Our chapter reading this week focuses on truth. Political misinformation, or lies if you will come fast and furious during election time. One way to fight back against this tactic is to know where to find the truth. There is a website that provides this service for us. It it called PolitiFact.com (Links to an external site.). At this site, the Tampa Bay Times fact checks statements made by politicians and rates those statements using its "Truth-O-Meter." Comments range from True to False and degrees in between. It also gives the "Pants on Fire" award to those statements that are "outrageously false." This is a site everyone can benefit from. answer the following:1. Find one Pants on fire statement and explain why it misrepresents the truth.2. Find one other false statement that is meaningful to you. Explain why being lied to in this case is disturbing.Give full answers to each of these questions.NO COPY AND PASTING NOR USING OTHER OUTSIDE SOURCES

1) Describe Paleolithic life. Was it complex or simple? Make arguments for both positions. Equal or unequal? Make arguments for both positions. How would you rate the capabilities of early humans? Do you think they represent the "normal" or natural state of human beings?2) Explain and compare the lives and roles of women in the Paleolithic World, the Neolithic World, and the cultures of Mesopotamia and Egypt in particular. What is different? What is similar?2 different questions. Each one should be answered with a 1-2 page response.

Over the course of your teaching career, you will come in contact with many students. Certainly, that contact has an impact on their lives. However, can you make a difference in the world beyond the influence your teaching has on individual students? How might your teaching contribute to social change?For this Discussion, review and study this week’s Learning Resources. Consider how your view of the teaching of psychology might relate to social change beyond the individual-student level. Then think about examples that illustrate the relationship between social change and teaching.With these thoughts in mind: a brief description of how teaching of psychology might relate to social change beyond the individual student level. Then describe two examples that illustrate the relationship between social change and teaching.Be sure to support your post with specific references to the Learning Resources. If you are using additional articles, be sure to provide full, APA-formatted citations for your references.ResourcesStavredes, T. (2011). Effective online teaching: Foundations and strategies for student success. San Francisco, CA: Jossey-Bass.Chapter 18, “Developing an Online Teaching Philosophy” (pp. 241–243)Svinicki, M., & McKeachie, W. J. (2014). Vitality and growth throughout your teaching career. In McKeachie's teaching tips: Strategies, research, and theory for college and university teachers (14th ed., pp. 331–337). Belmont, CA: Wadsworth.University Center for the Advancement of Teaching. (n.d.). Guidance on writing a philosophy of teaching statement. Retrieved March 22, 2013, from http://ucat.osu.edu/read/teaching-portfolio/philosophy/guidanceWeinberg, A. S. (2002). The university: An agent of social change? Qualitative Sociology, 25(2), 263–272.Retrieved from the Walden Library databases.Yorio, P. L., & Ye, F. (2012). A meta-analysis on the effects of service-learning on the social, personal, and cognitive outcomes of learning. Academy Of Management Learning & Education, 11(1), 9–27.Retrieved from the Walden Library databases.TemplateStatement of Teaching Philosophy TemplateBased upon (Chism, 1998), “Developing a Philosophy of Teaching Statement,”See for additional guidance: http://ucat.osu.edu/read/teaching-portfolio/philosophy/guidance TitleYour name1. Conceptualization of learningAsk yourself such questions as “What do we mean by learning?” and “What happens in a learning situation?” Think of your answers to these questions based on your personal experience. Chism (1998) points out that some teachers have tried to express and explain their understanding of learning through the use of metaphors because drawing comparisons with known entities can stimulate thinking, whether or not the metaphor is actually used in the statement. On the other hand, most instructors tend to take a more direct approach in conceptualizing learning, i.e., they describe what they think occurs during a learning episode, based on their observation and experience or based on current literature on teaching and learning. 2. Conceptualization of teachingAsk yourself questions such as “What do we mean by teaching?” and “How do I facilitate this process as a teacher?” Chism (1998) suggests that personal teaching beliefs as to how the instructor facilitates the learning process would be appropriate for this section. Again, the metaphor format can be used, but a common practice is a more direct description of the nature of a teacher with respect to motivating and facilitating learning. Along with the questions above, you may also address such issues as how to challenge students intellectually and support them academically and how the teacher can respond to different learning styles, help students who are frustrated, and accommodate different abilities. Furthermore, you may talk about how you, as a teacher, have come to these conclusions (e.g., through past experience as a student or teacher, or as a result of reading the literature or taking classes). 3. Goals for studentsThis section should entail the description of what skills you, as the teacher, expect your students to obtain as the result of learning. You may address such issues as what goals you set for your classes, what the rationale behind them is, what kind of activities you try to implement in class in order to reach these goals, and how the goals have changed over time as you learn more about teaching and learning. For instance, you can describe how you have expected students to learn not only the content but also skills such as critical thinking, writing, and problem solving, followed by elaboration on how you have designed/planned individual sessions toward accomplishing the goals. 4. Implementation of the philosophyAn important component of the statement of a teaching philosophy should be the illustration of how your concepts about teaching and learning and goals for students are transformed into classroom activities. Ask yourself, “How do I operationalize my philosophy of teaching in the classroom?” and “What personal characteristics in myself or my students influence the way in which I approach teaching?” To answer these questions, you may reflect on how you present yourself and course materials; what activities, assignments, and projects you implement in the teaching-learning process; how you interact with students in and outside class; and the consequences.5. Professional growth planIt is important for teachers to continue professional growth; and to do so, teachers need to set clear goals and means to accomplish these goals. Think about questions such as “What goals have I set for myself as a teacher?” and “How do I accomplish these goals?” You can elaborate this plan in your statement of teaching philosophy. For instance, you can illustrate how you have professionally grown over the years, what challenges exist at the present, what long-term development goals you have projected, and what you will do to reach these goals. Chism (1998) suggests that writing this section can help you think about how your perspectives and actions have changed over time. Consider professional conferences that might help your growth.References