Human Rights under Indian Law - Free Essay Example

Sample details Pages: 10 Words: 3024 Downloads: 7 Date added: 2017/06/26 Category Law Essay Type Research paper Tags: Human Rights Essay Indian Culture Essay Did you like this example? 1.3.4 Other Fundamental Rights (Unremunerated Fundamental Rights) A number of rights are not stated in the Covenant, are not even laid down in part III of the Constitution. In A.D M. Jabalpur V. Don’t waste time! Our writers will create an original "Human Rights under Indian Law" essay for you Create order S. Shukla[1] the Supreme Court by a majority of four to one, held that the Constitution of India did not recognize any natural or common law rights other than that expressly conferred in the Constitution. Though the attitude of the Supreme Court has changed especially after 1978. The courts on many occasions by accepting the rule of judicial construction have held that regard must be paid to International Conventions and norms for constructing domestic law. In Maneka Gandhi v. Union of India,[2] Justice Bhagwati in the Special Bench for the Supreme Court observed that: The expression à ¢Ã¢â€š ¬Ã‹Å"personal libertyà ¢Ã¢â€š ¬Ã¢â€ž ¢ in article 21 is of the widest amplitude and it covers a variety of rights, which go to constitute the personal liberty of man and some of them have been raised to the status of distinct fundamental rights and given additional protection under Article 19. No person can be deprived of his right to go abroad unless there is a law made by the State pre scribing the procedure for so depriving him; and the deprivation is effected strictly in accordance with such procedure. The following rights are contained in the Covenant on Civil and Political Rights. They are available to the citizens of India through judicial decisions, even if and though they are not specifically mentioned in the Constitution. Right to travel abroad (Article 21): The right to travel abroad is a guaranteed right under Article 12 paragraph (2) of the Covenant on Civil and Political Rights. In Sathwant Singh Sawlmey D, Ramanathan, Assistant Passport Officer,[3] New Delhi, the Court held that the right to go abroad is part of an individualà ¢Ã¢â€š ¬Ã¢â€ž ¢s personal liberty within the meaning of Article 21, Right to privacy (Articles 21 and 19 (1) (d)): This right is stipulated under Article 17 paragraph (1) of the Covenant on Civil and Political Rights. In Kharak Singh v. State of Uttar Pradesh[4] it was held by the Supreme Court that the à ¢Ã¢â€š ¬Ã‹Å"domiciliary visitsà ¢Ã¢â€š ¬Ã¢â€ž ¢ is an infringement of the right to privacy and is violative of the citizenà ¢Ã¢â€š ¬Ã¢â€ž ¢s fundamental rights of personal liberty guaranteed under Article 21. Right against solitary confinement Right to human dignity Right to free legal aid in a criminal trial Right to speedy trial Right against handcuffing Right against delayed execution Right against custodial violence Right against public hanging Right to health care or doctorà ¢Ã¢â€š ¬Ã¢â€ž ¢s assistance Right to shelter Right to pollution free environment Freedom of the press Right to know Right to compensation Right to release and rehabilitation of bonded labor Right of inmates of protection homes Thus we can notice that how the rights, whether formally enshrined or not, whether available to citizens or non-citizens, form such a palpable ingredient in being able to lead a life. Moving ahead, we can focus upon the rights and bills that are specifically concerned with child rights and encapsulated to guarantee assistance to child development. This study aims to focus on the issue of child trafficking; a concern deeply embedded in the larger canvas of human trafficking which broadly includes other than child. The Article 21 (A) of the constitution of India deals with the Right to Child Education included in the Constitution by the Eighty Sixth Constitution Amendment Act, 2002. In order to make the right to free and compulsory education for a child, the Constitutionà ¢Ã¢â€š ¬Ã¢â€ž ¢s 83rd Amendment Bill 1997 was introduced in Rajya Sabha to insert a new article 21 A in the Constitution. However, the Bill was withdrawn on November 27, 2001. On November 28, 2001 the Constit ution 93rd Amendment Bill 2001 was introduced and passed by unanimous vote in the Lok Sabha, and the on May 14, 2002 in Rajya Sabha with formal amendments as 86th Constitutional amendment. Before the Constitutional process started for making the right to education a fundamental right, the Supreme Court in J. P. Unnikrishnan and others v. The State of Andhra Pradesh[5] held that every citizen of this country has the right to free education until he completes the age of fourteen years. Indeed there is not a doubt that such a right if rightly enforced, could be directly or indirectly responsible for mitigation of many problems including trafficking. The detailed discussion of child rights and timely measures adopted to safeguard childhood will not be complete without the discussion of POSCO Bill. The President of India on June 12, 2012 assented the Act. . This Act was introduced to protect children from offences of sexual assault, sexualharassment and pornography and provide for establishment of Special Courts for trials of such offences and for matters connected therewith or incidental thereto. The very same consequences of child trafficking are dealt with in such laws. It can be well noted that Clause (3) of the Article 15 of the Constitution empowers the State to make special provisions for children and in India. The wellbeing of a child are regarded as being of paramount importance at every stage, as the law operates in a manner to ensure a healthy physical, emotional, intellectual and social development of a child. Further to monitor the implementation of the objectives enshrined in the constitution the Central Government has appointed a National Commission for Minorities, a National Commission for Scheduled Castes and Scheduled Tribes and a National Commission for Women. The National Human Rights Commission (NHRC) came into being in 1993 by virtue of the Protection of Human Rights Act. NHRC has become an agency to figure with, and has carved out a place for itself in the assortment of Indian national institutions for implementation of human rights. India is also a party to the United Nations Conventions on the Rights of the child, adopted on December 11, 1992 .The convention has prescribed a certain set of standards in order to ensure and secure the best interests of the child. India being a party to this convention, is obligated to follow all the set of standards in guaranteeing such safeguards to child/children. The State parties to the Convention on the Rights of the Child are required to undertake all appropriate national, bilateral and multilateral measures to prevent- inducement or coercion of a child to engage in any unlawfulsexual activity the exploitative use of children in prostitution or other unlawful activity the exploitative use of children in pornographic performances and materials This Act is enacted by the Parliament to be extended to all the parts of India, excepting Jammu and Kashmir. This brings our notice to laws and Acts that extends to even Jammu and Kashmir. India is also a signatory to the UNCRC which defines the age of a child i.e. below 18 years. Countries all over the world use this definition. A child between the ages of 0-18 years is not allowed to vote, sign a contract or engage a lawyer. The Juvenile Justice Act enacted in India in 1986 (which was enacted in Jammu and Kashmir too by 1997, and the rules adopted in Jammu and Kashmir by 2007) came as beginning of the Juvenile Justice (Care and Protection of Children)Act 2000. The Juvenile Justice (Care and Protection of Children) Act 2000 is the primary legal framework for juvenile justice. The Act provides for a special approach towards the prevention and treatment of juvenile delinquency and provides a framework for the protection, treatment and rehabilitation of children in the purview of the juvenile justice system. This law, brought in compliance of Child Rights Convention 1989, repealed the earlier Juvenile Justice Act of 1986 after India signed and ratified Child Rights Convention 1989 in year 1992. This Act has been further amended in year 2006 and 2010. Technically even though this Act talks about Juvenile only , it is nevertheless essential in our study of child trafficking for this age group which according to India, are also highly targeted and disregarding the technical and formal description of age, this age group (16-18) ends up being a vulnerable target to human trafficking. The Juvenile Justice (Care and Protection of Children) Act is considered to be an extremely progressive legislation and Model Rules 2007 have further added to the effectiveness of this welfare legislation. However the implementation is a very serious concern even in year 2013 and Supreme Court of India is constantly looking into the implementation of this law in Sampurna Beh rua Versus Union of India and Bachpan Bachao Andolan Versus Union of India. In addition to Supreme Court, various High Courts in India, specifically Bombay High Court and Allahabad High Courts are also monitoring implementation of JJ Act in judicial proceedings. In order to upgrade the Juvenile Justice Administration System, Government of India launched Integrated Child Protection Scheme (ICPS) in year 2009-10 whereby financial allocations have been increased and various existing schemes have been merged under one scheme. 1.4 Other Measures of Protection of Human Rights under Indian Law The Protection of Civil Rights Act, 1955 Suppression of Immoral Traffic in Women and Girls Act, 1956 Maternity Benefit Act, 1961 Dowry Prohibition Act, 1961 Equal Remuneration Act, 1976 Bonded Labour (Abolition) Act, 1976 Employment of Children Act, 1938 (Amended in 1985) The Child Labour (Prohibition and Regulation) Act, 1986 Juvenile Justice Act, 1986 Indecent Representation of Women (Prohibition) Act, 1986 Sati (Prevention) Act, 1987 The Scheduled Castes and the Scheduled Tribes (Prevention of Atrocities) Act, 1989 The National Commission for Women Act, 1990 The National Commission for Minorities Act, 1992 The National Commission for Safari Karamcharis Act, 1993 The National Commission for Backward Classes Act, 1993 The Mental Health Act, 1993 1.5 Fundamental Duties and Human Rights Part IV(A) of the Constitution vests the Fundamental Duties of every Indian citizen (Article 51-A). This clause was inserted by 42nd Amendment 1976. The duties are to respect the Constitution and its institutions, to live by the noble ideals of the freedom struggle, to protect the sovereignty and integrity of India, to defend the country, to promote communal harmony, to renounce practices derogatory to the dignity of women, to preserve the cultural heritage, to protect and improve the natural environment, to have compassion for living creatures, to develop the scientific temper, to safeguard public property and abjure violence and to strive towards excellence in all spheres of individual and collective activity. In 2002 The Eighty- sixth Constitutional Amendment inserted a new clause (k) in Article 51(A) making it the duty of parent or guardian to provide opportunities for education to his child or as the case may be, ward between the ages of 6 and 14 years. In the subsequent ye ars it appeared that parts III, IV and IV (a) of the Constitution are heavily depended upon the judiciary for their interpretation and application. The various à ¢Ã¢â€š ¬Ã‹Å"reasonable restrictionsà ¢Ã¢â€š ¬Ã¢â€ž ¢ clauses mentioned in Part III, Article 21, and the rarely used Part IV-A have given the judiciary ample scope for reviewing the administrative and legislative action. Infact, Article 21 has allowed judicial institutions to act as a catalyst in pushing the State to implement the DPSPs with respect to the à ¢Ã¢â€š ¬Ã…“life and personal liberty.à ¢Ã¢â€š ¬Ã‚  1.6 Directive Principles of State Policy and Human Rights The non-enforceable rights in Part IV of the Constitution are mainly those of economic and social in nature. However, Article 37 makes it clear that despite being non enforceable it does not weaken the duty of the State to apply them in making laws, due to their fundamental nature. Additionally, the innovative jurisprudence of the Supreme Court has now read into Article 21 (the right to life and personal liberty) many of these principles and made them enforceable.[6] Reading in nutshell we can find that they demarcate the duties of the State, i.e. encompassing securing a social order with justice, social, economic and securing for à ¢Ã¢â€š ¬Ã…“the citizens, men and women equallyà ¢Ã¢â€š ¬Ã‚  the right to an adequate means of livelihood. (Article 38). They directdistribution of ownership and control of community resources to subserve the common good., prevent concentration of wealth and means of production to the common detriment , secure equal pay for equal work for both me n and women, prevent abuse of labor, including child labor , ensure child development , ensure equal justice and free legal aid organize village democracies (Article 39). In Article 40, constitution sates the provision of the right to work, education and public assistance in case of unemployment, old age sickness and disability. Article 41 vests provision of humane conditions of work, whereasArticle 42 entails the living wage and a decent standard of life and so on so forth. Hence it can be witnessed that these directives aim to include the indispensable provisions for development of child and education for children amongst the other essential directives i.e. to provide for human rights and decent standard of living. 1.7 Political Rights and Human Rights India being the largest representative democracy in the world is based on universal adult suffrage, providing every Indian of at least eighteen years of age the right to vote. The Constitution of India provides for direct elections to the House of the People of the Central Parliament, i.e. the Lok Sabha and the State [Provincial) Legislative Assemblies, once in every five years.. The right to vote, the; right to contest elections, and the conduct of elections are all governed by the Constitution (Part XV) as well as special laws like the Representation of the People Act, 1951. 1.8 Judiciary and Human Rights The vanguard of human rights, the Judiciary is one of the three organ of Government in India. It performs this function by innovative interpretation of the constitution with regard to the human rights provisions. The Supreme Court in the case Ajay Hasia v. Khalid Mujib[7] declared that it has a special responsibility, à ¢Ã¢â€š ¬Ã…“to enlarge the range and meaning of the fundamental rights and to advance the human rights jurisprudence.à ¢Ã¢â€š ¬Ã‚  The Supreme Court of India and the State High Courts have unequivocal powers under the Constitution to enforce the fundamental rights and it has liberally interpreted these powers. The major contributions of the judiciary to the human rights jurisprudence have been two-fold: (a) The substantive expansion of the concept of human rights under Article 21 of the Constitution, and (b) The procedural innovation of Public interest Litigation. 1.8.1 Expansion of Article 21 Article 21 remains the core concern in our discussions of human rights and it is essential to read it in much details. Article 21 reads as follows, à ¢Ã¢â€š ¬Ã¢â‚¬Å" à ¢Ã¢â€š ¬Ã…“No person shall be deprived of his life or personal liberty except according to the procedure established by law.à ¢Ã¢â€š ¬Ã‚  The expansion of Article 21 of the Constitution has taken place in two respects: The expression à ¢Ã¢â€š ¬Ã…“the procedure established by lawà ¢Ã¢â€š ¬Ã‚  was interpreted in the case A.K. Gopalan v. State of Madras[8] in the year 1950, the very first year of the Constitution, the Supreme Court in, reflecting on the intentions of the Constitution-makers, held that à ¢Ã¢â€š ¬Ã…“procedure established by lawà ¢Ã¢â€š ¬Ã‚  only meant that a procedure had to be set by law enacted by a Legislature. This phrase was deliberately used in Article 21 in preference to the American à ¢Ã¢â€š ¬Ã…“Due Processà ¢Ã¢â€š ¬Ã‚  clause. Three decades later, in Maneka Gandhi v. Union of India case, the Supreme Court noted that à ¢Ã¢â€š ¬Ã…“the Supreme Court rejected its earlier interpretation and holds that the procedure contemplated under Article 21 is a right, just and fair procedure, not an arbitrary or oppressive procedure.à ¢Ã¢â€š ¬Ã‚ [9] The procedure, which is reasonable and fair, must now be in conformity with the test of article 14 à ¢Ã¢â€š ¬Ã¢â‚¬  à ¢Ã¢â€š ¬Ã…“in effect it has become a Due Process.à ¢Ã¢â€š ¬Ã‚  There is no doubt that the experience of National Emergency (1975-1977) prompted the court to go all out for vindication of human rights. Since Maneka Gandhià ¢Ã¢â€š ¬Ã¢â€ž ¢s case, every case of infringement of rights by the Legislature has undergone judicial scrutiny in terms of the new guideline laid down by the Supreme Court of India. Further, this case led to the establishing of the due process norm, which included rights like, right to claim legal aid for the poor and the right to expeditious trial etc.[10] The judiciary interpreted à ¢Ã¢â€š ¬Ã‹Å"the right to life and personal libertyà ¢Ã¢â€š ¬Ã‚  to comprehend all basic conditions for a life with dignity and liberty. The judiciary has interpreted the word à ¢Ã¢â€š ¬Ã…“Lifeà ¢Ã¢â€š ¬Ã‚  to include the right to possession of each organ of oneà ¢Ã¢â€š ¬Ã¢â€ž ¢s body and a prohibition of torture or inhuman or degrading treatment by Police. In the Francis Coralie Mullin v. The Administrator, Union territory of Delhi[11] case, the Supreme Court held that à ¢Ã¢â€š ¬Ã…“lifeà ¢Ã¢â€š ¬Ã‚  couldnà ¢Ã¢â€š ¬Ã¢â€ž ¢t be restricted to mere animal existence, or physical survival. Hence it can be summed up that the right to life means the right to live with dignity and availing the basic necessities of life such as adequate nutrition, clothing, shelter and facilities for reading, writing and expressing oneself. Many cases in High Courts and the Supreme Court often revealed à ¢Ã¢â€š ¬Ã…“a shocking state of affairs and portray a complete lack of concern for human values.à ¢Ã¢â€š ¬Ã‚  . Justice Bhagwati held à ¢Ã¢â€š ¬Ã…“if a person is deprived of his liberty under a procedure which is not à ¢Ã¢â€š ¬Ã‹Å"reasonableà ¢Ã¢â€š ¬Ã¢â€ž ¢, à ¢Ã¢â€š ¬Ã‹Å"fairà ¢Ã¢â€š ¬Ã¢â€ž ¢ or à ¢Ã¢â€š ¬Ã‹Å"justà ¢Ã¢â€š ¬Ã¢â€ž ¢, it would fall foul of Article 21. The following cases will through light that how time and again this Fundamental right has come to the rescue during the violation of Fundamental Rights. In Deoraj Khatri v. State of Bihar [12]case the Police brutality was raised in which 80 suspected criminals were brutally blinded during Police investigation (Bhagalpur Blinding case). The Supreme Court condemned it as a à ¢Ã¢â€š ¬Ã…“barbaric act and a crime against mankind.à ¢Ã¢â€š ¬Ã‚  Where as in Sheela Barse, The State of Maharashtra case, the Court was heard the plight of custodial violence against women and in judgment it laid down certain guidelines against torture and ill treatment of women in Police custody and jails. The Supreme Court has held a right to monetary compensation for deprivations of the right to life and liberty suffered at the hands of the State under Article 21. In, Paramanand Katra v. Union of India, The health problems of workers in the asbestos industry led the Supreme Court to rule that the right to life and liberty under Article 21 also encompasses the right of the workers to health and medical aid.[13] [1] A.I.R. 1976 S.C. 1207 at 1293 [2] A.I.R. 1978 S.C. 597 [3] A.I.R. 1967 S.C. Delhi 1836 [4] A.I.R. 1963 S.C. 1295 [5] A.I.R. 1993 S.C. 645 at 733. [6]Justice Sujatha V. Man3har, Judiciary and Human Rights, Indian Journal of International Law (Vol. 36, Nc1.2, 1996): 39-54. [7] A.1.R .I981 S.C. 487 at 493. [8] A.I.R. 1950 S.C 27 [9] A.I.R. 1978 S.C. 597 [10] [11] A.I.R.98.1. S.C . 746. [12] A.I.R. 1981 S.C. 928 [13] A.I.R. 1989 (4) S.C.C. 286.

Essay The Future of Philosophy - 2418 Words

The Future of Philosophy Higher education worldwide is affected by budget cuts and dwindling financial resources. Today, science and scholarship can only find broad recognition if their endeavors provide material success. If subjected to the rigours of the market, the humanities do not score favorably, and it seems that in the scale of profit-making disciplines philosophy ranks last. In order for academic philosophy to maintain itself in these times, two goals need to be pursued consistently: a) philosophy should address problems of practical concern — such as societys ethical, social, and even metaphysical needs — presenting them in a commonly accessible fashion; b) philosophers should draw material from other academic disciplines —†¦show more content†¦A short while ago the American philosopher Martha Nussbaum (Chicago) complained: We are portrayed as both lazy and obscure: when we are not simply playing truant from meaningful activity, we are producing works of interest to no body but one another, and in most cases not even to one another. Academic journals are portrayed as relatively worthless depositories for the uninspired products of the tenure struggle, the intellectual life as a mechanized life in which the grand old humanistic ideas no longer have any validity. To support such irresponsible unenlightening characters is said to be a waste of public and private funding. In our own days, the threat we all face is the termination of funding, which means the loss of a future for many of our students. (2) Lamentations like these are not new. As early as 1935 the German sociologist Helmuth Plessner stated that philosophy had lost its functions and was mainly concerned with fighting against its own superfluousness. (3) It was some years ago that the German physicist Gerhard Vollmer expressed himself in a similar vein: Philosophers have failed to make clear what they can really be used for (Die Philosophen haben versumt klarzumachen, wozu man sie eigentlich brauchen kann.) (4) Taking up this idea I would like to pose the question: what function does philosophy fulfil? What purposeShow MoreRelated A Future Teacher’s Philosophy of Education Essay855 Words   |  4 PagesA Future Teacher’s Philosophy of Education Education and children have always been a big part of my life. Education was always stressed upon in my house by both parents. It has never been an issue whether or not my brother and I would go to college; it has been a known fact that we would both attend college. With both of my parents being educators, education and children have always been very important in my upbringing. All my life, I have been around children, whether it has beenRead MoreMy Philosophy : The Nurse Of The Future Core Competencies1571 Words   |  7 Pagesseen myself grow not only as a nurse, but as a person. My philosophy hasn’t changed much, but instead has grown deeper and expanded on other important aspects of nursing that should always be addressed in practice. Last year a majority of my philosophy addressed keeping my patients’ values and beliefs incorporated into their care. I still find that incorporation important, but I have also found importance in incorporating the Nurse of the Future Core Competencies that have been set by the MassachusettsRead MoreI Look At My Future Coaching Philosophy954 Words   |  4 Pagessenior year of high school, I have had lots of coaches that all affected me in some way. While I was blessed to have very positive and well rounded coaches most of my athletic career, I also had some unfavorable coaches. When I look at my future coaching philosophy, I’m hoping to take a lot from the many past coaches that made significant impacts on me, as well as learn from the mistakes that some of my coaches made. As a coach, my goals for a season will be more than just wins and losses. As greatRead MoreYour Future Position - Your Ceo Philosophies898 Words   |  4 Pagesarise. After offers are received, pick the best opportunity. 2. Prepare your version of a mission statement for Cleary University. Investing in your future: We strive to be a business education leader by providing a thorough and rigorous academic schedule that matches what is experienced in the real business world. 3. Which basic philosophies would you adopt as the chief executive of a major corporation (identify and explain)? Simplicity/Clarity/Honesty, Improvement, Discretion Simplicity/Clarity/HonestyRead MoreThe Philosophy of Education and my Goals as a Future Teacher Essay832 Words   |  4 PagesI have learned that every child is unique, I believe that there should be a philosophy where it combines different types of theorists to make an environment where is safe and free to learn. Education is a simple word, but analyzing this word is more profound because it can last forever in their lives of the students. There will be different philosophies of education in this paper that will be discussed. Every philosophy perspectives that teachers have chosen for the students it is important becauseRead MoreJean Piaget And Lev Vygotsky And Vygotsky s Views On Teaching Philosophy And The Children Of The Future Essay1119 Words   |  5 Pagesevery teacher has a different learning and teaching philosophy, therefore I would like to describe my own teaching and learning philosophy and by whom I was influenced. In my discussion I will elaborate on the philosopher: John Dewey with his philosophy: â€Å"Progressivism† and other philosophers: Jean Piaget and Lev Vygotsky with their philosophy: â€Å"Constructivism†. I am also going to elaborate on my ideas on teaching, learning and the children of the future in my class together with how Dewey, Piaget andRead More Teaching Philosophy Statement Essay984 Words   |  4 PagesTeaching Philosophy Statement Aristotle once said, â€Å"The one exclusive sign of thorough knowledge is the power of teaching.† Teaching enables students to gain the intelligence needed to excel in life. I believe that a teacher’s philosophy of education is a crucial role in his or her approach to leading students on their educated path. A philosophy of education is the set of beliefs that every school and every teacher stand behind. The certain philosophy that one chooses provides the answersRead MoreMyself As A Philosopher Essay1344 Words   |  6 Pagesstudying and producing results in philosophy. Before this class I had a rough grasp of what philosophy is. Some believe that it philosophy is wisdom and questions about life. Which some of it is those things, I believe that philosophy like other literature is a form of art, but the art in asking and providing theories for questions that show and evaluate the questions of life. Since I’ve started this course and have become a young stud ent in philosophy, philosophy itself will be the teacher in theRead MoreThe Components Elements Of Education1597 Words   |  7 PagesEducation comes in different philosophies and is a crucial element in every civilization. When a country is oppressed, one of the first things the oppressor tries to take over and get control is their education. The reason is because with education, one can give or withhold any kind of information and shape the nation in the way they see appropriate. With the exception of oppressed individuals, education teaches their society who they are, what is the nature of their environment, and how does theRead MoreEssay on I Want to Be Part of the Future605 Words   |  3 PagesI Want to Be Part of the Future I believe that education is the hope of the future, and as an educator I will be an important part of that future. Behind every president, doctor, lawyer, and parent there was a teacher. I believe that all children can learn and should be provided with the opportunity to do so. Education should be equal and without prejudice. Education should be provided to all children in accordance with their ability. Education should foster each child’s feelings

Creation of a pop video or short film lasting approximately 5 minutes Free Essays

string(77) " to keep up with the pace of song and to keep the viewer from getting bored\." Our brief this year was to create a pop video or short film lasting approximately 5 minutes. The AS brief was to create billboards or posters about health. They differ in that one concentrates on moving image where the other concentrates on print. We will write a custom essay sample on Creation of a pop video or short film lasting approximately 5 minutes or any similar topic only for you Order Now However they both require strong visual images that provoke thought. New skills I have developed in creating a pop video are, how to create a storyboard and shooting scripts as well as how to use the cameras and editing equipment more efficiently. (Our treatment describes our A2 brief in more detail.) I decided I wanted to create a music video, as audio is 50% of the media experience, so teamed up with others who also wanted to make a music video. We then decided on which song we wished to create the video for. We did this by brainstorming ideas (in our creative journals) and then choosing a song that we all liked and the creative ideas we wished to include in the video (type of shots, characters etc). At first we were producing a video for Jackson Five ‘I want you back’ but this proved to be harder than we originally thought and in addition it had already been created. So this is when we decided to change the genre of music from Pop to Indie and chose to create a video for Feeder’s ‘Yesterday went too soon.’ This song has never had a video created for it and therefore our audience would not have any prior expectations of what the video should look like and include. The only major issue we had with creating a pop video for this song is that we coul d not conform to all conventions of a music video; in this case we could not include the band Feeder, as we do not have access to them. We looked at various indie videos before we began to storyboard. This was done to get ideas for our own video and to make sure it fitted in with the genre. There are two things that I believe influenced our film to a great extent, one is a video by Cold Play that uses reversing within the video like we do and the other is not a music video but a film, Sliding Doors. The element we took from this video was what if one minor event did/or didn’t happen how would the story turn out? This creates interest as the audience is left wondering for a while what is going to happen next? What will change? (why might these ‘themes’ be more appropriate for an indie music video?) To organize ourselves, the time we had and the equipment we needed to use; we each decided on roles depending on what our strengths and weaknesses were. Jess was Director, James was Producer, Beth was Camerawoman and I was Location Researcher and Editor. However because we worked as a team these roles were not as defined and we helped each other with the tasks we found difficult. To organize our selves and get the best out of the time we had with the equipment we planned each day thoroughly. We created shooting scripts, storyboards and treatments (all of which are in our appendix) to enable us to get each shot correct virtually first time as in industry we would not have unlimited, free access to the props, actors and equipment. We learnt about scripting, shooting schedules and treatments by looking at other peoples work for inspiration and to see what worked for them. We then adapted what we found out to suit us and created our own video. To create the storyboard we took the best ideas from everyone and the most influential ideas from music videos. (you could say a bit more about specific music videos that you used for inspiration, and also on how you defined the generic conventions of indie music video in particular) The storyboard was created while we listened to the song so that we could match the visuals to the sound. I believe our treatment and storyboard are good as we can understand them and if we were to give them to another group to create I believe they would be able to produce the pop video, as we want it. We developed them by first deciding on the major points we wanted to include and then showing them to our teacher and changing and adapting them accordingly. Section Two – Analysis of finished product Music videos are primarily used to promote the song of a band. (although they can be a bit like adverts, indie music videos in particular are also often trying to reinforce a particular image of the band) The benefit with a music video over say live performance is that it can reach parts of the world that the band may not be able to. Music videos can generally be split into three categories; Narrative videos (ones which tell a story), Performance clip (ones that focus on band performance) and (non)Narrative video (ones that concentrate on the rhythms and moods of the song). We chose to concentrate on a narrative based video as it fits with the genre we had decided upon. (Why?) The genre of our music video is Indie. It was important when making our music video that we best matched the editing of our film with our chosen song. This is to make the video easy and comfortable to watch and to create a professional finish. Typical conventions of this style of music video include a storyline and maybe some band members featuring within the video. (you need to say more about this, and how these elements help to develop an image of the band) We conformed to as many conventions as we could without making the video looking artificial or amateur. We especially conformed to the convention of editing being faster with shorter shots than normal. We did this to keep up with the pace of song and to keep the viewer from getting bored. You read "Creation of a pop video or short film lasting approximately 5 minutes" in category "Papers" To make sure that the video flowed smoothly we used straight cuts most of the time with dissolves and fades where we felt appropriate. (Why?) Indie music does not have the bright upbeat cheer as a pop video does but it is not dark and sinister either so to convey realism we used natural light so that the video doesn’t look like an over dramatic piece of work. Music videos are often playful, experimental and usually about stretching the boundaries of ‘realist(ic)’ style. In a way we have done this by using the rewinding shots and the slowing down of the falling orange juice glass. The narrative of our video is about a guy who has a regular, mundane routine of waking up, getting dressed and going to catch his bus, we look at what would happen should this vicious circle break and as it turns out his life become better because of it (He meets up with the love of his life). This is parallel to the music as the song is of similar content where its lyrics can be interpreted in many ways. For this video to work we needed to capture the audience’s attention to do this we used another convention of music video which is the visual hook. This is where a close up of the band is used to keep the audience’s attention. In our case we used the extreme close up of the guy’s eyes right at the beginning of the video. It goes on longer than a normal video clip would to establish the fact that he had just woken up and so essentially throws the audience right into the video. (Do we see him again? How does this develop image?) A variety of styles ranging from realism to symbolism have been used within our film, for example when the glass breaks. This is a key moment in the video as the glass breaking symbolises the vicious circle of daily routine breaking. This dramatic event is emphasized by the image being slowed down making the audience notice the importance of it. Another example of symbolism is the routine as a whole being shown then re-wound back to be re-shown again, this emphasises the unexciting, everyday life that the guy leads. The ideology of our video is that something so small can change the route in life you take forever; i.e. because of the glass breaking he has met up with his old girlfriend and is now happy. (It is fairly conventional heterosexually romantic – how does this relate to target audience, and the image you are trying to create of the band? How do you want male and female audiences to feel about them? You can cover that in the next section) Section three – Institutions and Audiences Our music video has been created for the mainstream audience and therefore hopefully appeals to most people, however we understand that not everybody likes the indie style of music and therefore will not appeal to all. Our target audience is for young teenagers, but as our song is a ballad we could expect some older listeners. We have tried to aim the video at all genders as the music industry is now strongly supported by both. We have also aimed the video at all social classes but predominantly middle – working class people (that’s quite a diverse range†¦.) as they make up the larger proportion of our population. We have enforced this by not using any obvious branded clothing or objects. We tried to aim the video at all races but did not have access to them to use within our video, so instead tried to produce a video that would not offend anybody. (anyway indie music has a predominately white audience) I believe an independent record company or the band itself wou ld fund the making of this video, as that is how it is generally done in industry. Music videos are created to promote a song and to create awareness of the artist so the best place for them to be seen would be on 24hr music channels like MTV or on music shows like Top of the Pops or CD:UK, by putting the video on these sorts of programs people who are interested in music will purposefully watch them and tell friends about the songs and so forth so that by the time the single comes out everyone knows about them and the band should get good record sales. Our music video reflects generic conventions through the use of narrative and visual hooks. From the movie sliding doors we have taken the theme of something so little can change your life forever and we have shown how it can go either way. We have also taken influence from Cold Play’s recent music video; from this we used the use of rewinding to keep the audience interested. (why is Coldplay a good reference point?) To find out if our video had achieved its aims we asked a focus group to watch the video and then answer some questions on it to see how they would respond to the text. When asked about the genre of this piece the entire group got that it was an indie music video. Therefore fulfilling that part of the requirements. We then asked about more complicated issues like the Ideology of our video. Ours being based on the theory that can something so small change your life forever and if it can is there such a thing called fate? Again everybody understood this with a main answer being ‘How little things can change the fate of a day, love as well,’ and ‘how easily it can be changed.’ To see if our video fitted in with conventions of music videos in general and in particular indie music videos we asked our focus group about them. A major point that came up was the fact music videos usually include the band, which in our case was not possible because we did not have access to them. However on a brighter note our mise-en-scene and lighting was suitable and appropriate for the video and created the realism need to fit in with the conventions of the genre. A key point to making a good pop video is the length of shot and how well the video has been edited. So to see if we had taken these points into enough consideration we asked the focus group about them to see if they matched our own views on various elements in the video. For example the length of the rewinding shots, most people found it got tiring after watching it twice through and so felt that the rewinding shots could have stop at where the orange juice was being poured. Also they felt that they liked the repetitive effect, but it could have been a bit faster, as not to drag on. We next wanted to see if people could see where our influences had come from. Although no one in the focus group figured it out they came up with their own they we felt were just as appropriate. Some of them include the film; Run Lola Run and Craig David’s single 7 Days. Another point we could not agree on as a group was whether or not to have more shots of the girl in the video to establish her character and the focus group it seems had mixed views as well. Some said there should be more of her to enable the viewer to understand the narrative more yet others said that the video worked well just concentrating on the one character, so that issue is left unresolved. In addition to the above problem our group could not decided whether to leave the sound effects (that appeared by accident) or to cut them out so we decided to leave them in and see what our audience thought of them. Most thought that they should have been left out because they didn’t really fit in and I am inclined to agree. (Also they take away the focus from the music) To finish off the feedback session we asked for people’s general opinions on our video. For example whether they liked it or not and why they did or did not like it. Most found the idea interesting and original with a play on the essentially simple narrative. How to cite Creation of a pop video or short film lasting approximately 5 minutes, Papers

Anacharis and Rate of Transpiration free essay sample

At 100 percent humidity, the plant cannot absorb any more water. In a dryer atmosphere (less humidity), transpiration will happen much more rapidly. c. The rate of transpiration is related to whether the stomata are opened or closed. The curve levels off because something is limiting. Transpiration could be limited by humidity because water is evaporated much more slowly into an atmosphere that already has a lot of water vapor. d. Anacharis lives in an environment where it doesn’t need to do transpiration (such as underwater), since it has no stomata. Stomata are for gas exchange, and Anacharis lives in an environment where gas exchange is done through diffusion in water. Water lilies live in a wet environment where it is only exposed to air on the top of its leaves, so that is where stomata are present and where gas exchange occurs. The bottoms of the leaves are submerged in water, so there is no gas exchanged there. We will write a custom essay sample on Anacharis and Rate of Transpiration or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The top of black walnut leaves are exposed to direct sunlight. However, the bottoms of the leaves are not because they are not directly exposed to the sunlight. To prevent water loss and to allow water exchange, the stomata are present on the lower epidermis.