Blog

---

For this assignment you will be applying some of the concepts you learned in this module about visual and digital rhetoric by analyzing a piece of visual rhetoric in 750-1000 words. Hopefully, you will be able to think seriously about how persuasion works within the visual world.

 

Later in the course, you will be writing a rhetorical analysis of a text that is either written or spoken.  In both cases, you will analyze the rhetorical situation (visual claim), the context surrounding it, and the rhetorical appeals and rhetorical strategies being employed.

 

In addition, you will examine and explain the intended effects of the visual rhetoric within these texts.  This includes the use of color, camera angles/lenses, texture, use of space, etc. Many of these strategies are explained in this module.

 

Assignment Details

Locate a piece of visual or digital rhetoric.  This could be an advertisement (print or video), a famous photo or painting, a poster, or even a graphic novel.  Your choice must use rhetoric (visual, possibly with some text) in an interesting and persuasive manner.  The piece that you chose should be fairly sophisticated.  You don\’t want to analyze the obvious. Your analysis needs to help the reader understand how the text/image works to persuade its intended audience.

 

Steps:

 

1. Choose a piece of visual/digital rhetoric to analyze on your own from a simple Google search. I suggest using a simple, direct search phrase, such as \”Great print ads to analyze.\”

 

2. Once you have chosen a visual claim, please submit the URL to the \”Essay Topic Proposal Visual/Digital Rhetoric:Visual Choice Assignment\” which is the next assignment in this module. Use the Rhetorical Analysis Guidelines to complete the various sections.

 

2.  Now, you need to start analyzing the visual/digital claim that you have chosen. One good place to start is answering the questions in the Rhetorical Analysis Guidelines section of this module. These guidelines will help you organize the various sections of your essay.

 

Organize your body paragraphs in the following way:

 

Analyze the various components of the Rhetorical Situation.

Analyze the various visual components such as color usage, focus, text, content, etc.

Analyze the image\’s use of the rhetorical appeals and any other rhetorical strategies

3.  Come up with a thesis or claim about the piece you will be analyzing (goes at the end of your introduction). Ex.: \”In this advertisement by the athletic wear company Nike, we can see that they use black and white imaging, foreground focus, and the use of ethos to persuade the viewer to purchase their product.\”

 

Assignment Requirements

 

Must be in MLA format including a header, title, 12pt font, left justification, one-inch margins, and DOUBLE SPACING

MUST include in-text citation with corresponding Works Cited page.

750-1000 words

Objectives

1. Think deep. Go beyond the obvious. Have fun.

2. Make a strong claim about the piece and utilize good support.

3. Present a context for the piece of rhetoric.

5. Expand/challenge/transform the audience’s understanding of the image.

 

Stylistic/Grammatical Focus

 

For this essay, our focus will be on the following :

 

Focused and analytical thesis statements and topic sentences

Strong analytical verbs and description

Effective, smooth transitions

Proper paragraph and essay structure.

Thoroughly revised and edited final draft resulting in college-level work. See Grading Standards Policy.

Sample Essay

 

For more guidance, please review this sample assignment essay.

 

Analyzing Visual Rhetoric Resources

 

Visual_Rhetoric/Examples_And_Analysis_Of_Visual_Literature (Links to an external site.)

Basic Strategies in Reading Photographs  (Links to an external site.)

Essay Outline: Visual Analysis Martini Glass.pdf

Rubric

Essay Rubric S21 (1) (1)

Essay Rubric S21 (1) (1)

Criteria Ratings Pts

This criterion is linked to a Learning OutcomeIdeas

25 to >22.25 pts

Full Marks

• A: Presents an interesting and sophisticated response to the topic. The central thesis is stated clearly, worthy of development, and suitably specific, constituting a thoughtful answer to a question worth asking. The paper recognized the complexity of the topic or question, acknowledging contradictions, qualifications or limits of the thesis while sustaining logical development.

22.25 to >19.75 pts

B

• B: A clearly stated thesis that responds appropriately to the topic. Paper demonstrated understanding of the question, acknowledging the central idea’s complexity or significance, but it may handle the ideas in a less sophisticated and effective way

19.75 to >17.25 pts

C

C: Responds to the topic, but presents its central idea in general terms, not striking an appropriate level of specificity and precision. The paper may not offer insights beyond the most obvious, and the thesis does not engage the topic’s key questions with sufficient clarity and control. The paper may restate the question unnecessarily, or may overlook important aspects.

17.25 to >14.75 pts

D

• D: Does not have a clear central idea, or it responds to the assignment in a simplistic or perfunctory way. The thesis may be vague or unrecognizable, may be too obvious to be developed effectively, or may demonstrate only a superficial approach to the topic.

14.75 to >0 pts

F

Does not meet or address the assignment guidelines

25 pts

This criterion is linked to a Learning OutcomeOrganization and Coherence

25 to >22.25 pts

A

A: Has a logical structure appropriate to the subject, purpose, audience, and discipline. Usually, transitional sentences lead the reader from one idea to the next, and/or identify the logical relations between ideas and thesis. Paragraphs make clear points that support the main idea, and paragraphs demonstrate coherence and continuity.

22.25 to >19.75 pts

B

• B: Demonstrates a logical progression of ideas and offers the reader transitional links, each paragraph relates to the paper’s central idea, but the connections may be less sophisticated and effective than those of the A paper. Sentences coherently support their paragraph’s topic sentences.

19.75 to >17.25 pts

C

C: May list ideas or arrange them less effectively rather than use a logical structure; transitions are likely to be sequential statements (“first,” “second,” “third”) rather than logical links. While each paragraph relates to the central idea, the flow of ideas may not be smooth, and arrangements of sentences occasionally may be ineffective.

17.25 to >14.75 pts

D

• D: Often has random organization, using few or inappropriate transitions; paragraphs may lack clear logical links to the central idea, and paragraph length may be inappropriate—long undivided blocks or choppy short units. D papers often contain paragraphs with little relevance to the topic whose relevance requires considerable authorial explanation.

14.75 to >0 pts

F

Does not meet the assignment guidelines.

25 pts

This criterion is linked to a Learning OutcomeSupport

20 to >17.8 pts

A

• A: Uses evidence appropriately and effectively, providing sufficient and convincing support for its main ideas. If it uses outside sources, the paper does so with a competent controlling touch, critically evaluating as necessary, and showing clear comprehension. An A paper appropriately defines terms and limits its scope, and it cites useful illustrative examples.

17.8 to >15.8 pts

B

• B: Offers reasons for supporting the points it makes, using varied kinds of evidence, but the evidence may need further evaluation or qualification. Connections between main ideas and evidence may need some clarifying, and definitions of terms may not be smoothly accomplished, but the logic is solid. Examples do support a thesis, but development may be somewhat incomplete.

15.8 to >13.8 pts

C

• C: If it acknowledges other views, the C paper may exhibit only a basic comprehension of source material, with some lapses in understanding. Definitions may be simply dictionary quotations, not integrated into a flow of ideas, and the relevance of examples may not be clear. C papers often inappropriately depend on unsupported opinion or personal experience, or assume that the evidence speaks for itself; there may be lapses in logic and the development may be perfunctory.

13.8 to >11.8 pts

D

D: May show a misunderstanding of sources, or may rely too heavily on them at the expense of clear exposition; the paper may depend on clichés overgeneralizations for support, or it may offer little evidence of any kind. The examples are not convincing; it may rely on personal narrative when analysis is called for or it may summarize too simply. Paragraphs may be too short to do justice to the topic.

11.8 to >0 pts

F

Does not address the assignment requirement.

20 pts

This criterion is linked to a Learning OutcomeStyle

15 to >13.35 pts

A

• A: An A paper shows a clear command of English prose, choosing words for their precise meanings, with an appropriate level of specificity and sophistication. Sentence style fits audience and purpose; sentences are varied, yet clearly structured and carefully focused—neither long and rambling, nor short and choppy.

13.35 to >11.85 pts

B

• B: Accurate and effective, but sometimes may be too general; sentences are mostly clear and well-structured, though there may be an occasional awkward or ineffective construction. •

11.85 to >10.35 pts

C

C: Usually exhibits some vague word choice or inappropriately general terms, and though sentence structure generally is correct there may be some sentences that are wordy or unfocused or choppy. Meaning may be diffused through cumbersome constructions and may depend inappropriately on jargon.

10.35 to >8.85 pts

D

• D: My be overly vague and abstract, or overly personal and specific, but in any case its styled is inadequate for the task at hand. It usually contains frequent awkward or ungrammatical sentences, or employs “correct” sentences that are inappropriately simple or monotonous.

8.85 to >0 pts

No Marks

Does not meet the standard of academic style.

15 pts

This criterion is linked to a Learning OutcomeMechanics

15 to >13.35 pts

A

• A: An A paper contains few if any errors in spelling, punctuation, or grammar, and observes all applicable MLA format and citation conventions.

13.35 to >11.85 pts

B

B: May contain a few mechanical, grammatical, and/or formatting errors, but the errors do not impede understanding; MLA citation and other considerations are substantially correct and appropriate for the subject or discipline.

11.85 to >10.35 pts

C

C: May contain numerous mechanical, grammatical, and/or MLA formatting errors, but not enough to impede understanding.

10.35 to >8.85 pts

D

• D: Problems severe enough or frequent enough to impede a reader’s understanding. Format may be inappropriate, or may indicate neglect or misreading of instructions.

8.85 to >0 pts

F

Does not include in-text citation and/or a works cited page

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

---

Writing your visual rhetoric analysis paper might seem a little overwhelming at first, but don’t worry. This guide will help you break down the assignment into manageable steps. Just follow along and you’ll be ready to go!

---

Step 1: Select Your Visual or Digital Rhetoric

Your first task is to choose a visual or digital rhetoric piece. This could be an advertisement (print or video), a famous photo or painting, a poster, or even a graphic novel. The key here is to pick something that uses visual rhetoric in a sophisticated and persuasive way.

• Tip: Use a Google search like “great print ads to analyze” or “famous advertisements” to find options. Make sure your choice is not too obvious—try to go for something that has depth and complexity.

Step 2: Submit Your URL

Once you’ve chosen the visual, submit the URL for your chosen piece through the “Essay Topic Proposal Visual/Digital Rhetoric: Visual Choice Assignment” (the next step in the course).

• Note: Use the Rhetorical Analysis Guidelines to help you complete this part.

Step 3: Analyze the Rhetorical Situation

Now it’s time to dive into the analysis part! Answer the questions in the Rhetorical Analysis Guidelines section. These questions will help you structure your essay and organize your thoughts.

• Consider the rhetorical situation: Who created this visual? Why was it created? Who is the intended audience? What is the purpose of the piece? What context surrounds this visual?

Step 4: Analyze the Visual Components

Break down the visual elements of your chosen piece:

• Color usage: What emotions or ideas do the colors convey?
• Focus: What part of the image is in focus? Why does it matter?
• Texture: How does texture (smooth, rough, etc.) contribute to the piece’s message?
• Space: How is space used in the visual? Is it crowded or sparse? What effect does that have on the message?

These elements all play a role in how the visual persuades its audience, so take the time to analyze them.

Step 5: Examine Rhetorical Appeals & Strategies

Your next task is to analyze the rhetorical appeals and strategies used in the visual. Consider the three main rhetorical appeals:

1. Ethos: Does the image appeal to credibility or authority?
2. Pathos: Does the image evoke emotion? How?
3. Logos: Is there a logical argument being made in the image?

Also, pay attention to any other rhetorical strategies (such as irony, symbolism, etc.) that the image might use to persuade its audience.

Step 6: Develop Your Thesis Statement

After you’ve analyzed the image, come up with a thesis statement that sums up your argument. Your thesis should be a clear, specific claim about the visual.

• Example Thesis: “In this advertisement by Nike, the use of black and white imagery, foreground focus, and the use of ethos persuade the viewer to purchase their product.”

Step 7: Structure Your Paper

Your paper should be structured like this:

• Introduction: Introduce the visual you’ll be analyzing, include some context, and end with your thesis statement.
• Body Paragraphs:
  • Paragraph 1: Analyze the rhetorical situation (who, what, when, where, why, audience).
  • Paragraph 2: Analyze the visual components (color, focus, texture, space).
  • Paragraph 3: Discuss the rhetorical appeals (ethos, pathos, logos) and other strategies.
• Conclusion: Summarize your analysis and restate how your visual uses rhetoric to persuade its audience.

Step 8: Format Your Paper

Make sure your paper follows MLA format:

• Use 12pt font (Times New Roman or similar).
• Double-space your paper.
• One-inch margins on all sides.
• Include a header with your name, instructor’s name, course name, and date.

Also, don’t forget to include in-text citations for any references you use, and create a Works Cited page.

Step 9: Revise and Edit

Once you’ve written your first draft, set it aside for a bit before revising. When revising:

• Focus on clarity and organization: Make sure your points are logically ordered and easy to follow.
• Use strong analytical verbs: Words like “argues,” “demonstrates,” and “persuades” will elevate your analysis.
• Check your grammar and spelling: Ensure there are no errors that distract from your argument.

Step 10: Submit Your Paper

Finally, submit your polished paper by the due date. You’ve got this!

• Part A:

Visit the following websites:

1. Visit the Cochrane Collaboration website and read the introduction.
2. Search for “logo” in the website search box, and read the explanation of the Cochrane Collaboration logo.
3. Visit the website for AHRQ: AHRQ, (2019), Aug.). AHRQ’s Healthcare Associated Infections Program.
4. For information about Hospital Acquired infection, Target Goals, Action plans and information about steering committees use: https://health.gov/hcq/prevent-hai.asp and https://www.ahrq.gov/professionals/education/curriculum-tools/cusptoolkit/index.html
5. Read about Prevention of Healthcare Associated Infections: AHQR, (n.d.). Prevention of Healthcare – Associated Infections.
6. What four infections were studied?
7. What was shown to be effective against prevention of Healthcare Associated Infections and to what strength of evidence?

• Part B:

Locate an evidenced-based research paper (less than five years old). Describe the following about the study:

1. The title?
2. What is the study about?
3. Purpose of the study?
4. What was the framework of the study?
5. Protocol development?
6. Describe how the project began.
7. Did the topic have support from leaders, clinical nursing staff?
8. Describe the members of the project team.
9. How long did the team meet?
10. What materials, etc. were developed?
11. Describe the evaluation of the study.
12. What were the findings and conclusions?
    

    Struggling with Where to Start This Assignment? Follow This Guide to Tackle Your Assignment Easily!

    ---

    Part A: Cochrane Collaboration & AHRQ Resources

    ---

    Step 1: Visit the Cochrane Collaboration Website

    1. Visit the Cochrane Collaboration website:
       • Navigate to the Cochrane Collaboration website and familiarize yourself with the introduction. You should understand Cochrane’s mission and its role in evidence-based healthcare.
    2. Search for “Logo”:
       • In the website search bar, type “logo” and read the explanation of the Cochrane Collaboration logo. This will give you insight into the organization’s branding and identity.
       • Be sure to note any relevant symbolism or principles tied to the logo that relate to Cochrane’s commitment to evidence-based practices.

    Step 2: Visit AHRQ’s Healthcare Associated Infections Program

    1. Go to the AHRQ Website:
       • Visit the AHRQ’s Healthcare Associated Infections Program page (AHRQ, 2019).
       • Review the provided information about healthcare-associated infections, target goals, action plans, and steering committees involved in these initiatives.
    2. Study Preventing Healthcare Associated Infections:
       • Follow the links provided in your assignment (e.g., Prevent Healthcare Associated Infections and AHRQ’s CUSP Toolkit).
       • Read the sections on the prevention of healthcare-associated infections.
       • Identify four infections studied in these resources and note the evidence regarding the effectiveness of prevention measures.

    ---

    Step 3: Answer Key Questions for Part A

    1. What four infections were studied?
       • Summarize the four healthcare-associated infections mentioned in the AHRQ resources.
    2. What was shown to be effective against the prevention of Healthcare Associated Infections?
       • Identify the measures or interventions shown to be effective, and reference the strength of evidence (e.g., strong, moderate, or weak) provided in the resources.

    ---

    Part B: Finding and Analyzing an Evidence-Based Research Paper

    ---

    Step 1: Locate an Evidence-Based Research Paper

    1. Search for a Recent Evidence-Based Research Paper:
       • Locate a peer-reviewed, evidence-based research article (published in the last five years). You can use academic databases such as PubMed, CINAHL, or Google Scholar.
    2. Identify Key Information:
       • Once you’ve selected a study, extract the following key details about the paper:

       a. Title: Write down the full title of the research paper.

       b. Study Topic: Describe what the study is about—what area of healthcare does it focus on? What problem or issue does it address?

       c. Purpose of the Study: What is the primary goal or aim of the study? Why was this study conducted?

       d. Framework of the Study: Describe the theoretical or conceptual framework the study used. What kind of model or structure was used to guide the research?

       e. Protocol Development: Explain how the study’s protocol was developed. What methods were used to gather data?

    ---

    Step 2: Analyze the Study’s Progress and Support

    1. Project Initiation:
       • Explain how the project started. What led to the initiation of the study, and how was it designed?
    2. Support from Leaders and Nursing Staff:
       • Describe whether the study had support from leaders (e.g., healthcare administrators or policymakers) and clinical nursing staff. How important was this support for the study’s implementation?
    3. Project Team Members:
       • Describe the members of the project team. Who was involved in the study? Were there multidisciplinary team members such as nurses, doctors, researchers, or other healthcare professionals?
    4. Meeting Duration:
       • How long did the project team meet to discuss and implement the study? Was it a long-term study or a short-term one?

    ---

    Step 3: Evaluate and Analyze the Study’s Materials and Findings

    1. Materials Developed:
       • What materials (e.g., tools, surveys, or protocols) were created during the study to support data collection or intervention?
    2. Evaluation of the Study:
       • How was the study evaluated? Did the team use statistical analysis, qualitative analysis, or other methods to assess outcomes?
    3. Findings and Conclusions:
       • Summarize the key findings from the study. What were the results? Did the study reach its objectives?
       • What conclusions were drawn from the study? Were any recommendations made based on the findings?

    ---

    Conclusion

    After gathering all of this information, ensure that you:

    • Answer all questions clearly and concisely: Present your findings in an organized manner, directly addressing the questions in both parts of the assignment.
    • Use APA formatting: Remember to adhere to APA guidelines for citing sources and structuring your paper (especially for the research paper section).
    • Use critical thinking: When reflecting on the effectiveness of prevention measures in Part A and the study evaluation in Part B, apply your understanding of evidence-based practice to support your analysis.

 

Write an analytical reflection on Sikhs as a minority in contemporary America. Themes that you can choose to include are immigrant status, class and economic status, the role of \”race\” and ethnicity, and religious freedom and heritage preservation. Be sure to include comparisons with other minorities in America, wherever useful in identifying general structural issues in society.

Struggling with Where to Start This Assignment? Follow This Guide to Tackle Your Assignment Easily!

---

Introduction

In this reflection, you’ll explore the experience of Sikhs as a minority group in contemporary America, with particular attention to the themes of immigrant status, economic status, racial and ethnic identity, and religious freedom. By comparing Sikhs’ experiences with those of other minorities, you’ll be able to analyze broader social issues related to integration, discrimination, and identity in the United States.

---

Step 1: Begin with the Sikh Immigrant Experience

1. Contextualize Sikhs as Immigrants:
   • Start by describing the migration history of Sikhs to the United States, often starting in the late 19th century and continuing into the present day. Discuss the initial waves of migration, their motivations (e.g., economic opportunity, political instability in India), and how this migration compares to other immigrant groups in America.
   • Reflect on how Sikhs, like many other immigrant groups, had to navigate both the challenges of assimilation into mainstream American society and the preservation of their cultural and religious heritage.
2. Economic Status and Class:
   • Analyze the economic trajectory of Sikhs in America. Were they initially relegated to lower-paying or menial jobs, similar to other immigrant groups like the Irish or Mexicans?
   • How has their economic position evolved over time, and how does it compare to the experiences of other immigrant groups? Consider issues like upward mobility, access to education, and socio-economic challenges.

---

Step 2: Examine the Role of Race and Ethnicity in Sikh Identity

1. Racial and Ethnic Identity:
   • Reflect on how Sikhs are racialized in the U.S. For example, how their distinct appearance (e.g., turbans, beards) can make them targets for racial profiling, especially after 9/11. This racialization places Sikhs in a category distinct from the traditional understanding of white, Black, or Latino, leading to unique challenges in terms of social acceptance and inclusion.
   • Compare this racialization with that of other minorities, such as Black or Latino communities, noting both similarities and differences. For instance, how does being visibly different (through appearance) impact how Sikhs are perceived compared to other groups whose racial or ethnic markers may not be as immediately apparent?
2. Discrimination and Social Exclusion:
   • Consider how Sikhs experience discrimination in relation to other groups. After 9/11, Sikhs were often mistaken for Muslims and became targets of hate crimes and social exclusion. This racialization and prejudice often arise from broader patterns of xenophobia and Islamophobia, which also affect other minority groups like Arabs and Muslims in America.

---

Step 3: Religious Freedom and Heritage Preservation

1. Religious Freedom:
   • Reflect on the significance of religious freedom for Sikhs in America. How does the American ideal of religious liberty allow Sikhs to practice their religion openly? At the same time, how does the U.S. fail to fully protect their right to religious expression, especially in cases involving the turban or kirpan (the ceremonial sword)?
   • Compare these challenges to those faced by other religious minorities in America, such as Muslims, Jews, or Hindus, especially in terms of societal acceptance and the freedom to practice one’s religion without fear of discrimination or violence.
2. Heritage Preservation:
   • Discuss the importance of maintaining cultural and religious practices for Sikhs in America, and the role these practices play in their identity. How do Sikhs navigate balancing their traditional practices with the pressure to assimilate into mainstream American culture?
   • Compare this struggle with other minority groups that also face pressures to either conform or assimilate. For instance, how do Latino or Native American communities work to preserve their cultural practices in the face of dominant societal norms?

---

Step 4: Broader Structural Issues and Comparisons

1. Structural Issues in American Society:
   • Analyze the broader structural issues in American society that impact Sikhs and other minorities, including economic inequality, racial discrimination, and limited representation in positions of power.
   • Reflect on how historical narratives around race, immigration, and nationalism have shaped the experiences of Sikhs. How does the narrative of “whiteness” in America shape who is accepted and who is excluded, and how does this intersect with issues of religious and cultural identity?
2. Comparison with Other Minorities:
   • Compare the experiences of Sikhs to those of other minority groups, such as Black Americans, Latino Americans, and Muslims. Consider the intersectionality of race, class, ethnicity, and religion, and how these factors combine to create distinct challenges for each group.
   • Consider the role of institutional racism, access to resources, and political representation, and how these issues may manifest differently across various minority groups.

---

Step 5: Conclusion

1. Summarize Key Points:
   • Recap the main arguments you’ve made regarding the experience of Sikhs as a minority group, touching on the immigrant experience, economic challenges, racial and ethnic identity, and religious freedom.
   • Reflect on how their struggles and resilience mirror or differ from those of other minority groups in the U.S.
2. Final Reflection:
   • Conclude with a personal reflection on the broader implications of the Sikh experience in America. How does the situation of Sikhs illuminate larger societal issues such as racism, discrimination, and the challenges of maintaining cultural identity in a multicultural society?

---

By breaking down the assignment into these manageable steps, you’ll be able to provide a detailed and thoughtful analysis of Sikhs as a minority group in America while drawing useful comparisons with other groups to highlight structural issues within society.

In this week’s reading, Brawley vividly demonstrates the distorting effects of money in commercialized health care with the case studies of Lilla Romeo and Cedric Jones. The readings continued to explore possible remedies to the effects of money in American health care. In the op-ed articles, you are presented with very different approaches to fixing U.S. health care.

1) Compare and contrast the ways that the profit motive resulted in poor care for both Romeo and Jones.

Norma Schevchenko and Mr. Huzjak are two patients who cannot identify and present their problems and needs themselves and are reliant on their family, friends, or providers to do so. One of this week’s op-ed article is about the importance of empathy in providing patient-centered, quality health care services.

Brawley discusses his personal experiences as a black man in medical training and as a black doctor in the health care system; the second op-ed article is about the lack of diversity among medical providers. Brawley also argues that the system not only harms patients and their social networks, but it also harms providers who find themselves in problematic practices and stressful situations:

2) In your view, how could the unmet needs of Norma Schevchenko or Mr. Huzjak have been addressed through empathic care? How does caring for these kinds of patients impact the providers?

Reading 🙁 this Brawley book and 2 articles below) by Collins and Picarra)

Brawley, O. W. (2012). How we do harm: A doctor breaks ranks about being sick in America. St. Martin\’s Griffin.

• Chapter 9, Palpitation
• Chapter 10, Saving Mr. Huzjak
• Chapter 11, God is Calling
• Chapter 12, Ole Boys Club

Read two op-ed articles:

Ficarra, B. (2011, May 25). How empathy can help empower patients. Huffington  Post. http://www.huffingtonpost.com/barbara-ficarra/why-empathy-empowers-pati_b_783138.html (Links to an external site.)

Collins, S. P. K. (2011, August 25). Diversity is sorely needed in medicine: Why is it lacking in certain specialties? ThinkProgress. https://thinkprogress.org/

Struggling with Where to Start This Assignment? Follow This Guide to Tackle Your Assignment Easily!

---

Introduction In this assignment, you’ll be exploring two different aspects of health care as outlined in the readings and articles. The focus is on how the profit motive can harm patient care and the role of empathy in addressing unmet needs in healthcare. Let’s break down each part of the assignment and how you can approach writing your response.

---

Step 1: Compare and Contrast the Profit Motive’s Impact on Care for Romeo and Jones

1. Start with a brief introduction to the cases:
   • Lilla Romeo: Describe the situation briefly (as detailed in Chapter 9 of Brawley’s book).
   • Cedric Jones: Similarly, introduce Jones’s case (from the same source).
2. Analyze the impact of profit motives:
   • For Romeo: Describe how the profit-driven healthcare system led to substandard care, based on Brawley’s discussion in Chapter 9. Consider whether financial interests led to inadequate testing, delayed treatments, or wrong diagnoses.
   • For Jones: Explain how the same profit motives affected Jones’s treatment, particularly how his care was compromised by factors like cost-cutting, unnecessary procedures, or limited time with healthcare providers.
3. Contrast their experiences:
   • Compare how both individuals suffered from the system, focusing on the similarity in how profit-driven motives in the healthcare system failed them.
   • Highlight differences between their cases—did the systems in place react differently, or was the same issue (e.g., insurance, lack of time, or resources) the key barrier?

---

Step 2: Empathic Care for Norma Schevchenko and Mr. Huzjak

1. Introduce the need for empathy:
   • Reference Ficarra’s article about the importance of empathy in patient care. In your introduction, briefly summarize her argument that empathy can lead to better patient outcomes.
2. Discuss Norma Schevchenko and Mr. Huzjak’s needs:
   • Norma Schevchenko: Explore how Norma, who is reliant on others to present her problems, might benefit from a more empathetic healthcare approach. How could providers have taken a more personalized approach to her care?
   • Mr. Huzjak: Similarly, discuss how Mr. Huzjak, unable to advocate for himself, would benefit from providers who take the time to understand his unique circumstances.
3. Explain how empathic care could have addressed their needs:
   • Discuss how empathy—through better communication, active listening, and understanding their social context—could have led to more accurate diagnoses or more thoughtful, individualized care.
   • You can refer back to the op-ed about empathy (Ficarra) and explain how this approach directly benefits patients who have limited capacity to communicate their issues clearly.
4. Discuss the impact on healthcare providers:
   • Reflect on how caring for these patients empathetically would affect healthcare providers, as discussed in Brawley’s experiences. Consider how empathy can be emotionally taxing for providers but also lead to more satisfying patient interactions, better patient outcomes, and less burnout.

---

Step 3: Conclusion

1. Summarize the Key Points:
   • Recap the issues surrounding the profit-driven healthcare system and its negative effects on patients like Romeo and Jones.
   • Summarize how empathy could have made a difference in addressing the needs of Norma and Mr. Huzjak, both for their own well-being and for the emotional health of the providers involved.
2. Final Reflection:
   • Conclude by reflecting on how improving empathy and shifting focus away from profit in healthcare could benefit both patients and providers. Discuss any broader implications for improving U.S. healthcare based on what you’ve analyzed.

---

Step 4: Proofreading and Editing

Before submitting your paper, make sure you:

• Follow APA Formatting: Double-check your title page, in-text citations, and references page.
• Check for clarity and flow: Make sure your comparisons and contrasts are clear, and your sections transition smoothly from one idea to the next.
• Proofread for grammar and spelling errors to ensure a professional and polished final paper.

---

By breaking the assignment into manageable parts and staying focused on each section, you can confidently respond to the prompts and provide well-organized, thoughtful analysis.

OVERVIEW
You will write a 4-6-page, current APA formatted, research paper that will aid you in the Behavior Modification Project. You should reference your textbook and at least 4 additional peer-reviewed journal articles. The research paper will include a title page, 4-6-page body, and references page. The body of your research paper will have an introduction, a section on your target behavior, a section on your treatment method, and a conclusion. You can give section I and section II appropriate APA titles for your paper. Subsections are optional.
INTERVIEW
The first section (the behavior) will focus on peer-reviewed research that others have already done on your target behavior, or a similar behavior. This behavior must be a personal behavior you desire to modify in yourself. You are not allowed to select a behavior to modify in someone else (ex. child’s behavior, spouse behavior, co-worker behavior) Consider how did previous research studied this behavior? What treatment did previous research use? Was the treatment effective?
The second section of your paper will require you to research the treatment you intend to use to change your behavior. Choose one of the chapters from your textbook (Reinforcement, Token Economies, Behavioral Contracts, Using Punishment: Time-Out and Response Cost, etc.). You also should cite any peer-reviewed journal articles that focus on your treatment method, or in which the authors used it to treat their target behavior.

TNT 700.5P Performance-Based Assessments: Planning Instruction Part III
Candidates add components taught in this module to the two lesson plans previously submitted in 700.4P Planning Instruction Part 2 for evaluation. This is the final evaluation of the lesson planning projects. Recall that you will use the same two lesson plans you have previously submitted in 700.4PBP. This performance-based assessment, 700.5PBP, continues with those same two plans, this time evaluating different parts of the lesson plan and the overall plan.
PROJECT DESCRIPTION AND MATERIALS
Your coursework preceding this project will have prepared you for the evaluation criteria of this project. Using the  knowledge gained in the preceding coursework, revise and submit your plans for initial evaluation in this project.   You must score at least 40 points out of 50 points on each submission to pass this assignment.
As before, this project is much more detailed than lesson plans typically used in the classroom. The performance-based assessments are designed to evaluate candidate skills in a comprehensive way; thus, candidates are asked to provide much more detail than in traditional plans so that the instructor is able to evaluate skills in these areas.
Questioning strategies and feedback
Accommodations and modifications
The extent to which the lesson is differentiated
Assessment for learning
The overall plan
For 700.5P, candidates submit two complete and original lesson plans for feedback and final evaluation.  The parts of the lesson plan form that will be scored include Differentiation (Reteach and Extensions) Closure, Questions, Modifications and Accommodations, Assessments, and the Overall Plan.
While each lesson is designed to deliver the state-required content for the grade level, some students require additional learning supports to successfully access this content. Students who are learning the English language, or who have learning disabilities are especially in need of these supports. There are multiple supports for learning that are available for all students; however, more intensive supports are often required for some learners with greater needs.  These more intensive supports fall into two categories; accommodations and modifications.
The components scored in 700.4PBP should still be present here. When complete, these will represent two complete lesson plans.
COMPLETION AND EVALUATION
Each lesson is evaluated on the extent to which it is differentiated to address these learning differences. The process of how students will learn the content can be differentiated for learning modalities, supports for English learners, and those with learning disabilities.  We can differentiate the content – what students will learn. This is important because students all come to us with different levels of readiness.  We need to plan activities that meet students where they are. Finally, we can differentiate the products that students produce to show us what they have learned. Consider learning styles, prior learning experiences, and any supports needed so that everyone can access the curriculum.
We evaluate the assessment to determine how well it provides information about student learning. Does the candidate include information on the type of assessment, and is the assessment adapted for diverse needs?
This class includes the following students from TCR 300.  As you plan your modifications, accommodations and differentiation, be sure to address their needs.  You will be scored on this.
Angelo – Angelo is a student with special needs.       He has a learning disability and is slow to process information.  He      is usually happy and helpful.
Nancy – Nancy recently moved from Korea and is well      educated.  She does not yet know English.  She is at the      beginning level for speaking and writing, but at the intermediate level      for listening and reading.
Corinne – Corinne is a GT student.  She was,      however, suspended three times last year for fighting.  In class, she      is happy and easy-going, but can quickly escalate if she feels      disrespected.
DIFFERENTIATION
Thoughtful and explicit differentiation in content or process for the following groups of students.  Be sure to review what constitutes differentiation if needed.  It is NOT accommodating or modifying, but – rather – delivering and assessing instruction in a manner that helps students access the content.
ELLs
Regular Education students who are struggling and      possibly Special Education students
GT students
ASSESSMENT
Formative assessment – questioning. It should be clear      throughout the plan that students are engaging with the materials and that      the teacher is formatively assessing student learning with developmentally      and instructionally appropriate questions that are aligned with the rigor      of the learning objective.  At least 6 specific questions      should be scripted and included in the lesson plan.  They do not have      to be all in the same part of the plan.  Embed them where they would      fall in the lesson.  For example, if you are checking for prior      knowledge as an introduction to the lesson, a few questions may go at the      beginning of the lesson.  Other questions may come after initial      instruction.  Others may be part of the assessment.  Just be      sure to include at least 6 questions total and indicate them according to      instructions (highlight them) so that your instructor can find them      easily.
End of lesson assessment – can be formative or      summative. The candidate should include detailed information about the      type of assessment used (observation, multiple choice quiz, exit ticket      with two constructed response questions, etc.)
Differentiated assessment for diverse student needs –      the plan should include a brief description of how this assessment either      is or can be differentiated for academically challenged and EL learners.
ACCOMMODATIONS AND MODIFICATIONS
Accommodations (learning aids, oral test      administration, etc) are detailed and explicitly designed for the needs of      the student populations including GT, EL, Special Education.
Modifications – For the purpose of this lesson, you      will consider the needs of Angelo, and explain where in the lesson any      modifications would be used.
Label the modifications and accommodations separately so that we can see you understand the difference between the two.  These are legal obligations for what you must provide for specific students in your class.
THE REFLECTION
In the reflection, the candidate will answer each of the following questions in 1 – 3 paragraphs using complete sentences.  This should be thoughtful and thorough analysis of the reasoning behind your instructional choices.  Number your answers to correspond with the question.
Explain the prerequisite skills students will need to      be successful in this lesson.
Explain how your answer to the question above      influenced your decisions regarding the differentiation strategies used.
Explain how your instructional strategies,      accommodations, modifications, and assessment(s) address the needs of      English Learners, including Nancy.
LESSON PLAN TEMPLATE for 700.5PBP
INSTRUCTIONS: Fill out all portions of the lesson plan. Within the Instructional Steps, note the following items as indicated below to facilitate identification of the required elements. Answer the reflection questions that follow the plan
Create at least 6 formative questionsand highlight them in green.
NAME:   SUBJECT:
TEXAS ESSENTIAL KNOWLEDGE AND SKILLS(Copy these word for word. This must include the grade level, number, and letter of competency)
LEARNING OBJECTIVE(S): The student will
ASSESSMENT/PERFORMANCE MEASURE:
MATERIALS and SETTING
What materials do you need for   this lesson? What is the setting? Are students in pairs, groups, stations,   floor, library, science lab?
KEY VOCABULARY and ACADEMIC LANGUAGE
What vocabulary terms must   students know to understand the concept being taught?
FOCUS ACTIVITY/ANTICIPATORY SET
What activity will students   engage in that will pique their interest about the upcoming lesson? Think of   this like a preview for an upcoming movie – something that ignites curiosity
CONNECTION TO PRIOR LEARNING OR REAL   WORLD
This is what you say to students about what they have   already learned and how it prepares them for what they are about to learn; review   what they have learned to prepare them for the upcoming lesson.
OBJECTIVE STATEMENT (be sure to include   the performance measure)
This is what you say to students about what students will learn today, and how they will show they have   learned the content (that is the performance measure)
PURPOSE OF LEARNING
Why do students need to learn this today?   This should be written in what you will   say to students and should include both why it is important to the   content and why it is relevant in   their lives.
INSTRUCTIONAL STEPS
Include:
Step by Step Instructions
Key Points
Directions to give
Questions that you will ask – at   least 6, highlighted in green.
LITERACY STRATEGIES USED
STUDENT USE OF TECHNOLOGY
DIFFERENTIATION
Include differentiation in   content or process for the following groups of students
· ELLS
· Regular Education students who are struggling and possibly some   Special Education students
· Gifted and Talented students
DIFFERENTIATED ASSESSMENT
If your assessment is   already differentiated, please explain how. If it is not, please explain how you will differentiate it for the   learning needs in your class.
MODIFICATIONS/ACCOMODATIONS
Create at least 2 modifications AND   2 accommodations that address the diverse needs of the students Angelo, Nancy,   and Corinne.
CLOSURE:
Review: How will you cement the learning that has   taken place in this lesson?
Connect to future learning: How will what students learned today help   them in upcoming lessons?
Reflection
1. Explain the prerequisite skills students need to be successful in this lesson.
2. Explain how your answer to the above question influenced your decisions regarding the differentiation strategies used.
3. Explain how your instructional strategies, accommodations, modifications, and assessments(s) address the needs of English Learners, including Nancy.

Describe strategies for safe, effective multidimensional nursing care for clients with acid-base imbalances.

 

Scenario

 

Tony is a 56-year-old, Hispanic male that presented to the Emergency Room with complaints of shortness of breath, which he has been experiencing for the past two days. He states “I haven’t felt good for about a week, but couldn’t afford to miss work.” He complains of a cough, fever, and feeling exhausted. Past medical history includes asthma, chronic obstructive pulmonary disease and diabetes. Upon physical examination, you notice that Tony is struggling to breathe, his respiratory rate is 36 breaths per minute and labored, heart rate 115 beats per minute, blood pressure 90/40 mm Hg, and his pulse oximetry is 84% on room air. You notify the MD. He orders oxygen at 2 L via NC and an arterial blood gas.

 

Tony’s ABG results:

pH 7.28

PaCO2 – 55 mm Hg

PaO2 – 70 mm Hg

HCO3 – 30 mEq/L

 

Instructions

 

In a 1-2 page Word document:

1. Determine Tony’s acid-base imbalance
2. Describe possible causes of the imbalance
3. Identify the signs and symptoms that Tony is exhibiting as a result of the acid-base imbalance
4. List the multidimensional care strategies that are appropriate for the care of Tony

 

Resources

 

For assistance with citations, refer to the APA Guide.

For assistance with research, refer to the Nursing Research Guide.

Submit your completed assignment by following the directions below. Please check the Course Calendar for specific due dates.

Save your assignment as a Microsoft Word document. (Mac users, please remember to append the \”.docx\” extension to the filename.) The name of the file should be your first initial and last name, followed by an underscore and the name of the assignment, and an underscore and the date. An example is shown below:

Jstudent_exampleproblem_101504

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

---

---

Step 1: Determine Tony’s Acid-Base Imbalance

1. Review the ABG results:
   • pH: 7.28 (indicates acidosis)
   • PaCO2: 55 mm Hg (elevated, indicating respiratory cause)
   • HCO3: 30 mEq/L (elevated, reflecting compensation)

   Diagnosis: Tony is experiencing respiratory acidosis with partial compensation.

2. State your findings clearly in the first paragraph of your document.

---

Step 2: Describe Possible Causes of the Imbalance

1. Highlight potential causes based on Tony’s history:
   • Asthma or COPD exacerbation causing ineffective gas exchange.
   • Infection (indicated by fever and cough) leading to increased oxygen demand and CO2 retention.
2. Provide a concise explanation of how these conditions impact acid-base balance.

---

Step 3: Identify Tony’s Signs and Symptoms

1. Include symptoms associated with respiratory acidosis:
   • Respiratory: Labored breathing, increased respiratory rate.
   • Cardiovascular: Low blood pressure, tachycardia.
   • Neurological: Fatigue, confusion (potential).
2. Relate these symptoms to the pathophysiology of CO2 retention.

---

Step 4: List Multidimensional Care Strategies

1. Immediate interventions:
   • Administer oxygen at 2 L via nasal cannula as ordered.
   • Monitor ABG values for improvements or worsening.
   • Position Tony in a high-Fowler’s position to improve lung expansion.
2. Long-term management:
   • Administer bronchodilators and corticosteroids as prescribed.
   • Monitor blood glucose levels due to diabetes.
   • Educate Tony on managing COPD and asthma triggers.
3. Collaborative strategies:
   • Involve respiratory therapists to optimize ventilation.
   • Consult with the dietitian for nutritional support.
4. Psychosocial support:
   • Address barriers to healthcare (e.g., financial concerns).
   • Provide emotional support to alleviate anxiety about his condition.

---

Step 5: Format Your Document

1. Title: Include an APA-style title page.
2. Body: Use headings for each section (e.g., “Acid-Base Imbalance,” “Possible Causes”).
3. Citations: Reference the course materials and resources provided using APA format.
4. Conclusion: Summarize key findings and reinforce care strategies.

---

Step 6: Save and Submit

• Save your file as:
  Tlastname_acidbase_012525.docx
• Submit per course instructions.

---

With this guide, you’re equipped to write a thorough, well-structured paper for Tony’s care plan

 

With each word being worth 10 cents, write four $12 summaries of the reading from any four of the following chapters in Courageous Faith:
Chapter 2 – Overcoming Obstacles
Chapter 3 – When Dreams and Heroes Die
Chapter 4 – Becoming a Leader
Chapter 6 – No More Excuses
This means that in this assignment you are developing four summaries of 120 words each (one for each of the four chapters you selected). You should aim to create four summaries where each summary is between 100-120 words. Each of your summaries should not exceed the 120-word or $12 limit. Be sure to include at least one quote from the chapter in each summary. For an example of this type of thread, please see the provided example.

 

Essay Structure:
To effectively answer the questions for each paragraph below, provide details from the
book as well as two to three quotes from the book that you analyze to support your
responses to the questions. You should not merely provide quotes, but rather, tell me how these
quotes answer the questions for each paragraph. In total, you will have five paragraphs (a
paragraph for #1, a paragraph for #2, a paragraph for #3, a paragraph for #4, and a
paragraph for #5). You do not need an introduction nor a conclusion.
1. According to Anzaldúa, what are the oppressions that Chicanas/os experienced in Texas
in the 1800s and the 1900s? Also, how has the undocumented Mexican community
experienced oppression?

2. How has Anzaldúa resisted oppressive cultural gender expectations as a queer Chicana?
Also, what is la facultdad and how is it beneficial?

3. According to Anzaldúa, how is writing an ancient tradition for Chicanas/os? Also, what
is the power of writing for Chicanas/os?

4. According to Anzaldúa, what are core aspects of the new consciousness (look at the bold
headings in the chapter on new consciousness)? Also, is this new consciousness
important to Chicanas/os and Latinas/os today? If so, explain why. If not, explain why
not.
 

 

5. What parts of the book did you like the most, and why? In your response, you should
provide and analyze two to three quotes as you have in the previous paragraphs.

Struggling with where to start this assignment? Follow this guide to tackle your assignment easily!

---

Paragraph 1: Oppressions Faced by Chicanas/os and Undocumented Mexicans

1. Start with a topic sentence: Briefly state the oppressions faced by Chicanas/os in Texas during the 1800s and 1900s and the experiences of undocumented Mexicans.
2. Provide historical context: Summarize specific examples of oppression mentioned in Anzaldúa’s text (e.g., land theft, labor exploitation, cultural erasure).
3. Include 2–3 quotes: Select quotes from Anzaldúa’s book that highlight these oppressions.
4. Analyze the quotes: Explain how each quote reveals the systemic challenges faced by these groups.
5. Conclude the paragraph: Summarize how these oppressions shaped the Chicanas/os’ experiences and influenced Anzaldúa’s perspective.

---

Paragraph 2: Anzaldúa’s Resistance and La Facultad

1. Topic sentence: Introduce how Anzaldúa resisted cultural gender expectations and explain the concept of la facultad.
2. Explore her resistance: Discuss how her identity as a queer Chicana challenged traditional gender norms.
3. Define la facultad: Explain this term as a heightened awareness of oppression and its benefits in navigating life.
4. Include 2–3 quotes: Use quotes that illustrate her resistance and her explanation of la facultad.
5. Analyze the quotes: Clarify how they support her resistance and the significance of la facultad in her work.

---

Paragraph 3: Writing as an Ancient Tradition and Its Power

1. Topic sentence: Address how writing is described as an ancient tradition and its empowering role for Chicanas/os.
2. Explore the tradition: Provide examples of how writing connects to cultural preservation and storytelling.
3. Discuss the power of writing: Highlight how writing serves as a tool for self-expression and resistance against oppression.
4. Include 2–3 quotes: Select quotes that emphasize the transformative power of writing for Chicanas/os.
5. Analyze the quotes: Explain how writing preserves cultural identity and resists marginalization.

---

Paragraph 4: New Consciousness

1. Topic sentence: Summarize the core aspects of the new consciousness Anzaldúa describes and its relevance for Chicanas/os and Latinas/os today.
2. Define the new consciousness: Refer to the bold headings in the chapter for its main components.
3. Discuss relevance: Argue whether the new consciousness is still important for Chicanas/os and Latinas/os today.
4. Include 2–3 quotes: Choose quotes that explain the new consciousness or show its importance.
5. Analyze the quotes: Connect them to current cultural or social issues faced by Chicanas/os and Latinas/os.

---

Paragraph 5: Personal Reflection on the Book

1. Topic sentence: Share which parts of the book you liked most and why.
2. Discuss your favorite sections: Provide specific examples or themes that resonated with you.
3. Include 2–3 quotes: Use quotes from these sections to explain your personal connection.
4. Analyze the quotes: Explain why these quotes were impactful and how they added to your understanding of the book.

---

General Tips for Success:

• Use transitions: Ensure your ideas flow smoothly between sentences and paragraphs.
• Stay focused: Stick to the assigned topics and don’t introduce unnecessary information.
• Proofread: Check your grammar, spelling, and clarity before submitting.
• Format properly: Use double-spacing, Arial font (size 11), and ensure all quotes are correctly cited.

 

. Begin with each essay with a very short introduction that makes the purpose of the essay clear (don\’t go into detail…save that for the body of your essay).

2.  Be sure to address each part of the outline for each question as discussed in class.

3.  Support your general observations with specific examples of events, dates, people, places, etc., that are directly related to the question.

4.  Wherever you feel it\’s relevant, briefly explore the importance of geography (and the environment) in your essay.

5.   As usual, be sure to proofread carefully.

6. Do not use any additional sources (just the textbook and videos) for this essay.  And, do not use quotes from the textbook (unless the exact language is important to make your point)… use your own words

7.   Each essay should be 3 to 4 full-pages (three full-pages minimum of actual text, double-spaced, Arial font 11 as usual).