ENGL 2311 Houston Community College Is College Still Worth It Presentation Here is all the information professor gave me : – Watch this TED Talk to learn h

ENGL 2311 Houston Community College Is College Still Worth It Presentation Here is all the information professor gave me :
– Watch this TED Talk to learn how to create better presentations

– This LinkedIn Learning course is supplemental // you will need to log in with your HCC credentials

https://www.linkedin.com/comm/learning/powerpoint-designing-better-slides?trk=eml-email_learning_engagement_single_01-learning_recommendations-10-null&trkEmail=eml-email_learning_engagement_single_01-learning_recommendations-10-null-null-bl94vx%7Ekbr25ttp%7E9r-null-learning%7Ecourse&lipi=urn%3Ali%3Apage%3Aemail_email_learning_engagement_single_01%3Bf0lpwMZwSbuebjtPtJh4QA%3D%3D

– Oral Report Assignment Description ( find the file attached below !)

– There are 7 pages; you should stop when you get to “Presentations to Persuade”

https://saylordotorg.github.io/text_business-communication-for-success/s17-00-presentations-to-inform.html

– Here’s a quick video for adding audio into Powerpoint

https://support.microsoft.com/en-us/office/video-add-and-record-audio-eeac1757-5f20-4379-95f2-0d0cd151d5b8?ui=en-us&rs=en-us&ad=us

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– In the PPT sample, as you advance through the slides, you can play the audio / be sure to download the file in order to access the audio

(check the file attached below named “Oral report- Hate Crime”)
– This video sample also has closed captioning and a transcript / these components are not required

This one you need to log in my account on Canvas and watch the video, I will show you when you’r about to do the assignment

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The topic in this assignment will follow the Annotated Bibliography you did for me this week. ( Is college still worth it?) all the source in the AB assignment you can check it on the same website and same account I gave you last time ! Anything you want to know, let me know Annotated Bibliography
Prompt
For this assignment, you will create an oral presentation based on the information from the
Annotated Bibliography. Your goal is to teach or inform your audience about something. For
example, let’s say that you developed an Annotated Bibliography all about preventing identity
theft; your report will inform your audience about preventing identity theft by using those five
sources that you should now know very, very well.
Before you can even begin to draft your script, you will need to consider audience. Who are
they? What is their interest level in your topic? What level of expertise do they have with your
topic? Are they familiar with specialized terms?
Each person in our class will give one individual presentation.
Length: 7-10 minutes (10 minutes is the maximum length)
Format: There must be a professionally structured visual component with a minimum of seven
(7) slides or panels. There must be a spoken component, too, so you have two options for this
oral part:
•
•
Easy method: Record voiceover in your chosen presentation program, so that audio
is heard as we move through the report. There is a video on how to do this in
PowerPoint in the Project 4 module.
Trickier option: If you have access to a projection screen, you can bring up your
presentation (PPT or other format) and have someone record you as you give your
report.
Design: All text should be in a clear and legible font. Pay special attention to the design of your
presentation, especially color combinations and placement of visuals.
Due: Presentations will be uploaded or linked by the deadline of 11:59 pm, Monday, July 8
Contents and Requirements for the Oral Presentation
The focus for your oral presentation is clear, understandable presentation; well-organized, wellplanned, well-timed discussion. Present the essentials of what you have to say in a calm,
organized, well-planned manner.
Use the following as a requirements list, as a way of focusing your preparations:
? Start by explaining the situation of your oral report. Make sure that there is a clean
break between this brief explanation and the beginning of your actual oral report.
? Make sure your oral report (with the brief introduction) lasts no longer than 10 minutes.
? Pay special attention to the introduction to your talk. Indicate the purpose of your oral
report, give an overview of its contents, and find some way to interest the audience.
? Make sure you discuss key elements of your visuals. Don’t just put them on a slide and
ignore them. Point out things about them; explain them to the audience.
? Make sure that your speaking style is natural. Ensure that you are loud enough so that
you can be heard, and that you don’t speak too rapidly (nerves often cause that) .
Consider slowing your tempo a bit–a common tendency is to get nervous and talk too
fast. Also, be aware of how much you say things like “uh,” “you know,” and “okay.”
? Plan to explain any technical aspect of your topic very clearly and understandably. Don’t
race through complex, technical stuff–slow down and explain it carefully so that the
audience can understand it.
? Plan your report in advance and practice it so that it is organized. Make sure that
listeners know what you are talking about and why, which part of the talk you are in, and
what’s coming next. Overviews and verbal headings greatly contribute to this sense of
organization.
? End with a real conclusion. People sometimes forget to plan how to end an oral report
and end by just trailing off into a mumble. Remember that in conclusions, you can
summarize (go back over high points of what you’ve discussed), conclude (state some
logical conclusion based on what you have presented), provide some last thought
(end with some final interesting point but general enough not to require elaboration), or
some combination of these three.
? As mentioned above, be sure your oral report is carefully timed to 10 minutes. Some
ideas on how to do this are presented in the next section.
Preparing for the Oral Report
Pick the method of preparing for the talk that best suits your comfort level with public speaking
and with your topic. However, do some sort of preparation or rehearsal–some people assume
that they can just ad lib for 7-10 minutes and be relaxed, informal. It doesn’t often work that
way–drawing a mental blank is the more common experience.
Here are the obvious possibilities for preparation and delivery: make sure that you sound
natural in your delivery. It should not sound like you are reading words from a page.
? Write a script, practice it, and keep it around for quick reference during your talk.
? Set up an outline of your talk, practice with it, and look to it for reference.
? Set up cue cards, practice with them, and use them during your talk.
? Write a script and read from it.
Click to edit Master title style
The Effects of Hate Crime Laws
By: Nayeli Flores
1 1
Click to edit Master
Goals
titlewithin
style this analysis
• Effective?
• Revisions?
• Applicable?
• Solutions?
2 2
What is a Hate Crime?
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According to the FBI:
“…hate crime as a “criminal offense against
a person or property motivated in whole or
in part by an offender’s bias against a race,
religion, disability, sexual orientation,
ethnicity, gender, or gender identity.” Hate
itself is not a crime—and the FBI is mindful
of protecting freedom of speech and other
civil liberties (FBI,2016).”
Source: The United States Department of Justice. “Laws and Policies.” Hate Crime – Laws and
Policies, The United States Department of Justice, 13 June 2019,
www.justice.gov/hatecrimes/laws-and-policies.
3 3
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What is a Hate Crime? Contd.
Which state do you live in?
Examples: California, Texas, and Ohio
Source: Gillis, Ben. “Understanding Hate Crime Statutes and Building Towards a Better System
in Texas.” American Journal of Criminal Law, vol. 40, no. 2, Spring 2013, pp. 197–226.
EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=87977498&site =ehost-
4 4
Good Facts
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• Hate crimes are dropping
SOURCE: FBI, Hate Crime Statistics, 1995-2015, (U.S. Department of Justice), https://ucr.fbi.gov/hate-crime
5
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Complications
Master title style
of Bias Crime Legislation
• Creates tension
• Everyone will lobby for special treatments
• Inconsistent charges and prosecutions
• Right to no double jeopardy
• Redundant charges – overcharging
• Arbitrary in decisions within courts
• First Amendment
6 6
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Complexities of Law
“As in Califomia, reported hate crime offenses have consistently
dropped in Texas during the last decade. … However,
according to data reported to the Texas Judicial Council, only fifteen
sentence enhancements pursuant to a finding of a hate crime…most of these findings
have come in plea arrangements—in fact, during the last ten years, only one
hate crime case was taken before a jury in Texas’(Gillis 212-213).”
7 7
Complexities of Law Contd.
Click to edit Master title style
Source: The United States Department of Justice. “Laws and Policies.” Hate Crime – Laws and Policies, The United States
Department of Justice, 13 June 2019, www.justice.gov/hatecrimes/laws-and-policies.
8
Recommendations
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Begin to report hate crime occurrences
Train police officers to navigate
these sensitive issues and spread
awareness
Public school education
resources
9
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Thank You
1010
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Sources
FBI, Hate Crime Statistics, 1995-2015, (U.S. Department of Justice), https://ucr.fbi.gov/hate-crime
Gillis, Ben. “Understanding Hate Crime Statutes and Building Towards a Better System in Texas.” American Journal
of Criminal Law, vol. 40, no. 2, Spring 2013, pp. 197–226. EBSCOhost,
search.ebscohost.com/login.aspx?direct=true&db=a9h&AN=87977498&site =ehost-live.
The United States Department of Justice. “Laws and Policies.” Hate Crime – Laws and Policies, The United States
Department of Justice, 13 June 2019, www.justice.gov/hatecrimes/laws-and-policies.
U.S. Department of Justice. “Hate Crimes.” FBI, FBI, 3 May 2016, www.fbi.gov/investigate/civil-rights/hate-crimes.
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Annotated Bibliography
Student’s Name: Thuan Tran
Course: 6203-11794-ENGL-2311
Instructor: Stacey Higdon
Date: July 1, 2020
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Research question: Is college still worth it?
Why it matters: Higher education is essential for everyone. Colleges are institutions of higher
learning that offer specialized courses and vocational training as well. In recent times, many
people have been able to access college education where they are awarded degrees and other
certificates. Most people may think that, due to unemployment, and degree inflation, these
certificates aren’t helpful. However, although getting the certificate is worth it, there is more to
the certificates as individuals are provided with different skills that they can use to build
themselves.
Tentative Thesis: Therefore, a college education is necessary, and the government should create
more opportunities for citizens to get into college.
Sources
Lobo, Bento J., and Lisa A. Burke-Smalley. “An empirical investigation of the financial
value of a college degree.” Education Economics 26.1 (2018): 78-92.
This work sought to do an investigation through a study on how the college certificates
are financially valued in the job market. This was done through generating a selection- adjusted
Net Present Value and Internal Rate of Return approximations for the college degree in the
United States which describe for the period to graduation, funding of debts and levels of
tutorials. The findings were that these degrees were worth in general. However, the individual
valuation of the expenditure is a reducing function of the period of graduating. The preference
adjustments indicated that those individuals at the bottom of the ability distribution, the degree
may not be a favorable proposition in terms of finances. According to this study, returns are
higher on debt financing, although compared to self-financing, they pose a higher risk. This
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study provides helpful information on the status of college degrees in terms of financial
valuation.
States News Service. States News Service Language: English, Database: Sept 7, 2017. Gale
Academic OneFile Select
This work was seeking to review some research done on whether the college degree is
still worth or not. According to research by the University of Kansas, a researcher on economic
inequality, the college degree has a lifetime benefit in terms of earnings and life’s opportunities.
According to a poll done by the Wall Street Journal, a section of Americans remains skeptical on
the worthiness of the cost incurred in the four-year college degree. The main limitation
associated is that, despite graduating with skills, they remain with a debt to pay. According to
research, there is a significant difference in earnings between college graduates as compared to
high school graduates. The lifetime earnings gap is around $1.13 million for men and $792000
for women. Thus, this work provides vital information on different views, of how various people
observe college degrees, and whether they have significant benefits or not.
The Record (Bergen County, NJ). North Jersey Media Group Language: English,
Database: Gale General OneFile June 7, 2020, O2
This article tries to look at the worthiness of college and college degrees, especially
during this covid-19 period. Although at this time, it might seem like it’s not worth it, it also
outlines the many advantages that come along with the college degree. For example, those with a
degree have the upper hand in life’s changes. They even have more earnings than those who
graduate from high school. During this pandemic of covid-19, those people with a college degree
have the upper hand because they continue to work from home during the lockdown. Colleges
are also significant in molding students for more opportunities, new areas of knowledge, as well
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as connections. The institutions are also regarded as high points of socialization, bringing people
from areas together and teaching them on working together. This article, therefore, gives and
provides valuable information on why college is still worth it, because of the many benefits in
life it offers, compared to those who did not attend, and knowledge it impacts on individuals.
Washingtonpost.com. The Washington Post Language: English, Database: Gale Academic
OneFile. Subjects: Student loans – Jan 10, 2020; – Reports; Singletary, Michelle
This work seeks to find out whether the college degree is still worth it, even though most
students end up with a burden of paying debts after college. According to economists and
researchers, it is still worth it even with those debts. In terms of earnings, college graduates are
likely to earn over $1 million than those who graduate from high school in the course of their
working lives, according to the Federal Reserve report in 2014. According to this study, despite
the continuous fall in wages and the rise in tuition, the returns remain high as this is experienced
even to those without a college degree. According to this article, the only factor that can
discourage college education is the debt burden that makes them struggle in the future. However,
this can be viewed from a perspective of investment. This paper thus offers a lot of knowledge
on college education and financial success as well as finding out why recent graduates are not
doing very well financially.
Webber, Douglas A. “Are college costs worth it? How ability, major, and debt affect the
returns to schooling.” Economics of Education Review 53 (2016): 296-310.
This work seeks to find out the financial value in the lifetime of an individual who
pursues a college degree under different settings such as a major, individual ability as well as
student loan debt. The selection bias in the study was that those joining freshly in colleges would
not graduate eventually. According to this research, it was found that college education is a
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suitable investment for many people and cost scenarios, even though it may not pay immediately.
Based on what the students pursue, the estimate of the present discounted value varied, some
being higher than others. This paper’s results thus gave more emphasis on the role played by
risks such as the nontrivial chance of non-graduation of a student plays in the analysis of costs
and benefits of getting a college degree, thus providing resourceful information.
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References
Lobo, Bento J., and Lisa A. Burke-Smalley. “An empirical investigation of the financial value of
a college degree.” Education Economics 26.1 (2018): 78-92.
States News Service. States News Service Language: English, Database: Sept 7, 2017. Gale
Academic OneFile Select.
The Record (Bergen County, NJ). North Jersey Media Group Language: English, Database: June
7, 2020, O2. Gale General OneFile.
Washingtonpost.com. The Washington Post Language: English, Database: Gale Academic
OneFile. Subjects: Student loans – Jan 10, 2020; – Reports; Singletary, Michelle
Webber, Douglas A. “Are college costs worth it? How ability, major, and debt affect the returns
to schooling.” Economics of Education Review 53 (2016): 296-310.

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