The Code Of Hammurabi And The Egyptian Book Of The Dead

Ancient societies’ life practices such as Mesopotamia and Egypt are depicted in The Code of Hammurabi translated by Theophile J. Meek and in The Ancient Egyptian Book of the Dead translated by R. Faulkner. The King of Babylon, Hammurabi himself in 1700 BCE, wrote The Code of Hammurabi containing severe two hundred and eighty two law codes that the whole society was to follow. Similarly to law codes, The Egyptian Book of the Dead was used in the New Kingdom that is around 1550 BCE to around 50 BCE, it also served as a platform way of life emphasizing on the afterlife rather than the present as in The Code of Hammurabi. Both The Code of Hammurabi and The Egyptian Book of the Dead display the consequences of living a just or unjust life in ancient Mesopotamia and Egypt. Although, while in The Code of Hammurabi punishments varied concurring to your social status, unlike in Egypt, where the granting of an afterlife was attainable for all. Ultimately, in both civilizations consequen ces would arise accordingly on how the masses lived their daily lives, but both The Code of Hammurabi and The Egyptian Book of the Dead provides us with insight on how a each respective society was kept in order. The Code of Hammurabi was a strict, harsh, and unequal way of punishment that focused on current attainable penalties for Mesopotamian society. The society wasn’t religious, they did not have any affiliations with spiritual beings, which is why punishments were needed for the specific momentShow MoreRelatedAncient Civilizations And The Egyptian Civilization1403 Words   |  6 PagesMesopotamia frequented attacks from barbarians because of the lay of the land. They also had trouble controlling war between centers of industry due to the inevitable struggle with the course of the river. On the Egyptian side, the high levels of land surrounding the Nile, outside of where the Egyptian civilization laid its ground, made it very difficult for barbarians to invade. Egypt al so adopted the Sumerian influences and made it their own which brought rapid improvement to society. In this aspect, IRead More The History of Mesopotamia and Ancient Egypt Essay1323 Words   |  6 Pagesfirst ruler to establish law codes and spell out regulations and penalties. Another great ruler was King Hammurabi of Babylon. He set up the Code of Hammurabi, which includes 300 sections of carefully organized codes that ruled the Babylonians. Hammurabi was the first example of a lawgiver. He provided one of the greatest written documents of his time: a stone column with a long series of legal judgments published with his name. Hammurabi even designed codes for the family life. He tookRead MoreNarrative Art : An Definition Of Human Creative Skill And Imagination1594 Words   |  7 Pagesare the Stele of Hammurabi, the Judgment of Hunefer before Osiris, and the Column of Trajan. The Stele of Hammurabi also known as the Code of Hammurabi was found in Sipper what is now present day Iran and is from around 1792-1750 BCE. The whole stele is made out of basalt, a fine-grained volcanic rock, and stands at approximately 7’4†. This piece is quite large standing taller than almost all of the people who would have been alive during this time period. The Stele of Hammurabi shows two narrativesRead MoreCharacteristics Of Ancient Civilizations1752 Words   |  8 Pagesarose in Mesopotamia. In 539 B.C., Babylon fell to the Persian armies of Cyrus the Great. Hammurabi and Nebuchadnezzar are two notable rulers of Babylon. Around 1790 B.C., during Hammurabis reign, he codified or set down in writing, a set of laws known as the Hammurabi Code. Hammurabi wanted to ensure that everyone in his empire knew the legal principles his government would follow. Addressed in Hammurabis Code was civil and criminal law. The branch of civil law dealt with private rights and mattersRead More Seeds of Trees Essay1172 Words   |  5 Pages Mesopotamia was open to invasions by peoples such as the Hittites. Egypt had natural protection from all sides: the Nile River to the east and south, the Mediterranean Sea to the north and the desert to the west; invasions were less frequent. â€Å"Egyptians felt a sense of security that was rare in Mesopotamia† (civilization, 29). China, like Mesopotamia, was open to invasions, for instance barbarian tribes. India’s location facilitated trade between West Asia, Africa and Europe. It was also protectedRead MoreAp History Compare and Contrast Essay: Egypt and Mesopotamia1296 Words   |  6 Pagessubdued the temples, Mesopotamian kings did not have divine power. Political changes occurred in Mesopotamia because of the succession of people that followed the politically dominant Sumerian civilization. By 1750 B. C. E., the written law code of King Hammurabi (the first ruler of the Old Babylonian state) , wa s used to maintain political authority and continuity. In contrast to Mesopotamia, Egypt spent most of its history as a unified monarchy, whereas Mesopotamia seems to have begun asRead MoreEgypt, Mesopotamia, And Israel1418 Words   |  6 Pagesdevours all the land, Egyptians called this land the â€Å"Red Land†. It allowed for Egyptians to have a natural defense against their enemies the Hyksos and many other unwanted visitors. Without a strong threat, Egyptians focused on furthering their understanding of the afterlife and improving their technology. If enemies did try and conquer Egypt and got past the Red Land, they were faced with cruel consequences, like shown on Narmer’s palette, of beheading them. Unlike Egyptians, Sumeria handled theirRead More3. Paleolithic Age Or Older Stone Age Was Marked By Hominids,1819 Words   |  8 Pagesintelligence. Finally, Homo sapiens, who was characterized by memory and foresight, separated from other kinds by using verbal communication and multiple motor skills. There are cl ues that they believed in life after death, because they painted their dead with red dust, sprinkled them certain types of flowers, and sometimes buried along with the ritual object. This means that they respected or feared the death or life after the death. Neolithic era or new Stone Age was the age of civilization. SmoothingRead MoreThe First Civilizations : The Rise Of Civilization1876 Words   |  8 Pagesthat became the cities and states that formed these first civilizations. The rise of civilization led to the introduction of common language and writing and feats of engineering that had never been accomplished before. Pyramids were built in the Egyptian society; distinct cultures were created by groups of people settling in one area who all had to live together and understand each other. These first civilizations laid the groundwork for the massive, powerful empires that became the second wave civilizationsRead MoreEarly Civilizations Matrix Essay examples2440 Words   |   10 Pagesjustice he controlled the religion rituals with priests. In the society the monarch is the one and only he dominates all the peoples decisions and lives, Religion was part of rituals which they adored they had People, royalty and a laws code Called the laws of Hammurabi. The religion was based on nature as Gods and it is being said they adored them with figurines. They evolved in these areas as into knowing astronomy, medicine and surgery. It is also a remarkable fact that in the Mesopotamian era they

Stereotypes And Caricatures The Film Ethnic Notions

Eric Amoako Larissa Begley African American 05/05/16 Stereotypes and Caricatures The film Ethnic Notions examines the various caricatures of African Americans in popular culture and the consequences of these representations from the 1800s to the 1980s. The film showed how America went through a face of injustice for a period of time. The internet defines stereotype as qualities assigned to groups of people related to their race, nationality and sexual orientation, to name a few. (Kemick) Throughout American history, African Americans have been victims of stereotypes in many ways. White majority use violence caricatures, stereotypes, dominance, subordination and the media as ways to overpower African Americans. Sapphire or the angry black women is one of the common stereotype associated with an African American woman. According to class, sapphire is the ideology that portrays black women as rude, loud, malicious, stubborn, and overbearing. Black women are harsh and mostly identified to put black men where they belong. Furthermore, it was discussed in class that the sapphire caricature mocks and belittles the African American man, who they are in often in conflict with. According to Jim Crow Museum, black women often mocked African American men for being unemployed and chasing after white women (The Sapphire). It was said black women acted this way because they were fearful about losing their partners. These stereotypes forces black women to be categorize into thingsShow MoreRelatedEthnic Notions: Film Response Essay1219 Words   |  5 PagesEthnic Notions: Film Response The 1987 film documentary Ethnic Notions directed by Marlon Riggs, identifies the evolution of African American cultural depictions through ethnic stereotypes and caricatures in American culture. I feel Ethnic Notions exposes the roots of false generalization from the beginning and presents a series of classifications for racial depictions that still are noticeable in todays society. These racial depictions identified with in this film begin in the mid 1800s andRead MoreEthnic Notions : The 1987 Film Documentary1742 Words   |  7 Pages Ethnic Notions Ethnic Notions : the 1987 film documentary by Marlon Riggs describes about the growth of African American cultural depictions through various caricatures and stereotypes which were used against African Americans. Since past African Americans have been sufferings from discrimination and injustice. In Ethnic Notions this condition can be clearly seen and is supported by the popular American culture which has American popular cultureRead MoreCharacteristics Of The Following Stereotypes1304 Words   |  6 Pages ï‚ § What are the characteristics of the following stereotypes? o Aunt Jemima/Mammy - Mammy represented as a defense to slavery. She was born in ante-bellum America and was portrayed as fat, pitch-black, and happily obedient to her master and mistress. Mammy was docile, loyal, and jovial, and understood her value of society. She was considered the antithesis of white ladies, white ladies being fragile and beautiful. She was also classified as sexual. In her own family, she was the leader, an indicationRead MoreThe Media s Depiction Of Caricatures, Stereotypes, And Violence Of African Americans3353 Words   |  14 PagesThe Media’s Depiction of Caricatures, Stereotypes, and Violence of African Americans The mammy, an iconic caricature figure that has shaped and distorted the way African Americans are perceived in the media and eyes of Americans. At first she may seem like a harmless, fun caricature that is all smiles. However, in reality the mammy is one of many caricatures that have been created to define and serve as a stereotypical function of white domination that is still seen today in America’s culture.Read MoreThe Role Of Media And Its Effects On Society1648 Words   |  7 PagesThere are many types of media that are constantly being shown in this time of era, such as, films, documentaries, music videos, and advertisements. The public tends to attach themselves to films and music videos when there are controversial ideas that rise from these forms of media and advertisements sometimes receive the attention but after time passes on we forget them. Aunt Jemima is a famous individual who has been through many changed over time, which at first, she looked like a terrifyi ng AfricanRead MoreAnalysis Of The Movie Breakfast At Tiffany s 1502 Words   |  7 Pagesunderrepresenting ethnic people. It’s evident that film is a type of mass media that has a certifiable amount of power to influence audience’s views, yet this platform constantly disregards the need for diversity in favor of stereotypes. Movies such as Breakfast at Tiffany’s (1961), Scarface (1983), and Pan (2015) are all guilty of this. The depiction of non-American characters in Hollywood movies are constructed around racial stereotypes and whitewashing because non-ethnic/white actors are casted in ethnic rolesRead MoreRepresentations of Native Americans in Disney Productions from Peter Pan to Pocahontas2838 Words   |  12 Pagesthat throughout history Native Americans have been depicted in both negative and positive lights, but regardless the representation has always been through the White man’s eyes, thus it cannot be an accurate representation. This is evid ent in many films that contain Native American characters, specifically Dances with Wolves (Costner, 1990). The narrative has a white man entering a Native American tribe and showing the audience how he, as a white man, views the tribe. This is problematic because theRead MoreComparing Bram Stoker’s Dracula and the 1972 Film Blacula Essay1917 Words   |  8 PagesEngland. In modern times there have been many film adaptations of the novel, each developing a unique analysis or criticism of the literary text within the framework of the society and time period in which it was created. The 1972 film Blacula is one of the most culturally specific variations on the story of Dracula, and highlights many of the themes and messages found in Stoker’s original text. Among the primary similarities between the novel and the film is the portrayal of race, sexuality, nationalityRead MoreHollywood And The American Entertainment Industry1872 Words   |  8 Pagesrevolved around nar ratives written by and featuring white, straight men. This is not to say that there are not any sources of media that include more diverse characters; however, portrayals of people of color (PoC) often reduce them to negative stereotypes. How does the lack of exposure to multidimensional non-white characters, along with the continuous exposure to stereotyped characters of color and whitewashed roles impact on the way Americans see race? With the average American consuming approximatelyRead MoreRacism in Disney Movies Essay5488 Words   |  22 Pagesvehicles for certain notions about our culture,† such as racism. (Giroux 32). Racist scenes in Disney movies are often identified as simply being â€Å"symbols of the time† when the films were produced. Furthermore, Disney racism is often passed over as simple humor, or as a simple guide to childrens understanding of cultures. These explanations of racism in the films are incomplete because they fail to take into account the fact that the primary audience members of Disney films are not old enough to

Conflict of Interest free essay sample

The purpose of the conflict of interest policy is to protect Diamond Cut Loyalty Canine Rescue and Pit Bull Rehabilitation, Inc. ’s (herein â€Å"Organization†) interest when it is contemplating entering into a transaction or arrangement that might benefit the private interest of an officer or director of the Organization or might result in a possible excess benefit transaction. This policy is intended to supplement but not replace any applicable state and federal laws governing conflict of interest applicable to nonprofit and charitable organizations. Article II Definitions . Interested Person Any director, principal officer, or member of a committee with governing board delegated powers, who has a direct or indirect financial interest, as defined below, is an Interested Person. 2. Financial Interest A person has a financial interest if the person has, directly or indirectly, through business, investment, or family: a. An ownership or investment interest in any entity with which the Organization has a transaction or arrangement, b. We will write a custom essay sample on Conflict of Interest or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page A compensation arrangement with the Organization or with any entity or individual with which the Organization has a transaction or arrangement, or . A potential ownership or investment interest in, or compensation arrangement with, any entity or individual with which the Organization is negotiating a transaction or arrangement. Compensation includes direct and indirect remuneration as well as gifts or favors that are not insubstantial. A financial interest is not necessarily a conflict of interest. Under Article III, Section 2, a person who has a financial interest may have a conflict of interest only if the Board of Directors decides that a conflict of interest exists. 3. Board of Directors The directors, collectively, of the Organization. Article III Procedures 1. Duty to Disclose In connection with any actual or possible conflict of interest, an Interested Person must disclose the existence of the financial interest and be given the opportunity to disclose all material facts to the Board of Directors relating to the proposed transaction or arrangement. 2. Determining Whether a Conflict of Interest Exists After disclosure of the financial interest and all material facts, and after any discussion with the interested person, he/she shall leave the Board of Directors meeting while the determination of a conflict of interest is discussed and voted upon. The remaining board members shall decide if a conflict of interest exists. 3. Procedures for Addressing the Conflict of Interest a. An interested person may make a presentation to the Board of Directors, but after the presentation, he/she shall leave the meeting during the discussion of, and the vote on, the transaction or arrangement involving the possible conflict of interest. b. The chairperson of the Board of Directors shall, if appropriate, appoint a disinterested person or committee to investigate alternatives to the proposed transaction or arrangement. c. After exercising due diligence, the Board of Directors shall determine whether the Organization can obtain with reasonable efforts a more advantageous transaction or arrangement from a person or entity that would not give rise to a conflict of interest. d. If a more advantageous transaction or arrangement is not reasonably possible under circumstances not producing a conflict of interest, the Board of Directors shall determine by a majority vote of the disinterested directors whether the transaction or arrangement is in the Organization’s best interest, for its own benefit, and whether it is fair and reasonable. In conformity with the above determination it shall make its decision as to whether to enter into the transaction or arrangement. 4. Violations of the Conflicts of Interest Policy a. If the Board of Directors has reasonable cause to believe a member has failed to disclose actual or possible conflicts of interest, it shall inform the member of the basis for such belief and afford the member an opportunity to explain the alleged failure to disclose. . If, after hearing the member’s response and after making further investigation as warranted by the circumstances, the Board of Directors determines the member has failed to disclose an actual or possible conflict of interest, it shall take appropriate disciplinary and corrective action. Article IV Records of Proceedings The minutes of the Board of Directors’ meeting shall contain: a. The names of the persons who disclosed or otherwise were found to have a financial interest in connection with an actual or possible conflict of interest, the nature of the financial interest, any action taken to determine whether a conflict of interest was present, and the Board of Directors’ decision as to whether a conflict of interest in fact existed. b. The names of the persons who were present for discussions and votes relating to the transaction or arrangement, the content of the discussion, including any alternatives to the proposed transaction or arrangement, and a record of any votes taken in connection with the proceedings. Article V Compensation a. A voting member of the Board of Directors who receives compensation, directly or indirectly, from the Organization for services is precluded from voting on matters pertaining to that member’s compensation. b. A voting member of any committee whose jurisdiction includes compensation matters and who receives compensation, directly or indirectly, from the Organization for services is precluded from voting on matters pertaining to that member’s compensation. c. No voting member of the Board of Directors whose jurisdiction includes compensation matters and who receives compensation, directly or indirectly, from the Organization, either individually or collectively, is prohibited from providing information to any committee regarding compensation. Article VI Annual Statements Each director, principal officer and member of a committee with governing board delegated powers shall annually sign a statement which affirms such person: a. Has received a copy of the conflicts of interest policy, . Has read and understands the policy, c. Has agreed to comply with the policy, and d. Understands the Organization is charitable and in order to maintain its federal tax exemption it must engage primarily in activities which accomplish one or more of its tax-exempt purposes. Article VII Periodic Reviews To ensure the Organization operates in a manner consistent with charitable purposes and does not engage in activities that could jeopardize its tax-exempt sta tus, periodic reviews shall be conducted. The periodic reviews shall, at a minimum, include the following subjects: a. Whether compensation arrangements and benefits are reasonable, based on competent survey information, and the result of arm’s length bargaining. b. Whether partnerships, joint ventures, and arrangements with management organizations conform to the Organization’s written policies, are properly recorded, reflect reasonable investment or payments for goods and services, further charitable purposes and do not result in inurement, impermissible private benefit or in an excess benefit transaction.

Subject identity Essay Example For Students

Subject identity Essay Canterbury Christ Church University (2005) is a university that uses its website for potential students to download an ICT audit that can be used to identify any basic skills students will need to improve in order to study at their university. Their website specifies how important ICT skills are at university as it underpins all of your studies. Students will also be required to be able to email to communicate with staff and students, to word process essays and assignments, to use the internet to search for information and possibly to use subject-specific software for their course. Even student that have not studied ICT at college or even at university level still will be required to have some basic ICT skills and these might very well be the skills learned before leaving school, which again shows the importance of school leavers leaving with skills for life, that they can in the future be able to use in many situations and build from these skills. Lastly what do employers want from school leavers, well already we know that 60% of existing and 90% of new jobs require some ICT skills and according to Kings School (2006) Almost every employer needs staff with good ICT skills so its a biggie! We will write a custom essay on Subject identity specifically for you for only $16.38 $13.9/page Order now Again no reference is made to interpret what is classed as good ICT skills and to what level, but assuming as this is a school website they would be referring to skills taught up to KS4. More jobs are requiring computers skills and according to Integrated System Technologies Limited (2006) in a recent employer survey by e-Skills UK has identified significant shortfalls in the UKs e-Skills capability. e-skills UK acts as the voice of employers on IT, Telecoms and Contact Centres. They surveyed over 3,200 businesses looking at employer skill needs relating to IT within their organisations, and current skill deficiencies. From the survey it seems the skills required by business are word processing, database and spreadsheet skills, especially as it states Forty-four per cent of businesses reporting skills gaps said staff lacked word processing skills, 44 per cent lacked database skills, and 43 per cent lacked spreadsheet skills. 6. Critically evaluation of the secondary National Curriculum for ICT. When the National Curriculum for IT was devised in 1995, it was written in a non-specific way so that developments over a five year period could be allowed for. Neither the Programmes of Study nor the Attainment Target Level Descriptions mention word processing, spreadsheets or multimedia authoring, or particular types of software. The lack of details provided little help for teachers who where unfamiliar with ICT and many teachers were uncertain about what the ICT National Curriculum Programmes of Study really meant. To counter this problem, both the DfES and the QCA issued schemes of work and resources to support the teaching and learning of ICT from KS1 to KS3 to provide teachers with the tools to teach ICT capability. The schemes of work gave examples of the types of activities which were appropriate for covering various aspects of the IT curriculum. These schemes of work where software dependent and, in many cases used Microsoft Office software (Ager 1999). The National Curriculum was further revised in 1999 when IT was renamed Information and Communication Technology (ICT). However, programmes of study in England were now grouped around the major themes of finding things out; developing ideas and making things happen; exchanging and sharing information; reviewing modelling and evaluating work as it progresses (DfES 1999), although there was still the flexibility to be able to teach the subject using any software and however you like, as long at the national curriculum is followed. The National curriculum for ICT could still be improved to incorporate new skills and knowledge, for example including more multimedia skills, as ICT is constantly changing and therefore the curriculum is in need of updating. .u1e1c5c1968d500b8e2aec7237f86b47c , .u1e1c5c1968d500b8e2aec7237f86b47c .postImageUrl , .u1e1c5c1968d500b8e2aec7237f86b47c .centered-text-area { min-height: 80px; position: relative; } .u1e1c5c1968d500b8e2aec7237f86b47c , .u1e1c5c1968d500b8e2aec7237f86b47c:hover , .u1e1c5c1968d500b8e2aec7237f86b47c:visited , .u1e1c5c1968d500b8e2aec7237f86b47c:active { border:0!important; } .u1e1c5c1968d500b8e2aec7237f86b47c .clearfix:after { content: ""; display: table; clear: both; } .u1e1c5c1968d500b8e2aec7237f86b47c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1e1c5c1968d500b8e2aec7237f86b47c:active , .u1e1c5c1968d500b8e2aec7237f86b47c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1e1c5c1968d500b8e2aec7237f86b47c .centered-text-area { width: 100%; position: relative ; } .u1e1c5c1968d500b8e2aec7237f86b47c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1e1c5c1968d500b8e2aec7237f86b47c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1e1c5c1968d500b8e2aec7237f86b47c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1e1c5c1968d500b8e2aec7237f86b47c:hover .ctaButton { background-color: #34495E!important; } .u1e1c5c1968d500b8e2aec7237f86b47c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1e1c5c1968d500b8e2aec7237f86b47c .u1e1c5c1968d500b8e2aec7237f86b47c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1e1c5c1968d500b8e2aec7237f86b47c:after { content: ""; display: block; clear: both; } READ: Personal Identity and Afterlife EssayThe key to how ICT should be taught would be that at KS3 the curriculum should be to build on the technical skills developed during KS1 and KS2 and develop the higher order skills required for success at KS4. 7. Conclusion In conclusion this report has emphasised the importance of ICT, with the ever increasing use of technology making ICT an essential skill for life. It has also shown the importance of ICT having capability encompasses not only the mastery of technical skills and techniques, but also the understanding to apply these skills purposefully in learning, everyday life and employment, and to be able to have life long learning. Also that the National Curriculum alone is not enough for most teachers and therefore schemes of work were introduced, which still is not the perfect solution and with time they will all need to be updated as ICT is a constantly altering, which was also partly the reason the national curriculum was created so vague. As a result of the author findings it is clear that ICT is now a skill for life, and should be taught discreetly, with the application of ICT capability across other subjects. 8. Bibliography Ager, R. (1999). Information and Communication Technology in Primary Schools Children or Computers in Control? London: David Fulton Publishers Ltd. Canterbury Christ Church University (2005) Studying in H. E ICT. . Available from: URL: http://www. canterbury. ac. uk/plpp/ict. asp . Clarke, A. What is ICT Skill for Life? . Available from: URL: http://www. bbc. co. uk/ictcoach/kb/alanclarke. shtml . DfEE (1997) Excellence in Schools. Cited in Ager, R. (1999) Information and Communication Technology in Primary Schools Children or Computers in Control? London: David Fulton Publishers Ltd. DfEE (1998). Teaching: High Stakes, High Standards. Requirements for Courses of Initial Teacher Training. Cited in Ager, R. (1999) Information and Communication Technology in Primary Schools Children or Computers in Control? London: David Fulton Publishers Ltd. DfES (2002). Framework for teaching ICT capability: Years 7, 8 and 9. London: DfES Publications. .. Available from: URL: http://publications. teachernet. gov. uk/eOrderingDownload/dfes-0697-2002FrameworkForTeachingICTCapabilitySummary. pdf . DfES (2004). Key Stage 3 National Strategy ICT across the curriculum Management Guide. . Available from: URL: http://www. standards. dfes. gov. uk/keystage3/downloads/ictac_man_gd017204. pdf . Integrated System Technologies Limited (2006). Employer survey identifies significant shortfalls in the UKs e-Skills . Available from: URL: http://www. istl. com/ict/article-employer-survey. htm . Kings School (2006). What are employers looking for? . Available from: URL: http://www. kings-winchester. hants. sch. uk/folders/student_zone/work_related_learning/what_are_employers_looking_for. cfm . Office for Standards in Education (OFSTED) (1999) Secondary subject reports 1998 /9 Information Technology. Cited in Hammond, M. ICT: the subject. . Available from: URL: http://www. ict-tutors. co. uk/? thissection=5thispage=1layout=1thissheet=2 . Ofsted subject reports (2001/02) Information and communication technology in secondary schools. Cited in DfES (2004). Key Stage 3 National Strategy ICT across the curriculum Management Guide. . Available from: URL: http://www. standards. dfes. gov. uk/keystage3/downloads/ictac_man_gd017204. pdf . QCA (2006) Programmes of study: Information and communication technology (Key stage 3) University of Wolverhampton (2006). IT Services Acronym/Jargon Buster. . Available from: URL: http://asp2. wlv. ac. uk/its/website/everyone/its_jargon. htm . Wikipedia contributers (2006a). Computer Studies. Wikipedia, The Free Encyclopedia. . Available from: URL: http://en. wikipedia. org/wiki/Computer_Studies .