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VIDEO:
http://www.pedroalbizucamposhs.org/dr-pedro-albizu-campos-returns-to-harvard-university/
This is my brother Matthew Rodriguez, the principal of an alternative school called Dr. Pedro Albizu Campos High School in Humbolt Park in Chicago, who is speaking at Harvard about social justice. Some students from Spanish 7-8A visited my brother’s school a week or so ago, and some were very impolite, lots of people don’t see where the school is coming from.
I would love to share this with and I have a couple questions:
What is your idea of social justice?
How does our school implement social justice if at all?
How could OPRF implement social justice?
Now that you’ve watched this video do you understand social justice better?
If any of you have been on the field trip please share your thoughts and impressions of the school and the surrounding community.
Also any other comments about the speech whether agreeing or disagreeing.
It’s a little bit late, but here are the list of the “proposed changes” to the DSM IV to be put in the DSM V.
http://www.dsm5.org/Pages/Default.aspx
Some of the most noteworthy changes includes the addition of “Temper Dysregulation Disorder.” A direct result of the skyrocketing number of cases of Bi-polar Disorder found in children, the addition of “TDD” to the DSM seeks to decrease the amount of psycho-pharmaceuticals prescribed to young, developing children. Other revisions include the addition of Aspergers disorder to the Autism category.
National Public Radio recorded several interesting and fairly in-depth reports on these changes, including an interview with the chairman of the DSM-V task force.
disappearing girls
This fascinating and disturbing article was just published in the most recent edition of The Economist, describing the rising number of cultures who have an extraordinary gender gap.
For 10 optional credit points, read the article (it isn’t long), and post a thoughtful comment. Here are some things to think about:
1. Although the trend appears primarily in East-Asian cultures and other similar societies, is it possible that this cultural sexism could spread to Western societies?
2. What are the short-term and long-term implications of the so-called ‘gendercide’?
3. Should Western cultures intervene or speak out about this practice? What possible steps can societies take to eliminate the gender-gap?
4. How does this issue effect you personally? How do you feel about this issue?
Click on the shoes for the article.
This site has lots of legitimate and very interesting psychology tests. Check out the fake smile test- how many did you spot? (It is harder than you think!) Also Intro to Psych and Human Behavior students: Bring in a picture of a real smile and that of a fake smile (preferably of the same person) for our own spot-the-real-smile test.
http://www.bbc.co.uk/science/humanbody/mind/index_surveys.shtml
5 optional points for AP students.
Chapter 11: Human Development Across the Life Span
An optional 20 point (with a potential 5 extra credit points) assignment is available for this unit. It is titled “Concept Map” assignment and is posted under pages.
Monday
Read and Study pp. 417 – 427
1. Outline the major events of the three phases of prenatal development.
2. Summarize the impact of environmental factors on prenatal development.
3. Describe general principles of motor development and cultural variations in motor development.
4. Summarize Thomas and Chess’s longitudinal study of infant temperament and Kagan’s work on temperament.
Tuesday
Read and Study pp. 427 – 432
5. Describe Harlow’s and Bowlby’s views on attachment.
6. Summarize research on patterns of attachment and their effects.
7. Discuss cultural variations in attachment and Belsky’s evolutionary perspective on attachment.
8. Outline the basic tenets of Erikson’s theory and describe his stages of childhood personality development.
Wednesday
Read and Study pp. 433 – 439
9. Outline Piaget’s stages of cognitive development and discuss the strengths and weaknesses of Piaget’s theory.
10. Describe Vygotsky’s sociocultural theory of cognitive development.
11. Summarize evidence which suggests that some cognitive abilities could be innate.
Thursday
Read and Study pp. 439 – 447
12. Outline Kohlberg’s stages of moral development and discuss the strengths and weaknesses of Kohlberg’s theory.
13. Describe the physiological changes of puberty and research on neural development in adolescence.
14. Evaluate the assertion that adolescence is a time of turmoil.
15. Discuss some common patterns of identity formation in adolescence.
Friday – Monday 3/12- 3/15
Read and Study pp. 447 – 458
7pm Study Session in the Oak Park Library (main branch)
16. Summarize evidence on the stability of personality in adulthood and the prevalence of the midlife crisis.
17. Outline Erikson’s stages of development in adulthood.
18. Describe typical transitions in family relations during the adult years.
19. Describe the physical changes associated with aging and the evidence on Alzheimer’s disease.
20. Describe how intelligence, memory, and mental speed change in later adulthood.
21. Explain how this chapter highlighted the interaction of heredity and environment.
Tuesday 3/16
Read and Study pp. 459 – 467
CENGAGE DUE TONIGHT!
22. Summarize evidence on gender differences in behavior and discuss the significance of these differences.
23. Explain how biological factors are thought to contribute to gender differences.
24. Explain how environmental factors are thought to contribute to gender differences.
25. Explain the argument that fathers are essential for healthy development and some criticism of this line of reasoning.
Wednesday 3/17
Review for Test- Bring Books to Class
Thursday 3/18 – CH. 11 TEST
I have a couple morality questions. If you’re interested just comment your answers and I’ll post more stuff later.
For the first question, imagine you’re standing near some train tracks. You notice that there are five workers standing the tracks with their backs turned to an oncoming train. There’s no way to warn them about the train, and in about 30 seconds it’ll hit them and they’ll all die. But right next to you is a lever! If you pull it, the train will switch onto a different track that has just one worker on it. If you pull the lever, you’ll kill one worker but save five. If you don’t pull the lever, the train will just continue on its path and kill all five workers. What do you do?
OK, now imagine a similar scenario. This time, you’re standing on a bridge that goes right over the train tracks. There’s still a train coming. It’s about to hit the same five unknowing workers. But there’s no lever this time. There’s just a man standing next to you on the bridge. You’re both watching the train and what is surely an impending tragedy. But the guy next to you is pretty big. You realize that if you push this guy off of the bridge he’ll land in front of the oncoming train and the train will stop! So you push the guy off of the bridge and stop the train. Or, you can let the train just hit the original five guys. What do you do?
Overall people did quite well on this test. The range was much smaller than usual- it appears that people who usually do quite well were a bit overconfident and that people who tend to struggle really rose to the challenge and brought their averages up. Nice going, underdogs!
To reward you for your hard work, I would like to offer you the opportunity to bring your final test score up by not 1, not 2, not 3, but by 5 percentage points.
Here’s how to earn the points:
1. Comment on this post by doing one or more of the following: ask a question about a question on the test where you describe what you do not understand, provide an answer to a question and explain the answer, or comment on how the test “tricked” you and why you got something wrong.
2. I found one answer in the answer key that I believe is the only true mistake- in the sense that there are two possible answers- not one “best”. I will give everyone 5 points if you all come to a majority consensus on which question this is. You should use this blog to offer suggestions and discussion- and then we will vote.
If the there is not enough collaboration to achieve #2, then I will give everyone only 2 percentage points for completing #1. This is due by Friday, March 5th
Good Luck!
allymacey
camillabrew
Yeni
maxarr
sullsters
Miz Hart's Class 