This chart contains media-related learning outcomes from Manitoba, Curriculum for Science Senior 3 Current Topics in the Sciences, with links to supporting resources on the MediaSmarts site.
Healthy and active living
Social and community health
A4. describe network concepts, services, and security
A4.4 describe methods for making a network secure (e.g., firewalls, data and password encryption, user authentication, WEP or WPA keys, security of server room).
MediaSmarts Resources
CP20.3 Investigate artistic voice and perspectives of the “other”(e.g., marginalized individuals and communities, silenced people in history, powerful figures, celebrities, extraterrestrials, fictional characters) through works of dramatic art.
c. Discuss issues of appropriation of culture, ideas and voice and its connection to respect, integrity, intellectual property and the representation of own and others’ work in drama and theatre.
GLO 3.4: Demonstrate understanding of mental health and wellness.
11.3.4.2 Describe mental health challenges affecting children and adolescents
11.3.4.3 Describe factors that have an impact on child and adolescent mental health.
11.3.4.4 Identify strategies that reduce the stigma associated with mental health in society
11.3.4.5 Identify where and how to access mental health services.
GLO 3.4: Demonstrate understanding of mental health and wellness.
9.3.4.2 Identify common mental health challenges that affect adolescents
9.3.4.3 Describe factors that have an impact on adolescent mental health.
9.3.4.4 Define stigma and identify the stigma associated with mental illness in society.
9.3.4.5 Identify where and how to access mental health services.
October 24, 2001 (Ottawa) - Canadian children and youth are putting themselves at risk as they explore the Internet with little or no supervision, according to research findings released today by the Media Awareness Network (MNet). The findings focus on areas of risk such as children and youth exploring private and adult-only chat rooms, meeting Internet acquaintances in person, being exposed to sexually explicit and hateful material and sharing personal information.
One of the reasons why teens turn to shortcuts, such as judging a claim based on the reliability or apparent authenticity of the person making it, or turning to peers and influencers over trusted expert sources, is that they simply encounter too much information to deal with. To overcome this, we need to learn information sorting: how to quickly tell whether or not a source is even worth our attention before considering it.