David Ricardo was the first economist to elaborate the theory of comparative advantage in his book On the Principles of Political Economy and Taxation. Ricardo wrote:

Under a system of perfectly free commerce, each country naturally devotes its capital and labour to such employments as are most beneficial to each. This pursuit of individual advantage is admirably connected with the universal good of the whole . . . It is this principle, which determines that wine shall be made in France and Portugal, that corn shall be grown in America and Poland, and that hardware and other goods shall be manufactured in England. (1817, p. 188)

Read more at On the Principles of Political Economy and Taxation

Think about the 10-year historical period you chose for your final project. Identify trade policies of the time and discuss the following points:

• What are the main goods and services the United States traded internationally?
• What trade barriers were in place during that decade?
• What are two pros and two cons of the trade barriers used?

Play devil’s advocate and attempt to debunk two peers’ opinions on the advantages and disadvantages of an open economy.

To complete this assignment, review the Discussion Rubric document.

Previous reading: Read Chapter 1 from Successful College Composition

This weeks reading: Read Chapter 2, Sections 2.1 and 2.2 and Chapter 3, Section 3.8 in Successful College Composition

Additional reading is attached plus the book and project 1

Rhetoric video: http://www.youtube.com/watch?v=BYMUCz9bHAs

student weekly submission example: :The readings from weeks 1 and 2 provided me with an in-depth review of rhetorical analysis and opened my eyes to new ways of using rhetorical analysis in my daily life. Most of the reading from week 1 reminded me of the fundamental strategies to consider while reading and before writing. It reminded me to think about the audience, purpose, and context for writing assignments, similar to the strategies used to determine the ethos, logos, and pathos of rhetorical works that I have studied in other RWS classes. One new concept that I found interesting was the inclusion of media in this mix. With so many different forms of media today, all of which possess varying levels of appropriation, it makes sense that this is another piece to consider in analyzing rhetorical situations.

My favorite reading was “Backpacks and Briefcases: Steps toward Rhetorical Analysis” because it made me realize how often I use rhetoric already. This reading defined rhetoric as “the way we use language and images to persuade.” This intrigued me and got me thinking about how I am persuaded. As I have grown older and wiser, the more skeptical I have become in believing billboards and videos. The reading clearly explained why that is when they talked about the men’s deodorant commercial. “This campaign doesn’t just ask you to buy the product, though. It also asks you to trust the company’s credibility, or ethos, and to believe the messages they send about how men and women interact, about sexuality, and about what constitutes a healthy body.” As I finish my business classes, I can’t help but think about the marketing tactics I learned and how they are all used to persuade consumers to buy their product. Learning about rhetorical analysis has helped me become a more informed consumer, but I never thought about this thought process as rhetorical analysis until this reading. I also learned about exigence, audience, and constraints and how they apply to understanding context. I loved the example about the advertisement and the questions we might ask ourselves in analyzing an ad. “You first might ask, “what is the ad responding to? What problem does it hope to address?” That’s the exigence.” These questions I would ask when considering the audience and constraints taught me how to analyze the advertisement and how to analyze other pieces of media so I can be less of a skeptical consumer, but more of an informed consumer.

I found Cole’s rhetorical analysis of the picture of the calm black woman and riot police in the reading, “Rhetorical Analysis in the Real World: A Useful Thinking Tool,” very interesting. I easily understood and agreed with his analysis of how she looks like a superhero, but never would have thought to consider how this photo is so different that other images and videos in the Black Lives Matter movement. “Finally, he considered the image in the context of the photos usually seen in the media. Images of powerful, calm black women are rarely seen in American media. Moreover, the videos that anchor the BLM movement (the images caught on cell phone cameras of black men and women gunned down by cops) are devastating, moments of where black bodies are destroyed.” This analysis took a deeper look into it’s audience and argument. It’s audience, supporters of the BLM campaign can feel empowered by the photo rather than angered. Like the woman in the picture stood strong, this photo evoked emotion and power in its audience. This and any other media content is another type of situation where I myself applying rhetorical analysis in my life.

In this class, I am most looking forward to improving my writing skills in a business setting. I think that I can improve my writing by being more concise while still conveying a complete and informative message. I am also looking forward to improving my overall writing and diction to best elaborate myself.

This weeks assignment: Summarize the most important information you have read in Weeks 1-3 (include reading from this week). How will this information help you successfully complete Project #1? Which information can you specifically apply to your work for Project #1? Finally, how do you see this material being helpful to your life outside of the classroom, either at work or in your day-to-day life?

Below is the rubric and guidelines to follow

Assessment of Learning Needs

Identify a group in need of health teaching. Assess learning needs according to:

Expressed learning needs of the group or group leader (e.g., classroom teacher)

Developmental stage (e.g., cognitive or developmental level)

Leading causes of morbidity/mortality for age group and population specific risk factors

Special learning needs and barriers (e.g., developmental disabilities, language barriers)

Analysis

Identify and prioritize learning needs. Select one need as the topic for the teaching-learning project. Confirm that the group is receptive to a presentation on the topic.

Planning

Identify outcomes for the teaching-learning session. Submit to your clinical instructor a lesson plan that incorporates teaching strategies congruent with the group’s developmental level and addresses possible barriers to learning. Include copies of written materials, handouts, and audiovisual materials you will be using with the lesson plan.

Implementation

In most cases, your clinical instructor will observe your teaching presentation. The lesson plan will serve as your guide, but be prepared to adapt the presentation as needed to address the group’s questions, specific interests, etc.

Evaluation

Design a method to evaluate if learning occurred and outcomes were met. The evaluation should be age appropriate and may include verbal feedback, a return demonstration, a written quiz, or an activity that demonstrates acquisition of knowledge.

Describe in detail what “health care everywhere” (Gov 2020) means. What impact will this have on how you practice; on the consumer; on the provider; on the healthcare entities as a whole; on Global Markets.

Facts

An infidelity website, Madison Ashley and its parent company, have been sued in federal court by a man who claims that the companies failed to adequately protect clients’ personal and financial information from theft, saying he suffered emotional distress.

The lawsuit accuses Madison Ashley (MA) and parent company of negligence and invasion of privacy, as well as causing emotional distress. The lawsuit follows a breach of the Madison Ashley website by a group called the Impact Team, which downloaded “highly sensitive personal, financial, and identifying information of the website’s 37 million users.

The lawsuit follows a breach of the MA website by a group called the Impact Team which had threatened to publish the “stolen personal information” if the MA website was not shut down. This information included millions of email addresses for U.S. Government officials, UK civil servants and high-level executives at European and North American corporations.

At Trial

The Plaintiff argues that the data breach could have been avoided if the company had taken “necessary and reasonable precautions to protect its users’ information”. MA knew of several technical issues that could had led to a data breach but did nothing. The defense argues that their damages must be proven and, as there is no indication of credit card fraud or illegal use of the information, there is no basis for the case. Additionally, their website contains this sentence “We cannot ensure the security or privacy of information you provide through the Internet.”

Questions

1. Do individuals who subscribe to and visit this site have a reasonable expectation of privacy? Why or why not?
2. Are there facts that would support a tort action and, if so, what tort(s)?
3. Are there any other defendants besides MA? If so, why sue just MA?