Persuasive Speech

In this assignment you will outline a persuasive speech

Select either Topic A or Topic B for your persuasive speech.

  • Topic A: Should Children Under the Age of 10 Own Cell Phones?
  • Topic B: Should Self-Driving Cars Be Legal?

    Create an outline or speaking notes in Microsoft Word.

  • Download the sample document, which provides guidance for the structure of an outline.
  • Focus your speech on 2–3 main points so you’ll stay within the 4-minute time limit.
  • attachment


Leadership And Strategic Communication

Develop a series of leadership propositions organized around the 10 commitments from Kouzes and Posner and the 5 levels (Skill Set; Tactics; Strategy; Theoretical Proposition; Philosophy) of leadership. A proposition is something that you believe to be true. It will usually take the form of a short sentence or two. There is a word doc with a table that has to be filled out.

  • attachment

  • attachment

  • attachment



I need these questions answered in about 200 words each. Please no plagiarized answers

1. Compare two different types of societies discussed in Chapter 6 of your textbook. What stands out to you about the similarities/differences between these types of societies?

2. What roles do social institutions within a culture play in producing, maintaining, or transforming a culture? What perspectives did you gain about the importance/role of social institutions in a culture that you didn’t have before this topic? What unique impact have particular social institutions had in your culture or in the way you communicate?

3. What role does nonverbal communication play in intercultural interactions? Give examples both from research on nonverbal cultural distinctiveness and from your own experience that show how nonverbal differences between cultures can influence intercultural communication.

4. People from cultures who prefer direct communication methods often think that indirect communication methods are deceitful. Consider how you would respond to a colleague who asks, “Why don’t they just come out and tell the truth?” Is “contexting” relevant to Christians communicating about their faith to other Christians or non-Christians? Explain.

SOCW 6070: Perspectives On Leadership

SOCW 6070 wk 11 Discussion 2: Perspectives on Leadership

Master In Social Work specifically I want to do hospice

What is a leader? This may seem like a simple question, but an individual’s response to the question may depend on the individual and his or her situation. Leadership contains elements of personality, personal characteristics, skills, and knowledge. Leadership can be demonstrated within human services organizations as well as in the organizations’ interactions with stakeholders in the community.

As you consider all you have explored about leadership in this course, what new perspectives have you gained regarding this topic? Consider how you might apply your discoveries to your career planning and development.

300 to 500 words

Post an analysis of how your personal definition of leadership has changed or expanded since you began this course.

Explain at least one significant idea or experience from this course that may be of value in preparing you for a future supervisory or administrative role.

Support your post with specific references to the resources. Be sure to provide full APA citations for your references.


  • attachment


Socw 6090: Required Readings

Required Readings

Morrison, J. (2014). Diagnosis made easier (2nd ed.). New York, NY: Guilford Press.
Chapter 15, “Diagnosing Substance Misuse and Other Addictions” (pp. 238–250)

American Psychiatric Association. (2013). Substance related and addictive disorders. In Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: Author. doi:10.1176/appi.books.9780890425596.dsm16

Gowin, J. L., Sloan, M. E., Stangl, B. L., Vatsalya, V., & Ramchandani, V. A. (2017). Vulnerability for alcohol use disorder and rate of alcohol consumption. American Journal of Psychiatry, 174(11), 1094–1101. doi:10.1176/appi.ajp.2017.16101180

Reus, V. I., Fochtmann, L. J., Bukstein, O., Eyler, A. E., Hilty, D. M., Horvitz-Lennon, M., … Hong, S.-H. (2018). The American Psychiatric Association practice guideline for the pharmacological treatment of patients with alcohol use disorder. American Journal of Psychiatry, 175(1), 86–90. doi:10.1176/appi.ajp.2017.1750101

Stock, A.-K. (2017). Barking up the wrong tree: Why and how we may need to revise alcohol addiction therapy. Frontiers in Psychology, 8, 1–6. doi:10.3389/fpsyg.2017.00884

Optional Resources

Best, D., Beckwith, M., Haslam, C., Haslam, S. A., Jetten, J., Mawson, E., & Lubman, D. I. (2016). Overcoming alcohol and other drug addiction as a process of social identity transition: The social identity model of recovery (SIMOR). Addiction Research and Theory, 24(2), 111–123. doi:10.3109/16066359.2015.1075980

Hagman, B. T. (2017). Development and psychometric analysis of the Brief DSM-5 Alcohol Use Disorder Diagnostic Assessment: Towards effective diagnosis in college students. Psychology of Addictive Behaviors, 31(7), 797–806. doi:10.1037/adb0000320

Helm, P. (2016). Addictions as emotional illness: The testimonies of anonymous recovery groups. Alcoholism Treatment Quarterly, 34(1), 79–91. doi:10.1080/07347324.2016.1114314

Petrakis, I. L. (2017) The importance of identifying characteristics underlying the vulnerability to develop alcohol use disorder. American Journal of Psychiatry, 174(11), 1034–1035. doi:10.1176/appi.ajp.2017.17080915

Hom, M. A., Lim, I. C., Stanley, I. H., Chiurliza, B., Podlogar, M. C., Michaels, M. S., … Joiner, T. E., Jr. (2016). Insomnia brings soldiers into mental health treatment, predicts treatment engagement, and outperforms other suicide-related symptoms as a predictor of major depressive episodes. Journal of Psychiatric Research, 79, 108–115. doi:10.1016/j.jpsychires.2016.05.008

Document: Suggested Further Reading for SOCW 6090 (PDF)

Stress In Your Community Discussion Board Assignment (SP21)

1. First mentally draw a 5 – 10-mile circle around you and think deeply about the people who are your neighbors and the community of which you are part.

  1. Who are they?
  2. What are their common experiences?
  3. What is stressful and why about these common experiences?

2. Click on the link below to read the journal article on spiritual needs Spirituality and stress relief: Make the connection (Links to an external site.) (Links to an external site.)

3. Then watch and listen to the Ted Talk video called “Connected but alone?” with Sherry Turkl (Links to an external site.)e – with your community in mind.

4. Now, with your particular community still in mind, can you identify any stressors related to technology, disconnection, and spirituality in your community? Describe how the information presented in the article and interview can AND cannot be applied to your community, and why.

How might you apply what you have learned about stress in this module to serve as a health resource for people in your community?

  1. If you could choose a worksheet from the workbook which would help raise awareness about the stress you’ve identified in your community, what worksheet would that be and why? (title, page, purpose) Why this one? Why or how would it help?
  2. Finally, is there a worksheet that would be offensive if it were presented to a person in your community? Why? (title, page, purpose)!/4/4@0.00:3.80

  • attachment

  • attachment

  • attachment

  • attachment

  • attachment

  • attachment

  • attachment

  • attachment

  • attachment

  • attachment

  • attachment

  • attachment

  • attachment

  • attachment

  • attachment

  • attachment

  • attachment

  • attachment

  • attachment

  • attachment

  • attachment

  • attachment

  • attachment



1. The qualities and skills that matter most for intersectional leadership are curiosity, listening, openness and creativity. Give an example of how this type of leadership could manifest itself on a present issue in a community.

2. Your organization is beginning a partnership with a community-based organization. What are some Asset Based approaches to developing an authentic relationship with a potential community partner? What should you know before hand? What underpinning attitudes and beliefs get in the way of asset-based community engagement?

3. In the film The First Rainbow Coalition what were some of the community-building strategies that was used in building the Rainbow Coalition? The Rainbow Coalition’s strategy of community organizing was in stark contrast to Saul Alinsky’s. Identify the contrast and the similarities.

4. Community engagement is a practice that does take work and, for organizations and individuals who embrace it as part of how they operate, it also requires a recognition that engagement work is often “messy and unpredictable.” What makes it messy and unpredictable?

Be able to cite readings, Ted Talks, films and guest speakers

Minimum of 3 Pages

APA Citation

4 to 5 references from readings, lectures, film, guest speakers, and Ted Talks

  • attachment


Interdisciplinary Collaboration And Reflection

Your part in the interdisciplinary process

part 1

Watch this video and pinpoint the benefits and challenges of collaboration in interdisciplinary teams.

1.  What are two benefits of interdisciplinary collaboration?

2.  What are two challenges of collaboration in interdisciplinary teams?

3.  How can the challenges be managed?  Explain your experience with overcoming these challenges.

Part 2

Have you considered what your contributions will be as an interdisciplinary major?  Your position in interdisciplinary teams can be very valuable for creative problem solving and innovation in the future.  Recall the attached video below from the previous reflection assignment.

Reflect on the following:

1.  What could you contribute to interdisciplinary teams?  What have you learned as an interdisciplinary student that will bring value to the interdisciplinary team process?

Effective Team Work & Collaboration YouTube Link below:

Socw 6051: Working With Survivors of Human Trafficking

Have you ever heard the term or saying “straight but not narrow”? This is an example of a statement of being an ally—recognizing one’s unique position of privilege yet standing with others who are oppressed. By taking this course, you have started the process of becoming an ally. Evan and Washington (2013) identify the steps toward being an ally, which include being supportive of those who are unlike you, learning about other cultures, becoming aware of the oppression and marginalization, and becoming aware of one’s own privilege. Getting involved in issues is part of that process. You will consider how to become an ally this week.

To prepare: Review “Working With Survivors of Human Trafficking: The Case of Veronica.” Think about how one might become an ally to victims of human trafficking . Then go to a website that addresses human trafficking either internationally or domestically.

Veronica is a 13-year-old, heterosexual, Hispanic female. She attends high school and is in the ninth grade. She currently lives in an apartment with her biological mother and her sister, age 9. She came to this country 7 months ago from Guatemala. Veronica is a sex trafficking survivor and was referred to me for individual therapy by a human trafficking agency in the United States.

Veronica’s biological mother and father separated when Veronica was 3 years old. She lived with her maternal aunt and biological mother until she was 6 years old, and her mother left Guatemala to come to the United States. At that time, Veronica stayed in the care of her maternal aunt and kept in touch with her biological mother via phone and through the visits that her mother made to Guatemala. Veronica would visit with her father, who lived nearby, on occasion, although she stated they did not have much of a connection. When Veronica was 12 years old, her maternal aunt forced her into prostitution, using the money from the sex acts as her main source of income. Veronica reported that her maternal aunt began treating her “like a slave” and would make her smoke an unknown substance before obligating her to perform sexual acts on countless men for money. This took place for close to a year before Veronica was able to sneak a phone call to her mother and explain what had been happening to her. Her mother quickly arranged for Veronica to be picked up by a “coyote” (a person who smuggles people into the United States). The coyote successfully smuggled Veronica into the United States within 2 months of that phone call. However, while crossing the border from Mexico to the United States, Veronica once again became the victim of sex trafficking crimes. The coyote was also a pimp who arranged for men crossing the border in the same truck as Veronica to engage in sexual acts with her for which the coyote collected money. U.S. immigration officers caught most of the people traveling in the truck, including Veronica, and placed them in a detention center. However, the coyote got away. Three weeks after Veronica was detained, after much questioning and investigation, she was reunited with her mother.

I met with Veronica weekly for individual therapy in my role as a social worker at an agency serving individuals who have experienced human trafficking. Veronica reported having occasional flashbacks and fear that “it will all happen again,” and she was diagnosed with post-traumatic stress disorder (PTSD). The goals agreed upon in therapy included building Veronica’s support system, building her self-esteem, and managing her symptoms of trauma. Building rapport with Veronica in therapy took several weeks as she reported not trusting anyone and not wanting to think about what happened to her. After about 9 weeks of relationship building and safety planning, I was able to engage her through education on the dynamics of human trafficking. She reported that it was especially hard for her to trust men and that she often had a hard time speaking up. I worked with her on these issues by teaching her how to be more assertive and by modeling assertive behaviors. We worked on self-affirmations to help build her self-esteem. Because Veronica is very self-conscious, practicing self-affirmations was challenging for her. I often utilized a trauma-informed curriculum for adolescents called S.E.L.F. (Safety, Emotions, Loss, and Future) to facilitate healing and trauma reduction. Veronica reported that grounding techniques taught via this curriculum helped take her out of her thoughts and bring her back to the present moment. Some of the grounding techniques she continues to engage in on a daily basis include tapping her feet, stretching, writing, walking, and washing her face when she feels she is becoming numb or getting lost in thoughts of what happened to her.

Veronica has demonstrated great resiliency. She is attending a church close to her home and reports having faith in God. She recently enrolled in swimming and volleyball and has made several friends in the community. I continue to meet with Veronica on a weekly basis and will be stepping down with her to biweekly sessions now that she is stable and connected to her community. Because Veronica does not speak English and is a child, there are no support groups available in her area for human trafficking survivors. I am presently working on connecting her with a mentor.

Veronica is currently working with the human trafficking agency that referred her, Immigrations and Customs Enforcement (ICE), and an attorney to obtain a visa specific to human trafficking (T-Visa). A T-Visa grants survivors of human trafficking a visa in the United States. In 2000, Congress passed the Victims of Trafficking and Violence Protection Act (VTVPA), which strengthens the ability of law enforcement agencies to investigate and prosecute human trafficking and also offers protection to victims via a T-Visa. The T-Visa is for those who are or have been victims of human trafficking. It protects victims of human trafficking and allows victims to remain in the United States to assist in an investigation or prosecution of human trafficking.

Veronica’s mother is also attending weekly individual therapy. She has been working through the heavy guilt and trauma of this experience. Veronica and her mother continue to heal, and with each passing day, they grow stronger.

Socw 6200: Indicators of Suicide

Increased stress levels, feeling hopeless and alone, being bullied, or experiencing repeated physical or sexual abuse could all be reasons why some adolescents consider suicide. Adolescent suicide has far-reaching consequences on families, friends, communities, and schools. For this Discussion, use the Parker Family case study to consider the indicators of suicide. While Stephanie is now an adult talking about her experience as a youth, image how you would have responded to her at the time she tried to kill herself in adolescence. Also think about how you might react to students in this situation if you were a social worker in a school.

By Day 3

Post your answer to the following:

  • After learning about the character in the Parker Family case study, imagine that you were the school social worker at the time Stephanie attempted suicide as a teenager. Which indicators would you have looked for and why.
  • How would you have responded to each of those indicators?
  • What kinds of questions would you have asked and why?

References (use at least 2)
[removed]Laureate Education (Producer). (2013). Parker family (Episode 3) [Video file]. In Sessions.

Russell, S. T., & Joyner, K. (2001). Adolescent sexual orientation and suicide risk: Evidence from a natural study. American Journal of Public Health, 91(8), 1276–1281.

[removed]Miers, D, Abbott, D., & Springer, P. R. (2012). A phenomenological study of family needs following the suicide of a teenager. Death Studies, 36(2), 118–133.

Singer, J. B., & Slovak, K. (2011). School social workers’ experiences with youth suicidal behavior: An exploratory study. Children & Schools, 33(4), 215–228.