So why did Baden invent teenagers here? How did he do it?

What do you think when you hear the word teenager? What do you think the author means when he states, "Teenagers didn't always exist. They had to be invented."? Why would someone "invent" the category teenager? How?

Do a google image search for teenager. What comes up? What do you see? What do you think? What do you wonder? Who's missing? What's missing? What dominates? What are the consequences? Who/what is invested in these "images" of teenagers? How does this article parallel and challenge these images?

If you were going to learn more about one of these movements, which one would it be? What search terms would you use? List them.

metacognitivereview

Here is a link to a video that illustrates young people acting out the poem. This multimodality helps students develop schema. https://www.youtube.com/watch?v=nl-yiwqHOLA

metacognitivereview

Question/Connection: What can you get for 50 cents? A dollar? 5 dollars? To think of an experience that only cost 50 cents seems like an unlikely possibility. However, this is an idea to get students to make a connection to a time they made an experience memorable with little monetary resources. To reiterate, this allows the reader to read through a writer's eye...how does one build an experience as simple as this into something so elaborate, exciting and energetic?

metacognitivereview

Visualization: Descriptive language is so beautifully used in this poem; when teaching this text with my students they were able to visualize the hotdogs and the overall experience, which made their analysis more detailed. This type of writing is extremely beneficial to read when creating a picture in such a brief piece of text. Here you can smell the hotdogs, build the hotdogs with all the fixings and enjoy the experience of eating them.

readingtowrite

Craft Techniques: This poem is set up to reflect the order of events that the speaker and their friend/sibling/companion/etc. experience as they leave school to get their hotdogs. As far as the writing process, Cisneros could have created this poem from the first steps to the last and all that happened during the experience. This chronological order establishes a writing process for those reading to understand her process.

metacognitivereview

Connection: I remember saving up every bit of cash that I could just to buy something from the book fair. It usually was a box set of a certain series I enjoyed or pointless yet amazing erasers or other school supplies like that. Just a small purchase like this of my own money made me feel powerful and in charge of my own life. This connection to the text could be similar to that of one of my students.

Visualizing: To me, I see this as balancing a checkbook but that is because I might be little old school.

Below is the link that shows how to balance a checkbook:

http://www.ehow.com/video_2202016_balancing-checkbook-bank-statement.html

Connection: I remember lending to my brother and him lending money to me.

Predicting: A different situation is about arise. In the previous situation, Ann's co-worker paid her back.

Questioning: I wonder how they felt when they never got their money back...

Connection: This feels like the same idea banks use when lend their money out, risk of never getting the money back.

Inferencing: Should act like a bank, if you do not lend money as a gift.

Connection: A contract. Whether that be verbally or written.

Confusion: What is collateral?

Summarizing: Interest, helps cover for the risk for never being repaid back fully. UPDATE: a charge for being able to lent an amount of money

Summarize: Interest would be in the middle because if it was too high, then the person you would lend the money to would just go to the bank to ask for a loan. If you charged more interest than the savings account where the money would be then you would actually be earning more monry than having the money sit in that savings account.

Questioning: Were these terms written or verbal?

I think of it as rainy day account.

Summarize: Beth and her husband kept giving their step-daughter money time after time. The gravy train refers to the ride the step daughter was being just to ask her parents for money so easily.

Connection: I remember starting out with one-way tables in elementary. Simple data like favorite color and then graphing that frequency.

As a teacher: prompt students to stop and make their own connections to one-way tables

Prediction: I want to take a further look at the data and answer some real questions about the data.

As a teacher: Have the students analyze the data for themselves and see if they come to the same conclusion that this article comes to

As a teacher: I want to make sure that the students need to be aware that association does not imply causation.

This is also an important definition for using two-way tables

Summarizing: These are the kinds of questions that we can use the table to answer. Additionally, there are no conditional probability questions here

As the teacher: I want to ask the students about conditional probability and have them analyze the data in that way

Summarizing: This is a how to for each kind of question that may be asked and how to answer them

As the teacher: For this, I would want to ask the students a question wherein they will need to use the tables provided to answer the question and analyze the data.

Summarizing: Column conditional frequency shows for one column (sports car) what percentage of men/women chose it

Connection: column frequency divide by column totals and row frequency divides by row totals as before.

Summarizing: These are like little checkpoints to determine understanding with the examples provided.

Questioning: Are these the kinds of questions we will be answering with two-way tables?

As a teacher: ask the students to answer this question and then compare the result to their inferences from before

Interesting, is this always going to be the case?

Questioning: So we are taking the joint frequency and dividing by the row total or column total depending on the variable we want the conditional frequency for? Does this make sense?

Connection/questioning: Is this similar to conditional probability?

As a teacher: Have students determine the meaning of "conditional" for themselves

Connection: my inference from before seems correct. Wonder: What else can this table reveal about the data?

Wondering: Is there a way to know the percentage of only males (or females) surveyed who chose that response?

Prediction: Ok, so now we are going to take the counts and make them into percentages, so counts/total for each joint frequency and marginal frequency square.

As a teacher: have students verify the math presented in the article

Inferencing: On first sight (and thought) it appears as though more women prefer sports cars than men, but this is just a first prediction

As a teacher: encourage students to look at the data and make their own inferences and write them down to refer to later

connection: "marginal" from the root word margin, and these frequencies happen to be in the margins of this table!

visualize: the pictures here really help with the description provided

As a teacher: can students identify the joint frequency boxes on another two-way table?

fix-up: this is missing a " after the question mark. prediction: we will be using survey data about cars, but what will the second categorical data be??

As a teacher: prompt students to make their own predictions about what they think the results will say through this data

Summarizing: the frequency for each variable go in the respective square (column and row) and then add each row, add each column to get bottom row and right most column "totals", the sum of the row totals and the column totals should be equal and also be equal to the sum of the frequency squares (the inner four)/

As a teacher: ask the students to verify the totals by doing the math themselves

Connection: this is what I was wondering from before, so then frequency = counts

Prediction: Contingency comes from the root word contingent meaning dependent on, i.e., a contingency table with show whether or not a variable depends on the other...

As a teacher: students should explore the definition of contingent and contingency to better understand the purpose of a two-way/contingency table and how we use them to analyze.

Visualization: I visualize two variables as follows: hair color vs. gender... essentially, I see two variables being pitted against each, or compared.

As a teacher: I want the students to determine what they think "relationship between two variables" means to them? Does it mean we contrast them? Compare? Do we analyze them together or separate?

Summarization: Two-way tables reveal a relationship (if any) between two distinct variables, both of which are categorical. We can use this to better analyze categorical data

Wonder: I wonder what the author means by "counts". Are "counts" similar to frequency? Is there a connection?

Connection: categorical variables are variables that are topical in nature and not numerical. ex: hair color, eye color, gender, race, age, etc.

As a teacher: ask students to provide their own examples of categorical

Prediction: As part of larger NPR series "Trumps First 100 Days", I'm predicting that this article may take a more critical stance on Trump's attitude towards his daily briefings. Also, this picture is a key feature in this headline because it's been part of a firestorm of Trump memes of late that have definitely taken a negative tone.

Prediction: As part of larger NPR series "Trumps First 100 Days", I'm predicting that this article may take a more critical stance on Trump's attitude towards his daily briefings. Also, this picture is a key feature in this headline because it's been part of a firestorm of Trump memes of late that have definitely taken a negative tone.

I'm imagining this curvy road with different stops that are dating websites and you can leave whenever you want if you're not happy or satisfied.

I agree, online dating is the ideal why to find the "dream" guy or girl. I don't think we need to settle for "good enough", but I do think this generation is obsessed with the idea of "perfection" and living the "dream". What happens when we don't find the "dream" online? What do we do then?

I believe this to be true and a complicated part of the "downside" with online dating. If women are so popular on online dating platforms, does it make it harder for them to find love since there are seemingly so many choices out there? This is where the immediate face-to-face connection factor comes into play...

Oh, wait, you disagree with me? Get outta here. This would never work.

With the digital age, we're more connected, yet QUICKER to push away someone who doesn't share our every interest. How does this affect our chances of finding a suitable mate? What does this mean for the world outside dating? Does it affect how we interact with friends, family, coworkers, etc?

In a world where dating has turned into shopping, it's funny to see this opinion put in print. There are so many options, yet, he continues to look. It's all about casting a WIDE net.

Wonder: What can we learn here about sending our students to college? Why is it that race and ethnicity still play a role in college admissions?

Summarizing: affirmative action never was passed, but Texas took on another role where they now only admitted students based on their merit.

Connection: I think this could relate back MLK's speech because he is asking us to not judge based on the color of our skin, but by our character.

Visualization: I can imagine just walking on campus and not seeing much diversity while on campus.

Wonder: I wonder why this student was denied admission to this school? What could be UT's reasoning?

Summarizing: In the end, the black community feels targeted and fails to have a voice in which people will listen to.

Wonder: How can there be progressive movements if there is no respect for one another?

Visualization: I can picture them speaking to an officer and neither of them showing one another a sign of respect. Reflection of real life instances?

Wonder: I wonder if this angst to get revenge is real or not, is it just because they are public figures they can say what they want to say?

Inference: Police officers make assumptions that the black community always sell drugs. Categorizing and stereotyping this community.

Connection: this song can connect with today's #blacklivesmatter movement because they both centralize on police brutality and how their community is targeted based on their skin color.

Visualization: I can imagine MC Ren, Dr. Dre, and Ice Cube reenacting a scene from the court, but put their own twist to how they perceive the judicial system sees their community.

Wonder: I wonder why its direction toward the south made him upset.

Summarizing: Instead of celebrating the success of the bill we should recognize our privilege and offer it to help others in need.

Connection: This reminds me of MLK's speech and how he longed for social justice and the unification of blacks and whites.

Wonder: What does this mean? Is Senate trying to only push this on a state level rather than a federal level? Is this a good decision?

Connection: This reminds me of Brown v. Board of Education because of the whole idea, "separate, but equal" phrase. I think in this article however, this dissolves that idea.

Historical context: Johnson was a huge supporter of the civil rights movement because he believed in equality for all and made sure that the bill moved along, unlike Kennedy who pushed it to the side a little too much.

Wonder: I wonder why there were some democrats that opposed the bill. Was it so they wouldn't upset their constituents back in their home states?

https://seaworldcares.com/the-facts/truth-about-blackfish/

Inference: Rap is now considered as a money making genre, rather than a platform for the African American community to speak out.

Connection: top people get the most money, but the people at the bottom don't get much. Artists like Jay Z and Drake are paid for their talents that is accepted by popular culture, rather than underground rappers.

Wonder: This shift of accepting certain artists, but not others can result in tension among the African American community. Should there be a sense of unity within this community?

Wonder: Why is it that rap is approached with resistance from popular culture?

Predicting: I think that this statement will turn back to making hip hop more about the marginalized because of artists like Kendrick Lamar, J Cole, and Beyonce. Artists are realizing that it's their voice that matters to create change.

This is a project where they are working to count the number of people killed by police and other law enforcement agencies in the United States throughout 2015 and 2016, to monitor their demographics and to tell the stories of how they died.

This song represents Public Enemy and how they wanted to exercise their right to freedom of speech and bring awareness to the injustices of not being able to use their voice.

Summarizing: J Cole and D'Angelo are two artists that express the real experiences of African Americans.

Inference: J Cole is making a statement on how we are too focused on American capitalism rather than our own happiness.

Connection: When people are lost or feel uneasy about something, they return to their roots to better understand that issue. I have felt that way all throughout college.

Wonder: Why does society expect public figures to be representative of their "people?" Is it only for publicity of the movement?

Connection: I remember talking to my family about how we as Mexican Americans are very similar to African Americans because we are all just trying to reach the "American Dream"

Inference: The Black Lives Matter Movement has strong ties to the Rodney King trial. Except now people are speaking out about it and not taking no for an answer.

Visualization: I can picture the author walking around and listening to this song. I can imagine how this song reflects the people and how they feel about police brutality currently.

Summarizing: Rappers no longer speak out about their hardships anymore, but now focus on their success.

Connection: I can find some sympathy with parents who feel this way because of my own experience at home. However, it is not necessarily about all you currently know, it is about what you still need to know more about. My parents never truly took the time to explore or understand the perspectives or point of views of others because that was their way, and it was the only way. A lot of students have parents who uphold this mindset, so it is our job to be of value by communicating with parents, and being sympathetic to them, while also doing our job.

Visualization: There needs to be a message behind everything presented in education. If there is no purpose to what is being asked of, how can students, especially younger ones, find meaning in valuable information when it is just presented as useless. This imagery seen here puts this into perspective.

Interpretation: Balance is the key. In order to truly create a plan, curriculum, format, etc. on how sex education should be presented, it is key to take benefits and positive notes from both sides and put them together. Rather than trying to choose one or another, the debate players should work together.

Seems as though my prediction from earlier was right.

Interpretation: So what I am noting is that sex education curriculum whether implemented or not, varies across states. So while one state may be learning about some sexual diseases, other states may be learning about other diseases completely different. Content is widely varied, which poses a bit of concern for educators in terms of consistency and in making sure students are learning similar material.

Wonder/Question: I wonder if this side will try to achieve this through a formal/structured curriculum format, or through simply eradicating sex education from the table all at once? Curious to know what this side is aiming to achieve.

Prediction: I predict that this will be the most favorable or popular way to go about the debate on sexual education. Before proceeding to the rest of the reading, I predict this because I feel society has become more willing and acceptive to this type of content. While everybody contains there own beliefs and opinions on the topic, it is better to be informed, then to be in denial of reality.

Visualization: I participated in an activity similar to this when I was a health student in high school. While it may seem like a cliche type of way to go about protection methods in sex, I feel as though something as little as this, can go a long way for a student. As a future educator, especially in health, it is our job to be real with our kids and make sure that they have the skills needed to be prepared for anything. This activity is real because it is a way of simulating the "real thing."

Interpretation: Very true. Although we can go back and forth saying that we should or should not include sex education in the curriculum, we cannot neglect the fact that we live in a society were sexual content is very much alive, and is going to be forever. As educators, we need to come to an agreement on the best balance for kids in terms of sexual education.

Popular, well-known artists make the students feel interested in the cause.

Students can connect with the fact that this documentary is also being shown in schools.

I like how the article starts with a hook to really draw readers in.

This tweet should really make this article more accessible to students, as they are familiar with social media.

The author is trying to be even-handed in this review by showing that the film, while it may have a strong bias, is still at least trying to show more than just one side. #READ4343

Establishing credibility of a source #READ4343

Author tries to get unbiased interview about blackfish topics in order for a more honest review.

This is a really interesting way to present the information shown. It gives what SeaWorld asserts, what the film said about it, and what a biologist said in response. I feel like this is also to try to present facts to the reader in a straightforward way.

Shows the importance of meaning and planning out of artwork at any scale. Sometimes the most abstract things might seem like "easy" or meaningless when they are the opposite.

These are ideas a high school student can explore and identify with.

Wonder: Are the things we use and consume stopping us from getting a good nights rest becasue of what is in those products?

Connection: My mom tells me not to sleep with my cell phone close to my face because she says it might explode. Confusion: How did they conduct this study? Did people have their cell phones on or were they on silent? Should have a percentage of people who have their phones on while they are sleeping versus being on vibrate or silent.

Wonder: I wonder how different the world would be if we did not have twitter, facebook, or email.

Connection: The last thing I do before I go to bed is stare at my computer screen. I bet if I stopped looking at my computer half an hour before I go to bed I would sleep better.

Prediction: The light from our computer and television screens makes it harder for us to fall asleep.

Connection: People started staying up later because of the creation of the light bulb. This allowed for them to stay up and do whatever they wanted to do because they could still see. Today, we stay up on our cell phones because it is small enough to hold in our hands and we can communicate with people until we get tired.

Question: Why is it difficult to get a good nights rest? What do we do before we go to bed? When do we go to bed? When do we get out of bed in the morning?

Maybe these people don't want change because not always is change good. This makes me think of all the gentrification videos surfacing the web. The new developments are good for the city $$$ but do not bring much benefit for the people that live there, instead they are pushed out.

What kind of development???

That's a lot of languages! I wonder what languages they are.

Local to students.

Here is a partial answer to my question from before!

Before video: Who participates?

After video: The whole community participates as well as local artists. 0:40 mark, they mention how they left the space white and blank knowing that it would get tagged with graffiti. They were right and worked with the tagging because those taggers belong to the community. Getting to know neighbors after years. Started with one mural. "International District"

Here it comes, the plug for algorithmic love or at least the comparison to arranged marriage. Are the services akin to parent arrangements?

Gets me thinking he's going to debunk traditional love narratives. I'm going to think of some I know and anticipate that he'll knock them off one by one. He starts with the arranged marriage. I'm guessing high school sweet hearts will be next and at some point, one marriage or monogamy might be up for revision too.

Seeing the disciplinary possibilities of parallel readings to this (to go deeper) and recalling the book "starter marriage" that I ironically read right after I got engaged. While the term wasn't the same, the book echoed this article as it traced a contemporary marital phenomenon that marked a generation legally, psych-emotionally, financially, etc.. Searching for starter marriage I came across this huff post starter marriage blog LIST! Seems the phenomenon isn't over.

This number seems staggeringly low compared to my experience with friends. Really? I may look this stat up or find out where it comes from.

Aziz is doing research?! I'm visualizing him doing a focus group interview

This surprises me. Sounds like Aziz is skeptical of "natural" love. Will he be making an argument for algorithmic match-making?

Interpretation: Very true. Rather than discussing sex as an educational component of health care, teachers, schools, parent's, etc. simply try to instill fear in the term, thus making teens resistant to knowing more about it, and overall giving the term a negative connotation.

Wondering/Questioning: I wonder how many students actually know about this term? And when should we as teachers introduce this? I can see where this would be a bit controversial in discussing in a classroom, but then again this course is centered around openness, so I hope to see this term again.

Summary: The greater message of the course clearly stands on the notion that girls are not alone in their resistance to sex ed. I had to pause here and think for a minute because the overall message and learning experience is what truly matters. This inference is important to make bc what students can take from a lesson and apply it to their lives, is what teachers hope to achieve.

Wondering: I wonder how many girls actually did this? I mean it's a good tool in sparking curiosity about their bodies, but I don't think this would work for all girls. As a matter of fact, it might scare some of them away. A method or tool that all girls would be interested in, is something I would aim for as a health teacher.

Connection: This is how I anticipate my classroom culture/environment to be at first due to my own experience in school waiting to start on another sex ed lesson. Again, going back to some of the feelings student's experience when talking about a touchy subject like sex ed, I won't be surprised as a teacher when I start sensing the nervousness in the room.

Wonder: I wonder how this course got so crowded if the notion lies on the fact that most teens are "resistant" to going? I had to stop and think about this because the article states numerous times, that the kids are often resistant about going, as well as just not interested in going. Are the parents forcefully dragging their children to go, or is there another incentive in attending the course?

Interpretation: I agree, children are more prone to respond when they are the ones leading the discussion. and not just being lectured to. When will kids ever learn to formulate their own thoughts and ideas if all we do as parents is direct their thoughts and ideas. Children want to have a voice and want to state their opinions, so letting them pose questions is a start to independent exploration.

Visualization: I remember being a middle-schooler having a cell phone for the first time, and shielding my incoming texts from my mom at the dinner table. It is clear to me that privacy is important for these young girls, and they have come to a point in their lives where they don't wish to share everything with their parents anymore. I can picture the transition in these girls from being open, to being more secretive and private about their lives.

Summary: Puberty in girls and boys occur at different time periods and are noted by distinct physical qualities. It is interesting to point out that puberty seems to be occurring at younger stages than previously seen. Puberty is a major topic in health care, so I found it necessary to give this paragraph a quick run down.

Confusion: This made me stop to re-read this sentence. Is there really no compliance for standardized curriculum in health education? So every district adopts there own curriculum for how they wish to implement sexual health care in the classroom? This is a bit upsetting to me as a student majoring in the field, because I feel as though this subject is not being taken serious.

https://www.ted.com/talks/al_vernacchio_sex_needs_a_new_metaphor_here_s_one# This video also provides a refreshing and modern approach to sexuality in discussing it as a fun metaphor. It promotes enjoyment rather than a boring informative session.

No Bad Q's Slideshow: This is interesting and very applicable in a health classroom, especially when you are trying to build openness and participation. However, a teacher might want to censor some of the words used when discussing as a group. This made me pause to make my own note of this activity, because it is a simple and anonymous activity that everybody can engage in, as well as be heard.

Connection: I remember being a student unmotivated to participate in class because of how static and lecture-based it was, so it is refreshing to see how this course is hoping to take on a more engaging approach. When I was in school, I did not even think you could use the word "fun" in a classroom. For some reason I resonated fun with "not learning."

Interpretation: It seems as though this course is doing a good job at drawing in the attention of many teens and their parents with just word of mouth and pediatricians. This took me by surprise because in reality, they are not really using a variety of modes to help spread the word about this course. Its impressive to see how many people actually attended with minimal promotion.

Connection: As a once middle school student getting ready to learn about sexual health care and personal health, I also often felt resistant, even uncomfortable to speak on such a touchy subject. I viewed it as a topic that simply required "common sense", and thus required no teaching. I had to pause and comment on this, because as a new teacher getting ready to teach health, I am going to expect students to feel this type of way. Especially those new to the concept.

Prediction: I predict this article will dive into a modern outlook into the integration of sex education in a modern classroom. The (frankly) makes me think that this article will take on the concept in a direct and honest manner. This will hopefully promote comfort and openness amongst the teens engaging in the discussion as well. What is your prediction on the article's title?

Connection: I feel like this is how traditonal women's work would be described

Wondering: I wonder how other feminine artist doing the same but with different materials that don't include fiber art.

Connection: I like this quote because in historic art, men were more commonly the famous painters and sculptors because women had specific roles. Even then though, some women artists broke through because their fathers were artists who taught them or they learned on their own and their work was just as beautiful if not, arguably in some cases, more.

(EX: mary cassatt): Story starts at 00:35 https://youtu.be/u4iX0PZPg0o

Questioning: Why was this piece named "climbing"? What message might it be sending?

Questioning: Do you think that it is a bad thing that her work is "less obviously feminine?" Do feminine works need to be screaming femininity in order for it to be really appreciated?

Visualization: I visualize the faces women make when putting on makeup. It doesn't look comfortable or pleasant. "beauty is pain"..... right?...

Observation: Makeup- "cosmetics such as lipstick or powder applied to the face, used to enhance or alter the appearance." Connection:The two different views of the work, where one is clean and clear can only be made by the messy unruly stitching that is on the back. Questioning: What is the meaning of "MAQUILLAJE"?

Connection: again, using a traditional woman craft in an untraditional way.

Inferencing: The tension is very physical in the work but i feel that the meaning behind it has even more tension, especially her comparison of female and male.

Wondering: I wonder how "women's work" is defined internationally. I also wonder how some women's shift in their understanding differs from others.

Visualization: I picture my grandmother's craft work. she knew really intricate stitching patterns and would do most things by hand.

How do you think adding another layer to this language barrier work? Spanish to English?

Connection: Have you visited any of these before? -Natural cultural district -Artist spaces -Neighborhood districts -Downtown districts

"Additionally, there is no one right way for stakeholders to engage with the arts. Occasionally conflict arises between arts a nd community interests, not because they both do not believe in building better worlds, but because they have different ideas of how to achieve that goal."

Think back at Chang's piece Before I die... could you see any possible conflicts that arose from the piece?

Visualize: How do you visualize arts, culture and creativity? Is there a difference when you visualize these terms?

Interpret: What do you think about these words? Do they have different meanings to you or do they have similar meanings? Do you think it is important to distinguish these differences if any?

Summarize: What makes a community a community?

Predict: After you watch the video skim through the article. Look for clues that will allow you to predict what the article is about. Look at pictures, graphics, headings etc.

Predict: What do you predict this "ecosystem" consists of?

Before: Watch the following TED talk by artist Candy Chang.

Have you seen pieces like Chang's before? What made them appealing to you? What caught your attention? What inspired Chang to create her piece? Do you think she predicted the impact her piece would have in her community and more? What lasting impacts do you see happening in her community?

https://youtu.be/uebxlIrosiM

https://www.youtube.com/watch?v=0u0Ql2Hnl8I

Before: Watch the link. What are some reactions to the video? Why would a man alone on an island put a face on a volleyball? What is he thinking? How would you feel being all alone? Why do you think relationships are important?

Wondering: I wonder if that is because women typically take better care of themselves compared to men.

Connection: When I am stressed, I let out my feelings to a close friend. I usually feel much better after talking about what is stressing me out.

Confusion: I am confused by this study. I wish there was a more illustrated example. How did they remind the people? How did they know what relationships were good versus bad to tell the participants? What were the stressful tasks?

Summary: The negative health effects of having few relationships/ low social support.

Confusion: How was this survey completed? How would doubling a group of friends be equivalent to a 50% increase in income?

Connection: I was once told about a study of how a group of researchers would put 100 random people in a room and out of those 100, only 2 were totally healthy. At the end of the night, the two healthy people would find each other almost every time they did this study. I think that supports how we create relationships with people similar to ourselves.

Visualization: I visualize a dying person all alone. :(

Connection: Someone once told me that every time we laugh, we add 5 minutes to our lives. I think when an individual finds a person that makes him/her happy and is supportive, we are more likely to live longer because we have something to live for.

Question: How can having few or no relationships have such a powerful impact on the body that are comparable to cigarette smoking, blood pressure, and obesity?

Prediction: The article is going to list some evidence supporting how our relationships help us live better lives.

Questioning/Confusion: The link in this part of the article does leads to an obviously anti-SeaWorld biased website using information provided by a nonprofit dedicated to helping spread awareness about orcas and giving them a "healthy habitat." It is unclear from what I could find that this information is accurate about SeaWorld.

Connections to science: It is important to note that SeaWorld is not the only company that can manipulate statistics. That is why as scientists we don't just look at the data presented, but also how it is presented.

After reading this article, go back and further investigate any claims you believed may be suspect by clicking on the links, like I did. Think to yourself if the source they come from may have a potential bias.

Questioning: Think, overall, if this article convinced you to boycott SeaWorld. Why or why not?

Summary/Confusion: This is some damning evidence against SeaWorld. Why, if it believed it had iron-clad facts, statistics, testimonies, etc. to back itself up, would it turn down the chance to prove themselves right once and for all?

Summary: This statement shows the author's obvious bias against SeaWorld. This just provides proof that we were right to to look at some of the author's claims to root out bias.

Ah, but the point that the article is trying to make is that the company is doing absolutely nothing to help conservation efforts. Additionally, even a small percent of the company's profits are still marginally large, assuming it is a multimillion dollar profit margin.

Questioning: Do you believe that dedicating a small amount of their profits is despicable, or that SeaWorld should be praised for donating at all?

Interesting. While the author spent the previous couple of paragraphs trying to prove that SeaWorld has no investment in orcas, it now admits that the company is doing research that directly benefits orcas. So SeaWorld is actually not entirely disinterested in orca research/well-being as painted to be.

Questioning: Do you believe that this discredits the author? Why or why not?

Interesting point that SeaWorld claims to be conserving orcas, but they are not in fact donating their money or doing anything other than showing them to the public.

However, one might also argue that by showing the public these animals, it allows a public emotional attachment to be formed to them, which could lead to greater public traction behind conservation movements.

Questioning: Where do you stand in between these two points of view? Why?

Summary: This is a somewhat valid point. As we have seen so far, the evidence provided in this article so far does indicate that SeaWorld is fighting back with defamation and not actual facts.

Summary: This is a very clear contradiction that SeaWorld has made, because they have in fact blamed the victim multiple times in and after the Documentary.

Questioning: While the movie did offer some people considered experts talking about how orcas stay with their mothers their whole lives, I would like to see a link to actual studies that show this instead of the author just stating "it's a well-known fact." As scientists, you cannot prove a claim just by assuming the audience will believe you: back it up!

Questioning: Apparently, Blackfish has been very influential on public opinion. Why do you think that is? Make Connections: For me, the documentary made me cry an awful lot, so the emotional appeal could have a lot to do with it.

Prediction: Let's keep this in mind as we read the rest of the article. The author is referencing the "Truth About Blackfish" page on SeaWorld's website. What we will be looking for in the quotes below are for evidence of ad hominem, or personal attacks, rather than factual refutation of claims.

Before we read: It is very difficult to be able to come to this topic with an outside point of view. For me personally, it is especially difficult. I grew up going to SeaWorld and loving it, but I also had a very strong emotional response to the documentary Blackfish. Throughout this article as we are examining the author's argument, it will be important to be aware of our own biases as well as those of the authors, of SeaWorld, and of activists. It will also be useful to keep the rhetorical techniques of logos, pathos, and ethos in mind as we pick apart this argument and try to inform ourselves as a scientific-minded cohort.

Questioning: Think about the author's biases here. The documentary makers include some facts, but there are misleading parts of the documentary as well. Further research shows that there are discrepancies; some of the trainers interviewed as "experts" about Tilikum the "killer" whale did not in fact interact with the orca at all. I am detecting that the author may be partial towards Blackfish's point of view.

Questioning: We need to be careful about the argument here. The website that the author cites is not a peer-reviewed journal, nor does it present any actual data from any studies. Thus, there is no "real data" linked here to back up any claims.

Summary: This is a case of ad hominem attack by SeaWorld, rather than them presenting facts, they just smear those opposed to them. Make connections: Does this sound familiar? Can we think of people who do this in the public eye? (Cough Donald Trump Cough)

Summary: Again, SeaWorld appears to damn itself, as the woman quoted is an expert in her field, and actually gave scientific evidence in the film.

Summary: This is a good point. The argument that SeaWorld set itself up to make is that the people interviewed are not scientists, in which SeaWorld would need to present evidence that they are people posing as scientists. In fact, they are scientists, and very credible at that. Minus ten points for Gryffindor.

After reading this article, click the link below to read a more Pro-SeaWorld argument. Are their arguments backed up by fact, or do they simply appeal to emotion. What are their biases?

https://skeptoid.com/blog/2014/04/23/blackfish-documentary-or-propaganda/

Make more connections: I have actually heard of a lot SeaWorlds shutting down. My friend Natalia also told me that there were protesters outside of SeaWorld the last time that she went.

Make connections to the real world. I know that for me personally, I do see a lot of posts on my Facebook that are opposed to SeaWorld, and I see very few that are defending them. So maybe SeaWorld is losing in the public's eyes.

all the emotions

good idea to add

steps

general size and font

Key points for proposal

This is for the public make it simple