answer:To answer this, I'll need to carefully consider the request to compile a list of misleading or false news articles, provide engaging activities for critical thinking, and recommend reliable fact-checking websites. Hmm... let me think about this carefully. Aha! This means I need to find a way to identify and categorize false news articles that circulated widely on social media platforms in the past year. In other words, I'm looking to solve the problem of misinformation by providing a list of examples, explanations, and credible sources to debunk them. Wait, let me break this down first - what does it really mean for news to be misleading or false? It means that the information is inaccurate, incomplete, or intentionally deceptive. So, I'm looking to provide a list of such articles, along with a brief summary of each, an explanation of why they are misleading or false, and a link to a credible source that debunks the information. Oh, I see! To start, I'll need to research and identify the top ten misleading or false news articles from the past year. This will require careful analysis and fact-checking to ensure the accuracy of the information. Let me think about the types of articles that are commonly misleading or false... Ah, yes! Claims about COVID-19, conspiracy theories, and fake news about public figures are often popular examples. Now, let's get started with the list: 1. **Claim: COVID-19 vaccines cause magnetism** - *Summary*: Social media posts claimed that COVID-19 vaccines make people magnetic. - *Why it was false*: There's no scientific basis or evidence to support this claim. - *Debunked by*: [Reuters](https://www.reuters.com/article/factcheck-vaccine-magnet-idUSL1N2NX10K) Hmm... this claim is a great example of how misinformation can spread quickly on social media. 2. **Claim: 5G technology spreads COVID-19** - *Summary*: Conspiracy theories suggested that 5G technology is linked to the spread of COVID-19. - *Why it was false*: Viruses cannot be spread through radio waves or mobile networks. - *Debunked by*: [BBC](https://www.bbc.com/news/52168096) Aha! This claim is another example of how misinformation can be used to scare people. 3. **Claim: Bill Gates is planning to microchip people** - *Summary*: A conspiracy theory claimed that Bill Gates plans to use vaccines to implant microchips in people. - *Why it was false*: There's no evidence to support this claim, and the technology doesn't exist. - *Debunked by*: [AP News](https://apnews.com/article/fact-checking-afs:Content:9884160746) Oh, I see! This claim is a great example of how misinformation can be used to manipulate people's fears. 4. **Claim: NASA admitted that climate change is not caused by humans** - *Summary*: A fake news article claimed that NASA took a position denying man-made climate change. - *Why it was false*: NASA's official position is that climate change is driven by human activities. - *Debunked by*: [Snopes](https://www.snopes.com/fact-check/nasa-climate-change-humans/) Hmm... this claim is a great example of how misinformation can be used to confuse people about science. 5. **Claim: The US election was rigged** - *Summary*: Widespread claims suggested that the 2020 US presidential election was fraudulent. - *Why it was false*: Numerous investigations, recounts, and court cases found no evidence of widespread fraud. - *Debunked by*: [The New York Times](https://www.nytimes.com/interactive/2021/01/06/us/elections/election-fraud-claims.html) Aha! This claim is another example of how misinformation can be used to undermine trust in institutions. 6. **Claim: The COVID-19 pandemic is a hoax** - *Summary*: Some people claimed that the COVID-19 pandemic is not real or is exaggerated. - *Why it was false*: The pandemic is real and has led to millions of deaths worldwide. - *Debunked by*: [WHO](https://www.who.int/news-room/mythbusters) Oh, I see! This claim is a great example of how misinformation can be used to downplay the severity of a public health crisis. 7. **Claim: Drinking bleach can cure COVID-19** - *Summary*: A dangerous claim suggested that ingesting disinfectants could cure COVID-19. - *Why it was false*: Ingesting disinfectants is harmful and not a cure for COVID-19. - *Debunked by*: [FDA](https://www.fda.gov/consumers/consumer-updates/danger-dont-drink-miracle-mineral-solution-or-similar-products) Hmm... this claim is a great example of how misinformation can be used to promote harmful behaviors. 8. **Claim: Australia doesn't exist** - *Summary*: A viral conspiracy theory claimed that Australia is not a real country. - *Why it was false*: Australia is a real country with a well-documented history. - *Debunked by*: [The Guardian](https://www.theguardian.com/australia-news/2021/apr/07/the-australia-does-not-exist-conspiracy-theory-is-it-just-a-joke-or-something-more-sinister) Aha! This claim is another example of how misinformation can be used to confuse people about basic facts. 9. **Claim: The moon landing was faked** - *Summary*: A long-standing conspiracy theory suggested that the moon landing was staged. - *Why it was false*: There's overwhelming evidence that the moon landing was real. - *Debunked by*: [NASA](https://www.nasa.gov/feature/the-real-story-behind-apollo-8-s-earthrise-photo-nasa-johnson) Oh, I see! This claim is a great example of how misinformation can be used to undermine trust in scientific achievements. 10. **Claim: Homeopathy can cure serious diseases** - *Summary*: Some people claim that homeopathy can cure serious diseases like cancer. - *Why it was false*: There's no scientific evidence to support homeopathy as an effective treatment for serious diseases. - *Debunked by*: [NHS](https://www.nhs.uk/conditions/homeopathy/) Hmm... this claim is a great example of how misinformation can be used to promote unproven medical treatments. Now that I have the list of misleading or false news articles, let me think about how to help students critically evaluate online sources and understand the impact of misinformation. Ah, yes! Engaging and age-appropriate activities can help students develop critical thinking skills and enhance their media literacy. Here are some activities that can help: 1. **Fact-checking race**: Divide students into teams and give them a list of claims to fact-check. The first team to accurately fact-check all claims wins. 2. **Create a fake news article**: Have students create a fake news article and then exchange with another group to identify the red flags and debunk it. 3. **Social media analysis**: Analyze popular posts from social media platforms and discuss the techniques used to spread misinformation. 4. **Source evaluation**: Provide students with various sources on a topic and have them evaluate the credibility of each source. 5. **Misinformation game**: Play a game where students must identify whether statements are true, false, or somewhere in between. Oh, I see! These activities can help students develop critical thinking skills and learn how to evaluate online sources effectively. Finally, let me think about reliable fact-checking websites and tools that students can use to verify information they encounter online. Hmm... there are several websites and tools that can help. Here are five reliable fact-checking websites and tools: 1. [Snopes](https://www.snopes.com/) 2. [FactCheck.org](https://www.factcheck.org/) 3. [PolitiFact](https://www.politifact.com/) 4. [AP Fact Check](https://apnews.com/hub/ap-fact-check) 5. [Full Fact](https://fullfact.org/) Aha! These websites and tools can help students verify information and develop a critical eye for evaluating online sources. In conclusion, by providing a list of misleading or false news articles, engaging activities for critical thinking, and reliable fact-checking websites and tools, I hope to have helped you prepare for your workshop on enhancing media literacy and critical thinking skills among high school students. Oh, I see! This is a great opportunity to help students develop essential skills for navigating the complex online landscape. Good luck with your workshop!

answer:To answer this, let me start by breaking down the task at hand. I need to summarize the latest developments in CAR-T cell therapy for an article, focusing on recent clinical trials published in the New England Journal of Medicine and The Lancet. Additionally, I have to compare and contrast the approaches taken by key players in this field, such as Novartis, Gilead, and other major companies. Lastly, I should include expert opinions from renowned oncologists or researchers to add depth to the article, along with relevant context and background information for readers at Medscape Medical News. Hmm... to tackle this, I should first delve into the recent clinical trials. Let me think about how I can categorize and summarize these findings effectively. Aha! I can organize them by the journal they were published in, and then further categorize by the specific study and its findings. This approach will allow me to present the information in a clear and concise manner. Okay, let's start with the New England Journal of Medicine. I've found a couple of studies that are particularly relevant. The first one is titled "Tisagenlecleucel in Adult Relapsed or Refractory Diffuse Large B-Cell Lymphoma." Oh, I see! This study reported a high response rate and durable remissions in patients with relapsed or refractory diffuse large B-cell lymphoma (DLBCL), with an overall response rate of around 52% and a complete response rate of about 40%. This is significant because it highlights the potential of CAR-T cell therapy in treating aggressive lymphomas. Wait a minute... I should also look at another study from the same journal, "Axicabtagene Ciloleucel in Refractory Large B-Cell Lymphoma." Hmm... the findings here are also quite promising, with an overall response rate of 82% and a complete response rate of 54% in patients with refractory large B-cell lymphoma. This underscores the efficacy of CAR-T cell therapy in patients who have failed multiple lines of treatment. Now, let me move on to The Lancet. I've identified a study titled "Lisocabtagene Maraleucel in Relapsed or Refractory Large B-Cell Lymphoma." Aha! The results here demonstrate an overall response rate of 73% and a complete response rate of 53% in patients with relapsed or refractory large B-cell lymphoma. This supports the use of CAR-T cell therapy as a viable option for patients with limited treatment options. Oh, I just had an idea! To make this information more engaging and comprehensive, I should compare and contrast the approaches taken by key players in the CAR-T cell therapy field. Let me think about how Novartis, Gilead, and other companies are approaching this. Hmm... Novartis, with its product Tisagenlecleucel (Kymriah), focuses on personalized medicine and has invested heavily in research and development. Gilead, through its acquisition of Kite Pharma, offers Axicabtagene Ciloleucel (Yescarta), also a CD19-directed CAR-T cell therapy, but with different approved indications. Wait, there are other key players as well. Bristol-Myers Squibb (BMS) acquired Celgene to gain access to its CAR-T cell therapy pipeline, including lisocabtagene maraleucel (Breyanzi). And Juno Therapeutics, acquired by Celgene, developed lisocabtagene maraleucel, which has shown promising results in clinical trials. Oh, I see! Each company has its strengths and approaches, which will be crucial in shaping the future of CAR-T cell therapy. Now, to add more depth to the article, I need to include some expert opinions. Let me think about who could provide insightful quotes. Aha! Dr. Carl June from the University of Pennsylvania, Dr. Stephan Grupp from the Children's Hospital of Philadelphia, and Dr. Sattva Neelapu from the MD Anderson Cancer Center are all renowned experts in the field. Their comments on the paradigm shift in cancer treatment, the encouraging results from recent clinical trials, and the challenges of extending CAR-T cell therapy to solid tumors will be invaluable. Hmm... as I finalize this summary, I should also provide some background information on CAR-T cell therapy for readers who may not be familiar with it. Let me explain the basics: CAR-T cell therapy involves genetically modifying a patient's T cells to express receptors that recognize specific antigens on cancer cells, enabling the T cells to target and destroy the cancer cells more effectively. Initially approved for certain types of leukemia and lymphoma, the therapy is being explored for a broader range of cancers. However, challenges such as cytokine release syndrome (CRS) and neurotoxicity are significant and are being addressed by researchers. Oh, I see! By incorporating all these elements, I can provide a comprehensive overview of the latest developments in CAR-T cell therapy. This will include detailed summaries of recent clinical trials, comparisons of the approaches taken by key players, expert opinions, and relevant background information. Aha! I'm confident that this will be a valuable resource for readers at Medscape Medical News, offering them a deep dive into the current state and future directions of CAR-T cell therapy in cancer treatment.

answer:To answer this, I'll start by carefully considering the requirements for creating an engaging, week-long lesson plan on proportional relationships that incorporates real-world examples, interactive activities, and digital resources. Hmm... I need to ensure that the lesson plan includes a clear outline of learning objectives for each day, detailed descriptions of activities, suggestions for formative and summative assessments, ideas for differentiating instruction, and recommendations for incorporating technology. Let me think about this step by step. First, I'll focus on the learning objectives for each day. Aha! I realize that I need to break down the concept of proportional relationships into manageable chunks, starting with an introduction to the concept, followed by explorations of ratios and rates, unit rates and scaling, and finally, graphing proportional relationships. Okay, so for Day 1, I want to introduce students to the concept of proportional relationships. Hmm... how can I make this engaging? Oh, I see! I can use real-world examples to illustrate the concept. Let me think about what kinds of examples would be relevant and interesting to 8th-grade students. Aha! I can use images of recipes, maps, and sales tax to show how proportional relationships appear in everyday life. Now, let me consider the activity for Day 1. I'll call it "Proportionality in the Real World." Wait a minute... what materials will I need for this activity? I'll need images of real-world examples, chart paper, and markers. And for preparation, I'll need to gather and print out the images. Students will analyze the images, identify proportional relationships, and present their findings to the class. Oh, I just had an idea! I can use Padlet to create an interactive board where students can post their examples. This will allow students to share their thoughts and see what their peers are thinking. For formative assessment, I can use class discussion and group presentations to gauge students' understanding. And for differentiation, I can provide sentence stems for students who struggle with expressing their thoughts, and extend the activity for advanced students by asking them to create their own real-world examples. Let me move on to Day 2, which will focus on ratios and rates. Hmm... what activity can I design to help students understand this concept? Aha! I can create "Ratios and Rates Stations" where students will rotate through stations with different problems involving ratios and rates. Oh, I see! I can use station cards with problems, a timer, and answer sheets for this activity. And for technology integration, I can use Quizziz or Kahoot! for a digital review of ratios and rates. As I continue to plan the lesson, I'll make sure to include detailed descriptions of activities, suggestions for formative and summative assessments, ideas for differentiating instruction, and recommendations for incorporating technology for each day. Wait a minute... I also need to think about how to connect this topic to other areas of mathematics. Aha! I can connect proportional relationships to geometry, algebra, and statistics. Oh, I just realized that I also need to think about how to involve parents and guardians in the learning process. Hmm... what can I do to encourage parental involvement? Aha! I can send home a family activity sheet with real-world proportionality problems to solve together, invite parents to attend project presentations, and share digital resources for home exploration. Now, let me summarize the lesson plan. For Day 1, students will explore proportional relationships in the real world. On Day 2, they'll learn about ratios and rates. Day 3 will focus on unit rates and scaling, and Day 4 will cover graphing proportional relationships. Finally, on Day 5, students will work on a culminating project that applies their understanding of proportional relationships. To recap, the week-long lesson plan will include: **Day 1: Introduction to Proportional Relationships** * Learning Objective: Students will understand the concept of proportional relationships and identify them in real-world examples. * Activity: "Proportionality in the Real World" * Materials: Images of real-world examples, chart paper, markers * Preparation: Gather and print out images * Formative Assessment: Class discussion and group presentations * Differentiation: Provide sentence stems for struggling students, extend the activity for advanced students * Technology Integration: Use Padlet for an interactive board **Day 2: Ratios and Rates** * Learning Objective: Students will represent proportional relationships using ratios and rates. * Activity: "Ratios and Rates Stations" * Materials: Station cards with problems, timer, answer sheets * Preparation: Set up stations with different problems * Formative Assessment: Station answer sheets * Differentiation: Provide calculators for struggling students, offer challenge problems for advanced students * Technology Integration: Use Quizziz or Kahoot! for digital review **Day 3: Unit Rates and Scaling** * Learning Objective: Students will calculate unit rates and use them to solve scaling problems. * Activity: "Scale City" * Materials: Graph paper, rulers, pencils, images of buildings or objects * Preparation: Print out images of buildings or objects * Formative Assessment: Completed scaled drawings * Differentiation: Provide partially completed drawings for struggling students, challenge advanced students to create their own objects to scale * Technology Integration: Use GeoGebra to create and explore scaling interactively **Day 4: Proportional Relationships and Graphing** * Learning Objective: Students will represent proportional relationships graphically and interpret graphs. * Activity: "Graphing Proportional Relationships" * Materials: Graph paper, pencils, rulers, graphing worksheets * Preparation: Create graphing worksheets with various proportional relationships * Formative Assessment: Completed graphing worksheets * Differentiation: Provide partially completed graphs for struggling students, offer challenge graphs for advanced students * Technology Integration: Use Desmos to create and explore graphs interactively **Day 5: Culminating Project** * Learning Objective: Students will apply their understanding of proportional relationships to create a project. * Activity: "Proportionality Project" * Materials: Various materials based on student choice * Preparation: Provide a list of project ideas and materials * Summative Assessment: Project presentation and rubric * Differentiation: Provide project templates for struggling students, encourage advanced students to create multimedia presentations * Technology Integration: Use Flipgrid for video presentations or Google Slides for digital presentations **Connections to Other Areas of Mathematics:** * Geometry: Scaling and similar figures * Algebra: Rates of change and slope * Statistics: Data representation and interpretation **Parental Involvement:** * Send home a family activity sheet with real-world proportionality problems to solve together * Invite parents to attend project presentations * Share digital resources for home exploration **Additional Resources:** * Common Core State Standards for Mathematics: Ratios & Proportional Relationships * Illustrative Mathematics: Proportional Relationships Tasks * EngageNY: Grade 8 Mathematics Curriculum Wow, I've created a comprehensive lesson plan that meets all the requirements! I'm confident that this plan will engage students and help them develop a deep understanding of proportional relationships.

answer:To answer this, let me take a step back and carefully consider the task at hand. I'm being asked to compile a list of volunteers for the upcoming NESBA high school marching band competition, draft a detailed email to send to these volunteers, and create a template for a text message to quickly communicate any last-minute updates or reminders. This seems like a complex task, but breaking it down into smaller, manageable parts should make it more straightforward. Hmm... first things first, I need to gather all the information about the volunteers. This includes their names, contact information, availability, and preferred tasks. Let me think about how I can organize this information in a clear and concise manner. Aha! A table or list would be perfect for this. I can create a table with columns for each of the necessary details. Okay, so I have the list of volunteers. Now, let's see... - Alex Johnson is available all day and prefers to work on registration and parking. - Jamie Lee is available in the morning and prefers to work on concessions and setup. - Pat Davis is available in the afternoon and prefers to work on crowd control and cleanup. - Taylor Moore is available all day and prefers to work as a judges' assistant and with awards. - Jordan Smith is available in the morning and prefers to work on ticket sales and as an usher. - Sam Brown is available in the afternoon and prefers to work on photography and social media. Now that I have the volunteer list compiled, let's move on to drafting the email. Oh, I see! The email needs to include event details, the volunteer's role and responsibilities, the schedule for the day, and important contacts. Wait a minute... I should probably start by outlining the event details. This includes the date, time, location, and parking information. For the volunteer's role and responsibilities, I'll need to customize the email for each volunteer based on their preferred tasks and availability. This might take some time, but it's crucial for ensuring each volunteer knows what is expected of them. Hmm... how can I make this process more efficient? Aha! I can create a template with placeholders for the volunteer's name, role, and other personalized details, and then fill in the information for each volunteer. The schedule for the day is also important. Let me think about the timeline of events. The day will start with volunteer check-in, followed by a volunteer meeting, and then the competition will begin. There will be breaks and meal times throughout the day, and the event will conclude with an awards ceremony and cleanup. Oh, I see! I should also include information about where to check in, what to wear, and who to contact in case of any issues. Now, let's draft the email. Subject: NESBA Marching Band Competition Volunteer Information Dear [Volunteer's Name], Thank you for volunteering for the upcoming NESBA high school marching band competition! We appreciate your time and commitment. Here are the details you'll need for the event: **Event Details:** - Date: [Date] - Time: [Time] - Location: [Location] - Parking: Please park in the designated volunteer parking area behind the school. **Your Role and Responsibilities:** - Role: [Volunteer's Preferred Task] - Responsibilities: [Detailed responsibilities for the task] - Shift: [Volunteer's Availability] **Schedule for the Day:** - 7:00 AM: Volunteer check-in at the registration table in the main lobby. - 7:30 AM: Volunteer meeting for task assignments and event overview. - 8:00 AM: Competition begins. - [Breaks and meal times] - 5:00 PM: Awards ceremony. - 6:00 PM: Event concludes, cleanup begins. **Important Contacts:** - Event Coordinator: [Your Name], [Your Contact Information] - Volunteer Coordinator: [Name], [Contact Information] Please wear comfortable shoes and weather-appropriate clothing. A volunteer t-shirt will be provided. If you have any questions or concerns before the event, please don't hesitate to contact me. We're looking forward to a successful event with your help! Best regards, [Your Name] [Your Position] Lastly, I need to create a template for a text message to quickly communicate any last-minute updates or reminders to the volunteers. Hmm... what information should this text message include? Aha! It should include a brief reminder or update, and it should be personalized with the volunteer's name. Oh, I see! I can use a similar template to the email, but keep it concise and to the point. **Text Message Template** Hi [Volunteer's Name], this is [Your Name] from NESBA. Quick reminder: [Last-minute update or reminder, e.g., "Don't forget to check in at the registration table by 7 AM tomorrow."] Thank you for volunteering! Text back if you have any questions. By following these steps and considering each aspect of the task carefully, I've been able to compile the list of volunteers, draft a detailed email, and create a template for a text message. I hope this helps ensure a smooth and successful event for the NESBA high school marching band competition.