Speech General Purpose Specific Purpose Organizational Pat.docx

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Speech General Purpose: Specific Purpose: Organizational Pattern: Type of Speech: How I adapted my speech to may audience: Title (This should be original, not just the topic of your speech) IntroductionAttention GetterTopic Audience Relevance Credibility Statement Thesis – Body Main Point 1 Main Point Explanation #1 Evidence to support main point evidence to support main point explanation of evidence Transition statement between each main point Main Point 2 evidence to support main point evidence to support main point explanation of evidence Transition statement Main Point 3 evidence to support main point evidence to support main point explanation of evidence There should be a summary transition into the conclusion of the speech There should be a fourth main point before the conclusion of the speech Breaklight- statement that indicates the speech is coming to an end summary of thesis & main point clencher .

Education

explanation of evidence
Transition statement
Main Point 3
evidence to support main point
evidence to support main point
explanation of evidence
There should be a summary transition into the conclusion of the
speech
There should be a fourth main point before the conclusion of the
speech
Breaklight- statement that indicates the speech is coming to an
end
summary of thesis & main point
clencher

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Sample Outline Format Note: The outline you submit should be one MS Word document inclusive of the outline, references page and description of visuals. Speech Title: A creative title will add to audience interest. General Purpose: Is it to inform? To persuade? To entertain? To mark a special occasion? Specific Purpose: A specific statement of what you expect to accomplish with your speech - your desired outcome. Introduction: Grabs the attention of the audience, presents a topic of the speech and tells the audience the major points of your speech. A. Attention Getter: grab the attention of the audience- ideas include: Use a famous quotation; tell a story, real or hypothetical; pose questions, rhetorical or directed; make a startling statement; use suspense; make a personal reference; use humor B. Thesis Statement: The thesis is a single sentence that summarizes your message. Every other part of your speech should support your thesis statement. Credibility: Somewhere early in the presentation, typically after the thesis statement, but before the preview statement, it will be important to establish credibility as a speaker. Credibility can be established through reference to your own expertise on the topic and/or through making verbal reference to the sources of your support. This persuades the audience that you are "trustworthy" enough to speak about the subject, which is critical to your success. You should continue to make references to your credibility throughout the speech to maintain that perception, but it is most important near the start. Body: Contains the main points of your speech and is where you focus on the details; here your intent is to provide all the necessary evidence to explain and support your points. Preview Statement: Here you preview your main points, which should be stated using parallel language. Tie to the audience: Somewhere early in the presentation, typically after the preview statement, but before the first main point, it will be important to tie the topic to the audience. Why should they be interested in what you have to say? Why is it important to them? You should continue to tie the material to your audience throughout the presentation to maintain the importance of the material, but it is most important near the start. A. Main Point #1: You should have between 2 and 5 main points in the body of your speech, which will be supported by the subordinate points below. 1. The bulk of your speech will be support. a. Support should be outlined following the conventions of outlining b. Your outline should be of sufficient detail 2. The number of support points and sub-points in your outline will vary. a. Be sure to read the text about the different types of outlines. b. It is important that you use subordination to effectively demonstrate relationships between ideas. B. Main Point #2 Supporting materials illustrate the main points by clarifying, elaborating and verifying.

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Topic : Hard Work: This could commemorate the value of hard work or examples of it. Commemorative Speech Manuscript Title of Speech: Speaker: Specific Purpose? What part of delivery will you be working on for this speech? Introduction Attention getter Introduce Self and Present your purpose Establish connection with the audience (transition to body) Body Main idea 1 with support(example: narrative or story-provide background of topic) Add creative language (transition) Main idea 2 with support (example: story, character- provide tribute, express gratitude) Add creative language (transition to conclusion) Conclusion Summary (review purpose) Creative conclusion (statement, quote) **This manuscript should be typed in paragraph format, using complete sentences. **Be sure to italicize and underline the creative language used throughout the manuscript. ...

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Outline Assignment Persuasive Belief Topic Choose a topic that is significant, contemporary, meaningful, and relevant to the audience. Analyze the audience, link the topic to them in a way that will gain and hold attention and interest, and agreement. Format This outline must be at least 3 pages long and use 12-point font. Use appropriate coordination and subordination. Use full sentences, including subjects and verbs for the main ideas or main points and the 1st order of subordinate ideas or sub-points. Consistently use either full-sentence or list form for 2nd -order sub-points supporting the same 1st order sub-point. Usually use list form for 3rd order, 4th order, and 5th order sub-points. Enhance the readability of the outline. Use only one idea per point, only one sentence per point, single-space each point, and double-space vertically between points. Leave a line of white space between each point at every level. Transitions between major sections and the main points should be provided in the outline (enclosed in parentheses). Use transitions to move the audience’s attention from one section to another or from one main point to another. Use a consistent pattern of indentation. Type main points flush with the left margin. Indent 5 spaces for 1st-order sub-points, 10 spaces for 2nd-order sub-points, 15 spaces for 3rd-order sub-points, 20 spaces for 4th-order sub-points. Use the following system to label the points in the body: Main Points: upper case Roman numerals [I, II, III, IV, V] 1st -order sub-points: upper case letters [A, B, C, D, E] 2nd -order sub-points: Arabic numerals [1, 2.3, 4, 5] 3rd -order sub-points: lower-case letters {a, b, c, d, e], 4th -order sub-points: Arabic numerals in parentheses [(1), (2), (3)] Content Specific Purpose: Formulated into one sentence, the specific purpose identifies the precise response the speaker desires from the audience (agree). Do not use infinitive phrases, i.e., “to inform” or “to persuade.” Place the label for the specific purpose sentence flush with the left margin. Thesis Sentence: The thesis sentence (addressed to the audience, not the instructor) summarizes everything the speaker intends to say during the speech. Place the label for the thesis sentence flush with the left margin. The i ntroduction should gain attention, orient the audience by stating the topic, offer a reason for listening, and preview the body of the speech. The introduction (which may be outlined or written word-for-word) is designed to gain the attention of the audience; establish the speaker's credibility; and orient the audience to the body of the speech. Do not say “I will tell the story of ____,” or “I will do X, Y, or Z.” Actually outline or write the story here in the Introduction, such as “Have you ever found yourself repeating mistakes you have made before?” Actually outline or write the question here. Enclose transitions within parentheses ( ) on a line or lines separate from the rest of the outline. Tran.

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Special Prison Populations (Significant Case)For this assi.docx

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SPECIAL NOTE: Due to the World Health Organization and Centers for Disease Control and Prevention's current recommendations on social distancing, this assignment will be modified. Students will not be expected to conduct an interview or visit a public health organization during the Spring 2020 session. This assignment has been modified for this course session. Assignment 6.2 Public Health Assessment Part 1 By now, you should have a firm grasp on why increasing diversity and cultural awareness in public health organizations is critical. You have read, watched, studied, reflected on, and written about many public health initiatives working to improve inclusion and cultural awareness in public health organizations. Now is your opportunity to discover a public health organization that is working to increase diversity and inclusion! We are looking for those “bright spot” organizations that are intentionally working to increase cultural awareness. Research and then identify a public health organization that has implemented strategies, initiatives, or programs with the goal to increase diversity and inclusion. Access the template below and completely answer all questions/prompts. We are looking forward to hearing about the organization you selected and all they are doing in diversity and inclusion! Part 2 We are living in an unprecedented time in our world with the novel coronavirus COVID-19 becoming a pandemic. There are many instances of how culture has impacted this crisis. Reflect upon this public health crisis and answer the following questions. Complete the following template with three to five sentences for each question/prompt. Submit a Microsoft Word document. Carefully review the grading rubric for this assignment. .

SPECIAL NOTE Due to the World Health Organization and Centers for D.docx

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Special Events Site Inspection Form Special events can encompass a wide variety of needs, from open spaces to arenas, from ballrooms to unique venues. Therefore, it is not possible to create an inspection form that includes all possible needs without it becoming ungainly in length. The following items are for consideration of a one location, one day or evening program, including food and beverage, and excluding any overnight guest accommodations. (Note that the items in italics will be difficult or impossible for you to assess in your site visit – they are included as they would need to be considered prior to any contract were to be signed) OUTSIDE BUILDING AND GROUNDS OF PROPERTY * Traffic on main arteries to facility during the starting time of the event? * Is there both self-service and valet parking? Is it adequate for anticipated crowd? Are there other possible spill-over parking options? Prices? * Neighborhood – safe? Appealing? * Building appearance – does it appear well maintained? * Porte cochere – organized or chaotic? Good signage? * Valet efficient and welcoming? Are you offered assistance or directions? * Doors staffed? Doormen friendly and welcoming? * Is there a loading dock? Truck clearance, maximum truck size & height limits, charges/fees? What are the hours of dock operation? * Is there a freight elevator needed to access event space? Number, dimensions, weight limits, proximity and route to function space? PUBLIC SPACES or PRE-FUNCTION SPACE (there may or may not be this space, or it may be outside courtyard area, main dining area of a restaurant, bar, etc., depending upon site) * Is area comfortable and welcoming? Adequate seating? Noise level? Pleasant lighting? * Is there a reader board? Is it easy to locate and current? * Elevators – if needed to access events space, how many, how fast, how clean? * Signage adequate to find directions? * How easy will it be to move masses of people? * Décor, furnishings and colors? * Is there a cloak room or coat racks available (not important in Florida, but valuable in other climates)? FACILITY FEATURES: * Permanent (built-in) Bars/lounges – capacities, atmosphere, hours? * Portable bar sets – draped tables or designed portable bar unit? * Size, dimensions, of each room/space available. Suggested capacities. Ceiling height, chandeliers, columns/pillars, décor and color, flooring, dance floor? Floor load limits? * Number of entrances to event space? Size of the largest entrance? * Variety of built-in lighting options? Ceiling rigging points for lighting trusses? * Computer hook-ups? (especially helpful for registration or check-in table) * Location of temperature controls? * Proximity to rest rooms? Rest room capacity? Cleanliness? * Location for a registration area? Are electric and internet available at that location? * Presence of windows? Do they have black-out curtains? * Built in stage? Size? Backstage area? Green room? Fly space? * Presence of air w.

Special Events Site Inspection FormSpecial events can encompass .docx

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Special Needs Post initial response by Tueday Post all responses by Saturday How does a teacher make modifications and/or accommodations for children with special needs? In particular, how do you believe this can be done in a classroom for grades 1 -3? Focus on three of the following areas and discuss either how you would make a modification in this area, what you have seen other teachers do to make modifications, or what you have done in the past to make a modification. classroom environment classroom routines learning activities student groupings teaching strategies instructional materials assessments homework assignments Lastly, how can we assist students to show social acceptance of their classmates with special needs? Please title your thread using your name. Thank you! This discussion links to the following course objectives: Put into practice the principal of developmentally appropriate practice. Analyze the influence the classroom environment, daily schedule, and thoughtful planning teachers have on the healthy growth and development of young children .

Special NeedsPost initial response by TuedayPost all respons.docx

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Special education teachers often provide training and support to general education teachers to promote successful inclusive practices in their classrooms. Understanding expectations, facilitating social skills, and designing and evaluating the effectiveness of positive learning environments helps all students, especially those with disabilities, learn and be productive in school. Create a 12-15 slide digital presentation, to be given to general classroom teachers in a professional development setting, on inclusion and classroom management strategies that can be incorporated into classrooms. Include a title slide, reference slide, and presenter's notes. The presentation should help the general education teachers build their skills in the following areas: Identifying realistic expectations for the personal and social behaviors of students with mild to moderate disabilities in a general education inclusive classroom. Assisting individuals with mild to moderate disabilities to develop their interpersonal skills for educational and other social environments. Designing learning environments that motivate and encourage active participation in individual and group activities for individuals with and without disabilities. Organizing, developing, and sustaining learning environments that support positive multicultural experiences. Using collaborative learning groups and project-based activities to help individuals with and without disabilities practice self-determination and self-advocacy skills. Support your findings with a 3-5 scholarly resources. .

Special education teachers often provide training and support to.docx

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Special education teachers are part of the assessment team that determines eligibility for special education services. There are 14 major eligibility categories defined by the Individuals with Disabilities Education Act (IDEA). Special educators must have general knowledge of the guidelines for eligibility, the characteristics, causes, and effects on learning, and how often the disabilities occur within a defined population in order to contribute to team collaboration and consult articulately with staff and parents. Use the “IDEA Disability Category Comparison Template” to outline information for the categories of disability under IDEA. The first category, Autism, is completed for you. APA format is not required, but solid academic writing is expected. .

Special education teachers are part of the assessment team that dete.docx

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Special education teachers are called upon to make legal and eth.docx

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Speccy-the-prof, please accept the assignment. Answer your questio.docx

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Special education provides educational opportunities for students wh.docx

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Special education teachers are part of the assessment team that .docx

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Spearman proposed general intelligence whereas other psychologists s.docx

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