Should People Have Autonomy over Their End of Life Decisions Essay Example for Free

Should People Have Autonomy over Their End of Life Decisions search in that location is a lot of controversy surrounding the issue of heaps autonomy when it comes to the end of their lives. Why somebody would unavoidableness to end their invigoration prematurely is a question that puzzles people. So therefore is hard to comprehend why people should flip autonomy over such a thing.There has been an increase in the interest of euthanasia and aid self-annihilation for the terminally ill fortune in recent years (Williams 1997). The most obvious reason for undivided needing to end their bearing is to end the suffering they are going through once the illness goes beyond creation bearable. Palliative care is an of the essence(predicate) part of treating a seriously ill longanimous. It fork overs a longanimous with care, support and any medical treatment they need including pain sensation musical accompaniment. But is this enough? A person that is extremely sick, for example, a terminally ill cancer tolerant, or a person that is paralysed from the neck down, or any person that is unable to do things for themselves such as washing, eating etc., will need to depend on others to help them. This would involve somebody dressing them, washing them, feeding them or having be fed via I.V., they would need help going to the toilet and may need to be lifted in and out of a bed.These peoples quality of life would be very low. They may be depending on family members for these things or medical professionals that are strangers to them. Either way, this can be an embarrassing and upsetting for a person. They may intuitive feeling like they have befogged all sense of dignity and some might feel like they are just waiting to die. People in these situations may often decide that the best option for them is to end their physical and emotional pain. If a doctor cannot improve an individuals quality of life and they sack up that decision to end their suffer ing, the patient should have right to have their wishes met. Those that request assistance in dying are usually very dire and do not see any other option.There are vast amounts of arguments against autonomy at the end of sensations life too. Religious perspectives. consequences on family, friends and healthcare professionals. Is it ethical? Would it begin a slippery slope towards instinctive euthanasia? But are these arguments and opinions stronger than a persons right to choose?The creaseThe subject of euthanasia is very controversial because there are very strong arguments at both ends of the spectrum. There are any justifications for and against the issue of whizs autonomy over their end of life decision.Paterson (2008) states that religion plays a role in many peoples decisions against voluntarily ending ones life. Most religions are strongly opposed to the idea that a person should want to end their own life and/or aid an individual in doing so. Other factors come into pl ay such as conscience and morality. Some people see it as unlawful and more often than not, it is a very taboo subject that people would rather not discuss. (Paterson, 2008)On the opposite end of the spectrum, one will argue that those who are terminally ill are going through unbearable suffering, they may need help going to the bathroom, eating and drinking and possibly feel like they have lost their dignity because of this. In an online article written for the Daily Mail, a man by the name of Tony Nicklinson describes his life as miserable, demeaning and undignified (Miller, 2012). The article describes how Nicklinson is mentally sound exactly physically paralysed from the neck down and took his plea for his right to die to the courts. This emphasises that euthanasia and assisted suicide can be a relief from pain and suffering, or in Tony Nicklinsons case, an alternative to the quality of life he must struggle through on a daily basis. (Miller, 2012) some factors come into play when a person decides they no longer want to live. It is not a decision that is do lightly. It is one of desperation. Those opposed to the idea of assisted suicide and euthanasia will argue that a patient in severe pain and suffering in their daily living, will receive the fascinate palliative care thus, rendering euthanasia unnecessary (Anti-euthanasia arguments 2012) But surely palliative care is also a necessary element in evaluate out whether or not a person would be deemed eligible if euthanasia were an option for them.Palliative care also provides support for those closest to a patient. If a terminally ill patient of sound mind wishes to end their pain and suffering, does that mean that they and their close family and friends are no longer entitled to the identical care and support as those patients that do not choose to end their lives earlier? Under the subtitle Proper Palliative Care, an article on the BBC website states The key to successful palliative care is to treat the patient as a person, not as a set of symptoms, or medical problems. (Anti-euthanasia arguments 2012)If this is the case, the patient as a person should be given their dignity, respect and deserve to have their voice heard. The judgement as to whether a life, in the face of refractory pain and suffering, is worth living can and should be determined by the conscience of the individual patient (Paterson, 2008. p16)An article for the Irish Times declares that the attitudes of the irish people towards euthanasia is rapidly changing. A study carried out by a Canadian student, Matthew Carere on final year medical students in UCC, reveals that the majority closely 60% were in favour of euthanasia, with Carere stating that the reason for this was that patients are more informed these days to make their own decisions and that medical professionals have more respect for patient autonomy (Roseingrave, 2011).Very often, deliberate decisions are made which results in the end of a lif e. For example, a person could be kept on life support, but instead, a family member or other significant person might choose to switch off the life support machine resulting in the positive death of a patient. There is also the case that resuscitation of a patient may eventually prove to be trivial and a doctor might suggest just making the patient as comfortable as possible until their eventual passing. In the above situations, a medical professionals decisions would not be questioned or doubted. It is conventional practice (Warnock and MacDonald 2008).An organisation called Exit International was set up in 1997 by Dr. Philip Nitschke. They believe that people have the right to make an informed decision about when and how they will bring their life to an end. They provide information and support to those that need it on assisted suicide and voluntary euthanasia (About Exit International 2012) Exits long term goal is responsible and ethical law reform. The Swiss model of decrimina lising assisted suicide is the preferred model.(About Exit International 2012) At the moment the Netherlands is the only place in the world that one can legally take activeness should they decide its their time to go (Griffiths and Weyers 1998). It was legalised fully in the year 2000. Prior to this doctors could still be prosecuted by law. However, there are strict guidelines that must be met.1. Adult patients must be beyond any hope of recovery and face continuous unbearable pain. 2. The patient must make repeated, take a shit and reasoned requests to do so. 3. A second physician must be consulted. 4. The action must be carried out in a medically O.K. manner. 5. parental consent is required for patients under 16 years old. (Legalized Euthanasia 2007) In Switzerland, active euthanasia is illegal but with specific consent, doctors may provide the drugs but the patient must be the one to take them voluntarily. (Legalized Euthanasia 2007) A persons right to choose is very imminent. Considering the criteria that must be met in the Netherlands and Switzerland, its very obvious that it is only an option if it is in the very best interest of the patient. This makes sense if one considers prolonging the suffering of a patient both physically and mentally as cruel and unethical.ConclusionThe term suicide brings with it a lot of negative emotions. The idea that somebody would willingly want to end their lives is a distressing thought. It conjures up the idea that a person is depressed and in deep emotional pain. The idea of suicide is indeed scary. This, peradventure may be why people panic when they hear the term assisted-suicide or when they think about euthanasia. What those opposed to the idea of prematurely ending a life do not think about though, is the physical as well as the emotional pain a terminally ill person is feeling. They can empathise but not fully understand, unless they are in the same or similar situation. So, who are they to deny a human being t heir free will and alternative to end their suffering? How do they know that they would not feel the same way if they were the ones going through the unbearable pain and lack of dignity? Furthermore it is argued, we ourselves have an obligation to relieve the suffering of our fellow human beings and to respect their dignity. (Andre, Velasquez 2012)People against the idea of assisted suicide and euthanasia will speak of the guilt of allowing a person to seek an end to their own lives. But where is their guilt in watching an individual, perhaps a love one in relentless pain? Where is their compassion for the terminally ill patient? (Andre and Velasquez 2012) Thos people may also talk about a slippery-slope to involuntary suicide. the legalisation of euthanasia and assisted suicide under certain circumstances, would mean legislation criteria that needs to be met, similarly, if not the same as that of Netherlands. with safeguards, the law should put up it and people should be supplie d with the means to take their own life or a doctor should be authorized to end their life provided the request is made before witnesses. (Williams 1997)People of sound mind should have autonomy over what they want to happen at the end of their life, they should have the choice. Williams (1997) suggests that if one rationally decides that they want to end their life, they must be prepared to discuss the pros and the cons of their decision and the reasons behind those decisions will be questioned. He writes that we all have a right to make a decision on our own life and once their unit of family and friends is taken into account, then it can be justifiable to deliberately end a life. This is completely understandable and logical. People would no longer have to endure excruciating pain and struggle through the end of their lives without dignity. If they have autonomy, they have the choice to end their suffering and pain.

Coffee Shop Essay Example for Free

Coffee Shop Essay blockage Time has the signification set unwrap in section 1. 3 burn means a formal written contract amid the metropolis and a favorite(a) Prop adeptnt to undertake the function, the preferred form of which is attached as scroll B Evaluation aggroup means the team appointive by the metropolis learning Meeting has the content set out in section 1. 4 best-loved counsel(s) means the prop unitarynt(s) selected by the Evaluation group to enter into negotiations for a Contract counselor means an entity that submits a scheme Proposal means a proposal submitted in response to this RFP RFP means this Request for ProposalsServices has the meaning set out in memorial A Site means the place or places where the Services be to be performed and Statement of Departures means Schedule C-1 to the form of Proposal attached as Schedule C. Instructions To Proponents 2 resolution Time and Address for Proposal Delivery Proposals must be real by the office of the Ka m Grewal, BBA, CMA Acting purchasing AP Manager Address6645 148 Street Surrey, BC V3S 3C7 on or in the beginning the following employment and time (the Closing Time) Time 300 pm local time Date Mon daytime, July 5, 2010. introductions by fax or email get out non be accepted. There lead be no extension to the Closing Time for the submission of proposals. 3 Information Meeting An information meeting whitethorn be hosted by the metropolis part to discuss the metropoliss requirements under this RFP (the Information Meeting). While attendance is at the dexterity of Proponents, Proponents who do not attend entrust be deemed to have attended the Information Meeting and to have received every last(predicate) of the information given at the Information Meeting. At the time of issuance of this RFP a meeting has not been scheduled. 4 Number of Copies.Proponents should submit the original plus 5 hard copies (6 in total) of their Proposals. 5 Late Proposals Proposals received after th e Closing Time will not be accepted or considered. Delays caused by both delivery, courier or mail service(s) will not be causal agency for an extension of the Closing Time. 7 Amendments to Proposals Proposals may be revised by written amendment, delivered to the location set out above, at either time before the Closing Time but not after. An amendment must be signed by an authorized signatory of the Proponent in the same manner as tolerated by section 2.3. Fax amendments atomic number 18 permitted, but such(prenominal) fax may show only the change to the proposal scathe(s) and in no issue disclose the actual proposal price(s). A Proponent bears totall(a)y risk that the metropoliss fax equipment functions properly so as to facilitate apropos delivery of any fax amendment. 8 Inquiries All inquiries related to this RFP should be directed in writing to the person named below (the city Representative). Information obtained from any person or source some other than the City Re presentative may not be relied upon. Kam Grewal, BBA, CMA Acting Purchasing AP Manager.AddressCity of Surrey Purchasing 6645 148 Street Surrey, BC V3S 3C7 Phone 604-590-7274 Fax604-599-0956 Emailemailprotected ca Inquiries should be make for no later than 7 days before Closing Time. The City reserves the right not to respond to inquiries made within 7 days of the Closing Time. Inquiries and responses will be recorded and may be distributed to all Proponents at the discretion of the City. Proponents finding discrepancies or omissions in the Contract or RFP, or having doubts as to the meaning or intent of any provision, should immediately dismiss the City Representative.If the City determines that an amendment is essential to this RFP, the City Representative will issue an addendum in accordance with section 1. 9. No oral conversation will affect or modify the terms of this RFP or may be relied upon by any Proponent. 9 Addenda If the City determines that an amendment is required to this RFP, the City will maculation a written addendum on the City website at www. surrey. ca (the City Website) and upon posting will be deemed to form part of this RFP. Upon submitting a Proposal, Proponents will be deemed to have received notice of all addenda that are posted on the City Website.10 Examination of Contract Documents and Site Proponents will be deemed to have care all-inclusivey examined the RFP, including all attached Schedules, the Contract and the Site (as applicable) prior to preparing and submitting a Proposal with respect to any and all facts which may influence a Proposal. 11 commencement of Proposals The City intends to open Proposals in private but reserves the right to open Proposals in public at its resole discretion. 12 Status Inquiries All inquiries related to the status of this RFP, including whether or not a Contract has been awarded, should be directed to the City Website and not to the City Representative.Proposal Submission FORM AND contents 2 Package Proposals should be in a sealed package, marked on the outside with the Proponents name, title of the Project and reference number. 3 Form of Proposal Proponents should complete the form of Proposal attached as Schedule C, including Schedules C-1 to C-4. Proponents are encouraged to respond to the items listed in Schedules C-1 to C-4 in the order listed. Proponents are encouraged to use the forms provided and attach additional pages as necessary. 4 Signature.The sub judice name of the person or firm submitting the Proposal should be inserted in Schedule C. The Proposal should be signed by a person authorized to sign on behalf of the Proponent. 1 If the Proponent is a corporation then the full name of the corporation should be admitd, unitedly with the names of authorized signatories. The Proposal should be executed by all of the authorized signatories or by one or to a greater extent of them provided that a copy of the corporate resolution authorizing those persons to execute the Proposal on behalf of the corporation is submitted.2 If the Proponent is a partnership or joint venture then the name of the partnership or joint venture and the name of for each one partner or joint venturer should be included, and each partner or joint venturer should sign personally (or, if one or more person(s) have signing strength for the partnership or joint venture, the partnership or joint venture should provide evidence to the satisfaction of the City that the person(s) signing have signing authority for the partnership or joint venture).If a partner or joint venturer is a corporation then such corporation should sign as indicated in subsection (a) above. 3 If the Proponent is an individual, including a sole proprietorship, the name of the individual should be included. military rank and Selection 2 Evaluation team The evaluation of Proposals will be undertaken on behalf of the City by the Evaluation police squad. The Evaluation police squad may consult wi th others including City staff members, third party consultants and references, as the Evaluation Team may in its discretion decide is required.The Evaluation Team will give a written recommendation for the selection of a like Proponent or Preferred Proponents to the City. 3 Evaluation Criteria The Evaluation Team will compare and evaluate all Proposals to determine the Proponents strength and ability to provide the Services in order to determine the Proposal which is most advantageous to the City, using the following criteria 1 Experience, Reputation and Resources The Evaluation Team will consider the Proponents responses to items in C-2 of ScheduleC including supplementary information.3 Technical The Evaluation Team will consider the Proponents responses to items (i) to (vii) in C-3 of ScheduleC. 5 Financial The Evaluation Team will consider the Proponents response to C-4 of ScheduleC. (d)Statement of Departures The Evaluation Team will consider the Proponents response to C-1 of ScheduleC. The Evaluation Team will not be limited to the criteria referred to above, and the Evaluation Team may consider other criteria that the team identifies as relevant during the evaluation process.The Evaluation Team may apply the evaluation criteria on a comparative basis, evaluating the Proposals by comparing one Proponents Proposal to another Proponents Proposal. All criteria considered will be applied evenly and fairly to all Proposals. 4 Discrepancies in Proponents Financial Proposal If thither are any obvious discrepancies, errors or omissions in C-4 of a Proposal (Proponents Financial Proposal), then the City shall be entitled to make obvious corrections, but only if, and to the extent, the corrections are apparent from the Proposal as submitted, and in particular(a)if there is a discrepancy between a unit price and the extended total, then the unit prices shall be deemed to be correct, and corresponding corrections will be made to the extended totals (b)if a unit pri ce has been given but the corresponding extended total has been omitted, then the extended total will be figure from the unit price and the estimated quantity (c)if an extended total has been given but the corresponding unit price has been omitted, then the unit price will be calculated from the extended total and the estimated quantity.6 Litigation In addition to any other provision of this RFP, the City may, in its absolute discretion, reject a Proposal if the Proponent, or any officer or director of the Proponent submitting the Proposal, is or has been engaged directly or indirectly in a legal action against the City, its elected or appointed officers, representatives or employees in relation to any matter.In determining whether or not to reject a Proposal under this section, the City will consider whether the litigation is likely to affect the Proponents ability to work with the City, its consultants and representatives and whether the Citys experience with the Proponent indica tes that there is a risk the City will incur increased staff and legal costs in the administration of the Contract if it is awarded to the Proponent. 8 spare Information.The Evaluation Team may, at its discretion, request clarifications or additional information from a Proponent with respect to any Proposal, and the Evaluation Team may make such requests only to selected Proponents. The Evaluation Team may consider such clarifications or additional information in evaluating a Proposal. 10 Interviews The Evaluation Team may, at its discretion, may invite some or all of the Proponents to appear before the Evaluation Team to provide clarifications of their Proposals. In such event, the Evaluation Team will be entitled to consider the answers received in evaluating Proposals.12 Multiple Preferred Proponents and Changes to the Proponent Team The City reserves the right and discretion to divide up the Services, either by scope, geographic reach, or other basis as the City may decide, an d to select one or more Preferred Proponents to enter into discussions with the City for one or more Contracts to perform a portion or portions of the Services. If the City exercises its discretion to divide up the Services, the City will do so reasonably having regard for the RFP and the basis of Proposals.Likewise, the City reserves the right to ask for changes in the member/s comprising the Proponent Team as it deems beneficial to the overall composition of the Team and without any obligation to justify its preference. In addition to any other provision of this RFP, Proposals may be evaluated on the basis of advantages and disadvantages to the City that might result or be achieved from the City dividing up the Services and entering into one or more Contracts with one or more Proponents.NOT APPLICABLE 14 Negotiation of Contract and Award If the City selects a Preferred Proponent, then it may (a)enter into a Contract with the Preferred Proponent or (b)enter into discussions with th e Preferred Proponent to clarify any outstanding issues and attempt to finalize the terms of the Contract, including financial terms. If discussions are roaring, the City and the Preferred Proponent will finalize the Contract or.(c)if at any time the City reasonably forms the opinion that a mutually acceptable agreement is not likely to be reached within a reasonable time, give the Preferred Proponent written notice to terminate discussions, in which event the City may then either open discussions with another Proponent or terminate this RFP and retain or obtain the Services in some other manner. commonplace Conditions 2 No City Obligation.This RFP is not a tender and does not commit the City in any way to select a Preferred Proponent, or to proceed to negotiations for a Contract, or to award any Contract, and the City reserves the complete right to at any time reject all Proposals, and to terminate this RFP process. 4 Proponents Expenses Proponents are solely responsible for thei r own expenses in preparing, and submitting Proposals, and for any meetings, negotiations or discussions with the City or its representatives and consultants, relating to or arising from this RFP.The City and its representatives, agents, consultants and advisors will not be liable to any Proponent for any claims, whether for costs, expenses, losses or termss, or loss of anticipated profits, or for any other matter whatsoever, incurred by the Proponent in preparing and submitting a Proposal, or participating in negotiations for a Contract, or other activity related to or arising out of this RFP. 6 No ContractBy submitting a Proposal and participating in the process as outlined in this RFP, Proponents expressly agree that no contract of any kind is formed under, or arises from, this RFP, prior to the signing of a formal written Contract. 7 Conflict of Interest A Proponent shall disclose in its Proposal any actual or potential conflicts of interest and existing business relationships it may have with the City, its elected or appointed officials or employees. The City may rely on such disclosure. 8 Solicitation of Council Members and City Staff.Proponents and their agents will not contact any member of the City Council or City staff with respect to this RFP, other than the City Representative named in section1. 8, at any time prior to the award of a contract or the termination of this RFP. 10 Confidentiality All submissions become the property of the City and will not be returned to the Proponent. All submissions will be held in confidence by the City unless otherwise required by law. Proponents should be aware the City is a public body defined by and render to the Freedom of Information and Protection of Privacy Act of British Columbia. Schedule A.SERVICES 1. GENERAL This RFP is inviting potential Proponents to submit Proposals to act as the dwell and sole vendor for a proposed coffee shop (the Coffee Shop) at the Surrey City concenter depository library (th e subroutine library), currently being constructed at 10350 University Drive, Surrey, BC. The victorious Proponent will be responsible for the managing and daily service of the Coffee Shop located on the ground floor of the Library. There will be an luck for the successful Proponent to provide catering for meetings and other similar functions, although it is not mandatory for the client to use the Coffee Shop for catering.2. BACKGROUND As part of the Surrey City Centre plan review and update, the Surrey City Council has approved the construction of a invigorated 5-level library. While the project is currently in the designing phase, construction has commenced due to the fast track nature of the project. Currently excavation is complete on the basement and the ground floor slab and reinforcement is being set. It will be poured by Friday June 18, 2010. The Library is conveniently located near bus loops, transit and SkyTrain. The Library will eventually become part of a berth wher e community celebrations will take place.Once completed it will be Surreys largest library at 75,000 square feet. The Citys new Library will be a unique state of the art environmentally friendly landmark that provides access to the broadest range of information, learning opportunities, and diverse cultural experiences. The new Library will be The centrepiece for Surreys City Centre adorned in architectural excellence for the 21st century, the library will confer to the vitality of the city and put Surrey in a class with other great cities.A foundation for the Citys future success by boosting economic and cultural activity and attracting visitors from all parts of the country. A source of pride and a great public space, where the community gathers to celebrate, reflect, connect and share information, acquaintance and culture. 3. PROJECT GOAL The goal of this project is to identify a coffee and related provender services operator for the Library. 4. THE COFFEE SHOP An exciting oppo rtunity exists on the ground floor to operate a commercial Coffee Shop. The Coffee Shop is located in a high traffic area, between the two important entrances, elevators and new book give away.The permission awarded to the successful Proponent would also include a seating area where customers ordure sit. The consumption of food within the Library itself is allowed. There are several meeting rooms and a large room which can host community events, along with juvenile areas, study areas, childrens areas and much more. It is also expected that the Library will be utilised by SFU students on a constant basis. 5. LIBRARY HOURS Library opening hours are Monday to Friday930am 900pm Saturday1000am 500pm Sunday 100pm 500pm 6.2009 PEDESTRIAN TRAFFIC The following figures represent the estimated visits at all the public library branches for 2009. BRANCH VISITORS Cloverdale 163,605 Fleetwood 262,717 Guildford 582,361 Newton 357,045 Ocean Park 193,167 Port Kells 7,410 Semiahm oo 305,162 Strawberry Hill 357,166 Whalley 276,406 It is estimated that traffic for the Library will mirror that of the Whalley branch, and is expected to increase due to the development taking place in the area. 7. EXPECTATIONS OF THE SUCCESSFUL PROPONENTThe City would require the successful Proponent to offer a variety of food and beverage choices that include healthy and nutritious options for all customers, many of whom are school-aged children. The Surrey Public Library Board has approved the policy (policy 3. 8 Healthy Food Options) that the Library provides a healthy food option for platforms, special events and contests. No alcohol is to be allowed. There is to be no food smell generation if preparation is required and there is to be no electric grinding (e. g. coffee beans) on the Coffee Shop floor due to noise levels.All grinding can be done in the storage room, manually or prior to Library opening hours. Loading of stock for the Coffee Shop can be done via the wes t entrance of the ground floor or via the elevators from the underground parkade. Persons meeting in the conference rooms are permitted to cater from external companies although there is the opportunity for the successful Proponent to cater these functions if prior arrangements are made between the two parties. The opening date for the Coffee Shop is yet to be determined, however, it is expected to be up and running by early summer of 2011.The Coffee Shop is expected to be operational during Library opening hours. Opening times for the Coffee Shop are to be from the Librarys opening time to half an hour prior to the Librarys closing. The successful Proponent would be able to enter the grammatical construction half an hour prior to the Librarys opening time. The successful Proponent is to supply any equipment needed for the Coffee Shop to function including, but not limited to, coffee machines, refrigerator, signage, counter cooler case, etc. All business licences and food permits are the responsibility of the Proponent.8. SUCCESSFUL PROPONENTS WORK RESPONSIBILITIES a) Should there be any structural changes which have been reviewed and approved by the City prior to the carrying out of such changes, the dwell is to supply all tenant improvement plans signed and sealed by professional engineers or architects to be approved by the City. b) The tenant is to provide evidence of insurance for the Citys approval as specified in the License Agreement (refer to Schedule B License Agreement).c) The tenant is expected to supply all equipment needed to sufficiently run the coffee shop including, but not limited to, coffee machines and espresso equipment, undercounter refrigerators, shelving in the storage room, display cooler case, paper towel dispenser, milk cooler, microwave, cash register and trash bins. 9. COLD DRINK BEVERAGES The City has an agreement with The Pepsi Bottling Group (Canada), Co. (Pepsi), for the exclusive supply of rimed drink beverages for all C ity facilities, including the Library. Therefore, the successful Proponent is to work directly with Pepsi for the supply of cold drink beverages, including Carbonated soft drinks Teas other than fresh brewed Juices. Juice-based products Lemonade Isotonics Sports drinks sinew drinks Bottled water Excluded Beverages Milk Flavoured milk Cold coffee Branded or unbranded fresh brewed coffee or tea Hot chocolate unbranded fresh squeezed juices Smoothies and milkshakes The agreement with Pepsi is to expire in 2011. 10. SNACK FOODS The City has an agreement with Ryan Company Ltd. (Ryan Vending), for the exclusive supply of a healthier snack foods program and vending services for all City facilities, including the Library. Therefore, the successful Proponent is to work directly with Ryan Vending for the supply of snack foods.11. CITY RESPONSIBILITIES The City is to complete the clear Area, as set out in Schedule B, in a good and workmanlike manner, at the Citys cost, using n ew materials and to the following extent a) Interior wall taped and sanded drywall to code, painted white b) Ceiling is to be painted concrete c) The floor will be finished with a rubber covering d) Counter tops on the horizontal front counter is to be a white laminate e) The upended section of the counters shall be an due east Coast maple f) The counter at the keep going of the shop floor containing the sink, and the backsplash, is to be white Coriang) There will be an apple ply edging where the vertical edge of the counters meets the horizontal at the front counter h) There is to be recessed lighting fixtures above the back counter, surface mounted fixture on painted concrete ceiling to light signage and poster and pendant fixtures at the front counter i) All signage, including Menu board, must be approved by the City and the design team (Bing Thom Architects). The preferred signage for the Coffee Shop is electric flat screens, however, the design team is open to ideas regardi ng electronic signage from Proponents.This will have no impact on the evaluation of the Proponent Proposal j) The City will provide the main sink and handwash sink located in the back counter k) A 25mm interior(prenominal) hot and cold water line with backflow preventor will be installed for refrigerator and coffee machine and l) A 20mm domestic hot and cold water pipe and a 40mm sanitary drain will be installed for each of the two (2) sinks. term The Proponent will provide the Services set out in this ScheduleA and A-1 for a term not to exceed five years (including renewal) commencing in the early Summer of 2011 (the Term).A. The Licensor is the owner of those lands and premises located at 10350 University Blvd within the City of Surrey, Province of British Columbia, and more particularly known and described as pamphlet Identifier 028-179-951 Parcel 1 Section 27 Block 5 N Range 2 West New Westminster District Plan BCP44240 (the Lands) on which is located theCity Centre Library. B . The Licensee wishes to obtain from the Licensor a licence to use those portions of the building located on the Lands as follows 1.Area A Concession and Storage Room ( pass Area A) which area is approximately 141. 9 sq. ft. and shown on the plan attached hereto as Schedule A and 2. Area B Seating Area (Licence Area B) as shown on the plan attached hereto as Schedule A (collectively the Licence Area) C. The Licensee intends to use the Licence Area for the retail trade of coffee, tea, and other products as outlined in this Licence. D. Licence Area A shall be for the exclusive use of the Licensee, and Licence AreaB shall be for the non-exclusive use of the Licensee.NOW wherefore in consideration of the sum of ONE DOLLAR paid by each of the parties to each other and other good and valuable consideration (the recognize and sufficiency of which each party hereby acknowledges) the parties hereby covenant and agree as follows 1. In this License the parties agree that (a) additional term of a contract means the moneys stomachable hereunder, together with all other sums of money, whether or not designated as Additional Rental, to be paid by the Licensee whether to the Licensor or otherwise under this License save and just Minimum Rental and Percentage Rental (b)Commencement Date of Term means ______________, 2011(c)Gross receipts means the entire amount of the sales price, whether wholesale or retail, for cash, credit, or otherwise of all sales of ware and services, and all other improvement and receivables whatsoever of all business conducted at, in, upon, or from the Licence Area, including, without limiting the generality of the foregoing, receipts and receivables in respect of any sale effected by the Licensee using any computer.Electronic, telephone, internet, or like system, where the Product is sent via the Licence Area or by the Licensee directly to a consumer, orders taken at or received at the Licence Area, although such orders may be filled elsewhere by the Licensee, deposits not refunded to customers, the selling price of gift certificates, charges to customers in the nature of interest or carrying or financing charges, sums, and credits received, and settlement of claims for loss of or damage to goods.No deductions shall be allowed for uncollected or uncollectible credit accounts. There shall not be included in Gross Revenue (i)any sums shown separately from the price and collected and paid out for any direct retail sales tax imposed by any duly constituted establishmental authority (ii)the exchange of goods and merchandise between the stores of the Licensee, if any, where such exchange of goods or merchandise is made solely for the convenient operation of the business of the Licensee and not for the purpose of consummating a sale which has previously been made or agreed to be made at, in, from, or upon the Licence Area or for the purpose of depriving the Licensor of the welfare of a sale which otherwise would be made at, i n, from, or upon the Licence Area(iii)the Licensees original cost of returns to suppliers or to manufacturers (iv)the amount of merchandise sold when such merchandise is thereafter returned by the purchaser and accepted by the Licensee, and a complete credit is given to the purchaser and (v)the selling price of gift or merchandise certificates or coupons sold other than from the Licence Area, provided that such gift or merchandise certificates or coupons shall be included in the calculation of Gross Revenue at the time of their redemption.(vi)Each sale upon an installment or credit basis shall be treated as a sale for the full price in the month in which that sale is made regardless of the time when the Licensee receives payment, whether full or partial, from its customer (d)Lands means as hereinbefore defined in autobiography A (e)Licence Year means a 12-month period commencing with the first day of January in one calendar year and ending on the last day of December of that year, providing that the first Licence Year shall commence on the Commencement Date of Term and end on the last day of December future(a) following and the last Licence Year shall end on the last day of the Term and commence on the first day of January preceding that date (f)Licence Area means Licence Area A and Licence Area B(g)Licence Area A means those portions of the building located on the Lands shown highlighted in pink and marked as Area A. Concession and Area A Storage room, which area is approximately 141. 9 sq. ft. (h)Licence Area B means those portions of the building located on the Lands shown highlighted in yellow and marked as Area B. Seating Area (i)Minimum Rental means the minimum annual rental taciturn hereunder payable by the Licensee (j)Product means coffee, tea, soft drinks, juices, pastries, sandwiches and related items as specified in the menu attached as Schedule C which menu may be amended from time to time with the agreement of the Licensor and the Licensee(k)P ercentage Rental means the percentage rental reserved hereunder and payable by the Licensee (l)Real retention Taxes means all taxes, rates and assessments, whether general or specially levied or assessed for municipal, school, general or any other purposes by any lawful government authority payable by the Landlord in respect of the Demised Premises and shall include any other taxes payable by the Landlord which in the future are levied in lieu of or in addition to such taxes, rates and assessments the whole as finally determined for each calendar year as a result of assessment, appeal or judicial review, and shall include any legal fees, or appraisers fees incurred by the Landlord in respect of such final determination.(m)Rental means Additional Rental, Percentage Rental, if any, and Minimum Rental and (n)Term means _______ (__) years commencing on the Commencement Date of the Term and ending on the _____ day of ________, 20__. 2. The Licensor hereby grants to the Licensee a licenc e to occupy and use Licence Area A on an exclusive basis and Licence Area B on a non-exclusive basis commencing on the Commencement Date of Term for Term unless sooner terminated as hereinafter provided. 3. To use Licence Area for the retail sale of the Products and to use Licence Area B to provide a seating area for the benefit of visitors to and staff of the City Centre Library and for no other purpose during the Term. 4.The Licensor covenants and agrees to pay to the Licensor, in lawful money of Canada, on the days and at the times hereinafter specified, Rental which shall include the aggregate of the sums required to be paid (a)Minimum Rental and Percentage Rental The Tenant shall pay the greater of (i).Minimum Rental of $________ per month commencing on the Commencement Date of Term and the 1st day of each and every month thereafter throughout the Term or (ii)the Percentage Rental which shall be ___% of Gross Revenue per Licence Year (b)Additional Rental some(prenominal) sums, costs, expenses or other amounts from time to time due and payable by the Tenant to the Landlord or to any third persons under the provisions of this Licence, including, without limitation, all amounts payable under Section 4.3 and Article 5 and all amounts payable by the Tenant by way of indemnity, whether expressed in this Licence to be Basic Rent or Additional Rent or not shall be treated and deemed to be Rent and the Landlord shall have all remedies for the collection of such sums, costs, expenses or other amounts, when in arrears, as are available to the Landlord for collection of Rent in arrears.The Licensee shall also pay for (i)the removal of garbage generated by the Licencee to the main garbage receptacle, cleaning of spills and pick up of litter in Licence Area B, and any other like service rendered to the Licence Area for the benefit of the Licensee and paid by the Licensor. (ii)the amount of Real Property Taxes applicable to the Licence Area in every Licence Year during the Term or any renewal thereof as and when prescribed by the Landlord.

Comparing Two Artists Essay Example for Free

Comparing Two Artists EssayMagritte uses minimal dull colours though he changes tones inwardly his colours to create shadowy effects and also creates a layered element contributing to line at heart his artwork the horizontal layers between the range make the vertical lines of the owls stand out in the foreground of his artwork. Magritte is known to not leave private messages within his artwork, cleverly painting the reality he sees.For this particular symbolic painting Magritte uses oil on canvas, the sharp detail he uses in his brush strokes make the image look real but not real at the same time. His witty version of reality he paints fall into surrealism, although his artwork include symbolic owls his painting is clear, elicit and well defined, he wanted his viewers to look at his painting and appreciate what is right there, not leaving them wondering why or what it means, because everything he wished to portray is right there in the artwork.Owls symbolize wisdom. In many cultures they are believed to be able to see all things that are usually hidden quite possibly fears. Magritte uses these owls to represent as an ancient human fear or the owls are the companions of our ancient fears, the birds growing from the soil may represent the root to our fears. In comparison to Magritte, Peter Booths artwork Untitled 1976 displays an image of apocalyptic shock, at the same time Booth includes his painful personalized experiences and his view of humanity.This is evident when he uses harsh and dust-covered colours to represent the apocalyptic vibe he sends through his artwork, the tones are very similar within each colour although when looking at the whole painting the contrast between the different colours is quite prominent leaving a cold feeling for his viewers to feel. Line has most strongly been used to create the strong horizon line and hence fore-middle- and background. The thin repeated lines of the fire and thrash about create pattern and simulate d texture.The texture of the paint Booth uses to illustrate the industrial side of his landscape maybe suggesting he had a rough childhood. The casting of the figures in Booths artwork are all out of proportion, implying they could be apart of his hazy memory or hallucination, and this is how he remembers them. Booth uses gouache on paper for this particular artwork his intense brush strokes create perspective on his painting, guiding his viewers to understand and follow where he directs them.His work is characterised by an intense emotional power of often dark narratives, and esoteric symbolism, this artwork also reflecting on his nightmarish dreams which categorise him in surrealism, as he whole kit and boodle closely with the element of surprise or shock difference. The colours he uses are symbolic to aspects of his childhood growing up in the industrial surroundings.

Marketing Communication Strategies of Skoda

trade Communication Strategies of SkodaMarketing The ProcessPrecisely defined, trade is the process of planning and executing the c erstwhileption, pricing, forwarding and distribution of ideas, goods and dish ups to satisfy customers (Google). It is a dynamic process of ensuring a close fit between the result competencies of an organization and the external demands placed upon it.The primaeval role of selling is often associated with the promotional aspect of a product or service. It consists of making the consumer aware of what youre offering, and convincing them to buy it.Marketing Communications Marketing Communications MixMarketing Communications takes a leap further to streamline the actions a firm takes to communicate with end-users, consumers and external give awayies. It identifies the best media available for some(prenominal) particular product or service to communicate with the market (Smith Taylor, 2005). It is primarily concerned with demand generation and pr oduct and service positioning.The marketing conversations smorgasbord is essentially a conceptual framework that helps to structure the approach to marketing. It covers all the communication tools available to a marketer, much(prenominal) as advertize, sales promotion, direct marketing, sponsorship, e-marketing, bodily identity, etc.This circulate is an attempt to study the marketing communications strategies and mix for consumer fomite brands in the UK, namely Skoda and Volkswagen Passenger Cars ( flat-on referred to as Volkswagen or VW). These are ii sister companies and hence an interesting comparison.Automotive Industry MarketingThe competitive nature of the automobile industry in the UK has prompted the automobile manufacturers to explore new and mod marketing strategies to thwart the deadly competition. Al almost all companies offer diverse range of vehicles in almost all segments as a part of their marketing strategy. This is in the endeavor to make sure that the cus tomer is driving maven of their vehicles only.The automobile industry relies not just on one medium of advertising and promotion rather they aim to develop a combination of almost all options to leave the most impact-ful trail of marketing. The audio-visual medium is a rage since it gives the vehicle manufacturers an opportunity to flaunt their elevator cars. The print medium, on the other hand, provides an opportunity to explain the functions of a car in detail and highlight their unique selling bid (USP) to the customers. More recently, the automobile industry has shifted focus to the online medium, exploring the internet, which offers greater flexibility in terms of utilizing its interactive features such as demonstrating the interiors of the car with its salient features, etc.Aims ObjectivesThe aims and objectives of the report shall remain the followingStudy the automobile industry dynamics in the UK, with specific focus on history and evolution of Skoda and Volkswagen as s ignificantly serious brands.Study the marketing communications strategies and tactics used by Skoda and Volkswagen to fight competition.Study the campaigns, media used and the brand two-base hit projected by Skoda and Volkswagen and how successful excite they been in reaching out to their target.Chapter 2 Literature ReviewUK Automotive industry Market OverviewThe UK automotive sector is a highly flexible, dynamic and a global enterprise. The UK is the 12th largest automobile producer in the world and UK car industry has always been export-oriented and is known for exclusive brands, such as the Rolls-Royce, Bentley, Land Rover, Aston Martin and Jaguar. Amongst the advert multinational players are Ford, Toyota, Diamler-Chrysler, GM and Volkswagen. The top five UK car producers include Nissan, Toyota, Honda, MINI and Land Rover (Cunningham et al., n.d.).The automotive sector in the UK is in a state of constant change which is imperative for adapting to challenging commercial, regu latory and technological trends worldwide. However,at present, the UK car industry is in major turmoil. With credit crunch, spiraling oil prices and svelte consumer confidence, the industry is witnessing its worst since 1966. The buyers are shunning dealerships in droves and the manufacturers are in deep thoughts of how to revive the declining sales.The slowdown in the UK mirrors the difficult conditions being experienced crosswise the main European markets.(Paul Everitt, SMMT).The major trends in the UK automotive industry over the last five years, as identified by the Society of Motor Manufacturers Traders Ltd (SMMT), fancy the followingUK new car market has eased in recent years, after witnessing a peak of 2.579mn in the fiscal year 2003. The market is now contested by m both marques.Fuel-efficiency is a big issue in the UK automotive industry.UK vehicle output has declined, but will recover over the next 18 months (figures as of 2007).In the year 2006 there were 1.65 cardin al cars and commercial vehicles (CVs) produced in the UK alone.In the year 2006 the UK new car market eased to 2.345 million units, its lowest level since 2001.Estimates show that over 2 million vehicles are currently scrapped each year.Global automotive market is very positive and is more often than not driven by Asian demand, in particular in China and India.Skoda- The Brand and the Re-BrandingSkoda Auto is an automobile manufacturer based in the Czech Republic. It was once one of Europes leading producers of quality, highly engineered cars but its fortunes plummeted under the post-Second World War communism phenomenon. It was until 1989 when Volkswagen took a 30% stake in the beleaguered car firm, that there were every signs of hope for the uplift of the comp some(prenominal). In 21991, Volkswagen bought Skoda outright and this was when the journey of improvement triggered off for Skoda. Backed by VWs expertise and investments, the design of Skoda, both in terms of dah and engi neering, improve greatly.Although Skoda cars were quite at par with those of the rivals, in terms of function, style and value for money, the entire brand image of Skoda lagged far behind. As Chris Hawkens (Marketing Director Skoda, 1999) declared All the look for showed quite substantial levels of rejection of the Skoda brand by consumers. (Creativity Works, 2003)Trying to Sell Skodas is Like Trying to Sell Nuclear Waste.Hawken took up the initiative to challenge the negative perceptions close to Skoda and to create a new brand computer program to ensure future growth. The action plan called for innovation and a carefuly integrated marketing communications strategy which comprised of three core strandsAdvertisingDirect marketingPublic relationsAs a result, the entire image of the Skoda brand improved and eventually changed altogether.Volkswagen The BrandVolkswagen commercial vehicles is another brand of the Volkswagen group, like Skoda, and is a separate marque to Volkswagen Passenger Cars since 1995. VWs relationship with the UK automobile industry dates back to 1952 when the low gear two models of Beetles were introduced into the market. In 1953 Volkswagen Motors Ltd officially became the UK importer, and the brand thereon went from strength to strength and became to be knows as the peoples car. The Volkswagen Passenger Cars brand runs a combination of three core values innovative, providing enduring value and responsible.Technology, people and the environment dominate the philosophy and actions of Europes largest automaker.Double marketing has been the central for Volkswagen. It is not about stuffing multiple messages into one campaign, ratherrunning multiple campaigns on different messages concurrently. Volkswagen has more often indulged in launching many models collectively and hence has exploited this marketing strategy. The campaigns of 2006 provide a authoritative example of this phenomenon at Volkswagen the Unpimp my ride campaign about desi gn and control, the obeying your fast campaign for the GTI and the safe happens bold TV ads for the Jetta.Chapter 3 Research MethodologyThe research methodology for this report entails a careful blend of both primary and secondary sources available.Primary Sources of DataFive customers of Skoda and Volkswagen were randomly interviewed for their views about the marketing strategies of both the companies, using open-ended questions to yield maximum response. This helped to assess their response towards the media and campaigns deployed by these brands and to evaluate the extent of impact and penetration of the marketing tools used into the target customers.Attempts were do to interview at least one reliable personnel from the respective companies. However, due to lack of time and confidentiality issues of the company, this mode of research did not yield any reliable information for evaluation purposes.Secondary Sources of DataThe secondary sources tapped include various books, publish ed material, both from official as well as drumhead sources and both from electronic as well as print media. These include expert reviews on the marketing strategies of each company, company annual reports and other unquestionable related articles available on marketing strategies of Skoda and Volkswagen. Various advertisements, both from the print as well as electronic media, have also been carefully analyze to conduct a comparative analysis for both the companies.Chapter 4 Discussion AnalysisSkoda Turning Negative Perceptions into PositiveRather than try to make it into a hero brand, which wasnt realistic, we made it the underdog, and everyones on the side of the little guy. (James, 2002)Under the marketing communications strategy deployed by Hawkens and the innovative It is a Skoda, honest campaign, the market trade of the company almost doubled. He confronted head-on the cars negative image using subtle, intelligent humor, targeting Skoda rejecters precisely.The rejuvenatin g marketing communications strategy of Skoda comprised of (James, 2002)Advertising targetting the entire country, primarily by dint of TV.Drect Marketing targetted prospective buyers and existing customers, designed to encourage test-driving the new car.Public Relations played a supplemental role by image-changing articles. Press was feed with information about motoring awards and VK backing. The success stories about Skoda now read Historys biggest comeback since Bobby Ewing stpped out of the shower, the new Skoda is hip and sexy yes, sexy.For a budget of about $7 million, Skoda witnessed increased sales, more than 23%, over the course of the 18-month campaign which marked the turn-around for the brand (James, 2002).Skodas Marketing Communication MixThe recent marketing communication strategy of Skoda constitutes the following key elementsTV Advertising Most Talked About Add of 2007TV advertising has always been a win for Skoda. The baking of summarize of 2007 is a remarkable example of the strategic advertising vision of the company. The award-winning add featured a group of master bakers creating a life-size car out of cake icing, jelly headlights and full of lovely stuff strapline. The Favorite Things soundtrack provided the background score for the extremely attractive recepie.The cake add was indeed a radical move for Skoda. It was accompanied by columns in leading journals and magazines as the PR team took the initiative to send cake tins with ingredients to journalists. As a part of the direct marketing campaign, chocolate scented air fresheners were sent to potential and existing custoemrs of Skoda. Being an extremely bold positoning, Skoda adds communicated the message of how Skoda delivered exceptional customer service (Turner, 2007).Award winning websiteSkoda UKs official website (www.skoda.co.uk) is yet another critical element of the marketing communications mix of the brand. The highly attractive, animated and engaging website played a cru cial role in nurturing the marketing mix of Skoda. Its online marketing campaign won it laurels in 2008- the Best Motor Manufacturer Home pageboy and Best Motor Manufacturer for Purpose Intent (www.skoda.co.uk). The criteria for judgment included factors such as web design, use of animation, ease of navigation, and search tools available. The sites creative forcefulness has been demonstrated by a remarkable 400% increase in requests for test drives and brochures.MyClick TechnologySkoda has indulged in a mobile WAP site MMS MyClick advertising platform as a recent communication strategy. This is an endeavor to deliver a unique brand experience to consumers on their mobile devices.The image recognition applied science of MyClick allows Skoda to reach end users with instant services wherever they are. Skoda is using this idea to provide an interactive platform where mobile users can access its Believe In Life information by simply clicking their mobile phone camera (Roberts, 2008).V olkswagens Marketing Communications MixVolkswagen, the brand, deploys two key elements in its marketing communications strategyOnline MarketingThe official website (www.volkswagen.co.uk) provides the most life-like experience of choosing a car on the internet. It allows the visitors to access the retailers booking systems and book test drives in real time. as well as they are able to see which models are available at any specific time and retailer and make online reservations. The dynamic feedback mechanism employed by the website allows the customer to search and modify their preferred car in real time hence, as initially imagined by Volkswagen. The website is practically responsive and provides a much richer customer experienceDouble Marketing Volkswagen and the vapoursA multi-tiered, fully integrated marketing strategy was incorporated for the multiple-model launch in 2003, with the help of The vapours promotional team (Volkswagen and The Blues, n.d.). The marketing strateg y adopted covered a diverse range of communications media includingTV and radio adsOnline marketing on The Blues websitePaid advertising print ads in leading journals, in-flight marketing campaign with major national airlinesEvents marketing Radio City concert, presence at key film and music festivals, etc.Ancillary productsEducational outreach Letter from Volkswagen and logo presence in Teachers Guides sent to 45,000 teachers nationwide.Chapter 5 ConclusionSkoda has gone from trash to take account with the overwhelmingly innovative marketing strategy of the Volkswagen group. This can be accredited to simply revamping the marketing communications mix, which even called for complete elimination of typical elements such as sponsorships. Instead it focuses primarily on four key aspects of marketing advertising, direct mail, public relations and more recently online marketing. Ultimately transforming the company image from a joke to a hero brand, the correct marketing strategy and time ly deployment of that strategy have radically changed the perceptions of Skoda and it is today one of the fastest ontogeny car brands in the UK.Volkswagen Passenger Cars, on the other hand, is a brand of the same parent group, however with much lesser prominence as compared to that of Skoda. The most prominent feature of VWs marketing strategy is double marketing, vis--vis the three-pronged strategy of Skoda. Both brands have strong market presence and are working effectively with their idiosyncratic marketing strategies. However, those deployed by Skoda are much more impact-full and far-reaching than VWs.Chapter 6 RecommendationsSkoda is suggested the following set of recommendationsAlthough the negative perceptions have withered off, the positive preconceptions are to be secured. Hence, Skoda involve to promote a we-are-not-as-bad-as-you-think impression.Create a new communications theme that is able to sustain the brands sense of individuality, without Skoda being perceived as just any other car brand.Volkswagen Passenger Cars is suggested the following set of recommendationsEnhance the marketing communications mix with more emphasis on the advertising campaigns, such as those launched by Skoda.ReferencesCreativity Works (2003) HOW SKODA USED CREATIVITY TO INCREASE SALES BY 27% Available at www.dandad.org/inspiration/creativityworks/pdf/skoda.pdf Accessed 8th November 2009Cunningham, Margaret Doherty, Joanne Douglas, Thomas Garland, Philip Guo Xiadi Harmer, Chris (n.d.) The finale of the Skoda Joke and the Rebirth of the Brand. Available at www.busmgt.ulst.ac.uk/modules/bmg900j3/Skoda%20Report.ppt Accessed 8th November 2009James, Dana (2002) Rebuilding Reputations Skoda goes from trash to treasure Available at www.amaphoenix.org/files/Rebuidling%20Reputation Accessed eighteenth November 2009Roberts, Benna (2008) Skoda users MyClick Mobile image recognition engineering science for Mobile Marketing Available at http//www.gomonews.com/skoda-users-myclick -mobile-image-recognition-technology-for-mobile-marketing/ Accessed 5th November 2009Smith, P R Taylor, Jonathan (2005) Marketing CommunicationsTurner,Clark (2007) How Skoda created the most talked about ad of 2007 Available at www.utalkmarketing.com//Article.aspx?Skoda_created_the_most_talked_about_ad_of_2007 Accessed 18th November 2009Volkswagen and The Blues (n.d) Available at www.sgptv.org/sponsor-casestudies/original/5.pdf Accessed 5th November 2009

Difficulties Arab Students Have Learning English English Language Essay

Difficulties Arab Students Have Learning face side of meat Language EssayIntroductionAs a teacher of English to Arabic speaking school-age childs I have encountered a take of item catchyies Arab assimilators have in mastering the English language. In this paper, I would like to focus on a particular grammatical problem they have in the area of verb reachs beca riding habit, of on the whole the mistakes that my students patch up, mistakes with verbs and verb tenses impede communication to the great degree.The specific problem I will attempt to look at the area of verbs is the problem that Arabic speaker systems have in using and confusing the yield liberal. I will base the evidence for these mistakes on actual writing errors that Arabic students have made. Mistakes such as I am live in Abu Dhabi. get laid up frequently in my students writing.This paper is basically a contrastive analysis since I feel that the majority of my students problems in this area come from pay back tongue stoppage. provided, as will be noted below, this does not loaded I rule out other sources of errors such as intralingual errors.The chase is the outline of this paperIn the first section of this paper, I will describe the various aspects of the grammatical structure of the endow straightforward and the pledge forward-looking in the English language.In the second section of the paper, I will contrast the grammatical structure of the soak up up transparent and the mystify reform-minded with its Arabic counterparts. I will orient how Arabic has structures that vary signifi dopetly and radically from their English counterparts.In the third section, I will introduce a number of examples takes from students written work and give an indepth analysis of the practicable sources of the errors, mainly with respect to mother tongue contraceptive device, but overly looking at some possible intralingual sources for these errors as well.Finally, in the last section, I will attempt to suggest a general theoretical approach to dealing with such problemsPart cardinal A grammatical description of the English Present Simple and the Present ProgressiveThe simple read tenseAs we already know, the simple present of every verb (with the censure of the verb BE, which I will not be dealing with as a grammatical description since it is not the specific focus of this paper) is superposable in every person with the basic unmarked base form of the verb except for the third person forms he, she and it to which we largely add s or es (Quirk 1985, p.98). However, numerous irregularities arise in the spelling and pronunciation of this third person form (Leicester 1998, 12.12)(Thomson 1986, p. 150).Questions are formed by using the auxiliaries do, does, in the present, and did in the sometime(prenominal) by putting all these before the subject. Negation is formed in the same sort using dont (or do not) and doesnt, (or does not) in the present, and didnt (or d id not) in the past. These forms go after the subject. In addition, the verb must be changed to the basic form.The simple present is spendd for statements that are always true, (e.g. The earth revolves around the sun.) (Azar 1989,p.2).The simple present is also hired for events, actions or situations which are true in the present period of time and which, for all we know, may continue indefinitely, (e.g. Fatima goes to school at Zayed University.) (Azar 1989, p.2) What we are saying in these expressions is that this is how things kiosk at the present act (Huddleston 1984, p.81).A further use of the simple present is for actions that are habitual, things that happen repeatedly, (e.g. We study a lot.) (Alexander 1988, p.163)(Quirke 1985, p.107).Observations and declarations are another use of the present simple, as in the sentence (It says here that there is a new night club opening.)(Alexander 19988, p.163).The present simple arsehole also be used to express the future, especial ly when we want to express strong certainty, (e.g. When we graduate, we will get jobs.).Swan, Huddleston, Lewis, Thomson and Quirke, et. al. also add eight other functions of the present simple which world power come up in other contexts such asDemonstrations and commentaries (e.g. First, I take a bowl and break two eggs in it, indeed..)The structures here comes and there goes, (e.g. here comes your husband.)Promises and oaths (e.g. I promise., I swear , He denies..)Formal correspondence (e.g. We write to advise you.)Instructions (e.g. You go left, circuit right.)Stories (e.g. In act one, Hamlet meets the ghost of his father.), which Huddleston calls the historic present.In expressions of understanding such as hear, see, gather (e.g. I hear youre getting married.)Finally, the simple present can be used in newspaper headlines (e.g. RUSSIANS RAISE OBJECTIONS)Since there are so m all instances of when to use the present simple, is there any way to summarize all of these? I concur w ith Lewis explanation that the present simple1-Expresses an event as a total single point in time.2-Expresses an event as a matter of point.3-Expresses an event as immediate rather than remote.The present progressive tenseBoth the simple and progressive forms ordinarily tell us that an action takes aspire. But the progressive forms also tell us that an activity is or was, or will be, etc. in progress, or thought of as being in progress. In other words, the present progressive tells us that the speaker sees an action as taking place all over a period of time as opposed to a point in time. In addition enquiryers would add that the speaker sees the period as limit (Lewis 1986 Leech, 1975 Huddleston, 1984 Quirke, 1985).The present progressive tense is formed with the present of be (am/is/are) (which adds aspect and voice), said by Quirke to be the finite verb, plus the ing form (the non-finite form) (Quirke 1985, p. 120). there are no complications with the additional ing form how ever the spelling of the ing has some irregularities and needs to be taught to students e.g. write, writing run, running begin, beginning lie, lying). (Alexander 1988 Huddleston 1984 Quirke 1985).Question formation takes place by switching the place of the auxiliary be and the subject. Negation is achieved by inserting not between the subject and the auxiliary or by contracting nt with the auxiliary verb forms (with the exception of the first person singular form am) (Quirke, 1985).In the classroom, the classical reason given for why we use the present progressive is that it shows an uncompleted action in progress at the time of speaking. To emphasise this, we often use adverbials like now, at the moment, just, etc. For example, Hes not home at the moment, hes working. (Quirke 1985).The present progressive can also be used to describe actions which have not been happening for long, or are thought of as being temporary situations, and which are breathing out on around now, e.g. Abdu llah is living with his aunt until he can find a place of his own..A further use of the present progressive is to uphold to activities and events planned for the future. We generally use adverbials in such sentences unless the meaning is clear from context, e.g. Were spending next Thursday in Abu Dhabi. (Azar 1989 Huddleston 1984 Quirke 1985).The present progressive can also be used to talk about developing and changing situations, e.g. That child is getting bigger all the time. (Swan 1980).Sometimes the present progressive can be used to talk about feelings, such as I am feeling fine. or My back is hurting me..The present progressive is used to show repeated actions along with adverbs such as always, constantly, continually, forever, perpetually, and repeatedly, such as He is always helping people.. In this sense it conveys not temporariness, but constantness. (Leech 1975 Huddleston 1984).The present progressive also is used to show repeated actions that are happening around now, e.g. He is studying a lot of English these days. Why is he difference to the library? (Swan 1980).Dynamic versus Stative Verbs in the present simple and the progressive tensesDynamic/progressive verbs refer to verbs which show actions which are deliberate or voluntary, e.g. Im expression a house., or changing situations, e.g. Hes becoming fat.. Dynamic verbs can be used in both the progressive as well as the simple forms e.g. I eat at 500 (everyday). as opposed to Im eating now..Stative verbs (also known as non-progressive verbs) are verbs which indicate a state, condition or stupefy. Specifically, stative verbs fall into categories such as feelings (like, love), thinking/believing (think, know, realize), wants and preferences (need, want), perception and the senses (smell, see), and being, seeming, having, and owning (seem, look, appear). Stative verbs are generally not used in the progressive forms (Quirke 1985).However some stative verbs can be used in both the present simple and the progressive tenses, which results in a different meaning in each form, e.g. Im thinking of a solution. as opposed to I think he is the best man for the job. or These flowers smell good. as opposed to Latifa is aroma the flowers in the garden.) (Alexander 1988 Azar 1989 Azar 1986 Quirke 1985).The present simple versus the present progressiveSwan take aways note of a number of areas where students aptitude confuse the present simple with the present continuous.A. We use the simple present to talk about things that are true for the present period of time, or, as was noted above, to say this is how things stand at the present moment for the foreseeable future. However, if the event is temporary and is taking place right now, we use the present progressive.Afrah studies at the Higher Colleges.Afrah is studying her English lesson.B. We use the present progressive to talk about habitual actions if these are happening around the moment of speaking.Fayrouz and Fatima are preparin g for the Eid holidays.However, if the habitual action is not closely connected to the moment of speaking, we generally use the present simple.I go to Saudi Arabia once every triple years.C. Verbs that refer to physical feelings can sometimes be used in either the simple present or the present progressive.I feel great or Im feeling greatMy head hurts. or My head is hurting.(Swan 1980). classify TWO A grammatical description of the Arabic present simple and the present progressiveIn this part of the paper, I would like to give readers a very brief background of the Arabic verb corpse in regard to the simple present and the present progressive.The Arabic verb system is very complicated. However, this does not mean that a teacher has to master the Arabic language before s/he is able to pinpoint errors that may be a result of the interference of Arabic in English. One can study the Arabic language with the goal of simply understanding the structure, rather than with the goal of speak ing and writing in the language.Let us first look at the present simple, then(prenominal) the present progressive, and finally the verb to be since all of these grammatical items are specifically germane(predicate) to the particular problem at hand.A.The Present SimpleIn Arabic, the formation of the present simple is radically different from English, since Arabic uses a root system made up of the three most important consonants (though two or four consonant roots do sometimes occur). In Arabic the three basic consonants (the root) stay the same but it is by changes in the vowels, the suffixes and the prefixes that tense and number are indicated. It is vastly more complicated than the way some English verbs change tense by changing vowels, e.g. give, gave.For example, the sentence, he learns could be represented phonetically by ya-droo-soo. The d-r-s is the root, ya is the part that indicates this is a third person singular male verb (though this is not the pronoun). The warning of the vowels and consonants (ya + c1 + c2+ oo + c3 + oo), lets the speaker know that this is the present tense. In contrast, the past could be represented by a different pattern hence, he learned, dar-ah-sah has the pattern (c1 + ai or ah + c2 + ai or ah + c3 + ah) (and this is just one pattern out of ten)From a sentence point of view the verb in Arabic is not necessarily treated as the nucleus of a sentence and, in the case of the linking verb verb BE, can be omitted entirely (as we shall see below). The verb can also be placed at the beginning of the sentence.Like its English counterpart, the present simple tense in Arabic expresses a habitual action. there are other functions, but they are not relevant to this discussion.B.The Present ProgressiveIn general, the present simple form is also used in Arabic to express the idea of a continuous action occurring in the present. Hence, the English sentenceHe is working now. in Arabic becomes He whole kit and boodle now.(represented ph onetically by huwwah yaamaloo al eyn.)What is he doing? in Arabic becomes What does he do?(represented phonetically by mehzah yafaaloo al eyn?)Hence, in almost all cases, the present simple form is used to show the idea of continuous action in the present. However, there is a single verb form in Arabic called the ism-ul-fail which is the take aim parallel to the idea of continuous action. However, the difference in Arabic is that the ism-ul-fail is used very sparingly contrastd to English and then only for some very specific verbs of movement, or verbs that indicate changing from one state to another ( dismissal up, going in, going down, walking to a place, leaving a place, etc.).Since the ism-ul-fail is radically different in form from the English progressive it is doubtful that any interference in form occurs.C.A Few Points About The Verb BE as a CopulaAlthough BE as a copula is not the focus of this paper, it does deserve mention here for two specific reasons. The first point i s that BE in Arabic, when it is the copula in the present tense, is unwritten and unspoken (although this is not true of the copula in the past tense or the future where it is written and spoken). (Kharma, 1989, p. 89).For example, the literal version of the sentence Ahmed is a student. is Ahmed student.. So it is conceivable that students might leave BE out as a copula OR as the helping verb in the present progressive because it does not exist in the present tense in Arabic (although there are other additional reasons why students might forget to add it to the present progressive as we shall see).The second point is that BE is used so often in English, in so many different kinds of structures, and that it is so irregular, that it might simply add to the confusion of students (Kharma 1989, p. 161). Students who keep on being corrected for leaving out the verb to be when it is necessary, may for example, hypercorrect themselves and part to write it everywhere. Again, we shall rese arch this issue further below.PART THREE A look at some common written errors made by Arabic speaking students when using the English present simple and present progressiveFinding the exact causes of any error can be a difficult and meticulous task. This is partly because there may be multiple reasons as to why students make one particular error and these causes may also lick at any given time. In addition, it is extremely ruffianly, even for a native speaker of both Arabic and English, (which I am) to know exactly what is going on linguistically in the mind of a student when s/he makes such an error.However, having said that, even with these obstacles, we can at least make some good hypotheses and lists of possibilities as to why these errors occur with our own students. As a result, we will be able to generate classroom strategies and methods in hunting lodge to correct and remedy these sorts of mistakes. The following categories of errors are the most common that I have make in students written work with regards to the simple present versus the present progressive. I will look at each category in turn, and offer an analysis of the sources for these types of error.Category OneFatima studies now.Ahmed does his homework now.In these sentences, the intention of the Arabic speaking writer seems to be to convey the meaning of what in English would be a present continuous action, expressed by the present continuous tense. This is clear by the use of the adverb now or in the case of other examples not shown here, from other adverbs or the context of the sentence. In examples one and two, the Arabic speaker seems to be transferring the rules of his native language into English. The Arabic speaker usually uses only the present simple to express events that would be expressed in English by both the present simple and the present continuous.Category TwoMariam cant talk, she eating now.This kind of mistake is a bit more problematic in terms of analysis. It could be that the Arabic speaker, feeling that the full meaning of the action is expressed in the verb with the ing, has decided that the am/are/is forms are senseless and unnecessary. It could also be the case that this mistake is a direct transfer of a particular grammatical form in Arabic. In certain cases Arabic speakers do express the present continuous with a verb and prefix change (called ism-ul-fail), but without the corresponding be form. For example, the literal translation of the sentence Ahmed is running. is Ahmed running. .Category thirdAre you knowing the way to Dubai?I am wanting to see my family.In this case, the student has learned the present progressive form, but is over generalizing it to all verbs (or perhaps does not remember or has not been taught the rules for exceptions such as the above). These types of errors could very well be intralingual.This over generalization could also be found in sentences that have the function of explaining, demonstrating teaching or n arrating such asNext I am pouring the oil into the cooking pan.Ali is passing the wind to the goalkeeper.Category FourI am live in Abu Dhabi.We are study English.This category is probably the most difficult to analyze. This is because it is unclear whether the Arabic speaker is making the mistake of adding the additional am/is/are form while trying to use the present tense, or making the mistake of forgetting to use the present participle while trying to use the present progressive tense. That is, did the speaker intend to say I live in Abu Dhabi. and use the extra am form by mistake, or did s/he intend to say I am living in Abu Dhabi. and forget the correct present participle form? Of course, there are other possibilities but these seem like the two most likely.We must obviously look at the context of the split to see if we can get the gist of what the speaker meant. The following is a more detailed analysis of these two possibilities from the standpoint of the students reasonin g.1. If we believe from the context that the student was trying to use the present simple and added the additional am in error, then the following analyses applyA. The student may be confused by the lack of inflectional endings in English, since Arabic is a highly inflected language, and every personal pronoun has a distinct corresponding inflected verb form. The similarity of the verb forms in I live, you live, etc. may seem very awkward to the Arabic speaker. Hence, they may want to remedy the situation by distinguishing the verb forms in some way by, for example, adding an exceedingly familiar and overused verb form like am, are, or is.B. The student may be over generalising based on what they have learned about the present continuous. That is, they may have learned how to form the present continuous quite easily since there is no mother tongue interference from Arabic, (although they may not have mastered its use). They then may go on to conclude that every verb in the present s imple or present continuous in English needs to be preceded by am/is/are.C. Similarly, the student may be hypercorrecting. They may have been corrected so many times for forgetting to use the verb BE in their sentences e.g. Ahmed happy, that they may start to feel that every sentence needs the verb BE.2. However, if we believe that the student was trying to use the present continuous tense and used the present simple live (instead of the present participle living), then the following analyses applyA. The student may not have correctly soundless how to form the present participle by adding ing to the end of the verb.B. Perhaps students have simply forgotten to add the ing prefix because the structure is so different in their language.This is by no means an exhaustive analysis. However, these are, from my experience and collaboration with other colleagues, both native and non-native speakers, some of the major possibilities.PART FOUR Pedogogical implications of the above research fo r teaching the present simple and the present progressive to Arabic speaking studentsFrom the evidence I have presented here, I believe it is clear that many of the mistakes in using the present simple and the present progressive in form (such as omission of the verb to be in the simple present for Arabic speakers, e.g. I studying), as well as other mistakes in usage (e.g. using the simple present when the present progressive is required) seem to be traceable straightaway to Arabic mother tongue interference. Based on my analyses, reading and discussion with colleagues, I do feel that in this particular area, teachers of EFL to Arabic speakers must sell mother tongue interference as a major impediment to learning the present tense versus the present progressive.If we know that mother tongue interference is the cause of many errors, what should this imply for our teaching? One thing which I think it does not imply is that we teach English from the point of view of the mother tongue . For example, trying to get students to understand English grammar through word for word translations or using the grammatical structure of Arabic to help students to understand the grammatical structure of English are only useful in certain cases, and then only by someone who is a master of both languages.My experience in reading the research, being bilingual and talking to Arabic speaking students who are at the final stages of their English studies leads me to believe that, at least in the case of Arabic and English, that the two languages are sufficiently different that they are both best looked at in their own respective grammars. Students must be made, not only to think in English, but to understand English grammar in terms of English grammar without constantly switching back and forth to compare it with Arabic. Such practices are ineffective and will cause confusion among students.As Lewis says students should never expect the foreign language to be like their own..the fact that English has verb forms that contain be as an auxiliary does not suggest that other languages ought to have a corresponding form.students should be positively encouraged to explore the foreign language within itself rather than through the expectations they bring from their own. (Lewis, 1986, pp. 164-165).In addition, I should add that intralingual factors can also be at work when students make such errors (in addition to context specific factors like student motivation, teaching style and competence, etc.). For example, on the intralingual side, we know that students of ESL from many different language groups and even children make common mistakes with the verb to be. Therefore, many such mistakes might be intralingual. (Mattar 1989). Hence, when we try to analyse our students errors we should not be prejudiced to any one theory and we should try to be open to looking at all possible sources of errors.What we as teachers should be doing in the classroom is continually collectin g research on student errors and student learning styles in order to form hypotheses about why such errors occur and why such one approach worked and another didnt. We should then be trying to test these hypotheses to see if they are true or not, and afterwards share this information w ith other teachers in similar situations. Only then will we be able to understand why students make errors and what is the most effective way to correct them.Word count 4,161 words

Expressive Art Therapy The Rosebush Technique

Expressive Art Therapy The Rosebush TechniqueThe purpose of this paper is to research Expressive Art therapy and to prove one structured cunning activity, the Rosebush fantasy, which is an sound outing strategy proven in school counseling. Allowing children to draw is giving them the ability to use another language to distri furthere feelings, ideas, perceptions, fantasies, and observations of how they view themselves, others and the environment in an effective, non-threatening way. The rosebush fantasy technique is used as an expective art therapy method to access the emotional world of children in a non-verbal way (Ray et al., 2004, p.277).Clients with various problems can be reached through expressive art therapy as a tool for awakening dormant creativity which can be used through artistic self-expression. It restores the creative/inspiration that lymph nodes store deep within by expressing through art. Psychotherapy can assist clients verbalizing their unspoken and discre pant conflicts whereas expressive art therapy will assist the clients to express themselves in a creative understanding without relying on verbal slosheds. Clients of each ages can use expressive art therapy to gain a better understanding of their unconscious through interpretation in their artwork that may show developmental phases and of psychic structure. This therapy is mean for accessing unseen resources and may provide clients a tool for expressing their internal conflicts that they can use throughout their lifespan art therapy is an engaging and effective way for umpteen clients, children and adults to create art that is meaningful and view an emotional effect. It is a way for clients to become more aware of their self perception. Children may be more undefended to expressive art therapy than adult clients who may prefer the verbal approach, but clients of all ages can benefit from art therapy. These therapies likewise help the study of the swelled head and the relation ship between graphic form and character development (Synder, 1997, p. 74).According to Corey (2009), Carl Rogers theory of creativity is using expressive art to enhance personal harvest for individuals and groups. Carl Rogers approach known as expressive art therapy broadens the person-centered approach to spontaneous creative expression that symbolizes deep, inaccessible feelings and emotional states. Drawing, moving, music, painting, sculpting, writing and improvisation are all various artistic forms used in expressive art therapy. This approach is to integrate the mind, body and spirit and are based on the humanistic principles but given fuller form to Carl Rogers notion of creativity (p.181). By using creative approaches to counseling students respond positively. Traditional talk therapy is not as effective as art therapy. Art allows the child to connect with the counselor through images rather than words. Counselors developed an alternate non-verbal technique for children who do not possess the developmental ability to integrate feeling, thoughts, and experiences (Ray et al., 2004, p. 277).According to Ray et al. (2004), J. Stevens saw that adults tend to alienate unpleasant experiences that were causing distress to themselves. Rosebush Identification Fantasy was created so that adults could reconnect with those unpleasant aspects of their experiences. He reported that the participants responses to the rosebush exercise were a result of their own projection of their own experiences. Participants imagined themselves as a rosebush and identified their experiences onto the rosebush. V. Oaklander, a Gestalt child therapist, recognized that both client and therapist can have fun through fantasy and the process of expression of feelings. She adapted the rosebush Identification fantasy for the use of children. The technique can be used to reveal the childs subjective phenomenological world by using this art activity. This technique allows the child to communica te and share themselves with the counselor in a non-traditional format (Ray et al., 2004, p. 277).The rosebush fantasy drawing begins with a short relaxation exercise that focuses on muscle relaxation and concentration on breathing. Playing soothing music in the background can be helpful to relax children and allows them to clean their minds of intervening thoughts. The therapist will then ask specific question that will set the self as the rosebush such as, What kind of rosebush are you? Are you small or big? Do you have flowers? Who is taking care of you? Do you have thorns? When the counselor feels that the child has had enough time to process those questions they ask the child to open their eyes and draw themselves as the rosebush. The counselor allows enough time to fill in the drawing. The meaning of this exercise is how the child interprets and explains the rosebush. The counselor may ask the child to describe the rosebush. The counselor may create the creativity by having the child tell a story of the rosebush and what kind of environment the rosebush is in. If the counselor attempt to connect the childs drawing to their real-life situation the child may become threatened. The counselor may also ask, Is there anything in this drawing that reminds you of your own life? (Ray et al., 2004, p. 277).Drawings can quickly bring to surface issues relevant to counseling that can improve the counselors ability to middle effectively with the client. Direct questions can be threatening when asking children their actual situation. By using their descriptions of their rosebush fantasy, drawing becomes less threatening. By allowing the child to draw a fantasy the child has emotional distance from the reality of life. The child is able to express details verbally about the rosebush that correlates with their view of self in a safe way. The rosebush technique can be presented in an individual or group session. In an individual session the therapist can have a better understanding of the clients world. To help understand perspectives of others and present themselves to others, this technique is beneficial for a group format (Ray et al., 2004, p. 277).The rosebush technique allows clients to use another language to express their feelings, thoughts, emotions and perceptions of how they view the world. Art drawing is a vehicle to help clients channel their emotions in a non-verbal way and allows the client to feel safe with the counselor. Expressive art therapy is an effective way of counseling that does not involve in traditional verbal communication between counselor and client. It allows the client to feel safe in a non-threatening way to express ones hidden feelings through art.

Explanation Of How Both Long-t :: essays research papers

Using some of the causes in the list explain how both long-run and short-term causes contri saveed to Hitlers rise to power.The accordance of Versailles caused a reaction of horror and outrage to the Germans. They were being forced to accept a harsh treaty without any choice or even a comment. Ebert was in an extremely difficult position. So he decided to accept the treaty of Versailles terms. When Ebert agreed to sign the treaty the Germans were furious, they were pleased the war had ended but they didnt want humiliation. Hitler hated the treaty of Versailles, and he promised to kick out the treaty of Versailles as he had utter in the Nazis Twenty-Five Points. volume began to gestate in Hitler. His Twenty-Five Point programme showed that the treaty of Versailles could be dealt as any other task, and he promised to exterminate it right away. The treaty of Versailles was the most all important(predicate) of the Long-term causes because it gave Hitler the opportunity to share the same ideas as the Germans about the treaty of Versailles. So he took advantage in the middle of a politically destabilised Germany. short-run causes like the Munich Putsch helped his popularity, which was essential to his rise to power. Source 3 During the Munich Putsch Hitler said,The Bavarian Ministry is removed. I propose that a Bavarian government be organize consisting of a Regent and Prime Minister invested with dictatorial powers... The government of the November criminals and the Reich president are declared removed... I proposed that until accounts commit been finally settled with the November criminals, the direction of the policy in the National Government be taken over by me... The Munich Putsch was a disaster for Hitler. People didnt rise to support him. Hitler was arrested and aerated with treason. In trial, Hitler gained lots of publicity and his ideas were reported in newspapers. Source 4During the trial Hitler said,I alone turn out the responsibility but I am not a criminal because of that... There is no such thing as high treason against the traitors of 1918... I feel myself the outstrip of Germans who wanted the best for German people. Hitler convinced the judges, and got five years in prison instead of a life sentence, but Hitler served yet nine months in Lansberg prison. Ludendorff was freed with Hitler. During his nine months in Lansberg prison Hitler wrote Mein Kampf, which expressed Hitlers ideas towards Germanys future.Explanation Of How Both Long-t essays research papers Using some of the causes in the list explain how both long-term and short-term causes contributed to Hitlers rise to power.The treaty of Versailles caused a reaction of horror and outrage to the Germans. They were being forced to accept a harsh treaty without any choice or even a comment. Ebert was in an extremely difficult position. So he decided to accept the treaty of Versailles terms. When Ebert agreed to sign the treaty the Germans were furious, the y were pleased the war had ended but they didnt want humiliation. Hitler hated the treaty of Versailles, and he promised to kick out the treaty of Versailles as he had said in the Nazis Twenty-Five Points. People began to believe in Hitler. His Twenty-Five Point programme showed that the treaty of Versailles could be dealt as any other task, and he promised to abolish it right away. The treaty of Versailles was the most important of the Long-term causes because it gave Hitler the opportunity to share the same ideas as the Germans about the treaty of Versailles. So he took advantage in the middle of a politically destabilised Germany.Short-term causes like the Munich Putsch helped his popularity, which was essential to his rise to power. Source 3 During the Munich Putsch Hitler said,The Bavarian Ministry is removed. I propose that a Bavarian government be formed consisting of a Regent and Prime Minister invested with dictatorial powers... The government of the November criminals and the Reich president are declared removed... I proposed that until accounts have been finally settled with the November criminals, the direction of the policy in the National Government be taken over by me... The Munich Putsch was a disaster for Hitler. People didnt rise to support him. Hitler was arrested and charged with treason. In trial, Hitler gained lots of publicity and his ideas were reported in newspapers. Source 4During the trial Hitler said,I alone bear the responsibility but I am not a criminal because of that... There is no such thing as high treason against the traitors of 1918... I feel myself the best of Germans who wanted the best for German people. Hitler convinced the judges, and got five years in prison instead of a life sentence, but Hitler served only nine months in Lansberg prison. Ludendorff was freed with Hitler. During his nine months in Lansberg prison Hitler wrote Mein Kampf, which expressed Hitlers ideas towards Germanys future.