daymare 
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Goodnight, Jazmee. I hope the evening is quiet and storms calm.
See you tomorrow!
Reply #302. Sep 09 11, 8:05 PM
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Jazmee27
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Good morning :)
Sun's shining (and apart from that drizzle last night, nothing)
I'm picky about macaroni salad, but the stuff my neighbor gave me's not bad
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Reply #303. Sep 10 11, 9:35 AM
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Jazmee27
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Last night I couldn't sleep, so turned on the computer and was looking around in the saved files. There are things on here I never knew were (some are my worksheets and notes from public school, some are Mom's or things she thought were interesting. "Lookslike she saved everything... And we have something in common: we save things we think are interesting." The difference is, she holds on to things she hinks might be needed in the future (some of the stuff, I'm surprised she kept on here as the computer's mine now)
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Reply #304. Sep 10 11, 9:40 AM
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Jazmee27
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I welcome all:
===
May the road rise up to meet you.May the wind be always at your back.May the sun shine warm upon your face;the rains fall soft upon your fields and until we meet again,may God hold you in the palm of His hand.
traditional gaelic blessing
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Reply #305. Sep 10 11, 9:42 AM
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Jazmee27
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Homework:
===
Wednesday, September 29, 1999
Biology, page 117
1. Photosynthesis is a process in which green plants capture the energy from in sunlight and convert it in to chemical energy.
2. Jan Van Helmont, a Dutch scientist, performed an experiment that proved that water, not soil, gives the plant so much mass.
3. ATP is another name for adenosine triphosphate, the most important energy-storing compound.
4. The chlorophyll is what converts the sunlight in to food.
Jaymee Strickler
Wednesday, September 29, 1999
Biology, page 123
1. The products of the light reactions are o2, ATP and NADPH.
2. Both the light and dark reactions take place in the chloroplast.
3. In the Calvin cycle, Co2 is used to make PGAL, which can then be used to form glucose and other important molecules.
Jaymee Strickler
Wednesday, September 29, 1999
Biology, Page 129
1. Glycosisa series of chemical reactions that ultimately produces 2 molecules of ATP and 2 molecules of pryuvic acid.
2. The products of the krebs cycle are oxygen and carbon dioxide.
3. Because, without respiration, all living things would die.
4. Because of the amount of hard work involved.
Jaymee Strickler
Wednesday, September 29, 1999
Geometry, Section 5
1. A good definition includes only words either commonly understood, defined earlier, or purposely left undefined accurately describes the idea being defined includes no more information then is necessary.
2. The midpoint of a segment line segment AB is the point M on line segment AB with AM = MB.
3. segment and distance
4. meaning: If M is the midpoint of line segment AB, then M is on line segment AB and AM for MB. Sufficient condition:
5. If M is on line segment AB and AM = MB, then M is the midpoint of line segment AB.
6. 5. can not do
7. 6. if and only if
8. 7. r
9. 8. A segment connecting two points on the circle which contains the center of the circle the length of such a circle.
10. 9. can not do
11. 10. a. 7
12. b. 7
13. c. 1 over 2
14. d. 1 over 2
15. 11. a. The definition contains more information than is necessary (violates property III )
16. b. The definition contains terms not yet defined I(violates property I)
17. c. the definition is inaccurate (violates property II)
18. 12. choice d. contains all the points inside the circle as well as the circle itself, so it violates the definition.
19. 13. meaning
20. 14. sufficient condition
21. 15. sufficient condition
22. 16. meaning
23. 17. The lawn mower needs gas if and only if it doesn’t start after 3 pulls.
24. 18. A set is convex if and only if all sets connecting points on the set lie entirely within the set.
25. 19. A bisector of a segment is a plane, line, m ray, or segment that intersects the segment at the midpoint and at mno other point.
26. 20. x = 17
27. 22. a. if x squared = 4 over 9, then x = -2-2 over 3
28. b. no
29. 223. a. If you are studying geometry, then you are reading this book.
30. b. no
31. 24. 24. a. If A is between B and C, then AB and BC are opposite rays.
32. b. yes
33. 25. can not do
34. 26. a. The science dealing with the origin, history and structure and history of the Earth
35. b. of or relating to the Earth’s internal heat
36. c. The science of the Earth’s natural features, climate, resources and population
37. d. of, relating to, opr measured from the center of the Earth
___
Back then, I either used a Braille Lite 40 or, when the equipment broke down, a Braille N' Speak (either "Scholar," or a "Classic")
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Reply #306. Sep 10 11, 9:46 AM
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Jazmee27
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I just figured out-1999 = ninth grade
===
Tuesday, September 28, 1999
Geometry, Lesson 2-4
1. The converse of if p then q is if q then p.
2. If a line has equasion of x = h, then it is vertical.
b. true
3. a. If you are at least 13 years old then you are a teenager.
b. false
4. c
5. can not do [graphing?]
6. there is not enough information
7. a. 2x-31 = 4-x, then x = -9. If x = -9, then 2x-31 = 4-x
b. If p then q and if q then p are both true
8. a. If the perimeter of a particular square is 40 centimeters, then the perimeter of the same square is 100 square centimeters. If the perimeter of a rectangle is 100 square centimeters, then the perimeter of the same square is 40 centimeters.
b. If p then q and if q then p are both true.
9. a. if AB+BC = AC, then B is between A and C. If B is between A and C, then Ab+BC = AC.
10. a. If s squared = 40,000, then s = 200. If s = 200, then s squared = 4000,000.
b. Both if q then p and if p then q are false.
11. a. If b is between a and c, then a is between c and b. If c is between a and b, then b is between a and c.
b. If p then q and if q then p are false.
12. can not do
13. no
14. n(n—3) over 2
b. 20
15. can not do
16. If a figure is a square, then it is a quadrilateral.
17. If a person was born in New York City, then that person is a US citizen.
18. can not do
19. can not do
20. to avoid circularity
21. 2ta
22. a.26.8
b. 31.5
c. 2c. median
23. If you spend money, then you buy concert tickets.
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Reply #307. Sep 10 11, 9:49 AM
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Jazmee27
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===
Thursday, February 8, 2000
Applied Math
1. a. 11.5 inches
b. 2.5 inche
c. 4000 revolution
2. a. 6 fee
b. 13 fee
3. a. Trapezoid
b. 472 square inches
c. 400 inches
d. 2.5 square inches
4 a. 50 inches; 90 inches
b. 90 square inches; 180 square inches
c. 2.32 lap
5. Cannot do
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Reply #308. Sep 10 11, 9:50 AM
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Jazmee27
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Mom keeps copies of old letters I wrote?
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January 3, 2000
To whom it may concern:
I really appreciate everything you send me in Braille, from Expectations in the winter to Brailleways in the summer. The stories are great, and are fun to read. I am very grateful for the services you provide.
However, I have been getting several copies of everything lately. One copy will come to my house, and another will go to Annville High School. In the future, I would appreciate it if one copy came to my house, rather than two or more copies being sent to different places. I understand that a lot of time and effort goes in to making the publications, and I’d rather not see any time or money get wasted in unwanted or unneeded copies.
I also enjoy getting the Rose Parade in Braille. There are some really great descriptions. However, I just received it yesterday, a day after the parade took place. Can you possibly send it earlier next year?
Thank you for your time and patience.
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Reply #309. Sep 10 11, 9:53 AM
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Jazmee27
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By the way, it's been a while since I received those.
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Reply #310. Sep 10 11, 9:54 AM
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Jazmee27
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===
Cigarette Smoking-Attributable Mortality and Years of Potential Life Lost -- United States, 1990
Cigarette smoking is the single most preventable cause of premature death in the United States (1). An estimated 390,000 smoking-attributable deaths in the United States occurred in 1985 (1), and more than 434,000 deaths occurred in 1988 (2); in 1988, an estimated 1,198,887 years of potential life lost (YPLL) before age 65 were attributed to smoking (2). To estimate the national impact of cigarette smoking on mortality and YPLL, calculations were performed using the Smoking-Attributable Mortality, Morbidity, and Economic Cost (SAMMEC) software (3). This report summarizes the results of this analysis.
SAMMEC uses attributable risk formulas to estimate the number of deaths from neoplastic, cardiovascular, respiratory, and pediatric diseases associated with cigarette smoking (3). Estimates for adults (aged greater than or equal to 35 years) and infants (aged less than 1 year) were based on 1990 mortality data, the 1990 prevalence of cigarette smoking among adults, and 1989 data on smoking prevalence among pregnant women from CDC's National Center for Health Statistics (4,5; CDC, unpublished data, 1993). The number of burn deaths was obtained from the National Fire Protection Association (6), and estimates of lung cancer deaths from environmental tobacco smoke (ETS) among nonsmokers were obtained from an Environmental Protection Agency report (7). The YPLL to age 65 years and to life expectancy were calculated using standard methodology (3), and smoking-attributable mortality (SAM) and YPLL rates were age-adjusted to the 1980 U.S. population to allow more accurate comparisons with 1988 SAM and YPLL.
During 1990, 418,690 U.S. deaths (approximately 20% of all deaths) were attributed to smoking (Table 1). Overall, approximately twice as many deaths occurred among males as among females. A total of 179,820 of these deaths resulted from cardiovascular diseases; 151,322*, neoplasms; 84,475, respiratory diseases; and 1711, diseases among infants. Lung cancer (119,920 deaths*), ischemic heart disease (98,921 deaths), and chronic airway obstruction (48,982 deaths) accounted for the most deaths; combined, these conditions were responsible for 64.0% of all SAM.
Cigarette smoking resulted in 1,152,635 YPLL before age 65 years and 5,048,740 YPLL to life expectancy (Table 2). Compared with SAM and YPLL during 1988 (2), SAM declined by 3.6% and YPLL to age 65 years by 3.9% during 1990. SAM rates, total YPLL, and YPLL rates were higher for males than for females.
Reported by: Public Health Practice Program Office; Epidemiology Br, Office on Smoking and Health, National Center for Chronic Disease Prevention and Health Promotion, CDC.
Editorial Note
Editorial Note: The slight decline in SAM during 1990 compared with 1988 primarily reflects the 10.4% decline in deaths from cardiovascular disease. The rate of these deaths in the United States has decreased substantially since 1968 (8). In contrast, deaths from lung cancer increased by 4.4% and deaths from chronic obstructive pulmonary disease by 4.8%. SAM from these two conditions continue to increase because of the long latency period between the onset of smoking and the development of disease.
The higher SAM and larger number of YPLL among males is consistent with previous reports (1,2). Men in the United States are more likely to smoke and to smoke more cigarettes per day than women (1,4). However, the smoking prevalence among men has declined substantially since 1965 (1). The smoking prevalence among women, after increasing in the 1960s, also has declined since the late 1970s (1). Therefore, future estimates of SAM and YPLL will most likely indicate a smaller difference between men and women.
The SAM and YPLL described in this report may be underestimated for at least four reasons. First, these estimates are based on current smoking prevalence data, whereas most smoking-attributable deaths during 1990 resulted from the higher smoking prevalence during earlier decades (2). Second, the SAM estimate for infants may be substantially underestimated because previous research suggests that approximately 10% of the 38,351 infant deaths that occurred during 1990 may be attributable to smoking (1,9). Third, the SAM estimates do not include deaths from other conditions, such as leukemia (2) and peptic ulcer disease (1), that also may be associated with smoking. Finally, these estimates do not include mortality caused by cigar smoking, pipe smoking, or smokeless tobacco use. The SAM and YPLL estimates in this report are not adjusted for confounders (e.g., alcohol), which may lower the estimates for laryngeal and certain upper gastrointestinal cancers (1).
The decrease in the prevalence of cigarette smoking since the 1960s has contributed to the decline in SAM (1,4). Maintaining this decline will require continued reduction in the prevalence of smoking. The human and economic costs associated with smoking require continued vigorous efforts to prevent the initiation of smoking, to encourage smoking cessation, and to protect nonsmokers from the adverse effects of ETS. Because many factors influence both smoking initiation and smoking cessation, multiple approaches are necessary (1) including 1) school-based health education; 2) reducing minors' access to tobacco products; 3) more extensive counseling by health-care providers about smoking cessation; 4) developing and enacting strong, clean indoor air policies and laws; 5) restricting or eliminating advertising targeted toward persons aged less than 18 years (10); and 6) increasing tobacco excise taxes.
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Reply #311. Sep 10 11, 9:58 AM
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Jazmee27
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I find it hard to believe I considered a career in computers, but this seems to indicate otherwise:
===
"The rapid spread of computers and information technology has generated a need for highly trained workers to design and develop new hardware and software
systems and to incorporate new technologies."
"Systems analysts
solve computer problems and enable computer technology to meet individual needs of an organization. They help an organization realize the maximum benefit
from its investment in equipment, personnel, and business processes. This process may include planning and developing new computer systems or devising
ways to apply existing systems’ resources to additional operations. Systems analysts may design new systems, including both hardware and software, or add
a new software application to harness more of the computer’s power. Most systems analysts work with a specific type of system that varies with the type
of organization they work for—for example, business, accounting or financial systems, or scientific and engineering systems. Systems development workers
are also referred to as a systems developer and systems architect."
"One obstacle associated with expanding computer use is the need for different computer systems to communicate with each other. Because of the importance
of maintaining up-to-date information—accounting records, sales figures, or budget projections, for example—systems analysts work on making the computer
systems within an organization compatible so that information can be shared. Many systems analysts are involved with "networking," connecting all the computers
internally—in an individual office, department, or establishment—or externally, since many organizations now rely on e-mail or the World Wide Web. A primary
goal of networking is to allow users to retrieve data and information from a mainframe computer or a server and use it on their machine."
"Networks come in many variations and network systems and data communications analysts design, test, and evaluate systems such as Local Area Networks (LAN),
Wide Area Networks (WAN), Internet, Intranet, and other data communications systems. These analysts perform network modeling, analysis and planning; they
may also research related products and make necessary hardware and software recommendations. Telecommunications specialists focus on the interaction between
computer and communications equipment.
"Computer engineers
also work with the hardware and software aspects of systems design and development. They usually apply the theories and principles of science and mathematics
to design hardware, software, networks, and processes and to solve technical problems. Whereas their work emphasizes the application of theory, computer
engineers are also involved in building prototypes. They often work as part of a team that designs new computing devices or computer-related equipment,
systems, or software. Computer hardware engineers usually design, develop, test, and supervise the manufacture of computer hardware—such as chips or device
controllers."
"The title computer scientist can be applied to a wide range of computer professionals who usually design computers and the software that runs them, develop
information technologies, and develop and adapt principles for applying computers to new uses. Computer scientists perform many of the same duties as other
computer professionals, but their jobs are distinguished by the higher level of theoretical expertise and innovation they apply to complex problems and
the creation or application of new technology.
"Computer scientists can work as theorists, researchers, or inventors. Those employed by academic institutions work in areas ranging from complexity theory,
to hardware, to programming language design. Some work on multi-disciplinary projects, such as developing and advancing uses of virtual reality in robotics.
Their counterparts in private industry work in areas such as applying theory, developing specialized languages or information technologies, or designing
programming tools, knowledge-based systems, or even computer games.
"Database administrators
work with database management systems software and determine ways to organize and store data. They set up computer databases and test and coordinate changes
to them. Since they also may design implementation and system security, database administrators often plan and coordinate security measures.
"Computer support specialists
provide technical assistance, support, and advice to customers and users. This group includes technical support specialists, help-desk technicians, and
customer service representatives. These troubleshooters interpret problems and provide technical support for hardware, software, and systems. They answer
phone calls, use automated diagnostic programs, and resolve recurrent problems. Support specialists may work within an organization or directly for a computer
or software vendor."
"Other computer scientists include workers who are involved in analysis, application, or design of a particular system or piece of the system. Network or
computer systems administrators, for example, design, install, and support an organization’s LAN, WAN, network segment, Internet or Intranet system. They
maintain network hardware and software, analyze problems, and monitor the network to ensure availability to system users. Administrators also may plan,
coordinate, and implement network security measures. In some organizations, computer security specialists may plan, coordinate, and implement the organization’s
information security. These and other growing specialty occupations reflect the increasing emphasis on client-server applications, the growth of the Internet,
the expansion of World Wide Web applications and Intranets, and the demand for more end-user support."
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Reply #312. Sep 10 11, 10:21 AM
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Jazmee27
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This went nowhere, as far as I can remember:
===
Hello. I am visually impaired and therefore, I need materials in Braille or on tape. Unfortunately, all the materials I need for my classes are not always available in Braille or on tape. For that reason, I need people who can read my textbooks and assignments to me. If anyone is interested, please talk to me after class. I can work around your schedule, to make it convenient for you. Also, if you prefer to read on a tape, you can do that, and get the tape to me whenever you can. Thank you for your time
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Reply #313. Sep 10 11, 10:27 AM
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Jazmee27
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I've always had trouble with this (I'm fairly certain I got this in counseling-much as it was ineffective):
===
How to handle your anger
Anger is a double edged sword that can be used constructively and destructively. Positive statements used regarding anger such as “clearing the air” or “getting it off my chest” represent a positive way to address anger. Unfortunately, anger is identified in a negative fashion especially by people who have had difficulty channeling their anger in a positive way. Anger can bring out positives as well as negatives. It is your feelings of anger that causes problems but how you think about and express it that determines how anger affects you.
It is also important for recovering people who have had trouble with anger to learn the difference between anger and rage. Rage is distinct in that it is usually accompanied with that out of control feeling and it has been with you for a long time. Rage is repressed anger and rage never brings us closer to anyone. Rage stands in our way of resolving problems and keeps us stuck. When you are able to identify rage your focus needs to be in seeking help to appropriately resolve those rageful feelings inside of you.
Anger is not a bad emotion it is just an emotion and it has an important place in our lives. Recognizing anger can alert us to when we need to assert ourselves and stand up for ourselves in an appropriate fashion. It can also let us know when we are not comfortable with our surroundings and it can help us move from a place where we feel stuck.
Symptoms of Anger:
Chronic lateness
Hostile statements:
Starting with a sincere statement or compliment, only it has a “hook” in it. For example, You look so nice I didn’t recognize you. Another type of hostile statement is hidden in the comment, such as, That haircut looks good on you, you look like a geek, just kidding, it’s awfully short but I like it. People who do this consistently also wonder why people don’t want to be around them. It is a subtle form of abuse. Because passive aggressive behavior is mostly unconscious, the person making the statements usually doesn’t know how offensive they are being. It becomes important in our recovery to become aware of our patterns of passive aggressive behaviors and develop the skills to stop this type of behavior which is usually very self-defeating.
Psychosomatic Disorders:
Some psychosomatic disorders commonly associated with repressed anger are tension headaches, high blood pressure, stiff necks, obesity, low back pain, impotence, frigidity, ulcerative colitis and other stomach problems. This is also another way for the repressed feelings to come out.
Depression
It is well recognized that a major cause of depression results from unexpressed anger. The anger is kept inside an after so much of this is usually begins coming out sideways on people who don’t deserve it. Instead of being directed at the original cause some people direct it at life or oneself. The depressed person will make statements such as “Life’s a Bitch and then you die.” Some of us have been taught that it is not OK to be angry at God, a loved one, someone who died, but it is OK to be angry at ourselves, and so we put our anger where it is OK.
Depression can mask the anger and allow us to avoid dealing with the anger. If we listen carefully to a person depressed from their anger you hear the resentments which are a telltale sign of the unresolved anger. A wife stating “you do the cooking for a change” a husband stating “ I hate to see my wife go back to work, but let her support the family for a change.”, and etc. The wife feeling unappreciated for the work she does around the house, the husband resentful of the responsibility of supporting a family while his wife is out shopping or spending the day at the pool. We also have dictated roles that we can feel trapped in again making more difficult to allow ourselves to feel our anger because we are not supposed to feel that way.
We have two options, we can deny our anger or keep to ourselves, which will cause us to violate ourselves and others in subtle and destructive ways. Or we can express our anger directly and constructively.
1. Recognize that you are angry.
Anger has many disguises. Mentally healthy people are not without anger, they are people who can constructively express their anger. Pay attention to your body cues, thoughts, and behaviors telling you that you are angry. DON’T deny, hide, minimize or ignore your anger. Face it
2. Identify what you are angry at
It is important to be able to identify when and where your anger started. People who have grown up in a dysfunctional family system may be angry for a long time and it will be more of a challenge to trace your origins of some of the things that make you angry. Does your anger relate to something another person said or did to you? Does it relate to an event, experience, or situation? It is created from the way you think about things?
3. Check our your motives
Check out your motivation for expressing your anger. Are you trying to be helpful or hurtful? If we are only interested in getting back at someone the result will usually be negative. Question your anger. Does the situation warrant an angry reaction? Is your anger justified? Is your level of anger out of proportion to the incident?
4. Understand the real issue.
Often there are two issues in the communication of anger. One is the real issue and the other is the pseudo issue. The real issue is what you anger is really about. The pseudo issued is a decoy usually to protect us because we are unaware of the real issue or ashamed to admit the real issue. Sometimes especially with victims of abuse there is a fear to address the real issue.
5. Express the anger constructively
The first step in constructive expression of anger is to be acting rather than reacting. If you are reacting and not thinking about what you’re angry at and what you’re saying you will usually have a negative experience. Timing is important and usually we will do better if we don’t give into having to resolve the anger immediately, take time to think it out and make sure the other person is in a place to deal with things as well. Start at a place you can both honestly agree, such as “Can we resolve this issue so we can move on with our relationship?” Lower your voice, you can avoid escalating this way. If you get into a shouting match you are not likely to resolve anything and the other person will be defensive immediately. Remember no one wants to be yelled at. Avoid pointing fingers and placing everything on the other person.
What did you learn form your parents about anger and how to express it.?
My anger usually shows in the following ways:
I usually deal with my anger by:
My anger affects my physical or mental health in the following ways:
My anger affects my relationships:
My anger affects my use of drugs and alcohol:
I am still very angry at the following people:
I can use my anger in a positive way by:
The benefits of coping with my anger will be:
List 10 inappropriate ways to deal with anger.
List 10 appropriate ways to deal with anger.
List 7 times your anger caused you problems.
The following are a list of guidelines for arguing or discussing problems which when followed often enable couples to come to a quicker more satisfactory resolution to the interpersonal conflict which has prompted the argument. Reflect a moment on the behaviors you and your partner exhitib during arguments which sidetract your effort to arrive at a resolution.
Pre Argument Agreement:
· Make an appointment time acceptable to both of you
· Define the issue & set time limits
· Define the behavioral changes you would like to see effected
· No arguing on the phone
· No arguing in front of others
· No mood altering chemicals
Fair behavior:
· Speaking one a time
· Looking for a compromise
· Allowing time outs and breathers
· Observing rules you set
· Being honest with yourself and others
· Making your understandings clear and repeat them if needed
· Listening to the other person
· Be specific
· Be open minded
· Show respect
· Give reason
· Admitting when you are wrong
Unfair behavior:
· Dredging up the past
· Opening old wounds
· Getting off on tangents
· Expecting a winner and a loser
· Saving up all the gripes to dump at once
· Denying the facts
· Gloating over a “victory”
· Using sex as leverage
· Appearing to ignore the other
· Threatening/ imtimidation
· Making accusations
· Changing the subject
· Using “other” people’s opinion
· Name calling
· Hitting
· Throwing objects
· Lecturing
· Teasing
· Psychoanlyzing
· Mind reading
· Silence strategies
· Scolding
· Generalizing
· Yelling
· Interrupting
Post Argument Agreement
· Attain resolution (even if that resolution is to continue the unfinished business at a later time)
· Translate the resolution into behaviors which will or will not occur in the future
· Acknowledge apologies
· No post argument grudges or retaliations
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Reply #314. Sep 10 11, 10:33 AM
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Jazmee27
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More homework:
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Wednesday, January 31, 2001
Speech
1. Write about a subject that interests you, consider your audience, see if the speech meets your maximum time limit, rewrite it, make sure you have the correct facts, practice delivering it
2. The Internet, newspapers and magazines
3. Pitch, gestures and tone
4. On Sunday, several friends, along with my mom, went too Ruby Tuesday’s in Lancaster to celebrate my belated birthday. Colleen, Tiffany, my Mom, Edy and I all had the Classic Fried Shrimp dinner, which came with onion straws, French fries and cole slaw. The dinner was delicious. After the meal, a bunch of the staff came in and sang “Happy Birthday” to me. Then I got a free sundae. I really enjoyed myself, and I think they did, too.
5. Destructive: Many of you have taken a hard test sometime in your lifetime; now it is time for you to consider what it taught you.
Adventure: I’m sure that very few people here think positively of tests; I assure you, however, that tests are only used for positive things.
Fear: Many of you may be afraid to take a test, but there isn’t a single thing that can go wrong as long as you study.
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Reply #315. Sep 10 11, 10:34 AM
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Jazmee27
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===
GIVING ANY SPEECH
Area of personal experience (stories, anecdotes, illustrations, examples, interviews, letters or questionnaires, the Internet, the TV, video, the library): speaking forms of information
Explanation: explaining how steps work, explaining certain subject, analogy or comparison (something like something else): way to understand
Illustration: Long anecdote or s detailed story
Specific instances: Lists of undetailed examples, statistics
Testimony: Gives credit to a source
Restatement” Repeat key words
Visual: Something that can be seen by whole audience (overheads, music, volunteer from the audience, film projectors,, animals)
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Reply #316. Sep 10 11, 10:37 AM
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Jazmee27
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===
Friday, December 8, 2000
SPECIFIC PURPOSES FOR A SPEECH
Five different kinds of general ends:
1. Entertain
Reaction: enjoyment
2. Inform
Class: instruction
Reaction: understanding
3. Stimulate or inspire
Class: persuasion
Reaction: inspiration or development of desire
(least factual)
4. Convince
Class: Persuasion
Reaction: Acceptance and belief
(facts and statistics, live anecdotes, no emotional terminology)
5. Actuate
Class: a Persuasion (to act or make someone do something)
Reaction: action on a problem
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Reply #317. Sep 10 11, 10:37 AM
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Jazmee27
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===
Tuesday, December 12, 2000
AUDIENCE
Five elements to consider
1. Capacity (ages, emotions, intellectual levels)
2. Their attitude toward the subject
3. My invitation Purpose, their reasons for asking me to present speech
4. Personal aim
5. Time
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Reply #318. Sep 10 11, 10:38 AM
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Jazmee27
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===
INTRODUCTIONS
1. Personal references: Use pronoun I
2. Narrative: one detailed story focused on subject with beginning, middle and en
3. Illustration: lists of examples
4. reference to the audience: you
5. reference to the occasion”
6. using a quotation: someone famous, friend, aren’t, teacher
7. reference to one person or incident:
8. reference to previous remarks:
9. Humorous introduction: Good joke or funny incident
10. common bond: we
11. Rhetorical question: Unanswered question
12. Challenge: Fighting motive appeal to audience
13. paradox: contradiction
14. reference to the subject: my subject is …
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Reply #319. Sep 10 11, 10:39 AM
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Jazmee27
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===
Wednesday, January 19, 2001
FACTORS OF ATTENTION
1. Activity or movement (from speaker or audience)
2. Reality: real names and true stories
3. Proximity: walk in to audience
4. Familiarity: use repetition
5. Novelty: quirky speech to keep audience awake
6. Conflict
7. Humor
8. The vital: “certain topics interest audience”: status, desire to feel better or desire to elevate people’s status income, politic, health and environment
9. Suspense
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Reply #320. Sep 10 11, 10:40 AM
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