Everything is down below and Option B is the choice.

please rewrite ALL of this so it does not show as Ai, just need someone to paraphrase these paragraphs carefully.

Welcome to the world of statistics in psychology! While the study of statistics can be intimidating, it is an essential skill for any psychology professional. Statistics are all around you and are integral to the activities you will engage in throughout your career. Whether you venture into research, clinical practice, or another data-driven field, understanding statistics is crucial.

In this course, you will learn about both descriptive and inferential statistics, which are fundamental tools in psychology. Whether youre aiming to become a therapist, researcher, sport psychologist, school psychologist, industrial-organizational psychologist, or any other professional where psychology plays a role, mastering these tools will help you make sense of data, uncover patterns, and make informed decisions that can significantly impact your work.

Imagine youre working as a school psychologist, and you need to understand the academic performance of students in your school to provide the best support. You could use a graph to visually display your data and descriptive statistics to succinctly summarize your data. Measures of central tendency allow you to summarize test scores with measures like the mean, median, and mode, giving you a clear picture of overall performance. Standard deviation and variance help you understand the spread of scores, indicating how consistent the performance is across the student body. Standard scores can help you identify students who need extra support as well as those who are ahead of their peers.

Statistics enable you to make informed decisions based on data. You might use them to assess an individual patient, evaluate your overall practices, or analyze trends in behavior. For instance, you may need to determine the impact of a specific treatment or evaluate the effectiveness of a new therapy.

To get started, you are encouraged to download JASP early. This will allow you plenty of time to reach out to IT support if you have any challenges. JASP is an open-source (i.e., free) statistical software developed by the University of Amsterdam. You will be using JASP throughout this course to perform statistical analyses, construct graphs, and complete your assessments. Its a powerful tool that will help you gain practical experience with the statistical concepts youll be learning.

In the first assessment, we will cover the basics of research design, including scales of measurement, reliability, validity, and experimental versus non-experimental design. Well also focus on descriptive statistics. Descriptive statistics include measures such as the mean, median, and mode, which help us identify central tendencies in our data. We will explore measures of variability, such as range, interquartile range, variance, and standard deviation, which provide insights into the spread and consistency of our data. Well also learn about skewness and kurtosis, which describe the shape of a distribution, and standard scores, which describe the location of a score in relation to all other scores. By mastering these concepts, you will be able to effectively summarize and interpret data, making it easier to identify patterns and trends.

Overview

In the first assessment, you will apply research methods from Chapters 1 and 2 to analyze a given scenario. You will explore the application of statistics in a graduate-level psychology program or a career related to psychology. Additionally, you will demonstrate proficiency in using JASP to compute descriptive statistics and summarize key findings in a sentence following APA style guidelines.

PreparationInstructions

Complete and submit the Assessment 1 worksheet.

There are several questions that ask you to include a screenshot. This should be a screenshot taken directly from your computer. Photos taken with a phone or camera are not acceptable.

How you will take a screenshot will depend on your operating system.

For Mac Users

• On the keyboard, press Shift + Command () + 4.
• Your cursor will turn into a crosshair. Click and drag to select the area you want to capture.
• The screenshot will:
• Either be saved to your desktop (by default).
• Or be copied to your clipboard (if you also press Control key), which you can then paste directly into your assignment.

For Windows Users

• Press Windows Key + Shift + S to open the Snipping Tool.
• Select the area you want to capture.
• The screenshot will be copied to your clipboard. You can then paste it into your assignment.

If you’re unsure how to take a screenshot on your device, try searching online using the phrase: “How to take a screenshot on [your operating system]” (for example, “How to take a screenshot on Windows 11”).

If you’re still having difficulty, reach out to Capella’s .

Note: The assessments in this course build upon each other. You are strongly encouraged to complete them in sequence.

Our second assessment will cover data visualizations and begin exploring inferential statistics with sampling distributions and confidence intervals.

In the first half of this assessment, we will delve into various techniques for visually representing data, making it easier to understand and interpret. Data visualization is a crucial skill in statistics, as it allows us to identify patterns, trends, and outliers that might not be immediately apparent from raw data.

For psychology majors, data visualization is particularly vital. It enhances understanding, communication, and the ability to identify patterns and trends in complex data. Visualizations make data more accessible and easier to interpret, which is essential in psychology, where researchers often deal with large datasets or subtle differences between groups. Effective visualizations help communicate findings clearly and effectively to various audiences, including fellow researchers, practitioners, and the general public.

In the second half of this assessment, we will learn about sampling distributions and confidence intervals. This marks the beginning of our exploration of inferential statistical methods, which will be the focus for the remainder of the course. Inferential methods use data from a sample to make conclusions about the larger population.

Consider a scenario where a large university wants to understand the average number of hours students spend on social media per day. Since surveying all students isn’t feasible, they survey a representative sample of 100 students. Using the concepts of sampling distributions and confidence intervals, the researchers can estimate the average social media usage for the entire student body and determine the precision of their estimate. This information is crucial for developing programs to promote healthier social media habits among students.

Overview

For this assessment, you will demonstrate your ability to use JASP to construct graphs. You will also demonstrate your ability to interpret graphs. Finally, you will demonstrate your understanding of sampling distributions and confidence intervals.

Preparation

Before you begin this assessment, complete the following:

• Download the .
• Download the file. These data were extracted from the . In this file, data were limited to individuals between the ages of 30 and 39 who completed the survey in 2022.
• Download the file.

3Note: The assessments in this course build upon each other. You are strongly encouraged to complete them in sequence.

Our third assessment will cover hypothesis testing methods, including binomial, z, and t tests. We will explore the essential concept of hypothesis testing, a cornerstone of psychological research. Hypothesis testing allows us to make informed decisions based on data, helping us determine whether our observations are due to chance or reflect true effects. This skill is crucial for psychology students, as it underpins much of the research and evidence-based practice in the field.

You will learn how to formulate clear and testable hypotheses. We will cover the distinction between the null hypothesis (H0) and the alternative hypothesis (H1), and you’ll gain hands-on experience using JASP to conduct hypothesis tests for proportions and means.

Understanding and interpreting p values will be a key focus. The p value helps us determine the statistical significance of our results, guiding us in making decisions about whether to reject the null hypothesis. This process is fundamental in psychology, where we often seek to understand the effectiveness of interventions, the relationships between variables, and the prevalence of behaviors or conditions.

By the end of this assessment, you will be equipped with the skills to interpret the results of a hypothesis test and draw meaningful conclusions. These abilities are not only vital for your coursework but also for your future career in the social sciences. Hypothesis testing is the backbone of evidence-based practice, ensuring that the methods and interventions you use are scientifically validated and effective. Let’s dive into the fascinating world of hypothesis testing and enhance our understanding of psychological phenomena!

4Note: The assessments in this course build upon each other. You are strongly encouraged to complete them in sequence.

In the fourth assessment, we will explore correlation and regression. These are often students favorite topics.

While you will be introduced to various correlation coefficients, we will focus primarily on Pearsons r, which is the most commonly used correlation coefficient in psychological research. Pearson’s r measures the strength and direction of the linear relationship between two interval- or ratio-level variables.

For example, imagine you’re conducting a study to understand the relationship between stress levels and academic performance among college students. In one large course, you collect data on students’ self-reported stress levels and their scores on the most recent quiz. Earlier in the course, we learned that the relationship between these two variables could be visually displayed on a scatterplot. This week, well learn how to summarize the relationship between these two variables numerically using a correlation coefficient. If you find a significant negative correlation, it suggests that higher stress levels are associated with lower scores, providing valuable insights into how stress and academic performance are related.

After learning about correlation, youll delve into regression. Regression allows us to predict a dependent variable based on one or more independent variables, making it a frequently used tool in psychological research. Linear regression takes correlation a step further by not only determining if there is a relationship but also modeling it to make predictions. In essence, while correlation tells us about the strength and direction of the relationship between two variables, regression enables us to make predictions.

5.The assessments in this course build upon each other. You are strongly encouraged to complete them in sequence.

Welcome to the final assessment of PSYC-FPX3700! In this assessment, we will delve into categorical data analysis and analysis of variance (ANOVA) methods, both of which are frequently used in psychological research.

First, we will explore categorical analyses, focusing on two essential statistical tests: the chi-square goodness-of-fit test and the chi-square test of independence.

• Chi-square goodness-of-fit test: This test determines whether the observed frequencies of a single categorical variable differ significantly from expected frequencies. It helps us understand if a sample comes from a specific distribution. For example, a psychologist might investigate whether the distribution of personality types (e.g., introverted, extroverted, and ambiverted) among a sample of students from one university matches the expected distribution based on national statistics.
• Chi-square test of independence: This test assesses whether two categorical variables are related to each other. For instance, a psychologist might examine whether there is an association between the level of stress (categorized as low, moderate, and high) and the type of coping strategy an individual tends to use (such as problem-focused, emotion-focused, and avoidance). By applying the chi-square test of independence, researchers can determine if the observed relationship is statistically significant or if it occurred by chance.

Next, we will cover ANOVA. If you read a lot of quantitative research studies, you will encounter various types of ANOVA. We will start by exploring the basic logic behind ANOVA and how it works. ANOVA helps us test hypotheses about group differences by partitioning the total variability in the data into components attributable to different sources. You will learn how to run an ANOVA in JASP and interpret the output, which is similar to the output produced by other statistical software and the formatting seen in published research articles. You will also learn about post-hoc tests, conducted after finding a significant ANOVA result to identify which specific groups differ from each other, and the assumptions of ANOVA. At the end of the chapter, more advanced forms of ANOVA will be introduced, including repeated measures ANOVA, factorial ANOVA, analysis of covariance (ANCOVA), and multivariate analysis of variance (MANOVA).

Congratulations on making it to the final assessment! Statistics is often viewed as a challenging and anxiety-provoking subject, but youve made it this far. Keep up the great work!

Module Five Project Draft Guidelines and Rubric

Overview

Your local community has decided to create a statue to commemorate an event. As part of this statue, a time capsule will be included, the contents of which will be opened in 50 years. You have been asked, as the community expert on the historical event related to this statue, to create a document that will be included as part of the time capsule that includes information about the event being commemorated. The people opening this time capsule in 50 years will then be able to reflect on your insight into the event as you have described it.

In this assignment, you will draft a background and historical narrative for the paper. This draft will include the Background of the Topic and Deconstructing the Historical Narrative sections. This assignment is a continuation of the work that youve already submitted in the previous modules. Be certain to review your instructors comments on those assignments to ensure that you are incorporating that feedback as you move forward towards the completion of the project.

The project consists of multiple draft assignments leading up to a final document. You will complete the following assignments:

• Module Two Topic Proposal: You will revise your work on this proposal to form Part One (Introduction) of your project.
• Module Three Collection of Sources: This assignment will inform multiple parts of your evaluation of sources for the project.
• Module Four Discussion: This assignment will provide a summary of your chosen project topic.
• Module Five Project Draft: You will revise your work on this draft to form Part Two (Background of the Topic) and Part Three (Deconstructing the Historical Narrative) of the project.
• Module Six Discussion: You will describe your personal experience with your chosen topic.
• Module Seven Project: You will submit your revised Parts One through Three along with Part Four (Changing the Narrative of History).

You will use the Project Template linked in the Supporting Materials section below to complete all drafts and the final document.

Directions

Use Part Two and Part Three of the Project Template linked in the Supporting Materials section below to draft the background and historical narrative of the paper. Note that you must adhere to this template in order to be eligible for full credit.

Specifically, you must address the following parts:

Part Two: Background of the Topic

In this section, you will examine the historical background of a particular narrative or discourse relevant to your topic, particularly voices or perspectives that have been overlooked or minimized. As you work on Part Two, keep in mind that your mission in the next section, Part Three, will be to deconstruct and critique the narrative.

1. Types of Sources: Describe the types of sources that were used to create the most common narrative surrounding the topic. You should address each of the following questions:
2. What types of media were used to broadcast information about the event as it was occurring?
3. What types of media were used to publicize the event after it had occurred?
4. Context: Describe the context of the sources you chose about your chosen topic. You should address each of the following questions:
5. Are they primary sources or secondhand interpretive accounts?
6. How is the content in the sources presented? Do the writers appear to take sides or simply give facts?
7. Components: Explain the components of the narrative of your topic. You should address each of the following questions:
8. How was the topic portrayed in media as it was unfolding?
9. How has media portrayed your topic at different points along the historical timeline since?
10. What information or perspectives could have been presented about your topic but were not?
11. Perspective: Apply a historical perspective to provide a context for your selected topic. You should address each of the following questions:
12. What other historical events were unfolding at the same time as your chosen topic?
13. What other sociocultural historical factors have an impact on how your topic is represented in your selected sources?
14. Validity: Determine the validity of the traditional historical narrative of the topic. You should address each of the following questions:
15. How does factual information about your topic affect how the historical narrative is portrayed? Do the facts reinforce the information highlighted in the narrative?
16. How has the narrative around your topic changed as new information has been discovered?

Part Three: Deconstructing the Historical Narrative

In Part Three, you will actively deconstruct the historical narrative concerning your topic and determine the overall validity of the narrative. Your objective here is to write a new narrative that provides a more holistic, inclusive version of history.

1. Credibility: Determine the credibility of the sources you selected for your chosen topic. You should address each of the following questions:
2. How do you determine credibility for the sources you chose?
3. Does it vary from source to source?
4. Bias: Describe potential bias in your selected sources for your chosen topic. You should address the following question:
5. How do an authors beliefs and agenda impact the information they present in their account?
6. Power Structures: Identify the power structures that influence the development of the historical narrative surrounding your chosen topic. You should address each of the following questions:
7. Who held the power in society when events related to your topic took place?
8. Who benefits from the traditional version of the story?
9. Variations: Explain why there are variations in the narrative of the event presented by your selected sources. You should address the following questions:
10. How do your selected sources present information about the topic in varied ways?
11. What information is presented in some sources but omitted in other sources?
12. Information Gaps: Explain why information gaps occur in the sources you selected for your chosen topic. You should address each of the following questions:
13. Why was information included or excluded about this topic in your selected sources? What purpose does this serve?
14. When new information about an event related to the topic came to light, was there any opportunity for your selected sources to include or correct excluded information in what they originally presented?

What to Submit

Your submission should be a 2- to 3-page Microsoft Word document with 12-point Times New Roman font, double spacing, and one-inch margins. Use at least three sources from the Shapiro Library, remembering that one of them must be a primary source. Sources should be cited according to APA style both throughout and at the end of your draft.

Although Brightspace allows the addition of video notes in assignment submissions, you may not use the Video Note tool to complete this assignment.

Supporting Materials

The following resource supports your work on the project:

Template:

This template provides an outline for Parts One through Four of your paper.

CJ 120 Module Five Assignment Two Guidelines and Rubric

Overview

In this assignment, you will be able to describe different cultures views on criminal justice professionals and identify incidents of misunderstandings. You will also be able to explain the current professional practices as well as the best practices that can help create cultural sensitivity in criminal justice professionals.

Prompt

At the beginning of the term, you discussed Culture in Communication and the ways in which individual implicit bias and stereotyping can lead to negative interactions between law enforcement professionals and members of the community. You then developed your own diversity training to assist sworn officers in reducing these incidents. Understanding the need for cultural awareness and sensitivity in law enforcement can help bridge the gap as well as build trust between sworn professionals and the community. This will also assist you in completed Module Five Assignment One in this module.

In Project One, you chose a civilian role. In Project Three, your success in the first project has been recognized, and you will be asked to provide a report to the Office of Accountability, which would like to hear your thoughts on other relevant issues.

To help prepare you for this report, in this assignment you will focus on one culture or subculture and how its views of and past misunderstandings with criminal justice professionals might impact interactions between the groups. Choose a culture or subculture group other than your own that you would like to examine further. For each section below, provide the following:

Views

Summarize, in 150300 words, an example of each of the following:

• Viewpoints your chosen culture or subculture group might have about criminal justice professionals
• An explanation of why this group might hold those views

Misunderstandings

Provide an example of a misunderstanding this culture or subculture group has had with criminal justice professionals. You may wish to consider one of the following areas. (Hint: You will need to provide an example of each of these areas in Project Three, so you may want to choose one of them now.)

• Language
• Religion/Beliefs
• Deafness
• Illiteracy

Professional Practices

Next, explore each of the professional practices listed below. For each practice, in 50100 words, describe the practice and then bullet point some of the possible outcomes of instituting it. This will help prepare you to explore each of these practices and make recommendations to the Office of Accountability in Project Three. Refer to the document for expectations and formatting guidelines for this section of the assignment.

• Understanding the public
• Diversity training
• Procedural justice
• Police legitimacy
• Diverse hiring practices

Specifically, the following rubric criteria must be addressed:

1. Explore the viewpoints of a culture or subculture group and why that group might hold those views.
2. Provide an example of a misunderstanding between a culture or subculture group and criminal justice professionals.
3. Describe professional practices and possible outcomes.

What to Submit

This assignment must be completed in written format. Any references must be cited in APA format. For more information on APA style, review the .

CJ 120 Module Five Assignment One Guidelines and Rubric

Overview

In this assignment, you will look at Lodens Wheel of Diversity factors and identify the pertinent information that frequently impacts interactions throughout the criminal justice system, specifically in relation to policing, courts, and corrections.

Prompt

In Modules Three and Four, you examined , which portrays the lens through which people process information and the assumptions it can lead to about others. These assumptions drive our own behaviors and can ultimately have a negative (or sometimes positive) impact on others. The wheel consists of five Diversity Dimensions: Personality, Internal, External, Organizational, and Era. Each dimension contains its own set of attributes or factors. While some factors are out of our control (e.g., internal dimension), others may change over time and are the basis for our decision making. Being able to identify these unique characteristics along with the specific dimension can help you gain a better understanding of the factors that influence our behaviors as well as the impact they have on interactions within the criminal justice system. This will also assist you as you consider individual biases in Project Two, which you will complete in Module Seven.

In this assignment, include the following:

Prevalent Factors

First, review Lodens Wheel of Diversity.

• Identify at least five factors you think would be most prevalent in influencing interactions within the criminal justice system.
• Take careful note of which dimension each factor belongs to in order to determine whether or not it is within our control.

Identify Quotes: Sharanda Jones Case

Now that you have predicted which factors you think would be the most prevalent, you will need to identify quotes that provide evidence of each factor.

• First, read the Sharanda Jones case and the supporting materials/resources associated with this case.
• Reading:
• This article explains details of the Sharanda Jones case.
• Reading:
• This article explains details of the Sharanda Jones case.
• Next, using the Milestone Two Table Template document provided, identify at least three quotes (or specific information) from the case that connect to your identified Lodens Wheel factors.

Additional Factors

Look over Lodens Wheel again. What additional factors might influence interactions within the criminal justice system?

• Identify at least three additional factors. Do not use the same factors you already identified.

Identify Quotes: Sharanda Jones/Other

• Identify quotes from the Sharanda Jones case or other course resources that connect to each of the Lodens Wheel factors you identified.
• Note: You should have at least one quote (or specific information) to support each prevalent and additional factor you identified.

Reflect

Finally, consider the factors you chose and the quotes (or specific information) you found to support each factor. In one to two paragraphs, consider the following:

• How easily did the quotes (or information) you found align to the factors you initially predicted?
• Was it more difficult to find examples for certain factors? Why or why not?
• Did you find multiple examples for any factors (even if you didnt include those examples in your table)?
• Why do you think it might have been easier to find examples for certain factors?

Specifically, the following rubric criteria must be addressed:

1. Identify factors most prevalent in influencing interactions within the criminal justice system.
2. Identify additional factors that might influence interactions within the criminal justice system.
3. Identify quotes or specific information that connect to all Lodens Wheel factors you identified.
4. Reflect on the connection between the factors and the quotes or information you found.

What to Submit

This assignment must be completed using the . All references should be cited in APA format. (For more information on APA style, review the .) Your reflection should be included in the same document in the reflection section.

• A documented essay or research paper is an essay written by you that includes quotations or paraphrases from other people who have written about the same topic. The quoted or paraphrased material should expand on what you wrote in the essay.
• Remember the Analysis Essay from Module 3? I want you to turn it into a documented essay/research paper.
• That means you are not writing a new essay. You are taking the Analysis Essay from Module 3 and putting in quotations and/or paraphrases from three sources:

1. One Regular Book–A book about the author of your short story and his/her works
2. One Reference Book–An entry in an encyclopedia-type book that discusses the short story
3. One Journal Article–An article in a journal that discusses the short story

• You only need one quotation or paraphrase from each of the three sources listed above.
• You are welcome to quote/paraphrase more, but the minimum is one quotation/paraphrase from each.
• In other words, there should be at least three quotations/paraphrases in the final essay.
• See the sample Documented Essay.

Draft Body Paragraph Instructions and Model Purpose: A strong essay is developed through the writing process. Starting an essay by drafting a single body paragraph provides you with the opportunity to focus on implementing all of the essential skills of formal, academic writing: topic sentences, source integration and citation, analysis and commentary, and editing and proofreading. Assignment: Use your planning document to write one of your body paragraphs. Your paragraph should be a substantial, but focused analysis. It should be framed by an arguable topic sentence, supported with evidence from the sources, enhanced by your own analysis and commentary, and should close with a concluding statement. Be sure to integrate and cite your evidence according to MLA style guidelines. Review the model that begins on the second page of these instructions to guide your work. This model represents your ultimate goal for this assignment. Once you have drafted your body paragraph, post your paragraph to the Body Paragraph Peer Review Discussion Board. Grading: This assignment will be graded based on the Originality and thoughtfulness of the topic sentence. Effective integration of evidence from provided sources. Logical development and progression of an argument. Adherence to MLA formatting and citation guidelines. Professional presentation of content with respect to spelling, grammar, and punctuation. The Draft Body Paragraph assignment requires students to Draft original, organized work, act on productive feedback, revise, and edit to develop writing process. Adapt communication for tone, purpose, audience, and situation. Organize thoughts, develop body paragraphs, and select adequate persuasive supporting evidence for basic college-level argument. Use essential Standard American English conventions including appropriate sentence structure, grammar, and punctuation. Follow professional formatting and citation style. Determine explicit and implicit meaning from complex texts. Conduct research and integrate reliable primary and secondary sources to support thesis claims This is my planning document Introduction A. Thesis Statement: In The Lottery, Shirley Jackson uses deceptively neutral word choice, unsettling imagery, and a detached tone to reveal the dangers of blindly following tradition. Supporting Topic #1: Word Choice (Beginning of Story) Topic Sentence: At the beginning of the story, Jackson uses pleasant and ordinary word choice to disguise the violent purpose of the lottery. Evidence #1 (Primary Source): The morning of June 27th was clear and sunny, with the fresh warmth of a full-summer day (Jackson). Analysis: The cheerful description creates a calm and safe atmosphere, making the ending more shocking. Evidence #2 (Primary Source): The lottery was conductedas were the square dances, the teenage club, the Halloween programby Mr. Summers (Jackson). Analysis: By placing the lottery alongside harmless community events, Jackson normalizes the ritual and hides its deadly purpose. Secondary Source Evidence (Sustana): Marie Sustana explains that Jackson uses the ordinary setting to lull readers into a false sense of security before revealing the shocking truth (Sustana). Analysis: This supports how Jacksons word choice intentionally misleads readers, mirroring how the villagers blindly accept tradition. Supporting Topic #2: Imagery and Foreshadowing (Middle of Story) Topic Sentence: As the story progresses, Jackson introduces subtle but unsettling imagery that foreshadows violence. Evidence #1 (Primary Source): The black box grew shabbier each year… splintered badly along one side (Jackson). Analysis: The decaying black box symbolizes the corrupted and outdated tradition that the villagers refuse to replace. Evidence #2 (Primary Source): The children had stones already, and someone gave little Davy Hutchinson a few pebbles (Jackson). Analysis: The casual way the children gather stones foreshadows the violent ending and shows how the ritual is passed down through generations. Secondary Source Evidence (Story Grid or Sustana): Sustana notes that the black box represents the villagers unwillingness to change even harmful traditions (Sustana). Analysis: This reinforces the idea that the imagery symbolizes moral decay and blind obedience. Supporting Topic #3: Tone (Climax and Ending) Topic Sentence: At the climax of the story, Jacksons detached and unemotional tone intensifies the horror by presenting violence as routine. Evidence #1 (Primary Source): It isnt fair, it isnt right, Mrs. Hutchinson screamed, and then they were upon her (Jackson). Analysis: The narration does not describe emotions in detail, making the violence feel disturbingly normal. Evidence #2 (Primary Source): A stone hit her on the side of the head (Jackson). Analysis: The blunt and simple sentence structure makes the act of murder feel procedural and expected. Secondary Source Evidence: According to Sustana, Jacksons matter-of-fact tone emphasizes how ordinary people are capable of extreme cruelty when guided by tradition (Sustana). Analysis: This supports the idea that the horror comes not from a monster, but from the community itself. Conclusion A. Why This Topic Matters: Through her use of neutral language, symbolic imagery, and detached tone, Jackson demonstrates how dangerous blind tradition can be. The story warns that when people follow rituals without questioning them, cruelty can become normalized and accepted as part of everyday life.

On the next page are two cartoons by Jimmy Margulies .You will have 2 hours to pre-write, draft your essay and post a 2 minute video in which you make your main ideas clear and why your writing is authentic without any help from AI. You cannot read off a script to get credit for the video. If you don’t do the video, you will not get credit for the exam. It’s an important part of it so budget your time. I’d like to see about 2 pages of text that is authentic with handwritten notes. Post your video and notes in the comments field. You won’t be able to upload them in the quiz. But they’re required to pass. No video; no notes = d+ or below. You will have two hours to complete your handwritten prewriting (brainstorming), the written argument analysis essay and also a 2 minute video. You have to take the exam in one go. You cannot start and stop once you’ve accessed the quiz/exam. Make sure to budget time to do the video – set a timer for 1 hour 45 minutes. I won’t be able to accept a video after the exam has ended because of plagiarism issues. This exam is open book. You may use our text, Current Issues and Enduring Questions and other sources that I’ve provided to you. You may not use AI at all for any aspect of the exam or refer to the internet. If you do, you will get a 0 for the midterm. Post your 2 minute video and handwritten notes to the comments field in the assignment. You need to post both to pass. They are the evidence to back up that your writing and critical thinking are authentic. If I have doubts, I will ask you for your google link (make permissions to anyone who has the link).

In Mike Rose’s “Blue-Collar Brilliance”, Rose introduces his general argument with detailed accounts of the work lives of two family members: his mother and his uncle. Why do you think he makes this choice?