What do you think this image is saying? Can you relate to it personally in any way? What is your opinion of its message?
Tell us in the comments, then read the related article to learn what this illustration is all about.
Find many more ways to use our Picture Prompt feature in this lesson plan.
noun: use of physical or mental energy; hard work
noun: concluding state of pregnancy; from the onset of contractions to the birth of a child
verb: work hard
_________
The word travail has appeared in 122 articles on NYTimes.com in the past year, including on March 5 in “Carlos Ghosn, Former Nissan Chairman, Nears Release From Jail” by Ben Dooley:
Carlos Ghosn, the high-profile auto executive whose legal travails have riveted Japan and global investors, is poised to leave jail after a court granted his latest request for bail.
A Tokyo judge approved Mr. Ghosn’s request midday Tuesday, ordering bail at 1 billion yen, or almost $9 million, and hours later he refused prosecutors’ arguments that Mr. Ghosn should not be freed. Prosecutors have repeatedly sought to keep Mr. Ghosn behind bars until trial.
_________
Note: Here is how to access our complete collection of Weekly News Quizzes for Students.
How can we get teenagers to pay attention to the news? After all, if we want them to actively participate in a democratic society and be informed citizens of a complicated world, they must have a sense of what’s going on right now, both at home and abroad.
Teachers are no strangers to this goal, and they’ve enlisted a whole range of strategies to get students to stay informed, including Current Events Friday, research projects on modern-day issues of injustice and simulations like Mock Congress. And with growing fears about global misinformation campaigns and unreliable news feeds, helping young people develop healthy news habits feels increasingly urgent.
We have many resources on The Learning Network to help, of course. Features like our Student Opinion questions and our Articles of the Day invite students to engage with important events and issues daily, and our lesson plans offer guidance for teaching with news across the curriculum. But perhaps the feature that most efficiently tackles this goal is our Weekly News Quiz for Students.
The Learning Network has published a regular news quiz for students for nearly our entire 20-year history. For instance, check out this quiz from our old site, published in October 2009, back when Hillary Clinton was secretary of state, and safety experts worried that hybrid cars were too quiet.
But even before The Learning Network was created, The Times found ways to quiz students on the news. Here are three questions from a news quiz published in the Feb. 5, 1968, edition of The School Weekly, a paper The Times sent into classrooms in the late 1960s. Can you get any of them right? (Answers, as well as links to related Times reporting, appear at the end of this post.)
These days, we publish a fresh quiz every Tuesday morning, featuring 10 interactive, multiple-choice questions that draw from the most important or interesting national and global news of the week.
Here’s how the quiz works, and how you might use it.
Start with a “mystery photo”:
Each week’s quiz starts the same way: “Above is an image related to one of the news stories we followed this past week. Do you know what it shows?”
The photo you see here illustrated our April 16, 2019, quiz. Can you guess what it had to do with the news that week? (Hint: It’s from this article, which begins, “Astronomers announced on Wednesday that at last they had captured an image of the unobservable.”)
Students have to complete the quiz each week before they can see the original photo caption and a link to the article.
One way to engage students? Before you show them the photo we’ve chosen, ask them what event from the week they might choose to illustrate for the mystery picture if they were the news quiz editor. (Students who are regular Times readers might even be able to suggest specific images.)
Next, answer nine interactive questions about that week’s news:
The first nine questions of our 10-question quiz test students about the news — but not just front-page or hard-news stories. We also focus on sports, culture, business and science happenings that we think informed students are likely to know about.
To craft the quiz, we take original Times reporting and remove a key word or term to make a fill-in-the-blank multiple choice question. We always provide a photo to add greater context.
Once students select an answer, not only do they immediately find out if they answered correctly, but they also see a brief explainer that provides background on the news story — context pulled directly from Times reporting. Each links to the original article so students can learn more.
And, to inject a note of friendly competition, students instantly find out how they did on each question compared with other quiz-takers.
Invite your students to experiment with different news habits to see which practices best prepare them for the weekly quiz. For example, one week they could watch, or listen to, 10 minutes of a morning news show before school. Another week, they could scroll through the headlines on the NYT app on their phones, even if they don’t have a subscription. Or, they could sign up for The Times’s free Morning Briefing emails. After a few weeks, students can reflect on which news habit seems most effective at keeping them up-to-date on current events.
Spot the “fake news” headline in our 10th question:
Every week, Question 10 of our News Quiz asks students to read four headlines and identify which one is not from The Times, but is, instead, a headline published by the satirical news site The Onion.
Interestingly, this question reliably ranks as one of our most difficult to answer each week. Try the quiz above and see if you can figure out why. We think it’s because, in order to answer correctly, you’re forced to slow down and read very carefully. The wrong answer often seems plausible at a glance … until you realize it just can’t be true.
On the other hand, as this tweet points out, sometimes real life does imitate satire, so knowing what’s happening in the news in general will also help students sort fact from fiction.
One way students can get better at this question is simply to practice. They can use our News Quiz archive to access dozens of these questions in already published quizzes.
Finally, find out your score, and see if you were right about the mystery photo:
When students complete the quiz, they get a final score. They also get the promised reveal for the “mystery photo.”
If they’re looking for more of a challenge, we also invite them to try their hand at The Times’s other weekly news quiz … for adults.
__________
• Take our News Diet Challenge.
In 2017, we challenged students to do a 24- to 48-hour “news audit” to analyze what news they got on a regular basis, and where and how they accessed it. We then asked them to experiment with their “news diets” and make them more healthy, via exploring a variety of sources, kinds of content and platforms that might address anything they’d identified they were lacking.
Finally, we challenged them to write an essay or create a video to reflect on what they found. The video above, by Emma Claire Lisk, was one of several that won. You can see more, and read some winning essays, in “10 Things We Learned About Teenagers and the News: The Results of Our Student ‘News Diet’ Challenge.” If you’re a teacher or student who would like to try the challenge yourself, check out our lesson plan, “Improving Your ‘News Diet’: A Three-Step Lesson Plan for Teenagers and Teachers.”
• See how well you remember a year, or years, of news.
Every December we publish a special quiz that asks questions about the 50 top news events of the year — and, of course, links back to Times reporting about those events. How many can you get right from 2018?
And since we have quizzes that cover every important event since Jan. 1, 2000, how far back in time can you go and still ace most questions?
Facial recognition is a technology that uses statistical measurements of people’s facial features to digitally identify them in photos, videos or real-time.
Have you ever used any kind of facial recognition technology — say, to verify your identity at the airport, unlock your smartphone, sort and tag photos online, or anything else?
What are your thoughts on it? Does it excite you or creep you out? How would you feel if the police and other government agencies were to use this technology in your community? Why?
In “San Francisco Bans Facial Recognition Technology,” Kate Conger, Richard Fausset and Serge F. Kovaleski write about why the city has decided to outlaw its use by law enforcement:
San Francisco, long at the heart of the technology revolution, took a stand against potential abuse on Tuesday by banning the use of facial recognition software by the police and other agencies.
The action, which came in an 8-to-1 vote by the Board of Supervisors, makes San Francisco the first major American city to block a tool that many police forces are turning to in the search for both small-time criminal suspects and perpetrators of mass carnage.
The authorities used the technology to help identify the suspect in the mass shooting at an Annapolis, Md., newspaper last June. But civil liberty groups have expressed unease about the technology’s potential abuse by government amid fears that it may shove the United States in the direction of an overly oppressive surveillance state.
Aaron Peskin, the city supervisor who sponsored the bill, said that it sent a particularly strong message to the nation, coming from a city transformed by tech.
“I think part of San Francisco being the real and perceived headquarters for all things tech also comes with a responsibility for its local legislators,” Mr. Peskin said. “We have an outsize responsibility to regulate the excesses of technology precisely because they are headquartered here.”
But critics said that rather than focusing on bans, the city should find ways to craft regulations that acknowledge the usefulness of face recognition. “It is ridiculous to deny the value of this technology in securing airports and border installations,” said Jonathan Turley, a constitutional law expert at George Washington University. “It is hard to deny that there is a public safety value to this technology.”
There will be an obligatory second vote next week, but it is seen as a formality.
Similar bans are under consideration in Oakland and in Somerville, Mass., outside of Boston. In Massachusetts, a bill in the State Legislature would put a moratorium on facial recognition and other remote biometric surveillance systems. On Capitol Hill, a bill introduced last month would ban users of commercial face recognition technology from collecting and sharing data for identifying or tracking consumers without their consent, although it does not address the government’s uses of the technology.
Matt Cagle, a lawyer with the A.C.L.U. of Northern California, on Tuesday summed up the broad concerns of facial recognition: The technology, he said, “provides government with unprecedented power to track people going about their daily lives. That’s incompatible with a healthy democracy.”
Students, read the entire article, then tell us:
— What are some of the potential benefits of law enforcement and government having access to facial recognition technology? If it were used in your community, do you think you would feel safer? Why or why not?
— In the related video, Aaron Peskin, the city supervisor who sponsored the bill, says:
“It’s psychologically unhealthy when people know they’re being watched in every aspect of the public realm, on the streets, in parks. That’s not the kind of city I want to live in.”
Do you agree? How would you feel if you knew that every time you went out in public you were being watched and could easily be identified through this technology? How would it change your behavior?
— Studies have shown that some of the most popular surveillance systems show bias; African-Americans, women and others are more likely than white men to be incorrectly identified. What risks might these groups face if facial recognition technology were used for policing? In your opinion, how big of an issue is this bias, and why?
— Do you think it’s too early to completely ban this technology? If surveillance does have public safety value, is it irresponsible not to use it? Could a ban limit its future development and potential? Or, is outlawing it the best way to make sure it doesn’t spiral out of control?
— What other potential benefits or dangers do you foresee with the use of facial recognition technology?
— Considering all of the above, do you think the use of facial recognition technology by the police or government should be banned? If so, why? If not, what limits, if any, should be placed on its use?
In the days of old, it was that ‘personal touch’ that would make or break a political campaign. Politicians would spend their time posing for photos, making speeches on construction sites, and cuddling the babies of strangers.
But with the abundance of personal data, ripe for exploitation, no longer do politicians need to rely on getting their faces out there to influence votes.
A bit of healthy persuasion never hurt
anyone, but when it occurs at a large scale behind a closed digital curtain, the
game can feel unfair. Should laws be introduced to ensure our data is used fairly
and transparently in the democratic process?
Today, the public is confronted with targeted
political campaigning on social media, utilising voters’ personal data. Votes
can be won online, as much as they can on the campaign trail.
This introduces debates around data
privacy, and whether companies and social media platforms can sell or
distribute that information to political parties to encourage us to vote for
them.
To highlight the influence of
technology on politics, two high profile cases come to mind.
Still unfolding through the Mueller
testimony, is the alleged use of social media by Russia
to influence the US election in 2016. As detailed in US congressional hearings, Russia allegedly purchased
ads to play on racial, political and religious divisions in the US.
In the UK, the referendum in 2016 on
leaving the European Union saw Cambridge Analytica, an English political
consulting firm, purchase data from Facebook to later use for targeted adverts
to promote the leave vote.
Political parties use the electoral
register to collect the names and addresses of people who voted in previous
elections. This might be why you’ve been receiving text messages from Clive
Palmer. From there, additional data (of a more personal
nature) can then be collected from third parties, who source from online
retailers, research, mailing lists, competitions, loyalty cards, social media
platforms and other sources.
Data is analysed to understand how a person
will vote, and if it’s worth targeting them to vote for a particular party. The information we share on social media helps
advertisers and political parties choose target audiences for specific
advertising campaigns. This information includes age, marital status,
education, occupation, location, interests and shopping habits.
Facebook, for example, has a custom
audience service where advertisers can upload email addresses, phone numbers
and user IDs they already hold, into Facebook, which then targets people on the
list if the records match. That’s how political ads are served into feeds.
In the 2019 Federal Election campaign,
claims have been made of fake news spreading on social media platforms.
In April, Labor asked Facebook to remove posts about a possible policy to
introduce a “death tax” on inheritances. To counter this, a task force was set up with teams from Home Affairs,
the Department of Finance, the Australian Electoral Commission (AEC), the Australian
Federal Police (AFP) and the Australian Security Intelligence Organisation
(ASIO).
Facebook announced it would ban foreign
adverts during the election campaign and set up a fact-checking team to check
the accuracy of information posted on its platform. Twitter introduced new
rules for all political ads to be labelled showing who sponsored them.
Another threat is the rise of
“information asymmetry” with groups of voters, where messages can be received
within “echo chambers” and voters don’t get to hear other sides of the
argument.
As technology becomes increasingly capable of mining the public’s personal data, the need for greater protection will only grow stronger. It’s up to us to stay on top of the matter, and fight to maintain our free and untainted democratic process – it’s what makes Australia the lucky country after all.
Diversity and inclusion are more than buzzwords. A growing body of research shows that they are core ingredients for high-performing organizations. To be truly effective, these principles need to be reflected through authentically inclusive leadership as well as hiring practices.
In a recent article for the Harvard Business Review, Deloitte Australia’s Juliet Bourke breaks down the findings from her research on inclusive leadership. As you’ll see, she’s taking an active role in shaping how these future-focused principles are taught to the business leaders of tomorrow.
Articulating what diversity and inclusion mean in the workplace context can be challenging. Bourke and her Deloitte colleagues have sought to fill this gap. For their report “The diversity and inclusion revolution: eight powerful truths,” they surveyed over 4,100 employees about inclusion, interviewed leaders rated as highly inclusive, and reviewed academic literature on the subject.
The result is a detailed description of what inclusive leadership is all about. They identified 17 discrete sets of behaviors grouped into six traits:
The report goes beyond simply identifying these traits and digs deeper into ways that inclusive leadership can be assessed. It also lays out ways that business leaders can incorporate traits of inclusivity into their own management performance, through habits like deliberately seeking out difference and soliciting feedback through regular check-ins.
What’s the business upside of practicing an inclusive leadership style? According to Bourke and her co-authors, teams with inclusive leaders feel markedly more positive about their performance. They are 17% more likely to report that they’re high-performing, 20% more likely to say they make high-quality decisions, and 29% more likely to report collaboration on the job.
This boost isn’t just psychological, either: a 10% improvement in perceptions of inclusion boosts work attendance by almost 1 day per year per employee.
Bourke’s work on inclusivity doesn’t stop with her research at Deloitte. She’s also an author, having recently written “Which Two Heads Are Better Than One: How diverse teams create breakthrough ideas and make smarter decisions.” She is also helping tomorrow’s business leaders develop these traits through her work on the industry advisory panel for the Macquarie Global MBA degree.
With the help of Bourke’s expertise, this new, 100% online MBA gives future-focused professionals the opportunity to develop skills across six capabilities, including Leading, Strategizing, Analyzing, Influencing, Adapting, and Problem Solving. Students work in diverse, inclusive teams across these areas through online live sessions and group projects. There’s also a special focus on inclusive leadership in the Leading capability.
The Leading capability teaches ways to leverage the talent by optimizing workplace relationships and organizational structures. Like the other capabilities in the Global MBA, this is taught across four themed courses:
Throughout these courses, students develop and practice the skills they need to be effective and inclusive leaders. With the ability to guide diverse teams through today’s complex, fast-changing business world, Global MBA students will “future-proof” their own careers, as well.
The following course in Contemporary Social Problems is provided in its entirety by Atlantic International University’s “Open Access Initiative” which strives to make knowledge and education readily available to those seeking advancement regardless of their socio-economic situation, location or other previously limiting factors. The University’s Open Courses are free and do not require any purchase or registration, they are open to the public.
The course in Contemporary Social Problems contains the following:
The Administrative Staff may be part of a degree program paying up to three college credits. The lessons of the course can be taken on line Through distance learning. The content and access are open to the public according to the “Open Access” and ” Open Access ” Atlantic International University initiative. Participants who wish to receive credit and / or term certificate , must register as students.
A social or ethical issue (also called a social problem or a social illness) refers to an issue that influences and is opposed by a considerable number of individuals within a society. There are many of these issues ranging from inequality and homelessness, from abortion and capital punishment, and from war to damage to the environment; in this class we will be discussing a number in detail. The topics we will be discussing are not uniformly agreed upon, these are issues in which the popular opinion among society is divided; they are hotly debated.
The difference in society’s opinion springs from people holding different values, or what one judges to be important in life. We will be examining various viewpoints on a number of controversial contemporary issues, from people who hold different values. The goal of this course is to teach you, the student, how to critically analyze arguments and write papers in a social science context; with the hopes that you will learn to transform your own assertions and viewpoints into coherent arguments.
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In this session we will be focusing on two very different normative ethical systems known as utilitarianism and ethical formalism. Utilitarianism and formalism are often contrasted with one another based on the general type of ethical system each exemplifies. Utilitarianism is a teleological ethical system. The word teleological comes from the ancient Greek telos, meaning end or purpose. Formalism on the other hand is a deontological ethical system. Deontology comes from the Greek word deon, meaning duty. One system is concerned with ends, while the other is concerned with duty.
A teleological, or consequentialist theory holds that an action is morally right either if a person’s doing it brings about good consequences, or if the action is of a kind which, if everyone did it, would have good consequences. The consequences of one’s conduct are the ultimate basis for any judgment about the rightness or wrongness of that conduct. In either case, ultimately it is the goodness or badness of the end result of actions that make them right or wrong. In a consequentialist ethical system, the test of right and wrong actions consists in applying a standard of value to the consequences of the actions. If the consequences of someone’s doing a particular action fulfill the standard of value, then the action is therefore right.
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During prehistoric times, at the start of human history, everyone was more or less equal; that is to say, hungry. The hunter-gatherer lifestyle had a few advantages, it took relatively little labor to gather enough food, enough calories to live, and thus you had a lot of free time to do what you pleased, but it was not a lifestyle that was secure. The threat of death was imminent; you could die if there was a sudden change in climate, or if there was an animal flue that kills off your livestock. The ability to plan for and build in a response to those kinds of changes in prehistoric times was impossible.
In the period of the early civilizations, everything is poor except for the one or two palaces the kings or chiefs lived. Virtually everybody in the world was poor, if you define poverty as meaning the lack of reliable access to basic needs, whether its food or water or health technology. These things eluded 90% of the world’s population, and the average life expectancy 35 years. Virtually every community, even the most advanced, were subject to repeated famine.
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By the middle of the 19th century we see a sustained movement out of poverty for those parts of the world that were industrializing, mostly in Europe. Europe had become the center of accumulation of wealth and power, with the rest of the world progressively being submitted to its rule. The just ending slave trade had devastated Africa, and the Spanish colonization of South America had left its native population barely clinging to survival. The whole of the European imperial project in economic terms creates a vast amount of the world’s poor and is the origin of the notion of the third world. These 3rd world locations were often exploited by wealthy capitalists for their natural resources, which were then shipped off to other countries; this exploitation left in its wake intense poverty, lack of infrastructure, and massive disease burden for the native populations.
Gradually industrialization began springing up in the late 19th in other parts of the world. You see the same things you saw in Europe now in India, China, and Latin America. There is a rise in science and technology, which allows for increased agricultural productivity. With the new form of economy comes a new level of inequality never before witnessed. Fewer people are starving and yet there is still a massive underclass serving the rich, and there is still rampant poverty.
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What is homelessness? Homelessness describes the condition of people without a regular dwelling. People who are homeless are most often unable to acquire and maintain regular, safe, secure, and adequate housing, or lack “fixed, regular, and adequate night-time residence.” In 2004, the United Nations, Department of Economic and Social Affairs, defined a homeless household as: those households without a shelter that would fall within the scope of living quarters. They carry their few possessions with them, sleeping in the streets, in doorways or on piers, or in another space, on a more or less random basis.
Homelessness is a big problem in the world today. An estimated 100 million people worldwide were homeless in 2005. In western countries, the large majority of homeless are men (75-80%), with single males particularly overrepresented. In the USA, LGBT people are over-represented among homeless youth, at 39%. Modern homelessness started as a result of economic stresses in society and reductions in the availability of affordable housing. In the United States, in the 1970s, the deinstitutionalization of patients from state psychiatric hospitals was a precipitating factor in urban areas. By the mid-1980s, there was also a dramatic increase in family homelessness.
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Lesson 6: Mental Health
Mental health is a level of psychological well-being, or an absence of a mental disorder; it is the psychological state of someone who is functioning at a satisfactory level of emotional and behavioral adjustment. Mental health is not a state of blissful happiness twenty-four hours a day seven days a week; nobody has a life like that. Each of us at times feels sad, happy, anxious, afraid, etc.., being able to cope with these feelings, while handling the ordinary demands of life; this is what mental health is.
When we are mentally healthy, we maintain the ability to adapt and problem solve, our minds are flexible. A mentally healthy person can cope with change and deal with adversity and handle stress, they can deal with difficult situations when they arise. Say for instance you are late for work and your car won’t start; a mentally well person will think to maybe call a cab, or a friend, ride a bike, or maybe just stay home. They will be able to maintain their flexibility and problem solve. When someone is not mentally well they lose that flexibility and instead rely on the same problem solving strategies, or they may just run away from their problems all together.
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Lesson 7: Gender Inequality
Gender inequality refers to unequal treatment or perceptions of individuals based on their gender. It arises from differences in socially constructed gender roles as well as biologically through chromosomes, brain structure, and hormonal differences. Gender inequality stems from distinctions, whether empirically grounded or socially constructed.
Men and women are not equal in some respects, and that is a good thing. In humans, biological sex is determined by five factors present at birth: the presence or absence of a Y chromosome, the type of gonads, the sex hormones, the internal reproductive anatomy (such as the uterus in females), and the external genitalia. People with various sex characteristics that do not allow them to be distinctly identified as male or female are intersex. People whose internal experience that differs from their biological sex are transgender or transsexual. Males on average weigh more and are taller than females.
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Lesson 8: U.S. incarceration, The War on Drugs
The incarceration rate in the United States of America is the highest in the world. As of 2011, for every 100,000 people who lived in the U.S., 716 were in jail, or 0.716% of the population. The total number of people in prison in 2012 was a staggering 2,228,424. While the United States represents about 5 percent of the world’s population, it houses around 25 percent of the world’s prisoners. According to a US Department of Justice report published in 2006, over 7.2 million people were at that time in prison, on probation, or on parole (released from prison with restrictions). That means roughly 1 in every 32 Americans is under some form of correctional control.
The American penal system for the last forty years has been dominated by relentless growth, with a 500% increase in inmates. Of the seven million people currently under correctional control in the U.S., a disproportionate number come from a small subset of neighborhoods in the major cities of each state. Overwhelmingly black, Latino, and poor, the residents of these neighborhoods are those most likely to suffer from high rates of unemployment and poverty; homelessness; and sub-standard school, healthcare, and other basic services. A vast majority of those who enter the correctional system when released will re-enter it at some point.
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Freedom of speech is the political right to communicate one’s opinions and ideas using one’s body and property to anyone who is willing to receive them. The term freedom of expression is sometimes used synonymously, but includes any act of seeking, receiving and imparting information or ideas, regardless of the medium used. The most basic component of freedom of expression is the right of freedom of speech. The right to freedom of speech allows individuals to express themselves without interference or constraint by the government or anyone else.
In the United States we are pretty lucky; the legal protections of the First Amendment are some of the broadest of any industrialized nation; people in many other countries are not so lucky. North Koreans live in the most censored country in the world, a new analysis by the Committee to Protect Journalists has found. The world’s deepest information void, communist North Korea has no independent journalists, and all radio and television receivers sold in the country are locked to government-specified frequencies. Criticism of the regime or the leadership in North Korea, if reported, is enough to make you and your family ‘disappear’ from society and end up in a political prison camp.
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Global warming refers to an unequivocal and continuing rise in the average temperature of Earth’s climate system. Since the early 20th century, when accurate records began being kept, the global air and sea surface temperature has increased about 0.8 °C (1.4 °F). Each of the last three decades has been successively warmer at the Earth’s surface than any preceding decade since 1850. In the Northern Hemisphere, 1983–2012 was likely the warmest 30-year period of the last 1400 years.
Scientific understanding of the cause of global warming has been increasing. In its fourth assessment of the relevant scientific literature, the Intergovernmental Panel on Climate Change (IPCC) reported that scientists were more than 90% certain that most of global warming was being caused by increasing concentrations of greenhouse gases produced by human activities.
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We understand how busy adults do not have time to go back to school. Now, it’s possible to earn your degree in the comfort of your own home and still have time for yourself and your family. The Admissions office is here to help you, for additional information or to see if you qualify for admissions please contact us. If you are ready to apply please submit your Online Application and paste your resume and any additional comments/questions in the area provided. (Online Application) (Request Info)
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References:
(1) Lee-Kwan, S. H., Moore, L. V., Blanck, H. M., Harris, D. M., & Galuska, D. (2017). Disparities in State-Specific Adult Fruit and Vegetable Consumption — United States, 2015. Morbidity and Mortality Weekly Report (MMWR), 66(45), 1241–1247. http://dx.doi.org/10.15585/mmwr.mm6645a1.
(2) Mischel, W., Ebbesen, E. B., & Raskoff Zeiss, A. (1972). Cognitive and attentional mechanisms in delay of gratification. Journal of Personality and Social Psychology, 21(2), 204-218. http://dx.doi.org/10.1037/h0032198
(3) Bjork, R. A. (1994). Memory and metamemory considerations in the training of human beings. In J. Metcalfe & A. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 185–205). Cambridge, MA: MIT Press. Retrieved from http://bjorklab.psych.ucla.edu
(4) McCabe, J. (2011). Metacognitive awareness of learning strategies in undergraduates. Memory and Cognition, 39, 462-476. doi: 10.3758/s13421-010-0035-2
(5) Susser, J., & McCabe, J. (2013). From the lab to the dorm room: Metacognitive awareness and use of spaced study. Instructional Science, 41(2), 345-363. Retrieved from http://www.jstor.org/stable/23372892
(6) Karpicke, J., Butler, A., & Roediger, H. (2009) Metacognitive strategies in student learning: Do students practise retrieval when they study on their own?, Memory, 17(4), 471-479. DOI: 10.1080/09658210802647009
(7) Morehead, K., Rhodes, M. G., & DeLozier, S. (2016). Instructor and student knowledge of study strategies. Memory, 24(2), 257-271. https://doi.org/10.1080/09658211.2014.1001992
(8) Yan, V., Thai, K-P., & Bjork, R. (2014). Habits and beliefs that guide self-regulated learning: Do they vary with mindset?. Journal of Applied Research in Memory and Cognition, 3(3), 140-152. https://doi.org/10.1016/j.jarmac.2014.04.003
(9) Dweck, C. S. (1999). Self-theories: Their role in motivation, personality and development. Philadelphia: Taylor and Francis/Psychology Press, Philadelphia.
(10) Zajonc, R. B. (2001). Mere exposure: A gateway to the subliminal. Current Directions in Psychological Science, 10(6), 224–228. https://doi.org/10.1111/1467-8721.00154
How and why do songs go viral today?
“‘Old Town Road’: See How Memes and Controversy Took Lil Nas X to No. 1” is a seven-minute film that profiles Lil Nas X, the producer YoungKio, Billy Ray Cyrus and a few social media influencers as they explain how the song rose to the top of the Billboard charts seemingly overnight.
Students
1. Watch the short film above. While you watch, you might take notes using our Film Club Double-Entry Journal (PDF) to help you remember specific moments.
2. After watching, think about these questions:
• What moments in this film stood out for you? Why?
• Were there any surprises? Anything that challenged what you know — or thought you knew?
• What messages, emotions or ideas will you take away from this film? Why?
• What questions do you still have?
3. An additional challenge: What connections can you make between this film and your own life or experience? Why? Does this film remind you of anything else you’ve read or seen? If so, how and why?
4. Next, join the conversation by clicking on the comment button and posting in the box that opens on the right. (Students 13 and older are invited to comment, although teachers of younger students are welcome to post what their students have to say.)
5. After you have posted, try reading back to see what others have said, then respond to someone else by posting another comment. Use the “Reply” button or the @ symbol to address that student directly.
6. To learn more, read “‘Old Town Road’: See How Memes and Controversy Took Lil Nas X to No. 1.” Joe Coscarelli writes:
Lil Nas X was an unknown, unemployed 19-year-old college dropout when he bought a slightly twangy rap beat from a Dutch stranger on the internet.
“Old Town Road,” the one-minute and 53-second song that he uploaded to SoundCloud and YouTube not long after, has since become an almost cultural phenomenon, bringing together a cross-section of unlikely characters including Nine Inch Nails (whose instrumental track was sampled for the beat), Billy Ray Cyrus (who recorded a chart-topping remix) and the Texas Tech college basketball team (who wouldn’t stop dancing to it).
_________
More?
• See all the films in this series.
• Read our list of practical teaching ideas, along with responses from students and teachers, for how you can use these documentaries in the classroom.
• This is our last Film Club for the 2018-19 school year. See you next year!
6. The Alabama Senate Republicans hotly debated several possible exemptions to the ban. Why were possible exemptions for incest and rape ultimately voted down and why?
7. How have some other states, like New York and Vermont, sought to protect abortion rights?
Finally, tell us more about what you think:
— Senator Greg Reed, a Republican who is the State Senate majority leader, said in a statement after Tuesday night’s vote that the measure:
Simply recognizes that an unborn baby is a child who deserves protection — and despite the best efforts of abortion proponents, this bill will become law because Alabamians stand firmly on the side of life.
Staci Fox, the president and chief executive of Planned Parenthood Southeast Advocates, had a very different perspective:
Today is a dark day for women in Alabama and across this country. Banning abortion is bad enough. Imprisoning doctors for providing care goes beyond the brink. Alabama politicians will forever live in infamy for this vote and we will make sure that every woman knows who to hold accountable.
What is your reaction to the passage of the nation’s most restrictive abortion law?
— Why do you think state laws that restrict abortion are on the rise? How might these proposed changes affect you and your community?
— In a related article, “Alabama Governor Signs Abortion Bill. Here’s What Comes Next,” Alan Blinder writes:
The measure’s architects are not just expecting a pitched debate in the courts; they are inviting one. The entire purpose of the law, they have said, is to persuade the United States Supreme Court to overturn Roe v. Wade, the 46-year-old ruling that recognized a constitutional right for a woman to end a pregnancy.
“This bill is about challenging Roe v. Wade and protecting the lives of the unborn, because an unborn baby is a person who deserves love and protection,” said Representative Terri Collins, a Republican who sponsored the legislation.
But on Wednesday, the governor acknowledged that “at least for the short term,” Alabama’s law might be “unenforceable.” It could take years for any court challenges to be resolved.
Do you think the Alabama bill will be found constitutional by the Supreme Court? Why or why not?
Further New York Times Resources:
What Do New State Abortion Laws Really Mean for Women?
How Banning Abortion in the Early Weeks of Pregnancy Suddenly Became Mainstream
How a Supreme Court Shaped by Trump Could Restrict Access to Abortion
“The Daily” podcast: Roe v. Wade, Part 1: Who Was Jane Roe?
Other Perspectives:
Alabama and Georgia Are Throwing Down the Gauntlet against Roe. Good. — National Review
The New Abortion Bills Are a Dare — The Atlantic
‘Heartbeat’ Abortion Bans Are Going Nowhere Before 2020 — Bloomberg
