Copyright © by Holt, Rinehart and Winston. All rights reserved. Kate Chopin’s “The Story of an Hour” originally published 1894. The Story of an Hour Kate Chopin Knowing that Mrs. Mallard was afflicted with a heart trouble, great care was taken to break to her as gently as possible the news of her husband's death. It was her sister Josephine who told her, in broken sentences; veiled hints that revealed in half concealing. Her husband's friend Richards was there, too, near her. It was he who had been in the newspaper office when intelligence of the railroad disaster was received, with Brently Mallard's name leading the list of "killed." He had only taken the time to assure himself of its truth by a second telegram, and had hastened to forestall any less careful, less tender friend in bearing the sad message. She did not hear the story as many women have heard the same, with a paralyzed inability to accept its significance. She wept at once, with sudden, wild abandonment, in her sister's arms. When the storm of grief had spent itself she went away to her room alone. She would have no one follow her. There stood, facing the open window, a comfortable, roomy armchair. Into this she sank, pressed down by a physical exhaustion that haunted her body and seemed to reach into her soul. She could see in the open square before her house the tops of trees that were all aquiver with the new spring life. The delicious breath of rain was in the air. In the street below a peddler was crying his wares. The notes of a distant song which some one was singing reached her faintly, and countless sparrows were twittering in the eaves. There were patches of blue sky showing here and there through the clouds that had met and piled one above the other in the west facing her window. She sat with her head thrown back upon the cushion of the chair, quite motionless, except when a sob came up into her throat and shook her, as a child who has cried itself to sleep continues to sob in its dreams. She was young, with a fair, calm face, whose lines bespoke repression and even a certain strength. But now there was a dull stare in her eyes, whose gaze was fixed away off yonder on one of those patches of blue sky. It was not a glance of reflection, but rather indicated a suspension of intelligent thought. Copyright © by Holt, Rinehart and Winston. All rights reserved. Kate Chopin’s “The Story of an Hour” originally published 1894. There was something coming to her and she was waiting for it, fearfully. What was it? She did not know; it was too subtle and elusive to name. But she felt it, creeping out of the sky, reaching toward her through the sounds, the scents, the color that filled the air. Now her bosom rose and fell tumultuously. She was beginning to recognize this thing that was approaching to possess her, and she was striving to beat it back with her will—as powerless as her two white slender hands would have been. When she abandone ...

1. Copyright © by Holt, Rinehart and Winston. All rights reserved.
Kate Chopin’s “The Story of an Hour” originally published
1894.
The Story of an Hour
Kate Chopin
Knowing that Mrs. Mallard was afflicted with a heart trouble,
great care was taken to break
to her as gently as possible the news of her husband's death.
It was her sister Josephine who told her, in broken sentences;
veiled hints that revealed in
half concealing. Her husband's friend Richards was there, too,
near her. It was he who had been
in the newspaper office when intelligence of the railroad
disaster was received, with Brently
Mallard's name leading the list of "killed." He had only taken
the time to assure himself of its
truth by a second telegram, and had hastened to forestall any
less careful, less tender friend in
bearing the sad message.
She did not hear the story as many women have heard the same,

2. with a paralyzed inability to
accept its significance. She wept at once, with sudden, wild
abandonment, in her sister's arms.
When the storm of grief had spent itself she went away to her
room alone. She would have no
one follow her.
There stood, facing the open window, a comfortable, roomy
armchair. Into this she sank,
pressed down by a physical exhaustion that haunted her body
and seemed to reach into her soul.
She could see in the open square before her house the tops of
trees that were all aquiver with
the new spring life. The delicious breath of rain was in the air.
In the street below a peddler was
crying his wares. The notes of a distant song which some one
was singing reached her faintly,
and countless sparrows were twittering in the eaves.
There were patches of blue sky showing here and there through
the clouds that had met and
piled one above the other in the west facing her window.
She sat with her head thrown back upon the cushion of the
chair, quite motionless, except
when a sob came up into her throat and shook her, as a child

3. who has cried itself to sleep
continues to sob in its dreams.
She was young, with a fair, calm face, whose lines bespoke
repression and even a certain
strength. But now there was a dull stare in her eyes, whose gaze
was fixed away off yonder on
one of those patches of blue sky. It was not a glance of
reflection, but rather indicated a
suspension of intelligent thought.
Copyright © by Holt, Rinehart and Winston. All rights reserved.
Kate Chopin’s “The Story of an Hour” originally published
1894.
There was something coming to her and she was waiting for it,
fearfully. What was it? She
did not know; it was too subtle and elusive to name. But she felt
it, creeping out of the sky,
reaching toward her through the sounds, the scents, the color
that filled the air.
Now her bosom rose and fell tumultuously. She was beginning
to recognize this thing that
was approaching to possess her, and she was striving to beat it
back with her will—as powerless

4. as her two white slender hands would have been.
When she abandoned herself a little whispered word escaped her
slightly parted lips. She
said it over and over under her breath: "free, free, free!" The
vacant stare and the look of terror
that had followed it went from her eyes. They stayed keen and
bright. Her pulses beat fast, and
the coursing blood warmed and relaxed every inch of her body.
She did not stop to ask if it were or were not a monstrous joy
that held her. A clear and
exalted perception enabled her to dismiss the suggestion as
trivial.
She knew that she would weep again when she saw the kind,
tender hands folded in death;
the face that had never looked save with love upon her, fixed
and gray and dead. But she saw
beyond that bitter moment a long procession of years to come
that would belong to her
absolutely. And she opened and spread her arms out to them in
welcome.
There would be no one to live for her during those coming
years; she would live for herself.
There would be no powerful will bending hers in that blind

5. persistence with which men and
women believe they have a right to impose a private will upon a
fellow-creature. A kind
intention or a cruel intention made the act seem no less a crime
as she looked upon it in that brief
moment of illumination.
And yet she had loved him—sometimes. Often she had not.
What did it matter! What could
love, the unsolved mystery, count for in the face of this
possession of self-assertion which she
suddenly recognized as the strongest impulse of her being!
"Free! Body and soul free!" she kept whispering.
Josephine was kneeling before the closed door with her lips to
the keyhole, imploring for
admission. "Louise, open the door! I beg; open the door—you
will make yourself ill. What are
you doing, Louise? For heaven's sake open the door."
"Go away. I am not making myself ill." No; she was drinking in
a very elixir of life through
that open window.
Copyright © by Holt, Rinehart and Winston. All rights reserved.

6. Kate Chopin’s “The Story of an Hour” originally published
1894.
Her fancy was running riot along those days ahead of her.
Spring days, and summer days,
and all sorts of days that would be her own. She breathed a
quick prayer that life might be long.
It was only yesterday she had thought with a shudder that life
might be long.
She arose at length and opened the door to her sister's
importunities. There was a feverish
triumph in her eyes, and she carried herself unwittingly like a
goddess of Victory. She clasped
her sister's waist, and together they descended the stairs.
Richards stood waiting for them at the
bottom.
Some one was opening the front door with a latchkey. It was
Brently Mallard who entered, a
little travel-stained, composedly carrying his grip-sack and
umbrella. He had been far from the
scene of the accident, and did not even know there had been
one. He stood amazed at Josephine's
piercing cry; at Richards' quick motion to screen him from the
view of his wife.

7. But Richards was too late.
When the doctors came they said she had died of heart
disease—of joy that kills.
I will complete the recording part. The assignment needs to be
written to match the below time requirements to meet the steps.
Outline and transcript example has been provided.
Scenario: A local business leader is looking for ways to
promote change around personal and professional growth and
learning for all members of the community. They have asked
you to present your philosophy of change to the community—
through a recorded presentation (or live, if in the classroom) or
through a podcast they will air this month—to help demonstrate
the value of employable skills and opportunities for positive
change. The goal is to use examples from your personal
experience to help listeners understand how they could begin to
think about their own philosophy of change and how they
navigate change in different contexts.
STEP 1
Create your introduction. Introduce yourself to the audience and
identify the goal of your presentation. Your goal should be
centered around how the 10 Skills and a Philosophy of Change
have helped you—and can help others—exercise their problem
solving skill (1 minute or less).
STEP 2
Provide an overview of the 10 Skills and your Philosophy of
Change. Be sure to discuss your Philosophy of Change by
summarizing your approach to reacting to, framing, and
managing change. Remember, your audience will likely be
unfamiliar with the 10 Skills and your Philosophy of Change.
Your grade is based on how well you communicate the
connection between this information in a way your audience
will understand. NOTE: You may choose to discuss only some
of the 10 Skills.

8. This segment should be 1–3 minutes total and should answer
these questions:
· What are the 10 Skills and why are they important in your
personal and professional life? (Note: You do not need to list
and define each skill, but can speak of them broadly.)
· What is a Philosophy of Change and why is it important? How
can it help you think about and solve problems in your life?
STEP 3
Discuss the relationship between the 10 Skills and your personal
Philosophy of Change. This segment should be 3–5 minutes
total. You can discuss any or all of these options:
· how all or some of the 10 Skills have informed your
Philosophy of Change
· how all or some of the 10 Skills can support you living out
your personal Philosophy of Change
· how your Personal Philosophy of Change can support your
continued development of all or some of the 10 Skills
· Self and Social Awareness
· Technology
· Productivity
· Initiative
· Results Driven
· Communication
· Relationship Building
· Problem Solving
· Innovation
· Agility
Follow up to the assignment completion 5-7 sentences
This week you have an opportunity to reflect on your
assignment from last week when you presented your philosophy
of change.
1. Discuss one positive experience from completing this

9. assignment.
2. Discuss one challenge during your completion of this
assignment.
3. Did you use one of the skills from this class (problem
solving, agility and innovation) to overcome that challenge? If
so, explain. If not, how might you use one of these skills in the
future in a similar situation?
4. How can reflecting on this experience benefit you personally
or professionally?
PHI201
© 2020 Strayer University. All Rights Reserved. This document
contains Strayer University Confidential and Proprietary
information and may
not be copied, further distributed, or otherwise disclosed in
whole or in part, without the expressed written permission of
Strayer University.
Page 1 of 5
Creating an Outline or Script for Week 9 Assignment
Prepare for Recording
For many, hitting “record” is stressful. What are you going to
say? How are you going to say it?
What happens if you mess up?
While you cannot plan for everything, you can avoid some of
the most common with strong
preparation. As part of the Week 9 Assignment requirements,

10. you are asked to prepare by
developing either an outline or a script.
The focus should be deciding, in general, what you want to say
and when to say it. This simple
act of planning makes it easier to hit that record button and,
when combined with some solid
practice, increases your chances of making a solid presentation
or podcast.
Two Options
Different people have different preferences in how they work.
Do you want to create a general
overview to work from (an outline), or do you want to write
something to help you make sure
you get the words just right (a script)? The overall structure of
either will be the same. The only
real difference for this assignment will be how much you write.
NOTE: Using a script can be difficult without practicing. It is
important to avoid sounding like
you are reading (or looking like it if presenting on camera or in
person). Remember, the script is
there to help make sure you collect your thoughts and deliver
the presentation the way you
want. It is not meant to be read word-for-word in front of the
camera or audience.
Structure
OPENING INTRODUCTION OVERVIEW – FIRST POINT
OVERVIEW – SECOND POINT
RELATIONSHIP (FIRST POINT TO SECOND POINT) KEY
EXAMPLE(S) CLOSING

11. Example for Assignment – Outline (Based on “Podcast Example
A”)
1. Opening.
a. Name.
b. Background.
PHI201
© 2020 Strayer University. All Rights Reserved. This document
contains Strayer University Confidential and Proprietary
information and may
not be copied, further distributed, or otherwise disclosed in
whole or in part, without the expressed written permission of
Strayer University.
Page 2 of 5
2. Introduction.
a. Philosophy of Change.
b. 10 Skills.
3. Overview – First Point.
a. Heraclitus quote.
b. Change.
i. Connect change to quote.

12. c. Electronics example.
i. Background.
ii. Learning.
iii. Transition to 10 Skills (agility).
4. Overview – Second Point.
a. Return to Heraclitus quote and connect to 10 Skills/theme.
b. 10 Skills and different experience levels.
5. Key Example – Agility/Innovation/Problem Solving.
a. Focus on these.
b. Margaret Atwood quote.
c. Connect philosophy of change and 10 Skills through quote.
6. Closing.
a. Review key points on change.
b. Leave audience with something to remember.
i. Two options: be ready or ignore.
PHI201

13. © 2020 Strayer University. All Rights Reserved. This document
contains Strayer University Confidential and Proprietary
information and may
not be copied, further distributed, or otherwise disclosed in
whole or in part, without the expressed written permission of
Strayer University.
Page 3 of 5
ii. One is good.
Example for Assignment – Script (Based on “Podcast Example
A”)
OPENING
My name is Ed Buchanan and I have traveled many different
roads in nearly 40 years. From
working in the professional world to working toward a degree,
my experience points to one
specific idea.
INTRODUCTION
Today I will share my philosophy of change and how it is
reinforced through experience working
with employable skills.
OVERVIEW – FIRST POINT
“The way up and the way down are one and the same. Living
and dead, waking and sleeping,
young and old, are the same.” —Heraclitus, Life Is Flux, about
500 BC
All of these comparisons have one thing in common: change.

14. They are the same because they
all involve a degree of change. If you do not look deeply, you
may argue that there is no change
happening in people who sleep or are dead, but that is not
correct. Sleeping people breathe,
cells heal, the brain functions and continues to work through the
day’s problems. Even in death,
we change. Some body functions may continue well after our
deaths. We are not the same
physical beings at the time of death as we are months or years
afterward. Heraclitus believed
that “the only constant is change” and that idea still drives
people forward today.
If we settle on this idea that change is the only constant, we can
use this as the motivation to
move forward. I can remember working at a major company in
my 20s. It was a good job where
I worked on electronics equipment. Translation: I played with
broken stereos, TVs, cameras,
and camcorders, and did my best to make sure they were
working when I shipped them back to
the customers.
I was paid well—even though I had no real background in
electronics repair—but I dedicated
myself to learning. When a piece of equipment came in that I
had never seen before, I sat down
next to our senior technicians and watched as they took it apart,
identified the problems, and
corrected them. I was smart enough to recognize what I did not
know and self-aware. The only
way to improve was to find people who could show me the way
and soak up everything I could.
I did well. In fact, I did this so well that within a few short

15. years I worked my way to the highest
technician level and was moved around the shop to work
wherever there was a heavy
PHI201
© 2020 Strayer University. All Rights Reserved. This document
contains Strayer University Confidential and Proprietary
information and may
not be copied, further distributed, or otherwise disclosed in
whole or in part, without the expressed written permission of
Strayer University.
Page 4 of 5
workload. My agility made me a key team member and helped
me pay my increasing school
bills. I wouldn’t be where I am today if I had not used my skills
and interacted with the change
all around me.
Going from unskilled to top tech level in a few short years is a
good way to showcase how to
address the changing world, but it’s not the only story. Dealing
with change was at the heart of
each moment in that journey. I had to change my knowledge
level. I had to change my outlook
and recognize where I needed to learn and who could teach me.
I had to change the way my
manager viewed me (beginning as unknowledgeable and
becoming the go-to guy). Change,
change, change.

16. OVERVIEW – SECOND POINT
What we will do now is talk about how each of you interacts
with change. I have shared my
outlook, mostly leaning on what Heraclitus said a long, long
time ago. What do you know about
change? How do you deal with it? More importantly, how will
you deal with change next time
you encounter it? [4:02]
These are the basic questions I used to help think of the role
change plays in my life. They
conveniently will help you do the same. When I think through
these questions, my mind goes
right to recent experience with the 10 skills taught in Strayer
gen ed courses—skills that
employers are looking for because people that have these skills
succeed. Communication.
Problem solving. Agility. Self and social awareness.
Technology. Initiative. Productivity. Results
driven. Relationship building. Innovation.
Like many people, I had different experience levels with
different skills. Some of these skills, I
came in with a really strong idea of what it meant. Other skills,
I didn’t have quite the same
grasp. What I did learn is that each of these skills developed
over time. Stepping back, I realize
that these all revolve around the same thing: change.
KEY EXAMPLE
Agility is how well you can adapt to an ever-changing world.
Innovation is looking at new ways
to address barriers or ways of doing things. Problem solving is

17. changing a situation to fix
something that is going wrong.
We started with an ancient philosopher, journeyed to the recent
past and experience with the
10 skills, and now we move to the final part of my philosophy
of change.
PHI201
© 2020 Strayer University. All Rights Reserved. This document
contains Strayer University Confidential and Proprietary
information and may
not be copied, further distributed, or otherwise disclosed in
whole or in part, without the expressed written permission of
Strayer University.
Page 5 of 5
For most of us, change is not a light switch. We don’t just flip it
and something inside of
ourselves magically changes the world around us. The last part
of my philosophy of change
comes courtesy of Margaret Atwood. Many people will know
her for the Hulu series The
Handmaid’s Tale and this quote comes from her book of the
same name:
“Nothing changes instantaneously: in a gradually heating
bathtub you’d be boiled to death
before you knew it.”
When the world around us gets more dangerous, we often do not

18. recognize it. When the signs
surround us that change is coming, we may not pay enough
attention. What I encourage
everyone to do, though, is to have a plan, or at least an idea, of
how they want to respond to
change and the person they need to be when change pops up in
your life.
CLOSING
Change surrounds each of us—at home, at work, at school,
sometimes just driving home after a
long day. If we have a philosophy about how we deal with
change, it can take a little of the sting
out of change and make change something you actually look for
in your life.
I cannot tell you what change is coming. What I can say is you
have two options: be ready or
ignore it. Only one of these options will pay off.
5/26/22, 1:32 PM Rubric Detail – Thinking it Through
PHI201005VA016-1224-001
https://blackboard.strayer.edu/weba pps/rubric/do/course/gradeR
ubric?mode=grid&isPopup=true&rubricCount=1&prefix=_3010
8686_1&course_id=_47… 1/3
Unacceptable(Below 60%)
Needs
Improvement
(60-69%)

19. Satisfactory
(70-79%)
Competent
(80-89%)
Exemplary
(90-100%)
PHI201-A4-1
1. Provide a
clear and
concise
overview (1–3
min.) of the 10
Skills and their
importance for
personal and
professional
life.
0 (0.00%)
Does not
provide an
overview of
the 10 Skills
and their
importance for
personal and
professional
life.
9.75
(6.50%)
Provided an
incomplete

20. overview of the
10 Skills and
did not explain
their
importance for
personal and
professional
life.
11.25
(7.50%)
Provided an
overview of the
10 Skills but
did not clearly
explain their
importance for
personal or
professional
life.
12.75
(8.50%)
Provided an
overview of the
10 Skills and
their
importance for
personal and
professional
life, but
overview was
not concise
(more than
three minutes).

21. 15 (10.00%
Provided a
clear and
concise
overview (1–3
min.) of the 10
Skills and thei
importance fo
personal and
professional
life.
PHI201-A4-2
2. Provide an
overview of
your
philosophy of
change that
includes a
summary of
your
approaches to
reacting,
framing, and
managing
change and
use specific
examples to
connect them
to approaches
to solving
problems.
0 (0.00%)
Did not
provide an

22. overview of
your
philosophy of
change.
9.75
(6.50%)
Provided an
incomplete
overview of
your
philosophy of
change.
Missing two of
the
approaches to
reacting,
framing or
managing
change. Did
not include any
examples to
connect them
to approaches
to solving
problems.
11.25
(7.50%)
Provided an
incomplete
overview of
your
philosophy of
change.
Missing one of

23. the
approaches to
reacting,
framing and
managing
change. Used
general
examples to
connect them
to approaches
to solving
problems.
12.75
(8.50%)
Provided an
overview of
your
philosophy of
change that
includes a
summary of
your
approaches to
reacting,
framing, and
managing
change and
used general
examples to
connect them
to approaches
to solving
problems.
15 (10.00%

24. Provided an
overview of
your
philosophy of
change that
includes a
summary of
your
approaches to
reacting,
framing, and
managing
change and
used specific
examples to
connect them
to approaches
to solving
problems.
Name: w09a1
Description: Connecting Your Philosophy of Change to the 10
Skills
ExitExit
Grid View List View
5/26/22, 1:32 PM Rubric Detail – Thinking it Through
PHI201005VA016-1224-001
https://blackboard.strayer.edu/webapps/rubric/do/course/gradeR
ubric?mode=grid&isPopup=true&rubricCount=1&prefix=_3010
8686_1&course_id=_47… 2/3

25. Unacceptable(Below 60%)
Needs
Improvement
(60-69%)
Satisfactory
(70-79%)
Competent
(80-89%)
Exemplary
(90-100%)
PHI201-A4-3
3. Explain the
relationship
between the 10
Skills and your
personal
philosophy of
change using
concrete
examples to
support ideas.
0 (0.00%)
Did not submit
or does not
explain the
relationship
between the
10 Skills and
the personal
philosophy of

26. change.
19.5
(13.00%)
Identified the
relationship
between the
10 Skills and
your personal
philosophy of
change without
a full
explanation or
examples to
support ideas.
22.5
(15.00%)
Explained the
relationship
between the
10 Skills and
your personal
philosophy of
change using
general
examples to
support ideas.
25.5
(17.00%)
Explained the
relationship
between the
10 Skills and
your personal

27. philosophy of
change using
concrete
examples to
support ideas.
30 (20.00%
Explained the
relationship
between the
10 Skills and
your personal
philosophy of
change using
concrete
examples to
support the
connection of
specific skills
and aspects o
your personal
philosophy of
change.
PHI201-A4-4
4.
Communicated
personal
experiences
and beliefs
that target a
general
audience: use
accessible
language (free
of jargon and

28. not overly
complicated),
and avoid
controversial
content and
tone.
0 (0.00%)
Did not submit
or
communicated
personal
experiences
and beliefs
that do not
target a
general
audience.
14.625
(9.75%)
Communicated
personal
experiences
and beliefs that
target a
general
audience with
three or more
major issues in
accessible
language or
controversial
content/tone.
16.875

29. (11.25%)
Communicated
personal
experiences
and beliefs that
target a
general
audience with
1–2 major
issues in
accessible
language or
controversial
content/tone.
19.125
(12.75%)
Communicated
personal
experiences
and beliefs that
target a
general
audience with
1–2 minor
issues in
accessible
language or
controversial
content/tone.
22.5
(15.00%)
Communicate
personal
experiences

30. and beliefs tha
target a
general
audience: use
accessible
language (free
of jargon and
not overly
complicated),
and avoid
controversial
content and
tone.
PHI201-A4-5
5. Develop a
presentation
or podcast that
identifies a
clear goal, is
logically
organized,
adheres to
time limits (6–8
min.) and
includes
written outline
or script.
0 (0.00%)
Did not
submit, or
developed a
presentation
without a clear
purpose,

31. logical
organization,
correct time
limits, and
written script
or outline.
19.5
(13.00%)
Developed a
presentation or
podcast that
includes one of
the four
required areas
below: clear
goal, logical
organization,
adheres to
time limits (6–8
min.) and
includes
written outline
or script.
22.5
(15.00%)
Developed a
presentation or
podcast that
includes two of
the four
required areas
below: clear
goal, logical
organization,

32. adheres to
time limits (6–8
min.) and
includes
written outline
or script.
25.5
(17.00%)
Developed a
presentation or
podcast that
includes three
of the four
required areas
below: clear
goal, logical
organization,
adheres to
time limits (6–8
min.) and
includes
written outline
or script.
30 (20.00%
Developed a
presentation o
podcast that
identifies a
clear goal, is
logically
organized,
adheres to
time limits (6–
min.), and

33. includes
written outline
or script.
5/26/22, 1:32 PM Rubric Detail – Thinking it Through
PHI201005VA016-1224-001
https://blackboard.strayer.edu/webapps/rubric/do/course/gradeR
ubric?mode=grid&isPopup=true&rubricCount=1&prefix=_3010
8686_1&course_id=_47… 3/3
Unacceptable(Below 60%)
Needs
Improvement
(60-69%)
Satisfactory
(70-79%)
Competent
(80-89%)
Exemplary
(90-100%)
PHI201-A4-6
6. Create an
engaging
presentation
or podcast that
is professional
in overall
quality and
formatting

34. (including:
speed, tempo,
volume, use of
filler words,
phrases, an
introduction, a
conclusion,
and sounds
practiced
versus read.)
0 (0.00%)
Did not
submit, or
created a
presentation
or podcast is
not
professional or
well-formatted.
24.375
(16.25%)
Created a
presentation or
podcast that is
professional,
engaging, and
well-formatted.
Contains four
or more errors
in the
following:
speed, tempo,
volume, use of
filler words,

35. phrases, an
introduction, a
conclusion,
and sounds
practiced
versus read.
28.125
(18.75%)
Created a
presentation or
podcast that is
professional,
engaging, and
well-formatted.
Contains two-
three errors in
the following:
speed, tempo,
volume, use of
filler words,
phrases, an
introduction, a
conclusion,
and sounds
practiced
versus read.
31.875
(21.25%)
Created a
presentation or
podcast that is
professional,
engaging, and
well-formatted.

36. Contains one
error in the
following:
speed, tempo,
volume, use of
filler words,
phrases, an
introduction, a
conclusion,
and sounds
practiced
versus read.
37.5
(25.00%)
Created a
presentation o
podcast that is
professional,
engaging, and
well-formatted
(including:
speed, tempo
volume, use o
filler words,
phrases, an
introduction, a
conclusion,
and sounds
practiced
versus read.)
Name:w09a1
Description:Connecting Your Philosophy of Change to the 10
Skills

37. ExitExit