The Religious Dimension of Daniel Defoes Robinson Crusoe...

The Religious Dimension of Robinson Crusoe Robinson Crusoe’s discovery of the work ethic on the small island goes hand in hand with a spiritual awakening. Robinson Crusoe is not a very profound religious thinker, although religion is part of his education and transformation. He claims he reads the Bible, and he is prepared to quote it from time to time. But he doesn’t puzzle over it or even get involved in the narrative or character attractions of the stories. The Bible for him appears to be something like a Dale Carnegie handbook of maxims to keep the work on schedule and to stifle any possible complaints or longings for a different situation. Still, the religious dimension is central to Robinson Crusoe.†¦show more content†¦(98) Like a true Puritan, here Robinson Crusoe acknowledges that for him the real drama of life, the stuff that really matters, is internal. Internal guilt is so much more central to life than external affliction. Thus, complaining about affliction misses the point. The task is to earn the grace of God - and ease the guilt. In such a spiritual drama, one’s geographical location is a minor point. Robinson Crusoe’s absence from home is, in a very real way, irrelevant to what life is all about. If the central metaphor of life is the spiritual relationship between oneself and God, in comparison with which all social bonds are basically irrelevant, then we are on islands. So what does it really matter if I find myself on a real island. The priorities of life remain the same. That’s why the central image of this book is Robinson Crusoe’s home on the island, that amazing fortress built on an island where there is nothing to threaten him. He puts more effort into the complex defense works to keep himself and his goods, especially his tools, safe. In the same way, he lives his life to protect that inner fortress of his soul. Working constantly keeps unruly thoughts and despair from invading his inner home. Anything that might threaten that inner fortress, like too much meditation on anything, even on the nature of God, or reading or wonder or whatever is to be kept away as anShow MoreRelatedGhosts And Skeletons By Benito Cereno1909 Words   |  8 Pagesbecause they see power in a black man where they do not usually allow themselves to see it. Refusing to take off the chains put on him by Cereno could also be an attack to his status. For many people, clothes and belongings contained a religious and spiritual dimension. (Buckridg e, 80). â€Å"The slaves’ act of wearing their oppressor’s clothes (or in this case chains) was reminiscent of the belief among some Africans that clothing has spiritual potency and that it was strongly connected to the spiritualRead MoreFundamentals of Hrm263904 Words   |  1056 Pagesthe basis of an employee’s age. Not all countries have similar laws. Organizations that view the global environment from any single perspective may be too narrow and potentially problematic. A more appropriate approach is to recognize the cultural dimensions of a country’s environment. Although it is not our intent here to provide the scope of cultural issues needed for an employee to go to any country, we do want to recognize that some similarities do exist (see Exhibit 1-1). Research findings allow

Storytelling in The Odyssey Essay - 581 Words

Storytelling in The Odyssey The story of Odyssey comes from a time when storytellers spread tales of heroes and heroic deeds. The Greeks have been known to tell their stories of their heroes in oral tradition. The first few lines of the Odyssey is the narrator asking a Muse to help him tell the story of Odysseus. The story is also filled with dialogue, which might indicate that it is a form of theatre and that these lines were performed orally. From the first few lines, the Odyssey could be recognized as a story that is told rather then read. The very first line, Sing in me, Muse, and through me tell the story of that man skilled in all ways of contending, reveals that the narrator is asking a Muse, to inspire him and†¦show more content†¦Also the Muse that the narrator is talking to, is the daughter of Zeus. Line 16 Of these adventures, Muse, daughter of Zeus. Even the names are derived from Greek. Line 21 for home and wife. Her ladyship Kalypso The name Kalypso is formed from a Greek verb that means cover, hide. Even the home of Odysseus is close to Greece. Ithaca is an island off the northwest coast of Greece, Odysseuss home. Line 26 Ordained for him to make his passage homeward, trials and dangers, even so, attended him even in Ithaka, near those he loved. Yet all the gods had pitied Lord Odysseus, all but Poseidon, raging cold and rough against the brave king till he came ashore at last on his own land. Not only is Ithaca mentioned, but also so are the other Greek gods and Poseidon, who seems to have a grudge to settle with Odysseus. Another aspect of the Odyssey, which suggests that it was probably told orally, are the numerous dialogues. Story telling often involves dialogue and it even seems like this story could be performed on stage as a play. Line 60 The grey-eyed goddess Athena replied to Zeus: Line 82 To this the summoner of cloud replied: Line 102 The grey-eyed goddess Athena answered him: This dialogue that goes back and forth, might indicate that it was intended to be acted out. Even more convincing, some of the writing could be interpreted as stageShow MoreRelatedWhat Is The Importance Of Storytelling In The Odyssey1111 Words   |  5 PagesJane Horovitz Jennie Woodard Honors 111 9/25/17 Storytelling in the Odyssey The Odyssey is a story made up of stories. Because there is very little action that happens in the present, the presence of storytelling within the Odyssey is something that characterizes it and makes it unique. The spreading of stories serve to form legends and myths that can have the effect of shaping a culture. In addition, since stories were such an important aspect of entertainment in Greek culture, stories also shapeRead MoreSignificance in Storytelling in the Odyssey Essay1328 Words   |  6 PagesEssay One, The Odyssey Steven Botello ENGL 2315: Great Works of Literature I September 16, 2012 Imagine a life without television, no internet, no cell phones, no radio, no movies, and no video games. This was the life during the Odyssey. The storytelling in the Odyssey gave Greek society a way of entertainment. Men, woman, and children would listen to these stories with attentiveness and would then share them throughout their lives. These stories were told in many ways such as in poems, songsRead MoreStorytelling in Homers Odyssey1542 Words   |  7 Pagesarises when mythology-loving children grow up. Vocabulary and comprehension matures slowly over time, and, at some point, the youth is ready to delve into the feast that is Homer’s unabridged poetry. As the reader devours book after book of The Odyssey, he or she finds comforting familiarity in the stories, the characters, and the monsters, but something is not quite right. While hearing of Odysseus’ adventures as a child, the action was spoken from the steady voice of a omnipresent narrator, butRead MoreTh e Act of Storytelling in The Odyssey Essay examples1469 Words   |  6 PagesThe Act of Storytelling in The Odyssey In The Odyssey, the act of storytelling plays a significant role in revealing the story of Odysseus. Each storyteller reveals a part of the past of Odysseus and his heroic deeds. Each of their stories gives insight into what a hero should be, according to the standards of the Greek society, and they each reflect a different aspect of a hero. When pieced together, each story becomes part of a whole, however, each has a different function within the epicRead MoreThe Odyssey Heros Journey Essay1322 Words   |  6 PagesThe timeless story, The Odyssey, has left it’s mark in literature as one of the first narratives depicting the hero’s journey cycle. This work of creative writing has laid the foundation of storytelling that would later inspire other popular writings like, The Hunger Games, The Lord of The Rings, and Harry Potter. How has this ancient novel withstand the sands of time and remain relevant and appealing even to modern day readers? The Odyssey touches upon man y topics that appear attractive to evenRead MoreNarrative Means By Julie Beck1184 Words   |  5 Pagessuffering† (Beck, 2015). This helps with storytelling because this explains what is going on in a story; gives people a chance to tell their side of the story.Storytelling has changed in many ways. It can change or elaborated and more story genres have been added. Even though stories and their ideas have not changed, but the storytellers have. Each person is different and tells stories in different ways. Even cultures are different and tell different stories. Storytelling started in the Middle East when theyRead MoreThe Homeric Odyssey By Christopher Mcquarrie And Directed By Bryan Singer831 Words   |  4 PagesHomeric Odyssey is a timeless work that shadows the adventures of Odysseus. The main story involves Odysseus’ journey to return home after the Trojan War. Specifically in scrolls 8-12 of the Homeric Odyssey, Homer skips around the journey occasionally to show the audience the construction of the hero of the epic, namely, Odysseus. The events in Homer’s epic are not in chronological order; however, the events are effective on guiding Odysseus as a storyteller. Scrolls 8-12 of the Homeric Odyssey demonstrateRead MoreThe Impacts Of The Odyssey In Homers The Odyssey1166 Words   |  5 PagesHomer’s epic poem The Odyssey follows Odysseus on his long journey home. The Epic also includes the stories of Odysseus’ family left behind: the travels of his son, Telemachus, and how plenty, of what we would now call â€Å"home wreckers†, suitors pressured his wife, Penelope, into marrying one of them. The characters are beautifully crafted and the story is truly epic. All the elements presented can bring in any reader from any century, the Cyclops, the Gods, the trickery of Penelope, and the disguisesRead More Iliad Essay1253 Words   |  6 PagesThe Iliad and The Odyssey are two epic poems with both similar and differen t styles to the structure of the poems, as well as each poem having the same gods incorporated into the stories intervening with the day to day lives of the mortals. Greek poetry before Homer was all composed orally; therefore it is assumed that Homer’s works are the first written works of art (Joachim Latacz, page 15). Scholars who have spent extensive time researching the origin of Homer’s work cannot verify a specificRead More Disguises in Homers Odyssey Essay954 Words   |  4 PagesDisguises in Homers Odyssey   Ã‚  Ã‚  Ã‚   In Homers Odyssey, disguises help convey a false identity that assist the characters in accomplishing their plans.   Each disguise has its own purpose, such as Athenes image as Mentor to advise Telemachos.   Her purpose was to assist and encourage Telemachos into searching news of his long lost father without revealing her true identity of divinity.   Being old and wise, and especially male, helps put more power behind the words spoken by Mentor because men

A Cultural Analysis of Norway Samples †MyAssignmenthelp.com

Question: Discuss about the Cultural Analysis of Norway. Answer: Introduction: The study is based on analysing the culture of Norway from different perspectives like its peoples beliefs on health related facts, their family patterns, the communication style and the death dying practices. Culture represents an identity in particular in foreign countries. There is an ample number of countries on this globe and most of them are different to each other in regards to culture (Bendixen et al., 2017). The study is aimed at understanding a culture which may be different to many; however, this is not just the purpose for the research. It is mainly for enhancing the understanding level of graduates who are expected to face a varied type of cultures at the workplace. Four Elements of Culture: Health beliefs and practices: Norway is one of few countries which are rated high in terms of health values. They are one of the fittest populations on this globe. The average life expectancy rate is also very high and is equal to nearly seventy-eight years. The modern beliefs have largely replaced the traditional medical beliefs that had existed in the eighteenth and the nineteenth centuries. They are well versed in good health facilities. The government does also support the healthcare sector by making 15 percent investments in the industry (Theorell et al., 2015). The people living in Norway had carried the very same feeling for healing option as this is in some other parts of the world. They have always relied on the modern form of treatment. In the ancient times, the Norwegian people had the approachability to alternative medicines; however, they had considered it after all popular treatment method had failed. However, their views had started to take a different shape since the foundation of Norwegian Healers Associationin 1994 (Larsen, 2015). People then started to think of alternative medicine and had consulted the healing while not bothering for the traditional format of healing. They also had no such trust in the complementary form of treatment. It all happened in 1998 when the Ministry of Health and Social Affairs appointed a committee consisting of no healers but only the doctors from traditional medicine profession. They were being asked to publish a report on healing. They had found that there are some scientific facts present in the alternative medicine and healing. Today, healers are employed in most of the institutions and hospitals of social care. NAFKAM was then being established by the Ministry of Health and Social Affairs to administer the Registry of Exceptional Course of Disease (Ljunggren, 2017). The NAFKAM was being formed in Norway, so that, the approach could be monitored. The government had identified the incrementing demands for treatment in parallel with the complementary and the alternative medicines. This is why they had wanted to monitor the CAM (Complementary Alternative Medicines) on critical diseases, so that, the viability level could be identified. The treatment techniques were being found as suitable in some cases whereas it lacked in few areas. The purpose behind the formation of NAFKAM was to identify whether both the treatments should exist or only the CAM or conventional medicine alone (Whitworth, 2015). Summary of health beliefs and practices: To summarise, the people living in Norwegian uses the different kinds of techniques ranging from the conventional form of treatment to alternative medicines and the complementary treatment (CAM). After the formation of NAFKAM in 1994, they had actually started considering the various kinds of treatments though not fully relying on any single method but allowing all kinds of treatments and healings on an observation basis. Family Patterns (How different genders are regarded in specific culture as well as generational gaps): In the 1970s, women were in large numbers in the workforce; however, they had worked for no money and their numbers were higher than men. The Gender-Related Development Index initiated by the United Nations Development Programme, had come into existence to measure the gender related development in 146 countries. Norway had then ranked second in this regards which shows how open thoughts they have for women working at the workplace (Eckstein, 2015). Women have been given relative status in the country. The positions which are unique only to men like the politics and the military were being integrated in 1981. Now, both men and women can be in politics and also in the military (Ericsson, 2016). Women had occupied close to 55 percent of the entire student numbers in universities by 2000 (Ericsson, 2016). Marriage is also considered as a valuable act; however, the rate of divorce has now doubled in the last twenty years. They are also alike to various cultures when it comes to post-marriage mentalities of both husband and wife. Post-marriage, all substance goods becomes a joint property. Three generations family exist, especially in the rural areas. Parents and children prefer to live together with other relatives close to their homes. They get to their relative homes on some selected occasions like confirmation, baptism, marriage, and death (Nordfjrn, ?im?eko?lu Rundmo, 2014). Both husband and wife get the parental leave. They both take care of their kids. Mother used to breastfeed her children; however, the pattern of breastfeeding has now changed. In past, they were allowed to breastfeed in every four hours but, now, they can feed their child on demand at any time (Khodakovsky Lexau, 2017). Mother used to carry their infants close to their breast but, the prams are more commonly used by mothers. Many parents used to prefer day-care facilities for their kids from one to six year olds; however, it is not advisable to use day-care facilities for such kids. It is advisable indeed for older toddlers (Khodakovsky Lexau, 2017). Children are given an independent and cooperative environment. If parents are employed, they give their child to day-care facilities to make them socialised. They also hire babysitters if there is no grandmother at home. The socialisation is quite encouraging as they do not believe in teaching the boundary-setting policies and the etiquettes. They are treated like a child for a longer period of time than many European countries. The adolescence age is not over till the time they are not over with their graduation in high school (Pedersen-Rise Haddud, 2016). Communication Style: Norwegians do not speak their first language outside of Norway. It is not they do not like speaking their native language outside their home country but, it is that they prefer learning other languages also, so that, they become the proficient speaker of other languages. They do it so to open up doors of opportunities for various purposes like business at the global platform. The real hard focus that they put on learning other languages has made them a proficient speaker of many foreign languages. They are good at English which is a universally accepted language. They are also good at three or four foreign languages other than English (Loe Kelman, 2016). The Norwegians are very straightforward in their approach and expect the same courtesy from another end. If somebody wants to convince a Norwegian on any point, they must follow a straight route without being deviated to unrelated talks. They are very straightforward and believe in giving honest comments. If they like something they appreciate it or else they refuse it giving the honest reviews. If Norwegians are not at all agreeing to a certain fact, they will straightforward say a no to it. They expect the very same courtesy from the other end (Khodakovsky Lexau, 2017). If somebody is trying to sell them something then it should be dealt with pure honesty. If they like the idea they will agree to it or else they will say a no to it. They also do not like the fillers. Suppose, if somebody has nothing at all to speak about, they must not speak a single word or else the Norwegian people will dislike such thing. They believe that being silent can also be an indication towards a stage where the observer is going through some deep thoughts (Whitworth, 2015). They express a very minimal body language. However, it does not mean that they have no emotion. They actually have it. They also pay attention to an important thing and expect others to follow the same path. Being reserved is a highly valuable characteristic for them. It means when they are silent and are lacking in emotion, it should not be considered as if they lack the attention (Whitworth, 2015). Death and dying practices: Death and dying practices which are also known as cremation had kept on changing under the influence of religious faiths. During the middle Ages prior to Christianisationof Norway, cremation was one of the ways practiced for the disposal of the body. The traditional method of cremation did become an obsolete concept when Christianisation arrived in Norway during the eleventh century. The traditional faiths of Christian eschatological context do consider fire as being associated with the fire of hell. Additionally, the belief also states that fire is a sign of punishment, humiliation, and annihilation. Death not necessarily is a punishment and can be a gift to those to whom there is mercy (Eckstein, 2015). The cremation in Norway had not believed the resurrection of Jesus Christ as expressed in the Apostles doctrine. They had rather believed in the body moving to an eternal life after the death. They had followed a rather different approach to disposal of the body and had considered burying the body inside the ground. They had followed the Christianity believes in burying the body (Larsen, 2015). According to the beliefs of Christianity, a body is a symbol of hope for a resurrection on the Day of Judgment. They will then be given the returns of their deeds. If they have good deeds in their worldly life, they will be rewarded with an entrance into heaven. On the other side, if they have bad deeds they will be rewarded with an entrance into hell (Larsen, 2015). Before 1898, cremation was understood as an illegal activity in Norway. This was due to a fact that they have no such approvals from scientific facts. They had kept on denying the fact until they have no such proofs. To abolish such objections a society named Norwegian Cremation Society was then formed in 1889 (Eckstein, 2015). However, the society could not bring any such difference to the objections against burial disposal of the body and had continued until it was dissolved in 2003. It was re-established again as the Norwegian Cremation Foundation. It initially had only a few members of the association. It had qualified lawyers, academicians, physicians and business entrepreneurs. The main goal of the society was the legalisation of cremation and foundation of crematoria (Eckstein, 2015). The society had its success in 2010 when 92% of the deaths had a memorial service solemnised by The Church of Norway. The modern edge cremation process in Norway is mainstream, mechanical, very controlled and administered by different laws, norms and experts. Everything from getting cremation permit to; transport of boxes, timings fixing to cremation, sterile perspectives, ignition, box size and materials, natural contamination, fire wellbeing safety measures and others (Larsen, 2015). Conclusion: Therefore, the culture in respect to various aspects has vivid varieties in Norway. A radical transformation was being observed in every context like the health beliefs, family patterns, death dying practices and communication style. Norway had witnessed a transformation from having just a conventional medicine practice to complementary alternative medicines (CAN) and healing process. It has kept on managing an equal society values to both men and women. They, unlike most European nations, consider their kids as a child until they are in graduates. Norwegian people follow a very normal communication style and have expertise in local languages, English three to four other foreign languages. The death dying process in specific the burial as per the Christianity beliefs was not legalised until 2003. It becomes legalised with the foundation of Norwegian Cremation Foundation in 2003. References: Bendixen, M., Asao, K., Wyckoff, J. P., Buss, D. M., Kennair, L. E. O. (2017). Sexual regret in US and Norway: Effects of culture and individual differences in religiosity and mating strategy.Personality and Individual Differences,116, 246-251. Eckstein, H. (2015).Division and cohesion in democracy: A study of Norway. Princeton University Press. Ericsson, K. (2016).Women in War: Examples from Norway and Beyond. Routledge. Khodakovsky, E., Lexau, S. S. (Eds.). (2017).Architectural Conservation and Restoration in Norway and Russia. Routledge. Larsen, K. (2015).History of Norway. Princeton University Press. Ljunggren, J. (2017). Elitist egalitarianism: Negotiating identity in the Norwegian cultural elite.Sociology,51(3), 559-574. Loe, J. S., Kelman, I. (2016). Arctic petroleums community impacts: Local perceptions from Hammerfest, Norway.Energy Research Social Science,16, 25-34. Nordfjrn, T., ?im?eko?lu, ., Rundmo, T. (2014). Culture related to road traffic safety: a comparison of eight countries using two conceptualizations of culture.Accident Analysis Prevention,62, 319-328. Pedersen-Rise, O., Haddud, A. (2016). Exploring lean culture challenges in a small family-owned manufacturing company: a case study from Norway.International Journal of Lean Enterprise Research,2(1), 1-25. Theorell, T., Knudtsen, M. S., Horwitz, E. B., Wikstrm, B. M. (2015).Culture and public health activities in Sweden and Norway(pp. 171-7). Oxford: Oxford University Press. Whitworth, A. (2015). ESO country information guide: Norway.

Simile and metaphor Essay Example

Simile and metaphor Paper The speakers anger is a central to the whole poem. In stanza two Afrika achieves a shocking intensity by his line arrangement and repetition. The repetition of and(12-15) gives the impression of deep familiarity with the bureaucratic sounding District Six (9) and we can understand the sentiment amiable weeds(8) more clearly. The listing effect establishes a rhythm and a pattern, which the reader anticipates. This means that when and(15) turns into anger(16) it comes as a shock. The stanza also concentrates on the sensitive parts of his body, skinlungseyes(13-16) all, which are subject and vulnerable to hurt. Anger is also associated closely with heat and fire. It is the hotanger of his eyes(15-16); the sign of the restaurant is flaring(18) and his hands burn(45). The image of glass(17, 30, 41, 47) is very important in the poem (the word appears four times) as well as a reference to clear panes(28). It is glass which shuts out the speaker in the poem. It is a symbol of the inequality between whites and blacks, rich and poor. The glass symbolises the exclusion of the blacks from the whites world. But in the glass as well as looking in on outside, one can also see a reflection of oneself. The glass acting as a mirror means that it brings about a double traumatic experience . The speaker sees the standard of living that he has, the stains of bunny chow on his jeans, but he also sees the higher standard of living being enjoyed by his (now) equal countrymen. It is this injustice, which causes the speaker to yearn, for a stone, a bomb, to shiver down the glass(46-47). It is not the actual glass that he wants to smash; it is the racist mentality of those in power that he wants to shatter. We will write a custom essay sample on Simile and metaphor specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Simile and metaphor specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Simile and metaphor specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The poems title and last line suggests, Nothings changed(48). The speakers familiarity with this environment has not changed. Although there is no sign there, the poet can feel that he is in District Six, my feet know/and my hands.(11-12) The gap in the standard of living has not shortened between the black and white people. There is still that element of exclusivity, no sign says it(25) as the apartheid is over, but there is a guard at the gatepost(23). The poet still feels the anger and violent rage towards those that exclude him. The title in this sense is ironic, physically everything has changed, the Port Jackson trees(21) threaten to take over and there is new restaurant whose patrons are exclusively white. However deep down the important matters and worthwhile changes have not taken place. This leads to a sense of disappointment because an expected change has not happened. District Six has changed, but the speakers feelings have not because the new South Africa operates apartheid based on wealth. The poet reflects that despite the changing political situation, there are still huge inequalities between blacks and whites. The poem is a protest about the injustices of a system that allowed apartheid in the first place, but now does so little to improve the lives of the non-whites. Those in powerful and influential positions resist progress and deny justice to the common people. The title, Inglan is a Bitch is repeated as a refrain throughout the poem. The word bitch has many connotations, all of which are negative, so straight from the beginning the reader can intelligently guess that the poem criticises England. Black immigrants were brought to England to help alleviate the labour force after the Second World War; it was labelled as a country of many opportunities, a promise that turned out to be false. Literally a bitch is a female dog and they are noted for their hardworking nature. This could signify that in order to survive in England you have to be diligent also. In Linton Kwesi Johnsons, Inglan is a Bitch the narrator is black immigrant worker, who describes his work history in England. He has worked in the andahgroun(2); has had a lickle jab in a big otell(11) and in a crockery factory. All his jobs have been hard labour and menial work even at the age of fifty-five(42). He tells the reader that he was doing well while he was working as a dish-washa(11). This type of employment is quite unskilled and a job that most white Britons would consider beneath them. The poem dispels the myth that England has good economic prospects for everyone. Not only are the immigrants working very hard for a lickle wage packit(17), they are forced to pay high taxes also. (Employment) In the 1950s and 1960s people from the Caribbean migrated to Britain in relatively large numbers. Most of these settled in cities, especially in the large English cities, and in most of these communities people from Jamaica were more numerous than people from other parts of the Caribbean. Although the Caribbean is made up of many different islands and mainland territories, including many where an English Creole is not spoken, British Black English is most similar to Jamaican Creole, because of the larger number of Jamaicans who settled in this country. (Sebba, Creole English and Black English) The most striking element of this poem I felt was the sound of the poem. Written in a Street Creole variety of dialect it forces the reader to read the poem with a different tongue; London is written as Landan(1). However this may also cause a problem with communication. It is hard in some sections to decipher what the poet is actually trying to say. A language barrier is formed. The tone of the poem is conversational, but it also has a musical, song-like quality. The rhyme scheme, rhythm and the beat all contribute to this Caribbean musical quality. There is also a refrain or in the context of a song, a chorus. The aural nature of the poem functions as a mirror for cultural identity. The style and speech represents Jamaica, but the context is in England. The refrains in the poem are very interesting, deres no escapin it(5) is repeated in every other stanza along with Inglan is a Bitch. The speaker wants to escape, but cannot. The tone is resigned and there is not much hope. Because he has lived in England, he cannot even go back. This could be due to a fused identity and now he does not fit in either culture. noh baddah try fi hide fram it(16) The poet feels oppressed and has accepted defeat. The discrimination is ever-present. This next line is important, a noh lie mi a tell, a true(24) the speaker explains to the reader that he is not moaning or exaggerating, but is giving a accurate representation of his problems. yu haffi know how fi suvvive in it(32) The verb used is survive, a harsher substitute for live. The speaker explains that life is not easy and the basics are hard to come by. yu bettah face up to it(40) echoing line 16 the speaker tells us and tells himself to just accept the hardship. There is no point in denying or trying to change something more powerful. He has no options, as no one will even listen to his problems. This is why he is writing the poem, hoping this medium will reach out to those who can help him and understand his despair. is whey wi a goh dhu bout it?(56) The last line seems to invert the vibe given out in the lines above. There is a positive emphasis as the speaker asserts this question to his audience, who may be influential black people or sympathetic white people. The wi (we) is also only seen in the last line. It signifies collectiveness and unity for a particular purpose. On his own he is nothing, but through his poetry he may find people in similar predicaments and together they can bring about a change. Ending the poem with a question means that the poet is leaving the reader to make up his mind on the situation. The poem as well as reflecting the cultural identity of the black immigrants in England, also creates a mirror for national identity. It depicts to those in power what the condition of the Afro-Caribbean contingent is. It is sweet and glorious to die for your country. This is the full translation of the phrase Dulce et decorum est Pro patria mori. Which comes from Dulce Et Decorum Est by Wilfred Owen. The title of the poem is ironic. The poem does not so much induce pity as it does shock, especially for the civilians at home who believed war was noble and glorious. Owens war poems are for civilians to make audible to them the authentic experiences of the arm. (Kerr, p.219) The soldiers are trudging back from the battle, a daunting depiction expressed through simile and metaphor. The mens wretched condition is compared to old beggars(1), hags(2). The young men have grown unnaturally old and decrepit (Kerr, p.276). They cannot walk straight as their blood-shod(6) try to negotiate the mud. The words that Owen uses have different meanings beyond the real meaning and exploit ambiguity, for example, distant rest(4), what kind of rest? In line 8 the rhythm slackens as a particularly dramatic moment approaches.

Brazilian Economy Essays - Public Finance, Austerity,

Brazilian Economy An Economy Recovering From Chaos. Brazil earned the reputation of being a "miracle economy" in the late 1960s when double-digit annual growth rates were recorded and the structure of the economy underwent rapid change. Since 1981, however, Brazil's economic performance has been poor in comparison to its potential. The country's dramatic reduction in output growth, which averaged an annual GDP growth of only 1.5 percent over 1980-93, reflected its inability to respond to the events of the late 1970s and 1980s. Some events that took place during this period were: the oil shock, increases in real interest rates, the debt crisis, and the resulting cutoff of foreign credit and foreign direct investment. These shocks, in combination with poor management of public finances and heavy state intervention, resulted in large fiscal deficits at state and federal levels. Even if the fiscal deficits were reduced after 1990, deviating policies generalized indexation, and exchange rate management contributed to keeping inflation high and increasing. Monthly inflation skyrocketed from 3 percent in the late 1970s to 50 percent in mid-1994. The country's income distribution, already poor, worsened drastically in the 1980s. Against these conditions, the success of the Real Stabilization Plan in effect since mid-1994, which has reduced inflation to an annualized rate of about 15 percent, stand out noticeably. Growth rates were satisfactory in 1994 and 1995 at 5.8 and 4.2 percent, respectively (Page 45-47). From Portugal's discovery in 1500 until the late 1930s, the economy relied on the production of primary products, such as sugar cane for exports. Portugal subjected it to a strict enforced colonial pact, or imperial mercantile policy, which for three centuries heavily restricted development. The colonial phase left strong marks on the country's economy and society, lasting long after independence in 1882. Significant changes began occurring only late in the eighteenth century, when slavery was eliminated and wage labor was adopted. Important structural transformations began only in the 1930s, when the first steps were taken to change it into a modern, semi-industrialized economy. These transformations were particularly strong between 1950 and 1981, when the growth rates of the economy remained quite high and a diversified manufacturing base was established. However, since the early 1980s, the economy has experienced substantial difficulties, including slow growth and stagnation. Nevertheless, the country still has the potential to regain its former dynamism. In the mid-1990s, it had a large and quite diversified economy, but one with considerable structural, as well as short-term problems. Socioeconomic transformations came about rapidly after World War II. In the 1940s, only 31.3 percent of its 41.2 million inhabitants resided in towns and cities. By 1991 its population had reached 146.9 million and 75.5 percent lived in cities, therefore creating two of the world's largest metropolitan centers ? Sao Paulo and Rio de Janeiro. The rate of population growth decreased for about 3 percent annually in the transition. By mid-1999 it had an estimated population of 166 million (Levine 200). The share of its primary sector in the gross national product declined from 28 percent in 1947 to 11 percent in 1992. Despite this reduction, the agricultural sector remains important. Although part of it is primitive and demanding, part is modern and vigorous. Brazil remains one of the world's largest exporters of agricultural products. In the same 1947-92 period, the contribution of industry to GNP increased from less than 20 percent to 39 percent. Its GNP per capita in 1999 was of $4,750 per year. The industrial sector produces a wide range of products for the domestic market and for export, including consumer goods, intermediate goods, and capital goods. By the early 1990s, it was producing about 1 million motor vehicles annually and about 32,000 units of motor-driven farming machines. On an annual basis, it was also producing 1.8 million tons of fertilizers, 4.7 million tons of cardboard and paper, 20 million tons of steel, 26 million tons of cement, 3.5 million television sets, and 3 million refrigerators. In addition, about 70 million cubic meters of petroleum were being processed yearly into fuels, lubricants, propane gas, and a wide range of petrochemicals. Besides, Brazil has at least 161,500 kilometers of paved roads and more 63 million megawatts of installed electric power capacity (Becker 88-90). Even with these figures, the economy cannot be considered developed. While the economic changes since 1947 raised the country's per capita income above US$2,000 in 1980, per capita income in 1995 was still only US$4,630. Growth and structural change have not altered significantly the country's extreme unequal distribution of wealth, income, and opportunity. Regardless of impressive rise in economic growth and

Beginning a Sentence with And or But

Beginning a Sentence with And or But Beginning a Sentence with And or But Beginning a Sentence with And or But By Maeve Maddox Several opinions about what is permissible in writing have acquired an almost religious authority with some English speakers. One of these opinions is that beginning a sentence with the coordinating conjunctions and and but is an unpardonable breach of usage. Here are some typical reader attitudes: I almost fainted when I read [a post] about the acceptability of beginning sentences with â€Å"and† or â€Å"but†. [How can anyone] justify the use of conjunctions to begin a sentence? It simply drives me crazy! Writers of English have been beginning sentences with and as long as English has been written. The Venerable Bede (672-735) did it. King Alfred (849-899) did it. You’ll also find examples in Swift (1667-1745), Johnson (1709-1784), Austen (1775-1817), Dickens (1812-1870), Orwell (1903-1950), and Roth (1933-). According to The Chicago Manual of Style, the belief that beginning a sentence with and, but, or so is an error â€Å"has no historical or grammatical foundation.† Not only that, but â€Å"a substantial percentage (often as many as 10 percent) of the sentences in first-rate writing begin with conjunctions. It has been so for centuries, and even the most conservative grammarians have followed this practice† (CMOS 5.206). Authors capable of â€Å"first-rate writing† are one matter. Teachers, on the other hand (and editors working with grammatically challenged adults) are wise to advise against it. Writing is a craft. Every craft demands that beginners learn in stages. A rule against beginning a sentence with a conjunction has pedagogical usefulness. Beginning writers benefit from being guided. They don’t need to have all the rules and exceptions dumped on them at the outset. My London headmistress forbade the use of semicolons. She said that semicolons could wait until students mastered the use of commas and periods. Her rule was intended to be transitional. Beginning writers overuse the conjunction and. Giving inexperienced writers permission to begin sentences with and is asking for trouble. Here, for example, is an excerpt from the writing of nine-year-old Daisy Ashford: Mr Salteena had dark short hair and mustache and whiskers which were very black and twisty. He was middle sized and he had very pale blue eyes With this style of writing, a rule against beginning a sentence with and can only be a blessing. In my teaching days, I forbade students to begin a sentence with because, not because I didn’t know about complex sentences, but because inexperienced writers tend to begin sentences with because and never get to a main clause. A practice that exacerbates this tendency in high school students is accepting sentence fragments as answers to essay questions on tests. For example: Question: Why did Silas put Eppie in the coal hole? Answer: Because she kept wandering away. Teachers of every subject could contribute to a higher standard of student writing by requiring students to rephrase the question in the answer: Question: Why did Silas put Eppie in the coal hole? Answer: Silas put Eppie in the coal hole because she kept wandering away. When students have learned to distinguish between a main clause and a dependent clause, they can progress to the use of because to introduce a subordinate clause. When they have learned to control their use of coordinating conjunctions, they can use them at the beginning of a sentence from time to time. Here are two examples from the work of writers known for â€Å"first-rate writing†: Besides, another purpose of the enlarged armywas to minimize the ever-present possibility of sedition. And with this purpose once again in mind, [Septimus Severus] took a number of steps to make the officers of the legions a privileged class and tie them firmly to his own person. –Michael Grant, History of Rome. If he charged, I could shoot; if he took no notice of me, it would be safe to leave him until the mahout came back. But also I knew that I was going to do no such thing. –George Orwell, Shooting an Elephant Like any stylistic device, beginning a sentence with and or but may be overused or used incorrectly. A common fault with but is to use it where and is required. But is an â€Å"adversative conjunction.† It introduces a contrast. Some writers tend to begin a sentence with but when and is the appropriate choice. Here’s a revision suggestion from The Chicago Manual of Style: Evaluate the contrasting force of the but in question, and see whether the needed word is really and; if and can be substituted, then but is almost certainly the wrong word. Bottom line: Beginning a sentence with and or but is a common stylistic device used in English by the best writers of every century. Writers who dislike the device are free to avoid it. Forbidding it to inexperienced writers has pedagogical value, but condemning it out of hand is to set a fetish above English idiom. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:What Is Irony? (With Examples)Homogeneous vs. Heterogeneous15 Idioms for Periods of Time

Banking Industry Research Paper Example | Topics and Well Written Essays - 1000 words

Banking Industry - Research Paper Example It was a considered a premier bank in the Asian region. In Japan, after opening its branch in 1866, the bank went on to become an adviser to the government on banking and currency. In 1888, it was the first bank to be established in Thailand, where it printed the country's first banknotes. Today HSBC proudly boasts of over 100 million customers around the world1, with 9500 offices in 85 countries and a diverse workforce of more than 335,000 people1. The bank has successfully completed 140 years of its presence in China in 2005 with UK having the biggest share of its operations with over 55,000 employees serving the bank customers. Political: Today the world is indeed divided into many political arenas on the basis of issues like economic policies, fundamentalism, terrorism, oil exploration, nuclear power etc. The banking industry is the one whose association is required in almost all types of businesses. In the times when economic liberalisation is in full swing all around the globe, the attitude of governments determines the fate of banking operations in any country. HSBC has so far been doing well in almost all parts of the world, without being associated with any major controversy. Economic: The economic policies being pursued by the government also... PESTLE factors include; Political: Today the world is indeed divided into many political arenas on the basis of issues like economic policies, fundamentalism, terrorism, oil exploration, nuclear power etc. The banking industry is the one whose association is required in almost all types of businesses. In the times when economic liberalisation is in full swing all around the globe, the attitude of governments determines the fate of banking operations in any country. HSBC has so far been doing well in almost all parts of the world, without being associated with any major controversy. Economic: The economic policies being pursued by the government also determines the banking and finance sector. For example, if the country has an open economic policy, pursuing the globalisation and liberalization policies, that indicate more and frequent business operations, diversifications, expansions, mergers, acquisitions etc. which in turn imply more opportunities for the banking sector. HSBC having majority market share in many markets like UK and USA, heavily depends on economic factors. At present the indications of recessionary trends from many markets, doesn't bode well for banking sector in general and HSBC in particular. Socio-cultural: The society in general has a big influence on any business and the banking and finance industry is certainly not an exception. The saving habits, the spending habits, holidaying practices and the lifestyle determine the extent to which banking industry will be affected by such factors. Technology: Impact of technology can be seen in almost all walks of life today. The increasing emphasis on online banking, e-commerce etc. requires that banks invest good amount in making available reliable

Men representation in mass media Essay Example | Topics and Well Written Essays - 1000 words

Men representation in mass media - Essay Example They are characterized as competitive, aiming to be on top and never opting to be second-best. They are courageous in their endeavors, enduring difficulties because they possess a much higher threshold as contrasted to their female counterparts. Further, the media depict men as aggressive who stop at nothing in order to eliminate emotional or physical challenge even if it calls putting their safety and reputation at stake. In addition, men are portrayed as ambitious and lead individuals ready go furthest in life to be higher achievers (Luther, Catherine, Carolyn and Naeemah 67). Men are further characterized as individuals who do not convey their emotions especially in the presence of other people. Therefore, across the 20th century and to a great portion the present world, media representations of gender reflected and caused the hegemonic reality of patriarchy. Media stereotyping about men is an upsetting phenomenon as it increases negative assumptions about males who face difficult ies in meeting the standards set by the media. Films, magazines and other media often set a standard about how men should look, act and even think not only to satisfy themselves but also to please other people. The act of stereotyping men is a worsening situation as it demands great expectation from males in general. This puts a lot of pressure on them as they try to achieve the male stereotype portrayed by the media. For instance, a man who is sickly and unable to be physically active so as to develop a muscular body can have a negative image of himself which makes him unable to socialize well. In addition, it may lead to a perpetuation of such images amongst the young children who grow imitating such unbecoming representation (Dines, Gail, and Jean 43). The worst thing is when men are unable to live up to such standards; they can be depressed and

European community law Essay Example | Topics and Well Written Essays - 2000 words

European community law - Essay Example In addition, such compensation had to be made to a person, even if the infringement was the outcome of a decision of the court of last instance. However, the court would be liable, only if the violation was sufficiently serious and a direct causal relationship could be established between the infringement and the harm caused to the injured party (Kobler v Austria). Moreover, the highest national courts act as the court of last resort for individuals to rely on the rights provided by EC law. These courts of final instance are also duty bound to request a preliminary ruling, on the basis of the provisions of Article 234(3) EC. The ECJ, after taking these issues into account has ruled in favour of state liability being extended to judicial infringements. The ECJ rejected the argument that the principles of legal certainty and res iudicata would be affected adversely. It stated that proceedings to make a Member State liable would not have an impact on a national court’s decision a s res iudicata. This opinion of the ECJ was founded on the contention that â€Å"proceedings seeking to render the State liable do not have the same purpose and do not necessarily involve the same parties as the proceedings resulting in the decision which has acquired the status of res iudicata.† (Council of Europe). This line of reasoning of the ECJ was held by some to be specious. Their arguments were based on the premise that the national courts were compelled to reconsider disputed decisions, in order to determine whether such decisions were really infringing EC law (Council of Europe). They were also required to find out the reasoning behind such decisions Individuals can claim against a Member State if it fails to implement a Directive or if its domestic law infringes European Community (EC) Law. In addition, no Member State can enact legislation that attempts to exclude state liability. The misinterpretation of provisions of EC Law will be treated as infringement (Trag hetti del Mediterraneo SpA, in liquidation v Repubblica italiana). Furthermore, the Community law disallows the enactment of legislation that seeks to limit liability to instances of intentional fault and serious misconduct of the courts. Such limitation is in the context of laws that are aimed at circumventing the liability of the Member State in other case, wherein there had been an explicit breach of the relevant law (Traghetti del Mediterraneo SpA, in liquidation v Repubblica italiana). Hence, the competent national courts have to investigate the gravity of the infringement in the decision of a court. Such competent courts have to consider the judicial function of the infringing court and ascertain whether this infringement was obvious. It was also held by the ECJ that conditions, such as the special length-of-service increment under Austrian law, served to hinder the free movement of workers. Any hindrance to the free movement of goods or workers was against the objectives of t he European Union; consequently, the Austrian condition was untenable (Wissink 419). In Brasserie du Pecheur, the ECJ established the concept of state liability. However, there was considerable confusion as to whether such liability was applicable to infringements committed by national courts. The ECJ eliminated this muddled understanding, via its decision in Kobler (Council of Europe). In this case, it ruled that Member States were also liable for breach of EC law by their national judicial authorities. In Kobler, the ECJ clearly established that breach of

Communication Development Plan

Communication Development Plan Abstract This paper describes how the communication can be developed by using some strategic plans or tools. It contains graphical representation and the content will be in my point of view. The development plan is clearly explained in the document. It defines the goals and strategies of communication development. Communication Development Plan The purpose of the communication plan is to develop my communication skills and to be experienced for attending a job interview. By effectively communicating I can easily work with the co-employees and accomplish the given tasks. The communication plan gives a system to oversee and facilitate the wide assortment of interchanges that occur amid the venture. The communication plan covers who will get the interchanges, how the interchanges will be conveyed, what data will be imported, who imparts and the recurrence of the interchanges. Communication development exercises distinguish the proper level of communication for each venture partner, what data ought to be conveyed, and the recurrence of interchanges. This arrangement ought to likewise incorporate the vehicle of communication (email, up close and personal gatherings, and so forth). The danger of deficient planning could bring about the inability to finish key venture destinations, duplication of exertion, and diminished partner certainty. Current Assessment of Communication My current communication assessment is developed by scoring each category through assessing on my own knowledge: Table 1Self-Assessment Scoring table (Deborah J. Barret. 2014. P.21) Score Capability Area 4 Ethos/image 3 Audience analysis and strategy 3 Social media and other written communication 2 Oral communication 3 Visual communication 4 El: Dealing with own feeling 3 El: Dealing with others 4 Cultural communication competence 3 Group and team communication and dynamics 3 Organizational communication 3 Internal communication 2 External communication 1= Need lots of work in this area 2= Need some work in this area 3= Acceptable, but could be stronger 4= Very good abilities, close to leadership communication level 5= Excellent abilities, leadership communication level achieved The above table shows in which categories I need to develop and which one is strong. By this assessment, I can easily know what the areas need to develop and work on it. Communication Improvement Goals You can have brilliant ideas, but if you cant get them across, your ideas wont get you anywhere. (Lee Lacocca) The communication skills that need to be improve are Listening skills and Oral communication. I generally wondered: What is it that makes a few people exceptionally powerful communicators while a couple gets to be tongue-tied at the possibility of tending to a gathering of outsiders? I used to know somebody who was particularly splendid, conferred and remain in his employment yet he generally used to get disregarded when the time sought the yearly progression or raise. For all intents and purposes, each part of the life force you to speak with others in some frame or mold. If you need to set objectives to enhance relational abilities, first, consider how you identify with others and after that solicit you what undesirable examples from conduct may hinder communication achievement. Indeed, even a snapshot of expectation may go far toward enhancing individual and business relationships. Similarly, as with whatever another aptitude, you must point on your capacity to speak with others obviously and viable. A few people are conceived with it. Yet, there is a large portion of us, I included, who have needed to take a shot at it to get to where we are today. Have patience. Try not to anticipate that yourself will bloom into a sure public speaker overnight. Set sensible objectives and compliment yourself at whatever point you effectively explore through a saddling discussion or discourse. Actions to achieve goals Listening Skills: To become a good listener, we need to follow the requirements below: Focus Fully on the Speaker his or her non-verbal communication, the manner of speaking, and other nonverbal signs. The manner of speaking passes on feeling, so in case youre considering different things, checking instant messages or doodling, youre practically sure to miss the nonverbal prompts and the enthusiastic substance behind the words being talked. Furthermore, if the individual talking is comparatively diverted, youll have the capacity to rapidly get on it. If you think that its difficult to focus on a few speakers, take a stab at rehashing their words over in your mind until it fortifies their message and help you to remain centered. Favor your right ear the left half of the mind contains the essential preparing places for both dialogue appreciation and feelings. Since the left half of the mind is associated with the right side of the body, supporting your right ear can help you better understand the enthusiastic distinction of what somebody is stating. Have a go at keeping your stance straight, your button down, and tilting your right ear towards the speaker this will make it less demanding to get on the higher frequencies of human talk that contain the enthusiastic substance of whats being said. Avoid interrupting or trying to redirect the conversation to your concerns, by saying something like, On the off chance that you feel that is terrible, given me a chance to disclose to you what occur. Listening is not the same as sitting tight for your swing to talk. You cant focus on what somebodys expression in case youre framing what will state next. Frequently, the speaker can read your outward appearances and realize that your mind is not here. Show your interest in what beings said. Nod your head incidentally, grin at the individual, and ensure your posture is open and welcoming. Urge the speaker to proceed with little verbal remarks like yes or uh-huh. Try to set aside judgement. Keeping in mind the top goal to discuss successfully with somebody, you dont need to like them or accord with their views, qualities, or conclusions. In any case, you do not need the judgment and keep fault and keeping feedback in mind the end goal to completely understand a man. The most disturbing communication, when effectively executed, can prompt to the most improbable and significant association with somebody. Provide feedback. If there is by all accounts a difference, reflect what has been said by rewarding. What Im hearing is, or Seems like you are stating, are incredible approaches to reflect. Dont just repeat what the speaker has said literally, however-youll sound devious or unintelligent. Rather, express what the speakers words intend to you. Make inquiries to clear up specific focuses: What do you mean when you say or Is this what you mean? Individuals frequently concentrate on what they ought to state, however viable correspondence is less about speaking and more about tuning in. Listening admirably implies not simply understanding the words or the data being imported, additionally understanding the feelings the speaker is attempting to convey. (Robinson, Segal, Smith. 2016. p.3-4). Oral Communication. An important part of supervision is the capacity to speak with other parties. A successful approach to rapidly enhance the capacity to impart orally and in composing is to see each correspondence open door as making an oral proposition to someone else. The oral proposition can be made orally, or it can be in a composed report. The accompanying dialog of making an oral proposition is more expanding than a boss would typically do in imparting assignments or data to a subordinate, yet the ideas are appropriate to all oral communication. (CSTE Common Body of Knowledge, V6.1) The following guidelines need to be followed when giving a presentation: Underline that you are introducing the best answer for the clients issues. Emphasize that your venture group is all around prepared to complete this arrangement. Sell the corporate experience of your enterprise staff and yourself. Sell your own administration capacities. trade the specialized mastery of the venture staff and yourself. Sell your eagerness to do this venture sufficiently, effectively, and financially. Oral Communication is the process of verbally transmitting data and thoughts starting with one individual or gathering then onto the next. Oral correspondence can be either formal or casual. Cases of casual oral communication include: Face-to-Face discussions Phone discussions Talks that happen at conferences Strategic planning/Communication The strategic plan used for finding my goals to achieve is self-assessment as shown above in the table. The below is the plan for achieving my goals: Communication Development Process: The above figure explains how to achieve communication by following the cycle. Define Success: Firstly, identify the needs that are need to be developed for the organization that you are interested to apply for a job. Self-Awareness: Understanding the strengths and weaknesses by assessing on your own knowledge and by checking with the organization. Self-Management: Setting the goal is more important which leads to a great leader. Then focus on implementing the goal by several strategies and finally develop the skills that are required through practicing daily by some activities. Evaluate progress: At last measure, the goals whether you have reached or not. If you find any remarks while improving stats, then plan to refine the goals and continue the process until it done. Improving does not end. (Sir Winston Churchill) SMART Goals: It is used to measure the goals and maintain a time table which helps to achieve your goals. The above briefly shows that what are the SMART goals responsible and what can be achieved from it. When you have arranged your venture, turn your regard for building up a few objectives that will empower you to be effective. Objectives ought to be SMART Specific, Measurable, Achievable, Realistic and time-based. (Haughey. 2014) Specific: What needs to be accomplished and why? Oral Communication It is the important means of communication which is used for academic and business meetings. Time management It helps you to make right choices, so you can spend more time on the things that are more valuable to you. Measurable: How will I know it will be accomplished? When I was in undergrad, I couldnt give speeches in front of class. But, now I have improved a little and gaining experience by taking feedback from professors. Achievable: Time Management:Â   Oral Communication: Know your subject clearly and practice Do not speak too fast It is better to say little than too much Make face-to-face conversation effective Improving presentation skills Record a video for yourself and verify Relevant: Is this worth time? Yes, I am student and have free time. Is this the right time? Yes, while being a student is the right time to learn. Am I right person to reach the goal? Yes, I want to become a project leader. Time Bound: When? I have 9 months of time from now. What can I do from now? I can learn many things while being a student and take feedback of lecturers. I can gain more experience from the collage. Conclusion I conclude this report that communication development plan is very helpful for those who want to become a good leader and achieve their goals. I have briefly explained how to achieve goals using SMART analysis and given the table format. Self-assessment is also given to identify your goals that need to be improved. References Robinson.L, Segal.J, and Smith.M. Effective Communication. Last updated: December 2016. p.3-4. https://www.helpguide.org/articles/relationships/effective-communication.htm?pdf=true CSTE Common Body Of Knowledge, V6.1. http://msqaa.org/Best_Practices/Management/MakingProposal.pdf Deborah J. Barret. (2014). Leadership Communication. Mc Graw Hill Education: New York. p.21.

Development of personality Essay

When studying human behavior, specifically focusing on the development of personality and crucial to how a person or individual conducts him/herself, psychology offers a variety of dimensions. The concept of personality is central to the attempt to understand oneself and others and is part of the way in which it accounts for the differences that contribute to people’s individuality. Psychologists have been particularly concerned with shaping of the personality in relation to genetic and environmental influences. People have been fortunate that the study of human personality has been thriving and fruitful. Individuals can choose from as many models they can to help them see themselves better and maintain good relationships. Personality is more than poise, charm, or physical appearance. It includes habits, attitudes, and all the physical, emotional, social, religious and moral aspects that a person possesses. However, to be more precise, the explicit behavioral styles covered in the course, perhaps, best captivate an individual’s personality and how he/she is understood. With the different behavioral styles, an overall pattern of various characteristics is seen. Like a â€Å"psychograph,† a person’s profile is pulled together and at a glance, the individual can be compared with other people in terms of relative strengths and weaknesses (Corey 2005). Personality is defined as integrated general characteristics of the individual’s total behavior and his or her unique adjustment in the environment. Personality theory is a set of assumptions concerning human behavior together with rules for relating these assumptions and definitions to permit their interaction with empirical or observable events. Personality psychology is a scientific study of mental functioning concerning internal drives, inner motive, repressed feelings, thoughts, and conflicts as the nature of personality (Feist and Feist, 2006). Behavior is described and analyzed. On this basis, an attempt to predict behavior is possible, and although this may not thoroughly and completely be accomplished in some endeavors, the basic understanding then is that there are certain expectations concerning how any person would act or decide upon things that are within his conscious awareness. Psychology is of great importance to man since psychological problems are common to group relations, in whatever framework a person or group of individuals come from. The goals of treatment for instance, using the psychodynamic model, include alleviating patient of the symptoms which specifically works to uncover and work through unconscious conflict. The task of psychodynamic therapy is â€Å"to make the unconscious conscious to the patient† (â€Å"Models of abnormality†, National Extension College Trust, Ltd). Employing the psychodynamic viewpoint, the therapist or social scientist believes that emotional conflicts, or neurosis, and/or disturbances in the mind are caused by unresolved conflicts which originated during childhood years. The treatment modality frequently used includes dreams and free association, at times hypnosis (as preferred by either the therapist or by the client). In the integrated or eclectic approach the goal of the therapy is not just relief to the patient or client. Although an immediate relief is very helpful, this may not always be the case in most illnesses. The goal as mentioned is to provide long-term reduction of the symptoms and the occurrence of the disease altogether if possible. The management then is not impossible but neither is this easy. Specifically, the counselee or patient must want to heal or believe that there is going to be curative effects in the process. It presupposes that he/she must learn to trust the therapist in his/her capabilities as well in leading or facilitating the changes or modifications. It is very much essential that (in the perspective of a cognitive-behaviorist) that the client understands ownership to the deeds and choices in thought patterns he/she made are crucial to the recurring or occurring condition that s/he experiences (Rubinstein et al. , 2007; Corey, 2004). Moreover, the identification of specific treatments or interventions according to the diagnosed issue will be accommodated and implemented based on the chosen treatment modalities fit with the therapeutic approach utilized. It may be a single modality based on a single approach (e. g. learning principles and desensitization for a patient with specific phobias) or it maybe a combination of many modalities (CBT, Rogerian, Phenomenological, or Family systems) (Rubinstein et al. , 2007; Corey, 2004). ~Promoting therapy Psychotherapists believe that therapy contributes a lot to the improvement of the psychological condition of the client (Snyder, 1994). Therapy can come in many varied forms and the use of these or any of these has been proven to be of vital significance to clients from various walks of life and with myriads of problems or mental and emotional challenges. Therapy may be long-termed analytical experiences or encounters or brief problem-oriented treatment/intervention. Whatever the case, these consultations and in-depth interactions and activities between a practitioner therapist and the client in most cases, are beneficial (Mutha, 2002). It is therefore wrong to argue that with or without treatment patients recover or improve because subtle issues are overlooked with this statement or findings. Firstly, studies were done with findings that were more correlational rather than experimental (Mutha, 2002). Secondly, the element of catharsis is a powerful ingredient or element of the healing process and many of those without seeking professional help happened to be with a support group whose experiences were years of gaining knowledge and skills from the experts and experienced counselors (Mutha, 2002). It is true that there have been substantial evidences as well that improvement with cases have occurred; these are usually attributed the aforementioned reasons. Specifically, psychotherapy enables a client or patient to help ease his anxiety, managing his fears from the mundane or petty to the horrific. Quality of life, wellness and recovery are primary goals aside from the usual notion that psychotherapy is just a crutch for someone who may not actually have a real psychological problem (Snyder et al, 2000). This last phrase is true for some people who needed more than the advice or the listening ear; precisely, they needed a human ace who is intent on knowing and understanding them. Personality cognitive theories are concerned with constructive alternativism with which the alternative scientific constructs may provide a useful view of the world. George Kelly’s the Psychology or Personal Construct Social cognitive theories explain personality as a reciprocal interaction among behavior involving observation, cognition including self-efficacy, and environment making a chance encounter and fortuitous events (Feist and Feist, 2006). Albert Bandura’s Social Cognitive theory Cognitive social learning theories describe behavior as a function of the expectation of reinforcements and strength of needs satisfied by those reinforcements. Behavior is shaped by the interactions of person variables such as competencies, encoding, strategies, expectancies, values and goals, and the self-regulatory system with situation variables (Feist and Feist, 2006). Behavioral Model The Behavioral model utilizes what is termed as the learning theory posited by Skinner and Watson and the rest of the Behaviorism school. It assumes that the principles in learning i. e. , conditioning (Associative and Operant) are effective means to effect change in an individual. Generally, the thrust of this theoretical perspective is focused on the symptoms that a person is experiencing. Just as many of the errors of the patterns of behavior come from learning from the environment, it is also assumed that an individual will be able to unlearn some if not all these by using the techniques as applied based on the learning principles. To a certain extent this still works: reinforcements are effective to some extent and in some or many people this stance can be separate or distinct from the Cognitive-Behavioral approach. In behavior therapy therefore, thoughts, feelings and all those â€Å"malfunctioning† and unwanted manifestations revealed in one’s activities can be unlearned and the work of a behavior therapist. The basic concepts include â€Å"extinguishing† – utilized when maladaptive patterns are then weakened and removed and in their place habits that are healthy are established (developed and strengthened) in a series or progressive approach called â€Å"successive approximations. When these (factors) are reinforced such as through rewards in intrinsic and extrinsic means, the potential of a more secure and steady change in behavior is developed and firmly established (Corey, 2005). Although few psychologists today would regard themselves as strict behaviorists, behaviorism has been very influential in the development of psychology as a scientific discipline. There are different emphases within this discipline though. Some behaviorists contend plainly that the observation of behavior is the best or most expedient method of exploring psychological and cognitive processes. Others consider that it is in reality the only way of examining such processes, while still others argue that behavior itself is the only appropriate subject of psychology, and that familiar psychological terms such as belief only refer to behavior. Albert Bandura’s social cognitive approach grew out of this movement. Bandura’s method emphasizes cognitive processes over and above observable behavior, concentrating on not only the influence of the person’s upbringing for example, but also â€Å"observation, imitation, and thought processes† (Corey, 2005). Cognitive-Behavioral Model Beck’s Cognitive Therapy The Beck’s Cognitive therapy is one of the most popular and widely studied therapies in the market today and countless times proven the effectiveness of the treatment style or the kind of interventions that had been favored by the doctors. Its stance boils down to appreciating the effects of biology, emotions and environment on the individual and pursues changes in those levels (Padesky and Mooney, 1990). There are various adaptations or revisions of the strategy today and remains to be top of the list in mental institutions all over the world. In the cognitive approach alone, it understands that an individual at varying times in his life has error-filled thinking patterns. These patterns may include wishful thinking, unrealistic expectations, constant reliving and living in the past or even beyond the present and into the future, and overgeneralizing. These habits lead to confusion, frustration and eventual constant disappointment. This therapeutic approach stresses or accentuates the rational or logical and positive worldview: a viewpoint that takes into consideration that we are problem-solvers, have options in life and not that we are always left with no choice as many people think. It also looks into the fact that because we do have options then there are many things that await someone who have had bad choices in the past, and therefore can look positively into the future. Cognitive-Behavioral approach â€Å"facilitates a collaborative relationship between the patient and therapist† (Ellis & Beck in Corey, 2004). For the Cognitive Behaviorist viewpoint, issues are dealt directly in a practical way. Here the client is enlightened as to the patterns of his thinking and the errors of these thoughts which bore fruit in his attitudes and behavior. His/her thoughts and beliefs have connections on his/her behavior and must therefore be â€Å"reorganized. † For instance, the ways that a client looks at an issue of his/her life will direct the path of his reactivity to the issue. When corrected at this level, the behavior follows automatically (Rubinstein et al. , 2007; Corey, 2004). The systems theory portion of the therapy indicates that whatever is occurring or happening is not isolated but is a working part of a bigger context. In the family systems approach then, no individual person can be understood when removed from his relationships whether in the present or past, and this is specially focused on the family he belongs to (Rubinstein et al. , 2007; Corey, 2004). Cognitive-Behavioral Therapy postulated primarily by Ellis and Beck â€Å"facilitates a collaborative relationship between the patient and therapist. With the idea that the counselor and patient together cooperate to attain a trusting relationship and agree which problems or issues need to come first in the course of the therapy. For the Cognitive Behaviorist Therapist, the immediate and presenting problem that the client is suffering and complaining from takes precedence and must be addressed and focused in the treatment. There is instantaneous relief from the symptoms, and may be encouraged or spurred on to pursue in-depth treatment and reduction of the ailments where possible. The relief from the symptoms from the primary problem or issue will inspire the client to imagine or think that change is not impossible after all. In this model, issues are dealt directly in a practical way. In the cognitive approach alone, the therapist understands that a client or patient comes into the healing relationship and the former’s role is to change or modify the latter’s maladjusted or error-filled thinking patterns. These patterns may include wishful thinking, unrealistic expectations, constant reliving and living in the past or even beyond the present and into the future, and overgeneralizing. These habits lead to confusion, frustration and eventual constant disappointment. This therapeutic approach stresses or accentuates the rational or logical and positive worldview: a viewpoint that takes into consideration that we are problem-solvers, have options in life and not that we are always left with no choice as many people think. It also looks into the fact that because we do have options then there are many things that await someone who have had bad choices in the past, and therefore can look positively into the future. Just as the cognitive-behavioral model also recognizes the concept of insight as well, this is only a matter of emphasis or focus. In behavioral/cognitive-behavioral therapies the focus is on the modification or control of behavior and insight usually becomes a tangential advantage. Techniques include CBT through such strategy as cognitive restructuring and the current frequently used REBT for Rational Emotive-Behavior Therapy where irrational beliefs are eliminated by examining them in a rational manner (Corey, 2004; Davison and Neale, 2001). Whereas in insight therapies the focus or emphasis is on the patient’s ability in understanding his/her issues basing on his inner conflicts, motives and fears. In the cognitive approach alone, the therapist understands that a client or patient comes into the healing relationship and the former’s role is to change or modify the latter’s maladjusted or error-filled thinking patterns. These patterns may include wishful thinking, unrealistic expectations, constant reliving and living in the past or even beyond the present and into the future, and overgeneralizing. These habits lead to confusion, frustration and eventual constant disappointment. This therapeutic approach stresses or accentuates the rational or logical and positive worldview: a viewpoint that takes into consideration that we are problem-solvers, have options in life and not that we are always left with no choice as many people think. It also looks into the fact that because we do have options then there are many things that await someone who have had bad choices in the past, and therefore can look positively into the future (Rubinstein et al. , 2007; Corey, 2004). Coaching the patient on the step by step procedure of CBT is a basic and fundamental ingredient. Here the client is enlightened as to the patterns of his thinking and the errors of these thoughts which bore fruit in his attitudes and behavior. His/her thoughts and beliefs have connections on his/her behavior and must therefore be â€Å"reorganized. † For instance, the ways that a client looks at an issue of his/her life will direct the path of his reactivity to the issue. When corrected at this level, the behavior follows automatically (Rubinstein et al. , 2007; Corey, 2004).

Own Philosophy on Education

My Philosophy on Education I admit that writing my own philosophy on education had me thinking tort quite some time. There has been a number of questions that emerged In my mind while pondering on coming up with my own philosophy. I asked myself why I want to teach, who I am going to teach and how I will become a future educator to these students. Hence, I first defined what an education theory meaner to me and Imagined a teacher I had that I look up to. Consequently, I hope can express my philosophy with the thoughts I have gathered.Personally, I consider the teaching profession as an honorable profession. It is through this profession that millions of learned men have become great professionals excelling on their own fields of expertise. With this, I can say that the teaching profession is a vital part of our system as it acts as the vehicle where one imparts knowledge to others. Furthermore, I see learning as acquiring knowledge or experience, This said acquisition is not only lim ited within the four corners of the room but is also experienced right outside the school – the environment.Students – believe that these are beings with Innate knowledge. They are not empty vessels, but are bodies that have this â€Å"natural knowledge†. Realizing that they have this what I call â€Å"natural knowledge†, it is l, the future educator, to come up with strategies and techniques that will trigger in awakening this knowledge and provide castles to have this developed Into something bigger, better, more productive and essential for the learner. When I was still a student, particularly In the university, was more motivated to teachers that were very friendly and approachable In and outside class.Moreover, was motivated with a classroom environment where I could feel a friendly intention among my classmates and cooperation and participation were both highly practiced and valued. Thus, can say that I am motivated with having a friendly teacher th at creates a competitive environment focused on cooperative learning in class. With regards to learning, I do not expect students to have a full understanding of a certain lesson within a forty-minute or an hour class. I expect that they understand, but the absorption of such information should be reinforced by giving short tests and quizzes on the following days to come.Running a class is a difficult task. When I run my own class, I will make it sure that there is a friendly environment between me and my students. However, I will not let respect and the importance of discipline be compromised with the environment I will be creating. Inside the class, will let students be exposed in learning environments where they can easily grasp the ideas by providing them meaningful and real elite accusable. As an educator, I believe that I have the responsibility In shaping the minds of the young, developing their cognitive and psychosomatic skills, and making them Into expansible individuals o f this country.My goal for my students Is to have them develop the â€Å"love for learning†. I strongly believe that when students love learning, they will learn to appreciate any lesson regardless to its TTY. For me to attain this goal, I will have them do activities that are connected and useful in their daily lives. I want to create a classroom environment where students have the equal chance to learn, be heard, and participate in any classroom undertaking. In a nutshell, as a future teacher, I am somebody who will see every potential Roth in students that they can be the best.I believe that every student has the responsibility over themselves that they can do their very best in surviving in the world. I see students as free beings; however, they have to be responsible enough to stand on their decisions because in anything that they do, it is their choice that they have made and they should know the pros and cons of it. I firmly believe that every individual can learn and one's knowledge is developed through the educator and the environment around him or her.

Application and Evaluation of SSM as a Problem Solving Methodology Essays

Application and Evaluation of SSM as a Problem Solving Methodology Essays Application and Evaluation of SSM as a Problem Solving Methodology Essay Application and Evaluation of SSM as a Problem Solving Methodology Essay Introduction: Soft System methodology: The soft system methodology (SSM) from Peter Checkland is a qualitative technique that can be used in for applying System Thinking to non-systematic situations. It is way of dealing with problem situations in which there is high social, political and human activity component. This distinguishes SSM from other methodologies which deal with HARD problems that are often more technology-oriented. SSM applies System Thinking to the real world of human organizations. But without crucially without assuming that the subject of enquiry is itself a simple system. SSM therefore is useful way to approach complex situations and corresponding messy questions. Origin of SSM: SSM originate from the understanding that Hard System Thinking. It was developed by Peter Checkland for express purpose of dealing with problem of this type. In 1960 he goes to University of Lancaster in an attempt to research this area, and to deal with these soft problems. He conceives his Soft System Methodology through a number of research projects in industry and its application and refinement over a number of years. Usage of SSM applications: Any complex, organizational situation where there is high social, political and human activity component. Steps in Soft System methodology: There are seven stages in SSM they are given below: 1. Investigate the unstructured problem. 2. Express the problem situation through Rich Pictures. 3. Root definitions of relevant system. 4. Conceptual model. 5. Comparison of 4 with 2. 6. Feasible, desirable changes. 7. Actions to improve the problem situations. (1) Investigate the unstructured problem: It is first stage of managers and/or employees (problem owner) deciding the review or change of tasks and the way they are performed is required, and an analyst (problem solver) was called in. Soft system believes that the problem situation is more appropriate since there might be many problems which are perceived need to be solved. (2) Express the problem situation through Rich Pictures: In this first stage people think that there might be a problem or room for improvement, and initiate the analysis or review. In this stage they analyst collects and sorts information and provides some description of the problem situation. These are the information that we are looking for are given below: * The structure of the organization: those factors that do not change easily (e.g. building, locations, environment). * Processes or transformations which are carried out within the system: many of these are changing constantly. * Issues that are expressed or felt by organizational members (complaints, criticisms, suggestions, endorsements). * The first and second stages are an expression phase during an attempt is made to build the richest possible picture, not of the problem but of the situation in which there is perceived to be a problem. Rich pictures: These pictures are used to provide a model for thinking about the system and to help the analyst to gain appreciations of the problem situations. It provides representation of the how we can look at and think about the system. It can be refined as our understanding of the system becomes clearer, and what we want becomes clearer. These pictures are artistic and individualistic expressions, and therefore not right or wrong. (3) Root definitions of relevant system: A root definition is expressed as a transformation process that takes some entity as input, changes or transforms that entity, and produces a new form of the entity as output. Each root definition involves two important things. The first is that we must involve a certain view of the world. Definition of the world view is not always trivial. Also, not all world views may be desirable to the definer. Rich pictures will involve a variety of world views. Each root definition involves a transformation of one input to one output. CATWOE: Root definitions are written as sentences that elaborate a transformation. There are six elements that make up a well formulated root definition, these are given below: * Customer: everyone who stands to gain benefits from a system is considered as a customer of the system. * Actor: the actors perform the activities defined in the system. * Transformation process: this is shown as the conversion of input to output. * Weltanschauung: the German expression for world view. This world view makes the transformation process meaningful in context. * Owner: every system has some proprietor, who has the power to start up and shut down the system. * Environmental constraints: external elements exist outside the system which it takes as given. These constraints include organizational policies as well as legal and ethical matters. CATWOE is used for the analysing the analysis of root definition sentences, but may be used as building block for derive of root definition. It is also recognizes the need to account for ownership, performance, beneficiaries, victims and external constraints, which are important things to account for in documenting the system. (4) Conceptual model: Given a root definition of a system, a conceptual model can be drawn. A conceptual model is a human activity model that strictly conforms to the root definition using the minimum set of activities. System thinking is applied in this development. System Thinking: is an iterative process that combines three concepts. They are: * The perceived world: each one of us has our own views of the world. * Ideas: we perceived the world through the framework of ideas that are internal to us. * Methodology: there are many of these for thinking about the world. Formal system model: This model is applied to the development of conceptual model. It serves as a guideline for checking the conceptual model we draw. Lets S represents a human activity system. S is a formal system if and only if its the following criteria: * S must have mission. * S must have a measure of performance. * S must have decision making process. * S must have components which interact with each other. * S must have resources at the disposal of its decision making process. * S must be bounded from the wider system. * Components of S must be systems having all the properties of S (sub-system). Monitoring a system: This system consists of three activities: * Define a measure of performance: we can use any or all of the three Es for measurement of operational system. (1) Efficacy- does it work. (2) Efficiency- how much of work completed given consumed resources. (3) Effectiveness- Are goals being met. * Monitor the activities in the operational system, in accordance with the metrics defined in step 1. * Take control action: use the outcomes of these metrics to determine and execute action to control the operational system. However the three Es are not the only metrics that can be used. Many firms will use metrics including economical, ethical, elegant, and other metrics which may be dependent on the context of the work being done. (5) Comparison of 4 with 2: This is stage back to reality world. At this stage, conceptual models built at stage 4 will be compared with real world expression at stage 2. The work at this stage may lead to reiteration of stage 3 and stage 4. Previous experience of using SSM indicated that the comparison at this stage is not in fact a proper comparison of like with like. There are four ways of doing comparison from number of experiences. Four ways of doing comparison are given below: * Using conceptual models as a base for ordered questioning. * Comparison history with model prediction. * General overall comparison. * Model overlay. (67) Feasible, desirable changes and Actions to improve the problem situations: In stage 6, feasible and desirable changes are identified and discussed, and they will be put in action in stage 7. The purpose of comparison stage is to generate debate about possible changes which might be made within the perceived problem situation. The outcome of stage 6 and 7 for both hard and soft system is the creation and implementation of a system. It is more likely to be introduction of a more modest change. Normally, there are three kinds of changes: * Changes in structure, which is the changes made to those parts of reality which in the short term, in the on-going run of things, do not change. * Changes in procedure, which is the changes to the dynamic elements. * Changes in readiness to rate certain kinds of behaviour good or bad relative to others. Basic Framework of SSM Newport Business School (NBS): Newport Business School is a part of university of Wales Newport. It is governed by UK government. NBS is the best institution for under graduates and post graduates business courses. NBS ranked best in Wales and second in UK for student satisfaction. In NBS they encourage students and support them to enable fulfils their highest potential. In NBS students came for studies all over the World. Like every school NBS has also soft problems. In this report we will see the problems of NBS through SSM. Problem situation expressed: As we mentioned earlier NBS has also face many problems in terms of students prospective view. These problems are faced by students. Some of the main problems are given below: * The size of class is big in most of the batches there are more than 50 students. * There is no work placement after completion of course. * No tie-ups with industries for employment. * Less contact hours each weeks with tutors. * Waiting for staff to meet them. * No sufficient notes. * Insufficient information. * Library books are small in numbers and always borrowed. * No guest lectures. * Problems in MLE notes. * Resources are short. * No seminars. * Safety is not good as they are using old technology. * No industries visit. * Tutors are very busy. * Important information of results is not given properly. * No course representative. * Small number of presentation compared to other schools. * Not good facilities compare to other universities. * No help for weak students. * Finance department is not in the school students have to go to Caerleon campus and miss the lectures. * No facility of transportation after 6pm as it is far from city centre. * Fewer case studies. * Research is very low. * Less information evenings for students. * Tutors didnt give real problems to solve them. Rich picture: Rich picture of NBS Communication: * Problem of interaction between student and tutor. * No communication in case of emergency. * Tutors are busy. * Important information of result, meetings and module. Teaching: * Absence of presentation. * No seminars. * No guest lecture. * No industry visits. Resources: * PowerPoint, off-heads, cases, handouts. * MLE, library, IT suite. * Shortage of books, modules not available on MLE. Structure: * Tall structure Safety: * Security, CCTV cameras. * Poor technology. Feedback: * Hard to measure improvements. * No course representative. Root Definition: There is need for stronger management participation to solve the problems of the students of NBS. They have to ask the students about their problems and appoint there representative who can give suggestions to the management. CATWOE Analysis: Customer: Students and Parents. Actors: Tutors and Management. Transformation: Participation of tutors, stronger and better involvement in students problems. World view: From the world point of view NBS is doing very well thats why it ranked first in Wales and second in UK for student satisfaction. Owner: UK government. Environment constraints: UK government and Waless government to promote the business school and other existing business schools.

How to Create User Control Components in VB.NET

How to Create User Control Components in VB.NET A user control is just like the Visual Basic supplied controls, such as TextBox or Button, but you can make your own control do whatever you like with your own code. Think of them like bundles of standard controls with custom methods and properties. Whenever you have a group of controls that youre likely to use in more than one place, consider a user control. Note that you can also create web user controls but theyre not the same as web custom controls; this article only covers the creation of user controls for Windows. In more detail, a user control is a VB.NET class. The class Inherits from the Framework UserControl class. The UserControl class gives your control the base functions it needs so it can be treated like the built-in controls. A user control also has a visual interface, much like a VB.NET form that you design in VB.NET. Four Function Calculator Control To demonstrate a user control, were going to create our own four function calculator control (this is what it looks like) that you can drag and drop right onto a form in your project. If you have a financial application where it would be handy to have a custom calculator available, you can add your own code to this one and use it just like a Toolbox control in your projects. With your own calculator control, you could add keys that automatically input a company standard such as a required rate of return, or add the corporate logo to the calculator. Creating a User Control The first step in creating a user control is to program a standard Windows application that does what you need. Although there are some extra steps, its still often easier to program your control first as a standard Windows application than as a user control, since its easier to debug. Once you have your application working, you can copy the code to a user control class and build the user control as a DLL file. These basic steps are the same in all versions since the underlying technology is the same, but the exact procedure is a little different between VB.NET versions. Using Different VB.NET Versions You will have a small problem if you have the VB.NET 1.X Standard Edition. User controls have to be created as DLLs to be used in other projects and this version wont create DLL libraries out of the box. Its a lot more trouble, but you can use the techniques described in this article to learn how to get around this problem. With the more advanced versions, create a new Windows Control Library. Follow this link to see the VB.NET 1.X dialog. From the VB main menu, click Project, then Add User Control. This gives you a form design environment almost identical to the one you use for building standard Windows applications. Add the components and code for your control and customize the properties you need. You can copy and paste from your debugged standard Windows app. In fact, the code for the CalcPad control (more on this below) was copied with no changes.Build your solution to get the DLL file for your control. Remember to change the Configuration to Release before the Build for production use.To move the control to the Toolbox, right-click the Toolbox and select Add/Remove Items...Using the .NET Framework Components tab, browse to the DLL for your component (probably in the bin folder of the Windows Control Library solution). Click Open when the DLL file is selected to move the control to the Toolbox, then choose OK. See this screenshot of CalcPad in the VB.NET 1.1 Toolbox. To check out your work, you can close the Windows Control Library solution and open a standard Windows Application solution. Drag and drop your new CalcPad control and run the project. This illustration shows that it behaves just like the Windows calculator, but its a control in your project. This isnt everything you need to do to move the control into production for other people, but thats another subject! The procedure for building a user control in VB.NET 2005 is almost identical to 1.X. The biggest difference is that instead of right-clicking on the Toolbox and selecting Add/Remove Items, the control is added by selecting Choose Toolbox Items from the Tools menu; the rest of the process is the same. Heres the same component (actually, converted directly from VB.NET 1.1 using the Visual Studio conversion wizard) running in a form in VB.NET 2005. Again, moving this control into production can be an involved process. Usually, that means installing it in the GAC, or Global Assembly Cache.