Introduction to Computer Application & Systems Essay Example for Free

Introduction to Computer Application Systems Essay Introduction to Computer Application Systems March 6, 2012 Dr. Xuan Yu ? Technology has gone from the days of the pony express to advancing at a rate of a mile a minute to now evolving to what seems like the speed of light or faster. With such a fast paced environment of change in technology, policies and laws must adapt to be compatible to those advancements in order to provide the best method to govern the laws and policies and protect its people. This paper will explore how technological advancements have influenced crucial changes in two essential policies: the Electronic Communications Privacy Act (ECPA) and the Electronic Funds Transfer Act (EFTA). The Electronic Communications Privacy Act, an extension of the Federal Wiretap Statute, was endorsed in 1986 (Justice Information Sharing, 2010). This was a necessary implementation with how technology was diversifying ways to communicate and share information. In order to oversee and safeguard technological advancements such as email, cordless and cell phone communications, and electronically stored data the federal government had to amend and sometimes put into operation new policies. These policies, like the Electronic Communications Privacy Act, minimize many ethical issues that came along with the development of these advancements. As technology experimented with ideals such as wireless connection, it gave way to many unethical and at times illegal practices. Ethical issues that the Electronic Communications Privacy Act had to address included accessibility and privacy; information could be shared outside the confinement of a person’s home or business. The government needed to find a way that would control and guard how this information was access, collected and stored. Implementing the Electronic Communications Privacy Act allowed government officials to include devices outside the scope of the Federal Wiretap Statute. Eight years before the Electronic Communications Privacy Act, financial businesses latched on to this idea of transferring information which cause governmental official to step in and implement the Electronic Funds Transfer Act. This ct is intended to protect people who engage in transferring and sharing private financial information such as bank account numbers and personal information through devices such as automated teller machines (ATMs) and point-of-sale terminals

How WW1 Led To WW2 Essay Example for Free

How WW1 Led To WW2 Essay WW1 was the most gruesome war up until that time. With the central powers fighting the allied powers, germany was defeated and forced to take all blame for WW1 which led to WW2. They were forced to admit the war was their fault, pay all damages, and lose their military. After the war, all powers met in France and discussed the treaty of versailles and all allied powers except the U.S. made Germany sign the document and admit that the war was entirely their fault. They hoped it would keep Germany from starting another war but in reality it sparked them to get revenge. Also in the treaty, the allied powers forced them to pay for all expenses in the war. The total cost was well over a billion dollars. This hurt the economic system of Germany and they couldnt pay for it all. It sparked the Germans to once again get revenge on the allied powers and gain control of their country again. IN the treaty, the military power was ceased from Germany. They were now left defenseless. When Adolf Hitler comes to power the first thing he does is restore the army and navy so Germany isnt completely defenselss and he wants the strongest army in the world to go back out and defeat the allied powers. Even though all the allied powers wanted was full revenge on Germany for their many expenses and casualities, it led to another war full of more expenses and casualities. Hitler stepped into power and didnt think it was fair for the Germans to be treated this way. WW2 then begins and it the most destructive war ever.

Early Years Foundation Stage and National Curriculum

Early Years Foundation Stage and National Curriculum Within this essay I will produce TWO detailed activity/ lesson plans based upon the Early Years Foundation Stage and KS1 My written assignment will consist of: The planning, implementation and evaluation of one science based activity/ lesson within one curriculum framework which will be observed and assessed by my mentor. This activity/ lesson plan must contain use of ICT. The evaluation of this activity/lesson will contain a description of the value of ICT and Science within the curriculum. A plan of one activity/lesson within the other curriculum frame work. I will produce a reflective account for the activity/lesson which I have planned but have not implemented. (I will be expected to reflect upon the process of planning within this unfamiliar of strengths and weaknesses of the curriculum frame work I have planned within. Introduction activity plan in reception The chosen idea of this activity is light which is based on science enquiries in the early years foundation stage for children 4 to 5 years old. Within this activity plan children should be able to understand and demonstrate the learning context, as play is fundamental to children in early years stage, I thought to plan and do the activity through a game, children would learn and maintain learning better through games. Actual activity plan (Reception) I will select 3 children whilst planning time and ask them what object would give us light, children would have background knowledge (within the sciences programme of study of my workplace, teachers did teach children about light, therefore children would feel comfortable to answer the questions and then draw the certain objects on the smart board. In addition I will provide the children with online science clip games about choosing the objects which give us light from the list and place or drag them in the centre of room, from the BBC website to play. Evaluation of activity and lesson plan After implementing the activity within children in reception class I realised that the information communication technology and Science plays a significant part in childrens primary education and is important on the governments programme. Information and communication technology (ict) prepares pupils to participate in a rapidly changing world in which work and other activities are increasingly transformed by access to varied and developing technology. (QCDA, 1999) Within the activity information communication technology helped the children to communicate, explore, find, investigate and exchange correct information. In addition ICT provided the opportunity for children to be creative and enable them to access and share the ideas and experiences within communication , added to that it assisted children in being independent learners and being able to know and identify where and when to use ICT to get beneficial effects. However using ICT might be a disadvantage to the children and make them feel unhappy in some ways, for example in my activity connection errors, finding the smart note book icon on the desktop and loading the internet page were the problems which I have faced. In order to address that issue I thought it is best to plan or perform different activity with a different kind of usage of ICT. My weaknesses Within the activity my weaknesses have become clear for me, upon the Assessor Observation Report sheet I needed to improve my organization skills and also prepared whatever programme which I need to use before the activity started, in my activity case it was smart note book programme. In order to address this weakness I needed to always ask for the help from other member of staffs to show me and help me to find the programme icon on desktop or to find the standard and suitable resources before the actual activity begins. Unfortunately I was not able to provide the children with online science clip games due to technical issue; the school computers did not download the flash player software to play the clip. However this issue could be addressed in the future by checking the requirements of whatever online activity resources. Develop childrens understanding about the activity and linking the certain topics to the natural world and participate boys and girls in the activity, are the areas which I needed to focus on more for the upcoming activities. My strengths Demonstrated a positive approach to children, encourage them to continue with activity by using morale boosting techniques like praising, e.g. Saying well done. Communicated and treated children in a dignified way and considered their possible thoughts. Managed and controlled childrens behaviours in a positive way, allowing them to cooperate more easily. Importance of science as subject within curriculum Science is also known as a core subject within curriculum, according to (DCSF, 1999) Science is an integral part of modern culture. It stretches the imagination and creativity of young people. Its challenges are quite enormous. Science stimulates and excites pupils curiosity about phenomena and events in the world around them. (QCDA, 1999) In addition it enable the children to understand and improve their quality of life, children learn to discuss science based issues that may affect their own lives, the direction of society and the future of the world. Science is mainly about asking questions and doing experiments to find the answer, this helps children in using their imagination, knowledge and skills to discover and experience the world around them. In the other hand ICT engage a method of learning that settled in old knowledge as well as learning new skills. Combination of science and ICT can make a considerable difference to childrens scientific learning as well as learning new ICT skills. In addition provide the opportunity for children to experience facts in science that they wouldve thought impossible, such as zoom-up scenes of the plants and their surface texture. Use of ICT across the curriculum Within the curriculum students and children must be provided chances to use and develop their ICT ability through the use of ICT devices to support their learning in all subjects however with the exception of physical education at key stages 1 and 2. According to the national curriculum: Pupils should be given opportunities to support their work by being taught to: a find things out from a variety of sources, selecting and synthesising the information to meet their needs and developing an ability to question its accuracy, bias and plausibility b develop their ideas using ICT tools to amend and refine their work and enhance its quality and accuracy exchange and share information, both directly and through electronic media review, modify and evaluate their work, reflecting critically on its quality, as it Progresses. (QCDA, 1999) Lesson plan introduction (key stage 1) After researching and studying through the national curriculum and understanding the programme of study (science) and science enquiry, I am going to plan a science lesson for children whose position lies within in key stage 1. Within the curriculum there are 3 scientific enquiries which are needed to be taught by teachers, these are: Life processes and living things, Materials and their properties and Physical processes. Actual lesson plan (key stage 1) The chosen concept to plan the lesson on is materials and their properties. I know from my own knowledge that students and children learn and maintain learning abilities through experiences and the use of their senses, I thought that its best to let them touch on subjects which are made up of different materials that are present in class such as rulers. Childrens own t-shirts, windows, chairs and other objects which children question in a way that they feel comfortable in, including: How the materials feel like (softness, roughness, hardness, as well as the shininess, ability to float, whether they are magnetic or not), name the common types of material (metal, plastic, wood, wool, paper, rocks), about the uses of a variety of materials for example glass, woods, wool. Using ICT is the best way to start my lesson after asking the children questions, I could buy, borrow software packages or use online resources which contain words and picture about different materials and subjects connected to the smart board where all the children can watch the board easily, in order to help children to learn the names of materials I will try to seek the software or online resource with the presence of sound. I prefer to use resources which contain questions and answers within, picture and explanation of materials and their properties, for instance: what is an oven made from, why we use an oven; can we cook food with a plastic oven, why yes? Why not? And other kind of questions which are related to the use of materials and their properties, in addition I have to be very careful in meeting the science enquiry in key stage one. Children can identify materials and their properties by listening or watching software or online resources and answer the questions in the meantime their watching or after theyve watched the video, that helps me or teachers to make sure children have achieved what they need to achieve within curriculum. Personal reflection After planning, implementation and evaluation of receptions activity as I know that the government has set two curriculums in order to meets childrens learning needs: the early years foundation Stage which to be taught to the children aged 3 to 5 and the national Curriculum design for children from 6-11. I need to plan a lesson which meets the childrens needs and requirement within national curriculum as well as using ICT, to support the lesson and assist the children to understand and maintain the learning in order to achieve what they are expected to achieve. Both curriculums aimed to help the children, parents and educators. However both curriculums have weaknesses within them as well as strengths. The strengths of the national curriculum Teachers could find weaknesses and strengths of students by assessing them through different tests such as S.A.T.S, ACT and Etc and keep record of their progress. In addition Post-Secondary Consistency provides another way to assess student outside of SAT, ACT and other standardized tests. Assessing childrens learning of the National Curriculum is performed by teachers listening questioning, observing and marking the childrens work. When teachers assess children they write down their evidence, produce tables of results, add information to the students profile and write reports for the childs parents. Regulation of especial education and racing student, all standard and qualifications would be same across the world. National curriculums provide exceptional opportunity for parents, communities and schools to discuss and reach agreement on what students expected to know and be able to do. In addition help student to learn more by emphasise the best teaching and educational practices, challenging student ability and providing valuable methods to help students achieve high standards. National curriculum will Focus the education system on reasonable, objective, measurable, and well-defined goals to enable schools to work smarter and more effectively. The weaknesses of National Curriculum Disagreement between government and lawmaker (who deciding what is essential ,or what is not important is one of the weaknesses in national curriculum in addition other aspect of education such as staring date ,date of schools and salaries need to turn out to be same and standardised. Availability of teachers is another weakness within national curriculum. As every person is unique teacher may need more training time to cover specific area that they want to cover or they not available at rural areas. High or low standards forced by state government are also challenging. They require content provisions without considering the different needs, opportunities to learn, and skills that may be suitable for specific regions or areas. The strengths of Early Years Foundation Stage Emphasis on learning outside of the formal education and having freedom to play and explore the world around them and accepting and considers risk for themselves within inside or outside environment makes Early Years Foundation Stage unique. Play is seen as a fundamental part in childrens development in pre-schools curriculum. Throughout play children learn better, as well as socialise and interact with other children. Assessment is very crucial for childrens learning. It informs the practitioners whether they have achieved or met all the early learning goals or what stage the child ability or progress is at. The practitioner makes records for each child and will then inform the parents of their childs progress. In reception the assessment is baseline which happens in the first term of reception. At the end children will be assessed to see if they have achieved the early learning goals. However in nursery the assessment is continuously. Practitioners observe children, and notice what they say and what they do and make a record of what they see. They use the documents column examples of what children do to help them assess. The weaknesses of Early Years Foundation Stage According to the survey which has been take place on Augusts 2009 about the performance of Early Years Foundation Stage in settings When questioned on parents reaction to Early Years Foundation Stage, respondents gave a variety of answer including anxiety about learning goals, expectations of formal and informal learning, general lack of awareness and disinterest. (PRE-SCHOOL, 2003) Adult anxiety about pushing children on in their development makes disadvantages of expecting too much of children in Early Years Foundation Stage and failing to notice and acknowledge how able they are already. Compare and contrast national curriculum and early Years of foundation Stage The National Curriculum is consisting of three core or saturated subjects: English, Mathematics and Science and seven non core subjects: Geography, Art, Music, History, Physical Education, IT, and Design and Technology, as well as additional desires such as Sex education and Religion Education and non statutory guidance such as citizenship, P.S.H.E and foreign language. All these subjects are prearranged into four key stages For each key stage, programmes of study set out what pupils should be taught, and attainment targets set out the expected standards of pupils performance. (DCSF, 1999) In order for the students to achieve the attainment targets, the programmes of study specify what students must be educate in each subject at each key stage, and provide the foundation for planning schemas of work. Attainment targets plan the accepted standards of students performance. They range from level 1 to level 6 and are a way of evaluating students achievement. Levels of descriptions provide the basis for making judgements about pupils performance at the end of key stages 1, 2 and 3. At key stage 4, national qualifications are the main means of assessing attainment in National Curriculum subjects. (DCSF, 1999) Within national curriculum teachers required to plan and prepare a lecture before they perform it. The purpose of planning is all staff are working as a team and planning together in order to assure the children, parents, Government and inspectors that all staff are distributing the National curriculum. National curriculum contains of 3 kinds of terms: long term (year plans and key stage), medium term (half term plans or term plans) and short term (daily or weekly plans). Within national curriculum children need to be assess by teachers. Children assessed by doing national tests at age seven to eleven ,and then S.A.T.S are made public in union tables and checked by Offset inspectors, that helps teachers to find out what children have learned and achieved, over specific period of time. Early Years Foundation Stage Government has set the early years foundation stage guide for children 3 to 5 years teachers. Within Early Years Foundation Stage there are 6 main areas of learning. There are 6 areas of learning within the Foundation Stage: Personal, social and emotional development: is about children knowing who they are, what they like and dislike, where they can fit in as well as feeling safe and good about themselves, being able to make friendship, communicate and socialise with other children, learn to share and help each other and emotional welfare. It is also about developing respect for others, social skills and a positive attitude towards learning. Communication, language and literacy includes speaking, communication and listening in different circumstances. The communication skills provide the ability to children to communicate and participate more fully within their society. Mathematical development a childs development can build up out of every day experiences in a vast and aesthetic atmosphere. Childrens developments could be through songs, stories, imaginative play games, so that children enjoy using and experimenting with numbers larger than 10. Knowledge and understanding of the world children need to gain and develop the essential skills knowledge and understanding that help them understand the world. Physical development helps the children to gain confidence in what they can do and enables them to feel active and healthy. Creative development Being creative helps children to express emotions and feelings in different ways such as music, art, dance, imaginative play and role play. Play is the key of childrens development in Early Years Foundation Stage curriculum. Through play children explore and experience the world around them they learn to share, socialise and interact with other children. Practitioners must constantly be thinking how they can apply the methods of learning into every area of learning, so they must prepare a plan for every lesson. Within Early Years Foundation Stage curriculum there are 3 ways of planning; long term (for whole year)medium term(half term, terms) and short term (week or each session).the practitioner are responsible to ensure that all 6 area of learning are fully covered by using documents such as observation or record of childrens progression. In addition they should make sure all the work is suitable to each individual needs. Conclusion Overall both Early Years Foundation Stage and the National Curriculum provide a wide variety of subject for children to learn and grasp, however due to the child ability children might find some subjects easier to understand than others. As long as the right teaching methods are implementing at appropriate times, children should be able to get a lot out of learning not just for educational reasons but also developmental. In conclusion, childrens should be entitled to a suitable curriculum and protected from discrimination in any case of social, gender, class, culture, ethnicity and disability. References 1) DCSF, 1999. Progress in national curriculum levels [Online]. Available at: http://nationalstrategies.standards.dcsf.gov.uk/node/245463 [Accessed 10/04/2010]. 2) PRE-SCHOOL, 2003. EYFS- what our members think [online]. Available at: http://www.pre-school.org.uk/practitioners/research/349/eyfs-what-our-members-think [Accessed 8/04/2010]. 3) QCDA, 1999.Information and communication technology [online] available at: http://curriculum.qcda.gov.uk/key-stages-1-and-2/subjects/ict/keystage1/index.aspx [Accessed 10/04/2010]. 4) QCDA,1999. Science [Online]. Available at: http://curriculum.qcda.gov.uk/uploads/Science%201999%20programme%20of%20study_tcm8-12062.pdf [Accessed 10/04/2010] 5) WARD, H.RODEN, J.HEWLETT, C, 2005.Teaching science in primary classroom: a practical guide. LONDON: SAGE Publications Ltd.

Nelson Mandela Essay -- essays research papers

Rolihlahla Dalibhunga Mandela is born in a small village in the Transkei province in the Eastern Cape of South Africa on July 18, 1918. He was in a tribe called The Madiba, his tribal clan, is part of the Thembu people. His family has royal connections; his great-grandfather was a King and Mandela's father is a respected counselor to the Thembu royal family. His father has four wives and He is one of thirteen children. On his first day of school, Rolihlahla is given the English name Nelson by an African teacher. After receiving a good education at local boarding schools, Mandela enters Fort Hare University and completes two years before deciding to leave for Johannesburg to avoid a marriage arranged for him by his guardian, Chief Jongintaba. Mandela then earns his B.A. degree, enrolls in law school and joins the ANC (AFRICAN NATONAL CONGRESS) which is an organization est. in 1918 to promote black freedom. Believing that the ANC leadership is too staid, Mandela, Oliver Tambo and Walter Sisulu form the ANC Youth League. They plan to organize mass support for the ANC and make it a more verbal organization.1948; the National Party comes to power under Dr. Daniel Malan. His platform is called apartheid, meaning "apartness." They make new laws supporting racial discrimination and almost deleting almost all black rights. In1949, The ANC responds to the new apartheid policies, the ANC drafts a Program of Action calling for mass strikes, boycotts, protests and passive resistance. In 1951, Mandela becomes national president of the ANC Youth League. After that it is all downhill and Mandela is arrested several times. Later 1952, He draws up a plan for the ANC to work underground called the M-Plan. Early 1960’s Mandela escapes the country and travels in Africa and Europe, studying guerrilla warfare and building support for the ANC. Late 1962, Returning to South Africa, Mandela is arrested, convicted and sentenced to five years. He is held on Robben Island .He is held there for more then 20 years. 1985, United States Senator Edward Kennedy visits South Africa to show his anti-apartheid support. He is hosted by Bishop Desmond Tutu the recipient of the 1984 Nobel Peace Prize; Kennedy also visits Winnie Mandela (Nelson’s Wife). Same year, South Africa's church leaders take up the anti-apartheid cause, led by Bishop Tutu. Late1985, During the summer, anti-apar... ...edy also visits Winnie Mandela (Nelson’s Wife). Same year, South Africa's church leaders take up the anti-apartheid cause, led by Bishop Tutu. Late1985, During the summer, anti-apartheid rallies and protests take place in New York City, Atlanta and Washington. North America keeps up their support when world famous musicians, including Bruce Springsteen and Miles Davis, release the anti-apartheid disk "Sun City.' The song "Free Nelson Mandela" reaches the Top Ten on rock-music charts in England. Feb 2 1990, In a dramatic speech to Parliament, de Klerk (head of getting Mandela out of jail) announces the lifting of the bans against the ANC and other political organizations. Feb 11 1990, After 27 years of imprisonment, Mandela is released. His new life is busy, visiting old friends and supporters, becoming deputy president of the ANC, and traveling with Winnie to the U.S., Europe and North Africa. In Sweden, he visits his old friend Oliver Tambo. 1993. Mandela and de Klerk are jointly awarded the Nobel Peace Prize. 1994, Nelson Mandela is inaugurated as president of South Africa, with his daughter Zenani beside him; de Klerk is sworn in as deputy president.

Childhood Obesity :: Obesity in Children

Over the past thirty years, childhood obesity has doubled among young children and adolescents in the United States (National Institute of Health, 2014). It is becoming a great concern for parents as children are getting heavier and heavier (Eberstadt, 2013). Fast food restaurants, among other reasons, can be to blame for this. Obesity, which should be identified before any problems can occur, has many causes which has lead it to become an epidemic in the United States, however there are several preventions and treatments that parents can execute to help their children live healthy lives. Nevertheless, this requires parents to educate themselves about obesity. Obesity is defined as the excessive accumulation of body fat. One’s total body weight would be more than 25 percent fat in boys and more than 32 percent in girls if he or she were to become obese. A trained technician may obtain skin fold measures by triceps alone, triceps and sub scapular, triceps and calf, and calf alone. In triceps and calf, a sum of skin fold of 10-25 mm. is considered optimal in boys, and 16-30 mm. in girls (Office of Educational Research and Improvement, U.S. Department of Education, 2014). Besides the skin fold test, there are other ways to measure excess fat. A measurement called Percentile of Body Mass Index, or BMI, is used to identify overweight and obese children. If a child is in the 85th percentile, he or she is at risk level to becoming obese. For adults, this means that one is overweight. If a child reaches the 95th percentile, which corresponds to a BMI of 30, obesity in adults, than the child is at a severe level. The 95th percentile identifies children that are very likely to have obesity persist in adulthood, and is associated with elevated blood pressure and lipids in older adolescents, and an increased risk of diseases. The 95th percentile is also a sign that the child needs aggressive treatment (American Obesity Association, 2014). Obesity among children is increasing on a day-to-day basis. Between 5-25 percent of children and teens in the United States are obese: about 15.5 percent of adolescents (age 12-19) and 15.3 percent of children (ages 6-11). Of children, 7 percent were obese from 1976-1980, 11 percent from 1988-1994, and most recently 15.3 percent from 1999-2000. Of adolescents, 5 percent were obese from 1976-1980, 11 percent from 1988-1994, and an outstanding 18.

I am Sam Movie Review Essay -- Film Movie Psychology Essays

"I am Sam" Movie Review 1. Movie Title   Ã‚  Ã‚  Ã‚  Ã‚  I Am Sam 2. Year of Production   Ã‚  Ã‚  Ã‚  Ã‚  2001 (Theatrical) ? 2002 (Home Video) 3. Feature Length   Ã‚  Ã‚  Ã‚  Ã‚  134 Minutes 4. Director   Ã‚  Ã‚  Ã‚  Ã‚  Jessie Nelson 5. Producers and Studio   Ã‚  Ã‚  Ã‚  Ã‚  Director/Producer Jessie Nelson, Executive Producer David Scott Rubin & Producers Edward Zwick, Marshall Herskovitz, Richard Solomon.   Ã‚  Ã‚  Ã‚  Ã‚  New Line Home Entertainment 6. Major Character Cast   Ã‚  Ã‚  Ã‚  Ã‚  Sam Dawson played by Sean Penn   Ã‚  Ã‚  Ã‚  Ã‚  Rita Harrison played by Michelle Pfeiffer   Ã‚  Ã‚  Ã‚  Ã‚  Lucy Diamond Dawson played by Dakota Fanning 7. Brief Synopsis   Ã‚  Ã‚  Ã‚  Ã‚  Mentally disabled Sam Dawson is a single father fighting to keep custody of his daughter Lucy with the help of his pro-bono lawyer, Rita Harrison. 11. Comparative Information   Ã‚  Ã‚  Ã‚  Ã‚  The movie portrays Sam Dawson as a mentally deficient parent. The closest the movie, and any resource on it, came to giving an actual diagnosis of his condition is given by a judge in the film stating ?? you have the mental capacity of a 7 year old.? This movie revolves around Sam fighting for the right to raise his daughter beyond the age of 7. The film also has many sociological aspects that correspond to Sam and his daughter, Lucy?s relationship as well as the effects on them separately.   Ã‚  Ã‚  Ã‚  Ã‚  In the large amount of legal proceedings Sam goes through in the movie, I expected to hear a formal diagnosis or at least a technical term for Sam?s mental capabilities, but there was none. Some of the symptoms portrayed...

Record Labels

HOME FREE DRUM BREAKS EQUIPMENT-REVIEWS RECORD-LABEL-CONTACTS HIP-HOP-INSTRUMENTALS ABOUT RECORD LABEL CONTACTS 143 Records 530 Wilshire Blvd. , Suite 101 Santa Monica, CA 90401 Phone: 310-899-0143 Fax: 310-899-0133 A&M Records 1416 North Lebrea Ave. Hollywood, CA 90028 Aftermath Records 2220 Colorado Blvd. Santa Monica, CA 90404 Phone: 310-865-7642 Fax:310-865-7068 American Recordings 3500 West Olive Ave. Suite 1550 Burbank, CA 91505 Capital Records A&R Dept 1750 North Vine & Hollywood Hollywood, CA 90028 Phone: 323-462-6552 Cash Money Records P. O. Box 547 St. Rose, LA 70087 Chrysalis Music Valerie L. Patton 500 Melrose Ave. , Suite 207 Los Angeles, CA 90069-5145 Phone: 310-967-0303 Fax: 310-652-2024 Geffen Record Co. 9130 Sunset Blvd. , Suite 1230 Los Angeles, CA 90069 Gramophone P. O. Box 910 Beverly Hills, CA 90213 Interscope Records 10900 Wilshire Blvd. , Suite 1230 Los Angeles, CA 90024 Maverick Music Co. 8000 Beverly Blvd. Los Angeles, CA 90048 MCA Records 70 Universal City P laza[/B] University, CA 91608 Motown Records 5750 Wilshite Blvd. , Suite 300 Los Angeles, CA 90026 Quincy Jones Music 3800 Barham Blvd 503 Los Angeles, CA 90068 Phone: 323-882-1337 Fax: 323-874-4236 Reprise Records 3300 Warner Blvd.Burbank, CA 91510 Revolution Records 8900 Wilshire Blvd. Beverly Hills, CA 90211 Rhino Entertainment 10635 Santa Monica Blvd. , 2nd floor Los Angeles, CA 90025 Virgin Records 338 N. Foothill Rd. Beverly Hills, CA 90210 Warner Bros. Records 3300 Warner Blvd. Burbank, CA 91505 Windham Hill Records 75 Willow Rd. Menlo Park, CA 94025 NEW YORK RECORD LABEL CONTACTS Angel/Virgin Classics Records 810 Seventh Ave. New York, NY 10019 Arista Records 6 W. 57th St. New York, NY 10019 Atlanta Records 75 Rockefeller Plaza New York, NY 10019 Bad Boy Entertainment 1540 Broadway 30th Floor New York, NY 10036 Blackground Records 9 West 27th St. New York, NY 10001 Phone: 212-684-1975 Fax: 212-684-1624 Blue Note Records 1290 Sixth Ave. New York, NY 10019 BMG/RCA Records 1540 Broadway, 9th floor New York, NY 10036 Columbia Records 550 Madison Ave. New York, NY 10022 DAS Communications 83 Riverside Dr. New York, NY 10024 Phone: 212-877-0400 Fax: 212-595-0176 East/West Records 75 Rockefeller Plaza New York, NY 10019 Ebony Son Management c/o Chaka Zulu 1867 7th Ave. , Suite 4C New York, NY 10026 Phone: 917-449-2619 Fax: 212-665-9634 [email  protected] com EMI Music Publishing NY c/o Paul Morgan 1290 Avenue of the Americas New York, NY 10104Phone: 212-492-1200 Fax: 212-492-1865 [email  protected] com Island Records (Polygram) 825 Eighth Ave. New York, NY 10019 LaFace Records Flent Coleman 6 West 57th St. New York, NY 10019 Matador Records 676 Broadway New York, NY 10012 Mercury Records 825 Eighth Ave. New York, NY 10019 Nonesuch Records 590 Fifth Ave. , 16th floor New York, NY 10036 Rockwilder Entertainment Ellis Entertainment 900 South Ave. , Suite 300 Staten Island, NY 10314 Phone: 718-568-3655 Fax: 718-568-3643 [email  protected] com Sire Records 7 5 Reckefeller Plaza New York, NY 10019 Tommy Boy Records Ian Stemmans 902 Broadway, 13th floorNew York, NY 10010 Phone: 212-777-0281 Trackmasters Entertainment 550 Madison Ave. New York, NY 10022 Phone: 212-833-7962 Fax: 212-833-4797 TVT Records Rell Lefarg 23 East 45th St. New York, NY 10003 Phone: 212-979-6410 Verve Records 825 Eighth Ave. New York, NY 10019 Warlock Records, Inc. 126 Fifth Ave. , 2nd floor New York, NY 10011 Phone: 212-206-0800 Fax: 212-206-1949 Zomba / Jive Records Jimmy Mays 137-139 West 25th St. New York, NY 10001 Phone: 212-727-0016 OTHER U. S. RECORD LABEL CONTACTS ASCAP Moe Rodriquez, Regional Rep P. O. Box 14189 Gainesville, FL 32604 Phone: 352-377-1003 Fax: 352-377-0590 [email  protected] net A Touch of Jazz 444N. Third St. Philadelphia, PA 19123 Phone: 215-928-9192 Fax: 215-928-9487 Cash Money Records P. O. Box 547 St. Rose, LA 70087 Phone: 504-466-5115 Fax: 504-466-7575 Darkchild Entertainment 503 Doughty Rd. Pleasantville, NJ 08232 Phone: 609-652-7906 Fax: 609-407-0596 Flyte Tyme Productions 4100 West 76th St. St. Edina, MN 55435 Phone: 612-897-3901 Fax: 612-897-1942 www. flytetyme. com Freeworld Entertainment 576 A Trabert Ave. NW Atlanta, GA 30309 Phone: 404-351-6680 Fax: 404-351-1354 Hardball Records Pablo Casals 350 Lincoln Rd. , Suite 316 Miami Beach, FL 33139 Phone: 305-674-7044Fax: 305-674-7501 Keep Close Entertainment Tony Rudd 2700 SF Charles Rd Bellwood, IL 60104 Phone: 708-701-9491 LaFace Records 3350 Peachtree Rd. , Suite 1500 Atlanta, Ga 30326 Phone: 404-848-8050 Fax: 404-848-8051 PriceWriteProductions PriceOne Luke Records Julian Boothe Miami, FL Phone: 305-532-7696 Mammoth Records 101 B St. Carrboro, NC 27510 Miles Ahead Entertainment Sheila Eldridge 380 Piermont Ave. Hillsdale, NJ 07642 Phone: 201-722-1500 Fax: 201-722-1119 Rap-A-Lot Records P. O. Box 924190 Houston, TX 77292 Phone: 713-335-1600 Rounder Records 1 Camp St. Cambridge, MA 02140 Slip-N-Slide Records Keith Hamilton 9 Miami Gardens Dr. , Suite 128 Miam i, FL 33169 Phone: 305-770-077 So So Def Recordings 685 Lambert Dr. Atlanta, GA 30324 Phone: 404-888-9900 Fax: 404-888-9901 Soundbwoy Entertainment Lancelot 2221 N. E. 164th, Suite 255 North Miami Beach, FL 33160 Phone: 305-769-9700 Fax: 305-769-6990 T-Luv Management 3018 Gary Drive St. Louis, MO 63121 Phone: 314-385-1848 Fax: 314-383-2393 Untouchables Entertainment Group 100 Piermont Rd. Closter, NJ 07624 Phone: 201-767-6924 Fax: 201-784-3879 Warner/Chappell Music Latin Division 763 Collins Ave. , Suite 301 Miami, FL 33139 Phone: 305-534-1010 Fax: 305-534-1082 Wish RecordingsIan Burke PMB 145, 541 10th St. Atlanta, GA 33018 Phone: 404-627-8329 Wright Stuff Records Donna Wright P. O. Box 2600 Windmere, LF 34786 Phone: 407-291-8333 ext 1 Fax: 407-291-6946 Voice: 800-222-6000 wrightstuffmanagement. com Worldwide Entertainment Kevin Wales Atlanta, GA 404-760-0599 Go To TopAdministration Login Copyright  © 2012 HOME FREE DRUM BREAKS EQUIPMENT-REVIEWS RECORD-LABEL-CONTACTS HIP-HOP-INST RUMENTALS ABOUT RECORD LABEL CONTACTS 143 Records 530 Wilshire Blvd. , Suite 101 Santa Monica, CA 90401 Phone: 310-899-0143 Fax: 310-899-0133 A&M Records 1416 North Lebrea Ave. Hollywood, CA 90028 Aftermath Records 220 Colorado Blvd. Santa Monica, CA 90404 Phone: 310-865-7642 Fax:310-865-7068 American Recordings 3500 West Olive Ave. Suite 1550 Burbank, CA 91505 Capital Records A&R Dept 1750 North Vine & Hollywood Hollywood, CA 90028 Phone: 323-462-6552 Cash Money Records P. O. Box 547 St. Rose, LA 70087 Chrysalis Music Valerie L. Patton 8500 Melrose Ave. , Suite 207 Los Angeles, CA 90069-5145 Phone: 310-967-0303 Fax: 310-652-2024 Geffen Record Co. 9130 Sunset Blvd. , Suite 1230 Los Angeles, CA 90069 Gramophone P. O. Box 910 Beverly Hills, CA 90213 Interscope Records 10900 Wilshire Blvd. , Suite 1230 Los Angeles, CA 90024Maverick Music Co. 8000 Beverly Blvd. Los Angeles, CA 90048 MCA Records 70 Universal City Plaza[/B] University, CA 91608 Motown Records 5750 Wilshite Blvd. , Suite 3 00 Los Angeles, CA 90026 Quincy Jones Music 3800 Barham Blvd 503 Los Angeles, CA 90068 Phone: 323-882-1337 Fax: 323-874-4236 Reprise Records 3300 Warner Blvd. Burbank, CA 91510 Revolution Records 8900 Wilshire Blvd. Beverly Hills, CA 90211 Rhino Entertainment 10635 Santa Monica Blvd. , 2nd floor Los Angeles, CA 90025 Virgin Records 338 N. Foothill Rd. Beverly Hills, CA 90210 Warner Bros. Records 3300 Warner Blvd. Burbank, CA 91505 Windham Hill Records 5 Willow Rd. Menlo Park, CA 94025 NEW YORK RECORD LABEL CONTACTS Angel/Virgin Classics Records 810 Seventh Ave. New York, NY 10019 Arista Records 6 W. 57th St. New York, NY 10019 Atlanta Records 75 Rockefeller Plaza New York, NY 10019 Bad Boy Entertainment 1540 Broadway 30th Floor New York, NY 10036 Blackground Records 49 West 27th St. New York, NY 10001 Phone: 212-684-1975 Fax: 212-684-1624 Blue Note Records 1290 Sixth Ave. New York, NY 10019 BMG/RCA Records 1540 Broadway, 9th floor New York, NY 10036 Columbia Records 550 Madison Ave. New York, NY 10022 DAS Communications 83 Riverside Dr. New York, NY 10024Phone: 212-877-0400 Fax: 212-595-0176 East/West Records 75 Rockefeller Plaza New York, NY 10019 Ebony Son Management c/o Chaka Zulu 1867 7th Ave. , Suite 4C New York, NY 10026 Phone: 917-449-2619 Fax: 212-665-9634 [email  protected] com EMI Music Publishing NY c/o Paul Morgan 1290 Avenue of the Americas New York, NY 10104 Phone: 212-492-1200 Fax: 212-492-1865 [email  protected] com Island Records (Polygram) 825 Eighth Ave. New York, NY 10019 LaFace Records Flent Coleman 6 West 57th St. New York, NY 10019 Matador Records 676 Broadway New York, NY 10012 Mercury Records 825 Eighth Ave. New York, NY 10019 Nonesuch Records 90 Fifth Ave. , 16th floor New York, NY 10036 Rockwilder Entertainment Ellis Entertainment 900 South Ave. , Suite 300 Staten Island, NY 10314 Phone: 718-568-3655 Fax: 718-568-3643 [email  protected] com Sire Records 75 Reckefeller Plaza New York, NY 10019 Tommy Boy Records Ian Stemmans 902 Broadway, 13th floor New York, NY 10010 Phone: 212-777-0281 Trackmasters Entertainment 550 Madison Ave. New York, NY 10022 Phone: 212-833-7962 Fax: 212-833-4797 TVT Records Rell Lefarg 23 East 45th St. New York, NY 10003 Phone: 212-979-6410 Verve Records 825 Eighth Ave. New York, NY 10019 Warlock Records, Inc. 126 Fifth Ave. , 2nd floorNew York, NY 10011 Phone: 212-206-0800 Fax: 212-206-1949 Zomba / Jive Records Jimmy Mays 137-139 West 25th St. New York, NY 10001 Phone: 212-727-0016 OTHER U. S. RECORD LABEL CONTACTS ASCAP Moe Rodriquez, Regional Rep P. O. Box 14189 Gainesville, FL 32604 Phone: 352-377-1003 Fax: 352-377-0590 [email  protected] net A Touch of Jazz 444N. Third St. Philadelphia, PA 19123 Phone: 215-928-9192 Fax: 215-928-9487 Cash Money Records P. O. Box 547 St. Rose, LA 70087 Phone: 504-466-5115 Fax: 504-466-7575 Darkchild Entertainment 503 Doughty Rd. Pleasantville, NJ 08232 Phone: 609-652-7906 Fax: 609-407-0596 Flyte Tyme Productions 100 West 76th St. St. Edina, MN 55435 Phone: 612-897-3901 Fax: 612-897-1942 www. flytetyme. com Freeworld Entertainment 576 A Trabert Ave. NW Atlanta, GA 30309 Phone: 404-351-6680 Fax: 404-351-1354 Hardball Records Pablo Casals 350 Lincoln Rd. , Suite 316 Miami Beach, FL 33139 Phone: 305-674-7044 Fax: 305-674-7501 Keep Close Entertainment Tony Rudd 2700 SF Charles Rd Bellwood, IL 60104 Phone: 708-701-9491 LaFace Records 3350 Peachtree Rd. , Suite 1500 Atlanta, Ga 30326 Phone: 404-848-8050 Fax: 404-848-8051 PriceWriteProductions PriceOne Luke Records Julian Boothe Miami, FL Phone: 305-532-7696 Mammoth Records 101 B St.Carrboro, NC 27510 Miles Ahead Entertainment Sheila Eldridge 380 Piermont Ave. Hillsdale, NJ 07642 Phone: 201-722-1500 Fax: 201-722-1119 Rap-A-Lot Records P. O. Box 924190 Houston, TX 77292 Phone: 713-335-1600 Rounder Records 1 Camp St. Cambridge, MA 02140 Slip-N-Slide Records Keith Hamilton 99 Miami Gardens Dr. , Suite 128 Miami, FL 33169 Phone: 305-770-077 So So Def Recordings 685 Lambert Dr. Atlant a, GA 30324 Phone: 404-888-9900 Fax: 404-888-9901 Soundbwoy Entertainment Lancelot 2221 N. E. 164th, Suite 255 North Miami Beach, FL 33160 Phone: 305-769-9700 Fax: 305-769-6990 T-Luv Management 3018 Gary Drive St.Louis, MO 63121 Phone: 314-385-1848 Fax: 314-383-2393 Untouchables Entertainment Group 100 Piermont Rd. Closter, NJ 07624 Phone: 201-767-6924 Fax: 201-784-3879 Warner/Chappell Music Latin Division 763 Collins Ave. , Suite 301 Miami, FL 33139 Phone: 305-534-1010 Fax: 305-534-1082 Wish Recordings Ian Burke PMB 145, 541 10th St. Atlanta, GA 33018 Phone: 404-627-8329 Wright Stuff Records Donna Wright P. O. Box 2600 Windmere, LF 34786 Phone: 407-291-8333 ext 1 Fax: 407-291-6946 Voice: 800-222-6000 wrightstuffmanagement. com Worldwide Entertainment Kevin Wales Atlanta, GA 404-760-0599 Go To TopAdministration Login Copyright  © 2012