Reflexivity Crossing That Line - 1036 Words

Reflexivity: Crossing That Line Traditionally, ethnographic works had always been about objective studies of the â€Å"other.† The discipline attempts to use non-biased methods to research of our subjects to qualify anthropology into the category of science. However, an increasing number of anthropologists begin to question the existence of objectivity in fieldwork. More recently, some anthropologists advocate the incorporation of the self, or the use of reflexivity, in the research to acknowledge our biases; at the same time, enhance the quality of our ethnographies. Others further assert that reflexivity is the only way to complete ethnographies. These propositions prompted concerns and provoked intense criticisms among scholars†¦show more content†¦[] He does, on the one hand, clarify the practices of his informants. He openly admits that he had been making the wrong assumptions about the culture and affirms the words of informants. However, the sentiments of the headhunters remain ambigu ous because his experience is not specific to the Ilongot culture. This universal sentiment about death fails to reflect the voice of his informants. While Rosaldo stands on the thin line, Behar crossed that line when she declares that â€Å"anthropology that doesn’t break your heart just isn’t worth doing anymore.† [] She wants to humanize her informants by including an emotional component. Ironically, she does so by ignoring other aspects of being a person. She neglects the daily struggles and the seemingly ordinary, yet necessary parts of life and focuses on the â€Å"grande† ideas. The perhaps â€Å"boring† and routine operations of a culture are in part what define the people. The significant events loose their grandeur when it is not contrasted to the monotony of other incidents. Will a flower still be pretty if it is not contrasted to the average leaves? From this discussion of reflexivity and determination of appropriateness, many other questions arise. Rosaldo’s use of personal experience may reveal that there exist emotions that are cross-cultural thoughShow MoreRelatedAspects of Postmodernism in Happy Endings and Videotape1523 Words   |  7 Pagesprovides six characteristics of postmodern writings and he affirms that self-reflexivity is the common denominator (15). It can mean writing that explores its own condition and function as art, through language. It can also mean writing that opens itself to contingency of history. He adds that postmodern writing questions the authority of a centre, for example, rules concerning the form of a story, and goes as far as crossing traditional generic boundaries (prose poems-documentary novels). AlwaysRead MoreThe Concept Of Autonomy Of People With Learning Disabilities Through The Eyes Of Their Parents1951 Words   |  8 Pagesextracted from a recorded interview. The written tran script is consisted of 85 pages and 16489 words. It was transcribed verbatim with all the overlaps, pauses and sounds in the recording. The pages were numbered correctly as well as the line numbers. Reflexivity According to John W. Creswell Dana L. Miller (2000) It is important for researchers to recognise and define their views and biases in the research progression to allow readers to comprehend their positions. My view on the topic was probablyRead MoreEssay on Reflexive Embodied Empathy9936 Words   |  40 Pagesthanks go to Scott Churchill for reminding me to return to Husserl’s work on intersubjectivity to better anchor my concept of ‘reflexive embodied empathy’. I am also indebted to Maree Burns who first drew my attention to the idea of embodied reflexivity. Address for correspondence: 29 Blenheim Terrace, Scarborough, North Yorkshire, United Kingdom, YO12 7HD Tel: + 44 1723 501833 Email: L.H.Finlay@open.ac.uk Abstract In this paper I’m advocating a research processRead MoreMà ¤ori Public Health:4032 Words   |  17 Pagesasked to write a paper on Mà ¤ori perspectives on Public Health ethics raises issues for me. Some years ago my research colleagues and I invited Moana Jackson to participate in a project on genetic engineering. Our first question for him was along the lines of whether Mà ¤ori had a ‘unique perspective’ on genetic engineering. It was then that we received our lesson about the use of the word ‘perspective’ (Cram, Pihama Philip-Barbara, 2000:66-67). Moana said that, ‘The word perspective to me is interestingRead MoreEssay on The Social Dynamics of the Weight Room3717 Words   |  15 Pagesthese billboards, you will notice that they are often times cut, trim, and more curvy than the female. They commonly shave their bodies for companies like â€Å"J-Crew† and â€Å"Abercrombie and Fitch†. We can see that there may be a possibility of gender crossings (males looking more feminine and females looking more masculine). These images represent beauty and are seen as cultural icons of appearance in our culture. The media seems to determine and drive the social stigma of society. Looking for the effectsRead MoreTraditional African Family19679 Words   |  79 Pagespaper; pens Chapter 2, pages 103–6 Open the lesson by brainstorming definitions of feminism. This may provoke a debate that questions the relevance of feminism today. Here is a story to tell in order to address that question: A man and his son are crossing a road when a truck comes flying around the corner and runs them both over. The man is killed outright but the little boy is rushed to hospital with critical injuries. At the hospital the surgeon rushes to deal with the boy but steps back in horrorRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 Pagesdecisions that increase customer satisfaction and are encouraged to create fun and a little weirdness.† At Zappos, employee loyalty, job satisfaction, and productivity are high, contributing to the company’s growth. In this photo, employees view a line of shoes in one of the company’s quirky offices. Complementing Intuition with Systematic Study 11 Complementing Intuition with Systematic Study 4 Show the value to OB of systematic study. Each of us is a student of behavior. WhetherRead MoreOrganisational Theory230255 Words   |  922 Pagesorganizational concepts and theories as well as provides insightful examples from the practical world of organizations. The authors’ sound scholarship and transparent style of writing set the book apart, making it an ingenious read which invites reflexivity, criticalness and plurality of opinion from the audience. This is a book that will become a classic in organization studies. Mihaela L. Kelemen, Professor of Management Studies, Keele University, UK An unusually rich and deep philosophical book

Relationship between Caliban and Prospero in Act I of The...

The short extract taken from â€Å"The Tempest† helps us learn a lot about the characters Prospero and Caliban and their relationship within the play. Prospero, when we first meet him, emerges as a very controlling and dominant figure on the island, mainly because he refers to the character Caliban as his â€Å"slave†. This shows us that Prospero must be a powerful man and that he has authority over the island and its people. Prospero uses his power to abuse Caliban, and he threatens him with phrases such as â€Å"thou shalt have cramps, side-stitches...† if he does not comply with his orders. But when Caliban refuses to obey him, Prospero resorts to insults in order to control him because he tells Miranda, his daughter, â€Å"But, as ‘tis/We cannot miss†¦show more content†¦In retaliation he taunts Prospero and Miranda for teaching him their language, which he now uses to curse them: â€Å"You taught me language, and my profit on’t/Is, I know how to curse†. But Caliban knows that Prospero is far too powerful and his stubbornness relents by the end of the extract â€Å" I must obey†. In spite of this, Caliban comes across as a strong and defiant individual who is also bitter and twisted which is revealed through his curses and insults towards Prospero. â€Å"The red plague rid you/For learning me your language!† Prospero and Caliban’s relationship is that of a slave and a master. Is this respect it is very conventional, meaning that the more dominant character, Prospero, orders and abuses the lesser or weaker character, Caliban. But on the other hand, Caliban is never afraid to act out against his oppressor, which is unusual for a slave. The language between the two individuals shows how much contempt they have for one another, because they constantly insult each other and fight over the island. The issues raised in the extract are predominantly down to two main reasons: the island and Miranda. The island is important because both characters crave the power of being its ruler, and thus everything that comes with it e.g. slaves. They both believe that the other has betrayed him in someway, Caliban believes that Prospero stole the island from him, while Miranda isShow MoreRelatedShakespeares Presentation of the Relationship between Prospero and Caliban in The Tempest1202 Words   |  5 PagesPresentation of the Relationship between Prospero and Caliban in The Tempest Shakespeare’s ‘The Tempest’ is set on a small island between Tunis and Naples. The play is initially based around Prospero; once Duke of Milan, a loving father to Miranda and inhabitant of the island for the past twelve years, after being usurped by his scheming brother Antonio. When exploring the relationship between Prospero and Caliban, a ‘whelp hag-born’ living on the island when Prospero and Miranda Read MoreExamples Of Colonialism In The Tempest944 Words   |  4 PagesThe Tempest, written by playwright William Shakespeare is one of his most popular, yet also controversial plays. This paper will discuss the postcolonial interpretations of Shakespeare’s play, by looking at the nature of colonialism, and how it has been incorporated within his play, through the role of the colonized versus the colonizers. This paper will also compare how 21st century audience’s views may differ to that of the traditional Elizabethan’s, in relation to the play’s treatment of the originalRead MoreThe Tempest - Relationship Between Prospero and Caliban1667 Words   |  7 Pagesdramatic methods Shakespeare uses to present the relationship between Prospero and Caliban. ‘The Tempest’ was the last play written by Shakespeare and is widely regarded to be his greatest play. ‘The Tempest’ is thought to have been written about the year 1610. All of Shakespeare’s previously used genres are in the play: romance, tragedy, comedy and history. ‘The Tempest’ adheres to the three classical unities, unity of time, action and place. ‘The Tempest’ takes place in a twenty-four hour time periodRead MoreThe Postcolonial Interpretations Of Shakespeares The Tempest1512 Words   |  7 Pages The Tempest, written by playwright William Shakespeare is one of his most popular, yet also controversial plays. This paper will discuss the postcolonial interpretations of Shakespeare’s play, by looking at the nature of colonialism, and how it has been incorporated within his play, through the role of the colonized versus the colonizers. This paper will also compare how 21st century audience’s views may differ to that of the traditional Elizabethan’s, in relation to the play’s treatment of theRead MoreWorld Events Influencing Shakespeare ¨s The Tempest Essay example1277 Words   |  6 Pagesthat Shakespeare wrote, The Tempest. It would be safe to suggest that many of the worldly events during this time, such as the shipwreck of Sea Venture, global colonization, and the works of Michel de Montaigne, had prodigious influences on Shakespeare’s play, The Tempest. The Tempest starts aboard a ship in the middle of the sea caught in a violent hurricane. Members of the audience can hear Gonzola shout, â€Å"The wills above be done, but I would fain die a dry death† (Act 1, Scene1). It is believedRead MoreInjustice for Justice: an Analysis on Equity in the the Tempest1440 Words   |  6 Pagesperspective to this idea of justice in his work, The Tempest. Shakespeare critiques justice and portrays it in way in which justice is defined as the rule of the majority, and governed by the person with most power. Through the actions of the main character, Prospero; this new viewpoint of both justice and mercy emerges. Prospero, once the Duke of Milan, seeks revenge for the usurpation of his throne by his brother. In Act One Scene Two, we see Prospero admit he creates a storm in order to shipwreck hisRead MoreProsperos Relationship with Caliban and Colonialism in The Tempest1483 Words   |  6 PagesThe relationship between Prospero and Caliban is a perfect demonstration of the dependence relationship between a coloniser and the native of whichever colony he set his eye upon. Colonialism was a subject easily related to by Shakespeares contemporary audience; with James on the throne the British Empire was beginning to thrive and would soon become the largest in not only the 17th Century world, but one of the largest in history. At the time The Tempest was first preformed, 1611, Britain hadRead MoreEssay about More Than Meets The Eye1643 Words   |  7 Pageshow inequality is derived.   Shakespeare’s The Tempest tells the tale of a usurped Duke, Prospero, who suffers a life of exile on a mystical island.   Overthrown by his own brother Antonio, Prospero seeks revenge.   In a series of carefully planned events, Prospero strands a group of European lords on his isle, one of whom is Antonio.  Ã‚   Using his knowledge of magic, Prospero succeeds at obtaining control over his kingdom of Milan.   On the surface, The Tempest appears unrelated to the work by Rousseau.  Read MoreThe Power Of Master And Servant Relationship In The Tempest1219 Words   |  5 PagesThe Tempest, written by William Shakespeare in 1610, is a tragicomedy that thematically focuses on power. Throughout the play, power is manifested in several different ways: the power of love, the power of master-servant relationships, the power of magic, and the power between men. The power of the master and servant relationship is portrayed through the political characters, while being mimicked through the comic characters. Specifically, Stefano and Trinculo serve as the comic characters. ThoughRead Mor eThe Tempest By William Shakespeare1705 Words   |  7 PagesLiterature Mr. Nath 5 December 2014 The Tempest Written between 1610 and 1611, The Tempest by William Shakespeare is the final play penned by the famous Bard. The play portrays the illusory struggle of power and conscience through the character of Prospero and his egocentric motives. Politically, the play can be seen as an analysis of important political issues relevant to that of oppression and imperialistic tendencies of the time. Artistically, The Tempest emphasizes the nature of art, more prominently

The Danger of Knowledge free essay sample

In Shakespeare’s play Macbeth and Mary Shelly’s novel Frankenstein it can be said that both protagonists come to an unfortunate end. What leads to Macbeth and Frankenstein’s premature demise? Victor Frankenstein and Macbeth both demonstrate that acquisition of knowledge is dangerous and to seek it for the purpose of power leads to destruction of life. Macbeth’s and Frankenstein’s knowledge leads to overwhelming ambition, to immoral decisions and the destruction of their reality. Firstly knowledge leads to overpowering ambition. In the first act Macbeth is well-liked, King Duncan gloats: â€Å"He is full so valiant / and is a peerless kinsman† (1. 4. 56-60) and in doing so shows that Macbeth is regarded as an honest and valiant warrior. By the end of the first act Macbeth’s ambition becomes a problem. The Witches share the knowledge that Macbeth â€Å"shalt be king hereafter! † (1. 3. 52). For Macbeth the knowledge that he is to be king intrigues him but he thinks he has to kill the king to become the king. We will write a custom essay sample on The Danger of Knowledge or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Macbeth weighs his options: â€Å"Duncan†¦hath been / so clear in his great office, that his virtues / will plead like angels†¦ I have no spur / To prick the sides of my intent, but only / Vaulting ambition, which oerleaps itself / And falls on th other. † (1. 7. 16-23). Macbeth thinks King Duncan is a good man and the only thing that motivates Macbeth to kill Duncan is ambition fueled by acquired knowledge. Contrastingly Frankenstein gains his knowledge not through witchcraft but books and facts while studying science at the University of Ingolstadt. Frankenstein says: â€Å"One mans life or death were but a small price to pay for the acquirement of the knowledge which I sought, for the dominion I should acquire and transmit over the of our race† (Shelly 12) which shows that he thinks his knowledge is worth more than the lives of others. Furthermore Frankenstein seeks the power to conquer nature and benefit humanity. Frankenstein feels that with his knowledge of science he has ultimate power which leads him to over extend his ambition. Secondly knowledge blinds their moral compasses. The witches say to Banquo that â€Å"Thou shalt get kings, though thou be none. So all hail, Macbeth and Banquo! †(1. 3. 58-59) the witches state that even though Macbeth will be king Banquo’s sons will be kings following Macbeth’s reign. Before the prophecy was made it is perceivable that Macbeth would have given his life for Banquo in combat but the knowledge of his rein encourages Macbeth to over throw Banquo. If Macbeth does not react to the Witches information then it is possible that Macbeth gives Banquo’s sons the throne by free will. Nowhere in the text does it state that Macbeth and Lady Macbeth are capable of reproduction. Macbeth does not think of these scenarios and instead reacts to this information by killing his dear friend Banquo and attempting to kill Banquo’s son. Similarly Frankenstein gains the knowledge necessary to reanimate life, but acts without thinking of the consequences. Once Frankenstein finishes creating his monster he says: â€Å"No mortal could support the horror of that countenance. A mummy again endued with animation could not be so hideous as that wretch† (Shelly 43) after looking at the monster Frankenstein runs away in horror. In the following months Frankenstein immorally does not attempt to contact the monster and leaves him alone in the world without any guidance. The wretch then goes on to kill innocent people. If Frankenstein had raised the monster it is possible that the monster would have been peaceful and useful to society, but Frankenstein only thinks about himself and brings something into the world he did not understand. Subsequently, Frankenstein’s immoral decisions lead to an infuriated Wretch that kills Frankenstein’s family and friends as revenge for abandoning him. Lastly both characters state that knowledge has led to their misfortune. By the fifth act Macbeth has killed countless people and his actions have led to the death of his wife Lady Macbeth. During the final scene before his own death he proclaims â€Å"My soul is too much charged / And be these juggling fiends no more believed, / That palter with us in a double sense, / That keep the word of promise to our ear, / And break it to our hope† (5. 8. 19-23). Macbeth realises that the knowledge the witches have given him has led to all of his recent misery. Similarly Frankenstein says: â€Å"Learn from me, if not by my precepts, at least by my example, how dangerous is the acquirement of knowledge and how much happier that man is who believes his native town to be the world, than he who aspires to become greater than his nature will allow† (Shelly 38). Frankenstein explicitly states that the acquirement of knowledge is perilous. He warns Robert Walton that seeking answers will only bring misery and a man is happiest in his own town appose to traveling the world in search of glory and power. Also implied is that he has tried to become greater that nature meaning that he was overextending himself for power. Frankenstein warns even further: â€Å"I have suffered great and unparalleled misfortunes†¦You seek for knowledge and wisdom, as I once did; and I ardently hope that the gratification of your wishes may not be a serpent to sting you, as mine has been† (Shelly 14) Frankenstein speaks that he has suffered because of his knowledge and ambition. Frankenstein hopes Walton’s desires do not lead to his downfall as they have for himself. In closing even though the knowledge that Macbeth and Frankenstein acquires is very different the result is the same, death and destruction. Macbeth is told by the witches that he will be king and the knowledge of his reign leads Macbeth to kill King Duncan, his friend Banquo and countless other people resulting in his own death. Frankenstein’s knowledge leads him to create a monster that kills his family, his friends and himself. â€Å"Peace, peace! Learn my miseries and do not seek to increase your own. † (Shelly 186) The difference between the two men is that Frankenstein tries to end the cycle of destruction, by sharing the knowledge of his experiences with Robert Walton. Contrastingly Macbeth does nothing to prevent future chaos furthering the cycle of destruction. Ultimately these characters show us that learning knowledge in its self can be useful but to acquire it for the purpose power leads to ruin.

Wilfred Owen And Alfred Tennyson Essays - Narrative Poems

Wilfred Owen And Alfred Tennyson Attitudes to war and how they Developed Wilfred Owen and Alfred Lord Tennyson both wrote well known poetry about war. Their poems were written in different centuries and they clearly illustrate the changing attitude to war These three poems are all describing the ups and downs of war. The one author saying how war is such a great thing and how brave the soldiers were. The other author saying how terrible war is, illustrating the death and injuries. In Tennyson's poem, because it was written earlier than the two poems by Owen, he describes more the glory and heroism of war, rather than the death and stupidity. All three poems make you feel pity, even if it may be accidental, which I feel it is in Tennyson's ?The Charge of the Light Brigade' Let us look at Tennyson's poem, he starts by using repetition. This is a good start as you feel the beat of the hooves of the soldiers' horses and this continues through the whole poem. ?Half a league, half a league, Half a league onward.' Not only do you instantly feel the beat, but from the next line you feel you know a lot about the story line. ?All in the valley of death, Rode the six hundred.' This is repeated at the end of the verse, which I feel is very effective, as I feel it emphasises the fact of the unbalanced odds and the soldiers' imminent doom, which of course makes you pity them. The second verse tells how the soldiers were so loyal to their country, that even though they knew they were in mortal danger, they didn't question their superiors. The first line in this verse, is an order by the commander that suggests confidence in the troops. ?Forward the light brigade!' Further on in the verse repetition is used which illustrates the soldiers' bravery and again their respect for their superiors. ?Theirs' not to make reply, Theirs' not to reason why, Theirs' but to do and die.' In the third verse Tennyson again uses repetition describing the deadly position they were in. ?Cannon to the right of them, Cannon to the left of them, Cannon in front of them' This helps you understand what they were facing during this battle and how impossible their fight was. It makes you feel pity for the six hundred soldiers. In this verse Tennyson glories in the soldiers' bravery, saying: ?Boldly they rode and well, Into the jaws of death, Into the mouth of hell' This means that by taking this mission they were practically committing suicide and it also, again, makes you feel sorry for the soldiers. The forth verse tells, briefly, the story of the actual battle and how despite the odds the soldiers still attacked and made progress against the enemy. ?Flashed all their sabres bare, Flashed as they turned in the air, Sabring the gunners there' Here he again uses repetition; I feel this time it emphasises the bravery of the soldiers still attacking a helpless cause. Tennyson expresses the helpless cause further on the verse: ?Charging an army, while All the world wondered' At the start of the fifth verse he again uses repetition to describe their position. ?Cannon to the right of them, Cannon to the left of them, Cannon in front of them' In this verse he again tries to show their bravery, with phrases like ?While horse and hero fell' and ?They had fought so well.' The sixth verse is a conclusion, commenting on the loyalty and bravery of the soldiers and how it was a tragic loss of life. ?When can their glory fade, O, the wild charge they made' And he continues: ?Honour the charge they made, Honour the light brigade, Noble six hundred' In ?Dulce et Decorum Est' Wilfred Owen tells a story of a death in the trenches from the memory of another soldier. It starts by describing the terrible state the soldiers were in, demonstrating against war. ?Bent double, like old beggars under sacks, Knock-kneed, coughing like old hags, We cursed through sludge' A few lines down, it says; ?Men marched asleep.' And another similar line; ?Drunk with fatigue.' This is saying how tired the soldiers were and how badly they were being worked. The next verse starts with panic: ?Gas! Gas! Quick boys, An ecstasy of fumbling' This verse explains the gas attack, the panic and the death of the unnamed victim. ?And flound'ring like in fire or lime? Dim, through the misty planes

Give a critical account with examples of the strategies available to the translator to deal with culturally specific items, which arise, in translation. The WritePass Journal

Give a critical account with examples of the strategies available to the translator to deal with culturally specific items, which arise, in translation. Introduction Give a critical account with examples of the strategies available to the translator to deal with culturally specific items, which arise, in translation. IntroductionDeterministic machine translationTable 1. Conservation Strategies   Table 2. Substitution Strategies BIBLIOGRAPHYRelated Introduction It is commonly agreed that the act of translation involves the conveyance of a message from one language to another, however, as Komissarov states,   â€Å"Translation from language to language is ipso facto translation from culture to culture† (1991, p.12). Hatim and Mason’s description of translation agrees with this opinion stating that the message must cross â€Å"cultural and linguistic boundaries† (1997, p. 1) in order to be clearly understood, while George Bernard Shaw’s[1] much referenced comment that â€Å"England and America are two countries separated by the same language† gives us a clear indication that, when it comes to translation, knowledge of language is not enough and an appreciation of culture and customs is paramount. Deterministic machine translation A  notorious for missing the point and the errors that are thrown up obvious, and often comical, in the target language such as the original Chinese translation of the Kentucky Fried Chicken slogan finger-lickin good which read eat your fingers off (Wolter, 2010). Culler states, â€Å"If language were simply a nomenclature for a set of universal concepts, it would be easy to translate from one language to another. One would simply replace the French name for a concept with the English name.† (cited in Baker, 1992, p. 10). This circumstance rarely presents itself and lack of equivalence, especially in the case of culture-specific words and concepts, is one of the main challenges faced by the translator. It is particularly evident within the realm of literary translation where the source-language culture plays a significant role and the emphasis is on recreating a piece of writing that is â€Å"true to the original, as well as being equally enchanting† (G. Paul, 2009, p .1). The translator must therefore not only have a good knowledge of both languages and cultures but a set of tried and trusted strategies to employ to overcome difficulties in transferring cultures within literary translation. This essay will concentrate on literary translation, with an emphasis on translation strategies available to deal with areas of cultural relevance within children’s literature. It will focus on the novel Le Petit Nicolas, (Goscinny Sempà ©, 2007) and its translation Nicholas (Goscinny Sempà ©, 2005); a book full of culture-specific phrases and concepts, which will offer an insight into the challenge of translating from â€Å"culture to culture† (Komissarov, 1991, p.12). To review the author’s processing of culturally specific items and develop a schema of success and failure that meaning can be drawn from, Javier Franco Aixel’s model of strategies available to the translator when translating items of cultural relevance will be used (1996, pp 52-77). The first step in this assessment must be to define what constitutes an item of cultural significance. As Aixel points out, it is easy to identify more common culturally specific words, such as personal and place names, however, an overall explanation of cultural specificity is in itself rather challenging as â€Å"everything is culturally produced, beginning with language itself.† (1996, p. 57). For instance, Aixel gives the example of translating the word â€Å"lamb† from the Bible for the Eskimo people; while this would not pose a problem to a source culture (SC) where this animal is known as having connotations of being helpless and sacrificial, it would for a SC where the animal is either completely unknown or unknown in that capacity (ibid, pp. 57-58). Aixel terms an area of cultural significance as a ‘culture-specific item’ (CSI), which he defines as: â€Å"Those textually actualized items whose functions and connotations in a source text involve a translation problem in their transference to a target text, whenever this problem is a product of the non-existence of the referred items or of its different intertextual status in the cultural system of the readers of the target text.† (ibid, p. 58) This essay will use Aixel’s definition of ‘CSIs’, which are anything linked to the SC that either does not exist in the target culture (TC) or carries a different meaning in that culture, when identifying areas of cultural relevance within Le Petit Nicolas. While this definition makes it possible to identify CSIs within a given text, it is worth noting that a CSI, like language and culture themselves, is liable to change; Aixel states that â€Å"objects, habits or values once restricted to one community come to be shared by others† (1996, p. 58). It is possible to extrapolate Aixela’s theory further than this as the evolution of cultural significance can also affect a single language, for example, ‘car crash’ previously just another way of saying ‘motoring accident’, was recently admitted into the Oxford English Dictionary carrying entirely different cultural connotations of celebrity misadventure (Alleyne, 2008 I pinched th is from the 2011 inclusions..) . It is therefore important to remain flexible in identifying and handling CSIs. With a definition of a CSI it is possible to concentrate on the strategies available for translating them. Aixel splits his strategies for dealing with CSIs into two main categories – ‘Conservation’ and ‘Substitution’ (see Tab. 1 2) (1996, pp. 61- 65). The strategies within the category of   ‘Conservation’ focus on preserving the CSI in the TT in some way and therefore support Schleiermacher’s notion of ‘Foreignizing’ whereby the translator emphasises cultural differences from the ST in the TT (in Venuti, 2008, p. 20); conversely, ‘Substitution’ strategies aim at replacing the source-culture item with one from the TC and therefore correspond to the contrasting view of ‘Domesticating’ the TT (Ibid, p. 18), and Nida’s theory of ‘Dynamic Equivalence’ which places the focus on the target reader and thus the TC over that of the SC (2000, p.156). The general consensus at the p resent time, as put forward by Gill Paul, is that a good literary translation must â€Å"reflect cultural differences, while drawing parallels that make it accessible [†¦]. It should be read by readers in its new language with the same enthusiasm and understanding as it was in the old.† (2009, p. 1). Both ‘Foreignization’ and ‘Dynamic Equivalence’ place unnecessary limitations on the literary translator and hence the TT and, if followed to the letter, would not produce Paul’s ‘good literary translation’. Therefore, in incorporating an element of each theory, Aixel’s strategies (listed below) strike the right balance: Table 1. Conservation Strategies   Repetition Straight transference of CSI from ST to TT. Orthographic Adaptation Transliteration or transcription of CSI from ST to TT. Linguistic (non-cultural) translation Using a target language version, which is based on pre-existing translation and can still be recognised as belonging to the source culture. Extratextual gloss One of above strategies plus addition of information in form of footnote, brackets etc. Intratextual gloss One of above strategies plus addition of information in main body of text. Table 2. Substitution Strategies Synonymy Use of a synonym to avoid repetition of a CSI on stylistic grounds. Limited universalization Use of another CSI from source culture to replace the more incomprehensible one in ST. Absolute universalization Replacing CSI with a neutral reference, thus removing any exoticism. Naturalization Replacing CSI with a CSI from the target culture. Deletion Removing all elements of CSI for ideological or stylistic reasons. Autonomous Creation Adding a cultural reference to TT that is not present in ST. The data in Tables 1 2 are from Translation, Power, Subversion (pp.61-70) by R. lvarez and M. C.-. Vidal, eds.(1996), Clevedon: Multilingual Matters Viewing the ST (Goscinny, 2007) with the strategies outlined above we can start to identify thematic CSIs that cause issues for the target TT and would likely cause unnecessary confusion. Translation of the French children’s names was a particular challenge; Aixel generally advocates ‘Conservation’ strategies of ‘Repetition’ or ‘Orthographic adaptation’ (Tab.1) for dealing with names (1996, pp. 61-62), however with French names, there is the obvious issue of pronunciation such as with the Eudes and Joachim. While pronunciation is not a necessity when reading, it does aid character recollection and thus the ability to emphasise with a character. In addition to pronunciation, the names also carry underlying connotations and stereotypes such as popularity, whether they are modern or old-fashioned and what type of person the name evokes in the imagination that would not transfer to the TT. While elements of these issues may be overcome by the fact that in the ST there already appears to be what Aixel terms ‘Intratextual gloss’ (Tab. 1) in the form of descriptions of the characters, the issues concerning pronunciation highlight a weakness in the strategies of ‘Repetition’ and ‘Orthographic adaptation’. This weakness calls for the translator to be sensitive to external factors affecting translation decisions. Aixel terms these factors as ‘Supratextual’ variables, which include the genre of the ST, the translation brief and the intended audience (1996, pp. 65-66). The translation by Anthea Bell of Le Petit Nicolas was undertaken in 1978, when translation norms looked to adhere to viewpoints such as Nida’s ‘Dynamic Equivalence’ while attempting to â€Å"produce on its readers an effect as close as possible to that obtained on the readers of the original† (Newmark, 1981, p39). The reference to th e ‘readers’ above is an important one; In Principles of Correspondence, Nida states that the translator needs to understand the audience in terms of their ‘decoding ability’ and ‘potential interest’ (in Venuti, 2000, p. 155). Le Petit Nicolas is a classic piece of children’s literature that is enjoyed by young children and adults alike. While this book is enjoyed by an adult audience, the main readership would fall into Nida’s category of   â€Å"The capacity of children, whose vocabulary and cultural experiences are limited;† (in Venuti, 2000, p. 155); this indicates that Aixel’s ‘Conservation’ strategies of ‘Repetition’ or ‘Orthographic adaptation’ for dealing with names, would not be suitable here. In order to overcome this, the ‘Substitution’ strategy ‘Limited universalization’ (Tab. 2) could be employed, which would have made it possible to keep French names without losing any understanding on behalf of the target readers; for example changing ‘Eudes’ to ‘Edouard’ or ‘Joachim’ to ‘Jà ©rà ´me’. This strategy would be more in tune with today’s translation norms and would fulfil Paul’s ideal of a good translation that â€Å"allows a reader to experience first hand a different world – hearing the sounds, tasting local fare, seeing the sights† (2009, p.55). Translator Anthea Bell uses English names in place of the French ST versions and this approach corresponds to substitution strategy of ‘Naturalization’ (Tab. 2). The choice to remove all elements of French from the names is a bold one; ‘Naturalization’ is rarely used in literature, however it was once a common strategy for translating children’s stories (Aixel, 1996, p. 63) and this, along with the above mentioned supratextual factors, may have influenced this decision. While ‘Repetition’ proved inappropriate in translating Christian names, it would be possible to preserve elements of the SC in the TT by using this strategy for other CSIs. There are a number of references in the ST to food items specific to French culture; these include ‘pain au chocolat’, ‘Camembert’, ‘Roquefort’ and ‘frites’. Aixel states that â€Å"in the Western World there is a clear trend [†¦] towards maximum acceptability [†¦] towards ‘reading as an original’† (Ibid, p. 54); this sentiment promotes the use of ‘Conservation’ strategies such as ‘Repetition’ – ‘pain au chocolat’ to ‘pain au chocolat’ and ‘Linguistic (non-cultural) translation’ – ‘frites’ to ‘French fries’. These strategies definitely have their appeal in today’s society where globalisation has meant that food items such as ‘pain au chocolat’ and ‘French fries’ are readily available in our shops; however, these terms   may not have been suitable in the late seventi es when the ST was translated – again this indicates that words change their meaning and distribution over time and to quote Aixel once more, â€Å"objects, habits or values once restricted to one community come to be shared by others† (1996, p. 58). Lack of availability and hence knowledge about French food may be the reason behind Bell’s decisions in her era, which once again correspond to Aixel’s ‘Substitution’ strategies of ‘Limited universalization’ for ‘pain au chocolat’ where it was translated as ‘chocolate croissant’ (something entirely different in today’s supermarkets) and ‘Naturalization’ for ‘frites’ which became ‘chips’. While both ‘Limited universalization’ and ‘Naturalization’ are perfectly valid strategies for translating CSIs such as food items, their overuse will eventually lead to ‘Domestication’ of th e ST (Schleiermacher in Venuti, 2008, p.18), which is not in line with Paul’s description of ‘a good literary translation’ (2009, p. 55). ‘Repetition’ of Camembert and Roquefort, which appear in the ST as part of an amusing tale between two of the characters who are trying to recall the fable The Fox and the Crow (ST, pp. 45-48, TT, p. 34), would clearly correspond with Paul’s ideal of allowing the target reader to personally experience the ST world (2009, p.55), however, it may lead to a lack of understanding due to the nature of the target audience who probably do not have knowledge of such delicacies as Camembert or Roquefort. In the fable by Aesop the crow has a piece of cheese in its beak (Crow and the Fox, n.d.) and in the ST the two boys are arguing over whether this piece of cheese is Camembert or Roquefort: â€Å"[†¦] d’un corbeau qui tenait dans son bec un roquefort.[†¦]  Ã‚ «Ã‚  Mais non, a dit Alceste, c’à ©tait un camembert.  Ã‚ » (ST, pp. 45-48) [of a crow who had in his beak a roquefort [†¦] â€Å"but no, said Alceste, it was a camembert†] ‘Limited universalization’ choosing a more general French cheese, or ‘Naturalization’ using an English cheese, could solve this problem, however, the next remark made by one of the boys highlights the need for an understanding of the CSI’s treatment in the ST and how this affects the choice of strategies (1996, p. 69-70):  «Ã‚  Pas du tout, a dit Rufus, le camembert, le corbeau il n’aurait pas pu le tenir dans son bec, à §a coule et puis à §a sent pas bon  !  Ã‚ » (ST, p. 48) [Not at all, said Rufus, the camembert, the crow would not be able to hold it in his beak, it runs, and then it doesn’t smell good!] Bell opts for ‘Repetition’ in the TT which is one of the only times that she uses a ‘Conservation’ strategy (1996, pp. 61-62) and for this reason the CSIs feel out of place within a TT that has, for the most part, been domesticated. This observation underlines the need for an equal balance in the use of ‘Conservation’ and ‘Substitution’ strategies when translating CSIs. The possible use of the ‘Conservation’ strategies ‘Extratextual’ and ‘Intratextual gloss’ (Tab. 1) emerged when translating the CSI in the form the job title ‘le surveillant’. ‘Le surveillant’ is a term ‘restricted to the source culture’ (Aixel, 1996, p. 56) and, at the time of Le Petit Nicolas, it was an adult in charge of study and discipline (nowadays a ‘surveillant’ is more likely to be a fellow student and not in charge of discipline equivalent to a monitor or prefect in a British school). As there is no linguistic equivalent in the target language this poses a problem, which could be overcome for the translator wanting to keep an element of the SC in the TT by using such ‘Conservation’ strategies: â€Å"monsieur Dubon, le surveillant, nous a conduit en classe† (ST, p. 23) â€Å"Mr Dubon, the surveillant (the person in charge of study and discipline in a school), led us into the classroom† (My translation using ‘Extratextual gloss’) â€Å"Mr Dubon, who is the school’s surveillant in charge of discipline, led us into the classroom† (My translation using ‘Intratextual gloss’) These approaches conserve the CSI in the TT; however, they interrupt the flow of the text and are therefore not ideal options for literary translation. This draws attention to a need for the translator to decide between which is more important: the fluidity of the TT or the preservation of the cultural elements present in the ST. Analysis of the TT has shown that, as with the Christian names, Bell opts to maintain the flow of the TT and chooses ‘Naturalization’ here using ‘one of the other teachers’ (TT, p. 17). While this does not interrupt the flow of the text, it is not correct and does lead to some confusion as to why their class teacher allows ‘one of the other teachers’ to constantly interrupt lessons and discipline her pupils. The nickname for the ‘surveillant’ in Le Petit Nicolas is ‘Le Bouillon’ a type of broth usually made with meat and vegetables like a stew. It may be possible to use the ‘Conservation’ strategy of ‘Linguistic (non-cultural) translation’ (Tab. 1) for ‘Le Bouillon’ renaming it ‘stew’, however, what Aixel terms as ‘intratextual’ factors relating to this CSI, namely how the CSI is treated within the ST itself such as its cultural consideration, its significance and replication will mould how it is dealt with in translation (1996, pp 69-70); the reason why the boys use this nickname would make a CSI translated using ‘Linguistic (non-cultural) translation’ confusing for the target reader: â€Å"On l’appelle comme à §a, parce qu’il dit tout le temps :  «Ã‚  Regardez-moi dans les yeux  Ã‚ », et dans le bouillon il y a des yeux.† (ST, p. 23) [one calls him like that because he says all the time ‘look me in the eyes’, and in stew there are eyes] This reason is quite clearly culturally specific; it refers to the fat in the broth that gathers in circles on top of the water, which in French culture are seen as ‘eyes’. As this is not something that the target reader would instantly think of, it is not possible to use any of Aixel’s ‘Conservation’ strategies here without having to include a lengthy and disruptive explanation within the TT. In line with Bell’s other translation decisions for names, the terms have been ‘naturalised’ and the CSI has become ‘Old Spuds’, which allows the reason to remain the same as in the ST albeit with the reader enjoying a differing mental image. While ‘Naturalization’ can be seen to have gone against the ideal of a ‘good literary translation’ in domesticating the CSI, it is sometimes a necessity in order to preserve as much of the content of ST as possible. Another challenging CSI is a confluence of two of the above themes in Le Petit Nicolas, namely food and culture. ‘le goà »ter’ (an after-school snack usually given at 4pm) is a ritualistic snack that forms part of the French way of life and should not be confused with the evening meal, which is served much later than in the UK. For this reason one could use a ‘Conservation’ strategy such as ‘Intratextual gloss’ (Tab. 1) however, as previously discussed this strategy impedes the flow of literary texts and therefore the ‘Substitution’ strategy ‘Absolute universalization’ (Tab. 2) may be a better option:  «Ã‚  j’ai pas envie d’à ªtre en retard pour le goà »ter  ! (ST, p. 37) â€Å"I don’t want to be late for our after-school snack which is usually given at 4pm!† (my translation using ‘intratextual gloss’) â€Å"I don’t want to be late for snack-time!† (my translation using ‘Absolute universalization’) Interestingly, Bell has again employed the ‘Substitution’ strategy ‘Naturalization’ to translate this CSI (1996, p. 63): ‘I don’t want to be late for tea!’ (TT, p.27) While this option may have been suitable when the translation was published, it would now lead the target reader to believe that the children are having their evening meal. The ‘Substitution’ strategy of ‘Deletion’ (Tab. 2) is preserved for CSIs that are considered â€Å"unacceptable on ideological or stylistic grounds† (Aixel, p. 64). Aixel states that the â€Å"nature of the CSI† in terms of any pre-established translations it may have, its transparency, its ideological status and what culture it refers to all influence how it is treated in translation (1996, pp. 68-69); an area in the ST that this would be considered is within the story Djodjo regarding the English student (ST, pp 59-65). On being introduced to the English student George the French boys notice his teeth and comments on them: â€Å"Il a souri et nous avons vu qu’il a des tas de dents terribles.  «Ã‚  Le veinard, a dit Alceste, [†¦] avec des dents comme à §a, il doit mordre des drà ´les de morceaux  !  Ã‚ » (ST, p. 59) [he smiled and we saw that he had loads of awful/huge teeth. â€Å"Lucky thing, said Alceste [†¦] with teeth like that must be able to eat lots of things!†] This stereotypical image of poor English dental care is specific to the SC and may offend the target audience if it were to be kept in the TT. If Kelly’s opinion in her work on the ideological implications of translation, that the translator â€Å"she should be aware of the pitfalls of stereotypical images, and attempt to avoid them† is to be adhered to then ‘Deletion’ would be an appropriate strategy here (1998, p. 63). However, this strategy involves major changes to the ST and places the importance of target-audience views above that of the message of the ST and should only be used if the translator sees no other working solution. Analysis of the TT shows that Bell also uses ‘Deletion’ for this CSI and goes further in changing the CSI by using ‘Autonomous creation’ – changing the name of the student to a Dutch name, and thus his nationality from English to Dutch (1996, p.64). Le Petit Nicolas gives us a wide range of CSI’s in action and permits the evaluation of Aixel’s strategies in parochial areas such as naming conventions, cuisine and social structures and stereotypes. All of these challenge and inevitably force a course of action and stylistic choice from the translator. The strategies employed in Le Petit Nicolas have not always produced the best fit or proved the most enduring, e.g. ‘chocolate croissants’, but they clearly show that translation is an art not a science as indeed it should be in the realm of literary translation.  Ã‚   ; I It is often factors outside of the ST that will have a bearing of the efficacy of each strategy.   The analysis of the items of cultural significance and the strategies used to translate them in the essay epitomises the quintessential tensions of translation. While it can be helpful that translation theorists such as Aixel create models for translation that should be followed a priori, it is often not the case that these models can be taken off the shelf and applied to all translations. Sometimes to coin a business expression the real test comes when ‘the rubber hits the road’ and the need for pragmatic responses to CSIs gives Bell and all involved in translation a raison d’à ªtre and a place that currently cannot be filled easily by mechanistic rule sets. BIBLIOGRAPHY Alleyne, R. (2008) Custard Cream is New Entry in Concise Oxford English Dictionary. The Telegraph. Retrieved May 15, 2011, from website telegraph.co.uk/news/2235642/Custard-Cream-is-new-entry-in-Concise-Oxford-English-Dictionary.html Aixà ¨la, J.F. (1996). Culture-specific Items in Translation. In R. lvarez and M. C.-. Vidal, eds. Translation, Power, Subversion (pp.52-78). [Electronic version]. Clevedon: Multilingual Matters Baker, M. (1992). In other words: A coursebook on translation. London: Routledge Hatim, B. Mason, I. (1997) The Translator as Communicator. [Electronic version]. London: Routledge Kelly, D. (1998) Ideological implications of translation decisions: positive self- and negative other presentation. [Electronic version]. Quaderns. Revista de traduccià ³ 1, 57-63 Komissarov, V.N. (1991). Language and Culture in Translation: Competitors or Collaborators? [Electronic version]. TTR : traduction, terminologie, rà ©daction, 4, (1) p. 33-47. Retrieved from http://id.erudit.org/iderudit/037080ar Newmark, P. (1981). Approaches to Translation. [Electronic version]. Oxford: Pergamon Nida, E. (1964). Principles of Correspondence. In L.Venuti, ed. The Translation Studies Reader (pp. 153-167). London: Routledge Paul, G. (2009). Translation in Practice: a symposium. Champaign and London: Dalkey Archive Press Venuti, L. (2008) The Translator’s Invisibility: A History of Translation. (2nd edition). [Electronic version]. London: Routledge Venuti, L. (ed.) (2000) The Translation Studies Reader. London: Routledge Wolter, L. (2010, March 9) Doing Business in the here and now. Las Cruces Sun-News (New Mexico). Retrieved May 15, 2011 from lexisnexis.com/uk/nexis/ surveillant, e. (2007). In Collins French Dictionary Plus. Retrieved from credoreference.com/entry/collinsfrench/surveillant_e Le Bouillon, http://forum.wordreference.com/showthread.php?t=1033979 The Crow and the Fox aesopfables.com/cgi/aesop1.cgi?jdlfi2msi3m.jpg

How To Write An E-Book And Publish It On Amazon KDP

How To Write An E-Book And Publish It On Amazon KDP Want to get more mileage out of the content youve already created?  Ever thought of writing an ebook and getting it published on Amazon? If so, youve come to the right place! In this post, I will walk you through how to write an ebook by  repurposing content  youve already written, how to fill in the blanks that you havent written yet (while also getting more content to publish on your blog), and finally how to publish your book on Amazon via Kindle Direct Publishing. How To Create An E-Book And Publish It On AmazonMake Sure You Get Your E-book Publishing Kit In order to apply the information in this post, you’ll need this free e-book publishing kit. This will make it easy to follow each step we’re about to walk through. This is your chance to get a whole e-book publishing kit that comes with a book launching checklist, a content audit form for planning your blog/book content, and a topic/angle form for you to write all your ideas on. Youll also get your  very own 3-month launch calendar. So, How Do You  Write An E-book And Get It Published On Amazon? Writing and publishing a professional e-book is split into different phases such as: writing, editing, design, and publishing it to Amazon. The exercises below will walk you through the steps to get more mileage out of your  existing content. Are you ready to write and publish your book? Want to #write an e-book and get it published on #AmazonExercise #1: What Do You Want To Write About? Maybe you already know what you want to write about, or at least have an idea of what you'd like to write, or maybe you have no idea at all. 1. Get your  notebook and pen out. Or open a word processor of your choice. 2. Set the timer for 5 minutes and get all of your ideas out.  Write down notes for what kind of a book your ideas are for. Example: Are they self-help, how-to, or something informative? 3. Pick the top four ideas that make you most excited to write  the book and keep in mind which would be most relevant to your audience. 4. If you want to know what your audience wants, do a Twitter poll.  List your book topics as the options. You'll be able to find out what your audience wants to read. Set the poll for how long you want it to run. Then press Tweet and pin your tweet to the top of your Twitter account. When #writing your book, think about what is in it for your reader. #contentmarketingExercise #2:   What Is Your Book Angle? This next exercise will help you figure out what the  angle is. Keep your pen and paper on hand. You'll want to jot down your ideas. You can also use this exercise when it comes to determining blog post angles as well. Figure out and write down your  WIIFM statement, which means "What's in it for me?"  This should be a brief paragraph explaining  the benefit a reader will receive from reading your book. You have to constantly think about what your audience wants. People want information and help with their problems. So if you have the answers they need, then you are in luck. Get inside your reader's head by asking yourself "What's in it for them?What are going to be the three main benefits for your audience when reading this book? Once you have your answer you'll have the  framework to begin. It'll help narrow your focus so your book isn't full of a bunch  of awesome ideas, but no focus. For example, our last ebook's topic was social media strategy. The angle was: Get organized as you build a regular schedule of relevant, engaging content that will build your social media following. Know where to start and how to focus your time to get the most engagement. Cut out the noise by reading one book that will help you  make the most of your time. Then just make sure that you mix what your audience wants to read about  (Topic) with the unique perspective you'll bring to that topic  (Angle).   Exercise #3: What Does Your Audience Want To Learn About That Topic? Write up a list of the things you think your audience would like to learn about the said topic and angle from above. Say my topic was: "how to blog consistently." And my angle was:  "You'll learn how to organize your ideas, write brilliant blog posts that capture your audience's attention,  and save you plenty of time." With that topic and angle in mind, I thought up a list something like this for what my audience wants to read. Here's what I came up with (in  chronological order): How to get blog ideas when you have no ideas? How to captivate your audience in the first few sentences? How to outline a blog post once you have an idea? What kinds of things you should look out for when editing? How to design graphics and images to go with your content? I could go on, but you get the point. This is the same process that we have  for our blog outlines here at . Break out each sub-point underneath your topic into chapters. If you think of each chapter in your book as a blog post, then that works perfectly. Take a look at your list. How many of the topics have you already written blog posts about? More on that in the next exercise. Exercise #4: Audit Your Existing Blog Content  And Find The Gaps First off, do a quick content audit of your blog to see what  you've already written around those topics within the angle and topic for the book. What if you've never done a content audit? No worries. Here's a simplified process to follow: Go to your blog  and look at the categorized pages. Here I am looking at the "Content" category posts on our website: Recommended Reading: How To Choose The Perfect Blog Categories To find your categories in WordPress, go to the black sidebar on the left side.  Click Posts in the black sidebar on the left and then click Categories. Which will open the Categories page. Your categories will be listed and to the far right you'll see how many blog posts are categorized under that category: If you click on the count under one of the categories like this: Then you'll be brought to a page like this with all of the blog posts under that category, which means some are published posts and others are drafts. Go through all of the blog posts and add any to your list that would fit well with the book's angle and topic. Add a star next to it on the list so you remember you already wrote it. Repurpose your blog content and turn it into an e-book. Find out how here:Is Your Book  Going To Have Chapters Or Sections? Or Both? Are you going to have sections and chapters in your book? Or, just one or the other? You could have sections to divide the book up into different chapters.  Make sure they fall under your topic and angle. Write up a list of the different sections you'd include in your book: Section  #1 Section #2 Section #3 Then under each of those sections  you could set up your chapters something like: Section #1 Chapter #1 Chapter #2 Chapter #3 Section #2 Chapter #1 Chapter #2 Chapter #3 Chapter #4This isn't a  complete outline of sections up  above but you get the idea. Try to do all of this in chronological order. Pro Tip: The great thing about writing all of this is that you'll have a lot of content. Why not use some of the new content you've written as blog posts? Kill two birds with one stone. Exercise #5: What Is Your Deadline? Start with your e-book launch date. You are going to need to know the best days to publish an e-book on the Kindle Amazon store in order to launch your e-book successfully. The best day to publish to the Kindle store is  Tuesday. It's good practice, to publish your book  it two to five days before you launch it.  Then you can do any last-minute changes. Get A Launch Team When writing and publishing a book it's a great thing to have a launch team on your side. They help you launch a successful book. Here is an example of what Jeff Goins did with his launch team. One way to keep your launch team information all together is to send out a Google Form with your "interview questions". Open Google Forms and start a new form. The great thing about writing up a launch team application is that you can write any questions you'd like. This all has to do with what is important to you when it comes to having a launch team. Once you are done with your form go to the upper right side and click on Send. From there, you'll be able to send it to anyone. Pop it in an email update to your subscribers. You can even share your Google Form  on social media. Pro Tip: Think of a way you can thank your readers for reading your book and also for leaving a review. You can have your launch team: Read through the book and give you last-minute thoughts. Share about your book on social. Keep them updated on anything around your book. Filling The Gap When you have your launch date set,  work back from there in one-week  increments. Start with your e-book launch date and work back from there!Here are some questions you'll want to figure out: How many blog posts do you write a week? How fast can you write a well put together blog post? How many weeks will it take you to finish your content writing? And while you are working on the writing, who will design your book cover? You can hire a book cover designer at 99designs, freelancer.com, or contact a cover designer online. Recommended Reading For Writing: This Is The Ultimate Blog Writing Process To Create Killer Posts How To Write More Content To Increase Your Blogging Schedule This Is What Happens When You Say Good-Bye To Writer’s Block Recommended Reading For Design: How To Work With Designers With Authentic Advice From ’s Designer The Ultimate Guide To Using Color Psychology In Marketing + Free Color Schemes How To Attract An Audience With The Best Blog Photography Tips (+128 Free Images) If you have to publish four posts a month, how many do you have to finish writing before the ship date? Exercise #6: Get Your Book Out Of Your Mind You know what you want to write about and you've also weeded through all your blog  content for blog posts that relate to the angle and topic of your book. Now you just have to fill in the gaps and write the chapters that aren't written yet. Remember, once you finish each of the chapters you can also use those for blog posts. Here are a couple of ways to brainstorm your ideas before you sit down to write: Use A Mind Map To Brainstorm This is a pretty simple brainstorming method, but it really works.  It’s a great way to get your ideas out visually in front of you. Set your timer for about 5 minutes. Write your chapter idea (problem you want to solve in that chapter) in the center of the page. Draw a bubble around it. What will solve that problem? Write the solutions to the problem and then connect the bubbles with lines. For each bubble with a solution, come up with at least 3-5 actionable bullet points to walk your readers through the solution. Here are some great mind mapping tools: Coggle MindMapple Recommended Reading: 4 Simple Brainstorming Techniques That Will Help You Write Killer Content Use Content Mapping To Keep Your Blog Moving Forward Brainstorm With A One Sheet  Brain Dump Get all of your ideas and thoughts out in front of you. After you get all your ideas out and in front of you, you can  make it into an outline. How To Do A 1-Sheet Brain Dump: Set your timer for 5 minutes. Write your ideas on a  sheet. This is a massive brain dump. Recommended Reading: The 10-Minute, 10-Step Solution For The Best Blog Outline How To Plan A Blog Post In 10 Minutes So You Can Write It Better And Faster Exercise #7: Now Start Writing Your Book Writing your book is the funnest part of all of this, especially when you start to see some progress. It's super exciting when you have a stack of pages that you wrote. I recommend you start writing your book in Word format, since that is something we learned would have saved us a lot of time. Use styles to format your e-book in Word. Here is a great video to walk you through styling format: Pro Tips From Our Content Marketing Lead: Use word styles. Edit everything with the "Show all nonprinting characters"  view on. You don't want extra paragraphs. Use page breaks instead of hard returns. Make the images and graphics as big as you can. This is how to format an e-book in Word.Edit With Nonprinting Characters On And Don't Use Hard Returns? First off, when editing your book  it's going to be important to watch out for nonprinting characters. To look for those, click on the paragraph symbol:  ¶. Then you'll be able to see the nonprinting characters. Use Page Breaks You'll also want to avoid using hard returns because they'll show up as white space when you upload your book to Amazon. Use page breaks instead. In order to find these,  click on Insert and then Break. Click  Page Breaks. You'll see this Page Break symbol. Make A Clickable Table Of Contents This video will walk you through the steps to create a clickable table of contents: Biggest Takeaway: Use headings in your styles panel for your chapter titles. It will make the process easy as cake. Alternative to Word: Scrivener For my personal book writing, I use an awesome paid program called Scrivener. I love it because it makes it easy to write a long form book. You can set up each of the chapters in their own files within the main book file. If you've never heard of Scrivener, be sure to check it out. It allows you to organize and write your content all in one place. Speak Your Ideas Before You Write Them This really helps me get my ideas out and in front of me. Sometimes you need a break away from the computer screen when writing. Get your smart phone recorder or recorder. Talk  about what you want to write about in the chapter. When you’re done, listen to your recording. Type everything you said out. You’ll probably want to press pause a lot since other ideas will rush back to you when you write it down. The Different Sections That Make Up Your Book Book Copyright Page: This is a page that is normally used for writing down all the important information that helped your content get published. Your name, the publisher's name, the editor's name, designer's name, the website name, your copyright, and the year of publish. Here is a great guide on how to build a copyright page. Dedication:   This is a great place to dedicate the book to someone. It usually shows up in the first few pages. Foreword:  Once you've written your book reach out to someone you'd like to write a foreword for your book.   It helps if you've gotten to know them.  Like for us, we reached out to Jay Baer with our rough draft to see if he'd be interested in writing a foreword. When you are writing your book work on building connections with people who you might want to write the foreword. Intro:  The intro is what hooks your readers. You should incorporate some of that into your book description on Amazon. Conclusion:  Your conclusion is what rounds it all up and ties everything together. You show your readers what they learned throughout the entire book or at least a glimpse of the most important things you want them to remember. Acknowledgments/Thank You Page: This is a great place to share thank you’s with the people who helped your book become possible. Think editors, designers, and other writers. At The End Of Each Chapter:  Make sure you write a couple of sentences that will lead your readers into the next chapter. Your goal is to make your readers keep reading. Exercise #8: Final Design And Editing Touches For Your Book There are plenty of things that go into creating a professional looking book. You have to know that when you upload your book to Amazon that you are playing against millions of authors and writers. You are going to want to make sure that your book can compete against them professionally. First off, take a look at least 5-10 other books that your book is similar to. What things did they do with their book? Look at and compare these things: What is their cover like? What's the font on the cover like? What is the size of their font? Small or Big? What colors are more popular? Make sure your title and subtitle font is big enough to read. The font will look a lot smaller when you are seeing the thumbnail images in the Kindle store. A bigger font will make it easier for your readers to see what your book is about. If they have to wonder and guess about what the book is about, they probably won't click on it. You can see from this example which books stand out more than others. To find books that are comparable to your book go to the Amazon homepage: Then you'll see this page. You can check out the Kindle Best Sellers to  see  what other people have done. When you are in there you will be able to see the best sellers in the free Kindle ebooks as well. Make it easy for your readers and don't give them a reason to not click on your book. Do you know why self-publishing has gotten such a bad rap? Because people do shoddy work - both in writing and design.- Jeff Goins Make sure your book is comparable to the professionally edited and designed books put out by traditional publishers. Want  An Editor? If your team has an editor, have your editor look over your book and make changes. It's important to catch typos, grammar flops, and punctuation mishaps as well as areas that don't really make sense. Having your editor or hiring an editor to edit through your book will save you from embarrassment later. You can find editors on Freelancer.com  and Upwork  (formerly known as Elance). Need A Designer? Want to have any images, graphics, or artwork throughout your book? But don't have the time or skills to create your own? You can find a designer  on the same sites where  you can find an editor. You may also want to try Dribbble. If you'd like to design your own graphics here are some helpful blog posts you should read. Most of them have to do with designing graphics for blog posts, but they can also be used for designing graphics for your book: The Ultimate Guide To Using Color Psychology In Marketing + Free Color Schemes How To Work With Designers With Authentic Advice From 's Designer How To Attract An Audience With The Best Blog Photography Tips (+128 Free Images) 10 Stunning Examples Of Visual Content Marketing Should You Use Stock Or Free Images For Blog Posts? 5 Super Easy Ways To Create Images For Your Blog Posts How To Design The Best Blog Graphics With Free Tools And Design Theory How To Make The Best Blog Graphics (For Non-Designers) If you don't even want to have to struggle with formatting your book, you can hire someone to format the entire thing for you at one of the outsourcing sites that I listed above. Exercise #9: Uploading And Publishing Your Book On Amazon Getting into Amazon can be a bit tricky if you don't know your way around in KDP. But never fear, for I am here, and I am going to walk you through how to publish your book on Amazon. Want to publish your book in the Amazon Kindle store? Here's how:First off, you are going to want to have a KDP Amazon account. Once you sign in, you are going to want to put in all of your bank details so your money will go into your account. Once you click there you'll be brought to a page like this where you can enter your address, tax information, and also your bank details. After you are done filling all of that out, scroll to the bottom and press the yellow save button. To upload a book to Amazon click on the Bookshelf and then click on Create new title. You will be brought to this page: Remember if you click to enroll your book in KDP Select that your book must not be available anywhere else online for 90 days. That even means on your own blog or website. Amazon wants to have exclusivity with you. After those 90 days are up, you can put it elsewhere online. Scroll down and you will find: Type in your book name and your subtitle. If you have a publisher name, put it in as well. If you don't, some people just put their blog name or a made up publisher name that they use for all of their books. Your book description is your Amazon book description. It will be what encourages or discourages people from buying your book. What Goes Into Your Book Description? First off, take a look at 5 other writers who have published books that you look up to. How did they format their description? How'd they hook you to read the entire description? Here are some book description writing tips: 1. Start your book description with an intro. Ask your readers a few questions. The questions should show what problem your book is going to solve. Here is an example from the intro of our book description:  Have you been staring at a blank slate without any inspiration for your social media marketing? Do you struggle to find time and keep up with a consistent social media schedule? If you’ve answered yes to any of these questions, then you’ve come to the right place. 2. Show your unique solution to your readers problems. Here is our example:  This actionable book will help you get organized as you build a regular schedule of relevant, engaging content that will build your social media following. 3. Speak to the reader. Call them out by their job title or something similar. Example:  Maybe you're a marketer, a social media manager, or a blogger who wants to cut out the noise by reading one book that will show you how to make the most of your time. 4. Show your credibility. Why are you an expert and why should your audience learn this from you? Example:  As the content marketers at , we’ve personally used every piece of advice in this book. It’s helped us get around 60K followers across our social platforms- and you can experience the same success. 5. What will they find in your book? Share what they'll learn from reading your book. Example:  In this guide, you'll learn how to: - Get organized and take control of your social media strategy. - Listen to and connect with your audience’s needs to create content that’ll boost engagement. - Figure out a social media editorial calendar that will quadruple your traffic. 6. A quote from an influencer.   7. A closing question. Example:  What’s stopping you from finding more time, being more efficient, and rocking your social media content sharing strategy? What's An ISBN Number? An ISBN number  is a  13-digit number that identifies the book published internationally.  If you have an ISBN number you can fill it into your book information in KDP. For an e-book, an ISBN isn't really needed, but If you don't have one and want one, you can find out how to purchase one here. Okay, let's move onward. When you scroll down you'll see this: When you are done with that scroll to the bottom and press Save and Continue. This  will bring you to the Rights And Pricing page: If you want the book to be available everywhere click Worldwide rights. You can set your royalties to either 35% or 70%. KDP has a whole list of what the differences are between the two. If you'd like to spread the word about your book by allowing lending it will allow  your readers share the book with a friend for a certain amount of time. Why not? When you've made it to the bottom you'll see this: Click the check box at the bottom of this page and then click Save and Publish. If you have any problems in KDP, Amazon is really helpful and will call you to help solve your problems. Bonus Section: The Mistakes We Made That You'll Want To Miss There are quite a few things that we messed up on while writing, creating, and launching our e-book. Learn from the  mistakes we've made  and avoid them at all costs. It'll save you a ton of time. We didn’t take advantage of a launch team early enough. This is something I definitely recommend, especially if you want your e-book to perform well. The reviews are needed in the first few weeks that it's on Amazon. We will do this will our next book. There really isn't a FREE e-book on Amazon unless you sign up for KDP Select. But with that, Amazon wants to have exclusivity with you for 90-days. KDP Select would allow you to give your book away for free so many days of the year. We didn't sign up for KDP Select because we had the book elsewhere online. It's really up to you whether you choose KDP Select or not. Make sure your cover is comparable to the other books that your book will be competing with. The bigger the font the better and brighter colors seem to do better. This is something we will improve with our next book. The table of contents in our book  don’t link to the pages they are supposed to link to. Make the Amazon e-book into a PDF and give it away for free along with a bundle of free stuff. Gait it to get more subscribers. And then use the preview of the book in Amazon as a landing page that directs people to your other landing page where they can get the PDF e-book and the bundle. We learned a bunch, but overall the book was a success. What If It Could Be Easier? You have all the steps it takes to write and publish an e-book on Amazon's Kindle store. If you'd like to make  the entire process to easier, then  consider signing up for 's 14-day free trial. You'll be able to schedule your e-book launch calendar along with the goals you want to meet before your book publishes. Here is an example of how you could schedule out your book launch on : Ready... Set... Write... And Launch Your E-book You now have everything that you'll need to plan, write, edit, design, and launch your e-book in the Amazon store. Are you ready to become a published author?

Constrains of Production Cost and Ethical Industrial Relation Essay

Constrains of Production Cost and Ethical Industrial Relation Management - Essay Example We address ourselves, not to their humanity but to their self-love, (Smith, 1909, p. 20) However, this self centered philosophy is giving way to a more other- centered philosophy to work and its management. According to Schweitzer (1955), work was meaningful beyond the salary. In his work ethics caring approach to clients, colleagues and wider biotic community is needed. This pursuit of public good is found in all religious and secular ethics. Maslow's hierarchy of needs and Herzberg's theory of motivation are linked to a search for a wider welfare. In the given scenario, it appears that the company has enough order on hold which shows that the company's products can roll out from the company. The company is not in a recession stage nor is its products lack takers in the market. The decision to close down the plant and move its manufacturing operations to South East Asia springs from the desire for more profit for the company. The threat of the workers to launch a strike is only a normal reaction. Many possible actions are open to the plant manager. By the application of behavior psychology of workers and using quantitative techniques of measurement, the bargaining models have been arrived at. In the model of Ashenfelter and Johnson (1969), firm's negotiators can understand the unions bargaining strength and concession curves. This knowledge is used for the bargaining advantage of the company. What is at risk in the approach is the very credibility of the company's human resources policies. To make the employer cow down to the demands of the company on the lack of their bargaining strength definitely goes against the principles of Maslow and Herzberg's theory of motivation. Though Maslow's hierarchy of needs is an old theory, its ethical value in the present context is undeniable. According to Maslow, the most basic needs are physiological, such as the need for food. The next one is the need for security. If these needs are not met, a person cannot achieve a healthy personality. In the given context, the company is not under any threat of serious financial break down. So the closure of a plant that enjoys reputation in the market, as evidenced by the orders it has, supports so many workers and runs on reasonable profit is primarily unethical. No manger should go for a decision, which is intrinsically unethical. From the point of Herzberg, a true leader has the ability to attend the needs of the workers and inspire them to go beyond their lower needs. Therefore, a true leader who is a transforming leader can refocus the workers by engaging in fulfilling their more authentic needs. So, in the context the constraint of meeting higher profit for the company can be achieved by another strategy, by engaging all workers in a spirit of participation. This is becoming a popular approach in management today, called the approach of servant leader- ship, put forward by Greenleaf (1970). The concept of Servant-Leadership (S-L) is quickly gaining popularity across the world. An array of

Marine Insurance Law Essay Example | Topics and Well Written Essays - 2250 words

Marine Insurance Law - Essay Example A very important aspect of Marine Insurance law is the risk of ‘perils of the seas’. In maritime journeys, the risk of perils of the sea is the most probable risk to the ship. It is very natural for a ship owner to contemplate marine insurance so that he can recover any loss caused by destruction of the ship due to perils of the sea. There is a condition that is strictly attached with Marine Insurance which is the seaworthiness of the ship in question. S. 39(4) of Marine Insurance Act, 1906 states that, â€Å"A ship is deemed to be seaworthy when she is reasonably fit in all respects to encounter the ordinary perils of the seas of the adventure insured.† It means that the ship must be able to bear the ordinary risks that are encountered in a voyage and the owner must take necessary steps to make any repairs that are required to make the ship seaworthy. If it turns out that the ship was sunk or destroyed because it was not seaworthy, the owner would not be able to recover anything from the insurer. It is also important that the ship is insured against the risk of perils of the sea. The burden of proof that a ship has sunk due to perils of the sea lays on the plaintiff i.e. the owner. However, the defendants are allowed to prove that the ship has not sunk due to the perils of the sea but it is not obligatory. The Popi M In The Popi M [1985]2 Lloyd’s Rep. 1, Popi M, a conventional cargo ship, sank in calm weather in the Mediterranean Sea off the coast of Algeria in deep water and it was laden with a cargo of bagged sugar. The plaintiffs sought to claim insurance from the defendants, hull underwriters, claiming that the ship sank due to one of the perils that they had insured against. The burden of proof that the ship sank due to the perils of the sea was on the plaintiffs. The plaintiffs explained that the ship had collided with an unidentified, moving and submerged submarine which was unseen and went undetected. Inquiries were made as t o the seaworthiness of the ship and it was found that the ship was seaworthy. It was held that as the true cause of the sinking of Popi M was in doubt and the plaintiffs had failed to provide a justified explanation that the ship had sunk due to the perils of the sea, the plaintiffs’ claim was rejected. This case reveals that the proof on balance of properties is very important in Marine Insurance Law. It means that the proof which has to be given by the plaintiffs must be probable and convincing so that it can be relied upon. A collision with a submarine would surely have a two-fold effect and there was absolutely no evidence to believe that there was, in fact, a submarine that had collided with the ship. It is also very improbable that the collision occurred accidently because the submarine was undetected because even if it was, the ship itself was very detectable and the operators of the submarine would have seen it surely. In any case, this is not included in the risks of perils of the sea. The proof provided by the plaintiffs was insufficient to fulfill the balance of probabilities and the court declared that it was impossible that it could have happened. The defendants had no obligation to give an alternate explanation. It was enough for them that it was very improbable that the ship sank in a calm weather due to perils of the sea. The Marel Another very important case regarding ‘perils of the sea’

Benefits and Effectiveness of Accounting Essay Example for Free

Benefits and Effectiveness of Accounting Essay The research was based on two variables these are computerized accounting systems which comprise of definitions, components of computerized accounting software and benefits and limitation of computerized system and financial reporting which also comprises of definitions of financial reports, benefits and effectiveness of accounting system used at National Water and Sewerage Corporation. The study will enable management to understand the significance of preparing quality and reliable financial reports. The study will point out weakness in the accounting system which management needs to address. The Government of Malaysia through the Department of Accountant General (MDAG) has instructed MARA to implement the Standard Accounting System for Government Agencies (SAGA). This is a total Enterprise Resource Planning (ERP) System, developed based on web-based application and is using an accrual basis of accounting. The SAGA financial system enables its users, particularly the government agencies to close their accounts on a daily basis, monitor their daily financial activities as well as produce standardized financial reports to the stakeholders at any place and any time. However, upon completion of the SAGA financial system analysis, MARA identifies that the system could not cater all MARA business activities. Processes such as disbursement of scholarship and loans to students and entrepreneurs are not covered by the system. As such, MARA still has to maintain its existing databases and therefore made special request to the MDAG to exclude the implementation of SAGA while awaiting MARA ICT consultant’s recommendations on the development of a new MARA Total Information and Financial System. As a conclusion, the SAGA financial systems could not be used by MARA on its own. The end-users in MARA need to operate both, SAGA and its own systems at the same time. This situation could lead to users’ confusion if they are to use different type of system when updating certain type of financial transaction. This is because the end-user of MARA Computerized Accounting System could only utilized the SAGA Financial System just for ordinary operating expenditures whilst any disbursement of expenditure pertaining to subsidiary system, they still need to use the existing MARA Financial Systems. Consequently, internal controls and security functions may not be easily built in the systems. Concurrent use of both systems may affect job satisfaction and performance of the end-users. Introducing Computerized Accounting Information Systems in a Developing Nation: Egyptian International Motors This study aims to assess the implementation of accounting information system on a company in a developing nation. To answer this question this manuscript attempts to do the following: (1) identify the reasons for the shift to an automated system and the main goals that the company aim to achieve form this shift, (2) determine the company’s strategic decisions like choices between outsourcing versus in-house development, and ready made packages versus tailor made software, (3) describe the steps of implementation, (4) understand the reaction of the employees to the new automated system, (5) study the required changes on the organizational chart and human resources qualifications that are required, (6) recognize the problems that the company met during the process, (6) point the advantages of the shift to the automated system. A computerized accounting System provides many advantages over manual systems, for example entries do not have to be recorded in multiple ledgers so as to fulfill the cardinal rules of financial reporting.A single entry is made and the system will populate all the appropriate corresponding accounts automatically. Computerized accounting also makes it possible for people in other departments,not just accounting to enter data.It does not require avast amount of accounting knowledge for a payroll clerk to enter wages details into the accounts,a basic understanding of how to use the system is sufficient The study intends to find out the effect of a computerized accounting system on the quality of financial reports generated by an organization. To examine the effect of computerize accounting systems quality financial reporting. To determine the challenges encountere by organizations before and after implementing a computerized accounting system. To identify strategies/measures of ensuring quality financial reporting. An accounting system is part of the organisation’s management information system therefore a good or decent accounting system must be able to produce reports like trial balance, aged debtors and aged creditors. Accounting systems must provide data that should enable the production of management accounts, statutory accounts and must also assist the managers and accountants in discharging their stewardship roles. Production Of Accounts A good system should enable the firm to produce its management reports and management accounts at short notice. This will enable the organisation to monitor performance, to take decisions quickly and to make decision based on objective and verifiable information. Audit Trail Audit trail is very important as it will enable auditors and senior managers to monitor transactions entered in the accounting system and this will ensure that there is information integrity. A good system should document the changes that have been made in the system, who made the changes and it should also be able to track what was changed. Compatibility With Other Programmes A strong characteristic of a good accounting system is that it must be compatible with other systems. For example, it should easily be configurable so that it can communicate with other programmes like Excel or Crystal. An accounting system should be able to export transactions and reports into Excel and it should allow data and transactions to be imported from an external source. This will lead to time savings as there will be no need to duplicate a role or process. Error Detection If an accounting system does not dictate errors then it is not a good accounting package as it is failing to perform a basic functionality. An accounting package should decline to post transactions that do not balance for example the total debits should equal the total credits and if this is not the case, then the accounting system should automatically flag this error. Internal Controls Internal controls are the eyes and ears of the organisation and a good accounting system should embed these internal controls into the system. Internal controls enable prevention and detection of fraud and error. An accounting system should enable internal control tools like segregation of duties, reconciliations and account allocations. A good accounting system should not allow users to delete data that has been posted into the system. Manual Vs Computerized Accounting Computerized accounting systems provide more benefits than manual ones, allowing for more accurate calculations, in less time. Compared to manual accounting, with a computerized system errors are far less common, eliminating human error. And with accounting programs that are industry-specific, you can benefit from various preset templates for your general ledger, saving more time. You can store virtually endless information, without any trouble at all. And if you later want to review financial information from several years ago, with a computerized accounting system you can do it easily, while with a manual one you would have to sort through stacks of paper ledgers. Bottom line, both systems may be useful to some extent. But for more accurate bookkeeping and increased efficiency, a computerized accounting system seems to have more advantages. You can find several free versions online, as well as more proficient accounting software available for purchase. Search online for such accounting systems, read about their features and decide which one would be better for your particular business needs. Although they will not allow you to physically handle the ledgers, it will provide a better accounting solution. The advantages of Computerized Accounting seem to be unknown by business owners and individuals who are in doubt of purchasing Accounting Software. Accounting Software has been a trend nowadays. With the vast Computerized System Providers and wide range of versions to choose from, Accounting System has evolved to be one of the trends in information technology. Computerized Systems are designed to create more value in Financial Accounting. Value can be relayed in terms of speed, accuracy and reliability of accounting data. With Computerized System, invoices can be transmitted in an instant through email; inventories are appropriately monitored; and disbursements are tracked for payments to be done before due dates. It helps Bookkeepers to reduce manual activities. When transactions are entered in the Accounting System, automatic entries are posted to generate data needed for financial reporting. Accounting Software enables Bookkeepers and Accountants to adjust necessary accounts to reflect the correct amount of each Account. Computerized Accounting allows Accountants to trace erroneous data and entry in a creative and organized manner through the help of summaries, list of accounts and original entries. Article Source: http://EzineArticles.com/?expert=Jason_Tsang Article Source: http://EzineArticles.com/7017983 Computers are extensively used in accounting and there are multitude of computer software for Accounting, MIS, CRM. HiTech Financial Accounting is one such software which has been customized for users in many segments in business and services. Payroll accounting was the first commercial area to become widely computerized. The calculation of wages or salaries involves a number of variables which relate to the personal details of each employee, such as gross pay or rate for the job, individual deductions, tax liabilities of the employees and so on. These facts can be retained in the computers and processed every month of produce pay slips for the employees. The computer helps to exercise the type of stock control needed by the organization. It up to dates the sales and purchases records, determines optimum re-order levels for different items and prints out the stock lists when desired. The system can be so designed that it triggers orders when stock level reaches order point for variou s material items; tests those item which are slow moving or gives list for over stock items. Programming can be done for any sales accounting system. The computer will pin point defaulting debtors, determine the right limit for credit for each debtor and maintain stores ledger. Costing and budgetary control can be affected through the computer, the computer will point out the variations from the planned performance.The computer also helps greatly in production planning and control. It is possible that scheduling of the work may become necessary due to break downs etc. A new critical path may have to be worked out. A critical path is the shortest path to be followed in production to achieve production objectives. The computer helps the management lay down this new critical path. The increasing competition and the highly demands of globalization, Malaysia government attempt for Small Medium Enterprise, SME for the development of innovative, competitive with high technology. Computerized accounting system (CAS) adoption may be decisive factor for an organization to be success and also to survive. This research project which aimed to investigate SME practice of CAS and to identify the factor affecting the adoption among SMEs in Melaka. A survey was carried out through a set of questionnaires to examine the CEO Innovativeness Factors Scale, Perceive Usefulness Factors Scale, Perceive Ease of Use Factors Scale and Business Competitiveness. The sample selected comprised of CEOs of SMEs in three districts in Melaka, namely Melaka Tengah, Alor Gajah and Jasin. The data gathered were coded and analyzed using descriptive statistics, linear regression analysis, Pearson Correlation analysis and Analysis of Variance (ANOVA).This study reveals that CAS adoption rate in SMEs in Melaka is high. Results from the analysis also shown the significant of independent variables and proved the relationships have been substantiated to the dependent variable which contribute to the usage of CAS adoption between SMEs in Melaka. The findings indicate that CEO innovativeness; perceive ease of use and business competitiveness negatively correlated to the adoption of CAS. Results reveals that only perceive usefulness are significantly positive correlated to CAS adoption. Therefore it can be deduced that adoption of CAS among SMEs in Melaka is caused by its usefulness. The findings reveal that types of business and business location influence the adoption of CAS. However, size (paid up capital, sales turnover and number of employee) do not influence the adopter. Results also indicate that CEO literacy on ICT, accounting and CAS has influence the responded CEO to adopt CAS in their business. However, the advantages by using the accounting systems software were not fully utilized by CAS adopters. http://www.ccsenet.org/journal/index.php/ijbm/article/view/18273