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The topic is bullying For your informative speech and submit it to the Use the outline attached for creating your outline. (The information about visual aids is there just as a reminder that you need to start thinking about how you will use visual aids in your speeches. Yo The template contains areas where you must list your speech title, its general purpose, and its specific purpose. In addition, outline your introduction. Let us know what your attention-getting statement is, what your credibility for your speech is, what the relevancy for the topic is, and what the central idea of the speech is. You’ll also outline the body of the speech. This will break the speech up into three main points with supporting information and details. In the conclusion of the speech you will summarize your main points for us and close with a memorable statement. In addition to these outline areas, complete the References section. Your Informative Speech Outline should reference at least three sources. THE TOPIC IS BULLYING .
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Informative Speech This assignment is designed to help you res.docx
Informative Speech
This assignment is designed to help you research and share information effectively. This background work required for this speech will help you to develop a strong thesis statement, highlight clearly worded main points, and to follow a logical organizational pattern. For your topic, you will identify an issue with asocial science orientation and demonstrate to your audience that it is causing or will cause an impact in the world. The social science orientation is required, as this course fulfills an Individual and Society requirement for graduation.
One of the goals of this speech is to develop your ability to research significant issues on your topic. You will conduct background library research on your topic, and use this material to in your speech. This supporting material should be specific and serve as evidence for your main points. You are required to use at least three credible articles from scholarly journals.
Page 1 InformativeSpeech.Assignment
Page 1 InformativeSpeech.Assignment
Page 1 InformativeSpeech.Assignment
Your last name here/ 1
2
[Your last name here]/
[TEMPLATE FOR AN
INFORMATIVE SPEECH PREPARATION OUTLINE]
[Title]
Specific Purpose: To inform my audience about . . . [What you want your audience to know about, the goal of your speech, the specific topic of your speech – For example, “To inform my audience about religious customs in Thailand” NOT “To inform my audience about Thailand” ]
Thesis Statement: [Summarize your speech’s main points in one sentence.]
INTRODUCTION
I. [Attention Getter]
II. [Thesis Statement]
III. [Credibility Statement – Answer the question "Why should we listen to YOU?" Give some type of factual information or some reference that will show that you know what you are talking about. This could be the fact that you had a class on the topic, or that you have done a lot of research, or that you have first hand experience with your topic, or you are an expert, etc.]
IV. [Preview – Briefly reveal your topic and state what your main points will be. Be sure to use connectives.]
TRANSITION: [Transitions are used to go smoothly from one part/point of the speech to another. Include in your transitional statement the exact wording you will use in your speech.]
BODY
I. [MAIN POINT 1 – Your first main point goes here. It MUST be a complete sentence.]
A. [SUBPOINT – You should have at least two subpoints under each main point. Each should be one complete sentence. Remember, you cannot have an A without a B.]
i. [SUB-SUBPOINT – If you have specific examples from your research you may include these to support your subpoints. You can use quotes, examples, stories. Be sure to cite all sources. If you have a ‘i.’ you must have a ‘ii.’]
ii. [SUB-SUBPOINT]
B. [SUBPOINT]
1. [SUB-SUBPOINT]
2. [SUB-SUBPOINT]
C. [SUBPOINT (optional)]
1. [SUB-SUBPOINT]
2. [SUB-SUBPOINT]
TRANSITION: [A transition is used to go smoothly from the 1st Main Point to the 2nd Main Point. Include the exact wordi ...
Sample Outline FormatNote The outline you submit should .docx
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.
Project Overview For this project, youll choose a food or dr
Project Overview:
For this project, you'll choose a food or drink item, a cuisine, an invention or an idea,, and then research how four geographic concepts are related to and affect your choice. Instead of presenting your research as a traditional paper, you'll use PowerPoint or similar presentation software to create a narrated presentation. Your presentation will be structured like a paper, including a title, introduction to the topic, main body, summary and conclusions, and references. Creative use of properly cited graphics and photos from the Internet relevant to your topic is required.
First, choose a food item, cuisine, invention or idea that interests you. Some will have more information available about them than others, so it's worth doing some investigation before you settle on one. If you're not sure if your desired topic is appropriate, please feel free to ask!
Once you have selected your topic, you will then do research to see how each of the following geographic concepts affects or is related to your topic: 1. Regions 2. Cultural Landscape 3. Diffusion 4. Distance decay The first three concepts are well covered in your textbook. Distance decay refers to the fact that influence and interaction between locations decreases as the distance between them increases. As such, it has a significant influence on how things change as they diffuse away from their point of origin. Be sure to address these specific geographic terms and concepts. You don't need to address them in this order, but you do need to address all of them. You may use "subsets" of these definitions (e.g. contagious diffusion) if such subsets exist. Be sure to refer to your text and other reliable resources to ensure you completely understand these concepts. You should be detailed in your treatment of these concepts - for instance, you should explain both how and why your choice varies by region, and how and why it has been affected by distance decay. Remember that geography, as an academic discipline, seeks to explain why things vary from place to place, not just describe how they do.
You will complete this project in 3 separate assignments: an annotated bibliography, an outline, and your final presentation.
PART 1: An annotated bibliography
Assignment Objective
: Assess sources for your research for your final presentation (for credibility, reliability, and relevance) and list references in proper APA format through the creation of an annotated bibliography.
Assignment Instructions
:
An annotation is a summary and evaluation, and your annotated bibliography will include a summary and evaluation of some of the sources (or references) you will use for your presentation.
To prepare for this assignment, I recommend that you do the following:
Read these directions carefully.
Review the sample annotated bibliography provided to you below.
Read the grading criteria below.The grading criteria is a detailed evaluation that I will use to assess your performance. I ...
Outline Grading Criteria The superior outline (grade A).docx
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 .
Speech Outline TemplateTitle ParentingName Topic Pa.docx
Speech Outline Template
Title: Parenting
Name:
Topic: Parenting Styles
Purpose: To inform on the different parenting styles.
(Please note that the title, topic and purpose are for planning purposes only. They are not to be stated in the speech presentation; although, they will be addressed in the thesis. When you deliver the speech, you will start with your attention getter.)
Introduction
I. Attention getter: Some options here are to ask a question, offer a quote, or give a statistic that will get the audience’s attention. It should be relevant to the speech topic.
II. Build Credibility: What sources have you consulted to make you a credible speaker on your topic?
III. Introduce Yourself: This may sometimes tie in to the “build credibility” section if your own personal experience is part of what makes you a credible speaker on a topic.
Thesis Statement: The thesis statement is a one-sentence summary of what you plan to cover in the presentation and should combine your topic and purpose. This central idea is actually stated to the audience and serves as a preview of the key ideas.
Body (You should have two to five key ideas in the body of the speech labeled as I, II, III and so on.) Some of your key ideas may have one or two layers of sub-ideas, particularly where you have incorporated information from your sources. Use as many layers as necessary following the general outline pattern indicated below. For more information, review Chapter 8 of your Vasile text.
I. (Key Idea)
A. (Supporting point)
1. (Additional support/evidence)
2. (Additional support/evidence)
B. (Supporting point)
1. (Additional support/evidence)
2. (Additional support/evidence)
(Transition sentence)
II.
A.
1.
2.
B.
1.
2.
(Transition sentence)
III.
A.
1.
2.
B.
1.
2.
(Transition sentence)
ConclusionUse the conclusion to summarize and recap the speech. Do not introduce new information. Summarize what you’ve discussed in the speech to provide closure, but don’t simply repeat your introduction.
I.
II.
References
Sources, APA format
.
Outlining Sections 14.1-2The Fun of Outl.docx
Outlining
Sections 14.1-2
The Fun of Outlining
and
Why Outlining?
The Fun of Outlining The more fully you can come to understand the outline as both rule-bound and creative, the more fully you will experience its usefulness and its power to deliver your message in a unified, coherent way.If you omit a step in reasoning, your speech will be vulnerable to lapses in logic, lapses in the evidence you need to make your case, and the risk of becoming a disjointed, disorienting message.In a speech, you must be attentive to reasoning in logical steps so that your audience understands the meaning you intend to convey.
Why Outline?
Background In order for your speech to be as effective as possible, it needs to be organized into logical patterns.Information will need to be presented in a way your audience can understand.
Why Standard OutlinesYou can make decisions about your main points more clearly.You can more easily examine the specific information you will use to support those points.You can analyze the language you will use within the speech.
What happens if you don’t use an outline?You’ll lose logical integrity (a characteristic of reasoning in which each claim is carefully supported by an orderly sequence of the right kind of evidence and by the right amount of evidence).Your speech might become a list of bullet points with no apparent connection to each other except the topic.Your audience won’t be able to follow your logical progression in the speech itself, which will hurt your attempts to inform, persuade, or entertain.
Reasons for
Strong Outlines Tests scope of content - a comparison of each main point to the thesis statement.If you find a poor match, you will know you’ve wandered outside the scope of the thesis.When you write in outline form, it is much easier to test the scope of your content because you can visually locate specific information easily and then check it against your thesis statement.
Tests Logical Relation of PartsOften the main points of a speech can be arranged into a logical pattern.
Common Organizational PatternsA chronological pattern arranges main ideas in the order events occur.A cause-and-effect pattern calls on you to describe a specific situation and explain what the effect is.A biographical pattern is usually chronological. In describing the events of an individual’s life, you will want to choose the three most significant events.A comparison-contrast pattern appears to dictate just two main points, but you can easily create a third point by giving basic information about what is being compared and what is being contrasted.
Tests Relevance of Supporting IdeasWhen you create an outline, you can clearly see that you need supporting evidence for each of your main points.Expert OpinionYour sources should come from experts in relevant fields.The evidence might even be expert opinion but not the opinions of ordinary people.Expert opinion will provide stronger support for your p.
Recommended
Informative Speech This assignment is designed to help you res.docx
Informative Speech
This assignment is designed to help you research and share information effectively. This background work required for this speech will help you to develop a strong thesis statement, highlight clearly worded main points, and to follow a logical organizational pattern. For your topic, you will identify an issue with asocial science orientation and demonstrate to your audience that it is causing or will cause an impact in the world. The social science orientation is required, as this course fulfills an Individual and Society requirement for graduation.
One of the goals of this speech is to develop your ability to research significant issues on your topic. You will conduct background library research on your topic, and use this material to in your speech. This supporting material should be specific and serve as evidence for your main points. You are required to use at least three credible articles from scholarly journals.
Page 1 InformativeSpeech.Assignment
Page 1 InformativeSpeech.Assignment
Page 1 InformativeSpeech.Assignment
Your last name here/ 1
2
[Your last name here]/
[TEMPLATE FOR AN
INFORMATIVE SPEECH PREPARATION OUTLINE]
[Title]
Specific Purpose: To inform my audience about . . . [What you want your audience to know about, the goal of your speech, the specific topic of your speech – For example, “To inform my audience about religious customs in Thailand” NOT “To inform my audience about Thailand” ]
Thesis Statement: [Summarize your speech’s main points in one sentence.]
INTRODUCTION
I. [Attention Getter]
II. [Thesis Statement]
III. [Credibility Statement – Answer the question "Why should we listen to YOU?" Give some type of factual information or some reference that will show that you know what you are talking about. This could be the fact that you had a class on the topic, or that you have done a lot of research, or that you have first hand experience with your topic, or you are an expert, etc.]
IV. [Preview – Briefly reveal your topic and state what your main points will be. Be sure to use connectives.]
TRANSITION: [Transitions are used to go smoothly from one part/point of the speech to another. Include in your transitional statement the exact wording you will use in your speech.]
BODY
I. [MAIN POINT 1 – Your first main point goes here. It MUST be a complete sentence.]
A. [SUBPOINT – You should have at least two subpoints under each main point. Each should be one complete sentence. Remember, you cannot have an A without a B.]
i. [SUB-SUBPOINT – If you have specific examples from your research you may include these to support your subpoints. You can use quotes, examples, stories. Be sure to cite all sources. If you have a ‘i.’ you must have a ‘ii.’]
ii. [SUB-SUBPOINT]
B. [SUBPOINT]
1. [SUB-SUBPOINT]
2. [SUB-SUBPOINT]
C. [SUBPOINT (optional)]
1. [SUB-SUBPOINT]
2. [SUB-SUBPOINT]
TRANSITION: [A transition is used to go smoothly from the 1st Main Point to the 2nd Main Point. Include the exact wordi ...
Sample Outline FormatNote The outline you submit should .docx
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.
Project Overview For this project, youll choose a food or dr
Project Overview:
For this project, you'll choose a food or drink item, a cuisine, an invention or an idea,, and then research how four geographic concepts are related to and affect your choice. Instead of presenting your research as a traditional paper, you'll use PowerPoint or similar presentation software to create a narrated presentation. Your presentation will be structured like a paper, including a title, introduction to the topic, main body, summary and conclusions, and references. Creative use of properly cited graphics and photos from the Internet relevant to your topic is required.
First, choose a food item, cuisine, invention or idea that interests you. Some will have more information available about them than others, so it's worth doing some investigation before you settle on one. If you're not sure if your desired topic is appropriate, please feel free to ask!
Once you have selected your topic, you will then do research to see how each of the following geographic concepts affects or is related to your topic: 1. Regions 2. Cultural Landscape 3. Diffusion 4. Distance decay The first three concepts are well covered in your textbook. Distance decay refers to the fact that influence and interaction between locations decreases as the distance between them increases. As such, it has a significant influence on how things change as they diffuse away from their point of origin. Be sure to address these specific geographic terms and concepts. You don't need to address them in this order, but you do need to address all of them. You may use "subsets" of these definitions (e.g. contagious diffusion) if such subsets exist. Be sure to refer to your text and other reliable resources to ensure you completely understand these concepts. You should be detailed in your treatment of these concepts - for instance, you should explain both how and why your choice varies by region, and how and why it has been affected by distance decay. Remember that geography, as an academic discipline, seeks to explain why things vary from place to place, not just describe how they do.
You will complete this project in 3 separate assignments: an annotated bibliography, an outline, and your final presentation.
PART 1: An annotated bibliography
Assignment Objective
: Assess sources for your research for your final presentation (for credibility, reliability, and relevance) and list references in proper APA format through the creation of an annotated bibliography.
Assignment Instructions
:
An annotation is a summary and evaluation, and your annotated bibliography will include a summary and evaluation of some of the sources (or references) you will use for your presentation.
To prepare for this assignment, I recommend that you do the following:
Read these directions carefully.
Review the sample annotated bibliography provided to you below.
Read the grading criteria below.The grading criteria is a detailed evaluation that I will use to assess your performance. I ...
Outline Grading Criteria The superior outline (grade A).docx
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 .
Speech Outline TemplateTitle ParentingName Topic Pa.docx
Speech Outline Template
Title: Parenting
Name:
Topic: Parenting Styles
Purpose: To inform on the different parenting styles.
(Please note that the title, topic and purpose are for planning purposes only. They are not to be stated in the speech presentation; although, they will be addressed in the thesis. When you deliver the speech, you will start with your attention getter.)
Introduction
I. Attention getter: Some options here are to ask a question, offer a quote, or give a statistic that will get the audience’s attention. It should be relevant to the speech topic.
II. Build Credibility: What sources have you consulted to make you a credible speaker on your topic?
III. Introduce Yourself: This may sometimes tie in to the “build credibility” section if your own personal experience is part of what makes you a credible speaker on a topic.
Thesis Statement: The thesis statement is a one-sentence summary of what you plan to cover in the presentation and should combine your topic and purpose. This central idea is actually stated to the audience and serves as a preview of the key ideas.
Body (You should have two to five key ideas in the body of the speech labeled as I, II, III and so on.) Some of your key ideas may have one or two layers of sub-ideas, particularly where you have incorporated information from your sources. Use as many layers as necessary following the general outline pattern indicated below. For more information, review Chapter 8 of your Vasile text.
I. (Key Idea)
A. (Supporting point)
1. (Additional support/evidence)
2. (Additional support/evidence)
B. (Supporting point)
1. (Additional support/evidence)
2. (Additional support/evidence)
(Transition sentence)
II.
A.
1.
2.
B.
1.
2.
(Transition sentence)
III.
A.
1.
2.
B.
1.
2.
(Transition sentence)
ConclusionUse the conclusion to summarize and recap the speech. Do not introduce new information. Summarize what you’ve discussed in the speech to provide closure, but don’t simply repeat your introduction.
I.
II.
References
Sources, APA format
.
Outlining Sections 14.1-2The Fun of Outl.docx
Outlining
Sections 14.1-2
The Fun of Outlining
and
Why Outlining?
The Fun of Outlining The more fully you can come to understand the outline as both rule-bound and creative, the more fully you will experience its usefulness and its power to deliver your message in a unified, coherent way.If you omit a step in reasoning, your speech will be vulnerable to lapses in logic, lapses in the evidence you need to make your case, and the risk of becoming a disjointed, disorienting message.In a speech, you must be attentive to reasoning in logical steps so that your audience understands the meaning you intend to convey.
Why Outline?
Background In order for your speech to be as effective as possible, it needs to be organized into logical patterns.Information will need to be presented in a way your audience can understand.
Why Standard OutlinesYou can make decisions about your main points more clearly.You can more easily examine the specific information you will use to support those points.You can analyze the language you will use within the speech.
What happens if you don’t use an outline?You’ll lose logical integrity (a characteristic of reasoning in which each claim is carefully supported by an orderly sequence of the right kind of evidence and by the right amount of evidence).Your speech might become a list of bullet points with no apparent connection to each other except the topic.Your audience won’t be able to follow your logical progression in the speech itself, which will hurt your attempts to inform, persuade, or entertain.
Reasons for
Strong Outlines Tests scope of content - a comparison of each main point to the thesis statement.If you find a poor match, you will know you’ve wandered outside the scope of the thesis.When you write in outline form, it is much easier to test the scope of your content because you can visually locate specific information easily and then check it against your thesis statement.
Tests Logical Relation of PartsOften the main points of a speech can be arranged into a logical pattern.
Common Organizational PatternsA chronological pattern arranges main ideas in the order events occur.A cause-and-effect pattern calls on you to describe a specific situation and explain what the effect is.A biographical pattern is usually chronological. In describing the events of an individual’s life, you will want to choose the three most significant events.A comparison-contrast pattern appears to dictate just two main points, but you can easily create a third point by giving basic information about what is being compared and what is being contrasted.
Tests Relevance of Supporting IdeasWhen you create an outline, you can clearly see that you need supporting evidence for each of your main points.Expert OpinionYour sources should come from experts in relevant fields.The evidence might even be expert opinion but not the opinions of ordinary people.Expert opinion will provide stronger support for your p.
Outline for Speech 2 Visual AidsTopicChoose a topic that yo.docx
Outline for Speech 2: Visual Aids
Topic
Choose a topic that you are interested in and that your audience might be interested in.
Format
This outline should be at least 3 pages in length 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. 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
introduction
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. Transitions may link major sections OR main ideas OR subordinate ideas within the body of the .
This assignment should include the outline of PERSUASIVE SPEECH.docx
This assignment should include the outline of
PERSUASIVE SPEECH:
INTRODUCTION:
I.
Attention Getter
II.
Credibility Statement
III.
Relating to the Audience
IV.
Thesis Statement (we should clearly hear your two MPs, the problem and your proposed solution for that problem)
Transition
:
BODY:
I.
Main Point One (This is your problem)
A.
Supporting Point (Remember if you have an A you must also have a B)
1.
Sub-subpoints (Remember to use a variety of sources: statistics, peer testimony)
2.
Sub-subpoints
(Remember to include your oral citations, According to a 2015 article in the New York Times, more than 50 million ….)
B.
Supporting Point (Remember all elements of the outline body are just one sentence)
Directional transition
: (Summary/Preview)
II.
Main Point Two (This is your solution)
A.
Supporting Point (Show how your organization solves the problem established in MP1)
1.
Sub-subpoints (Remember if you have a 1, you need to have a 2)
2.
Sub-subpoints
B.
Supporting Point (Make sure you tell me specifically HOW: How to donate, how much to donate, exactly what the money will go for, how money is used now, etc.)
Transition:
(Summary/Preview)
CONCLUSION
I.
Restate Thesis:
II.
Closing Statement or Clincher:
References
(Your references will be in APA Style on a new page)
TIME LIMIT: 6-8 minutes
OBJECTIVES:
1.
To persuade your audience on a proposition of policy; thus, convincing your audience that a specific course of action should be taken.
2.
To use effective methods of persuasion: building credibility, using evidence, using logical reasoning, and appealing to emotions.
3.
To use effective delivery techniques, descriptive language techniques, audience analysis, and a variety of supporting material.
INSTRUCTIONS:
Your formal persuasive speech is designed to help you develop persuasive speech making skills. Your goal is to persuade your audience for or against a Question of Policy. Questions of Policy inevitably involve Questions of Fact and Questions of Value BUT Questions of Policy
always
go beyond both to decide whether something should or should not be done.
In other words, Questions of Policy attempt to persuade an audience that a specific course of action should or should not be taken.
You may seek either passive agreement or immediate action from the audience, both of which should include all three (3) basic issues of policy speeches – need, plan, and practicality.
A variety of topics would be appropriate. For example, you might try to persuade us that same-sex marriage should be legalized, to agree that a security fence should be constructed along the US/Mexico border, to create a living will, to vote for a total ban on human cloning, that school districts should not allow soft-drink companies to stock their products in school vending machines, or that we should put an end to the violence on television.
REQUIREMENTS & EVALUATION CRITERIA:
1.
You must have an audience of at least 6 .
12 Reasons for Rhetorical Analysis updated 2023 intel tuesday docu 5.docx
Role of Speaker
Informative Speakers Are Objective
Most public speaking texts discuss three general purposes for speeches: to inform, to persuade, and to entertain. Although these general purposes are theoretically distinct, in practice, they tend to overlap. Even in situations when the occasion calls for an informative speech (one which enhances understanding),
often persuasive and entertaining elements are present. First, all informative speeches have a persuasive component by virtue of the fact that the speaker tries to convince the audience that the facts presented are accurate (Harlan, 1993). Second, a well-written speech can make even the most dry, technical information entertaining through engaging illustrations, colorful language, unusual facts, and powerful visuals.
Informative Speakers are Credible
An objective approach also enhances a speaker’s credibility. Credibility, or ethos, refers to an audience’s perception that the speaker is well prepared and qualified to speak on a topic (Fraleigh & Tuman, 2011). Peterson, Stephan, and White (1992) explain that there are two kinds of credibility; the reputation that precedes you
before you give your speech (antecedent credibility) and the credibility you develop during the course of your speech (consequent credibility). In many cases, the
audience has no prior knowledge of the speaker, so they make judgments about the quality of the evidence and arguments in the speech. In addition, they look at and listen to the speaker to determine if s/he is a reliable source of information.
Informative Speakers Are Knowledgeable
Good informative speeches contain a number of different source citations throughout the speech. To show that the information you present is accurate
Outline AssignmentPersuasive BeliefTopicChoose a topic that is.docx
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.
1. What would your possible statement of credibility be[ETHOS] intr.docx
1. What would your possible statement of credibility be?[ETHOS] introduction
2. Why should the audience listen to you?[ relevance statement]
3.What emotions might be involved in discussing your topic?[Pathos]
4.What is the essential truth of your topic?[purpose]
5.What types of "logical proofs'' might you use in exploring the topic?[LOGOS]
6.What do you want people to do/believe after your speech[ACTION STEPS]
7.Who are some important authors in the area of your topic?
8.Briefly state 3 main points you could make in your speech?
9.Find and cite a key definition for your speech topic[cite source]
10.State and explain an analogy you can use in your speech
11.Find , identify,and briefly describe a testimonial/case study/story/ you can relate to in your speech[cite source]
12.Find, identify, and briefly describe a book you could use
REASONING
A.Apply the Toulmin model to one of your three main points. What is the claim?The warrant?
B.How can you use the following warrants? Argument by Example, Argument by Analogy,Argument by sign, Argument by Statistics, and Argument by Authority.
.
Outline for Speech 5 Persuasive Action Topic Ch.docx
Outline for Speech 5:
Persuasive Action
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.
• 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.
• 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 (change in behavior). 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 introduction 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
(1) gain the attention of the audience;
(2) establish the speaker's credibility; and
(3) 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. Transitions may link major sections OR main ideas OR subordinate ideas within the
body of the speech.
.
Below are the guidelines for the Informative Speech. Refresh your me.docx
Below are the guidelines for the Informative Speech. Refresh your memory of the requirements before you record your speech. Remember when recording your speech that you must have an audience of at least 6 adults (over the age of 16), and you must pan the audience before you speak, begin speaking without stopping the tape, and then pan the audience again at the conslusion of your speech. Make sure you begin your recording with your name and the speech you are presenting (i.e. Process speech) and make sure you follow the guidelines for recording speeches, available in the Resources section of our course.
Click the link above to submit your speech, preparation outline, speaking outline, bibliography, audience analysis tally and analysis paragraph. Remember that in order for a speech to be counted as on time, you must submit all the required documents along with the speech video.
After you submit your video, watch the speech again and complete the self-evaluation.
TIME LIMIT: 4-6 Minutes
OBJECTIVES:
To increase the audience’s knowledge and understanding of a particular concept, object/person, or event.
To use a variety of supporting materials in order to add depth to your speech, to add evidence in support of your ideas, and to maintain your audience’s interest in the topic.
To use descriptive language, effective delivery techniques, and self-evaluation in order to increase speaker effectiveness.
INSTRUCTIONS:
Your second formal informative speech is designed to help you further develop speech making skills.
You may give your speech on a PERSON, PLACE, CONCEPT or EVENT
, but not on a process because that was the requirement for your first informative speech. A variety of topics would be appropriate. For example, you might present a biographical sketch of Winston Churchill, or you might research and explain the extent and causes of alcoholism or drug abuse, the significance of the battle at Gettysburg, the causes of the landslide election in 1932, or the growth of cable television. Some topics might lend themselves to persuasive as well as informative presentations. However, you should stick to informing your audience for this speech. (
Do NOT tell the audience what they should do or believe or that something is a problem or beneficial
– because that would get into your opinion and that would be persuasive.) A visual aid should be used for this presentation.
REQUIREMENTS & EVALUATION CRITERIA:
Your speech should be effectively organized, outlined, introduced and concluded as you did for the last speech.
You must orally cite at least 5 references in your presentation. Your examples, statistics and quotations will support your main points and must be cited in 1) your speech, 2) your speech outline, and 3) your bibliography. Not citing your sources in any of those three (3) places will constitute PLAGIARISM and will result in an F grade for the presentation or possibly the course. You must use a minimum of three (3) different types of sources.
The thought that the continents had coastlines that looked like they.docx
The thought that the continents had coastlines that looked like they could fit together like pieces of a puzzle, especially in the case of South America and Africa, has persisted ever since the continents were mapped out (even Magellan took note of this). However, Alfred Wegener was the first to propose the theory of
continental drift formally
. The idea was met with much resistance and controversy in his time because Wegener could not explain the driving force of the plate movement.
The year after Wegener died (1930), Arthur Holmes published his idea that thermal convection in the Earth's mantle could cause continents to move. In the 1960s, Harry Hess offered an additional explanation of plate movement by describing the process of
seafloor spreading
, which carries off older sediment and fossils, and moves the continents as new ocean crust spreads away from the ridges. In this way, he substantiated Wegener's theory of continental drift, and explained how the once-joined continents had separated into the seven that exist today.
Respond to the following:
Name a place on Earth where two plates are converging.
Name a place where two plates are diverging.
Name a place where two plates are sliding past each other.
Must be at least 250-300 in length. APA Format.
Remember, if you provide a quote or information from a source (
e.g.
, your textbook or the Internet), you must include the correct citation and reference in
APA
style.
Make the post engaging, interesting, and long enough to cover the material completely. It is helpful to think of the post as more of a mini-paper than a simple contribution to a discussion.
.
The Theory of Moral SentimentsAdam SmithCopyright © Jo.docx
The Theory of Moral Sentiments
Adam Smith
Copyright © Jonathan Bennett 2017. All rights reserved
[Brackets] enclose editorial explanations. Small ·dots· enclose material that has been added, but can be read as
though it were part of the original text. Occasional •bullets, and also indenting of passages that are not quotations,
are meant as aids to grasping the structure of a sentence or a thought. Every four-point ellipsis . . . . indicates the
omission of a brief passage that seems to present more difficulty than it is worth. Longer omissions are reported
between brackets in normal-sized type.—In Adam Smith’s day a ‘sentiment’ could be anything on a spectrum
with feelings at one end and opinions at the other. This work of his is strongly tilted in the ‘feeling’ direction [see
especially the chapter starting on page 168), but throughout the present version the word ‘sentiment’ will be left
untouched. First launched: July 2008
Contents
Part I: The Propriety of Action 1
Section 1: The Sense of Propriety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Chapter 1: Sympathy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Chapter 2: The pleasure of mutual sympathy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Chapter 3: How we judge the propriety of other men’s affections by their concord or dissonance with our own . . 6
Chapter 4: The same subject continued . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Chapter 5: The likeable virtues and the respectworthy virtues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Section 2: The degrees of the different passions that are consistent with propriety . . . . . . . . . . . . . . . . . . . . . 13
Chapter 1: The passions that originate in the body . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Smith on Moral Sentiments
Chapter 2: The passions that originate in a particular turn or habit of the imagination . . . . . . . . . . . . . . . 16
Chapter 3: The unsocial passions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Chapter 4: The social passions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Chapter 5: The selfish passions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Section 3: How prosperity and adversity affect our judgments about the rightness of actions; and why it is easier to win
our approval in prosperity than in adversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Chapter 1: The intensity-difference between joy and sympathy with joy is less than the intensity-difference between
sorrow and sympathy with sorrow . . . . . . . . . . . . . . . . . . . .
The thesis statement is often (but not always) the l.docx
The thesis
statement
is often
(but not
always) the
last
sentence of
the
introductio-
n.
The thesis
is a clear
position
that you
will support
and
develop
throughout
your paper.
This
sentence
guides or
controls
your paper.
Angeli 1
Elizabeth L. Angeli
Professor Patricia Sullivan
English 624
12 February 2012
Toward a Recovery of Nineteenth Century Farming Handbooks
While researching texts written about nineteenth century farming, I found a few
authors who published books about the literature of nineteenth century farming,
particularly agricultural journals, newspapers, pamphlets, and brochures. These authors
often placed the farming literature they were studying into an historical context by
discussing the important events in agriculture of the year in which the literature was
published (see Demaree, for example). However, while these authors discuss journals,
newspapers, pamphlets, and brochures, I could not find much discussion about another
important source of farming knowledge: farming handbooks. My goal in this paper is to
bring this source into the agricultural literature discussion by connecting three
agricultural handbooks from the nineteenth century with nineteenth century agricultural
history.
To achieve this goal, I have organized my paper into four main sections, two of
which have sub-sections. In the first section, I provide an account of three important
events in nineteenth century agricultural history: population and technological changes,
the distribution of scientific new knowledge, and farming’s influence on education. In the
second section, I discuss three nineteenth century farming handbooks in
connection with the important events described in the first section. I end my paper
If your
paper is
long, you
may want
to write
about how
your paper
is
organized.
This will
help your
readers
follow
your ideas.
MLA requires
double-spacing
throughout a
document. Do
not single-
space any part
of the
document.
Page numbers
begin on page
1 and end on
the final
page. Type
your name
next to the
page number
in the header
so that it
appears on
every page.
Your name,
the
professor's
name,
the course
number, and
the date of
the paper are
double-
spaced in 12-
point, Times
New Roman
font. Dates in
MLA are
written in this
order: day,
month, and
year.
Titles are
centered
and written
in 12-point,
Times New
Roman
font. The
title is not
bolded,
underlined,
or
italicized.
Blue boxes contain
directions for writing
and citing in MLA
style.
Green text boxes
contain explanations
of MLA style
guidelines.
The
introduc-
tory
paragraph,
or
introduc-
tion, should
set the
context for
the rest of
the paper.
Tell your
readers
why you
are writing
and why
your topic
is
important.
Angeli 2
When using
headings in
MLA, title
the main
sections
(Level 2
headers) in
a different
style fon.
The Theory of the Leisure Class summary (1page 250~300words)you .docx
The Theory of the Leisure Class summary (1page 250~300words)
you should include those points.
1. Invidious distinctions
2. Work as unworthy and dishonorable
a. conspicuous consumption/leisure
3. “Waste” as honorable; wasteful pastimes of the leisure class
.
The theory is Parent Child Interaction Model( Barnard)Describe .docx
The theory is Parent Child Interaction Model( Barnard)
Describe the main ideas of the theory (should include the assumptions under which the theory
operates. Identify the main concepts/components of the selected nursing theory
Provide a background of the theory. What was going on in the profession of nursing or in the
American society that may have influenced the formation of the theory?
What values, theories, evidence, and/or existing knowledge did the theorist cite as support for
the theory?
What motivated the theorist to write the theory?
How does the theory address the metaparadigm concepts of person, nursing, environment and health
How do you implement the components or concepts of this theory in your nursing practice. Give an
example.
Citations from the course text is required and from current nursing journals. 2014-2020 articles
.
The Texts of the MassKyrieKyrie, eleison. Lord, have mercy.docx
The Texts of the Mass
Kyrie
Kyrie, eleison.
Lord, have mercy.
Christe, eleison.
Christ, have mercy.
Kyrie, eleison.
Lord, have mercy.
Gloria
Gloria in excelsis Deo,
Glory to God in the highest
et in terra pax hominibus bonae voluntatis.
And on earth peace to men of goodwill.
Laudamus te. Benedicimus te.
We praise You. We bless You.
Adoramus te. Glorificamus te.
We adore you. We glorify You.
Gratias agimus tibi propter magnam gloriam tuam.
We give you thanks for Your great glory.
Domine Deus, Rex coelestis,
Lord God, Heavenly King,
Deus Pater omnipotens,
Almighty God the Father,
Domine Fili unigenite, Iesu Christe;
Lord Jesus Christ, only Son of the Father;
Domine Deus, Agnus Dei, Filius Patris:
Lord God, Lamb of God, Son of the Father,
qui tollis peccata mundi,
You take away the sins of the world;
miserere nobis;
have mercy on us;
qui tollis peccata mundi,
You take away the sins of the world;
suscipe deprecationem nostram;
receive our prayer;
qui sedes ad dexteram Patris,
You sit at the right hand of the Father;
miserere nobis.
have mercy on us.
Quoniam tu solus Sanctus,
For you alone are holy,
tu colus Dominus,
You alone are the Lord,
tu solus Altissimus, Iesu Christe.
You alone are the Most High, Jesus Christ,
Cum Sancto Spiritu in gloria Dei Patris.
with the Holy Spirit, in the glory of God the Father.
Amen.
Amen.
Credo
Credo in unum Deum, Patrem omnipotentem, factorem coeli et terrae, visibilium omnium, et invisibilium.
I believe in one God, the Father, the Almighty, maker of heaven and earth, Of all that is seen and unseen.
Et in unum Dominum Iesum Christum Filium Dei unigenitum.
I believe in one Lord Jesus Christ, the only Son of God,
Et ex Patre natum ante omnia saecula.
eternally begotten of the Father.
Deum de Deo, lumen de lumine, Deum verum de Deo vero.
God from God, Light from Light, True God from true God;
Genitum, non factum, consubstantialem Patri: per quem onmia facta sunt.
begotten, not made; of one being with the Father; through Him all things were made.
Qui propter nos homines et propter nostram salutem descendit de coelis.
For us men, and for our salvation, He came down from heaven;
Et incarnatus est de Spiritu Sancto ex Maria Virgine:
by the power of the Holy Spirit He became incarnate from the Virgin Mary
et homo factus est.
and was made man.
Crucifixus etiam pro nobis: sub Pontio Pilato passus, et sepultus est.
for our sake He was crucified under Pontius Pilate, He suffered death and was buried.
Et resurrexit tertia die, secundum Scripturas.
On the third day He rose again in accordance with the Scriptures;
Et ascendit in coelum: sedet ad dexteram Patris.
He ascended into heaven, and is seated at the right hand of the Father.
Et iterum venturus est cum gloria judicare vivos et mortuos:
He shall come again in glory to judge both the living and dead,
cujus regni non erit finis.
and His kingdom shall have no end.
Et in Spiritum Sanctum, Dominum et v.
The textbook’s authors presented three different characterizatio.docx
The textbook’s authors presented three different characterizations of the U.S. citizenry. One is that U.S. citizens are apolitical, apathetic, self-interested, uninformed, lazy beings. The second is that most Americans are politically aware, at least enough to get by and promote their own best interests; your text called these folks “the rational electorate” and compared them to those who watch a football game and know enough to tell who is winning, even though they don’t understand all the rules. A third point of view insists that a significant number of individuals are even “ideal citizens” who are extremely knowledgeable about both current events and the workings of our political system.
Which point of view do you agree with (if any)? Why? (If you agree with none, how would you characterize the U.S. citizenry, and why?) Do you think we have enough ideal citizens for a functioning democracy? Why or why not? What do you think can be done to make more people into "ideal citizens?"
.
More Related Content
Similar to The topic is bullyingFor your informative speech and submit it to .docx
Outline for Speech 2 Visual AidsTopicChoose a topic that yo.docx
Outline for Speech 2: Visual Aids
Topic
Choose a topic that you are interested in and that your audience might be interested in.
Format
This outline should be at least 3 pages in length 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. 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
introduction
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. Transitions may link major sections OR main ideas OR subordinate ideas within the body of the .
This assignment should include the outline of PERSUASIVE SPEECH.docx
This assignment should include the outline of
PERSUASIVE SPEECH:
INTRODUCTION:
I.
Attention Getter
II.
Credibility Statement
III.
Relating to the Audience
IV.
Thesis Statement (we should clearly hear your two MPs, the problem and your proposed solution for that problem)
Transition
:
BODY:
I.
Main Point One (This is your problem)
A.
Supporting Point (Remember if you have an A you must also have a B)
1.
Sub-subpoints (Remember to use a variety of sources: statistics, peer testimony)
2.
Sub-subpoints
(Remember to include your oral citations, According to a 2015 article in the New York Times, more than 50 million ….)
B.
Supporting Point (Remember all elements of the outline body are just one sentence)
Directional transition
: (Summary/Preview)
II.
Main Point Two (This is your solution)
A.
Supporting Point (Show how your organization solves the problem established in MP1)
1.
Sub-subpoints (Remember if you have a 1, you need to have a 2)
2.
Sub-subpoints
B.
Supporting Point (Make sure you tell me specifically HOW: How to donate, how much to donate, exactly what the money will go for, how money is used now, etc.)
Transition:
(Summary/Preview)
CONCLUSION
I.
Restate Thesis:
II.
Closing Statement or Clincher:
References
(Your references will be in APA Style on a new page)
TIME LIMIT: 6-8 minutes
OBJECTIVES:
1.
To persuade your audience on a proposition of policy; thus, convincing your audience that a specific course of action should be taken.
2.
To use effective methods of persuasion: building credibility, using evidence, using logical reasoning, and appealing to emotions.
3.
To use effective delivery techniques, descriptive language techniques, audience analysis, and a variety of supporting material.
INSTRUCTIONS:
Your formal persuasive speech is designed to help you develop persuasive speech making skills. Your goal is to persuade your audience for or against a Question of Policy. Questions of Policy inevitably involve Questions of Fact and Questions of Value BUT Questions of Policy
always
go beyond both to decide whether something should or should not be done.
In other words, Questions of Policy attempt to persuade an audience that a specific course of action should or should not be taken.
You may seek either passive agreement or immediate action from the audience, both of which should include all three (3) basic issues of policy speeches – need, plan, and practicality.
A variety of topics would be appropriate. For example, you might try to persuade us that same-sex marriage should be legalized, to agree that a security fence should be constructed along the US/Mexico border, to create a living will, to vote for a total ban on human cloning, that school districts should not allow soft-drink companies to stock their products in school vending machines, or that we should put an end to the violence on television.
REQUIREMENTS & EVALUATION CRITERIA:
1.
You must have an audience of at least 6 .
12 Reasons for Rhetorical Analysis updated 2023 intel tuesday docu 5.docx
Role of Speaker
Informative Speakers Are Objective
Most public speaking texts discuss three general purposes for speeches: to inform, to persuade, and to entertain. Although these general purposes are theoretically distinct, in practice, they tend to overlap. Even in situations when the occasion calls for an informative speech (one which enhances understanding),
often persuasive and entertaining elements are present. First, all informative speeches have a persuasive component by virtue of the fact that the speaker tries to convince the audience that the facts presented are accurate (Harlan, 1993). Second, a well-written speech can make even the most dry, technical information entertaining through engaging illustrations, colorful language, unusual facts, and powerful visuals.
Informative Speakers are Credible
An objective approach also enhances a speaker’s credibility. Credibility, or ethos, refers to an audience’s perception that the speaker is well prepared and qualified to speak on a topic (Fraleigh & Tuman, 2011). Peterson, Stephan, and White (1992) explain that there are two kinds of credibility; the reputation that precedes you
before you give your speech (antecedent credibility) and the credibility you develop during the course of your speech (consequent credibility). In many cases, the
audience has no prior knowledge of the speaker, so they make judgments about the quality of the evidence and arguments in the speech. In addition, they look at and listen to the speaker to determine if s/he is a reliable source of information.
Informative Speakers Are Knowledgeable
Good informative speeches contain a number of different source citations throughout the speech. To show that the information you present is accurate
Outline AssignmentPersuasive BeliefTopicChoose a topic that is.docx
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.
1. What would your possible statement of credibility be[ETHOS] intr.docx
1. What would your possible statement of credibility be?[ETHOS] introduction
2. Why should the audience listen to you?[ relevance statement]
3.What emotions might be involved in discussing your topic?[Pathos]
4.What is the essential truth of your topic?[purpose]
5.What types of "logical proofs'' might you use in exploring the topic?[LOGOS]
6.What do you want people to do/believe after your speech[ACTION STEPS]
7.Who are some important authors in the area of your topic?
8.Briefly state 3 main points you could make in your speech?
9.Find and cite a key definition for your speech topic[cite source]
10.State and explain an analogy you can use in your speech
11.Find , identify,and briefly describe a testimonial/case study/story/ you can relate to in your speech[cite source]
12.Find, identify, and briefly describe a book you could use
REASONING
A.Apply the Toulmin model to one of your three main points. What is the claim?The warrant?
B.How can you use the following warrants? Argument by Example, Argument by Analogy,Argument by sign, Argument by Statistics, and Argument by Authority.
.
Outline for Speech 5 Persuasive Action Topic Ch.docx
Outline for Speech 5:
Persuasive Action
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.
• 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.
• 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 (change in behavior). 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 introduction 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
(1) gain the attention of the audience;
(2) establish the speaker's credibility; and
(3) 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. Transitions may link major sections OR main ideas OR subordinate ideas within the
body of the speech.
.
Below are the guidelines for the Informative Speech. Refresh your me.docx
Below are the guidelines for the Informative Speech. Refresh your memory of the requirements before you record your speech. Remember when recording your speech that you must have an audience of at least 6 adults (over the age of 16), and you must pan the audience before you speak, begin speaking without stopping the tape, and then pan the audience again at the conslusion of your speech. Make sure you begin your recording with your name and the speech you are presenting (i.e. Process speech) and make sure you follow the guidelines for recording speeches, available in the Resources section of our course.
Click the link above to submit your speech, preparation outline, speaking outline, bibliography, audience analysis tally and analysis paragraph. Remember that in order for a speech to be counted as on time, you must submit all the required documents along with the speech video.
After you submit your video, watch the speech again and complete the self-evaluation.
TIME LIMIT: 4-6 Minutes
OBJECTIVES:
To increase the audience’s knowledge and understanding of a particular concept, object/person, or event.
To use a variety of supporting materials in order to add depth to your speech, to add evidence in support of your ideas, and to maintain your audience’s interest in the topic.
To use descriptive language, effective delivery techniques, and self-evaluation in order to increase speaker effectiveness.
INSTRUCTIONS:
Your second formal informative speech is designed to help you further develop speech making skills.
You may give your speech on a PERSON, PLACE, CONCEPT or EVENT
, but not on a process because that was the requirement for your first informative speech. A variety of topics would be appropriate. For example, you might present a biographical sketch of Winston Churchill, or you might research and explain the extent and causes of alcoholism or drug abuse, the significance of the battle at Gettysburg, the causes of the landslide election in 1932, or the growth of cable television. Some topics might lend themselves to persuasive as well as informative presentations. However, you should stick to informing your audience for this speech. (
Do NOT tell the audience what they should do or believe or that something is a problem or beneficial
– because that would get into your opinion and that would be persuasive.) A visual aid should be used for this presentation.
REQUIREMENTS & EVALUATION CRITERIA:
Your speech should be effectively organized, outlined, introduced and concluded as you did for the last speech.
You must orally cite at least 5 references in your presentation. Your examples, statistics and quotations will support your main points and must be cited in 1) your speech, 2) your speech outline, and 3) your bibliography. Not citing your sources in any of those three (3) places will constitute PLAGIARISM and will result in an F grade for the presentation or possibly the course. You must use a minimum of three (3) different types of sources.
Similar to The topic is bullyingFor your informative speech and submit it to .docx (15)
Outline for Speech 2 Visual AidsTopicChoose a topic that yo.docx
Outline for Speech 2 Visual AidsTopicChoose a topic that yo.docx
This assignment should include the outline of PERSUASIVE SPEECH.docx
This assignment should include the outline of PERSUASIVE SPEECH.docx
12 Reasons for Rhetorical Analysis updated 2023 intel tuesday docu 5.docx
12 Reasons for Rhetorical Analysis updated 2023 intel tuesday docu 5.docx
Outline AssignmentPersuasive BeliefTopicChoose a topic that is.docx
Outline AssignmentPersuasive BeliefTopicChoose a topic that is.docx
1. What would your possible statement of credibility be[ETHOS] intr.docx
1. What would your possible statement of credibility be[ETHOS] intr.docx
Outline for Speech 5 Persuasive Action Topic Ch.docx
Outline for Speech 5 Persuasive Action Topic Ch.docx
Below are the guidelines for the Informative Speech. Refresh your me.docx
Below are the guidelines for the Informative Speech. Refresh your me.docx
Elluminate session 2 annotated bib and report projects
Elluminate session 2 annotated bib and report projects
More from gloriab9
The thought that the continents had coastlines that looked like they.docx
The thought that the continents had coastlines that looked like they could fit together like pieces of a puzzle, especially in the case of South America and Africa, has persisted ever since the continents were mapped out (even Magellan took note of this). However, Alfred Wegener was the first to propose the theory of
continental drift formally
. The idea was met with much resistance and controversy in his time because Wegener could not explain the driving force of the plate movement.
The year after Wegener died (1930), Arthur Holmes published his idea that thermal convection in the Earth's mantle could cause continents to move. In the 1960s, Harry Hess offered an additional explanation of plate movement by describing the process of
seafloor spreading
, which carries off older sediment and fossils, and moves the continents as new ocean crust spreads away from the ridges. In this way, he substantiated Wegener's theory of continental drift, and explained how the once-joined continents had separated into the seven that exist today.
Respond to the following:
Name a place on Earth where two plates are converging.
Name a place where two plates are diverging.
Name a place where two plates are sliding past each other.
Must be at least 250-300 in length. APA Format.
Remember, if you provide a quote or information from a source (
e.g.
, your textbook or the Internet), you must include the correct citation and reference in
APA
style.
Make the post engaging, interesting, and long enough to cover the material completely. It is helpful to think of the post as more of a mini-paper than a simple contribution to a discussion.
.
The Theory of Moral SentimentsAdam SmithCopyright © Jo.docx
The Theory of Moral Sentiments
Adam Smith
Copyright © Jonathan Bennett 2017. All rights reserved
[Brackets] enclose editorial explanations. Small ·dots· enclose material that has been added, but can be read as
though it were part of the original text. Occasional •bullets, and also indenting of passages that are not quotations,
are meant as aids to grasping the structure of a sentence or a thought. Every four-point ellipsis . . . . indicates the
omission of a brief passage that seems to present more difficulty than it is worth. Longer omissions are reported
between brackets in normal-sized type.—In Adam Smith’s day a ‘sentiment’ could be anything on a spectrum
with feelings at one end and opinions at the other. This work of his is strongly tilted in the ‘feeling’ direction [see
especially the chapter starting on page 168), but throughout the present version the word ‘sentiment’ will be left
untouched. First launched: July 2008
Contents
Part I: The Propriety of Action 1
Section 1: The Sense of Propriety . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Chapter 1: Sympathy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
Chapter 2: The pleasure of mutual sympathy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Chapter 3: How we judge the propriety of other men’s affections by their concord or dissonance with our own . . 6
Chapter 4: The same subject continued . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Chapter 5: The likeable virtues and the respectworthy virtues . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Section 2: The degrees of the different passions that are consistent with propriety . . . . . . . . . . . . . . . . . . . . . 13
Chapter 1: The passions that originate in the body . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Smith on Moral Sentiments
Chapter 2: The passions that originate in a particular turn or habit of the imagination . . . . . . . . . . . . . . . 16
Chapter 3: The unsocial passions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Chapter 4: The social passions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Chapter 5: The selfish passions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
Section 3: How prosperity and adversity affect our judgments about the rightness of actions; and why it is easier to win
our approval in prosperity than in adversity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Chapter 1: The intensity-difference between joy and sympathy with joy is less than the intensity-difference between
sorrow and sympathy with sorrow . . . . . . . . . . . . . . . . . . . .
The thesis statement is often (but not always) the l.docx
The thesis
statement
is often
(but not
always) the
last
sentence of
the
introductio-
n.
The thesis
is a clear
position
that you
will support
and
develop
throughout
your paper.
This
sentence
guides or
controls
your paper.
Angeli 1
Elizabeth L. Angeli
Professor Patricia Sullivan
English 624
12 February 2012
Toward a Recovery of Nineteenth Century Farming Handbooks
While researching texts written about nineteenth century farming, I found a few
authors who published books about the literature of nineteenth century farming,
particularly agricultural journals, newspapers, pamphlets, and brochures. These authors
often placed the farming literature they were studying into an historical context by
discussing the important events in agriculture of the year in which the literature was
published (see Demaree, for example). However, while these authors discuss journals,
newspapers, pamphlets, and brochures, I could not find much discussion about another
important source of farming knowledge: farming handbooks. My goal in this paper is to
bring this source into the agricultural literature discussion by connecting three
agricultural handbooks from the nineteenth century with nineteenth century agricultural
history.
To achieve this goal, I have organized my paper into four main sections, two of
which have sub-sections. In the first section, I provide an account of three important
events in nineteenth century agricultural history: population and technological changes,
the distribution of scientific new knowledge, and farming’s influence on education. In the
second section, I discuss three nineteenth century farming handbooks in
connection with the important events described in the first section. I end my paper
If your
paper is
long, you
may want
to write
about how
your paper
is
organized.
This will
help your
readers
follow
your ideas.
MLA requires
double-spacing
throughout a
document. Do
not single-
space any part
of the
document.
Page numbers
begin on page
1 and end on
the final
page. Type
your name
next to the
page number
in the header
so that it
appears on
every page.
Your name,
the
professor's
name,
the course
number, and
the date of
the paper are
double-
spaced in 12-
point, Times
New Roman
font. Dates in
MLA are
written in this
order: day,
month, and
year.
Titles are
centered
and written
in 12-point,
Times New
Roman
font. The
title is not
bolded,
underlined,
or
italicized.
Blue boxes contain
directions for writing
and citing in MLA
style.
Green text boxes
contain explanations
of MLA style
guidelines.
The
introduc-
tory
paragraph,
or
introduc-
tion, should
set the
context for
the rest of
the paper.
Tell your
readers
why you
are writing
and why
your topic
is
important.
Angeli 2
When using
headings in
MLA, title
the main
sections
(Level 2
headers) in
a different
style fon.
The Theory of the Leisure Class summary (1page 250~300words)you .docx
The Theory of the Leisure Class summary (1page 250~300words)
you should include those points.
1. Invidious distinctions
2. Work as unworthy and dishonorable
a. conspicuous consumption/leisure
3. “Waste” as honorable; wasteful pastimes of the leisure class
.
The theory is Parent Child Interaction Model( Barnard)Describe .docx
The theory is Parent Child Interaction Model( Barnard)
Describe the main ideas of the theory (should include the assumptions under which the theory
operates. Identify the main concepts/components of the selected nursing theory
Provide a background of the theory. What was going on in the profession of nursing or in the
American society that may have influenced the formation of the theory?
What values, theories, evidence, and/or existing knowledge did the theorist cite as support for
the theory?
What motivated the theorist to write the theory?
How does the theory address the metaparadigm concepts of person, nursing, environment and health
How do you implement the components or concepts of this theory in your nursing practice. Give an
example.
Citations from the course text is required and from current nursing journals. 2014-2020 articles
.
The Texts of the MassKyrieKyrie, eleison. Lord, have mercy.docx
The Texts of the Mass
Kyrie
Kyrie, eleison.
Lord, have mercy.
Christe, eleison.
Christ, have mercy.
Kyrie, eleison.
Lord, have mercy.
Gloria
Gloria in excelsis Deo,
Glory to God in the highest
et in terra pax hominibus bonae voluntatis.
And on earth peace to men of goodwill.
Laudamus te. Benedicimus te.
We praise You. We bless You.
Adoramus te. Glorificamus te.
We adore you. We glorify You.
Gratias agimus tibi propter magnam gloriam tuam.
We give you thanks for Your great glory.
Domine Deus, Rex coelestis,
Lord God, Heavenly King,
Deus Pater omnipotens,
Almighty God the Father,
Domine Fili unigenite, Iesu Christe;
Lord Jesus Christ, only Son of the Father;
Domine Deus, Agnus Dei, Filius Patris:
Lord God, Lamb of God, Son of the Father,
qui tollis peccata mundi,
You take away the sins of the world;
miserere nobis;
have mercy on us;
qui tollis peccata mundi,
You take away the sins of the world;
suscipe deprecationem nostram;
receive our prayer;
qui sedes ad dexteram Patris,
You sit at the right hand of the Father;
miserere nobis.
have mercy on us.
Quoniam tu solus Sanctus,
For you alone are holy,
tu colus Dominus,
You alone are the Lord,
tu solus Altissimus, Iesu Christe.
You alone are the Most High, Jesus Christ,
Cum Sancto Spiritu in gloria Dei Patris.
with the Holy Spirit, in the glory of God the Father.
Amen.
Amen.
Credo
Credo in unum Deum, Patrem omnipotentem, factorem coeli et terrae, visibilium omnium, et invisibilium.
I believe in one God, the Father, the Almighty, maker of heaven and earth, Of all that is seen and unseen.
Et in unum Dominum Iesum Christum Filium Dei unigenitum.
I believe in one Lord Jesus Christ, the only Son of God,
Et ex Patre natum ante omnia saecula.
eternally begotten of the Father.
Deum de Deo, lumen de lumine, Deum verum de Deo vero.
God from God, Light from Light, True God from true God;
Genitum, non factum, consubstantialem Patri: per quem onmia facta sunt.
begotten, not made; of one being with the Father; through Him all things were made.
Qui propter nos homines et propter nostram salutem descendit de coelis.
For us men, and for our salvation, He came down from heaven;
Et incarnatus est de Spiritu Sancto ex Maria Virgine:
by the power of the Holy Spirit He became incarnate from the Virgin Mary
et homo factus est.
and was made man.
Crucifixus etiam pro nobis: sub Pontio Pilato passus, et sepultus est.
for our sake He was crucified under Pontius Pilate, He suffered death and was buried.
Et resurrexit tertia die, secundum Scripturas.
On the third day He rose again in accordance with the Scriptures;
Et ascendit in coelum: sedet ad dexteram Patris.
He ascended into heaven, and is seated at the right hand of the Father.
Et iterum venturus est cum gloria judicare vivos et mortuos:
He shall come again in glory to judge both the living and dead,
cujus regni non erit finis.
and His kingdom shall have no end.
Et in Spiritum Sanctum, Dominum et v.
The textbook’s authors presented three different characterizatio.docx
The textbook’s authors presented three different characterizations of the U.S. citizenry. One is that U.S. citizens are apolitical, apathetic, self-interested, uninformed, lazy beings. The second is that most Americans are politically aware, at least enough to get by and promote their own best interests; your text called these folks “the rational electorate” and compared them to those who watch a football game and know enough to tell who is winning, even though they don’t understand all the rules. A third point of view insists that a significant number of individuals are even “ideal citizens” who are extremely knowledgeable about both current events and the workings of our political system.
Which point of view do you agree with (if any)? Why? (If you agree with none, how would you characterize the U.S. citizenry, and why?) Do you think we have enough ideal citizens for a functioning democracy? Why or why not? What do you think can be done to make more people into "ideal citizens?"
.
The textbook introduced you to types of physical security barriers, .docx
The textbook introduced you to types of physical security barriers, how these are assessed and implemented is important to secure concerned environment. Since there is diverse type, discuss how to determine appropriate ones for specific environment.
Text book:
Fennelly, Lawrence, J. Effective Physical Security, 4th Edition. Butterworth-Heinemann, Elsevier, 2012 ISBN 978-0-12-415892-4
.
The textbook highlights four distinct styles of parenting authori.docx
The textbook highlights four distinct styles of parenting: authoritarian, authoritative, permissive, and uninvolved. Conduct an Internet search to broaden your understanding of these styles.
Write a short essay (500-750 words) in which you:
First, define each style.
Then, explore each style's effect on the socioemotional development of a 10-year-old child.
must pass turn it in with les than 5%
.
The textbook highlights four distinct styles of parenting authorita.docx
The textbook highlights four distinct styles of parenting: authoritarian, authoritative, permissive, and uninvolved. Conduct an Internet search to broaden your understanding of these styles.
Write a short essay (500-750 words) in which you:
First, define each style.
Then, explore each style's effect on the socioemotional development of a 10-year-old child.
.
The textbook highlights four distinct styles of parenting autho.docx
The textbook highlights four distinct styles of parenting: authoritarian, authoritative, permissive, and uninvolved. Conduct an Internet search to broaden your understanding of these styles.
Write a short essay (500-750 words) in which you:
First, define each style.
Then, explore each style's effect on the socioemotional development of a 10-year-old child.
.
The textbook content for Understanding Operating Systems is organize.docx
The textbook content for Understanding Operating Systems is organized through 1-6 chapters. Week 1 provides an introduction to those key elements associated with Operating Systems (OS). These first four chapters establish the working components of Memory Management, Memory Management Virtual Memory Systems, and Processor Management. Week two continues these introductions with additional management functions. Answer the following questions (Don't cut and paste answers form the book or the Internet) :
Research additional information and provide a brief explanation for the following terms:
Thread scheduling priorities
CPU Cycle time
Processor bottleneck
Processor Queue Length
I/O Interrupts
In your own words briefly explain the following terms:
Page Map Table (PMT)
First In First Out (FIFO)
Job Table (JT)
Least Recently Used (LRT)
Discuss the functional purpose and difference between, “job clocks” and “wait clocks”.
Explain any confusion that might exist between the term and it’s use, “main memory” and “secondary storage”.
.
The term public administration is traditionally defined as a gov.docx
The term
public administration
is traditionally defined as a government agency. An understanding of the administrative processes that shape public administration has become increasingly necessary to both students and practitioners of public administration. However, the main concerns of public administration leaders are efficiency of time, economy of resources, and equity of service to the public.
To advance the understanding of public policy, please discuss the following
:
How do you measure political influence? What are the advantages and disadvantages of political influence? Is the shaping of public opinion by external influences good or bad for effective financial policy implementation? Why or why not?
.
The terrorist attacks on September 11, 2001 forever changed U.S..docx
The terrorist attacks on September 11, 2001 forever changed U.S. foreign and domestic policy. Has the "War on Terror" been largely successful or not? By what criteria has it been effective or not? What else could U.S. leaders do to make sure that the general public is safe from either foreign or domestic terrorists? Should the U.S. continue to use its military as a prime foreign policy tool or should more diplomacy be used first? Explain
.
The term used to denote the beliefs that people have about political.docx
The term used to denote the beliefs that people have about political issues, events, institutions, and personalities is public opinion. Underlying public opinion, people's beliefs and ideologies ____________
A) prevent liberals and conservatives from sharing similar core values.
B) force them to think carefully about each opinion that they hold.
C) are established when they are young and rarely change as they grow older.
D) color their perceptions so that they often make automatic judgments.
.
The TermsMany terms mean different things in our common language a.docx
The Terms
Many terms mean different things in our common language and in scientific language, which leads to misunderstandings about what they mean. This is especially true with terms like theory and law. The table below shows a few terms about scientific knowledge, defined in both our common language and scientific language.
Commonly Misunderstood Terms
Term
Common Definition
Scientific Definition
hypothesis
an educated guess
a
testable
explanation used to guide research
theory
an idea
a set of ideas supported by multiple experiments, done by multiple scientists that describe
why
something occurs
law
an absolute truth
a description of
what
occurs (not why it occurs) supported by multiple experiments
Please read the article
HERE
to better understand the differences between these terms.
Example Situation:
I have asked a few friends to help me with a little experiment. I have asked them to put a white rose in a small vase filled almost to the top with water and add a few drops of blue food coloring. They are to make observations while the flower changes.
What has occurred?
We have put it in water and left it for a few hours.
When we came back we all had the same outcome. The flower had turned blue.
This is what we will call
Scientific law.
It is the happenings of a certain experiment. If you put a flower in colored water the flower will take on the color of the water. It simply says WHAT will happen.
But
why
did it occur?
My friends and I believe it is because the colored water is drawn up through the flower's stem.
This is what we call a
scientific theory.
It tries to explain WHY something occurs.
A scientific theory is not less true than a scientific law. However, a scientific law is a direct result of the results of the experiment. Since in order to become a scientific law it must be proven many times, it is unlikely that somehow new results will occur and a law will be disproved. However, a scientific theory is based on
interpretation
of experimental results. The results are not usually proven wrong, just the conclusions drawn from the observations. As new and different information becomes available we may realize that we did not draw the correct conclusion and we need to adjust our theory accordingly.
Just a Theory
When arguing against a scientific theory, like the theory of evolution, people will sometimes say, "but its just a theory." That means that they do not understand that scientific theories are the strongest explanations offered by science. Theories are not scientific laws "in training," like how bills can be ratified into laws. A scientific theory does not ever turn into a scientific law. Instead laws describe what happens, frequently with an equation, while theories explain why it happens. Theories are built on the work on many scientists who conduct many different experiments. Not all of these experiments have the same goal, but through their combined work theories are constantly revised.
The term 21st century skills suggests that there is a new set of.docx
The term
21st century skills
suggests that there is a new set of skills that individuals need to possess to be successful as learners, citizens, and employees in the competitive, global economy. Compare and contrast what the authors identify as twenty-first century skills with what you would identify as twenty-first century skills. Lastly, discuss how these skills fit into the traditional element of schooling that focuses on ensuring that all students develop the basic skills of reading, writing, and mathematics.
.
The term network economy” is used to emphasize the features of the .docx
The term “network economy” is used to emphasize the features of the new, technology-enhanced economy within the information society. It stems from a key attribute— products and services that are created through networks operating on large or global scales, enabled by the current status of the global networks.
What are the principal impacts of the network economy for both established organizations and upstarts? Identify and provide examples of the most important recent technology and business innovations in the network economy. How has the adaptation of the new technologies affected the organizations from your examples?
The network economy introduces information-intensive goods, such as downloadable music and software. Information, as an economic entity, differs in behavior compared to traditional goods. How do information-intensive goods differ from traditional information goods? Provide two examples of each. What is the principal economic characteristic of information? What are the principal implications for strategic decisions?
What are the principal enablers for the continued importance of e-commerce trends? What does the term e-commerce 2.0 refer to? What are main principles of e-commerce 2.0? Give real-life examples of e-commerce 2.0 principles. Do you think that your set of e-commerce 2.0 principles is comprehensive? Why? Are these principles congruent with your personal understanding of e-commerce?
.
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The term narcissist gets overused. I define it as not having empathy, and if you don't have empathy you are dangerous. Without empathy it's likely you will hurt or even kill other livings things. How can we help our clients understand how to identity a true narcissist and what tools and skill will you teach them?
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The term paper it should be of professional quality and be in th.docx
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1. Title page.
2. Abstract (summary of the paper).
3. Introduction (problem motivation, background materials, related work, summary of objectives and methods).
4. (i) Description of existing algorithms/protocols for survey papers; (ii) system model, assumptions, and/or formal problem formulation for research-oriented papers.
5. (i) Comparison among existing algorithms/protocols and discussion on possible
improvements/enhancements; (ii) project results (derivation, proof, justification, or detailed
design/simulation) in one or more numbered sections for research-oriented papers.
6. Conclusions (evaluation of results, suggestions for improvements, or future work).
7. References must follow IEEE Transactions format (at least 10 references). Proper citation of
references must be embedded in the term paper.
Note: Please, follow the above-mentioned guidelines and prepare my term paper report accordingly. Also, I'm attaching my mid-term report document
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