This section will concentrate principally on the philosophies of John Searle and J. R. Austin. The next section examines the English law requirements for contract formation, specifically the phenomena of offer and acceptance, as well as consideration, the intent to create legal relations, and the presentation of contractual terms

1. All you wanted to know About IAS Exam
It is necessary to plan the writing of a course carefully and well in advance. The process of course
planning comprises the following stages: Assessment of needs: The first stage of planning is the
assessment of educational needs. Defining educational needs is basic to determining the policy of
the institution concerned. When we talk About IAS Exam, educational needs, we have in mind
education in its broad sense. By saying that an educational need exists, we mean that there is the
lack of something which an educational programmer can help to provide .Defining objectives:
The second step is to specify the objectives, i.e., to set down precisely what we wish to achieve. This
definition of objectives should be the key document for course developers. It is a difficult but crucial
part of the whole process of developing materials, since later decisions will depend on the way the
objectives have been defined and whether they are relevant to the learners' context Analyzing
resources and cm strains: Before going for more detailed plans, we must have a clear idea of the
resources we can depend on, and the constraints we will have to take into account. In the first place
we should keep in mind the budgetary provision for the course. All the expenditure must fall within
the budget at our disposal and we must set out our objectives accordingly.
Secondly, we have to consider the availability of media. How much or what percentage of the course
will be covered by text materials? ‘How much face-to-face contact is necessary? Do we have
broadcasting facilities? Are sufficient electronic gadgets accessible? These are some of the questions
that have to be looked into at the planning stage. These considerations have direct and important
implications for course design. The third factor is the delivery and reception of teaching materials.
We have to distribute teaching materials to learners, and therefore, have to think about the
possibility of approaching them through postal services, regional centrist or any other available
means. Developmental trials: It is obviously ideal to try out a course as a pilot programmer before it
is finally printed. Even if it is not feasible to try out all the self-learning material in a pilot version, it
may be possible to try out part of it on a small group of learners and to draw upon their reactions to
improve the course material.
Evaluation assessment may take two forms: Assessment of courses by learners themselves a brief
questionnaire seeking information regarding the quality of the study units may be sent along with
the materials and the students asked to respond. The responses About IAS, received should provide
an idea of the strengths and weaknesses of the materials from the point of view of the students.
Improving study materials on the basis of such analysis is bound to enhance their pedagogic value.
Assessment of courses by another person over a period of time, it is necessary to evaluate courses
and see how far they are meeting the educational needs which they were identified in the beginning.
It should be possible to design worksheets on a course so that the tutors may provide some
information about its effectiveness. Tutors and course-writers can make use of such information at a
later stage when they want to revise the courses. We shall elaborate on this theme in the last unit of
this block.