Report of app design which is (Mnchester bus times) Essay

Report of app design which is (Mnchester bus times) - Essay Example Manchester bus time’s application has several features, which make it a favorite application for the users. The most distinguished element of the application is the route maps, which will empower all passengers on the various areas the buses, have access. The invention of route maps was to allow people to be well versed with different areas even those who may not know the area or bus network well. For this reason, route maps were a necessary feature on the application. Live information is another notable feature on the application and it entails notifying the passengers on the different undertakings of the buses. Through live information, feature passengers can have access to all the transport information they need without having to download or wait for prior schedules (Travel Manchester, pg 5, 2010). The live information feature will cut across all the modes of transportation- city buses, tram networks, and trains. In addition, the application has the feature of favorite stop s, which shows the transport networks’ regular stops. The Manchester bus time’s application has several usages the major one being provision of journey information to passengers in an accessible way. Before the invention of the application, the only accessible information concerning journeys was that from the operator’s point of view. This means that passengers could not have access to data that was relevant to their needs and had to work with the operators’ data. Since the inception of the application, passengers of public transport can now get journey data regarding different transport networks. Manchester Bus Time application has received enormous support from its users because of its ease of use. Manchester bus time application is a smart phone application, which means that passengers can have right to use all the transport information they require at the touch of a button on their smart

The Serious Problems Of Climate Change Politics Essay

The Serious Problems Of Climate Change Politics Essay Like everyone know climate change is a very serious problem for all the countries; but how much does it effects on Cambodia as a small and poor country? And how can this country solve the problem? To deeply understand why it is, lets briefly look at the overview of the climate change, why it is a big problem, the response that Cambodia have made, and finally we will examine on those initials whether they effective or not. Firstly, it is important to look at the causes and effect of climate change. Climate change or generally known as global warming is a major issue facing by the globe, and has been addressed since the mid-20th century. In order to go into detail, firstly we should know what global warming first is. Global warming is a change in the statically weather over period of time that range from decades to millions of years. The word global warming and climate change have a little bit difference. In a modern term especially in a context of environmental policy, climate change usually refers to the changes in modern climate qualified by anthropogenic (human activities) generally known as global warming or anthropogenic global warming (AGW); whereas, climate change is a consequence resulting from global warming. In other word, climate change is a result from global warming. According to the 2007 Fourth Assessment Report by the Intergovernmental Panel on Climate change (IPCC), the global surface t emperature has increased 0.74 degree Celsius to 0.18 degree Celsius during the 20th century, and this prediction will increase by 1.4 to 5.8 degree Celsius by the end of the 21st century. This increasing is caused by many factors but mainly from the human activities such as burning fossil fuels, deforestation, and land conversion for farming, and its effects on both animals and human health. The global warming causes a serious impact on Cambodia. Naturally, the climate in Cambodia is tropical monsoon characterized by wet and dry, and there are two seasons in a country: rainy season happens from November through May, and dry season happens from June through October. There is usually rain in rainy season, but some months the amount of rainfall is much; some other months in rainy season is less, and there is usually much rainfall in low land areas. In addition, the rainfall is not regularly scheduled according the seasons. Sometimes there is rain even in the dry season. This is the result of human activities affecting to the climate. They rely heavily on the natural resources especially logging wood which release CO2 into atmosphere. Explicitly, the emission of such gases from deforestation is immense. Annual rainfall would increase, as a prediction, between 3 and 35% from current condition. The flood is consequence of this uncertain weather. Some provinces have already suf fered from flood such as Prey Veng which is the most vulnerable one, Takeo, Battambang, Kampong Cham, Banteay Meanchey, and Kampong Thom. Moreover, it also destroys the crops, and infrastructure, and especially the human lives. As indicated in research, Cambodia was most attacked by flood was in 2000 that effected 3,448,629 of people, damaged 317, 975 houses and destroyed 7,068 houses and 347 deaths. Meanwhile, not only the rainy season the people suffer from but also the dry season which results in drought. The annual temperature is naturally between 22oC to 28oC the maximum. However, the rate is expected to increase from 0.7oC to 2.7oC until 2061. As a result some provinces are highly effected by drought such as : Battambang, Prey Veng, Banteay Meanchey, Kampong Cham, Kampong Speu. Beside flood and drought, the storm also happens but not frequently in Cambodia such as Typhoon. However, once it happened like in 2001, it destroyed 734 houses, 6 schools, two temples, and 1 death, 11 injured. Regarding to this concern, Cambodia has taken several actions so far in the response to those disaster by joining cooperation both nationally and internationally. At the international level, Cambodia has ratified the United Nation Framework on Climate Change on 18 December, 1995 and entered into force on 17 March 1996. Moreover, Cambodia also acceded the Kyoto report on 2 July, 2002, and the Initial National Communication was submitted to the UNFCCC on 8 October 2002. The framework focused mainly on reducing the greenhouse gases emission from deforestation and from factories pollution, in which Cambodia contributes less than other countries. To make this work more effectively, Cambodia approved for the National Adaptation Program of Action on Climate Change (NAPA) in October 2006 with the four main sectors that have to focus on in NAPA such as agriculture, water resources, coastal zone, and human health. To implement these policies, Ministry of Environment is a focal point for NAPA. In addition, National Climate Change Committee (NCCC) was created on 24 April, 2006 under the sub-degree to coordinate, monitor, and implement the policies related to the UNFCCC. Beside these, Cambodian government also created the Cambodian Climate Change Office (CCCO) under the ministry of environment on 23 July 2003 as an institutional body to work closely with the relevant organizations working on the climate change issue in term of GHG emission. At the local level, on the other hand, the government has also tried hard to initiate some programs such as training and development the awareness of climate change at the local villages, the plantation program in the climate change prone provinces such as Prey Veng, and Battambang, and a technique of using the animal mature as a stove gas instead of wood fuel. Also, the government funded by the donors tried to construct the infrastructure bridges, and roads damaged by the flood as a part of preventing further damages. Treatment and education about the health care are essential. Moreover, the National Committee for Disaster Risk Management was created in 1995 to provide the relief and preventive measure from losing lives and properties in the disaster in the district level. However, because of lack of finance support and technical assistance makes the plan difficult to be achieved Four, meanwhile Cambodia is a poor country; therefore, we cannot implement or initiate any policy by its own for several reasons. First, it is the challenge from the gap of people in Cambodia. Well, it is hard have jobs worked smoothly because people still have low level of education; thus, they seem not to understand and see the results of the climate change. In addition, the most people that suffer most are those who live in rural areas rather that in the city, yet those people in city are hard to understand about the effects very clearly. Second, as a poor country we dont have enough financial resources on combating on the various projects; we depend almost on the international assistances. Therefore, it is hard for Cambodian government to initiate any project on combating the issue as we have to convince the international donors to agree on our project before they provide fund. Third is that we still lack of human resources and experts to run the project smoothly; this is mainly because very few people are interested in learning about the climate change. Finally, by looking at these obstacles Cambodia faces, especially the fourth one, it is believed that it is impossible for Cambodia to combat the climate change issue alone; there must be some contribution from outside because the problems are also too large for Cambodia to solve by itself. Furthermore, it is even more impossible because the international approaches also fail to regulate and enforce the policies on reducing the climate change issues, especially the failure of Kyoto Protocol, so is Cambodia. I will elaborate about its failures to link with Cambodia. First reason that it failed is that it failed to enough the US as the member. The United States has never ratified any policy the Kyoto Protocol set for the reason that those policies are seriously harm the United States economy. Based on this reason, the Kyoto Protocol lacked of the effective leadership and the large amount of financial support especially from the United States, that is one of the big problems for Kyoto P rotocol. Even, in addition, the already members of the Protocol, Protocol itself cannot be assure that its members implement the policies set effectively. Like the Canada, it promised to reduce the emission 6 percent below the 1990 level until 2008 and 2012; however, it increased above 30 percent higher that than the target. Moreover, the Kyoto Protocol also failed to get its parties to take the substantial actions. The Canada, for instance, did not implement what the Kyoto required because all of those actions required Canada to reduce its emission much more than the other countries; the problem is also similar to the New Zealand, and Japan. So, the fact that the internally approaches taken to imitate the problem of climate change is such failed like that especially the big one, the Kyoto Protocol, how Cambodia, a small and poor country, can tackle the problem if it depend mainly the international aids? Well, it is really impossible then. In conclusion, the climate change issue is not the alone single countrys responsibility but the whole world because it effects all, and a country like Cambodia would be the most affected one for the reason that it is poor, lack of expertise to initiate technical mechanisms, and especially the financial supports, yet it is the less polluting country for it is a developing country. Even although being the most affected one, Cambodia still tries to solve the problems by national and internationally even sometimes it failed. Through the new mechanism and its efforts to tackle the problems, the problem of climate change can be reduced substantially, and it is unpredictable that it would be completely solve this problem in the future.

Strategies for Reviving the Japanese Economy :: essays papers

Strategies for Reviving the Japanese Economy Introduction 1. Assessment of the Current Economy The Japanese economy has begun to show some signs of change as the effects of recent large-scale economic packages have gradually helped to stop the severe economic downturn. But despite this progress, private demand as a whole remains stagnant. Therefore, the economic prospects for self-supported recovery are still uncertain once the economic effects of the last packages have phased out. The fundamental problems pertinent to the weak economy are twofold. First, the true adjustment of the burst of the bubble economy is still insufficient. Second, against the background of the sharp decline in the number of births and the rapid aging of the population, the pace of which has not been experienced in other industrialized nations, the "Japanese system"--the engine of the country's astonishing high growth in the postwar era--has turned problematic with regard to economic growth. First, fears about employment prospects, future pension plans, and the sharp rise in government deficits are obviously restraining an economic turnaround. These fears are attributable to eroding sustainability in the Japanese-style wage and employment systems and the generous social security system. To cope with the situation, provisions of renewed safety nets are urgently needed. Furthermore, the rising fiscal deficits are restraining economic upturn by making people serious about future tax hikes and raising long-term interest rates. Measures to restore government fiscal balances in the medium and long term are also required. Second, the Japanese social system, which has looked highly on across-the-board equality, has generated a bloated public sector and inefficient resource allocation. Typical examples are excessive regulation, overprotection, lack of self-reliance, and the "convoy" system. To cope with these problems, a new system needs to be built in which all production factors such as capital, labor, and land should be best allocated in a more efficient way through fundamental reforms in the public sector and full utilization of the market mechanism. Third, a Japanese management style that depends on unrealized capital gains has become obsolete by international standards, and has made the new challenge difficult. The Japanese financial system of indirect financial intermediation, which is based on land as collateral, has been malfunctioning. A new business management as well as a new financial system that will fit the Japanese economy in the 21st century need to be established early, so that the abundant savings of Japan are best mobilized for economic development in the next century.

New York Day Women in Krik? Krack!

Nascine Coote English 102 Mrs. Tracy Nashel â€Å"New York Day Women† Suzette is curious mother about her mother, more than she is about her. It’s clearly that Suzette and her mother have conversations and gets along with just minor issues. However Suzette mother always assumes her daughter is fine and everything is going well for her. It’s clear that Suzette does not know a lot about her mother, and probably was not that close to her. One example is when Suzette was following her mother she stated â€Å"she didn’t know her mother her mother ate frankfurters,† but knows her mother should not eat nothing with sodium.Suzette’s mother is not interested in he daughter. Suzette’s mother was not too much interested in her personal life she always watch lottery on channel 11, and is okay with denture and claims her significant other does not kiss her as he use to, she have conversation with herself while in the kitchen peeling the skin off th e poultry. Suzette’s mother told her daughter how of a good stewardess she would be and how she know she was doing well in school so she didn’t evening had to find out anything from her teacher.The Narrator was curious to see what her was about and follows her to a park to find out what she was up to and she found out she attends to other peoples kids and bought food for him and gave more loving and interest in him that she ever receive. One example was when she peak in his big bird book as if she was very interested. Her daughter must be surprised by this because she has never showed interest in her especially the parents-teachers associate meetings she should have attended when she was a student in school. The Narrator also describes her mother family back home in Haiti.She lost six of her seven sisters in Ville Rose and never fined the strength to return for their funerals. She had a conversation with her daughter about sending clothes to Haiti, but she never really send those clothes and never travel back to Haiti. Suzette’s mother had plans of doing good deeds but never have a will to fulfill them. She does not seem to shows a lot of interest in her family, but rather other people and their well being. Suzette’s close attention, while she observed her mother with another child. She feeds the lady’s child with food she bought and Suzette also observed this.She also observe how easily the child hand slip into her mother’s hands easily like he knows her for a long time â€Å" when he raises his face he look at her as if he looking at the sky† maybe this work because of her height or something else that was not clear. The child’s face was very happy when she gave him the soda, she helps him to do everything for example put the straw in his drink and not just assume he got it like how she would do her own daughter in assuming she is doing well because she just want to believe so.She also takes interest in the book he had, but she never did in Suzette’s parent’s teachers meetings. The Narrator mother will tell her the most wonderful things in the world, but she doesn’t really goes the extra miles to make sure she was doing well in school, she also trusted her daughter to be great and take responsibility for her own studies and to make her proud. Suzette was curious about her mother mission and finally examine how she interest with other people’s kids which is way different from how she interacted with her.

Developmentally appropriate and child-centered curricula

Ensuring that curriculum in early childhood education is both developmentally appropriate and child-centered involves educators making decisions about the most relevant content to include in the curriculum based on the needs, interests and capabilities of the learners. Developmental psychologists such as Erik Erikson and Jean Piaget, have done extensive work in describing the cognitive changes that children go through throughout their lifetime. Knowledge of these changes is important in guiding decisions about curricula content, material and activities.Piaget proposed that each child moves progressively through each of four stages of cognitive development as they mature physically. These are the sensorimotor, preoperational, concrete operational and formal operational periods. At the early childhood level a child is in the sensorimotor and preoperational stages which lasts between ages zero (0) to two (2) years old and two (2) to seven (7) years respectively. Children first â€Å"le arn about their surroundings by using their senses and motor skills†.  (Slavin, 2000, p. 33).Edwards (2005) believes that these stage-based characteristics that Piaget has identified are important starting points for curriculum design as educators need to have a clear understanding of the characteristics of learners before any decision can be made about what curricula content to deliver to them. In designing an early childhood curriculum Jalongo, Fennimore, Pattnaik, Laverick, Brewster, and Mutuku (2004) contend that the child must figure at the center of this process.As a results the developmental needs of the child must be first and foremost in the mind of the educator as decisions are made about curricula content and structure. First and foremost an early childhood curricula must be specific to the early childhood level. Jalongo et al (2004) caution that early childhood programs must be designed specifically for early childhood education â€Å"rather than replicate the c urriculum and pedagogy that characterizes later academic experiences† (p. 145). Consequently tasks should be so designed so that they are manageable based on the cognitive and physical capabilities of the children.Additionally the designers of curricula material need to ensure that such programs and the material that go along with them are innovative. Educators in the field should work collaboratively in deciding on the most appropriate material to include in the curriculum. Moreover when it comes to actual classroom implementation the curriculum should be used as a guide and not as an absolute (Jalongo et al, 2004). This means that teachers should be flexible in implementing aspects of the curriculum based on the unique needs of their particular set of learners.Furthermore curricula should be continuously improved to reflect new knowledge about how children at the early childhood level learn. For each group of students the curriculum should be adopted to better serve their ne eds and challenges. Consideration must be given to the particular ethnic, cultural, and language characteristics of the children concerned and seek to meet them where they are. This means that, rather than trying to force children into a pre-made mold, educators must ensure that the children are the basis used in constructing the mold.Evidently the task of designing developmentally appropriate curriculum, though it is left mainly up to the educator who interacts most intimately with the students, must take into account the specific needs, interests and capabilities of learners. Educators cannot leave the child out of planning the early childhood curriculum. Failure to include the group at which early childhood programs are geared will only result in failure both on the part of the educator and the learner. References Edwards, S. (2005, Mar). Children’s learning and developmental potential: Examining the theoretical informants of early childhood curricula from the educator’s perspective. Early Years, 25(1), 67–80. Jalongo, M. R., Fennimore, B. S., Pattnaik, J., Laverick, D. M., Brewster, J. & Mutuku, M. (2004, Dec). Blended perspectives: A global vision for high-quality early childhood education. Early Childhood Education Journal, 32(3), 143-155. Slavin, R. E. (2000). Educational Psychology: Theory and Practice. (6th ed.). Boston: Allyn and Bacon.