post an analysis of your role in your new learning community

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Post an analysis of your role in your new learning community, including the support you require to complete your doctoral degree. In your analysis, be sure to do the following:

  • Detail the steps you will take to establish your role in your new learning community.
  • Categorize by your goals the individuals that are or will become members of your learning community.
  • Assess how these individuals will support you in achieving your goals.
  • Evaluate when and how you will reach out to your learning community to share your goals and needs.
  • Identify challenges to building your learning community.
  • Analyze your goals for residency—in particular, what you hope to contribute and what you hope to gain from spending time with others in your learning community.

Be sure to support your work with a minimum of two specific citations from this week’s Learning Resources and one or more additional scholarly sources. (APA format)

www.fractuslearning.com/education-twitter-profiles…

technologyembedded.wordpress.com/2012/07/19/deepen-your-digital-footprint-a-beginner-to-intermediate-guide-to-increasing-online-traffic-and-web-presence/

The attach file will help you with the assignment

 

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Write me a 6-8 min speech and it’s outline

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Description

Your work in the lessons thus far has prepared you to analyze a speech and to give an effective speech that persuades your audience that your analysis is valid and useful. In the Rhetorical Situation speech, your purpose will be to strengthen commitment that your analysis of a speech is valid. Beyond reporting the content and history of the speech you analyze, you make a critical argument and convince your audience to accept it.

Instructions

Use the instructions for speech preparation that you have read, so far, in the Zarefsky textbook to help you choose a speech to analyze, develop your purpose, research the historical context and the available critical perspectives, argue for the perspective you use in your critical analysis, and structure your speech to present your claims effectively with appropriate language, rehearsal, and delivery.

This speech should last at least, but no more than, 6-8 minutes. You will be given a 15-second grace period on either end. This time limit is NOT a suggestion. It is a requirement, and points will be deducted if you go over or under the time limit. In this speech, you will provide an analysis of a public speech using Bitzer’s rhetorical situation as a critical lens. Draw on homework and instructor comments from Lessons 5 and 6 to refine the arguments you made about the way Occasion, Audience, Speaker, and Speech were shaped by constraints and resources. 

You cannot analyze a speech that has been or will be discussed in the lessons for this course, and the speech you choose to focus on should be one given by a prominent public figure (politician, actor, sports figure, etc.) to a specific audience that was capable of rhetorical judgment. The speech you choose might have been intended to celebrate shared values, to motivate action, to convince the audience to adopt policies, or to inform effectively. At any rate, your analysis should focus on the speech as a fitting response to the rhetorical situation, in terms of the exigence, the audience, and the constraints.

Additionally, your speech should inform us about the context of the speech by presenting sufficient historical background for the audience in class. Ultimately, you should present a clear and thoughtful argument about the speech. This argument should not be limited to whether the speech was good or bad, but should judge it according to appropriate criteria. How were the purposes of the speech fulfilled? Were the claims made in the speech valid and supported with evidence? What were the consequences or potential impact of the speech? How did the speech accommodate and make use of the constraints and resources afforded by the occasion, audience, speaker, and speech itself? In particular, what perspective do you bring to the analysis of the speech? What is the decisive, unique, or particularly effective appeal in the speech you are studying?

This assignment will also help to establish your ethos as a speaker. Ethos is one of the rhetorical proofs that lead to judgment by the audience. Ethos is based on goodwill, good judgment, and arête—the skill of being good at public life. Your analysis, given in a speech, will demonstrate how you use criticism as a form of civic engagement. What you believe to be a fitting response will demonstrate that you know how to be a critic involved in public life, that you know how to do criticism that is engaged in civic matters, and that this functions in ways that are important for the good of the public.

Provide support for the arguments in your speech by drawing on what others say about the speech or about speeches like it. Include a minimum of six published sources cited orally in the speech, cited in the outline for your speech, and listed in the outline bibliography/Works Cited page. Four of the six sources must be scholarly (edited, peer-reviewed) publications. Journalistic sources, news-aggregators, and general web pages are not scholarly sources, but they can be used to provide factual information, historical background, audience characteristics and responses, or pertinent speaker biographies. The text of the speech you analyze is not a source: it is the object of your analysis. The textbook for this course is not a source: it is your guide for preparing your speech. Your instructor can be an invaluable resource in developing the perspective that you want to develop; ask your instructor for suggested scholarly readings that will help you conduct your analysis. Remember, your purpose is not merely to provide historical and biographical facts in an informative speech, but to use those facts to argue persuasively for the perspective that you are taking.

Keep in Mind…

  • The full sentence, preparation outline for your speech is worth 20 points.
    • We have provided an outline shellPreview the documentView in a new window that will help you structure the body, introduction, and conclusion for your speech, but the shell must be revised to meet the requirements for this assignment.
    • The outline should be completed as a Word document and submitted here when you submit your video.
  • The speech, as it is presented in the video you submit, is worth 100 points.
  • For instructions on using YouSeeU, refer to the YouSeeU Student Knowledge-base in the Course Support module.
  • Also review the evaluation criteria established by CAS for the assessment of all speeches.
  • The time frame for completing and submitting your presentations is indicated on the course schedule. The Sunday prior to the start of Lesson 8 is the absolute latest date the instructor can receive the Rhetorical Situation speech for full credit.
  • Please make sure that you share your video with the whole course.
  • If you have any other questions, please use the Canvas Conversations Tool to contact the instructor.

Benefit Options – custom papers

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Benefit Options
On page 434 of Milovich, G., Newman, J., Gerhart, B. (2010). Compensation. 10th Edition. McGraw-Hill/Irwin., there is a case called World Measures. World Measurement is the world leader in product testing for safety. Lewis Jacobs, the President of the company, is convinced he must get concessions from the employees if World Measurement is to effectively compete with increasing foreign competition. He is displeased with the cost of employee benefits. While he is ready to offer a competitive wage increase (maximum of 3%), he wants the total compensation package to cost 3% less. Data is provided in the case to allow you to cost out two proposed options to cut employee benefit costs.
The case in the text contains the information about the current plan, employee survey results, and two alternative options.
1. Based on the information provided figure out the cost savings for each of the options. Please show your results (and any notes that may be helpful).
2. Which package would you recommend and why? Are you utilizing any particular strategies? When answering this question consider both the savings for the company, future ability to attract and retain employees, as well as the reaction from employees to this change.
Analyze the statement above and write a 5 to 6 page paper considering the topic. Support your conclusions with references from the textbook.Your essay should demonstrate thoughtful consideration of the ideas and concept’s that are presented in this course and provide new thoughts and insights related directly to this topic.Your response should reflect upper level undergraduate writing and current APA standards.

 

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Discussion: Treatment Outcome Models In The Field

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Scenario 1:

A woman was released from prison after completing a 24-month outpatient sex offender treatment program. She was required to participate in this treatment after she was convicted of sexually abusing a child. Three weeks after she was released from prison, she returned to the prison setting for violating conditions of her parole after she was found guilty of shoplifting. Because of this new conviction, her parole was deemed a failure, and in eight months she would again appear before the parole board.

Scenario 2:

A man was on probation for the conviction of theft by deception (writing bad checks). As a component of his probation, he was required to check in with his probation officer and comply with mandated substance abuse treatment for a possible drinking problem. During the sixth week of treatment, he was arrested for and later convicted of flagrant nonsupport (failure to pay child support).

Scenario 3:

A male juvenile completed a 16-week outpatient sex offender treatment program after he was convicted of sexual assault. Shortly after he completed the program, he was arrested for and convicted of rape under adult sentencing guidelines.

On the surface, it certainly appears that the above scenarios portray treatment failures rather than treatment successes. But maybe not. How would you determine whether a treatment or treatment program is successful? How would you select from the various treatment outcome models to ensure better treatment success? This week, you delve into these questions in a search for answers.

Before beginning treatment, practitioners are required to address treatment goals. Goals can be specific or broad and range from cessation of substance abuse and regularly checking in with authorities to compliance with medication requirements and avoiding specific locations and environments. Goals are usually developed in collaboration, with input from legal authorities, mental health professionals, and patients. Patient and community safety need to be taken into consideration as well. Goals for treatment are referred to as “outcomes.” Outcomes need to be considered during treatment, during review of professional literature, and when evaluating the efficacy of treatments.

The three treatment outcome models are recidivism, relapse, and harm-reduction. Each type of outcome exists independently of the others. For example, a person may be considered a treatment success in the harm-reduction model even though he or she has had a relapse and has returned to the criminal justice system. Determining the success of treatment depends on the goals and desired treatment outcomes agreed upon at the onset of practice. Additionally, in professional literature, treatment outcomes often are indirectly defined. To comprehend the research in your field and to be an effective practitioner, it is essential to understand treatment outcome models and discern how these models are used.

As a forensic treatment practitioner, you work to prepare individuals for their return to a more normal life with a reduced likelihood of future problems. Your understanding of treatment outcomes affects how you formulate your treatment plan. It also affects discussing treatment alternatives with interested parties, designing treatment programs for various types of offenders, and communication with criminal justice officials. You are ethically obligated to explain to interested parties the benefits of treatment as well as the limitations of what you are able to offer. For this very reason, the forensic treatment provider must have a well-established understanding of treatment outcome models. Central to that understanding is a familiarity with current literature in the forensic treatment field and an ability to discern how it relates to your professional practice. That being said, treatment outcome has more to do with services in the forensic setting than just professional journal articles. Treatment outcome has serious implications for the individual, society, and the professional planning of services.

To prepare for this Discussion:

· Review the Treatment Outcome Models document, and select one of the three treatment outcome models that is of particular interest to you for use with this Discussion.

· Conduct an academic search in the Walden Library, and select at least one scholarly article from a peer-reviewed journal that uses the treatment outcome model (recidivism, relapse, or harm-reduction) you selected.

· Reflect on the results of the study in terms of the outcome model you selected.

· Consider how the results of the study might be different if one of the other two treatment outcome models had been used. Think about how the outcomes might change.

· With these thoughts in mind:

· By Day 5

· Post a brief summary of the research article you selected, including an identification of the treatment outcome model used in the study. Then explain how the study might have been affected and how the outcomes might have changed if one of the other treatment outcome models had been used.

· Be sure to support your postings and responses with specific references to the resources.

·

References

Barnett, G. D., & Howard, F. F. (2018). What doesn’t work to reduce reoffending? A review of reviews of ineffective interventions for adults convicted of crimes. European Psychologist, 23(2), 111–129.

Hachtel, H., Vogel T., & Huber, C.G. (2019). Mandated treatment and its impact on therapeutic process and outcome factors. Frontiers In Psychiatry, 10, 219.

Howard, M. V. A., de Almeida Neto, A. C., & Galouzis, J.J. (2019). Relationships between treatment delivery, program attrition, and reoffending outcomes in an intensive custodial sex offender program. Sexual Abuse, 31(4) 477–499.

Note: You will access this article from the Walden Library databases.

Hsieh, M.-L., Hamilton, Z., & Zgoba, K. M. (n.d.). Prison experience and reoffending: Exploring the relationship between prison terms, institutional treatment, infractions, and recidivism for sex offenders. Sexual abuse-a journal of research and treatment, 30(5), 556–575. 

Vandiver, D. M., Braithwaite, J., & Stafford, M. C. (2019). An assessment of recidivism of female sexual offenders: Comparing recidivists to non-recidivists over multiple years. American Journal of Criminal Justice, 44(2), 211-229. 

Document: Treatment Outcome Models (PDF)  

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