Paddy Clarke

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The novel Paddy Clarke Ha Ha Ha has no authorial presence at all, yet the reader gains a richer understanding of the situation than Paddy or any other 10-year old could ever have. With regard to the parent's break up, how does Doyle achieve this? There are many factors which suggest how Doyle has succeeded in creating a triangular relationship between himself the reader and the narrator Paddy Clarke so that the reader has a greater awareness of the predicament that Paddy is in. Doyle's achievement is how he alternates the poetic and realistic without once lapsing into stream-of-self- consciousness; the only way we - as readers can tell its written by an adult, is by the spelling. We see the violence in Paddys life peripherally; Doyle tells us nothing more than what the child sees and comprehends. One of the reasons for Roddy Doyle's success lies in creating a realistic and convincing character for a 10-year old child. He does this by his clever use of language, and also in how he arranges his sentences to convey deep emotion and feeling than any emotive language could "He'd hit her. Across the face; smack. I tried to imagine it. It didn't make sense. I'd heard it; he'd hit her. She'd come out of the kitchen, straight up to their bedroom. Across the face." P10 In this instance, Doyle has used short and evident sentences, to invoke a feeling of awe and confusion. The short sentences represent how Paddy is dumbstruck and lost for words, shocked by what he's heard this is also highlighted when he says here; "I tried to imagine it. It didn't make sense." Here, he also emphatically uses onomatopoeia "smack," which adds to the sense of fearful respect and also Paddy's child-like interpretation of events. Repetition is used here "Across the face" heading his oft-repeated amazement. Another example of how Doyle uses repetition can be seen on pages 15 and 154 "I waited for them to say something different, wanting it - ……Only now, all I could do was listen and wish. I didn't pray; there were no prayers for this…. But I rocked the same way as I did when I was saying prayers….I rocked - Stop stop stop stop ." Doyle uses repetition to show Paddy's anxiety, when he repeats 'stop'. Here, Paddy is mentally commanding his parents to stop in desperation, as he thought he had done on page 4 " - Stop. There was a gap. It had worked; I'd forced them to stop." He believes that he has the power to make his parents stop arguing, as shown on page 4, but realisation dawns when he repeatedly tells them to stop on page 154, and it doesn't work. This reflects on the fact that Paddy Clarke is a child, and his inability to restrain his emotions is a facet of his youth showing through. Another childish aspect throughout the book is how Paddy like other children at that age would spouts offhand irrelevant knowledge that's he's picked up from class or elsewhere "Snails and slugs were gastropods; they had stomach feet…. The real name for soccer was association football. Association football was played with a round ball on a rectangular pitch by two sides of eleven people…... Geronimo was the last of the renegade Apaches…… I learned this by heart. I liked it." Readers can relate to this, as we can all remember when we'd learnt something that we'd found particularly fascinating at school or the library, and recited it all the time, thinking we were clever. Another reason why the reader of Paddy Clarke Ha Ha Ha has a higher understanding than is simply because the adult audience has more experience in family issues from our own experiences. We can see the violence in his life superficially; we are told nothing more than what the child sees and comprehends. A good example of this can be found on page 5 "Ma said something to Da. I didn't hear it…. I looked at ma again. She was still looking at Da. Catherine had one of Ma's fingers in her mouth and she was biting real hard she had a few teeth but Ma didn't do anything about it." Here, Paddy has given us an insight to the emotional turmoil that exists in the family, but Doyle again has not used any emotional adjectives to show this. We can interpret what is happening from his parent's actions, which justifiably speak louder than words. Paddy's mother is staring at Da, waiting from him to answer, and the baby is biting into her finger, hard as Paddy says. We can tell that Ma is angry as her husband is not speaking to her, not by Doyle describing her anger but by the fact that she pays no heed to the pain that the baby is calling her such is the animosity that exists between the couple. Paddy cannot see this, and is wracked by confusion. This is shown a few paragraphs later "Ma was getting out of the car. It was awkward because of Catherine. I thought we were all getting out, that it had stopped raining. But it hadn't. It was lashing." We can see that Ma patience has been tested and, in her ire, she leaves the car. Conformation that Paddy does not understand is sealed when he asks " Has she gone for s?" His father doesn't reply, the silence filling the void between him and Ma unbeknown to Paddy, whose innocent question remains unanswered. We are able to read between the lines, and by doing this we can detect the silent turbulence, unlike Paddy whom is the story's narrator. Paddy Clarke Ha Ha Ha is written in the first person, and is therefore devoid of the authorial omniscience and intrusiveness that would allow Doyle to relate to the reader. The fact that the story is set in a first-person narrative - with a bewildered 10-year old as the narrator - allows us to fill the gaps in Paddy's mind, and we can connect with Doyle's imagination - and in doing this he has effectively succeeded in creating a realistic world through the eyes of an imaginary child. When reading, the reader and Paddy develop a symbiotic existence, where Paddy is necessary to allow us to see, and hear and act as a viewpoint into his world, and our superior comprehension can observe the underlying tension that ultimately culminates in the parent's divorce. Roddy Doyle writes potent novels, rooted in working-class experience. His first three novels, known as the Barrytown trilogy, focused on the Rabbittes, a family of eight whose lives are a mixture of high comedy, depressing poverty and domestic chaos. The novel Paddy Clarke Ha Ha Ha explores with remarkable subtlety the development of a small boys empathy, as he simultaneously masters language and discovers a new understanding of pain. Written almost entirely in dialogue, his books are full of slang, colloquialisms, and vulgarisms. In the past, Doyles raw portrayal of working class Ireland has received as much censure as praise in his native country. Ive been criticised for the bad language in my books--that Ive given a bad image of the country, said Doyle. The authors own view is that his job is simply to describe things and people as they really are. In Doyles world, the lives are tough, and the language is rough, but beauty and tenderness survive amid the void of bleakness. All quotes are taken directly from the Minerva publication of Paddy Clarke Ha Ha Ha.

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Orientation at a Glance

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Going through all the admission process well and finally getting admitted at KCM was a dream come true. And finally the day came when we had to leave for a two-day orientation program. We were scheduled to leave on Friday morning i.e.15th august '0.to our destination Dhulikhel.

We reached the college by 60 Am and boarded the buses, and left for Dhulikhel at about 700 Am. We reached Dhulikhel Lodge Resort at about 800 Am. We were allotted rooms and after that we had our breakfast. Then we headed towards the conference room.

Well it was the start of Day one at the orientation. After we were seated one of our seniors introduced us to need and importance of the orientation program of this sort. He told us that the key objective of this program was to prepare us to take maximum benefit from the BBIS program. In order to achieve this objective, the program specifically aimed

1)To make us understand the growing importance of studying the areas of management and information systems/technology in today's competitive environment.

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) To explain to us that the programs at KCM have been designed to help

us become competent and effective professionals and equip us with sound academic background for higher studies in areas of management and information system/technology.

)To share our expectations and those of KCM's in order to develop an

effective learning environment and to orient us with the learning approaches to take maximum benefit from the academic program we have joined.

4) To make us understand the significance of team work for better

productive results.

5)To help us learn how to manage our time effectively for better

performance in our studies.

After this brief introduction of the aims and objectives of the orientation we started with the introduction of KCM students of BBIS 00. The method and idea of the introduction was quite unique and innovative. Here we did not introduce ourselves but the person next to us. We were given a panel of five questions, which we had to answer. After that we exchanged the answers with each other, asked about each other's interest etc, and introduced him/her. I really enjoyed this part of the session.

After the introduction part at about 1100 am we had an interesting lecture on " Learning How to Learn in Class" by Dr. Dinesh Pant. He told us that the purpose of a college class is to advance our learning in that course. We were explained that now we are adult students and so we need to be more sincere in our behavior and in class as well. We were briefly explained the points to be followed in our tenure at KCM. The points were

1)BE PREPARED

Here we were explained what preparations are to be done a day before the class begins. We were told about the basics of going through the lessons to be taught the next day. We were told to be organized and believe that class is a job, and that we have to show up ready and able to work. We were given tips to maintain our notes prepare lists f problems, get them cleared within the class and keep reviewing our previous works, so that the facts learned in last class is stored in our memory.

)BE ACTIVE

Here we were explained that being active is the motto of the second set of behavior. It offers a guideline for our approach in the classroom.

We were given tips on how to write notes, mark important points, develop the idea of recognizing things which are important and which are not.

Altogether the lecture was full of useful and learning ideas, which is necessary for every student to follow to excel in life.

After the lecture by Dr. Pant we had a tea break for about 15 minutes and after that we had yet another informative lecture on "Information System What and Why?" by Mr. Shashi Sijapati. He very nicely and elaborately explained us about the role IS/IT plays in any kind of business firm. He helped us clear all our doubts about the importance of studying BBIS and bridging the gap between a manager and an engineer i.e, management department and technological department in any firm. He very minutely explained each and every step where IS/IT help in flourish of a business and presentation done by him was very impressive.

At about 45 Pm we left for our lunch. not to mention it was delicious and we enjoyed knowing each other well at the course of having our meal.

After lunch, we had a welcome speech by Dr. Shankar Sharma, chairperson, KCM and a brief round of introduction of students.

Now we had two senior students from the first passing out batch of BBIS sharing their experiences with us. They cleared our doubts about job prospects for a BBIS graduate and also assured us that if we are focused and determined we can come up any challenge while going through the BBIS program.

After the tiresome day there was something very exciting waiting for us. It was the management game. We were already divided into six groups and now each group was to make an Eiffel tower with straw and pins. From each group a person was chosen as a member of the jury. I was one of the members of the jury, the groups were judged on the basis of their capability, teamwork, planning, managing, beauty, stability etc. and with the presentation of why one lost and why one won, the day's work ended and we headed for our dinner at 845 Pm.

After dinner we went for a sound sleep, as we had to wake up early in the next morning.

Next morning we woke up at 400 Am and got fresh. At about 40 Am we left for a nearby hill to see the sunrise. This was the most tiring job to do. But we reached the top. It was adventurous and exciting and tiring as well.

We returned back to the lodge at about 645 Am and then we got fresh and had our breakfast.

We started the day's work at about 00 Am with a very interesting and informative session with prof. Shreedhar Lohani and Mr. Sajag Rana. Here we analyzed our character with very interesting quizzes. Most of us appeared to be aggressive and impatient personalities and so we were taught how to overcome hypertension and over excitement. We also had other quizzes and English related short tests, which helped us to analyze ourselves well. We were taught the tactics to be used while writing paper and the method to write review of a book or a movie.

Then we had a report on analysis of group behaviour strength and weakness by our seniors.

Lastly we had chance to listen to our Dean. He explained us the KCM culture and Evaluation system in detail. He briefed us with importance of punctuality, code of conduct and most of all to have VISION IN LIFE. He with very good examples explained us how hard work and pain repays in our course of life. His words were very inspirational for all the students as all of us are determined to achieve not only goals but high goals in life.

As I conclude the feedback, I feel that altogether the orientation program had been quite informational and inspirational. It has fully prepared me for my tenure not only at KCM but life ahead.

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Methods of NT Analysis

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When analyzing the New Testament various methods are employed in an attempt to gain a better overall understanding of the original text. It appears to this author that there are two broad categories by which the various methods of analysis can be grouped. First there is external analysis and secondly internal analysis. Scholars, but only when discussing "canonical criticism", do use these two terms. This author's usage of these terms should in no way be confused with "canonical criticism"; rather this is simply an attempt to organize the author's thoughts for the purpose of answering the mid-term question. The Bible, being both an ancient text and a faith-based text, requires a number of methods to identify and understand the "original" text. The cursory examination of only one facet of this book could never do justice to its extremely interesting spiritual and historically significant nature.

According to The Anchor Bible Dictionary "generally speaking the questions asked in biblical criticism have to do with the preservation and transmission of the biblical text."1 It is important to realize from the start that when one says "biblical criticism" there is no implied value judgment. The word criticism simply comes from a Greek word "Krino" which means, "to discern". In other words biblical criticism is no less or no more that a careful examination of the text of the bible. For our discussion we will concern ourselves with the text of the New Testament. It must also be said that while this author has attempted to put the various methods of analysis into two groups the division and grouping is not exact, but more artificial in nature. Often there is a blurring of the two, as each method is dependent upon the rest and no one method can really stand alone.

First we will examine those methods this author has deemed to be external methods of analysis. External methods of analysis concern themselves with way in which the surrounding world can shed light upon the text. This could be thought of as the

"Sitz im Leben", or the "setting in life." One method of examination is "Historical Criticism", which can be classified according to analysis that views the New Testament as either a document of history or as a body of literature. The purpose of this form of criticism is to achieve a historical understanding of the New Testament. This sort of analysis also includes archeology. The process of understanding the customs and practices of a particular era or geographic location is a valuable tool. This type of study brings into view the historical and cultural context in which the text was written and the context in which the author and audience lived in as well. Being able to place oneself inside the historical context is a very valuable tool in trying to understand the mindset in which the document was composed.

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Another method in this first group is "Form Criticism". This type of criticism tries to go beyond the written source and examine the oral tradition. This method tries to identify general patterns or philosophical ideas that exist not only in the Biblical text but are common among other traditions. By drawing parallels between the Bible and other literature one hopes a greater understanding of the Biblical authors intent will be realized. This method is very similar to "Tradition Criticism," which attempts to examine the history of traditions. In Tradition Criticism the way in which New Testament writers use traditional material is examined and analyzed.

Finally another way external analysis plays an important role is that the age of texts can be analyzed from an external view is by looking at the material on which the text is written. The earliest manuscripts were written on papyri next came vellum and finally parchment. These are an important way to determine age.

All of these external methods we have discussed (there are many others not mentioned) attempt to draw parallels between the text and its surroundings in an effort to reason by analogy. If one can identify similarities or parallels then perhaps those parallels can lend insight to the Biblical text. Questions such as how did the surrounding world, geographically, socially, politically, philosophically, ect affect the composition and transmission of the text can hopefully be examined based upon external analysis?

The second method, which this author has elected to call internal methods, concerns itself with ways in which the text can be analyzed and examined by what is said in the text itself. The primary method by which this is accomplished is Literary Criticism. This method looks at the words of the text and their various meanings and shades of meanings. This method allows us a different method by which to look into the mind of the author. Choices of vocabulary and the possible variance of contextual usages of the same word lend themselves to questions about authorship. Who wrote it, how many writers contributed to this particular letter or gospel? These and many other questions can be analyzed by internal methods. What type of vocabulary a writer used or grammar style are all-important aspects that reflect something about the nature of the author and how that affected the composition and transmission of the text. "Redaction Criticism" is another internal method of analysis. This method is said to "employ the findings of historical criticism"1 in that it looks at how the particular author chose to use the sources he had received. What bias do the author allow, influencing the story they tell. In a research paper you only quote those sources that support your premise and you conveniently leave out your opposition, as any good college student knows

Form criticism can also be employed here in that the study of various genre in the writing (i.e. narrative or parable) which can be instrumental in examining texts. This leads to "Source Criticism" which examines the text while trying to identify the nature of the sources used in its creation. Also there are a number of ways that internal evidence can lead to conclusions about the age and reliability of a particular text. For example generally the shorter and more difficult reading is older and/or more reliable. These characteristics represent manuscripts, which have not been edited as much.

In conclusion there are many methods that offer insight into the meaning of the text. Perhaps this author was a little bold in suggesting that the methods could be separated into two basic methods. Nevertheless the approach does help to focus one's thoughts even if only in a most basic sense. Regardless it is apparent that no one methods can hope to accomplish much on its own, rather a balanced approach utilizing as many methods as possible is preferable in gaining a true understanding of the text (if that's possible).

Freedman, D. N. (1). The Anchor Bible Dictionary. New York Doubleday

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Broken Communication in The Tempest

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The Tempest is remarkable for its extraordinary breadth of imaginative vision. The world of the play is based on magic and illusion. It contains tremendous amount spectacle, but things are not often as they seem, therefore there is a certain amount of broken communication. Most of this broken communication is shown through Prospero and Miranda. Miranda doesn't take notice of what her father tries to explain to her. This emphasizes the distance between father and daughter. We notice that her relationship is tender, yet also surprisingly one-sided. Prospero charms her to sleep, so that he can set about a plan to get her a husband although he hasn't discussed this with her. The only thing Prospero can do with his powers is to bring a man to her; he can't manipulate their feelings for each other. When she first meets Ferdinand, the prince makes perfectly clear who he is, yet Miranda not only shows no sign of connecting him with the story she has just heard, but also seems genuinely confused by her father's unfriendliness.

The play is divided into small separate plots containing different types of groups. Prospero is the only human character that may posses knowledge of all these groups spread out on the island and power over them, but they themselves are ignorant of one another's existence for most of the play. This occurs between Alonso and his son Ferdinand, who have no knowledge of one another's existence, and Miranda, who doesn't know that there are other men on the island. Also Trinculo and Stephano didn't know about each other's existence on the island.

Even within these groups of characters, the communication is imperfect. The relationship is not based upon meetings and dialogue as in most plays. The characters in the play seem equally confusing. They are given no lines to speak at all, or various words in conflicting interpretations, which precisely in this moment exceed some sort of explanation. Examples of these incommunicado moments are Prospero's words throughout the play, which reflect a variety of emotions irritation, compassion, amusement, bitterness, regret. These feelings are transmitted powerfully by Shakespeare's use of verse for Prospero. I suggest that Prospero's verses are aimed for the higher class, who speak in a more sophisticated way and can relate to what Prospero is saying. However, the causes of these verses, at a number of important moments, remain hidden and unexplained. This distance received from the main character, forms many of the problems that arise in the play.

More groups that show incommunicado moments are Prospero and Miranda, from the first scene onwards, who seem to talk between a gap. With Ferdinand, Miranda achieves an intense break down in communication as well.

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Antonio and Sebastian have some initial misunderstandings, "Do you understand me?", though these disappear quickly. They gained a communion of evil, with entire understanding, which is set as a contrary to the communion of innocence and trust between Ferdinand and Miranda.

The difficulty which people experience in understanding each other, partly arises from the abnormality of their mental condition. Which is seen firstly with Ferdinand, who is confused and traumatised. He enters the play locked up in a lonely, intensely personal world of grief. His mind has been affected even before he makes his first appearance, in abstruse ways, by the power of Ariel's music. His first impression of Miranda is that of a goddess, and he thinks he's in a dream, as he says, " As in dream, are all bound up".

Secondly, the triumvirate group of Caliban & co are artificially misunderstanding each other because of the high percentage of alcohol in their blood. We notice their communication problem from the first moment of their meeting; in act II, scene , were Caliban is frustrated with Prospero's behaviour towards him. Caliban notices Trinculo and mistakes him for one of Prospero's spirits, which is rather odd, considering he should know the difference between Prospero's spirits and real humans. Anyhow, Caliban thinks this spirit has come "to torment" him, so he hides and pretends he's a rock. This shows a great deal of misinterpretation. The second happening is when Trinculo explores Caliban, "A man or a fish? Dead or alive?", he is unable to recognize the difference between a man and a fish. Stephano is the only one who enters in a state of inebriation; therefore his misunderstanding of the situation is acceptable. He convinces Caliban to drink, converting him into a less comprehensible person, who will start to adore Stephano by misinterpreting his words, which he later on will notice as he sobers up.

I agree with the opinion that most of the misunderstandings spring from the interventions of an invisible Ariel, who stirs up the confusion. This is clearly shown in act II, scene where Caliban is telling Stephano to fulfil their plan on killing Prospero. Caliban tells how he's a "subject to a tyrant, a sorcerer, that by his cunning hath cheated" him of the island, when Ariel intervenes and says, "Thou liest". Caliban thinks Trinculo is accusing him, and so an 'argument' arises between them. Caliban keeps on saying bad comments about Prospero and of how to kill him, but Ariel intervenes again and Caliban goes back to Trinculo, this repeats itself continuously.

At the end of The Tempest, all the characters meet for the first time, and communication should be functioning, but strangely enough it is not. They don't really communicate with each other at all, and Prospero, who has ordered these revelations and discoveries, is still essentially alone. This stresses the lack of relationship between the characters.

Even for the reader there is some sort of broken interpretation, because there are many opposed ways of seeing a given event or moment in time. Therefore we know that the play is written in a very open way, and much of its quality hangs upon riddles, which cannot be resolved. Shakespeare has submerged facts about characters and situations, which he seems to have worked out in his own way, but decided not to explain in the play itself.

The whole play can be looked at as one gigantic metaphor, not giving a clear explanation of what, how and why.

The comedy is also unusually short by the Elizabethan standards, yet it gives the impression of being much bigger than it actually is when it comes to mentioning the time elapsed. Too much is happening in the course of three hours, therefore I think the only way of explaining it, is for me to suggest that the story of The Tempest is a dream. Considering it contains all aspects of a dream-like scene; spirits, magic, irrational speed, misunderstandings and mystical atmosphere. The Tempest by William Shakespeare (Penguin)

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Barrier Free

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Barrier Free Report

The area that I will be doing my barrier free project report on will be the parking at St Clair College. With grades twelve, and thirteen both graduating this year, the Rhodes Campus closing and moving in The Ford Centre for Excellence in Manufacturing, staff and students are interested of what the college is proposing for parking coming school year. St Clair College will be expecting the number of student's this fall to grow, and I've noticed that there are very limited blue spaces for the physically challenged, and when see available blue spaces there quite a walk to the school. The parking at St Clair College is great barrier free project to do a report on because of the frustration of the students from the beginning of the year. And the frustration of the physically challenge because of the limited spaces they have and distance they have to travel. I

To answer some of these questions I took the liberty of interviewing Ross Langill the manager of parking. Mr Langill and has come up with reasonable answers to the interview questions. My first question to Mr Langill was in regards to the number of students that will be attending St Clair College in the coming fall. "How will the school accommodate the growing number of students in coming fall?" and he came up with this, " the college is looking at various options for September start-up, including building new parking lots. In regard to new lots, they are trying to find suitable locations. Obviously, there is not much space left around the buildings and many people are not in favour of taking away anymore "green spaces" near the building. The college is considering going "up" than "out" but the costs is prohibitive. A basic parking garage structure costs approx. twelve grand per space to build and the college is concerned about how much they would have to raise the cost of parking in order to recoup that money over 10 to 0 year period. It is my personal opinion that we will see more surface lots away from the building before we see any parking structures". To further this question I have asked him that if the school wanted to build "up", wouldn't parking structures be the best bet for the school. He's reply " money" and the conversation ended. Mr Langill did not disagree of the proposal of parking structures but can only make recommendations regarding parking, he is only a support staff member so he does not have the final say of the budget or any plans. He knows of a Senior Administration who's talking to his supervisor and that some meetings have included representatives from the Student Representative Council (who apparently have submitted some recommendations of their own). And he suggested that if any students have any recommendations about parking, they should first approach SRC. And came up with the name George Rabideau president of SRC.

The next question Mr Langill and I discuss was in regards to the flow of the vehicles coming in and out of St Clair College. Mr Langill response was " the traffic flow are never congested and as bus routes, we haven't received and complaints from transit Windsor about congested traffic, except in the bus loop itself and we haven't had any complaints from the students about the buses". I asked him if they would open up street entrances of the side streets? He replied with " accessing roads as exits or entrances I am not sure if that has been mentioned, but I would suggest it be brought up to the SRC. I would believe that the City of Windsor would have to get involved in any project of this nature. It has been suggested in the past, to open Lot S all the way to Cousinneau. One problem with that is that house properties that are currently in that area. Another is that the Ministry of transportation has always indicated they do not want another access to Cousineau Rd. that close to the traffic lights at number highway and Cousineau.

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There are always obstacles in making a school more efficient, but can't put a price on making a barrier free for the physically challenged. The question that I asked Mr Langill was, "I've noticed that that there are limited blue spaces for the physically challenged, and that there at the back of the school where they have to walk pretty far considering that there physically challenged?" Mr Langill's response was, " the Bylaw calls for 14 handicap spaces for the first 6 total spaces, and then for 1 additional blue space for each 50 total spaces". Then would go on saying, "The College has always been over the number of handicap spaces required by the City Bylaw. Currently, however, we have been granted an "exception" to the Bylaw (lowering the number of needed spaces) during the construction of the Ford Centre for Excellence in Manufacturing. Once that construction is finished, and new handicap spaces are built, we will again be over the minimum requirement. As of now, we are finding that we have no days in which all the Handicap spaces in "A" and "J" have been used. Lots "A" and "J" are closest to the buildings. We put a couple f Handicap spaces in lot "H", near the Animal Clinic Building, in case there were students accessing that building who needed those spaces. We also put some Handicap spaces in lot "F", on the assumption that "a" and "J" ever did fill up, these spaces would then be in the closest Student Lots to the building. We have noticed a few people accessing these spaces, but they are walking and not using wheelchairs. When we see these people, we do tell them about the closer spaces in "A" and "J" in case they want to access them. Usually though, if someone with a Handicap Permit does not know where the closest spaces are, they can contact the parking office prior to their first day at the College". He also says, "' some of the handicap spaces in "J" lot may be closed once The Ford Centre building opens and there are plans to add additional handicap spaces in the "C" lot side of the Ford Centre in part of the area now occupied by the construction fence". My last question to Mr Langill was there any modifications to any of the blue spaces? His reply was "in regard to modifications to the original parking for the physically challenged, the Engineering Dept of our Division has made sure that there are "cuts" in the sidewalks in any area that blue spaces are located. Other than the additional spaces near the Animal Clinic building, I would say the only changes I am aware of are, additional spaces being built for newer buildings.

The interview with Mr Langill has brought me to the conclusion on all the parking problems that money, the City Bylaws and the interest of neighbouring houses will always be faced. And with the last question about the blue spaces Mr Langill put to rest the concerned for the blue spaces. With the double cohort coming next fall it will be real interesting on what St Clair College is going to do. I've asked the Mr Langill about the proposed parking and told me that they might be building behind the school. I took the

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Catalogue essay on leonardo da vinci

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CATALOGUE ESSAY

We can always tell a Leonardo work by his treatment of hair, angelic in its fineness and by the lack of rigidity of the contour. The angels face in the painting known as The Virgin of the Rocks, has an interior and artistic wisdom that is like no other artwork. This painting is by world-renowned artist Leonardo da Vinci. It was painted in-between 150 and 1506 in the period known as the High Renaissance. The Virgin of the Rocks, also known as The Madonna of the Rocks, is in the style of Leonardos earliest Florentine period, with its soft and glowing colours.

This work has represented the human form in that it has a womanly or motherly air about it. You can see that the gaze of the virgin in the middle is on the two babies.

Leonardo da Vincis major influence was his first teacher, Andrea Del Verrocchio. He worked as an apprentice at Verrocchios studio. One day, they were working on a panel-picture of St. John baptizing Christ. Leonardo painted an angel so well compared to that of Verrocchios that it is said that Verrocchio decided to give up painting then and there because a child could paint better than him.

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Painting for Leonardo could only succeed when clear principles were followed. The most important of these was the power of mathematics. He compared painting to philosophy; both were concerned with looking beyond appearances to the underlying structure and movement.

The first object of the painter is to make a flat plane appear as a body in relief and projecting from that plane

(Leonardo da Vinci)

He has used three different techniques in three of his famous works, the most famous being the Mona Lisa. Here he used the sfumato technique. He shaded the contours and backgrounds in opposition to areas of intense light. The emphatic play of light and shade creates a special atmosphere, half way between a dream and reality.

In the Last Supper, he used perspective. He found the vanishing point, which is the exact middle of the canvas. Two vertical lines were then drawn to create a large square in the center of the canvas and diagonals from the centre to the corners of the square were drawn to form the lines of perspective.

Another technique is called Chiaroscuro, which is Italian for light-dark. This is where the figures seem to blend in with their surroundings, while their faces or another body part gleams out from the darkness. An example of this is The Virgin of the Rocks.

A few other works by Leonardo include The Annunciation, The Virgin and Child with St. Anne and The Adoration of the Magi.

The period of time that Leonardo da Vinci belonged to is known as the High Renaissance, renaissance meaning rebirth. This period lasted between 140 and 150. During this time, artists were more interested in impressive art that had a universal idea rather than a naturalistic expression. Renaissance painting marked the transition from the medieval to the modern world and laid the foundations for modern Western values and society. It signifies a distinct style, where painters tried to create the illusion of reality through the use of linear perspective. They modelled with colour and light to suggest weight and volume.

Renaissance painters worked freely and inventively rather than strictly. They also strived for idealism and realism in their works.

This century like a golden age has restored to light

the arts, which almost disappeared; poetry, painting,

architecture, sculpture and music. And all this in Florence.

(letter by the Italian scholar Marsilio Ficino to Paul

Middelburg, 14)

A group of monks, one day, offered Leonardo a contract to paint a religious picture. They told him exactly what they wanted and how it was to be done. He produced what was called, The Virgin of the Rocks. It was far richer in design, colour and feeling than what the monks had expected it to be. They accused him of not doing what they wanted and took him to court.

This painting shows how Leonardo had progressed in his studies of light, shade and perspective. He explained that the shapes of objects were not made of lines, but instead of light and shade. He was the first Florentine artist to use mainly oil on his painting with which he was able to model forms through light and shade.

The story of The Virgin of the Rocks is based upon a legend that the Christ child met John the Baptist in the wilderness. This painting is a favourite among many people because of the delicacy of the figures. The face of the virgin is at the apex of a pyramid formed by the faces of an angel, the baby Jesus and the baby John the Baptist. They are sitting in a dimly lit grotto setting of rocks and water that gives the work its name.

The virgins face radiates light and also there is a sense of pain on her face as if she can foresee the pain difficult destiny that her son will have to endure. There is also an atmosphere in the barren landscape, which gives the scene a visionary quality.

There was the effect of aerial perspective, where the tones blended towards a pale horizon, giving the full impression of distance in the picture. The four figures also seem to blend in with the rocks and plants, which surround them, while their faces have a glow that reaches out to the viewer. No artist ha ever filled a painting with shadows before. The flowers in the bottom left hand corner are painted with accuracy and detail. They are lifted towards the viewer and the light only falls on the petals. The drapery of the angel is also light and the shape of the body can be seen.

In conclusion, The Virgin of the Rocks is a clear example of how Leonardo effectively makes the transition between the Tuscan manner of Quattrocento and the more graceful beauty that is associated with the Renaissance. One form glides gently into another producing a masterpiece that overpowers the spectator.

To the boldness and greatness of design, Leonardo

adds the counterfeiting of all the minute details of

nature, just as they are…he is most abundant in copying

from nature and most profound in artistic technique.

(Giorgio Vasari)

BIBLIOGRAPHY

1.Rosa Maria Letts, Cambridge Introduction to the History of Art The Renaissance, published by the press syndicate of the University of Cambridge in 181.

.Rolf Toman, The Art of the Italian Renaissance, published by Konemann Verlagsgessllschaft in 18.

.Marianne Sachs, Leonardo and His World, published by Ward Lock limited in Great Britain in 17.

4.Januszczak Waldemar & Jenny McCleery, Understanding Art, published by Macdonaldand Co. in London in 18.

5.Giorgio Vasari, The Great Masters, published by Lauter Levin Associates in 186.

6.www.ibiblio.org/wm/paint/auth/vinci/

7.www.webgod.net/Leonardo/Human/Studies1.htm

8.www.kfki.hu/~arthp/htm/l/leonardo/painting/……

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Water shortage

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Water. If youve got it, you probably take it for granted. But a quick scan of the globe will indicate to us that water shortages are looming.

The World Bank reports that 80 countries now have water shortages that threaten health and economies while 40 percent of the world more than billion people have no access to clean water or sanitation.

About 5 million people die each year from poor drinking water, poor sanitation, or a dirty home environment -- often resulting from water shortage.

China, with 1.6 billion people, is the one area worrying most people most of the time, says Marq de Villiers, author of the recently published Water . In dry Northern China, the water table is dropping one meter per year due to overpumping, and the Chinese admit that 00 cities are running short. They are diverting water from agriculture and farmers are going out of business.

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In India, home to 1.00 billion people, key aquifers are being overpumped, and the soil is growing saltier through contamination with irrigation water. Irrigation was a key to increasing food production in India during the green revolution, and as the population surges toward a projected 1.6 billion in 05, its crops will continue to depend on clean water and clean soil.

Israel (population 6. million), invented many water-conserving technologies, but water withdrawals still exceed resupply. Over pumping of aquifers along the coast is allowing seawater to pollute drinking water.

Mexico City (home to 0 million people) is sinking because the city sucks out underground water faster than the aquifer can be refilled.

Texas is moving toward private, for-profit water sales. The water will be mined from aquifers that are disappearing fast. No word on what the private suppliers, including corporate raider T. Boone Pickens, will do once the aquifers run dry.

Cause of water shortage

A prime cause of the global water concern is the ever-increasing world population. As populations grow, industrial, agricultural and individual water demands escalate. According to the World Bank, worldwide demand for water is doubling every 1 years, more in some regions. Water supply cannot remotely keep pace with demand, as populations soar and cities explode.

Population growth alone does not account for increased water demand. Since 100, there has been a six-fold increase in water use for only a two-fold increase in population size. This reflects greater water usage associated with rising standards of living. It also reflects potentially unsustainable levels of irrigated agriculture.

Some experts claim climate change has the potential to worsen an already gloomy situation. With higher temperatures and more rapid melting of winter snowpacks, less water supplies will be available to farms and cities during summer months when demand is high.

Meanwhile many countries suffer accelerating desertification. Water quality is deteriorating in many areas of the developing world as population increases and salinity caused by industrial farming and over-extraction rises. About 5 percent of the worlds cities still dump raw sewage into their waters.

Water Fights

More frequently water is being likened to another resource that quickened global tensions when its supplies were threatened. A story in The Financial Times of London began Water, like energy in the late 170s, will probably become the most critical natural resource issue facing most parts of the world by the start of the next century. This analogy is also reflected in the oft-repeated observation that water will likely replace oil as a future cause of war between nations.

More than a dozen nations receive most of their water from rivers that cross borders of neighboring countries viewed as hostile. These include Botswana, Bulgaria, Cambodia, the Congo, Gambia, the Sudan, and Syria, all of whom receive 75 percent or more of their fresh water from the river flow of often hostile upstream neighbors.

In the Middle East, a region marked by hostility between nations, obtaining adequate water supplies is a high political priority. For example, water has been a contentious issue in recent negotiations between Israel and Syria. In recent years, Iraq, Syria and Turkey have exchanged verbal threats over their use of shared rivers.

solutions

A technological solution that some believe would provide ample supplies of additional water resources is desalination. Desalination -- the removal of salt from salt water -- would be the ultimate solution to water woes -- if it can be done cheaply enough. Thats a big if The best estimates are $ to $.50 per ton for desalination. Desalination also takes a lot of electricity

Free water is bound to be wasted..

So some of the water researchers argue that a market approach to water management would help resolve the situation by putting matters on a businesslike footing. They say such an approach would help mitigate the political and security tensions that exacerbate international affairs. For example, the Harvard Middle East Water Project wants to assign a value to water, rather than treat rivers and streams as some kind of free natural commodity, like air.

Most water in developing countries, especially in agriculture, is not metered, and you cant charge for volume unless you have a way to measure it. She suggests that rationing or better technology could encourage more efficient use where water cannot be metered.

Agriculture, which uses about 70 percent of total fresh water, offers much larger savings. Drip irrigation, pioneered by Israel, delivers water directly to the crops roots. Although its more expensive to start with, its far more frugal as well in terms of water. And delivering water steadily to the roots improves production as well. Postel writes, Studies in India, Israel, Jordan, Spain and the U.S. have shown time and again that drip irrigation reduces water use by 0 to 70 percent and increases crop yield by 0 to 0 percent compared with flooding methods.

Other strategies to confront the growing global water problem include slowing population growth, reducing pollution, better management of present supply and demand and, of course, not to be overlooked, water conservation. As Sandra Postel writes in her book, Last Oasis, Doing more with less is the first and easiest step along the path toward water security.

Overall, the problem is an unending demand, caused by soaring population and industrialization, splashing up against a finite supply. Rather than continually looking for another river to dam the world should be working more intelligently with the existing supply. We need a fundamental shift to meeting basic human needs and improving efficiency rather than continuing to find new sources. Thats a no-win proposition. Every additional unit we take out of the natural environment causes environmental degradation. We need to do more with less through a focus on policy and institutions.

Please note that this sample paper on water shortage is for your review only. In order to eliminate any of the plagiarism issues, it is highly recommended that you do not use it for you own writing purposes. In case you experience difficulties with writing a well structured and accurately composed paper on water shortage, we are here to assist you. Your persuasive essay on water shortage will be written from scratch, so you do not have to worry about its originality.

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