Do you believe Jeff, Craig, and Maria will be able to advocate for themselves in employment, leisure, and community situations in the future?Do they need ongoing advocacy support? Please respond to student discussion. DO NOT include in question. (J) According to the information pertaining to Jeff, it was in his best interest to live at home during his freshmen year of college to give him the cushion of losing some of the daily supports that he would have in the secondary school setting. This will give him that time to adjust and attain more real world skills in advocating for himself. It also states that he will be living with two roommates with 10 hours of support per week, which allows for the development of his leisure and community abilities as well. This minimal support could be faded out as his college years progress, leading him to moving out on his own and living without roommates or support. Craig will need assistance of some kind for a while longer, maybe for the majority of his independent living situations. His behavior and self harm activities need to continue to be monitored to ensure that nothing bad happens to him that could be prevented. He will do well developing his leisure activities while living around other people that he is unfamiliar with as well. Maria seems to have found a great living situation which will continue to support her needs. She will be living with people who care to meet her needs and help her feel comfortable which will greatly contribute to her leisure activities development. Maria will be able to access advocacy if she needs it, but at this time it seems as though she will be getting the proper amount of assistance to meet her needs. Maria wants to own a home of her own in her life and this a very realistic goal that ties directly into her ability to self-advocate in all settings, which will continue to get better as well. Wehman, P., Smith, M. D., & Schall, C. (2012). Autism and the transition to adulthood success beyond the classroom. Baltimore: Paul H. Brookes Pub. (LIZ) Jeff is attending college and living in a supervised place away from home. He has support services each week to work with him on planning meals, money management, and household chores. Jeff is enjoying living on his own. With continued support services, he will be able to advocate for himself as an adult. Craig is living away from home in a residential house with two roommates who have disabilities. He has continuous support from staff on site. Household activities, money management, and shopping are all services provided to residents (training or have them done). Craig continues to need support with making decisions and will most likely need to have an advocate to ensure his rights are addressed. Maria seems the most prepared for advocating for herself. Her transition team (including her mother) encouraged her to think about future housing. Maria lives in a house with another woman who supports her when needed (reduced rent). She is definitely the most independent of the three adults. I believe Maria’s mother is a big reason for her success (interest profile). (BEA) I believe they will be able to advocate for themselves at a certain point. They will need to be trained on what to do in certain situations like jobs and independent living but they can learn to advocate for themselves. I believe they will still need someone to take care of them with their finances and help them to manage their money and bank accounts, for that, they will need support I believe for the rest of their lives. They will all need some type of assistance with his social skills and also with their jobs but I believe they will all learn to advocate for themselves at some point mostly with finances, Maria more than Jeff and Craig since she struggles more with numbers than the boys (Wehman, 2009). They will always need advocacy since they are vulnerable in many situations therefore, its best for them to have the support they need just in case. Reference Wehman, P., Datlow Smith, M., & Schall, C. (2009). Autism and the transition to adulthood: Success beyond the classroom. Baltimore, MD: Paul H. Brookes Publishing

3 assignment in total: 3 different analysis you would choose 3 of these 5 essays and each one is almost 2 pages analysis( 4 paragraph in each analysis), do it separately. Academic Journal Protocol for English 124: Rhetorical Analysis You will evaluate 3 out of 5 essays, so be sure that you put the author's name and the title of each essay you are evaluating. Put the title into quotation marks. Review your Syllabus, Week 3, for the exact assignments. The essays are highlighted in yellow highlighter, so you can't miss the reading options. You will select three to do your Academic Journal Entries on. ( See Journal Upload 4.3 and 4.4 to complete the three of your academic journal uploads-- you will upload ONE of your analysis here. Once you have uploaded one of the five essays, you will rhetorically analyze a new essay for each of these uploads). Here are the FIVE essays for you to read in the anthology, Pursuing Happiness: A Bedford Spotlight Reader. After reading these FIVE essays I have assigned, you will pick THREE of them to rhetorically analyze. We are reading a variety of voices so that we understand other people's perspective on this topic, AND we understand how they use rhetorical devices to forward their arguments. A student's job is see the diversity of ideas, appreciate them, and rhetorically analyze how these writers arrived at their varying conclusions. 1. "The Sources of Happiness" by His Holiness the Dalai Lama and Howard Cutler pp. 15 - 26.2. "Free to be Happy" by Jon Meacham pp. 72 - 26.3. "If We Are So Rich, Why Aren't We Happy?" by Mihaly Czikszentmihalyi pp. 84 - 100.4. " Taking Pills for Unhappiness Reinforces the Idea that Being Sad is Not Human" by Giles Fraser pp. 194 - 195. 5. " What Suffering Does" by David Brooks pp. 226 - 228. For each essay or piece that you read, you need to type ONE to TWO pages of analysis or more. Use Times New Roman, font size 12” in order to meet these specifications. Use doc, docx, or pdf to upload your files. Follow MLA protocol and include your name, my name, English 124, and the date you have uploaded your journal work to Canvas. The date will look like this: 27 June 2021. Be sure that all MLA address material is placed on the left hand side of your document. Include your last name and the page number on the right hand side of your document. Go to https://style.mla.org (Links to an external site.) to see sample student papers and MLA addresses from the MLA. Also, you should cite the title of the essay, and the author’s first and last name as the title of this journal entry. For instance, you might center this on top of your analysis: Michael Pollan, “Eat Food: Food Defined.” Whoever the authors are that you choose or are assigned to analyze each week, please be very clear on naming them and citing the title of their essays. All students will analyze the assigned essays using rhetorical analysis and rhetorical strategies in order to enrich your writing practices and to see what professional writers do in their own writing in order to win you over to their positions.In your four paragraphs or more of analysis, use this template to help you analyze each of our remaining essays/ books:Who is the intended audience for this essay or piece? What evidence is provided in the essay or piece to suggest that your inference is true? Analyze and find the presupposition/ assumption of the author or authors of this piece. Write it out and discuss its meaning/ significance.Recognize and analyze any logical fallacies and/ or problems in logic in this piece. What claims does each author make? How do they defend them or not defend them? Construct what the explicit thesis or implicit thesis is which drives this essay or piece forward. Why is it significant? How does the author build his or her argument? Is the evidence convincing? If it is not, why is that so? What is the counterargument? Show examples from the text of what this might be.Without citing ethos, pathos, or logos, what other rhetorical strategies are used to move this essay forward? Use the rhetorical analysis document as located in Canvas to assist you in your analysis. Find two or three rhetorical strategies that the author or authors use in this essay or piece to move the argument forward. Write what these strategies are and comment on their contributions to this essay/ piece. (Use the Rhetorical Analysis Document to help you identify various Rhetorical Strategies writers use to promote their arguments). Write your personal response to this essay or piece. Is the essay successful? Does it move you? Would you recommend this piece to a friend? What are your thoughts on this piece?

Unit 10 Discussion: Slave Culture and ResistanceNo unread replies.No replies.Our course pack contains readings from two authors in section XI (pp. 267-299), William J. Faulkner and Peter Kolchin. These authors provide different perspectives on slave culture, life, religion and resistance. While Kolchin's work is scholarly, the excerpts from Faulkner come from the book The Days When the Animals Talked. This is an amazing book of folklore; I have provided a helpful review of Faulkner's book from Amazon.com to give you a sense of his work:5.0 out of 5 stars Among the best of its kind, March 16, 2011By Andre M. "brnn64" (Links to an external site.) (Mt. Pleasant, SC United States) -This review is from: The Days When the Animals Talked: Black American Folktales and How They Came to BeThis is unquestionably hands-down one of the best books ever written on Black American Folklore.This was where William J. Faulkner (not to be confused with the the Nobel-winning Misssissippian author of the same name) recalled the tales told to him as a child by an ex-slave handyman named Simon Brown in rural South Carolina circa 1900 when the author was about 10 years old.The title and cover may give you the impression that this is a children's book. It's not. Simon Brown's recollections of slavery (the first half of the book) are often quite raw and similar to the kind of tales told by ex-slaves in the WPA Slave narratives of the 1930s, in regards to beatings, concubinage, and other atrocities. He also delights in telling young Faulkner some tall tales and stories about the religious and social practices of slaves. This is best for about teen age to adults. Faulkner also puts the Brer Rabbit and other animal tales (the second half of the book in the context of being thinly disguised analogies of slaves overcoming masters). The story about Brer Rabbit and the meeting with the long-tailed animals (not found in any of Harris' Uncle Remus collections) deserves special attention as one of the most simple and brilliant analogies of racial injustice-this is a great wasy to articulate this subject with children!Faulkner has done his homework and the tales are recorded in an entertaining style.As with most educated Black writers of the time (Zora Neale Hurston being an important exception), Faulkner eliminates the dialect Simon Brown would have used as he wanted to discourage the use of dialect among schoolchildren (a stance that would horrify the politically correct utopian thought police of today), but the standard English is not unrealistic to the character and does help the stories to read better. This is important because part of the reason Black Folklore is such a lost art today is because most of the best books on the subject (see below) were written in a "Negro Dialect" so thick that ithey are almost unreadable today. In a sense, this book is kind of a flipside to Joel Chandler Harris' Uncle Remus books in that Harris (with rare exceptions such as the opening chapter of "Daddy Jake the Runaway") tended to show the softer side of slavery.However, in reading this book, one really envies Faulkner as he graphically describes the joy of listening to an elder regale him with marvelous stories. Those of us who came of age when this was a common experience will truly identify with this, while those who did not will get an idea of what this was like and wish they had the pleasure of such an experience.I would place this book with other classics of the genre such as Julius Lester's "Black Folktales," Edward C.L. Adams' "Tales of the Congaree," Ted Poston's "Dark Side of Hopkinsville," Charles W. Chesnutt's "The Conjure Woman," Zora Neale Hurston's "Mules and Men," and of course the Harris Brer Rabbit books. Read, think, learn, and enjoy.Once you have read the excerpts from Faulkner, the review on Amazon, and the Kolchin article, please comment on the following question:How did slaves use folklore, religion and African practices to create a unique culture under slavery? How powerful and effective do you think culture would have been in the slaves' efforts to resist the oppression of slavery?