Optical Illusion on Oedipus Rex and Othello

The theme of appearance and reality is such a dominant one in Oedipus Rex and Othello, and the obsession with appearance plays such an important part in bringing them closer to Oedipus’ and Othello’s tragedy, that the plays can be termed a tragedies of appearance in human life, in which the opposite of appearance is truth or reality. But this theme of uncertain vision is presented through different thematic expression in bith tragedies. Sophocles takes an internal element of character into consideration whereas Shakespeare hold a mixture of internal and external elements responseble fior the optical illusions of Othello and other characters in the play. At first it is on behalf of appearance that we see a battle waged in Oedipus red. As this battle progresses we see appearance losing more and more ground. The first stage in it is the institution of the divinely-instructed enquiry into the death of Laius, which means that the appearance of it that it was the work of outland robbers-is not trusted. Quite early in the enquiry, Oedipus is led astray by an appearance-that the robbers who were alleged to have attacked Laius must have been associated with Thebes, and the suspicion that Creon must have at their back. `the question points to Creon. Creon gives the appearance of evading it. The suspicion, he says, that unavoidably arose could not be pursued after the deed. Why not? The sphinx came†¦ for some time after this, to be sure, the suspicion seems to lie dormant. But the focus of attention is no longer on the scene of the crime, or the way it happened, but rather on those who were ultimately responsible, and Thebes. Then suddenly, after the quarrel with the hostile and apparently malevolent prophet, the suspicion is confirmed, the connection between Creon and Teiresias is established, and the existence of a whole web of enmity stands corroborated as fact. ’ Oedipus suspects that the robbers were bribed to play their part, and ultimately he thinks that both Creon and Teiresias were behind them. Thus the supposed existence of a plot to murder Laius is another appearance which leads Oedipus astray. So Oedipus is to become concerned with appearances which it becomes his life’s mission to investigate, so that he may get at the underlying truth or reality. Appearance and truth come into picture also in the discussion of faulty vision of Oedipus. Another manifestation of Oedipus’ obsession with appearance is his intellectual myopia. He has a limited vision and is unable to assess the situations in a right perspective. Robert L. Kane (1975) puts this preposition in this way; â€Å"He[Oedipus] was the victim of an optical illusion†. (p. 196) The juxtaposition between â€Å"outward magnificence and inward blindness of Oedipus and the outward blindness and inward sight of the prophet† (Kirkwood, p. 30) depicts two types of blindness i. e. physical and intellectual. One is related to physical sight whereas the other, the most pernicious type of blindness, pertains to insight. Teiresias is physically blind but whereas Oedipus is blind intellectually. This intellectual blindness of Oedipus also contributes greatly to his believe in appearance rather than truth and ultimately leads him to his tragic destination. Oedipus pos sesses faultless physical vision throughout play except in the end but he remains blind to the reality regarding himself. At one point in the play, he has the ability to see but he is not willing to do so. Additionally it is his faulty intellectual insight make him believe in the apearence of some unknown enemy and he pronounces on him the sentence of outlawry and also uttes a curse on him. The reality of it that it is on himself that he is passing both the sentences, is umknown to him. However, we may notice that the gradual and increasing loss of Oedipus’ detachment and the growing references to himself raise the suspicion that unconciously Oedipus know what reality lies hidden behind the appearance. Unlike Oedipus Rex, in Othello it is the machination of Iago that blurs the visiioon of Othello and deprives â€Å"noble Moor† to distinguish between reality and apprearence. Othello, together with several other characters largely depend on their visual faculties that is distorted and warped by the skillfull trickery of Iago. These character along with Othello base their conclusion about realities what apears to them and do not delve deep into the reality of the things. But unlike Oedipus their optical allusion is not result of something inherent in their charcter. Othello is intelligent enough that he knows that looks can be decieving but Iago trciker blinds him. For example, Othello notices that Cassio walks off swiftly after having a conversation with Desdemona. Although Othello does not see incongruity in their meeting but Iago presents this meeting differently and sneakily. Iago murmurs to Othello, â€Å"†¦I cannot think it, that he would steal away so guilty like. † (lll,iii,42) Here the machination makes the vision of Othello illusory and he concludes erreaneously as he says, â€Å"†¦I do believe ‘twas he. (lll,iii,44) But as a matter of fact, Cassio and Desdemona converse about getting Cassio’s job back as Desdemona says to Cassio: I know’t. I thank you. You do love my lord; /You have known him long; and be you well assured He shall in strangeness stand no farther off Than in politic distance. (lll,iii,11) But Othello believes what he observed and percieved through the lenses of suspicion that iago sowed in his mind. This lead to a dilemma that becomes unfixanle later and ultimately leads to the tragedy of Othello. This is interesting to note that all characters in the play, except for Roderigo (to whom Iago sometimes shows his real face) have a high opinion of Iago and refer to him as â€Å"honest Iago†. The Mutual relationship between Iago and Othello is of trust and reliance on the part of Othello but it is conniving and devious on the part of Iago. Iago has same relationship with Cassio. Cassio is also deceived by the seeming virtue of Iago and actually believes that ensign is a kind-hearted man. But at the same time is a rival to Iago in the royal court. Unlike pride in Oedipus over his abilities, it is element of trust that deprives Othello of his vision and makes him believe in appeareance as ultimate reality. Although when Iago starts working on Othello, he suspects him and asks for evidence, yet from the beginning of the play, he seems to have put entire confidence in the honesty of Iago, who had not been his companions in arms. This confidence is misplaced but it is no sign of stupidity in Othello. He does not have a distinctive fear of him. We find this even before Iago has set a trap for him. Othello fears the monster â€Å"too hideous to be shown† that he discerns about Iago’s thoughts. This manifests a strange relationship based on paradoxical feelings. It is of confidence, trust and fear. But latter events show that Othello’s trust in Iago overpowers the instinctive fear. This happens due to Othello’s non-meditative nature. He does not contemplate over issues and does not weigh their motive and consequences. A. C. Bradley rightly says in this regard; The sources of danger in this character are revealed but too clearly by the story. In the first place, Othello's mind, for all its poetry, is very simple. He is not observant. His nature tends outward. He is quite free from introspection, and is not given to reflection. Emotion excites his imagination, but it confuses and dulls his intellect. (p. 217) Above-mentioned arguments and supporting textual and extra-textual evidence clearly suggest that in Oedipus Rex, it is something habitual and internal in the chracter of Oedipus himself who is unable to distinguish between what seems to be and what actually is whereas it is an external element (Iago) as well as an internal element (his thorough trust on Iago) in Othello that leads to the optical illusion.

Aetiology Of Rotator Cuff Tear Health And Social Care Essay

Throwing jocks are prone to shoulder hurts as a consequence of the high forces placed on the shoulder during the throwing gesture ( Sepp Braun et Al. 2009 ) . The rotator turnup is made up of four sinews that emerge from the shoulder blade and connect to the caput of the humerus. Their map is to stabilise the shoulder. A rotator turnup tear can happen as a consequence from insistent throwing, emphasizing the rotator turnup sinews and bad technique. The hurt in baseball hurlers constitutes a tear in either sinew ( the subscapularis or the supraspinatus ) which are both impinged during the throwing gesture. In this essay I am traveling to depict two mechanisms, one three manner mechanism and one two manner mechanism of how a rotator turnup tear would come about. A three manner disciplinary hurt mechanism could come about get downing with a baseball participant being psychologically excessively mentally tough. While mental stamina can be a great feature in an jock it can besides be damaging to their wellness during athletics. It is an jock ‘s ability to continue when stressors are moving on their head and organic structure but they need to cognize their ain bounds and when it is appropriate to halt for their ain wellness and safety. In the ESPN the Magazine ( May 16, 2011 ) an article was released look intoing the exposures to injury that some jocks have chosen to confront to accomplish their end. There are many illustrations over the old ages were jocks have chosen to disregard warning marks refering their safeness and in some instances have become awfully injured. Socio-cultural factors express attitudes and features that are frequently observed in jocks that promote mental stamina. For illustration attitudes that digesting hurting shows Fe will and strength and reluctance to seek medical aid from fright of being seen as weak ( Wiese-Bjornstal and Shaffer, 1999 ) . Mental stamina can be instilled in an jock through constructing their assurance utilizing challenges and support. This may be from parents, friends or their manager. Most jocks are rewarded for ‘being tough ‘ which enforces the thought that mental stamina is a valuable property and many jocks live by the well-known stating â€Å" No hurting, no addition † . When an athlete becomes excessively mentally tough they may set themselves in danger of hurt. Baseball hurlers need to develop and play, each throw seting huge force on the rotator turnup musculuss of the shoulder. Mental stamina can do a hurler to transport on throwing even when his rotator turnup musculuss are fatigued. The hurler may non cognize of the dangers that he/she is confronting if their shoulder begins to hurt.— — — — — — — — — — — — — — — — — — — — — â₠¬â€ — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — —Rotator turnup cryings in hurlers are the consequence of a chronic tear from insistent throwing gesture which impinges one of both of the 2 of the four sinews ( the subscapularis or the supraspinatus ) . If the musculus becomes fatigued so its strength and the force it can use are weakened. ( Carsten Juel, 2006 ) Fatigue is a multifactorial state of affairs and that the confining factors may change with force strength, exercising continuance and musculus type. Coevals of metabolites in the fibers can step in with the release of ca2+ to excite contraction and inhibit reactions in the fibers. Metabolites such as Hydrogen ions ( H+ ) can do the intracellular fluid ( cytosol ) of the cell to go acidic ; this inhibits enzyme activity for bring forthing energy. H+ ions are used in the Creatine Kinase ( CK ) reaction and will displace this reaction to favor PCr dislocation. They besides inhibit Phosphofructokinase which phosphorylates fructose in glycolysis. H+ ions may besides lend to tire via: supplanting of ca2+ from adhering with troponin C, stimulation of hurting receptors in musculus ( could do negative feedback mechanism ) , decelerating the release of ADP from myosin ATPase. Although recent research has shown that intracellular acidosis may really heighten the ability of the T-tubule system to transport on action potencies during weariness ( Pederson et al, 2004 ) . Pederson et Al, Intracellular acidosis enhances the irritability of working musculus. Science 305:1144-1147, 2004 Other subscribers to increased H+ degrees are a decrease of intracellular [ K+ ] , synthesis of CP, and the buffering of CO2 produced in the chondriosome. Intracellular chloride can roll up and do little stimulations which make the fibers contract ( vellication of the musculus ) ; this has the consequence of cut downing the force of voluntary contractions. Potassium ( K+ ) released from action potencies can suppress the release of ca2+ when it builds up around the musculus fiber and in the T-tubule. The K+ changes the electric gradient around the fiber and causes a lessening in the release of ca2+ from the sarcoplasmic Reticulum into the myoplasm. Ca2+ within the myoplasm binds to troponin C, instigates motion of tropomyosin, and allows the cycling of cross Bridgess, which finally result in force development ( Allen et al, 2008 ) . Therefore amplitude of contractions will be reduced if there is less ca2+ to adhere to troponin C. If there is less ca2+ this besides allows for more H+ ions to adhere to troponin C, doing weariness. There are besides effects to muscle weariness concerned with the balance between K+ and Na ( Na+ ) but these take topographic point outside of the musculus fibers in the nervousnesss that innervate the fibers. Substrates within musculus cells normally serve as an energy supply for the cell. Substrates such as ATP, animal starch and creatine phosphate are depleted during exercising. When animal starch is used to bring forth energy lactate and H+ ions are produced as a byproduct. These H+ ions create an acidic environment in the cell that non merely inhibits the action of enzymes but besides block nervus signals from the encephalon. If there is non a sufficient O supply to take the H+ ions so fatigue will put in and the musculus will hold to decelerate down to let oxygenated blood to take the them. If there is non sufficient O so pyruvic acid ( besides a byproduct of glycolysis ) will accept H+ to organize lactic acid which is a well-known term used my jocks and managers. All of these factors I have merely talked about can do weariness. If the musculus begins to go fatigued the cross-bridge rhythm will non be working to its full consequence. This means when the rotator turnup musculuss are used to decelerate the arm down in the slowing phase the actin within the musculus fibers will non be able to adhere to the myosin as strongly. This locking mechanism is critical for keeping the musculus and doing certain that it does non stretch past its tensile strength which would do harm to the tissue ( micro cryings ) .— — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — —During throwing there are strong musculuss on the anterior plane of the shoulder ( pectoralis major, teres major, latissimus dorsi, subscapularis ) executing internal rotary motion of the humerus ( upwards of 7000 grades a 2nd ) ( Dillman et al, 1993 ) . It is estimated that merely half the force generated is produced from the shoulder, the other half is produced by the lower limbs and bole and travels through a kinetic concatenation to the upper limb. There are five stages of throwing which are wind-up, cocking, acceleration, slowing, and follow-through. There are about 200 grades rotary motion in the humerus during throwing ( 90 external and 110 internal ) so this velocity needs to be decelerated in a really short period of clip. ( Sepp Braun et Al. 2009 ) Show that the continuance of the acceleration stage, is merely 0.05 2nd, the greatest angular speeds and the largest alteration in rotary motion occur during this stage. While the concluding two stages, slowing and follow through last for around 0.35 seconds. In concurrence with this statement Kirchhoff and Imhoff 2010, have shown that in the slowing phase the compressive forces created by the rotator turnup is on norm around 1090 N and shear forces are created on the posterior plane of around 400 N. The rotator turnup musculuss do non hold great endurance and are far weaker than the musculuss on the anterior plane of the shoulder, so it is easy to see how cryings could develop. The supraspinatus is normally the musculus that is torn in baseball hurlers. This is because it is non considered an external rotator ; its chief map is to kidnap the arm. Due to its place it takes the initial strain of the stretch with internal rotary motion. It originates on the top of the shoulder blade to its interpolation on the greater tubercle of the humerus so it is easy to see how it is pulled when maximum internal rotary motion is exceeded. The tensile and shear forces placed on the musculus combine to do a tear to get down. Insistent usage of the rotator turnup musculuss to slow the throwing force can do micro cryings in the musculuss. These micro cryings can increase in figure if the rate of tissue dislocation exceeds the rate at which the organic structure can replace the damaged tissue. Reasoning the information I have provided above, it can been learned that the aetiology of rotator turnup cryings can affect a figure of subjects. This is merely one of the many fluctuations of subjects that work together to do the hurt. Mental stamina has caused a hurler to disregard marks of hurt in the shoulder, after uninterrupted throwing the forces moving on the musculuss fatigue the musculuss and do micro cryings which can develop into big painfull tear.— — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — –A two manner disciplinary hurt mechanism could come about get down ing with a baseball hurler under psychological emphasis. Stress is a reaction by the organic structure when the individual feels under force per unit area or overwhelmed by something in the environment around them. It is caused by two things, whether the individual thinks the anxiousness is needed in the state of affairs and how their organic structure reacts to certain cognitive and thought procedures. If a baseball hurler is under emphasis this can do tenseness within the shoulder musculuss. Emotional emphasis can be caused by a figure of things such as jobs at work or a feverish agenda. Hans Selye ‘s GAS ( General Adaptation Syndrome ) theory from 1936 suggests that when emphasis is place upon a individual the individual undergoes 3 phases. The phases are alarm reaction, the phase of opposition and the phase of exhaustion. The dismay phase is described as an acute phase were the cardinal nervous system sends out signals to assorted countries of the organic structure to originate the â€Å" battle or flight responses † . The phase of opposition is when the organic structure begins to reconstruct homeostasis back to normal degrees or if the nerve-racking conditions continue the organic structure adapts and remains in a province of rousing. Lastly is the exhaustion phase, this is when the organic structure ‘s ability to defy the stressors has failed because its energy supply has gone. This is frequently referred to as adrenal weariness or overload. Findingss from research lab experiments ( Forsman et al. , 2002 ; Larsson et al. , 1995 ) show that non merely physical demands but besides cognitive factors and mental emphasis may bring on musculus tenseness. Small, low-threshold motor units are recruited at low degrees of contraction, before larger 1s, and are kept activated until complete relaxation of the musculus. If these recruited motor units are non relieved of their tenseness via exercising or massage etc harm to the motor nerve cells can happen ( Sjogaard et al. , 2000 ) . Therefore long permanent psychological emphasis may maintain low-threshold motor units active causing harm. An experiment ( Lundberg, Forsman et al. , 2002 ) utilizing intra-muscular recordings showed that these low threshold motor units can be activated by mental emphasis aswell as physical emphasis in the trapezius musculus. hypertext transfer protocol: //www.macses.ucsf.edu/research/allostatic/muscle.php # psychobiological Stress can do the baseball hurler to keep their shoulders in an unnatural defensive stance which creates tenseness. When a individual becomes under menace norepinephrine is released from the encephalon as portion of the â€Å" battle or flight † mechanism, this endocrine induced tenseness in the musculuss. If this tenseness is non relieved from the musculuss the musculuss will go stiff and will non hold their full scope of motion.— — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — –If the shoulder does non hold full scope of motion because it is tense, its snap will be r educed as the musculus attempts to keep its ego in a inactive province. Every tissue has an elastic bound, this is described as the maximal burden that a stuff can prolong without lasting distortion or harm. Elasticity is needed to convey a musculus back to its normal length after it has been stretched out. Decreased snap can besides do stiffness in the musculus. Hill ( 1968 ) has provided grounds that in normal resting musculus cells, a little grade of cross-bridge interaction occurs and moderate cross-bride interaction occurs in tense musculus. This interaction must lend to evident musculus stiffness and loss of snap. If the hurler has a stiff shoulder with decreased elastic capacity, when they carry out the sequence of throwing stages the musculus will non shorten back to its original length every bit rapidly as when it is non tense. Repeatedly throwing will get down to weaken the musculus even further and the musculus will go even stiffer to seek and protect its ego from over stretching. This alone could do cryings in the musculus. The hurler may disregard the stiffness and seek to work the musculus harder to antagonize the fact that the musculus is stiffening its ego. The hurler will damage the tissues if they carry on and micro cryings will develop which could increase in figure and do one big tear. hypertext transfer protocol: //fionastefani.hubpages.com/hub/PhysiologyofStress In baseball hurlers, the overload of pitching has been linked with hurt and redness of the musculuss of the shoulder girdle composite. Pappas, A.M. , R.M. Zawacki, C.F. McCarthy. 1985. Rehabilitation of the fliping shoulder American Journal of Sports Medicine 13:223-235. Dillman CJ, Fleisig GS, Andrews JR. Biomechanics of fliping with accent upon shoulder kinematics. J Orthop Sports Phys Ther. 1993 ; 18:402-8.— — — — — — — — –Int Orthop. 2010 October ; 34 ( 7 ) : 1049-1058. Published on-line 2010 May 19. Department of the Interior: 10.1007/s00264-010-1038-0 PMCID: PMC29890322.Posterosuperior and anterosuperior encroachment of the shoulder in overhead athletes-evolving constructsChlodwig Kirchhoff and Andreas B. Imhoff— — — — — — — — — — —3.Skeletal Muscle Fatigue: Cellular MechanismsD. G. Allen, G. D. Lamb, and H. Westerblad Department of the Interior: 10.aˆâ€ ¹1152/aˆâ€ ¹physrev.aˆâ€ ¹00015.aˆâ€ ¹2007 Physiol Rev January 2008 vol. 88 no. 1 287-332

Teaching Assistant Level 2

Level 2 Teaching Assistant Certificate – Assignment Three Unit 3 Supporting the Curriculum TASK 9: Using subject headings together with a brief summary of the subject, describe the range and main provisions of the relevant National curriculum in the school where you are employed. Creative Development: This Area of Learning relates to the development of children’s individual ways of developing and representing their notions and emotions in an imaginative way through assorted mediums and various forms of self-expression.Children explore as wide a range of stimulus as it is possible to provide given the resources available. They take part in art, craft, design, music, dance, theatre and movement activities. They have the opportunity to role play; to compose music or poetry; to develop their creative writing skills. They are encouraged to experiment with artistic mediums and represent their own feelings through their creativity, developing an ability to communicate and expr ess their individual creative ideas while also demonstrating an empathy with others. They are also encouraged to reflect upon their own work.Knowledge and Understanding of the World This subject builds upon children’s knowledge and understanding of the world around them by developing different aspects of play, activities and experimental learning processes that stimulate their senses; encourage investigation into subjects or activities that spark an interest. The children are encouraged to ask questions about their surroundings; explore their environment and undertake studies that will help them to develop an interest in and awareness of the ideals, beliefs, views and opinions of thers. Through the use of experiential learning, starting with a familiar present or past experience (see: ‘spiral curriculum,’ as advocated by American psychologist Jerome Bruner (Smith, Mark k. 2002)), curious and exploratory play techniques are fostered and the children are encouraged to develop reflective skills so that they can revisit and draw upon their own individual experiences. Language, Literacy and Communication Skills Children are encouraged to engage in discussions that develop their thinking understanding and range of vocabulary.They become involved in speaking and listening activities throughout the foundation stage and are encouraged to ask for information with regard to anything that they do not understand. There are activities that involve words, rhymes, songs and stories where children join in. Early literacy is encouraged while consideration is given to the fact that, for all children, ‘learning to read’ is a unique personal experience as such should not be rushed. Ysgol Dolafon believes that reading should also be fun!Children are allowed ample opportunity to freely access books and quiet areas are provided. The following list contains just a few examples of techniques that have been implemented and proven to help with early liter acy: 1. Using children’s own books in class. 2. Using audio tapes in conjunction with books to help children follow a story. 3. Pointing out words and linking them to the relevant items, people or places in the picture. 4. Using role play, or props to act out familiar stories. 5. Reading stories and rhymes out in a fun and imaginative way. 6.Consistently pointing to the top left-hand as your starting point and indication the left to right orientation through-out the reading of a story. Reading is promoted as a pleasurable activity and allowing children to read books that bear a particular relevance to their own interests is often considered to be more useful than strict adherence to a commercial reading scheme. Children at Ysgol Dolafon are continuously provided with the opportunity to make pre-cursor writing marks an early age and and a great deal of effort is put into encouraging the children to develop writing skills and activities.From scribbles and mark making right thro ugh to participating in purposeful writing tasks, children develop and improve their writing skills as they move through the curriculum. At all stages (including very early mark making) the children’s work is positively encouraged, valued and exhibited. Mathematical Development Mathematical activities at Ysgol Dolafon are delivered in accordance with pupil’s individual needs and great deal of emphasis is given to continuity of learning.Ample opportunity is provided for pupils to discuss their understanding of concepts as they progress and teachers are aware of the importance of eliminating any gaps in the children’s mathematical knowledge. The Welsh Assembly Government guideline for Mathematical Development maintains that: ‘It is crucial that gaps in children’s mathematical learning are avoided, so that children do not miss out on essential elements in their understanding of mathematical concepts’ (WAG 2008) and Ysgol Dolafon fully agrees wit h that statement.Children at **** **** frequently engage in experiential activities where they are encouraged to explore indoor and outdoor environments and gain first-hand experience of recognising materials; making comparisons / recognising similarities and differences; estimating and predicting; counting; sequencing; weighing and measuring etc. Engaging in relevant discussions that provide an opportunity for the children to build their skills, increase their knowledge and extend their mathematical vocabulary is an essential part of the learning process.Mathematics is taught throughout the school day and across the entire curriculum. Its relevance to other subjects is frequently pointed out. For example: The need for accurate weighing and measuring of the ingredients used in cookery and the bearing that inaccurate measuring might have on the finished product would be discussed as part of the cookery lesson. Children might also be encouraged to work out half measures or double up o n ingredients in order to vary the portion size of the finished item. Personal and Social Development, Well-Being and Cultural DevelopmentThis element of the curriculum builds on the child’s past and present experiences and it provides the opportunities for children to ‘learn about themselves and their relationships with other children and adults both within and beyond the family’ (WAG 2008). Children at **** ***** are encouraged to develop confidence and assertiveness, while taking into account the needs and feelings of others. They are encouraged to challenge prejudice, discrimination and stereotyping and staff lead by positive example.Staff at the school provide pupils with frequent opportunities to share their opinions and emotions and encourage them to pay appropriate attention to the feelings and emotions of others. Children are also provided with the opportunity to look after animals and plants in order to demonstrate that all living things require care an d respect in order to thrive. Children are introduced to concepts that build on their personal experiences and increase their knowledge and understanding of themselves and their surroundings. Once children are able to appreciate and understand the eelings of others the concepts of fairness, justice, rights and responsibilities can be realistically introduced. The aim is to fully prepare and equip children for a positive role in society and the intention is to achieve this ‘through a learning environment that reflects each culture appropriately. **** ***** is a dual stream Welsh/English school which is attentive to the distinctive and rich Welsh culture including all cultures that are part of the diverse society in Wales and it strives to provide activities that are suitably planned and resourced.The children are taught to appreciate and celebrate cultural differences and learn a great deal about the diverse range of cultures through the exploration of art, literature, music, f ashion, architecture and religion. Physical Development This aspect of the curriculum relates to the development, increased skills functioning and performance of the physical body. It also provides an understanding of the results that a healthy lifestyle delivers by exploring the effects of a balanced diet, exercise, fresh air, adequate sleep etc.Children at **** ***** are taught how best to take responsibility for keeping their own bodies healthy; they are taught to identify and understand the dangers of medicines and drugs, smoking, alcohol and other potentially harmful substances. Pupils are taught the importance of food and water in relation to the human body. They are encouraged to recognise healthy foods; develop a good knowledge of the different food groups and to understand how a balanced combination of foods is a requirement for a healthy mind and body.Children’s physical development begins with ‘gross motor skills’ (control of the large body muscles suc h as those found in the arms and legs). This stage is followed by ‘fine manipulative skills’ (the control and coordination of small muscles). Due consideration is given to the fact that children are unique and develop at different rates and staff are aware of the fact that children cannot increase they’re range of skills until the muscles required are sufficiently developed. Consequently the activities and resources used are checked for the suitable developmental needs of each individual child.Physical activities are introduced at the earliest opportunity and they are integrated into other lessons where appropriate. For example: the inclusion of actions performed to rhymes, stories and games is believed to foster a positive attitude to movement and exercise from an early age and as such actions are incorporated into much of the story telling in the three year old setting. For more demanding, physically active movement appropriate space is essential and open areas are available indoors and outdoors so that children can gain greater spatial awareness through experimentation of movement without restrictions.The children are provided with access to appropriate apparatus (for both supervised and unsupervised use) and consideration is given to the fact that enough time for the children to develop their skills is of equal importance to the provision of equipment and space. Pupils are encouraged to recognise that regular exercise makes them feel good and helps their bodies to work well. Welsh Language Development The foundation phase initially introduces Welsh through incidental Welsh.The everyday use of simple Welsh greetings; the repetitious recital of rhymes; the singing of songs and the telling of simple stories in informal play situations are part and parcel of the everyday routine. There are interactive displays designed to support the development of familiar concepts such as discussing colours, numbers, the weather etc. and any themes that w e explore: (e. g. the seaside, the farm, the fire station) have the key words highlighted bilingually. Next we have the introduction of structured sessions where simple phrases and language patterns are explored.The children are exposed to basic question patterns, such as ‘ble mae? ’ (‘where is? ’) and simple phrases are introduced into their play. Children in **** *****’s Foundation Phase learn Welsh through a holistic curriculum, through structured play, and through having a specific structured developmental and progressive programme. The language skills that they learn in Welsh support their development, knowledge and skills in English and vice versa. Examples of activities used to support the development of speaking skills at **** ***** include the following:Joining in with nursery rhymes, action songs and singing: Singing is seen as a good way for children to practise the sounds and pronunciation of a new language. Singing as part of a group pro vides them with security and helps develop confidence. As in all language teaching, the use of rhymes containing a strong rhythm, repetition, alliteration and homophones reinforces language development and pronunciation. Telling stories; sharing and recounting information; observing and respecting celebrations and events that are important to the children Circle time’ designed to provide opportunities for children to discuss; speak and listen to others’ ideas, feelings, emotions and events Relaying messages; sharing greetings in daily routines and giving instructions to others. Footnote: I feel it is important to add that In the opening descriptive paragraph of each of the curriculum subjects as outlined in The Foundation Phase Framework for Children’s Learning for 3 to 7-year-olds in Wales, it is stated that, ‘the guidance and Area of Learning should not be viewed or delivered in isolation; it should be planned for across the curriculum’ (swanseagf l. ov. uk) Complete a detailed study of one subject over one key stage. Describe how this would be planned, delivered and monitored and explain the terminology used. NB: The Foundation Phase replaced Key Stage 1 of the National Curriculum from the start of the 2011/12 school year. The foundation phase covers four years from ages 3 – 7 (Wales. gov. uk. 2011 – 2012). I have chosen to complete a detailed study of ‘Language, Literacy and Communication Skills’ as delivered to a mixed age class of: ‘Nursery, Reception and Year 1 and 2 pupils’ (foundation phase). Oracy (Skills and Range):The children’s oracy skills are promoted though spontaneous and structured viewing, listening and speaking activities. Children are expected to make progress in their ability to listen, understand, communicate and make themselves understood. The use of movement, gesture and speech as communication tools is explored and developed and the children should become increasing capable of speaking clearly, understanding basic instructions, using appropriate language and conveying accurate meaning. They are expected to attain listening skills and develop the ability respond to the sounds around them.They should develop an understanding of variety in the language that they hear consequently becoming more and more able to respond appropriately to phrases or instructions that increase in complexity. Delivery of these skills should come in a variety of forms and locations and the following list contains some examples of where/how: 1. Children should be provided with the opportunity to experience activities in both indoor and outdoor settings. 2. Provision should be made for the experiencing of different types of play ranging from planned and structured to spontaneous and child initiated. . Talk/communicate for a variety of purposes included but not limited to: a. Presenting simple information b. Asking and answering questions c. Expressing emotions, likes, dislikes, need etc. and expressing personal opinions. d. Involvement in spontaneous learning activities such as dialogue and role play. e. Joining in with rhymes, songs and simple stories. f. Repeated recitation of songs, poems or raps. g. The conveying of personal or imaginative experiences using familiar language patterns. h.Extend their knowledge of language through activities that foster an interest in words and consequently increase their vocabulary. Reading (Skills and Range): The opportunities provided throughout the Foundation Phase should encourage children to show and interest in books and to enjoy reading. The skills taught in the Foundation Phase should enable children to progress in their ability to follow stories that are read out to them and respond to those stories in an appropriate manner. Children should be encouraged to explore books (with or without and adult) and to handle them in the way that a reader would.They should be aware that there are different t ypes of books. Adults should develop an underpinning strategy of demonstrating that text is read from left to right and of explaining how written symbols have sounds and meanings. The objective is for children to build on the knowledge that they already have and to ultimately gain the skills required to read with fluency, accuracy, understanding and independence. These skills provide them with the confidence needed in order to read their own work and other texts aloud; discuss written works in an informed manner (e. g. alk about characters and storylines or predict events and outcomes) and to ‘respond appropriately to books by considering what they have read in terms of content, ideas presentation, organisation and the language used. ’ (WAG 2010) Planning: This covers the three areas of oracy, reading (including phonics) and writing. The teacher’s plans with input from classroom assistants and the planning needs to cover skills development as well as age range. M edium Term Planning: Research books relating to topic. Plan aspects of literacy to be taught through these books: e. g. labelling; listing; captions; story; diary etc.The use of phonics – letters and sounds. Phonics: – three times a week. Weekly Planning: Chose a book for a week or a fortnight and plan on topic activities for oracy reading and writing. Differentiate activities for age groups and ability levels and include specific tasks for more able students or those with SEN. Delivery: **** ***** has a dedicated LLC every morning and but LLC is also delivered across the curriculum. Oracy is developed through Knowledge, Understanding or Creative Development. Writing is developed through Knowledge, Understanding or Role Play. Children are divided into ability groups.The teacher and the teaching assistant work with a focus group while the other children work on enhanced activity or have continuous provision. Groups are rotated to ensure that all children work with the t eacher during the week. Monitoring: Classroom assistants provide feedback to the teacher and the teacher records progress/difficulties in a variety of ways: individual record sheets; post it notes; the annotation of plans are all ways in which the child’s progress is evaluated and this constant evaluation is an essential component of successful planning which adapts to the needs of the child/children.This monitoring is also used to write the child’s end of year report. Terminology explained: CVCC Words: Words which have a consonant-consonant-vowel-consonant pattern. Differentiation: The practice of delivering information to pupils in a way that is appropriate to their individual ability and level of understanding rather than their age. Digraphs: A combination of two letters representing one sound such as: ph; ch; sh; ee; and oo Graphemes: Graphemes are the smallest units in a writing system capable of causing a contrast in meaning.In the English alphabet, the switch fr om cat to bat introduces a meaning change; therefore, c and b represent different graphemes. It is usual to transcribe graphemes within angle brackets, to show their special status: , . The main graphemes of English are the twenty-six units that make up the alphabet. Other graphemes include the various marks of punctuation: , , etc. , and such special symbols as , , and (? ) †¦ LLC: Language, literacy and communication skills. Objective: The end result (as predicted in the planning) the final goal that you would be expecting the children to achieve. Oracy:Fluent, articulate and grammatically correct verbal communication Oral blending and segmenting: To practise oral blending, the teacher could say some sounds, such as /c/-/u/-/p/ and see whether the children can pick out a cup from a group of objects. For segmenting practise, the teacher could hold up an object such as a sock and ask the children which sounds they can hear in the word sock. The activities introduced in Phase 1 are intended to continue throughout the following phases, as lots of practice is needed before children will become confident in their phonic knowledge and skills.Phonemes: any of the perceptually distinct units of sound in a specified language that distinguish one word from another, for example p, b, d, and t in the English words pad, pat, bad, and bat. Phonics: A method of teaching reading based on the sounds of letters, groups of letters, and syllables. Range: A variety of planned activities which are specifically relevant to the subject. In this case: The opportunity to engage in spontaneous and structured communicative activities designed to expand the children’s vocabulary and encourage their interest in words.Stimulus would include: Stories (fictional and factual); media and ITC texts; information texts; poems; songs and nursery rhymes. Skills: Refers to the child’s capabilities – In this case their ‘oracy skills’ which should be developed pr imarily through the use of sensory stimuli: Speaking; listening and viewing activities which are ultimately intended to improve the children’s ability to listen and respond appropriately while continuously improving their attention/concentration spans and building on their previous experiences thereby helping them to attain general communicative accomplishment and increased self-confidence.Write dance: A technique developed by Ragnhild Oussoren encourages creativity, self-expression and confidence and by developing the child’s gross motor skills it theoretically helps to develop the prerequisite physical skills and co-ordination required for writing. The programme is described as being ‘of benefit all children,’ but it has been found to be particularly helpful for children with SEN. Briefly outline three recent strategies introduced by the government to raise standards in the curriculum. How would you access up to date information in curriculum development ?Recent strategies to raise standards: Literacy, numeracy and deprivation. The Minister for Education and Skills recently introduced a strategy for raising standards of literacy and numeracy in schools. In June 2011 he announced the intention to introduce a new National Literacy and Numeracy Framework (LNF) and a system of national testing for all pupils aged 5 to 14. Deprivation: In brief, the strategy to help children from disadvantaged backgrounds ranges from the introduction of free breakfast clubs to classroom based strategies which include, learning in small groups supported by teaching assistants; customising lessons to individual tudents' learning needs; providing extra-curricular learning and study support; engaging and supporting parents in supporting their children’s learning and promotion of the idea that effort and perseverance pay dividends. In order to receive updated curriculum development information first hand I regularly visit the education and skills webpa ge at Wales. gov. uk – I have also registered for the WAG newsletter. Relevant and up-to-date publications are always available to read in the school staff room. What extra-curricular activities are available in a typical school?Complete a detailed study of one of the activities. A typical school would probably offer the following extra-curricular activities: Sports: Football;/rugby/ netball/ hockey etc. Choir Chess/board games Gardening club An In-depth Study of Chess/Boardgames Club at **** ***** Chess/board games club at **** ***** takes place every Wednesday afternoon during term time. It runs from 3. 30pm until 4. 15pm and is supervised by a member of the school’s board of governors. This gentleman also provides the medieval board games that the children use.Number of children in attendance: 10 (2 new players joined at the beginning of this term, both are from year 2). Gender: 4 girls & 6 Boys. Age range: Year 2 to year 6 (was year 3 upwards but the rules changed in September 2012). Duration of session: 45 minutes Number of games being played on Wednesday 19th Sept 2012: Four Types of games available: Chess and an assortment of hand-made Medieval, Tudor and Viking games; mostly 2 player games but some multi-player games. The games being played while I was in attendance were: Fox and GeeseFox and Geese is a medieval, asymmetrical game. Players have different objectives and different pieces/men. One player leads a fox whose objective is to kill all the geese by jumping over them. The other player leads the gaggle of geese whose objective is to corner the fox and stop him escaping. Nine Men's Morris Nine Men Morris is a two player, strategy board game of Roman origin. Each player has nine pieces which they place upon the board one at a time taking alternating turns. Players then take it in turn to move their own pieces in an attempt to build a line of three.A straight line of three wins the player the right to take any one of his/her opponentâ €™s pieces. The object of the game is to leave the opposing player with fewer than three pieces. It is possible for either player either player to force the game into a draw. Tafl (meaning ‘table’ in old norse) Games Tawl Bwrdd is the Welsh name for an 11Ãâ€"11 Tafl board as described (with the rules of play) by Robert ap Ifan in 1587 in a Welsh document (p. 4 Peniarth ms) now in the Welsh National Library. Thought to be of Viking origin and found in one form or another everywhere the Vikings travelled, includingIceland, Britain, Ireland, and Lapland; the game represents the final stages of a battle where the king, on the losing side, is being attacked on four sides by an army with twice the number of men to his defending army. To win he has to escape to one of the corners. The king loses if he is surrounded on four sides. Chess A medieval style chess set was in use but during play I saw no deviation from the chess rules that most of us are familiar with today. TAS K 10 List and briefly outline the main factors that influence teaching and learning.The quality of the planning and delivery of the lesson. Meeting the needs of all the students. Making the lesson engaging by ensuring that the different learning styles of the students are catered for. Students achieving the learning objective that is: Every student should make adequate progress. Planning Ability to communicate clearly Behaviour management And external factors weather conditions, home life, etc. Using your preferred method of research, study various teaching assistant’s job description and explain the variety of support a teaching assistant ight be expected to give in the classroom whilst supporting, planning and evaluating learning activities. The following is a ‘cut and pasted’ job description taken from Powys County Council’s ‘Vacancies’ webpage. P. C. C. lists all TA posts as ‘Non-teaching staff’ despite the fact that this term is no longer frequently used. Marland (2001; cited in David Fulton in association with The Open University, Primary Teaching Assistants, Learners and Learning) suggests that the title is offensive. P. C. C. Example: Teaching Assistant (Non-teaching Staff)Main Purpose of Post: Working under the overall supervision of the responsible teacher to: -provide support in addressing the needs of pupils within the class; -assist and support teaching and learning; -work with individuals or groups and assist in providing for general care, safety and welfare of pupils. Principal Responsibilities: 1. Contribute to implementation of plans. Assist in the delivery of lessons/sessions and interact with the teacher and pupils as required. Undertake agreed learning activities/teaching programmes, adjusting according to pupil responses. . Promote positive values, attitudes and good pupil behaviour, dealing promptly with conflict and incidents in line with established policy and encourage pupils to take responsibility for their own behaviour. 3. Encourage good relationships between pupils. Promote inclusion and acceptance of all pupils, encourage them to interact and work co-operatively and engage in activities. Assist with pupil supervision in the playground and on school trips. Monitor pupils’ achievement, safety and welfare. 4. Promote independence and development of self-esteem in all pupils. 5.Support and use ICT in learning activities & develop pupils’ competence and independence in its use. 6. Undertake to promote the ethos of the school and be familiar with school policies 8. Undertake routine tasks: photocopying, collecting and distributing resources. 10. Work with the teacher to establish an appropriate learning environment e. g. helping with displays, tidying and organizing resources. 11. To co-operate with the employer and follow health and safety advice and instructions. 12. To abide by the principles and practice of equality of opportunity as laid down in the Council’s Equal Opportunities Policy. The above example gives the typical specifications for a Powys primary school but official titles and job descriptions tend to be subject to a fair amount of regional and local variation. Learning support assistant; teaching assistant; classroom assistant and learning mentor are a few of the titles that I have encountered during my research for this assignment and all appear to be fundamentally the same thing. Ask a cross-section of people who do the job what the associated duties are and the descriptions that you get will be even more varied than the titles.There seems to be no ‘set in stone’ criteria; the responsibilities appear to vary from school to school and tend to be depended upon specific requirements at specific times; this is particularly noticeable in the case of SEN positions which are closely tailored to the individual needs of the child or children concerned. In summary, the general job description is as follows: The teaching assistant’s role is to complement the professional work of teachers and accept responsibility for agreed learning activities under an agreed system of supervision, supported by direction from teaching staff in line with school policies and guidance.The role may involve planning, preparing and delivering learning activities for individuals/groups or short term for whole classes as well as monitoring pupils and assessing, recording and reporting on their achievement, progress and development. Teaching assistants with a level 3 or higher qualification might also be responsible for the management of other teaching assistants including allocation and monitoring of work, appraisal and training. Typical day to day teaching assistant duties appear to involve a variety of tasks which might consist of of any or all of the following: . Assisting the teacher in the planning and execution of classroom activities. 2. Working with small groups of children on exercises that have been set by the class teacher. 3. Setting up lesson resources/equipment before lessons; the packing away or appropriate disposal of resources after the lessons. 4. Setting up audio/visual equipment. 5. Creating displays and mounting children’s work. 6. Photocopying, filing , book sorting, and general admin duties. 7. Working one to one with children who are struggling with some aspect. of numeracy or literacy. 8. Playground duty. 9.Helping the younger children to change before and after sport activities. 10. Helping younger children with toileting and hand washing 11. Stock rotation; general stock taking and ordering of art and craft materials etc. 12. Listening to children read on a one to one basis. 13. Helping children to reach expected targets. 14. Monitoring pupil progress and reporting back to the class teacher. 15. Leading by example with regard to good manners, morals, social interaction, racial and sexual equality etc. 16. Dealing with instances of argumen t, fighting or bullying in the appropriate way. 7. Ensuring health and safety guidelines are followed and routine checking of tools and equipment for any H&S issues. 18. Routine maintenance and repair (where practically possible) of equipment and resources. State why you think it is important to plan and prepare learning activities. How will the experience and qualifications of the teaching assistant affect the support they are able to give? Teachers and teaching assistants need to have clear ideas about the lesson they wish to set up and it is important for them to have made adequate preparation if the lesson is to be a success.Good communication between teachers and teaching assistants is hugely important. There are three main elements that need to be considered when planning lessons. Firstly one must consider the aims and outcomes the lesson is intended to achieve. Next they should choose an effective learning environment, appropriate activities, relevant resources and sequencing of these and finally they would need to monitor and evaluate pupil’s progress in order for the teacher to be able to decide whether or not the lesson has been successful.Teaching assistants undertake a wide range of supportive tasks, the variety and importance of which are dependent upon their level of qualification/experience. Those with the most qualifications/experience are naturally expected to be able to assume more responsibility than those who are just starting out in the job or working at a less qualified level. The LEA and/or individual schools tend to make decisions with regard to the level of experience or qualifications they would expect from someone applying for a teaching assistant position.As a bare minimum you would usually need to be able to demonstrate good reading, writing and numeracy skills and it would usually be preferred that you would have some experience of working with children of the relevant age. What feedback might a teaching assistant be expect ed to provide and in what form and to who might they be required to deliver it? More often than not feedback would be delivered to the class teacher, verbally, at the end of the lesson but in special circumstances such as one to one reading feedback would be written in the pupil’s reading record book where teachers/parents can access it later.When working with a pupil or group where extra support is required feedback might be best delivered ‘as and when required’ throughout the duration of the lesson. TASK 11 When assisting in the delivery of learning activities, describe how a teaching assistant might be expected to; 1. Assist pupils and keep them on track The general consensus is that happy children are more likely to get involved and learn and with that in mind the teaching assistant should try to make lessons as enjoyable as possible, however, it is equally important to set clear and firm boundaries in order to prevent fun from descending into unbridled chaos . . Encourage pupils to work independently Research into independent study has indicated that teachers and teaching assistants who involve learners in lesson planning get good results from the practice. This type of collaboration often helps to make the lesson interesting and relevant for the pupils and involving children in the learning process can also provide them with where-with-all to reflect upon their own needs. It is well known that children learn better if their efforts are appreciated and they feel valued. As they gain in confidence they will automatically become more independent.Teaching Assistants can play an important role in helping raise the self-esteem of children. They can do this not only by demonstrating an interest their school work but also by expressing an interest in activities that they enjoy outside of the school environment. Group working is also proven to be highly beneficial strategy for building confidence; it can provide students with an opportunity to learn from one another and this temporarily switches control from the teacher to the learners resulting in increased confidence and greater independence. 3. Use learning material appropriatelyThe teaching Assistant should possess the knowledge and ability to be able to prepare appropriate equipment and materials for lessons that they are involved in and they should be practiced in the techniques involved for the use of specific tools, equipment and resources. They should possess up to date knowledge of Health & Safety legislation as it relates to the activities or lessons that they are preparing for; this should include COSHH and all other applicable regulations. In addition to these skills the TA also be capable of undertaking routine maintenance and/or general repairs to tools and equipment. . Monitor responses The teaching assistant would usually be expected to monitor and evaluate pupil responses to learning activities using a range of assessment and monitoring strategies. They should have the ability to be able to record the progress and achievement of a child or group or children in lessons/activities and systematically and accurately provide evidence of the range and levels of progress that the child/children achieve. The expectation would be for them to be capable of providing objective feedback and/or accurate reports on pupil achievement as and when they were required.They should be able to ensure the availability of appropriate evidence to back up any reports that they make. Explain how a teaching assistant might recognise problems that might occur whist supporting individuals and how they could be managed? Behaviour management should be implemented In accordance with guidance provided by the class teacher. The Teaching Assistant would usually be expected to provide support to the teacher when dealing with disruptive or potentially disruptive behaviour from pupils.That said, the Teaching Assistant might often find them-selves in a position where the y are able to spot the early signs of disruptive behaviour of potential bullying and in these circumstances they may be able to divert the child/children’s attention to other, more positive things, effectively preventing the potentially negative situation from occurring in the first place. References: Welsh Assembly Government. (2008). WELSH ASSEMBLY GOVERNMENT DOCUMENTS. Available: http://www. swanseagfl. gov. uk/learn_agenda/foundation_p/wag_docs. asp Last accessed 29th June 2012.Welsh Assembly Government. (2011 – 2012). National curriculum – Key Stage 1. Available: http://wales. gov. uk/topics/educationandskills/schoolshome/curriculuminwales/arevisedcurriculumforwales/nationalcurriculum1/? lang=en Last accessed 29th June 2012. Smith, M. K. (2002) ‘Jerome S. Bruner and the process of education', the encyclopedia of informal education http://www. infed. org/thinkers/bruner. htm Last accessed 29th June 2012. Ragnhild Oussoren . (2010). Write Dance. Availab le: http://www. schrijfdans. nl/write-dance. html Last accessed 18th July 2012. Dwr Cymru. 2005). Think Water. Available: http://www. dwrcymru. co. uk/English/community/education/think/index. asp. Last accessed 13 Sept 2012. Hancock, R. , Collins, J (Eds) & Colloby, J. (2005), Primary teaching assistants, Learners and learning, Chapter 1: p7, Eight titles and roles, Published: David Futlon in association with the Open University (2005) Reprinted: Routledge 2009. Gothic Green Oak. ( ). Games. Available: http://www. gothicgreenoak. co. uk/index. html. Last accessed 19th Sept 2012. ———————– PAGE 1 Margaret Lorraine Voss SH34393/NCC Assignment 3

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The shift from the concept of Personnel Management to the concept of Essay

The shift from the concept of Personnel Management to the concept of Human Resource Management - Essay Example Modern business entities have adopted human resource management because it facilitates improved performance in the organization (Price, 2007). It does so by following the HR cycle which consists of employee recruitment and selection, benefits and compensation management, training and performance management (Thompson, 2014). In selection and recruitment, the right mix of employees is recruited and deployed. Human resource management helps in analyzing resumes and interviewing job applicants within an organization. Through this, the best candidates are employed. Every organization has a duty to attract, recognize, motivate, and retain the most competent members of staff. It is the duty of the human resource department to ensure that employees with high value within an organization are identified and compensated effectively as a way of encouraging them to continue working with the organization (Fleming, 2000). The human resource department should put in place the most effective remunera tion policy to satisfy all employees. With fast changing technology, employees in every organization need to update their skills and attributes frequently. It is the duty of the human resource management to ensure that employees are trained so as to meet their current and future roles in the organization. New employees may also be trained so as to align their skills with their jobs (Thompson, 2014). Human resource management also sets and communicates the organization’s goals to employees. This is done through performance management which helps employees to put their efforts where they are required the most within the organization. Human resource management collects and disseminated information related to all employees. It may also organize social events to enhance cooperation among employees (Thompson, 2014). Effective use of complete HR cycle is instrumental to organization’s performance. Small organizations that have no specialists in human resource staff have line

The Purposes of Budgeting Essay Example | Topics and Well Written Essays - 1500 words

The Purposes of Budgeting - Essay Example Resources are scarce and the budgeting is used as a tool to deploy available resources judiciously for improving the organisational performance. The Purposes of Budgeting Budgeting helps in several ways: it helps control expenses and works as a tool to monitor planning processes; it also helps forecast future revenues for businesses; it documents and serves the purpose of a guide giving future directions to the businesses. With the help of budget, the management conveys its aspirations across different divisions of the organisation and it also serves as a vehicle to resolve conflicts between the groups within the organization. Thus, budgeting is helpful to the organisation in myriads of ways. Conventional Budgeting Process in the Global Context Conventional budgeting process employs the incremental approach. The incremental approach, while preparing this year’s budget, essentially takes into account last year’s budgetary numbers and depending upon the aspirations of the management, all numbers on different heads such as revenue, labour charges, utility expenses, overheads are revised suitably. For example, twenty percent increase in revenue generation will provide corresponding rise in raw material consumption, utilities and other necessary charges. If the increase in revenue does not warrant any increase in manpower then there would be no increase in the manpower expense except the salary revision granted to the existing staff. It would be worthwhile to elaborate some of the drawbacks with traditional budgeting in the larger context. The incremental approach in the traditional budgeting process misses out several things that include careful evaluation and audit of the several wasteful processes that warrant improvement in order to increase efficiency in the business. For example, it fails to encourage a scrutiny on improving productivity levels through changed processes or employing means that lead to reducing wastages in the production processes . The production department is considered a cost center in the organization. In the traditional budget approach, the management straight away grants funds for all necessary expenses based on last year's budget and production department continues to follow the same old routine; however, in this process, innovative ideas do not get enough support and motivation that is highly required for an organization operating globally for satisfying changing needs of the customers. The same is equally applicable to other departments of the organisation. The traditional budgeting approach was fine during pre-marketing era when competition was not intense and consumers were not demanding (Better Budgeting (2004). Zero-based Budgeting Zero-based budgeting is a step forward refining conventional budgeting process where things do not start from the previous year's budgeting level. In fact, it all starts afresh and the managers need to justify every single activity to run their departments. The manager carefully studies departmental activities and breaks them into several decision packages. Each decision package is then studied intensely to arrive at its budgetary needs systematically. Each decision package is described with details and its related costs. Carefully choosing each package with its likely impact on the objectives to be achieved automatically justifies whether expense is necessary on the chosen activity or not. Accordingly, some activities are chosen and some are discarded. The budgetary allocations on chosen activities help make a realistic budget for a given department and thus, for entire organization. This is certainly a better approach from the traditional b

Loneliness - theme within Steinbecks Of Mice and Men Essay Example for Free

Loneliness theme within Steinbecks Of Mice and Men Essay Loneliness is the theme Of Mice and Men by John Steinbeck. He describes loneliness, and secluded lives of men who work on the ranch. George and Lennie who together share a dream, their partnership of farming their own land. Mutually they partake in a relationship so rare, travelling so many miles together building independence upon one another. Lennies loving puppy-like character has its advantages and disadvantages. His natural simplicity is also considered as naivety, which in many cases leads to disaster. For instance he reverts to fighting when he cant get his way Crashing back through the bush. This proves his childish qualities and immaturity. As with George who adopts a father figure role is by far more realistic, sensible and reliable. Hes independent suggesting that I could get along so easy and so nice if I didnt have you no my taillive easy and get a girl. Alone the two would not survive the cruel ways of the world but together as where one lacks the other gains building a strong companionship. We discover further information about the lonely lives of specific characters living on the ranch from chapter two onwards. Steinbeck at the beginning of chapter two sets the scene. He illustrates the deserted spread of land of which, Lennie and George come across the ranch. They encounter an unfamiliar face by the name of Swamper, a crippled old man who introduced them to the bunkhouse and discussed Whitey a former worker. Whitey was a blacksmith, was strangely hygienic and kept himself to himself. He had the tendency to dress-up even when he wasnt going anywhere put on a necktie even as the swamper described. He had recently quit as he had an issue with all food. This I feel shows a life of very small meaning. I cant imagine anyone who is completely fulfilled to pick at food for the reason of just because? Gimme my time. This I think is Steinbeck showing some evidence of loneliness. A man could be so desolate that he would look to find any excuse to make a fuss, to be noticed. He seemed to create the excitement in which he lacked so desperately, dressing up on any occasion possible a reason to wake up each morning! A character in the story that experiences loneliness is the swamper also known as Candy. A friendly and elderly man, who has worked at the ranch for many years. He stays at the bunkhouse with a dog as a companion. Candy and his dog are inseparable. Candy depends on the loyal hound, and they have shared many happy times together. Later on in the story, Candys dog is forced to be put down for the reason that the rest of the workers disagree for the nasty and decayed mutt to be kept alive. The workers constantly complained of the redolence of the dog However, Candy and his dog were literally attached by the hip and the stench had become unnoticeable and became part of Candy he had been around him so much I never notice how he stinks. This I think explains part of Candys loneliness that without his dog there is a great emptiness within him. George and Lennie soon befriended Candy after the death of the dog, proposing a chance to go into business together. This seems like the opportunity of a lifetime to Candy, his hope for companionship and a secure job to rely on. His destiny to find fulfilment in many respects has come true and will do any thing in his own power to make sure its not taken away from him. Another character that is lonely is Curlys Wife an attractive woman with full rouged lips and wide spaced eyes, heavily made-up. Fingernails painted red, hair hung in little rolled clusters. She was known to be flirtatious with a bitchy personality, a terrible reputation. Curlys Wife had seen life as a disappointment failing in her lifes goals coulda been in the movies said so frequently and her bitterness towards anyone who was happier or more successful than herself. She is found picking on those less fortunate than her as when she made the remark They left all the weak ones here, clearly it obvious that the comment was meant to be offensive. A reason for all this cruel behaviour may be loneliness Curlys Wife has no friends and a husband that ignores her. He never seems to be around Any you boys seen Curly? Hes usually in a hoar house or out with the guys. Although, extremely over protective of her. The ranch workers had little respect for Curlys Wife by speaking of her as something of Curlys, no importance she often feels that she is never wanted. Curlys Wife discovers Lennies desire of her in which she takes of advantage of. For once there is someone with an interest of her I get lonely I never get to talk to nobody. When Curlys wife hides behind the make or makes rude remarks it could be because shes insecure within herself, lacking confidence so when she puts people down it makes her feel better. The character that experiences the most loneliness is Crooks also known as the Nigger. He is crippled from a damaged spine resulting in an odd shape figure (hunch back). He is described to have eyes deep in his head his lean face was lined with deep black wrinkles, and thin pain-tightened lips which were lighter than his face. Crooks lives alone as around the time the story was set to be in there were race issues causing discrimination, which was unfortunate for Crooks. Over the years of working in such a secluded environment Crooks seemed to have become bitter and nasty warning people away Dont come where youre not wanted. Crooks seemed to talk to no one other than Slim a real skinner he looks out for his team. Crooks respected Slim, as he was the only one who would treat him as if he were a human being. You learn about Crooks when Lennie approaches him in his bunk. At first he is completely against the idea and tries to worry Lennie with the thought that George maybe hurt or unable to come back Spose he gets killed, or hurt so much, he cant come home. This was poof of Crooks evil way of thinking leaving Lennies mind running crazy but he shortly reassures him saying he will come back, no need to worry. We discover later that Crooks lived a happy childhood playing with the white kids from next door. He also had close relationships with his brothers. It was later on in life that the harsh world ended up him living such a lonely life. He is self-conscious, believing no one to ever like him so when he meets Lennie and discovers he actually takes interest in him, he is shocked and even suggest to help in the assistance of the business between George, Candy and Lennie when he over here the discussion between the three.

How To Revive Ijtihad And Reopen Closed Doors Religion Essay

How To Revive Ijtihad And Reopen Closed Doors Religion Essay This third chapter is to seek what caused stagnation in Ijtihad, than find answers for how to possibly revive and initiate a Revolutionary Contemporary Ijtihad? It looks also at its common misconceptions and finally cites the newly existing subjects; which need an urgent attention from current mujtahids. What Caused Stagnation In Ijtihad? Current Ijtihad is severely suffering crisis of thought and lack of prospective. Ijtihad à ¢Ã¢â€š ¬Ã‚ ¦began to be viewed as limited to legal matters, rather than as methodology for dealing with all aspects of life. (Al-Alwani, 2005, p.65). And even the broad judicial matters that relate to methodology of all aspects of life become narrowed and confined into few legal matters. This limitation made Ijtihad to become more duplicate and unable to prompt solutions, or meet the current challenges. The causes of stagnation are actually at multiple levels; political, social, moral, but the most important for this project is that related to intellect of mujtahids and Ijtihad itself. The methods of reading and interpreting the Islamic heritage itself also suffered from serious lapsesà ¢Ã¢â€š ¬Ã‚ ¦reflected in doctrinal splits, political and intellectual muddles. (Tamimi Esposito, 2002, p. 153). There are serious debates and criticism that the Contemporary Ijtihad school has been initiated to oppose the orthodox schools which strictly adheres to Al-Shafi orthodox formulation of the principles of shariah Law, and criticise the Abbasids political coercion of what existed of Ijtihad outside the sphere of the four officially adopted Sunni schools of thought. These debates and criticism reveal the unbridgeable chasm between the adherents of classical schools and some modernist tendencies to seek  more flexible and liberal approach to Ijtihad. People seeking knowledge were thus caught between following alien contemporary thought or sticking to old traditional ways of thinking (Al-Alwani, 2005, p. 1). The core of dispute appears to be about the role and function of Prophetic Sunnah/ Hadith, in the equation of Ijtihad; bedsides to the revering grade of secondary sources such as; consensus, analogy, and Shafi principles! A healthy process of Ijtihad should seek continually for the best way to improve its ways and contemplate on what cause stagnation; rejection of each-others, chronic sectarianism, political oppression, social injustices, economic slowdown and nesting fanaticism. Regrettably  these negativities are even aggravating and running out of control; the Muslim nation lives in turbulence; Palestinian lands are still occupied, imperialist west and sectarian wars in Iraq, Afghanistan, and Somali, Sudanà ¢Ã¢â€š ¬Ã‚ ¦ Muslims are turning against each others, dictatorships flourishing The tricky problem is what caused stagnation in the first place? Imam Shafi as the other early Muslim jurists set the foundation of Muslim classical jurisprudence principles; in order to wipe out the prevailing confusion and bring unity to the Muslims. In theory, Shafii distinguished simply between the argument taken from traditions and the results of systematic thoughtShafii created the usul alfiqh. (Semerdjian, 2008, p.16) He introduced the grade of precedence for the compiled testimonial Based-Hadith of the Prophet as well as the secondary conjectural sources of consensus, analogy, and logical jurisprudential principles, then empowered them to become as revered as the Quranic teachings. He might have a noble intention seeking Muslim unity, but his method is for sure erroneous; as his formulation of principles surely proved not always to be bright. He must have caused a significant problem for every generation, as creativity has stayed confined for over a millennium! The fear of traditionalist that theological debates may create havoc and uncertainty is groundless; as there is already a great deal of havoc and uncertainty because of the accumulated Ijtihad methods and absolute policies. The traditionalist school has to defend its position in free open theological debates, on the base of Quranic teachings that human are able to rationalise for themselves; as it is baseless to claim that such debated matters have already been argued and resolved along before. To advance positively the civilization; every generation need to revise and sift its heritage by retaining the good facets and discarding the bad ones. Within the shariah spheres; the theological debates have to be liberated again from Shafis traditional-blockade. There is prevailing concurrence asserts that the Muslim-thought continued to thrive luminously for three centuries after the Prophets death, introducing such top-calibre historian such as al-Tabari, mathematician such as Al-Khawarizmi, astronomer such as al-Battani, physicist such as Al-Biruni, and many others.  (Said Khan, 1996, p.44). The orthodox school with its anti-evolutionary and absolutist attitude is still the major obstacle for the modern school to re-conquest the Ijtihads territories that was owned once, in the early centuries! This liberal modernist relativist attitude does not wide-open the doors for revolutionary Ijtihad; it is just an add-on tension to the conflict where orthodox Muslims have sporadically labelled them as non-believers and issued death-religious-edicts against them! It will be better to have comprehensive outlook  where absolutism and relativism coexist and cooperate rather as a pair.   One of the key problems challenging the Muslim nation now is frequently swamped in nostalgia for long-ago glories and confined into the past customary approaches of Ijtihad. The hard-hitting equation that the past Muslim scholars paved the way for Western notions of reason which tended to be sophisticatedly categorised for example Western critique of reason is outstandingly segmented into various types of reasoning: critical reason, functional reason, instrumental reason, imperialist reason, abstract reasonà ¢Ã¢â€š ¬Ã‚ ¦ While the Muslim scholars of Ijtihad are still oblivious which definition should be given to reason whether analogical or consensualà ¢Ã¢â€š ¬Ã‚ ¦Instead of seriously looking how to revive their Ijtihad and enriching it with the new scientific achievements! 02. How to Revive Ijtihad? The classical mujtahids in naÃÆ' ¯ve attempt to establish a uniting universal rules to solve the legislative problems of their time; they ended in abating the Ummah intellectual powers. A proper Ijtihad would not be initiated unless the call to Ijtihad becomes widespread intellectual (Al-Alwani, 1993a, p.234); emancipated from the existing traditional schools of thought while its religious institutions independent from the manoeuvring of political regimes.   What the Muslim Ummah should bear in mind; without the mean of Ijtihad; it will never rise to the Muslims inspiration, solve their problems, and earn a respectful place in the current world! Regarding the question of who is eligible to practice Ijtihad, Allah endowed every human with the right to reason for himself; it would be absurd to claim that access to reasoning in Muslim Ummah is the exclusive right of a few qualified? Ijtihad is not only open to the ones who displays moral excellence of piety and equity, further attained a high status in Arabic linguistics and branches of jurisprudence; deep understanding of the fundamentals of the original sources and Islamic historyà ¢Ã¢â€š ¬Ã‚ ¦In fact, every Muslim has the full right to engage in creative and scientific reasoning, as he should not allow Ijtihad to be hijacked by legal scope, a political authority or handful of male jurists, whose Ijtihad achievement is private and suspending female and collective contributions?   Ijtihad should now confront, in Muslim societies, the reality of current circumstances and variations; which urge a serious study of the Muslim societal needs and aspirations for social justice, freedom of expression, economic prosperity,  and moral governmentà ¢Ã¢â€š ¬Ã‚ ¦ Hence, the required Ijtihad should be revolutionary and make the present-world patent in the light of Islam not rather Islam interpreted in the shade of the present-world as it is reflected indirectly in the tendencies and forms of liberal contemporary Ijtihad. 03. Revolutionary Contemporary Ijtihad: To escape this long lasting vicious circle, the Muslims should think outside the models of past Ijtihad! By going back to the simple basic Quranic precepts such as Let there arise out of you a group of people inviting to all that is good, enjoining the good (Al-Marà »f) and forbidding the wrong (Al-Munkar). And it is they who are the successful. (Quran, 3:104) You (Muslims), the best nation ever raised up to mankind commanding the right, warding off the mischief and believing in Allah. (Quran, 3:110) yet, so simple, but religious theologians mystified them by their inconsistent and idiotic offers such as Muslim would get blessing from Quranic recitals even if he might not grasp a word of what he recites; simultaneously, Muslims should not attempt to comprehend the Quran as it is beyond their comprehensions; in actual fact distancing the Muslims from the essence of Islamic message-the actual Quran itself. How it comes that the Sunni traditionalists have claimed for more revered secondary sources because the Quran for them contains finite rulings; whereas Allah himself certified in his Book that is complete: All the creatures on earth and all the birds that fly with wings are communities like you. We did not leave anything out of this scripture, to their Lord; all these creatures will be summoned.(Quran, 6:38). The Quran offers great comprehensive teachings and a right life-guidance to all mankind; as its moral aspects are potently reflected in the successful model of all Allahs Prophets and His last Prophet Muhammad (peace be upon all of them). Onceas a source of Muslim creativity the proper theological debates and proper Quranic teachings are liberated, then Ijtihad as rationale and method will automatically rehabilitate and the creative intellectual activity will mechanically flow. On the basis of the universal dogma taught in the Quran; the contemporary Ijtihad should take two principal forms: the practical and the theoretical, In spite of the preservation about philosophy because of 12th century Ghazzalis eminent philosophy-refutation. Muslim societies should allow and encourage the Critical philosophical thinking for inquisitive thought according to the Quranic teachings. While the practical form of Ijtihad should not be just confined in rituals and the dichotomy of what is permissible and not permissible; it has rather to be bravely involved in all levels of legislations at the fields of politics, economics, and social life. Similarly the academic credentials should not be equalised to stern thought or an apprehension for society. Figure.05 summarises what contemporary Ijtihad, in my view, should encompass to stir a revolutionary move towards a fruitful Ijtihad?   All other sciences Challenge/ traditions Primary -Quran Imaginative impulse Qua creative Analogical/ legal Both genders Collective/ communal Consultative/ expertise Figure.05 The Essential Possible Components of revolutionary Ijtihad What Revolutionary Ijtihad should encompass! THE ENTITLED SEVERAL SOURCES CONSULTATIVE APPROACH THE SCOPE SPHERES Sciences Sphere Politico-Societal sphere Religious Sphere TOOLS of RATIONALE/ Rational inquiry Rational Criticism Theological debates In short, the Algerian scholar Malik   Bennabi in his book Les Conditions de la Renaissance (1948) has brought up, the foremost independence; is the mind independence from the lasting effects of both traditional Ijtihad tenets and Western colonialism which nurtured the Muslim feelings with inferiorities and shaped Muslim-mind with fluctuated ideologies. To realise this mind independency, the very basic concept of monotheism (tawhid) should be restored to its origins that a Muslim fears and bows only to Allah, all human are free intellectually and socially equal. From here He would seek and follow what Allah has already defined in His own words as the right-path, this is, in fact, the most significance step towards Ijtihad revival far from misconceptions of the Western influence and classical Ijtihad. 4. Misconceptions in Ijtihad: The aforementioned views concerning current Ijtihad are due to some key misconceptions that have slithered into mujtahids mindset: some scholars state that the Ijtihad-doors are closed because the early scholars have discussed every issue and settle it; simultaneously to practice Ijtihad you need to have the knowledge of one of those leading scholars such as Shafi; the scope of Ijtihad include only definite matters as shariah rule. Ijtihad is the field of only selected elite and only allowed in the absence of clear textà ¢Ã¢â€š ¬Ã‚ ¦ Ijtihad is not a private privilege of some religious or scholarly elite as it does not occurs only in legal areas; therefore Islamic evidences have to be discussed directly upon any novel issues. Ijtihad should be open for private and collective mujtahids based on autonomous ground; as it should cover all areas of a Muslim-life. Ijtihad is also an individual obligation of every Muslimwhether man or women with sound rationale to be involved in the contemporary Ijtihad that can reflect on different old and new subjects. 5. New subjects for Ijtihad: The subjects of Ijtihad are as multiple as the spheres of life; as well as its scope are so-broad and unlimited. Ijtihad subjects might envelop all simultaneous matters of a Muslim-life while its scope might encompass all matters that hold the Muslims interests. Indeed, Islam deals with all life-aspects and covers all human situations. It is therefore not true that Ijtihad should not stipulate upon the complex and far-attaining subjects which need now to be examined and investigated. 1. The mission statement of modern Ijtihad is to spread and imply the creator message of mercy and wisdom to benefit the whole mankind and globe, Islam hence as divine message is global and not monopole of tribe, race, or particular society in particular land. Message of Islam embeds a humanitarian and global spirit; Muslims therefore should reinterpret the classical narrow outlook to divide the world into what is world of Islam and what is world of no-Islam. Emphasis should be placed on responsible citizenship for the whole mankind in the whole globe with all its add-on aspects of other creatures and environments 2. Shariah objectives should be more explored; as its scope in the Quran go beyond the five universal tenets introduced by Al-Shatibiprotection of faith, intellect, life, property, and lineage to safeguarding morality and freedom, prevailing peace and mercy, establishing social justice and order, and protecting peoples stability and interests in all events. Hence; every Ijtihad should observe synchronically ihsan in all the shariah objectives whether universal or conventional; simultaneously eliminate their paradoxes of mental and physical servitude, tyranny, injustice, cruelty, disorder, immorality and harm. The modern Ijtihad should indeed preserve and observe the Shariah objectives and Shariah constitutes. 3. Political and social realities of Modern life have generated about countless and complex problems in the Islamic societies. Following this comprehensive broadened approach necessitates that the contemporary Ijtihads fields and scope should cover all the spheres of what the Muslim-life noticeably occupies and should not stay confined in the jurisprudential notions and their terminological implications; or confined into legal matters in the proficient notions, but they should also cover political, economic, social, administrative, medical, educational, scientific and circumstantial aspects plus any aspect associated in time with the Muslim society. 4. Islamic Economics today need radical U-turn to procure creatively novel Islamic economic theories fully binding to the Quranic ethical guidelines and far away from adaptation to western fluctuated secular economic theories and also far away from reconciling tendencies on the expenses of Islamic Shariah equitable aims. Indeed without denying the due process that incorporates modern elements of the existing economic theories. What cause the Muslim world impoverishment and how can it be altered? How could Muslims build correlation with world economics without compromising their equitable principles of Islam? 5. Muslims today are confronting many new issues that require urgently attention to be inferred such as: The role and rights of women in Islam has to be reconsidered carefully by examining the original scripture-the Quran. The Sunnis and Shiites doctrinal gap and that one existing in between various Islamic schools of thought need a well-devised system to promote similarities and eliminate prejudices; why not dissolve the sectarian spirit among Muslims through spreading tolerance and dialogue. 6. How to create a Unity among Muslim states despite their contingent differences, at the same time how to form Islamic political authority systematically without being subject to influence by the historically formulated Islamic political systems after the demise of the Prophet, and even far from the western doctrine of democracy. How can Muslim states collaborate together and how to create preliminary unity among Muslim states? How to create proper Ethical-based Islamic governmental system that could become even a model to promote democratic systems in the whole world. 7. Modern Ijtihad should look for better concept of formulating treaties whether among the Muslim or across the other humanitarian societies, in a way it preserves the universal ethics and looks for conventional grounds to manage conflicts and clash between mankind societies. Proper Islamic Ijtihad should be used to guide Muslims and to act as model for none Muslims. 8. Ijtihad should inevitably foster a better communication for mutual relations with people of diverse faiths and cultures to promote positive dialogue and peace among various groups and nations around the globe instead of encouraging the impression of a clash across cultures and civilizations. Conclusion: If the current Ijtihad remains unclear and our thinkers stay still captive to that restrictions imposed upon Muslims a long time ago; leaving them with a lot of misconceptions and little room for creative and incentive free thought; there would be never any change in the Muslim Ummah situation: Thus, Allah does not change the condition of any people unless they themselves make the decision to change. If Allah wills any hardship for any people, no force can impede it; for they have none beside Him as Lord and Master. (Quran, 13:11) Hence, all stratums of Muslim-societies regardless to their gender and sect; religious jurists and academic scholars should project mutual sincerity, tolerance, openness, and dialogue to make a change and build a fruitful Ijtihad with a greater Muslim world to represent the Muslim nation with an ideal-image of Islam; work also hand in hand to find an alternative approach for more effective creative Ijtihad which can cope with our current piling-up problems! Chapter IV: Is there any alternative approach to new effective Ijtihad? Introduction: This last chapter is devoted to seek for an alternative approach to Ijtihad where creative impulse and the faculty of imagination are employed to broaden the scope of Ijtihad beyond the narrow legal compass to include all the other subjects of modern life. Then it looks for the suitability of each type of Ijtihad, by pointing out the key points that risen a dispute among Sunnis and Shiite regarding opinionative Ijtihad, and what type of Ijtihad should be forbidden for mujtahids to engage in. Islamic Ijtihad is the sole legitimate device for intellectual rationale within the house of Islam; historically tracing its developments reveals three different modes: for Muslim Ijtihad as a interpretive and legislative tool, a type of technical reasoning for jurists; while for common Muslims Ijtihad was a creative and imaginative impulse. Muslim scholars are still speculative and imprecise about Ijtihad nature and generally the Ijtihad term implies either to an interpretive approach or legal analogical reasoning. Unlike the privileged jurists who knowledgably practiced their Ijtihad technicalities in their private auspices; ordinary Muslims before the nine century employed their initiative, imaginative and creative impulse to practice Ijtihad in their day-to-day life and environment to meet their life necessities within the framework of their Islamic set of beliefs, ethics, and Quranic notions. An Alternative Approach: Qua Creative and Imaginative Impulse: 1. An Alternative Approach: Creative Impulse The contemporary Iranian sociologist, Dr. Ali Shariati suggests an alternative approach to Ijtihad i.e creative impulse and imagination (Ibrahim, 2008, P.188); essentially to emancipate Muslim prospects and construct a new world that would stimulate the Islamic civilization to flourish. Earlier Muslim thinkers of the second period of the nineteenth centuries initiated such a trend of thinking, unfortunately such a refreshing wave was suffocated by the reputed jurists of the time; because for them it might create among the Muslims confusion and disunity which were already swamping the nation. In realty, they did not like the very idea of Ijtihad as creative` and imaginative impulse; because they were captives of classical technical Ijtihad; they also perceived this movement as a threat to their social status and even to their source of revenues. For example the Quran has a great creative impulse as inspiring force behind the birth of the flourishing sciences at a time when Muslim began reflecting on Quranic notions and its inductive reasoning. The dynamic notions of creation and universe in the Quran stirred evolutionary movements; the Quran knowledge also constitute of historical notions that urged its readers to rethink the cited experience of mankind in the Quran à ¢Ã¢â€š ¬Ã‚ ¦etc Then in so being, by the fourteenth century, a new trend of theological, mathematic, scientific, astronomic and philosophical inquiries were initiated. Sadly this legacy did not last for long, and then the qua creative of Islamic thought endured rapid decline as a result of internal Muslim-turbulences such as the occurrence of rational conservatism Muslims, sectarian storms; sciences declined rapidly while more stiff theory of Ijtihad rulings and narrower prospectus prevailed. The door for Ijtihad was closed and never opened again? Any attempts to free qua creative of Islamic thought -have been tainted by the orthodox and dogmatic radical trends with cynicism kufr and innovations bidah up till now. It seems that the application of Ijtihad that was approved by the Prophet is qua creative thinking as he did not restrain it by methodology; similarly although there is no explicit Quranic text on Ijtihad, the Quranic plea to sensible enquiry and thinking is also not attached by certain attitude of Ijtihad. Hence, it becomes so clear that the Prophet, peace be upon him, also considered Ijtihad as a creative impulse rather than technical and legal reasoning which later was developed in affluence. Alas, the methodology of Ijtihad has been encapsulated in the scope of principle of jurisprudences while they are themselves an artefact of Ijtihad. In the course of time; this methodology has been dramatically shaped by several factors; such as sectarianism, political atmosphere of monarchic caliphate, figurative thought such as analogy (qiyas) and clustered accord such as consensus; and so resulted into an unpleasant cost for Ijtihad. It ludicrously imposes restrictions on thinking by construed culture and untouchable traditions; alternatively, free imaginative and creative reasoning would be enhanced and orientated with an ethical and innate Islamic approach of regulations. 2. An Alternative Approach: Imaginative Thinking to Ijtihad: Imaginative insight is not yet encapsulated by procedures and definitions framework of Ijtihad; Quran seems to provide symbols and markers of the unique thinking attribute such as innateness, imagination, and constructive criticism which inspire quite often the creative mind for new ingenious ideas. The thinking is one of the greatest Creators gifts and sign of His creation that can fit as divine example of Gods power of creation. The imaginative thinking of bien-fait mind of a Muslim thinker can be also glistened by sources and tainted by cultural and religious influence, it is therefore to be explored and explained adequately to avoid being trapped in its deceptive prospects! For instance, imagination is required to grasp the essence of these Sunnis Prophetic statements upheld in a famous hadith in which the Prophet instructed Pursue knowledge even to China, for its pursuance is the sacred duty of every Muslim. ( Al-Bukhari , V. 4, p.357} and in a further hadith explained that wisdom was the lost property of the believer; he was permitted to it wherever he found it. (Al-Tirmidhi, v.1, p.245) Hence, wisdom and knowledge must, therefore have been the ultimate achievements of human marvellous and creative thinking. The outcomes of creative thinking are often experienced in global spirituality and far beyond geographical settings or physical objects. Hopefully those sages of Muslim societies wisely adopt an imaginative thinking in their agendas of deliberations to inspire them into the genuine visions; caused them to narrow the remoteness and division between the intellect and the culture; commit themselves to better serving human fraternity, solidarity and g lobal civilization. Furthermore; Quranic verse which states that Good and evil cannot be equalised. Repel evil with goodness; those who are foes become your best friends. (Quran, 41:34), incite you to envisage a different future, reasoning on this verse without using imagination does not help to get near its essence. So imagination is here an input to a better future, it is also the input to a fine society. Imaginative Ijtihad must cooperate with legal reasoning without being hampered by it. Imaginative and creative Ijtihad should be therefore adopted by mujtahids to practice true Ijtihad, which cannot be a true Ijtihad unless scholars are free to express their opinions and others are free to criticize them if they make errors. (Smock, 2004, p.4) Novelty and success of Muslim nation necessitates the absolute involvement of the average Muslims in practice of a creative impulse Ijtihad to unravel their every day dilemmas. The Rationale is not the only legitimate way to revelation, theological debates should be also left open to average Muslims to express their alternate notions of reality within the given sense of human innateness, which enables them to morally sense what is right and what is wrong. Performing Ijtihad as imaginative impulse, creative thinking or legal reasoning accrues potential dangers that of being confined in the retrains of the past Ijtihad. For example although few Muslim scholars had attempted to ban slavery such as the Algerian scholar Ahmed b. Yahya al-Wansharisi whose famous fatwa described slavery as a humiliation and a servitude caused by previous or current unbelief, and having its purpose as to discourage unbelief(Clearence-Smith, 2006, p.28); most traditional scholars have failed to prohibit slavery, neglecting the essential universal Quranic teachings of human social-equality; since the slavery practice had always subsisted, the scholars were letdown by their poorer imagination and subdued them from accomplishing an insight-change as they could not imagine a world free of slaves, so-many Muslim scholars rather hold on the opinionative Ijtihad of there is nothing wrong with maintaining the evil institutions of slavery up-till- now! Dispute over Opinionative Ijtihad: Verily, the Muslim Shiites and Sunnis opinions are clashingly divided on the issue of what kind of Ijtihad is forbidden in Islam! Unlike fiqh Al-ather narrative based hadith approach to Ijtihad-that thrived in Shiite Jafari, Sunnis Malliki and Hanbali schools, fiqh alray developed in Iraq as (jurisprudence based on personal analogical efforts; This trend, which early on crystallized in the Hanafi School, fostered reasoning by analogy (Qiyas or Ijtihad Alray) and juridical preference (Istihsan). (Crow, 2005, p. 12). But how each school envisaged the trend of Ijtihad is a contradictory problem? This sort of Ijtihad is forbidden according to Shiite Islam and Hanbali School while it is permitted in other Sunni schools and considered as valid proof as Quran and Sunnah in determining Shariah rulings; believing that the Islamic rulings available in Quran and Sunnah are finite and limited while situations and actions are not. They therefore ruled out in the cases which had no ruling by divine text, the mujtahids must exercise his personal thinking to derive a new ruling. This permission has been grounded on some narrated ahadith from the Prophet and the most famous one is the Prophets hadith when he sent to Yemen, the companion Muadh Ibn Jabal, he question him on how he would issue rulings there. He replied: In compliance with the Book. And if it is not in the book? I will exercise the Sunnah of the Prophet. And if it is not in the Sunnah of the Prophet? I will exercise my own opinion (Ajtahidu ra yi) he replied. (Abu Dawud, V.3, p. 303) In fact, Sunni Muslims differ on what is Ijtihad al-ray and how is going to be envisaged as binding testimony in shariah? Al-Shafi`i maintains that the sole valid Ijtihad is qiyas. Nevertheless some other Sunni jurists see beside qyias as Ijtihad alray; finding judicial preference istihsan by jurists personal deliberations in quite independent cases on the base of justice and truth. Similarly with public-interest istislah as weighing one thing as more convenient than another some others counted too as an add-on in opinionative Ijtihad besides to the principles of jurisprudence. (Coulson, 1964, p. 53-64) In contrast; the Shiite Islam believes, that Quran and Sunnah are complete and adequate; it therefore rejects and prohibits both Ijtihad alra y, especially analogy. Shiite Jurists back up their view with so many relevant Quranic verses and ahadith from their Imams and reject the very idea of revering qyias as absolute; because it is a type of conjecture and misleading methodology that can generate various errors. Despite their anti-qiyas attitude, they anonymously adopted the aspects of the principle of jurisprudence. The right of such Ijtihad proved the Sunnis wrong in practice; if everyone is allowed to exercise and revere his own interpretive opinion, and then Islam as religion would be distorted. It might have been for this reason that the validity of independent Ijtihad was gradually cancelled by instructing Sunni mujtahids to exercise taqlid of the four Sunnis famous schools of thought, in the absence of the Abbasid political impulsion. Nevertheless, Ijtihad should not be left hijacked by classical sectarian schools fundamentals and special elite of Muslim scholars whether in Shiites or Sunnis, then what kind of Ijtihad should be forbidden in Islam? 4. The kind of forbidden Ijtihad: Whether is the narrow legal definition of Ijtihad as a struggle of intellectual process to interpret primary sources and derive rulings;