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No sleeping during lessons

No speaking outer languages

No distractions during class(video games/smartphones…)

2. speak English

3. No sleeping

No smoking, vaping, and alcohol

Respect others

2.Journals

3.History book

4.Essay and Report

5.News,online website

6.Library resources

2. Textbooks of what courses you study

3. News about business

case study

The Economist

business news

Newspapers

BBC News Business

Financial statements / reports

2. Download the article; AES- week 2- session 2-ARC1 journal articles-Business Marketing IY1.
BINGO!

3. Read the article and complete your worksheet. You can work with other students doing the same role or work alone.

4.Bring your completed worksheet to class (session 1 AES next week) and be ready to discuss.

Have fun!

Students will likely work with a variety of materials, from traditional academic sources to contemporary digital content. 

2 yes

3 yes

4 no

5 yes

6yes

7 yes

2, no

3, yes

4, yes

5, no

6, yes

7, no

2.Yes.

3.Yes

4.No.

5.Yes.

6.No.

7Unclear.

2.Yes

3.No

4.No

5.Yes

6.No

7.No

2.Yes.

3.Yes

4.No.

5.Yes.

6.No.

7Unclear.

You can download the article from Padlet on Thursday this week.

Don't forget to prepare your role using the worksheet above.

Re-upload for your tutor to see.

Please check your groups above and choose your roles (groups of 4 can have x2 connectors or x2 highlighters).

Download the text and then find worksheet on the Padlet (above) and complete your role carefully.

Student B: I see your point, you mean brands should think more about the people who make the clothes. But sometimes companies just focus on profit, not workers.

Student C: I agree with you that we should not support unfair labour. And I also think brands should be more transparent so we can choose better.

Student A: Yes, so we not only need to consider the price of the clothes, but also how the workers are treated.

student b: you care about the employees well-being but is it your main priority when buying cloth?

student c: I agree with studentB and I don't usually think about the workers.

student A: YES, so we not only need to consider the price of the cloth but also focus about the safety and ethics of the work place.

done :)♡

Student C: I agree with that and I heard from an article that an incident that happened in Bangladesh was collapsed due to poor working condition.

Student A: Yes, so we not only need to consider paying workers in LISC's more fairly but also ensuring better working conditions.

StudentB: I see your point, you mean we should pay attention to whether workers should be paid fairly, but many companies ignore the issues.

StudentC: I agree with what you both said, and I also think consumers have opportunities to choose brand, which influence the promotion of companies.

StudentD: Yes, so we not only need to consider the price and the material of clothes, but also the human cost behind the brand.

B:I see your point, you mean working environment and salary are important but you need to consider environment not only workers.

I agree with both of you and we need to related these 2 points

Yes,so we not only need to consider workers but also relate to environmental issue.

B: I see your point, you mean workers should be treat fairly. But we also need brands to be truly transparent about their supply chain.

C: I agree with both of your ideas.

A: Yes, so we not only need to consider the workers, but also the real transparency and action.

B: I see your point, you mean we should think about the working conditions in factories, but it is also important to look at whether the materials are sourced sustainably.

A: I also think we should consider the whole lifecycle of the clothes how long they last and what happens when we throw them away. Fast fashion creates a lot of waste.

B: Yes, good point, so we not only need to consider how clothes are made and who makes them, but also what they are made from and how they impact the planet after we are done wearing them.

Look at the highlighted mistakes:

What error has the student made here? Can you give them some advice?

Look at the highlighted mistakes:

What error has the student made here? Can you give them some advice?

Conclusion: In conclusion, money can provide comfort and convenience to people, it cannot make sure about the lasting happiness. Money is more closely related to emotional satisfaction and balanced life. Therefore, money should be see as a tool instead of a ultimate goal in life.

Body P2: Hardships and stresfullness could be alleviated with having more money. Knapton (2017) mentions that theres is 23% higher life satisfaction on individual who spent money on dishwasher. On the other hand, Penec (2014) contends happiness is not only measured by income, since over the past 50 years a high increases in wealth does not directly affects happiness level.

Body P3: Other factors contributing to happiness other than money. Futrelle (2014) claims that social connections with family and friends are crucial to happiness. This is supported by Penec (2014) that mentions how environment that we stay in also affects our emotional being.

The current post color is White.

As Futrelle mentioned in 2014, money does not create happiness that goes on. Having money could sometimes be a destruction from something that’s actually important and which would make peoples’ life happier. Moreover, in 2014, Futrelle argued that a person with 5 or more close close friends is more often to say that they are ‘very happy’. Which means that money isn’t necessary to be happy.

For the feeling and experience, it might be true for that money can buy money. Both Knapton and Futrelle discussed about these in opposite sides. For the reason why money can buy happiness, Knapton (2017) illustrated that using money can buy free time to make happiness such as purchasing a cleaner also some stuffs like dishwasher to prevent awful experiences. In contrast, Futrelle (2014) argued that after reaching the foundational needs

Johnson

Paragraph 1- Knapton(2017) argues that money does buy happiness. This is because money can be used to save time, for example by paying for a cleaner or outsourcing chores. It can reduce daily stress and increase life satisfaction. However, this mainly applies to people without financial pressure. Therefore, money may increase happiness in some situations, but it does not guarantee long-term happiness.

Paragraph2- In contrast, stronger evidence suggests that money does not buy happiness. Pennec (2014) argues that people adapt quickly to higher income and compare themselves with others. As a result, increases in income do not lead to lasting increases in happiness. Similarly, Futrelle (2014) suggests that once basic needs are met, money has little effect on happiness, while relationships become more important. Together, these studies show that money may improve comfort, but it does not create long-term happiness.

In conclusion, money does not buy happiness. Although it can reduce stress in some situations, evidence shows that long-term happiness depends more on relationships and well-being than on income.

Some researchers suggest that money can increase happiness by allowing people to avoid tasks they dislike. For example, Knapton (2017) reports that individuals who spend money on buying free time, such as paying for a cleaner or outsourcing household chores, often report higher levels of happiness. At first glance, this argument appears convincing, as removing unpleasant activities may reduce daily stress. However, this view seems limited because it mainly applies to people who can afford such services without experiencing financial pressure. In addition, the happiness gained from convenience may be temporary, as individuals can quickly become accustomed to these improvements. As a result, this evidence does not strongly demonstrate that money leads to lasting happiness.

Negative impacts, such as insecurity leading to lack of confidence, are one of the negative factors. Posting stories on social platforms such as Instagram and making highlights causes constant comparison. Moreover, social currency such as likes and comments people get through posting is another cause. This means that people are almost equal to products, making people delete posts or stories when they get less attention or the kind of comments they wanted.

Furthermore, likes, comments, and shares work as social currencies. Teenagers gain satisfaction by getting likes, which quantify their value. Social media also creates fear of missing out when their posts do not get as much attention as they expected, leading to social anxiety.

1. Social Currency
Young people often start to see their likes, followers, and comments as "social currency." This means they think these numbers measure their worth or popularity. They might post things just to get more likes, not because they really want to. It can make them feel like they are always being judged by others.

2. Insecurity
Social media is full of perfect pictures and happy moments. When young people compare their own lives to these highlights, they often feel insecure. They might think, "My life isn't as good," or "I don't look like that." This can hurt their self-esteem and make them feel bad about themselves.

3. Fear of Missing Out
Seeing friends post about parties, trips, or hangouts can create a strong "Fear of Missing Out" . Young people might feel anxious or left out if they are not there. They feel pressured to always be online and connected, worrying that something fun is happening without them. This can make it hard to relax and enjoy their own lives.

 Social media makes individual seems like we are the product. This phenomena called ‘social currency’ happened when teenagers are tying their self-worth to likes, comments, and shares on social media. This negatively effects teenagers, as they usually take down posts if it does not reach the amount of likes or comments that they are expecting which could unfavourably impacting how they view themselves. Spending too much time on social media could lead to a term called Fear of Missing Out (FOMO). This is because young adults spends too much time on social media which makes them socially anxious if they miss out on things or are not aware of situations.

The main negative impact of social media is insecurity, as people tend to hide behind a electroical device, they have a 'shield' protecting them, so they can do whatever they want, like hating on people for no apparent reasons, and there won't be any consequences at all.

Another factor is fear of missing out, as people are beginning to getting addicted on social media, they start to avoid social interactions, as they tend to be more closed, and so they are excluded or making the wrong choice about how they spend their time

For example, for creators of social medias, instead, they have the fear of doing wrong, as, if they hate on someone on social media, they will have the fear of being judged in both real life and social media,leading to a desire to stay constantly connected

P1: One major negative impact of social media on young people is insecurity.

Evidence1:On social media, users often post only their best moments, such as perfect photos.Over 60% of youth are active on social media.

Evxpalnation1:This creates a “highlight reel” effect, young people like to comparison between themselves and people they follow.

L1:Excessive exposure to unrealistic content on social media directly contributes to insecurity and poor mental health among young people.

P2:Another harmful effect of social media is the rise of social currency.

Evidence2:Likes, comments, and shares are used to measure popularity and approval online.

Explanation2:young people begin to judge themselves based on numbers rather than real achievements or character. This creates pressure to seek validation from others and can lead to anxiety, stress.

L2:social media turns self-worth into a public competition.

P3:Social media also causes fear of missing out, commonly known as FOMO.

Evidence3:Teenagers frequently see posts of friends attending events, parties, or enjoying experiences without them.

Explanation3:FOMO can lead to social anxiety and an unhealthy dependence on phones and social media for reassurance and connection.

L3:Fear of missing out increases anxiety and reinforces the negative mental health effects of excessive social media use.

Evidence

years prior (Goldy-Brown, 2019)

Impact:If education lowers crime and addiction, then expanding access through free college directly reduces these social problems.

・The quality of education might be lower

・Tax burden would increase to cover the tuition

・Free college would lower student’s motivation (Research in Denmark)

In contrast, some argue that free university would create financial problems for the government because it requires high public spending.

However, this argument ignores the long term benefits. Graduates are more likely to gain skilled jobs and earn higher incomes (OECD, 2022). As a result, they pay more income tax, which helps the government recover its spending over time. Therefore, free university is a long term investment, not simply a cost.

In contrast, some argue that free university would create financial problems for the government because it requires high public spending.

However, this argument ignores the long term benefits. Graduates are more likely to gain skilled jobs and earn higher incomes (OECD, 2022). As a result, they pay more income tax, which helps the government recover its spending over time. Therefore, free university is a long term investment, not simply a cost.

Supporters believe that free college education will reduce inequality and eliminate student debt (Bouchrika, 2025). However, the universal tuition-free policy will also benefit students from high-income families, who are more likely to obtain and successfully complete their college studies. This may make the policy less progressive than expected. Evidence from England shows that wealthy families can avoid debt by paying tuition fees in advance, which will cause inequality within the same generation (Ehsan & Kingman, 2019). Therefore, providing targeted financial support to disadvantaged students will be a more sustainable and equitable solution.

Was his presentation clear?

What is his conclusion?

Did he fully address all parts of the question?

Did he have a stance?

Post your answers with your names, on Padlet.

• from the bar chart above

• according to the line graph

• based on the pie chart

• the table above shows

2. Here we have….

3. This represents that

4. It demonstrates that

What has been done well? badly?

What mistakes has this student made?

Make a note of any good verbal citing language you hear.

Add this to your cue cards and PRACTISE!