Naturalism Realism And Naturalism - 1659 Words

Definition of Naturalism: Realism and Naturalism are two very similar artistic-cultural movements. Naturalism, however, is considered a radicalization of Realism, since it shows the human being as a product of nature, all its aggression, physiological needs, sexual delays and mania, among other animalistic characteristics give form to the narratives and characters. According to Naturalism, man is devoid of free will, that is, man is a machine guided by several factors: physical and chemical laws, heredity and social environment, and is always at the mercy of forces that he cannot always control (public.wsu.edu). For naturalists, man is a toy in the hands of fate and must be studied scientifically. Inspired by nineteenth-century†¦show more content†¦He saw the post-Civil War era, the Bowery’s busy shops and huge mansions being replaced by saloons, dance halls and strip clubs. Crane ended up gripping that to his life. While crane was living that life, he most likely had completed his first book, the novella Maggie: A Girl of the streets (1893), it wasn’t after moving to New York that he rewrote the piece and finished. A warmhearted story of an abused girl that drooped into prostitution and ended up committing suicide. Cranes first book (Maggie) was rejected by many publishers because they thought that the description of slum life might fear readers. But Stephen ended up publishing the book himself in 1893 (biography.com). He wrote his best known work, The Red Badge of Courage (1895), a war-era secession novel made into a film by John Huston (1951). He covered as a journalist the Greco-Turkish war (1897) and, a year later, the Spanish-American War. At that time he published The Open Boat, and Other Tales of Adventure (1898). After returning from Cuba, he traveled to England, where he met writers like Joseph Conrad and H. G. Wells. The longing of his country was reflected in Whilom Ville Stories (1900). Deprived was hospitalized in the Badenweiler sanatorium in Germany, where he died prematurely of tuberculosis, complicated by malaria (shmoop.com). In â€Å"TheShow MoreRelatedEssay on Naturalism and Realism1298 Words   |  6 Pages Beginning in the late 19th century, two separate movements spread across America know as realism and naturalism. While the two were very similar in their beliefs and ideals there were still many apparent distinctions to differentiate the two. Realism and naturalism showed themselves in many aspects of life, from art and sciences to new math techniques and even religion. However, above all else these movements may have been most evident in the literature of this time. Reading through American literatureRead MoreThe Period Of Realism And Naturalism868 Words   |  4 PagesPeriod of Realism and Naturalism Realism and Naturalism are literary movements that appeared across America in the late 19th and early 20th centuries. The two are â€Å"sometimes used interchangeably, sometimes used as opposites† (902). Realism and Naturalism emerged in numerous aspects of life, but are most evident in literature. The purpose of realism is to demonstrate â€Å"idealistic views of life in favor of detailed, accurate descriptions of the everyday† (902). On the other hand, naturalism focuses onRead MoreRealism and Naturalism in American Literature Essay1069 Words   |  5 PagesMarch 2013 Realism in Huckleberry Finn Between the end of the civil war in 1865 to about 1910, two styles of literature dominated American literature: realism and naturalism. Realism presents the world as it really is. One of the well known writers of realism, William Dean Howell’s, wrote â€Å"realism in nothing more and nothing less than the truthful treatment of material.† Realism in literature tends to be the plain and direct account of whatever is being written about. Writers of realism fill theirRead MoreRealism and Naturalism in American Literature Stories Essay1493 Words   |  6 PagesThere are two dominate aspects of Realism (Social Rules Morality), and two dominate laws of Naturalism (Environment Determinism), that comes into play in the American Literature stories of Daisy Miller ,Frank James, and Jack London. According to one authoritative source (Britannica), realism in its basic form in Literature is a literary style in which the author describes the reality of persons (people) in detail t o resemble their actions, emotions, and environment. The strengths and weaknessesRead MoreA Dolls House, Drama Analysis, Realism and Naturalism1235 Words   |  5 PagesA Dolls House, Drama Analysis, Realism and Naturalism Topic B: Character Nora Helmer frolics about in the first act, behaves desperately in the second, and gains a stark sense of reality during the finale of Henrik Ibsen’s A Doll’s House. Ibsen was one of a few pioneers of the new theatrical movement of realism, and accordingly he is often called the father of modern drama. The character of Nora lives in a dream world, a childlike fantasy, where everything is perfect, and everything makes senseRead MoreThe Influence of Realism and Naturalism on 20th Century American Fiction2205 Words   |  9 PagesThe Influence of Realism and Naturalism on 20th Century American Fiction After World War I, American people and the authors among them were left disillusioned by the effects that war had on their society. America needed a literature that would explain what had happened and what was happening to their society. American writers turned to what is now known as modernism. The influence of 19th Century realism and naturalism and their truthful representation of American life and people was evident inRead MoreTranscendentalism, Realism, Naturalism, And Existentialism- Shaped The Advancement Of American Literature1486 Words   |  6 PagesTranscendentalism, Realism, Naturalism, and Existentialism- shaped the advancement of American literature. They were considered to be theoretical and political philosophies which held important positions in the development of modern literature. The original authors, Ralph Waldo Emerson, Mark Twain, Lawrence Sargent Hall, and Jerome David Salinger, presented works inspiring new perspectives and social outlooks upon reality and it’s offerings. Through characterizing the progress of the philosophiesRead MoreCharles Baudelaire, Leo Tolstoy, and Anton Chekhov: Change during Romanticism, Realism, and Naturalism979 Words   |  4 Pagesend, writers have explored change as a literary theme for centuries. Charles Baudelaire, Leo Tolstoy, and Anton Chekhov give readers a glimpse into how change affects man in terms of the philosophies of their respective ages of Romanticism, Realism, and Naturalism. During the age of Romanticism, authors explored the ideology that people can learn, change, grow, and improve themselves—even hardened criminals. People of the Romantic era were in tune with their feelings; everything revolved aroundRead MoreSimilarities and Differences Btw Realism and Naturalism in the Red Badge of Courage and to Build a Fire1644 Words   |  7 PagesSimilarities and Differences between Naturalism and Realism Both Naturalism and Realism were the genres of literature that appeared after the Civil War in the United States. The Realism and Naturalism first originated in Europe as a response to the Romanticism and Napoleonic War. People suffered from their misfortune and got depressed from the situation on which nothing had left but misery after the war. Likewise, in America, Realism and Naturalism came out in response to the miserable war, the CivilRead MoreRealism and Naturalism in Crane’s Open Boat â€Å"Perhaps an individual must consider his own death to1000 Words   |  4 Pages Realism and Naturalism in Crane’s Open Boat â€Å"Perhaps an individual must consider his own death to be the final phenomenon of nature.† In this small excerpt from his short story â€Å"The Open Boat† one can clearly see that Stephen Crane was a firm believer in the concepts of naturalism. After the harsh and violent Civil War the United States was no longer the nation it had been before. Previously, Americans had focused on the positive or romantic side of their surroundings and had written in a romantic

The Main Causes of Global Warming - 890 Words

Global warming is the rise of temperature of the Earth. The main cause of global warming is the greenhouse effect. The way humans behave is the reason that greenhouse gas trap more heat. Automobiles are the main cause of the greenhouse gases to to trap the heat. Global warming doesn’t completely mean a constant rise in temperature, it is mainly a change in temperature.in patterns. The two major greenhouse gases include methane and carbon dioxide. Carbon dioxide and methane normally come from Earth’s atmosphere. The greenhouse gases are enhanced because of our human activity. The greenhouse gases are known as synthetic chemicals. Our Earth has had at least five ice ages. The very first ice age we have had occurred nearly 2 billion†¦show more content†¦Global warming heats the ocean temperature and deteriorates the reefs leaving fish without homes. The reason the heat affects the reefs is because it bleaches them. The heating of the ocean can also give the reefs several different types of diseases. The diseases are bad because the reefs support entire ecosystems. The reefs are capable of absorbing carbon dioxide which makes them sick and kills them eventually. The ice caps are melting due to global warming, which means water levels rise. When water levels rise it is harder for reefs to get the sunlight they need to survive. Global warming is causing our main deserts to dry up even more. It is causing all of the the water in the desert to evaporate constantly. Some areas out there where it is still wet will receive long dry weather until precipitation occurs. Water levels are expected to drop nearly 30% in the next few years. Warm air in the tropics is heating up which means there will be more tropical thunderstorms, this will give the deserts and other dry places not in the tropic region a longer and tougher drought. Global warming can mean getting warmer, and when it gets warmer the water evaporates into the air which gives hurricanes more water and stronger winds to work with. Future hurricanes are expected to be more similar to the strong ones in the past. For example the tornados will be more like Katrina and Irene. The hurricanes will be a serious problem for people livingShow MoreRelatedDifferent Arguments and Theories on Global Warming and Why to Take Action1464 Words   |  6 PagesDifferent Arguments and Theories on Global Warming and Why to Take Action Every year, almost 7 billion tons of carbon dioxide is released into the atmosphere by human activity. That is the equivalent of 107,700,000 jet airplanes being in the air at once! This harrowing figure is the main cause of global warming, and has been increasing for the last 50 years. Global warming is caused by the increase of greenhouse gasses, carbon dioxide and methane primarily, in the earths upper atmosphere directlyRead MoreThe Potential Cause Of Global Warming1689 Words   |  7 PagesThe potential causes of global warming are debated about by many scientists. Many scientists believe that global warming is natural while others believe it to be caused by mostly humans. Global warming may be completely natural for many reasons. First, Earth tends to go through cycles of heating and cooling and this wouldn’t be the first time our planet has begun to heat up unexpectedly. Second, nobody can directly correlate humans with global warming, we may emit CO2 but that doesnâ₠¬â„¢t mean we causedRead MoreEssay about Human Caused Global Warming1277 Words   |  6 Pages At first thought the essay topic global warming, seemed simple. After researching many sites, such as National Aeronautics and Space Administration (NASA), University studies, Intergovernmental Panel on Climate Change (IPCC) studies, Nongovernmental International Panel on Climate Change (NIPCC), and more, global warming is very complicated. It hinges on many factors, solar activity, deforestation, increase in carbon dioxide from forest floors, obliquity (change in axil tilt of Earth), volcanoRead MoreThe Causes for Global Warming1538 Words   |  7 Pagesits main functions is to act as a shield to protect Earth from solar radiation, and, at the same time, to trap heat inside to keep the planet warm. Over billions of years the atmosphere has changed several times. Atmosphere affects climate, so, as it changes, climate changes as well. Climate change, as its name says, is the variati on of global climate over long periods of time. Climate model projections made by the US Intergovernmental Panel on Climate Change (IPCC) show that, recently, global temperatureRead MoreGlobal Warming Controversy667 Words   |  3 PagesGlobal warming is defined â€Å"as an increase in the average temperature of global surface air and oceans since about 1950† (White). The global warming controversy is an ongoing dispute with two main sides; one stating that the direct cause to global warming is through people’s daily activities and the burning of fossil fuels, while other people all around the world refuse to believe that human contributions are the main cause, saying that the earth is going through a natural stage of climatic changeRead Moreglobal warming1539 Words   |  7 Pagesits main functions is to act as a shield to protect Earth from solar radiation, and, at the same time, to trap heat inside to keep the planet warm. Over billions of years the atmosphere has changed several times. Atmosphere affects climate, so, as it changes, climate changes as well. Climate change, as its name says, is the variation of global climate over long periods of time. Climate model projections made by the US Intergovernmental Panel on Climate Change (IPCC) show that, recently, global temperatureRead MoreIntergovernmental Panel on Climate Change1404 Words   |  6 Pagesuse of fossil fuels worldwide to have a slim chance of stopping Global Warming. If the people have anything less than the percentage given, Global Warming will not stop. As of now Global Warming is a big issue throughout the world. Some say Global Warming is just a myth to scare people and it’s just a natural cause, but there is proof that Global Warming is a fact and that the main cause of Global Warming is anthropogenic causes or man-made. Man has overused the burning of fossil fuels throughoutRead MoreThe Effects of Global Warming on the Earth990 Words   |  4 PagesGlobal War ming Earth’s temperature is a vital aspect to Earth and its surroundings. The atmospheric temperature along with natural gases is the significant reasons why Earth inhabits all of its life. When there are changes that alter the natural affects of Earth’s environment there are factors that places the environment at risk. Increase warming of global temperatures account as a major concern of Earth’s surroundings. Global warming is a prominent source to consider how and why the environmentRead MoreThe Issue Of Global Warming1701 Words   |  7 Pages The Issue of Global Warming Even though some people believe that there is no such thing as global warming, there has been significant evidence that the Earth is warming. Most scientists believe that the main cause of global warming is human influence. The burning of fossil fuels and the use of fertilizers are the main contributors to the heating of the Earth. Many problems occur as a result of the climate changing. As the climate changes, some animals may become extinct, there is a rise in seaRead MoreGlobal Warming Is A Natural Phenomenon1218 Words   |  5 PagesGlobal Warming Global warming is a natural phenomenon. People produce greenhouse gases, like carbon dioxide, by burning fossil minerals, cutting down trees and stripping the land, often referred to as deforestation. These greenhouse gases have high permeability to the visible light from the sun radiation, but they are highly absorbent to the long wave radiation that is reflected from the earth. These gases have especially strong absorption to the infrared from ground radiation. This phenomenon

Systematic Approach of World Wide Web Free Essays

string(66) " times when stipend relief may be available from various sources\." Getting your course onto the World Wide Web (WWW) is best done using a systematic approach. There are a number of steps that need to be taken prior to starting any of the actual web work. Meetings should be held with various groups within your institution. We will write a custom essay sample on Systematic Approach of World Wide Web or any similar topic only for you Order Now Once the actual coursework is begun, there are some essential components and some optional components. There are specific skills and talents that you either need to acquire or you need to access. Each web-based course is unique, but they often have many components in common. Some are essential, others may be optional. Resources can be found on your campus, from the many web companies and from the web itself. World Wide Web, WWW, Distance Education, HTML, Web-Based Instruction The number of degree credit courses available on the World Wide Web (WWW) has increased at the same astonishing rate as other activities on the WWW. There are some specific steps that can be taken that will help to transport the professor from the idea stage to the delivery of a course over the WWW. Also, just like any other educational technology, web-based instruction works better for some situations than others. Web-based instruction is useful when you want to create a virtual environment which is not easily or, perhaps, safely accessible. An example is sending learners to a virtual nuclear lab or on a â€Å"virtual tour† of the Louver in Paris. Web-based instruction it allows learners to gain knowledge and skill more effectively than traditional methods. Simply transferring material such as lecture notes to the web is not using the technology to its best advantage. Lengthy text such as lecture notes are, in fact, best printed because most learners experience eye strain and sensory disinterest reading long passages of text on a screen. Some specific situations tend to lend themselves to web-based instruction. You want to encourage communication through conferencing. Through internet conferencing learners may participate in discussions or group work with one another with or without the participation of the instructor. Role plays, simulations of historical events and debates are also examples of how learning can be facilitated through the conferencing option. You want learners to use â€Å"source documents† to complete assignments such as conducting an analysis or designing a project. These source documents may not be readily available to learners or perhaps, based on the assignment, will not be equally significant to all the learners. For example, you may ask learners to research and analyze issues pertaining to Canadian elections. To complete the assignment, various learners may access archived information such as newspaper and journal articles which specifically relate to their particular interest or point of view. One example is a site operated by the University of Victoria (http://web.uvic.ca/history robinson/index.html) which contains letters, maps, biographies and newspaper articles about the murder of William Robinson committed on Saltspring Island in 1868. The information at the site allows learners and the public to pursue their research as they please and to access original documents which are not generally available. Individuals are free to interpret the meaning of the documents and reach their own conclusions. You want to provide maximum flexibility to allow learners to undertake learning and research in the order which best suits them. Because the web allows learners to â€Å"move around† at will, they do not need to follow a structured hierarchy. Generally learners need and want some direction but the web allows a more flexible approach. You want learners to pool data and/or analysis to find patterns and trends or to undertake further study. For a starting point and to keep us on track in this paper, I will discuss degree credit courses delivered by the University of New Brunswick. I will assume that for your case there is ready WWW web access for the professor as well as web access for students. Again, for consistency, I expect my students to have at least Netscape 3 (or its equivalent), their own internet service provider (ISP), and the skills necessary to access the WWW. These are my starting points – but most concepts discussed will transfer across institutional lines. There a number of things that you should do before you begin to do any coding, contracting or late night computer hacking. There are meetings to setup, there is paper work to be done and decisions to be made. Then, and only then, do you get to â€Å"play† with the computer. I would advise that you consider the following meetings as part of your endeavors. They will help you set the ground rules, help you avoid some of the mine-fields, and start you off on a working relationship with groups that can be either wonderful allies or formidable combatants, and hopefully help keep you on track as you work towards a finished product. 6.2.1 Your initial meeting with your own department I feel it is imperative for any relationship you and your delivering agency (Department of Extension, Continuing Education or â€Å"University of the World†) to start with a good relationship with your own department. In this meeting you may need to get the approval of the supervisors of your department to be able to deliver in something other than the traditional face to face, on campus mode. Those in authority may have to guarantee the academic support for some period after the first start of delivery of the course (at UNB, the period is three years). At the University of New Brunswick, instructors delivering courses through the Department of Extension are recommended by the faculties. This is something you might also wish to discuss with your own department at this time. It is often assumed that the person(s) developing a course will be the one(s) that wish to teach the course and the one(s) that the faculty will appoint to teach the course. This is not always the case. You should also discuss possible sources of help for the development of your course. There are times when stipend relief may be available from various sources. You read "Systematic Approach of World Wide Web" in category "Papers" There may also be funds available from other agencies. 6.2.2 Your first meeting with your delivering agency Having gained the approval of your faculty, you should next meet with your delivering agency. In this meeting, you should discuss the ways that they can help you in the development of your course. They may also share with you what they know about possible funding sources. As Web-based learning is different from regular face-to-face lecture learning, they will want you to make use of good instructional design methodologies. This is often an area where they can help. Here are some items you may wish to discuss at that meeting: a. possible methods of web-based delivery for your course, b. method of payment to the instructor, c. ancillary support materials and their delivery to the students, d. how the materials, assignments, marks and communications flow between parties g. on-going checkpoint meetings with your delivering agency. At regularly scheduled intervals, you should meet with your delivering agency as they will wish to monitor the development of the course. Your delivering agency should be checking with you to: * keep abreast of your time lines. They need this to be able to best market your course and to see that it receives the coverage it deserves, * ensure the consistency of an Academia â€Å"look and feel† * ensure the consistency of any standards for web-based courseware development (for an example, please see http://www.unb.ca/home/webinfo/guide.html) * keep abreast of your needs and successes. These meetings are intended to insure the standards and formats consistent with the delivery of your institute’s courses, and should in no way be an attempt to interfere with your teaching. There is an ongoing debate as to whether one should do all or some of the web work oneself, or if the work should be jobbed out. I enjoy working with the web, I have instructional design training and have been involved in courseware development for quite a few years and so, as long as I have more time than financial resources, I will do the work myself. There are many very good professional agencies that can be contracted to produce courseware for you. These agencies can be contracted to do a wide range of the jobs necessary to complete any type of web-based application. There are probably agencies within your institution who specialize in instructional design and courseware development. These units should be consulted. For certain areas of the development that you do yourself, you will need some specific skills. You will need to be very familiar with these or will need access to people who are and can do these aspects of the job for you. 7.1.1.1 HyperText Markup Language – HTML Stands for HyperText Markup Language, and on a scale of one to ten, learning the basics of HTML is about a three. The web is a great resource (see the Resource list below), and there are a plethora of good books on the subject. I keep the most current version of Teach Yourself Web Publishing with HTML in a Week by Laura Lemay near my computer. As with all aspects of the WWW, the print support is changing constantly, but the most recent edition is usually the best. Again, there a large number of excellent resources and my favorite is Jerry Kemp’s The Instructional Design Process (New York: Harper Row, 1985). It is however, out of print, and this is one case where I do think the next edition was not as good as the first. Another good choice is, Robert Branch’s Common Instructional Design Practices Employed by Secondary School Teachers, Educational Technology, 34, (Englewood Cliffs, NJ: Educational Technology Publications, 1995). The more familiar you become with HTML, the more you will be able to enhance your course’s web site. This can be a good thing, and it can also be not so good. Adding components and extra â€Å"bells and whistles† to your web site should be done as a conscious choice to support your educational objectives and not just because the â€Å"bells and whistles† are there. Stands for Common Gateway Interface and is the coding that allows the information collected from forms on webs sites to be manipulated. This can be as simple as allowing students to send specific assignments to you, or can be as elaborate as on-line registration. Every Web-delivered course will have a number of components. These will vary depending upon your needs, your style and the degree of interactivity in the course. There are some components that should be part of your site, in order to make the course appealing to your customer. I feel that some components of a web-based course are essential and others are optional. These can be divided into static and dynamic. These components change very little. They can be put on your web site and only updated as needed. This will often come directly from your University calendar. This can be as informal or as formal as you like. What kind of first impression do you wish to make? How much do you wish to add? Do you wish to link to your own personal Web site (if you have one)? Again, this can often come from your university calendar. It is always a good point to specify any particular computing hardware, software or skills that will be required for students to be able to take your course. Here is a nice place to put a scanned cover of the text – along with the ISBN, the publisher and all of the information needed for your potential students to acquire this text. Here is a good place to put a link to your institute’s bookstore – assuming it has a web site. This is where you put as much information as you can about how students can reach you. Will you have office hours? Virtual office hours? Can they reach you via Email? How do they reach each other? Is there a listserv, a secure server? Students all seem to want to know what they have to do to get a mark. This is a good place to tell them about assignments, quizzes, mid-terms and finals, and any other expectations you have of them. These components may change often. They might be updated, or supplemented once a week or every few days. This gets used much more in the first part of the class. As the class gets â€Å"into it† this seems to be used less frequently. These can be placed on the web site before the class begins for all assignments, or can become readable at given times or as new assignments are given. These are the actual components of the web site that allow interactivity in the course. The real power of the WWW is global communication. And this is what makes web-based courses so exciting. Your course’s communications may include any number of the following: These use standard Email to allow all members of the class to send and receive messages from any other member of the class, including the instructor. Messages are automatically sent to all of the individual’s personal Email addresses. These are places where people can interact. Student-to-student, student-to-teacher and teacher-to-student or teacher to the entire class. These are sections on the web that students go to and are able to read messages and participate in on-line, asynchronous ‘conversations.’ 7.2.1.2.6 Interactive ‘real time’ two-way audio or video There are numerous pieces of software available now that allow desktop two-way video and audio. These tend to require very high bandwidth, and because they are ‘real-time’ they require the participating parties to all be on the web at the same time. This is a place where your marking scheme can be listed. It is also a place where you can post marks or assignments in (if you have a secure server that only your class can access). As each week progresses, or just prior to each week’s work, students may need to have the equivalent of lecture notes to supplement what is covered in the text book, or what has been assigned on the web. Some web software will allow you to put the all the notes on the web site – and as certain dates arrive, students then have access to the notes. These may be essential, depending upon your requirements. These may be as sound files (.WAV or .AU), audio streaming (Real Audio, Soundstream, Shockwave) or MIDI files. These may be as animated .GIFs, QuickTime, Shockwave or Java applications. 7.2.2.3 Quizzes, especially â€Å"self-correcting† quizzes These may be as part of a web educational software (WebCT) or can be developed by yourself or your institution. These may be as included as text pages or may be referenced to other sites. This is one area where copyright can really come into play. The cost of clearing copyright on a set of Harvard business case studies can be out of the question. These may be as QuickTime © video or may be done with the new Real Video that allows real-time video streaming. These will allow you to maintain and provide access to databases over the web. These may be as simple as step-by-step instructions for any topic with branching provided to additional sites. They can also be we intelligent tutorials with on-line interactive testing. An â€Å"open server† will allow anyone, anywhere on the web to access your information. A â€Å"secure server† will only allow persons with some type of authorization code to access your information. (This list does not constitute an endorsement on anyone’s part. These resources are a jumping off points to help you get your course on the web.) Please do not overlook the many resources on your own campus. This site has links to courses, resources, helper sites that aid you in choosing which type and format of media to use, sites that check your HTML for errors or idiosyncrasies, and much more. http://www.unb.ca/web/wwwdev/resources.html 8.2 Conferences, on-line or face-to-face NAWeb ’98 – The Virtual Campus (October 3-6, 1998). This international conference is in its fourth year. It is intended solely for those developing courseware for delivery on the WWW or for those delivering courseware over the WWW. http://www.unb.ca/web/wwwdev/naweb98/ 8.3 Books, listservs and associations Badrul Khan’s Web-Based Instruction (Englewood Cliffs, NJ: Educational Technology Publications, 1997) is quite good. I host the WWWDEV listserv. This listserv hosts the NAWeb conferences, and has 1400 members from around the world – developing for delivery over the WWW or actually delivering courseware over the WWW. The DEOSNEWS listserv is involved in all aspects of distance education. You can join that one by sending this message DEOS-L is a service provided to the Distance Education community by The American Center for the Study of Distance Education, The Pennsylvania State University. Opinions expressed are those of DEOS-L subscribers, and do not constitute endorsement of any opinion, product, or service by ACSDE or Penn State. The Canadian Association for Distance Education (CADE) can often help The Association for Media and Technology in Education – Canada (AMTEC) is another favorite of mine. Use every and any resource you can. Join groups for support, and support others in similar projects. This is a rapidly emerging field, and it is evolving and growing just as fast as it is emerging. Here is where you add ideas you pick up at the conference. This site has links to courses, resources, helper sites that aid you in choosing which type and format of media to use, sites that check your HTML for errors or idiosyncrasies, and much more. http://www.unb.ca/web/wwwdev/resources.html 8.2 Conferences, on-line or face-to-face NAWeb ’98 – The Virtual Campus (October 3-6, 1998). This international conference is in its fourth year. It is intended solely for those developing courseware for delivery on the WWW or for those delivering courseware over the WWW. http://www.unb.ca/web/wwwdev/naweb98/ 8.3 Books, listservs and associations Badrul Khan’s Web-Based Instruction (Englewood Cliffs, NJ: Educational Technology Publications, 1997) is quite good. I host the WWWDEV listserv. This listserv hosts the NAWeb conferences, and has 1400 members from around the world – developing for delivery over the WWW or actually delivering courseware over the WWW. The DEOSNEWS listserv is involved in all aspects of distance education. You can join that one by sending this message DEOS-L is a service provided to the Distance Education community by The American Center for the Study of Distance Education, The Pennsylvania State University. Opinions expressed are those of DEOS-L subscribers, and do not constitute endorsement of any opinion, product, or service by ACSDE or Penn State. The Canadian Association for Distance Education (CADE) can often help The Association for Media and Technology in Education – Canada (AMTEC) is another favorite of mine. Use every and any resource you can. Join groups for support, and support others in similar projects. This is a rapidly emerging field, and it is evolving and growing just as fast as it is emerging. Here is where you add ideas you pick up at the conference. How to cite Systematic Approach of World Wide Web, Papers

Auditing and Professional Practices A Report on Different Scenarios

Question: Discuss about theAuditing and Professional Practices for a Report on Different Scenarios. Answer: Introduction: Scenario One The financial feasibility of the proposed acquisition is better adjudged by analysing the cash flow forecast rather than analysing the sales and profit forecast (Havard, 2013). Therefore, it is the prime responsibility of the auditor to verify the genuineness of the cash flow forecast in an audit of merger and acquisition. In the present scenario, the auditor has been appointed by Bolts Ltd to audit the managements estimations regarding acquisition of Steel Pty Ltd. Thus, the primary objective of the auditor in this audit will be to report to the owners of Bolts Ltd as regards the financial viability of the proposed acquisition of Steel Pty Ltd. For this purpose, the auditor is required to verify the correctness and completeness of the financial forests results as regards sales, costs, profits, and cash flows (Financial Forecast and projections, 2001). Since, the verification of cash flow forecast is the essential requirement of audit of the potential acquisition of Steel Pty Ltd., therefore, the auditor need to pay more attention to this aspect. In this regard, the auditor should bear in mind that it is of paramount importance for him to comply with the fundamental principles of auditing. The fundamental principle of auditing includes accountability, integrity, objectivity and independence, competence, and rigour (Gray and Manson, 2007). The primary objective of the audit being conducted in relation to potential acquisition of Steel Pty Ltd is to provide a reasonable assurance to the owners that this proposed acquisition will be financial advantageous for them. Further, the principles of audit require that the auditor should maintain professional skepticism, which implies that the auditor should always have a questioning mind. The auditor should be alert to the situations that may pose threats to the compliance with the fundamental principles of auditing. In the present scenario, the management of Bolts Ltd does not want the auditor to verify the accuracy and completeness of the cash flow forecast (Gray and Manson, 2007). The auditor should be alert to this situation as there may be a possibility of management being involved in some kind of mischief. Thus, the managements denial for verifying the cash flow forecast should be identified as a threat that may hinder compliance with the fundamental principles on the part of the auditor (Gray and Manson, 2007). Another threat could be the nature of information being audited in the audit of potential acquisition of Steel Pty Ltd. In this audit assignment, the audit has to verify the correctness of the forecast, which is being prepared by the management. The verification of the forecast becomes a challenging task for the auditor due to unavailability of the verifiable assertions (Gray and Manson, 2007). This means that the auditor does not have strong base to verify that whether the forecast is accurate or not. However, despite these threats and challenges, the auditor needs to comply with the fundamental principles governing the audit such as accountability, integrity, objectivity and independence, and competence. Following these principles, the auditor should make an honest report to the owners of the Bolts Ltd on the accuracy of the cash flow forecast (Gray and Manson, 2007). Scenario Two The ethical issues arise in every business, but proper management of the ethical issues is crucial to manage the business adequately and conduct the affairs smoothly. In order to manage the ethical issues, it is important for the management to follow a structured approach that helps in resolving the ethical issues (Trevino and Nelson, 2010). The American Accounting Association (AAA) has prescribed a seven step decision making model, which is considered to be helpful in resolving the ethical issues in business (Cartlidge, 2011). The first step of the model prescribes to set up the foundation for analysis of the case by identifying the crucial facts about the case. It is needed to be kept in mind that there does not remain any ambiguity as regards the facts involved in the case at hand. This step is very crucial because the overall direction of the decision making process would be set based on the outcome of this step (Cartlidge, 2011). The second step of this model is considered to be the most crucial as it relates to enlisting the ethical issues involved in the case at hand. This is an analytical step, which requires that the facts are analysed properly and the ethical issues are tracked based on that critical analysis of the facts (Wilson, 2014). The decision maker is needed to be impartial while analysing the facts and should link the ethical issues with those facts in such a manner that all the ethical issues at stake are identified adequately. The third step of the model comprises of recognition of the norms, principles, and values connected with the case at hand. At this step, the decision maker is required to think on the issues taking into account the social and professional ethics. Further, in regard to this, it is essential to note that the requirements of code of ethics or social principles would be taken as the norms against which the compliance has to be adjudged (Wilson, 2014). The next step the model is to locate the alternative courses of actions that one could take to resolve the ethical issues in business (Jackson, Sawyers, and Jenkins, 2007). At this step, the alternative courses of actions are only identified without verifying them against the principles and values. The verification of the alterative courses of actions against the principles and values and evaluation of their appropriateness is done at the fifth step of the model. The sixth step is to analyse the outcome of the chosen course of action before finally resorting to the decision. Finally, at the last step, the decision maker jumps to the decision and decides what finally is to be done. Thus, the AAA model provides a comprehensive and concise approach to deals with the ethical issues in the business (Jackson, Sawyers, and Jenkins, 2007). Applying AAA model on the current scenario, the decision could be reached as under: Step 1: Facts of the case Zane is taking up an audit assignment, which if was allocated to Luke, could have earned him a promotion. The relationship is in conflict with Zane and client now. Luke knows that Zane (current auditor) is right at his place, it is the client, who is misleading the audit manager and trying to defame the auditor (Work Ethics, 2016). Step 2: Ethical Issues Lukes promotion depends upon this assignment, thus, the ethical issue is that whether Luke should favour the client and ask the audit manager to replace Zane disregarding the fact that Zane is right (Work Ethics, 2016). Step 3: The Norms, Principles, and Values Concerning the Case The code of ethics of professional accountants applies on the current case. The code of ethics requires that the auditor maintains proper quality control while managing the client relationship. In the suspected cases, the auditor should inquiry about in more detail (Work Ethics, 2016). Step 4: Alternative Course of Action There are two alternatives available to Luke; first is to support the client and get the assignment and second is support Zane revealing to the audit manager that the client was wrong. Step 5: Best Course of Action The best course of action for Luke in this situation will be to support Zane by revealing to the audit manager that the client is wrong and Zane is right at his place. This will be in conformity with the code of ethics. Step 6: The Possible Outcome of Each Course of Action The first alternative may get promotion to Luke, but it is unethical and against the guidelines of professional code of ethics. The consequences of this alternative in the long run would be hazardous for Luke. Second alternative may not get him promotion as of now, but in the long run it would be really fruitful because it is in conformity with the ethical guidelines (Work Ethics, 2016). Step 7: Final Decision Based on the possible outcome, the second option is better than the first one. Thus, Luke should support Zane by exposing the client in front of the audit manager (Work Ethics, 2016). Another model namely Mary Guy decision-making model could also be applied in ethical decision making. All ethical decision making models are based on some common concepts such as honesty, accountability, loyalty, fairness, and integrity, thus, the final outcome of all the models is expected to be the same. Therefore, even if the current issue is analysed by applying the Mary Guy decision-making model, the final decision would remain the same. Scenario Three Verification of the accounts payable is a crucial aspect to be considered by the auditor in auditing the current liabilities of a company (Schaeffer, 2008). Since the accounts payable covers a significant part of the current liabilities, therefore, the auditor need to pay special attention while verifying the accounts payables. Further, the verification of the accounts payables is linked with the stock verification also, thus, the auditor need to maintain professional skepticism throughout auditing the accounts payables (Schaeffer, 2008). The verification of the transactions is done on the basis of few verifiable audit assertions such as occurrence, completeness, accuracy, cut-off, and classification. In respect of assets, liabilities, and equity, the auditor is also required to take into account additional assertions such as existence, rights and obligations, and valuation (Delaney and Whittington, 2009). The occurrence assertion verifies that the transaction has actually been occurred and that it relates to the entity. This assertion helps the auditor in assuring that the fake transactions are not recorded in the books of accounts (Puncel, 2007). The completeness assertion relates to assuring that those all transaction, which should have been recorded, have in fact been recorded in the books of accounts. The accuracy assertion states that the recorded transactions have been reflected in the financial statement accurately. One of the most important assertions that the auditor has to take into account for the year end transactions is cut-off. The cut-off assertion requires the auditor to ensure that the yearend transactions have been recorded in the correct accounting period (Puncel, 2007). In the present case, completeness and valuation are the two primary assertions that are considered at risk. The result of analytical procedures performed by the auditor depicts that the credit period of the account payables has fallen down to a significant level as compared to the previous years (Dauber, 2009). This sudden downfall in the credit period of the account payables raises doubt over the valuation of the account payables. Further, it has been identified that the internal controls over the purchase of raw material are also weak, which raises doubt over the completeness assertion in respect of the account payables. The internal controls are so weak that the invoices are not processed on time resulting into mismatch of the book balance with the suppliers books (Graham, 2015). The auditor needs to verify completeness and valuation assertions in respect of account payables in a great detail. It is essential for the auditor to apply substantive audit procedures to verify the assertions in detail (Gray and Manson, 2007). In the present case, the auditor needs to collect conclusive evidences as regards completeness of the account payables. Applying the substantive procedures for all the accounts payables may be problematic, thus, the auditor should draw samples based on materiality (Whittington, 2012). Further, the auditor should first verify the internal controls that the entity has in place to ensure that the transactions relating to purchase, payment, and discount settlements are recorded appropriately. After verifying the internal controls, the auditor should proceed with verifying the account payable ledger. In order to ensure that all the transactions which should have been recorded, have in fact been recorded, the auditor should request the management to provide him with a list of suppliers. Further, the purchase invoices should be verified with the purchase requisitions raised by the purchase department of the company (Beasley and Carcello, 2008). The entries in the suppliers ledger should tracked with the serial number of the invoices to ensure that all the invoices have been recorded in the books. Further, in order to track unusual fluctuations, the auditor should perform analytical procedures by comparing the level of accounts payables in the current period with the level of accounts payables in the previous periods (Beasley and Carcello, 2008). Apart from verifying the completeness assertion about the account payables, it is also crucial for the auditor to ensure that the value of account payables shown in the books of accounts is correct. The auditor should cross check, the purchase day book with the accounts payables ledger and ensure that all the purchases are reflected in the accounts payable ledger (Beasley and Carcello, 2008). Further, the physical copy of the purchase invoices should be verified with the entries in the accounts payable ledger. The payment to the account payables should be checked with the bank statement to ensure that payments made are genuine. Further, the settlement discounts allowed by the suppliers should be checked with the debit notes issued by them and ensure that the same have been adequately posted in the ledgers. Last, but not the least, the auditor should request the balance confirmations from the suppliers and cross check them with the balance in the suppliers ledger. In this regard, the auditor should bear in mind that the differences in balance if any is satisfactorily explained by the management (Beasley and Carcello, 2008). References Beasley, M.S. and Carcello, J.V. 2008. GAAS guide 2009: a comprehensive restatement of standards for auditing, attestation, compilation, and review. CCH. Cartlidge, D. 2011. New aspects of quantity surveying practice. Taylor Francis. Dauber, N.A. 2009. Wiley the complete guide to auditing standards, and other professional standards for accountants 2009. John Wiley Sons. Delaney, P.R. and Whittington, O.R. 2009. Wiley CPA exam review 2010, auditing and attestation. John Wiley Sons. Financial Forecast and projections. 2001. [Online]. Available at: https://www.aicpa.org/research/standards/auditattest/downloadabledocuments/at-00301.pdf [Accessed on: 13 August 2016]. Graham, L. 2015. Internal control audit and compliance: documentation and testing under the new COSO framework. John Wiley Sons. Gray, I. and Manson, S. 2007. The Audit Process: Principles, Practice and Cases. Cengage Learning EMEA. Havard, T. (2013). Financial Feasibility Studies for Property Development: Theory and Practice. Jackson, S., Sawyers, R., and Jenkins, G. 2007. Managerial accounting: a focus on ethical decision making. Cengage Learning. Puncel, L. 2007. Audit procedures 2008. CCH. Schaeffer, M.S. 2008. Fraud in accounts payable: how to prevent it. John Wiley Sons. Trevino, L.K. and Nelson, K.A. 2010. Managing business ethics. John Wiley Sons. Whittington, O.R. 2012. Wiley CPA exam review 2013, auditing and attestation. John Wiley Sons. Wilson, R.M.S. 2014. Routledge companions in business, management and accounting. Routledge. Work Ethics. 2016. [Online]. Available at: https://www.accaglobal.com/in/en/student/exam-support-resources/professional-exams-study-resources/p1/technical-articles/ethical-decision-making.html [Accessed on: 13 August 2016].

Speeches Essay Research Paper Myth Spaying and free essay sample

Addresss Essay, Research Paper Myth Spaying and fixing is painful. Fact Veterinarians execute spay and neuter surgeries under a general anaesthetic. Animals normally return to normal activity after 24 to 72 hours. Any uncomfortableness is minimum. Changing animate beings besides eliminates the hazard of certain diseases such as mammary and testicular malignant neoplastic disease. Myth Spaying and fixing is expensive. Fact While monetary values vary well, many human societies and municipal animalcontrol sections offer low-priced spay/neuter services. The Society for the Prevention of Cruelty to Animals ( SPC A ) of Pinellas County offers a Friends of Family Pets Spay/Neuter Program, which provides free changes for qualified pet proprietors on limited incomes. Spay and neuter surgeries are a existent deal when compared with the cost of raising a litter of puppies or kitties. Altering and altering besides saves taxpayer dollars. On norm, it costs about $ 100 to capture, house, provender, and finally kill a homeless animate being. We will write a custom essay sample on Speeches Essay Research Paper Myth Spaying and or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Despite our best attempts, Pinellas County # 8217 ; s homeless carnal population is turning. When we consider the fact that one female cat and her progeny, left to engender randomly, can bring forth 420,000 cats in 7 old ages, and one female Canis familiaris and her progeny can bring forth 67,000 Canis familiariss in merely 6 old ages, we begin to see the impact our un-neutered pets can hold on the favored overpopulation job. Altering and fixing is a simple solution, but non low-cost for all pet proprietors. The SPCA of Pinellas County offers a plan called # 8220 ; Friends of Family Pets # 8221 ; which is designed to assist Pinellas County pet proprietors on a limited income. Pet proprietors must measure up based on their income and are asked merely to lend a contribution that is low-cost. The SPCA will set up for the pet to be spayed or neutered by a local veterinary take parting in the plan. The Friends of Family Pets Program is available twelvemonth unit of ammunition and is funded entirely by contributions. The FFP Program provided services to 565 pets last twelvemonth and continues to do a major part toward cut downing favored overpopulation in Pinellas County. Pet proprietors on a limited income should name the SPCA at 586-3591 to find eligibility. PET POPULATION FACTS and FIGURES + An estimated 53 million Canis familiariss and 59 million cats live with American households. + For every human Born, 7 puppies and kitties are born. One female cat and her progeny can bring forth 420,000 cats in 7 old ages. + A female cat can bring forth up to 3 litters per twelvemonth. 1. 4-6 kitties in norm litter 2. Cat can bring forth first litter at age 4 -10 months. 3. Gestation period for cats is 58 # 8211 ; 70 yearss. + One female Canis familiaris and her progeny can bring forth 67,000 Canis familiariss in 6 old ages. 1. A female Canis familiaris can bring forth up to 2 litters per twelvemonth. 2. 6 -12 puppies per litter for larger strains, 4 # 8211 ; 8 for smaller strains 3. Dog can bring forth first litter at age 7 # 8211 ; 9 months. 4. Gestation period for Canis familiariss is 58 # 8211 ; 71 yearss. + An estimated 4 # 8211 ; 6 million Canis familiariss and cats are euthanized in shelters each twelvemonth. Millions more are abandoned, merely to endure from unwellness or hurt before deceasing. + Equally many as 25 % of Canis familiariss come ining shelters each twelvemonth are thoroughbreds. + In Pinellas County entirely, about 40,000 animate beings are abandoned yearly and stop up in shelters like the SPCA of Pinellas County. Figures provided by The Humane Society of the United States and American Humane Association. For more information, E-mail Us About 40,000 animate beings are turned into Pinellas County animate being shelters every twelvemonth. In an attempt to battle the favored population detonation, all animate beings adopted from the SPCA must be spayed or neutered before go forthing the shelter. Our Veterinarian performs the surgery in our shelter clinic and the animate beings besides receive an identifying micro chip and tattoo for proper designation. In add-on, your SPCA staff in educating manque pet proprietors and the populace at big about the touchable benefits of altering and altering and explicating the jobs created when animate beings are non spayed or neutered. In an effort to happen places for the overpowering figure of healthy pets presently available, The SPCA of Pinellas County is denoting a $ 35 particular on Canis familiaris and cat acceptances. This particular acceptance rate includes altering or altering, inoculations, deworming and an initial Pinellas County licence. Cats are tested for leukaemia and Canis familiariss for heartworm. As an extra fillip, those who adopt receive either a cat bearer, or Canis familiaris neckband. All animate beings are tattooed and microchipped prior to go forthing the shelter so that if they of all time become lost, they can be more rapidly and easy reunited with their owner.Kittens every bit immature as four-months old can go pregnant. With a gestation period of simply 58 to 63 yearss, a individual cat is capable of bring forthing over 80,000 offspring in 10 old ages. While Canis familiariss are non seasonal breeders, they have the same term of pregnancy.In add-on to the volume of kitties available, the shelter besides has a big figure of cats and Canis familiariss over one-year-old, each with its ain narrative. Animals like Shasta, who survived a autumn from the Skyway Bridge, acquire a batch of attending from the media, but there are 100s of other Canis familiariss and cats in demand of love and attending, who are left unacknowledged. It is genuinely grievous. 318

The Concept of Androgyny and Its Benefits in the Society

The Concept of Androgyny and Its Benefits in the Society Introduction Social psychology is the study of the influence of the genuine, obscure, and the anticipated presence of an individual on the emotions, contemplations, and actions of another. This essay highlights the concept of androgyny and its benefits in the society, and describes situations where an androgynous individual might be suited than either a masculine or feminine individual.Advertising We will write a custom assessment sample on The Concept of Androgyny and Its Benefits in the Society specifically for you for only $16.05 $11/page Learn More The term Androgyny is derived from two Greek terms, Andras (man) and Gyne (woman). Therefore, an Androgynous individual is endowed with the female and male characteristic traits. Being an Androgyne in today’s society is difficult because one is viewed as an outcast. If people had a better understanding of what androgyny really is, they might not be so quick to judge. An androgyne is a person who exhibit s traits, which are both masculine and feminine. These traits could be either physical or mental or even both. The society should be blamed for assuming that the male and female groups are the only genders. Some of these beliefs are attributed to the influence of the western culture, which disregards the existence of Androgynous individuals in the society. However, in other cultures, the situation is a little different. Gender is not a choice to be made because it is part of what and who individuals are in various societies. Therefore, there is the need to accept the existence of more than two genders in the society and live with that fact in mind. Society would be functional and better if more people were androgynous rather than being either masculine or feminine because they have a different perspective towards life. They are able to see things from both male and female perspectives. This benefits the society in the sense that they can perform duties from both sides, and this help s to save labor, time that the society cannot afford mainly because their characteristic traits have no gender value (Bem 114). There are no specific situations where an androgynous individual might be better suited than either a masculine or a feminine individual (Bem 115). Bern (115) notes that a person has to be either feminine or masculine but not both. It all depends on the situational appropriateness of various behaviors. Individuals are limited in the range of behaviors available to them as they move from one situation to another. The Bern Sex Inventory theory distinguishes the sex typed person as someone who has internalized society’s sex typed standards of desirable behavior for men and women and these characteristics were selected as masculine or feminine based on sex typed social desirability. Masculine males are thus good in situations that call for instrumental orientation focusing on getting the job done.Advertising Looking for assessment on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More Since the BSRI was designed to measure the extent to which a person divorces himself from those characteristics that might be considered appropriate for the opposite sex, masculinity and femininity scales were used to determine situations that someone is only capable of masculine behaviors. A personality characteristic qualified as masculine if both males and females in both samples independently judged it. The masculine sex role represented rejection of female attributes and it is here that masculine behaviors are more appropriate (Bem 116). Feminine females are good in settings where concern for the feelings of others is important. Similarly, a personality characteristic qualified as feminine if both males and females judged it to be significantly more desirable for a woman than for a man. Feminine behaviors were appropriate when the females rejected men attributes. Females are known to be m ore expressive and are more concerned with the welfare of others. In such situations where the community is involved, they tend to be part of it. Females are more concerned with the society as a whole because they believe that it is within their reach (Bem 116). Some images that are shown by the media can make some individuals to appreciate what they see rather than what is real. Research studies indicate that when an individual is obsessed with the attractive images, there is the possibility that one will loose the psychological attachment with others in the society. This is because one tends to think that there is a variety of people out there and this makes one to lack the appreciation of what one has and desire what is attractive in other people. In the case of men, exhibiting visions of beautiful women, this can make them to think that their partners are less physically attractive and this can lead to divorce and separation. The images can make people to imagine that there are numerous attractive people in the world apart from those near them (Levine 157). A pool of alternatives gives the perception that one cannot settle when there are great people out there. Even when it is well known that the women on magazines cover are supermodels, some people still adore them in the sense that they will end up dressing like them. This is one way of not appreciating who one really is and what one really has but instead desire to be like others in the world of dreams.Advertising We will write a custom assessment sample on The Concept of Androgyny and Its Benefits in the Society specifically for you for only $16.05 $11/page Learn More The ultimate implication of the influence of the media on different individuals is that it destabilizes marriage besides making many young men to stay unmarried for long. They prefer staying single blaming the media of their infatuation with the young and beautiful images it displays everywhere. A research carrie d out by Kanazawa found out that most divorce cases happen because one or the other spouse is dissatisfied with their mate (Levine 159). Conclusion In conclusion, androgynous individuals should be accepted in the society since they are also human beings and the only difference is their characteristic traits. Whether one is gay, transsexual or Androgynous, it is imperative that the society accords them the freedom they deserve whenever and wherever. Bem, Sandra L. The Measurement of Psychological Androgyny. Journal of Consulting  and Clinical Psychology, 42(1974): 155-62. Levine, Michael. Why I Hate Beauty. Psychology Today. July 2001. 19 August, 2010 https://www.psychologytoday.com/intl/articles/200107/why-i-hate-beauty.

Development of an E-commerce web site Essay Example | Topics and Well Written Essays - 1000 words

Development of an E-commerce web site - Essay Example Despite the fact that I did enjoy working with the provided software MS Visual Studio in the workshop session, I have chosen Adobe Dreamweaver as my web development application. I have decided to work with Adobe Dreamweaver mainly because I feel more familiar with the software application, using and creating forms, tables, and buttons together with all other Adobe software, for example, Photoshop, Flash or Fireworks. The scripting language that I have chosen for this task was PHP. The reason why I have chosen PHP instead of ASP.NET C# was that I am more familiar using PHP coding using the Dreamweaver development application. I also wanted to use MYSQL for the products database, even though the learning curve for PHP and ASP.NET C# are about the same based on what you want to achieve. Another reason why I have chosen PHP was that the chosen hosting provider offers a great tool called PHPMYADMIN where MYSQL databases can be created, imported and exported. After testing on your local ma chine, for example with the APACHE XAMPP software, I also chose my testing server application. Regarding the design, I have used the CSS technology to create a simple but immersive shopping friendly look for the web site. This can be shown below in figure 1and 2.Solving the matter of design has brought me to the coding and scripting process.At the beginning of the development process, my coding was aimed for testing the web page on my local machine. Therefore, the PHP scripting was written in a path for accessing the database from my local root folder., as can be seen below. [Figure 3] This code serves to enter the data from MYSQL database called products, created for the web store site containing six items each with five fields: id, name, description, price and an image field. SQL is a standard interactive and programming language for querying and modifying data and managing databases. It is both ANSI and ISO standard. Coding for this specifying database is show below: [Figure 4] A very important part of the development process is testing and evaluation. After linking the database with the web site by coding in my web development application software, it was necessary to test the connectivity and accessibility before uploading it on to the web server. As mentioned earlier, I have chosen the software called APPACHE XAMPP for testing the site on my local machine. The reasons why I have chosen XAMPP as my testing software are that I find it easier to work with, it’s free, it’s provided with quick and simple installation and it includes the PHPMYADMIN tool. This tool allows you to create, import, export save and backup your already existing MYSQL databases. This will save you lots of time when uploading the site on to the server where most of

Internal Auditing - Al Ain Rotana Hotel Essay Example | Topics and Well Written Essays - 1000 words

Internal Auditing - Al Ain Rotana Hotel - Essay Example Rotana hotel has managed to counter this risk by putting in place a qualified doorman to receive guests. It has also trained its staff on good interpersonal skills and speed reception. To ensure effective management of addressing of guests feedback, the hotel has to deal with the risk of poor service delivery to impatient customers when handling a complaint as customers differ from each other. Rotana Hotel has formulated a policy on complaint handling that involves all employees receiving complaint handling training, complaints to be addressed by the first individual to handle it, the staff should have knowledge of how to satisfy a complaining guest, a complaint log to be maintained in the front office and the general manager to be informed of all complaints. In regards, to ensuring efficient recruitment, welfare, training and development process of the staff, the risks involved in check-in process without the staff taking proper identifications mostly due to negligence or poor skilled in the check-in process and revealing inside information to outsiders which is dangerous and caused by irresponsibility of the staff. The hospital has managed to sponsor programs of proper selection and recruitment process, staff orientation and performance management so as to have reliable working force to propel the scales of the hotel. The objective of maintaining adequate controls on room occupancy is affected by the risk of double checking in the check-in process where a guest checks in and is not recorded in the system due to default in management. The hospital introduced room control measures that will not enable checking in without full complete of the registration process, guests to be contacted prior to their departure and vacant room accounts to be closed. Discrepancies on rooms to be viewed twice a day and any differences between room occupancy and housekeeping to be addressed. Establishing proper handling of

The Benefits And Criticisms Of The Market Theory Of News Production Essay

The Benefits And Criticisms Of The Market Theory Of News Production - Essay Example There may be numerous benefits of news production which may result in huge profits for the company as well as there may originate factors that the industry will have to take care upon for improving their operative functions. News production can generally be referred as the process of performing all the functions which are required to convert raw data into information and hence in printed form which are readable and audible to the audiences by way of newspapers, magazines, internet, television and radio among others. News is produced after the review of various literatures which are relevant to the topic of the news (Philip, 1975). In this similar context, Journalism is a process of collection of true, justifiable and factually based information in a precise manner which proves to be interesting for the readers along with publishing of those collected information in a timely manner for attracting mass audiences (Berry, 2008). Mass media is a process of catering to the audiences by way of different communication channels including newspapers, journals, radio, magazines and television among others. These sources of information intend to deliver information to the audiences in a timely basis. Mass media is also actively involved in the World Wide Web through which it delivers maximum knowledge and information to the audiences (Livesey, 2011). Mass media and communication are very closely interconnected to each other. As stated above, mass media are the channels or tools through which knowledge is transferred to the audiences. By adopting these channels the main criteria is to transfer and share useful information with the mass audiences. Thus, the transfer of knowledge and information to the public can be regarded as â€Å"Communication† in mass media (Colombo, 2004). The objective of this essay is to study the overall news production activities of the news industry with respect to the aspects of journalism, mass media and communication and its components. F or the completion of this essay, the main priority would be laid upon the benefits that are derived from news production in the overall market as well as the challenges and the critics that the companies operating in the industry are facing which may prove to be a drawback for the industry. In details a study would be carried out about the specific benefits that the mass audiences get from the production and channelization of news and its various components (Panda & Swain, 2011). All those factors which are affecting the news production units will also be studied upon along with the problems faced by the mass media and communication channels while delivering their information to the audiences will be determined. A proper evaluation of the results will be made once a framework is designed about the benefits and criticalities of news production and its components in the overall market. By following this step, a detailed evaluation of pros and cons about the industry can be achieved wh ich will provide a lot of clarity to the research. The essay intends to design a proper scenario about the current market standing of the industry (Curran & Gurevitch, 2000). Benefits and Criticisms of the Market Theory of News Production Benefits of the Market Theory of News Production News production is a widely used commercial aspect of marketing which caters to the users all over the world. It provides major

Babies Infants Knowledge

Babies Infants Knowledge Claims about infant number competence contrast with claims of toddler ignorance. Consider explanations of the discrepancy. 1- Introduction: This essay will explore the researches which claim that babies are born with a predisposition to learn about objects and numerosities. It also aims to understand the issues that why some psychologists are still unconvinced about inborn knowledge. And if babies are so smart, why are preschoolers so ignorant? The question is to what extent is the sense of numbers innate and to what extent is it learned? Piaget used observational and informal experiments to study infants. He denied the existence of innate knowledge. Early Piaget experiments (1942) described that infants are born with no understanding of numerosity. He argued that the number concept is built from previously existing sensorimotor intelligence. In contrast, recent researchers argue that sensitivity to number is innate and even young infants possess strikingly mature reasoning abilities in the numerical domain. Vygotsky (1978) pointed out â€Å" childrens learning begins long before they enter school they have had to deal with operations of division, addition, subtraction, and the determination of size. Consequently, children have their own preschool arithmetic, which only myopic psychologists could ignore† (p. 84). Similarly, recent experiments have shown that infants between 4 to 7 months are able to discriminate two items from three items, but not 4 items from 6 items (Starkey et al 1983). In 1992, Karen Wynn argued that â€Å"human infants can discriminate between different small numbers of items† (p.749). Wynn used differences in looking times as evidence of knowledge. Similar logic in Baillargeon’s (2004) studies of infants is reported. In contrast to claims about infant capabilities and predispositions, recent studies of toddlers (preschoolers) suggest slow development and gradual understanding of numerical skill. Now we will discuss the researches which claim about infants’ knowledge of number competence contrast with claims of toddler ignorance. 2- Studies which claim about human infants’ knowledge of number competence: 2.1- Wynn’s approach: In 1992, Karen Wynn, came up with the idea of using a technique called Preferential Looking Time (PLT) to study the mathematical abilities in babies. Wynn took advantage of the fact that infants will gape, eyes wide with surprise, at things they dont expect to see, to show that babies as young as five to ten months old can add and subtract small numbers. In her experiment Wynn (1992) shows the baby a Mickey Mouse doll and then places it behind a screen. As the baby continues to watch, the researcher places a second Mickey behind the same screen. In half the trials, she then uses a hidden trapdoor to remove one of the dolls. Then screen drops and Wynn found that babies stared much longer when only one Mickey doll is there. They had apparently expected to see two. But were the babies really calculating one plus one equals two? Or did they simply realise that one plus one had to equal something more than one? To answer that question, Wynn tried the babies on one plus one equals three. The babies were appropriately surprised when three dolls appeared from behind the screen rather than two. According to Wynn (1992), â€Å"infants possess true numerical concepts- they have access to the ordering of and numerical relationships between small numbers and can manipulate these concepts in numerically meaningful way† (p750). Wynn argued that looking for longer time at the wrong results of 1+1 and 2-1 is evidence that infants have innate number knowledge. There are many questions which need explanations e.g. were infants surprised or familiar? Were they responding to differences in quantity or numerosity? Can infants really add and subtract? etc. Leslie B. Cohen and Kathryn S. Marks in ‘How infants process addition and subtraction events’ mentioned†¦. â€Å"Wynn has argued that infants are not only sensitive to number; they are able to manipulate small numerosities. She pointed out three major claims about infants’ abilities: Infants understand the numerical value of small collections of objects. Infants’ knowledge is general and can be applied to varying items and different modalities (for example, Starkey, Spelke, Gelman, 1990). Infants are able to reason at the ordinal level and compute the result of simple arithmetic problems (i.e., add and subtract)† (P.5-6). Wynn (1990) argued that children learn the meanings of smaller number words before larger ones within their counting range, up to the number three or four and by the age of 3  ½ years they can learn cardinal principle. But in everyday life we are failed to provide the evidence regarding the competence in early years of life. There is no doubt that many studies reported that children have an innate understanding of the basic counting but many other studies which do not support these findings. 2.2- Starkey, Spelke, Gelman approach: In 1990, Starkey, Spelke, Gelman found that infants between ages 4 and 7 ½ months can differentiate two items from three, but not 4 items from 6. In this study, 7 month old infants were presented with two photographs of two or three items accompanied with two or three drumbeats. Starkey et al.’s criterion was same as Wynn’s (difference in looking time).The infants looked significantly longer at the photos with the number of items matching the number of drumbeats. This study did not tell us that infants perceived that 2 is more than 1 or 3 is more than 2. The ability to understand even small numerosity from the early months of life seems to suggest that there is an innate mechanism for number which forms the basis for further development of numerical skills and abilities. Starky et al. (1990) interpreted these results as evidence that infants can recognize the number distinctions both in audio and visual display. This research is also controversial. There are contrasting claims which abandon ideas of competence. According to Mix, Huttenlocher, and Levine (1996), â€Å"it has been claimed that acquisition of the conventional number system is guided by preverbal numerical competencies available in infancy (Gallistel Gelman, 1992; Gelman, 1991).Thus, if infants have an abstract number concept, this should be evident in early childhood† (p.1593). Mix, Huttenlocher, and Levine (1996), using a procedure adapted for preschoolers, found that three-year-olds were unable to correctly match auditory to visual numerosity. 3- Studies which deny the claim of human infants’ knowledge of number competence: 3.1- Mix, Huttenlocher, and Levine approach: Mix, Huttenlocher and Levine (1996) tested infants, toddlers and preschool children from a variety of backgrounds to see at what age they began to recognize the connection between repeated sounds and similar numbers of objects before them and when infants and children begin grasping the basic concepts of mathematics. They conducted three experiments to find out whether preschool children could do significantly well on similar tasks as used by Starkey et al.’s (1990) infants studies. They found that infants were unable to make the audio-visual matches but could make visual-visual matches. Similarly, three year olds were able to make visual matches between groups of objects and sets that corresponded in number, but only made the same number of audio-visual matches they would have made had they been guessing. According to Mix, Huttenlocher and Levine (1996) In contrast, 4-year-olds performed significantly above chance in both conditions, indicating that the ability to detect audio-visual numerical correspondences develops during this age period(p.1600). They argued that if Starkey et al.’s (1990) claims about infants are true then preschoolers should show a similar competence. By their studies, Mix, Huttenlocher and Levine (1996) found no evidence that 3 year olds can detect audio-visual numerical correspondences. The developmental period between 3 to 4 years was found to be a crucial for mathematics, as preschoolers quickly expand their ability to understand the abstract relationship between numbers and sets as dissimilar as objects and events. They also tested toddlers ability to perform nonverbal calculation and found that the ability develops between ages 2  ½ and 3. Some studies have suggested that abstract numerical knowledge develops in infancy, but Levine and Huttenlocher found that babies only have an approximate understanding of numbers and at age of 3 years children can represent number exactly. Mix, Huttenlocher and Levine (1996) claim that: The discrepancy is due to the contrast criteria between infant study and preschool study. For infant study criteria was looking for longer time and in preschool study an active choice response was needed, which was much more demanding criteria. The ability to match and calculate correctly, nonverbally, is neither innate nor independent of general ability. Mix (1999) studied preschool children to see whether they ‘recognise numerical equivalence between sets that vary in similarity’. She pointed out that if claims about number competence in infancy are true then children should be able to judge numerical equivalence for other types of similarity. She emphasized that none of the tasks in infants’ studies â€Å"requires the explicit numerical comparison of one set to another† (p.272). According to Mix (1999) â€Å"a prevalent claim is that numerical abstraction emerges very early, perhaps as part of an innate knowledge structure that is specific to the number domain (Gallistel Gelman, 1992).This implies that development of numerical competence should have some advantages or at least follow a distinct path compared to other domains† (p.290). But she did not find any evidence. She proposed that discrepancy between infants and toddlers knowledge of number competence is because of different levels of understanding. She clarified that preschool matching task was different as compared to infant looking time task and these both task measures different type of numerical knowledge. (p.291) In 2002 Mix, Huttenlocher and Levine critically reviewed â€Å"the idea that quantitative development is guided by an inborn ability to represent discrete number† (p.278). They tested the quantitative competencies of infants and young children mentioned in their article. They arise many questions which are very important and need clarification: ‘What non-numerical cues do infants use? How does a number-based representation develop from such origins? How do children differentiate and ultimately integrate discrete and continuous quantification?’ 3.2- Clearfield and Westfahl approach: Clearfield and Westfahl (2006) conducted three experiments on 3 to 5 months infants to see how familiarization affects their looking time during addition problems. They replicated Wynn’s (1992) procedure in first experiment and found that infants looked longer at incorrect outcome same as in Wynn’s findings. They strongly argued on the basis of their results that â€Å"infants responded to the stimuli based on familiarity rather than the mathematical possibility† (p.40) (number competence) of the event in Wynn’s original finding and in Experiment 1. They also pointed out that there was no statistical difference in infants’ looking towards 1+1=2 and 1+1=3 (in Wynn’s finding). They asked for future research to confirm this. (p.40) In their article, Clearfield and Westfahl (2006) mentioned that Cohen and Marks (2002) challenged Wynn’s (1992) finding about infants’ number competence. Clearfield and Westfahl (2006) also told about Wynn’s (2002) response to it i.e. she rejected their challenge by saying that they did not replicate her study exactly. 4- Discussion: Evidence show that infants have inborn number competence and even they can manipulate simple arithmetic (Wynn, 1992). There is a considerable debate is going on young children’s ability about numerosity especially with regard to addition and subtraction. The problem is word number learning which they learn at later years. By the age of 2 years, children can count up to three or more (Gelman Gallistel, 1978). Wynn’s (1992) finding is challenged by Cohen and Marks (2002) as cited by Clearfield and Westfahl (2006). But Wynn’s (2002) rejected this challenge and still strict with her claims about infants’ inborn number competence. Clearfield and Westfahl (2006) interpreted that infants do not have counting ability but their performance on infants’ studies was based on familiarization. They insisted that researcher must work on the issues of familiarization and other basic perceptual processes rather than more controversial concept of number competence in infants. Learning the number system is one of the most difficult tasks for a young child. It is a slow process which takes many years to complete. Researchers have explored questions about the roots of numerical knowledge using looking time techniques with infants. It is still unclear to what extent is the sense of numbers innate and to what extent is it learned and how early the child acquires a meaningful counting procedure? Results of early counting studies appear unstable with each other. Some studies focus on conceptual competence (early counting) and some suggest that understanding the purpose of counting take place in later years. Young children often confuse to answer how many are there? It requires children to tell the last word when counting a set. They usually start counting the objects (Wynn, 1990). Counting out a number of objects from a large set is much complex than counting the number sequence. This all need a practice and clear understanding which develops later on. There is evidence â€Å"that five year old children take large number words to apply to specific, unique cardinal values† (Lipton Spelke, 2005, p.9). They argued that infants are born with innate knowledge of number from which they learn an understanding of number words and verbal counting. It is still unclear that if infants look so smart then why toddlers look so ignorant. Some researchers criticized the infants’ studies that they were not manipulating numbers when confronted with small quantities but may be they looking for total surface area of objects, not for number. We really do not know what was in infants’ mind. But criteria in Mix et al.’s study (1996) required children to point out the picture matching in numerosity, was much more demanding. And other studies involving counting ‘how many objects there are?’ require more understanding and more skill. To conclude all the interpretations about infants and preschoolers, it seems that criteria for judging preschoolers knowledge of number was too demanding. It is clear that at least some of number knowledge is innate. But the question still remains as to how much of it is innate, and how much is learned. In 2004, Zur Gelman argued that 4- and 5-year olds can easily be taught the basics of addition and subtraction. They concluded that even 3- year old children can do addition and subtraction by predicting and checking under supportive environment. Zur Gelman (2004) study is instructive because their emphasis is on practice and how teachers use different strategies. 5- References: Baillargeon, R. (2004). Infants’ reasoning about hidden objects: evidence for event-general and event-specific expectations. Developmental Science, 7, 391-424. Clearfield, M. W., Westfahl, S. M. C. (2006). Familiarization in infants’ perception of addition problems. Journal of Cognition and Development, 7, 27-43. Cohen, B. L. Marks, S.K. (n.d).How infants process addition and subtraction events. Retrieved on January 04, 2008 from http://homepage.psy.utexas.edu/homepage/Group/CohenLab/pubs/Cohen_and_Marks final.pdf/ Cordes, S. Gelman, R. (2005). The Young Numerical Mind: When Does It Count? The Handbook of Mathematical Cognition. Psychology Press; London. 127–142. Retrieved on January 04, 2008 from http://ruccs.rutgers.edu/~chenml/411/CordesandGelman.pdf Gelman, R., Gallistel, C. R. (1978). The child’s understanding of number. Cambridge, MA: Harvard University Press. Lipton, J. S., Spelke, E. S. (2005). Preschool children master the logic of number word meanings. Cognition,xx,1–10. Retrieved on January 14, 2008.from http://www.wjh.harvard.edu/~lds/pdfs/lipton2005b.pdf Mix, K. S. (1999). Similarity and numerical equivalence: Appearances count. Cognitive development, 14, 269-297. Mix, K. S., Huttenlocher, J., Levine, S. C. (1996). Do preschool children recognize auditory-visual correspondences? Child Development, 67, 1592-1608. Mix, K., Huttenlocher, J., Levine, S. (2002). Multiple cues for quantification in infancy: Is number one of them? Psychological Bulletin, 128(2), 278-294. Starkey, P., Spelke, E., Gelman, R. (1990). Numerical abstraction by human infants. Cognition, 36, 97-127. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. Wynn, K. (1990). Children’s understanding of counting. Cognition, 36, 155-193. Wynn, K. (1992). Addition and subtraction by human infants. Nature, 358, 749-750. Zur, O., Gelman, R. (2004). Young children can add and subtract by predicting and checking. Early Childhood Research Quarterly, 19(1), 121-137.

Sonnys Blues by James Baldwin Essay -- Sonnys Blues James Baldwin

Sonny's Blues by James Baldwin "Sonny's Blues" is a story about two brothers, their past, and how their differences came between them. They were apart for several years while Sonny was in jail, but once he got out they had a chance to mend their pasts. "Sonny's Blues" is a well written story that teaches a lesson that has value in every day life. The tone is melancholy and reminiscent. The brother is remembering the past and reflection on the mistakes he and Sonny made. He is sad over their fallout, Sonny's trouble with drugs, and the death of his daughter. He regrets that he wasn't able to keep Sonny out of trouble like he promised his mother he would do, as she had done with their father. The point of view is first person selective, told from the perspective of the brother. He g...

Examining Collaborative and Individual Writing Processes

Examining Collaborative and Individual Writing Processes Stephen McLeod University of Phoenix Collaborative writing is a tool that is being utilized more often in the professional world as well as the educational world. The collaborative writing process is similar to the individual writing process as many of the same rules apply. In this paper we, as a learning team, will illustrate some examples of how to use the tools of individual writing in the collaborative process. Writing as a group facilitates a more thorough and accurate end result because the work is shared between all members rather than resting on the shoulders of only one individual. It also enables more opinions and facts to be presented by the team as productive writers making the reader able to easily understand what is being expressed. The most logical place to begin this process is by brainstorming. According to www. dictionary. reference. com, brainstorming is defined as: â€Å"a conference technique of solving specific problems, amassing information, stimulating creative thinking, developing new ideas, etc. by unrestrained and spontaneous participation in discussion. † In order to write an excellent paper, for any topic, requires much brainstorming to have the paper written well. There are many ways for teams to brainstorm, some of which include all members of the team writing their own ideas down and then sharing them with the group, or the facilitator of the brainstorming group writing down ideas on a big, whiteboard while the team members shout their ideas like a game of charades. Both are excellent ways to come up with ideas and have fun in the process which, in turn, keeps all parties involved, relaxed and more focused. However, ending up with too many vague or off-topic ideas will cause the team to lose focus resulting in the first problem arising. A great way to succeed is matching up the ideas and topics from brainstorming and putting it together in writing. When working with a group versus individually, more ideas and topics will be brought up that otherwise might have been over-looked. Brainstorming is more effective with a group than with an individual because everyone is giving their ideas to the paper. It is more difficult to put the paper together when everyone is not in greement on the topic. Resolving conflicts is necessary for effective brainstorming. One way to resolve conflicts in the group is to have two ideas for each specific topic, allowing everyone in the group to give his or her feedback. Another solution to resolve conflicts would be to take a vote based upon the most thorough information presented to the group. The issue of plagiarism should also be resolved during the brainsto rming process. The group should agree upon the level of plagiarism that will or will not be tolerated for admission into the paper. After a while, a team would determine if the paper is perfect for that particular topic. As for an individual, he or she would know if the paper has met the requirements however, without the advantage of brainstorming with another person, one would have no feedback upon which to base the decision. Once the topic has been agreed upon, the next step is to begin the research. The first action that is necessary when doing research as a team is to identify the topic that is going to be written about and develop that topic into a specific subject matter. Making a list of possible places one can look for information, whether it is on the Internet or in a library, is a smart place to begin. Having multiple people who can offer their ideas and opinions is much better than doing the research on one’s own. Being organized is important because it assists the writers in keeping track of citation information, keeping the irrelevant information out of the way and preventing confusion by placement of paragraphs and sub-topics throughout the editing process. Doing this will enable the reader to easily comprehend the paper. The next step is to find background or other information the team could use to analyze and observe the main subject matter. Referencing an encyclopedia, a news article, or bibliographies will help set the context of the research. Having multiple people involved makes the search quick and easy. Knowledge of a specific subject by someone in the team is not always necessary which, in my opinion, is what makes the research the most important part of any writing. Research is needed in order to delve deeper into whatever subject being written about, thus creating more information to analyze to determine what is useful and what is irrelevant. This is where a big difference between collaborative and individual writing processes occurs. Individually, only one opinion and set of facts are considered; whereas, for a group multiple sets of research are examined during the writing process. The individual writer, assumingly, doesn’t want to bore the reader with information that is not pertinent to the outcome. The writer will usually discuss the information obtained with another individual to gain another perspective. When a team is researching and encounters a problem or an obstacle, it is a good choice having the writer’s solution will assist the reader in understanding how the information was obtained and provide some explanation as to why the information provided was arranged in that particular order. Continuity and cohesion make an essay easier to comprehend and more pleasurable for the reader. A writer may arrange his facts in several different manners that may include chronological order, alphabetical order or by subject matter, for example. After the team is comfortable with all of the researched facts, the team as a whole decides what information is most pertinent to the subject matter and what will provide the most enjoyable read. Editing plays a major role in writing any type of document. In particular, when writing an essay one will have to pay close attention during the proofreading step to ensure that proper editing takes place. A group that collaborates and goes through the editing process as a team has a better chance of catching a mistake than if it was edited only by the individual who wrote the paper as a singular source. and intelligently when being read. When these steps are practiced the writing process is easier to accomplish. This will help detect many mistakes that were made that the editors eyes may have overlooked. By following this rule, you become very familiar with the information that you have researched to compose your essay. Obviously, when working in a group this step is automatically performed. If some part of the work does not sound correct to a member of the group, they should then go back and try to detect their problems. If the team overlooks these problems, they will only compound them and create more problems later on in the essay which gives more reinforcement for working on a paper as a team rather than individually. One example of this may be found in the inclusion of unnecessary information. A way to resolve this would be to include information in a precise manner. Sending a good message to the readers of your essay will allow them to comprehend the subject more easily. Another pitfall that one may encounter would be to repeat sentences over and over. One should stay focused on the most important sentences without adding any unnecessary filler for emphasis. The structure and length of the sentences makes an enormous difference to the readers. If the essay is not structured properly, readers will most likely become unfocused on the message, resulting in distraction. Team identity is very important when the writing process starts. Team meetings and frequent consultations among members of the group will assist in developing a viable team identity. A good suggestion for finding a specific member’s identity would be to find out what each person does best and what he or she isn’tgood at and build from that. Each person on the writing group should be assigned a different function toward the completion of the paper. Throughout life, school has taught children how to work as a team. Sports are a good example on how teamwork is practiced and writing a paper is only different in the aspect of it isn’t physical. The team charter helps the team understand one another. It also states the strengths of the individuals in the group. By using this information, each team member can be put in a position to succeed. This allows the identity to show through the work that is done. Success follows when teams learn their identity in classrooms and in the workplace. References Meyer, R. G. Meyer. (2003). The Writing Process Steps. Writing Prompts. Retrieved from http://www. ettc. net/writing/PDFfiles/Writing%20Process%20Steps. pdf (The Writing Process Steps, para. 1) Renard, J. Retrieved October 25, 2009 from. http://www. goodreads. com/quotes/show_tag? name=writing&page=2