Case Coursework Example | Topics and Well Written Essays - 250 words - 1

Case - Coursework Example Interviews, simulations, and occupational tests are the basic evaluation methods used to obtain objective and consistent information from all the applicants. It is evident that the selection system adopted by Toyota is free of systemic inhibitors that influence a company’s human resource system. Job advertisements attract numerous applications from different prospective employees. Toyota received 40,000 applications for 1200 positions to diversify the competencies portfolio. Jobs are advertised on public platforms to reach as many people as possible. Firms always target to receive numerous applications to generate a vast portfolio of skills and abilities. There is always an opportunity cost attached to receiving numerous job applications (Catano, 2005). The vast competency portfolio might be hectic to cut-down the applicants to the desired number. A review of all the applications would be time-consuming. The human resource would expend most of the company’s resources reviewing the applications instead of engaging in the productive operations of the company. The review process can be automated to reduce the applicants to a realistic number. The automated system would then submit the results to the human resource team for further scrutiny. Toyota may incorporate technology into the recruitment and selection system to facilitate and improve the process. The application process should be provided on an online platform to ensure that the entire application system is automated. The basic education requirements might be programmed into the system as the first step for reviewing all applications. The process would eliminate the need for undertaking all applicants through the panel selection interview. The paper-and-pencil cognitive ability would be easier to conduct online than requiring all applicants to undergo through the process on paper. Work samples and job previews would be delivered online if the selection process is automated. The online platform would

Accounting Theory and Development Essay Example for Free

Accounting Theory and Development Essay The methodology is often be â€Å"going from the general to the specific† as the research must develop a logical structure for accomplishing the objective then, which based on the definition and assumptions. The validity of any theory developed through this process is highly dependent upon the ability of the researcher to correctly identify and relate the various components of the accounting process in a logical manner. Induction is a method of reasoning by which a general law or principle is inferred from observed particular instances. Inductive approach emphasis making observations and drawing conclusions from it and is often be â€Å" going from specific to general, because the research generalizes about the universe on the basis of limited observations of specific situations. The inductivist is to draw theoretical and abstract conclusion from rationalizations of accounting practice. Applied to the accounting, the inductive approach begins with observations about the financial information of business enterprises and proceeds to construct generalizations and principles of accounting from those observations on the basis of recurring relationship. Reading 1. 2 Accounting theory and development Accounting Theory Construction with Inductive and deductive approach Normative theory vs. Positive theory Normative theory attempts to justify what ought to be, rather than what is. The major criticism of normative theories is that they are based on value judgments. Positive (Descriptive) theories attempt to find relationships that actually exist. Deductive systems are normative and inductive systems attempt to be descriptive. The deductive method is basically a closed, non-empirical system. Theory verification Theory verification or validation is an integral part of theory construction. According to Popper, the testing of deductive theories could be carried out along four lines. There is the testing of the theory by way of empirical applications of conclusion, which can be derived from. This step is necessary to determine how the theory stands up to the demand of practice. If its predictions are acceptable, the theory is said to be verified otherwise, the theory is said to be falsified. Aspects of theories, their construction and verification Figure 2 Distinguishing features

Benefits of Leading a Healthy Lifestyle for Children

Benefits of Leading a Healthy Lifestyle for Children Unit one – Healthy living Healthy Lifestyle Leading a healthy lifestyle has numerous benefits, a few being: disease and chronic illness prevention, injury prevention, increased energy, healthy weight, good mental health and a prolonged life. There are many chronic illnesses and diseases, but below are six of the most common associated with an unhealthy lifestyle and ways in which they can be prevented: Coronary heart disease (CHD): In order to avoid CHD a low-fat, high-fibre diet is recommended, to prevent high blood pressure and high cholesterol levels, two main factors which could cause CHD. Cancer: ‘Through scientific research, we know that our risk actually depends on a combination of our genes, our environment and aspects of our lives, many of which we can control.’ Reference taken from: Cancer research UK website, ‘Can cancer be prevented’ page, updated April 2014. So although genetically we cannot guarantee whether we suffer from cancer or not, this reference suggests there are things we can do to minimise our chances. Not smoking, limited alcohol consumption, staying safe in the sun and leading a healthy lifestyle are just a few. Stroke: In order to reduce the risk of a stroke we should: avoid smoking and second-hand smoke, eat foods low in fat, cholesterol, sodium and added sugars, check blood pressure often and decrease stress levels, where possible. Diabetes: Eating healthily, exercising and maintaining a healthy weight, in both type one and type two diabetes is crucial to ensure the condition is well controlled or for type two diabetes, prevented. High levels of glucose in the blood is the main cause, therefore a healthy lifestyle which is low in sugar, is strongly advised to minimise the condition. Should it not be controlled adequately then many further complications could be experienced. High blood pressure (HBP): There isn’t always an explanation for HBP, however not exercising regularly, being overweight, consuming too much salt in your diet, drinking too much alcohol and having family history of BPHBP are all factors. Suffering from HBP can lead to the risk of suffering from coronary heart disease and a stroke. Chronic obstructive pulmonary disease (COPD): The main cause of this progressive disease is smoking, and usually affects people over 35years of age, who are or have been heavy smokers. So leading a healthy lifestyle and refraining from smoking will significantly reduce the risk. Overall eating healthily, exercising regularly, maintaining a healthy weight and BMI, limiting alcohol consumption and not smoking will ensure the risks of chronic illnesses and diseases is minimised. Family history can sometimes be a major factor when suffering from any chronic illness or disease, it is believed that the above measures can be taken to minimise the symptoms. Eating Healthily Eating healthily is one of the main ways to lead a healthy lifestyle, along with exercise and good wellbeing. Eating healthily is very important, especially for children to ensure they are consuming essential vitamins, minerals and nutrients, in order for their bodies to function and grow well. To make up a nutritionally balanced plate it is important to choose a varied amount of foods from the five food groups listed below: Carbohydrates Protein Fat Fruit and vegetables Sugars A nutritionally balanced plate should be proportioned as the pie chart shows. I have created this pie chart based on information I have read in my study guide and from http://www.nhs.uk/Livewell/Goodfood/Pages/eatwell-plate.aspx. Information obtained from NHS choices ‘The eatwell plate’ as of June 2014. Carbohydrates make up quite a large section on diagram above, this is because they contain essential nutrients, and in wholegrain varieties, are a good source of fibre, which in turn is essential for effective bowel function. Carbohydrates are foods such as potatoes, bread, rice, pasta and other starchy foods. Meat, fish, beans, eggs, milk, and other dairy products are protein rich foods. Alike carbohydrates, these foods are a great source of essential minerals and vitamins which are necessary for good growth of body cells. Dairy products are a great source of calcium, which helps keep bones and teeth strong, which is essential especially for children whilst they are still growing. Some fat is necessary in our diet, particularly unsaturated fat, as this is a ‘good’ source of fat, because it helps to lower cholesterol levels in our bodies. Unsaturated fat, such as omega 3 is found in: oily fish, nuts and seeds, sunflower and olive oil and avocados. Saturated fats are ‘bad’ as they can cause high cholesterol levels, which built up over time can cause heart disease. However these can still be enjoyed in moderation. Foods high in saturated fat include: fatty cuts of meat, butter, lard, cheese, cream, chocolate, biscuits and cakes. At least five portions of fruit and vegetables should be consumed per person daily, by doing so the risk of suffering from a stroke, heart disease and some types of cancer may be reduced. Also fruit and vegetables are a great source of vitamins, minerals and fibre, therefore helps the digestive tract to work efficiently. Sugar naturally occurs in foods such as fruit and milk, but it’s not these sugars that we need to cut down on – it’s food with added sugar that we need to consume less frequently. Such as sweets, fizzy drinks, cakes, chocolate and biscuits. These foods alike unsaturated fat should be consumed in moderation. Eating too many foods high in sugar can cause weight gain, which in turn can lead to conditions such as heart disease and type-2 diabetes. Activities for young children. There are many activities that can be carried out with young children, which contribute towards a healthy lifestyle. Below I have chosen three that I believe are particularly important and fun! They are favourite activities of the children whom I nanny for. Firstly cooking: the kitchen is the main ‘hub’ of the house, the children’s favourite place to be. Whether the children are old enough to be helping or sat in their highchair watching, I believe children are never too young to be in the kitchen and learning. Every day at least twice a day they will be there offering their help. They enjoy chopping vegetables (with child friendly knives of course), weighing and measuring ingredients, stirring and mixing and even washing up! All of which I believe are some great life skills, that will endeavour that they grow up independent and knowledgeable. Cooking obviously contributes towards a healthy lifestyle when cooking healthy meals and generally the children will eat more when they know what the ingredients are and have helped to prepare it. Secondly Role play: A very enjoyable time for all ages of young children, a chance for a child’s mind to run wild! Imaginative play is a favourite with my nanny family, we could be dressing up and acting out a scene from our favourite book or acting out a real life situation like ‘shops’. The definition of play: ‘When children follow their own ideas and interests, in their own way for their own reasons.’ Reference taken from: http://www.playengland.org.uk/about-us/why-is-play-important.aspx. All types of play have numerous benefits for children, which contribute towards their health and wellbeing. Some of these being: To play better with others and learn to share Enjoyment of childhood and To enhance social, emotional, intellectual and physical development. And thirdly: Physical activities. A trip to our local park is both beneficial for the children and myself. From leaving the house to walk to the park, the children are constantly learning and evaluating situations and there consequences. Firstly by being aware of the space around them (generally the children are on bikes/scooters), and the roads, of which we have to evaluate and discuss a safe crossing time/space. The children benefit from this enormously by learning about spatial awareness, riding/scooting independently on paths and the ‘stop, look and listen’ method when crossing the roads. Then physically they’re benefitting from the exercise to and from the park and the time spent at the park. Most days I aim to get the children to be as active as possible, by encouraging outdoor play, as well as partaking in extracurricular sports/activities that they already attend. I believe these three activities provide children with enough creative, imaginative and physical benefits to contribute towards a healthy lifestyle. Wellbeing for children and their families I believe wellbeing means different things to different people. For me the definition of wellbeing is split into three parts: social and emotional, mental and physical. A child’s wellbeing starts at home, from the very first day they’re born. Maintaining wellbeing in families is imperative for both children and adults. Socially and emotionally I believe it means to be content, happy and loved, not only by yourself but by the people around you. Meaning it is important for a child to feel safe and secure with their family and friends, providing a loving environment, ensuring consistency and keeping to a routine can provide this safety and security. It is important that a child should feel able to express their emotions and concerns with a family member, so I believe it is important to spend quality time with each child individually, to make them feel they have their own opportunity to discuss and show their emotions. Equally it is then important to build a special bond with your child so they feel like they have someone they trust to do this with, being supportive of each other along the way and developing their self-esteem and self-worth. And mental wellbeing, alike social and emotional, means to be happy and living in a way that is good for you and good for others around you. To have good relationships that bring joy, with the people around you. And to feel contentment, enjoyment, confidence and engagement with the world are all aspects of mental wellbeing. To achieve good metal wellbeing you need to connect with the people around you, e.g. your children. Spend time developing and working on these relationships. Teaching your child a new skill such as riding a bike, continue to let them learn and praise and encourage where necessary. Also taking notice and being aware of the present moment can help, taking time to think about the world around you and your feelings and thoughts. Encourage your child to do the same. And finally I believe being active has a huge impact on our metal health. For me personally it’s running, taking 30minutes out of a day to think of nothing but running, helps to clear my head and foc us on what’s important in life. I believe it’s also very beneficial to children as it is adults. And finally physical wellbeing: I believe it means to be healthy, safe, and physically fit. To maintain good physical wellbeing a parent’s role is imperative as a child can’t necessarily ensure they are leading a healthy lifestyle alone. To achieve good physical wellbeing parents should make sure healthy meals are made and that they are encouraging their child to take part in regular physical activity. To maintain a child’s health and safety they should be free from illness, injury and pain. To achieve this regular health checks should be made with the doctor, as well as when an illness/injury may occur. Also keeping a watchful eye to minimise injury is also very important. A child who is in a child care setting, will be evaluated regularly to identify any signs of emotional or social difficulties affecting their wellbeing. If any signs are noticed at home or parents want to be aware of addressing health and wellbeing issues or to discuss any current issues, they can request to attend a workshop which is available to parents, where possible.

Why Napleon Was a Success :: European Europe History

Why Napleon Was a Success Napoleon Bonaparte, was born on August 15, 1769 in Ajaccio, Corsica. He had 7 brothers and sisters. His original nationality was Corsican-Italian. He also despised the French. He thought they were oppressors of his native land. His father was a lawyer, and was also anti-French. One reason Napoleon may have been such a conqueror was he was raised in a family of radicals. In 1784 to 1785 Napoleon attended the Ecole Militaire in Paris. That was the place where he received his military training. He studied to be an artillery man and an officer. He finished his training and joined the French army when he was 16 years old. Soon after that his father died, Napoleon was stationed in Paris in 1792. After the French monarchy was overthrown on August 10, 1792, Napoleon decided to make his move up in the ranks. After this, Napoleon started becoming a recognized officer. In 1792 Napoleon was prompted to the rank of captain. In 1793 he was chosen to direct the artillery against the siege in Toulon. He seized ground where he could get his guns in range of the British ships. Soon after that Toulon fell and Napoleon was promoted to the rank of brigadier general. When Napoleon was made commander of the French army in Italy. He defeated four Austrian generals in succession, and each army he fought got bigger and bigger. This forced Austria and its allies to make peace with France. During this campaign the French realized how smart Napoleon was. He developed a tactic that worked very efficiently. He would cut the enemy's army in to two parts, then throw all his force on one side before the other side could rejoin them. This method was extremely effective against the Sardinian troops, because he defeated them five times in 11 days. When Napoleon returned to Paris he receive a huge welcome. He then began thinking of pursuing political power and military power. He wanted to become the next Alexander the Great, so he asked the Directory if he could take a large army to Egypt. That way he could conquer an empire that included Egypt, India, and other middle and far east places. Napoleon came up with a neat idea to accomplish this.

Differences Between Walt Whitman and Emily Dickinson Essay

Walt Whitman and Emily Dickinson’s works have numerous differences. Compared to Dickinson’s short and seemingly simple poems, Whitman’s are long and often complex. Both pioneered their own unique style of writing. Walt Whitman and Emily Dickinson both have been hailed as original and unique artists. They each have distinctive voices that many have attempted to replicate and have been unable to do so. Whitman wrote in epic like proportions; he developed his own rhythmic structure, creating complex lines and stanzas. Whitman’s style of free verse become synonymous with his name and works, and helped distinguish him as a great American poet. By using free verse poetry, Whitman tore down the boundary and structure of traditional poetry with the rhythm of cadence, allowing all types of people to use poetry as a form of expression. Whitman’s poems tend to run on and on; there was no set length for his poems, stanzas, or even lines. Dickinson, on the other hand, wrote poems with a definite structure. She wrote ballad stanzas, which were four line stanzas alternating in iambic tetrameter and trimeter. So the structure of their poems is very different. Another difference between their poetry is the use of rhyme. As with structure, Whitman’s poetry has no rhyme. In this way Whitman also breaks from tradition. Dickinson’s poems, unlike Whitman’s, made use of slant rhyme. This is the use of near or approximate rhymes, and is a relatively modern idea. So this is yet another way in which they differ in style. First, the most forthcoming evidence of their differences would be the structure that the poets use to express themselves through. Whitman uses free verse in his poems. A clear representation of this is any excerpt from â€Å"Song of Myself†. This poem has a set rhythm, but no definite rhyme scheme. â€Å"The Yankee clipper is under her sky-sails, she cuts the sparkle and scud, / My eyes settle the land, I bend at her prow or shout joyously from the deck. † (Whitman- â€Å"Song of Myself 10. † lines 6-7) This makes the poem less appealing to read but leaves a lot more room for expression from the author. Dickinson, however, uses well planned out short lines of rhymes. Her poems don’t usually consist of many more than 6 words per line and are written in verse. This gives each poem an easier pattern and flow to comprehend. These poems may not sound as sophisticated, but are equally brilliant. â€Å"If you were coming in the Fall, / I’d brush the Summer by / With half a smile, and half a spurn, / As Housewives do a fly. † (Dickinson- â€Å"If you were coming†¦ His preoccupation with sex, the human body, and numerous other â€Å"taboo† subjects, changed the American publics view of poetry. Dickinson’s works are just as unique, due mainly to her odd placement of punctuation, unusual grammar, and simplicity of language. Her lines end abruptly, outwardly innocuous words are often capitalized, and her tendency to write meters typical of hymnals all distinguishes her from other writers Although they were both Romantics, Whitman and Dickinson were so different from each other. Whitman grew up reading a myriad amount of literary works, including Homer’s Odyssey and the Bible. His poetry is reflective of the works he read in his early years. Dickinson, on the other hand, learned how to read and write in a time period of male authority. Her poetry is metaphysical, and expressive of her soul. Together, Whitman and Dickinson marked a turning point in American poetry. In the poem, â€Å"Song of Myself,† Whitman opens with an oceanic scene of a skipper who struggles to save the weary passengers of a sinking ship that is hit by a violent storm. As the skipper watches the wrath of the storm, Whitman uses personification to bring life out of the scene. â€Å"How the skipper saw the crowded and rudderless wreck of the steam-ship, and Death chasing it up and down the storm† (Whitman 1). The death that chases the ship up and down the storm is the waves that relentlessly crash against the hull. In the same way that death is the end of life, the wrath of the waves is the end of the passengers. When the skipper cannot bear the tragic scene no more, and decides to save all the stricken passengers, Whitman uses a Biblical allusion to add a deeper meaning to the skipper’s heroic act. â€Å"How he follow’d them and tack’d with them three days and would not give it up, how he saved the drifting company at last† (Whitman 1). The skipper’s strife to save the drifting passengers for three days is an allusion to the death and resurrection of Jesus Christ. In the Bible, Jesus dies to save mankind from sin, and resurrects three days later. Whitman uses this Biblical allusion to bring the skipper up to the level of Jesus Christ, making the two saviors equal. As the skipper looks onward at the faces of the survivors, Whitman applies imagery to describe the passengers. â€Å"How the silent old-faced infants and the lifted sick, and the sharp-lipp’d unshaved men† (Whitman 1). The passengers that survive the ship wreck are no longer the same people that stepped foot on that ship. The image of old babies doesn’t describe their age, but their sense of maturity, even though babies cannot be mature. Likewise, the image of the sharp-lipp’d unshaved men doesn’t describe their lips and hair, but their burden of being unable to save their own families from the storm, even though that is the duty of a father. At first, it may seem as if the skipper is the sole hero in the poem, but that is not the case. Through â€Å"Song of Myself,† Whitman illustrates that a hero is not defined by an act of salvation, but rather by the hardship a person endures. The skipper and the survivors of the shipwreck are all heroes, because they endure a hardship nobody knows. The skipper endures the hardship of saving each passenger and the passengers endure the waves of the violent storm. Their endurance through troubling times is what counts them as heroes. In the poem, â€Å"Success is Counted Sweetest,† Dickinson centers all attention on an ambitious soldier who comes close to victory, but fails to grasp it in his hands. As the soldier lays wounded on the ground, Dickinson uses taste to interact the reader’s senses with the moment. â€Å"Success is counted sweetest by those who ne’er succeed† (Dickinson 1). Something that is sweet tastes very good, because it creates a very pleasing sensation. In the same way that a candy bar is sweet, success is also sweet because it feels good. However, Dickinson expresses that success is sweetest to those who almost reach it. Victory means the most to the wounded soldier because he comes so close to winning, but ends up losing. It’s as if he can almost taste victory, but his tongue never touches it. When the dying soldier sees the opposing army in victory, Dickinson adds irony to apply a deeper meaning to the poem. â€Å"Not one of all the purple Host who took the flag today can tell the definition so clear of victory† (Dickinson 1). The army that has the flag is the army that wins the battle. However, Dickinson expresses that the victorious army does not know the true definition of victory. This is ironic, because the one that wins should be able to describe victory, and the one that loses should be able to describe failure. It is not the other way around. As the soldier and his comrades listen to the sound of the other side’s victory, Dickson uses imagery to end the scene. â€Å"As he defeated – dying – on whose forbidden ear the distant strains of triumph burst agonized and clear† (Dickinson 1). The solider is dying on the ground from his battle wounds and he is in complete agony. However, his agony is amplified because the soldier can hear the sound of victory from the other side. This is more painful to him than his physical wounds, because their sound of victory is the impending sound of his failure. Although it may seem as if the heroes in the poem are the victors, the dying soldier is the actual hero. Through â€Å"Success is Counted Sweetest,† Dickinson illustrates that a hero is not defined by his victories, but by his sacrifice for a cause. The dying soldier is a hero because he sacrifices his life for the cause of his army. Likewise, the victorious soldiers are also heroes because they also sacrifice their lives for the cause of their army. It doesn’t matter which cause emerges victorious, because not every army succeeds. It’s because heroes don’t always win – they sacrifice. As the greatest Romantics of their age, Walt Whitman and Emily Dickinson influenced American literature and poetry to the highest degree. Through his works, Whitman changed poetry by creating cadence and free verse. Again the long roll of the drummers, again the attacking cannon, mortars, again to my listening ears the cannon responsive† (Whitman ). By using free verse poetry, Whitman tore down the boundary and structure of traditional poetry with the rhythm of cadence, allowing all types of people to use poetry as a form of expression. Aside from Whitman, Dickinson was a lonely woman who wrote poetry to express her inner feelings. Having never found true love, she spent many days isolated from others, allowing her imagination to grow wild. She found ways to superficially describe objects, ideas, and feelings. However she only meant for her writings to remain in a box. Through her works, Dickinson expanded poetry by way of rhyme and meter. â€Å"If you were coming in the fall, I’d brush the Summer by with half a smile, and half a spurn, as Housewives do, a fly† (Dickinson 1). By using rhyme and meter, Dickinson opened American literature to women, showing that men were not the only ones who knew how to use ink and paper. Through her unique writing style, she took poetry to a higher level, making it a complete and concise language of the soul. Dickinson’s poetry followed a much stricter meter and rhyme scheme. She is known for her carefully worded and arranged poems. Many of Dickinson’s poems are in quatrains, which are four lines per stanza. Together, Walt and Emily are the reason behind today’s American literature. Although Walt Whitman and Emily Dickinson could paint pictures with words, their contributions to American Romantic literature were not equal. They often wrote about the American hero, but both authors are the living American heroes. The greater author is Walt Whitman, because he didn’t solely speak for himself. He spoke and wrote for the American people. This is important because he wanted the voice of all American people to be heard as testimony to world peace. Dickinson, on the other hand, only hid in her house to write, not making her voice heard. She made poetry metaphysical, but Whitman made poetry powerful. Dickinson opened doors for women, but Whitman opened the houses of America’s ideology. Through cadence and free verse, or rhyme and meter, Dickinson and Whitman changed American Romantic poetry. However, Walt Whitman gains the title, Master of the Word. There are by far more differences in the writing styles of Whitman and Dickinson than there are similarities. One difference is the way they structured their poems. Basically, the structures of Whitman’s poem is the lack of any structure. Whitman’s poems tend to run on and on; there was no set length for his poems, stanzas, or even lines. Dickinson, on the other hand, wrote poems with a definite structure. She wrote ballad stanzas, which were four line stanzas alternating in iambic tetrameter and trimeter. So the structure of their poems is very different. Another difference between their poetry is the use of rhyme. As with structure, Whitman’s poetry has no rhyme. In this way Whitman also breaks from tradition. Dickinson’s poems, unlike Whitman’s, made use of slant rhyme. This is the use of near or approximate rhymes, and is a relatively modern idea. So this is yet another way in which they differ in style. First, the most forthcoming evidence of their differences would be the structure that the poets use to express themselves through. Whitman uses free verse in his poems. A clear representation of this is any excerpt from â€Å"Song of Myself†. This poem has a set rhythm, but no definite rhyme scheme. â€Å"The Yankee clipper is under her sky-sails, she cuts the sparkle and scud, / My eyes settle the land, I bend at her prow or shout joyously from the deck. † (Whitman- â€Å"Song of Myself 10. † lines 6-7) This makes the poem less appealing to read but leaves a lot more room for expression from the author. Dickinson, however, uses well planned out short lines of rhymes. Her poems don’t usually consist of many more than 6 words per line and are written in verse. This gives each poem an easier pattern and flow to comprehend. These poems may not sound as sophisticated, but are equally brilliant. â€Å"If you were coming in the Fall, / I’d brush the Summer by / With half a smile, and half a spurn, / As Housewives do a fly. † (Dickinson- â€Å"If you were coming†¦ Whitman began a new era in the writing world; he was the first not to conform to the usual standards of writing. His poems don’t have specific rhyming patterns, and some don’t rhyme at all, where as Dickinson’s poems fit more into the form that had been set at that time. Dickinson’s poems usually have at least two end rhymes in each stanza, which was usually how poetry was written. While Whitman’s poems are large and expansive, the lines long and visually descriptive, Dickinson’s works, in contrast, are highly compressed, squeezing moments of intense emotions and thought into tight four line stanzas which contract feeling and condense thought. Whitman doesn’t use metaphors in his poetry which creates a more democratic form of poetry, in which not has pride of place. His voice submerges and surfaces at odd intervals, losing itself in a†¦ She wrote her poetry for herself rather than others. Whitman tended to write as a representative of all the American people. Dickinson wished to reserve her poetry to herself, as she did not want her works to be judged by others. (Gall4) â€Å"Whitman sees the poetic act as a means of reconciling the solitary self with the world while Dickinson views consciousness as always at war with a recalcitrant, ultimately alien and unknowable universe. â€Å"(Library Journal 82) While they vary in numerous ways, Whitman and Dickinson endure as this nation’s most prominent contributors to American poetry and are our greatest understanding of the distinctively American Essence One of the hallmark differences between them is in the length of lines they use in their poems. Characteristically, Whitman employs, and is indeed the master of, the long line. Dickinson, on the other hand, makes use exclusively of short, staccato, unadorned lines. A case can be made for the notion that a relationship exists between line length and the kinds of ideas expressed by these poets. The ideas Whitman presents in his poems are more individual, personal, and emotional, whereas Dickinson presents ideas which seem more universal and at times almost factual in nature. This basic difference between the two can be supported by examining a â€Å"typical† poem by each poet. When Whitman presents the idea of death in his poetry it is very personalized, almost to the point of being unique to him. In â€Å"Song of Myself,† stanza 49, he addresses Death directly: â€Å"And as to you Death, and you bitter hug of mortality, it is idle to try to alarm me† (Norton, p. 33, l. 1289). He admits that Death has the power to do as he wishes, to do him harm, to take him away in his â€Å"bitter hug of mortality,† but he will not be afraid. He is not readily resigning himself to Death, and he will certainly not be intimidated. â€Å"And as to you Corpse I think you are good manure, but that does not offend me† (Norton, p. 3, l. 1294). He sees the good that can come from Death. â€Å"I smell the white roses sweet-scented and growing, I reach to the leafy lips, I reach to the polish’d breasts of melons† (Norton, p. 33, ll. 1295-96). Furthermore, even though Death may take him now, killing him, bringing him down, â€Å"(No doubt I have died myself ten thousand times before)† (Norton, p. 33, l. 1298). He is going because he has no choice, but it is not the end, and he will argue and put up a fight. He will rise above the inevitable: Emily Dickinson, on the other hand, presents the idea of death in a much different way. In her poem, â€Å"Because I could not stop for Death,† one simple idea is expressed, that Death is inevitable. Because most people do not ask for Death, â€Å"He kindly stopped for me† (Norton, p. 52, l. 2). Then he went slowly about his business, taking her along with him on his journey. They passed by life, youth, children, and the fields and light of Earth. They â€Å"paused before a House that seemed / A Swelling of the Ground† (Norton, p. 52, ll. 17-18) before continuing â€Å"toward Eternity. † Not once does she fight the inevitable tug of death. She is going just like everyone else has gone and must go. It is a simple thing. There is nothing to be done about it, so go along just like everyone else. She is uninterested in persuading or in even discussing the subject. Instead she presents her idea as it is, almost factually – Death is here and I am going with him. She is resigned to her fate, a universal fate, not particularly personalized for her. In this case, it is almost a pleasant experience, a comfortable resignation to what is inevitable. We can see then that the long and complex lines of Whitman are used for deep and complicated and emotional expression. His ideas are seldom simple, but instead, multifaceted and sprawling in scope. They are steeped in individuality, rooted in and reflecting the frequently illogical fluctuations of personality. There is plenty of room in his lines for such expression. Whereas Dickinson, due in part to the abbreviated, staccato nature of her lines, is much more limited. There is no room in her poems to expand and explore, demonstrate, preach, convince, and implore. Yet both, needless to say, say what they must clearly and beautifully.

Run Batch Files (DOS Commands) From Visual Studio

Run Batch Files (DOS Commands) From Visual Studio Microsoft Visual Studio integrated development environment doesnt run DOS commands, but you can change that fact with a batch file. When IBM introduced PCs, batch files and the original BASIC  programming language were among the few ways to write programs. Users became experts at programming DOS commands. About Batch Files Batch files might be called scripts or macros in another context. Theyre just text files filled with DOS commands. For example: ECHO off ECHO Hello About Visual Basic! ECHO on The suppresses the display of the current statement to the console. So, the command ECHO off is not displayed.ECHO off and ECHO on toggles whether statements are displayed. So, after ECHO off, statements are not displayed.ECHO Hello About Visual Basic! displays the text Hello About Visual Basic!ECHO on switches the ECHO function back on so anything following is displayed. All of this was just to ensure that the only thing you actually see in the console window is the message. How to Execute a Batch File in Visual Studio The key to executing a batch file directly in Visual Studio is to Add one using the External Tools selection of the Tools menu. To do this, you: Create a simple batch program that executes other batch programs.Reference that program using the External Tools selection in Visual Studio. To be complete, add a reference to Notepad in the Tools menu. A Batch Program That Executes Other Batch Programs Heres the batch program that will execute other batch programs: cmd /c %1 pause The /c parameter carries out the command specified by string and then terminates. The %1 accepts a string that the cmd.exe program will try to execute. If the pause command wasnt there, the command prompt window would close before you could see the result. The pause command issues the string, press any key to continue. Tip: You can get a fast explanation of any console command- DOS- using this syntax in a command prompt window: /? Save this file using any name with the file type .bat.   You can save it in any location, but the Visual Studio directory in Documents is a good place.   Add an Item to External Tools The final step is to add an item to the External Tools in Visual Studio. Click Here to display the illustration If you simply click the Add button, then you get a complete dialog that allows you to specify every detail possible for an external tool in Visual Studio. Click Here to display the illustration In this case, enter the complete path, including the name you used when you saved your batch file earlier, in the Command textbox. For example: C:\Users\Milovan\Documents\Visual Studio 2010\RunBat.bat You can enter any name you like in the Title textbox. At this point, your new batch file executing command is ready. Just to be complete, you can also add the RunBat.bat file to the External Tools a different way as shown below: Click Here to display the illustration Rather than make this file the default editor in External Tools, which will cause Visual Studio to use RunBat.bat for files that are not batch files,  execute the batch file by selecting Open With... from a context menu. Click Here to display the illustration Because a batch file is just a text file that is qualified with the .bat type (.cmd works too), you might think that you can use the Text File template in Visual Studio to add one to your project. You cant. As it turns out, a Visual Studio Text File is not a text file. To demonstrate this, right-click the project and use Add New Item ...  to add a text file to your project. You have to change the extension so it ends in .bat. Enter the simple DOS command, Dir (display a directory contents) and click OK to add it to your project. If you then try to execute this batch command, you get this error: nDir is not recognized as an internal or external command, operable program or batch file. That happens because the default source code editor in Visual Studio adds header information to the front of every file. You need an editor, like Notepad, that doesnt. The solution here is to add Notepad to External Tools. Use Notepad to create a batch file. After you save the batch file, you still have to add it to your project as an existing item.