Category: English

  • [Solved] English

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering English.

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] PechaKucha

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – ## WhatisaPechaKucha1.docx – ## SexWorkPolicyReform.docx – ReclaimingAgency.docx.pdf **## WhatisaPechaKucha1.docx** **ENGL 1102: PechaKucha** **What is a PechaKucha?** A PechaKucha is a presentation style that originated in Japan. The basic format is 20 slides presented at a rate of 20 second each…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – ## WhatisaPechaKucha1.docx

    – ## SexWorkPolicyReform.docx

    – ReclaimingAgency.docx.pdf

    **## WhatisaPechaKucha1.docx**

    **ENGL 1102: PechaKucha**

    **What is a PechaKucha?**

    A PechaKucha is a presentation style that originated in Japan. The basic format is 20 slides presented at a rate of 20 second each. The idea is to make a more visual, engaging-style of presentation. Whereas many presenters who aren't using the PechaKucha format use fewer slides and load their slides with text (e.g. some lectures given by college faculty), PechaKucha presenters speed up the pace. In many cities, "PechaKucha Nights" feature presenters talking about various subjects using timed slides to keep everyone on pace. Most PechaKucha slides are visual as opposed to text-based. Some presentations contain no text whatsoever.

    **Examples of PechaKucha**

    1)
    [PechaKucha on Making a PechaKucha](a.https://youtu.be/L31SwpN1dAc?si=jloJFCYspYYnWUuN)

    a. Some of the slides are used as "special effects" to appeal to the audience.

    b. Notice the juxtaposition of simple/complex material.

    2)
    [Student PechaKucha on Minimum Wage](https://youtu.be/JFSFQZtrAZk?si=6DFY2g_iAqxi-D3Z)

    a. More "found images" and memes as opposed to original slides

    b. Play of voices/rhetorical questions/use of a "naysayer" to create a sense of conversation and structure.

    c. Presented from script

    3)
    [Next Generation Work, Next Generation Workers](https://www.pechakucha.com/presentations/next-generation-work-next-generation-workers)

    a. A "true" PechaKucha using only images; no text.

    b. Presented before an audience without notes.

    **Additional Resources for Examples and Strategies**

    1) Pechakucha.com

    2) YouTube

    **Recording**

    The easiest and most versatile way to record your presentation is to use an application many people already have on their computer: Zoom. If you don't have Zoom, you can download it for free online. Inside of Zoom, you will "host" a meeting with yourself as the sole participant, share your screen and video, and record your presentation.
    [Here is a short video that explains the process](https://youtu.be/P6cTbnUPwfY?si=cj3QeWq2EmZb6-rC).

    **Considerations**

    I will be looking for the following from your presentation

    1)
    **Overall run-time for the presentation of 6:30-8:30 minutes.** Don't worry about editing out dead air and the beginning and end of the presentation. Don't worry about minor stumbles. But do practice your presentation and keep it short.
    Nothing longer than 8:30 please!We want you to give a streamlined version of your argument. This will require you to
    cut and rework material from your essay, possibly for a different audience.

    2)
    **General use of the PechaKucha format.** I will not be counting slides or timing them; however, I do expect you to adhere to the general principles of PechaKucha outlined above. You should have at least 15 slides and spend roughly 20-40 second per slide.

    3)
    **Presentation features evidence of efforts to**
    **_engage_ _the audience_** by way of slide design, rhetorical questions, tone, etc.

    4)
    **Presentation presents a**
    **_clear and concise_ summary** of its problem/research question, surrounding discourse, argument

    5)
    **Presentation demonstrates**
    **_evidence of planning_** through slide design, flow, structure, etc.

    | | |
    | — | — |
    | Category | Score |
    | Presentation is a <br>_PechaKucha_ between 6:30-8:30 minutes in length and features 15-20 slides (20 points) | |
    | Presentation features evidence of efforts to <br>_engage_ _the audience_ by way of slide design, rhetorical questions, tone, etc. (20 points) | |
    | Presentation presents a <br>_clear and concise_ summary of its problem/research question, surrounding discourse, argument. (25 points) | |
    | Presentation demonstrates <br>_evidence of planning_ through slide design, flow, structure, etc. (25 points) | |
    | Use of at least three <br>_original photographs_ taken by you, the presenter (10 points) | |
    | Total: | |

    **## SexWorkPolicyReform.docx**

    Surname 2

    Student’s name

    Course Code & Title

    Instructor’s name

    Date

    **Sex Work Policy Reform**

    Aroney, Eurydice. "Changing minds and changing laws: How New Zealand sex workers and their allies shaped decriminalisation in New Zealand."
    _Sexuality Research and Social Policy_ 18.4 (2021): 952-967.
    [https://doi.org/10.1007/s13178-021-00564-z](https://doi.org/10.1007/s13178-021-00564-z)

    Aroney outlines coalition-building, framing of public health, and worker leadership behavior that led to the eventual decriminalization of New Zealand in 2003. The paper shows that by putting sex-workers in the center and employing evidence of harm-reduction, the re-evaluation of risk-assessments by legislators was re-established. This historical review supports the claim in the essay that long-term reform can be developed when policy alliances put labor rights and safety first, rather than moral panic, and this offers practical approaches (such as redefining what constitutes a public nuisance as a workplace safety) to the U.S. campaigns.

    Armstrong, Lynzi. "‘I can Lead the life that I want to Lead’: social harm, human needs and the decriminalisation of sex work in Aotearoa/New Zealand."
    _Sexuality research and social policy_ 18.4 (2021): 941-951.
    [https://doi.org/10.1007/s13178-021-00605-7](https://doi.org/10.1007/s13178-021-00605-7)

    Using the narratives of New Zealand sex workers, Armstrong documents post-reform improvements in autonomy, bargaining power and recourse against violence, yet also says that stigma lingers. The research supports the argument in the essay that decriminalization is structural harm reduction by increasing access to justice and occupational health and, at the same time, demonstrates the need to make complementary investments in housing and immigration protection. These results undermine the so-called advantages of the so-called Nordic model by preempting the results that employees value: safety, self-determination, and labor norms.

    Macioti, Paola Gioia, Jennifer Power, and Adam Bourne. "The health and well-being of sex workers in decriminalised contexts: a scoping review."
    _Sexuality Research and Social Policy_ 20.3 (2023): 1013-1031.
    [https://doi.org/10.1007/s13178-022-00779-8](https://doi.org/10.1007/s13178-022-00779-8)

    This scoping review aggregates the empirical studies carried out in the decriminalized situations. Results suggest an increased availability of health services, better relations with law enforcement and stronger work place controls, despite the gaps that were found with regard to migrant and trans workers. The inferences support the overall argument of the essay that the decriminalization undermines structural risk factors of violence and poor health outcomes, including policing and stigma. The researchers also highlight that intersectional inequities research is necessary, and this perspective guides the advocacy of the essay that will focus on protective measures outside of the legal dimension.

    Argento, Elena, et al. "The impact of end-demand legislation on sex workers’ access to health and sex worker-led services: A community-based prospective cohort study in Canada."
    _PloS one_ 15.4 (2020): e0225783.
    [https://doi.org/10.1371/journal.pone.0225783](https://doi.org/10.1371/journal.pone.0225783)

    Using longitudinal data of the city of Vancouver, the study proves that the process of criminalizing buyers, i.e. end-demand, reduced access to healthcare and community resources and increased the risk due to the displacement of workers. These empirical results challenge claims of the Nordic model protecting sex workers, thus supporting the thesis of the essay that partial criminalization maintains damaging policing and affects harm-reduction infrastructures. The methodologies based on the community improve credibility through foregrounding barriers that are reported by workers.

    McBride, Bronwyn, et al. "Harms of third-party criminalisation under end-demand legislation: undermining sex workers’ safety and rights."
    _Culture, Health & Sexuality_ 23.9 (2021): 1165-1181.
    [https://doi.org/ 10.1080/13691058.2020.1767305.](https://doi.org/10.1080/13691058.2020.1767305)

    McBride and colleagues explain how making third parties (receptionists, security staff and managers) criminal infringes upon necessary safety initiatives, such as client screening, inside work, and resource-sharing, and exacerbates occupational risk. This fact supports the claim of the essay that labor-law interventions (e.g., licensing, occupational health and safety standards) are more effective than criminal punishment in alleviating exploitation. It also explains why the tendency to anti-pimping legislations backfires by throwing the arrangements to the dark side.

    Bennachie, Calum, et al. "Unfinished decriminalization: The impact of Section 19 of the Prostitution Reform Act 2003 on migrant sex workers’ rights and lives in Aotearoa New Zealand."
    _Social Sciences_ 10.5 (2021): 179.
    [https://doi.org/10.3390/socsci10050179](https://doi.org/10.3390/socsci10050179)

    Though Aotearoa New Zealand decriminalized sex work under the Prostitution Reform Act 2003, Section 19 specifically excludes the protection of migrants. Based on ethnographic and interview data collected over 24 months as part of the SEXHUM project, Bennachie et al. exhibit that such exclusion makes migrant sex workers vulnerable to exploitation and deportation, thus discouraging them to report the abuse or seek the help of the support services. The research situates these results in the context of more generalized forms of racialized and gendered expressions of sexual humanitarianism and demonstrates that decriminalization falls short unless it accompanies policies of immigration and anti-discrimination. These results put in place a warning precedent to jurisdictions that intend to make reforms excluding non-citizens.

    Pearson, Jennie, et al. "Sex work community participation in criminalized environments: a community-based cohort study of occupational health impacts in Vancouver, Canada: 2010–2019."
    _International Journal for Equity in Health_ 21.1 (2022): 18.
    [https://doi.org/10.1186/s12939-022-01621-8](https://doi.org/10.1186/s12939-022-01621-8)

    The authors examined nine years of cohort data of Vancouver, showing that participation in sex-worker community-based programs was associated with low chances of STI seropositivity, even in a criminalized environment. This statistical data confirms the argumentative recommendation of this essay to invest in sex-worker-led organizations as key elements of the public-health infrastructure and it highlights the inhibitory impacts of criminalization and racism on access by migrant and women-of-color groups.

    Benoit, C., & Mellor, A. (2023). Decriminalization and what else? Alternative structural interventions to promote the health, safety, and rights of sex workers.
    _Social Sciences_,
    _12_(4), 202.
    [https://doi.org/10.3390/socsci12040202](https://doi.org/10.3390/socsci12040202)

    This agenda-setting paper considers structural interventions that complement legal reform, i.e. housing, income support mechanisms, urban planning in ways that can help to support safer work environments, and digital access. It supports the thesis of the essay that despite the necessity of decriminalization, it is still not enough; more material safety and economic security should be organized on a broader labor policy and social policy, particularly in the post-COVID era. The synthesis helps in transforming normative promises into policy leverages that are implementable.

    Brown, K., Grace, S., & Redman, S. (2025). Policing vulnerability: The care and control of sex workers through designated police officers.
    _The British journal of criminology_,
    _65_(1), 17-36.
    [https://doi.org/10.1093/bjc/azae026](https://doi.org/10.1093/bjc/azae026)

    Informed by collaboratively produced research on an English police force, this article assesses the functionality of Sex Work Liaison Officer roles. Despite some of the trust-building processes that arose, the study concludes that caregiving has been limited by criminalization and creates contradictory surveillance and control practices. These results support the argument of the essay that genuine safety requires elimination of criminal punishment then the institution of rights-based, non-police avenues to justice. The paper provides a valuable comparative vision of policing-based reforms and decriminalization.

    Blunt, Danielle, and Ariel Wolf. "Erased: The impact of FOSTA-SESTA and the removal of Backpage on sex workers."
    _Anti-trafficking review_ 14 (2020): 117-121.
    [https://doi.org/10.14197/atr.201220148](https://doi.org/10.14197/atr.201220148)

    Blunt and Wolf (2020) document the impacts of FOSTA-SESTA and the 2018 shutdown of Backpage via participatory, sex worker–led research. Through surveys with online and street-based workers, they conclude that platform censorship reduced income security, devastated digital harm-reduction practices (like client review systems), and dispersed online communities. The study illustrates how "anti-trafficking" policy can heighten precarity and violence by dismantling the digital infrastructures that once protected workers.

    **ReclaimingAgency.docx.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reclaimingagency-docx-pdf)

    **ReclaimingAgency.docx.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reclaimingagency-docx-pdf)

    **## WhatisaPechaKucha1.docx**

    **ENGL 1102: PechaKucha**

    **What is a PechaKucha?**

    A PechaKucha is a presentation style that originated in Japan. The basic format is 20 slides presented at a rate of 20 second each. The idea is to make a more visual, engaging-style of presentation. Whereas many presenters who aren't using the PechaKucha format use fewer slides and load their slides with text (e.g. some lectures given by college faculty), PechaKucha presenters speed up the pace. In many cities, "PechaKucha Nights" feature presenters talking about various subjects using timed slides to keep everyone on pace. Most PechaKucha slides are visual as opposed to text-based. Some presentations contain no text whatsoever.

    **Examples of PechaKucha**

    1)
    [PechaKucha on Making a PechaKucha](a.https://youtu.be/L31SwpN1dAc?si=jloJFCYspYYnWUuN)

    a. Some of the slides are used as "special effects" to appeal to the audience.

    b. Notice the juxtaposition of simple/complex material.

    2)
    [Student PechaKucha on Minimum Wage](https://youtu.be/JFSFQZtrAZk?si=6DFY2g_iAqxi-D3Z)

    a. More "found images" and memes as opposed to original slides

    b. Play of voices/rhetorical questions/use of a "naysayer" to create a sense of conversation and structure.

    c. Presented from script

    3)
    [Next Generation Work, Next Generation Workers](https://www.pechakucha.com/presentations/next-generation-work-next-generation-workers)

    a. A "true" PechaKucha using only images; no text.

    b. Presented before an audience without notes.

    **Additional Resources for Examples and Strategies**

    1) Pechakucha.com

    2) YouTube

    **Recording**

    The easiest and most versatile way to record your presentation is to use an application many people already have on their computer: Zoom. If you don't have Zoom, you can download it for free online. Inside of Zoom, you will "host" a meeting with yourself as the sole participant, share your screen and video, and record your presentation.
    [Here is a short video that explains the process](https://youtu.be/P6cTbnUPwfY?si=cj3QeWq2EmZb6-rC).

    **Considerations**

    I will be looking for the following from your presentation

    1)
    **Overall run-time for the presentation of 6:30-8:30 minutes.** Don't worry about editing out dead air and the beginning and end of the presentation. Don't worry about minor stumbles. But do practice your presentation and keep it short.
    Nothing longer than 8:30 please!We want you to give a streamlined version of your argument. This will require you to
    cut and rework material from your essay, possibly for a different audience.

    2)
    **General use of the PechaKucha format.** I will not be counting slides or timing them; however, I do expect you to adhere to the general principles of PechaKucha outlined above. You should have at least 15 slides and spend roughly 20-40 second per slide.

    3)
    **Presentation features evidence of efforts to**
    **_engage_ _the audience_** by way of slide design, rhetorical questions, tone, etc.

    4)
    **Presentation presents a**
    **_clear and concise_ summary** of its problem/research question, surrounding discourse, argument

    5)
    **Presentation demonstrates**
    **_evidence of planning_** through slide design, flow, structure, etc.

    | | |
    | — | — |
    | Category | Score |
    | Presentation is a <br>_PechaKucha_ between 6:30-8:30 minutes in length and features 15-20 slides (20 points) | |
    | Presentation features evidence of efforts to <br>_engage_ _the audience_ by way of slide design, rhetorical questions, tone, etc. (20 points) | |
    | Presentation presents a <br>_clear and concise_ summary of its problem/research question, surrounding discourse, argument. (25 points) | |
    | Presentation demonstrates <br>_evidence of planning_ through slide design, flow, structure, etc. (25 points) | |
    | Use of at least three <br>_original photographs_ taken by you, the presenter (10 points) | |
    | Total: | |

    **## SexWorkPolicyReform.docx**

    Surname 2

    Student’s name

    Course Code & Title

    Instructor’s name

    Date

    **Sex Work Policy Reform**

    Aroney, Eurydice. "Changing minds and changing laws: How New Zealand sex workers and their allies shaped decriminalisation in New Zealand."
    _Sexuality Research and Social Policy_ 18.4 (2021): 952-967.
    [https://doi.org/10.1007/s13178-021-00564-z](https://doi.org/10.1007/s13178-021-00564-z)

    Aroney outlines coalition-building, framing of public health, and worker leadership behavior that led to the eventual decriminalization of New Zealand in 2003. The paper shows that by putting sex-workers in the center and employing evidence of harm-reduction, the re-evaluation of risk-assessments by legislators was re-established. This historical review supports the claim in the essay that long-term reform can be developed when policy alliances put labor rights and safety first, rather than moral panic, and this offers practical approaches (such as redefining what constitutes a public nuisance as a workplace safety) to the U.S. campaigns.

    Armstrong, Lynzi. "‘I can Lead the life that I want to Lead’: social harm, human needs and the decriminalisation of sex work in Aotearoa/New Zealand."
    _Sexuality research and social policy_ 18.4 (2021): 941-951.
    [https://doi.org/10.1007/s13178-021-00605-7](https://doi.org/10.1007/s13178-021-00605-7)

    Using the narratives of New Zealand sex workers, Armstrong documents post-reform improvements in autonomy, bargaining power and recourse against violence, yet also says that stigma lingers. The research supports the argument in the essay that decriminalization is structural harm reduction by increasing access to justice and occupational health and, at the same time, demonstrates the need to make complementary investments in housing and immigration protection. These results undermine the so-called advantages of the so-called Nordic model by preempting the results that employees value: safety, self-determination, and labor norms.

    Macioti, Paola Gioia, Jennifer Power, and Adam Bourne. "The health and well-being of sex workers in decriminalised contexts: a scoping review."
    _Sexuality Research and Social Policy_ 20.3 (2023): 1013-1031.
    [https://doi.org/10.1007/s13178-022-00779-8](https://doi.org/10.1007/s13178-022-00779-8)

    This scoping review aggregates the empirical studies carried out in the decriminalized situations. Results suggest an increased availability of health services, better relations with law enforcement and stronger work place controls, despite the gaps that were found with regard to migrant and trans workers. The inferences support the overall argument of the essay that the decriminalization undermines structural risk factors of violence and poor health outcomes, including policing and stigma. The researchers also highlight that intersectional inequities research is necessary, and this perspective guides the advocacy of the essay that will focus on protective measures outside of the legal dimension.

    Argento, Elena, et al. "The impact of end-demand legislation on sex workers’ access to health and sex worker-led services: A community-based prospective cohort study in Canada."
    _PloS one_ 15.4 (2020): e0225783.
    [https://doi.org/10.1371/journal.pone.0225783](https://doi.org/10.1371/journal.pone.0225783)

    Using longitudinal data of the city of Vancouver, the study proves that the process of criminalizing buyers, i.e. end-demand, reduced access to healthcare and community resources and increased the risk due to the displacement of workers. These empirical results challenge claims of the Nordic model protecting sex workers, thus supporting the thesis of the essay that partial criminalization maintains damaging policing and affects harm-reduction infrastructures. The methodologies based on the community improve credibility through foregrounding barriers that are reported by workers.

    McBride, Bronwyn, et al. "Harms of third-party criminalisation under end-demand legislation: undermining sex workers’ safety and rights."
    _Culture, Health & Sexuality_ 23.9 (2021): 1165-1181.
    [https://doi.org/ 10.1080/13691058.2020.1767305.](https://doi.org/10.1080/13691058.2020.1767305)

    McBride and colleagues explain how making third parties (receptionists, security staff and managers) criminal infringes upon necessary safety initiatives, such as client screening, inside work, and resource-sharing, and exacerbates occupational risk. This fact supports the claim of the essay that labor-law interventions (e.g., licensing, occupational health and safety standards) are more effective than criminal punishment in alleviating exploitation. It also explains why the tendency to anti-pimping legislations backfires by throwing the arrangements to the dark side.

    Bennachie, Calum, et al. "Unfinished decriminalization: The impact of Section 19 of the Prostitution Reform Act 2003 on migrant sex workers’ rights and lives in Aotearoa New Zealand."
    _Social Sciences_ 10.5 (2021): 179.
    [https://doi.org/10.3390/socsci10050179](https://doi.org/10.3390/socsci10050179)

    Though Aotearoa New Zealand decriminalized sex work under the Prostitution Reform Act 2003, Section 19 specifically excludes the protection of migrants. Based on ethnographic and interview data collected over 24 months as part of the SEXHUM project, Bennachie et al. exhibit that such exclusion makes migrant sex workers vulnerable to exploitation and deportation, thus discouraging them to report the abuse or seek the help of the support services. The research situates these results in the context of more generalized forms of racialized and gendered expressions of sexual humanitarianism and demonstrates that decriminalization falls short unless it accompanies policies of immigration and anti-discrimination. These results put in place a warning precedent to jurisdictions that intend to make reforms excluding non-citizens.

    Pearson, Jennie, et al. "Sex work community participation in criminalized environments: a community-based cohort study of occupational health impacts in Vancouver, Canada: 2010–2019."
    _International Journal for Equity in Health_ 21.1 (2022): 18.
    [https://doi.org/10.1186/s12939-022-01621-8](https://doi.org/10.1186/s12939-022-01621-8)

    The authors examined nine years of cohort data of Vancouver, showing that participation in sex-worker community-based programs was associated with low chances of STI seropositivity, even in a criminalized environment. This statistical data confirms the argumentative recommendation of this essay to invest in sex-worker-led organizations as key elements of the public-health infrastructure and it highlights the inhibitory impacts of criminalization and racism on access by migrant and women-of-color groups.

    Benoit, C., & Mellor, A. (2023). Decriminalization and what else? Alternative structural interventions to promote the health, safety, and rights of sex workers.
    _Social Sciences_,
    _12_(4), 202.
    [https://doi.org/10.3390/socsci12040202](https://doi.org/10.3390/socsci12040202)

    This agenda-setting paper considers structural interventions that complement legal reform, i.e. housing, income support mechanisms, urban planning in ways that can help to support safer work environments, and digital access. It supports the thesis of the essay that despite the necessity of decriminalization, it is still not enough; more material safety and economic security should be organized on a broader labor policy and social policy, particularly in the post-COVID era. The synthesis helps in transforming normative promises into policy leverages that are implementable.

    Brown, K., Grace, S., & Redman, S. (2025). Policing vulnerability: The care and control of sex workers through designated police officers.
    _The British journal of criminology_,
    _65_(1), 17-36.
    [https://doi.org/10.1093/bjc/azae026](https://doi.org/10.1093/bjc/azae026)

    Informed by collaboratively produced research on an English police force, this article assesses the functionality of Sex Work Liaison Officer roles. Despite some of the trust-building processes that arose, the study concludes that caregiving has been limited by criminalization and creates contradictory surveillance and control practices. These results support the argument of the essay that genuine safety requires elimination of criminal punishment then the institution of rights-based, non-police avenues to justice. The paper provides a valuable comparative vision of policing-based reforms and decriminalization.

    Blunt, Danielle, and Ariel Wolf. "Erased: The impact of FOSTA-SESTA and the removal of Backpage on sex workers."
    _Anti-trafficking review_ 14 (2020): 117-121.
    [https://doi.org/10.14197/atr.201220148](https://doi.org/10.14197/atr.201220148)

    Blunt and Wolf (2020) document the impacts of FOSTA-SESTA and the 2018 shutdown of Backpage via participatory, sex worker–led research. Through surveys with online and street-based workers, they conclude that platform censorship reduced income security, devastated digital harm-reduction practices (like client review systems), and dispersed online communities. The study illustrates how "anti-trafficking" policy can heighten precarity and violence by dismantling the digital infrastructures that once protected workers.

    **ReclaimingAgency.docx.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reclaimingagency-docx-pdf)

    **## WhatisaPechaKucha1.docx**

    **ENGL 1102: PechaKucha**

    **What is a PechaKucha?**

    A PechaKucha is a presentation style that originated in Japan. The basic format is 20 slides presented at a rate of 20 second each. The idea is to make a more visual, engaging-style of presentation. Whereas many presenters who aren't using the PechaKucha format use fewer slides and load their slides with text (e.g. some lectures given by college faculty), PechaKucha presenters speed up the pace. In many cities, "PechaKucha Nights" feature presenters talking about various subjects using timed slides to keep everyone on pace. Most PechaKucha slides are visual as opposed to text-based. Some presentations contain no text whatsoever.

    **Examples of PechaKucha**

    1)
    [PechaKucha on Making a PechaKucha](a.https://youtu.be/L31SwpN1dAc?si=jloJFCYspYYnWUuN)

    a. Some of the slides are used as "special effects" to appeal to the audience.

    b. Notice the juxtaposition of simple/complex material.

    2)
    [Student PechaKucha on Minimum Wage](https://youtu.be/JFSFQZtrAZk?si=6DFY2g_iAqxi-D3Z)

    a. More "found images" and memes as opposed to original slides

    b. Play of voices/rhetorical questions/use of a "naysayer" to create a sense of conversation and structure.

    c. Presented from script

    3)
    [Next Generation Work, Next Generation Workers](https://www.pechakucha.com/presentations/next-generation-work-next-generation-workers)

    a. A "true" PechaKucha using only images; no text.

    b. Presented before an audience without notes.

    **Additional Resources for Examples and Strategies**

    1) Pechakucha.com

    2) YouTube

    **Recording**

    The easiest and most versatile way to record your presentation is to use an application many people already have on their computer: Zoom. If you don't have Zoom, you can download it for free online. Inside of Zoom, you will "host" a meeting with yourself as the sole participant, share your screen and video, and record your presentation.
    [Here is a short video that explains the process](https://youtu.be/P6cTbnUPwfY?si=cj3QeWq2EmZb6-rC).

    **Considerations**

    I will be looking for the following from your presentation

    1)
    **Overall run-time for the presentation of 6:30-8:30 minutes.** Don't worry about editing out dead air and the beginning and end of the presentation. Don't worry about minor stumbles. But do practice your presentation and keep it short.
    Nothing longer than 8:30 please!We want you to give a streamlined version of your argument. This will require you to
    cut and rework material from your essay, possibly for a different audience.

    2)
    **General use of the PechaKucha format.** I will not be counting slides or timing them; however, I do expect you to adhere to the general principles of PechaKucha outlined above. You should have at least 15 slides and spend roughly 20-40 second per slide.

    3)
    **Presentation features evidence of efforts to**
    **_engage_ _the audience_** by way of slide design, rhetorical questions, tone, etc.

    4)
    **Presentation presents a**
    **_clear and concise_ summary** of its problem/research question, surrounding discourse, argument

    5)
    **Presentation demonstrates**
    **_evidence of planning_** through slide design, flow, structure, etc.

    | | |
    | — | — |
    | Category | Score |
    | Presentation is a <br>_PechaKucha_ between 6:30-8:30 minutes in length and features 15-20 slides (20 points) | |
    | Presentation features evidence of efforts to <br>_engage_ _the audience_ by way of slide design, rhetorical questions, tone, etc. (20 points) | |
    | Presentation presents a <br>_clear and concise_ summary of its problem/research question, surrounding discourse, argument. (25 points) | |
    | Presentation demonstrates <br>_evidence of planning_ through slide design, flow, structure, etc. (25 points) | |
    | Use of at least three <br>_original photographs_ taken by you, the presenter (10 points) | |
    | Total: | |

    **## SexWorkPolicyReform.docx**

    Surname 2

    Student’s name

    Course Code & Title

    Instructor’s name

    Date

    **Sex Work Policy Reform**

    Aroney, Eurydice. "Changing minds and changing laws: How New Zealand sex workers and their allies shaped decriminalisation in New Zealand."
    _Sexuality Research and Social Policy_ 18.4 (2021): 952-967.
    [https://doi.org/10.1007/s13178-021-00564-z](https://doi.org/10.1007/s13178-021-00564-z)

    Aroney outlines coalition-building, framing of public health, and worker leadership behavior that led to the eventual decriminalization of New Zealand in 2003. The paper shows that by putting sex-workers in the center and employing evidence of harm-reduction, the re-evaluation of risk-assessments by legislators was re-established. This historical review supports the claim in the essay that long-term reform can be developed when policy alliances put labor rights and safety first, rather than moral panic, and this offers practical approaches (such as redefining what constitutes a public nuisance as a workplace safety) to the U.S. campaigns.

    Armstrong, Lynzi. "‘I can Lead the life that I want to Lead’: social harm, human needs and the decriminalisation of sex work in Aotearoa/New Zealand."
    _Sexuality research and social policy_ 18.4 (2021): 941-951.
    [https://doi.org/10.1007/s13178-021-00605-7](https://doi.org/10.1007/s13178-021-00605-7)

    Using the narratives of New Zealand sex workers, Armstrong documents post-reform improvements in autonomy, bargaining power and recourse against violence, yet also says that stigma lingers. The research supports the argument in the essay that decriminalization is structural harm reduction by increasing access to justice and occupational health and, at the same time, demonstrates the need to make complementary investments in housing and immigration protection. These results undermine the so-called advantages of the so-called Nordic model by preempting the results that employees value: safety, self-determination, and labor norms.

    Macioti, Paola Gioia, Jennifer Power, and Adam Bourne. "The health and well-being of sex workers in decriminalised contexts: a scoping review."
    _Sexuality Research and Social Policy_ 20.3 (2023): 1013-1031.
    [https://doi.org/10.1007/s13178-022-00779-8](https://doi.org/10.1007/s13178-022-00779-8)

    This scoping review aggregates the empirical studies carried out in the decriminalized situations. Results suggest an increased availability of health services, better relations with law enforcement and stronger work place controls, despite the gaps that were found with regard to migrant and trans workers. The inferences support the overall argument of the essay that the decriminalization undermines structural risk factors of violence and poor health outcomes, including policing and stigma. The researchers also highlight that intersectional inequities research is necessary, and this perspective guides the advocacy of the essay that will focus on protective measures outside of the legal dimension.

    Argento, Elena, et al. "The impact of end-demand legislation on sex workers’ access to health and sex worker-led services: A community-based prospective cohort study in Canada."
    _PloS one_ 15.4 (2020): e0225783.
    [https://doi.org/10.1371/journal.pone.0225783](https://doi.org/10.1371/journal.pone.0225783)

    Using longitudinal data of the city of Vancouver, the study proves that the process of criminalizing buyers, i.e. end-demand, reduced access to healthcare and community resources and increased the risk due to the displacement of workers. These empirical results challenge claims of the Nordic model protecting sex workers, thus supporting the thesis of the essay that partial criminalization maintains damaging policing and affects harm-reduction infrastructures. The methodologies based on the community improve credibility through foregrounding barriers that are reported by workers.

    McBride, Bronwyn, et al. "Harms of third-party criminalisation under end-demand legislation: undermining sex workers’ safety and rights."
    _Culture, Health & Sexuality_ 23.9 (2021): 1165-1181.
    [https://doi.org/ 10.1080/13691058.2020.1767305.](https://doi.org/10.1080/13691058.2020.1767305)

    McBride and colleagues explain how making third parties (receptionists, security staff and managers) criminal infringes upon necessary safety initiatives, such as client screening, inside work, and resource-sharing, and exacerbates occupational risk. This fact supports the claim of the essay that labor-law interventions (e.g., licensing, occupational health and safety standards) are more effective than criminal punishment in alleviating exploitation. It also explains why the tendency to anti-pimping legislations backfires by throwing the arrangements to the dark side.

    Bennachie, Calum, et al. "Unfinished decriminalization: The impact of Section 19 of the Prostitution Reform Act 2003 on migrant sex workers’ rights and lives in Aotearoa New Zealand."
    _Social Sciences_ 10.5 (2021): 179.
    [https://doi.org/10.3390/socsci10050179](https://doi.org/10.3390/socsci10050179)

    Though Aotearoa New Zealand decriminalized sex work under the Prostitution Reform Act 2003, Section 19 specifically excludes the protection of migrants. Based on ethnographic and interview data collected over 24 months as part of the SEXHUM project, Bennachie et al. exhibit that such exclusion makes migrant sex workers vulnerable to exploitation and deportation, thus discouraging them to report the abuse or seek the help of the support services. The research situates these results in the context of more generalized forms of racialized and gendered expressions of sexual humanitarianism and demonstrates that decriminalization falls short unless it accompanies policies of immigration and anti-discrimination. These results put in place a warning precedent to jurisdictions that intend to make reforms excluding non-citizens.

    Pearson, Jennie, et al. "Sex work community participation in criminalized environments: a community-based cohort study of occupational health impacts in Vancouver, Canada: 2010–2019."
    _International Journal for Equity in Health_ 21.1 (2022): 18.
    [https://doi.org/10.1186/s12939-022-01621-8](https://doi.org/10.1186/s12939-022-01621-8)

    The authors examined nine years of cohort data of Vancouver, showing that participation in sex-worker community-based programs was associated with low chances of STI seropositivity, even in a criminalized environment. This statistical data confirms the argumentative recommendation of this essay to invest in sex-worker-led organizations as key elements of the public-health infrastructure and it highlights the inhibitory impacts of criminalization and racism on access by migrant and women-of-color groups.

    Benoit, C., & Mellor, A. (2023). Decriminalization and what else? Alternative structural interventions to promote the health, safety, and rights of sex workers.
    _Social Sciences_,
    _12_(4), 202.
    [https://doi.org/10.3390/socsci12040202](https://doi.org/10.3390/socsci12040202)

    This agenda-setting paper considers structural interventions that complement legal reform, i.e. housing, income support mechanisms, urban planning in ways that can help to support safer work environments, and digital access. It supports the thesis of the essay that despite the necessity of decriminalization, it is still not enough; more material safety and economic security should be organized on a broader labor policy and social policy, particularly in the post-COVID era. The synthesis helps in transforming normative promises into policy leverages that are implementable.

    Brown, K., Grace, S., & Redman, S. (2025). Policing vulnerability: The care and control of sex workers through designated police officers.
    _The British journal of criminology_,
    _65_(1), 17-36.
    [https://doi.org/10.1093/bjc/azae026](https://doi.org/10.1093/bjc/azae026)

    Informed by collaboratively produced research on an English police force, this article assesses the functionality of Sex Work Liaison Officer roles. Despite some of the trust-building processes that arose, the study concludes that caregiving has been limited by criminalization and creates contradictory surveillance and control practices. These results support the argument of the essay that genuine safety requires elimination of criminal punishment then the institution of rights-based, non-police avenues to justice. The paper provides a valuable comparative vision of policing-based reforms and decriminalization.

    Blunt, Danielle, and Ariel Wolf. "Erased: The impact of FOSTA-SESTA and the removal of Backpage on sex workers."
    _Anti-trafficking review_ 14 (2020): 117-121.
    [https://doi.org/10.14197/atr.201220148](https://doi.org/10.14197/atr.201220148)

    Blunt and Wolf (2020) document the impacts of FOSTA-SESTA and the 2018 shutdown of Backpage via participatory, sex worker–led research. Through surveys with online and street-based workers, they conclude that platform censorship reduced income security, devastated digital harm-reduction practices (like client review systems), and dispersed online communities. The study illustrates how "anti-trafficking" policy can heighten precarity and violence by dismantling the digital infrastructures that once protected workers.

    **ReclaimingAgency.docx.pdf**

    This file is too large to display. [View in new window](https://www.sweetstudy.com/files/reclaimingagency-docx-pdf)

    – 1
    – 2
    – 3

  • [Solved] English Assingmeent (gaming)

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    I need help with this assignment

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    I need help with this assignment

  • [Solved] assistance needed PE

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    please see attachment – 2 years ago **files (1)** – ## AsaPEteacheryouwillfindyourselfchallengedbystudentbehaviorveryoften.docx **## AsaPEteacheryouwillfindyourselfchallengedbystudentbehaviorveryoften.docx** As a PE teacher you will find yourself challenged by student behavior very often! What are s…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    please see attachment

    – 2 years ago

    **files (1)**

    – ## AsaPEteacheryouwillfindyourselfchallengedbystudentbehaviorveryoften.docx

    **## AsaPEteacheryouwillfindyourselfchallengedbystudentbehaviorveryoften.docx**

    As a PE teacher you will find yourself challenged by student behavior very often! What are some teaching strategies, routines, and transitions you will implement to keep students on task and participating? For those students (like Joe in film segment) that need an extra nudge and extra support. What support can you give a student like Joe? What discipline would you use for more disruptive students? Consider a caring community for guidelines.

    To watch this video (54 minutes), you will need to access “Films on Demand,” a password–protected service available on the Library Databases page on the Indian Hills website. Follow the instructions at the top of the page to access the Library Database Passwords. Then, scroll down the page to find the link to “Films on Demand,” along with login instructions.

    Note: After you log into “Films on Demand,” search for “The School That Turned Chinese: Segments 8 and 9 (115668)” to find the video.

    **## AsaPEteacheryouwillfindyourselfchallengedbystudentbehaviorveryoften.docx**

    As a PE teacher you will find yourself challenged by student behavior very often! What are some teaching strategies, routines, and transitions you will implement to keep students on task and participating? For those students (like Joe in film segment) that need an extra nudge and extra support. What support can you give a student like Joe? What discipline would you use for more disruptive students? Consider a caring community for guidelines.

    To watch this video (54 minutes), you will need to access “Films on Demand,” a password–protected service available on the Library Databases page on the Indian Hills website. Follow the instructions at the top of the page to access the Library Database Passwords. Then, scroll down the page to find the link to “Films on Demand,” along with login instructions.

    Note: After you log into “Films on Demand,” search for “The School That Turned Chinese: Segments 8 and 9 (115668)” to find the video.

  • [Solved] English Assignment for English

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    In-depth study guidance and analytical solution covering English Assignment for English.

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Full assignment prompt and step-by-step guidance are included in the downloadable solution file.

  • [Solved] Women’s Roles in Literature

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    It must be approved by Turnitin. Low AI score and low similarity score. instructions are attached. – [\ \ ScreenShot2025-04-01at11.08.43AM.png](https://www.sweetstudy.com/files/screenshot2025-04-01at11-08-43am-png "ScreenShot2025-04-01at11.08.43AM.png") – [\ \ ScreenShot2025-04-01at11.08.51AM.pn…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    It must be approved by Turnitin. Low AI score and low similarity score. instructions are attached.

    – [\
    \
    ScreenShot2025-04-01at11.08.43AM.png](https://www.sweetstudy.com/files/screenshot2025-04-01at11-08-43am-png "ScreenShot2025-04-01at11.08.43AM.png")
    – [\
    \
    ScreenShot2025-04-01at11.08.51AM.png](https://www.sweetstudy.com/files/screenshot2025-04-01at11-08-51am-png "ScreenShot2025-04-01at11.08.51AM.png")

    – 2 years ago

  • [Solved] assistance needed PE

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    please see attachment – 2 years ago **files (1)** – ## Createanintegratedphysicalactivityforaclassroomsetting.docx **## Createanintegratedphysicalactivityforaclassroomsetting.docx** Create an integrated physical activity for a classroom setting (non-gymnasium). Discuss what classroom curriculum this…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    please see attachment

    – 2 years ago

    **files (1)**

    – ## Createanintegratedphysicalactivityforaclassroomsetting.docx

    **## Createanintegratedphysicalactivityforaclassroomsetting.docx**

    Create an integrated physical activity for a classroom setting (non-gymnasium). Discuss what classroom curriculum this will cover and how the activity will be engaged.

    (please note this is for a discussion)

    **## Createanintegratedphysicalactivityforaclassroomsetting.docx**

    Create an integrated physical activity for a classroom setting (non-gymnasium). Discuss what classroom curriculum this will cover and how the activity will be engaged.

    (please note this is for a discussion)

  • [Solved] assistance needed E

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    please see attachment – 2 years ago **files (1)** – ## BrainStormingActivity.docx **## BrainStormingActivity.docx** 1 4 **Brainstorming Activity** **1A. List the primary objection opponents might make to your thesis’ claim:** Critics argue that correct academic standards for student-athletes mean th…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    please see attachment

    – 2 years ago

    **files (1)**

    – ## BrainStormingActivity.docx

    **## BrainStormingActivity.docx**

    1

    4

    **Brainstorming Activity**

    **1A. List the primary objection opponents might make to your thesis’ claim:**

    Critics argue that correct academic standards for student-athletes mean that athletic talents and athletes with low GPA scores will not be allowed to flaunt their talents. This could particularly affect underprivileged athletes significantly; these athletes can only get scholarships to school and college. Therefore, they stand to be significantly affected by this. These athletes may also be shut out if the academic standards are increased to unreasonable levels.

    **1B. List key research or logic they might use to back up their objection:**

    · Academic barriers: Most student-athletes, especially those from low-income families, struggle to balance school work and games. Curs et al. (2023) argue that due to the various pressures, student-athletes have to grapple with academic challenges that can be even harder than students who are not athletes.

    · Scholarship dependence: For some athletes, sports provide a critical pathway to higher education, and raising academic standards could prevent them from qualifying for sports scholarships (Day Madison et al., 2015).

    · Dropout risk: Increased academic pressure could lead to mental health struggles, including stress and anxiety, and may result in higher dropout rates among athletes who lose their eligibility due to poor academic performance (Curs et al., 2023).

    **1C. Explain how you would respond to the opposition’s first claim, making sure to list research to support each of your points:**

    **Point of Concession:**

    Indeed, academic difficulties are potentially problematic for some student-athletes, especially those from low socio-economic backgrounds, and such athletes would find it more challenging to meet the high standards required in academic learning. These students may have fewer resources and encouragement from parents or other academic-related things (Curs et al., 2023).

    **Rebuttal:**

    Although there is some truth in this concern, it is crucial to highlight that academic achievement is paramount to the overall success of the student-athletes. This means embracing strict academic standards to guarantee that student-athletes can be equipped for something else after their short-lived sporting days. The NCAA (n.d.) mentions one of its missions as helping the student-athletes succeed in their athletic and academic pursuits. However, academic assistance in the form of tutoring, counseling, or even mental health care can assist in meeting these criteria for student-athletes and, at the same time, ensure that all students are treated equally under the general law (Gard, 2017).

    **2A. List a second objection opponents might make to your thesis’ claim:**

    A second argument is that more academic pressure entailed by stricter eligibility requirements will not be beneficial for students as they can experience mental problems and then drop out.

    **2B. List key research or logic they might use to back up their objection:**

    · Student-athletes already face immense stress from balancing their academic and athletic responsibilities, and stricter requirements might exacerbate this pressure (Curs et al., 2023).

    · Mental health concerns such as anxiety, depression, and burnout are often cited as reasons why student-athletes might struggle to maintain their academic standing, potentially leading to a higher dropout rate (Curs et al., 2023).

    **2C. Explain how you would respond to the opposition’s second claim, making sure to list research to support each of your points:**

    **Point of Concession:**

    It is true that high academic pressure may lead to mental health concerns for some of the student-athletes where more academic problems exist (Curs et al., 2023).

    **Rebuttal:**

    However, this cannot be solved by reducing academic standards, but this should be resolved by increasing the provisions for student-athletes, including mental health, counseling, and academic help. With these resources, people can overcome all the pressures placed on them as athletes and succeed academically and athletically. However, fulfilling high academic standards benefits student-athletes in their future careers by preparing them for the academic challenges after their career in sports is over (Gard, 2017).

    **3A. List a third objection opponents might make to your thesis’ claim:**

    The third argument might be that children who are academically less capable but have raw talent in athletics may not advance to the next level to continue with sports and further their education at the same time.

    **3B. List key research or logic they might use to back up their objection:**

    · Critics might argue that athletic ability should be prioritized over academic performance, especially for students who may not excel academically but have significant potential in sports (Curs et al., 2023).

    · Talented athletes from disadvantaged backgrounds may lack the academic resources needed to meet stricter eligibility requirements, which could further limit their access to sports scholarships (Day Madison et al., 2015).

    **3C. Explain how you would respond to the opposition’s third claim, making sure to list research to support each of your points:**

    **Point of Concession:**

    It is true that academically challenged athletes are at a disadvantage in performance due to high academic standards, which can reduce the chances of one being offered a scholarship to pursue the sport.

    **Rebuttal:**

    Nevertheless, there is a necessity to bring more equity and fairness in the educational setting. Setting higher academic standards entails that all the students in the institution follow specific academic standards, irrespective of the ability a student may display in athletic activities. Further, it enables athletes to have something to fall back on should they retire from the sport, as well as prepare the athletes academically for the future. This is not to remove the athletes but rather enable the athlete to complete his/her education in a balanced manner that caters to success in the future (Gard, 2017).

    **References**

    Curs, B. R., et al. (2023). The effect of college football bowl game participation on student-athlete academic outcomes and team athletic success. Research in Higher Education, 64(4), 497-519.
    [https://doi.org/10.1007/s11162-022-09710-x](https://doi.org/10.1007/s11162-022-09710-x)

    Day Madison et al. (2015). Evaluating the Issues of Fairness in College Athletics: A Policy Paper. Retrieved from
    [https://academy.psu.edu/documents/current/policy-proposals/2015/athletics_fairness.pdf](https://academy.psu.edu/documents/current/policy-proposals/2015/athletics_fairness.pdf)

    Gard, A. N. (2017). High school academics: Increasing the standard. Physical Educator, 74(3), 405.
    [http://dx.doi.org/10.18666/TPE-2017-V74-I3-7369](http://dx.doi.org/10.18666/TPE-2017-V74-I3-7369)

    NCAA. (n.d.). NCAA Eligibility Requirements for Student-Athletes. Retrieved from
    [https://www.ncsasports.org/ncaa-eligibility-center/eligibility-requirements](https://www.ncsasports.org/ncaa-eligibility-center/eligibility-requirements)

    **## BrainStormingActivity.docx**

    1

    4

    **Brainstorming Activity**

    **1A. List the primary objection opponents might make to your thesis’ claim:**

    Critics argue that correct academic standards for student-athletes mean that athletic talents and athletes with low GPA scores will not be allowed to flaunt their talents. This could particularly affect underprivileged athletes significantly; these athletes can only get scholarships to school and college. Therefore, they stand to be significantly affected by this. These athletes may also be shut out if the academic standards are increased to unreasonable levels.

    **1B. List key research or logic they might use to back up their objection:**

    · Academic barriers: Most student-athletes, especially those from low-income families, struggle to balance school work and games. Curs et al. (2023) argue that due to the various pressures, student-athletes have to grapple with academic challenges that can be even harder than students who are not athletes.

    · Scholarship dependence: For some athletes, sports provide a critical pathway to higher education, and raising academic standards could prevent them from qualifying for sports scholarships (Day Madison et al., 2015).

    · Dropout risk: Increased academic pressure could lead to mental health struggles, including stress and anxiety, and may result in higher dropout rates among athletes who lose their eligibility due to poor academic performance (Curs et al., 2023).

    **1C. Explain how you would respond to the opposition’s first claim, making sure to list research to support each of your points:**

    **Point of Concession:**

    Indeed, academic difficulties are potentially problematic for some student-athletes, especially those from low socio-economic backgrounds, and such athletes would find it more challenging to meet the high standards required in academic learning. These students may have fewer resources and encouragement from parents or other academic-related things (Curs et al., 2023).

    **Rebuttal:**

    Although there is some truth in this concern, it is crucial to highlight that academic achievement is paramount to the overall success of the student-athletes. This means embracing strict academic standards to guarantee that student-athletes can be equipped for something else after their short-lived sporting days. The NCAA (n.d.) mentions one of its missions as helping the student-athletes succeed in their athletic and academic pursuits. However, academic assistance in the form of tutoring, counseling, or even mental health care can assist in meeting these criteria for student-athletes and, at the same time, ensure that all students are treated equally under the general law (Gard, 2017).

    **2A. List a second objection opponents might make to your thesis’ claim:**

    A second argument is that more academic pressure entailed by stricter eligibility requirements will not be beneficial for students as they can experience mental problems and then drop out.

    **2B. List key research or logic they might use to back up their objection:**

    · Student-athletes already face immense stress from balancing their academic and athletic responsibilities, and stricter requirements might exacerbate this pressure (Curs et al., 2023).

    · Mental health concerns such as anxiety, depression, and burnout are often cited as reasons why student-athletes might struggle to maintain their academic standing, potentially leading to a higher dropout rate (Curs et al., 2023).

    **2C. Explain how you would respond to the opposition’s second claim, making sure to list research to support each of your points:**

    **Point of Concession:**

    It is true that high academic pressure may lead to mental health concerns for some of the student-athletes where more academic problems exist (Curs et al., 2023).

    **Rebuttal:**

    However, this cannot be solved by reducing academic standards, but this should be resolved by increasing the provisions for student-athletes, including mental health, counseling, and academic help. With these resources, people can overcome all the pressures placed on them as athletes and succeed academically and athletically. However, fulfilling high academic standards benefits student-athletes in their future careers by preparing them for the academic challenges after their career in sports is over (Gard, 2017).

    **3A. List a third objection opponents might make to your thesis’ claim:**

    The third argument might be that children who are academically less capable but have raw talent in athletics may not advance to the next level to continue with sports and further their education at the same time.

    **3B. List key research or logic they might use to back up their objection:**

    · Critics might argue that athletic ability should be prioritized over academic performance, especially for students who may not excel academically but have significant potential in sports (Curs et al., 2023).

    · Talented athletes from disadvantaged backgrounds may lack the academic resources needed to meet stricter eligibility requirements, which could further limit their access to sports scholarships (Day Madison et al., 2015).

    **3C. Explain how you would respond to the opposition’s third claim, making sure to list research to support each of your points:**

    **Point of Concession:**

    It is true that academically challenged athletes are at a disadvantage in performance due to high academic standards, which can reduce the chances of one being offered a scholarship to pursue the sport.

    **Rebuttal:**

    Nevertheless, there is a necessity to bring more equity and fairness in the educational setting. Setting higher academic standards entails that all the students in the institution follow specific academic standards, irrespective of the ability a student may display in athletic activities. Further, it enables athletes to have something to fall back on should they retire from the sport, as well as prepare the athletes academically for the future. This is not to remove the athletes but rather enable the athlete to complete his/her education in a balanced manner that caters to success in the future (Gard, 2017).

    **References**

    Curs, B. R., et al. (2023). The effect of college football bowl game participation on student-athlete academic outcomes and team athletic success. Research in Higher Education, 64(4), 497-519.
    [https://doi.org/10.1007/s11162-022-09710-x](https://doi.org/10.1007/s11162-022-09710-x)

    Day Madison et al. (2015). Evaluating the Issues of Fairness in College Athletics: A Policy Paper. Retrieved from
    [https://academy.psu.edu/documents/current/policy-proposals/2015/athletics_fairness.pdf](https://academy.psu.edu/documents/current/policy-proposals/2015/athletics_fairness.pdf)

    Gard, A. N. (2017). High school academics: Increasing the standard. Physical Educator, 74(3), 405.
    [http://dx.doi.org/10.18666/TPE-2017-V74-I3-7369](http://dx.doi.org/10.18666/TPE-2017-V74-I3-7369)

    NCAA. (n.d.). NCAA Eligibility Requirements for Student-Athletes. Retrieved from
    [https://www.ncsasports.org/ncaa-eligibility-center/eligibility-requirements](https://www.ncsasports.org/ncaa-eligibility-center/eligibility-requirements)

  • [Solved] AR BUILDING

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    – 2 years ago **files (1)** – ## WHATTODOGREATBUILDINGS.docx **## WHATTODOGREATBUILDINGS.docx** What is your personal response to the following buildings? Look at the links for the following buildings and write brief answers to the questions below for each one: · Briefly describe this building as yo…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    – 2 years ago

    **files (1)**

    – ## WHATTODOGREATBUILDINGS.docx

    **## WHATTODOGREATBUILDINGS.docx**

    What is your personal response to the following buildings? Look at the links for the following buildings and write brief answers to the questions below for each one:

    · Briefly describe this building as you see it, using the language of the elements of art. Three or four sentences are plenty.

    · Describe how you think this building affects people on the outside of it, or the inside of it, according to the images you see (or, even better, if you have been there).

    · How creative do you think designers of buildings should get?

    · How much impact do you think these buildings have had on the skyline and in the debate on modern architectural design?

    Here are the buildings:

    ·
    [Seattle Public LibraryLinks to an external site.](https://www.spl.org/hours-and-locations/central-library/central-library-highlights/central-library-architecture) https://www.spl.org/hours-and-locations/central-library/central-library-highlights/central-library-architecture

    ·
    [Experience Music ProjectLinks to an external site.](https://www.visitacity.com/en/seattle/attractions/experience-music-project) https://www.visitacity.com/en/seattle/attractions/experience-music-project

    ·
    [Jean Marie Tjibaou Cultural CenterLinks to an external site.](https://www.archdaily.com/600641/ad-classics-centre-culturel-jean-marie-tjibaou-renzo-piano) https://www.archdaily.com/600641/ad-classics-centre-culturel-jean-marie-tjibaou-renzo-piano

    ·
    [One World Trade CenterLinks to an external site.](http://www.wtc.com/media/images/s/wtc-construction-1-world-trade-center?sid=1): The replacement building for the destroyed World Trade Center in New York City https://www.wtc.com/media/photos/one-world-trade-center?sid=1

    · A building of your choice from
    [Great Buildings OnlineLinks to an external site.](https://www.architecturaldigest.com/gallery/buildings-slideshow-112007) https://www.architecturaldigest.com/gallery/buildings-slideshow-112007

    **## WHATTODOGREATBUILDINGS.docx**

    What is your personal response to the following buildings? Look at the links for the following buildings and write brief answers to the questions below for each one:

    · Briefly describe this building as you see it, using the language of the elements of art. Three or four sentences are plenty.

    · Describe how you think this building affects people on the outside of it, or the inside of it, according to the images you see (or, even better, if you have been there).

    · How creative do you think designers of buildings should get?

    · How much impact do you think these buildings have had on the skyline and in the debate on modern architectural design?

    Here are the buildings:

    ·
    [Seattle Public LibraryLinks to an external site.](https://www.spl.org/hours-and-locations/central-library/central-library-highlights/central-library-architecture) https://www.spl.org/hours-and-locations/central-library/central-library-highlights/central-library-architecture

    ·
    [Experience Music ProjectLinks to an external site.](https://www.visitacity.com/en/seattle/attractions/experience-music-project) https://www.visitacity.com/en/seattle/attractions/experience-music-project

    ·
    [Jean Marie Tjibaou Cultural CenterLinks to an external site.](https://www.archdaily.com/600641/ad-classics-centre-culturel-jean-marie-tjibaou-renzo-piano) https://www.archdaily.com/600641/ad-classics-centre-culturel-jean-marie-tjibaou-renzo-piano

    ·
    [One World Trade CenterLinks to an external site.](http://www.wtc.com/media/images/s/wtc-construction-1-world-trade-center?sid=1): The replacement building for the destroyed World Trade Center in New York City https://www.wtc.com/media/photos/one-world-trade-center?sid=1

    · A building of your choice from
    [Great Buildings OnlineLinks to an external site.](https://www.architecturaldigest.com/gallery/buildings-slideshow-112007) https://www.architecturaldigest.com/gallery/buildings-slideshow-112007

  • [Solved] Answer the Fiction questions

    ✓ Verified Academic Solution Available

    Executive Solution Overview

    Assignment Below – 2 years ago **files (1)** – ## CreativeWritingFictionQuestions.pdf **## CreativeWritingFictionQuestions.pdf** 1.When crafting a protagonist for your fiction piece, what aspect do you find most challenging to make compelling and relatable to your audience? 2. In your writing proce…

    Instant Solution Download

    $6.99

    Immediate access to the full model answer, formatted citations, and rubric breakdown.

    Need a Fresh Custom Paper?

    Have this question answered from scratch according to your specific instructions and deadline.

    Order on TutorsGallery →

    Assignment Prompt & Instructions

    Assignment Below

    – 2 years ago

    **files (1)**

    – ## CreativeWritingFictionQuestions.pdf

    **## CreativeWritingFictionQuestions.pdf**

    1.When crafting a protagonist for your fiction piece, what aspect do you find most
    challenging to make compelling and relatable to your audience?

    2. In your writing process, how do you go about creating tension and conflict within your
    narratives to captivate readers and keep them engaged throughout the story?

    3. Share some of your go-to tips and techniques for writing dynamic and believable
    dialogue between characters that enhances the overall narrative.

    4. How do you strike a balance between using descriptive language to set the scene and
    avoiding overwhelming readers with unnecessary details in your storytelling?

    5. Discuss your methods for using symbolism and metaphorical elements into your stories
    to add layers of depth and meaning for your readers.

    6. What specific strategies do you employ to maintain an effective pace in your narratives,
    ensuring that readers remain engaged from the opening lines to the final resolution?

    7. When crafting the conclusion of your fiction piece, how do you approach creating a
    satisfying resolution that ties up loose ends while still leaving room for interpretation and
    thought?

    8. Reflect on some common pitfalls in fiction writing and share how you actively work to
    overcome these challenges in your own creative work.

    **## CreativeWritingFictionQuestions.pdf**

    1.When crafting a protagonist for your fiction piece, what aspect do you find most
    challenging to make compelling and relatable to your audience?

    2. In your writing process, how do you go about creating tension and conflict within your
    narratives to captivate readers and keep them engaged throughout the story?

    3. Share some of your go-to tips and techniques for writing dynamic and believable
    dialogue between characters that enhances the overall narrative.

    4. How do you strike a balance between using descriptive language to set the scene and
    avoiding overwhelming readers with unnecessary details in your storytelling?

    5. Discuss your methods for using symbolism and metaphorical elements into your stories
    to add layers of depth and meaning for your readers.

    6. What specific strategies do you employ to maintain an effective pace in your narratives,
    ensuring that readers remain engaged from the opening lines to the final resolution?

    7. When crafting the conclusion of your fiction piece, how do you approach creating a
    satisfying resolution that ties up loose ends while still leaving room for interpretation and
    thought?

    8. Reflect on some common pitfalls in fiction writing and share how you actively work to
    overcome these challenges in your own creative work.