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802277eb00a4 | 1F9026998271 | if the school system somehow managed to squeeze in enough time for an extracurricular activity for everybody without adding any time to the school day, it could potentially be wasteful of the teacher's already limited teaching time. | Claim | Effective |
fbe606e893a7 | 1F9026998271 | If we only have 45 minutes per class right now, imagine how little it would be adding another period. Educators would be in a constant struggle to cram enough information in such a short class time. If this did happen, it could be very possible that the school year might be stretched out so students could properly learn the concepts, which would leave many students and teachers who love summer vacation with disappointing news. | Evidence | Adequate |
36b8abe7fb82 | 1F9026998271 | I firmly believe that making extracurricular activities compulsory for students is not a good idea. Those activities are meant to be optional, and if every student were to do them schools would have to monopolize everybody's personal time by extending the school day, drain the little instructional time teachers have by shortening their classes, or elongate the entire school year. While at first it may seem like a terrific idea, various cracks start to reveal themselves at second glance. In the end, I don't think the idea would have worked. | Concluding Statement | Effective |
9ebe42a623b1 | 1FB2C0AFFDA9 | because he said the sun is more colse from us and mars is more close from the sun but he said tahat venus is actually a planet and hes telling us a lot about the planets and about the ones are more close from us and about the stars he talking to and the planets surface temperatures average over 800 degrees the earth, venus and mars are neighbor orbit the sun at different speeed. these are dfferent on speed and venus is one of the brighest points of light in the night at the sky venus is a planer in our solar system, but i think the earth and venus are likr twings because iif i thinkg they are th same size and i think the same mass and space and in space terms humans have snet numerous spacecraft to land on this almost 97 percent carbon dioxide blankets venus even more over 800 degrees fahrenheit and the atmospheri pressure is 90 times greater | Evidence | Ineffective |
4f8183697421 | 1FB2C0AFFDA9 | if our sister planet is so inhospitable, why are scientists even discussing | Concluding Statement | Adequate |
4d71b88e079f | 1FD98DABF889 | The scienties are trying to put humans on the planted venus they say its human temp there so we can live there. They say there are dangers stuff in venus they still have to see ow would they grow food and kill animals and take it down there. I think this is a good idea becuase it would make the earth a lot smaller in population and not so packed acrroding to the artical venus is big. Sometimes where closer to mucrey then venus and sometimes were closer to venus, venus is one of our plantes and someday some people will live on them its cool how we never thought these planets would be used and now people are so smart. That they make rockets to see how it looks and deel like on other planet of cours it nothing on there yet one dsay weveryone should be able to go there and live and see how it is but a lot of people will get sick because of water issues not the same water u been drinking waether is gooan not be the same. | Evidence | Ineffective |
c1dfb919c4b1 | 200AA7A37060 | Over the years many schools have assigned summer projects as a way to help keep students minds active while on break. These projects can include reflection essays, construction, reading catalogs, and many other wonderful things. At the moment many of these projects are designed by the teachers, however many schools are considering switching to projects designed by the students. | Lead | Effective |
21b6f32b48b8 | 200AA7A37060 | Students designed teacher approved projects would be better for the future of education | Position | Effective |
d273c2b0366d | 200AA7A37060 | they would allow students to think critically, | Claim | Effective |
0bcf56951827 | 200AA7A37060 | increase their desire to learn, | Claim | Effective |
e579b703d0c5 | 200AA7A37060 | tailor projects to their strengths and learning styles. | Claim | Effective |
a6c188222975 | 200AA7A37060 | Most teacher designed projects rely on specific structures and check list drawn up by the teacher for the students to fallow. They do no prompt the students to: think, learn, ponder, and reflect, rather they give students a list of mundane tasks to complete and check off. Critical thinking and complex learning comes from hands on practice thought and refection. Giving a student a complex prompt or problem and allowing them to design the project themselves in order to answer it, stimulates the brain far more than handing the student an assignment where the answers have already been neatly planed and laid out by the teacher. For a better education students need to be able to solve problems on their own and chart their own waters, they will never grow if they are always defendant on a teacher to tell them what to do and how to do it.
| Evidence | Effective |
362e45b76299 | 200AA7A37060 | Often times struggling students or children who "hate" school may just feel bored and there are many students who don't try in school because they feel like the subjects they study have no purpose or that it will have no value for their future career. These students often do not participate in teacher designed summer projects as many see summer as their time off from the burden of school and teacher projects appear as boring and useless to them. If these students were allowed to design hear projects, however, so that they focused on topics important to them there could very well be an increase in their participation and desire to learn. When people study things they like and enjoy the often perform better this can be seen at schools like the Generic_School MATA programs where every student who attends wants to be there and as a result they are active and engaged each day. It can be inferred that if the logic applied to the MATA programs is applied to summer projects, students studying things they enjoy increases learning motivation, more students would participate and find value in summer projects. | Evidence | Effective |
325c88e361c9 | 200AA7A37060 | While many teachers say no child left behind that is often not the case with summer projects. Because these projects are assigned before the teacher gets the chance to really know the students a it is difficult to adjust to a students specific needs. A teacher may assign project with lots of heavy reading not knowing that a few of her students are dyslexic, or a different teacher may assign something on a topic many of the students are already well versed in so it has little value to repeat it. Student designed projects would avoid these conflicts as the students know themselves best and could be able to tailor their project to their strengths. Many English classes have already found success in doing this where instead of assigning books that students may have already read or are difficult for some to read, these classes allow students to study books of their choice or listen to audio books. Student designed projects are often more applicable to students lives and as a result they are a better form of education and learning than teacher designed projects. | Evidence | Effective |
468ba2223a46 | 200AA7A37060 | Some may contradict that student designed projects would promote laziness and the students would not learn anything of value from them. This is why these projects would have to be teacher approved; | Counterclaim | Effective |
2579a3e8aec7 | 200AA7A37060 | however, even if they are not the value of learning to think and the other benefits of student designed projects outweighs the over specified structure of the teacher designed projects. | Rebuttal | Effective |
ba370e3adb71 | 200AA7A37060 | In the end student designed projects are most beneficial to students due to their freedom to allow for critical thinking, the study of subjects students enjoy increasing learning motivations, and their unique ability to be tailored to each students needs. | Concluding Statement | Effective |
693c16fab0ba | 2010E484FDBB | The technology used in the article shouldn't be used to read students emotional expressions | Position | Adequate |
b2daa16541ad | 2010E484FDBB | They shouldn't because if a student is very sad or upset even angry you'll want to know why and probably ask them why they feel that way.
Some students might want to talk about it, | Claim | Adequate |
7a3c7c5f125d | 2010E484FDBB | but most probably wouldn't so it might make them even more upset or angry and sad if you ask whats wrong and they dont want to talk about it. Also if it a personal issue the student is having and they tell you what's wrong and you can't help them they might feel like they're doing something wrong and get sad or depressed becasue you can't help them. | Evidence | Adequate |
ed2c2d4aec6a | 2010E484FDBB | Also if this was used to read the emotinal expressions of students in the classroom I feel like it would be a distraction and take time out of the students learing to figure out how every student is feeling based on the facial expressions | Evidence | Adequate |
2a49bb2a4078 | 2010E484FDBB | Another thing could be what of the technology making this possible is wrong, so you walk up to a student and ask them why they're so happy but they are actually really sad. | Claim | Adequate |
8051d2a3939d | 2010E484FDBB | What if the student just changes their apperance to make them look a different way when they are read for their emotion. | Evidence | Adequate |
846665925602 | 2010E484FDBB | The last thing is what are the teachers going to do with the imfomation on how they think their students are feeling based on a facial expression | Evidence | Ineffective |
2649f677ef49 | 2010E484FDBB | Maybe in a college where you want to be a consuler or something along those lines it would be a good thing to have to teach you how to read others emotions better, | Counterclaim | Adequate |
8807f967414d | 2010E484FDBB | but it would be useless in a middle or high school classroom and just cause distractions. | Rebuttal | Adequate |
110e241a098a | 2010E484FDBB |
This shows why I dont think the technology would be good in the classroom. Becasue the technology could be wrong. Students could change their apparence to seem a different way. And it's useless to the teachers to have this information. | Concluding Statement | Adequate |
284bd05be371 | 20162733792B | Computers don't have emotions, but you do! Imagine technology that seriously works for you, not only at home but also in the classroom! If technology could accurately read human facial expressions the learning possibilities could be endless. For example, think about that one story that you're forced to read that you just can't understand and brings out all your frustrations, with facial expression recognition you probably will never be so frustated again. | Lead | Effective |
73a45fc59101 | 20162733792B | The use of technology to read the emotional expressions of the students in a classroom is unbelievably valuable.
| Position | Effective |
c5fe114149f9 | 20162733792B |
Technology in the classroom has already begun to advance rapidly with educational websites such as ; Google Classroom, Edulastic, Khan Academy,and Mathia. The facial recognition technology could enhance a students comprehension to maximum potential. | Claim | Effective |
0dc1233b54c5 | 20162733792B | In the passage " Making Mona Lisa Smile" the author states in paragraph 6 line 6,"A classroom computer could recognize when a student is becoming confused or bored,"Dr Huang predicts."then it could modify the lesson like an effective human instructor.",this kind of technology can possibly boost testing score and even help children falling behind instead of holding them back another year. The text also states in paragraph 6 line 10 that ;"Most human communication is nonverbal, including emotional communcation,"notes Dr. Huang.". This example actually explains alot of real world issues in the classroom, such as the fact that some students refuse to even try to communicate their confusion or boredom in the classroom so then they often disengage in the lesson and miss every part that would be essential to reaching standards created by the state. | Evidence | Effective |
a020f836fd18 | 20162733792B | Many parents or administrators may not agree that this sounds real or possible, | Counterclaim | Adequate |
ef1cab9001d0 | 20162733792B | but the logic is right before our eyes. | Rebuttal | Adequate |
d123b3c731da | 20162733792B | In the text the author states how the technology performs the task of reading emotional appeals. For example, in paragraph 3 line 1 the author says,"The process begins when the com puter constructs a 3-D computer model of the face; all 44 major muscles in the model must move like human muscles. Movement of one or more muscles is called an "action unit". So apparently this process goes beyond just looking at the face,but actually looking for the movements in facial muscles. The author also talks about the muscles that present certain emotions such as the ; the muscles above your eyes (frontalis oars lateralis) raise when you're surprised,the muscles around your mouth (orbicularis oris) tightens your lips when you're angry, and more. This shows that the computer breaks facial expressions down to a science. | Evidence | Adequate |
5ca720099a80 | 20162733792B | So now what do you think? Computers advance more and more everyday, however facial recognition may just be the beginning. Learning in classroom has become based on all technology in many different forms. Facial tachnology will broaden our horizons with better test scores and happier students that can understand the material evn better than before! The use of technology to read the emotional expressions of the students in a classroom could be a life changing improvement in the 21st century since every student has different wants and needs as far their education. | Concluding Statement | Effective |
a76e1864b0a1 | 2017D32A0639 | Many schools across the country require students to complete summer assignments to assure that they continue their pursuit of knowledge even without a teacher present. But should these assignments be designed by the teacher or should they be designed by the student? If a student were given freedom with their project, it would be a lot more enjoyable rather than if a teacher put strict conditions on it. But a lack of strictness would mean that students are less likely to complete their project and they wouldn't know when the work they have done is enough | Lead | Effective |
1a9843527ce3 | 2017D32A0639 | Teachers should put that restriction on the student and give them a specific assignment to ensure that the appropriate amount of work gets done. | Position | Effective |
2591819b15f7 | 2017D32A0639 | Students are less likely to complete a project that they have freedom on and if they do complete it, the quality would suffer greatly compared to if a teacher gave them a prompt or a specific task to accomplish. | Claim | Effective |
22710b811e88 | 2017D32A0639 | The point of a summer assignment is to prevent to student from losing knowledge or getting rusty because of a break. Although the point of the summer break is to let students relax until the next year starts, it's still important that they keep their studies up. Assignments shouldn' be student-designed because that would allow too much leisure and when school comes around, most students would not have it done. For example, I had two summer assignments last summer. One was for English and one was for Math. For the English one, the assignment was to read any book of my choosing and write a review about it. This assignment had very unclear instructions and I, the student, was supposed to add my own twist to it and complete the assignment however I wanted to. I started on the assignment, but never finished it because I didn't have the motive since there was no specific prompt to answer to, so I wrote a couple of sentences and called it quits. But for the Math assignment, I had a packet to complete of practice problems. The finish was in sight and crystal clear. I did it throughout the summer and finished it by August. The reassurance I felt that once I did a specific amount of work and followed the teacher's directions, I would be done is what encouraged me to finish. The English assignment was unclear and I didn't know how much to complete to make sure that I was on track for next year. | Evidence | Effective |
efb6831124cf | 2017D32A0639 | to give the student reassurance and to make sure the student doesn't do too much work over what's supposed to be a break, yet it keeps them on track. | Claim | Adequate |
d0a7fd355097 | 2017D32A0639 | If an assignment is student-designed then the student will do one of three things: overwork themselves, not fully apply their capabilities, or not do the work at all. | Evidence | Ineffective |
43d3f4ce3209 | 2017D32A0639 | For these reasons, summer assignments should all be teacher-designed. | Concluding Statement | Ineffective |
337e2d578a2c | 204F13D548E9 | Mars hasn't stayed the same over the years. Mars has changed a lot over the years. And Mars (aka. the red plant) will continue to changed until the end of time.
| Lead | Ineffective |
cd33a16eaf77 | 204F13D548E9 | While we were observing Mars on 1976 with Viking 1 we seen a figure that looked like a human face and that strected 2 miles from end to end. At the Jet Propulsion Lab there had to be a great deal of suprise. Peole started to imidiately think this was created by aliens. That was still to be figured out.
Over the next 25 years scientists studied Mars to determine if this was created by aliens or its just a natural landform. Scientist have been using many different spacecrafts to better understand the "face". The picture of mars had become a pop icon. its was in a hollywood film, in magazines and books.
Mission Controllers prepared to look again. "it's not easy to target Cydonia," says Garvin. "in fact, it's hard work." Thousands of anxious web surfers were waiting when the image first appeared on A JPL website, revealing a natural landform. There was no alien monument after all. | Evidence | Ineffective |
6552b4d9b865 | 20897B41AFB8 | While almost everyone owns and uses a mobile device, using them while behind the wheel of a vehicle should be prohibited. | Position | Adequate |
16b3df2f5c10 | 20897B41AFB8 | While mobile devices are useful in everyday life | Counterclaim | Adequate |
5d0180e94ebc | 20897B41AFB8 | they are hazardous and in some cases deadly when a vehicle is involved. | Rebuttal | Effective |
85774cd41d6f | 20897B41AFB8 | Devices cause distractions that can put not only the driver of the vehicle at risk but also those inside the vehicles, and the people all around the car. Distracted driving is one of the most dangerous types of driving and according to Edger Snyder & Associates, "the use of cell phones while driving leads to 1.6 million crashes every year" (Edgar Snyder & Associates "Texting and Driving Accident Statistics - Distracted Driving"). The sheer amount of crashes involving the use of mobile devices is shocking, and this is one of the main reasons that the use of any kind of device should be not allowed while behind the wheel of a vehicle. | Evidence | Effective |
a5885cf2340c | 20897B41AFB8 | Although a crash may not seem that bad, some of these crashes result in many deaths and injuries. | Claim | Effective |
3ca8c776242e | 20897B41AFB8 | In a 2018 study from the National Highway Traffic Safety Administration, it states that distracted driving claims over 2,841 lives (Andrew. currin. ctr@dot. gov 2020). These numbers represent not only the drivers, but also include their passengers and any pedestrians who have died as a result of the negligence and recklessness of drivers distracted by mobile devices. The dangers that distracted drivers place not only themselves but also those around them is completely unnecessary. The dangers not only lie on the road but they also extend to after the crash takes place. | Evidence | Effective |
a8300a3637f3 | 20897B41AFB8 | One of the other major issues that distracted drivers face is the financial costs incurred after the initial wreck. | Claim | Effective |
588f4ff15353 | 20897B41AFB8 | The people that suffer the most financial damage are the drivers, followed by their passengers, and then pedestrians involved in the accident. Some reason drivers suffer the most is because they are left paying for the damages to the cars and for personal injuries, not to mention their insurance premiums potentially increase. The passengers and pedestrians suffer because of bodily injuries and potential long term recuperation. While they likely do not have to pay for vehicle damages, if severe enough, injuries prevent them from performing their day to day activities and work functions, which may leave them unable to work and without money to survive. The law office of Tavss Fletcher states that "the average cost for each death in a motor vehicle accident is $1,130,000" and "each nonfatal disabling injury is $61,600" ("The Price Paid for Automobile Accidents and Injuries"). So the cost for the accident far outweighs the risk of texting or calling while they are driving, not to mention the potential risk of injury not only for themself but for everyone involved in the accident. | Evidence | Effective |
ca209cce7abf | 20897B41AFB8 |
On top of the financial and physical pain these types of accidents cause, there is also the emotional pain of the victims and the victim's families. | Claim | Effective |
5d990e79d307 | 20897B41AFB8 | When a victim survives and they are injured, they can't immediately go back to work, school, or their normal lives. They need to go to physical rehabilitation which causes strain on everyone involved. Along with this, there are mental disorders that develop after the crash, one of which is depression. According to the Myers Law Firm "Some physical injuries limit victims' ability to work, exercise, and enjoy day-to-day activities like playing with their children. If you're suddenly unable to partake in activities that you used to enjoy because of pain or a debilitating injury, it's no surprise you may become depressed" (Myers Law Firm 2020). The victims may have difficulty adjusting to a new "normal" caused by injuries. These injuries may have caused a lack of mobility or body function, which hinders them from enjoying typical family or personal activities. Things they loved to do in the past that could be spontaneous or done in a few minutes now require extra time and planning to accomplish. Another mental illness that could develop is Post Traumatic Stress Disorder (PTSD). PTSD may make going back to their normal day to day lives very difficult. Often time people involved in wrecks will have flashbacks about it, sometimes triggered by being in a car, being near the wreck site or something completely unrelated. Not only is the physical and financial cost of such an accident steep, but the mental toll has a hefty cost. | Evidence | Effective |
e0cc245e11dc | 20897B41AFB8 | Aside from the mental, physical, and financial sides of the argument there is also the legal side of it. Many states are starting to realize the dangers of distracted driving and are prohibiting it, and if anyone is caught they will either be fined or sentenced to serve in jail for a short time. | Claim | Effective |
4d47590043fe | 20897B41AFB8 | One example of a state that has made using a mobile device while behind the wheel of a vehicle is Georgia. The hands-free law states that "A driver cannot have a phone in their hand or use any part of their body to support their phone...A driver may not write, send or read any text messages, e-mails, social media or internet data content"("Hands-Free Law"). The states understand that the use of mobile devices while operating a vehicle is dangerous, and they are starting to enforce that they need to get it under control. | Evidence | Effective |
c086180b20e5 | 20897B41AFB8 | The use of a mobile device should not be allowed while driving a vehicle. Some states are moving to make it illegal. The accidents cause high financial damage which supports the reasoning of the states to make it illegal. The many deaths, physical injuries and emotional strain that if inficts far outweighs any possible need for using a phone. The final reason that states are making it illegal to drive distracted is because of the high amount of crashes that it causes. It is because of all these factors that the use of mobile devices while behind the wheel of any vehicle should be completely and utterly prohibited. | Concluding Statement | Effective |
70d6e4610f05 | 20C01368FC3E | Summer break is a time for everyone to decompress and relax after a long school year. Projects over break are stressful, especially teacher-designed ones. Breaks should be spent having fun and spending time with family/friends. Students work their butts of enough during the year and shouldnt have to do that over summer. | Lead | Effective |
690c9b7d12e8 | 20C01368FC3E | Summer projects should be student-designed | Position | Adequate |
10c5d3d02855 | 20C01368FC3E | it'll give students a chance to make the project chill, | Claim | Effective |
0ab25d33e706 | 20C01368FC3E | it will allow more independence for the students, | Claim | Effective |
bfa21debc1cf | 20C01368FC3E | it will have a better chance of making the students summer adventurous. | Claim | Effective |
3e844a0bee7e | 20C01368FC3E | The one thing students ask of the most would be a laid back summer. Because of all the stress they endure during the year, students want a bit of time to reflect and relax. If students make their own projects they could make it very simple. Most may think of that as taking a shortcut through life, but in reality they do enough work as it is in school. If teachers made the projects, chances are they'd want to challenge the students a lot. When projects are teacher-designed students are less likely to complete it. To add on students wouldn't want to ruin their schedule with a boring project that their teacher designed; they'd want their project to be less time consuming during break. | Evidence | Effective |
061d9642e529 | 20C01368FC3E | One key factor for students is a sense of independence. Students are growing older and majority of them want to do tasks on their own. Doing their own projects would give them that freedom. | Claim | Effective |
5359e5f732de | 20C01368FC3E | The project could also be a way for them to boost their confidence in what they are capable of doing. It would be a great way for them to see how being independent with certain things is like. Student-designed projects may be a way for students to teach themselves responsibility. It would give them a greater aspect of being able to deal with time management skills. Furthermore they wouldn't be relying on their teachers for specific things such as: making a due date, setting up the project, making specific directions, etc. | Evidence | Effective |
c60681df89dd | 20C01368FC3E | Most students enjoy exploring over summer; and what better way to do it than through a project. Student-designed projects would allow students to create it however they want. Even if it's a group project or even one where they'd need to actually go somewhere. Teachers wouldn't make it all that interesting, they'd just add a few things to make it "fun" but not to where a student would get excited. If students want more time with friends and family, they could add things into the project to make that happen. Teachers are known as the "fun killers", so students would get the chance to take matters into their own hands and fix that. | Evidence | Adequate |
36f6b8bbfd91 | 20C01368FC3E | Overall people may think teacher-designed projects are better because of teachers "knowing what they are doing", | Counterclaim | Adequate |
1ca6ae613c0a | 20C01368FC3E | but that is not always true. It is good to let students take over sometimes. It is also a great way for teachers to see the potential for their students. | Rebuttal | Adequate |
e60f15293de6 | 20C01368FC3E | Student- designed projects can show one's creativity and imagination. Teachers don't always get to see that side of students during the year. | Evidence | Effective |
f7a5e689fa6d | 20C01368FC3E | To conclude it all students should be able to design their own projects to attain their independence, add some adventure to their break, and gain a relaxing summer break. | Concluding Statement | Adequate |
a165afa5eb16 | 20D57DEC3EF5 | I think using a Facial Action Coding Systemin the classroom to identify the emotions of students is not okay, | Position | Adequate |
59d5d85646d1 | 20D57DEC3EF5 | Why? becuase some people want to express themselves of their feelings that has been done by others. But not such that. In fact, we humans perform this same impressive "calculation" everday. For instance you can probably tell if a friend is feeling simply emotion by looking at thair face. But for some people painting portraits can help them express their feelings through painting. Sometimes people express their emotions through music by singing or making music. Then in the Mona Lisa, no one knows what feeling she is expressing and what is she feeling. For instance, some artists say she is happy but no one really knows what emotion she is feeling | Evidence | Ineffective |
fe38c88f6925 | 20D57DEC3EF5 | In conclusion, I think classrooms shouldn't use Facial Action Coding System to identify the expression of students an how they are feeling. But some people have hidden talents that they use to express themselves or their emotions. Also not many people icluding students express themselves through painting some use dancing, acting, making music, singing, cooking and their are many ways of expressing your emotions through many things. For instance people express themselves through writing books, but many people can understand their feelings that by reading their life as a book. | Concluding Statement | Ineffective |
7ce471a8cd33 | 20D81D1BE1A6 | Yes, the use of Facial Action Codying Stystem would be very useful for students in the classroom. | Position | Effective |
377557a55679 | 20D81D1BE1A6 | Not only can this technology detect when a student is confused or bored, but it can change the lesson to grab the students' attention again, or to explain it in an another way. | Claim | Effective |
e3e829595bc4 | 20D81D1BE1A6 | Along with this, this technology could introduce a lot more job intrest, hobby intrest, or just pure intrest among students. | Claim | Effective |
0b783745a00f | 20D81D1BE1A6 | Lastly, this technology would be beneficial to students because it would give us a reason to be taught about the science of emotion, we could learn and go more into depth about our basic human body and mind and how easy emotions can show.
| Claim | Effective |
7d8dcbe6751e | 20D81D1BE1A6 | This technology can change lessons for kids who aren't understanding, or are just completley bored of the material being shown. | Claim | Effective |
1cbba736bc56 | 20D81D1BE1A6 | This can greatly change a students grades from bad to good, along with make them look forward to coming to your class or school in general. From paragraph 6 the author stated, "A classroom computer could recongnize when a student is becoming confused or bored." Ending the conversation with, "Then it could modify the lesson, like an effective human instuctor." Another point which dosn't relate to the fact of changing around lessons for a student would be also in paragraph 6,"...if you smile when a Web ad appears on your screen, a similar ad might follow. But if you frown, the next ad will be different." This technology can overall make a students lesson, web browsing, and understanding of materal a lot easier and it could greatly improve their work. | Evidence | Effective |
d4e58ec7115c | 20D81D1BE1A6 | Secondly, the FACS can show students a different range of technology that is fairly new | Evidence | Effective |
f5cd4212856d | 20D81D1BE1A6 | It could show some kids something they may be passionate for but never knew of, it could be a possible job intrest, a new hobby interest, anything at all. | Claim | Effective |
93fbfa5126af | 20D81D1BE1A6 | The people using this technology are doing so many things, "The process begins when the computer constructs a 3-D computer model of the face;" So they're not only using 3-D software but also, "Using video imagery, the new emotion-recongnition software tracks these facial movements." The people who are specializing in doing this kind of technology, are branching out in very large, and impactful ways. Many students could be interested in doing this, and sometimes if it's not in school and they don't hear of it. They can never find it. | Evidence | Effective |
91e358af81a9 | 20D81D1BE1A6 | Lastly, having this technology in our school would give us a reason to talk about the basic science of emotion. | Claim | Effective |
219f71d2b1eb | 20D81D1BE1A6 | We can learn about our human bodies and why emotion is displayed so easily, and how it's displayed as well. "According to the Facial Feedback Theory of Emotion, moving your facial muscles not only expresses emotions, but also may even help produce them." Our faces can move in multiple ways depending on the emotion we feel, as shown in paragraphs 7-8. Why does it do this? This technology can give us a valid reason to talk about the science of emotion more, and we can learn more about this as students or even as teachers. | Evidence | Effective |
dad03cbc1630 | 20D81D1BE1A6 | Finally, either it be the fact that a lesson can be changed based off of if a student is bored or confused. Or that having this technology can show students a wider range of possible job choices, hobby choices, or just learning more about something out of pure intrest. Or lastly, because having this technology around us gives us a reason to talk about the science of emotion in depth. This technology could be extreamly useful, and impactful on students, if the software being used is good and has been shown to be correct. This could be a very good thing to have in schools that our students can use and to possibly even learn about. | Concluding Statement | Effective |
f2f0ce6fc24f | 20E41EFD4FB8 | The author does a very good job of proving his point about the challanges of exploring Venus. He makes a few valid points and is very descriptive. I think he did a good job overall explaning his point. | Position | Adequate |
4ebed28eef27 | 20E41EFD4FB8 | He starts off by talking about how Venus is a very similar planet to ours | Claim | Ineffective |
230a4fd7d572 | 20E41EFD4FB8 | He says hat the two planets are so similar that people call Venus the "sister planet to Earth". He also makes the point that Venus may have held life at some point. He states that "Long ago, Venus was probably covered largely with oceans and could have supported various forms of life, just like Earth". | Evidence | Adequate |
19d73c2df3ca | 20E41EFD4FB8 | His next topic was about how we have already sent space crafts over to Venus. All of them, however, were unmanned | Claim | Adequate |
0a31bfc56e92 | 20E41EFD4FB8 | They were all unmanned because the pressure and heat of the planet would instantly kill the occupants inside the ship. Even without anyone in the ships, the spaceships were still crushed by the pressure of the planet. He states that "no spacecraft survived the landing for more than a few hours". He then goes on to say that this is probably why no spaceships have touched the planet fr three decades. | Evidence | Adequate |
ae478f2a7fb7 | 20E41EFD4FB8 | He goes on to talk about how NASA has been trying to come up with ideas on how to inhabit the planet with life. they came up with a few good ideas but the one that stood out to him the most was a bit interesting | Claim | Adequate |
b72a1446558d | 20E41EFD4FB8 | He says that NASA wanted to try and get a blimp like spaceshi to float 30 miles above Venus' surface. at ths spot it isnt too hot or too dangerous and is almost perfect for life. the heat, however, would still be a whopping 170 degrees fahrenheit and we would be stuck in a thick cloud in CO2. He also states that even if we lived there, we wouldnt be able to photograph or video the surface to study it. | Evidence | Adequate |
453315484a94 | 20E41EFD4FB8 | Overall he made a lot of valid points. I think that he made his point very clear and proved that attempting to explore Venus would be a challange. With its harsh conditions and unbearable heat, there would be no fun in exploring the planet. | Concluding Statement | Adequate |
0db0527c1b72 | 20F9EE3FEC1F | Authors that present a well-developed, convincing argument can have a large influence on their reader's thoughts. In the passage, "The Challenge of Exploring Venus," the author explains the different reasons as to why Earth, as a whole, should further study the planet of Venus, alotting all its difficulties. | Lead | Effective |
9585de902225 | 20F9EE3FEC1F | While the kinks of being able to go to Venus are still being worked out, this author gives insight as to why this barren planet is still important. | Position | Effective |
5fe27ee65267 | 20F9EE3FEC1F | The first idea the author had was related to the atmosphere of Venus | Claim | Adequate |
92252c56a61f | 20F9EE3FEC1F | "A thick atmosphere of almost 97 percent carbon dioxide blankets Venus. Even more challenging are the coulds of higly corrosive sufuric acid in Venus's atmosphere." In Paragraph 3, the author does not give a higly convincing argument. Humans need oxygen to live, so how is it expected for them to survive on a planet that has little to no oxygen? It is not possible to change the chemical makeup of an entire planet. The argument displayed by the author is not credible in any way and does not give any reason as to why one would want to continure research in this area. | Evidence | Effective |
5c95b5228cd3 | 20F9EE3FEC1F | The next problem that Earth faces in studying Venus is that temperatures on this planet exceed 800 degrees Fahrenheit, a temperature found nowhere on Earth | Claim | Effective |
6423711c9a94 | 20F9EE3FEC1F | This temperature is beyond the maximun limit that human can edure, which leaves behind the compelling factor of wanting to study more of this sister planet. The author also states, ". . . and the atmospheric pressure is 9 times greater than what we experience on our own planet. These conditions are far more extreme that anything humans encounter on Earth." If the conditions of Venus are so bad, why should we be expected to study more of this planet. Similar to the carbon dioxide in the air, there is no way to change the temperature and pressure of an entire planet. Once again, the argument given by this author is not convincing. | Evidence | Effective |
bd9e8168aba7 | 20F9EE3FEC1F | The author uses an idea proposed by NASA for humans to study Venus | Claim | Effective |
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