The Life and Survival Made by the Nile

Egypt, one of the world’s greatest and longest surviving civilizations, all came to be by one thing, the Nile River. Ancient Egypt started in about 5,000 years ago, and lasted about 3000 years. The resource that helped structure the Ancient Egypt through that time was the Nile River. An ideal to wonder about is: In what ways did the Nile River shape (change) Ancient Egypt’s society? From the info obtained, it explains that the Nile River shaped Ancient Egypt’s society though religion, transportation, and geography. There are multiple ways the Nile helped within religion. Stated in document D, people believed that when they died, the Nile would go with them. In Document E, people were so happy of the flood that happened; almost all Egyptians believed the Nile was a gift to them from the gods. Due to people wishing the Nile will be with them forever and everybody worshiping it, the Nile resided deeply in Egypt’s religion. Along with religion, the Nile affected transportation to other areas as well. That was one of the only ways to get though the area. Document C tells about how movement worked using the Nile’s currents, and Document D visualized the way of currents and irrigation canals as borders. Document A also visualized the whole Nile in Egypt, showing that there was only one way of trade. Because of the Nile the only way around using currents and a way of irrigation, it seems that the Nile is very valuable in transportation. Another pretty important area to think about happens to be agriculture. With agriculture, you would be able to survive. With document A, the Nile showed that most cities were near water. Document B explained the seasons of agriculture caused by the Nile and Document E praised those seasons for food and good health (no famine). From what is seen with most Egyptians living near water and seasons used to tell about floods that allowed plants to grow, the Nile was vital for survival in Egypt. From what all info looks like, the Nile created survival for the Egyptians. People believed it was a god due to the Nile feeding them. The Nile was the only way to get around and trade. Also, the Nile brought in fertile soil for agriculture to happen. From all of these ideals combined together, it’s easy to say that the Nile helped create Egypt’s society and helped it survive.

Re-organization and Layoff- Issue Paper Essay

Problem Identification and formulation will be reviewed using the team discussion from Week 2. The paper will: Summarize the issue; Identify the problem; Explain why it is the underlying problem; Reflect on the group collaboration process in defining the problem; and Explain how a clearly defined problem could help to find the solutions. Summarize The Issue The problem presented in article by Bouw, Mismanaged Layoffs can go ‘Horribly Wrong, is the lack of proper and well-managed policy around employee lay-offs. Most managers are trained to handle a corporate crisis. Employers should approach any job losses with caution and always be respectful. Companies should consider whether job losses are necessary and the impact on operations internally, and how clients and contractors view it externally. Companies need to make sure they are following the law when it comes to laying off staff, including paying out severance as required by each province based on an employee’s years of service. (2013) Identify The Problem Some reasons that a company would look at reorganization and layoffs would be that the sales of that company have dropped below what they were projecting. To help with costs they may look at laying people off and then reorganizing the employees that are left to help ensure that the internal structure remains in tact to ensure that the company continues to run smoothly. Most companies see layoffs as a way to save money, however most times this is not the case due to the things that the company has to pay out to the employees that were let go. Alternatives to job cuts include transferring staff to other departments, using fewer contract workers, or cutting wages. Whether it’s a termination, where the employee’s job is eliminated, or a layoff, where the employee loses the job for a certain  period of time, a company’s handling of it can have consequences. Explain Why This is the Underlying Problem If sales are lower then expected there might be a bigger problem then just lying off people. However, that is definitely where you should start, but employers need to stick to the rules around termination and ensure the reasons are clear. The negative impact the event can have on employee morale, which in turn can hurt productivity. It’s traumatic to the remaining staff can create fear and resentment. To help manage the disruption, companies need to be compassionate and transparent about why the job losses occurred. If management handles it in a benevolent way it can boost their image as an employer, staff feel motivated and they don’t live in fear. Layoff plan moves forward at GE Transportation, By Jim Martin demonstrates, that after unsuccessful lobbying and failed negotiations aimed at saving jobs, the company planned for its first round of layoffs. The pink slips were to be distributed Monday, giving employees one-week notice of their layoff. GE Transportation, said about 50 employees was expected to retire instead of taking a layoff. While each retirement had the potential to spare one layoff, Duke said he didn’t try to influence anyone’s decision. In a statement from Erickson, the company acknowledged the significance of the job cuts. â€Å"We are taking this difficult step to meet an increasingly challenging marketplace that requires us to reduce costs and improve flexibility to maintain our competitiveness,† she said. â€Å"We understand how hard this action is for everyone affected, including families and the broader community.† She said the company is working closely with the state Department of Labor & Industry’s Rapid Response team to help employees who lose their jobs. (Martin, 2013, Page 1) Reflect On The Group Collaboration Process in Defining the Problem Effectively managing group decision-making has three requirements: (1) an appropriate leadership style, (2) the constructive use of disagreement and conflict, and (3) the enhancement of creativity. The most constructive type of conflict is cognitive conflict, or differences in perspectives or judgments about issues. In contrast, affective conflict is emotional and directed at other people. The dialectic goes a step beyond devil’s advocacy  by requiring a structured debate about two conflicting courses of action. The dialectic goes a step beyond devil’s advocacy by requiring a structured debate about two conflicting courses of action. Custom-made solutions are necessary, so the group must be creative in generating ideas. The leader of a decision-making body must attempt to minimize process-related problems. How a Clearly Defined Problem Could Help Find The Solutions The first stage in the decision-making process is to recognize that a problem exists and must be solved. Typically, a manager realizes some discrepancy between the current state (the way things are) and a desired state (the way things ought to be). Such discrepancies—say, in organizational or unit performance—may be detected by comparing current performance against (1) past performance, (2) the current performance of other organizations or units, or (3) future expected performance as determined by plans and forecasts. Recognizing that a problem or opportunity exists is only the beginning of this stage. The decision maker must dig in deeper and attempt to diagnose the situation. The following questions are useful to ask and answer in this stage. The â€Å"problem† may be an opportunity that needs to be exploited: a gap between what the organization is doing now and what it can do to create a more positive future. In that case, decisions involve choosing how to sei ze the opportunity. (Bateman, 2013, Page) Critical thinking plays a major role in the decision making process. Problem Identification and formulation aids in management’s ability find custom solutions using a creative generation. Reference Bateman, T. S., & Snell, S. A. (2013). Management: Leading & collaborating in a competitive world (10th ed.). New York, NY: McGraw-Hill. Bouw, B. (2013, June 28). Mismanaged layoffs can go ‘horribly wrong’. The Globe and Mail, B.14. Martin, J. (2013, November 3). Layoff plan moves forward at GE Transportation. McClatchy — Tribune Business News, n/a.

Health of Indigenous Peoples Essay

This essay seeks to demonstrate that whilst Indigenous health policy may have been on the Australian public policy agenda since the1960s, the gap between Indigenous and non-Indigenous health has remained. A brief description of the lives of Indigenous Australians prior to the colonisation of Australia is given, followed by a description of various policies that have been introduced by the Australian government to combat these inequalities. This essay demonstrates why these policies have been inadequate, in turn highlighting why the incorporation of Indigenous knowledge in creating Indigenous health policies is important. This essay closes with a brief examination of the Closing the Gap policy, which is utilising the knowledge of Indigenous Australians in creating culturally sensitive Indigenous health policies. In conclusion, this essay demonstrates that by including Indigenous Australians in the policymaking process, we might be starting to close the gap. The health inequality of Indigenous Australians has long been a concern for Australia and the world. Whilst the overall health of Australia has continued to improve, the health of Indigenous Australians remains at levels below those of non-indigenous Australians. Whilst it may seem that there is a lot being done to address these issues, the statistics demonstrate that policies implemented to address these issues have not been effective (Australian Indigenous HealthInfoNet 2010; Australian Institute of Health and Welfare 2010, p. 29). The thesis of this essay is that whilst the government has been seen as attempting to address the issues of health inequalities of Indigenous Australians, it is only in recent times that the government has implemented programs that are anywhere near close to closing the gap between Indigenous and non-indigenous Australians. To demonstrate this thesis, this essay will firstly discuss the history of Indigenous health prior to colonisation. This will be done to highlight how Indigenous health has declined dramatically since colonisation. This essay will then discuss what the government has been doing since the 1967 referendum, in which Indigenous Australians were formally recognised in the Constitution, to address issues of health inequalities (Australian Indigenous HealthInfoNet 2010). In the next section, a discussion on the reasons why there is a large gap between Indigenous and non-indigenous health will occur. This will be followed by a discussion on the utilisation of Indigenous knowledge to provide adequate health services. This essay will finally discuss the current Closing The Gap policy (Australian Human Rights Commission 2011), which has been introduced to address issues that previous policies have failed to. This will be done to highlight the fact that whilst it may seem that as the Indigenous population require the knowledge and assistance of its non-indigenous counter parts, what is evident is that health of Indigenous populations has in fact declined since the colonisation of Australia. Failing to recognise the correlation between colonisation and declining health of Indigenous people, will only see a continuation of the problem rather than seeing a positive change. Whilst the information pertaining to the health of Indigenous Australians prior to colonisation in 1788 appears to be scarce, what is known is that Indigenous health has been on the decline since the arrival of European settlers. Indigenous Australians were considered to be healthier than those of their colonisers (Flood 2006, p. 120). Prior to colonisation, there was no contact with the outside world and therefore infectious diseases were minimal. Due to the introduction of new illnesses from colonisation, the population of Indigenous Australians declined (Carson 2007, p. 43). It was also common for Indigenous women to contract sexual diseases from the often non-consensual contact with the colonisers (Carson 2007, p. 44). Health was also impacted upon by change in diet. Prior to colonisation, Indigenous Australians maintained a diet of protein and vegetables due to the animals and plants available to them (Flood 2006, p.120), as well as the exercise they maintained from hunting and gathering (Flood 2006, p. 122). After colonisation, the Indigenous diet included many foods which saw an increase in obesity, diabetes and heart disease (O’Dea 1991, p. 233). It was not just the introduction of disease and change in die that impacted upon Indigenous Australians’ health. Anthropological studies surrounding Indigenous culture have shown that Indigenous populations have close ties to the land, as the land is incorporated into their sense of being. Pieces of land belonged to particular groups of individuals, and the objects from the natural landscape were considered to be part of their history (Carson 2007, p. 180). It was the failure of colonisers to understand this worldview that has contributed to the deterioration of mental health amongst Indigenous Australians, as they were forced off their lands and into settlements and reserves (Carson 2007, p. 49). This contributed to the feeling of being disconnected from land and family, exacerbating feelings of not be longing, lack of identity and low self-esteem (Ypinazar et al.2007,p. 474). As one can see, the issue of health amongst Indigenous Australians is a complex one, complicated by the differing world views of Indigenous and non-indigenous Australians. It is due to this lack of understanding that has resulted in a myriad of health policies that have attempted to address the issue of health inequality of Indigenous Australians. The first health policy to address the health issues of Indigenous Australians was implemented in 1968, with thirty five adjustments made between then and 2006. Without going into the details of every amendment or new policy, what was common throughout this timeline, was that there were various bodies and institutions created to address the issues that had not been adequately addressed previously, responsibilities were allocated by the government to the states and territories, and programs were implemented to address health issues. Change in governments also meant that policies were constantly changing, which meant that the ways in which health issues were seen and therefore addressed also changed (Australian Indigenous Health InfoNet 2010). When attempting to implement a policy that will adequately address the issue, what has been found is that comparative analysis has been used to determine how health issues have been addressed in other countries. Whilst this kind of analysis may be sufficient in some circumstances, it does not suit such a situation where our Indigenous population’s culture and worldview is unlike that of any other. For example, whilst health issues may be similar to those of Indigenous populations elsewhere, worldviews which impact upon health and wellbeing will vary and may not be able to be applied from one culture to another (Tsey et al.2003, p. 36). One event that highlights the differing views on how issues should be addressed, was the closing down of Aboriginal and Torres Strait Islander Commission (ATSIC) by the John Howard Government in 2004 (Australian Indigenous Health InfoNet2010). What was significant about this was that Indigenous health policy had been the responsibility of ATSIC. This action effectively removed the responsibility of Indigenous health from the Indigenous people and placed the responsibility with mainstream departments that were also responsible for non-indigenous health. By doing this, the government had  wound back many years of work to address the health inequalities of Indigenous Australians, perceiving Indigenous Australians as a culture that could not look after themselves and needed instead the knowledge and expertise of the superior colonialists (Kay & Perrin 2007, p. 19). By removing the responsibility of Indigenous health from ATSIC and placing it in the hands of a body that was also responsible for non-indigenous health, the government failed to understand the intricacies of Indigenous Australian culture and the implications that this kind of action can have on Indigenous health. Whilst the overall health of Australians is amongst the top third of Organisation for Economic Cooperation and Development (OECD) countries (Australian Institute of Health and Welfare 2010, p. 8). There is a clear disparity between Indigenous and non-indigenous health, when one considers that even in this day and age of modern medicine, Indigenous Australians are expected to live twelve years less than their non-indigenous counterparts for males, and ten years less for females (Australian Institute of Health and Welfare 2010, p. 29). So what are considered to be the reasons for this inequality? What has already been highlighted, is that Indigenous health has suffered from the introduction to changes in diet, introduction of diseases both airborne and venereal, and the impact upon mental health due to dispossession of land and loss of kinship. Mental health issues can also be connected to the economic and social disadvantage of many Indigenous individuals, which can lead to substance abuse and other issues (Australian Institute of Health and Welfare 2010, p. 33). The failure to adequately address mental health issues has resulted in deaths by suicide being the second biggest reason for deaths by injury (Australian Institute of Health and Welfare 2010, p. 30). These figures demonstrate that policies have clearly not been working. A salient point to note is that Indigenous Australians are the least likely group of the whole population, to access important health services. So what are the reasons behind this lack of access to services? It can be as simple as the kind of service that an individual receives. From personal experience of serving Indigenous customers, tone of voice can be misinterpreted. What may be considered polite in most circumstances, can be misconstrued as being conceited by others. Use of language can also be a barrier. For example, (again from personal experience), language has to be altered to manoeuvre these barriers, such as replacing the term ‘bank account’ with the word ‘kitty’. Other barriers may include the fact that in remote communities, health professionals may also be the town judge, which may deter Indigenous people from accessing the services from a person who might have also been responsible for sentencing an individual or a member of their family (Paul 1998, p.67). Barriers such as the remote locations of individuals in comparison to the services, and the cost of services also have to be taken into account. For example, if a service is some distance away from an individual, the cost of travelling may be too high. The cost of services close by may also be too expensive for individuals, or individuals may receive poor treatment due to either being turned away from services, or mistreatment due to racialist beliefs. This may result in individuals travelling long distances due to this very mistreatment in their own communities (Paul 1998, pp.67-68). The misconception that all Indigenous Australians are one group of people can also result in culturally inadequate services, deterring individuals from accessing important health services (Paul 1998, p. 68). This lack of understanding about Indigenous cultures when providing health services has resulted in a rise in the provision of health services that are either run by Indigenous individuals, or have been created in consultation with Indigenous individuals, to ensure that the services being provided are culturally adequate. An example that highlights this can be seen in the creation of a program in 1998in the Northern Territory that was attempting to address the health inequalities of Indigenous children (Campbell et al 2005, p. 153). There were many problems with this programme because the people that were overseeing the programme did not have cultural knowledge that was a factor in the health and wellbeing of the children. What resulted was a program which was implemented in an Indigenous remote community, which utilised the knowledge of Indigenous people from the community itself. This allowed for the programme to be altered when issues were addressed and individuals within the community were able to provide solutions to issues, rather than being told what was going to happen by an outside authority (Campbell etal. 2005, p. 155). Whilst this programme realised that a bottom-up approach was more beneficial than a top-down one which usually occurs in policy implementation, there were issues because the programme also involved people from the outside that were there to manage the programme, who were unwilling to give total control to the community, generating feelings of disempowerment, resentment and marginalisation (Campbell et al. 2005, p. 156). Whilst there are many examples of programs that have been implemented to address the health inequalities of Indigenous Australians, one that deserves mentioning because of success that it has had are the men’s groups in Yaba Bimbie and Ma’Ddaimba Balas (McCalman et al. 2010, p. 160). What was found was that these programs were successful because they were run by Indigenous men who had direct knowledge of the cultural issues and needs of the community as they also lived there. They were also successful because the men felt included in their communities by having control, rather than being controlled by an outside source. Due to these men’s groups, individuals were able to come together and share their concerns about their community, and as the others also were from the same community, they were able to contribute to solutions to the problems by feeling able to speak freely about their concerns. One such concern was anger management issues, which were exacerbated by the social issues that the individuals faced (McCalman et al. 2010, p. 163). Whilst, issues like this may seem to be separate, they in fact contribute to other areas, as has been mentioned earlier in regards to mental health and suicide, which flow on to other members of the community, when there may be no one in the family who is able to earn an income, which contributes to poverty. This may in turn, render an individual unable to access services as previously mentioned. As one can see, when individuals who are directly impacted by issues, are included in finding solutions to address these issues, there is more success than when they are not included. It is the understanding of this that has seen the implementation of the Close The Gap policy (Australian Human Rights Commission 2011). This policy is based on the understanding that the concept of health is different in the eyes of Indigenous Australians than that of non-Indigenous Australians (Australian Institute of Health and Welfare2009). This policy has sought to reduce the gap of inequality between Indigenous and non-indigenous Australians by reducing the gap in life expectancy by 2031, halving mortality rates of children by2018, ensuring equal access to early childhood education by 2013, halving the gap in the area of inability to read and write by 2018, halving the gap of individuals who attain their Year 12 education by 2020 and halving the gap of unemployment rates by 2018 (Gillard2011, p. 2). Various programmes have been implemented to address these issues, with a common theme of inclusion. That is, the programs all involve Indigenous Australians who have a better cultural understanding than non-indigenous Australians. This has allowed for individuals to work with their own communities, various levels of government, non-government organisations and businesses (Gillard 2011, p. 6). By doing so, it has provided individuals with a sense of control and purpose over their own lives, which has seen a decrease in the mortality rates of Indigenous Australians (Gillard2011, p. 12), as well as a reduction in the rates of reading and writing problems (Gillard 2011, p. 14). There has also been a significant increase in the numbers of Indigenous Australians aiming towards their Year 12 qualifications (Gillard 2011, p. 16), as well as a decrease in the number of unemployed in the Indigenous population (Gillard 2011, p. 17). Whilst these figures are promising, one has to look at some of the programs that have been implemented as a result of this policy, to see if lessons have been learned from past mistakes, or if similar mistakes are being made. One such program that is deemed to be addressing issues of inequality is the Welfare Payment Reform act, which allowed the government to withhold portions of welfare payments (Gruenstein 2008, p. 468). This was to ensure that portions of the payment were going to required living expenses before going to things such as alcohol. Whilst this may seem as though it is an important step in addressing issues within communities, what is important to note is that policies such as these are in direct violation of the Racial Discrimination Convention because they directly target Indigenous individuals solely because they are Indigenous and are not necessarily in need of intervention (Gruenstein, 2008, p. 469). Whilst the Closing the Gap policy has good intentions, it can result in actions that treat Indigenous Australians as a homogenous group, rather than recognising the variation of issues. In conclusion, this essay has demonstrated that Australia has come a long way in addressing the issues of inequality amongst Indigenous Australians. It has been demonstrated that Indigenous Australians were in good health prior to colonisation, and only since colonisation has the health of Indigenous Australians has declined. This essay has also shown that the different governments have varied between allowing Indigenous Australians self-determination, or be included in the process of policy making, to the government seizing control of the issues, excluding the Indigenous community from decision making. Whilst it has been shown that the government has been addressing issues for well over 40 years, it has only been in recent times that issues of inequality have begun to be adequately addressed. By understanding that it is Indigenous Australians who are better able to understand their issues, which stem from the actions of non-indigenous peoples and allowing Indigenous Australians to take control of their own lives, will we start to close the gap of health inequality between Indigenous and non-indigenous Australians.

What is the Calorie Plate Research Paper Example | Topics and Well Written Essays - 3250 words

What is the Calorie Plate - Research Paper Example In fact, the concept has never been introduced before. It uses state-of-the-art technology which digitally shows the number of calories the calorie plate contains. Calorie Plate has recently just been patented, with the concept coming from a group of students in Brisbane Australia. The emergence of this new product prompted the individuals involved in its intention to create a business unit that would market, sell and distribute the product in various locations within the country, and other major parts of the globe. The company behind Calorie Plate is named C-Med, Inc. Due to the nature of the product and the forecasted demand for its distribution in key sales channels for medical products, C-Med, Inc. will primarily take on a direct-selling approach to the product. This method shall be supported by both above-the-line and below-the-line advertising efforts, with specific emphasis on merchandising and web-based promotional and marketing activities. C-Med, Inc. will handle all aspects of the business – from manufacturing, operations, distribution, and marketing. The management will carry these out through partnerships with third-party suppliers and distributors to ensure that it reaches the right channels and the right market. As primarily a corporate type of business, all incorporators have invested an equal sum to make launch and operate the business. As a support to the current investments, C-Med, Inc. will open shares to other individuals who believe in the marketability of the product. Weight management is both wellness and aesthetic concern. Due to the competitive nature of the society we live in, people are now more conscious of their looks and their health. The first area of concern is one's health. As such, there are countless weight-management program and supplements in the market today. In Australia, there is a need to address the growing concern about the increasing number of people who may be considered obese.

Stigma and discrimination of living with HIV in middle-aged people Literature review

Stigma and discrimination of living with HIV in middle-aged people - Literature review Example Despite this fact, the advent and common use of the active antiretroviral drugs that have been used to alleviate the HIV conditions in humans has extended the lives of many people, who, today, find themselves attracted into the old age bracket amidst harbouring HIV status. Other than the number of older people becoming newly infected with the disease, the number of old people who were infected before continue to increase further swelling the number. In this study, old age bracket is considered to be at 50 years and beyond. Past research indicate that the total number of individuals who are living with HIV and aids in the United States was estimated to have increased from 59,649 to 112,447 between the years 200 and 2004. The cities considered to be the epicenters of the occurrence of the disease in the region such as New York have continued to register the highest number of people living with HIV over time. For instance, in New York, over 30% of the total number of people living with HIV is considered to be old, over 50 years and beyond (Barnett & Whiteside, 2006). 25% of those living with the disease in Los Angeles on the other hand fall above 50 years. Owing to these facts, the rate of discrimination and stigma among these people is expected to incre ase and even double over time. Such stigmatization characteristics are mainly common among peers, at workplaces and in homes and are likely to be determined by factors such as age differences, gender categories, race and ethnicity as well as other related social factors such as drugs and substance abuse, and mental health conditions. The number of old people suffering from HIV/AIDS infection has continued to increase in various places around the globe. Various studies have bee n carried out by an increasing number of people to address different aspects of the effects of HIV/AIDS infection in the society

Islamic art Essay Example | Topics and Well Written Essays - 2250 words

Islamic art - Essay Example Islamic art often adopts worldly elements and elements that are frowned upon, if not prohibited, by some Islamic theologians. The initial stages of Islamic art: The period of swift development of the Islamic epoch forms a convincingly accurate beginning for the label of Islamic art. Diverse Art conceptions have found in the history such as: Umayyad art Abbasid art Spain and the Maghreb Egypt and Syria Iran and Central Asia. Fatimid period (969-1175): The Fatimids manifestly had a taste for carefully made-up gold work and complicatedly engraved vessels of rock crystal, a type of translucent, monochrome quartz whose exterior can be luminously polished. The glass working was also a highly urbanized art form. The lavishness of the Fatimid court fueled resurgence in the ornamental arts, which made Cairo the most significant cultural core in the Islamic world. Nearby, Old Cairo, known as al-Fustat, became a chief center for the manufacturing of pottery, glass, and metalwork, and rock-cryst al, ivory, and wood carving, textile factories run by management officials created tiraz fabrics in the name of the caliph somewhere else in the Egyptian district, particularly the Nile Delta. The artwork from this era exemplifies the inventiveness and resourcefulness of Fatimid craftsmen. The procedure of lusterware on ceramic, developed in the beginning in Iraq, was invigorated in Egypt and Syria. Some lusterware pieces from this age are signed by their makers, a sign of the admiration in which the craftsmen were kept. Wood statuette and jewelry were executed with equivalent dexterity and creativity. Fatimid artists created new enhancing motifs and made better use of figural forms, both human and animal. Figures were stylized but vigorous, while customary vegetal and geometric ornaments maintained their conceptual excellence. Artists of this time revitalized or sustained previous techniques but gave them their own distinguishing stamp. The Abbasid period (8th-13th): in the Abbasid rule, which succeeded the Umayyads (661–750), the central spot of Islamic political and artistic living shifted eastward from Syria to Iraq, where, in 762, Baghdad, the circular City of Peace (madinat al-salam), was founded as the new center. The former two centuries of Abbasid rule saw the appearance and spreading of a new Islamic approach of art where the introduction of purely Islamic forms and techniques took place. Textiles: Of the numerous varied arts that prospered in the Abbasid period, textiles played a particularly momentous character in civilization, one that sustained in succeeding periods. Textiles were omnipresent in Islamic lands, allocated as clothes, domestic furnishings, and convenient architecture (tents). The production of and buying and selling in textiles were exceedingly classy and lucrative industries that built upon Byzantine and Sasanian background. Often made with expensive supplies such as silk and gold and silver wrapped yarn and adorned with com posite designs, textiles were lavish goods suggestive of wealth and social standing. Islamic textiles were also broadly exported to the West, where their eminence is underscored by their effect on European languages. Did you know that the English words "cotton" and "taffeta" are obtained, respectively, from Arabic and Persian? Pottery: The skill of pottery was profoundly developed in the ninth

Identify and Discuss an Example of Discriminatory Practice in a care Essay

Identify and Discuss an Example of Discriminatory Practice in a care home for elderly people - Essay Example So we embarked on a journey to look for one of such institution. Finally we bumped into one of the Care home which seemed to have very sophisticated facilities; just what we had wanted. We later learnt that this institution demands a client must a pensioner. As it turned out, my grandfather was not a pensioner. And the obvious happened; we were turned away. There was no room for negotiations. What was bad about this incident was that my grandfather was denied a room without adequate explanation of the policy or giving us as a chance to negotiate terms of payment. They could have let us explain how we were going to raise the amount. This institution only seems to protect its interests and the expense of particular protected characteristics. The idea was that the pension can act a security in the event a client is unable to settle the arrears. This policy encourages discrimination of in the facility. The management had simply stereotyped my family. They had claimed that incidences of relatives bringing the elderly clients to the institution and disappearing without pay have increased. Therefore, they discriminated my grandfather on that basis. The aforesaid incident, though hard to notice, is a form of discrimination in the care homes for the elderly. This act was indirect discrimination. Here, the policy of pension applies to all the clients that report for admission. Every elderly person, no matter the age and race, must prove he or she is a pensioner. In essence, all the elderly clients fall in the pool of comparison. Technically, it creates an impression of equality since the policy applies to all. However, it is blatant this policy has disadvantaged a certain group of clients. The policy does not consider the protected characteristics of those who are not in the pension list. Even though it is common knowledge that not all the elderly had been employed by the government, the institution has failed

Application of Enginerring Principles Essay Example | Topics and Well Written Essays - 2500 words

Application of Enginerring Principles - Essay Example However, this increase in deflection is going to be minimal. iii. Discuss the possibilities of errors occurring in the tensile test. Errors may be introduced into the tensile test due to various reasons such as: incorrect measurement of length of the sample due to incorrect reading from vernier calliper due to: zero error; parallax error. errors in dial calliper; zero error during initial calibration; parallax error while reading dial calliper. c. The figure shows a bar consisting of four lengths. i. Find the load carried by the bar at B, if the total extension is 0.063 mm. ii. Find the total extension of the bar, if loads applied at both ends are increased by 10%. If the loads at both ends are increased by 10% then inserting the new values into (1) gives: Take E = 2 x 105 N/mm2 for both the cases. d. A load of 500kN is applied on a short concrete column 400mmx500mm. The column is reinforced with 3 steel bars of 20mm diameter and 3 bars of 30mm diameter. If the modulus of elasticity for steel is 20 times that for concrete, find the stresses in both concrete and steel bars. Areas for concrete and steel bars are: AS = 400 x 500 = 2 x 105 mm2 AC = 3?(10)2 + 3?(15)2 = 3063.45 mm2 Solving simultaneously we get: Now: e. Discuss the load shared by composite cylinder will be more than the conventional cylinder. A composite cylinder can bear greater load than a conventional cylinder. This is due to the presence of materials that have greater tensile strength than the majority composing material. For example, in the case of steel reinforced steel bars, the steel has a greater tensile strength and being stronger can bear larger loads than what concrete could otherwise bear. Moreover, the steel in question tends to deform as much as the concrete which helps it to bear greater loads too. Another reason for composite cylinders being better at load bearing is because the constituent materials are distinct and are trying to move past each other within the overall structure. Th e presence of friction between the composing materials of a cylinder enable it to take larger loads too because the friction would need to be overtaken if the cylinder were to disintegrate. Question Two a. Based on the results obtained from Shear Force Measurement Experiment in the laboratory: i. Name the type of beam used. ii. Critically analyse the variations of theoretical shear force and experimental shear force at the sensor for the given load condition in the laboratory. iii. Usually measuring instruments absorbs some input energy to respond. Discuss how this affects the measurement. Measuring instruments absorb some of the energy that is produced in an experimental or other situation. The instruments need energy to generally overcome their own internal inertias. The absorption of energy tends to lower the amount of force actually available for measurement. However, in most situations the instruments are kept simple and light enough to ensure that the loss of energy is not t oo high to affect the actual measurement process. iv. Analyse the indication of a sudden change in shear force from negative to positive value. Positive shear tends to produce positive bending with geometrical minimas becoming apparent. On the other hand, negative shear tends to produce negative bending with geometrical maximas becoming apparent. As soon as the shear changes from negative to positive, the shape of the sag in the object changes as mentioned

The internal physical surroundings of a retail outlet have important Essay

The internal physical surroundings of a retail outlet have important implications for building store image and influencing consu - Essay Example In-Store Environment Physical environment of the retail stores play a crucial role in influencing consumer behaviors and provide the retail stores with an ability to create un-rivaled image particularly in service businesses. Additionally, retailers rely heavily on store atmosphere as it prolongs the time consumer spend in the store and increases impulse buying of the consumer. More importantly, enhancing the store atmosphere is the last option for the retailers in terms of gaining competitive advantage (Blackwell, Miniard, and Engel, 2006). A store environment can be best defined as an external stimulus that attracts individuals on personal level. The in-store environment includes cues, messages and suggestions for the customers to gain their attention so that they can spend quality time at the store. Retailers are provided with variety of benefits through effective and breathtaking in-store environment due to which they tend to design store environment that significantly enhances c onsumer’s positive feelings and motivation to purchase or stay longer in the retail store (Yoh, 2000). On the other hand, physical environment can be distributed into three categories. ... Providing the customers to move freely in the store significantly influences the customers to frequently visit the store to satisfy the personal needs and wants. Signs, Symbols and Artifacts Communication with the customers in the store is quite essential. Communication either through direct medium or indirect medium can motivate the customers to stay longer at the retail store. Moreover, decoration and design of the signboards creates a positive image in the mind of the customers. Another classification of environmental factors is as follow (Mowen and Minor, 1997): Ambient Cues The ambient cues have significant impacts on potential customers as it includes attributes such as temperature, music, noise and lighting. Design Cues The design cues give rise to aesthetic feelings of the customers as it includes style, layout and architecture of the retail store. Social Cues Such cues relate to factors such as employees and the customers. The ability to provide the customers with effective and interactive employees can significantly motivate the customers through high quality service. Nature and Importance of In-Store Environment In the 21st century, providing the customers with unique and special retail environment has become a necessity for organization to enhance its differentiation from other retailers. This significantly provides the retail outlets with an ability to bind customers through the un-rivaled experience. Indeed, the retail outlets are showing interest in the design of outlets so that the outlet can create an experience that would lead to consumer purchasing behavior. Moreover, the design and the environment of the retail outlets are the two most prominent factors for

Complex Computer Systems Research Paper Example | Topics and Well Written Essays - 1250 words

Complex Computer Systems - Research Paper Example Most computer systems that are considered successful demonstrate a positive direct effect on the perceived eases of use. Therefore, some computer systems are never fully accepted by their intended users, and are underutilized (Hasan, 2007). Also, very few IT systems have been categorized as truly successful. There are numerous factors and processes that make IT projects complex (The British ComputerSociety, 2006). Understanding and proper management of these projects is important to comprehend why such projects fail. It also helps to understand how proper management of complexity can increase success for computer systems. Technology is an important source of complexity of computer systems, but the key source of complexity is the scope of the project, as set by management (The British Computer Society, 2006). Among the success or failure factors are social, economic and technical factors. These factors influence whether the complex computer system project succeeds or fails in its obje ctives. There must be technical and social strategies designed to detect and manage external and internal influences to ensure success of any complex computer system. ... esign and production of prepayment gas meters, introduced to the United Kingdom energy market to make work easier for energy suppliers and domestic clients (The British Computer Society, 2006). Central service installed on server database and application server. These have interfaces and tier supplier infrastructure The Smart Meter System has several components. First, the Smart Meter’s Central System has a web interface and Oracle database (TheBritishComputerSociety, 2006). The web interface and Oracle database have been built on a Distributed Computing Infrastructure. Integration of these components with the central system allows for online payment. The payment is identified by the payment agent. A Short Message (SMS) is processed by the SMS provider system. Also, every Smart Meter System has an Apache web server, which is used to deliver user interfaces. The Oracle 9i database component of the system is was used to produce the database, while the Tomcat servlet container is driven by Java and the STRUTS framework (TheBritishComputerSociety, 2006). This uses Java Server Pages and cascading style sheets for presentation layer. The Prepayment Metering Infrastructure Provider application allows suppliers to interact with their meters in real time (The British Computer Society, 2006). The Smart Meter System is a complex computer system because it allows domestic clients and domestic energy provision customers to make prepayments for their gas, using their mobile phones. The Smart Meter System is also complex because it is can be used by both vendors and end user clients. Therefore, the system accepts top ups in terms of monetary values by customers via their mobile phones (The British Computer Society, 2006). Consequently, plans were put in place to sell the Smart

The Federal Open Market Committee Coursework Example | Topics and Well Written Essays - 1500 words

The Federal Open Market Committee - Coursework Example The depository institutions of the economy hold some balances with the Federal Reserve Bank. The depository institutions also lend balances at the Federal Reserve to other such institutions overnight. The interest rate at which these balances are lent is known as the federal funds rate. The Federal Reserve, with the help of its three policy instruments, influences the demand and supply of these balances held by the depository institutions at the Federal Reserve and thus also changes the federal funds rate. As the federal funds rate changes, this starts a sequence of activities which influences other short term interest rates, long term interest rates, foreign exchange rates, amount of money and credit circulating in the economy, employment, output, the prices of goods and services and many other economic variables. (Board of Governors of the Federal Reserve System, 2011) The Three Main Tools of Monetary Policy Open Market Operations: Under the open market operations, the Federal Reserve Bank buys and sells U.S Treasury bills and federal agency securities in the market. These operations are usually conducted to achieve a desired level of balance reserves which the depository institutions hold with the Federal Reserve. The operations can be conducted to achieve a desired value of the federal funds rate too. Usually, the short-term objectives of the open market operations are specified by the Federal Open Market Committee ... m, 2011) (Board of Governors of the Federal Reserve System, 2011) The Discount Rate: The Federal Reserve Bank has its branches located in the different regions of USA. These regional Reserve Banks have a lending facility called the discount window through which they extend loans to the commercial banks and other depository institutions of that region. The interest rate charged on these loans is the discount rate. The Federal Reserve Banks offer three types of loans through their discount windows: primary credit, secondary credit and seasonal credit, extended at their respective discount rates. The primary credit discount rate is stipulated above the short-term market interest rate level. The secondary credit discount rate is set above the primary discount rate. The seasonal credit discount rate is determined by calculating an average of selected market interest rates. The regional Reserve Bank’s Board of Directors determines their respective discount rates, although they remai n to the review of Board of Governors of the central Federal Reserve Bank. The funds borrowed by the Commercial Banks from the Federal Reserve Bank from January- July 2011 can be seen from the following table: (Board of Governors of the Federal Reserve System, 2011) (Board of Governors of the Federal Reserve System, 2011) Reserve Requirements: The Federal Reserve Bank stipulates an amount of funds that the depository agents should keep as reserves against specific amount of deposit liabilities. These are known as reserve requirements. The depository institutions usually hold these reserve requirements in the form of deposits or vault cash with the Federal Reserve Bank. Only the Board of Governors of the Federal Reserve Bank holds the power to change the reserve requirements. (Board of Governors

American literature Essay Example for Free

American literature Essay Instructor Information Instructor: Mrs. Katy Kownacki Office: Online! Office Hours: immediately following class sessions. Office Telephone: (571)344-3234 E-mail: [emailprotected] edu Course Description The eleventh-grade student will be able to make and analyze informative and persuasive oral presentations, with attention to the accuracy of evidence and the effectiveness of delivery. An examination of how media influences beliefs and behaviors will be introduced. The student will continue to develop and expand vocabulary. The study of both classic and contemporary American literature will enhance the student’s appreciation for literature. The student will be able to identify the prevalent themes and characterizations present in American literature, which are reflective of history and culture. Students will also use nonfiction texts to draw conclusions and make inferences citing textual support. The student will be able to write clear and accurate personal, professional, and informational correspondence and reports for research and other applications. Grammar development will continue through the application of rules for sentence formation, usage, spelling, and mechanics. The student will develop informative and persuasive writings by  locating, evaluating, synthesizing, and documenting information following ethical and legal guidelines. Students are required to take the English 11Standards of Learning End of Course Test. Prerequisite/Co-requisite: English 10 Textbook Course Materials Required Texts †¢Elements of Literature, Fifth Course Enhanced  ©2007 (http://my. hrw. com) †¢Elements of Language, Fifth Course  ©2004 (http://my. hrw. com) †¢The Great Gatsby by F. Scott Fitzgerald. http://ebooks. adelaide. edu. au/f/fitzgerald/f_scott/gatsby/ Other Readings oThe Crucible is found in the online textbook oOther readings will be made available in the FCPS Online Campus Learning  Modules. Page 1 English 11 Summer Syllabus Fairfax County Public Schools— Online Campus Course Requirements †¢Computer with Internet connection (DSL, LAN, or cable connection desirable) †¢Headphones and microphone †¢Word processing program (Microsoft Word recommended) †¢Account access to FCPS 24/7 Course Structure This course will be delivered entirely online through the FCPS 24/7 and Elluminate. You will use your student account to login to the course from FCPS 24/7 (http://fcps. blackboard. com). In your FCPS Online Campus course, you will access online lessons, course materials, and resources. At a designated time during the week, we will participate in a synchronous activity using our virtual classroom, Elluminate. In addition to traditional writing and vocabulary assignments, activities will consist of chats, blogs, discussion forums, emails, journaling, and wikis. FCPS Online Campus Access To access this course within FCPS 24/7, you will need access to the Internet and a supported Web browser (Internet Explorer, Firefox). To ensure that you are using a supported browser and have required plug-ins, you must finish the prerequisite technology mini-course before starting the online English 11 course. Refer to the FCPS Online Campus welcome letter for instructions. Technical Assistance If you need technical assistance at any time during the course, call Presidium 1-866-434-8880. Also email your instructor about the problem. You will need to find an alternate means to access the course (a friend’s computer, a parent’s computer, the library, etc). Important Note: This syllabus, along with course assignments and due dates, are subject to change. It is the student’s responsibility to check FCPS 24/7 for corrections or updates to the syllabus. Any changes will be clearly noted in course announcement or through instructor’s email. English 11 Summer Syllabus Fairfax County Public Schools— Online Campus PART 2: COURSE OBJECTIVES †¢COMMUNICATION: SPEAKING, LISTENING, MEDIA LITERACY oUse a variety of oral-communication skills and provide accurate evidence to give informative and persuasive oral presentations. oCritique and assess the effectiveness of persuasive presentations by others. oExamine how persuasive media messages influence audiences’ beliefs and behaviors. †¢READING oApply knowledge of word origins, derivations, and figurative language to extend vocabulary development in authentic texts. oEnhance appreciation for literature by studying both classic and  contemporary American literature. oRead a variety of literary genres and informational texts to identify the prevalent themes in American literature that are reflective of American history and culture. oDevelop vocabulary and reading comprehension skills and apply those skills in other content areas, including history and social science, science, and mathematics. oIdentify the contributions of other cultures to the development of American literature. †¢WRITING oWrite in a variety of forms with an emphasis on persuasion. oProduce arguments in writing that demonstrate knowledgeable judgments and address counterclaims. oUse knowledge of genres, formats, purposes, audiences, and situations to produce clear and effective products that reflect use of all stages of a writing process. †¢RESEARCH oEngage in research that requires the selection, evaluation, use, and documentation of a variety of sources. oVerify the validity of all information and follow ethical and legal guidelines for using and gathering information. oPresent a research product that is clearly written and accurately documented according to Modern Language Association (MLA) standards. Page 3 English 11 Summer Syllabus Fairfax County Public Schools— Online Campus. PART 3: TOPIC OUTLINE/SCHEDULE Important Note: Refer to the course calendar for specific meeting dates and times. Activity and assignment details will be explained in detail within each weeks corresponding learning module. If you have any questions, please contact your instructor. †¢Poetry and Short Stories oIntroduction/ Review of Literary Elements oVariety of short stories and poems by American authors †¢Drama oThe Crucible †¢Fiction oThe Great Gatsby †¢Non-Fiction oThe Autobiography of Ben Franklin oNarrative of Frederick Douglass oAutobiographical Notes essay by James Baldwin oLetter from a Birmingham Jail by M. L. King, Jr. oFrom Resistance to Civil Government by Henry David Thoreau †¢Research oBackground information on F. Scott Fitzgerald and The Great Gatsby. †¢Writing oThesis-driven writing (claim, assertion, commentary) oJournals oPoetry oLiterary Analysis Page 4 English 11 Summer Syllabus Fairfax County Public Schools— Online Campus PART 4: GRADING POLICIES Graded Course Activities Visit the Eng 11 Units button in your FCPS Online Campus course for instructions and information about assignments. Students will submit work through the Assignments button, through the Discussion Board button, or via email. Click on the Assessments button to access quizzes and exams. Submitted work is available for view through the student gradebook in FCPS 24/7. Procedures for Submitting Work You use the Assignment Button to submit assignments. Name the document correctly by using the file naming convention: lastname_assignmentname_date. doc. Please add a header at the top of the document containing your name, the date, and assignment title. If I receive a document without a name, it will be returned (and then you run the risk of turning in a late assignment). When you email me, please type your name in the subject line and sign your emails with your first and last names. Save (and backup) all of your submitted work. You are advised to keep copies of everything, including emails that show the date and time that you’ve submitted your assignments. Late work must be emailed to teacher with an explanation. Late Work Policy ALL WORK IS DUE BY MIDNIGHT ON THE DAY IT IS ASSIGNED. Work received between midnight and 8:00 am the next day will be accepted, but with a ten percent reduction in the grade earned. Work received between 8:00 am and 11:59 pm that same day will be accepted, but with a twenty percent reduction in the grade earned. After 11:59 pm on the day after the work was originally due, no late work will be accepted. Discussion boards are NOT accepted late. Viewing Grades in FCPS Online Campus Instructor will update the online grades each week—typically 2-3 days after each due date. Grade Reports will be emailed to parents, students and counselors every week. Grade Reports will reflect the student’s quality of work by the scores on the assignments but will also contain missing assignment if the student is behind schedule to finish the class. Page 5 English 11 Summer Syllabus Fairfax County Public Schools— Online Campus. *during summer school this is expedited since a single summer day is 8 academic days The grade percentage chart will be used to convert to letter grade reporting (chart below). Final Mark Each quarter will count as 20% of the final grade. The final exam will count as 1/5 of the final grade. Letter Grade Percentage Definition A 93-100% Designates the status of a student who consistently demonstrates accurate and complete knowledge of content and skills specified in the FCPS Program of Studies (POS), and applies that knowledge to solve problems in a variety of settings A- 90-92% B+ 87-89% Designates the status of a student who demonstrates knowledge of content and skills specified in the FCPS Program of Studies (POS), with some improvement needed in accuracy and/or consistency in performance, applying that knowledge to solve problems in a variety of settings B 83-86% B- 80-82% C+ 77-79% Designates the status of a student who demonstrates knowledge of basic content and skills specified in the FCPS Program of Studies (POS), but requires additional practice and instructional experiences to acquire skills necessary to solve problems C 73-76% C- 70-72% D+ 67-69% Designates the status of a student who needs significant practice and instructional experiences to acquire the  knowledge of basic content and skills specified in the FCPS Program of Studies (POS) necessary to solve problems. As a final mark, it is not necessarily sufficient to meet the prerequisite requirements for the next level in a sequence of courses. D 64-66% F 0-63% Designates the status of a student who has not demonstrated the basic knowledge of content and/or skills specified in the FCPS Program of Studies (POS) and requires additional practice and instructional experiences in order to succeed. I * Designates the status of a student who has not been able to complete tasks that are major components of the quarter  grade for reasons considered appropriate by the teacher or team or by the principal or his or her designee. The student is required to make up work within a specified time period in order to convert this incomplete to a grade by the next quarterly progress report. *I (Incomplete) = May not be given as a permanent final grade. Page 6 English 11 Summer Syllabus Fairfax County Public Schools— Online Campus Important note: For more information about grading, visit the grading and reporting policies at the FCPS website. Page 7 English 11 Summer Syllabus Fairfax County Public Schools— Online Campus COURSE POLICIES Participation. Students are expected to participate in all online activities as listed on the course calendar. Consistent participation is required and submission of work is the evidence of that participation. Communicate If you find that you have any trouble keeping up with assignments or other aspects of the course, make sure you let your instructor know as early as possible. As you will find, building rapport and effective relationships are key to becoming an effective person. Make sure that you are proactive in informing your instructor when difficulties arise during the year so that we can help you find a solution. Complete Assignments. All assignments for this course will be submitted electronically through FCPS 24/7 unless otherwise instructed. Assignments must be submitted by the given deadline or special permission must be requested from instructor. Extensions will not be given beyond the next assignment. Late or missing discussion assignments will affect the student’s grade. Understand When You will be Removed from This Course It is state law that a student will no miss 15 days of class. The instructor will notify parents and counselor at 5 and 10 days of no work submitted. At 15 days the student is removed from the course and returned to the counselor  for appropriate placement. Our goal is to get students to receive credit for graduation, and if online is not an appropriate environment, a return to face to face instruction is necessary. During summer school three days of non-activity will warrant dismissal from the course; your teacher will evaluate this after Sunday night. Inform Your Instructor of Any Accommodations Needed If you have a documented disability and IEP, and you wish to discuss academic accommodations, please contact your instructor as soon as possible. IEP and 504 accommodations must be submitted to the Online Campus before the class starts. The Online Campus can be contacted by phone at (703) 503-7781 (Voice) or via email at [emailprotected] edu . Commit to Ethical Conduct As a student in this course, you are expected to maintain high degrees of professionalism, commitment to active learning and participation in this class Page 8 English 11 Syllabus Fairfax County Public Schools— Online Campus and also integrity in your behavior in and out of the classroom. Page 9 English 11 Syllabus Fairfax County Public Schools— Online Campus FCPS Ethical Conduct for Users (SRR regulation 2601) It is the responsibility of the student to: †¢Use only his or her account or password. It is a violation to give access to an account to any other user. †¢Recognize and honor the intellectual property of others; comply with legal restrictions regarding plagiarism and the use and citation of information resources. †¢Not read, modify, or remove files owned by other users. †¢Restrict the use of the FCPS network and resources to the mission or function of the school system. The use of the FCPS network for personal use or for private gain is prohibited. †¢Help maintain the integrity of the school information system. Deliberate tampering or experimentation is not allowed; this includes the use of FCPS network and resources to illicitly access, tamper with, or experiment with systems outside FCPS. The information systems and Internet access available through FCPS are available to support learning, enhance instruction, and support school business practices. †¢Refrain from using offensive, obscene, or harassing language when using FCPS network systems. †¢Abstain from accessing, changing, or deleting files belonging to others. Important Note: Any form of academic dishonesty, including cheating and plagiarism, will be reported to the administration office. Page 10

Geography And History In Primary School

Geography And History In Primary School This essay will show an understanding of the subjects geography and history and the links between them. It will then look at the implications of these links for both the teacher and school curriculum. My own examples from school and others experiences will be used throughout the essay to highlight the links and implications discussed. Turner-Bisset (2005) explains that history is a reconstruction of the past using evidence. She argues that evidence enables individuals to prove things, but if there is no evidence then individuals can hypothesise and use others understanding to form interpretations. Fines and Nichol (1997) define history as a process and teachers need to create activities whereby children can act as historians exploring both primary and secondary sources. Like with all National Curriculum (1999) subjects, history in key stages one and two is broken down into knowledge, skills and understanding. The Department for Education and Employment (DfEE) (1999) highlight that history is an important subject because it allows children to consider how the past affects the present world in which they live. Moreover, it enables children to look at how societies in the past were organised and what they were like. They argue through studying the past children begin to develop an awareness of chronology, diversity a nd how their actions can potentially affect others. When considering the subject of geography Scoffham (2004) highlights that geography involves making sense of the world, looking at how it is inter-related and the ways in which it may change. The DfEE (1999) in the Importance of Geography statement confirm that geography allows children to come across new cultures and places whilst developing problem-solving and investigative skills which will equip them for everyday life. Moreover, Scoffham (2004) points out that geography is a subject which promotes a sense of curiosity, but encourages children to develop a sense of responsibility about the world. The National Curriculum (1999) emphasises that in geography children should be taught to use geographical skills when developing their knowledge and understanding. Within the National Curriculum (1999) it is expected that children at key stages one and two acquire knowledge and understanding into places, patterns and processes, environment change and sustainable development. This is furth er emphasised by Catling and Willy (2009) who argues geography is a living and topical discipline (p.15) with a focus on both people and places. Martin (2002a) argues that despite geography and history being two distinct subjects in the National Curriculum (1999), it is useful to look at the subject statements in the National Curriculum (1999) because there are clear links between the two subjects. One such link she highlights is that history involves children finding evidence and drawing conclusions and similarly geography involves answering questions whilst looking at things from different viewpoints. Moreover, Knight (1993) argues that although geography and history can be viewed separately, they also share common ground because they are both human subjects and share many ways of working (p.102). Hoodless et al (2008) argue that children learn holistically and so cross-curricular learning has a positive impact on childrens learning. Similarly Hayes (2010) argues that cross-curricular teaching can improve childrens learning, however children need to be made aware of the links that exist between subjects. Kerry (2011) argues that cross-curricular teaching is important to provide children with the skills for living in a rapidly changing world. The idea of cross-curricular teaching and learning has been evident in recent reviews. Alexander (2009) in the Cambridge Primary Review suggests that a curriculum based upon eight domains of knowledge, skill and enquiry is advantageous. It is interesting to see that geography and history are grouped together as the Place and Time (p.272) domain. Martin (2002a) emphasises the connections between geography and history and confirms there are links between both subjects in terms of skills, knowledge and understanding, key concepts and values and attitudes which will now be explored further. During school experience I was able to explore the links between history and geography knowledge and understanding. In key stage two we looked at ancient Greece which is an expectation of the history National Curriculum (1999) which states children should undertake a European history study. Initially we looked at the geography of Greece which links to the knowledge and understanding of places 3.a/b/c in the geography National Curriculum (1999). We looked at photographs and maps of the islands, hilly terrain and coastal regions and used this geographical understanding to explain how these geographical features enabled city states to develop. It was vital that we looked at ancient Greece from a geographical perspective because this supported th e childrens historical understanding of the city states in ancient Greece. This is supported by Davies and Redmond (1998) who argue that history permeates other subjects and so it cannot be taught exclusively to children if they are to develop a full understanding of history. Catling (2006) argues that the connections between geography and history are deep and local area studies involve children developing a sense of place within the community whilst considering how the past has had an impact on what the area is like today. Moreover, she explains that when teachers plan local locality studies they should ensure there are elements of both subjects because geography incorporates a historical dimension and there is a geographical element of an areas past (p.14). Martin (2002a) points out that geography and history share similar skills and the skill of enquiry is relevant in both subjects. This is evident in the National Curriculum (1999) whereby both subjects have a section on enquiry; geographical enquiry 1.a/b/c/d/e and historical enquiry 4.a/b whereby children are required to ask and answer questions, use sources and make interpretations. As part of the humanities course I undertook a locality study of the local area and this incorporated the geographical and historical skill of enquiry. When planning the enquiry project I used enquiry questions, some focussing on the geographical aspect such as what is this place like today? but also historical questions including what was this place like inà ¢Ã¢â€š ¬Ã‚ ¦?. I carried out fieldwork which focussed on the present and used a range of sources such as directories to find out what it was like in the past. Similarly, Blyth and Krause (1999) suggest teachers can plan a range of enquiry questions which can be used in cross-curricular geography and history local locality studies. These questions incorporate a geography and history element because they focus on both the then and now. Moreover, Catling (2006) suggests that a local locality study not only links the geographical and historical skills of enquiry but enables links to be drawn between the values and attitudes of the subjects. Catling (2006) explains that a local locality study can enable children to develop the capacity to make informed judgements and the desire to contribute to a just society (p.14). The idea of attitudes and values is also considered by the DfEE (1999) who argue that history can promote education for sustainable development. They argue through studying history children develop an awareness of how past actions and events have affected society today and this links to a childs geographical awareness of sustainable development, because children need to develop values and attitudes to ensure the world is sustainable for future generations. Cooper (2000) points out that history can be integrated with the teaching of geography through carrying out map work which develops both historical understanding and map work skills. Similarly, Boulton (1991) argues that the past can be recreated through the use of maps and children should have the opportunity to explore old maps when learning about places. It is a National Curriculum (1999) expectation for geography that when developing geographical skills, children should have the opportunity to use maps and globes (geographical enquiry and skills 2.c). From my experience of undertaking the enquiry project I was able to look at maps of the area from a given time period and using map skills I was able to identify key features of the time and contrast this with present day maps to identify changes. Turner-Bisset (2005) supports this arguing that comparing a past map with a present day map allows children to examine change and continuity. Moreover, Turner-Bisset (2005) highlights that maps provide a wealth of opportunities for discovering things from the past. One such example she suggests is looking at the areas in which the Anglo-Saxons settled by examining place names on maps and recognising their Anglo-Saxon roots. Knight (1993) and Martin (2002a) argue that when integrating geography and history, there are links between the concepts of the subjects including change and continuity, similarity and difference and cause and effect. The concept of similarity and difference is further emphasised by Scoffham (2004). He points out that when working on local area study there should be opportunities for children to compare the locality with the past. He argues this enables children to develop an understanding of the ways in which it is similar and different and to offer reasons for changes. Apart from the concept of similarity and change being evident in a local area study, Martin (2002a) argues the concept of similarity and difference is further evident in both geography and history. She explains this concept is apparent in geography when comparing two localities (knowledge and understanding of places 2.f) and also in history when comparing historical periods, events and people (knowledge and understan ding of events, people and changes in the past 2.d). A further concept which Martin (2002a) highlights can be found in both subjects is the concept of hierarchy. I have seen teachers addressing the concept of hierarchy through looking at society during the Tudor period. However, Martin (2002a) points out that the concept of hierarchy is also applicable in geography when looking at places and their relationships with one another. Although there are opportunities for geography and history to be integrated there are implications that I must be aware of. Kerry (2011) argues that for cross-curricular work to be successful there needs to be meaningful links between the subjects in order to make the learning relevant for the children. Therefore, he argues that within a lesson there needs to be learning objectives which link to both subjects and opportunities for children to develop transferable skills. Hayes (2010) explains that this ensures that the links between the subjects are not superficial and are considered and planned to enhance learning in both subjects. On school experience when looking at Indian village within geography the teacher thought it would be worthwhile to look at the Indus Valley within history. This was a meaningful link because the children were made aware of the historical context of the country. Knight (2003) argues that integrating subjects can be demanding and teachers need to be secure in their own subject knowledge to be able to do this successfully, however he points out that humanities is an area teachers have less confidence in teaching. Similarly, Cooper (2000) argues that there needs to be opportunities within school for teachers to share their subject expertise with other teachers. However, from my experience no staff meetings have been allocated to either geography and history and when staff meetings focussed on curriculum areas, it was always English and mathematics which took priority. Moreover, Kinght (2003) highlights that a further problem when integrating subjects is there are not always resources available to support the learning, he argues this is the case when finding resources to support local area studies. The lack of resources available is further emphasised by Blyth and Krause (1995) who argue that because local areas are unique, schools have to creat e their own resources for local area studies. They argue this puts great pressure onto teachers, however they do acknowledge that once these resources has been created they can be shared in school. The implications of linking geography and history extend to the school curriculum. Turner-Bisset (2000) argues integration of subjects can be beneficial for schools when trying to deliver the overloaded National Curriculum (1999) and she argues this can be achieved through recognising connections between subjects and drawing upon these links in teaching. On my first school experience the subjects were not taught in a cross-curricular way and each subject had an allocated time slot. Despite efforts to address all subjects, some foundation subjects were not taught due to lack of time. In contrast, my final school placement adopted a cross-curricular approach which meant humanities was covered on a weekly basis ensuring continuity in the childrens learning whilst allowing the children to view the geography and history in a relevant way. Knight (1993) states that Successful integration is a whole-school, not a one-teacher, affair (p.106) whereby there should be organisation and cohesion within the humanities curriculum. OHara and OHara (2005) argue this can be achieved through effective planning which involves a whole school approach to looking at curriculum content that needs to be covered. They highlight that when long term planning is undertaken, usually by the subject co-ordinator, cross-curricular links should be considered and planned for and there needs to be explicit reference to these links in the long term plans. Halocha (1998) argues that geography and history co-ordinators should take an active role exploring how their subject can be integrated with other subjects. He argues this then needs to be made available in long term plans which not only detail cross-curricular links but also the progression in terms of childrens learning. Halocha (1998) argues that it is the responsibility of the geography/history co-ordinator to explore how their subject can be integrated with other subjects and include this in long term plans. From my experience, the use of long term plans ensure there is continuity between key stages whereby all teachers in the school know what they are expected to cover in their subsequent short term plans Furthermore, Scoffham (2004) argues that long term planning is important and other subjects including history, whilst ensuring a balanced curriculum is delivered. because it allows teachers to recognise the links between geography and history in terms of the QCA schemes of work. He argues that careful consideration needs to be given to the specific units which could enhance learning in both geography and history. However, from my experience these links cannot be identified spontaneously, they need careful planning in order for the integration of subjects to work well. This worked well in school when a whole school curriculum map

A Study On Internet Banking In Nepal

A Study On Internet Banking In Nepal This research is the effort for study and analyzing the Internet Banking in Nepal Bank Limited. Internet Banking can be defined as the use of technology to communicate instructions to and receive information from a financial institution where an account is held. Internet Banking includes the systems that enable financial institution customers, individuals or businesses, to access accounts, transact business or obtain information on financial products and services through a public or private network, including the Internet. Since the launch of Internet the large planet has become a smaller one. It has rendered enormous impacts on business sectors. Remarkable development in Information and Communication Technology (ICT) has introduced a global revolution in banking industry. The global trend in business arena set some challenge that cannot be fulfilled with the help of the traditional banking system. The survey of current banking system in Nepal reveals the fact that it requires rapid modification and adaptation to keep harmony with the world economy business. It becomes more obvious by observing the increased number of customers in some modern bank while others are losing them. The existing banking system in our country is slow and error-prone. In one hand, fails to meet the customers demand and it causes some significant losses both for the banking authority and traders. E-Banking, on the other hand solves the above problems. Furthermore, it opens up some other salient aspects such as increased foreign trade and foreign investment. Most plan allow customers to perform all routine transactions, such as account transfers, balance inquires, bill payments and stop payment requests everything but its very easy to set up an account. We can access our account information anytime day or night and we can do it from anywhere. A few online banks update information in real time, while others do it daily. 1.2 Introduction of Origin and Growth of Bank in Nepal The growth of banking in Nepal is not so long. In comparison with other developing or developed country, the institutional development in banking system of Nepal is far behind. Nepal had to wait for a long time to come to this present banking position. The origin of bank in Nepal and its beginning of growth is controversial. Even though the specific date of the beginning of money and banking deal in Nepal is not obvious, it is speculated that during the reign of the King Manadev, the coin Manank and Gunank during the reign of the King Gunakamadev were in use. After the establishment of Nepal Bank Limited on 30th Karkik, 1994 (1938), modern banking system started in Nepal. Under the Nepal Rastra Bank Act 2012 (1956), Nepal Rastra Bank was established in 2013(1957) Baisakh 14th in Nepal. But this act has been repealed and the Nepal Rastra Bank Act 2058(2002) has been enacted by the parliament. After its establishment, it issued the Nepali notes on 7th Falgon 2016 for the first time. Gradually, bank develop their services in Nepal according to requirement of customers and to compete market so today we can transact via non cash elements : like Internet Banking, Credit Card, ATM Card and SMS banking etc. 1.3 Nepals ICT Background Nations worldwide have recognized development opportunities and challenges of the emerging information age characterized by Information and Communication Technologies (ICT). These technologies are driving national development efforts worldwide and a number of countries in both developing and the developed world are exploring ways of facilitating their development process through development, deployment and the exploitation of ICT within their economies and societies. Nepals journey into the world of information technology began some three decades back with the use of IBM 1401 for the population census, 1971. Royal Nepal Academy for Science and Technology (RONAST), for the first time, used the internet. Mercantile Private Limited started email services for commercial purpose in June 1994. In 1995 government purchased the machine for further data processing in the Bureau of Statistics and established a separate organization called Electronic Data Processing Center (EDPC) and after 6 years it converted to National Computer Center (NCC). Government has formed High Level Commission for Information Technology (HLCIT), which is playing the role of facilitator between private and public sector in the development of ICT in Nepal. 1.4 Introduction of Internet Banking Internet banking refers to systems that enable bank customers to access accounts and general information on bank products and services through a personal computer (PC) or other intelligent device. Internet banking products and services can include wholesale products for corporate customers as well as retail and fiduciary products for consumers. Ultimately, the products and services obtained through Internet banking may mirror products and services offered through other bank delivery channels. Some examples of wholesale products and services include: Cash management. Wire transfer. Automated clearinghouse (ACH) transactions. Bill presentment and payment. Examples of retail and fiduciary products and services include: Balance inquiry. Funds transfer. Downloading transaction information. Bill presentment and payment. Loan applications. Investment activity. Other value-added services. Other Internet banking services may include providing Internet access as an Internet Service Provider (ISP). The OCC has determined that a national bank subsidiary may provide home banking services through an Internet connection to the banks home banking system and, incidental to that service, may also provide Internet access to bank customers using that service. Historically, banks have used information systems technology to process checks (item processing), drive ATM machines (transaction processing), and produce reports (management information systems). In the past, the computer systems that made the information systems operate were rarely noticed by customers. Today, Web sites, electronic mail, and electronic bill presentment and payment systems are an important way for banks to reach their customers. 1.5 Statement of the Problem Establishing Internet Banking infrastructure has been a challenging task for the developing countries like Nepal. In the context of Nepal there are ample of problems in Internet Banking some of them are given below : Computer and Banking Literacy : In aggregate here is low level of IT literacy. Very few people are computer literate in Nepal and very few people understand banking system or banking process even educated people also there. Infrastructure Development : Though banks reach with their services in rural area ISP or NTC services is not available there for internet services and vice versa. Risk Management : In Nepal, Internet Banking is at its infancy right now. However, no Internet Banking frauds have been found yet. Lack of understanding of internet technology may be the reason. But precaution must be taken. In order to mitigate the risks associated with all e-banking businesses, banks should have in place a comprehensive risk management process that assesses risks, control risk exposure and monitors risks. Security : Security of a transaction, authenticity of a deal, identification of a customer etc are important technological and systems issues, which are major sources of concern to e-banking. Customers are afraid from online attack. Various online attacks are also available. 1.6 Objectives of the Study The main objectives of proposed research are to study, analyze and understand the Internet Banking of Nepal Bank Limited. Some of the other objectives are as follows : To identify the problems in existing Internet Banking services of Nepal Are public satisfy or not from Internet banking Services ? If not what will be the effective service delivery mechanism. To identify the prerequisites to get the Internet Banking services The research tell prerequisites to get Internet Banking services (for e.g. Computers, telephones, internet, customer should be account holder of bank) To examine the service delivery of different banks of Nepal The research includes various types of Internet Banking services provided by different banks to general public. 1.7 Scope of the Study The study will be mainly focused on three components of the study area : Social aspects : In social aspect the studied is focus on public participation according to their satisfaction, knowledge, beliefs, values etc. Technical aspects : This aspects is concerned with the technically how to develop system and technology used on projects. Economic aspects : In the economic analysis part, the study will focus on the possible areas of economic development by using this Internet Banking. 1.8 Limitation of the Study This research is the small effort for study and analyzing the Internet Banking services of Nepal which has limited time so it cannot focus on all areas and may not be able to explore many fields. This research work is done within limited time frame during the MBS dissertation. There are so many constraints while doing the work such as inadequate time, load shedding, and resources etc. To understand methodology of Internet Banking service is very difficult because banks only provide surface level of information because of their security concern. In spite of great effort, there are many limitations of this research work. The major limitations are as follows : In the field of E-banking, there are so many arenas like ATM, Tele Banking, Mobile Banking etc. but this research does not focus on all the e-banking services. Research works mainly focus on Internet Banking. Fund transfer is possible within the branch of bank. It means once cannot transfer amount from one bank to another bank. Banks have their own policy but there is no any standard policy for Internet Banking in Nepal. In the field of Internet Banking security is must but this research doe not cover all the aspects of security. General customers and corporate customers of Internet Banking system have same kinds of facilities. 1.9 Organization of the Study This study is organized and decorated in seven chapters. Each chapter and unit will be on a prescribed format of thesis writing to the partial fulfillment of MBS program. Each unit gives the clear picture or roadmap of the study. Chapter One This chapter deals with Introduction of The Study. In this chapter, separated unit for background, significances objective and limitation of the study has mentioned. Chapter Two This chapter focused Review of Literature. In this chapter, various relevant such as different books, journals, article and previous thesis mention has mentioned. Chapter Three Third chapter presented Research Methodology. In this chapter, research design, sources of the data, method of data collection and analysis has mentioned. Chapter Four This chapter deals with Analysis of Internet Banking. This chapter provides the different analysis like strength, weakness, opportunity, threat (SWOT) analysis and feasibility analysis of Internet banking. Chapter Five Fifth chapter deals with Internet Banking Security. Security in Internet Banking comprises both the computer and communication security. Therefore this chapter consist different security principles, cryptographic key management, RAID etc. Chapter Six This chapter focused on System Analysis and design to present the current Internet Banking system. This chapter provides requirement analysis, process modeling, data dictionary, hardware and software requirement to execute program. Chapter Seven Seventh chapter presented with Summary, Conclusions and Recommendation of the Study. 1.10 Research Design There are two types of research approaches qualitative and quantitative. In the quantitative approach results are based on numbers and statistics that are presented in figures, whereas in the qualitative approach where focus lies on describing an event with the use of words. This study is the result of qualitative research using comparative and analytical methods. The comparative research was conducted in two ways : Firstly, the comparison is carried out by investigating the availability of basic services of Internet Banking in different banks of Nepal. Secondly, the comparison is also carried out by investigating the different features offered by banking institutions in Nepal. For that purpose, reviews of website from banks are conducted. Thus to gain practical knowledge of Internet Banking in the Nepali context, this research is conducted as a qualitative study to explore the perception of Internet Banking among Nepali Banks. Hence, the aim is not to make any simplification but instead establish a closer contact with the objectives of prior research which intend to provide us a deeper understanding of the participants attitudes and perceptions. Finally my intention with this research is to understand Internet Banking first describe and explore, find and analysis detailed information about Internet banking services provided by different banks of Nepal so qualitative approach is the most suitable method for my research. 1.11 Source of Data Both primary as well as secondary data have been collected in order to achieve the real and factual result out of this research. All possible and useful data available have been collected. The major sources of data are as follows : a. Primary Source The primary data are collected from primary sources. The primary sources of data are the opinion survey through questionnaire, field visit and information received from the respondents. Some of the information was also collected from interview with the respondents. b. Secondary Data The secondary data are collected from secondary sources. The secondary sources of data are the information received from books, journals and article concerned with the study for example website of the Nepal Bank Limited, thesis and dissertation submitted at Shanker Dev Campus, Central Library T.U.

Muslim Women Essay -- Immigration Islam Essays Papers

Muslim Women When I chose the topic of Americanization of immigrant Muslim women, I think I expected a straightforward, easy to categorize, research project. On the contrary, what I found was surprisingly different. While I think of myself as a liberal, open-minded female, this project gave me a very new perspective on myself and many of my views as well. Muslim women living in the United States are quite honestly more diverse, more complex, more structured, more contemplative, and more culturally intuitive than I could have ever imagined in my limited experience and knowledge of them. The ‘Americanization’ I sought to illustrate turned out to resemble something closer to a religio-cultural tug-of-war than the predicted homogeneous transformation, or adaptation, to our Western society and religious orientation.   Ã‚  Ã‚  Ã‚  Ã‚  The women whose lives I read about (individually as well as in group studies) seemed without exception to be in a constant state of tension from numerous external and internal sources. The many token examples of varying degrees of Americanization- or in some cases, resistance to this phenomenon- included, but were not limited to, wanting to uphold traditional homeland customs and practices; asserting new freedoms to take on more responsibility in religious and political arenas; working to improve traditional inadequacies of U.S. mosques to better accommodate women of faith; the dilemma of appropriate dressing for religious and professional communities; challenging traditional and current marriage practices and the difficulties associated with them; and maybe most significantly, combating the general naivetà ©, or even outright discriminatory ignorance of Americans about Islam. Considering the fact that Islam is the fastest growing religion in the world (between n ew births and the increasing number of conversions), and the United States is arguably the most influential and powerful country in the world, the last of these examples must, and will, be given some extra attention at the end of this paper. Finding Balance Between Islamic Tradition and U.S. Culture   Ã‚  Ã‚  Ã‚  Ã‚  Although almost every source I consulted stressed the progressive nature of the Quran and its ability to adapt to changing society, I found that a main thrust of the American Muslim communities was best exemplified in a quote from Carol L. Anway, that women strive toward â€Å"b... ...usaf Ali.† 12-18. A.H. Jaffor Ullah, Ph.D, New Orleans,   Ã‚  Ã‚  Ã‚  Ã‚  Louisiana, 2001. . Anway, Carol L. â€Å"American Women Choosing Islam.† Muslims on the Americanization Path?   Ã‚  Ã‚  Ã‚  Ã‚  Ed. Yvonne Yazbeck Haddad and John L. Esposito. Oxford, NY: Oxford University   Ã‚  Ã‚  Ã‚  Ã‚  Press, 2000. 145-160. Aswad, Barbara. â€Å"Attitudes of Immigrant Women and Men in the Dearborn Area Toward   Ã‚  Ã‚  Ã‚  Ã‚  Women’s Employment and Welfare.† Muslim Communities in North America. Ed.   Ã‚  Ã‚  Ã‚  Ã‚  Yvonne Yazbeck Haddad and Jane Idleman Smith. Albany, NY: State University of   Ã‚  Ã‚  Ã‚  Ã‚  New York Press, 1994. 501-519. Hathout, Samer. â€Å"Challenges Facing American Muslim Women.†   Ã‚  Ã‚  Ã‚  Ã‚  http://www.islamfortoday.com/americanmuslimwomen.htm.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Hermansen, Marcia K. â€Å"Two-Way Acculteration: Muslim Women in America Between   Ã‚  Ã‚  Ã‚  Ã‚  Individual Choice (Liminality) and Community Affiliation (Communitas).† The Muslims   Ã‚  Ã‚  Ã‚  Ã‚  of America. Ed. Yvonne Yazbeck Haddad. Oxford, NY: Oxford University Press, 1991.   Ã‚  Ã‚  Ã‚  Ã‚  188-201. Smith, Jane I. â€Å"Women’s Issues in American Islam.† The Duncan Black MacDonald Center for   Ã‚  Ã‚  Ã‚  Ã‚  the Study of Islam and Christian-Muslim Relations. Hartford Seminary, Hartford CT,   Ã‚  Ã‚  Ã‚  Ã‚  2002. http://macdonald.hartsem.edu/smithart1.htm.

The Use of Humour in The Opposite Sex. :: English Literature

Discuss the use of humour in The Opposite Sex. The Opposite Sex is a small story, which although diminuitive in length, fits its' purpose well as a humourous short read. The use of language, the portrayal of certain images and the dexterous use of imagery in literary terms such as similies are all well within place in the story- all contributing to the laughable effect that it has upon its' readers. I believe that 'The Opposite Sex' is set and based on the times that the writer Laurie Lee had when he was a young boy. This helps to link the story into modern age circumstances, that although it has been a few years since Lee was a young boy, as proven in my Julius Caesar essay, human nature does not change. Therefore the reader finds it easier to relate to. The story is written very informally, rather like a 'chatty' style, this helps to create a better link between the writing and the reader themselves. This is shown in the very first line of 'The Opposite Sex'. Only six words in, the word 'sex'is used. To many this would be shocking, but also a small pointer in the direction of an exciting read. When Lee describes how his life was as open as a 'cucumber frame' and that sex to him was a 'constant force like the national grid', we begin to see his imaginative use of similies, which are used well by Lee to create good humourous effect. One of the funniest parts from the story follows, as Lee describes how he felt about sex, using lots of tricky similies and using the comparison between sex and a 'game of cricket'. 'After years of lazily inspecting the pitch, came when I was suddenly called to play'. This shows that Lee had been concious of sex for a long time, but his burst for it had only just emerged as he was 'called to play'. He then writes- 'There had of course, been early practice at the nets, some of it solitary..". I found this particular extraction from the story very humourous, as Lee is using such phallic symbols as these, which is paving the way for the reader to imagine what he's actually getting it, so therefore it would apply to everybody's sense of humour. Then he writes, '..the occasion arrived when I actually stood at the crease, bat in hand, ready to strip the willow'. I also found this particular part very amusing, as mentioned before, I can imagine what he's getting at here. It's a clever use of a set of phallic symbols which serve to take place of any crude language and also help to add