Refugee Project Business Finance Assignment Help

Metalanguage is a most sophisticated critical thinking skill used in the analysis of language itself. (“Broadly, any metalanguage is language or symbols used when language itself is being discussed or examined.”) The “Circularity” of metalanguage can be confusing in principle, but not so much in practice. That is to say, we use metalanguage all the time, usually unaware that we are doing so. (Think of a favorite book or television commercial, then trying to explain to a friend WHY that book or advertisement is good–THAT’s metalanguage. Now, think of how difficult it is to try to convince someone why they should read that book or like that television commercial–THAT’S why metalanguage is such a sophisticated and important critical thinking skill in Higher Education.) In the FOUR USES OF LANGUAGE in our last lesson, CONNOTATION or FIGURATIVE LANGUAGE is what’s most often thought of as metalanguage.

Assingment

Choose a favorite TV commercial. Submit the URL link for this assignment on top of first page of your written assignment below.

Writing Assignment (at least 600 words)

1. Provide link

2. Describe the commercial in detail. (one full page or 300 words)

3. EXPLAIN WHY this commercial is so EFFECTIVE (300 words)

Some metalinguistic terms to help with your assignment: 1. TARGET AUDIENCE (for example, beer commercials have two dominant target audiences: Young people and Heavy drinkers or Alcoholics). 2. Other terms and methods of analysis (that is, metalanguage) are nicely covered in the following YouTube video: https://www.youtube.com/watch?v=C8qxE_pFJ7U

There must BE NO PLAGIARISM OR GRAMMATICAL ERRORS

PLEASE LOOK AND THINK CAREFULLY OF WHAT THE QUESTIONS ARE ASKING YOU TO TO!!

READ THE ARTICLE AT LEAST TWICE TIMES TO MAKE YOU UNDERSTAND THE ARGUMENTS IN THE ARTICLE BECAUSE IT IS DIFFICULT READING

The article is difficult to read,so play close attention to the questions on the homework and focus on the readings.

MLA format with size 12 font Time roman single spaced

You can skip sections 2 and 6. All answers must be in your own words.

1. McGrath is not arguing that we do not, or can not, know any moral truths, just that we do not know some of them.
a. What sorts of moral truths does she think we cannot know? (1-2 sentences)
b. Give an example (not from the reading). (1-3 sentences)

2. Why, according to McGrath, are we unable to recognize moral experts? (1-3 sentences)

3. How is McGrath’s argument relevant to Raz’s view? (1-3 sentences)

4. Assume McGrath is correct about the answers to 1a and 2; given this, in your opinion, what should judges do when they believe the law is substantially morally mistaken (when they think a particular law is fundamentally unjust)?

5. Give the best argument you can that, in some cases, we can either recognize that someone is a moral expert, or at least recognize that someone is NOT a moral expert.

Key words

Authority: Key terms: “authority,” “content independent reason.” Be able to explain what each means. Be able to give plausible examples of authorities outside the context of the law (you don’t have to agree that these are authorities, you just need to have some examples that others will find plausible). If I give examples, be able to explain whether or not these terms apply to them.

First and second order reasons: Key terms: “first order reason,” “second order reason,” “exclusionary reason” (this last one is a concept from Raz and is explained in the Hurd reading). Be able to explain what each of these are. Be able to give plausible examples of each (you may not believe that, e.g., exclusionary reasons exist, but you should be able to give an example that would be plausible to someone who does believe in these types of reasons). Be able to give examples in which a particular fact is (or gives) both first and second order reasons. If I give you examples, be able to explain whether they are first or second order reasons (or both or neither).

Causal, explanatory, and justificatory reasons: Key terms: “causal reason,” “explanatory reason,” “justificatory reason.” Be able to give an example of causal reasons and explanatory reasons that are not moral justificatory reasons. Be able to give examples of moral justificatory reasons that do not cause any event or explain any event. Be able to give examples of moral reasons that also do cause or explain events.

Responses should be a minimum of 250 words and include direct questions. You may challenge, support or supplement another student’s answer using the terms, concepts and theories from the required readings. Also, do not be afraid to respectfully disagree where you feel appropriate; as this should be part of your analysis process at this academic level.

Please respond to Yehia:

The American public has long been shielded from public health outbreaks that often reared their head during the 18th-20th century. Specifically, smallpox, typhoid, and tuberculosis carried death sentences to those who contracted the disease and infected large portions of the community throughout the early days of the establishment of America as its’ own sovereign nation. However, with advances in medical knowledge and innovation, a greater ability to treat and prevent said diseases occurred and ultimately made the public desensitized to the threat of such outbreaks and thus some precautions fell to the side as these advances continued.

The Spanish influenza outbreak in 1918 killed more than 600,000 Americans. During the height, morgues overflowed and cities resorted to mass burials. Government officials closed schools and theaters, stores, bars, and finally even places of worship (Brownlee, 2001). With the sick and the healthy quarantined alike, the virus finally burned itself out. Furthermore, in the early twentieth century, those in charge had the ability to issue and enforce strict edicts on the types of behavior needed to combat plagues, being able to prohibit mass gatherings. The success of this campaign was due in part that Americans were more tolerant of civil liberty infringements for the greater good of society earlier in the history of the Republic. Outbreaks in some form were fairly commonplace and austere measures were understood as a necessary remedy to the unfortunate situation.

Today, U.S. citizens are more wary of government, and federal health officials have lost much of the authority that they once held. Despite this diminishing influence, a bio-terrorism bill was passed in 2002 by the federal government—the Public Health Security and Bio-terrorism Preparedness and Response Act that relies on the ability of states to respond to public health emergencies (Annas, 2002). In addition, the Model State Emergency Health Powers Act provides a template for modernizing public health emergency legislation specifically tailored to current public health threats such as bio-terrorism (Mayer, 2009). The Model Act gives states the ability to declare a state of emergency based on a public health issue which then gives those in charge of public health the ability to order physicians to order citizens to submit to exams, undergo treatment and should they refuse, the ability to quarantine or charge them with a crime (Annas, 2002, p. 1338). Additionally, anyone working under this authority can not be held liable for any death or injury that may occur during these periods. What classifies such an emergency? According to this act, a public health emergency is defined as “an occurrence or imminent threat of an illness or health condition, caused by bio-terrorism, epidemic or pandemic disease, or novel and highly fatal infectious agent or biological toxin, that poses a substantial risk of a significant number of human fatalities or incidents of permanent or long-term disability” (Annas, 2002, p.1338).

The act readily acknowledges that some limitations on civil liberties may be necessary in an emergency. However, the authors set out to prevent infringement on civil liberties and to set a high bar for what can be deemed a public health emergency. The bill also emphasizes that the response will be handled by medical professionals employed by hospitals or private medical facilities. Therefore, public health personnel should oversee the process and be granted special powers to manage the situation as necessary. Unfortunately, the exigency of the situation described in the Model Act has become a catch all for all emergency management drawing the ire of both civil libertarians and emergency managers alike. Once for unnecessary or Draconian acts (forced vaccination or quarantine) and the other for taking the procedural authority from the medical professionals that will contend with the outbreak.

Annas, G. J. (2002). Bioterrorism, public health, and civil liberties. The New England Journal of Medicine, 346(17), 1337-1342. Retrieved from https://search-proquest-com.ezproxy1.apus.edu/docview/223942008?accountid=8289

Brownlee, Shannon, 2001. Under Control. Retrieved from; https://newrepublic.com/article/92195/bioterrorism-epidemics-anthrax

Mayer, E. E. (2009). Prepare for the worst: Protecting civil liberties in the modern age of bioterrorism. Journal of Constitutional Law, 11(4), 1051-1076. Retrieved fromhttp://scholarship.law.upenn.edu/jcl/vol11/iss4/6

We want you to practice a business summary style – writing in a clear, structured manner, but not in paragraph form. If you feel you must write in a paragraph, then address the question at hand in bullets or tables (as appropriate) and then summarize your points in an executive summary-type paragraph. In general, you are attempting to efficiently and effectively make your arguments for a particular solution, describe the associated implementation tasks (“to dos”), identify the benefits and costs of the undertaking, and then drive your point home with additional considerations (risk management).

Reading materials and fill out “Exam” attachment.

The thing I need to repeat is that do not use whole sentences to answer, use bullet point instead.