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.

Aviation Project Management Essay Example | Topics and Well Written Essays - 2000 words

Aviation Project Management - Essay Example Most players in the aviation industry has taken to modern principles and practices in project management and have correctly applied these to contribute to the successes that they have chopped. In this essay therefore, a detailed discussion is done on how contemporary practices and principles behind project management can be used to better the lots of the aviation industry. To this end, key areas and concepts such as the development and implementation of projects, how different functions interact and impact on project outcomes in the aviation sector, factors that are likely to promote or inhibit the success of particular projects in the aviation industry as well as practical foundation for managing projects in a typical aviation company shall be looked at. The later parts of the paper shall be a generalized review of whether or not project management has been of help to the aviation industry in general. How modern project management principles and practices have helped to develop the aviation sector Project management is not just a terminology. Indeed, it is the embodiment of several principles and practices (Anderson, Johnson and Reckers, 2004). ... opment stage of every project is one of the most important stages because it serves as the foundation point for starting the project (Arkin and Baumgardner, 2006). As with a contextual building that is being put up, any major problems that are started up at the foundation level is likely to affect the entire strength and appearance of the building. Project managers in the aviation sector therefore put in a lot of effort at the development stage of all projects to ensure that they enjoy an excellent start up. To do this, two major processes are explored. First has to do with project definition. Project definition as the name implies is the stage of the development phase of the project where the project manager labels the project that is to be undertaken (Armstrong, Stokoe and Wilcox, 1995). The project definition stage therefore gives the project an identity, that becomes an eventual reference point to all stakeholders taking part in the project as to what they are aiming to achieve a t the end of the day. It is therefore common that for a typical aviation company, there will be activities such as client communication, project brief, quality standardization and feasibility studies all taking place at the project definition stage (Arnheim, 2009). One other important application that takes place at the development stage of the project management process is planning. The planning could best be said to be the skeleton of the entire project. Without this plan, the whole project will merely be an embodiment of emptiness. It is not for nothing that the excellence of most project managers in the aviation sector is judged by the quality of their planners. Commonly, it is expected that the planning of the project will involve several activities, that include but are not limited to

Third sector - Volunteers in Nonprofits Term Paper

Third sector - Volunteers in Nonprofits - Term Paper Example There are different types of nonprofit organizations as explained below: Charitable Organizations which include institutions like homeless shelters which provide poverty assistance, religious institutions like churches and their ancillary possessions, independent research institutions,universities,hospitals,clinics,nursing homes,treatment centers, libraries,museum,schools.These charitable institutions work for the preservation of natural resources,the promotion of social welfare,and the promotion of music, theatre and other forms of fine arts. Social Welfare organizations work for influencing the legislative and/or political processes. Social/Recreational Organizations such as fraternity and sorority organizations,sports tournament organizations,hobby clubs,garden clubs,country clubs which can all be termed as nonprofit organizations only under the condition that they follow the basic rule of net earnings distribution. However, unlike other nonprofit organizations their income is tax able. Satellite Organizations: These are certain nonprofit organizations whichare subsidiaries or auxiliaries other organizations.These may be retirement benefit funds,employee benefit funds,co-operatives or title holding companies. Membership Groups like fraternal organizations, business associations and veteran groups (Pearce, 1993). Volunteer Characteristics Volunteers are an integral part of a nonprofit industry and it plays a vital role in the working of these types of organizations. Volunteering follows the concept of giving something as input such as time without expecting or receiving any material compensation. Volunteers are a type of non-profit customers in the sense that they contribute to the workings of the organizations and expect some returns other that material compensation from the organization. Volunteers may have varying roles in the organization which include assisting fundraising projects, soliciting for funds, services like visiting the senior citizens or the s ick people, building new homes for the homeless people, participating in membership committees, guiding and mentoring youths as well as looking for the betterment of the environment and the society. Volunteer Expectations Though the volunteers do not look for material gain, they have certain expectations while working for the organization. Nonprofit organizations should therefore try as much as to support and train their volunteers. These organizations should develop management skills to recruit and retain their volunteers a swell as give proper training and development to their volunteers. If the availability of resources is low, the non-profit organization should make the work of the volunteers project based which will mean allocating hours to the volunteers according to the need of the project and not to use continuous time for one work that can be done in lesser time. These organizations should provide opportunities to their volunteers that will provide them the opportunity to l earn new things and develop new skills. For this purpose to be solved, both the organizations as well as the volunteers have to be flexible. Volunteers also expect reciprocity from the organization they are working for. As the population and their needs are changing, so is the need of the volunteer population. The society requires a wide range of services from the nonprofit organizations. So the nonprofits will have to train and educate their