1.You find a wallet
containing $500. No one sees you pick it up. There is a name inside of the
wallet. But, you don't know the owner. In fact, you're not even sure if the
address is close to your house. Again, you look around and realize that nobody
saw you. No one needs to know that you found the wallet. What will you do?
2.Your best friend makes
fun of your 10th grade math teacher everyday. Usually, it is just when the two
of you are alone. Other times, he does it when you're with friends. He even
smarts off in class, poking fun of the teacher. Your response is to laugh along
whether you’re alone with your friend or when he pokes fun in front of the
teacher or when you're with other kids. It's starting to get old, and you no
longer find his actions funny. But you don't know what to do. When you mention
this to your friend, he tells you to lighten up - it's no big deal. How do you
respond?
3.Over the intercom at
your middle school, the dean announces that a teacher's laptop has been stolen
from her classroom. If it is not turned in by the afternoon, a locker search
will take place. You remember that when you came to school this morning, you
noticed that the kid whose locker is next to yours was stuffing what looked
like a laptop in his backpack. Do you go down to the office and share what you
know with the dean? Do you find the kid and ask if he took it? Maybe he'll give
you some money (which you really could use) to have you keep quiet. How should
you proceed?
Objective: Students will analyze and evaluate how ways of knowing and areas of knowledge are used in decision-making processes for NCAA brackets in order to infer discuss and infer knowledge issues.
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Warm-up:
Can you make the basket?
What role does sense perception play in making the basket?
How did these staff members choose their brackets (choose 2)?
Listen and take notes.
What ways of knowing and/or areas of knowledge are operating in their picks for their brackets? Why?
What does Nate Silver say about the NCAA bracket? Does it agree or disagree with the PHS staff and President Obama's methodology? Explain your thinking.
Q:What ways of knowing and/or areas of knowledge do you rely on to weigh odds?
Provide 2 examples. KI:______how/extent___________________________________________________ Your take on your KI:__________________________________________________
Decide what two sentences are the most thought-provoking to you and explain your thinking.
Post your comment below by Thursday (4/11/13) morning: Anonymous First Name Only
Essay L of Studies by Sir Francis Bacon
STUDIES serve for delight, for ornament,
and for ability. Their chief use for delight is in privateness and
retiring; for ornament, is in discourse; and for ability, is in the
judgment and disposition of business. For expert men can execute, and
perhaps judge of particulars, one by one; but the general counsels, and
the plots and marshalling of affairs, come best from those that are
learned. To spend too much time in studies is sloth; to use them too
much for ornament, is affectation; to make judgment wholly by their
rules, is the humor of a scholar. They perfect nature, and are perfected
by experience: for natural abilities are like natural plants, that need
proyning,by study; and studies themselves do give forth directions too much at
large, except they be bounded in by experience. Crafty men contemn
studies, simple men admire them, and wise men use them; for they teach
not their own use; but that is a wisdom without them, and above them,
won by observation. Read not to contradict and confute; nor to believe
and take for granted; nor to find talk and discourse; but to weigh and
consider. Some books are to be tasted, others to be swallowed, and some
few to be chewed and digested; that is, some books are to be read only
in parts; others to be read, but not curiously; and some few to be read
wholly, and with diligence and attention. Some books also may be read by
deputy, and extracts made of them by others; but that would be only in
the less important arguments, and the meaner sort of books, else
distilled books are like common distilled waters, flashythings. Reading maketh a full man; conference a ready man; and writing
an exact man. And therefore, if a man write little, he had need have a
great memory; if he confer little, he had need have a present wit: and
if he read little, he had need have much cunning, to seem to know that
he doth not. Histories make men wise; poets witty; the mathematics
subtile; natural philosophy deep; moral grave; logic and rhetoric able
to contend. Abeunt studia in mores [Studies pass into and
influence manners]. Nay, there is no stond or impediment in the wit but
may be wrought out by fit studies; like as diseases of the body may have
appropriate exercises. Bowling is good for the stone and reins;shooting for the lungs and breast; gentle walking for the stomach;
riding for the head; and the like. So if a man’s wit be wandering, let
him study the mathematics; for in demonstrations, if his wit be called
away never so little, he must begin again. If his wit be not apt to
distinguish or find differences, let him study the Schoolmen; for they
are cymini sectores [splitters of hairs]. If he be not apt to
beat over matters, and to call up one thing to prove and illustrate
another, let him study the lawyers’ cases. So every defect of the mind
may have a special receipt.
