Tag: Social Science

  • [Solved] Criminology

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    Probationers retain many of the same rights as non-convicted citizens, yet the confidentiality of Pre-Sentence Investigation (PSI) reports remains a contentious issue. Explore the reasons why many probation officers object to making PSI reports available to the defense. Consider the implications of …

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    Probationers retain many of the same rights as non-convicted citizens, yet the confidentiality of Pre-Sentence Investigation (PSI) reports remains a contentious issue. Explore the reasons why many probation officers object to making PSI reports available to the defense. Consider the implications of confidentiality for the probationer, the victim, and the broader community. Discuss whether transparency in sentencing information is more beneficial or harmful in the context of probation, taking into account issues of privacy, security, and the potential impact on the probationer's rehabilitation and reintegration into society.

  • [Solved] SOC 2

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  • [Solved] SOC

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  • [Solved] BIBO 3D

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    \ IMG_5286.png](https://www.sweetstudy.com/files/img-5286-png "IMG_5286.png")

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  • [Solved] BIBO 3A

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    \ IMG_5292.jpeg](https://www.sweetstudy.com/files/img-5292-jpeg "IMG_5292.jpeg") \ IMG_5289.png](https://www.sweetstudy.com/files/img-5289-png "IMG_5289.png") \ IMG_5291.png](https://www.sweetstudy.com/files/img-5291-png "IMG_5291.png") \ IMG_5290.jpeg](https://www.sweetstudy.com/files/img-5…

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  • [Solved] Social Science Assignment 1

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  • [Solved] Social Science – Sociology Assignment 2

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    Please see attached file. – ## Inthiscourse.docx – ## SOCW_6060_week02_dissectingATheory_toBuild.docx – SOCW_6060_FourCaseStudies_toBuild.pdf **## Inthiscourse.docx** In this course, you will be asked to select one case study and to use it throughout the entire course. By doing this, you will…

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    Please see attached file.

    – ## Inthiscourse.docx

    – ## SOCW_6060_week02_dissectingATheory_toBuild.docx

    – SOCW_6060_FourCaseStudies_toBuild.pdf

    **## Inthiscourse.docx**

    In this course, you will be asked to select one case study and to use it throughout the entire course. By doing this, you will have the opportunity to see how theories guide your view of a client and the client’s presenting problem. Although the case may be the same, each time you use a different theory, your perspective of the problem changes, which then changes how you go about asking the assessment questions and how you intervene.

    The first theoretical approach you will use to apply to a case study is systems theory. In other words, your theoretical orientation—your lens—will be systems theory as you analyze a social work case study.

    Different theories can be used to take a systems approach. For example, Bertalanffy’s General Systems Theory considers how a system is made of smaller subsystems that influence each other and seek homeostasis, whereas Brofennerbrenner’s Ecological Systems Theory focuses on how an individual’s experience is influenced by different system levels (micro, meso, exo, macro, and chrono). Systems theory is commonly used to understand the interrelationships of the systems (e.g., family, community, organizations, society) of the client. If you are working with families, communities, and organizations, it is also beneficial to use systems theory to get a holistic picture of all the interrelated parts of the system.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/184704/modules/items/7657412)

    To Prepare

    · Select and focus on one of four case studies listed in the Learning Resources. You will use this same case study throughout the course. NOTE CASE STUDIES ATTACHED SEPERATELY.

    · Complete the Dissecting a Theory and Its Application to a Case Study Worksheet found in the Learning Resources. Keep this Worksheet as the first entry for your Theories Study Guide compilation that you will submit in Week 11.

    ASSIGNMENT BELOW.

    **Submit** your completed Dissecting a Theory and Its Application to a Case Study Worksheet. When completing the Worksheet, do the following:

    · Focus on the identified client within your chosen case.

    · Analyze the case using a systems approach, taking into consideration both family and community systems.

    **## SOCW_6060_week02_dissectingATheory_toBuild.docx**

    **Worksheet: Dissecting a Theory and Its Application to a Case Study**

    Most theories can be dissected and analyzed. All theories will tell you something about their focus or unit of analysis. A theory will identify its major or key concepts. It will also point to the definition of the problem and its cause. This then guides how the social worker assesses and intervenes, because the theory will also articulate the role of the social worker and how change occurs.

    | |
    | — |
    | **Basic Assumptions of the Theory**<br>**Directions: For each section, respond in 2 to 3 sentences to the following prompts. Where relevant, provide citations to support your claims.** |
    | Name of theory |
    | Name of theorist |
    | What are the major assumptions of the theory? |
    | What are the theory’s key concepts? |
    | What is the theory’s focus or unit of analysis? |
    | What is the theory’s overall explanation for the cause of problems? |
    | |
    | **Application to a Case Study <insert the name of the client>**<br>**Directions: For each section, respond to the following prompts. Where relevant, provide citations to support your claims.** |
    | In 1 to 2 sentences, how does the theory define the client’s presenting problem? |
    | In 1 to 2 sentences, how does the theory explain the cause of the client’s presenting problem? |
    | In 1 to 2 sentences, how does the theory explain the role of the social worker for this client? |
    | In 1 to 2 sentences, what does the theory say about how this client will improve or how change will occur? |
    | Using the theory, list two to three (2–3) assessment questions to ask this client to explore the client’s goals and how they will get there. |
    | According to the theory, identify two to three (2–3) specific practice intervention strategies for the client relative to the presenting problem. For each, explain in 1 sentence how it will help meet the client’s goals. |
    | Based on the theory, list two to three (2–3) outcomes when analyzing whether an intervention is effective. |
    | What is one strength and one limitation in using this theory for this client? |
    | |
    | **Questions to Consider When Analyzing the Theory**<br>_You are not required to answer these questions for this assignment. However, these questions could help stimulate thinking whenever you are asked to analyze a theory._ |
    | To what extent does the theory apply widely to diverse situations? Or does it apply narrowly to particular situations? |
    | Is the theory ethical? Is it consistent with the NASW Code of Ethics? |
    | Is the theory congruent with the professional value base of the social work field? |
    | How cost effective would it be to implement interventions based on the theory? |
    | To what extent does the theory fit within the organization’s or agency’s philosophy? |
    | What do research studies say about how effective the interventions are? |

    1

    © Walden University, LLC

    **SOCW_6060_FourCaseStudies_toBuild.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/socw-6060-fourcasestudies-tobuild-pdf-10391559)

    **SOCW_6060_FourCaseStudies_toBuild.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/socw-6060-fourcasestudies-tobuild-pdf-10391559)

    **## Inthiscourse.docx**

    In this course, you will be asked to select one case study and to use it throughout the entire course. By doing this, you will have the opportunity to see how theories guide your view of a client and the client’s presenting problem. Although the case may be the same, each time you use a different theory, your perspective of the problem changes, which then changes how you go about asking the assessment questions and how you intervene.

    The first theoretical approach you will use to apply to a case study is systems theory. In other words, your theoretical orientation—your lens—will be systems theory as you analyze a social work case study.

    Different theories can be used to take a systems approach. For example, Bertalanffy’s General Systems Theory considers how a system is made of smaller subsystems that influence each other and seek homeostasis, whereas Brofennerbrenner’s Ecological Systems Theory focuses on how an individual’s experience is influenced by different system levels (micro, meso, exo, macro, and chrono). Systems theory is commonly used to understand the interrelationships of the systems (e.g., family, community, organizations, society) of the client. If you are working with families, communities, and organizations, it is also beneficial to use systems theory to get a holistic picture of all the interrelated parts of the system.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/184704/modules/items/7657412)

    To Prepare

    · Select and focus on one of four case studies listed in the Learning Resources. You will use this same case study throughout the course. NOTE CASE STUDIES ATTACHED SEPERATELY.

    · Complete the Dissecting a Theory and Its Application to a Case Study Worksheet found in the Learning Resources. Keep this Worksheet as the first entry for your Theories Study Guide compilation that you will submit in Week 11.

    ASSIGNMENT BELOW.

    **Submit** your completed Dissecting a Theory and Its Application to a Case Study Worksheet. When completing the Worksheet, do the following:

    · Focus on the identified client within your chosen case.

    · Analyze the case using a systems approach, taking into consideration both family and community systems.

    **## SOCW_6060_week02_dissectingATheory_toBuild.docx**

    **Worksheet: Dissecting a Theory and Its Application to a Case Study**

    Most theories can be dissected and analyzed. All theories will tell you something about their focus or unit of analysis. A theory will identify its major or key concepts. It will also point to the definition of the problem and its cause. This then guides how the social worker assesses and intervenes, because the theory will also articulate the role of the social worker and how change occurs.

    | |
    | — |
    | **Basic Assumptions of the Theory**<br>**Directions: For each section, respond in 2 to 3 sentences to the following prompts. Where relevant, provide citations to support your claims.** |
    | Name of theory |
    | Name of theorist |
    | What are the major assumptions of the theory? |
    | What are the theory’s key concepts? |
    | What is the theory’s focus or unit of analysis? |
    | What is the theory’s overall explanation for the cause of problems? |
    | |
    | **Application to a Case Study <insert the name of the client>**<br>**Directions: For each section, respond to the following prompts. Where relevant, provide citations to support your claims.** |
    | In 1 to 2 sentences, how does the theory define the client’s presenting problem? |
    | In 1 to 2 sentences, how does the theory explain the cause of the client’s presenting problem? |
    | In 1 to 2 sentences, how does the theory explain the role of the social worker for this client? |
    | In 1 to 2 sentences, what does the theory say about how this client will improve or how change will occur? |
    | Using the theory, list two to three (2–3) assessment questions to ask this client to explore the client’s goals and how they will get there. |
    | According to the theory, identify two to three (2–3) specific practice intervention strategies for the client relative to the presenting problem. For each, explain in 1 sentence how it will help meet the client’s goals. |
    | Based on the theory, list two to three (2–3) outcomes when analyzing whether an intervention is effective. |
    | What is one strength and one limitation in using this theory for this client? |
    | |
    | **Questions to Consider When Analyzing the Theory**<br>_You are not required to answer these questions for this assignment. However, these questions could help stimulate thinking whenever you are asked to analyze a theory._ |
    | To what extent does the theory apply widely to diverse situations? Or does it apply narrowly to particular situations? |
    | Is the theory ethical? Is it consistent with the NASW Code of Ethics? |
    | Is the theory congruent with the professional value base of the social work field? |
    | How cost effective would it be to implement interventions based on the theory? |
    | To what extent does the theory fit within the organization’s or agency’s philosophy? |
    | What do research studies say about how effective the interventions are? |

    1

    © Walden University, LLC

    **SOCW_6060_FourCaseStudies_toBuild.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/socw-6060-fourcasestudies-tobuild-pdf-10391559)

    **## Inthiscourse.docx**

    In this course, you will be asked to select one case study and to use it throughout the entire course. By doing this, you will have the opportunity to see how theories guide your view of a client and the client’s presenting problem. Although the case may be the same, each time you use a different theory, your perspective of the problem changes, which then changes how you go about asking the assessment questions and how you intervene.

    The first theoretical approach you will use to apply to a case study is systems theory. In other words, your theoretical orientation—your lens—will be systems theory as you analyze a social work case study.

    Different theories can be used to take a systems approach. For example, Bertalanffy’s General Systems Theory considers how a system is made of smaller subsystems that influence each other and seek homeostasis, whereas Brofennerbrenner’s Ecological Systems Theory focuses on how an individual’s experience is influenced by different system levels (micro, meso, exo, macro, and chrono). Systems theory is commonly used to understand the interrelationships of the systems (e.g., family, community, organizations, society) of the client. If you are working with families, communities, and organizations, it is also beneficial to use systems theory to get a holistic picture of all the interrelated parts of the system.

    Resources

    Be sure to review the Learning Resources before completing this activity.
    Click the weekly resources link to access the resources.

    [**WEEKLY RESOURCES**](https://waldenu.instructure.com/courses/184704/modules/items/7657412)

    To Prepare

    · Select and focus on one of four case studies listed in the Learning Resources. You will use this same case study throughout the course. NOTE CASE STUDIES ATTACHED SEPERATELY.

    · Complete the Dissecting a Theory and Its Application to a Case Study Worksheet found in the Learning Resources. Keep this Worksheet as the first entry for your Theories Study Guide compilation that you will submit in Week 11.

    ASSIGNMENT BELOW.

    **Submit** your completed Dissecting a Theory and Its Application to a Case Study Worksheet. When completing the Worksheet, do the following:

    · Focus on the identified client within your chosen case.

    · Analyze the case using a systems approach, taking into consideration both family and community systems.

    **## SOCW_6060_week02_dissectingATheory_toBuild.docx**

    **Worksheet: Dissecting a Theory and Its Application to a Case Study**

    Most theories can be dissected and analyzed. All theories will tell you something about their focus or unit of analysis. A theory will identify its major or key concepts. It will also point to the definition of the problem and its cause. This then guides how the social worker assesses and intervenes, because the theory will also articulate the role of the social worker and how change occurs.

    | |
    | — |
    | **Basic Assumptions of the Theory**<br>**Directions: For each section, respond in 2 to 3 sentences to the following prompts. Where relevant, provide citations to support your claims.** |
    | Name of theory |
    | Name of theorist |
    | What are the major assumptions of the theory? |
    | What are the theory’s key concepts? |
    | What is the theory’s focus or unit of analysis? |
    | What is the theory’s overall explanation for the cause of problems? |
    | |
    | **Application to a Case Study <insert the name of the client>**<br>**Directions: For each section, respond to the following prompts. Where relevant, provide citations to support your claims.** |
    | In 1 to 2 sentences, how does the theory define the client’s presenting problem? |
    | In 1 to 2 sentences, how does the theory explain the cause of the client’s presenting problem? |
    | In 1 to 2 sentences, how does the theory explain the role of the social worker for this client? |
    | In 1 to 2 sentences, what does the theory say about how this client will improve or how change will occur? |
    | Using the theory, list two to three (2–3) assessment questions to ask this client to explore the client’s goals and how they will get there. |
    | According to the theory, identify two to three (2–3) specific practice intervention strategies for the client relative to the presenting problem. For each, explain in 1 sentence how it will help meet the client’s goals. |
    | Based on the theory, list two to three (2–3) outcomes when analyzing whether an intervention is effective. |
    | What is one strength and one limitation in using this theory for this client? |
    | |
    | **Questions to Consider When Analyzing the Theory**<br>_You are not required to answer these questions for this assignment. However, these questions could help stimulate thinking whenever you are asked to analyze a theory._ |
    | To what extent does the theory apply widely to diverse situations? Or does it apply narrowly to particular situations? |
    | Is the theory ethical? Is it consistent with the NASW Code of Ethics? |
    | Is the theory congruent with the professional value base of the social work field? |
    | How cost effective would it be to implement interventions based on the theory? |
    | To what extent does the theory fit within the organization’s or agency’s philosophy? |
    | What do research studies say about how effective the interventions are? |

    1

    © Walden University, LLC

    **SOCW_6060_FourCaseStudies_toBuild.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/socw-6060-fourcasestudies-tobuild-pdf-10391559)

    – 1
    – 2
    – 3

  • [Solved] Discussion Board Social Work Class

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    I NEED COMPLETE ASAP TONIGHT AT 1030pm EST. EXERCISE 4.7: ASSESSING BIO-PSYCHO-SOCIAL AND CULTURAL COMPONENTS Goal: To learn to have a bio-psycho-social and cultural perspective in assessing clients. Step 1: Review the material in this chapter on bio-psycho-social and cultural assessment. Step 2: An…

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    I NEED COMPLETE ASAP TONIGHT AT 1030pm EST.
    EXERCISE 4.7: ASSESSING BIO-PSYCHO-SOCIAL AND CULTURAL COMPONENTS
    Goal: To learn to have a bio-psycho-social and cultural perspective in assessing clients.
    Step 1: Review the material in this chapter on bio-psycho-social and cultural assessment.
    Step 2: Answer the following questions about this case.
    William Weatherford is a social worker, employed as a parole officer. He is assigned the case of Jim Mills, a man who has recently been paroled. The following is background information.
    When Jim Mills was 2 years old, his mother remarried. His stepfather beat him with 2×4’s when he did not eat his food fast enough or when he did not finish what was put on his plate. He was tied with ropes and locked in closets. When Jim turned 5, he was not allowed in the house during the day. If he wet his pants, he was made to wear those clothes unwashed the next day. Covered with bruises, dried urine, and feces, Jim was put outside and told to behave himself. School was another torment. He was labeled as antisocial when he did not play with the other children. By this time, Jim recoiled if anyone came too close to him or tried to touch him.
    Eventually, relatives, who believed he would soon be killed, talked his mother into allowing them to adopt him. He was given tutors to help him catch up with his schoolwork. He joined Cub Scouts and had his own bodybuilding equipment. It sounds like a happy ending—it wasn’t.
    One snowy winter evening his family went out to dinner with the next-door neighbors. Jim, now a teenager, walked over to talk to that neighbor’s daughter, a friend who attended the same high school. They drank some soda and watched television. They snacked on some pizza. The girl told Jim to leave because their parents would soon be getting home. Jim did something entirely different. He picked up a knife and stabbed her more than 50 times. Knife in hand, he walked home, leaving a trail of blood in the sparkling snow. He climbed into bed without changing his bloody clothes and went to sleep. Police found him there within the hour.
    The girl’s family was well known in the community. The press jumped on the story. Jim answered any question he was asked, except for questions about the night of the murder. The court showed some leniency. Jim was sentenced to 25 years of prison. His survivor instinct intact, he learned many things in prison, some good and some bad. He discovered drugs. He found out they would take away some of the pain. He found out he had an exceptionally high IQ. He found the prison library, where he devoured books on philosophy, religion, history, and metaphysics. He was initiated into the Native American Sweat Lodge. The Sweat Lodge is a ceremonial sauna and is an important event in many Native American cultures. It represents acceptance and respect from fellow Native Americans.
    When Jim had done a little over 15 years of his time, he was paroled. The family that adopted him had stayed in touch but did not want him to return to their home. So he returned to the first neighborhood he lived in to live with his aunt.
    ■ What are the possible biological variables in this case?
    ■ What are the possible psychological variables in this case?
    ■ What are the possible sociological variables in this case?
    ■ What are possible cultural variables in this case?
    Chapter 8
    the book is : Hepworth, D. H., Rooney, R. H., Rooney, G. D., Strom-Gottfried, K., & Loose, D. J. (2023). _Empowerment series: Direct social work practice: Theory and skills_(11th ed.). Cengage Learning.

  • [Solved] Topic Selection & Outline Draf

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Attached below – ## BlankSpeechOutline.docx – ## BlankSpeechOutlinewInstruction.docx – ## Ch10TheBodyoftheSpeech.pptx – ## Ch12Outliningthespeech.pptx – ## Ch11IntoConclusions.pptx – ## FamousPeopleList.docx – ## Ch9PresentationAids.pptx – IMG_9849.png – IMG_9848.png – MedicalRobotOutline.docx **#…

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    Assignment Prompt & Instructions

    Attached below

    – ## BlankSpeechOutline.docx

    – ## BlankSpeechOutlinewInstruction.docx

    – ## Ch10TheBodyoftheSpeech.pptx

    – ## Ch12Outliningthespeech.pptx

    – ## Ch11IntoConclusions.pptx

    – ## FamousPeopleList.docx

    – ## Ch9PresentationAids.pptx

    – IMG_9849.png
    – IMG_9848.png
    – MedicalRobotOutline.docx

    **## BlankSpeechOutline.docx**

    Basic Speech Outline w Notes

    I. Introduction

    a. Attention Getter: A quick statement/quote/story that will grab the audiences attention.

    b. Credibility Statement: Brag on yourself. Tell us why we should be listening to you. What makes you the subject matter expert.

    c. Preview of Main Points: One quick sentence that lays out the structure of the speech. For example, “Today I want to tell you about X and Y.”

    Transition: “So lets get started with X” or “Lets jump into X” …. Something that tells us where the speech is going.

    II. Main Point I: Your first topic

    a. Support: Information that explains your first topic.

    b. Support: Different information that explains your first topic.

    Transition: Sentence that wraps up your first point and introduces the next. This is ONE sentence.

    III. Main Point II: Your second topic

    a. Support: Information that explains your second topic.

    b. Support: Different information that explains your second topic.

    IV. Conclusion

    a. Review of Main Points: “Today we discussed X and Y”

    b. Closing Statement: This is similar to the attention getter. It can be a story, quote, statistics, etc. Be careful not to introduce a new point in the conclusion.

    Reference Page

    **## BlankSpeechOutlinewInstruction.docx**

    Basic Speech Outline w Section Instruction Notes

    I. Introduction

    a. Attention Getter: A quick statement/quote/story that will grab the audiences attention.

    b. Credibility Statement: Brag on yourself. Tell us why we should be listening to you. What makes you the subject matter expert.

    c. Preview of Main Points: One quick sentence that lays out the structure of the speech. For example, “Today I want to tell you about X and Y.”

    Transition: “So lets get started with X” or “Lets jump into X” …. Something that tells us where the speech is going.

    II. Main Point I: Your first topic

    a. Support: Information that explains your first topic.

    b. Support: Different information that explains your first topic.

    Transition: Sentence that wraps up your first point and introduces the next. This is ONE sentence.

    III. Main Point II: Your second topic

    a. Support: Information that explains your second topic.

    b. Support: Different information that explains your second topic.

    IV. Conclusion

    a. Review of Main Points: “Today we discussed X and Y”

    b. Closing Statement: This is similar to the attention getter. It can be a story, quote, statistics, etc. Be careful not to introduce a new point in the conclusion.

    Reference Page

    **## Ch10TheBodyoftheSpeech.pptx**

    The Body of the Speech

    Chapter 10

    Creating The Body

    Main Points: Key assertions made to develop the central idea

    Limit the number

    Restrict each to a single idea

    Avoid announcements

    Organizing Main Points

    Chronological

    Cause-Effect

    Problem-Solution

    Topical (categorical)

    Support Materials

    Mutual Exclusivity: What you use in one point may never be used again!

    Important Notes

    Transitions

    Spotlights

    Questions?

    ## image6.png

    ## image7.svg

    .MsftOfcThm_Accent1_Fill {
    fill:#4472C4;
    }
    .MsftOfcThm_Accent1_Stroke {
    stroke:#4472C4;
    }

    ## image1.jpeg

    ## image8.png

    ## image9.svg

    .MsftOfcThm_Accent1_Fill {
    fill:#4472C4;
    }
    .MsftOfcThm_Accent1_Stroke {
    stroke:#4472C4;
    }

    ## image2.png

    ## image3.png

    ## image4.png

    ## image5.png

    **## Ch12Outliningthespeech.pptx**

    Outlining the speech

    Chapter 12

    The process

    1. create the outline

    2. prepare speaking notes

    3. practice, practice, practice

    4. deliver the speech

    Outline formats

    Topic formats

    Complete sentence formats

    For this class you must….

    Use Complete sentence format

    Fully develop your thought processes

    Allows me to understand your thought process better

    Subdivision rules

    Use the standard system of subdivisons

    If there is a 1 there must be a 2

    Parts of the Outline

    Title (you will not say this – but every speech needs a title)

    Purposes and central idea

    Introduction and conclusion

    Body

    Transitions

    Bibliography

    Visual aids

    Speaking notes

    3×5 notecards (max of 2)

    Guideposts

    Increases confidence and security

    Note cards are one sided

    Use phrases, not sentences

    Colors help

    Test the outline

    Question the outline (p. 231)

    Revise

    Cut material if needed

    ## image1.jpeg

    ## image2.png

    ## image3.png

    **## Ch11IntoConclusions.pptx**

    Introductions & Conclusions

    Chapter 11

    z

    Gain Attention & Interest

    Attention Grabbers

    Relate a story

    Ask a Question

    Use a Quote

    Visual Aid

    z

    Orient the Audience

    Credibility Statement

    Preview Main Points

    z

    WRITE THE INTRO LAST!!!!

    z

    Conclusions

    Signal the End

    Summarize what you said

    Give a clincher

    z

    Guidelines

    Don’t drag it out

    Don’t end weakly

    Don’t apologize

    Never add a new point

    z

    Questions?

    z

    ## image1.jpeg

    ## image2.png

    ## image3.png

    ## image4.png

    ## image5.png

    ## image6.png

    ## image7.jpeg

    **## FamousPeopleList.docx**

    1. Michael Collins – Apollo 11 3rd man

    2. Kia Silverbrook – Australian Inventor

    3. Gustav Whitehead – Pilot

    4. Amy Johnson – British Amelia Earhart

    5. Alfred Russel Wallace – Darwins scientific rival

    6. Lori Lightfoot – Chicago’s first black female lesbian mayor

    7. Ferdinand Demara – Imposter

    8. Bayard Rustin – MLK key advisor/Medal of Freedom

    9. Sirimavo Ratwatte Dias Bandaranaike – PM of Sri Lanka 1960

    10. Monica Roberts – Trans rights activist/journalist

    11. Shirley Chisholm – 1st female AA elected to congress

    12. Tecumseh – Native American warrior

    13. Jim Thorpe – first Native American to win a gold medal for the United States

    14. Newton Perry – Weeki Wachee, Fl mermaid visionary

    15. Alexander Fleming – antibiotics

    16. Gregory Goodwin Pincus – oral contraceptives

    17. George de Mestral – Velcro

    18. Stephanie Kwolek – Kevlar

    19. Dr. James Duke – Trauma Surgeon

    20. Haskell Karp – 1st artificial heart transplant recipient

    21. Sonia Sotomayor – 1st Hispanic supreme court member

    22. Margaret Montoya – 1st Latina admitted to Harvard Law School

    23. James McCune Smith – 1st AA to hold a med degree

    24. Millicent Mackenzie – 1st female professor in the UK

    25. Ruth Simmons – 1st AA woman President of an Ivy League/Brown Uni

    26. Irene Joliot-Curie – Nobel Prize in Chemistry

    27. Candy Lightner – MADD Founder

    28. Tiananmen Tank Man

    29. Frank Wills – Watergate Security Officer

    30. Lilly Ledbetter – Fair Pay Act

    31. Irena Sendler – Polish Social Worker in 1939

    32. Tim Berners Lee – Created the WWW

    33. Joseph Warren – Father of Revolution

    34. Grady Stiles – Lobster Boy

    35. Ignaz Semmelweis – disinfectant

    36. Christine Jorgensen – 1st trans person to have sex reassignment surgery

    37. Katie Mulcahey – Fought The Sullivan Ordinance in NY

    38. Leif Erikson – Norse Explorer

    39. Jeanette Rankin – elected to congress in 1916

    40. Cai Lun – invented paper

    41. Dr. Goodenough – lithium batteries

    42. Hedy Lamarr – frequency hopping

    43. Jean Lafitte – French pirate

    44. Paul Williams – celebrity architect

    45. Otis Blackwell – musician

    46. Rosalind Franklin–key figure in the discovery of the structure of DNA

    47. Maurice Hilleman–microbiologist who was pioneer in vaccine development

    48. Daniel Burnham–influential architect and city planner for Chicago

    49. Ted Parker–one of the greatest field ornithologists

    50. Amelia Boynton Robinson – Civil rights activist

    51. Diane Nash – sit ins

    52. Andrée de Jongh, aka Dédée – woman who formed the Comet line

    53. Susan Kare – the Mac more user-friendly

    54. Beulah Henry – inventor

    55. Khaled Mohamed Saeed – killed for being online

    56. Shuping Wang: Whistleblower who exposed HIV scandal in China

    57. Philo Farnsworth – The actual inventor of the television

    58. Nellie Bly – journalist

    59. Upton Sinclair – infiltrated the Chicago meat packing industry

    60. Judith Butler – gender and recognition philosopher

    61. Slavoj Zizek –philosopher

    **## Ch9PresentationAids.pptx**

    Why use visual aids?

    Make ideas clear and understandable

    1

    Make a speech more interesting

    2

    Can help an audience remember facts and details

    3

    Why use visual aids

    Make long complicated explanations unnecessary

    1

    Help prove a point

    2

    Can add to your credibility (if used correctly)

    3

    Types of visual aids

    LINE GRAPH

    BAR GRAPH

    Series 1 Category 1 Category 2 Category 3 Category 4 4.3 2.5 3.5 4.5 Series 2 Category 1 Category 2 Category 3 Category 4 2.4 4.4000000000000004 1.8 2.8 Series 3 Category 1 Category 2 Category 3 Category 4 2 2 3 5

    Series 1 Category 1 Category 2 Category 3 Category 4 4.3 2.5 3.5 4.5 Series 2 Category 1 Category 2 Category 3 Category 4 2.4 4.4000000000000004 1.8 2.8 Series 3 Category 1 Category 2 Category 3 Category 4 2 2 3 5

    Types of visual aids

    PIE GRAPH

    PICTORIAL GRAPH

    Sales 1st Qtr 2nd Qtr 3rd Qtr 4th Qtr 8.1999999999999993 3.2 1.4 1.2

    Bad Visual Aid

    Bad Visual Aids

    Other visual aids

    Videos

    Animations

    Objects

    Models

    Basics

    Write

    Write the outline first

    Review

    Review your outline for points that need highlighting

    Decide

    Decide what type of visual aid is best

    Create

    Create the Visual Aid

    Practice

    Practice, practice, practice

    Make

    Make sure that you – not the slides – are dominate!

    Media for visual aids

    BOARDS

    POSTERS

    Presenting visual aids

    Pick the right time to unveil your visual aid

    Never circulate your aid among the audience

    Don’t let visuals distract from your message

    Don’t talk to your visual aid

    Use progressive revelation

    Plan for emergencies

    Your visual aid must add to the

    SUBSTANCE

    of your speech

    Out of Class Assignment for Thursday 10/12

    Create and record yourself delivering the speech “My favorite childhood memory.”

    1-2 minutes. You will be penalized if you do hit the one minute.

    Upload via Kaltura to blackboard.

    This is for a grade.

    It is optional to use your visual aid.

    Do NOT read the speech. Deliver it as you would in class.

    Be prepared to deliver it again in class on Tuesday WITH your visual aid.

    Questions?

    ## image1.jpeg

    ## image2.png

    ## image3.png

    ## image4.png

    ## image5.png

    ## image6.jpeg

    ## image7.png

    ## image8.jpeg

    ## image9.gif

    ## image10.jpeg

    ## image11.png

    ## image12.jpeg

    ## image13.png

    ## image14.png

    **IMG_9849.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-9849-png-10389621)

    **IMG_9848.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-9848-png-10389623)

    **MedicalRobotOutline.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/medicalrobotoutline-docx)

    **MedicalRobotOutline.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/medicalrobotoutline-docx)

    **## BlankSpeechOutline.docx**

    Basic Speech Outline w Notes

    I. Introduction

    a. Attention Getter: A quick statement/quote/story that will grab the audiences attention.

    b. Credibility Statement: Brag on yourself. Tell us why we should be listening to you. What makes you the subject matter expert.

    c. Preview of Main Points: One quick sentence that lays out the structure of the speech. For example, “Today I want to tell you about X and Y.”

    Transition: “So lets get started with X” or “Lets jump into X” …. Something that tells us where the speech is going.

    II. Main Point I: Your first topic

    a. Support: Information that explains your first topic.

    b. Support: Different information that explains your first topic.

    Transition: Sentence that wraps up your first point and introduces the next. This is ONE sentence.

    III. Main Point II: Your second topic

    a. Support: Information that explains your second topic.

    b. Support: Different information that explains your second topic.

    IV. Conclusion

    a. Review of Main Points: “Today we discussed X and Y”

    b. Closing Statement: This is similar to the attention getter. It can be a story, quote, statistics, etc. Be careful not to introduce a new point in the conclusion.

    Reference Page

    **## BlankSpeechOutlinewInstruction.docx**

    Basic Speech Outline w Section Instruction Notes

    I. Introduction

    a. Attention Getter: A quick statement/quote/story that will grab the audiences attention.

    b. Credibility Statement: Brag on yourself. Tell us why we should be listening to you. What makes you the subject matter expert.

    c. Preview of Main Points: One quick sentence that lays out the structure of the speech. For example, “Today I want to tell you about X and Y.”

    Transition: “So lets get started with X” or “Lets jump into X” …. Something that tells us where the speech is going.

    II. Main Point I: Your first topic

    a. Support: Information that explains your first topic.

    b. Support: Different information that explains your first topic.

    Transition: Sentence that wraps up your first point and introduces the next. This is ONE sentence.

    III. Main Point II: Your second topic

    a. Support: Information that explains your second topic.

    b. Support: Different information that explains your second topic.

    IV. Conclusion

    a. Review of Main Points: “Today we discussed X and Y”

    b. Closing Statement: This is similar to the attention getter. It can be a story, quote, statistics, etc. Be careful not to introduce a new point in the conclusion.

    Reference Page

    **## Ch10TheBodyoftheSpeech.pptx**

    The Body of the Speech

    Chapter 10

    Creating The Body

    Main Points: Key assertions made to develop the central idea

    Limit the number

    Restrict each to a single idea

    Avoid announcements

    Organizing Main Points

    Chronological

    Cause-Effect

    Problem-Solution

    Topical (categorical)

    Support Materials

    Mutual Exclusivity: What you use in one point may never be used again!

    Important Notes

    Transitions

    Spotlights

    Questions?

    ## image6.png

    ## image7.svg

    .MsftOfcThm_Accent1_Fill {
    fill:#4472C4;
    }
    .MsftOfcThm_Accent1_Stroke {
    stroke:#4472C4;
    }

    ## image1.jpeg

    ## image8.png

    ## image9.svg

    .MsftOfcThm_Accent1_Fill {
    fill:#4472C4;
    }
    .MsftOfcThm_Accent1_Stroke {
    stroke:#4472C4;
    }

    ## image2.png

    ## image3.png

    ## image4.png

    ## image5.png

    **## Ch12Outliningthespeech.pptx**

    Outlining the speech

    Chapter 12

    The process

    1. create the outline

    2. prepare speaking notes

    3. practice, practice, practice

    4. deliver the speech

    Outline formats

    Topic formats

    Complete sentence formats

    For this class you must….

    Use Complete sentence format

    Fully develop your thought processes

    Allows me to understand your thought process better

    Subdivision rules

    Use the standard system of subdivisons

    If there is a 1 there must be a 2

    Parts of the Outline

    Title (you will not say this – but every speech needs a title)

    Purposes and central idea

    Introduction and conclusion

    Body

    Transitions

    Bibliography

    Visual aids

    Speaking notes

    3×5 notecards (max of 2)

    Guideposts

    Increases confidence and security

    Note cards are one sided

    Use phrases, not sentences

    Colors help

    Test the outline

    Question the outline (p. 231)

    Revise

    Cut material if needed

    ## image1.jpeg

    ## image2.png

    ## image3.png

    **## Ch11IntoConclusions.pptx**

    Introductions & Conclusions

    Chapter 11

    z

    Gain Attention & Interest

    Attention Grabbers

    Relate a story

    Ask a Question

    Use a Quote

    Visual Aid

    z

    Orient the Audience

    Credibility Statement

    Preview Main Points

    z

    WRITE THE INTRO LAST!!!!

    z

    Conclusions

    Signal the End

    Summarize what you said

    Give a clincher

    z

    Guidelines

    Don’t drag it out

    Don’t end weakly

    Don’t apologize

    Never add a new point

    z

    Questions?

    z

    ## image1.jpeg

    ## image2.png

    ## image3.png

    ## image4.png

    ## image5.png

    ## image6.png

    ## image7.jpeg

    **## FamousPeopleList.docx**

    1. Michael Collins – Apollo 11 3rd man

    2. Kia Silverbrook – Australian Inventor

    3. Gustav Whitehead – Pilot

    4. Amy Johnson – British Amelia Earhart

    5. Alfred Russel Wallace – Darwins scientific rival

    6. Lori Lightfoot – Chicago’s first black female lesbian mayor

    7. Ferdinand Demara – Imposter

    8. Bayard Rustin – MLK key advisor/Medal of Freedom

    9. Sirimavo Ratwatte Dias Bandaranaike – PM of Sri Lanka 1960

    10. Monica Roberts – Trans rights activist/journalist

    11. Shirley Chisholm – 1st female AA elected to congress

    12. Tecumseh – Native American warrior

    13. Jim Thorpe – first Native American to win a gold medal for the United States

    14. Newton Perry – Weeki Wachee, Fl mermaid visionary

    15. Alexander Fleming – antibiotics

    16. Gregory Goodwin Pincus – oral contraceptives

    17. George de Mestral – Velcro

    18. Stephanie Kwolek – Kevlar

    19. Dr. James Duke – Trauma Surgeon

    20. Haskell Karp – 1st artificial heart transplant recipient

    21. Sonia Sotomayor – 1st Hispanic supreme court member

    22. Margaret Montoya – 1st Latina admitted to Harvard Law School

    23. James McCune Smith – 1st AA to hold a med degree

    24. Millicent Mackenzie – 1st female professor in the UK

    25. Ruth Simmons – 1st AA woman President of an Ivy League/Brown Uni

    26. Irene Joliot-Curie – Nobel Prize in Chemistry

    27. Candy Lightner – MADD Founder

    28. Tiananmen Tank Man

    29. Frank Wills – Watergate Security Officer

    30. Lilly Ledbetter – Fair Pay Act

    31. Irena Sendler – Polish Social Worker in 1939

    32. Tim Berners Lee – Created the WWW

    33. Joseph Warren – Father of Revolution

    34. Grady Stiles – Lobster Boy

    35. Ignaz Semmelweis – disinfectant

    36. Christine Jorgensen – 1st trans person to have sex reassignment surgery

    37. Katie Mulcahey – Fought The Sullivan Ordinance in NY

    38. Leif Erikson – Norse Explorer

    39. Jeanette Rankin – elected to congress in 1916

    40. Cai Lun – invented paper

    41. Dr. Goodenough – lithium batteries

    42. Hedy Lamarr – frequency hopping

    43. Jean Lafitte – French pirate

    44. Paul Williams – celebrity architect

    45. Otis Blackwell – musician

    46. Rosalind Franklin–key figure in the discovery of the structure of DNA

    47. Maurice Hilleman–microbiologist who was pioneer in vaccine development

    48. Daniel Burnham–influential architect and city planner for Chicago

    49. Ted Parker–one of the greatest field ornithologists

    50. Amelia Boynton Robinson – Civil rights activist

    51. Diane Nash – sit ins

    52. Andrée de Jongh, aka Dédée – woman who formed the Comet line

    53. Susan Kare – the Mac more user-friendly

    54. Beulah Henry – inventor

    55. Khaled Mohamed Saeed – killed for being online

    56. Shuping Wang: Whistleblower who exposed HIV scandal in China

    57. Philo Farnsworth – The actual inventor of the television

    58. Nellie Bly – journalist

    59. Upton Sinclair – infiltrated the Chicago meat packing industry

    60. Judith Butler – gender and recognition philosopher

    61. Slavoj Zizek –philosopher

    **## Ch9PresentationAids.pptx**

    Why use visual aids?

    Make ideas clear and understandable

    1

    Make a speech more interesting

    2

    Can help an audience remember facts and details

    3

    Why use visual aids

    Make long complicated explanations unnecessary

    1

    Help prove a point

    2

    Can add to your credibility (if used correctly)

    3

    Types of visual aids

    LINE GRAPH

    BAR GRAPH

    Series 1 Category 1 Category 2 Category 3 Category 4 4.3 2.5 3.5 4.5 Series 2 Category 1 Category 2 Category 3 Category 4 2.4 4.4000000000000004 1.8 2.8 Series 3 Category 1 Category 2 Category 3 Category 4 2 2 3 5

    Series 1 Category 1 Category 2 Category 3 Category 4 4.3 2.5 3.5 4.5 Series 2 Category 1 Category 2 Category 3 Category 4 2.4 4.4000000000000004 1.8 2.8 Series 3 Category 1 Category 2 Category 3 Category 4 2 2 3 5

    Types of visual aids

    PIE GRAPH

    PICTORIAL GRAPH

    Sales 1st Qtr 2nd Qtr 3rd Qtr 4th Qtr 8.1999999999999993 3.2 1.4 1.2

    Bad Visual Aid

    Bad Visual Aids

    Other visual aids

    Videos

    Animations

    Objects

    Models

    Basics

    Write

    Write the outline first

    Review

    Review your outline for points that need highlighting

    Decide

    Decide what type of visual aid is best

    Create

    Create the Visual Aid

    Practice

    Practice, practice, practice

    Make

    Make sure that you – not the slides – are dominate!

    Media for visual aids

    BOARDS

    POSTERS

    Presenting visual aids

    Pick the right time to unveil your visual aid

    Never circulate your aid among the audience

    Don’t let visuals distract from your message

    Don’t talk to your visual aid

    Use progressive revelation

    Plan for emergencies

    Your visual aid must add to the

    SUBSTANCE

    of your speech

    Out of Class Assignment for Thursday 10/12

    Create and record yourself delivering the speech “My favorite childhood memory.”

    1-2 minutes. You will be penalized if you do hit the one minute.

    Upload via Kaltura to blackboard.

    This is for a grade.

    It is optional to use your visual aid.

    Do NOT read the speech. Deliver it as you would in class.

    Be prepared to deliver it again in class on Tuesday WITH your visual aid.

    Questions?

    ## image1.jpeg

    ## image2.png

    ## image3.png

    ## image4.png

    ## image5.png

    ## image6.jpeg

    ## image7.png

    ## image8.jpeg

    ## image9.gif

    ## image10.jpeg

    ## image11.png

    ## image12.jpeg

    ## image13.png

    ## image14.png

    **IMG_9849.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-9849-png-10389621)

    **IMG_9848.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-9848-png-10389623)

    **MedicalRobotOutline.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/medicalrobotoutline-docx)

    **## BlankSpeechOutline.docx**

    Basic Speech Outline w Notes

    I. Introduction

    a. Attention Getter: A quick statement/quote/story that will grab the audiences attention.

    b. Credibility Statement: Brag on yourself. Tell us why we should be listening to you. What makes you the subject matter expert.

    c. Preview of Main Points: One quick sentence that lays out the structure of the speech. For example, “Today I want to tell you about X and Y.”

    Transition: “So lets get started with X” or “Lets jump into X” …. Something that tells us where the speech is going.

    II. Main Point I: Your first topic

    a. Support: Information that explains your first topic.

    b. Support: Different information that explains your first topic.

    Transition: Sentence that wraps up your first point and introduces the next. This is ONE sentence.

    III. Main Point II: Your second topic

    a. Support: Information that explains your second topic.

    b. Support: Different information that explains your second topic.

    IV. Conclusion

    a. Review of Main Points: “Today we discussed X and Y”

    b. Closing Statement: This is similar to the attention getter. It can be a story, quote, statistics, etc. Be careful not to introduce a new point in the conclusion.

    Reference Page

    **## BlankSpeechOutlinewInstruction.docx**

    Basic Speech Outline w Section Instruction Notes

    I. Introduction

    a. Attention Getter: A quick statement/quote/story that will grab the audiences attention.

    b. Credibility Statement: Brag on yourself. Tell us why we should be listening to you. What makes you the subject matter expert.

    c. Preview of Main Points: One quick sentence that lays out the structure of the speech. For example, “Today I want to tell you about X and Y.”

    Transition: “So lets get started with X” or “Lets jump into X” …. Something that tells us where the speech is going.

    II. Main Point I: Your first topic

    a. Support: Information that explains your first topic.

    b. Support: Different information that explains your first topic.

    Transition: Sentence that wraps up your first point and introduces the next. This is ONE sentence.

    III. Main Point II: Your second topic

    a. Support: Information that explains your second topic.

    b. Support: Different information that explains your second topic.

    IV. Conclusion

    a. Review of Main Points: “Today we discussed X and Y”

    b. Closing Statement: This is similar to the attention getter. It can be a story, quote, statistics, etc. Be careful not to introduce a new point in the conclusion.

    Reference Page

    **## Ch10TheBodyoftheSpeech.pptx**

    The Body of the Speech

    Chapter 10

    Creating The Body

    Main Points: Key assertions made to develop the central idea

    Limit the number

    Restrict each to a single idea

    Avoid announcements

    Organizing Main Points

    Chronological

    Cause-Effect

    Problem-Solution

    Topical (categorical)

    Support Materials

    Mutual Exclusivity: What you use in one point may never be used again!

    Important Notes

    Transitions

    Spotlights

    Questions?

    ## image6.png

    ## image7.svg

    .MsftOfcThm_Accent1_Fill {
    fill:#4472C4;
    }
    .MsftOfcThm_Accent1_Stroke {
    stroke:#4472C4;
    }

    ## image1.jpeg

    ## image8.png

    ## image9.svg

    .MsftOfcThm_Accent1_Fill {
    fill:#4472C4;
    }
    .MsftOfcThm_Accent1_Stroke {
    stroke:#4472C4;
    }

    ## image2.png

    ## image3.png

    ## image4.png

    ## image5.png

    **## Ch12Outliningthespeech.pptx**

    Outlining the speech

    Chapter 12

    The process

    1. create the outline

    2. prepare speaking notes

    3. practice, practice, practice

    4. deliver the speech

    Outline formats

    Topic formats

    Complete sentence formats

    For this class you must….

    Use Complete sentence format

    Fully develop your thought processes

    Allows me to understand your thought process better

    Subdivision rules

    Use the standard system of subdivisons

    If there is a 1 there must be a 2

    Parts of the Outline

    Title (you will not say this – but every speech needs a title)

    Purposes and central idea

    Introduction and conclusion

    Body

    Transitions

    Bibliography

    Visual aids

    Speaking notes

    3×5 notecards (max of 2)

    Guideposts

    Increases confidence and security

    Note cards are one sided

    Use phrases, not sentences

    Colors help

    Test the outline

    Question the outline (p. 231)

    Revise

    Cut material if needed

    ## image1.jpeg

    ## image2.png

    ## image3.png

    **## Ch11IntoConclusions.pptx**

    Introductions & Conclusions

    Chapter 11

    z

    Gain Attention & Interest

    Attention Grabbers

    Relate a story

    Ask a Question

    Use a Quote

    Visual Aid

    z

    Orient the Audience

    Credibility Statement

    Preview Main Points

    z

    WRITE THE INTRO LAST!!!!

    z

    Conclusions

    Signal the End

    Summarize what you said

    Give a clincher

    z

    Guidelines

    Don’t drag it out

    Don’t end weakly

    Don’t apologize

    Never add a new point

    z

    Questions?

    z

    ## image1.jpeg

    ## image2.png

    ## image3.png

    ## image4.png

    ## image5.png

    ## image6.png

    ## image7.jpeg

    **## FamousPeopleList.docx**

    1. Michael Collins – Apollo 11 3rd man

    2. Kia Silverbrook – Australian Inventor

    3. Gustav Whitehead – Pilot

    4. Amy Johnson – British Amelia Earhart

    5. Alfred Russel Wallace – Darwins scientific rival

    6. Lori Lightfoot – Chicago’s first black female lesbian mayor

    7. Ferdinand Demara – Imposter

    8. Bayard Rustin – MLK key advisor/Medal of Freedom

    9. Sirimavo Ratwatte Dias Bandaranaike – PM of Sri Lanka 1960

    10. Monica Roberts – Trans rights activist/journalist

    11. Shirley Chisholm – 1st female AA elected to congress

    12. Tecumseh – Native American warrior

    13. Jim Thorpe – first Native American to win a gold medal for the United States

    14. Newton Perry – Weeki Wachee, Fl mermaid visionary

    15. Alexander Fleming – antibiotics

    16. Gregory Goodwin Pincus – oral contraceptives

    17. George de Mestral – Velcro

    18. Stephanie Kwolek – Kevlar

    19. Dr. James Duke – Trauma Surgeon

    20. Haskell Karp – 1st artificial heart transplant recipient

    21. Sonia Sotomayor – 1st Hispanic supreme court member

    22. Margaret Montoya – 1st Latina admitted to Harvard Law School

    23. James McCune Smith – 1st AA to hold a med degree

    24. Millicent Mackenzie – 1st female professor in the UK

    25. Ruth Simmons – 1st AA woman President of an Ivy League/Brown Uni

    26. Irene Joliot-Curie – Nobel Prize in Chemistry

    27. Candy Lightner – MADD Founder

    28. Tiananmen Tank Man

    29. Frank Wills – Watergate Security Officer

    30. Lilly Ledbetter – Fair Pay Act

    31. Irena Sendler – Polish Social Worker in 1939

    32. Tim Berners Lee – Created the WWW

    33. Joseph Warren – Father of Revolution

    34. Grady Stiles – Lobster Boy

    35. Ignaz Semmelweis – disinfectant

    36. Christine Jorgensen – 1st trans person to have sex reassignment surgery

    37. Katie Mulcahey – Fought The Sullivan Ordinance in NY

    38. Leif Erikson – Norse Explorer

    39. Jeanette Rankin – elected to congress in 1916

    40. Cai Lun – invented paper

    41. Dr. Goodenough – lithium batteries

    42. Hedy Lamarr – frequency hopping

    43. Jean Lafitte – French pirate

    44. Paul Williams – celebrity architect

    45. Otis Blackwell – musician

    46. Rosalind Franklin–key figure in the discovery of the structure of DNA

    47. Maurice Hilleman–microbiologist who was pioneer in vaccine development

    48. Daniel Burnham–influential architect and city planner for Chicago

    49. Ted Parker–one of the greatest field ornithologists

    50. Amelia Boynton Robinson – Civil rights activist

    51. Diane Nash – sit ins

    52. Andrée de Jongh, aka Dédée – woman who formed the Comet line

    53. Susan Kare – the Mac more user-friendly

    54. Beulah Henry – inventor

    55. Khaled Mohamed Saeed – killed for being online

    56. Shuping Wang: Whistleblower who exposed HIV scandal in China

    57. Philo Farnsworth – The actual inventor of the television

    58. Nellie Bly – journalist

    59. Upton Sinclair – infiltrated the Chicago meat packing industry

    60. Judith Butler – gender and recognition philosopher

    61. Slavoj Zizek –philosopher

    **## Ch9PresentationAids.pptx**

    Why use visual aids?

    Make ideas clear and understandable

    1

    Make a speech more interesting

    2

    Can help an audience remember facts and details

    3

    Why use visual aids

    Make long complicated explanations unnecessary

    1

    Help prove a point

    2

    Can add to your credibility (if used correctly)

    3

    Types of visual aids

    LINE GRAPH

    BAR GRAPH

    Series 1 Category 1 Category 2 Category 3 Category 4 4.3 2.5 3.5 4.5 Series 2 Category 1 Category 2 Category 3 Category 4 2.4 4.4000000000000004 1.8 2.8 Series 3 Category 1 Category 2 Category 3 Category 4 2 2 3 5

    Series 1 Category 1 Category 2 Category 3 Category 4 4.3 2.5 3.5 4.5 Series 2 Category 1 Category 2 Category 3 Category 4 2.4 4.4000000000000004 1.8 2.8 Series 3 Category 1 Category 2 Category 3 Category 4 2 2 3 5

    Types of visual aids

    PIE GRAPH

    PICTORIAL GRAPH

    Sales 1st Qtr 2nd Qtr 3rd Qtr 4th Qtr 8.1999999999999993 3.2 1.4 1.2

    Bad Visual Aid

    Bad Visual Aids

    Other visual aids

    Videos

    Animations

    Objects

    Models

    Basics

    Write

    Write the outline first

    Review

    Review your outline for points that need highlighting

    Decide

    Decide what type of visual aid is best

    Create

    Create the Visual Aid

    Practice

    Practice, practice, practice

    Make

    Make sure that you – not the slides – are dominate!

    Media for visual aids

    BOARDS

    POSTERS

    Presenting visual aids

    Pick the right time to unveil your visual aid

    Never circulate your aid among the audience

    Don’t let visuals distract from your message

    Don’t talk to your visual aid

    Use progressive revelation

    Plan for emergencies

    Your visual aid must add to the

    SUBSTANCE

    of your speech

    Out of Class Assignment for Thursday 10/12

    Create and record yourself delivering the speech “My favorite childhood memory.”

    1-2 minutes. You will be penalized if you do hit the one minute.

    Upload via Kaltura to blackboard.

    This is for a grade.

    It is optional to use your visual aid.

    Do NOT read the speech. Deliver it as you would in class.

    Be prepared to deliver it again in class on Tuesday WITH your visual aid.

    Questions?

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    **IMG_9849.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-9849-png-10389621)

    **IMG_9848.png**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/img-9848-png-10389623)

    **MedicalRobotOutline.docx**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/medicalrobotoutline-docx)

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