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Speaker Name: Speech Title: Directions: For each area listed below, check either strong or weak. Then write a 2-3 sentence for each area, explaining the response you chose (give specific examples from your speech) and how you intend to improve the areas marked as weak. Area Strong Weak How I can improve Check here or Check here Write out 2-3 sentence explanation why you checked strong or weak and improvement (if needed) Opening/Introduction Attention-getter, Thesis, Credibility Structure Logical, Good supports (examples, details, statistics), Transitions Closing Concise Summary, Memorable? Connection to audience Enthusiasm? Relevant to audience? Physical Posture, Gestures, Eye contact Voice Volume, Pace, Pauses, Distractors? Sources or Visuals Used Strong, Valid Sources? Type of visual used (if any). Effectiveness? *One Paragraph Summary of your review: .

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Physical
Posture, Gestures, Eye contact
Voice
Volume, Pace, Pauses, Distractors?
Sources or Visuals Used
Strong, Valid Sources? Type of visual used (if any).
Effectiveness?
*One Paragraph Summary of your review:

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Concert Review Rubric By the appropriate deadlines (see Course Syllabus) turn in Concert Reviews which will be graded using the following rubric. C ri te ri a Unacceptable 0 Points Needs Improvement 5 Acceptable 7 Points Good 9 Points Excellent 10 Points 1 P e rf o rm e rs Does not reference soloist or ensemble References both soloist, conductor and/or ensemble specifically but provides no name References both soloist, conductor and/or ensemble specifically but provides name of only one Includes name of soloist, conductor or ensemble but not both Includes names of all soloists, conductor(s) and ensembles 2 C o n te x t Provides no context for the performance Provides little context for the performance Provides some context for the performance Provides good context for the performance Provides clear context for the performance including time, place and reason for concert 3 M u si c D e sc ri p ti o n The text contains no musical description. The text contains limited facts and examples related to the topic. The text may fail to offer a conclusion. The text provides facts, definitions, details, quotations, and examples that attempt to develop and explain the topic. The conclusion merely restates the development. The text provides relevant facts, definitions, concrete details, quotations, and examples that develop and explain the topic. The conclusion ties to and supports the information/explanation. The text provides significant facts, definitions, concrete details, and examples that fully develop and explain the topic. The conclusion provides insight to the implications, explains the significance of the topic, and projects to the future, etc. 4 W ri te r’ s O p in io n The text does not contain a writer's opinion. The text contains an unclear opinion that suggests a vague position. The text attempts a structure and organization to support the position. The text introduces a an opinion but may not be supported by evidence of descriptions. The text has a structure and organization that is aligned with the claim. The text introduces an opinion that is clearly arguable and takes an identifiable position on the performance. The text has an effective structure and organization that is aligned with the claim. The text introduces a compelling opinion that is clearly arguable and takes a purposeful position on the performance. The report has a structure and organization that is carefully crafted to support the opinion. 5 Le n g th The text is significantly less than 400 words. The text is significantly more than 600 words. The text is a little less than 400 words. The text is a little more than 600 words. The text is between 400 and 600 words in length. 6 S tr u ct u re The text has no identifiable structure. The text ha ...

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Sponsorship Works 2018 8PROJECT DETAILSSponsorship tit.docx

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SPM 4723 Annotated Bibliography You second major project for the course will be an annotated bibliography. Instead of writing a paper, an annotated bibliography requires you to research a particular legal topic or question, of your choosing, in sports and find academic and law review articles that address that topic. You will develop a question about a legal topic in sports and find seven law review articles to summarize. Each article summary should be 300-350 words in length and should both explain the contents of the article and its relevance to your question or topic. The summaries should be written in your own words. You are required to select law review articles using LexisNexis. The format for the annotated bibliography is explained below. Please put your topic as the title for your paper. Next, each annotation should begin with the APA citation for the article in bold print (do not include web links), followed by a summary of the article (300-350 words) explaining how it addresses your question. The complete annotated bibliography should be double-spaced, 12pt Times New Roman font with one-inch margins. You will be submitting it through Turnitin via Canvas, do not include your name, course number, date or UFID on your annotated bibliography (similar to the case briefs). You should start each annotation on a separate page, and please remember to begin each annotation with the APA citation for the article as instructed above. This assignment is due on Wednesday, April 22nd. 1.Which of the following is not a key component of the conceptual framework of accounting? Select one: a. internal users b. the objective of financial reporting c. cost constraint on useful financial reporting d. elements of the financial statements 2.The balance sheet and income statement for Joe's Fish Hut are presented below: Joe's Fish Hut Balance Sheet As at December 31 2016 2015 ASSETS Current Assets Cash $180,623 $60,300 Accounts receivable $18,900 $14,200 Inventory $23,600 $25,300 Total Current Assets $223,123 $99,800 Property, plant & equipment $129,000 $184,000 Less: Accumulated depreciation $-26,900 $-21,600 TOTAL ASSETS $325,223 $262,200 LIABILITIES AND EQUITY Liabilities Current Liabilities Accounts payable $28,000 $41,800 Current portion of bank loan $9,500 $9,500 Total Current Liabilities $37,500 $51,300 Non-current portion of bank loan $71,000 $42,000 TOTAL LIABILITIES $108,500 $93,300 Shareholders' Equity Common shares $80,000 $54,400 Retained earnings $136,723 $114,500 TOTAL SHAREHOLDERS' EQUITY $216,723 $168,900 TOTAL LIABILITIES AND EQUITY $325,223 $262,200 Joe's Fish Hut Income Statement For the Year Ended December 31, 2016 Sales $137,000 COGS $83,200 Gross Profit $53,800 Operating Expenses Insurance Expense $1,600 Rent Expense $5,380 Salaries Expense $5,150 Telephone Expense $840 Interest Expense $1,340 Depreciation Expense $5,300 Total Operating Expenses $19,610 Operating Profit Before .

SPM 4723 Annotated Bibliography You second major proje.docx

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Speech Environment and Recording Requirements • You must have an audience of at least 5 adults 18 years or older for all speeches. The audience must be live and in person, that is, physically present. Virtual attendance is not permitted. Your video recording must show the 5 individuals sitting as ENGAGED audience members. The audience should be visible before, during, and after the speech and you should be facing your audience. The camera should be placed behind your audience. • You are required to record and post all 3 speeches in order to earn a passing grade in this course. • The video must be of a high enough quality that the instructor is able to see your full facial expressions and gestures. Your instructor will need to be able to hear your voice very clearly. You risk a failing grade if your instructor is not able to discern facial expressions or subtle changes of vocal intonation on the recording. • Be sure to record your presentation from head to toe. Your instructor needs to be able to see your posture and other elements. • Be certain to record your video in landscape (wide), not portrait (tall). • You may not stop the recording and re-record a section of your speech. What you submit must be a complete presentation from start to finish with NO EDITING. You could record your speech a few times and then pick the best presentation to send. Just make sure you only submit one copy of your best speech. • You will upload your speech following the YouTube directions and proper privacy guidelines. Speech capture directions and instructions are in Module 1 of the Blackboard online classroom. • Be certain to provide a video link to your speech that is available for your instructor and college administrators to view without requiring passwords or special permissions. Submitting a link that does not immediately provide this access results in a failing grade for your speech and could result in a failing grade for the course. You cannot use Google Hangouts or other mediated communication in place of a live audience. Your live audience must be physically present at the location you deliver your speech. • Any attempt to circumvent live speech audience requirements perceived by your instructor as deceptive, dishonest or otherwise disingenuous results in a zero for your speech with no opportunity to make it up and may result in a failing grade in the course and referral to the appropriate FSCJ administrative official for academic dishonesty. • The video link (URL) you provide for your speech must remain posted, active and viewable until 14 calendar days following the official scheduled end of the semester, according to the official FSCJ academic calendar. Removing your speech from the URL or link you provide automatically reverts any score you have to a zero and will result in a failing grade for the course. • Attempts to work around presenting in front of a live audience are considered academic dishonesty. • Posting your speech on a screen or readin.

Speech Environment and Recording Requirements• You must have a.docx

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Sped4 Interview 2.10.17 Audio.m4a Jodee: [00:00:08] And we are looking at the collaborative process between secondary special ed teachers and transitioning and transition specialists when transitioning students with autism spectrum disorder or other disabilities from secondary to higher. OK so the first question is is describe the condition process as you understand it from the guidelines of the secondary transition plan. Sped4: [00:00:52] OK. So first thing is a series of assessments that are appropriate for assessing it can include you know obviously interviewing the teacher not not the teacher the student and then sometimes parents are involved in that process. Then there's other batteries of tests. Things like the couter doing AZCIS things other interests inventories and things of that nature to get that. Looking at transcripts students grades grade reports in those things and taking those all that data and that assessment information and looking at that.That's my understanding and interpretation and kind of what I do. Jodee: [00:01:46] So you know it's the responsibility of the secondary teacher special ed teacher as the case manager to interview the students. And you know one of the big pieces that we look at is the age appropriate goals. You know if you've got a student who is who is autistic academically They're very bright. They can do the work but they have absolutely zero social skills. And they want you maybe studied to be. They want to go into broadcast journalism or something along those lines. So it's like having you determined you know is it like a collaborative effort. You determine and work with the other person you know because sometimes you have to be that person and say yes might not be the best fit for you. How does that kind of playing into things. Sped4: [00:02:51] I don't know like I don't mind doing that or being the one. Sped4: [00:02:58] I haven't run into that exact situation but I have other situations where students wanted to go straight to university from high school and just had these visions of grandeur. But their GPA would not allow for that or they had other deficiencies and things of that nature. And so it's just it's sometimes it's like literally printing out the requirement and showing them just saying you know these aren't going to work. It's not a possibility. However it doesn't mean that you can't go on to higher education. And just providing them alternative routes like one if there is enough time if there for example is there a sophomore or a junior. You know we look at like Well is there enough time to get rid of these deficiencies. Can you take some of these courses. Can you do that to get your GPA up to get rid of the deficiencies et cetera. Is that feasible. Is that feasible with money or mom is mom and dad going to pay for that you know. And is there enough time or looking. OK well if that's not an option then community college is not necessarily a bad thing to do it right. When did yo.

Sped4 Interview 2.10.17 Audio.m4aJodee [000008] And we are .docx

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Speech Recognition in the Electronic Health Record (2013 update) Introduction Many technologies exist to assist with better clinical documentation and speech recognition technology (SRT) is one solution. Since SRT uses mathematic probabilities, the technology can be complicated. The goals of its use in healthcare today, however, are clear: Increase productivity, decrease costs, and improve documentation while placing it closest to the point of care. This practice brief focuses on increasing the understanding of how speech recognition works by highlighting the driving forces that are shaping current and future applications of this technology and its associated benefits and risks. This practice brief also provides tools including illustrated work flow, tasks and skills, and best practices to assist in efficient and effective application of SRT for day-to-day operations. Driving Forces Payment reform. Quality measures. Meaningful use. EHR adoption. Transition to ICD-10-CM/PCS. Health information exchange. Consumer engagement. Personal health records and patient portals. What do these areas have in common? They all point to the increasing need for accurate, complete, and accessible data in an environment that requires real-time documentation. Documentation should improve the quality of the patient encounter and create efficiencies. In the past, handwriting provided an immediate record of care. Legibility came to the forefront as an issue and documentation was often not as comprehensive when compared to a well-constructed dictated note. Today, speech recognition or speech-to-text is used in conjunction with the EHR and is considered a viable option in the face of the growing demand for near-real-time data. Front-end speech recognition (FESR) and back-end speech recognition (BESR) technologies can help in the production of legible and comprehensive document(s). It also serves as a productivity tool to help lower costs and increase productivity, especially when compared to the manual labor required by traditional dictation and transcription. Emerging Roles In 2012, The Association for Healthcare Documentation Integrity (AHDI) coined the term "healthcare documentation specialist (HDS)," which they define as "an umbrella term that includes medical transcriptionists, speech recognition editors and QA specialists."1 For the purposes of this practice brief, the term "HDS" will be used when referring to this role. Visit AHDI's website for more information on the role of the HDS (www.ahdi.org). Copyright © 2013 by The American Health Information Management Association. All Rights Reserved. http://www.ahima.org/copyright The use of medical scribes is increasing in various healthcare settings due to growing EHR implementations and the need for timely, detailed point-of-care documentation. There are distinct differences between HDS and scribes. HDS professionals work in a "one-way process" while scri.

Speech Recognition in the Electronic Health Record (2013 u.docx

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Sped Focus Group.m4a Jodee: [00:00:01] This is a focus group with the secondary special education teachers. So anybody feel free to chime in and we just talked about the secondary transition plan and theoretical principles of Situation and support. So the first question is How does political correctness influence transition process. So think about some of the terminology that's changed. For example we don't refer to kids with cognitive impairment as being mentally retarded. So how does that PC influence the transition process. And anybody can feel free to speak up if they would like. TS5: [00:00:49] Well I guess I'll start because I'm probably the least politically correct person around. I think you make an example of the fact of you know you know with. What you can and cannot say Well not everybody is up to date on the current lingo and everybody apparently might may be in denial about where their child is at cognitively when using certain terms they may expect more from their or their child than they're actually capable because we're not using terms of people understand or that people use. Obviously I'm not talking about in a hurtful way but you know I mean I have a student now that he's I guess they went out of their way to label him. You know he has a label of autism. But I keep telling these people on my autism is not his problem his cognitive is his problem as long as that IEP keeps talking about autism then that seems to be the direction of where they want to go with the services. And and I keep saying that autism is not the problem. So that's just my 2 cents on. Jodee: [00:02:12] How has that worked so far just to kind of pair off your response on that TS5 how has it like you're able to see that it's not the Autism that's a problem. How do you stear that to the correct path and have deal with this and what the kid is capable of doing regarding transition. Sped5: [00:02:34] Well I was fortunate in this area where I think it was an issue of the mom was in denial that it wasn't all the other teachers were like no. This is what this is what he needs. You know because of the IEP I'm trying to get him. You know support all the time and it's just a matter of when they look at the IEP and says why is it that it will be this and this and I'm like I didn't write the IEPP I didn't put down autism. I'll just tell you what I see now what I have and that's what it is. And so it wasn't until at an an IEP meeting that the other teachers who see them every day too are like no this is where he's at. He needs the support he needs this because of x y z. So you know that's just for example. Jodee: [00:03:25] Okay TS7 I'm going to kind of put you on the spot on for a minute when we talked a couple of days ago about that one student what were some of the things that you might have encountered in working with the parents on regarding transitioning him. And you know just to give a bit with a bit of background history it was a young man diagnosed with.

Sped Focus Group.m4aJodee [000001] This is a focus group wi.docx

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Specialized Terms 20.0 Definitions and examples of specialized terms for adaptive behavior assessments including content and statistical terms are proficient. Limitations of Standardized Assessments 20.0 Substantial explanation of at least two limitations of standardized assessments is provided. Consultative Role of Special Education Teacher 20.0 The description of consultative role of the special education teacher in helping parents/ guardians understand the process of assessments and terminology is expertly addressed. Aesthetic Quality 5.0 Design is pleasing. Skillful handling of color, text and visuals creates a distinctive and effective presentation. Overall, effective and functional audio, text, or visuals are evident. Mechanics of Writing (includes spelling, punctuation, grammar, and language use) 5.0 Submission is virtually free of mechanical errors. Organization 5.0 The content is well-organized and logical. There is a sequential progression of ideas that relate to each other. The content is presented as a cohesive unit and provides the audience with a clear sense of the main idea. Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) 5.0 Sources are documented completely and correctly, as appropriate to assignment and style, and format is free of error. Total Percentage 100 .

Specialized Terms 20.0 Definitions and examples of specialized.docx

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Special notes: Media and the media are plural and take plural verbs. The use of personal pronouns "we" and "you" are unacceptable in academic writing except when otherwise indicated. The use of the first person "I" is not called for in this assignment. Write a 700- to 1,050-word paper in which you answer the following questions: · What were the major developments in the evolution of mass media during the last 120 years or so? Discuss at least five forms of major mass media in order of development. Choose from movies, recorded music, radio, television, video games, internet streaming, and social media. Newspapers may be included but only those developments in the last 120 years or so. We are not requesting the history of mass media, mass media developments before 1900, and identification of communications devices that are person to person and not mass media such as the telegraph and telephone. · What innovations did each provide to consumers (what was new about them)? How did each medium change the lives and behavior of people after its introduction? · What is meant by the term media convergence, and how has it affected everyday life? · Conclude with a reflection on why media literacy is important for responsible media consumption today. Format your essay according to appropriate course-level APA guidelines. Spelling and grammar check your work. Note: your first paper will be annotated with regard to formatting, spelling, grammar, and usage, for which you will not be penalized, but you are responsible for applying these notes to subsequent assignments. .

Special notes Media and the media are plural and take plural verb.docx

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SPECIAL ISSUE ON POLITICAL VIOLENCE Research on Social Movements and Political Violence Donatella della Porta Published online: 15 July 2008 # Springer Science + Business Media, LLC 2008 Abstract Attention to extreme forms of political violence in the social sciences has been episodic, and studies of different forms of political violence have followed different approaches, with “breakdown” theories mostly used for the analysis of right-wing radicalism, social movement theories sometimes adapted to research on left-wing radical groups, and area study specialists focusing on ethnic and religious forms. Some of the studies on extreme forms of political violence that have emerged within the social movement tradition have nevertheless been able to trace processes of conflict escalation through the detailed examination of historical cases. This article assesses some of the knowledge acquired in previous research approaching issues of political violence from the social movement perspective, as well as the challenges coming from new waves of debate on terrorist and counterterrorist action and discourses. In doing this, the article reviews contributions coming from research looking at violence as escalation of action repertoires within protest cycles; political opportunity and the state in escalation processes; resource mobilization and violent organizations; narratives of violence; and militant constructions of external reality. Keywords Political violence . Social movements Attention to extreme forms of political violence in the social sciences has been episodic, with some peaks in periods of high visibility of terrorist attacks, but little accumulation of results. There are several reasons for this. First, some of the research has been considered to be more oriented towards developing antiterrorist policies than to a social science understanding of the phenomenon. In fact, “many who have written about terrorism have been directly or indirectly involved in the business of counterterrorism, and their vision has been narrowed and distorted by the search for effective responses to terrorism…. [S]ocial movement scholars, with very few exceptions, have said little about terrorism” (Goodwin 2004, p. 259). Second, studies of different forms of political violence have followed different approaches, with “breakdown” theories mostly used for the analysis of right-wing radicalism, social movement theories sometimes adapted to research on left-wing radical groups, and area study specialists focusing on ethnic and religious forms. Third, and most fundamentally, there has been a tendency to reify Qual Sociol (2008) 31:221–230 DOI 10.1007/s11133-008-9109-x D. della Porta (*) Department of Political and Social Sciences, European University Institute, Badia Fiesolana, Via dei Roccettini 9, 50016 San Domenico di Fiesole Firenze, Italy e-mail: [email protected] definitions of terrorism on the basis of political actors’ decisions to use violence (Tilly 200.

SPECIAL ISSUE ON POLITICAL VIOLENCEResearch on Social Move.docx

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SPECIAL ISSUE: CRITICAL REALISM IN IS RESEARCH CRITICAL REALISM IN INFORMATION SYSTEMS RESEARCH John Mingers Kent Business School, University of Kent, Canterbury, Kent, CT2 7NZ UNITED KINGDOM {[email protected]} Alistair Mutch Nottingham Business School, Nottingham Trent University, Burton Street, Nottingham NG1 4BU UNITED KINGDOM {[email protected]} Leslie Willcocks London School of Economics and Political Science, Houghton Street, London WC2A 2AE UNITED KINGDOM {[email protected]} Introduction There has been growing interest in a range of disciplines (Ackroyd and Fleetwood 2000; Danermark et al. 2002; Fleetwood 1999; Fleetwood and Ackroyd 2004), not least information systems (Dobson 2001; Longshore Smith 2006; Mingers 2004b; Mutch 2010b; Volkoff et al. 2007; Wynn and Williams 2012) in ideas derived from the philosophical tradition of critical realism. Critical realism offers exciting pros- pects in shifting attention toward the real problems that we face and their underlying causes, and away from a focus on data and methods of analysis. As such, it offers a robust framework for the use of a variety of methods in order to gain a better understanding of the meaning and significance of information systems in the contemporary world. Although the term critical realism has been used in a number of different traditions, we are primarily concerned with that developed from the foundational work of Roy Bhaskar in the philosophy of science, later extended in the social arena by authors such as Archer and Sayer (Archer et al. 1998; Bhaskar 1978, 1979; Mingers 2004b; Sayer 2000). In this tradition, the benefits of CR are seen as: • CR defends a strongly realist ontology that there is an existing, causally efficacious, world independent of our knowledge. It defends this against both classical positi- vism that would reduce the world to that which can be empirically observed and measured, and the various forms of constructivism that would reduce the world to our human knowledge of it. Hence it is realist. • CR recognizes that our access to this world is in fact limited and always mediated by our perceptual and theoretical lenses. It accepts epistemic relativity (that knowledge is always local and historical), but not judgmental relativity (that all viewpoints must be equally valid). Hence it is critical in a Kantian sense. • CR accepts the existence of different types of objects of knowledge—physical, social, and conceptual—which have different ontological and epistemological characteristics. They therefore require a range of different research methods and methodologies to access them. Since a particular object of research may well have different characteristics, it is likely that a mixed-method research strategy (i.e., a variety of methods in the same research study) will be necessary and CR supports this. In this introduction, we will first introduce the basic concepts of critical realism as a philosophy of science.

SPECIAL ISSUE CRITICAL REALISM IN IS RESEARCHCRITICAL RE.docx

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