Calculus and Real Analysis Study 2
Order ID: 89JHGSJE83839 Style: APA/MLA/Harvard/Chicago Pages: 5-10 Instructions:
Study Set-Up
Main Theme and Three Level Independent Variable: Morally ambiguous situation presented via a Facebook post with the female user asking for her friends opinions regarding her actions. In some, there is 100% consensus favorable to what she did; in another there is 100% consensus unfavorable to what she did; in the last there is a mixture of positive and negative feedback.
Moral Dilemma: The user relates a story that the instructor handed out exams in class in a class where she was really struggling with the content, but must have included the answer key in the version she got. She didnt say anything, and simply copied down the correct answers (though she missed a few so it wasnt so obvious she was cheating). She still got the highest grade by far in the class. The instructor curves the scores, so she knows that her benefit hurt other students. She feels bad about it, and wants to know if students think she is a terrible person and whether she should tell the instructor what happened.
Dependent variables:
1. Warm-Cold Scale
2. Accepting / Rejecting what she did
3. Self-RatingsAbigails Post
So, I did something … well, something I’m kind of embarrassed about. I’ve been having a hard time in my statistics class, and I knew I was going to fail the exam. I studied for it so hard, too! Well, the prof handed out the exam, and he must have made a mistake, because when I got my test, it turned out it was (wait for it!) … the answer key. I know, I know. I should have turned it in, but I REALLY needed to pass the exam. I used the answer key, and got the best score on the exam. Turns out the rest of the class did really bad, and the prof said he had planned to curve the grade. However, since someone got a perfect score, there was no curve needed. I’m sure if I’d done worse, the curve would have brought some other student scores up. So am I a bad person? Should I tell the prof what happened. I don’t know. Help!Positive Feedback (Consensus)
1. Wow, Abigail, sounds like you really lucked out there. Take the grade. You earned it!
2. I agree. You got lucky! Incredibly lucky! Id probably take the grade, too. Ive taken that class, and it is impossibly hard. Anything you can do to make it a bit easier on yourself is worth it.
3. Listen, its not like you intended to cheat going into the exam. The prof should have checked to make sure he was only handing out blank exams. His mistake your big break! Take the grade
4. Yeah, Im of the same opinion. Dont look a gift horse in the mouth! Take the win
5. You know that if you didnt get the answer key, another student would have and then THEY would have the highest grade and youd lose out in the curve. Dont feel too bad
6. Ive read the other comments on your wall, Abigail, and I think they gave you some good advice. If you go to the prof now, you might get in real trouble, and its not like you went in planning to use the answer key.
7. What can I say that hasnt already been said? Their loss your gain!
8. If it were me, Id tell the prof NOT! Dont be crazy, Abby. You might blow the next exam, so it will all even out in the endNegative Feedback (Consensus)
1. Wow, Abigail, though it sounds like you really lucked out there, you cant take the grade. You didnt really earn it!
2. I agree. You got lucky! Dishonorably lucky. Id never take the grade. Ive taken that class, and it is impossibly hard, but taking the easy way out isnt worth it.
3. Listen, its not like you intended to cheat going into the exam. The prof should have checked to make sure he was only handing out blank exams. His mistake but your integrity. Dont take the grade
4. Yeah, Im of the same opinion. Look this gift horse in the mouth! Its a loser
5. You know that if you didnt get the answer key, another student would have and then THEY would have the highest grade and youd lose out in the curve. How would you feel then?
6. Ive read the other comments on your wall, Abigail, and I think they gave you some good advice. If you dont go to the prof now, you might get in real trouble later. Just tell him its not like you went in planning to use the answer key.
7. What can I say that hasnt already been said? The whole class lost only you gained.
8. If it were me, Id tell the prof DEFINITELY! Dont be crazy, Abby. You might ace the next exam, so it will all even out in the end if you tellMiddling Feedback (No Consensus)
1. Wow, Abigail, though it sounds like you really lucked out there, you cant take the grade. You didnt really earn it!
2. I disagree. You got lucky! Incredibly lucky! Id probably take the grade, too. Ive taken that class, and it is impossibly hard. Anything you can do to make it a bit easier on yourself is worth it.
3. Listen, its not like you intended to cheat going into the exam. The prof should have checked to make sure he was only handing out blank exams. His mistake but your integrity. Dont take the grade
4. Yeah, Im of the same opinion. Look this gift horse in the mouth! Its a loser
5. You know that if you didnt get the answer key, another student would have and then THEY would have the highest grade and youd lose out in the curve. Dont feel too bad
6. Ive read the other comments on your wall, Abigail, and I think they gave you some good advice. If you go to the prof now, you might get in real trouble, and its not like you went in planning to use the answer key.
7. What can I say that hasnt already been said? The whole class lost only you gained.
8. If it were me, Id tell the prof NOT! Dont be crazy, Abby. You might blow the next exam, so it will all even out in the endhttps://www.classtools.net/FB/1461-xvmsXS
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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Calculus and Real Analysis Study 2