Food Ins. Essay Example for Free

Food Ins. Essay 1. If animals should have certain rights, do you think those rights also apply to animals we raise for food, like chickens or pigs? Are there any rights that these farm animals should have? If so, what are they? One animal does not have greater importance over another, such as one human is not more life worthy than another. In this case to say certain animals should have rights whereas others should not is wrong. So yes a dog and a chicken should have rights and the same rights. The more difficult question is what exactly these rights should be. It is reasonable to try to prevent the most obvious cases of gratuitous suffering or torture of animals, but beyond that, non-human animals yes deserve to be given â€Å"rights†, but cannot simply be granted. The animals are treated like scum, kept in the dark with no concept of an outside world. Some rights they should be graced with are the right to the outdoors, and the right to roam. 2. How do you think farm animals should be treated? How do your ideas compare to what you saw in the film? It seems as if each industry in the film has the power to define cruelty. This is as ridiculous as giving a burglar the power to determine their punishment. Why these industries are not charged with aggravated cruelty to animals is something I cannot understand. Is it not the same to kick a dog or kick a chicken with the same anger? 3. Richard Lobb of the National Chicken Council says in the film, â€Å"In a way, we’re not producing chickens, we’re producing food. † What does this statement mean? Do you agree or disagree with it? How might this perspective affect the way that chickens are raised? 4. Many of us were surprised to learn that corn is so prevalent in our foods. Why do you think we were so surprised? Of course people are surprised to find out corn is so prevalent because the problem is it’s not even just in foods! When there is some kind of soy or corn in batteries, diapers, Motrin, charcoal, etc. you know there is a big problem. 5. Do you think the government and food producers have kept it a secret? Why don’t more people know this fact? This unfortunately is not something you can blame on the food producers; it’s simply the consumers fault for not looking at the ingredients on a food label. I believe people do not know the facts due to ignorance and laziness. Bottom line is if people realize what is in their food they will have to make a change which is usually not cost effective and more time consuming which these days is very undesirable. 6. Food labels actually do list corn-based ingredients, but not always in a recognizable way. How do you feel about ingredients being included in your diet without your knowledge? If you have a question about something, isn’t it common knowledge to ask about it. Google these days tells you everything you want to know and more so people can easily read the ingredients and research a word unknown to them.

Bill Gates :: essays research papers

Skinny, shy and awkward, teenaged Bill Gates seemed an unlikely successor to his overachieving parents. His father, powerfully built and 6'6'' tall, was a prominent Seattle attorney, and his gregarious mother served on charitable boards and ran the United Way. While he showed enormous talent for math and logic, young Bill, a middle child, was no one's idea of a natural leader, let alone a future billionaire who would reinvent American business. Born in 1955, Gates attended public elementary school, and enrolled in the private Lakeside School at age 12. The following year, Gates wrote his first computer program, at a time when computers were still room-sized machines run by scientists in white coats. Soon afterwards, he and his friend Paul Allen wrote a scheduling program for the school—which coincidentally placed the two in the same classes as the prettiest girls in school. Still in high school, Gates and Allen founded a company called Traf-O-Data, which analyzed city traffic data. Gates set off for Harvard University intending to become a lawyer like his father. Still shy and awkward, he rarely ventured out to parties unless dragged by his friend Steve Ballmer, whom he later repaid by naming him president of Microsoft. One day in December 1974, Allen, who was working at Honeywell outside of Boston, showed Gates a Popular Mechanics cover featuring the Altair 8800, a $397 computer from M.I.T.S. computing that any hobbyist could build. The only thing the computer lacked, besides a keyboard and monitor, was software. Gates and Allen contacted the head of M.I.T.S. and said they could provide a version of BASIC for the Altair. After a successful demonstration at the company's Albuquerque headquarters, M.I.T.S. contracted with Gates and Allen for programming languages. The pair moved to New Mexico and started Micro-soft (they dropped the hypen later). Although the company's first five clients went bankrupt, the company struggled on, moving to Seattle in 1979. The following year, IBM asked Gates to provide an operating system for its first personal computer. Gates purchased a system called QDOS (Quick and Dirty Operating System) for $50,000 from another company, changed the name to MS-DOS, and licensed it to IBM. The IBM PC took the market by storm when it was introduced in 1981—and licensing fees streamed into Microsoft, ensuring the company's survival over the next several years. Microsoft continued concentrating on the software market, adding consumer applications like Microsoft Word and Microsoft Excel.

Couse Outlie

Assumption University Martin de Tours School of Management Department of Management SYLLABUS SEMESTER 2/2011 Martin de Tours School of Management’s Vision To be the leading international business school in the ASEAN region providing high quality business education to enable graduates to make invaluable contributions to organizations and society. Martin de Tours School of Management’s Mission To shape our students into independent-minded graduates who are well-versed in business, able to communicate effectively, tech savvy, innovative, and ethical to successfully face global challenges.COURSE TITLE MGT3907 Business Communication Summer semester – MGT3907 is offered only in the evening program, NOT in the day program. BG2001 English IV A. Mingmada ([email  protected] com) Course Coordinator PRE-REQUISITES LECTURERS Day Program Evening Program OFFICE & CONTACT COURSE DESCRIPTION A. Tipnuch ([email  protected] edu ) A. Vrinporn ([email  protected] com) A. Polth ep ( p. [email  protected] com) A. Dilaka ( [email  protected] om) th MSM 4 Floor Development of written, oral, technical, and interpersonal skills for effective communication in the business world with emphasis on well-written business documents for diverse purposes; understanding of group and cross-cultural communication determinants for individual or organizational success; effective visual and oral presentation; and essential competence in some communication technologies widely used in business today. MGT3907 Course Outline – Page 1 of 11 Upon completion of MGT3907, the student should have 1. . Theoretical and applied knowledge of the purposes, formats, patterns, and media of modern business communication; 1. 2. The ability to compose business memos and letters for informative, positive, negative, and persuasive messages; 1. 3. Preparation for job interviews and searches; 1. 4. The ability to plan, research, compose, and present a short report; 1. 5. Skill in the tech nology currently used in business communication, including word processing and presentation software, e-mail, and the Internet; 1. 6.The ability to identify potential barriers to communication and apply techniques to overcome them; 1. 7. Appreciation of the value of diversity in meeting communication objectives; 1. 8. The ability to write effective formal and informal business documents of various kinds throughout a business career; 1. 9. An awareness of the importance of using correct grammar and punctuation in business writing. †¢ REQUIRED TEXT †¢ †¢ †¢ CLASS ATTENDANCE Locker, Kitty O. , and Donna S. Kienzler. Business and Administrative Communication. 9th ed. New York: McGrawHill/Irwin, 2010. http://lms2. u. edu 6 absents maximum (including both discussion and lecture classes) A student absent 7 or more times including lates, will not be allowed to take the final exam, according to University policy and the regulation of the Thailand Commission on Higher Educ ation. Here is the official policy: COURSE OBJECTIVES MARK ALLOCATION: Assignment/ Class work/Participation Quiz Proposal, presentation, short report Midterm examination Final examination TOTAL Penalty Marks 1. No submission to Report Copying Check 2. Presentation Quality Survey 10 5 15 20 50 100% Marks -50 -20Penalty marks will be subtracted from your total Assignments marks until that total reaches zero. EXAMINATION SCHEDULE: is not given here as it may change after this Course Outline is distributed. Students must check with Registration or look it up online with AuNet. MGT3907 Course Outline – Page 2 of 11 CLASS RULES Cheating Policy If any students or a group of students will be caught copying, partial/entire project or hire outside or inside person to do their works, the faculty consider such act as a serious matter which will automatically result in ‘F’ grade for an entire group.Changing section Students are neither allowed to study in other section they h ave not enrolled for, nor do the project with their friends in other sections. The lecturer does not have any authority to allow his/her students to switch section without proper authorization from the registrar. Dress code regulations for class: Wear proper attire Students wearing the following items will not be allowed to check their class attendance: †¢ Trousers and skirts made of jeans, corduroy, or velvet materials, or made in â€Å"jeans design. † †¢ Shirts / blouses in which the edges are not tucked inside trousers or skirts. Slippers. OTHER MATTERS Website (will be announced in class) LMS is our class website with †¢ PowerPoint and handout downloads, †¢ Announcements, etc. Email procedures 1. Email address – Each student must provide a valid, reliable email address to the lecturer and must check it daily for messages related to the course. 2. Email attachments should not be sent to the lecturer unless by the lecturer’s special request . Normally lecturers do not have time to save, scan for viruses, and open attachments, so email containing attachments will be rejected or discarded.Emailed assignments should be pasted into the body text of the email message. 3. Email subject header – Email to the course lecturer should always use the following email subject header format: Student ID#, Section #, Subject; for example, â€Å"4514444, 432, Assignment #1 [or Short Report, or Question about . . . , etc. ]. † Wrong: I. D. 4514444, [start with the number] Wrong: Assignment 1, 451444 [start with the number] Wrong: Somchai, 451444 [start with the number] Wrong: u4514444, [no ‘u’; check your ID card] Wrong: 451-4444, [no yphen; check your ID card] Wrong: 4514444, sec 444, [no â€Å"sec† or â€Å"section†] Right: 4514444, 432, Assignment #1 [or whatever] Copying an assignment from someone else and presenting it as one’s own is strictly forbidden. Neither the copied assignment n or the original will be accepted and neither can be revised. Unless instructed otherwise, always assume that assignments are individual, not group. Students should be very careful about showing their work to â€Å"friends†. MGT3907 Course Outline – Page 3 of 11Disturbing the class by socializing with classmates, making noise, or talking on a mobile phone while the lecturer is speaking will invite penalties such as being counted late or absent, being ejected from the classroom, having ID cards confiscated, or having marks subtracted from the final grade average. Students who do wish to learn must have the opportunity to do so to their best ability in an atmosphere conducive to learning. Late exam – The Coordinator of MGT3907 must be officially notified by the Department of Management in advance of the need for a late exam for any student.A student needing a late exam must first submit a petition with evidence at Registration. Later, if a late exam is approved by a committee, Registration will notify the student. The student should then check with the MGT3907 Coordinator to be sure that the Coordinator has also been officially notified by the Department of Management. Mobile phones must be turned off before their owners enter the classroom, and they must remain off and put away for the duration of the class—except during toilet visits, when they must be given to the lecturer.A lecturer’s mobile phone may remain on, however, for possible University business. A student caught using a mobile phone during class time will be, at minimum, counted late but may be counted absent with ID card confiscation. Plagiarism (copying the words or ideas of another writer without giving credit to the other writer) is forbidden and will be penalized severely. Preparation must be done before every class, which means reading over the relevant section of the textbook to be discussed and doing any assigned homework.Presentation Quality Survey – Discussion lecturers will assign you, or your group, to evaluate the short report presentations by the members of another group. The survey form is attached to the last page of this Course Outline Report copying check – the short report, due towards the end of the semester, will be submitted to your discussion teacher, but also must be emailed to [email  protected] com. Dress code regulations for examination: Wear full uniform Students are obligated to wear the University’s full uniform as stipulated in the University’s dress code regulations to take examinations.Failure to comply with the regulation will result in students not being allowed to appear for examinations, and subsequently, the student receiving â€Å"0† marks for the examination. To be eligible to appear for exams, students are required to wear full uniform: †¢ Male students must wear black/dark blue trousers, white button/collared shirt, black shoes, University neck-tie and belt buc kle. †¢ Female students must wear black/dark blue skirt, white button/collared shirt, clack shoes, and University buttons, pin, and belt buckle.Note: The students will not be admitted to the final exam later than 10 minutes after the exam starts. MGT3907 Course Outline – Page 4 of 11 COURSE CONTENTS AND TENTATIVE SCHEDULE MGT3907 COURSE SCHEDULE WEEK 1 (for week dates, see calendar following the schedule) LECTURE CLASS DISCUSSION CLASS Introduction to MGT3907, course outline, and resources, notably MGT3907 – LMS website http://lms2. au. edu Chapter 1: Succeeding in Business Communication Appendix A: Formats for Letters, Memos, and E-Mail Messages. Homework: Download hyperlinked Course Outline . df file AND the Powerpoints and handout package from LMS Each lecturer may omit, select, add, or modify the classwork or homework assignments as needed, for example, to discourage copying. The lecturer will specify how to submit each assignment, by paper or by email. If by email, students must follow the correct email procedure to receive credit. †¢ Self-introduction by Icebreaker methods. †¢ Break up into groups, discussion topic assigned. †¢ Discussion to share ideas. †¢ Assignment: write a memo individually based on group discussion and submit to the instructor In-class. Homework: Exercise 1. 10 Topics †¢ Kinds of audiences, needs, attitudes †¢ Group analysis of a particular audience †¢ Adapting messages for audiences 2 Chapter 2: Adapting Your Message to Your Audience. Appendix A: letter, memo, and email formats. Homework: Adding students: do homework from Week 1. 3 Chapter 5: Communicating Across Cultures. Homework: Adding students: do homework from Weeks 1 – 2. †¢ Discussion: â€Å"How Does Culture Affect Business Communication? † †¢ Discussion: Exercise 5. 2 – Identifying Sources of Miscommunication (group work) †¢ Homework: Exercise 5. 2 or 5. 8MGT3907 Course Outline â€⠀œ Page 5 of 11 4 Chapter 3: Building Goodwill Homework: Adding students: do homework from Weeks 1 – 2. Chapter 7: Planning, Composing, and Revising. Appendix B: Writing Correctly. †¢ Discussion: â€Å"Putting Yourself in the Other Person’s Shoes† †¢ Assignment/Homework: Exercise 3. 4 or 3. 13 Improving readability †¢ Connotation vs. denotation †¢ Active vs. passive †¢ Strong verbs †¢ Parallel structure †¢ Activity – work in groups on exercise 7. 11, 7. 15 The composing process †¢ Planning †¢ Writing †¢ Revising †¢ Editing †¢ Proofreading †¢ Activity – Exercise 7. 3 5 6Chapter 14: Informative and Positive Messages. Midterm Exam prep and resources The Midterm Exam covers through Week 7: Chapters 1, 2, 5, 3, 7, 14, 15 7 Homework: review Midterm Exam description in the Handouts Package. Chapter 15: Negative Messages †¢ Discussion of informative and positive messages. †¢ Checkli st for informative and positive messages, p. 419 †¢ Activity – using checklist to evaluate emails in Exercise 14. 4 †¢ Homework: Exercise 14. 8 or 14. 10 as lecturer directs. 8 Chapter 17: Planning and Researching Reports. Chapter 18: Writing Proposals and Progress Reports Overview of short report Checklist for Negative Messages, p. 456 †¢ Role Play on â€Å"Giving Bad News to Peers and Subordinates† †¢ Assignment: Exercise 15. 3 – Letters for Discussion – Credit Refusal (work in group, write up and discuss) †¢ Specifics of short report assignment: proposal, report, presentation †¢ Discussion: Exercise 17. 9, Evaluating Survey Questions MGT3907 Course Outline – Page 6 of 11 assignment. Homework: Locate and review documents for the short report assignment in the handouts package. Chapter 16: Crafting Persuasive Messages †¢ Homework: A proposal for your short report 10 Chapter 6: Working and Writing in Teams. 11 Cha pter 8: Designing Documents Chapter 9: Creating Visuals and Data Displays 12 Chapter 10: Making Oral Presentations. Powerpoints. †¢ Checklist for Direct Requests, p. 506 †¢ Checklist for ProblemSolving Persuasive Messages, p. 508 Assignment: Exercise 16. 6 – Choosing a Persuasive Approach †¢ Listening skills, roles in groups, decision-making, successful groups and meetings †¢ Discussion: short report proposals †¢ Discussion/homework: Exercise 6. 10 or 6. 15 †¢ Homework: begin working on short report. Importance, levels, guidelines, of document design †¢ Visuals, brochures, web pages †¢ Discussion: Exercise 9. 6 Interpreting Data (Choose one data set only. ) †¢ Homework: Continue work on short report. †¢ Planning effective presentations †¢ Selecting and organizing information †¢ Delivering effective presentations †¢ Handling questions during presentations †¢ Activity: Exercise 10. 2 Analyzing Openers And Clo sers †¢ Homework: Continue work on short report; some groups prepare to submit and present. †¢ Homework: Bring MGT3907 Course Outline – Page 7 of 11 Presentation Quality Survey form to next class. 3 Chapter 11: Building Resumes Chapter 12: Writing Job Application Letters Homework: 1. Presentation Quality Survey 2. Submission of report to Report Copying Check (follow procedures) [email  protected] com All submissions for the Survey and Report Copying must be received by the final exam date. Penalty marks apply to 1 and 2. Class presentations †¢ Activity: Presentation Quality Survey †¢ Homework due: Final short report due with 5minute oral presentation †¢ Homework: Submit report to Report Copying Check; Don’t forget ALL the ID numbers! No attachments. Homework: Bring Presentation Quality Survey form to next class. 14 Chapter 13: Interviewing For A Job. Chapter 4: Navigating The Business Communication Environment Class presentations †¢ Acti vity: Presentation Quality Survey †¢ Homework due: Final short report due with 5minute oral presentation The Final Exam is cumulative but mainly covers Weeks 8-15: Chapters 17, 18, 16, 6, 8, 9, 10, 11, 12, 13, 4 Homework: 3. Presentation Quality Survey 4. Submission of report to Report Copying Check (follow procedures) All submissions for the Survey and Report Copying must be received by the final exam date.MGT3907 Course Outline – Page 8 of 11 Week Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13 Week 14 Start 25 Oct 31 Oct 7 Nov 14 Nov 21 Nov 28 Nov 5 Dec 12 Dec 19 Dec 16 Jan 23 Jan 30 Jan 6 Feb 13 Feb End 28 Oct 4 Nov 11 Nov 18 Nov 25 Nov 2 Dec 9 Dec 16 Dec 23 Dec 20 Jan 27 Jan 3 Feb 10 Feb 17 Feb Inclusive 25-28 Oct 30 Oct-4 Nov 7-11 Nov 14-18 Nov 21-25 Nov 28 Nov-2 Dec 5-9 Dec 12-16 Dec 19-23 Dec 16-20 Jan 23-27 Jan 30 Jan-3 Feb 6-10 Feb 13-17 FebMGT3907 Course Outline – Page 9 of 11 MGT3907 Presentation Quality S urvey My ID: Presenter Group Number: Sec: Title of Presentation: Scale E x c e Item ll e n t 5 5 5 5 5 5 5 5 5 5 5 5 5 5 2. 4. 2. 4. 6. 8. 2. 4. 2. 4. 2. 4. 2. 4. Opening/closing Speaking skills Opening/closing Speaking skills Opening/closing Speaking skills Opening/closing Speaking skills Opening/closing Speaking skills Opening/closing Speaking skills Opening/closing Speaking skills Scale E x c e l l e n t 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5 4 5Group: Date: For each item, circle the number to the right to evaluate its quality according to the criteria below. Student IDs Item P o Good o r P o Good o r ID: Comment: ID: Comment: ID: 1. 3. 1. 3. 5. 7. 1. 3. 1. 3. 1. 3. 1. 3. Visuals Interest Visuals Interest Visuals Interest Visuals Interest Visuals Interest Visuals Interest Visuals Interest 1 1 1 1 1 1 1 1 1 1 1 1 1 1 2 3 4 2 3 4 2 3 4 2 3 4 2 3 4 2 3 4 2 3 4 2 3 4 2 3 4 2 3 4 2 3 4 2 3 4 2 3 4 2 3 4 1 1 1 1 1 1 1 1 1 1 1 1 1 2 2 2 2 2 2 2 2 2 2 2 2 2 2 3 3 3 3 3 3 3 3 3 3 3 3 3 3 Comment: ID: Comment: ID: Comment: ID: Comment: ID: Comment: Criteria 1. Visuals – Quality of photos, tables, charts, clip art, video, Powerpoint backgrounds, animations, colors, design. 2. Opening/closing – attempted to interest audience; communicated purpose of presentation; gave a meaningful or interesting conclusion that showed analysis, recommendation, or suggestion for future. 3.Interest – made presentation interesting in whatever way. 4. Speaking skills – Used smiling, gestures, eye contact; seemed confident; did not read but only sometimes referred to notes or Powerpoint; voice was clear and loud enough; did not often look away from audience; did not hold onto unnecessary paper, pen, or other prop for security; dressed appropriately; did not fidget with hands and feet or otherwise distract audience from message of presentation. MGT3907 Course Outline – Page 10 of 11

The Problem Of Homelessness And The Housing Crisis Essay

Vulnerable families were hit hard by the recent recession and housing crisis. Rates of homelessness and housing instability among families with children increased during this period, and thousands of families in the United States remain without safe, stable, affordable housing (Cortes, Dunton, Henry, Rolston, Khadduri, 2012). Families without adequate housing face barriers to multiple aspects of wellbeing including physical and mental health, educational and employment opportunities, family stability, and social engagement. Homelessness has proven to be harmful to children above and beyond the general conditions of poverty, and children without adequate, safe, stable housing experience negative outcomes across multiple domains of health and wellbeing. A number of individual-, household-, and structural-level predictors of housing instability have been identified, with economic factors, employment, and affordable housing options proving paramount. Research has traditionally focused on individual risk factors, although the past decade has seen an emergence of studies examining structural predictors of homelessness. Few studies, however, have taken a systems approach to examining housing instability, linking major social institutions such as child welfare, public assistance and criminal justice. Mass incarceration, a growing problem in American society, is affecting an increasing number of children and families across multiple domains. While several recent studies haveShow MoreRelatedA Vulnerable Population Sub Group1503 Words   |  7 PagesIn this assignment I will select a vulnerable population sub-group and consider how social science contributes to understanding the social problems encountered by this group. I will do this by f irstly explaining and identifying and locating the chosen sub group within the broader societal context. 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Veterans run a higher risk of becoming homeless if they are: suffering from a mental illness or substance abuse problem; do not have a support system; or have a disabilityRead MoreThe Problem Of Homeless People1278 Words   |  6 Pagesone of the major problems with america today, it is a very big problem that needs to be dealt with. There is more than 3.5 million homeless people in america, this includes men, women, kids, veterans, and the elderly (Home aid). 44,359 homeless people and the 26% of Angeleno residents who live in poverty -- and who are falling into homelessness at the rate of 13,000 a month† (Homeless. Hungry. Help.) ,lozz.oThis quote is important because it is true. There isn’t enough housing in America for all