Nicholas Mason, “The Sovereign People Are in a Beastly State: The Beer Act of 1830 and Victorian Discourse on Working-Class Drunkenness,” Victorian Literature and Culture, Vol. 29, No. 1 (2001), pp. 109-127, available in the Readings Folder on JSTOR at: http://www.jstor.org/stable/25058542
And discuss:
How does the Beer Act of 1830 relate to industrialization as discussed in lecture and by Misa? For example, you might mention class relationships, the impact on the work place, or the rate of production and trade controls.
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“Optics and Realism in Renaissance Art,” Scientific America, December 2004, pp. 1-9.; Available in the Readings Folder.
Then discuss: What issues or questions are at stake in Stork’s article? Why are people concerned about Van Eyck’s methods? Do their questions and investigations help us understand the Renaissance period better and if so in what ways? How does the Stork article compare to the documentary Northern Renaissance (the same story or a different one)?
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Essay prompt: It is presumed that an in investment in education leads to order to greater job opportunities and prospects. What is the value of investing in education?
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Complete the following in preparation for your assignment:
• Select a movie or TV show that effectively communicates the culture, values, and norms of a society that is different from your own culture.
o The movie or TV should meet the following requirements:
Must be a foreign film with subtitles
Provide you with a glimpse of what life is like in another culture
The process of watching this movie or TV show should provide you with a unique cultural experience.
• Watch the movie or TV show that you selected, and use your reactions as part of your response to the following topic:
o Define ethnocentrism. Discuss how ethnocentrism affects individuals and societies.
As you work on selecting a TV or Movie for this assignment please note that your selection must be from a different culture with sub-titles. You cannot select a movie that is made by an American Film Crew. If you select a movie like Slum dog Millionaire you will fail this assignment. Your movie or TV show must be something that was made in a different country with sub-titles.
Here is a list of items or movies that you CANNOT use for this assignment:
* You cannot use movies like Slum dog Millionaire
* You cannot use the Mel Gibson movie called Passion of the Christ.
* You cannot use historical movies. This assignment is looking at modern culture.
* You cannot use Martial Arts movies. This assignment is NOT about martial arts.
* If you are not sure about the movie/show you have selected please send me a note and I will make sure you are on the right track…
Your local library is an excellent place to find this resource. You may also want to use a service like Net-Flix. You may also want to use a TV show like the Iron Chef which is produced in Japan and contains sub-titles. You can find the Iron Chef on the Food Channel. If you have any questions about the TV or Movie you select please feel free to send me an e-mail. Please note that the core component of this paper should focus on the definition of ethnocentrism and your experience with ethnocentrism as you watched this TV show or Movie…
Please do NOT treat this paper like a book report and simply describe the TV show or movie… that is not what I am looking for in this assignment. Your paper should NOT be just an overview of the TV show or movie. Your paper needs to discuss the concept of ethnocentrism and then connect the key themes from your TV show or movie to the Sociological themes in the course and the concept of ethnocentrism.
RECOMMENDED FOREIGN MOVIE LIST
Eat Drink Man Women – Taiwan – 1994
The Stoning of Soraya – Iran – 2008
Hermano – Spain – 2010
City Hall – South Korea – 2009
The Thief – Russia – 1997
The Return – Russia – 2003
Khabie Kushi, Khabie Gham – India – 2011
Osama – Afganistan – 2012
Beats of Freedom – Poland – 2010
FOREIGN TV SHOW LIST
The Iron Chef – The Food Network – Japan
Daemul – Korean
City Hunter – Korean
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Write a paper of 2 pages addressing the following:
Question1. Provide a comprehensive overview of the concept of ethnocentrism.
Question2. Use your cultural experience of watching the selected movie or TV show to discuss the effect of ethnocentrism on individuals and societies.
Question3. Use any personal experiences that you may have had visiting different countries around the world as part of this paper; however, do not let your personal experiences with other cultures be the focal point of this paper.
Question4. The focal point of the paper is your cultural experience watching the selected movie or TV show and your comprehensive overview of the concept of ethnocentrism.
Question5. Please note that this paper is not intended to be a summary of the movie or TV show.
Question6. This paper is not a book review or overview of the movie or TV show you selected.
Question7. Focus on the cultural observations that you are able to make based on this experience and your discussion of the concept of ethnocentrism.
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Suppose S-land imports beef. S-land is a small country on the world market – they face a fixed world price, Pw, that their import marketing firms pay for imported beef. Historically, S-land has limited beef imports, because they have some usable but high cost grazing land, and a tradition of cattle and beef production.
a. Initially (in period 0), S-land maintains an import quota. The agriculture department sets an import quota quantity, M*, and allocates licenses for the designated quota in proportion to the number of importing agents, who are all of the queen’s first or second cousins. Imports beyond level M* are strictly forbidden.
i. Graphically show and explain the initial equilibrium in domestic supply, demand, and prices. Also show and explain import and price determination on the world market – it might help to use 2 side-by-side graphs.
b. After completing the Uruguay GATT round, S-land decided to conform to WTO. They implemented a tariff-quota. That is, a tariff, t, was defined as the exact difference between the domestic price, Pd, and the world price, Pw, immediately before implementing the new policy in period 0. S-land maintains the import quota, but now allows imports above the quota to enter after the tariff is paid.
Suppose 5 years pass, and import demand grows – assume that the new import demand curve shifts out, increasing import quantity by about 25% at any given price along the import demand curve.
ii. Graphically show the period 0 and year 5 equilibrium for imports, and prices – be sure to indicate the effective import supply curve in terms s of world and domestic prices with the tariff quota in place.
iii. Assuming that the tariff quota stays in place, graphically identify the new trade surplus, quota rent, tariff revenues, and net welfare. How does net welfare compare to what it would have been in year 5, if the import quota had been maintained instead.
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An analysis paper is not simply a summary of the film, but rather an analysis of how the film sheds light on topics discussed in your readings ( READING outline I have provide on the bottom!!!) and in class. It addresses not only how the film illustrates course concepts but also how it may further expand our understanding and raise important questions.
Format Guidelines:
• Each analysis should be no more than two double-spaced pages with one inch margins, be free of grammar and spelling errors, and utilize proper American Sociological Association citation practices.
• Papers that show evidence of plagiarism will automatically receive a zero and cannot be made up.
• Your analysis paper should have an introduction and a thesis that addresses your conceptualization of the interaction between the film and course content.
• The remainder of the paper should illustrate this interaction in an organized fashion while demonstrating that you have carefully read the course materials and utilized specific examples from the film to illustrate these course concepts.
• The paper should not be a list of all the times the film illustrated examples from class, but rather a focused discussion of a few key scenes and how they illustrate course concepts.
• In discussing the interaction between the film and course concepts you should also leave space for a critique of the film and/or the course materials. What issues or examples does the film raise that may challenge key concepts or theories that you have read in your text? There is also a goal or agenda to any documentary, in the pursuit of this goal/agenda, does the film neglect critical aspects of the theories or concepts that you have read?
• You should end your analysis with a brief conclusion and personal reflection on the implications of the film. You may consider different levels of implications (individual-level, family-level, country-level, continent or global-level); you may also want to consider the implications for policy both at home and abroad.
FILM : http://watchdocumentary.org/watch/the-age-of-aids-episode-2-video_b8acdae88.html
http://www.pbs.org/wgbh/pages/frontline/aids/etc/synopsis.html
http://topdocumentaryfilms.com/age-aids/
********WRITE THIS FILM: “THE AGE OF AIDS (VOLUME2)” Two million have HIV by 1985, most in Africa*********************
*****USE READING OUTLINE TO INCLUDE IN FILM ANALYSIS: *****
Chapter ouline
Defining the Health and Mortality Transition
Health and Mortality Changes Over Time
Life Span and Longevity
Disease and Death Over the Life Cycle
Causes of Poor Health and Death
Measuring Mortality
Health and Mortality Inequalities
Mortality tasnsition
Health and death are two sides of morbidity and mortality.
Morbidity refers to the prevalence of disease in a population.
Mortality refers to the pattern of death.
The health and mortality transition-the shift from prevailing poor health and high death rates from infectious diseases occurring especially among the young, to prevailing good health and low deaths rates from infectious diseases, with most people dying at older ages from degenerative diseases.
Industrial Revolution to the Twentieth Century
By the early 19th century, after the plague and Little Ice Age had receded and as increasing income improved nutrition, housing, and sanitation, life expectancy in Europe and the U.S. was approximately 40 years.
There were as many deaths to children under 5 as there were at 65 and over.
Infectious diseases were still the dominant reasons for death, but their ability to kill was diminishing.
What were the key elements in postponing death?
20 centry
Health as a social movement
Antibiotics
More vaccinations
Oral rehydration therapy for infants
Advanced diagnoses, drugs and other treatments for degenerative diseases to keep older people alive longer
Responding dealth
There are two ways to postpone death to the oldest possible ages:
Prevent diseases from occurring or from spreading when they do occur (vaccinations, clean water, sanitation and good nutrition—no physicians needed).
Curing people of disease when they are sick (diagnostic technology, drugs, skilled physicians).
Women (sex) have a lower probability of death at every age from the moment of conception…
…unless society intervenes with a lower status for women (gender) that gives them less food, less access to health care, etc.
Cause of poor health and dealth
The World Health Organization puts deaths into one of three major categories:
1. Communicable
○ bacterial [e.g. tuberculosis]
○ viral [e.g. measles]
○ protozoan [e.g. malaria)
○ maternal conditions
Lack of prenatal care
Delivering somewhere besides a hospital
Seeking an unsafe abortion
○ perinatal (“surrounding birth”—just before and just after birth) conditions
○ nutritional deficiencies
2. Noncommunicable diseases
3. injuries
The crude death rate (CDR) is the total number of deaths in a year divided by the average total population. In general form:
CDR=d / p x 1,000
The age/sex-specific death rate (nMx or ASDR) is measured as follows:
nMx = ndx / npx x 100,000
Expectation of life at birth, or more generally life expectancy, is derived from the life table.
Health and Mortality Inequalities
Urban and Rural Differentials
Urban now better than rural.
Neighborhood Inequalities
Slums are bad for your health.
Educational Differentials
The better educated live longer.
Social Status Differentials
The rich live longer.
Race and Ethnicity Differentials
Being different will be used against you.
Marital Status
Being married is good for your health.
Occupational Differentials in Mortality
Among white American men aged 25 to 64 when they died in 1960, mortality rates for laborers were 19% above average, while those for professional men were 20% below average.
Researchers followed a group of 12,000 civil servants in London who were first interviewed in 1967–69 when they were 40 to 64.
They were tracked for the next 10 years, and it was clear that after adjusting for age and sex, the higher the pay grade, the lower the death rate.
Marital Status
It has long been observed that married people tend to live longer than unmarried people.
One explanation is that marriage is selective of healthy people; that is, people who are physically handicapped or in ill health may have both a lower chance of marrying and a higher risk of death.
Another explanation is that marriage is good for your health.
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A WebQuest is an online, self-directed, discovery-learning activity that can be developed by anyone in order to guide other individuals or groups through a complex process.
The key point to understand about this project is not that you will take a WebQuest that someone else has already prepared, but that you will create one yourself—from which others could learn about a specific task that you choose. Hence, instead of a presentation
or report this project’s output is a small web site—conceived, designed, and built by you— with a very specific format and types of content. As with your ePortfolio work, you will develop your WebQuest using WordPress software. Finally, the intellectual goal of your project is to use your increasing critical thinking and assessment skills to identify and analyze the subject matter, skills, personnel, and resources that someone would require to complete your chosen task.
REQUIREMENTS
While WebQuests are often published as stand-alone web sites, the required output for this assignment is a series of specific content pages to be published as part of your Assessment II ePortfolio project. These consist of the following HTML pages:
1. WebQuest: The home page introduces your WebQuest. Here you introduce your topic and activity, and provide some initial description.
2. Task: Describe the outcome or goal as well as defining specific roles and responsibilities necessary to complete that task.
3. Resources: List the online and offline resources required to complete your task.
4. Process: Describe the process to complete the task in specific, detailed, steps. This is a critical section of the assignment.
5. Evaluation: Explain the key performance indicators for measuring the success of your project. How will your reader measure their level of achievement or mastery?
This is the most difficult, and most important, part of the assignment.
6. Conclusion: Summarize (recap) your WebQuest and provide closure on the project by including significant, thoughtful reflections.
Other Details:
o Within your ePortfolio, your pages must be named according to the names given above, or you will receive an additional 10% off your final assignment grade.
– The WebQuest (or home) page must be a main-menu level (or ‘parent’) page in your WordPress theme, while the other pages will follow in order as sub-level (or ‘child’) pages.
-Your WebQuest must include all of the above pages, or you will receive an additional 50% off your final assignment grade.
-Your WebQuest must consistently follow your WordPress theme’s look, feel, and functionality.
-All of you materials must follow basic web standards and conventions for
organization, design, and accessibility.
RESOURCES
To be able to understand WebQuests and complete your project successfully, the following resources are available. Note that students who ignore these resources will have extreme difficulty passing the assignment. Also, use Google. There are many online resources about WebQuests. As always, be sure to evaluate your sources: some web sites are better than others.
Building Blocks of a WebQuest
http://projects.edtech.sandi.net/staffdev/buildingblocks/p-index.htm
Education World: An Interview with Bernie Dodge
http://www.educationworld.com/a_issues/chat/chat015.shtml
YouTube Instructional Videos
Web Templates and Design Examples
-You should be creative: WebQuests can be designed around most significant, process-based tasks.
-Your ASSE 3211 lab instructors will help you learn how to add your content to your chosen WordPress theme.
SUBMITTING YOUR ASSIGNMENT
You will submit your completed WebQuest as a single Word or PDF via an assignment submission link in Blackboard. By the end of the semester you will also integrate the WebQuest content into your WordPress ePortfolio. Your lab instructor will provide more details in advance of the deadline.
Date Due: Word/PDF document before 11:55pm on Saturday, 18/10/2014
Late and Non-Functional Assignments
– Students whose web site is nonfunctional, doesn’t open, or missing critical files after opening from the submission link file will receive 0% as their grade for this project.
Make sure before submitting (that is, test it out!) that all necessary materials for your WebQuest are saved, and that your site is completely functional.
– Late assignments will receive 50% off. Late means posted any time after the due date and time. Assignments turned in more than 3 days late will not be accepted, for any reason.
———————————————————————-
ASSESSMENT
The WebQuest is worth a total of 10% of the overall course grade. There are 50 available points, with grades calculated by dividing total points by 5 for a final score out of 10%.
PAGE COMMENTS
*WebQuest
(Home) Background information about the task, importance and learning outcomes
.
*Task Must be specific and detailed, matches with the different parts of the WebQuest. This must involve higher-level thinking skills.
*Resources List all required resources needed to complete the task, of all types.
*Process List (step by step) requirements to complete the task in order. Eliminate all possible assumptions for your user.
*Evaluation Develop assessment tools or measures to evaluate the successful completion of the task. This should include an evaluation rubric, as well as a substantial written introduction.
*Conclusion Two parts: 1) conclude on the task itself and then 2) reflect on creating the WebQuest. At least two paragraphs.
*Functionaliy &
Design Does everything work? Are all the pages present, in order, and functional? Is your design consistent with your theme and error free?
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This is the final examination for the course Enterprise Architectures 2014 at Reykjavik Uni-versity. This document comprises a case description (section 2) and questions you are ex-pected to answer (section 3). The solution that you hand in should comprise the answers to these questions. The case description provides the necessary background. Wherever necessary and helpful for your solution make your own assumptions beyond the case description and document these assumptions.
Your solution should be a text document that optionally may contain illustrations supporting your arguments. The document format can be defined by yourself, however, your solution must not exceed 7,000 words including all headings, tables, appendices etc. Please provide your solution as a Microsoft Word file or as a PDF file.
Attention: This final examination assignment requires and evaluates your individual per-formance. This is NOT a group work. Please make sure that in case you discuss these ques-tions with your colleagues, your solution is your individual solution and therefore no suspi-cion of plagiarism arises.
Please upload your solution before October 19th, 2014, 23.59 to MySchool.
This final examination represents 60% of your final grade for this course.
Please be aware that for the sake of equal opportunities I will CC my answer to all course participants.
I wish you great success!
Stephan
2 Case description
The insurance company �Caredenia� is established for more than 100 years in some Europe-an countries and has established a high reputation in the area of health insurance. Caredenia�s key to success were their very competitive products for health insurance. In benchmark tests their health insurance products were always among the very best. Therefore sales has never really been a challenge for Caredenia since customers actively approached the company for buying their products. Still, earnings were rather high.
In recent years, however, the market changed fundamentally. First, costs of health care in-creased dramatically. Second, new players particularly in the area of online/direct insurers entered the market. Online/direct insurers have significant cost advantages since they do not run an extensive network of insurance agencies. They rather sell and process insurances di-rectly via internet. Third, the health insurance market faces evermore legal regulations that affect Caredenia�s business. The future of health care and health insurances respectively is unclear.
Enterprise Architecture, Assignment 03, Final Examination, 2014, page 2
Consequently, Caredenia has to improve the efficiency of their business and they have to improve the effectiveness and power of their sales department. Next to organizational changes, IT and information systems are pivotal for this transformation.
A key aspect of this transformation are increasing parts of fully automated business process-es that do not any longer require the manual handling of certain process steps. These fully automated business processes, however, require an advanced level of integration of diverse software systems. Sales applications and other applications need to be modernized, e.g., add-ing capabilities of customer self-service through online portals. Such self-service capabilities enable customers, for example, to update their bank account information themselves as part of a claims settlement process. Another important point is to improve the management and performance of all organizational units of Caredenia. Therefore it is necessary to make the data of the units� operational business available for analytic purposes.
Not only Caredenia�s employees but also independent insurance brokers, insurance broker organizations, banks, and external online platforms should be better integrated in the in-creased sales activities.
The chief information officer (CIO) of Caredenia, Ms. Smith, had a board meeting last week. She got a mandate to develop an action plan that appropriately addresses the changes that are on the horizon.
3 Questions
3.1 Layer model
Ms. Smith�s first challenge is to structure this rather complex mandate. As a graduate from Reykjavik University you are of course familiar with the five Enterprise Architecture (EA) layers. Ms. Smith is very enthusiastic about your proposal to employ these five business-to-IT layers and thus, you got the job.
a) Please discuss three challenges for each of the five layers that Caredenia might face.
b) Beyond these five layers of EA you are aware of the fact that addressing these chal-lenges in a transformation will also affect the individual employees. Please addition-ally discuss the respective challenge of change management for Caredenia.
3.2 Integration
Ms. Smith got offers from a number of consultancy firms proposing concepts like Data Warehousing (DWH), Enterprise Application Integration (EAI), and Service Oriented Archi-tecture (SOA) as a solution to her challenges.
Please describe each of these three concepts regarding their possible roles and contributions at Caredenia.
3.3 Enterprise Architecture Management
All the anticipated changes in Caredenia hopefully increase the company�s flexibility and agility. However, there is a risk of jeopardizing these benefits by an evolutionary and unco-ordinated change that negatively affects Caredenia in the dimensions of consistency and re-dundancy. In order to mitigate these risks you propose to introduce an EAM function at Caredenia.
Enterprise Architecture, Assignment 03, Final Examination, 2014, page 3
Please describe the five most important products/services that EAM should deliver at Care-denia. Please also discuss why it is necessary to eventually deliver all five products/services and not only a subset of these five products/services.
3.4 EA application scenarios and meta models
The first step for establishing EAM at Caredenia is to achieve transparency of Caredenia�s EA. However, this is a rather laborious and possibly never-ending task. Therefore you pro-pose to focus on a limited number of EA application scenarios to guide your transparency creation.
a) Please discuss five EA application scenarios that could be relevant for Caredenia. Please also discuss why these application scenarios might be relevant for Caredenia. During the discussion of these five application scenarios you should develop five re-spective partial EA meta models.
b) After you have created these five meta models, please integrate these partial meta models into a single EA meta model for Caredenia.
3.5 Designing the application landscape
In the transformation of Caredenia restructuring the application landscape is a central issue.
a) Please explain why designing the application landscape is so central and important from an EA perspective.
b) Please explain how you would approach designing the application landscape of Caredenia.
c) Please describe three types of �ideal applications� and discuss their appropriateness for Caredenia.
3.6 Charging for EAM
EAM has itself the character of an infrastructure. It is developed and established once at Caredenia and can then be used for a variety of projects and situations. It provides some cen-tralized services for a number of potential users within Caredenia. However, such support service always bring along the issue of charging or cost allocation (labor costs, licenses, etc.) within Caredenia.
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Complete essays which will demonstrate a proficient mastery of course materials which they are -Susan Strasser, Waste and Want: A Social History of Trash
-David Howard-Pitney, ed., Martin Luther King, Jr., Malcolm X, and the Civil Rights
Struggle of the 1950s and 1960s: A Brief History with Documents
-James A. Henretta, et al., America: A Concise History, Volume 2: Since 1865 (Optional)
*NOTE: Any edition will do, but syllabus is based on 6th ed.
-Various assigned articles available online. Relevant time scope possible (for this: 1865 to 1929).
I need two pages essay for each one of the following, but you can choose any four.
1. How did Theodore Roosevelt’s ideologies, as well as his domestic and foreign and policies,
help define the United States at home and its place in the world? How did his legacy carry out
even after he wasn’t president?
2. What is American exceptionalism and what contributed to its rise between 1870 and 1929?
3. How did consumption shape American identities and behaviors between 1870 and 1929? How
did people choose to spend their time and money? Analyze the significance of these choices.
4. How did race and ethnic relations shape social, political, economic, and legal relations between
1870 and 1929?
5. How did WWI change the United States? Why did it enter The Great War? What were the
short-term and long-term social, economic, political, and diplomatic implications of its
entanglement in the war?
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