Bright Academic Experts

Author: admin

  • Blood wedding

    Play Analysis 1: Blood Wedding, by Federico Garcia Lorca

    Description: Read or watch Blood Wedding.

    Once that is complete, please create a 2 (full) page paper in which you discuss the play. You may discuss anything you please, whatever you find of importance, however if you are having a difficult time getting started I have provided a prompt which you may feel free to use as a starting point.

    Blood is used as a very powerful symbol in this play. It was deemed to be so important that Lorca decided to use it as the title of the play. It was called Blood Wedding. It could have been Bloody Wedding or Murderous Wedding…but instead he chose to keep it at Blood. Why? What is the importance of Blood in this play as a whole?

  • Plants and People – Assessment one

    This is an short essay assignment. Consisting one 3 questions. – Each question must be a minimum of 300 words You must use one peer-reviewed scholarly source It must be cited in APA format No direct quotes allowed (paraphrasing only) Spelling and scientific formatting (italicized scientific names) matter I attached a document with the links of the lecture slides YOU MUSTTTT go through them The other document is where you will see the questions and instructions and the rubric. The last document is about APA citation it must be done perfectly because it is very important. if you cant handle this assignment dont take it

    Attached Files (PDF/DOCX): Assessment 1 – Rubric Plants and People (1).docx, APA Citation Guide – Plants and People-3.docx, plants and people- assesment one.pdf

    Note: Content extraction from these files is restricted, please review them manually.

  • Habeeba 158

    Post Discussion: Chapter 2 and Reply to a Classmate

    1. Watch the following video regarding sliding filament theory.

    2. Watch this second video on ATP production.

    3. Post an answer to the following 2 questions:

    1. Describe the role of ATP as it relates to muscular activity
    2. Identify two different processes for ATP production.

    4. After you post your discussion, reply to a classmate.

    20 points for your original post

    Post Discussion: Chapter 3 and Reply to a Classmate

    1. Watch the 2 videos below.


    2. Post a discussion on the 2 items below:

    1. What might make it difficult to get athletes to participate in the tests?
    2. Is the value from the testing data important to an athlete and would they benefit?

    Requirements: 2 discussions

  • Week 5-6 Discussion Responses to Peers

    This is the Week 6 part of the discussion where you are responding to the leading questions by two students. Please utilize any scholarly source.

    Unit 5 Discussion Prompt: Consider how the Bible describes anxiety and its instructions on how Christians should handle anxiety. How does that connect with clinical treatment as a counselor? Do you find clinical treatment to be connected to Scripture or does it create tension? Why?

    Unit 6 Responses to Discussion Prompt: Peer responses are due this week. Please ensure that you are providing two responses this week by Sunday.

    1. Medication is commonly prescribed for the treatment of anxiety disorders (Kress & Paylo, 2019). Do you feel that there is tension between the Christian worldview and the use of medication?

    2. Do you find clinical treatment to be connected to Scripture or does it create tension? Why?



    Requirements: 250 words per pompt

  • article critique

    need based on this rubic and this article

    Attached Files (PDF/DOCX): EBSCO-FullText-02_13_2026.pdf, Article Critique Rubric 2026.docx, Article Critique Example of Paper format-1.docx

    Note: Content extraction from these files is restricted, please review them manually.

  • Evaluating Human Error and Designing Resilient Systems: An A…

    This individual report is designed to assess your understanding of Human Factors (HF) inaviation, your ability to critically analyse HF contributions to accidents, and your capacity topropose safety-enhancing policies. The report is divided into two parts, aligning with thecourse learning outcomes.

    • Word Limit: 15002000 words (maximum 20 pages including references).
    • Referencing: Harvard style is mandatory.
    • 2. Learning Outcomes Assessed
    • LO2: Identify the characteristics of human factors in the aviation industry.
    • LO3: Evaluate the human factors contributing to incidents/accidents.
    • LO5: Design policies that reduce the effects of human factors on active failures.

    3. Questions guidelines :

    From the two research articles provided (available in the assignment materials on Moodle),select ONE. Critically analyse its content by responding to the seven questions below. Yourresponses should reflect a comprehensive understanding of the article by integrating itsfindings with relevant theoretical frameworks from the course, as well as with practicalaviation scenarios and case studies explored during our five-day intensive program. Article Selection:

    Article A: Salas, E., Wilson, K. A., Burke, C. S., & Wightman, D. C. (2006). Does crew resourcemanagement training work? An update, an extension, and some critical needs. Humanfactors, 48(2), 392-412.

    Article B: Wiegmann, D. A., & Shappell, S. A. (2001). Human error analysis of commercialaviation accidents: Application of the Human Factors Analysis and Classification System(HFACS). Aviation, space, and environmental medicine, 72(11), 1006-1016.

    Part 1: Critical Analysis of Research Articles

    Questions :

    1. Foundations and Frameworks: Summarize your chosen article’s main argument andkey findings. Then, identify and explain two specific human factors models ortheories from the five-day course (e.g., Reason’s Swiss Cheese Model, SHELL Model,CRM Pyramid) that are directly relevant to or supported by the article’s conclusions.Provide a detailed rationale for your choices.

    1. Error Analysis and Classification: Using concepts from Day 2 (Accident
      Theory) and Day 3 (Human Error), analyze how the article approaches theunderstanding or classification of human error. For Article A, discuss how CRMtraining addresses different error types (skill-based, decision-based, etc.). For ArticleB, explain how HFACS categorizes errors and unsafe acts, linking these to coursedefinitions and classifications.
    2. Training and Mitigation Strategies: Evaluate the article’s perspective on mitigatinghuman error. For Article A, critique its assessment of CRM training effectiveness. ForArticle B, discuss the implications of the HFACS analysis for designing preventivemeasures. In your answer, reference specific CRM goals and evolution (Day 4) andconnect to the principle of “humans as a solution” from the course material.
    3. Case Study Application (Accident Analysis): Apply the article’s core framework
      to one of the major case studies from the course (e.g., Helios 522, Colgan Air 3407,British Airways 5390). Demonstrate in detail how the article’s methodology orfindings help explain the human factors contributions to that specific accident.Identify which elements of the accident chain the article’s lens illuminates mosteffectively.
    4. Case Study Application (Security Interface): Discuss the applicability of the article’sfocus (either CRM training or error classification systems) to aviation securitycontexts, as introduced on Day 4. Using the provided case study on cyber attackstargeting airport systems, analyze how human factors principles in your chosenarticle could be used to understand or reduce security-related errors or failures.
    5. Systemic and Organizational Factors: Both safety and security depend on robustsystems. Drawing on Day 5 (Application of Human Factors) content about SafetyManagement Systems (SMS), State Safety Programs (SSP), and organizationalresponsibilities, analyze how the insights from your chosen article should inform andbe integrated into these wider systemic safety/security frameworks. Provide apractical example.
    6. Critical Evaluation and Future Directions: Identify what you perceive to be the singlemost significant contribution of the article to the field of aviation human factors.Then, propose one specific, actionable recommendation for how the aviationindustry (e.g., regulators like GCAA, airlines, training organizations) should update current practices based on this article’s findings. Justify your recommendation bylinking it to contemporary challenges discussed in the course.

    Formatting for Part 1:

    • Maximum 12 pages (A4, 12pt font, 1.5 line spacing).
    • Include a title page with your details, chosen article, and word count.
    • Number all pages.
    • Use clear headings (e.g., “Question 1: Foundations and Frameworks”).
    • Integrate in-text citations in Harvard style for both the chosen article and relevant courseconcepts/case studies.
    • A separate reference list for Part 1 is required at the end of this section.Part 2: Case Study Analysis and Policy Proposal Select one aviation accident where human factors significantly contributed to the
    • outcome. Note: Originality in case selection is rewarded. Avoid overused cases unless you canprovide genuinely novel analysis.Questions:
    1. Briefly describe the selected accident’s circumstances, clearly establishing why it is arelevant and significant case for human factors analysis. Justify your choice in terms of itslearning value for the aviation industry.
    2. SHELL Model Analysis
      Apply the SHELL Model comprehensively to your chosen accident. Analyze the interfacesand mismatches between
      1. Liveware (Human) and each component: Hardware, Software, Environment, andother Liveware.
      2. Identify the most critical mismatch that contributed to the accident chain. Supportyour analysis with specific evidence from the accident details.
      1. Summarize the key human factors findings from the official accident investigation.
        1. Evaluate one major change implemented by the industry in response to thisaccident (e.g., in training, technology, procedures, or regulation).
        2. Critically assess the effectiveness and limitations of this change in preventing similarfuture errors. Has it addressed the root causes or merely the symptoms?
      2. Preventive Policy Design
        Based on your analysis, propose one specific, actionable policy or procedural change aimedat reducing the effects of human factors. Your proposal should:
        1. Clearly target a latent condition or active failure identified in your SHELL analysis.
        2. Specify the responsible stakeholders (e.g., regulator, airline, manufacturer).
        3. Outline the intended implementation mechanism (e.g., updated CRM trainingmodule, revised checklist design, new monitoring requirement).
        4. d. Explain concisely how it would enhance system resilience.Formatting for Part 2:
          • Maximum 8 pages (A4, 12pt font, 1.5 line spacing).
          • Use the clear headings provided above (A, B, C and numbered questions).
          • Integrate in-text citations in Harvard style for accident reports, course materials, andsupporting literature.
          • Include a separate reference list for Part 2 at the end of this section.

    Requirements:

  • Dissertation editing

    Please see the professor comments for what needs to be changed. Don’t worry about the title page.

    Attached Files (PDF/DOCX): Davis_C_Proposal_1292026_MR_Not_Approved (2).docx

    Note: Content extraction from these files is restricted, please review them manually.

  • Final Assignment: Applied Project Change Leadership Brief

    Overview:

    The Applied Project serves as the culminating activity of the course. Its purpose is to help students synthesize and apply the principles, models, and perspectives of change management covered throughout the term. By selecting one of three key topics from the textbook, students will demonstrate their ability to analyze real or hypothetical change situations, connect theory to practice, and reflect on how change management principles can be applied effectively in their professional contexts.

    Students may submit either a 45-page written paper or a 10-minute video presentation. Both formats should show an understanding of the major ideas from the readings, integration of at least three current (past 5 years) and scholarly sources, and thoughtful reflection on practical implications for leadership and organizational effectiveness.

    Detailed Instructions:

    Students will select one of the following three topics as the focus of their Change Leadership Brief.

    Option 1 Leading Change Through Vision and Purpose (Ch. 6)

    In this option, students analyze how leaders use purpose and vision to mobilize support for organizational change. The brief should:

    1. Explain the role of mission and vision in successful change efforts.
    2. Describe what makes a vision statement effective, referencing frameworks or examples discussed in the course.
    3. Apply these ideas to a professional or organizational example where vision and purpose were usedor could have been usedto drive meaningful change.
    4. Offer recommendations for aligning vision, communication, and leadership actions.

    Option 2 Managing Resistance and Communication (Chs. 78)

    This option focuses on how communication influences resistance and commitment to change. The brief should:

    1. Identify typical sources and expressions of resistance in organizations.
    2. Discuss at least one communication strategy or framework that can be used to anticipate or reduce resistance.
    3. Analyze a real or hypothetical change scenario where communication either succeeded or failed to manage resistance.
    4. Conclude with a brief action plan outlining how effective communication could enhance change outcomes.

    Option 3 Sustaining Change and Developing Change Leadership (Chs. 1012)

    Students choosing this option examine what it takes to sustain change and develop leaders who can guide the process effectively. The brief should:

    1. Explain common barriers to sustaining change and how they can be mitigated.
    2. Discuss leadership competencies or political skills that support long-term change success.
    3. Apply these insights to an organizational or professional example.
    4. Reflect on lessons learned about ones own l

    Submission Guidelines

    • Written brief: 45 pages, double-spaced, Times New Roman 12-point font, APA 7th edition. OR
    • Video presentation: 10 minutes maximum; use PowerPoint, Adobe Express, or Zoom to record and submit the link in Canvas.
    • All submissions should include at least three current (past 5 years) scholarly sources (the textbook may count as one).
    • Upload your file or video link by the end of Week 7 in the corresponding Assignment area in Canvas.

    ORGL 8760 Final assignment rubric

    ORGL 8760 Final assignment rubric

    CriteriaRatingsPointsConceptual Understanding

    Excellent

    Demonstrates a thorough understanding of change management theories, models, and perspectives; integrates course concepts and readings accurately and insightfully.

    25 pts

    Proficient

    Demonstrates clear understanding of major concepts with some minor omissions or inaccuracies.

    12.5 pts

    Needs Improvement

    Application is general, unsupported, or lacks linkage between theory and professional context.

    0 pts

    /25 pts

    Application and Analysis

    Excellent

    Applies concepts thoughtfully to a relevant organizational or professional example; analysis is logical, evidence-based, and demonstrates critical thinking.

    30 pts

    Proficient

    Applies concepts appropriately with some analysis and supporting evidence, though limited in depth or connection.

    15 pts

    Needs Improvement

    Shows limited or minimal understanding of key ideas; lacks clear connection to course concepts or readings.

    0 pts

    /30 pts

    Organization, Clarity, and Professional Communication

    Excellent

    Work (paper or video) is well-structured, clear, and polished; demonstrates professional tone, effective flow, and clear delivery or formatting.

    25 pts

    Proficient

    Organization is adequate; ideas are mostly clear with minor issues in flow, grammar, or delivery.

    12.5 pts

    Needs Improvement

    Shows limited or minimal understanding of key ideas; lacks a clear connection to course concepts or readings.

    0 pts

    /25 pts

    Use of Scholarly Sources and APA Style

    Excellent

    Incorporates at least three current scholarly or professional sources (textbook may count as one). Sources are well-integrated and correctly cited in APA 7th edition (for written) or referenced clearly in the video/slides.

    20 pts

    Proficient

    Includes required sources with minor citation, integration, or currency issues.

    10 pts

    Needs Improvement

    Fewer than three scholarly sources, major APA or citation errors, or lack of credible references.

    0 pts

    /20 pts

  • Case Studies Question

    LAB 3B: MULTIMODAL TRANSCRIPT

    (GROUP Submission) READ ALL INSTRUCTIONS CAREFULLY BEFORE YOU BEGIN
    Submit on CanvasGradescope |

    In Lab 3B, you will return to the video you recorded in Lab 3A and begin working with it as data. The goal of this lab is to move from raw video to structured representations and then to a grounded analysis of how action is organized over time. This lab has three closely connected components:

    1. a timestamped index of your video recording,
    2. a detailed multimodal transcript of a particularly important segment, and
    3. a short analysis of the organization of action in that segment, using concepts from class.

    Together, these components allow you to slow activity down, make its structure visible, and begin to articulate how cognition emerges through coordinated action involving people, bodies, tools, and environments.

    SEE CANVAS FOR AN EXAMPLE INDEX, TRANSCRIPT AND ANALYSIS

    LEARNING OBJECTIVES

    1. Practice transforming video recordings into structured data for analysis data.
    2. Learn to identify analytically significant moments within extended activity.
    3. Represent action across multiple modalities (e.g., talk, gesture, gaze, posture, object use).
    4. Analyze how actions are organized in time and space to accomplish cognitive work using course concepts , and ground analytic claims explicitly in observable data.

    DELIVERABLE

    Use the to submit one PDF document that includes all three components:

    1. Video Index (minimum 10 minutes of indexed video)
    2. Multimodal Transcript ( 30 seconds of activity)
    3. Organization of Action Analysis (short analytic text)

    INSTRUCTIONS

    PART 1: CREATE A TIMESTAMPED VIDEO INDEX

    The purpose of the index is to make the overall structure of the activity visible and navigable.

    • Review your full video recording multiple times.
    • Select at least 10 minutes of the recording to index.
    • Create a tabular index that includes timestamps (minutes:seconds) and identifies meaningful events, phases, or shifts in activity and is detailed enough that a reader could understand the flow of the activity without watching the video.

    Be thoughtful about the level of granularity! The index should neither be so coarse that important structure disappears, nor so fine-grained that it becomes unreadable. FORMAT: You may wish to create your index in a spreadsheet or table, and copy this into the lab report template.

    PART 2: MULTIMODAL TRANSCRIPT

    The purpose of the multimodal transcript is to represent a short segment of activity in fine-grained detail, across multiple modalities. You should choose to transcribe a segment of your recorded activity that will serve as a rich example for more detailed analysislike those discussed in the papers weve read in class, and reinforced in lecture.

    1. From your indexed section, choose approximately 30 seconds of activity that is interactionally rich, analytically promising, and central to the cognitive work of the activity.
    2. Create multimodal transcript that includes
      1. timestamps,
      2. description of relevant activity
      3. some representation of relevant semiotic fields


    You have a great degree of flexibility in both what you choose to represent, and how you choose to represent it. You should represent information about at least (3) semiotic fields, one of which being the content of any speech (utterances) made by participants. Use the example transcript examples in the papers weve read (especially those discussed in lecture) to inspire how you choose to represent your transcript on the page. You are welcome to use a combination of diagrams, icons and/or annotated screenshots. You may want to construct your transcript in a spreadsheet, or even graphic layout software like Figmaand then copy/paste the final result into the lab report

    1. You are encouraged to use Jeffersonian notation to encode features of the participants speech that are relevant to your analysis such as pacing, intonation, stress or emphasis on particular syllables. (see example on Canvas and also )
    2. Be sure to choose semiotic fields strategically. You do not need to encode everything you seefocus on what matters for your analysis of how the activity works. Consider focusing on the flow of information in the activity, and the spatial and temporal organization of semiotic resources.

    PART 3: ANALYZE THE ORGANIZATION OF THE ACTIVITY

    Using your multimodal transcript as data, write a short analysis (250-500 words) that examines how action is organized in the selected segment. Your analysis should address questions such as:

    1. What is the activity? (e.g. consider levels of activity from the Lave 1984)
    2. What is the environment? (e.g. consider discussions of setting from the Lave 1984)
    3. How are actions sequenced and coordinated over time? (e.g. consider semiotic fields and changes in epistemic stance)
    4. How are bodies, talk, tools, and environmental resources organized in relation to one another?
    5. What roles do different modalities play in perception, action, and meaning-making?
    6. How does this organization contribute to the cognitive work being accomplished?

    Use specific evidence from your transcript (e.g. timestamps, rows, images) to support your claims. As in earlier labs, resist the temptation to explain the activity solely in terms of what participants are thinking. Instead, focus on how cognition becomes visible through interaction and coordination in the world.

    GRADING RUBRIC

    CRITERIA

    PT

    Video Index
    Index covers at least 10 minutes of video, includes clear timestamps, and identifies meaningful events or phases of activity. The level of detail makes the sequence and organization of the activity understandable without watching the video.

    3

    Multimodal transcript
    Transcript captures ~30 seconds of activity in fine-grained detail. Describes relevant semiotic fields / modalities (e.g., talk, gaze, gesture, body orientation, object use) are selected thoughtfully and represented clearly using sketches, diagrams, tables, timestamps, video stills, etc. Uses aspects of Jeffersonian notation.

    4

    Analysis

    Analysis demonstrates an understanding of how action is organized over time and across modalities. Claims are grounded in specific transcript evidence (e.g., timestamps, transcript rows, stills) and focus on coordination rather than internal mental states. Appropriately references at least (3) concepts from class, with appropriate APA style references

    3

    TOTAL

    10

    USE OF ARTIFICIAL INTELLIGENCE TECHNOLOGIES

    The purpose of this assignment is to tune your ability to notice, observe, reflect, describe and analyze a cognitive activity. We recognize that writing is hard. However, writing is in and of itself an act of thinking. This is a situation in which it is not beneficial for your current learning or future research performance to offload the composition of writing onto an AI-based tool.

    • FOR WRITING: You are not permitted to use generative AI systems (such as ChatGPT, Claude, and other synthetic text generating tools) in writing your lab report.
    • You are permitted to use built-in grammar-correction based tools that are available in Google Docs.
    • FOR TRANSCRIPTION: You are not permitted to use AI-based or any other automated transcription services. In fact, the time and challenge associated with creating the transcript by hand is fundamental to developing and understanding of the activity you are analyzing.

    Requirements: 500

  • Case Studies Question

    LAB 3B: MULTIMODAL TRANSCRIPT

    (GROUP Submission) READ ALL INSTRUCTIONS CAREFULLY BEFORE YOU BEGIN
    Submit on CanvasGradescope |

    In Lab 3B, you will return to the video you recorded in Lab 3A and begin working with it as data. The goal of this lab is to move from raw video to structured representations and then to a grounded analysis of how action is organized over time. This lab has three closely connected components:

    1. a timestamped index of your video recording,
    2. a detailed multimodal transcript of a particularly important segment, and
    3. a short analysis of the organization of action in that segment, using concepts from class.

    Together, these components allow you to slow activity down, make its structure visible, and begin to articulate how cognition emerges through coordinated action involving people, bodies, tools, and environments.

    SEE CANVAS FOR AN EXAMPLE INDEX, TRANSCRIPT AND ANALYSIS

    LEARNING OBJECTIVES

    1. Practice transforming video recordings into structured data for analysis data.
    2. Learn to identify analytically significant moments within extended activity.
    3. Represent action across multiple modalities (e.g., talk, gesture, gaze, posture, object use).
    4. Analyze how actions are organized in time and space to accomplish cognitive work using course concepts , and ground analytic claims explicitly in observable data.

    DELIVERABLE

    Use the to submit one PDF document that includes all three components:

    1. Video Index (minimum 10 minutes of indexed video)
    2. Multimodal Transcript ( 30 seconds of activity)
    3. Organization of Action Analysis (short analytic text)

    INSTRUCTIONS

    PART 1: CREATE A TIMESTAMPED VIDEO INDEX

    The purpose of the index is to make the overall structure of the activity visible and navigable.

    • Review your full video recording multiple times.
    • Select at least 10 minutes of the recording to index.
    • Create a tabular index that includes timestamps (minutes:seconds) and identifies meaningful events, phases, or shifts in activity and is detailed enough that a reader could understand the flow of the activity without watching the video.

    Be thoughtful about the level of granularity! The index should neither be so coarse that important structure disappears, nor so fine-grained that it becomes unreadable. FORMAT: You may wish to create your index in a spreadsheet or table, and copy this into the lab report template.

    PART 2: MULTIMODAL TRANSCRIPT

    The purpose of the multimodal transcript is to represent a short segment of activity in fine-grained detail, across multiple modalities. You should choose to transcribe a segment of your recorded activity that will serve as a rich example for more detailed analysislike those discussed in the papers weve read in class, and reinforced in lecture.

    1. From your indexed section, choose approximately 30 seconds of activity that is interactionally rich, analytically promising, and central to the cognitive work of the activity.
    2. Create multimodal transcript that includes
      1. timestamps,
      2. description of relevant activity
      3. some representation of relevant semiotic fields


    You have a great degree of flexibility in both what you choose to represent, and how you choose to represent it. You should represent information about at least (3) semiotic fields, one of which being the content of any speech (utterances) made by participants. Use the example transcript examples in the papers weve read (especially those discussed in lecture) to inspire how you choose to represent your transcript on the page. You are welcome to use a combination of diagrams, icons and/or annotated screenshots. You may want to construct your transcript in a spreadsheet, or even graphic layout software like Figmaand then copy/paste the final result into the lab report

    1. You are encouraged to use Jeffersonian notation to encode features of the participants speech that are relevant to your analysis such as pacing, intonation, stress or emphasis on particular syllables. (see example on Canvas and also )
    2. Be sure to choose semiotic fields strategically. You do not need to encode everything you seefocus on what matters for your analysis of how the activity works. Consider focusing on the flow of information in the activity, and the spatial and temporal organization of semiotic resources.

    PART 3: ANALYZE THE ORGANIZATION OF THE ACTIVITY

    Using your multimodal transcript as data, write a short analysis (250-500 words) that examines how action is organized in the selected segment. Your analysis should address questions such as:

    1. What is the activity? (e.g. consider levels of activity from the Lave 1984)
    2. What is the environment? (e.g. consider discussions of setting from the Lave 1984)
    3. How are actions sequenced and coordinated over time? (e.g. consider semiotic fields and changes in epistemic stance)
    4. How are bodies, talk, tools, and environmental resources organized in relation to one another?
    5. What roles do different modalities play in perception, action, and meaning-making?
    6. How does this organization contribute to the cognitive work being accomplished?

    Use specific evidence from your transcript (e.g. timestamps, rows, images) to support your claims. As in earlier labs, resist the temptation to explain the activity solely in terms of what participants are thinking. Instead, focus on how cognition becomes visible through interaction and coordination in the world.

    GRADING RUBRIC

    CRITERIA

    PT

    Video Index
    Index covers at least 10 minutes of video, includes clear timestamps, and identifies meaningful events or phases of activity. The level of detail makes the sequence and organization of the activity understandable without watching the video.

    3

    Multimodal transcript
    Transcript captures ~30 seconds of activity in fine-grained detail. Describes relevant semiotic fields / modalities (e.g., talk, gaze, gesture, body orientation, object use) are selected thoughtfully and represented clearly using sketches, diagrams, tables, timestamps, video stills, etc. Uses aspects of Jeffersonian notation.

    4

    Analysis

    Analysis demonstrates an understanding of how action is organized over time and across modalities. Claims are grounded in specific transcript evidence (e.g., timestamps, transcript rows, stills) and focus on coordination rather than internal mental states. Appropriately references at least (3) concepts from class, with appropriate APA style references

    3

    TOTAL

    10

    USE OF ARTIFICIAL INTELLIGENCE TECHNOLOGIES

    The purpose of this assignment is to tune your ability to notice, observe, reflect, describe and analyze a cognitive activity. We recognize that writing is hard. However, writing is in and of itself an act of thinking. This is a situation in which it is not beneficial for your current learning or future research performance to offload the composition of writing onto an AI-based tool.

    • FOR WRITING: You are not permitted to use generative AI systems (such as ChatGPT, Claude, and other synthetic text generating tools) in writing your lab report.
    • You are permitted to use built-in grammar-correction based tools that are available in Google Docs.
    • FOR TRANSCRIPTION: You are not permitted to use AI-based or any other automated transcription services. In fact, the time and challenge associated with creating the transcript by hand is fundamental to developing and understanding of the activity you are analyzing.

    Requirements: 500