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Speech outline
Speech outline
Lorraine Lopez
Dr. Spence
Spch-1311-83741
Topic: family summer holiday
General purpose: to inform
Specific purpose: the audience will be able to gauge the kind of holiday I had and compare them with theirs. Through this some students may borrow activities for their next summer holiday
Thesis: when at home I felt satisfied just staying indoors and watching Netflix. However my dad introduced outdoor activities and it was the fun part I never thought about.
Preview: my name is Lorraine Lopez and I will be sharing my experiences during the last summer holidays with my family
Introduction
Attention getter: each one of us looks forward towards the summer holidays, however the holidays are never the same for each one of us.
Thesis: when at home I felt satisfied just staying indoors and watching Netflix. However my dad introduced outdoor activities and it was the fun part I never thought about.
Transition: began 2 weeks after we parted for summer holidays
Main points
The first two weeks of my holiday were spent just at the house and doing nothing constructive
After that my dad decided that we should be having outdoor activities which we began and it was much fun than I imagined
Swimming is one of my best and that is what I enjoyed most.
Back at home every person had their turn to cook and to learn to cook something new
Bike riding was also fun
Conclusion: at the end of the holiday I was better in that I had learnt to cook so many different meals and in my whole family I was the fastest on a bike though I remember falling several times.
Speech at Cory Methodist Church by Malcolm X
Speech at Cory Methodist Church by Malcolm X
Student’s Name
Institutional Affiliation
Course
Professor’s name
Date of Submission
Speech at Cory Methodist Church by Malcolm X
The speech delivered by Malcolm X at Cory Methodist Church is known as The Ballot or the Bullet. This speech was delivered on April 3, 1964. Malcolm X delivered the speech during a year of election in which blacks were expected to participate. During this time, racism and segregation against black were high. The speech is overtly directed to African Americans, although there is a covert subtext for the Americans that it is time for a change. Malcolm X’s speech aimed to persuade Black Americans to stop fighting against each other, unite, and stand up against the Whites’ oppression and degradation. According to Malcolm X, such unity can effect radical change, whether by force (the bullet) or by effective use of democratic processes (the ballot). Throughout his speech, Malcolm X strived to encourage African Americans to stand up for their rights as well as their rights to vote. Malcolm X also stressed that African Americans have full equality like other races.
Malcolm X speaks from the viewpoint of a victim. At the beginning of his speech, he explains that although he is a Muslim, he is not there to discuss his religion. He further states that he is not interested in discussing their differences. He urges his audience that it is time for them to submerge their differences and realize that they are dealing with the same problem that affects them all. He further explains that even though they are fighting against the oppression inflicted on them by the whites they are anti-white by putting it clear that it means that they are anti-degradation, anti-exploitation, and anti-oppression. He tells the whites if they need the African Americans to be anti-white, they must stop exploiting, degrading, and oppressing them.
Additionally, Malcolm X claims that the Democratic Party has failed in its promise to push through pertinent civil rights legislation successfully. Although democrats blame the Dixiecrats, Malcolm X believes both are at fault. He further explains that there exists no difference between the Dixiecrats and the democrats, apart from that the Dixiecrats are committed to overt discrimination, while democrats manipulate the democratic process through gerrymandering, making the black vote useless. Malcolm X also reveals that both the Republican and Democratic parties are not interested in promoting equality, but constituents from both works to block the civil rights legislation.
Furthermore, Malcolm X condemns the congressmen and the senators violation of the constitutional amendments that assure citizens of that specific county or state the right to vote. He explains that the constitution contains a piece of machinery that expels representatives from a state where the people’s voting rights are violated. According to Malcolm X, expelling such individuals would bring a positive change to Congress since it would mean that obstacles in the path of real meaningful legislation in the country are removed. He further explicates that new legislation is not required when these individuals are removed. Instead, these people are replaced by black representatives from districts and countries where the black man is in the majority.
On a different note, Malcolm X argues that government conspiracy is a major problem in the US. He informs the African Americans that people who put blocks on their path are the people they elect in the government. He further emphasizes that the government is responsible for their oppression and their degradation and is the one that deprives them of their voting rights, decent education, economic opportunities, and decent housing. He informs the African Americans that it is their responsibility to change the situation through a ballot or bullet.
In his speech, Malcolm X also emphasizes the need for political, economic, and social philosophies of Black nationalism. According to him, it is only through economic aid of the black-operated and black-owned businesses that African-American communities will grow and thrive. He explains that feeding money into the community promotes African Americans’ self-efficiency, which allows them to gain freedom from the white supremacy’s economic strength. According to Malcolm, such continued support will eventually lead to the development of self-governed localities.
Malcon X also claims that in a situation where the government has shown its unwillingness in incapacity to defend the property and lives of Negros, Negros need to defend themselves. He reminds them of their right to own a shotgun or a rifle. However, he tells them that they must not engage in illegal things. In the case where a white man does not want a black man to buy shotguns and rifles, African Americans should let the government intervene. He also claims that it is now time for civil rights to be considered a human right and treated as such. He recommends taking this issue to the United Nations (UN) and trying America in the International Court of Justice for violating human rights and genocide.
In my opinion, the ballot or the bullet was a very influential speech. Malcolm needed to stand up for their rights and their rights to vote since this was the only way they could do away with oppression and degradation inflicted on them by the whites. This speech also helped African Americans realize that they had the same power as the whites. I also believe urging the African Americans to ensure that they did not engage in illegal actions was wise since they would be considered lawbreakers. This means that he believed that the law must be followed whatever actions he was advocating for.
SPED 669.Graphing and Visual Analysis Project
SPED 669.Graphing and Visual Analysis Project
You are a consulting BCBA brought into a school district to provide and Independent FBA for a student who may be placed out of district due to their patterns of problem behavior. The district has attempted a variety of interventions and collected copious data, but there have been minimal improvements and even the occurrence of new problem behaviors more recently. As part of your independent FBA you want to complete a thorough records review. This should include an analysis and summary of the existing interventions and data sets.
For this project I want you to review the data and information below and develop a summative narrative a visual summary of past interventions. This will include an analysis of the interventions utilized, the effects on the environment and the behavior changes observed by the student themselves.
Data set 1.
Weekly data for first quarter (nine weeks)
Frequency of refusal attemptsIntervention elements
Week 1: 8Planned ignoring
Week 2: 7 Planned ignoring
Week 3: 6Planned ignoring
Week 4: 12Contingent attention and redirection
Week 5: 14Contingent attention and redirection
Week 6: 14Contingent attention and redirection
* One to one support started
Week 7: 16Contingent attention and redirection
* One to one support started
Week 8: 15 Contingent attention and redirection
* One to one support started
* Isolated hitting attempts
when para represents tasks.
Week 9: 13 Contingent attention and redirection
* One to one support started
*** Parent reported that a psychotropic medicine change was completed during Week 8 (due to increased refusal, per parent report), this was unchanged over the remainder of the school year.
Partial weekly data for second quarter
Week 10: 14 Contingent attention and redirection
* One to one support started
Week 11:18Contingent attention and redirection
* One to one support started* Removal from room to
work one to one with Para
Week 12: 19Contingent attention and redirection
* One to one support started* Removal from room to
work one to one with Para
* Isolated hitting attempts
when para represents tasks.
* Para left position, new para
assigned
Week 13: 17Contingent attention and redirection
* One to one support started* Removal from room to
work one to one with Para
Week 14: 16Contingent attention and redirection
* One to one support started* Removal from room to
work one to one with Para
Data Set 2
Academic performance (% of tasks completed sufficiently, weekly averages) over first two quarters of fall semester
Reading (small group)Social Skills Group Chorus
Week 1768556
Week 28289 45
Week 3698249
Week 4566852
Week 5455945
Week 6516235
Week 7415132
Week 8446341
Week 9505843
Week 10566052
Week 11374856
Week 12253253
Week 13343854
Week 14394152
Based on the data provided please address the following questions
Develop and summary graph of the data presented. (more than one graph is expected, but be sure your graphs complement one another in terms of time frames, phase changes and intervention labels)
Please be sure to include all relevant conventions (see elements of graphs outlined in Ch 6 in Cooper)
Again, include phase change lines and specific, descriptive labels for the interventions that were implemented over the first and second quarters of the school year. Remember to present your visual summaries (aka. Graphs) in a manner that each data set (refusal and % of participation) complement one another.
______ /20
Identify the potential critical environmental or instructional variables that appear to be affecting the student’s frequencies of refusal and academic performance. Listing them with short descriptors is sufficient
______/ 10
Describe (in words) the potential functional relations being observed within this data set. What functions, needs or skill deficits appear to be at play here? Remember no data set or context is perfectly consistent, be sure explore all potential functional relations that might be worthy of exploring as you continue you your assessment. Use the materials in the latter half (slides 27-43) of slides specifically as you complete this question
_____/ 10
Please complete your graphing in EXCEL and your narratives in WORD. You can then cut and paste the graphs into your word doc, then save it as a PDF (to ensure consistent formatting when submitting)
_____/ 10
Total _____ / 50
Comments and feedback ______________________________________
