Communication iand iPresentation iSkills

Assignment i1 i(Action iSteps)

iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii iiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiiii Total iMarks: i i i i i i/60

Action iStep i1 i

Name: iHassan iAli iShoro Student iId: i22I–0561 Sec: i iA

Section iA

A. Brainstorming ifor iPossible iSpeech iTopics. i

Themes i
Select ione iof ithe igiven ithemes ifor iyour iAssignment:

1. The ifuture iof ihealthcare iin ian iAI idriven iworld

a. How iis iAI irevolutionizing ihealthcare? i
b. What iopportunities iand ithreats idoes iAI ipose ito ihealthcare iprofessionals?
c. Will iAI imake ihumans iobsolete? i
2. Mental iHealth iIssues iamong iStudents
a. Importance ior ilack iof iawareness i
b. Causes iand ileading iissues iin istudents
c. Outlets, iacceptance iand igetting ihealthier i
3. Cultural iDiversity i& iInclusion
a. Issues iof idiversity iin iPakistan. i
b. Why iis iexclusion iproblematic?
c. The idiversity iand iinclusive/exclusive iclimate iof ihigher ieducation
iinstitutions

d. Laws/policies ithat iare ioutdated iand ior iimpede iin iembracing iand iinclusion

B.

Your iTheme iis: i iCauses iand ileading iissues iin istudents i i[1 iMark]

Brainstorm ia ifew itopics iand ilist ias imany iideas ithat icome ito iyour imind iwhile ievaluating iyour
itheme. iMake isure ithat iyour itopics iare ispecific. iKeep ithe itime ilimit iin imind, iwhat iideas iwould iyou

ibe iable ito idiscuss iin ithat itime. iSelecting ia ibroad itopic iis inot iadvisable. iLook iat ia ikey iarea/idea

iwithin ithat itopic iand iwork ion ithat. i

Draw ia irough iconcept imap/sketch ion iyour inotebook. iShortlist i6 itopics iand imention ihere:
i(List ieach itopic iin ia iseparate iline, ijust iclick ienter) i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i

[3 iMarks]
 1. i iStress iand iAnxiety: iCaused iby iacademic ipressure, ifear iof ifailure, isocial ipressure

2. iSleep iDisorders: iIrregular isleep ipatterns.

3. iA iFight iwith ithe iInner iDemons: iADHD's iImpact ion ithe iStudent iPsyche
.
4. iThe iDark iCloud iof iDepression: iExploring ithe iDiverse iCauses iAmong iStudents.

5. iExploring ithe iRisks: iSubstance iAbuse iand iAddiction iAmong iStudents.

6. iDealing iwith iGrief iand iTrauma: iDiscovering iThe iEmotional iImpact ion iStudents.

B) iAudience iAnalysis: iNow iconduct ian iaudience ianalysis ito iassess iyour iaudience’s
icharacteristics iand itheir iknowledge iabout ithe iselected isubject iarea. i iList idown ithe

icharacteristics iof iyour iaudience. i[ iRubric: iInformation ishould ibe icoherent iand irelevant ito

ithe itype iof ievent iidentified. iYour idemographics ishould ibe iin isync, ifor iexample, iif iage igroup

iis ichildren itheir ieducation ilevel icannot ibe iPhD’s] i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i

B1. iType iof iEvent i(workshop, inetworking ievent, iconference, iseminar, ifestival) i i i i[3 iMarks]

Mention ithe itype: i Class iPresentation

Purpose/Agenda: iof ithe ievent: i Uncover ithe iharsh ireality iabout ihardships
ifaced iby istudents

Length iof ithe ispeech 2 ito i2.5 iminutes

C. iDemographics i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i[4 iMarks]

Expected iaudience igroup i(students-which Under-Graduate istudents

iclass, iparents, iresearchers, idevelopers ietc.)

Age igroup i(teens, iadults, iold iage ietc.): 18-20

Gender i(Female i& iMale) Both
Occupational ibackground High ipercentage ibelongs ito itertiary isector
Educational iBackground High ipercentage ihave ia igood ibackground
Socioeconomic iBackground Middle iclass
Understanding ilevel iof iLanguage High ilevel iof iunderstanding
i(English/Urdu)

Regional iBackground 99% iare iMuslims

D. iDefine itarget iaudience i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i[3 iMarks]

D1. iFamiliarity iwith ithe itopic/ icontent iknowledge i(basic, iintermediate, iexpert) i

Intermediate
D2. iAttitude itowards ithe itopic i(opposed, iindifferent, iin ifavor). ikeep ithe iattitude iof ithe iaudience iin
imind iwhen idesigning iyour imain iideas ifor ispeech. iSee inotes ifor ireference:

I. iIdentify ithe iattitude i

in ifavor
II. iWhat iis iyour iplan ifor icatering ito ithe iaudience's iperspectives? i

Using ipersonal istories iand ianecdotes iwould ibe ia igreat iapproach ito iillustrate ithe iimpact iof
imental ihealth iissues ion istudents. iMeanwhile, iwhen idelivering imy icontent iI iwill iencourage

idialogue ito icreate iopportunities ifor ithe iaudience ito iask iquestions, ishare itheir iexperiences, iand

iengage iin ihealthy idiscussion ithat iwill inurture itheir iunderstanding iabout ithe itopic. iOne iof ithe

icrucial iparts iwhen ipersuading isomeone iis ito iprovide ievidence iby iusing istatistics, istudies, iand

iother iforms iof ievidence ito isupport imy imessage. iThis iis ithe iplan iI ithink iwill ihelp ithe iaudience

ito isee ithe iimportance iand irelevance iof ithe itopic.

E1) iBased ion ithe ilist iof itopics, ithe iinformation iyou ihave icollected ion iyour iaudience iand
isetting, iyou iare iready ito iselect ian iappropriate itopic. iSpecify ia itopic ifor iyour ispeech. iThe

iselected itopic ishould ibe iappropriate ifor ithe iaudience ilevel. iYou ishould imake isure ithat ithey

ilearn isomething inew ifrom iyour ispeech. i[Rubric: iQuality iof itopic, irelevant ito ithe itheme,

iserving ithe ipurpose iof ithe ispeech iand iengaging iwith ithe iaudience.]

Go iover iyour itopics iand isee ithe icomplexity ilevel iof ithese itopics iaccording ito iyour iaudience.
iEliminate ithem. iAre isome itopics ilikely ito ibore ithe iaudience iand iyou icannot ithink iof iany iway ito

ipique itheir iinterest? iEliminate ithem. iHow idoes ithe iaudience’s idemographic iprofile imesh iwith

ieach itopic? i

Mention iyour ifinalized itopic ihere i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i[1 iMark]

A iFight iwith ithe iInner iDemons: iADHD's iImpact ion ithe iStudent iPsyche

Now idefine ithe igoals iof iyour ispeech i

General iSpeech iGoal i(Inform, iPersuade, iEntertain, iMotivate) i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i[1 iMark]

Inform

Specific iGoal i(define iyour ipurpose, iand imeet icertain iexpectations ifor ispeech) i i i i i i i i i i i i i i[3 iMarks]

To iinform ithe iaudience iabout ihow iADHD ihave idestroyed ilives iof imany iand ihow iit ibecame ithe
icause iof imany isuicides. iPlus, ito ilet ithose iwho iare ihaunted iby iADHD iknow ithat iyou ican ibe

ihelped iyou ijust ihave ito ilet isomeone iknow iabout ithe ifights iyou iare ihaving iwith idemons iinside

iyou.
 Action iStep i2 i

To ifill ithis isection iof ithe iassignment, iconduct iresearch irelated ito ithe itopic iand iidentify
idifferent iaspects ithat iyou iwant ito iinclude ion iyour ispeech. iKeep ithe iaudience ianalysis iin iview

iand ido inot iadd ian iaspect ithat iyour iaudience iis ialready iaware iof. i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i [6 iMarks]

A) iBrainstorm iand ienlist i6-7 imain iideas/points ithat iyou iwant ito iinclude iin iyour iwork. iWrite ithe
imain ipoints ias isentences, inot ias iphrases ior iquestions. i

1. iOne iof ithe iprimary isymptoms iof iADHD iis idifficulty iwith ifocus iand iconcentration. iThis ican
imake iit ichallenging ifor istudents ito ipay iattention iin iclass, iretain iinformation, iand icomplete

iassignments ion itime.

2. iIn iaddition ito idifficulty iwith ifocus iand iconcentration, iADHD ican ialso icause iimpulsivity iand
ihyperactivity. iThis ican ilead ito iproblems iwith ibehavior iand isocial iinteractions, ias iwell ias

idifficulties iwith itime imanagement iand itask icompletion.

3. iStudents iwith iADHD imay ialso istruggle iwith isocial iand iemotional ichallenges. iThey imay
ihave idifficulty iwith icommunication iand iforming irelationships, iand imay iexperience ifeelings iof

ifrustration, ianxiety, iand ilow iself-esteem.

4. iThere iis istill ia igreat ideal iof istigma iand imisunderstanding isurrounding ithe idisorder. iThis ican
imake iit idifficult ifor istudents ito ireceive ithe isupport ithey ineed ito ibe isuccessful iin ischool iand iin

ilife.

5. iADHD ican ipresent isignificant ichallenges, ithere iare imany icoping istrategies iand iinterventions
ithat ican ihelp istudents imanage itheir isymptoms iand isucceed iacademically iand isocially. iThese

imay iinclude imedication, itherapy, iacademic iaccommodations, iand ilifestyle ichanges.

6. iAccording ito ithe iWorld iHealth iOrganization, iaround i39 imillion ipeople iglobally iare iaffected
iby iADHD. iThe iprevalence irate iof iADHD iamong ichildren iand iadolescents iranges ifrom i5.9% ito

i7.1%, iand iin iadults, iit iranges ifrom i2.5% ito i4.4%. iADHD iis imore icommonly idiagnosed iin

imales ithan ifemales, iwith ia imale-to-female iratio iof iaround i3:1.

B) iFrom ithe ilist iabove, iselect i3 imain iideas ikeeping iyour iaudience ianalysis iin iview. iMain iideas
ishould ibe iwritten iin ithe iform iof isentences.

1. In iaddition ito idifficulty iwith ifocus iand iconcentration, iADHD ican ialso icause iimpulsivity
iand ihyperactivity. iThis ican ilead ito iproblems iwith ibehavior iand isocial iinteractions, ias

iwell ias idifficulties iwith itime imanagement iand itask icompletion.

2. Students iwith iADHD imay ialso istruggle iwith isocial iand iemotional ichallenges. iThey
imay ihave idifficulty iwith icommunication iand iforming irelationships, iand imay

iexperience ifeelings iof ifrustration, ianxiety, iand ilow iself-esteem.

3. According ito ithe iWorld iHealth iOrganization, iaround i39 imillion ipeople iglobally iare
iaffected iby iADHD. iThe iprevalence irate iof iADHD iamong ichildren iand iadolescents
 iranges ifrom i5.9% ito i7.1%, iand iin iadults, iit iranges ifrom i2.5% ito i4.4%. iADHD iis imore
icommonly idiagnosed iin imales ithan ifemales, iwith ia imale-to-female iratio iof iaround i3:1.

C) iBased ion iyour imain iideas, iwrite ia iThesis iStatement/Proposition ifor iyour ispeech. iThe ithesis
istatement ishould ibe ispecific iand ifocused iproviding ia ipreview iof iyour iideas ithat iyou iwill idiscuss

iand iadvocate ithroughout iyour ispeech. i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i[5 iMarks]

ADHD iis ia icomplex iand ipervasive idisorder ithat ican isignificantly iimpact ithe iacademic, isocial,
iand iemotional iwellbeing iof istudents. iFrom idifficulties iwith ifocus iand iconcentration ito

ichallenges iwith isocial iinteractions iand iemotional iregulation, iADHD ican ibe ia imajor iobstacle ito

iacademic isuccess iand ipersonal ifulfillment. iHowever, iwith iproper idiagnosis, itreatment, iand

isupport, istudents iwith iADHD ican ilearn ito ithrive iand iachieve itheir ifull ipotential. iIn ithis ispeech,

iI iwill iexplore ithe idifferent iaspects iof iADHD iand iargue ifor ithe iimportance iof iproviding

icomprehensive icare iand isupport ito istudents iwith ithis icondition.

i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i iAction iStep i3

Organizing iand iOutlining ithe iMain iPoints iof iYour iSpeech

1. Using iresearch, ilist ithe ikey iinformation i(full isentences) irelated ito ithe ieach imain ipoint. i(If
irequired, iyou ican iuse iextra isheet ifor ithis isection)

2. Use itransitions ifrom ione imain ipoint ito ithe iother imain ipoint ias iwell ias ifor isub ipoints.
iUnderline ithe itransitions iused iin ithis isection. i[(5+5)+ i5= i15 iMarks]

First iMain iPoint Second iMain iPoint Third iMain iPoint

Primary iSupport Primary iSupport Primary iSupport

ADHD ican icause idifficulties Furthermore, iStudents iwith Surprisingly, iThe iWorld
iwith ifocus iand iADHD ioften iface isocial iand iHealth iOrganization ireports
iconcentration iso ithere iis ia iemotional ichallenges ithat ithat iADHD iaffects

istudy ipublished iin ithe ican iimpact itheir imental iapproximately i39 imillion

iJournal iof iAttention iwell-being. iThey imay ihave ipeople iaround ithe iworld,

iDisorders iwhich ifound ithat idifficulty icommunicating ihighlighting ithe isignificance

ichildren iwith iADHD ihad iand iforming irelationships iof ithis icondition ion ia iglobal

isignificant idifficulties iwith iwith itheir ipeers idue ito ithe iscale i[5].

iattention iand ifocus, ias iimpulsivity iand

imeasured iby iobjective ihyperactivity iassociated

icomputerized itests, iwith ithe icondition.

icompared ito ia igroup iof

ichildren iwithout iADHD. i

Secondary iSupport Secondary iSupport

Secondary iSupport
 This ican ilead ito ifeelings iof The iprevalence iof iADHD
As istudy ipublished iby ithe
i ifrustration, ianxiety, iand ilow iamong ichildren iand

iJournal iof iAttention iself-esteem, iwhich ican iadolescents iranges ifrom

iDisorders ifound ithat ifurther icompound ithe i5.9% ito i7.1%, iwhich

ichildren iwith iADHD ihave iproblem. iStudies ihave ifound isuggests ithat iADHD iis ia

isignificantly idecreased ithat ichildren iwith iADHD isignificant iissue iaffecting ia

iactivity iin ithe iprefrontal iare iat ihigher irisk ifor ilarge inumber iof iyoung

icortex, iwhich iis iresponsible ideveloping idepression iand ipeople. iSimilarly, ithe

ifor iexecutive ifunctions isuch ianxiety idisorders, iwhich ican iprevalence iof iADHD iamong

ias iattention, iworking ihave ilong-term ieffects ion iadults iranges ifrom i2.5% ito

imemory, iand iself-control. itheir imental ihealth i[1]. iIt's i4.4%, ihighlighting ithe ifact

iimportant ito iprovide ithese ithat ithis iis ia ilifelong

istudents iwith ithe itools iand icondition ithat icontinues ito

iresources ithey ineed ito iimpact ipeople ibeyond itheir

imanage itheir isymptoms iand ichildhood iand iadolescent

iimprove itheir isocial iand iyears. iAdditionally, ithe

iemotional ifunctioning. imale-to-female iratio iof

iADHD idiagnosis iis iaround

i3:1, iwhich iraises iimportant

iquestions iabout ithe ipotential

igender-based idifferences iin

ithe iprevalence iand idiagnosis

iof ithis icondition[5].

Action iStep i3.f

Writing iSpeech iIntroduction

1. For ithe ispeech ibody iyou ioutlined iearlier, iwrite ian iintroduction—using ia istartling
istatement, irhetorical ior idirect iquestion, ijoke, ipersonal ireference, iquotation, istory, ior

isuspense—that iyou ibelieve imeets ithe igoals iof ieffective iintroductions iand ithat iyou ibelieve

iwould iset ian iappropriate itone ifor iyour ispeech igoal iand iaudience.

i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i [5 iMarks]

Are iyou iaware ithat iattention ideficit ihyperactivity idisorder, icommonly iknown ias iADHD, iis
ia icondition ithat iaffects imore ithan i39 imillion ipeople iworldwide? iThis ineurodevelopmental

idisorder iis iknown ito icause iproblems iwith ifocus, iimpulsivity, iand ihyperactivity, iwhich ican

iimpact ia istudent's iability ito ilearn ieffectively. iBut iwhat imost ipeople idon't iknow iis ithat i
 ADHD ican ialso ilead ito idifficulties iwith isocial iand iemotional ichallenges, imaking iit
ichallenging ifor istudents ito icommunicate ieffectively. iIn ithis ispeech, iwe iwill idive iinto ithe

iroots iof iADHD iand iexplore ihow iit iimpacts ithe istudent ipsyche. iWe'll iexamine ithe

isymptoms iof iADHD, ithe ichallenges istudents iface, iand iways ito iovercome ithem. iBy ithe iend

iof ithis ispeech, iyou iwill ihave ia ideeper iunderstanding iof iADHD iand ihow iit iaffects istudents'

ilives.

Creating iSpeech iConclusion

1. For ithe ispeech ibody iyou ioutlined iearlier, iwrite ia iconclusion ithat ireviews iimportant ipoints
iyou iwant ithe iaudience ito iremember iand ileave ithe iaudience iwith ivivid iimagery ior ian

iemotional iappeal. i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i i[5 iMarks]

i

In iconclusion, iADHD ican ihave ia isignificant iimpact ion ithe istudent ipsyche, icausing
idifficulties iwith ifocus, iconcentration, itime imanagement, itask icompletion, ibehavior, iand

isocial iinteractions. iIt ican ialso ilead ito iemotional iand isocial ichallenges, iincluding

icommunication idifficulties, irelationship istruggles, iand ilow iself-esteem. iAs iwe ihave iseen,

iADHD iis ia iglobal iissue, iaffecting imillions iof ipeople iworldwide, iwith ia ihigher iprevalence

irate iin imales ithan ifemales. iHowever, iwith ithe iright isupport iand iunderstanding, istudents

iwith iADHD ican ithrive iacademically, isocially, iand iemotionally. iLet ius iremember ithat ithese

istudents iare inot idefined iby itheir idiagnosis, ibut irather iby itheir iunique italents, iinterests, iand

ipotential. iTogether, ilet ius icreate ia imore iinclusive iand iunderstanding isociety ithat ivalues iand

isupports ithe idiverse ineeds iof iall istudents, iincluding ithose iwith iADHD.

Compiling ia iList iof iSources

For ishort ilists, iorganize iyour ilist ialphabetically iby ithe ilast iname iof ithe ifirst iauthor. iIf iyou idid inot
irecord isome iof ithe ibibliographic iinformation, iyou iwill ineed ito irevisit ithe ilibrary, idatabase, ior

iother isource ito ifind iit. i i i i i i i i i i i i i i i i[05 iMarks]

[1] i iBarkley, iR.A. i(2014) iAttention-Deficit iHyperactivity iDisorder iA iHandbook ifor iDiagnosis
iand iTreatment. iGuilford iPublications. i- iReferences i- iScientific iResearch iPublishing

[2] iYoung iadult ioutcome iof iattention ideficit ihyperactivity idisorder: ia icontrolled i10-year ifollow-
up istudy

[3] iResearch ion iADHD i| iCDC

[4] i iJournal iof iAttention iDisorders

[5] iThe iprevalence iof iadult iattention-deficit ihyperactivity idisorder: iA iglobal isystematic ireview
iand imeta-analysis