For your next major written assignment, you will be performing a rhetorical analysis of the film "Homeroom." Your primary task here will be to describe how the filmmakers make their argument, how they present the things they want readers to believe (i.e., their claims) in a way that they think their audience will receive favorably. 

It is crucial that you be aware: a rhetorical analysis describes HOW an argument works to make its point. It discusses the appeals, the audience, the rhetorical devices, and every feature of the craft of writing or filmmaking or editing. While you need to understand what the text's (in this case, the "text" is a film) claim is, the point of this essay is not to discuss that claim or argue for or against it, but rather to explain to your reader how the film creates an argument through these various strategies.

Thus, your essay should be an example of critical thinking at work. Rather than responding as a passive consumer of the argument, you’ll be an active, thoughtful, and skeptical commentator on the rhetorical strategies it uses. Ultimately, you might agree or disagree with the film —which “side” you take is not necessarily important or even relevant—but in any case your essay will enable your readers to see how "Homeroom" is a deliberate construction that advances a specific perspective for a particular audience.

Assignment Details

Write an approximately 1500 word essay that helps your reader understand how "Homeroom" uses the persuasive strategies we’ve read about and discussed in class to make their argument. Your task here is to analyze, rather than to summarize or advance your own perspective about the issues the film raises. Examine the following concepts: audience, point of view, bias, credibility; appeal to ethos, logos, and pathos; rhetorical strategies/devices (at least three).

Double-space your paper, follow MLA formatting guidelines, and observe the conventions of academic writing. If you rely on other sources, ensure you’ve documented them appropriately and accurately. When you cite from the film, put the timestamp in parentheses.

How can nutrition be used as a complementary method to improve your health? Choose a chronic illness or other disease process and include 3  nutrition-specific recommendations to improve health outcomes for that condition.

Please submit at least a paragraph (5 sentences) with correct spelling/grammar.

See Rubric for grading.  NOTE;  a zero (0) will be assigned for any of the four criteria where none of the criteria were met. 

Rubric

Free form comments Reflection Journal Rubric RNBS 4309Free form comments Reflection Journal Rubric RNBS 4309

CriteriaRatingsPtsThis criterion is linked to a Learning OutcomeContent, Feelings, and ThoughtsAll or almost all of the entry has a connection to the question prompt.

 Personal reflection of feelings and thoughts are revealed in the entry.90 pts
This criterion is linked to a Learning OutcomeMechanicsAll or almost all of the entries have correct spelling and grammar. 5 sentences minimum included.

 Timely submission.10 pts
Total Points: 100
 

Assignment: Evidence-Based Project, Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews

Your quest to purchase a new car begins with an identification of the factors important to you. As you conduct a search of cars that rate high on those factors, you collect evidence and try to understand the extent of that evidence. A report that suggests a certain make and model of automobile has high mileage is encouraging. But who produced that report? How valid is it? How was the data collected, and what was the sample size?

In this Assignment, you will delve deeper into clinical inquiry by closely examining your PICO(T) question. You also begin to analyze the evidence you have collected.

To Prepare:

· Review the Resources and identify a clinical issue of interest that can form the basis of a clinical inquiry.

· Develop a PICO(T) question to address the clinical issue of interest you identified in Module 2 for the Assignment. This PICOT question will remain the same for the entire course.

· Use the key words from the PICO(T) question you developed and search at least four different databases in the Walden Library. Identify at least four relevant systematic reviews or other filtered high-level evidence, which includes meta-analyses, critically-appraised topics (evidence syntheses), critically-appraised individual articles (article synopses). The evidence will not necessarily address all the elements of your PICO(T) question, so select the most important concepts to search and find the best evidence available.

· Reflect on the process of creating a PICO(T) question and searching for peer-reviewed research.

(I am attaching the previous assignment related to this topic for you to use)

The Assignment (Evidence-Based Project)

Part 2: Advanced Levels of Clinical Inquiry and Systematic Reviews

Create a 6- to 7-slide PowerPoint presentation in which you do the following:

· Identify and briefly describe your chosen clinical issue of interest.

· Describe how you developed a PICO(T) question focused on your chosen clinical issue of interest.

· Identify the four research databases that you used to conduct your search for the peer-reviewed articles you selected.

· Provide APA citations of the four relevant peer-reviewed articles at the systematic-reviews level related to your research question. If there are no systematic review level articles or meta-analysis on your topic, then use the highest level of evidence peer reviewed article.

· Describe the levels of evidence in each of the four peer-reviewed articles you selected, including an explanation of the strengths of using systematic reviews for clinical research. Be specific and provide examples.

Mishel’s Uncertainty in Illness model.

Please Explain the “theory in action” using this model. Describe the application of the theory. By using one of Mishel’s uncertainty questionnaires to assess the level of uncertainty on patients diagnosed with glaucoma in order to provide a more targeted evaluation, intervention and education to reduce uncertanty.

The German educational system at the secondary level incorporates a leveling system that places students in tracks according to achievement and post-secondary expectations. Read about Germany’s leveling system below.

Mini Case: German Leveling System

There is a high degree of social selectivity in the German educational system. Most students at the age of 10 have to choose between 3 different tracks: lower secondary, intermediate secondary, or upper secondary school (Hillmert & Jacob, 2010). Transitioning from the elementary school into one of the arranged tracks is a significant step toward the opportunities of achieving a higher education. A secondary school track recommendation is based on previous performance and grades acquired at school (Hillmert & Jacob, 2010). The advantage of having academic training is considered the fundamental qualification for knowledge, creating values, and entering a higher-level career.

In 1983, the National Commission Report, A Nation at Risk, harshly criticized American schools and teachers, claiming that other industrialized nations such as Japan and Germany were beating the United States in the economic race (Kubow & Fossum, 2007). Teachers were classified for giving attention to self-esteem, sex education, and other soft subjects as opposed to concentrating on basic reading, mathematics, scientific and technological preparations. In social expectations, in Germany, schoolwork is something that naturally extends into the home (Kubow & Fossum, 2007). The home to school link provides an opportunity for quality and family time. School and home activities extend the learning beyond the classroom.

Germany has methods other than tests that serve to sort and select students. In Germany, students about 10 years of age enter into 3 separate schools based on a combination of assessment measures, such as teacher recommendation, family input, and student academic performance over their previous schooling years (Kubow & Fossum, 2007).

The German education leveling system is often considered highly effective. An appreciation of the German education leveling system begins with an understanding that not all students will attend college. The leveling education system essentially tracks students at an early age making career choices known sooner instead of later. If there is a disadvantage of the education leveling system, it would relate to the income status of the family. According to Fernandez-Kelly (2010), students who attend lower types of secondary school and leave after 9 or 10 years of schooling benefit less from the public school system with public funding than those who attend a gymnasium type of school and leave after 12 years to attend a university.

Write a 250- to 300-word response to the following:

• Discuss the advantages and disadvantages of this German leveling system and how it addresses the educational needs of all students. 

Ethical issues are there to overcome?

Can you find a complete solution that covers CIA for the BYOD policy and MDM deployment?

 4 pages and based on their question  

 In the nonunion facility where you work in a human resources (HR) role, there have been rumors of union-organizing activity. There are numerous reports of e-mails to hourly employees at their work e-mail addresses seeking support for union representation. Pamphlets detailing  workers rights and suggesting that voting in a union will increase pay and benefits have been distributed in various areas of the facility and in the parking areas.As the human resources (HR) representative, the companys management asks for your advice and guidance on whether a union has the right to contact workers through their work e-mail addresses and distribute pamphlets on company property. They want to know what the company can do to respond to these tactics and to the unions message that it can enhance workers pay and benefits.Prepare a proposal that includes your analysis and evidence-supported argument for the proper actions the company should take.

• Identify any governing labor laws as well as any historical influences, legal precedents, or decisions that apply to this situation.
• Conduct an analysis of legality of the union-organizing actions, including communications using employer e-mail and distributing literature at the employers facility.
• Propose a strategy that outlines the actions the company can and cannot take to limit or combat union-organizing actions.
• Provide guidance on the messages and information employers can and cannot communicate in response to union organizing activity and legal risks associated with common tactics.

The goal of this assignment is to assist students in recognizing the role of technology in our work and the values associated with the use of technology, two themes that are critical to ethical social work practice. In this assignment, identify a social media outlet and examine the source for possible ethical dilemmas related to social work practice (see NASW Code of Ethics). Write a 2-page double-spaced analysis of the ethical issues you see on the site. Include at least TWO standards from the NASW Code of Ethics in your analysis. Discuss the ethical issues that you observe about the site and how the site negotiates social work ethics (e.g. what strategies do they use (or not use) to ensure ethical use of technology?).  

how do the theories of consequentialism and deontology help us to better understand “telling the truth.” By thinking about the different ways consequentialists and deontologists reason about practical issues, we can learn key differences between the theories.

Be sure to use current APA formatting, and use external sources to support your position in the paper.

Choose one saying from the Analects of Confucius and one saying from the Dao and discuss how these have been true, or not true, in terms of your own life experience. Be specific and use examples to explain your answers.