I have found this to be the case in the past. Luckily, I have the education and research abilities to be able to validate the content that I am getting in the highlighted box, but I could see how most people would take that information they receive in the box as fact and not question it.

As someone who is jewish, reading that this is what pops up on autocomplete really is alarming to me. Search engines are making it seemingly easier to hold biased or hateful believes about specific minority groups that they might really know nothing about.

I just think there must have to be some external influences besides just the use of Google that would prompt him to type in "black on white crime". That is a very specific term to be aware of and sounds like he was in search of hearing very particular information that supports what he already believed about white supremacy.

It still astounds me to think that someone who was exactly our age was capable of such violence and hatred.

I agree with much of what the author has to say but I also believe that he is making some hasty generalizations about "students" as a whole. I agree that our generation has become a bit less trusting of certain sources, but from my experience, I do not necessarily feel that students have mostly decided not to trust anything at all. However, overall this was still a very interesting read.

I think this step is crucial and something that I will try to do from now on when I post something online. I belief that if I explain the way that I accurately verified the source I am sharing, others will be more likely to either take the time to read the article, and/or have a more open mind when reading the material without having to be a cynical of the information being fake from the start.

I think this is a really wise idea for a variety of reasons. First of all, as the author previously stated, if you are a researcher from somewhere far outside the US you have to travel long and far just to attend the conference (meaning more attendees will be from the US leading to less diversity in conversation and viewpoints). Also, the gesture to have one of these meetings in a place like Dhaka or Lilongwe I think can have a big impact on the research community and school of thought as well.

This is a very promising statistic. I would love to know how much it will go up form 2010 to 2020. I think it is also a good sign that when using the newest formats of MLA and APA that you abbreviate the first name of the author (in the citation) in order to eliminate any sort of gender bias.

Considering this article was written seven years ago, I would love to see how things have changed/progressed in this time. Would be nice to see a follow up article of sorts.

This must be a solution to this problem! We simply cannot accept results that are skewed so greatly, especially when it comes to people's health and wellbeing. There is nothing more valuable and sacred than a person's health, and the fact that we are toying with results that can directly harm the public is so disheartening.

The fact that drugmakers and researchers are willing to put people's health a risk in exchange for a monetary gain is simply horrifying. Also, warning signs should never be overlooked especially with a risk as dangerous as a greater risk for heart attack.

I think this is the main problem. Although, I believe the UC system is making a statement, if there is not enough public recognition then nothing will really change when considering that the loss of 10 million won't really hurt Elsevier in the long run. Thus, I think other school systems will have to follow suit in order to make a real impact on the way the industry is currently run.

I wish the author went into a bit more detail about how even though authors have the option to provide the public with free access to their work, 85 percent of those (from the UC system) choose otherwise. I will have to look into why this is currently the case.

I think this is a really important point that Morris makes. When classes are moved from the physical space to the digital space we take a leap of faith that the information and thoughts that we share will not be exploited or even taken by others. In a regular classroom environment, much of your physical work (like essays, and annotations) are only really shared with the professor. Therefore, we instill a great deal of trust in the digital learning space.

I am really intrigued by this statement and I think in some ways I agree. For example, it reminds be of the use of social media and the debate surrounding the types of human connection and communication it prompts. Although tools like Instagram and Facebook do not replace face to face connection, they provide an additional method of human connection that some may argue can be even more valuable.

After taking many classes both on and offline, I believe the isolation does not stem from the method of teaching (digital or nondigital), but instead it has to do with the professors true willingness to oversee their students and truly be available as a resource. I have felt much more connected and assisted by professors of online courses in certain cases than professors of a typical lecture class. Thus, I believe this isolation can be mainly attributed to the dedication of the professor of the course.

I strongly agree with this sentiment because I experienced this type of grading from prekindergarten until the start of six grade. Our teachers used labels like "excellent, good and satisfactory" in order to describe our achievement in the classroom and on tests. I found this system to be just as detrimental as grading because, those labels, still define you as a student and even as a person which inherently takes the enjoyment out of school.

I find this statement to be incredibly alarming. If the point of education is to produce knowledgeable and curious young adults, then why are we deliberately choosing a method that will create a more weakly informed population. As a student, your goal is to receive the best grades in order to get into the best college. Then, once you get into college, you also need to get the highest grades possible in order to get the best job or gain entry into graduate school. Therefore, instead of learning how to enjoy the process of learning itself, we worry ourselves so much about grades and resort to basic memorization of facts and figures in order to get by.