Jim Clark, an artist in Birmingham, submitted his logo design for the Birmingham Cougars football team, and the Cougars used a logo design that was very similar to Clark’s design for their team logo during the 1996–1998 seasons. Clark sued the Cougars for copyright infringement for using his design as their logo without his permission, and the court ruled that the Cougars had improperly used Clark’s design for their logo and had infringed on his copyright of that design. The Cougars changed their logo for the 1999 season, but they started showing highlight films from their 1996–1998 seasons in their stadium, on their website, and on their television channel, and the logo that Clark had designed and that the Cougars had improperly used during those seasons appeared in the highlight films. Clark sued the Cougars a second time, alleging that the appearance of the logo he designed in the highlight films was, again, copyright infringement. The Cougars assert two defenses to Clark’s claim of copyright infringement the second time around.
The Cougars contended that their use of the 1996–1998 logo in the highlight films was protected by the fair use doctrine.
Since Clark and the Cougars were both citizens of Birmingham, there was no commerce among the states or interstate commerce involved, so Congress had no authority to make laws that protected Clark’s copyright.
In a two-page case study, address the questions below.
Is the Cougar’s use of the logo on the highlight films protected by the fair use doctrine?
Is the Cougar’s claim that Congress does not have the power to regulate copyright within a single state valid?
As you answer these two questions about the Cougar’s use of the logo, explain how the evolution of the Commerce Clause of the Constitution of the United States affects businesses and the Cougars in particular. Also, be sure to address the categories of intellectual properties protected by the Constitution of the United States. Your case study should be at least two pages in length and include at least two outside sources. Be sure to use APA formatting for all citations and references. Please note that no abstract is needed.
You are continuing to serve as a private economic consultant for Ruby Red Movie Theater in town. The theater would like to have your input concerning what prices they should charge for movie tickets and the average prices for concession stand items. Access the Unit II Assignment Worksheet in Blackboard. Assignment Instructions: Complete the Unit II Assignment Worksheet. This worksheet contains a series of questions concerning your reviews of the movie ticket and concession items; be sure to answer them all and put your answers in the worksheet.Once you have completed your worksheet, use the information you gathered there to write an essay describing your calculations, what you suggest is the equilibrium price and quantity of movie tickets and concession items for Ruby Red Movie Theater, and factors that could cause the supply and demand curves to shift. Specifically, address the information from your worksheet when writing your essay, as well as the following:
The movie theater manager has seen a dramatic decrease in the quantity of movie tickets and concession items purchased over the last year. Indicate the following:
two factors that might have caused the demand curve to shift to the left (decrease) for movie tickets, and
two factors that might have changed and caused the demand for concession items to shift to the left (decrease).
Your essay must be at least two written pages, not counting the references page. Be sure to include an introduction and a title page. You are required to use at least two peer-reviewed scholarly sources. All sources used, including the textbook, must be referenced; paraphrased and quoted material must have accompanying citations. All references and citations used must be in APA Style.
This worksheet is intended to help you develop the information you will use to complete your Unit II Assignment.
Completing only this worksheet does not constitute completion of the Unit II Assignment. You need to complete all parts of the assignment, which also include writing an essay about the information you obtain in this worksheet. You will insert your essay at the end of this document where indicated, and then upload your assignment via SafeAssign.
Instructions:
Complete the Unit II Worksheet.
Use your Unit II Worksheet responses to help you formulate your ideas for writing your essay; you are expected to expand on these questions when writing your essay.
Include your graphs in this worksheet, in the areas indicated.
Import this document into the Word document containing your essay, then upload the entire assignment via SafeAssign.
Part 1:Given the quantity of total movie tickets and total concession stand items consumed in a month and the total utility derived at Ruby Red’s Movie Theater for each, calculate the marginal utility and the marginal utility per dollar for movie tickets and average concession stand items.
Step 1: Calculate marginal utility and marginal utility per dollar for movie tickets.
Quantity of Tickets Consumed
Total Utility
Marginal Utility
Movie Ticket Price
Marginal Utility Per Dollar for Movie Tickets
—
—
—
200
150
$10.00
400
275
$10.00
600
375
$10.00
800
450
$10.00
1,000
500
$10.00
1,200
525
$10.00
1,400
525
$10.00
Step 2: Calculate marginal utility and marginal utility per dollar for concession stand items.
Quantity of Concession Stand Items Consumed
Total Utility
Marginal Utility
Average Item Price
Marginal Utility Per Dollar for Concession Items
—
—
—
400
200
$15.00
800
375
$15.00
1,200
525
$15.00
1,600
650
$15.00
2,000
750
$15.00
2,400
825
$15.00
2,800
875
$15.00
Part 1 Question 1: What quantity combination of movie tickets and concession stand items would maximize utility?
Your Answers:
Quantity of Movie Tickets
Quantity of Concession Stand Items
Part 1 Question 2: What is the price of movie tickets and average concession stand items?
Your Answers:
Movie Ticket Price
Concession Stand Items Average Price
Part 2: Given the quantity of total movie tickets and total concession stand items consumed in a month and the total utility derived at Ruby Red’s Movie Theater for the change in movie ticket prices, calculate the marginal utility and the marginal utility per dollar for movie tickets and concession stand items.
Step 1: Calculate marginal utility and marginal utility per dollar for movie ticket.
Quantity of Tickets Consumed
Total Utility
Marginal Utility
Movie Ticket Price
Marginal Utility Per Dollar for Movie Tickets
—
—
—
200
150
$12.00
400
275
$12.00
600
375
$12.00
800
450
$12.00
1,000
500
$12.00
1,200
525
$12.00
1,400
525
$12.00
(Continue on next page)
Step 2: Calculate marginal utility and marginal utility per dollar for concession stand items. (Note: the information here has not changed from Part 1, Step 2.)
Quantity of Concession Stand ItemsConsumed
TotalUtility
MarginalUtility
Average ItemPrice
Marginal UtilityPer Dollar for Concession Items
—
—
—
400
200
$15.00
800
375
$15.00
1,200
525
$15.00
1,600
650
$15.00
2,000
750
$15.00
2,400
825
$15.00
2,800
875
$15.00
Part 2 Question 1: What quantity combination of movie tickets and concession stand items would maximize utility now that the price of movie tickets has changed?
Your Answers:
Quantity of Movie Tickets
Quantity of Concession Stand Items
Part 2 Question 2: What is the price of movie tickets?
Your Answer:
Movie Ticket Price
Part 3:Given the total quantity of movie tickets and total concession stand items consumed in a month and the total utility derived at Ruby Red’s Movie Theater for the change in concession stand prices, calculate the marginal utility and the marginal utility per dollar for movie tickets and concession stand items.
Step 1: Calculate marginal utility and marginal utility per dollar for movie tickets. (Note: The information here is the same as in Part 1, Step 1.)
Quantity of Tickets Consumed
Total Utility
Marginal Utility
Movie Ticket Price
Marginal Utility Per Dollar for Movie Tickets
—
—
—
200
150
$10.00
400
275
$10.00
600
375
$10.00
800
450
$10.00
1,000
500
$10.00
1,200
525
$10.00
1,400
525
$10.00
(Continue on next page)
Step 2: Calculate marginal utility and marginal utility per dollar for concession stand items.
Quantity of Concession Stand ItemsConsumed
TotalUtility
MarginalUtility
Average ItemPrice
Marginal UtilityPer Dollar for Concession Items
—
—
—
400
200
$20.00
800
375
$20.00
1,200
525
$20.00
1,600
650
$20.00
2,000
750
$20.00
2,400
825
$20.00
2,800
875
$20.00
Part 3 Question 1: What quantity combination of movie tickets and concession stand items would maximize utility now that the average price of concession items has changed?
Your Answers:
Quantity of Movie Tickets
Quantity of Concession Stand Items
Part 3 Question 2: What is the average price concession stand items?
Your Answer:
Concession Stand Items Average Price
Part 4:Answer the following from the calculations you made above:
Step 1: In regards to movie tickets, report the price and quantity you calculated in Questions 1 and 2 from Parts 1 and 2.
Movie Tickets
Price
Quantity
Part 1, Question 1, and Question 2
Part 2, Question 1, and Question 2
TASK TO DO: Graph the demand curve for movie tickets from the information you have above. Provide a copy of your graph in the box below. You can use a computer program such as Microsoft Excel or even draw the demand curve for movie tickets by hand, then take a clear, easy-to-read photo of it and insert it. Be sure to resize your graph or photo so that it completely fits in the box.
Step 2: In regards to concession stand items, report the price and quantity you calculated in Questions 1 and 2 from Parts 1 and 2.
Concession Stand Items
Average Price
Quantity
Part 1, Question 1, and Question 2
Part 3, Question 1, and Question 2
TASK TO DO: Graph the demand curve for concession stand items from the information you have above. Provide a copy of your graph in the area below. You can use a computer program such as Microsoft Excel or even draw the demand curve for movie tickets by hand, then take a clear, easy-to-read photo of it and insert it. Be sure to resize your graph or photo so that it completely fits in the box.
Part 5:Given the price and quantity information below, graph the supply curve for movie tickets and concession stand items on separate graphs.
Step 1: Graph the supply of movie tickets given the prices and quantities supplied below.
Movie Ticket Prices and Quantity Supplied
Movie Ticket Price
Quantity Supplied of Movie Tickets
$2
1,800
$3
1,800
$4
1,800
$5
1,800
$6
1,800
$7
1,800
$8
1,800
$9
1,800
$10
1,800
$11
1,800
$12
1,800
$13
1,800
$14
1,800
$15
1,800
Insert graph here: To create your graph, you can use a computer program such as Microsoft Excel or even draw the demand curve for movie tickets by hand, then take a clear, easy-to-read photo of it and insert it. Be sure to resize your graph or photo so that it completely fits in the box.
Part 5 Question 1: Why is the quantity supplied of movie tickets the same regardless of the price of movie tickets? Enter your response in the box below.
Step 2: Graph the supply of concession stand items given the prices and quantities supplied below.
Concession Stand Item Prices and Quantity Supplied
Average Concession Stand Price
Quantity Supplied of Concession Stand Items
$1
500
$2
700
$3
900
$4
1,100
$5
1,300
$6
1,500
$7
1,700
$8
1,900
$9
2,100
$10
2,300
$11
2,500
$12
2,700
$13
2,900
Draw or insert graph here: (Make sure your graph fits entirely in the box.)
Part 6: Graph the supply and demand for movie tickets and concession stand items.
Step 1: Graph the supply and demand for movie tickets on one graph.
Draw or insert graph here: (Make sure your graph fits entirely in the box.)
Step 2: Estimate the equilibrium price and quantity for movie tickets:
Equilibrium Price: _____________________
Equilibrium Quantity: ________________________
Step 3: Graph the supply and demand for concession stand items on one graph.
Draw or insert graph here: (Make sure your graph fits entirely in the box.)
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3. What about veteran’s returning from war? How is the return and re-integration into society handled? How does their service and return potentially positively or negatively affect the rest of society?
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2020 is both an election year and the 150th anniversary of the passage of the 15th Amendment, making it an important time to consider the history of voting rights in the United States. The struggle for the ballot is emblematic of the struggle to make real the democratic promises of this country’s founding narrative. As we have seen historically, the right to vote has always been incomplete, contested, and compromised by the racism, sexism, classism, and xenophobia of policymakers and the interests they act to protect. Voting rights have expanded in the last 400 years, but they have also been taken away, requiring activists to rise up, again and again, to restore the achievements of prior generations. The fight for the ballot is ongoing. Recent elections have brought forth the old problem of voter suppression in a new guise — voter ID laws, voter roll purges, polling places shuttered. This assignment is broken into several sections related to the way in which people take part in the electoral system and the struggles that have existed at local and national levels.
Source Materials:
Watch: ● Suppressed: The Fight to Vote documentary (35m), involving the 2018
Georgia gubernatorial election
Assignment:
Part A. In a paragraph or so each, answer the questions below. Be descriptive in your discussion of your answer and make sure to back it up with info from the materials or from the interactive websites.
1. Look at the US Government Voter Information Website
Links to an external site.
https://www.usa.gov/who-can-vote
https://www.usa.gov/who-can-vote
. What are voting restrictions that exist today in your state? Make a short list below. Out of that list, what do you think is stepping over the line/not harsh enough/should be changed?
2. Pay particular attention to the sections “Who Can’t Vote”.
Links to an external site.
What is the description of voting rights for those currently incarcerated or former incarcerated persons in your state? What is you opinion on this aspect of the discussion of voter rights?
3. Some discussion of voting laws focus on who people are, their national origin, education, etc. What of the following descriptors do you accept as limits or expansions on voting? What is your critique of these limitations? Pick 3 of the 10 issues below that you find most reasonable to the creation of an informed electorate. Write a few sentences on each and why you picked these as either necessary, or the lesser evil in this case.
● Lower the voting age ● Require completion of a certain year/level of schooling ● Know something about the Constitution ● Know something about the candidates/issues being voted on ● Know how to read ● Not be a felon ● Expand voting rights to Green Card holders ● Be able to pay a poll tax to vote ● Pass a mental competency test ● Ownership of land or $20,000 in assets
How do these limitations above reflect historical limitations based on voting that you are aware of?
Part B.
4. Create a 1-page write-up/300 words, (double-spaced, Times New Roman 12pt font) of your overall findings in this research.
Watch the short documentary Suppressed: The Fight to Vote (35m). This is about the governor’s election in Georgia in 2018 and many of the ways people were left out of the voting process. It also discusses issues nationwide that disproportionately affect lower economic areas and people of color in the United States.
Answer these questions in your write up: What historical parallels do you see between the fight to gain the right to vote throughout the time period of our class and the issues going on in Georgia in 2018? How do these relate to the 15th Amendment and what suggestions do you have to rectify this issue of contentious access to voting?
investigation that revealed multiple abuses of power by the Nixon administration
A June 1972 break-in to the Democratic National Committee headquarters led to an
investigation that revealed multiple abuses of power by the Nixon administration. Watch
the video below to learn more about the Watergate scandal. You can also refer to the
“Watergate” subsection in Chapter 26 The Conservative Turn. watch this video to do it
Questions: 1. Given what you know about other impeachment proceedings from the class
(Andrew Johnson, Bill Clinton, Donald Tump (1 & 2)), where does this fall historically? Was this something that one should have been impeached, why or why not?
2. In times of war, how much power does the president have domestically? Was impetus for the Watergate Scandal domestic or foreign policy? What did Nixon stand to gain from it?
3. Nixon ultimately stepped down before he could have been removed from office. Was this something that should have happened? Would it have been a good or bad thing for the president of the United States to stand trial for crimes? Why or why not?
Sufficient = 300 words, substantive and addresses the prompt
Touchstones are projects that illustrate your comprehension of the course material, help you to refine skills, and demonstrate application of knowledge. You
can work on a Touchstone anytime, but you can’t submit it for grading until you have completed the unit’s Challenges. After you’ve submitted a Touchstone, it
will be graded and counted towards your final course score.
Touchstone 1: Narrative Essay
ASSIGNMENT: Write a narrative essay using the techniques and elements of narrative writing that you have learned in this unit. Your essay must be
approximately 500-800 words long.
Sample Narrative Essay In order to foster learning and growth, all essays you submit must be newly written specifically for this course. Any recycled
work will be sent back with a 0, and you will be given one attempt to redo the Touchstone.
A. Instructions
Choose a topic that enables you to tell a short, interesting personal story. Your story can be funny, suspenseful, meaningful, or exciting, but it must focus on
one event. For example, if you decide to write about traveling to Denmark, you should not write about the entire trip. Choose one event (e.g., an afternoon
you spent bicycling on an island, or your first taste of smoked herring, or your visit to the childhood home of Hans Christian Anderson) and tell a detailed story
that focuses on that event.
The following are some ideas that can help you to select a topic for your story:
• Firsts: Think of a “first” in your life and describe that moment in detail.
• Proud Moment: Choose a moment when you felt proud about an accomplishment.
• Adversity: Describe a time when you had to think or act quickly to overcome a challenge.
• Travel: Recall a memorable experience you had while visiting an interesting place.
B. Think About Your Writing
Below your completed narrative, include answers to all of the following reflection questions:
1. Which narrative techniques did you use to bring your story to life? (2-3 sentences) Sophia says: Did you use vivid description, sensory details, and/or
Not Submitted Submitted Scored When you’re ready to upload your document, click here. SUBMIT TOUCHSTONE
It takes 5-7 business days for a Touchstone to be graded once it’s been submitted.
dialogue to engage readers? Provide two examples from your essay in which you “show” readers rather than “tell” them. EXAMPLE: A sentence such as “I
glanced at the clock, grabbed my briefcase, and sprinted for the elevator” uses more descriptive language than simply saying, “I was running late for the
meeting.”
2. How did your purpose and audience shape the way in which you wrote your narrative? (3-4 sentences) Sophia says: Your hypothetical audience extends
beyond the people who will evaluate your narrative. Which individuals or groups were you addressing when you wrote your narrative, and how did
consideration of your audience and your purpose influence the way in which you wrote it?
3. Provide a concrete example from your narrative that shows how you have written specifically for this audience and purpose. (3-5 sentences) Sophia
says: Consider including a quotation from your essay and explaining how it was written to appeal to your audience, and to accomplish your purpose.
Alternatively, you might describe a theme, tone, or narrative technique that you used and explain how it was intended to appeal to your audience and achieve
your purpose.
C. Narrative Guidelines
DIRECTIONS: Refer to the checklist below throughout the writing process. Do not submit your Touchstone until your essay meets all of the guidelines.
Narrative Focus and Flow
❒ Are all of the details in your story relevant to your purpose?
❒ Are the events presented in a logical order that is easy to follow?
❒ Is your story 500-800 words in length? If not, which details do you need to add or subtract?
Narrative Structure
❒ Is there an opening paragraph that introduces the setting, characters, and situation?
❒ Are there middle paragraphs that describe the progression of events?
❒ Is there a closing paragraph that provides a thorough resolution to the story?
Narrative Language and Techniques
❒ Have you incorporated narrative language and techniques (e.g., figurative language, concrete and sensory details, dialogue, and vivid description)?
❒ Can examples of narrative language and techniques be found throughout your story, or are they only evident in some places?
Conventions
❒ Have you double-checked for correct grammar, punctuation, spelling, formatting, and capitalization?
❒ Have you proofread to find and correct typos?
Before You Submit
❒ Have you included your name, date, and course in the top left corner of the page?
❒ Have you answered all of the “Think About Your Writing” questions?
❒ Is your essay between 500 and 800 words in length (2-3 pages)?
D. Scoring
Your composition and reflection will be scored according to the Touchstone 1 Rubric, which evaluates the narrative focus, narrative flow, narrative structure,
narrative language and techniques, use of conventions (grammar, punctuation, etc.), and your answers to the “Think About your Writing” questions above.
The composition is consistently focused, and details are relevant and specific.
The composition is focused and details are relevant and specific. However, a few details and descriptions detract slightly from the focus.
The composition is mostly focused and the majority of details are relevant and specific. However, there are several details and descriptions that detract from the focus.
The composition does not have a consistent focus.
The composition exhibits no evidence of a focus.
Narrative Flow
Tell the story using a logical, smooth sequence of events.
The sequence of events and details is logical and easy to follow throughout the composition.
The sequence of events and details is logical and easy to follow throughout the composition, with a few minor exceptions.
The sequence of events and details is easy to follow throughout most of the composition; however, some areas are poorly sequenced or confusing.
The events and details are primarily poorly sequenced and difficult to follow.
The sequence of events and details is illogical. Readers cannot follow the progression of the composition.
Narrative Structure
Develop a clear beginning, middle, and end.
The composition has a clear and well-developed beginning, middle, and end. The opening paragraph(s) thoroughly introduce the setting, characters, and situation. The middle paragraphs thoroughly describe the progression of events. The closing paragraph(s) provide a thorough resolution to the narrative.
The composition has a clear and sufficiently developed beginning, middle, and end. The opening paragraph(s) adequately introduce the setting, characters, and situation. The middle paragraphs adequately describe the progression of events. The closing paragraph(s) provide an adequate resolution to the narrative.
The composition has a clear beginning, middle, and end; however, one of the three sections is minimally developed.
The composition lacks a clear beginning, middle, or end; or, two of the three sections are minimally developed.
The composition lacks a clear beginning, middle, and end; or, all three sections are minimally developed.
Narrative Language and Techniques
Use narrative language and techniques competently.
Uses narrative language and techniques (e.g., concrete and sensory details, figurative language, vivid description, dialogue, pacing, and plot development) effectively throughout the composition.
Uses narrative language and techniques (e.g., concrete and sensory details, figurative language, vivid description, dialogue, pacing, and plot development) effectively in the majority of the composition.
Uses narrative language and techniques (e.g., concrete and sensory details, figurative language, vivid description, dialogue, pacing, and plot development) effectively in some parts of the composition.
Uses narrative language and techniques (e.g., concrete and sensory details, figurative language, vivid description, dialogue, pacing, and plot development) rarely in the composition.
Does not use narrative language and techniques (e.g., concrete and sensory details, figurative language, vivid description, dialogue, pacing, and plot development) in the composition.
Conventions
Demonstrate command of standard English grammar, punctuation, spelling, capitalization, and usage.
There are few, if any, negligible errors in grammar, punctuation, spelling, capitalization, formatting, and usage.
There are occasional minor errors in grammar, punctuation, spelling, capitalization, formatting, and usage.
There are some significant errors in grammar, punctuation, spelling, capitalization, formatting, and usage.
There are frequent significant errors in grammar, punctuation, spelling, capitalization, formatting, and usage.
There are consistent significant errors in grammar, punctuation, spelling, capitalization, formatting, and usage.
Reply to reflection questions thoroughly and thoughtfully.
Demonstrates thoughtful reflection; consistently includes insights, observations, and/or examples in all responses. Answers all reflection questions effectively, following or exceeding response length guidelines.
Demonstrates thoughtful reflection; includes multiple insights, observations, and/or examples. Answers all reflection questions effectively, following response length guidelines.
Primarily demonstrates thoughtful reflection, but some responses are lacking in detail or insight. Answers all reflection questions, primarily following response length guidelines.
Shows limited reflection; the majority of responses are lacking in detail or insight. Answers reflection questions inadequately; may not answer all of the questions and/or may not follow response length guidelines.
Does not answer the majority of reflection questions, or the majority of answers do not follow response length guidelines.
F. Requirements
• Your narrative must be 500 to 800 words (approximately 2-3 pages) in length.
• Assignment guidelines must be followed or your submission will not be graded.
• Double-space the essay and use one-inch margins.
• Use an easily-readable 12-point font.
• All writing must be appropriate for an academic context.
• Your narrative must be original and written for this assignment.
• Plagiarism of any kind is strictly prohibited.
• Your submission must include your name, the name of the course, the date, and the title of your composition.
• Your submission must include both your narrative and your answers to the “Think About Your Writing” questions.
• Submit only a single file that contains all of the assignment components.
This discussion assignment builds upon the ideas discussed on the lecture titled “The Poetry of Nature.” Consider the idea, as explained in the lecture, of poems that are centered on one object/artifact of nature vs. poems illuminating nature itself (or a broad element of nature). Identify one poem that exemplifies the former and one that exemplifies the latter.
Then, compose a two-paragraph discussion post (about 250-300 words). Focus one paragraph on each poem. The first will discuss how the first selected poem focuses on an object of nature as metaphor; the second will discuss how the second selected poem illuminates the grandness (for better or worse) of nature or an element of nature and its importance. Identify and discuss how you see the relationship of the poet to nature or the object or element of nature portrayed in the poem.
Lecture: Poems of Nature
As long as poets have been composing verse either in the oral or written tradition, they have been writing about the natural world. During this segment of the poetry unit, we read many poems that explore, ponder and sometimes celebrate the relationship between human beings and nature. These poems explore the wonder of life and landscape; flora and fauna, wilderness and proximity to human society, viewing nature from afar, with awe and aloofness or right beside us, perhaps, with intimacy. Some explore the violence and terror of the natural world, conveying its extraordinary power over humankind.
You will notice two important trends in the poems here. The first category of poems is centered on one single object or artifact of nature. In these, the poet, who is typically the subject, explores his/her/their life and emotions by illuminating the object – a bird, mountain, ray of light, lily, pumpkin, creek, for example] usually written as a way to express the feelings of the author. A specific flower’s life cycle may be a metaphor for the poet’s dying love, or a mountain range may represent seemingly insurmountable obstacles to gaining what the poet needs or wants. The second category of poems, on the contrary, observes the grandness of all of nature. Rather than centering on individual plants, animals or even landforms, these poems take a broader view of the wonder or terror of the natural world itself.For these poems, you will complete two assignments. The first is a discussion post and the second is a formal poetry explication. You will use the poetry lectures provided in this unit as a guide and reference for the explication. The section on writing about poetry is “How to Write Essays about Literature” is also a good reference.