Category: Individuals and Societies 10 (page 1 of 13)

InS 10: Intro to Abnormality

Discuss:

  • What are phobias?
  • What causes phobias?
  • How are they treated?
  • Are they more nature or nurture?
  • What is the difference between fear and phobia?
  • What would you consider abnormal human behavior?
  • How can we measure such behavior?

Exercise 1:

  • Read the handout p. 161
  • In groups, explain the following ways of measuring abnormality and their evaluation, using specific examples:
    • Statistical infrequency
    • Deviation from social norms
    • Failure to function adequately
    • Deviation from ideal mental health

Let’s Kahoot it up!

Exercise 2: Models of abnormality


Model: A set of assumptions or concepts that help psychologists and/or scientists explain and interpret observations

  • Spells out basic assumptions and sets guidelines for investigation and treatment
  • Some may conflict with each other or be better suited for certain conditions

Exercise 2:

In groups, use the handout to explain the following models of abnormality, as well as their ethical and practical implications.

Do some research of an actual case study where your model has been used, and explain it to the class, using the model to structure your explanation.

  • Medical model
  • Psychoanalytic approach
  • Behavioral approach
  • Cognitive Approach
  • Humanistic approach

Exercise 3: Bias in Psychological studies

We will look at the Li-Repac Study (1980)

Friday afternoon movies: Crash Course Psychology

InS 10: Kamakura Beach study, Part 2

Now that we have collected all of our data, it is time to put it all together.

First, make sure all of your paper data is inputed here

PART 2 – graphing results, analysis, conclusion and evaluation

Please use clear headings for these sections.

-1. Graph your data in order to analyse your findings

* Note – Graphs can be computer generated or done by hand and must have titles, referred to and be integrated into the text, where you talk about them. You should use a variety of suitable graphs to display data. They must be clear, have labelled/numbered axis and titled. Be as creative as you want when illustrating all of your work.

Here are some graphing ideas

Right Angle Triangle calculator

Drawing a cross section by hand

-2. Write the trend of each graph underneath, including anomalies

-3.  Write your analysis under the headings of each Hypotheses.

You will state what we expected with reference to our studies on coastal processes and landforms.( use what we have learned in class! ) You will analyse ( describe and explain ) the data you collected with regard to the expectations of a destructive beach, and state whether or not you have proved or disproved each hypothesis. DO NOT ANSWER THE RESEARCH QUESTION. You will do this in the conclusion. 

Use pictures throughout your analysis to support your arguments. 

  1. The beach gradient is steeper towards the back of the beach
  1. Beach material will be larger and more angular towards the back of the beach
  • Create 1 graph  to illustrate your findings roundness and size and analyse what you found. (use class averages )
  1. The waves will be high ( 1 metre or more ) and frequent ( more than 12 per minute )
  • Using a table to illustrate the data and graph the 2 class averages..
  1. There will be a strong longshore drift
  • Analyse your findings referring to prevailing wind, direction of movement  and time taken for any movement of material over 10m. If it is over 3m per minute then it is considered strong.

5. There is natural evidence (erosional landforms) and man made evidence (defenses) that the beach is being destroyed

  • Using your field sketch, pictures and the observational notes you made as well as photographs present any evidence of the above. Use lots of photos and be creative here. Annotate your photographs to show what they illustrate.

4. CONCLUSION

Sum up what you found. Are your hypotheses mainly proven or disproven?  Use each hypothesis to base the summary of your findings in order to give your answer to the question: “ Is the beach at Kamakura Inmuragasaki a destructive beach?”

5. EVALUATION

  1. Briefly evaluate your methods (discuss positive and negatives) (not the execution of your peers!)
  2. Suggest how the study/methodology might be improved
  3. Suggest how the study might be extended.

TSC – A, B, C & D

Due date: Tuesday December 4th

Hyperlink your work here

InS 10 Field Trip: Kamakura Beach Study

On September 3rd, we will be going to Kamakura to conduct a few data collection experiments on Inamuragasaki beach in Kamakura.

On the day, you will either meet us:

What to bring:

  • Wear your YIS PE t-shirt
  • Your lunch (You will not be allowed to go to the store from the beach)
  • Water
  • Sunscreen and sunglasses
  • A camera or smartphone
  • Swimsuit and towel for those going in the water.

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The field trip has two main aims

  1. To familiarize you with the processes and landforms of the coastal environment and mitigation methods
  2. To conduct fieldwork required for a geographical investigation of a coastal zone

Our research question is:

“ Is Inamuragasaki beach a destructive beach?”

To help answer this we are gathering data on beach characteristics, beach material, gradient and waves, as well as making observations to decide whether or not it is destructive or constructive  

We will try to prove or disprove the following Hypotheses

  1. The beach gradient is steeper towards the back of the beach
  2. Beach material will be larger and more angular towards the back of the beach
  3. The waves will be high ( 1 meter or more ) and frequent ( more than 13 per minute)
  4. There will be a strong longshore drift
  5. There is natural evidence (erosional landforms) and man made evidence (defenses) that the beach is being destroyed

Methodology

We will be working in class groups to make information sharing easier. There will be 8 transects. See map for transects and groups

Each class will be split into 4 groups and will rotate their tasks. See rotation and explanation. You will have a copy of this with you.

Since we will be going with Ms Wilson’s classes, here is our schedule for the day:

Time Task
Morning: 10:30 to 12:00 Tasks 2 and 3: Waves, Longshore Drift  and Observations
Afternoon: 12:30 – 2:00 Task 1 – Beach Material and Gradient

 

PART 1 – Introduction, location and method

Before we go, you need to have a good understanding of the area we are going to research, and of the methodology of our experiments

In groups of 3, you will need:

  • A title page – include your name
  • Contents page ( this will be done last)
  • Clear headings for each section – INTRODUCTION/LOCATION, METHOD etc
  • INTRODUCTION
    • A one paragraph description of the location (history, geographic location and site)
    • A hand drawn map of the beach, and another situating it in Japan
    • A brief introduction to the aims of the study
    • our research question
    • Your hypotheses with justification.
  • METHODOLOGY
    • You will explain, using visual aids (pictures or drawings) how to conducted each experiment
    • Including a brief justification ( why you think this method is appropriate )
    • Include a list of all the material needed, with pictures.
  • TSC – B & C
  • Due date: 

    • 10B: Nov 14
    • 10C: Nov 16

Data tabulation sheet

InS 10: Intro to Coastal Processes and Landforms, and Seminar week Homework

Here is your homework during Seminar week.

Read this handout and answer the following questions, by hand, with your name and clear labels:

  • Page  27 Activities, #1, 2, 3
    • Broken lines = dotted lines
  • Page 29 Activity, all 6 questions
  • Page 31 Activities, # 1, 2
  • Page 33 # 1 only

For class only, do not do the exercises below for seminar week homework homework

Our next unit will be about coastal processes and erosional landforms, leading to another field trip to Kamakura, but this time we will be collecting primary data about the Inamuragasaki Beach on November 2nd

  • What are waves?
  • Why do they come in different shapes and sizes?
  • What generates waves?
  • How do beaches form?
  • What different types of beaches are there?
  • Can you explain why they look different?
  • How do cliffs form?
  • What shapes mountains and coasts?

Part 1: Marine Processes presentation

Take detailed notes of the slide show

WAVES

Why are waves different?

The prefect wave?

ACTIVITY

In groups of 2 or 3, you will explain one of the following features:

  • Constructive wave
  • Destructive wave
  • Ocean swells
  • Rip currents
  • Billabong
  • Erosion
  • Corrasion
  • Hydraulic action
  • Corrosion
  • Longshore Drift

There’s a catch! Only one person in the group will be allowed to talk. The others will have to “act-out” your explanation without speaking.

Useful link,  or try using this reading,

We will present in 10 minutes at the end of class.

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InS 10: Monopolies

Why do companies compete with each other?

How can a company compete with another? (Strategies)

What is the purpose of advertising?

Draw a diagram explaining the outcome of advertising on quantity and pricing.

What is a monopoly?

Draw a diagram of how a monopoly would affect quantity and pricing.

Is a monopoly a good or bad thing?

We will now play the “Hunt the Cons” game to think further about the pros and cons of monopolies.

Let’s discuss again, is a monopoly a good or bad thing?

Activity 1:

In groups of 2, go over the Monopoly slideshow

  • Make a copy of this document , add your names to the title, share it with me and hyperlink it here
  • Then, answer the questions in paragraph form and list of all the important words, give their definitions and one real world example.

Activity 2:

In your same groups, find 2 real world examples of companies with a monopoly on their market.

Explain why it is a monopoly

Explain

  • One with positive social outcomes
  • One with negative social outcomes

Sirius XM to buy Pandora

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For your Second summative assessment, you will have a choice of creating a video or a Pecha Kucha (Or an essay, anyone?)

TSC for Video (groups of 2)

TSC for Pecha Kucha (Google slide timing tutorial) (Individual)

TSC  for Essay

Hyperlink your team, topic and project here

 

Past examples:

Due date:

  • 10B: Tuesday October 9th
  • 10C: Monday October 8th

InS10: Market Failure Article Analysis presentation

We have been discussing market failure and externalities. The importance of understanding these things is so that stakeholders (businesses, governments, city planners etc) can allocate resources in order to produce the right amount of any given product or service.

First, here are a few important vocabulary terms: 

  • Externalities (When a 3rd party is directly affected by the good or service that they are not consuming or producing themselves, such as second hand smoke).
  • Merit Goods (good goods, that affect the person NOT consuming/producing the good such as medicines) These are often Public Goods.
  • Demerit Goods (bad goods such as pollution and cigarettes)

Another way to put it is that we want to maximize our utility (happiness) or “Equilibrium” level. It means that the perfect amount of the good or service is produced and consumed.

  • So for example, you eat a bite of ice cream, that first bite would taste the best. But then you eat another and another until you get to the point at which you are completely satisfied (the 9th bite). If you were to eat one more bite it (10) it would make you feel a bit sick. You would not consume another bite if it was to have a negative effect on you (therefore, make you feel ill) so your utility would be maximized at the 9th bite.
  • Inversely, if we do not produce or consume enough of something (say a vaccine for malaria) then we are not at equilibrium or the socially optimal level as there are still people who would  like the good or service but cannot get it. So we need the someone else to intervene and help, this is where the government comes in. They help subsidize the production of the merit good.

Your first assessment with be analyzing economic activities in order to identify the market failure, externalities and solutions to reach equilibrium:

You will need to take an article from the news ( maybe use one of these ) and using the topic of market failure, explain what the problem is (why the market has failed) and how the government could step in to solve the problem through the use of a subsidy or a tax.

Layout:

1) Summarise what the main point of the article is – point out any controversy
2) Explain why the market is failing to be efficient (at equilibrium)
3) Identify the private and social (third party) costs and or benefits
4) Identify the stakeholders in the market and explain if they are hurt or helped and why
5) Explain 2 or 3 possible solutions and evaluate how well they might work given the context of the situation. Evaluate which one is best suited to address the imbalance.
Remember:
You may use a digram to explain your reasoning.

Judgments are made that are supported by effective and balanced reasoning.

  • Make judgments – be specific about what you think.

  • Support judgments with appropriate reasoning – explain why you came to that conclusion and mention the evidence you have for making assumptions or synthesising points.

Consider alternative points of view (be clear about specific stakeholders) or alternative outcomes to the ones you have discussed. Also support these alternatives or rank in order of priority/effectiveness. Give room for claims and their counterclaims.

Here is an example. 

In groups of 2: Pick a recent article depicting a market failure and analyze it using the 5 points above. You will present your findings to the class.

  • Presentations should be between 3 and 5 minutes long
  • You may record a video

Hyperlink your presentations here.

TSC (A, C, D)

Due date: Thursday September 13th

InS 10: Intro to Market Failure

In groups, discuss:

  • What do you know about pricing?
  • How do companies calculate the cost of a good?
  • Why are similar goods sometimes priced differently?
  • Why are goods different prices in different places?

Once again:

  • What is supply and demand?
  • Give a concrete example

Discuss: What is missing in the supply and demand equation?

___________________________________________________________

Market failure is when pricing mechanism leads to an inefficient allocation of (scarce) resources and loss of economic welfare

Today, we will only consider 2 types of market failure: positive and negative externalities

Externalities are the consequence of an industrial or commercial activity which affects other parties without this being reflected in market prices

Discuss: What is not included in the price of:

  • Cigarettes?
  • Cars?
  • Tree planting?
  • Education?

How can we adjust prices, now that we know their externalities?

 

Externalities do not have to be about pricing. Any activity that has an unintended impact on a third party can be seen as an externality.

PPT

Exercise 1: In your table groups

  1. Define and give one example of:
  • Private cost
  • Social cost
  • Social benefit

2. Explain 2 positive and 2 negative externalities  in the school. (Social benefit and social cost)

————————————————–

Exercise 2:  In groups of 2

Read one of the following articles, describe it to the class while explaining:

Exercise 3: As a class, we will play Externalities Mystery!

You will be divided into 8 groups of 2 or 3

  • Each group will briefly explain wether the hospital should be built or not, base don their card’s perspective.
  • We will then have small discussions on wether or not the hospital construction should go ahead.
    • What were the reasons for your decision?
    • Why were those reasons more significant than any other reason?
    • What other factors might it depend on?
    • What else might you want to know before making a final choice?

Then:

  • Which costs are private costs/benefits, and which are external?
  • Can we put a value on any of these externalities?
  • Who is likely to benefit/suffer the most as a result of the hospital project?

If time:

How is Christmas an externality?

Or spot all the externalities in Dr Seuss’ the Lorax

InS 10: Disorder research question in Stigma and treatment

Now that you have a good understanding of a disorder, its prevalence and its symptoms, it is time to look at stigma and treatment.

Researching Psychology. A message from Ms Vance:

“YIS has JSTOR, which you can browse by subject, as well as basic and advanced searches of course. Here’s a link to the Psychology section of JSTOR, which you can search within exclusively.  You’ve got access at school by IP address, but to use it at home, you have to create a personal account while you’re at school first.
 
EbscoHost – Science Reference Center database also has psychology resources, although they are likely easier to access if you look at the subject terms SRC uses before you start searching. Working with databases, as you know, can be frustrating when encountering them for more or less the first time. I would be DELIGHTED to come into your classes and train kids how to use them. 🙂
 
Same goes for History, economics and geography. They’ve been exposed to these databases as part of their PP but subject specific training on how to use them on a DP level would be very helpful for them.

Summative assessment: In groups, you will create a short video on a disorder, answering a research question that you will create about either stigma, treatment or both

Your research question question must be:

  • informative to your audience
  • about a stigma or the possible treatment of your disorder, or both
  • focused about a subject that can be answered in the timeframe
  • relevant to your disorder
  • relevant to Japan (try to have at least one Japanese speaker per group)

Find more resources on my diigo account #research question

Possible ideas explaining:

  • causes
  • stigma (in Japan)
  • multiple treatment options
  • how you can help in Japan
  • where people can go for help

Your video must clearly put the question in context and go on to answer it fully through:

  • Named case studies and academic research
  • Developing an understanding of the various issues facing the disorder
  • Where relevant, information about Japanese organizations helping people with the disorder
  • 2.5 to 3.5 minutes long

TSC (B + C)

Write your research question and hyperlink your video here

Due Friday May 25th

Past (Not necessarily perfect) examples.

See also: Anorexia in Japan

InS 10: Stigma towards Mental Disorder

Now that you have a good understanding of a disorder, its prevalence and its symptoms, it is time to look at stigma and treatment.

  • What has surprised you in your research or in the posters you have looked at
  • What are some misconceptions that people have about mental disorders?
  • Can mental disorders be treated? How?
  • What are some misconceptions that people have about treating mental disorders?

Source: New York Times, 2017/2/14

 

 

 

 

 

 

  • For what purpose did the “amateur diagnosticians” label Mr Trump a narcissist?
  • What is the purpose of the  letter to the editor?
  • What does it say about people’s perception of mental illness?
  • What does it say about stigma?

Stigma:

Quick review:

 

InS 10: Disorder Poster

We have been discussing ways of defining abnormality, and symptoms of various disorders. We will now look at prevalence and how it varies between regions, cultures, age groups  and genders.

You will create 1-sheet comparative report or poster or pictogram on the prevalence of 1 disorder.

Max 400 words

  • Describe the symptoms
  • Explain the difference in prevalence over time between two countries or region in terms of :
    • Age
    • Socio economic level
    • Gender
    • Culture

LIST OF DISORDERS

  • Schizophrenia
  • Addiction (alcohol/substance)
  • Bulimia
  • ADHD
  • Bipolar disorder
  • Autism spectrum disorder
  • Dissociative Identity Disorder (a.k.a multiple personality disorder)
  • OCD
  • Other, with teacher approval

TSC A

Topic choices

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