M3 Assignment 2 Submission

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Assignment 2: LASA – Project Planning – Developing the Project Plan and Determining Critical Path Using the District4WarehouseMove WBS.xls provided, create a project plan for the District 4 Warehouse Move project. Use the PDF document, Project Plan Check – District4Move, to check your work to be sure you have created your starting project plan correctly. ProjectLibre is required for this task. If you have not yet downloaded ProjectLibre, please click here and follow the directions to do so now. Note: you will need to insert a column to include your WBS codes, then you will need to sequence the tasks to show tasks by work package. Based upon the details in the WBS and the project case, determine which tasks need to be completed first and which tasks are dependent upon other tasks to be completed prior to starting. Using this information identify predecessors in your project plan’s predecessor column. Complete the predecessor column by entering the line number of tasks that must be completed in order for each task to start. This will create your project timeline. Using ProjectLibre’s Network or flow diagram view, determine the critical path for this project. In a MS Word document, list the activities that are on the critical path. Considering the risks identified in the risk table below, identify which risks would be most likely to increase your project timeline. Justify your responses. Submit both your completed project plan and your MS Word document. District 4 Production Warehouse Move Project – Risk Table 1 Permits are not received per the schedule 2 Finish work contractors walk off the job half way through 3 Framing and drywall contractors are running behind schedule and can only produce half their crew as scheduled 4 Work benches are poor quality and 1/3 will have to be rebuilt Submit your plan to the Submissions Area by the due date assigned. Assignment 2 Grading Criteria Maximum Points Correctly developed a project plan from the WBS provided 60 Completed the predecessor column correctly in the project plan based upon information in the case. 40 Correctly identified critical path activities 16 Correctly identified risks that would impact the project schedule 40 Used proper writing components such as, correct grammar, spelling, and word choice and cited all sources using correct APA style, etc. 44 Total: 200

1. What is a “Citizens’ Council” (Eyes on the Prize part 5) and what was their purpose? What is context for the Southern Manifesto and who and what are its target and audience? What is the constitutional issue (or crisis as the document asserts)? Do you think it’s strange that there is no real mention of segregation? Why is this the case?

. Make sure to address all parts of the question. 2 paragraphs or at least 10 sentences is a safe barometer. I need two sets of this question. Two different answers each 10 sentences in two different files.

Eye on the prize is a video that is on youtube.

Assignment 1: CHECKING YOUR UNDERSTANDING

Let’s focus a little more on strategic organization. In this case, let’s start with a subject and work back in the other direction. This chapter sets forth four types of strategic organizations: TIME LINE SPEECHES, PROCESS SPEECHES, SPATIAL SPEECHES, PROBLEM-SOLUTION SPEECHES.

Here is a definition of each:

TIME LINE: Usually associated with speeches on a historical event, this outline follows a time line to help the audience see how various components fit together.

PROCESS: This approach to an outline simply follows the steps involved in a building or developmental process.

SPATIAL: This strategic approach allows the audience to visualize actual 3-D dimensions or at least to see a space-related explanation of the topic.

PROBLEM-SOLUTION: This approach is often used by politicians and involves posing a problem and then offering a solution to it. It is one of the most commonly use types of speech today.

For each of the topics cited below, tell which of these four approaches would probably be the best strategy for developing the outline of the speech.

1. EXPLAINING HOW TO MAKE DIRT PUDDING
2. DEALING WITH VIOLENCE IN OUR CITIES
3. POINTING OUT SEVERAL KEY TOURIST SITES ON A MAP OF CALIFORNIA
4. DESCRIBING KEY EVENTS IN THE VIETNAM WAR
5. LAYING OUT A SOFTBALL DIAMOND FOR A COLLEGE TEAM
6. SHOWING THE STAGES OF BUILDING A CAR
7. ADDRESSING THE CHALLENGES OF REQUIRING SCHOOL UNIFORMS

Assignment 2: SMOOTHING OUT THE FLOW

For this exercise, you are to put the content from Chapter 9 in your own words. Dr. Lucas mentions four types of connectives that make the flow of a speech smoother. For each of the four, write down a definition that shows your understanding of the idea.

TRANSITIONS:

INTERNAL PREVIEW:

INTERNAL SUMMARY:

SIGNPOSTS:

Assignment 9: REFLECTING ON WHAT YOU HAVE HEARD

Instead of looking in the text, do this one out of your own mind. There are any number of things that can make a speech seem jerky and disorganized. You may include something you learned by reading the chapter, but add to that. What else do you hear people do when speaking publically that makes the speech less than free flowing? Jot down at least six things that a speaker can do that create this lack of continuity in a speech.

Assignment 3: REVIEWING TECHNIQUES FOR BEGINNING A SPEECH

Thinking back to the Tent Icon that we mentioned earlier, you will remember that the tent starts with a high mast, follows with four or five main points and then closes with an even higher mast. A speech needs to grab the audience quickly, maintain attention by giving a series of rich and textured points, then closing even higher with a summary or story. Here are a series of ideas for opening a speech that were shared earlier. They are repeated here for emphasis. They are tools you will want in your tool box when you stand up to present a speech. They will bring an audience to you almost every time. I encourage you to use them regularly in every speech you are privileged to give.

When it comes to getting the audience’s attention early, there are at least ten good techniques for helping that happen. Let me explain these one at a time then give you an example of each.

You are to complete this assignment by giving an example as well. Come up with an example of each and send me your examples as the answer to this assignment.

CLOSURE: In this technique for getting audience attention, you start your speech by reciting a familiar line or poem and letting the audience finish it. Any time the audience can close your quote, you have their attention.

For example, Jack be nimble, Jack be quick; Jack jumped over __________ ______________.

Not one of us said “his spotted Dalmatian.” We know that Jack jumped over “the candlestick.” Just to make sure you got it, start a quote or short poem of your own, making sure it is something familiar to the audience.

___________________________________________________

QUESTION: This technique has long been used to let the members of the audience turn suddenly to their own thoughts as to what they might say if called on to answer aloud. Ideally the question should be fresh and land on what people in the audience might wish for. You want to avoid overly used questions such as the one I mentioned in a previous Module, “What would you do if you won the lottery?” Many people are honestly turned off by that question; they have heard it too often with no good luck.

For example, “If I could give you five days and a pocket full of cash and tell you to go anywhere in the world for that week, where would you go and why?” That is a fresh question that we have likely not heard before.

STARTLING STATEMENT.: This technique gets attention by surprise. You want to be careful not to shock or anger the audience, but a good startling opening can draw an audience in.

For example, a student in one class began her speech on cancer with these words, “In this class of 24 students, statistics tell us that four or five of us will have some form of cancer during our lifetimes.” The statement caused all of us to glance around and sense the pain of a small group of us struggling later in life with this dreaded disease.

CLASSIC LINE FROM LITERATURE: This method taps the familiar. We share many bits of information in common with others. Any time you as a speaker can show an audience that you and they share common knowledge, they are drawn to you. For example, if I say, “Humpty Dumpty sat on the wall, Humpty Dumpty had a great fall; All the king’s horses and all the king’s men couldn’t put Humpty together again,” most people will easily remember that childhood ditty. And we smile and share a common thought.

Offer a classic childhood piece to see if I connect with you. What do you think you and I would know in common?

HISTORICAL QUOTE: This technique can be used with a more educated group who would enjoy hearing a line from John Kennedy or Ronald Reagan or Maya Angelou. To use it indicates that you have a knowledge of history and realize that many great things have been stated in the past. For example, when Pearl Harbor was bombed, President Roosevelt stood in the well of the senate on the following day and said, “December 7th is a day that will live in infamy.” Most of us remember the line. It is a surefire way to gain attention for most Americans.

I share these to reinforce the idea that you need to be connected with the audience really early in the speech, within 30-60 seconds, if you plan to have them with you. These approaches to a good attention-getting opening have been reliable for centuries and I am sure they will give you the audience’s attention as well.

Assignment 4: RATING A FEW BEGINNINGS ON THE WEB

For this exercise, you are to turn to speeches on YouTube and evaluate how well some of the speaker there do when it comes to getting off to a strong start. This will also give you a sense of how various people prefer to start a speech. You are to focus on their first sentences; what they use to get the audience’s attention.

You do not have to send the URL for the speeches you listen to, but do send a short summary of how well they did with their opening. Did they get your attention? Was it a rather average beginning without much pop? What made you feel that way? Watch the openings of at least five speeches—only the openings—and offer your evaluation below. If you will, at least provide the title of the speech and the speaker you are critiquing if the website gave that information.

You only need to watch five minutes of whatever speech you choose. If you choose something of personal interest to you, you may go longer if you want. But the first five minutes will help you complete this assignment.

Assignment 5: REMEMBERING THE TIPS ON THE INTRODUCTION

In this chapter, Dr. Lucas offers five crucial tips for giving an attention-getting introduction. I wish I could circle them in red and highlight them in yellow. They are vital. For this assignment, please literally restate these by typing them in yourself. Just the first sentence of each one will do. But having done hundreds of speeches myself, I can tell you that these five need to be in your memory as permanently as possible. You will use them every single time you stand before a group.

Assignment 6: CLOSING THE SPEECH

At the end of the chapter, the author deals with conclusions. For this exercise, please write two sentences for each of the following statements as a way of summing up the content of these great guidelines. They follow the flow of the final section of the chapter. Share your summaries on each of these five and what they mean with me.

SIGNAL THE END OF THE SPEECH:

REINFORCE THE CENTRAL IDEA:

SUMMARIZE YOUR SPEECH

END WITH A QUOTATION

MAKE A DRAMATIC STATEMENT

REFER TO THE INTRODUCTION

Assignment 7: GRABBING THE BIG IDEA

By far the biggest idea in this chapter is the importance of relating your speech topic to the audience in front of you. It is the same as finding common ground that we discussed earlier. But allow me a second hearing because of its benefit to every speech you share. Put in question form, it runs, “How does my topic relate to this particular audience?” And the follow-up question is a close second, “What can I say that will show that relationship?”

For example, if you were talking to a group of twenty year old college students on the topic of managing finances, one topic that is almost a given for them would be the cost of their education. If they do not receive a full ride to college, they have to find ways to fund the rather expensive venture we call education. Therefore, to start a speech on finances with references to the costs of college would no doubt draw their attention immediately.

For the following topics, let’s stay with twenty year old college students. For each of the topics, state how you might get started on a speech so that the college students connect with you right away. If we fail to show an audience how our topic relates to them, we may as well be talking to the wall. Place a couple of sentences after each of these topics to help me see how you would connect this topic with a coed class of college students.

EATING HEALTHY

CONSPIRACY THEORIES

DANGERS OF FACEBOOK

GUN CONTROL

TATOOS

Assignment 8:

I heard one man say, “That person had a pretty decent speech, but he didn’t know how to close it.” What do you think contributes to difficulty in closing a speech? Gosh, all of us have heard it, a person who gave a good presentation, but didn’t have a good way to “land it.” They kept circling the airport looking for a way to get the wheels on the runway.

What causes this? What may be happening if a person does a poor job of closing out a speech? Offer your thoughts on what may be going on when that happens.

Guide for Interview & Cross Gendered Leisure Activity Assignment (150 pts)

• Assignment Overview. Create a slide presentation with voice over (i.e. using power point, voice thread, etc.) that shows what you learned from the class materials, a biographical interview, and your adventures into a cross-gendered leisure activity.

1. Choose a significant woman in your life (i.e. mother, grandmother, a friend at church or a teacher, a neighbor) who is at least a generation older. If you prefer, you can also interview someone you don’t know very well.
2. Contact your person and make sure the person is willing. Ask if you can record the interview. Be sure to tell the interviewee that only you will have access to the data (and be sure to honor that). You are recording it so you can focus on the person and not be taking notes. If they don’t want you to record, that’s fine too, take good notes!
3. Schedule the interview. A face-to-face interview is preferable but in some cases, a phone interview might be conducted as long as some recording of it can be done. You can also video chat, Facetime, or Skype.
4. Interview. Conduct the interview and hopefully record it. Note: The interview does not need to be transcribed.
5. Interview Questions

1. What do you consider your job or career? How has it changed over your life? Is what you are doing different than you had envisioned when you were a child?
2. What has been the nature and relationship between paid and household work over your life? Discuss your satisfaction with your paid and unpaid work life? How has your spouse/partner contributed to unpaid work in the home? Was childcare ever an issue for you?
3. Describe any discrimination (i.e., gender, race, income, age) you have experienced in work and/or leisure. Have you experienced any problems in work or in relationships with male or female superiors?
4. How do you define leisure? What have been meaningful leisure/recreation activities in your life over the lifespan (i.e., what do you love to do)?
5. How has your leisure changed over the lifespan (i.e., in childhood, before and after marriage, before and after children were raised)? How do you think your parents viewed leisure?
6. How do children and your spouse/significant other (if applicable) relate to your leisure today and in the past?
7. What does feminism mean to you and how has it influenced your life?
8. How have you balanced your work, family, and leisure? What priorities do these three areas have in your life?
9. What do you want your work and leisure to be like in the future? What do you want work and leisure to be like for your children?
10. Other questions are wide open to you…

1. Interview Summary (turn in assignment Module 12). 250-500 words.
   1. Who did you interview?
   2. How did it go?
   3. What answers surprised you?
   4. Did you learn anything new about this person?
   5. What is the biggest take away or life lesson you received from this interview?
2. Complete your cross gendered leisure activity.

1. Create a slide show presentation relating class materials to the interview’s life experience and your own cross gendered leisure activity experience. (the interview and your experience with the activity does not have to match). Presentation will:
   1. Provide highlights of the person’s life (interviewee).
   2. Use examples and direct quotes to illustrate aspects of their story.
   3. Contrast the interview and what you have learned to course content about leisure, women/gender and constraints. Cite sources. i.e. Article name, video name, etc.
   4. Provide highlights of your cross gendered leisure activity. (what you did, why, etc.)
   5. Describe similarities and differences between your experience and the interviewee related to leisure and recreation in the context of the course material.

1. Presentation:
   1. 15 slides (no more, including reference list): Divide up sections evenly.
   2. First Slide – your name, class and section number, date.
   3. Interview section –
      1. Describe who you interviewed, their relation to you or why you chose the person, demographic information including marital status, age, age at marriage and childbirth, family background of the respondent.
      2. What conclusions can you draw about work and leisure in the life of this woman?
      3. What did you learn that you did not know before?
      4. How are you like or unlike this person?
      5. How has this woman influenced your attitudes toward work and leisure?
      6. What did you learn from doing the interview?
   4. Leisure activity section.
      1. What activity did you choose?
      2. Why did you choose this activity?
      3. Why have you not done this activity before?
      4. Do you know someone who does the activity?
      5. What do you expect to learn from this assignment?
   5. Similarities and differences.
      1. How are you like or unlike the person you interviewed?
      2. What are the lessons learned from the interview and your cross gendered leisure activity?
      3. What is your advice to others about leisure, recreation and choice?