Pam Luecke presents "Assignments that Build Skills" during the annual 2012 Reynolds Business Journalism Seminars, hosted by the Donald W. Reynolds National Center for Business Journalism.
For more information about free training for business journalists, please visit businessjournalism.org.
Pam Luecke presents "Designing Assignments to Build Financial-Journalism Skills" during Reynolds Business Journalism Week 2013.
Reynolds Business Journalism Week is an all-expenses-paid seminar for journalists looking to enhance their business coverage, and professors looking to enhance or create business journalism courses.
For more information about business journalism training, please visit businessjournalism.org.
Pam Luecke on 'Mission Possible: Assignments that Build Skills' at Reynolds Business Journalism Week, Feb. 4-7, 2011, Business Journalism Professors Seminar.
Reynolds Center for Business Journalism, BusinessJournalism.org, Arizona State University's Walter Cronkite School of Journalism.
Pam Luecke presents "Designing Assignments to Build Financial-Journalism Skills" during Reynolds Business Journalism Week 2013.
Reynolds Business Journalism Week is an all-expenses-paid seminar for journalists looking to enhance their business coverage, and professors looking to enhance or create business journalism courses.
For more information about business journalism training, please visit businessjournalism.org.
Pam Luecke on 'Mission Possible: Assignments that Build Skills' at Reynolds Business Journalism Week, Feb. 4-7, 2011, Business Journalism Professors Seminar.
Reynolds Center for Business Journalism, BusinessJournalism.org, Arizona State University's Walter Cronkite School of Journalism.
Pam Luecke presents "Designing Assignments" during the Reynolds Center for Business Journalism's annual Business Journalism Week, Jan. 3, 2014. Luecke is the Reynolds Endowed Chair in Business Journalism at Washington and Lee University.
The annual event features two concurrent seminars, Business Journalism Professors and Strictly Financials for journalists.
For more information about business journalism training, please visit http://businessjournalism.org.
Writing Project 3 PrewritingFor this project I have chos.docxjeffevans62972
Writing Project 3 Prewriting
For this project I have chosen the issue of police brutality which is gradually crawling back specifically affecting youths and teens residing in low economic suburbs in Georgia.
My project will therefore target the residents in these localities particularly the youth, parents and opinion shapers with regards to shaping public policies. These stakeholders include activism NGOs, social researchers and the local political leadership.
This initiative was inspired by a presentation made by Isabela Robinson on Ted Talks in March last year where she suggested the evils subjected on young citizens by the police and the effect this has on their development (TEDx Talks, 2019).
Research Question- The role of social media in reporting cases of police brutality in low economic status suburbs in Savannah.
To collect primary data for my study, I have interviewed two victims of this social evil, their respective parents and have complemented this information with records of hospitalized victims and an expert opinion from a local researcher affiliated to social activism firm in Savannah.
In this project I will persuade the residents of the suburbs to embark on forming social networks and giving these cases the publicity they need to be exposed and attended.
To successfully convince the residence to use social media to root out police brutality I will use experts and opinions from authorities of the sociology of policing, present to them statistics of those affected by the issue and the worrying trend and later present the sorry states of those whose lives have been negative affected by the issue.
However, disrespect for authorities in many instances prompt the police to apply violence (Silver, 2017). I will emphasize on cooperation with the police and a call for the youth to desist from violence and drug abuse as the police have cited these as their resolve to apply violence to apprehend some youths.
To seek more information on this project, I have used the PsycINFO catalogue in the Cleveland State Community College to identify scholarly articles relating to the issue. Here is have found articles and videos which are more important as they have more elaborate data. I have not had any trouble sourcing information on the project.
References
Silver, A. (2017). The demand for order in civil society: A review of some themes in the history of urban crime, police, and riot. In Theories and origins of the modern police (pp. 23-46). Routledge. Retrieved from; https://www.taylorfrancis.com/books/e/9781315084824/chapters/10.4324/9781315084824-3
TEDx Talks. (2019, March 7). Social Media’s Impact on Cases of Police Brutality. Retrieved from; https://www.youtube.com/watch?v=Z_Y3_y_hzp8
English 2367 Detailed Outline Assignment:
A Detailed Outline for the Persuasive Research Essay
For this assignment, you are asked to start thinking about The Persuasive Research Essay you must write. To complete this assignment, please .
Let’s Get Social!Discussion TitlePrepare There is no shortage.docxsmile790243
Let’s Get Social!
Discussion Title
Prepare: There is no shortage of social media platforms that exist for us to communicate directly and indirectly with each other. For this assignment, we will focus on Facebook, Twitter, and YouTube. This discussion requires that you establish an account for each of the platforms. If you already have one, create a separate one specifically for this assignment so you can share your links with others in the class. If you are a Journalism and Mass Communication major, your profile will be used in other courses as you progress through the program. You will also need to read the following about these forms of social media:
· Facebook 101
· Anatomy of a Tweet
· About YouTube
·
Reflect: Once you have established your social media presences, reflect on the following questions:
· Was the setup straightforward?
· How much personal information did you have to provide?
· How do you perceive the usefulness of each platform on a personal and professional level?
·
Write: Now that you have critically thought about the process of setting up and using these social media platforms, write a 200- to 250-word blog post about your experience with setting them up. In your post, you must include at least one credible source of information that is related to at least one of the questions to support your ideas. Include a byline at the beginning of your blog post. At the end of your blog, include a full reference for all sources cited in the body of your blog. All citations and references must adhere to APA style guidelines as outlined in theAshford Writing Center. View theFormatting Stories and Blogs document for assistance with formatting your blog.
Check It! Your blog must be submitted throughGrammarly prior to submission.
Respond to Peers: After you have written your blog, read the blogs of your peers and post a comment to at least three other bloggers about their experiences in setting up and using their social media presences. Your comments should address them by name, be between 50 and 75 words in length, and must include your name at the end of each response.
W4 Assignment 2
Use the Week 4 research template to complete the following assignment tasks.
· Choose the assigned research articles from W2 Assignment 2. Describe the sample with demographics, data collection process, and identification of variables; sampling design; instruments, tools, or surveys.
· Summarized the discussion about the validity and reliability of the instruments, tools, or surveys.
· Discussed legal/ethical concerns.
· NOTE: If a component is absent, student receives a zero for that component.
Cite all sources in APA format
Articles
Bortz, A., Ashkenazi, T., & Melnikov, S. (2015). Spirituality as a predictive factor for signing an organ donor card. Journal of Nursing Scholarship, 47(1), 25-33. doi: 10.1111/jnu.12107
Dinkel, S., & Schmidt, K. (2015). Health education needs of incarcerated women.Journal of Nursing Scholarship, 46(4), 229-234. d ...
IDS 400 Final Project Part Two Guidelines and Rubric
Overview
This course explores diversity and its impact on the world around us. Diversity influences society, and society influences diversity, creating a feedback loop
between them. We will critically analyze this feedback loop in this course through social, historical, and theoretical approaches to diversity as well as the four
general education lenses: history, humanities, natural and applied sciences, and social sciences. Each of these four perspectives allows us to better understand
the construction of diversity and its interrelation with society. From this enhanced understanding, you will be equipped to draw connections between popular
culture and your personal and professional lives, helping you to become a better-informed citizen who can make a positive difference in the world.
Issues and events in diversity have a pervading influence on many aspects of society, and how they are dealt with requires diverse knowledge and perspectives to
investigate and change. The purpose of this project is to examine a specific issue or event in diversity and how that event or issue impacts individuals and society.
You will do this through the development of a critical analysis portfolio and a presentation in which you will demonstrate your ability to think critically,
investigate, and communicate clearly. These skills are often necessary to achieve personal and professional goals across many disciplines.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Analyze the relationships among culture, diversity, and self by investigating their influence on one’s discipline of study or chosen profession
Integrate interdisciplinary approaches for determining how issues of diversity affect modern societies in both personal and professional contexts
Describe the cultural and social influences on the development of personal identity by employing appropriate research strategies
Recommend strategies for overcoming obstacles in diversity to meet personal and professional goals
Articulate informed viewpoints on how to ensure cultural responsiveness in personal and professional contexts using effective communication skills
Assess the challenges of overcoming issues in diversity through the incorporation of diverse perspectives and viewpoints informed by relevant literature
and peer experiences
Prompt
For Final Project Part Two, you will develop a multimedia presentation in which you will have a chance to reflect on what you have learned about your issue or
event, yourself, and society through analyzing your event or issue’s impact on diversity. You will also be able to apply your communication skills and integrate
multimedia elements to communicate your message to an audience
In developing this presentation, you will be able to use your analyses from Final Project Part One as a starting point. The reflective nature of th ...
Chris Roush presents "Organizing Your Class" during the annual 2012 Reynolds Business Journalism Seminars, hosted by the Donald W. Reynolds National Center for Business Journalism. For more information about free training for business journalists, please visit businessjoutnalism.org.
Write code in VB.NET to achieve the following task1) Call a.docxodiliagilby
Write code in VB.NET to achieve the following task:
1) Call an oracle stored procedure which takes brand_id, region_id as in parameter and returns out_orders and out_lineitems as refcursor
2) Generate an xml using both the out refcursor from above, xml sample below :
<?xml version="1.0" encoding="ISO-8859-1"?>
<ORDERINFORMATION>
<ORDER>
<ORDER_ID>1</ORDER_ID>
<ORDER_COST>22</ORDER_COST>
<ORDERLINE>
<PRODUCT>A</PRODUCT>
<QTY>2</QTY>
</ORDERLINE>
<ORDERLINE>
<PRODUCT>B</PRODUCT>
<QTY>1</QTY>
</ORDERLINE>
</ORDER>
</ORDERINFORMATION>
3) Save this XML to disk.
4) Open this XML from disk and validate if ORDER_COST is a number.
5) Encrypt the XML data using RSA (you can generate your own RSA keys)
6) Send the encrypted string to a web service (you can generate your own web service)
Attach the .Net solution
HUM 200 Project Part Two Speaker Notes Draft Guidelines and Rubric
Overview: An effective presentation includes a summary of the main points in the presentation slides, but the presenter adds additional content to unpack each
point on the slides. This is where speaker notes are particularly useful. Some presenters have the capability of memorizing the details and being cued by the
outline in the presentation, or even speaking off the cuff. However, for the purposes of this project, you will document your speaker notes to accompany the
presentation slides you will develop in Week 8. This step will help you consider the outline of your presentation and the content you will want to include on each
slide.
Prompt: Your presentation will have accompanying speaker notes to fill in the details you would include in the presentation, but not necessarily include in the
presentations slides. Your speaker notes can either be bulleted points for each step of your presentation or more developed paragraphs to help you deliver the
presentation. This part is up to you; either way, these notes should contain substantial details to address each of the required parts of your presentation.
Specifically, the following critical elements must be addressed:
I. Provide a brief overview of your artifacts, theme, and thesis statement. How are they situated within the domain of the humanities?
II. Explain how the theme, as it is expressed in the cultural artifacts, and thesis statement impact the audience. In other words, how is the theme relevant
to members of the audience? Why should the audience care about your thesis statement? Support your response with specific examples from your
exploration document.
III. Describe the evidence from subjective and objective cultural analyses that you have to support your conclusions about the impact of the theme and
cultural artifacts on you personally and on your audience. Support your response with specific examples from your exploration document.
IV. Explain why the theme and cultural artifacts are important to you personally. In other wo ...
TownerPage 213015Page 1 of 2Project 1 A.docxedwardmarivel
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Project 1: An Analysis of Argument’s Context
In his introduction of his second chapter “The Contexts of Argument,” Miller asserts:
Whenever we engage in argumentation, we must do more than examine the topic carefully and construct a sound argument in support of our position. We must also take into account our audience, the specific situation we and they are in, the cultural factors that might affect how an audience responds to a particular argument, and even the historical moment we are in as we argue. In short we always argue within a context—actually, within several contexts simultaneously—and we must consider context if we expect to argue effectively. (17)
Your writing task:
In a roughly 3 to 4 page paper, please briefly describe an argument you took part in or witnessed. As you describe the argument, also analyze how the Rhetorical Situation and Context may have affected the way speakers responded to each other, the types of words or speaking style, and affected the types of evidence the speakers used to persuade each other.
The argument you describe could be:Part of a job interview (where you argued you were best for the job)
An argument with a friend (or foe) about a the causes of something or even where, when, or whether to go somewhere or do something
An argument made in a presentation for school or work project, a report, essay, or speech. Or you may describe an argument you saw in a movie or TV show. Check with me about your choice.
Begin simply, setting up your paper with two or three sentences, making your intention to describe and analyze this argument clear. And describe the basic rhetorical situation (audience, speaker, topic) and the surrounding circumstances of the context: the place, time, setting, and etc.
Next, get into a simple but careful description of the argument, analyzing as you go. Describe and Explain: Rhetorical Situation:
Audience: Describe the audience. and how might that have shaped shape the argument? What was the relationship between you and your audience? Did the audience see you as an opponent, friend, peer, or expert? Expert? Novice? Friend? Foe? Relative? How long had you known the readers/listeners? What aspects of the audience may have affected your argument (language, evidence, tone): Cultural, Age, Status—class, money, education, disability, rank—Gender, Sexual Orientation, Race/Ethnicity? Setting: Where did this take placeSpeaker or Writer: Did you have to change your appearance, to persuade? How was the argument presented: written, spoken? Did you have to follow a format for the speech or document. or, the style (formal, informal, professional, casual, etc.)? Topic: What was the topic? How did the topic affect the argument?Purpose/Goal? What kind of argument did you make: to assert an opinion? To win over a listener? To define or identify the meaning of an event, term or concept? Or perhaps the argument was to evaluate options, ...
Discussion What Is NewsAs you watch a local news program or re.docxelinoraudley582231
Discussion: What Is News?
As you watch a local news program or read a newspaper, you consume the report of recent events created by professional—and sometimes amateur—writers, editors, and reporters. Regardless of their status, these journalists take time to consider the details of a story and how to present it to you, the news consumer. These details can have a powerful effect on how you perceive local, national, and world events. In this Discussion, you will have an opportunity to become a more savvy news consumer by choosing a news story, determining how it was created, and tracking its “newsworthiness” from the day the story “breaks” through several days afterward.
To prepare for this Discussion:
· Choose a discussion thread based on the topics available this week.
· Each thread will present a different topic for a news story. For the topic stated in your chosen thread, you will find a news story that has the necessary elements for it to be considered news and determine whether the news story will persist or fade away.
· Review Chapter 13 in the Course Text, The Dynamics of Mass Communication: Media in Transition.
· Based on the five elements in the reading, reflect upon what is considered to be “news” and what is not. How does the definition of news change?
· Consider the multiple modes of mass communication used to deliver news stories. How do you consume news? How does your choice of mode impact how you view local and world events?
For this Discussion, choose one thread from the choices listed this week. Each thread is limited to a maximum number of students based on class size. A thread will close if the limit is reached. If a thread is closed to new posters, select from the open threads. You will post both your initial post and your response post in the same thread.
By Day 3
Thread 1: International Relations
· Post a 1- to 2-paragraph explanation of why you believe that your chosen international relations news story is or is not considered “news.” Could this news story be the headline or lead story for today’s evening news? What aspects of the story’s message make you believe it would be or wouldn’t be the lead story for the evening news, and why?
Refer to 2 specific examples from your course reading or your chosen news story and record in your assignment information about each source, including author, year, page number, and publication title.
Thread 2: Economics
· Post a 1- to 2-paragraph explanation of why you believe that your chosen economics news story is or is not considered “news.” Could this news story be the headline or lead story for today’s evening news? What aspects of the story’s message make you believe it would be or wouldn’t be the lead story for the evening news, and why?
Refer to 2 specific examples from your course reading or your chosen news story and record in your assignment information about each source, including author, year, page number, and publication title.
Thread 3: Entertainment
· Post a 1- to 2-para.
POL 255 Education Specialist / snaptutorial.comMcdonaldRyan160
For more classes visit
www.snaptutorial.com
Theory, Arms Races, and the Prisoner’s Dilemma. Due by Day 7.
Purpose: The primary goal of this weekly summative assignment is to explore some of the most important concepts and paradigms used in the study of international relations (IR). In this first week of class, you will utilize major IR theories along with the Prisoner’s Dilemma paradigm to analyze one of the most long-standing and perplexing international
Overview In Final Project Part Two, you will develop a multimedia p.docxhoney690131
Overview: In Final Project Part Two, you will develop a multimedia presentation in which you will have a chance to reflect on what you have learned about your issue or event, yourself, and diversity through analyzing its impact on society. You will also be able to apply your communication skills and integrate multimedia elements to communicate your message to an audience. This milestone is due in Module Five.
In developing this presentation, you will be able to use your analyses from the first part of this project as a starting point. The reflective nature of this activity prompts you to dig deeper and consider the implications posed by the critical analysis of your issue or event in diversity. How does studying diversity affect how you understand yourself, as well as the world around you? You’ll also be challenged to incorporate a dash of creativity to enhance your message.
Multimedia Presentation: For the second part of the project, you will create a multimedia presentation that incorporates audio narration and visuals to articulate how critically analyzing your issue/event in diversity impacts your own framework of perception and ability to constructively engage in society.
PowerPoint: You are required to include a combination of text and visuals in order to support your PowerPoint presentation.
Specifically, the following critical elements (which align to the critical elements required of the presentation in Final Project Part Two) must be addressed:
I. Issue/Event: For this section of your presentation, you will introduce the issue/event and how it relates to issues of diversity and any of the topics that have been discussed in the course.
Using appropriate research strategies, describe a social or global issue/event that is related to issues of diversity. i. What is the origin of the issue?
ii. What is the issue about?
Using appropriate research strategies, describe the impact of the issue/event on society.
i. Who is impacted by the issue?
ii. What is important to know about them?
C. Using relevant research or diverse perspectives, assess how society impacts the chosen issue.
Yourself: This section of your presentation explores how studying diversity influences your individual framework of perception with respect to your discipline of study or profession.
How has critically analyzing your issue/event in diversity informed your individual framework of perception? Consider how it has altered the way you perceive the world.
How can critically analyzing diversity influence your field of study or profession? How can studying diversity inform your understanding of the next big topic of study in your field or profession in the next five to ten years?
Society: This section of your presentation explores how studying diversity enhances your ability to engage constructively in society.
How does critically analyzing diversity add value to how you interact with people and understand social or global issues/events? Supple.
Pam Luecke presents "Designing Assignments" during the Reynolds Center for Business Journalism's annual Business Journalism Week, Jan. 3, 2014. Luecke is the Reynolds Endowed Chair in Business Journalism at Washington and Lee University.
The annual event features two concurrent seminars, Business Journalism Professors and Strictly Financials for journalists.
For more information about business journalism training, please visit http://businessjournalism.org.
Writing Project 3 PrewritingFor this project I have chos.docxjeffevans62972
Writing Project 3 Prewriting
For this project I have chosen the issue of police brutality which is gradually crawling back specifically affecting youths and teens residing in low economic suburbs in Georgia.
My project will therefore target the residents in these localities particularly the youth, parents and opinion shapers with regards to shaping public policies. These stakeholders include activism NGOs, social researchers and the local political leadership.
This initiative was inspired by a presentation made by Isabela Robinson on Ted Talks in March last year where she suggested the evils subjected on young citizens by the police and the effect this has on their development (TEDx Talks, 2019).
Research Question- The role of social media in reporting cases of police brutality in low economic status suburbs in Savannah.
To collect primary data for my study, I have interviewed two victims of this social evil, their respective parents and have complemented this information with records of hospitalized victims and an expert opinion from a local researcher affiliated to social activism firm in Savannah.
In this project I will persuade the residents of the suburbs to embark on forming social networks and giving these cases the publicity they need to be exposed and attended.
To successfully convince the residence to use social media to root out police brutality I will use experts and opinions from authorities of the sociology of policing, present to them statistics of those affected by the issue and the worrying trend and later present the sorry states of those whose lives have been negative affected by the issue.
However, disrespect for authorities in many instances prompt the police to apply violence (Silver, 2017). I will emphasize on cooperation with the police and a call for the youth to desist from violence and drug abuse as the police have cited these as their resolve to apply violence to apprehend some youths.
To seek more information on this project, I have used the PsycINFO catalogue in the Cleveland State Community College to identify scholarly articles relating to the issue. Here is have found articles and videos which are more important as they have more elaborate data. I have not had any trouble sourcing information on the project.
References
Silver, A. (2017). The demand for order in civil society: A review of some themes in the history of urban crime, police, and riot. In Theories and origins of the modern police (pp. 23-46). Routledge. Retrieved from; https://www.taylorfrancis.com/books/e/9781315084824/chapters/10.4324/9781315084824-3
TEDx Talks. (2019, March 7). Social Media’s Impact on Cases of Police Brutality. Retrieved from; https://www.youtube.com/watch?v=Z_Y3_y_hzp8
English 2367 Detailed Outline Assignment:
A Detailed Outline for the Persuasive Research Essay
For this assignment, you are asked to start thinking about The Persuasive Research Essay you must write. To complete this assignment, please .
Let’s Get Social!Discussion TitlePrepare There is no shortage.docxsmile790243
Let’s Get Social!
Discussion Title
Prepare: There is no shortage of social media platforms that exist for us to communicate directly and indirectly with each other. For this assignment, we will focus on Facebook, Twitter, and YouTube. This discussion requires that you establish an account for each of the platforms. If you already have one, create a separate one specifically for this assignment so you can share your links with others in the class. If you are a Journalism and Mass Communication major, your profile will be used in other courses as you progress through the program. You will also need to read the following about these forms of social media:
· Facebook 101
· Anatomy of a Tweet
· About YouTube
·
Reflect: Once you have established your social media presences, reflect on the following questions:
· Was the setup straightforward?
· How much personal information did you have to provide?
· How do you perceive the usefulness of each platform on a personal and professional level?
·
Write: Now that you have critically thought about the process of setting up and using these social media platforms, write a 200- to 250-word blog post about your experience with setting them up. In your post, you must include at least one credible source of information that is related to at least one of the questions to support your ideas. Include a byline at the beginning of your blog post. At the end of your blog, include a full reference for all sources cited in the body of your blog. All citations and references must adhere to APA style guidelines as outlined in theAshford Writing Center. View theFormatting Stories and Blogs document for assistance with formatting your blog.
Check It! Your blog must be submitted throughGrammarly prior to submission.
Respond to Peers: After you have written your blog, read the blogs of your peers and post a comment to at least three other bloggers about their experiences in setting up and using their social media presences. Your comments should address them by name, be between 50 and 75 words in length, and must include your name at the end of each response.
W4 Assignment 2
Use the Week 4 research template to complete the following assignment tasks.
· Choose the assigned research articles from W2 Assignment 2. Describe the sample with demographics, data collection process, and identification of variables; sampling design; instruments, tools, or surveys.
· Summarized the discussion about the validity and reliability of the instruments, tools, or surveys.
· Discussed legal/ethical concerns.
· NOTE: If a component is absent, student receives a zero for that component.
Cite all sources in APA format
Articles
Bortz, A., Ashkenazi, T., & Melnikov, S. (2015). Spirituality as a predictive factor for signing an organ donor card. Journal of Nursing Scholarship, 47(1), 25-33. doi: 10.1111/jnu.12107
Dinkel, S., & Schmidt, K. (2015). Health education needs of incarcerated women.Journal of Nursing Scholarship, 46(4), 229-234. d ...
IDS 400 Final Project Part Two Guidelines and Rubric
Overview
This course explores diversity and its impact on the world around us. Diversity influences society, and society influences diversity, creating a feedback loop
between them. We will critically analyze this feedback loop in this course through social, historical, and theoretical approaches to diversity as well as the four
general education lenses: history, humanities, natural and applied sciences, and social sciences. Each of these four perspectives allows us to better understand
the construction of diversity and its interrelation with society. From this enhanced understanding, you will be equipped to draw connections between popular
culture and your personal and professional lives, helping you to become a better-informed citizen who can make a positive difference in the world.
Issues and events in diversity have a pervading influence on many aspects of society, and how they are dealt with requires diverse knowledge and perspectives to
investigate and change. The purpose of this project is to examine a specific issue or event in diversity and how that event or issue impacts individuals and society.
You will do this through the development of a critical analysis portfolio and a presentation in which you will demonstrate your ability to think critically,
investigate, and communicate clearly. These skills are often necessary to achieve personal and professional goals across many disciplines.
In this assignment, you will demonstrate your mastery of the following course outcomes:
Analyze the relationships among culture, diversity, and self by investigating their influence on one’s discipline of study or chosen profession
Integrate interdisciplinary approaches for determining how issues of diversity affect modern societies in both personal and professional contexts
Describe the cultural and social influences on the development of personal identity by employing appropriate research strategies
Recommend strategies for overcoming obstacles in diversity to meet personal and professional goals
Articulate informed viewpoints on how to ensure cultural responsiveness in personal and professional contexts using effective communication skills
Assess the challenges of overcoming issues in diversity through the incorporation of diverse perspectives and viewpoints informed by relevant literature
and peer experiences
Prompt
For Final Project Part Two, you will develop a multimedia presentation in which you will have a chance to reflect on what you have learned about your issue or
event, yourself, and society through analyzing your event or issue’s impact on diversity. You will also be able to apply your communication skills and integrate
multimedia elements to communicate your message to an audience
In developing this presentation, you will be able to use your analyses from Final Project Part One as a starting point. The reflective nature of th ...
Chris Roush presents "Organizing Your Class" during the annual 2012 Reynolds Business Journalism Seminars, hosted by the Donald W. Reynolds National Center for Business Journalism. For more information about free training for business journalists, please visit businessjoutnalism.org.
Write code in VB.NET to achieve the following task1) Call a.docxodiliagilby
Write code in VB.NET to achieve the following task:
1) Call an oracle stored procedure which takes brand_id, region_id as in parameter and returns out_orders and out_lineitems as refcursor
2) Generate an xml using both the out refcursor from above, xml sample below :
<?xml version="1.0" encoding="ISO-8859-1"?>
<ORDERINFORMATION>
<ORDER>
<ORDER_ID>1</ORDER_ID>
<ORDER_COST>22</ORDER_COST>
<ORDERLINE>
<PRODUCT>A</PRODUCT>
<QTY>2</QTY>
</ORDERLINE>
<ORDERLINE>
<PRODUCT>B</PRODUCT>
<QTY>1</QTY>
</ORDERLINE>
</ORDER>
</ORDERINFORMATION>
3) Save this XML to disk.
4) Open this XML from disk and validate if ORDER_COST is a number.
5) Encrypt the XML data using RSA (you can generate your own RSA keys)
6) Send the encrypted string to a web service (you can generate your own web service)
Attach the .Net solution
HUM 200 Project Part Two Speaker Notes Draft Guidelines and Rubric
Overview: An effective presentation includes a summary of the main points in the presentation slides, but the presenter adds additional content to unpack each
point on the slides. This is where speaker notes are particularly useful. Some presenters have the capability of memorizing the details and being cued by the
outline in the presentation, or even speaking off the cuff. However, for the purposes of this project, you will document your speaker notes to accompany the
presentation slides you will develop in Week 8. This step will help you consider the outline of your presentation and the content you will want to include on each
slide.
Prompt: Your presentation will have accompanying speaker notes to fill in the details you would include in the presentation, but not necessarily include in the
presentations slides. Your speaker notes can either be bulleted points for each step of your presentation or more developed paragraphs to help you deliver the
presentation. This part is up to you; either way, these notes should contain substantial details to address each of the required parts of your presentation.
Specifically, the following critical elements must be addressed:
I. Provide a brief overview of your artifacts, theme, and thesis statement. How are they situated within the domain of the humanities?
II. Explain how the theme, as it is expressed in the cultural artifacts, and thesis statement impact the audience. In other words, how is the theme relevant
to members of the audience? Why should the audience care about your thesis statement? Support your response with specific examples from your
exploration document.
III. Describe the evidence from subjective and objective cultural analyses that you have to support your conclusions about the impact of the theme and
cultural artifacts on you personally and on your audience. Support your response with specific examples from your exploration document.
IV. Explain why the theme and cultural artifacts are important to you personally. In other wo ...
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Project 1: An Analysis of Argument’s Context
In his introduction of his second chapter “The Contexts of Argument,” Miller asserts:
Whenever we engage in argumentation, we must do more than examine the topic carefully and construct a sound argument in support of our position. We must also take into account our audience, the specific situation we and they are in, the cultural factors that might affect how an audience responds to a particular argument, and even the historical moment we are in as we argue. In short we always argue within a context—actually, within several contexts simultaneously—and we must consider context if we expect to argue effectively. (17)
Your writing task:
In a roughly 3 to 4 page paper, please briefly describe an argument you took part in or witnessed. As you describe the argument, also analyze how the Rhetorical Situation and Context may have affected the way speakers responded to each other, the types of words or speaking style, and affected the types of evidence the speakers used to persuade each other.
The argument you describe could be:Part of a job interview (where you argued you were best for the job)
An argument with a friend (or foe) about a the causes of something or even where, when, or whether to go somewhere or do something
An argument made in a presentation for school or work project, a report, essay, or speech. Or you may describe an argument you saw in a movie or TV show. Check with me about your choice.
Begin simply, setting up your paper with two or three sentences, making your intention to describe and analyze this argument clear. And describe the basic rhetorical situation (audience, speaker, topic) and the surrounding circumstances of the context: the place, time, setting, and etc.
Next, get into a simple but careful description of the argument, analyzing as you go. Describe and Explain: Rhetorical Situation:
Audience: Describe the audience. and how might that have shaped shape the argument? What was the relationship between you and your audience? Did the audience see you as an opponent, friend, peer, or expert? Expert? Novice? Friend? Foe? Relative? How long had you known the readers/listeners? What aspects of the audience may have affected your argument (language, evidence, tone): Cultural, Age, Status—class, money, education, disability, rank—Gender, Sexual Orientation, Race/Ethnicity? Setting: Where did this take placeSpeaker or Writer: Did you have to change your appearance, to persuade? How was the argument presented: written, spoken? Did you have to follow a format for the speech or document. or, the style (formal, informal, professional, casual, etc.)? Topic: What was the topic? How did the topic affect the argument?Purpose/Goal? What kind of argument did you make: to assert an opinion? To win over a listener? To define or identify the meaning of an event, term or concept? Or perhaps the argument was to evaluate options, ...
Discussion What Is NewsAs you watch a local news program or re.docxelinoraudley582231
Discussion: What Is News?
As you watch a local news program or read a newspaper, you consume the report of recent events created by professional—and sometimes amateur—writers, editors, and reporters. Regardless of their status, these journalists take time to consider the details of a story and how to present it to you, the news consumer. These details can have a powerful effect on how you perceive local, national, and world events. In this Discussion, you will have an opportunity to become a more savvy news consumer by choosing a news story, determining how it was created, and tracking its “newsworthiness” from the day the story “breaks” through several days afterward.
To prepare for this Discussion:
· Choose a discussion thread based on the topics available this week.
· Each thread will present a different topic for a news story. For the topic stated in your chosen thread, you will find a news story that has the necessary elements for it to be considered news and determine whether the news story will persist or fade away.
· Review Chapter 13 in the Course Text, The Dynamics of Mass Communication: Media in Transition.
· Based on the five elements in the reading, reflect upon what is considered to be “news” and what is not. How does the definition of news change?
· Consider the multiple modes of mass communication used to deliver news stories. How do you consume news? How does your choice of mode impact how you view local and world events?
For this Discussion, choose one thread from the choices listed this week. Each thread is limited to a maximum number of students based on class size. A thread will close if the limit is reached. If a thread is closed to new posters, select from the open threads. You will post both your initial post and your response post in the same thread.
By Day 3
Thread 1: International Relations
· Post a 1- to 2-paragraph explanation of why you believe that your chosen international relations news story is or is not considered “news.” Could this news story be the headline or lead story for today’s evening news? What aspects of the story’s message make you believe it would be or wouldn’t be the lead story for the evening news, and why?
Refer to 2 specific examples from your course reading or your chosen news story and record in your assignment information about each source, including author, year, page number, and publication title.
Thread 2: Economics
· Post a 1- to 2-paragraph explanation of why you believe that your chosen economics news story is or is not considered “news.” Could this news story be the headline or lead story for today’s evening news? What aspects of the story’s message make you believe it would be or wouldn’t be the lead story for the evening news, and why?
Refer to 2 specific examples from your course reading or your chosen news story and record in your assignment information about each source, including author, year, page number, and publication title.
Thread 3: Entertainment
· Post a 1- to 2-para.
POL 255 Education Specialist / snaptutorial.comMcdonaldRyan160
For more classes visit
www.snaptutorial.com
Theory, Arms Races, and the Prisoner’s Dilemma. Due by Day 7.
Purpose: The primary goal of this weekly summative assignment is to explore some of the most important concepts and paradigms used in the study of international relations (IR). In this first week of class, you will utilize major IR theories along with the Prisoner’s Dilemma paradigm to analyze one of the most long-standing and perplexing international
Overview In Final Project Part Two, you will develop a multimedia p.docxhoney690131
Overview: In Final Project Part Two, you will develop a multimedia presentation in which you will have a chance to reflect on what you have learned about your issue or event, yourself, and diversity through analyzing its impact on society. You will also be able to apply your communication skills and integrate multimedia elements to communicate your message to an audience. This milestone is due in Module Five.
In developing this presentation, you will be able to use your analyses from the first part of this project as a starting point. The reflective nature of this activity prompts you to dig deeper and consider the implications posed by the critical analysis of your issue or event in diversity. How does studying diversity affect how you understand yourself, as well as the world around you? You’ll also be challenged to incorporate a dash of creativity to enhance your message.
Multimedia Presentation: For the second part of the project, you will create a multimedia presentation that incorporates audio narration and visuals to articulate how critically analyzing your issue/event in diversity impacts your own framework of perception and ability to constructively engage in society.
PowerPoint: You are required to include a combination of text and visuals in order to support your PowerPoint presentation.
Specifically, the following critical elements (which align to the critical elements required of the presentation in Final Project Part Two) must be addressed:
I. Issue/Event: For this section of your presentation, you will introduce the issue/event and how it relates to issues of diversity and any of the topics that have been discussed in the course.
Using appropriate research strategies, describe a social or global issue/event that is related to issues of diversity. i. What is the origin of the issue?
ii. What is the issue about?
Using appropriate research strategies, describe the impact of the issue/event on society.
i. Who is impacted by the issue?
ii. What is important to know about them?
C. Using relevant research or diverse perspectives, assess how society impacts the chosen issue.
Yourself: This section of your presentation explores how studying diversity influences your individual framework of perception with respect to your discipline of study or profession.
How has critically analyzing your issue/event in diversity informed your individual framework of perception? Consider how it has altered the way you perceive the world.
How can critically analyzing diversity influence your field of study or profession? How can studying diversity inform your understanding of the next big topic of study in your field or profession in the next five to ten years?
Society: This section of your presentation explores how studying diversity enhances your ability to engage constructively in society.
How does critically analyzing diversity add value to how you interact with people and understand social or global issues/events? Supple.
Chris Roush presents "Organizing Your Class" during the Reynolds Center for Business Journalism's annual Business Journalism Week, Jan. 2, 2014. Roush is the Walter E. Hussman Sr. Distinguished Scholar in business journalism and the founding director of the Carolina Business News Initiative at the University of North Carolina.
The annual event features two concurrent seminars, Business Journalism Professors and Strictly Financials for journalists.
For more information about business journalism training, please visit http://businessjournalism.org.
1 HIS 200 Project 1 Guidelines and Rubric Overvie.docxjeremylockett77
1
HIS 200 Project 1 Guidelines and Rubric
Overview
History is for human self-knowledge . . . the only clue to what man can do is what man has done. The value of history, then, is that it teaches us what man has
done and thus what man is.
—R. G. Collingwood
Historical awareness informs various aspects of our lives. We live in a time of rapid change, and we often think more about the future than the past. However,
studying history can help us better understand our own lives in the context of the places we live and society in general. In America, specifically, the government is
informed by its citizens. If the ideals of society shift, that shift will eventually move throughout the different levels of government, effecting widespread change.
For the projects in this course, you will select a historical event that has impacted American society in some way. You may select an event that was discussed in
the course, or you may select your own event, with instructor approval. You may consider using the event you chose to work on in your Perspectives in History
class, if that event is something you wish to investigate further through this assessment.
In Project 1, you will develop a plan for an essay on this historical event. The plan will include a brief description of the selected historical event and the resources
you will use in your research. In addition, you will identify an audience for your essay and decide how to communicate your information to this audience. In
Project 2, you will write an essay analyzing the historical event you selected, examining its impact on society as well as its impact on you personally.
Project 1 addresses the following course outcomes:
Select appropriate and relevant primary and secondary sources in investigating foundational historic events
Communicate effectively to specific audiences in examining fundamental aspects of human history
Apply key approaches to studying history in addressing critical questions related to historical narratives and perspectives
Prompt
Your writing plan should answer the following prompt: Select a historical event that has impacted American society. Develop a plan for writing your essay,
describing the historical event, selecting appropriate resources for your research, and identifying an audience for your essay. The purpose of this writing plan is to
provide you with a way to gather your thoughts and begin thinking about how to support your thesis statement. The following critical elements will be assessed
in a 1- to 2-page word processing document.
2
Specifically, the following critical elements must be addressed:
I. Describe the historical event that you selected. Why is this event significant?
II. Describe at least two secondary sources that you could use to research your historical event. Your sources must be relevant to your event and must be of
an appropriate academic nature. In your description, consider q ...
In this course, journal entries will be used to reflect on the lea.docxbradburgess22840
In this course, journal entries will be used to reflect on the learning objectives for the course and on contemporary social problems in America and other societies. The journal entries are a student’s opportunity to sort out questions, make inquiries of the instructor, and explore difficult topics at a deeper level. The journal entries provide an opportunity to connect the readings and professional practices to your own personal experiences. When writing journal entries, please refer to the course textbook and other readings to provide support and justification for your opinions. Journal activities in this course are private between you and the instructor.
Guidelines for Submission: Journal entries must follow these formatting guidelines: double spacing, 12-point Times New Roman font, one-inch margins, and APA-style citations and formatting if needed.
Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information, review these instructions. Critical Elements Exemplary (100%) Proficient (85%) Needs Improvement (55%) Not Evident (0%) Value Sociological Variables and Theory Meets “Proficient” criteria and uses evidence from scholarly research to support thinking Explains the role of sociological variables and/or theory in the given scenario Explanation of the role of sociological variables and/or theory in the given scenario is lacking in detail Does not explain the role of sociological variables and/or theory in the given scenario 40 Personal Reaction Meets “Proficient” criteria and uses clear and relevant examples to support thinking Describes personal and relevant perspectives of the presented sociological scenario Personal perspectives are not directly applicable to the presented sociological scenario. Does not describe personal perspectives of the presented sociological scenario. Journal entry is free of errors in organization and grammar. Journal entry is mostly free of errors of organization and grammar; errors are marginal and rarely interrupt the flow Journal entries contain errors of organization and grammar, but errors are limited enough so that entries can be understood. Journal entry contains errors of organization and grammar, making the entry difficult to understand 20 Earned Total 100
TEMPLATES FOR BARROWMAN BUDGET
1.
Schedule of expected cash collections:
January
February
March
Quarter
Cash sales
Credit sales
Total cash collections
2.
a.
Inventory purchases budget:
January
February
March
Quarter
Budgeted cost of goods sold
Add desired ending inventory
Total needs
Less beginning
inventory
Required purchases
b.
Schedule of cash disbursements for purchases:
January
February
March
Quarter
December
purchases
January purchases
February purchases
March purchases
Total cash
disbursements for purchases
.
Similar to Assignments that Build Skills by Pam Luecke (20)
Data journalist Steve Doig, the Knight Chair at Arizona State University’s Walter Cronkite School of Journalism and Mass Communication, demonstrates 10 data sources you may never have heard of that can lend rich context to your business and economic stories and spark meaningful investigations.
“Developing an Effective Business Journalism Syllabus - Leverage! Using Existing Resources to Create a Killer Course" from Reynolds Business Journalism Week 2016 by Keith Herndon
“Marketing Your Work and Engaging Your Audience - Engaging Audiences to Promote Your Work” from Reynolds Business Journalism Week 2016 by Rebecca Blatt
Christina Leonard, Director of Reynolds Business Reporting Bureau at the Walter Cronkite School of Journalism and Mass Communication shared 30 Agriculture stories at this year's Ag Media Summit. Take a look at these 30 examples of unique agriculture coverage to help end your writer's block!
Pulitzer Prize winner, Michael J. Berens of The Seattle Times presents "Data Journalism 101," a three-hour, hands-on workshop for the Donald W. Reynolds National Center for Business Journalism at the Excellence in Journalism Conference in Nashville, Tenn. on Sept. 4, 2014.
Part 3 offers tips for creating your own databases.
For more business journalism training opportunities and resources, please visit http://businessjournalism.org.
Pulitzer Prize winner, Michael J. Berens of The Seattle Times presents "Data Journalism 101," a three-hour, hands-on workshop for the Donald W. Reynolds National Center for Business Journalism at the Excellence in Journalism Conference in Nashville, Tenn. on Sept. 4, 2014.
Part 1 provides an intro to databases and their importance to reporting.
For more business journalism training opportunities and resources, please visit http://businessjournalism.org.
More from Reynolds Center for Business Journalism (20)
1. Assignments
that Build Skills
REYNOLDS BUSINESS JOURNALISM WEEK
ARIZONA STATE UNIVERSITY
JANUARY 2012
2. Goals:
How to teach business journalism in a town of any
size
How to get 20-year-olds to care about business
How to demystify business and economics
How to get beyond basic speech/press conference
stories
How to have a little fun in class
3. 12 ACEJMC skills and competencies
Business journalism assignments can address many of these!
1. demonstrate an understanding of the history and role of professionals and
institutions in shaping communications;
2. demonstrate an understanding of the diversity of peoples and cultures and of the
significance and impact of mass communications in a global society;
3. demonstrate an understanding of professional ethical principles and work ethically
in pursuit of truth, accuracy, fairness and diversity;
4. think critically, creatively and independently;
5. write correctly and clearly in forms and styles appropriate for the communications
professions, audiences and purposes they serve;
6. apply basic numerical and statistical concepts;
4. 1. History and role of professions
Magazine Tracking
Assign each student a different publication to follow for the
term
In addition to content, have students report on
ownership, audited circulation, online strategies, internship
possibilities
Require oral presentation, one-page fact sheet and “memo to
an executive”
Arrange presentations chronologically, beginning with “The
Economist”
5. Variations
Have class complete market analysis after
presentations
Propose a NEW business magazine to fill an unfilled niche
Which magazine will be next to fold?
Substitute business television shows and websites
Include Wall Street Week (Rukeyser), even though it’s no
longer on
Have students show representative segments
6. Variations, continued
Follow economists’ blogs
Forbes’ list of econoblogs:
http://www.forbes.com/bow/b2c/category.jhtml?id=307
About.com list:
http://economics.about.com/od/interestingandfunny/tp/economi
cs_blogs.htm
WSJ top 25:
http://online.wsj.com/article/SB124768581740247061.html
Keep your own class blog
http://www.blogger.com/home?pli=1
7. Skills learned
Media history
Media economics
Business communication skills
Oral presentation skills
8. 2. Diversity and global society
“Working” assignment
Discuss Studs Terkel’s 1974 book:
Working: People Talk About What They Do All Day and How
They Feel About What They Do.
Play excerpts from interviews with him
Ask each student to identify a person outside of the university
orbit to interview about how he or she feels about work
Record interview
Turn in unedited AND edited transcript
Discuss in class – have each read an excerpt
Post their edited transcripts:
W&L web site
9. Resources for “Working”
NPR story about Terkel’s tapes
http://www.npr.org/templates/story/story.php?storyId=3892
055
Terkel Interview
http://www.studsterkel.org/index.html
New York Times “American Album”
http://www.nytimes.com/ref/us/album_index.html
Marketplace
“Day in a Worklife”
http://www.marketplace.org/topics/life/day-work-life-jingle-
writer
10. Variations
Encourage video interviews
Require photos of interview subjects
Allow students to work in pairs
Put more limitations on choices to drive home
particular learning objectives:
Hourly workers
Racial diversity
Manufacturing jobs
Older workers
Laid off workers
11. Skills learned
Interviewing techniques
Oral history techniques
Listening skills
Gets students outside of comfort zones
Grass roots perspective on business community
12. Tips
Assignment is deceptively simple
Be explicit about grading criteria
Selection of interview subject
Ability to draw person out on the topic
Skill at editing the transcript
Ask students to come up with story ideas from the
interviews
13. 3. Professional ethics
Plan One
Give students names of business journalists to research, e.g.:
R. Foster Winans
Lou Dobbs
Dan Dorfman
Chris Nolan (San Jose Mercury-News)
Chiquita stories, Cincinnati Enquirer
Give an oral and/or written report that:
Describes fully the circumstances that led to the ethical dilemma and what the
person did.
Describes what happened to the journalist as an immediate result of his
actions.
Describes what the key ethical principles were in this case and whether you
agree with how it was handled.
Updates us on where the person is now.
Discusses the implications (if any) this case has for business journalists today.
14. Professional Ethics
Plan Two
Distribute SABEW ethics code
Develop real-life ethical scenarios and pose them to individual
students or teams
Examples:
Flowers from a source
Dating a source
Acting on a stock tip
Who pays for lunch
Free airplane trip/tickets/samples
Acting early on information in your publication’s ads
Investing in stocks of local companies, sector funds, etc.
15. Professional Ethics
Plan Three
Role of the financial press in the economic cycle
Federal Reserve article: “Consumer Sentiment and the
Media?”
http://www.frbsf.org/publications/economics/letter/2004/el200
4-29.html
“Dot Con”
http://www.pbs.org/wgbh/pages/frontline/shows/dotcon/
Telegraph column:
http://www.telegraph.co.uk/finance/comment/edmundconway/4
109557/Media-is-partly-to-blame-for-the-recession.html
16. 4. Think critically
Enron
Have students watch DVD of “Enron: Smartest Guys in the
Room” (or, heaven forbid, read the book!)
Write essay arguing a point of view:
Focus on transgressions of one “culprit”
Was this a “perfect storm?”
Compare/contrast with Fall 2008 meltdown
Role of the press
Devote a class to discussion
17. Other meaty movies
“The Insider”
Role of a watchdog
Can link to discussion of “whistleblowers” as sources
“Wall Street” and “Wall Street II”
First one is dated, but a classic
Debate “greed is good” and business ethics
Changes in technology and the role of the press
“Social Network”
Business Strategy
“Margin Call”
18. Other meaty books
“The Travels of a T-shirt in a Global Economy,”
Pietra Rivoli
Good introduction to globalization and trade
Aimed at college students
“Nickeled and Dimed,” Barbara Ehrenreich
Insights into issues of wages, benefits, Wal-Mart
“The Selling of the American Dream,” Micheline
Maynard
“Boomerang,” Michael Lewis
Global dimensions of recent financial crisis
19. 5. Write clearly and professionally
Final journalistic story
Major story on a public company with ties to your community
Expect students to use all skills covered during the term
Teach the process
Describe assignment early in term
Require story pitches and likely source list
Require a story conference with you
Ask for a second, more developed story proposal
First draft – graded!
Peer editing of drafts
Final draft
20. Variations
Spend a class or two on story organization
Devote a class to students’ oral descriptions of story
focus and reporting obstacles
Have entire class do final story on the same
company:
Collaborators on key interviews
Competitors on final stories
Grade on originality of angle
22. 6. Apply numerical concepts
Deadline earnings exercise
Go to Yahoo Finance calendar for earnings or conference calls
http://biz.yahoo.com/cc/
Pick a company you’ve heard of that is releasing earnings at a
convenient time AND having a conference call
Give students the company’s press release
Require a cogent story in 55 minutes that includes comment
from the CEO’s conference call
23. Variations
Play conference call in class
Let students do exercise as a take-home
Give them a choice of companies
Have deadline competition for Blackberry “alert”
Note: A controlled earnings exercise in advance in
advisable
24. 7. Other assignments
a) SEC Scavenger hunt
b) Retail round-up
c) Humanizing an economic indicator
d) Profile of Fed chairman
e) Closet survey
25. a) SEC Scavenger Hunt
Pick a company of local interest
Go through SEC filings from last 2 years (or more!)
and look for small nuggets of information
Craft 20 or so questions to which they must find
answers
Require citations of document number and date
Discuss in class
26. Key skills
Comfort getting around sec.gov
Appreciation for value of primary sources
Better understanding of the purpose of various
filings
Underscores the value of public documents to locate
incidental information – e.g. a board member’s
age, who a company views as its competitors, which
other boards an executive serves on – and, of
course, executive compensation
27. b) Retail round-up
Divide local retail community into categories, e.g.
Toys, specialty clothing, discount stores, electronics
Assign or let students pick a store from each category
Ask them to interview the store manager and file a
150-word feed about the store’s holiday outlook (or
sales)
Put feeds in a common electronic folder
Add recent press releases from trade
groups, statistics from the Commerce
Department, etc.
Give students 55 minutes (or more or less) to write a
local retail outlook story
28. Variations
Can be done before or after Thanksgiving – or post-
Christmas
Make part of the grade the quality of the student’s
feed
Show students examples of retail roundups in
advance
Offer best stories to the local media
29. c) Economic indicators
Select key economic indicators and assign one to each class
member (or let them draw)
Ask each to prepare a fact sheet or memo about the
indicator, including:
What it measures
Who measures it – and how
How often it is released
Any controversies about the measurement
Is it leading, lagging or coincident?
Ones to include:
Retail sales, durable goods, consumer price index, GDP (though not
technically an indicator), unemployment
Sources: Economic Indicator Calendars
http://www.newyorkfed.org/research/national_economy/nationalecon_cal.h
tml
30. Economic indicators, part two
After class presentations about indicators, ask each
student to write a story humanizing and localizing an
indicator
Doesn’t need to be the one they reported on
Good ones to use: retail, housing
starts, unemployment
31. Variations
Begin with general discussion of indicators
Include fun ones:
Lipstick
http://www.investopedia.com/terms/l/lipstickindicator.asp
Hemlines
http://bigpicture.typepad.com/comments/2006/04/short_or_sh
ort_.html
Superbowl
Starbucks
Have class brainstorm a local or campus economic
indicator
32. d) Profile of Fed chairman
Combines writing exercise and research on Fed’s
mission and history
Can frame profile as:
Advance obit
“Resignation/retirement story”
Changing of the guard
Tip: Tell students to be careful where they print out
their stories!
33. e) Closet survey
A little, ungraded assignment
Engaging way to begin discussion of trade and
globalization
Ask each to examine 12 clothing labels and write
down the country of origin
In class, go around the room and keep a tally on the
blackboard of how many items were made on each
country/continent
Discuss implications
Variation: Ask each student to wear to class that day
something made in the USA
34. Final thoughts
Mix it up
Befriend professors in
economics, accounting, business, law
Keep topics fresh
Teach from the headlines
Have class pools or “consensus estimates”
Where Dow will end the day
What unemployment rate will be next month
GDP estimate
Reward winner with chocolate
Sustain YOUR interest; their interest will follow!