The Child Essay Example for Free

The Child Essay The Social Model of disability came about through the disability movement and other organisation campaigning for equal rights, opportunities and choices for disabled people. The social model of disability recognises that any problem of disability are created by society and its institution and that The Discrimination Acts are tools to help to improve the response of society to disability, also a wheel chair user is not hampered by their disability but by lack of adequate access to buildings. The social model may impact upon our practise as we would provide inclusive environments as a starting point for all children. The Scope website stated ‘The social model of disability says that disability is caused by the way society is organised, rather than by a person’s impairment or difference’. The medical model of disability views a disability as the problem also that disability is a tragic incurable fact that leaves the suffer with little chance of a normal life, people should be cared for in institutions and may not be able to be independent. If practitioners follow the medical model of disability this might impact upon our practise by viewing children with a disability as not being able to do anything the other children can do. The medical approach stresses the importance of curing and nowadays preventing disability as though disability is in some ways a tragedy. This has now resulted in screening in pregnancy so that parents can find out if their child is going to have a disability. E2). The legal requirements that support the actions to be taken when it is considered a child may have special needs. The government want to reform the Special Educational Needs (SEN) system to address problems which include parents having to battle to get the support their child needs also children falling between the gaps in services or having to undergo multiple tests, the government are going to by 2014 they are going to include parents in the assessments and give the parents control of funding for the support their child needs. With parents getting the money they might not know where to spend it as they might not have had the money before to spend, with the parents getting the money they have a greater choice of schools that they can send their child to and gives parents and the community groups the power to set up special free schools. The guardian states ‘More than one in five children in England are identified as having SEN – 21% of the school population in January 2010. Only 2. 7% have statements. More than half of the pupils, 11. 4%, are in the school action category. ’ To help children that have learning needs but not necessarily a special educational need we will work with SEN specialists as we develop the reading progress check for six years old to help identify children who require additional support. E3 + C ). The different types of provision available to support children with special needs and their families a voluntary organisation like Barnardo’s where staff just volunteer to work there to help children and their families, they have to find their own way to get money because the government don’t help with any money, they have charities and donations of people to run the business they might also ask for a pound or two for some groups they do to help with the funding. We believe we can bring out the best in every child whether the issue is child poverty, sexual exploitation, disability and domestic violence. † Barnardo’s set up groups for children and parents to go to, so they can talk and so the children can play with each other. Staffs help and support the children and their families. A statuary would be a school this is where children can have one to one support often a special needs or learning support assistant, theses only work alongside the children in the early years settings, through mainstream school parents and families will get support from social services and also get help with respite care, so the children can go for the weekend and have fun and play there this is gives the parents and families a rest as with some children it can be 24 hour every day. By the children going to respite care the children go there so the parents no their child is safe as it can be hard and distressing leaving their child somewhere else. Adults working with SEN children spend the majority of their time supporting that child however sometimes it’s the practitioners that needs the support. The role of the practitioners can be hard work and isn’t taken lightly, the practitioner needs support from other people around them to help promote their confidence and provide the correct provision for the children. A helpful support to practitioners could be the charity Mencap. Mencap work in partnership with people with a learning disability and all our services support people to live life as they choose. E5). One common condition is Dyslexia. It may be possible to detect symptoms of dyslexia before a child starts school. Possible symptoms include: * delayed speech development in comparison with other children of the same age * speech problems, such as not being able to pronounce long words properly and jumbling up phrases – for example, saying helicopter instead of helicopter, or beddy tear instead of teddy bear * problems expressing themselves using spoken language, such as being unable to remember the right word to use, or putting together sentences together incorrectly * little understanding or appreciation of rhyming words, such as the cat sat on the mat, or nursery rhymes * difficulty with, or little interest in, learning letters of the alphabet You can get Dyslexia from family history and genetics, children can get one to one support with spelling and writing and vocabulary, Dyslexia has effects on development with verbal memory, language and concentration. Dyslexic pupils benefit from early intervention to prevent slipping behind their peers. Where specialist support is offered at a lat e age, learning is less effective and self-esteem and emotional well-being may be considerably undermined. Dyslexic pupils will need individual support which is differentiated from that offered to low achieving pupils, addressing the very different learning style of the dyslexic brain, if pupils are to make significant progress. Ideally this should be offered by staff with some training in supporting dyslexic children. In some cases, one-to-one tuition from a specialist dyslexia teacher may be necessary. Practitioners support children within the setting the Class teachers need to have an understanding of the problems that the dyslexic child may have within the classroom situation. Hopefully, with this knowledge, a great deal of misunderstanding of a childs behaviour can be prevented. In a positive and encouraging environment, a dyslexic child will experience the feeling of success and self-value. Another professional that will help children with dyslexia is a one to one tuition from a specialist dyslexia teacher. E6). Ways to overcome barriers to achievement for children with special needs by having adapting the environment and the building this might mean putting a ramp down so the children can get in to the building it might also mean moving the classroom around so children with a walker or a wheelchair can get round the class room, it is also important to adapt activities in order to provide children with the opportunities to learn and feel successful. All children need to experience success in order to maintain motivation and promote a positive self-esteem. This means practitioners need to think about planned activities and consider their suitability for each individual. As practitioners we need to consider how best to adapt the activity in order for the child to have opportunities to learn and feel successful, this may mean changing the format to make it more or less challenging or using a different approach or media. Sometimes equipment and resources need to be modified in order that children can successfully use them, in some cases it is possible to make simple adaptations for example buttons on dressing up clothes may be substituted for Velcro. We also need to get parents involved in planning so we know how we can meet the child’s needs and also so the parents know how the child is getting on in school. An invisible barrier is teachers saying the child can’t do and activity because of their disability and the teachers not changing the lessons for the children, really practitioners should change the activity for each child’s learning needs so that all children are included in each activity and no one is left out of any activities done in the setting, each setting should have an inclusion policy in the setting which means practitioners have to follow the policy to include all the children in the activity, if they don’t they aren’t giving all the children the same chances as everyone else. All practitioners should encourage all children to join in activities together; an example of this could be getting other children to read to a child that has a visual impairment. E7). The role of the practitioner in maintaining the privacy and dignity of children in situations where intimate personal care such as toileting, practitioners would take the child out the room away from the other children and have another member of staff with us, also so making sure practitioners are following policies and procedures like telling other practitioners that you are toileting. As practitioners we need to make sure that we are getting the right training to support the children when toileting. It is important for practitioners to ask parents how we can meet the child’s needs are best met, and maintain privacy and respect of the child, one of the keys for practitioners is to be organised with pads, underwear and toiletries are ready, self-esteem is linked to independence this means that even in tiny ways it is important to support the children to help the child do as much as they can. Children with SEN often take medication. Practitioners will need to uphold knowledge pm the medication so they should research what they are providing to the child, if there could be any side effects what could happen? Communication should take place with the parent or carer to make sure when they should be taking it and if the practitioners will need appropriate training in order to safe guard the child and practitioner. Parents will need to give written consent as to what the practitioner is giving to the child. E8). One professional who supports the needs of children with special needs and their families is a Speech Therapist they are concerned with all aspects of communication, they assess children’s hearing, speech, language, check the mouth and tongue movement, they prepare individual programmes and exercises for children to help them acquire language. Speech therapists either work in the community, hospital clinics or schools; they also help children with cleft lip/palate, cerebral palsy, hearing impairment and stammer. Terms used is assessing speech impairment are fluency, Dysfluency, stutter/stammer, Avoidance behaviour. Signs to watch for and seek advice on birth to 3 months is mother not communicating with the baby or if the child is seriously ill, or having feeding problems. A child 3 to 6 months is silent most of the time and eye contact is not developing. A child 6 to 9 months does not respond to play, vocal and non-vocal and no consistent response to noise, a child 9 to 12 months not trying to communicate and not responding to single words and simple commands, a child 12 to 15 months unable to give a toy to a adult on request. Exercises that may help the children develop could be tongue exercises, blowing bubbles, different lip shapes, making noises with toys and adapting songs. Another professional who supports the eeds of children with special needs and their families is a Community Nurse in some areas community nurses visit schools and settings to help provide advice and support, they may undertake general health and work with parents or they may work with particular children and their famil ies. The Every Child Matters programme is a major focus on early year’s centres. The community nurse may assess the children with epilepsy, mental health and behavioural problems. The http://dera. ioe. ac. uk stated ‘Currently, few local community children’s nursing (CCN) services are able to meet the needs of all ill and disabled children and young people, who have been divided into four groups. These are: †¢ Children with acute and short-term conditions; †¢ Children with long-term conditions; Children with disabilities and complex conditions, including those requiring Continuing care and neonates; and †¢ Children with life-limiting and life-threatening illness, including those requiring Palliative and end-of-life care. ’ D). The importance of a sensitive, non-judgemental approach when working with children with special needs and their families, this is linked right through my assignment talking about that no two children are the same, each child have their own personality and interests and this requires that practitioners are sensitive and reflective. Observing children and thinking about their responses is therefore useful especially where a child’s communications skills are limited. As practitioners we see it as it’s important that many children with special needs are educated alongside their peers, many parents and families have a fight to get equal access to education for the child. As not all schools might have the support that the child may need and to government funding they may not be able to afford it. B). The benefits of an inclusive approach for the child with special needs, the concepts of inclusive education emphasis on schools and settings to adapt and be flexible enough to accommodate each and every child. Organisations seeking inclusive practice also point out the importance of significant funding as poor resources, both physical and human are often barriers to inclusive education. Inclusive education enables all students to participate fully in any mainstream schools, colleges or university it also has training and resources aimed at fostering every student’s equality and participation in all aspects of the life of the learning community, inclusive education aims to equip all people with the skills needed to build inclusive communities. Inclusive education is based on principles: * A person’s worth is independent of their abilities or achievements * Every human being able to feel and think * Every human being has a right to communicate and be heard * All humans beings need each other * Diversity brings strengths to all living system. If children with special needs are to take their place in society after school then, it is important for a school to be truly inclusive, and ending discrimination, removing barriers as talked about in E6, and welcoming and valuing all children. Local education authorities are required to educate children with special needs subject to parents’ wishes, I think it is important that if parents want their child to go in mainstream school they have the chance to go, and learn with other children. A). It is important that different professionals work together to help children and their families as they are there to help and support the child and the family. Multi-agency teams work together to provide benefits for children, young people and families because they receive tailor-made support in the most efficient way. The Education. gov website stated† Multi-agency working brings together practitioners from different sectors and professions to provide an integrated way of working to support children, young people and families†. The benefits of this include early identification and intervention, easier or quicker access to services or expertise, improved achievement in education and better engagement in education, better support for parents, children, young people and family’s needs addressed more appropriately, better quality services, reduced need for more specialist services. The teams work together to help the child meet their needs. A multi-professional approach is important because all the professionals need to work together to help the child and their family for example a child might have a speech impairment the professionals like the practitioner, health visitor and the speech therapist will all work together to help and support the child and the family all the professionals will have a meeting once a month if not more often. t is important for all the professionals to work together for the safety of the child and their family, if they dont work together a situation could end up like baby p, baby p died because professionals didnt work together and have regular meetings and communication. All the professionals need to work together so they know everything about the child and their family and the child and family are getting on and what professionals are working with the family. A multi-agency team helps a team of professionals that work together to support children and their families. A multi-agency team use the Common Assessment Framework (CAF) this supports children and young people who have a low level of additional needs. A multi-agency team will help professionals from relevant agencies to work together to assess the child or young person and therefore support development and learning appropriately. A multi-agency team need to have regular meetings to keep up with all the information; they also need to respect everyone’s views in the team as some people might have different views and opinions. The team of professionals need to have patience as there will be a lot of people in the team with questions to ask. They also need good communication with other members of the team, the children, the parents and the teacher. Good communications mean having emails, letters and information passed on correctly and on time. It also helps being well organised, also making sure they have a right date and time for a meeting.

Importance Factors in Crime Scene Preservation

Importance Factors in Crime Scene Preservation According to the lecture on crime scene management the process of crime scene management is as follows. The different role players within the SAPS respond to the crime scene with due consideration personal safety, while at same time looking for potential evidence and possible suspects. The researcher wants to determine whether the role players from the components such as the visible policing, detectives and the Local Criminal Record Centre attended the murder crime scenes with the purpose of obtaining the required evidential material for linking suspects with the crime scene and for court purposes, further to determine whether such role players has the expertise to identify possible suspects at the murder scenes, SAPS (2006). In terms of SAPS, DCLP (2006) and SAPS Policy Number 1 (2004) on crime scene management, the procedure in the crime scene of crime is as follows: The first member to arrive at the crime scene will receive the crime scene from the members of the public and immediately take control of the scene and identify the injured victims. The first member will establish the command centre and act as Acting Commander for the Centre until the Official Commander is appointed. The Acting Commander will administers all the resources as required by the crime scene role-players examples of such resources are visible policing, Specialized units, Emergency services, Defence Force units etc and if the scope of the crime scene escalates (i.e) incident where public order policing or the task force is required, a major aircraft crash or any major operation), the command centre will further supported by the establishment of a field joint operational centre. The establish excess routes to the crime scene for control purpose. The first member will hand over the crime scene to the appointed crime scene manager on arrival who will be accompanied by the detectives and the crime scene technician and conduct a detail inspection to determine certain key aspects of the crime scene. The crime scene manager, the crime scene technician and the investigating officer will gain on the first walk through plan and agree on the crime scene investigation, processing strategy and methodology which they will follow. The crime scene manager will appoints the investigating officer who will be the principal investigator and be responsible for the maintaining of the case docket, investigating officer to co-ordinates the investigating team and for the maintaining the investigation diary and keeping track of the whole process and the investigating team is responsible for information gathering and proceeds which the interviewing of witnesses and taking down statements (SAPS 2006). The crime manager will also appoints the crime scene technician who will be the principal processing expert on the crime scene and evaluates the evidence possibilities and assembles the processing team with the correct skills to effectively process the crime scene. Crime scene technician will be supported by specialists available to assist the processing team on the crime; such specialists are provided by the Forensic Science Laboratory, Pathology, etc. The processing team will prepare a realistic visual representation of the scene to a court of law (SAPS 2006). After the crime scene team has completed their activities in the crime scene, the crime scene manager will conducts a final walk through of the scene, accompanied by the investigating officer and the crime scene technician. The purpose of walk-through is to review the activity of the investigation and processing team, ensuring that the original plan has been executed. The crime scene manager will conduct a debriefing with all role players as the last opportunity to collect any wrong decision made during the process and to ensure that all required actions have been performed. The crime scene manager will restore the crime scene and ensuring that all equipments has been removed and authorised the crime scene to be released to the public (SAPS 2006). Sometime after the event the crime scene manager calls a meeting with all the relevant role players to evaluate the process for lessons learnt planning the on going investigation, commenced on successes and identify mistakes. Cox (2009) in her article, explains that in order to ensure that the evidence is protected, the first person at the crime scene should secure it with barriers and or crime scene tapes soon after arriving at the crime scene, in addition, some should act as security guard so that people who do not belong at the location are kept out of the crime scene. According to Lee, Palmbach Miller, (2001), the first responders to a crime scene are usually Police, Emergency Medical personnel or Fire Department personnel. Their actions at the scene are often the foundation for the successful resolution of the crime. These first responding Officers are also in many cases some of the individuals, who may, through the course of doing their job, inadvertently change or alter the crime scene from its original condition, Lee, et al (2001). They further emphasized that those persons must do their job but they must always keep in mind that they will begin the process of linking the crime scene to the victim, the witness and ultimately, to the suspect. Any disruption of the crime scene may prevent the link to the suspect. The critical matters such as training, education, experience are all necessary for any potential first responder Lee et al, (2001). The process to be followed according to Roland (2007) correspond with (SAPS 2006) in the sense that the first Officers to respond are responsible for the securing the crime scene and preserving it as they found it. This means ensuring that nothing is touched or moved so that any physical evidence is not compromised or contaminated, if there are victims displaying signs of life the Police will call a team of Paramedics to give on site assistance if they did not respond to the initial emergency call. The injured can then be removed to Hospital, but dead bodies need to be left as they were found since vital causes can be obtained from studying the position and condition of the victim. The senior investigating officer will begin by interviewing the officers who were first on the scene to get their initial impression of the location and the behaviour of those who were directly involved. In a murder enquiry the suspects residence will require searching as well as the site where the body of the victim has been discovered. Team is led by a crime scene controller who answers to a superior the superior then reports to the investigating officer. When the crime scene is a house, an apartment, commercial building or vehicle all which can be sealed off and examined in the minutes detail and if murder or violent attack has occurred in one area of a building . The whole property will be considered relevant to the case and will be scoured for clause. When exterior location Police may have to extend the perimeter to includes vehicle tyre tracks, footprints and areas where there is a change of finding personal items, discarded cigarettes butts, a weapon or trace evidence which might have been snagged on undergrowth. It is a burial site for murder victims. There could be other makeshift graves in the area all in which will save to be excavates, photographed and combined for physical evidence. Exterior scene may also have to be isolated by a tent to protect evidence from the effects of whether and to exclude the prying eyes of curiosity seekers and media Roland (2007). It is clear that the procedure for the first person to arrive at the scene of crime is to ensure that the crime is protected for potential evidence. Cox(2009), Lee, el at 2001) and Roland (2007) support the (SAPS1 (2004) on crime scene management as well as the SAPS DCLP (2006). Wayne, Patherick, Brent, Turvey, Claire Ferguson (2010) indicates that particular attention should be given to determine if this is the only scene or whether there are secondary crime scenes that need to be located. Investigators will have only a limited amount of time to work a crime site in its untouched state. The opportunity to permanently record the scene in its original state must not be lost, such records will not only be useful during an investigation but are also required for presentation at trial Wayne et al (2010). Wayne et al (2010) has also stated that it is important that upon arrival at the scene investigators implement crime scene procedures, supervise uniform personnel and provide direction to the investigation to facilitate this. An investigative team should be nominated. This team should consist of an arresting officer, a corroborating officer, and an exhibit officer. This procedure is standard in most Police services for any major crime. The exhibits officer is responsible for protection and collection of exhibits, through to the examination of exhibits and their final production in court cases. The arresting officer and the corroborating officer are responsible for interaction with suspects and have final responsibility prosecuting the matter to trial. This team should be overseen by a senior Detective who has a broad management role in ensuring that a major incident room (MIR) or command post is established to support and manage investigative functions at the crime scene and also at later stages of the investigations Wayne et al (2010). Furthermore Wayne et at (2010) elaborates the initial assessment stage of crime scene that the trained investigators should have control of the investigation and begin to identify possible witnesses and suspects they should begin this stage by evaluating physical evidence located with a view to assisting with suspect generation by prioritising the most evidence (e.g) DNA located at a scene is powerful evidence as compared to an un-identified item such as clothing). It is also at this point that the investigators should familiarise themselves with the victim by performing interviews with the victim if still alive, or alternatively by conducting a victim logy (or profile) if the victim is the deceased. The profile should include the history of the victim, associates, criminal links, family and financial records. This step is important because the characteristics of a victim can provide links to possible suspects in particular, investigators may be able to draw inferences about the offe nders motive, modus operandi, and signatures behaviour (Turvey, 1999). Having done this, the investigators should be able to know the information about the victim. Wayne et al (2010). According to Wayne et al (2010) during the investigation stage the investigators undertake the most challenging work. At this point investigators must attempt to establish a motive for the crime, if this can be done, it must be accurate, then this information will greatly assist in reducing the suspect pool. Witness account also need to be closely examined at this stage and evaluated as to the assistance they can build a profile for the suspect. In this stage investigators should be ensuring that trained experts are evaluating all available physical evidence. Wayne et al (2010) further explain about the target stage of having carried out thorough examination of the crime scene, investigators need to build a profile for potential suspects from evidence available during the target stage. The investigators should then test the velocity of the evidence by seeking links between the suspect and the crime. All available evidence needs to be channelled into providing a nexus between the susp ect and the victim, in relation to time, place and motive. It is at this point the investigators need to be fully conversant with the investigations gathered by investigators with regards to build a profile for potential suspects. The investigators should develop an investigative interview plan so that when the suspect is confronted, the investigators are clear of the direction and purpose of the action or questioning that they undertake in the arrest stage, Wayne (et al 2010). According to Jackson, Andrew and Jackson, Julie (2004) the duties of the first Police Officer attending and preservation of the crime scene is as follows: Maintain the value of any physical evidence that may be present. Carry out an initial assessment of the scene. Deal with any emergencies (the overriding duty of the first officer attending is to preserve life, irrespective of whether crucial evidence is destroyed in the process). Call for assistance as necessary. Preserve the scene (unless it has been decided that physical evidence will not be recovered. Make an appropriate records of his or her assessment and actions (included in this times at which any key events took place, such as the first officer attending arrival at the scene and any estimated time of the incident that may be available from, for example, eyewitnesses. Communicate his or her assessment and actions to those who will take over the responsibility for the processing of the scene and or those responsible for the investigation of the case. Provide appropriate information about the processing of the case to those members of the public who are directly involved. The fi rst officer attending the crime scene must during his or her initial assessment, ascertain whether any of the following are present or nearby. Injured persons victims. Eyewitnesses (who should be kept separate from one another, by the first officer attending need to avoid conversation between the eye witnesses that could distort their memories of the incident). Suspects (who must be kept separate from each other and from witnesses) it should be borne in mind that seemingly innocent might, in fact be suspects in case. Further Jackson et al (2004) provides that any crime scene from which physical evidence is recovered and recorded, this process is also known as documenting the crime scene. This is done by making written notes that are augmented by photographs, video recordings and or sketches, as appropriate Jackson et al (2004). Jackson et al (2004) also mentioned the following recording on the crime scene. There must be a record of each item of physical evidence recorded from the scene, detailing the identified of the person who recovered it, the time and date at which it was recorded, the exact location from which it was taken and a description of the item involved. A log of all images taken of the scene (whether by still photographing conventional digital or video recording) describing for each images. The exact location of the camera operator The identity of the camera operator The direction in which the camera was pointed. The time and date at which it was captured. Any special lighting or other conditions used. Any special light or other condition used. The items and / or area of the scene from which the image was captured. A log of any sketches made of the scene. A detailed description of the surroundings of the crime scene. A record of the conditions of whether and light that prevailed during the processing of the scene and a thorough description of the crime scene itself in the condition in which it was found prior to the removal of any physical evidence, including details or any features that might be of evidential worth (such as the location and condition of any likely points of the entry and or exits by the individuals involved in the incident). It is clear that on the crime scene the physical evidence needs to be protected for potential evidence. Wayne et al (2010) and Jackson et al (2004:19) support to each other in terms of the process of crime scene management. According to Savino, John, Brent and Turvey (2005) provides the information to be learned from the crime scene as follows: Investigators can experience the sights, smells and sound of the crime scene, as the victim and the offender perceived them. Investigators can experience the spatial relationship with the scene. Investigators can experience how open, or secluded the scene is, suggesting possible witnesses. Investigators can experience how accessible or hidden the scene is to those not from the area, suggesting possible suspect populations. Investigators can learn what kind of traffic (vehicle and pedestrian), residences or businesses are nearby, suggesting possible witnesses and suspect populations. Investigators can experience transfer evidence first hand, vegetation, soil, glass, fibres, and any other material that may have transferred on to the victim or offender may transfer on to them, providing examples of what to look for on suspect clothing or in suspects vehicles. Investigators can walk victim and offender routes themselves, seeing the sight first hand, in order to discover additional witnesses and suspect population. This witnesses can include businesses with active surveillance camera that may have recorded some or all of the crime Savino et al (2005). The attentive investigators may discover items of evidence previously thought lost and according to Savino and Turvey (2005) further elaborate the crime scene dos and donts that, locards exchange principle. Every contact result in a transfer of evidence contact between items in around and obliterate it. The investigator needs to be on the crime scene and have some contact with the evidence, as do Forensic personnel however, reasonable steps can be taken to minimize how much evidence is added, moved and obliterated consider the following guidelines. Do not enter the crime scene until you have signed in on the crime scene security log. If there is not a security log, start one. The security log should contain name, agency, function, time in and out, and clothing description for later exclusionary purposes. One person should be assigned to maintain the log. Make certain that someone is assigned to photograph the crime scene and surrounding areas. Part of this assignment involves maintaining a log of each roll of film and each item and location photograph. Make certain that someone is assigned to sketch the crime scene. A rough sketch should be prepared at the scene showing measurements between items of evidence and spatial relationships within the scene. A final or smooth sketch is prepared later, based on notes, photos, and other information gathered from the scene (Lee). Make certain that someone is assigned to maintain and evidence log. Do not collect multiple items of evidence in one bag or under one evidence number. This provides for potential cross -contamination. Wear disposable latex gloves at all times- this will help prevents the transfer of fingerprints, sweat, and other material from your bare hand on the scene. Change gloves every time you touch a new item on the scene. This will help prevent cross-contamination between items at the same that you have touched. Do not dispose gloves by carelessly discarding them in the scene. They could wind up in the crime scene photo obscuring evidence, or worse, somebody might collect them as evidence and run lab tests to determine their origin. Do not touch everything in sight. When you touch an object, you may move it from its original position or obliterate any evidence that may have been transferred to its surface during the crime, such as a fingerprints or biological fluids containing valuable DNA. Keep your hands in your pockets until they are needed. Do not wonder aimlessly through the crime scene. Do not touch, move or otherwise alter items of evidence before documenting them (photographs, measurements, etc) Do not stage collection effort from furniture involved in the crime. Set up your equipments elsewhere, away from areas of potential evidence transfer. Do not use the telephone on the scene. The offender may have used the phone. This evidence that should be seized and processed for fingerprints and other potential transfer evidence also, phone records should be checked for all incoming and outgoing local and long distance calls, as far back as possible. Do not use the television and / VCR at the scene. The offender may have used them, examine buttons for latent prints. Also, cable TV records should be checked both authors have worked cases where the offender has watched TV and / or ordered pornographic movies while waiting for the victim to return home. Do not use the bathroom. The offender may have the bathroom and may have lifted the toilet seat. The toilet should be seized and processed for fingerprints and other potential transfer evidence. Do not smoke, smoking changes smells of the air and results in hot ashes that have the potential to contaminate, melt, or even burn /ignite potential evidence. It also results in discarded cigarettes butts that may be confused as evidence. Do not eat into the crime scene and dropped food could contaminate or obliterate potential evidence. Do not drink. This is destruction and will results in refuse that could find its way into the crime scene and get more potential collected as evidence, also spilled liquids could contaminate or obliterate potential evidence. Do not spit, spitting result in the transfer of biological material into a crime scene. Do not bring civilians to a crime scene. This kind of thing show a lack of respect and professionalism, as well as introducing more potential transfer evidence into the scene and increasing the possibility that evidence may be carelessly contaminated or obliterated. Do not allow your superiors or colleagues to be civilians to a crime scene. Leave sealed containers sealed. Do not open sealed containers and sniff inside to determine the contents by odour. They may contain hazardours or toxic material such anhydrous ammonia, a necessary ingredient, especially the eye, skin, and respiratory tract will cause dehydration, cell destruction, and serve chemical burns. Do not touch pools of liquid in the crime scene. This is TV and movie behaviour done for dramatic effects to sell a scene, it has no place in real Forensic work. If you do not know what something is you think it is important follow the appropriate documentation and collection procedures and submit it to the LAB for analysis. Do not taste anything at the crime scene. This also TV behaviour done for dramatic effect to sell a scene, it has no place in real Forensic work. Do not interview the victim in the place where the attack occurred. This is extremely insensitive and may erode the trust between the victim and the investigator, to say nothing for potentially re-traumatising the victim. Do not leave the crime scene to get something to eat, play lotto, go back to the office, or work on something else, until you are done. Make written notes of everyone in the crime scene and each persons role. That way youll know whom to call later if you need statement. Take written notes of everything in the crime scene that get your attention because nothing is significant to record if it catches ones attention. Do not lead a victim family members from the crime scene through the area where there attack occurred unless there is no other way. Supervisors in charged of the crime scene with reviewing the work of an investigative unit do well to note those issues during performance reviews. They should also measure to ensure that once this kind of mistakes are discovered, they are not related. This can be accomplished by training and by the example set by seasoned investigators. Ignorance of physical evidence and protocol usually starts at the top, with those in charge and finds its way down through the ranks. Savino et al (2005). It is evident that members who attended the crime scene must follow the information guidelines of Savino et al (2005). According to Van Heerden (1982) the scene of crime can clarify, amongst others the following: The position of the deceased body and of various objects in relation to the body, can for example be important indications of the case of death. This means that whether the death is as results of murder, suicide or accident. The direction from which criminal approached the scene of crime and the manner in which the scene was left. The method used to commit the crime. The identity of the victim. The identity of the offender and the nature of his involvement in the crime. In view of the clarification as alluded by VAN HEERDEN (1982) it is important to illustrate how the potential evidence should be recognized, protected, recorded, collected and packaging, labelled or marked, submission for analysis, maintenance of chain of possession of presentation in court. Marais, Rooyen, Pretorius, De Beer, Smith and Mostert (1992) et al provides that the following legal requirements should be critical importance to the investigator. Before physical evidence can be collected it must obviously be recognized. In a murder investigation one usually concentrates on the weapon or object that was used that caused the death. A search is also made here for blood, hair, fibres and tissue in an effort to connect the criminal with the crime scene. Case and common sense should be always prevail with due precaution not to destroy physical evidence that may exist and the guidelines offered in this regard that the scene should be observed in its entirely and notes made of the location of all obvious physical clues, points of entry and exit signs of location (struggle) and the size and share in the area should be restricted and care taken not to destroy or to disturb any evidence during the examination, a suitable search method must be decided upon and during the search of an indoor scene. Special attention should be paid to fragile evidence that may be easily destroyed or contaminated. Places or objects where latent fingerprints may be found and other physical clues to be examined by the experts later need to be seemed. Comprehensive notes should also be made of all stains, spots, liquids and the like which could prove to have evidential value. The scene and surrounding areas must be demarcated off to ensure that valuable physical evidence is not destroyed or damaged by vehicles people or animals. The three main ways in which evidence is recorded are photographs sketches and written notes by the investigator. The photographs provides a permanent record of the object in the evident that subsequent handling alters or destroy it. An example is where attempts to make a plaster of a footprint ruin the impression or a laboratory examination, destroy the evidence an opportunity for the investigator to review the physical evidence in the case without handling the actual objects and opportunity for the officials of the court to examine evidence which is too dangerous, cumbersome or impressions on a door. Rough sketch of the scene is usually drawn by the investigator for the main purpose to indicate the precise location of people and objects involved. Specific measurements of distances on the area, and the exact location of all relevant evidence. The investigators notes contain the complete records of all evidence collected on the crime scene. Documentation of where and how the evidence was obtained, every items collected should be entered in the notes, the date, time, exact location and circumstances of how each item of evidence was obtained, should be included as well as a full description of it and how the evidence was marked Van Heerden (1982). Collection and packaging of the physical evidence provides that great care must be taken to collect all objects and samples intact, uncontaminated, un-mutilated and it should be borne in mind that to satisfy legal requirements related to its introduction at a judicial proceeding, the investigator must be able to identify each piece of evidence, even years after it was collected, described the location and condition of the item at the time it was collected. Assist in establishing that, from the time of its collection until presentation in court, the evidence was continuously in proper custody and assist in describing any changes which may have occurred in the evidence between the time of collection and the subsequent introduction as evidence in court and the adherence to correct packaging techniques is essential. Faulty packaging can result in contamination, evaporation, scratching, binding, damaging and general loss of physical evidence. Packaging and the packaging material must be o f such quality that evidence do not move about and get damaged during the following process: The investigator should mark each item as soon as possible after discovered. The basic information on the label should include : type of evidence (fibres, hair, metal drillings, soil etc) date and time of day evidence samples were collected, case number, exhibit number or other identifying number and source from which the sample was obtained that is victim s shirt, collar, front doorknob, left headlight or automobile etc. Preservation of the integrity of physical evidence is a continuous responsibility from the time it is discovered until the time it is presented in court or until the final settlement of the case determines its description. Preservation implies maintaining the evidence without altering tampering, contamination, loss or injury, physical evidence. Preservation involves forwarding to the laboratory for examination and analysis, obtaining it from the laboratory and keeping it safe under lock and key where it cannot be tampered with until it is delivered in court. In submission of physical evidence for analysis, only physical evidence that has a bearing on the committed crime should be send to the laboratory. No restriction is placed on the nature and number of samples. The chances of success are usually personally enhanced by the more samples that are received. Physical evidence is usually personally delivered to the laboratory or sent by post or trial. It is sometimes necessary for the c rime investigator to personally deliver physical evidence to the laboratory. In practice the method of delivery is determined by the distance from the laboratory, the seriousness of the case and the size of the physical evidence to mark all exhibits clearly that is the station case number e.g. exhibit A seal all exhibits with legible seal number, the full addresses of the sender and the Forensic Science Laboratory must appear on each parcel and a covering minute in duplicate must accompany each exhibit with the requirement that two(2) covering minutes must accompany each individual parcel Van Heerden (1982). With maintenance of the chain of possession, continuity of possession, that is the continuous safekeeping and identification of physical evidence, is essentially important in the individualisation when the crime investigator fails to properly identify or safe keep samples, that is, objects or items found at the crime scene or in possession f the perpetrator, it lowers the value of laboratory analysis to a minimum. The integrity of physical evidence is often questioned by the defence in court. The correct methods applied during collection, marking and packaging of evidence may nullified if account cannot be given of the persons who handled evaluated or safeguard the samples in order to preserve the integrity of physical evidence to limit the number of individuals who handle the evidence from the time it is found to the time it is presented in court. If the evidence leaves once possession, records in your notes to whom it was given in time and date, the reason for being given to anothe r and when and by whom it was returned, ensure that the persons handling the evidence affix their names, force number and assignment to the package. Obtain a signed receipt from the person accepting the evidence when the evidence in returned, check for your identification

Revelance In Modern Indian Strategic Context

Revelance In Modern Indian Strategic Context This single treatise on the Science of Politics has been prepared mostly by bringing together the teaching of as many treatises on the Science of Politics as have been composed by ancient teachers for the acquisition and protection of earth. Indian strategic thought in modern times is more often than not submerged in the western thought processes. Allusions to Sun Tzu, Machiavelli, Clausewitz and more recently the treatise on Unrestricted Warfare by the two Chinese colonels is recurrent in the writings on theories of international relations and warfare, mostly crafted by the developed countries. Orations on political science consider the idea of the state as an European phenomena. Lessons on political theory and political philosophy confine to the Greek Trinity of Socrates, Plato and Aristotle and stay within the Western World. Modern India, at times, seems to flounder in its responses to these thought processes. India, a nation, which bequeathed Zero to the world, is justifiably determined not to be reduced to a nonentity in the international arena. As it marches firmly into the 21st Century, it would do the nation a world of good, if it pauses, and looks back hard, at the rich strategic and military heritage of its own, stretching back to more than two and a half millennium of recorded history. Significant amongst them would be Kautilyas Arthashastra a cornucopia of economic, political, diplomatic, administrative, military and strategic perspicacity. Many of the aspects of a State that the Westphalian system incorporates in 1648, were already done by the Kautilyan State in 300 BC. India, it seems, has unfortunately turned its back on its rich heritage. Does this fourth century BC treatise have any relevance for modern times? Do we have anything to learn from it? Or is Kautilya predestined to be relegated to the dustbins of history or ordained to a few convenient quotations? Can we be justifiably proud of his astuteness or flinch at some of his statements to the point of disowning him or both? Has modern day warfare and international relations moved far ahead so as to render his teachings to be extraneous? Do we need to spend valuable time studying his manual? These are some of the thoughts that arise in the mind, as one occasionally picks up and glimpses through the Kautilyas Arthashastra. Hypothesis. With the above background, the following hypothesis has been formulated:- The timeless nature of Kautilyas teachings has significant relevance, both in the present and foreseeable future, for the conduct of foreign policy and warfare in the Indian context. Statement of the Problem. To prove the line of argument mentioned in the hypothesis, statement of the problem of the dissertation is as delineated below. To study the salient teachings of Kautilya and analyse their relevance, with respect to foreign affairs and warfare, in the Indian context, in the present and foreseeable future. Justification of the Study. Kautilya or Kautilya also known as Vishnugupta has had a reverential fascination for the Indian students of warfare. For many Indians, brought up in the Sino-Indian rivalry, subconsciously, he has been Indias answer to Chinas Sun Tzu (544 BC-496 BC) their nearly contemporaneous lives furthering their comparisons. However, unfortunately, the Indian Army has never institutionalized the study of Kautilya and his famous treatise Arthashastra. Promotion exams have never deemed it fit to cast a glance at the man and his work while seriously lapping up lesser mortals. But for a research project or a dissertation once in a couple of years, the neglect has been deafening. Stray quotes, often without the benefit of a serious study, do embellish individual speakers talks/presentations. Various seminars such as the Indian Art of warfare by the Integrated Defence Staff (IDS) in 2008, One Hundred Years of Kautilyas Arthashastra by the Institute of Defence Studies and Analyses (IDSA) and a Worksho p on Kautilya by the IDSA on the 18 Oct 2012 have been held, however, no serious effort has been made to make Kautilyan Arthashastra a mandatory part of the curriculum in Indian Army. To be honest among ourselves, much of what passes for strategic thinking in India today is derivative, using concepts, doctrines and a vocabulary derived from other cultures, times, places and conditions. This is why, with a few honorable exceptions like the home-grown nuclear doctrine, it fails to serve our needs, impact policy, or to find a place in domestic and international discourse  [2]  . By reading Kautilya (and other texts like the Shantiparva of the Mahabharata) one is reminded of the rich experience in our tradition of multipolarity, of asymmetries in the distribution of power, of debate on the purposes of power (where dharma is defined), of the utility of force, and of several other issues with contemporary resonance. In many ways it is Indias historical experience of poly-centric multi-state systems, plurality, and of the omni-directional diplomacy and relativistic statecraft that it produced, which is closer to the world we see today. Does this fourth century BC treatise have any relevance for modern times? Do we have anything to learn from it? Or is Kautilya ordained to be consigned to the dustbins of history or relegated (as he is at present) to a few convenient quotations? Can one be justifiably proud of his teachings or cringe at some of his statements to the point of disowning him or both? Has modern day warfare and international relations moved far ahead to render his teachings irrelevant? Do we still need to spend valuable time studying his manual? These are some of the thoughts that arise in the minds as one occasionally picks up / glances through Kautilyas Arthashastra. It is interesting to note that many other antagonist countries neighbouring India, have studied Kautilyan theories in greater detail than we have, only to use Kautilyan model to contain and degrade Delhis power. The study is believed to be a part of the curriculum in the Defence Services Staff College at Quetta. The study of Kautilyas Arthashastra has to be annealed by the realism that the world has definitely moved on, especially since the Industrial and Informational Ages. The more significant of the changes include:- Nation-States have emerged since the Treaty of Westphalia of 1648 and have replaced monarchies. Democracy has spread its roots wide and deep and a more egalitarian society is on the upswing, albeit with glaring exceptions. The idea of war as the preferred option to settle disputes has been largely replaced by war as the frowned upon option in international forum with deterrence being the buzzword. Economics and trade in an progressively globalised and symbiotic world have become major thespians in the arena of international relations. Multi National Corporations (MNC) has grown in stature, power and influence. Religion as a factor has gained disproportionately greater prominence in international relations. Terrorism and fourth generation warfare have begun to alter the fundamental rules of warfare. Scales of destruction wrought by nuclear and conventional weapons have increased by phenomenal multiples coupled with increased battlefield transparency, real time data transfer, precision strikes and communications. Human migration and the consequent influence positive and negative of diasporas have created subtle pressure points. Notwithstanding the dramatic transformation in the society and conduct of warfare and diplomacy, any serious student of warfare needs to study Kautilyas Arthashastra. But why? As practitioners of national security, to gain a deeper understanding of ancient Indian military tradition. It is not only sufficient to lay claims as one of the worlds ancient civilizations, as military men, it is important to understand the military contribution to the growth of ancient Indian civilization. Certain aspects of warfare, international relations and internal security do not change and are timeless. Nation states are primarily driven by their national interests. Hence we must not fail to learn from the wealth of accumulated wisdom of centuries of yore since Those who fail to learn from history are condemned to repeat it  [3]  . Although, we live in a world that is different from Kautilyas in terms of technology and experience, But human responses are still similar, as is the behaviour of the states that humans create and run. Human emotions, however rational and cool, are the basic drivers of policies and actions at all levels. Reading and understanding Kautilya helps us by broadening our vision on issues of strategy. To develop pride in Indian lineage of strategic thought. To reconnect with the rich Indian tradition of strategic thought and contribute to the evolution of our own strategic vocabulary and thought. The fact that the script of Arthashastra was discovered only in 1905 and was translated and published in 1914, gave it a delayed start over many other schools of thought. Moreover, India at the height of Non-violent Independence Struggle and Gandhian-Nehruvian- Buddhist ideology had no place for Kautilya Neeti with its strong streak of Realist School of Thought. Indians own lack of pride in Ancient Indian Civilization and the desire of the elite to read English, speak English, think English and behave English could have led to the marginalisation of Kautilyan thoughts. The difficulty in studying Kautilya and his times are due to the cartographic gaps, poor state and progression of maps and the controversies about the age and identity of the Kautilya himself. The contemplations about the age of the work vary between 4th century BCE and 3rd Century ACE. There are different views about the authorship of the ArathaShastra. One holds that Kautilya was a single person who wrote it by himself while the other claims it to be a compiled work by authors under the rubric of Kautilya. A few scholars find the traces of all strategies and diplomacy within the Arthashastra while others allege that its importance is magnified and overstated. English translations published, including those of foreign authors were serious scholarly studies. Even Penguins Kautilya, The Arthashastra, a mammoth classic of 868 pages authored by L N Rangarajan (LNR) and published in a simplified form in 1992, dissuaded many but the most ardent of the readers. Arthashastra remained out of reach for all but the serious scholars. However, to the credit of the scholars, both Indian and foreign, it must be well acknowledged, that they have done a monumental service in bringing Arthashastra to our doorsteps. The Indian defence forces immersed in their studies of military campaigns and principles of warfare propounded by Europeans and Americans have found little use (but for a few quotations here and there) for a man who was supposed to have penned his thoughts during the Mauryan Era. In fact, the Indian defence forces have largely been guilty of neglecting pre-independence home-grown military craft and strategic thought. We are afflicted with neglect of our pre-modern histories. Indias supposedly incoherent strategic approach is actually a colonial construct, as is the idea of Indians somehow forgetting their own history and needing to be taught it by Westerners who retrieved it to perpetuate colonial rule and, after independence, to induce self-doubt and a willingness to follow. Limitations and Certain Guidelines Followed The study is limited by the authors inability to understand Sanskrit, the language in which Kautilya wrote his Arthashastra. The research is hence based on English Translations of Kautilyas Arthashastra. Prof RP Kangles seminal three volume publication, The Kautilya Arthashastra, has been considered as the basis of research, supplemented by Prof LN Rangarajans 868 pages classic, Kautilya The Arthashastra, published by Penguin, Dr R. Shamasastry, the first discover and translator of manuscript of Kautilyas Arthashastra and other publications mentioned in the bibliography. The names Kautilya and Kautilya have been interchangeably used since different authors have used either or both the names. Mostly, the dissertation has endeavoured to use the name Kautilya. Scope. This study will begin with the Arthashastra itself with more detailed consideration to those portions that specifically deal with interstate relations and warfare. Although there is a substantial text related to the economic, political, administrative, judicial and strategic aspects of the state, they will not be discussed in this thesis. Methods of Data Collection The study is based on descriptive research. All the information for the study is gathered from various books available in the library and from the Internet. The following books have been consulted:- The Kautilya Arthashastra by RP Kangle (CDM Library). Kautilyan Arthashastra by MB Chande (CDM Library). Kautilya Arthashastra original translation by R. Shamasastry in 1915. (Internet Download http://www.sdstate.edu/projectsouthasia/Docs/index.cfm). The First Great Political Realist : Kautilya and his Arthashastra by Roger Boesche (Recommended to be procured by CDM library USD 28). Layout The dissertation is organised into six chapters. Chapter One deals with introducing the subject, hypothesis and the methodology of the research. It is proposed to study the subject under the following heads:- Chapter 2 Introduction to Kautilya and his premier work the Arthashastra. Chapter 3 Essentials of Kautilyan teachings on foreign affairs and their relevance to modern times in Indian context. Chapter 4 Kautilyan thoughts on conduct of warfare and their relevance to modern times in Indian context. Chapter 5 Recommendations Conclusion. CHAPTER II KAUTILYA: THE MAN AND HIS WORK A PRIMER Introduction. Kautilya is well known in history as a kingmaker. He overthrew the last king of Nanda dynasty and placed the great Maurya Chandragupt on the throne and established him in Magadh. Magadh was the largest, richest, and most powerful kingdom in India in 300 BC. Kautilya was also known by other names such as Vishnugupt and Kautilya. There are various theories about origin of Kautilya. One theory is that he was a brahmin from Kerala who was in the court of Nanda King at Patliputra. Another states that he was a North Indian brahmin, born and educated at the famous town of Taxila who came to Patliputra to win laurels in philosophic disputations. Kautilya was known for his proficiency in the Vedas, skill in strategy, intrigue and also physical ugliness. There are various legends about the meeting of Kautilya and Chandragupt Maurya. Some say that Chandragupta was of a royal lineage and while he was shunted out from the Nanda Kingdom, saw a young Brahmin pouring sugar syrup on some grass so that the ants could eat up the grass which had cut his feet. Seeing the determination and perseverance of Kautilya, he asked him for help. Another story goes that the scholars of Patliputra recognising the genius in Kautilya had honoured him by making him president of a Sangha (Trust), which administered kings grants and charities. The king felt disgusted at the ugliness of Kautilya and developed contempt towards Kautilya. There was no refinement in the words and conduct of Kautilya. The king removed Kautilya from the post of the president, Kautilya vowed to uproot his dynasty. During his wanderings, he came across Chandragupta Maurya. He found Chandragupta and other boys playing in a field. In their games Chandragupta was always the king and other children brought their problems to him. Kautilya was impressed by the wisdom of the child and chose him to be the king. While it is not the purpose of this research paper to question the veracity of the the origin of Arthashastra, it is nevertheless necessary to briefly touch upon this subject with a larger aim in mind. Whatever may have been the true circumstances of their meeting, both needed each other. After Kautilya got Chandragupta educated at Taxila, together they set about attacking the Nanda kingdom. Jointly they succeeded in defeating the king and installing Chandragupta as the king. They expanded the empire and created a vast kingdom in the Indus valley and the Gangetic plains even destroying the Greek-Macedonian troops led by Alexander the Great and firmly established the Maurya Empire. Once the empire was established, Kautilya retired from active life and is believed to have written Arthashastra during that period around 320 BC. Scriptures say that it is more in upbringing that makes a man as compared to his genetic makeup or even the company he keeps. Therefore it is important to know the atmosphere in which a person was brought up to make out his essence. However, our ancient historians and writers were not well versed with keeping a very exhaustive record of their times. This becomes more evident in the case of Kautilya whose early life has not been recorded. However, almost all agree to the fact that Kautilya was born to a well read scholar who knew the importance of education. It is this background that needs to be examined in any objective study of Kautilya. Kautilya has been misunderstood by a lot of people, mainly the modern western scholars. He was fearless, not afraid of death, disgrace or defeat. He was compassionate of the poor and kind and evil to schemers. His writings which clearly show his fearlessness in the pursuit of truth have been echoed over 2000 years later when Swami Vivekananda cried out, Arise, Awake, and Sleep not till the goal is reached. Probably the most accurate description of Kautilya can be found in Nehrus words in the Discovery of India, Kautilya has been called the Indian Machiavelli and to some extent the comparison is justified. But he was a much bigger person in every way, greater in intellect and reason. He was no mere follower of a king or a humble adviser of an all powerful emperor. He was bold and scheming, proud and revengeful, never forgetting a slight, never forgetting his purpose, availing himself of every device to delude and delude and defeat the enemy. He sat with the reins of empire in his hands and looked upon the emperor more as a loved pupil than as master. Simple and austere in life, uninterested in pomp and pageantry of high position, when he had redeemed his pledge and accomplished his purpose, he retired to a life of contemplation. There is an ethical undertone in his thought and teaching. If one looks closely into his teaching, it is seen that Kautilya advocated moderation in material pleasures and adherence to the path of righteousness. He himself lived such a life, refusing all adornments or riches even after establishing the first Indian empire. He constantly exhorted to give up sensory pleasure and cultivate qualities like kindness, patience etc. In talking about the four stages of life (commonly followed in Hinduism), he feels mixing of spiritual and sensual aspects are essential with the former slowly displacing the latter in stages. One can go on and on with illustrations to prove Kautilyas farsightedness, keenness of perception, and infallibility. Arthashastra In 1902 a little known Bhatta Swamy of Tanjore chanced upon 168 palm leaves of text written sometime in the 4th century BC, he handed it over to a Sanskrit scholar Dr Rudrapatna Shama Shastry, who was a curator at Oriental Research Institute (ORI) of Mysore. Dr Rudrapatna Shama Shastry deciphered it to be the Kautilan Arthashastra and published the text in1909 and an English translation in 1915 along with an Index Verborum listing the occurrence of every word in the text. Subsequently another original manuscript and some fragments, in a variety of scripts, were discovered. Dr R Shamasastry then revised his original translation. In addition to Dr R Shama Shastrys translation there is an edition of the text with a complete Sanskrit commentary by T Ganapati Sastri, a German translation with voluminous notes by Mr JJ Meyer, a Russian translation and translations in many Indian languages. Sometime in 1960s Dr RP Kangle of Bombay University published an edition of three volumes which contained the text with precise numbering of the verses, an English translation and an exhaustive study. In 1990 Dr LN Rangarajan published an edited and rearranged translation that has grouped the verses and improved clarity. Dr RP Kangle first published his three-volume edition between 1960 and 1965. The Volume I contains a definite critically edited text with precise numbering of the Sutras and Verses, Volume II is an English translation with the detailed notes which take into account all other translations and Volume III is an exhaustive study.  [4]  The reference in this dissertation to Kautilya Arthashastra i.e. the Book, Chapter and Shlokas is from Kangles English translation i.e. Volume II, unless otherwise specified. Arthashastra is a the product of centuries of evolved strategic thinking. Kautilya himself cites several previous authorities differing views on many issues. Bharadvaja, Vishalaksha, Parasara, Pisuna and others are mentioned often. Kautilya argues with them, while presenting their views before his own. Sadly, what we know of many of them is limited to what Kautilya tells us  [5]  . Kautilyan Arthashastra is a treatise on Arthashastra by Kautilya. The word Artha is the sustenance or livelihood (Vrtthih) of men; in other words, it means the earth inhabited by men. Arthashastra is the science, which is the means of the acquisition and protection of the earth. In words of the author himself The subsistence of mankind is termed artha, wealth; the earth which contains mankind is termed artha, wealth; that science which treats the means of acquiring and maintaining the earth is the Arthashastra, Science of Polity. The Arthashastra, literally translated as the art of wealth, is an examp le of a genre common to the period. Arthashastra is a handbook for the king on art of governance. It is defined as the Shastra that shows how this activity of the acquisition and protection of the earth should be carried out. Arthashastra has a two-fold aim. First, it seeks to show how the ruler should protect his territory. This protection (palana) refers principally to the administration of the state. Second, it shows how territory should be acquired. This acquisition (labha) refers principally to the conquest of territory from others. Artha is understood to stand for material well-being as well as the means of securing such well-being, particularly, wealth. Thus, Arthashastra is understood as the science dealing with state affairs in the internal as well as the external sphere it is the science of statecraft or of politics and administration.  [6]  The name Arthashastra for the science of politics and administration, though unusual, appears to be quite old and even finds mention in Mahabharata  [7]  . Thus the two cover the whole range of state activity. The Kautilyan Arthashastra contains fifteen Adhikaranas or Books, 150 Chapters, 180 Sections and 6000 Shlokas  [8]  . Of these, the first five deal with tantra or the internal administration of the state, the next eight deal with avapa or relations of a state with neighbouring states, while the last two are miscellaneous in character.  [9]  Kautilyan Arthashastra is a detailed examination of all factors affecting the internal administration of the state, foreign policy and waging war. The topics covered by each of these 15 books are given below: Book 1. Deals with king his training, the appointment of ministers and other officers of the state, the daily routine to be followed by the ruler and his safety and security. Book 2. Describes the duties of various executive officers of the state and a full picture of state activities in agriculture, mining, leisure activities and so on. Book 3. It is concerned with law and the administration of justice, reproduces a complete code of law. Book 4. Deals with the suppression of crime and includes sections on detection of crime, control over merchants and artisans, torture and capital punishment. Book 5. It is a miscellaneous collection of topics including the salary scales of officials Book 6. It is very short, containing only two chapters, but both are important, since they set out the theoretical basis for the whole work. The first chapter sets out the theory of the constituent element of a state and the second the theory of foreign policy. Book 7. It contains an exhaustive discussion on the way in which each of the six methods of foreign policy may be used in various situations that are likely to arise in the conduct of foreign policy. Book 8. This is concerned with Vyasanas, usually translated as calamities, which may affect adversely the efficient functioning of the various constituent elements. Book 9. Deals with preparation for war and includes topics such as the different kinds of troops that could be moblised, the proper conditions for starting an expedition and the dangers to be guarded against before starting. Book 10. This book is concerned with fighting and describes the main battle camp, types of battle arrays and different modes of fighting. Book 11. This book has only one chapter and describes how a conqueror should tackle oligarchies governed by a group of chiefs instead of a single king. Book 12. It shows how a weak king, when threatened by a stronger king, should frustrate the latters designs and ultimately overcome him. Book 13. This book is concerned with conquest of the enemys fort by subterfuge / fight. It also describes how the conquered territories should be ruled. Book 14. It deals with secret and occult practices. Book 15. Describes the methodology and the logical techniques used in the work.  [10]   Disputes Over Period of Arthashastra The arguments put forth by the non-traditional school are many. The significant ones amongst them are outlined in the succeeding lines. There are no references to Chandragupta Maurya and his kingdom and his rule in Kautilyas Arthashastra. It also does not refer to the wars fought by Chandragupta. Megasthenes, the Greek Ambassador at the court of Chandragupta Maurya, in his famous account, Indica, does not refer to Kautilya at any time. Julius Jolly a German scholar for example, argues that according to Megasthenes, Indians knew only five metals and were inexperienced in mining and metallurgy, but the Arthashastra shows a highly developed technical skill and knowledge of chemical processes including knowledge of alchemy.  [11]  Hence it belongs to a later date. Theres also no reference to Pataliputra, the capital of Chandragupta Maurya at all in the text. Further, the text is primarily addressed to the ruler of a comparatively small state, a member of a circle of twelve more or less similar states.  [12]  This argument is also advanced to imply that the treatise was written much latter, even later than the Gupta period, when there was no empire in India. With respect to place names which figure in the text in Book 2 (The Activity of the Heads of Departments), K Nag has this to say Every serious historian will hesitate to consider as written in the fourth century BC, a treatise containing names like Harahura and Kapisa, Kamboja and Aratla, Bahilika and Vanayu (Arabia), Tamraparni and Pandyakarataka, Suvarna Kudya and Suvarna Bhumi, Cina and Nepala.  [13]  The mention of Cina has been especially singled out to indicate that the name came to be used for China only after the Chin dynasty established its sway over the whole of China in the second half of the third century BC  [14]  . The appearance of the word surunga a tunnel is shown by Otto Stein that the word is Greek in origin and hence a work making such frequent use of the word could not have been written so early as the fourth century BC  [15]  . Further, Stein asserts that the Arthashastra cannot claim a higher antiquity than those sciences, which the Chapter 2.10 (T he Topic of Edicts) presupposes, viz, stylistics, niti and writing  [16]  . The use of Sanskrit instead of Prakrits for writing royal decrees (as was done during Ashokas period and the practice of the Satavahanas  [17]  is also held up to indicate a later date. Others state that Arthashastra uses Philosophical Sutras, which appeared not before the fifth century AD. Certain well known treatises having similarity of content, like Yajna Valkaya, Manu Smriti, SilpaShastra AlamkaraShastra and Kamasutra of Vastsyayana have also been referred to, to indicate that Kautilyas Arthashastra could not have preceded them and hence has to be assigned a later date (third or fourth century AD). Some like RG Bhandarkar refer to the circumstance that Patanjali in his Mahabhasya  [18]  does not mention Kautilya, though he refers to the Sabha of Chandragupta and to the Mauryas. He therefore concludes that Kautilya must be assigned to a date later than that of the Mahabhasya  [19]  . Kangle in his seminal work has considered each of these objections and a few more. He then goes on to systematically put forth convincing arguments against them and proves that Kautilyas Arthashastra was indeed written in the fourth century BC. Megasthenes Indica is not completely available and is preserved only in fragments. One cannot be

Ayn Rand - A False Romantic Essay -- Biography Biographies Essays

Ayn Rand - A False Romantic The Romantic period at its height extended over just a bit more than a century, from the latter half of the eighteenth century through to nearly the end of the nineteenth century. During this period, a new school of poetry was forged, and with it, a new moral philosophy. But, as the nineteenth century wound down, the Romantic movement seemed to be proving itself far more dependent on the specific cultural events it spanned than many believed; that is, the movement was beginning to wind down in time with the ebbing of the industrial and urban boom in much the same way that the movement grew out of the initial period of industrial and urban growth. Thus, it would be easy to classify the Romantic movement as inherently tied to its cultural context. The difficulty, then, comes when poets and authors outside of this time period-and indeed in contexts quite different then those of the original Romantic poets-begin to label themselves as Romantics. The twentieth century author Ayn Rand, author of works such as The Fountainhead, Anthem, and Atlas Shrugged, is one such example of a self-labeled Romantic. In 1971 Rand published a collection of essays in a book she titled The Romantic Manifesto. This series of essays, with topics ranging from romantic art to the nature of a novel, carefully lays out Rand's conception of Romanticism and her place within it. The question one must ask, then, is how does Rand manage to write a work of nearly two hundred pages on the nature of Romanticism without ever once mentioning any of the key Romantic poets: Keats, Wordsworth, Coleridge, Shelley, and so on. The obvious answer would seem to be that Rand's conception of Romanticism must be diametrically opposed to that of... ...us, while one may draw valuable insights about some of the potential flaws of the Romantic's ideals and philosophy through a comparison with Rand, in the end it truly is a comparison of Rand and the Romantics, not a comparison of Rand and her fellow Romantics. Works Cited Bloom, Harold and Lionel Trilling, eds. Romantic Poetry and Prose. New York: Oxford University Press, 1973. Rand, Ayn. Atlas Shrugged. New York: Dutton, 1957. Rand, Ayn. The Romantic Manifesto. New York: Signet Publishing, 1975. Footnotes: 1 Preface to Lyrical Ballad; Bloom & Trilling, p. 595 2 Preface; Bloom & Trilling, p. 596 3 Biographia Literaria; Bloom & Trilling, p. 649 4 A Defence of Poetry; Bloom & Trilling, p. 751 5 The Romantic Manifesto; Rand, p. 103 6 The Romantic Manifesto; Rand, p. 122 7 Atlas Shrugged; Rand, p. 282-283 8 Atlas Shrugged; Rand, p. 1036 Â  

Teenage Alcoholism Essay -- Alcohol Drinking binge Youth Essays

Teenage Alcoholism What is alcohol? Alcohol is many things to many people: To little kids, it is a curiosity. To teenagers, it is ?cool?. To responsible drinkers, it is a relaxant. To bartenders, it is a job, their lives. To restaurant owners, it is a moneymaker. To probation officers, it is a frustration. To actively drinking alcoholics, it is heaven. To wives and husbands of drinking alcoholics, it is a waste. To recovering alcoholics, it is a painful old friend. To us, it is something to be learned about and controlled. ? (Dolmetsch, p.4) The definition of alcoholism stresses the basic elements of (1) chronicity; (2) compulsive, uncontrollable drinking; (3) intoxication; and (4) interruption of normal life functions. (Claypool, p. 91) When the drinker?s work, social life, study habits, mental health, or family and personal relationships are affected, the possibility exists that the drinker may be an alcoholic. If the drinker is able to stop drinking permanently, then he is not considered to be an alcoholic. ?For teenagers and adults, alcohol is the most commonly abused drug. It is easy to get, easy to use, and as common in our society as aspirin.? (Claypool, p. 62) Millions of American teenagers drink alcohol. Young people drink for many reasons; whether it?s to escape the daily stress of school or family life, or to fit in with their friends. But sadly enough, many teenagers discover too late that drinking cannot solve any of their problems. Teenage drinking is now one of the most serious problems that young people face. (Landau, intro) In 1977, Senator Frank J. Dodd stated: ?Alcoholism is one of the greatest health problems in the United States and is one that afflicts individuals in virtually all social and economic categories and varying age groups.? (Claypool, pp. 90 -91) From the time children reach the age of 13 Â ½, 63 percent of the boys and 54 percent of the girls have at least tried their first alcoholic beverage. (Claypool, p. 14) Alcohol use substantially increases each year throughout junior and senior high school. By the twelfth grade, 93 percent of the young men and 87 percent of the young women have at least tried one drink. Thirty percent of these students had five or more drinks in a row within the previous two weeks. (Landau, p.15) The National Institute of Alcohol Abuse and Alcoholism states that: ?By the time ... ...le to pull through successfully. (Dolmetsch, pp. 88, 115) Alcoholism among teenagers in the United States is becoming more widespread than ever before. Current statistics present an unpleasant picture of teenage alcohol use rising every year. Alcohol use leads to teens having problems with school, family, or even with authorities. They may drink to escape these problems, or even to fit in with their friends. This problem of teenage drinking is now one of the most serious problems that young people face today, and the only way to stop these statistics from growing, is to educate the teenagers of the risks of drinking alcohol. Works Cited: Claypool, Jane. Alcohol and You. New York: Franklin Watts, 1988. Landau, Elaine. Teenage Drinking. New Jersey: Enslow Publishers, Inc. 1994. Lang, Alan. Alcohol: Teenage Drinking. New York: Chelsea House, 1992. Dolmetsch, Paul, and Gail Mauricette, ed. Teens Talk About Alcohol and Alcoholism. New York: Doubleday & Company, Inc. 1987. Spence, W.R. Drinking and Driving: Murder on Our Highways. Texas: Health Edco. 1998. Vogler, Roger E. Teenagers and Alcohol: When Saying No Isn?t Enough. Philadelphia: Charles Press, 1992.

Effects of world war 2 on american society Essay

World War 2 brought many new ideas and changes to American life. Even though World War 2 brought â€Å"no physical destruction to the United States mainland†, it did affect American society in numerous ways. (Roark). World War 2’s effects on American society include a change in the workplace with an increase in industry and an robust economy, a look at America’s own prejudices, and shortages in everyday life. With the war overseas, American companies stopped producing the goods of American life and created goods needed to fight a war. The increase in production helped to rebuild the nation after the Great Depression. This economy also decreased unemployment, achieving what the programs of the New Deal had intended to do. With many men off to war, women were brought into the workplace and a new trend began in the American industrial society. Women took up jobs in industry that had once been reserved for men. They worked in the factories as riveters, welders, and heavy machine operators. â€Å"By 1945, women made up 36% of the nation’s total workforce.† (http://us.history.wisc.edu/hist102/lectures /lecture21.html) With a war overseas Americans were forced to look at their own prejudices on the home front. While Hitler and Nazism supported the elimination of the non-Arian German, African Americans and other cultures of the United States fought to gain the respect of the United States. While whites and American males fought in the wars of the past numerous other cultures saw World War 2 as a war to show their worth. Cultures such as African Americans, Native Americans, and Chinese Americans fought side by side to fight for America. Another effect of World War 2 was that of price controls and the shortage of supplies. Price controls were put in place to control a lower price on items in short supply. One item that was in short supply was that of gas. This was due to a combination of the need for its use overseas and the sinking of oil tankers in the Atlantic. Other items such as rubber were also in short supply, thus Americans were forced to do less driving and traveling during the time of the war. In order to provide food for soldiers overseas as well as for the rest of the American people, the government began a campaign to supply fruits and vegetables to all. This campaign became known as Victory  Gardens, and contributed 40% of the vegetables grown in the country during the war. The United States changed for the better with World War II. First the manufacturing of goods for American allies and then American forces helped to rebuild the national economy after the Great Depression. Secondly the United State’s policy of isolation was abandoned with the bombing of Pearl Harbor and Americans realized that Europe was only a pond away. Also after a buildup of the military the United States become a leading military power. With the war fought over in Europe, the United States was also spared with the physical destruction faced by Europe; in this the US economy was able to dominate the world. This ultimately led to the status that the United States has today, as being a worldly power.

Super bakery

Bakery is a virtual company, in this company many things go on, but it only deals with the core functions of the industry when the other portions of the company are contracted out. Since the bakery Is a leader when It comes to the Institutional baked goods market, the business may have ongoing concerns maintaining the quality of its goods and services. The Super Bakery management department agree to put into play the BBC plan (activity based costing plan).Super Bakery has an extra challenge when putting this operation system to work by doing this plan. The reason for this Is due to the bulk of the functions being contracted out, but the plan is meant to help the company keep control over the contracted out functions. The strategy used by Super Bakery was to Identify an undeserved market and compete in that market. They decided to choose the school system within the institutional food market. The difficulties with this market are government requirements and funding shortfalls.Super Ba kery developed a high nutrient baked good that replaced the high fat donuts because it meets the USDA recommendations or the food that was to be served to the children. This market was also restricted by high costs associated with freshly produced baked goods. Super Bakery went against the market norm and began refrigerating their product. Through the use of vacuum sealing they are able to distribute the product nationally without having to have bakeries in every city, so they made their market anywhere in the US without adding costs.Since Super Bakery was catering to the school systems, this gave them additional access to cheaper and fresher ingredients. This was due to the different overspent supported commodities which helped their distributors reduce costs by Implementing just In time delivery. Probably one of the most remarkable strategies used by Super Bakery was the outsourcing of the major operations of the bakery business. Super Bakery oversees the production and delivery o f their products, but contract out the major functions such as manufacturing, selling and distribution of their product.In this sense, they are a virtual corporation that oversees the process but doesn't get bakers flour under their fingernails. The managers of Super Bakery sought out a new method for assigning costs because their old traditional system did not accurately reflect the differences In real cost structure. Super Bakery's management thought it was necessary to install an BBC system, as an effective way to more efficiently manage the company activities. While attempting to add great value, the business managers desire to make the least investment in fixed assets, staff, and working capital.Managers inside Super Bakery believe installing an activity-based system was required because the company understood that the company benefited by outsourcing some activities, but also realized the need to control and coordinate these services. The company's ability to control the cost of the outsourced businesses was a big challenge that leads to manager's decision to implement activity-based cost system. The management's reasoning works because an activity-based cost system will enable Super Bakery to create a specific breakdown of the costs of customer's orders.Also, the BBC system prevents the distortion that may happen with traditional overhead cost allocation. Management suspects a wide fluctuation in the cost of serving customers throughout the country. A new improved pricing system was required due to orders with low profits margins being subsidized by orders with high profit margins. The key requirement of the new system would enable the company to more accurately assign costs to each customer's order. The BBC system is beneficial to the company because it can accurately identify to managers which areas are more profitable and assist in strategic product planning.The internal users will be able to aka better overall financial decisions that will have a po sitive effect throughout the company. Managers know that the Super Bakery business would certainly benefit from the installation of the BBC system. This reasoning works because in an activity-based costs system costs are tracked by individual accounts according to performances of outsourced activities and presents detailed data concerning workflow cost. The system assigns overhead costs directly to the actual activity cost pool and uses multiple bases.Management's plan involves implementing an effective activity-based costing system capable of thoroughly analyzing the company's many activities. Super Bakery adapted the BBC system over the old traditional system because they realized the advantages in accurately identifying costs(internally and outsourced) associated with the business activities. The managers of Super Bakery found it necessary to install an BBC system that has now proven to be valuable in tracking profitability of individual accounts and outsourced performance. There are two different cost systems that Super Bakery could choose to use.A Job order cost system is one that takes a specific Job into account and tracks all the costs for that one Job and then totals the costs together. The other system is a process order cost system which is used when a company produces a similar product and tracks the costs by department as a whole. The cost system that would be more suitable for Super Bakery would be a process order cost system. Since Super Bakery is a producer of similar baked goods, specifically doughnuts, and they outsource their entire production line, a cost system would make the most sense for taking into count the many different cost centers.A process cost system also allow for multiple work in process accounts but Super Bakery has contracts and orders placed by vendors across the United States. With using a process cost system, Super Bakery would be able to keep track of multiple orders and contracts at the same time. Another aspect of a pr ocess cost system that Super Bakery can take advantage of is that costs are assigned by department. Super Bakery would be able to track the costs for each vendor and count it as a department.A process order cost system would be the best option for Super Bakery because it allows for flexibility and the Super Bakery did a great Job figuring out the best cost system for their company. The cost system is activity based cost system that lets the company take full advantage of productivity, and this leaves room to provide each client with extraordinary care personally. The virtual corporation is able to monitor expenses with a minimal in-house staff while controlling outside vendor costs without sacrificing product and customer service excellence.