COMM 1110 Persuasive Speech Evaluation Objective To lea.docx

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COMM 1110 Persuasive Speech Evaluation Objective: To learn how to identify areas for improvement in public speaking and evaluate observations, inferences, and relationships in a speech. Assignment: Watch Dan Pink’s The Puzzle of Motivation at https://www.ted.com/talks/dan_pink_on_motivation/. Prepare a paper that answers the following questions: How would you rate the speaker’s delivery? What things did the speaker do well? What things need to be improved? What was the speaker trying to accomplish? How many steps of Monroe’s Motivated Sequence were covered by the speech, and were they in the correct order? When in the speech was each step of Monroe’s Motivated Sequence covered? Pay attention to all of the requirements in order to complete the assignment to the Satisfactory level. Specifications for Satisfactory Completion 1. Format: Submitted paper is/has: a. Double-spaced, with no extra spaces before or after paragraphs. b. Times New Roman font. c. 1-inch margins. d. 12-point font. e. Document is submitted with only the student’s name placed in the header and nothing in the footer, with NO date, class, or professor information on the document (this is tracked by Georgia View). f. Document is submitted in .docx format. g. Document is submitted by the due date in Georgia View. 2. Content: a. All questions are answered thoroughly. b. Fewer than 5 grammar, punctuation, or spelling errors. c. 300-600 words. COMM 1110 Persuasive Speech EvaluationObjective:Assignment:Specifications for Satisfactory Completion .

Education

b. Times New Roman font.
c. 1-inch margins.
d. 12-point font.
e. Document is submitted with only the student’s name placed
in the header and nothing in
the footer, with NO date, class, or professor information on the
document (this is tracked
by Georgia View).
f. Document is submitted in .docx format.
g. Document is submitted by the due date in Georgia View.
2. Content:
a. All questions are answered thoroughly.
b. Fewer than 5 grammar, punctuation, or spelling errors.
c. 300-600 words.
COMM 1110 Persuasive Speech
EvaluationObjective:Assignment:Specifications for Satisfactory
Completion

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Outline Grading Criteria The superior outline (grade A):  Topic is creative, appropriate, and original.  Name, general purpose, specific purpose, and thesis statement (central idea) are included.  Constitutes a genuine contribution by the speaker to the knowledge or beliefs of the audience.  Remains audience-centered throughout outline.  Content fits the assignment.  Contains elements of vividness and special interest in the use of language.  Language is clear, concise, memorable, and easy to follow.  If sources are required, high quality sources are used.  If sources are required, adheres to quantity of sources rule (one source per minute for total amount of sources).  If sources are used, a reference page is included.  Outline is in complete sentences.  Standard subdivisions are used.  Transitions are advanced and included in proper places.  In-text citations are present.  Various sections and components of the outline are labeled.  Main points are declarative sentences.  Main points are logical.  Appropriate number of main points is included.  Support material is appropriate.  All components of the introduction, body and conclusion are included and well-developed.  Organizational pattern is clear. The above average outline (grade B):  Creative topic.  Audience analysis is evident.  Fulfills all major functions of a speech introduction, body and conclusion.  Displays clear organization of main points and supporting materials.  Exhibits proficient use of transitions.  Effective use of language.  Overall structure apparent but may need to develop ideas more effectively.  Properly labeled and formatted.  Clearly identifies sources of information and ideas in the speech. The average outline (grade C):  Conforms to the kind of speech assigned (i.e., informative, persuasive, special occasion etc.).  Has a clear specific purpose and thesis statement (central idea).  Lacks audience-centeredness.  Has an identifiable introduction, body, and conclusion.  Missing transitions or contains weak transitions.  Language is appropriate but could be more memorable or creative.  Missing some of the components of an effective speech.  Minor errors in grammar, pronunciation, and word usage.  Does not contain enough quality source material. The below average outline (grade D or F)  Topic does not conform to speech purpose.  Audience-analysis is not evident.  Unorganized.  Contains incomplete sentences or phrases.  Is based entirely on biased information or unsupported opinions.  Uses fabricated supporting material or deliberately distorted evidence.  Uses bullet points or paragraph form.  No references present.  Is plagiarized. Checklist for a Full-Sentence Outline · The outline begins with a title. · The specific purpose is clearly stated in one complete sentence. · The central idea (thesis .

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COM2006 Week 1 Project Rubric Course: COM2006-Interpersonal Communication SU01 Criteria No Submission 0 points Emerging (F through D Range) (6-7) 7 points Satisfactory (C Range) (7-8) 8 points Proficient (B Range) (8-9) 9 points Exemplary (A Range) (9-10) 10 points Criterion Score Developed concise, positive, personal, academic, and professional goal statements / 10Student did not submit assignment Work does not meet assignment expectations; shows little or no understanding of assignment concepts Assignment partially meets expectations with minimal depth; demonstrates a limited understanding of the assignment concepts Assignment meets expectations with all components being addressed; demonstrates the ability to evaluate and apply key assignments concepts Assignment exceeds expectations with exceptional depth; presents all requirements of the assignment; demonstrates the ability to evaluate, apply and synthesize key assignment concepts Criteria No Submission 0 points Emerging (F through D Range) (6-7) 7 points Satisfactory (C Range) (7-8) 8 points Proficient (B Range) (8-9) 9 points Exemplary (A Range) (9-10) 10 points Criterion Score Criteria No Submission 0 points Emerging (F through D Range) (6-7) 7 points Satisfactory (C Range) (7-8) 8 points Proficient (B Range) (8-9) 9 points Exemplary (A Range) (9-10) 10 points Criterion Score Explained the answers to all the goal- related questions as they pertain to the personal goal / 10Student did not submit assignment Work does not meet assignment expectations; shows little or no understanding of assignment concepts Assignment partially meets expectations with minimal depth; demonstrates a limited understanding of the assignment concepts. Assignment meets expectations with all components being addressed; demonstrates the ability to evaluate and apply key assignments concepts Assignment exceeds expectations with exceptional depth; presents all requirements of the assignment; demonstrates the ability to evaluate, apply and synthesize key assignment concepts Criteria No Submission 0 points Emerging (F through D Range) (6-7) 7 points Satisfactory (C Range) (7-8) 8 points Proficient (B Range) (8-9) 9 points Exemplary (A Range) (9-10) 10 points Criterion Score Criteria No Submission 0 points Emerging (F through D Range) (6-7) 7 points Satisfactory (C Range) (7-8) 8 points Proficient (B Range) (8-9) 9 points Exemplary (A Range) (9-10) 10 points Criterion Score Explained the answers to all the goal- related questions as they pertain to the academic goal / 10Student did not submit assignment Work does not meet assignment expectations; shows little or no understanding of assignment concepts Assignment partially meets expectations with minimal depth; demonstrates a limited understanding of the assignment concepts Assignment meets expectati ...

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Assignment 1: Communication Process Find a Web site that has an “About Us” section or a “Press Release” section. Write a three to four (3-4) page paper addressing the following: · Identify the Web site, the sender, and perceived receiver. · Analyze the integrated business communication. · Assess the media richness of the section. · Describe how the message is framed. · Identify opinion leaders. Points: 320 Assignment 1: Communication Process Criteria Unacceptable Below 70% F Fair 70-79% C Proficient 80-89% B Exemplary 90-100% A 1. Identify the Web site, the sender, and perceived receiver. Weight: 10% Did not submit or incompletely identified the Web site, the sender, and perceived receiver. Partially identified the Web site, the sender, and perceived receiver. Satisfactorily identified the Web site, the sender, and perceived receiver. Thoroughly identified the Web site, the sender, and perceived receiver. 2. Analyze the integrated business communication. Weight: 15% Did not submit or incompletely analyzed the integrated business communication. Partially analyzed the integrated business communication. Satisfactorily analyzed the integrated business communication. Thoroughly analyzed the integrated business communication. 3. Assess the media richness of the section. Weight: 15% Did not submit or incompletely assessed the media richness of the section. Partially assessed the media richness of the section; omitted some key information. Satisfactorily assessed the media richness of the section. Thoroughly assessed the media richness of the section. 4. Describe how the message is framed. Weight: 15% Did not submit or incompletely described how the message is framed. Partially described how the message is framed. Satisfactorily described how the message is framed. Thoroughly described how the message is framed. 5. Identify opinion leaders. Weight: 10% Did not submit or incompletely identified opinion leaders. Partially identified opinion leaders; omitted some key information. Satisfactorily identified opinion leaders. Thoroughly identified opinion leaders. 6. Make recommendations for improving word choice. Weight: 15% Did not submit or incompletely made recommendations for improving word choice. Partially made recommendations for improving word choice. Satisfactorily made recommendations for improving word choice. Thoroughly made recommendations for improving word choice. 7. Clarity Weight: 10% Did not complete the assignment or explanations are unclear and not organized. (Major issues) Explanations generally unclear and not well organized. (Many issues) Explanations generally clear and/or organized. (Minor issues) Explanations very clear and well organized. (Added helpful details.) 8. Writing – Grammar, sentence structure, paragraph structure, spelling, punctuation, APA usage. Weig.

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COMMUNITY HEALTH ASSESSMENTWINSHIELD SURVEYGUIDELINES1. C.docx

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COMMUNITY CORRECTIONS Prepared By: Date: PROBATION Description: Purpose(s) served: Advantages: 1. 2. 3. Drawbacks: 1. 2. 3. INTERMEDIATE SANCTIONS Name of punishment: COMMUNITY SERVICE Description: Purpose(s) served: Advantages: 1. 2. 3. Drawbacks: 1. 2. 3. Name of punishment: RESTITUTION Description: Purpose(s) served: Advantages: 1. 2. 3. Drawbacks: 1. 2. 3. Name of punishment: HOUSE ARREST Description: Purpose(s) served: Advantages: 1. 2. 3. Drawbacks: 1. 2. 3. REFERENCES 1 Day 08 ActivityFisher & HughesSeptember 21, 2018Study A study was conducted to determine the effects of alcohol on human reaction times. Fifty-seven adult individuals within two-age groups were recruited for this study and were randomly allocated into one of three alcohol treatment groups – a control where the subjects remain sober during the entire study, a moderate group were the subject is supplied alcohol but is limited in such a way that their blood alcohol content (BAC) remains under the legal limit to drive (BAC of 0.08) and a group that received a high amount of alcohol to which their BAC may exceed the legal limit for driving. Each subject was trained on a video game system and their reaction time (in milliseconds) to a visual stimulus was recorded at 7 time points 30 minutes apart (labeled T0=0, T1=30, T2=60 and so on). At time point T0, all subjects were sober and those in one of the alcohol consumption groups began drinking after the first measured reaction time (controlled within the specifications outlined). The researcher is interested in determining the influence alcohol and age (namely, is reaction time different for those in the 20s versus 30s) has on reaction times. The task for today is to do a complete analysis for this study and dig into the effects of alcohol, age and time have on reaction times.Data input and wrangling First read in the data:alcohol <- read.csv("alcoholReaction.csv") head(alcohol)## Subject Age Alcohol T0 T1 T2 T3 T4 T5 T6 ## 1 1 24 Control 255.3 254.8 256.4 255.1 257.0 256.1 257.0 ## 2 2 34 Control 250.1 249.2 249.0 248.0 248.0 248.9 248.1 ## 3 3 31 Control 248.2 247.1 246.9 246.7 246.0 246.0 247.0 ## 4 4 24 Control 253.9 253.8 254.9 254.1 253.2 254.1 255.0 ## 5 5 38 Control 250.0 251.0 250.0 249.9 248.8 249.1 249.9 ## 6 6 38 Control 246.0 248.0 247.0 248.1 248.1 246.9 244.0 Note, the Age variable is recorded as an actual age in years, not the category of 20s or 30s like we want – we need to dichotomize this variable. Also note the data is in wide format – the reaction times (the response variables) are spread over multiple columns. We need a way to gather these columns into a single column. So we need to do some data processing. First consider the below code:head(alcohol %>% mutate(Age = case_when(Age<31 ~ "20s", Age %in% 31:40 ~ "30s")))## Subject Age Alcohol .

COMMUNITY CORRECTIONSPrepared ByDatePROBATIONDescr.docx

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Community Concerns Please respond to the followingIn your.docx

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Community Engagement Instructions Part I: Plan Students will submit the Community Engagement Plan Form that includes a paragraph informing the instructor of the plan for the required 10-hour volunteer service in a community setting, including the supervising organization’s name and other pertinent information. Submit Part I: The Plan for Community Engagement by 11:59 p.m. (ET) on Sunday of Module/Week 3. .

Community Engagement InstructionsPart I PlanStudents wi.docx

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Community Career Development Read the following case study and in 700- to 1050-words (2-3 pages) answer the questions posed after the case study. Use headings to separate the responses to each question. Use at least two (2) resources. Frank is a 25-year-old veteran who has served two tours of duty in Iraq. While there, he lost his right arm while removing wounded soldiers from the combat zone. He is suffering from posttraumatic stress disorder. His military specialty is artillery maintenance specialist. Now he faces the need to get housing and a civilian job that provides enough income to support himself, his wife, and their two children. While he has been away, his wife and children have lived with her parents, but now Frank and his wife would like to have their own home. Frank has a high school diploma but has not pursued any education beyond that. Before entering the military, he drove a florist delivery truck. Linda, his wife, has completed an associate degree in paralegal studies at the local community college while Frank has been away. She is willing to work if they could find a way to acquire good child care services. Questions: What kinds of next steps would you investigate with Frank as you work with him on an action plan? To what agencies and resources might you refer Frank? What kinds of support services does this family need? .

Community Career DevelopmentRead the following case study an.docx

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Community College Initiative Paper 5-7 pages. Must be SUBMITTED BY 2pm Central Time 06/15/20. Students can choose one of six topics to present a paper thoroughly explaining the assigned initiative, stakeholders involved, expected results, attached legislation, if any, and information on supporters and critics. The six topics are: community college academic achievement gap, student equity, 4 year transfer, workforce development, online education, and GUIDED PATHWAYS (Highlighted) . • Paper should be in APA format, typed, double spaced. • Paper must be written from third person point of view. .

Community College Initiative Paper 5-7 pages. Must be SUBMITTED BY 2.docx

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Communities of practice 1 A brief introduction – V April 15, 2015 Communities of practice a brief introduction Etienne and Beverly Wenger-‐Trayner A group of internal auditors in the public sector from different countries in Eastern Europe and Central Asia were having their 34th official meeting. For seven years now they had been coming together to hear how others in the region were engaged in internal audit and to create manuals and other publications that they felt were missing from their profession. Only a few of the original members were still part of the group, but the shared work, stories, and artifacts created over time gave their meetings a sense of continuity and purpose. If you were a fly-‐on-‐the wall at one of their events you would notice how new members were warmly welcomed into “the family”, how many people stepped up to take initiative or share their war stories, and how ambitious core members were to advance the practice of internal audit in the public sector in the region. Evening events, organized by the host country, were always lively -‐ with singing, dancing and the singing of a hymn composed and sung by members. -‐ The PEMPAL Internal Auditors Community of Practice -‐ The term "community of practice" is of relatively recent coinage, even though the phenomenon it refers to is age-‐old. The concept has turned out to provide a useful perspective on knowing and learning. A growing number of people and organizations in various sectors are now focusing on communities of practice as a key to improving their performance. This brief and general introduction examines what communities of practice are and why researchers and practitioners in so many different contexts find them useful as an approach to knowing and learning. What are communities of practice? Communities of practice are formed by people who engage in a process of collective learning in a shared domain of human endeavor: a tribe learning to survive, .

Communities of practice 1 A brief.docx

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