Educating Students With Autism English Language Essay

Educating Students With Autism English Language Essay Many people with ASC (autism spectrum conditions) have intricacy in identifying emotions in themselves and other people. For young children learning to speak, suffering from autism present a special problem to their teachers as well as parents as they are faced with the challenge of teaching these unfortunate children how to express themselves through speech. The importance of effective communication cannot be underestimated. Yet teaching students with autism is not an easy task, it requires patience and use of special assistive technology tools to help these children learn how to form words and use them effectively. There are various technologies that can be used, while other are simple some of these technology are so advanced and needs extra training to use them. One of the basic technologies that has been used for a number of years is Picture Exchange Communication Systems (PECS ) studies have indicated that this technology improves communication of children with autism This paper intends to discuss on the use of this assistive technology to educate students with Autism. Introduction People with autism spectrum conditions have impairments in public communication; included in this core impairment is an intricacy with the social emotional reciprocity in addition to nonverbal communication such as gestures, facial expression and eye contact. Regularly, people with autism spectrum conditions have difficulties identifying emotions particularly complex emotions that call for metalizing (jealous, embarrassed, sarcastic) in both themselves and other people. All of these complications can add to challenges in keeping and making friendships and other encouraging peer relationships. WHAT IS ASSISTIVE TECHNOLOGY? Assistive technology tool means any piece of equipment, item, or product system, whether acquired commercially, modified, off-the-shelf, or customized, that is used to maintain, increase, or improve functional abilities of people with disabilities. Assistive technology service directly assists people with a disability in the acquisition, selection, or use of an assistive technology. The Use of Assistive Technology to Educate Students with Autism The theory of mind is one conceptualization used to explain the social impairment in autism spectrum conditions (Golan and Bauminger, 2006). The theory states that people with autism spectrum conditions have an intrinsic disability in terms of recognizing the psychological perspective of others. That is, they have problem imputing emotion, meaning, and intent to other people. Deficits in this part are serious to effective social interaction, to a great extent it is anticipated on knowing what other people are feeling or thinking. Getting to know emotions is one aspect of the capability to take another persons perspective. A number of studies have researched on the interventions to educate individuals with autism spectrum conditions to identify emotions. These comprise social skill instruction (Golan and Bauminger, 2006) and assistive technology interventions. For instance, Bauminger (2006) examined the use of a behavior based intervention to assist in the emotion recognition skills of 15 high responding kids with autism, ages 8 to 17. The intervention involved lessons from a social skill syllabus used in the school setting for 2 to 4 hours per week for 7 months. The lessons comprised of activities such as role play and just plays with a normally developing peer and working on the skills acquired from each weekly lesson with parents at home. The end results showed advancement in the kids emotional ability and knowledge to give examples of difficult emotions. Specially, at post intervention, the partakers with autism were likely to start social communication with their peers and spent a lot of time displaying encouraging social behaviors. In another study, Hadwin, Baron-Cohen, Howlin, and Hill (1996) taught children with autism spectrum conditions to foresee and identify emotions in others using a computer based intervention called the Emotions Trainer. Partakers between the ages of 12 and 20, incorporated in either a control group or an experimental, were diagnosed with either Asperger syndrome or autism. The program comprised of five sections that incorporated asking the user to select the correct emotion out of four options explaining photographed facial expressions, events or situations, and descriptive captions and objects. Contrasted to the control group, the experimental group showed improvement in their ability to recognize emotions in tale and cartooned circumstances that triggered an emotional response, but not in their recognition of emotion in pictures (facial expressions), on which both intervention and control groups demonstrated improvement. The following section will examine Picture Exchange Communicat ion Systems (PECS) as one of the key assistive technology used to assist students with autism. Picture Exchange Communication Systems (PECS) This is a low technology assistive system created as an augmentative and alternative communication (AAC), where pictures are used in place of words to assist children with autism to communicate because of their problems in speech development. At the initial stage of using PECS, a child is provided with a number of pictures of favorite toys or foods. If the child requires any of these things, he simply gives the picture of the specific item to a therapist, teacher or even caregiver (Charlop-Christy, et al. 2002). The person receiving this picture in return hands the toy or food to the child. Through this exchange, communication is then strengthened. Similarly PECS can as well be applied to make suggestions regarding things viewed or heard within the surrounding. For instance, a student might view a car passing by and give a picture of a car to his teacher. The objective of this method is that, when a child starts to acknowledge the importance of communication, the child will start using natural speech instead of pictures. How this assistive technology works A student with autism can be taught how to use this technology by his teacher, caregiver or a therapist, who understands the way this technology works. Normally, an applied behavior analysis (ABA) method is applied. Through this method, prompts are offered to control the picture exchange. More so, in the initial stages of PECS training, the student selects a picture he wants and gets what is on the picture, for instance food. Receiving food is meant to give a positive reinforcement to the student for his use of the picture in communicating. Normally PECS training entails six stages: Stage I: the teacher lists down a list of the students favorite items normally starting with foods. A single item from the list is chosen for the opening training lesson, and items picture is drawn. The item can be put in a place visible to the student, to allow the student to view the item but not to pick it. When the child seems interested in the item, the teacher gives such a student a picture card of the item. The teacher guides the students hand to pick the picture and give it to the teacher. The moment the teacher receives the card from the student, he communicates loudly the want the student wants, for instance, he say so you want the cake and give the cake to the child. Stage II: the teacher moves a little distance in order for the student to move towards him to give the picture card to the teacher. Stage III: the student is provided with several picture cards so that he can choose the one representing what he wants. The selected picture card is given to the teacher, at this moment; the student may use a binder or a communication board where the cards will be held. Stage IV: at this point, the student is provided with a card written on I want____. The student has to use this card together with the picture card illustrating what is wanted. The concept is that the student will learn the way to communicate through complete sentences. Those students who can not read the words can be in a position to recognize the words written as symbols on the card. Stage V: prior to this stage, the student has never been directly what he wants, at this stage, the teacher asks the student directly what he wants, and then waits for the student to select a picture representing what the students wants. This lesson builds the basis for future communication between the student and the teacher when the teacher wants to find out what the student wants. Stage VI: the moment the student is able to fluently use PECS, and has managed to generalize the system to use it to communicate with other people apart from the teacher; the student is taught the way make suggestions on something that he has observed. The teacher picks up something interesting and asks the student to say what the item is. At that stage the teacher also picks a card with I see _____. The student is to match the card with what he is seeing. In this manner, the child is able to learn how to communicate what he observes together with his experiences to other people (Charlop-Christy, et al. 2002). Theory behind this technology The express reinforcement coming from immediately receiving what a student with autism is the main principle of PECS. A student is able to show his inner wishes without speaking any words, and be rewarded. Such tangible rewards greatly reinforce such a child compared to social rewards, particularly during the initial stage of communication. PECS could as well improve the social relations of an autism child. This is because the child is able to learn to initiate communication; more so, at this point the child is not expected to speak, so the child is less intimidated. How effective is the technology A number of studies carried out have indicated that PECS is useful tool in helping children with autism. For example, a study carried out by Schwartz, et al. (1998) on eighteen preschool students suffering from autism and with speech difficulties established that those children were able to communicate through PECS in their school days. However, after a training of one year, nearly 50 percent of these children stopped to use PECS and instead began to natural communicate (Schwartz, et al. 1998). More studies supporting this observation were found by (Charlop-Christy, et al. 2002). generally, evidence from a number of studies have established that PECS assistive tool is an effective technique in developing natural speech in children suffering from autism, particularly if they are taught how to use this tool when is below six years of age (Bondy, 2001). Side issues This technology has no known side effectives to children with autism. Though a number of parents showed concerns that their children could end up depending on PECS as their communication tool, and fail to develop their natural speech, this concern lacks any credible support from studies. On the contra, there is credible evidence showing that children suffering from autism are able to learn through PECS to develop their speech quicker compared to those who have not used PECS (Bondy, 2001). Conclusion Children suffering from autism conditions have impairments in public communication; included in this core impairment is an intricacy with the social emotional reciprocity in addition to nonverbal communication such as gestures, facial expression and eye contact. Such children need special assistance when at school to improve on their communication special speech. Teachers and caregivers have a number of assistive technologies that they can use to assist these children. As discussed above one of the very effective and easy to use assistive technology is Picture Exchange Communication Systems (PECS), though it involves only six stages, they offer the child with the required speech mechanism and enable a student with autism to al least be able to form words and communicate his feelings. Nevertheless, as noted by Charlop-Christy, et al. (2002) this technology can be used together with other technologies for better results.

Marijuana Prohibition Canada

The Controlled Substances Act (Marijuana Prohibition) CLN-4U Unit One Essay Cailey Bazik CLN 4U – Unit One Essay Controlled Substances Act Marijuana Prohibition The Controlled substance act pertaining to Marijuana has been a long on going battle as to whether marijuana should be legal in Canada and taken out of this act. The law behind the drug has a long history and many failed attempts at decriminalization. There are both positive and negative effects to this law, but I believe the positive effects weigh out the negative and that because of this marijuana will be legal in the near future.The Marijuana laws in Canada today are unresolved, as superior courts have ruled all cannabis laws to be of â€Å"no force or effect†. Although the federal level of courts have made this ruling it has not caused any changes to other Canadian jurisdictions, the Criminal Code or the Controlled Substances Act. (â€Å"Legal History of Cannabis in Canada) The Controlled Drugs and Substanc es Act was passed in 1996 by the government under Prime Minister John Cretien. It is Canada’s federal drug control statue. This act outlines penalties for possession, trafficking and production of the substances established as illegal, including Marijuana. â€Å"Controlled Drugs and Substances Act) Canadian laws pertaining to drugs began in 1908 with the opium act, which was replaced by the opium and narcotic drug act in 1920. Marijuana however was not added to the confidential restricted list until 1923. (â€Å"Legal History of Cannabis in Canada†) Marijuana and the laws surrounding the issue only started to receive attention in the 1930’s and even then it was very minimal. It wasn’t until the 1960’s where problems arose with the law. At this time the maximum penalty for possession of small amounts of cannabis was 6 months n prison and a $1000 fine. A government injury was commissioned and public hearings were held to analyze the law over a perio d of three years. A report on the findings of this inquiry was published in 1972. The â€Å"La Dain Commission† suggested that penalties for can ibis possession be abolished, but to not legalize the substance. Of course this proposal was denied, along with other potential law reforms over the years. (â€Å"here to help†) In Recent Years the fight for the decriminalization of Marijuana has been more persistent.Research showed that Marijuana for medical use could help a number of ailments and disieses. Medical Marijuana in Canada was made legal in 2001 for things such as HIV, AIDS, multiple sclerosis, spinal cord disease and injury, anorexia severe pain, seizures and persistent muscle spasms. (â€Å"Legal History of Cannabis in Canada†) Along with the boost in medical use came a boost in personal use. According to a report from the United Nations Canada is the highest in marijuana use in the industrialized world and more than four times the global rate. â€Å"Can adian Pot Use Four Time Global Rate†) In May 2002 Chretien introduced a bill to decriminalize marijuana for personal use. This bill was denied mainly because of pressure from the U. S and a threat to slow down border crossing between the two countries. Paul Martin in 2004 tried to pass an almost identical bill, which was also rejected. (â€Å"Legal History of Cannabis in Canada†) It was in 2007 when Justice Minister Rob Nicholson and the conservative minority government introduced Bill C-26, which presented mandatory minimum sentences for drug offenders (â€Å"Controlled Drugs and Substances Act†).A recent poll released by Toronto’s Forum Research showed that majority of Canadians support relaxing marijuana laws. In fact it showed that 65 % of Canadians support either the decriminalization in small amounts or legalization and taxation of the substance. (Ballingall) Unfortunately with the new mandatory minimum sentences it seems our laws do not reflect soci eties views. (Wood, Antweiler) Although it seems Canadians and Americans are in favour of decriminalizing Marijuana it is important to understand the reason these laws are there in the first place.Marijuana is harmful to ones health and to youth. The president of the Canadian Police Association believes Canadians are trying to decriminalize marijuana prematurely. He says supporters of change are overlooking the risks. â€Å"We don’t have the tools and the training available to us now to ensure that people aren’t driving cars, for example, or operating machinery, while they’re impaired by Marijuana† he said. â€Å" There are all kinds of implications that I don’t think people are considering carefully enough†¦ Its still a harmful substance ultimately† (Ballingall)That being said there are many negative effects to having the prohibition of Marijuana in place. The Union of B. C municipalities passed a resolution summoning research be done looking into the legalization of marijuana. They came to the conclusion that the prohibition has been ineffective in deterring youth use, and production of the plant. (Wood, Antweiler) It seems that other measures need to be taken in order to ensure the youth of Canada don’t use drugs recreationally, and criminalizing marijuana has little effect. Researchers from the University of British Columbia and Simon Fraser’s university have estimated B.C’s marijuana market would be worth more than $500 million annually. Unfortunately most of the revenue goes to criminal organizations. (Wood, Antweiler) This number is based on one province alone, think of how much this number would go up if the whole country were involved in their research. The profiting of criminal organizations in turn causes more violence, guns and other illegal activity in the country. If Canada were to legalize and tax cannabis the government would then receive all the profits, this money could fund government programs such as health care, social assistance and education.It would also significantly decrease criminal activity, and save money in courts and jails. One of the main reasons in the past for the prohibition on marijuana was the negative response from the U. S, however there are now 12 states that have decriminalized Marijuana (Wood, Antweiler) meaning there is less pressure from our bordering Country. This and the obvious preference of legalization from Canadian citizens means it is only a matter of time before marijuana is officially decriminalized, taken out of the Controlled Drugs Act, the criminal code and consistent laws in all Canadian jurisdictions.This I believe will come first, and potentially government controlled sales and taxation shortly after. It would be insane for the government to not take seize the opportunity to bring in so much revenue for the country. It seems as though the prolonged struggle to legalize marijuana still needs time and The Controlle d Substances Act will remain as it is for a while longer. Although there are potentially many positive effects to decriminalization and controlled sales for taxation It is clear Canada still need the time to prepare to ensure it is done safety, effectively and not detrimental to youth.Canadians may be ready for a change and the government will eventually have to surrender, regardless of minor health issues cannabis causes. Bibliography 1. ) Ballingall, Alex. â€Å"Canada. † Thestar. com. The Toronto Star, 20 Nov. 2012. Web. 21 Feb. 2013. . 2. ) â€Å"Canadian Pot Use Four times Global Rate. † Canadian Pot Use Four times Global Rate. N. p. , 10 July 2007. Web. 21 Feb. 2013. . . ) â€Å"Controlled Drugs and Substances Act. † Wikipedia. Wikimedia Foundation, 02 Oct. 2013. Web. 21 Feb. 2013. . 4. ) Hathaway, Andrew. â€Å"Legal History and Cultural Experience of Cannabis. † Www. heretohelp. ba. ca. N. p. , 2009. Web. 21 Feb. 2013. . 5. ) â€Å"Legal History of Cannabis in Canada. † Wikipedia. Wikimedia Foundation, 02 Apr. 2013. Web. 21 Feb. 2013.

Project Management Exam 1 Essay - 2257 Words

Exam #1 Study Guide Chapter 1 1. Identify the five major characteristics of a project. a. An established objective b. A defined life span with a beginning and an end c. Usually, the involvement of several departments and professionals d. Typically, doing something that has never been done before e. Specific time, cost, and performance requirements 2. Identify and briefly describe the six factors that are increasing the demand for project management. f. Compression of the product life cycle i. Speed has become a competitive advantage; more and more organizations are relying on cross-functional project teams to get new products and services to the market as quickly as possible.†¦show more content†¦This technical dimension includes planning, scheduling, and controlling projects. The sociocultural dimension is a much messier, and often contradictory and paradoxical world of implementation. Some suggest that the technical dimension represents the â€Å"science† of project management while th e sociocultural dimension represents the â€Å"art† of managing a project. A manager needs to be a master at both to be successful. 6. Describe what it means that a Project Manager must work with a diverse troupe of characters? r. Project managers are typically the link to the customer and must manage the tension between customer expectations and what is feasible and reasonable. They provide direction, coordination, and integration to the project team, which is often made up of par-time participants loyal to their functional departments. Often times, project managers must work with many different types of people, such as vendors, suppliers and subcontractors. 7. How does a project manager typically spend his or her days? s. A project manager typically spends his or her days working on projects where each day is different from the last. They can always count on their work being personally meaningful and satisfying, and they enjoy the act of creating something new and innovativ e. Chapter 2 1. Describe the connection between Project Management and an organizations Strategic Plan. a. 2. The typical StrategicShow MoreRelatedEssay on Proj410 Midterm Exam Study Guide1287 Words   |  6 PagesMidterm Exam Study Guide YOU MAY WANT TO PRINT THIS GUIDE. 1. The Midterm Exam is open book, open notes. The maximum time that you can spend in the exam is two hours. If you have not clicked the Submit for Grade button by then, you will be automatically exited from the exam. In the Midterm Exam environment, the Windows clipboard is disabled, and so you still will not be able to copy exam questions or answers to or from other applications. 2. 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The Indian Removal Act Of 1830 - 940 Words

The American’s desire for expansion of their nation and economic growth has always been their main interest and goal. The Indian Removal in the 1830’s was a great example of America’s efforts to expand through North America and their motivation to economically improve through profitable opportunities. When comparing the Indian Removal and the events that followed the Treaty of Paris, a similarity in the expansion of America is discovered. Labor, politics, and economics of America during the two eras of Market Revolution and Jacksonian America were greatly impacted by Eli Whitney’s invention of the Cotton Gin and South Carolina’s use of nullification in politics. Andrew Jackson advocated the Indian Removal of 1830 to expand the United States but this forced the Indians to relocate further west. For many years the Cherokee had endured and adapted to the numerous changes Americans made in their pursuit to expand their land across North America, such as the Indian Removal Act of 1830 which pushed Indians further west. When Georgians discovered the presence of gold on Cherokee territory in west Georgia, they wanted the removal of the Cherokee to mine the gold. The Georgians failed their first attempt at removing the Cherokee by trying to strip away their constitution and rights. In response, the Cherokee decided to take advantage of America’s federal court by suing them in two cases- Cherokee v. Georgia and Worcester v. Georgia. As a result, the Supreme Court declared that theShow MoreRelatedThe Removal Of The Indian Removal Act Of 18301820 Words   |  8 Pagespolicy of the Government, steadily pursued for nearly thirty years, in relation to the removal of the Indians beyond the white settlements is approaching to a happy consummation. Two important tribes have accepted the provision made for their removal at the last session of Congress, and it is believed that their example will induce the remaining tribes also to seek t he same obvious advantages.† (Jackson, 1830) This quote from President Andrew Jackson showed the happiness of the â€Å"white settlers† ofRead MoreIndian Removal Act Of 18301155 Words   |  5 Pages2015 Indian Removal Act of 1830 The Indian Removal Act of 1830 was an act that helped aid the expansion of the United States population into the southernmost states, occupied mainly by Native Americans. The act was a long time coming, especially with President Andrew Jackson, a long-time proponent of Native American removal, at the helm. This paper explores the history leading up to the law, the introduction and passage, as well as the sometimes-tragic implementation of the Indian Removal Act of 1830Read MoreIndian Removal Act Of 1830868 Words   |  4 PagesIndian Removal Act of 1830 The Indian Removal Act was signed into law on May 28th 1930 during the presidency of Andrew Jackson. Perhaps best known as the black eye of the administration and overshadowing his presidency’s accomplishments, the Indian Removal Act was passed into law to allow the president to negotiate with Indians to purchase land they occupied and offer them lands west of the Mississippi. The Indian Removal Act of 1830 could also amount to pure greed and racism, the beginning of theRead MoreThe Indian Removal Act Of 18301083 Words   |  5 Pages The Indian Removal Act of 1830 was a law passed by President Andrew Jackson that provided the funds for the removal of the Indian tribes found in South. These tribes were the Cherokee, Chickasaw, Choctaw, Creek, and Seminole. Slave states, following the lead of Missouri who in the 1820s forced its Indian population to leave, saw the opportunity to expand their industry in the fielding of cotton by â€Å"converting Indian soil into slave soil.à ¢â‚¬  That along with the finding of gold and simply the desireRead MoreThe Indian Removal Act Of 1830892 Words   |  4 Pagesstudents are analyzing is; what are the major effects of the Indian Removal Act of 1830? The students will be given several data sets of events that occurred after the act was initiated and draw conclusions and revise their thesis statement as they go. The big idea of this lesson to have students understand the importance of the Indian Removal Act and it is essentially only the beginning of the journey that Indian tribes had to face after the act was initiated. It led to many heartbreaking events thatRead MoreIndian Removal Act Of 1830923 Words   |  4 PagesIt gives me pleasure to announce to Congress . . . the removal of the Indians beyond the white settlements is approaching to a happy consummation† (Jackson, 1830, para.1). With promises of new lands, protection, and monies, President Andrew Jackson portrays the Indian Removal Act of 1830 as beneficial to Indians, wherein governmental financial gain is incidental. However, when considering land transactions and gold discoveries, the true beneficiaries are revealed. While strengthening the States’Read MoreThe Indian Removal Act of 18301123 Words   |  5 PagesTHE INDIAN REMOVAL ACT OF 1830 Migdalia Tuero HIST101: American History to 1877 Professor Kathleen Davis February 13, 2014 There are several historical events and issues that have impacted the contemporary political development among American history. In the history of America one of these groups are the Native Americans. The white man throughout the South called for a removal of the Indian peoples. They wanted the Native Indians to be resettled to the west because their presence createdRead MoreThe Indian Removal Act Of 18301299 Words   |  6 Pageswere many diverse, and complex views when approaching this subject matter; however, in 1830 President Andrew Jackson passed the Indian Removal Act, which forced Indians to relocate from their homelands in south east to land west of the Mississippi river. This granted the U.S. a large portion of new rich land, unfortunately it was at the expense of the Native Americans. When passing the Indian Removal Act of 1830, President Jackson relied on teleological utilitarianism ethnic views, in that he focusedRead MoreIndian Removal Act Of 1830923 Words   |  4 Pagesbut the Cherokee removal was the cruelest work I ever knew†, remarked a Georgia soldier who had participated in the removal of Indian Natives during the mid-1800’s. As a result of the Indian Removal Act, Indian natives have been perceived as mistreated and cheated throughout history. The Indian Removal Act was passed during the presidency of Andrew Jackson on May 28, 1830. This act granted authorization to the president to exchange unsettled lands west of Mississippi for Indian lands residing inRead MoreThe Indian Removal Act Of 1830865 Words   |  4 PagesWhen the Indian Removal act of 1830 was enacted, the Cherokee Nation panicked. The Cherokee, specifically the romanticized Tsali, did their best to preserve their culture in the mountains of North Carolina, but what really saved them from their harsh fate that so many other Cherokee faced, was there white chief, William Holland Thomas. The Cherokee were â€Å"disagreeable and dangerous neighbors,† but th ey had a powerful ally in Raleigh, who saved the Eastern Band from a much harsher fate. The Eastern

I believe that mythology should still be taught in...

I believe that mythology should still be taught in schools, although with less of an emphasis and across more cultures. Myths are important parts of literature, and have complexity that is different than normal novels. Also, myths teach about the culture of their time, as well as how people lived and what they believed. Along these lines, I think that other cultures’ myths should also be taught, as they also teach about the people of their time. Mythology is an important form of literature that has been around thousands of years. For example, â€Å"the stories contain so much complexity and ambiguity that they engage young people in a much more interesting way than straight moral tales† (Worley). Teaching mythology is just as important as†¦show more content†¦In this case, â€Å"myths are similar even when they derive from civilizations so widely separated geographically that cultural diffusion seems impossible† (Kromholz). The myths of the world’s civilizations help to relate them to other cultures. They show the similarities and differences between people in different timeframes and locations, and how this affected their customs. Also, the mythology of other cultures is just as important as Greek myths. Similarly, they are important literature that has laid the foundation for modern novels. Mythology was and still is an integral part of society in more places than just Greece. Some people may claim that myths are false and give false information. To repeat, â€Å"[mythology] gives them a deeper understanding of Greek and Roman culture† (Shearer). Mythology teaches about the culture of civilizations, not just their gods. It teaches people how people lived their lives, and the false information they give is often tied to ways of life and reasons for certain decisions. Also, false information is not necessarily a bad thing if it is known it is false. Some of the information may show how the Greeks tried to explain things they didn’t understand. Although myths can give false information, it should not be a cause for concern, and it should not be considered the only part of mythology. Other people may complain that mythology interferes with other religions. However, â€Å"The best protection weShow MoreRelatedMythology In Fan Mythology742 Words   |  3 Pagesincluding fan fiction, on three levels: content, form, and theory. In terms of content, traditional tales including mythologies provide us with characters, narratives, monsters, and story worlds for fans to use in the generation of new fictions, as proven by the 2,173 stories in the Greek and Roman Mythology fandom on Archive of Our Own (AO3) and the 3,300 stories labeled Greek Mythology on FanFiction.net. Both sites being the most popular fanfiction sites on the internet. Fanfiction as a narrativeRead MoreMythology And Christianity : Mythology948 Words   |  4 PagesMythology and Christianity Mythology is known for its artistic values of cultures well before the world we live in today. The stories that derive from these great folk tales set a scene in lives of people who worshipped their God’s and the items that they praised them for. Depending on the geographic location and the time of the myth, or at least what it could be traced to, the people would praise and worship different God’s for different reasons. Just like in our modern system of religion in thisRead MoreGreek Mythology And The Mythology1154 Words   |  5 Pagesand lessons of Greek mythology have shaped art and literature for thousands of years. Later Greek writers and artists used and elaborated upon these sources in their own work. Did you know that in ancient Greece, stories about gods and goddesses and heroes and monsters were an important part of everyday life. 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What Impressions of the Characters Relationship Are Conveyed Free Essays

What impressions of the characters relationship are conveyed by the language they use, and the interaction between them? In this text, the opening scene of Ibsen’s Dolls House, the conversation between Helmer and Nora shows who acts as a more authoritative figure through imperatives, patronising lexis and explanative language. This is to show the relationship between the married couple regarding terms of how they address each other. I will also consider gender theories such as Debora Tennen’s gender theory of politeness and Zimmerman and West’s suggesting men are more dominating in conversation. We will write a custom essay sample on What Impressions of the Characters Relationship Are Conveyed? or any similar topic only for you Order Now The purpose of the text, A Dolls House, is to reveal information about the relationship between Nora and Helmer through the interactions of their conversation and their lexis. Nora speaks in a polite manor, ‘just this minute’ which could be interpreted through Trudgill’s gender theory suggesting women use precise pronunciation to aim to be viewed at a higher class. The adjective, ‘just’ could imply Nora will act quickly in order to respond to her husband because he has a higher status and power over herself. However, her husbands language is very different, ‘been wasting money again? ’ this rhetorical question implies a threatening and dominant tone. This could be interpreted by kZimmerman and West’s gender theory which suggests men act more dominant in conversation in order to gain and keep power. The terms of address the couple use change in relation to the conversation topic. Nora addresses her husband by his second name, ‘As you please, Torvald’ which could imply their relationship is formal and she has little authority as he holds all the power. This could be interpreted by Debora Tennen who states that women use terms of address and politeness to form bonds. However, Helmer addresses Nora in two different approaches; whilst they are having a general conversation Nora is referred to as his possession, ‘My little skylark’ the adjective ‘little’ implying she is belittled as she has no authority. Also, the use of the pronoun, ‘my’ implies Nora belongs to Helmer and she has control over her hence the metaphor for her name. However, when Nora ‘misbehaves’ she is addressed with her name, ‘Nora, Nora! Just like a woman! ’ his use of explanative language portrays his loss of patience with her but also he is telling her off like Nora is a child in a patronising manor. The repetition of ‘Nora’ implies she has done wrong and he dismisses her to get her to behave like a father would to a child. This could be interpreted by Grice’s maxims of quantity as he speaks more than Nora implying he has a higher level of authority and power. How to cite What Impressions of the Characters Relationship Are Conveyed?, Essay examples

Auditing Assignment Warehouse Company

Questions: You ,the auditor, attended the inventory count (stocktake ) of your client Smith Equipment and observed the following during the count : 1. Warehouse staff counted specific areas of the stock as determined by the warehouse supervisor ; staff members ,including the warehouse supervisor , were allocated their own area to count on their own. 2. Several blank sheets of paper were issued to each member of staff doing the counting. 3. Staff were instructed to write down the stock description and number counted . 4. Staff were told to write the stock quantities in pencil on the sheets to ensure errors can be corrected . 5. Any staff that completed a section early were allocated to another area to help out one of the other staff . 6.The supervisor collected all sheets at the end of the count to finalise the stock count . Required : Identify the weaknesses in the stocktake procedures above and identify how they could be improved. Question 2 You , the auditor , have spent 5 years as an aud itor . In this time you have come across numerous errors in performing bank reconciliations . The following are some of these errors: 1. An unreconciled item of $340 was on the final bank reconciliation of the client and was deemed by the client to be immaterial. 2. Two deposits totalling $4070 relating to accounts receivable were collected on 3July ( 30 June year end) but recorded as cash receipts on 30 June. 3. An amount from an associate company of $40,000 was banked 2 days before the end of the year in the clients bank account and then paid back 1 week after the end of the year . 4. A cheque for $6,000 was omitted from the outstanding cheque list on the bank reconciliation at 30 June . It cleared the bank on the 14 August . 5. A bank transfer of $20,000 was included as a deposit in transit at 30 June in the accounting records. Required : (a) What control should be implemented to reduce the likelihood of each of the above? (b) What is an audit procedure to detect or prevent each of the above? Question 3 The following is an extract from a working paper containing the results of the tests of controls in the accounts payable area: Test Result Conclusion Selected a number of supplier invoices and checked that the pricing and discounts have been reviewed and authorised by the purchasing manager not highlight a pattern or specific reason Six out of 50 invoices tested had not been authorised .Incorrect discounts were recorded for these invoices. A follow up of the four incorrect invoices did not for the errors. Accepted as the errors in the discounts claimed were immaterial . Required: (a) Identify the key assertion addressed by the test procedure . (b) Provide an explanation as to why the conclusion reached is appropriate or inappropriate. (c) Outline the key control procedure that you believe needs to be performed. Answers: 1. The stock take performed at Smith equipments had some weaknesses:- Activity based costing (ABC) analysis was not done before the stock take. In place of giving blank papers to the staff members, the papers should contain the complete stock details. Each person should be allocated specified areas and he should stick to that area and should not be allocated to another area to help out one of the other staff after his own stock count gets completed. The papers provided should contain some specified description criteria so that they can use at time of counting the stock. For e.g.: Stock in god condition, Stock exposed to sun, stock in bad condition etc. Staffs should be guided to write the stock quantities with pen rather than with pencil so as to ensure errors are not corrected. Improvement Areas The main purpose of stock take is to ensure that maximum value stock gets covered in the stock count. This can be done when an ABC analysis stock take is done before the stock count and accordingly allocation should be done. In order to ensure that errors committed by the staff are not corrected, they should be given pen rather than pencils for writing the stock quantity. Staffs were allocated areas in the warehouse and they should stick to their areas and should not interfere with someone others area, instead of blank pages; they should be given stock details containing stock quantity as per records with columns such as Quantity as per physical and a column where they can specify the condition of the stock. Answer 2 Error 1: An unreconciled item of $340 was on the final bank reconciliation of the client and was deemed by the client to be immaterial. Control: Bank reconciliation is a process/check to ensure that the bank balance as per books gets reconciled with the balances as per the bank statement. Necessary investigation needs to be done for the differences, if any and same should not be deemed as immaterial. Audit procedure: The auditor should ask the management to provide relevant support for any unreconciled variances in the bank reconciliation. Error2: Two deposits totalling $4070 relating to accounts receivable were collected on 3July (30 June year end) but recorded as cash receipts on 30 June. Control: Any transaction in the bank statement in a particular period should be recorded in the same period in the books. For reconciliation purpose, it is to be ensured that all transaction in the bank statement should be recorded in the books. Audit procedure: The auditor should ensure all transaction in the bank statement should be recorded in the books and entry in the bank statement pertaining to next period should not be taken into consideration considered at times of preparation of the reconciliation. Error 3: An amount from an associate company of $40,000 was banked 2 days before the end of the year in the clients bank account and then paid back 1 week after the end of the year. Control: All the transactions in the bank statement should get entered in the books and transactions in the bank statement pertaining to next period should not be taken into consideration at times of preparation of current months reconciliation. Audit procedure: The client in order to match the reconciliation sometimes makes some fake entries and gets the same reversed in the next period. At times of reviewing the bank reconciliation, the auditor should focus on the open items and on the transactions of the next periods initial 10 days bank statement and bank books available in the records. Through this check these kinds of errors can be mitigated. Error 4: A cheque for $6,000 was omitted from the outstanding cheque list on the bank reconciliation at 30 June. It cleared the bank on the 14 August. Designed Controls: The list of outstanding cheques provided by the management should be checked Audit procedure: In case a cheque of $6000 was missed from the list of outstanding cheques provided by the management, in this case the reconciliation of June month will not reconcile and there would be an unreconciled variance of $6000 standing. So, the auditor should ask the management to provide relevant support for the same. Error 5: A bank transfer of $20,000 was included as a deposit in transit at 30 June in the accounting records. Controls: For the cheques in transit, the management should have all the necessary support available in records. Audit procedure: So as to ensure that the cheque in transit on 30th June gets banked in the subsequent period, the auditor should check the bank statement of subsequent period. Answer 3 Answer 3a: The key assertions addressed by the test procedure are as follows: Occurrence Accuracy Completeness Answer 3b: During the test check, out of 50 samples tested, 6 invoices were not authorised and incorrect discount were recorded for these invoices. The management came to the conclusion that the invoicing procedure is accurate being the error committed in the discount claimed is immaterial. The management for the 6 invoices has done the necessary investigation and out of 6 invoices, for 4 invoices there was no pattern and no specific reason for the error. The management can however in order to have some confident over the process, could have increased the sample size from 50 to 70 Answer 3c Key Controls: The authorisation procedure for the invoices needs to be documented firmly. The management can put a second check. The invoices should be authorised by two persons and both should be held responsible for any miss occurred either in terms of authorisation or in terms of any discount claim. A discount rate sheet supplier wise should be provided to the person authorising the invoices and if there is any change or updation required in the discount sheet then the same need to be communicated to the concerned person authorising the invoices.