Category: Education

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    – 2 years ago **files (4)** – ## Template.docx – ## GradingRubric.pdf – Instructions.docx – EXAMPLE.pdf **## Template.docx** **Artificial Intelligence: Trends, Risks, and Potential Benefits Template** **What option are you completing for this assignment?**[Type your answer here, _Option 1, Option …

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (4)**

    – ## Template.docx

    – ## GradingRubric.pdf

    – Instructions.docx
    – EXAMPLE.pdf

    **## Template.docx**

    **Artificial Intelligence: Trends, Risks, and Potential Benefits Template**

    **What option are you completing for this assignment?**[Type your answer here,
    _Option 1, Option 2, etc.]_

    **Step 1: KWL Chart**

    | | | | |
    | — | — | — | — |
    | **Know**<br>_What do you already know?_ | **Want to Know**<br>_What do you want to know more about?_ | **Learned**<br>_As a result of completing this assignment, what have you learned?_ | **Evidence**<br>_Provide citations for the facts you listed in the_<br>_Learned column_ |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |

    EDUC 730

    Page 2 of 2

    **Step 2.** _(For Options 1 and 2 only; skip this section if you are completing Option 3)_

    | | | |
    | — | — | — |
    | **Term** | **Definition** | **Evidence**<br>_Provide citations for the definitions you listed_ |
    | | | |
    | | | |
    | | | |
    | | | |
    | | | |
    | | | |
    | | | |
    | | | |
    | | | |
    | | | |

    **Step 3.** _(For Options 2 and 3 only; Option 1 must create a separate Word document. Refer to the assignment instructions)_

    **Step 4.**

    **References**

    **## GradingRubric.pdf**

    Criteria Ratings Points

    AI
    Potentials

    10 to >9 pts

    Advanced

    The candidate demonstrates
    in-depth understanding of AI's
    potential, offering insightful and
    innovative applications with detailed
    explanations and potential impact
    analysis.

    9 to >7 pts

    Proficient

    The candidate clearly
    explains several
    potential applications
    of AI across different
    fields, providing
    relevant and specific
    examples.

    7 to >0 pts

    Developing

    The candidate
    presents a few
    potential applications
    of AI but lacks depth
    or specific examples.
    Limited understanding
    of potential
    applications of AI.
    Examples are vague
    or irrelevant.

    0 pts

    Not
    Present

    Not
    present

    10 pts

    AI
    Challenges
    and Risks

    10 to >9 pts

    Advanced

    The candidate demonstrates critical
    thinking, going beyond surface-level
    challenges to identify nuanced risks
    and potential unforeseen
    consequences of AI advancements.

    The candidate thoroughly and
    accurately identifies what is known
    about the subject of the investigation
    and presents a well-articulated
    solution to the confusions or
    contradictions associated with the
    situation.

    The information shared is of high
    quality and should prove valuable
    both now and in the future.

    Essential aspects for implementing
    each app in teaching and learning
    are carefully identified and
    explained.

    9 to >7 pts

    Proficient

    The candidate
    thoroughly identifies
    and explains various
    challenges and risks
    associated with AI,
    including potential
    social, economic,
    and ethical concerns.

    7 to >0 pts

    Developing

    The candidate
    identifies some
    challenges and risks
    associated with AI but
    lacks critical analysis
    or depth in
    explanation.

    Limited awareness of
    challenges and risks
    associated with AI.
    Descriptions are
    inaccurate or lacking
    detail.

    The information
    shared is of only
    somewhat reasonable
    quality and/or may not
    prove to be valuable
    now or in the future.

    Aspects for
    implementing each
    app in teaching and
    learning are identified
    but explained
    marginally.

    One or more of the
    more important
    aspects were not
    discussed.

    0 pts

    Not
    Present

    Not
    present

    10 pts

    Artificial Intelligence: Trends, Risks, and Potential Benefits Grading
    Rubric | EDUC730_C01_202520

    Criteria Ratings Points

    Ethical
    Frameworks

    10 to >9 pts

    Advanced

    The candidate analyzes the
    strengths and weaknesses of
    existing AI ethical frameworks,
    proposing improvements or
    suggesting new frameworks tailored
    to address specific emerging
    challenges.

    9 to >7 pts

    Proficient

    The candidate clearly
    explains principles
    and key aspects of
    existing AI ethical
    frameworks and their
    potential impact on
    development and
    implementation.

    7 to >0 pts

    Developing

    The candidate
    mentions some
    existing AI ethical
    frameworks but lacks
    deeper understanding
    of their principles or
    practical applications.
    Lacks understanding
    of ethical frameworks
    related to AI. No
    knowledge of existing
    frameworks or their
    application.

    0 pts

    Not
    Present

    Not
    present

    10 pts

    Continuous
    Dialogue

    15 to >13 pts

    Advanced

    The candidate critically analyzes
    existing AI policies and proposes
    innovative solutions or policy
    frameworks to address the
    challenges of AI development and
    deployment responsible.

    The candidate uses relevant criteria
    to select the most appropriate
    option. The candidate explains why
    the option selected is the most
    appropriate.

    13 to >12 pts

    Proficient

    The candidate shows
    understanding of
    existing AI policies
    and discusses
    potential benefits and
    drawbacks.
    Analyzes the need
    for additional policies
    or improvements.

    12 to >0 pts

    Developing

    The candidate
    mentions some
    existing AI policies but
    fails to critically
    analyze their
    effectiveness or
    consider alternative
    approaches.
    Lacks awareness of
    existing or potential AI
    policies. Discussion is
    irrelevant or
    inaccurate.

    0 pts

    Not
    Present

    Not
    present

    15 pts

    Artificial Intelligence: Trends, Risks, and Potential Benefits Grading
    Rubric | EDUC730_C01_202520

    Criteria Ratings Points

    Future
    Projections

    15 to >13 pts

    Advanced

    The candidate demonstrates
    exceptional foresight, considering
    the potential impact of various AI
    developments on society and
    offering well-reasoned and insightful
    projections about the long-term
    future of the field.

    13 to >12 pts

    Proficient

    The candidate
    presents
    well-researched and
    considered
    projections about the
    future of AI,
    considering various
    possibilities and
    potential scenarios.

    The candidate
    generates a valid
    prediction or
    conclusion but does
    not completely
    articulate the
    relationship between
    the prediction or
    conclusion and the
    principle or premise
    that was used.

    12 to >0 pts

    Developing

    The candidate offers
    some projections
    about the future of AI
    but lacks critical
    thinking or justification
    for their predictions.
    Lacks ability to form
    reasoned projections
    about the future of AI.
    Predictions are
    unrealistic or
    unsupported by
    evidence.

    0 pts

    Not
    Present

    Not
    present

    15 pts

    Key Terms 10 to >9 pts

    Advanced

    The candidate demonstrates
    comprehensive and nuanced
    understanding of key terms. Utilizes
    the KWL chart effectively.
    Explains not only basic definitions
    but also related concepts and
    distinctions.
    Uses advanced terminology
    accurately and confidently,
    demonstrating a sophisticated grasp
    of the field incorporating different
    types of sources (e.g., academic
    journals, news articles, expert
    reports) and how they are
    appropriately cited.

    9 to >7 pts

    Proficient

    The candidate
    demonstrates a solid
    understanding of key
    terms. Utilizes the
    KWL chart
    effectively.

    Accurately defines
    and explains core
    concepts in the
    context of the
    artificial intelligence
    explosion.

    Uses terminology
    appropriately and
    consistently.

    7 to >0 pts

    Developing

    The candidate
    provides basic
    definitions but lacks
    in-depth explanation
    or context. Somewhat
    effectively utilizes the
    KWL chart.

    Limited understanding
    of key terms.

    Occasionally or
    frequently confuses or
    misuses terminology.

    0 pts

    Not
    Present

    Not
    present

    10 pts

    Artificial Intelligence: Trends, Risks, and Potential Benefits Grading
    Rubric | EDUC730_C01_202520

    Criteria Ratings Points

    AI Option of
    interest

    10 to >9 pts

    Advanced

    Thoroughly addresses the Option
    selected (AI text generator accuracy,
    visual data, or sector study).

    9 to >7 pts

    Proficient

    Reasonably
    addresses the Option
    selected (AI text
    generator accuracy,
    visual data, or sector
    study).

    7 to >0 pts

    Developing

    Only somewhat
    addresses the Option
    selected (AI text
    generator accuracy,
    visual data, or sector
    study).

    0 pts

    Not
    Present

    Not
    present

    10 pts

    Mechanics 7 to >6 pts

    Advanced

    The candidate thoroughly addresses
    the Option selected (generated text
    accuracy, visual data, or sector
    study). Virtually error-free in
    mechanics and demonstrates
    exceptional control over language.
    APA 7th formatting is flawless and
    demonstrates advanced
    understanding of the style guide.
    Writing style is not only clear and
    concise but also engaging and
    impactful.

    6 to >5 pts

    Proficient

    Occasional or
    frequent errors in
    mechanics, with
    some inconsistencies
    in APA 7th
    formatting.
    Inconsistent or
    incorrect use of APA
    7th formatting
    elements (e.g., title
    page, headings,
    references, in-text
    citations). Difficulty
    maintaining a clear
    and concise writing
    style.

    5 to >0 pts

    Developing

    The candidate
    demonstrates a strong
    understanding of
    proper grammar,
    punctuation, spelling,
    and sentence
    structure with minimal
    errors. APA 7th
    formatting is applied
    consistently and
    accurately, following
    all required elements.
    Writing style is clear,
    concise, and
    professional.

    0 pts

    Not
    Present

    Not
    present

    7 pts

    References 13 to >11 pts

    Advanced

    The candidate uses citations and
    references flawlessly, demonstrating
    an in-depth understanding of proper
    citation styles and ethical use of
    sources. Includes a wide range of
    credible and relevant sources from
    diverse perspectives. Shows clear
    evidence of critical analysis and
    synthesis of information from
    multiple sources. Appropriately cites
    and formats different types of
    sources (e.g., academic journals,
    news articles, video reports).

    11 to >10 pts

    Proficient

    The candidate uses
    citations and
    references
    consistently and
    correctly following
    the APA 7th style
    guide. All sources
    are properly
    identified and
    accessible.
    Information is clearly
    distinguished from
    the candidate's own
    ideas and properly
    paraphrased or
    quoted.

    10 to >0 pts

    Developing

    There may be
    plagiarism or improper
    paraphrasing of
    information. Lacks
    understanding of
    proper citation and
    referencing format. No
    citations or references
    are provided, or they
    are used
    inconsistently and
    incorrectly. Sources
    are not clearly
    identified or
    inaccurate.

    0 pts

    Not
    Present

    Not
    present

    13 pts

    Artificial Intelligence: Trends, Risks, and Potential Benefits Grading
    Rubric | EDUC730_C01_202520

    Criteria Ratings Points

    Total Points: 100

    Artificial Intelligence: Trends, Risks, and Potential Benefits Grading
    Rubric | EDUC730_C01_202520

    **Instructions.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/instructions-docx-10196761)

    **EXAMPLE.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/example-pdf-10196767)

    **EXAMPLE.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/example-pdf-10196767)

    **## Template.docx**

    **Artificial Intelligence: Trends, Risks, and Potential Benefits Template**

    **What option are you completing for this assignment?**[Type your answer here,
    _Option 1, Option 2, etc.]_

    **Step 1: KWL Chart**

    | | | | |
    | — | — | — | — |
    | **Know**<br>_What do you already know?_ | **Want to Know**<br>_What do you want to know more about?_ | **Learned**<br>_As a result of completing this assignment, what have you learned?_ | **Evidence**<br>_Provide citations for the facts you listed in the_<br>_Learned column_ |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |

    EDUC 730

    Page 2 of 2

    **Step 2.** _(For Options 1 and 2 only; skip this section if you are completing Option 3)_

    | | | |
    | — | — | — |
    | **Term** | **Definition** | **Evidence**<br>_Provide citations for the definitions you listed_ |
    | | | |
    | | | |
    | | | |
    | | | |
    | | | |
    | | | |
    | | | |
    | | | |
    | | | |
    | | | |

    **Step 3.** _(For Options 2 and 3 only; Option 1 must create a separate Word document. Refer to the assignment instructions)_

    **Step 4.**

    **References**

    **## GradingRubric.pdf**

    Criteria Ratings Points

    AI
    Potentials

    10 to >9 pts

    Advanced

    The candidate demonstrates
    in-depth understanding of AI's
    potential, offering insightful and
    innovative applications with detailed
    explanations and potential impact
    analysis.

    9 to >7 pts

    Proficient

    The candidate clearly
    explains several
    potential applications
    of AI across different
    fields, providing
    relevant and specific
    examples.

    7 to >0 pts

    Developing

    The candidate
    presents a few
    potential applications
    of AI but lacks depth
    or specific examples.
    Limited understanding
    of potential
    applications of AI.
    Examples are vague
    or irrelevant.

    0 pts

    Not
    Present

    Not
    present

    10 pts

    AI
    Challenges
    and Risks

    10 to >9 pts

    Advanced

    The candidate demonstrates critical
    thinking, going beyond surface-level
    challenges to identify nuanced risks
    and potential unforeseen
    consequences of AI advancements.

    The candidate thoroughly and
    accurately identifies what is known
    about the subject of the investigation
    and presents a well-articulated
    solution to the confusions or
    contradictions associated with the
    situation.

    The information shared is of high
    quality and should prove valuable
    both now and in the future.

    Essential aspects for implementing
    each app in teaching and learning
    are carefully identified and
    explained.

    9 to >7 pts

    Proficient

    The candidate
    thoroughly identifies
    and explains various
    challenges and risks
    associated with AI,
    including potential
    social, economic,
    and ethical concerns.

    7 to >0 pts

    Developing

    The candidate
    identifies some
    challenges and risks
    associated with AI but
    lacks critical analysis
    or depth in
    explanation.

    Limited awareness of
    challenges and risks
    associated with AI.
    Descriptions are
    inaccurate or lacking
    detail.

    The information
    shared is of only
    somewhat reasonable
    quality and/or may not
    prove to be valuable
    now or in the future.

    Aspects for
    implementing each
    app in teaching and
    learning are identified
    but explained
    marginally.

    One or more of the
    more important
    aspects were not
    discussed.

    0 pts

    Not
    Present

    Not
    present

    10 pts

    Artificial Intelligence: Trends, Risks, and Potential Benefits Grading
    Rubric | EDUC730_C01_202520

    Criteria Ratings Points

    Ethical
    Frameworks

    10 to >9 pts

    Advanced

    The candidate analyzes the
    strengths and weaknesses of
    existing AI ethical frameworks,
    proposing improvements or
    suggesting new frameworks tailored
    to address specific emerging
    challenges.

    9 to >7 pts

    Proficient

    The candidate clearly
    explains principles
    and key aspects of
    existing AI ethical
    frameworks and their
    potential impact on
    development and
    implementation.

    7 to >0 pts

    Developing

    The candidate
    mentions some
    existing AI ethical
    frameworks but lacks
    deeper understanding
    of their principles or
    practical applications.
    Lacks understanding
    of ethical frameworks
    related to AI. No
    knowledge of existing
    frameworks or their
    application.

    0 pts

    Not
    Present

    Not
    present

    10 pts

    Continuous
    Dialogue

    15 to >13 pts

    Advanced

    The candidate critically analyzes
    existing AI policies and proposes
    innovative solutions or policy
    frameworks to address the
    challenges of AI development and
    deployment responsible.

    The candidate uses relevant criteria
    to select the most appropriate
    option. The candidate explains why
    the option selected is the most
    appropriate.

    13 to >12 pts

    Proficient

    The candidate shows
    understanding of
    existing AI policies
    and discusses
    potential benefits and
    drawbacks.
    Analyzes the need
    for additional policies
    or improvements.

    12 to >0 pts

    Developing

    The candidate
    mentions some
    existing AI policies but
    fails to critically
    analyze their
    effectiveness or
    consider alternative
    approaches.
    Lacks awareness of
    existing or potential AI
    policies. Discussion is
    irrelevant or
    inaccurate.

    0 pts

    Not
    Present

    Not
    present

    15 pts

    Artificial Intelligence: Trends, Risks, and Potential Benefits Grading
    Rubric | EDUC730_C01_202520

    Criteria Ratings Points

    Future
    Projections

    15 to >13 pts

    Advanced

    The candidate demonstrates
    exceptional foresight, considering
    the potential impact of various AI
    developments on society and
    offering well-reasoned and insightful
    projections about the long-term
    future of the field.

    13 to >12 pts

    Proficient

    The candidate
    presents
    well-researched and
    considered
    projections about the
    future of AI,
    considering various
    possibilities and
    potential scenarios.

    The candidate
    generates a valid
    prediction or
    conclusion but does
    not completely
    articulate the
    relationship between
    the prediction or
    conclusion and the
    principle or premise
    that was used.

    12 to >0 pts

    Developing

    The candidate offers
    some projections
    about the future of AI
    but lacks critical
    thinking or justification
    for their predictions.
    Lacks ability to form
    reasoned projections
    about the future of AI.
    Predictions are
    unrealistic or
    unsupported by
    evidence.

    0 pts

    Not
    Present

    Not
    present

    15 pts

    Key Terms 10 to >9 pts

    Advanced

    The candidate demonstrates
    comprehensive and nuanced
    understanding of key terms. Utilizes
    the KWL chart effectively.
    Explains not only basic definitions
    but also related concepts and
    distinctions.
    Uses advanced terminology
    accurately and confidently,
    demonstrating a sophisticated grasp
    of the field incorporating different
    types of sources (e.g., academic
    journals, news articles, expert
    reports) and how they are
    appropriately cited.

    9 to >7 pts

    Proficient

    The candidate
    demonstrates a solid
    understanding of key
    terms. Utilizes the
    KWL chart
    effectively.

    Accurately defines
    and explains core
    concepts in the
    context of the
    artificial intelligence
    explosion.

    Uses terminology
    appropriately and
    consistently.

    7 to >0 pts

    Developing

    The candidate
    provides basic
    definitions but lacks
    in-depth explanation
    or context. Somewhat
    effectively utilizes the
    KWL chart.

    Limited understanding
    of key terms.

    Occasionally or
    frequently confuses or
    misuses terminology.

    0 pts

    Not
    Present

    Not
    present

    10 pts

    Artificial Intelligence: Trends, Risks, and Potential Benefits Grading
    Rubric | EDUC730_C01_202520

    Criteria Ratings Points

    AI Option of
    interest

    10 to >9 pts

    Advanced

    Thoroughly addresses the Option
    selected (AI text generator accuracy,
    visual data, or sector study).

    9 to >7 pts

    Proficient

    Reasonably
    addresses the Option
    selected (AI text
    generator accuracy,
    visual data, or sector
    study).

    7 to >0 pts

    Developing

    Only somewhat
    addresses the Option
    selected (AI text
    generator accuracy,
    visual data, or sector
    study).

    0 pts

    Not
    Present

    Not
    present

    10 pts

    Mechanics 7 to >6 pts

    Advanced

    The candidate thoroughly addresses
    the Option selected (generated text
    accuracy, visual data, or sector
    study). Virtually error-free in
    mechanics and demonstrates
    exceptional control over language.
    APA 7th formatting is flawless and
    demonstrates advanced
    understanding of the style guide.
    Writing style is not only clear and
    concise but also engaging and
    impactful.

    6 to >5 pts

    Proficient

    Occasional or
    frequent errors in
    mechanics, with
    some inconsistencies
    in APA 7th
    formatting.
    Inconsistent or
    incorrect use of APA
    7th formatting
    elements (e.g., title
    page, headings,
    references, in-text
    citations). Difficulty
    maintaining a clear
    and concise writing
    style.

    5 to >0 pts

    Developing

    The candidate
    demonstrates a strong
    understanding of
    proper grammar,
    punctuation, spelling,
    and sentence
    structure with minimal
    errors. APA 7th
    formatting is applied
    consistently and
    accurately, following
    all required elements.
    Writing style is clear,
    concise, and
    professional.

    0 pts

    Not
    Present

    Not
    present

    7 pts

    References 13 to >11 pts

    Advanced

    The candidate uses citations and
    references flawlessly, demonstrating
    an in-depth understanding of proper
    citation styles and ethical use of
    sources. Includes a wide range of
    credible and relevant sources from
    diverse perspectives. Shows clear
    evidence of critical analysis and
    synthesis of information from
    multiple sources. Appropriately cites
    and formats different types of
    sources (e.g., academic journals,
    news articles, video reports).

    11 to >10 pts

    Proficient

    The candidate uses
    citations and
    references
    consistently and
    correctly following
    the APA 7th style
    guide. All sources
    are properly
    identified and
    accessible.
    Information is clearly
    distinguished from
    the candidate's own
    ideas and properly
    paraphrased or
    quoted.

    10 to >0 pts

    Developing

    There may be
    plagiarism or improper
    paraphrasing of
    information. Lacks
    understanding of
    proper citation and
    referencing format. No
    citations or references
    are provided, or they
    are used
    inconsistently and
    incorrectly. Sources
    are not clearly
    identified or
    inaccurate.

    0 pts

    Not
    Present

    Not
    present

    13 pts

    Artificial Intelligence: Trends, Risks, and Potential Benefits Grading
    Rubric | EDUC730_C01_202520

    Criteria Ratings Points

    Total Points: 100

    Artificial Intelligence: Trends, Risks, and Potential Benefits Grading
    Rubric | EDUC730_C01_202520

    **Instructions.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/instructions-docx-10196761)

    **EXAMPLE.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/example-pdf-10196767)

    **## Template.docx**

    **Artificial Intelligence: Trends, Risks, and Potential Benefits Template**

    **What option are you completing for this assignment?**[Type your answer here,
    _Option 1, Option 2, etc.]_

    **Step 1: KWL Chart**

    | | | | |
    | — | — | — | — |
    | **Know**<br>_What do you already know?_ | **Want to Know**<br>_What do you want to know more about?_ | **Learned**<br>_As a result of completing this assignment, what have you learned?_ | **Evidence**<br>_Provide citations for the facts you listed in the_<br>_Learned column_ |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |
    | | | | |

    EDUC 730

    Page 2 of 2

    **Step 2.** _(For Options 1 and 2 only; skip this section if you are completing Option 3)_

    | | | |
    | — | — | — |
    | **Term** | **Definition** | **Evidence**<br>_Provide citations for the definitions you listed_ |
    | | | |
    | | | |
    | | | |
    | | | |
    | | | |
    | | | |
    | | | |
    | | | |
    | | | |
    | | | |

    **Step 3.** _(For Options 2 and 3 only; Option 1 must create a separate Word document. Refer to the assignment instructions)_

    **Step 4.**

    **References**

    **## GradingRubric.pdf**

    Criteria Ratings Points

    AI
    Potentials

    10 to >9 pts

    Advanced

    The candidate demonstrates
    in-depth understanding of AI's
    potential, offering insightful and
    innovative applications with detailed
    explanations and potential impact
    analysis.

    9 to >7 pts

    Proficient

    The candidate clearly
    explains several
    potential applications
    of AI across different
    fields, providing
    relevant and specific
    examples.

    7 to >0 pts

    Developing

    The candidate
    presents a few
    potential applications
    of AI but lacks depth
    or specific examples.
    Limited understanding
    of potential
    applications of AI.
    Examples are vague
    or irrelevant.

    0 pts

    Not
    Present

    Not
    present

    10 pts

    AI
    Challenges
    and Risks

    10 to >9 pts

    Advanced

    The candidate demonstrates critical
    thinking, going beyond surface-level
    challenges to identify nuanced risks
    and potential unforeseen
    consequences of AI advancements.

    The candidate thoroughly and
    accurately identifies what is known
    about the subject of the investigation
    and presents a well-articulated
    solution to the confusions or
    contradictions associated with the
    situation.

    The information shared is of high
    quality and should prove valuable
    both now and in the future.

    Essential aspects for implementing
    each app in teaching and learning
    are carefully identified and
    explained.

    9 to >7 pts

    Proficient

    The candidate
    thoroughly identifies
    and explains various
    challenges and risks
    associated with AI,
    including potential
    social, economic,
    and ethical concerns.

    7 to >0 pts

    Developing

    The candidate
    identifies some
    challenges and risks
    associated with AI but
    lacks critical analysis
    or depth in
    explanation.

    Limited awareness of
    challenges and risks
    associated with AI.
    Descriptions are
    inaccurate or lacking
    detail.

    The information
    shared is of only
    somewhat reasonable
    quality and/or may not
    prove to be valuable
    now or in the future.

    Aspects for
    implementing each
    app in teaching and
    learning are identified
    but explained
    marginally.

    One or more of the
    more important
    aspects were not
    discussed.

    0 pts

    Not
    Present

    Not
    present

    10 pts

    Artificial Intelligence: Trends, Risks, and Potential Benefits Grading
    Rubric | EDUC730_C01_202520

    Criteria Ratings Points

    Ethical
    Frameworks

    10 to >9 pts

    Advanced

    The candidate analyzes the
    strengths and weaknesses of
    existing AI ethical frameworks,
    proposing improvements or
    suggesting new frameworks tailored
    to address specific emerging
    challenges.

    9 to >7 pts

    Proficient

    The candidate clearly
    explains principles
    and key aspects of
    existing AI ethical
    frameworks and their
    potential impact on
    development and
    implementation.

    7 to >0 pts

    Developing

    The candidate
    mentions some
    existing AI ethical
    frameworks but lacks
    deeper understanding
    of their principles or
    practical applications.
    Lacks understanding
    of ethical frameworks
    related to AI. No
    knowledge of existing
    frameworks or their
    application.

    0 pts

    Not
    Present

    Not
    present

    10 pts

    Continuous
    Dialogue

    15 to >13 pts

    Advanced

    The candidate critically analyzes
    existing AI policies and proposes
    innovative solutions or policy
    frameworks to address the
    challenges of AI development and
    deployment responsible.

    The candidate uses relevant criteria
    to select the most appropriate
    option. The candidate explains why
    the option selected is the most
    appropriate.

    13 to >12 pts

    Proficient

    The candidate shows
    understanding of
    existing AI policies
    and discusses
    potential benefits and
    drawbacks.
    Analyzes the need
    for additional policies
    or improvements.

    12 to >0 pts

    Developing

    The candidate
    mentions some
    existing AI policies but
    fails to critically
    analyze their
    effectiveness or
    consider alternative
    approaches.
    Lacks awareness of
    existing or potential AI
    policies. Discussion is
    irrelevant or
    inaccurate.

    0 pts

    Not
    Present

    Not
    present

    15 pts

    Artificial Intelligence: Trends, Risks, and Potential Benefits Grading
    Rubric | EDUC730_C01_202520

    Criteria Ratings Points

    Future
    Projections

    15 to >13 pts

    Advanced

    The candidate demonstrates
    exceptional foresight, considering
    the potential impact of various AI
    developments on society and
    offering well-reasoned and insightful
    projections about the long-term
    future of the field.

    13 to >12 pts

    Proficient

    The candidate
    presents
    well-researched and
    considered
    projections about the
    future of AI,
    considering various
    possibilities and
    potential scenarios.

    The candidate
    generates a valid
    prediction or
    conclusion but does
    not completely
    articulate the
    relationship between
    the prediction or
    conclusion and the
    principle or premise
    that was used.

    12 to >0 pts

    Developing

    The candidate offers
    some projections
    about the future of AI
    but lacks critical
    thinking or justification
    for their predictions.
    Lacks ability to form
    reasoned projections
    about the future of AI.
    Predictions are
    unrealistic or
    unsupported by
    evidence.

    0 pts

    Not
    Present

    Not
    present

    15 pts

    Key Terms 10 to >9 pts

    Advanced

    The candidate demonstrates
    comprehensive and nuanced
    understanding of key terms. Utilizes
    the KWL chart effectively.
    Explains not only basic definitions
    but also related concepts and
    distinctions.
    Uses advanced terminology
    accurately and confidently,
    demonstrating a sophisticated grasp
    of the field incorporating different
    types of sources (e.g., academic
    journals, news articles, expert
    reports) and how they are
    appropriately cited.

    9 to >7 pts

    Proficient

    The candidate
    demonstrates a solid
    understanding of key
    terms. Utilizes the
    KWL chart
    effectively.

    Accurately defines
    and explains core
    concepts in the
    context of the
    artificial intelligence
    explosion.

    Uses terminology
    appropriately and
    consistently.

    7 to >0 pts

    Developing

    The candidate
    provides basic
    definitions but lacks
    in-depth explanation
    or context. Somewhat
    effectively utilizes the
    KWL chart.

    Limited understanding
    of key terms.

    Occasionally or
    frequently confuses or
    misuses terminology.

    0 pts

    Not
    Present

    Not
    present

    10 pts

    Artificial Intelligence: Trends, Risks, and Potential Benefits Grading
    Rubric | EDUC730_C01_202520

    Criteria Ratings Points

    AI Option of
    interest

    10 to >9 pts

    Advanced

    Thoroughly addresses the Option
    selected (AI text generator accuracy,
    visual data, or sector study).

    9 to >7 pts

    Proficient

    Reasonably
    addresses the Option
    selected (AI text
    generator accuracy,
    visual data, or sector
    study).

    7 to >0 pts

    Developing

    Only somewhat
    addresses the Option
    selected (AI text
    generator accuracy,
    visual data, or sector
    study).

    0 pts

    Not
    Present

    Not
    present

    10 pts

    Mechanics 7 to >6 pts

    Advanced

    The candidate thoroughly addresses
    the Option selected (generated text
    accuracy, visual data, or sector
    study). Virtually error-free in
    mechanics and demonstrates
    exceptional control over language.
    APA 7th formatting is flawless and
    demonstrates advanced
    understanding of the style guide.
    Writing style is not only clear and
    concise but also engaging and
    impactful.

    6 to >5 pts

    Proficient

    Occasional or
    frequent errors in
    mechanics, with
    some inconsistencies
    in APA 7th
    formatting.
    Inconsistent or
    incorrect use of APA
    7th formatting
    elements (e.g., title
    page, headings,
    references, in-text
    citations). Difficulty
    maintaining a clear
    and concise writing
    style.

    5 to >0 pts

    Developing

    The candidate
    demonstrates a strong
    understanding of
    proper grammar,
    punctuation, spelling,
    and sentence
    structure with minimal
    errors. APA 7th
    formatting is applied
    consistently and
    accurately, following
    all required elements.
    Writing style is clear,
    concise, and
    professional.

    0 pts

    Not
    Present

    Not
    present

    7 pts

    References 13 to >11 pts

    Advanced

    The candidate uses citations and
    references flawlessly, demonstrating
    an in-depth understanding of proper
    citation styles and ethical use of
    sources. Includes a wide range of
    credible and relevant sources from
    diverse perspectives. Shows clear
    evidence of critical analysis and
    synthesis of information from
    multiple sources. Appropriately cites
    and formats different types of
    sources (e.g., academic journals,
    news articles, video reports).

    11 to >10 pts

    Proficient

    The candidate uses
    citations and
    references
    consistently and
    correctly following
    the APA 7th style
    guide. All sources
    are properly
    identified and
    accessible.
    Information is clearly
    distinguished from
    the candidate's own
    ideas and properly
    paraphrased or
    quoted.

    10 to >0 pts

    Developing

    There may be
    plagiarism or improper
    paraphrasing of
    information. Lacks
    understanding of
    proper citation and
    referencing format. No
    citations or references
    are provided, or they
    are used
    inconsistently and
    incorrectly. Sources
    are not clearly
    identified or
    inaccurate.

    0 pts

    Not
    Present

    Not
    present

    13 pts

    Artificial Intelligence: Trends, Risks, and Potential Benefits Grading
    Rubric | EDUC730_C01_202520

    Criteria Ratings Points

    Total Points: 100

    Artificial Intelligence: Trends, Risks, and Potential Benefits Grading
    Rubric | EDUC730_C01_202520

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    I need help with homework – 2 years ago **files (2)** – ## Resourestouseforweek6assigments.docx – ## Reflectionassignmentforweek6.docx **## Resourestouseforweek6assigments.docx** 1 **Resources to use for the Week 6 assignment** Three Conditions English Learners Need to Thrive **Required** Read "Thre…

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    I need help with homework

    – 2 years ago

    **files (2)**

    – ## Resourestouseforweek6assigments.docx

    – ## Reflectionassignmentforweek6.docx

    **## Resourestouseforweek6assigments.docx**

    1

    **Resources to use for the Week 6 assignment**

    Three Conditions English Learners Need to Thrive

    **Required**

    Read "Three Conditions English Learners Need to Thrive," by Fisher and Frey, from
    _Educational Leadership_ (2019).

    https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=141670199&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

    How Cultural Differences May Affect Student Performance

    **Required**

    Read "How Cultural Differences May Affect Student Performance," located on the Great Schools website (2023).

    https://www.greatschools.org/gk/articles/cultural-differences-student-performance/

    Cultural Competence in Education

    **Required**

    Read "Cultural Competence in Education," by Moore, located on the TeachHUB website (2021).

    https://www.teachhub.com/professional-development/2021/06/cultural-competence-in-education/

    Culturally Responsive Instruction

    **Required**

    Explore "Culturally Responsive Instruction," located on the Colorín Colorado website.

    https://www.colorincolorado.org/teaching-ells/creating-welcoming-classroom/culturally-responsive-instruction

    How to Use Culturally Responsive Teaching in the Classroom

    **Required**

    Read "How to Use Culturally Responsive Teaching in the Classroom," located on the Understood website.

    https://www.understood.org/en/articles/how-to-use-culturally-responsive-teaching-in-the-classroom

    Strategies for Teaching Culturally Diverse Students

    **Required**

    Explore "Strategies for Teaching Culturally Diverse Students," located on the TeacherVision website (2023).

    https://www.teachervision.com/teaching-strategies/strategies-for-teaching-culturally-diverse-students

    ELL Family Outreach

    **Required**

    Explore "ELL Family Outreach," located on the Colorín Colorado website.

    https://www.colorincolorado.

    **## Reflectionassignmentforweek6.docx**

    Requires Lopeswrite

    Assessment Description

    After completing your selected activities from the "ESL-540 SEI-Specific Practicum/Field Experience :

    • Co-plan a phonics lesson for a K-3 setting.

    • Teach a small group phonics lesson for a K-3 setting.

    • Teach a small group lesson using the state ELA standards.

    Write a reflection about your learning and teaching experiences within all three categories (Introductory Activities, Collaborative Practice, and Independent Practice) to include a connection to the teaching preparation standards and SEI course framework. Your reflection should address the content learned throughout this course. Describe experiences you had throughout your ESL practicum/field experience that reflect effective instruction of English learners. In a minimum of 500 words, address the following:

    · Discuss strategies you or your mentor used to celebrate cultural diversity.

    · Explain how you or your mentor utilized engagement practices to highlight the assets of home language and/or involve families.

    · Discuss how RTI strategies were utilized to support ELs and the accommodations available to help students, particularly with assessments.

    · Describe how you or your mentor supported English learners in the classroom through a research-based SEI model.

    · Discuss an experience you participated in and how this aligns with at least one of the principles of Arizona's Language Development Approach: (1) asset-based behaviors and expectations, (2) integrated instruction in disciplinary language and content, (2) targeted and explicit language instruction, and (4) assessment, monitoring, and feedback.

    · Describe an experience you participated in where you helped design or implement an integrated or targeted lesson plan and discuss how this plan aligned with the ELA and ELP standards.

    Prepare this assignment according to the guidelines in the APA Style Guide, which is located in the Student Success Center.

    This assignment uses a rubric. Before beginning, review the rubric to familiarize yourself with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. For assistance, a link to the LopesWrite technical support articles is in Class Resources.

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Cultural Diversity**

    13.5 points

    **Criteria Description**

    **5. Target**

    13.5 points

    Discussion of strategies used to celebrate cultural diversity is innovative.

    **4. Acceptable**

    11.75 points

    Discussion of a strategy used to celebrate cultural diversity is sound.

    **. Unsatisfactory**

    0 points

    Discussion of strategies used to celebrate cultural diversity is implausible.

    **Engagement Practices**

    13.5 points

    **Criteria Description**

    **5. Target**

    13.5 points

    An explanation of how engagement practices were utilized to highlight the assets of home language and/or involve families is meaningful.

    **4. Acceptable**

    11.75 points

    An explanation of how engagement practices were utilized to highlight the assets of home language and/or involve families is significant.

    **Unsatisfactory**

    0 points

    Explanation of how engagement practices were utilized to highlight the assets of home language and/or involve families is implausible.

    **RTI and Accommodations**

    13.5 points

    **Criteria Description**

    **5. Target**

    13.5 points

    Discussion of how RTI strategies were utilized to support ELs and what accommodations were available to support students, particularly with assessments, is thorough.

    **4. Acceptable**

    11.75 points

    Discussion of how RTI strategies were utilized to support ELs and what accommodations were available to support students, particularly with assessments, is detailed.

    **Unsatisfactory**

    0 points

    Discussion of how RTI strategies were utilized to support ELs and what accommodations were available to support students, particularly with assessments, is incoherent.

    **Research-Based SEI Models**

    13.5 points

    **Criteria Description**

    **5. Target**

    13.5 points

    Description of how support was provided to English learners in the classroom through a research-based SEI model is specific.

    **4. Acceptable**

    11.75 points

    Description of how support was provided to English learners in the classroom through a research-based SEI model is clear.

    **Unsatisfactory**

    0 points

    Description of how support was provided to English learners in the classroom through a research-based SEI model is incoherent.

    **Arizona's Language Development Approach**

    13.5 points

    **Criteria Description**

    **5. Target**

    13.5 points

    Discussion of an experience and how it aligns with at least one of principles of Arizona's Language Development Approach is sophisticated.

    **4. Acceptable**

    11.75 points

    Discussion of an experience and how it aligns with at least one of the principles of Arizona's Language Development Approach is descriptive.

    **Unsatisfactory**

    0 points

    Discussion of an experience and how it aligns with at least one of the principles of Arizona's Language Development Approach is irrelevant.

    **Integrated/Targeted Lesson Planning**

    13.5 points

    **Criteria Description**

    **5. Target**

    13.5 points

    Vividly describes an experience where an integrated or targeted lesson plan is designed or implemented. Discussion of how the plan aligned with the ELA and ELP standards is discerning.

    **4. Acceptable**

    11.75 points

    Soundly describes an experience where an integrated or targeted lesson plan is designed or implemented. Discussion of how the plan aligned with the ELA and ELP standards is coherent and logical.

    **Unsatisfactory**

    0 points

    Fails to describe an experience where an integrated or targeted lesson plan is designed or implemented. Discussion of how the plan aligned with the ELA and ELP standards is incoherent.

    **Organization**

    4.5 points

    **Criteria Description**

    **5. Target**

    4.5 points

    The content is thoughtfully organized. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a comprehensive sense of the main idea.

    **4. Acceptable**

    3.92 points

    The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.

    **Unsatisfactory**

    0 points

    The content is disorganized with no logical sequencing. The ideas presented are compartmentalized and may not relate to each other.

    **Mechanics of Writing**

    4.5 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    4.5 points

    No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

    **4. Acceptable**

    3.92 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    **## Reflectionassignmentforweek6.docx**

    Requires Lopeswrite

    Assessment Description

    After completing your selected activities from the "ESL-540 SEI-Specific Practicum/Field Experience :

    • Co-plan a phonics lesson for a K-3 setting.

    • Teach a small group phonics lesson for a K-3 setting.

    • Teach a small group lesson using the state ELA standards.

    Write a reflection about your learning and teaching experiences within all three categories (Introductory Activities, Collaborative Practice, and Independent Practice) to include a connection to the teaching preparation standards and SEI course framework. Your reflection should address the content learned throughout this course. Describe experiences you had throughout your ESL practicum/field experience that reflect effective instruction of English learners. In a minimum of 500 words, address the following:

    · Discuss strategies you or your mentor used to celebrate cultural diversity.

    · Explain how you or your mentor utilized engagement practices to highlight the assets of home language and/or involve families.

    · Discuss how RTI strategies were utilized to support ELs and the accommodations available to help students, particularly with assessments.

    · Describe how you or your mentor supported English learners in the classroom through a research-based SEI model.

    · Discuss an experience you participated in and how this aligns with at least one of the principles of Arizona's Language Development Approach: (1) asset-based behaviors and expectations, (2) integrated instruction in disciplinary language and content, (2) targeted and explicit language instruction, and (4) assessment, monitoring, and feedback.

    · Describe an experience you participated in where you helped design or implement an integrated or targeted lesson plan and discuss how this plan aligned with the ELA and ELP standards.

    Prepare this assignment according to the guidelines in the APA Style Guide, which is located in the Student Success Center.

    This assignment uses a rubric. Before beginning, review the rubric to familiarize yourself with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. For assistance, a link to the LopesWrite technical support articles is in Class Resources.

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Cultural Diversity**

    13.5 points

    **Criteria Description**

    **5. Target**

    13.5 points

    Discussion of strategies used to celebrate cultural diversity is innovative.

    **4. Acceptable**

    11.75 points

    Discussion of a strategy used to celebrate cultural diversity is sound.

    **. Unsatisfactory**

    0 points

    Discussion of strategies used to celebrate cultural diversity is implausible.

    **Engagement Practices**

    13.5 points

    **Criteria Description**

    **5. Target**

    13.5 points

    An explanation of how engagement practices were utilized to highlight the assets of home language and/or involve families is meaningful.

    **4. Acceptable**

    11.75 points

    An explanation of how engagement practices were utilized to highlight the assets of home language and/or involve families is significant.

    **Unsatisfactory**

    0 points

    Explanation of how engagement practices were utilized to highlight the assets of home language and/or involve families is implausible.

    **RTI and Accommodations**

    13.5 points

    **Criteria Description**

    **5. Target**

    13.5 points

    Discussion of how RTI strategies were utilized to support ELs and what accommodations were available to support students, particularly with assessments, is thorough.

    **4. Acceptable**

    11.75 points

    Discussion of how RTI strategies were utilized to support ELs and what accommodations were available to support students, particularly with assessments, is detailed.

    **Unsatisfactory**

    0 points

    Discussion of how RTI strategies were utilized to support ELs and what accommodations were available to support students, particularly with assessments, is incoherent.

    **Research-Based SEI Models**

    13.5 points

    **Criteria Description**

    **5. Target**

    13.5 points

    Description of how support was provided to English learners in the classroom through a research-based SEI model is specific.

    **4. Acceptable**

    11.75 points

    Description of how support was provided to English learners in the classroom through a research-based SEI model is clear.

    **Unsatisfactory**

    0 points

    Description of how support was provided to English learners in the classroom through a research-based SEI model is incoherent.

    **Arizona's Language Development Approach**

    13.5 points

    **Criteria Description**

    **5. Target**

    13.5 points

    Discussion of an experience and how it aligns with at least one of principles of Arizona's Language Development Approach is sophisticated.

    **4. Acceptable**

    11.75 points

    Discussion of an experience and how it aligns with at least one of the principles of Arizona's Language Development Approach is descriptive.

    **Unsatisfactory**

    0 points

    Discussion of an experience and how it aligns with at least one of the principles of Arizona's Language Development Approach is irrelevant.

    **Integrated/Targeted Lesson Planning**

    13.5 points

    **Criteria Description**

    **5. Target**

    13.5 points

    Vividly describes an experience where an integrated or targeted lesson plan is designed or implemented. Discussion of how the plan aligned with the ELA and ELP standards is discerning.

    **4. Acceptable**

    11.75 points

    Soundly describes an experience where an integrated or targeted lesson plan is designed or implemented. Discussion of how the plan aligned with the ELA and ELP standards is coherent and logical.

    **Unsatisfactory**

    0 points

    Fails to describe an experience where an integrated or targeted lesson plan is designed or implemented. Discussion of how the plan aligned with the ELA and ELP standards is incoherent.

    **Organization**

    4.5 points

    **Criteria Description**

    **5. Target**

    4.5 points

    The content is thoughtfully organized. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a comprehensive sense of the main idea.

    **4. Acceptable**

    3.92 points

    The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.

    **Unsatisfactory**

    0 points

    The content is disorganized with no logical sequencing. The ideas presented are compartmentalized and may not relate to each other.

    **Mechanics of Writing**

    4.5 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    4.5 points

    No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

    **4. Acceptable**

    3.92 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    **## Resourestouseforweek6assigments.docx**

    1

    **Resources to use for the Week 6 assignment**

    Three Conditions English Learners Need to Thrive

    **Required**

    Read "Three Conditions English Learners Need to Thrive," by Fisher and Frey, from
    _Educational Leadership_ (2019).

    https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=141670199&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

    How Cultural Differences May Affect Student Performance

    **Required**

    Read "How Cultural Differences May Affect Student Performance," located on the Great Schools website (2023).

    https://www.greatschools.org/gk/articles/cultural-differences-student-performance/

    Cultural Competence in Education

    **Required**

    Read "Cultural Competence in Education," by Moore, located on the TeachHUB website (2021).

    https://www.teachhub.com/professional-development/2021/06/cultural-competence-in-education/

    Culturally Responsive Instruction

    **Required**

    Explore "Culturally Responsive Instruction," located on the Colorín Colorado website.

    https://www.colorincolorado.org/teaching-ells/creating-welcoming-classroom/culturally-responsive-instruction

    How to Use Culturally Responsive Teaching in the Classroom

    **Required**

    Read "How to Use Culturally Responsive Teaching in the Classroom," located on the Understood website.

    https://www.understood.org/en/articles/how-to-use-culturally-responsive-teaching-in-the-classroom

    Strategies for Teaching Culturally Diverse Students

    **Required**

    Explore "Strategies for Teaching Culturally Diverse Students," located on the TeacherVision website (2023).

    https://www.teachervision.com/teaching-strategies/strategies-for-teaching-culturally-diverse-students

    ELL Family Outreach

    **Required**

    Explore "ELL Family Outreach," located on the Colorín Colorado website.

    https://www.colorincolorado.

    **## Reflectionassignmentforweek6.docx**

    Requires Lopeswrite

    Assessment Description

    After completing your selected activities from the "ESL-540 SEI-Specific Practicum/Field Experience :

    • Co-plan a phonics lesson for a K-3 setting.

    • Teach a small group phonics lesson for a K-3 setting.

    • Teach a small group lesson using the state ELA standards.

    Write a reflection about your learning and teaching experiences within all three categories (Introductory Activities, Collaborative Practice, and Independent Practice) to include a connection to the teaching preparation standards and SEI course framework. Your reflection should address the content learned throughout this course. Describe experiences you had throughout your ESL practicum/field experience that reflect effective instruction of English learners. In a minimum of 500 words, address the following:

    · Discuss strategies you or your mentor used to celebrate cultural diversity.

    · Explain how you or your mentor utilized engagement practices to highlight the assets of home language and/or involve families.

    · Discuss how RTI strategies were utilized to support ELs and the accommodations available to help students, particularly with assessments.

    · Describe how you or your mentor supported English learners in the classroom through a research-based SEI model.

    · Discuss an experience you participated in and how this aligns with at least one of the principles of Arizona's Language Development Approach: (1) asset-based behaviors and expectations, (2) integrated instruction in disciplinary language and content, (2) targeted and explicit language instruction, and (4) assessment, monitoring, and feedback.

    · Describe an experience you participated in where you helped design or implement an integrated or targeted lesson plan and discuss how this plan aligned with the ELA and ELP standards.

    Prepare this assignment according to the guidelines in the APA Style Guide, which is located in the Student Success Center.

    This assignment uses a rubric. Before beginning, review the rubric to familiarize yourself with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. For assistance, a link to the LopesWrite technical support articles is in Class Resources.

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Cultural Diversity**

    13.5 points

    **Criteria Description**

    **5. Target**

    13.5 points

    Discussion of strategies used to celebrate cultural diversity is innovative.

    **4. Acceptable**

    11.75 points

    Discussion of a strategy used to celebrate cultural diversity is sound.

    **. Unsatisfactory**

    0 points

    Discussion of strategies used to celebrate cultural diversity is implausible.

    **Engagement Practices**

    13.5 points

    **Criteria Description**

    **5. Target**

    13.5 points

    An explanation of how engagement practices were utilized to highlight the assets of home language and/or involve families is meaningful.

    **4. Acceptable**

    11.75 points

    An explanation of how engagement practices were utilized to highlight the assets of home language and/or involve families is significant.

    **Unsatisfactory**

    0 points

    Explanation of how engagement practices were utilized to highlight the assets of home language and/or involve families is implausible.

    **RTI and Accommodations**

    13.5 points

    **Criteria Description**

    **5. Target**

    13.5 points

    Discussion of how RTI strategies were utilized to support ELs and what accommodations were available to support students, particularly with assessments, is thorough.

    **4. Acceptable**

    11.75 points

    Discussion of how RTI strategies were utilized to support ELs and what accommodations were available to support students, particularly with assessments, is detailed.

    **Unsatisfactory**

    0 points

    Discussion of how RTI strategies were utilized to support ELs and what accommodations were available to support students, particularly with assessments, is incoherent.

    **Research-Based SEI Models**

    13.5 points

    **Criteria Description**

    **5. Target**

    13.5 points

    Description of how support was provided to English learners in the classroom through a research-based SEI model is specific.

    **4. Acceptable**

    11.75 points

    Description of how support was provided to English learners in the classroom through a research-based SEI model is clear.

    **Unsatisfactory**

    0 points

    Description of how support was provided to English learners in the classroom through a research-based SEI model is incoherent.

    **Arizona's Language Development Approach**

    13.5 points

    **Criteria Description**

    **5. Target**

    13.5 points

    Discussion of an experience and how it aligns with at least one of principles of Arizona's Language Development Approach is sophisticated.

    **4. Acceptable**

    11.75 points

    Discussion of an experience and how it aligns with at least one of the principles of Arizona's Language Development Approach is descriptive.

    **Unsatisfactory**

    0 points

    Discussion of an experience and how it aligns with at least one of the principles of Arizona's Language Development Approach is irrelevant.

    **Integrated/Targeted Lesson Planning**

    13.5 points

    **Criteria Description**

    **5. Target**

    13.5 points

    Vividly describes an experience where an integrated or targeted lesson plan is designed or implemented. Discussion of how the plan aligned with the ELA and ELP standards is discerning.

    **4. Acceptable**

    11.75 points

    Soundly describes an experience where an integrated or targeted lesson plan is designed or implemented. Discussion of how the plan aligned with the ELA and ELP standards is coherent and logical.

    **Unsatisfactory**

    0 points

    Fails to describe an experience where an integrated or targeted lesson plan is designed or implemented. Discussion of how the plan aligned with the ELA and ELP standards is incoherent.

    **Organization**

    4.5 points

    **Criteria Description**

    **5. Target**

    4.5 points

    The content is thoughtfully organized. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a comprehensive sense of the main idea.

    **4. Acceptable**

    3.92 points

    The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.

    **Unsatisfactory**

    0 points

    The content is disorganized with no logical sequencing. The ideas presented are compartmentalized and may not relate to each other.

    **Mechanics of Writing**

    4.5 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    4.5 points

    No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

    **4. Acceptable**

    3.92 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

    **## Resourestouseforweek6assigments.docx**

    1

    **Resources to use for the Week 6 assignment**

    Three Conditions English Learners Need to Thrive

    **Required**

    Read "Three Conditions English Learners Need to Thrive," by Fisher and Frey, from
    _Educational Leadership_ (2019).

    https://lopes.idm.oclc.org/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=141670199&site=ehost-live&scope=site&custid=s8333196&groupid=main&profile=ehost

    How Cultural Differences May Affect Student Performance

    **Required**

    Read "How Cultural Differences May Affect Student Performance," located on the Great Schools website (2023).

    https://www.greatschools.org/gk/articles/cultural-differences-student-performance/

    Cultural Competence in Education

    **Required**

    Read "Cultural Competence in Education," by Moore, located on the TeachHUB website (2021).

    https://www.teachhub.com/professional-development/2021/06/cultural-competence-in-education/

    Culturally Responsive Instruction

    **Required**

    Explore "Culturally Responsive Instruction," located on the Colorín Colorado website.

    https://www.colorincolorado.org/teaching-ells/creating-welcoming-classroom/culturally-responsive-instruction

    How to Use Culturally Responsive Teaching in the Classroom

    **Required**

    Read "How to Use Culturally Responsive Teaching in the Classroom," located on the Understood website.

    https://www.understood.org/en/articles/how-to-use-culturally-responsive-teaching-in-the-classroom

    Strategies for Teaching Culturally Diverse Students

    **Required**

    Explore "Strategies for Teaching Culturally Diverse Students," located on the TeacherVision website (2023).

    https://www.teachervision.com/teaching-strategies/strategies-for-teaching-culturally-diverse-students

    ELL Family Outreach

    **Required**

    Explore "ELL Family Outreach," located on the Colorín Colorado website.

    https://www.colorincolorado.

    **## Reflectionassignmentforweek6.docx**

    Requires Lopeswrite

    Assessment Description

    After completing your selected activities from the "ESL-540 SEI-Specific Practicum/Field Experience :

    • Co-plan a phonics lesson for a K-3 setting.

    • Teach a small group phonics lesson for a K-3 setting.

    • Teach a small group lesson using the state ELA standards.

    Write a reflection about your learning and teaching experiences within all three categories (Introductory Activities, Collaborative Practice, and Independent Practice) to include a connection to the teaching preparation standards and SEI course framework. Your reflection should address the content learned throughout this course. Describe experiences you had throughout your ESL practicum/field experience that reflect effective instruction of English learners. In a minimum of 500 words, address the following:

    · Discuss strategies you or your mentor used to celebrate cultural diversity.

    · Explain how you or your mentor utilized engagement practices to highlight the assets of home language and/or involve families.

    · Discuss how RTI strategies were utilized to support ELs and the accommodations available to help students, particularly with assessments.

    · Describe how you or your mentor supported English learners in the classroom through a research-based SEI model.

    · Discuss an experience you participated in and how this aligns with at least one of the principles of Arizona's Language Development Approach: (1) asset-based behaviors and expectations, (2) integrated instruction in disciplinary language and content, (2) targeted and explicit language instruction, and (4) assessment, monitoring, and feedback.

    · Describe an experience you participated in where you helped design or implement an integrated or targeted lesson plan and discuss how this plan aligned with the ELA and ELP standards.

    Prepare this assignment according to the guidelines in the APA Style Guide, which is located in the Student Success Center.

    This assignment uses a rubric. Before beginning, review the rubric to familiarize yourself with the expectations for successful completion.

    You are required to submit this assignment to LopesWrite. For assistance, a link to the LopesWrite technical support articles is in Class Resources.

    **Rubric Criteria**

    expand all Rubric CriteriaExpand All

    **Cultural Diversity**

    13.5 points

    **Criteria Description**

    **5. Target**

    13.5 points

    Discussion of strategies used to celebrate cultural diversity is innovative.

    **4. Acceptable**

    11.75 points

    Discussion of a strategy used to celebrate cultural diversity is sound.

    **. Unsatisfactory**

    0 points

    Discussion of strategies used to celebrate cultural diversity is implausible.

    **Engagement Practices**

    13.5 points

    **Criteria Description**

    **5. Target**

    13.5 points

    An explanation of how engagement practices were utilized to highlight the assets of home language and/or involve families is meaningful.

    **4. Acceptable**

    11.75 points

    An explanation of how engagement practices were utilized to highlight the assets of home language and/or involve families is significant.

    **Unsatisfactory**

    0 points

    Explanation of how engagement practices were utilized to highlight the assets of home language and/or involve families is implausible.

    **RTI and Accommodations**

    13.5 points

    **Criteria Description**

    **5. Target**

    13.5 points

    Discussion of how RTI strategies were utilized to support ELs and what accommodations were available to support students, particularly with assessments, is thorough.

    **4. Acceptable**

    11.75 points

    Discussion of how RTI strategies were utilized to support ELs and what accommodations were available to support students, particularly with assessments, is detailed.

    **Unsatisfactory**

    0 points

    Discussion of how RTI strategies were utilized to support ELs and what accommodations were available to support students, particularly with assessments, is incoherent.

    **Research-Based SEI Models**

    13.5 points

    **Criteria Description**

    **5. Target**

    13.5 points

    Description of how support was provided to English learners in the classroom through a research-based SEI model is specific.

    **4. Acceptable**

    11.75 points

    Description of how support was provided to English learners in the classroom through a research-based SEI model is clear.

    **Unsatisfactory**

    0 points

    Description of how support was provided to English learners in the classroom through a research-based SEI model is incoherent.

    **Arizona's Language Development Approach**

    13.5 points

    **Criteria Description**

    **5. Target**

    13.5 points

    Discussion of an experience and how it aligns with at least one of principles of Arizona's Language Development Approach is sophisticated.

    **4. Acceptable**

    11.75 points

    Discussion of an experience and how it aligns with at least one of the principles of Arizona's Language Development Approach is descriptive.

    **Unsatisfactory**

    0 points

    Discussion of an experience and how it aligns with at least one of the principles of Arizona's Language Development Approach is irrelevant.

    **Integrated/Targeted Lesson Planning**

    13.5 points

    **Criteria Description**

    **5. Target**

    13.5 points

    Vividly describes an experience where an integrated or targeted lesson plan is designed or implemented. Discussion of how the plan aligned with the ELA and ELP standards is discerning.

    **4. Acceptable**

    11.75 points

    Soundly describes an experience where an integrated or targeted lesson plan is designed or implemented. Discussion of how the plan aligned with the ELA and ELP standards is coherent and logical.

    **Unsatisfactory**

    0 points

    Fails to describe an experience where an integrated or targeted lesson plan is designed or implemented. Discussion of how the plan aligned with the ELA and ELP standards is incoherent.

    **Organization**

    4.5 points

    **Criteria Description**

    **5. Target**

    4.5 points

    The content is thoughtfully organized. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a comprehensive sense of the main idea.

    **4. Acceptable**

    3.92 points

    The content is logically organized. The ideas presented relate to each other. The content provides the audience with a clear sense of the main idea.

    **Unsatisfactory**

    0 points

    The content is disorganized with no logical sequencing. The ideas presented are compartmentalized and may not relate to each other.

    **Mechanics of Writing**

    4.5 points

    **Criteria Description**

    Includes spelling, capitalization, punctuation, grammar, language use, sentence structure, etc.

    **5. Target**

    4.5 points

    No mechanical errors are present. Skilled control of language choice and sentence structure are used throughout.

    **4. Acceptable**

    3.92 points

    Few mechanical errors are present. Suitable language choice and sentence structure are used.

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    – 2 years ago **files (1)** – MenuProject2025.docx **MenuProject2025.docx** This file is too large to display. [View in new window](https://www.sweetstudy.com/files/menuproject2025-docx) **MenuProject2025.docx** This file is too large to display. [View in new window](https://www.sweetstudy.com/files…

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    ## **Instructions** Design a Standard Aligned Lesson Plan based on the IEP (written for the previous assignment). Create an account here: [http://pdesas.org/](http://pdesas.org/) It’s free! You will write a lesson plan using the COE lesson plan templated provided below based on your content area or …

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    ## **Instructions**

    Design a Standard Aligned Lesson Plan based on the IEP (written for the previous assignment). Create an account here: [http://pdesas.org/](http://pdesas.org/) It’s free!

    You will write a lesson plan using the COE lesson plan templated provided below based on your content area or one of the core areas (reading, writing, math, science, social sciences, etc.) as well as incorporate accommodations and modifications for the case study student that the IEP was based.  Apply Universal Design for Learning (UDL) principles and guidelines to planning, selection, and use of instructional materials, resources, and tools. Decide on a type of class, grade level, number of students, and a brief description of the case student needing accommodations in that class.  Explain various factors that affect assessment results and potential barriers to instruction. Do not use bullet points and instead write in complete paragraphs.

    View the rubric and exemplar below for more information on how the assignment will be graded.

    ## Attachments

    [8.11.2024 COE Lesson Plan Template.docx](https://eastern.brightspace.com/d2l/le/dropbox/111777/203948/DownloadAttachment?fid=5736716)(292.45 KB) [Assessment + Evaluation Exemplar Lesson Plan_EDUC 502.pdf](https://eastern.brightspace.com/d2l/le/dropbox/111777/203948/DownloadAttachment?fid=5736717)(494.09 KB)

    – [\
    \
    8.11.2024COELessonPlanTemplate.docx](https://www.sweetstudy.com/files/8-11-2024coelessonplantemplate-docx "8.11.2024COELessonPlanTemplate.docx")
    – [\
    \
    LessonPlanOutline.docx](https://www.sweetstudy.com/files/lessonplanoutline-docx "LessonPlanOutline.docx")
    – [\
    \
    IEP.doc](https://www.sweetstudy.com/files/iep-doc-10197357 "IEP.doc")

    – 2 years ago

  • [Solved] help with crit assgn due in 48 hours

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    attached – 2 years ago **files (2)** – ## CriticalResponse2.docx – ## The_case_for_lo_pro_why_Americ.pdf **## CriticalResponse2.docx** Critical Response 2 Top of Form | | | | — | — | | | | Instructions | | | **Objective:** In this assignment, you will analyze the rhetorical situation of an…

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    **files (2)**

    – ## CriticalResponse2.docx

    – ## The_case_for_lo_pro_why_Americ.pdf

    **## CriticalResponse2.docx**

    Critical Response 2

    Top of Form

    | | |
    | — | — |
    | |
    | Instructions | |
    | **Objective:** In this assignment, you will analyze the rhetorical situation of an assigned article, considering how the author’s choices impact the effectiveness of their message. This response will help you develop critical reading and analytical writing skills by examining how purpose, audience, context, and rhetorical appeals shape communication.<br> <br>**Prep Steps: To prepare for this assignment, be sure that you have** [**practiced the targeted skill**](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593542) **and that you have** [**read the assigned observation texts**](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593541) **for Week 5.**<br>**Instructions:**<br>1. <br>**Read the assigned article carefully.**<br>· <br>[Link: “The Case for Lo Pro” by Maddie Oatman](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593509)<br>· Identify the author’s main argument and key points.<br>· Take notes on how the author supports their claims with evidence, reasoning, and rhetorical strategies.<br>2. <br>**Analyze the Rhetorical Situation**<br>Observe the following elements of the rhetorical situation as you read. Use these observations to form the foundation of your writing. Remember, you can use <br>[your chapter as a guide](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593221) for these observations!<br> <br>· Author & Purpose<br>· Audience<br>· Context<br>· Exigence & Constraints<br>· Effectiveness: Do the author's choices strengthen or weaken their argument? Why or why not?<br>3. <br>**Draft Your Response**<br>· Begin with an introduction that briefly summarizes the article and states your thesis (your overall assessment of the author’s rhetorical effectiveness).<br>· Develop your analysis in well-organized paragraphs, using examples from the article to support your points.<br>· Conclude by reflecting on the impact of the rhetorical strategies this author incorporated.<br>4. <br>**Edit, revise, and submit.**<br>· Review your writing carefully to adjust any unclear language, grammar or spelling errors, or citation formatting.<br>**Formatting & Submission:**<br>· Length: 1-2 pages, double-spaced<br>· Font: Times New Roman, 12pt<br>· MLA citation style<br>· <br>_For support with MLA style, click this link:_ [_Purdue OWL – MLA – General Format_](https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_general_format.html)<br>_Grading Criteria:_<br>_Your response will be evaluated based on:_<br>· <br>_Depth of Analysis: Thoughtful examination of the rhetorical situation and strategies_<br>· <br>_Use of Evidence: Clear, relevant examples from the article to support your points_<br>· <br>_Remember to incorporate in-text citations when quoting. Click this link for support:_ [_MLA In-Text Citations: The Basics_](https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_in_text_citations_the_basics.html)<br>· <br>_Organization & Clarity: Logical structure, clear thesis, and smooth transitions_<br>· <br>_Mechanics & Formatting: Proper grammar, punctuation, and adherence to assignment guidelines_ |

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    **## The_case_for_lo_pro_why_Americ.pdf**

    Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
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    The case for lo pro: why America's latest dietary fetish is bad
    for just about everybody
    Author: Maddie Oatman
    Date: September-October 2016
    From: Mother Jones(Vol. 41, Issue 5)
    Publisher: Foundation for National Progress
    Document Type: Article
    Length: 945 words

    Full Text:
    [ILLUSTRATION OMITTED]

    YOU MIGHT NOTICE, the next time you go grocery shopping, that supermarket aisles are turning into one big advertisement for
    protein. The health claims are everywhere. Wheyhey ice cream–"20 g of protein per pot"–promises to help with "losing weight" and
    "skin anti aging." P28 high-protein sliced bread wants to be "part of your journey to a healthy lifestyle." Kellogg's Special K Protein
    cereal "satisfies hunger longer." Everyone at work seems to be on a high-protein Paleo diet. And American consumers, according to
    one business analytics firm, spend about $250 million a year on protein powder alone.

    Given all the hype, it might come as no surprise that American adults are eating roughly double the average daily protein
    recommendation of 60 grams for women and 70 grams for men. "If you have enough calories in your diet, not getting enough protein
    would be very, very hard," journalist Marta Zaraska told me when I interviewed her for Bite, Mother Jones food podcast.

    So what's driving the overconsumption? In her recent book, Meathooked: The History and Science of Our 2.5-Million-Year Obsession
    With Meat, Zaraska traces the origins of America's love affair with protein back to a shaky research finding from the 1800s: German
    scientist Carl von Voit set out to determine how much protein soldiers and hard laborers required by observing how much protein they
    consumed (150 grams a day). "It's a bit like observing children stuffing themselves with cookies and concluding that young humans
    require tons of sugar to grow," Zaraska writes. By 1944, the US Department of Agriculture had halved the von Voit recommendation,
    but the myth persisted.

    Most of the protein we eat comes from animals: The average American adult ate roughly 225 pounds of meat and fish last year. Until
    fairly recently, conventional wisdom held that meat, which contains large amounts of essential amino acids, provides our bodies with
    "complete" proteins, whereas plants cannot. But that's not really true. Zaraska credits part of the misunderstanding to, ironically
    enough, the 1971 bestseller Diet for a Small Planet. Frances Moore Lappe's seminal manual for low-impact living encouraged
    vegetarians to (painstakingly) chart the amino acid content of the plant foods they consumed and "complete" the proteins by eating
    those foods in complementary combinations.

    It's true that some plant foods are low in certain essential amino acids. Beans, for instance, are lacking in methionine, whereas grains
    have plenty. But by the 1980s, scientists had figured out that "the liver can store the amino acids so we don't have to combine them in
    one meal," explains the Academy of Nutrition and Dietetics. And plant-derived foods such as buckwheat, quinoa, and soy can deliver
    complete proteins in one fell swoop. Lappe apologized in her 20th-anniversary edition for reinforcing a "myth"–one perpetuated by
    websites like Paleo Leap, which touts meat's protein benefits and claims "the only people who have to worry about mixing and
    matching specific protein sources are vegetarians."

    Many health experts now say that if you eat a broad range of foods, vegetarian or otherwise, you needn't give protein a second
    thought. The Institute of Medicine's latest intake recommendation is 0.36 grams of protein daily per pound of body weight, and slightly
    more if you're pregnant or lactating. Being neither, and a bit lighter than average, I need about 44 grams a day. But when I tallied up
    everything I ate one day this past spring, I was startled to discover I had downed 64 grams of protein without even trying. Cashew
    milk with my morning oatmeal (15 grams total), black beans (7 grams), and cheese ravioli (12 grams) easily put me over the top, and
    I don't even eat meat! Considering the protein content of a four-ounce serving of chicken breast (35 grams) or skirt steak (29 grams),
    it's easy to see how we well-fed Americans overshoot our daily needs.

    It's not that a little extra protein will hurt you, says Christopher Gardner, a professor of medicine at Stanford University. For most
    people, it's fine. But "high protein" food products often come packed with other, less healthy ingredients. Consider Cheerios Protein:
    When the cereal launched in 2014, General Mills claimed its new O's would provide "long-lasting energy," but that likely had more to
    do with the fact that Cheerios Protein contains 14 times as much added sugar as regular Cheerios–with just a touch more protein.

    But while Gardner worries that our protein obsession is edging out real foods–"We're saying, I'm going to have a bar as a meal,'
    which means it's coming with fewer of the natural nutrients"–his bigger concern is the environmental impact. Some two-thirds of the
    protein we eat is from animals, which are resource intensive. Producing a one-third-pound hamburger, for instance, requires 660
    gallons of water–to say nothing of the deforestation, water pollution, habitat loss, and desertification related to meat, egg, and dairy
    operations. The food system is responsible for roughly a quarter of global greenhouse gas emissions–and most of that comes from
    raising livestock.

    In 2015, the advisory committee for federal dietary guidelines urged a shift away from meat and toward a plant-heavy diet that is
    "more health promoting" and "associated with lesser environmental impact." The meat industry's friends in Congress made sure the
    environmental precautions were left out of the final guidelines. But Oxford University researchers upped the ante this year, estimating
    that a global shift from animal proteins to a more plant-based diet could slash food-related emissions by up to 70 percent by 2050. So
    the next time you hit the steakhouse or stock up on beef jerky, just be aware that your amino habit could, in the words of the Oxford
    team, have "major ramifications" for the planet's health.

    Copyright: COPYRIGHT 2016 Foundation for National Progress
    http://www.motherjones.com
    Source Citation (MLA 9th Edition)
    Oatman, Maddie. "The case for lo pro: why America's latest dietary fetish is bad for just about everybody." Mother Jones, vol. 41, no.

    5, Sept.-Oct. 2016, pp. 66+. Gale College Collection, link.gale.com/apps/doc//GCCO?u=tihsho_b&sid=lms-
    GCCO&xid=eb510109. Accessed 18 Feb. 2025.

    Gale Document Number: GALE|A462045844

    [http://www.motherjones.com](http://www.motherjones.com/)

    **## The_case_for_lo_pro_why_Americ.pdf**

    Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
    convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
    representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
    AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
    AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
    ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR
    PURPOSE. Your use of the machine generated PDF is subject to all use restrictions contained in The Cengage Learning
    Subscription and License Agreement and/or the Gale College Collection Terms and Conditions and by using the machine generated
    PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the machine
    generated PDF functionality and any output derived therefrom.

    The case for lo pro: why America's latest dietary fetish is bad
    for just about everybody
    Author: Maddie Oatman
    Date: September-October 2016
    From: Mother Jones(Vol. 41, Issue 5)
    Publisher: Foundation for National Progress
    Document Type: Article
    Length: 945 words

    Full Text:
    [ILLUSTRATION OMITTED]

    YOU MIGHT NOTICE, the next time you go grocery shopping, that supermarket aisles are turning into one big advertisement for
    protein. The health claims are everywhere. Wheyhey ice cream–"20 g of protein per pot"–promises to help with "losing weight" and
    "skin anti aging." P28 high-protein sliced bread wants to be "part of your journey to a healthy lifestyle." Kellogg's Special K Protein
    cereal "satisfies hunger longer." Everyone at work seems to be on a high-protein Paleo diet. And American consumers, according to
    one business analytics firm, spend about $250 million a year on protein powder alone.

    Given all the hype, it might come as no surprise that American adults are eating roughly double the average daily protein
    recommendation of 60 grams for women and 70 grams for men. "If you have enough calories in your diet, not getting enough protein
    would be very, very hard," journalist Marta Zaraska told me when I interviewed her for Bite, Mother Jones food podcast.

    So what's driving the overconsumption? In her recent book, Meathooked: The History and Science of Our 2.5-Million-Year Obsession
    With Meat, Zaraska traces the origins of America's love affair with protein back to a shaky research finding from the 1800s: German
    scientist Carl von Voit set out to determine how much protein soldiers and hard laborers required by observing how much protein they
    consumed (150 grams a day). "It's a bit like observing children stuffing themselves with cookies and concluding that young humans
    require tons of sugar to grow," Zaraska writes. By 1944, the US Department of Agriculture had halved the von Voit recommendation,
    but the myth persisted.

    Most of the protein we eat comes from animals: The average American adult ate roughly 225 pounds of meat and fish last year. Until
    fairly recently, conventional wisdom held that meat, which contains large amounts of essential amino acids, provides our bodies with
    "complete" proteins, whereas plants cannot. But that's not really true. Zaraska credits part of the misunderstanding to, ironically
    enough, the 1971 bestseller Diet for a Small Planet. Frances Moore Lappe's seminal manual for low-impact living encouraged
    vegetarians to (painstakingly) chart the amino acid content of the plant foods they consumed and "complete" the proteins by eating
    those foods in complementary combinations.

    It's true that some plant foods are low in certain essential amino acids. Beans, for instance, are lacking in methionine, whereas grains
    have plenty. But by the 1980s, scientists had figured out that "the liver can store the amino acids so we don't have to combine them in
    one meal," explains the Academy of Nutrition and Dietetics. And plant-derived foods such as buckwheat, quinoa, and soy can deliver
    complete proteins in one fell swoop. Lappe apologized in her 20th-anniversary edition for reinforcing a "myth"–one perpetuated by
    websites like Paleo Leap, which touts meat's protein benefits and claims "the only people who have to worry about mixing and
    matching specific protein sources are vegetarians."

    Many health experts now say that if you eat a broad range of foods, vegetarian or otherwise, you needn't give protein a second
    thought. The Institute of Medicine's latest intake recommendation is 0.36 grams of protein daily per pound of body weight, and slightly
    more if you're pregnant or lactating. Being neither, and a bit lighter than average, I need about 44 grams a day. But when I tallied up
    everything I ate one day this past spring, I was startled to discover I had downed 64 grams of protein without even trying. Cashew
    milk with my morning oatmeal (15 grams total), black beans (7 grams), and cheese ravioli (12 grams) easily put me over the top, and
    I don't even eat meat! Considering the protein content of a four-ounce serving of chicken breast (35 grams) or skirt steak (29 grams),
    it's easy to see how we well-fed Americans overshoot our daily needs.

    It's not that a little extra protein will hurt you, says Christopher Gardner, a professor of medicine at Stanford University. For most
    people, it's fine. But "high protein" food products often come packed with other, less healthy ingredients. Consider Cheerios Protein:
    When the cereal launched in 2014, General Mills claimed its new O's would provide "long-lasting energy," but that likely had more to
    do with the fact that Cheerios Protein contains 14 times as much added sugar as regular Cheerios–with just a touch more protein.

    But while Gardner worries that our protein obsession is edging out real foods–"We're saying, I'm going to have a bar as a meal,'
    which means it's coming with fewer of the natural nutrients"–his bigger concern is the environmental impact. Some two-thirds of the
    protein we eat is from animals, which are resource intensive. Producing a one-third-pound hamburger, for instance, requires 660
    gallons of water–to say nothing of the deforestation, water pollution, habitat loss, and desertification related to meat, egg, and dairy
    operations. The food system is responsible for roughly a quarter of global greenhouse gas emissions–and most of that comes from
    raising livestock.

    In 2015, the advisory committee for federal dietary guidelines urged a shift away from meat and toward a plant-heavy diet that is
    "more health promoting" and "associated with lesser environmental impact." The meat industry's friends in Congress made sure the
    environmental precautions were left out of the final guidelines. But Oxford University researchers upped the ante this year, estimating
    that a global shift from animal proteins to a more plant-based diet could slash food-related emissions by up to 70 percent by 2050. So
    the next time you hit the steakhouse or stock up on beef jerky, just be aware that your amino habit could, in the words of the Oxford
    team, have "major ramifications" for the planet's health.

    Copyright: COPYRIGHT 2016 Foundation for National Progress
    http://www.motherjones.com
    Source Citation (MLA 9th Edition)
    Oatman, Maddie. "The case for lo pro: why America's latest dietary fetish is bad for just about everybody." Mother Jones, vol. 41, no.

    5, Sept.-Oct. 2016, pp. 66+. Gale College Collection, link.gale.com/apps/doc//GCCO?u=tihsho_b&sid=lms-
    GCCO&xid=eb510109. Accessed 18 Feb. 2025.

    Gale Document Number: GALE|A462045844

    [http://www.motherjones.com](http://www.motherjones.com/)

    **## CriticalResponse2.docx**

    Critical Response 2

    Top of Form

    | | |
    | — | — |
    | |
    | Instructions | |
    | **Objective:** In this assignment, you will analyze the rhetorical situation of an assigned article, considering how the author’s choices impact the effectiveness of their message. This response will help you develop critical reading and analytical writing skills by examining how purpose, audience, context, and rhetorical appeals shape communication.<br> <br>**Prep Steps: To prepare for this assignment, be sure that you have** [**practiced the targeted skill**](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593542) **and that you have** [**read the assigned observation texts**](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593541) **for Week 5.**<br>**Instructions:**<br>1. <br>**Read the assigned article carefully.**<br>· <br>[Link: “The Case for Lo Pro” by Maddie Oatman](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593509)<br>· Identify the author’s main argument and key points.<br>· Take notes on how the author supports their claims with evidence, reasoning, and rhetorical strategies.<br>2. <br>**Analyze the Rhetorical Situation**<br>Observe the following elements of the rhetorical situation as you read. Use these observations to form the foundation of your writing. Remember, you can use <br>[your chapter as a guide](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593221) for these observations!<br> <br>· Author & Purpose<br>· Audience<br>· Context<br>· Exigence & Constraints<br>· Effectiveness: Do the author's choices strengthen or weaken their argument? Why or why not?<br>3. <br>**Draft Your Response**<br>· Begin with an introduction that briefly summarizes the article and states your thesis (your overall assessment of the author’s rhetorical effectiveness).<br>· Develop your analysis in well-organized paragraphs, using examples from the article to support your points.<br>· Conclude by reflecting on the impact of the rhetorical strategies this author incorporated.<br>4. <br>**Edit, revise, and submit.**<br>· Review your writing carefully to adjust any unclear language, grammar or spelling errors, or citation formatting.<br>**Formatting & Submission:**<br>· Length: 1-2 pages, double-spaced<br>· Font: Times New Roman, 12pt<br>· MLA citation style<br>· <br>_For support with MLA style, click this link:_ [_Purdue OWL – MLA – General Format_](https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_general_format.html)<br>_Grading Criteria:_<br>_Your response will be evaluated based on:_<br>· <br>_Depth of Analysis: Thoughtful examination of the rhetorical situation and strategies_<br>· <br>_Use of Evidence: Clear, relevant examples from the article to support your points_<br>· <br>_Remember to incorporate in-text citations when quoting. Click this link for support:_ [_MLA In-Text Citations: The Basics_](https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_in_text_citations_the_basics.html)<br>· <br>_Organization & Clarity: Logical structure, clear thesis, and smooth transitions_<br>· <br>_Mechanics & Formatting: Proper grammar, punctuation, and adherence to assignment guidelines_ |

    Bottom of Form

    **## The_case_for_lo_pro_why_Americ.pdf**

    Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
    convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
    representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
    AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
    AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
    ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR
    PURPOSE. Your use of the machine generated PDF is subject to all use restrictions contained in The Cengage Learning
    Subscription and License Agreement and/or the Gale College Collection Terms and Conditions and by using the machine generated
    PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the machine
    generated PDF functionality and any output derived therefrom.

    The case for lo pro: why America's latest dietary fetish is bad
    for just about everybody
    Author: Maddie Oatman
    Date: September-October 2016
    From: Mother Jones(Vol. 41, Issue 5)
    Publisher: Foundation for National Progress
    Document Type: Article
    Length: 945 words

    Full Text:
    [ILLUSTRATION OMITTED]

    YOU MIGHT NOTICE, the next time you go grocery shopping, that supermarket aisles are turning into one big advertisement for
    protein. The health claims are everywhere. Wheyhey ice cream–"20 g of protein per pot"–promises to help with "losing weight" and
    "skin anti aging." P28 high-protein sliced bread wants to be "part of your journey to a healthy lifestyle." Kellogg's Special K Protein
    cereal "satisfies hunger longer." Everyone at work seems to be on a high-protein Paleo diet. And American consumers, according to
    one business analytics firm, spend about $250 million a year on protein powder alone.

    Given all the hype, it might come as no surprise that American adults are eating roughly double the average daily protein
    recommendation of 60 grams for women and 70 grams for men. "If you have enough calories in your diet, not getting enough protein
    would be very, very hard," journalist Marta Zaraska told me when I interviewed her for Bite, Mother Jones food podcast.

    So what's driving the overconsumption? In her recent book, Meathooked: The History and Science of Our 2.5-Million-Year Obsession
    With Meat, Zaraska traces the origins of America's love affair with protein back to a shaky research finding from the 1800s: German
    scientist Carl von Voit set out to determine how much protein soldiers and hard laborers required by observing how much protein they
    consumed (150 grams a day). "It's a bit like observing children stuffing themselves with cookies and concluding that young humans
    require tons of sugar to grow," Zaraska writes. By 1944, the US Department of Agriculture had halved the von Voit recommendation,
    but the myth persisted.

    Most of the protein we eat comes from animals: The average American adult ate roughly 225 pounds of meat and fish last year. Until
    fairly recently, conventional wisdom held that meat, which contains large amounts of essential amino acids, provides our bodies with
    "complete" proteins, whereas plants cannot. But that's not really true. Zaraska credits part of the misunderstanding to, ironically
    enough, the 1971 bestseller Diet for a Small Planet. Frances Moore Lappe's seminal manual for low-impact living encouraged
    vegetarians to (painstakingly) chart the amino acid content of the plant foods they consumed and "complete" the proteins by eating
    those foods in complementary combinations.

    It's true that some plant foods are low in certain essential amino acids. Beans, for instance, are lacking in methionine, whereas grains
    have plenty. But by the 1980s, scientists had figured out that "the liver can store the amino acids so we don't have to combine them in
    one meal," explains the Academy of Nutrition and Dietetics. And plant-derived foods such as buckwheat, quinoa, and soy can deliver
    complete proteins in one fell swoop. Lappe apologized in her 20th-anniversary edition for reinforcing a "myth"–one perpetuated by
    websites like Paleo Leap, which touts meat's protein benefits and claims "the only people who have to worry about mixing and
    matching specific protein sources are vegetarians."

    Many health experts now say that if you eat a broad range of foods, vegetarian or otherwise, you needn't give protein a second
    thought. The Institute of Medicine's latest intake recommendation is 0.36 grams of protein daily per pound of body weight, and slightly
    more if you're pregnant or lactating. Being neither, and a bit lighter than average, I need about 44 grams a day. But when I tallied up
    everything I ate one day this past spring, I was startled to discover I had downed 64 grams of protein without even trying. Cashew
    milk with my morning oatmeal (15 grams total), black beans (7 grams), and cheese ravioli (12 grams) easily put me over the top, and
    I don't even eat meat! Considering the protein content of a four-ounce serving of chicken breast (35 grams) or skirt steak (29 grams),
    it's easy to see how we well-fed Americans overshoot our daily needs.

    It's not that a little extra protein will hurt you, says Christopher Gardner, a professor of medicine at Stanford University. For most
    people, it's fine. But "high protein" food products often come packed with other, less healthy ingredients. Consider Cheerios Protein:
    When the cereal launched in 2014, General Mills claimed its new O's would provide "long-lasting energy," but that likely had more to
    do with the fact that Cheerios Protein contains 14 times as much added sugar as regular Cheerios–with just a touch more protein.

    But while Gardner worries that our protein obsession is edging out real foods–"We're saying, I'm going to have a bar as a meal,'
    which means it's coming with fewer of the natural nutrients"–his bigger concern is the environmental impact. Some two-thirds of the
    protein we eat is from animals, which are resource intensive. Producing a one-third-pound hamburger, for instance, requires 660
    gallons of water–to say nothing of the deforestation, water pollution, habitat loss, and desertification related to meat, egg, and dairy
    operations. The food system is responsible for roughly a quarter of global greenhouse gas emissions–and most of that comes from
    raising livestock.

    In 2015, the advisory committee for federal dietary guidelines urged a shift away from meat and toward a plant-heavy diet that is
    "more health promoting" and "associated with lesser environmental impact." The meat industry's friends in Congress made sure the
    environmental precautions were left out of the final guidelines. But Oxford University researchers upped the ante this year, estimating
    that a global shift from animal proteins to a more plant-based diet could slash food-related emissions by up to 70 percent by 2050. So
    the next time you hit the steakhouse or stock up on beef jerky, just be aware that your amino habit could, in the words of the Oxford
    team, have "major ramifications" for the planet's health.

    Copyright: COPYRIGHT 2016 Foundation for National Progress
    http://www.motherjones.com
    Source Citation (MLA 9th Edition)
    Oatman, Maddie. "The case for lo pro: why America's latest dietary fetish is bad for just about everybody." Mother Jones, vol. 41, no.

    5, Sept.-Oct. 2016, pp. 66+. Gale College Collection, link.gale.com/apps/doc//GCCO?u=tihsho_b&sid=lms-
    GCCO&xid=eb510109. Accessed 18 Feb. 2025.

    Gale Document Number: GALE|A462045844

    [http://www.motherjones.com](http://www.motherjones.com/)

    **## CriticalResponse2.docx**

    Critical Response 2

    Top of Form

    | | |
    | — | — |
    | |
    | Instructions | |
    | **Objective:** In this assignment, you will analyze the rhetorical situation of an assigned article, considering how the author’s choices impact the effectiveness of their message. This response will help you develop critical reading and analytical writing skills by examining how purpose, audience, context, and rhetorical appeals shape communication.<br> <br>**Prep Steps: To prepare for this assignment, be sure that you have** [**practiced the targeted skill**](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593542) **and that you have** [**read the assigned observation texts**](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593541) **for Week 5.**<br>**Instructions:**<br>1. <br>**Read the assigned article carefully.**<br>· <br>[Link: “The Case for Lo Pro” by Maddie Oatman](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593509)<br>· Identify the author’s main argument and key points.<br>· Take notes on how the author supports their claims with evidence, reasoning, and rhetorical strategies.<br>2. <br>**Analyze the Rhetorical Situation**<br>Observe the following elements of the rhetorical situation as you read. Use these observations to form the foundation of your writing. Remember, you can use <br>[your chapter as a guide](https://dallascollege.brightspace.com/d2l/common/dialogs/quickLink/quickLink.d2l?ou=250941&type=content&rcode=9BE8DA1D-2E5D-49A2-962E-132F8CB5061D-6593221) for these observations!<br> <br>· Author & Purpose<br>· Audience<br>· Context<br>· Exigence & Constraints<br>· Effectiveness: Do the author's choices strengthen or weaken their argument? Why or why not?<br>3. <br>**Draft Your Response**<br>· Begin with an introduction that briefly summarizes the article and states your thesis (your overall assessment of the author’s rhetorical effectiveness).<br>· Develop your analysis in well-organized paragraphs, using examples from the article to support your points.<br>· Conclude by reflecting on the impact of the rhetorical strategies this author incorporated.<br>4. <br>**Edit, revise, and submit.**<br>· Review your writing carefully to adjust any unclear language, grammar or spelling errors, or citation formatting.<br>**Formatting & Submission:**<br>· Length: 1-2 pages, double-spaced<br>· Font: Times New Roman, 12pt<br>· MLA citation style<br>· <br>_For support with MLA style, click this link:_ [_Purdue OWL – MLA – General Format_](https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_general_format.html)<br>_Grading Criteria:_<br>_Your response will be evaluated based on:_<br>· <br>_Depth of Analysis: Thoughtful examination of the rhetorical situation and strategies_<br>· <br>_Use of Evidence: Clear, relevant examples from the article to support your points_<br>· <br>_Remember to incorporate in-text citations when quoting. Click this link for support:_ [_MLA In-Text Citations: The Basics_](https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_in_text_citations_the_basics.html)<br>· <br>_Organization & Clarity: Logical structure, clear thesis, and smooth transitions_<br>· <br>_Mechanics & Formatting: Proper grammar, punctuation, and adherence to assignment guidelines_ |

    Bottom of Form

    **## The_case_for_lo_pro_why_Americ.pdf**

    Disclaimer: This is a machine generated PDF of selected content from our products. This functionality is provided solely for your
    convenience and is in no way intended to replace original scanned PDF. Neither Cengage Learning nor its licensors make any
    representations or warranties with respect to the machine generated PDF. The PDF is automatically generated "AS IS" and "AS
    AVAILABLE" and are not retained in our systems. CENGAGE LEARNING AND ITS LICENSORS SPECIFICALLY DISCLAIM ANY
    AND ALL EXPRESS OR IMPLIED WARRANTIES, INCLUDING WITHOUT LIMITATION, ANY WARRANTIES FOR AVAILABILITY,
    ACCURACY, TIMELINESS, COMPLETENESS, NON-INFRINGEMENT, MERCHANTABILITY OR FITNESS FOR A PARTICULAR
    PURPOSE. Your use of the machine generated PDF is subject to all use restrictions contained in The Cengage Learning
    Subscription and License Agreement and/or the Gale College Collection Terms and Conditions and by using the machine generated
    PDF functionality you agree to forgo any and all claims against Cengage Learning or its licensors for your use of the machine
    generated PDF functionality and any output derived therefrom.

    The case for lo pro: why America's latest dietary fetish is bad
    for just about everybody
    Author: Maddie Oatman
    Date: September-October 2016
    From: Mother Jones(Vol. 41, Issue 5)
    Publisher: Foundation for National Progress
    Document Type: Article
    Length: 945 words

    Full Text:
    [ILLUSTRATION OMITTED]

    YOU MIGHT NOTICE, the next time you go grocery shopping, that supermarket aisles are turning into one big advertisement for
    protein. The health claims are everywhere. Wheyhey ice cream–"20 g of protein per pot"–promises to help with "losing weight" and
    "skin anti aging." P28 high-protein sliced bread wants to be "part of your journey to a healthy lifestyle." Kellogg's Special K Protein
    cereal "satisfies hunger longer." Everyone at work seems to be on a high-protein Paleo diet. And American consumers, according to
    one business analytics firm, spend about $250 million a year on protein powder alone.

    Given all the hype, it might come as no surprise that American adults are eating roughly double the average daily protein
    recommendation of 60 grams for women and 70 grams for men. "If you have enough calories in your diet, not getting enough protein
    would be very, very hard," journalist Marta Zaraska told me when I interviewed her for Bite, Mother Jones food podcast.

    So what's driving the overconsumption? In her recent book, Meathooked: The History and Science of Our 2.5-Million-Year Obsession
    With Meat, Zaraska traces the origins of America's love affair with protein back to a shaky research finding from the 1800s: German
    scientist Carl von Voit set out to determine how much protein soldiers and hard laborers required by observing how much protein they
    consumed (150 grams a day). "It's a bit like observing children stuffing themselves with cookies and concluding that young humans
    require tons of sugar to grow," Zaraska writes. By 1944, the US Department of Agriculture had halved the von Voit recommendation,
    but the myth persisted.

    Most of the protein we eat comes from animals: The average American adult ate roughly 225 pounds of meat and fish last year. Until
    fairly recently, conventional wisdom held that meat, which contains large amounts of essential amino acids, provides our bodies with
    "complete" proteins, whereas plants cannot. But that's not really true. Zaraska credits part of the misunderstanding to, ironically
    enough, the 1971 bestseller Diet for a Small Planet. Frances Moore Lappe's seminal manual for low-impact living encouraged
    vegetarians to (painstakingly) chart the amino acid content of the plant foods they consumed and "complete" the proteins by eating
    those foods in complementary combinations.

    It's true that some plant foods are low in certain essential amino acids. Beans, for instance, are lacking in methionine, whereas grains
    have plenty. But by the 1980s, scientists had figured out that "the liver can store the amino acids so we don't have to combine them in
    one meal," explains the Academy of Nutrition and Dietetics. And plant-derived foods such as buckwheat, quinoa, and soy can deliver
    complete proteins in one fell swoop. Lappe apologized in her 20th-anniversary edition for reinforcing a "myth"–one perpetuated by
    websites like Paleo Leap, which touts meat's protein benefits and claims "the only people who have to worry about mixing and
    matching specific protein sources are vegetarians."

    Many health experts now say that if you eat a broad range of foods, vegetarian or otherwise, you needn't give protein a second
    thought. The Institute of Medicine's latest intake recommendation is 0.36 grams of protein daily per pound of body weight, and slightly
    more if you're pregnant or lactating. Being neither, and a bit lighter than average, I need about 44 grams a day. But when I tallied up
    everything I ate one day this past spring, I was startled to discover I had downed 64 grams of protein without even trying. Cashew
    milk with my morning oatmeal (15 grams total), black beans (7 grams), and cheese ravioli (12 grams) easily put me over the top, and
    I don't even eat meat! Considering the protein content of a four-ounce serving of chicken breast (35 grams) or skirt steak (29 grams),
    it's easy to see how we well-fed Americans overshoot our daily needs.

    It's not that a little extra protein will hurt you, says Christopher Gardner, a professor of medicine at Stanford University. For most
    people, it's fine. But "high protein" food products often come packed with other, less healthy ingredients. Consider Cheerios Protein:
    When the cereal launched in 2014, General Mills claimed its new O's would provide "long-lasting energy," but that likely had more to
    do with the fact that Cheerios Protein contains 14 times as much added sugar as regular Cheerios–with just a touch more protein.

    But while Gardner worries that our protein obsession is edging out real foods–"We're saying, I'm going to have a bar as a meal,'
    which means it's coming with fewer of the natural nutrients"–his bigger concern is the environmental impact. Some two-thirds of the
    protein we eat is from animals, which are resource intensive. Producing a one-third-pound hamburger, for instance, requires 660
    gallons of water–to say nothing of the deforestation, water pollution, habitat loss, and desertification related to meat, egg, and dairy
    operations. The food system is responsible for roughly a quarter of global greenhouse gas emissions–and most of that comes from
    raising livestock.

    In 2015, the advisory committee for federal dietary guidelines urged a shift away from meat and toward a plant-heavy diet that is
    "more health promoting" and "associated with lesser environmental impact." The meat industry's friends in Congress made sure the
    environmental precautions were left out of the final guidelines. But Oxford University researchers upped the ante this year, estimating
    that a global shift from animal proteins to a more plant-based diet could slash food-related emissions by up to 70 percent by 2050. So
    the next time you hit the steakhouse or stock up on beef jerky, just be aware that your amino habit could, in the words of the Oxford
    team, have "major ramifications" for the planet's health.

    Copyright: COPYRIGHT 2016 Foundation for National Progress
    http://www.motherjones.com
    Source Citation (MLA 9th Edition)
    Oatman, Maddie. "The case for lo pro: why America's latest dietary fetish is bad for just about everybody." Mother Jones, vol. 41, no.

    5, Sept.-Oct. 2016, pp. 66+. Gale College Collection, link.gale.com/apps/doc//GCCO?u=tihsho_b&sid=lms-
    GCCO&xid=eb510109. Accessed 18 Feb. 2025.

    Gale Document Number: GALE|A462045844

    [http://www.motherjones.com](http://www.motherjones.com/)

  • [Solved] W2Responses

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    – 2 years ago **files (1)** – ## W2Reply.docx **## W2Reply.docx** **Directions:** For each discussion below, you will individually post two replies to the posts of others of at least 150 words each. Each reply must incorporate at least one scholarly research article in current APA format. The source…

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    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## W2Reply.docx

    **## W2Reply.docx**

    **Directions:** For each discussion below, you will individually post two replies to the posts of others of at least 150 words each. Each reply must incorporate at least one scholarly research article in current APA format. The source cited must have been published within the last five years.

    As you participate in the Discussions in this course, remember to support your arguments with relevant research and evidence. Also, engage with your peers’ ideas by asking clarifying questions and offering constructive feedback.

    **Classmate One (Amy):**

    Digital badges support and recognize professional development within my current school division. In 2020, Google Certifications became available for all staff as the division required each member to take the Google Level 1 certification test. This initiative was implemented division-wide, and while staff were not required to pass the test, everyone was encouraged to take it and to pursue Levels 2 and 3. Additionally, we have monthly KnowB4 training that focuses on online safety for both staff and employees. A badge or certificate is awarded at the end of each quiz. Most of our professional development occurs through in-person training and a sign-in sheet since we are a small rural division emphasizing in-person PLC/PD sessions, with limited opportunities to pursue digital badges and stacked credentials. As Quigley (2023) noted, stacked credentials concentrate on digital open badges and certifications that allow professionals to enhance their portfolios—for instance, utilizing Google certifications or Instructure to gain credentials.

    There are challenges associated with implementing digital badges in the public education sector. Many rural divisions struggle to adopt online certificates and prefer physical copies (Quigley, 2023).  For instance, staff members may favor both digital and paper options or choose one over the other. Divisions are hesitant to change their internal systems due to costs and the need to revamp the current systems. Additionally, staff may not see the value in micro-credentials because of a lack of understanding, leading them to perceive little or no worth in digital badging. The security of online badging is limited, and data breaches may occur, making many feel uneasy about using the online credential system.

    Moreover, staff unfamiliar with the purpose, process, and learning outcomes might not grasp the importance of completing the training. They may prefer in-person professional development, where they can ask questions and get face-to-face answers. Additionally, transferring badges could diminish motivation for staff and divisions to implement their online badging systems. Lastly, a notable drawback of obtaining online certifications is the risk of duplicating invalid certifications, such as fraudulent badges or unethical badging (Quigley, 2023).

    Digital badges provide opportunities for lifelong learning within school districts. As Quigley (2023) noted, micro-credentialing can enhance skill and content development, help maintain current knowledge, motivate staff to improve their skills and grow professionally, and assist in building professional and personal portfolios. Furthermore, applying skills in competitive environments promotes professional growth. A platform that interests me, Instructure (2025), could be utilized by my current school district, as we use Canvas to store and share information and instruction. While we emphasize in-person instructional strategies with resources supported by online platforms, adopting the Instructure platform would support ongoing professional development.

    The Gartner Hype Cycle (2025) notes that adopting the knowledge and investment in technology is key to understanding technology application to one’s profession or personal relevance. One key cycle from Gartner’s Hype Cycle that depicts badging as an innovation is the Slope of Enlightenment. This cycle highlights the conservative attitude, especially in rural reservations, towards accepting technology or digital badging in this context. As technology develops, it becomes pertinent to their profession. Once they recognize its significance and applications, buy-in is achieved, and staff are more likely to engage with available opportunities. From my observations, staff tend to wait until they see others complete the tasks before they fully buy in. There are challenges and vulnerabilities associated with every innovation, and in a rural district setting, staff prefer to observe how it functions in other divisions before they become receptive.

    **References:**

    Gartner (2025, February 10). Gartner Hype Cycle. https://www.gartner.com/en/research/methodologies/gartner-hype-cycle?

    Instructure (2025, February 10). The all-in-one digital badging for higher education. https://www.instructure.com/higher-education/products/canvas/canvas-credentials?domain=badgr

    Quigley, J. (2023, June, 13). What are digital credentials, and are they used? Accredible.
    [https://www.accredible.com/blog/what-are-digital-credentials#choosing-a-digital-credential-platform](https://www.accredible.com/blog/what-are-digital-credentials#choosing-a-digital-credential-platform)

    **Classmate Two (Tanika):**

    To best accurately define digital badges, a look into older publication revealed a definition from Mozilla which states that a digital badge is “a symbol or indicator of an accomplishment, skill, quality or interest […] used to set goals, motivate behavior, represent achievements, and communicate success in many contexts” (Mozilla Foundation, 2012).   A more recent publication by Felton states digital badging “is a growing movement, attractive for its flexibility and efficiency in connecting students with careers and jobs” (Felton, 2023). In my current role as the Interpersonal Skills Course Director for the Civilian Leadership Development School (CLDS), Maxwell Air Force Base, Alabama, the organization began offering Performance Management Coaching (PMC) digital badges in 2024 to help maintain our culture of continual training, growth and development.  The badges were awarded to students who successfully completed the 3-course Performance Management Coaching curriculum designed and taught by the CLDS, and is an excellent way to motivate and encourage students to continue and finalize training.  The information for the course can be found here under the PMC Digital Badge Link:
    [https://www.airuniversity.af.edu/Eaker-Center/CLDS/Coaching/\
    Links to an external site.](https://www.airuniversity.af.edu/Eaker-Center/CLDS/Coaching/).

    As the Civilian Leadership Development School provides training for Air Force civilians worldwide, it is imperative that we can both validate and document for professional development training, promotions, and annual training required by the Department of the Air Force for civilian personnel.   At first glance the badging process seems quite complex; however, I have provided an overview that is also available online at
    [https://www.airuniversity.af.edu/Eaker-Center/CLDS/Coaching/Students/\
    Links to an external site.](https://www.airuniversity.af.edu/Eaker-Center/CLDS/Coaching/Students/) to assist with a thorough understanding of the multi-step process (https://www.airuniversity.af.edu/Eaker-Center/CLDS/Coaching/Students/):

    Earning the PMC Badge is a three-step process.

    Step 1: Complete
    **Introduction to Performance Management Coaching**.

    Note 1: Schedules and enrollment links for all coaching courses are available on the CLDS website:
    [https://www.airuniversity.af.edu/Eaker-Center/CLDS/Schedule-of-Classes-and-Enrollment-Links/#coaching-coursesLinks to an external site.](https://www.airuniversity.af.edu/Eaker-Center/CLDS/Schedule-of-Classes-and-Enrollment-Links/)

    Note 2: PMC courses are completed in the CAC and Mobile Connect enabled
    myLearning platformLinks to an external site.

    MAFHRMS 426 –
    [**Introduction to Performance Management Coaching (IPMC)**\
    **Links to an external site.**](https://www.airuniversity.af.edu/Eaker-Center/CLDS/Coaching/)

    IPMC is a foundational course open to all levels of employees within the Department of the Air Force and is a pre-requisite for all other Civilian Leadership Development School (CLDS) coaching courses. During the online 4-module, self-paced, asynchronous course, students are introduced to coaching fundamentals, competencies, and principles that are key to becoming a leader who fosters a coaching culture, leading to improved individual and organizational performance.

    Step 2: Complete
    **Performance Management Coaching for Supervisors and Leaders** AND
    **Performance Management Coaching for Organizations** in either order you choose.

    MAFHRMS 427 –
    [**Performance Management Coaching for Supervisors and Leaders (PMCS)**\
    **Links to an external site.**](https://www.airuniversity.af.edu/Eaker-Center/CLDS/Coaching/)

    PMCS is designed for DAF GS-12 and below civilian employees who are current supervisors or in the process of becoming supervisors or leaders in their organizations. Students will participate in three synchronous, online webinars with both instructor-led content and facilitated group discussions. Each student’s knowledge and use of performance coaching skills will be evaluated in a final coaching session with one other student and an instructor upon completion of the two-week session.

    MAFHRMS 429 –
    [**Performance Management Coaching for USAF Organizations (PMCO)**\
    **Links to an external site.**](https://www.airuniversity.af.edu/Eaker-Center/CLDS/Coaching/)

    PMCO is designed for GS-13 and above DAF employees who are current leaders or future leaders in their organizations. Students will accomplish assigned readings, videos, and group discussion posts before joining live, instructor facilitated webinars at designated times during a two-week period. Each webinar will conclude with breakout sessions wherein students will participate in small group discussions.

    Step 3: Upon completion of the three PMC courses, the student must notify the Coaching Student Support Team. The Badge Reviewer will verify in myLearning that all course requirements are complete and recommend the Earner for award of the badge (https://www.airuniversity.af.edu/Eaker-Center/CLDS/Coaching/Students/):

    For my own personal growth and development, digital badges are essential to accurately tracking the numerous training opportunities that are offered each year to Department of Defense civilians.   My annual Individual Development Plan requires the completion of both mandatory and elective training programs and courses that are all currently tracked through digital badges.  It has become the preferred method for documentation within the organization as the record is easy to navigate and very user-friendly; however, one consideration of note has been the resistance to change from some users as well as the inability of the organization to accurately ensure standardization.  Within in our own organization it is quite easy to monitor and ensure the content of the training, but it becomes much harder to regulate training from outside organization when trying to incorporate badges from outside entities.

    An evaluation of Gartner’s Hype Cycle, which helps to chart the path of innovation, most accurately includes the utilization of digital badging in the “Slope of Enlightment” phase.  Some organizations have adapted the system while others are still resistant to the idea of having all training tracked digitally for the organization.  (
    [https://www.gartner.com/en/research/methodologies/gartner-hype-cycle\
    Links to an external site.](https://www.gartner.com/en/research/methodologies/gartner-hype-cycle)).  The technology surrounding digital badges has been present for years and the badges have been used for well over a decade. (https://wwps.microsoft.com/blog/digital-identity-gartner)

    **References**

    Air University, Civilian Leadership Development School website.
    [https://www.airuniversity.af.edu/Eaker-Center/CLDS/Coaching/\
    Links to an external site.](https://www.airuniversity.af.edu/Eaker-Center/CLDS/Coaching/)

    Air University, Civilian Leadership Development School website.
    [https://www.airuniversity.af.edu/Eaker-Center/CLDS/Coaching/Students\
    Links to an external site.](https://www.airuniversity.af.edu/Eaker-Center/CLDS/Coaching/Students)

    Felton, S. D., Whitehouse, G., Motley, C., Jaeger, D., & Timur, A. (2023). How I stopped fearing micro-credentials and began to love digital badging – a pilot project. Industry &

    Higher Education., 37(2), 309–317.
    [https://doi.org/10.1177/09504222221117951\
    Links to an external site.](https://doi.org/10.1177/09504222221117951)

    Hype Cycle for Digital Identity.
    [https://wwps.microsoft.com/blog/digital-identity-gartner\
    Links to an external site.](https://wwps.microsoft.com/blog/digital-identity-gartner)

    The Mozilla Foundation, Peer 2 Peer University & The MacArthur Foundation. (2012).

    Open Badges for Lifelong Learning: Exploring an open badge ecosystem to support skill development and lifelong learning for real results such as jobs and advancement. Retrieved from https://wiki.mozilla.org/images/b/b1/OpenBadges-Working-Paper_092011.pdf

    **## W2Reply.docx**

    **Directions:** For each discussion below, you will individually post two replies to the posts of others of at least 150 words each. Each reply must incorporate at least one scholarly research article in current APA format. The source cited must have been published within the last five years.

    As you participate in the Discussions in this course, remember to support your arguments with relevant research and evidence. Also, engage with your peers’ ideas by asking clarifying questions and offering constructive feedback.

    **Classmate One (Amy):**

    Digital badges support and recognize professional development within my current school division. In 2020, Google Certifications became available for all staff as the division required each member to take the Google Level 1 certification test. This initiative was implemented division-wide, and while staff were not required to pass the test, everyone was encouraged to take it and to pursue Levels 2 and 3. Additionally, we have monthly KnowB4 training that focuses on online safety for both staff and employees. A badge or certificate is awarded at the end of each quiz. Most of our professional development occurs through in-person training and a sign-in sheet since we are a small rural division emphasizing in-person PLC/PD sessions, with limited opportunities to pursue digital badges and stacked credentials. As Quigley (2023) noted, stacked credentials concentrate on digital open badges and certifications that allow professionals to enhance their portfolios—for instance, utilizing Google certifications or Instructure to gain credentials.

    There are challenges associated with implementing digital badges in the public education sector. Many rural divisions struggle to adopt online certificates and prefer physical copies (Quigley, 2023).  For instance, staff members may favor both digital and paper options or choose one over the other. Divisions are hesitant to change their internal systems due to costs and the need to revamp the current systems. Additionally, staff may not see the value in micro-credentials because of a lack of understanding, leading them to perceive little or no worth in digital badging. The security of online badging is limited, and data breaches may occur, making many feel uneasy about using the online credential system.

    Moreover, staff unfamiliar with the purpose, process, and learning outcomes might not grasp the importance of completing the training. They may prefer in-person professional development, where they can ask questions and get face-to-face answers. Additionally, transferring badges could diminish motivation for staff and divisions to implement their online badging systems. Lastly, a notable drawback of obtaining online certifications is the risk of duplicating invalid certifications, such as fraudulent badges or unethical badging (Quigley, 2023).

    Digital badges provide opportunities for lifelong learning within school districts. As Quigley (2023) noted, micro-credentialing can enhance skill and content development, help maintain current knowledge, motivate staff to improve their skills and grow professionally, and assist in building professional and personal portfolios. Furthermore, applying skills in competitive environments promotes professional growth. A platform that interests me, Instructure (2025), could be utilized by my current school district, as we use Canvas to store and share information and instruction. While we emphasize in-person instructional strategies with resources supported by online platforms, adopting the Instructure platform would support ongoing professional development.

    The Gartner Hype Cycle (2025) notes that adopting the knowledge and investment in technology is key to understanding technology application to one’s profession or personal relevance. One key cycle from Gartner’s Hype Cycle that depicts badging as an innovation is the Slope of Enlightenment. This cycle highlights the conservative attitude, especially in rural reservations, towards accepting technology or digital badging in this context. As technology develops, it becomes pertinent to their profession. Once they recognize its significance and applications, buy-in is achieved, and staff are more likely to engage with available opportunities. From my observations, staff tend to wait until they see others complete the tasks before they fully buy in. There are challenges and vulnerabilities associated with every innovation, and in a rural district setting, staff prefer to observe how it functions in other divisions before they become receptive.

    **References:**

    Gartner (2025, February 10). Gartner Hype Cycle. https://www.gartner.com/en/research/methodologies/gartner-hype-cycle?

    Instructure (2025, February 10). The all-in-one digital badging for higher education. https://www.instructure.com/higher-education/products/canvas/canvas-credentials?domain=badgr

    Quigley, J. (2023, June, 13). What are digital credentials, and are they used? Accredible.
    [https://www.accredible.com/blog/what-are-digital-credentials#choosing-a-digital-credential-platform](https://www.accredible.com/blog/what-are-digital-credentials#choosing-a-digital-credential-platform)

    **Classmate Two (Tanika):**

    To best accurately define digital badges, a look into older publication revealed a definition from Mozilla which states that a digital badge is “a symbol or indicator of an accomplishment, skill, quality or interest […] used to set goals, motivate behavior, represent achievements, and communicate success in many contexts” (Mozilla Foundation, 2012).   A more recent publication by Felton states digital badging “is a growing movement, attractive for its flexibility and efficiency in connecting students with careers and jobs” (Felton, 2023). In my current role as the Interpersonal Skills Course Director for the Civilian Leadership Development School (CLDS), Maxwell Air Force Base, Alabama, the organization began offering Performance Management Coaching (PMC) digital badges in 2024 to help maintain our culture of continual training, growth and development.  The badges were awarded to students who successfully completed the 3-course Performance Management Coaching curriculum designed and taught by the CLDS, and is an excellent way to motivate and encourage students to continue and finalize training.  The information for the course can be found here under the PMC Digital Badge Link:
    [https://www.airuniversity.af.edu/Eaker-Center/CLDS/Coaching/\
    Links to an external site.](https://www.airuniversity.af.edu/Eaker-Center/CLDS/Coaching/).

    As the Civilian Leadership Development School provides training for Air Force civilians worldwide, it is imperative that we can both validate and document for professional development training, promotions, and annual training required by the Department of the Air Force for civilian personnel.   At first glance the badging process seems quite complex; however, I have provided an overview that is also available online at
    [https://www.airuniversity.af.edu/Eaker-Center/CLDS/Coaching/Students/\
    Links to an external site.](https://www.airuniversity.af.edu/Eaker-Center/CLDS/Coaching/Students/) to assist with a thorough understanding of the multi-step process (https://www.airuniversity.af.edu/Eaker-Center/CLDS/Coaching/Students/):

    Earning the PMC Badge is a three-step process.

    Step 1: Complete
    **Introduction to Performance Management Coaching**.

    Note 1: Schedules and enrollment links for all coaching courses are available on the CLDS website:
    [https://www.airuniversity.af.edu/Eaker-Center/CLDS/Schedule-of-Classes-and-Enrollment-Links/#coaching-coursesLinks to an external site.](https://www.airuniversity.af.edu/Eaker-Center/CLDS/Schedule-of-Classes-and-Enrollment-Links/)

    Note 2: PMC courses are completed in the CAC and Mobile Connect enabled
    myLearning platformLinks to an external site.

    MAFHRMS 426 –
    [**Introduction to Performance Management Coaching (IPMC)**\
    **Links to an external site.**](https://www.airuniversity.af.edu/Eaker-Center/CLDS/Coaching/)

    IPMC is a foundational course open to all levels of employees within the Department of the Air Force and is a pre-requisite for all other Civilian Leadership Development School (CLDS) coaching courses. During the online 4-module, self-paced, asynchronous course, students are introduced to coaching fundamentals, competencies, and principles that are key to becoming a leader who fosters a coaching culture, leading to improved individual and organizational performance.

    Step 2: Complete
    **Performance Management Coaching for Supervisors and Leaders** AND
    **Performance Management Coaching for Organizations** in either order you choose.

    MAFHRMS 427 –
    [**Performance Management Coaching for Supervisors and Leaders (PMCS)**\
    **Links to an external site.**](https://www.airuniversity.af.edu/Eaker-Center/CLDS/Coaching/)

    PMCS is designed for DAF GS-12 and below civilian employees who are current supervisors or in the process of becoming supervisors or leaders in their organizations. Students will participate in three synchronous, online webinars with both instructor-led content and facilitated group discussions. Each student’s knowledge and use of performance coaching skills will be evaluated in a final coaching session with one other student and an instructor upon completion of the two-week session.

    MAFHRMS 429 –
    [**Performance Management Coaching for USAF Organizations (PMCO)**\
    **Links to an external site.**](https://www.airuniversity.af.edu/Eaker-Center/CLDS/Coaching/)

    PMCO is designed for GS-13 and above DAF employees who are current leaders or future leaders in their organizations. Students will accomplish assigned readings, videos, and group discussion posts before joining live, instructor facilitated webinars at designated times during a two-week period. Each webinar will conclude with breakout sessions wherein students will participate in small group discussions.

    Step 3: Upon completion of the three PMC courses, the student must notify the Coaching Student Support Team. The Badge Reviewer will verify in myLearning that all course requirements are complete and recommend the Earner for award of the badge (https://www.airuniversity.af.edu/Eaker-Center/CLDS/Coaching/Students/):

    For my own personal growth and development, digital badges are essential to accurately tracking the numerous training opportunities that are offered each year to Department of Defense civilians.   My annual Individual Development Plan requires the completion of both mandatory and elective training programs and courses that are all currently tracked through digital badges.  It has become the preferred method for documentation within the organization as the record is easy to navigate and very user-friendly; however, one consideration of note has been the resistance to change from some users as well as the inability of the organization to accurately ensure standardization.  Within in our own organization it is quite easy to monitor and ensure the content of the training, but it becomes much harder to regulate training from outside organization when trying to incorporate badges from outside entities.

    An evaluation of Gartner’s Hype Cycle, which helps to chart the path of innovation, most accurately includes the utilization of digital badging in the “Slope of Enlightment” phase.  Some organizations have adapted the system while others are still resistant to the idea of having all training tracked digitally for the organization.  (
    [https://www.gartner.com/en/research/methodologies/gartner-hype-cycle\
    Links to an external site.](https://www.gartner.com/en/research/methodologies/gartner-hype-cycle)).  The technology surrounding digital badges has been present for years and the badges have been used for well over a decade. (https://wwps.microsoft.com/blog/digital-identity-gartner)

    **References**

    Air University, Civilian Leadership Development School website.
    [https://www.airuniversity.af.edu/Eaker-Center/CLDS/Coaching/\
    Links to an external site.](https://www.airuniversity.af.edu/Eaker-Center/CLDS/Coaching/)

    Air University, Civilian Leadership Development School website.
    [https://www.airuniversity.af.edu/Eaker-Center/CLDS/Coaching/Students\
    Links to an external site.](https://www.airuniversity.af.edu/Eaker-Center/CLDS/Coaching/Students)

    Felton, S. D., Whitehouse, G., Motley, C., Jaeger, D., & Timur, A. (2023). How I stopped fearing micro-credentials and began to love digital badging – a pilot project. Industry &

    Higher Education., 37(2), 309–317.
    [https://doi.org/10.1177/09504222221117951\
    Links to an external site.](https://doi.org/10.1177/09504222221117951)

    Hype Cycle for Digital Identity.
    [https://wwps.microsoft.com/blog/digital-identity-gartner\
    Links to an external site.](https://wwps.microsoft.com/blog/digital-identity-gartner)

    The Mozilla Foundation, Peer 2 Peer University & The MacArthur Foundation. (2012).

    Open Badges for Lifelong Learning: Exploring an open badge ecosystem to support skill development and lifelong learning for real results such as jobs and advancement. Retrieved from https://wiki.mozilla.org/images/b/b1/OpenBadges-Working-Paper_092011.pdf

  • [Solved] assitant needed E

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    please see attachment – 2 years ago **files (1)** – ## parentsparagraph.docx **## parentsparagraph.docx** Summary: This paper is worth 100 points. Length: 500 words (at least 5 paragraphs) Topic: Three things that influence a particular type of parents when they name their children. You pick what ki…

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    Assignment Prompt & Instructions

    please see attachment

    – 2 years ago

    **files (1)**

    – ## parentsparagraph.docx

    **## parentsparagraph.docx**

    Summary:

    This paper is worth 100 points.

    Length: 500 words (at least 5 paragraphs)

    Topic: Three things that influence a particular type of parents when they name their children. You pick what kind of parent or couple or family you want to talk about, perhaps based on ethnicity, location, race, religion, age, gender, marital status, or socioeconomic status. Feel free to think outside this list. Then ask yourself what parents of that type consider when they pick names for children.

    Audience: Professor, classmates, general audience

    Purpose: Informing readers about things that a type of parents consider when naming children

    Format: MLA (not source supported, so no Works Cited)

    Previous writing assignments have explored things that parents may consider when naming a child. Feel free to use any of those categories, but also be sure to make your own examples to support them.

    A five-paragraph essay has five paragraphs:

    1. Introduction that ends with a thesis statement

    2. Body paragraph #1 that examines or explains one part of the thesis

    3. Body paragraph #2 that examines or explains another part of the thesis

    4. Body paragraph #3 that further examines or explains the thesis

    5. Concluding paragraph that restates thesis and wraps up the essay

    The body paragraphs should have all of the features and qualities of good paragraphs that we discussed in the first half of the semester, including topic sentences, unity, coherence, organization, transitions, and development with reasons, examples, names, numbers, and sense words (RENNS). A grading rubric will be provided before final revisions. The format of the paper will be MLA.

    Thesis Statements

    A thesis statement acts as a topic sentence for a longer, multi-paragraph piece of writing. Like a topic sentence, a thesis statement provides a clear idea of what the reader will read about as well as a fence to separate what belongs in the essay and what does not fit.

    There are two major differences between topic sentences and thesis statements. First, the thesis statement has to be broad enough that you can write three paragraphs that fit within its fence but specific enough that the reader knows exactly what to expect. Second, the thesis statements of academic essays and articles tend to present arguments rather than just state facts. Body paragraphs that explain and examine the thesis may just present facts and, therefore, have topic sentences that are factual. However, the thesis of the entire essay should be an argument. Arguments are kind of opinions that you support with facts and explanations. An argument should be a statement that someone could disagree with. Unless the thesis is about you, do not talk about yourself in the thesis statement: “I will tell you about…” or “I think that….”

    **## parentsparagraph.docx**

    Summary:

    This paper is worth 100 points.

    Length: 500 words (at least 5 paragraphs)

    Topic: Three things that influence a particular type of parents when they name their children. You pick what kind of parent or couple or family you want to talk about, perhaps based on ethnicity, location, race, religion, age, gender, marital status, or socioeconomic status. Feel free to think outside this list. Then ask yourself what parents of that type consider when they pick names for children.

    Audience: Professor, classmates, general audience

    Purpose: Informing readers about things that a type of parents consider when naming children

    Format: MLA (not source supported, so no Works Cited)

    Previous writing assignments have explored things that parents may consider when naming a child. Feel free to use any of those categories, but also be sure to make your own examples to support them.

    A five-paragraph essay has five paragraphs:

    1. Introduction that ends with a thesis statement

    2. Body paragraph #1 that examines or explains one part of the thesis

    3. Body paragraph #2 that examines or explains another part of the thesis

    4. Body paragraph #3 that further examines or explains the thesis

    5. Concluding paragraph that restates thesis and wraps up the essay

    The body paragraphs should have all of the features and qualities of good paragraphs that we discussed in the first half of the semester, including topic sentences, unity, coherence, organization, transitions, and development with reasons, examples, names, numbers, and sense words (RENNS). A grading rubric will be provided before final revisions. The format of the paper will be MLA.

    Thesis Statements

    A thesis statement acts as a topic sentence for a longer, multi-paragraph piece of writing. Like a topic sentence, a thesis statement provides a clear idea of what the reader will read about as well as a fence to separate what belongs in the essay and what does not fit.

    There are two major differences between topic sentences and thesis statements. First, the thesis statement has to be broad enough that you can write three paragraphs that fit within its fence but specific enough that the reader knows exactly what to expect. Second, the thesis statements of academic essays and articles tend to present arguments rather than just state facts. Body paragraphs that explain and examine the thesis may just present facts and, therefore, have topic sentences that are factual. However, the thesis of the entire essay should be an argument. Arguments are kind of opinions that you support with facts and explanations. An argument should be a statement that someone could disagree with. Unless the thesis is about you, do not talk about yourself in the thesis statement: “I will tell you about…” or “I think that….”