Strategic management accounting Assignment Example | Topics and Well Written Essays - 3000 words

Strategic management accounting - Assignment Example Furthermore, to increase the range of profitability, to ensure the resources, which are available, are used in the most required and desired way for the purpose of attaining and maintaining the short term and long term goals of the organisation, budgets are mostly used with this intention as well. After this part, a more critical discussion will be done on the traditional concept of standard costing. The uses and purposes of standard costing would be highlighted and discussed in the most appropriate way. The main purpose of standard costing is to provide a planned unit cost of a product. On the other hand, the main uses of standard costing are to provide a standard to measure the performance measurement, stock valuation, control and the establishment of selling price of different products. Standard cost is self-assumed and planned cost given to a product for the purpose of comparing it with the actual cost and cost price of the product. This actual and planned comparison of the cost and price is greatly required and used by the management. There are different uses offered and given by this comparison. The original and true efficiency and effectiveness of the organisations can easily be compared with the given set of the standard cost. This comparison would clearly highlight whether the required level of organisational short term and long term goals and objectives are achieved or the management has failed to achieve the required level of organisational objectives in the most required way and most required manner. There are different types of budgets: Zero based budgeting and activity based budgeting. Zero based budgeting is totally a new approach towards the understanding of the concept of budgeting. Traditionally, budgeting is made by adding some additional percentage to the previous year budgeting and implementing it in this added budget in the current year. But, this is not done as far as zero based budgeting is concerned. Here, the activity of budgeting gets started from scratch. Additionally, the budget maker is required to give and produce a statement authenticating the true and valid reasons and causes to justify any additions or to justify any reductions in the zero based budgeting. Also, it is very much expected of the budget manager to prioritise the entire set of activities by also providing and giving a reasonable explanation for prioritising any set of activities. On the other hand, activity based budgeting provides an additional source that can be used for the purpose of doing the activity of budgeting. In this budgeting, first certain targets are determined and highlighted. After determining the certain targets, then activities are highlighted and determined for the purpose of attaining and meeting those targets with the help of these activities. Afterwards, only those available and required resources are used that help and ensure the attainment of these targets. The activity based budgeting facilitates the identification of such opportunities that help to reduce cost and eliminate those factors that are wasteful. Activity based budgeting highlights and helps management to constantly pursue the areas that have improvements. Budget is defined as ‘a quantitative statement for a defined period of time,

The Holocaust Essay Example for Free

The Holocaust Essay Question: Explain how the experience of the Holocaust might affect the faith of a Jew. (7 marks) The Holocaust also known by Jews as Shoah was a tragic time in Jewish history whereby 6 million Jews were killed. The event poses deep questions about the nature of God, evil and reasons for suffering. Many Jews ask how and why God let this happen. The Shoah really tested many Jews believe in God. Judaism teaches God created everything. So therefore did God created evil? Surely God is all loving and therefore created evil for a purpose but what is it? The covenant relationship made between God and Abraham states that if Jews obey the mitzvoth and the 10 commandments and serve God, God will in return protect them and provide them with the Promised Land. Why did he not protect them here? Was the promise broken is what some Jews might say. Jews may question the existence of God as a result of the Holocaust. Where was God and why didnt he stop it? In this discussion the problem of evil arises. This states, How can an all loving and omnipotent God let suffering into the world? If God is omni benevolent (all good) why did he allow evil to happen? If God is omnipotent (all powerful) why didnt he stop it? Unfortunately there is no one right or wrong answer on this but individual Jews will carry their own opinions. Some Jews might as a result have lost all faith in God all together. Why wasnt he there at the time? Why did he not intervene in the matter, is what some Jews would say? They might now believe there is no God and use the Shoah as proof of their views. Therefore their faith in God may have been greatly weakened and broken by the event. On example of a Jew greatly affected by the Holocaust in a negative way is Elie Wiesel. He was deported to Auschwitz as a teenager and therefore suffered the traumatic time but came out as a survivor. In his book entitled Night he says boldly, For the survivors death is not the problem. We learned to live with the death. The problem is to adjust to life. His accounts of anger with God are among the most powerful to emerge from the Shoah. An extremely powerful line of his book is, Never shall I forget those moments which murdered by God and my soul and turned my dreams to dust. Elie Wiesel has lost all hope and positive thoughts about God which can be evidently seen through his writing. Despite the fact he is a survivor he does not feel lucky for this but questions why? On the other hand for some Jews their faith has been strengthened by the event of the Holocaust. They see now that God could not intervene in the matter and feel they have gained answers as a result of the Holocaust. God gave everyone free will and bad overpowered good. One example of a Jew who was affected in a positive way as a result of the Holocaust is Emil Fackenheim. He was a rabbi in Germany in the 1930s and spent a short time in a concentration camp. He wrote, As Jews we must continue to practise our faith. If we stop practising Judaism Hitler will have a victory from the grave.We have a service to the worldGods chosen people will survive and this will be a testimony of life over death, on behalf of all mankind. He approaches the event of the Holocaust in a very different way to Wiesel. He feels lucky for surviving the tragic event and sees it as a blessing from God that he was chosen to survive. He describes survivors as chosen people by God. Lastly the question of why God allowed evil and suffering is explored in the Bible in the book of Job where God took away everything from Job yet his faith remained strong. Why did God do this; either as a test of his faith or as punishment. Job kept his faith strong no matter what the reason. Jews may follow this as an example of how to behave. So therefore to conclude the faith of individual Jews has been affected in different ways by the Holocaust. Some have experience positively from the event and have increased faith in God whereas for others their faith has weakened as they question the presence of God at the time. Does the Holocaust go against what Judaism teaches about the role of God?

The Internet And Social Media

The Internet And Social Media Self-esteem is all about how a person views themselves. When a person has a healthy sense of self, they respect themselves and they possess the courage to try different experiences even if it means that they might fail. A positive sense of self is driven to make healthy decisions and does not search for negative influences to pattern after. Low self-esteem is the complete opposite; it entails feelings of loneliness and self-hate. Low self-esteem is a serious problem for many young people; they often feel that they are undesirable and not worthy of having long lasting friendships or love interest. These feelings are a normal part of adolescence but, children who have low self-esteem find that negative thoughts and feelings of self-loathing dont seem to disappear. A child who has a normal and healthy sense of self has the ability to overcome these feelings or find ways to cope with them. Children with low self-esteem often cant summons the energy to channel positive thoughts and feelin gs. To combat this problem, teens will search for things that will make them feel complete. According to (Bessie`re, Seay, Kiesler, 2007; Wan Chiou, 2006), feelings of inadequacy and meekness often leads young people to prolonged use of the Internet. Children with low self-esteem also feel that the important adults in their lives, constantly judge them on their performances in school and in other social situations. They feel a need for acceptance and love from their parents, peers and community. The Internet and Social media sites also provide children the opportunity to fill the void of despair by choosing negative and harmful role models to pattern themselves after. These role models become important to them, they feel a need to nurture them and allow them to grow. Many times, these characters are more important than actual face to face communication with peers and family. Internet addiction in this case is characterized as a child or young adult spending excessive amounts of time and energy on the internet or on social media sites. The child will often find himself visiting sites; posting pictures and communicating all day long, while neglecting their daily responsibilities and routines. Instead of having normal peer relationships and interactions, the child seeks; people to chat with on-line. Greenfield (1999) found that young people, who use chat-rooms in a marked degree, make up a large group of compulsive Internet users. For these participators, chat rooms and Social media sites become their primary outlet for interactions; relationship building and the fulfillment of social needs. These children often miss the opportunity to make friends in the real world because they start to believe that the people they meet on line can be trusted with personal information. Polls taken on students found that Seventy-two percent of school age range youth has adm itted to using internet chat rooms in excess on a daily basis. Young (1997) found that children lose out on peer interactions and academic opportunities due to compulsive internet use. Egger (1996), found eight prevalent indications of Internet addiction: 1. the child seems to overlook time spent when on line, 2. the child gets angry when he is asked to end Internet time. 3. The child steals time on the internet without parental permission, 4. The child exhibits a loss of interest in daily activities or relationships, 5. Child seems depressed and despondent when they are not on-line, 6. Child checks e-mails and Social Media accounts constantly, 7. The child seeks out friends on-line and forms new relationships and 8. The child uses chat identification names while off-line. A child can also find themselves developing addictive patterns like; checking media sites or entering chat rooms. On the Internet; a child who is normally shy and reserved, can create a whole new image and personality by joining on-line chat rooms. In a groundbreaking article, Rheingold (1996) argued that internet chat rooms and Social media sites are places that a child can act out a part in a role of their choosing. The child can create their own reality, while hiding behind a computer terminal. In these social media rooms, the child feels the freedom to re-create himself into the person he wishes to be. This gives the child the power to control his state of being. Instead of feeling powerless and non-existent, the child has the confidence that he never had before. On-line friendships in Social media sites become more important than actual relationships with family members and peers. This is why it is so easy for the child to become addicted to Social media; they seem to be a safe harbor for anyone who feels lonely and powerless. There are many popular sites that children use in order to chat with others; many times these sites condone sexually explicit behavior and messages. These sites have a large adolescent following; they offer the chance to chat with peers and create web pages that can be suggestive and inappropriate. Many children often feel free enough to explore their sexuality and desires without anyone knowing who they are. Arisoy and Davis (2009, 2001) states that despite the fact that overuse of Social media and Internet sites are seen as productive and gratifying to the user; it is actually an unhealthy way of coping with feelings of inadequacy. Facebook and MySpace are very popular Social media sites that teens with low self-esteem frequent. These sites are among the most popular social networking sites that children frequent today; with millions of teen followers (most under the age of 15). These sites allow the users to update their status as many times as they would like without fear of being reprimanded for inappropriate language or content. Lampe (2006) argued that the dominant reason why Social media sites exist is to bridge friends and family together; in spite of distance and time constraints. But what happens when these sites are abused by teens? These sites then become addictive and harmful to the user and can ultimately cause the child to perform poorly in school and in life. The allure to these sites seems to be the fact that children can create the self-image they always wanted to have. They can create an identity that mirrors the self-image they wish to have; while inviting the same peers who tease them to be friends with them. The child feels that the friends made on line are true and loyal. The child feels a sense of excitement and joy when their peers desire to view their page; this is seen as acceptance-even if the child is being deceptive. Children with self-image issues are given the platform to voice concerns and maybe turn the tables on awkward situations. Many children will hide behind Social media sites in order to empower themselves-sometimes in negative ways. Another effect that the internet has on self-esteem is cyber bullying. Cyber bullying entails using the internet or other electronic devises to harass or intimidate another person. Cyber bullying occurs when a child or group of children flood the internet or other electronic devises with negative images; slurs or rumors about fellow classmates of peers. Analysis establishes that cyber bullying causes both boys and girls feelings of exasperation, sadness, and desperation. Girls tend to respond with discontent but boys are preoccupied with feelings of possible revenge and score settling by the bully. This negative behavior has become a national problem; it is among the leading cause of teen suicide and school violence. Cyber bullies have many excuses as to why they harass their peers. Some say that they do it to get back at them for some wrong doing; another cyber bully says they did it because the class mate dressed and acted differently from other students. Children who have low self -esteem and are bullied feel unsafe in their surroundings. They feel that wherever they are, they can be touched by vicious and unfounded rumors on the Internet or physically harmed by the people who started the rumors. Children in this situation may feel too intimidated to tell a parent, family member or community leader. There is an unspoken rule that children in schools across the country follow; the no snitching or tattling rule. It often does not matter if the child is threatened or harmed in front of hundreds of their peers, that child feels that they cant tell. If they are brave enough to tell, the child will most certainly face retaliation and social humiliation by not only the bully but their friends also. These feelings of helplessness and confusion often lead the victim to either take their own life or the lives of the bully or other innocent people. Kessel (2012) stated that many victims of cyber bullying dealt with feelings of emotional distress; these feelings lead to depression, self-mutilation and or suicide. Pedophilia and predatory stalkers are also contributors to self-esteem and the Internet. In this case, children are preyed on while on certain Social media sites with the assumption that they are reaching out to young people their own age; but police reports and news articles paint a different picture. In the last few years; reports have invaded the news about the dangers of frequenting sites that have a large youth following. Pedophiles and stalkers prey on the young and naÃÆ'Â ¯ve; they use and contact children through their social media pages with false identities and backgrounds. The perpetrator is only chatting with the child in order to gain their trust and to acquire their personal information. After the offender gains that childs trust; they offer to meet them face to face with the promise of sex, drugs or some type of adventure. Often; these children are found sexually abused, psychologically scared or even worse- deceased. According to Melody (2007), in standard, there ar e three elements of staking: 1. there has to be a continuous sequence of unwanted behavior displayed by the stalker to the victim; 2. The stalker has to have made a threat toward the victim; 3. The victim has to have experienced a sense of uneasiness or danger as a result of the stalker. Recently, Facebook and other sites have promised to clean up its content by going in and deleting the member pages that contain explicit and suggestive language and content. They also vowed to delete the pages of children who post personal information such as; phone numbers, addresses and names of schools. Facebook and other sites only agreed to do this after a group of angry parents and educators called attention to the threat against our youth. Spitzberg and Hoobler (2002) argued that with the influx of Social media sites and other forms of technology, stalkers and pedophiles have better access to their victims. It is imperative that parents become active participants in spreading the word about the dangers of excessive internet use. Another link to self-esteem and internet use is negative body image. Teens are often ambushed with some type of media which includes circulars, videos, radio and Internet sites. Many young people and teens spend large amounts of time searching on fashion sites for the latest trend and fad diet. Children can spend hours in their rooms on various sites researching pictures of the perfect nose; eyes; stomach and behind. Many times these images are photo shopped and doctored to be flawless; the children feel that these images are real and should be aspired to. Young people with low self-esteem feel that their bodies are ugly and flawed so they are in search of what will make them feel whole. Many young women find themselves eager to have reconstructive surgeries done on their bodies due to these feelings. The Internet fuels these feelings of self-hate by encouraging young women and sometimes boys to fixate on images and celebrities body parts that they deem as attainable. The more these images are downloaded; more time consuming it becomes for the adolescent; this causes them to loose themselves in a world of unhealthy and detrimental thoughts. This time could be better spent interacting with peers and forming; lasting relationships outside of the home. Park (2005) suggests that the issues teens face with body image has taken an upturn with the surge in popularity of the Internet and Social media sites. There are many strategies parents can use in order to build higher self-esteem in children: parents need to create an open dialogue with children about their feelings and social interactions. Children who are disheartened feel that they have little chance to be successful in life. By opening the lines of communication; the child can express emotions and work out any aggression they might feel. This also gives the parent a better understanding on how to help the child through difficult times. Adults should show genuine care and concern toward the child and their particular issues; this will break down the wall of uncertainty and lack of trust between parent and child. Children can feel betrayed and angry when they sense that the parent is humoring them or being condescending; these feelings might lead the child to mistrust the parent and shut down. These assumptions could also lead the child to feel that their parents dont have their best interest at heart. To ensure that the child is not made to feel embarrassed or shunned, parents should think before they engage in an open dialogue. It is a good idea that parents establish an environment of optimism and concern about life and its ups and downs; be honest enough to tell them that we all face disappointments and hardships but stress the importance of not giving up. Have faith in the child/young person and display it- let the child know that they make a difference in the world. Dispense praise and positive assessment; chil dren feel their self-worth is contingent on how their peers view of them. To help reassure the child a parent can acknowledge when they attempt a hard task then, praise them for having had the courage to try. Learn to acknowledge what a child is feeling by asking them to identify their feelings. Parents of young children can even have a feelings chart hung in sight; with the proper title under each emotion. When the young child cant express their emotion in words, they can point to an emotion that best describes them. This will give the child the assurance that they are heard and understood by the parent while the parent teaches the names of the emotions and the best ways child how to handle them. Parents should also try to focus on the positive actions of the child instead of the negative ones so the child will feel confident and empowered instead of degraded and singled-out. Children love to imitate or follow after adults so it is important to allow children to see you take chances and step outside the norm. This action sends a clear message to the child; If I am brave enough to try, you can do it also. Encourage your child to use the creativity they possess; if they like to draw or paint, enroll them in an art class and participate. Lastly; trust that your child can handle making their own decisions; start with small issues then work up to large ones but keep the lines of communicati on open. For example; allow the child to choose their wardrobe for school. If there are questionable choices made, use that situation to positively discuss it. As time goes on, both sides will learn to compromise and talk out larger issues. Parents can also get children involved in activities away from home and the computer. Engaging in physical activity helps to stimulate the mind; build muscles and allows opportunities for positive social interactions. There are many strategies parents can use in order to combat excessive Internet usage in children. 1. Parents need to inform themselves about the internet and chat rooms; parents are not aware that their children are addicted to the internet because they know so little about it. Parents should ask their children to help them navigate through some of the social media sites. Allow them to assume the role of teacher while the parent praises them of their knowledge and understanding of the sites. This will make the child feel easier about sharing this information and create an opening for questions and answers. 2. Take a computer literacy class. If parents are not comfortable with asking their child to show them how to navigate the web, they can sign up for free classes. Places like the public library and community centers offer free or reduced priced classes that will teach the basics of computer usage. 3. Computers should reside in an open space in the home. This way; the child will not lock himself away in a room or spend enormous hours surfing unknown and unsafe sites. If the entire family has access to the computer, the child does not have the privacy to sneak away and use the computer inappropriately. 4. Adults also need to monitor childrens use of the internet. The child should not spend more than two hours a day on the Internet with each hour broken into half an hour intervals. By allowing children to use the internet in intervals, we give them an opportunity to explore other talents and interests that might not be utilized while on-line. 5. Parents should become detectives. Parents can log on and create their own page in a site that a child frequents; this way the parent will find out the types of conversations that takes place. Some may find this as intrusive but in some cases; it has to be done to save a childs life. 6. When choosing data plans for cell phones or other devises, limit the time and sites that the child can visit. There are many applications that can be downloaded on the phone to ensure the safety of youth and teens. Technology can be wonderful and beneficial if we learn to use it properly. In an effort to combat cyber bullying and online harassment it is a good idea to get teachers and school administrators involved. Some students are more comfortable confiding in teachers or counselors about cyber bullying rather than talking to their parents. They may feel that the teacher has a better understanding of these issues because they understand teens better. While in school, teachers should: 1. Discuss Internet safety and proper usage of cell phones and other devises. 2. Facilitate open dialogues in class about the dangers and warning signs if cyber bullying. 3. Give students the strategies to combat cyber bullying like; reporting it right away and keep personal business and information off the Internet. 4. Lastly, make an effort to let the student know that you are available to assist them with the issue. Parents can also turn to churches for seminars and small group discussions about self-esteem and internet use. Parents can play a role in self-esteem building by treating the child with respect and love, seriously listening to their views and opinions. Most importantly, parents have to remember that self-esteem is paramount in every childs development. When the child sees that this issue is important to you; they will take notice and start talk about their concerns. Now that we have identified the link between internet addiction and self-esteem, parents must be proactive and get involved with their children and their activities. Parents have to be able to recognize the signs of low self-esteem and be ready to help the child cope with their feelings. Parents have to be the childs first resource when their feelings and emotions seem to go awry. In order to be this resource, they have to become familiar with various strategies and plans that will aid the child. Parents should be prepared to notice the signs of low self-esteem and be willing to seek outside help. The Internet and other technologies have indeed changed our lives in meaningful and substantial ways; this why we have to help our children understand and assume the responsibilities of it.

For Whom The Bell Tolls :: essays research papers

Part II The title For Whom the Bell Tolls symbolizes the uncertainty of life and destiny, where the main character in this story finds himself in a series of unpredictable situations that are beyond his control. The only certain event in life is death and knowing that this may happen to anyone at any time, renders the protagonist powerless against destiny, which he approaches with a fatalistic disposition. Part III For Whom the Bell Tolls takes place in Spain, during the bloody civil war, between the years of 1938 and 1942. It unravels among people who live in the rural mountain areas of Spain. They were forced to kill others in order to survive and to defend their country from fascist. The environment where the actions unfolds are the roughed mountains. A lot of killing takes place in this story. It certainly was a time of fear and desperation. Many heroic military deeds are depicted here: Robert Jordan and his group of internationalists sabotaged bridges, trains and building. Lots of peasants are starved, tortured and killed, and many children were left orphaned. Part IV 1 "He lay flat on the brown, pine-needle floor of the forest, his chin on his folded arms, and high overhead the wind blew in the tops of the pine tree"(p.1) 2 "He crosses the stream, picked a double handful, washed the muddy roots clean in the current and then sat down again beside his pack and ate the clean, cool green leaves and the crisp, peppery-tasting stalks"(p.12) 3 "Robert Jordan breathed deeply of the clear night air of the mountains that smelled of the pines and of the dew grass in the meadow by the stream. Dew had fallen heavily sin the wind had dropped."(p.64) 4 "Now the morning was late May, the sky was high and clear and the wind blew warm on Robert Jordan’s shoulders."(p.311) 5 "Then he heard the far-off, distant throbbing and, looking up, he saw the planes"(p.329) 6 " Sweeeish-crack-boom! It came, the swishing like the noise of a rocket and there was another up-pulsing of dirt and smoke farther up the hillside"(p.494) 7 "The others came behind him and Robert Jordan saw them crossing the road and slamming on up the green slope and heard the machine gun hammer at the bridge"(p.505) 8 "He looked very carefully around the withers of the dead horse and there was a quick hammering of firing from behind a boulder well down the slope and he heard the bullets from the submachine gun thud into the horse"(p.

Education and Gender Equality

Gender Inequality and Education World Health Organization defines gender inequality as ’the difference between men and women which systematically empowers one group to detriment of the other. ’1 For an example, throughout in world, women have lower cash income on average than men. Gender values and norms can give rise to gender inequalities which when combined with gender differences give rise to inequalities between men and women in access to education. For example a girl or woman is unable to access the education because the norms in her community prevent her from doing so.Another example from developing countries can be that, children are unable to get education as they need to work hard to support the family, as accessing food and money is their major priority, for living may be. The given table of education presents the percentage ratios of variables like; literacy rates, participation to pre-primary, primary and secondary school participation in between male and f emale and access to internet and mobile phones per hundred population, in different countries and regions.Generally speaking we observe that the percentage ratio in accessing education is higher among developed countries as compared to developing countries. But we also observe strikingly high difference of education-participation among developing countries when we take a look at them, especially developing countries from the South-East Region. For example Sri Lanka and Maldives come up with very high education-participation ratio which is extra-ordinary.And I have discussed it in one of group-mate discussion post that Sri Lanka is a country where Education is given one of higher priority and facilitated free of cost by the government from the pre-primary level up-to university level. Maldives is a rich and well established state and the education is on top priority by the government which makes it easily and highly accessible to everyone.Talking about access to internet and mobile p hone per hundred population, a surprising fact comes up that the users of these devices are higher in rich and developed countries but especially the countries in European region, for example Finland, Croatia, Germany, Italy, etc. But we also observe that the use of mobile phone is very much higher if compare them with internet usage. The main reason can be the very easy and lower cost of access to mobile phones everywhere as it is one of the most useable devices for social-communication in the world.On the other hand, accessing to internet is not always easy and available in all parts within a country, especially in rural areas and it can be very expensive to afford sometimes. If I talk about my country, Pakistan, being the second largest Muslim country after Indonesia, gender inequality in education still exists despite the Noble Quran’s spirit of â€Å"Iqra† (Read/Study). The main reasons for holding back gender equality of education are gender discrimination, early marriage and pregnancy, cultural stereotypes, etc.As a conclusion I believe achieving education for all requires a truly global commitment. A lot of work needs to be done in this aspect and to make complete the goals of the United Nations’ Millennium Development Program for achieving universal primary education, promotion gender equality and empowering women. Reference: World Health Organization: Why Gender and Health. Available at: http://www. who. int/gender/genderandhealth/en/index. html

Charlotte’s Web

Charlotte’s Web tells a tale about the miracle of an ordinary pig. It is a narrative that embraces the values of friendship and loyalty. These values are communicated through the element of fantasy and through the eyes of a child. In this way, the audience looks deep within themselves to be able to capture its true essence. In this film, animals are given the ability to speak our language and rationalize in situations they may encounter.With that, they communicate to us that in some way animals and humans think, act, and feel the same. This heartfelt film begins with an interesting encounter of Fern, juvenile yet strong-willed lass, and Wilbur, some radiant and terrific pig. This touching beginning did not fail to get our attention and absorb ourselves to the series of events that follow. In that moment, Fern saves Wilbur from death and takes the responsibility of taking care of him. Fern demonstrates to us Justice.She tells us that Justice is what every being deserves despite appearance, ability, and any other traits. Moreover, Fern symbolized equality. After the Arable’s residence, let us recollect on the events when Wilbur was moved to the barn. I would say the barn may be associated to our society. It is the place where stereotypes are formed and where the foundation of friendship is observed. For instance, the other animals inside the barn judges Charlotte, a spider, based on her looks. They see her scary and intimidating.On the other hand, Wilbur takes the time to know Charlotte and eventually watch their friendship blossom. Through Charlotte’s guidance, we see Wilbur’s personality and knowledge progress. Her character in this account is very important. She serves as the instrument to open ourselves to miracles; miracles that are brought by friendship. I focused on the points: Friendship and Youth communicated by the characters of Fern, Wilbur, and Charlotte. Fern and Wilbur were the images of Youth that flaunt a free-spirited attitude and innocence.They react to certain situations based on their feelings as they seem to look at things in its simplest way. While Charlotte, exhibits the foundation of Friendship. It is Loyalty. She showed her dedication and willingness to spare Wilbur’s life even during the darkest hour of her days. I guess it is healthy to think as a child once in a while and see the essence of the little things through the simplest ways. To be able to savour the sweetness of youth and friendship. Charlotte’s Web Charlotte web the novel is a warm-hearted, classic children's novel. The center theme of the novel is about on true friendship and loyalty. The movie, although released in 2006, the proved to be true to the memorable and popular book. The story in the novel as well in the movie remains the same. But the main difference between reading the novel against watching the movie is, movie will eliminate the imagination of the landscape or the character and it will convert it into the beautiful manner.The feeling is stronger in the movie, which will impact to the children directly. The setting in the movie that has been shown is realistic and features a landscape that is recognizable to children. Charlotte web is a story of about a friendship. The novel which takes place mainly at the farm. The book as well as the movie has also begun with Fern and her father where Fern preventing her father from killing pig. The scene it self in the movie shows love of for the animal and children would more identify the meaning of the scene. Charlotte web follows a friendship from its beginning to its end, from all the steps in between.In novel Wilbur and Fern's friendship, or Wilbur and Charlotte friendship, and trace the way it grows and changes over the course of the story. The Charlotte web is reflects many of the quality such as power of helping others, reflection on friendship, love for any living creature etc. In the movie, when Fern takes too much take care of Wilbur her family sent Wilbur to the Uncle homer's barn. Even in that Fern frequently visited Wilbur. Wilbur was not thrilled to be in the new barn and felt like stranger. But in the mean time Wilbur had friend with Charlotte, a grey spider.In the movie the work of the spider shown beautifully, by cleverly working and weaving words like ‘TERRIFIC',RADIANT' in her web in an effort to describe Wilbur. In the book children would never understood how the words appeared in the spider's web. There were small differences a s well between novel and movies. In the book there were no mention of a particular setting while in the movie there were a specific setting created like Somerset County. Another difference at the beginning of the movie was when Fern sneaked Wilbur in her shirt and then took him to school.The screenwriters also gave some of the minor characters changes like they included a horse named Eke, who is not present in the book. His purpose in the film is often for humor and to get a laugh. These minor differences makes watching the movie more enjoyable than novel. The film version of the Charlotte web is entertaining because of the good screenplay and visual effects. Children would feel more connected to the film because of the excellent visual effects, landscape, animal talking and much of the added humor in the film. Children would easily connected to the film and identify the meaning of story from the film. Charlotte’s Web Ravdeep Singh EAC273 Prof: Priti Sharma 6 October 2012 Maternal Love A love that a mother can give to a child is something what is priceless. A mother is always helpful and supportive to her child in every stage of a child life like the Charlotte’s and Fern’s love for Wilbur. She build from her baby from her birth to an infant, childhood and then to adulthood. She also built the child’s confidence and encourages what the child wants to do in their life. She develops a child to be mature enough so that the child can stand in front of the world. The flame of ‘maternal love’ can be easily seen in ‘Charlotte’s Web’.A mother cannot be the only one who gives birth to the child but she can be the one who takes care of a child and raise him/her up. She always holds the child hands at ever different stages of the child’s life from her childhood, to the adulthood, and even at the old age. A child will always remain a child for their parents. A mother will first feed her child and then have her food. â€Å"But Fern couldn’t eat until her pig had had a drink of milk† (White 5). Fern too was a child but she takes care of Wilbur like a mother that shows us the maternal love of Fern.From the time she took responsibilities of Wilbur; she feeds Wilbur two times a day by her own hands and she also teaches Wilbur how to suck milk from the bottle just as mother do with the child. â€Å"But I am going to save you, and I want you to quiet down immediately† (White 51). This phrase describe Charlotte’s maternal love for Wilbur as Charlotte promise Wilbur to help him from being killed and live his life happily. Charlotte stops him from crying in the way a mother would stop her child when he/she is crying or might be fighting for life. A mother loves his child more than anything in the same way as â€Å"Fern loved Wilbur more than anything.She loved to stroke him, to feed him, to put him to bedâ₠¬  (White 8). This phrase explains the mother love and care for her child. â€Å"Won’t he be cold at night? † (9), â€Å"It relieved her mind to know that her baby would sleep covered up, and would stay warm† (9). Fern as a mother is protective and careful mother. She wants to make Wilbur comfortable and protect him from the cold night. This shows passionate love of a mother. â€Å"Sometimes, on these journeys, Wilbur would get tired, and fern would pick him up and put him in the carriage alongside the doll† (White 10), â€Å"Fern come almost every day to visit him. † (15). hese above phrases also describe the undying love of a mother. A mother takes care of a child when he/she is not comfortable walking, sleeping, and eating. When a child is away from her mother like a child is send to his hostel and mother wants to go and see whether his child is in a safe way. Charlotte helps Wilbur to build confidence in him. ‘Run around! † command ed Charlotte. â€Å"I want to see you in action, to see if you are radiant† (White 100). A mother’s feeling came into action as she was motivating and helping trying to show how radiant he was. Charlotte even boosts his energy by saying â€Å"Now back again, faster! † (White100).Wilbur obeyed what Charlotte was saying; in the same way as a child would obey to his parents. â€Å"I shall go too,† she said, softly. â€Å"I have decided to go with Wilbur. He may need me. We can’t tell what may happen at the Fair Grounds† (White 122). Charlotte gets agree to go with Wilbur because she does not that Wilbur should get scared and lose his confidence looking at many people around him. Charlotte’s was worried so she goes with Wilbur that would not make him feel alone and helpless. â€Å"It means I’m showing up feeling my age. I’m not young any more, Wilbur. But I don’t want you to worry about me. This is your big day today † (White 146).Charlotte at her old and ending age of her life still was encouraging Wilbur and is giving confident to him. A mother will act in a way as Charlotte’s acted at her end stage of her life. In a nutshell, â€Å"E. B. White† showing and expressing different themes in â€Å"Charlotte’s Web† book but â€Å"maternal love† and characters of Charlotte and Fern have impressed me a lot. It shows me how a mother takes care of her child fern raised Wilbur at his childhood, and how Charlotte was supportive to Wilbur throughout the time they met. So as it is said â€Å"Love of a mother is priceless†. Work Cited E. B. White. (1952). Charlotte's Web. New York: HarperCollins.

Hurricane Etymology

Hurricane Etymology Unlike most words that Spanish and English share because of their shared history with Latin, hurricane came to English directly from Spanish, where it is currently spelled huracn. But Spanish explorers and conquerers first picked up the word from Taino, an Arawak language from the Caribbean. According to most authorities, the Taino word huracan meant simply storm, although some less reliable sources indicate that it also referred to a storm god or an evil spirit. This word was a natural one for the Spanish explorers and conquerors to pick up from the indigenous population, since winds as strong as the hurricanes of the Caribbean were an unusual weather phenomenon for them. Use of ‘Hurricane’ and Huracn The fact that the Spaniards introduced the word to the English language is the reason that our word hurricane generally refers to tropical cyclones that have their origin in the Caribbean or Atlantic. When the same type of storm has its origin in the Pacific, it is known as a typhoon (originally a Greek word), or  tifà ³n  in Spanish. There is a slight difference in the way the storms are categorized in the languages, however. In Spanish, a  tifà ³n  generally is considered to be a  huracn  that forms in the Pacific, while in English hurricane and typhoon are considered to be separate types of storms, even though the only difference is where they form. In both languages, the word can be used to refer figuratively to anything that is powerful and causes turmoil. In Spanish,  huracn  can also be used to refer to a particularly impetuous person. At the time the Spanish language adopted this word, the h was pronounced (it is silent now) and was sometimes used interchangeably with f. So the same word in Portuguese became furaco, and in the late 1500s the English word was sometimes spelled forcane. Numerous other spellings were used until the word was firmly established at the end of the 16th century; Shakespeare used the spelling of hurricano to refer to a waterspout. The word huracn is not capitalized  when referring to named storms. It is used as in this sentence: El huracn Ana trajo lluvias intensas. (Hurricane Ana brought heavy rains.) Other Spanish Weather Terms in English Hurricane isnt the only Spanish weather term that has found its way into English. The most common of them, tornado, is especially interesting because of the way the two languages played off each other. The Strange Story of ‘Tornado’ and Tornado Although English got its word tornado from Spanish, Spanish surprisingly got its word tornado from English. Thats because the Spanish word that English borrowed wasnt tornado but tronada, a word for a thunderstorm. As is common in etymology, words often change form when imported into another language. According to the Online Etymology Dictionary, the change of -ro- to -or- was influenced by the spelling of tornar, a Spanish verb meaning to turn. Although tornado in English originally referred to various types of whirlwinds or rotary storms, including hurricanes, in the United States the word eventually came to refer primarily to a type of funneled windstorm common in the U.S. Midwest. In modern Spanish, tornado, borrowed from English, can still refer to various kinds of storms and whirlwinds, including hurricanes. A windstorm on the scale of a tornado, or smaller such as a whirlwind, can also be called a torbellino. Derecho Another type of storm phenomenon is known as a derecho, a direct borrowing of the Spanish derecho, which can, confusingly to foreigners, mean either right (as an adjective) or straight. In this context, it is the second meaning that matters. A derecho refers to a cluster of thunderstorms that travels in a straight line and is capable of causing great destruction. According to the Online Etymology Dictionary, Gustavus Hinrichs of the Iowa Weather Service started using the term in the late 1800s to avoid confusing a certain type of storm system with tornadoes. Key Takeaways The English word hurricane started out as an indigenous Caribbean terms that was adopted into Spanish and then spread to English via Spanish explorers and conquerors.Because the word hurricane came from the Caribbean, a different term is used for the same type of storm when occurring in the Pacific Ocean.The weather terms tornado and derecho also come from Spanish.

Suspended Compounds in English Grammar

Suspended Compounds in English Grammar In English grammar, a suspended compound is a set of compound nouns or compound adjectives in which an element common to all members is not repeated. Also called suspensive hyphenation. A hyphen and a space follow the first element of a suspended compound. (A hyphen with a space after it is called a hanging hyphen.) Examples and Observations The festival starts with a parade, followed by the crowning of Little Miss Catfish, who is chosen by drawing a name from among the five- and six-year-old catfish princesses. (Bob Rashid, Gone Fishing. University of Wisconsin Press, 1999)The difference between the pre- and post-test scores is the so-called learning gain.More injuries are caused by falls from a three- or four-foot height than by falls from tall extension ladders.More than half of three- and four-year-old children in the U.S. attend preschool.Several arguments support the idea that there is a fundamental difference between short- and long-term memory.At the Paperback Exchange, books of all kinds can be exchanged for first- and second-hand books in English.Cyrus McCormick, the head of International Harvester, typified nineteenth- and twentieth-century industrialists understanding of manliness.​ Stylistic Advice: Suspended Compounds Do not use suspended compound adjectives unless space is limited. In a suspended compound adjective, part of the adjective is separated from the rest of the adjective, such as first- in first- and second-generation computers. If you must use suspended compound adjectives, include a hyphen with both adjectives. Avoid forming suspended compound adjectives from one-word adjectives. (Microsoft Manual of Style, 4th ed. Microsoft Press, 2012) Suspended compounds of the form water-based and -soluble paint are licit but likely to confuse readers; substitute water-based and water-soluble paint. (Amy Einsohn, The Copyeditors Handbook. University of California Press, 2000) Also See CompoundingCompound WordsSay Good-bye to the Hyphen

Acid Rain Essay Example for Free (#3)

Acid Rain Essay Essay Topic: Acid rain , SO2 Choose cite format: APA MLA Harvard Chicago ASA IEEE AMA company About StudyMoose Contact Careers Help Center Donate a Paper Legal Terms & Conditions Privacy Policy Complaints ? Acid Rain is rain, snow or fog that is polluted by acid in the atmosphere and damages the environment. When fossil fuels are burned they release mostly CO2, but they also release two harmful gases, sulphur dioxide and various nitrogen oxides. The sulphur dioxide, SO2, comes from the sulphur impurities in the fossil fuels. However, the nitrogen oxides are created from a reaction between the nitrogen and the oxygen in the air, caused by the heat of the burning. When these gases mix with clouds they form dilute sulphuric acid and dilute nitric acid. Cars and power stations are the main causes of Acid Rain. Acid Rain has effects on plants, soil and even buildings. The acid reacts with the limestone and then the limestone begins to erode. From previous knowledge, I know that limestone has the chemical formula CaCO3. Limestone, chalk and marble are all calcium carbonate. When an acid reacts with a metal carbonate (such as calcium carbonate) the fizzing shows that a gas is produced. That gas is carbon dioxide, CO2. Adding hydrochloric acid to a rock sample is one of the tests for a carbonate rock, like marble, chalk or limestone. It is also why these rocks are greatly affected by acid rain. The word equation is for this reaction between calcium carbonate and hydrochloric acid is: Calcium carbonate + hydrochloric acid –> calcium chloride + carbon dioxide + water The chemical formulae for this reaction between calcium carbonate and hydrochloric acid is: CaCO? + 2HCL –> CaCL2 + CO2 + H2O The rate of reaction can be calculated by measuring amount of Carbon dioxide gas that is obtained by the syringe. There were various types of apparatus which I included: Goggles Syringe Stop clock Measuring cylinder Spatula Hydrochloric Acid Marble-Powder and Chip Boiling tube Bung Preliminary experiment. Before actually beginning my investigation, I will firstly carry out a preliminary investigation. This will help me to see the improvements that I can make after the experiment. I will be able to see possible downfalls and failures in my method, work out appropriate quantities of chemicals to use and generally improve the quality of the final experiment. Below is the set up apparatus that I will use for the preliminary experiment and the actual experiment: The preliminary experiment is performed so that I can predict the volume of acid, the mass of the chip and powder and the length of time that I will be timing for. 1. Firstly, I set up the apparatus. 2. I will specify a curtain mass of marble using a balance and I will place it into the boiling tube. 3. Then, I will measure a quantity of acid and quickly add it to the boiling tube whilst after quickly placing the bung onto the top of the tube. 4. I will record the amount of CO2 gas which is given off, every curtain amount of time. This will produce a rate of reaction. For many experiments the rate of reaction can be changed by altering curtain variables. For this reaction there is no catalyst, therefore we cannot alter this variable. However there are three main variables that could be changed: Temperature of the acid – this would be varied by starting off with the acid at room temperature (around 24i C) and then using acid with temperatures of 30i C, 40i C and 50i C. Concentration of the acid – the concentration would be varied three times, using hydrochloric acid with concentrations of 0. 5M, 1M and 2M. Surface area of the calcium carbonate – the surface area would be varied by using different sizes of calcium carbonate. I will predict that the 2m acid and the powder will be the fastest reaction as the acid is more compact with acid particles in the same volume of water. This helps more successful collisions take place between the particles. The more collisions there are the increased rate of reaction. I found out that I should use 1 gram of mass for the chip and powder marble and 30cmi of acid. This is because the reaction is not too fast or slow. I can get an acceptable number of results recorded. I will be using three different concentrations of acid, 0. 5m, 1m and 2m. (m=molar) The time I will be using will be starting at when the syringe starts to move up to 180 seconds. I will be keeping the amount of acid the same and the mass of the marble so that I conduct a fair test. The temperature was kept at 24i C-25i C. Results 0. 5m with chip 0. 5m with powder Mass of chip = 1. 0g Mass of powder = 1. 0g Time (s) Volume (cmi ) 10 2 20 4 30 5 40 6 50 7 60 8 70 9 80 16 90 17 100 18 110 20 120 21 130 22 140 24 150 25 160 26 170 27 180 31 Volume of acid = 30cmi Volume of acid = 30cmi Time (s) Volume (cmi ) 10 14 20 17 30 19 40 20 50 22 60 23 70 23 80 25 90 29 100 34 110 35 120 37 130 38 140 38 150 38 160 39 170 40 180 40 1 m with chip 1 m with powder Mass of chip = 1. 0g Mass of powder = 1. 0g Volume of acid = 30cmi Volume of acid = 30cmi Time (s) Volume (cmi ) 10 21 20 30 30 36 40 38 50 39 60 31 70 42 80 43 90 43 10 44 110 44 120 44 130 44 140 44 150 44 160 44 170 44 180 44 Time (s) Volume (cmi ) 10 4 20 5 30 6 40 9 50 12 60 15 70 18 80 21 90 24 10 27 110 31 120 34 130 37 140 40 150 44 160 47 170 50 180 52. 2 m with chip 2 m with powder Mass of chip = 1. 0g Mass of powder = 1. 0g Volume of acid = 30cmi Volume of acid = 30cmi Time (s) Volume (cmi ) 10 5 20 9 30 13 40 16 50 22 60 26 70 33 80 36 90 46 10 46 110 46 120 51 130 54 140 57 150 57 160 57 170 57 180 57 Time (s) Volume (cmi ) 10 0-60 20 † 30 † 40 † 50 † 60 † 70 † 80 † 90 † 10 † 110 † 120 † 130 † 140 † 150 † 160 † 170 † 180 † Conclusion. After completing my experiment my results show me that as the concentration of the acid is increased, the reaction takes place faster and more gas is produced in a shorter space of time. Due to this I found that the 2M hydrochloric acid (the strongest concentration of acid I used) produced the most gas in the shortest time. The 0. 5M hydrochloric acid (the weakest concentration of acid I used) produced the least amount of gas in the longest time period. I can clearly see from the graph that the 2M hydrochloric acid gave the fastest reaction and produced the most gas in the shortest space of time, because the gradient of the curve is the steepest and goes far higher than the other curves showing that a larger amount of gas was produced because the ‘gas produced’ axis is the ‘y’ axis. The fact that the 2M acid had the steepest curve shows that the reaction was fastest because a large amount of gas was produced (high on the y axis) and in a short space of time (short on the x axis). This will give a steep gradient on the graph. The 0. 5M hydrochloric acid gave almost the opposite curve when the results were placed on a graph. Not much gas was produced in a long space of time and so the slope was very gentle and low on the graph. The 2M hydrochloric acid produced the most gas in the shortest amount of time and was generally a quicker reaction due to its significant difference in particle arrangement compared to the 0.5M and 1M hydrochloric acid. The more concentrated 2M hydrochloric acid has more acid particles in the same volume compared to the 1M and 0. 5M acid. This means there are more available acid particles to react with the calcium carbonate. The reaction will be quicker when using the 2M acid because there are more particles available to react with. The calcium carbonate particles can react with more acid particles quickly as they are easily accessible, whereas in the 0. 5M acid, there are few acid particles in a volume and so some calcium carbonate particles will have no acid particles to react with, causing the reaction to be slow and uneventful. All reactions will only occur if there is enough energy to make it happen. This minimum energy is known as activation energy. Activation energy is the minimum energy for which two reacting particles must collide for a reaction to take place. When particles collide they slow down, stop, and then fly apart again. This will occur regardless of whether they have enough energy to react. In an unsuccessful collision the particles separate unchanged, but in an effective collision the activation energy barrier is crossed and the particles that separate are chemically different from those that came together. I think my results are definitely sufficient to support my prediction. They equal everything I predicted and I am very pleased at how well they turned out. Evaluation I think that the experiment went very well. All my results matched my prediction and everything went ‘according to plan’. The gas produced by each acid had a steady increase however; there were a few rogue points. Overall I achieved what I set out to do. I would have liked more time on the experiment to make sure everything was perfect, though. Due to the short time limit we were quite rushed in completing the experiment. There were a few aspects of the experiment that could have been improved to make the experiment even more accurate. For a start the experiment was undertaken over a few days. Each day had a different temperature and so this would have affected the results. If one day had been hotter than the others the heat would have influenced one reaction to take place faster. Also due to the fact that the experiment lasted a few days, different equipment was being used each day. Some gas syringes were slightly stiffer than others and so wouldn’t move out as fast. If on one day you had a very stiff gas syringe that wouldn’t move very easily and on another day you had a very loose gas syringe, then the results would be very different as the loose gas syringe would give results that say that the reaction happened very fast and the stiff gas syringe would give results that say the reaction was slow. To prevent this from happening the experiment should have been undertaken and finished on the same day, using exactly the same equipment as you started with for each acid. The initial part of the reaction when the acid first reacts with the calcium carbonate is very fast. A lot of gas is produced at the beginning of the reaction. However the way the apparatus are set up means that when you pour the acid onto the calcium carbonate, there are a few seconds when the gas is able to escape before the gas syringe is connected to the test tube. To avoid this from happening a test tube containing the calcium carbonate should be placed inside a beaker containing the hydrochloric acid. They must not be touching, as the reaction would then start. Then the gas syringe will be connected to the beaker. When the reaction is ready to start, the beaker is knocked so that the test tube falls over, consequently causing the reaction to take place as the acid and carbonate would mix. Then when the initial gas is produced it will all be ‘caught’ as the gas syringe is already in place. The surface area of the calcium carbonate should also have been kept equal. The same number of equally weighted chips should have been used. E. g. all 1g chips. This way the reaction is fair and accurate, as a large surface area will cause the reaction to take place faster. Keeping all the surface areas the same would have kept the experiment fair. However to do this would have taken a long time and we only had a limited amount of time. Another way of keeping the temperature the same would have been to do the experiment in a water bath. This would have allowed us to do the experiment over a few days as well. Acid Rain. (2017, Aug 09).

A thing or place that effect you and change your life Essay

A thing or place that effect you and change your life - Essay Example This allowed me to understand how life shaped up and what I needed to do in order to learn more new things and find remedies to problems which came up all of a sudden, and without many warning signs. Learning a new language was always exciting to me because I believed that with a little effort, I could master a dictum which was not my own. This indeed was the motivating force behind my acquisition of a new language within school at Canada. Work was no doubt fun but getting back to school after a while gave me immense reasons to smile once again. It made me feel like I was someone younger to my age, and allowed me to experience the joy of learning things yet again. It seldom happens that a grown up gets to feel the thrills of being back at school, and I can safely and proudly say that I have had such an experience ever since I joined school again. Just the feeling that I can be counted amongst the students who will learn something novel and unique was enough to tell me that I had made the right decision by re-joining school within Canada. It made me feel privileged more than anything else. What this did was to change my life for the better and that too in a quantifiable way. It made me feel at ease with the changing norms of the time and allowed me to get acquainted with how I can enrich my life time and time again. The people around me also supported the fact that I have made the right decision and this shall facilitate me in future realms which remain very quintessential for me undoubtedly. Also I found out that the teachers present in the school assisted me without any concerns whatsoever. They made me feel at ease with what was being taught and I felt at home with what I was learning all this while. In the end, I would fathom that this was indeed one of the best lessons that I had from life up till now. It allowed me to understand life’s different

The climate emergency by Al Gore Assignment Example | Topics and Well Written Essays - 250 words

The climate emergency by Al Gore - Assignment Example The main purpose of the research is to present that in his speech titled â€Å"The Climate Emergency†, Gore defines â€Å"climate emergency† as â€Å"a crisis with an unusual sense of emergency attached to it†. After the introduction of the subject matter, Gore discusses the process known as â€Å"greenhouse effect† and its causes. In this regard, he describes the major factors that contribute to the process of climate change and illustrates his words with a range of examples, such as the statistical data on the level of melting of glaciers in the Arctic. In addition to this, Gore states that climate change is directly caused by several cultural factors. In the second part of the speech, Al Gore analyzes three main causes of climate change, such as the growth of population, the rise of technology, and people’s way of thinking. With the growth of population, demand for resources (food, water, energy) increases and causes the decrease of supply of the se sources. New technology presents the humanity with new power (for example, nuclear warfare) and the consequences of its use are not usually taken into account. The final factor discussed by Gore in his speech is people’s way of thinking and their attitude toward the problem. More specifically, the author claims that people tend to think of climate change as of a slow process (even though its pace is rather high) and underestimate it consequences.

Making Provision for the Inclusion of Disabled Pupils in Mainstream Essay

Making Provision for the Inclusion of Disabled Pupils in Mainstream Schools - Essay Example Inclusion program for disabled children bestow substantial representation for both mental and physical disabilities of students in public schools and current education system in England requires innovative researches and strategies in this field. In general, the term disability is used to point toward a physical or mental circumstance that limits person’s movements, senses or both physiological and psychological activities (Sport and Persons with Disabilities, n.d, p.3). Children with disabilities find it as really hard to practice various physical activities and sports programs. In mainstream education, teachers and education professionals have often failed to ensure the participation of disabled children in physical education program. Different disabilities such as, physical disability, mental disability, developmental disability, chronic illness and external injuries cause both mental and physical pain among the children with disabilities. In general education, implementati on of various inclusion programs provides innovative ideas for teachers as well the children to overcome the problems in doing physical education. It is significant to notice that disability is not a personal misdemeanor or mistake. For that reason, disabled children need active representation in physical education as well the mainstream students.... It is obvious that a collaborative effort from the part of government and non-government agencies is essential in the field of promoting physical education in disabled children. Enrichment of inclusion programs gives numerous opportunities for pupils as well teachers. Innovative teaching strategies and sufficient inclusion programs permit a teacher of physical education in mainstream school for making provision of a disabled pupil. Different types of disabilities which could affect a pupil from doing physical education and why that specific disability could affect the child in Physical education Various kinds of disabilities such as developmental, mental, physical disabilities, chronic illnesses, external injuries and mobility impairment become the barriers in doing physical education among the children with disabilities. Mental and developmental disabilities prevent the children from understanding particular physical activities or games, while physical and disability in motor develo pment prevent their participation in particular physical activities and games. Generally, disabled children show their unwillingness to do physical education or games because of physical pain and fear. Even though disability is considered as not a crime or individual mistake, majority of disabled children in mainstream classrooms suffer from severe inferiority complex and they avoid the chances to cop up with other children. Developmental problems affect both physical and mental growth of a person. Autism Spectrum Disorder (ASD) is considered as a major developmental disorder which affects the children. Children having autism often fail to communicate with

Novel Interaction Game for Kids Coursework Example | Topics and Well Written Essays - 1250 words

Novel Interaction Game for Kids - Coursework Example The formed Tangible User Interface basically refers to a given interface whereas people interact with digital components and information by use of the physical environments. The interfaces are built on the intuitive knowledge of the objects of the physical world that people have. The objects themselves are used to provide the tangible interaction. Tangible interactions make use of the close relationship between the physical real affordances and the digital objects and thus provide initiative interfaces which promote supportive and collaborative activities as well as double-handed interactions which give its uses a sense of directness. The approach provided by the tangible interaction is that which stresses on the physical representation of data, materiality and also tangibility of user interfaces, the entire body interaction and the integration of the intuitive interface and the interaction of users in real physical contexts. Unlike the conventional learning methods, tangible interaction improves learning and offers significant advantages in learning environments. This is so because the frameworks that are adopted by the tangible interfaces guide learners and designers towards activities that encourage better and more profound learning. These interactions are therefore better in certain situations and in these situations help young learners enhance their knowledge. Better educational interaction requires a platform that enables learners to interact with the physical objects and things that they are used to during the learning process. This maintains the similarity of the learning process and actualizes it with the normal world making the learning process not only real but also adaptive (Hornecker & Eva, 2009). Tangible interactions also use an interface which remains interesting and easy to use. Such interfaces will always capture the attention and concentration of young kids and help them concentrate on their learning for longer. This is so because the platform is interactive and therefore involves them directly. The novel interaction game developed makes use of tangible interaction techniques to enhance learning among young people. It provides them with an interactive interface which makes use of physical phenomena and obstacles to promote learning. Basically, the game lets kids identify different continents at the beginning of the game and gets harder as the game progresses. For instance, it asks kids questions like to identify Europe (continent) using graphical interface and the kids are expected to interactively select the right continent displayed on the screen. This helps provide the kids with a better learning experience which is also practical. Method The novel interaction game for kids was designed using an intuitive interface whose aim was to encourage kids on learning concepts using interactive learning. This was chosen as an advanced and advantageous way of promoting the learning activity of kids. Contrary to the conventional learning methods, tangible interactive learning was formulated as a way of fully engaging kids in the learning process and improving their concentration during learning activities. The design of the tangible interaction interface was designed to let kids identify questions and tasks themselves. The identification process was designed to make use of the kids’ visual ability and en able them relate the program’s features to the physical world. The physical objects and images which have been used in the program were chosen to make the learning experience real and imaginable to the kids. This was a selected as a way of promoting

Macrowritten5 Essay Example | Topics and Well Written Essays - 1000 words

Macrowritten5 - Essay Example Based on these four fundamentals, Reagonomics attempted to make a policy shift from the previous regimes in US which mostly focused on alternative economic policies. It has been argued that Reagonomics delivered on most counts due to the fact that it brought wider scale changes into the tax code of the country and brought changes in the way business taxes were levied in the country. Further, this was also considered as the most serious attempt in US to make a shift into economic policies of the country as it was declared that only through controlling the growth of the government, can a country grow and prosper. Reagonomics worked in the sense that it reduced the government spending and rationalized the tax rates which offered relatively more space to the businesses to work and invest into their research and development thus preparing themselves for meeting future challenges of the market economy and other competitive challenges. It is also argued that the unemployment during this era substantially reduced from 7% during 1980 to 5.4% in 1988. (Niskanen, 1988). It is also important to note that during that era, tax collections improved and as a result of this, the overall government outlay increased despite the fact that Reagan attempted to reduce the government spending. The criticism of Reagonimics is however, based upon the notion that US economy, before the Reagan era was facing economic depression therefore the room for the improvement was relatively large. As such, according to Paul Krugman, Reaganomics basically attempted to exploit that available gap to show better performance during that era. (KRUGMAN, 2008). Accordingly, this was an era where rich got richer whereas most of the average Americans suffered and their standard of living further declined and reached to a level which caused immediate recession when Reagan and Bush Senior left the stage. This argument by Krugman therefore is based upon the notion that the

Making Provision for the Inclusion of Disabled Pupils in Mainstream Essay

Making Provision for the Inclusion of Disabled Pupils in Mainstream Schools - Essay Example Inclusion program for disabled children bestow substantial representation for both mental and physical disabilities of students in public schools and current education system in England requires innovative researches and strategies in this field. In general, the term disability is used to point toward a physical or mental circumstance that limits person’s movements, senses or both physiological and psychological activities (Sport and Persons with Disabilities, n.d, p.3). Children with disabilities find it as really hard to practice various physical activities and sports programs. In mainstream education, teachers and education professionals have often failed to ensure the participation of disabled children in physical education program. Different disabilities such as, physical disability, mental disability, developmental disability, chronic illness and external injuries cause both mental and physical pain among the children with disabilities. In general education, implementati on of various inclusion programs provides innovative ideas for teachers as well the children to overcome the problems in doing physical education. It is significant to notice that disability is not a personal misdemeanor or mistake. For that reason, disabled children need active representation in physical education as well the mainstream students.... It is obvious that a collaborative effort from the part of government and non-government agencies is essential in the field of promoting physical education in disabled children. Enrichment of inclusion programs gives numerous opportunities for pupils as well teachers. Innovative teaching strategies and sufficient inclusion programs permit a teacher of physical education in mainstream school for making provision of a disabled pupil. Different types of disabilities which could affect a pupil from doing physical education and why that specific disability could affect the child in Physical education Various kinds of disabilities such as developmental, mental, physical disabilities, chronic illnesses, external injuries and mobility impairment become the barriers in doing physical education among the children with disabilities. Mental and developmental disabilities prevent the children from understanding particular physical activities or games, while physical and disability in motor develo pment prevent their participation in particular physical activities and games. Generally, disabled children show their unwillingness to do physical education or games because of physical pain and fear. Even though disability is considered as not a crime or individual mistake, majority of disabled children in mainstream classrooms suffer from severe inferiority complex and they avoid the chances to cop up with other children. Developmental problems affect both physical and mental growth of a person. Autism Spectrum Disorder (ASD) is considered as a major developmental disorder which affects the children. Children having autism often fail to communicate with

Macrowritten5 Essay Example | Topics and Well Written Essays - 1000 words

Macrowritten5 - Essay Example Based on these four fundamentals, Reagonomics attempted to make a policy shift from the previous regimes in US which mostly focused on alternative economic policies. It has been argued that Reagonomics delivered on most counts due to the fact that it brought wider scale changes into the tax code of the country and brought changes in the way business taxes were levied in the country. Further, this was also considered as the most serious attempt in US to make a shift into economic policies of the country as it was declared that only through controlling the growth of the government, can a country grow and prosper. Reagonomics worked in the sense that it reduced the government spending and rationalized the tax rates which offered relatively more space to the businesses to work and invest into their research and development thus preparing themselves for meeting future challenges of the market economy and other competitive challenges. It is also argued that the unemployment during this era substantially reduced from 7% during 1980 to 5.4% in 1988. (Niskanen, 1988). It is also important to note that during that era, tax collections improved and as a result of this, the overall government outlay increased despite the fact that Reagan attempted to reduce the government spending. The criticism of Reagonimics is however, based upon the notion that US economy, before the Reagan era was facing economic depression therefore the room for the improvement was relatively large. As such, according to Paul Krugman, Reaganomics basically attempted to exploit that available gap to show better performance during that era. (KRUGMAN, 2008). Accordingly, this was an era where rich got richer whereas most of the average Americans suffered and their standard of living further declined and reached to a level which caused immediate recession when Reagan and Bush Senior left the stage. This argument by Krugman therefore is based upon the notion that the

Educational Policies of Nigeria and South Korea Essay Example for Free

Educational Policies of Nigeria and South Korea Essay Education has been the corner stone of the success of every economy. In terms of those countries which have been colonized and have adopted a government that was highly repressive in nature, one could significantly argue that such would post an effect to how education was being delivered, the degree of excellence of the aforementioned, the demands of the market and the availability of jobs, and finally its effects to the economy. This paper focuses on the educational history and policies of Nigeria and South Korea in relation to the British military government of the Nigerians and the Japanese occupation and the American military government of the South Koreans. These policies and norms are then significantly related to their employment systems and its effect on their economy. The objectives of this essay are the following: 1. To establish a brief account of the educational policies and norms of Nigeria and South Korean and significantly identify its relationship to the military government. 2. To significantly identify the effects of the educational policies and norms in relation to the availability of jobs to the citizens and consequently the continuous demands of the market for such jobs; and finally 3. To know the effects of educational excellence, jobs availability and demands to the sustainable development of an economy. Review of Related Literature Education and Military Government in Nigeria One of the major constitutional changes that happened to the government of Nigeria was in 1953, a few years after the World War II. Such a change took effect through the London Conference attended by both Nigerian and Colonial officials which places the country under the rule of a Governor General, having the aforementioned the leader of the three principle regions of the country. Such a change of the name of positions was a way for the British regime to increase the autonomous powers of the country thereby making education vested at the local level, which is in accordance with the aim of unifying the region (Patterson, 1955, p. 94). Education, other than representation and taxation was one of the autonomous areas of governance that is designated to the central government. As such it is with this respect that the government had ordered that the youth of Nigeria regardless of any region should be given sound and uniform standards of performance (p. 95). The objective of this educational policy is to have the youth fully prepared on their primary and secondary education so as to enable them to take higher education both inside and outside of the country. Within the new constitution, 34 subjects or areas of concern were given to the federal government to oversee. In addition with this, 14 subject areas were also created and delegated to the federal government to be administered to individual regions. Consequently, it has also been perceived that the successful implementation of these subjects could only happen if the individuals administering these areas were competent enough, hence resulting to the very high standards were implemented by the government in terms of employee recruitment (p. 5). Such a drive for the development of skills for the Nigerian youth resulted to the perceived shortness in terms of trained senior administrators and other technicians for various government and technical posts for the country. The federal government perceived that the shortage could only be remedied through higher education and long experience of the youth. At the end of 1953, it has been perceived that 5,000 senior service positions were available in which 3,300 of them were taken by overseas personnels or the expatriates. Only 800 positions are given to Nigerians, and there were still 900 positions more that were vacant (World Bank, 1955, p. 23). The drive of the British Government to improve the education in Nigeria resulted to the establishment of a program for development for African Territories under the British Crown. The program which was called the Colonial Development and Welfare Schemes was inaugurated in 1945 in which required the British Government to contribute 23,000,000 pounds sterling for ten years that would enable the country to develop and another loan of 26-500,000 pounds sterling that would be used to fund a number of projects including education and other research facilities (Patterson, 1955, p. 97). The result of such an effort on the end of the British Government paved the way for a consuming ambition among young Nigerians to be associated with the Government and take a number of white collar jobs (p. 8). Technical Education in Nigeria Technical education is placed as one of the major projects of the Ten-Year Plan for Development and Welfare for the post-war Nigeria. Institutions that would cater to technical skills, trade, and handicrafts were created after the Second World War. For instance, the Technical Institute of Yaba, the first center that was created outside Lagos offered three full-time and two part-time programs and special short courses. These skills were those relating to junior and senior technical and also teacher training. For a four-year education, the country had been offering instructions in wood working, drafting, sub-professional engineering, commerce and printing to those students who have completed eight years of primary education and have already passed a special entrance examination. The senior technical course offered by the institute focused on courses in electrical, mathematical and civil engineering, architectural assistance and economics. Consequently, there were also teacher-training programs which offer a two-year course to prepare teachers for handicraft centers and secondary school craft courses (World Bank, 1955, p. 582-583). On the other hand, the Trade Centers at Yaba aimed to produce skilled craftsmen by offering courses which range from two to five years. The students primarily learned on an apprenticeship basis after which they have already familiarized themselves with the tools of the trade and have learned to do simple tasks; consequently academic instructions were given to the students averages one day every week. After the students have already gained the skills that are necessary, they were contacted by the trade center to go to large cities in order to work. Part of the educational system was also the refusal to accept new students until a new class graduates. As such, the intake and output for some courses happened only once in every five years. For the first five years of the operation of the Yaba Centre, there were only 85 students who had graduated while 18 were dismissed and 13 of them resigned (p. 84). The Weakness of the Nigerian Education One major weaknesses of the Nigerian education was the inclination to have all areas of the Government to have properly staffed and well-trained individuals; as such resulting in having schools to have its own standards and specializations and independence from other educational efforts. Such an act resulted at times to the replication of jobs or over specialization on some skills, which were often criticized to prevent holistic development. It has been argued by some scholars that schools that were operated by the departments of governments had the inclination to emphasize subjects that were too technical up to the extent of neglecting certain subjects such as English, Mathematics and the Social Sciences. As such, some students after graduating from departmental schools normally look for jobs that they believed will be necessary for their employment rather than their abilities and interests (Patterson, 1955, p. 7-98). In effect of this, the inclination towards education had been something that was relative to that of available employment. Outside the market, it had been perceived that education had no value and in the long run, had stimulated little demand to the public. It is with this respect that competition among available jobs had been perceived to be very keen wherein the colonial Nigeria has clustered to commercial areas within the region (Davis and Kalu-Nwiwu, 2001, p. 1). It could also be significantly noted that education for women during the post-war Nigeria had also been problematic as although there were already several domestic science centers that were established, very few of them remained in actual operation. As such, the education of women had been lagging in the country. The education that was provided to women were those solely with regard to food preparation, sewing, cleaning, general sanitation and elementary skills in nursing (World Bank, 1955, p. 588).

Lean Management Solve Bank Dhofar Proplems Information Technology Essay

Lean Management Solve Bank Dhofar Proplems Information Technology Essay Number of Banks and financial institution in the word and spicily in Oman implement such management standard of lean to achieve best business process; going through transition need more of banks secured. That strength comes from, speed of operation activities, reduce the cost, good product and increase customer knowledge. A leading bank in Oman called Bank Dhofar involve in many IT activities and steps to improve customer satisfaction. Report will go through the finding and gives recommendations. Key words: ATM Automatic Teller Machine SDM Smart Deposit Machine HSP High Payment Systems WISAL- One of Call Center service- customer inquires ISO International Organization for Standardization IT Information Technology EMV Europay / MasterCard/ Visa 1.0 Introduction Bank Dhofar is moving forward to offer many services effectively. Excellent service may not achieve or reach unless bank successfully implements such activities to provide the quality in best way of Bank service offered. To satisfying Bank customer through providing high service it will improved the out come in productivity side and will increase Operation value. It is hard to achieve this delivery of services because it request basic background in the organization. On the same hand Bank Dhofar need to offer fast, best and high quality services more to their customers. It needs to be reliable when such services lunch because it needs to succeed the organization. ISO 9001 has defined the service as leaning activities (Noor Aida Idris. 2008). Bank Dhofar is offering many kind of service to his customer and prefers the IT channel. TI services are high technology of Bank process, tool and information offered by Bank to their staff as well as customers. Focusing on profitability is the main objective for any commercial organization such as Bank dhofer to achieve maximum profits and improve shareholder return. Globule banks specially the large of them believes that if e-banking delivery channel such as ATMs, SMS banking, internet, deposit machines (CDM) and call center if deployed in good manner will deliver to reduce the cost of operation activates which tend to enhance the bank profitability. According to Nsouli Schaechter (2002) in 1996 a survey published by Booz-Allen Hamiltoan addressed e-banking come out with the estimated cost of daily transitions in united state of full branch service is 1.07 US dollar per transaction, while telephone banking cost 54 cent, ATM 27 cent and internet banking 1.5 cent. Forester (2003) has come out with research cover most largest bank in Europe state that the cost of any simple transaction that branch teller made is more costly by 14 times if we comber it with online transaction cost. This rese arch found that if customer made transaction in bank branch will cost them about 1 dollar cumbering with 60 cent if he made it through telephone call, while using the same transaction online will reduce it to 0.02 cent. Moreover improving e-channel will develop customer relationship by providing 24/7 online excess of banking services on time and whenever he need. E-banking has direct benefit and indirect. Direct benefit through reducing operation cost, overhead cost, faster transactions, less work loading, reduce customer waiting queues and allow staff more free time which may used for marketing purpose. Here are some good examples of Bank Dhofar e-banking channels 2.0 ATM Bank Dhofar is increasing dependent on use of information technology (IT) in carrying out business operations. The management of IT function has become very critical (Okunoye et al, 2007) due to implementation of IT based banking and ATM system as rapid use of advanced communication net work for connecting multiple location across the country. The latest of last century was the age of processing engineering (D.Dilijonas D. Zavrid, 2008). The growing dependence on technology for managing business also exposes the organization to substantial IT security risks. 2.1 Before ATM ATM is net work Technology offer high speed (T.Pham, 1998). Before ATM invented all commercial Banks and spicily Bank Dhofar were facing allot of difficulty those problems brought a headache to all Bank staff spicily cashier when salaries has been credited in customers accounts a long queue of customer stretching in front of cashier window waiting for their salaries and they feel uncomfortable with Bank services. Also cahier in trouble he/ she should work faster than he could which made him makes mistakes, this mistakes either shortages or access, it need a lot of time to discover it and some time cashier pay that deference. Some time customer need to know their account balance, have statement or small inquire about their account situation they should reach the Bank or any branches. In the same time if customer needs an urgent liquidity when Bank close, there is no way to have it and this problem become bigger if the next day is holyday, which may make a big loss to that customer. But after ATM is coming up every thing has change to good a lot of problems disappear and customer served will, cost reduced, quality of service improved and money reachable for 24 hours / 7 days a week only it need to insert your ATM cards. 2.2 Objectives The ATMs and SDMs play an important role in the Banks retail and corporate banking strategy by: Providing a 24 hours / 365 days a year (S.Yoshizawa J.Makiwo, 2001) automate service comprising cash deposits withdrawal, cheque deposits, utility bill payment, credit card payment, transfer of funds, mini statement, cheque request, etc. Reliving pressure at the cash counters and ensuring that all transitions are processed online, real time so no further back end processing is required. Reducing the risk of forged currency notes being deposited, since SDMs are programmed to detect counterfeit notes. Enabling the Bank to protect both its retail and corporate customer base. Offering customer the convenience of choice of locations from which they can carry out their basic banking activities. Displaying to the public a progressive image of the Bank. Although set up primarily to provide a vital customer service, cost effectiveness of ATMs and SDMs improves progressively in proportion to their utilization. The aim must therefore be: To make every personal accountholder a debit cardholder and, To direct all corporate customer to the CDMs for their cash / cheque deposit. 2.3 Challenges One of the most challenges that effect ATMs as will as CDMs is security. The global problem of ATMs / CDMs fraud is constantly evolving word wide, while the industry is trying to battle in all fronts. Fraudsters have been innovative and evolve new techniques starting from a simple card trapping, cash swap to sophisticated techniques like skimming, card trapping, cash tapping etc. and brute force attacks. Fraudsters have been moving to markets which are considered less non-EMV or non-CHIP markets. The card associations, ATM Vendors, financial institution all have been working together to combat this fraud. By taking a few measures Bank Dhofar could do a bit in combating this menace and improve customer confidence in the popular ATMs / CDMs channel. 3.0 HPS Power Card 3.1 Introduction One of the main things that Bank Dhofar is trying to achieve is improving the existing product and this we can find it clear when Bank Dhofar introduce the Power Card. Power Card is an ATM Switch and Debit Management System supplied by High Tech Payment Systems (HPS), Morocco. It will replace the existing legacy system call Sparrow from CR2. Power CARD can be accessed using Internet Explorer. It will be initially accessible Card Center, Operation Department, Call Centre, Retail Banking, IT and branches. 3.2 What are the primary objectives of this project and implementation? Improving customer service at Card / Call Center, improved operations and MIS such as SMS alerts for ATM customers, new services like EMV acquiring, EMV issuing, Balance Enquiry on international ATMs outside GCC, enabling of debit cards on Internet, security and compliance with International Payment Network mandates. The new system is already certified for EMV (Europay / MasterCard/Visa) which would enable Bank Dhofar to issue CHIP based debit card and also accept CHIP based international VISA Card on our ATMs. A Debit / Credit Cared is a bank card used to make electronic withdrawal of cash through Automated Teller Machines (ATM) or pay for goods and services at point-of sales terminal or on the world- Wide web (internet) or obtain cash advances from ATM, up to- agreed credit limits. 4.0 New Call Center Service WISAL The field of relation design has increased its concentrate to know how systems of technology-based products are implemented (Forlizzi, J. 2007). Life become fast and Bank Dhofar focus on that by offer new service that helps his customers to reach the Bank and finish his need on faster way, so they introduce new service all Wisal. Wisal is a toll free service offered by Bank Dhofar Call Center it allows the customer to contact Call Center using special identification number to request some services It is a latest offering comes in line with the banks strategy to move closer to its clients and provide convenient, fast and customer friendly services. WISAL is backed by state of the technology to enable it to become an efficient and effective touch point and deliver channel. The staffs of WISAL are highly trained to deliver the kind of quality services that hopefully will help bank to gain more customers and retain existing ones. WISAL Services will include: General Inquiries Loan Inquiries Chaque Book Request Product Service Information Credit Card Balance Other Related Inquiries Complaint Handling Resolution Money Transfer ATM Transaction Inquires And moreà ¢Ã¢â€š ¬Ã‚ ¦.. 5.0 Internet Banking Bank Dhofar is one of a leading banks in Oman that introduce Internet banking to reduce the transaction cost and improve customers satisfaction, where there is combined relationship between customer and internet banking affecting the bank achievement. Bank Dhofar and other banks in Oman introduce internet banking to fulfill customers different requests specially when technology allow that aiming to enhance customer satisfaction, attracting those new customers and bring back existing ones. Majority of world banks and local especially in Oman like bank Dhofar are provide their customers by variety internet free service in order to promote the customer to transfer to electronic method rather than using the traditional one. In 2002 a research on Internet bankers shone that 37% of online banking services directive to 18 % of European peoples. Research also expected the number will reach the double bringing new generation of self services while such research was absent in my country. Bank Dhofar online services have design to satisfy customers by offering Varity of services like:- Paying utility bills Order cheque book Have account statement Check the balance account Check payment and receiving See the bank product Recently, bank dhofar tend to educate his customers by deploying his staff across Oman to satisfy them and meet bank expectation. 6.0 Self Service Module of Helps Desk The bank has installed IT Help Desk Software in the IT division (ITD) to track and control the software, ATM, Network and hardware related support request received by IT Department from branches and head office departments. This will further improve the quality of service from ITD to IT users in the bank. The IT Help Desk system is an internal software application used to track all support calls / request received by ITD in a centralized, searchable database for easy reference by IT staff, enabling quick resolution to issues and simplifying the tracking of issues. The staff branches and head office will be able to input their support call / requests using Web based system. As the request is input by the user staff, the system generate a work order history for future reference. 7.0 Finding Many financial institution may facing some technical problems in designing new systems or product that enhance operation activities but Bank Dhofar has achieve good performance in introducing new IT technology to serve his customer very will, offer new and chosen product and concentrate on IT Technology aiming to provide better service, reduce the cost, improve productivities and satisfied the customers. As a branch manager with 14 years in banking sector I observed that e-channel especially like ATM has played most important role to improved customer satisfaction, display e-banking knowledge and develop customer attitude from banking services. Recently customer has improved his knowledge about bank product and services through understanding the important of e-channel and how it make easy of banking transaction to save customer time meanwhile, bank dhofar has deployed ATM and other e-channel in Oman to satisfied itself through reducing bank expenses on transaction and satisfied his customer by reduce waiting time in branches. 8.0 Conclusion Report has focused on Bank Dhofar experience in implementing the successful of one operation management aspect Lean Management and how it solve many operational problem which lead to enhance the Bank productivity and achieve customer satisfactions. 9.0 Recommendation One of good thing that Bank Dhofar planned to achieve is introduce new IT technology to maximize the benefits and meet new business challenges, this true but during this investigation I find that Bank Dhofar still need to focus on the technology of this century Like using internet banking to provide faster communication that enhances Bank success. Because its the latest technology that occupied the country last deceit and number of using internet is expanded daily.