The commercial shows a king and a queen at a jousting event, merrily drinking Bud Lights and cheering on the Bud Knight. Moments later, however, the knight gets knocked off his horse by Gregor Clegane, the huge and notoriously violent fighter from Game of Thrones, who goes by the nickname the Mountain.

The Mountain is one of Game of Thrones’ most terrifying characters — after the Whites, of course. He is a loyal servant of House Lannister and has an ongoing feud with his brother, Sandor Clegane, who goes by the nickname the Hound. The last time Game of Thrones audiences saw the Mountain, he was living a half-dead, zombie-like existence and was serving as Queen Cersei Lannister’s private bodyguard. He got to his Frankenstein-esque state in season four, episode eight’s “The Mountain and the Viper,” when he was severely injured during a battle with Prince Oberyn of House Martell — a battle (spoiler alert) he won by gouging out Oberyn’s eyes.

The Bud Light commercial pokes fun at the eye-crushing of Prince Oberyn. In the commercial, after the Mountain knocks Dilly Dilly off the horse, he tromps right up to him and gouges out his eyes — although, unlike HBO, Bud Light spares the audience the gore, filling in the scene with gross sound effects and a screaming audience. A shadow then casts over the jousting stadium, and one of Daenerys Targaryen’s dragons shows up, lighting the entire place on fire.

The Super Bowl ad is part of the $20 million marketing campaign for the show’s final season, which debuts April 14, according to the Wall Street Journal. The Journal is calling the commercial “the biggest and boldest marketing tie-ins the AT&T Inc.-owned cable network has ever orchestrated.” Apparently, the commercial had input from a director of the HBO show, and a few other ideas for the spot were scrapped because the show was worried it would give away too much of the season finale’s plot line.

While this is the first time the Mountain has appeared in a Bud Light commercial, the company has been running its GoT-like “Dilly Dilly” campaign since 2017. The campaign is supposed to be a parody of the Game of Thrones world, and has scenes of medieval characters sitting around banquets or stone jail cells enjoying bottles of Bud Light and shouting “Dilly Dilly” (a riff on “cheers”).

 

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1. Explain why you believe humans have a need to express themselves through created artifacts. Specifically, address the following prompts.

• Explain the larger human need to express, using the insights you gained from studying your artifact. Suggested approach: As you work to address this prompt, refer back to course content in the first three themes of the course and also consider revisiting Section III and Section V of your Project 1 Artifact Chart. In these sections, you explored the purpose of your selected artifact and how creative expression impacts and is impacted by the people and situations that surround it. Also, consider the questions you posed in Section VI of Project 1 related to expression. In answering this prompt, consider expanding on the initial insights you gained about your artifact to explain the larger human need to express.
• Detail how a person and/or concept encountered in this course has informed your explanation. Suggested approach: A.) Consider Theme: Introduction to the Humanities, which contains a list and discussion of reasons why artifacts are created and Themes: Introduction to the Humanities and Fundamentals of Human Culture on the “big questions.” Theme: Major Developments in the Humanities gives some examples of these reasons for creative expression during various time periods, naming a number of famous creators in the humanities, all of which might contribute to the discussion of your artifact. Theme: Value of the Humanities for Contemporary Issues talks more specifically about some powerful motives for creating in the humanities as well. Consider applying these concepts here. For instance, in the sample of “All Shook Up” by Otis Blackwell and Elvis Presley at the end of Theme: Fundamentals of Human Culture, the motives of making money, achieving fame, and entertaining were mentioned, among others. Be sure to refer back to course concepts in your response.

1. Explain how you think the act of human creative expression impacts and is impacted by the culture in which it was created.

• Explain the larger reciprocal relationship between human creative expression and the culture in which it was created, using the insights you gained from studying your artifact.
• Detail how a person and/or concept encountered in this course has informed your explanation.
• Suggested approach: In addition to thinking about your artifact and reviewing the overall course content, consider especially the definition and discussion of culture in Theme: Introduction to the Humanities, learning block 2-3; on how artifacts change as cultures evolve in Theme: Fundamentals of Human Culture; the numerous examples of cultures throughout time in Theme: Major Developments in the Humanities; and the contemporary examples of Theme: Value of the Humanities for Contemporary Issues. Also, review the responses you captured in the artifact chart submitted in any earlier theme (learning block 6-1). Does your previous work help inform your thoughts around how creative expression impacts and is impacted by culture? For instance, in the resources related to “All Shook Up” by Otis Blackwell and Elvis Presley at the end of Theme: Fundamentals of Human Culture, World War II and the unique cultural mix of America were mentioned as having impacted the creation of the artifact, while the song itself influenced American pop culture as a larger part of rock and roll. Check the responses for your own artifact in your chart and extend the insights you gained to explain the broader cultural impacts on creative expression as well as how humanistic artifacts impact the culture they are a part of.

1. Explain how you believe human creative expression can impact issues we deal with today. Be specific about the issues you are addressing.

• Use the insights you gained from studying your artifact to explain how creative expression can impact today’s issues.
• Detail how a person and/or concept encountered in this course has informed your explanation.
• Suggested approach: In addition to reviewing the overall course content, consider what the humanities have to do with us (Theme: Introduction to the Humanities) and the impact of the humanities on contemporary issues (Theme: Value of the Humanities for Contemporary Issues).
• Guided by the topics in this theme, determine what some key issues are today. Think about the connections your chosen artifact might have to contemporary issues, and expand the insights you gain to explore how artifacts in general can have an impact on current concerns.

 

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1. Explain why we depreciate assets over their useful lives instead of just expensing them in the year they are acquired?
2. In chapter 8 of our text we learned that a depreciation expense is a non-cash item and is added back to the operating activities of the cash flow statement using the in-direct presentation method.  Briefly discuss why this activity takes place and its impact on operating activities.  (Depreciation – Chapter 10)
3. What equation describes the periodic inventory system?
4. Briefly discuss and compare the four major alternative cost-flow assumptions for inventory.
5. Review the “Valuing Goodwill” article.  What are goodwill and intangible assets?  Why might you want to value these items?  What is impairment testing?

 

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• Explain why those in support staff positions such as receptionists, orderlies, and admissions clerks need cultural competence training. 
• Give two examples of what cultural information might be useful in specific support staff positions.

 

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Jeffery wrote a paper on popular music in which he claimed that many songs came from earlier sources. He included the entire song lyrics from the Beatles and compared them to the lyrics of a song by a folk singer from the 1930s. He cited the Beatles. Although he included the lyrics from the 1930 song, he did not include a reference to the source.

 

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