Sample Personal Narrative Essay Outlines

Sample Personal Narrative Essay OutlinesA sample personal narrative essay outline can help you decide whether a writing project is right for you. It will show you what type of writing assignments to expect and how much effort it will take to complete them.First, let's look at some examples of a personal narrative essay that you could complete. For instance, the essay could be a description of a short story idea or a novel idea. For instance, an aspiring author could go into detail about their experience writing a short story.A sample personal narrative essay outline will include the theme of the story you plan to write. The summary usually starts with an introduction that explains the type of story, who will be reading it, and how it will relate to the characters in the story. You may also want to introduce the main character of the story. An introduction is usually followed by a few paragraphs explaining what happens in the body of the story.Once you have introduced the theme, the s ample personal narrative essay outline would describe the main characters in the story. These are the main characters and often include a short description of them. Then, you describe how each character interacts with the others and the main conflict of the story.In addition to describing how each character interacts with the others, the outline will also describe what happens in between the scenes. This information would include any actions that occur after the dialogue that makes up the action in the scene.The summary would then describe how the story ends. Usually this is the ending where the action moves to the next scene. However, there is no set length for the outline, although it usually contains more than a paragraph on the final scenes.Some samples of a sample personal narrative essay outline include the following example: 'To begin with, we describe the atmosphere of the first scene. We describe the characters who are being introduced, including the main character, his mot her, and his father. We then introduce the setting, including the location, which is the home of the main character's mother, along with a cityscape of which she is proud.'A sample personal narrative essay outline is only one way to prepare for writing a work of fiction. There are many other guidelines, as well. All writers should use a sample outline to gain a better understanding of how they should start a story.

Physical Fitness Research Paper Topics

Physical Fitness Research Paper TopicsMany universities that host physical fitness research papers will expect students to provide original and creative ideas for their proposed topics. It is vital to get students to participate in the process as a whole. What this means is that each student must actually participate in the student design process.There are many important things that need to be done for each student who is going to write a paper for the competition. The first thing that needs to be done is to organize the entire process and inform all of the students about the entire process. This will allow the students to effectively use their time and not miss out any necessary events. It is recommended that students organize their own schedule so that they can fit in a class, tutorial or perhaps take the test with the available time available.In order to facilitate a proper discussion with the student, the student should contact the professor and give them the required information about the students participating in the study. There should be no ambiguity about the student participation and this will also show the students that they have to help to carry out the assignment. Any misunderstandings that might arise during the research paper topics process should be cleared up with the professor before the deadline for submission.All of the relevant student's ability must be considered when they are coming up with the idea for the research paper topic. The faculty of the school must agree on the suggestions and the student must discuss their thoughts with the teacher in a clear manner. This will also show the students that they are indeed involved and they should all try their best to make the suggestions work. Each student must put in their part and they must also state any obstacles that they may face in working on the idea.During the entire process, the students must not have any problems with the ideas that they have come up with. In fact, students will gene rally have an easy time with the assignment if the idea is unique and they come up with a great idea.In physical fitness research paper topics, it is important that the student writes all of the ideas in a clear and easy to read manner. It is recommended that the student should consider using their own paper to read the assignments that they are going to be submitting. This will let the student know what is expected from them in terms of their written work.After students have filled out their assigned papers, they are still required to communicate with the professor and ask for additional ideas from the professor as well as provide other student's ideas. These guidelines will ensure that the students all of the responsibility to carry out the assignment.

Secret Info on Samples of Persuasive Essay Only the Experts Know About

Secret Info on Samples of Persuasive Essay Only the Experts Know About Samples of Persuasive Essay Secrets If you obtain essay on the internet, you've got to find a bigger prospect of passing well. On the flip side, the incorrect thesis statement isn't exact on what should be accomplished. Do not be hesitant to change what you feel ought to be changed. Only as long as you believe and work hard it is possible to achieve anything. Students lead busy lives and frequently forget about an approaching deadline. Reading is a considerable activity linked to writing essays. Writing an essay is a vital role in academe life. It is an essential role in academe life. Writing essay may be a true headache including each one of the research and meeting academic standards. Foreign students frequently have a part-time job which lets them cover their study, many can't adapt to foreign language. Education plays an essential part in shaping successful individuals. So, it is a necessary means of eradicating the unemployment problem. Samples of Persuasive Essay and Samples of Persuasive Essay - The Perfect Combination The simplest approach to compose a superior persuasive essay is to chose a topic you're confident in. Fantastic solution is to cover essay. There are many steps which you ought to take in order to compose a superb essay. There are lots of steps which you ought to take in order to compose an exceptional es say. Good persuasive essay topics must be persuasive. At Essay Lab you can purchase a personalized essay written particularly for you by our professional writers. Persuasive essays share a great deal of resemblance with argumentative essays. A persuasive essay is a strong tool if you want to supply a new vision of a particular topic for the reader. When it isn't interesting you aren't very very likely to compose a great persuasive essay since there'll be nothing you will have the ability to persuade readers of. Still, if you'd like your paper to hit the bulls-eye and modify the way that your reader thinks, you will need a few tactics. Be certain you present some background info there if necessary, and create the reader eager to find out more about what you should say. The primary purpose of persuasive essays is to earn reader do or believe something. The impact of meat consumption upon the origin of cancer has not yet been studied in detail, but statistics found in various studies indicate that someone can decrease the probability of cancer greatly by reducing intake of meat and associated products. You must know all elements of financial topics after you choose them. To choose which subject you're most likely to discuss, it's critical to observe the comprehensive selection of good persuasive speech topics from the partic ular field of study. To choose which subject you're most likely to discuss, it's important to find the comprehensive assortment of good persuasive speech topics from the particular subject of study. Samples of Persuasive Essay - the Story The success of the entire essay directly depends upon how good you present the supporting facts. Sometimes working on a very small cause and effect essay will take a good deal of time in the event the topic is too complex and unclear. When you revise your essay, you've got to make sure its organization is completely appropriate to your intended audience, the paper context, and the objective. There's no ideal way about ways to compose a productive essay. There's no ideal way about ways to compose a productive essay. In any case, the illustration should contain reasons for taking essayist's argument under consideration. Another great idea is to obtain some absolutely free essay examples of distinct types and on various subjects to locate an overall idea of the way by which a prosperous debatable paper looks. It is very important to remember that perfect' relationships aren't always present and may not always be done between twins.

Essay on Database - 2414 Words

Project on Database Design for College Library Index: 1. Introduction............................................................................ 3 2. Requirement Analysis ..............................................................4 3. Defining Entitiy and Attribute...................................................5 4. Entity Relationship Diagram......................................................6 5. Non- Technical overview of Entity Relationship Diagram..........7 6. User Applications...................................................................... 7 7. ER†¦show more content†¦SQL Queries to retrieve data .........................................................29-37 11.Factors that influence Physical Database Design.............................38 Introduction : Generally Institutions are mature and different systems are employed by the libraries to manage their resources in an efficient manner but still many libraries remain unconvinced and show reluctance to employ and switch over to new systems. Library management refers to the issues involved in managing the resources available in library such as classification of material, book processing, Journals. My plan in implementing database design for college library will bring out technical advantages that are lacking in present system in maintaining Library.I will analyse the limitations of existing manual system employed by a college library and will mainly focus on the solution to provide a centralised repositoryShow MoreRelatedDatabase And Database Management System Essay1068 Words   |  5 PagesZalgaonkir Pearson Cape Town Campus Introduction to Databases project Student Number: MB2014-0413 Teacher: Andrew Davies Due Date: 23/09/2016 2 Contents Page Page 1†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..Cover Page Page 2†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Contents Page Page 3-5†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Question 1 Page 6-12†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Optional Access Screenshots Page 13-18†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.Question 2 Page 19†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦References and Bibliography 3 Question 1 1.1) Database Database is defined as a set of related data in many tables andRead MoreRelational Database : A Database1622 Words   |  7 Pages Relational Database Introduction – What is a relational database It is a database which shows the links and relationships between two sets of data/stored information in a document or mainly entities. 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Madrasa System in Pakistan free essay sample

Although several studies have been undertaken to analyze the madrasa curriculum and its impact on the students, the role and attitudes of madrasa teachers, and the challenges they face, have largely been neglected. This paper is based on interviews and focused group discussions conducted with madrasa teachers in Pakistan to gauge what, in their view, is required to reform the system. It also provides some recommendations for directions that public policy could take in order to address religious radicalism. Author Profile Zahid Shahab Ahmed, from Pakistan, is PhD scholar at the University of New England in Australia. He co-authored Attitudes of Teachers in India and Pakistan: Texts and Contexts (New Delhi: WISCOMP 2007). For the last five years, he has been actively engaged in conflict transformation projects at the regional level in South Asia. Correspondence: [emailprotected] com. Available from http://www. wiscomp. org/peaceprints. htm 1 Zahid Shahab Ahmed: Madarsa Peace Prints: South Asian Journal of Peacebuilding, Vol. 2, No. 1: Autumn 2009 MADRASA EDUCATION IN THE PAKISTANI CONTEXT: CHALLENGES, REFORMS AND FUTURE DIRECTIONS Zahid Shahab Ahmed Introduction Traditionally, madrasas are Islamic learning institutions, aimed at building a generation of Islamic scholars and leaders. The word ‘madrasa’ means ‘center of learning’ in Arabic. They provide free religious education, boarding and lodging. For these reasons, they are essentially schools for the poor. 1 â€Å"The madrasas of Pakistan are said to be the breeding ground for much of South and Central Asian militancy, but for the accusations made, there is precious little known about these seminaries and their students†, notes Tariq Rahman. The increased attention of the international media, particularly after the terrorist attacks in New York in 2001 and London in 2005, created pressure on the Pakistani government to address the root causes of global terrorism. This also encouraged the government to begin monitoring these educational institutions and to establish mechanisms for creating accountability. History of Madrasas Since 1947 Following the partition of India and the birth of Pakistan in 1947, a number of Ulema from Deoband migrated to Pakistan and established seminaries here. Two of these madrasas are believed to have played a prominent role in bringing a rigorous form of Islam to Pakistan in Akora Khattak (Darul Uloom Haqqania) and in the Banori township of Karachi. 3 Today, there are five distinct types of madrasas in Pakistan, 4 divided along sectarian and political lines. The two main Zahid Shahab Ahmed, from Pakistan, is PhD scholar at the University of New England in Australia. He co-authored Attitudes of Teachers in India and Pakistan: Texts and Contexts (New Delhi: WISCOMP 2007). For the last five years, he has been actively engaged in conflict transformation projects at the regional level in South Asia. Correspondence: [emailprotected] com. A madrasa student learns how to read, memorize and recite the Qur’an properly. Madrasas issue certificates of various levels. A madrasa university is called Dar Ul Ulum, (usually having hundreds of students) a primary school, a Maktab, (up to fifty students), and an integrated school with various levels is simply called a madrasa. The graduating students are called Haffiz-ul-Qur’an (those who memorize the Arabic text of the Qur’an) or Qaris (those who can recite Qur’anic verses with proper Arabic pronunciation). Those with advanced theological training are known as Ulema (Religious Scholar). 2 T. Rahman, â€Å"The Madrassa and the State of Pakistan: Religion, Poverty and the Potential for Violence in Pakistan†, HIMAL South Asian (February 2004, Kathmandu). 3 S. J. Burki, â€Å"What we teach and how†, Dawn (May 3, 2005). 4 The following five are recognized as Wafaq/Tanzem ul Madrasi/Rabit ul Madaris or Madrasa umbrella organizations: 1. Wafaq-ul-Madaris Al-Arabia, 2. Tanzeem-ul-Madaris Ahle Sunnat, 3. Wafaq-ul-Madraris Available from http://www. wiscomp. org/peaceprints. htm 1 2 Zahid Shahab Ahmed: Madarsa Peace Prints: South Asian Journal of Peacebuilding, Vol. 2, No. 1: Autumn 2009 branches of Sunni Islam in South Asia, Deobandi and Barelvi, dominate this sector. The doctrinal differences between these schools often seem irreconcilable in an educational setting. For example, the largest group of madrasas belongs to the Barelvi sect, known to be a rigid opponent of the Wahabbi doctrine as propagated by Saudi Arabia, Ahle Hadith/Salafi Muslims have their own schools, as do the Shias. The difference in demographically targeted recruitment and placement between these sects has not been evaluated. In Pakistan, some madrasas turned radical in the early 1980s, due to external influences; a brief analysis of this phenomenon is provided later. Consequently, during the Afghan-Soviet war, a culture of violence got entrenched in some of the madrasas in the country. Syed Nadir El-Edroos argues that â€Å"[a] major contribution to the militancy rampant in madrasas today was made in the 1980s. A s tudy conducted by Patrick Belton shows how textbooks developed at the University of Nebraska-Omaha and published by the United States Agency for International Development (USAID) were used to encourage and justify the ‘holy war’ against the Soviets†. Therefore, the changing face of the madrasa and increasing radicalization in Pakistan can be directly traced to Zia-ul-Haqs rule, when the students of the seminaries were indoctrinated with a jihadi ideology and sent to Afghanistan to fight the Soviet occupiers. The same war-hardened zealots were used by Zias military establishment in Indian-occupied Kashmir. 7 With state patronage, madrasas were established throughout the country in an unregulated fashion, leading to an enormous increase in their numbers. Quraishi reports that there are around 10,000 madrasas all over Pakistan, offering free education to over a million children who have been neglected by the government’s failing school system. 8 External and Internal Donors The origin of religious militancy in Pakistan can be traced back to the war against the Soviet occupation of Afghanistan. During that time, American funding and Pakistani assistance promoted the proliferation of a large number of militant Al-Salfia, 4. Wafaq-ul-Madaris Shia, and 5. Rabita-ul-Madaris Al Islamia. There are also recognized individual madrasas, such as the Jamia Islamia Minhaj-ul-Qur’an, Jamia Taleemat-e-Islamia, Jamia Ashrafia, Darul Uloom Mohammadia Ghousia and Darul Uloom of Karachi. 5 S. H. Ali, Islamic Education and Conflict: Understanding the Madrasas of Pakistan, submitted to Oxford University Press for publication (2005). 6 N. El-Edroos, â€Å"Do we Need Madrasas? † Daily the News, Rawalpindi (May 4, 2008). 7 A. Mir, â€Å"Test of will†, Newsline, (August 2005) http://www. newsline. com. pk/NewsAug2005/newsbeataug2005. htm. 8 A. Quraishi, â€Å"Pakistan’s religious schools under fire†, CNN World (2002) http://edition. cnn. om/2002/WORLD/asiapcf/south/09/13/pakistan. madrasa/index. html. Available from http://www. wiscomp. org/peaceprints. htm 3 Zahid Shahab Ahmed: Madarsa Peace Prints: South Asian Journal of Peacebuilding, Vol. 2, No. 1: Autumn 2009 Islamist groups and madrasas in Pakistan. The USA needed the Islamic fundamentalists to wage jihad against the Soviets in Afghanistan, and thus provided substantial funding to Pakistan, entrusted to its leader at that time, General Zia ul Haq. Owing to their strategic calculations of the times, the governments of Pakistan and the USA neglected the radical ideology and methods employed by the madrasas. All of this resulted in the formation of the Taliban in Afghanistan, and extremists groups in Pakistan, which led to the production and spread of sectarianism and violence as each act of sectarian killing provoked a cycle of revenge killings. Civilian governments failed to curb this violence, either because they lacked the will and the strength to do so, or because they wanted the militants to fight for Pakistans corner in Indian Kashmir. That failure, in turn, allowed the religious militants to flourish and grow in strength. 9 Madrasas are/were mainly funded by the USA and Saudi Arabia. The US government of that time funded an Afghan war against the Soviets, and Saudi Arabia funded anti-Shia Islam in Pakistan. 10 Some local philanthropists also sponsored madrasas. Financial inputs from Zakat and the Islamic ritual of Eid ul Azha can’t be neglected. In principle, Zakat is given directly to the entitled individual beneficiary. However, in case of the madrasas, the quantity of funding is decided on the basis of student enrollment, with funds given not to individual students, but to the manager of the madrasa. This system gives an authority to madrasa officials over the use of Zakat money. The idea of jihad was incorporated into the Pakistani curriculum after the Afghan war. At that point it suited Washington and their most favoured ally, Pakistan, to encourage and glorify the Mujahideen (the ones who perform jihad), or holy warriors. Accordingly, a university in the United States was asked to formulate textbooks for Pakistani schools. After the departure of Soviets from the region, the Mujahideen not only mutated into the Taliban but also outlived their usefulness. So the same American university has been given the task of removing glorified references to the Mujahideen, 11 under the cover of educational reforms. These constantly changing educational interventions have exposed the motives of the United States and have resulted in greater resistance from Pakistanis towards such reforms. Islamic educational institutions have come under intense public scrutiny in recent years because of their perceived linkage to militancy. However, much of the research thus far has relied only on anecdotal accounts and investigative journalism. In particular, Pakistani madrasas have been the focus of much media 9 I. Idris, Pakistan’s Sectarian Menace (2003). http://www. countercurrents. org/ipk-idris210803. tm. M. V. Kamath, â€Å"Pakistan: Eye of the Storm†, The Free Press Journal, (April 27, 2003). 11 Beena Sarwar, â€Å"Jehad and the curriculum†, She Magazine, (March 31, 2004). 10 Available from http://www. wiscomp. org/peaceprints. htm 4 Zahid Shahab Ahmed: Madarsa Peace Prints: South Asian Journal of Peacebuilding, Vol. 2, No. 1: Autumn 2009 coverage. 12 In the aftermath of 9-11, the o verseas Pakistanis were shocked by the news that bombers were identified as British of Pakistani origin. It was also reported that one of the bombers was trained at a Pakistani madrasa. The link between radical madrasas and aggressive behavior against Western interests has also motivated many development agencies (INGOs) to focus interest on madrasa reforms. 13 Some prominent INGOs working on madrasa education/reforms in Pakistan are the Asia Foundation, the International Center for Religion and Diplomacy and the United States Institutes of Peace. Most, if not all, of these INGOs work in collaboration with local partners to implement their projects. Unfortunately, media propaganda has reinforced the link between terrorism and Pakistan’s madrasas, targeting all madrasas. In reality, few studies that have been conducted have found that only a small minority of madrasas are involved in such activities and not all madrasas in Pakistan are poisoning the minds of youth. 14 Perceptions linking madrasas to terrorism arose when some radical groups made inroads into the system of madrasas, following the path laid by the politicization of textbooks and curriculum in public schools. Madrasa reforms are becoming an uphill task for reformists in Pakistan, and a matter of great concern not only for the Pakistani government, but also for governments in neighboring countries. In early 2007, the prayer leader of Lal Masjid (Red Mosque) and head of Jamia Hafsa madrasa, announced the enforcement of Islamic law (Sharia) in the premises of Jamia Fareedia and Jamia Hafsa in Islamabad. At this, the students of Jamia Hafsa, mostly girls, hijacked the Government’s Children Library in Islamabad and warned the government of suicide attacks if any operation against the madrasas was initiated. 15 This was primarily to prevent the government from attempting any madrasa reforms and the demolition of illegally constructed mosques in Islamabad by the Capital Development Authority. Several other incidents since then, like kidnappings and suicide bombings, have been linked to radical elements from the madrasas. 16 However, not all Ulema (religious scholars) supported such activities. In fact, some, belonging to different schools of thought, strongly condemned the acts. 17 Civil society leaders have been angry over the failure of governmental writ in Ali,(2005) op. cit. R. Looney, A U. S. Strategy for Achieving Stability in Pakistan: Expanding Educational Opportunities, Center for Contemporary Conflicts, U. S. Naval Postgraduate School, Monterey, CA (2002). 14 R. S. Singer,Pakistan’s Madrasa: Ensuring a System of Education not Jihad, Analysis paper, Brookings Institution, Washington DC (2001). 15 â€Å"Government Warned of Suicide Attacks In Case of Resistance: Qazi Court to Work in Pattern of Panchayat and Jirgas†, Daily Times (April 7, 2007). 16 See, for example, details about a kidnapping by the radicals in â€Å"Punish Criminals, China asks Sherpao: Kidnapping in Islamabad†, Dawn (June 28, 2007). 17 â€Å"Ulema Condemn Kidnapping of Chinese†, The News (June 29, 2007). 13 12 Available from http://www. wiscomp. org/peaceprints. htm 5 Zahid Shahab Ahmed: Madarsa Peace Prints: South Asian Journal of Peacebuilding, Vol. 2, No. 1: Autumn 2009 this particular case of religious extremism in Pakistan. Government authorities, have, for long, been avoiding getting into another conflict by saying that there will be collateral damage in case of any operation. 18 Overall, only 10-15% of the madrasas in Pakistan are found to be affiliated with extremist religious/political groups who have co-opted education for their own need. 19 Pluralism and secularism have been neglected by these radical madrasas in Pakistan, which preach religious extremism and intolerance to the youngsters. The broader agenda of these groups is to propagate religion through the state and to ensure that it continues to dictate what policies are formulated. 20 They believe that the Islamic Republic of Pakistan should and must only follow the principles of Islam, since that was the basis of Pakistan’s ‘national identity’ and the ‘Two Nation Theory’. Nevertheless, madrasas are the only hope of education for children, mostly boys, who would otherwise be deprived of any educational opportunities. Students between the ages of five and twenty-five pay nominal fees of 100 rupees per month (approximately one and a half US dollars). 1 When poor children see their basic needs being fulfilled at the madrasa, it is nearly impossible for them to rebel from the madrasa culture. According to a BBC report, people trained in radical madrasas in Pakistan have also been a part of sectarian violence over the last decade, during which hundreds of Shias and Sunnis have been kil led. 22 Understanding the dynamics of madrasa recruitment, funding sources and curricular differences between sectarian schools is therefore critically important. Influence of Pedagogy and the Environment 23 Curricular content plays a crucial role in influencing young minds. However, pedagogical practices also ensure that students do, in fact, learn what they are intended to learn. The aim of this section is to highlight the significance of the pedagogical practices of the madrasas in consolidating their impact on the beliefs and attitudes of the young students. Individual madrasas decide autonomously what to teach and preach. Many of the madrasas only teach religious subjects to their students, focusing entirely on rote memorization of Arabic texts. This can Ishrat Hyatt, â€Å"Will there be an end to Lal Masjid imbroglio? ,The News (June 6, 2007). Ibid. 20 S. Shah, â€Å"Pakistan’s Madrasas, International Policy Fellowship†, (2004) www. policy. hu/shah/fellowship/proposal. pdf. 21 L. Harding, â€Å"Pupils at schools of hardliners seek war†, (2001) http://www. guardian. co. uk/pakistan/Story/0,2763,554835,00. html. 22 BBC News â€Å"Pakistan’s Islamic Schools in the Spotlight†, (2005) http://news. bbc. co. uk/2/hi/sou th_asia/4683073. stm. 23 The analyses presented in this section is based on information available through secondary sources. 19 18 Available from http://www. wiscomp. rg/peaceprints. htm 6 Zahid Shahab Ahmed: Madarsa Peace Prints: South Asian Journal of Peacebuilding, Vol. 2, No. 1: Autumn 2009 take place to the complete exclusion of basic skills such as simple math, science or geography. 24 As a result, most graduates of these madrasas acquire skills that do not fit well with the job market. One of the central concerns of researchers across the globe in recent years has been the propagation of jihad by radical madrasas, and whether the way these institutions have defined the term is an authentic representation or not. In this debate, some have argued that the madrasas are distorting the meaning of jihad; that they are using Islam as a stepping stone and that since Islam in the Qur’an condemns killing innocent civilians and damaging properties in war, terrorism has no place in Islam. 25 Despite these vociferous claims and equally strong counter claims, research into the attitude and beliefs of students from madrasas has revealed the extent of harm these institutions have inflicted on the minds of many young Pakistani and Afghani boys. A study 26 that gathered the views of madrasa students from Pakistan revealed that a fifteen-year-old Afghan refugee expressed his desire to fight against infidels. Another student expressed hatred against USA and his eagerness to fight against Americans. His classmate articulated a similar sentiment: â€Å"I will dedicate my whole life for jihad. It is compulsory for Muslims. I will kill enemies of Islam†. 27 The definition of Jihad has been distorted by extremists to manipulate young students for their own agendas. This has aggravated conflicts not only between Pakistan and other countries, but also within the country; and has resulted in violence against minorities and conflicts between various sects of Islam. ShiaSunni differences in Pakistan have also been accentuated due to the training youth receive at sectarian madrasas. Pakistani madrasa students with an extremist mission have become primary soldiers in the internal sectarian conflicts that are increasingly turning violent. The appeal of madrasas lies not only in the low costs involved, but also in their pedagogy. Most madrasas go beyond theory and involve youngsters in action, such as protests, lectures and sermons. This is very different from the knowledge students receive in other educational institutions, where pedagogy is restricted to classroom teaching. This practical methodology of training influences students very quickly and gives them a sense of purpose; a feel for ‘doing’. In doing this, Singer (2001) op. cit. See for instance K. Malik, â€Å"Madrisas and enlightened moderation†, Pak Tribune, (September 20, 2005) http://paktribune. com/news/index. php? id=119691. 26 H. Rashid, â€Å"The University of Holy War†, BBC News (October 2, 2003). http://news. bbc. co. uk/1/hi/world/south_asia/3155112. stm 27 Ibid. 25 24 Available from http://www. wiscomp. org/peaceprints. htm 7 Zahid Shahab Ahmed: Madarsa Peace Prints: South Asian Journal of Peacebuilding, Vol. 2, No. 1: Autumn 2009 radical groups are following the successful model used in communist revolutions across the world, from China to Cuba. As people become increasingly dependent on and integrated within the private social service system provided by these groups, the motivation to remain loyal to the State is diminished. These new, parallel institutions, therefore, become means to mobilize people against the State whenever State policies go against the professed beliefs of the group. Students are often exploited and pitted against authorities, and in the process, they become increasingly radical and violent. The curriculum used in madrasas instills a sense of superiority in the minds of students about Islam. This happens at the cost of the converse — inculcating respect for different belief systems. This results in generating hostility towards people of other religions. The ‘infidels’ are defined, discussed, understood and criticized in madrasas, within the global political frame and in terms of local community relations. This is where sectarian literature becomes instrumental in Pakistani madrasas. Examination of the syllabi and curriculum of the Pakistani madrasas shows that in the name of refutation, potent criticism of other sects and religious minorities, hatred towards other sects, and a siege mentality are imparted, from the very beginning of the schooling. 8 Madrasa Reforms A very well-known Pakistani scholar, Tariq Rahman, says, â€Å"The madrasas are obviously institutions which have a blueprint of society in their mind. What needs explanation is that the madrasas, which were basically conservative institutions before the Afghan-Soviet war, are today both ideologically activist and sometimes militant†. 29 Although the current government, lead by the Pakistan People’s Party is facing numerous challenges, the elect ion manifesto of the Party in 2008 had clearly made a commitment that â€Å"madrasas will be reformed to be madrasas that impart knowledge to children† 30 . The issue of tackling religious extremism or indirectly, the issue of madrasa reforms in Pakistan has been on the agenda of the government. Madrasa reforms in Pakistan were mainly initiated or speeded up with the dawn of the policy or philosophy called ‘enlightened moderation’. This policy was proposed and promoted by President Pervez Musharraf. 31 During the early days, A. Riaz, Global Jihad, Sectarianism and the Madrasas in Pakistan. Institute of Defence and Strategic Studies, Singapore (2005). 29 T. Rahman, op. cit. 30 Ibid. 1 Pervez Musharraf , â€Å"Enlightened Moderation† (2004) http://www. presidentofpakistan. gov. pk/ Available from http://www. wiscomp. org/peaceprints. htm 28 8 Zahid Shahab Ahmed: Madarsa Peace Prints: South Asian Journal of Peacebuilding, Vol. 2, No. 1: Autumn 2009 he explained his personal position on it by calling on the Muslim world to end violence, and on western powers (especially the United States of America) to seek to resolve all political disputes with justice and to assist the development of Muslim countries. Even then, many criticized Musharraf’s vision of enlightened moderation. One of the biggest and oldest Islamic political parties of Pakistan, Jamaat-e-Islami (JI) had labeled this vision and its policies as a Western or American propaganda. Leaders of JI also argued that Islam, by nature, is a religion of enlightened moderation, and therefore, doesn’t need any changes directed by the West under the guise of enlightened moderation in Pakistan. President Musharraf envisioned Pakistan to be a progressive, modern and moderate Islamic state, poised to take its place amongst the developed nations of the world. He desired the countrys development not exclusively in the economic sense, but rather in a more holistic manner, including social, cultural and political dimensions. However, this all was done by Musharraf to extend his regime in the country and in response to pressure from Washington. The Government of Pakistan took major steps towards creating an integrated and improved system of national education. This started with the increased allocation of funds in the budget (2003-2004) for universal primary education and literacy, and was intended to strengthen the existing education system and allow new schools to be opened. This it was believed would provide students with an alternative to madrasas. The envisioned program aimed at facilitating the introduction of modern subjects such as English, Mathematics, Pakistan Studies, Social Studies and General Sciences, from the primary to the secondary level. At the intermediate level, English, Economics, Pakistan Studies, and Computer Studies shall be made an integral part of the madrasa curriculum. In total, this program expected to reach some 8000 madrasas. 2 Moreover, the project for the integration of the religious education system with the mainstream general education system aimed at: establishing and strengthening the lines of communication between the madrasas and the government; educating about 800,000 students (male and female) of 8000 madrasas in modern subjects from the primary to the secondary level; enabling them to reach colleges and universities; and also imparting training to 28,000 teachers to improve and update their knowledge of modern subj ects and expose them to modern teaching methods and the use of audio-visual aids. 3 Somewhat related to this, the government intended to eradicate sectarianism and extremism in order to develop a tolerant and friendly atmosphere that is congenial to national cohesion and social harmony. It was hoped that through this new madrasa reform program, the government â€Å"Madrasa reform in Pakistan†, Embassy of the Islamic Republic of Pakistan, Washington DC, USA, (2005). 33 Ibid. Available from http://www. wiscomp. org/peaceprints. htm 32 9 Zahid Shahab Ahmed: Madarsa Peace Prints: South Asian Journal of Peacebuilding, Vol. , No. 1: Autumn 2009 would be able to address the challenges of extremism and sectarianism in Pakistan. The Government of Pakistan, through the Ministry of Education, has also implemented its somewhat ‘secular’ curriculum in the Qur’anic schools and madrasas in Pakistan. It is important to mention that not all Qur’anic schools and madr asas are registered with the Ministry of Education. Efforts are still in progress to register as many madrasas as possible, and to introduce some secular subjects into that type of education system. 4 The debate over reform has primarily limited itself to exposing these religious institutions to non-Islamic/modern disciplines in the madrasa curricula. Since the promulgation of the Pakistan Madrasa Education Board Ordinance of 2001, three model schools were established at Karachi, Sukkur and Islamabad, where subjects like English, Mathematics, Computer Science, Economics, Political Science, Law and Pakistan Studies were taught. However, these model madrasas were not accepted by the majority as they were perceived to be reforms initiated at the behest of the West or the USA. Attendance at these model schools continues to remain low. Pakistani Madrasa Teachers 35 Given this context of attempted reforms, a focused group discussion with madrasa teachers in Baluchistan revealed that while there was willingness among some of the teachers to bring about change in the system, others felt that the problem of radicalization cannot only be attributed to the madrasa curriculum. The blame is to be shared by the society which isolates graduates of the madrasas, leading to a sense of alienation. The students’ level of commitment to learning is another area that needs attention. Some believe that madrasa programs and curricula are highly developed and do not suffer from any major shortcomings. The problem lies in the lack of social acceptance of the students coming out of the madrasa system. The more serious concern is that in madrasas, only 10% of the students are committed to obtaining religious knowledge, while the rest are in the institution for other reasons. Out of the 90% who just live in madrasas and are not committed to religious learning about 55% are there because they don’t want to return to their homes for various reasons, and the remainder are staying for the In Qur’anic schools, children learn by reading Arabic and memorizing the Qur’an. On the other hand, madrasas are of a more academic nature, where children are taught about Islam from the Qur’an and the Hadith (the teachings of Holy Prophet Muhammad, Peace Be Upon Him). Some madrasas have also introduced other subjects such as Science, Math, Social Studies etc. 35 The analysis in this section is based on interviews and focused group discussions with thirty madrasa teachers across the four provinces of Pakistan. It is important to note that most of these teachers do not acquire any formal training in education and receive their own religious education from within the madrasa system. Their monthly salaries vary between USD 30-150. Available from http://www. wiscomp. org/peaceprints. htm 34 10 Zahid Shahab Ahmed: Madarsa Peace Prints: South Asian Journal of Peacebuilding, Vol. 2, No. 1: Autumn 2009 food and shelter they get or because their parents are unable to afford their formal school education. Of the 10% who are there for religious teachings, only 1% possess the intellectual capacity to grasp the religious teachings. 36 Generally, madrasas are associated with people who are perceived as backward and who are not aware of scientific progress. This is one of the major reasons that reforms have looked to remove the fear of exposure to newer ideas, using teaching of modern/non-Islamic subjects. In this regard, a teacher from Baluchistan mentioned that one of the biggest challenges he faces as an English teacher is to convince his students about the utility of the subject. Most of his students believe that by learning Islam, they will go to heaven. A similar motive for learning English is absent and they are not convinced that learning English is important. While in some of the other countries religious institutions are engaged in social work, madrasas in Pakistan have not been too involved in other kinds of social activities besides imparting education. For instance, some temples in India offer medical services in the form of inoculation campaigns, and are willing to allow the government to use their premises for creating awareness on health issues. While madrasa teachers appreciate such social engagement, their primary concern continues to be curricular reform. They stress the importance of translating certain important and relevant books from English into Urdu for their students. Most of them are open to accepting any contextually relevant change in their education system. The purpose of these reforms, in the view of the teachers, is that students who graduate from madrasas acquire the relevant skills to participate actively in the development of Pakistan. Madrasas are open to embracing new changes, especially with regard to the introduction of new/modern disciplines into their curricula. However, they do demand trained and skilled teachers to teach those subjects. There are examples of madrasas now offering and encouraging their students to pursue higher education in other institutions, but the disciplines continue to remain closely associated to the core madrasa education Islamic Studies, Arabic and Persian. There are some exceptions to this general approach towards madrasa reforms. For example, the United Nations mandated University for Peace, Costa Rica has developed a peace education curriculum in the Islamic context (for madrasas). 37 The curriculum was developed in consultation with Islamic scholars, from 20052007. So far several South Asian madrasas, mostly from Pakistan and Bangladesh, have committed to integrating that curriculum into their existing 36 37 An observation made by one of the madrasa teachers at the FGD. See www. upeace. org. Available from http://www. wiscomp. org/peaceprints. htm 11 Zahid Shahab Ahmed: Madarsa Peace Prints: South Asian Journal of Peacebuilding, Vol. 2, No. 1: Autumn 2009 courses. Another example is Project L. I. G. H. T. (Learning Islamic Guidance for Human Tolerance), which was developed by a team of faculty and students from the Graduate School of Islamic and Social Sciences in Leesburg. The main goal of this project is to empower ordinary members of the Muslim community through education on Islam’s fundamental messages of tolerance, inclusiveness and peaceful coexistence for all people, and on personal skills to identify and address bigotry and discrimination. This project hasn’t reached most of the global south yet, but lessons could be learned and content could be taken from such models. 38 However, madrasa reform will require an equal focus on teachers’ training along with curricular reform. One example of an institution attempting steps in this direction is the Dawah Academy of the International Islamic University in Pakistan, which offers professional courses to Imams, community leaders, new Muslims, etc. both at the national and international levels. 9 The Institute of Policy Studies (IPS) 40 in Islamabad has collaborated with the Dawah Academy and is organizing seminars and workshops for madrasa teachers in Pakistan, with a focus on the psychology of education, pedagogy, peace education, tolerance, interfaith dialogue and harmony. Similarly, the International Center for Religion and Diplomacy and the United States Institute of Peace are also working towards imparting training to madrasa teachers in Pakistan. Institutional infrastructure and facilities are another area that needs immediate attention if the madrasas are to achieve their desired objective of imparting religious and secular education. Proper buildings, well equipped classrooms, lights, black/white boards, attractive textbooks etc. , will need to be provided to many of these madrasas. Future Directions This paper has attempted to flag some concerns about madrasa reform in Pakistan. Before any reform policy can be successfully implemented, there will be a need to further explore how the government can ensure the effective monitoring of this sector of education. Presently, madrasa reform programs are limited to merely registering these Islamic schools with the governmental authorities. What are some of the codes of ethics that will be acceptable to both the government and the madrasa administrators? What processes of accountability can be established, that ascertain a constant flow of communication between the authorities and the madrasas? What are some of the 38 39 For Project L. I. G. H. T. documents see http://www. upeace. org/system/cap/index. cfm? pagina=490. See http://www. awahacademy. org/. 40 See www. ips. org. pk. Available from http://www. wiscomp. org/peaceprints. htm 12 Zahid Shahab Ahmed: Madarsa Peace Prints: South Asian Journal of Peacebuilding, Vol. 2, No. 1: Autumn 2009 steps that can be taken to ensure that students currently enrolled in madrasas come out of their isolated state and are more consciously integrated with children in other schools? Based on discussions with all stakeholders in the process, can the government come out with an action plan that maps the process of reforms? Looking beyond national solutions, are there innovative solutions that other countries in the South Asian region can contribute to the reform process in Pakistan? Are there lessons to be learnt from other contexts, for example, from Bangladesh and Indonesia? These are some of the questions researchers could investigate. To conclude, there is no denying the fact that madrasa reforms are crucial for the development and progress of Pakistan, because graduates of most madrasas (despite going to school for eight years) have no understanding of important subjects like Economics, Science, or Computing. While this may not have been a serious concern few decades ago, in the current context, such restricted education may not serve the development needs of the nation. Nevertheless, the sustainability of the madrasa reform process will depend, in part, on political will, and partly on the success of poverty alleviation efforts. Available from http://www. wiscomp. org/peaceprints. htm 13

A Jury Of Her Peers free essay sample

# 8221 ; Differences And Stereotypes Between Genders Essay, Research Paper Differences and Stereotypes Between Genders in: Susan Glaspell? s? A Jury of Her Peers? The Author Susan Glaspell shows an obvious stereotyped attitude by work forces towards adult females in her narrative, A Jury of Her Peers. This was most likely inclusive of the bulk male frame of believing many old ages ago, at the clip this incident in the narrative took topographic point. Graspell wrote the narrative in 1917, so we are certain that the scene dated back at least that far, perchance further. Though the female gender had come rather a long manner up to that point, there were still a big bulk of work forces and even adult females who still considered the female inferior to the male. The competency of the males and females in the narrative are unusually different and do non populate up to their stereotyped functions portrayed in this narrative. We will write a custom essay sample on A Jury Of Her Peers or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In the beginning of the narrative it starts out by demoing a difference between hubby and married woman. When Mrs. Hale joined the married woman of the Sheriff in the back place of the expecting roadster, she remembered her as non holding a strong voice. The narrative went on to explicate how if she did non look like a sheriffs married woman, the sheriff made up for it in the manner that he did in fact look like a sheriff and was a? heavy adult male with a large voice. ? ( 183 ) This is one contrast between females and males, doing a point that the male in this instance has the stronger voice. Another contrast between the competency of male and female that took topographic point in the beginning of this narrative was the fact that because the work forces were in conversation foremost, this now gave the adult females a right to strike up a conversation second. The females in the narrative show their competency in many ways. One manner is the fact that they are sympathetic and have a feeling of guilt for the accused, Minnie Wright, and show compunction for non sing Mrs. Wright before this incident took topographic point. One writer, CP Knerr, wrote a reappraisal on the Film every bit good as the narrative and the writer says? The two adult females both felt bad for Minnie and her quandary, populating with a adult male who seemed so difficult and cold. They felt sorry that they did non do an effort to see her, or to assist her with some of her work? . ( Film Review 1998 ) Another manner their competency is shown is the investigator like accomplishments that they portray while sitting in the kitchen, analysing and inquiring inquiries. The adult females themselves believed that they themselves were non happening any thing in the kitchen that would hold been of importance to work outing the slaying enigma. The statement made by Mrs. Hale, ? I d on? t see as at that place? s anything so unusual, our taking up our clip with small things while we? re waiting for them to acquire the evidence. ? ( 190 ) The most of import hint the adult females found, was the bird that had been killed by a wrung cervix. This was important grounds that pointed to Minnie Wright as being the liquidator. The two adult females chose to conceal the grounds for the interest of their neighbour, Minnie Wright. Mrs. Hale realized that Minnie most like ly looked upon the bird as a comrade and this bird someway filled a nothingness for her. When the hubby killed this comrade, Minnie was likely driven to an border of insanity and took her husbands life the manner that he had taken the life of the bird. Jean Preddy writes in her essay? Mrs. Wright was herself a bird in a cage† . To kill the bird was to kill the last leftover of Minnie Foster? . ( Cagey Devicess Essay 1999 ) The competency of the males in the narrative are rather different compared to the competency of the adult females in the narrative. The work forces do non demo understanding for Minnie Wright in any manner. They do rather the antonym, by doing merriment of her. Mrs. Wright was disquieted that her conserves would split due to the cold conditions. The sheriff made merriment of Mrs. Wright by stating, ? can you crush that adult female, held for slaying and worrying about her conserves? . ( 186 ) The Men were non interested in the? trifles? in the kitchen, they chose to look into and seek for grounds in the sleeping room where the slaying really took topographic point and so in the barn. The lawyer asked the Sheriff if there was anything in the kitchen that would indicate to a motivation, the sheriff replied by stating? Nothing here but kitchen things. ? ( 186 ) The work forces have such a high self-competence about themselves that they find it instead humourous to do merriment of the ad ult females. For illustration, when the work forces over hear the adult females speaking about Mrs. Wright patching a comforter and seeking to make up ones mind whether she would cognize it or quilt it, the sheriff repeats the adult females? s remark and all three of so laugh out loud. It is a spot interesting in the fact that the work forces are doing merriment of one of the hints that the adult females had come across and neither group even realizes this. The stereotyped functions of the adult females are the fact that they are merely the married womans of the alleged of import male characters in the narrative and are merely along for the intent to acquire a few points for Minnie Wright. They are fundamentally merely to sit in the kitchen and remain out of the manner of the work forces so they can seek for hints and acquire to the underside of the slaying. This is non, nevertheless, how it really turns out. It is the adult females who in fact do happen all of the hints and do stop up work outing the slaying on their ain, without even recognizing it until the last hint, the dead fink, is found. The function of the work forces was stereotyped in such a manner, that they were the macho, of import group in this and they would be the 1s who would acquire the needful grounds and work out the slaying enigma, while the meek and mild married womans stand by and delay. They made merriment of the adult females clip and clip once more and genuine ly believed that the adult females would non hold known a hint if they saw one. With the stoping of the narrative and the work forces non able to happen grounds to shut the instance, the work forces did non populate up to the stereotype of their function. In this short narrative the competency of the males and the females were about the complete antonym and neither group fit into their stereotyped function, therefore doing this a really interesting narrative with the manner the functions switched about.

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buy custom Buy Custom Complaint Process Essay from Reputable Writing Service Complaint Process Every company, regardless of its size and presence of unions, must have certain policies on employee complaints and grievances. It must formulate definite responsibilities of departments of managers, supervisors, and the personnel managers along with others who are involved in handling complaints and grievances. The complaints procedure is defined as a structured process under which all parties such as the employer, the employee along with the union provide each other with a complaint or a grievance in the hope of its prompt reconcilement. Its aim is to dispose or reduce any grievances against the administration, incomprehension or complaint which can affect the morale of the workers and lead to lower efficiency of work. An effective complaint procedure ensures that the claims of individuals will be fully heard and taken into account. Causes for complaints can be in regards of compensation, working conditions, contract prolongation, and others issues that are related to their work (Smoke, 2005). Complaints are divided into internal complaints, which may come from supervisors, officer complaints about supervisors, civilian individuals who complain about officers and others, and external complaints that may be received from primary, secondary, and anonymous sources (Peak, 2012). The complaint process usually consists of three steps. The first step involves filing a grievance or complaint with the supervisory authority. Most grievances are settled at this level. In case if employee is not satisfied with the response of the grievance or complaint at the first phase, there comes the second step which is the investigation of the complaint. It usually involves three stages: the background of the grievance, the subject, and the solution or settlement of the grievance or complaint. The background covers any issues regarding previous warnings or advices from the supervisor or any other authorized agency that has led to the complaint. The subject of the complaint discovers the seriousness of the issue and its impact on the employee. The solution or settlement of the grievance or complaint involves finding a reasonable solution for an employees complaint. If the answer is put to a disciplinary case, the employee must be notified about it in the written form. This notice paper must provide the employee with the relevant information about supposedly violations or low productivity and its possible consequences in order to prepare the employee for a disciplinary committee. It is usually advisable to provide a copy of the written proofs, which may include any of the testimonies with the notice paper. The notification should also include detailed information about the time and place for the Disciplinary Commission. It is always necessary to remind the employee about his/her right to be accompanied by the relevant authorities for protection of his/her rights at the meeting. Every company, regardless of its size and presence of unions, must have certain polices on employee complaints and grievances. It must formulate definite responsibilities of departments of managers, supervisors, and the personnel managers along with others who are involved in handling complaints and grievances. The complaints procedure is defined as a structured process under which all parties such as the employer, the employee along with the union provide each other with a complaint or a grievance in the hope of its prompt reconcilement. Its aim is to dispose or reduce any grievances against the administration, incomprehension or complaint which can affect the morale of the workers and lead to lower efficiency of work. An effective complaint procedure ensures that the gripes of individuals will be fully heard and taken into account. Causes for complaints can be in regards of compensation, working conditions, contract prolongation, and others issues that are related to their work (Smoke, 2005). Complaints are divided into internal complaints, which may come from supervisors, officer complaints about supervisors, civilian individuals who complain about officers and others, and external complaints that may be received from primary, secondary, and anonymous sources (Peak, 2012). The complaint process usually consists of three steps. The first step involves filing a grievance or complaint with the supervisory authority. Most grievances are settled at this level. In case an employee is not satisfied with the response of the grievance or complaint at the first phase, there comes the second step which is the investigation of the complaint. It usually involves three stages: the background of the grievance, the subject, and the solution or settlement of the grievance or complaint. The background covers any issues regarding previous warnings or advices from the supervisor or any other authorized agency that has led to the complaint. The subject of the complaint discovers the seriousness of the issue and its impact on the employee. The solution or settlement of the grievance or complaint involves finding a reasonable solution for an employees complaint. If the answer is put to a disciplinary case, the employee must be notified about it in the written form. This notice paper must provide the employee with the relevant information about supposedly violations or low productivity and its possible consequences in order to prepare the employee for a disciplinary committee. It is usually advisable to provide a copy of the written proofs, which may include any of the testimonies with the notice paper. The notification should also include detailed information about the time and place for the Disciplinary Commission. It is always necessary to remind the employee about his/her right to be accompanied by the relevant authorities for protection of his/her rights at the meeting.