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Class-public speaking

As you brainstorm, don’t limit yourself to a certain kind of story. List different kinds of narratives. Narratives may be fictional or nonfiction and may come from history and biography, from your family, or from your own experience.

• List five narratives that have stayed with you long after you heard or read them. Explain why these stories have had lasting relevance for you.

• Of the stories you have listed, which are familiar enough to you that you could retell them with confidence and enjoyment? If any would require some research, where could you get this information?

• How does each of the stories you have listed relate to your audience? What themes or main ideas could you draw out of each story to make it relevant to your listeners?

Answer:

Class- public speaking

1. You have learned about and practiced with three kinds of visual aids: simple visual aids such as posters on easels, props, and slide presentations. Now you will write and think about which kind of aid would work best for your persuasive speech. It's up to you which you use, but you must choose and use a visual aid. Use these questions to guide your journaling:

Which type of aid—simple visual aid, props, or slide presentation—did you most enjoy using? On the other hand, which gave you the most trouble and thus could use more practice?

Does your persuasive speech have a strong informative slant that props would help you convey? Or does it have a strong emotional slant that evocative images on slides would reinforce? Which type of aid will help you get your ideas across?

Do you need to present data—statistics, charts, graphics—to communicate your ideas? What is the clearest form to present these in?

Answer:

1 . Which of the explanations for deviance discussed (biological, labeling theory, Durkheim’s theory, strain theory) do you think best explains deviance? Why?

2. Sociologists argue that what is considered deviant varies from culture to culture. Give an example of something that might be considered deviant in one area but would be the norm in another. Discuss your personal opinion of whether this activity is deviant and why.

3. Hirschi provides several factors that he believes influence whether or not a person will act in a deviant way. Which one do you think is most important in preventing deviance? Why?

4. Durkheim argues that deviance is important to society. What functions does he believe deviance gives society? Do you agree with him that deviance has important functions in society? Why or why not?

5. Do you think that punishments like prison sentences or fines help stop crime? Why or why not?

1 . Organized crime now accounts for how much of the global GDP?

2. What do you think has led to this increase in organized crime?

3. What are the three zones in the goods and services that organized crime offers?

4. The growth of the drug industry in Canada represents which shift in organized crime? Why is this important?

5. What is one new trend in organized crime? Why?

6. What do you think countries should do to reduce organized crime globally?

This seems like a good time to ask the basic question, “How’s it going in class?” Feel free to offer constructive feedback about the course. Anything you like about the course so far? Please present at least one paragraph.

Class-public speaking

It's critical to keep in mind the time limits of the assignment as you brainstorm topics for your problem-solution speech. You must choose a problem and solution that you can explain in just four to six minutes.

Also, keep your audience in mind. You will present your speech to a group in your community. What problems might interest them? Consider and respond to these prompts below:

• Think about your experiences in your community. What unmet needs do you notice? What minor or major inconveniences need attention? What interesting improvements or programs might your community benefit from? Make a list.

• For each problem on the list, brainstorm possible solutions.

• Choose the three problem-solution ideas that strike you as most interesting and promising.

Answer:

Class-public speaking

To generate a list of possible topics, respond to these questions below:

• Do you hope to demonstrate a process, or would you rather explain how something is done or happens?

• What do you enjoy doing? What have you learned to do well? What would you like to learn to do? These questions help you brainstorm possible topics for a speech of demonstration

• What processes interest you? What processes do you know something about? What processes would you like to learn more about?

From the two lists you develop, one for demonstrations and the other for explanations, choose your three favorites. Spend a little time thinking about which of the top three topics you'd like to speak about.

Answer:

1 . What is the idea of the “blank slate”?

2. What are some of the reasons to doubt that our minds are “blank slates”?

3. What are some of the political or social appeals of the “blank slate” idea?

4. What evidence from the area of parenting supports Pinker’s theory that we are influenced by genetics and heredity?

5. Pinker is essentially arguing that all humans are influenced by both nature and nurture. We are born with some aspects and we learn others through socialization. Do you agree or disagree with his theory? Why or why not?

1 . Describe the nature vs. nurture debate. Which do you think has a greater influence on humans—nature or nurture?

2. Which of the agents of socialization do you think is most important to teaching culture? Why?

3. Discuss one way that your family helped to socialize you to your culture’s norms or values. Who was involved? What did you learn?

4. Cooley argues that our self develops through interactions and our impressions about how other people see us. Do you think that he is correct? Why or why not?

5. Sociologists argue that we internalize some norms so that we feel guilty or “icky” if we break those norms. What is an example from your own life of a norm that you’ve internalized? Why do you think you’ve internalized this norm? (Think about rules or behaviors that you’d feel guilty breaking or things that you can’t imagine doing because they would be really bad or gross to help you find an example).

Class-public speaking

As a group, come up with a definition of bias for public speaking settings. Then discuss an example of bias that you will set aside as you listen to speakers, and an example of bias that you think listeners might hold when they listen to you. What experiences might you miss if you listen to a speaker with a biased opinion rather than with an open mind? How might your speaking experience be affected if your listeners are biased?

Class-public speaking

1. As you brainstorm, don’t limit yourself to a certain kind of story. List different kinds of narratives. Narratives may be fictional or nonfiction and may come from history and biography, from your family, or from your own experience.

List five narratives that have stayed with you long after you heard or read them. Explain why these stories have had lasting relevance for you.

Of the stories you have listed, which are familiar enough to you that you could retell them with confidence and enjoyment? If any would require some research, where could you get this information?

How does each of the stories you have listed relate to your audience? What themes or main ideas could you draw out of each story to make it relevant to your listeners?

Answer:

"How has the Internet affected culture?"

Present at least two detailed paragraphs answering this question. Think about the definition of culture and perhaps present specific examples of how the Internet has affected culture.

Unspoken Rules

• Why do we say, “Bless You!” when someone sneezes? Do all people say it?

• Why do we instinctively walk on the right side of a sidewalk? Do all people walk on the right side?

• Why do people instinctively line up when they are trying to get in somewhere or talk to someone? What would happen if they didn’t form a line? Who decided we should stand in a line?

• Why do we shake hands when we meet someone? Do all people shake hands? Who started this?

We do things every day without even thinking about them. They are the unspoken rules of our society. In this lab, you will choose a common social rule. You can use one of the examples above or choose one of your own. Use online sources, as well as what you learned in the unit, to help you answer the questions.

1 . What is the unspoken rule that you decided to research?

2. Where did this unspoken rule come from?

3. Is this rule universal or particular to your country or region?

4. What would happen if everyone suddenly stopped following this unspoken rule?

5. Cite the sources you used for your research.

contemporary world issues - Impact of the Economic Crisis on the International Community

Research paper 👇🏼

Must contain at least five paragraphs. In your own words, do the following:

A report on the international impact of the global crisis, including three outcomes of the overall impact of the economic crisis on developing countries. (50 points)

A report on one of the five regions of the world covered on the United Nations website, with a specific focus on how the economic crisis has impacted that region. Start by addressing the questions below. (50 points)
1. How has the economic crisis impacted the region?

2. What steps are being implemented by the UNDP to facilitate development?
3. What is the immediate economic outlook for the region?
4. What other steps are being taken locally or globally to address the issues being faced?

Website- United Nations Development Programme: The Economic Crisis

Class-Fashion Design

Required Materials

• Measuring tape or yardstick

• Word processing software

Step 1: Choose a Location

Read all the steps of this activity before you begin it. In this unit, you have learned about the importance of barrier-free design. Now it’s time to find out how much of your world is barrier-free for people who have disabilities. Choose a location to test. This can be within your school, such as your classroom, student bathrooms, the cafeteria, the gym, or a stage. Another option might be a community center or your local library.

Step 2: Research Local Laws

Use the internet to find out which laws apply to public or private buildings in your community, state, region, or country. Find two or three measurements to test. For example, how wide must a doorway to a classroom be to accommodate a wheelchair? How large must a restroom stall be? Where must fire alarms or light switches be placed? What about drinking fountains or sinks?

Step 3: Measure and Record Your Results

Measure the doorway, sink height, or other factors that you have chosen. Record your results and compare them to legal requirements.

Step 4: Report Your Results

Create a short video to send to the building owner (if it is a privately owned building) or to a local government official (if it is a publicly owned building), Describe what you found. Explain why the regulation you chose is necessary. For instance, it doesn’t matter if a bathroom stall can accommodate a wheelchair if the only doorway to the bathroom is too narrow for the person to reach the stall. Using the informal presentation techniques you learned about in this unit, do your best to present your ideas in a professional way.

Fashion design class

Can someone please help me out with this assignment

Step 1: Research Your Own Color Wheel

Before you begin making your own color wheel, do some research. You can base your color wheel on the illustrations and information provided in the unit. Your only requirement is to make sure your color wheel contains at least 12 colors, including primary and secondary colors. The remaining six colors will be up to you to provide!

If you wish, you can also do additional online research and look at some more examples.

Step 2: Plan Your Own Color Wheel

Depending on whether you want to work digitally or by hand, plan your color wheel by sketching on paper or by working in a word processing document.

Step 3: Make Your Own Color Wheel

Then, use the different colors in your word processing software or your art supplies to create your color wheel. To finish your wheel, write the names of the colors you include on your color wheel. You may create your own names for colors if you’d like!

Step 4: Present Your Own Color Wheel

Finally, conduct an informal presentation of your color wheel to classmates, friends, or family. Explain the difference between primary and secondary colors. Tell your audience which colors on the wheel appeal to you most and why.

class-Fashion Design

1 . Why is it important to decide on occasion, production, budget, and market before beginning a design project?

2. Give two examples of math skills you would use while creating a design project.

3. Give an example of when a very expensive, specially-made button would be a need instead of a want.

4. The four areas you must focus on when beginning a design project are occasion, production, budget, and market. In your opinion, which of these areas is most important to a successful project? Give one or more reasons for your answers.

5. Trina dry cleans nearly every garment she wears. Trina’s mother wants to persuade Trina to buy more clothes that are machine washable so that the family doesn’t have to spend so much money and time at the dry cleaners. “But the dry cleaners says that it sanitizes clothes,” Trina says. “Isn’t it better to have sanitized clothes?” Provide an explanation of techniques that dry cleaners use so that Trina will understand more about the process. Then give your opinion about whether dry cleaning or machine washing is a better way to take care of clothing.

Class-Fashion Design

Step 1: Use Your Imagination

In this unit, you have learned about people who have different types of disabilities yet want clothes and accessories that are stylish and functional. What kind of garment or accessory would you design that would be of practical use to someone who has a disability?

Step 2: Conduct Some Research

If you have a disability, think about which garments or accessories help you and which frustrate you. If you know someone who has a disability, you may want to ask that person’s permission to discuss how certain garments or accessories make life easier or harder. You can also use the internet to research disabilities.

Step 3: Generate Ideas

Think about a product that you could design that would help someone with a disability. This could include:

• a messenger bag or backpack for a person who uses a wheelchair and has limited upper-body mobility

• a purse for someone with arthritis

• a skirt that does not tangle in a wheelchair

• a shirt or dress that does not require the use of buttons and does not have to be pulled over the head

Step 4: Choose an Idea and Get It on Paper

Make a labeled sketch of the idea you like best. If you don’t want to sketch your idea, you can describe it in a paragraph instead.

Class-Fashion Design

Required Materials

• Measuring tape or yardstick

• Word processing software

Step 1: Choose a Location

Read all the steps of this activity before you begin it. In this unit, you have learned about the importance of barrier-free design. Now it’s time to find out how much of your world is barrier-free for people who have disabilities. Choose a location to test. This can be within your school, such as your classroom, student bathrooms, the cafeteria, the gym, or a stage. Another option might be a community center or your local library.

Step 2: Research Local Laws

Use the internet to find out which laws apply to public or private buildings in your community, state, region, or country. Find two or three measurements to test. For example, how wide must a doorway to a classroom be to accommodate a wheelchair? How large must a restroom stall be? Where must fire alarms or light switches be placed? What about drinking fountains or sinks?

Step 3: Measure and Record Your Results

Measure the doorway, sink height, or other factors that you have chosen. Record your results and compare them to legal requirements.

Step 4: Report Your Results

Create a short video to send to the building owner (if it is a privately owned building) or to a local government official (if it is a publicly owned building), Describe what you found. Explain why the regulation you chose is necessary. For instance, it doesn’t matter if a bathroom stall can accommodate a wheelchair if the only doorway to the bathroom is too narrow for the person to reach the stall. Using the informal presentation techniques you learned about in this unit, do your best to present your ideas in a professional way.

Class-Fashion Design

1 . Imagine you are part of a fashion club, and you are planning a fashion show at your local community center. One person in your group does not want to include models who have disabilities. What reasons can you provide to persuade this person that the show should include these models? Think about what this course has taught you about active listening, leadership, critical thinking, interpersonal skills, and working in groups. Then explain what reasons this person might give and what you could say in response.

2. Choose a topic from this unit that interests you, such as sustainable fashion, social entrepreneurship, including people with disabilities in the fashion world, or barrier-free design. Describe what you would like a mentor to teach you about this topic. Then describe how you would use your newfound skills to mentor others who have less experience in this area.

3. A group that advocates for barrier-free design has asked you to do some public relations work for them. What is a project that you could suggest to the group that would attract public attention and make people think positively about the group?

4. Find a label inside a garment that you own or that a family member owns. In a paragraph, write down the information for each of the four categories you learned about in the unit: fiber content, country of origin, name of manufacturer or dealer, and care instructions. Is any information missing? Did any of the information surprise you? Use the internet to find out about how far away the country of origin is.

5. In this unit, you learned how the environmental movement affected fashion. Do you take environmental issues into consideration when you buy, make, or wear clothes? If so, why? If not, why not?

Class-Fashion design

1 . Imagine you are part of a fashion club, and you are planning a fashion show at your local community center. One person in your group does not want to include models who have disabilities. What reasons can you provide to persuade this person that the show should include these models? Think about what this course has taught you about active listening, leadership, critical thinking, interpersonal skills, and working in groups. Then explain what reasons this person might give and what you could say in response.

2. Choose a topic from this unit that interests you, such as sustainable fashion, social entrepreneurship, including people with disabilities in the fashion world, or barrier-free design. Describe what you would like a mentor to teach you about this topic. Then describe how you would use your newfound skills to mentor others who have less experience in this area.

3. A group that advocates for barrier-free design has asked you to do some public relations work for them. What is a project that you could suggest to the group that would attract public attention and make people think positively about the group?

4. Find a label inside a garment that you own or that a family member owns. In a paragraph, write down the information for each of the four categories you learned about in the unit: fiber content, country of origin, name of manufacturer or dealer, and care instructions. Is any information missing? Did any of the information surprise you? Use the internet to find out about how far away the country of origin is.

5. In this unit, you learned how the environmental movement affected fashion. Do you take environmental issues into consideration when you buy, make, or wear clothes? If so, why? If not, why not?