Best Writer

1) Identify and explain the G.I. Bill.
Remember a short ID question requires a written response, using complete sentences and appropriate grammar and punctuation. It should be one to two paragraphs in length. It should include the Who, What, Where, When, How, Why of the item in the prompt, as well as an explanation of its significance. Significance is the explanation of why it is worth knowing about, how it enhances our understanding of the past. If you use a quotation in your answer, remember to cite it.

Marianne is a licensed mental health counselor who is certified to conduct court-mandated therapy sessions for people who have been convicted of domestic violence. Marianne has five years of experience as a BIP (batterer’s intervention program) counselor, and before that, worked for the Department of Children and Families as an advocate for five years. Marianne knows that per Florida Statute 741.325, all BIPs must meet the following requirements:

(a) The primary purpose of the program shall be victim safety and the safety of children if present.

(b) The batterer shall be held accountable for acts of domestic violence.

(c) The program shall be at least 29 weeks in length and include 24 weekly sessions, plus appropriate intake, assessment, and orientation programming.

(d) The program content shall be based on a cognitive behavioral therapy model or psychoeducational model that addresses tactics of power and control by one person over another.

In addition, Florida’s administrative code states that (1) The program curriculum shall be based on an intervention model that recognizes domestic violence as the result of one person in an intimate relationship systematically using tactics of emotional and physical abuse in order to maintain power and control over the other. The curriculum shall incorporate the following elements:

(a) An educational approach that assigns responsibility for the violence solely to the batterer and provides a strategy for assisting the batterer in taking responsibility for the violence,

(b) Content that encourages the participant to develop critical thinking skills that will allow the participant to rethink their behavior and identify behavior choices other than violence,

(c) Content that supports the belief that domestic violence is primarily a learned behavior,

(d) Content that supports the belief that domestic violence is not provoked or the result of substance abuse,

(e) Content designed to improve the batterer’s ability to identify and articulate feelings,

(f) Content designed to improve communication skills and listening with empathy,

(g) Content designed to improve negotiation and conflict resolution skills,

(h) Content that challenges stereotypical gender role expectations,

(i) Content that includes strategies for helping the batterer to develop and improve support systems,

(j) Content that identifies the effects of distorted thinking on emotions and behavior,

(k) Content that identifies the effects of domestic violence on children, and

(l) Content that includes information on the relationship of substance abuse to domestic violence.

(2) The program curriculum shall not include the following elements:

(a) Content that includes couples, marriage or family therapy, or any manner of victim participation,

(b) Content that includes anger management techniques that identify anger as the cause of domestic violence,

(c) Content that includes theories or techniques that identify poor impulse control as the primary cause of the domestic violence or identify psychopathology on the part of either party as a primary cause of domestic violence,

(d) Content that includes fair fighting techniques, and

(e) Content that includes faith-based ideology associated with a particular religion or denomination.

The 15 members of her current group have all been convicted of domestic violence, and all were ordered to complete an intervention program, so they are not there by choice. Marianne has carefully explained the rules for participation and successful completion to all group members. She has also introduced information to the group relating to violence as learned behavior and has asked members to identify different ways to manage their emotions.

While none of the group members chose to be in the group, Marianne has noted that several members have begun to demonstrate some willingness to take personal responsibility for their behavior and their role in the relationship problems that led to their referral. Two group members have even asked her for more information about their communication skills and have thanked her for the information she has shared. However, one group member, Bob, has been particularly disruptive during each session. He came late to two sessions and tried to derail each session by challenging everything Marianne said. On two occasions, Marianne had to remind him that if he is discharged from the program for missing sessions and disrupting the ones he attends, he will be in violation of the terms of his probation.

During one of the sessions, Bob started yelling at Marianne when she explained that Bob could not require his ex-wife to attend the meetings with him. Marianne tried to refocus Bob by asking him to compose himself and focus on his emotions. She reminded him that he cannot blame his wife; instead, he must take ownership of his feelings. At that point, Bob screamed at Marianne, telling her she was “just like his ex-wife.” He then went on to threaten to hurt her if she did not call his ex-wife, whom he blamed for having been prosecuted for domestic violence. Two of the other group members tried to de-escalate the situation by telling Bob that “everyone just wants to get on with the meeting” and asking him to “please sit down.”  Instead, Bob kicked a chair and threatened them as well. At that point, Marianne called the police, who escorted Bob from the premises.

Use French and Raven’s power typology to discuss the power dynamics in the BIP session just described.

Be sure to identify the relevant forms of power and indicate which person or persons have used power and in what ways. Be sure to provide specific examples.

For example, if you think that the scenario shows that Marianne has referent power, say how and in what way.
Hint: Most of French and Raven’s power bases will apply to this situation, but some will be more applicable than others.
Please stay focused on power dynamics as they played out in the scenario.
Do not extrapolate to domestic violence in general.
Do not introduce domestic violence statistics.

The is a revision assignment. Original assignment that needs revision posted below.
-Grade Remarks from Professor:
0pts
Minimal examples are included. One sentence does not fully explain how the competency can be applied in practice. As an educator, this needs to be detailed.

0 pts
No Marks
Many errors in APA formatting, grammar or spelling.
In-text citations are not included in the body of the slide, so unable to determine the source. APA references are not formatted correctly or in alphabetical order.

0 pts
Does Not Meet Criteria
Presentation includes little essential information or knowledge of subject.
Per the AACN Essentials, Domain 5 has three competencies. The presentation submitted is not in alignment with this. Also, the AACN Essentials are not cited or referenced.

Presentation Topic: Essential V: Quality and Safety

This presentation should clearly and completely outline your essential. “Essential V: Quality and Safety ” BASED ON AACN ESSENTIALS!!!
AACN ESSENTIALS MUST MUST ONE OF THE RESOURCES USED IN PROJECT. Essential must be explained completely including examples.

1.**Create a presentation with detailed speaker notes. This presentation is designed to address the impact on advanced-level nursing practice, education, and healthcare delivery trends.
2..Use your selected essential (Essential V: Quality and safety) to teach to your fellow classmates.
3. Use the competencies and provide the clinical application of the Essential in nursing practice.
4. Your presentation should cover the essential completely and in depth knowledge.
5. Must include competencies with clinical application and examples from clinical nursing practice and/or healthcare delivery.

Graded as follows:
Planning The presentation clearly and completely outlines the
selected Essential. (10 points)
Organization Logical sequence of information and Essential clearly
identified on title slide of PPT. (20 points)
Content & Subject
Knowledge
Presentation covers the Essential completely and in-
depth knowledge. Information is clear, appropriate, and
accurate. (50 points)
Application Presentation includes competencies with clinical
application and examples from clinical nursing practice
and/or healthcare delivery. (50 points)
Media Design, Text,
Graphics, and Color
Presentation is attractive and appealing to the viewer.
Appropriate related to topic. (10 points)
Elocution
(Professionalism)
Uses clear voice and effective voice enunciation so that
viewer (s) can hear and understand presentation. (20
points)
APA/Spelling No errors in APA, spelling or grammar. (5 points)
Planning The presentation clearly and completely outlines the
selected Essential. (10 points)

font: Arial
text size: main heading 18 pt, subheadings 12 pt and body text 11pt
margins: 2cm top,bottom, left and right

1. Write an introduction to your report be specific.
2. Assess the impact of industrial waste on human waste
3. Examine the key attributes of solid and hazardous waste
4. Evaluate technologies related to the minimization of industrial and hazardous waste
5. Assess engineering principles applicable to solid and hazardous waste management
6. Formulate strategies for solving industrial waste related problems
7. Wrire a summary of your results and findings from your report
8. Make sure the paper is written and coherently and that it addresses the requirements mentioned above
9. Also use one resurce article Mor et al

-Promotes further discussion on the subject matter through thought-provoking peer responses; demonstrates depth of analysis of topic and peer’s post; source support in proper APA format, grammar, punctuation, spelling, mechanics and usage with no errors

– 200 words per response
– One reference per response

EACH PERSON PREPARES AN ANNOTATED BIBLOGRAPHY (individual work).

Prepare an annotated bibliography with four sources that you might consider using for your research paper.
At least TWO of these sources must be academic sources from Odum Library. ( Valdosta State Univ. Library)
The other two can be from reputable websites on the Internet.
Follow the format provided in the Creating APA Style Annotated Bibliographies document in Module 12 Readings.

You may add or remove resources as you write your rough draft – this is just a starting point for your research – as long as you have at least TWO from Odum Library and at least four total.

What is a Physical Geography Hazard?
A Natural Hazard is any naturally occurring event that can have a negative effect on people or the environment. Examples include hurricanes floods, earthquakes, volcanic eruptions, and tornado’s. These events are natural because they are a part of earths systems, but when they occur where people live, than they become a hazard to people. Find out more about hazards by checking out information from the USGS and the U.S.Federal Government (Links to an external site.).

Possible Hazard Topic Ideas include (but are not limited to):
Lithosphere Hazards
Earthquakes
Volcanoes
Landslides
Sinkholes
To complete this project, follow these instructions:

You will create a poster about a lithosphere hazard. The poster will have two parts, one part will be general information about the hazard, the other part will be a case-study of one hazard event.

For example, if you choose hurricanes, you will research hurricanes(how/why it forms, where it occurs, why is it a hazard, how does it impact humans, what can humans do to prepare themselves, etc… ). You will then pick one hurricane event and write specifically about that tsunami, it’s strength, path, damage and destruction, etc..)

Content wise, you are looking at two to four pages of written content. You also want it to be easy to read. Certain color combinations are difficult to read and will result in a lower than expected grade. I suggest a lighter color background with a darker color text. An academic poster is larger than a 8.5 x 11 sheet of paper. It is 24 x 36 or sometimes a bit larger. Your first step creating the poster should be to set your powerpoint slide to 24 x 36 inches. Now, when you add your text, there will be much more space for everything.

You will also need to include two maps, one of the hazard in general and one of your specific hazard. As this is a poster presentation, images related to the hazard should be included as well.

You will be sharing your posters with your fellow students next week in a discussion so do your best!
If you have never created an academic poster, see the following resources and examples.

This first video below I created showing you how to create an academic poster and what I am looking for. The topic of the poster is different from your poster, but the techniques you will use are the same. Be sure to watch this video so you know what you are creating and how to do it. What is a Physical Geography Hazard?
A Natural Hazard is any naturally occurring event that can have a negative effect on people or the environment. Examples include hurricanes floods, earthquakes, volcanic eruptions, and tornado’s. These events are natural because they are a part of earths systems, but when they occur where people live, than they become a hazard to people. Find out more about hazards by checking out information from the USGS and the U.S.Federal Government (Links to an external site.).

Possible Hazard Topic Ideas include (but are not limited to):
Lithosphere Hazards
Earthquakes
Volcanoes
Landslides
Sinkholes
To complete this project, follow these instructions:

You will create a poster about a lithosphere hazard. The poster will have two parts, one part will be general information about the hazard, the other part will be a case-study of one hazard event.

For example, if you choose hurricanes, you will research hurricanes(how/why it forms, where it occurs, why is it a hazard, how does it impact humans, what can humans do to prepare themselves, etc… ). You will then pick one hurricane event and write specifically about that tsunami, it’s strength, path, damage and destruction, etc..)

Content wise, you are looking at two to four pages of written content. You also want it to be easy to read. Certain color combinations are difficult to read and will result in a lower than expected grade. I suggest a lighter color background with a darker color text. An academic poster is larger than a 8.5 x 11 sheet of paper. It is 24 x 36 or sometimes a bit larger. Your first step creating the poster should be to set your powerpoint slide to 24 x 36 inches. Now, when you add your text, there will be much more space for everything.

You will also need to include two maps, one of the hazard in general and one of your specific hazard. As this is a poster presentation, images related to the hazard should be included as well.

You will be sharing your posters with your fellow students next week in a discussion so do your best!
If you have never created an academic poster, see the following resources and examples.

This first video below I created showing you how to create an academic poster and what I am looking for. The topic of the poster is different from your poster, but the techniques you will use are the same. Be sure to watch this video so you know what you are creating and how to do it.

For this week’s activity speech, you’ll sell us a new invention in a short, impromptu speech. This means you’ll need to “invent” something and give it a catchy name. Use Monroe’s Motivated Sequence to structure your speech and incorporate two different kinds of support. Here are these steps I would recommend:

Locate an object
Give it a new name
Figure out what it does that is not what it supposed to do
Use Monroe’s Motivated Sequence to write a short (90 seconds?) speech selling it to us
Include two different kinds of support from the chapter
(You can make up the experts or sources you are referencing.)
(This is fun so be silly with it.)
Record yourself when you’re ready
Upload to Canvas
Come back and watch your classmate’s speeches
Decide whether you’re buying what they’re selling
Remember, this is designed to be an impromptu speech, so don’t spend too much time on this. Give yourself like 30 minutes to come up with something and then hit record. Just to be clear, I’m not grading you on how “creative” your invention is. I want to see how well you can structure an argument. Albeit a fallacious one, but still.For this week’s activity speech, you’ll sell us a new invention in a short, impromptu speech. This means you’ll need to “invent” something and give it a catchy name. Use Monroe’s Motivated Sequence (Chapter 17) to structure your speech and incorporate two different kinds of support (Chapter 8). Here are these steps I would recommend:

Locate an object
Give it a new name
Figure out what it does that is not what it supposed to do
Use Monroe’s Motivated Sequence to write a short (90 seconds?) speech selling it to us
Include two different kinds of support from the chapter
(You can make up the experts or sources you are referencing.)
(This is fun so be silly with it.)
Record yourself when you’re ready
Upload to Canvas
Come back and watch your classmate’s speeches
Decide whether you’re buying what they’re selling
Remember, this is designed to be an impromptu speech, so don’t spend too much time on this. Give yourself like 30 minutes to come up with something and then hit record. Just to be clear, I’m not grading you on how “creative” your invention is. I want to see how well you can structure an argument. Albeit a fallacious one, but still.For this week’s activity speech, you’ll sell us a new invention in a short, impromptu speech. This means you’ll need to “invent” something and give it a catchy name. Use Monroe’s Motivated Sequence (Chapter 17) to structure your speech and incorporate two different kinds of support (Chapter 8). Here are these steps I would recommend:

Locate an object
Give it a new name
Figure out what it does that is not what it supposed to do
Use Monroe’s Motivated Sequence to write a short (90 seconds?) speech selling it to us
Include two different kinds of support from the chapter
(You can make up the experts or sources you are referencing.)
(This is fun so be silly with it.)
Record yourself when you’re ready
Upload to Canvas
Come back and watch your classmate’s speeches
Decide whether you’re buying what they’re selling
Remember, this is designed to be an impromptu speech, so don’t spend too much time on this. Give yourself like 30 minutes to come up with something and then hit record. Just to be clear, I’m not grading you on how “creative” your invention is. I want to see how well you can structure an argument. Albeit a fallacious one, but still.For this week’s activity speech, you’ll sell us a new invention in a short, impromptu speech. This means you’ll need to “invent” something and give it a catchy name. Use Monroe’s Motivated Sequence (Chapter 17) to structure your speech and incorporate two different kinds of support (Chapter 8). Here are these steps I would recommend:

Locate an object
Give it a new name
Figure out what it does that is not what it supposed to do
Use Monroe’s Motivated Sequence to write a short (90 seconds?) speech selling it to us
Include two different kinds of support from the chapter
(You can make up the experts or sources you are referencing.)
(This is fun so be silly with it.)
Record yourself when you’re ready
Upload to Canvas
Come back and watch your classmate’s speeches
Decide whether you’re buying what they’re selling
Remember, this is designed to be an impromptu speech, so don’t spend too much time on this. Give yourself like 30 minutes to come up with something and then hit record. Just to be clear, I’m not grading you on how “creative” your invention is. I want to see how well you can structure an argument. Albeit a fallacious one, but still.For this week’s activity speech, you’ll sell us a new invention in a short, impromptu speech. This means you’ll need to “invent” something and give it a catchy name. Use Monroe’s Motivated Sequence (Chapter 17) to structure your speech and incorporate two different kinds of support (Chapter 8). Here are these steps I would recommend:

Locate an object
Give it a new name
Figure out what it does that is not what it supposed to do
Use Monroe’s Motivated Sequence to write a short (90 seconds?) speech selling it to us
Include two different kinds of support from the chapter
(You can make up the experts or sources you are referencing.)
(This is fun so be silly with it.)
Record yourself when you’re ready
Upload to Canvas
Come back and watch your classmate’s speeches
Decide whether you’re buying what they’re selling
Remember, this is designed to be an impromptu speech, so don’t spend too much time on this. Give yourself like 30 minutes to come up with something and then hit record. Just to be clear, I’m not grading you on how “creative” your invention is. I want to see how well you can structure an argument. Albeit a fallacious one, but still.For this week’s activity speech, you’ll sell us a new invention in a short, impromptu speech. This means you’ll need to “invent” something and give it a catchy name. Use Monroe’s Motivated Sequence (Chapter 17) to structure your speech and incorporate two different kinds of support (Chapter 8). Here are these steps I would recommend:

Locate an object
Give it a new name
Figure out what it does that is not what it supposed to do
Use Monroe’s Motivated Sequence to write a short (90 seconds?) speech selling it to us
Include two different kinds of support from the chapter
(You can make up the experts or sources you are referencing.)
(This is fun so be silly with it.)
Record yourself when you’re ready
Upload to Canvas
Come back and watch your classmate’s speeches
Decide whether you’re buying what they’re selling
Remember, this is designed to be an impromptu speech, so don’t spend too much time on this. Give yourself like 30 minutes to come up with something and then hit record. Just to be clear, I’m not grading you on how “creative” your invention is. I want to see how well you can structure an argument. Albeit a fallacious one, but still.For this week’s activity speech, you’ll sell us a new invention in a short, impromptu speech. This means you’ll need to “invent” something and give it a catchy name. Use Monroe’s Motivated Sequence (Chapter 17) to structure your speech and incorporate two different kinds of support (Chapter 8). Here are these steps I would recommend:

Locate an object
Give it a new name
Figure out what it does that is not what it supposed to do
Use Monroe’s Motivated Sequence to write a short (90 seconds?) speech selling it to us
Include two different kinds of support from the chapter
(You can make up the experts or sources you are referencing.)
(This is fun so be silly with it.)
Record yourself when you’re ready
Upload to Canvas
Come back and watch your classmate’s speeches
Decide whether you’re buying what they’re selling
Remember, this is designed to be an impromptu speech, so don’t spend too much time on this. Give yourself like 30 minutes to come up with something and then hit record. Just to be clear, I’m not grading you on how “creative” your invention is. I want to see how well you can structure an argument. Albeit a fallacious one, but still.For this week’s activity speech, you’ll sell us a new invention in a short, impromptu speech. This means you’ll need to “invent” something and give it a catchy name. Use Monroe’s Motivated Sequence (Chapter 17) to structure your speech and incorporate two different kinds of support (Chapter 8). Here are these steps I would recommend:

Locate an object
Give it a new name
Figure out what it does that is not what it supposed to do
Use Monroe’s Motivated Sequence to write a short (90 seconds?) speech selling it to us
Include two different kinds of support from the chapter
(You can make up the experts or sources you are referencing.)
(This is fun so be silly with it.)
Record yourself when you’re ready
Upload to Canvas
Come back and watch your classmate’s speeches
Decide whether you’re buying what they’re selling
Remember, this is designed to be an impromptu speech, so don’t spend too much time on this. Give yourself like 30 minutes to come up with something and then hit record. Just to be clear, I’m not grading you on how “creative” your invention is. I want to see how well you can structure an argument. Albeit a fallacious one, but still.For this week’s activity speech, you’ll sell us a new invention in a short, impromptu speech. This means you’ll need to “invent” something and give it a catchy name. Use Monroe’s Motivated Sequence (Chapter 17) to structure your speech and incorporate two different kinds of support (Chapter 8). Here are these steps I would recommend:

Locate an object
Give it a new name
Figure out what it does that is not what it supposed to do
Use Monroe’s Motivated Sequence to write a short (90 seconds?) speech selling it to us
Include two different kinds of support from the chapter
(You can make up the experts or sources you are referencing.)
(This is fun so be silly with it.)
Record yourself when you’re ready
Upload to Canvas
Come back and watch your classmate’s speeches
Decide whether you’re buying what they’re selling
Remember, this is designed to be an impromptu speech, so don’t spend too much time on this. Give yourself like 30 minutes to come up with something and then hit record. Just to be clear, I’m not grading you on how “creative” your invention is. I want to see how well you can structure an argument. Albeit a fallacious one, but still.For this week’s activity speech, you’ll sell us a new invention in a short, impromptu speech. This means you’ll need to “invent” something and give it a catchy name. Use Monroe’s Motivated Sequence (Chapter 17) to structure your speech and incorporate two different kinds of support (Chapter 8). Here are these steps I would recommend:

Locate an object
Give it a new name
Figure out what it does that is not what it supposed to do
Use Monroe’s Motivated Sequence to write a short (90 seconds?) speech selling it to us
Include two different kinds of support from the chapter
(You can make up the experts or sources you are referencing.)
(This is fun so be silly with it.)
Record yourself when you’re ready
Upload to Canvas
Come back and watch your classmate’s speeches
Decide whether you’re buying what they’re selling
Remember, this is designed to be an impromptu speech, so don’t spend too much time on this. Give yourself like 30 minutes to come up with something and then hit record. Just to be clear, I’m not grading you on how “creative” your invention is. I want to see how well you can structure an argument. Albeit a fallacious one, but still.For this week’s activity speech, you’ll sell us a new invention in a short, impromptu speech. This means you’ll need to “invent” something and give it a catchy name. Use Monroe’s Motivated Sequence (Chapter 17) to structure your speech and incorporate two different kinds of support (Chapter 8). Here are these steps I would recommend:

Locate an object
Give it a new name
Figure out what it does that is not what it supposed to do
Use Monroe’s Motivated Sequence to write a short (90 seconds?) speech selling it to us
Include two different kinds of support from the chapter
(You can make up the experts or sources you are referencing.)
(This is fun so be silly with it.)
Record yourself when you’re ready
Upload to Canvas
Come back and watch your classmate’s speeches
Decide whether you’re buying what they’re selling
Remember, this is designed to be an impromptu speech, so don’t spend too much time on this. Give yourself like 30 minutes to come up with something and then hit record. Just to be clear, I’m not grading you on how “creative” your invention is. I want to see how well you can structure an argument. Albeit a fallacious one, but still.For this week’s activity speech, you’ll sell us a new invention in a short, impromptu speech. This means you’ll need to “invent” something and give it a catchy name. Use Monroe’s Motivated Sequence (Chapter 17) to structure your speech and incorporate two different kinds of support (Chapter 8). Here are these steps I would recommend:

Locate an object
Give it a new name
Figure out what it does that is not what it supposed to do
Use Monroe’s Motivated Sequence to write a short (90 seconds?) speech selling it to us
Include two different kinds of support from the chapter
(You can make up the experts or sources you are referencing.)
(This is fun so be silly with it.)
Record yourself when you’re ready
Upload to Canvas
Come back and watch your classmate’s speeches
Decide whether you’re buying what they’re selling
Remember, this is designed to be an impromptu speech, so don’t spend too much time on this. Give yourself like 30 minutes to come up with something and then hit record. Just to be clear, I’m not grading you on how “creative” your invention is. I want to see how well you can structure an argument. Albeit a fallacious one, but still.For this week’s activity speech, you’ll sell us a new invention in a short, impromptu speech. This means you’ll need to “invent” something and give it a catchy name. Use Monroe’s Motivated Sequence (Chapter 17) to structure your speech and incorporate two different kinds of support (Chapter 8). Here are these steps I would recommend:

Locate an object
Give it a new name
Figure out what it does that is not what it supposed to do
Use Monroe’s Motivated Sequence to write a short (90 seconds?) speech selling it to us
Include two different kinds of support from the chapter
(You can make up the experts or sources you are referencing.)
(This is fun so be silly with it.)
Record yourself when you’re ready
Upload to Canvas
Come back and watch your classmate’s speeches
Decide whether you’re buying what they’re selling
Remember, this is designed to be an impromptu speech, so don’t spend too much time on this. Give yourself like 30 minutes to come up with something and then hit record. Just to be clear, I’m not grading you on how “creative” your invention is. I want to see how well you can structure an argument. Albeit a fallacious one, but still.For this week’s activity speech, you’ll sell us a new invention in a short, impromptu speech. This means you’ll need to “invent” something and give it a catchy name. Use Monroe’s Motivated Sequence (Chapter 17) to structure your speech and incorporate two different kinds of support (Chapter 8). Here are these steps I would recommend:

Locate an object
Give it a new name
Figure out what it does that is not what it supposed to do
Use Monroe’s Motivated Sequence to write a short (90 seconds?) speech selling it to us
Include two different kinds of support from the chapter
(You can make up the experts or sources you are referencing.)
(This is fun so be silly with it.)
Record yourself when you’re ready
Upload to Canvas
Come back and watch your classmate’s speeches
Decide whether you’re buying what they’re selling
Remember, this is designed to be an impromptu speech, so don’t spend too much time on this. Give yourself like 30 minutes to come up with something and then hit record. Just to be clear, I’m not grading you on how “creative” your invention is. I want to see how well you can structure an argument. Albeit a fallacious one, but still.For this week’s activity speech, you’ll sell us a new invention in a short, impromptu speech. This means you’ll need to “invent” something and give it a catchy name. Use Monroe’s Motivated Sequence (Chapter 17) to structure your speech and incorporate two different kinds of support (Chapter 8). Here are these steps I would recommend:

Locate an object
Give it a new name
Figure out what it does that is not what it supposed to do
Use Monroe’s Motivated Sequence to write a short (90 seconds?) speech selling it to us
Include two different kinds of support from the chapter
(You can make up the experts or sources you are referencing.)
(This is fun so be silly with it.)
Record yourself when you’re ready
Upload to Canvas
Come back and watch your classmate’s speeches
Decide whether you’re buying what they’re selling
Remember, this is designed to be an impromptu speech, so don’t spend too much time on this. Give yourself like 30 minutes to come up with something and then hit record. Just to be clear, I’m not grading you on how “creative” your invention is. I want to see how well you can structure an argument. Albeit a fallacious one, but still.For this week’s activity speech, you’ll sell us a new invention in a short, impromptu speech. This means you’ll need to “invent” something and give it a catchy name. Use Monroe’s Motivated Sequence (Chapter 17) to structure your speech and incorporate two different kinds of support (Chapter 8). Here are these steps I would recommend:

Locate an object
Give it a new name
Figure out what it does that is not what it supposed to do
Use Monroe’s Motivated Sequence to write a short (90 seconds?) speech selling it to us
Include two different kinds of support from the chapter
(You can make up the experts or sources you are referencing.)
(This is fun so be silly with it.)
Record yourself when you’re ready
Upload to Canvas
Come back and watch your classmate’s speeches
Decide whether you’re buying what they’re selling
Remember, this is designed to be an impromptu speech, so don’t spend too much time on this. Give yourself like 30 minutes to come up with something and then hit record. Just to be clear, I’m not grading you on how “creative” your invention is. I want to see how well you can structure an argument. Albeit a fallacious one, but still.For this week’s activity speech, you’ll sell us a new invention in a short, impromptu speech. This means you’ll need to “invent” something and give it a catchy name. Use Monroe’s Motivated Sequence (Chapter 17) to structure your speech and incorporate two different kinds of support (Chapter 8). Here are these steps I would recommend:

Locate an object
Give it a new name
Figure out what it does that is not what it supposed to do
Use Monroe’s Motivated Sequence to write a short (90 seconds?) speech selling it to us
Include two different kinds of support from the chapter
(You can make up the experts or sources you are referencing.)
(This is fun so be silly with it.)
Record yourself when you’re ready
Upload to Canvas
Come back and watch your classmate’s speeches
Decide whether you’re buying what they’re selling
Remember, this is designed to be an impromptu speech, so don’t spend too much time on this. Give yourself like 30 minutes to come up with something and then hit record. Just to be clear, I’m not grading you on how “creative” your invention is. I want to see how well you can structure an argument. Albeit a fallacious one, but still.For this week’s activity speech, you’ll sell us a new invention in a short, impromptu speech. This means you’ll need to “invent” something and give it a catchy name. Use Monroe’s Motivated Sequence (Chapter 17) to structure your speech and incorporate two different kinds of support (Chapter 8). Here are these steps I would recommend:

Locate an object
Give it a new name
Figure out what it does that is not what it supposed to do
Use Monroe’s Motivated Sequence to write a short (90 seconds?) speech selling it to us
Include two different kinds of support from the chapter
(You can make up the experts or sources you are referencing.)
(This is fun so be silly with it.)
Record yourself when you’re ready
Upload to Canvas
Come back and watch your classmate’s speeches
Decide whether you’re buying what they’re selling
Remember, this is designed to be an impromptu speech, so don’t spend too much time on this. Give yourself like 30 minutes to come up with something and then hit record. Just to be clear, I’m not grading you on how “creative” your invention is. I want to see how well you can structure an argument. Albeit a fallacious one, but still.For this week’s activity speech, you’ll sell us a new invention in a short, impromptu speech. This means you’ll need to “invent” something and give it a catchy name. Use Monroe’s Motivated Sequence (Chapter 17) to structure your speech and incorporate two different kinds of support (Chapter 8). Here are these steps I would recommend:

Locate an object
Give it a new name
Figure out what it does that is not what it supposed to do
Use Monroe’s Motivated Sequence to write a short (90 seconds?) speech selling it to us
Include two different kinds of support from the chapter
(You can make up the experts or sources you are referencing.)
(This is fun so be silly with it.)
Record yourself when you’re ready
Upload to Canvas
Come back and watch your classmate’s speeches
Decide whether you’re buying what they’re selling
Remember, this is designed to be an impromptu speech, so don’t spend too much time on this. Give yourself like 30 minutes to come up with something and then hit record. Just to be clear, I’m not grading you on how “creative” your invention is. I want to see how well you can structure an argument. Albeit a fallacious one, but still.For this week’s activity speech, you’ll sell us a new invention in a short, impromptu speech. This means you’ll need to “invent” something and give it a catchy name. Use Monroe’s Motivated Sequence (Chapter 17) to structure your speech and incorporate two different kinds of support (Chapter 8). Here are these steps I would recommend:

Locate an object
Give it a new name
Figure out what it does that is not what it supposed to do
Use Monroe’s Motivated Sequence to write a short (90 seconds?) speech selling it to us
Include two different kinds of support from the chapter
(You can make up the experts or sources you are referencing.)
(This is fun so be silly with it.)
Record yourself when you’re ready
Upload to Canvas
Come back and watch your classmate’s speeches
Decide whether you’re buying what they’re selling
Remember, this is designed to be an impromptu speech, so don’t spend too much time on this. Give yourself like 30 minutes to come up with something and then hit record. Just to be clear, I’m not grading you on how “creative” your invention is. I want to see how well you can structure an argument. Albeit a fallacious one, but still.For this week’s activity speech, you’ll sell us a new invention in a short, impromptu speech. This means you’ll need to “invent” something and give it a catchy name. Use Monroe’s Motivated Sequence (Chapter 17) to structure your speech and incorporate two different kinds of support (Chapter 8). Here are these steps I would recommend:

Locate an object
Give it a new name
Figure out what it does that is not what it supposed to do
Use Monroe’s Motivated Sequence to write a short (90 seconds?) speech selling it to us
Include two different kinds of support from the chapter
(You can make up the experts or sources you are referencing.)
(This is fun so be silly with it.)
Record yourself when you’re ready
Upload to Canvas
Come back and watch your classmate’s speeches
Decide whether you’re buying what they’re selling
Remember, this is designed to be an impromptu speech, so don’t spend too much time on this. Give yourself like 30 minutes to come up with something and then hit record. Just to be clear, I’m not grading you on how “creative” your invention is. I want to see how well you can structure an argument. Albeit a fallacious one, but still.For this week’s activity speech, you’ll sell us a new invention in a short, impromptu speech. This means you’ll need to “invent” something and give it a catchy name. Use Monroe’s Motivated Sequence (Chapter 17) to structure your speech and incorporate two different kinds of support (Chapter 8). Here are these steps I would recommend:

Locate an object
Give it a new name
Figure out what it does that is not what it supposed to do
Use Monroe’s Motivated Sequence to write a short (90 seconds?) speech selling it to us
Include two different kinds of support from the chapter
(You can make up the experts or sources you are referencing.)
(This is fun so be silly with it.)
Record yourself when you’re ready
Upload to Canvas
Come back and watch your classmate’s speeches
Decide whether you’re buying what they’re selling
Remember, this is designed to be an impromptu speech, so don’t spend too much time on this. Give yourself like 30 minutes to come up with something and then hit record. Just to be clear, I’m not grading you on how “creative” your invention is. I want to see how well you can structure an argument. Albeit a fallacious one, but still.For this week’s activity speech, you’ll sell us a new invention in a short, impromptu speech. This means you’ll need to “invent” something and give it a catchy name. Use Monroe’s Motivated Sequence (Chapter 17) to structure your speech and incorporate two different kinds of support (Chapter 8). Here are these steps I would recommend:

Locate an object
Give it a new name
Figure out what it does that is not what it supposed to do
Use Monroe’s Motivated Sequence to write a short (90 seconds?) speech selling it to us
Include two different kinds of support from the chapter
(You can make up the experts or sources you are referencing.)
(This is fun so be silly with it.)
Record yourself when you’re ready
Upload to Canvas
Come back and watch your classmate’s speeches
Decide whether you’re buying what they’re selling
Remember, this is designed to be an impromptu speech, so don’t spend too much time on this. Give yourself like 30 minutes to come up with something and then hit record. Just to be clear, I’m not grading you on how “creative” your invention is. I want to see how well you can structure an argument. Albeit a fallacious one, but still.For this week’s activity speech, you’ll sell us a new invention in a short, impromptu speech. This means you’ll need to “invent” something and give it a catchy name. Use Monroe’s Motivated Sequence (Chapter 17) to structure your speech and incorporate two different kinds of support (Chapter 8). Here are these steps I would recommend:

Locate an object
Give it a new name
Figure out what it does that is not what it supposed to do
Use Monroe’s Motivated Sequence to write a short (90 seconds?) speech selling it to us
Include two different kinds of support from the chapter
(You can make up the experts or sources you are referencing.)
(This is fun so be silly with it.)
Record yourself when you’re ready
Upload to Canvas
Come back and watch your classmate’s speeches
Decide whether you’re buying what they’re selling
Remember, this is designed to be an impromptu speech, so don’t spend too much time on this. Give yourself like 30 minutes to come up with something and then hit record. Just to be clear, I’m not grading you on how “creative” your invention is. I want to see how well you can structure an argument. Albeit a fallacious one, but still.

For this assignment, download Week 5 Give Back Project Assessment Instructions. Read the instructions carefully and watch all the videos to develop and submit the following documents for the GIVE BACK Black-Tie Gala:
18. Project Lessons Learned
19. Final Project Report
Each of these documents can be found as separate tabs in the Give Back Project Management Plan Excel document.
Submit your assignment along with the Executing, Monitoring, and Controlling a Project assignment developed in Week 4.