Author: Anonymous

Camila is furniture shopping online for a new armchair and a…

Camila is furniture shopping online for a new armchair and adds a trendy bouclé chair to her cart. Before checking out, she sees a promotion that says, “Free 30-day in-home trial — live with it before you decide.” Camila keeps the chair even though she’d initially been uncertain about buying it. Which concept most directly explains why the free in-home trial increased Camila’s likelihood of keeping the chair?

Tyler has recently started his first professional job. He be…

Tyler has recently started his first professional job. He begins buying professional suits and having them tailored to ensure a proper fit. He does so because they reflect the successful professional he aspires to become. Tyler’s purchases are primarily motivated by reducing the gap between his:

BY STARTING THE EXAM, YOU AUTOMATICALLY AGREE TO THE EXAM PO…

BY STARTING THE EXAM, YOU AUTOMATICALLY AGREE TO THE EXAM POLICIES AND CONSEQUENCES OF MISCONDUCT   Type your essay directly into the box. Use spaces to indicate new paragraphs Choose from one of the following Essay Prompts. You have 1 hour. Essay should Include Intro/3 pt thesis/ topic sentences for each paragraph and a conclusion 1. Describe a school experience that changed you.Write about a memorable school experience that taught yousomething important. Explain what happened, who was involved,and why it mattered to you. 2. How have activities outside of school affected you?Explain how being in clubs, sports, or other activities helped orstressed you. Give examples from your experiences to showyour view. 3. Do you think taking risks helps or harms people?Share your thoughts on taking risks. Use examples from your lifeto show if you think risks lead to success or failure. 4. Is it better to go to college right after high school or wait?Compare going straight to college with taking a break after highschool. Explain which choice you think is better and why. 5. Should students use AI tools in college?Discuss if using AI tools in college is okay. Think about how AIaffects learning, honesty, and writing skills, and decide if itshould be allowed.      

A stock solution has a concentration of `M1` M. What volume…

A stock solution has a concentration of `M1` M. What volume (in liters) of the stock solution is required to prepare `V2` L of a `M2` M solution? Use the dilution equation: M1V1 = M2V2 Show all work on your scratch paper. Your work should include the setup, unit conversions (if applicable), and all calculations used to arrive at your final answer. Your scratch paper must be uploaded after completing the quiz according to the course instructions. Enter your answer in liters. Do not include units.

The article below, “In Praise of the F Word,” was written by…

The article below, “In Praise of the F Word,” was written by Mary Sherry in 1991. After reading, you are tasked with composing an essay either supporting or opposing the author’s argument regarding the use of failure as a positive educational strategy. In your essay, clearly state your position using a formal academic tone (3rd person)—avoid personal expressions like “I think,” “I feel,” or “I believe.” Construct a persuasive argument by integrating specific examples and insights from the article, supplemented by your own reasoning and experiences as applicable. Make sure your essay is a basic five paragraph with intro, three body paragraphs, and a conclusion. Your thesis should appear at the end of the introduction, and clearly state the points you will make.  You will have 75 minutes to complete this proctored essay. Please note that while Canvas does not require standard formatting like headings or double-spacing, you must include in-text citations (use paragraph numbers) and a Works Cited list to properly credit ideas or direct quotes from the article. Focus primarily on the content and coherence of your essay. “In Praise of the F Word” by Mary Sherry Published May 1991 Tens of thousands of 18-year-olds will graduate this year and be handed meaningless diplomas. These diplomas won’t look any different from those awarded their luckier classmates. Their validity will be questioned only when their employers discover that these graduates are semiliterate. Eventually a fortunate few will find their way into educational-repair shops–adult-literacy programs, such as the one where I teach basic grammar and writing. There, high-school graduates and high-school dropouts pursuing graduate-equivalency certificates will learn the skills they should have learned in school. They will also discover they have been cheated by our educational system. As I teach, I learn a lot about our schools. Early in each session I ask my students to write about an unpleasant experience they had in school. No writers’ block here! “I wish someone would have had made me stop doing drugs and made me study.” “I liked to party and no one seemed to care.” “I was a good kid and didn’t cause any trouble, so they just passed me along even though I didn’t read and couldn’t write.” And so on. I am your basic do-gooder, and prior to teaching this class I blamed the poor academic skills our kids have today on drugs, divorce and other impediments to concentration necessary for doing well in school. But, as I rediscover each time I walk into the classroom, before a teacher can expect students to concentrate, he has to get their attention, no matter what distractions may be at hand. There are many ways to do this, and they have much to do with teaching style. However, if style alone won’t do it, there is another way to show who holds the winning hand in the classroom. That is to reveal the trump card of failure. I will never forget a teacher who played that card to get the attention of one of my children. Our youngest, a world-class charmer, did little to develop his intellectual talents but always got by. Until Mrs. Stifter. Our son was a high-school senior when he had her for English. “He sits in the back of the room talking to his friends,” she told me. “Why don’t you move him to the front row?” I urged, believing the embarrassment would get him to settle down. Mrs. Stifter looked at me steely-eyed over her glasses. “I don’t move seniors,” she said. “I flunk them.” I was flustered. Our son’s academic life flashed before my eyes. No teacher had ever threatened him with that before. I regained my composure and managed to say that I thought she was right. By the time I got home I was feeling pretty good about this. It was a radical approach for these times, but, well, why not? “She’s going to flunk you,” I told my son. I did not discuss it any further. Suddenly English became a priority in his life. He finished out the semester with an A. I know one example doesn’t make a case, but at night I see a parade of students who are angry and resentful for having been passed along until they could no longer even pretend to keep up. Of average intelligence or better, they eventually quit school, concluding they were too dumb to finish. “I should have been held back,” is a comment I hear frequently. Even sadder are those students who are high-school graduates who say to me after a few weeks of class, “I don’t know how I ever got a high-school diploma.” Passing students who have not mastered the work cheats them and the employers who expect graduates to have basic skills. We excuse this dishonest behavior by saying kids can’t learn if they come from terrible environments. No one seems to stop to think that–no matter what environments they come from–most kids don’t put school first on their list unless they perceive something is at stake. They’d rather be sailing. Many students I see at night could give expert testimony on unemployment, chemical dependency, abusive relationships. In spite of these difficulties, they have decided to make education a priority. They are motivated by the desire for a better job or the need to hang on to the one they’ve got. They have a healthy fear of failure. People of all ages can rise above their problems, but they need to have a reason to do so. Young people generally don’t have the maturity to value education in the same way my adult students value it. But fear of failure, whether economic or academic, can motivate both. Flunking as a regular policy has just as much merit today as it did two generations ago. We must review the threat of flunking and see it as it really is–a positive teaching tool. It is an expression of confidence by both teachers and parents that the students have the ability to learn the material presented to them. However, making it work again would take a dedicated, caring conspiracy between teachers and parents. It would mean facing the tough reality that passing kids who haven’t learned the material–while it might save them grief for the short term–dooms them to long-term illiteracy. It would mean that teachers would have to follow through on their threats, and parents would have to stand behind them, knowing their children’s best interests are indeed at stake. This means no more doing Scott’s assignments for him because he might fail. No more passing Jodi because she’s such a nice kid. This is a policy that worked in the past and can work today. A wise teacher, with the support of his parents, gave our son the opportunity to succeed–or fail. It’s time we return this choice to all students.