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 Informative Speech; Topics

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Tear M. Lacrimoso
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PostSubject: Informative Speech; Topics   Mon Oct 09, 2017 10:16 am

A list of topics for my Informative Speech paper.

-Technology
-Art
-Toys
-Sweets (Confectionary/Candies/Tarts)
-Anime
-Video Games
-Zodiac
-Astrology
-Astronomy
-Psychology
-Cartoons
-Internet
-Communication
-Society
-Economy
-Media
-Networking
-Civilization
-Evolution
-Humanity
-Language
-Gravity
-Electromagnetism
-Forces Of Nature
-Cutthroat
-Brothel
-Body Language
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Tear M. Lacrimoso
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PostSubject: Re: Informative Speech; Topics   Wed Oct 11, 2017 9:53 am

Tymon Bolton II

I. Introduction
A. Attention Grabber
B. Thesis Statement

II. Body
A. First Supporting Idea (Topic Sentence):
1.
2.
3.

B. Second Supporting Idea (Topic Sentence):
1.
2.
3.

C. Third Supporting Idea (Topic Sentence):
1.
2.
3.

III. Conclusion
A. Closing Statement (Restate Thesis; Summarize Your Main Points In Three To Four Sentences)
B. Big Finish
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Tear M. Lacrimoso
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PostSubject: Re: Informative Speech; Topics   Mon Oct 16, 2017 10:42 am

-Economics-

I. Social economics is a branch of economics that focuses on the relationship between social behavior and economics, and it examines how social norms, ethics and other social philosophies that influence consumer behavior shape an economy, and uses history, politics and other social sciences to examine potential results from changes to society or the economy.

II. Social economics, also referred to as socioeconomics, involves the relationship between social and economic factors within a society.

III. Different socioeconomic classes may have varying priorities regarding how they direct their funds.

IV. There may also be certain goods or services that are considered unavailable to certain classes based on their ability to afford them.

V. These characteristics can include social and economic standing, as well as other factors such as level of education, current profession, ethnic background or heritage, and most other ways individuals can be categorized.

VI. An individual’s socioeconomic status generally shapes the beliefs and attitudes a person holds.

VII. A person considered to be in a more affluent class will likely have more opportunity to achieve a higher education and may be expected to pursue such goals by other members of his class.

VIII. In contrast, a person considered to be in poverty may hold the false belief that higher education is not attainable by any means, and this belief may also be reinforced by his peer group.

IX. A socioeconomic term used to describe persons in a social class marked by jobs that provide low pay, require limited skill and/or physical labor, and have reduced education requirements.

X. While "working class" is typically associated with manual labor and limited education, blue collar workers are vital to every economy. Karl Marx described the working class as the "proletariat", and that it was the working class who ultimately created the goods and provided the services that created a society's wealth.

XI. Social responsibility is the idea that businesses should balance profit-making activities with activities that benefit society; it involves developing businesses with a positive relationship to the society in which they operate.

XII. A social audit is a formal review of a company's endeavors in social responsibility. A social audit looks at factors such as a company's record of charitable giving, volunteer activity, energy use, transparency, work environment, and worker pay and benefits to evaluate what kind of social and environmental impact a company is having in the locations where it operates.

XIII. Common themes for socially responsible investments include avoiding investment in companies that produce or sell addictive substances (like alcohol, gambling and tobacco) and seeking out companies engaged in social justice, environmental sustainability and alternative energy/clean technology efforts.

XIV. Socially responsible investments can be made in individual companies or through a socially conscious mutual fund or exchange-traded fund (ETF).
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Tear M. Lacrimoso
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PostSubject: Re: Informative Speech; Topics   Mon Oct 16, 2017 10:52 am

-Bibliography-

Silvermintz, Contributor Daniel. "Economics." The Essentials of Philosophy and Ethics, Martin Cohen, Routledge, 1st edition, 2006. Credo Reference, http://ezproxy.tribecaflashpoint.edu/login?url=http://search.credoreference.com/content/entry/hodderepe/economics/0?institutionId=8490.

Šević, Željko. "Law and economics." Reader's Guide to the Social Sciences, edited by Jonathan Michie, Routledge, 1st edition, 2001. Credo Reference, http://ezproxy.tribecaflashpoint.edu/login?url=http://search.credoreference.com/content/entry/routsocial/law_and_economics/0?institutionId=8490.

"Social Networking." Investopedia, 2017, http://www.investopedia.com/terms/s/sri.asp

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PostSubject: Re: Informative Speech; Topics   Tue Oct 31, 2017 6:39 am

-Essentials And Ethics Of Economy-

-Silvermintz-

I. Yet economics both influences and is influenced by ETHICS. (1)

II. The word ‘economics’ comes from the Greek Oikonomia, which itself is a combination of Oikos ‘house’ and nemein ‘manage’. (2)

III. Instead, the ancients believed that nature places a natural limit upon the extent of necessary riches. (2)

IV. ARISTOTLE writes, ‘. . . since no tool belonging to any art is without a limit whether in number or in size, and riches are a collection of tools for the householder and the statesman’ (Politics, 1256b). (2)

V. Conceiving of wealth as a means for achieving our proper ends, he distinguishes natural acquisition from the perverse tendency to pursue wealth as an end in itself. (2)

VI. While cities may come into being to facilitate trade and preserve life, the ultimate goal of the political association, for the ancients, was to promote virtue and the ‘good life’. (3)

VII. The labour of his body and the work of his hands, we may say, are properly his. Whatsoever, then, he removes out of the state that Nature hath provided and left it in, he hath mixed his labour with it, and joined to it something that is his own, and thereby makes it his property.

(Second Treatise of Government, section 27)

VIII. Rather than understanding riches as a tool for achieving a definite and limited set of ends, Locke recognises money’s ability to overcome nature’s bounds. (4)

IX. The body dies while wealth lives on. (4)

X. While the modern economic system is liberating in so far as it recognises the fundamental EQUALITY of all human beings to own the work of their hands, it only accomplishes this by reducing the individual to a cog in the production process, a tendency praised by Adam SMITH for its gains in productivity. (5)

XI. Individuals in the Third World must abandon traditional cultures in search of the ‘better’ life promised by a world of competition for consumer goods. (6)
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PostSubject: Re: Informative Speech; Topics   Tue Oct 31, 2017 9:33 am

Structure Of Economics
---
I. Introduction - The word ‘economics’ comes from the Greek Oikonomia, which itself is a combination of Oikos ‘house’ and nemein ‘manage’. (2)

A. Attention Grabber - Social economics, also referred to as socioeconomics, involves the relationship between social and economic factors within a society.

B. Thesis Statement - Economics is more than just the society, but how well one takes care of the society as one would take care of their own household in a communal fashion.
---
II. Body - VI. While cities may come into being to facilitate trade and preserve life, the ultimate goal of the political association, for the ancients, was to promote virtue and the ‘good life’. (3)
---
A. First Supporting Idea (Topic Sentence):

1. VI. An individual’s socioeconomic status generally shapes the beliefs and attitudes a person holds.

2. III. Different socioeconomic classes may have varying priorities regarding how they direct their funds.

3. XI. Individuals in the Third World must abandon traditional cultures in search of the ‘better’ life promised by a world of competition for consumer goods. (6)
---
B. Second Supporting Idea (Topic Sentence): - VII. A person considered to be in a more affluent class will likely have more opportunity to achieve a higher education and may be expected to pursue such goals by other members of his class.

1. I. Yet economics both influences and is influenced by ETHICS. (1)

2. X. While the modern economic system is liberating in so far as it recognises the fundamental EQUALITY of all human beings to own the work of their hands, it only accomplishes this by reducing the individual to a cog in the production process, a tendency praised by Adam SMITH for its gains in productivity. (5)

3. VIII. In contrast, a person considered to be in poverty may hold the false belief that higher education is not attainable by any means, and this belief may also be reinforced by his peer group.
---
C. Third Supporting Idea (Topic Sentence): - VI. An individual’s socioeconomic status generally shapes the beliefs and attitudes a person holds.

1. V. These characteristics can include social and economic standing, as well as other factors such as level of education, current profession, ethnic background or heritage, and most other ways individuals can be categorized.

2. IV. ARISTOTLE writes, ‘. . . since no tool belonging to any art is without a limit whether in number or in size, and riches are a collection of tools for the householder and the statesman’ (Politics, 1256b). (2)

3. X. While "working class" is typically associated with manual labor and limited education, blue collar workers are vital to every economy. Karl Marx described the working class as the "proletariat", and that it was the working class who ultimately created the goods and provided the services that created a society's wealth.
---
III. Conclusion - I. Social economics is a branch of economics that focuses on the relationship between social behavior and economics, and it examines how social norms, ethics and other social philosophies that influence consumer behavior shape an economy, and uses history, politics and other social sciences to examine potential results from changes to society or the economy.

A. Closing Statement (Restate Thesis; Summarize Your Main Points In Three To Four Sentences) - Economics is more than just the society, but how well one takes care of the society as one would take care of their own household in a communal fashion.

B. Big Finish - IX. The body dies while wealth lives on. Wealth is more than money, but equity of society and its potential for growth in the future both systematically and efficiently without decay or decline.
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PostSubject: Re: Informative Speech; Topics   Tue Oct 31, 2017 10:14 am

Structure Of Economics
---
I. Introduction - Economics is a word that, in Greek originally meant 'House' and 'Management.'

A. Attention Grabber - Social economics, or socioeconomics, is the relationship between social and economic factors within a society.

B. Thesis Statement - Economics is more than just the society, but how well one takes care of the society as one would take care of their own household in a communal fashion.
---
II. Body - VI. While cities may come into being to facilitate trade and preserve life, the ultimate goal of the political association, for the ancients, was to promote virtue and the ‘good life’. (3)
---
A. First Supporting Idea (Topic Sentence):

1. Socioeconomic status generally bears a great deal of the weight that shapes the beliefs and attitudes a person holds about themselves and also their own placement in the society or economic structure.

2. Different socioeconomic classes create layers which have varying priorities regarding how those who are within the economy become pillars for its overall composition at their variable levels, something like stacked Roman columns as support beams in their different heights, with the base formed at the bottom where the 'low class' is.

3. Those who are considered in the 'Third World' must abandon traditional cultures and acculturate themselves to the structure of other 'First World' economies in search of the ‘better’ life promised by a world of competition for consumer goods, as though that is the true nature of economics instead of the 'housekeeping' process that sustains life both inside of the system and also associated with it.
---
B. Second Supporting Idea (Topic Sentence): - People who are in a higher social class or a 'high place' of sorts will likely have more opportunities within the economy, such as for higher education, and may be expected to pursue such goals by other members of his class as well as to upkeep the majority of the upper echelon of the economy, though many believe themselves too great to care for the lower layers (which are the base and foundation) and therefore cause a social and economic decay or decline in equity by ignoring and neglecting the low class, of which they need to support they, themselves.

1. Economics both influences and is influenced by ETHICS.

2. While the modern economic system is liberating in so far as it recognizes the fundamental EQUALITY of all human beings to own the work of their hands, it only accomplishes this by reducing the individual to a cog in the production process. (Silvermintz, 5)

3. Therefore, a person considered to be in the 'low class' at the base of the economic structure, which upholds those in the high places, poverty or lack of good housekeeping from the top layers may insinuate that greater opportunities are not attainable by any means, and this belief may also be reinforced by his peer group as well as forced by those who have power in the upper layers to ensure that no one at the base can become anything greater than that, thus causing decay, decline and forcefully causing equity to deteriorate both more swiftly than normal and also perpetually or indefinitely because of the lack of systematic fluency. This sort of selfishness causes a severe decline in the overall equity of any and all economic structures and also stunts the fullness of the growth of society as a whole for the sake of clinging to power, often influenced by wealth and secrecy thus creating slavery, which is a sense of the lack of flow from the bottom to the top and oppression from the top to the bottom based on the pressure of the top damaging the bottom rather than taking care of the base. Therefore, this is not good economic 'housekeeping,' so to speak.
---
C. Third Supporting Idea (Topic Sentence): - VI. An individual’s socioeconomic status generally shapes the beliefs and attitudes a person holds, whether it be their outlook on life or their prospective views of their future.

1. These characteristics can include social and economic standing, as well as other factors such as level of education, current profession, ethnic background or heritage, and most other ways individuals can be categorized. (Investopedia)

2. Those who live in the economy do not understand what resources are available to them within the economy in order to further build it, repair it, maintain it or sustain it, as well as to tear it down and doctor it should it be necessary. All of these available tools belonging to any art are without a limit whether in number or in size, and riches are a collection of tools made explicitly for the one who is dealing with the economy from the interior in order to address its issues and refine or decline the overall structure.

3. Though many resources are available to every social class, the "working class" is typically associated with manual labor and limited education, or, the 'low class,' whilst the 'blue collar' workers are vital to every economy as the 'middle class.' Based on this, those in the midst of the working class who ultimately created the goods and provided the services created a society's wealth, yet those who are at the top who pass down the wealth are responsible for what tools and resources are provided for those in the middle and lower class.
---
III. Conclusion - I. Social economics is a branch of economics that focuses on the relationship between social behavior and economics, and it examines how social norms, ethics and other social philosophies that influence consumer behavior shape an economy, and uses history, politics and other social sciences to examine potential results from changes to society or the economy. (Investopedia)

A. Closing Statement (Restate Thesis; Summarize Your Main Points In Three To Four Sentences) - Economics is more than just the society, but how well one takes care of the society as one would take care of their own household in a communal fashion.

B. Big Finish - IX. The body dies while wealth lives on. Wealth is more than money, but equity of society and its potential for growth in the future both systematically and efficiently without decay or decline.
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PostSubject: Re: Informative Speech; Topics   Tue Oct 31, 2017 10:27 am

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