Appendix: Short Essay Topics You will write one 4-5 page paper based on one (1) of the assigned topics

Essay 3 SYNTHESIS | PERSUASIVE ESSAY Audience: Academic Genre: Synthesis, Persuasive Format:

Essay 3
SYNTHESIS | PERSUASIVE ESSAY

Audience: Academic
Genre: Synthesis, Persuasive
Format: Essay | MLA
Length: 5 Pages | 1250 Words

Audience: Academic
Genre: Synthesis, Persuasive
Format: Essay | MLA
Length: 5 Pages | 1250 Words

Genre Overview

A “synthesis” essay includes all three appeals of logos, pathos, and ethos. It follows the moves along the “line of inquiry” as I have outlined them in this class. It is a persuasive essay about a contextualized topic that you choose, and includes at least one major claim/argument/thesis (but probably a few related claims) in response to a set of problems that you identify concerning this topic. The hallmark of this genre is that the writer (you) takes a clear position (ethos) in the debate and proves her perspective using sources and other forms of logos in a humanistic, relatable way (pathos). Review all lecture videos in this class – taken together, every aspect applies to this final paper.

Assignment Details

Step 1: Identify a topic

After watching my video “Creating Paper Topics by Using Contextualization,” brainstorm a narrow and specific topic. This topic may be related to your topics for Essay 1 and/or Essay 2, or it may be different. Be sure that the topic is personal and contextualized. Avoid a broad, general topic.

Step 2: Problematize

Take some time to identify 2-5 problems related to your chosen topic. What are the primary issues that cause debate concerning your chosen topic? Before you can make an argument/thesis/claim you need to be very clear about what the problems are. If you cannot think of many problems, then choose a new topic!

Step 3: Formulate your arguments

For each problem that you identify, include the argumentation package. Decide your own judgment of each problem; take a stance! Then, explore the stakes for each stance you take – why does it matter? Pose some questions for yourself about each argument that you make. Why do you feel that way that you do? How would a consideration of your point influence the issues? Finally, acknowledge what people would argue against you. How would you address these counterarguments? Do these potential counterarguments have merit?

Step 4: Draft your essay

Write a draft of the essay that includes all three appeals. Each paragraph brings up a new, related point, and shows a connection to an argument. Arguments build on each other in each paragraph. Unpack your ideas, explaining them fully. Use examples.

Step 5: Engage in the peer review forum

See the forum for details.

Step 6: Polish your draft and submit

For the final draft focus on the rubric and all the tools that you have learned this term. Re-watch any pertinent videos; re-read any helpful resources. Consider:

Is your topic narrow and contextualized enough? Do you stay very focused on just this topic throughout the essay?

Is every paragraph balanced with your ideas and the ideas of others (sources)? If not, then make sure that no paragraph is just about a text; be sure to synthesize your ideas with others’ ideas in a clear way in every paragraph.

Is each paragraph headed with a powerful, ethos-driven topic sentence that states the main point of the paragraph?

Do you clearly outline at least one problem related to your contextualized topic, and does the line of inquiry focus on unpacking this problem?

Do you take a clear stance on the problem (this is your argument/thesis/claim/judgment)?

Do you have sources that both support and challenge your perspective?

Are the stakes of your argument clear and persuasive?

Do you engage MLA properly?

When you use “I,” is it only because you are relating a personal experience? If not, take it out.

Are you consistent with your pronouns? For example, you avoid using “you” and “we,” but when you do, you are consistent with their usage, and it makes to use these pronouns.

Do you have a set of arguments related to your main claim(s)? Are these all only about the topic?

Do you make the right choice in either summarizing or analyzing a source? Is all summary that you include necessary? Would some summary work better as analysis?

Can you identify each appeal in each paragraph? If not, how can you add in the missing appeal(s)?

Do paragraph “flow” from one to the next logically? Are topic sentences cohesive? Do ideas make sense as they are presented?

Can you minimize repetition of points and ideas? Reorganize your line of inquiry so that you do not have to repeat points or ideas.

If you answered yes on the question above, describe the projects/programs that

Appendix: Short Essay Topics You will write one 4-5 page paper based on one (1) of the assigned topics History Assignment Help If you answered yes on the question above, describe the projects/programs that you have supported before and the role(s) you played.

For over nine years, I worked a project management contract team working in support of project proposal, project planning, build of state of work, and support in various roles of project execution.  My work in project execution, included working in operations, served as the technical lead and designated as customer-facing liaisons for the project.

Why are you interested in pursuing a career in program management?

Prior to coming to L3Harris, four years ago, I worked as a government contractor.   I was involved in many types of projects.  I have worked in well managed project, and some not so much.  This gave me a wealth of experience to one day apply in benefit for an entire project team of my own.  At that time, our government customer, seeing the gap in contract leadership not having technically experienced managers.  It was highly encouraged that all engineers to take the next step in our education, to enhance our knowledge of project planning, execution and management.  I will be completing my masters in project management this fall, so with that this should be my next step.

Any additional comments or details explaining why you should be considered for this program?

For over 20 years I have worked in both government and corporate worlds, I have seen what works and what doesn’t.  How people need to be treated and how not.  How to encourage success and how to impede it.  Being a project manager is not only managing tasking and project execution, but managing people.  I feel the key to being a successful project manager continuously looking at all the project facets, internal and external.  My belief is in creating a positive environment for the project team, customer and company stakeholders and this in turn helps deliver the best possible product or service.

Assignment You have decided that you are now an expert in project

Assignment

You have decided that you are now an expert in project cost estimating, and you want to hold some public classes or workshops on this topic. You completed some training in the past, which has given you confidence in your abilities. Your first project is to develop materials, then market and hold your first seminar. You plan to do all of the work within the next six months. You want to create a good cost estimate for this project.

Some of your assumptions are listed below

You will charge $600 per person for a two-day class 

You estimate that 30 people will attend 

Your fixed costs include $500 to rent a room for both days, setup fees of $400 for registration, and $300 for designing a postcard for advertising 

You will not include any of your labor costs for this estimate, but you estimate that you will spend at least 150 hours developing materials, managing the project, and giving the actual class. You would like to know what your time is worth given different scenarios 

You will order 5,000 postcards, mail 4,000, and distribute the rest to friends and colleagues

Your variable costs include the following

$5 per person for registration plus 4 percent of the class fee per person to handle credit card processing; assume everyone pays by credit card

$0.40 per postcard if you order 5,000 or more

$0.25 per postcard for mailing and postage

$25 per person for beverages and lunch

$30 per person for class handouts. Assume 30 people register for and attend the class

Using Excel, create a spreadsheet to calculate your projected total costs, total revenues, and total profits given the preceding information

Be sure to have input cells for any variables that might change, such as the cost of postage, handouts, and so on

Calculate your profits based on the following number of people who attend: 10, 20, 30, 40, 50, and 60

Calculate what your time would be worth per hour based on the number of students

Try to use the Excel Scenario feature (under the Tools menu) to create a scenario pivot table showing total profits based on the number of people who attend

You could also create a data table showing the profits based on the number of students. If you are unfamiliar with the Scenario feature or data tables, just repeat the calculations for each possibility of 10, 20, 30, 40, 50, and 60 students 

Note: Please note the phrase “Using Excel, create a spreadsheet…” listed as a requirement in the assignment. So please turn in an Excel spreadsheet.

CP-TX OF PENNY 1 Case Presentation Treatment Plan (CP-TX) of Penny John

CP-TX OF PENNY 1

Case Presentation Treatment Plan (CP-TX) of Penny

John Doe

School of Behavioral Sciences, __ University

Case Presentation Treatment Plan (CP-TX) of Penny

Treatment Plan

Problems

Major depressive disorder– feeling sad, fatigue, avolition, hypersomnia, low self-worth, avoidance, helpless, and false guilt

Disruption of family by separation or divorce – parental divorce 2 months ago, high conflict, affair, joint custody

Target of (perceived) adverse discrimination and persecution (provisional) – “Black kids can’t get a break.”

Goals for Change

1. Major Depressive Disorder (CBT)

Understand the relationship between cognitive errors, maladaptive core beliefs, and depression.

Decrease and potentially eliminate negative automatic thoughts of self and others.

Increase engagement in non-depressed activities to reduce avoidance behaviors.

Increase realistic relational schemas within the family system to reduce conflict and depression symptoms.

2. Disruption of family by separation or divorce

Understand the impact of divorce on the perception of self, others, and the world.

Eliminate the faulty core beliefs around the guilt of divorce.

Decrease family dysfunction to reduce the negative impact on the client’s relationship with parents.

3. Target of (perceived) adverse discrimination and persecution (provisional)

Understand how discrimination may influence negative thoughts of self, others, and the world.

Eliminate faculty core beliefs associated with adverse discrimination and persecution.

Increase resiliency to cope with perceived discrimination.

Therapeutic Interventions

The client will engage in 10 to 15 weekly, individual sessions of CBT (Beck Institute, n.d.; Schwitzer and Rubin, 2015; Murdock, 2017).

1. Major depressive disorder

The counselor will provide psychoeducation about the relationship between negative self-talk, avoidance behaviors, and mood.

The counselor will provide psychoeducation on good sleep hygiene.

The client will identify and engage in good sleep hygiene activtiies.

The client will write down “therapy notes” of each session and read them daily between sessions.

The client will identify her maladaptive assumptions, poor coping strategies, and maladaptive core beliefs in session with the counselor using the cognitive conceptualization diagram.

The client will identify adaptive behaviors by using the pleasure/mastery scale in the session.

The client will challenge negative automatic thoughts connected with core beliefs by completing a weekly thought record and using coping cards.

The client will use behavioral experiments for cognitive restructuring of maladaptive thoughts and core beliefs.

The client will engage in activity scheduling such as self-care, exercise, and social events every week.

The client will call the counselor weekly to report on success on identified actions for that week.

The client will identify and engage in actions to prevent relapse.

The counselor will provide boosters sessions as needed to prevent and recover from relapse.

2. Disruption of family by separation or divorce

The counselor will provide psychoeducation on divorce.

The counselor will offer Bibliotherapy, The divorce helpbook for teens.

The client will engage in cognitive restructuring of “guilt” via thought log.

The client will process grief/loss of family system through Socratic questioning.

The counselor will refer client to family therapy to conjointly process the divorce.

The counselor will refer client to grief “teen” group counseling.

The target of (perceived) adverse discrimination and persecution (provisional)

The counselor will provide psychoeducation of the CBT triad (feelings, thoughts, behaviors) to perceived discrimination.

The counselor will conduct a cognitive conceptualization of perceived discriminatory events to assist the client in understanding the antecedents, behaviors, and consequences.

The counselor will assist the client in identifying “normative” discriminatory perceptions leading to problem-solving actions through Socratic questions.

The counselor will assist the client in the identification of maladaptive automatic thoughts and core beliefs about self, others, and the world through Socratic questions.

Counselor and client will engage in the cognitive restructuring of maladaptive thoughts and core beliefs as needed via thought log.

The client will use behavioral experiments for cognitive restructuring of maladaptive thoughts and core beliefs.

The counselor will provide psychoeducation of distress tolerance and mindfulness, progressive muscle relaxation, and mastery/pleasure activities.

The client will identify and engage in distress tolerance tools.

Outcome Measures of Change

Improved self-worth, improved mood, increased engagement in pleasurable activities and increased support seeking.

Client report of reduced maladaptive thoughts and behaviors along with increased pleasure and mastery activities.

Pre-post measures on the Beck Depression II Inventory.

Counselor observation of improved mood via signs, symptoms reduction, and change talk around automatic thoughts, assumptions, and core beliefs.

Client report of reduced family disruption.

Client report of increased distress tolerance of perceived adverse discrimination.

References

Beck, J. (n.d.). Essentials of CBT: The Beck approach. Course Manual. Beck Institute.

Murdock, H. L. (2017). Theories of counseling and psychotherapy: A case approach (4th ed.). Pearson.

Rubin, A. M., & Switzer, L. C. (2015). Diagnosis & treatment planning skills: A popular culture casebook approach (2nd edition). Sage.

CP-TP 1 Case Presentation Treatment Plan (CP-TP) Template Student Name School of

CP-TP 1

Case Presentation Treatment Plan (CP-TP) Template

Student Name

School of Behavioral Sciences, ___ University

Case Presentation Treatment Plan (CP-TP) Template

Problems

From Step 2 of your inverted pyramid (IPM) (the CP-CC assignment), write out your problems behaviorally by order of problem (1. GAD – anxiety, etc, etc. 2. Major depressive disorder – sadness, etc). See CP-TX example of Penny.

You may have more than 1 problem to write out. For example, if you used the Descriptive-Diagnostic Approach (p. 91) with major depressive disorder, generalized anxiety disorder, and Z62.820 parent-child relational problem then write out these three problems (1, 2, 3).

Goals for Change

First problem here

Write up specific, measurable (e.g., reduce, eliminate, etc) outcome goals.

Second problem here

Write up the next set of specific, measurable outcome goals for this problem.

Therapeutic Interventions

Offer your theory here and estimate treatment length based on the severity of the problems. For example, minor depression may be resolving in 5 to 10 weeks but personality disorder in 5 to 10 years. If the client was depressed and had a personality disorder you would treat the depression first and then the personality disorder. Also, within each problem you would tier the approach, e.g., you would not attempt to do cognitive restructuring without first offering education on the cognitive model, identifying the problematic situation, and conditional assumptions. Offer citations here that are used to support the interventions used (e.g., Jones, and Jones, 2020) and offer full citations in references below.

Offer the first problem here.

Write up theoretically based interventions that will walk through the clinical process. For example, you don’t want to start with ego analysis without first offering psychoeducation.

Second problem as needed

Write up the next step of tiered theoretically based interventions.

Outcome Measures of Change

Offer what the changes would look like for the client (increased euphoric moods, attentiveness, prosocial behaviors) as measured by

Offer how you will measure when the outcomes have been met.

References

Offer any references here that are used. There need to be at least 2 citations for the assignment.