Tag: Pedagogical Methods & Classroom Assessment

  • [Solved] edwards 2

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    Please see attachments **files (2)** – ## NonparametricTestsAssignment.docx – staffsurvey2.sav **## NonparametricTestsAssignment.docx** ## Nonparametric Tests Assignment You will take part in several data analysis assignments in which you will develop a report using tables and figures from the IBM S…

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    Assignment Prompt & Instructions

    Please see attachments

    **files (2)**

    – ## NonparametricTestsAssignment.docx

    – staffsurvey2.sav

    **## NonparametricTestsAssignment.docx**

    ## Nonparametric Tests Assignment

    You will take part in several data analysis assignments in which you will develop a report using tables and figures from the IBM SPSS® output file of your results. Using the resources and readings provided, you will interpret these results and test the hypotheses and writeup these interpretations.

    Complete the Additional Exercises on page 250.

    ## Business

    Data file: staffsurvey.sav. See Appendix for details of the data file.

    1. Use the Chi-Square Test for Independence to compare the proportions of permanent and casual staff (employstatus) who indicate they would recommend the organisation as a good place to work (recommend).

    2. Use the Mann-Whitney U Test to compare the staff satisfaction scores (totsatis) for permanent and casual staff (employstatus).

    3. Conduct a Kruskal-Wallis Test to compare staff satisfaction scores (totsatis) across each of the length of service categories (servicegp3).

    ## Health

    Data file: sleep.sav. See Appendix for details of the data file.

    1. Use a Chi-Square Test for Independence to compare the proportions of males and females (gender) who indicate they have a sleep problem (probsleeprec).

    2. Use the Mann-Whitney U Test to compare the mean sleepiness ratings (Sleepiness and Associated Sensations Scale total score: totSAS) for males and females (gender).

    3. Conduct a Kruskal-Wallis Test to compare the mean sleepiness ratings (Sleepiness and Associated Sensations Scale total score: totSAS) for the three age groups defined by the variable agegp3 (37 or under, 38–50, 51+).

    ## General Instructions

    As doctoral students, your assignments are expected to follow the principles of high-quality scientific standards and promote knowledge and understanding in the field of criminal justice. You should apply a rigorous and critical assessment of a body of theory and empirical research, articulating what is known about the phenomenon and ways to advance research about the topic

    CJUS 745

    Page 2 of 2

    under review. Research syntheses should identify significant variables, a systematic and reproducible search strategy, and a clear framework for studies included in the larger analysis.

    Manuscripts may be written in first person (“I”).

    All manuscripts should be clearly and concisely written, with technical material set off. Please do not use jargon, slang, idioms, colloquialisms, or bureaucratese. Use acronyms sparingly and spell them out the first time you use them. Please do not construct acronyms from phrases you repeat frequently in the text.

    ## Structure of Assignment Paper

    For purposes of this assignment, there is no layout structure required as far as the setup of this paper, with one exception. I would appreciate it if you used separate headers for questions. Sub- headers are also allowed but not required. Questions should strive to be no less than 100 words each with no maximum limit. There is no overall page limit.

    I expect all papers to be in the latest APA edition, properly cited, and tables attached in the correct format.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **staffsurvey2.sav**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/staffsurvey2-sav)

    **staffsurvey2.sav**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/staffsurvey2-sav)

    **## NonparametricTestsAssignment.docx**

    ## Nonparametric Tests Assignment

    You will take part in several data analysis assignments in which you will develop a report using tables and figures from the IBM SPSS® output file of your results. Using the resources and readings provided, you will interpret these results and test the hypotheses and writeup these interpretations.

    Complete the Additional Exercises on page 250.

    ## Business

    Data file: staffsurvey.sav. See Appendix for details of the data file.

    1. Use the Chi-Square Test for Independence to compare the proportions of permanent and casual staff (employstatus) who indicate they would recommend the organisation as a good place to work (recommend).

    2. Use the Mann-Whitney U Test to compare the staff satisfaction scores (totsatis) for permanent and casual staff (employstatus).

    3. Conduct a Kruskal-Wallis Test to compare staff satisfaction scores (totsatis) across each of the length of service categories (servicegp3).

    ## Health

    Data file: sleep.sav. See Appendix for details of the data file.

    1. Use a Chi-Square Test for Independence to compare the proportions of males and females (gender) who indicate they have a sleep problem (probsleeprec).

    2. Use the Mann-Whitney U Test to compare the mean sleepiness ratings (Sleepiness and Associated Sensations Scale total score: totSAS) for males and females (gender).

    3. Conduct a Kruskal-Wallis Test to compare the mean sleepiness ratings (Sleepiness and Associated Sensations Scale total score: totSAS) for the three age groups defined by the variable agegp3 (37 or under, 38–50, 51+).

    ## General Instructions

    As doctoral students, your assignments are expected to follow the principles of high-quality scientific standards and promote knowledge and understanding in the field of criminal justice. You should apply a rigorous and critical assessment of a body of theory and empirical research, articulating what is known about the phenomenon and ways to advance research about the topic

    CJUS 745

    Page 2 of 2

    under review. Research syntheses should identify significant variables, a systematic and reproducible search strategy, and a clear framework for studies included in the larger analysis.

    Manuscripts may be written in first person (“I”).

    All manuscripts should be clearly and concisely written, with technical material set off. Please do not use jargon, slang, idioms, colloquialisms, or bureaucratese. Use acronyms sparingly and spell them out the first time you use them. Please do not construct acronyms from phrases you repeat frequently in the text.

    ## Structure of Assignment Paper

    For purposes of this assignment, there is no layout structure required as far as the setup of this paper, with one exception. I would appreciate it if you used separate headers for questions. Sub- headers are also allowed but not required. Questions should strive to be no less than 100 words each with no maximum limit. There is no overall page limit.

    I expect all papers to be in the latest APA edition, properly cited, and tables attached in the correct format.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **staffsurvey2.sav**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/staffsurvey2-sav)

    **## NonparametricTestsAssignment.docx**

    ## Nonparametric Tests Assignment

    You will take part in several data analysis assignments in which you will develop a report using tables and figures from the IBM SPSS® output file of your results. Using the resources and readings provided, you will interpret these results and test the hypotheses and writeup these interpretations.

    Complete the Additional Exercises on page 250.

    ## Business

    Data file: staffsurvey.sav. See Appendix for details of the data file.

    1. Use the Chi-Square Test for Independence to compare the proportions of permanent and casual staff (employstatus) who indicate they would recommend the organisation as a good place to work (recommend).

    2. Use the Mann-Whitney U Test to compare the staff satisfaction scores (totsatis) for permanent and casual staff (employstatus).

    3. Conduct a Kruskal-Wallis Test to compare staff satisfaction scores (totsatis) across each of the length of service categories (servicegp3).

    ## Health

    Data file: sleep.sav. See Appendix for details of the data file.

    1. Use a Chi-Square Test for Independence to compare the proportions of males and females (gender) who indicate they have a sleep problem (probsleeprec).

    2. Use the Mann-Whitney U Test to compare the mean sleepiness ratings (Sleepiness and Associated Sensations Scale total score: totSAS) for males and females (gender).

    3. Conduct a Kruskal-Wallis Test to compare the mean sleepiness ratings (Sleepiness and Associated Sensations Scale total score: totSAS) for the three age groups defined by the variable agegp3 (37 or under, 38–50, 51+).

    ## General Instructions

    As doctoral students, your assignments are expected to follow the principles of high-quality scientific standards and promote knowledge and understanding in the field of criminal justice. You should apply a rigorous and critical assessment of a body of theory and empirical research, articulating what is known about the phenomenon and ways to advance research about the topic

    CJUS 745

    Page 2 of 2

    under review. Research syntheses should identify significant variables, a systematic and reproducible search strategy, and a clear framework for studies included in the larger analysis.

    Manuscripts may be written in first person (“I”).

    All manuscripts should be clearly and concisely written, with technical material set off. Please do not use jargon, slang, idioms, colloquialisms, or bureaucratese. Use acronyms sparingly and spell them out the first time you use them. Please do not construct acronyms from phrases you repeat frequently in the text.

    ## Structure of Assignment Paper

    For purposes of this assignment, there is no layout structure required as far as the setup of this paper, with one exception. I would appreciate it if you used separate headers for questions. Sub- headers are also allowed but not required. Questions should strive to be no less than 100 words each with no maximum limit. There is no overall page limit.

    I expect all papers to be in the latest APA edition, properly cited, and tables attached in the correct format.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **staffsurvey2.sav**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/staffsurvey2-sav)

  • [Solved] questions

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    Please answer each question in complete paragraph. Do not repeat the questions. All answers should be followed by a reference Any use of AI will result in automatic 0 Q1 Denied insurance claims can negatively affect both healthcare organizations and patients. This week, you will explore a common rea…

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    Assignment Prompt & Instructions

    Please answer each question in complete paragraph. Do not repeat the questions. All answers should be followed by a reference   Any use of AI will result in automatic 0

    Q1

    Denied insurance claims can negatively affect both healthcare organizations and patients. This week, you will explore a common reason for claim denial and examine how it fits into the broader revenue management process.

    **Instructions:**

    1. Identify      **one common reason** for an insurance claim denial. Examples include:

    – Incorrect       or incomplete coding
    – Missing       documentation
    – Lack       of prior authorization
    – Eligibility       verification issues
    – Untimely       filing
    2. Explain      **how this denial could be prevented** during the claim preparation and      submission process.
    3. Describe      the **steps a health information or billing professional might take**      to appeal this type of denial.
    4. Discuss      the **potential impact** of the denial on the provider’s revenue cycle      and on the patient’s financial responsibility.

    Q2

    Drawing on Chapters 7 and 8, how does the socialization of physicians influence the quality of physician–patient interactions? Provide at least one example from Barkan; support your response using the textbook and at least one recent peer-reviewed sociology journal article (≤ 5 years old).

    Q3

    Envision you are working for a global organization. It is fantastic if you already are ????.  (Select your perspective to respond)

    **NON-HR/MANAGER PERSPECTIVE:** Identify a country you could be transferred to for a given a period – from 1 to 3 years.  What are some of the things you need to consider – as an expatriate – to ensure there is a smooth transition and you can begin working immediately.  What do you expect the organization to do?

    **HR PERSPECTIVE:** What is your role and responsibility in the expatriate and repatriation process?

    Q4

    The Week 8 Lesson covers the interviewing piece of career preparation. For our final Discussion have some fun while at the same time recognizing the importance of preparation. Part of preparation is anticipating questions. Some types of questions are foreseeable, but others can be off-the-wall.

    **PROMPT:**

    Please prepare and post the following and discuss with your classmates:

    **Post & explain a question:** Create and post an interview question for **a job requiring an MBA** — a question that might be surprising for the candidate and at the same time require some careful thought for an answer. Explain the rationale for asking a candidate this question. Lastly, how would YOU answer this question?

    Q5

    Provide a very brief summary of the article that you selected for Assignment 3, Research Article Review, and answer the following questions:

    – **What      did you learn from the research?**
    – **What      additional information would you like to see on this topic?**

    Be sure to include a full reference for your article at the end of your post.

    ( **Note**: Your article must be a PRIMARY research article from the APUS Library about any topic in the area of infant and/or toddler development—physical, social, emotional, and/or cognitive/language development.)

    Here is a helpful resource to help ensure that you are reviewing a PRIMARY research article:

    [How Do I Know if an Article Is a Primary or Secondary Research Article?](https://libanswers.unco.edu/faq/164069)

    Q6

    In this week's Lesson you reviewed 6 types of Parent Involvement. Identify 2 types of Parent Involvement you will use. For each type you select, describe 2 specific strategies with one using a form of technology and one with effective outreach to diverse families.

    Q7

    Reflect on your health science program. What was the most valuable course? Most interesting? Most challenging? What knowledge, skills, or aptitudes that you acquired during the program do you think will be most beneficial to your career? What are your future educational and career goals?

    Q8

    The Week 4 discussion is a continuation of the Week 3 discussion regarding different views for emergency management, victim blaming, and the interface among homeland security and emergency management.

    Discussion Instruction: Provide a substantive and scholarly response to a minimum of two peers and to questions posed to you from the Week 3 Discussion thread. Ensure you cite and reference your research using the most current edition of the APA.

  • [Solved] edwards

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    please see attachment **files (1)** – ## NonparametricStatisticsAssignment.docx **## NonparametricStatisticsAssignment.docx** ## Module 6: Nonparametric Statistics Assignment Questions are taken directly from Brase, Brase, Dolor, and Seibert Chapter 8, pages 466. In case an eBook page number differs…

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    Assignment Prompt & Instructions

    please see attachment

    **files (1)**

    – ## NonparametricStatisticsAssignment.docx

    **## NonparametricStatisticsAssignment.docx**

    ## Module 6: Nonparametric Statistics Assignment

    Questions are taken directly from Brase, Brase, Dolor, and Seibert Chapter 8, pages 466. In case an eBook page number differs, the questions are listed below:

    The most important questions in life usually cannot be answered with absolute certainty. Many important questions are answered by giving an estimate and a measure of confidence in the estimate. This was the focus of Chapter 7. However, sometimes important questions must be answered in a more straightforward manner by a simple yes or no. Hypothesis testing is the statistical process of answering questions with a straightforward yes or no and providing an estimate of the risk in accepting the answer.

    1. Review and discuss Type I and Type II errors associated with hypothesis testing.

    2. Review and discuss the level of significance and power of a statistical test.

    3. The following statements are very important. Give them some careful thought and discuss them.

    a. When we fail to reject the null hypothesis, we do not claim that it is absolutely true. We simply claim that at the given level of significance, the data were not sufficient to reject the null hypothesis.

    b. When we accept the alternate hypothesis, we do not claim that the null hypothesis is absolutely false. We do claim that at the given level of significance, the data presented enough evidence to reject the null hypothesis.

    4. In the text, it is said that a statistical test is a package of five basic ingredients. List these ingredients, discuss them in class, and write a short description of how these ingredients relate to the above discussion questions.

    5. As access to computers becomes more and more prevalent, we see the 𝑃𝑃-value reported in hypothesis testing more frequently. Review the use of the 𝑃𝑃-value in hypothesis testing. What is the difference between the level of significance of a test and the 𝑃𝑃-value? Considering both the 𝑃𝑃-value and level of significance, under what conditions do we reject or fail to reject the null hypothesis?

    ## General Instructions

    As doctoral students, your assignments are expected to follow the principles of high-quality scientific standards and promote knowledge and understanding in the field of criminal justice. You should apply a rigorous and critical assessment of a body of theory and empirical research, articulating what is known about the phenomenon and ways to advance research about the topic

    CJUS 745

    Page 2 of 2

    under review. Research syntheses should identify significant variables, a systematic and reproducible search strategy, and a clear framework for studies included in the larger analysis.

    Assignments may be written in first person (“I”).

    All assignments should be clearly and concisely written, with technical material set off. Please do not use jargon, slang, idioms, colloquialisms, or bureaucratese. Use acronyms sparingly and spell them out the first time you use them. Please do not construct acronyms from phrases you repeat frequently in the text.

    ## Structure of Assignment Paper

    For purposes of this assignment, there is no layout structure required as far as the setup of this paper, with one exception. I would appreciate it if you used separate headers for question 1 and question 2. Sub-headers are also allowed but not required. Questions should strive to be no less than 250 words each with no maximum limit.

    I expect all papers to be in the latest APA edition, properly cited, and all tables attached.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    **## NonparametricStatisticsAssignment.docx**

    ## Module 6: Nonparametric Statistics Assignment

    Questions are taken directly from Brase, Brase, Dolor, and Seibert Chapter 8, pages 466. In case an eBook page number differs, the questions are listed below:

    The most important questions in life usually cannot be answered with absolute certainty. Many important questions are answered by giving an estimate and a measure of confidence in the estimate. This was the focus of Chapter 7. However, sometimes important questions must be answered in a more straightforward manner by a simple yes or no. Hypothesis testing is the statistical process of answering questions with a straightforward yes or no and providing an estimate of the risk in accepting the answer.

    1. Review and discuss Type I and Type II errors associated with hypothesis testing.

    2. Review and discuss the level of significance and power of a statistical test.

    3. The following statements are very important. Give them some careful thought and discuss them.

    a. When we fail to reject the null hypothesis, we do not claim that it is absolutely true. We simply claim that at the given level of significance, the data were not sufficient to reject the null hypothesis.

    b. When we accept the alternate hypothesis, we do not claim that the null hypothesis is absolutely false. We do claim that at the given level of significance, the data presented enough evidence to reject the null hypothesis.

    4. In the text, it is said that a statistical test is a package of five basic ingredients. List these ingredients, discuss them in class, and write a short description of how these ingredients relate to the above discussion questions.

    5. As access to computers becomes more and more prevalent, we see the 𝑃𝑃-value reported in hypothesis testing more frequently. Review the use of the 𝑃𝑃-value in hypothesis testing. What is the difference between the level of significance of a test and the 𝑃𝑃-value? Considering both the 𝑃𝑃-value and level of significance, under what conditions do we reject or fail to reject the null hypothesis?

    ## General Instructions

    As doctoral students, your assignments are expected to follow the principles of high-quality scientific standards and promote knowledge and understanding in the field of criminal justice. You should apply a rigorous and critical assessment of a body of theory and empirical research, articulating what is known about the phenomenon and ways to advance research about the topic

    CJUS 745

    Page 2 of 2

    under review. Research syntheses should identify significant variables, a systematic and reproducible search strategy, and a clear framework for studies included in the larger analysis.

    Assignments may be written in first person (“I”).

    All assignments should be clearly and concisely written, with technical material set off. Please do not use jargon, slang, idioms, colloquialisms, or bureaucratese. Use acronyms sparingly and spell them out the first time you use them. Please do not construct acronyms from phrases you repeat frequently in the text.

    ## Structure of Assignment Paper

    For purposes of this assignment, there is no layout structure required as far as the setup of this paper, with one exception. I would appreciate it if you used separate headers for question 1 and question 2. Sub-headers are also allowed but not required. Questions should strive to be no less than 250 words each with no maximum limit.

    I expect all papers to be in the latest APA edition, properly cited, and all tables attached.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

  • [Solved] jordan

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Please see attachment **files (1)** – ## SynthesisPaperAssignmentInstructions.docx **## SynthesisPaperAssignmentInstructions.docx** HSCI 702 **Synthesis Paper Assignment Instructions** **Overview** In this assignment, you will learn and demonstrate the critical skill of synthesizing sources for your…

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    Immediate access to the full model answer, formatted citations, and rubric breakdown.

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    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Please see attachment

    **files (1)**

    – ## SynthesisPaperAssignmentInstructions.docx

    **## SynthesisPaperAssignmentInstructions.docx**

    HSCI 702

    **Synthesis Paper Assignment Instructions**

    **Overview**

    In this assignment, you will learn and demonstrate the critical skill of synthesizing sources for your dissertation's literature review. By engaging with multiple sources and integrating them into a cohesive narrative, you will demonstrate your ability to analyze, evaluate, and synthesize literature effectively. You will use biblical content from the New King James Version of the Bible and examine an event or teaching of Jesus that appears in at least three of the four Gospels (Matthew, Mark, Luke, and/or John). The authors of each of the four Gospels record eye-witness accounts of events tied to the life and ministry of Jesus, and there is considerable overlap as many of the accounts are recorded in more than one of the Gospels. However, each Gospel author presents the record of accounts with a different primary focus. For example, Matthew’s focus is on Jesus’ fulfillment of Old Testament prophecies, while John’s focus is on the deity of Jesus and how the love of God is embodied by Him. This exercise will strengthen your skills in comparison, critical analysis, and synthesis.

    **Instructions**

    Write a 2-3 page essay in current APA format and submit it as a formatted Word document. Your essay should be clear, have a logical flow, and be organized in headings per current APA format and per textbook readings. Select one narrative that appears in three or more Gospels. Examples include, but are not limited to the feeding of the 5,000, the Olivet Discourse, the Crucifixion, the Empty Tomb, etc. You may choose another account, provided it occurs in at least three Gospels. Synthesize and present your findings and perspectives.

    Your paper should not be a serial summary of sources, but a synthesis of the sources. Serial summaries will not be graded favorably. Compare and contrast the emerging themes and group the selected passages into thematic categories based on the key themes and concepts identified.

    You must write an essay that reflects the logical flow of ideas and presents a true synthesis of literature rather than a summary of various sources. Serial summaries will not be graded favorably. Compare and contrast the details of the account documented by each gospel author and group the selected passages of Scripture into thematic categories based on the key themes and primary focus of each Gospel author.

    Based on your analysis and comparison of the literature from the 3-4 gospels, under each heading and for each concept, develop a synthesis statement for each thematic category. Your synthesis statements could be the topic sentences that introduce each paragraph or that are contained within those paragraphs. These statements should be a summary of the main takeaway regarding that theme or topic area. Finally, explain how the 3-4 gospels collectively contribute to the understanding of your selected gospel narrative.

    The Galvan and Galvan course text and the New King James Version of the Bible must both be used and cited.

    You are expected to demonstrate progression by incorporating instructor feedback from prior assignments in this course.

    Format of assignment: Current APA edition.

    The use of artificial intelligence tools to generate, compose, or outsource any portion of your written work is strictly prohibited. Submitting AI‑produced or AI‑assisted writing constitutes a violation of the academic integrity expectations for this doctoral course. All submissions must reflect your own original scholarly analysis and writing.

    Each of the 3-4 gospels must be cited in synthesis. In this course and at this stage in your writing, place each citation next to each concept within the sentence, instead of all the citations at the end of the sentence.

    Page and word counts do not include front matter and back matter.

    For all assignments in this course, you are expected to demonstrate progression by incorporating instructor feedback from prior assignments in this course.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    At this stage in your doctoral journey, and specifically for this course, do not use the following or any secondary sources in your reference list: systematic reviews, integrative reviews, scoping reviews, and meta‑analyses. These are secondary sources, and citing them is essentially the same as citing a review of other studies, rather than the original research. For your assignments, you must rely on primary, peer‑reviewed research articles. Primary sources report original data, methods, and findings, and these are essential for developing the critical research skills needed at the doctoral level. You may read systematic reviews and other secondary sources to help you understand your topic more broadly. However, if you come across useful studies within those reviews, locate and cite the original (primary) research articles from the reference lists rather than citing the review itself.

    At this stage in your doctoral journey, you are in the coursework phase. Coursework prepares you for the dissertation phase, but it is not a substitute for the work required once you begin your dissertation. When you enter the dissertation phase, you will follow the direction and expectations of your Dissertation Chair. For now, please complete all assignments according to the requirements of this course, knowing that dissertation‑level guidance will come later from the Chair of your dissertation committee.

    **## SynthesisPaperAssignmentInstructions.docx**

    HSCI 702

    **Synthesis Paper Assignment Instructions**

    **Overview**

    In this assignment, you will learn and demonstrate the critical skill of synthesizing sources for your dissertation's literature review. By engaging with multiple sources and integrating them into a cohesive narrative, you will demonstrate your ability to analyze, evaluate, and synthesize literature effectively. You will use biblical content from the New King James Version of the Bible and examine an event or teaching of Jesus that appears in at least three of the four Gospels (Matthew, Mark, Luke, and/or John). The authors of each of the four Gospels record eye-witness accounts of events tied to the life and ministry of Jesus, and there is considerable overlap as many of the accounts are recorded in more than one of the Gospels. However, each Gospel author presents the record of accounts with a different primary focus. For example, Matthew’s focus is on Jesus’ fulfillment of Old Testament prophecies, while John’s focus is on the deity of Jesus and how the love of God is embodied by Him. This exercise will strengthen your skills in comparison, critical analysis, and synthesis.

    **Instructions**

    Write a 2-3 page essay in current APA format and submit it as a formatted Word document. Your essay should be clear, have a logical flow, and be organized in headings per current APA format and per textbook readings. Select one narrative that appears in three or more Gospels. Examples include, but are not limited to the feeding of the 5,000, the Olivet Discourse, the Crucifixion, the Empty Tomb, etc. You may choose another account, provided it occurs in at least three Gospels. Synthesize and present your findings and perspectives.

    Your paper should not be a serial summary of sources, but a synthesis of the sources. Serial summaries will not be graded favorably. Compare and contrast the emerging themes and group the selected passages into thematic categories based on the key themes and concepts identified.

    You must write an essay that reflects the logical flow of ideas and presents a true synthesis of literature rather than a summary of various sources. Serial summaries will not be graded favorably. Compare and contrast the details of the account documented by each gospel author and group the selected passages of Scripture into thematic categories based on the key themes and primary focus of each Gospel author.

    Based on your analysis and comparison of the literature from the 3-4 gospels, under each heading and for each concept, develop a synthesis statement for each thematic category. Your synthesis statements could be the topic sentences that introduce each paragraph or that are contained within those paragraphs. These statements should be a summary of the main takeaway regarding that theme or topic area. Finally, explain how the 3-4 gospels collectively contribute to the understanding of your selected gospel narrative.

    The Galvan and Galvan course text and the New King James Version of the Bible must both be used and cited.

    You are expected to demonstrate progression by incorporating instructor feedback from prior assignments in this course.

    Format of assignment: Current APA edition.

    The use of artificial intelligence tools to generate, compose, or outsource any portion of your written work is strictly prohibited. Submitting AI‑produced or AI‑assisted writing constitutes a violation of the academic integrity expectations for this doctoral course. All submissions must reflect your own original scholarly analysis and writing.

    Each of the 3-4 gospels must be cited in synthesis. In this course and at this stage in your writing, place each citation next to each concept within the sentence, instead of all the citations at the end of the sentence.

    Page and word counts do not include front matter and back matter.

    For all assignments in this course, you are expected to demonstrate progression by incorporating instructor feedback from prior assignments in this course.

    Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.

    At this stage in your doctoral journey, and specifically for this course, do not use the following or any secondary sources in your reference list: systematic reviews, integrative reviews, scoping reviews, and meta‑analyses. These are secondary sources, and citing them is essentially the same as citing a review of other studies, rather than the original research. For your assignments, you must rely on primary, peer‑reviewed research articles. Primary sources report original data, methods, and findings, and these are essential for developing the critical research skills needed at the doctoral level. You may read systematic reviews and other secondary sources to help you understand your topic more broadly. However, if you come across useful studies within those reviews, locate and cite the original (primary) research articles from the reference lists rather than citing the review itself.

    At this stage in your doctoral journey, you are in the coursework phase. Coursework prepares you for the dissertation phase, but it is not a substitute for the work required once you begin your dissertation. When you enter the dissertation phase, you will follow the direction and expectations of your Dissertation Chair. For now, please complete all assignments according to the requirements of this course, knowing that dissertation‑level guidance will come later from the Chair of your dissertation committee.

  • [Solved] 570 Science Learning

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    The foundation of many states’ science standards is built on the three dimensions of science learning including core ideas, crosscutting concepts, and science and engineering practices. Each dimension works together to support students in building a deeper understanding of science concepts and real-…

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    The foundation of many states’ science standards is built on the three dimensions of science learning including core ideas, crosscutting concepts, and science and engineering practices. Each dimension works together to support students in building a deeper understanding of science concepts and real-world applications of those concepts. The three dimensions allow students to learn how to think and act like scientists and engineers, while also actively engaging them in science. When teaching science, it is important to engage students with hands-on activities for them to best understand the concepts being taught.

    **Part 1:**

    Create a 12 slide digital professional development presentation for new teachers to train them on the foundations of science instruction.  Include the following in your presentation:

    – Explain the three dimensions of science learning, including discussion on the scientific and engineering practices, the crosscutting concepts, and the disciplinary core ideas.
    – Describe the purpose of three-dimensional learning in science instruction.
    – Explain how using phenomena and inquiry-based learning supports science instruction, science standards, and the three dimensions of science learning.
    – Provide 2-3 best practices in science instruction and an example of how each practice could support three-dimensional learning in science instruction and critical questioning skills.
    – Explain how educators can incorporate cross-curricular content into science instruction.
    – Discuss how technology enhances science instruction. Provide at least two examples of technological tools that can be used as an integral part of science instruction and one example of how teachers can collaborate and co-learn with students to discover and use new digital resources and tools during science instruction.

    Presentation must include a title slide at the beginning and a reference slide with documentation of resources at the end. The title slide and reference slide are not included in the total number of slides.

    Support your presentation with 2-3 scholarly resources.

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    Answer each question in 150-200 words each with at least 1 reference. 1. Research the science and health standards from the state you plan to teach in. Discuss the correlation between the two sets of standards. Select one science and one health standard that you feel are well connected to one anoth…

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    Assignment Prompt & Instructions

    Answer each question in 150-200 words each with at least 1 reference.

    1. Research the science and health standards from the state you plan to teach in. Discuss the correlation between the two sets of standards. Select one science and one health standard that you feel are well connected to one another. Explain their connection and how they can be used to plan a cohesive activity.

    _**Note:**_ _When selecting state standards, be sure to copy and paste each standard in its entirety, this includes the standard code and the full verbiage as it appears on the state website._

    _TENNESSEE STATE STANDARD_

    2. Inquiry-based learning is a learning model often used in science instruction. Provide a brief explanation of inquiry-based science and at least one common misconception that teachers have regarding inquiry-based science. Discuss if you view inquiry-based learning as an integral part of the learning process within science instruction. Provide a rationale to support your stance and include at least one example of how inquiry-based learning can be utilized in the classroom.

  • [Solved] help with assgn due in 48 hours

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    attached **files (3)** – ## Week4ExampleRhetoricalSituationAnalysisReport.docx – ## ComparativeRhetoricalAnalysisExampleEssay.docx – Assignmentweek4.docx **## Week4ExampleRhetoricalSituationAnalysisReport.docx** **Rhetorical Situation Analysis Report** **Example Rhetorical Situation Analysis Report …

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    Assignment Prompt & Instructions

    attached

    **files (3)**

    – ## Week4ExampleRhetoricalSituationAnalysisReport.docx

    – ## ComparativeRhetoricalAnalysisExampleEssay.docx

    – Assignmentweek4.docx

    **## Week4ExampleRhetoricalSituationAnalysisReport.docx**

    **Rhetorical Situation Analysis Report**

    **Example Rhetorical Situation Analysis Report (Week 4)**

    **Text**: Week 4 Nissan Commercial

    [https://www.youtube.com/watch?v=8RqL000AmfE](https://www.youtube.com/watch?v=8RqL000AmfE)

    ![](https://www.sweetstudy.com/questions/help-with-assgn-due-in-48-hours-20977759)

    **Task:** Listen to the text assigned for this report and then answer the questions below. Write your responses in the form of short answers to each question. You will later use those responses to develop your Comparative Rhetorical Analysis Essay.

    1.
    When and where did this text originally appear? As an advertisement on broadcast television, during on-demand app viewing, and on social media apps such as YouTube.

    2.
    Is there a context for this text’s publication? What was going on in the world at the time? What event, situation, or argument is the writer responding to? (This one may take some basic research!) Keeping in mind traditional gender roles and how those affect how advertisements target men and women differently, at times, would be important for understanding the rhetoric of this advertisement.

    3.
    How would you describe the discourse community in which this text is operating? Who is part of the discourse community, what values are important to them, what do members of this discourse community consider credible evidence? The larger discourse community involves all audiences who view entertainment in any of the avenues mentioned in the answer to question 1. Within this group, there are viewers of different genders, races, ages, socio-economic backgrounds. Some in this group are already interested in purchasing in a car before viewing this commercial, and some do not need a vehicle or are not able to afford one. We may safely assume that the audiences who see this advertisement on broadcast television may be older because of the audience who still views appointment television. At the same time, we can assume a younger overall audience for app streaming.

    4.
    Who is the writer's intended audience, and what textual clues help you name that audience? Remember that the rhetorical audience is always more specific than anyone who reads the text
    _._The primary/intended audience would be males who are interested in purchasing a vehicle or who can be persuaded, possibly, to purchase one. This means they either have the disposable income to do so, or they have a cosigner who can assist them with this purchase.

    Because of the technical language in the advertisement and the cost of the vehicle, it is safer to assume that the male audience for this advertisement refers to someone who has learned about vehicles in their time on this earth, has positioned themselves in their career enough to have the income to purchase this vehicle, and has an interest in driving forcefully. The age group of the intended audience, then, is probably older than college age but younger than retirement age. The men in this group have disposable income and likely want to drive fast, using performance tires.

    The male persona in this ad focuses on performance rather than emotion. He describes a “twisty lane of asphalt that begs to be driven” and goes on to highlight technical features like performance brakes, transmission details, electric-assist power steering, suspension and shock absorber specifics, and performance wheels and tires. Phrases like “control and balance to power on” emphasize the driver’s mastery over the vehicle and the engineering behind it. All of the rhetorical choices here speak to a more male audience due to the appeal to control and power. The advertisement is portraying the car as begging to be driven, a much more forceful and male-centric view of vehicles.

    Unlike the Larson ad, which appealed primarily to emotion, nostalgia, and aesthetic excitement, this commercial appeals to rational, detail-oriented viewers and people who care about specs, precision, performance, and power. The tone is more serious, almost instructional, and the visuals match this focus: close-ups of wheels, suspension systems, and handling shots communicate the car’s capabilities rather than its emotional “thrill.”

    The male persona talks about performance because the target audience for this commercial is likely enthusiast drivers or consumers who prioritize engineering and technical excellence. By highlighting features that demonstrate control, stability, and innovation, the ad persuades through logic and credibility (ethos) rather than pure emotional appeal.

    5.
    What is the writer’s message, the key point(s) he or she is trying to convey? What is the writer trying to say? The advertisement is saying that if someone
    _does_ buy this car, they are making a smart choice from an engineering standpoint, and that when driving this car, even if their life is a little less stable or controlled, they will have all of that control, power, and stability behind the wheel.

    6.
    What is the writer's rhetorical purpose? What does the writer want the audience to feel, know, believe, or do as a result of reading this text? In short, combining the answer from Question 5, Nissan wants men to purchase this vehicle based on the feelings mentioned in the previous answer.

    7.
    What rhetorical appeals does the writer use to accomplish his or her rhetorical purpose?

    a.
    Describe the writer's constructed ethos. How effectively does the writer construct himself or herself as credible, trustworthy, and knowledgeable? By using the specificiations throughout the commercial, the advertisement and its voiceover is trying to position itself as one of the audience members. Like the male audience, the company values the aspects that make a driver feel in control. They gain authority/trustworthiness by sharing the same values as the audience members and by giving data to back up their ‘argument’ to purchase this car. Also, by attempting to make a connection directly with the viewer through the use of second person (“You know that road…”), they are suggesting that the viewer is an insider with the male persona in the commercial. In fact, use of the second person merges into first-person plural (“We know their secrets…”), becoming one with the target audience in that moment through language.

    b.
    Describe the writer’s appeals to logos. What types of reasoning does the author present or use? To what values, beliefs, and assumptions does the writer appeal, and how likely is the intended audience to be persuaded by appeals to those values, beliefs, and assumptions? Nissan, through this commercial, is basically arguing, “If you value the specifications given to you in this advertisement, you will purchase the vehicle.” There are a number of factors that could get in the way of this advertising to the overall discourse community, but for the ones in the target audience, it’s not that far of a jump from valuing the ideas put forth by the commercial to purchasing a car that aligns with these concepts.

    c.
    Describe the writer’s appeals to pathos. How effectively does the writer elicit an emotional response from the intended audience, and how effectively will those appeals to pathos help achieve the writer’s rhetorical purpose? The language of the commercial is exciting. There are hidden roads only “we” know about. The pictures presented are exciting as well. Shifting into the corners, speeding out of them. Target audience members can get excited while watching this commercial. And that excitement, along with the connection to the logos of the male persona, can be a powerful force to get the target audience member to get up and find their nearest Nissan dealer.

    8.
    How appropriate do you think the text is for its rhetorical situation? How likely will the text achieve its rhetorical purpose?

    If we consider that the primary rhetorical purpose of the commercial is to get the target audience to purchase a car, it may be a difficult sale. While a rhetorical purpose that is meant to inform or even to change an opinion—though changing target audience opinions is extremely difficult, as well—getting a target audience member out of the house to purchase a $40,000 car could be almost impossible. However, Nissan also knows that their hit rate on convincing target audience members to buy this vehicle from them does not have to be a super high percentage to be worth it to them. Overall, though, the chances that this commercial—however well designed to meet its target audience where it is—will achieve its rhetorical purpose are low.

    ## image.jpg

    **## ComparativeRhetoricalAnalysisExampleEssay.docx**

    | | |
    | — | — |
    | Running head: GUIDED IMAGERY AND PROGRESSIVE MUSCLE RELAXATION | 2 |

    12

    **Nissan Advertisements & Gendered Marketing: A Comparative Rhetorical Analysis**

    Josephine Smith

    Department of Nursing, South College

    HUM2001: Critical Thinking

    Professor Jones

    October 10, 2025

    **Nissan Advertisements & Gendered Marketing: A Comparative Rhetorical Analysis**

    Advertisements are designed to do much more than sell a product. Advertisements tell stories, target emotions, and try to shift how people see themselves in relation to what is being sold. Two recent Nissan commercials show how the same product can be presented in completely different ways depending on the audience. One ad features actress Brie Larson and focuses on the emotional excitement of driving, particularly reaching out to female drivers who may have felt excluded from traditional car culture. The second, narrated by a male voice, is aimed at performance-minded drivers who value specs, precision, and control, which is likely a more male-centered demographic. While both ads make deliberate appeals to their audiences’ emotions, they take different rhetorical routes to do so. While both the creators of the Brie Larson Nissan commercial and the male-narrated performance-oriented Nissan ad appropriately appeal to their respective audiences’ emotions, the Larson ad is more likely than the performance-focused ad to succeed in accomplishing the goal of changing their audience’s mind about driving because the speaker presents herself as someone the intended readers will more readily identify with and offers evidence that her audience will find more compelling.

    Brie Larson’s Nissan ad builds ethos and credibility by leaning into her public image as a strong, empowered woman. Larson is known for her role as Captain Marvel, a character associated with independence, confidence, and control, which are all themes that the ad wants to associate with the experience of driving. When she says that “driving used to be an act of freedom, inspiration” (Brie Larson, 2021, 0:05), she is not just selling a car. Larson is reinforcing a feeling that many viewers, especially women, may already associate with her. In a space like car advertising, which has long been dominated by male voices and imagery, Larson’s presence immediately feels different and more inclusive to her audience. Her celebrity status gives her ethos, but more importantly, it is her cultural identity as a figure of female empowerment that helps women see her as someone they can trust, making the ad’s message more believable and persuasive.

    The performance-centered ad also builds ethos, but does so by leaning into a more traditional, voice-over male spokesperson that is typical of car advertisements. The speaker is not a recognizable face or public figure but is instead a voice that conveys authority through technical knowledge. He walks the audience through specs like “performance brakes,” “electric-assist power steering” (Nissan USA, 2022, 0:22), and suspension and shock absorber specifics, showing that he knows what he is talking about. For a target audience made up of car enthusiasts—people who value engineering, precision, and performance—this kind of credibility matters. It tells the target audience that Nissan knows what makes a car worth driving. However, this kind of ethos can feel limited because the speaker is anonymous and the tone is instructional. The message might come across as cold or inaccessible to anyone outside the performance-focused car world. There is less opportunity for connection or trust for casual drivers who do not relate to technical authority.

    Larson’s ad may not use technical details, but logos is still present, and Larson makes a logical argument that fits her audience’s values through logical progression and connotations. Instead of focusing on how the car performs mechanically, she focuses on how driving used to feel. When she says cars were “our sanctuaries and co-conspirators” (Brie Larson, 2021, 0:10), she is tapping into a logical connection many people can make, especially women, between vehicles and personal freedom, safety, and independence. The underlying logic is simple: if driving used to feel exciting and empowering, this car can help you feel that way again. Her audience, one not swayed by specs and horsepower, is likely to make this jump in logic with her because emotional logic is more meaningful to this audience. It encourages them to rethink their relationship to driving in a way that still feels grounded in real experience, not fantasy.

    By contrast, the second ad focuses on a more conventional kind of logos: technical details. Every line is filled with language about the mechanics and engineering of the car. Phrases like “twisty lane of asphalt that begs to be driven” (Nissan USA, 2022, 0:20) are paired with visuals of suspension systems, close-ups of tires, and precision driving shots. For car lovers, this approach is logical. It gives them the information they need to make a reasoned choice. The ad clearly speaks the language of drivers who care deeply about how a vehicle handles. But for a broader audience outside of the target audience, this kind of argument can feel too niche or overly specialized. If the viewer is not fluent in automotive specs, the message can feel confusing or irrelevant. The logic holds up, but it is only persuasive if you already care about the things it highlights.

    What really makes Larson’s ad stand out, though, is its emotional appeal. From the very first line of “remember when driving was fun?” (Brie Larson, 2021, 0:01), she invites the viewer into a shared feeling of nostalgia. This is not just about selling a car; it is about recapturing a lost sense of joy and freedom. The ad is visually bright, with colorful shots of the car and confident, sweeping camera angles that suggest motion, freedom, and possibility. For women who may not have felt seen by traditional car ads, this message is affirming. The ad makes them feel like they belong in the driver’s seat, not just literally but symbolically. It repositions driving as a personal, even transformative experience, one that is about more than getting from point A to B. This advertisement is a call to reclaim something that many people, especially women, might have forgotten they missed.

    The second, more performance-driven ad, uses emotion, too, but in a different, more intense way. It tries to build excitement through a sense of thrill and control. When the narrator describes a “twisty lane of asphalt that begs to be driven” (Nissan USA, 2022, 0:20), the ad invites the viewer to imagine themselves as someone who dominates the road. It is a more aggressive kind of emotional appeal, rooted in power and mastery. For the intended audience, likely male drivers who are passionate about cars, this feeling can be exhilarating. It feeds into the desire to be in control and to experience driving as a kind of personal challenge. However, this emotional appeal is narrowly focused. It does not invite a wide range of viewers into the experience, making the audience too narrow, and by proxy, the advertisement less effective. Instead, it speaks to a specific kind of driver, and anyone outside that category might find the tone too intense or exclusive.

    In the end, both commercials are successful in their own ways, but the Brie Larson ad does a better job of opening the experience of driving to a wider audience and changing how that audience might think about cars. While the performance-centered ad builds authority and appeals to a niche group of car enthusiasts, its appeal feels limited by its technical focus and narrow emotional range. The Larson ad, by contrast, offers a message of inclusion, freedom, and empowerment, backed by a spokesperson that viewers can relate to and trust. Fifty percent of the car driving public is women, while those heavily invested in cars and their specifications make up a much smaller percentage of the general public, so the audience for Larson’s ad is larger from the start, making it have a higher chance of success from the beginning. Larson’s ad is persuasive not because it talks about the car in traditional terms, but because it reframes what driving means. It reminds the audience, especially women, that driving can be exciting again, not just in terms of speed or power, but in terms of identity and emotion. Larson’s use of pathos when discussing driving excitement paired with her credibility as an actress and speaker is what makes it more likely to succeed in shifting how its audience thinks: not just about the car, but about their relationship to the road.

    **References**

    Brie Larson Worldwide. (2021, June 1).
    _Brie Larson presents The New Nissan_ [Video]. YouTube.
    [https://www.youtube.com/watch?v=StAPejF7KI8](https://www.youtube.com/watch?v=StAPejF7KI8)

    Nissan USA. (2022, August 9).
    _2023 Nissan Z Performance and Handling_[Video]. YouTube.
    [https://www.youtube.com/watch?v=8RqL000AmfE](https://www.youtube.com/watch?v=8RqL000AmfE)

    **Assignmentweek4.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assignmentweek4-docx-10568797)

    **Assignmentweek4.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assignmentweek4-docx-10568797)

    **## Week4ExampleRhetoricalSituationAnalysisReport.docx**

    **Rhetorical Situation Analysis Report**

    **Example Rhetorical Situation Analysis Report (Week 4)**

    **Text**: Week 4 Nissan Commercial

    [https://www.youtube.com/watch?v=8RqL000AmfE](https://www.youtube.com/watch?v=8RqL000AmfE)

    ![](https://www.sweetstudy.com/questions/help-with-assgn-due-in-48-hours-20977759)

    **Task:** Listen to the text assigned for this report and then answer the questions below. Write your responses in the form of short answers to each question. You will later use those responses to develop your Comparative Rhetorical Analysis Essay.

    1.
    When and where did this text originally appear? As an advertisement on broadcast television, during on-demand app viewing, and on social media apps such as YouTube.

    2.
    Is there a context for this text’s publication? What was going on in the world at the time? What event, situation, or argument is the writer responding to? (This one may take some basic research!) Keeping in mind traditional gender roles and how those affect how advertisements target men and women differently, at times, would be important for understanding the rhetoric of this advertisement.

    3.
    How would you describe the discourse community in which this text is operating? Who is part of the discourse community, what values are important to them, what do members of this discourse community consider credible evidence? The larger discourse community involves all audiences who view entertainment in any of the avenues mentioned in the answer to question 1. Within this group, there are viewers of different genders, races, ages, socio-economic backgrounds. Some in this group are already interested in purchasing in a car before viewing this commercial, and some do not need a vehicle or are not able to afford one. We may safely assume that the audiences who see this advertisement on broadcast television may be older because of the audience who still views appointment television. At the same time, we can assume a younger overall audience for app streaming.

    4.
    Who is the writer's intended audience, and what textual clues help you name that audience? Remember that the rhetorical audience is always more specific than anyone who reads the text
    _._The primary/intended audience would be males who are interested in purchasing a vehicle or who can be persuaded, possibly, to purchase one. This means they either have the disposable income to do so, or they have a cosigner who can assist them with this purchase.

    Because of the technical language in the advertisement and the cost of the vehicle, it is safer to assume that the male audience for this advertisement refers to someone who has learned about vehicles in their time on this earth, has positioned themselves in their career enough to have the income to purchase this vehicle, and has an interest in driving forcefully. The age group of the intended audience, then, is probably older than college age but younger than retirement age. The men in this group have disposable income and likely want to drive fast, using performance tires.

    The male persona in this ad focuses on performance rather than emotion. He describes a “twisty lane of asphalt that begs to be driven” and goes on to highlight technical features like performance brakes, transmission details, electric-assist power steering, suspension and shock absorber specifics, and performance wheels and tires. Phrases like “control and balance to power on” emphasize the driver’s mastery over the vehicle and the engineering behind it. All of the rhetorical choices here speak to a more male audience due to the appeal to control and power. The advertisement is portraying the car as begging to be driven, a much more forceful and male-centric view of vehicles.

    Unlike the Larson ad, which appealed primarily to emotion, nostalgia, and aesthetic excitement, this commercial appeals to rational, detail-oriented viewers and people who care about specs, precision, performance, and power. The tone is more serious, almost instructional, and the visuals match this focus: close-ups of wheels, suspension systems, and handling shots communicate the car’s capabilities rather than its emotional “thrill.”

    The male persona talks about performance because the target audience for this commercial is likely enthusiast drivers or consumers who prioritize engineering and technical excellence. By highlighting features that demonstrate control, stability, and innovation, the ad persuades through logic and credibility (ethos) rather than pure emotional appeal.

    5.
    What is the writer’s message, the key point(s) he or she is trying to convey? What is the writer trying to say? The advertisement is saying that if someone
    _does_ buy this car, they are making a smart choice from an engineering standpoint, and that when driving this car, even if their life is a little less stable or controlled, they will have all of that control, power, and stability behind the wheel.

    6.
    What is the writer's rhetorical purpose? What does the writer want the audience to feel, know, believe, or do as a result of reading this text? In short, combining the answer from Question 5, Nissan wants men to purchase this vehicle based on the feelings mentioned in the previous answer.

    7.
    What rhetorical appeals does the writer use to accomplish his or her rhetorical purpose?

    a.
    Describe the writer's constructed ethos. How effectively does the writer construct himself or herself as credible, trustworthy, and knowledgeable? By using the specificiations throughout the commercial, the advertisement and its voiceover is trying to position itself as one of the audience members. Like the male audience, the company values the aspects that make a driver feel in control. They gain authority/trustworthiness by sharing the same values as the audience members and by giving data to back up their ‘argument’ to purchase this car. Also, by attempting to make a connection directly with the viewer through the use of second person (“You know that road…”), they are suggesting that the viewer is an insider with the male persona in the commercial. In fact, use of the second person merges into first-person plural (“We know their secrets…”), becoming one with the target audience in that moment through language.

    b.
    Describe the writer’s appeals to logos. What types of reasoning does the author present or use? To what values, beliefs, and assumptions does the writer appeal, and how likely is the intended audience to be persuaded by appeals to those values, beliefs, and assumptions? Nissan, through this commercial, is basically arguing, “If you value the specifications given to you in this advertisement, you will purchase the vehicle.” There are a number of factors that could get in the way of this advertising to the overall discourse community, but for the ones in the target audience, it’s not that far of a jump from valuing the ideas put forth by the commercial to purchasing a car that aligns with these concepts.

    c.
    Describe the writer’s appeals to pathos. How effectively does the writer elicit an emotional response from the intended audience, and how effectively will those appeals to pathos help achieve the writer’s rhetorical purpose? The language of the commercial is exciting. There are hidden roads only “we” know about. The pictures presented are exciting as well. Shifting into the corners, speeding out of them. Target audience members can get excited while watching this commercial. And that excitement, along with the connection to the logos of the male persona, can be a powerful force to get the target audience member to get up and find their nearest Nissan dealer.

    8.
    How appropriate do you think the text is for its rhetorical situation? How likely will the text achieve its rhetorical purpose?

    If we consider that the primary rhetorical purpose of the commercial is to get the target audience to purchase a car, it may be a difficult sale. While a rhetorical purpose that is meant to inform or even to change an opinion—though changing target audience opinions is extremely difficult, as well—getting a target audience member out of the house to purchase a $40,000 car could be almost impossible. However, Nissan also knows that their hit rate on convincing target audience members to buy this vehicle from them does not have to be a super high percentage to be worth it to them. Overall, though, the chances that this commercial—however well designed to meet its target audience where it is—will achieve its rhetorical purpose are low.

    ## image.jpg

    **## ComparativeRhetoricalAnalysisExampleEssay.docx**

    | | |
    | — | — |
    | Running head: GUIDED IMAGERY AND PROGRESSIVE MUSCLE RELAXATION | 2 |

    12

    **Nissan Advertisements & Gendered Marketing: A Comparative Rhetorical Analysis**

    Josephine Smith

    Department of Nursing, South College

    HUM2001: Critical Thinking

    Professor Jones

    October 10, 2025

    **Nissan Advertisements & Gendered Marketing: A Comparative Rhetorical Analysis**

    Advertisements are designed to do much more than sell a product. Advertisements tell stories, target emotions, and try to shift how people see themselves in relation to what is being sold. Two recent Nissan commercials show how the same product can be presented in completely different ways depending on the audience. One ad features actress Brie Larson and focuses on the emotional excitement of driving, particularly reaching out to female drivers who may have felt excluded from traditional car culture. The second, narrated by a male voice, is aimed at performance-minded drivers who value specs, precision, and control, which is likely a more male-centered demographic. While both ads make deliberate appeals to their audiences’ emotions, they take different rhetorical routes to do so. While both the creators of the Brie Larson Nissan commercial and the male-narrated performance-oriented Nissan ad appropriately appeal to their respective audiences’ emotions, the Larson ad is more likely than the performance-focused ad to succeed in accomplishing the goal of changing their audience’s mind about driving because the speaker presents herself as someone the intended readers will more readily identify with and offers evidence that her audience will find more compelling.

    Brie Larson’s Nissan ad builds ethos and credibility by leaning into her public image as a strong, empowered woman. Larson is known for her role as Captain Marvel, a character associated with independence, confidence, and control, which are all themes that the ad wants to associate with the experience of driving. When she says that “driving used to be an act of freedom, inspiration” (Brie Larson, 2021, 0:05), she is not just selling a car. Larson is reinforcing a feeling that many viewers, especially women, may already associate with her. In a space like car advertising, which has long been dominated by male voices and imagery, Larson’s presence immediately feels different and more inclusive to her audience. Her celebrity status gives her ethos, but more importantly, it is her cultural identity as a figure of female empowerment that helps women see her as someone they can trust, making the ad’s message more believable and persuasive.

    The performance-centered ad also builds ethos, but does so by leaning into a more traditional, voice-over male spokesperson that is typical of car advertisements. The speaker is not a recognizable face or public figure but is instead a voice that conveys authority through technical knowledge. He walks the audience through specs like “performance brakes,” “electric-assist power steering” (Nissan USA, 2022, 0:22), and suspension and shock absorber specifics, showing that he knows what he is talking about. For a target audience made up of car enthusiasts—people who value engineering, precision, and performance—this kind of credibility matters. It tells the target audience that Nissan knows what makes a car worth driving. However, this kind of ethos can feel limited because the speaker is anonymous and the tone is instructional. The message might come across as cold or inaccessible to anyone outside the performance-focused car world. There is less opportunity for connection or trust for casual drivers who do not relate to technical authority.

    Larson’s ad may not use technical details, but logos is still present, and Larson makes a logical argument that fits her audience’s values through logical progression and connotations. Instead of focusing on how the car performs mechanically, she focuses on how driving used to feel. When she says cars were “our sanctuaries and co-conspirators” (Brie Larson, 2021, 0:10), she is tapping into a logical connection many people can make, especially women, between vehicles and personal freedom, safety, and independence. The underlying logic is simple: if driving used to feel exciting and empowering, this car can help you feel that way again. Her audience, one not swayed by specs and horsepower, is likely to make this jump in logic with her because emotional logic is more meaningful to this audience. It encourages them to rethink their relationship to driving in a way that still feels grounded in real experience, not fantasy.

    By contrast, the second ad focuses on a more conventional kind of logos: technical details. Every line is filled with language about the mechanics and engineering of the car. Phrases like “twisty lane of asphalt that begs to be driven” (Nissan USA, 2022, 0:20) are paired with visuals of suspension systems, close-ups of tires, and precision driving shots. For car lovers, this approach is logical. It gives them the information they need to make a reasoned choice. The ad clearly speaks the language of drivers who care deeply about how a vehicle handles. But for a broader audience outside of the target audience, this kind of argument can feel too niche or overly specialized. If the viewer is not fluent in automotive specs, the message can feel confusing or irrelevant. The logic holds up, but it is only persuasive if you already care about the things it highlights.

    What really makes Larson’s ad stand out, though, is its emotional appeal. From the very first line of “remember when driving was fun?” (Brie Larson, 2021, 0:01), she invites the viewer into a shared feeling of nostalgia. This is not just about selling a car; it is about recapturing a lost sense of joy and freedom. The ad is visually bright, with colorful shots of the car and confident, sweeping camera angles that suggest motion, freedom, and possibility. For women who may not have felt seen by traditional car ads, this message is affirming. The ad makes them feel like they belong in the driver’s seat, not just literally but symbolically. It repositions driving as a personal, even transformative experience, one that is about more than getting from point A to B. This advertisement is a call to reclaim something that many people, especially women, might have forgotten they missed.

    The second, more performance-driven ad, uses emotion, too, but in a different, more intense way. It tries to build excitement through a sense of thrill and control. When the narrator describes a “twisty lane of asphalt that begs to be driven” (Nissan USA, 2022, 0:20), the ad invites the viewer to imagine themselves as someone who dominates the road. It is a more aggressive kind of emotional appeal, rooted in power and mastery. For the intended audience, likely male drivers who are passionate about cars, this feeling can be exhilarating. It feeds into the desire to be in control and to experience driving as a kind of personal challenge. However, this emotional appeal is narrowly focused. It does not invite a wide range of viewers into the experience, making the audience too narrow, and by proxy, the advertisement less effective. Instead, it speaks to a specific kind of driver, and anyone outside that category might find the tone too intense or exclusive.

    In the end, both commercials are successful in their own ways, but the Brie Larson ad does a better job of opening the experience of driving to a wider audience and changing how that audience might think about cars. While the performance-centered ad builds authority and appeals to a niche group of car enthusiasts, its appeal feels limited by its technical focus and narrow emotional range. The Larson ad, by contrast, offers a message of inclusion, freedom, and empowerment, backed by a spokesperson that viewers can relate to and trust. Fifty percent of the car driving public is women, while those heavily invested in cars and their specifications make up a much smaller percentage of the general public, so the audience for Larson’s ad is larger from the start, making it have a higher chance of success from the beginning. Larson’s ad is persuasive not because it talks about the car in traditional terms, but because it reframes what driving means. It reminds the audience, especially women, that driving can be exciting again, not just in terms of speed or power, but in terms of identity and emotion. Larson’s use of pathos when discussing driving excitement paired with her credibility as an actress and speaker is what makes it more likely to succeed in shifting how its audience thinks: not just about the car, but about their relationship to the road.

    **References**

    Brie Larson Worldwide. (2021, June 1).
    _Brie Larson presents The New Nissan_ [Video]. YouTube.
    [https://www.youtube.com/watch?v=StAPejF7KI8](https://www.youtube.com/watch?v=StAPejF7KI8)

    Nissan USA. (2022, August 9).
    _2023 Nissan Z Performance and Handling_[Video]. YouTube.
    [https://www.youtube.com/watch?v=8RqL000AmfE](https://www.youtube.com/watch?v=8RqL000AmfE)

    **Assignmentweek4.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/assignmentweek4-docx-10568797)

    **## Week4ExampleRhetoricalSituationAnalysisReport.docx**

    **Rhetorical Situation Analysis Report**

    **Example Rhetorical Situation Analysis Report (Week 4)**

    **Text**: Week 4 Nissan Commercial

    [https://www.youtube.com/watch?v=8RqL000AmfE](https://www.youtube.com/watch?v=8RqL000AmfE)

    ![](https://www.sweetstudy.com/questions/help-with-assgn-due-in-48-hours-20977759)

    **Task:** Listen to the text assigned for this report and then answer the questions below. Write your responses in the form of short answers to each question. You will later use those responses to develop your Comparative Rhetorical Analysis Essay.

    1.
    When and where did this text originally appear? As an advertisement on broadcast television, during on-demand app viewing, and on social media apps such as YouTube.

    2.
    Is there a context for this text’s publication? What was going on in the world at the time? What event, situation, or argument is the writer responding to? (This one may take some basic research!) Keeping in mind traditional gender roles and how those affect how advertisements target men and women differently, at times, would be important for understanding the rhetoric of this advertisement.

    3.
    How would you describe the discourse community in which this text is operating? Who is part of the discourse community, what values are important to them, what do members of this discourse community consider credible evidence? The larger discourse community involves all audiences who view entertainment in any of the avenues mentioned in the answer to question 1. Within this group, there are viewers of different genders, races, ages, socio-economic backgrounds. Some in this group are already interested in purchasing in a car before viewing this commercial, and some do not need a vehicle or are not able to afford one. We may safely assume that the audiences who see this advertisement on broadcast television may be older because of the audience who still views appointment television. At the same time, we can assume a younger overall audience for app streaming.

    4.
    Who is the writer's intended audience, and what textual clues help you name that audience? Remember that the rhetorical audience is always more specific than anyone who reads the text
    _._The primary/intended audience would be males who are interested in purchasing a vehicle or who can be persuaded, possibly, to purchase one. This means they either have the disposable income to do so, or they have a cosigner who can assist them with this purchase.

    Because of the technical language in the advertisement and the cost of the vehicle, it is safer to assume that the male audience for this advertisement refers to someone who has learned about vehicles in their time on this earth, has positioned themselves in their career enough to have the income to purchase this vehicle, and has an interest in driving forcefully. The age group of the intended audience, then, is probably older than college age but younger than retirement age. The men in this group have disposable income and likely want to drive fast, using performance tires.

    The male persona in this ad focuses on performance rather than emotion. He describes a “twisty lane of asphalt that begs to be driven” and goes on to highlight technical features like performance brakes, transmission details, electric-assist power steering, suspension and shock absorber specifics, and performance wheels and tires. Phrases like “control and balance to power on” emphasize the driver’s mastery over the vehicle and the engineering behind it. All of the rhetorical choices here speak to a more male audience due to the appeal to control and power. The advertisement is portraying the car as begging to be driven, a much more forceful and male-centric view of vehicles.

    Unlike the Larson ad, which appealed primarily to emotion, nostalgia, and aesthetic excitement, this commercial appeals to rational, detail-oriented viewers and people who care about specs, precision, performance, and power. The tone is more serious, almost instructional, and the visuals match this focus: close-ups of wheels, suspension systems, and handling shots communicate the car’s capabilities rather than its emotional “thrill.”

    The male persona talks about performance because the target audience for this commercial is likely enthusiast drivers or consumers who prioritize engineering and technical excellence. By highlighting features that demonstrate control, stability, and innovation, the ad persuades through logic and credibility (ethos) rather than pure emotional appeal.

    5.
    What is the writer’s message, the key point(s) he or she is trying to convey? What is the writer trying to say? The advertisement is saying that if someone
    _does_ buy this car, they are making a smart choice from an engineering standpoint, and that when driving this car, even if their life is a little less stable or controlled, they will have all of that control, power, and stability behind the wheel.

    6.
    What is the writer's rhetorical purpose? What does the writer want the audience to feel, know, believe, or do as a result of reading this text? In short, combining the answer from Question 5, Nissan wants men to purchase this vehicle based on the feelings mentioned in the previous answer.

    7.
    What rhetorical appeals does the writer use to accomplish his or her rhetorical purpose?

    a.
    Describe the writer's constructed ethos. How effectively does the writer construct himself or herself as credible, trustworthy, and knowledgeable? By using the specificiations throughout the commercial, the advertisement and its voiceover is trying to position itself as one of the audience members. Like the male audience, the company values the aspects that make a driver feel in control. They gain authority/trustworthiness by sharing the same values as the audience members and by giving data to back up their ‘argument’ to purchase this car. Also, by attempting to make a connection directly with the viewer through the use of second person (“You know that road…”), they are suggesting that the viewer is an insider with the male persona in the commercial. In fact, use of the second person merges into first-person plural (“We know their secrets…”), becoming one with the target audience in that moment through language.

    b.
    Describe the writer’s appeals to logos. What types of reasoning does the author present or use? To what values, beliefs, and assumptions does the writer appeal, and how likely is the intended audience to be persuaded by appeals to those values, beliefs, and assumptions? Nissan, through this commercial, is basically arguing, “If you value the specifications given to you in this advertisement, you will purchase the vehicle.” There are a number of factors that could get in the way of this advertising to the overall discourse community, but for the ones in the target audience, it’s not that far of a jump from valuing the ideas put forth by the commercial to purchasing a car that aligns with these concepts.

    c.
    Describe the writer’s appeals to pathos. How effectively does the writer elicit an emotional response from the intended audience, and how effectively will those appeals to pathos help achieve the writer’s rhetorical purpose? The language of the commercial is exciting. There are hidden roads only “we” know about. The pictures presented are exciting as well. Shifting into the corners, speeding out of them. Target audience members can get excited while watching this commercial. And that excitement, along with the connection to the logos of the male persona, can be a powerful force to get the target audience member to get up and find their nearest Nissan dealer.

    8.
    How appropriate do you think the text is for its rhetorical situation? How likely will the text achieve its rhetorical purpose?

    If we consider that the primary rhetorical purpose of the commercial is to get the target audience to purchase a car, it may be a difficult sale. While a rhetorical purpose that is meant to inform or even to change an opinion—though changing target audience opinions is extremely difficult, as well—getting a target audience member out of the house to purchase a $40,000 car could be almost impossible. However, Nissan also knows that their hit rate on convincing target audience members to buy this vehicle from them does not have to be a super high percentage to be worth it to them. Overall, though, the chances that this commercial—however well designed to meet its target audience where it is—will achieve its rhetorical purpose are low.

    ## image.jpg

    **## ComparativeRhetoricalAnalysisExampleEssay.docx**

    | | |
    | — | — |
    | Running head: GUIDED IMAGERY AND PROGRESSIVE MUSCLE RELAXATION | 2 |

    12

    **Nissan Advertisements & Gendered Marketing: A Comparative Rhetorical Analysis**

    Josephine Smith

    Department of Nursing, South College

    HUM2001: Critical Thinking

    Professor Jones

    October 10, 2025

    **Nissan Advertisements & Gendered Marketing: A Comparative Rhetorical Analysis**

    Advertisements are designed to do much more than sell a product. Advertisements tell stories, target emotions, and try to shift how people see themselves in relation to what is being sold. Two recent Nissan commercials show how the same product can be presented in completely different ways depending on the audience. One ad features actress Brie Larson and focuses on the emotional excitement of driving, particularly reaching out to female drivers who may have felt excluded from traditional car culture. The second, narrated by a male voice, is aimed at performance-minded drivers who value specs, precision, and control, which is likely a more male-centered demographic. While both ads make deliberate appeals to their audiences’ emotions, they take different rhetorical routes to do so. While both the creators of the Brie Larson Nissan commercial and the male-narrated performance-oriented Nissan ad appropriately appeal to their respective audiences’ emotions, the Larson ad is more likely than the performance-focused ad to succeed in accomplishing the goal of changing their audience’s mind about driving because the speaker presents herself as someone the intended readers will more readily identify with and offers evidence that her audience will find more compelling.

    Brie Larson’s Nissan ad builds ethos and credibility by leaning into her public image as a strong, empowered woman. Larson is known for her role as Captain Marvel, a character associated with independence, confidence, and control, which are all themes that the ad wants to associate with the experience of driving. When she says that “driving used to be an act of freedom, inspiration” (Brie Larson, 2021, 0:05), she is not just selling a car. Larson is reinforcing a feeling that many viewers, especially women, may already associate with her. In a space like car advertising, which has long been dominated by male voices and imagery, Larson’s presence immediately feels different and more inclusive to her audience. Her celebrity status gives her ethos, but more importantly, it is her cultural identity as a figure of female empowerment that helps women see her as someone they can trust, making the ad’s message more believable and persuasive.

    The performance-centered ad also builds ethos, but does so by leaning into a more traditional, voice-over male spokesperson that is typical of car advertisements. The speaker is not a recognizable face or public figure but is instead a voice that conveys authority through technical knowledge. He walks the audience through specs like “performance brakes,” “electric-assist power steering” (Nissan USA, 2022, 0:22), and suspension and shock absorber specifics, showing that he knows what he is talking about. For a target audience made up of car enthusiasts—people who value engineering, precision, and performance—this kind of credibility matters. It tells the target audience that Nissan knows what makes a car worth driving. However, this kind of ethos can feel limited because the speaker is anonymous and the tone is instructional. The message might come across as cold or inaccessible to anyone outside the performance-focused car world. There is less opportunity for connection or trust for casual drivers who do not relate to technical authority.

    Larson’s ad may not use technical details, but logos is still present, and Larson makes a logical argument that fits her audience’s values through logical progression and connotations. Instead of focusing on how the car performs mechanically, she focuses on how driving used to feel. When she says cars were “our sanctuaries and co-conspirators” (Brie Larson, 2021, 0:10), she is tapping into a logical connection many people can make, especially women, between vehicles and personal freedom, safety, and independence. The underlying logic is simple: if driving used to feel exciting and empowering, this car can help you feel that way again. Her audience, one not swayed by specs and horsepower, is likely to make this jump in logic with her because emotional logic is more meaningful to this audience. It encourages them to rethink their relationship to driving in a way that still feels grounded in real experience, not fantasy.

    By contrast, the second ad focuses on a more conventional kind of logos: technical details. Every line is filled with language about the mechanics and engineering of the car. Phrases like “twisty lane of asphalt that begs to be driven” (Nissan USA, 2022, 0:20) are paired with visuals of suspension systems, close-ups of tires, and precision driving shots. For car lovers, this approach is logical. It gives them the information they need to make a reasoned choice. The ad clearly speaks the language of drivers who care deeply about how a vehicle handles. But for a broader audience outside of the target audience, this kind of argument can feel too niche or overly specialized. If the viewer is not fluent in automotive specs, the message can feel confusing or irrelevant. The logic holds up, but it is only persuasive if you already care about the things it highlights.

    What really makes Larson’s ad stand out, though, is its emotional appeal. From the very first line of “remember when driving was fun?” (Brie Larson, 2021, 0:01), she invites the viewer into a shared feeling of nostalgia. This is not just about selling a car; it is about recapturing a lost sense of joy and freedom. The ad is visually bright, with colorful shots of the car and confident, sweeping camera angles that suggest motion, freedom, and possibility. For women who may not have felt seen by traditional car ads, this message is affirming. The ad makes them feel like they belong in the driver’s seat, not just literally but symbolically. It repositions driving as a personal, even transformative experience, one that is about more than getting from point A to B. This advertisement is a call to reclaim something that many people, especially women, might have forgotten they missed.

    The second, more performance-driven ad, uses emotion, too, but in a different, more intense way. It tries to build excitement through a sense of thrill and control. When the narrator describes a “twisty lane of asphalt that begs to be driven” (Nissan USA, 2022, 0:20), the ad invites the viewer to imagine themselves as someone who dominates the road. It is a more aggressive kind of emotional appeal, rooted in power and mastery. For the intended audience, likely male drivers who are passionate about cars, this feeling can be exhilarating. It feeds into the desire to be in control and to experience driving as a kind of personal challenge. However, this emotional appeal is narrowly focused. It does not invite a wide range of viewers into the experience, making the audience too narrow, and by proxy, the advertisement less effective. Instead, it speaks to a specific kind of driver, and anyone outside that category might find the tone too intense or exclusive.

    In the end, both commercials are successful in their own ways, but the Brie Larson ad does a better job of opening the experience of driving to a wider audience and changing how that audience might think about cars. While the performance-centered ad builds authority and appeals to a niche group of car enthusiasts, its appeal feels limited by its technical focus and narrow emotional range. The Larson ad, by contrast, offers a message of inclusion, freedom, and empowerment, backed by a spokesperson that viewers can relate to and trust. Fifty percent of the car driving public is women, while those heavily invested in cars and their specifications make up a much smaller percentage of the general public, so the audience for Larson’s ad is larger from the start, making it have a higher chance of success from the beginning. Larson’s ad is persuasive not because it talks about the car in traditional terms, but because it reframes what driving means. It reminds the audience, especially women, that driving can be exciting again, not just in terms of speed or power, but in terms of identity and emotion. Larson’s use of pathos when discussing driving excitement paired with her credibility as an actress and speaker is what makes it more likely to succeed in shifting how its audience thinks: not just about the car, but about their relationship to the road.

    **References**

    Brie Larson Worldwide. (2021, June 1).
    _Brie Larson presents The New Nissan_ [Video]. YouTube.
    [https://www.youtube.com/watch?v=StAPejF7KI8](https://www.youtube.com/watch?v=StAPejF7KI8)

    Nissan USA. (2022, August 9).
    _2023 Nissan Z Performance and Handling_[Video]. YouTube.
    [https://www.youtube.com/watch?v=8RqL000AmfE](https://www.youtube.com/watch?v=8RqL000AmfE)

    **Assignmentweek4.docx**

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    help with homework

    **files (1)**

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    **Instructions**

    This milestone requires you to create an annotated bibliography of at least
    **three scholarly sources** that will be used in your final project. Resources should focus on the course modules:

    · Assessment Data and Instructional Planning

    · Assessment Issues for Children at Risk

    · Data-Driven and Instructional Decision Making

    · Selecting and Using Assessment Tools

    · Performance-Based and Alternative Assessments

    This task is a critical first step in demonstrating your understanding of the research process and building a strong foundation for your paper.

    For each source, you must include:

    1.
    **Full APA Citation:** The complete citation for the source, formatted correctly according to APA guidelines.

    1.
    **Summary:** A  paragraph (3-5 sentences) that summarizes the resource and why this would be a good resource for your final project

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    **## work22.docx**

    **Instructions**

    This milestone requires you to create an annotated bibliography of at least
    **three scholarly sources** that will be used in your final project. Resources should focus on the course modules:

    · Assessment Data and Instructional Planning

    · Assessment Issues for Children at Risk

    · Data-Driven and Instructional Decision Making

    · Selecting and Using Assessment Tools

    · Performance-Based and Alternative Assessments

    This task is a critical first step in demonstrating your understanding of the research process and building a strong foundation for your paper.

    For each source, you must include:

    1.
    **Full APA Citation:** The complete citation for the source, formatted correctly according to APA guidelines.

    1.
    **Summary:** A  paragraph (3-5 sentences) that summarizes the resource and why this would be a good resource for your final project

    **Resources for Your Annotated Bibliography**

    ·
    **Purdue OWL:** [What is an Annotated Bibliography?](https://owl.purdue.edu/owl/general_writing/common_writing_assignments/annotated_bibliographies/index.html)

    ·
    **Purdue OWL:** [APA Formatting and Style Guide](https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_style_introduction.html)

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    **efer** to the Mini Lesson you adapted in the Clinical Experience Lesson Review and Adaptation assignment from Week 4. **Teach** the Mini Lesson in a small group or an individual one-on-one setting. **Consider** using various methods of delivery (technology, oral, etc.) that promote expressive and …

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    **Teach** the Mini Lesson in a small group or an individual one-on-one setting.

    **Consider** using various methods of delivery (technology, oral, etc.) that promote expressive and receptive communication skill reinforcement, meet the needs of the exceptionalities, and ensure student engagement.

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