For both my research checks and my Critical Thinking class, I have been researching medical conspiracies. I am interested in learning about the arguments people make for this and against this. From my critical thinking class, I want to learn what fallacies and illogical arguments are being made as well. I have found out that there are 6 main fallacies that exist currently. One is that people believe the government wants to dump dangerous waste into our water systems under the guise of "water fluoridation". Another is how people believe the government intentionlly infected African Americans with HIV. The third one is people believing that vaccines cause autism and the government knows this. The fourth is that our government is keeping back the cure for cancer so they profit out of it. The 5th is that the government performed illegal experiments on people. And the sixth is that cell phones cause cancer.
I am more interested in learning about, "The Medical Establishment Wants to Keep us Sick" though. There are many conspiracies out there that say the medical establishment gives us medicine we don't need, they purposefully leave something in us so we can come back for another checkup, and also that they withhold cures from us. I will be conducting more research on this.
Sunday, November 30, 2014
Thursday, November 13, 2014
Blog 10 - EQ
Content
1. Review this. Confirm by stating "I reviewed the rule of three for writing an EQ."
Essential Question
Once a topic is chosen, the student will develop a working essential question. The purpose of the working essential question is to help the student build a strong foundation of research which will allow him or her to create an essential question that encourages depth and rigor in the chosen topic. An essential question must:
No. Because it does not have a clear stance you can argue for
b. What is most important to securing a conviction in a criminal investigation?
Yes. You can research this. You can take a stance. Wording makes sense.
c. What is most important in creating a hairstyle that best satisfies a customer?
No. It is too specific.
d. How can an anesthesiologist best treat chronic pain?
Yes. It is researchable. You can argue a point. It makes sense.
3. Based on your review of the rule of 3 and your experience with assessing four EQs, please write another draft EQ for your senior project. The senior team will be meeting with students shortly for EQ revision and approval; you are expected to bring your research notebook to that meeting with your EQ draft written inside in pencil.
How can a cardiologist effectively combat cardiovascular disease?
1. Review this. Confirm by stating "I reviewed the rule of three for writing an EQ."
Essential Question
Once a topic is chosen, the student will develop a working essential question. The purpose of the working essential question is to help the student build a strong foundation of research which will allow him or her to create an essential question that encourages depth and rigor in the chosen topic. An essential question must:
- Provide a framework for studies (It calls for breadth and depth of research, Is not a yes/no question)
- Take a stance (It allows you to argue some point, Cannot be a recitation of facts or a list)
- Format (It is specific, The wording makes sense)
- Tell us if each meets the rule of three.
- Tell why they do or don't.
No. Because it does not have a clear stance you can argue for
b. What is most important to securing a conviction in a criminal investigation?
Yes. You can research this. You can take a stance. Wording makes sense.
c. What is most important in creating a hairstyle that best satisfies a customer?
No. It is too specific.
d. How can an anesthesiologist best treat chronic pain?
Yes. It is researchable. You can argue a point. It makes sense.
3. Based on your review of the rule of 3 and your experience with assessing four EQs, please write another draft EQ for your senior project. The senior team will be meeting with students shortly for EQ revision and approval; you are expected to bring your research notebook to that meeting with your EQ draft written inside in pencil.
How can a cardiologist effectively combat cardiovascular disease?
Monday, November 3, 2014
Blog 9: Lesson 1 Reflection
Content:
1. Positive Statement
What are you most proud of in your Lesson 1 Presentation and why?
1. Positive Statement
What are you most proud of in your Lesson 1 Presentation and why?
I am really glad that I was able to mention and fulfill the requirements to the rubric for the Lesson Plan. The reason is because I was on a such a tight schedule because I was studying for my critical thinking midterm which made it hard for me to work on this, but thank God I was able to still work on it.
2. Questions to Consider
a. What assessment would you give yourself on your Lesson 1 Presentation (self-assessment)?
AE P AP CR NC
2. Questions to Consider
a. What assessment would you give yourself on your Lesson 1 Presentation (self-assessment)?
AE P AP CR NC
P.
b. Explain why you deserve that grade using evidence from the Lesson 1 component contract.
I fulfilled all the requirements that the contract asked for. Had I spoken in a more confident and fluid (smooth) way, I believe the AE would be fair to ask for.
3. What worked for you in your Lesson 1?
b. Explain why you deserve that grade using evidence from the Lesson 1 component contract.
I fulfilled all the requirements that the contract asked for. Had I spoken in a more confident and fluid (smooth) way, I believe the AE would be fair to ask for.
3. What worked for you in your Lesson 1?
The articles I chose (Angina, Atherosclerosis, and Coronary Artery Disease) and talking about my mentorship.
4. (What didn't work) If you had a time machine, what would you have done differently to improve your Lesson 1?
4. (What didn't work) If you had a time machine, what would you have done differently to improve your Lesson 1?
Prepare more and rehearse a few times beforehand. And talk more confidently, relaxed, and smoothly.
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