Indian Civil Service Grievance Redressal Mechanism Essay Sample free essay sample

The working of the good authorities is non merely depends upon the good relation between authorities and its citizens but it besides depends upon the relationship position between authorities and its employees. May of times assorted efforts are made to keep the affable relation between the authorities and its employees. But despites the best attempts differences may still originate between the authorities as an employer and its employees. If these differences allowed to stay unsettled. it will take to dissatisfaction among the employees which frequently result in inefficiency. low morale and sometimes even break of work in the signifier of agitation and work stoppages. To avoid these effects it is really of import for the authorities as an employer must supply some mechanism to settle this differences and redressal of the grudges of its employees. Therefore to keep affable relation between the authorities and its employee Parliament passed the Administrative Tribunal Act. We will write a custom essay sample on Indian Civil Service: Grievance Redressal Mechanism Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 1985 and set up the Central and State Administrative Tribunals for its employees as mechanism for grudge redressal. Need for the alternate machinery Many times the differences are arise between authorities as an employer and its employees and It consequences in the inefficiency. low morale and sometimes even break of work in the signifier of agitation and work stoppages. These differences can be of two types and they are as follows: 1. 1Disputes which are corporate in nature i. e. they involve a big figure of employees as a category or group. and they relate to their basic conditions of the service like salary or rewards rates. hours of work. retirement or other benefits etc. such differences are settled through machinery fir corporate bargaining like Whitley Council. joint solace machinery or arbitration. 2. 2Disputes involve single employees. where an single employee feels that unfairness has been done to him because of denial of publicity or illegality in disciplinary proceedings against him or in affairs of senior status etc. such differences can non be taken up through joint advisory machinery. Normally an aggrieved employee. in such fortunes has remedy under the civil jurisprudence of the land where he can seek the intercession of the tribunal to acquire justness. But this process was really cumbrous. expensive and clip consuming. May times this process was beyond capacity of most employees for the clip it used to take and money that was required. It was inconvenient for the authorities section excessively which had to pass immense clip and money to contending the instances in the tribunals. Therefore the demand for alternate machinery was strongly felt. Administrative Courts The demand for alternate administrative was so strongly felt that Administrative Reform Commission had recommended the puting up of civil service tribunal act as an ombudsman or authorization for looking into the of civil retainers removal from service. decrease in rank and penalty of dismissal. 3Consequently the Fundamental law was amended in 1976 ( 42nd Amendment ) to supply for the puting up of administrative Courts for adjudication of differences in affairs refering to recruitment and conditions of service for individuals appointed to the populace services and stations in connexion with the personal businesss of the brotherhood. the province or local authorization or authorities Corporation. To supply the fast and less or cheap justness to Cardinal Government employer the parliament passed the Administrative Tribunal Act. 1985 which allowed the Cardinal Government to organize Central Administrative Tribunal ( C. A. T. ) in November of that twelvemonth. Except those of the Supreme Court the C. A. T. ( Central Administrative Tribunal ) or the S. A. T. ( State Administrative Tribunal ) has the powers of legal power and authorization of all tribunals. for make up ones minding instances refering authorities employees. Several provinces like Andhra Pradesh. Madhya Pradesh. Him achal Pradesh. Orissa. Karnataka etc. have already set up these Courts. All tribunals. except Supreme Court. have been barred from the exercising any legal power on affairs mentioned in Articles 323 A and 323 B of the Constitution ( associating to service affairs of the employees ) . The application of the Central Administrative Tribunals Act is to all the cardinal authorities employees merely with the undermentioned exclusion: members of the Army. Navy or Air Force or any other armed force of the cardinal Government. officers employed in the Supreme Court or High Courts or Lower Courts ; and employees of the Secretariat of the two Houses of the Parliament and of State Legislature. THE ADMINISTRATIVE TRIBUNALS ACT. 1985 4It is an Act to supply for the adjudication or test by Administrative Courts of differences and ailments with regard to recruitment and conditions of service of individuals appointed to public services and stations in connexion with the personal businesss of the Union or of any State or of any local or other authorization within the district of India or under the control of the Government of India or of ( any corporation or society owned or controlled by the Government in pursuit of Article 323A of the Constitution ) and for affairs connected therewith or incidental thereto. Article 323-A and 323-B Among the many advanced commissariats adopted by the Forty-second Amendment of the Constitution ( 1976 ) a step of far-reaching importance was the proviso for the puting up of Administrative Courts. Part XIV-A which consists of two Articles 323A and 323B trades with these Courts. 6Section ( 1 ) of Article 323-A provides for the adjudication or test by administrative courts of differences and ailments with regard to recruitment and conditions of service of individuals appointed to public services and stations in connexion with the personal businesss of the Union or of any State or of any local or other authorization within the district of India. The power to represent such Courts is vested entirely in Parliament. Section ( 2 ) of the same Article provides that a jurisprudence made by Parliament under subdivision ( 1 ) may: ( I ) Provide for the constitution of an Administrative Tribunal for the Union and a separate Administrative Tribunal for each State or for two or more States ; ( two ) Specify the legal power. powers and authorization which may be exercised bysuch courts ; ( three ) Provide for the process to be followed by these courts ; and ( four ) Exclude the legal power of all tribunals except the particular legal power of the Supreme Court under Article 136. 7Article 323-B empowers Parliament or State Legislatures to put up courts for affairs other than those covered by clause ( 2 ) of Article 323-A. The affairs to be covered by such courts are as follows: ( I ) Levy. appraisal. aggregation and enforcement of any revenue enhancement ; ( two ) Foreign exchange. import and export across imposts frontiers ; ( three ) Industrial and labour differences ; ( four ) Matters connected with land reforms covered by Article 31-A ; ( V ) Ceiling on urban belongings ; ( six ) Elections to either House of Parliament or Legislatures of the States and ( seven ) Production. procurance. supply and distribution of food-stuffs or other indispensable goods. A jurisprudence made under the above commissariats may supply for the constitution of a hierarchy of courts and stipulate the legal power. powers and authorization which may be exercised by each of them. Such jurisprudence may besides supply for the process to be followed by these courts and exclude the legal power of all tribunals except the Supreme Court of India. The Scheme of Administrative Courts envisaged by Part XIV-A of the Constitution as several other commissariats of the Forty-second Amendment of the Constitution was looked upon with intuition and scruples by certain subdivisions of political and public sentiment in the state and that was reflected in the effort of the Janata Government ( 1977-79 ) to get rid of these commissariats. The Forty-fourth Amendment ( 1978 ) among other things sought to get rid of Part XIV-A wholly. However. this effort of the Janata Government was unsuccessful as it could non rally equal support in Parliament. The basic aim of administrative courts is to take out of the horizon of the regular tribunals of jurisprudence certain affairs of difference between the citizen and authorities bureaus and do the judicial procedure quick and less expensive. The fact that there has been a phenomenal addition in the figure of differences in which administrative governments are involved has to be recognized. If all these differences go to the ordinary judicial system where there is proviso for entreaties to successive higher tribunals one after another. there will be no rapid colony of such differences and they might linger for old ages or decennaries. The Administrative Tribunals Bill. 2006 The Administrative Courts ( Amendment ) Bill. 2006 was introduced in the Rajya Sabha on March 18. 2006 to amend the Administrative Tribunals Act. 1985 ( Principal Act ) . The Bill was referred to the Departmentally Related Standing Committee on Personnel. Public Grievances. Law and Justice ( Chairperson: Shri E. M. Sudarsana Natchiappan ) which is scheduled to subject its study within three months. The Bill was introduced by the Ministry of Personnel. Public Grievances and Pensions. The Principal Act sought to let administrative courts to judge on differences related to recruitment and conditions of service of people appointed to public services in India and appointed by any corporation or society owned by the Government. It aimed to except the legal power of all tribunals in such affairs. The Bill seeks to modify the Principal Act to supply for abolishment of administrative courts if it is considered appropriate. The Cardinal Government can get rid of any tribunal established for a province or a figure of provinces and supply for the transportation and disposal of instances pending before such courts. The Chairman. Vice Chairman or any member of a court would non be entitled to compensation for the premature expiration of their term of service if they took voluntary retirement from the services of the several authorities to fall in the tribunal. These members would be entitled to acquire paid by the several authoritiess till they attain the age of old-age pension or the completion of their term of office in the court. whichever is earlier. The Principal Act empowered the administrative courts to exert the same power as the High Court with regard to contempt of tribunal. The Bill brings the administrative courts under the legal power of the High Courts and abolishes the tribunals’ power to penalize for disdain of tribunal. If a individual is aggrieved by the determination of the court. he can register an entreaty in the High Court within 60 yearss from the day of the month of the determination of the court. Composition of Courts The Jurisdiction and the process are different or distinguishable in the Administrative Courts from the ordinary tribunals. They exercise legal power merely in relation to the service affairs of the litigators covered by the Act. Administrative courts are besides free from the bonds of many of the trifles of the ordinary tribunals. The procedural simpleness of the Act can be appreciated from the fact that the aggrieved individual can besides look before it personally. 5Government can besides show its instances through its departmental officers or legal practicians. Further. merely a nominal fee of Rs. 50/- is to be paid by the litigators for registering the application before the Tribunal. Thus. the aim of the Tribunal is to supply speedy and cheap justness to the litigators. The Act provides for constitution of Central Administrative Tribunal and the State Administrative Tribunals. The Central Administrative Tribunal was setup on November 1. 1985. Every Tribunal shall dwell of a Chairman and such figure of Vice-Chairmen and judicial and administrative members as the Government deems it. Each Tribunal may represent one or more Benchs and each bench shall include at least one judicial member and one administrative member. Presently the Central Administrative Tribunal has 17 regular benches at New Delhi. Mumbai. Calcutta. Chennai. Allahabad. Bangalore. Chandigarh. Guwahati. Ahemdabad. Cuttak. Jodhpur. Hyderabad. Patna. Ernakulam. Lucknow and Jaipur. The Circuit benches of the C. A. T. are at 13 places-Goa. Shimla. Andaman and Nicobar. Lakshadweep. Sikkim. Jammu. Srinagar. Shilong. Agartala. Imphal. Indore. Gwaliar and Nagpur. President appoints the members of the Tribunals. President consults the Chief Justice of India in the assignment of judicial members and the Governor of the concerned State for the assignment of the members of S. A. T. They hold office for a term of five old ages or up to the age of 65 old ages in instance of other members. whichever is earlier. President can take them from the office on land of proved misbehaviours or incapacity after an question made by a justice of the Supreme Court. The CAT consists of a Chairman. Vice Chairmen and Members. The Vice-Chairmen and Members are drawn from judicial every bit good as administrative watercourses so as to give the Tribunal the benefit of expertness both in legal and administrative domains. As per Administrative Tribunal ( Amendment ) Act 2006. the stations of Members have been equated with the Vice-Chairmen and the stations of Vice-Chairmen will non be filled after the termination of footings of the present officeholders. The canonic strength of the Chairman. Vice Chairmen and Members of Central Administrative Tribunal at present is as below: Chairman: 1 Vice-Chairmen: 16 Members: 49 —66. The makings prescribed for the member are: 1. Chairman: a ) Must be or has been a justice of a High Court ; or B ) Have held office of vice-chairman for at least two old ages ; or degree Celsius ) Had held the station of secretary to the Government of India for two old ages. 2. Vice-Chairman: a ) Must be or has been a justice of a High Court ; or B ) Have held office of vice-chairman for at least two old ages ; or above. or degree Celsius ) Must have held a station of Additional Secretary to the Government of India for at least five old ages. 3. Judicial Member: a ) Must be or has been a justice of a High Court ; or B ) Must have been a member of Indian legal service or held a station in Grade 1 of that service for a period of at least three old ages. 4. Administrative Member: Must have held the station of an Additional Secretary to the Government of India or other tantamount station of a Joint Secretary to the Government of India or other tantamount station. or have equal administrative experience. Legal power These Courts have all the powers. authorization and Jurisdiction of all the tribunals in India except that of the Supreme Court in affairs associating to: 1 ) Recruitment to All India Service. or any civil service or station under the Union Government or civilian employees of Defense service. 2 ) All service affair of the above employees. or employees of any local authorization. society. or corporation under the control of the Union Government or employees of local organic structures or State whose services have been placed at the disposal of the Union Government. It has besides been the changeless enterprise of this Ministry that the stations of Chairman and Members are filled good in clip and no station remains vacant for long clip. The assignment of Chairman. CAT. as per pattern. is made by the Chief Justice of India on a mention made to this consequence by the Cardinal Government. The assignments of Members are made on the footing of recommendations of a Selection Committee Chaired by a campaigner of the Chief Justice of India who is a sitting justice of the Supreme Court. The assignment of Vice Chairmen in CAT have been discontinued after the termination of footings of the present officeholders since the stations of Members have been upgraded to the degree of Vice Chairmen in the CAT as per the AT ( Amendment ) Act 2006. The assignments are made with the blessing of Appointments Committee of the Cabinet after obtaining the concurrency of the Chief Justice of India. All choices of Members have been made against the vacancies of Vice-Chairm en and Members in CAT originating up to 31 December. 2009. Under the Administrative Tribunal Act. State Administrative Courts were besides set up in the undermentioned States – 1 ) Andhra Pradesh 2 ) Himachal Pradesh 3 ) Orissa 4 ) Karnataka 5 ) Madhya Pradesh 6 ) Maharashtra 7 ) Tamil Nadu and 8 ) West Bengal However. the Madhya Pradesh. Tamil Nadu and Himachal Pradesh Administrative Courts have since been abolished The assignments to the vacancies in State Administrative Courts are made on the footing of proposals sent by the State Governments with the blessing of the Governor. Thereafter. their assignments undergo the same procedure as the one in regard of Central Administrative Tribunal. Recently. proposals have been received from the State Governments of Bihar and Kerala for set uping State Administrative Courts. These instances are being processed. Since its origin in 1985 up to September. 2009 the Central Administrative Tribunal received for adjudication 5. 39. 959 instances ( including those transferred from High Courts ) . out of which 5. 17. 587 instances have been disposed of go forthing a pendency of 22. 372 instances. As respect simple mutant of the judgements of the CAT is concerned. all the Ministries and Departments were requested to supervise their execution. Harmonizing to the information for the period 2008-2009 and 2009-2010 ( up to September30. 2009 ) forwarded by assorted Ministries/Departments. out of 537 judgements given. 291 have been implemented and entreaties against 207 judgements are in procedure of being filed in the assorted High Courts. With a position to doing it more attractive for functioning officers from All India Services and Group ‘A’ Central Civil Services to choose for assignment as Administrative Members and to pull the best endowment from the judicial watercourse for assignment as Judicial Members and besides to supply for greater stableness in the office of the Chairman CAT. the Administrative Tribunal Act. 1985 has been amended and the same has been made effectual with consequence February19. 2007. Section 14 ( 2 ) of the Administrative Tribunals Act. 1985 empowers the Cardinal Government to widen the commissariats of the Act to local or other governments within the district of India or under the control of Government of India and to corporations or Societies owned or controlled by Government of India. In exercising of these powers. the Cardinal Government had extended the commissariats of the Act to 191 organisations so far. With a position to bettering the quality of judgements being delivered by the Central Administrative Tribunal. an enterprise has been taken to direct the freshly appointed Members to the National Judicial Academy at Bhopal. for an orientation plan. The first of the preparation plans was held this twelvemonth from April 20 – 23. 2009. and action is being taken to reiterate it. All India Conferences of all the Members of the CAT to consider on in house issues was held on November 1. 2009. The conference was inaugurated by the Chief Justice of India. The orders of the Courts are adhering on the parties. These Courts are non bound by the process laid down in the Civil Procedure Code but are guided by the rules of Natural Justice. Decision The civil retainers in India are every bit regarded as a privileged batch for the simple ground that they enjoy security and the Constitution guarantees them ‘equal wage for equal work’ through the machinery of wage committees. Salary apart their fringe benefits and periphery benefits officially every bit good as informally go much beyond the prescribed wage bundles. There are all kinds of benefits. like leave. medical reimbursement. lodging. vehicles. pension. tip. free telephones. difficult responsibility allowances. foreign travel. free children’s instruction and countless periphery benefits which were given but the British swayers to handle them a breed apart. Then there are unseeable benefits like position. traditional or customary installations. maltreatment of office and compeling friends and relations which can non be worked out in pecuniary footings. All this was conceded by the legitimate amenitiess and attention. The civil service has non merely preserv ed these excess privileges but has raised a bogie that they are underpaid. Now they are demanding equal benefits in public sector projects and in the secretariats at par with the private sector directors. The technique has worked good while their quality and moral fibre has gone well low because of varied factors which they know but do non accept. The trade brotherhood motion in the junior cells of service has been playing mayhem and the spliting line between indispensable and non indispensable service has literally blurred. The right to freedom. including protest without weaponries had caused combativeness and even junior-grade grudges are violently expressed much at the cost of human right of citizens. The societal justness motion apart. the junior employees are contending against the arbitrary policies towards their service in the name of grudges. The senior functionaries including the members of the All India Services are discontented and aerating their grudges genuine or forge against the people and their elective representatives. Peoples ailment of co rruptness. senior civilians complain of political intervention of leaders and junior employees talk of development. The regulation of jurisprudence is the casualty and grudge redressal mechanism are being suggested to work out the sensible jobs of the civil retainers in an effectual mode. These courts have no uncertainty provided alleviation to the employees in acquiring their grievanees redressed in a much shorter clip and at much lesser cost. The figure of instances decided by these since their origin is so impressive. But the backlog of instances is increasing even here. So attempts must been made to maintain their process simple. apprehensible and speedy to maximal satisfaction to the employees. Footnotes:1. Sharma and Saldana ( 2009 ) . Public Administration in Theory and Practice. New Delhi. p. 489. 2. Sharma and Saldana ( 2009 ) . Public Administration in Theory and Practice. New Delhi. p. 489. 3. Sharma and Saldana ( 2009 ) . Public Administration in Theory and Practice. New Delhi. p. 490. 4. hypertext transfer protocol: //www. cgat. gov. in/act. htm. 5. Ministry of forces. Annual Report ( 2009-10 ) . Public grudges and pension. authorities of India. New Delhi. 6. Fundamental law of India. ( Forty Second Amendment act ) Act 1976. Section 46. 7. Fundamental law of India. ( Forty Second Amendment act ) Act 1976. Section 46. Mentions 1. Bhattacharya and Chakrabarty ( 2003 ) Ed. . Public Administration. Oxford University Press. New Delhi. p. 335. 2. Fundamental law of India. ( Forty Second Amendment act ) Act 1976. Section 46. 3. Ministry of forces. Annual Report ( 2009-10 ) . Public grudges and pension. authorities of India. new Delhi. pp. 155-159. 4. ( Sanyal kayashi. The Administrative Courts ( Amendment ) Bill 2006. PRS Legislative Research. New Delhi. ) hypertext transfer protocol: //www. prsindia. org/uploads/media/1167468637/summary1197284560_Bill_Summary____Administrative_Tribunal__Amendment__Bill__2006. pdf 5. Sharma and Saldana ( 2009 ) . Public Administration in Theory and Practice. New Delhi. pp. 489-491. 6. ( The Administrative Tribunal Act. 1985. Central Administrative Tribunal. Principle Bench. New Delhi. ) hypertext transfer protocol: //www. cgat. gov. in/act. htm

Macbeth and the Traits of a Tragic Hero Essays

Macbeth and the Traits of a Tragic Hero Essays Macbeth and the Traits of a Tragic Hero Essay Macbeth and the Traits of a Tragic Hero Essay Heroes come in all shapes and sizes. Some heroes are heroic and some are tragic. Shakespeare was known for writing pieces with tragic heroes. Macbeth is one of Shakespeare’s most famous tragic heroes. The three traits that best demonstrate how Macbeth is a tragic hero are his tragic flaw, his downfall, and his increased awareness. Having a tragic flaw is one of the major traits of a tragic hero that applies to Macbeth. His tragic flaw throughout the whole play was that he had unchecked ambition and desire for power. This was one of the major reasons for his downfall. He did many things to gain prestige and power that backfired on him and ruined his life. Throughout the entire play, Macbeth’s ambition led him to make many questionable decisions that ultimately ruined his character and led to his death.An example in the play of where Macbeth shows his unchecked desire to be king is directly after he receives the witch’s prophecy.He says â€Å"My thought whose murder yet is but fantastical, shakes so my single state of man that function is smothered in surmise and nothing is but what is not† (Shakespeare 357).By saying this Macbeth meant that he could kill the king and fulfill the prophecy and become the new king. This shows his willingness to commit terrible acts to gain the prestige and po wer he desires.Macbeth’s tragic flaw of unchecked ambition greatly affects his character throughout the entire play. Another trait of a tragic hero that Macbeth displays is that he has a downfall.Macbeth begins the story as a well-respected man in his community.He has some power and is of the higher class, but he eventually becomes greedy and wants to acquire more power and prestige which eventually leads to his downfall. Macbeth’s mental downfall begins when he decides that he is going to kill Duncan and he begins hallucinating about the murder.After murdering the king and Banquo Macbeth’s mental state begins to deteriorat

Cognitive Development and Limitations Essay Example | Topics and Well Written Essays - 500 words

Cognitive Development and Limitations - Essay Example He developed a cognition theory that has four stages of development that a person progresses through as they learn and grow. These four stages are sensory motor, preoperational, concrete operational, and formal operational. Through research and testing, Piaget placed an age group on each of the stages. Three to five year olds fall within the preoperational stage of development. Placing emphasis on academic work rather than social skill and self-esteem will help children progress through each stage of cognitive development. There are a few aspects of the preoperational period conducive to academic work. These aspects are symbolic function, deferred imitation, and qualitative identity. "Symbolic function is the ability to use one thing as a symbol to represent something else." (Vasta et al 268). For example, a child uses an empty box to represent car that the child is driving. They can also use words to represent that they are a cat by meowing or saying they are a cat. This developed skill can be used in the learning process for academic work. It can help lay the basic foundation for reading if the teacher cuts the letters of the alphabet out of Styrofoam and teaches that each piece represents a particular letter. The child will be able to feel and manipulate the shape and develop a representation of the shape with the letter.

Organization Behavior in Action Essay Example | Topics and Well Written Essays - 750 words

Organization Behavior in Action - Essay Example Even the Steel Workers Union member commented, â€Å"She’s just human and honest with people. I don’t say that about many CEOs.† This admission from a perceived opponent illustrates the extent to which Tilton’s genuine yet charismatic leadership is able to transcend the barriers of companies and deeply motivate and effect change from within. With respect to her vision, it is indisputable that Tilton is perhaps one of the most visionary CEOs of modern industrial America. Too many CEOs are all too eager to write a company off as a net loss as soon as it ceases to generate a profit. However, Tilton is able to see beyond the red ink of the balance ledger; in fact, she is able to see beyond the product that the firm was originally producing. In such a way, she is able to reduce the firm to its core profitable elements. As such, she does not judge the industry by its bottom line or even the demand and/or quality of its original product. Accordingly, this display s keen powers of insight which all too many CEOs do not possess. Lastly, it is one thing to take a failing industry over and work to turn a profit from it. It is entirely another to win the trust of the workers and prove to them that your sole interest in the firm is not strictly monetary; i.e. the process of winning the people. When asked by one of the firms she had recently purchased if she was going to â€Å"strip and flip† the firm, Tilton responded, â€Å"It’s only men I strip and flip. My companies I hold close and near to my heart†. Even though it was an off-hand and candid remark, this quick witted sarcasm showed a true form of vision. In this way, Tilton is able to quickly win the hearts and minds of the employees while allaying their worst fears that she is only riding their firm for a quick profit. Question 2: Which positive and negative leadership traits and styles were displayed by Tilton? As previously stated, Tilton’s powers of charisma, vi sion, and winning the hearts and minds of her employees is likely second to none; however, she also possesses an undeniably sharp talent of decisiveness and motivation. This is at least partially proven by her tireless work and late night efforts that she devotes to her firm on a daily basis. Conversely, there are a few negative implications regarding Tilton’s leadership traits that are referenced in the work. Not surprisingly, many of these weaknesses are born out of the extreme strengths that she possesses. For instance, a strength that Tilton possesses is her application of power and influence within the firms that she takes over. However, as she states herself, this leads to a type of â€Å"benevolent dictatorship†. As such, this has its own negative implications of a leader who accrues absolute power (also referenced in the text as â€Å"overleading†) and may lend herself to micromanaging aspects of the firm that would best be left to lower-level management . Likewise, it was a bit disconcerting reading about firms that are on the verge of bankruptcy being toured by their new CEO who is flaunting many tens of thousands of dollars in expensive clothing, cutting edge fashion, and an â€Å"8 carat diamond necklace†. In order to further gain the rapport of the firms under her leadership, it might help to tone down a bit of the gratuitous luxury with which she presents herself; especially since many of these workers are doubtless living directly on the poverty line.

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Group marketing plan - Assignment Example The company also improves customer loyalty through frequent discounts and promotions. After sales services has given the organization an upper hand through customer awareness. Clear reinforcement and tradeoffs service provision offers a competitive market ground. Significant influence is by the company’s founder who advocated cost cutting (Henry & Mayle, 82). Cost cutting has been vital in securing a large market compared to its competitors. Warehouse location selection is important in determining customer growth rate (Henry & Mayle, 72) and hence the organization’s trade flow. The company mainly has established its warehouses in the rural areas, which reduces expenses compared to its competitors in urban areas and hence more financial gains. The major drawback in the organization is in the application of the shareholders model regarding its workers. Low workers’ pay has made them compromise with service delivery compared to its competitors. The company has extensive market empire achieved by the exploitation of advantages from cost differentiation, use of better technology and excellent location choices for warehouses. Maintenance of market domination by the organization is vital. Keeping ahead of the competitors will be crucial for better growth rate of the

Drama activities: teaching english in the esl classroom

Drama activities: teaching english in the esl classroom If even the greatest dramatist that has ever lived in this world believes that all humans are actors, who are we to disagree? I for one completely do not. As a language practitioner, I for one strongly believe that drama has the potential of making the learning experience fun for the students and even memorable because it is â€Å"real†. Let me tell you why. Students in schools today seem to have very little exposure to the English language. The only contact with the language comes from being taught using the traditional ‘chalk and talk method in the English language classroom. They have very little experience with real-life situations where the English language is used as a communication tool. It is not surprising then that the Communicative Approach has been introduced in the new ‘Kurikulum Bersepadu Sekolah Menengah (KBSM) English Language program. The communicative syllabus will focus not only on the linguistic competence but also on the development of the communicative ability of the learner. Instead of being a passive participant, the learner is now encouraged to take a more active role in their own language learning process in the classroom. In line with the National Education Philosophy, classroom strategies devised by the English teacher should cater not only for efficient language but also provide opportunities for students personal development to produce students who are competent and confident language users (Compedium, 1989). Teachers who advocate the Communicative Approach are expected to develop strategies that would promote self-learning, group interactions in authentic situations and peer- teaching, instead of the traditionally teacher-dominated and teacher-directed classes. The activities would also require the learner to do things with the language such as making choices, evaluating, and bridging the information gap. Examples of such activities are drama, role-play, simulation games, improvisation and miming. For the purpose of this project paper, we shall look at drama activities as a communicative tool in the teaching and learning of English in the ESL classroom. Drama has always had a close relationship with the teaching of the English language. With its link to literature, drama is a powerful tool in developing the students communicative ability. Generally speaking, drama is student-centered because it puts the students in a position to do most of the communicating and interacting instead of the teacher. Therefore, the onus is now on the students to take control of their own learning. Psychologically, it is also very motivating for there are no wrong answers in drama, allowing success for each student. The flexibility and openness of drama also provides the students a greater degree of freedom as compared to when they are required to find a single acceptable answer in the conventional English language lesson. Students acquire fluency skills at a much faster rate as a result of promoting student student talk and reducing the teachers role to a necessary low level or almost non-existent in some cases. Looking at it from the teachers perspective, engaging in group activities, as in drama, allows students to feel more relaxed and in turn feel comfortable to express their feelings better; compared to when they are required to come up with individual responses. Used properly, drama allows both the teacher and learner to gauge how far the learners ability to communicate has developed and this in time can develop confidence and better social skills in the learner. Furthermore, it is emphasized that English should be taught to not only develop the basic means of communication, but to further encourage fluent and accurate expression, both oral and written. Once the students begin to master the language they should be able to overcome their self-consciousness and develop their confidence to express views openly and articulately. These students would then make English meaningful and relevant in the sense that now they can take it out of the classroom and use it in their everyday lives. It i s rather obvious to realize the common ground English and drama share. Drama should contribute significantly to the realization of all these aims. Statement of the Problem Students in schools today seem to find the learning of English irrelevant and to a certain extent, confusing. They do not need to use the English they have learnt in the classroom in their daily lives. English language moreover, is often described as â€Å"a strong second language† but is, in reality only treated as a foreign language in all primary and secondary schools (Compendium, 1989). This change in the status of English in the system has brought with it a lot of problems for both teachers and students. Students who are hesitant to communicate in English may view the use of the language orally as trivial and insignificant to language learning. To them, to be merely ‘competent in the language is sufficient, rather than to ‘perform them (Chomsky, 1965). In actual fact, students especially the shy and silent ones, are afraid of making bizarre mistakes or errors. Thus, many resort to the use of their mother tongues or their L1 in their daily discussions or daily convers ations. The launching of the Language Policy in 1971 adds to this restriction. Bahasa Melayu was made the sole medium of instruction in schools and other formal events. At the same time, students of all races and background seemed to be more comfortable communicating in Bahasa Melayu, and so the importance of English language has been gradually declining. One possible way of overcoming this problem is to supplement the conventional English teaching methods with suitable teaching techniques such as drama, which offer the students the chance to actually use the English they have learnt. Even though the students English may not be perfect, the activities would help them to improve verbal communication. Objective of the Study The main aim of this study is to give a broad introduction to drama and to show how such techniques can be useful in the teaching and learning of the English language, particularly in Malaysian schools. This exploratory study plans to achieve the following objectives: To determine the students extent of exposure to drama activities. To ascertain students motivation towards learning English. To assess students attitudes towards learning English. Research Questions Specifically, this study seeks answers for the following research questions: Have the students been exposed to drama activities in their language classroom? What are the students motivations in learning the English language? What are the students attitudes towards English? Significance of the Study There is fundamental need for learners to bring what they have learned in the four walls of the classroom out into the open and apply it in ‘real-life situations; and drama activities meet this need. This study therefore hopes to make teachers of English language aware and to have the conviction that drama activities can be an effective tool in language teaching. It is hoped that this study will be an ‘eye opener for teachers and students of ESL. It provides the necessary information for language teachers to make students inevitably participate in the English lesson and thereby gain self-confidence in using the language. Thus, the significance of this study is to make ESL teachers aware that rather than acting in plays or studying them, students are taught English using a technique derived from drama as a social process of development. This will obviously promote the use of drama in the teaching and learning of ESL and in its widest sense, is best seen as an alternative methodology to one based on the traditional ‘chalk and talk. As far as students are concerned, they will soon see the purpose of drama activities in their learning and how realistic and relevant they are when applied in their everyday lives. Since drama activities often portray the society from which the students come from, it can give the students an opportunity to feel what life is all about. Drama activities encourage the students to make practical and rational judgments when confronted by complex situations, which they may encounter later in life. This valuable experience would certainly hold them in good stead in their future. Thus, the significance of the study advocates the usage of drama activities in the ESL classroom. It is aspired that teachers would adopt this technique and adapt the activities to the relevance and needs of their students. Limitations of the Study On the basis of discussion on this project paper, the drama activities presented is targeted towards Form four students of intermediate proficiency level. The drama activities are some of the possibilities for social interactions that lie within classroom situations. However, some of its limitations were recognized, in particular: In situations outside the classroom, learners will need to satisfy a much wider variety of communicative needs arising from the events of everyday life. They will need to cope with greater variety of patterns of interactions. These may vary from the formal interview, with its tightly controlled structure, to the informal gathering where everybody competes on an equal basis for turns to speak. They will need to become involved in different kinds of social relationship, for which different forms of language will be needed. In order to prepare learners to cope with these wider functional and social needs, we must look for ways extending the possibilities for communicative interactions in the classroom (Littlewood, 1984). It is hoped that by using the drama activities, the apparent gaps can be bridged and in return the students language competency and performance can be enhanced. Definition of Terms Drama How do we, as teachers of English as a Second Language bring drama into todays classroom? Though some teachers have tried using drama in their classroom, they are still in a state of confusion. This is not because they do not know how to teach it, but simply because they are not sure of its purpose in education. The use of communicative activities is a technique to achieve one of the aims of the communicative approach, which is to obtain communicative competence. The important aspect of this approach is to communicate with another person in the classroom and in the long term, the society (Wan, 1990). Drama used in the classroom can be considered a communicative activity since it fosters communication between learners and provides opportunities to use the target language in various ‘make believe situations. Thus, drama is any activity, which asks the participant to portray himself in an imaginary situation; or to portray another person in an imaginary situation. Drama is concerned with the world of ‘pretense. It provides an opportunity for a person to express himself through verbal expressions and gestures using his imagination and memory. According to Wan (1990), drama takes what it shares with English, an emphasis on developing the means of communication and extends this means to include all the paralinguistic aids to meaning which takes communication beyond just writing to gestures and physical interaction. Drama activities draw on the natural ability of every person to imitate, mimic and express himself. The students are encouraged to draw on their natural capacity to live parts of his past experience that might otherwise never emerge. When students are brought together they bring along with them different life and different background into the classroom. According to the Oxford Dictionary (1995), drama is defined as a literary composition to be performed by actors; play or the art of acting, writing or producing plays. But for the purpose of this paper, drama refers more to informal (creative drama) as it is used in the language classroom and not on stage. Drama is doing. Drama is being. Drama is such a normal thing. It is something that we all engage in daily when faced with difficult situation. This is clearly illustrated by Tricia (1984) when she quotes, â€Å"Getting on with our day-to-day live requires a series of masks†. Generally, drama is considered as a type of activity in which the learners are given fairly controlled scenarios to interpret. But the term drama is often viewed with confusion because different people use it in different ways to suit different contexts. As such, it seems necessary to define the terms from the perspective of teaching and learning English as a Second Language (ESL). Drama takes into account the socio-psychological aspects of learning as it involves the whole person and his total response. For some students drama techniques can be an alternative means of learning the language and may produce far more positive results than normal classroom teaching (Mordecai, 1985). CHAPTER 2 REVIEW OF RELATED LITERATURE Introduction Drama is used in ESL classrooms to promote communication in its authentic form. The Communicative Approach advocates that learners need to learn how to use the target language in ‘real life situations and drama activities meet this need, for it allows natural learning. If examined carefully, we would find that, English teachers define English as one that encourages and develops communication skills, self-expression, imagination and creativity. These are the key terms, which would surface as aims of teaching in a language classroom. When similarly confronted, teachers of drama say the same thing. Thus, drama invariably and significantly contributes to the realization of all the aims in an ESL classroom. The Communicative Approach The term ‘approach refers to the theories about the nature of how language is learnt (Richards, 1986). It takes into account the basic units of language structure and the nature of language proficiency. It also considers the psycholinguistic and cognitive processes involved in language learning and the conditions that allow for effective learning to take place. The Communicative Approach thus refers to the belief that language learning is communicative competence (Richards, 1986). Communicative competence here refers not only to the knowledge of the grammatical rules of a language and how to form grammatical sentences but also to know when, where and to whom to use these sentences in a speech community (Richards, 1985 and Hymes, 1972). Communicative ‘Methodology on the other hand, refers to the different ways of teaching language using the communicative approach. Therefore, the term ‘techniques refers to different classroom activities (Wan, 1990). In this study they will be called communicative activities. In the Communicative Approach, language teaching and learning emphasized the use of language for the communication of meaning than learning the language structures, forms and vocabulary (Wilkins, 1976 and Widdowson, 1978). However, this does not imply that the grammatical and lexical aspects are neglected. In fact, they do have a place in the Communicative Method of language teaching. Therefore, the ‘how of language teaching and learning refers to the specific techniques and procedures used to unconsciously acquire and consciously learn a language through communication (Brumfit, 1984). The Nature of Communicative Activities Communicative activities refer to the techniques, which are employed in the communicative method in language teaching. Examples of such activities are games, simulation, miming, drama and role-play, which make use of the target language. The activities involve doing things with language and these language activities for communication is not restricted to conversation and may involve listening, speaking, reading and writing or an integration of two or more skills. Communicative activities have the following characteristics (Wan, 1990): They are purposeful. They are beyond strictly practicing particular structures. They are interactive. The activities are often conducted with others and often involve some form of discussion. Authentic materials are used. The situations in which the learners have to use language should be as realistic as possible. The language models given should be authentic. They are based on the information gap principle. Five guiding principles have been vividly outlined behind the use of communicative activities as language teaching and learning techniques (Morrow, 1981). They are as follows: 1. Know what you are doing. This principle gives relevance to the lesson, which the students would want to use in order to perform in the target language. For example in teaching speaking, the task could be asking for directions to a certain place.. The students here communicate with each other and there is no control over the exact language used but the situation is controlled. 2. The whole is more important than the sum of the parts. In the communicative method, the natural language is dealt in real situations where it is necessary to work in the context of the whole. Communication is not learnt inductively as it cannot easily be analyzed into its various components without its nature being destroyed in the process. For example you may teach the component of various forms of greeting but it is no guarantee that the student will be able to choose the appropriate form when required in a real-life situation. 3. The processes are as important as the forms. The processes of communication such as information gap, choice and feedback, should be as much as possible replicated in trying to develop the ability of the students to communicate in the target language. The teacher must try to devise exercises where there is an information gap so that real meaningful communication can take place. The participants in a conversation also have a choice in what they say and how they say it. When undergoing these processes, there should be ample feedback during interaction between two speakers in order to gauge if the message has been successfully sent across. 4. To learn it, do it. Only by practicing communicative activities would students learn to communicate. Students must become responsible for their own learning. This is what student-centeredness entails and thus the role of the teacher consequently changes. He / she must learn to take a backseat and should no longer dominate the learning situation. The teacher is now a facilitator and should strive to provide all the help the student needs to play an active role in his own learning. 5. Mistakes are not always mistakes. As language practitioners we must able to make the distinction between ‘mistakes and ‘errors. There is the need for flexibility in deciding to treat ‘mistakes at different stages of the learning process towards communicative competence. We must not be hasty in wielding the axe on the students as ‘mistakes are evidence of learning taking place after all. The use of communicative activities is to achieve one of the aims of the communicative approach, which is communicative competence. The essence of this approach is to communicate with another person in the classroom and in long term the society. Hence, drama can be used in the classroom since it fosters communication between learners and provides opportunities to use the target language in various ‘make believe situations. Drama also allows participants the opportunity to act out roles and to use all the media of communication, the voice, gesture and movement. It thus takes what it shares with English, an emphasis on developing the means of communication, and extending these means to include all the paralinguistic aids to form meaning. This takes communication beyond the two dimensions, writing and talking, to involve the third dimension of gesture and physical interaction, thus encouraging active and discriminating observation and listening, which true communication always dem ands (Tricia, 1984). Drama Versus Theater Susan Holden (1981) defines drama as any activity which asks the participant to portray himself in an imaginary situation; or to portray another person in an imaginary situation. Drama is thus concerned with the world of lets pretend. It provides an opportunity for a person to express himself through verbal expressions and gestures using his imagination and memory. In this paper, drama refers more to dramatic activities as the setting is the language classroom rather than the stage. The participants in the drama activities are thus learners and not actors. To have a further understanding between Drama and Theater, a clear distinction has to be made between the two concepts. One way of accomplishing this is to look at Drama as process oriented and Theater as being product oriented. Through the examination of the fundamental features that lay behind both these concepts, ONeill (1995) came up with the following characteristics for each of them: 1. Drama as a Process The emphasis is placed on participants experiencing personal growth through an exploration of their understanding of the issues within dramatic experience. Student and teacher share equal places in the development, analysis and the carrying out of the drama activities. The drama is normally not performed for an audience. 2. Theater as a Product The students personal growth is measured through the learning of skills. The study is facilitated through a scripted work not of the students making. The teacher transfers her or his interpretation and analysis of the drama. The primary objective is formal play production. For the purpose of this paper, we will focus on Drama as a Process rather than Theater as a Product. As opposed to the traditional idea of theater, which results in an end performance, drama as a process is performed for the sake of the act of doing it, not for an audience, not for a production, and it doesnt need to be rehearsed. The audience can simply be the performers themselves. Drama as a process refers to a teaching method that involves children in imaginary, unscripted, and spontaneous scenes, in which the meaning is made from the engagement and transactions between the teacher and students (Schneider Jackson, 2000). The students and teachers work together to create an imaginary dramatic world within which issues are considered and problems can be solved. In this world they work together to explore problems and issues such as betrayal, truth and other ethical and moral issues. ONeill (1995) mentions that sometimes the work may begin as light-hearted, but the teacher always layers more dramatic tension and complexity into the work because the teacher may aim for a pedagogical outcome. In Drama as a Process, students learn to think beyond their own points of view and consider multiple perspectives on a topic through playing different roles. Playing a range of positions encourages them to be able to empathize with others and to consider life from their viewpoint. It allows them to walk on other peoples shoes, to walk the paths they tread and to see how the world looks from their eyes. Since the end product is not the focus, students work at every moment to produce to the best of their ability. In this way, drama can be seen as more meaningful, productive, and well-rounded. Drama thus, not only teaches students to be better communicators in a variety of authentic situations, but also compels them to use English in ways that differ from everyday classroom interactions, mimicking more authentic language use. Drama in the ESL Classroom Generally, drama involves being an imaginary person usually in an imaginary situation and sometimes a real one (Venugopal, 1986). The learners are given fairly controlled scenarios to interpret. Drama is defined by the scope of the task of problem-solving in order to achieve their goals. Students need to know of their ability to learn from each other as well as to learn independently. They should be aware that they are working towards a goal within a given time limit. This will sharpen their concentration and at the end of the lesson they should have satisfaction of having achieved that goal (Venugopal, 1986). Drama in education is a mode of learning. Through the pupils active identification with the imagined role and situations in drama, they can learn to explore issues, events and relationships (ONeil, 1994). In drama, students draw on their knowledge and experience of the real world in order to create their own experience they have as well as their knowledge, which they have gained from books, films or television. Although, these imaginary situations may at first seem superficial and only action oriented, through the teachers guidance and careful intervention it should be possible for the work to grow in depth. In creating a make believe world students can come to understand themselves and their real world in which they live. In order to engage in drama activities students do not need sophisticated theatre skills. However, they must be willing to (ONeil, 1997): Make believe with regard to objects, for example, a table-top can become a wagon or raft; a circle of chairs may represent a starship; cupped hands may contain a precious object. Make believe with regards to actions and situations, for example, creeping across the school hall may be means of escaping from the jail; a group sitting huddled on the floor may be passengers on an emigrant ship; stealing a bunch of keys may represent a test of stealth and cunning for the warriors. Adopt a role, for example, settlers who seek a new life in a foreign country; poor children living on the streets; teenagers who have left home. Maintain the make believe verbally, for example, describing the doorway in which they spent the night; presenting the facts about child labour to the committee for reform; discussing the problems to be faced on a voyage. Interact with the rest of the group, for example, agreeing to join the crew of the starship; choosing a leader for the community; teaching a skill to a friend; In drama activities, students are given the opportunities to draw together all the bits of language they have learnt and practice it in situations they are likely to encounter outside the classroom. In any drama activity, learners must create the interactions themselves on the basis of their roles rather than perform in ways that have been predetermined by the teacher (Littlewood, 1981). This freedom of choice offers the students the chance to use their English learnt to develop the character, therefore promoting spontaneity in activities similar to â€Å"real-communication†. Drama in a way helps students to improve oral and verbal communication despite gaps in their knowledge. However, the use of picture cards and other visual cues will narrow these gaps. Drama activities are essentially social activities and involve contact, communication and the negotiation of meaning. The nature of the work will impose certain pressures on the students but will also bring considerable rewards. Co-operative activities are very rare in the Malaysian schools. Too often students are trained to work as individuals and to be both competitive and possessive about their achievements. Drama on the other hand, works from the strength of the groups. Drama is an individuals spontaneous behavior reacting to others in a hypothetical situation. The essential core of the activity is understanding the situation of another person, and to do this well the ‘player needs to come to grip with the other participants roles, not just his own. In practice, this works when a ‘player is given the basic information about who he is, what he is like, and what he wants to do. He must interact with others and relate his situation to theirs and gain a greater understanding of the roles, the relationship and the language involved (Revell, 1979). Movements and Mime Mime involves the expressive use of the body. It is a non-verbal representation of an idea or story through gestures, bodily movements and expressions. It may seem strange that mime should be encouraged in language teaching, as it does not involve language. It must be borne in mind that though no language is used during the mime, it will act as a catalyst to generate language during the discussions before the mime is presented and also elicit language when there is need for explanations (Edwin, 1992). Mime is thus used to enrich verbal features rather than replace them. After a mime session, parallel exercises are carried out where appropriate words are added to the mime activities. In the English language classroom, unlike in theatres mime activities are not demanding and this makes mime activities suitable for poor and shy students who lack the necessary level of language proficiency. Mime activities can be incorporated into scenes from texts or improvisation of scenes from texts. Role Play Simulation and role play provide the opportunity to move away from the traditional role of teachers and also the classroom setting arrangements where the class is rearranged to reflect the situation that is being dramatized (Edwin, 1992). Role play can be used for students of different proficiency levels. However, the teacher will have to decide the degree of control over the scenario for the role play. For the very shy and low proficiency students, teachers could ask students to dramatize conversations and dialogues directly from the texts. For students with some English proficiency, teachers could provide a situation, which is relatively structured so that these students would feel confident and be more willing to participate. The more proficient students could be given less structured scenario and they should be encouraged to attempt to improvise the same text. In role play, a student is required to imagine that he is either himself or another person in a particular situation. He would be asked to behave exactly as he feels the person would. His portrayal of the character will help him understand the character and also provide an intimate experience with the literary text. There are many types of role play, for example, dramatic plays, story dramatization and socio-drama, seminar style presentation, debates and interviews. Simulations Simulations are drama activities that often mirror real life. They can however be imaginary. They are often problem solving activities and students bring their personality, knowledge and experience into these activities. Among the common forms of simulation is the mock trial. It is popular with students and court cases are quite easy to be developed from literary texts, often based on the conflicts faced by the characters in the story. Other forms of simulation can also be encouraged. For example, group work in the fo

The Internet May Harm a Child’s Physical Well Being and Mental Health :: Technology Computers Children

Internet May Harm a Child’s Physical Well Being and Mental Health While online exploration opens a world of possibilities for children, expanding their horizons and exposing them to different cultures and ways of life, they can also be exposed to many dangers exploring the information highway. If not used properly, the Internet may be severely damaging to the mental and physical health of children. There are many different hazards on the Internet. Chatting on the Internet, which enables people as well as children to communicate, without revealing their true identity, is probably THE most dangerous area on the Internet. By engaging in chat, you open yourself up to all sorts of exploitation, and personal harm. Chatting brings people closer, which may not always be a good thing. Offensive dialogue and adult conversation during chat also influences children to use inappropriate language at home as well as in school. Because of the interactive nature of chatting, it is most likely activity online through which children may be harmed. Too much time online limits a child's well-rounded development by taking the place of friends, schoolwork, sports and other activities. While on the Internet, it is probable that one will get carried away and lose track of time. Since being on the Internet is so time consuming, it is possible for anyone to get addicted. Any parent that values his child’s mental and physical well being should avoid this. Easy access to sites promoting hatred, violence, drugs, cults, and other things not appropriate for children, is another great hazard of the Internet. Besides offering opportunities and access to unsavory activities, these sites also, quite often present misleading and inaccurate information. In most cases, parents cannot censor what their children read online, what sites they visit, what kind of people they chat with, or the things they purchase. Accessing the Internet means accessing violent material, by means of reading and watching. Basically, a parent does not have control over what their child does. There are no restrictions on marketing products such as alcohol, tobacco, and arms to children- Marketing deceptively collects personal information from kids in order to sell products to them or their parents. Requests for personal information for contests and surveys that are used in unauthorized ways often may occur. By submitting personal information in order to purchase goods or services through the Internet, we are exposing ourselves to hackers. Hackers illegally obtain private files stored on computers.

Money Is the Root of All Evil Essay

How many times have you heard that? I have heard it more times than I can count. It is a popular thing to say, but it is definitely not true and I will try to make it clear. Without getting into a theological debate about evil or its roots, I will say that â€Å"Money is the root of all evil† is a misquote of a biblical source, in Timothy 6:10. English translations vary, but they all say something along the lines of â€Å"For the love of money is a root of all kinds of evil.† Do you notice the difference? It is about the love of money, not money itself, being the root of all kinds of evil, not all evil. A few small words can make a difference. If any major religions truly pointed to money as the root of all evil, a lot of people would be trying to be as poor as possible. Money would be treated like a communicable disease. (†Please don’t pay me so much!†) Some people of faith do give away most of their income or take a vow of poverty so that they are b etter able to serve others and do good works, but most of those will describe their lifestyles as a special calling or a gift, something beyond what God requires of most believers. Even if you’re not a believer, think about the logic of saying that money is the root of evil. If money were the root of all evil, only people who had money would do evil things, and the people with the most money would be the most evil of all. Though some people without money like to think that is true, it is not. Poor people can cheat and steal, assault and kill as well as rich people and people in between. Looking at it from another angle, the lack of money also causes people to do some pretty horrible things, but so do lack of power or sex, hatred, the desire for revenge and jealousy. Money is rarely on the mind of a man who drops a drug into a woman’s drink so he can take her home practically unconscious. I’ve sometimes heard â€Å"Money is the root of all evil† used as an excuse for not saving, as if to say, â€Å"I’m a better person if I’m poor.† But intentionally spending all your money as soon as you get it does not make you a better person (unless, maybe, you’re giving it all away). It makes you irresponsible. On the other hand, making good use of your resources by saving for your future does not make you evil; it makes you more able to help others (or avoid needing the help of others) when the need arises.

Report on Field Trip

Report on Field Trip Executive Summary Field trips serve one vital function as far as education is concerned. Field trips link the classroom experience with the outside world in so doing they not only improve learning, but also give both the learner and educator valued practical experience (Jin and Lin, 2012). The tour they took with Greg Nannup of the Indigenous Tours WA was an interesting one judging by the varied lessons that we had to receive. This report is prepared to that effect. It details the events and the lessons learnt from the field trip conducted with the said tours agency. This particular trip visioned at improving their knowledge base grounded in the classroom concerning indigenous tourism. During this event, they encountered several wonderful spectacles like the magnificent shipwreck gallery in Fremantle. This gallery with its combined history and culture offers the tourists come visiting with a lively tourism site. The field trip owed its success to the tour guide, Greg Nannup who engaged the students in legends throughout the trip. A majority of his legends concerned the variety of tourist attractions that the students came across including the architectural buildings, the Freemantle Prison, and the Swan River. A brief detail of this is discussed in this report. In due course, the report provides information on the aboriginals’ connection with Fremantle, which actually is the basis of the indigenous tourism in the place. Introduction Within the Perth region, the Fremantle Heritage Tour is among the oldest indigenous experience. It starts at the Fremantle Maritime Museum next to the waterfront and wander pasts other spectacular sites along the Swan River (Smith, 2011). Tourists in the region enjoy the view of the Nyoongar homelands, which is famous for wildlife spotting, bush-tucker searches, and weapon demonstrations. Other than Fremantle’s well-illustrated history, covering the last two hundred years lays the colourful and rich native history of over forty thousand years (trip advisor, n.d). Fremantle, which is located next to the Perth and the mouth of the Swan River, was home to the indigenous people of Australia for a very long time. The Nyoongar makes up the local aboriginal language group living in this area. The aspects of the life and history of the Aboriginal Nyoongar population enlightens within the Fremantle Aboriginal Heritage Walking Tour (Rivera, 2012). Tourists exploring the indigenous culture plus the history in Fremantle discover that Swan River is an important part of the Aboriginal Dreamtime. Tourists get familiar withthe story of Wagyltogether with the aspects of the aboriginal history within the Fremantle area during the aboriginal Heritage Walking Tour. The field trip’s main goal was exploring the rich history that the Fremantle area holds, and in this regard, discovering the multi faceted nature of Fremantle’s heritage, both before and after the European settlement. This particular report explores a field trip that took place at the Fremantle Aboriginal Heritage Walking Tour. Background As a requirement of the course, students are expected to take part in a field trip to an indigenous tourist destination. In this regard, the indigenous destination that is the subject of this report is the Fremantle, a place well known for its well-preserved architectural heritage. The Fremantle Aboriginal Heritage Walking Tour bequeathed the students with a pleasant and exceptional walking experience, which absorbed them into the culture of one of Australia’s most attractive cities. The students had the chance of exploring Perth’s natural charm and its hidden treasures. In addition, they engaged in its colourful history, starting from its colonial and indigenous beginnings to its current boomtown, filled with corruption and crime. The students gathered outside the shipwrecks gallery in Fremantle, an area bordering the Fishing Boat Harbour. They were led by Greg Nannup of the Indigenous tours WA in the trip that took one and a half hours to complete. Aims of the Report Field trip reports improve the educational value of a trip (Kolin, 2012). The trips deal with the spatial relations among data and the time relationships like the cultural history or geological processes. This report addresses two chief functions. First, it provides the practical experience that persuades students to realize the theoretical and conceptual discussions of their studies. Secondly, it  improves the process of information  gathering, as students are able to step outside their  imagined perceptions to  collect their experiences as the data for the knowledge founded on interpretation. In equal proportions, the report imitates the learning and experience achieved during the field trip. Consequently, through the preparation of the report, students are able to ponder their enhancement proficiency within this field of indigenous tourism. Site Description Fremantle serves as a habitat to a majority of iconic and well-recognized tourist attraction sites. This makes it a notorious destination both for interstate and international visitors. Fremantle was originally home to mass accumulation and whaling stations. It is an attractive little city, famous for its vast multicultural historical sites and restaurants. In equal measures, it includes convict built colonial epoch edifices in addition to one of the most tarnished prisons within the larger British Empire called ‘the World Heritage Listed Fremantle Prison’. While people are busy exploring the place, they are likely to hear surprising noises of Irish prisoners as well as the comical British  Bush rangers escaping. This is the result of the World War II and the dishonourable eviction of the aboriginals to the Rottnest Island. In the past years when passenger ships served as the common means of transport for international travellers, Fremantle remained the western entranc e to Australia. Several migrants arrived via the ship making this place their home. However, the jet travel changed Fremantle’s fame as a destination, following which the port city appeared the centre of global attention during Australia’s defence of American Cup in the year 1987. Currently, Fremantle still holds on to much of its usual charm. Most of Fremantle’s old edifices have been carefully restored and as well, the west end of the port is officially among the outstanding archetypes of a Victorian port streetscape in the universe. Fremantle enjoys a lively atmosphere given that there is always something taking place around the city, ranging from exhibitions, markets and concerts, festivals, to street performances. The Field Trip/ Literature Review The experience during the Fremantle Aboriginal Heritage Walking Tour was one to die-for. With the radiant, educational, and entertaining experience, the trip was a success. It gave the student visitors the story of the Wagyl together with the bit on the aboriginal history within the Fremantle area. An instance is the Fremantle Round House, which was constructed in 1831on Arthur Head. This building is not just Fremantle’s oldest edifice, but was also once a local prison. In the following years, it served as a holding cell to the aboriginal prisoners before they could proceed to the prison on the Rottnest Island. Yangan, an aboriginal resistance hero, is known to be among the first prisoners in Round House. After his rebellion against the white settlers, he was trailed and murdered. His head was cut off from the body, after which it was brought to England. After an exhibition in a Liverpool museum, it was buried in a mass grave. However, after some years, the head was exhumed an d an aboriginal delegation brought it back to Perth. The tale of the disastrous rates of indigenous  imprisonment within Australia in the modern day and the twentieth century was explained to the students and they could not help but question on the relevance of the prison museum to the children of an aboriginal background. Greg explained that the prison presents itself mainly as a site of convict imprisonment and virtually fails to notice the many years that after the convict period. This act stresses the diverse and fundamentally contested importance of such sites (Frew and White, 2011). Greg continued on the Fremantle prison saying that as an iconic architectural entity, the prison stands as an example of Australia’s legal, institutional, and social history, and, therefore, a monumental signifier of national identity. Convicts built the old Fremantle prison between the years 1851 to 1855. The prison contains an underground tunnel. The students were able to learn new information concerning the convicts, maritime legends, and stories of free settlers. One surprising discovery for them was that the prison has numerous paranormal activities in the form of ghosts, who have been living in the prison from the past. Besides, the prison’s history includes sufferings and hardships, which are observed on the brick walls as a lingering imprint. For example, the red, yellow, and black aboriginal flag is a major symbol of resistance and nationalism (Wilson, 2008). It is to be seen in a variety of places on the cell walls, in common places, and even as carved into sandstone walls. Just as the Western Australian Indigenous Tourism Operators Council (2011) state, while on an one-hour walk in Fremantle with an aboriginal guide, tourists are likely to learn concerning the importance of Fremantle to the Nyoongar people in addition to the dreaming tales concerning the area. The main experiences include the aboriginal culture plus history, traditional aboriginal hunting and gathering, aboriginal dreamtime, plus the tours of historic and sacred aboriginal sites. Starting from the Fremantle Town Hall, the tour took a non-traditional route through Freo, at the same time getting to know of the precise, irrelevant, and  subjective information of this place en route for the energetic cappuccino strip as well as the Roundhouse. The one and a half hour walk through the historic streets of the town, beginning at the Maritime Museum, through to the Roundhouse was of great significance. It gave the students a powerful insight into the aboriginal people’s experiences, p lus how the settler invasion had an effect on them. A variety of aspects covering the history and life of the aboriginal Nyoongar populace became apparent within the Fremantle Aboriginal Heritage Walking Tour. As the Aboriginal guide took us through the path of native history and culture in Fremantle, the students realized that the Swan River is very much a part of the Aboriginal Dreamtime and the Aborigines treasure it as the most significant Dreaming trail within the larger part of Wagyl,also known as the winged Rainbow Serpent. In the context of Aboriginal beliefs, the extraordinary creature, the Wagyl lived within the reaches of the Swan River. In addition, it is linked to the development of the riverbed, which took place when it glided through the sand. Thus, the Nyoongar belief system holds the notion that the Swan River was formed in this way and the proof is the Wagyl’s existence. Around the Swan River foreshore, the ENRICH (Encouraging Reconciliation through Indigenous Culture and Heritage) trail discovers sites of importance to the Nyoongar Aborigines (Smith, 2011). They integrate Barrack Square, Kings Park, Heirison Island and Point Fraser, and the Supreme Court Gardens. Others sites such as the Pinjara, the Serpentine River, and the Mandurah as well collect the past and present rituals and traditions of primeval ancient groups living along the coastline. Moreover, the students were able to learn of the fact that major developments remain suitable within the Swan River. With this in mind, CY O’Connor, the engineer-in-chief of Western Australia from 1891 was responsible for a vital public works plan to build up the colony (South West Aboriginal Land and Sea Council, n.d.). Hence, he was able to encourage the government that the greatest undertaking for Fremantle involved constructing a river mouth harbour. Certainly, the project was launched in 1892, with the harbour opening up its doors in 1897. Likewise, the students learnt more concerning the history of the place. According to the Nyoongar aboriginals, visitors frequented Fremantle during summer months during which fish and shellfish were in plenty. Greg recollected the history of fishing a long the Swan River, demonstrating a way of using leaves and sticks to catch fish and crabs along the riverbanks. At the Fremantle harbour, the shallow waters formed a favourable environment for catching fish. Furthermore, Greg explained on the link between Fremantle and the aboriginals. According to Buchholtz (2005), students should make a variety of choices regarding their host culture’s societal networks and these choices should result in a reflective effect on the extent to which they become socially integrated. With regard to this, Greg did elaborate on the vital sites and their histories, and shared dreaming stories from the region. He explained how the European settlement interrupted the local people, the link with the Rottnest Island, and the significance of the Swan River. The lessons learnt here included that the name Fremantle was borrowed from Captain Fremantle. On arrival to the city, the Nyoongar people gave him food, water, and fire. In addition, they sang throughout the night welcoming the white fella (wadjella) arrival. This was a novel refreshing approach to the old city from the eyes of the Nyoongar. In equal measures, the guide provided riveting insights into the traditional uses of plants, ranging from weaving, aid from stings, bandages, among others. There was a magnificent walk through the Perth’s striking Kings Park where they paid close attention to the plants that were initially used as food, medicine, and shelter by the Nyoongar tribe. The informative walk beginning with a cultural traditional reception ritual, the tanderum in which the visitors breathe in the strong aroma of native foliage that burns and smokes. The walk then ends with lemon myrtle tea and a review of some traditional tools and weapons. Indigenous Tourism and Sustainable Development A variety of researchers have discovered indigenous tourism as a method for sustainable development since it attracts visitors, stimulating local economies via a generation of tour revenues (Shikida, Yoda, Kino Morishige, 2009; Choi and Sirakaya, 2005; Zeppel, 2009; Wallace Russel, 2004; WhitfordRuhanen, 2010; Altman Finlayson, 2003). Uniformly, it helps preserve the natural, cultural, and social resources of the communities. Moreover, Blicker, Cottrel, and Black (2012), stress that indigenous tourism should aim at improving the lives of indigenous people, eliminating poverty, and contributing to environmental sustainability on a local and global extent. Tourism is a likely source of employment and economic growth for the indigenous population in Australia (Buultjens Fuller, 2007), and, thus, tourists are always invited to learn about the Aboriginal cultures within the country (Zeppel, 1999). Fremantle relishes indigenous tourism, which is the major source of employment and finance for the people living within the city (PerthNow, 2012). As Schmiechen (2006) explains, the place is of vital significance as it gives the visitors a strong focus on indigenous communities, people, and organizations with an explicit interest and participation in tourism. The exclusive aspects of the indigenous cultural traditions and history of Fremantle are embedded within the cultural and heritage tourism. In addition, the ceremonial aspects of indigenous culture are featured in Freemantle’s special events and native festivals. As Zeppel (2007) explicates, indigenous cultures are more often than not the basic moving factors for tourist’s vis it to exotic destinations, and tribal events. Fremantle, while taking upindigenous tourism for sustainable development, connects its recording facilities and institutions to the sites of native cultural tourism (Dunbar-Hall, 2004). From this viewpoint, it provides sustainable income to the aboriginals involved in media and music. In some cases, these places are as well the places of aboriginal broadcasting facilities and media relations. They observe numerous agendas. To start with, they are the chief site for dissemination of contemporary aboriginal music. Additionally, through indigenous control of broadcasting, they are a direct arena of empowerment, and thus allow aboriginal involvement within publicly available media and representations of aboriginality. In conclusion, they play a significant role in the development, preservation, and encouragement of indigenous cultures and languages. Additionally, the travel guides within Fremantle are all local people, thus they have the exact information as concerning the area. According to Carr (2004), on-site interpretation aids to raise visitor’s awareness that a particular place has certain special importance to the local people, thus giving the visitors awareness of the cultural dimensions of that particular area. Greg Nannup, being highly knowledgeable and professional, proved to be highly engaging with the students and answered all their questions. In fact, he made the tour environment more authentic. The very fact that he is an aboriginal from the South Western side of Australia makes him authentic. As Mcintyre and Gosford (2011) attest, tourism in the twenty-first century is concerning people connecting with the globe, culture, and the bona fide experiences as opposed to the mere taking of photographs. Moreover, tourists are on the look out for nature-based experiences, thus they hunt for indigenous explanation of the surrounding milieu and landscape (Kandari Chandra, 2004). Greg, as a travel guide puts this experience into the visitors. In addition, he is able to relate Fremantle’s indigenous tourism to sustainable development. Greg highlighted that his expressive voice in addition to the value of the stories he told had been passed down from generations, thus making them cultural in nature. Thus, he remains in a position to offer insight into the reasons why Fremantle and its environs are such a vital place for the indigenous population. Greg clarified on the special link between Fremantle and its aboriginals. The land surrounding Fremantle has always been an important place for the aboriginals. Discussion The field trip was important in learning about the historic port city of Fremantle. The students did not just wander the adventurous streets and laneways, but also learnt about Fremantle’s rich and diverse history and culture, which is embedded within its colourful inhabitants, well-preserved architecture, and great food. They got the rare chance of exploring the rationale behind it being a famous destination for both the local communities and international visitors. One of the reasons is Fremantle’s unique character captured by its heritage architecture, music, culture, and its restaurants. Conclusions and Recommendations Field trips are a vital part of the school curriculum as they proffer students with the necessary experience that cannot be imitated within the school setting. Nevertheless, they are a critical part of the general knowledge. Students affirmed that the trip to Fremantle was a tremendously optimistic experience for them. When asked which aspects of the field trip improved their interest and understanding of the course, they rated learning about the historical and cultural aspects of the Fremantle aboriginals as the most important.

Types of College Homework Assignments That Take Most Time

Types of College Homework Assignments That Take Most Time Types of College Homework Assignments That Take Most Time If your academic obligations involve a lot of written work, you will appreciate that writing high quality, well-researched work on any subject takes an enormous amount of time. There are a number of key steps when you are writing something like an essay or an assignment, once you have a sound understanding of your subject, you need to complete a literature review, any additional research that may be required, you then need to draft your work, have it proofread, and complete a final review to ensure that you have appropriately addressed the subject and met the assessment requirements. One of the key factors that determine how long a specific essay or assignment is going to take you to be completed is the length that you have been asked to submit. While the complexity of the subject is also a key factor, whether you need to write two thousand words or fifty thousand words is a good indication of how best to prioritize and allocate time to the work that you need to get done. Your assignment or essay may take you anything from two hours to two weeks. In this article, we are going to take a look at some of the different types of written assessments that you may encounter at college or university and give you a guide as to how long you should expect of them to take you to complete while also allowing time for your study/life balance. 1. Essays and Assignments in Humanities Humanities is the study of history, politics, psychology, social science, and philosophy. The length of work required during your humanities studies will generally be determined by the stage of the course at which you are at. At the early stages of your degree, it is likely that the assessment requirements will be around 2,000 words per paper. On average, you should allocate a minimum of two hours to complete this length of work if it is a subject that you are familiar with, or longer if you will need to undertake research in order to address the assessment requirements. 2. Assessment Tasks in Science and Technology In the more technical aspects of a study, the focus is often more on calculations than on the written words. Written assessments in these fields tend to be around 500 words. As a general rule, you should dedicate, at least, one hour to these assessment tasks. 3. Major Thesis Requirements When it comes to your thesis or a major piece of written assessment, this is an undertaking that will generally take you months to complete. Most of the time is going to be spent doing the research and analysis required to underpin your assertion, but you should be drafting and writing your submission as you work through this process. It is important that you do not let yourself feel overwhelmed by the mountain of work ahead of you. Prioritize where it is most valuable to spend your time, map out how you are going to use your time to complete the assessment requirements, and you will be well on your way to scoring the grades you need to achieve your academic aspirations. At you can buy homework online on any topic, and in any discipline you need.

Literature Essay Example | Topics and Well Written Essays - 1500 words

Literature - Essay Example In other stories, particularly children’s books, setting hardly plays any role at all. The setting of three short stories – Ernest Hemingway's  Soldier's Home, Colette's  The Hand  and Katherine Mansfield's  Miss Brill  Ã¢â‚¬â€œ will be discussed in this essay. I will look at the public and private aspects of each setting to show that even when setting is not integral to the plot, it can reveal important truths about the characters.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Soldier's Home, from its very title, alerts us to the setting of the story (Meyer). However, it is not so much the physical positioning of the story that the title refers to as a genuine philosophical question, which can be asked of anyone whose travels irrevocably change them, war or no war: when a person changes, how can their home still be good enough?  The Hand, alternately, is one of those stories mentioned above in which the setting is almost irrelevant, as the action is a lmost entirely internal, externally restricted to the couple's bed. In  Miss Brill, the protagonist focuses on and is enchanted by the setting. The three authors imbue their setting with different levels of importance: the seaside park features as a place of enjoyment in Miss Brill's routine, and her presence there directly causes the climax of the plot.  Krebs' house in  Soldier's Home  exacerbates his feeling of despair without actually causing it; Colette's protagonist remains unaware of her physical surroundings as she focuses exclusively on her new husband's â€Å"monstrous† hand (reference). In each story there is a public setting and a private setting. This essay will define these settings for each story before contrasting the ways in which this literary device is used.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In 1925, Ernest Hemingway published a collection of short stories called  In Our Time, one story of which was  Soldier's Home. This story features Krebs, a young man who returns to America from World War I in 1919, a year after the war has ended and long after other local soldiers have returned home. He â€Å"did not want to leave Germany† (Hemingway), and now feels like an outsider. The public and private dichotomy of settings in  Soldier's Home  is complicated, because Krebs experiences degrees of privacy: in his bedroom, he admits to himself that â€Å"he did not really need a girl†; when on the front porch, he â€Å"liked to look at them† but when in town, â€Å"their appeal to him was not very strong† (Hemingway). In the privacy of his bedroom and the pool room, Krebs can escape the changes and simply  be, thoughtlessly. In the public areas of his house and the local town, he must  come face-to-face with manifestations of  how the war changed him.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  In the settings beyond his private bedroom, Krebs is unable to handle other pe ople, their needs and personalities. He is unable to participate in a romantic relationship because he â€Å"did not want any consequences† – the German and French girls, possibly prostitutes, with whom he fraternized in Europe characterize â€Å"simple† relationships (Hemingway). This crisis runs so deeply within him that, in the kitchen, he tells his mother that he does not love her, by which he means he cannot love anyone. The war has taken so much of him that he cannot deal with other people.   

THE STUDY OF EXPECTATION GAP IN THE ACCOUNTING EDUCATION OF UNITED Assignment

THE STUDY OF EXPECTATION GAP IN THE ACCOUNTING EDUCATION OF UNITED KINGDOM & EMPLOYERS REQUIREMENT (ANALYSING LEEDS UNIVERSITY) - Assignment Example The review of literature indicates a framework of educating students in the accounting departments. The studies involve study of the expectation gap, the performance and the constraints gap to help students understand the analysis of the accounting platform. The survey questionnaire aims at providing supportive information to students and universities concerning the study of expectation gap in the accounting education of the United Kingdom. The survey seeks to find information concerning student and employee requirements in the University of Leeds. University Name: Please take time to fill the questionnaire. This will take approximately 30- 45 minutes to finish the questionnaire. Correct response to the questions is important, as it will assist the school and the human resources department in securing a better curriculum in the accounting sector. Thank you for taking time to assist the school in becoming a better education provider. Purpose of the Survey The survey gives insight of t he thoughts of students concerning the present accounting curriculum. It enables the management of Leeds University to handle the challenges concerning the current curriculum. The questionnaire is important hence provide valid and correct information. SECTION A (Answer the provided questions by ticking the appropriate answer) 1. What is your gender? Male Female 2. Kindly tick your year of teaching Freshman Sophomore Junior Senior 3. How old are you? Kindly check the ONE that best describes Under 14 14 -15 16 -17 18 -19 20+ 4. On average, how can you describe your students accounting grades? Kindly chose ONE response Not very good Fair Average Very good Excellent 5. At what level did you start teaching accounting? High school College University Job/ Working Uncertain 6. What aspects would you like to see change in the education sector? Teaching mode Teaching hours Number of classes available Number of lecturers available 7. For how long have you been in Leeds? Kindly pick the ONE tha t describes you Since birth More than 10 years 5-10 years Less than 5 years Analysis of the health 8. Describe your health by choosing ONE response Poor Fair Good Very good Excellent 9. Do you have any long term disabilities like leukemia Yes No 10. In response to the long-term disability, kindly choose the relevant topic I do not have such a condition Learning disability Physical disability Emotional disability Allergies (food) Allergies (respiratory) Asthma Diabetes Other (please specify ______________________________________ 11. Do we need to reconsider the condition before putting you in long hours? I do not have such a condition Yes No 12. In general how satisfied or dissatisfied do you feel about your job? Very Satisfied Satisfied Not sure Dissatisfied Very dissatisfied 13. Express your feelings about the terms and conditions Very Satisfied Satisfied Not sure Dissatisfied Very dissatisfied 14. Check the appropriate box that shows the level of satisfaction. Please check appropr iate box. Satisfied Dissatisfied Uncertain Salary Amount of annual leave Security of employment Flexibility of working hours Your input into decision making within the organization Opportunity for professional development 15. Does the organization support your place to work? Yes No Not sure 16. Does the university provide a friendly place to work? Yes No Not sure 17. How satisfied or dissatisfied are you with the general guidance and managerial direction from the university? Very Satisfied S