Epidemiology is an openly licensed text designed for medical degree–seeking clinical students without a prior background in public health. Using sports medicine and injury prevention examples and applications, it aims to provide students with the basics of epidemiology terms and concepts and is intended to guide medical school students as they prepare for the USMLE Step 1 Exam and to transition from student to clinician. It includes an introduction to general concepts and terminology of epidemiology, study designs and their relationship to clinical questions, and the use of epidemiology in clinical diagnosis and screening of disease. Concluding sections of the book present sources of errors in epidemiologic studies, including bias, confounding, and effect modification. The book is notable for its use of accessible, inclusive figures and examples, and end-of-chapter study guides that summarize the chapter visually.

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Please help us understand your use by filling out this form: https://bit.ly/interest_epidemiology.

The main landing page for this book is https://doi.org/10.21061/epidemiology.
The open textbook is freely available online in multiple formats, including PDF, ePub, and Pressbooks (https://pressbooks.lib.vt.edu/epidemiology/).
A paperback print version (in color) is available for order here: https://a.co/d/90xBmnO.

ISBN (PDF): 978-1-957213-63-7
ISBN (Pressbooks): 978-1-957213-65-1
ISBN (EPUB): 978-1-957213-64-4
ISBN (print): 978-1-957213-62-0

Suggested citation
Baker, Charlotte (2023). Epidemiology. Blacksburg: Charlotte Baker. https://doi.org/10.21061/epidemiology. Licensed with CC BY-NC-SA 4.0 (https://creativecommons.org/licenses/by-nc-sa/4.0).

View errata: https://bit.ly/errata_epidemiology
Report an error: https://bit.ly/reporterror_epidemiology

Artificial Intelligence (AI), and the algorithmic judgment at its core, is developing at breakneck speed. This version of the popular Ethics for Engineers course focuses on the ethics issues involved in the latest developments of computer science.

This unit will explore the concepts of bias and confirmation bias and how they affect people's presentation and interpretation of data. It includes 5 days of lessons and independent work that culminate in students being able to show what bias and confirmation bias are and how they affect the way we interpret data.

In an effort to build the capacity of the students and faculty on the topics of bias and fairness in machine learning (ML) and appropriate use of ML, the MIT CITE team developed capacity-building activities and material. This material covers content through four modules that an be integrated into existing courses over a one to two week period.

Eyewitnesses can provide very compelling legal testimony, but rather than recording experiences flawlessly, their memories are susceptible to a variety of errors and biases. They (like the rest of us) can make errors in remembering specific details and can even remember whole events that did not actually happen. In this module, we discuss several of the common types of errors, and what they can tell us about human memory and its interactions with the legal system.

The media plays an important role in how you interpret current events. The news media can use particular wording to sway public opinion. This seminar will help you build necessary skills to analyze and understand the media you consume to help you make informed decisions.StandardsCC.8.5.9-10.F: Compare the point of view of two or more authors for how they treat the same or similar topics, including which details they include and emphasize in their respective accounts.CC.8.5.9-10.I Compare and contrast treatments of the same topic in several primary and secondary sources.CC.1.2.11-12.D Evaluate how an author’s point of view or purpose shapes the content and style of a text.CC.1.2.11-12.F Evaluate how words and phrases shape meaning and tone in texts.

This is a list of fake, false, or regularly misleading websites that are shared on Facebook and social media. Some of these websites may rely on “outrage” by using distorted headlines and decontextualized or dubious information in order to generate likes, shares, and profits. These websites are categorized with the number 1 next to them. Some websites on this list may circulate misleading and/or potentially unreliable information, and they are marked with a 2. Other websites on this list sometimes use clickbait-y headlines and social media descriptions, and they are marked with a 3. Other sources on this list are purposefully fake with the intent of satire/comedy, which can offer important critical commentary on politics and society, but have the potential to be shared as actual/literal news. They are marked with a 4.

The K-5 Classroom Resource list is intended for use by educators with students. Background texts and resources for professional development are also available. Please contact Social Science Specialist Amit.Koborowski@state.or.us for more information.

The course will focus primarily on contemporary discourses concerning gender inequality. Most of the readings assigned will be recent articles published in U.S. and British media capturing the latest thinking and research on gender inequality in the workplace. The class will be highly interactive combining case studies, videos, debates, guest speakers, and in-class simulations.

Students are introduced to the concept of gender stereotypes, in both an
online and offline context. Students first discuss stereotypes about boys
and girls: where they come from, how we learn them, and why they can
be restrictive. Students then identify and discuss gender stereotypes in
the “Dress Up Your Avatar” feature of a virtual world for kids.

  Students will spend 3-5 days learning about bias. They must figure out what bias is and how to spot bias in an online article. For the final product students will be asked to create a product that their peers can use to identify bias.

This resource is a video abstract of a research paper created by Research Square on behalf of its authors. It provides a synopsis that's easy to understand, and can be used to introduce the topics it covers to students, researchers, and the general public. The video's transcript is also provided in full, with a portion provided below for preview:

"Recent advances in DNA sequencing technology have made it possible to investigate community-wide changes in microbes that live on and within the human body. Unfortunately, different studies can have different results, often due to systemic biases introduced at various stages of sequence-based microbiome studies. Sample collection can introduce biases depending on the source site and method of collection. Consistent collection methods are essential, and care must be taken when choosing storage methods, times, and reagents. Increasing the usage of benchmark samples and technical replicates may also help to mitigate batch effects during sample collection and processing. Additional bias can arise during DNA extraction due to differing extraction efficiencies, contamination, and the introduction of DNA from non-living organisms. Introducing steps to this process to reduce contamination and measure inter-plate and inter-assay variability will help to reduce these effects..."

The rest of the transcript, along with a link to the research itself, is available on the resource itself.

The Identifying and Addressing Implicit Bias strategy contains tools needed to discover and explore unconscious biases, and to develop ways to respond to those who act on prejudices. It is designed to support teachers to create safe, considerate and successfully collaborative learning environments. The strategy can be used in the beginning of and throughout the school year as students explore new content that may uncover new biases. When students have opportunities to transform their own thinking and plan ways to transition from bystanders to upstanders, the learning community becomes a place of empowerment.

Bias is a universal human condition. It is not a personal defect, but it is important to recognize your biases and manage them. We cannot cure unconscious bias, but we can address it. This lesson will provide you the opportunity to identify your personal biases. You have them, even if you think you don’t! You are encouraged to try this lesson so you can be more aware of your personal biases and take the necessary steps to reduce their impact on your life.StandardsCC.8.5.11-12.G Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.

This resource was created to help students understand that implicit biases are mental shortcuts that all brains do. They happen without awareness and are socially conditioned and unconscious. A person's conscious mind might not truly agree with the implicit bias that they harbor and could unintentionally act upon.It is important to learn about implicit bias to prevent the negative consequences of these biases. To thrive in this world, we all need to know how to work together. Unfortunately, some barriers need to be overcome. Teamwork skills are vital, and a positive, inclusive environment helps greatly in the development of teamwork skills.

Can we really trust our perception? This post outlines some common ways that our brains perceive or interpret information in a way that does not produce accurate knowledge.

6.0002 is the continuation of 6.0001 Introduction to Computer Science and Programming in Python and is intended for students with little or no programming experience. It aims to provide students with an understanding of the role computation can play in solving problems and to help students, regardless of their major, feel justifiably confident of their ability to write small programs that allow them to accomplish useful goals. The class uses the Python 3.5 programming language.

This social media literacy unit introduces students to foundational skills in analyzing images and social media posts. It also reenforces critical thinking questions that can be applied to various forms of media. This unit was taught to 9th grade students but is easily adaptible to a range of secondary classrooms. It was also taught in conjunction with another unit focused on social media platforms and content.

A unique perspective on the confluence of the three basic conceptual frameworks in human experience. Contains several studies, with data, of remarkable world views of disparate cultures based on their specific cultures language. The premise is that how people experience the world, then think about it, then create a language around it, alters their perception of the world in very fundamental ways. The radical notion is that thought and language, creates the circumstances of, and contribute to significantly different realities for different peoples.

The internalization and realization of this concept is significant and can possibly radically alter and change how different cultures assess their ability to, at the most basic levels, understand other cultures realities.

In this 3½-hour workshop, learners assess the reliability and credibility of online resources. They explore how misinformation and fake news can distort our biases and perspectives, ultimately making it difficult for us to be objective in the selection of resources as aids to both effective learning and informed civic action and decision-making.

Students will:
 Define misinformation and fake news and how it can affect personal biases and perspectives.
 Discover how to mitigate bias when searching for and surfing information online.
 Use best practices to authenticate sources of credible and reliable information:
o Find and verify the original source
o Check other sources
o Use fact-checking tools

Suitable for Grades 11 and 12