Public SpeakingDetailsAssignment 8.2: Career Fair Charisma

This assignment supports the following lesson objective:

• 1.5 Use effective speaking style and language when delivering a speech
• 1.6 Interpret both audience-related and environmental variables that influence speech delivery

Assignment Overview
This case study explores the process of interpreting audience-related and environmental factors and adjusting speech content and delivery to adapt to the situation. Completing this exercise will help you interpret these types of variables and adjust the delivery of your speeches to increase the likelihood of successfully achieving the goals of your speeches.

Deliverables

• A one- to two-page document (12-point font) written in a word processor, such as MS Word

Assignment Details
In this activity, you will read a description of a speaking situation, make decisions about how to adjust the speech delivery based on the situation, and answer questions about your decisions.

Perform the following tasks:

Step 1: Review the information presented in the lesson.
Study the information that explores speech delivery and how it should be modified based on the characteristics of the audience and other factors.

Step 2: Read the following description of a speaking situation.
You work as a technical support manager for a satellite television company. As part of a company-sponsored tuition reimbursement program, you are also attending college courses part time and pursuing a degree in communications. Your Human Resources representative asks you to give a presentation to a group of people at an upcoming career fair. The HR manager wants you to motivate potential applicants to apply for part-time positions that pay a relatively low hourly wage and include only limited benefits. This is exactly the type of position you accepted when you first started with the company. The job fair will be held in a part of the city with a relatively low unemployment rate. The people attending are likely to come from middle- to upper middle-class families. The people who attend the career fair from upper middle-class families are used to getting what they want without too much effort; therefore, they may not be able to relate directly to the persistence you showed to work your way from a part-time, low-paying position into a higher-paying one that includes benefits. The ones from middle-class families may relate more to your personal story. You can’t gather all the characteristics of all the career fair attendees in advance, but you do know that the way in which you explain the advantages of working for the satellite television company and the type of language you use will affect the attendees’ decision on whether or not to apply for a position with the company.

Step 3: Copy and paste the following questions into a word processing document:When you state your thesis, how will you phrase it to avoid negative reactions from potential applicants who are expecting more pay and better benefits when they first start with the company?
What language strategies would you use in your speech to make it sound more appealing to the entire group?
What techniques could you use to establish common ground with everyone in the audience?
How would you change your speech delivery if the audience consisted mostly of low-income mothers trying to enter or re-enter the workforce?Step 4: Write a paragraph or more to answer each question related to this speaking situation.

Step 5: Save and submit your document.
When you have completed the assignment, save a copy for yourself in an easily accessible place and submit a copy to your instructor using the drop box

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

 Due: Nov 24 at 11:59pmCalendarPublic SpeakingDetailsAssignment 2.1: Everyone’s a Critic

This assignment supports the following lesson objectives:

• 2.2 Demonstrate knowledge of methods used in evaluating speeches
• 2.3 Apply common techniques for accepting and managing listener feedback

Assignment Overview
This writing assignment explores providing objective and valuable suggestions for improving a speech, as well as the thought process related to learning from feedback received through a critique.

Deliverables

• A one- to three-page paper (12-point font, 300 to 900 words) written in a word processor, such as MS Word

Assignment Details

In this activity, you will watch a video clip of a speech.

You will apply effective methods of critiquing a speech to prepare written feedback that you would provide to the person who delivered the speech. You will also evaluate your feedback in terms of how the person receiving it could best respond to it to improve his or her next speech.

Perform the following tasks:

Step 1: Review the information presented in the lesson about the elements of a speech that are commonly evaluated. These include:
Speaker Commitment to the Subject
Suitable to the Occasion and Audience
Clear Purpose
Fresh Point of View
EthicsStep 2: Select one of the following informative speeches to view and critique. These speeches are also available in the Multimedia Library for Chapter 3 on the Course Compass website.
Van Gogh’s Incredible Life (Links to an external site.)
Getting to Know the Elderly (Links to an external site.)Step 3: As a starting point for writing your critique of the speech, copy the table of evaluation criteria below and paste it into your word processing document.
You will use this table to determine and organize your feedback.

Speech Title:CriteriaQuestion to Ask YourselfCommentsSpeaker Commitment to the SubjectHow important is the subject to the speaker? Appropriateness for Audience and OccasionIs the topic and delivery relevant and useful to the audience? Clear PurposeCan you identify the goal(s) the speaker has for delivering the speech? Fresh Point of ViewDoes the speech challenge the audience to think about something in a new way? EthicsDoes the speaker tell the truth and have the best interest of the audience at heart? SubstanceDoes the speech content provide new information supported by facts, statistics, and so on? StructureIs the flow of information given in the speech well organized so the speech flows from one topic to the next?
Step 4: Enter the title of the speech you selected in the Speech Title row at the top of the table.

Step 5: Watch the speech, pausing as necessary, and enter any initial thoughts that may be useful in writing your critique of the speech.

Step 6: Review the information in the lesson that covers strategies for giving effective feedback.
The recommendations given in the lesson include:Begin the critique by making a positive statement.
Focus on select areas for improvement.
Make your comments in an organized fashion.
Provide specific feedback about what needs to be improved.
Be honest but respectful and tactful in your comments.
Personalize comments by indicating how you were influenced by the content or behavior, using “I” instead of “you.”
Stress the positive aspects of the speech.
Offer specific suggestions on how to correct a problem.
Provide a plan of action for how to improve the next speech with examples.
End the critique with a positive statement.Step 7: Use your speech evaluation table and guidelines for giving effective speech feedback to write a critique of the speech you selected.
Strive to include feedback on as many aspects of the speech as possible and to structure the feedback in a way that would make it valuable and understandable to the person delivering the speech.

Step 8: Review the information in the lesson that provides guidelines for handling feedback you receive from others.
These guidelines include:Be sure to focus on what is being said about your speech and your presentation, not how it is being conveyed to you.
Avoid taking the feedback personally or emotionally.
When feedback is general or vague, seek out specific problems and suggestions from the feedback source.
Evaluate the feedback provided using your critical thinking abilities.
Prepare a plan of action for improving your speech and presentation skills prior to delivering the next speech.Step 9: Put yourself in the shoes of the presenter whose speech you watched and critiqued.
Imagine that you are the speaker who received the critique that you wrote. For each guideline you reviewed in Step 8, write a sentence or more that documents your thoughts about the critique comments and observations. How would you use the information, observations, and suggestions in the critique to deliver your speech more effectively?

Step 10: Save and submit your document.
When you have completed the assignment, save a copy for yourself in an easily accessible place and submit a copy to your instructor using the drop box.

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

 Assignment 1.3: Selecting a Speech Topic

This assignment supports the following lesson objectives:

• 1.3 Prepare a basic speech

Assignment Overview
This assignment explores the process used to prepare a basic speech. You will explore a potential speech topic and questions about topic selection.

Deliverables

• A one-page paper (12-point font) written in a word processor, such as MS Word

Assignment Details
In this activity, you will be preparing a speech for the following setting:

• Classroom with seating for approximately 30 students
• An audience of 20 of your peers, 10 seats unoccupied
• Speech start time of 9:00 a.m.
• Time limit of five minutes to deliver speech
• No audiovisual supporting materials

Perform the following tasks:

Step 1: Review the information presented in the lesson that covers the steps involved in planning a speech.
The main steps involved in preparing any type of speech are:Choose the Right Topic
Narrow Your Topic
Locate Supporting Material
Structure Your Speech
Prepare an Outline
Practice
Deliver Your SpeechStep 2: Select a topic.
Use a word processor (such as MS Word) to answer the following questions:
What broad topic will your speech address?
Briefly explain the reason for your broad topic choice in terms of the following considerations:Audience characteristics
Time limit
Your interest and knowledge of the topic
Any other reasons
Narrow the broad topic down to a specific topic. List the specific topic or title for your speech.
Based on the specific topic or title of your speech, write at least two goals you wish to achieve by delivering your speech to the specified audience.
Briefly describe the value of your specific topic and goals to the audience members.Step 3: Save and submit your document.
When you have completed the assignment, save a copy for yourself in an easily accessible place and submit a copy to your instructor using the drop box

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

 
Public SpeakingDetailsPerform the following tasks:

Step 1: Post the following on the discussion board.
Respond to the following, and if appropriate, include personal experience as part of your answers.
Think about what you have learned in this lesson regarding the use of supporting materials when preparing to make a public presentation, and read the following quote by Woodrow Wilson: “I use not only all the brains I have, but all I can borrow.”
Write two or three sentences that describe what you need to consider when evaluating material from the Internet.
Provide an example(s).

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"

Clinical Scenario:

REASON FOR CONSULTATION: Desaturation to 64% on room air 1 hour ago with associated shortness of breath.

HISTORY OF PRESENT ILLNESS: Mrs. X is 73-year-old Caucasian female who was admitted to the general surgery service 3 days ago for a leaking j-tube which was surgically replaced 2 days ago and is now working properly. This morning at 07:30, the RN reported that the patient was sleeping and doing fine, then the CNA made rounds at 0900 and Mrs. X was found be mildly dyspneic. Vital signs were checked at that time and were; temperature 38.6, pulse 120, respirations 22, blood pressure 138/38. O2 sat was 64% on room air. The general surgeon was notified by the nursing staff of the hypoxia, an order for a chest x-ray and oxygen therapy were given to the RN. The O2 sat is maintaining at 91% on 4L NC. The patient was seen and examined at 10:10 a.m. She reports that she has been having mild dyspnea for 2 days that has progressively gotten worse. She does not use oxygen at home. Her respiratory rate at the time of visit was 22 and she feels short of breath. She has felt this way in the past when she had pneumonia. She is currently undergoing radiation treatment for laryngeal cancer and her last treatment was 1 to 2 weeks ago. She reports that she has 2 to 3 treatments left. She denies any chest pain at this time and denies any previous history of CHF. Review of her vital signs show that she has been having intermittent fevers since yesterday morning. Of note, she was admitted to the hospital 3 weeks ago for an atrial fibrillation with RVR for which she was cardioverted and has not had any further problems. The cardiologist at that time said that she did not need any anticoagulation unless she reverted back into A-fib.

REVIEW OF SYSTEMS:

Constitutional:  Negative for diaphoresis and chills. Positive for fever and fatigue.

HEENT: Negative for hearing loss, ear pain, nose bleeds, tinnitus. Positive for throat pain secondary to her laryngeal cancer.

Eyes:  Negative for blurred vision, double vision, photophobia, discharge or redness.

Respiratory: Positive for cough and shortness of breath. Negative for hemoptysis and wheezing.

Cardiovascular: Negative for chest pain, palpitations, orthopnea, leg swelling or PND.

Gastrointestinal: Negative for heartburn, nausea, vomiting, abdominal pain, diarrhea, constipation, blood in stool or melena.

Genitourinary: Negative for dysuria, urgency, frequency, hematuria and flank pain.

Musculoskeletal: Negative for myalgias, back pain and falls.

Skin: Negative for itching and rash.

Neurological: Negative for dizziness, tingling, tremors, sensory changes, speech changes.

Endocrine/hematologic/allergies: Negative for environmental allergies or polydipsia. Does not bruise or bleed easily.

Psychiatric: Negative for depression, hallucinations and memory loss.

PAST MEDICAL HISTORY:

1. Diabetes mellitus that was diagnosed 12 years ago with neuropathy. This resolved after gastric bypass surgery, which she had approximately 3 years ago.
2. Laryngeal cancer
3. Hypertension
4. Hypercholesterolemia
5. Pneumonia
6. Arthritis
7. Hypothyroidism
8. Atrial fibrillation
9. Acute renal failure
10. Chronic kidney disease, stage IV – on 07/30/2013 a renal biopsy was completed, which showed focal acute tubular necrosis and patchy tubular atrophy, moderate to severe interstitial fibrosis with patchy acute and chronic interstitial nephritis, normal cellular glomeruli with no white microscopic evidence of a primary glomerulopathy. Baseline creatinine is 1.9.
11. Peptic ulcer disease
12. Skin cancer
13. Anemia
14. Osteoporosis

PAST SURGICAL HISTORY:

1. Laparoscopic gastric bypass – 3 years ago
2. Closure of mesenteric defect.
3. Radical neck resection on -3 months ago

FAMILY HISTORY:

1. Mother has diabetes diagnosed at age 55 and high blood pressure. She is deceased.
2. Father had heart disease diagnosed at age 60. He is deceased.
3. She had a sister with diabetes, thyroid disease, CKD, on dialysis, with unknown etiology.

SOCIAL HISTORY: She denies any smoking or alcohol use. She denies any drug use.

MEDICATIONS:

1. Calcitriol 0.5 mcg PO every other day
2. Vitamin B12 2500 mcg sublingual every Monday and Thursday
3. Docusate sodium 100 mg PO BID
4. Fentanyl patch 100 mcg every 72 hours
5. Gabapentin 800 mg PO BID
6. Levothyroxine 50 mcg daily
7. Multivitamin 1 PO Daily
8. Oxybutynin 5 mg PO BID
9. Hydrocodone 5/325 1-2 tablets every 6 hours PRN pain

ALLERGIES: SHE IS ALLERGIC TO CIPRO, WHICH CAUSES URTICARIA AND HIVES, CONTRAST DYE, HONEY AND BEE VENOM, ADHESIVE, AND SULFAS, WHICH CAUSE HIVES.

PHYSICAL EXAMINATION:

Vital signs: 38.6, 120, 22, 138/38, 64% on room air. O2 sat of 91 on 4 liters nasal cannula.

Constitutional: She is somnolent. Oriented to person and place. Appears ill and mildly dyspneic.

Head: Normocephalic and atraumatic. Nose: Midline, right and left maxillary and frontal sinuses are nontender bilaterally.

Oropharynx: Clear and moist. No uvula swelling or exudate noted.

Eyes:  Conjunctivae, EOM and lids are normal. PERL. Right and left eyes are without drainage or nystagmus. No scleral icterus.

Neck: Normal range of motion and phonation. Neck is supple. No JVD. No tracheal deviation present. No thyromegaly or thyroid nodules. No cervical lymphadenopathy noted bilaterally.

Cardiovascular: rapid rate, S1 and S2 without murmur or gallop. Brachial, radial, dorsalis pedis, and posterior tibial are 2+/4+ bilaterally.

Chest: Respirations are regular and even with mild dyspnea.

Lungs are coarse and with some rales posterior bases.

Abdomen:  Soft. Bowel sounds are active, nontender, no masses noted. No hepatosplenomegaly noted. No peritoneal signs.

Musculoskeletal: Full range of motion of the bilateral shoulders, wrists, elbows.

Neurologic: Somnolent. Cranial nerves II-XII are intact.

Skin: Warm and dry.

Psychiatric: Mood and affect are normal. Calm and cooperative. Behavior, judgment is intact.

LABORATORIES AND DIAGNOSTICS:

WBC 7.2, Neutrophil 63%

Creatinine 2.5 mg/dL, BUN 45 mg/dL, Na 144 mEq/L, Potassium 4.4 mEq/L, Total Bilirubin is 0.9 mg/dL, Platelets 100,000

BNP 242 pg/mL

Lactate 1.0 mg/dL

All other labs are unremarkable

Chest x-ray: Right lower lobe infiltrate

EKG: NSR, no ST or T wave changes

Questions:

1. Develop a list of differential diagnoses specific to hypoxia. What are the four most important differential diagnoses to consider? 
2. Based on the available clinical data, what is the most likely diagnosis for the hypoxia? What other acute (new) diagnoses do you need to treat? List them all below. There are a total of 4 diagnoses. 
3. What additional diagnostic tests should be ordered to further evaluate this patient? 
4. Write an assessment and treatment plan for all four acute diagnoses you identified in question 2. Each diagnoses must have a complete treatment plan. All written orders must have complete instructions. For instance, a medication order must have the name, dose, frequency, and route. Lab orders must include the lab name and frequency. If an order should be done now, stat, urgent or routine that also should be indicated. 
5. What is the most appropriate level of care for this patient?
6. What physician specialty or other interprofessional consults should be ordered?
7. What anticipatory guidance/patient education should you provide to the patient?

 

"Looking for a Similar Assignment? Get Expert Help at an Amazing Discount!"