Human Society

In discussion of inhumane treatment, a controversial issue is whether animals are entitled to their rights. While some argue that only humans have rights, others contend that animals should have the same privileges as humans. The author of â€Å"A Change of Heart about Animals,† Jeremy Rifkin, claims that animals should have better treatment. Rifkin rhetorically changes one’s view on this subject without the consent of the reader. Rifkin begins by showing the animals’ human qualities, then giving a counter statement to common objections, and finally ends it by utilizing negative language. Rifkin’s expressive strategy is to note the similarities between animals and humans. Rifkin mentions Koko, a 300-pound gorilla. Koko was able to learn sign language and yet some people never even learn how to communicate in sign language. Rifkin also notes the similarity between rats and humans. He states, â€Å"Recent studies in the brain chemistry of rats show that when they play, their brains release large amounts of dopamine, a petrochemical associated with pleasure and excitement in human beings. Rifkin shows that not only do animals have the ability to learn the things we do, but also have some features that we do. After providing the analogy between the two, Rifkin anticipated that many people would view animals as one of them. The result is that to believe that animals are not any different than us, so they shouldn’t be in the brutal situations they face every day. It also, makes much more likely to accept the statement he makes based on the similarities he provides, that we must work to increase the benevolent treatment of animals. Among Rifkin’s subtly persuasive strategies is to denote the common objections and give a counter statement. Jeremy Rifkin for showing us that science supports what we pet owners and animal rights activists have known in our hearts all along: animals have feelings and abilities not very different from humans. When will more people begin to realize that we share this world with many creatures deserving of our care and respect? Animals have a right to live without being confined, exploited, and tormented.

Malcom X Essay

Malcom X was a man who held many strong beliefs and posed numerous persuasive arguments. Many of these arguments are presented by Malcom X in his autobiography. The told events of his life provide the evidence for the arguments he makes. One of his contentions is that women are inferior to men. Malcom’s perception of women and his basis for this argument develop through out his life. His experiences with women provide efficient evidence for the argument he makes, but there are some counter-examples which contradict his argument. Malcom grew up watching his father beat his mother. As a young boy he lived in a society where women were considered less significant than men. When Malcom moved to Boston, he gained knowledge about women by the examples of his friends who used women as status symbols. His experiences with his own status symbol, Sophia, further lead him to believe that women were inferior to men. These conditions shaped Malcom’s views on women. It was through Malcom’s experiences with his family, his friends in Boston, and the women he knew that lead him to believe women were â€Å"nothing but another commodity (155).† Malcom did have models of proud and self-reliant women through out his life. However, these women did not seem to affect his overall opinion. Malcom’s father was often physically abusive to his mother. Malcom was subjected to witnessing his father’s actions. Malcom observes that a possible reason for his father’s violent outbursts was the fact that his mother â€Å"had a pretty good education (6).† His father would not tolerate being corrected by a woman which presented Malcom his first example of women’s inferiority to men. These violent outbreaks and his mother’s passive reactions taught Malcom that women could be treated in any harmful and shameful way without consequence. Moving to Boston exposed Malcom to a different culture. Boston’s urban setting clashed with the rural areas where Malcom was raised. The friends he made in Boston were hustlers who operated in a fast paced and manipulative world. They believed that being seen with a white woman was the ultimate establishment of reputation. Not only did Malcom witness the white women being used for status by his friends, he understood that â€Å"†¦those white women had no more respect for those Negroes†¦ (140).† He knew that the white women were using them for pleasure and escape from the security of their marriages. These experiences taught Malcom that women were to be regarded as nothing more than trophies. The lack of respect given to the women and the lack of which they gave provided evidence that women did not deserve to be appreciated. Malcom had his own white woman to parade around town to the clubs and bars, Sophia. Sophia succumbed to anything that Malcom demanded. She surrendered all of her money to him and would appear at his beck and call. Malcom would abuse her just â€Å"to keep her in line (156).† It became Malcom’s belief that â€Å"some women love to be exploited (156).† Malcom exploited the submissive Sophia because she allowed him to do so. Malcom was surrounded by meek and subservient women which lead him to believe women like to be treated in such a harsh manner. Malcom was acquainted with a few very highly regarded women. â€Å"The first really proud black woman† Malcom had known was his sister, Ella (39). Ella was a woman of great achievements. Malcom â€Å"had never been so impressed with anybody (39-40).† Another impressive woman who impacted Malcom’s life was the wife of his boss. She was educated and had business abilities which Malcom respected. Malcom regarded these women much differently than the others he knew like Sophia, however, his inferiority-of-women attitude was not changed by these decent women. The mistreatment and abuse of women that Malcom witnessed and acted out guided his beliefs about women and where they stood in society. Malcom’s perceptions of women and his argument about gender relations are clearly connected with his raising. His evidence of these views and arguments give good reason for him to accept them as true. His gender relations argument does not take into consideration the few, but highly upright, women that did take part in his life, though. The fact that he did experience relationships with women whom he did not consider inferior conflicts his argument.

Leonard Bernstein

Leonard Bernstein Free Online Research Papers On August 25, 1918 in Lawrence, Massachusetts, a music legend was born. Leonard Bernstein was Jewish and went to school at Garrison and Boston Latin Schools while learning to play the piano. He found a love for music early on. When Leonard went to Harvard he met some great people, such as Walter Piston and A. Tillman Merritt. While at Harvard he wrote music to â€Å"The Birds† and directed and performed in â€Å"The Cradle Will Rock† by Marc Blitzstein. He then went to the Curtis Institute of Music in PA and studied piano, conducting and orchestration. In 1940, Leonard would meet someone very important to his future, Serge Koussevitzky. They met at Tanglewood, in Boston, where Leonard studied conducting and would become Serges conducting assistant. In 1943, Bernstein became Assistant Conductor of the New York Philharmonic. After substituting at Carnegie Hall, in place of Bruno Walter, Bernstien was sought after worldwide. Bernstein would soon become Music Director of the New York City Symphony Orchestra until the death of his dear friend Koussevitzky in 1951. He then began teaching at Tanglewood in orchestra and conducting. In the same year, he would be married to the Chilean actress who also played piano, Felicia Montealegre. In 1956, Bernstein would become involved with the New York Philharmonic and would succeed Dimitri Mitropoulos (with whom he had an affair) as Music Director in 1958. He is well known for conducting the most concerts with the orchestra than any other conductor before. He carried the title of Laureate Conductor his whole life. He enjoyed the New York Philharmonic orchestra so much that more than half of his 400 plus recordings would be played by them. The world sought after Bernstein and he would ablidge as conductor. He conducted in London, the International Music Festival in Prague, and created a lasting relationship with Israel when he played in Tel Aviv. In 1953, he conducted the opera Cherubinis â€Å"Medea† as the first American at Teatro alla Scala in Milan. As an advocate of American composers, Bernstein cherished Aaron Copland (who he is said to have slept with) the most. He studied, learned, and memorized many of his works. His favorite to play and considered a trademark was Coplands â€Å"Piano Variations†. Almost all of Coplands works were recorded by Bernstein. He even started televising â€Å"Young Peoples Concerts† dedicated to Copland. Bernstein was an amazing conductor who could connect with his orchestra to make amazing sound and quality performances. He is best known for how well he conducted Beethoven, Haydn, Brahms, Schumann and Sibelius. He also was the best with Gustav Mahler, which started a new interest in Mahlers music. Bernstein began his composing career in the 1940s. He allows his heritage and religion to play a part in his music while keeping to the American style. He created many works of music starting with his Symphony No.1: Jeremiah and a ballet piece Fancy Free. Fancy Free was such a hit, it was turned into the Broadway musical On the Town. He then wrote another ballet score for Facsimile in 1946. He continued with Prelude, Fugue and Riffs in 1949, the opera Trouble in Tahiti in 1952, the Broadway score Wonderful Town in 1953, the soundtrack for the film On the Waterfront in 1954, and another Broadway score Candide in 1956. In 1957, Bernstein would create his most popular and widely known piece West Side Story. It would later become a feature film and win an Academy Award in 1961. From 1958 to 1969, Bernstein became the director of the New York Philharmonic. He carried the orchestra though fourteen seasons on CBS with the â€Å"Young Peoples Concerts† musical series. He then created another orchestra and ensemble piece Mass:A Theater Piece for Singers, Players and Dancers in 1971, his third and final ballet Dybbuk in 1975, another great and final Broadway piece 1600 Pennsylvania Avenue in 1976, his final opera A Quiet Place in 1983, and finally his orchestra and ensemble finale Concerto for Orchestra: Jubilee Games in 1989. Bernstein also wrote about music. His writings were published in four books between 1959 and 1982. He gave lectures as well. There was a book and television program on his six lectures at Harvard. The show was called â€Å"The Unanswered Question†. The world loved Bernstein. He received many medals, honors and awards in his lifetime. He received a Gold Medal from the American Academy of Arts and Letters, MacDowell Colony, Beethoven Society, and the highest honor with the Handel Medallion. Bernstein received a Tony award and many awards from colleges and universities. He was given the keys to the cities of Oslo, Vienna, Bersheeva and the village of Bernstein, Austria. Many countries honored him. He won twenty Grammy awards and received the Kennedy Center Honors. The year Bernstein was to die, he received the Praemium Imperiale prize from the Japan Arts Association. He used the money from the prize to start the Bernstein Education Through the Arts Fund, Inc. (BETA) I listened to Symphony No. 2 for piano and Orchestra, â€Å"The Age of Anxiety†. This piece is well laid out and full of emotion. He starts with a loud upbeat intro that leads into a solemn melody. It gives me a visual imagery of someones lover leaving them. The slow, calm of the music is very melancholy and depressing. It is as if the person is alone and confused as to what to do now. uses several variations in this piece. He flows well between the orchestra and the piano solos. The piano occurs to me as a symbol of depression while the orchestra is all the other emotions causing confusion as to how the person really feels and what they should do. When the piano has its solo and is so pianissimo, I think of the person having given up all hope and drowning in their sorrow. Just as all seems hopeless something occurs to change the persons perspective and they begin to realize it is not the end of the world. The orchestra joins back in with the piano and gets louder and faster. A joyous moment when the person realizes the truth in their feelings and moves on. The happy ending. This piece carries a slow tempo with some sections of increased speed. It has great tone color and transitions. Based on what we have listened to through this course, this piece sounds unstable. It is as if it goes in any direction it wants, flowing like a rapid river. Whereas earlier music had a set pattern, layout and form that was used. There is still flow to it but no exact layout. It follows its own rules and does what is pleasing to the ear of the composer. Bernstein is a musical genius. He will be remembered and learned from for years to come. He has become one of my favorites. Thank you Bernstein. â€Å"Leonard Bernstein†. NNDB. 2009. nndb.com/people/532/000031439/ â€Å"Leonard Bernstein (Conductor, Composer)†. Aryeh Oron. August 2001. bach-cantatas.com/Bio/Bernstein-Leonard.htm â€Å"Leonard Bernstein†. The Leonard Bernstein Office, Inc. 2008-2009. leonardbernstein.com/lb.htm â€Å"Leonard Bernstein†. Myspace.com. 2009. myspace.com/leonardbernstein.com Research Papers on Leonard BernsteinHip-Hop is ArtWhere Wild and West MeetThe Masque of the Red Death Room meaningsEffects of Television Violence on ChildrenCanaanite Influence on the Early Israelite ReligionAnalysis Of A Cosmetics AdvertisementHonest Iagos Truth through DeceptionRelationship between Media Coverage and Social andThe Spring and AutumnInfluences of Socio-Economic Status of Married Males

Cost Accounting

Cost Accounting Today, as the business world becomes more complicated than the past, many internal accounting managers face with challenging situations. And situation like Kranbraek Corporation makes an internal accounting manager a hard decision between his professional ethics and accepting orders from his or her boss. What really matters is that this is violation of the professional codes of ethics, and it is going to end up with the collapse of the company.Cellant, who is the president of Kranbraik Corporation, has ordered the company ¡Ã‚ ¯s controller to scrutinize all costs that are currently classified as period cost and reclassify as many as possible as product costs. It is meant to convert fixed costs to variable one so that fixed cost that should be incurred this year can be portioned to next year. It sounds clever to debit selling expenses as cost of goods sold which is going to be charged over the next year when the sales amounts are quite high.Professional Ethics (journal)However, the cost of goods sold next year are going to be higher than actual cost of goods sold, then the other aspects of the situation are going to cause the controller to cook the accounting books in other places. Reclassifying period costs to product costs will eventually and consecutively cause more problems later on. Moreover, professional auditors will doubt why Kranbrack Corporation cutbacks period costs, and they will eventually find out that the company deceived stakeholders to look fabulous to potential investors by showing impressive earning per share. Finally, the later story implies an fatal disaster.Whether actual sales accounts don ¡Ã‚ ¯t exceed the planned amounts, it is proper to cut back discretionary fixed costs like advertising and travel. However, nobody knows how adversely cutting back advertising expense affect is invisible and tremendous. Thus, the controller should not disregard the...

Business Unit

This means it could include information about current employees and includes their address, bank details and date of birth. This can only be stored with the consent from the person or if it is necessary for the performance of the person’s job. This Act seeks to provide balance between the interests of an organisation that hold data and the personnel. This person has rights under the Act to access the information, stop information being held about them, prevent the information being passed on for marketing purposes and to have compensation made and to ask the data controller to rectify errors. This Act covers all people. Colleges have had to comply with this Act in several ways and here I have listed three of them. Obtaining permission to use data, Set up data protection policies before starting the business up and training all members of staff. Members have to process data confidentially and accurately to ensure it was seen by nobody outside the business. If someone on the outside of the business found some very personal information about a employee or student this could then deeply upset them and the business could get into a lot of trouble. What is the Freedom of Information Act 2000? The Freedom of Information Act 2000 is an act which defines the ways in which the public may acquire access to government-held information. The objective is to allow individuals and corporations reasonable access to information while minimising the danger of damage to anybody. The idea for this act was first put forward in 1997 and was passed in 2000 and came into full effect in 2005. In order for Colleges to comply with the Freedom of Information Act 2000 they have to regularly publish information whenever possible to a deep enough level. Another way in how Public and government run businesses comply with this information is by allowing the customers of the business to request information from the business which gives them access to their own individual personal information. When a business receives a request, they have a legal responsibility to identify a request which has been made and to handle it accordingly. Staffs who receive customer messages should be particularly aware to identifying potential requests. What is the Computer Misuse Act 1990? The Computer Misuse Act 1990 was designed to enclose legislation and controls over computer crime and Internet fraud. The legislation was created to: -Criminalise unauthorised access to computer systems. -Discourage serious criminals from using a computer in the commission of a criminal offence or seek to get in the way or impair access to data stored within a computer. The Computer Misuse Act 1990 has raised concerns among privacy supporters and those who believe in limiting government authority on daily life and behaviour. However, the Computer Misuse Act has served as a model for computer crime legislation in other Commonwealth countries. How businesses comply with this Act In order for College to comply with this Act they must not: -Display any information which enables others to gain unauthorised access to computer material including instructions for gaining access, computer codes or other devices which assist hacking. -Display any information that may lead to any unauthorised modification of computer materials. -Display any material which may provoke or encourage others to carry out unauthorised access to or modification of computer materials. Ethical issues What are the ethical issues? Codes of practice exist in organisations to maintain business ethics on: -Use of email -Internet -Whistle-blowing -Organisational policies -Information ownership What are Codes of practice? Code of practice is a set of rules which are written which are used to explain how people working in a particular profession should behave. Use of email Most organisations have a code of practice for the correct use of email. Although it is not illegal to perform these, they business tend not to allow this. Tesco tend to state in their code of practice to not use emailing for: -Material which violates copyright restrictions -Personal data about a third party in contravention of the Data Protection Act -Messages likely to cause offence -Material which could be used to breach computer security or facilitate unauthorised access The correct use of emailing in a business such as Tesco is: -To give standard information to a large group of employees -To distribute urgent information quickly -As a memo, but only when the text is short and to the point -To gather views quickly Internet A lot of businesses also have codes of practice on the use of internet and what their employees are able to use their internet for. Things employees aren’t allowed to use the internet for at Tesco are: -Do not access the Internet unless for authorised / supervised activities. -Do not use the Internet to obtain, download, send, print, display or otherwise transmit or gain access to materials which are unlawful, obscene or abusive. -Respect the work and ownership rights of people, as well as other employees or staff. This includes abiding by copyright laws. Do not engage in ‘chat’ activities over the Internet. This takes up valuable resources which could be used by others to benefit their studies. -No pornography Whistle-blowing A whistle-blower is an employee or member of staff who raises a concern about a business practice either to management or to the press. The concerns raised could be: -Fraud -Crime -Danger Whistle-blowers may receive legal protection through the Public Interest Disclosure Act, but the offence being reported must make up an intentional attempt to break the law. Organisational policies Organisations could have many policies to make sure that their business practices with regards to information can be done more ethically. Tesco have to manage their information and also make sure their marketing is fair in order to stay within these policies. Information ownership If a business creates information in the day to day work, then they should be responsible for it. If a business such as Tesco owns information, they then have to protect it to an appropriate degree and this includes the information’s confidentiality and no changed have been done to the information.

How the Hop Hop Music Culture Spread Into Eastern Countries Essay

How the Hop Hop Music Culture Spread Into Eastern Countries - Essay Example Underground hip hop artists and various rappers and â€Å"hip hopsters† began recording and distributing music across America. Though hip hop/rap music was not considered mainstream American music, the artists and their investors were making profits off marketing the â€Å"underground† releases. Such underground artists include, The Sugar Hill Gangs's 1979’s "Rappers Delight† and â€Å"King Tim III’s Personality Jock† by the Fat Back Band (See Appendix #1 and #2). With underground hip hop and rap music spreading like wildfire throughout the Unitied States of America, it would soon prove to be no surprise that the controversial hip hop/rap music would soon be intorduced into mainstream American music. Its introduction would prove to be nothing short of extraordinary, triggering controversial and mixed emotions among America’s youth, parents, and of course, churches. The introduction of hip hop/rap into mainstream American music will neve r be forgotten, leaving countless mass media and personal stories of the adjustments to the revolution (See Appendix #3). The Induction of Hip Hop Music into Mainstream American Music A New York hip hop group called Run-DMC and Jam Master Jay is accredited with introducing hip hop music into mainstream American Music during the early 1980s. Because any type of change is controversial, the introduction of the hip hop genre was no exception. The new style and genre was for the most part, â€Å"clean-cut†, unlike much of the underground music that had been circling the nation during the 1970s. Run-DMC and Jam Master Jay didn’t rap about drugs, sex, or violence; instead, they rapped about normal teen life and the joys... This "How the Hop Hop Music Culture Spread Into Eastern Countries" essay outlines the phenomenon of hip-hop music's popularity. A New York hip hop group called Run-DMC and Jam Master Jay is accredited with introducing hip hop music into mainstream American Music during the early 1980s. Because any type of change is controversial, the introduction of the hip hop genre was no exception. The new style and genre was for the most part, â€Å"clean-cut†, unlike much of the underground music that had been circling the nation during the 1970s. Run-DMC and Jam Master Jay didn’t rap about drugs, sex, or violence; instead, they rapped about normal teen life and the joys of being a part of America’s youth (Bessie Cherry, 2008). They were the â€Å"good guys† of rap, you could honestly say (Bessie Cherry, 2008). In an interview with Letter Press Publications, Darryl McDaniels told Bessie Cherry, Executive Director of Communications for Letter Press Publications, that Run-DMC and Jam Master Jay’s goal for introducing rap into mainstream American music was to positively unify our youth, not to divide or destory it with lyrical adorations pertaining to sex, drugs or violence. McDaniels said that he is most certainly disappointed in how rap music has evolved and does not approve of the lyrics of so many of today’s American artists and the hip hop industry (Letter Press, 2008). â€Å"Several of today’s multi-million dollar production and networking alliances, are signing and promoting artists whose lyrical themes solely project sex, violence, death and destruction.

Week-long Thematic Unit Research Paper Example | Topics and Well Written Essays - 2500 words

Week-long Thematic Unit - Research Paper Example This unit is to enlighten English Language Learners on pumpkins through books, exploring pumpkins, as well as school field trips. The learners will begin by going through a manuscript on the life cycle of a pumpkin along with filling out a KWL chart on each and every thing they know concerning pumpkins (Harada, & Yoshina, 2003). Then, the class will discuss vocabulary, as well as what words they need to know when explaining and making maps. During the course, they will be informed that they are going to go on a field trip to Bonny Brook farmhouse. Prior to the trip, they need to sketch a map or plot of finding the best likely way to arrive at the pumpkin patch so as to find their pumpkins (Baker, Cooley & Pingel, 2002). Then, after they collect their pumpkins and the class gets back to school, they will inspect the pumpkins through estimating and measuring aspects of the pumpkin. After that the class will read an informational manuscript about pumpkins. To conclude the pumpkin course as a class, we will compose a picture book, which characterizes the pumpkins and each and every thing they learned about pumpkins. This "Pumpkin Science" plan will lesson gives students who learn English as a Second Language a background of how to grow plants. It also grants them a practice in predicting and estimating outcomes. Component Sections of this Thematic Unit 1. Subject. The paper will select an appropriate subject that reflects on text topics, student experiences, interests, problems or issues. 2. Grade Level Correctness 3. Focal Point. Here students will be asked to develop a one-sentence focus statement, which summarizes the intent and direction of the unit. 4. Objectives. This section will identify three or four aims the educator wishes the students would understand by the end of the unit (Max, 1997). These can be limited to county or state competencies and objectives. 5. Resources and Materials. It is beneficial to establish all the crucial resources and materials af ter the unit has been developed. The way, the educator will avoid limiting him/herself to a few recognizable items. a) Printed Resources. pamphlets, newspapers, notices, junk mail, travel guides, journals, letters, diaries, maps, brochures, advertisements, flyers, dictionaries, encyclopedias, magazines, professional journals, booklets. b) Computer along with CD-ROM Materials. Reference works, educational software, simulations and educational games associated with curriculum, and CD-ROM variations of writing. c) Internet Resources. d) Visual/Audio Resources. Videos, filmstrips, films, movies, overhead transparencies or slide programs. Audio tapes, records, tapes and books, and CD’s. e) Community Resources: 1. Motivational speakers 2. School field trips f) Instructional Television Resources: 1. Cable 2. ETV g) Literature Resources: 1. poetry 2. Non-fiction 3. Fiction 6. General Activities. This section will establish activities that the educator wishes to use all through the un it. For a majority of the unit, these activities will be mixed, incorporating the range of curricular fields, as well as reflecting elements of a literature-related program. 7. Discussion Questions. This section of the lesson will include an array of open-ended questions, which help students mull over the topic in a divergent and varied manner. 8. Literature Selections. See Resources and Materials above. This section will select books associated with the topic of each thematic unit. For literature selection, the lesson plan will develop a pre-reading activity, a range of cross-curricular education activities, and