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Need help understanding the fundamentals of statistics. – ## Overview_07_09.docx – ## cf_PSYC3700_Assignment_01_Worksheet_07_09_25.docx – statisticbook_01.pdf – statisticbook_02.pdf **## Overview_07_09.docx** **Overview** For this week's assignment, you'll apply some of the research met…
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– ## Overview_07_09.docx
– ## cf_PSYC3700_Assignment_01_Worksheet_07_09_25.docx
– statisticbook_01.pdf
– statisticbook_02.pdf
**## Overview_07_09.docx**
**Overview**
For this week's assignment, you'll apply some of the research methods you read about in Chapters 1 and 2 by analyzing a scenario. You'll also explore how statistics are used in various fields.
**Preparation**
Before you begin this assignment, complete the following:
· Download the
[Week 1 Assignment Worksheet](https://courseroom.capella.edu/courses/49502/files/8833979/download).
**Instructions**
Complete and submit the Week 1 Assignment worksheet.
**## cf_PSYC3700_Assignment_01_Worksheet_07_09_25.docx**
**Remove or Replace: Header Is Not Doc Title**
## Week 1 Assignment: Introduction to Statistics in Psychology
**PART 1: Introduction to Research Methods**
In this part of the assignment, we will examine data collected from the General Social Survey (GSS), which was administered to a large, representative sample of American adults.
The GSS includes many different questions, but we will focus on two variables:
**Race** and
**Mntlhth**.
· The
**_Race_** variable classifies respondents into three categories: “Black,” “White,” and “Other.”
· The
**_Mntlhth_** variable measures the number of days an individual experienced poor mental health in the past 30 days.
A researcher wants to use this dataset to determine if there are differences in the average number of days with poor mental health among people of different races.
**Directions:** Use the scenario above to answer the questions below.
| |
| — |
| **If a researcher using the GSS data finds that people of different races have different average numbers of days with poor mental health, to which population can they generalize that finding?** |
| |
| **If the researcher finds that people of different races have different average numbers of days with poor mental health, can they conclude that race**<br>**caused these differences? Why or why not?** |
| |
| **The GSS’s**<br>**_Race_ variable has three categories: “Black,” “White,” and “Other.” How might these limited options impact the study’s validity? (Most students will need 60-80 words to completely address this question.)** |
| |
**PART 2: Exploring Post-Graduation Opportunities**
In this section, you will explore either a graduate program or a job posting related to psychology that utilizes statistics.
**Directions:** Identify a graduate program (i.e., a master’s or doctoral program) or a job posting related to psychology that involves statistics. If you select a graduate program, complete Option A only. If you select a job posting, complete Option B only.
| | |
| — | — |
| **Option A: Complete this section if you selected a graduate program.** |
| **What is the name of the program you selected?** | |
| **Provide a link to your selected program.** | |
| **Are there any statistics-related entrance requirements? If so, describe them.** | |
| **What statistics courses are students in this program required to take?** | |
| **Option B: Complete this section if you selected a job posting.** |
| **What is the job title?** | |
| **Provide a link to your selected job posting.** | |
| **What are the statistics-related job requirements? (i.e., skills applicants must have)** | |
| **What are the statistics-related job responsibilities? (i.e., tasks the person in the role will perform)** | |
1
1
**image1.emf**
**statisticbook_01.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/statisticbook-01-pdf)
**statisticbook_02.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/statisticbook-02-pdf)
**statisticbook_02.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/statisticbook-02-pdf)
**## Overview_07_09.docx**
**Overview**
For this week's assignment, you'll apply some of the research methods you read about in Chapters 1 and 2 by analyzing a scenario. You'll also explore how statistics are used in various fields.
**Preparation**
Before you begin this assignment, complete the following:
· Download the
[Week 1 Assignment Worksheet](https://courseroom.capella.edu/courses/49502/files/8833979/download).
**Instructions**
Complete and submit the Week 1 Assignment worksheet.
**## cf_PSYC3700_Assignment_01_Worksheet_07_09_25.docx**
**Remove or Replace: Header Is Not Doc Title**
## Week 1 Assignment: Introduction to Statistics in Psychology
**PART 1: Introduction to Research Methods**
In this part of the assignment, we will examine data collected from the General Social Survey (GSS), which was administered to a large, representative sample of American adults.
The GSS includes many different questions, but we will focus on two variables:
**Race** and
**Mntlhth**.
· The
**_Race_** variable classifies respondents into three categories: “Black,” “White,” and “Other.”
· The
**_Mntlhth_** variable measures the number of days an individual experienced poor mental health in the past 30 days.
A researcher wants to use this dataset to determine if there are differences in the average number of days with poor mental health among people of different races.
**Directions:** Use the scenario above to answer the questions below.
| |
| — |
| **If a researcher using the GSS data finds that people of different races have different average numbers of days with poor mental health, to which population can they generalize that finding?** |
| |
| **If the researcher finds that people of different races have different average numbers of days with poor mental health, can they conclude that race**<br>**caused these differences? Why or why not?** |
| |
| **The GSS’s**<br>**_Race_ variable has three categories: “Black,” “White,” and “Other.” How might these limited options impact the study’s validity? (Most students will need 60-80 words to completely address this question.)** |
| |
**PART 2: Exploring Post-Graduation Opportunities**
In this section, you will explore either a graduate program or a job posting related to psychology that utilizes statistics.
**Directions:** Identify a graduate program (i.e., a master’s or doctoral program) or a job posting related to psychology that involves statistics. If you select a graduate program, complete Option A only. If you select a job posting, complete Option B only.
| | |
| — | — |
| **Option A: Complete this section if you selected a graduate program.** |
| **What is the name of the program you selected?** | |
| **Provide a link to your selected program.** | |
| **Are there any statistics-related entrance requirements? If so, describe them.** | |
| **What statistics courses are students in this program required to take?** | |
| **Option B: Complete this section if you selected a job posting.** |
| **What is the job title?** | |
| **Provide a link to your selected job posting.** | |
| **What are the statistics-related job requirements? (i.e., skills applicants must have)** | |
| **What are the statistics-related job responsibilities? (i.e., tasks the person in the role will perform)** | |
1
1
**image1.emf**
**statisticbook_01.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/statisticbook-01-pdf)
**statisticbook_02.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/statisticbook-02-pdf)
**## Overview_07_09.docx**
**Overview**
For this week's assignment, you'll apply some of the research methods you read about in Chapters 1 and 2 by analyzing a scenario. You'll also explore how statistics are used in various fields.
**Preparation**
Before you begin this assignment, complete the following:
· Download the
[Week 1 Assignment Worksheet](https://courseroom.capella.edu/courses/49502/files/8833979/download).
**Instructions**
Complete and submit the Week 1 Assignment worksheet.
**## cf_PSYC3700_Assignment_01_Worksheet_07_09_25.docx**
**Remove or Replace: Header Is Not Doc Title**
## Week 1 Assignment: Introduction to Statistics in Psychology
**PART 1: Introduction to Research Methods**
In this part of the assignment, we will examine data collected from the General Social Survey (GSS), which was administered to a large, representative sample of American adults.
The GSS includes many different questions, but we will focus on two variables:
**Race** and
**Mntlhth**.
· The
**_Race_** variable classifies respondents into three categories: “Black,” “White,” and “Other.”
· The
**_Mntlhth_** variable measures the number of days an individual experienced poor mental health in the past 30 days.
A researcher wants to use this dataset to determine if there are differences in the average number of days with poor mental health among people of different races.
**Directions:** Use the scenario above to answer the questions below.
| |
| — |
| **If a researcher using the GSS data finds that people of different races have different average numbers of days with poor mental health, to which population can they generalize that finding?** |
| |
| **If the researcher finds that people of different races have different average numbers of days with poor mental health, can they conclude that race**<br>**caused these differences? Why or why not?** |
| |
| **The GSS’s**<br>**_Race_ variable has three categories: “Black,” “White,” and “Other.” How might these limited options impact the study’s validity? (Most students will need 60-80 words to completely address this question.)** |
| |
**PART 2: Exploring Post-Graduation Opportunities**
In this section, you will explore either a graduate program or a job posting related to psychology that utilizes statistics.
**Directions:** Identify a graduate program (i.e., a master’s or doctoral program) or a job posting related to psychology that involves statistics. If you select a graduate program, complete Option A only. If you select a job posting, complete Option B only.
| | |
| — | — |
| **Option A: Complete this section if you selected a graduate program.** |
| **What is the name of the program you selected?** | |
| **Provide a link to your selected program.** | |
| **Are there any statistics-related entrance requirements? If so, describe them.** | |
| **What statistics courses are students in this program required to take?** | |
| **Option B: Complete this section if you selected a job posting.** |
| **What is the job title?** | |
| **Provide a link to your selected job posting.** | |
| **What are the statistics-related job requirements? (i.e., skills applicants must have)** | |
| **What are the statistics-related job responsibilities? (i.e., tasks the person in the role will perform)** | |
1
1
**image1.emf**
**statisticbook_01.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/statisticbook-01-pdf)
**statisticbook_02.pdf**
This file is too large to display. [View in new window](https://www.sweetstudy.com/files/statisticbook-02-pdf)
– 1
– 2
– 3
– 4
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– Support your answer with specific examples of functions and responsibilities database administrators perform.
– ## Peerreviewfortheessay.docx – ## LiteraryAnalysisEssayGloryUwaeme.pdf **## Peerreviewfortheessay.docx** **Peer Review Workshop: Literary Analysis Essay** Subscribe Follow the same process from the previous peer reviews. check your grades and feedback to make sure you have been completing the rev…
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– ## LiteraryAnalysisEssayGloryUwaeme.pdf
**## Peerreviewfortheessay.docx**
**Peer Review Workshop: Literary Analysis Essay**
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**Copy the questions below and paste them into your responses. Answer each question, in detail, to earn full credit for the review.**
1. Review the assignment guidelines for the Literary Analysis Essay. Does the essay appear to meet the minimum requirements for the assignment (length, topic, sources, etc)?
2. Does the essay include an introduction that provides some background and context for the analysis?
3. Identify the thesis of the essay. Does it make a clear and focused claim about the story?
4. Organization: Does the essay draft have a clear introduction, conclusion and multiple body paragraphs? Does each paragraph address one issue or idea, and relate back to the thesis?
5. Does the author use topic sentences and transitions to guide you through the essay? At any point do you become confused about the purpose or direction of the essay?
6. Does the essay integrate both quotations from the story and quotations from secondary sources? Do the quotations seem relevant and credible to you?
7. Sometimes students get caught up in researching the author’s background or historical events and they forget that the primary purpose is to analyze the primary source. As you read the essay, does the author clearly tie all the research back to an analysis of the story?
8. Check the citations. Can the source for each quotation or paraphrase be easily found on the works cited page? Are the citations in correct MLA format? Has the writer incorporated three secondary sources?
9. Do you notice any recurring grammatical errors, formatting errors or other problems with the essay?
10. Give your peer any other advice for revising the essay.
Start a New Thread
**## LiteraryAnalysisEssayGloryUwaeme.pdf**
Uwaeme 1
Glory Uwaeme
Professor Zeenat
ENGL 2331
6 July 2025
Individuality vs. Utilitarianism in Hard Times
Imagine you stroll through a major city, but it isn’t your average city. Every building
looks the exact same with no unique design. The grocery store is a red brick building and so is
the coffee shop…which is also identical in appearance to the bank. The concept would get
exhausting rather quickly because humans are naturally creative creatures who yearn for
differentiation and individuality. In the novel Hard Times, Charles Dickens explores the concept
of reduced individuality through utilitarianism and how it actively contrasts human nature by
suppressing creativity, acting as an agent of conformity, and rejecting personal expression. Hard
Times shows the reader how suffocating a uniform world can be, and that we should escape from
one.
Hard Times opens with the introduction of the motive for the society the characters live in. Facts
are the key principle of their education and of utmost priority for every student to learn. There is
little to no toleration for anything outside of its facts. The reader is introduced to the character
Thomas Grindgard, who is the strict teacher of his classroom. He questions the students and
scolds them for either the lack of information, or incorrect information. He is an enforcer of the
rules presented by the beginning monologue. He particularly seems to pick on the young girl in
the classroom, Sissy. The reason Mr. Grindgard and Sissy seem to clash is because of Sissy’s
unique background, her being from the circus. Sissy’s background in the circus grants her a
sense of creativity, purpose, and individuality—things that are not very welcome in Mr.
Uwaeme 2
Grindgard’s classroom nor the society of Coketown. On the contrary, there is an unnamed
student referred to as “gentleman” by Mr. Grindgard complies perfectly with the society
presented within the novel. He is very knowledgeable, speaking only information that is factually
correct when asked questions, even going on tangents. He is constantly impressing their teacher
by complying to and exceeding the expectations, unlike Sissy (Dickens 597-602).
Throughout the storyline Sissy is publicly embarrassed for her “incorrect” answers by her
teacher, however there is one specific instance that stands out as an example of suppressed
creativity. Mr. Grindgard asks the class the question of whether the students would use a carpet
on the floor containing a flower print. He expected the students to say no, and most did as it was
the answer to all his previous questions. Unfortunately, Sissy and a few other students were
delayed in correcting their “yes” response, and their teacher caught this delay. After calling Sissy
out on her delayed response and asking why she responded saying “yes,” she replied in a very
embarrassed manner saying, “‘If you please, sir, I am very fond of flowers,’” (Dickens 601).
Sissy represented a sense of creativity. She argued that the addition of a flower pattern would not
harm anyone and even expressed her admiration for the plant. The gentlemen argued that she
“musn’t fancy,” and their teacher agreed. The classroom suppressed the creative nature of Sissy,
essentially curating the idea that her own desires and interests had no place in the classroom or
society outside of it.
Additionally, authoritative figures act as agents of conformity, only allowing ideas that
align with their ideal society under a society with reduced individuality as a result of misguided
utilitarianism. In the novel when the gentleman corrected Sissy, he said a very significant line
“‘You are to be in all things regulated and governed,’ said the gentleman,” (Dickens 601). This
line is indicative of the effects of the discarding of individuality on Coketown. Students are
governed and regulated on all things, and we can only imagine that regulation is done very
Uwaeme 3
rigidly given what we know about Coketown. Coketown is an exceptional example of a society
that lacks creativity. Every building is identical in appearance. In the novel the buildings are
described to have large and small streets that are identical to one another, people who do the
same work as one another at the same exact hours (Dickens 602). All the members of Coketown
conform to the same standards of living, rejecting their innate desire to operate as an individual.
There is a strong correlation between the language used and the erasure of personal
expression or identity. Mr. Gradgrind never referred to Sissy by her real name, instead he would
simply call her “girl number twenty” (Dickens 559). When a teacher only refers to a student as a
number, this can significantly impact the student’s understanding of their identity, therefore
rejecting them of personal expression. This renaming can come across as dehumanizing, making
Sissy feel as though she is not in a space where she can be a unique individual with thoughts and
feelings, but instead in a space where she is reduced to a numerical identity—a student just like
all the others. When she stops out of line of this assumed numerical identity, it warrants public
humiliation and conformity. Similarly, creating a space where students are incapable of
expressing their personal opinions on matters and instead forcing them to comply with a strict
status quo is another way of rejecting personal expression. The students are not encouraged to
find creative ways to answer questions or think “outside the box.” In fact, the students are
punished for such thoughts. Personal identity is squandered for the priority of a utilitarianist
town where there is no risk of hurting others by spreading information outside of rationally
approved ideas.
Although one may argue that uniformity is more natural to humans as we prefer familiar
things. Pattern recognition is a well-known cognitive function, and uniformity across all
platforms warrants comfortability. For example, in schools that require uniforms, students argue
that it prevents bullying based on appearance and requires less effort than planning an original
Uwaeme 4
outfit. However, school uniforms can also remove a creative outlet for students to express
themselves and embrace their own personal being.
Students are able to flourish when they have a creative outlet available to them. Creative
outlets are actually proven to be beneficial to the mental health of students as well. A
sociological study was conducted utilizing a participatory arts programme to test the
effectiveness of the programme on improving mental health, social connections, and creativity.
The study proved that after a 10-week period of the participatory arts programme, the
experimental group showed an improvement in mental health, quality of life, and creativity.
There was also a notable reduction in the stress of the experimental group (Agres, Kat R., and
Yifan Chen). The research proves the importance of an artistic outlet to allow people to get
creative which is beneficial to humans. This outlet is not encouraged in Coketown, which is
detrimental to the development of the students and the quality of life for the civilians. The lack of
a creative outlet can build stress in the students, rejecting their health and wellbeing. “Adverse
experiences in early childhood can result in long-term negative consequences;” (Buenrostro-
Jáuregui and Mario Humberto). The experiences the young students face as a result of the
function of school as an agent of conformity will likely remain with them into adulthood, which
can increase stress which remains suppressed without an outlet.
Utilitarianism operates in contrast to individuality in the novel Hard Times because it
rejects personal identity, acts as an agent of conformity, and suppresses creativity, fostering an
environment that is overall opposing to human nature. Personal identity is rejected by reducing
students to numerical values rather than allowing them to be unique individuals. Conformity is
enforced from the uniformity of the buildings to the identical lifestyles in the people of
Coketown. Creativity is not encouraged but instead diminished through the education system
which prioritizes facts and filling students with information rather than creative problem solving
Uwaeme 5
and personalized solutions. Through Hard Times we can explore how reduced individuality can
negatively impact self-esteem on a personal level and through research we can understand how
uniformity affects mental health.
Works Cited
Robinson, Bonnie. “British Literature II: Romantic Era to the Twentieth Century and Beyond.”
English Open Textbooks, 6 July 2018, oer.galileo.usg.edu/english-textbooks/16.
Agres, Kat R., and Yifan Chen. "The impact of performing arts on mental health, social
connection, and creativity in university students: a Randomised Controlled Trial." BMC Public
Health, vol. 25, no. 1, 2 May 2025. Gale Academic OneFile,
dx.doi.org.dcccd.idm.oclc.org/10.1186/s12889-025-22552-3. Accessed 9 July 2025.
Buenrostro-Jáuregui, Mario Humberto, et al. "A Comprehensive Overview of Stress, Resilience,
and Neuroplasticity Mechanisms." International Journal of Molecular Sciences, vol. 26, no. 7,
Apr. 2025. Gale Academic OneFile, dx.doi.org.dcccd.idm.oclc.org/10.3390/ijms26073028.
Accessed 9 July 2025.
Uwaeme 6
Orloff, Mark A., et al. "Social conformity is a heuristic when individual risky decision-making is
disrupted." PLoS Computational Biology, vol. 20, no. 12, 2 Dec. 2024, p. e1012602. Gale
Academic OneFile, dx.doi.org.dcccd.idm.oclc.org/10.1371/journal.pcbi.1012602. Accessed 9
July 2025.
**## LiteraryAnalysisEssayGloryUwaeme.pdf**
Uwaeme 1
Glory Uwaeme
Professor Zeenat
ENGL 2331
6 July 2025
Individuality vs. Utilitarianism in Hard Times
Imagine you stroll through a major city, but it isn’t your average city. Every building
looks the exact same with no unique design. The grocery store is a red brick building and so is
the coffee shop…which is also identical in appearance to the bank. The concept would get
exhausting rather quickly because humans are naturally creative creatures who yearn for
differentiation and individuality. In the novel Hard Times, Charles Dickens explores the concept
of reduced individuality through utilitarianism and how it actively contrasts human nature by
suppressing creativity, acting as an agent of conformity, and rejecting personal expression. Hard
Times shows the reader how suffocating a uniform world can be, and that we should escape from
one.
Hard Times opens with the introduction of the motive for the society the characters live in. Facts
are the key principle of their education and of utmost priority for every student to learn. There is
little to no toleration for anything outside of its facts. The reader is introduced to the character
Thomas Grindgard, who is the strict teacher of his classroom. He questions the students and
scolds them for either the lack of information, or incorrect information. He is an enforcer of the
rules presented by the beginning monologue. He particularly seems to pick on the young girl in
the classroom, Sissy. The reason Mr. Grindgard and Sissy seem to clash is because of Sissy’s
unique background, her being from the circus. Sissy’s background in the circus grants her a
sense of creativity, purpose, and individuality—things that are not very welcome in Mr.
Uwaeme 2
Grindgard’s classroom nor the society of Coketown. On the contrary, there is an unnamed
student referred to as “gentleman” by Mr. Grindgard complies perfectly with the society
presented within the novel. He is very knowledgeable, speaking only information that is factually
correct when asked questions, even going on tangents. He is constantly impressing their teacher
by complying to and exceeding the expectations, unlike Sissy (Dickens 597-602).
Throughout the storyline Sissy is publicly embarrassed for her “incorrect” answers by her
teacher, however there is one specific instance that stands out as an example of suppressed
creativity. Mr. Grindgard asks the class the question of whether the students would use a carpet
on the floor containing a flower print. He expected the students to say no, and most did as it was
the answer to all his previous questions. Unfortunately, Sissy and a few other students were
delayed in correcting their “yes” response, and their teacher caught this delay. After calling Sissy
out on her delayed response and asking why she responded saying “yes,” she replied in a very
embarrassed manner saying, “‘If you please, sir, I am very fond of flowers,’” (Dickens 601).
Sissy represented a sense of creativity. She argued that the addition of a flower pattern would not
harm anyone and even expressed her admiration for the plant. The gentlemen argued that she
“musn’t fancy,” and their teacher agreed. The classroom suppressed the creative nature of Sissy,
essentially curating the idea that her own desires and interests had no place in the classroom or
society outside of it.
Additionally, authoritative figures act as agents of conformity, only allowing ideas that
align with their ideal society under a society with reduced individuality as a result of misguided
utilitarianism. In the novel when the gentleman corrected Sissy, he said a very significant line
“‘You are to be in all things regulated and governed,’ said the gentleman,” (Dickens 601). This
line is indicative of the effects of the discarding of individuality on Coketown. Students are
governed and regulated on all things, and we can only imagine that regulation is done very
Uwaeme 3
rigidly given what we know about Coketown. Coketown is an exceptional example of a society
that lacks creativity. Every building is identical in appearance. In the novel the buildings are
described to have large and small streets that are identical to one another, people who do the
same work as one another at the same exact hours (Dickens 602). All the members of Coketown
conform to the same standards of living, rejecting their innate desire to operate as an individual.
There is a strong correlation between the language used and the erasure of personal
expression or identity. Mr. Gradgrind never referred to Sissy by her real name, instead he would
simply call her “girl number twenty” (Dickens 559). When a teacher only refers to a student as a
number, this can significantly impact the student’s understanding of their identity, therefore
rejecting them of personal expression. This renaming can come across as dehumanizing, making
Sissy feel as though she is not in a space where she can be a unique individual with thoughts and
feelings, but instead in a space where she is reduced to a numerical identity—a student just like
all the others. When she stops out of line of this assumed numerical identity, it warrants public
humiliation and conformity. Similarly, creating a space where students are incapable of
expressing their personal opinions on matters and instead forcing them to comply with a strict
status quo is another way of rejecting personal expression. The students are not encouraged to
find creative ways to answer questions or think “outside the box.” In fact, the students are
punished for such thoughts. Personal identity is squandered for the priority of a utilitarianist
town where there is no risk of hurting others by spreading information outside of rationally
approved ideas.
Although one may argue that uniformity is more natural to humans as we prefer familiar
things. Pattern recognition is a well-known cognitive function, and uniformity across all
platforms warrants comfortability. For example, in schools that require uniforms, students argue
that it prevents bullying based on appearance and requires less effort than planning an original
Uwaeme 4
outfit. However, school uniforms can also remove a creative outlet for students to express
themselves and embrace their own personal being.
Students are able to flourish when they have a creative outlet available to them. Creative
outlets are actually proven to be beneficial to the mental health of students as well. A
sociological study was conducted utilizing a participatory arts programme to test the
effectiveness of the programme on improving mental health, social connections, and creativity.
The study proved that after a 10-week period of the participatory arts programme, the
experimental group showed an improvement in mental health, quality of life, and creativity.
There was also a notable reduction in the stress of the experimental group (Agres, Kat R., and
Yifan Chen). The research proves the importance of an artistic outlet to allow people to get
creative which is beneficial to humans. This outlet is not encouraged in Coketown, which is
detrimental to the development of the students and the quality of life for the civilians. The lack of
a creative outlet can build stress in the students, rejecting their health and wellbeing. “Adverse
experiences in early childhood can result in long-term negative consequences;” (Buenrostro-
Jáuregui and Mario Humberto). The experiences the young students face as a result of the
function of school as an agent of conformity will likely remain with them into adulthood, which
can increase stress which remains suppressed without an outlet.
Utilitarianism operates in contrast to individuality in the novel Hard Times because it
rejects personal identity, acts as an agent of conformity, and suppresses creativity, fostering an
environment that is overall opposing to human nature. Personal identity is rejected by reducing
students to numerical values rather than allowing them to be unique individuals. Conformity is
enforced from the uniformity of the buildings to the identical lifestyles in the people of
Coketown. Creativity is not encouraged but instead diminished through the education system
which prioritizes facts and filling students with information rather than creative problem solving
Uwaeme 5
and personalized solutions. Through Hard Times we can explore how reduced individuality can
negatively impact self-esteem on a personal level and through research we can understand how
uniformity affects mental health.
Works Cited
Robinson, Bonnie. “British Literature II: Romantic Era to the Twentieth Century and Beyond.”
English Open Textbooks, 6 July 2018, oer.galileo.usg.edu/english-textbooks/16.
Agres, Kat R., and Yifan Chen. "The impact of performing arts on mental health, social
connection, and creativity in university students: a Randomised Controlled Trial." BMC Public
Health, vol. 25, no. 1, 2 May 2025. Gale Academic OneFile,
dx.doi.org.dcccd.idm.oclc.org/10.1186/s12889-025-22552-3. Accessed 9 July 2025.
Buenrostro-Jáuregui, Mario Humberto, et al. "A Comprehensive Overview of Stress, Resilience,
and Neuroplasticity Mechanisms." International Journal of Molecular Sciences, vol. 26, no. 7,
Apr. 2025. Gale Academic OneFile, dx.doi.org.dcccd.idm.oclc.org/10.3390/ijms26073028.
Accessed 9 July 2025.
Uwaeme 6
Orloff, Mark A., et al. "Social conformity is a heuristic when individual risky decision-making is
disrupted." PLoS Computational Biology, vol. 20, no. 12, 2 Dec. 2024, p. e1012602. Gale
Academic OneFile, dx.doi.org.dcccd.idm.oclc.org/10.1371/journal.pcbi.1012602. Accessed 9
July 2025.
**## Peerreviewfortheessay.docx**
**Peer Review Workshop: Literary Analysis Essay**
Subscribe
Follow the same process from the previous peer reviews. check your grades and feedback to make sure you have been completing the reviews correctly.
**Copy the questions below and paste them into your responses. Answer each question, in detail, to earn full credit for the review.**
1. Review the assignment guidelines for the Literary Analysis Essay. Does the essay appear to meet the minimum requirements for the assignment (length, topic, sources, etc)?
2. Does the essay include an introduction that provides some background and context for the analysis?
3. Identify the thesis of the essay. Does it make a clear and focused claim about the story?
4. Organization: Does the essay draft have a clear introduction, conclusion and multiple body paragraphs? Does each paragraph address one issue or idea, and relate back to the thesis?
5. Does the author use topic sentences and transitions to guide you through the essay? At any point do you become confused about the purpose or direction of the essay?
6. Does the essay integrate both quotations from the story and quotations from secondary sources? Do the quotations seem relevant and credible to you?
7. Sometimes students get caught up in researching the author’s background or historical events and they forget that the primary purpose is to analyze the primary source. As you read the essay, does the author clearly tie all the research back to an analysis of the story?
8. Check the citations. Can the source for each quotation or paraphrase be easily found on the works cited page? Are the citations in correct MLA format? Has the writer incorporated three secondary sources?
9. Do you notice any recurring grammatical errors, formatting errors or other problems with the essay?
10. Give your peer any other advice for revising the essay.
Start a New Thread
**## LiteraryAnalysisEssayGloryUwaeme.pdf**
Uwaeme 1
Glory Uwaeme
Professor Zeenat
ENGL 2331
6 July 2025
Individuality vs. Utilitarianism in Hard Times
Imagine you stroll through a major city, but it isn’t your average city. Every building
looks the exact same with no unique design. The grocery store is a red brick building and so is
the coffee shop…which is also identical in appearance to the bank. The concept would get
exhausting rather quickly because humans are naturally creative creatures who yearn for
differentiation and individuality. In the novel Hard Times, Charles Dickens explores the concept
of reduced individuality through utilitarianism and how it actively contrasts human nature by
suppressing creativity, acting as an agent of conformity, and rejecting personal expression. Hard
Times shows the reader how suffocating a uniform world can be, and that we should escape from
one.
Hard Times opens with the introduction of the motive for the society the characters live in. Facts
are the key principle of their education and of utmost priority for every student to learn. There is
little to no toleration for anything outside of its facts. The reader is introduced to the character
Thomas Grindgard, who is the strict teacher of his classroom. He questions the students and
scolds them for either the lack of information, or incorrect information. He is an enforcer of the
rules presented by the beginning monologue. He particularly seems to pick on the young girl in
the classroom, Sissy. The reason Mr. Grindgard and Sissy seem to clash is because of Sissy’s
unique background, her being from the circus. Sissy’s background in the circus grants her a
sense of creativity, purpose, and individuality—things that are not very welcome in Mr.
Uwaeme 2
Grindgard’s classroom nor the society of Coketown. On the contrary, there is an unnamed
student referred to as “gentleman” by Mr. Grindgard complies perfectly with the society
presented within the novel. He is very knowledgeable, speaking only information that is factually
correct when asked questions, even going on tangents. He is constantly impressing their teacher
by complying to and exceeding the expectations, unlike Sissy (Dickens 597-602).
Throughout the storyline Sissy is publicly embarrassed for her “incorrect” answers by her
teacher, however there is one specific instance that stands out as an example of suppressed
creativity. Mr. Grindgard asks the class the question of whether the students would use a carpet
on the floor containing a flower print. He expected the students to say no, and most did as it was
the answer to all his previous questions. Unfortunately, Sissy and a few other students were
delayed in correcting their “yes” response, and their teacher caught this delay. After calling Sissy
out on her delayed response and asking why she responded saying “yes,” she replied in a very
embarrassed manner saying, “‘If you please, sir, I am very fond of flowers,’” (Dickens 601).
Sissy represented a sense of creativity. She argued that the addition of a flower pattern would not
harm anyone and even expressed her admiration for the plant. The gentlemen argued that she
“musn’t fancy,” and their teacher agreed. The classroom suppressed the creative nature of Sissy,
essentially curating the idea that her own desires and interests had no place in the classroom or
society outside of it.
Additionally, authoritative figures act as agents of conformity, only allowing ideas that
align with their ideal society under a society with reduced individuality as a result of misguided
utilitarianism. In the novel when the gentleman corrected Sissy, he said a very significant line
“‘You are to be in all things regulated and governed,’ said the gentleman,” (Dickens 601). This
line is indicative of the effects of the discarding of individuality on Coketown. Students are
governed and regulated on all things, and we can only imagine that regulation is done very
Uwaeme 3
rigidly given what we know about Coketown. Coketown is an exceptional example of a society
that lacks creativity. Every building is identical in appearance. In the novel the buildings are
described to have large and small streets that are identical to one another, people who do the
same work as one another at the same exact hours (Dickens 602). All the members of Coketown
conform to the same standards of living, rejecting their innate desire to operate as an individual.
There is a strong correlation between the language used and the erasure of personal
expression or identity. Mr. Gradgrind never referred to Sissy by her real name, instead he would
simply call her “girl number twenty” (Dickens 559). When a teacher only refers to a student as a
number, this can significantly impact the student’s understanding of their identity, therefore
rejecting them of personal expression. This renaming can come across as dehumanizing, making
Sissy feel as though she is not in a space where she can be a unique individual with thoughts and
feelings, but instead in a space where she is reduced to a numerical identity—a student just like
all the others. When she stops out of line of this assumed numerical identity, it warrants public
humiliation and conformity. Similarly, creating a space where students are incapable of
expressing their personal opinions on matters and instead forcing them to comply with a strict
status quo is another way of rejecting personal expression. The students are not encouraged to
find creative ways to answer questions or think “outside the box.” In fact, the students are
punished for such thoughts. Personal identity is squandered for the priority of a utilitarianist
town where there is no risk of hurting others by spreading information outside of rationally
approved ideas.
Although one may argue that uniformity is more natural to humans as we prefer familiar
things. Pattern recognition is a well-known cognitive function, and uniformity across all
platforms warrants comfortability. For example, in schools that require uniforms, students argue
that it prevents bullying based on appearance and requires less effort than planning an original
Uwaeme 4
outfit. However, school uniforms can also remove a creative outlet for students to express
themselves and embrace their own personal being.
Students are able to flourish when they have a creative outlet available to them. Creative
outlets are actually proven to be beneficial to the mental health of students as well. A
sociological study was conducted utilizing a participatory arts programme to test the
effectiveness of the programme on improving mental health, social connections, and creativity.
The study proved that after a 10-week period of the participatory arts programme, the
experimental group showed an improvement in mental health, quality of life, and creativity.
There was also a notable reduction in the stress of the experimental group (Agres, Kat R., and
Yifan Chen). The research proves the importance of an artistic outlet to allow people to get
creative which is beneficial to humans. This outlet is not encouraged in Coketown, which is
detrimental to the development of the students and the quality of life for the civilians. The lack of
a creative outlet can build stress in the students, rejecting their health and wellbeing. “Adverse
experiences in early childhood can result in long-term negative consequences;” (Buenrostro-
Jáuregui and Mario Humberto). The experiences the young students face as a result of the
function of school as an agent of conformity will likely remain with them into adulthood, which
can increase stress which remains suppressed without an outlet.
Utilitarianism operates in contrast to individuality in the novel Hard Times because it
rejects personal identity, acts as an agent of conformity, and suppresses creativity, fostering an
environment that is overall opposing to human nature. Personal identity is rejected by reducing
students to numerical values rather than allowing them to be unique individuals. Conformity is
enforced from the uniformity of the buildings to the identical lifestyles in the people of
Coketown. Creativity is not encouraged but instead diminished through the education system
which prioritizes facts and filling students with information rather than creative problem solving
Uwaeme 5
and personalized solutions. Through Hard Times we can explore how reduced individuality can
negatively impact self-esteem on a personal level and through research we can understand how
uniformity affects mental health.
Works Cited
Robinson, Bonnie. “British Literature II: Romantic Era to the Twentieth Century and Beyond.”
English Open Textbooks, 6 July 2018, oer.galileo.usg.edu/english-textbooks/16.
Agres, Kat R., and Yifan Chen. "The impact of performing arts on mental health, social
connection, and creativity in university students: a Randomised Controlled Trial." BMC Public
Health, vol. 25, no. 1, 2 May 2025. Gale Academic OneFile,
dx.doi.org.dcccd.idm.oclc.org/10.1186/s12889-025-22552-3. Accessed 9 July 2025.
Buenrostro-Jáuregui, Mario Humberto, et al. "A Comprehensive Overview of Stress, Resilience,
and Neuroplasticity Mechanisms." International Journal of Molecular Sciences, vol. 26, no. 7,
Apr. 2025. Gale Academic OneFile, dx.doi.org.dcccd.idm.oclc.org/10.3390/ijms26073028.
Accessed 9 July 2025.
Uwaeme 6
Orloff, Mark A., et al. "Social conformity is a heuristic when individual risky decision-making is
disrupted." PLoS Computational Biology, vol. 20, no. 12, 2 Dec. 2024, p. e1012602. Gale
Academic OneFile, dx.doi.org.dcccd.idm.oclc.org/10.1371/journal.pcbi.1012602. Accessed 9
July 2025.
**## Peerreviewfortheessay.docx**
**Peer Review Workshop: Literary Analysis Essay**
Subscribe
Follow the same process from the previous peer reviews. check your grades and feedback to make sure you have been completing the reviews correctly.
**Copy the questions below and paste them into your responses. Answer each question, in detail, to earn full credit for the review.**
1. Review the assignment guidelines for the Literary Analysis Essay. Does the essay appear to meet the minimum requirements for the assignment (length, topic, sources, etc)?
2. Does the essay include an introduction that provides some background and context for the analysis?
3. Identify the thesis of the essay. Does it make a clear and focused claim about the story?
4. Organization: Does the essay draft have a clear introduction, conclusion and multiple body paragraphs? Does each paragraph address one issue or idea, and relate back to the thesis?
5. Does the author use topic sentences and transitions to guide you through the essay? At any point do you become confused about the purpose or direction of the essay?
6. Does the essay integrate both quotations from the story and quotations from secondary sources? Do the quotations seem relevant and credible to you?
7. Sometimes students get caught up in researching the author’s background or historical events and they forget that the primary purpose is to analyze the primary source. As you read the essay, does the author clearly tie all the research back to an analysis of the story?
8. Check the citations. Can the source for each quotation or paraphrase be easily found on the works cited page? Are the citations in correct MLA format? Has the writer incorporated three secondary sources?
9. Do you notice any recurring grammatical errors, formatting errors or other problems with the essay?
10. Give your peer any other advice for revising the essay.
Start a New Thread
**## LiteraryAnalysisEssayGloryUwaeme.pdf**
Uwaeme 1
Glory Uwaeme
Professor Zeenat
ENGL 2331
6 July 2025
Individuality vs. Utilitarianism in Hard Times
Imagine you stroll through a major city, but it isn’t your average city. Every building
looks the exact same with no unique design. The grocery store is a red brick building and so is
the coffee shop…which is also identical in appearance to the bank. The concept would get
exhausting rather quickly because humans are naturally creative creatures who yearn for
differentiation and individuality. In the novel Hard Times, Charles Dickens explores the concept
of reduced individuality through utilitarianism and how it actively contrasts human nature by
suppressing creativity, acting as an agent of conformity, and rejecting personal expression. Hard
Times shows the reader how suffocating a uniform world can be, and that we should escape from
one.
Hard Times opens with the introduction of the motive for the society the characters live in. Facts
are the key principle of their education and of utmost priority for every student to learn. There is
little to no toleration for anything outside of its facts. The reader is introduced to the character
Thomas Grindgard, who is the strict teacher of his classroom. He questions the students and
scolds them for either the lack of information, or incorrect information. He is an enforcer of the
rules presented by the beginning monologue. He particularly seems to pick on the young girl in
the classroom, Sissy. The reason Mr. Grindgard and Sissy seem to clash is because of Sissy’s
unique background, her being from the circus. Sissy’s background in the circus grants her a
sense of creativity, purpose, and individuality—things that are not very welcome in Mr.
Uwaeme 2
Grindgard’s classroom nor the society of Coketown. On the contrary, there is an unnamed
student referred to as “gentleman” by Mr. Grindgard complies perfectly with the society
presented within the novel. He is very knowledgeable, speaking only information that is factually
correct when asked questions, even going on tangents. He is constantly impressing their teacher
by complying to and exceeding the expectations, unlike Sissy (Dickens 597-602).
Throughout the storyline Sissy is publicly embarrassed for her “incorrect” answers by her
teacher, however there is one specific instance that stands out as an example of suppressed
creativity. Mr. Grindgard asks the class the question of whether the students would use a carpet
on the floor containing a flower print. He expected the students to say no, and most did as it was
the answer to all his previous questions. Unfortunately, Sissy and a few other students were
delayed in correcting their “yes” response, and their teacher caught this delay. After calling Sissy
out on her delayed response and asking why she responded saying “yes,” she replied in a very
embarrassed manner saying, “‘If you please, sir, I am very fond of flowers,’” (Dickens 601).
Sissy represented a sense of creativity. She argued that the addition of a flower pattern would not
harm anyone and even expressed her admiration for the plant. The gentlemen argued that she
“musn’t fancy,” and their teacher agreed. The classroom suppressed the creative nature of Sissy,
essentially curating the idea that her own desires and interests had no place in the classroom or
society outside of it.
Additionally, authoritative figures act as agents of conformity, only allowing ideas that
align with their ideal society under a society with reduced individuality as a result of misguided
utilitarianism. In the novel when the gentleman corrected Sissy, he said a very significant line
“‘You are to be in all things regulated and governed,’ said the gentleman,” (Dickens 601). This
line is indicative of the effects of the discarding of individuality on Coketown. Students are
governed and regulated on all things, and we can only imagine that regulation is done very
Uwaeme 3
rigidly given what we know about Coketown. Coketown is an exceptional example of a society
that lacks creativity. Every building is identical in appearance. In the novel the buildings are
described to have large and small streets that are identical to one another, people who do the
same work as one another at the same exact hours (Dickens 602). All the members of Coketown
conform to the same standards of living, rejecting their innate desire to operate as an individual.
There is a strong correlation between the language used and the erasure of personal
expression or identity. Mr. Gradgrind never referred to Sissy by her real name, instead he would
simply call her “girl number twenty” (Dickens 559). When a teacher only refers to a student as a
number, this can significantly impact the student’s understanding of their identity, therefore
rejecting them of personal expression. This renaming can come across as dehumanizing, making
Sissy feel as though she is not in a space where she can be a unique individual with thoughts and
feelings, but instead in a space where she is reduced to a numerical identity—a student just like
all the others. When she stops out of line of this assumed numerical identity, it warrants public
humiliation and conformity. Similarly, creating a space where students are incapable of
expressing their personal opinions on matters and instead forcing them to comply with a strict
status quo is another way of rejecting personal expression. The students are not encouraged to
find creative ways to answer questions or think “outside the box.” In fact, the students are
punished for such thoughts. Personal identity is squandered for the priority of a utilitarianist
town where there is no risk of hurting others by spreading information outside of rationally
approved ideas.
Although one may argue that uniformity is more natural to humans as we prefer familiar
things. Pattern recognition is a well-known cognitive function, and uniformity across all
platforms warrants comfortability. For example, in schools that require uniforms, students argue
that it prevents bullying based on appearance and requires less effort than planning an original
Uwaeme 4
outfit. However, school uniforms can also remove a creative outlet for students to express
themselves and embrace their own personal being.
Students are able to flourish when they have a creative outlet available to them. Creative
outlets are actually proven to be beneficial to the mental health of students as well. A
sociological study was conducted utilizing a participatory arts programme to test the
effectiveness of the programme on improving mental health, social connections, and creativity.
The study proved that after a 10-week period of the participatory arts programme, the
experimental group showed an improvement in mental health, quality of life, and creativity.
There was also a notable reduction in the stress of the experimental group (Agres, Kat R., and
Yifan Chen). The research proves the importance of an artistic outlet to allow people to get
creative which is beneficial to humans. This outlet is not encouraged in Coketown, which is
detrimental to the development of the students and the quality of life for the civilians. The lack of
a creative outlet can build stress in the students, rejecting their health and wellbeing. “Adverse
experiences in early childhood can result in long-term negative consequences;” (Buenrostro-
Jáuregui and Mario Humberto). The experiences the young students face as a result of the
function of school as an agent of conformity will likely remain with them into adulthood, which
can increase stress which remains suppressed without an outlet.
Utilitarianism operates in contrast to individuality in the novel Hard Times because it
rejects personal identity, acts as an agent of conformity, and suppresses creativity, fostering an
environment that is overall opposing to human nature. Personal identity is rejected by reducing
students to numerical values rather than allowing them to be unique individuals. Conformity is
enforced from the uniformity of the buildings to the identical lifestyles in the people of
Coketown. Creativity is not encouraged but instead diminished through the education system
which prioritizes facts and filling students with information rather than creative problem solving
Uwaeme 5
and personalized solutions. Through Hard Times we can explore how reduced individuality can
negatively impact self-esteem on a personal level and through research we can understand how
uniformity affects mental health.
Works Cited
Robinson, Bonnie. “British Literature II: Romantic Era to the Twentieth Century and Beyond.”
English Open Textbooks, 6 July 2018, oer.galileo.usg.edu/english-textbooks/16.
Agres, Kat R., and Yifan Chen. "The impact of performing arts on mental health, social
connection, and creativity in university students: a Randomised Controlled Trial." BMC Public
Health, vol. 25, no. 1, 2 May 2025. Gale Academic OneFile,
dx.doi.org.dcccd.idm.oclc.org/10.1186/s12889-025-22552-3. Accessed 9 July 2025.
Buenrostro-Jáuregui, Mario Humberto, et al. "A Comprehensive Overview of Stress, Resilience,
and Neuroplasticity Mechanisms." International Journal of Molecular Sciences, vol. 26, no. 7,
Apr. 2025. Gale Academic OneFile, dx.doi.org.dcccd.idm.oclc.org/10.3390/ijms26073028.
Accessed 9 July 2025.
Uwaeme 6
Orloff, Mark A., et al. "Social conformity is a heuristic when individual risky decision-making is
disrupted." PLoS Computational Biology, vol. 20, no. 12, 2 Dec. 2024, p. e1012602. Gale
Academic OneFile, dx.doi.org.dcccd.idm.oclc.org/10.1371/journal.pcbi.1012602. Accessed 9
July 2025.
– 1
– 2
1. Share your **expectation and** **understanding** of Milestone Two. Identify any initial questions or concerns you have regarding: – Balanced scorecard analysis – Performance analysis tool and techniques – Cost-benefit analysis – The deliverables expected in Milestone Two 2. In preparation for the…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →1. Share your **expectation and** **understanding** of Milestone Two. Identify any initial questions or concerns you have regarding:
– Balanced scorecard analysis
– Performance analysis tool and techniques
– Cost-benefit analysis
– The deliverables expected in Milestone Two
2. In preparation for the upcoming milestone, address the following:
– Describe your understanding of the business environment of an organization. How can you use internal and external environments to **analyze an organization’s current situation**?
– What are some components that make up the **internal business environment**?
– Which factors influence the **external business environment** of an organization?
In-depth study guidance and analytical solution covering W1 2.
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Order on TutorsGallery →Full assignment prompt and step-by-step guidance are included in the downloadable solution file.
– ## Questions2.docx **## Questions2.docx** Questions: (Pick 4 out of the 5 for your exam presentation). 1. Both Cole and Bjerk discuss the role of discretion among prosecutors. Discuss the importance of discretion as they describe it. What implications might this have for the legitimacy of the cou…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– ## Questions2.docx
**## Questions2.docx**
Questions: (Pick 4 out of the 5 for your exam presentation).
1. Both Cole and Bjerk discuss the role of discretion among prosecutors. Discuss the importance of discretion as they describe it. What implications might this have for the legitimacy of the court system (consider Tom Tyler's reading)?
2. Blumberg describes a grim picture of the legal system as a con game. Rather than being adversarial as the U.S. court system was designed, court actors work together to complete their work quickly and efficiently. Compare this to what you read in Courtroom 302. Do you think the practice of law is a con game? Defend your position using the readings.
3. Without trial is it possible to describe the court system as legitimate (again, consider Tyler's reading)? Does Galanter’s description of the court process fit more into Packer’s Crime Control Model or Due Process Model of criminal processing?
4. According to Gershowitz and Killinger what are the workloads of prosecutors like around the country? How might this impact prosecutors’ ability to do their jobs? What role might prosecutor workload play in ‘doing justice’ for defendants, victims, and the public?
5. Bogira paints a portrait of some of the more personal and nuanced day-to-day activities that go into courtroom behavior and decision making. Describe some of the often overlooked aspects of day-to-day court operations (i.e., judges background, public pressures, defense attorney and prosecutorial ambitions, etc.) and how they may affect court outcomes for defendants?
INSTRUCTION:
·
**Develop a PowerPoint presentation that covers the assigned questions.**
·
**Make sure you are citing the relevant readings from this course.**
·
**Ensure your slides are clear, concise, and visually engaging.**
·
**You need to provide citations to support your claims. What studies/data support your claims? You should be integrating the three empirical studies from the course reading at a minimum into your response.**
·
**Presentation skills – use bulleted points for key area you want to discuss and then elaborate on the points on your own. Make sure you cover each bullet.**
·
**Responses are too vague. Need to demonstrate more depth of comprehension.**
·
**You need to provide citations anytime you make an empirical claim on each slide**
·
**PROVIDE MORE EXAMPLES**
·
**USE ONLY CLASS READING TO SUPPORT YOUR ANSWERS**
·
**Thorough and insightful coverage of all prompts with accurate information and comprehensive analysis. Demonstrates deep understanding of the topics.**
**Readings:**
1.
**Cole, G. F. (1970). The decision to prosecute. Law & Society Review, 4, 331-344.**
2.
**Bjerk, D. (2005). Making the crime fit the penalty: The role of prosecutorial discretion under mandatory minimum sentencing. The Journal of Law and Economics, 48(2), 591-625.**
3.
**Blumberg, A. S. (1967). The practice of law as confidence game-organizational cooptation of a profession. Law & Society Review, 1, 15-40.**
4.
**Bogira: Courtroom 302 (book)**
5.
**Galanter, M. (2004). The vanishing trial: An examination of trials and related matters in federal and state courts. Journal of Empirical Legal Studies, 1(3), 459-570.**
6.
**Gershowitz, A. M., & Killinger, L. R. (2011). The state (never) rests: How excessive prosecutorial caseloads harm criminal defendants. UL Rev., 105, 261.**
7.
**Mitchell, O., Wilson, D. B., Eggers, A., & MacKenzie, D. L. (2012). Assessing the effectiveness of drug courts on recidivism: A meta-analytic review of traditional and non-traditional drug courts. Journal of Criminal Justice, 40(1), 60-71.**
**## Questions2.docx**
Questions: (Pick 4 out of the 5 for your exam presentation).
1. Both Cole and Bjerk discuss the role of discretion among prosecutors. Discuss the importance of discretion as they describe it. What implications might this have for the legitimacy of the court system (consider Tom Tyler's reading)?
2. Blumberg describes a grim picture of the legal system as a con game. Rather than being adversarial as the U.S. court system was designed, court actors work together to complete their work quickly and efficiently. Compare this to what you read in Courtroom 302. Do you think the practice of law is a con game? Defend your position using the readings.
3. Without trial is it possible to describe the court system as legitimate (again, consider Tyler's reading)? Does Galanter’s description of the court process fit more into Packer’s Crime Control Model or Due Process Model of criminal processing?
4. According to Gershowitz and Killinger what are the workloads of prosecutors like around the country? How might this impact prosecutors’ ability to do their jobs? What role might prosecutor workload play in ‘doing justice’ for defendants, victims, and the public?
5. Bogira paints a portrait of some of the more personal and nuanced day-to-day activities that go into courtroom behavior and decision making. Describe some of the often overlooked aspects of day-to-day court operations (i.e., judges background, public pressures, defense attorney and prosecutorial ambitions, etc.) and how they may affect court outcomes for defendants?
INSTRUCTION:
·
**Develop a PowerPoint presentation that covers the assigned questions.**
·
**Make sure you are citing the relevant readings from this course.**
·
**Ensure your slides are clear, concise, and visually engaging.**
·
**You need to provide citations to support your claims. What studies/data support your claims? You should be integrating the three empirical studies from the course reading at a minimum into your response.**
·
**Presentation skills – use bulleted points for key area you want to discuss and then elaborate on the points on your own. Make sure you cover each bullet.**
·
**Responses are too vague. Need to demonstrate more depth of comprehension.**
·
**You need to provide citations anytime you make an empirical claim on each slide**
·
**PROVIDE MORE EXAMPLES**
·
**USE ONLY CLASS READING TO SUPPORT YOUR ANSWERS**
·
**Thorough and insightful coverage of all prompts with accurate information and comprehensive analysis. Demonstrates deep understanding of the topics.**
**Readings:**
1.
**Cole, G. F. (1970). The decision to prosecute. Law & Society Review, 4, 331-344.**
2.
**Bjerk, D. (2005). Making the crime fit the penalty: The role of prosecutorial discretion under mandatory minimum sentencing. The Journal of Law and Economics, 48(2), 591-625.**
3.
**Blumberg, A. S. (1967). The practice of law as confidence game-organizational cooptation of a profession. Law & Society Review, 1, 15-40.**
4.
**Bogira: Courtroom 302 (book)**
5.
**Galanter, M. (2004). The vanishing trial: An examination of trials and related matters in federal and state courts. Journal of Empirical Legal Studies, 1(3), 459-570.**
6.
**Gershowitz, A. M., & Killinger, L. R. (2011). The state (never) rests: How excessive prosecutorial caseloads harm criminal defendants. UL Rev., 105, 261.**
7.
**Mitchell, O., Wilson, D. B., Eggers, A., & MacKenzie, D. L. (2012). Assessing the effectiveness of drug courts on recidivism: A meta-analytic review of traditional and non-traditional drug courts. Journal of Criminal Justice, 40(1), 60-71.**
– ## AlzheimersCaseStudy.docx – ## CaseStudyRubric1.pdf **## AlzheimersCaseStudy.docx** MSN 5550 Health Promotion: Prevention of Disease Case Study Module 4 **Instructions:** Read the following case study and answer the reflective questions. Please provide rationales for your answers. Make sure to p…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– ## AlzheimersCaseStudy.docx
– ## CaseStudyRubric1.pdf
**## AlzheimersCaseStudy.docx**
MSN 5550 Health Promotion: Prevention of Disease
Case Study Module 4
**Instructions:** Read the following case study and answer the reflective questions. Please provide rationales for your answers. Make sure to provide a citation for your answers. Must follow APA, 7th ed. format.
**Due:** Saturday by 23:59 pm
**CASE STUDY: Family Member with Alzheimer’s Disease: Mark and Jacqueline**
Mark and Jacqueline have been married for 30 years. They have grown children who live in another state. Jacqueline’s mother has moved in with the couple because she has Alzheimer’s disease. Jacqueline is an only child and always promised her mother that she would care for her in her old age. Her mother is unaware of her surroundings and often calls out for her daughter Jackie when Jacqueline is in the room. Jacqueline reassures her mother that she is there to help, but to no avail.
Jacqueline is unable to visit her children on holidays because she must attend to her mother’s daily needs. She is reluctant to visit friends or even go out to a movie because of her mother’s care needs or because she is too tired. Even though she has eliminated most leisure activities with Mark, Jacqueline goes to bed at night with many of her caregiving tasks unfinished. She tries to visit with her mother during the day, but her mother rejects any contact with her daughter. Planning for the upcoming holidays seems impossible to Mark, because of his wife’s inability to focus on anything except her mother’s care.
Jacqueline has difficulty sleeping at night and is unable to discuss plans even a few days in advance. She is unable to visit friends and is reluctant to have friends visit because of the unpredictable behavior of her mother and her need to attend to the daily care.
**Reflective Questions**
1. How do you think this situation reflects Jacqueline’s sense of role performance?
2. How do you think that Jacqueline may be contributing to her own health?
3. Provide examples of behavioral changes (functional, potentially dysfunctional, and dysfunctional) within the health patterns of families.
**## CaseStudyRubric1.pdf**
1
MSN5550 Health Promotion: Prevention of Disease
Case Study Rubric
Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total
Ideas,
Arguments,
& Analysis
0-30 points 35-39 points 40-44 points 45-50 points /50
Ideas expressed lack an
understanding of the case
study. Comments are
irrelevant, off-topic, and/or
confusing to follow.
Viewpoint, if given, is not
supported with evidence or
examples.
Ideas expressed in case
study show a minimal
understanding of the topic.
Comments are general in
nature and/or occasionally
may not be relevant.
Rehashes or summarizes
ideas with limited analysis,
original thought, and/or
supported viewpoints.
Ideas expressed in case
study are mostly substantive
and relevant to topic; some
original thought.
Demonstrates logical
thinking, reasoning, and/or
analysis for most part.
Viewpoint is supported with
evidence and/or examples.
Ideas expressed in case
study include original
thought, substantial
depth, and are relevant to
topic. Responses show
strong logical thinking,
reasoning, and analysis
with evidence and
examples. Construction of
new meaning and insights
are evident.
Connection
to Course
Materials
0-13 points 14-15 points 16-17 points 18-20 points /20
No connections are made
to readings or other course
materials (lectures, media,
resources, etc.), and/or if
made, are not clearly
stated and are largely
personal opinions.
Minimal direct connections
are made to readings and/or
other course materials
(lectures, media, resources,
etc.). Connections are
largely inferred and
somewhat unclear at times.
Some direct connections are
made to readings and/or
other course materials
(lectures, media, resources,
etc.) and are clearly stated
for the most part.
Strong, direct connections
are made to readings
and/or other course
materials (lectures, media,
resources, etc.) and are
clearly stated.
Content and
Pedagogical
Knowledge
0-13 points 14-15 points 16-17 points 18-20 points /20
The case study response
displays a lack of
comprehension of the
assignment.
The case study responses
are partially addressed.
There are components of
the assignment not
addressed.
The case study response
demonstrates
comprehension of
assignment expectations,
however, is missing
responses to some of the
case study questions.
The case study response
demonstrates
comprehension of
assignment expectations
and includes the essential
components of the
assignment.
2
Case Study Rubric (continued)
Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total
Writing
Quality
0-6 points 7 points 8 points 9-10 points /10
Responses to case study
show a below average/poor
writing style that lacks
standard English, and/or is
difficult for readers to
follow. Contains frequent
errors in grammar,
punctuation, usage, and
spelling.
Responses to case study
show an average and/or
casual writing style using
standard English that is
generally clear but contains
some errors in grammar,
punctuation, usage, and
spelling.
Responses to case study
show above average writing
style that is clear using
standard English with minor
errors in grammar,
punctuation, usage, and/or
spelling.
Responses to case study
are well written and
clearly articulated using
standard English,
characterized by elements
of a strong writing style
with correct grammar,
punctuation, usage, and
spelling.
TOTAL POINTS (sum of Criteria) /100
Source: Rubric by Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 3/2014
– Source: Rubric by Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 3/2014
**## CaseStudyRubric1.pdf**
1
MSN5550 Health Promotion: Prevention of Disease
Case Study Rubric
Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total
Ideas,
Arguments,
& Analysis
0-30 points 35-39 points 40-44 points 45-50 points /50
Ideas expressed lack an
understanding of the case
study. Comments are
irrelevant, off-topic, and/or
confusing to follow.
Viewpoint, if given, is not
supported with evidence or
examples.
Ideas expressed in case
study show a minimal
understanding of the topic.
Comments are general in
nature and/or occasionally
may not be relevant.
Rehashes or summarizes
ideas with limited analysis,
original thought, and/or
supported viewpoints.
Ideas expressed in case
study are mostly substantive
and relevant to topic; some
original thought.
Demonstrates logical
thinking, reasoning, and/or
analysis for most part.
Viewpoint is supported with
evidence and/or examples.
Ideas expressed in case
study include original
thought, substantial
depth, and are relevant to
topic. Responses show
strong logical thinking,
reasoning, and analysis
with evidence and
examples. Construction of
new meaning and insights
are evident.
Connection
to Course
Materials
0-13 points 14-15 points 16-17 points 18-20 points /20
No connections are made
to readings or other course
materials (lectures, media,
resources, etc.), and/or if
made, are not clearly
stated and are largely
personal opinions.
Minimal direct connections
are made to readings and/or
other course materials
(lectures, media, resources,
etc.). Connections are
largely inferred and
somewhat unclear at times.
Some direct connections are
made to readings and/or
other course materials
(lectures, media, resources,
etc.) and are clearly stated
for the most part.
Strong, direct connections
are made to readings
and/or other course
materials (lectures, media,
resources, etc.) and are
clearly stated.
Content and
Pedagogical
Knowledge
0-13 points 14-15 points 16-17 points 18-20 points /20
The case study response
displays a lack of
comprehension of the
assignment.
The case study responses
are partially addressed.
There are components of
the assignment not
addressed.
The case study response
demonstrates
comprehension of
assignment expectations,
however, is missing
responses to some of the
case study questions.
The case study response
demonstrates
comprehension of
assignment expectations
and includes the essential
components of the
assignment.
2
Case Study Rubric (continued)
Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total
Writing
Quality
0-6 points 7 points 8 points 9-10 points /10
Responses to case study
show a below average/poor
writing style that lacks
standard English, and/or is
difficult for readers to
follow. Contains frequent
errors in grammar,
punctuation, usage, and
spelling.
Responses to case study
show an average and/or
casual writing style using
standard English that is
generally clear but contains
some errors in grammar,
punctuation, usage, and
spelling.
Responses to case study
show above average writing
style that is clear using
standard English with minor
errors in grammar,
punctuation, usage, and/or
spelling.
Responses to case study
are well written and
clearly articulated using
standard English,
characterized by elements
of a strong writing style
with correct grammar,
punctuation, usage, and
spelling.
TOTAL POINTS (sum of Criteria) /100
Source: Rubric by Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 3/2014
– Source: Rubric by Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 3/2014
**## AlzheimersCaseStudy.docx**
MSN 5550 Health Promotion: Prevention of Disease
Case Study Module 4
**Instructions:** Read the following case study and answer the reflective questions. Please provide rationales for your answers. Make sure to provide a citation for your answers. Must follow APA, 7th ed. format.
**Due:** Saturday by 23:59 pm
**CASE STUDY: Family Member with Alzheimer’s Disease: Mark and Jacqueline**
Mark and Jacqueline have been married for 30 years. They have grown children who live in another state. Jacqueline’s mother has moved in with the couple because she has Alzheimer’s disease. Jacqueline is an only child and always promised her mother that she would care for her in her old age. Her mother is unaware of her surroundings and often calls out for her daughter Jackie when Jacqueline is in the room. Jacqueline reassures her mother that she is there to help, but to no avail.
Jacqueline is unable to visit her children on holidays because she must attend to her mother’s daily needs. She is reluctant to visit friends or even go out to a movie because of her mother’s care needs or because she is too tired. Even though she has eliminated most leisure activities with Mark, Jacqueline goes to bed at night with many of her caregiving tasks unfinished. She tries to visit with her mother during the day, but her mother rejects any contact with her daughter. Planning for the upcoming holidays seems impossible to Mark, because of his wife’s inability to focus on anything except her mother’s care.
Jacqueline has difficulty sleeping at night and is unable to discuss plans even a few days in advance. She is unable to visit friends and is reluctant to have friends visit because of the unpredictable behavior of her mother and her need to attend to the daily care.
**Reflective Questions**
1. How do you think this situation reflects Jacqueline’s sense of role performance?
2. How do you think that Jacqueline may be contributing to her own health?
3. Provide examples of behavioral changes (functional, potentially dysfunctional, and dysfunctional) within the health patterns of families.
**## CaseStudyRubric1.pdf**
1
MSN5550 Health Promotion: Prevention of Disease
Case Study Rubric
Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total
Ideas,
Arguments,
& Analysis
0-30 points 35-39 points 40-44 points 45-50 points /50
Ideas expressed lack an
understanding of the case
study. Comments are
irrelevant, off-topic, and/or
confusing to follow.
Viewpoint, if given, is not
supported with evidence or
examples.
Ideas expressed in case
study show a minimal
understanding of the topic.
Comments are general in
nature and/or occasionally
may not be relevant.
Rehashes or summarizes
ideas with limited analysis,
original thought, and/or
supported viewpoints.
Ideas expressed in case
study are mostly substantive
and relevant to topic; some
original thought.
Demonstrates logical
thinking, reasoning, and/or
analysis for most part.
Viewpoint is supported with
evidence and/or examples.
Ideas expressed in case
study include original
thought, substantial
depth, and are relevant to
topic. Responses show
strong logical thinking,
reasoning, and analysis
with evidence and
examples. Construction of
new meaning and insights
are evident.
Connection
to Course
Materials
0-13 points 14-15 points 16-17 points 18-20 points /20
No connections are made
to readings or other course
materials (lectures, media,
resources, etc.), and/or if
made, are not clearly
stated and are largely
personal opinions.
Minimal direct connections
are made to readings and/or
other course materials
(lectures, media, resources,
etc.). Connections are
largely inferred and
somewhat unclear at times.
Some direct connections are
made to readings and/or
other course materials
(lectures, media, resources,
etc.) and are clearly stated
for the most part.
Strong, direct connections
are made to readings
and/or other course
materials (lectures, media,
resources, etc.) and are
clearly stated.
Content and
Pedagogical
Knowledge
0-13 points 14-15 points 16-17 points 18-20 points /20
The case study response
displays a lack of
comprehension of the
assignment.
The case study responses
are partially addressed.
There are components of
the assignment not
addressed.
The case study response
demonstrates
comprehension of
assignment expectations,
however, is missing
responses to some of the
case study questions.
The case study response
demonstrates
comprehension of
assignment expectations
and includes the essential
components of the
assignment.
2
Case Study Rubric (continued)
Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total
Writing
Quality
0-6 points 7 points 8 points 9-10 points /10
Responses to case study
show a below average/poor
writing style that lacks
standard English, and/or is
difficult for readers to
follow. Contains frequent
errors in grammar,
punctuation, usage, and
spelling.
Responses to case study
show an average and/or
casual writing style using
standard English that is
generally clear but contains
some errors in grammar,
punctuation, usage, and
spelling.
Responses to case study
show above average writing
style that is clear using
standard English with minor
errors in grammar,
punctuation, usage, and/or
spelling.
Responses to case study
are well written and
clearly articulated using
standard English,
characterized by elements
of a strong writing style
with correct grammar,
punctuation, usage, and
spelling.
TOTAL POINTS (sum of Criteria) /100
Source: Rubric by Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 3/2014
– Source: Rubric by Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 3/2014
**## AlzheimersCaseStudy.docx**
MSN 5550 Health Promotion: Prevention of Disease
Case Study Module 4
**Instructions:** Read the following case study and answer the reflective questions. Please provide rationales for your answers. Make sure to provide a citation for your answers. Must follow APA, 7th ed. format.
**Due:** Saturday by 23:59 pm
**CASE STUDY: Family Member with Alzheimer’s Disease: Mark and Jacqueline**
Mark and Jacqueline have been married for 30 years. They have grown children who live in another state. Jacqueline’s mother has moved in with the couple because she has Alzheimer’s disease. Jacqueline is an only child and always promised her mother that she would care for her in her old age. Her mother is unaware of her surroundings and often calls out for her daughter Jackie when Jacqueline is in the room. Jacqueline reassures her mother that she is there to help, but to no avail.
Jacqueline is unable to visit her children on holidays because she must attend to her mother’s daily needs. She is reluctant to visit friends or even go out to a movie because of her mother’s care needs or because she is too tired. Even though she has eliminated most leisure activities with Mark, Jacqueline goes to bed at night with many of her caregiving tasks unfinished. She tries to visit with her mother during the day, but her mother rejects any contact with her daughter. Planning for the upcoming holidays seems impossible to Mark, because of his wife’s inability to focus on anything except her mother’s care.
Jacqueline has difficulty sleeping at night and is unable to discuss plans even a few days in advance. She is unable to visit friends and is reluctant to have friends visit because of the unpredictable behavior of her mother and her need to attend to the daily care.
**Reflective Questions**
1. How do you think this situation reflects Jacqueline’s sense of role performance?
2. How do you think that Jacqueline may be contributing to her own health?
3. Provide examples of behavioral changes (functional, potentially dysfunctional, and dysfunctional) within the health patterns of families.
**## CaseStudyRubric1.pdf**
1
MSN5550 Health Promotion: Prevention of Disease
Case Study Rubric
Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total
Ideas,
Arguments,
& Analysis
0-30 points 35-39 points 40-44 points 45-50 points /50
Ideas expressed lack an
understanding of the case
study. Comments are
irrelevant, off-topic, and/or
confusing to follow.
Viewpoint, if given, is not
supported with evidence or
examples.
Ideas expressed in case
study show a minimal
understanding of the topic.
Comments are general in
nature and/or occasionally
may not be relevant.
Rehashes or summarizes
ideas with limited analysis,
original thought, and/or
supported viewpoints.
Ideas expressed in case
study are mostly substantive
and relevant to topic; some
original thought.
Demonstrates logical
thinking, reasoning, and/or
analysis for most part.
Viewpoint is supported with
evidence and/or examples.
Ideas expressed in case
study include original
thought, substantial
depth, and are relevant to
topic. Responses show
strong logical thinking,
reasoning, and analysis
with evidence and
examples. Construction of
new meaning and insights
are evident.
Connection
to Course
Materials
0-13 points 14-15 points 16-17 points 18-20 points /20
No connections are made
to readings or other course
materials (lectures, media,
resources, etc.), and/or if
made, are not clearly
stated and are largely
personal opinions.
Minimal direct connections
are made to readings and/or
other course materials
(lectures, media, resources,
etc.). Connections are
largely inferred and
somewhat unclear at times.
Some direct connections are
made to readings and/or
other course materials
(lectures, media, resources,
etc.) and are clearly stated
for the most part.
Strong, direct connections
are made to readings
and/or other course
materials (lectures, media,
resources, etc.) and are
clearly stated.
Content and
Pedagogical
Knowledge
0-13 points 14-15 points 16-17 points 18-20 points /20
The case study response
displays a lack of
comprehension of the
assignment.
The case study responses
are partially addressed.
There are components of
the assignment not
addressed.
The case study response
demonstrates
comprehension of
assignment expectations,
however, is missing
responses to some of the
case study questions.
The case study response
demonstrates
comprehension of
assignment expectations
and includes the essential
components of the
assignment.
2
Case Study Rubric (continued)
Criteria Unsatisfactory-Beginning Developing Accomplished Exemplary Total
Writing
Quality
0-6 points 7 points 8 points 9-10 points /10
Responses to case study
show a below average/poor
writing style that lacks
standard English, and/or is
difficult for readers to
follow. Contains frequent
errors in grammar,
punctuation, usage, and
spelling.
Responses to case study
show an average and/or
casual writing style using
standard English that is
generally clear but contains
some errors in grammar,
punctuation, usage, and
spelling.
Responses to case study
show above average writing
style that is clear using
standard English with minor
errors in grammar,
punctuation, usage, and/or
spelling.
Responses to case study
are well written and
clearly articulated using
standard English,
characterized by elements
of a strong writing style
with correct grammar,
punctuation, usage, and
spelling.
TOTAL POINTS (sum of Criteria) /100
Source: Rubric by Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 3/2014
– Source: Rubric by Denise Kreiger, Instructional Design/Technology Services, SC&I, Rutgers, 3/2014
– 1
– 2
– ## wk5elm535guidedclinical.pdf **## wk5elm535guidedclinical.pdf** Assignment Content Question This graded assignment is the culmination of your guided clinical experience for this course. This guided clinical experience has provided you with the opportunity to demonstrate your ability to positivel…
Immediate access to the full model answer, formatted citations, and rubric breakdown.
Have this question answered from scratch according to your specific instructions and deadline.
Order on TutorsGallery →– ## wk5elm535guidedclinical.pdf
**## wk5elm535guidedclinical.pdf**
Assignment Content
Question This graded assignment is the culmination of your guided clinical experience for this
course.
This guided clinical experience has provided you with the opportunity to demonstrate your
ability to positively impact student learning and practice the cycle of effective teaching in the
process. Refer to the Guided Clinical Experience Instructions and confirm that you have
completed each step of the following sections:
Part 2: Pre-Assessment and Data Analysis
Part 3: Instructional Planning and Lesson Delivery
Part 4: Post-Assessment and Data Analysis
Part 5: Reflective Practice
Part 6: Performance Evaluation
Note: You completed Part 1: Teacher Consultation of this experience in Week 2.
Assignment Deliverable
Respond to each prompt below to finalize Parts 2–6 of your guided clinical experience.
You are encouraged to work on these prompts as you complete your guided clinical experience
throughout the course. Save and close as often as needed, but do not submit your assignment
until you have completed all prompts.
Assignment Support
Review the GFE/GCE Rubric for Faculty for guidance on the assignment’s expectations.
Tk20/My Time Log Reminder
Make sure to log your hours and document your guided field experience in Tk20/My Time Log
using the access point located at the top of this course. For more information about how to
document your hours, refer to Student Time Logs.
Question 1
Question 1
25 Points
Part 2: Pre-Assessment and Data Analysis Summary
Write a minimum 175-word summary in which you:
Describe the pre-assessment, including why it was chosen and how it aligns with the content
area standard(s) and the lesson’s learning goals/objectives.
[https://multimedia.phoenix.edu/cms/202336722](https://multimedia.phoenix.edu/cms/202336722)
[https://multimedia.phoenix.edu/cms/202336720](https://multimedia.phoenix.edu/cms/202336720)
[https://multimedia.phoenix.edu/site/tk20-guides/college/education/student-time-logs/](https://multimedia.phoenix.edu/site/tk20-guides/college/education/student-time-logs/)
Explain how the pre-assessment was scored and what the data indicated.
Describe the students’ strengths and key areas of opportunity based on the pre-assessment.
Text Editor
Question 2
Question 2
25 Points
Part 3: Instructional Planning and Lesson Delivery
Write a minimum 175-word summary in which you:
Describe your level of comfortability with instructional planning and lesson delivery, including
what you could do to become more comfortable.
Explain the successes and challenges you experienced during the lesson’s delivery.
Describe the supports you provided to students during your lesson delivery, including their
impact on student learning.
Text Editor
Question 3
Question 3
15 Points
Attach your completed Lesson Plan Template in this question’s response box.
Text Editor
Question 4
Question 4
25 Points
Part 4: Post-Assessment and Data Analysis
Write a minimum 175-word summary in which you:
Describe the post-assessment, including why it was chosen and how it aligns with the content
area standard(s) and learning goals/objectives.
Explain how the post-assessment was scored and what the data indicated.
Describe the students’ strengths and key areas of opportunity based on the post-assessment.
Text Editor
Question 5
Question 5
45 Points
Part 5: Reflective Practice
Write a minimum 525-word reflective summary of your guided clinical experience in which
you address the following:
· Analysis of the Lesson’s Results
Describe how the students performed on the post-assessment vs. the pre-assessment.
Explain how the students did (or did not) master the lesson goals/objectives, including what you
believe accounts for these results and how this may inform future instruction.
· Reflective Teaching Practice
Describe what went well and what did not go well in your lesson delivery, including how the
students responded to your instruction.
Explain how you positively impacted student learning in this experience, including specific
examples to support your explanation.
· Dispositions of Effective Educators
Reflect on your planning and lesson delivery and consider your performance related to the
following dispositions of an effective educator:
Professional competence and responsibility
Collaborative relationships
Valuing diversity
Critical thinking and reflection
Describe how you demonstrated each of these dispositions, including examples to support
your explanation.
Explain how you will continue developing your disposition to be an effective educator.
Text Editor
– Assignment Content
– Question 1
– Question 2
– Question 3
– Question 4
– Question 5
**## wk5elm535guidedclinical.pdf**
Assignment Content
Question This graded assignment is the culmination of your guided clinical experience for this
course.
This guided clinical experience has provided you with the opportunity to demonstrate your
ability to positively impact student learning and practice the cycle of effective teaching in the
process. Refer to the Guided Clinical Experience Instructions and confirm that you have
completed each step of the following sections:
Part 2: Pre-Assessment and Data Analysis
Part 3: Instructional Planning and Lesson Delivery
Part 4: Post-Assessment and Data Analysis
Part 5: Reflective Practice
Part 6: Performance Evaluation
Note: You completed Part 1: Teacher Consultation of this experience in Week 2.
Assignment Deliverable
Respond to each prompt below to finalize Parts 2–6 of your guided clinical experience.
You are encouraged to work on these prompts as you complete your guided clinical experience
throughout the course. Save and close as often as needed, but do not submit your assignment
until you have completed all prompts.
Assignment Support
Review the GFE/GCE Rubric for Faculty for guidance on the assignment’s expectations.
Tk20/My Time Log Reminder
Make sure to log your hours and document your guided field experience in Tk20/My Time Log
using the access point located at the top of this course. For more information about how to
document your hours, refer to Student Time Logs.
Question 1
Question 1
25 Points
Part 2: Pre-Assessment and Data Analysis Summary
Write a minimum 175-word summary in which you:
Describe the pre-assessment, including why it was chosen and how it aligns with the content
area standard(s) and the lesson’s learning goals/objectives.
[https://multimedia.phoenix.edu/cms/202336722](https://multimedia.phoenix.edu/cms/202336722)
[https://multimedia.phoenix.edu/cms/202336720](https://multimedia.phoenix.edu/cms/202336720)
[https://multimedia.phoenix.edu/site/tk20-guides/college/education/student-time-logs/](https://multimedia.phoenix.edu/site/tk20-guides/college/education/student-time-logs/)
Explain how the pre-assessment was scored and what the data indicated.
Describe the students’ strengths and key areas of opportunity based on the pre-assessment.
Text Editor
Question 2
Question 2
25 Points
Part 3: Instructional Planning and Lesson Delivery
Write a minimum 175-word summary in which you:
Describe your level of comfortability with instructional planning and lesson delivery, including
what you could do to become more comfortable.
Explain the successes and challenges you experienced during the lesson’s delivery.
Describe the supports you provided to students during your lesson delivery, including their
impact on student learning.
Text Editor
Question 3
Question 3
15 Points
Attach your completed Lesson Plan Template in this question’s response box.
Text Editor
Question 4
Question 4
25 Points
Part 4: Post-Assessment and Data Analysis
Write a minimum 175-word summary in which you:
Describe the post-assessment, including why it was chosen and how it aligns with the content
area standard(s) and learning goals/objectives.
Explain how the post-assessment was scored and what the data indicated.
Describe the students’ strengths and key areas of opportunity based on the post-assessment.
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Question 5
Question 5
45 Points
Part 5: Reflective Practice
Write a minimum 525-word reflective summary of your guided clinical experience in which
you address the following:
· Analysis of the Lesson’s Results
Describe how the students performed on the post-assessment vs. the pre-assessment.
Explain how the students did (or did not) master the lesson goals/objectives, including what you
believe accounts for these results and how this may inform future instruction.
· Reflective Teaching Practice
Describe what went well and what did not go well in your lesson delivery, including how the
students responded to your instruction.
Explain how you positively impacted student learning in this experience, including specific
examples to support your explanation.
· Dispositions of Effective Educators
Reflect on your planning and lesson delivery and consider your performance related to the
following dispositions of an effective educator:
Professional competence and responsibility
Collaborative relationships
Valuing diversity
Critical thinking and reflection
Describe how you demonstrated each of these dispositions, including examples to support
your explanation.
Explain how you will continue developing your disposition to be an effective educator.
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– Assignment Content
– Question 1
– Question 2
– Question 3
– Question 4
– Question 5