Assignment 1 Impact of Economics on Daily LivingDue Week 4Po.docx

Assignment 1: Impact of Economics on Daily Living
Due: Week 4
Points: 105
Skill(s) Being Assessed: Problem Solving
Criteria for Success: In this assignment, you will:
Identify a relevant economic concept and describe how it
applies to the scenario.
Summarize the change in expenditures between budgets.
Record the ways in which economic trends impacted personal
income and consumer prices.
Explain the rationale for budget decisions made in response to
economic changes.
Explain an additional economic trend or change from within the
last year and how it has impacted your personal life and
finances.
What to submit/deliverables: A completed Assignment 1
template, in Word document form.
What is the value of doing this assignment? Economic trends
and events in the world have real impacts on your daily life.
This could take the form of a new technology that increases the
demand for workers in a certain field, the amount of economic
growth for a country affecting the ability (or willingness) of
employers to increase wages, or even trade decisions between
two countries that cause price of some everyday goods to
fluctuate.
Economic impacts require you to make decisions on how to
allocate resources and effectively budget, and use critical
thinking strategies to help you navigate the world of finance
and economics. Throughout the previous weeks of this course,
you have learned foundational economic concepts, basic

personal finance considerations, and problem solving strategies.
In this assignment, you will apply all of these to help a friend
communicate her budgeting decisions to her family.
Your goal for this assignment is to: Build your problem solving
skill by articulating how economics have real impacts on
families and their budgets. You will apply decision making and
critical thinking strategies to explain how economics impacts a
friend’s personal budget decisions.
Steps to complete: In Week 4, submit your assignment in
BlackBoard by following these steps:
STEP 1:Read the scenario in the Assignment 1 Template and
preview the questions that follow.
Scenario: A friend who knows that you are learning problem
solving skills and economics has come to you for advice. At the
beginning of this year, rent and the price of imported food rose.
At the same time, prices for domestic food dropped. The
family’s income stayed the same, but because of these economic
changes, they had to make changes to their yearly budget.
Your friend’s family is unhappy about the lifestyle changes that
your friend has chosen. Your friend knows that you are studying
personal finance and have asked you how to explain to her
family what has happened to their spending. She has brought
with her their family budget from last year, as well as their
current budget for this year.
STEP 2: Identify one relevant economic concept that applies to
the scenario and describe how it applies. (Question 1)
STEP 3: Summarize how expenditures changed between
budgets. Make sure to address how expenditures changed (or did
not change). (Question 2)

STEP 4: Describe the economic trends that created the need for
a change in expenditures. Make connections to the economic
concepts you have learned. (Question 3)
STEP 5: Explain the rationale for your friend’s budget decisions
to her family. Address all changes (or non-changes) in
expenditures and discuss long term effects. (Question 4)
STEP 6: Reflect on how changes in economic variables may
impact your personal life and finances. (Question 5)
STEP 7: After completing all questions in the Assignment 1
Template, save your responses as a Word document titled: Your
Name, ECO110_Assignment 1 Economic Impacts and upload to
BlackBoard in Week 4. Make sure to also review the scoring
rubric before submitting.
Answer the following questions based on the scenario and
Budget 1 and 2:
1. In the first four weeks of this class you have learned about
several economic concepts and how they impact daily living.
Choose one economic concept from this list and explain how it
is relevant to your friends' budget situation:
Supply and demand
Scarcity
Tradeoff decisions
International trade
Opportunity cost
Compound growth

2. How did expenditures change between budgets? Which
expenditures changed the most? Which expenditures changed
the least? Which stayed the same?
3. What were the economic trends that created the need for your
friend’s family to change their expenditures? What can you
infer about the connection between prices and expenditures,
based on the economic concepts you have learned?
4. Help your friend explain the rationale for their budget
decisions to their family. For each expenditure change, describe
why your friend made that decision and how it impacts the
family overall. Also make sure to address expenditures that did
not change. What are the long-term benefits/risks of these
changes? Some questions you could help them answer are:
Why did your friend decide to buy less imported food, and more
domestic food?
Why did your friend decide to use the furnace and air
conditioning less?
Why did your friend decide to walk more?
Why did your friend not change the amount spent of education
and family care?
Why did your friend decide to reduce savings, and what will the
long-term effects of that be?
5. In our personal lives, we sometimes need to react to changes
in our economic environment. Thinking about your own budget,
describe how a change in an economic variable (such as a
change in income, employment, interest rates, or prices) could
impact your personal life and finances.
Grading for this assignment will be based on the following
rubric:

A Method to Automatically Detect Fish Aggregations
I
ndividuals are created different with different personalities
which make them develop interests and pursue dissimilar
hobbies. Some people also gain interest in other people’s
avocations and do all it takes to learn with an intention of
emerging experts at such. With the constant technological
advancements, learning such hobbies has been a lot easier as
compared to the ancient time when people entirely relied on
traditional forms of learning and acquiring avocational skills.
For instance, fishing is a hobby that many people from all parts
of the world not only find interesting or challenging but are also
engaged in for some extent of economic gain. Scientists have
helped out in coming up with devices like an electronic fish
finder that helps in locating fish and making the fishing sports a
bit interesting. There are numerous concerns regarding this
sport, most of which question the ethical nature using the device
and whether it has any beneficial or detrimental effects and
poses any unfair advantage. This paper is determined to make
the audience understand the electronic fish finder in detail.
Title Graphic Source: me
By
Learning about the Electric Fish Finder
The electronic fish finder is a sports fishing device that was
developed in the verge of technology to assist people in the
fishing industry in locating fish. At the same time, the device
was developed to make fishing easier than it used to be when
done the traditional way since school of fish already developed
avoidance mechanisms and different migratory patterns that
made the sporting activity much more stressful (Vatnehol et al.

1803). The electronic fish finder uses state of the art
technologies such as GPS and SONAR to detect schools of fish.
SONAR means Sound Navigation and Ranging (Mehnazd par 1).
They also detect the migration patterns of fish as it maps
schooling fish closer to the water surface. Moreover, this device
not only discover and evaluate the reaction of fish towards
avoidance but also their abundance and sizes in their distinct
schools.
The electronic fish finder combines different techniques and
applies them in order to bring precision and accuracy regarding
location of schools of fish. The fish sonars have multi-
frequencies domains of echo sounder system that ultimately
provide coverage (Vatnehol et al. 1804).
Figure 1: The Lowrance Structure Scan 3D
Source: West Marine
The applied data-processing methods entail the use of image
processing approach which connects the neighboring pixels
which surpass a given level of threshold. The sonars have
systems that make real time transmission on video screens after
capturing and registering echoes of Bluefin tuna school.
Apparently, the device is dedicated to search for fish accretions
or groups in the given range. Before the invention of the elect
electronic fish finder, individuals with interests in fishing faced
the avocation traditionally without any clues of where schools
of fish could be in abundance. This situation made the hobby
less more interesting.
Located in the United States of America, Lowrance Marine &
Fishing Electronics has existed for over 50 years and is
concerned with the manufacture of marine electronics. The
company has its headquarters in Tulsa, Oklahoma, U.S. and
constantly comes up with innovative products that are essential
for both recreational and commercial activities. Again, the
company is dedicated to manufacture consumer sonar and GPS
receivers together with other essential systems for digital
mapping. The company has its marketing department which

reaches out to various consumers in the fishing market, be it
individual fishermen or different companies who does
commercial fishing both in freshwater lakes and in the coastal
regions.
Positive Effect of the Fish Finder
A number of benefits surround the use of Lowrance
StructureScan 3D Module & Transducer that the company
manufactures. In the first place, the end users not only find the
3D fish finder useful because of the GPS system which shows
the precise location of the boat they are using but also the fish
in different terrains of water. Individuals are able to use the
device and locate the fish in spawning time. The fact that
people are able to use the device in all weather patterns creates
a favorable advantage to people who value fishing and pursue it
as an avocation (The GPS Store par 2). This means that they can
go fishing regardless of the weather, including under ice
fishing, snow, when it is raining or in fast flowing rivers.
Figure 2: The Photographic Representation of a Deeper Smart
Sonar Pro +
Source: Deeper Smart Sonar Pro +
Moreover, the fish finder is a device that helps the fishermen to
examine the speed of the boat they are using. It is also worth
noting that the device is not only meant for commercial
purposes but also for individual use. The device comes with a
variety of power voltages where the customers consider the
right voltage depending on the places they intent to go fishing.
Individuals interested in fishing in the deep and salty water
surfaces go for the fish finders with high peak watt. The other
advantage of this device is that is has trackback ability which
makes tracing movement of the boat an easier task (The GPS
Store par 2). The fishermen are able to track their movements
from time to time.

“Fish finders gives the fisherman the options of viewing the
depth, aqua structure, and fish hiding locations, speed and also
depth temperature”
(The GPS Store)
Figure 3: Example of patterns generated in sonar
Source: ICES Journal of Marine Science
Negative Effect of the Fish Finder
However, the device also have questionable aspects that
ultimately pose a raft of negative features. Ballanti (par 16) has
identified a limitation to detect fish using the fish finder
concerning the complexity of their coverage. The noise that
comes from other sources like the flow of water, rain, boat
motors creates a great deal of interference with the detection of
fish. Again, the device encourages unethical behaviors among
individuals who engaging in fishing as a sporting activity. For
example, the device is able to allocate fish regardless of the
prevailing situations. As such, individuals may locate
endangered fish species and participate in illegal fishing. At the
same time, the use of the electronic device may pose
detrimental effects to the endangered fish species. This is
unethical behavior which is not only inconsiderate to the
environment but also to the fish species which are meant to be
preserved for their continuity of existence.
Personal Reactions
The fact that the electronic device has the ability to locate
schools of fish in their scarcity poses an immense threat to their
survival. Their remoteness is also compromised hence making
them vulnerable to any illegal activities that the fishermen may

undertake. It is worth noting that the device creates an unfair
competitive advantage to competitors given that sports fishing
competitors who fail to deploy the electronic device do not
stand a chance against those who do. In essence, the device
utilizes sonar tracking and geo-location software such as GPS
and GLONASS to accurately determine the precise location of
schools of fish, thus giving users an unfair competitive
advantage.
The unfair competitive advantage springs up in dissimilar forms
in the fishing sporting activity. For instance, individuals who
are unable to possess the device go fishing without any clue of a
precise location of the schools of fish. On the other hand,
individuals who have the device will go straight to where fish is
found in plenty and fish as they please. This is the same case
even for the companies that undertaking fishing for commercial
purposes. From an analytical point of view, it is clear that the
device does not defeat its original purpose. This is mainly
because the device helps save time in sports fishing, consistent
with its intended purpose.
As much as there are several concerns regarding the electronic
fish finder, it is hard overlooking the technological
advancements which makes this kind of sporting activity an
easier task. Individuals who value fishing and pursue it as an
avocational activity need to use the device and experience it
convenience, reliability and efficacy. The device has a lot of
beneficial aspects that easily override the detrimental effects
(McInnes et al. 3). Nevertheless, it is advisable for the
fishermen to observe ethical behavior while fishing and not to
overfish or capture the endangered fish species.
On a Final Note
The paper above has given the details surrounding the electronic
fish finder that is used for avocational purpose. Technological
advancement has availed an easier means of locating the exact

location of schools of fish using GPS and Sonar to detect
schools of fish. The device serves its intended purpose of
making the sporting activity much easier than the traditional
way of fishing. Some benefits of the device include the
precision of locating fish and tacking ability while the
detrimental aspects encompass locating even the endangered
species of fish and provision of unfair competitive advantage.
The device therefore helps save time in sports fishing,
consistent with its intended purpose.
Works Cited
Ballanti, Ron. "Finding Fish." Anglers Journal, 8 Apr, 2019.
https://www.anglersjournal.com/boats-gear/finding-fish-a-
guide-for-choosing-the-right-transducer. Accessed 13 Mar,
2020.
Deeper Smart Sonar Pro +. Fishing Sun, 2017, Photograph,
https://fishingsun.com/review-10-best-fish-
finders/#Deeper_Smart_Sonar_Pro. Accessed 13 Mar, 2020.
Mehnazd. "What Is A Fishfinder And How Does It Work?"
Marine Insight, 18 Oct, 2019,
https://www.marineinsight.com/marine-navigation/what-is-a-
fishfinder-and-how-does-it-work/. Accessed 13 Mar, 2020.
me. "Miami Beach." 2020. JPEG file.
The GPS Store. "The Advantages Of Fishfinders."
Thegpsstore.Com, 2020, https://www.thegpsstore.com/The-
Advantages-of-Fishfinders.aspx. Accessed 13 Mar, 2020.
Vatnehol, Sindre et al. "A Method To Automatically Detect Fish
Aggregations Using Horizontally Scanning Sonar." ICES
Journal Of Marine Science, vol 75, no. 5, 2018, pp. 1803-1812.
Oxford University Press (OUP), doi:10.1093/icesjms/fsy029.
Accessed 13 Mar, 2020.
West Marine. “The Lowrance StructureScan 3D creates a high-
resolution, 180-degree, three-dimensional view beneath your
boat.” West Marine, 5 July. 2019, Graph,

https://www.westmarine.com/WestAdvisor/Selecting-a-
Fishfinder. Accessed 13 Mar, 2020.
2
2
I

By
schools.
Source: West Marine

regions.
Sonar Pro +

from time to time.
(The GPS Store)

Personal Reactions
advantage.

On a Final Note
Works Cited
2020.

2
2
I

By
schools.

Source: West Marine
regions.

Sonar Pro +
from time to time.
(The GPS Store)

Personal Reactions
advantage.

On a Final Note
Works Cited

2020.
2
2
Notes on Citations and Inserting Videos:

The following slides were taken from a presentation to illustrate
the correct way to indicate citations for the title slide and
content slides as well as the works cited.
IMPORTANT: MLA is used in this demo PowerPoint. You will
have to make adjustments if you use APA in your PowerPoint.
This is not a complete presentation. Just a few slides to
demonstrate documentation format.
Insert videos using the Insert/Video “Online Video” or “Video
from My PC.” YouTube videos must be saved to your computer
in order to be inserted as a “Video from My PC.” This will
allow you to have the video window appear via animation and
also go full screen automatically or on click. You can use a
program such as ClipConverter.cc
(http://www.clipconverter.cc/) to save the video.
1
Another issue with videos is the length of the video. How much
of the video do you really want your audience to watch? The
only portions of a video you want to show are the ones that help
support the point(s) you are making. This could be the entire
video, but it could also be just a portion of the video.
This can be done in two ways:
Using the advanced Video Tools/Playback, you can set the
video to start and/or stop at selected points. These features will
only work if you insert the video as a file that has been saved to
your computer.
If you insert the video as a YouTube link, you will not be able

to have it enter the screen via animation, nor will you be able to
start and stop it at certain points. Instead, you should place a
note at the end of the introductory info above the video that
explains how much of the video the audience should watch.
(e.g. “Watch this video up to 5:15 as what follows is not
relevant to the presentation.”)
Self-Driving Cars:
Social and
Psychological Effects
By:
Barbara Bane
Peter Graves
Martin Landau
Source: Mercedes-Benz F 015 Luxury in Motion Research Car
December 12, 2016
3
Navigating City Streets
This is a video from the Google Self-Driving Car Project to help
explain how the car uses its sensors and cameras to detect
objects in every direction so it can react as needed. Also,
explained in the video are some of the situations test drivers
have ran into while taking the cars out on the streets for test
runs.
Background of Self-Driving Cars
Source: Google Self-Driving Car Project

4
Background of Self-Driving Cars (continued)
The video shows how Google is trying to eliminate one of the
biggest concerns about self-driving cars: the inability to adapt
to situations.
Next, we will examine how self-driving cars work.
How self-driving cars work
- Sensors
- Cameras outside the cars
5
Background of Self-Driving Cars
The technology that accompanies the self-driving cars comes
with an expense in order to cover the cost of making these cars.
Expenses
- Prices vary from company to company
Mercedes-Benz – more expensive
Google self driving cars – $75,000 (Brustein)
Background of Self-Driving Cars (continued)
Future Projections

- These cars become more developed as time goes on.
Levels at which a car can drive itself continues to increase.
By 2030, the cars will be fully self-driving.
7
“Self-Driving Car Evolution”
Future Projections
Source: “Self-Driving Car Evolution”
The following graphic shows how the technology of self-driving
cars has and will evolve over time.
8
The graphic on the previous slide proves that, as self-driving
cars continue to improve and develop, these cars will raise
several ethical and legal issues that will have to be addressed by
courts and insurance companies.
Ethical Issues
Tunnel Problem
- “An autonomous car on a single-lane mountain road is

about to enter a tunnel when a child crossing just inside the
entrance trips and falls. Does the car continue straight and run
over the child, or does it swerve and hit either side of the tunnel
entrance?” (Newcomb 45)
Figure 1: Customer Willingness to Buy a Partially Autonomous
Car
Fully Autonomous vs. Fully Autonomous Self-Driving Cars
Figures 1 and 2 below show that more individuals would buy a
partially autonomous car than would buy a fully autonomous
car.
Figure 2: Customer Willingness to Buy a Fully Autonomous Car
Source: “Customer Willingness to Buy Autonomous Cars is
Strong in the U.S.”
10
The graphic on the previous slide shows that the ethical issue of
trust is important in the minds of U.S. consumers of self-driving
cars. One must believe that the car he or she is driving is going
to get them where they want to go safely.
A partially autonomous car might be more trustworthy than one
that is fully autonomous.
Ethical Issues
Trust
consumers must be able to trust the vehicle they are driving
many drivers are concerned about a self-driving car going out of

control
manufacturers of self-driving cars will have to prove to
consumers that the cars are safe
Brustein, Joshua. “Nice Self-Driving Car. But How Much Does
It Cost?”
Bloomberg, 23 May 2013,
www.bloomberg.com/bw/articles/2013-05-23/nice-self-driving-
car-dot-but-how-much-does-it-cost. Accessed 1 Dec. 2016.
“Customer Willingness to Buy Autonomous Cars is Strong in
the U.S.” Engineering.com, 14 Jan. 2014. Graph,
www.engineering.com/
AdvancedManufacturing/ArticleID/9357/Self-Driving-Vehicles-
by-2025a-Death-Knell-for-Auto-Manufacturing.aspx. Accessed
30 Nov. 2016.
Google Self-Driving Car Project. Navigating City Streets.
YouTube, 27 May 2014. www.youtube.com/watch?v=bDOnn0-
4Nq8. Accessed 1 Dec. 2016.
Mercedes-Benz F 015 Luxury in Motion Research Car.
Mercedes-Benz. Illustration, www.mercedes-
benz.com/en/mercedes-benz/innovation/research-vehicle-f-015-
luxury-in-motion/. Accessed 30 Nov. 2016.
Works Cited

12
Works Cited (continued)
Newcomb, Doug. "Who Should Be The Self-Driving Car's Moral
Compass?" PC Magazine, Oct. 2014, 44-46. MasterFILE
Premier, metis.findlay.edu:2048/login?
url=http://search.ebscohost.com/login.aspx?direct=true&db=f5h
&AN=98472576&site=eds-live. Accessed 29 Nov. 2016.
“Self-Driving Car Evolution.” Kurzweil Accelerating
Intelligence. KurzweilAl Network. Jan. 2014. Illustration,
www.kurzweilai.net/fully-self-driving-cars-expected-by-2030-
says-forecast. Accessed 30 Nov. 2016.
13
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Major Assignment 3 (Presentation)
Spring Semester 2020
English 272
T. Stuckert, Instructor
English 272: Introduction to Technical Communication

Major Assignment 3: Presentation
Information – Spring 2020
Important Note: Presentations similar to this one have been
developed by students in previous semesters in this course as
well as other Intro to Technical Communication courses.
Remember that plagiarism on this assignment will not be
tolerated. This includes copying text, slides, and/or graphics
from another student’s work (from this semester or a previous
semester) as well as incorrectly citing, paraphrasing or quoting
information.
If you will be completing this as a collaborative assignment, it
may be difficult to determine which group member is
responsible for presentation content that contains plagiarized
information. Because of this, all members of group will suffer
the consequences of plagiarism. It is the responsibility of all
group members to review the content of this assignment to
insure that none of the work has been plagiarized.
Review the information on the University’s Honor Code and
Academic Honesty Academic Integrity policies in the Syllabus
for more information on this issue.
IMPORTANT NOTE: You are required to develop a PowerPoint
presentation for MA3. DO NOT develop a presentation using
Prezi or any other slideware (such as Google slides). You will
receive zero (0) credit for a presentation that is in a format
other than PowerPoint.
Introduction
The purpose of this assignment is to give you an opportunity to
apply many of the concepts you have learned throughout the
semester. The assignment will involve planning and developing
a PowerPoint presentation. You will not deliver or present the
PowerPoint to an audience. However, your presentation must be
designed so it would be effective if it were presented in both of
these situations:

· in-person presentation with the speaker and audience present
and
· digital presentation viewed by the audience on a digital device
(without recorded audio narration)
It is very important to remember this when designing your
presentation.
Designing the presentation so it will be successful in both
situations will impact slide design and content. Remember,
explanations of graphics and slide content that would be
provided verbally with an in-person presentation must be
provided in the slide content for a digital presentation that does
not make use of recorded audio narration.
Presentation Goal and Topic
Your goal and topic for the presentation will be the same as
your goal and topic for Major Assignment 1: Provide
information for a general reader audience with an interest in the
subject matter but little or no prior knowledge or experience
with the subject.
Topic Selection Form
You will submit a topic selection form to your instructor via an
email attachment. The form is located in the MA3 link in
Canvas. If you are working in a group, one form will be
submitted per group.
Objectives
1. Apply presentation design concepts to the planning and
development of a PowerPoint presentation that includes slides
and multimedia content.
2. Apply concepts of effective slide design to presentation
design and development.
3. Work effectively in a collaborative group (if applicable) to
plan and create a presentation.
4. Research and develop content, arguments and other

supporting detail in a presentation.
5. Apply concepts for selection and development of effective
graphics in a presentation.
Collaboration vs. Individual Work
You will complete this assignment by yourself or in a group of
two or three. If you choose to work in a group of two or three,
you can work with students from my other sections.
· If you choose to work by yourself, you will have to develop a
presentation that covers the same subject and content as your
MA1 article (even if you completed MA1 in a group).
· If you work in the same group as you did for MA1, you will
have to develop a presentation that covers the same subject and
content as your MA1 article.
· If you choose to work in a group that is different from your
group for MA1 or if you worked by yourself for MA1, you will
have to decide which MA1 article you use as the basis your
MA3 presentation.
If you work in a group for MA3, one of the greatest concerns is
a situation where one student does all the work and the other
group member(s) do little or nothing. It is crucial that each
member in a group share equally (50% each for a group of two
and 33% each for a group of three) in completing work on each
phase of the assignment: planning, research, drafting, revising,
and editing/proofreading. Do not take an approach where one
person does planning and research, another does drafting, and a
third does revising, and editing/proofreading. It just doesn’t
work. Remember that ultimately, it is the responsibility of the
group members to make certain that the workload is shared
equally and that everyone produces quality work.
If you have concerns about one or more members of your group,
you will do the following as soon as you notice that work is not
being shared equally or that there is an issue with the quality of
the work. Do not wait until the assignment has been completed
to express this concern.

· Discuss the situation with the group member who is not
working to his or her potential. Do your best to convince the
student that sharing the workload is important and that not
sharing the workload evenly is unfair.
· Make certain the student knows exactly what he or she should
be working on for the assignment.
· Set dates when portions of the work should be completed.
· Make sure that all members of the group keep in touch via
email, text, etc.
If you do not get a good response from following the above
points, send me an email providing the following information:
(Note: You will only send this email if you had concerns about
the workload or quality of work for one or more members of
your group.)
· Identify the individual in your group who is not doing their
share of the work and/or is producing poor quality work without
making any effort to improve.
· Completely describe the workload and/or quality issues and
how they have impacted your group.
· State the percentage of work the members of the group have
completed.
· In order to be fair to other members of the group, should the
individual(s) grade be reduced due to lack of participation
and/or poor quality work? If so, how many points?
· This email must be sent while you are working on the
assignment. Do not wait until the assignment has been
completed.
· Be sure and use this subject line in your email: MA3 Eval
Info class time (example: MA3 Eval Info 9).

I will, in most cases, contact the student you identify in order to
obtain an explanation for his/her reduced quality or quantity of
work and participation. This might result a reduction in the
student’s grade. Remember, you will only send this email if you
felt the workload was unequal or the quality of work of one or
more members of your group was substandard.
If I do not receive expressions of concern about group members
from other group members, everyone in the group will receive
the same grade for the assignment.
Sources of Information on Developing Effective Presentations
Review the following presentations in the Presentations topic in
Canvas. These will be discussed class and will provide a good
background on how to create effective presentations.
· Oral and Digital Presentations SP 20
· Making Effective PowerPoint Slides SP 20
· Gettysburg Address in PowerPoint SP 20
· Edward Tufte on PowerPoint
Including a Video in the Presentation
One of the biggest mistakes one can make in developing a
presentation is to use slideware exclusively. There are a number
of reasons for this that are covered in the do0cuments in Unit 5:
Presentations. The bottom line is that a presentation cannot be
effective unless other media are used in addition to the slide
content. You will be required to use at least 1 multimedia item
in your presentation. The most convenient and effective
multimedia to use in a presentation is an embedded video.
· If you used a video as one of the graphics in MA1, you can
use that same video to fulfill the multimedia requirement for
MA3.
· The video will count as one of the minimum 3 required
graphics for the presentation.
· The video must be an image from the video and not a box

filled with a solid color.
· If a video you used in MA1 cannot be inserted with an image,
you will have to locate a different video that does.
· Clicking on the image must open the video either in the slide
in a separate screen.
· The video image must be correctly titled and sourced as shown
in the MA3 Presentation Demo.
· The video must be introduced and explained in terms of how it
relates to the presentation in text
that precedes the video link.
· Follow the video link with follow-up information that will
help the audience transition to the next point or topic in the
presentation.
Presentation Requirements
The presentation must follow all the concepts of effective
communication and design that have been discussed throughout
the semester as well as information on effective slide design
discussed in class and documents posted to Canvas on this
subject.
Your presentation must meet the following requirements:
· General Slide Design Use a background color and/or design
that contrasts with the text. See information in the PowerPoint
“Making Effective Power Point Slides.” Note that you should
use light backgrounds with dark text.
· Presentation Organization and Content
The following are found in most presentations. Specific content
will be determined by the purpose and content of the
presentation as well as the audience.
· Title Slide Be sure and use an effective title and by-line

(name(s) of individual(s) in your group). Use a background
image in the title slide that will capture the interest of the
audience. The background image in the title slide does not count
as one of the minimum 3 content graphics for the presentation.
Indicate the source of the background image as you would other
graphics in the presentation (see below). You can use the
background image you used in your MA1 article.
· Contents Slide The 2nd slide in your presentation must list
the topics that will be discussed in your presentation. This is
not an outline. It is more like a table of contents.
· Background information This should involve 1-2 slides that
provides the reader with background information that relates to
your topic. This is the kind of information that will help the
reader understand the remainder of the presentation. At the
beginning of this section, you should inform the reader of the
purpose of the presentation (this should be based on the thesis
in the introduction of your article – assuming you had an
effective thesis).
· Body Your presentation should follow the sub-topics in your
application (assuming your sub-topics were complete and
correctly ordered).
Be sure and discuss the social, cultural, ethical, and/or
psychological effects of the technology you selected. This
should be placed in the last half of your presentation.
· Conclusion This will be 1 or 2 slides that will provide the
reader with a brief summary of the main points discussed in the
presentation. Remember, this is your last (and maybe only)
chance to achieve your goal in your presentation. This is also
the last information your audience will see and most likely what
they will remember.
· Sources This will be a complete list of the sources used in
both the content of your presentation as well as your graphics.
If you use MLA, title this section Works Cited and if you use
APA title it References. Be sure and space between each
reference. References must be in alphabetical order, and do not
separate the content sources from the graphic sources.

· Note: Due to the nature of this assignment, you do not have to
include a slide at the end of the presentation that invites the
audience to ask questions.
· Graphics
· You are required to have at least 3 content graphics in your
presentation. That being said, you must have as many graphics
as are needed for your audience to fully understand what is
being communicated. Many of you will find that more than 3
graphics will be needed. Content graphics do not include the
graphic used in your title slide.
The required video counts as one of the 3 content graphics.
· You can use graphics from the MA1 article. This, of course, is
assuming that the graphics used in MA1 were effective and
contributed to the audience’s understanding of the content of
the presentation.
· Do not use images that the audience is familiar with. Graphics
must be appropriate for a general reader audience.
· The graphics can be photographs, drawings, tables, charts,
graphs, maps, etc.
· Follow all guidelines discussed in class and the PowerPoints
regarding effective graphics.
· Make sure your graphics do not include chartjunk (what
constitutes chartjunk has been discussed in class during the
semester – if you are uncertain of this, feel free to contact your
instructor)
· Graphic Title, Number and Source Information:
· In general follow the examples and information in the
document: “MA3 Presentation Demo SP 20.ppt” in Canvas for
the graphic title, number and source information. These
guidelines are summarized below:
· Indicate a number for a graphiconly if there is more than one
graphic on a slide by placing “Figure 1” before the title.· All
graphics must have a title that describes the graphic content.

This might be the original title of the graphic or a title you give
to an untitled graphic. Be sure and use correct punctuation as
indicated in the How to Cite and Label Digital Images and
Videos SP 20 under MA1 in Canvas.
· Place the number and/or title below the graphic using Arial 16
pt. bold text centered on the graphic.
· Place the number and/or title in a text box. This will insure
proper alignment by centering the text and placing it just below
the bottom of the graphic. Be sure to use correct capitalization
in graphic titles.
· Indicate source information for borrowed graphics at the very
bottom of the slide, left justified following the word “Source:”
followed by a parenthetical citation with the parenthesis
removed in Arial 11 pt. plain text. Placing the source
information in a text box will insure proper alignment.
· The source information must match the beginning of each
citation in the Works Cited or References list at the end of the
presentation.
If there is more than one graphic on the slide, Use “Figure 1
Source:” followed by a parenthetical citation with the
parenthesis removed. On the next line, “Figure 2 Source:”
followed by a parenthetical citation with the parenthesis
removed.
· Box graphics that do not contrast on all four sides with the
slide background.
· Remove all chartjunk (e.g. distracting titles, source
information, etc. from graphics).
· Graphic titles should not be inside the graphic. Titles must be
below the graphic border as described above.
· Text
· Use good design and content for the text used in the
presentation slides. Take into consideration contrast (text color
vs. background) as well as font size and style. Make sure your
text is concise and easy for your audience to read.
· IMPORTANT: Follow font and font size guidelines in “MA3
Presentation Demo SP 20.ppt” in Canvas.

· Four key points to keep in mind:
· Keep the points made in slides brief. You should avoid
complete sentences and paragraphs. Instead, use short, high-
impact phrases that convey considerable meaning in a few
words.
· Avoid lengthy quotations in slides by using ellipses ( … ) to
remove portions of a quote that are not relevant.
· Individual points in PowerPoint presentations must appear one
at a time and not all at once (use animation for this).
· Since you are using short phrases, use a sans serif font for all
text used in slides.
· Length
· You must have a minimum of 12 slides in your presentation
(not including the title slide, table of contents slide, and the
Works Cited / References slides).
· Use of Outside Sources
· You are required to use a minimum of three (3) outside
sources in your presentation not including sources used for
graphics.
· You can use the sources from MA1. You can also add sources
not used in MA1.
· If you quoted from outside sources or paraphrased uncommon
knowledge used in presentation slides, cite the information with
parenthetical in-text citations on the slides. See “MA3
Presentation Demo SP 20.ppt” for examples.
· Place the Works Cited (MLA) or References (APA) on the last
slide of the presentation.
· Use a smaller font (1 to 2 font sizes smaller) for your in-text
citations so they do not distract the audience from the slide
content. See “MA3 Presentation Demo SP 20.ppt”
· Complete and correct citations must be used in the Works
Cited / References list. Include graphics citations in the Works
Cited / References list (even though complete graphic citations

were placed at the bottom of slides with graphics).
· If you use information from a graphic source in slide content,
you will have one item in the Works Cited / References list for
the graphic and another for the information used in slide
content. The reason is that the content of references for graphics
is different than that of text references.
Getting Help with Major Assignment 3 (Questions and Drafts)
There are two ways of obtaining help with MA3:
1) Email general questions about the assignment.
2) Send your draft as an email attachment or post to the MA3
Drafts link in Canvas. Attach a portion of your draft or the
complete draft. Your draft must be a Word doc or a Word doc
and a pdf. There will be no points or credit assigned for these
voluntary drafts.
· You can submit as many drafts as you want.
· Do not submit drafts of MA3 to the assignment link titled
MA3 Final (this is only for your completed assignment that is
ready for grading).
· If you are working in a group, one group member should
submit the draft and share the comments with the other
member(s) of the group.
· IMPORTANT: In your email or the comments box in Canvas
explain what you want me to review in your draft. Do not ask
that I review everything in the entire draft. I will not review
your draft if you do not let me know what you want me to
review.
· Comments will be written in the body of an email or in the
comments box in Canvas. I will not record my comments unless
there is an unusual situation that warrants recorded comments.
If you have questions about my comments please contact me via
email.

Submitting Your Presentation to Canvas
· If you complete the assignment with one or two other students,
each member of your group will submit identical PowerPoint
files to Canvas by the assignment due date.
· DO NOT submit a presentation using Prezi or any slideware
(such as Google slides). You will receive zero (0) credit for a
presentation other than a PowerPoint.
· When your PowerPoint is opened, it must run as a presentation
with animation within slides advancing with a mouse or
keyboard arrow click.
· Name your PowerPoint file as follows: MA3 Pres last name(s)
of group members class time (9, 10, 12, 1)
Example: (please note the spaces between each item)
· 3 person group (all from same class): MA3 Pres Jones Smith
Wilson 9
· 2 person group (all from same class): MA3 Pres Smith Wilson
9
· 2 person group (from different classes): MA3 Pres Roberts 9
Pickett 12
· 1 person group: MA3 Pres Smith 9
· IMPORTANT: It should not be necessary to submit a pdf
version in addition to the PowerPoint due to concerns about
style and format.
· IMPORTANT: Immediately after submitting your assignment
(but before the deadline), check Canvas to make sure the
assignment has been submitted. If it is not there, resubmit or
locate a computer and/or connection that will allow the
assignment to post.
It is YOUR RESPONSIBILITY to make sure your assignment is
submitted by the deadline. “I thought I submitted it” is not a
legitimate reason for not having the assignment in Canvas by
the deadline.
Grading CriteriaYour grade will be based on the extent to which
you have met all the criteria for the assignment as well as

correct sentence structure, grammar, spelling, mechanics, etc. A
rubric will be used in grading your assignment. You should
review the rubric to make sure your presentation conforms to
the requirements before you submit your presentation for
grading.
MA3 Basic Requirements Summary Table
Individual / Groups
· you will complete the assignment in a groups of 1, 2 or 3
Due Date
· Wednesday. April 29, 2020 at 11:30 pm in Canvas
Mandatory Draft Check
· No required draft check
· Due Wednesday April 22, 2020 (email attachment – not
Canvas)
· No credit will be given for this topic selection form
Outside Sources
· minimum of 3 different outside sources (does not include
source(s) for graphics) – use as many outside sources as are
necessary
· note: multiple use of references to the same source will count
as one reference
Graphics

· minimum 3 content graphics (use as many graphics as are
needed to give your audience a visual of the points you are
communicating)
· use correct graphic labeling
· the 3 content graphics are in addition to the title slide graphic
Multimedia Item
(video)
· you are required to have at least 1 multimedia item
· a video is the only multimedia item that will work for a
presentation that is designed for both digital and in-person use
· this will count as one of the required content graphics
English 272 Major Assignment 3
Presentation
Spring 2020
Important notes about completing this form:

1. Click “Enable Content” (if applicable).
2. Submit just one form per group.
3. IMPORTANT: also, place the file name (see #5) in the
subject line of the email.
4. cc: members of your group
5. Submit the form as an email attachment sent to your
instructor with this file name:
MA3 last name(s) class time(s) Topic SP 20
Examples:
MA3 Wilson 10 Jones 12 Pickett 1 Topic SP 20 (3 person
group from different classes)
MA3 Tellico 9 Topic SP 20 (1 person group)
· Note: This assignment can be completed by yourself or in
groups or 2 or 3.
Presentation Option
· You must base your MA3 Presentation on the article that was
completed for MA1. If you are working in a group of 2 or 3, it
must be based on the article developed by at least one member
of your group.
· If you choose to work in a group, you do not have to work
with the same people you worked with for MA1.
· Your presentation should not contain information that is
significantly different from your MA1 article.
· Note: You will not deliver your presentation.
_________________________________________________
Presentation

· Complete the table below for MA3.
title of MA1 article
(this article will form the basis of your MA3 presentation)
names of group members and class times who developed the
MA1 article
Name:�
�
class time: �
�
�
�
�
�
Name:�
�
class time: �
�
�
�
�
�
Name:�
�
class time: �
�
Deadline for submitting this form:

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