is a senior accounting student hoping to graduate this semester. She earned a 58% on Exam 1;60% on Exam 2; and 63.67% on Exam 3. She earned 100\% on the MBC Graded Homework and an average percentage of 65\% on the Graded Upload Assignments. In addition, she knows she will earn a 70% baseline percentage on the Attendance/Participation (AP) category since she attended all class periods, she was never late or left early, and she never participated in class. She completed the syllabus quiz accurately worth .5 grade points. These facts result in a course grade percentage of 69.15%. Student Ogilby reflects on the following: 1)69.15\% is only .85\% away from a course grade percentage of 70% and a passing grade; 2) surely, Professor Fair will bump me up by .85\% since it is so close to 70%;3 ) if nothing else, Professor Fair could simply round my course percentage score up! Student Ogilby shares these reflections with Professor Fair. Professor Fair points out to Student Ogilby that 1) the only category that allows for any judgement in assigning a percentage is the AP category; 2) .85\% in the course grade percentage actually represents many more earned AP category percentage points than .85 earned course grade percentage points; 3) a major compromise/student benefit from the original syllabus has already been made by using a 70% AP category baseline ( 7 course grade percentage points) instead of the original 20\% AP category baseline (2 course grade percentage points); 4) the syllabus clearly provides the course grade percentage scores necessary for letter grade assignment and states scores will be carried out two decimal points and that rounding will not occur and; 5) many students made significant effort to participate in class and to falsely assign AP category points diminishes the efforts of those students and calls into question the personal ethics of Professor Fair. Requirements: 1. Using the weights provided in the syllabus, provide a detailed explanation/computations for arrival of the course grade percentage of 69.15%. 2. How many percentage points in the AP category are necessary in order to increase the course grade percentage by .85%? 3. The AP Rubric found in the Canvas course modules states the following for the 70% range: Active participation occurred in 70% to 79.99% of the class periods. Participation includes answering questions posed to the class at large, and asking substantive questions for clarification of content. Participation includes substantive email questions/responses, and attendance with substantive questions in the instructor office hours. Most of the participation must occur during the synchronous class meetings. Given the facts for Student Ogilby and based on the AP Rubric, is there a justification to increase the AP category percentage points found in part 2? Provide a short rationale for your answer. is a senior accounting student hoping to graduate this semester. She earned a 58% on Exam 1;60% on Exam 2; and 63.67% on Exam 3. She earned 100\% on the MBC Graded Homework and an average percentage of 65\% on the Graded Upload Assignments. In addition, she knows she will earn a 70% baseline percentage on the Attendance/Participation (AP) category since she attended all class periods, she was never late or left early, and she never participated in class. She completed the syllabus quiz accurately worth .5 grade points. These facts result in a course grade percentage of 69.15%. Student Ogilby reflects on the following: 1)69.15\% is only .85\% away from a course grade percentage of 70% and a passing grade; 2) surely, Professor Fair will bump me up by .85\% since it is so close to 70%;3 ) if nothing else, Professor Fair could simply round my course percentage score up! Student Ogilby shares these reflections with Professor Fair. Professor Fair points out to Student Ogilby that 1) the only category that allows for any judgement in assigning a percentage is the AP category; 2) .85\% in the course grade percentage actually represents many more earned AP category percentage points than .85 earned course grade percentage points; 3) a major compromise/student benefit from the original syllabus has already been made by using a 70% AP category baseline ( 7 course grade percentage points) instead of the original 20\% AP category baseline (2 course grade percentage points); 4) the syllabus clearly provides the course grade percentage scores necessary for letter grade assignment and states scores will be carried out two decimal points and that rounding will not occur and; 5) many students made significant effort to participate in class and to falsely assign AP category points diminishes the efforts of those students and calls into question the personal ethics of Professor Fair. Requirements: 1. Using the weights provided in the syllabus, provide a detailed explanation/computations for arrival of the course grade percentage of 69.15%. 2. How many percentage points in the AP category are necessary in order to increase the course grade percentage by .85%? 3. The AP Rubric found in the Canvas course modules states the following for the 70% range: Active participation occurred in 70% to 79.99% of the class periods. Participation includes answering questions posed to the class at large, and asking substantive questions for clarification of content. Participation includes substantive email questions/responses, and attendance with substantive questions in the instructor office hours. Most of the participation must occur during the synchronous class meetings. Given the facts for Student Ogilby and based on the AP Rubric, is there a justification to increase the AP category percentage points found in part 2? Provide a short rationale for your