How has the EU-US Open Skies Agreement Affected EU Citizenship of Essay

How has the EU-US Open Skies Agreement Affected EU Citizenship of Germany - Essay Example How has the EU-US Open Skies Agreement Affected EU Citizenship of Germany? The EU-US Open Skies Agreement generally reflects the formation of the ‘US-EU Open Aviation Area Agreement’. In the year 2007, both the regions i.e. the US and the EU had signed a momentous pact in order to liberalise open global transportation and air travel on their respective business markets over the Atlantic Ocean. This pact or treaty is popularly acknowledged as The EU-US Open Skies Agreement. This significant agreement intends to deregulate the concern of air traffic over the Atlantic Ocean through various ways that have been discussed in the following section. It is worth mentioning that this particular agreement has facilitated any airline belonging to the US and the EU to fly to any particular point between these two regions. Apart from lessening the increased level of regulation of air transportation between the aforesaid two regions, the agreement also tends to undertake certain significant steps specifically for normalisation of the global aviation industry (Peterson & Graham, 2008). With this concern, the essay intends to discuss the EU-US Open Skies Agreement and its implications on different EU nations along with the US. Moreover, the way in which this agreement has affected EU citizenship of Germany will also be taken into concern in the essay. The financial interrelation of the US and the EU has been witnessed to contribute in ascertaining greater commercial success on both the sides of the Atlantic. This can be justified with reference to the fact that the formation along with the maintenance of smooth financial interrelation between the aforesaid two nations have opened prospects for better investments, fostered trade in products or services and most vitally facilitated in enhancing the mobility of the individuals through undertaking various major initiatives. One of the initiatives in this regard can be apparently observed as the formation of the Visa Waiver Program. It is determined that the EU and the US are regarded as the t wo biggest air transportation markets throughout the globe. This is owing to the reason that both of these markets together account for in excess of half of all worldwide scheduled passenger travel and 71.7 percent of the globe’s freighter fleet. The formation of the EU-US Open Skies Agreement, which had been signed in the year 2007 and became effective in the year 2008, can be duly considered as a historic decision, as it not only broadly supports the aspect of trade liberalisation but also promotes the development of better international trade as well. In the context of analysing the EU-US Open Skies Agreement, it can be affirmed that aviation often plays a decisive role in driving the vital aspect of globalisation, contributing in expanding travel along with tourism and enabling the business entrepreneurs to make substantial investments. Furthermore, it also plays an imperative part in facilitating trade through bringing business people along with conducting their respecti ve operational functions jointly and developing the products or services in relation to the respective industry. By taking into concern these valuable roles played by aviation, it can be stated that both the regions i.e. the US and the EU had signed the agreement in order to transform and enhance the existing procedure of air travel and trade throughout the Atlantic (Alford &

Rhetorical Artifact Term Paper Essay Example | Topics and Well Written Essays - 2000 words - 1

Rhetorical Artifact Term Paper - Essay Example This advertisement is directed by Lauren Greenfield, a documentary photographer, filmmaker, and artist and it aims to stop the use of like a girl phrase as an insult to women. Its purpose is to empower girls at their young age to avoid self esteem deterioration and build self confidence in their puberty stage. The target audience, men, teenage girls, young boys and girls are important as it shows that the advertisement is geared towards self conscious girls who care about what girls are like. The commercial focuses on the difference of understanding of the phrase like a girl to men, teen girls, young boys and girls. The young girls under ten do not see this phrase as an insult since they have not been exposed to stereotypes and sexism that surrounds women. One little girl even says â€Å"I do not know if it is good or bad but it sounds like a bad thing, like you are trying to humiliate someone.† The advertisement is an artefact, a cultural product in itself. This advertisement concentrates on one of the things that almost everyone has undergone; You throw like a girl or you run like girl! These words were thrown at us by classmates or even parents to their children. In this advertisement strong emotional appeals are used to empower girls to show them by showing that this phrase is not negative but instead show them how it is amazing to be a girl; strong tough and passionate. Since Always produces menstrual products for girls and young women their primary message is directed to this group of audience. By showing young women in their ad, and younger girls they have made the advertisement relatable to the audience. It is easy to imagine oneself , friend, daughter, or sister in the same position as the girls in the advertisement video. This advertisement is aimed at marketing towards the parents of the young girls since they are interested in their daughters’ happiness, seeing then self confident and

Communication behavior Essay Example | Topics and Well Written Essays - 500 words

Communication behavior - Essay Example the book in her bag before asking me for it but I had no chance to tell her that she should not do that again but she had to go and I thought that I just met her and don’t know her that well. I keep my daily journal in my drawer and I allow nobody to neither open the drawer nor read the journal. We have a housekeeper coming over twice a week and I didn’t allow her to enter my room since I keep my room clean myself. This afternoon, she was allowed by my mother to check my room for cleaning and the housekeeper opened all the drawers including the one where I keep my journal. I knew she opened the drawer because the pen tucked in the journal rolled out to the side of the drawer. I asked her if she went in my room and even before she said yes I interrupted her and told her to please not to go through my drawers the next time. My best friend spent the night over at our house and she was flipping through my magazines. She probably got bored with them and she found the drawer where I keep my journal. I was coming out from the bathroom and I saw her opening the drawer. I told her not to open that drawer again because I was keeping my journal there. I also told her that I don’t want anyone to touch my journal since I was not comfortable when people touch my personal stuff. I was having a hard time comprehending the day’s lecture in class which prompted me to ask a guy classmate. Another classmate, a girl, interrupted and tried to explain on the topic but instead of helping me, she only added to my confusion. After her explanation, my guy classmate gave his explanation which was better and entirely different from the explanation of my girl classmate. I wanted to tell her about her mistake but I hesitated because I was worried that she might get offended. At school when my best friend and I were walking at the hall, a new friend asked me to a party but he told me that I was the only one invited and that I was not allowed to bring anyone else. I politely refused

Effective Communication Essay Example for Free

Effective Communication Essay Make a list (in note form) of some of the techniques you have developed to enable you to communicate effectively with the CYP you work with. OR Write a brief account of some work you have done in the past two years with a YP who had communication problems,which were not due to a disability. Ensure the YP could not be identified from your account, by changing some personal deatails. Good communication is central to working with children, and young people, It is a fundamental part of the Common Core. It involves listening, questioning, understanding and responding to what is being communicated by the CYP‘. It is important to be able to communicate both on a one-on-one basis and in a group context. Communication is not just about the words I use, but also my manner of speaking, body language and, above all, the effectiveness with which I can listen. To communicate effectively it is important to take account of culture and context, for example where English is an additional language. Effective engagement requires me to involve the CYP’s in the design and delivery of services and decisions that affect them. It is important for me to consult with them and consider their opinions and perspectives from the outset. A key part of my effective communication and engagement is trust, both between the workforce, children and young people. To build a rapport with the CYP’s , I understand that it is important for me to demonstrate understanding, respect and honesty. Continuity in relationships promotes engagement and the improvement of their lives.. * I am always aware that the CYP may not have understood what I have communicated * I Know that communication is a two-way process * I Know how to listen to people, make them feel valued and involved, and know when it is important to focus on the individual rather than the group. * I am aware of different ways of communicating, including electronic channels, and understand barriers to communication. . * I Know how to report and record information formally and informally in the appropriate way. I listen and build empathy by * Developing and using effective communication systems that are appropriate to them * I Establish a good rapport and respectful, trusting relationship with the children. I Build a rapport and develop relationships using the appropriate form of communication (for example, spoken language, play, body language). * Communicate effectively with all children. * I Hold conversations at the appropriate time and place, understanding the value of day to day contact. * I ensure I’m always aware that some children and young people do not communicate verbally and that I would need to adapt my style of communication to meet their needs and abilities. * I Understand the effects of non-verbal communication such as body language, and appreciate that different cultures use and interpret body language in different ways. * I Build open and honest relationships by respecting CYP and make them feel valued * I Actively listen in a calm, open, non-threatening manner and use questions to check understanding and acknowledge that I have heard what is being said. * I Summarise situations in the appropriate way for the individual (taking into account factors such as background, age and personality). * I Explain clearly to the CYP what kind of information I may have to share with others. * I Explain what has happened or will happen next and check their understanding and where appropriate, their consent to the process. * I Let the child know that I am interested and involved and that I will help them if and when needed. * I Turn off the television or stop what I am doing when a child wants to talk or avoid taking a telephone call when a child has something important to tell me. * Unless other people are specifically meant to be included, I hold conversations in privacy. The best communication between myself and a child will occur when others are not around. * I never Embarrass a child or putt them on the spot in front of others as this will lead to resentment and hostility, not good communication. * I’m aware of my height and I Don’t tower over a child. I Physically get down to the child’s level then talk. * If I am very angry about a behaviour or an incident, I don’t attempt communication until I regain my cool, because I cannot be objective until then. I have learnt that It is better to stop, settle down, and talk to the child later * If I’m very tired, I try to make an extra effort to be an active listener. Genuine active listening is hard work and is very difficult when your mind and body are already tired. * I Listen carefully and politely. I Don’t interrupt the child when they are trying to tell their story * I Don’t ask why, I ask what happened. * If I have knowledge of a situation, I will confront the child with the information that I know or have been told. * I never use put-down words or statements: dumb, stupid, lazy: * I will Assist a child in planning some specific steps to the solution. * I Show that i accept the child for themselves, regardless of what they have or have not done * I try to Reinforce the child for keeping communication open. I Do this by accepting them and praising their efforts to communicate * I use encouraging phases especially with children diagnosed with ADHD as these children may need more praise than the average child. And Unfortunately, because of their behaviour they often receive less. It is important to communicate clearly with children, honestly stating feelings and expectations. Not only do children pay attention to our words, they also react to our tone of voice and body language as well. Because communication is a complex process, it’s important to think of the implications of wh at we say Task 2 Using personal experience or some information either from the seminar or a trustworthy source on the internet, describe how you have used or could use aids to communicate with YP’s who have some form of disability, and indicate the kinds of conditions you have encountered, or may encounter in your work. Very briefly list some other aids to communicate which you could explore and utilise , should the need arise. I have recently had experience working with a child who had a form Of a disability,( Autism)To communicate with them I used A communication passport with pictures, photographs, words and symbols to share important information about the child’s needs, interests and their ways of communicating. The child took this passport into different settings so that everyone is well informed, I.e. meetings school, club, outside activities etc. It was important for this child to be aware of who was working with them in advance so we made a photo wall, all staff members pictures were taken and placed on the wall and during the day and especially at bedtimes staff would go over the wall with the child explaining who would be working with them the following day. I also used a pictorial book in much the same way, The child needed structure and stability and gained this from knowing exactly what would happen who with and when, In the morning I would sit down with the child before school explain who would be taking them to school; in what vehicle, what teachers they would be seeing today, what lessons they had today. What time staff would be collecting them in what vehicle and then go over in detail what they would be doing after school. Conditions I have encountered or may encounter in my work is not knowing fully if a child has understood everything I’ve communicated with them I have learnt that People with a learning disability may appear to understand, but may actually be responding to my tone of voice, or familiar cues in the situation. They may misunderstand, forget or not catch some of what I have said. They may often say yes in answering questions, even if they do not fully understand sometimes because they do not want to make difficulties. They may not be able to contradict me if I have misunderstood what they mean or want. They may be bilingual, and have greater skills in one language than another. Some children may take longer to process what I am saying. Others may find physical movement or speech a big effort, so it will take them longer to respond. It is important to never over estimate the skills. †¢ Make sure the child can hear, see and is comfortable †¢ Make sure hearing aids or glasses are used if necessary, and that they work properly! †¢ Make sure talk clear and allow the child to read lips if necessary †¢ Use sign /gesture and pictures to back up speech †¢ Make sure information is presented clearly for people to see †¢ Make sure people are positioned for good communication – seating is key †¢ Make sure the environment is quiet and there are not too many distractions †¢ Check out general health and comfort– are they in pain, physical difficulties, or experiencing the effects of medication (tired or sleepy). †¢ Make sure the child can see hands and faces if signing and talking. †¢ Give enough time for the child to listen and respond. †¢ Check that i have understood by talking to others, helping the person to tell me when I have got it wrong. I don’t pretend I can understand if I really can’t! †¢ Make sure you language is kept simple and clear. †¢ Gain the child’s attention before starting to talk.   Ã¢â‚¬ ¢ Show that I respect a persons way of communicating by using it to them. †¢ Make sure communication books/aids are used and not stuck in a cupboard! †¢ display good observational skills, respond to all communicative signal †¢ Be patient and don’t give up trying †¢ Leave if the person is becoming agitated Other aids to communicate * Pictures and symbols can help *Information can be written and presented in symbol or pictorial form. * Pictures and photographs can be used to illustrate written material. Communication aids: * Children can join in by pressing a switch operated aid with voice output to say, yes I agree/no, I dont or some communication aids have more complex language *Objects of reference† can be used to cue people about what is going to happen.: play football-show them a football, show them a cup for asking if they want a drink *Calendar boxes can be used to make object timetables of activities happening in the week *â€Å"Memory Boxes† are collections of meaningful artefacts and photos associated with events and can be used as the basis for conversation, and to help recall. Anything can be used for this and everyday objects of natural materials are good to use with people who have sensory difficulties. * â€Å"Multimedia Profiling† is a process which creates a personal catalogue of video clips on the computer which build up a profile of an individual. The person can be in control of their own information through switch or touch screen, and can choose when and how to share it with others. Task 3 Which government websites can you use to access up to date information and evidence based examples of good practice? Give one e.g. of something you have learned from one of these websites. How will you disseminate your learning to colleagues?

Hamlet :: essays research papers

Great literary works retain their popularity as a result of many different factors. One such factor which can lead to popularity of a work, current or consistent discussion of a work's merits, can come into play when an author or playwright leaves questions unanswered in his work. In Hamlet, William Shakespeare creates such a situation. As a result of the ambiguity of clues given throughout this play, critics may argue for or against the idea that Prince Hamlet's "antic disposition" put on as a facade to mislead the royal family pales in comparison to the disposition of Hamlet's lunatic mind, or in other words, that Hamlet in fact truly succumbs to insanity. Evidence for this opinion can be derived from Hamlet's erratic mood changes, careless slaughter of those not directly involved in the murder of his father, and interactions with the ghost of King Hamlet. For a man thought to be feigning insanity, Prince Hamlet seems to have very little control of his emotions. In fact, Hamlet admits this to Horatio, his confidant, when he says, "Sir, in my heart there was a kind of fighting / That would not let me sleep" (5.2. lines 4-5). This lack of restraint leads to Hamlet's unpredictable mood swings throughout the play. Hamlet's relationship with Ophelia easily spawns such dramatic alterations in the prince's attitude. For example, when Hamlet first suspects Ophelia acts only as the pawn for Polonius's ploys, he reacts rashly, bitterly denying that he ever loved her. "You should not have believed me, for virtue cannot so / inoculate our old stock, but we shall relish of it. I loved / you not" (3.1.117-19). This massive reversal in disposition is later contrasted by another reversal when Hamlet leaps into Ophelia's open grave at her funeral to dispute Laertes and claim, "I loved Ophelia, forty thousand brothers / Could no t with all their quantity of love / Make up my sum" (5.1.252-54). These abrupt mood changes also appear in Hamlet's relationship with his mother. He seemed to believe in his mother's purity and goodness, but eventually Hamlet seems to hold a great mount of contempt for Gertrude, especially when he mocks her words, and then snidely proclaims: "You are the queen, your husband's brother's wife, / And would it were not so, you are my mother" (3.4.15-16). Such mood swings as these definitely prove, if anything, that Hamlet could not keep adequate control of his emotions.

William Shakespeare :: essays research papers

William Shakespeare William Shakespeare was able to, through his writings , lead the readers to examine their own social corlas, judgment, and wisdom. The most remarkable quality of his works is that even when we read them today, we still examine ourselves. He was able to accomplish their task as well as any writer of any era. Shakespeare's writings allow his readers to question the social climate of their day. (Bender 13). William Shakespeare was born in Stratford-on-Avon in Warwickshire located in the heart of England on April 23 or 24, 1564. His mother, Mary Arden grew up in a much more prosperous environment than the Shakespeares. His father John, and Mary Arden were married in 1557. John Shakespeare was a wool dealer and glove maker, who became a prominent citizen and well-respected in the community. Eventually, John held a position in the public office. (Bender 13). Subsequently, John Shakespeare experienced financial problems and lost his wealth and governing positions. This, of course, had a big effect on the whole family. William was the third of eight children. The older siblings were sistets Joan, born in 1558 and Margaret in 1562. Both of William's older sisters died very young. (Bender 14). The other dive children were Gilbert born in 1566, a second Joan 1569, Richard 1573, Edmund 1580, and Anne 1580 who died at age eight. (Bender 14). William Shakespeare was educated at the local school in Stratford. Ironically, William never attended a university although virtually every English speaking universities studies his works. Bioghrapher a man educated in " the university of life." (Bender 14). His plays and other works display Shakespeare's vast knowledge of the entertainment, social mores, and culture of his native Warwickshire. William married Anne Hathaway in 1582. He was 18 and she was 26. They had twin daughters Hamnet and Judith and later their third daughter Susanna. (Bender 15). Shakespeare lived in an England that was overwhelmingly rural and had virtually no mechanized industry. It was a society very different from the one we enjoy in the U.S. today. Death and disease were the common experiences of all families during this era in England. (Andrews 67). This society was one in which a vigorous and youthful population was growing with unusual rapidity. The resulting economic development. (And rews 72). The manner in which the English made their living at that time seemed to be greatly influenced by region. The regional differences can be divided by an imaginary line from Bristol in the southwest to Hull in the northeast.

Morality of specific actions

It is not a secret that everyone can make mistake and there is no person who has never made mistake throughout the life. But what mistake and what sequences and problems it can lead to – it is another question?For instance, when in 1986 the specialists responsible for the Chernobyl Nuclear Power plant lacked a ‘safety culture' resulting in an inability to remedy design weaknesses despite being known about before the accident – they made mistakes (Causes of the Chernobyl Accident 1). Afterwards, those mistakes led to the global disaster. The chain reaction in the reactor became out of control creating explosions. High radiation level took place in the surrounding 20-mile radius and more than 30 people were killed immediately and about 135,000 were evacuated. In general, the result of the mistakes was 2,500 deaths (Health and Physiological   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Consequences 1).Actually, it is very difficult to evaluate the damage and consequences of th e Chernobyl Nuclear Disaster. Thus, evaluating the specific actions of the specialists in this case, we can say that off course their mistakes were inadmissible and these people had to be hold to higher standards of legal responsibility and their actions had to be considered as a crime.As to the advantages of the given position it should be pointed out that higher standards of legal accountability and responsibility make people understand the importance of their specific actions and problems, which can be caused, as a result of their mistakes. Such punishment will help to avoid repeating the similar accidents in the future.On the other hand, the given position has also its disadvantages. For instance, if higher standards of legal responsibility take place a doctor will think twice before to start a difficult operation. However, sometimes a doctor has to make an urgent decision and has almost no time to take into consideration all factors and threads, as a result of which a patient c an die. In this case, a doctor has to think about a patient and try the best to safe his life, but not about higher standards. So, coming to the conclusion it should be emphasized that higher standards of legal responsibility have to take place, but also they have to take into account all possible circumstances, which may occur in the future.ReferencesCauses of the Chernobyl Accident. Retrieved October 15, 2006Health and Physiological Consequences. Retrieved October 15, 2006