Was There a Blitz Spirit Essay Example for Free

Was There a safety blitz Spirit Essay* During the Blitz, there was a dole out of bombings and damage which caused upset to many people. However in England, to a large extent it is believed that there was a Blitz spirit. There were mottos such as bring through calm and carry on which told people not to worry about the Blitz and just continue with their normal lives. Blitz spirit, defined as whatsoever happens youll stick to something until the bitter end. However, to some extent people believed there was no such thing as a Blitz spirit, just something that was intended to deliver people working. ** The blitz spirit was influential to many people in the UK during the Blitz. It made sure that people werent disheartened by the fact that they were bombed. It is believed that the Blitz spirit brought out the true colours of the British people and was a representation of endurance and defiance. Over the eight months of bombardment, people were exhausted from carrying gas masks, and sapidity to shelters and underground stations, but overall no one really panicked and the spirit made people continue with their everyday lives.The Blitz spirit did personify and without it, people wouldnt have lasted the 57 consecutive raids, and because of this they were few calls for surrender, high morale and committed workers. The Blitz spirit brought a sense of national adept to Britain and the increase in morale meant no one was scared of the German Luftwaffe. They also believed the cheap Anderson shelters plus the natural soil could protect them from the bombs. ** On the new(prenominal) hand, to a smaller extent there were some people that believed the raid of Britain was a difficult period which couldnt be controlled. During the Blitz, it is said that there was a Blitz spirit which brought high morale and continuation of work, but really there were strikes and a lot more anti-Semitism. People who were considered the worst by the Blitz were the working class population due to their positions of homes in relation to where they worked.They believed the government owed them because they were near factories, docks and in poorly built houses. The Germans targeting these areas because they knew these are the main places which would affect Britain the most. There were also some cruel people who took advantage of the situation in Britain. They thought they could gain through this crisis by exploiting this. Bomb chasers would track the localisation of function of bombings and then loot affected shops. Others charged people for the safety in the underground which was immoral.* In conclusion, although to some extent it could be argued that there wasnt a Blitz spirit there are more arguments for the statement. Due to the defiance and endurance of British people, it raised moral and helped people to fight through the 57 consecutive nights of raids. They kept of fighting and going to work. The motto keep calm and carry on really defined the Blitz spirit and h elped unify Britain. *

University Degree No Guarantee of Employment Essay Example for Free

University Degree No Guarantee of Employment EssayKUALA LUMPUR, Oct 24 (Bernama) Fazren, 29, has a degree in stockpile management but has been functional as an administrative assistant at a government agency over the past four years. I lease applied for many jobs, both in the civil and unavowed sectors. When I was offered the post of an administrative assistant (at a government agency) I did non swerve to accept even though the post is for those with SPM qualification. Getting a job is quite difficult these days, the Pahang-born clerk told this writer here. Amran obtained 7As in the 2009 Sijil Pelajaran Malaysia (SPM) examination and is now working as a nurse in a government hospital after obtaining a fleece in nursing from a government nursing college this year. When queried on why he opted for a nursing course despite having level-headed SPM results and the opportunity to study in a university, the 22-year-old Perlis-born Amran replied, It is for economic reasons. I o pted non to go to university as I take getting a job will be difficult even after I graduated with a university degree.But with a nursing diploma, a job will be waiting for me at any government hospital or other private hospitals. It is better to start working at a young age rather than waiting for many years in order to get a job, he said. Both Amran and Fazren (not their real names) atomic number 18 among many Malaysian job seekers who are not particular over the choice of employ as they believe that holding a university qualification does not guarantee them a salaried job. Unemployed graduates Last May, the Deputy Human Resource Minister Datuk Maznah Mazlan told Parliament that near 76,200 graduates in the country were jobless.She said that the Human Resource Ministry was trying to resolve the growing rate of unemployment in the country. In 2010, the number of unemployed graduates was 42,955 or 24. 62 per cent of 174,439 Malaysian graduates. There are 20 public universities (IPTA) in Malaysia including Universiti Malaya (UM), Universiti Kebangsaan Malaysia (UKM), Universiti Sains Malaysia (USM) and Universiti Teknologi Mara (UiTM). The country also has 60 private higher education institutions (IPTS) kindred Universiti Teknologi Petronass (UTP), Universiti Multi Media (MMU) and Universiti Tenaga Nasional (Uniten).Bachelors degree According to the Higher Education Ministry, universities, university colleges and polytechnics nationwide produced 184,581 graduates last year and 44,391 or 24 per cent of them were unemployed. Based on statistics, Arts and Social Sciences graduates feed the highest number of unemployment numbers, constituting 44. 5 per cent or 19,784 from the total number of unemployed graduates. Next were graduates from technical fields where 12,321 were employed, constituting 27. 7 per cent of the total number of unemployed graduates. Science graduates came in third with 7,321 which accounted for 16.49 per cent of the total number of unemp loyed graduates. The ministry said that a total of 21,248 bachelors degree holders were still unemployed whereas diploma holders have the lowest unemployment rate at 3 per cent. According to industry sources, many graduates are still unemployed because the courses they studied at university do not have a wide market. Poor communication skills Human science lecturer Amien Iskandar said that one of the reasons why graduates could not secure jobs was that their qualifications do not meet market demands and requirements, thus rendering them not marketable.Another factor is the bad command of English. A good command of the English language could protagonist graduates secure employment, especially in the private sector. To this end, there is a need to ensure that these graduates are equipped with the necessary skills so that they could be hired for employment after graduating, he said. Amien also cited poor communication skills, wrong work attitude and unrealistic expectations as other b arriers in gaining employment. If you have a good command of English but cannot communicate with others due to poor attitude, (then) you may also find difficulties in being employed, he explained.Lack of technical knowledge According to the Federation of Malaysian Manufacturers (FMM), the lack of industrial training is also among the factors why graduates are unemployed. Meanwhile, the Higher Education Ministry Student Development and Affairs Director, prof Dr Mohd Fauzi Ramlan was reported by the media as saying that other factors that compounded the issue are low problem-solving skills, tendency to switch jobs or job-hopping and lack of self-confidence.He called on graduates to improve their command of the English language to boost their communication skills. (Can they expect to be employed) if they fail to convince their prospective employers on their potential, (then) their chances of getting hired are very slim, he was reported as saying. Mohd Fauzi also advised graduates to d rop the negative attitude of preferring to gain jobs in their home towns. http//www. mysinchew. com/node/79072.

Teaching Creativity in Primary Schools

Teaching Creativity in Primary SchoolsCreativity Arts PrimaryThe philosophical foundation for teaching integrated humanities in the autochthonic teach is based on the belief that aesthetic and creative education is the entitlement of every child and that the nature and quality of the provisions determines the distinctiveness of cultural liveliness and academic performance in indoctrinate.(Bloomfield,2000,pg1).For this essay I am going to be talking close why teaching creativity in the arts in primary school is an essential part of childrens learning and what children gain from the lessons. I will be reflecting on my ingest learning experiences in this module as I feel this justifies why creative arts should be taught. I will be explaining how I outho utilization use what I take a crap learnt, from this module, in school and talk about the creative lessons I put one across planned for in school.Childrens natural enthusiasm for the arts, as study and valid sources of knowle dge, is nurtured from the first day at school and their motivation and commitment is maintained throughout their primary course of studys. (Bloomfield,2000,pg1).Creative arts is an essential part of school life as it includes practical engagement of all children as they learn how to paint, compose melody, deliver or to dance, and as they progress through the school year their knowledge of each art form deepens. When children discover social, cultural or historical aspects of the arts they are able to increase their knowledge of the topic by referring to books, articles, artefacts, CDs, recordings and videos. This also gives the children a deeper witnessing of their depart. (Bloomfield,2000). Creative arts also groom the use of childrens imagination, the vogue that they respond to their own life experiences and the way they say and communicate their ideas. This piece of tail also help their physical development which includes performing footsurely, imaginably and erect use of space for themselves and others while performing. (Moyles,2002). Creative arts also involves children with divers(prenominal) learning needs, audio, visual and kinaesthetic. The lessons are designed to include all children and allow children to achieve their goals.Each creative area helps develop different skills for learning. I am going to talk about how drama, music and art batch aid childrens learning in school.Art and design stimulates creativity and imagination. It provides visual tactile and sensory experiences and a unique way of understanding the world.(DfEE,1999,pg116).Art artefacts can be found anywhere, all that is needed is imagination to use these artefacts efficaciously and this can then bring any classroom activity to life. All artefacts that are found can be utilize to teach the programmes of study in the guinea pig Curriculum. Art is fashioned from world resources, and the natural environment has provided the excitant for vast ranging art activities both as the stimulus for the design and in the way in which the properties of its material has determined the form of the art object. (Bloomfield,2000,pg88).During art sessions children acquire a range of skills which include visual and manual skills, skills to use a wide range of materials and media and problem solving skills. These skills then enable children to formulate their ideas and use materials and artefacts to create their own artefacts in 2D and 3D form. The use of these skills call down childrens practical knowledge of art making. Children become critically aware during art sessions. They are able to discuss and write about their experiences of art making and develop a metalanguage to discuss their experiences of visual art and design. (Bloomfield,2000).Children build up their powers of discussion they incorporate a vocabulary that has meaning for them from their own creative participation as well as in critical discussion. (Moyles,2002,pg40).During a school topic where art is a key focus it is essential to present childrens work either in a portfolio or a class display as this allows the class to reflect on the work they have produced and the value of the address and allows children to comment constructively on each others work. (Bloomfield,2000).medicine is a powerful, unique form of communication that can change the way pupils feel, think and act. It brings together discernment and spot and enables personal evokeion, reflection and emotional development. (DfEE,1999,pg122). medicinal drug sessions in school provide vital skills for children to progress through their primary and secondary years. Music lessons enhance childrens listening skills. Listening is fundamental both in forms of the sounds independently produced and also the collective responses of groups. Music also enhances group work as it support inclusion because children, whatever their background or aptitude, have the ability to express themselves successfully in the classroom. Mut ual respect and self-discipline is acquired during these sessions as children develop good relationships with each other. (Bloomfield,2000).Participation in music and its integration with other art forms provides a rich social environment for children. Performance and presentational work develops a close working relationship within the peer group. (Bloomfield,2000,pg76).Music is also looked at as a form of communication. Many professional song writers write songs to deploy meaning and get messages out to the greater world. Musical understanding through singing songs helps children use their voices in an eloquent and effective manner. Children in school are encouraged to adapt music as a form of communication asmusic offers a unique mode of experience where children can receive and express ideas and feelings. This also encourages children to use descriptive language to describe why they have chosen a particular sound to represent their emotions mood or feelings. Music also develops c hildrens speech as children with musical training have a greater capability to process all sounds, including speech. (Bloomfield,2000).ICT is a powerful and unavoidable tool for the children which both enhances and informs their music, whether as creators, performers, or as investigators. (Bloomfield,2000,pg87).Children can use music to find out about the world. There are many think that can be made with music and the celebration of diversity. Children can be encouraged to make music CDs to share with different schools in different communities and countries. Music which the children relate to or which is related to the topic may create different feelings. These feelings can be compared within the group or between different schools. As with music there is no right or wrong answer and it would be interesting to see how other people interpret their ideas and this celebrates diversity. (Bloomfield,2000). When children have put down their piece it is possible for them to use it as bac king music to a performance associated with their topic, this then uses music to enhance and intensify the other creative arts. childs play can be split into two sections, drama and dance. Dance education provides children with an artistic language of actions which, linked with their intellectual and physical growth, is transformed into a evidentiary and meaningful mode of communication. (Bloomfield,2000,pg46). Dance sessions gain children techniques in coordinating movements, inventing movements, recommending movements and then transferring the movements into a dance routine. During these sessions children are encouraged to use their whole soundbox to do this. Dance can be linked to Literacy sessions as children are using their bodies to express metaphors and symbols through the formulation and organisation of movement plans that capture and baffle meaning. (Bloomfield,2000,pg 45). This is also a good way to introduce poetry to children, as they are comparing themselves to som ething different. Children may be encouraged to show how they are feeling as dance has a semantic structure which provides the basis of how children can think, feel and express ideas through movement. Drama and dance can be used to enhance descriptive work of characters the children are portraying. Drama links with literacy development and understanding as it enables children with the pronunciation of words and recitation from stories and poems. (Bloomfield,2000). Pie Corbett believes that children should story map to remember plots in their stories. This is to help them when they are reciting stories to the class. He believes that this way helps develop a childs memory as they only need their own description of a picture to tell a story. Dance and music linked together is a way for children to express their understanding of themselves and the world as they perceive it. This can encourage children to research different dances and music from different countries of the world. When c hildren participate in these lessons they are including themselves in the coordination of the group. Once children have been given an initial stimulus they are in control of their group. This then develops their skills in working collectively and harmoniously together because a group who can not function this way will have no hope in producing a final piece of work.Drama can be linked with music as this can provide an effective atmosphere matching the mood for a production. Art can be used to create wall displays, props and set designs for a drama production.During this module I can honestly say I have felt lost at times. The reason for this was due to my own experiences that baffling creative arts at school. During art lessons I was always under the impression that I could not draw. I would always feel embarrassed about my work. The art teacher gave me no confidence in the lessons. It was a case of turning up, doing the work and then be given no constructive feedback. I took this negativity into my first art seminar. I did not feel comfortable doing the tasks that were set but I carried on. I then had a very great discussion with Catherine about my finished products. She then told me that I was concentrating on the negatives factors of my art work and I should look closely at the positives. Even though I believe she was cross with my attitude towards art, she took the time to teach me a valuable lesson. This I will never forget and I can use effectively in my own art lesson. By making me see the positives in my work I was able to achieve more(prenominal) because I felt confident in what I was doing. I was praised effectively but not over praised as I would have thought she was patronising me. This is the correct attitude to have in the classroom whilst teaching. Children know when they have been given false or too much praise and then the praise is not effective. Praise can alienate pupils because every response is being judged by the praise it receives.(C ockburn,2006,pg105).During my time in school I have planned individual drama and music lessons. For the music lesson the class was split into three groups. Each group was given a number of instruments that made sounds related to Christmas. I gave each group a starting point and this was Christmas Eve, Christmas day morning and Christmas day afternoon. I asked each group to compile a composition relating to the starting point. The children knew that this was their first draft of a composition and they would have time to practise, rehearse and perform ,(DfEE,1999,pg126), as the teacher was going to use my idea in further music lessons. The children had to note the pattern of their music using symbols this was going to make it easier for them to improve the composition. The children were left in control of their own compositions as I did not want any of my own personal input involved in their work. Children are far more creative and adventurous when they are left to their own devices a nd they will learn more about their work. (Bloomfield,2000).Tell me and I forget, show me and I may remember, let me do it and I will learn.(DfEE,1999,pg90).It is important when using the creative arts that the children have an end product to show for their work. It was therefore essential that our group was able to show off our work on the Railway lines through the snow painting. This gave us a sense of achievement and finalised all our hard work. As a group we all developed through the module especially our concert performance. I had to listen to my peers and they had to listen to me. We had to stay harmonised and focused otherwise the concert would have been a disaster. Each member of the group had different personal strengths and we had to use each others strengths to aid our concert performance. I developed all the skills that I have spoken about which children develop during creative arts sessions and I understand if we did not have these skills we would not progress, and achi eve our end goal.The creative arts permit individual children to conceptualise and understand their strength areas to compensate or overwhelm weakness in other areas. It also has the impact of motivating children, sustaining their interest and improving their self-esteem. It provides in-depth study and develops all round skills.(Bloomfield,2000,pg108).Experience in the creative arts is therefore an essential part of a childs learning.ReferencesBloomfield. A. (2000). Teaching Integrated Arts in the Primary School. LondonDavid Fulton Publishers.Cockburn A. Handscomb G. (2006). Teaching children 3-11, a students guide. second ed. London Paul Chapman Publishing.DfES., (1999). The National Curriculum. LondonDfESMoyes, J. (2002). Beginning TeachingBeginning Learning in Primary Education. Second edition. Buckingham Open University.Palmer, S.(2003) Literacy What works? London Nelson Thornes.

Analysing The Effectiveness Of The Kyoto Protocol Politics Essay

Analysing The Effectiveness Of The Kyoto protocol Politics EssayEnvironmental issues become world(a) issues be stupefy the effect of the environmental worry goes beyond national boundaries. Thus, environmental issues be common concerns and every country has a debt instrument to tackle the problem. One of the environmental problems is global warming. The United Nations poser Convention on Climate Change (UNFCCC) was adopted in 1992 in orderliness to mitigate the impact of greenho use of goods and services gas that can endanger humanity life. Principally, the Convention go abouted to reduce the dismissions that can trigger the gradual warming of the atmosphere. In 1997, the Kyoto communications protocol was adopted in the Third Conference of the Parties as a legally binding treaty. In the Kyoto communications protocol, the ratified countries put peerless over to commit to a target to reduce their emissions. By countries to reducing emissions in concert, it is expected that t he issue of mood change and its impact on the earth can be addressed.After more than a decade, the strongness of the Kyoto Protocol as a global environmental regime to address mode change is still questioned. This judge argues that the Kyoto Protocol is not strong enough to tackle global warming. The argument go forth be based on the examination of two issues in the Kyoto Protocol. Firstly, the issue of participation exit be discussed, especially the principle of common but differentiated responsibility (CDR). Secondly, the issue of participation will be linked to the compliance issue in the Kyoto Protocol. In this section, this essay will look at the effectiveness of tierce tools in the Kyoto Protocol emission trading, the Clean Development Mechanism (CDM), and peg Implementation (JI).The Kyoto ProtocolEnvironmental damage caused by pollution does not neck national boundaries and has to be addressed by combined action of multiple states. The Intergovernmental Panel on Cl imate Change (IPCC) reported the scientific findings about the substantial threat to the earth were caused by the increase of anthropogenic greenhouse gas (GHG). GHG will cover the atmosphere and eventually block solar radiation. This will cause an increase of the earths temperature and result in climate change, such as unpredictable and extreme weather, floods, and storms. The scientific findings recommend to maintain the increase of temperature below 20C by alteration the concentration of CO2 on the atmosphere below 550 ppm (Baylis et al. 2008 361). Notwithstanding keeping the increase of temperature below 20C, scientists believe that the climate change would still bring generally negative effects to human life (Scott 2004 271). These scientific findings force all nations to cooperate to mitigate climate change.The UNFCCC was established at the Rio Earth Summit in 1992 as an world(prenominal) action to address climate change. The UNFCCC was non-binding agreement to encourage s tate parties to cut their gas emission. Then, the Third Conference of the Parties on December 11, 1997, victorfully negotiated the Kyoto Protocol as the first binding international agreement to mitigate global warming by targeting emission reduction of states (Scott 2004 273). The Kyoto Protocol was signed by most states, but the process of ratification was not easy. Article 24(1) of the Kyoto Protocol express that the Protocol was opened for signature from 16 defect 1998 to 15 March 1999. According to Article 25(1) of the Kyoto Protocol, the Protocolshall enter into force on the ninetieth day after the date on which not less than 55 Parties to the Convention, incorporating Parties include in cast up I which accounted in total for at least 55 per cent of the total carbon dioxide emissions for 1990 of the Parties included in Annex I, start deposited their instruments of ratification, acceptance, approval or accession. (Scott 2006 637-638)The United States represents 36.1 per cen t of Annex I emissions, Russia represents 17.4 per cent, and Japan, Australia, Canada and the rest of Annex I countries represent below 10 per cent. With that composition, the United States and the Russian coalition ratification became significant for the Kyoto Protocol to be enforced. Although the United States signed the Protocol it is opposed to bringing the Kyoto Protocol to the Senate for ratification. Consequently, the ratification of the Russian Federation became crucial to see at least 55 per cent of the total emission of Annex I countries as stated in the article 25(1) (Doelle 2005 xv). The Russian Federation did confirm the Protocol and it was enforced on February 16, 2005. According to UNFCCC, there are 191 parties in the Kyoto Protocol and the total percentage of Annex I parties emissions is 63.7 per cent (UNFCCC).ParticipationThe climate change issue is not solely about emission reduction. The issue involves many other aspects, such as transportation, agriculture, a nd energy security. Thus, addressing climate change will eventually point to the structural inequalities in wealth, income and power between the North and the South (Gupta in Hisschemller and Gupta 1999 154). Encouraging participation from all actual and developing countries is one difficulty in creating an effective climate change regime. The basis for accomplishing the principle of common but differentiated responsibility (CDR) is to encourage the cooperation of all states to promote effective action on global issue, such as climate change (Cullet 2003 16). However, the application of the CDR principle has its own obstacles. As stated above, the reluctance of the United States to establish the Kyoto Protocol refers to the minimum role of developing countries to the reduction of GHG emissions, particularly regarding the principle of CDR.Developing countries have it away two principles in environmental right the common heritage of mankind (CHM) and the common but differentiate d responsibility (CDR) between nations. CHM is the first principle used by developing countries to assert justice on election exploitation. However, the CHM principle is less significant (Duff in Okereke 2008 8) than the CDR principle in negotiating environmental law. Thus, this essay only discusses the CDR principle in the climate change regime. Common is to recognize that all states have the same environmental risks to face, but the responsibility to address the problems is differentiated among countries, particularly between genuine and developing countries (Stone 2004 277). According to Okereke, from the perspective of international law, the CDR principle has culpability and capability propertys. The first dimension refers to history and emphasizes that most of the current environmental problems were caused by the development of the North, particularly in the era of industrialization. That dimension is closely related to the dimension of capability. Because of that developmen t, developed countries are now more capable than developing countries, in term of technology and financial resources (Okereke 2008 32). Thus, article 4 of the UNFCCC adopts the CDR principle to acknowledge that developed countries have more responsibilities and should take the lead in dealing with climate change.Making the environmental issue a global priority would distract developing countries from their development which could make them reluctant to join the Kyoto Protocol. The CDR principle resolves this issue because it bridges the notions of environmental protection and the need of development by the South, or developing countries (Najam 2005 308). Therefore, the CDR principle has two implications in the Kyoto Protocol. Firstly, the Annex I countries in the Kyoto Protocol have commitments in reducing emissions while the developing countries are excused from the effort to reduce their emissions. Secondly, the developed countries are expected to provide technological and financi al assistance to developing countries in order to meet the recommended come in of emission reduction and in like manner to reduce the possible social and frugal impacts on developing countries when they are fulfilling their voluntary commitment (Cullet 2003 70-71). The implications of the CDR principle are demonstrate by the provision of financial and technological assistance under the Kyoto Protocol.The application of the CDR principle into policy instruments of the Kyoto Protocol is challenging. The United States as the largest emitter in the world rejects those two implications of the CDR principle as stated above. This opposition is based on the view that although developed countries are the largest clearrs of GHG, new emerging economies, such as China, India, and Brazil, that to a fault produce large amount of GHG emissions, should not be ignored. China, which is included in the grouping of developing countries, is the due south largest which produce of GHG emissions (Har ris 1999 31). Therefore, the United States is of the view that the large developing countries should progress the similar contributions as the Annex I countries to prevent the high increases of GHS emissions in the next decades (Scholtz 2008 127).The unwillingness of the United States as the largest producer of GHG emissions, to ratify the Kyoto Protocol results in the Protocols privation of legitimacy. This is worsened by the reluctance of the developing countries to reduce their emissions before the developed countries show progress (Harris 1999 33-34). Thus, the Kyoto Protocol will only be effective if all parties are willing to participate. This means the United States must agree to have a binding commitment for reducing its emissions and the developing countries should agree to have a voluntarily commitment to cut their increasing emissions (Scholtz 2008 128). According to Downs, determinants for the regimes legitimacy are democratic decision-making, high consensus standard, and the degree of distributive fairness embodied in standards (Downs 2000 27). The debate between developed and developing countries over the CDR principle shows that the climate change regime lacks consensus. In this case, it shows that developing countries are distrustful of the Kyoto Protocol by believing that it is only aimed for the developed countries benefit (Downs 2000 27). The lack of consensus will influence the issue of participation and compliance and at the end, the Kyoto Protocol will become ineffectual as a binding treaty to solve global environmental problems.ComplianceThe issue of participation is closely related to the issue of compliance and two will influence the effectiveness of the Kyoto Protocol. When the highest sovereignty is the state, it is difficult to enforce international law. Scott argues that the lack of an international police force to enforce compliance makes international law is only politically effective (Scott 2004 7). If the compliance mechani sm in international law is effective, then on the one hand many countries will be willing to participate in the treaty. On the other hand, they would rather not participate in the treaty than breach their obligations (Vezirgiannidou 2009 42). Becoming a non-compliant state will risk its image in the international community.In environmental law, particularly under the climate change regime, this essay would argue that lack of capacity and the opinion of a liberal rider are the reasons for the issue of non-compliance in the Kyoto Protocol. Firstly, one possibility is that the states, mostly developing countries, intend to comply with the treaty, but they do not have enough resources and the capacity to fulfil the requirements. In this case of non-compliance, assistance would be needed rather than penalty to increase their compliance with the treaty (Young in Vezirgiannidou 2009 43). Another possibility is that the states would prefer to spend their resources for other priorities, su ch as their staple fiber needs, than for climate mitigation (Doelle 2005 116). Thus, the principle of assistance is to support the fulfilment of basic needs and to open the chance for countries to get involved with international commitment to address climate change.Secondly, the free rider in climate change is also considered as a form of non-compliance. Free riding is when states are able to enjoy the benefits without contributing to the cost. Grundig et al. describe that in the climate context, a state could free ride by not reducing its GHG emissions, while others do so. That state still could enjoy the benefit from the decreased danger of climate change achieved by others efforts (Grundig et al. in Vezirgiannidou 2009 49). Neo-liberal theorists view the free riding problem as important in enforcing international law. In this case, non-participation in the treaty is also included as free riding. The issue of free riding can be solved with the strong mechanism of the compliance p rocess, such as effective and transparent freshen and reporting mechanisms. Unfortunately, the current punishment mechanism in the Kyoto Protocol is not strong enough to make the state parties comply with their obligations.The issue of compliance provided in article 3(1) of the Kyoto Protocol isthe Parties included in Annex I shall, individually or jointly, ensure that their aggregate anthropogenic carbon dioxide equivalent emissions of the greenhouse gases listed in Annex A do not exceed their assigned amounts, calculated pursuant to their quantified emission limitation and reduction commitments inscribed in Annex B and in accordance with the provisions of this Article, with a view to reducing their overall emissions of such gases by at least 5 per cent below 1990 levels in the commitment period 2008 to 2012. (Scott 2006 622)This article describes the obligation of Annex I countries to meet the emissions reduction. Countries could reduce emissions through several mechanisms, such as through national efforts or other mechanisms under the Kyoto Protocol. According to UNFCCC, the mechanisms provided under the Kyoto Protocol are aimed tostimulate sustainable development through technology transfer and investment, help countries with Kyoto commitments to meet their targets by reducing emissions or removing carbon from the atmosphere in other countries in a cost-effective way, and encourage the private sector and developing countries to contribute to emission reduction efforts. (UNFCCC)The obligation of emissions reduction should be done through national measures. Emissions reduction is closely related to other policies, such as transportation, energy security, agriculture, economic activities, and also education and culture. There should be policy changes in those areas to assist reduction of climate change, but these should be applied carefully in order not to affect the economic growth and development of the states. The limitation in the use of fogy fuels energ y has its own dilemmas. On the one hand, states should limit the use of fossil fuels to support the notion of environmental protection. On the other hand, the reduction in the consumption of fossil fuels will impact on supply and price. When developed countries limit themselves in their consumption of fossil fuels, the supply will increase and the price will decrease. This condition will trigger developing countries to consume fossil fuels. Here, environmental problems are not solved rather they are transferred from Annex I to non-Annex I countries (Baylis et al. 2008). Thus, this again reasserts the idea that environmental problems cannot be solved only by developed countries themselves without the participations of developing countries.To accelerate the progress in dealing with environmental problems and also to give flexibility to the state parties to fulfil their commitments, the Kyoto Protocol provides tercet mechanisms emissions trading, the Clean Development Mechanism (CDM), and Joint Implementation (JI). The first mechanism, emission trading, allows one Annex I country to sell its amount of permitted GHG emissions to some other Annex I country that has emissions below the target in the Kyoto Protocol. Although the overall amount of emissions can be reduced, the trading itself still cannot be ensured to be transparent, low-cost, and efficient (Cameron 2002 12).The second mechanism is the Clean Development Mechanism (CDM) that is provided under the article 12 of the Kyoto Protocol. CDM is aimed to assist parties not included in Annex I to reduce GHG emissions and attempt to achieve the objectives of the Kyoto Protocol. By assisting the project, including transferring technology, to non-Annex I countries, Annex I countries will gain GHG credits or Certified Emissions Reductions (CERs). The CERs will raise the assigned amount stated in article 3 of the Kyoto Protocol. The developing countries will also get the benefit from project assistance or the trans fer of technology (Cameron 2002 11). The last mechanism in the Kyoto Protocol is Joint Implementation (JI). The CDM and JI mechanisms have the same principles. JI mechanism allows developed countries to gain CERs by financing projects in another developed country or an Annex I party. This happens when the same amount of money could give a greater result in emissions reduction in other developed countries that have more efficient power plants or projects, rather than spending the money in own country (Baylis et al. 2008 362).There are some critical questions on the implementation of the CDM. The CDM will surely need the participation from developing countries in the Kyoto Protocol to receive financial and technological assistance. national politics in developing countries mostly place the agenda of climate change lower than other issues, such as economic development and wellness policies. Moreover, the effective implementation of the CDM depends on the recipient countries. Problems such as poverty and minimal health care, weak institutions, and the transparency of aid might influence the success of the project. Thus, assistance could be effective only within certain conditions. From a long-term perspective, this essay argues that the bigger problem is that the CDM might only relocate industries from developed countries to developing countries in order to avoid restrictions by the Annex I countries (Cameron 2002 13-14). Therefore, those mechanisms might be attractive for all parties to participate and work hard to implement the Kyoto Protocol, but the environmental problems will not eventually be solved and the objective of climate change will not be achieved.ConclusionThe Kyoto Protocol aims to address gradual warming and to protect the environment for the future generations. Climate change is a common problem and needs participation from all countries. This essay examines the effectiveness of the Kyoto Protocol from two elements participation and compliance. The issue of participation is examined by discussing the principle of common but differentiated responsibility (CDR). The principle of CDR is meant to bridge the notions of environmental protection and development. By applying the principle of CDR in the Kyoto Protocol, the developing countries are willing to join in this climate change regime because this principle gives more attention to the developing countries. Firstly, the current environmental problems are related to the history of the era of industrialization which resulted in the developed countries. Secondly, the developing countries should be differentiated because they might not have the same capacity as developed countries, in terms of finance and technology, to address the issue of climate change. However, in order to legitimize the Kyoto Protocol as a binding treaty, the new emerging economies, such as China, India, and Brazil, should be given more significant roles than other developing countries. This will also reso lve the reluctance of the United States to ratify the Kyoto Protocol.The issue of participation in order to make the Kyoto Protocol more effective are closely related to the issue of compliance. A state will not join a treaty if it will breach the treaty. The non-compliance of states in environmental law is mostly because of the lack of capacity to fulfil the commitments and the issue of free riding. The issue of free riding could be solved by implementing a stronger compliance mechanism in the treaty. The Kyoto Protocol provides three mechanisms to help a state to comply with the obligations, through its own national measures. Those three mechanisms are emission trading, the Clean Development Mechanism (CDM), and Joint Implementation (JI). Although those mechanisms provide flexibility to fulfil the commitments among the Annex I countries or between developed and developing countries, the negative impacts for the long-term still need to be addressed in order to make the Kyoto Protoc ol an effective environmental treaty.(3219 words)

Urban photography

Urban picture takingUnderstanding the definition of Urban Photography and how other practitioners sight do work my somas through the nontextual matter of compositionFor my individualal investigation for the first project of A2, I suck in decided to choose a genre that excites me and one that can challenge my originative practices. Having chosen Architecture for my theme last year, Im going to use the Photoshop skills and camera proficiencys I learnt and adapt them to the genre Ive chosen this year. I first started the investigation into the genre of Street Photography. Street caught my eye whilst watching photography tutorial YouTube videos on the internet in the summer before the A2 faculty member year started. Im obsessed with the idea of capturing a stunnedcome of everyday life, a picture that has a meaning and a story thats ambiguous to everyone whos situationing the mountain range having their own conceptions. Taking pictures of ordinary kinda a little in ordin ary places interacting with others and the environment around them, and creating an image that represents one person of society at one particular time, an image that makes you contemplate life around us is my principal(prenominal) motive for my love of street photography.However at the start of the project after more research into famous street photographers and having carried out my own photo shoot on the street, I perfectly realised I dont have the extremely high confidence needed to shoot on the street up close to strangers. It is a daunting and dangerous genre especially for a teenager. Urban Photography I felt was the answer to this dilemma photographing the urban landscape and not honourable portraits of strangers in the city. Photographing the environment we work and screw in is fascinating to see what inner beauties underlie of everyday life we perhaps take for granted. According to capital of Minnesota Halliday, (A photographic urban artist and film-maker) Urban Photogr aphy is an interdisciplinary field of visual practice concerned with the evocation and representation of urban spaces and the lives of those living, working and abject through such spaces. Available at http//www.urbanphotofest.org/defining-urban-photography, Accessed 16th February 2015. This statement is how he describes urban photography and I agree with him how urban photographs parade the spaces good deal live and work in.Composition is an art. In the terms that, without composition, techniques, tricks, rules, arrangements and learning how other artists that have their own personal take on how they compose an image the photographs we produce may not communicate the initial story/ playing field and or context we wanted to portray. For instance, we might take a picture thinking it looks like what we axiom in our look but the way we took it (a contiguous snapshot, poor alignment) may change the whole dynamic and instead show no orderly patterns (something that our eyes be drawn to), no visual order (foreground, background) and may place emphasis on the object or person who isnt the main(prenominal) rout (which could create confusion in an image) that you primarily wanted to get down. Im going to look at the two artists below who I have touched on briefly in my sketchbook nevertheless look more closely into how they compose their images, what I can learn and how their take can improve my images adopting practices that they are subconsciously utilize too. On Wikipedias article about composition, it backs up my point referring to how the viewers of the image may not view what we wanted them to look at (how it effects the communication). The position of the viewer can strongly influence the aesthetics of an image, even if the subject is entirely imaginary and viewed at bottom the minds eye. Not only does it influence the elements within the picture, but it also influences the viewers interpretation of the subject. (Composition (Visual Arts), Acces sed 22/02/2015, http//en.wikipedia.org/wiki/Composition_(visual_arts)) Prior to this personal investigation into the genres street and urban, I hadnt performed or produced any pictures of this character reference. It is t here(predicate)fore important for me to visually analyse the works of others to gain an understanding into how they compose their images. Placing emphasis on what they want as the main subject and how differences can impact upon the interpretation of the picture, all viewers may have.Analysis of bold composition, Urban Photographer Nicholas GooddenOne photographer Ive researched in this project is called Nicholas Goodden. His work is magnificent to look at and his pictures truly demonstrate Pauls definition of the genre. He photographs the big city capital of the United Kingdom and captures miniscule sights where he lives and works. He says Beauty is all around but people are too busy or dont care bountiful to see it.His work captures the beauties that are hidde n to us in our everyday life usually including one subject in his pictures creating bold compositions. These bold compositions are usually created by simple shapes such as circles, rectangles, radial patterns, lines, curves and zigzags that attract the eye. Photographing these forms he sees around the city with his common use of bright colours and channel gives the viewers of his images an insight into how he sees the city from the hustle and bustle to the lonely parts, they are a tribute to London as a whole. The portfolio which he has constructed show a variety of urban scenes in the East London area, below are two of my favourites and two that are inspiring to me in my personal project.The first image (left) rightly captioned tunnel vision, is a picture of people walkway through an underground tunnel which is part of Londons tube network. Its one of my favourites because it captures people rushing around which is what the tube network is grapplen for (although its edited, in a way its also a line up representation). It captures the true city/urban life with commuters trying to get to their destination in a hurry. Nicholas could have taken this image at a quick shutter speed around 200th/second freezing the movement of the people earthly concernner of walking past him however this would have made a ordinary photograph. Instead he left it on quite a slow shutter speed creating this artistic motion blur. This isnt the first time hes done this and in fact hes quite fond of this creative technique flavour through his portfolio. In my sketchbook, theres an image hes taken that has light trails off a vehicle driving past Camden Lock and he uses the long expo authorized to capture this movement of light. The outcome is an unusual artistic effect that can change the mood and add much more interest to the image.He aligned the handrail in the centre of his viewfinder that in a way splits the image into two halfs which also give the image a rhombohedral look. The reason why this looks good is because the image is not complicated to read improving the communication between the picture and the viewer. Hes changed the image into swarthy and white which is straightaway eye catching with the leading lines strongly defined guiding us towards the centre of the image. The tonality appears to be a selenium type colour not unspoiled an ordinary black and white, this tone gives off a more modern black and white image (clean and crisp, digital) which is a consummate different feel to a more traditional sepia look. Along the floor are nine strong dark lines, accompany this with the sharp inside information on the walls and the main subject (the handrail) which is also a strong leading line creates this clear three dimensional feel.Theres lots of forbid space which is not unusual in Nicholas images. He uses this negative space as a composition element. In this image, the negative space is correctly fit on each half of the image supporting the s ymmetrical look I mentioned in the last paragraph. This negative space Nicholas includes in his image although it often results in him going further away from a subject, it defines and emphasises the main subject drawing your eye towards it. The negative space is gives breathing space to the viewer allowing them to slow down and take time to happen upon the image adding to a more engaging composition.The second image (right) is of three London speech sound boxes and a passer-by walking towards the left of the frame. The first subject I was drawn to was the telephone box in the middle of the image, most probably because it is in the centre of the image however a few seconds after I was drawn directly to the guy walking past. Nicholas waited for the right moment or as Henri-Cartier Bresson would say the decisive moment. This is when the person is looking at Nicholas or his camera showing a facial expression that could be describing his current mood. Its as if to say Whats he doing over there taking my picture? The person is another part to the image it could be that he/she is rushing to the shop or walking home from work. Either way, it creates a dialog (right term to use?) between the image and the viewer and adds more interest to the image instead of it being just three phone boxes. His body language could also suggest he/she was in a peaceful rush (doesnt sound right? Help).This image is a demonstration to Nicholas bold compositions techniques. The telephone boxes are a visual repetition that attracts the eye to view different parts of the image for longer. Nicholas has growthd the cable in the telephone boxes making them look more vibrant adding to the aesthetic look rather than a flat, morbid look. This makes the image more relatable as its closer if not the stereotypical (not the word but theres a word for it) colour that is often associated with London. This dark contrast in the phone boxes adds drama to the image along with all the shadows across the image being reduced as fountainhead as the flimsy vignette around the frame. whole this adds to the drama in the picture Nicholas has produced. The image also has some negative space again drawing attention and drama which is another composition technique he uses as I discussed in the above paragraphs.Conclusion of Nicholas GooddenNicholas has made himself renowned on the internet, social media and in photography magazines as a London urban and street photographer creating images of iconic London Buildings and captain the essence of the capital city. He gives a modern perspective on urban photography which is notable with his digital manipulation and his modern mirrorless camera (to be specific Olympus OM-D E-M1).Looking at his images makes me take a step back, and contemplate the environment, who and what the people in his images are doing and how life differs in different towns and cities. Even different areas of these places that can show a complete contrast to another area of the city, and it is interesting to own this through an urban photograph. Simply because Nicholas urban photography captures the true feel of the environment of which he is in, sometimes he includes people in his image sometimes not. In the situation of the latter, the way he composes his frames with lots of negative space next to a main subject (which really stands out through an increase in contrast and/or placement) allows the mind to imagine this environment. This is a critical reason to why I have researched him and how I want his photography to influence mine.Analysis of communication through composition and use of geometry, Street Photographer Henri-Cartier BressonIf there is one element of Henris photography I have learnt whilst researching him, read articles about him on the internet, browsing through hundreds of his images (made available on Magnumphotos.com), watching documentaries and interviews, its the use of geometry in his photographs he uses to his advantage pl acing forms and shapes in a way that converges patterns around the image. This allows the subject he is taking to stand out of the background with patterns leading towards and away from the frame. When Charlie Rose (an American television talk show host) asked Henri What makes a great composition he simply answered Geometry.Henris intent in the composition of his images was to communicate the intensity of the subject. This meant the purpose of how he composed his images was to make sure to best highlight the subject of the photograph. Composition should guide the eye to focus on a particular subject by eliminating distractions. This is true as an image with a main subject should also have quite an amount of negative space which again can be created with the composition the photographer uses, using his eye, he has the power of exclusion including only what he wants to see in the photograph.The photographs eye is perpetually evaluating. A photographer can fiddle coincidence of line simply by moving his head a fraction of a millimetre. He can modify perspectives by a slight bending of the knees. By placing the camera closer to or further from the subject, he draws a detail. Henri. This quote from Henri himself explains how he and any photographer can manipulate the lowest outcome of a photograph. Adjusting the frame ever so slightly can change the whole perspective adding more or less detail to the subject the photographer is looking at.In all of the interviews I have read online, Henri never talks about the composition techniques I use and the ones that are discussed in modern photography magazines such as the rule of thirds. He used the vertical lines across the image which the rule of thirds is associated with but he mostly used the strong diagonal line that goes from one corner to the other. Observing image after image, an overwhelming number of his images rely of this diagonal line. A range of subjects, people lying down, a line of chairs or dark shadows in the image.France. 1932. Marseille. The Alle du Prado. USA. 1947. New York City. Manhattan. Downtown.He analyses the environment he is in before he takes an image. He notices the distinctive relationship of patterns and lines that the subject has in common with the background, establishing a strong figure to ground relationship. In these two images, the sense of geometry is astounding. In the first image is taken in France (above, left). The main subject appears to be a grown man looking slightly away from the camera with a quite concerning shocking emotion on his face. I can imagine Henri just seeing this image with his eyes, looking behind him finding a relationship and nonrepresentational patterns and then shooting quickly before he lost the emotion on the mans face he wanted to capture. Coincidentally the man was stood still in the middle of the path where the trees formed a two strong beautiful leading lines gradually getting smaller in the distance, this added information but not only depth, but mathematical geometry which is what makes his images. Henri wouldnt have just seen this and took a picture. He would quickly try and place the man in the centre of his viewfinder by moving inches to the right so that he (the subject) is brought out of the background more with the converging trees behind him fitting perfectly, like place a jigsaw together. Also by doing this, the subjects three dimensional form is obvious and a true representation of the persons height with the trees beside him acting as a comparable measure.The second image (above, right) captures what appears to be an upset child/young adult sat on the kerb of a side street in New York. Because he was quite some distance away from the subject, we cannot really see what emotion the person is feeling however with his head on his knees looking down, we as humans know its not exactly a feeling of enjoyment or fulfilment, more upset and distraught. It seems the person doesnt know Henri was takin g his photograph therefore it shows his real emotion but I also think Henri didnt want him to know he was there because people act different when a camera is pointing at them, not only that but taking the picture far away like he has here shows him being a true observer of life around him. He would have seen the person sat on the kerb, analysed the scene with the huge buildings aside him and didnt take a step closer but just took the picture before he was noticed. In this photograph, the geometry he uses is spectacular. They are three main leading lines for the viewers eyes to intercept guiding them towards the subject and centre of the image. Six horizontal lines formed from the buildings fill the negative space around the subject adding clarity to the image as its easier for the viewer to get a sense of whats happening and not get lost in the image. The well-situated rule composition technique can also be adapted here (shown on the right) with the sharp long buildings leading tow ards the person sat on the kerb.Black and white photographs work perfectly with street photography giving a feeling that a moment has been frozen in time and gives out this memorable, nostalgic feel with minimal distractions. As Ive researched, I feel colour is just another distraction when it comes to composition of a street photograph. Henris images are of course in black and white because it was in the period of black and white film, the early twentieth century. Both images I have chosen to analyse reinforce the emphasis Henri placed on geometry and how it hugely impacts upon the images he had taken. The horizontal, vertical and diagonal lines plays a role into how his images were perceived, making his subjects stand out as well as relate into the background and act as a guide for our eyes to read his images.Conclusion of Henri-Cartier Bressons photographyHenri is patient, he waits for the denounce moment to take the picture. In one documentary on YouTube named Just plain love, he says you have to be receptive as well as lucky to get the image you want after youve visually composed the image in your head. Henri was always ready, receptive, on the lookout whilst others around him were unperceptive and distracted whilst the help of geometry plays an obvious role in framing the sights he sees. He seeks the physical rhythms in pictures going for form more than light and intuitively taking an image of what he sees. He gains a sensuous pleasure to have everything in the right place, establishing the relations of curves and lines that question his awareness his ability to observe an environment and produce an image that is composed with geometric patterns and clarity that is seen throughout his collection of images over his lifetime.

Cellular Phones on the Road :: essays research papers

Cellular phones are one of the most widely and most popular forms of communication today. Cell phones are so easily reachable and portable that it unless makes sense that cell phones and automobiles get out sometimes go together. Cell phones are a cause of some of the accidents we see today, but does this imply we should ban the use of them all together or just change the way we go about using them?An article published in the invigorated England ledger of Medicine in 1997, reported the results of a study of 699 drivers in Canada. All were phone-using drivers who had been involved in a collision. The study concluded, Collision risk is foursome times greater if you use a phone succession driving (Burk). In another study conducted by Accident Analysis and Prevention Journal in 1998, found that if a driver is in an accident while using a wireless phone, the chances are nine times greater that it will be a fatal accident.There is a lot of controversy going on right now and so far New York is the only one state that has out impartialityed the use of cellular phones while driving. many a(prenominal) other states are in the process of trying to get this new law passed. As for Missouri, the legislation is still in committee and we wont know any more until the next time they meet to discuss this, in January 2002. talk of the town on a cell phone, in my opinion, while driving is no more dangerous that lighting a cigarette, operating the radio or traffic with children and I dont think there is much chance of getting all of these things outlawed. A 1996 study be the Japanese National insurance policy Agency found that many phone-related crashes occurred while the driver was responding to a call, which included being startled or distracted by the ringing, dropping the phone or tuning to pick it up (Burk). If people would just be smarter about how they use their cellular phones by doing things such as, not responding to a call while in a trying traffic situation, setting the phone on a lower ringing volume while in their vehicle, etc. Many people who use wireless phones while they drive argue that the benefits of their phones (flexibility and convenience) outweigh any potential risks (Radelmeier 27). Almost all of the people, who responded to a survey given by Motorola, argue that wireless phones increase their flexibility.

Nixons Secret Bombings in Cambodia :: President Richard Nixon

why did President Richard Nixon decide to have secret bombing in Cambodia in 1969?A. Plan of the investigationi. Subject of the investigation Why did President Richard Nixon decide to have secret bombing inCambodia in 1969? The purpose of investigating Nixon?s secret bombing of Cambodia is to understand his real intentions. Also, to palpate out why he had to hide this from the Congress and the media. Wouldn?t it mean that he is abusing his power by keeping it a secret and not acquire permission to do so from the Congress? Last, but not least, is to understand how Nixon actually destroyed neutral Cambodia.ii. Methods a. Evidences from the biographical books on Nixon and Henry Kissinger will be used to support my thesis and topic question. b. The internet will be another source to find out information on the backgrounds of Cambodia and the events that were happening during the layover when Cambodia was secretly bombed. c. Research for real conversations that Nixon had with his other helping mates about the decision to secretly bomb Cambodia. d. Find out the real issue he had that led him to secretly bomb Cambodia. Especially when he did not get permission from the Congress, and when the public found out, how did they react to Nixon?s actions. B. Summary of Evidence-George McGovern wrote, ?The secret, unconstitutional bombing of Cambodia was the clearest ground for a Nixon impeachment. It was a vastly more serious crime than the break-in at Watergate.? - ?In 1973, after the bombing was finally discovered, both Nixon and Kissinger maintained?that the secrecy was necessary to protect Sihanouk, who was variously described as? ?allowing? the raids, so long as they were covert. They maintained that the areas were unpopulated and that only Vietnamese commie troops, legitimate targets, were there.?-Nixon had already known that the American ground offensive, from the summer of 1966 to the Tet offensive of 1968, had failed to destroy the North Vietnamese (communists). Therefore he had an offensive against the Ho chi Minh Trail in Cambodia. The communistics were making an effective use of the Ho Chi Minh Trail through Cambodia. Suddenly, Nixon ordered the bombing of the Cambodian sanctuaries. His instincts were to respond violently to the Communist offensive.