Tag: Model Answer

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    Thoughtful paragraph – What is your overall likelihood of success in expatriate assignments? – How might the qualities you scored low on limit your success? – What can you do to improve these qualities in yourself? – How do these results align with your interest in international career opportunities…

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    Assignment Prompt & Instructions

    Thoughtful paragraph

    – What is your overall likelihood of success in expatriate assignments?
    – How might the qualities you scored low on limit your success?
    – What can you do to improve these qualities in yourself?
    – How do these results align with your interest in international career opportunities?

    Submission, APA, 1-2 paragraphs

    – [\
    \
    ExpatriateAssignment.docx](https://www.sweetstudy.com/files/expatriateassignment-docx "ExpatriateAssignment.docx")

    – 2 years ago

  • [Solved] Technology Assignment

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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**

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    **EXAMPLE.pdf**

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    **## 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**

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    **EXAMPLE.pdf**

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  • [Solved] 8D

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    Executive Solution Overview

    You will focus on the HR shared service (HRSS) delivery model, particularly the center of expertise (COE). HRSS models centralize HR functions to enhance efficiency, consistency, and service quality. COEs are specialized teams within HRSS that provide expertise in specific areas like talent acquisit…

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    Assignment Prompt & Instructions

    You will focus on the HR shared service (HRSS) delivery model, particularly the center of expertise (COE). HRSS models centralize HR functions to enhance efficiency, consistency, and service quality. COEs are specialized teams within HRSS that provide expertise in specific areas like talent acquisition, employee relations, and benefits administration.

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    – What are some challenges of an HRSS delivery model to the employees and management of an organization?
    – How do changes in technology affect service delivery, effectiveness, and efficiency?

    Submission, APA, 2 paragraphs, references

    – 2 years ago

  • [Solved] Leadership Revised

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management) Contribute to team goals and objectives through active participation and collaboration.For this PowerPoint assignment, select an organization of interest to you. This may be your current or former organization…

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    [>Management homework help](https://www.sweetstudy.com/fields/business-finance-management)

    Contribute to team goals and objectives through active participation and collaboration.For this PowerPoint assignment, select an organization of interest to you. This may be your current or former organization or perhaps one that is frequently in the news. Chapter 9 of the text (DuBrin, 2023) provides a framework for understanding the leader’s role in team-based organizations and differentiates between actions that can be taken at the organizational level, the leader level, and the individual level. In addition, Chapter 12 provides you with an opportunity to learn about your personal conflict resolution style.Checklist:

    – Introduction section: Introduce the reason you are proposing a team approach by identifying the long-term business goal you desire to achieve through teamwork.
    – Actions for the organization level: (see DuBrin text, Table 9-1)
    – Identify which of the seven actions are appropriately established and which need to be revised or developed.
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    – Propose recommendations for leader training and development to help the team approach succeed.
    – Actions at the individual level: (see DuBrin text,)
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    **Order of presentation:**

    01. Title slide
    02. Introduction
    03. Organizational Level: Established versus development needed (2-3 total slides)
    04. Organizational Level: Recommendations (2-3 total slides)
    05. Leader Level: 3 strength and 3 development opportunities 2-3 total slides)
    1. Leader Level: Recommendations)
    06. Individual Level: Personal Conflict Resolution Style (2 slides)
    1. Individual Level: Team player attitudes
    07. Call to action (1 slide)
    08. Conclusion (1 slide)
    09. Thank you and Contact information (1 slide)
    10. References (1 slide)

    – [\
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    – 2 years ago

  • [Solved] Workshop Project

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    Topic for presentation: Trauma-Focused Cognitive Behavioral Therapy – TF-CBT (for kids not adults). Follow instructions, guidelines and rubic that are attached. This is a powerpoint project. DO NOT USE AI FOR THIS PRESENTATION IT WILL BE CHECKED FOR AI AND PLAGARISM. – [\ \ LeadershipPresentation….

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    Topic for presentation: Trauma-Focused Cognitive Behavioral Therapy – TF-CBT  (for kids not adults).  Follow instructions, guidelines and rubic that are attached.  This is a powerpoint project.  DO NOT USE AI FOR THIS PRESENTATION IT WILL BE CHECKED FOR AI AND PLAGARISM.

    – [\
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    LeadershipPresentation.docx](https://www.sweetstudy.com/files/leadershippresentation-docx-10196583 "LeadershipPresentation.docx")
    – [\
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    WorkshopAssignment.docx](https://www.sweetstudy.com/files/workshopassignment-docx "WorkshopAssignment.docx")

    – 2 years ago

  • [Solved] One page

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    [>Criminal homework help](https://www.sweetstudy.com/fields/law-criminal) – [\ \ IMG_7216.jpeg](https://www.sweetstudy.com/files/img-7216-jpeg "IMG_7216.jpeg") – 2 years ago

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  • [Solved] What ethics theory was mainly followed: utilitarianism, duty, deontology, egalitarianism, right, and virtues?

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    In-depth study guidance and analytical solution covering What ethics theory was mainly followed: utilitarianism, duty, deontology, egalitarianism, right, and virtues?.

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  • [Solved] need help

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    need help – 2 years ago **files (2)** – ## Discussion.docx – ## theoneswhowalkawayfromomelas.docx **## Discussion.docx** **Discussion Topic** Top of Form After you read the Omelas short story, consider these questions and respond · What is LeGruin telling us about Utilitarianism? Does she support it…

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    need help

    – 2 years ago

    **files (2)**

    – ## Discussion.docx

    – ## theoneswhowalkawayfromomelas.docx

    **## Discussion.docx**

    **Discussion Topic**

    Top of Form

    After you read the Omelas short story, consider these questions and respond

    · What is LeGruin telling us about Utilitarianism? Does she support it, or is she challenging it?

    · What would you have done? think hard and answer honestly

    · Can a society's accomplishments be separated from the misery of others?

    · Who is our scapegoat? Socially, Politically, and Personally?

    **## theoneswhowalkawayfromomelas.docx**

    “The Ones Who Walk Away From Omelas”

    by Ursula K LeGuin – from
    _The Wind's Twelve Quarters_

    With a clamor of bells that set the swallows soaring, the Festival of

    Summer came to the city Omelas, bright-towered by the sea. The ringing

    of the boats in harbor sparkled with flags. In the streets between

    houses with red roofs and painted walls, between old moss-grown

    gardens and under avenues of trees, past great parks and public

    buildings, processions moved. Some were decorous: old people in long stiff robes of mauve and gray, grave master workmen, quiet, merry women carrying their babies and chatting as they walked. In other streets the music beat faster, a shimmering of gong and tambourine, and the people went dancing, the procession was a dance. Children dodged in and out, their high calls

    rising like the swallows' crossing flights over the music and the

    singing. All the processions wound towards the north side of the city,

    where on the great water-meadow called the Green Fields boys and

    girls, naked in the bright air, with mud-stained feet and ankles and

    long, lithe arms, exercised their restive horses before the race. The

    horses wore no gear at all but a halter without bit. Their manes were

    braided with streamers of silver, gold, and green. They flared their

    nostrils and pranced and boasted to one another; they were vastly

    excited, the horse being the only animal who has adopted our

    ceremonies as his own. Far off to the north and west the mountains

    stood up half encircling Omelas on her bay. The air of morning was so

    clear that the snow still crowning the Eighteen Peaks burned

    with white-gold fire across the miles of sunlit air, under the dark

    blue of the sky. There was just enough wind to make the banners that

    marked the racecourse snap and flutter now and then. In the silence of

    the broad green meadows one could hear the music winding throughout the

    city streets, farther and nearer and ever approaching, a cheerful

    faint sweetness of the air from time to time trembled and gathered

    together and broke out into the great joyous clanging of the bells.

    Joyous! How is one to tell about joy? How describe the citizens of

    Omelas?

    They were not simple folk, you see, though they were happy. But we do

    not say the words of cheer much anymore. All smiles have become

    archaic. Given a description such as this one tends to make certain

    assumptions. Given a description such as this one tends to look next

    for the King, mounted on a splendid stallion and surrounded by his

    noble knights, or perhaps in a golden litter borne by great-muscled

    slaves. But there was no king. They did not use swords, or keep

    slaves. They were not barbarians, I do not know the rules and laws of

    their society, but I suspect that they were singularly few. As they

    did without monarchy and slavery, so they also got on without the

    stock exchange, the advertisement, the secret police, and the

    bomb. Yet I repeat that these were not simple folk, not dulcet

    shepherds, noble savages, bland utopians. There were not less complex

    than us.

    The trouble is that we have a bad habit, encouraged by pedants and

    sophisticates, of considering happiness as something rather

    stupid. Only pain is intellectual, only evil interesting. This is the

    treason of the artist: a refusal to admit the banality of evil and the

    terrible boredom of pain. If you can't lick 'em, join 'em. If it

    hurts, repeat it. But to praise despair is to condemn delight, to

    embrace violence is to lose hold of everything else. We have almost

    lost hold; we can no longer describe happy man, nor make any

    celebration of joy. How can I tell you about the people of Omelas?

    They were not naive and happy children–though their children were, in

    fact, happy. They were mature, intelligent, passionate adults whose

    lives were not wretched. O miracle! But I wish I could describe it

    better. I wish I could convince you. Omelas sounds in my words like a

    city in a fairy tale, long ago and far away, once upon a time. Perhaps

    it would be best if you imagined it as your own fancy bids, assuming

    it will rise to the occasion, for certainly I cannot suit you all. For

    instance, how about technology? I think that there would be no cars or

    helicopters in and above the streets; this follows from the fact that

    the people of Omelas are happy people. Happiness is based on a just

    discrimination of what is necessary, what is neither necessary nor

    destructive, and what is destructive. In the middle category,

    however–that of the unnecessary but undestructive, that of

    comfort, luxury, exuberance, etc.–they could perfectly well have

    central heating, subway trains, washing machines, and all kinds of

    marvelous devices not yet invented here, floating light-sources,

    fuelless power, a cure for the common cold. Or they could have none of

    that: it doesn't matter. As you like it. I incline to think that

    people from towns up and down the coast have been coming to Omelas

    during the last days before the Festival on very fast little trains

    and double-decked trams, and that the trains station of Omelas is

    actually the handsomest building in town, though plainer than the

    magnificent Farmers' Market. But even granted trains, I fear that

    Omelas so far strikes some of you as goody-goody. Smiles, bells,

    parades, horses, bleh. If so, please add an orgy. If an orgy would

    help, don't hesitate. Let us not, however, have temples from which

    issue beautiful nude priests and priestesses already half in ecstasy

    and ready to copulate with any man or woman, lover or stranger, who

    desires union with the deep godhead of the blood, although that was my

    first idea. But really it would be better not to have any temples in

    Omelas–at least, not manned temples. Religion yes, clergy no. Surely

    the beautiful nudes can just wander about, offering themselves like

    divine souffles to the hunger of the needy and the rapture of the

    flesh. Let them join the processions. Let tambourines be struck above

    the copulations, and the gory of desire be proclaimed

    upon the gongs, and (a not unimportant point) let the offspring of

    these delightful rituals be beloved and looked after by all. One thing

    I know there is none of in Omelas is guilt. But what else should there

    be? I thought at first there were no drugs, but that is

    puritanical. For those who like it, the faint insistent sweetness of

    drooz may perfume the ways of the city, drooz which first brings a

    great lightness and brilliance to the mind and limbs, and then after

    some hours a dreamy languor, and wonderful visions at last of the very

    arcane and inmost secrets of the Universe, as well as exciting the

    pleasure of sex beyond all belief; and it is not habit-forming. For

    more modest tastes I think there ought to be beer. What else, what

    else belongs in the joyous city? The sense of victory, surely, the

    celebration of courage. But as we did without clergy, let us do

    without soldiers. The joy built upon successful slaughter is not the

    right kind of joy; it will not do; it is fearful and it is trivial. A

    boundless and generous contentment, a magnanimous triumph felt not

    against some outer enemy but in communion with the finest and fairest

    in the souls of all men everywhere and the splendor of the world's

    summer: This is what swells the hearts of the people of Omelas, and the

    victory they celebrate is that of life. I don't think many of them

    need to take drooz.

    Most of the processions have reached the Green Fields by now. A

    marvelous smell of cooking goes forth from the red and blue tents of

    the provisioners. The faces of small children are amiably sticky; in

    the benign gray beard of a man a couple of crumbs of rich pastry are

    entangled. The youths and girls have mounted their horses and are

    beginning to group around the starting line of the course. An old

    woman, small, fat, and laughing, is passing out flowers from a basket,

    and tall young men wear her flowers in their shining hair. A child of

    nine or ten sits at the edge of the crowd alone, playing on a wooden

    flute.

    People pause to listen, and they smile, but they do not speak to him,

    for he never ceases playing and never sees them, his dark eyes wholly

    rapt in the sweet, thing magic of the tune.

    He finishes, and slowly lowers his hands holding the wooden flute.

    As if that little private silence were the signal, all at once a

    trumpet sounds from the pavilion near the starting line: imperious,

    melancholy, piercing. The horses rear on their slender legs, and some

    of them neigh in answer. Sober-faced, the young riders stroke the

    horses' necks and soothe them, whispering. "Quiet, quiet, there my

    beauty, my hope…" They begin to form in rank along the starting

    line. The crowds along the racecourse are like a field of grass and

    flowers in the wind. The Festival of Summer has begun.

    Do you believe? Do you accept the festival, the city, the joy? No?

    Then let me describe one more thing.

    In a basement under one of the beautiful public buildings of Omelas,

    or perhaps in the cellar of one of its spacious private homes, there

    is a room. It has one locked door, and no window. A little light seeps

    in dustily between cracks in the boards, secondhand from a cobwebbed

    window somewhere across the cellar. In one corner of the little room a

    couple of mops, with stiff, clotted, foul-smelling heads, stand near a

    rusty bucket. The floor is dirt, a little damp to the touch, as cellar

    dirt usually is.

    The room is about three paces long and two wide: a mere broom closet

    or disused tool room. In the room, a child is sitting. It could be a

    boy or a girl. It looks about six, but actually is nearly ten. It is

    feeble-minded. Perhaps it was born defective, or perhaps it has become

    imbecile through fear, malnutrition, and neglect. It picks its nose

    and occasionally fumbles vaguely with its toes or genitals, as it sits

    hunched in the corner farthest from the bucket and the two mops. It is

    afraid of the mops. It finds them horrible. It shuts its eyes, but it

    knows the mops are still standing there; and the door is locked; and

    nobody will come. The door is always locked; and nobody ever comes,

    except that sometimes–the child has no understanding of time or

    interval–sometimes the door rattles terribly and opens, and a person,

    or several people, are there. One of them may come in and kick the

    child to make it stand up. The others never come close, but peer in at

    it with frightened, disgusted eyes. The food bowl and the water jug

    are hastily filled, the door is locked; the eyes disappear. The people

    at the door never say anything, but the child, who has not always

    lived in the tool room, and can remember sunlight and its mother's

    voice, sometimes speaks. "I will be good, " it says. "Please let me

    out. I will be good!" They never answer. The child used to scream for

    help at night, and cry a good deal, but now it only makes a kind of

    whining, "eh-haa, eh-haa," and it speaks less and less often. It is so

    thin there are no calves to its legs; its belly protrudes; it lives on

    a half-bowl of corn meal and grease a day. It is naked. Its buttocks

    and thighs are a mass of festered sores, as it sits in its own

    excrement continually.

    They all know it is there, all the people of Omelas. Some of them have

    come to see it, others are content merely to know it is there. They

    all know that it has to be there. Some of them understand why, and

    some do not, but they all understand that their happiness, the beauty

    of their city, the tenderness of their friendships, the health of

    their children, the wisdom of their scholars, the skill of their

    makers, even the abundance of their harvest and the kindly weathers of

    their skies, depend wholly on this child's abominable misery.

    This is usually explained to children when they are between eight and

    twelve, whenever they seem capable of understanding; and most of those

    who come to see the child are young people, though often enough an

    adult comes, or comes back, to see the child. No matter how well the

    matter has been explained to them, these young spectators are always

    shocked and sickened at the sight. They feel disgust, which they had

    thought themselves superior to. They feel anger, outrage, impotence,

    despite all the explanations. They would like to do something for the

    child. But there is nothing they can do. If the child were brought up

    into the sunlight out of that vile place, if it were cleaned and fed

    and comforted, that would be a good thing, indeed; but if it were

    done, in that day and hour all the prosperity and beauty and delight

    of Omelas would wither and be destroyed. Those are the terms. To

    exchange all the goodness and grace of every life in Omelas for that

    single, small improvement: to throw away the happiness of thousands

    for the chance of happiness of one: that would be to let guilt within

    the walls indeed.

    The terms are strict and absolute; there may not even be a kind word

    spoken to the child.

    Often the young people go home in tears, or in a tearless rage, when

    they have seen the child and faced this terrible paradox. They may

    brood over it for weeks or years. But as time goes on they begin to

    realize that even if the child could be released, it would not get

    much good of its freedom: a little vague pleasure of warmth and food,

    no real doubt, but little more. It is too degraded and imbecile to

    know any real joy. It has been afraid too long ever to be free of

    fear. Its habits are too uncouth for it to respond to humane

    treatment. Indeed, after so long it would probably be wretched without

    walls about it to protect it, and darkness for its eyes, and its own

    excrement to sit in. Their tears at the bitter injustice dry when they

    begin to perceive the terrible justice of reality, and to accept

    it. Yet it is their tears and anger, the trying of their generosity

    and the acceptance of their helplessness, which are perhaps the true

    source of the splendor of their lives. Theirs is no vapid,

    irresponsible happiness. They know that they, like the child, are not

    free. They know compassion. It is the existence of the child, and

    their knowledge of its existence, that makes possible the nobility of

    their architecture, the poignancy of their music, the profundity of

    their science. It is because of the child that they are so gentle with

    children. They know that if the wretched one were not there sniveling

    in the dark, the other one, the flute-player, could make no joyful

    music as the young riders line up in their beauty for the race in the

    sunlight of the first morning of summer.

    Now do you believe them? Are they not more credible? But there is one

    more thing to tell, and this is quite incredible.

    At times one of the adolescent girls or boys who go see the child does

    not go home to weep or rage, does not, in fact, go home at

    all. Sometimes also a man or a woman much older falls silent for a day

    or two, then leaves home. These people go out into the street, and

    walk down the street alone. They keep walking, and walk straight out

    of the city of Omelas, through the beautiful gates. They keep walking

    across the farmlands of Omelas. Each one goes alone, youth or girl,

    man or woman.

    Night falls; the traveler must pass down village streets, between the

    houses with yellow- lit windows, and on out into the darkness of the

    fields. Each alone, they go west or north, towards the mountains. They

    go on. They leave Omelas, they walk ahead into the darkness, and they

    do not come back. The place they go towards is a place even less

    imaginable to most of us than the city of happiness. I cannot describe

    it at all. It is possible that it does not exist. But they seem to

    know where they are going, the ones who walk away from Omelas.

    **## theoneswhowalkawayfromomelas.docx**

    “The Ones Who Walk Away From Omelas”

    by Ursula K LeGuin – from
    _The Wind's Twelve Quarters_

    With a clamor of bells that set the swallows soaring, the Festival of

    Summer came to the city Omelas, bright-towered by the sea. The ringing

    of the boats in harbor sparkled with flags. In the streets between

    houses with red roofs and painted walls, between old moss-grown

    gardens and under avenues of trees, past great parks and public

    buildings, processions moved. Some were decorous: old people in long stiff robes of mauve and gray, grave master workmen, quiet, merry women carrying their babies and chatting as they walked. In other streets the music beat faster, a shimmering of gong and tambourine, and the people went dancing, the procession was a dance. Children dodged in and out, their high calls

    rising like the swallows' crossing flights over the music and the

    singing. All the processions wound towards the north side of the city,

    where on the great water-meadow called the Green Fields boys and

    girls, naked in the bright air, with mud-stained feet and ankles and

    long, lithe arms, exercised their restive horses before the race. The

    horses wore no gear at all but a halter without bit. Their manes were

    braided with streamers of silver, gold, and green. They flared their

    nostrils and pranced and boasted to one another; they were vastly

    excited, the horse being the only animal who has adopted our

    ceremonies as his own. Far off to the north and west the mountains

    stood up half encircling Omelas on her bay. The air of morning was so

    clear that the snow still crowning the Eighteen Peaks burned

    with white-gold fire across the miles of sunlit air, under the dark

    blue of the sky. There was just enough wind to make the banners that

    marked the racecourse snap and flutter now and then. In the silence of

    the broad green meadows one could hear the music winding throughout the

    city streets, farther and nearer and ever approaching, a cheerful

    faint sweetness of the air from time to time trembled and gathered

    together and broke out into the great joyous clanging of the bells.

    Joyous! How is one to tell about joy? How describe the citizens of

    Omelas?

    They were not simple folk, you see, though they were happy. But we do

    not say the words of cheer much anymore. All smiles have become

    archaic. Given a description such as this one tends to make certain

    assumptions. Given a description such as this one tends to look next

    for the King, mounted on a splendid stallion and surrounded by his

    noble knights, or perhaps in a golden litter borne by great-muscled

    slaves. But there was no king. They did not use swords, or keep

    slaves. They were not barbarians, I do not know the rules and laws of

    their society, but I suspect that they were singularly few. As they

    did without monarchy and slavery, so they also got on without the

    stock exchange, the advertisement, the secret police, and the

    bomb. Yet I repeat that these were not simple folk, not dulcet

    shepherds, noble savages, bland utopians. There were not less complex

    than us.

    The trouble is that we have a bad habit, encouraged by pedants and

    sophisticates, of considering happiness as something rather

    stupid. Only pain is intellectual, only evil interesting. This is the

    treason of the artist: a refusal to admit the banality of evil and the

    terrible boredom of pain. If you can't lick 'em, join 'em. If it

    hurts, repeat it. But to praise despair is to condemn delight, to

    embrace violence is to lose hold of everything else. We have almost

    lost hold; we can no longer describe happy man, nor make any

    celebration of joy. How can I tell you about the people of Omelas?

    They were not naive and happy children–though their children were, in

    fact, happy. They were mature, intelligent, passionate adults whose

    lives were not wretched. O miracle! But I wish I could describe it

    better. I wish I could convince you. Omelas sounds in my words like a

    city in a fairy tale, long ago and far away, once upon a time. Perhaps

    it would be best if you imagined it as your own fancy bids, assuming

    it will rise to the occasion, for certainly I cannot suit you all. For

    instance, how about technology? I think that there would be no cars or

    helicopters in and above the streets; this follows from the fact that

    the people of Omelas are happy people. Happiness is based on a just

    discrimination of what is necessary, what is neither necessary nor

    destructive, and what is destructive. In the middle category,

    however–that of the unnecessary but undestructive, that of

    comfort, luxury, exuberance, etc.–they could perfectly well have

    central heating, subway trains, washing machines, and all kinds of

    marvelous devices not yet invented here, floating light-sources,

    fuelless power, a cure for the common cold. Or they could have none of

    that: it doesn't matter. As you like it. I incline to think that

    people from towns up and down the coast have been coming to Omelas

    during the last days before the Festival on very fast little trains

    and double-decked trams, and that the trains station of Omelas is

    actually the handsomest building in town, though plainer than the

    magnificent Farmers' Market. But even granted trains, I fear that

    Omelas so far strikes some of you as goody-goody. Smiles, bells,

    parades, horses, bleh. If so, please add an orgy. If an orgy would

    help, don't hesitate. Let us not, however, have temples from which

    issue beautiful nude priests and priestesses already half in ecstasy

    and ready to copulate with any man or woman, lover or stranger, who

    desires union with the deep godhead of the blood, although that was my

    first idea. But really it would be better not to have any temples in

    Omelas–at least, not manned temples. Religion yes, clergy no. Surely

    the beautiful nudes can just wander about, offering themselves like

    divine souffles to the hunger of the needy and the rapture of the

    flesh. Let them join the processions. Let tambourines be struck above

    the copulations, and the gory of desire be proclaimed

    upon the gongs, and (a not unimportant point) let the offspring of

    these delightful rituals be beloved and looked after by all. One thing

    I know there is none of in Omelas is guilt. But what else should there

    be? I thought at first there were no drugs, but that is

    puritanical. For those who like it, the faint insistent sweetness of

    drooz may perfume the ways of the city, drooz which first brings a

    great lightness and brilliance to the mind and limbs, and then after

    some hours a dreamy languor, and wonderful visions at last of the very

    arcane and inmost secrets of the Universe, as well as exciting the

    pleasure of sex beyond all belief; and it is not habit-forming. For

    more modest tastes I think there ought to be beer. What else, what

    else belongs in the joyous city? The sense of victory, surely, the

    celebration of courage. But as we did without clergy, let us do

    without soldiers. The joy built upon successful slaughter is not the

    right kind of joy; it will not do; it is fearful and it is trivial. A

    boundless and generous contentment, a magnanimous triumph felt not

    against some outer enemy but in communion with the finest and fairest

    in the souls of all men everywhere and the splendor of the world's

    summer: This is what swells the hearts of the people of Omelas, and the

    victory they celebrate is that of life. I don't think many of them

    need to take drooz.

    Most of the processions have reached the Green Fields by now. A

    marvelous smell of cooking goes forth from the red and blue tents of

    the provisioners. The faces of small children are amiably sticky; in

    the benign gray beard of a man a couple of crumbs of rich pastry are

    entangled. The youths and girls have mounted their horses and are

    beginning to group around the starting line of the course. An old

    woman, small, fat, and laughing, is passing out flowers from a basket,

    and tall young men wear her flowers in their shining hair. A child of

    nine or ten sits at the edge of the crowd alone, playing on a wooden

    flute.

    People pause to listen, and they smile, but they do not speak to him,

    for he never ceases playing and never sees them, his dark eyes wholly

    rapt in the sweet, thing magic of the tune.

    He finishes, and slowly lowers his hands holding the wooden flute.

    As if that little private silence were the signal, all at once a

    trumpet sounds from the pavilion near the starting line: imperious,

    melancholy, piercing. The horses rear on their slender legs, and some

    of them neigh in answer. Sober-faced, the young riders stroke the

    horses' necks and soothe them, whispering. "Quiet, quiet, there my

    beauty, my hope…" They begin to form in rank along the starting

    line. The crowds along the racecourse are like a field of grass and

    flowers in the wind. The Festival of Summer has begun.

    Do you believe? Do you accept the festival, the city, the joy? No?

    Then let me describe one more thing.

    In a basement under one of the beautiful public buildings of Omelas,

    or perhaps in the cellar of one of its spacious private homes, there

    is a room. It has one locked door, and no window. A little light seeps

    in dustily between cracks in the boards, secondhand from a cobwebbed

    window somewhere across the cellar. In one corner of the little room a

    couple of mops, with stiff, clotted, foul-smelling heads, stand near a

    rusty bucket. The floor is dirt, a little damp to the touch, as cellar

    dirt usually is.

    The room is about three paces long and two wide: a mere broom closet

    or disused tool room. In the room, a child is sitting. It could be a

    boy or a girl. It looks about six, but actually is nearly ten. It is

    feeble-minded. Perhaps it was born defective, or perhaps it has become

    imbecile through fear, malnutrition, and neglect. It picks its nose

    and occasionally fumbles vaguely with its toes or genitals, as it sits

    hunched in the corner farthest from the bucket and the two mops. It is

    afraid of the mops. It finds them horrible. It shuts its eyes, but it

    knows the mops are still standing there; and the door is locked; and

    nobody will come. The door is always locked; and nobody ever comes,

    except that sometimes–the child has no understanding of time or

    interval–sometimes the door rattles terribly and opens, and a person,

    or several people, are there. One of them may come in and kick the

    child to make it stand up. The others never come close, but peer in at

    it with frightened, disgusted eyes. The food bowl and the water jug

    are hastily filled, the door is locked; the eyes disappear. The people

    at the door never say anything, but the child, who has not always

    lived in the tool room, and can remember sunlight and its mother's

    voice, sometimes speaks. "I will be good, " it says. "Please let me

    out. I will be good!" They never answer. The child used to scream for

    help at night, and cry a good deal, but now it only makes a kind of

    whining, "eh-haa, eh-haa," and it speaks less and less often. It is so

    thin there are no calves to its legs; its belly protrudes; it lives on

    a half-bowl of corn meal and grease a day. It is naked. Its buttocks

    and thighs are a mass of festered sores, as it sits in its own

    excrement continually.

    They all know it is there, all the people of Omelas. Some of them have

    come to see it, others are content merely to know it is there. They

    all know that it has to be there. Some of them understand why, and

    some do not, but they all understand that their happiness, the beauty

    of their city, the tenderness of their friendships, the health of

    their children, the wisdom of their scholars, the skill of their

    makers, even the abundance of their harvest and the kindly weathers of

    their skies, depend wholly on this child's abominable misery.

    This is usually explained to children when they are between eight and

    twelve, whenever they seem capable of understanding; and most of those

    who come to see the child are young people, though often enough an

    adult comes, or comes back, to see the child. No matter how well the

    matter has been explained to them, these young spectators are always

    shocked and sickened at the sight. They feel disgust, which they had

    thought themselves superior to. They feel anger, outrage, impotence,

    despite all the explanations. They would like to do something for the

    child. But there is nothing they can do. If the child were brought up

    into the sunlight out of that vile place, if it were cleaned and fed

    and comforted, that would be a good thing, indeed; but if it were

    done, in that day and hour all the prosperity and beauty and delight

    of Omelas would wither and be destroyed. Those are the terms. To

    exchange all the goodness and grace of every life in Omelas for that

    single, small improvement: to throw away the happiness of thousands

    for the chance of happiness of one: that would be to let guilt within

    the walls indeed.

    The terms are strict and absolute; there may not even be a kind word

    spoken to the child.

    Often the young people go home in tears, or in a tearless rage, when

    they have seen the child and faced this terrible paradox. They may

    brood over it for weeks or years. But as time goes on they begin to

    realize that even if the child could be released, it would not get

    much good of its freedom: a little vague pleasure of warmth and food,

    no real doubt, but little more. It is too degraded and imbecile to

    know any real joy. It has been afraid too long ever to be free of

    fear. Its habits are too uncouth for it to respond to humane

    treatment. Indeed, after so long it would probably be wretched without

    walls about it to protect it, and darkness for its eyes, and its own

    excrement to sit in. Their tears at the bitter injustice dry when they

    begin to perceive the terrible justice of reality, and to accept

    it. Yet it is their tears and anger, the trying of their generosity

    and the acceptance of their helplessness, which are perhaps the true

    source of the splendor of their lives. Theirs is no vapid,

    irresponsible happiness. They know that they, like the child, are not

    free. They know compassion. It is the existence of the child, and

    their knowledge of its existence, that makes possible the nobility of

    their architecture, the poignancy of their music, the profundity of

    their science. It is because of the child that they are so gentle with

    children. They know that if the wretched one were not there sniveling

    in the dark, the other one, the flute-player, could make no joyful

    music as the young riders line up in their beauty for the race in the

    sunlight of the first morning of summer.

    Now do you believe them? Are they not more credible? But there is one

    more thing to tell, and this is quite incredible.

    At times one of the adolescent girls or boys who go see the child does

    not go home to weep or rage, does not, in fact, go home at

    all. Sometimes also a man or a woman much older falls silent for a day

    or two, then leaves home. These people go out into the street, and

    walk down the street alone. They keep walking, and walk straight out

    of the city of Omelas, through the beautiful gates. They keep walking

    across the farmlands of Omelas. Each one goes alone, youth or girl,

    man or woman.

    Night falls; the traveler must pass down village streets, between the

    houses with yellow- lit windows, and on out into the darkness of the

    fields. Each alone, they go west or north, towards the mountains. They

    go on. They leave Omelas, they walk ahead into the darkness, and they

    do not come back. The place they go towards is a place even less

    imaginable to most of us than the city of happiness. I cannot describe

    it at all. It is possible that it does not exist. But they seem to

    know where they are going, the ones who walk away from Omelas.

    **## Discussion.docx**

    **Discussion Topic**

    Top of Form

    After you read the Omelas short story, consider these questions and respond

    · What is LeGruin telling us about Utilitarianism? Does she support it, or is she challenging it?

    · What would you have done? think hard and answer honestly

    · Can a society's accomplishments be separated from the misery of others?

    · Who is our scapegoat? Socially, Politically, and Personally?

    **## theoneswhowalkawayfromomelas.docx**

    “The Ones Who Walk Away From Omelas”

    by Ursula K LeGuin – from
    _The Wind's Twelve Quarters_

    With a clamor of bells that set the swallows soaring, the Festival of

    Summer came to the city Omelas, bright-towered by the sea. The ringing

    of the boats in harbor sparkled with flags. In the streets between

    houses with red roofs and painted walls, between old moss-grown

    gardens and under avenues of trees, past great parks and public

    buildings, processions moved. Some were decorous: old people in long stiff robes of mauve and gray, grave master workmen, quiet, merry women carrying their babies and chatting as they walked. In other streets the music beat faster, a shimmering of gong and tambourine, and the people went dancing, the procession was a dance. Children dodged in and out, their high calls

    rising like the swallows' crossing flights over the music and the

    singing. All the processions wound towards the north side of the city,

    where on the great water-meadow called the Green Fields boys and

    girls, naked in the bright air, with mud-stained feet and ankles and

    long, lithe arms, exercised their restive horses before the race. The

    horses wore no gear at all but a halter without bit. Their manes were

    braided with streamers of silver, gold, and green. They flared their

    nostrils and pranced and boasted to one another; they were vastly

    excited, the horse being the only animal who has adopted our

    ceremonies as his own. Far off to the north and west the mountains

    stood up half encircling Omelas on her bay. The air of morning was so

    clear that the snow still crowning the Eighteen Peaks burned

    with white-gold fire across the miles of sunlit air, under the dark

    blue of the sky. There was just enough wind to make the banners that

    marked the racecourse snap and flutter now and then. In the silence of

    the broad green meadows one could hear the music winding throughout the

    city streets, farther and nearer and ever approaching, a cheerful

    faint sweetness of the air from time to time trembled and gathered

    together and broke out into the great joyous clanging of the bells.

    Joyous! How is one to tell about joy? How describe the citizens of

    Omelas?

    They were not simple folk, you see, though they were happy. But we do

    not say the words of cheer much anymore. All smiles have become

    archaic. Given a description such as this one tends to make certain

    assumptions. Given a description such as this one tends to look next

    for the King, mounted on a splendid stallion and surrounded by his

    noble knights, or perhaps in a golden litter borne by great-muscled

    slaves. But there was no king. They did not use swords, or keep

    slaves. They were not barbarians, I do not know the rules and laws of

    their society, but I suspect that they were singularly few. As they

    did without monarchy and slavery, so they also got on without the

    stock exchange, the advertisement, the secret police, and the

    bomb. Yet I repeat that these were not simple folk, not dulcet

    shepherds, noble savages, bland utopians. There were not less complex

    than us.

    The trouble is that we have a bad habit, encouraged by pedants and

    sophisticates, of considering happiness as something rather

    stupid. Only pain is intellectual, only evil interesting. This is the

    treason of the artist: a refusal to admit the banality of evil and the

    terrible boredom of pain. If you can't lick 'em, join 'em. If it

    hurts, repeat it. But to praise despair is to condemn delight, to

    embrace violence is to lose hold of everything else. We have almost

    lost hold; we can no longer describe happy man, nor make any

    celebration of joy. How can I tell you about the people of Omelas?

    They were not naive and happy children–though their children were, in

    fact, happy. They were mature, intelligent, passionate adults whose

    lives were not wretched. O miracle! But I wish I could describe it

    better. I wish I could convince you. Omelas sounds in my words like a

    city in a fairy tale, long ago and far away, once upon a time. Perhaps

    it would be best if you imagined it as your own fancy bids, assuming

    it will rise to the occasion, for certainly I cannot suit you all. For

    instance, how about technology? I think that there would be no cars or

    helicopters in and above the streets; this follows from the fact that

    the people of Omelas are happy people. Happiness is based on a just

    discrimination of what is necessary, what is neither necessary nor

    destructive, and what is destructive. In the middle category,

    however–that of the unnecessary but undestructive, that of

    comfort, luxury, exuberance, etc.–they could perfectly well have

    central heating, subway trains, washing machines, and all kinds of

    marvelous devices not yet invented here, floating light-sources,

    fuelless power, a cure for the common cold. Or they could have none of

    that: it doesn't matter. As you like it. I incline to think that

    people from towns up and down the coast have been coming to Omelas

    during the last days before the Festival on very fast little trains

    and double-decked trams, and that the trains station of Omelas is

    actually the handsomest building in town, though plainer than the

    magnificent Farmers' Market. But even granted trains, I fear that

    Omelas so far strikes some of you as goody-goody. Smiles, bells,

    parades, horses, bleh. If so, please add an orgy. If an orgy would

    help, don't hesitate. Let us not, however, have temples from which

    issue beautiful nude priests and priestesses already half in ecstasy

    and ready to copulate with any man or woman, lover or stranger, who

    desires union with the deep godhead of the blood, although that was my

    first idea. But really it would be better not to have any temples in

    Omelas–at least, not manned temples. Religion yes, clergy no. Surely

    the beautiful nudes can just wander about, offering themselves like

    divine souffles to the hunger of the needy and the rapture of the

    flesh. Let them join the processions. Let tambourines be struck above

    the copulations, and the gory of desire be proclaimed

    upon the gongs, and (a not unimportant point) let the offspring of

    these delightful rituals be beloved and looked after by all. One thing

    I know there is none of in Omelas is guilt. But what else should there

    be? I thought at first there were no drugs, but that is

    puritanical. For those who like it, the faint insistent sweetness of

    drooz may perfume the ways of the city, drooz which first brings a

    great lightness and brilliance to the mind and limbs, and then after

    some hours a dreamy languor, and wonderful visions at last of the very

    arcane and inmost secrets of the Universe, as well as exciting the

    pleasure of sex beyond all belief; and it is not habit-forming. For

    more modest tastes I think there ought to be beer. What else, what

    else belongs in the joyous city? The sense of victory, surely, the

    celebration of courage. But as we did without clergy, let us do

    without soldiers. The joy built upon successful slaughter is not the

    right kind of joy; it will not do; it is fearful and it is trivial. A

    boundless and generous contentment, a magnanimous triumph felt not

    against some outer enemy but in communion with the finest and fairest

    in the souls of all men everywhere and the splendor of the world's

    summer: This is what swells the hearts of the people of Omelas, and the

    victory they celebrate is that of life. I don't think many of them

    need to take drooz.

    Most of the processions have reached the Green Fields by now. A

    marvelous smell of cooking goes forth from the red and blue tents of

    the provisioners. The faces of small children are amiably sticky; in

    the benign gray beard of a man a couple of crumbs of rich pastry are

    entangled. The youths and girls have mounted their horses and are

    beginning to group around the starting line of the course. An old

    woman, small, fat, and laughing, is passing out flowers from a basket,

    and tall young men wear her flowers in their shining hair. A child of

    nine or ten sits at the edge of the crowd alone, playing on a wooden

    flute.

    People pause to listen, and they smile, but they do not speak to him,

    for he never ceases playing and never sees them, his dark eyes wholly

    rapt in the sweet, thing magic of the tune.

    He finishes, and slowly lowers his hands holding the wooden flute.

    As if that little private silence were the signal, all at once a

    trumpet sounds from the pavilion near the starting line: imperious,

    melancholy, piercing. The horses rear on their slender legs, and some

    of them neigh in answer. Sober-faced, the young riders stroke the

    horses' necks and soothe them, whispering. "Quiet, quiet, there my

    beauty, my hope…" They begin to form in rank along the starting

    line. The crowds along the racecourse are like a field of grass and

    flowers in the wind. The Festival of Summer has begun.

    Do you believe? Do you accept the festival, the city, the joy? No?

    Then let me describe one more thing.

    In a basement under one of the beautiful public buildings of Omelas,

    or perhaps in the cellar of one of its spacious private homes, there

    is a room. It has one locked door, and no window. A little light seeps

    in dustily between cracks in the boards, secondhand from a cobwebbed

    window somewhere across the cellar. In one corner of the little room a

    couple of mops, with stiff, clotted, foul-smelling heads, stand near a

    rusty bucket. The floor is dirt, a little damp to the touch, as cellar

    dirt usually is.

    The room is about three paces long and two wide: a mere broom closet

    or disused tool room. In the room, a child is sitting. It could be a

    boy or a girl. It looks about six, but actually is nearly ten. It is

    feeble-minded. Perhaps it was born defective, or perhaps it has become

    imbecile through fear, malnutrition, and neglect. It picks its nose

    and occasionally fumbles vaguely with its toes or genitals, as it sits

    hunched in the corner farthest from the bucket and the two mops. It is

    afraid of the mops. It finds them horrible. It shuts its eyes, but it

    knows the mops are still standing there; and the door is locked; and

    nobody will come. The door is always locked; and nobody ever comes,

    except that sometimes–the child has no understanding of time or

    interval–sometimes the door rattles terribly and opens, and a person,

    or several people, are there. One of them may come in and kick the

    child to make it stand up. The others never come close, but peer in at

    it with frightened, disgusted eyes. The food bowl and the water jug

    are hastily filled, the door is locked; the eyes disappear. The people

    at the door never say anything, but the child, who has not always

    lived in the tool room, and can remember sunlight and its mother's

    voice, sometimes speaks. "I will be good, " it says. "Please let me

    out. I will be good!" They never answer. The child used to scream for

    help at night, and cry a good deal, but now it only makes a kind of

    whining, "eh-haa, eh-haa," and it speaks less and less often. It is so

    thin there are no calves to its legs; its belly protrudes; it lives on

    a half-bowl of corn meal and grease a day. It is naked. Its buttocks

    and thighs are a mass of festered sores, as it sits in its own

    excrement continually.

    They all know it is there, all the people of Omelas. Some of them have

    come to see it, others are content merely to know it is there. They

    all know that it has to be there. Some of them understand why, and

    some do not, but they all understand that their happiness, the beauty

    of their city, the tenderness of their friendships, the health of

    their children, the wisdom of their scholars, the skill of their

    makers, even the abundance of their harvest and the kindly weathers of

    their skies, depend wholly on this child's abominable misery.

    This is usually explained to children when they are between eight and

    twelve, whenever they seem capable of understanding; and most of those

    who come to see the child are young people, though often enough an

    adult comes, or comes back, to see the child. No matter how well the

    matter has been explained to them, these young spectators are always

    shocked and sickened at the sight. They feel disgust, which they had

    thought themselves superior to. They feel anger, outrage, impotence,

    despite all the explanations. They would like to do something for the

    child. But there is nothing they can do. If the child were brought up

    into the sunlight out of that vile place, if it were cleaned and fed

    and comforted, that would be a good thing, indeed; but if it were

    done, in that day and hour all the prosperity and beauty and delight

    of Omelas would wither and be destroyed. Those are the terms. To

    exchange all the goodness and grace of every life in Omelas for that

    single, small improvement: to throw away the happiness of thousands

    for the chance of happiness of one: that would be to let guilt within

    the walls indeed.

    The terms are strict and absolute; there may not even be a kind word

    spoken to the child.

    Often the young people go home in tears, or in a tearless rage, when

    they have seen the child and faced this terrible paradox. They may

    brood over it for weeks or years. But as time goes on they begin to

    realize that even if the child could be released, it would not get

    much good of its freedom: a little vague pleasure of warmth and food,

    no real doubt, but little more. It is too degraded and imbecile to

    know any real joy. It has been afraid too long ever to be free of

    fear. Its habits are too uncouth for it to respond to humane

    treatment. Indeed, after so long it would probably be wretched without

    walls about it to protect it, and darkness for its eyes, and its own

    excrement to sit in. Their tears at the bitter injustice dry when they

    begin to perceive the terrible justice of reality, and to accept

    it. Yet it is their tears and anger, the trying of their generosity

    and the acceptance of their helplessness, which are perhaps the true

    source of the splendor of their lives. Theirs is no vapid,

    irresponsible happiness. They know that they, like the child, are not

    free. They know compassion. It is the existence of the child, and

    their knowledge of its existence, that makes possible the nobility of

    their architecture, the poignancy of their music, the profundity of

    their science. It is because of the child that they are so gentle with

    children. They know that if the wretched one were not there sniveling

    in the dark, the other one, the flute-player, could make no joyful

    music as the young riders line up in their beauty for the race in the

    sunlight of the first morning of summer.

    Now do you believe them? Are they not more credible? But there is one

    more thing to tell, and this is quite incredible.

    At times one of the adolescent girls or boys who go see the child does

    not go home to weep or rage, does not, in fact, go home at

    all. Sometimes also a man or a woman much older falls silent for a day

    or two, then leaves home. These people go out into the street, and

    walk down the street alone. They keep walking, and walk straight out

    of the city of Omelas, through the beautiful gates. They keep walking

    across the farmlands of Omelas. Each one goes alone, youth or girl,

    man or woman.

    Night falls; the traveler must pass down village streets, between the

    houses with yellow- lit windows, and on out into the darkness of the

    fields. Each alone, they go west or north, towards the mountains. They

    go on. They leave Omelas, they walk ahead into the darkness, and they

    do not come back. The place they go towards is a place even less

    imaginable to most of us than the city of happiness. I cannot describe

    it at all. It is possible that it does not exist. But they seem to

    know where they are going, the ones who walk away from Omelas.

    **## Discussion.docx**

    **Discussion Topic**

    Top of Form

    After you read the Omelas short story, consider these questions and respond

    · What is LeGruin telling us about Utilitarianism? Does she support it, or is she challenging it?

    · What would you have done? think hard and answer honestly

    · Can a society's accomplishments be separated from the misery of others?

    · Who is our scapegoat? Socially, Politically, and Personally?

    **## theoneswhowalkawayfromomelas.docx**

    “The Ones Who Walk Away From Omelas”

    by Ursula K LeGuin – from
    _The Wind's Twelve Quarters_

    With a clamor of bells that set the swallows soaring, the Festival of

    Summer came to the city Omelas, bright-towered by the sea. The ringing

    of the boats in harbor sparkled with flags. In the streets between

    houses with red roofs and painted walls, between old moss-grown

    gardens and under avenues of trees, past great parks and public

    buildings, processions moved. Some were decorous: old people in long stiff robes of mauve and gray, grave master workmen, quiet, merry women carrying their babies and chatting as they walked. In other streets the music beat faster, a shimmering of gong and tambourine, and the people went dancing, the procession was a dance. Children dodged in and out, their high calls

    rising like the swallows' crossing flights over the music and the

    singing. All the processions wound towards the north side of the city,

    where on the great water-meadow called the Green Fields boys and

    girls, naked in the bright air, with mud-stained feet and ankles and

    long, lithe arms, exercised their restive horses before the race. The

    horses wore no gear at all but a halter without bit. Their manes were

    braided with streamers of silver, gold, and green. They flared their

    nostrils and pranced and boasted to one another; they were vastly

    excited, the horse being the only animal who has adopted our

    ceremonies as his own. Far off to the north and west the mountains

    stood up half encircling Omelas on her bay. The air of morning was so

    clear that the snow still crowning the Eighteen Peaks burned

    with white-gold fire across the miles of sunlit air, under the dark

    blue of the sky. There was just enough wind to make the banners that

    marked the racecourse snap and flutter now and then. In the silence of

    the broad green meadows one could hear the music winding throughout the

    city streets, farther and nearer and ever approaching, a cheerful

    faint sweetness of the air from time to time trembled and gathered

    together and broke out into the great joyous clanging of the bells.

    Joyous! How is one to tell about joy? How describe the citizens of

    Omelas?

    They were not simple folk, you see, though they were happy. But we do

    not say the words of cheer much anymore. All smiles have become

    archaic. Given a description such as this one tends to make certain

    assumptions. Given a description such as this one tends to look next

    for the King, mounted on a splendid stallion and surrounded by his

    noble knights, or perhaps in a golden litter borne by great-muscled

    slaves. But there was no king. They did not use swords, or keep

    slaves. They were not barbarians, I do not know the rules and laws of

    their society, but I suspect that they were singularly few. As they

    did without monarchy and slavery, so they also got on without the

    stock exchange, the advertisement, the secret police, and the

    bomb. Yet I repeat that these were not simple folk, not dulcet

    shepherds, noble savages, bland utopians. There were not less complex

    than us.

    The trouble is that we have a bad habit, encouraged by pedants and

    sophisticates, of considering happiness as something rather

    stupid. Only pain is intellectual, only evil interesting. This is the

    treason of the artist: a refusal to admit the banality of evil and the

    terrible boredom of pain. If you can't lick 'em, join 'em. If it

    hurts, repeat it. But to praise despair is to condemn delight, to

    embrace violence is to lose hold of everything else. We have almost

    lost hold; we can no longer describe happy man, nor make any

    celebration of joy. How can I tell you about the people of Omelas?

    They were not naive and happy children–though their children were, in

    fact, happy. They were mature, intelligent, passionate adults whose

    lives were not wretched. O miracle! But I wish I could describe it

    better. I wish I could convince you. Omelas sounds in my words like a

    city in a fairy tale, long ago and far away, once upon a time. Perhaps

    it would be best if you imagined it as your own fancy bids, assuming

    it will rise to the occasion, for certainly I cannot suit you all. For

    instance, how about technology? I think that there would be no cars or

    helicopters in and above the streets; this follows from the fact that

    the people of Omelas are happy people. Happiness is based on a just

    discrimination of what is necessary, what is neither necessary nor

    destructive, and what is destructive. In the middle category,

    however–that of the unnecessary but undestructive, that of

    comfort, luxury, exuberance, etc.–they could perfectly well have

    central heating, subway trains, washing machines, and all kinds of

    marvelous devices not yet invented here, floating light-sources,

    fuelless power, a cure for the common cold. Or they could have none of

    that: it doesn't matter. As you like it. I incline to think that

    people from towns up and down the coast have been coming to Omelas

    during the last days before the Festival on very fast little trains

    and double-decked trams, and that the trains station of Omelas is

    actually the handsomest building in town, though plainer than the

    magnificent Farmers' Market. But even granted trains, I fear that

    Omelas so far strikes some of you as goody-goody. Smiles, bells,

    parades, horses, bleh. If so, please add an orgy. If an orgy would

    help, don't hesitate. Let us not, however, have temples from which

    issue beautiful nude priests and priestesses already half in ecstasy

    and ready to copulate with any man or woman, lover or stranger, who

    desires union with the deep godhead of the blood, although that was my

    first idea. But really it would be better not to have any temples in

    Omelas–at least, not manned temples. Religion yes, clergy no. Surely

    the beautiful nudes can just wander about, offering themselves like

    divine souffles to the hunger of the needy and the rapture of the

    flesh. Let them join the processions. Let tambourines be struck above

    the copulations, and the gory of desire be proclaimed

    upon the gongs, and (a not unimportant point) let the offspring of

    these delightful rituals be beloved and looked after by all. One thing

    I know there is none of in Omelas is guilt. But what else should there

    be? I thought at first there were no drugs, but that is

    puritanical. For those who like it, the faint insistent sweetness of

    drooz may perfume the ways of the city, drooz which first brings a

    great lightness and brilliance to the mind and limbs, and then after

    some hours a dreamy languor, and wonderful visions at last of the very

    arcane and inmost secrets of the Universe, as well as exciting the

    pleasure of sex beyond all belief; and it is not habit-forming. For

    more modest tastes I think there ought to be beer. What else, what

    else belongs in the joyous city? The sense of victory, surely, the

    celebration of courage. But as we did without clergy, let us do

    without soldiers. The joy built upon successful slaughter is not the

    right kind of joy; it will not do; it is fearful and it is trivial. A

    boundless and generous contentment, a magnanimous triumph felt not

    against some outer enemy but in communion with the finest and fairest

    in the souls of all men everywhere and the splendor of the world's

    summer: This is what swells the hearts of the people of Omelas, and the

    victory they celebrate is that of life. I don't think many of them

    need to take drooz.

    Most of the processions have reached the Green Fields by now. A

    marvelous smell of cooking goes forth from the red and blue tents of

    the provisioners. The faces of small children are amiably sticky; in

    the benign gray beard of a man a couple of crumbs of rich pastry are

    entangled. The youths and girls have mounted their horses and are

    beginning to group around the starting line of the course. An old

    woman, small, fat, and laughing, is passing out flowers from a basket,

    and tall young men wear her flowers in their shining hair. A child of

    nine or ten sits at the edge of the crowd alone, playing on a wooden

    flute.

    People pause to listen, and they smile, but they do not speak to him,

    for he never ceases playing and never sees them, his dark eyes wholly

    rapt in the sweet, thing magic of the tune.

    He finishes, and slowly lowers his hands holding the wooden flute.

    As if that little private silence were the signal, all at once a

    trumpet sounds from the pavilion near the starting line: imperious,

    melancholy, piercing. The horses rear on their slender legs, and some

    of them neigh in answer. Sober-faced, the young riders stroke the

    horses' necks and soothe them, whispering. "Quiet, quiet, there my

    beauty, my hope…" They begin to form in rank along the starting

    line. The crowds along the racecourse are like a field of grass and

    flowers in the wind. The Festival of Summer has begun.

    Do you believe? Do you accept the festival, the city, the joy? No?

    Then let me describe one more thing.

    In a basement under one of the beautiful public buildings of Omelas,

    or perhaps in the cellar of one of its spacious private homes, there

    is a room. It has one locked door, and no window. A little light seeps

    in dustily between cracks in the boards, secondhand from a cobwebbed

    window somewhere across the cellar. In one corner of the little room a

    couple of mops, with stiff, clotted, foul-smelling heads, stand near a

    rusty bucket. The floor is dirt, a little damp to the touch, as cellar

    dirt usually is.

    The room is about three paces long and two wide: a mere broom closet

    or disused tool room. In the room, a child is sitting. It could be a

    boy or a girl. It looks about six, but actually is nearly ten. It is

    feeble-minded. Perhaps it was born defective, or perhaps it has become

    imbecile through fear, malnutrition, and neglect. It picks its nose

    and occasionally fumbles vaguely with its toes or genitals, as it sits

    hunched in the corner farthest from the bucket and the two mops. It is

    afraid of the mops. It finds them horrible. It shuts its eyes, but it

    knows the mops are still standing there; and the door is locked; and

    nobody will come. The door is always locked; and nobody ever comes,

    except that sometimes–the child has no understanding of time or

    interval–sometimes the door rattles terribly and opens, and a person,

    or several people, are there. One of them may come in and kick the

    child to make it stand up. The others never come close, but peer in at

    it with frightened, disgusted eyes. The food bowl and the water jug

    are hastily filled, the door is locked; the eyes disappear. The people

    at the door never say anything, but the child, who has not always

    lived in the tool room, and can remember sunlight and its mother's

    voice, sometimes speaks. "I will be good, " it says. "Please let me

    out. I will be good!" They never answer. The child used to scream for

    help at night, and cry a good deal, but now it only makes a kind of

    whining, "eh-haa, eh-haa," and it speaks less and less often. It is so

    thin there are no calves to its legs; its belly protrudes; it lives on

    a half-bowl of corn meal and grease a day. It is naked. Its buttocks

    and thighs are a mass of festered sores, as it sits in its own

    excrement continually.

    They all know it is there, all the people of Omelas. Some of them have

    come to see it, others are content merely to know it is there. They

    all know that it has to be there. Some of them understand why, and

    some do not, but they all understand that their happiness, the beauty

    of their city, the tenderness of their friendships, the health of

    their children, the wisdom of their scholars, the skill of their

    makers, even the abundance of their harvest and the kindly weathers of

    their skies, depend wholly on this child's abominable misery.

    This is usually explained to children when they are between eight and

    twelve, whenever they seem capable of understanding; and most of those

    who come to see the child are young people, though often enough an

    adult comes, or comes back, to see the child. No matter how well the

    matter has been explained to them, these young spectators are always

    shocked and sickened at the sight. They feel disgust, which they had

    thought themselves superior to. They feel anger, outrage, impotence,

    despite all the explanations. They would like to do something for the

    child. But there is nothing they can do. If the child were brought up

    into the sunlight out of that vile place, if it were cleaned and fed

    and comforted, that would be a good thing, indeed; but if it were

    done, in that day and hour all the prosperity and beauty and delight

    of Omelas would wither and be destroyed. Those are the terms. To

    exchange all the goodness and grace of every life in Omelas for that

    single, small improvement: to throw away the happiness of thousands

    for the chance of happiness of one: that would be to let guilt within

    the walls indeed.

    The terms are strict and absolute; there may not even be a kind word

    spoken to the child.

    Often the young people go home in tears, or in a tearless rage, when

    they have seen the child and faced this terrible paradox. They may

    brood over it for weeks or years. But as time goes on they begin to

    realize that even if the child could be released, it would not get

    much good of its freedom: a little vague pleasure of warmth and food,

    no real doubt, but little more. It is too degraded and imbecile to

    know any real joy. It has been afraid too long ever to be free of

    fear. Its habits are too uncouth for it to respond to humane

    treatment. Indeed, after so long it would probably be wretched without

    walls about it to protect it, and darkness for its eyes, and its own

    excrement to sit in. Their tears at the bitter injustice dry when they

    begin to perceive the terrible justice of reality, and to accept

    it. Yet it is their tears and anger, the trying of their generosity

    and the acceptance of their helplessness, which are perhaps the true

    source of the splendor of their lives. Theirs is no vapid,

    irresponsible happiness. They know that they, like the child, are not

    free. They know compassion. It is the existence of the child, and

    their knowledge of its existence, that makes possible the nobility of

    their architecture, the poignancy of their music, the profundity of

    their science. It is because of the child that they are so gentle with

    children. They know that if the wretched one were not there sniveling

    in the dark, the other one, the flute-player, could make no joyful

    music as the young riders line up in their beauty for the race in the

    sunlight of the first morning of summer.

    Now do you believe them? Are they not more credible? But there is one

    more thing to tell, and this is quite incredible.

    At times one of the adolescent girls or boys who go see the child does

    not go home to weep or rage, does not, in fact, go home at

    all. Sometimes also a man or a woman much older falls silent for a day

    or two, then leaves home. These people go out into the street, and

    walk down the street alone. They keep walking, and walk straight out

    of the city of Omelas, through the beautiful gates. They keep walking

    across the farmlands of Omelas. Each one goes alone, youth or girl,

    man or woman.

    Night falls; the traveler must pass down village streets, between the

    houses with yellow- lit windows, and on out into the darkness of the

    fields. Each alone, they go west or north, towards the mountains. They

    go on. They leave Omelas, they walk ahead into the darkness, and they

    do not come back. The place they go towards is a place even less

    imaginable to most of us than the city of happiness. I cannot describe

    it at all. It is possible that it does not exist. But they seem to

    know where they are going, the ones who walk away from Omelas.

  • [Solved] week 7 IT education

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    [>Machine Learning homework help](https://www.sweetstudy.com/fields/computer-science-machine-learning)

    So far in this course, you have only looked at discussion as a means for learners to collaborate. There are, however, many ways to promote collaborative learning, including group projects, virtual teams, team papers, group presentations, and role-play activities. There are also many tools that facilitate collaboration, including Adobe Acrobat Connect Professional, Wimba, Horizon Live, and Groove—the list goes on and on.

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