Changing Font Properties in VB.NET

Changing Font Properties in VB.NET Strong is perused distinctly in VB.NET. This article reveals to you how to change that. In VB6, it was dead simple to change a text style to strong. You essentially coded something like Label1.FontBold, yet in VB.NET, the Bold property of the Font object for a Label is perused as it were. So how would you change it? Changing Font Properties in VB.NET With Windows Forms Heres the fundamental code design for Windows Forms. Private Sub BoldCheckbox_CheckedChanged( _ByVal sender As System.Object, _ByVal e As System.EventArgs) _Handles BoldCheckbox.CheckedChangedIf BoldCheckbox.CheckState CheckState.Checked ThenTextToBeBold.Font _New Font(TextToBeBold.Font, FontStyle.Bold)ElseTextToBeBold.Font _New Font(TextToBeBold.Font, FontStyle.Regular)End IfEnd Sub Theres much more than Label1.FontBold, that is without a doubt. In .NET, textual styles are unchanging. That implies once they are made they can't be refreshed. VB.NET gives you more control than you get with VB6 over what your program is doing, however the expense is that you need to compose the code to gain that power. VB6 will inside drop one GDI text style asset and make another one. With VB.NET, you need to do it without anyone's help. You can make things somewhat more worldwide by including a worldwide statement at the highest point of your structure: Private fBold As New Font(Arial, FontStyle.Bold)Private fNormal As New Font(Arial, FontStyle.Regular) At that point you can code: TextToBeBold.Font fBold Note that the worldwide statement presently indicates the textual style family, Arial, as opposed to just utilizing the current text style group of one explicit control. Utilizing WPF Shouldn't something be said about WPF? WPF is a graphical subsystem you can use with the .NET Framework to construct applications where the UI depends on a XML language called XAML and the code is isolated from the plan and depends on a .NET language like Visual Basic. In WPF, Microsoft changed the procedure once more. Heres the manner in which you do something very similar in WPF. Private Sub BoldCheckbox_Checked( _ByVal sender As System.Object, _ByVal e As System.Windows.RoutedEventArgs) _Handles BoldCheckbox.CheckedIf BoldCheckbox.IsChecked True ThenTextToBeBold.FontWeight FontWeights.BoldElseTextToBeBold.FontWeight FontWeights.NormalEnd IfEnd Sub The progressions are: The CheckBox occasion is Checked rather than CheckedChangedThe CheckBox property is IsChecked rather than CheckStateThe property estimation is a Boolean True/False rather than the Enum CheckState. (Windows Forms offers a True/False Checked property notwithstanding CheckState, however WPF doesnt have both.)FontWeight is a reliance property of the Label rather than FontStyle being the property of the Font object.FontWeights is a NotInheritable class and Bold is a Static incentive in that class Whew!! Do you think Microsoftâ actually attempted to make it all the more befuddling?

Free Essays on Reasons For College

An advanced degree and degree can open up numerous entryways in a person’s life and profession decisions. In a person’s life there are numerous significant elements, an advanced education is one of them. There are numerous reasons why an individual ought to go to school. School is a major learning experience for an individual. A professional education can assist you with getting ready for a specific region of work and way you will get a kick out of the chance to pick. Since higher educations are required in many regions of work without a higher education it’s in all likelihood an individual would not have the option to seek after a profession here they are keen on. Most occupations hope to check whether you have a school vocation first. School can help grow a person’s information in various regions which might be required later on throughout everyday life. Likewise People that have acquired a professional education are bound to be utilized and get more significant compensation than an individual without a professional education. School can enable an individual to find out about their qualities, shortcomings and things that intrigue them in the field of vocations and occupations. School can assist somebody with canning assist somebody with finding out about certain abilities they may have not realized they had. It can likewise show an individual what â€Å"the genuine world† might resemble, and an individual may need to experience. It can enable an individual to get develop also, take on greater obligations sooner rather than later. Another explanation behind going to school may be to be a good example and to impact relatives and companions. In the event that an individual has certain objectives they might want to accomplish throughout everyday life, school may support them accomplish them. School shows an individual how to be prepared forever and work. Likewise by finishing school and procuring a degree it can give an individual pride feeling they have achieved such a major task. School can likewise be viewed as a good time for an individual. With school individuals can meet new, various individuals, and make new companions. An individual should do a ton of mingling... Free Essays on Reasons For College Free Essays on Reasons For College An advanced degree and degree can open up numerous entryways in a person’s life and vocation decisions. In a person’s life there are numerous significant components, a higher education is one of them. There are numerous reasons why an individual ought to go to school. School is a major learning experience for an individual. A higher education can assist you with getting ready for a specific region of work and way you will get a kick out of the chance to pick. Since advanced educations are required in many zones of work without a professional education it’s no doubt an individual would not have the option to seek after a vocation around there they are keen on. Most employments hope to check whether you have a school profession first. School can help extend a person’s information in various regions which might be required later on throughout everyday life. Additionally People that have acquired a professional education are bound to be utilized and get more significant salary than an individual without an advanced education. School can enable an individual to find out about their qualities, shortcomings and things that intrigue them in the field of vocations and occupations. School can assist somebody with canning assist somebody with finding out about certain abilities they may have not realized they had. It can likewise show an individual what â€Å"the genuine world† might resemble, and an individual may need to experience. It can enable an individual to get develop also, take on greater duties sooner rather than later. Another purpose behind going to school may be to be a good example and to impact relatives and companions. In the event that an individual has certain objectives they might want to accomplish throughout everyday life, school may support them accomplish them. School shows an individual how to be prepared forever and work. Additionally by finishing school and acquiring a degree it can give an individual pride feeling they have achieved such a major task. School can likewise be viewed as a good time for an individual. With school individuals can meet new, various individuals, and make new companions. An individual should do a great deal of mingling...

Writing a Briefing Paper

Writing a Briefing PaperFor those looking to improve their writing skills, writing a briefing paper can help. While not all writing students will be able to achieve the expected results, it is a nice way to improve your writing skills.When you are writing a briefing, you need to understand what is required of you to get the right tools. For example, knowing how to develop a briefing will help in getting your document ready. Knowing the tools that are required for a briefing will help you identify what is needed from the introduction to the conclusion.Another tool is organization. You have to be able to organize the different phases of a briefing. By having a plan of attack, you will be able to ensure that the briefing flows well and without the errors.One of the preparation tools is known as the setup. This will be a summary of your task and your assigned time. Make sure that the outline has been completed before you start writing. If you need help writing a briefing paper, ask for a ssistance from someone who has written a briefing.Establishing or reestablishing the hierarchy will help in outlining what you want to say. The hierarchy should also include an introduction and conclusion. This will help you establish the hierarchy and also determine how important the phase is for the briefing.The use of numbered lists and bullet points can be useful for making the process easier. You can also use tables and maps if you feel that it will benefit the readers of the briefing. It is always good to ask for assistance from others who have worked on a briefing before you write your own.The use of simple sentences is also a good idea. By having short sentences, the reader can more easily absorb what you are trying to convey.Remember that the goal is to write a briefing and the writer's style should follow the guidelines above. It is also a good idea to spend some time thinking about what you want to write about. Since you are not able to see or hear the person you are writ ing about, make sure that you know what you want to say and why.

Oppression Of Women And Minority People - 921 Words

A) Frye opens the essay with defining what oppression is about which it targeted toward women and the minority people. Oppression happens when a woman or a person from minority group are denied the privilege that white male made to prevent from them to receive same rights as the white males experience. It results for them to be expected to smile, accept the fate and move on with daily life no what how unfair the situation is. Oppression is not only just limited to just one structure but also many factors in force which it includes the barriers and double binds. Oppression is not about not able to receive the privilege but the barriers that they had to face everyday that prevent them from able to move forward with their position. On the other side, double binds occur among to the barriers, mainly targeted toward the females because unlike males, they cannot win any type of situation. Women are double standard by white males, for example, women are expected to be prude, but not too pru de which it leads for males to tell them to lighten up and be more flexible. They cannot enjoy sex too much or they will be labeled as slut, thus it shows how males set up structured barriers to keep women inferior from their social status. Oppression is more than just a group of people who are being treated unfairly, which Frye had explained one way to see oppression macroscopically by using an example, as to look at the birdcage. The first time you see the cage close enough, which you merelyShow MoreRelatedBlack Feminist1005 Words   |  5 PagesAccording to Oxford English Dictionary, Black Feminist can be defined as a movement consisting of African American women advocating social, political, legal, and economic rights for women equal to those of men (Oxford English Press). Black feminism argues that sexism, social class oppression, and racism are inseparably bound together (Collins). The feminist movement has been around since the 1880s when the word â€Å"Feminism† appe ared in the French language (Collins). The word found traction in BritainRead MoreAuthors Such As W.E.B. Du Bois And Simone De Beauvoir,1695 Words   |  7 Pageswho wrote on the oppression of people agree that there is a mental oppression the acts as one of the biggest obstacles to freedom for oppressed groups. The oppression of black people and women are similar in fundamental ways because they are viewed as inferior and the ways they are controlled and limited by another, dominant group which makes it easy to apply the concept of the Veil to both of them. Du Bois introduces the concept of the Veil, which concerns the way black people see themselves throughRead MoreThe s Concept Of The Mythical Norm By Barbara Perry1200 Words   |  5 Pages The â€Å"Mythical Norm† Leading To Oppression Through Privilege Iqbal Dhillon - 213516604 York University SOSC 1350- Gender and the Law Julie Dowsett Wednesday, October 22, 2014 Word Count: 1,191 Introduction: This essay will critically analyze the various forms of oppression that are set out through Audrey Lorde’s concept of the â€Å"mythical norm† as discussed by Barbara Perry. Through the â€Å"mythical norm†, it can be seen that oppressions exists through the forms of racism and sexism whichRead MoreFeminism : The, Or Man Hating912 Words   |  4 Pagesterm that you would probably receive from many people if you were to ask them about feminism. This is far from the true meaning of feminism. Feminism is about so much more than hating men, or even just mending the oppressions within a gender binary. My definition of feminist theory is looking at and analyzing a variety of different oppressions and maltreatments, particularly those within gender; furthermore, feminist theory focuses on how these oppressions come to be and how they influence society, withRead MoreReflection Paper On Racism : Fall Session Given By The Center For The Healing Of Racism947 Words à ‚  |  4 Pagesâ€Å"Internalized Oppresion.† I chose to attend Internalized Oppression because I wanted to better understand how internalized oppression affects me and others and hopefully obtain the tools for addressing it. My family who ranges in color from a deep rich chocolate to a cream color has struggled with internalized oppression for many years. Attending a historically black college I have recognized the painful effects of internalized oppression and have personally experienced how it causes pain and dissentionRead MoreSimone De Beauvoir And Frantz Fanon And The Oppression Of Women1649 Words   |  7 Pagesthe view of the minority so firmly permeating society’s mind, the voice of the minority falls to the wayside. Simone de Beauvoir, Frantz Fanon, and Michel Foucault all seek to establish a voice for the minority, and a path to freedom and liberation from the dominance of the normalized majority. In her work â€Å"The Second Sex.† De Beauvoir tackles the oppression of women. While not a minority, women are written out of society by a more dominant male society, and experience oppression like that feltRead MoreSociology and Disabilities1187 Words   |  5 Pageslevel of other children. It is also true that we can change and enhance our body features through elective cosmetic surgeries. Many people choose to undergo these surgeries because they are unhappy with their appearance. I feel that these procedures are unnecessary, and that you shouldn t undergo surgery unless you need it for your health. I believe that people go through these procedures purely because they have low self-esteem. Society tells them that there is something wrong with their bodyRead MoreA Woman s Experience With The Law Essay1416 Words   |  6 Pagesa tool, a tool of resistance, power, or even oppression. A woman’s experience with the law can potentially see the law as a tool of oppression. Internationally, across many states like Ohio itself, a husband can legally rape his wife if his wife is subdued by drugs, or any substance that lessens her chances of resistance and encourages consent (Allen, 2015). Across many legal institutions, and systems a woman suffers from discriminati on or oppression due to her ‘multiple identities’ (Lockhart MitchellRead MoreEssay on Oppression In Minorities and Persons With Disabilities 1600 Words   |  7 Pages When people hear the term oppression, they immediately associate this word with the struggles minorities have endured throughout history. This term does not only apply to the tribulations of various ethnic groups but also to persons with disabilities. Oppression means the use of authority or power in a way that is cruel and unjust. Even though the times have changed, both minorities and persons with disabilities still fight this battle daily to be treated equally. America is one of the mostRead MoreStigma Of Being An American939 Words   |  4 Pagesand every one can strive for success equally. We banned slavery, segregation, and institutional racism. Women are viewed as equally under the law as men, and homosexuals can legally marry. Equality took a many hard fought years to cover everyone, but now everyone is content. Wrong! In the novel Rereading America many different cultural contexts explains that if you are born into poverty, was a women, or was of color, then life was not as equal as a wealthy white born male to become successful and have

Gun Control And Gun Violence - 1054 Words

Gun control generally refers to policies that regulate the manufacture, sale, transfer, possession, modification, or use of firearms (Wikipedia). This is an important definition for citizens, lawmakers, and gun lobbyists to follow over the debate on gun control. As well as the Second Amendment in the constitution which states, â€Å"The right of the people to keep and bear Arms shall not be infringed†. There has been a debate on whether that specifies within the home or outside of the home. For more than a century, gun control has been a considerable topic amongst the groups of citizens, lawmakers, and gun lobbyist due to reoccurring gun violence issues spreading across the United States. Every year an average of 32,514 people die from gun violence. According to The Brady Campaign (Gun violence prevention campaign), in 2015, 108,476 people in America are shot in murders, assaults, suicides suicide attempts, unintentional shootings, or by police intervention (Brady Campaign). In these incidents, handguns are known to be the top firearms used and owned (Brady Campaign).Now we focus on how to control it and where gun control laws are headed. Democrats believe the state and federal laws don’t do enough to protect citizens from the loss of a life. Republicans support â€Å"the right to bear arms† for citizens to defend themselves, and the National Rifle Association believe the current law should be enforced more aggressively. Overall the debate boils down to who should have possession ofShow MoreRelatedGun Control And Gun Violence1172 Words   |  5 Pagespeople depart from this earth due to gun violence in the US every day. From school children, to victims of domestic violence, to people going about their daily lives, this status quo is unacceptable. On Tuesday January 5th, 2016 President Obama announced that he would send proposals on reducing gun violence in America to Congress. His spokesman, Jay Carney, mentioned that this is â€Å"a com plex problem that will require a complex solution.† The ability to own a gun is considered by some a birthright ofRead MoreGun Violence And Gun Control726 Words   |  3 PagesI have read were â€Å"Connecticut School Shooting ‘An Attack on America’† by Ted Anthony and â€Å"The Price of Gun Control by Dan Baum. All around I believe these articles were both very interesting and both took different perspectives on the issues of guns in America. Both Anthony and Baum illustrated the different problems that we have in America and our communities with gun control and gun violence. But, they both brought the text together to relate it on a personal level. I enjoyed reading both textsRead MoreGun Violence And Gun Control1007 Words   |  5 Pagesshootings and various other methods of gun violence, tens of thousands of people die every year. These gun-related deaths primarily originate from murder and children accidentally shooting themselves. Although those i n favor of gun control tend to believe that guns should be terminated completely, the second amendment prevents lawmakers from being able to do so. Therefore, in order to combat these causes, alternative gun control solutions must be made for each one. Gun-related murders can be decreasedRead MoreGun Control And Gun Violence1226 Words   |  5 PagesViolence is everywhere in the world. In every country, city, town and village there is some form of violence. In my lifetime, there have been countless deaths and injuries due to gun violence. We happen to live in a country where gun violence is among the most prevalent in the world: The United States of America. Today, gun control and gun violence has become a controversial issue in America. The issue for gun control has been debated for a long time, probably ever since they were invented. It isRead MoreGun Violence And Gun Control1406 Words   |  6 Pages Gun violence in America is a huge topic of discussion. Many people have heard about this topic on the news or in the newspaper, but have very little knowledge on this ongoing topic. Those who have a lack of information on gun control tend to not feel strongly towards guns or people owning or carrying guns. People that have never been around guns are often scared of them, but the truth is a gun is nothing more than a hunk of metal. For a gun to go off the gun needs a shooter, so should the realRead MoreGun Violence And The Gun Control1253 Words   |  6 PagesGun Violence in America According to CDC, One person is killed by a firearms every 17 minutes, 87 people are killed during an average day, and 609 are killed every week†(CDC). That means gun violence is out of control, and you can be next. In fact, there s been an increase of mass murders occurring everywhere due to guns. Which has brought our attention to the gun violence in our nation. They say guns are for protection, but in reality there seems to be more murder associated with it. There sRead MoreGun Violence : Gun Control And The Violence Essay1241 Words   |  5 Pagesissue in American society would be gun control and the violence it brings. We live in a time where technology allows news to spread rapidly and every week gun violence crimes seem to be in the news. These crimes start to divide us as a society. â€Å"Each year for the last decade in America, more than 30,000 people have died due to firearms† (Swanson, 2015). From 1968 to 2015, we had about 1.6 million deaths due to firearm related deaths (Swanson, 2015). Gun violence only seems to be getting worse asRead MoreGun Violence And Gun Control Essay1301 Words   |  6 Pagescaused by gun violence this year. This is an alarming statistic, especially when you consider that 354 mass shootings have contributed to the body count. 1952 of these deaths have been labeled accidental, which is almost as startling as the death toll itself. (@GunDeaths) Gun violence is a problem that is not going to go away unless there is action taken to combat it. A lack of gun education, weak gun regulation, and government indifference towards gun violence in the country has allowed gun violenceRead MoreGun Violence And Gun Control1166 Words   |  5 Pagesmany people as the Land of the Free; a Land of Opportunities. There has always been a gun culture in America; however it has also been a gun-control culture. Whenever a devastating mass shooting occurs, such as the Sandy Hook Elementary School massacre, a deliberation about gun violence follows suit. Depending on whom you discuss this with, that case is not always true. There are those that are for gun control and those that are against. There are also conspiracy theories that claim that the eventsRead MoreGun Control : The Importance Of Gun Violence And Gun Control835 Words   |  4 Pagesmany political, economical, and cultural spheres, gun control politics are a prime exception. In present day America, the controversial topic of gun control necessitated by inhumane acts of gun violence rises to its peak of importance as an increasing number of mass shootings devastate thousands of lugubrious families. These atrocities are incessantly depicted on news channels and in newspapers, horrifying millions of Americans. Regrettably, gun violence has no straightforward solutions, generating two

Little Brother Succeeds By Cory Doctorow - 1243 Words

In all mediums of storytelling, storylines never follow a singular plots. Writers often attempt to shovel in various subplots as a means of trying to captivate audiences who are not as interested by the main story. These subplots often revolve around the main story in the sense that they coexist but do not affect it. This entirely ruins the purpose of including subplots, as they should intertwine with and almost become a part of the main plotline. This is where Cory Doctorow s novel Little Brother succeeds. Throughout the novel, Doctorow focuses mainly on the story of Marcus Yallow, a high schooler living in San Francisco with gifted abilities in hacking, and his friends as he fights the manipulative government branch: The Department of†¦show more content†¦He writes Ange and Marcus’ characters so that together, they have a natural chemistry together in both dialogue and actions. At one point, near the middle of the novel, Marcus and Ange go out on date to one of Ange ’s favorite restaurants. The two decide to go to a burrito place. While there, Ange pulls out a stainless steel canister and excessively sprays her burrito with it’s contents. Marcus asks her what she sprays her burrito with, to which she informs him that This is like pepper spray but slightly more dilute. And way more delicious. Think of it as Spicy Cajun Visine if it helps(68). There is no other passage in the novel that can exhibit Marcus and Ange’s almost comedic chemistry together so perfectly. Ange is, by heart, more of an eccentric. She enjoys going out of her way so that she may eat spicy foods. She has an excessively liberal sense of mind and lives life how she sees fit. On the other hand, Marcus has a much more conservative mentalities despite literally fighting against the government. He openly voices his disgust to his date in a way that lets Ange know he feels appalled, but still still likes her by asking What the hell are you doing to that poor, de fenseless burrito?(68). The two are an unlikely pair that is both entertaining and relatable to readers. The sincerity of their

Social, Moral, Spiritual and Cultural Development free essay sample

Although there is no specific grading criteria for development in SMSC, OFSTED still grade a school with either: Outstanding, Good, Satisfactory or Poor in relation to their promotion and implementation of SMSC values. It is therefore important that schools focus on instilling good values within these areas throughout the curriculum and not just leaving the teaching of SMSC to a 30 minute lesson per week whilst everyone is sat on the carpet. There are plenty of opportunities to development SMSC within curriculum subjects, RE, Science and Creative Arts to name a few more appropriate subjects, but there is a place for SMSC within each and every subject if the teacher is strong enough in their own knowledge of the areas and creative enough to install them within the lessons they teach on a day-to-day basis. Former Home Secretary David Blunkett shared that â€Å"The vast majority of people in our society, regardless of their ethnic background, want the same thing for themselves and their children. Although he gave little to no evidence to support this claim, I feel not many people would disagree with the statement he made. It is from this shared viewpoint that Mr. Blunkett believes we all share, which emphasis on Community Cohesion is formed; allowing more experienced members of the community surrounding schools to help with the teaching of SMSC and not solely leaving its teaching with the designated class teacher. Furthermore, I believe that it is through this sense of unity and togetherness that children develop emotionally as well as spiritually, morally, socially and culturally, providing them with a stable well-being nd good attributes and attitudes to aid them in their development as human beings. This idea was restated within the Education Act of 2002 where it says â€Å"It is clearly recognised that there is more to life than achieving high standards in academic subjects. † Although this comment may be true; the acquisition of characteristics gained through SMS C development would greatly increase a child’s development within the subjects in which it can be found. This is to say, that a child’s ability to become a â€Å"good human being, purposeful and wise, themselves with a vision of what it is to be a human† (Ofsted, 2004, pg. 5) can reflect directly upon their development academically. So whether academia should be seen as more, or less important than development within the SMSC areas, it can certainly be seen within schools that SMSC has positive effects on both the mind, as well as the heart and soul. Spiritual development within the academic setting does not necessarily mean the same thing as spiritual development as a general term. Although it can mean the understanding of religious beliefs and worship, it also has less deity orientated meaning. The School Curriculum and Assessment Authority (1996) defined spirituality as a list of things, one of the most appropriate in my opinion as being: â€Å"the sense of identity and self worth which enables us to value others†. This was put into practice within a local school through the use of self and peer assessment. At the beginning of an English lesson based on poetry, an exemplar piece of work (often a famous poet such as Wordsworth, Cummings or Ted Hughes) was read to the children before they started their own work. During this introduction, the children were asked to discuss with each other their opinions and likes of the poem, whereby learning appreciation of the work and gaining an understanding of its value and the value which the poets holds to us. At the end of the lesson, this process was repeated but not with the original exemplar, but with a few pieces of the children’s own work which the children volunteered to be read aloud. This approach to teaching was not solely used within English, but transcended across all subject areas (picking out favourite parts or expressing love of specific areas within the work of others) and is therefore strongly representing spiritual development not only throughout the curriculum, but also throughout the day. The way of access spiritual development through academic study has a direct impact on the child’s well-being. This was seen after looking at the children’s expressions when their work was being read aloud, and when their peers were sharing their admiration for their creation. This gave the children higher self-esteem, willingness and participate and greater self-worth. But the impact did not just end their, it also have a positive effect academically. During this feedback/appreciation of their work, some children in class 5 in the school were seen to annotate their work after they had been given it back, based on the response of the other pupils. This self evaluative skill strongly benefits a child’s development as they learn to recognise room for improvement before they finish their work and can adapt and changed, solely from thinking what a group of appreciative people would think, perhaps feeling that in order to provide them with a greater sense of appreciated value. A summary of this idea that spiritual development has a great positive impact is shared by Eaude (2003, pg. 24) when stating that â€Å"Enabling children to be reflective – encourages spiritual experience and greater self understanding. Ironically – these may be the key to raising academic standards too. Furthermore, this has a direct link to the Statement of Values; under the heading of ‘The Self’ where it states that on the basic of such values, we should â€Å"Develop an understanding of our own characters, strengths, and weaknesses† and also under the Relationships heading to â€Å"Respect other, including childr en† and â€Å"Show others they are valued†. In order to value ourselves and others, we need a code by which to value them, to see whether they should be praised openly or whether discussion need to be held in case of disagreements, disputes or differences of opinion. It is for this reason that the government feels that teaching children to develop morally as well as spiritually, is vital. Within the Handbook for Inspecting Secondary Schools (1999), a set of morals or rules or expected behaviours were not highlighted but instead, emphasis on the â€Å"Essence of Morality† was prescribed when saying: â€Å"a framework of moral values which regulate personal behaviour†¦through teaching and promoting principles rather than through reward or fear of punishment. † This idea that a pre-designated set of rules, which cut across all places which differ socially, culturally and spiritually, could ever be formulated is itself highly implausible and therefore the notion to promote the essence of morality instead of pre requisites for morality is greatly beneficial, not only to the children within school, but also to the wider community. However, through several observations within school settings, specifically the next example, the ‘essence’ appears to be getting lost somewhere along the way. A reception class in School A had a set of classroom rules which they adhered to throughout their time in the classroom, and a set of school rules which they adhered to at all times within school. Such examples were ‘Respect other people and their belongings’, ‘Do not show anger to other children’ and ‘Always listen to the teacher’. (I noticed that this school as well as others, appeared to model their rules on the 10 commandments, regardless of whether it was a faith school or not, like School A) Failure to comply with these rules and persistent breaking of teachers commands (e. . sit down and listen to me, stop talking, settle down) resulted in child sitting on a ‘time-out’ chair. Sitting quietly with arms folded, answering questions politely and being patient were rewarded with stickers or stamps. Although this sense of positive or negative reinforcement may well get a well drilled class, it does not fall in line with the previou s definition of teaching morality, as it specifically says â€Å"through teaching and promoting principles rather than through reward or fear of punishment. (Ofsted, 1999, pg. 68) This way of attempting to teach morality in schools has a negative impact on children’s academic development, as they may be too scared of thinking of innovative ideas to present or write work in case they are disciplined for it. But not only this, it also affects their well-being; children being affected badly by being psychologically programmed to carry out certain behaviours and avoid others, much like Pavlov’s Dogs. However, I did witness some good practice and the previous example may just have been an anomaly. Within a year 1 class in School M, their classroom rules were written by the pupils themselves, and seen almost as a contract which they all signed at the beginning of the school year, and again half-termly to show their understanding and acceptance of their own ideas for moral goodness. This not only made the children think for themselves about the rights and wrongs within everyday life, but how to live alongside each other in harmony. This is highlighted in the statement of values under heading Relationships: care for others and exercise goodwill in our dealings with them† and to â€Å"work cooperatively with others†. Although in this example; moral development is undertaken and fostered by the children as individuals and as their own little society, there is still a highly valued role for the adult according to Ofsted (2004, pg. 15) when stating â€Å"Teachers have a significant responsibility for moral education. They inevitably define, for their pupils, standards of behaviour in the classroom and around school. This is to say that they too follow the rules of the classroom and act as role models for the children. Children look up to adults as extensions of themselves in the future and it is therefore important that adults show these young children how to be morally good human beings and citizens; and should children need a few subtle hints within moral development when they are coming close to dis ruption, instead of punishing the child, â€Å"teachers engage pupils in thinking about their responsibilities when issues arise. †(OFSTED 2004, p. 15) When fostering good social skills within children; it is important to note that there are, in my opinion, two very clear sides to doing this: social interactions with other pupils (internal) and social interactions with the wider community (external). As a school, it is important to make these strong links with the community so they are not seen as ‘external’ to the school, but rather an ‘extension’ of the school which can provide valuable resources. If schools instil this idea within children, it will â€Å"encourage puplils to take responsibility, show initiative and develop an understanding of living in a community. (Ofsted, 1999, pg. 73) This sense of community cohesion within school was seen very strongly in my last placement school as it had a very small catchment area and had a very warm and local feel to it. This was strongly evidenced through an initiative they had called ‘Community Challenges’. This initiative focused on getting membe rs of the community into the school to spend some time with the younger generation and not only learn from each other, but just to learn to know the people that are around you. Parents and relatives of children at the school and community members within a 2mile radius or so were invited into the school once every half term on a Friday afternoon to carry out a challenge. Whilst I was there, the challenge was to make a toy car which would be raced down a ramp in the school hall, points given for distance, accuracy and aesthetics. Community members were assigned groups to ensure a mix of skills and age ranges and also so everyone got a chance to meet new people. The impact which this had on the community as a whole and not just the children was clearly evident from the general atmosphere of the event. The children’s well-being was strongly developed due to the different backgrounds of people the children were meeting; instead of normally getting help from the same teachers and classroom assistants. It clearly seemed evident that they were absorbing the essence of community into themselves during this whole process and subsequently after the evident when sharing knowledge they had received from the people in their group. This obviously shows their development of academic skills too as per the nature of the task (group work). Ofsted (2003, pg. 7) states that: â€Å"pupils who are socially aware adjust appropriately and sensitively to a range of social contexts. They relate well to others and work successfully as a member of a team. † This is further backed up by several theorists, all of whose research stems from Vygotsky’s theory of the Zone of Proximal Development which states that more able others can extend the learning of children or less able through quest ioning, guiding, suggesting or critiquing. This embodiment of Social development has strong links with the statement of values in all 4 areas. In Relationships – ‘respecting others, care for others and earn loyalty, trust and confidence. Society – support families of different kinds, refuse to support values or actions that may be harmful to individuals or communities, The Self – make responsible use of our talents, rights and opportunities, strive throughout life for knowledge, wisdom and understanding and finally in The Environment – accept our responsibility to maintain a sustainable environment for future generations (although this may be talking about the natural environment, I feel it is important to see it as our social/human environment also). Social development and community cohesion is one of the most key areas within teaching I feel; as said by Ofsted (2004, p. g. 19) â€Å"The quality of our relationships defines the kind of people we are and, ultimately, the kind of world we live in. The final area within SMSC development is Cultural development, and although it is an area to be promoted independently, it is also deeply rooted throughout the other areas. Furthermore, in a world of ever increasing ethnic and religious diversity, it is highly important to â€Å"enable young people to embrace and understand cultural diversity by bringing them into contact with attitudes, values and traditions of other cultures. † (DfEE and DCMS, 1999, pg. 48) Much like when Ofted (2003) stated that the teaching of the â€Å"Essence of Morality† rather than the rules within our society should take president, they again share a similar belief within cultural development when saying it â€Å"recognises that cultures are always changing and growing; they are never static. Therefore, cultural development must go beyond just learning the norms and skills of a group of people; it also involves understanding the processes of cultural development and change and an appreciation of the inter-dependence of different cultures. † (Ofsted, 2004, pg. 23) There was a wide variety of examples within school of the appreciation and development of different cultures and cultural beliefs as I was within the school during Divali, Chinese New Year, Christmas and the lead up to Easter. As well as these special festivals, cultural diversity was recognised daily through the simple act of getting the children to answer the register in a different language. This promoted the awareness of different cultures and every time a new greeting was shown during the register, it was noted down on the board by the teacher and in the following weeks it was explored through books in English, counting in Math and Exploration in Art, DT and RS. At this particular school I was very lucky to have such a mix of cultures, including a large number of Polish and Czech children and a few Malasian and Chinese children. The well being of the children of different children was excellent as they were seen almost as a ‘portal’ to a part of the world the other children (and staff members) had never had much understanding of; and the well being of the children experiencing this new found information was greatly shown through their ‘awe and wonder’ of the class’s diversity. This accepted cultural diversity greatly impacted on their academic development, specifically within the Creative Arts and English due to the increased imagination capacity they now held having no longer been restricted the singularity of British culture. Within the Statement of values, cultural diversity and development can be linked with several areas, including: Society respect religious and cultural diversity and contribute to, as well as benefit fairly from, economic and cultural resources; Relationships – respect others, care for others and exercise good will and The Environment – preserve balance and diversity in nature where ever possible. In evaluation, the implementation of SMSC within the education system impacts children’s well being and academic development SO strongly, that the absence of SMSC would be a great loss not just to the children, but also to the wider community, and the future generations. All aspects within SMSC interlink, forming a web of rich nourishment which covers the EYFS, NC and school life in general. Furthermore, although these areas are different in many ways, they are also remarkably close that should ou even want to, you could not help but develop a child’s appreciation of culture when teaching them through Social development; nor could you develop a child’s spiritual attitudes without making them think about their moral attitudes also. It is important to remember though, that it is the job of the adults to foster and nurture these areas of development, not just because it positively affects the children in many areas including academic progression, but because it shap es them as human beings. To finish with a quote from a discussion paper on Spiritual and Moral development (1993) â€Å"Without curiosity, without the inclination to question, and without the exercise of imagination, insight and intuition, young people would lack the motivation to learn, and their intellectual development would be impaired. † Reference List: Department for Education (DFE),(2011) Improving the spiritual, moral, social and cultural (SMSC) development of pupils : non-statutory guidance for independent schools. EAUDE, T. New Perspectives on Spiritual Development, National Primary Trust, 2003. Education for Adult Life: The spiritual and Moral Development of Young People, London, SCAA, 1996 Handbook for Inspecting Nursery and Primary Schools, Ofsted, 2003. Handbook for Inspecting Secondary Schools, Ofsted, 2003. OFSTED. Promoting and evaluating pupils’ spiritual, moral, social and cultural development, 2004. Spiritual and Moral Development – A Discussion Paper, York. National Curriculum Council, 1993 Statement of values by the National Forum for Values in Education and the Community, QCA, London, 1999