The Bombing Of Lahore, Pakistan - 1641 Words

On Easter Sunday, Lahore, Pakistan was next in a growing list of countries attacked on a large by a suicide bomber in the past six months. The bombing, later claimed by Taliban affiliate Jamaat-ul-Ahrar, targeted a park populated with Christian women and children celebrating the holiday. Photos of bloody victims and rescuers soon surfaced as well as first-hand accounts of the explosion. The sheer horror and violent nature of the story and the photos as well as the constant international attention on terrorism makes the story impactful and fits with the unfortunately familiar narrative that has developed in the post-9/11 world. The story broke on Easter morning all over the world, and therefore, it fits four of the five criteria that Doris Graber and Johanna Dunaway set in Mass Media and American Politics for how stories are deemed newsworthy (113-114). However, the final criterion, proximity, is the significant in regards to how the Lahore bombing was and continues to be covered in m ainstream media. Both National Public Radio (NPR) and Al Jazeera posted articles on Easter Sunday after the bombing, and while many aspects of the articles are the same, there exist key differences. NPR’s status as a semi-publically owned American media company and Al Jazeera’s status as a government owned Qatari media accompany account for those difference in their coverage the Lahore, Pakistan attacks. The revolution of the new news accounts for their similarities. NPR posted its story,Show MoreRelatedThe Impact Of Media Coverage On Public Perception1701 Words   |  7 PagesNatida Nivasnanda Taking A Position Essay In Beirut, amongst a crowded marketplace, two ISIS supporters detonated themselves in order to massacre as many men, women, and children of all faiths (Miller, 2015). In Lahore, seventy people were killed â€Å"in a massive suicide bombing targeting Pakistani Christians† (Jazeera, 2016). In Kabul, bombs strapped to two Taliban crusaders exploded, killing at least twenty-four people including senior security officials from the nearby Defense Ministry (MashalRead MoreTerrorism Is Fanaticism, Hatred, Segregation, Or Disdain Emerging From Appending Essentialness1521 Words   |  7 Pagesmeaning of political or religious universality. Sectarianism issue in Pakistan is a real destabilizing variable in the nation s political, social, religious and security request. While bringing about agitation, issue and viciousness in the public eye, the sectarianism clash in Pakistan throughout the previous 27 years came about into a huge number of passing from suicide assaults, bomb impacts, deaths and other terrorist acts. Pakistan confronting a tough undertaking of checking prejudice, scorn, radicalismRead MorePakistan Is The Most Misunderstood Country1902 Words   |  8 Pagesthat country is ‘Pakistan-Land of Pure’. The area of Pakistan is 880,940 square km (340,133 square miles). It is divided into 4 provinces; Punjab, Sindh, Khyber Pakhtunkhwa and Balochistan along with federally administered areas. The country shares borders with Afghanistan to the northwest, China to the north, India to the south and east, and Iran to the west. The border with India is subject to dispute, with both nations claiming the mountain regions of Kashmir and Jammu. Pakistan is the most misunderstoodRead MoreU.s. President Barack Obama989 Words   |  4 PagesWith US military advisors and Republicans opposed from the get-go, afraid that Afghanistan would become another Iraq, the president insisted America had to â€Å"turn the page† on overseas wars. So, what has changed? Russia, and possibly by association, Pakistan. In Syria, Russian President Vladimir Putin has expertly reminded the world of his country’s military and diplomatic heft and parried attention from the Ukraine conflict. By proposing an inclusive coalition to fight the Islamic State (IS), insteadRead MoreDiscuss Some Issue of Personal, Local, National, or International Concern and Its Importance to You.1204 Words   |  5 Pagesfor mankind and humanity itself. Imagine what if the issue under discussion is an act of sabotage equally dangerous and destructive for countries like the United States and United Kingdom as it is for comparatively poor third world countries like Pakistan and Afghanistan. Wait a second, did someone say ‘equally’ dangerous and destructive    I indeed am referring to Terrorism, the war on terror and its impact and consequence. Everyone seems to remember the deadly and shocking events of SeptemberRead MoreThe Reluctant Fundamentalist - Is Changez a Solid Character?1094 Words   |  5 Pageseventually losing America and Erica. Changez prior to 9/11 is adorned with privilege and is thought of as â€Å"something special† that should be encouraged and reinforced to ensure he becomes successful. In the immediate after-math of the Twin Tower bombings Changez’s relationship with both the city of New York and his would be lover Erica become confused. Finally, in a Post 9/11 world Changez’s relationship with America is shaken and his relationship with Erica is unsecure leaving him questioning hisRead MoreRole of Print Media in Conflict Resolution: a Comparative Study of Daily Dawn Jang Newspapers Regarding the Issue of Lal Masjid8489 Words   |  34 PagesRole Of Print Media In Conflict Resolution: A Compara tive Study Of Daily Dawn Jang Newspapers Regarding The Issue Of Lal Masjid AEMEN KHALID Session: 2006 to 2008 Supervisor: Dr. Anjum Zia DEPARTMENT OF MASS COMMUNICATION LAHORE COLLEGE FOR WOMEN UNIVERSITY LAHORE 2008 ABSTRACT This research paper investigates â€Å" the role of Daily Dawn and Daily Jang with reference to conflict resolution in case of Lal Masjid†.The study applied a social sciences methodology using content analysis techniqueRead MoreIndia s 9 / 112145 Words   |  9 PagesNovember 26th, 2008, an event that would scar Indians for many years to come, shook India to its core. India and Pakistan have had many past conflicts including four different wars following their independence from Britain. These previous conflicts between the two nations eventually led to the attacks on Mumbai, India’s commercial gem, in 2008. The attack consisted of multiple synchronized bombings and shootings across Mumbai, resulting in 166 deaths, including six Americans, and over 308 wounded. IndiaRead MoreEffect of Terrorism on Pakistan Economy5798 Words   |  24 PagesSTUDY OF PAKISTAN Arshad Ali * The world is currently confronting terrorism in different manifestations. After the 9/11 terrorist events, the phenomenon of terrorism has abruptly changed the socioeconomic and geopolitical situation of the world. Terrorist groups have linkages with each other and are utilising each other‟s areas for recruitment and training, exchanging illegal weapons, engaging in joint planning and ventures, and also providing administrative and other logistic support. Pakistan is alsoRead MoreIndias Relation with Neighbouring Countries2759 Words   |  12 PagesCommonwealth of Nations and strongly supported independence movements in other colonies, like the Indonesian National Revolution.[17] The partition and various territorial disputes, particularly that over Kashmir, would strain its relations with Pakistan for years to come. During the Cold War, India adopted a foreign policy of not aligning itself with any major power bloc. However, India developed close ties with the Soviet Union an d received extensive military support from it. The country now seeks

Memory and Reality in Tennessee Williams The Glass Menagerie

Memory and Reality in Tennessee Williams The Glass Menagerie Being a memory play, it is dimly lighted, it is sentimental, it is not realistic. To what degree is the play memory and to what degree is it realistic? When a play employs unconventional techniques, it is not trying to escape its responsibility of dealing with reality, or interpreting experience, but is actually attempting to find a closer approach, a more penetrating and vivid expression of things as they are (Tennessee Williams). The Glass Menagerie is one of Tennessee Williams most eminent works and no doubt qualifies as a classic of the modern theater. Often referred to as a memory play, both the style and content of†¦show more content†¦Despite being a memory play, the basis and content of The Glass Menagerie is truth and reality as Williams attempts to find a closer approach, a more penetrating and vivid expression of things as they are. This basis of reality is evident in the plays setting, as The Glass Menagerie is presented with great fidelity to the social and historical realities of the time. This is demonstrated from the plays beginning as Tom reverses time to that quaint period, the thirties, and juxtaposes the turmoil in Spain to the uneasy peace in America, in an allusion to the forthcoming war (World War II). There are other allusions to the war throughout the play, such as in Toms closing speech as he claims the world is lit by lightning. It is clear that the historical realities of the time are effectively conveyed in the play, although it is not only the war-related realities of the time that Williams highlights. Williams presentation of the social realities of the period is clear with the bleak lower-middle-class life in America, portrayed by the Wingfield family. This is most evident in the way that Laura, Amanda and Tom each develop their own methods ofShow MoreRelated Essay on the Symbolism of the Menagerie in The Glass Menagerie1002 Words   |  5 PagesThe Symbolism of the Menagerie in The Glass Menagerie      Ã‚   Tennessee Williams play, The Glass Menagerie, describes three separate characters, their dreams, and the harsh realities they face in a modern world.   The Glass Menagerie exposes the lost dreams of a southern family and their desperate struggle to escape reality. Williams use of symbols adds depth to the play. The glass menagerie itself is a symbol Williams uses to represent the broken lives of Amanda, Laura and Tom Wingfield andRead MoreSymbolism In The Glass Menagerie By Tennessee Williams822 Words   |  4 Pages A play based on the power of memory, The Glass Menagerie by Tennessee Williams is a story told from Tom Wingfield’s point of view and depicts Laura’s imaginary world, a place where she can retreat and escape the reality of the present, and live in a â€Å"perfect† world. Laura’s memories from the past shape her personality, such as the name, â€Å"Blue Roses,† which illustrates her fragile nature, much like the fragility of the glass menagerie. In order to symbolize Laura Wingfield’s fragile behavior dueRead More Essay on Stagnant Lives in Streetcar Named Desire and Glass Menagerie1196 Words   |  5 PagesStagnant Lives in Streetcar Named Desire and Glass Menagerie   Ã‚  Ã‚   The Stagnant Lives of Blanche DuBois and Amanda Wingfield  Ã‚  Ã‚   All of Williams significant characters are pathetic victims--of time, of their own passions, of immutable circumstance (Gantz 110). This assessment of Tennessee Williams plays proves true when one looks closely at the characters of Blanche DuBois in A Streetcar Named Desire and Amanda Wingfield in The Glass Menagerie. Their lives run closely parallel to one anotherRead More Escape Mechanisms in The Glass Menagerie Essay1333 Words   |  6 PagesMechanisms in The Glass Menagerie In Tennessee Williams’ play, The Glass Menagerie, all four members of the Wingfield family have chosen to hide from reality. Amanda tries to relive her past through Laura, and denies anything she does not want to accept. Laura is terrified of the real world, and choses to hide behind her limp, her glass menagerie and the victrola. Tom hides from his reality by going to the movies, writing poetry, and getting drunk. Mr Wingfield hides from his reality by leavingRead MoreFragile as Glass in The Glass Menagerie by Tennessee Williams1148 Words   |  5 Pages In Tennessee Williams‘ play The Glass Menagerie, the audience believes that the menagerie simply refers to a glass collection owned by Laura Wingfield. Laura lives with her brother Tom and her mother Amanda. Due to her mother‘s desire for her to marry, Jim‘s introduction to the play is one as a gentleman caller. When Laura describes her glass animals to Jim, she uses her mother‘s term ―glass menagerieâ€â€" (Williams 414) for them. All of the figures are glass, but the animals in it varyRead More Essay on Escape in The Glass Menagerie1047 Words   |  5 PagesEscape in The Glass Menagerie In Tennessee Williams play, The Glass Menagerie, none of the characters are capable of living in the real world. Laura, Amanda, Tom and Jim use various methods to escape the brutalities of life. Laura retreats into a world of glass animals and old gramophone records. Amanda is obsessed with living in her past. Tom escapes into his world of poetry writing and movies. Jim also reverts to his past and remembers the days when he was a hero. Laura retreats intoRead MoreEssay Crushed Dreams in The Glass Menagerie1194 Words   |  5 PagesCrushed Dreams in The Glass Menagerie      Ã‚  Ã‚   Tennessee Williams is known for his use of symbols, tension, and irony. Williams uses all of these components to express the central theme of The Glass Menagerie - hope followed by despair. Each of the characters has dreams that are destroyed by the harsh realities of the world.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As the narrator blatantly admits, since I have a poets weakness for symbols, symbols are central to The Glass Menagerie (Williams 30). Symbols are merelyRead MoreSymbolism In The Glass Menagerie By Tennessee Williams858 Words   |  4 Pages Tennessee Williams had a rough past as a result it influenced him to write plays about the conditions in the 1930s. Although Williams had a tough past, Williams became very successful in his writings and plays. Nevertheless Williams gained popularity among his peers. His experiences in the 1930s affected his work especially in The Glass Menagerie. Williams’s homosexuality made him be seen as an outcast in American society. Not to mention that homosexuality was not as widely accepted as it is todayRead More Essay on Tom in The Glass Menagerie580 Words   |  3 PagesThe Character of Tom in The Glass Menagerie    Tom Wingfield has a dual role in The Glass Menagerie. The first Tom is the narrator, who introduces his second self, the character. In his fifth soliloquy, Tom the narrator indicates that time has detached him from the drama, for time is the longest distance between two places (Williams 1568). In the closing soliloquy Tom recounts how he lives and re-lives the story in his memory, though he is detached from the participants in the original affairRead MoreEscaping Reality in The Glass Menagerie Essay584 Words   |  3 Pages In Tennessee Williamss play, The Glass Menagerie, he reflects upon the economic status and desperation of an American family living in St. Louis during the 1930s. Williams portrays three characters: Amanda Wingfield, the disappointed mother; Tom, the narrator and trapped son; and Laura, the crippled daughter. Williams compares the Wingfield apartment to one of those vast hive-like conglomerations of cellular living-units... a reminder to each character of the h arsh reality of their life (epilogue

Explain the nature and purpose of the ‘Hitler Youth’ movement Free Essays

string(58) " they were unable to think logically and without emotion\." a) To establish a stable future for the Nazi regime, Hitler was determined to gain control of the upcoming generation that was Germany’s youth, to do this he created several groups for both boys and girls to teach them Nazi ideology and how to be the ‘superior race’. Hitler’s youth movement was made compulsory to join in 1936 and from then on boys at the age of 6-10 wore enlisted to the ‘Pimpf’, which translates as little fellows, here they took part in exercises such as hiking and camping. On surpassing the age of 10 they underwent a test from them to reach ‘Deutsche Jungvolk’ (or German young people). We will write a custom essay sample on Explain the nature and purpose of the ‘Hitler Youth’ movement or any similar topic only for you Order Now Only after this wore they enrolled in ‘Hitler youth’ when they wore between the ages of 14-18 and there they wore trained on military discipline. The Hitler youth was also used as a way teaching children in anti-Semitism, pride for Germany and allegiance to Hitler. Young children were expected to read books describing how Jewish things and people were evil. There was also the SRD which was a patrol service that would check that all the members of the Hitler Youth were looking smart and that they were carrying a clean handkerchief and comb, which defines the importance of the movement. Baldur Von Schirach led the Hitler youth organization and he had the idea to create individual years for the Hitler youth movement and in 1934 it was the ‘Year of Training’ where the kids learned vocational training, and in October were sent to the country to harvest the crops. This was apparently to show them the value of hard manual labor, and how it pays off. The next year was ‘The Year of Physical Training’ which consisted of rigorous sport competitions and gladiator like fitness standards. Hitler felt that his youth should have more of a strong character and look more physically healthy rather than to be well educated in the classroom. Hitler wanted his youth to feel that they are better than others are and be proud to be Germans. When in the classroom the teachers taught their curriculum to emphasize Nazi themes and history. The purpose of these male groups was that Hitler was training each and every boy in Germany to become soldiers; the uniforms that they wore were similar to that of the SS, an elite part of the army. The Hitler youth was really a training centre for future members of the SA or the SS. My theory on Hitler’s ‘Deutsche Jungvolk’ was that children were brainwashed with Nazi ideology and military tactics and concerns. Hitler had complete control over every single stage in the young German boy’s lives. Girls were also forced to enrol in a group which was known as ‘Jungmadel’ (young maidens) at the age of 10 to 14 and Girls from fourteen to eighteen were in the ‘Bund Deutcher Madel’ (BDM) (League of German Girls), the BDM also offered a wide variety of other activities such as reduced rates at movie theaters, going on field trips, and attend camps that lasted anywhere from one day to several weeks. BDM groups got together 2 times a week, one of which was a sports afternoon, the other of which was called ‘Heimatabend’ (home evening). During the home evening, girls played music, learned and sang folk songs, played games, or did arts and crafts. The BDM placed big importance on the girls’ educations and expected that they would finish school. The purpose of the BDM was to teach women how to care for their health so they could prepare for motherhood and raise as many babies as the German population required and so they remained loyal to his Nazi regime. In conclusion, Hitler used these groups as an opportunity to spread his ideas throughout the nation, and to create a new generation that would be loyal and unified. He gave those under he’s teachings a great discriminations of all Jewish people and taught them that they were a superior race. He believed that the future of Nazi Germany were the children and expected children to be like: â€Å"The weak must be chiseled away. I want young men and women who can suffer pain. A young German must be as swift as a greyhound, as tough as leather, and as hard as Krupp’s steel.† – Adolf Hitler (http://www.historylearningsite.co.uk/hitler_youth.htm) And the groups wore created for this very purpose to serve him if any uprising occurred. He trained children at such a young age as they wore easily susceptible to corruption from Hitler’s words and they wore taught that he was a savior for all of Germany so the children looked up to him as if he was a god so they would remain loyal to him in the future. Explain the reason for Nazi policies towards Women b) Women are the foundation to a great new generation and Hitler came to comprehend this fact, to make a great new Germany he would have to control and persuade women to stay at home and raise big families, he saw women as only fit for motherhood and all his policies reflected that he wanted women to be only used to create a new generation of children loyal to Hitler’s legacy. To convey his plans all equal rights towards women in the Weimar Republic were abolished. There was practically no equality as Nazi’s believed that women had a role that was separate to that of the men so equality was not in the question, they said each sex has different tasks to do and their own separate rights and through this the Nazi’s believed they wore being equal.. Hitler passed of laws which ensured that women fulfilled their duty at home and companies were encouraged to give all free job spaces to men. The first examples of women this happened to were women doctors and civil servants. Hitler also allowed no woman to be a judge or prosecutor as he thought they were unable to think logically and without emotion. You read "Explain the nature and purpose of the ‘Hitler Youth’ movement" in category "Papers" Hitler needed women at home so that they could have more time on their hands to looking to raise a family so the German population would flourish. Nazis had reasons for their inequality towards women in society as they thought their place was very much in the home as child-bearers and supporters of their husbands. Nazi policies for women were based on the ‘3 K’s, Kinder, Kirche, Kuche’ (Children, Church and the Kitchen) and encouraged these policies by offering loans, family allowances and child subsides for women to stay at home and were also given medals if they had a large family. By encouraging women to do this and offering rewards for large families Germany’s population would grow meaning more young boys being trained to being soldiers and more young girls turning into mothers so Hitler can fill the land he was planning to take control over with Germans. Though there were some exceptions to the policies set by the Nazi’s, as if you was a woman of high importance and closely linked to Hitler personally there was some differences. Such as the film director Leni Riefenstahl, whom Hitler admired her work dearly. When he first attended one of her films showings, Hitler sought out the young director and after a very short time appointed her as ‘Film Expert to the National Socialist Party’. Over the next five years Riefenstahl made several films in which Hitler had requested, which in a state where women played a secondary role to men, Riefenstahl was given a free hand by Hitler to produce propaganda films for the Nazi regime. Hitler described Riefenstahl as ‘the perfect German woman’. Another exception was Eva Braun which was Hitler’s ‘wife’ whom he married only when both had reached a mutual decision to commit suicide a day after their marriage. Eva Braun met Hitler when she was 17 and at the age of 19 At the age of 19, she became Hitler’s mistress, received a house, expensive clothes, fast cars and French perfume – but no wedding ring, she also was not pushed into having children which goes against Nazi policies. In conclusion, each policy put in place concerning women in Germany was done so for the sole purpose that they would be fit and efficient mothers such as being discouraged from slimming as this was considered bad for child birth. Though there were the exceptions of a few women who Hitler allowed to lead a life of luxury and freedom, giving them benefits that no other Nazi women could dream of experiencing. ‘The most important reason why there was little opposition in Germany towards the Nazi regime was its use of propaganda.’ Explain how far you agree with this statement. c) I agree to this statement to quite a far extent as I feel the Nazi regime cleverly used their use of propaganda to sway the hearts and minds of the German people. Through their complete control of the media the Nazi’s wore able to convince people that they are right or were winning the war thus gaining trust throughout Germany. They wore also able to censor any stories or articles which in someway discredit Nazi powers. But their use of deception in the media was not the only reason there was little opposition towards them, fear also played a major part in halting any opposition the Nazi’s would otherwise have to face. Hitler had elected Joseph Goebbels as minister for ‘National Enlightenment’ and he controlled the media and arts. It was his role to make sure that the media printed Nazi ideology and censored any other idea’s put forward. He also set up the ‘Reich Chamber of Commerce’ in 1933 and this was designed to deal with all literature, art, music, radio etc. and only those who was part of this chamber was allowed to produce anything from those categories but along side these restricts was the fear of punishment to oppose and of the policies set in place so you could only read, see and hear what the Nazis wanted you to. The use of censorship saw that there was little or no opposition in Germany as when Hitler came into power the Nazi’s showed what would happen to things that did not conform to Nazi ideology and Goebbels organized mass book burning sessions in which any book that didn’t agree with Nazi idea’s was taken out of the library and burnt. Films that wore made at the time concentrated on Nazi beliefs and how Germans wore treated in Eastern Europe. These films helped sway the mind of the people causing little resistance against Nazi regime. Goebbels wanted every German to hear Nazi idea’s so he insisted that radios wore constructed and sold cheap to each German citizen so they could hear Hitler give speeches, loud speakers were put up in streets and Cafes and other such properties were ordered to play in public speeches by Hitler, and the consistent hearing of Nazi ideology brainwashed those who listened into believing that the Nazi was the superior race and political system, â€Å"The essence of propaganda consists in winning people over to an idea so sincerely, so vitally, that in the end they succumb to it utterly and can never escape from it.†- Goebbels http://www.historylearningsite.co.uk/NaziGermany.htm Goebbels used propaganda to fuel Hitler’s hatred for Jews and used them as a scapegoat for blaming Germany’s dire situation at the time, and he also implemented young people to Nazi propaganda, Hitler youth, so when they grew up they would not appose his rulings and would follow him in whatever he would say. Even the 1936 Berlin Olympics was used as a way to glorify Nazi Germany and that it was here to stay. He also used propaganda to show how Hitler wanted best for the German people and was really a man of peace but was also determined to recover German territories ‘lost’ as a result of the Versailles Treaty of 1919, and this appealed to must Germans and they had felt dishonoured by the land lost so would now not stand up against Hitler. Propaganda also presented Hitler as some sort of ‘mythical figure’, for example his famous â€Å"Ein Volk, ein Reich, ein Fà ¯Ã‚ ¿Ã‚ ½hrer† (‘One People, One Nation, One Leader’) poster which gives the feeling that Hitler is guiding people’s destiny and also depicted Hitler as ‘a man of the people’. Hitler used his youth groups as a form of propaganda, brainwashing the children into thinking that he is some sort of superior beings, there were even pictures of him in classrooms and it is reported that some children had started praying to the picture’s of him like he was a God. With this mindset Hitler had a strong grip on the next generation that would not appose him in the future. But propaganda was not the only reason for the little opposition, Nazi’s made sure their was swift and harsh punishment for those who undermined their ruling and mocking Hitler became an offence that could be punished by being sent to a concentration camp which could possibly lead to death. Hitler’s secret police saw to it that anyone who went against the Nazi in any small way would be dealt the most serious of consequences and people wore expected to come to the police if they heard of any unrest against Nazi policies if they didn’t they too would be punished, people wore too afraid to stand up against Hitler and his SS men. Also some Germans even though not liking Hitler’s rule preferred it over any left wing communist groups, as Hitler did well in lowering unemployment rates buy implementing building, road and house works. Also his order of conscription of men into the army further reduced the amount of unemployed and Germans found thousands of jobs in factory work and weapons production so they benefited from Hitler being in power. People found themselves at a higher standard of living and did not wish to sacrifice it and go back to the days of the depression. Propaganda played a drastic part in why the Nazi’s wore able to maintain control with little opposition in Germany, the use of blaming the Jewish people and making out Hitler to be a god made people side with the Nazi regime. The repetitive speeches brainwashed the people into feeling compassionate towards Hitler’s cause but I do feel the pure fear of Hitler’s SS men did stop many of the German public from speaking out in fear of execution or being murdered and also the fact that all the good Hitler had brought to the country people did not wish to return to their previous state with inflation and mass unemployment. How to cite Explain the nature and purpose of the ‘Hitler Youth’ movement, Papers

Business Law Operation of Business

Question: Discuss about theBusiness Lawfor Operation of Business. Answer: Introduction Operation of business is not mere the carrying on of activities, but it also encompasses a number of laws, which have to be followed. Under the English Legal System, the companies have to follow the consumer laws, the contract law, the tort law, labor laws, tax laws, and various other laws depending upon the specific nature of the business. The major law which is applicable under the given case study is the contract law. In the following parts, the given case study has been analyzed, keeping in mind the applicable laws. Issue Whether a valid contract was formed between Homer and the Local Press, or not? Whether the exclusion contract was valid, or not? Rule A contract is a legal document, under which a promise is exchanged amongst two or more parties. In a contract, one party promises to do something or refrain from doing something and this is done in exchange of consideration which is payable by the other party (Clarke and Clarke, 2016). A contract can be of two forms, a written contract or a verbal contract. In a verbal contract, all the terms on which the contract is based, is exchanged orally. And in a written contract, the terms upon which the contract is based are jotted down on a document, which is signed by the parties to the contract (Andrews, 2015). To form a contract, the essential elements of the contract have to be present in it. The essentials of contract include an offer, an acceptance to the offer, a consideration, the intent to form legal relationship, the capacity, and the clarity (Elliot, 2011). The first essential element of any contract is the offer. With the offer only, the process of formation of a contract begins. The willingness to contract is showcased through an offer. An offer has to be differentiated from an invitation to treat, which is more of a willingness to negotiate, and hence, is not the same as an offer (Abbott, Pendlebury and Wardman, 2007). Commonly, the newspaper advertisements are considered to be invitation to treat and the parties giving the advertisements are not under the compulsion to go through with the sale. This is because in such cases, instead of an offer, an expression is made. This was famously held in the legal matter of Partridge v Crittenden [1968] 1 WLR 1204 (Swarb, 2016). Though, there are cases, when the advertisements are taken to be an offer instead of an invitation to treat, particularly when a unilateral offer has been made. In the legal matter of Carlill v Carbolic Smoke Ball Company [1893] 1 QB 256, it was advertised by the defendant, that any person, who manages to catch influenza, even after sniff the smoked ball in the prescribed manner, would be paid 100. As this was a unilateral offer, the defendant was ordered to pay the plaintiff the promised amount, due to the obligation arising out of a contract (British and Irish Legal Information Institute, 2016). The next essential is acceptance. The offer has to be accepted in the manner in which it was made and can only be accepted by the party to which it was made. If the offer is modified in acceptance, it is deemed as a counter offer and not an acceptance. This was held in the legal matter of Hyde v Wrench [1840] 49 ER 132 (Marson and Ferris, 2015). The next element is the consideration. As long as the consideration has an economic value, it can be anything decided amongst the parties. Lord Somervell, in the legal matter of Chappell Co Ltd v Nestle Co Ltd [1960] AC 87 stated that the consideration can be anything, which is stipulated between the contracting parties. And in this case, the three wrappers were accepted as the consideration, due to the wrappers being a precedent stipulation (E-Law Resources, 2017a). The intention of the parties is the next element as per which, the contracting parties need to have the intent to enter into legal relationship. The next element is that the contracting parties need to have the contracting capacity to form a contract. In other words, the parties need to be of sound mind and of legal age. The final element is that the parties should have a clarity regarding the terms of the contract, to form a valid contract (Gibson and Fraser, 2014). When one of the parties to a contract, fails to keep their end of the promise, the contract is breached (Lambiris and Griffin, 2016). In such cases, the aggrieved party can sue the breaching party for breach of contract and can claim monetary and equitable remedies. The monetary remedies are in form of compensation and equitable remedies are in form of rescission, injunction and specific performance (Ayres and Klass, 2012). The House of Lords, in Addis v Gramophone [1909] AC 488 stated that the remedies are awarded so as to put the aggrieved party in a position, as they would have been if the contract was performed as was meant to (E-Law Resources, 2017b). A term in the contract, which limits or restricts the rights or liabilities of the parties to contract, is the exclusion clause. Only when such clauses are properly incorporated in the contract, can the parties rely on such exclusion clause. The exclusion clause also has to be in conformity of the Unfair Contract Terms Act, 1977 and the Unfair Terms in Consumer Contracts Regulations, 1999 (Lawson, 2011). The exclusion contracts are valid, only when they are properly incorporate into the contract and are not contradictory to the laws. In case an exclusion clause is incorporated later on in the contract, it is not valid (Abbott, Pendlebury and Wardman, 2007). This was established in the legal matters of Thornton v Shoe Lane Parking Ltd (1971) 2 WLR 585, as well as, Olley v Marlborough Court Ltd (1949) 1 KB 532, where the contract was deemed to be made at the time of payment and the subsequent exemption clause was not taken to be valid (Mulcahy, 2008). The exclusion clause has to be brought to the partys notice, against whom it is applied. In Chapelton v Barry UDC (1940) 1 KB 532, the exclusion clause provided on the back side of the ticket was not held to be binding (Roach, 2016). Also, the exclusion clause has to be reasonable and cannot be such as is referred at some other place. If such happens, the exclusion clause is held as invalid, as was seen in Thompson v London Midland Scottish Railway (1930) 1 KB 41 (Macdonald and Atkins, 2014). Application In the given case, local press had given an advertisement. The first step to establish a contract is to see if the offer was made or was it an invitation to treat. In order to establish this, it has to be seen if the advertisement was a willingness to contract or willingness to negotiate. A close inspection of the advertisement denotes that it is a unilateral offer, which can be accepted by anyone. Any person who enters the shop in the first number would get champagne. And the rest would get the TV at less than half the price. Applying the case of Carlill v Carbolic Smoke Ball Company, the local press had indeed made an offer. And any person, who accepts this offer, has to be sold the TV at less than half the price. The TV can be sold at less than half the prices as the case of Chappell Co Ltd v Nestle Co Ltd denotes that the consideration can be anything, as long as it has economic value. The elements of intent, clarity and capacity are also present in this. So, a valid contract was formed on acceptance of Homer between Homer and the local press. The exclusion clause was added by the local shop which was put at the back of shop, and away from the reach of the normal customers. This clause was invalid as firstly it was not brought to the notice of the customers, as per Chapelton v Barry UDC; and secondly because it was at some other place, as per Thompson v London Midland Scottish Railway. The refusal of manager to sell the TV at the stated price, would act as a breach of contract. This gives Homer the right to sue the local press for a breach of contract, as per the case of Addis v Gramophone. As the exclusion clause is invalid, Homer cannot make a reference to it as the base of refusal to sell the TV. So, Homer can initiate claims against the local press and claim for specific performance or compensation, or both. Conclusion From the analysis of the above rules, with the facts of the case, it can be concluded that a valid contract was formed between Homer and the local press. This was because the advertisement by local press was an offer and not an invitation to treat. This offer was accepted on the consideration determined by the contracting parties. All the other elements were also present, which fulfilled the conditions for formation of a contract. By refusing to sell Homer the TV at the promised price, the local press breached the contract. Moreover, the exclusion clause of the local press was invalid, as it was not brought to the notice of the customers, nor was at the proper place. So, the local press cannot rely on it and has to pay Homer the remedies claimed, for the breach of contract. References Abbott, K., Pendlebury, N., and Wardman, K. (2007) Business Law. 8th ed. London: Thomson. Andrews, N. (2015) Contract Law. 2nd ed. UK: Cambridge University Press Ayres, I., and Klass, G. (2012)Studies in Contract Law. 8th ed. New York: Foundation Press. British and Irish Legal Information Institute. (2016). Carlill v Carbolic Smoke Ball Company [1892] EWCA Civ 1 (07 December 1892). [Online] British and Irish Legal Information Institute. Available from: https://www.bailii.org/ew/cases/EWCA/Civ/1892/1.html [Accessed on: 04/02/17] Clarke, P., and Clarke, J (2016) Contract Law: Commentaries, Cases and Perspectives. 3rd ed. South Melbourne: Oxford University Press. E-Law Resources. (2017a) Chappel v Nestle [1960] AC 87 House of Lords. [Online] E-Law Resources. Available from: https://www.e-lawresources.co.uk/Chappel-v-Nestle.php [Accessed on: 04/02/17] E-Law Resources. (2017b) Addis v Gramophone [1909] AC 488 House of Lords. [Online] E-Law Resources. Available from: https://e-lawresources.co.uk/cases/Addis-v-Gramophone.php [Accessed on: 04/02/17] Elliot, C. (2011) Contract Law. 8th ed. London: Pearson. Gibson, A., and Fraser, D. (2014) Business Law 2014. 8th ed. Melbourne, Pearson Education Australia. Lambiris, M., and Griffin, L. (2016) First Principles of Business Law 2016. Sydney: CCH. Lawson, R.G. (2011) Exclusion Clauses and Unfair Contract Terms. 10th ed. London: Sweet Maxwell. Macdonald, E., and Atkins, R. (2014) Koffman Macdonald's Law of Contract. 8th ed. Oxford: Oxford University Press. Marson, J., and Ferris, K. (2015) Business Law. 4th ed. Oxford: Oxford University Press. Mulcahy, L. (2008) Contract Law in Perspective. 5th ed. Oxon: Routledge. Roach, L. (2016) Card and James' Business Law. 4th ed. Oxford: Oxford University Press. Swarb. (2016) Partridge v Crittenden: QBD 1968. [Online] Swarb. Available from: https://swarb.co.uk/partridge-v-crittenden-qbd-1968/ [Accessed on: 04/02/17]