairly sure that the observed differences are real and show up in the population as
well? This issue, often referred to as sampling error, deals with the fact that random samples
taken from a population will generally be a bit different than the actual population parameters,
but will be “close” enough to the actual.
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Cons Of Abortion Essay. Missouri latest state to move to restrict abortion lawsLisa Cartagena
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This is a highly engaging unit about the effects of information overload in our modern world. The lessons include illustrations, discussion questions, video clips and article hyperlinks, research prompts, quick writes, and other activities.
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This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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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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. What does evidence look like?
When we read a persuasive text, we must read very closely to ensure that the
arguments that are presented include very specific, credible evidence. For example,
we should look for statistical data such as numbers and scores, analogies that
compare similar claims and solutions, quotations or testimonials supporting the
claims, or anecdotal examples that substantiate the claim.
3. What does the research say?
1.Statistical Evidence
• Statistical evidence is the kind of data people tend to
look for first when trying to prove a point. That’s not
surprising when you consider how prevalent it is in
today’s society. Remember those McDonald’s signs that
said “Over 1 billion served”? How about those Trident
chewing gum commercials that say “4 out of 5 dentists
recommend chewing sugarless gum”? Every time you use
numbers to support a main point, you’re relying on
statistical evidence to carry your argument.
4. What do you think?
Use your imagination
What are some possible types of
statistical evidence for these
products or events?
Monster Energy Drinks
Global warming
Graduation rates
Bayer Asprin
5. Some of the strongest evidence that can support a claim is based on
scientific studies. For example, a 2008 study by John Hopkins
University Medical Center of four advertised weight loss programs
found that Weight Watchers was the most successful with
participants losing an average of twelve pounds after one year in the
program. If a study such as this can be replicated by other studies, the
results become even more powerful evidence to support a claim.
6. It seems like research findings on topics such as health come out every few days.
One week a study suggests that getting only six hours of sleep at night does not
have any harmful effects. The following week a new study indicates that getting
six hours or less of sleep at night is related to weight gain caused by the body’s
desire to eat more carbohydrate snacks to make up for the energy burned by the
extra two hours of being awake each day. What are we to believe? How do we
sort out the facts and determine which information is reliable?
7. Discussion
• What should you do when you find conflicting
evidence from two different scientific studies about
the same topic?
• Why might research studies come up with different
results?
8. How is a systematic review of the research on a topic
different from one study that examines the effect of
exercise on heart disease?
Which approach should be trusted as providing the
most accurate research findings about a topic?
Discussion
9. At the bottom of this pyramid is the weakest evidence that can be used to
support an argument or claim. Anecdotal reports are personal cases or
observations of an event that cannot be generalized to a larger population.
However, conducting a review of many research studies, meta-analysis, is the
most powerful way to prove a cause and effect relationship between events.
Why would this type of evidence be at the top of the pyramid?
10. How much research evidence should we see before we
consider believing the results of research studies and
changing our behavior based on the new evidence?
11. If research studies contradict each other, how do we
determine the truth? How much evidence do we need
to negate one side of the disagreement?
12. Is this enough evidence to prove
the claim on the right side? How
much more proof would you need?
13. Some studies measure relationships between two
events to see if one is significantly related to the other.
Many research studies are designed to see if one action,
such as eating a diet high in sugar and saturated fat, is
directly related to higher illness rates such as heart
disease. If the study shows that people who eat such a
diet have much higher rates of heart disease than people
who eat low sugar and low saturated fat diets, the
researchers may conclude that there is a high
correlation between the two events.
14. While such correlations suggest that one event
may cause the other, scientists cannot
conclude that high sugar and high fat diets
definitely cause heart disease. Correlations are not
direct proof of cause and effect.
15. Is it likely that organic food causes autism?
Are there any other reasons that both events
increased at a similar rate during the last 10 years?
16. Use of correlation as scientific evidence
Much of scientific evidence is based upon a correlation of
variables that are observed to occur together. Scientists
are careful to point out that correlation does not
necessarily mean causation. The assumption that A
causes B simply because A correlates with B is often not
accepted as a legitimate form of argument.
17. Correlation data my be a valid argument.
However, sometimes people commit the opposite
fallacy – dismissing correlation entirely, as if it
does not suggest causation at all. This would
dismiss a large swath of important scientific
evidence. Since it may be difficult or impossible to
run controlled double-blind studies, correlational
evidence from several different angles may be the
strongest causal evidence available.
18. For example, heart disease may be caused by many
factors including lack of exercise, diabetes, obesity,
stress, cholesterol, and saturated fats. In fact, most
complex events like heart disease are difficult to study
because each possible causal factor has to be considered
a possible variable that can cause heart disease. If all of
the significant variables are considered in a research
study, the correlations of these variables with heart
disease can lead to powerful scientific information. In the
end, correlation can be used as important evidence for a
cause-and-effect relationship between a treatment and
benefit, a risk factor and a disease, or a social or
economic factor and various outcomes.
19. Discussion
• Let’s examine some common correlations that we could make. We could
observe that more traffic accidents occur on rainy days.
• If we find that the number of accidents increases when we have a heavy rain
season, we could say that increased rainy days is correlated with increased
traffic accidents. While there could be a strong correlation, it does not prove
that rain causes more accidents. In fact, research does not support rain as a
cause of more accidents.
• Meet in small groups and see if you can come up with two events that you
might predict are correlated with each other. Remember, they can seem to be
occurring at the same time and, therefore, be correlated but still have no cause
and effect relationship. More ice cream is sold during the summer and more
people get sunburned during the summer, but that does not mean that eating
ice cream causes sunburns.
20. Groups Report Back to the Class
•Share the possible correlation that you
developed between two events.
•Does this correlation seem plausible or
ridiculous?
21. What do the experts say?
2. Testimonial Evidence
• Testimonial evidence is another type of evidence that is
commonly turned to by people trying to prove a
point. Commercials that use spokespersons to testify
about the quality of a company’s product, lawyers who
rely on eye-witness accounts to win a case, and
students who quote an authority in their essays are all
using testimonial evidence.
22. Stand and Deliver
Who can give us a testimonial about one of these?
iPhone
In N Out Burgers
Starbucks Coffee
Del Taco
Shopping at Stater Bros. Market
Frosted Flakes
Nike tennis shoes
23. Is all testimonial evidence of equal value?
• What is the difference between strong
testimonial evidence and weak testimonial
evidence?
• Why should we believe what others say about a
product or event?
• How is eye witness testimony used by our justice
system?
• Are there problems with using eye witness
testimonial evidence?
24. Why are these effective uses
of testimonial evidence?
25. Are these types of testimonials good evidence that
the products are superior and worth buying? Why?
32. What does this study suggest about the
reliability of eye witness testimony?
On the next slide test your eye witness skills.
33. You just witnessed a bank robbery in which the
robber pointed his gun at you for a few seconds
before he ran out of the bank.
Look at the following suspects
for a few seconds. The man on
the right is the robber.
41. Do personal observations
support the claim?
3. Anecdotal Evidence
• Often dismissed as untrustworthy and meaningless,
anecdotal evidence is one of the more underutilized
types of evidence. Anecdotal evidence is evidence
that is based on a person’s observations of the
world. It can actually be very useful for disproving
generalizations because all you need is one example
that contradicts a claim.
42. If eight people you know swear that a new product
produces hair on bald males, can we generalize that
success to most males?
43. Be careful when using this type of evidence
to try and support your claims. A few
examples of high school graduates that have
perfect grammar does NOT prove that ALL
high school graduates have perfect
grammar. All the anecdotes can do is
disprove the claim that all high school
graduates have terrible grammar.
44. You CAN use this type of evidence to support
claims, though, if you use it in conjunction with
other types of evidence. Personal observations can
serve as wonderful examples to introduce a topic
and build it up – just make sure you include
statistical evidence so the reader of your paper
doesn’t question whether your examples are just
isolated incidents.
45. What is Anecdotal Evidence?
•Generalizing from anecdotal examples to
a larger population
•Citing examples from your personal
experience and observations
•“I’ve met a few people who were from
Australia and they were very rude. I would
never visit that country because I don’t
like the people.”
46. Use Your Imagination
• Create an anecdote or personal observation about a
situation and solution that seems to work very well. Use
one of the following topics:
• Hunger in America
• Homework Overload
• Gang Violence
• Internet bullying
47. Do similar situations provide evidence?
4. Analogical Evidence
• The last type of evidence is called analogical
evidence. It is also underutilized, but this time for a
reason. Analogies are mainly useful when dealing with
a topic that is under-researched. If you are on the
cutting edge of an issue, you’re the person breaking
new ground. When you don’t have statistics to refer to
or other authorities on the matter to quote, you have to
get your evidence from somewhere. Analogical
evidence steps in to save the day.
55. Can you write an analogy between a
teenager’s bedroom and a landfill?
Teenager’s Bedroom Landfill
56. Can you write an analogy between a
drill sergeant and a PE teacher?
Drill Sergeant PE Teacher
57. Can you write a simple analogy
comparing homework to a mountain?
Homework mountain
58. •Take the following example: You work for a
company that is considering turning some
land into a theme park. On that land there
happens to be a river that your bosses think
would make a great white-water rafting
ride. They’ve called on you to assess whether
or not that ride would be a good idea.
59. • Since the land in question is as yet undeveloped,
you have no casualty reports or statistics to refer
to. In this case, you can look to other rivers with
the same general shape to them, altitude,
etc. and see if any white-water rafting casualties
have occurred on those rivers. Although the rivers
are different, the similarities between them should
be strong enough to give credibility to your
research. Realtors use the same type of
analogical evidence when determining the value
of a home.
• When you use analogies to support your claims,
always remember their power.
60. 5. Physical Evidence
In review, we need to remember how evidence
such as statistics, testimonials, anecdotes, and
analogies can be used as strong or poor evidence
to support a claim. In addition, we can look at
concrete forms of evidence such as documents,
records, electronic messages, collected data,
fragments, DNA, and artifacts.
61. Physical evidence is one of the strongest types of
evidence that can be used in an argument.
62. In recent years, technology has enabled investigators to
make strong connections between DNA found at a crime
scene and possible suspects.
63. Collecting data and documents from various
sources is a critical part of criminal investigations.
64. A thorough analysis of physical evidence at the crime
scene is a great starting place for investigators.
65. In today’s world, public places often have
surveillance cameras that can provide
valuable information.
66. Class Discussion
• Let’s consider a hypothetical situation. Suppose that two
masked attackers entered a mall and began shooting
randomly at the crowd. Within minutes the police arrived
and killed one of the attackers. The second suspect
escaped carrying several weapons including an AK 47
assault rifle.
• If you were the lead investigator, what would be your
strategy to develop a comprehensive plan for
apprehending and convicting the perpetrators of the
attack? What types of evidence would you look for at the
crime scene and beyond? What kind of questions would
you formulate to guide your investigation?
67. Quick Write
Write a paragraph detailing the
kind of evidence that you believe
would be the most important in
this investigation. Explain why
you chose this type of evidence.
68. Reread this crime scene as you write your
analysis of the type of evidence you would
collect to solve this crime.
• Let’s consider a hypothetical situation. Suppose that two
masked attackers entered a mall and began shooting
randomly at the crowd. Within minutes the police arrived
and killed one of the attackers. The second suspect
escaped carrying several weapons including an AK 47
assault rifle.
• If you were the lead investigator, what would be your
strategy to develop a comprehensive plan for
apprehending and convicting the perpetrators of the
attack? What types of evidence would you look for at the
crime scene and beyond? What kind of questions would
you formulate to guide your investigation?
69. Be sure to focus on the details
of the writing assignment.
Write a paragraph detailing the
kind of evidence that you believe
would be the most important in
this investigation. Explain why
you chose this type of evidence.
70. What kind of evidence did you write
about in your crime scene analysis?
71. Let’s examine the kind of evidence that Investigators
collected to determine that Al Qaeda terrorists planned
and carried out the attack on the World Trade Center
Twin Towers. Looking at past behavior patterns and Jihad
motives offered useful evidence.
72. Al Qaeda has made over twenty terrorist attacks in
major cities during the last sixteen years.
73. Does the history of Al Qaeda attacks against the United
States and its allies provide a motive that ties Al
Qaeda to the 9-11 attacks?
74. During the 9-11 attack investigation, the FBI identified some of the Al Qaeda
terrorists who participated in the attack. Does the identification of these Al
Qaeda members provide supporting evidence to the FBI claim that Osama Bin
Laden sent terrorists to attack America on September 11, 2001?
75. Read about the following crime and prepare to determine what kind of
evidence would be important to help find the perpetrator.
On Tuesday afternoon, a ten year old boy was walking home from
school but never arrived. A neighborhood mother reported seeing a
dark blue van driving through the field near the path that the student
uses to walk home. Later that night, a telephone call was made to the
boy’s mother. The mysterious, gravelly voice demanded one million
dollars for the return of the child. Two days later the ransom was paid
and the child returned to his family. The detectives need to collect as
much evidence as possible in order to identify and convict the kidnaper.
Make a list of the methods you will use to gather
evidence. Identify the types of evidence that
would be important. Consider all avenues that
might lead to valuable information in this case.
76. Independent Research Assignments
The following five assignments require
students to use the internet to gather
and analyze evidence collected in
major criminal cases. Hyperlinks are
provided for easy access to the
recommended websites.
77. What type of evidence was used in the
following criminal cases?
List and describe the evidence that
was collected and used to support
the conviction of suspects in the
following cases.
When you google for your information, begin
with this phrase, “evidence used to convict
________________(full name of the serial killer).
78. Unabomber: Ted Kaczynski
Access online sources and
create a list of the evidence
that was used to identify and
convict Ted Kaczynski.
79. The Night Stalker: Richard Ramirez
Access online sources and
create a list of the
evidence that was used to
identify and convict
Richard Ramirez.
80. Son of Sam: David Berkowitz
Access online sources and
create a list of the evidence
that was used to identify and
convict David Berkowitz.
81. Meet in Small Groups
Use your notes and present the evidence
that was used to convict the serial
killers.
Which evidence do you think was the
most powerful in convicting these
killers?
82. Boston Marathon Bombing Case
Use the following sources to identify evidence that was
collected and used to prosecute Djohar Tsarnaev. Create
a written outline of the most important evidence.
• http://thedesk.matthewkeys.net/bostonbombing/
• https://www.bostonglobe.com/metro/2015/04/07/critical-pieces-
evidence-marathon-bombing-
trial/nwAc6xKBG3gKckuVFOT3lN/story.html
83. Meet in Small Groups
• Use your notes and share the evidence that was reviewed on the
websites.
• Which types of evidence seemed to be the most important in
determining the guilt of the two suspects?
• After reviewing this evidence, do you believe the government’s
explanation that the two brothers committed this crime because they
were radicalized, Islamic terrorists?
• Do you believe that the brothers were part of a larger American
government conspiracy? If so, what evidence supports that view?
84. Sandy Hook Elementary School Shooting
Was it a conspiracy to take away the 2nd Amendment
rights to have guns?
• http://www.snopes.com/politics/guns/newtown.asp
• This site examines the claim that the school massacre was a hoax staged by
actors.
• Review the analysis of evidence provided on this website and determine if
the evidence supports the claim that the attack was a hoax.
• Write a review of the information and discuss how the evidence supports or
fails to support the hoax claim.
85. Meet in Small Groups
• Use your notes and share the evidence that was reviewed on the
websites.
• Which types of evidence seemed to be the most important in
determining the guilt of the primary suspect?
• After reviewing this evidence, do you believe the government’s
explanation that the suspect committed this crime because he was
a disturbed young man who had connections to the school?
• Do you believe that the crime was part of a larger American
government conspiracy? If so, what evidence supports that view?