Job Training, a research for education

JOB TRAINING CONDUCTED BY AZIZ HALIM KHAIR CHOUDHURY CHARTERED ACCOUNTANTS [Participants from FMAU, MoHFW, DGHS and DGFP) and Line Directorates (LDs) of the Ministry of Health and Family Welfare (MoHFW), GoB] Training Types: Training imparted by Aziz Halim Khair Choudhury, Chartered Accountants was of two types- one was Job based training and another one was Academic. On the job based training, participants from FMAU, MoHFW, DGHS and DGFP) and Line Directorates (LDs) of the Ministry of Health and Family Welfare (MoHFW), GoB attended on the specific schedule of Internal Audit and on the eve of exit meeting; even though, the number of attendance on job training was not up to the mark. In case of Academic Training, a venue was selected and the participants were invited to attend and then our veteran trainer delivered lecture. The entire processes were promulgated with open ended questions, visual hearing and feeling and on the whole, the method of Repeat, Recap and review were applied successfully. Job training: Job Training is the process of acquiring specific skills to perform a job better. It helps people to become qualified and proficient in doing some jobs. Usually an organization facilitates the employees' learning through training so that their modified behaviour contributes to the attainment of the organization's goals and objectives. Van Dersal defined training as the process of teaching, informing, or educating people so that (1) they may become as well qualified as possible to do their job, and (2) they become qualified to perform in positions of greater difficulty and responsibility.There exists a mammoth difference between locating these at the two ends of a continuum of personnel development ranging from a general education to specific training. While training is concerned with those activities which are designed to improve human performance on the job that employees are at present doing or are being hired to do, education is concerned with increasing general knowledge and understanding of the total environment. Education is the development of the human mind, and it increases the powers of observation, analysis, integration, understanding, decision making, and adjustment to new situations. • Very practically, this sort of training was offered to the participants working in different Line Directors and FMAU. The documents, registers and cash book were available at the time of training. • Participants had been informed about the nature of observation violating the respective rules and regulations of the government • In some cases, particular area like GFR and PPR was focused to them • In many cases as per the demand of the participants, fund release procedure in respect of RPA, RPA Through GoB and GOB had been reflected to them so that they find consistency with the work in their respective desk • Most of the participants were eager to know the procedure of procurement in the case of RFQ and Open Tendering method which had been focused to them. • A check list was prepared for them to offer knowledge for capacity building in the field of developing professional skills • Process of training occurred in the relevant desk of the participants In such job training, DDO’s Functions, Record maintenance and maintenance of Cash book, Internal control system and fund release procedure have been focused. After this participants asked a lot of questions on the following issues: • Transfer of fund from one head to another • Record maintenance • Observations regarding fund release • Record maintenance on the documents where audit observation on system lackings have been raised • Internal Control system • Cash book • Book adjustment Besides, GFR rules were focused to the participants. Even the participants were informed about the shortfall observed during our Internal Audit. In addition to this, procedure for RFQ and Open tendering methods were focused to them. They asked a lot of questions regarding lapses detected during the course of audit. Learning theories and job training • In processing job training to the participants, learning theories bedded on practical approach in support of government rules and regulation has been applied. The participants were informed about the school of RPA- RPA Through GOB and GOB development Fund release procedure. They informed their difficulty of getting fund n delay due to long procedure with World Bank and Ministry. • Learning theories are the basic materials which are usually applied in all educational and training activities. The more one understands learning theories, the better he or she will be able to make decisions and apply them to achieving the objectives. • The behaviourists, the cognitivists, and the humanists emphasize different aspects of the teaching-learning process in their approaches. While the behaviourists stress external conditions (environment) resulting in observations and measurable changes in behaviour, the cognitivists are more concerned with how the mind works (mental processes such as coding, categorizing, and representing information in memory). • The humanists, on the other hand, emphasize the affective aspects (e.g., emotions, attitudes) of human behaviour that influence learning. In Health Management Systems, effective training must be able to take care of all the theories of learning in order to change the action, belief, and knowledge components of a trainee simultaneously. Andragogy (a theory of adult learning) is usually used rather than pedagogy (a theory of child learning) in extension training. Training approach applied in job training There are three approaches to Job training: (1) the traditional approach, (2) the experiential approach, and (3) the performance-based approach. In the traditional approach, the training staff designs the objectives, contents, teaching techniques, assignments, lesson plans, motivation, tests, and evaluation. The focus in this model is intervention by the training staff. In the experiential approach, the trainer incorporates experiences where in the learner becomes active and influences the training process. Unlike the academic approach inherent in the traditional model, experiential training emphasizes real or simulated situations in which the trainees will eventually operate. In this model, the objectives and other elements of training are jointly determined by the trainers and trainees. Trainers primarily serve as facilitators, catalysts, or resource persons. In the performance-based approach to training, goals are measured through attainment of a given level of proficiency instead of passing grades of the trainees. Emphasis is given to acquiring specific observable skills for a task. This performance-based teacher education (PBTE) model, developed by Elam (1971), is mostly task or skill centred and is also applicable to non formal educational organizations such as DG Health, Family Planning Directorate and Bangladesh Burro of Statistics. In considering job training to the health official, the PBTE model has been applied tactfully. Job Training and Staff Development Job training is a process of staff development for the purpose of improving the performance of an incumbent holding a position with assigned job responsibilities. It promotes the professional growth of individuals. "It is a program designed to strengthen the competencies of extension workers while they are on the job". Inservice training is a problem-centred, learner-oriented, and time-bound series of activities which provide the opportunity to develop a sense of purpose, broaden perception of the clientele, and increase capacity to gain knowledge and mastery of techniques. Phases of training Training is a circular process that begins with needs identification and after a number of steps ends with evaluation of the training activity. A change or deficiency in any step of the training process affects the whole system, and therefore it is important for a trainer to have a clear understanding about all phases and steps of the training process. In the broadest view, there are three phases of a training process: planning, implementation, and evaluation that has been applied systematically on the job training.. Planning Phase The planning phase encompasses several activities, two of which - training needs identification and curriculum development - are very important. Training Needs Identification. Training need is a condition where there is a gap between "what is" and "what should be" in terms of incumbents' knowledge, skills, attitudes, and behaviour for a particular situation at one point in time. This gap is called "a problem," which usually occurs when a difference exists between "desired performance" and "actual performance." The needs identification process assists trainers in making sure that they have matched a training programme to a training problem Training needs identification is possible through different analytical procedures. The major procedures used in determining training needs are the following: Organizational analysis determines where training emphasis should be placed within the organization and is based on the objectives of an organization. Concerning what one should do in analyzing an organization, McGhee and Thayer (1961) suggest four steps: 1. Stating the goals and objectives of an organization 2. Analyzing the human resources 3. Analyzing efficiency indices 4. Analyzing the organizational climate The results of these analyses are then compared with the objectives of the organization. These comparisons point to specific areas in which training is needed. Individual analysis aims at identifying specific training needs for an individual or group of employees so that training can be tailored to their needs. This analysis centres on individuals and their specific needs concerning the skills, knowledge, or attitudes they must develop to perform their assigned tasks. The possible methods or techniques for individual analysis include performance appraisal, interviews, questionnaires, tests, analysis of behaviour, informal talks, checklist, counseling, critical incidents, recording, surveys, and observations. Group analysis includes a number of techniques in which a group of well-informed employees discuss different aspects of the organization, the employees, and the tasks to identify the major discrepancies in achieving predetermined targets for each of them with a view to assessing training needs as distinguished from other necessary changes for removing these discrepancies. The major techniques which are used in this approach are brainstorming, buzzing, cardsorts, advisory committee, conferences, problem clinic, role playing, simulation, task forces, workshops, and so forth. Many problems exist in an organization, but some problems cannot be solved by training. After a preliminary needs analysis, which gives probable causes and solutions, the results should be verified with the concerned personnel of the organization to determine whether training is an appropriate action to solve that problem. Curriculum Development. This is the most important part in a training programme after a need for training has been identified. The curriculum specifies what will be taught and how it will be taught. It provides the framework and foundation of training. The first phase of curriculum development determines what will be taught, that is, the training content. Once training needs have been identified and training activities have been decided as part of the solution, needs analysis should be done to determine knowledge, skills, and attitude requirements and performance deficiencies. The needs analysis procedure involves breaking down the "training problem" into its basic parts in different successive phases to identify and understand the important components in each phase. Ultimately it leads to identifying and understanding the training content. The training needs analysis process can be divided into three distinct analytical phases: job analysis, task analysis, and knowledge and skill-gap analysis. A. Job analysis. Job analysis is a method of determining major areas of tasks where training may be needed (see JA Worksheet). It involves the dissecting of a job into its component events or parts. This analysis allows a trainer to better understand what an employee does in an organization. Job analysis involves the "task identification" of a particular job. The techniques used in task identification include job questionnaire, interview, participant observation, work sampling, job audit, and small-group discussion. The following steps may provide a guide for completion of job analysis: 1. Identify the job that is to be the subject of the analysis. This involves defining the focal point for the job analysis. It may include the entire job of a group of employees or only a specific segment of their job. 2. Prepare a list of tasks which can be done following different approaches and methods. Four approaches can be used to identify job tasks: (1) expertsidentify and list critical tasks, (2) observations and interviews are conducted with employees, (3) meetings are held with group representatives, and (4) a tentative list of task is reviewed by employees and their supervisors. 3. Verify the tasks. The draft list of tasks should be verified by experts, workers, and supervisors in the analysis process. This can be done through expert review, small-group discussions, and inter views. When the tasks are verified, a final list of job tasks is prepared. 4. Determine the frequency. The workers and super visors can fill in a form indicating how frequently each task in a job is performed. Different scales such as "seldom," "occasionally," "weekly to monthly," "daily to weekly," and "daily" can be used to quantify the intensity of a task accomplished. 5. Determine the importance. Not all tasks are equally important to a job. An occasionally performed task may be very important. Therefore, a relative importance rating is useful along with frequency rating. A scale such as "marginally important," "moderately important," and "extremely important" may be used to determine the relative importance of the job tasks. 6. Estimate the learning difficulty. An estimate of learning difficulty is another dimension of the job-task analysis. It shows the trainer the employees' perception of difficulty, which may be different from the trainer's own perception. A scale such as "easy," "moderately difficult," "very difficult," and "extremely difficult" may be used to determine the difficulty indices of job tasks. 7. Calculate the total score. This can be done by simply adding the scores for frequency, importance, and learning difficulty for each task. The column for total score in a worksheet indicates the priority tasks for training if these are training problems. 8. Review the findings. The results of the job-task analysis should be discussed with significant people in the training system, including government leaders, programme directors, and others interested in related training. B. Task analysis. The output of the job analysis is a list of broad job tasks, based on importance, learning difficulty, and frequency of doing the task. Each task is a complex set of procedures in itself, and therefore it needs further analysis to find out which specific segment of the of the task is critical in designing a training programme (see Task Analysis Worksheet). To do this, it is necessary to follow a method called task analysis, which is similar to job analysis. Task analysis procedures include preparing a blank task analysis worksheet, writing down the name of the job at the top of each sheet, and then making copies. Each of these forms will be used for breaking down and analyzing each of the most important job tasks. Therefore, it is necessary to write one important task identified for training on each of the task analysis worksheets and to list all component parts of each task on its respective task analysis worksheet. This is followed by the steps used for job analysis to find out the frequency, importance, and learning difficulty for each step of the tasks. Then the score for each component part is put in the "total score" column, and the results are discussed with concerned personnel in the organization. The job analysis and task analysis processes are similar to each other, so the model for both worksheets is the same. The important difference between these two steps of analysis is that "the job analysis helps us identify major blocks of content to include in training; the task analysis helps us understand what comprises an individual block" (Wentling, 1992). Both are very important to the curriculum development process. What needs to be taught and what steps are involved in the process are completed by these analyses and comprise the major steps in curriculum development. C. Knowledge and skill-gap analysis. The knowledge or skill-gap analysis is a process of determining the training needs of individual employees in relation to the important tasks-steps or components of tasks identified for training (see Skill-Gap Analysis Worksheet). The skill-gap analysis determines how skilled or proficient individual employees are on these tasks-steps or components, how much individuals differ from desired performance, and whether or not they need training. It would be a waste of resources and frustrating to the trainer and trainees to design and deliver training on topics and skills where the trainees are already able and proficient. A priority list of the tasks identified for training according to the total score in the job analysis is made. Then, the steps or components that were identified on each task analysis worksheet are listed on the skill-gap analysis worksheet. This is followed by rating each step-component in terms of the trainee's current proficiency on a scale of 1 to 5, as shown in the legend of the worksheet. Identifying the steps-components that appear to have low proficiency is required because there is a gap between what is desired and the current situation. After this, a review is done to ponder whether the gap can be decreased or removed through training or whether training is the most appropriate method. There may be some steps-components for which measures other than training are more appropriate. At this stage, key personnel such as subject-matter specialists, supervisors, and extension-training experts should discuss the findings before finalizing the curriculum. This helps to identify different perspectives and to avoid unnoticed mistakes or biases in curriculum development. Selecting a Training Method for job training A training programme has a better chance of success when its training methods are carefully selected. A training method is a strategy or tactic that a trainer uses to deliver the content so that the trainees achieve the objective. Selecting an appropriate training method is perhaps the most important step in training activity once the training contents are identified. There are many training methods, but not all of these are equally suitable for all topics and in all situations. To achieve the training objective, a trainer should select the most appropriate training method for the content to involve the trainees in the learning process. Four major factors are considered when selecting a training method: the learning objective, the content, the trainees, and the practical requirements (Wentling, 1992). According to Bass and Vaughan (1966), training methods should be selected on the basis of the degree to which they do the following: 1. Allow active participation of the learners. 2. Help the learners transfer learning experiences from training to the job situation. 3. Provide the learners with knowledge of results about their attempts to improve. 4. Provide some means for the learners to be reinforced for the appropriate behaviour. 5. Provide the learners with an opportunity to practise and to repeat when needed. 6. Motivate the learners to improve their own performance. 7. Help learners increase their willingness to change. These criteria indicate that a single training method will not satisfy the objectives of a training programme. A variety of training methods are available to a trainer. The most commonly used methods include: 1. Instructor presentation. The trainer orally presents new information to the trainees, usually through lecture. Instructor presentation may include classroom lecture, seminar, workshop, and the like. 2. Group discussion. The trainer leads the group of trainees in discussing a topic. 3. Demonstration. The trainer shows the correct steps for completing a task, or shows an example of a correctly completed task. 4. Assigned reading. The trainer gives the trainees reading assignments that provide new information. 5. Exercise. The trainer assigns problems to be solved either on paper or in real situations related to the topic of the training activity. 6. Case study. The trainer gives the trainees information about a situation and directs them to come to a decision or solve a problem concerning the situation. 7. Role play. Trainees act out a real-life situation in an instructional setting. 8. Field visit and study tour. Trainees are given the opportunity to observe and interact with the problem being solved or skill being learned. Implementation phase Once the planning phase of a training programme is complete, then it is time to implement the course. Implementation is the point where a trainer activates the training plan, or it is the process of putting a training programme into operation. The first step towards implementing a training programme is publicity. Most of the well-established training centres develop training brochures which contain course descriptions, prepare an annual calendar of training opportunities, and inform concerned organizations, agencies, or departments well ahead of time about their training plans. Once the training centre and concerned organizations agree to implement training, the next step is to arrange available resources such as sufficient funds for the course and facilities for food, lodging, transportation, and recreation. All these resources need to be well managed and coordinated to run the programme smoothly. Evaluation phase Evaluation is a process to determine the relevance, effectiveness, and impact of activities in light of their objectives. In evaluating an extension training programme, one needs to consider that most training activities exist in a larger context of projects, programmes, and plans. Thus Raab et al. (1987, p. 5) define training evaluation as "a systematic process of collecting information for and about a training activity which can then be used for guiding decision making and for assessing the relevance and effectiveness of various training components." Kirkpatrick (1976) suggested four criteria to evaluate training programmes: (1) reaction, (2) learning, (3) behaviour, and (4) results. Each criterion is used to measure the different aspects of a training programme. Reaction measures how the trainees liked the programme in terms of content, methods, duration, trainers, facilities, and management. Learning measures the trainees' skills and knowledge which they were able to absorb at the time of training. Behaviour is concerned with the extent to which the trainees were able to apply their knowledge to real field situations. Results are concerned with the tangible impact of the training programme on individuals, their job environment, or the organization as a whole. Types of Evaluation On the basis of the time dimension, evaluation may be classified as (1) formative evaluation and (2) summative evaluation. Formative evaluation involves the collection of relevant and useful data while the training programme is being conducted. This information can identify the drawbacks and unintended outcomes and is helpful in revising the plan and structure of training programmes to suit the needs of the situation. Summative evaluation is done at the end of the programme and makes an overall assessment of its effectiveness in relation to achieving the objectives and goals. Raab et al. (1987), however, classified evaluation into four major types: (1) evaluation for planning, (2) process evaluation, (3) terminal evaluation, and (4) impact evaluation. Evaluation for planning provides information with which planning decisions are made. Training contents and procedures (methods and materials) are usually planned at this stage in order to choose or guide the development of instructional aids and strategies. Process evaluation is conducted to detect or predict defects in the procedural design of a training activity during the implementation phase (Raab et al., 1987). Through this process the key elements of the training activities are systematically monitored, problems are identified, and attempts are made to rectify the mistakes before they become serious. Process evaluation is periodically conducted throughout the entire period of the programme. Terminal evaluation is conducted to find out the effectiveness of a training programme after it is completed. The objectives of terminal evaluation are to determine the degree to which desired benefits and goals have been achieved, along with the causes of failure, if any. Impact evaluation assesses changes in on-the-job behaviour as a result of training efforts. It provides feedback from the trainees and supervisors about the outcomes of training. It measures how appropriate the training was in changing the behaviour of participants in real-life situations.

The sun set scene beside the ocean- Atlantic

The sunset scene beside the ocean- Atlantic

The sunset scene beside the Atlantic Ocean

The event that flashed upon my inner eye

As if lost babies had fallen down into the hole

Where the dark clouds moved to and fro

To have the restive layers underneath.

The woodland fell asleep among creepers

Herbs, plants and trees for the flower wreath

To switch over the dearth claims

Like snatching the golden opportune moment

In the daylight of the signatories

Forever lasting the seaside wavering speed.

The sun rises and sets as a rule

From the creation of the earth to flourish

Plants and trees, the mines and the holes

Underneath the ground or on the planets

Above the earth to the stream of the river

In the sea and the ocean forever.

In the light and the dark, life goes

Forever the race as usual,

In the sense of the elements where

There is no system to grow lining

The strain of the vital force stitched

Under the system, as in vague to pry

Into the clouds, a thriving thunderstorm

On the fearful meadow to smidgen and prelude.

Chemical Bonds in Metals and Non-metals

Chemical Bonds in Metals and Non-metals

There is no denying that Forces, Electrons, and Bonds in CHEMISTRY CATEGORIES are the basic building blocks of all types of matter. Atoms link to other atoms through chemical bonds, resulting from the strong attractive forces that exist between the atoms. It is a region that forms when electrons from different atoms interact. The electrons that participate in chemical bonds are the valence electrons, which are the electrons found in an atom's outermost shell. When two atoms approach each other, their outer electrons interact. Electrons repel each other, yet they are attracted to the protons within atoms.

The interplay of forces results in some atoms forming bonds with each other and sticking together. The two main types of bonds formed between atoms are ionic bonds and covalent bonds. An ionic bond is formed when one atom accepts or donates one or more of its valence electrons to another atom. A covalent bond is formed when atoms share valence electrons. The atoms do not always share the electrons equally, so a polar covalent bond (a polar covalent bond is such where the atoms do not share the electrons equally) may be the result. When electrons are shared by two metallic atoms, a metallic bond may be formed. In a covalent bond, electrons are shared between two atoms. The electrons that participate in metallic bonds may be shared between any of the metal atoms in the region. • If the electronegativity values of two atoms are similar. • Metallic bonds form between two metal atoms. • Covalent bonds form between two non-metal atoms. • Nonpolar covalent bonds form when the electronegativity values are very similar. Carbon Compounds There are more carbon compounds than there are compounds of all other elements combined. The study of carbon compounds, both natural and synthetic, is called organic chemistry. Plastics, foods, textiles, and many other common substances contain carbon. Hydrocarbon fuels (e.g., natural gas), marsh gas, and the gases resulting from the combustion of fuels (e.g., carbon monoxide and carbon dioxide) are compounds of carbon.

With oxygen and a metallic element, carbon forms many important carbonates, such as calcium carbonate (limestone) and sodium carbonate (soda). Certain active metals react with it to make industrially important carbides, such as silicon carbide (an abrasive known as carborundum), calcium carbide, used for producing acetylene gas, and tungsten carbide, an extremely hard substance used for rock drills and metalworking tools. Polar covalent bonds form when the electronegativity values are a little further apart. The Mole and Avogadro's Constant Table of Contents 1. Introduction 2. Applications of the Mole 3. Practice Problems 4. Answers to Practice Problems THE MOLE The mole, abbreviated mol, is an SI unit which measures the number of particles in a specific substance. One mole is equal to 6.02214179 × 1023 atoms, or other elementary units such as molecules.

The number of moles in a system can be determined using the atomic mass of an element, which can be found on the periodic table. This mass is usually an average of the abundant forms of that element found on earth. 

The Adverse Effects of Yaba Addiction Upon Society of Youth

It is noticeable that presently, the young groups are being habituated day by day in taking yaba and push them into the murky world from where; there is little chance to come back in normal life. When a person is obsessed to such toxic drug, some changes appear gloomily in his normal activities in his whole physical state of affairs. Some changes may happen in his overall mental physique; he cannot sleep at night, he talks nineteen to the dozen in a meaningless way, he feels intense headache and diminutive hunger, his hallucination and thought turn hazy where all of them result from break down of nervous system and damage of neuron bound step by step. Virtually, such symptoms are not the actual symptoms of a man who enjoys sound body as well as sound mind. Suffice it to say, feeling sickness every time may be collectively presumed as the characteristics of yaba infected persons. With taking yaba, people become physically and mentally sick and as such, after being addicted, they behave abnormally like being jealousy, crazy, hypocrite and mentally being disrobed, he cannot behave like a healthy man; rather, his attitude and feelings turn into a strange dealing by his flow of movement, talking, walking and his general locomotion of life. Such behavioral patterns indicate the dealings like lower animals of neurotic creatures, far away from human beings. For this reason, the healthy society believes that the resources of the drug addict person have been robbed and he has been smart over night. In view of the above, it is evident that being addicted in such dreadful drugs they may be inclined to behave like the smart boy who is bedded on wrong conception on smartness and personality. Smartness emanate from the principle of integrity, faith, justice and tranquility. They are usually found committing mistakes in defining smartness and modernity. They develop a passion for it and make it

The conflicts of ethnic groups of South Asian Regions

The conflicts of ethnic groups of South Asian Regions

Like chalk and cheese, the ethnic groups in South Asian regions sometimes create insurgency problems in South Asia. This is one of the reasons for distrust between the South Asian states. As India charges Bangladesh for providing arms to Indian ethnic groups who are skirmishing for autonomy, on the other hand, Bangladesh blames India for philanthropic shelter and arms to Bangladeshi insurgents. An ethnic crisis between the Tamil and Sinhalese creates bottlenecks between Sri Lanka and India.

It is commonlyly trust in Sri Lanka that Indian support for Tamil people has shaped this ethnic crisis. In relation to broaden our horizons, Indian ethnic groups sometime create domestic crisis, which has stern impacts in other countries of the region. Language differentiation creates hazards of communication among the South Asian people. If we glance at Latin America, we observe that Spanish is a widespread language there, which helps build up better communication among the countries. On the other hand, in South Asia, most of the states have more than one language. For case in point, people in the south India do not appreciate Hindi and Hindi interpolation people often do not realize other languages. Sometime it creates separation movement also. For example when Urdu was declared as the state language of Pakistan, the Bengali people in the eastern wing of Pakistan started their language movement, which eventually became the separation movement. Similarly, when Sinhalese was declared as the state language of Sri Lanka, the Tamil minorities started their separation movement from Sri Lanka. As compared to other regions, the differences in size and population are very high among the South Asian countries. The disparities between India and the other states are striking. India’s protective size is nearly four times that of Pakistan and its population is five times larger than Pakistan. India’s region is more than three thousand times as large as that of Maldives and the difference in population is similar. Bhutan is also a very small country as compared to India. The great diversity in size, population creates predicament and as such India is not only bigger than other members of SAARC, but is also bigger than all the others put together. This creates psychological problem for the smaller countries. In the region India, Pakistan and Bangladesh have access to the sea, Sri Lanka and Maldives are island states and Nepal and Bhutan are land locked. Indian protestation is a predicament for Nepal to take pleasure in transit services has accessible by Bangladesh.

The Geographical locations of Nepal and Bhutan have made them dependent upon India. For example, in 1979, the Janata government of India removed its objection of transit facility to Nepal. After that Nepal established a transit liaison office at Chittagong (Bangladesh port) to handle its export and imports from overseas countries via Bangladesh. Geographical differences of south Asia are such that India separates one smaller neighbour from the other. All countries of South Asia have common boundaries with India, except Sri Lanka and Maldives. A geographical difference increases the level of difficulty in multi-lateral negotiation for solving common problems, particularly such common problems as the sharing of water resources, and controlling pollution which require co-operation from more than two co-members. Territoriality is an issue which has in the past created irreconcilable problem of sovereignty leading to three wars between two co-members. Territorial disputes continue to cloud the relationship between India and Pakistan, and India and Bangladesh. The opinionated heterogeneity in the midst of the SAARC states greatly hold back effective regional co-operation in South Asia. The political issues are not in attendance in SAARC schedule. It is the most vital issue whose resolution is very smooth mixture obligatory for helpful regional integration in South Asia. Political diversity can be seen in relation to: a) philosophical values of supremacy; b) Issue of confliction ; c) opinionated security; d) parliamentary system; e) potential critics to resist the regional domination; f) menace discernment; g) legitimate arrangements and h) Attitudes of verdict in question of honour and security. Political interests among the South Asian states are highly diverse. As has been verbatim earlier, both India and Pakistan are very big in size and power in comparison with other smaller states. For that reason their political interest is also different from other member states of SAARC. Identification of common interests is a very difficult task in the region. For the above mentioned reason, they have diversity in their concepts of security also. For example, India as a core power of South Asia enunciates a strategic unity of the region and considers the security of the small regional actors as integral to its own security. It considers the latter to be the exclusive strategic backyard of India. On the other hand, the small states tend to perceive India as the main source of external threat to their security. The diversity in governmental systems prevailing problems in South Asia. India and Sri Lanka have traditionally practised representative democracy. The Indian experience of democracy has had stern tests in recent years, since the emergency period of 1975-77; while Sri Lanka has had to compromise democratic norms more recently as a result of ethnic crisis. The two are even so considered relative success stories among Third World democracies. Pakistan and Bangladesh, particularly the latter, have in the beginning of the 1990s witnessed sweeping democratic transition in their domestic scenario. However, in a longer term perspective, both of these countries have always been swinging between military dominance in politics and democratic experimentation. Nepal’s transition to democracy is also perceived yet to be firmly rooted. Bhutan has been striving to retain the authority of monarchy as the dominant institution, while the Maldives has been practising one-party rule and in due sense variance in classes of people is manifested in values and principles pursued in governance and statecraft. The Indian political system is professedly a blend of democracy, socialism and secularism, though these lofty ideals have remained far from fully translated into reality. Most significant is the recent trend towards increased influence of Hindu fundamentalism in Indian politics. Bangladesh started off with more or less same principles as the fundamentals in statecraft, but it later changed course towards increasing influence of religion, an issue on which a national consensus has yet to emerge. Pakistan has Islam as the basis of its political system, while the Maldives is an Islamic society with relatively less influence of religion in politics. Nepal remains under Hindu influence whilst Bhutan and Sri Lanka are Buddhist societies. The conflict as has been created strategically among the South Asian states is diverse too and as such the nature of the conflict between India and Sri Lankan is different from that of the conflict between India and Bangladesh, Pakistan or Nepal. Some conflicts are ethnic, others are religious, location or border related. For this reason India’s insistence on bilateralism gets priority, and India takes advantages of settlement of those conflicts as per its wishes. One important dimension of the conflict is that all are Indo-centric. Pakistan has accepted the superior military strength of India; it has shown no readiness to curtail its freedom of action as an independent state. Although Bangladesh has limited scope of independence, for Nepal and Bhutan it is more difficult to resist or say anything at all about such regional security doctrine. For example, Sri Lanka failed to resist Indian hegemonic attitude when in 1977 the Jayewardene government opted for a free-market economy, making Sri Lanka increasingly receptive to western capital and technology. At that time the relationship with Pakistan improved dramatically. The Jayewardene government virtually tried to distance itself from India. India then took the opportunity of the Tamil separatist issue to put pressure on Sri Lanka. Apart from sheltering and arming the Tamil militants, the Indian ruling class blew out of proportion some of the features of Sri Lanka’s relationship with United States and Pakistan. India cannot apply this type of hegemonic attitude towards Pakistan There are differences in objectives in respect of SAARC among the South Asian countries. SAARC is indeed a facility and an opening for Nepal and Bhutan to maintain close relations with their South Asian neighbours. Above all, it has been perceived by the smaller members as a source of peace and stability in the region. For these small states these contacts and frequent interaction provide a means for generating mutual self-belief and understanding, which may help in the resolution of bilateral problems and in creating harmony. Such harmony could also, in due course, narrow down the prevailing strategic divergence among SAARC members. Unlike the other members, Pakistan has been cautious in expanding institutional and developmental aspects of SAARC. Its objective was to put a stop to India’s presence and influence at the same time to expand its interaction with all the other SAARC countries. Pakistani representatives have sought to use the SAARC forum for disseminating their specific policy proposals aimed at thwarting India. For India, SAARC has been both a challenge as well as an opportunity. The challenge has lain in the collective pressures of the neighbours, and the opportunity in the possibilities of making the neighbours look inward, into the region, for their developmental and security needs. India has pursued a two-pronged strategy to advance its regional objectives through SAARC. One has been to gradually push the expansion and deepening of the Integrated Programme of Action so as to cover core economic areas like trade, industry and finance. The idea was to expand and consolidate infrastructure and social linkages at various levels among South Asian countries and to create a basis for interdependence. This in the long run could weaken the centrifugal tendencies of its neighbours and thus narrow down the divergence towards SAARC’s ties with other regional organizations. The inflow of foreign funds in the organization supported these long- term objectives. The other aspect of India’s strategy has been to evolve consensus in SAARC on international economic and political issues. Such consensus would strengthen India’s own bargaining position in international forum. This competitive game and diversity in objectives may help to sustain SAARC but is not congenial for effective regional integration. There are diversities in threat perceptions among the South Asian states. For example, the presence of a superpower in the Indian Ocean draws more fire from some South Asian neighbours than others. Practically, threat perceptions in South Asia seem to be quite a mixed issue. The smaller members of the community fear India, and some of the South Asian states are concerned about American interests in the region. China figures as a possible threat in the Indian calculations, but China is uniformly absent from the threat perceptions of most of the other South Asian states. These differences in perception and response point to the absence of any kind of a regional outlook on defence issues. For this reason different military capabilities have emerged in the South Asian region, which is in no way congenial for effective regional integration. There is diversity in constitutional arrangements among South Asian states. For example, India and Pakistan have provincial government, but others lack these. It takes much time in India to ratify a treaty which as a consequence of having provincial governments. For smaller states it is very easy to get approval from their parliaments. Sometime in India central government’s willingness is not sufficient to solve a problem without the help of provincial government and the Indian Supreme Court. Sometimes this time-consuming system creates mistrust amongst smaller treaty partners. This situation is also not congenial for effective regional integration in South Asia. Different attitudes among the ruling elite’s is further factor that hinders effective regional integration in South Asia. For example, since 1971 the Indian ruling elite has gradually realised that if outside powers could be excluded from the region, there would not be a single state in South Asia to challenge India either diplomatically or militarily, or both. On the other hand, the elite’s of Sri Lanka and Nepal have an attitude to seek assistance from extra-regional powers. In Pakistan and to some extent in Bangladesh, the ruling elite’s hold anti-Indian attitudes. They frequently express and use those attitudes in their policies and politics. The disproportionate size of the market appears to be one of the most important obstacles to the expansion of trade in South Asia. India is a great economic power in the region. It accounts for 59 percent of the import market, 62 percent of the export earnings, 41 percent the external reserves, 79 percent of industrialized value added and 68 percent of mechanized exports. In terms of exportable commodities, India has over 5,600 commodities to export. Only Pakistan, which has about 4000 commodities, comes next in South Asia. Nevertheless, Pakistan is no match to India in industrial development and size of the market. But the positions of other smaller members of SAARC in this regard are not same. In view of the above, it is evident that the horror of Indian economic supremacy over the economies of the smaller countries is a barrier to trade co-operation in South Asia. India’s economic ascendancy is reproduced in its trade imbalance with almost all the countries of South Asia, except Pakistan. In 1992, India exported US$ 258 million to Bangladesh, US$5 million to Maldives, US$ 85 million to Nepal, US$ 47 million to Pakistan, US$ 192 million to Sri Lanka. In the same year, India imported US$ 5 from Bangladesh, US$ 21 million from Nepal, US$ 149 million from Pakistan and US$ 13 million from Sri Lanka. The strong industrial base, technological development and its comparatively restricted market have given India a predominant position in South Asia.

The spill-over effects of the fear of India’s economic domination is also reflected in its neighbour’s psyche. For instance, it is noticeable in the statement of a Pakistani psychoanalyst, who alleged: ‘It will be more apposite to say that Pakistan is not willing to have unregulated trade with India without adequate safeguards for its indigenous industries and comparatively high-wage labour force.’ If passable safeguarding measures that are incorporated in the South Asian Preferential Trading understanding for least developed members are not properly applied to them, the lopsided size of the market may generate the imbalance basis of trade among the South Asian countries.

Model database in implementation level

During this time of rapid change and advancement, a new type of system appeared. Called client/server development because processing is split between client computers and a database server, this new breed of application was a radical change from mainframe-based application programming. Among the many advantages of this type of architecture are • Reduced maintenance costs • Reduced network load processing occurs on database server or client computer • Multiple operating systems that can interoperate as long as they share a common network protocol • Improved data integrity owing to centralized data location Oracle Corporation released the first commercial RDBMS that used SQL. Although the original versions were developed for VAX/VMS systems, Oracle was one of the first vendors to release a DOS version of its RDBMS. (Oracle is now available on more than 70 platforms.) In the mid-1980s Sybase released its RDBMS, SQL Server. With client libraries for database access, support for stored procedures (discussed on Day 14, "Dynamic Uses of SQL"), and interoperability with various networks, SQL Server became a successful product, particularly in client/server environments. One of the strongest points for both of these SQL Server powerful database systems is their scalability across platforms. C language code (combined with SQL) written for Oracle on a PC is virtually identical to its counterpart written for an Oracle database running on a VAX system. SQL is the de facto standard language used to manipulate and retrieve data from these relational databases. SQL enables a programmer or database administrator to do the following: • Modify a database's structure • Change system security settings • Add user permissions on databases or tables • Query a database for information • Update the contents of a database In putting into practice Client/Server figure, Bernard H. Boar classifies client/server computing as follows: Client/server computing is a processing model in which a single application is partitioned between multiple processors (front-end and back-end) and the processors cooperate (transparent to the end user) to complete the processing as a single unified task. Implementing Client/Server Computing A client/server bond product ties the processors together to provide a single system image (illusion). Shareable resources are positioned as requestor clients that access authorized services. The architecture is endlessly recursive; in turn, servers can become clients and request services of other servers on the network, and so on and so on. This type of application development requires an entirely new set of programming skills. User interface programming is now written for graphical user interfaces, whether it be MS Windows, IBM OS/2, Apple Macintosh, or the UNIX X-Window system. Using SQL and a network connection, the application can interface to a database residing on a remote server. The increased power of personal computer hardware enables critical database information to be stored on a relatively inexpensive standalone server. In addition, this server can be replaced later with little or no change to the client applications.

The concept of Integration in relation to basic strategy of cooperation among regions

There is no denying the fact that it seems too intricate to define the concept of integration in relation to basic strategy of cooperation among regions. Ernst Haas articulated integration as a predisposition towards the voluntary creation of generously proportioned political units, each of which self-consciously disdain the use of force in the relations between the participating units and groups. According to Lindberg, a distinguished personality on social reforms defines integration as the process whereby states forego the desire and ability to conduct foreign and key domestic policies independently of each other, seeking instead to make joint decisions or to delegate the decision making process to new central organs. He also defines integration as the process whereby political actors in several distinct settings are persuaded to shift their expectations and political activities to a new centre. Lindberg gave this definition in his work on the European Community. But he tried to give a comprehensive definition about regional integration processes. This definition reveals that in integration, shifting of some responsibility to regional bodies and greater communication among the members is necessary. Regional Integration Regional integration means the assignment of responsibility for formulating regional policies, developing rules and regulations, and for applying these policies to all markets at a regional level, superseding national control. Integration thus requires members of a grouping to cede sovereignty over particular economic functions and activities as well as policies and instruments to an authority or institution which exercises its power at a regional level. Integration thus means formulating and applying policies- for example, regarding trade, exchange, labour, fiscal and monetary policies- at the regional level. Integration may also imply the development of a common currency and a single central bank or monetary authority which regulates the monetary and indirectly the fiscal parameters within which national governments function. When fully accomplished, integration implies the free movement of all factors of production and technology across borders within the region. In its ultimate form of political union, it would require a regional legislature. Approaches to Integration There are different schools of thought regarding the methods and approaches to integration. The Federalist school of thought sees integration in legal and institutional terms. For federalists integration is an end-product rather than a process. It stands for a political union among previously sovereign and independent states. Federalists recommend the adoption of their approach on both a regional and a global scale. They consider the anarchic nation-state system to be primarily responsible for war. They feel that, with a reasonable amount of discussion and education, enough people will be convinced that a rational plan for the regulation and governance of humankind should be adopted. From the above view point, it is clear that without integration in between the region, nothing cooperation in the field of economics, commerce, finance, sports, international relationship and overall development strategy cannot be established. Hence, regional settlement in respect of variation in size of population, nationality, religion, belief and other cooperation strategy need to be diminished as a tentative flow. As a result, a pure business linkage bedded on unity, faith and discipline should be established in the field of business as regards import and export should be established in a systematic manner.

Communication

Notes on Communication and Transport Prepared by Kh. Atiar Rahman What is transport? Why it is important? 4 Transport is a media for carrying goods and people from one place to another. 1. Transport is needed for the physical movement of people and goods. 2. Especially for movement of raw materials to the factory for production, there is no alternate of transport in case of business operation. 3. It is important for transshipment of goods to the market for sales from manufacturing concerns. 4. Transport system being cheap, fast and efficient leads to the extension of local and overseas market. 5. A good transport system enables the producers to specialize and engage in large scale production with its related cost. Names the different modes of transport 4 The general modes of transport are: Land, air and Water. In land, Road, Railway, pipelines are the three transports. Pipelines may be through land and water. In water, sea and inland waterways are the main transport system. What is communication? Why it is important in Business? Ans: Communication is the process by which information is sent and received between individuals and groups. It is said to be effective if the message is received in the same way as it is sent. It is important on the following reasons: Business transaction and trade: 1. Rapid and accurate message: In communication, rapid and accurate message facilitates business transaction and trade. 2. Correct information in due time: Before occurring any transaction of sales, information of sources and availability of supply, the competitive prices and the terms of trade have to be communicated to the buyer. 3. Efficient and effective transaction: When a business deal is contracted between and buyer and seller, then the buyer paces his orders gives instructions for delivery and arranges for payment for the goods purchased. Expansion of overseas markets: 1. Trend of Foreign trade: Faster and more efficient system of communication has helped to promote foreign trade. 2. Clear and concrete strategy: Up-to-date information on overseas markets and their products are easily available through communication channels. 3. Confirmation: Confirmation on overseas deals and documentation of imports and exports orders can be processed easily and quickly through international communication links. 4. Market expansion: With the establishment of an expanded market, products can be produced largely and economies of scale can be achieved. Promotion of products: 1. Advertisement: Communication is important for effective advertisement influencing the attitudes and behavior of the customers. 2. Effective communication: When an advertising message is effectively communicated to the consumers, the consumer will react positively towards the product and as such demand of the product is enhanced virtually. Efficient Financial system: 1. Good communication system: Efficient financial system is developed for good communication system by telex, email, internets and fax. 2. International payments: International payments can be made through efficient use of modern technology. Describe three types of communication: Oral or spoken communication can take the following forms: a. Direct face to face communication between individuals b. Speech given to a group of individuals c. Oral reports presented to the meetings d. Individual contact through electronic devices such as telephone, intercom, public address system, tape recorder. Advantages: 1. Immediate feedback 2. Immediate response 3. immediate action 4. Taking immediate decision Written communication can take the following forms: a. hand written b. Typed c. Printed d. Electronically generated department such as telegram, telex or electronic mail Advantages: 1. Future reference is created 2. Permanent record is established 3. Confirmation of information Face to Face communication 1. Direct contact for exchange of information 2. Information is transmitted through the use of verbal and non-verbal symbols by way of a person’s facial expression, gestures, postures, tone of voice. 3. Communication linkage is developed by asking open ended questions. Advantages: 1. Communication is interactive because it is possible by two way links. 2. It is possible to receive immediate feedback. 3. There is no more chance of the information being effective and successfully communicated. 4. It can take a variety of forms: a. Private discussion or conversion b. Instruction c. Formal discussion d. Formal meeting e. Interview f. Conference Explain internal and external communication and give features: Internal communication refers to the communication that is confined within an organization. It can be horizontal that is it takes place between people of same level or vertical usually top down from management to supervisors and clerks. Internal communication relates to (a) Oral: Intercom, paging telephone, face to face discussion, meeting or conference (b) Written: Memos, circulars, reports, letters, minutes or electronic mail. Features: 1. brief 2. less formal 3. personal 4. rapidly transmitted through the internal network What is external communication? Give its features: It relates to communication with other side of the linkage. It may occur between two offices through letters, telephone, agents etc. It may be necessitated for the firm to communicate with the external parties like the following: i. the head office or other branches on matters pertaining to the organization ii. suppliers, local or overseas to source for supplies of their products or raw materials iii. Customers to entertain their queries and to take their orders iv. Bankers to settle or enquire on financial matters. v. Agents or sales personnel to monitor the sales of the product vi. Others who have interest in the firm External communication includes the written and spoken words sent through the channels as follows : Oral like telephone, conference or seminar and meeting Written like business letter, telex, fax, telegram, electronic mail and advertisement etc. Mention the nature of service that post office/Telecommunication department provides: They provide a network of communication services that essential for trade and commerce virtually. State the functions of Post offices: 6 Post: First class mail like letters, post cards, Second class mail like printed items of magazine, catalogues, newspaper, pamphlets, books and unsealed greetings cards can be sent inland or abroad by ordinary letter post at relatively low cost. Registered post and recorded delivery 1. For an additional fee, all first class mail can be registered to ensure delivery, together with compensation of loss 2. As recorded, delivery of a letter or packet, posting and delivery can be acknowledged by the post office and the recipient and recorded as proof at an extra charge. Business reply post 1. Businessmen who wish to receive a reply from potential customers without requiring them to pay postage with reference to advertisement can apply for the license to operate business reply service. 2. In fact, postage for the business reply cards or envelopes will be paid by the licensee and this business is often used in the mail order service. Airmail: Two types of airmail service exist: One is first class letter service and the other is printed matter.  First class mail is dearer but faster than second class mail.  The air letter is becoming popular nowadays as its speed of delivery is similar to that first class airmail but is fairly cheap  Such mail is charged the same rate to any part of the world. Disadvantages:  The only disadvantage is that writing space is limited and the letter cannot enclosures. What is Intel post service and what are the functions of it?  It is a high speed electronic mail service. Exact copies of documents handed in can be delivered to the addressee anywhere in the Intel post network, both inland and overseas.  The documents are delivered by special messenger service. What is Telecommunication service? What are the functions of it? Such type of service is provided by telegraph offices run by the government, privately own cable companies or by post offices. It is faster means of communication than mail service. • It is required for sending brief messages on emergent basis. • It is sent throughout the country or overseas. • With the increasing use of telex service, the telegram traffic has been reduced over the last few years. What is telex service and what are the essential features of it ? • It is a printed communication system. • Such service is relatively cheap. Features: Business enterprise can send and receive pictures, diagrams, drawings and graphics: What are the factors depending on the choice of methods of communications? • COST • Urgency • Accuracy of information • Record of information • Safety and security • Convenience • Confidentiality • Other factors like Distance, time of day • The parties involved • Information to be transmitted.

Child right conflicts

There is no denying the fact that the States Parties should take all feasible measures to ensure that persons who have not attained the age of fifteen years do not take a direct part in hostilities. It has been stated the States Parties should refrain from recruiting any person who has not attained the age of fifteen years into their armed forces. In recruiting among those persons who have attained the age of fifteen years but who have not attained the age of eighteen years, States Parties should endeavor to give priority to those who are oldest. In accordance with their obligations under international humanitarian law to protect the civilian population in armed conflicts, States Parties should take all feasible measures to ensure protection and care of children who are affected by an armed conflict. It has been stated that the States Parties should take all appropriate measures to promote physical and psychological recovery and social reintegration of a child victim of: any form of neglect, exploitation, or abuse; torture or any other form of cruel, inhuman or degrading treatment or chastisement; or equipped conflicts. Such recovery and reintegration should take place in an environment which fosters the health, self-respect and self-esteem of the child. States Parties recognize the right of every child alleged as, accused of, or recognized as having infringed the penal law to be treated in a manner consistent with the promotion of the child's sense of dignity and worth, which reinforces the child's respect for the human rights and fundamental freedoms of others and which takes into account the child's age and the desirability of promoting the child's reintegration and the child's assuming a constructive role in society. To this end and having regard to the relevant provisions of international instruments, States Parties should, in particular, ensure that: • No child should be suspected as, be lay blame on of, or recognized as having infringed the penal law by reason of acts or omissions that were not prohibited by national or international law at the time they were committed; • To have the free assistance of an interpreter if the child cannot understand or speak the language used; • To have his or her privacy fully respected at all stages of the proceedings. 3. States Parties should seek to promote the establishment of laws, procedures, authorities and institutions specifically applicable to children alleged as, accused of, or recognized as having infringed the penal law, and, in particular: • The establishment of a minimum age below which children should be presumed not to have the capacity to infringe the penal law; • Whenever appropriate and desirable, measures for dealing with such children without resorting to judicial proceedings, providing that human rights and legal safeguards are fully respected. It has been affirmed the child shall be scheduled instantly after confinement and shall have the precise from birth to a name, the right preserve nationality and. as far, and the right to know and be concerned for by his or her parents. It has been stated in UN charter that the States Parties should make certain the completion of these rights as per their general law and their requirement under the relevant global instruments in this field, in particular where the child would otherwise be stateless. It has been stated the states Parties undertake to respect the right of the child to preserve his or her uniqueness, including nationality, name and family members as standard by law without against the law involvement. The children who are found begging need to be sorted out and they should be positioned in a place which is suitable for their development. The social authorities and other welfare organization should come forward to settle them in a systematic manner. Other wise the hopes and aspiration would be nipped in the bud and in this context, Somerset Maugham says,” It is difficult to pass over the razor’s edge, But the wise say the path to salvation is hard”

Child labour

Child labour 

 In this context, Child labour has been a great impediment to flourishing the prospects of building good citizens in our country. Because due to poverty, the parents are compelled to send their children to work to maintain their family. There is no denying the fact that modern civilisation has been flourishing day by day by constructing buildings, dams, embankments and overbridges for various purposes. 

There is a good ground for every development work in the world for which the limitless efforts, men's hardihood and persistent feelings are involved significantly. Indeed, all sorts of educational institutions like schools, colleges, universities and every project and office profiles have been constructed by an enormous amount of sufficient bricks, trees and soil. Formerly, the world was full of forests, and there were uneven soils like ragged mountains and hills. In the course of time, the people felt the need to enter into the world of civilisation. 

To speak the truth, they learnt the techniques of cultivating the land, making fire and fuel for preparing their foods and ultimately, they became conversant with the useful things very convenient to them by conquering the world of science and technologies. In this momentary world, many uncommon talents came out and astonished the world astonished by miraculous discoveries and inventions. The world is immensely beautified by her unbounded nature, where the forests and the animals, hills and mountains have flourished in the best ecosystem with relevant ecological balances with the factors of climate and weather. 

In the world, as the antidotes of medicine to cure diseases, poisonous chemicals are being used to manufacture the same. In this connection, it is important to mention that the dreadful diseases like cancer, coronary, blood cancer and aids, etc., are no longer a problem or dreadful impediment to human beings. If we look around the world, we will find that the environment is being polluted every time from water pollution when mosquitoes lay eggs on the standing water of the rivers, ponds and pools, etc. When dirty and unused ingredients are thrown into water, the water is polluted tremendously. 

In Great Britain, various chemicals are used in different large plants and projects; consequently, acid rains occur frequently. Suffice it to say that various poisonous gases are being produced to a great extent by the tremendous use of poisonous chemicals and burning bricks, for which the world around us is being polluted to a large extent. In all these phenomena, child labour has been a great manpower to contribute to work extensively. We should save them by creating awareness in social life in question.

The Kingship of King Lear

All the way through suffering, Lear learns a new ethically outpourings And human partner with one another As if the next of kin lying frontier. Nowhere in signal in early stages Of the play of tension developing phases Of ruthless materialism? Of which can be counted but dandyism? Gloucester and Kent talk of the division Lear wants his daughters to express rescission The dimensions of their love; The knights being crucial and tough Where a man appears and what he owns, An air of being bits and pieces under coercions By his daughters into helpful needs for a retinue, Lear’s speech ‘O reason not the need’ show, Like magnificently but cracks down in confusion. He seems to be asserting to man’s delusion Superfluous items to mark him off; Of the line being thought to develop A view that he will draw closer to yank. Throughout the storm that Lear’s dishearten His footing towards a conception Of what a man really is! What his true needs are! From wild against charlatan, He turns to sympathy for the unrehearsed ‘Meager Nude Wretches’ Before patting one himself by dragging Off his clothes in emulation of poor Tom receding. He, by his mulch-ethnic outlook enunciates Through the world of surface impressions He recognizes being gallantry of the lowliest. Lear continues to learn of keen necessity Of honesty, sincerity and openness. Which culminates in his reunion with Cordelia? And particularly in his birds in the cage speech. The vital thing those one loves and trusts, To seek and offer amnesty as could be dictated To make merriments amid destruction and seized. And Lear’s justice handed fair dealing; Those with the whip-hand of power And authorities often abuse it. Lear’s trial of his daughter’s affection His disgusting punishment of Cordelia and Kent; The flaying of Lear and Gloucester by just this minute Installed high and mighty; the cruel death of Cordelia. Against the rascal beadle and robber And furred gowns in a fulminating pester On evil motives where Gloucester donates a lot Understanding his blinding, by rich And elevated a channel which simply attracts Goodness from the ordinary servants And the old man who guides him. The magnitude of sharing affluence and excess. The best certification of righteousness seems To lie not in setting one man over another, But in mutual sympathy and regard For each others dignity and needs. To conjecture that lusting after riches And belongings eventually like self slaughter And severe death of Cornwall, Goneril, Regan, And Edmond seems to peak to this. Lear and Gloucester- two old men who suffer And loss so much –seem in a sense to be jubilant, Or they achieve some grasp of man’s require For outspokenness, justice, truth and love.