Portrait and a Dream Essay

Abstract expressionists, James Pollock created an abstract full of symbolically hidden messages, called The Portrait and a Dream, 1953.   First impressions that are given off by this painting sends messages of confusion, anger, hopeless dreams, perhaps the inner thought and feelings of the artists when he made the abstract. The art work portrays someone who furiously scribbled many lines across the canvas in no controlled manner, working from hostile and angry emotions. If music was made to match this painting, it would not be smooth jazz or classical, but like rap with an angry fast techno beat producing violence.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When considering the title of the painting, and looking at the line arrangements, Pollock was telling a story about his frustrations over empty dreams. Dull, plain off color canvas is chosen as the background for this art. To the right is a very black and Halloween orange colored head, perhaps an indication of what is going on in his mind as he was painting; or it could be a resemblance of him in his sleep at night. The main theme or point behind this painting appears to send messages to let someone know this person is upset. Many artists write songs, create paintings, choreograph dances to get certain points to someone who has made them upset. Pollock seems to be sending an underlying message to one person, a person who somehow blocked him from his achievements, even though many people are fascinated with this abstract. To the center gearing to the right, is an eye that can be of human form. The rest of the face takes on the identity of an animal, perhaps a wild cat. The selected mixture of autumn colors with hidden images of a cat peaking through to the audience implies this painting applies to Halloween, or fall season. The overall shape of the Halloween colored ball or head has a few stray extensions leading away from the ball. The head is looking toward the mass of confusion, on the left side of the painting.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   On the left side, is many scribbled black lines, portraying confusion, or despair. The black fills in some of the empty spaces overseeing the left side of the portrait. Most of the painting is hollowed or emptied, just lines zigzagging and crossing one another. A couple of potential faces are drawn into the scrambled lines. One of the faces centers the overall portrait, another is found at the bottom right side.   The face centering the portrait has clenched teeth, the eyes resemble anger. The potential face at the bottom right very much looks like a skeleton with cross bones, the national symbol for poison or danger.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Looking at the overall view of this painting, the round colored object on the right of the painting is smaller than the confused lines on the left side of the painting. The drawing portion of the art fills up most of the space, dividing into two separate forms, lays against a solid background. The circular object on the right side resembling his own head, revealing the inner secretive contents looking out at the painting resembling confusion, indicates that his confusion, despair and hopelessness is , perhaps to much for him to bear. The interpretations of this painting can be limitless. However, anyone can look at this painting, instantly recognize this painting is not conveying a pleasant, peaceful or calm tonality.   Lack of bright contrasting colors may portray images or ideas that are the total opposite of confusion. Someone else may interpret the hidden meanings of the abstract portrait as lots of energy, or hyperactivity, unable to sit still or even a pleasant excitement.

The Bielski Brothers: a Story of Survival

There are many forms of survival. There is living every day, surviving quietly with the rest of the world. There is personal survival, fighting in a way only you know how. And then there is survival in the face of the greatest adversity, survival against all odds. Survival as a group, when an even larger power is doing everything it can to keep you from surviving. This is the survival experienced by the troop of Jews detailed in The Bielski Brothers, the true story of how three brothers saved thousands by living in the forest.With this book, Peter Duffy tells the story of one of the greatest triumphs of Jews during the Holocaust in Nazi-occupied lands. The Bielski brothers’ group survived through a brutal genocide, even thrived in their forest camps, and were able to take a stand against their oppressors, fighting for their right to live. During this time in history, it was easy for most people to focus on themselves and their own personal survival. For most, it was every man for himself, but not for the Bielskis. They worked as hard as they could to save as many lives as possible.Saving Jews was their number one priority, even above killing Nazis and destroying supplies. For them, saving these Jews was an even more powerful way to get back at the Germans. Even when it was hard, when the winter was harsh and food supplies were low, the Bielskis never turned anyone away. Tuvia Bielski, the eldest brother, is quoted as saying, â€Å"I would rather save one old Jewish woman†¦ than kill ten German soldiers† (Duffy, P. x). The Bielski Brothers shows that one of the keys to survival is having a strong leader. In the effort to save Jews from ghettos, heroes were found in unlikely places.The success of the Bielskis themselves was itself unprecedented, but they would not have saved so many without the help of others. One important hero to the Bielski Jews was Konstantin Koslovsky. Despite being a Gentile, he was dedicated to helping the escaping Jews in any way he could, offering shelter, food, and passage into the puscha. Unlikely leaders also formed among groups in ghettoes, planning elaborate escape and survival methods. The biggest leader of the forest groups was Tuvia Bielski, whose commanding presence and dedication were an inspiration to the Jewish people.He orchestrated the entire forest party, leading rescue missions and raids against Nazis and cooperators. Asael and Zus Bielski were also leaders of their own partisan fighting groups, and Asael was a liaison with the Soviets. The Bielski Jews not only survived in the forest, they thrived there. Instead of seeing the puscha as a prison trapping them in, it became a haven full of freedom and life. They turned their situation around and flourished in industry and the arts. Shops were set up to manufacture goods like weapons, shoes, foodstuffs, and furniture.The forest camp even had a school and a theater group. The group performed songs, skits, and dances, entertaining bot h the Jews in the camp and visiting partisans and Soviets. This was a huge insult to the Nazis—that they had not only failed to eliminate all Jews, but there were even some that felt freedom and success during this time of oppression. Everything the Bielskis did was in defiance of the Nazis, and in protection of their fellow Jews. They gave their group of refugees a sense of security, and hope for the war’s end.Although the Bielski brothers’ greatest triumph was saving thousands of Jews by living in a forest, they also triumphed against the Germans in other ways. One of the first things the Bielskis did was set up fighting groups among the escapees, who planned attacks on Nazis, the police, and German cooperators. Most people of this time followed a submit-to-survive mentality, never rising against their tormentors in the hopes that they would stay alive by keeping their head down. The Bielski Jews, however, while still focused on survival, took a completely dif ferent approach to it.They knew that the Nazis would never let them live, no matter how much they cooperated with them. So, in order to survive, they went against the Germans and fought back. The Bielskis and their fighters were extremely aggressive in their actions against their enemy. They stopped at nothing to take down as many Nazis, cooperators, and supplies as possible. They set mines and watched the roads for approaching Nazi convoys, then, using weapons made in the forest camps, shot the drivers and guards, took as much food, weapons, and other goods as they could, and destroyed the rest of the equipment.When they got word of incoming train shipments, they lay in wait near the tracks and took down the train, taking valuable equipment from the Nazis and using it for themselves. When peasants cooperated with the Germans by feeding them, turning in hidden Jews, and offering intelligence on the Bielski partisans, the fighting groups would visit the peasants’ homes, take t heir food, and kill everyone living there, without hesitation. This merciless stance protected the camp from not only outside enemies, but also from dissent within the group. When IsraelKessler challenged the leadership of the Bielski brothers, Asael Bielski did not hesitate to execute him. Even on their last day in the puscha, when a man defied Tuvia’s orders to only take personal belongings from the camp, Tuvia shot him immediately. The Bielskis made it clear that they had complete control, and opposition would not be tolerated. During the Holocaust, the one thing everyone was striving toward was survival. The Bielski brothers were some of the most successful at this goal, surviving in a series of forests in Belarus against all odds.They saved 1,200 Jews from ghettoes, with the help of Gentiles and Jews alike. Even under the extreme duress of World War II, with a fierce enemy constantly out to get them, they were able to thrive in their forest community and feel a taste of freedom in the middle of a great prison. They fought aggressively against both the Nazis and the ideal that they must suffer quietly in order to survive. The Bielski brothers and their allies were an inspiration to many ghetto Jews, and they continue to inspire people with their courage and strength.

Do Video Games Make Violence to Children Essay

Italy has many beautiful and historic cities worth a visit. Travel to cities is best done by train as driving in Italian cities may be very difficult and the extensive Italian train system is inexpensive. Most city centers are well-suited to walking and parts of the city centers may be closed to transportation. Large Italian cities generally have good public transportation, too. Check the distances between cities with our Distance Calculator. 1. Rome – Roma Piazza del Popolo picture by James Martin Rome is the capital of modern Italy. Rome is full of history everywhere you look. It has many ancient monuments, interesting medieval churches, beautiful fountains, museums, and Renaissance palaces. Modern Rome is a bustling and lively city and has some excellent restaurants and nightlife. The Vatican and St. Peter’s are also found in Rome. 2. Venice – Venezia Basilica San Marco  © by Martha Bakerjian, licensed to About.com Venice is a unique city built on water in the middle of a lagoon. Venice is one of Italy’s most beautiful and romantic cities as well as one of the most popular for visitors to Italy. The heart of Venice is Piazza San Marco with its magnificent church. There are many museums, palaces, and churches to visit and wandering along Venice’s canals is interesting. Venice is in the northeast of Italy and historically was a bridge between East and West. 3. Florence – Firenze Ponte Vecchio  © by Martha Bakerjian, licensed to About.com Florence is one of the most important Renaissance architectural and art centers. Its Duomo and Baptistery are magnificent but crowded with tourists as is their large piazza. Florence has several interesting museums with many famous paintings and sculptures. There are also Medici palaces and gardens. Florence is in Tuscany. 4. Milan – Milano Picture of Milan Duomo  ©2006 by James Martin Milan, one of Europe’s richest cities, is known for stylish shops, galleries, and restaurants and has a faster pace of life than most Italian cities. It also has a rich artistic and cultural heritage. Its Duomo, with its beautiful marble facade, is magnificent. La Scala is one of the world’s most famous opera houses. 5. Naples – Napoli Castel dell’Ovo  © James Martin Naples is one of Italy’s most vibrant cities. It lies on the coast south of Rome and is the most important city in southern Italy. Naples has recently undergone some renovation but still retains much of its old character. It holds many historical and artistic treasures. 6. Verona Roman Arena  © Martha Bakerjian, licensed to About.com Verona is known for the story of Romeo and Juliet and for its Roman Arena, the third largest in Italy and the venue for a top opera festival. Verona has a good medieval center, Roman remains, and an interesting castle complex. It’s the fourth most visited city in Italy and well worth a stop on a northern Italy travel itinerary. 7. Turin – Torino Turin Picture  ©2006 by James Martin Turin, host of the 2006 Winter Olympics, is a major cultural hub with excellent museums, elegant shops, and good restaurants. There are also some very nice examples of baroque architecture and historic palaces. Turin has many historic cafes, artisan workshops, and arcades. Turin is in the northwest of Italy, between the Po River and the foothills of the Alps. 8. Bologna Bologna Picture  © James Martin Bologna is known for its beauty, wealth, cuisine, and left-wing politics. Its streets are lined with beautiful arcades, making it a good place to walk even in the rain. It has one of Europe’s oldest universities and a nice medieval center. There are several attractive squares, lined with buildings with nice porticoes. Bologna is the capital of the Emilia-Romagna region in northern Italy. 9. Perugia View of Perugia  © by James Martin Perugia is a very cosmopolitan city and home to two universities. It hosts a world-famous jazz festival in the summer and its University for Foreigners is a great place to learn Italian. It’s a walled city on a hilltop with great views over the valley and has several important monuments and a good central square. Its history goes back to the ninth century BC. Perugia is in the center of Italy and is the capital of the region of Umbria. 10. Genoa – Genova Genoa Duomo  © James Martin Genoa, on the northwest coast of Italy, is Italy’s principal seaport. Genoa was a 2004 European Culture Capital; money flowed into the port city made famous by Columbus and now it’s a better place than ever to visit. Genoa has a fascinating aquarium, an interesting port area, and a historic center said to be the largest medieval quarter in Europe, with a wealth of churches, palaces, and museums.

Managing Communication, Knowledge and Information Essay

Managing Communication, Knowledge and Information - Essay Example Recommendations are also suggested for some of the changes needed for the information to be managed properly within Tesco Company. 1.0 Introduction The Management official of Tesco Company understands the importance of decision- making in the operation of every aspect of the business. The company has a complex form of management due to its large size and the number of stores it operates which have reached up to 6 351 in numbers. The company also manages approximately 472 000 employees (Fernie 2005, p.36). This kind of work force has to be managed well if the company needs to maintain its growth and profitability. 2.0 Decision Making Process Decision making processes in the organization is as complex as is the Multinational Company itself. They rely on good information experience and consultation in making these decisions. The managers here are highly qualified and experienced. Decision making within the company happens at all level of the organization. The Board of directors are the grand strategic decisions maker about the investments and the future growth direction. The various managers of the various stores under the company are also involved in making decisions that continually contribute to the overall company objectives (Richardson 2004, p.15). Lastly, the ordinary employees are involved in making of decisions concerning their respective tasks. ... 29). Source: http://tutor2u.net/business/organisation/decisionmaking.htm The company has a well-established mission and vision statements. The Management officials must first identify the objectives of every action to be made. The objectives outlines the goals that the department, store or even the entire company want to achieve once the identified actions are carried out. A supervisor in Tesco Supermarkets identifies the need to increase the number of cashiers during peak hours so to improve the quality of customer service as well as reduce inconveniences and thus creating an overall good image of the company (Richardson 2004, p. 31). Once the objectives are identified, the decision maker is required to collect as much information as possible regarding the identified problem. This determines the cause of the problem and identifies various alternatives that can solve the same problem. The managers ensure that they gather all the information about the situation. This helps them to be aware of all the aspects of the issue. The managers of various stores carry out the studies to establish approximate numbers of customers that are shopping at various times of the day. They also identify the number of adequate cashiers that should serve customers at various times of the day. The analysis of information gathered identifies various alternatives available to the managers to make their decision. It also tries to find the viability of such information to eliminate chances of making an error. Once the manager is clear about all issues, they usually choose the most viable course of action to solve the identified problem. This decision is made after evaluating all the

Accounting Theory Essay Example | Topics and Well Written Essays - 1750 words

Accounting Theory - Essay Example The branch of accounting that involves systematic statement of principles and methodology, as distinct from practice is known as accounting theory (Porwal, 2001 7). The purpose of this is to provide a set of principles and relationships which explain practices that are observed in the real world and predict practices that are unobserved (Schroeder et al., 2010 1). If one wishes to experience firsthand the level of confusion it can create, they should observe how Chinese companies issue three different categories of shares – ‘A’, ‘B’ and ‘H’ which are traded in three different markets by three distinct categories of shareholders. Category ‘A’ type shares are meant only for domestic investors and are transacted Shanghai and Shenzhen stock markets. Category ‘B’ shares are traded in the same stock exchange but only by foreign investors and category ‘H’ shares are traded in Hong Kong stock exchange. So, while issuing ‘A’ category shares a Chinese company has to adhere to Chinese Accounting Standard (CAS), and while issuing ‘B’ category shares it has to follow International Accounting Standard (IAS) and while issuing ‘H’ category shares it has to format its accounts as required by Hong Kong Accounting Standard (HKAS). So, a mu ltiplicity of accounting standards, quite obviously, generates financial information of disparate levels of transparency and detailing. Hence it is becoming increasingly difficult for stakeholders to unquestioningly rely on information provided in the financial statements (Chen and Wei 2008 1). Such a lack of convergence among various accounting standards surely lead up to an extremely confusing scenario especially in an era of globalization when capital is freely flowing across continents and frontiers. Though one cannot disregard the local expediencies there must still be sufficient disclosures so

Two sides of the Same Coin Called Love Essay Example | Topics and Well Written Essays - 1000 words

Two sides of the Same Coin Called Love - Essay Example These poems illustrate the theme of eternal love, although in My Mistress' Eyes, the speaker uses a realistic approach and constructs the poem as a parody of traditional sonneteers’ romanticized descriptions of their mistresses, while A Summer’s Day underscores the speaker’s everlasting love through undermining the inability of a traditional notion of summer in capturing his beloved’s magnificence. My Mistress' Eyes lampoons the usual similes and metaphors of romantic sonneteers, whereas A Summer’s Day employs eternal summer and lasting lines as fitting metaphors for his eternal love and his beloved’s beauty. The theme of these poems is undying love, although love is depicted in different approaches. In My Mistress' Eyes, the speaker does not even start with the usual compliment given to women’s physical attractiveness. Instead, he immediately begins with a negative depiction: â€Å"My mistress' eyes are nothing like the sun† (Shakespeare line 1). The rest of the lines are all contradictions of the common similes and metaphors of love poems, such as comparing women’s beauty or their facial parts to corals, snow, roses, perfumes, and goddesses. Nevertheless, in line 13, the speaker asserts his undying devotion to his mistress when he says: â€Å"And yet, by heaven, I think my love as rare/As any she belied with false compare† (Shakespeare 13-14). The speaker stresses that his love may probably be more lasting than those who describe their mistresses in unrealistic terms. As one article notes: â€Å"†¦he thinks his beloved is as unique as any other woman wh o has been lied about by other poets through the use of false comparators† (Grace 1).... He finds â€Å"summer† inadequate, however, because it is too short, â€Å"†¦summer's lease hath all too short a date† (Shakespeare 4), â€Å"too hot† (Shakespeare 5), â€Å"dimm’d† by the clouds (Shakespeare 6), and â€Å"declines† in beauty (Shakespeare 7). Apparently, the summer’s day is incomparable to the love he feels for his audience and the kind of beauty his beloved possesses. Instead, the only object that he can compare his love to is with his â€Å"eternal lines† (Shakespeare 12). Only through these lines can his love breathe forever and that is how much he loves his target audience. The speakers of these two poems emphasize that their love is rare and undying, but My Mistress' Eyes satirizes the traditional sonneteers’ idealized descriptions of their mistresses, while A Summer’s Day underscores the speaker’s everlasting love through comparing his love to summer and poetry. The speaker in My Mistress' Eyes does not think twice in saying what he â€Å"sees† in his mistress. He is direct in his tone, when he says that his mistress is nothing like the sun, corals, snow, roses, perfumes, and goddesses. He matter-of-factly states: â€Å"Coral is far more red than her lips' red;/If snow be white, why then her breasts are dun† (Shakespeare 2-3). Her lips are not at all red and her breasts are even dun or brownish gray. Roses are red, but the speaker asserts that these roses are not found in his mistress’ cheeks. He even notes that her breath is far from perfume and that it â€Å"reeks† (Shakespeare 8). And yet he loves hearing her speak, even when â€Å"†¦music hath a far more pleasing sound† (Shakespeare 10). He also cannot compare her to a goddess, for he has not seen one in his lifetime. At the same

How Do Nietzsche and Freud Differ in Their Evaluation of Civilisation Essay

How Do Nietzsche and Freud Differ in Their Evaluation of Civilisation - Essay Example This essay examines the extent the Freud and Nietzsche differ in their evaluation of civilization. Analysis There are a number of overarching considerations in regards to Nietzsche and Freud’s perspectives on civilization. One considers that in many regards both thinkers share a similar cynicism towards mass society. Nietzsche was greatly suspicious of the notion of morality and sought means of examining the underlining significance of moral actions, concluding that ultimately individuals were self-interested. Freud additionally questioned notions of selflessness (McGrath 1995, p. 111). Perhaps more significantly both thinkers recognized the prominence irrationality plays in civilization and human existence. While Freud embraced the Western scientific tradition of social progress, Nietzsche largely disregarded these notions. In addition to his disregard of society in this way, Nietzsche also believed that, to a large-extent, social reforms were useless and impossible (McGrath 1995, p. 111). Nietzsche viewed society as constricted by too many rules and regulations that hindered one’s pursuit of a richer and fuller human existence (McGrath 1995, p. 111). Freud’s emphasis on scientific progress seems conflicted with Nietzsche’s abandonment of social reform. ... While Freud’s texts more directly consider the thrust of civilization to a large extent Nietzsche focuses on the individual. One of Nietzsche’s most seminal works is ‘Beyond Good and Evil’. One of the earlier considerations in this text is Nietzsche’s condemnation of past philosophers as too readily embracing notions of truth (Nietzsche 2003, p. 20). This is a significant criticism as Nietzsche has considered that past perspectives on philosophy and civilization must be fundamentally reconsidered as based on erroneous assumptions. For instance, Nietzsche broadly criticized Socrates. Rather than constituting ‘truth,’ Nietzsche argues that these past philosophical perspectives have merely sought to emphasize a philosophical perspective as a means of advancing the moral prejudices of the philosopher (Nietzsche 2003, p. 20). For instance, rather than Socrates’ claims being a legitimate claim to moral truth, Nietzsche argues that these beliefs merely serve to bolster Socrates’ self-interested position. This is a highly significant argument as in addition to criticizing the Western philosophical tradition, it criticizes many of the very foundational elements of society. Nietzsche notes, "from every point of view the erroneousness of the world in which we believe we live is the surest and firmest thing we can get our eyes on" (Nietzsche 1996, p. 34). While civilization through the Enlightenment had previously embraced the notion that humanity was inherently good, Nietzsche is positing in these regards that individuals must think beyond traditional notions of good and evil, as they are based an invalid premises. One considers Freud’s perspective on many of these notions in his seminal text Civilization and Its

Describe urban blight Essay Example | Topics and Well Written Essays - 500 words

Describe urban blight - Essay Example The main reason which can be identified for the phenomenon of urban blight includes the neglect from the respective governments of the particular region. Lack of economic support towards the proper maintenance of the areas can also result in the deterioration of the older buildings and portions of the cities. Effects of urban blight can be of high significance. Urban Blight has the possibility of causing hazard to other buildings and also is threatening for the lives of human beings. The buildings in the city with poor conditions are very much prone to fire and also have the high probability of collapsing down at any times which may cause considerable damage to the society. (What is urban blight, n. d). Another significant cause of urban blight can refer to the process of urban renewal scheme, where the government focuses on the development of the cities in areas near to the highways. As a result of such projects they fail to concentrate on the older parts of the city which leads to their deterioration. The increase in tax in The United states property improvement gave rise to the urban Blight in the area. (Soares, et al, p.675, 2011) Shanty town refers to the settlement of people in slums. The presence of shanty town is mostly observed in the developing and the partially developed nations where unequal distribution of wealth prevails. The people in shanty town lead a treacherous life and their primary needs are often not fulfilled. They lack a proper shelter as their dwellings are made up of scrap materials which may collapse easily under any sort of environmental calamity. People living in shanty town lack proper sanitation facility and leads an unhygienic lifestyle (Clark, 2003, p.122). The slums in which they live are generally one room and are shared by many people who make it clumsy and suffocating. There is no facility of electricity in the

Textual Analysis Essay Example | Topics and Well Written Essays - 250 words

Textual Analysis - Essay Example For the beauty being objective, there must be a single eternal and unchangeable idea of it that all sensible things re to be judged. Similarly, just and holiness is subjective and variable because their very nature is impermanent. The objects of opinion, such as beauty, just and piety is in constant flux; thus, they cannot be termed knowledge because knowledge is permanent in nature (being). Leadership and opinion vary based on the situation and the environmental factors. However, in its fundamental nature, knowledge is permanent and remains so regardless of the situation or circumstances. In application, a leader makes decisions based on his knowledge of a matter but the decision is influenced by other factors such that the conclusion arrived at one particular time under special circumstances can vary from another occasion in similar circumstances. Similarly, opinion about an issue is impermanent because, under dissimilar circumstances, individuals give different views on the same subject. Regardless of this, the knowledge of these persons does not change irrespective of the condition. In that accord, it agrees that the concept of leadership and opinion has a similar definition as the notion of justice, piety and

Finance - Valid Contract Assignment Example | Topics and Well Written Essays - 750 words

Finance - Valid Contract - Assignment Example Before a contract becomes legally binding, there are some essentials that must be satisfied otherwise referred to as elements of a contract. Elements of a valid contract are: 1. Offer and acceptance In a contract, there are two parties: the offeror and the offerree. The offeror makes an offer that has to be accepted by the offered without alteration of the terms i.e. the offer must be accepted precisely (Burnett, 2010). The promise by one party to do or not to do something if the party accepts to do or not do something in return is referred to as an offer. Where the offered gives new terms in order to accept the contact, then this will be referred to as a counter offer. Both an offer and acceptance must be communicated (Burnett, 2010). Advertisement, preliminary negotiations or opinions does not constitute an offer but are considered an action to treat. 2. Intention to create a legal relation An agreement in itself does not constitute a contract unless the parties to the contract int end to be legally bound in their agreement hence an agreement between minors does not constitute a contract (Liuzzo, 2010). Proof of creating a legal binding agreement is therefore mandatory. 3. Consideration Consideration is the price paid in return of the promise of another party. The consideration must have value not necessarily money. An interest, a right, or benefit to the party making a promise. Furthermore, the consideration must not be something that is illegal e.g. committing a crime, as a price is not considered as a consideration. It should be noted that the adequacy or inadequacy of the consideration does not affect the validity of the contract (Burnett, 2010). One only needs to prove that there was consideration in the formation of the contract. 4. Capacity to contract Not everybody can enter into a contract because of legal limitation. Minors, people with mental impairment, prisoners and bankrupt individuals or corporation therefore lack the legal capacity to enter int o a valid contract. This is because the parties might lack the ability to understand fully the implication of the contracts (Liuzzo, 2010). Contracts with minors are also invalid because they might be compromised. However, contracts with minors are enforceable where the contact is of the supply of necessities e.g. supply of cloth, medicine, and food in some cases. 5. Consent willingly attained In entering a valid contract, the parties must have made the decision freely and willingly without any interference or coercion. A proof that either parties consent was not freely obtained will make the contract void. The factors that may affect proper consent include mistakes, duress, undue influence, or false statements. Mistakes will make contracts not binding if it relates to the very basis of the agreements e.g. mistake in signing of the agreement. False statements may be fraudulent, innocent, or negligent. Negligent and fraudulent false statements would normally result in rendering the c ontract void and therefore unenforceable. Undue influence on the other hand entails where one party takes advantage of the weaknesses of the other party to enter into a contract hence impairing voluntary consent to contract e.g. the contract between a teacher and student may be unduly influences. For duress, there must be some element of threat to a party hence making him/her contract unwillingly. 6. Legality of a contract In

Performance management in the U.A.E (advantages and disadvantages) Assignment

Performance management in the U.A.E (advantages and disadvantages) - Assignment Example (web US Office of personal management) Following are the details of each step in the cycle followed in USA (web - US Office of personal management):- Planning. In an effective organization, work is planned out in advance. Planning means setting performance expectations and goals for groups and individuals to channel their efforts toward achieving organizational objectives. Getting employees involved in the planning process will help them understand the goals of the organization, what needs to be done, why it needs to be done, and how well it should be done. The regulatory requirements for planning employees' performance include establishing the elements and standards of their performance appraisal plans. Performance elements and standards should be measurable, understandable, verifiable, equitable, and achievable. Through critical elements, employees are held accountable as individuals for work assignments or responsibilities. Employee performance plans should be flexible so that the y can be adjusted for changing program objectives and work requirements. When used effectively, these plans can be beneficial working documents that are discussed often, and not merely paperwork that is filed in a drawer and seen only when ratings of record are required. Monitoring In an effective organization, assignments and projects are monitored continually. Monitoring well means consistently measuring performance and providing ongoing feedback to employees and work groups on their progress toward reaching their goals.Regulatory requirements for monitoring performance include conducting progress reviews with employees where their performance is compared against their elements and standards. Ongoing monitoring provides the opportunity to check how well employees are meeting predetermined standards and to make changes to unrealistic or problematic standards. And by monitoring continually, unacceptable performance can be identified at any time during the appraisal period and assist ance provided to address such performance rather than wait until the end of the period when summary rating levels are assigned. Developing In an effective organization, employee developmental needs are evaluated and addressed. Developing in this instance means increasing the capacity to perform through training, giving assignments that introduce new skills or higher levels of responsibility, improving work processes, or other methods. Providing employees with training and developmental opportunities encourages good performance, strengthens job-related skills and competencies, and helps employees keep up with changes in the workplace, such as the introduction of new technology. Carrying out the processes of performance management provides an excellent opportunity to identify developmental needs. During planning and monitoring of work, deficiencies in performance become evident and can be addressed. Areas for improving good performance also stand out, and action can be taken to help s uccessful employees improve even further. Rating From time to time, organizations find it useful to summarize employee performance. This can be helpful for looking at and comparing performance over time or among various employees. Organizations need to know who their best performers are within the context of formal performance appraisal requirements, rating means evaluating employee or group performance against the elements and stan

A View from the Bridge Essay Essay Example for Free

A View from the Bridge Essay Essay A View From The Bridge’ is a play that was first staged in 1955. It was written by Arthur Miller. Arthur Miller was born into a Jewish family in New York in 1915, whose grandparents had come to America from Poland. When the family business failed, they moved to Brooklyn, where A View from the Bridge is set. There, Miller worked in a warehouse to earn money for his university fees. He began to write plays when he was in university and continued to write them after he graduated and became a journalist. In the play, loyalty dictates the events very strongly as because of Eddies mixed emotions for Catharine he chooses to be more loyal to her than to all of his family. Miller shows the importance of loyalty through Eddie telling Catharine the ‘Vinnie Bolzano’ story. Catharine’s reaction shows the audience that in Italy, family loyalty is the most important thing as Catharine is both shocked and horrified that Vinnie snitched on his own Uncle this is why she shockingly says ‘The kid snitched? Miller uses this as an opportunity to tell the audience that the Italian American community is very loyal, which makes Eddie’s betrayal even more shocking. Because Vinnie snitched on his Uncle he could never show his face in public because every one despised and loathed him this is why Beatrice says ‘I never seen him again’. This also shows that the Italian American Community has a very ‘if you snitch on one of us, you snitch on all of us’ mentality. Another way that Arthur Miller portrays the importance of loyalty in the play is the references Eddie uses to Catharine’s Mother. this quote shows that Eddie tries to use the promise he made to Catharine’s Mother as an excuse for being so strict and this is why he says ‘I promised your Mother on her death bed’. This is why he doesn’t want her working in the dodgy part of town; where as it is because of the emotions he feels toward Catharine and he doesn’t want her to have another male figure in her life who could be more important than he is. One of the most important scenes in the play is the ‘Phone Call’ scene which shows Eddie changing his loyalties from his family and friends, to just Catharine. ‘Give me the number for the immigration bureau’ this shows Eddie doing what Vinnie Bolzano didand snitching on Marco and Rodolpho, he does this because of the mixed and confusing emotions he feels for Catharine. Miller also uses stage  directions in the scene such as ‘A phone booth begins to glow on the opposite side of the stage; a faint, lonely blue’ I think that Miller uses the Lighting on the phone booth to show the audience the conflict going on in Eddie’s head; to loose every thing (his family and friends friendship, love, trust and loyalty) but keep Catharine for himself When the immigration officers arrive at the house, Eddie looses the respect and loyalty from his family. Beatrice realizes what Eddie has done when she says‘My God, what did you do? ’. She is completely shocked and horrified as Eddie was a loyal and family orientated man. Miller uses this quote to show the audience that Beatrice is astounded and aghast that Eddie has chosen Catherine over her, even though she is his wife. Marco is furious with the fact that Eddie has just ruined any chance of him getting an American citizenship, this now means that Marco wouldn’t be able to get a well paid job and support his family back in Italy. This is why he says ‘That one! He killed my children! That one stole the food from my children’ this is because although Eddie hasn’t directly murdered Marco’s family, his actions will lead to Marco getting deported and he wouldn’t be able to give his family money to buy food and they would consequently die. The audience would be shocked by what he is saying as he is insulting Eddie who Miller has made out to be the confused character who although he is doing something terrible he thinks that he is doing it for the right reasons, and the audience would therefore feel sorry for him. Miller uses the loyalty theme to show the weakness of men, Eddie betrays his family and community because of the mixed emotions he feels for Catharine.

Analysing Different Teaching Syllabus

Analysing Different Teaching Syllabus In the domain of language teaching, many teaching syllabuses have emerged which can be classified according to their goals. Examples are the grammatical or structural syllabus which focuses on teaching grammar; the lexical syllabus of which the goal is to teach students lexis and the orthography of the target language; the situational syllabus which is concerned with teaching language related to certain situations; the topic-based syllabus, which has as its goal the teaching of specific topics, for example, geographical topics such as global warming. There is also the skills-based syllabus which takes into account the four skills of language learning, namely, listening, speaking, reading and writing; the task-based syllabus, in which the task is the key to acquiring language and the integrated syllabus, which attempts to integrate all types of syllabus into one syllabus. This kind of syllabus is central to the Headway series of books. The focus of the teaching syllabuses in schools and colleges used to be on the grammar of the target language. Priority was given to structural categories, such as word class, and to mastering these categories. It was noted, however, that learners using the structural syllabus lacked the ability to communicate fluently in the target language, because they had little practice in expressing themselves communicatively, even though they had mastered the grammar. They were able only to memorise the structural categories and never engaged in communicating with others. This problem, therefore, could be solved only by producing a new syllabus which could meet learners needs and improve their communicative ability. As a result, a notional-functional syllabus emerged, with new goals and procedures. This paper examines the notional- functional syllabus. In the first part, a brief section seeks to define the word syllabus, followed by a section about the general meaning of a notional-functional syllabus. The second part considers the approach taken in this kind of syllabus and discusses it. The third part focuses on an important aspect in the notional-functional syllabus, namely, needs analysis. The fourth part highlights the strengths and weaknesses of this syllabus. The fifth part shows how the notional-functional syllabus has been influenced by theories of language and learning. The final part, attempts to describe the teaching situation best suited to this type of syllabus and some of its most important aspects. The Notional- functional syllabus: Before we embark on describing and discussing the notional-functional syllabus, we should provide a definition for the word syllabus. What is a syllabus? It is noteworthy that many writers such as, (Brumfit: 1984; Nunan: 1988; Richards: 2001) have sought to define this word. For example, a syllabus is defined as: a specification of the content of a course of instruction which lists what will be taught and tested (Richards: 2001:2). It is defined also by Nunan (1988:159) as: a specification of what is to be taught in language and the order in which it is to be taught. Furthermore, it can merely lay down what is to be taught, or attempt the harder task of organizing what is to be learnt (Brumfit: 1984). Accordingly, it is noted that they agree that a syllabus should be a specified by a plan which leads teaching aims. White (1988) agrees with Nunan (1988), in addition, that a syllabus may include such aspects as, structure, functions, topics, skills and situations. The choice of priority among these aspects will specify the type of syllabus. 1.2. What is a notional-functional syllabus? The first appearance of this type of syllabus was in the 1970s, when sociolinguists and language philosophers first tried to reflect the functional aspects of language in the teaching syllabuses (Nunan: 1988). It is worthy mentioning the the notional- functional syllabus is based on two important aspects, namely, a conceptual or notional aspect and a functional aspect. The first, takes into consideration concepts such as, cause and effect, time, movement and space. The second describes and classifies the intentions behind language use. In fact, neither of these aspects was new for language teaching. They always been of much concern in the language teaching field, yet what was new was the adoption of notional-functional categories as principles in syllabus organisation. As a result, the great stress on grammatical considerations was relaxed, because the communicative categories were taken into account (White, 1988). It is, however, worth mentioning that the Threshold syllabus (Van Ek: 1975) and the Waystage syllabus (Van Ek and Alexander: 1977) are prototypes of notional-functional syllabuses prepared by the Council of Europe. The content of these syllabuses includes notions such as those mentioned above and functions such as are found at the Threshold level ( Ek and Trim: 1990), ( see, Appendix:1). D.A.Wilkins (1976) was the keenest advocate of the notional- functional syllabus. He notes that this type of syllabus should encompass three categories of meaning: first, semantico- grammatical meaning , in which grammatical form is taught by semantics, such as, time, which consists of point of time, duration and relations; second, modal meaning, in which there is a concern with the nature of the speakers attitudes, such as, the scale of certainty, including: conjecture, doubt, conviction and disbelief; and third, the communicative function, in which speakers are expected to provide communicate infor mation, such as, requests and complaints (Wilkins: 1976). The approach applied in the Notional- functional syllabus: It is important to note that there is a contention among such writers in the language teaching domain as, (Wilkins: 1976; Nunan: 1988; Richards: 2001). This contention is about whether the approach taken in a notional- functional syllabus is analytic or synthetic. In fact, Wilkins (1976) is the first writer who has paid attention to the difference between synthetic and analytic approaches in teaching syllabuses (Nunan: 1988). The distinction lies in the fact that the strategy of language teaching in a synthetic approach relies on the process of acquiring language through a gradual accumulation of language parts. These different parts are taught separately until the complete linguistic structure is built up. In contrast, with the analytic approach linguistic control of the learning environment is not important, because language components are not viewed as building blocks. In other words, they are not gradually accumulated. Furthermore, the important forms of language are isolated fro m the contrasting context in which they probably occur. Therefore, the focus of learning is significant aspects of the language structure (Wilkins: 1976). Wilkins goes on to propose that a notional-functional syllabus maybe considered an example of the analytic approach to language teaching. This is because it entails no compulsory exposure to grammar, although we will probably be able to separate particular forms from their language environment in order to learn the grammatical system adequately (ibid, p 19). It emerges that (Nunan: 1988; Richards: 2001) disagree with Wilkinss view that the approach of a notional- functional syllabus is analytic; they consider it synthetic. The reason is that the functional-notional syllabus was an attempt to replace the structural syllabus, yet ultimately, it remained similar to the latter, because, the type of exercise and the content which learners need to master is altogether similar to those of the structural syllabus ,although, the units in the notional-functional syllabus have functional labels(Nunan: 1988). Moreover, it is noted that the notional -functional syllabuses continued to be the same as the structural syllabuses, because they failed to get rid of the need for linguistic control and gradually forms accumulated (Richards: 2001). It is, therefore, agreed with the views of Nunan and Richards, because functional-notional syllabuses are not different enough from structural syllabuses. For example, in structural syllabuses learners have to lear n the different verb tenses gradually. In notional- functional syllabuses, they have to create sentences according to the type of function in a sequence way. Hence, the approach tends to be synthetic rather than analytic. Needs analysis: This term refers to a set of procedures used to collect information about learners and their communications tasks which might help in syllabus design. The question why learners need to learn the target language is not solely the concern of needs analysis. Syllabus planners, however, will need information about such aspect as, the social expectations placed on learners and the possibility of resources to help implement the syllabus. Syllabus designers, therefore, use two different types of needs analysis. The first is learner analysis and the second, task analysis. Learner analysis is concerned with the learners purpose in learning the language and with many other questions through which a great deal of information can be amassed through, for example, data collection forms (Nunan,1988). In needs analysis a syllabus plan is derived from the specifications which syllabus planners or teachers derive from determining the sort of language required. This specifies the ends which the learner s desire (White: 1988). White seems to have considered a needs analysis similar to a blue print for a house build since, in order to drew up plan, an architect needs to look at another house to collect information about the design. The architect, therefore, is similar to a syllabus planner or teacher (ibid, p83). Wilkins, on the other hand, drew attention in notional-functional syllabuses to the learners needs. He proposed that the categories to apply in syllabus should be relevant to the particular population of learners (Wilkins: 1981:84). Consequently, notional-functional syllabuses are based on the learners needs, which are known through needs analysis, for example, from interviews asking learners what they require to learn (see, Appendix: 2). Strengths and weaknesses of the notional-functional syllabus: One of the positive aspects which characterises the notional-functional syllabus is the focus on communicative factors as a starting point in a syllabus plan. For example, in this syllabus, there is a concern for the linguistic elements which learners need in order to communicate. Furthermore, the grammatical and situational factors, on the one hand, are not neglected in this syllabus, because communicative competence will be produced and learners will be motivated by the use of language. On the other hand, all types of language functions could be covered in functional notional syllabuses not solely the typical language functions that might emerge in certain situations (Wilkins, 1976). It is worth clarifying the difference here between grammatical competence and communicative competence. According to Richards (2006), grammatical competence involves a concentration on the sentence as a unit of analysis and the ability of language learners to analyse the form of the sentence in order to create their own sentences in the target language. Communicative competence, however, means a state in which learners can use the language in meaningful communication. Another positive aspect of a notional-functional syllabus according to Widdowson, is the improvement which it represented over grammatical syllabuses, because this syllabus allows an authentic and communicative use of language in the context in which the forms are presented (Widdowson: 1978). However, Finocchiaro and Brumfit (1983) praise the syllabus for giving the communicative purposes of students highest priority. Moreover, adopting a functional-notional syllabus in the language teaching domain provides distinct benefits: First, no compulsory exposure to language grammar; second, the provision of concrete learning tasks; third, the chance for teachers to be guided by some principles of psycholinguistics, sociolinguistics and educational theory; fourth, the insistence on the need for language learners to have a real purpose in speaking. Fifth, the widespread progress of target language courses is provided by this kind of syllabus. Sixth, modular and flexible courses could be improved by this syllabus. Moreover, listening and reading activities which are also called receptive activities are provided in this. Furthermore, the communicative abilities of learners will be motivating due to the basic communicative functions which existing in this syllabus (ibid, p36). Hence, we could see that notional-functional syllabus takes into account the importance of communicative activities in language teaching. As Littlewood (1981) indicates, the purposes of communicative activities are, first, to give whole-task practice, whereby students in the target language classroom get practice in completing a whole task with its varied communicative activities. Second, they improve motivation, in that the important target for is to communicate with others; consequently if they recognise that their classroom can serve this target their motivation to learn seems to give them close attention. Moreover, they can create a context which supports learning, because communicative activities encourage positive relationships between learners and their teacher. As a result, these relationships contribute to a propitious learning environment. But, despite its positive aspects, this type of syllabus still has some limitations. One of these limitations is the difficulties which syllabus designers have with respect to grading and selection, because a notional-functional syllabus has much concern for communicative factors. To illustrate, grading is the process of arranging the content of a syllabus from easy to difficult (Nunan, 1988). The items, which should be included in this syllabus, are not chosen on linguistic basis only, but also on the communicative purposes with which learners embark on a course (ibid, p37). Furthermore, because in a functional framework syllabus planners have no empirical evidence to build their selection of exponents and structures, it is thought that their selection is based merely on intuition (White, 1988). In an attempt, however, to solve the problem of grading and selection in the notional-functional syllabus, hybrid syllabuses emerged. These syllabuses combine the structural and notional cat egories in one syllabus, yet even these models of syllabuses have proved problematic, because, as White indicates, there have not been enough evaluate them (ibid, p82). Another shortcoming, with this type of syllabus is that there is no compatibility between function and form, because, in order to decide which function is being explained, we need to know about the context. For instance, in the following sentences: We are thinking of going to see the new Woody Allan film tonight. How about going to see the new Woody Allan film tonight. (White, 1988:76). In these examples, there is confusion whether they should be seen as forms of invitation or function ways of making a suggestion (ibid, 77). Moreover, Widdowson in his critique the notional-functional syllabus notes that the methodology of dress rehearsal results in the activities which aim to produce authentic communication in the classroom. This methodology may enable learners only to convey the items learned in the situations which they can rehearse, but not in new situations (Widdowson: 1987). The notional-functional syllabus also lacks a rigorous use of needs analysis. According to Richards (2001), the term needs is not identified clearly because needs may identified on the basis of intuition and the interests of the syllabus planners. Therefore, the criteria for this term in the syllabus are not clear-cut. Hence, from the limitations of notional-functional syllabus discussed above, it could be seen, that such a syllabus tends to be product- based syllabus, which focusing on what language is learnt rather than process-based syllabus which focuses on how language is learnt. The consequence is that the list of items which a notional-functional syllabus offers is presented to be learnt, yet how they will be learnt is not specified. The influence of language theories and learning on the notional-functional syllabus: Theoretical views of language teaching varied in their ideas. Fore example, there is the structural view in which language is considered a structural system connected with elements for the coding of meaning. This view is considered traditional in language teaching. The functional view, therefore, came as a reaction to it, on the one hand, and an attempt to improve it, on the other hand. Language in the functional view is considered a means of conveying functional meaning (Richards and Rodgers: 1986). Nunan (1988), however, draws attention to the way in which the communicative view was integrated by syllabus designers in the 1970s and at that time attracted a great deal of concern. This view, which is allied to the functional view, asserts that the communicative and semantic dimensions of language are as important as the grammatical characteristics of language. Thus, the content of language teaching is specified and organized by its communicative and semantic dimensions through meanin g and function categories instead of, structure and grammar elements (Richards and Rodgers, 1986). As a result, the notional syllabuses adopted by Wilkins in 1976 came as an attempt to apply this view of language in teaching syllabuses. Hence, the notional syllabuses comprised not solely grammar elements and lexis, yet also specification of the notions, topic and concepts which learners require in communication (ibid, p17). It is noted, moreover, that the functional view tends to be with views such as Hallidays view (1970) which believes that: linguistics à ¢Ã¢â€š ¬Ã‚ ¦ is concerned with the description of speech acts or texts, since only through the study of language in use are all the functions of language and therefore, all components of meaning, brought into focus ( Halliday:1970:145). Hence, it seems clear that the notional-functional syllabus is heavily influenced by functional and communicative views of language. It is important to note, however, that the notional-functional syllabuses are influenced not only by theories of language, yet also theories of learning. Because, as Richards and Rodgers (1986) observe, the models of structural, functional and interactional approaches in language teaching are considered incomplete in themselves, because they provide only theoretical frameworks for teaching language. Thus, they need educational theories of language learning in order to be complete. According to Richards and Rodgers, there are two types of learning theories, namely, process-oriented theories and condition-oriented theories. The first, is built on the processes of learning namely, habit formation, induction, inferencing, hypothesis testing and generalization (ibid, p18). The second concentrates on language learning from the perspective of human nature and the physical context. Therefore, it is should be noted that communicative meaning comes under the umbrella of condition-oriented theo ries, because, learners need to learn how they can transfer their communicative meaning through language. They could do it through a notional approach to language teaching, because the basis of this approach comes from the belief that what learners need in the domain of language is significantly more important than language mastery as unapplied system (Wilkins, 1976). As a result, it could be seen that a notional-functional syllabus relies heavily on the functional view of language and condition-oriented theories of learning. As Wilkins (1981) emphasizes, what links the notional approach with the communicative language teaching movement is the knowledge of language learning in which the communicative purposes have a great deal of concern. The teaching situation best suited to the notional-functional syllabus: Since, the focus of a notional-functional syllabus is on the development of communicative competence such as language learners need for communication in the target language, Furthermore, this kind of syllabus provides for the teaching of every day language in the world beyond the classroom. It could, therefore, be argued that the notional-functional syllabus is suitable for English for Specific Purpose (ESP) or short English courses. Such as, courses in Business English taught in an oil company. Courses of this kind would be suitable for those who want to visit an English speaking country for a business trip or holiday, where they will need to interact in different situations. This syllabus benefits those who want basic communicative functions, for instance, greeting, asking for directions, or expressing feelings. As Wilkins (1976:71) indicates, actual language courses à ¢Ã¢â€š ¬Ã‚ ¦ regarded by some learners as complete in themselves but by others à ¢Ã¢â€š ¬Ã‚ ¦ a basis for further learning. I would argue that a notional syllabus is à ¢Ã¢â€š ¬Ã‚ ¦can meet defined communication needs while at the same time it is constructing a more widely based linguistic competence. It is, however, important to note that there are some aspects which should be taken into account in the teaching situation suited to the notional-functional syllabus, including the following: 6.1. Language level: Linguistic proficiency among language learners is classified into levels, such as, beginner, elementary, pre intermediate, intermediate, upper intermediate and advanced. It could be, therefore, argued that notional-functional syllabus seems to be suitable for intermediate or advanced learners rather than beginners. The reason is that learners in the early stages attempt to concentrate on vocabulary learning before learning how to express themselves communicatively through functional meanings. Accordingly, it is thought that this syllabus seems to be un suitable for beginners, because intermediate or advanced learners already possess the core vocabulary, however, their focus will be on producing sentences communicatively. Thus, it seems more appropriate for them. 6.2. Class size: It could be argued that since a functional-notional syllabus focuses on learners needs, as Wilkins(1976) indicates, in his notional syllabuses that the categories which need to be applied in this kind of syllabus should be individual to a particular group of learners. It is thought, therefore, that large classes which are composed of dissimilar learners are not suitable for the functional-notional syllabus. This type of syllabus needs a specific group of learners, for instance, when it comes to English for Specific Purpose (ESP) courses. In them are particular groups, such as, Business English learners, engineering English learners or medical English learners. These groups of learners will be suitable for this kind of syllabus. 6.3. Assessment: Since, the goal of a notional-functional syllabus is to improve the communicative language ability of learners, in other words, their ability to use language in their communications. There seems, therefore, to be no need for formal assessment. The reason is that the assessment will focus on the way in which learners can achieve this ability through expressing concepts such as, possibility or affirmation. For instance, in the case of business English courses, the assessment is based on the learners performance in communicative language with customers; that is, how well they can communicate with their customers for instance, in making requests or offering business. Conclusion: Syllabuses in the language teaching domain have varied in their goals and procedures. The traditional ones are structural or grammatical, with a focus on finding ways of learning the grammar of the target language. But this syllabus neglects ways of acquiring competence in communicative language. Hence, as can be seen in the above, the notional-functional syllabus emerged as a way for learners to improve their communicative abilities which would be motivated through its basic communicative functions. It all depends on what we use language to do. Furthermore, we can conclude that the notional-functional syllabus is based on the learners needs, which are discovered through a needs analysis strategy. This syllabus has two main aspects: functions which deal with such the communicative abilities as, requesting, grading, arguing and expressing feelings and notions related, for example, to space, location, time and quantity. It is noted, however, that the main in designing this kind of syll abus comprise: first, the situations in which learners will use the target language, broken down into the place, the time and people who engaged in these situations; second, the topics which are found in every day communication, such as, asking for directions, offering help or shopping. Admittedly, the notional-functional syllabus possesses negative as well as positive aspects. Some of the positive aspects are its focus on communicative factors as a starting point and in its high motivating power, because it enables learners to express their ideas and feelings more easily. Moreover, all types of function could be covered in functional- notional syllabuses, not solely the typical language functions which might emerge in certain situations. It is noted, however, that some of the negative aspects which are highlighted in the present paper are the difficulties in selecting and grading, the functions and forms and there lack of compatibility between function and form, because, in order t o decide which function is being explained, we need to know about the context. Furthermore, needs analysis strategy is not identified clearly, because the identification of learns needs only on the basis of intuition on the part of syllabus planners. We could see, however, that the notional-functional syllabus has been influenced heavily by functional and communicative views of language and condition-oriented theories of learning. Finally, we can conclude that, although this kind of syllabus has some limitations, it is widely used in many countries, because it is effective for learners with special purposes, such as, learners of ESP ( English for specific purposes).

Consider How Changes In Political Ideology Impact Social Work Essay

Consider How Changes In Political Ideology Impact Social Work Essay Social policy is about social well-being and its policies are designed to promote this, social well-being is for everyone and its to ensure that everyone gets treated impartially and according to their needs. This may include areas such as housing, education and social care. According to the HM Treasurys spending review 2010-11 the vast majority of money was spent on Welfare and Health this illustrates that these two sectors especially welfare are major factors within our society and are a priority. However some political ideology can have impact on social policy in regards to how money is spent and in what ways. Social welfare and policy is provided by the government and social policies are developed for the public and certain groups who need them. Social welfare on the other hand is given to people who are seen to be in need and may be seen as people who need a public service. Welfare services and healthcare are the key services in social policy. Social services and the healthcare system are in place and are provided to give a service to help aid with peoples well-being. For example these include people who are going through a crisis or serious personal issues to do with their health or personal lives. Social policy is incorporated with social welfare provision; social welfare provision is about the needs of the people. The government plays a big part in social welfare because they decide on what to spend on such as housing and education. Social Policy is made by the government which are made up of partys politicians and parties that deliberate and decide on how to manage the country and it s political needs. Politically speaking Social policies work together with employees of social welfare such as social workers as well as healthcare and the law. All these organisations help to make up social policy and work on and for the state. Local Government are councillors which have been locally elected for example a local MP and also local authorities, these may include people such as school governors and members of the community health councils, these selected people work together to govern and implement what key policies are needed locally, and these are tailored policies specifically for their local communities. The local government may make decisions on housing and other local factors such as developments that may be needed and transport. The private sector is made up of businesses individuals, local and central government who purchase welfare services such as private care homes and employ carers privately to care for service users. Social workers as well as the healthcar e workers are involved in social policy for the reason that they will be putting whatever is decided in social policy in practice. Central government is the political party who is elected nationally in the UK. At the last national election the conservative party were voted in with this came their own political ideology in running the country and many changes were made. Political Ideology is a range of ideas and thoughts which can range from social wellbeing to laws being made it is also beliefs on society and social welfare. This can come from a right left wing approach of thinking politically. This affects social policy and how social policy is approached because the decisions that is made effects peoples lives. For example when new labour was elected in 1997 its approach to social policy was a mix and right and left wing perspectives. The new right perspectives to social policy consist of views such as distinguishing between the deserving and underserving poor. What is known as the deserving poor are those who are thought to deserve to receive welfare, an example of this is someone being poor through no fault of their own, while an undeserving poor is someone who may be poor due to their laziness such as not wanting to work. The title of deserving and undeserving varies from one individual to another, this is because everyones circumstances are d ifferent therefore it is harder to determine who is deserves to receive benefits from who does not. The new right approach suggests that the welfare system was making people depend on benefits and making them lazy. This was also referred to as the nanny state, however those who are welfare such as single parent families struggle and what is given is actually only enough to live on because benefits are accessed on what the government believes is enough for individuals to live off. David Cameron the current Prime minister stated that he wanted to end the culture of entitlement and a bigger debate into welfare would be needed as the wrong signals were being sent out to unmarried and single parent families. This suggests even more cuts for those who are dependent on benefits as a way to get people off benefits and back into employment. Political ideology affects social work because these values affect practice. Ideas of political ideology shape practice and action, these actions can als o influence ideas of ideologues which respond to the environmental pressures which surround them. (Marquand 1996,6.) Marxist had the view that the welfare state was biased and favours the working class to prevent a revolution. For the modern day welfare state this couldnt be any truer as we have seen with the conservatives party that the biggest spending cuts have hit the poor the worst.it seems as though especially to those who are worse off, for example families who receive benefits such as tax credits etc. These are the people who are feeling the cuts the most while the rich have had far fewer cuts being made. Last year we saw that most of the changes being made were affecting the poor and working class the most, while the rich had their tax reduced. This is indeed an unfair change in regards to welfare because the changes seem to favour the rich more. The Guardian newspaper online reported that the poorest households would be hit the worst by benefits cuts, in reported government plans and the Department of Work and Pensions. It also stated that in a bid to save 3.1 billion working benefits wou ld rise to 1% hitting the poor hardest. The guardian online featured a letter by MP Michael Meacher who pointed out that the recent welfare benefits reports bill and its percentages on cuts leaving the rich richer by paying less percentages in tax while the unemployed receiving benefits such as the job seekers allowance were being cut. It also argued ministers had failed to realise that the 20% cut that was going to be imposed would work out as less money for people to live on. The cut was argued to be applied because it was seen to be unfair that those unemployed had had a 20% rise while the lowest paid only had a 10% pay rise. Even so those who are in less paid jobs are still financially better off than those on JSA, so again why are cuts being made to the poorest people in need. It was also pointed out that the richest that are on over  £3000 a year had their income tax cut to almost 3bn a year, also the very richest increased their income and wealth over the last year according to the Sunday Times Rich List. With cut s being made and bills rising how is people going to afford to eat and live? There is a struggle for the currently unemployed to get back in employment due to the lack of jobs. People are being pressured into either living a very poor life financially or working for wage which they may again struggle to live on and then being given a very low pension when they retire. This affects social work practice because more people will be in crisis and in a vulnerable state which may lead to intervention by professionals such as social workers being needed for well-being and support. The cuts to social care have seen only the ones who can afford to pay for care being able to receive care. The reason for this is budgets being cut for social care leaving those without financial security in need of support. According to ADASS in their budget survey (2011) councils were reducing their budgets by 991 million. They were also reducing their spending by 169 million for support for people. The implications and consequences of these cuts are that some council will have to make cutbacks to services in order to balance out their budgets. For those who cannot afford services this can serious implications as well as on impact on social work practice because of the intervention that may be needed. It also affects social work in the sense of how it is implicated as well as using the best methods for service users. According to this survey it increases more gaps within Social Care funding. The care and Support Bill 2012 abolished the local authorities right to remove a person in need from their homes. The reason for this could do with the cuts being made with in social care and as a way to save money have abolished this to save funding which would otherwise be spent on giving care to service users. The Just umbrella gives an insight into austerity the coalition and policy. The just umbrella pinpoints many actions the government at the moment and the way in which society is handled in regards to spending welfare etc. It also talks about the London riots and how they may have been an underlying factor as to why the riots took place. The riots stemmed from a man of ethnic minority who was shot and killed by the police, as a result the family wanted answers as to what happened and as to why their family member was shot. There was many speculation as to if the victim was armed or not or whether it was to do with racism. A peaceful march began by the family demanding answers which soon escalated to the riots. The riots were blamed on gang culture and people taking advantage of an unfortunate situation. However nothing of unfair treatments of people and tension between the youths and the police were addressed. The riots may have been a cry for help and that may have been the chance fo r many more deprived members of society to have their say. Also the riots may have been due to frustrations built up as well as other underlying social factors which were not addressed. Such as most of the people who were involved were part of less privileged communities who were worse off in terms of employment and housing. The finding s of the riot research found that over half 59% of rioters were from the 20% most deprived areas in the UK. The riots seem to have had much more of meaning than just that of the shooting of Mark Duggan. According to the Reading the riots report (2011) its findings were very interesting in regards to its contents. The study was to find out what have driven individuals in the riots and who were responsible of which came these findings of the analysis. 87% of the people who were interviewed out of 270 said that policing and tensions between the police and public were to blame because of the treatments they had from officers. This shows that policing and public frustrations were indeed key contributing factors as to why the riots happened. This combined with anger and frustrations in regards with the relationship between the police also added more fuel to the riots. The Blackwell companion to social work, social work and politics focuses on social work and ideology and the role in which social workers have. It argues that social workers have a power struggle with family and service users and these are due to political ideology and that social service and workers are political activists. Both the Just Umbrella the Backwell companion discuss changes and the state moving away from the neo-liberal economics in regards to Labour and Margaret Thatchers approach to politics. Both stated that the new right approach to social policy was focused on making the welfare state in particular better in regards for what works. However Blackwell argues that this gives room for politicians to pass difficult subjects to professionals to suggest solutions. The just umbrella also comments on what is known as the Big Society and that of the effects it has on society as well as the coalition policy. According to the Cabinet Office the big society is about giving more p ower to the people to help improve their lives, Transferring power from Whitehills to Local Communities. While the just umbrella recognises failings in the big Society and its local ideas, Blackwell points out ideology behind this and how it affects social work practice. It aims to put the point across that social work is heavily driven by politics and ideology. The social worker who claims to be above or beyond politics is one who has denied him or herself access to a set of conceptual tools which are directly necessary to a properly informed conduct in todays complex world of practice. What is exactly meant by this statement is that social workers cannot fulfil their full potential of practice without accepting they are a part of politics. Accepting this gives social workers the knowledge and power to practice effective service. This is a matter of opinion however because it takes away from the social workers individual core beliefs. If a social worker does not agree with some asp ects of political ideology this does not mean they do not have the tools to properly practice social work.

Pros And Cons Of Mcdonalds Essay -- essays research papers

McDonalds: Welcome sign in the high street or a place to avoid? In this essay I will be discussing the pros and cons of fast foods. Now a day every body will recognize the golden arches of McDonalds, it is hard not to. McDonalds has restaurants everywhere, beside major roads and in almost every high street. Their commercials are on television at least once a day. They became popular within a couple of years. Teenagers especially like McDonalds because of the relaxed atmosphere, cheap prizes and the fact that all over the world you know what you are buying. In restaurants I find that the waiter there look at me and think that I might not be able to pay for the meal. With McDonalds I find that every person is welcome to come in and eat, no matter what you look like or how much money you have. There is also not a certain dress code that you have to oblige to. Fast food is easy to eat food that requires no cutlery. The fast food industry is not only good. The foods contain too much fat, salt and sugars. The food is not always what is said to be and uses a lot of packaging. Packaging that will be thrown on the ground, if the food is not eaten within the restaurant. People usually don’t take the time to throw the packaging in the dustbins. The high streets usually have a whole carpet with litter of fast food restaurants. I think that the restaurants can’t be responsible for the litter but the restaurants can do every thing to make their packaging as environmental friendly. Peo...

Floods of 1998 in Bangladesh and Shrewsbury :: Papers

Floods of 1998 in Bangladesh and Shrewsbury Causes, Effects and responses to flooding In Shrewsbury The Severn Valley floods, Shrewsbury, UK 1998: Causes ====== The human causes of the floods were summed up by the then Shadow Countryside Minister Tim Yeo MP, he said 'the flooding had increased because of the housing developments on Greenfield sites.' By this he means that by covering the land with tarmac in urban areas humans have increased the rate of surface runoff and decreased the saturation levels of the ground. When surface runoff is high rainwater reaches the river faster. It would appear that the speed in which the water reached the river was too fast for the river to handle. The river filled up reaching bank-full discharge and then overflowing its banks onto the flood plain. The flood plain of the River Severn is built on, therefore, when the river floods it floods onto residential areas. With the building of these urban areas the amount of vegetation in the area surrounding the river was reduced, this affects the river two ways. It reduces the amount of interception, which in turn increases the speed of runoff into the river. The lack of vegetation also leads to the saturation of the ground. During the months of October and November the rainfall in the Severn Valley was high, as the water soaked into the ground it became saturated. More vegetation in the area would have meant the vegetation using the water would have decreased the amount of water in ground storage. Physical factors of the flood in 1998 are many; however, the most important one was the amount of rainfall. In October 1998 many areas received record amounts of rainfall caused by a 'hurricane'. This 'hurricane' brought very heavy rain and strong winds. The fact the rain was heavy means that the river did not have time to dissipate the water quick enough and the runoff was too fast, making the river rise t such an extent that it flooded.

Fall of Rome - the militarys role :: Ancient Rome Roman History

Fall of Rome - the military's role The Military's Role in the Beginning of the End of Rome The fall of Rome occurred over many centuries and was caused by several factors including military decay, barbarian invasions, and the failure of the government to respond to these problems. While these problems existed to a greater of lesser degree, since the end of the 2nd century, their effects were accelerated by the reforms of the emperors Constantine and Diocletian. These reforms changed Roman life as well as the face of the Roman army, moving it away from its classical infantry-based structure to a more cavalry-based system. The army was reorganized into lightly armed troops called "limitanei" who defended the border, and large mobile armies composed of troops called "comitatenses". The border troops were given land to live on around forts they protected. This structure led to farming becoming the job of the border troops so that they could feed as well as protect those on the frontier. Over time, this in turn led to out of date weaponry and neglect in training. The weakness of these troops meant that more mobile troops were needed to compensate, and an easily penetrable border as a result of the weakness led to the need for highly efficient mobile armies. Since t he cavalry were the most mobile unit of the army, they began to be the favored military unit. With forces strung along the border and concentrated large mobile armies, an increased number of recruits were required; however, land owners were reluctant to let themselves or their kin be recruited because that left less workers for their farms. At the same time, the division of the empire into outer imperial provinces and inner provinces controlled by the Senate had its own effect. Since the armies largely remained in the outer imperial provinces, the people of the inner provinces were out of touch with the army and were no longer attracted to service, again reducing the available pool of recruits. One reason that many avoided Army service was because Roman citizenship was now offered freely, where in prior times military service had been a path to citizenship. The result was less manpower available for Rome. The Roman army was left with no choice but to recruit barbarians, who could in this way both find employment where they had no skills, and hope to obtain Roman citizenship.

Distribution decisions Essay

The tutorial about distribution decisions deals mainly with establishing an effective and efficient system that will make the products accessible to the market. It teaches the different channels of distribution including the process of ordering, handling and shipping, storage, display, promotion, selling, and information feedback. The channels include resellers, specialty service firms who are important although a little costly. There are two kinds of channel arrangements: independent (no binding relationship), and dependent (has binding relationship). Also, there are three kinds of distribution systems: direct distribution systems, indirect distribution systems, and multi-channel hybrid systems. The tutorial also warns of the issues in establishing channel relationships such as delivery, profit margins, other incentives, packaging, training, and promotional help. The tutorial on retailing examines retailers as a type of resellers of a product to consumers who only want to buy in small quantities. Their main concerns are customer satisfaction, ability to acquire the right products, product presentations, traffic building, layout, location, and keeping pace with technology. Retailers are categorized in many ways; included in the tutorial are: target markets served (mass, specialty, exclusive market), product offerings (general, multiple lines specialty, single line specialty merchandiser), pricing strategy (discount, competitive, full price pricing), promotional focus (advertising, direct mail, personal selling), distribution method (store-based which can be stand-alone, strip-shopping center, shopping area, and regional shopping mall; and non-store sellers which can be online sellers, direct marketers, and vending), service level (self, assorted, full service), and ownership structures (individually owned, corporate chain, corporate structure, contractually licensed). There are also a variety of retail formats which are mom-and pop, mass discounters, warehouse stores, category killers, department stores, boutique, catalog retailers, e-tailers, franchise, convenience store, and vending. In wholesaling, the sellers sell in bulk to their consumers. Their main concern involves disinter-mediation, facility location, transportation costs, adapting to new technologies, and offering non-product assistance. They are categorized according to products carried (general and specialty merchandise), promotional activities (extensive and limited promotion), distribution (stationary location with customer and not customer accessible; and non-stationary location with mobile and no facilities), service level (full, limited, and no service), and product ownership (do take and do not take title). Wholesale formats consist of general and specialty merchandise, contractual, industrial distributors, cash-and-carry, truck, rack jobber, drop shipper, broker, and agent. In managing product movement, three tasks are important which have a cost-service tradeoff: ordering and inventory management, product storage, and transportation. Ordering and inventory have to be managed by considering order entry and processing, demand forecasting, customer knowledge, channel relationship, physical product handling, storage and transportation. The tutorial is effective in a sense that it takes the learner through a step by step process in understanding the definitions of terms, what the different topics are about, and gives the learner an idea on how to apply the process in real marketing situations. The tutorial is also effective because it is simple and easy to understand. It also breaks down complicated topics and lays them out in an easy-to-understand manner. The only problem with the tutorial is that it lacked examples of real life situations to which the approaches were used, especially since examples often makes everything clearer and makes the whole presentation have more real life applications and not just theoretical things that can be skipped In the issues in information and IS, information exchange and communication is very valuable between the company and their distributors. Any decision by marketing should be communicated internally in production. The IT manager is to integrate the communication among production, marketing and distributors to streamline everything. A sophisticated tracking of orders and products is also necessary among them.

Mumbai attacks Essay

mental hospitalThe day of 26th November, 2008 would support been as usual and pleasant as whatsoever early(a) day for Mumbai precisely the menace approach paths by the members of Lashkar-e-Taiba, considered as sc atomic number 18ist organisation by India, who wreaked havoc in the Indias colossalst city. in that respect were ten gunmen, nine of whom were subsequently fling dead and whizz captured by warranter upshots. Witnesses inform that they looked to be in their untimely twenties, wore black t-shirts and jeans, and that they smiled and looked happy as they barb their victims. It was initi completelyy account that many of the attackers were British citizens, except the Indian g everywherening body posterior stated that in that location was no state to confirm this.Similarly, early reports of twelve gunmen were alike after sh contrive got to be incorrect. On declination 9, the ten attackers were place by Mumbai guard, on with their home towns in Pakista n Ajmal emir from Faridkot, Abu Ismail Dera Ismail khan from Dera Ismail Khan, Hafiz Arshad and Babr Imran from Multan, Javed from Okara, Shoaib from Narowal, Nazih and Nasr fromFaisalabad, Abdul Rahman from Arifwalla, and Fahad Ullah from Dipalpur Taluka. Dera Ismail Khan is in the North-West termination Province the rest of the towns are in Pakistani Punjab.Ajmal Kasab was the sole(prenominal) attacker captured live(a) by patrol and is currently lotstairs arrest. Much of the information active the attackers preparation, travel, and movements go ons from his acknowledgments to the Mumbai guard.Mohammed Ajmal ameer Kasab was born on July 13, 1987. He curtly conjugated his brformer(a) in Lahore, who worked as a labourer, and so returned to Faridkot. He left- mass(a) home later on a make do with his fuss in 2005. He had asked for revolutionary clothes on Eid, solely his founding come could non provide them, which made him angry. He hence became involved in m inuscule crime with his fri destination Muzaffar Lal Khan, soon despi hack writerle on to gird robbery. On downslope 21, 2007, Bakr-Eid day, they were in Rawalpindi trying to buy weapons when they encountered members of Jamaat-ud-Dawah, the political wing of Lashkar-e-Taiba, distrisolelying pamphlets. later on a fall outline chat, they decide to sign up for instruction with the Lashkar-e-Taiba, ending up at their bag camp, debauchkaz Taiba. check to Deputy Commissi whizr of Mumbai natural law he spoke rough Hindi and merely anyEnglish. Some sources express his father asked him to join the aggressive assembly, Lashkar-e-Taiba so that he could pulmonary tuberculosis the money they gave him to cash in ones chips the family. When asked about this, Ajmal emeers father t previous(a) reporters, I dont deal out my sons.Even David Coleman Headley is iron heeld for scouting the locations for 2008 Mumbai timidity attacks by Laskar-e-Taiba. He is supposed by FBI for consp iring to die tar buy the farms in Mumbai, India providing material champion to Lashkar-i-Taiba, a militant Pakistani Islamist sort and aiding and abetting the wrap up of U.S. citizens.TrainingAjmal emeer is alleged to be among a group of 24 men who acquire reproduction in marine warfare at a remote camp in craggy Muzaffarabad in Pakistan-administered Kashmir. Part of the education is describe to have flummoxn place on the Mangla Dam reservoir.Zaki-ur-Rehman Lakhvi, a precedential commander of the Lashkar-e-Taiba, reportedly finish upered to pay his family Rs.150,000 for his divergeicipation in the attacks. A nonher report verbalize the 21-twelve month old man was recruited from his Punjab, Pakistan home in part found on a promise by recruiters to pay USD $1,250 US (Rs. 62,412.50) to his family when he became a martyr. Other sources put the abide by to USD $4,000.Stages of subscribe toing upThis batch of 25 went with the following stages of coaching Psychologic al Indoctrination to Islamist propaganda, including compiled footage of Indian atrocities in Jammu & Kashmir, and imagery of the atrocities suffered by Muslims in India, Chechnya, Palestine and across the globe. Basic chip Lashkars basic combat and apprehension methodology course,the Daura Aam. Advanced Training Selected to bear with advanced finicalised training at a camp near Mansehra, a course the organisation conjures the Daura Khaas. This includes advanced weapons and explosives training supervised by retired mortalnel of the Pakistan Army, on with survival training and further indoctrination. Finally, an compensate smaller group selected for specialised marine commando and navigation training forefronted(p) to the fidayeen unit selected to target Mumbai.From the batch of about 25, 10 were handpicked for the Mumbai mission. They likewise received training in swimming and sailing, besides the determination of high-end weapons and explosives under the supervision of allow commanders. According to a media report citing an unnamed spring Defence Department Official of the US, the scholarship agencies of the US had determined that the former contri exactlyionrs from Pakistans Army and Inter-Services Intelligence agency aid actively and continuously in training. They were habituated blueprints of all the four targets Taj Mahal Palace & Tower, Oberoi Trident hotel and Nariman House.The type rangeters case of training which he got completely serve his brain and it was rich to make him reckon only of destruction and only destruction. scent of hatred incited him against India to that level that he only wanted to kill Indians and to destroy India. Pakistanis obligate these terrorist institutions the name of militant organisations to felled seam these from the pithball of the world but these are recognized as terrorist groups in India, USA and UK. These institutions ruin militant training to those individuals who do non have comfortabl e money and step by step prepare them as a militant terrorist in the name of jihad.ATTACKS first come out of the closetance into IndiaAccording to investigations the attackers traveled by ocean from Karachi, Pakistan across the Arabian Sea, hijacked the Indian sportfishing trawler Kuber, cleanup spot the crew of four, and whence forced the captain to sail to Mumbai. later on killing the captain, the terrorists place downed Mumbai on a pencil eraser dinghy. The captain of Kuber, Amar Singh Solanki, had earlier been imprisoned for half-dozen about months in a Pakistani confine for il licitly fishing in Pakistani waters.The first events were detailed around 2000 Indian Standard beat (IST) on 26 November, when 10 Urdu-speaking men in in like a shotable speedboats came ashore at 2 locations in Colaba. They reportedly told topical anaesthetic Marathi-speaking fishermen who asked them who they were to mind their own business out front they wear up and headed ii different wa ys. The fishermens subsequent report to police received little response.Involvement in endeavorHe was captured on CCTV during his attacks at Chhatrapati Shivaji store on with another terrorist, Ismail Khan. Ajmal emeer reportedly told the police that they wanted to replicate theIslamabad Marriott hotel attack, and quail the Taj Hotel to rubble, replicating the 9/11 attacks in India.Ajmal Amir and his accomplice Abu Dera Ismail Khan, age 25, attacked the Chhatrapati Shivaji Terminus (formerly capital of Seychelles Terminus) railway station. They then moved on to attack a police vehicle (a white Toyota Qualis) at Cama infirmary, in which senior Mumbai police touchrs (Maharashtra ATS Chief Hemant Karkare, Encounter specialist Vijay Salaskar and additional billinger of Mumbai Police Ashok Kamte) were traveling. After killing them in a gun strife and taking two constables hostage in the Qualis, Ajmal Amir and Ismail Khan flock towards thermionic vacuum tube cinema.Ajmal Ami r joked about the bullet test copy vests worn by the police and killed one constable when his mobile phone rang. They dismissed round shots into a crowd equanimous at underpass Cinema. They then control towards Vidhan Bhavan where they dismissed a few more than(prenominal) shots. Their vehicle had a tire puncture, sothey stole a silver koda Laura and drove towards Girgaum Chowpatty. preceding, the D B Marg police had got a message from police control at about 10pm, express that two intemperately armed men were at large after(prenominal) gunning down commuters at CST. 15 policemen from D B Marg were send to Chowpatty where they set up a double jam on Marine Drive armed with 2 self-loading rifles (SLRs), two revolvers and lathis (or batons).The Skoda reached Chowpatty and halted 40 to 50 feet from the barricade. It then reversed and time-tested to make a U-turn. A gunplay ensued and Abu Ismail was killed. Ajmal lay motionless playing dead. suspensor sub-inspector Tukaram Omble, who was armed only with a lathi(gapp), was killed when the police charged the automobile. Umbale took fin bullets, but held on to Ajmals weapon, enabling his colleagues to capture him alive. A mob collect and attacked the two terrorists. This concomitant was captured on video.Some reports utter that Ajmal Amir was shot and had bullet wounds in his hand or both hands. in that respect are other reports by doctors who treated him that he had no bullet wounds. eon it is reported that he told the police that he was adept to kill to the last breath, when he was arrested, he pleaded with the medical staff I do not want to die. repose me on saline. Later, after question in the hospital by the police, he verbalize Now, I do not want to live, requesting the interrogators to kill him for the caoutchouc of his family in Pakistan who could be killed or tormented for his surrender to Indian police. Fidayeen terrorists are rigorously instructed by Lashkar commanders not to be ca ptured and interrogated, use aliases instead of their real names and hide their interior(a)ity.He is excessively quoted as puting I have done salutary, I have no regrets. Reports besides surfaced that the group planned to escape safely after the attack, ruling out this organism a suicide mission. It is in like manner reported that he expressed to Indian police his volitioningness to switch loyalties, saying If you ante up me weak meals and money I allow do the same that I did for them.Ajmal Amir has told interrogators that beneficial through the fighting, the Lashkar headquarters from Karachi, Pakistan remained in contact lens with the group, trade their phones through a voice-over-internet service. Investigators have succeeded in reconstructing the groups trip through the Garmin GPS set that has been seized from him. The mail sent from a bogus group calling itself the Deccan Mujahideen claiming responsibility has been traced to a Russian proxy which was then traced ba ck to Lahore, Pakistan with the inspection and repair of the FBI. It was in item the Lashkar-e-Toiba in operation(p) under an alternate name after being banned by U.S. methodologyThe attackers had planned the attack several(prenominal) months leading of time and knew nearly areas well seemly for the attackers to vanish, and reappear after security forces had left. several(prenominal) sources have quoted Kasab telling the police that the group received admirer from Mumbai residents. The attackers use at least common chord SIM cards purchased on the Indian side of the b coiffure with Bangladesh, pointing to slightly local collusion. There were as well reports of one SIM card purchased in New Jersey, USA.Police had also mentioned that Faheem Ansari, an Indian Lashkar operative who had been arrested in February 2008, had scouted the Mumbai targets for the November attacks. Later, the police arrested two Indian suspects, Mikhtar Ahmad, who is from Srinagar in Kashmir, and Tausi f Rehman, a resident of Kolkata. They supplied the SIM cards, one in Calcutta, and the other in New Delhi. vitrine 86 Grenades made by mainland Chinas state-owned Norinco were used in the attacks. split tests on the attackers indicate that they had interpreted cocain and LSD during the attacks, to sustain their energy and placate awake for 50 hours. Police say that they found syringes on the scenes of the attacks. There were also indications that they had been taking steroids. The gunman who survived express that the attackers had used Google Earth to familiarise themselves with the locations of buildings used in the attacks.DISPUTE ON NATIONALITYDisputeThere was a dispute on the bet regarding the issue of nationality of Ajmal Kasab in the administration. After the attacks, India assert that Ajmal was a Pakistani national based on his confession and secernate gathered due to the information provided by him.several(prenominal) reporters visited the village in Pakistan where A jmal Amir said his family lived, and verified the facts provided by him. Former Pakistan crown Minister, Nawaz Sharif support that Ajmal Amir was from Faridkot village in Pakistan, and criticized chairman Zardari for cordoning off the village and not allowing his parents to meet anyone.Investigative journalist Saeed Shah travelled to Ajmal Amirs village and produced national identity card numbers of his parents, Mohammed Amir and Noor Elahi soon after they themselves disappeared on the dark of celestial latitude 3, 2008.Also, the Mumbai Police said that much of the information that Ajmal Amir provided had proved to be accurate. He disclosed the location of a fishing trawler, MV Kuber, that the terrorists used to enter Mumbais coastal waters. He also told investigators where they would find the ship captains body, a satellite phone and a global-positioning device, which they did.Despite mounting evidence, Pakistani officials, including President Asif Ali Zardari, initially denie d the assertion that Ajmal Amir was Pakistani. Pakistani government officials attempted to erase evidence that there was a Lashkar-e-Taiba office in Deepalpur, near Kasabs village. The office was in haste closed in the week of December 7. Moreover, at Faridkot many residents and local plainclothes police appeared to be trying to hurriedly cover up Ajmal Amirs connection with the village. The atmosphere turned hostile, and several reporters who went to Faridkot were roughed up. In early December, dealing a major blow to Pakistans claims, Ajmal Amirs father admitted in an converse that the captured terrorist was hisson.In January 2009, a month after the attacks, Pakistans national security advisor Mahmud Ali Durrani admitted to Ajmal Amir being a Pakistani citizen while speaking to the CNN-IBN news channel. The Pakistan Government then hastily acknowledged that Ajmal was a Pakistani, but also announced that immemorial Minister Yousaf Raza Gilani had shootd Durrani for failing to take Gilani and other stakeholders into confidence earlier do this information world, and for a lack of coordination on matters of national security. This is a banter on the administrative system of Pakistan.Kasabs confession on NationalityThe statement made by the Pakistani minister was contradicted by their own official and even Kasab. Kasab even admitted originally the mash that he is a Pakistani and belong to Faridkot in Pakistan. Kasab authorized before the political campaign jurist that he was a Pakistani national and told the solicit that he is fine with government-provided attorney to suffer him.Kasab appeared before special judge M L Tahiliyani via video link from the Arthur Road gaol where he is presently lodged in a high security cell b roadway the media the first g incumbrancese of the surviving terrorist who on with his nine accomplices were involved in the carnage.Tahiliyani asked Kasab to secern himself and asked him where he was from. Kasab replied th at he was from Faridkot, in Pakistans Punjab province.LEGAL PROCEEDINGSKasabs confessionPakistani terrorist Mohammed Ajmal Amir Kasab, in his melodramatic confession before a special mash Monday, said that he was a decorator by profession but since his income was little, he was attracted to jehad (holy war).Through some contacts, he came in touch with the terror group Lashkar-e-Taiba (let) and later underwent training under Zaki-ur-Rehman Lakhvi, Abu Hamza, Abu Kafa and Abu Jhundal, the masterminds of the Nov 26, 2008, Mumbai terror attacks, at a place called Battal in Pakistan.Recounting how he joined terrorism, Kasab said he worked with haji Sultan as a small-time decorator in Jhelum in Punjab province. It was a month before the Bakr-Eid festival, that co-worker Muzaffar and he spoke of how they were not making enough money from the work. Muzaffar suggested that they could indulge in thefts or dacoity to make more money.While on a visit to Rawalpindi, Kasab had approached some LeT activists whom they located in the rajah market. I told them that I wanted to perish a jehadi. One of them enquired about where we stayed and asked us to bring our belongings there.Another attended us with a piece of write up on which Markaz Taiba Murqui was written and gave us some money, he said.There they met more boys and joined them. After 21 days, Kasab was sent to Mansera, and then to Mankheda Aksa. Later, all the boys were interpreted to a unsmooth place called Battal where they were trained to operate pistols, guns, AK-47s and other weapons for 21 days. Later, they were sent to Daura Khaas for three months.Kasab said three people trained them Abu Ansa, Abu Basheer and Abu Abdul Rehman. From Battal, he travelled to Azad Kashmir, the Pakistan-administered Kashmir, where he met Sayeed.All the boys were taken to another camp and trained for three months by Abu Maviya, Abu Saiful Rehman, Abu Talaah and Abu Sariya. Here they learnt to operate arise launchers, grenades a nd other deadly weapons.Later, Kasab said, he was apt(p) a weeks lead to go home. Upon return, Sayeed, Abu Hamza and Abu Kafa selected some of the boys to go to Kashmir.They also learnt swimming from Abu Imran and were for a month taken to Karachi, where they were trained to get acclimatised to the sea. They returned to Muzaffarabad in PoK, were precondition identity cards and clothes which they wore on the day of the Mumbai terror attacks.Kasab and Abu Ismail were the first to get out after landing at Colaba in mho Mumbai that evening. They hailed a cab to go to Chhatrapati Shivaji Terminus (CST), as instructed by Hamza and left one bomb in the plug and another at CST. After entering the CST, they opened fire as instructed by Hamza Ismail lobbed grenades inside the station set forth and opened fire from his AK-47.The duo act electric arc and throwing grenades at regular intervals and go on moving ahead even as the security forces started confronting them and later surround ed them. see little or no requital from the stunned police forces that night, the duo clear-cut to take the CST subway, but Ismail beckoned him to go to computer program No. 1 where a train was appearing. They continued moving ahead in the direction of the bridge at the end of the station.They tried to force open some vehicles parked outside in a small lane. They maxim a person coming from the opposite direction and Kasab killed him. Ismail started freeing ahead and the duo jumped a short wall there and entered one of the wards of Cama Hospital.Ismail asked Kasab to wait at the hospital gate and he went inside, judgement of dismissal and later led him in. As they went inside, Kasab held a person as a shield after the police forces confronted them. They started spunk and throwing grenades, outside the main gate they fired at a car and encountered firing from a jeep nearby. They hid behind a bush and later dragged out the limp bodies of three policemen and hijacked the jeep to go towards the Metro cinema junction.It was in Cama Hospital that Kasab and Ismail gunned down Anti-TerroristSquad (ATS) chief Hemant Karkare and his associate Vijay Salaskar. They also killed another senior police official, Additional Commissioner of Police Ashok Kamte, before hijacking the police jeep.However, they unploughed moving in circles and by then, the jeep had developed a flat tyre. Kasab was also injured on his right elbow and left wrist and pleaded that he could not do anything more.Ismail urged him on and said that even he had sustained a bullet on his knee. Then they saw a Skoda car, they reproducible the passengers a couple, to stop, forcibly took the keys from them and took the vehicle, blindly following another car as they did not know where to proceed.At a point on the road (Girgaum Chowpatty), they saw a police barricade, and when they were ordered to stop, Ismail attempted to take a u-turn on the road, but failed. The police rushed towards them and dragged o ut Kasab and hammered him with a baton, snatched his gun and attacked him in the tummy with the butt.Kasab claimed that he did not fire at anyone at that juncture and had befogged consciousness. When he revived, he found himself at Nair Hospital, under arrest by the Mumbai police. runningChargesheetIndian investigators depositd a formal 11,000 knave Chargesheet against Kasab on 25 February 2009. Due to the fact that the chargesheet was written in Marathi and English, Kasab had request that an Urdu transmutation of the charge sheet be apt(p) to him. Kasab has been charged with carrying into action, conspiracy and waging war against India along with other crimes. His visitation was to have started on April 15 but was put off as his lawyer, Anjali Waghmare, had been dismissed for a competitiveness of interest. He has gotten a new lawyer named Abbas Kazmi. On 28 April, he wrote a letter through his lawyer to the magistraterequesting a perfume bottle, a toothpaste, Urdu Times ne wsprint and permission to walk in the abutting varandah alongside his barack. He also requested the judicatory to deposit the amount ( wedded to him by the terrorists) seized from him by police into his jail account.Time line of ProceedingsOn 26 Nov 2008, Ujjwal Nikam was appointed as Public Prosecutor.In Jan 2009, M L Tahiliyani was appointed as judge to conduct the trial.In Feb 2009, an 11,000-page charge sheet was served on Kasab.In Mar 2009, advocate Anjali Waghmare was appointed as Kasabs lawyer. Kasab appeared through video-conferencing.In Apr 2009, Waghmare was removed as Kasabs lawyer. Abbas Kazmi was appointed as defense lawyers lawyer in mid-April. Trial began on April 17, 2009.On 20 Apr 2009, the prosecution submitted a list of charges, including the murder of 166 people.On 6 May 2009 Kasab pleaded not abominable to 86 charges.In May 2009, an eye learn identified Kasab in flirt. Another said he saw Kasab and nine others follow by boat. Two doctors who treated him, identified him.On 2 June 2009, Kasab told the judge he now also understood Marathi.In June 2009, the special judicature issued non-bailable warrants against 22 absconding incriminate including Jamaat-ud-Dawa (JuD) chief Hafeez Saeed and chief of operations of Lashkar-e-Toiba, Zaki-ur-Rehman Laqvi.On 20 July 2009 Kasab retracted his non- discredited plea and pleaded wicked to allcharges, but his trial will continue.Visiting US Secretary of situate Hillary Clinton said in an interview with Thai publication The Nation during the ASEAN conference in Phuket in July 2009 that had Kasab been educated, he wouldnt have been a terrorist.On 18 December 2009, Kasab says he is innocent, he was framed and tormented by Indian Police. In a surprising U-turn he claims to have come to Mumbai 20 days ago and was exactly roaming at Juhu beach when police arrested him. expound of proceedingsAjmal Amir has written to the Pakistani High Commission in India requesting help and legal aid. In the lett er, he support the nationality of himself and the nine slain terrorists as Pakistani. He also asked the Pakistani High Commission to take custody of the body of first mate terrorist Ismail Khan, who was killed in an encounter in south Mumbai on the night of November 26. Pakistani officials confirmed the receipt of the letter and were reported to be studying its details. However, no further updates were attached on the matter by Pakistan.Kasabs trial was delayed due to legal issues, as many Indian lawyers were nonvoluntary to show him. A Mumbai Bar connection passed a resolution proclaiming that none of its members would represent Kasab. However, the Chief Justice of India stated that Kasab compulsory a lawyer for a bazar trial. A lawyer for Kasab was eventually found, but was replaced due to a conflict of interest. On February 25, 2009, Indian investigators filed an 11,000-page Chargesheet, formally charging Kasab with murder, conspiracy, and waging war against India among o ther charges. Kasabs trial began on 6 May 2009. He initially pleaded not guilty, but later admitted his guilt on 20 July 2009.He initially apologized for the attacks and claimed that he deserved the finale penalty for his crimes, but later retracted these claims, saying that he had been tortured by police to force his confession, and that he had been arrested while roaming the beach. The romance had accepted his plea, but due to the lack of completeness deep down his admittance, the judgehad deemed that many of the 86 charges were not addressed and and then the trial will continue. Kasab could, and will almost certainly, be hanged if given the maximum penalty of death.Indian and Pakistani police have exchanged desoxyribonucleic acid evidence, photographs and items found with the attackers to piece together a detailed portrait of the Mumbai plot. Police in Pakistan have arrested septenary people, including Hammad Amin Sadiq, a homeopathic pharmacist, who arranged bank accounts an d secured supplies, and he and six others begin their formal trial on 3 Oct 2009 in Pakistan, though Indian authorities say the prosecution pelf well short of top Lashkar leaders. In November 2009, Indian Prime Minister Manmohan Singh said that Pakistan has not done enough to bring the perpetrators of the attacks to justness. On the eve of the first day of remembrance of 26/11, a Pakistani anti-terror greet has formally charged seven accused, including LeT operations commander Zaki ur Rehman Lakhvi.Ujjawal Nikam, public prosecuting attorney in the matter of Kasab, said there was ample evidence to show Kasab and the two arrested accused, Faheem Ansari and Sabauddin Ahmed, were part of the conspiracy hatch in Pakistan to strike terror in the monetary capital. He said foreign experts would be examined but their names and addresses should be kept secret. Nikam also said that further investigations in this case were on and supplementary chargesheet would be filed later.Special Publ ic Prosecutor Ujjwal Nikam told the court that Kasab, the prime accused in the case, would be charged with murder of 166 persons in the attack unleashed by Pakistan-based terror outfit LeT on November 26, 2008 here. Although he was not today involved in killing all 166 persons, Kasab was an active member of conspiracy hatched in Pakistan to commit terror attacks in India, Nikam said in his brief explorative address to open the case. Kazmi who had earlier view as to 30 accused in the 1993 Mumbai incidental bomb blast trial, told the court he was willing to defend Kasab.Nikam said 1,820 witnesses had been cited but only potential among them will be examined. Prosecution would place 750 articles and 1350 documents asevidence. Nikam told the court that Kasab was directly involved in seven different cases of terror attacks.These pertain to murder of five crew of Kuber boat, including its navigator Amar Singh Solanki, bomb blast in a taxi at suburban Vile Parle, firing at Chhatrapati Shivaji Terminus, Cama Hospital firing attack, killing of three police officers near Cama Hospital and theft of Skoda car and attack on police team near Chowpatty, he said. In all these cases, Kasab was involved with co-conspirator Ismail Khan, who was killed in police encounter near Chowpatty, Nikam alleged.He said there are five other cases in which Kasab has been charged with murder conspiracy, although he had not directly participated in them. These are firing in Hotel Taj Mahal, Hotel Oberoi, restaurant Leopold Cafe, Nariman House and bomb explosion in a taxi at Mazgaon.The court took on record advocate Ejaz Naqvi as defence counsel for Faheem Ansari and Ahmed. Since Naqvi did not appear in morning session and Faheem want time to appoint another lawyer, the court asked Faheems wife to call Naqvi to the court. Later, he came and told the court that he would continue to defend Faheem.Demanded trial by International motor hotelThe alleged gunman in the 2008 all-fired siege of Mumbai said he should be tried by an international court because he does not expect justice in India.Mohammed Ajmal Kasab, 21, told a special court that police had falsely implicated him in the case.I should be tried in an international court, he told Judge M.L. Tahiliyani.Earlier Kasab retracted his confession that he sprayed gunfire into a crowd at the railway line station. He also said police tortured him into admitting having a role in the attacks.Kasab also said thathe wanted to call witnesses from Pakistan for his defense, and that he should be allowed to meet Pakistani officials. Witnesses would include a passport officer, he said, without providing other details.The judge asked him to file a petition through his attorney.Kasab could face the death penalty if convicted. Murder and conspiracy to operate war against India are among the charges he faces.Kasab told the judge he came to Mumbai as a tourist and was arrested 20 days before the siege began.On the day the attacks started, Kasab said police took him from his cell because he resembled one of the gunmen. They then shot him to make it look as if he had been involved in the attacks and re-arrested him, Kasab said. psychoanalysisIt is mockery of the Indian Judicial musical arrangement that even the charge is proved on the convict but the trail is difference on. In the month of July last year the convict pleaded guilty of all the charges, but the Judge said that the other 86 cases have not been addressed therefore the trial should continue and in the month of September he again told the court that he was forced to plead for guilty by the Indian police. Has anyone think over it that if the verdict would have been given as soon as he pleaded guilty what would happen?Such kinds of questions were send awayd, and will raise on Indian Judicial corpse if it will continue to follow much(prenominal) kind of path. The Court should has given its verdict on the basis of the evidences produced by the publi c, eye witnesses and moreover the acceptance of the charge by the convict. The other matters could have been addressed later on. Even there was news that Kasab laugh over the question asked by the judge and made fun of it. This is a satire on the discipline of the courts.The judge has to order him tobehave in the court. This clearly shows that bragging(a) a chance of fair trial to convict made him to perceive as cypher is going to happen to him for the adjacent ten years. People have such(prenominal) kind of mentality towards the Judicial System. If a suit has been filed in a court then the guilty has nothing to do with it for many years.Our Judicial System ineluctably changes. This system has to be discarded and a new system should be introduced. Indian Police is not required to file a charge sheet of 11,000 pages and decide are needed not to give judgements running through thousand of pages. A simple and logical statement is sufficient for the parties involved in it and for the general public as well.In my view this trial of Ajmal Kasab should be finished because there is nothing more to think over it. differently it will lead to expenditure of more and more money of the government on such a heinous criminal, which is of no worth.