Tuesday, September 06, 2016

College Profs Tell Students To Drop Out If They Don’t Believe In Global Warming

They can't hack dissent and debate, in a complete abandonment of science and scholarship

Three University of Colorado professors told students to drop out of class if they did not believe in man-made global warming, stressing in an email there will be no debates on the subject in class.

"The point of departure for this course is based on the scientific premise that human induced climate change is valid and occurring," reads the email from UC Colorado Springs professors to their students obtained by The College Fix.

"We will not, at any time, debate the science of climate change, nor will the ‘other side’ of the climate change debate be taught or discussed in this course," reads the email sent after some students voiced concern about their future in the class after the first online lecture on global warming.

"Opening up a debate that 98% of climate scientists unequivocally agree to be a non-debate would detract from the central concerns of environment and health addressed in this course," the professors wrote in their email.

"If you believe this premise to be an issue for you, we respectfully ask that you do not take this course, as there are options within the Humanities program for face to face this semester and online next," they wrote.

The three professors teach the online course "Medical Humanities in the Digital Age," but also delves into global warming and even the "health effects of fracking," according to the course syllabus. There’s also a lecture on "our relationship with the natural world and its healing power."

The lecture on hydraulic fracturing, or fracking, relies on sources from environmental activists that want to ban the drilling technique despite federal and state studies finding little to no evidence it contaminates water or negatively impacts human health.

Professors even encourage students to measure their own carbon footprint, reports the College Fix, which notes the teachers even banned challenging global warming on online forums unless they cite research reviewed by the United Nations.

Public schools have also taken up the climate crusade. The Portland Public Schools Board voted in June to "abandon the use of any adopted text material that is found to express doubt about the severity of the climate crisis or its root in human activities."


Warmists force revision of Irish science textbook

Skeptical view purged

Ireland’s largest publisher of school books has revised a chapter in its sixth class school geography book after environmental group, An Taisce, raised concerns about what the book says about global warming.

'Unlocking Geography', published by Folens, quotes a fictional meteorological researcher, who suggests that global warming is caused by nature and that humans are not to blame.

The book was published four years ago and has been used for sixth class pupils in primary schools ever since.

In chapter ten of the book, 'Barry' a fictitious climate scientist outlines the effect that human activity is having on the environment.

He is followed by 'James', a fictitious meteorological researcher, who disagrees. James says "Most of the things that have led to Global Warming were caused by nature itself".  He goes on to say that "Humans are not to blame because we have very little control over nature.

The chapter asks children to discuss these points of view.  It quotes from blogs that state "All this talk of Global Warming is silly", and "Those scientists are always trying to scare us!".

The book came to the attention of An Taisce when the daughter of one of its members alerted her parents to its arguments. Following representations from An Taisce, Folens agreed to revise the chapter. Today a new booklet was sent to schools, replacing chapter ten of the book.

This new section was drawn up in conjunction with An Taisce and scientists. The fictitious meteorological researcher, and his arguments against global warming, are gone.

Folens has told RTÉ News that the original content reflected the "balanced opinion" on climate change which was prevalent a number of years ago.

Managing Director John Cadell said that scientific opinion had now changed and the company was happy to update its book. Folens has written to primary schools today asking them to replace chapter 10 with the new booklet that the publishers has issued.

Folens said it would be too expensive to republish the entire book.

An Taisce has welcomed the revision. Its Climate Change Spokesperson, John Gibbons, told RTÉ News it was incredibly important that children and their teachers were armed with the most accurate information.


Blinded by beauty: Good-looking pupils get better marks at university and school because teachers are biased towards attractiveness

Students could be failing classes because markers are penalising them for their race or looks, new research suggests.

Academics claimed grading bias among markets in all levels of education could give students with 'unfavourable characteristics' up to five per cent less.

These include being unattractive, belonging to a certain ethnic group or gender, being labelled with a learning disability, or poor past results (a 'halo effect').

Teachers may also give higher marks to better-looking students, those of the same race, or those they know to be hardworking or 'gifted'.

In a study published in the Australian Journal of Education, University of New England associate professors John Malouff and Einar Thorsteinsson conducted a meta analysis of 20 studies on grading biases involving 1,935 markers.

They found the biases were consistent across the studies and resulted in students with supposed negative traits receiving four to five fewer marks - which could be the difference between passing and failing.

The researchers said the studies did not explain why the bias happened, but hypothesised that they would affect a marker's expectations.

'When the grading has subjective elements involving opinions as to quality based on characteristics external to the assessment piece, these expectancies may colour the work of the student enough to affect assigned scores,' they wrote.

Grading bias was largely irrelevant in objective studies like maths, or in exams with multiple choice questions.

Dr Malouff said teachers did not wanted to be biased and it was likely to be unconscious.  'They would swear in a court of law that they did it fairly but they just would not know,' he told The Age.

University of New England associate professors John Malouff (L) and Einar Thorsteinsson (R) conducted a meta analysis of 20 studies on grading biases involving 1,935 markers

He started studying grading bias when he found it difficult to mark a the essay of a friendly and hardworking student whose life story of suffering and abuse he was aware of. 'It was very hard for me to put all that aside – that she was such a pleasant hardworking person bringing herself up,' he said.

The researchers suggested blind marking could help minimise grading bias, as they noted was done at University of Melbourne and La Trobe University.

This was where students' work was kept anonymous and ideally marked by someone from another class.


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