The school exists to serve the community more than the community to serve the school. However, a mutually collaborative relationship has significant benefits to both school and community. Harnessing the support of alumni residing locally can lend significant support to this relationship. In this assignment, you will revise your earlier paper regarding board, faculty, and staff relations and expand it to consider methods to create a mutually collaborative relationship with the community including parents, students, alumni, and other community members.For this assignment, the learner will continue working with the Collaborative Planning and Diagnostic Instrument included in the Rubin textbook. The learner will use the information gathered in phases 1-5 and develop a comprehensive plan for cultivating and maintaining a collaborative environment for a K-12 institution and community.General Requirements:Refer to the Topic 3 assignment, "Board, Faculty, and Staff Relations" as well as any related feedback from the instructor.This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.Doctoral learners are required to use APA style for their writing assignments. The APA Style Guide is located in the Student Success Center.Refer to the Publication Manual of the American Psychological Association for specific guidelines related to doctoral level writing. The Manual contains essential information on manuscript structure and content, clear and concise writing, and academic grammar and usage.This assignment requires that at least two additional scholarly research sources related to this topic, and at least one in-text citation from each source be included.You are required to submit this assignment to LopesWrite. Refer to the LopesWrite Technical Support articles for assistance.Directions:Part 1Present a revised version (1,500-1,800 words total) of the paper “Board, Faculty, and Staff Relations” that makes improvements in the caliber of the writing and incorporates instructor feedback regarding content and writing. Include the following in your submission:A reflection (250-300 words) that provides a bulleted list of the changes you made to the paper and discusses your revision process including how you incorporated your instructor's feedback into the revised version. Similar to an abstract, this section will receive its own page following the title page and preceding the introduction to the paper.The revised paper that incorporates instructor feedback; clarifies the thesis statement and solidifies supporting arguments; edits for grammar, spelling, and punctuation; adjusts word choice to display professional and scholarly language; and adjusts sentence structure for improved readability.Part 2Write an additional 1,250-1,500 words in which you consider the application of the Collaborative Planning and Diagnostic Instrument offered in the Rubin textbook to the creation of a mutually collaborative relationship with the community. This section should flow naturally from the revised paper. So, you may also need to revise your introduction and thesis statement to allow the ideas to connect. Include the following in your paper:A research-supported discussion of how phases 6-14 could be applied to creating a mutually collaborative relationship with the community including parents, students, and community members.A research-based discussion of how alumni could be engaged to support the application of phases 6-14 as described above.

DescriptionAnalyze a cultural object for its persuasive effects and material rhetoric.InstructionsPlease complete the assignment in a single Word document and submit it to complete the assignment.In 400–600 words, or about one to two pages (in Times New Roman with 12-point font and indented paragraphs), identify an object in your home and analyze it as a persuasive artifact. Include a word count in your submission. All papers must be free from typographical and spelling mistakes. Errors of grammar, syntax, and composition affect the assignment grade. Answer these two questions: What does it persuade you to think, do, or believe? How does it persuade you to think, do, or believe as such? Your analysis should focus on claims made by the artifact about your personal identity (race/gender/orientation/membership). Make a clear and thoughtful argument about the object as something that can be understood as a material instance of rhetoric. This argument should not be limited to whether the object was merely aesthetic, functional, or in conversation with community standards, but should judge it according to the criteria of how it—intentionally or not—persuades you to think, act, or believe in specific ways. Were the purposes of the object (assuming it had an intended purpose) fulfilled by its persuasive stance or contradicted? What were the consequences or potential impact of the artifact? How are the principles behind it valid? Rubric: What does it persuade you to think, do, or believe? 20 points How does it persuade you to think, do, or believe as such? 35 points Grammar, spelling, punctuation, format, & citations 1 point deducted for each mistake in any of these areas (not to exceed 5 points total) 5 points