The Adventures of Huckleberry Finn and Censorship Essay Example for Free

The Adventures of Huckleberry Finn and Censorship Essay Censorship is telling a man he cant have a steak just because a baby cant chew it. (Mark Twain) Throughout the last hundred years, Mark Twains famous American novel The Adventures of Huckleberry Finn has been the center of a heated debate. This argument is centered around the allowance of the book in the curriculum of public schools. Many people from many different interest groups have stated their opinion about the book and the argument, presenting various pertinent arguments; however, the debate remains heated even more than a hundred years after the novel was originally published. On one side of debate is those opposed to the novels prominent position in schools. In fact many maintain that it should not be taught at all. This position is widely held. One such opposer is Beatrice Clark, an African American and grandmother of a student in a school system where the book is taught, believes that the book is unacceptable because of the language in it. She finds the use of the N-word, which is used more than 600 times, inflammatory and offensive. That word, in the history of America, has always been a degrading word toward African Americans. When they were brought to America, they were never thought of as human beings in the first place, and this word was something to call a thing that wasnt humans, says Beatrice. Charles Spokes, president of the NAACP believes that the word is not only unacceptable because of its offensive connotations, but also causes trouble in current relations between racial groups. What youre saying is those words are OK, but theyre not OK to a group of people, he states. This issue with the language in The Adventures of Huckleberry Finn is the major concern of the opposing party. Another significant argument is that Jim is portrayed as ignorant, and the African race in general as presented as lacking in value. Throughout the novel many, including John H. Wallace, find that Jim is represented in an unflattering way. He is shown as unintelligent more unintelligent that an adolescent boy and simple. Huck must constantly explain things to Jim that Huck finds rather simple and self explanatory. The writers of the book Satire or Evasion, present the example that at one point Huck attempts to explain a story about King Solomon which Huck believes Jim can not understand. He is also portrayed as a rather unintelligent man through Twains portrayal of his speech patterns and beliefs in spooks and superstition. Jim is also often portrayed as stupid and gullible; for example, when the Duke and Dauphin join Jim and Huck in their adventures, Huck soon realizes they are not really who they say they are and are simple rapscallions. Jim however believes them and even claims he didnt know kings and dukes behaved in such a way. The slaves in the book as a whole are also portrayed as lacking in value. When Huck lies to Sally Phelps, he mentions that a nigger died in the explosion on the ship. She believes that this is rather lucky because sometimes people get hurt. Huck and Tom also have a little prison adventure while Jim just sits in a shed, worrying that he might not escape in time and not knowing that he is actually a free man. That is information Tom Sawyer is keeping a secret. Bernard Bell, a writer, says, Twain nostalgically and metaphorically sells Jim down the river for laughs at the end. The book is also criticized for being atheistic and lacking in morals. This point was emphasized by Louisa May Alcott who thought it unfit for children. This book may have many opposers, but it also has a large number of advocates. Many people advocate the teaching of this book in school for its historical significance. It teaches our history, though it may be somewhat shameful. Hilari Anderson, a highschool teacher and advocate of Mark Twains classic novel says, We could ignore the book, but then were ignoring history. Were ignoring that that language exists. I dont think, in the long run, thats helpful to our kids. This view is shared by many. They hold that the language in the book is accurate for the setting and should be taken for what it is: a part of history that exists and must be recognized. Another teacher, Webb Harris Jr., also believes the book gives a humorous opportunity to discuss a difficult issue. A student named Steven in Virginia writes that if Huck meant the use of the word nigger to be offensive, he wouldnt complement Jim and use the word in the same sentence. He was a mighty good nigger, Jim was. The book is believed to be worth teaching because of the realistic view of history that it presents. Another reason many advocates hold that Huckleberry Finn should be taught in schools is because it shows the fullness of America. Huck writes about religion, scandal, pain, nature, and just life in general. Writer H.L. Mencken says that Twain breaks it down to elementals without false appearances or faà §ades. He finds it to be one of the greatest masterpieces in the world. Ernest Hemmingway also makes the point that all American Literature comes from it. Its the best book weve had. All American writing comes from that. There was nothing before. There has been nothing as good since. The novel by Mark Twain is held by many to be the best and most exemplary American novel. As one of the most controversial novels ever written, The Adventures of Huckleberry Finn is certainly one of the most notable books in western literature. Arguments in opposition and support are widely held and many deserve consideration. With thoughts to the language and offensive character of the novel weighed against its value as a historical resource and specific importance to American literature and its progression, the arguments in favor of the piece being taught, with discretion, seem the most valid. Most assuredly, the disputability of the novel will continue for many years more.

The Molten Core Theory Essay -- Geology Education Earth Essays

The Molten Core Theory The center of the Earth is composed of a solid metallic core surrounded by a molten layer of liquid metal. This paper will discuss the reasons to believe the theory that the Earth has a molten core, and the important discoveries that have led to this generally accepted theory. It is very reasonable to agree with this theory when paying credence to the logical evidence that answers questions about the Earth’s core. This evidence includes information about the elemental make up of the Earth, the reason for the Earth’s magnetic field, and some of the possibilities of the Earth’s formation. Dr. Ken Rubin, an assistant professor of geology at the University of Hawaii. Explains that the Earth is made up of an accumulation of all of the known elements combined in different forms to make the various rocks, and minerals that are present in the crust, mantle, and core of the Earth. With the understanding of these elements and their properties we can begin to make judgments on the harder to observe questions, like that of the Earth’s interior make up. Knowing the properties allows for the determination of things on a much larger scale, such as the density of the Earth, which is crucial to understanding the Earth’s core. Much of what is known about the Earth can be learned from observing the other planets in our solar system. Every planet has a different mass and density. That means that planets create varied gravitational pulls on each other. By testing the effects of the Earth’s orbit on that of the other planets it becomes possible to estimate an overall density for the planet. Knowing the density of the Earth is extremely important to understanding it’s interior structure. Returning to ... ...it’s basic structure. Along with the new evidence of the Earth’s magnetic field originating in the Earth’s core, and new experiments, such as the multi-anvil press experiment, it is logical and more than plausible to believe that the Earth’s core is a liquid hot fluid made up of iron and nickel, surrounding a compressed solid metal center. Works Cited Dr. Rubin, Ken. How do scientists know what is in the core of the earth?. 24 October 2002. . Kloeppel, Jim. â€Å"Long-standing mystery of earth’s inner core may be solved.† news bureau 1 March 2002. The Source of the Earth’s Magnetic Field. 22 Oct. 2002. Earth Core Studies. 26 October 2002.

Islam Studies Jahiliyyah Essay

The essay shall explore the concept of the jahiliyyah and demonstrate the importance and impact it has to understand the origins and development of Islam. The Jahiliyyah is a core and critical part of the foundations of Islam, that certain elements of the jahiliyyah were borrowed, adopted and developed; whilst other elements were discarded as Islam evolved. It is important as aspects of the jahiliyyah period continues to have an influence after the advent of Islam. Elements of the jahiliyyah such as the geographical location; the political, social and religious life; pre-islamic literature, rituals of the Ka’ba and the role of Women have shaped the understanding of Islam. The term ‘Jahiliyyah’ means the period of ignorance or barbarism; reflecting the Arabian culture before the birth of Muhammad(Mvumbi, 2010). The concept reflects the period in which Arabia had no dispensation, no knowledge of Allah or one God and no revealed sacred text (Hitti, 1987). The Jahiliy yah represents a cultural milestone, as Muslims believe they transitioned from an period of ignorance to the period of knowledge and enlightenment (Armstrong, 1991). The religious situation of Jahiliyyah is important to examine in order to understand Islamic monotheism. The religious situation of pre-Islamic shapes one’s understanding of the origins and developments of Islam, as Islam is a civilization, culture and religion. The importance of the concept is because Islam developed and built on a previous Arabian religion. Firstly the understanding the geographical location and characteristics of that period would inform and shape one’s understanding of Islam and culture. The Arabian peninsula is covered with desert and divided in two sectors: the north and the south(Mvumbi, 2010). The geographical characteristics influences the cultural and religious situation.The northern part were a pastoral society and the southern part had permanent settlements such as Yemen and th e Bedouin lifestyle (Mvumbi, 2010). Areas such as Yemen were important because of its advanced civilizations, fertile land and rich agriculture. Most areas were hospitable, rich in food and water, and trades such as spice trades (Hoyland, 2001). The desert created a harsh environment with extreme conditions, the climate varied from north to south influencing people of the time to be nomadic (Brockelman, 1960). The nomadic lifestyle created sub-cultures which led to the diversity of languages. The trade, agriculture and linguistics are central notions that have had significant importance to Islam religion and culture (Goodman, 1999). . For example, it is believed that Muhammad was a trader who stimulated the growth of trade in Mecca (Goodman, 1999). It is strongly believed that Islam and arabian’s spiritual consciousness was born the vastness of the desert, this strongly emphasise why it is important to understand Jahiliyyah as the roots of Islam begin in this period (Mvumbi, 2010). The Arabians within that period believed in religion, were more polytheism focus than the monotheism perspective of today. They believed in deities, these deities were the daughters of Allah, the supreme God (Husayn, 1982). They built temples for their idols in particular at Makka it was the most religious place. These notions of Jahiliyyah reflect Islam; as the Islamic faith was first revealed in Makka and the fact that Arabians had the notion of a supreme one and only God prior to the rise of Islam (Mvumbi, 2010). The surrounding religion such as Judaism and Christianity whom had a monotheistic faith influenced the Arabians and Islam of today. This reinforces that Arabia prior to Islam shared unity of God before Muhammad (Mvumbi, 2010). These key principles demonstrate that Islam was a revival and continuation of Jahiliyyah and this stresses the importance of that concept. Another element of the Jahiliyyah period was the political and social life, such as the Bedouin society. The political structure was tribal based, that consisted of individuals who participated in larger groups (Weissleder, 1978). This tribal aspect reflects the adopted leadership of Muhammad; as tribal rulers were seen as an arbitrator than a ruler (Weissleder, 1978). This political structure influenced the Shura system. The legal system of this period was based on tribal or customary law which influenced the Islamic communities of today(Weissleder, 1978). This element reinforces why Jahiliyyah period shaped the origins and understanding of Islam. Similarly the social integration of pre-Islamic shapes our understanding of Islam. The no tion of social integration developed within the Byzantine and Sassanic period (Hoyland, 2001). The Sassanic dynasty influenced the Islamic administrative system, it was also the aftermath of the competition dwelling between the two dynasties (Hoyland, 2001). Although these dynasties were competitive they shared a common values such as being imperialists and harmony (Hoyland, 2001). The imperial commercial network meant that the leaders had to negotiate and political rapports were created with the empires and harmony prevailed. The Bedouins became the foundational symbol of Arab nationhood identity (Hoyland, 2001). They became the nationhood identity through their significant oral transmitted poetry and written Arabic literature, which became the basis and core language and humanity of Islam (Hoyland, 2001). The pre-Islamic poetry was very fine and unique, it became the linguistic standard of the interpretations of the Qu’ran. It is noted that the pre-Islamic poetry was a central aspect of tribal humanism and in a sense contributed to Islamic humanism (Hoyland, 2001). This once again support that the pre-Islamic period intertwines with key principles of Islam and shapes one’s understanding that Islam adopted foundational principles. Along with the highly praise Arabic poetry and language, is the adopted style of language such as Saj of Kuhhan. The rhyming structure a distinguishing feature of Saj became Arabic prose (Hoyland, 2001). The style of Saj is evident within the Qu’ran, by understanding the style one may understand the socio-cultural context that this emerged from; as well as how the pre-Islamic language has been adopted by Islam. Another adopted principle of the pre-Islamic period was the role of the Ka’ba and religious practices. It is important to explore the rituals of the Jahiliyyah concept to notice the similarities, adoptations and continuation of principles that is reflected in Islam. For example, during the Jahiliyyah, there was sacred truce period to the Ka’ba which occurred for three months, the annual pilgramage which is now the ritual of the Hajj for Muslims (Armstrong, 1999). The only other difference of the role of the Ka’ba was during that time within the Ka’ba there was three hundred and sixty idols of worship within the Ka’ba (Armstrong, 1999). The practice of Islam such as fasting could be reflected in the pre-Islamic practices however it was the exclusion of hunting and sexual activity (Armstrong, 1999). So rituals that were practiced throughout the pre-Islamic period were adopted and integrated into Islam. By examining these rituals it reinforces the importance of understanding the pre-Islamic period. By understanding the concept of Jahiliyyah one would understand the continuity, the improvements and changes of principles demonstrated within Islam. These changes, adaptation can be viewed through the ideals of women and marriage within the pre-islamic period and the ideals of women and marriage in Islam. For example, pre-Islamic period; endogamy, polygamy and polyandry were common. Whereas, Qu’ranic revelations indicates the focus on polygamy rather than polyandry; however it was revealed at the time where the socio-context had increased numbers of widows. Similarly, the idea of an temporary marriage, this within pre-Islamic period was instigated by a woman; however in the Shiite practice it is only permissible by the man. This notion parallels with divorce, women were allowed to dismiss their husbands; however with the Shari’s women are disadvantaged when in attempt to divorce. The gender inequality is reflect in women’s roles as well. Women in pre-Islamic period were given a status, they were involved in divination and had a religious function; they also had the status of entertaining. However, Orthodox Islam has rejected the principle of giving women status and equality. The role of women within the pre-Islamic period reflects how Islam does not always adopt the principles of pre-Islamic period, but rather rejects some notions. As the essay demon strated the period of Jahiliyyah has significantly contributed to the success of the Prophet Muhammad’s mission. Significant features of the Jahiliyyah such geographical location; the political, social and religious life; pre-islamic literature, rituals of the Ka’ba and the role of Women have shaped the understanding of Islam. These features have demonstrated the Islamic religion within context of it’s origins and development. By understanding the concept of the Jahiliyyah one can understand which features are adopted, integrated, improved and rejected as Islam evolved. References Armstrong, K, 1991. ‘Jahiliyah’ in Muhammad: A Western Attempt to Understand Islam. 1st ed. London: Victor Gollancz Ltd. Brockelman, C, 1960. History of the Islamic peoples. New York: Capricorn books. Goodman, D, 1999. Pre-industrial Cities and Technology. London: Routledge Hoyland, R, 2001. Arabia and the Arabs: From the Bronze Age to the Coming of Islam. 1st ed. London: Routledge. Husayn, M, 1982. The life of Muhammad. Lagos: Academy Press. Mvumbi. 2010. Introduction to Islamic theology: A study of some major theological issues . [ONLINE] Available at: http://www.cuea.edu/mvumbi/images/stories/PDF/ClassNotes/INTRODUCTION%20TO%20ISLAMIC%20THEOLOGY.pdf. [Accessed 14 May 13]. Schuon, F, 1976. Understanding Islam. 1st ed.London: Unwin Paperbacks Weissleder, W, 1978. The Nomadic Alternative. Chicago: Mouton Publishers

244142550 Principles Of Cost Accounting - 7232 Words

Principles of Cost Accounting Vanderbeck 16th Edition Test Bank Click here to download the test bank INSTANTLY!!! http://www.solutionsmanualtestbank.com/products/2013/04/29/principles-of-costaccounting-vanderbeck-16th-edition-test-bank Principles of Cost Accounting Vanderbeck 16th Edition Test Bank Principles of Cost Accounting Vanderbeck 16th Edition Test Bank ***THIS IS NOT THE ACTUAL TEXTBOOK. YOU ARE PURCHASING the Test Bank in e-version of the following textbook*** Name: Principles of Cost Accounting Author: Vanderbeck Edition: 16th ISBN-10: 1133187862 Type: Test Bank - The test bank is what most professors use an a reference when making exams for their students, which means there’s a very high chance that you will see a very†¦show more content†¦There was no beginning or ending work in process. 5,000 units were completed and transferred out. The cost per unit is: A. $8.60 B. $5.20 C. $18.40 D. $4.60 10. Which of the following is not included in departmental product costs? A. Costs identifiable with the department. B. Costs added by prior production departments carried to the department. C. Cost of sales and administrative departments that have been allocated to the production department. D. Costs of factory service departments that have been allocated to the production department. Principles of Cost Accounting Vanderbeck 16th Edition Test Bank Principles of Cost Accounting Vanderbeck 16th Edition Test Bank 11. The primary task of process costing is to allocate total cost between: A. units finished during the period and units still in process at the end of the period. B. materials and conversion costs. C. units in process at the beginning of the period and units started during the period. D. units started during the period and units finished during the period. 12. Using the average cost method of process costing, the computation of manufacturing cost per equivalent unit considers: A. Current costs only. B. Current costs plus cost of beginning work in process inventory. C. Current costs plus cost of ending work in process inventory. D. Current costs less cost of beginning work in process inventory. The number of whole units that