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The purpose of this assessment exercise is to develop students’ understanding of their future profession and what might impact their practice

when working within the Australian health care system. In addition, skills in critical thinking, searching for high quality and current

literature and writing for a specific audience will be extended. Health professionals need to be aware of the context in which they will be

working, making this essay is an opportunity to review how well your future profession fits within this context.
Process
Analyse the essay statement: Providing health care in Australia involves a complex interplay between funders, providers, governments,

individuals, interest groups and policy directions. Identify a concept that relates to the Australian health care system and argue its value

from the perspective of your future profession.
It is recommended that you develop a logic grid for searching the electronic databases (refer to the LibGuides for HLTH1305; refer to the

Library tutorials for searching the databases).
Search for high quality (credible) and up-to-date (last 5 years) information from peer-reviewed journals, textbooks, health professions’

websites, and Australian government websites such as the Australian Institute of Health and Welfare, Australian Bureau of Statistics and the

Health Department.
Develop an argument from which an essay can be written, based on concepts such as universalism, welfarism, economic rationalism,

institutionalism, medical dominance, consumer-directed care, social determinants of health, equity and equality, etcetera.Concepts will be

discussed in detail during tutorials and forum discussions.Refer to the Student Learning Centre guides ‘Writing an argument’ and ‘Writing an

essay’; refer to McKendry 2015, Critical thinking skills for health care, Routledge, Oxon, UK.
Read widely, start writing as early as you can, proofread and edit your drafts.
Utilise the Turnitindrafts dropbox and respond to the text-matching report as necessary.Turnitin will automatically generate a text-matching

report when a paper is submitted to the AE4 Essay assignment dropbox. Allow sufficient time to submit and receive your draft Turnitin report,

and respond to it as required, before submitting your final paper to the AE4 Essay assignment dropbox (refer to the Student Learning Centre

guidelines on using Turnitin).
Submit your final paper by uploading your document to the AE4 Essay assignment dropbox (on FLO). The essay is due in week 13, Tuesday 7 June

2016, before 4 PM.
Criteria
Content of the essay
• Demonstrate an understanding of a concept that relates to the Australian health care system (e.g. universalism, welfarism, economic

rationalism, institutionalism, medical dominance, consumer-directed care, social determinants of health, equity and equality, etc.).
• Demonstrate an understanding of the complexity of the Australian health care system.
• Argue the value of the chosen concept from the perspective of the student’s future profession. There should be a logical progression to

the argument.
• Use at least 8 credible references to support the essay.
Structure of the essay
• Structure the essay by having an introduction, body and conclusion.Give the essay a title.Aim for a well-organised essay where the

conclusion ties the body and introduction together without introducing new information.
• Word count is 1500 words, +/- 10% (range 1350 to 1650 words). In-text references are included in the word count but the reference list

is not counted. Headings and subheadings are counted (when used). The title is not counted.
• Referencing style: in-text references and a reference list are required; Harvard AGPS6 or APA6 are the accepted referencing styles. Up-

to-date information is generally considered to be within the last 5 years (2010 onwards). Check for errors and inconsistencies.
• Writing style should be formal(not colloquial).Check for readability, which relates to the quality of the writing and ease of

understanding the content.
Formatting
• Document: Name and student ID in the header, and page numbers in the footer.
• File: Word document and not PDF
• Text: Font – Ariel or Times New Roman
• Size: 12p
• Line spacing: 1.5 or 2
• Paragraph: justified; a line space between paragraphs
• Reference list: Single line spacing, aligned Left, a line space between references in the list
Formal writingstyle:
 Use a ‘distant’ voice, meaning do not use personal pronouns
 Use paragraphs andnot dot points
 All wordsare to be written in full, meaning no contractions such as ‘isn’t’, ‘don’t’, ‘isn’t’
 Numbers under 10 should be written as a word e.g. two
 Start sentences with a word, meaning never start a sentence with a numeral
 Acronyms need to be spelt out in full the first time they are used and followed by the acronym in brackets e.g. Australian Institute of

Health and Welfare (AIHW), after which just the acronym can be used

Learning Outcomes
This assessment exercise links to topic expected Learning Outcomes: Please note the strikethrough words do not relate to this assessment

exercise.

LO1: Demonstrate understanding of key features of the Australian health care systems
LO2: Critically discuss various theoretical and social concepts associated with health care systems
LO3: Demonstrate both independent and collaborative skills in efficiently searching for up-to-date health care information on a range of health

professions, using peer-reviewed journals and health professional association websites
LO4: Analyse Australian health and health care policies and inquiries into the health sector that impact health professional groups
LO5: Demonstrate understanding of evidence-based practice
LO6: Demonstrate professionalism in readiness for future practice

The requirement … Write a 3 page essay (in APA format) in which you “Conceptualize an innovation that you believe would improve the healthcare

system. Describe how this could happen, key stakeholders needed to make this happen, and the desirable outcomes that would result.”

I would like the paper to discuss one health for pets and people here in the United State to enhance health and wellness for all …. we are all

are basically the same … veins, bones, muscle, etc …

Suggestion … One Health shall be achieved through:
1. Joint educational efforts between human medical, veterinary medical schools, and schools of public health and the environment;
2. Joint communication efforts in journals, at conferences, and via allied health networks;
3. Joint efforts in clinical care through the assessment, treatment and prevention of cross-species disease transmission;
4. Joint cross-species disease surveillance and control efforts in public health;
5. Joint efforts in better understanding of cross-species disease transmission through comparative medicine and environmental research;
6. Joint efforts in the development and evaluation of new diagnostic methods, medicines and vaccines for the prevention and control of diseases

across species and;
7. Joint efforts to inform and educate political leaders and the public sector through accurate media publications.

Sources are not required however these sites describe what one health is …

Home

https://www.avma.org/KB/Resources/Reference/Pages/One-Health94.aspx

https://www.facebook.com/pg/OneHealthforPeoplePetsandPartners/about/?ref=page_internal

Website icon Robbing the Dead: Is Organ Conscription Ethical? Scoring Guide.
Website icon APA Style and Format.
Website icon Capella University Library.
By successfully completing this assignment, you will demonstrate your proficiency in the following course competencies and assignment criteria:

Competency 1: Articulate ethical issues in health care.
Articulate the moral concerns surrounding a policy of organ conscription.
Articulate questions about the fairness and justness of organ conscription policy.
Explain the relevance and significance of the concept of consent as it pertains to organ donation.
Evaluate alternative policies for increasing available donor organs.
Competency 4: Demonstrate effective communication related to ethics and health care.
Exhibit proficiency in clear and effective academic writing skills.
As Chapter 8 of your text explains, there is a serious shortage of donor organs (in particular, review the section “Social Context,” pages 343–353). Need vastly outstrips supply, due not only to medical advances related to organ transplantation but also because not enough people consent to be cadaveric donors (an organ donor who has already died). Munson points out that in the United States., approximately 10,000 patients die each year because an organ donor was not available, which is three times the number of people killed in the terrorist attacks on 9/11.

But what is an efficient and morally sound solution to this problem? As explained in the text, the policy of presumed consent, where enacted, has scarcely increased supply, and other alternatives such as allowing donors to sell their organs raise strong moral objections. In light of this, some have advocated for a policy of conscription of cadaveric organs (Spital & Erin, 2002). This involves removing organs from the recently deceased without first obtaining consent of the donor or his or her family. Proponents of this policy argue that conscription would not only vastly increase the number of available organs, and hence save many lives, but that it is also more efficient and less costly than policies requiring prior consent. Finally, because with a conscription policy all people would share the burden of providing organs after death and all would stand to benefit should the need arise, the policy is fair and just.

Assignment Description
Do you consider the policy of organ conscription to be morally sound? Write a paper that answers this question, defending that answer with cogent moral reasoning and supporting your view with ethical theories or moral principles you take to be most relevant to the issue. In addition to reviewing your text, you are encouraged to locate additional resources in the Capella library, your public library, or authoritative online sites to provide additional support for your viewpoint. Be sure to weave and cite the resources throughout your work. In your paper, address the following issues:

On what grounds could one argue that consent is not ethically required for conscription of cadaveric organs? And on what grounds could one argue that consent is required?
Is the policy truly just and fair, as supporters claim? Explain.
Do you consider one of the alternative policies for increasing available donor organs that Munson discusses to be preferable to conscription? Explain why or why not.
Submission Requirements
Your paper should meet the following requirements:

Written communication: Written communication that is free of errors that detract from the overall message.
APA formatting: Resources and citations are formatted according to current APA style and formatting.
Length: 2–3 typed, double-spaced pages.
Font and font size: Times New Roman, 12 point.
Reference
Spital, A., & Erin, C. (2002). Conscription of cadaveric organs for transplantation: Let’s at least talk about it. American Journal of Kidney Disease, 39(3), 611–615.

NARRATIVE/DESCRIPTIVE ESSAY
Essay should be 2-3 typewritten pages, double-spaced, using Modern Language Association (MLA) format. (See Strategies for Successful Writing, p. 385, “MLA System for Preparing Papers” and p. 403 for sample paper.)

The Hindu poet Kalidasa wrote the following poem:

Salutation to the Dawn

January 1, Look to this day, For it is life, the very life of life. In its brief course lie all the varieties and realities of your existence, The bliss of growth, the glory of action, the splendor of beauty; For yesterday is but a dream; and tomorrow is only a vision, But today well lived makes Every yesterday a dream of happiness And every tomorrow a vision of hope.

Look well, therefore, to this day!

Kalidasa

Analyze and interpret this passage. Respond to the topic within the Discussions tool, discussing your understanding of the ideas that Kalidasa expresses.
Review chapters eight and nine of Strategies for Successful Writing to review narrative and descriptive essays.
Write a narrative essay focusing on one incident in your life that illustrates the ideas presented in Kalidasa’s poem.
Include descriptive details to convey clear imagery of the elements of your story. Remember to consider all of the senses: taste, touch, smell, sight, and sound. Create a dominant impression.
You will make at least one reference to an idea from the Kalidasa poem by quoting a word or phrase from his work. The quote can appear anywhere in your essay, where it most logically emerges.
Next, provide some transition that links the poem to the opening of your story.
Throughout the essay, you might occasionally refer to ideas from the poem to provide a connection to the details of your experience.
You might use the three major statements-“The bliss of growth, the glory of action, the splendor of beauty”-to organize the major points and events of your story.
Since this essay is a narrative, you must focus on presenting action. A narrative recreates action.
The action is often motivated by conflict. The events of our lives and our world are often shaped by conflicts that need to be overcome or resolved.
Remember you are focusing only on one specific incident as the basis of your narrative.
In your concluding paragraph, you may make a reference to the poem. Your reference should reveal the thesis of the narrative-the main point that you are making with the story or the main lesson learned.
The audience for this paper is your classmates. Assume that you are telling them your story to illustrate a specific point.
The verb tense in telling your story should be past tense, unless a statement logically requires present tense. Be consistent in maintaining the verb tense.
You may use the pronoun “I” in the narrative. This is your story. However, avoid overusing “I.” It often is not necessary to use it while explaining events.
Choose only key events in telling the story. Avoid explaining every detail that occurred. You will bore the reader with too much verbiage.

Advisory Prerequisite:
Completion of ENGL 048 & 049 each with a grade of “C” or better, or equivalent, or assessment Skill
Levels R5/W5
What You Need to Purchase for this Class:
1. Required Text: Stephen E. Lucas, The Art of Public Speaking, 11th ed. McGraw-Hill
2. One Scantron form; One #2 wooden pencil.
Course Description:
Oral Communication offers a wide variety of reading, application and speaking assignments designed to
expose students to all the major skills of speechmaking. Students focus on the following basic elements:
ethics, analyzing the audience, visual aids, choosing a topic and specific purpose, outlining, listening,
organizing a speech, delivery, small group communication, informative and persuasive speaking, speaker
credibility, effective use of language, library research, and communication and/or speeches to entertain.
All students give several speeches both with and without visual aids.
Course Objectives:
These are the agreed upon San Diego Community College District learning outcomes for this class.
At the end of the semester, students completing COMS 103 with a C or better will be able to:
Berry / COMS 103 Syllabus / Summer, 2016 / TTH 2:00 p.m.-5:10 p.m. Class / Page 1
1. Locate, analyze, and select information to tailor a presentation to a specific audience:
assessment will include collection of working and/or formal outlines, in class activities, quizzes and
exams and/or assignments
2. Construct a clear general purpose, specific purpose, and thesis statement with the intent of
focusing the speech to one topic; assessment will include collection of working and/or formal
outlines, in class activities, quizzes and exams and/or assignments
3. Construct a well structured speech by properly identifying an introduction, body and
conclusion; assessment will include collection of working and/or formal outlines, in class
activities, quizzes and exams and/or assignments
4. Demonstrate improvement in verbal and nonverbal delivery in a prepared
presentation; assessment will include evaluation of impromptu and formal speeches
Attendance Requirements:
The final grade in this class will be affected by active participation, including attendance, as follows:
As a member of this class, it is your job to be prepared, attend class regularly and participate fully. Just
like a job, when you don’t attend class and don’t want me to drop you from this class, you must call in
and negotiate your absence. Please do so by leaving an e-mail before the missed class.
According to SDCCD policy:
• It is the student’s responsibility to drop all classes in which he/she is no longer attending.
• It is the instructor’s discretion to withdraw a student after the add/drop deadline (up until July
15) due to excessive absences.
• Students who remain enrolled in a class beyond the published withdrawal deadline, as stated in
the class schedule, will receive an evaluative letter grade in this class.
Being dropped from the class:
District Policy 3100 states that students may be dropped after 6% of the class is missed (3.6 hours, which
may include tardies and leaving class early). The policy also states that students must be dropped upon
missing 12% of the class (7.5 hours or tardies and leaving early combined.). Absences are not excused or
unexcused, they are merely counted (even if you are under a doctor’s care!).
Each event of tardiness or leaving early will be counted as one-half of an absence. Promptness for
lecture is required. Students who arrive late on their speaking day will have their speeches dropped
one letter grade.
Berry / COMS 103 Syllabus / Summer, 2016 / TTH 2:00 p.m.-5:10 p.m. Class / Page 2
Method of Instruction: Lecture, educational videotapes, discussion, group activities and reading
assignments.
Cheating/Plagiarism: Students are expected to be honest and ethical at all times in their pursuit of
academic goals. Students who are found in violation of district Procedure 3100.3, Honest Academic Conduct,
will receive a grade of zero on the assignment, quiz, or exam in question and may be referred for
disciplinary action in accordance with Procedure 3100.2, Student Disciplinary Procedures. [Wikipedia is not
an acceptable source.]
Evaluation: You will be evaluated on your performance in a variety of activities and assignments such as
public speeches, writing assignment, exam, written and oral critiques of speeches, class participation and
attendance.
Grading: Points
Speech 1 (Inform #1)…………………………………………………………………………………………………….100
Speech 2 (Inform #2)…………………………………………………………………………………………………….125
Speech 3 (Demonstrate)………………………………………………………………………………………………..125
Speech 4 (Persuade)……………………………………………………………………………200
Positive Class Participation…………………………………………………………………………………………..100
Writing Assignment [Compare Ineffective vs. Effective Speeches (Video)]…………………..100
Final Exam (50 multiple-choice questions from book)………………………………………………….250
Total…………………………………….1000
Grading System: A+ = 98%; A = 95%; A– = 90%; B+ = 88%; B = 85%; B– = 80%; C+ = 78%;
C = 75%; C– = 70%; D+ = 68%; D = 65%; D– = 60%; etc.
Class Assignments: A lottery will be held four times during the semester to determine the four dates of
your speeches. Your participation in the class is very important. You may be assigned a group and in that
group asked to complete a variety of in-class assignments that will count as class participation. During
some assignments, students may work individually, while during other assignments, students may work
in groups that require cooperative learning, team work, critical thinking skills and problem solving skills.
Each member of the group will receive the same grade for the assignment unless circumstances dictate
otherwise. If the assignment involves group work, any group member who is absent or does not actively
contribute to the completion of the group assignment will receive a grade of zero for the assignment.
Because of the nature of the in-class assignments, these cannot be made up if missed.
You will also be required to turn in your preparation (aka formal) outline and any other speech
materials (in a folder or manila envelope) used with each of the graded speeches during class on your
speech day. SPEECH MATERIALS E-MAILED LATER WILL NOT BE ACCEPTED. Students are
expected to be respectful of other speakers. Learning to listen and critique speeches is an integral part of
this course. Courteous attention is assumed. Students need to cease all conversations when the
instructor and student speakers are talking.
Please do not bring food or drink into class. The only exception is water.
Berry / COMS 103 Syllabus / Summer, 2016 / TTH 2:00 p.m.-5:10 p.m. Class / Page 3
Just say no to smart phone use in class. Students need to turn off all electronic devices during class,
including cell phones, laptops, etc. If your phone rings or if you view or text the device in class, it is
considered negative class participation and will count as one-half absence. IF I CAN SEE YOUR CELL/
SMART PHONE, I WILL COUNT THAT AS YOUR MONITORING OF IT. ALL ELECTRONICS
NEED TO BE KEPT OFF YOUR DESK AND LAP. Also, reading materials extraneous to the course,
sleeping, writing notes or letters, doing other homework from another class, and/or listening to a
“Walkman” during classroom time is not allowed. Should you elect to partake in one of these, I will
deduct points from your final grade in the course.
You must deliver your speech on the day assigned, even if the equipment in the room is not functioning
properly (i.e., the computer, PowerPoint, document reader, projector, etc.). Always have a backup plan
just in case!
Regular attendance for class participation, preparedness for class, and attitude are all factors that may
influence a student’s final grade. Please do not use profanity in class or in speeches. Using obscene
language will be heavily penalized.
Student Code of Conduct:
• Students are expected to adhere to the Student Code of Conduct at all times. Students who violate the
Student Code of Conduct may be removed from class by the faculty for the class meeting in which the
behavior occurred, and the next class meeting.
• No make-up work will be accepted during the removal.
• Incidents involving removal of a student from class will be reported to the college disciplinary officer
for follow up.
• The Student Code of Conduct can be found in Board of Trustees Policy, BP 3100, Student Rights,
Responsibilities and Administrative Due Process posted on the District website at:
http://www.sdccd.edu/public/district/policies/index.shtml
Academic Freedom: Academic institutions exist for the transmission of knowledge, the pursuit of truth,
the development of students, and the general well being of society. Free inquiry and free expression in a
mutually respectful environment are indispensable to the attainment of these goals. Such freedom shall
be recognized as a right of all students, faculty, staff, and administrators.
Due Process: Students Rights Responsibilities and Privacy of Student Records also known as (Policy
3100) . 1.1 is what pertains to due process: “If the student disagrees with the final grade, a formal
complaint with proof of all scores and attendance should be presented to the instructor (in writing). The
Dept. Chair will then meet with the instructor and student to make a final assessment of the situation.
Neither Department Chairs nor Deans can change grades.”
1.1 Students shall have the right to impartial objective evaluation of their academic
performance. Students shall receive in writing, at the beginning of each course, information outlining the
method of evaluating student progress including the method by which the final grade is determined.
DSPS: Students with Disabilities are asked to notify the instructor as to the steps necessary to best
accommodate the student.
Berry / COMS 103 Syllabus / Summer, 2016 / TTH 2:00 p.m.-5:10 p.m. Class / Page 4
Timetable/Class Schedule:
June 14 – Read before class: Chapter 9 – Organizing the Body of the Speech; Chapter 10 –
Beginning and Ending the Speech; Chapter 11 – Outlining the Speech.
– Introduction-to-Course Lecture/Review syllabus.
June 16 – Read before class: Chapter 1 – Speaking in Public; Chapter 4 – Giving Your First Speech;
Chapter 15 – Speaking to Inform.
– Lecture.
– Watch Video: Introductions & Conclusions.
June 21 – Read before class: Chapter 2 – Ethics and Public Speaking; Chapter 3 – Listening.
– Lecture.
– Watch Informative Video: Securing Yourself Online.
June 23 – Read before class: Chapter 5 – Selecting a Topic and a Purpose.
– Lecture.
– Watch Video: Visual Aids.
– Student Speeches (Inform #1).
June 28 – Read before class: Chapter 6 – Analyzing the Audience.
– Lecture.
– Student Speeches (Inform #1).
June 30 – Read before class: Chapter 7 – Gathering Materials.
– Lecture.
– Student Speeches (Inform #1).
July 5 – Read before class: Chapter 8 – Supporting Your Ideas.
– Lecture.
– Student Speeches (Inform #2).
July 7 – Read before class: Chapter 9 – Organizing the Body of the Speech.
– Lecture.
– Watch Demonstrative Video: How to Play the Drums.
– Student Speeches (Inform #2).
July 12 – Read before class: Chapter 12 – Using Language.
– Lecture.
– Watch Demonstrative Video: Yoga – Uniting Mind, Body, and Spirit.
– Student Speeches (Inform #2).
July 14 – Read before class: Chapter 13 – Delivery.
– Lecture.
– Student Speeches (Demonstrate).
July 19 – Read before class: Chapter 14 – Using Visual Aids.
– Lecture.
– Watch Persuasive Video: The Dangers of Cell Phones.
– Student Speeches (Demonstrate).
Berry / COMS 103 Syllabus / Summer, 2016 / TTH 2:00 p.m.-5:10 p.m. Class / Page 5
July 21 – Read before class: Chapter 16 – Speaking to Persuade; Chapter 17 – Methods of
Persuasion.
– Lecture.
– Watch Persuasive Video: Phony Pharmaceuticals.
– Student Speeches (Demonstrate).
July 26 – Student Speeches (Persuade).
July 28 – Student Speeches (Persuade).
August 2 – Student Speeches; (Persuade).
August 4 – Awards Ceremony (trophy and certificates).
– Final Exam: 50 multiple-choice questions from textbook (60 Minute Exam).
– 2:00 p.m. in regular classroom.
Explanation of Formal Speaking Assignments (handouts distributed during the semester will provide
additional detail):
Informative Speech:
Teach us about a person, place or thing. There must be an obvious benefit to your audience. You must use
research and cite the sources within your speech, using correct structure and an extemporaneous style of
delivery. An informative outline is required.
Demonstrative Speech:
Teach us how to physically do something. Choose something you know how to do and prepare a speech
using correct structure and an extemporaneous style of delivery. Be sure to pick something we are
unfamiliar with, or if it is familiar teach us something new about it. (Don’t show us how to do something
we already know how to do unless you can show us a better, faster or cheaper way of doing it.) A
demonstrative outline is required.
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Persuasive Speech:
A 7-9 minute extemporaneous speech where your objective is to persuade the audience to change, modify
or maintain their thoughts and/or behavior. Choose a topic with which you are familiar and that may be
of concern to the audience. The speech is arranged using Monroe’s Motivated Sequence. Five outside
sources of support are required, as is a formal typed outline to be turned in.
CRITERIA FOR GRADING SPEECHES**
To receive a C on your speeches you must meet the following standards:
1. The speech must be original.
2. The type of speech presented must be appropriate to the assignment.
3. The topic must be sufficiently focused and appropriate for the audience.
4. The speech must fit the time requirements of the assignment.
5. The speech must be presented on the day assigned.
6. Main ideas must be supported with facts and figures, appropriate testimony, examples, or
narratives.
7. The speech must have a clear sense of purpose.
8. The speech must have a clearly identifiable and appropriate design, complete with an
introduction and conclusion.
9. The speech must be presented extemporaneously. [80 to 90% eye contact; Gestures]
10. The speech must satisfy any specific requirements of the assignment, such as number of
references, formal outline, or use of visual aids.
11. The speaker must use language correctly.
[Some mechanical errors may impede clear understanding of material]
To receive a B on your speeches you must meet the following standards:
1. Satisfy all requirements for a C speech.
2. Select a challenging topic and adapt it appropriately to your audience.
3. Reflect a greater depth of research. (For example, if three references are required for a C,
the B speech must have five references.)
4. Clearly identify sources of information and ideas.
5. Create and sustain attention throughout the speech.
6. Make effective use of transitions, previews, and summaries.
7. Use good oral style.
8. Present your speech with poise.
[Few serious mechanical errors]
To receive an A on your speeches you must meet the following standards:
1. Satisfy all requirements for a B speech.
2. Demonstrate imagination and creativity in topic selection and development.
3. Develop and sustain strong bonds of identification among the speaker, audience, and topic.
4. Consistently adapt information and supporting material to the experiential world of your
audience.
5. Reflect an even greater depth of research. (For example, if five references are required for a
B, the A speech must have seven references.)
6. Demonstrate artful use of language and stylistic techniques.
7. Make a polished presentation that artfully integrates verbal and nonverbal communication
skills.
[Few if any mechanical errors]
Berry / COMS 103 Syllabus / Summer, 2016 / TTH 2:00 p.m.-5:10 p.m. Class / Page 7
A D speech does not meet one or more of the standards for a C speech or
1. It is obviously unrehearsed.
2. It is based entirely on biased information or unsupported opinions.
[Mechanical errors impede understanding]
An F speech does not met three or more of the standards of a C speech, reflects either of the problems
associated with a D speech, or
1. It uses fabricated supporting material.
2. It deliberately distorts evidence.
3. It is plagiarized.
[Major problems with mechanics]
*The syllabus and schedule may change to meet our needs throughout the semester.
**Reprinted by permission of the National Communication Association.
© Houghton Mifflin Company. All rights reserved.
Berry / COMS 103 Syllabus / Summer, 2016 / TTH 2:00 p.m.-5:10 p.m. Class / Page 8
Signature confirmation of syllabus requirements
This sheet is to confirm that you have read and been given the course syllabus.
This sheet must be signed, dated, and returned to the instructor by the end of
the second week of class. Failure to do so will be construed as a choice on your
part not to participate in this class, nullifying this agreement, resulting in either
an F in the class or a desire to be administratively dropped from the class roster.
===========================================================
I, ___________________________________________(print your name here), have
read, had explained to me, and been given either a copy of or (electronic) access
to a copy of the syllabus for the Summer 2016 semester class of COMS 103 —
Oral Communication. I understand the expectations established in the syllabus,
and my signature confirms that I will abide by the stipulations outlined in the
class syllabus.
___________________________________________ _______________________
Your signature here Date
Berry / COMS 103 Syllabus / Summer, 2016 / TTH 2:00 p.m.-5:10 p.m. Class / Page 9
Berry / COMS 103 Syllabus / Summer, 2016 / TTH 2:00 p.m.-5:10 p.m. Class / Page 10

 

Sociology
Please read the attached article and answer the following: Which lifestyle do you think is healthiest for aging people—activity, continuity, or

disengagement theories? What are the pros and cons of each theory? Consider the potential for social problems related to gender/sex, race/ethnicity,

social status, and age inequality and how they impact the choices of the elderly. Please use examples from the article and text when you formulate your

answer.

http://writerslabs.com/download/188355830_support_Aging_article_vjOD1Mru2GfOI0j.pdf/Aging_article.pdf

 

– How do firms give outsourcing decisions ? What are the selection criteria ?
– What is procurement ? What do you think about e-procurement ?
– How are supply contracts established ? What are the roles of supply contracts on business strategies ?

One of the most important topics presented in this course is the time value of money. Part of the time value of money calculation concerns the use of an interest rate, often referred to as a discount rate. This basic concept applies to all areas of financial planning.
Using the readings of this module and the Argosy University online library resources, respond to the following:
• How does the current market rate of interest impact time value of money calculations?
• How can this aspect alter your current spending, savings, and budgeting patterns?
• How have you previously used the time value of money in your own personal financial planning and/or will plan to use it in the future?
Support your statements with examples and scholarly references.
Write your initial response in 200 words. Apply APA standards to citation of sources.

Human Resources Management (HRM)
Section one: 40% Circa 1000 -1500words (300-500 words per candidate)
Individually, you must undertake a performance analysis of the candidates. This analysis will draw on:
A completed paper based analysis of each of the candidates’ CVs and covering letters. To aid you, you must use the criteria you wrote for assessment

one (place the criteria and completed scoring sheet for each candidate in the Appendices).
A completed performance based analysis of each of the candidates during the interview. For this you will need to draw on the ‘interview’ questions &

grading system, you mutually agreed within your 5 person team during Week 10 of the module. (place the completed grading sheet for each candidate in

the Appendices). BUT ……..
Once you have undertaken these analyses of the candidates you must write a critical reflection on the top two candidates’ ability to do the job

focusing specifically on each candidate’s knowledge and experiences of leadership, creating excellent group dynamics, and motivating, engaging and

satisfying staff. In so doing, you must show evidence of drawing upon the analysis instruments and academic theory to provide a strong level of

critique. It would be best to integrate this into your 4-500 words per candidate.

 

Political Science 7
Classical Texts Discussions Questions
Instructions:
We will discuss thirteen classical texts of political philosophy as found in our Political
Philosophy textbook. These texts will be the subject of the possible essay questions on the
two course exams. Before each class, please write responses to the provided questions on a
separate piecels) of paper (responses must be typed). I will collect these responses at the end
of class on each of our classical text lecture days- Completion of these questions will comprise
your 20 percent participation grade for the course. Late responses will not be accepted. If you
will be absent on the due-day, you may email me the responses; however, you must do so
before class.
Responses for each question must be at least two sentences long; you are welcome (but not
required} to write more. The more you write, the better prepared you will be for the exam
essay questions.
Classical Text it 3 Liberty
J.S. Mill’s “On Liberty” (1859)

1. Why is government tyranny still possible in democracies, for Mill?

2. In addition to tyranny of the majority, what is a second type of democratic tyranny,
according to Mill? Why is this type of tyranny even more dangerous?

3. Mill argues that in order to protect liberty from the threats of democratic tyranny, legal
protections, or rights, must be granted to protect individual liberty in three regions of
human life: what are these three regions?

4. Having defined liberty, Mill spends most of the essay defending liberty’s value and why
it is worth protecting. What type of moral defense of liberty does Mill advance? For
example, why is it morally important to protect freedom of conscience, opinion, and
expression? Why does Mill strongly oppose censorship?

5. Why is it morally important to protect freedoms of taste and pursuits of living, especially
the freedom to pursue strange and eccentric “experiments in living”, for Mill?

6. According to Mill, in what circumstance is government limitation on liberty justified? Is
the state justified in requiring individuals to perform positive acts, like pay taxes? Why?