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  • [Solved] Education edu 540 week 10 assignment

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    refer to the attached document **files (3)** – ## week10assignment.docx – ## edu540week8assignmentfinal.docx – edu540week6assignmentfinal.docx **## week10assignment.docx** Overview Throughout this course, you have explored many technologies, learning theories, and learning modalities. In this assign…

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    refer to the attached document

    **files (3)**

    – ## week10assignment.docx

    – ## edu540week8assignmentfinal.docx

    – edu540week6assignmentfinal.docx

    **## week10assignment.docx**

    Overview

    Throughout this course, you have explored many technologies, learning theories, and learning modalities. In this assignment, reflect back to compare different modalities and analyze the impact of emerging technology trends on the learning experience.

    Instructions

    In a 6 page reflection paper, please complete the following:

    · Think back on the modalities you chose in the Week 6 assignment and the Week 8 assignment. Compare the different modalities, including their strengths and weaknesses, and your perspective on which modality provides the best learning experience. Focus on the educational value and learning outcomes rather than considering factors like cost or popularity around a specific modality or technology.

    · Analyze the impact of emerging technology trends on education and their potential benefits and challenges. Consider how these trends influence teaching and learning processes, student engagement, and access to educational resources

    **## edu540week8assignmentfinal.docx**

    EDU540: Designing, Developing and Evaluating Educational Technology

    Week 6 Assignment – Integrating Technology into Engaging Lesson Plans

    **Name:** Courtney Hopkins

    **Professor Name:** Professor Katz

    **Date:** May 28, 2026

    Lesson Plan: 1 of 3

    Lesson title:

    [Introduction to Inclusion Learning Environment.]

    Lesson topic:

    [Inclusive education, diversity, and equity in learning]

    Grade or audience:

    [Training educators and university students.]

    Modality:

    [Blended learning]

    Lesson goal:

    [Students will learn the concepts of inclusive education and the significance of diversity and equity in classroom teaching.]

    Lesson objectives:

    [1. Explain what inclusive education and diversity in learning mean.

    2.Determine obstacles to student participation and engagement.

    3.Discuss the significance of fair teaching.

    4.Discuss with peers how to make classrooms inclusive.]

    Introduction:

    [The students will be asked to first complete an online pre-class activity via Canvas by watching a short video on inclusive education and reading an article on diversity in schools. In the face-to-face session, the instructor will guide a discussion in which the students will relate the online content to the classroom experiences and observations.]

    Action(s):

    [1.Pre-recorded instructional video to be watched in Canvas prior to the lesson.

    2.Complete a reflection discussion board online about the issue of inclusion in schools.

    3.Engage in a collaborative discussion about classroom diversity situations in the classroom.

    4.Create inclusive teaching strategies in small groups with the help of Padlet.

    5.Share group thoughts with classmates and give positive peer feedback.]

    Consolidation:

    [The teacher will highlight the main ideas concerning inclusion, diversity, and equity. Students will fill out an exit reflection that will name one inclusive strategy they intend to use in future teaching practice.]

    Strategies:

    [Collaborative learning

    Reflective discussion

    Constructivist learning

    Scenario-based learning]

    Technology:

    [ Canvas

     Padlet

     YouTube

     Smart classroom projector]

    How the technology enriches the lesson:

    [Canvas enables adaptable pre-class learning and enables students to study materials on their own before the classes. Padlet facilitates the exchange of ideas and interaction between peers during classroom activities. Videos can be used to give students practical examples of inclusive teaching practices so that they can relate theory to practice.]

    Challenges that could arise with the technology:

    [The students might also have trouble with accessing online materials prior to the lesson or using the features of Padlet. To eliminate this, the all the instructional materials will be online and printed materials will be provided during face-to-face meetings as necessary.]

    Assessment type:

    [Engagement, group work, and contemplative writing.]

    Assessment rubric:

    [ Participation in discussions: 30%

     Completion of Padlet activity: 25%

     Reflection quality and understanding of concepts: 35%

     Professional communication and engagement: 10%]

    Lesson Plan: 2 of 3

    Lesson title:

    [Applying Learning Theories in Instruction]

    Lesson topic:

    [Behaviorism, constructivism, and social learning theory]

    Grade or audience:

    [Students of undergraduate education and trainee teachers.]

    Modality:

    [Blended learning]

    Lesson goal:

    [Students will examine key theories of learning and use them in classroom instruction.]

    Lesson objectives:

    [1.Discuss behaviorism, constructivism, and social learning theory.

    2.Compare the impact of learning theories on teaching practices.

    3.Use learning theories to classroom case studies.

    4.Work with colleagues to assess effective teaching strategies.]

    Introduction:

    [Prior to the start of the lesson, students will watch a multimedia presentation created by an instructor and shared in Canvas that will outline the three learning theories. The instructor will discuss the important concepts in-person and do an interactive Kahoot activity to engage in prior knowledge.]

    Action(s):

    [1.Read lecture notes and assigned readings online and in advance.

    2.Take part in a Kahoot quiz in the classroom on learning theories.

    3.Discuss classroom case studies in groups.

    4.Create a common Google Slides presentation that links theories to teaching strategies.

    5.Current group results and discuss in class.]

    Consolidation:

    [The teacher will provide an overview of the key learning theories and their implications in the classroom. Students will fill out an exit ticket where they will be asked to provide their opinion on which learning theory they think is the most effective and why.]

    Strategies:

    [ Cooperative learning

     Inquiry-based learning

     Case study analysis

     Peer teaching]

    Technology:

    [ Kahoot

     Google Slides

     Canvas

     Interactive classroom display]

    How the technology enriches the lesson:

    [Kahoot makes students more engaged and offers students instant formative feedback when reviewing. Google slides encourage learning together and enable students to create and present ideas in an effective way. Canvas allows the students to access instructional materials both during and outside class.]

    Challenges that could arise with the technology:

    [Students can have problems with simultaneous use of multiple digital platforms or may have problems with connection in the classroom. In order to reduce these challenges, the instructor will ensure that there are clear instructions and technology tutorials and alternative forms of participation where needed.]

    Assessment type:

    [Case study analysis and collaborative presentation]

    Assessment rubric:

    [ Kahoot participation: 15%

     Group case study analysis: 40%

     Google Slides presentation: 30%

     Exit ticket completion: 15%]

    Lesson Plan: 3 of 3

    Lesson title:

    [Creating Activities in Inclusive Classrooms]

    Lesson topic:

    [Developing inclusive activities based on learning theories.]

    Grade or audience:

    [Students of undergraduate education and trainee teachers.]

    Modality:

    [Blended learning]

    Lesson goal:

    [Students will create a classroom activity that is inclusive and involves learning theories and accommodates different learners.]

    Lesson objectives:

    [Design an inclusive classroom activity.

    Use at least one theory of learning in lesson planning.

    Incorporate learning accommodations.

    Assess peer instructional designs and give constructive feedback.]

    Introduction:

    [Before going to the classroom, students will go through online examples of inclusive classroom activities on Canvas. In the face-to-face session, the instructor will initiate a discussion on what is engaging, accessible, and inclusive of all learners in instructional activities.]

    Action(s):

    [1.Pre-read online examples of inclusive lesson activities.

    2.Create a unique classroom activity in Canva or Google Docs.

    3.Provide facilities to students with special needs.

    4.Share finished work in peer review sessions in the classroom.

    5.Give feedback to peers both written and verbal.]

    Consolidation:

    [The teacher will arrange a concluding reflection session that will underline the significance of inclusive learning, theories of learning, and the effective use of technology in classrooms today. The students will speak about how blended learning can enable equitable teaching.]

    Strategies:

    [ Project-based learning

     Peer feedback

     Reflective learning

     Social learning]

    Technology:

    [ Canva

     Google Docs

     Canvas

     Discussion boards]

    How the technology enriches the lesson:

    [Canva enables students to design aesthetically appealing teaching aids that promote creativity and affordability. Google Docs enables teamwork and convenient exchange of lesson ideas. Discussion boards enhance classroom learning because they enable students to keep on discussing and thinking even after classes.]

    Challenges that could arise with the technology:

    [A few students can lack experience in using Canva or have technical problems uploading assignments. Tutorial materials, teacher instructions and alternative submissions including Microsoft word documents will be available to assist learners.]

    Assessment type:

    [Inclusive classroom activity project and peer feedback]

    Assessment rubric:

    [ Creativity and organization of activity: 30%

     Application of learning theory: 30%

     Inclusion of accommodations and accessibility features: 25%

     Peer feedback participation: 15%]

    2

    PAGE 2

    **edu540week6assignmentfinal.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edu540week6assignmentfinal-docx-10560057)

    **edu540week6assignmentfinal.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edu540week6assignmentfinal-docx-10560057)

    **## week10assignment.docx**

    Overview

    Throughout this course, you have explored many technologies, learning theories, and learning modalities. In this assignment, reflect back to compare different modalities and analyze the impact of emerging technology trends on the learning experience.

    Instructions

    In a 6 page reflection paper, please complete the following:

    · Think back on the modalities you chose in the Week 6 assignment and the Week 8 assignment. Compare the different modalities, including their strengths and weaknesses, and your perspective on which modality provides the best learning experience. Focus on the educational value and learning outcomes rather than considering factors like cost or popularity around a specific modality or technology.

    · Analyze the impact of emerging technology trends on education and their potential benefits and challenges. Consider how these trends influence teaching and learning processes, student engagement, and access to educational resources

    **## edu540week8assignmentfinal.docx**

    EDU540: Designing, Developing and Evaluating Educational Technology

    Week 6 Assignment – Integrating Technology into Engaging Lesson Plans

    **Name:** Courtney Hopkins

    **Professor Name:** Professor Katz

    **Date:** May 28, 2026

    Lesson Plan: 1 of 3

    Lesson title:

    [Introduction to Inclusion Learning Environment.]

    Lesson topic:

    [Inclusive education, diversity, and equity in learning]

    Grade or audience:

    [Training educators and university students.]

    Modality:

    [Blended learning]

    Lesson goal:

    [Students will learn the concepts of inclusive education and the significance of diversity and equity in classroom teaching.]

    Lesson objectives:

    [1. Explain what inclusive education and diversity in learning mean.

    2.Determine obstacles to student participation and engagement.

    3.Discuss the significance of fair teaching.

    4.Discuss with peers how to make classrooms inclusive.]

    Introduction:

    [The students will be asked to first complete an online pre-class activity via Canvas by watching a short video on inclusive education and reading an article on diversity in schools. In the face-to-face session, the instructor will guide a discussion in which the students will relate the online content to the classroom experiences and observations.]

    Action(s):

    [1.Pre-recorded instructional video to be watched in Canvas prior to the lesson.

    2.Complete a reflection discussion board online about the issue of inclusion in schools.

    3.Engage in a collaborative discussion about classroom diversity situations in the classroom.

    4.Create inclusive teaching strategies in small groups with the help of Padlet.

    5.Share group thoughts with classmates and give positive peer feedback.]

    Consolidation:

    [The teacher will highlight the main ideas concerning inclusion, diversity, and equity. Students will fill out an exit reflection that will name one inclusive strategy they intend to use in future teaching practice.]

    Strategies:

    [Collaborative learning

    Reflective discussion

    Constructivist learning

    Scenario-based learning]

    Technology:

    [ Canvas

     Padlet

     YouTube

     Smart classroom projector]

    How the technology enriches the lesson:

    [Canvas enables adaptable pre-class learning and enables students to study materials on their own before the classes. Padlet facilitates the exchange of ideas and interaction between peers during classroom activities. Videos can be used to give students practical examples of inclusive teaching practices so that they can relate theory to practice.]

    Challenges that could arise with the technology:

    [The students might also have trouble with accessing online materials prior to the lesson or using the features of Padlet. To eliminate this, the all the instructional materials will be online and printed materials will be provided during face-to-face meetings as necessary.]

    Assessment type:

    [Engagement, group work, and contemplative writing.]

    Assessment rubric:

    [ Participation in discussions: 30%

     Completion of Padlet activity: 25%

     Reflection quality and understanding of concepts: 35%

     Professional communication and engagement: 10%]

    Lesson Plan: 2 of 3

    Lesson title:

    [Applying Learning Theories in Instruction]

    Lesson topic:

    [Behaviorism, constructivism, and social learning theory]

    Grade or audience:

    [Students of undergraduate education and trainee teachers.]

    Modality:

    [Blended learning]

    Lesson goal:

    [Students will examine key theories of learning and use them in classroom instruction.]

    Lesson objectives:

    [1.Discuss behaviorism, constructivism, and social learning theory.

    2.Compare the impact of learning theories on teaching practices.

    3.Use learning theories to classroom case studies.

    4.Work with colleagues to assess effective teaching strategies.]

    Introduction:

    [Prior to the start of the lesson, students will watch a multimedia presentation created by an instructor and shared in Canvas that will outline the three learning theories. The instructor will discuss the important concepts in-person and do an interactive Kahoot activity to engage in prior knowledge.]

    Action(s):

    [1.Read lecture notes and assigned readings online and in advance.

    2.Take part in a Kahoot quiz in the classroom on learning theories.

    3.Discuss classroom case studies in groups.

    4.Create a common Google Slides presentation that links theories to teaching strategies.

    5.Current group results and discuss in class.]

    Consolidation:

    [The teacher will provide an overview of the key learning theories and their implications in the classroom. Students will fill out an exit ticket where they will be asked to provide their opinion on which learning theory they think is the most effective and why.]

    Strategies:

    [ Cooperative learning

     Inquiry-based learning

     Case study analysis

     Peer teaching]

    Technology:

    [ Kahoot

     Google Slides

     Canvas

     Interactive classroom display]

    How the technology enriches the lesson:

    [Kahoot makes students more engaged and offers students instant formative feedback when reviewing. Google slides encourage learning together and enable students to create and present ideas in an effective way. Canvas allows the students to access instructional materials both during and outside class.]

    Challenges that could arise with the technology:

    [Students can have problems with simultaneous use of multiple digital platforms or may have problems with connection in the classroom. In order to reduce these challenges, the instructor will ensure that there are clear instructions and technology tutorials and alternative forms of participation where needed.]

    Assessment type:

    [Case study analysis and collaborative presentation]

    Assessment rubric:

    [ Kahoot participation: 15%

     Group case study analysis: 40%

     Google Slides presentation: 30%

     Exit ticket completion: 15%]

    Lesson Plan: 3 of 3

    Lesson title:

    [Creating Activities in Inclusive Classrooms]

    Lesson topic:

    [Developing inclusive activities based on learning theories.]

    Grade or audience:

    [Students of undergraduate education and trainee teachers.]

    Modality:

    [Blended learning]

    Lesson goal:

    [Students will create a classroom activity that is inclusive and involves learning theories and accommodates different learners.]

    Lesson objectives:

    [Design an inclusive classroom activity.

    Use at least one theory of learning in lesson planning.

    Incorporate learning accommodations.

    Assess peer instructional designs and give constructive feedback.]

    Introduction:

    [Before going to the classroom, students will go through online examples of inclusive classroom activities on Canvas. In the face-to-face session, the instructor will initiate a discussion on what is engaging, accessible, and inclusive of all learners in instructional activities.]

    Action(s):

    [1.Pre-read online examples of inclusive lesson activities.

    2.Create a unique classroom activity in Canva or Google Docs.

    3.Provide facilities to students with special needs.

    4.Share finished work in peer review sessions in the classroom.

    5.Give feedback to peers both written and verbal.]

    Consolidation:

    [The teacher will arrange a concluding reflection session that will underline the significance of inclusive learning, theories of learning, and the effective use of technology in classrooms today. The students will speak about how blended learning can enable equitable teaching.]

    Strategies:

    [ Project-based learning

     Peer feedback

     Reflective learning

     Social learning]

    Technology:

    [ Canva

     Google Docs

     Canvas

     Discussion boards]

    How the technology enriches the lesson:

    [Canva enables students to design aesthetically appealing teaching aids that promote creativity and affordability. Google Docs enables teamwork and convenient exchange of lesson ideas. Discussion boards enhance classroom learning because they enable students to keep on discussing and thinking even after classes.]

    Challenges that could arise with the technology:

    [A few students can lack experience in using Canva or have technical problems uploading assignments. Tutorial materials, teacher instructions and alternative submissions including Microsoft word documents will be available to assist learners.]

    Assessment type:

    [Inclusive classroom activity project and peer feedback]

    Assessment rubric:

    [ Creativity and organization of activity: 30%

     Application of learning theory: 30%

     Inclusion of accommodations and accessibility features: 25%

     Peer feedback participation: 15%]

    2

    PAGE 2

    **edu540week6assignmentfinal.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edu540week6assignmentfinal-docx-10560057)

    **## week10assignment.docx**

    Overview

    Throughout this course, you have explored many technologies, learning theories, and learning modalities. In this assignment, reflect back to compare different modalities and analyze the impact of emerging technology trends on the learning experience.

    Instructions

    In a 6 page reflection paper, please complete the following:

    · Think back on the modalities you chose in the Week 6 assignment and the Week 8 assignment. Compare the different modalities, including their strengths and weaknesses, and your perspective on which modality provides the best learning experience. Focus on the educational value and learning outcomes rather than considering factors like cost or popularity around a specific modality or technology.

    · Analyze the impact of emerging technology trends on education and their potential benefits and challenges. Consider how these trends influence teaching and learning processes, student engagement, and access to educational resources

    **## edu540week8assignmentfinal.docx**

    EDU540: Designing, Developing and Evaluating Educational Technology

    Week 6 Assignment – Integrating Technology into Engaging Lesson Plans

    **Name:** Courtney Hopkins

    **Professor Name:** Professor Katz

    **Date:** May 28, 2026

    Lesson Plan: 1 of 3

    Lesson title:

    [Introduction to Inclusion Learning Environment.]

    Lesson topic:

    [Inclusive education, diversity, and equity in learning]

    Grade or audience:

    [Training educators and university students.]

    Modality:

    [Blended learning]

    Lesson goal:

    [Students will learn the concepts of inclusive education and the significance of diversity and equity in classroom teaching.]

    Lesson objectives:

    [1. Explain what inclusive education and diversity in learning mean.

    2.Determine obstacles to student participation and engagement.

    3.Discuss the significance of fair teaching.

    4.Discuss with peers how to make classrooms inclusive.]

    Introduction:

    [The students will be asked to first complete an online pre-class activity via Canvas by watching a short video on inclusive education and reading an article on diversity in schools. In the face-to-face session, the instructor will guide a discussion in which the students will relate the online content to the classroom experiences and observations.]

    Action(s):

    [1.Pre-recorded instructional video to be watched in Canvas prior to the lesson.

    2.Complete a reflection discussion board online about the issue of inclusion in schools.

    3.Engage in a collaborative discussion about classroom diversity situations in the classroom.

    4.Create inclusive teaching strategies in small groups with the help of Padlet.

    5.Share group thoughts with classmates and give positive peer feedback.]

    Consolidation:

    [The teacher will highlight the main ideas concerning inclusion, diversity, and equity. Students will fill out an exit reflection that will name one inclusive strategy they intend to use in future teaching practice.]

    Strategies:

    [Collaborative learning

    Reflective discussion

    Constructivist learning

    Scenario-based learning]

    Technology:

    [ Canvas

     Padlet

     YouTube

     Smart classroom projector]

    How the technology enriches the lesson:

    [Canvas enables adaptable pre-class learning and enables students to study materials on their own before the classes. Padlet facilitates the exchange of ideas and interaction between peers during classroom activities. Videos can be used to give students practical examples of inclusive teaching practices so that they can relate theory to practice.]

    Challenges that could arise with the technology:

    [The students might also have trouble with accessing online materials prior to the lesson or using the features of Padlet. To eliminate this, the all the instructional materials will be online and printed materials will be provided during face-to-face meetings as necessary.]

    Assessment type:

    [Engagement, group work, and contemplative writing.]

    Assessment rubric:

    [ Participation in discussions: 30%

     Completion of Padlet activity: 25%

     Reflection quality and understanding of concepts: 35%

     Professional communication and engagement: 10%]

    Lesson Plan: 2 of 3

    Lesson title:

    [Applying Learning Theories in Instruction]

    Lesson topic:

    [Behaviorism, constructivism, and social learning theory]

    Grade or audience:

    [Students of undergraduate education and trainee teachers.]

    Modality:

    [Blended learning]

    Lesson goal:

    [Students will examine key theories of learning and use them in classroom instruction.]

    Lesson objectives:

    [1.Discuss behaviorism, constructivism, and social learning theory.

    2.Compare the impact of learning theories on teaching practices.

    3.Use learning theories to classroom case studies.

    4.Work with colleagues to assess effective teaching strategies.]

    Introduction:

    [Prior to the start of the lesson, students will watch a multimedia presentation created by an instructor and shared in Canvas that will outline the three learning theories. The instructor will discuss the important concepts in-person and do an interactive Kahoot activity to engage in prior knowledge.]

    Action(s):

    [1.Read lecture notes and assigned readings online and in advance.

    2.Take part in a Kahoot quiz in the classroom on learning theories.

    3.Discuss classroom case studies in groups.

    4.Create a common Google Slides presentation that links theories to teaching strategies.

    5.Current group results and discuss in class.]

    Consolidation:

    [The teacher will provide an overview of the key learning theories and their implications in the classroom. Students will fill out an exit ticket where they will be asked to provide their opinion on which learning theory they think is the most effective and why.]

    Strategies:

    [ Cooperative learning

     Inquiry-based learning

     Case study analysis

     Peer teaching]

    Technology:

    [ Kahoot

     Google Slides

     Canvas

     Interactive classroom display]

    How the technology enriches the lesson:

    [Kahoot makes students more engaged and offers students instant formative feedback when reviewing. Google slides encourage learning together and enable students to create and present ideas in an effective way. Canvas allows the students to access instructional materials both during and outside class.]

    Challenges that could arise with the technology:

    [Students can have problems with simultaneous use of multiple digital platforms or may have problems with connection in the classroom. In order to reduce these challenges, the instructor will ensure that there are clear instructions and technology tutorials and alternative forms of participation where needed.]

    Assessment type:

    [Case study analysis and collaborative presentation]

    Assessment rubric:

    [ Kahoot participation: 15%

     Group case study analysis: 40%

     Google Slides presentation: 30%

     Exit ticket completion: 15%]

    Lesson Plan: 3 of 3

    Lesson title:

    [Creating Activities in Inclusive Classrooms]

    Lesson topic:

    [Developing inclusive activities based on learning theories.]

    Grade or audience:

    [Students of undergraduate education and trainee teachers.]

    Modality:

    [Blended learning]

    Lesson goal:

    [Students will create a classroom activity that is inclusive and involves learning theories and accommodates different learners.]

    Lesson objectives:

    [Design an inclusive classroom activity.

    Use at least one theory of learning in lesson planning.

    Incorporate learning accommodations.

    Assess peer instructional designs and give constructive feedback.]

    Introduction:

    [Before going to the classroom, students will go through online examples of inclusive classroom activities on Canvas. In the face-to-face session, the instructor will initiate a discussion on what is engaging, accessible, and inclusive of all learners in instructional activities.]

    Action(s):

    [1.Pre-read online examples of inclusive lesson activities.

    2.Create a unique classroom activity in Canva or Google Docs.

    3.Provide facilities to students with special needs.

    4.Share finished work in peer review sessions in the classroom.

    5.Give feedback to peers both written and verbal.]

    Consolidation:

    [The teacher will arrange a concluding reflection session that will underline the significance of inclusive learning, theories of learning, and the effective use of technology in classrooms today. The students will speak about how blended learning can enable equitable teaching.]

    Strategies:

    [ Project-based learning

     Peer feedback

     Reflective learning

     Social learning]

    Technology:

    [ Canva

     Google Docs

     Canvas

     Discussion boards]

    How the technology enriches the lesson:

    [Canva enables students to design aesthetically appealing teaching aids that promote creativity and affordability. Google Docs enables teamwork and convenient exchange of lesson ideas. Discussion boards enhance classroom learning because they enable students to keep on discussing and thinking even after classes.]

    Challenges that could arise with the technology:

    [A few students can lack experience in using Canva or have technical problems uploading assignments. Tutorial materials, teacher instructions and alternative submissions including Microsoft word documents will be available to assist learners.]

    Assessment type:

    [Inclusive classroom activity project and peer feedback]

    Assessment rubric:

    [ Creativity and organization of activity: 30%

     Application of learning theory: 30%

     Inclusion of accommodations and accessibility features: 25%

     Peer feedback participation: 15%]

    2

    PAGE 2

    **edu540week6assignmentfinal.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/edu540week6assignmentfinal-docx-10560057)

  • [Solved] edu 540 week 10 discussion

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    As technology advances, new tools and applications are constantly being introduced into our lives. While many of these innovations bring convenience and efficiency, others raise concerns about their potential impact on integrity and authenticity. Some new technologies even have the potential to pose…

    Instant Solution Download

    $6.99

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

    Need a Fresh Custom Paper?

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

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    Assignment Prompt & Instructions

    As technology advances, new tools and applications are constantly being introduced into our lives. While many of these innovations bring convenience and efficiency, others raise concerns about their potential impact on integrity and authenticity. Some new technologies even have the potential to pose significant risks to originality and increase the likelihood of plagiarism in educational settings.

    Please describe what steps can be taken to safeguard against the misuse of these technologies in our classrooms. How can we continue to embrace technological advancements while also promoting academic honesty and integrity?

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    **files (1)** – ## Assignment2Instructions.docx **## Assignment2Instructions.docx** Assignment 2 – Annotated Bibliography **Annotated Bibliography** Before building the theoretical framework supported by the literature for the student’s area of interest, relevant and current research must be located…

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    **files (1)**

    – ## Assignment2Instructions.docx

    **## Assignment2Instructions.docx**

    Assignment 2 – Annotated Bibliography

    **Annotated Bibliography**

    Before building the theoretical framework supported by the literature for the student’s area of interest, relevant and current research must be located and reviewed. This assignment is an annotated bibliography containing a minimum of 10 references derived from
    _primary_ sources.
    **The studies MUST be empirical in nature**(i.e., the study must include data collection and analysis). Each article referenced should be briefly and critically discussed as it relates to your specific
    _Statement of the Problem_ (or need).

    The annotated bibliography should be organized alphabetically by author beginning with the APA style reference citation followed by each of the required elements organized as bulleted points. Following is key information for the completion of this assignment. Be sure to use the
    **sample format** provided at the end of the assignment directions below so that your annotative bibliography is organized properly.

    An annotated bibliography includes the basic citation, and then the annotation. An annotation is a short summary of the scholarly article, and it's also a critique of it. Simply put, your annotations do three things:

    1. Explains, or summarizes, what the article is about; the article's purpose is summarized in your first sentence.

    2. Evaluates the overall rigor and design of the study.

    3. Reflects on the usefulness and why it was included in the bibliography.

    Each of the 10 sources should be listed in ABC order (by author last name) and include each of the following elements:

    1. The full reference in APA style

    2. The problem being studied

    3. The purpose of the study

    4. The theoretical framework which drove the study (if any)

    5. A description of the participants

    6. The data collection instruments used

    7. The methods used

    8. The findings/results

    9. Your evaluation of the study

    10. The relevance of the study as it relates to your planned research

    **Writing an annotated bibliography will help you to:**

    · Learn about your topic: Writing an annotated bibliography is excellent preparation for writing your literature review. Just collecting sources for a bibliography is useful, but when you have to write annotations for each source, you're forced to read each source more carefully and evaluate it both for its authority and usefulness for your research. You begin to read more critically instead of just collecting information.

    · Formulate a thesis: Every good research paper has an argument. The purpose of research is to state and support a thesis. Therefore, the thesis should be debatable, interesting, and current. Writing an annotated bibliography can help you gain a good perspective on what is being said about your topic. By reading and responding to a variety of sources on a topic, you'll start to see what the issues are, what people are arguing about, and then be able to develop your own point of view.

    · Learn about methods: Reviewing literature helps you understand research designs and methods used to collect and analyze information and data; in addition to understanding the planning of research and why it is necessary to comply with the scientific method, as well as how well planned and designed studies provide improved validity and reliability to the overall findings.

    **Writing an annotated bibliography:**

    The citation itself is written in standard APA format. Use
    _only_ Primary sources. Do
    _not_ use Secondary sources.

    | | | |
    | — | — | — |
    | **Source** | **Definition** | **Example** |
    | Primary | Report of scientific discoveries, experiments, and/or clinical trials. The results are factual, not interpretive. | Published results in any refereed journal or book of specific research studies, scientific experiments, or clinical trials. |
    | Secondary | Analyzes and interprets research results, scientific discoveries. | Publications about the significance of research or experiments, clinical trials in magazines, websites, or news media. Review articles are also secondary sources. |

    Following are guiding questions that will assist you when writing the annotations:

    ·
    Summarize: Provide an overview of what the source is about. Include the following:

    · The problem being studied

    · The purpose of the study

    · The theoretical framework which drove the study (if any)

    · A description of the participants

    · The data collection instruments used

    · The methods used

    · The findings/results

    · Evaluate: After summarizing a source, it is important to evaluate it. One or two sentences is sufficient. Consider the following:

    · Evaluation of research: Is the work logical, clear, and well-researched?

    · Discussion on the strengths/weaknesses of the study.

    · Comparison of the work with others on the same topic or others in your bibliography.

    · Reflect on its Usefulness: Once you've summarized and evaluated a source, you need to ask how it fits into your research. One sentence is sufficient. Consider the following:

    · Was this source helpful to you?

    · How does it help you shape your argument?

    · Has it changed how you think about your topic?

    Assignment 2: Annotated Bibliography

    Article 1: Put the full bibliographic citation here. Then using bullets fill in the information below.

    · State the research problem in this article

    · State the purpose of the study

    · Explain the theoretical framework (name it and describe in two or three sentences). State that no theoretical framework was provide if none was provided or can be inferred in the article.

    · Describe the participants

    · Describe the data collection instruments used. If there are many, then just describe the ones that are relevant to you.

    · Describe the methods. What kind of data was collected (quantitative or qualitative or both). How was the data collected (e.g., a questionnaire or individual interview)

    · Describe the main findings/results that are relevant to you

    · Evaluate the research. Once you've summarized and evaluated a source, you need to think about the quality of the work. One or two sentences is sufficient. Consider the following: Was the work done well, did the research address an important gap in the literature, what were the strengths and weaknesses of the study, how does the study compare with others on the same topic or others in your bibliography.

    · Reflect on its Usefulness: Once you've summarized and evaluated a source, you need to ask how it fits into your research. One sentence is sufficient. Consider the following: Was this source helpful to you? How does it help you shape your thinking about the research topic? Has it changed how you think about your topic?

    Article 2: Continue with the next article using the same bullets provided above. Include at least 10 primary source scientific articles as per the directions above.

    .

    .

    .

    Article 10:

    The sources should be in ABC order.

    **Grading Rubric**

    | | | | |
    | — | — | — | — |
    | **Element** | **Met** | **Partially Met** | **Not Met** |
    | Annotated Bibliography<br>(10 points) | The annotated bibliography provides information on each of the bulleted points in the instructions.<br>(10 points) | The annotated bibliography provides only some of the bulleted points in the instructions for the articles chosen.<br>(1-9 points) | The annotated bibliography lacks empirical details for each of the studies, and does not include an evaluation or reflection for each of the sources. <br>(0 points) |
    | Sources<br>(3 points) | At least 10 peer-reviewed journal articles published with the last 5-10 years are included the directly relate to the research problem. The articles are empirically based and considered primary sources.<br>(3 points) | At least 8 – 10 sources are included that directly relate to the research problem. The articles are mostly empirically based and considered primary sources.<br>(1-2 points) | Less than 8 sources are included and/or the sources do not relate to the chosen topic, are not peer-reviewed, empirically based, or considered primary sources.<br>(0 points) |
    | Writing and APA Style<br>(2 points) | Writing is clear and concise. Proper grammar, spelling, and punctuation is used. Citations are included and written in correct APA style.<br>(2 points) | Writing is unclear and includes some grammar, spelling, or punctuation errors. Citations are included. There are some minor APA style errors. <br>(1 point) | Numerous grammar, spelling, or punctuation errors. Citations are not included and/or there are numerous APA style errors.<br>(0 points) |

    **## Assignment2Instructions.docx**

    Assignment 2 – Annotated Bibliography

    **Annotated Bibliography**

    Before building the theoretical framework supported by the literature for the student’s area of interest, relevant and current research must be located and reviewed. This assignment is an annotated bibliography containing a minimum of 10 references derived from
    _primary_ sources.
    **The studies MUST be empirical in nature**(i.e., the study must include data collection and analysis). Each article referenced should be briefly and critically discussed as it relates to your specific
    _Statement of the Problem_ (or need).

    The annotated bibliography should be organized alphabetically by author beginning with the APA style reference citation followed by each of the required elements organized as bulleted points. Following is key information for the completion of this assignment. Be sure to use the
    **sample format** provided at the end of the assignment directions below so that your annotative bibliography is organized properly.

    An annotated bibliography includes the basic citation, and then the annotation. An annotation is a short summary of the scholarly article, and it's also a critique of it. Simply put, your annotations do three things:

    1. Explains, or summarizes, what the article is about; the article's purpose is summarized in your first sentence.

    2. Evaluates the overall rigor and design of the study.

    3. Reflects on the usefulness and why it was included in the bibliography.

    Each of the 10 sources should be listed in ABC order (by author last name) and include each of the following elements:

    1. The full reference in APA style

    2. The problem being studied

    3. The purpose of the study

    4. The theoretical framework which drove the study (if any)

    5. A description of the participants

    6. The data collection instruments used

    7. The methods used

    8. The findings/results

    9. Your evaluation of the study

    10. The relevance of the study as it relates to your planned research

    **Writing an annotated bibliography will help you to:**

    · Learn about your topic: Writing an annotated bibliography is excellent preparation for writing your literature review. Just collecting sources for a bibliography is useful, but when you have to write annotations for each source, you're forced to read each source more carefully and evaluate it both for its authority and usefulness for your research. You begin to read more critically instead of just collecting information.

    · Formulate a thesis: Every good research paper has an argument. The purpose of research is to state and support a thesis. Therefore, the thesis should be debatable, interesting, and current. Writing an annotated bibliography can help you gain a good perspective on what is being said about your topic. By reading and responding to a variety of sources on a topic, you'll start to see what the issues are, what people are arguing about, and then be able to develop your own point of view.

    · Learn about methods: Reviewing literature helps you understand research designs and methods used to collect and analyze information and data; in addition to understanding the planning of research and why it is necessary to comply with the scientific method, as well as how well planned and designed studies provide improved validity and reliability to the overall findings.

    **Writing an annotated bibliography:**

    The citation itself is written in standard APA format. Use
    _only_ Primary sources. Do
    _not_ use Secondary sources.

    | | | |
    | — | — | — |
    | **Source** | **Definition** | **Example** |
    | Primary | Report of scientific discoveries, experiments, and/or clinical trials. The results are factual, not interpretive. | Published results in any refereed journal or book of specific research studies, scientific experiments, or clinical trials. |
    | Secondary | Analyzes and interprets research results, scientific discoveries. | Publications about the significance of research or experiments, clinical trials in magazines, websites, or news media. Review articles are also secondary sources. |

    Following are guiding questions that will assist you when writing the annotations:

    ·
    Summarize: Provide an overview of what the source is about. Include the following:

    · The problem being studied

    · The purpose of the study

    · The theoretical framework which drove the study (if any)

    · A description of the participants

    · The data collection instruments used

    · The methods used

    · The findings/results

    · Evaluate: After summarizing a source, it is important to evaluate it. One or two sentences is sufficient. Consider the following:

    · Evaluation of research: Is the work logical, clear, and well-researched?

    · Discussion on the strengths/weaknesses of the study.

    · Comparison of the work with others on the same topic or others in your bibliography.

    · Reflect on its Usefulness: Once you've summarized and evaluated a source, you need to ask how it fits into your research. One sentence is sufficient. Consider the following:

    · Was this source helpful to you?

    · How does it help you shape your argument?

    · Has it changed how you think about your topic?

    Assignment 2: Annotated Bibliography

    Article 1: Put the full bibliographic citation here. Then using bullets fill in the information below.

    · State the research problem in this article

    · State the purpose of the study

    · Explain the theoretical framework (name it and describe in two or three sentences). State that no theoretical framework was provide if none was provided or can be inferred in the article.

    · Describe the participants

    · Describe the data collection instruments used. If there are many, then just describe the ones that are relevant to you.

    · Describe the methods. What kind of data was collected (quantitative or qualitative or both). How was the data collected (e.g., a questionnaire or individual interview)

    · Describe the main findings/results that are relevant to you

    · Evaluate the research. Once you've summarized and evaluated a source, you need to think about the quality of the work. One or two sentences is sufficient. Consider the following: Was the work done well, did the research address an important gap in the literature, what were the strengths and weaknesses of the study, how does the study compare with others on the same topic or others in your bibliography.

    · Reflect on its Usefulness: Once you've summarized and evaluated a source, you need to ask how it fits into your research. One sentence is sufficient. Consider the following: Was this source helpful to you? How does it help you shape your thinking about the research topic? Has it changed how you think about your topic?

    Article 2: Continue with the next article using the same bullets provided above. Include at least 10 primary source scientific articles as per the directions above.

    .

    .

    .

    Article 10:

    The sources should be in ABC order.

    **Grading Rubric**

    | | | | |
    | — | — | — | — |
    | **Element** | **Met** | **Partially Met** | **Not Met** |
    | Annotated Bibliography<br>(10 points) | The annotated bibliography provides information on each of the bulleted points in the instructions.<br>(10 points) | The annotated bibliography provides only some of the bulleted points in the instructions for the articles chosen.<br>(1-9 points) | The annotated bibliography lacks empirical details for each of the studies, and does not include an evaluation or reflection for each of the sources. <br>(0 points) |
    | Sources<br>(3 points) | At least 10 peer-reviewed journal articles published with the last 5-10 years are included the directly relate to the research problem. The articles are empirically based and considered primary sources.<br>(3 points) | At least 8 – 10 sources are included that directly relate to the research problem. The articles are mostly empirically based and considered primary sources.<br>(1-2 points) | Less than 8 sources are included and/or the sources do not relate to the chosen topic, are not peer-reviewed, empirically based, or considered primary sources.<br>(0 points) |
    | Writing and APA Style<br>(2 points) | Writing is clear and concise. Proper grammar, spelling, and punctuation is used. Citations are included and written in correct APA style.<br>(2 points) | Writing is unclear and includes some grammar, spelling, or punctuation errors. Citations are included. There are some minor APA style errors. <br>(1 point) | Numerous grammar, spelling, or punctuation errors. Citations are not included and/or there are numerous APA style errors.<br>(0 points) |

  • [Solved] Discussion Board

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    Designing lessons for ELL classrooms requires flexibility. In a 300 word post, share your approach to designing a lesson that supports multiple proficiency levels using multi-sensory instruction. Be specific about two activities you would use.

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    Designing lessons for ELL classrooms requires flexibility.  In a 300 word post, share your approach to designing a lesson that supports multiple proficiency levels using multi-sensory instruction. Be specific about two activities you would use.

  • [Solved] Discussion Board

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    In a Least 300 words, Evaluate one ESOL placement or assessment method. How does it support student success? What challenges might arise? Provide concrete examples.

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    In a Least 300 words, Evaluate one ESOL placement or assessment method.  How does it support student success? What challenges might arise? Provide concrete examples.

  • [Solved] help with assgn – 2 tasks – due in 1 week

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    attached **files (6)** – ## RubricTask2c207.docx – ## C207Task2.docx – ## Task1C207.docx – ## RubricC207task11.docx – DecisionTreeAnalysisResources.xlsx – LinearRegressionAnalysisResources.xlsx **## RubricTask2c207.docx** Rubric Task 2 c207 **A1:BUSINESS QUESTION DESCRIPTION** Not Evident: A descrip…

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    Assignment Prompt & Instructions

    attached

    **files (6)**

    – ## RubricTask2c207.docx

    – ## C207Task2.docx

    – ## Task1C207.docx

    – ## RubricC207task11.docx

    – DecisionTreeAnalysisResources.xlsx
    – LinearRegressionAnalysisResources.xlsx

    **## RubricTask2c207.docx**

    Rubric Task 2 c207

    **A1:BUSINESS QUESTION DESCRIPTION**

    Not Evident: A description of a business question is not provided.

    Approaching Competence: The business question described is not relevant to the scenario, is not accurate, or is not appropriate for decision tree analysis.

    Competent: The business question is accurately described, is relevant to the scenario, and is appropriate for decision tree analysis.

    **A2:ANALYSIS TECHNIQUE JUSTIFICATION**

    Not Evident: A justification of decision tree analysis is not provided.

    Approaching Competence: The justification of decision tree analysis does not logically explain why it is the appropriate analysis technique, or the justification is not supported with relevant details from the scenario.

    Competent: The justification of decision tree analysis logically explains why it is the appropriate analysis technique and is supported with relevant details from the scenario.

    **B:RELEVANT DATA VALUES**

    Not Evident: Data values are not provided.

    Approaching Competence: The data values provided are not accurate or not relevant for the decision tree analysis, or 1 or more of the given elements are not included.

    Competent: The relevant data values are accurately identified for the decision tree analysis, and include each of the given elements.

    **C:DECISION TREE DIAGRAM**

    Not Evident:A decision tree diagram is not provided.

    Approaching Competence: The decision tree diagram provided does not contain 1 or more of the given elements, or the decision tree diagram contains 1 or more inaccuracies.

    Competent: The decision tree diagram accurately includes each of the given elements.

    **D1:EXPECTED VALUES**

    Not Evident: An explanation of how expected value is determined based on payoffs is not provided.

    Approaching Competence: The explanation does not logically and accurately address 1 or more steps required to determine expected value based on payoffs.

    Competent: The explanation logically and accurately addresses each step required to determine expected value based on payoffs.

    **D2:LIMITATIONS**

    Not Evident:A discussion of 1 limitation of at least 1 data value and 1 limitation of the decision tree analysis is not provided.

    Approaching Competence: The discussion addresses 1 limitation of at least 1 data value and 1 limitation of the decision tree analysis, but 1 or both limitations provided are not logical.

    Competent: The discussion logically addresses 1 limitation of at least 1 data value and 1 limitation of the decision tree analysis.

    **E:RECOMMEND COURSE OF ACTION**

    Not Evident:A recommended course of action is not provided.

    Approaching Competence: The recommended course of action is not logically supported by the results of the decision tree analysis or does not appropriately address the business question from part A.

    Competent: The recommended course of action is logically supported by the results of the decision tree analysis and appropriately addresses the business question from part A.

    **F:SOURCES**

    Not Evident:The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.

    Approaching Competence: The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.

    Competent: The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

    **G:PROFESSIONAL COMMUNICATION**

    Not Evident: This submission includes pervasive errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation, negatively impacting the professional quality and clarity of the writing. Specific errors have been identified by Grammarly for Education under the Correctness category.

    Approaching Competence: This submission includes substantial errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation. Specific errors have been identified by Grammarly for Education under the Correctness category.

    Competent: This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.

    **## C207Task2.docx**

    C207 Task 2: Decision Tree Analysis

    Introduction

    Managers are required to organize, interpret, and display data that is reliable and relevant to the real-world decisions they must make in their businesses. The use of analytical tools will improve your ability to use data to make informed decisions.

    In this task, you will address the business situation in the attached scenario. You will access the scenario and dataset by entering your student ID number in the “Start” tab of the “Decision Tree Analysis Resources” document found in the Supporting Documents section. The scenario and dataset are located in the “Decision Tree Scenario” tab. Using this dataset, you will perform a decision tree analysis and recommend a solution. This recommendation will be included in a report you will write summarizing the key details of your analysis.

    For full functionality of the scenario and data attachment, you must use Microsoft Excel, which is available via the Microsoft Office 365 subscription service provided to all WGU students. It can be downloaded using the "Microsoft Office 365" link in the Web Links section.

    Scenario

    Refer to the scenario located in the supporting document, “Decision Tree Analysis Resources.”

    Requirements

    Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See
    [Understanding Similarity Reports](https://cm.wgu.edu/t5/Frequently-Asked-Questions/Understanding-Similarity-Reports/ta-p/252) for more information.

    **Grammarly Note:**
    Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See
    [Use Grammarly for Education Effectively](https://cm.wgu.edu/t5/Academic-Coaching-Center/Use-Grammarly-for-Education-Effectively/ta-p/52276) for more information.

    **Microsoft Files Note:**
    Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc.  All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file. For more information, please see
    [Computer System and Technology Requirements.](https://cm.wgu.edu/t5/WGU-Student-Policy-Handbook/Computer-System-and-Technology-Requirements/ta-p/78)

    _You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._

    Complete your decision tree analysis and create a report by doing the following:

    _Note: The supporting document “Decision Tree Analysis Resources” contains a scenario, data set, and template. While you must use the scenario and data set provided in the supporting document, the template is optional. You are encouraged to use the template to complete your analysis. Please see supporting document, “QUM3 Task 2 Getting Started,” for help accessing the scenario and dataset._

    A.  Summarize the business scenario by doing the following:

    1.  Describe a business question that could be answered by applying decision tree analysis and is derived from the scenario in “Decision Tree Analysis Resources."

    2.  Justify why decision tree analysis is the appropriate analysis technique, and include relevant details from the scenario to support your justification.

    B.  Identify the relevant data values required for your decision tree analysis, including the following:

    •   demands

    •   profits per unit

    •   probabilities

    C.  Report how you analyzed the data using decision tree analysis by completing a decision tree diagram that includes
    _each_ of the following:

    •   state-of-nature nodes

    •   calculated payoffs,
    _each_ expressed out to two decimal places

    •   expected values,
    _each_ expressed out to two decimal places

    _Note:_ _Include “Decision Tree Analysis Resources.” spreadsheet with your task submission for evidence of your calculations and decision tree diagram._

    _Note: Refer to "Prepare for the Performance Assessment Task 2"  in the course of study to examples of acceptable output._

    D.  Summarize the implications of your decision tree analysis by doing the following:

    1.  Explain each step required to determine the expected value based on payoffs.

    2.  List one limitation for
    _each_ of the following:

    •   any one of the data values listed in part B

    •   the decision tree analysis

    E.  Recommend a course of action that addresses the business question from part A and is based on the results of your decision tree analysis.

    F.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    G.  Demonstrate professional communication in the content and presentation of your submission.

    **File Restrictions**

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
    File size limit: 200 MB
    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

    **## Task1C207.docx**

    Task 1: Linear Regression Analysis

    Introduction

    Managers are required to organize, interpret, and display data that is reliable and relevant to the real-world decisions they must make in their businesses. The use of analytical tools will improve your ability to use data to make these informed decisions.

    In this task, you will address the business situation in the attached "Linear Regression Analysis Resources" scenario. You will access the scenario and dataset by entering your student ID number in the “Start” tab of the attachment, then continuing to the “Scenario” tab. Using this data set, you will perform a linear regression analysis and write a report in which you recommend a solution by summarizing the key details of your analysis.

    For full functionality of the scenario and dataset attachment, you are strongly encouraged to use Microsoft Excel, which is available via the Microsoft Office 365 subscription service provided to all WGU students. It can be downloaded using the "Microsoft Office 365" link in the Web Links section.

    Scenario

    Refer to the scenario located in the attached “Linear Regression Analysis Resources.”

    Requirements

    Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See
    [Understanding Similarity Reports](https://cm.wgu.edu/t5/Frequently-Asked-Questions/Understanding-Similarity-Reports/ta-p/252) for more information.

    **Grammarly Note:**
    Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See
    [Use Grammarly for Education Effectively](https://cm.wgu.edu/t5/Academic-Coaching-Center/Use-Grammarly-for-Education-Effectively/ta-p/52276) for more information.

    **Microsoft Files Note:**
    Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc.  All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file. For more information, please see
    [Computer System and Technology Requirements.](https://cm.wgu.edu/t5/WGU-Student-Policy-Handbook/Computer-System-and-Technology-Requirements/ta-p/78)

    _You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._

    Complete your linear regression analysis and create a report by doing the following:

    _Note: The supporting document “Linear Regression Analysis Resources” contains a scenario, data set, and data analysis template. While you must use the scenario and data set provided in the supporting document, the template is optional. You are encouraged to use the template to complete your analysis. Please see supporting document, “QUM Task 1 Getting Started,” for help accessing the scenario and dataset._

    A.  Summarize the business scenario by doing the following:

    1. Describe a business question that could be answered by applying linear regression analysis and is derived from the scenario in the attached “Linear Regression Analysis Resources."

    2. State the null hypothesis for this linear regression analysis.

    3. Using relevant details from the scenario, the business question you proposed in part A1, and the null hypothesis you stated in part A2, justify why linear regression is the appropriate analysis technique.

    B.  Describe the data provided in the attached “Linear Regression Analysis Resources” by doing the following:

    1.  Describe the relevant data characteristics for your linear regression analysis, including
    _each_ of the following:

    •   independent variable or variables

    •   dependent variable

    •   level of measurement for each variable

    •   sample size or number of observations

    C.  Report how you analyzed the data using linear regression by doing the following:

    1. Provide the output and calculations of the linear regression analysis you performed.

    _Note: The output should include the output from the software you used to perform the analysis. Refer to "Prepare for the Performance Assessment Task 1" in the course of study to see examples of acceptable output._

    2. Create a graphical display of the data using a scatter plot that includes
    _each_ of the following:

    •   chart title

    •   legend

    •   axis titles

    _Note: This display should be a summary or representation of the data provided, not raw data._

    D.  Describe the implications of your data analysis from the scenario by doing the following:

    1.  Interpret the results of the data analysis by doing the following:

    a. Discuss the goodness of fit with the supporting test statistic from your linear regression analysis output.

    b. Discuss the significance of the independent variable(s) with support from your linear regression analysis results.

    c. Create the linear equation, then describe how it can be applied to the scenario in future business decision-making.

    2. Discuss a limitation of the research that could affect the recommended course of action.

    3. Recommend a course of action that aligns with your linear regression analysis results.

    _Note: Your recommendation should focus on the results of your analytic technique output from part C1._

    E. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    F.  Demonstrate professional communication in the content and presentation of your submission.

    **File Restrictions**

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
    File size limit: 200 MB
    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

    **## RubricC207task11.docx**

    Rubric

    **A1:BUSINESS QUESTION**

    Not Evident: A description of a business question is not provided.

    Approaching Competence: The business question described is not derived from the scenario or is not consistent with the application of linear regression analysis.

    Competent: The business question described is derived from the scenario and is consistent with the application of linear regression analysis.

    **A2:NULL HYPOTHESIS**

    Not Evident: A null hypothesis is not provided.

    Approaching Competence: The null hypothesis provided is not accurately stated for the linear regression analysis or is not relevant to the scenario.

    Competent: The null hypothesis provided is accurately stated for the linear regression analysis and is relevant to the scenario.

    **A3:ANALYSIS TECHNIQUE JUSTIFICATION**

    Not Evident: A justification of linear regression analysis is not provided.

    Approaching Competence: The justification of linear regression analysis does not logically explain why it is the appropriate technique to answer the business question from part A1, does not use the null hypothesis from A2, or is not supported with relevant details from the scenario.

    Competent: The justification of linear regression analysis logically explains why it is the appropriate technique to answer the business question from part A1, uses the null hypothesis from A2, and is supported with relevant details from the scenario.

    **B1:DESCRIPTION OF RELEVANT DATA**

    Not Evident:A description of data characteristics is not provided.

    Approaching Competence: The description does not accurately address the relevant data characteristics of the linear regression analysis, or 1 or more of the given elements are not included.

    Competent: The description accurately addresses the relevant data characteristics of the linear regression analysis, including each of the given elements.

    **C1:ANALYSIS OUTPUT AND CALCULATIONS**

    Not Evident:A linear regression analysis output and calculations are not provided.

    Approaching Competence: The linear regression analysis output or calculations provided contain 1 or more inaccuracies.

    Competent: The linear regression analysis output and calculations provided are accurate.

    **C2:GRAPHICAL DISPLAY**

    Not Evident: A graphical display of the data is not provided.

    Approaching Competence: The graphical display of the data does not use a scatter-plot does not accurately represent the data, or does not include 1 or more of the given elements.

    Competent: The graphical display of the data uses a scatter plot to accurately represent the data, including each of the given elements.

    **D1A:GOODNESS OF FIT**

    Not Evident: A discussion of the goodness of fit is not provided.

    Approaching Competence: The discussion of goodness of fit is not supported with the appropriate test statistic from the linear regression analysis output, or the interpretation of the test statistic is inaccurate.

    Competent: The discussion of goodness of fit is supported with the appropriate test statistic from the linear regression analysis output, and the interpretation of the test statistic is accurate.

    **D1B:INDEPENDENT VARIABLE(S) SIGNIFICANCE**

    Not Evident:A discussion of the significance of the independent variable(s) is not provided.

    Approaching Competence: The discussion of the significance of the independent variable(s) is not logical or is not supported by the linear regression analysis results, or the associated interpretation of the comparison to the significance level is inaccurate.

    Competent: The discussion logically addresses the significance of the independent variable(s) with support from the linear regression analysis results, and the associated interpretation of the comparison to the significance level is accurate.

    **D1C:LINEAR EQUATION APPLICATION**

    Not Evident: A linear equation and an explanation of the equation are not provided.

    Approaching Competence: The linear equation provided is not accurate, or the explanation does not logically address the application of the linear equation

    Competent: The linear equation provided is accurate, and the explanation logically addresses the application of the linear equation to the scenario in future business decision-making.

    **D2:LIMITATION**

    Not Evident: A discussion of a limitation of the research is not provided.

    Approaching Competence: The discussion does not accurately describe a limitation of the research that could affect the recommended course of action.

    Competent: The discussion accurately describes a limitation of the research that could affect the recommended course of action.

    **D3:RECOMMENDED COURSE OF ACTION**

    Not Evident: A recommended course of action is not provided.

    Approaching Competence: The recommended course of action is not logically aligned with the results of the linear regression analysis.

    Competent: The recommended course of action is logically aligned with the results of the linear regression analysis.

    **E:SOURCES**

    Not Evident:The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.

    Approaching Competence: The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.

    Competent: The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

    **F:PROFESSIONAL COMMUNICATION**

    Not Evident: This submission includes pervasive errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation, negatively impacting the professional quality and clarity of the writing. Specific errors have been identified by Grammarly for Education under the Correctness category.

    Approaching Competence: This submission includes substantial errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation. Specific errors have been identified by Grammarly for Education under the Correctness category.

    Competent: This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.

    **DecisionTreeAnalysisResources.xlsx**

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

    **LinearRegressionAnalysisResources.xlsx**

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

    **LinearRegressionAnalysisResources.xlsx**

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

    **## RubricTask2c207.docx**

    Rubric Task 2 c207

    **A1:BUSINESS QUESTION DESCRIPTION**

    Not Evident: A description of a business question is not provided.

    Approaching Competence: The business question described is not relevant to the scenario, is not accurate, or is not appropriate for decision tree analysis.

    Competent: The business question is accurately described, is relevant to the scenario, and is appropriate for decision tree analysis.

    **A2:ANALYSIS TECHNIQUE JUSTIFICATION**

    Not Evident: A justification of decision tree analysis is not provided.

    Approaching Competence: The justification of decision tree analysis does not logically explain why it is the appropriate analysis technique, or the justification is not supported with relevant details from the scenario.

    Competent: The justification of decision tree analysis logically explains why it is the appropriate analysis technique and is supported with relevant details from the scenario.

    **B:RELEVANT DATA VALUES**

    Not Evident: Data values are not provided.

    Approaching Competence: The data values provided are not accurate or not relevant for the decision tree analysis, or 1 or more of the given elements are not included.

    Competent: The relevant data values are accurately identified for the decision tree analysis, and include each of the given elements.

    **C:DECISION TREE DIAGRAM**

    Not Evident:A decision tree diagram is not provided.

    Approaching Competence: The decision tree diagram provided does not contain 1 or more of the given elements, or the decision tree diagram contains 1 or more inaccuracies.

    Competent: The decision tree diagram accurately includes each of the given elements.

    **D1:EXPECTED VALUES**

    Not Evident: An explanation of how expected value is determined based on payoffs is not provided.

    Approaching Competence: The explanation does not logically and accurately address 1 or more steps required to determine expected value based on payoffs.

    Competent: The explanation logically and accurately addresses each step required to determine expected value based on payoffs.

    **D2:LIMITATIONS**

    Not Evident:A discussion of 1 limitation of at least 1 data value and 1 limitation of the decision tree analysis is not provided.

    Approaching Competence: The discussion addresses 1 limitation of at least 1 data value and 1 limitation of the decision tree analysis, but 1 or both limitations provided are not logical.

    Competent: The discussion logically addresses 1 limitation of at least 1 data value and 1 limitation of the decision tree analysis.

    **E:RECOMMEND COURSE OF ACTION**

    Not Evident:A recommended course of action is not provided.

    Approaching Competence: The recommended course of action is not logically supported by the results of the decision tree analysis or does not appropriately address the business question from part A.

    Competent: The recommended course of action is logically supported by the results of the decision tree analysis and appropriately addresses the business question from part A.

    **F:SOURCES**

    Not Evident:The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.

    Approaching Competence: The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.

    Competent: The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

    **G:PROFESSIONAL COMMUNICATION**

    Not Evident: This submission includes pervasive errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation, negatively impacting the professional quality and clarity of the writing. Specific errors have been identified by Grammarly for Education under the Correctness category.

    Approaching Competence: This submission includes substantial errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation. Specific errors have been identified by Grammarly for Education under the Correctness category.

    Competent: This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.

    **## C207Task2.docx**

    C207 Task 2: Decision Tree Analysis

    Introduction

    Managers are required to organize, interpret, and display data that is reliable and relevant to the real-world decisions they must make in their businesses. The use of analytical tools will improve your ability to use data to make informed decisions.

    In this task, you will address the business situation in the attached scenario. You will access the scenario and dataset by entering your student ID number in the “Start” tab of the “Decision Tree Analysis Resources” document found in the Supporting Documents section. The scenario and dataset are located in the “Decision Tree Scenario” tab. Using this dataset, you will perform a decision tree analysis and recommend a solution. This recommendation will be included in a report you will write summarizing the key details of your analysis.

    For full functionality of the scenario and data attachment, you must use Microsoft Excel, which is available via the Microsoft Office 365 subscription service provided to all WGU students. It can be downloaded using the "Microsoft Office 365" link in the Web Links section.

    Scenario

    Refer to the scenario located in the supporting document, “Decision Tree Analysis Resources.”

    Requirements

    Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See
    [Understanding Similarity Reports](https://cm.wgu.edu/t5/Frequently-Asked-Questions/Understanding-Similarity-Reports/ta-p/252) for more information.

    **Grammarly Note:**
    Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See
    [Use Grammarly for Education Effectively](https://cm.wgu.edu/t5/Academic-Coaching-Center/Use-Grammarly-for-Education-Effectively/ta-p/52276) for more information.

    **Microsoft Files Note:**
    Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc.  All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file. For more information, please see
    [Computer System and Technology Requirements.](https://cm.wgu.edu/t5/WGU-Student-Policy-Handbook/Computer-System-and-Technology-Requirements/ta-p/78)

    _You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._

    Complete your decision tree analysis and create a report by doing the following:

    _Note: The supporting document “Decision Tree Analysis Resources” contains a scenario, data set, and template. While you must use the scenario and data set provided in the supporting document, the template is optional. You are encouraged to use the template to complete your analysis. Please see supporting document, “QUM3 Task 2 Getting Started,” for help accessing the scenario and dataset._

    A.  Summarize the business scenario by doing the following:

    1.  Describe a business question that could be answered by applying decision tree analysis and is derived from the scenario in “Decision Tree Analysis Resources."

    2.  Justify why decision tree analysis is the appropriate analysis technique, and include relevant details from the scenario to support your justification.

    B.  Identify the relevant data values required for your decision tree analysis, including the following:

    •   demands

    •   profits per unit

    •   probabilities

    C.  Report how you analyzed the data using decision tree analysis by completing a decision tree diagram that includes
    _each_ of the following:

    •   state-of-nature nodes

    •   calculated payoffs,
    _each_ expressed out to two decimal places

    •   expected values,
    _each_ expressed out to two decimal places

    _Note:_ _Include “Decision Tree Analysis Resources.” spreadsheet with your task submission for evidence of your calculations and decision tree diagram._

    _Note: Refer to "Prepare for the Performance Assessment Task 2"  in the course of study to examples of acceptable output._

    D.  Summarize the implications of your decision tree analysis by doing the following:

    1.  Explain each step required to determine the expected value based on payoffs.

    2.  List one limitation for
    _each_ of the following:

    •   any one of the data values listed in part B

    •   the decision tree analysis

    E.  Recommend a course of action that addresses the business question from part A and is based on the results of your decision tree analysis.

    F.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    G.  Demonstrate professional communication in the content and presentation of your submission.

    **File Restrictions**

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
    File size limit: 200 MB
    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

    **## Task1C207.docx**

    Task 1: Linear Regression Analysis

    Introduction

    Managers are required to organize, interpret, and display data that is reliable and relevant to the real-world decisions they must make in their businesses. The use of analytical tools will improve your ability to use data to make these informed decisions.

    In this task, you will address the business situation in the attached "Linear Regression Analysis Resources" scenario. You will access the scenario and dataset by entering your student ID number in the “Start” tab of the attachment, then continuing to the “Scenario” tab. Using this data set, you will perform a linear regression analysis and write a report in which you recommend a solution by summarizing the key details of your analysis.

    For full functionality of the scenario and dataset attachment, you are strongly encouraged to use Microsoft Excel, which is available via the Microsoft Office 365 subscription service provided to all WGU students. It can be downloaded using the "Microsoft Office 365" link in the Web Links section.

    Scenario

    Refer to the scenario located in the attached “Linear Regression Analysis Resources.”

    Requirements

    Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See
    [Understanding Similarity Reports](https://cm.wgu.edu/t5/Frequently-Asked-Questions/Understanding-Similarity-Reports/ta-p/252) for more information.

    **Grammarly Note:**
    Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See
    [Use Grammarly for Education Effectively](https://cm.wgu.edu/t5/Academic-Coaching-Center/Use-Grammarly-for-Education-Effectively/ta-p/52276) for more information.

    **Microsoft Files Note:**
    Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc.  All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file. For more information, please see
    [Computer System and Technology Requirements.](https://cm.wgu.edu/t5/WGU-Student-Policy-Handbook/Computer-System-and-Technology-Requirements/ta-p/78)

    _You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._

    Complete your linear regression analysis and create a report by doing the following:

    _Note: The supporting document “Linear Regression Analysis Resources” contains a scenario, data set, and data analysis template. While you must use the scenario and data set provided in the supporting document, the template is optional. You are encouraged to use the template to complete your analysis. Please see supporting document, “QUM Task 1 Getting Started,” for help accessing the scenario and dataset._

    A.  Summarize the business scenario by doing the following:

    1. Describe a business question that could be answered by applying linear regression analysis and is derived from the scenario in the attached “Linear Regression Analysis Resources."

    2. State the null hypothesis for this linear regression analysis.

    3. Using relevant details from the scenario, the business question you proposed in part A1, and the null hypothesis you stated in part A2, justify why linear regression is the appropriate analysis technique.

    B.  Describe the data provided in the attached “Linear Regression Analysis Resources” by doing the following:

    1.  Describe the relevant data characteristics for your linear regression analysis, including
    _each_ of the following:

    •   independent variable or variables

    •   dependent variable

    •   level of measurement for each variable

    •   sample size or number of observations

    C.  Report how you analyzed the data using linear regression by doing the following:

    1. Provide the output and calculations of the linear regression analysis you performed.

    _Note: The output should include the output from the software you used to perform the analysis. Refer to "Prepare for the Performance Assessment Task 1" in the course of study to see examples of acceptable output._

    2. Create a graphical display of the data using a scatter plot that includes
    _each_ of the following:

    •   chart title

    •   legend

    •   axis titles

    _Note: This display should be a summary or representation of the data provided, not raw data._

    D.  Describe the implications of your data analysis from the scenario by doing the following:

    1.  Interpret the results of the data analysis by doing the following:

    a. Discuss the goodness of fit with the supporting test statistic from your linear regression analysis output.

    b. Discuss the significance of the independent variable(s) with support from your linear regression analysis results.

    c. Create the linear equation, then describe how it can be applied to the scenario in future business decision-making.

    2. Discuss a limitation of the research that could affect the recommended course of action.

    3. Recommend a course of action that aligns with your linear regression analysis results.

    _Note: Your recommendation should focus on the results of your analytic technique output from part C1._

    E. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    F.  Demonstrate professional communication in the content and presentation of your submission.

    **File Restrictions**

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
    File size limit: 200 MB
    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

    **## RubricC207task11.docx**

    Rubric

    **A1:BUSINESS QUESTION**

    Not Evident: A description of a business question is not provided.

    Approaching Competence: The business question described is not derived from the scenario or is not consistent with the application of linear regression analysis.

    Competent: The business question described is derived from the scenario and is consistent with the application of linear regression analysis.

    **A2:NULL HYPOTHESIS**

    Not Evident: A null hypothesis is not provided.

    Approaching Competence: The null hypothesis provided is not accurately stated for the linear regression analysis or is not relevant to the scenario.

    Competent: The null hypothesis provided is accurately stated for the linear regression analysis and is relevant to the scenario.

    **A3:ANALYSIS TECHNIQUE JUSTIFICATION**

    Not Evident: A justification of linear regression analysis is not provided.

    Approaching Competence: The justification of linear regression analysis does not logically explain why it is the appropriate technique to answer the business question from part A1, does not use the null hypothesis from A2, or is not supported with relevant details from the scenario.

    Competent: The justification of linear regression analysis logically explains why it is the appropriate technique to answer the business question from part A1, uses the null hypothesis from A2, and is supported with relevant details from the scenario.

    **B1:DESCRIPTION OF RELEVANT DATA**

    Not Evident:A description of data characteristics is not provided.

    Approaching Competence: The description does not accurately address the relevant data characteristics of the linear regression analysis, or 1 or more of the given elements are not included.

    Competent: The description accurately addresses the relevant data characteristics of the linear regression analysis, including each of the given elements.

    **C1:ANALYSIS OUTPUT AND CALCULATIONS**

    Not Evident:A linear regression analysis output and calculations are not provided.

    Approaching Competence: The linear regression analysis output or calculations provided contain 1 or more inaccuracies.

    Competent: The linear regression analysis output and calculations provided are accurate.

    **C2:GRAPHICAL DISPLAY**

    Not Evident: A graphical display of the data is not provided.

    Approaching Competence: The graphical display of the data does not use a scatter-plot does not accurately represent the data, or does not include 1 or more of the given elements.

    Competent: The graphical display of the data uses a scatter plot to accurately represent the data, including each of the given elements.

    **D1A:GOODNESS OF FIT**

    Not Evident: A discussion of the goodness of fit is not provided.

    Approaching Competence: The discussion of goodness of fit is not supported with the appropriate test statistic from the linear regression analysis output, or the interpretation of the test statistic is inaccurate.

    Competent: The discussion of goodness of fit is supported with the appropriate test statistic from the linear regression analysis output, and the interpretation of the test statistic is accurate.

    **D1B:INDEPENDENT VARIABLE(S) SIGNIFICANCE**

    Not Evident:A discussion of the significance of the independent variable(s) is not provided.

    Approaching Competence: The discussion of the significance of the independent variable(s) is not logical or is not supported by the linear regression analysis results, or the associated interpretation of the comparison to the significance level is inaccurate.

    Competent: The discussion logically addresses the significance of the independent variable(s) with support from the linear regression analysis results, and the associated interpretation of the comparison to the significance level is accurate.

    **D1C:LINEAR EQUATION APPLICATION**

    Not Evident: A linear equation and an explanation of the equation are not provided.

    Approaching Competence: The linear equation provided is not accurate, or the explanation does not logically address the application of the linear equation

    Competent: The linear equation provided is accurate, and the explanation logically addresses the application of the linear equation to the scenario in future business decision-making.

    **D2:LIMITATION**

    Not Evident: A discussion of a limitation of the research is not provided.

    Approaching Competence: The discussion does not accurately describe a limitation of the research that could affect the recommended course of action.

    Competent: The discussion accurately describes a limitation of the research that could affect the recommended course of action.

    **D3:RECOMMENDED COURSE OF ACTION**

    Not Evident: A recommended course of action is not provided.

    Approaching Competence: The recommended course of action is not logically aligned with the results of the linear regression analysis.

    Competent: The recommended course of action is logically aligned with the results of the linear regression analysis.

    **E:SOURCES**

    Not Evident:The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.

    Approaching Competence: The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.

    Competent: The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

    **F:PROFESSIONAL COMMUNICATION**

    Not Evident: This submission includes pervasive errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation, negatively impacting the professional quality and clarity of the writing. Specific errors have been identified by Grammarly for Education under the Correctness category.

    Approaching Competence: This submission includes substantial errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation. Specific errors have been identified by Grammarly for Education under the Correctness category.

    Competent: This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.

    **DecisionTreeAnalysisResources.xlsx**

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

    **LinearRegressionAnalysisResources.xlsx**

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

    **## RubricTask2c207.docx**

    Rubric Task 2 c207

    **A1:BUSINESS QUESTION DESCRIPTION**

    Not Evident: A description of a business question is not provided.

    Approaching Competence: The business question described is not relevant to the scenario, is not accurate, or is not appropriate for decision tree analysis.

    Competent: The business question is accurately described, is relevant to the scenario, and is appropriate for decision tree analysis.

    **A2:ANALYSIS TECHNIQUE JUSTIFICATION**

    Not Evident: A justification of decision tree analysis is not provided.

    Approaching Competence: The justification of decision tree analysis does not logically explain why it is the appropriate analysis technique, or the justification is not supported with relevant details from the scenario.

    Competent: The justification of decision tree analysis logically explains why it is the appropriate analysis technique and is supported with relevant details from the scenario.

    **B:RELEVANT DATA VALUES**

    Not Evident: Data values are not provided.

    Approaching Competence: The data values provided are not accurate or not relevant for the decision tree analysis, or 1 or more of the given elements are not included.

    Competent: The relevant data values are accurately identified for the decision tree analysis, and include each of the given elements.

    **C:DECISION TREE DIAGRAM**

    Not Evident:A decision tree diagram is not provided.

    Approaching Competence: The decision tree diagram provided does not contain 1 or more of the given elements, or the decision tree diagram contains 1 or more inaccuracies.

    Competent: The decision tree diagram accurately includes each of the given elements.

    **D1:EXPECTED VALUES**

    Not Evident: An explanation of how expected value is determined based on payoffs is not provided.

    Approaching Competence: The explanation does not logically and accurately address 1 or more steps required to determine expected value based on payoffs.

    Competent: The explanation logically and accurately addresses each step required to determine expected value based on payoffs.

    **D2:LIMITATIONS**

    Not Evident:A discussion of 1 limitation of at least 1 data value and 1 limitation of the decision tree analysis is not provided.

    Approaching Competence: The discussion addresses 1 limitation of at least 1 data value and 1 limitation of the decision tree analysis, but 1 or both limitations provided are not logical.

    Competent: The discussion logically addresses 1 limitation of at least 1 data value and 1 limitation of the decision tree analysis.

    **E:RECOMMEND COURSE OF ACTION**

    Not Evident:A recommended course of action is not provided.

    Approaching Competence: The recommended course of action is not logically supported by the results of the decision tree analysis or does not appropriately address the business question from part A.

    Competent: The recommended course of action is logically supported by the results of the decision tree analysis and appropriately addresses the business question from part A.

    **F:SOURCES**

    Not Evident:The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.

    Approaching Competence: The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.

    Competent: The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

    **G:PROFESSIONAL COMMUNICATION**

    Not Evident: This submission includes pervasive errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation, negatively impacting the professional quality and clarity of the writing. Specific errors have been identified by Grammarly for Education under the Correctness category.

    Approaching Competence: This submission includes substantial errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation. Specific errors have been identified by Grammarly for Education under the Correctness category.

    Competent: This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.

    **## C207Task2.docx**

    C207 Task 2: Decision Tree Analysis

    Introduction

    Managers are required to organize, interpret, and display data that is reliable and relevant to the real-world decisions they must make in their businesses. The use of analytical tools will improve your ability to use data to make informed decisions.

    In this task, you will address the business situation in the attached scenario. You will access the scenario and dataset by entering your student ID number in the “Start” tab of the “Decision Tree Analysis Resources” document found in the Supporting Documents section. The scenario and dataset are located in the “Decision Tree Scenario” tab. Using this dataset, you will perform a decision tree analysis and recommend a solution. This recommendation will be included in a report you will write summarizing the key details of your analysis.

    For full functionality of the scenario and data attachment, you must use Microsoft Excel, which is available via the Microsoft Office 365 subscription service provided to all WGU students. It can be downloaded using the "Microsoft Office 365" link in the Web Links section.

    Scenario

    Refer to the scenario located in the supporting document, “Decision Tree Analysis Resources.”

    Requirements

    Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See
    [Understanding Similarity Reports](https://cm.wgu.edu/t5/Frequently-Asked-Questions/Understanding-Similarity-Reports/ta-p/252) for more information.

    **Grammarly Note:**
    Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See
    [Use Grammarly for Education Effectively](https://cm.wgu.edu/t5/Academic-Coaching-Center/Use-Grammarly-for-Education-Effectively/ta-p/52276) for more information.

    **Microsoft Files Note:**
    Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc.  All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file. For more information, please see
    [Computer System and Technology Requirements.](https://cm.wgu.edu/t5/WGU-Student-Policy-Handbook/Computer-System-and-Technology-Requirements/ta-p/78)

    _You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._

    Complete your decision tree analysis and create a report by doing the following:

    _Note: The supporting document “Decision Tree Analysis Resources” contains a scenario, data set, and template. While you must use the scenario and data set provided in the supporting document, the template is optional. You are encouraged to use the template to complete your analysis. Please see supporting document, “QUM3 Task 2 Getting Started,” for help accessing the scenario and dataset._

    A.  Summarize the business scenario by doing the following:

    1.  Describe a business question that could be answered by applying decision tree analysis and is derived from the scenario in “Decision Tree Analysis Resources."

    2.  Justify why decision tree analysis is the appropriate analysis technique, and include relevant details from the scenario to support your justification.

    B.  Identify the relevant data values required for your decision tree analysis, including the following:

    •   demands

    •   profits per unit

    •   probabilities

    C.  Report how you analyzed the data using decision tree analysis by completing a decision tree diagram that includes
    _each_ of the following:

    •   state-of-nature nodes

    •   calculated payoffs,
    _each_ expressed out to two decimal places

    •   expected values,
    _each_ expressed out to two decimal places

    _Note:_ _Include “Decision Tree Analysis Resources.” spreadsheet with your task submission for evidence of your calculations and decision tree diagram._

    _Note: Refer to "Prepare for the Performance Assessment Task 2"  in the course of study to examples of acceptable output._

    D.  Summarize the implications of your decision tree analysis by doing the following:

    1.  Explain each step required to determine the expected value based on payoffs.

    2.  List one limitation for
    _each_ of the following:

    •   any one of the data values listed in part B

    •   the decision tree analysis

    E.  Recommend a course of action that addresses the business question from part A and is based on the results of your decision tree analysis.

    F.  Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    G.  Demonstrate professional communication in the content and presentation of your submission.

    **File Restrictions**

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
    File size limit: 200 MB
    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

    **## Task1C207.docx**

    Task 1: Linear Regression Analysis

    Introduction

    Managers are required to organize, interpret, and display data that is reliable and relevant to the real-world decisions they must make in their businesses. The use of analytical tools will improve your ability to use data to make these informed decisions.

    In this task, you will address the business situation in the attached "Linear Regression Analysis Resources" scenario. You will access the scenario and dataset by entering your student ID number in the “Start” tab of the attachment, then continuing to the “Scenario” tab. Using this data set, you will perform a linear regression analysis and write a report in which you recommend a solution by summarizing the key details of your analysis.

    For full functionality of the scenario and dataset attachment, you are strongly encouraged to use Microsoft Excel, which is available via the Microsoft Office 365 subscription service provided to all WGU students. It can be downloaded using the "Microsoft Office 365" link in the Web Links section.

    Scenario

    Refer to the scenario located in the attached “Linear Regression Analysis Resources.”

    Requirements

    Your submission must represent your original work and understanding of the course material. Most performance assessment submissions are automatically scanned through the WGU similarity checker. Students are strongly encouraged to wait for the similarity report to generate after uploading their work and then review it to ensure Academic Authenticity guidelines are met before submitting the file for evaluation. See
    [Understanding Similarity Reports](https://cm.wgu.edu/t5/Frequently-Asked-Questions/Understanding-Similarity-Reports/ta-p/252) for more information.

    **Grammarly Note:**
    Professional Communication will be automatically assessed through Grammarly for Education in most performance assessments before a student submits work for evaluation. Students are strongly encouraged to review the Grammarly for Education feedback prior to submitting work for evaluation, as the overall submission will not pass without this aspect passing. See
    [Use Grammarly for Education Effectively](https://cm.wgu.edu/t5/Academic-Coaching-Center/Use-Grammarly-for-Education-Effectively/ta-p/52276) for more information.

    **Microsoft Files Note:**
    Write your paper in Microsoft Word (.doc or .docx) unless another Microsoft product, or pdf, is specified in the task directions. Tasks may not be submitted as cloud links, such as links to Google Docs, Google Slides, OneDrive, etc.  All supporting documentation, such as screenshots and proof of experience, should be collected in a pdf file and submitted separately from the main file. For more information, please see
    [Computer System and Technology Requirements.](https://cm.wgu.edu/t5/WGU-Student-Policy-Handbook/Computer-System-and-Technology-Requirements/ta-p/78)

    _You must use the rubric to direct the creation of your submission because it provides detailed criteria that will be used to evaluate your work. Each requirement below may be evaluated by more than one rubric aspect. The rubric aspect titles may contain hyperlinks to relevant portions of the course._

    Complete your linear regression analysis and create a report by doing the following:

    _Note: The supporting document “Linear Regression Analysis Resources” contains a scenario, data set, and data analysis template. While you must use the scenario and data set provided in the supporting document, the template is optional. You are encouraged to use the template to complete your analysis. Please see supporting document, “QUM Task 1 Getting Started,” for help accessing the scenario and dataset._

    A.  Summarize the business scenario by doing the following:

    1. Describe a business question that could be answered by applying linear regression analysis and is derived from the scenario in the attached “Linear Regression Analysis Resources."

    2. State the null hypothesis for this linear regression analysis.

    3. Using relevant details from the scenario, the business question you proposed in part A1, and the null hypothesis you stated in part A2, justify why linear regression is the appropriate analysis technique.

    B.  Describe the data provided in the attached “Linear Regression Analysis Resources” by doing the following:

    1.  Describe the relevant data characteristics for your linear regression analysis, including
    _each_ of the following:

    •   independent variable or variables

    •   dependent variable

    •   level of measurement for each variable

    •   sample size or number of observations

    C.  Report how you analyzed the data using linear regression by doing the following:

    1. Provide the output and calculations of the linear regression analysis you performed.

    _Note: The output should include the output from the software you used to perform the analysis. Refer to "Prepare for the Performance Assessment Task 1" in the course of study to see examples of acceptable output._

    2. Create a graphical display of the data using a scatter plot that includes
    _each_ of the following:

    •   chart title

    •   legend

    •   axis titles

    _Note: This display should be a summary or representation of the data provided, not raw data._

    D.  Describe the implications of your data analysis from the scenario by doing the following:

    1.  Interpret the results of the data analysis by doing the following:

    a. Discuss the goodness of fit with the supporting test statistic from your linear regression analysis output.

    b. Discuss the significance of the independent variable(s) with support from your linear regression analysis results.

    c. Create the linear equation, then describe how it can be applied to the scenario in future business decision-making.

    2. Discuss a limitation of the research that could affect the recommended course of action.

    3. Recommend a course of action that aligns with your linear regression analysis results.

    _Note: Your recommendation should focus on the results of your analytic technique output from part C1._

    E. Acknowledge sources, using in-text citations and references, for content that is quoted, paraphrased, or summarized.

    F.  Demonstrate professional communication in the content and presentation of your submission.

    **File Restrictions**

    File name may contain only letters, numbers, spaces, and these symbols: ! – _ . * ' ( )
    File size limit: 200 MB
    File types allowed: doc, docx, rtf, xls, xlsx, ppt, pptx, odt, pdf, csv, txt, qt, mov, mpg, avi, mp3, wav, mp4, wma, flv, asf, mpeg, wmv, m4v, svg, tif, tiff, jpeg, jpg, gif, png, zip, rar, tar, 7z

    **## RubricC207task11.docx**

    Rubric

    **A1:BUSINESS QUESTION**

    Not Evident: A description of a business question is not provided.

    Approaching Competence: The business question described is not derived from the scenario or is not consistent with the application of linear regression analysis.

    Competent: The business question described is derived from the scenario and is consistent with the application of linear regression analysis.

    **A2:NULL HYPOTHESIS**

    Not Evident: A null hypothesis is not provided.

    Approaching Competence: The null hypothesis provided is not accurately stated for the linear regression analysis or is not relevant to the scenario.

    Competent: The null hypothesis provided is accurately stated for the linear regression analysis and is relevant to the scenario.

    **A3:ANALYSIS TECHNIQUE JUSTIFICATION**

    Not Evident: A justification of linear regression analysis is not provided.

    Approaching Competence: The justification of linear regression analysis does not logically explain why it is the appropriate technique to answer the business question from part A1, does not use the null hypothesis from A2, or is not supported with relevant details from the scenario.

    Competent: The justification of linear regression analysis logically explains why it is the appropriate technique to answer the business question from part A1, uses the null hypothesis from A2, and is supported with relevant details from the scenario.

    **B1:DESCRIPTION OF RELEVANT DATA**

    Not Evident:A description of data characteristics is not provided.

    Approaching Competence: The description does not accurately address the relevant data characteristics of the linear regression analysis, or 1 or more of the given elements are not included.

    Competent: The description accurately addresses the relevant data characteristics of the linear regression analysis, including each of the given elements.

    **C1:ANALYSIS OUTPUT AND CALCULATIONS**

    Not Evident:A linear regression analysis output and calculations are not provided.

    Approaching Competence: The linear regression analysis output or calculations provided contain 1 or more inaccuracies.

    Competent: The linear regression analysis output and calculations provided are accurate.

    **C2:GRAPHICAL DISPLAY**

    Not Evident: A graphical display of the data is not provided.

    Approaching Competence: The graphical display of the data does not use a scatter-plot does not accurately represent the data, or does not include 1 or more of the given elements.

    Competent: The graphical display of the data uses a scatter plot to accurately represent the data, including each of the given elements.

    **D1A:GOODNESS OF FIT**

    Not Evident: A discussion of the goodness of fit is not provided.

    Approaching Competence: The discussion of goodness of fit is not supported with the appropriate test statistic from the linear regression analysis output, or the interpretation of the test statistic is inaccurate.

    Competent: The discussion of goodness of fit is supported with the appropriate test statistic from the linear regression analysis output, and the interpretation of the test statistic is accurate.

    **D1B:INDEPENDENT VARIABLE(S) SIGNIFICANCE**

    Not Evident:A discussion of the significance of the independent variable(s) is not provided.

    Approaching Competence: The discussion of the significance of the independent variable(s) is not logical or is not supported by the linear regression analysis results, or the associated interpretation of the comparison to the significance level is inaccurate.

    Competent: The discussion logically addresses the significance of the independent variable(s) with support from the linear regression analysis results, and the associated interpretation of the comparison to the significance level is accurate.

    **D1C:LINEAR EQUATION APPLICATION**

    Not Evident: A linear equation and an explanation of the equation are not provided.

    Approaching Competence: The linear equation provided is not accurate, or the explanation does not logically address the application of the linear equation

    Competent: The linear equation provided is accurate, and the explanation logically addresses the application of the linear equation to the scenario in future business decision-making.

    **D2:LIMITATION**

    Not Evident: A discussion of a limitation of the research is not provided.

    Approaching Competence: The discussion does not accurately describe a limitation of the research that could affect the recommended course of action.

    Competent: The discussion accurately describes a limitation of the research that could affect the recommended course of action.

    **D3:RECOMMENDED COURSE OF ACTION**

    Not Evident: A recommended course of action is not provided.

    Approaching Competence: The recommended course of action is not logically aligned with the results of the linear regression analysis.

    Competent: The recommended course of action is logically aligned with the results of the linear regression analysis.

    **E:SOURCES**

    Not Evident:The submission does not include both in-text citations and a reference list for sources that are quoted, paraphrased, or summarized.

    Approaching Competence: The submission includes in-text citations for sources that are quoted, paraphrased, or summarized and a reference list; however, the citations or reference list is incomplete or inaccurate.

    Competent: The submission includes in-text citations for sources that are properly quoted, paraphrased, or summarized and a reference list that accurately identifies the author, date, title, and source location as available.

    **F:PROFESSIONAL COMMUNICATION**

    Not Evident: This submission includes pervasive errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation, negatively impacting the professional quality and clarity of the writing. Specific errors have been identified by Grammarly for Education under the Correctness category.

    Approaching Competence: This submission includes substantial errors in professional communication related to grammar, sentence fluency, contextual spelling, or punctuation. Specific errors have been identified by Grammarly for Education under the Correctness category.

    Competent: This submission includes satisfactory use of grammar, sentence fluency, contextual spelling, and punctuation, which promote accurate interpretation and understanding.

    **DecisionTreeAnalysisResources.xlsx**

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

    **LinearRegressionAnalysisResources.xlsx**

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

  • [Solved] Education due in 48 hours – 2 assignments

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    attached **files (3)** – ## DiscussionBoard2.docx – ## TemplateforCRISPR-Cas9EthosPathosandLogos.docx – ## AssignmentCRISPR.docx **## DiscussionBoard2.docx** **Discussion Board 2: Generative AI in Real Life** Discussions play an integral role in monitoring your course participation throughout the te…

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    Assignment Prompt & Instructions

    attached

    **files (3)**

    – ## DiscussionBoard2.docx

    – ## TemplateforCRISPR-Cas9EthosPathosandLogos.docx

    – ## AssignmentCRISPR.docx

    **## DiscussionBoard2.docx**

    **Discussion Board 2: Generative AI in Real Life**

    Discussions play an integral role in monitoring your course participation throughout the term. You should check back to the weekly discussions multiple times throughout the week to engage in the discussion with your professor and peers. Participation is only counted during the week in which this discussion is assigned. Be sure to appropriately cite any sources you use to support your responses with standard APA citations. Answer the prompt question(s) thoroughly using a minimum of 200 words and respond to as many of your peers as possible – note that responses to 2 of your peers are required for full credit. Be sure to answer any additional questions asked by your professor in the discussion threads.

    Many students, and people in general, are experimenting with generative AI (like ChatGPT) for school, work, or fun, but not always with clear results. Some say it saves time or helps them get started. Others feel it causes confusion, errors, or even dependency and the erosion of critical thinking.

    Think about a time you
    _did_ or
    _could have_ used generative AI for something: a school assignment, a resume, a brainstorm, or even just asking a random question. Share the context and explain:

    · What did you expect it to help with?

    · What were the results? Positive, negative, or both?

    · What kinds of AI use do you think professors might see as helpful vs. harmful? Why?

    End your post by naming one specific risk or drawback you think others should watch out for when using AI, even if you found it helpful when using it.

    Critical thinking is about seeing all aspects of a topic, so be sure to approach this topic with an open mind! This is a no-judgment space. The goal is to start thinking critically about the role of AI in our lives, as it is a rapidly emerging technology. Be honest, so that we can have productive conversations!

    **## TemplateforCRISPR-Cas9EthosPathosandLogos.docx**

    ## Speaking about CRISPR-Cas 9 using Ethos, Pathos, and Logos

    Following the successful mapping of the human genome in April of 2003, gene editing has become possible. Using CRISPR-Cas9, scientists can edit genes to prevent and cure once debilitating and lethal diseases and disorders.

    Consider how Dr. Neville Sanjana, an assistant professor at New York University, explains CRISPR -Cas9 to five very different audiences: a child, a high schooler, a college student, a graduate student, and an expert in the field. Notice how Dr. Sanjana shifts ethos, pathos, and logos in ways that are appropriate for his listener.

    | | | | |
    | — | — | — | — |
    | Dr. Sanjana’s Audience | **Ethos**<br>Where does Dr. Sanjana’s ethos come from? Do they know his credentials, college education, job? How likely is it that the audience (person below) will find him believable/credible? How does he come across as credible IN the conversation with each of the audiences below? | **Pathos**<br>How does Dr. Sanjana appeal to the emotions of each of the audiences below? Name the emotion(s) he wants them to feel and explain why the audience feeling that/those emotion(s) would be helpful to what he would like them to do with their conversation. | **Logos**<br>Consider the evidence Dr. Sanjana presents to each audience (remember that the evidence presented to a 7-year-old will be different from what is presented to an expert in the field). How likely do you think the audience member is to take the evidence he provides and come away with the action, change of mind, or other behavior he wants from them? Why? |
    | 7-year-old child | | | |
    | High school student | | | |
    | College student | | | |
    | Graduate student | | | |
    | Expert | | | |

    **Write a paragraph here (minimum of four sentences). Explain how Dr. Sanjana changes his approach (consider the rhetorical appeals) with each audience member. Do you think he does a good job of meeting his audience where they are at with this topic? Why or why not?**

    **## AssignmentCRISPR.docx**

    Assignment: CRISPR-Cas9 & Ethos, Pathos, and Logos

    Following the successful mapping of the human genome in April of 2003, gene editing has become possible. Using CRISPR-Cas9, scientists can edit genes to prevent and cure once debilitating and lethal diseases and disorders.

    Consider how Dr. Neville Sanjana, an assistant professor at New York University, explains CRISPR -Cas9 to five very different audiences: a child, a high schooler, a college student, a graduate student, and an expert in the field. Notice how Dr. Sanjana shifts ethos, pathos, and logos in ways that are appropriate for his listener.

    But first . . .

    [**Download this template**](https://canvas.south.edu/courses/75181/files/18654932?wrap=1) [**Download Download this template**](https://canvas.south.edu/courses/75181/files/18654932/download?download_frd=1) **to complete your work and submit it for this week’s assignment.**

    After each explanation, note on the sheet how each rhetorical appeal functions for each audience, using the guiding questions at the top of the table. Once you have completed the table, in a short paragraph, explain how Dr. Sanjana changes his approach with each audience member. Do you think he does a good job of meeting his audience where they are at with this topic? Why or why not?

    Then upload your completed sheet to the assignment.

    [https://youtu.be/sweN8d4_MUg?si=2zOZJ0QwO3ZssCNo](https://youtu.be/sweN8d4_MUg?si=2zOZJ0QwO3ZssCNo)

    Rubric

    **CRISPR-Cas9 Rubric**

    | | | |
    | — | — | — |
    | CRISPR-Cas9 Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the 7-year-old child | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the high school student | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the college student | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the graduate student | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the expert | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeReflection paragraph | **25 to >22.0 ptsExcellent** Reflection (4+ sentences) clearly explains how Dr. Sanjana shifts his approach across audiences. Offers specific insight into rhetorical adaptation and audience awareness.<br> <br>**22 to >18.0 ptsProficient** Paragraph addresses most shifts across audiences and gives general thoughts on effectiveness.<br> <br>**18 to >14.0 ptsDeveloping** Paragraph is vague, too short, or lacks real analysis or justification of audience differences.<br> <br>**14 to >0 ptsMissing** Paragraph is missing, too short, and/or off-topic. | 25 pts |

    Total Points: 50

    **## AssignmentCRISPR.docx**

    Assignment: CRISPR-Cas9 & Ethos, Pathos, and Logos

    Following the successful mapping of the human genome in April of 2003, gene editing has become possible. Using CRISPR-Cas9, scientists can edit genes to prevent and cure once debilitating and lethal diseases and disorders.

    Consider how Dr. Neville Sanjana, an assistant professor at New York University, explains CRISPR -Cas9 to five very different audiences: a child, a high schooler, a college student, a graduate student, and an expert in the field. Notice how Dr. Sanjana shifts ethos, pathos, and logos in ways that are appropriate for his listener.

    But first . . .

    [**Download this template**](https://canvas.south.edu/courses/75181/files/18654932?wrap=1) [**Download Download this template**](https://canvas.south.edu/courses/75181/files/18654932/download?download_frd=1) **to complete your work and submit it for this week’s assignment.**

    After each explanation, note on the sheet how each rhetorical appeal functions for each audience, using the guiding questions at the top of the table. Once you have completed the table, in a short paragraph, explain how Dr. Sanjana changes his approach with each audience member. Do you think he does a good job of meeting his audience where they are at with this topic? Why or why not?

    Then upload your completed sheet to the assignment.

    [https://youtu.be/sweN8d4_MUg?si=2zOZJ0QwO3ZssCNo](https://youtu.be/sweN8d4_MUg?si=2zOZJ0QwO3ZssCNo)

    Rubric

    **CRISPR-Cas9 Rubric**

    | | | |
    | — | — | — |
    | CRISPR-Cas9 Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the 7-year-old child | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the high school student | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the college student | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the graduate student | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the expert | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeReflection paragraph | **25 to >22.0 ptsExcellent** Reflection (4+ sentences) clearly explains how Dr. Sanjana shifts his approach across audiences. Offers specific insight into rhetorical adaptation and audience awareness.<br> <br>**22 to >18.0 ptsProficient** Paragraph addresses most shifts across audiences and gives general thoughts on effectiveness.<br> <br>**18 to >14.0 ptsDeveloping** Paragraph is vague, too short, or lacks real analysis or justification of audience differences.<br> <br>**14 to >0 ptsMissing** Paragraph is missing, too short, and/or off-topic. | 25 pts |

    Total Points: 50

    **## DiscussionBoard2.docx**

    **Discussion Board 2: Generative AI in Real Life**

    Discussions play an integral role in monitoring your course participation throughout the term. You should check back to the weekly discussions multiple times throughout the week to engage in the discussion with your professor and peers. Participation is only counted during the week in which this discussion is assigned. Be sure to appropriately cite any sources you use to support your responses with standard APA citations. Answer the prompt question(s) thoroughly using a minimum of 200 words and respond to as many of your peers as possible – note that responses to 2 of your peers are required for full credit. Be sure to answer any additional questions asked by your professor in the discussion threads.

    Many students, and people in general, are experimenting with generative AI (like ChatGPT) for school, work, or fun, but not always with clear results. Some say it saves time or helps them get started. Others feel it causes confusion, errors, or even dependency and the erosion of critical thinking.

    Think about a time you
    _did_ or
    _could have_ used generative AI for something: a school assignment, a resume, a brainstorm, or even just asking a random question. Share the context and explain:

    · What did you expect it to help with?

    · What were the results? Positive, negative, or both?

    · What kinds of AI use do you think professors might see as helpful vs. harmful? Why?

    End your post by naming one specific risk or drawback you think others should watch out for when using AI, even if you found it helpful when using it.

    Critical thinking is about seeing all aspects of a topic, so be sure to approach this topic with an open mind! This is a no-judgment space. The goal is to start thinking critically about the role of AI in our lives, as it is a rapidly emerging technology. Be honest, so that we can have productive conversations!

    **## TemplateforCRISPR-Cas9EthosPathosandLogos.docx**

    ## Speaking about CRISPR-Cas 9 using Ethos, Pathos, and Logos

    Following the successful mapping of the human genome in April of 2003, gene editing has become possible. Using CRISPR-Cas9, scientists can edit genes to prevent and cure once debilitating and lethal diseases and disorders.

    Consider how Dr. Neville Sanjana, an assistant professor at New York University, explains CRISPR -Cas9 to five very different audiences: a child, a high schooler, a college student, a graduate student, and an expert in the field. Notice how Dr. Sanjana shifts ethos, pathos, and logos in ways that are appropriate for his listener.

    | | | | |
    | — | — | — | — |
    | Dr. Sanjana’s Audience | **Ethos**<br>Where does Dr. Sanjana’s ethos come from? Do they know his credentials, college education, job? How likely is it that the audience (person below) will find him believable/credible? How does he come across as credible IN the conversation with each of the audiences below? | **Pathos**<br>How does Dr. Sanjana appeal to the emotions of each of the audiences below? Name the emotion(s) he wants them to feel and explain why the audience feeling that/those emotion(s) would be helpful to what he would like them to do with their conversation. | **Logos**<br>Consider the evidence Dr. Sanjana presents to each audience (remember that the evidence presented to a 7-year-old will be different from what is presented to an expert in the field). How likely do you think the audience member is to take the evidence he provides and come away with the action, change of mind, or other behavior he wants from them? Why? |
    | 7-year-old child | | | |
    | High school student | | | |
    | College student | | | |
    | Graduate student | | | |
    | Expert | | | |

    **Write a paragraph here (minimum of four sentences). Explain how Dr. Sanjana changes his approach (consider the rhetorical appeals) with each audience member. Do you think he does a good job of meeting his audience where they are at with this topic? Why or why not?**

    **## AssignmentCRISPR.docx**

    Assignment: CRISPR-Cas9 & Ethos, Pathos, and Logos

    Following the successful mapping of the human genome in April of 2003, gene editing has become possible. Using CRISPR-Cas9, scientists can edit genes to prevent and cure once debilitating and lethal diseases and disorders.

    Consider how Dr. Neville Sanjana, an assistant professor at New York University, explains CRISPR -Cas9 to five very different audiences: a child, a high schooler, a college student, a graduate student, and an expert in the field. Notice how Dr. Sanjana shifts ethos, pathos, and logos in ways that are appropriate for his listener.

    But first . . .

    [**Download this template**](https://canvas.south.edu/courses/75181/files/18654932?wrap=1) [**Download Download this template**](https://canvas.south.edu/courses/75181/files/18654932/download?download_frd=1) **to complete your work and submit it for this week’s assignment.**

    After each explanation, note on the sheet how each rhetorical appeal functions for each audience, using the guiding questions at the top of the table. Once you have completed the table, in a short paragraph, explain how Dr. Sanjana changes his approach with each audience member. Do you think he does a good job of meeting his audience where they are at with this topic? Why or why not?

    Then upload your completed sheet to the assignment.

    [https://youtu.be/sweN8d4_MUg?si=2zOZJ0QwO3ZssCNo](https://youtu.be/sweN8d4_MUg?si=2zOZJ0QwO3ZssCNo)

    Rubric

    **CRISPR-Cas9 Rubric**

    | | | |
    | — | — | — |
    | CRISPR-Cas9 Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the 7-year-old child | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the high school student | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the college student | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the graduate student | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the expert | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeReflection paragraph | **25 to >22.0 ptsExcellent** Reflection (4+ sentences) clearly explains how Dr. Sanjana shifts his approach across audiences. Offers specific insight into rhetorical adaptation and audience awareness.<br> <br>**22 to >18.0 ptsProficient** Paragraph addresses most shifts across audiences and gives general thoughts on effectiveness.<br> <br>**18 to >14.0 ptsDeveloping** Paragraph is vague, too short, or lacks real analysis or justification of audience differences.<br> <br>**14 to >0 ptsMissing** Paragraph is missing, too short, and/or off-topic. | 25 pts |

    Total Points: 50

    **## DiscussionBoard2.docx**

    **Discussion Board 2: Generative AI in Real Life**

    Discussions play an integral role in monitoring your course participation throughout the term. You should check back to the weekly discussions multiple times throughout the week to engage in the discussion with your professor and peers. Participation is only counted during the week in which this discussion is assigned. Be sure to appropriately cite any sources you use to support your responses with standard APA citations. Answer the prompt question(s) thoroughly using a minimum of 200 words and respond to as many of your peers as possible – note that responses to 2 of your peers are required for full credit. Be sure to answer any additional questions asked by your professor in the discussion threads.

    Many students, and people in general, are experimenting with generative AI (like ChatGPT) for school, work, or fun, but not always with clear results. Some say it saves time or helps them get started. Others feel it causes confusion, errors, or even dependency and the erosion of critical thinking.

    Think about a time you
    _did_ or
    _could have_ used generative AI for something: a school assignment, a resume, a brainstorm, or even just asking a random question. Share the context and explain:

    · What did you expect it to help with?

    · What were the results? Positive, negative, or both?

    · What kinds of AI use do you think professors might see as helpful vs. harmful? Why?

    End your post by naming one specific risk or drawback you think others should watch out for when using AI, even if you found it helpful when using it.

    Critical thinking is about seeing all aspects of a topic, so be sure to approach this topic with an open mind! This is a no-judgment space. The goal is to start thinking critically about the role of AI in our lives, as it is a rapidly emerging technology. Be honest, so that we can have productive conversations!

    **## TemplateforCRISPR-Cas9EthosPathosandLogos.docx**

    ## Speaking about CRISPR-Cas 9 using Ethos, Pathos, and Logos

    Following the successful mapping of the human genome in April of 2003, gene editing has become possible. Using CRISPR-Cas9, scientists can edit genes to prevent and cure once debilitating and lethal diseases and disorders.

    Consider how Dr. Neville Sanjana, an assistant professor at New York University, explains CRISPR -Cas9 to five very different audiences: a child, a high schooler, a college student, a graduate student, and an expert in the field. Notice how Dr. Sanjana shifts ethos, pathos, and logos in ways that are appropriate for his listener.

    | | | | |
    | — | — | — | — |
    | Dr. Sanjana’s Audience | **Ethos**<br>Where does Dr. Sanjana’s ethos come from? Do they know his credentials, college education, job? How likely is it that the audience (person below) will find him believable/credible? How does he come across as credible IN the conversation with each of the audiences below? | **Pathos**<br>How does Dr. Sanjana appeal to the emotions of each of the audiences below? Name the emotion(s) he wants them to feel and explain why the audience feeling that/those emotion(s) would be helpful to what he would like them to do with their conversation. | **Logos**<br>Consider the evidence Dr. Sanjana presents to each audience (remember that the evidence presented to a 7-year-old will be different from what is presented to an expert in the field). How likely do you think the audience member is to take the evidence he provides and come away with the action, change of mind, or other behavior he wants from them? Why? |
    | 7-year-old child | | | |
    | High school student | | | |
    | College student | | | |
    | Graduate student | | | |
    | Expert | | | |

    **Write a paragraph here (minimum of four sentences). Explain how Dr. Sanjana changes his approach (consider the rhetorical appeals) with each audience member. Do you think he does a good job of meeting his audience where they are at with this topic? Why or why not?**

    **## AssignmentCRISPR.docx**

    Assignment: CRISPR-Cas9 & Ethos, Pathos, and Logos

    Following the successful mapping of the human genome in April of 2003, gene editing has become possible. Using CRISPR-Cas9, scientists can edit genes to prevent and cure once debilitating and lethal diseases and disorders.

    Consider how Dr. Neville Sanjana, an assistant professor at New York University, explains CRISPR -Cas9 to five very different audiences: a child, a high schooler, a college student, a graduate student, and an expert in the field. Notice how Dr. Sanjana shifts ethos, pathos, and logos in ways that are appropriate for his listener.

    But first . . .

    [**Download this template**](https://canvas.south.edu/courses/75181/files/18654932?wrap=1) [**Download Download this template**](https://canvas.south.edu/courses/75181/files/18654932/download?download_frd=1) **to complete your work and submit it for this week’s assignment.**

    After each explanation, note on the sheet how each rhetorical appeal functions for each audience, using the guiding questions at the top of the table. Once you have completed the table, in a short paragraph, explain how Dr. Sanjana changes his approach with each audience member. Do you think he does a good job of meeting his audience where they are at with this topic? Why or why not?

    Then upload your completed sheet to the assignment.

    [https://youtu.be/sweN8d4_MUg?si=2zOZJ0QwO3ZssCNo](https://youtu.be/sweN8d4_MUg?si=2zOZJ0QwO3ZssCNo)

    Rubric

    **CRISPR-Cas9 Rubric**

    | | | |
    | — | — | — |
    | CRISPR-Cas9 Rubric |
    | **Criteria** | **Ratings** | **Pts** |
    | This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the 7-year-old child | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the high school student | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the college student | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the graduate student | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeEthos, pathos, logos when speaking to the expert | **5 to >4.0 ptsExcellent** All three rhetorical appeals (ethos, pathos, logos) are fully and thoughtfully addressed using specific examples or reasoning. Answers show a clear understanding of Dr. Sanjana’s rhetorical choices.<br> <br>**4 to >3.0 ptsProficient** All three rhetorical appeals are addressed with mostly complete and appropriate answers. Reasoning is appropriate but may lack some detail or clarity.<br> <br>**3 to >2.0 ptsDeveloping** Two of the rhetorical appeals are addressed, or all are addressed but with vague, general, or incomplete answers.<br> <br>**2 to >0 ptsMissing** One or none of the appeals are addressed, or answers are missing, unrelated, or show misunderstanding. | 5 pts |
    | This criterion is linked to a Learning OutcomeReflection paragraph | **25 to >22.0 ptsExcellent** Reflection (4+ sentences) clearly explains how Dr. Sanjana shifts his approach across audiences. Offers specific insight into rhetorical adaptation and audience awareness.<br> <br>**22 to >18.0 ptsProficient** Paragraph addresses most shifts across audiences and gives general thoughts on effectiveness.<br> <br>**18 to >14.0 ptsDeveloping** Paragraph is vague, too short, or lacks real analysis or justification of audience differences.<br> <br>**14 to >0 ptsMissing** Paragraph is missing, too short, and/or off-topic. | 25 pts |

    Total Points: 50