Research Paper On Slow Food USA

Research Paper on: Land and Sea Slow Food – Friday Harbor, Washington

 

There are 3 ways to access the Land and Sea Slow Food Local Chapter:

 

1) Website of Slow Food USA: https://slowfoodusa.org/

· Click on: NETWORK

· Click on: LOCAL CHAPTERS

– Click on: Chapters By State +

· Scroll down till you see “Washington” and click on: Land and Sea Slow Food

 

2) Website to locate all local chapters: https://slowfoodusa.org/network/chapters/

– Click on: Chapters By State +.

· Scroll down till you see “Washington” and click on: Land and Sea Slow Food

 

3) Website to ASSIGNED local chapter: http://slowfoodlandandsea.blogspot.com/p/about.html

 

Assignment Expectations:

· Each student will conduct a research project culminating in a paper of 6-8 pages, including references.

· The subject of the research will be a specific convivium (local chapter) of the Slow Food Movement in the United States: WASHINGTON- Land and Sea Slow Food

· Papers will be submitted through Turnitin.com no later than November 30th.

· Papers will be evaluated according to proper form, research procedures, description of findings, soundness of conclusions, and quality of references.

Your paper should be structured as follows:

 

• Title: Convivium name (optional subtitle may follow)

 

• I. Background: (general information about the convivium and its location)

 

• II. Research procedure: (what did you do to investigate the convivium? what kind of information did you seek and obtain?)

 

• III. Research results: (report on its activities and impact)

 

• IV. Conclusion: (how does the convivium exemplify a social movement? what are its strengths and weaknesses)

 

 

• Sources: (list all sources used; use APA style:

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Economic Development

Name 1: Student ID 1:

Name 2: Student ID 2:

Name 3: Student ID 3:

Name 4: Student ID 4:

 

ARE/ECN 115A

Fall 2019
Problem Set 3: Asymmetric Information, Risk, and Financial Markets

Due: 3 December, 2019 11:59pm

 

 

Instructions:

An excel template to this problem set can be found in the PS3 excel template on Canvas. Please fill out this

Excel file and copy each of the figures described below into this document as instructed. We will ask each member of the group to upload their own excel file to Canvas. Your group will turn in a PDF of this document on gradescope. Please fill in the questions below in their designated boxes. Please provide final equations along with numeric answers wherever necessary. Please fill in the answers below in their designated boxes.

 

 

Credit Market Equilibrium under Multiple Borrower Types

In problem 1, the lender is a monopolist who offers limited liability loans under symmetric information. In problem 2, the lender is a monopolist who offers limited liability loans under asymmetric information.

 

Problem 1 Limited Liability and Symmetric Information. Ram is a moneylender who lives in the village of Palampur in India. Half of the farmers in Palampur are SAFE farmers and the other halves are RISKY farmers. Both types of farmers need a loan of $200 in order to farm. Farmers will take a loan as long as they can earn at least zero expected income. SAFE farmers have a good harvest in which they earn revenues of $400 with 100% probability. They never have a bad harvest. RISKY farmers have a good harvest in which they earn revenues of $600 with 50% probability. They have a bad harvest in which they earn revenues of $0 with 50% probability. Ram has perfect information about the farmers, i.e. he knows who is a SAFE farmer and who is RISKY.

As a result, he can offer different contract terms to SAFE and RISKY types. Ram’s opportunity cost in money is 20%. Ram offers limited liability credit contracts in which the farmers must repay the full loan plus interest if harvest is good, but nothing if harvest is bad.

 

(a) Let 𝑦s and 𝑦r denote the incomes of SAFE and RISKY farmers, respectively. Derive expressions for 𝐸(𝑦s) and 𝐸(𝑦r), the expected incomes of SAFE and RISKY farmers respectively. Report your expressions in intercept-slope format as in the questions above.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

(b) Let 𝜋s and 𝜋r denote Ram’s profits from a loan to SAFE and RISKY farmers, respectively. Derive expressions for 𝐸(𝜋s) and 𝐸(𝜋r), the expected values of Ram’s profits from loans to SAFE and RISKY farmers respectively, as functions of the interest rate, i. Report your expressions in intercept-slope format as in the questions above

 

 

 

 

 

 

 

 

 

 

 

(c) Graph 𝐸(πs), 𝐸(πr) , 𝐸(𝑦s) and 𝐸(𝑦r) as functions of the interest rate, i (i.e., put i on the horizontal axis and graph over the range i = 0 to i = 3, with 0.1 as intervals). Label this “Figure1. Credit Market under Symmetric Information” and copy the figure in the box provided below.

 

 

 

 

 

 

 

 

(d) Using your equations and graph, answer the following questions:

 

i. What is the highest interest rate a SAFE farmer would be willing to pay for a loan?

 

 

 

 

 

 

 

ii. What is the highest interest rate a RISKY farmer would be willing to pay for a loan?

 

 

 

 

 

 

 

 

iii. What is the lowest interest rate Ram would be willing to charge on a loan to a SAFE farmer?

 

 

 

 

 

 

 

iv. What is the lowest interest rate Ram would be willing to charge on a loan to a RISKY farmer?

 

 

 

 

 

 

 

(e) Assume that Ram is a monopolist.

 

 

i. What is the equilibrium interest rate Ram would charge to a SAFE farmer?

 

 

 

 

 

 

 

ii. What is the expected profit that Ram, earns on this loan to SAFE farmers?

 

 

 

 

 

 

 

 

iii. What is the equilibrium interest rate Ram would charge to a RISKY farmer?

 

 

 

 

 

 

 

 

 

 

iv. What is the expected profit that Ram earns on this loan to RISKY farmers?

 

 

 

 

 

 

 

Problem 2 Limited Liability and Asymmetric Information: Ram has decided to retire. Ali is a lender from a neighboring village who decides to offer loans in Palampur. However, since he is from a different village, he does not know the farmers in Palampur. He only knows that half of the farmers are SAFE and half are RISKY. As a result, he has to charge a single interest rate to everybody who wants a loan. Like Ram, Ali’s opportunity cost is also 20%.

 

(a) What type of asymmetric information problem does Ali face?

 

 

 

 

 

 

(b) What is the maximum interest rate Ali can charge so that both types of farmers would want to borrow?

 

 

 

 

 

 

(c) Let 𝜋 be Ali’s profit. Derive an expression for 𝐸(π), the expected value of Ali’s profit from a loan, as a function of the interest rate when the interest rate is less than or equal to the value you identified in part (b). (Remember: Over this range of the interest rate Ali cannot tell to which type of farmer she has given the loan!).

 

 

 

 

 

 

 

(d) Explain what will happen if Ali increases the interest rate above the interest rate you identified in (b)?

 

 

 

 

 

 

 

(e) What is the maximum interest rate Ali can charge so that at least one type of farmer will want a loan?

 

 

 

 

 

 

 

 

(f) Derive an expression for Ali’s expected profit, 𝐸(π), as a function of the interest rate for values between the interest rates you identified in part (b) and part (e).

 

 

 

 

 

 

 

 

(g) What will happen if Ali increases the interest rate above the interest rate you identified in (e)?

 

 

 

 

 

 

 

(h) Use the expressions from parts (c) and (f) to graph Ali’s expected profit as a function of the interest rate for interest rates between 0 and 3. Label this “Figure 2: Lender’s Expected Profit under Asymmetric Information” and copy it in the box provided below.

 

 

 

 

 

 

 

 

(i) What is the equilibrium interest rate charged by Ali?

 

 

 

 

 

 

 

(j) What is Ali’s expected profit?

 

 

 

 

 

 

 

 

(k) Which type of farmers takes the loan?

 

 

 

 

 

 

 

 

 

 

Problem 3 Risk Preferences and Insurance

Rachel, Phoebe and Monica are sunflower farmers in the village of Girasol. They each have zero wealth, so their consumption is equal to the income they earn from their economic activity. Each of them must choose one (and only one) of the following three activities:

 

Activity 1: Full time farming. Sunflower farming is risky because of a combination of weather and pests. Under full time farming, the farmer works 7 days per week on their farm. There is a 50% probability of having a GOOD harvest and a 50% chance of having a BAD harvest. If the harvest is GOOD, the farmer earns an income of $200. If the harvest is BAD, the farmer earns an income of only $40.

 

Activity 2: Full time construction work. This activity has no risk. An individual who decides to work full time in construction earns $80 with certainty.

 

Activity 3: Part-time farming. In this third activity, the farmer works during the week as a sunflower farmer and works in construction during the weekend. Since she is not able to work full time on the farm, the probability of having a GOOD harvest and earning $200 drops to 25%, and the probability of having a BAD harvest and earning only $40 increases to 75%. The individual also earns $30 with certainty as a construction worker (the person earns this $30 from construction in addition to her farm income under both a GOOD and BAD harvest).

 

(a) What is the expected value of consumption for each activity?

 

 

A. Activity 1: Full time farming:

 

B. Activity 2: Full time construction work:

 

C. Activity 3: Part time farming:

 

 

 

 

 

 

Rachel, Phoebe and Monica view risk differently. This is reflected in the differences in their utility functions, which are listed below. Using those utility functions, compute the certainty equivalent (CE), the risk premium (RP) and expected utility (EU) associated with each of the three activities for each individual. Report your answers in Table 1 below.

 

 Rachel: 𝑈(𝐶) = 0.05𝐶2

 Monica: 𝑈(𝐶) = 20𝐶 − 0.05𝐶2

 Phoebe: 𝑈(𝐶) = 0.5C

 

 

(b) Table 1. Certainty Equivalent, Risk Premium and Expected Utility for 3 Activities

Note: Please put in your final answers as whole numbers or upto one decimal point wherever necessary

 

  Full time farming Full Time Construction Work Part Time Work
CE Rachel      
CE Monica      
CE Phoebe      
RP Rachel      
RP Monica      
RP Phoebe      
EU Rachel      
EU Monica      
EU Phoebe      

 

 

 

(c) Which activity each individual will choose?

 

 

A. Rachel

B. Monica

C. Phoebe

 

 

 

 

(d) Which type of risk preferences describes each individual? (Risk Neutral, Risk Averse, or Risk

Loving?)

 

 

A. Rachel

B. Monica

C. Phoebe

 

 

 

 

 

Joey is an insurance agent who offers conventional crop insurance contracts only to full time farmers.

He is not interested in offering insurance to part time farmers. The contracts are straightforward. At the beginning of the season, farmers pay a premium of $50. At the end of the season, Joey pays farmers an indemnity payment of $100 if the farmer had a BAD harvest. If the farmer had a GOOD harvest, Joey doesn’t pay the farmer anything. For questions e-f, assume that Joey has perfect information about the farmer’s activity choice. In other words, he can write and enforce a contract that requires the farmer to choose full time farming.

 

(e) What is Joey’s expected profit from this contract? (Joey’s profit is just the premium he collects from the farmer minus the indemnity payment he makes to the farmer).

 

 

 

 

 

 

(f) What is the expected consumption for an individual who chooses full-time farming with Joey’s insurance contract?

 

 

 

 

 

 

 

(g) What is the expected utility associated with full-time farming with an insurance contract for Rachel, Monica and Phoebe?

 

 

 

A. Rachel:

 

B. Monica:

 

C. Phoebe:

 

 

 

(h) Now assume that each individual can choose between the four available activities: Full Time Farming without Insurance (Activity 1 above), Full time construction work (Activity 2 above), Part Time Farming without insurance (Activity 3 above) and Full Time Farming with Joey’s insurance contract (Activity 4). Which activity will each individual choose?

 

 

 

 

A. Rachel:

 

B. Monica:

 

C. Phoebe:

 

 

 

 

 

 

 

8

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Order 1565761: Health Care And Wellness Provider And Faith Diversity

Health Care and Wellness Provider and Faith Diversity: First Draft

 

The practice of health care providers at all levels brings you into contact with people from a variety of faiths. This calls for knowledge and acceptance of a diversity of faith expressions.

The purpose of this paper is to complete a Health Care analysis with a comparison to two faith philosophies towards providing health care, one being the Christian perspective. For the second faith, choose a faith that is unfamiliar to you. Examples of faiths to choose from include Sikh, Baha’i, Taoism, Shintoism, Zoroastrianism, Islam, etc (make sure it has a healthcare system). The Second faith Must be a world religion not a philosphy, and must have a health care system that can be analyzed.

In a minimum of 1,200-2,000 words, provide a Health Care analysis with a comparison of the different belief systems, reinforcing major themes with insights gained from your research as well as answering the following questions based on the research:

Intro (200 words) with a solid thesis statement

Don’t talk about the Christian Faith

You Can use Western Medicine and compare it to a Christian believe and how it has a common belive with Christianity. (an option)

 

1. What are critical common to all religions/beliefs spiritual components of healing (Health care related not religious practices such as prayer, meditation, or in general, but must be health care related such as medication restrictions, Holistic approaches to medicine, Dietary restrictions, etc.? You must choose 2 and discuss how they are common to these religions in Health care only.

2. What is important to patients of the faiths when cared for by health care providers whose spiritual beliefs differ from their own? Need to discuss 2 components that are important in knowing as to not ever offend a person of any faith.

3. In your conclusion, describe what you have learned from the research, how this learning can be applied to a health care provider, and finally your personal perspective on healing (remember no first or second person in this paper). This will be three seperate paragraphs to achieve this.

Support your position by referencing at least three academic resources in addition to the course readings, the Bible, and the textbooks for each religion. Each religion must have a primary source included. A total of six references are required according to the specifications listed above. Incorporate the research into your writing in an appropriate, scholarly manner.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

The Article “The Boiling Frog Theory”

The Boiling Frog Theory on Population

Systems thinkers have given us a useful metaphor for a certain kind of human behavior in

the phenomenon of the boiled frog. The phenomenon is this. If you drop a frog in a pot of

boiling water, it will of course frantically try to clamber out. But if you place it gently in

a pot of tepid water and turn the heat on low, it will float there quite placidly. As the

water gradually heats up, the frog will sink into a tranquil stupor, exactly like one of us in

a hot bath, and before long, with a smile on its face, it will unresistingly allow itself to be

boiled to death.

 

We all know stories of frogs being tossed into boiling water – for example, a young

couple being plunged into catastrophic debt by an unforeseen medical emergency. A

contrary example, an example of the smiling boiled frog, is that of a young couple who

gradually use their good credit to buy and borrow themselves into catastrophic debt.

Cultural examples exist as well. About six thousand years ago the goddess-worshipping

societies of Old Europe were engulfed in a boiling up of our culture that Marija Gimbutas

called Kurgan Wave Number One; they struggled to clamber out but eventually

succumbed. The Plains Indians of North America, who were engulfed in another boiling

up of our culture in the 1870s, constitute another example; they struggled to clamber out

over the next two decades, but they too finally succumbed.

 

A contrary example, an example of the smiling-boiled-frog phenomenon, is provided by

our own culture. When we slipped into the cauldron, the water was a perfect temperature,

not too hot, not too cold. Can anyone tell me when that was? Anyone?

 

Blank faces.

 

I’ve already told you, but I’ll ask again, a different way. When did we become we? Where

and when did the thing called us begin? Remember: East and West, twins of a common

birth. Where? And when?

 

Well, of course: in the Near East, about ten thousand years ago. That’s where our

peculiar, defining form of agriculture was born, and we began to be we. That was our

cultural birthplace. That was where and when we slipped into that beautifully pleasant

water: the Near East, ten thousand years ago.

 

As the water in the cauldron slowly heats, the frog feels nothing but a pleasant warmth,

and indeed that’s all there is to feel. A long time has to pass before the water begins to be

dangerously hot, and our own history demonstrates this. For fully half our history, the

first five thousand years, signs of distress are almost nonexistent. The technological

innovations of this period bespeak a quiet life, centered around hearth and village – sun-

dried brick, kiln-fired pottery, woven cloth, the potter’s wheel, and so on. But gradually,

imperceptibly, signs of distress begin to appear, like tiny bubbles at the bottom of a pot.

 

What shall we look for, as signs of distress? Mass suicides? Revolution? Terrorism? No,

of course not. Those come much later, when the water is scalding hot. Five thousand

 

 

years ago it was just getting warm. Folks mopping their brows were grinning at each

other and saying, “Isn’t it great?”

 

You’ll know where to find the signs of distress if you identify the fire that was burning

under the cauldron. It was burning there in the beginning, was still burning after five

thousand years … and is still burning today in exactly the same way. It was and is the

great heating element of our revolution. It’s the essential. It’s the sine qua non of our

success if success is what it is.

 

Speak! Someone tell me what I’m talking about!

 

“Agriculture!” Agriculture, this gentleman tells me.

 

No. Not agriculture. One particular style of agriculture. One particular style that has been

the basis of our culture from its beginnings ten thousand years ago to the present moment

– the basis of our culture and found in no other. It’s ours, it’s what makes us us. For its

complete ruthlessness toward all other life-forms on this planet and for it’s unyielding

determination to convert every square meter on this planet to the production of human

food, I’ve called it totalitarian agriculture.

 

Ethnologists, students of animal behavior, and a few philosophers who have considered

the matter know that there is a form of ethics practiced in the community of life on this

planet – apart from us, that is. This is a very practical (you might say Darwinian) sort of

ethics, since it serves to safeguard and promote biological diversity within the

community. According to this ethics, followed by every sort of creature within the

community of life, sharks as well as sheep, killer bees as well as butterflies, you may

compete to the full extent of your capabilities, but you may not hunt down your

competitors or destroy their food or deny them access to food. In other words, you may

compete but you may not wage war. This ethics is violated at every point by practitioners

of totalitarian agriculture. We hunt down our competitors, we destroy their food, and we

deny them access to food. That indeed is the whole purpose and point of totalitarian

agriculture. Totalitarian agriculture is based on the premise that all the food in the world

belongs to us, and there is no limit whatever to what we may take for ourselves and deny

to all others.

 

Totalitarian agriculture was not adopted in our culture out of sheer meanness. It was

adopted because, by its very nature, it’s more productive than any other style (and there

are many other styles). Totalitarian agriculture represents productivity to the max, as

Americans like to say. It represents productivity in a form that literally cannot be

exceeded.

 

Many styles of agriculture (not all, but many) produce food surpluses. But, not

surprisingly, totalitarian agriculture produces larger surpluses than any other style. It

produces surpluses to the max. You simply can’t out produce a system designed to

convert all the food in the world into human food.

 

 

 

Totalitarian agriculture is the fire under our cauldron. Totalitarian agriculture is what has

kept us “on the boil” here for ten thousands years.

 

Food availability and population growth

The people of our culture take food so much for granted that they often have a hard time

seeing that there is a necessary connection between the availability of food and

population growth. For them, I’ve found it necessary to construct a small illustrative

experiment with laboratory mice.

 

Imagine if you will a cage with movable sides, so that it can be enlarged to any desired

size. We begin by putting ten healthy mice of both sexes into the cage, along with plenty

of food and water. In just a few days there will of course be twenty mice, and we

accordingly increase the amount of food we’re putting in the cage. In a few weeks, as we

steadily increase the amount of available food, there will be forty, then fifty, then sixty,

and so on, until one day there is a hundred. And let’s say that we’ve decided to stop the

growth of the colony at a hundred. I’m sure you realize that we don’t need to pass out

little condoms or birth-control pills to achieve this effect. All we have to do is stop

increasing the amount of food that goes into the cage. Every day we put in an amount that

we know is sufficient to sustain a hundred mice and no more. This is the part that many

find hard to believe, but, trust me, it’s the truth: The growth of the community stops dead.

Not overnight, of course, but in very short order. Putting in an amount of food sufficient

for one hundred mice, we will find – every single time that the population of the cage

soon stabilizes at one hundred. Of course I don’t mean one hundred precisely. It will

fluctuate between ninety and a hundred ten but never go much beyond those limits. On

the average, day after day, year after year, decade after decade, the population inside the

cage will be one hundred.

 

Now if we should decide to have a population of two hundred mice instead of one

hundred, we won’t have to add aphrodisiacs to their diets or play erotic mouse movies for

them. We’ll just have to increase the amount of food we put in the cage. If we put in

enough food for two hundred, we’ll soon have two hundred. If we put in enough for three

hundred, we’ll soon have three hundred. If we put in enough for four hundred, we’ll soon

have four hundred. If we put in enough for five hundred, we’ll soon have five hundred.

This isn’t a guess, my friends. This isn’t a conjecture. This is a certainty.

 

Of course, you understand that there’s nothing special about mice in this regard. The

same will happen with crickets or trout or badgers or sparrows. But I fear that many

people bridle at the idea that humans might be included in this list. Because as individuals

we’re able to govern our reproductive capacities, they imagine our growth as a species

should be unresponsive to the mere availability of food.

 

Luckily for the point I’m trying to make here, I have considerable data showing that, as a

species, we’re as responsive as any other to the availability of food – three million years

of data, in fact. For all but the last ten thousand years of that period, the human species

was a very minor member of the world ecosystem. Imagine it – three million years and

 

 

the human race did not overrun the earth! There was some growth, of course, through

simple migration from continent to continent, but this growth was proceeding at a glacial

rate. It’s estimated that the human population at the beginning of the Neolithic was

around ten million – ten million, if you can imagine that! After three million years!

 

Then, very suddenly, things began to change. And the change was that the people of one

culture, in one corner of the world, developed a peculiar form of agriculture that made

food available to people in unprecedented quantities. Following this, in this corner of the

world, the population doubled in a scant three thousand years. It doubled again, this time

in only two thousand years. In an eye blink of time on the geologic scale, the human

population jumped from ten million to fifty million, probably eighty percent of them

being practitioners of totalitarian agriculture: members of our culture, East and West.

 

The water in the cauldron was getting warm, and signs of distress were beginning to

appear.

 

Signs of distress: 5000-3000 B.C.E.

It was getting crowded. Think of that. People used to imagine that history is inevitably

cyclical, but what I’m describing here has never happened before. In all of three million

years, humans have never been crowded anywhere. But now the people of a single

culture – our culture – are learning what it means to be crowded. It was getting crowded,

and overworked, overgrazed land was becoming less and less productive. There were

more people, and they were competing for dwindling resources.

 

The water is heating up around the frog and remember what we’re looking for: signs of

distress. What happens when more people begin competing for less? That’s obvious.

Every schoolchild knows that. When more people start competing for less, they start

fighting. But of course they don’t just fight at random. The town butcher doesn’t battle the

town baker, the town tailor doesn’t battle the town shoemaker. No, the town’s butcher,

baker, tailor, and shoemaker get together to battle some other town’s butcher, baker,

tailor, and shoemaker.

 

We don’t have to see bodies lying in the field to know that this was the beginning of the

age of war that has continued to the present moment. What we have to see is war-making

machinery. I don’t mean mechanical machinery – chariots, catapults, siege machines, and

so on. I mean political machinery. Butchers, bakers, tailors, and shoemakers don’t

organize themselves into armies. They need warlords kings, princes, emperors.

 

It’s during this period, starting around five thousand years ago, that we see the first states

formed for the purpose of armed defense and aggression. It’s during this period that we

see the standing army forged as the monarch’s sword of power. Without a standing army,

a king is just a windbag in fancy clothes. You know that. But with a standing army, a

king can impose his will on his enemies and engrave his name in history and absolutely

the only names we have from this era are the names of conquering kings. No scientists,

no philosophers, no historians, no prophets, just conquerors. Again, nothing cyclic going

 

 

on here. For the first time in human history, the important people are the people with

armies.

 

Now note well that no one thought that the appearance of armies was a bad sign a sign of

distress. They thought it was a good sign. They thought the armies represented an

improvement. The water was just getting delightfully warm, and no one worried about a

few little bubbles.

 

After this point military needs became the chief stimulus for technological advancement

in our culture. Nothing wrong with that, is there? Our soldiers need better armor, better

swords, better chariots, better bows and arrows, better scaling machines, better rams,

better artillery, better guns, better tanks, better planes, better bombs, better rockets, better

nerve gas … well, you see what I mean. At this point no one saw technology in the

service of warfare as a sign that something bad was going on. They thought it was an

improvement.

 

From this point on, the frequency and severity of wars will serve as one measure of how

hot the water is getting around our smiling frog.

 

Signs of distress: 3000-1400 B.C.E.

The fire burned on under the cauldron of our culture, and the next doubling of our

population took only sixteen hundred years. There were a hundred million humans now,

at 1400 B.C.E., probably ninety percent of them being members of our culture. The Near

East hadn’t been big enough for us for a long time. Totalitarian agriculture had moved

northward and eastward into Russia and India and China, northward and westward into

Asia Minor and Europe. Other kinds of agriculture had once been practiced in all these

lands, but now need I say it? Agriculture meant our style of agriculture.

 

The water is getting hotter, always getting hotter. All the old signs of distress are there, of

course, why would they go away? As the water heats up, the old signs just get bigger and

more dramatic. War? The wars of the previous age were piddling affairs compared with

the wars of this age. This is the Bronze Age! Real weapons, by God! Real armor! Vast

standing armies, supported by unbelievable imperial wealth!

 

Unlike signs of war, other signs of distress aren’t cast in bronze or chiseled in stone. No

one’s sculpting friezes to depict life in the slums of Memphis or Troy. No one’s writing

news stories to expose official corruption in Knossos or Mohenjo-Daro. No one’s putting

together film documentaries about the slave trade. Nonetheless, there’s at least one sign

that can be read in the evidence: Crime was emerging as a problem.

 

Looking out into your faces, I see how unimpressed you are with this news. Crime?

Crime is universal among humans, isn’t it? No, actually it isn’t. Misbehavior, yes.

Unpleasant behavior, disruptive behavior, yes. People can always be counted on to fall in

love with the wrong person or to lose their tempers or to be stupid or greedy or vengeful.

Crime is something else, and we all know that. What we mean by crime doesn’t exist

 

 

among tribal peoples, but this isn’t because they’re nicer people than we are, it’s because

they’re organized in a different way. This is worth spending a moment on.

 

If someone irritates you, let’s say by constantly interrupting you while you’re talking – this

isn’t a crime. You can’t call the police and have this person arrested, tried, and sent to

prison, because interrupting people isn’t a crime. This means you have to handle it

yourself, whatever way you can. But if this same person walks onto your property and

refuses to leave, this is a trespass, a crime, and you can absolutely call the police and

have this person arrested, tried, and maybe even sent to prison. In other words, crimes

engage the machinery of the state, while other unpleasant behaviors don’t. Crimes are

what the state defines as crimes. Trespassing is a crime, but interrupting is not, and we

therefore have two entirely different ways of handling them – which people in tribal

societies do not. Whatever the trouble is, whether it’s bad manners or murder, they handle

it themselves, the way you handle the interrupter. Evoking the power of the state isn’t an

option for them, because they have no state. In tribal societies, crime simply doesn’t exist

as a separate category of human behavior.

 

Note again: There’s nothing cyclical about the appearance of crime in human society. For

the first time in history, people were dealing with crime. And note that crime made its

appearance during the dawning age of literacy. What this means is that, as soon as people

started to write, they started writing laws; this is because writing enabled them to do

something they hadn’t been able to do before. Writing enabled them to define in exact,

fixed terms the behaviors they wanted the state to regulate, punish, and suppress.

 

From this point on, crime would have an identity of its own as “a problem” in our culture.

Like war, it was destined to stay with us East and West right up to the present moment.

From this point on, crime would join war as a measure of how hot the water was

becoming around our smiling frog.

 

Signs of distress: 1400-0 B.C.E.

The fire burned on under the cauldron of our culture, and the next doubling of our

population took only fourteen hundred years. There were two hundred million humans

now, at the beginning of our “Common Era” ninety-five percent or more of them

belonging to our culture, East and West.

 

It was an era of political and military adventurism. Hammurabi made himself master of

all Mesopotamia. Sesostris III of Egypt invaded Palestine and Syria. Assyria’s Tiglath

Pileser I extended his rule to the shores of the Mediterranean. Egyptian pharaoh

Sheshonk overran Palestine. Tiglath Pileser III conquered Syria, Palestine, Israel, and

Babylon. Babylon’s Second Nebuchadnezzar took Jerusalem and Tyre. Cyrus the Great

extended his reach across the whole of the civilized west, and two centuries later

Alexander the Great made the same imperial reach.

 

It was also an era of civil revolt and assassination. The reign of Assyria’s Shalmaneser

ended in revolution. A revolt in Chalcidice against Athenian rule marked the beginning of

 

 

the twenty-year-long conflict known as the Peloponnesian War. A few years later

Mitylene in Lesbos also revolted. Spartans, Achaeans, and Arcadians organized a

rebellion against Macedonian rule. A revolt in Egypt brought Ptolemy III home from his

military campaign in Syria. Philip of Macedon was assassinated, as was Darius III of

Persia, Seleucus III Soter, the Carthaginian general Hasdrubel, social reformer Tiberius

Sempronius Gracchus, the Seleucid king Antiochus VIII, Chinese emperor Wong Mong,

and Roman emperors Claudius and Domitian.

 

But these weren’t the only new signs of stress observable in this age. Counterfeiting,

coinage debasement, catastrophic inflation – all those nasty tricks were seen regularly

now. Famine became a regular feature of life all over the civilized world, as did plague,

ever symptomatic of overcrowding and poor sanitation; in 429 B.C.E. plague carried off

as much as two thirds of the population of Athens. Thinkers in both China and Europe

were beginning to advise people to have smaller families.

 

Slavery became a huge, international business, and of course would remain one down to

the present moment. It’s estimated that at the midpoint of the fifth century every third or

fourth person in Athens was a slave. When Carthage fell to Rome in 146 B.C.E., fifty

thousand of the survivors were sold as slaves. In 132 B.C.E. some seventy thousand

Roman slaves rebelled; when the revolt was put down, twenty thousand were crucified,

but this was far from the end of Rome’s problems with its slaves.

 

But new signs of distress appeared in this period that were far more relevant to our

purpose here tonight. For the first time in history, people were beginning to suspect that

something fundamentally wrong was going on here. For the first time in history, people

were beginning to feel empty, were beginning to feel that their lives were not amounting

to enough, were beginning to wonder if this is all there is to life, were beginning to

hanker after something vaguely more. For the first time in history, people began listening

to religious teachers who promised them salvation.

 

It’s impossible to overstate the novelty of this idea of salvation. Religion had been around

in our culture for thousands of years, of course, but it had never been about salvation as

we understand it or as the people of this period began to understand it. Earlier gods had

been talismanic gods of kitchen and crop, mining and mist, house painting and herding,

stroked at need like lucky charms, and earlier religions had been state religions, part of

the apparatus of sovereignty and governance (as is apparent from their temples, built for

royal ceremonies, not for popular public devotions).

 

Judaism, Brahmanism, Hinduism, Shintoism, and Buddhism all came into being during

this period and had no existence before it. Quite suddenly, after six thousand years of

totalitarian agriculture and civilization building, the people of our culture – East and

West, twins of a single birth- were beginning to wonder if their lives made sense, were

beginning to perceive a void in themselves that economic success and civil esteem could

not fill, were beginning to imagine that something was profoundly, even innately, wrong

with them.

 

 

 

Signs of distress: 0-1200 C.E.

The fire burned on under the cauldron of our culture, and the next doubling of our

population would take only twelve hundred years. There would be four hundred million

humans at the end of it, ninety-eight percent of them belonging to our culture, East and

West. War, plague, famine, political corruption and unrest, crime, and economic

instability were fixtures of our cultural life and would remain so. Salvationist religions

had been entrenched in the East for centuries when this period began, but the great

empire of the West still saluted its dozens of talismanic deities, from Aeolus to Zephyrus.

Nonetheless the ordinary people of that empire – the slaves, the conquered, the peasants,

the unenfranchised masses – were ready when the first great salvationist religion of the

West arrived on its doorstep. It was easy for them to envision humankind as innately

flawed and to envision themselves as sinners in need of rescue from eternal damnation.

They were eager to despise the world and to dream of a blissful afterlife in which the

poor and the humble of this world would be exalted over the proud and the powerful.

 

The fire burned on unwaveringly under the cauldron of our culture, but people

everywhere now had salvationist religions to show them how to understand and deal with

the inevitable discomfort of being alive. Adherents tend to concentrate on the differences

between these religions, but I concentrate on their agreements, which are as follows: The

human condition is what it is, and no amount of effort on your part will change that; it’s

not within your power to save your people, your friends, your parents, your children, or

your spouse, but there is one person (and only one) you can save, and that’s you. Nobody

can save you but you, and there’s nobody you can save but yourself. You can carry the

word to others and they can carry the word to you, but it never comes down to anything

but this, whether it’s Buddhism, Hinduism, Judaism, Christianity, or Islam: Nobody can

save you but you, and there’s nobody you can save but yourself. Salvation is of course the

most wonderful thing you can achieve in your life – and you not only don’t have to share

it, it isn’t even possible to share it.

 

As far as these religions have it worked out, if you fail of salvation, then your failure is

complete, whether others succeed or not. On the other hand, if you find salvation, then

your success is complete again, whether others succeed or not. Ultimately, as these

religions have it, if you’re saved, then literally nothing else in the entire universe matters.

Your salvation is what matters. Nothing else not even my salvation (except of course, to

me).

 

This was a new vision of what counts in the world. Forget the boiling, forget the pain.

Nothing matters but you and your salvation.

 

Signs of distress: 1200-1700 C.E.

It was quite a vision but of course the fire burned on under the cauldron of our culture,

and the next doubling of our population would take only five hundred years. There would

be eight hundred million humans at the end of it, ninety-nine percent of them belonging

to our culture, East and West. It’s the age of bubonic plague, the Mongol Horde, the

 

 

Inquisition. The first known madhouse and the first debtor’s prison are opened in London.

Farm laborers revolt in France in 1251 and 1358, textile workers revolt in Flanders in

1280; Wat Tyler’s rebellion reduces England to anarchy in 1381, as workers of all kinds

unite to demand an end to exploitation; workers riot in plague- and famine-racked Japan

in 1428 and again in 1461; Russia’s serfs rise in revolt in 1671 and 1672; Bohemia’s serfs

revolt eight years later. The Black Death arrives to devastate Europe in the middle of the

fourteenth century and returns periodically for the next two centuries, carrying off tens of

thousands with every outbreak; in two years alone in the seventeenth century it will kill a

million people in northern Italy.

 

The Jews make a handy scapegoat for everyone’s pain, for everything that goes wrong;

France tries to expel them in 1252, later forces them to wear distinctive badges, later

strips them of their possessions, later tries to expel them again; Britain tries to expel them

in 1290 and 1306; Cologne tries to expel them in 1414; blamed for spreading the Black

Death whenever and wherever it arrives, thousands are hanged and burned alive; Castile

tries to expel them in 1492; thousands are slaughtered in Lisbon in 1506; Pope Paul III

walls them off from the rest of Rome, creating the first ghetto.

 

The anguish of the age finds expression in flagellant movements that foster the idea that

God will not be so tempted to find extravagant punishments for us (plagues, famines,

wars, and so on) if we preempt him by inflicting extravagant punishments on ourselves.

For a time in 1374, Aix-la-Chapelle is in the grip of a strange mania that will fill the

streets with thousands of frenzied dancers. Millions will die as famine strikes Japan in

1232, Germany and Italy in 1258, England in 1294 and 1555, all of Western Europe in

1315, Lisbon in 1569, Italy in 1591, Austria in 1596, Russia in 1603, Denmark in 1650,

Bengal in 1669, Japan in 1674. Syphilis and typhus make their appearance in Europe.

Ergotism, a fungus food poisoning, becomes endemic in Germany, killing thousands. An

unknown sweating sickness visits and revisits England, killing tens of thousands.

Smallpox, typhus, and diphtheria epidemics carry off thousands.

 

Inquisitors develop a novel technique to combat heresy and witchcraft, torturing suspects

until they implicate others, who are tortured until they implicate others, who are tortured

until they implicate others, ad infinitum. The slave trade flourishes as millions of

Africans are transported to the New World. I don’t bother to mention war, political

corruption, and crime, which continue unabated and reach new heights. There will be few

to argue with Thomas Hobbes when, in 1651, he describes the life of man as “solitary,

poor, nasty, brutish, and short.” A few years later Blaise Pascal will note that “All men

naturally hate one another.” The period ends in decades of economic chaos, exacerbated

by revolts, famines, and epidemics.

 

Christianity becomes the first global salvationist religion, penetrating the Far East and the

New World. At the same time it fractures. The first fracture is resisted hard, but after that,

disintegration becomes commonplace.

 

Please don’t overlook the point I’m making here. I’m not collecting signals of human evil.

These are reactions to overcrowding – too many people competing for too few resources,

 

 

eating rotten food, drinking fouled water, watching their families starve, watching their

families fall to the plague.

 

Signs of distress: 1700-1900

The fire burned on under the cauldron of our culture, and the next doubling of our

population would take only two hundred years. There would be one and a half billion

humans at the end of it, all but half a percent of them belonging to our culture, East and

West. It would be a period in which, for the first time, religious prophets would attract

followers simply by predicting the imminent end of the world; in which the opium trade

would become an international big business, sponsored by the East India Company and

protected by British warships; in which Australia, New Guinea, India, Indochina, and

Africa would be claimed or carved up as colonies by the major powers of Europe; in

which indigenous peoples all around the world would be wiped out in the millions by

diseases brought to them by Europeans – measles, pellagra, whooping cough, smallpox,

cholera – with millions more herded onto reservations or killed outright to make room for

white expansion.

 

This isn’t to say that native peoples alone were suffering. Sixty million Europeans died of

smallpox in the eighteenth century alone. Tens of millions died in cholera epidemics. I’d

need ten minutes to list all the dozens of fatal appearances that plague, typhus, yellow

fever, scarlet fever, and influenza made during this period. And anyone who doubts the

integral connection between agriculture and famine need only examine the record of this

period: crop failure and famine, crop failure and famine, crop failure and famine, again

and again all over the civilized world. The numbers are staggering. Ten million starved to

death in Bengal, 1769. Two million in Ireland and Russia in 1845 and 1846. Nearly

fifteen million in China and India from 1876 to 1879. In France, Germany, Italy, Britain,

Japan, and elsewhere, tens of thousands, hundreds of thousands died in other famines too

numerous to mention.

 

As the cities became more crowded, human anguish reached highs that would have been

unimaginable in previous ages, with hundreds of millions inhabiting slums of

inconceivable squalor, prey to disease borne by rats and contaminated water, without

education or means of betterment. Crime flourished as never before and was generally

punished by public maiming, branding, flogging, or death; imprisonment as an alternate

form of punishment developed only late in the period. Mental illness also flourished as

never before – madness, derangement, whatever you choose to call it. No one knew what

to do with lunatics; they were typically incarcerated alongside criminals, chained to the

walls, flogged, forgotten.

 

Economic instability remained high, and its consequences were felt more widely than

ever before. Three years of economic chaos in France led directly to the 1789 revolution

that claimed some four hundred thousand victims burned, shot, drowned, or guillotined.

Periodic market collapses and depressions wiped out hundreds of thousands of businesses

and reduced millions to starvation.

 

 

 

The age also ushered in the Industrial Revolution, of course, but this didn’t bring ease and

prosperity to the masses; rather it brought utterly heartless and grasping exploitation, with

women and small children working ten, twelve, and more hours a day for starvation

wages in sweatshops, factories, and mines. You can find the atrocities for yourself if

you’re not familiar with them. In 1787 it was reckoned that French workers labored as

much as sixteen hours a day and spent sixty percent of their wages on a diet consisting of

little more than bread and water. It was the middle of the nineteenth century before the

British Parliament limited children’s work days to ten hours. Hopeless and frustrated,

people everywhere became rebellious, and governments everywhere answered with

systematic repression, brutality, and tyranny. General uprisings, peasant uprisings,

colonial uprisings, slave uprisings, worker uprisings – there were hundreds, I can’t even

list them all. East and West, twins of a common birth, it was the age of revolutions. Tens

of millions of people died in them.

 

As ordinary, habitual interactions between governed and governors, revolt and repression

were new, you understand characteristic signs of distress of the age.

 

The wolf and the wild boar were deliberately exterminated in Europe during this period.

The great auk of Edley Island, near Iceland, was hunted to extinction for its feathers in

1844, becoming the first species to be wiped out for purely commercial purposes. In

North America, in order to facilitate railway construction and undermine the food base of

hostile native populations, professional hunters destroyed the bison herds, wiping out as

many as three million in a single year; only a thousand were left by 1893.

 

In this age, people no longer went to war to defend their religious beliefs. They still had

them, still clung to them, but the theological divisions and disputes that once seemed so

murderously important had been rendered irrelevant by more pressing material concerns.

The consolations of religion are one thing, but jobs, fair wages, decent living and

working conditions, freedom from oppression, and some faint hope of social and

economic betterment are another.

 

It would not, I think, be too fanciful to suggest that the hopes that had been invested in

religion in former ages were in this age being invested in revolution and political reform.

The promise of “pie in the sky when you die” was no longer enough to make the misery

of life in the cauldron endurable. In 1843 the young Karl Marx called religion “the opium

of the people.” From the greater distance of another century and a half, however, it’s clear

that religion was in fact no longer very effective as a narcotic.

 

Signs of distress: 1900-1960

The fire burned on under the cauldron of our culture, and the next doubling of our

population would take only sixty years – only sixty. There would be three billion humans

at the end of it, all but perhaps two-tenths of a percent of them belonging to our culture,

East and West.

 

What do I need to say about the water steaming in our cauldron in this era? Is it boiling

 

 

yet, do you think? Does the first global economic collapse, beginning in 1929, look like a

sign of distress to you? Do two cataclysmic world wars look like signs of distress to you?

Stand off a few thousand miles and watch from outer space as sixty-five million people

are slaughtered on battlefields or blasted to bits in bombing strikes, as another hundred

million count themselves lucky to escape merely blinded, maimed, or crippled. I’m

talking about a number of people equal to the entire human population in the Golden Age

of classical Greece. I’m talking about the number of people you would destroy if today

you dropped hydrogen bombs on Berlin, Paris, Rome, London, New York City, Tokyo,

and Hong Kong.

 

I think the water is hot, ladies and gentlemen. I think the frog is boiling.

 

Signs of distress: 1960-1996

The next doubling of our population occurred in only thirty-six years, bringing us to the

present moment, when there are six billion humans on this planet, all but a few scattered

millions belonging to our culture, East and West.

 

The voices in our long chorus of distress have been added a few at a time, age by age.

First came war: war as a social fixture, war as a way of life. For two thousand years or

more, war seems to have been the only voice in the chorus. But before long it was joined

by crime: crime as a social fixture, as a way of life. And then there was corruption:

corruption as a social fixture, as a way of life. Before long, these voices were joined by

slavery: slavery as world trade and as a social fixture. Soon revolt followed: citizens and

slaves rising up to vent their rage and pain. Next, as population pressures gained in

intensity, famine and plague found their voices and began to sing everywhere in our

culture. Vast classes of the poor began to be exploited pitilessly for their labor. Drugs

joined slavery as world trade. The laboring classes – the so-called dangerous classes –

rose up in rebellion. The entire world economy collapsed. Global industrial powers

played at world domination and genocide.

 

And then came us: 1960 to the present.

Of what does our voice sing in the chorus of distress? For some four decades the water

has been boiling around the frog. One by one, thousand by thousand, million by million,

its cells have shut down, unequal to the task of holding on to life.

 

What are we looking at here? I’ll give you a name and you can tell me if I’ve got it right.

I’m prepared to name it … cultural collapse. This is what we sing of in the chorus of

distress now – not instead of all the rest, but in addition to all the rest. This is our unique

contribution to our culture’s howl of pain. For the very first time in the history of the

world, we bewail the collapse of everything we know and understand, the collapse of the

structure on which everything has been built from the beginning of our culture until now.

 

The frog is dead – and we can’t imagine what this means for us or for our children. We’re

terrified.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

SOC 100-0501 Week 7 Globalization – A Closer Look

Target a multinational corporation/international company and the practice of “outsourcing” to third world countries. Some examples of MNCs (multinational corporations) would be Nike, General Motors, Ford, Qwest, and Fender Music. Research its effects on local culture. Write a summary and analysis of 500-750 words and include the following:

 

  1. How does global stratification impact local culture? What are the positive and negative effects?
  1. How does global stratification impact the United States? What are the positive and negative effects?
  1. Who is the biggest “winner” in this situation? Explain.

Use the GCU Library to locate two to three academic sources to support your content.

 

Prepare this assignment according to the guidelines found in the GCU Style Guide, located in the Student Success Center.

 

You are required to submit this assignment to Turnitin. Refer to the directions in the Student Success Center.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

8 Page Paper

COM 540 Final Project I: Brand Identity Paper Guidelines and Rubric

Overview Being active on social media can benefit you both personally and professionally. Social media not only allows you to connect with friends and family regarding personal matters, but to network professionally as well. The opportunities for forming positive personal and professional connections using social media are impressive, but unfortunately so are the opportunities for mistakes. Many people use the same platform for personal and professional purposes, which unintentionally blurs the line when the intent is developing a brand. Recognizing and planning for the inevitable confluence of personal and professional identities online is vital for developing and maintaining personal and professional brands. This class will help you develop strategies to navigate the highly networked environment of online social media and manage the dialectic between personal and professional brands. In this first part of the project, Final Project I, you will write a paper that explores the relationship between personal and professional branding. Whether we like it or not, our personal identity online will have an influence on our professional identity. Learning to manage this influence is vital for ensuring that the influence is always positive. You will research and analyze high-profile examples of where this influence was not so positive and make research-based recommendations to professionals for how to handle and avoid such situations. In the second part of the project, Final Project II, you will create a presentation on the online presence you have been building all term. This includes both the professional and the personal brands you maintain. You will introduce the goals you developed early in the course and discuss the platforms to which you posted original and curated content to achieve those goals. You will need to justify your decisions and discuss how this work will influence your branding in the future. The project is supported by two milestones, which will be submitted at various points throughout the course to scaffold learning and ensure quality final submissions. These milestones will be submitted in Modules Two and Four. The final submission of Final Project I will occur in Module Six. This assessment addresses the following course outcomes:

 Integrate professional principles and personal branding goals for establishing and enhancing a personal brand image

 Differentiate between personal brands and professional online presences based on appropriate research for developing brand strategies

 Analyze the confluence of personal and professional identities in interactive and social online media by applying communication theory and best practices

 

 

 

 

Prompt This will be a research-based paper about the dialectic (tension) between personal and professional online presences. You will introduce this relational dialectic and explain why it exists. This will be followed by the analysis of high-profile examples of the relationship between personal (private) and professional becoming visible in online media. You will then make recommendations, directed toward today’s online media professionals, for dealing with this dialectic on a daily basis. Specifically, the following critical elements must be addressed:

I. Online Presence – In this section of the paper, you will introduce the dialectic between personal and professional online presences. You will support your overview of this relationship with relevant research. You will also state your views/opinion on the dialectic, which will set up the remainder of your paper.

A. Introduce the dialectic between personal and professional online presences. B. Explain why this dialectic exists. Support your explanation with research from academic resources.

II. Personal and Professional Identity – In this section, you will analyze the confluence of personal and professional identities in interactive and social

online media. To do this, you will research communication theory and best practices regarding online identities and apply that research to actual situations.

A. Identify best practices in personal branding. Support your identification with research from academic resources. Consider how you wish to develop yourself as a communication professional in online social media.

B. Select high-profile examples where personal and professional identities and brands have come into conflict in online media. 1. For each example, discuss the concept of an “authentic self” online and its relationship to professional identities. Support your

discussion with research-based principles. 2. Discuss the ethical implications of what happened in each example. 3. Explain whether or not you believe professional standards were adhered to in each situation.

C. Based on best practices, recommend improvements for how the individual(s) involved in each situation could have handled the conflict between their personal and professional identities more effectively.

III. Conclusions – The purpose of this section is for you to develop recommendations to professionals for how they should address the dialectic between personal and professional brands in online media. Your recommendations will be based on the examples you researched and best practices you have identified.

A. Explain what considerations a professional should make when developing his or her own personal brand online. Support your explanation with examples from your research.

B. Explain what considerations a professional should make when developing his or her professional brand online. Support your explanation with examples from your research.

C. Develop a set of principles for online professionals on how to develop a personal brand online that effectively markets oneself while maintaining professional standards. Support your recommendations with examples from the high-profile cases you addressed above.

 

 

 

 

Milestones Milestone One: Online Presence In Module Two, you will explore the dialectic (conflict) between personal and professional online presences. How do we experience and deal with the tensions between what we want to share about our personal self and our need to present a professional image as well? To explore this tension, you will write a short paper (2–3 pages) using at least two academic resources explaining what this tension is and why it exists. This milestone will be graded using the Final Project I Milestone One Rubric. Milestone Two: Personal and Professional Identity In Module Four, you will analyze the confluence (coming together) of the personal and professional identities in interactive and social online media. To complete this analysis, you will build upon the research you conducted in the Module Three journal assignment on “best practices” for online branding. You will select at least two high-profile examples where personal and professional identities and brands have come into conflict in online media. For each example, you will discuss the concept of an “authentic self” online and its relationship to professional identities, discuss the ethical implications of what happened, and explain whether or not you feel professional standards were adhered to. Finally, based on the best practices you researched, you will apply those standards to the high-profile examples you chose and offer suggestions on how to improve the brand message. The paper should be 3–5 pages. This milestone will be graded using the Final Project I Milestone Two Rubric. Final Project I Submission: Brand Identity Paper In Module Six, you will submit the final paper, which will include Milestones One and Two (after integrating feedback from the instructor) and a conclusion in which you will reflect on the best practices you believe professionals should follow when creating personal and professional brands online. Create a set of guidelines for personal and professional online branding online. The final paper should be 8–12 pages. This final project will be graded using the Final Project I Rubric (below).

 

 

 

 

Final Project I Rubric Guidelines for Submission: Your brand identity paper should be 8–12 pages, double-spaced, have one-inch margins, and use 12-point Times New Roman font and the most current version of APA format. Instructor Feedback: This activity uses an integrated rubric in Blackboard. Students can view instructor feedback in the Grade Center. For more information, review these instructions.

Critical Elements Exemplary (100%) Proficient (90%) Needs Improvement (70%) Not Evident (0%) Value

Online Presence: Personal and Professional

 

Meets “Proficient” criteria and shows keen insight into the tension that develops between multiple online presences

Introduces the dialectic between personal and professional online presences

Introduces the dialectic between personal and professional online presences, but introduction is cursory or contains inaccuracies

Does not introduce the dialectic between personal and professional online presences

9.5

Online Presence: Dialectic

 

Meets “Proficient” criteria, and supporting academic research demonstrates a complex grasp of the dialectic

Explains why this dialectic exists, supporting explanation with academic research

Explains why this dialectic exists, supporting explanation with research, but explanation is cursory or supporting research is not academic

Does not explain why this dialectic exists

9.5

Personal and Professional

Identity: Best Practices

 

Meets “Proficient” criteria, and supporting academic research demonstrates a complex grasp of best practices in branding

Identifies best practices in personal branding, supporting identification with academic research

Identifies best practices in personal branding supporting identification with research, but not all practices identified are accurate, or supporting research is not academic

Does not identify best practices in personal branding

9.5

Personal and Professional

Identity: Relationship

 

Meets “Proficient” criteria and makes cogent connections among research-based principles, online identities, and the relationship between “authentic” and professional identities

Discusses the concept of an “authentic self” online and its relationship to professional identities, supporting discussion with research-based principles for each example

Discusses the concept of an “authentic self” online and its relationship to professional identities for each example, but discussion is cursory, contains inaccuracies, or is not supported with research-based principles

Does not discuss the concept of an “authentic self” online and its relationship to professional identities

9.5

Personal and Professional

Identity: Ethical Implications

 

Meets “Proficient” criteria, and details show a complex grasp of the ethical implications

Discusses the ethical implications of what happened in each example

Discusses the ethical implications of what happened in each example, but discussion is cursory or contains inaccuracies

Does not discuss the ethical implications of what happened in each example

9.5

 

 

 

Personal and Professional

Identity: Professional

Standards

Meets “Proficient” criteria and makes cogent connections between the details of each situation and professional ethical standards

Explains whether or not professional standards were adhered to in each situation

Explains whether or not professional standards were adhered to in each situation, but explanation is cursory or contains inaccuracies

Does not explain whether or not professional standards were adhered to in each situation

9.5

Personal and Professional

Identity: Individual(s)

Involved

Meets “Proficient” criteria improvements show a complex grasp of the interplay between personal and professional identities

Recommends improvements based on best practices for how the individual(s) involved in each situation could have handled the conflict between their personal and professional identities more effectively

Recommends improvements for how the individual(s) involved in each situation could have handled the conflict between their personal and professional identities more effectively, but recommendations are illogical or not based on best practices

Does not recommend improvements based on best practices for how the individual(s) involved in each situation could have handed the conflict between their personal and professional identities more effectively

9.5

Conclusions: Personal Brand

 

Meets “Proficient” criteria and makes cogent connections between research and personal brand development

Explains what considerations a professional should make when developing his or her personal brand online, supporting explanation with examples from research

Explains what considerations a professional should make when developing his or her personal brand online, but explanation is cursory or not supported with examples from research

Does not explain what considerations a professional should make when developing his or her personal brand

9.5

Conclusions: Professional Brand

 

Meets “Proficient” criteria and makes cogent connections between research and professional brand development

Explains what considerations a professional should make when developing his or her professional brand online, supporting explanation with examples from research

Explains what considerations a professional should make when developing his or her professional brand online, but explanation is cursory or not supported with examples from research

Does not explain what considerations a professional should make when developing his or her professional brand

9.5

Conclusions: Set of Principles

 

Meets “Proficient” criteria, and principles show a complex grasp of the foundational nature of professional standards in personal brand development

Develops a set of principles for online professionals on how to develop a personal brand online that effectively markets oneself while maintaining professional standards

Develops a set of principles for online professionals on how to develop a personal brand online, but principles do not address effectively marketing oneself or maintain professional standards

Does not develop a set of principles for online professionals on how to develop a personal brand online that effectively markets oneself while maintaining professional standards

9.5

Articulation of Response

Submission is free of errors related to citations, grammar, spelling, syntax, and organization and is presented in a professional and easy-to-read format

Submission has no major errors related to citations, grammar, spelling, syntax, or organization

Submission has major errors related to citations, grammar, spelling, syntax, or organization that negatively impact readability and articulation of main ideas

Submission has critical errors related to citations, grammar, spelling, syntax, or organization that prevent understanding of ideas

5

 

 

 

Total 100%

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

SOC 3320 Gender Race And Class Midterm Exam

·         Question 1

2.57 out of 2.57 points

 

Many factory workers join unions because unions are able to impose the will of the employees onto the employers. As such, unions wield a great amount of:

·         Question 2

2.57 out of 2.57 points

 

Because of social stratification in the United States,

·         Question 3

2.57 out of 2.57 points

 

Equality of _____ is defined as the idea that every person has the ability to succeed.

·         Question 4

2.57 out of 2.57 points

 

The area in the US where poverty is highest is located in the?

 

 

 

·         Question 5

2.57 out of 2.57 points

 

In addition to the criteria of wealth, power, and prestige, what other component did Kahl and Gilbert include in their six tier model of class in capitalist countries?

 

 

·         Question 6

2.57 out of 2.57 points

 

Which is NOT an aspect of occupational prestige?

 

 

·         Question 7

2.57 out of 2.57 points

 

Which of the following is a true statement regarding wealth and income?

 

 

 

·         Question 8

2.57 out of 2.57 points

 

How do we define net worth?

 

 

 

·         Question 9

2.57 out of 2.57 points

 

A well-known Hollywood actress owns homes in Beverly Hills and the French Riviera, and she owns her own movie production company along with a large portfolio of stocks. The accumulation of the different things she owns is considered:

 

 

·         Question 10

2.57 out of 2.57 points

 

_______ poverty is also referred to or defined as the federal poverty line.

·         Question 11

 

 

is the term that refers to the poor that lack access to good schools and good paying jobs.

 

·         Question 12

2.57 out of 2.57 points

 

Professor Fuentes is teaching her students about the three components of the social stratification system. She tells them that the three components are:

 

·         Question 13

2.57 out of 2.57 points

 

Wesley’s grandfather was a sharecropper, farming someone else’s land. Wesley’s father was a farmer who farmed his own land. Wesley owns an international dairy company that responsible for providing milk products to people all around the world. This reflects:

 

·         Question 14

2.57 out of 2.57 points

 

1.) Marquita is working on a project for her sociology class. She asks every student living in her dorm how much money they expect to make on their first job. She finds that most students expect to make between $40,000 and $80,000 per year upon graduation. Marquita concludes that most of the graduates will be:

 

 

 

 

What is not an aspect of life chances?

 

 

·         Question 16

2.57 out of 2.57 points

 

______ is an issue associated with poverty that results when the poor have a lack of access to technology.

 

·         Question 17

2.57 out of 2.57 points

 

Levi is a physician. He has the ability to get the nurses to do what he wants them to do. He tells them what to do with the patients and when to do it. This ability to impose his will on others reflects Levi’s:

 

·         Question 18

2.57 out of 2.57 points

 

Newlyweds Joe and Jamie, both born to lower-income families, now make six-figure incomes based on being successful lawyers. This family is now part of

 

 

·         Question 19

2.57 out of 2.57 points

 

______ is the belief that rich parents have the ability to provide the best educational resources to ensure that their children are successful.

 

 

 

·         Question 20

0 out of 2.57 points

 

______ created a theory that believes that poverty benefits those that are rich in our society.

 

 

 

·         Question 21

2.57 out of 2.57 points

 

Babacar just moved his family to the U.S. from Kenya. When asked why he moved, Babacar said that this country will offer him an opportunity to change his social class. Babacar appreciates the ________________ available in the U.S.

 

 

 

 

·         Question 22

2.57 out of 2.57 points

 

The Davis-Moore thesis states that

 

 

·         Questio

·         Question 23

 

 

Sociologists use the term social prestige to mean:

 

·         Question 24

2.57 out of 2.57 points

 

______ created the theory of poverty that is based in the belief that jobs are rewarded based on skills, education, knowledge and preparation

 

·         Question 25

2.57 out of 2.57 points

 

This area of the social class ladder is most impacted by higher education and advanced degrees.

 

·         Question 26

2.57 out of 2.57 points

 

Which is not true about education and inequality?

 

·         Question 27

2.57 out of 2.57 points

 

A class system employs a social ranking based primarily on:

 

·         Question 28

2.57 out of 2.57 points

 

In terms of Social Class, which factor is most correct in terms of how people are evaluated and ranked:

·         Question 30

2.57 out of 2.57 points

 

A status group refers to:

 

 

 

·         Question 31

0 out of 2.57 points

 

Equality of ____ is defined as the idea that every person begins life in the same position.

 

 

 

·         Question 32

2.57 out of 2.57 points

 

_______ is a theory that poverty happens when there is too much social change happening in a society.

 

·         Question 33

2.57 out of 2.57 points

 

Max Weber referred to people’s opportunities to provide themselves with material goods, positive living conditions, and favorable experiences as:

 

·         Question 34

ints

 

Which is not a step in which blaming the victim occurs:

 

·         Question 35

2.57 out of 2.57 points

 

_______ poverty is defined as poverty that a person experiences for about 24 months.

 

 

Roz is a 34 year old public defense attorney. She is dating Peter, a garbage collector. Roz is embarrassed about introducing Peter to her colleagues because Peter’s job has a low level of respect and esteem. Roz is concerned about Peter’s:

 

 

 

 

 

 

Roughly 30 percent of the U.S. population falls within the

 

 

 

 

·         Question 38

2.57 out of 2.57 points

 

“Cultural capital” refers to:

 

 

 

 

·         Question 39

0 out of 2.57 points

 

_______ created a theory rooted in the belief that society believes people are poor due to bad choices and negative personal decisions that they make.
 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

PHI 445 Week 2 Discussion 1

Week 2 – Discussion

57 57 unread replies. 109 109 replies.

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

 

Capitalism   and Socialism: Case Study: Uber

 

This discussion assignment   requires you to submit at least four posts: an initial post, two reply   posts to fellow students in threads other than your own, and a revised post.

 

Prepare: Your initial post in this discussion must be informed by   the required material for this discussion. The required material for this   discussion will introduce you to what is new about Uber as a business model,   the profit incentive in business, and how laws can make or break innovation   in business. Your preparation should focus on the characteristics of   capitalism and socialism, as well as other business concepts presented in the   required material. Since your initial post in this discussion will examine   the relation between running a business such as Uber and the laws and   economic system of the nation(s) in which it operates, make sure to comb the   material on Uber for laws, regulations, and the economic setting that affect   its operations. You are encouraged to research relevant laws and regulations   to make sure that you have current information. You will also need to review   the material on the three ethical theories employed in the Week One   Discussion as you will draw from that material for this week’s discussion   too.

 

Reflect: Keep in mind that Uber has presented itself into the   market not as a transportation service but as a service that pairs consumers   with ride sharing services by means of a unique phone app. But some   sources—including the taxi industry and one California court finding (details   in the required material), as well as the characterization of Uber presented   in Section 3.4 of the textbook—seem to challenge this branding. According to   these sources, Uber is avoiding laws that apply to the transportation   industry and, thereby, usurping a rightful place that the taxi industry has   carved for itself. Consumers, on the other hand, have shown their preference   for Uber by a high demand for its services in the USA and abroad, including   those countries in which Uber has been banned. Compared to taxis, Uber offers   consumers an efficient system for procuring a ride even in remote areas where   taxis do not frequent, a convenient payment method (no need for cash, and   fares can be split among different users on the same ride), and significantly   cheaper fares compared to taxis. In many instances, Uber cars come equipped   with water, candy, and magazines, all for free. Uber drivers are also better   off because they keep the majority of the fares for the rides that they   service, which is exactly the opposite case of taxi drivers, and they can   choose when they want to work. Clearly, this is a controversial case and thus   very apt for the examination for this discussion.

Keep in mind that a nation’s   economic system is shaped by the laws that are in place. Accordingly, laws   (including state regulations and local ordinances) will give you a clue for   the kind of economic system that exists. Keep in mind also that most nations   have mixed economies and there is probably no economic system that purely   represents socialism or capitalism. So you will find a different combination   of both socialism and capitalism in any nation that you are examining.

 

Write: You have four tasks for your initial post. In order to   present an organized post, address each one of these tasks in a separate   paragraph and in the following order. Your first task is to articulate the   economic system (or combination of characteristics of both socialism and   capitalism) that such laws depict. Your second task is to examine the laws   that either support or limit the operations by Uber. Your third task is to   analyze how your findings from your first and second tasks affect Uber. And   your fourth task is to present your moral position with regard to Uber. For   this latter task, you will need to identify one of the three ethical theories   covered in the Week One (utilitarianism, deontology, or virtue ethics) as   support for the moral position that you are taking. For example, you may hold   the moral position that Uber is morally justifiable because it provides a   good for consumers that fills in a gap that had not been met by the taxi   industry. Or you may take the position that Uber’s positioning in the market   is morally wrong.

 

Revise: Read the feedback provided by your professor to your   initial post, either directly to you or to your fellow students. Use this as   an opportunity to learn from your professor, especially with regard to the   best ways to apply the course material and your research to your analysis. On   the basis of what you have learned in this process, post an improved revision   of your initial post that applies the additional knowledge that you have   gained.

Remember that your grade depends   on the quality of your initial and revised responses, not just on the   submission of an attempt at improvement. It is thus to your advantage to post   the best initial post you can and then to also improve that best effort as   much as you can through revision. Taking this process seriously will help you   develop the skills you need to do well on the Final Project.

 

Requirements for Your Initial Post:

  • Your initial post should be at least 400 words in        length and have citations and references in APA notation. It should        address the prompt in its entirety. This means that you should not split        your response to the prompt in multiple posts. Your examination should        be both thorough and succinct. This is a combination that demands time        and thought, so give yourself sufficient time to draft and revise.
  • Please be advised that until you post, you will not        see what your fellow students are posting. Once you submit your post,        you will be able to view the posts from your other classmates. You can        then proceed to reply to at least two different threads based on the        required material for this discussion.
  • Your list of references for your initial post should        include the video and the other required material for this discussion,        including Section 1.3 of the textbook on Starbucks, as well as the        Instructor Guidance and any other announcements presented to you by your        professor. Use all of the material presented to you in the course and by        your professor, in addition to any other sources that you consulted to        inform yourself about the case (but not Wikipedia or similar sources).
  • Your research should seek scholarly articles or        articles that offer factual or otherwise verifiable information. Your        initial post for this discussion should be submitted no later than        the end of Thursday (11:59 pm, U.S. Mountain time).

 

Requirements for Replies to Other   Threads:

  • At least two of the four posts required should be in        the form of replies to fellow classmates in threads other than your own.
  • Each of your replies should be at least 200 words, and        informed by the course material.        As such, the replies must have citations and references in APA notation.        Your list of references for each reply should include all of the course        material that has informed your reply, in addition to any research that        you have obtained on your own.
  • Your replies should focus on the specific examination        presented by your fellow students. Address (a) the characteristics of        the relevant economic system as presented by your fellow student, (b)        the analysis of how laws and/or the economic system affect Uber, as        presented by your fellow student, or (c) the moral judgment        presented by your fellow student. For any of these choices, you should        examine whether the examination or analysis was carried out accurately        and successfully. You are encouraged to disagree and challenge what was        presented by your fellow student. This does not constitute an attack on        your fellow student but an attempt to arrive at a better understanding        and application of the material. But you need to provide reasons and        support for your disagreement or challenge and propose a more accurate        or defensible alternative.
  • As mentioned in the Week One discussion, keep in mind        that although the notion of the moral good will vary among ethical        theories, they often produce the same or similar results. So make sure        to distinguish (a) the intent and (b) the consequences of the action        under examination.

 

Requirements for Revising   Your Initial Post:

  • Submit a revision of your initial post by either        replying to your own post or to the feedback provided to you by your        professor.
  • There is no minimum word requirement for your revised        initial post. But you should always explain the reasons for revising        your post so that it is clear what you are doing. If you are revising        only a few words, or an application of an ethical theory, you should        avoid submitting a post with vague language such as: “duty ethics works        better here” or “I did not consider the economic system.” It is        important to recognize that no one can read your mind so you need to        provide the setting for your revision (Why? What prompted it? What        course material informed you?), and it is important to write in clear        language and complete sentences.
  • Your revised initial post is your chance to correct        any oversights or errors in your initial post, or to show your improved        understanding of the material and its applications to the case at hand.        You may, for example, come to the realization that another ethical        theory is better than the one that you initially employed to support your        position. Accordingly, your revision should indicate that you chose        another ethical theory and an explanation why you find the replacement        more suitable. Or, you might have realized that your conclusion did not        take into account important factors necessary for your evaluation of the        situation.
  • You should maximize the improvement of your initial        post by employing your professor’s feedback as a guide. Keep in mind that you may not always receive direct        feedback from your professor. But your professor will have submitted        feedback in the discussion to other posts. So read your professor’s        feedback whether it is addressed to you directly or to other fellow        students. This will give you much to think about and apply to your own        post.
  • If your professor or a fellow classmate responds to        your revised initial post, and on this basis, you find good reason to        submit yet another revision, then by all means do so. The more you        improve your initial post, the more you will benefit both in terms of        your learning and most likely your grade.

 

Week 2 – Discussion

57 57 unread replies. 109 109 replies.

Your initial discussion thread is due on Day 3 (Thursday) and you have until Day 7 (Monday) to respond to your classmates. Your grade will reflect both the quality of your initial post and the depth of your responses. Refer to the Discussion Forum Grading Rubric under the Settings icon above for guidance on how your discussion will be evaluated.

 

Capitalism   and Socialism: Case Study: Uber

 

This discussion assignment   requires you to submit at least four posts: an initial post, two reply   posts to fellow students in threads other than your own, and a revised post.

 

Prepare: Your initial post in this discussion must be informed by   the required material for this discussion. The required material for this   discussion will introduce you to what is new about Uber as a business model,   the profit incentive in business, and how laws can make or break innovation   in business. Your preparation should focus on the characteristics of   capitalism and socialism, as well as other business concepts presented in the   required material. Since your initial post in this discussion will examine   the relation between running a business such as Uber and the laws and   economic system of the nation(s) in which it operates, make sure to comb the   material on Uber for laws, regulations, and the economic setting that affect   its operations. You are encouraged to research relevant laws and regulations   to make sure that you have current information. You will also need to review   the material on the three ethical theories employed in the Week One   Discussion as you will draw from that material for this week’s discussion   too.

 

Reflect: Keep in mind that Uber has presented itself into the   market not as a transportation service but as a service that pairs consumers   with ride sharing services by means of a unique phone app. But some   sources—including the taxi industry and one California court finding (details   in the required material), as well as the characterization of Uber presented   in Section 3.4 of the textbook—seem to challenge this branding. According to   these sources, Uber is avoiding laws that apply to the transportation   industry and, thereby, usurping a rightful place that the taxi industry has   carved for itself. Consumers, on the other hand, have shown their preference   for Uber by a high demand for its services in the USA and abroad, including   those countries in which Uber has been banned. Compared to taxis, Uber offers   consumers an efficient system for procuring a ride even in remote areas where   taxis do not frequent, a convenient payment method (no need for cash, and   fares can be split among different users on the same ride), and significantly   cheaper fares compared to taxis. In many instances, Uber cars come equipped   with water, candy, and magazines, all for free. Uber drivers are also better   off because they keep the majority of the fares for the rides that they   service, which is exactly the opposite case of taxi drivers, and they can   choose when they want to work. Clearly, this is a controversial case and thus   very apt for the examination for this discussion.

Keep in mind that a nation’s   economic system is shaped by the laws that are in place. Accordingly, laws   (including state regulations and local ordinances) will give you a clue for   the kind of economic system that exists. Keep in mind also that most nations   have mixed economies and there is probably no economic system that purely   represents socialism or capitalism. So you will find a different combination   of both socialism and capitalism in any nation that you are examining.

 

Write: You have four tasks for your initial post. In order to   present an organized post, address each one of these tasks in a separate   paragraph and in the following order. Your first task is to articulate the   economic system (or combination of characteristics of both socialism and   capitalism) that such laws depict. Your second task is to examine the laws   that either support or limit the operations by Uber. Your third task is to   analyze how your findings from your first and second tasks affect Uber. And   your fourth task is to present your moral position with regard to Uber. For   this latter task, you will need to identify one of the three ethical theories   covered in the Week One (utilitarianism, deontology, or virtue ethics) as   support for the moral position that you are taking. For example, you may hold   the moral position that Uber is morally justifiable because it provides a   good for consumers that fills in a gap that had not been met by the taxi   industry. Or you may take the position that Uber’s positioning in the market   is morally wrong.

 

Revise: Read the feedback provided by your professor to your   initial post, either directly to you or to your fellow students. Use this as   an opportunity to learn from your professor, especially with regard to the   best ways to apply the course material and your research to your analysis. On   the basis of what you have learned in this process, post an improved revision   of your initial post that applies the additional knowledge that you have   gained.

Remember that your grade depends   on the quality of your initial and revised responses, not just on the   submission of an attempt at improvement. It is thus to your advantage to post   the best initial post you can and then to also improve that best effort as   much as you can through revision. Taking this process seriously will help you   develop the skills you need to do well on the Final Project.

 

Requirements for Your Initial Post:

  • Your initial post should be at least 400 words in        length and have citations and references in APA notation. It should        address the prompt in its entirety. This means that you should not split        your response to the prompt in multiple posts. Your examination should        be both thorough and succinct. This is a combination that demands time        and thought, so give yourself sufficient time to draft and revise.
  • Please be advised that until you post, you will not        see what your fellow students are posting. Once you submit your post,        you will be able to view the posts from your other classmates. You can        then proceed to reply to at least two different threads based on the        required material for this discussion.
  • Your list of references for your initial post should        include the video and the other required material for this discussion,        including Section 1.3 of the textbook on Starbucks, as well as the        Instructor Guidance and any other announcements presented to you by your        professor. Use all of the material presented to you in the course and by        your professor, in addition to any other sources that you consulted to        inform yourself about the case (but not Wikipedia or similar sources).
  • Your research should seek scholarly articles or        articles that offer factual or otherwise verifiable information. Your        initial post for this discussion should be submitted no later than        the end of Thursday (11:59 pm, U.S. Mountain time).

 

Requirements for Replies to Other   Threads:

  • At least two of the four posts required should be in        the form of replies to fellow classmates in threads other than your own.
  • Each of your replies should be at least 200 words, and        informed by the course material.        As such, the replies must have citations and references in APA notation.        Your list of references for each reply should include all of the course        material that has informed your reply, in addition to any research that        you have obtained on your own.
  • Your replies should focus on the specific examination        presented by your fellow students. Address (a) the characteristics of        the relevant economic system as presented by your fellow student, (b)        the analysis of how laws and/or the economic system affect Uber, as        presented by your fellow student, or (c) the moral judgment        presented by your fellow student. For any of these choices, you should        examine whether the examination or analysis was carried out accurately        and successfully. You are encouraged to disagree and challenge what was        presented by your fellow student. This does not constitute an attack on        your fellow student but an attempt to arrive at a better understanding        and application of the material. But you need to provide reasons and        support for your disagreement or challenge and propose a more accurate        or defensible alternative.
  • As mentioned in the Week One discussion, keep in mind        that although the notion of the moral good will vary among ethical        theories, they often produce the same or similar results. So make sure        to distinguish (a) the intent and (b) the consequences of the action        under examination.

 

Requirements for Revising   Your Initial Post:

  • Submit a revision of your initial post by either        replying to your own post or to the feedback provided to you by your        professor.
  • There is no minimum word requirement for your revised        initial post. But you should always explain the reasons for revising        your post so that it is clear what you are doing. If you are revising        only a few words, or an application of an ethical theory, you should        avoid submitting a post with vague language such as: “duty ethics works        better here” or “I did not consider the economic system.” It is        important to recognize that no one can read your mind so you need to        provide the setting for your revision (Why? What prompted it? What        course material informed you?), and it is important to write in clear        language and complete sentences.
  • Your revised initial post is your chance to correct        any oversights or errors in your initial post, or to show your improved        understanding of the material and its applications to the case at hand.        You may, for example, come to the realization that another ethical        theory is better than the one that you initially employed to support your        position. Accordingly, your revision should indicate that you chose        another ethical theory and an explanation why you find the replacement        more suitable. Or, you might have realized that your conclusion did not        take into account important factors necessary for your evaluation of the        situation.
  • You should maximize the improvement of your initial        post by employing your professor’s feedback as a guide. Keep in mind that you may not always receive direct        feedback from your professor. But your professor will have submitted        feedback in the discussion to other posts. So read your professor’s        feedback whether it is addressed to you directly or to other fellow        students. This will give you much to think about and apply to your own        post.
  • If your professor or a fellow classmate responds to        your revised initial post, and on this basis, you find good reason to        submit yet another revision, then by all means do so. The more you        improve your initial post, the more you will benefit both in terms of        your learning and most likely your grade.
 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

Write A Report That Should Be 300 To 500 Words In Length.

Defining the humanities is no longer as simple as it once was. At one time, the word “humanities,” which grew out of the term “ humanism,” simply meant the study of what the best minds of classical Greece and Rome—the great artists, writers, and

philosophers—had accomplished. During the Renaissance, the huge artistic and political revolution that swept over Western Europe beginning in the fourteenth century, interest revived in the cultures of ancient Greece and Rome—cultures that had been left largely unexamined during the thousand-year span following the fall of Rome. The intelligentsia of the Renaissance believed that only through a study of classical art, literature, and philosophy could a person become fully human.

 

These disciplines became known as the humanities. In time, the term grew beyond the study of Greek and Roman cultures to include those of major Western European countries: first Italy, then France and Spain, then Britain and, finally, Germany. As cultures multiplied, so did the disciplines people needed to study in pursuit of humanness. Music, theater, and dance began to flourish during the Renaissance, and scholars discovered that these disciplines were also part of the ancient world’s legacy.

 

More recently, this ethnocentric view of the humanities—the study of Western cultures—has expanded again to acknowledge the vast contributions of cultures beyond Europe. The art, music, theater, and literature of China, Japan, and other Asian nations, as well as those of Africa and the Americas, have become important additions to the study of the humanities.

 

In this book, we define the term humanities as broadly as possible. Yes, we still need to pay attention to extraordinary artistic and intellectual achievements that have been singled out for special praise and that now represent what is sometimes called the “humanistic tradition.” All of us belong to the human race and should want to know as much as possible about the distinguished contributions of those who have gone before. We may also find in our study of the humanities our response to the traditional mandate: Know thyself. By exploring the contributions of others, we begin to see how we ourselves might

contribute—not, perhaps, as great artists or writers or musicians, but as more thoughtful and critical human beings.

 

We do need to recognize that the “humanistic tradition” was for many centuries limited more or less to the contributions made by men of the classical and then the Western European worlds. Plato and Michelangelo and Shakespeare continue to deserve our admiration and reward our study. But our study should and does include those persons, both male and female, past and present, from around the globe, who may be little known or not known at all, who nevertheless left behind or who now offer a myriad of wonderful songs, poems, and provocative thoughts waiting to be appreciated.

 

The humanities are also the creative and intellectual expressions of each of us in moments of inspiration, whether they happen in the shower or just walking down the street on a balmy day when our spirits are lifted by the sheer joy of being alive. In these times of global fears and a future of uncertainty, in these times of dizzying technological advances that can be both marvelous and bewildering, when it can be hard to pinpoint our identity in time and space, the humanities offer a safe haven, a quiet harbor where we can moor our vessels and, at least for a time, confirm who we are.

 

Each of us is more than a gender, an age, an address, an occupation. Each of us embodies thoughts, expressed or not, the capacity to be moved, the need to laugh or cry, longings for things just beyond our reach. The humanities give us stories to inspire our imagination, ideas to stimulate our intellect, musical sounds to excite our passions, and the knowledge that we can respond to the creativity and thoughts of others. Studying the humanities allows us to look inward to see what we think and what creative impulses lie dormant and cry out to be released. A greater knowledge of the humanities helps us confront our true identity. A major aim of this book is to show how a study of the humanities can be the starting point for the journey into self-knowledge.

 

Economics tells us that the wants of people are insatiable, but resources are limited. Because almost everything is scarcer than we would like, treasured possessions, as well as basics such as food and shelter, come with a price tag. Even water is becoming scarce; it may not be long before we have to pay premium prices just to slake our thirst, let alone water our lawns. Do we have enough money to buy everything we want? The answer is usually NO!

 

With the humanities the problem is reversed. The resources of the humanities are unlimited, but all too often our wants are meager. In the economic world, we can’t always be rich by choice, but in the world of the humanities, we can be “poor” by choice.

 

Several decades ago, during a severe recession, banks attracted savings deposits by offering gifts to those who would forego spending and open CD accounts instead. People walked out with new toasters, blenders, steam irons, and luggage; and, of course, bank reserves swelled. Such incentives are cyclical in nature, but the humanities always have gifts that are there for us regardless of what the economy is doing. Here are some of them.

 

By sharpening our awareness of the present—the issues, the important themes and varied ways of presenting them—and by linking us to the past, the humanities provide a wider view of life. As this book unfolds, you will be learning much more about the humanities and what the various disciplines are and how they can deeply affect your life. Your view of the humanities and the world will continue to expand, and you will be on your way to becoming an infinite person.

 

Let us consider the very model of humanism, the very essence of the infinite person, Leonardo da Vinci (1452–1519). So broad was the range of his curiosity and creative genius that history has accorded him that rarest of titles: uomo universale, universal man. He is also called a Renaissance man, meaning a man of the broadest possible learning and a widely diverse range of interests and achievements. Since Leonardo’s time, that label has been given to many people, both the famous and the not-so-famous, who refused to be limited to just one field of endeavor, though it is doubtful that many will ever match what Leonardo accomplished: planning early versions of the airplane and the submarine; speculating about the human circulatory system long before William Harvey “officially” discovered the circulation of the blood; building the first hydrometer to measure the displacement of water; inventing the science of meteorology long before the proper instruments to make accurate predictions were available. His Vitruvian Man, a drawing based on the work of the architect Vitruvius, suggests a perfect blend of art and science: an attempt to portray a realistic figure representing ideal proportions (Figure 1.5). And on top of all the scientific and technological contributions, there are his works of art, including the Mona Lisa (Figure 1.1).

 

Figure 1.5

Leonardo da Vinci, Vitruvian Man, c. 1490

 

 

Why do you think this drawing has remained famous for over 500 years?

 

Credit: © Cameraphoto Arte

 

The example of Leonardo da Vinci suggests that, while few may hope to approach his genius, all of us can do more with our lives than we are doing at this very moment. There are so many books to read, so much music to hear, so many plays to see, so many great films to view. We may not become Renaissance persons, but infinite choices await us. The more we absorb from the humanities, the more we expand our knowledge, our capacity for understanding both ourselves and others. In a sense we become infinite, intertwining with innumerable lives in myriad combinations.

 

Here are just three advantages of becoming an infinite person.

 

First, the infinite person commits no crimes against humanity. He or she is no longer narrowly preoccupied with self and its immediate needs, its sense of having been unfairly used, its desire to avenge wrongs against itself.

 

Second, the infinite person is free of rigid prejudices and never works consciously to restrict others from exercising their right to assemble, speak their minds openly, practice their own religion, and follow their own preferences, as long as, in being free, they do not themselves limit the freedom of others.

 

Third, the infinite person does not jump to quick conclusions but looks at all sides of an issue before making a judgment, recognizes that no judgment is final, and is always willing to reconsider in the light of new data. This person is therefore not constrained by family and social traditions and willingly seeks out the source of imposed or inherited beliefs so as to reevaluate them. “That’s how we’ve always done it around here” is not the mark of the infinite person.

 

The book you are about to read is thus not only a visit to the treasure house of the humanities, the stupendous creative and intellectual achievements of human beings. It has the underlying purpose of convincing you that you cannot fail to want to expand your life, to fill every moment with art and thought, once you realize that all it takes is the willingness to do it.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!

HUMN 100 Final Project

HUMN 100 Final Project

For your final project, you will choose a subject, find three expressions of that subject in three different Humanities disciplines, describe the three different presentations, and offer an analysis of each of your choices.

Due Dates

· Part 1: Selection of Topic due at the end of Week 3

· Part 2: Development of your topic due at the end of Week 6

· Part 3: Paper due at the end of Week 8

Purpose The purpose of this assignment is to apply the concepts and skills you have learned during the semester for how to analyze works within the Humanities.

Skills

This assignment will help you practice the following skills that will be useful to you in your professional and personal life beyond school.

1. Research, select, and describe appropriate examples

2. Organize materials around a specific theme

3. Use concepts and skills learned in class to develop analytical skills

4. Use appropriate and proper grammar, organization, and academic-style formatting in order to communicate

Knowledge

This assignment will help you become familiar with the following important content knowledge in the Humanities.

1. Available online resources which contain examples of works in the Humanities

2. Methods of analysis and interpretation within the Humanities

Part 1: Selection of Topic. 

This part of the final project is your choice of topic.

Choose one of the following subjects or propose one of your own.

· One particular emotion or state of mind such as anger, jealousy, fear, gratitude, confusion, etc.

· One specific fairy tale, myth, fable, or classic story from any culture

· One religious or spiritual lesson or belief such as humility, hope, enlightenment, renunciation, reincarnation, the Trinity, the eight-fold path, ahimsa (non-violence), etc.

· One political or social theme such as social justice or injustice, social inequality, social progress, political conflict, etc.

· One form of cultural/societal identity such as race, sexual-orientation, gender identity, ethnicity, or class, or you could combine two of these such as “black women,” or “Chinese-American fathers,” or “LGBTQ Native-Americans.”

· A specific fictional character such as a character from a novel, play or film or a specific public personality such as a news anchor, a religious leader etc.

· One natural force or element of the natural world, like a kind of weather (snow, rain, sun), an animal (cat, dog, horse), a kind of landscape (mountain, oceanic, desert), vegetation (trees, flowers, grass, rivers etc.).

Explain two reasons for your choice in a short paragraph of 4-5 sentences. Be sure to include the significance of your choice to your own thinking about the world and/or its cultural significance.

Due Date for Part 1:  This submission is due during Week 3, with the final day of submission being the Sunday of the third week (11:30pm ET). Please see the Course Schedule for the exact final due date for this submission. The submission should be carefully edited and proofed for standard use of English.

Part 2: Development of your Topic.    

This part of the final project is a summary of your ongoing work on the final paper; it should include three paragraphs, one covering each selected work. You should also make sure to re-state what your subject is.

Identify how the subject you chose in Part 1 appears in three different works, each from a different Humanities discipline (visual art, music, dance, poetry, prose, theater, film, religion). For instance, you could choose a poem, a painting and a scene from a film, all of which express and represent the theme of anger. Or, to be even more specific, if you choose the emotion of “love,” the final paper could analyze and discuss love as it is expressed in Shakespeare’s Sonnet 147 (literature), Boticelli’s Birth of Venus (visual art), and in the ballet Swan Lake (dance).

Write one short paragraph (3-5 sentences) about each of your selections in which you:

1. Choose reliable and appropriate examples (a good-quality image, recording, video, etc.).

2. Identify and cite the source, including the artist, creator etc as well as where you found the example.

3. Explain why you find the example relevant for this assignment and mention one tool from the class materials and discussions you might be able to use to talk about it.

Due Date for Part 2:  This submission is due during Week 6, with the final day of submission being the Sunday of the sixth week (11:30pm ET). Please see the Course Schedule for the exact final due date for this submission. The submission should be carefully edited and proofed for standard use of English.

Part 3: Paper. 

This part of the final project is the paper that presents your description and analysis of your selected works.

This part of the final project is the paper that presents your description and analysis of your selected works.

In a 750-1200 word essay:

· Explain the subject you chose and why it’s worth exploring in the Humanities

· Describe each of your selected examples, including 1) information about its creator; 2) its historical or cultural context (how it fits into a historical period’s or a specific culture’s attitudes, events etc. Think about what else was going on in the culture and history when the piece was created); and 3) link to the example or an embedded image with a citation in the paper where you write about each example.

· Use at least one specific interpretative tool from the course to explain each of your selected examples. You should use a different tool for each example, so you should use at least three different tools in your paper.

· Assess the effectiveness or impact of each representation. In other words, how well did the representation present the subject? How effective was it? What impact did this representation have? What specific elements of the representation lead you to your conclusions?

· Provide a correctly formatted paper, complete and proper citations for any references you consult, using MLA format

Documentation Style: The paper is to be formatted and documented in the MLA format. For general assistance, see the links below to the UMUC Library.

· MLA Citation:  http://sites.umuc.edu/library/libhow/mla_tutorial.cfm

· MLA Citation Examples:  http://sites.umuc.edu/library/libhow/mla_examples.cfm

STOP: Before you hand in your assignment, make sure to ask yourself the following questions:

1. Have I included a paragraph that provides one to two logical, concrete, well-stated reasons that this subject is worth exploring within the Humanities?

2. Have I included least two to three sentences for each example that clearly and concretely provide information about its creator, cultural/historical context, and where I found it-an image or link?

3. Have I included at least one to three sentences that explains and applies a specific interpretative tool that is from the course’s learning resources or discussions to each example?

4. Have I included at least one to three sentences that contains an assessment of the effectiveness of each example in representing the chosen subject?

5. Have I provided a list of resources and do all of my citations conform to MLA 8th edition or APA guidelines?

6. Have I proofread this assignment for grammatical, structural, and spelling errors?

Due Date for Part 3:  This submission is due during Week 8, with the final day of submission being the Sunday of the eighth week (11:30pm ET). Please see the Course Schedule for the exact final due date for this submission. The submission should be carefully edited and proofed for standard use of English.

 
Do you need a similar assignment done for you from scratch? Order now!
Use Discount Code "Newclient" for a 15% Discount!