Market Concept Essay

Article from Karl Moore: Karl Moore is PHd associate professor in the Faculty of Management at McGill University was responsible for writing the article â€Å"The Marketing Concept- RIP† which was published July 17th, 2006. He discusses the decline and the increasing irrelevance of the marketing concept idea and how firms are adapting this strategy in today’s market. Moore emphasis on the following points: 1. Importance of market research before launching a product 2. The need to focus on the product’s usage by the end users 3. The difficulty firms face to implement the marketing concept strategy in today’s market place. The author uses the example of the high-tech sector and explains why he feels the marketing concept applied in this way is no longer relevant, then goes into detail about how it is not just limited to the high-tech sector. To understand Moore’s article you need to understand what marketing and the marketing concept it first. Marketing consists of individual and organizational activities that facilitate and expedite satisfying exchange relationships in a dynamic environment through the creation, distribution, promotion and pricing of goods, services and ideas. The main principles of marketing are to satisfy customers, target the â€Å"right’ customer, facilitate exchange relationships, stay ahead of competitors and enhance profitability (Crane, Kerin, Hartley, & Rudelius, 2008, p. 7). The ultimate goal is to satisfy targeted customers, seeking their loyalty and consumption. The marketing concept can be defined as the philosophy that firms should analyze the needs of their customers and then make decisions to satisfy those needs, better than the competition (Crane, Kerin, Hartley, & Rudelius, 2008, p. 17). In his opening paragraph Moore mentions that the marketing concept is â€Å"coming to a close† and heading towards a â€Å"semi-retirement†. I strongly disagree with this statement. Why? Since the marketing concept era many companies are now transitioning to the market orientation era (Crane, Kerin, Hartley, & Rudelius, 2008, p. 17). The focus of the market orientation era is mainly on continuously collecting information about customer needs and competitors’ capabilities and to use this information to create value, ensure customer satisfaction and develop customer relationships (Crane, Kerin, Hartley, & Rudelius, 2008, p. 7). Let us look at how Netflix took the Marketing concept in stride. Netflix involved the identification of the unmet or underserved customer needs. Reed Hastings, founder and creator of Netflix started off as a video rental customer himself, tired of paying late fees and having to run to the video store when he wanted to watch a movie, he decid ed to create something simpler and more convenient for customers (Dean. 2010). He was able to draw upon personal experience to help establish the opportunity nucleus and survey what other customers wanted out of a video store. The movie rental industry had already established methods surrounding video rental, late return policies, and membership rules. Hastings believed that without competition, these brick-and-mortar movie rental companies would never have a reason to change (Dean. 2010). Reed Hastings, decided to disrupt the traditional video rental business by introducing a new twist on the home movie service (Dean. 2010). A perfect example of advances in technology, adaptation of DVD media over VHS, and an unmet consumer demand is responsible for the successful launch of Hastings’ vision of Netflix. Not unlike other innovative start-up companies, Netflix has undergone several strategy shifts (Dean. 2010). Each change in focus or direction has assured that the company remains dominate in the movie rental industry. It appears that Hastings has followed the Marketing Concept to a tee, he started off with collection information from customer needs’ (his own) and the competitors capabilities (video rental companies were not in a position to change their rules and regulations) and he completed the circle by using customer knowledge to create customer satisfaction as Netflix still remains more popular than Blockbuster or Rogers Video. Moore goes into more detail about the high tech industry, giving the example of the Sony walkman and how the product was developed. He also explains that if Sony followed the Marketing concept theory in creating the walkman, it would have failed. He follows this explanation of the Sony walkman with the comment â€Å"with many high tech products you cannot get a very reliable data from current customers about the potential uses of your future products. † This statement is by far the most ludicrous statement thru out the entire article and makes absolutely no sense. The vast majority of high tech industries rely solely on how customers perceive new and future products. Look at the Apple IPods. Apple made sure they always stayed ahead of the game by releasing new hardware, software, or better and newer applications for the iPod (Taber. 2007). People love new and flashy products so this was a great way to sell a product. The iPod has become a fashion accessory and a must have. People salivate if there hear a new and more updated version of the iPod is coming out, they want a product that can hold more music and data. Why would they want a â€Å"dinosaur† iPod that only holds 1000 songs when they can get an iPod that holds 2000, takes videos, and has downloadable apps? In this sense, the iPod marketing concept strategy made sense because it consistently advanced Apple’s emerging goal of making the Mac the hub of a digital lifestyle (Taber. 2007). It also aligned with the company’s strategic goal of frequently releasing innovative new products in an effort to stay ahead of a curve of consumers who quickly get tired of old gadgets. As usual, it was a strategy that leveraged the benefits of existing technology, and it made sense from the point of view that it was consistent with what historically drove the company, is bringing products to people that were stylish and easy to use. So if Apple didn’t use the marketing concept strategy, it would have failed. The one paragraph in Moore’s article that I do agree with is when he mentions that a great deal of high tech industries do spend more time launching a new product then developing the product. Models of new product development prescribe critical stages that organizations should go through to have a successful product launch (Crane, Kerin, Hartley, & Rudelius, 2008, p. 262-271). Regardless of the model, critical phases include: product idea generation, idea screening, concept testing, and business analysis, marketing mix development, test marketing and commercialization (Crane, Kerin, Hartley, & Rudelius, 2008, p. 262-271). In theory, going through these stages systematically helps organizations weed out the potential failures. Customer focus is an integral component of the product development process that is often ignored. The need to incorporate the voice of the customer (adopt the marketing concept) at every phase is imbedded in these models of new product development, each phase contributing additional knowledge as to what customers want (Crane, Kerin, Hartley, & Rudelius, 2008, p. 263-264). Yet concept testing and test marketing are most often overlooked y new product development teams as they rush to get their product to market before the competition (Crane, Kerin, Hartley, & Rudelius, 2008, p. 259-260). Unfortunately, this can lead to fatal errors when customer expectations are extremely high – or when dealing with a sophisticated customer – as is the case for high tech products. An example of this was the Apple Newton; Apple pre-announced the Newton before it was ready. In terms of the product offering, it was neither a complete product nor a fully functional product (Hormby. 006). In the hurry to get to the market, Apple had not fully developed the handwriting recognition software, one of the featured attributes (Hormby. 2006). While innovators and early adopters are willing to take risks on new products, they do expect a minimal level of performance which the Apple Newton could not deliver. Moore also makes a valid statement in his end paragraph with respect for non-tech marketers have to know who their key customers will be and how the marketers should focus their research efforts. Customer focus, a core element of the marketing concept, is certainly a widely adopted buzzword today, one which is stressed in all introductory marketing texts. While the marketing concept applies to all industries, it is particularly important in technologically driven industries that have been among the first to introduce quality techniques, many of which begin with capturing the â€Å"voice of the customer†. (Crane, Kerin, Hartley, & Rudelius, 2008, p. 259). Look at how Apple launched its iPod back in 2001 to appeal to customers. When you watch the iPod commercials on television – what did you see? You see a bunch of people dancing on a colored background. There are women and men, but you don’t know anything else about them. This advertisement is ingenious for many reasons. For one, you don’t know where these people are. They could be anywhere in the world. Secondly, you don’t know who they are or what they do for a living. They can be anyone. All you know is that they are enjoying the music and rocking out. This is what makes that commercial so great and such an excellent idea. It allows anyone in the world to be that person. In conclusion, Moore is correct in his assumption that many high tech industries are in a rush to release their product before actually developing their product. However, it is very unrealistic of him to state that if companies follow the marketing concept they would be doomed to fail, he needs to look at many of the successes of the high tech market such as the Apple iPod or Netflix and how many non-tech industries can learn from Apple’s/Netflix marketing strategy. Although this article was written back in 2006, many advances of technology have taken place and it’s foolish to think that the marketing concept had nothing to do with this advancement. Refernces Crane, F. G. , Kerin, R. A. , Hartley, S. W. & Rudelius W. (2008). Marketing. (7th Canadian ed. ). Toronto, ON: McGraw-Hill Ryerson. Taber, David. (17 Sept. 2007 ). â€Å"The Taber Report on IPod Marketing. † The Taber Report. Retrieved April 25, 2011, from http://www. taberconsulting. com/download/dtr-35. htm. Weisbein, Jeff. 1 March. 2008). â€Å"The iPod Success: Thank the Marketing Department†. Retrieved May 5, 2011, from http://www. besttechie. net/2008/03/01/the-ipod-success-thank-the-marketing-department/. Hormby, Tom. (7 Feb. 2006). â€Å"The Story Behind Apple’s Newton†. Retrieved April 25th, 2011 from http://lowendmac. com/orchard/06/john-sculley-newton-origin. html. Dean, Gregory. (10 Nov. 2010). â€Å"Netflix: An Online Business Beyond Geniusà ¢â‚¬ . Retrieved May 15, 2011 from http://marketography. com/2010/11/10/online-business-beyond-genius/.

Hitler’s Foreign Policy

History – Hitler’s Foreign Policy The Revival of Germany January 1933 – Hitler becomes Chancellor Hitler’s Foreign Policy Aims 1. Destroy Treaty of Versailles (Versailles had limited Germany’s armed forces, taken away her colonies, forced Germany to give land to her neighbours which meant there were Germans under foreign rule) and impose German control in Europe. This involved rearmament & the destruction of French alliance system. 2. Union of German-Speaking people > Hitler was an Austrian, he longed for Union 3. Getting â€Å"living Space† from â€Å"sub-human† Slavs USSR (according to Mein Kampf Hitler’s real enemy not the West) & Poland. He argued Germans were the master race who needed living space as Germany was overcrowded and lacked food and raw materials. APPEASEMENT Appeasement was the policy followed by the British and later by the French. Aim: avoiding war with aggressive powers such as Japan, Italy and Germany giving way to their demands provided these were not to unreasonable. Reasons: Political divisions in France: hard to take a strong stand & refused to go to war without British support as the French were ultra-cautious Fear of modern war: fear of the bomber (particularly after Guernica) â€Å"The Bomber will always get through† & terror of poison gas> heavy losses Treaty of Versailles: unfair > sympathetic > revise clauses >Anglo-German friendship > Germany would have no need to be aggressive. Fear of communism: threat greater than Hitler> Germany guarantee against communist expansion Need for a strong Germany: Economic co-operation between Britain and Germany would help recover Germany’s economy > decrease of violence in Germany Public Opinion: Government was supported by pacifist opinion. British economic crisis: couldn’t afford expenses for rearmament. Britain’s military shortcomings > economic crisis, Britain had not rearmed. From 1936-39 Britain rearmed to negotiate from a position of strength U. S. isolationism > no support Examples Rearmament -1933 Anglo-German naval plan – 1935 Hoare-laval 1935 Re-occupation of the Rhineland – 1936 Anschluss – 1938 Munich conference – 1938 Czechoslovakia – 1938 Results: Did not work > encouraged Hitler Allowed him to destroy Versailles Made Germany strong Disarmament Conference 1933 The League called for a conference to persuade its members to disarm. Hitler wanted to appear morally justified before starting to rearm. Complaining Germany was the only power to have disarmed, he suggested a general formula to be reached. When the others refused he withdrew Germany from the Conference & from the League, then started building up Germany’s munitions industries. Re-armament To fulfill his aims, which he could only achieve by conquering the land he wanted, he had to re-build Germany’s armed forces by defying Versailles. This was a popular policy as itappealed to: nationalist > angry at limitations imposed by the treaty workers > full employment industrialists > big profits Gamble:Germany’s armed forces were still weak Reactions: Britain:no intervention Britain didn’t want to get involve in European affairs > internal problems Britain didn’t want to spent money on rearmament > Great Depression France: no intervention put up â€Å"Mignot Line†: a series of heavily armed forts along the border with Germany. Italy: ready to take action †¢ 1934, Austrian Nazis tried to overthrow the Austrian government by killing the chancellor. To prevent Hitler from taking control of Austria, Mussolini placed army units in the border with Austria. Non-agression Pact 1934 Germany & Poland agreed to sign a ten year non-aggression pact, which was later broken by Germany in 1939. Germany: needed to buy time to build up armed forces. She had to appear reasonable, until she could dictate from a position of strength. The pact also weakened the entete. This was simply regarded as a temporary measure. Poland:lack of confidence in France (French turned down a suggestion of a preventive war) fear of losing the Polish corridor. Austria 1934 Aim: Union of Anschluss Actions: Austrian Chancellor (Mussolini’s protege) was shot dead by Austrian Nazis who occupied the radio station > Austrian government stops coup. Reaction: Mussolini moves forces to Austrian frontier. Result: Hitler was still weak so he denied German interest in conspiracy. Soviet Union enters the League 1934 The French Foreign Secretary managed to secure the Soviet Union’s entry to the League. This was another setback for Hitler. The Saar plebiscite 1935 End of French 15 year administration of Saar (coalfields, factories, railway centre) Plebiscite held > Saarland returned to Germany (inhabitants-German) Hitler regarded this as a victory against Versailles Introduction of Conscription 1935 After 2 years of secretly re-arming Hitler announced there would be compulsory military service for all men. By 1938 Germany’s armed forces were as good as France’s. Hitler justified himself arguing he was responding to the French increase in military service and British increase in airforce. Stresa Front 1935 Great powers took no military action. At Sresa Prime ministers of France, Britain & Italy joined to confirm Locarno. The League censured German rearmament. In May France & Russia signed pact for mutual assistance. Russia & Czechoslovakia signed another pact where it was understood that Soviet aid would follow French initiative. The Stresa Front was undermined by the Anglo-German naval treaty and the Abyssinian affair. Anglo-German naval plan 1935 British aim: limit German navy, the British argued that Hitler would rearm anyway and that a limit was better than no limit at all. Agreement: German limited to 35% of the tonnage of British fleet & 100% submarines. Results: o British approval of Germany’s right to rearm (disapproval of Versailles) > France and Italy were angered o Stresa front broken Reoccupation of Rhineland 1936 While the League was busy dealing with the Ethiopian affair, German troops reoccupied Rhineland defying Locarno treaties & treaty of Versailles Hitler tried to reassure France & Belgium with offers to sign peace pacts Gamble: German army was still weak > Enemies could have easily defeated them Generals were nervous & ready to withdraw at first sign of trouble Humiliating for Hitler and generals > coup d’etat Reaction: Britain & France distracted by Ethiopia Britain: sympathetic (believed Germans were only moving back to their own back garden > appeasement, they were impressed by Hitler’s 25-year peace offer. France: Didn’t mobilise. France wasn’t willing to take action without British support. France was divided, there had been riots. The French as the British were ready to see how Hitler would behave in the future. Results: Hitler was encouraged to take further gambles > he underestimated allies Hitler was popular > almost impossible to move against him Secure strategic position in any future war against France> Germany started building â€Å"Siegfried line† Possibility to attack weak countries > Poland Austria 1938 According to Mein Kampf the absorption of Austria was the Hitler’s first territorial revision of Versailles. Hitler was an Austrian and longed for this union. Hitler expected the Austrian Nazis to undermine the state and then call in the Germans. The Democracy had already ended and a type of clergical dictatorship had been established. Shuschnigg’s attempts: To maintain Austrian independence, Schuschnigg relied on Mussolini. He had attempted to placate the Germans with a pact in 1936. Austria announced her German character. Representatives of the national opposition entered the government and Nazis were released in exchange for no more conspiracies or illegal propaganda. When Schuschnigg discovered plans for an Austrian-Nazi coup d’etat he asked Von Papen to arrange a meeting with Hitler. Hitler’s demands – The meeting In February 1938 Hitler met Schuschnigg for a discussion about the relationship between their countries. After threatening Schuschnigg for several hours Hitler handed him a list of ten demands: Austrian Nazis should be reinstalled A leading Nazi Seyss-Inquart was to be made minister of the interior – key position that gave him control over the police Close economic and military relations were to be established Schuschnigg’s attempts to maintain peace: To prevent a Nazi take-over he organised a vote on the question of union with Germany Failure on winning international sympathy Britain: refused to give any conforting advice France : did not call up any reserves > lack of British support Italy: Mussolini was aware of where power laid, when he learned that Tyrolese would continue under Italian rule he decided not to intervene. He was not interested in Austria, Hitler promised to help Mussolini in any circumstances. Hitler’s reaction: He demanded the vote to be postponed & Schuschnigg to resign or the German army was to invade Austria. Schuschnigg resigned along with all government ministers except Seyss Seyss-Inquart became chancellor & invited the German army to occupy Austria Austrian Nazi opponents were arrested and the jews were deprived of civil rights A plebiscite was held & there was an official â€Å"yes† vote in facour of the Anschluss. Results: 1. Hitler took first step to create a big Germany 2. Germany was strengthened by the incorporation of Austria. Population: 7 million. Resources: iron, steel, magnetite. 3. Strategic benefits: Czechoslovakia >weaker, surrounded by German territory. Open door into the Balkans 4. Hitler’s Popularity increased. Opposition became more difficult 5. Relationships with Italy improved > Mussolini sided Germany 6. Jews were deprived of civil rights 7. France & Britain: delivered protest to German government > no arm Czechoslovakia 1938 Minorities in Czechoslovakia due to: Populations throughout Europe were mixed Sutelenland > montanious district which provided a strong frontier against Germany. Czech Crisis The 1930’s depression & rise to power of Nazis encouraged a German people’s army led by Henlein to demand for the Sudetenland to be transferred to Germany The Czechs mobilised part of their forces and the Russians told the French they would respect their 1935 agreement to protect Czechoslovakia. Hitler and the sudetenland Hitler instructed his generals to prepare for an invasion by 1st October Risks: Czechoslovakia was well-equipped for a war (large army,large air forceand industry. 2 Powerful allies: o France:unwilling to fight germany,the army wasn’t ready o USSR:great political problems + war with Japan Britain & France: asked Hitler to be reasonable, however encouraged president Benes to accept Henlein’s 8 points. He accepted. Chamberlain’s Aeroplane Diplomacy Chamberlain followed the policy of Appeasement when the Czech crisis began. When the Czech crisis deepened, Chamberlain was encouraged to fly to Germany and speak with Hitler personally. Berchtesgarten At Berchtesgarten when Hitler demanded the cession of the Sudetenland Chamberlain agreed to hand over areas of the Sudetenland with over 50% of German population. Then Chamberlain persuaded the Czechs and the French to agree. Godesburg Chamberlain flew to Germany and found Hitler wanted all of the Sudetenland and the Czechs to give land to Poland and Hungary. The British cabinet: refused to accept France called up reserves Czechoslovakia: had already ordered mobilisation Countries prepared for war The Munich Conference 1938 Reasons: Chamberlain didn’t like the prospect of war > unlikely to win support of empire + commonwealth He thought it was better to fight for a clearer cause and not a country which was so far away that most British had not hear of Britain’s air defences were still weak > Germany was producing a new aircraft Me-109 Britain needed time to prepare: time for factories to produce aircrafts in big numbers, develop radars, spitfires Britain was not likely to win Agreement: Hitler, Mussolini, Chamberlain and Daladier met at Munich. Neither the Czechs nor the Soviets. They all agreed that the Czechs had to give the Sudetenland to Germany or they would have to fight Germany alone. Czechoslovakia accepted Results: Germany strengthen by surrender of mountain fortifications Czechs lost mountain fortifications > easier to attack > balance of power>Germany o Millions of Czechs o Industry > armaments o Raw materials Poland seized the Teschen district > coalmines & Hungary took land: they were encouraged to side Hitler Chamberlain > hero (short term) Soviet Union worried the west would do nothing to stop Hitler>they feared they would have to face the Germans alone Hitler’s ambitions increased>believed Britain and France wouldn’t stand up to him. Czechoslovakia Destroyed 1939 Hitler claimed the Czech government had lost control and that a civil war would break if Germany didn’t intervene Hitler bullied Hacha into inviting German troops to occupy the country > threat to bomb Prague After Hacha issued the invitation he used this as an excuse to justify his actions March 1939 – German troops marched into Prague Bohemia and Moravia > Protectorate of germany o Slovakia:remained independent > became a puppet state o Ruthenia > Hungary †¢ Britain & France protested but took no action as Germany had â€Å"technically† been invited into Czechoslovakia. The polish Guarantee Agreement : Britain gave Poland a guarantee to protect it from Germany. France later supported it. Reasons: The Polish corridor > Germany wanted it back (German inhabitants). Chamberlain realized Hitler couldn’t be stopped by appeasement > stronger measures were take to stop Hitler. Problem: Britain and France were geographically unable to defend Poland and succeed. Hitler’s reaction: ignore it > issued an order to invade Poland Germany and Italy 1934: enemies > Mussolini stopped Hitler from taking Austria 1935:Italy was angry with Britain and France > Ethiopia 1936: Rome Berlin axis > cooperate against communism o Fascists dictators Anti-comintern pact (Italy, Germany and Japan) >work against international communism 1938: Mussolini allowed Germany to take over Austria 939:italy invaded Albania to match the occupation of Prague The Pact of Steel 1939 Agreement:They would support each other in a war Mussolini’s request: materials Italy needed to help Germany > Italy was not prepared for a war Germany and the USSR Hitler:hated communism > wanted to take â€Å"lebesraum† from USSR. Hitler regarded the Soviets were his main enemies as stated in Mein Kampf Soviet Union: most hated the Nazis The Nazi-Soviet pact 1939 (Ribbentrop-Molotov) Agreement: -If Germany attacked Poland the USSR was to remain neutral Agreement: -Germany could occupy the western parts including Danzig and the Polish corridor – USSR entitled to occupy western parts: Baltic provinces Result: Germany was free to attack Poland > USSR only great power capable of defending Poland. USSR Reasons: 1. failure to reach an agreement with the west: †¢ Soviet Union was still backwards and needed time to develop. †¢ Anglo-French weakness > Stalin feared he would have to fight Germany alone. 2. British reluctance to ally: Churchill urged an alliance > only way to stop Hitler †¢ British Government was frightened if not more of Stalin than Hitler †¢ Conservatives hated communism > Nazis guard against spread of communism in Europe †¢ Soviet strength was underestimated > British believed purges had weakened the armed forces, officers had been killed †¢ Chamberlain’s reluctance > probably as the opposition wanted an allian ce †¢ British responses were slow and made by low-ranking officials in contrasts with Stalin’s quick responses to Birtish initiative, he took negotiations seriously. Eden’s offer to go on special mission > rejected 3. Fear of Japan: †¢ Clashes between soviets and Japanese increased > Japan was a threat to soviets who didn’t like the prospect of a was with 2 fronts. Stalin needed security in Europe 4. Attractiveness of German offer: †¢ Territory in eastern Poland (contained ethnic Russians, seized by Poland after the Russo-Polish war) > Buffer zone against Poland 5. Desire of a breathing space: †¢ Buy time to prepare defenes †¢ Get armed forces ready †¢ Industralize Russia †¢ Prepare for war Get effects of modernization through German reasons: 1. Prevent a war with 2 fronts 2. Desire to invade Poland Results: Germany was free to attack Poland: USSR only country geographically capable of defending Poland Events: -September 1:inva sion of Poland September 3:outbreak of war -Britain and France realised the necessity to stop Hitler > prevent expansion of Germany -The Czech guarantee was not honoured > couldn’t afford the same with Poland >affect international credibility -Corridor concession had been encouraged Support of British and commonwealth -British Factories were readu to build modern fighter planes Reasons for World War II Hiters ambitions(foreign policy): o Determined to acquire Sudetenland o Germany invaded Poland U. S isolationism: o U. S did not get involve in European affairs Appeasement: o Allowed Hitler to destroy Versailles o Encouraged him to believe countries would not stand up to him o A stronger Policy could have destroyed Hitler (e. g. Rhineland) Nazi-Soviet Pact o Freed Hitler from a two front war o Allowed Hitler to attack Poland

My Perception of an Addict Essay Example | Topics and Well Written Essays - 1500 words

My Perception of an Addict - Essay Example Addicts like any other group of people have their own stereotypes and these are what most people think of when they are presented with the concept. In most movies, drug addicts are often portrayed as disheveled, unruly, disoriented, aloof, and of course, snorting cocaine, or smoking marijuana and goes unmindful of the world or worse making trouble. Chain smokers are also similar to drug addicts in terms of portrayal as well as with alcoholics. The latter, aside from being disheveled and disoriented, are also portrayed to pass out. Of course, these presentations in movies and other texts have shaped my perception of addicts and that is they are out of control. As defined, addicts of substances like drugs are characterized by these three things: loss of control, compulsive preoccupation and continued use despite negative consequences. These characterizations in the movies are of course with specific basis. However, not all stereotypes are true to every single occurrence of the conditio n. The TV series Monk has shown a different side of addiction, that of compulsion. Adrian Monk’s character shows an investigator with obsessive-compulsive disorder. At first, he cracks me up like when he couldn’t just leave three flower vases with unevenly distributed flowers, he tries his best to distribute the flowers just to make it even. He also constantly avoids lines in the pavement and this is how his compulsion is being manifested. Another episode also showed him trying to perfectly position the frame hanging in the wall even if it was just a few degrees skewed. Harmless as it may seem but in some cases, addiction is not. Most of the cases featured in Criminal Minds all involve a certain degree of addiction or as termed in the episodes obsession or compulsion. One episode I can’t forget during their earlier seasons was where the unsub or the suspect was obsessed with the number 3. She murders in three’s using three bottles of chemicals and either done on the third floor or with three people, as with the case of her last victims. What have I learned from these portrayals? It shows that addiction can be in varying degrees. It shows that addiction even when it is a synonym of obsession and compulsion is different from the other two terms with respect to the degree of addiction. Addiction can also be toward other things like computer games or even bonsai or other things. People who are addicted to computer games are almost always seen in front of their computer consoles playing day and night. For those who are addicted to other things may find themselves collecting these and storing these things. Some episodes in Pawn Stars and American Pickers showcase people in America who collect these things and not really do anything about them. In one episode of American Pickers, it shows several hectares full of cars just sitting there and deteriorating. When these guys from American Pickers asked if he wanted to sell, he declined not bec ause of their asking price but because of his attachment to these things. This gives another aspect to addiction in my definition is an attachment to material things. Addiction is not just toward material things. David Duchovny was actually into rehab for sex addiction (Serjeant).  Ã‚  

The condition of secondary education Essay Example | Topics and Well Written Essays - 500 words

The condition of secondary education - Essay Example lt, secondary schools in the US are under constant pressure to perform regardless of the availability of materials and programs capable of improving educational quality. The vast majority of American secondary schools are public institutions dependent on funding from local, state, and federal governmental sources. However, this funding is contingent on the performance of students on standardized tests within core academic areas. The â€Å"No Child Left Behind Act† requires that schools maintain certain levels of achievement in math and English and provide proof of this through yearly state testing of the student body. This law applies to both primary and secondary schools, and facilities which fail to achieve the required standard risk losing their federal funding and may fall under the requirements of their state (New York Times, 2011). Besides the additional expense related to standardized testing, this increases pressure on teachers and administrators and limits the flexibility of the educational system in general concerning topics of academic concentration and teaching methods. While secondary education is subjected to constant governmental statues demanding compliance with current statutes, that funding which is available is not adequate to provide schools with all of the required materials, staff, faculty training, and educational programs needed to provide high quality education. As over 90 percent of secondary schools are public institutions, they bear near total responsibility for educating the minors within the population. Overcrowding within dense populations further strains available text books and other learning materials and limits the availability of instructors. Recent studies suggest that the combination of these circumstances greatly inhibits a student’s ability to learn (wik.edu.uiuc.edu, n.d.). This threatens the ability of individual schools to achieve testing standards in order to gain future funding while reducing the quality of education

William Rainey Harpers Influence on the University of Chicago Research Paper

William Rainey Harpers Influence on the University of Chicago - Research Paper Example He was considered an academic prodigy, since he was only fourteen when he enrolled at Yale and it took him only three years to earn a Ph.D. Image 1.- William Rainey Harper Image 2.- Logo of the University of Chicago William Rainey Harper became a full professor of divinity in 1880, after accepting an instructorship in Hebrew Theology at the original University of Chicago, and soon after, in 1886, which was also the university’s final year, he was named president. When the university closed, he went back to Yale, started teaching Semitic languages (Hebrew, Assyrian, Arabic, Aramaic, and Syrian) to graduates, and became an instructor in the divinity school. Harper was the first one to recruit a woman, Alice Palmer Freeman for a dean at the University of Chicago. â€Å"Chicago in its early years was renowned for the opportunities it offered to women as students, faculty and staff. This commitment, however, was exceptional.† (Thelin, 2004. p.143) As a genius when it comes t o organization and an innovative leader, Harper brought American higher education to a higher level, in cooperation with civic leaders and donors in Chicago. William Rainey Harper- An Introduction Harper was born on July 26, 1865 and he died on January 10, 1906. He lived a short life, only 41 year, but he accomplished more that many people do in a much longer life. Always ahead of other people, even in his early life, he was considered a prodigy. He was so advanced that he began with his college preparations at the age of eight. When he was ten, he enrolled in Muskingum College, in New Concord, Ohio. There he studied languages and music. Four years later, after graduating from this college, Harper enrolled in Yale University and completed his postgraduate studies in 1876; it took him only three years to earn his Ph.D. in philology. He worked at various positions at Yale University and Denison University. He became the first president of the University of Chicago and a great contribu tor to the development of the modern university in the United States. A most interesting and inspiring personality, Harper wrote various textbooks and advocated lifelong learning. According to Thelin (2004. p.120), â€Å"Understanding his biography is essential for understanding the modern American university.† William Rainey Harper married Ella Paul Harper in 1875, and soon became a parent of four, three sons and one daughter. The president of the University of Chicago Shortly after being selected to help with the organization in the University of Chicago, at the age of thirty-five (in 1891), Harper was selected as the university’s first president. He took this job very seriously and set standards quite high. Elevating the salaries of the faculty members and, Harper attracted the best scholars to the university. As he was an expert in every area of education, he expected high level of education of his employees. â€Å"Chicago’s William Rainey Harper stands out even in an era of heroic leaders. He became a local hero of sorts, dubbed Chicago’s â€Å"young man in a hurry†Ã¢â‚¬  (Thelin, 2004. p.120) Harper was so well known, locally and nationally, and his influence was so great that the University of Chicago became known as â€Å"Harper’s Bazaar†. William Rainey Harper and the University of Chicago William Rainey Harper was also giving public courses on the Bible, besides lecturing and overseeing journals, a corresponding school, and the printing office. His reputation as a prodigy attracted the attention of John D. Rockefeller who wanted to found a university and was ready to donate generous amounts of money for the cause. Rockefeller, whose aim was to create and endow a

Allstate Insurance Company Essay Example | Topics and Well Written Essays - 500 words

Allstate Insurance Company - Essay Example At the time, the initial public offering of Allstate was the largest in U.S. history. On June 30, 1995, it became a totally independent company after Sears divested its remaining shares to Sears stockholders. For more than 75 years, Allstate leaders, employees and agency owners have been passionate about leading positive change in this country. Serving as a consumer advocate - and an advocate for the American economy - is an integral part of Allstate's heritage. In the 1930s, Allstate was one of the first companies to create a sophisticated rate classification system, giving better rates to safe drivers; in the 1950s Allstate opened its first drive-in claim office, revolutionizing the way automobile claims are handled; in the 1960s the company helped convince the government to make seat belt use mandatory; in the 1970s and 1980s Allstate played an instrumental role in advocating the safety benefits of air bags; and in the 1990s and 2000s Allstate has continued to take a public stand on issues that are important to consumers. In 2007, Allstate reported $17.7 billion in total property-liability insurance claims and claims expense. The Allstate Foundation donated nearly $20.1 million to nonprofit organizations including $400,000 in scholarships. The Allstate Corporation, its employees and agents donated nearly $6.1 million through the Giving Campaign to nonprofit organizations.

Ch 40 dis Essay Example | Topics and Well Written Essays - 250 words - 1

Ch 40 dis - Essay Example No doubt free market economy reaps free trade benefits, businesses, and consumers the consumers as well. These have been classified into four main areas a) agreements between competitors b) contractual arrangements between sellers and buyers c) maintenance of monopoly power and d) mergers (West’s Encyclopedia of American Law 1997). The Sherman Anti-Trust Act of 1890 is the focal point for antitrust law which subsequently followed by the other States of the United States of America. The congress addressed the weaknesses of given acts and amended it accordingly. In this respect, we may refer the acts of Clayton Act of 1914 and the Robinson-Patman Act of 1936. The efforts of the Congress with regard to enforcement of law are highly appreciated. It should be taken into account the ongoing analysis influenced by economic, intellectual, and political changes. The U.S. Supreme Court has had the leading role in shaping up and applying these laws (West’s Encyclopedia of American Law 1997). Since the association of bakeries is responsible for creating monopolistic environment and raising the retail price of bread from 75 cent to 85 cent at their own whims and fancies, hence found violating and negating the antitrust

Environmental Service Project Essay Example | Topics and Well Written Essays - 750 words

Environmental Service Project - Essay Example There are doing this as a way of starting a new community of the plants in different locations in the park. All these activities lead towards restoring the park by creating a complete new phase that ensures environment conservation. It was on a Sunday morning when I and my other five friends visited Lewis Park not to admire its beauty but on a volunteer service. We were not the only volunteers in the park as there were others who had also come to offer their services. The team leader divided the entire group into two smaller groups for easy management and work accomplishment. The first group was to shovel the dirt that there was on the ground. I joined the second group that had to work on several tasks. Since one of the activities at the park was trimming back plants and relocating them, we were supposed to pick up the branches from the ground (Green Seattle Partnership, 2015). You will agree that a place looks messy with branches of trees all over. We had to pick up the branches from the ground so as to make the environment look clean and smart. Some branches can be dangerous to human beings using that surrounding as they could cause injuries due to pricking. I know a friend who got infected because of getting injured by a cedar tree branch and had to undergo treatment. We were, therefore, making the environment safe for use by all the users in the park. Our group also had to rake the leaves and other small branches that we could not easily pick up with our hands. The importance of the activity was to ensure that we clear the ground entirely so as to prevent sprouting of weeds that could affect the plants. After raking the leaves and the small branches, we had to put them into a pail to make it easy for transportation. We were required to pour the leaves and branches down the hill where preservation would take place for future use as manure on the farm. It was quite

Smart Phones Beneficial Or Detrimental Research Paper

Smart Phones Beneficial Or Detrimental - Research Paper Example Smart phones are believed to be quite important to the society possessing certain outcomes in the business, education, global as well as in the national sectors. In-spite of certain fathomable advantages, smart phones also comprise certain detrimental aspects, which needs to be taken into consideration before incorporating its use in the social context. Careful use of smart phone needs to be made especially in the education sector and also by the young generation who are regarded as one of the key user segments of such devices. Data secrecy and misuse of personal information needs to be carefully observed as a key detrimental aspect, for the users of smart phone who at times might not be well attuned with the security features of the device (The George Lucas Educational Foundation, 2012). Similarly, in the business context, it is found that smart phones provide beneficial outcomes for the users by assisting them in preparing their business presentations, accessing emails and chatting with concerned authorities among others. Such imperative benefits can facilitate the user with faster accessibility and can also enable to save invaluable time of the user. However, in social context, it can be recognized that at times extensive use of smart phones can make the user engrossed to it all the times, which can further affect the social skills of the person as interaction with other peers or friends in person becomes gradually meager.   Therefore, based on these understandings the entire paper would intend to draw on different viewpoints.

Analysis of Ethical Decision Making Literature review - 102

Analysis of Ethical Decision Making - Literature review Example Nevertheless, the ethical roles of managers are that their decision-making processes be aimed at maximizing the wealth of the shareholders and the business in general. As such, the utilization of the ethics principal in decision-making processes ensure that the laws are strictly observed and that individuals have no chance to manipulate them through dubious activities such as corruption, fraud among others.   Most businesses across the world have emphasized on ethical leadership which articulates that there must be a combination of personal morality and professional morality in order to generate an ethical decision-making process. In terms of personal morality, there must be a combination of characters such as honesty, trustworthiness, integrity among others. Similarly, the professional aspect should entail forthrightness in relation to the business and society at large. Additionally, morality involves behaviors such as doing the right things, being concern about the welfare of other people, and being open with issues. Consequently, managers are expected to practice various approaches that are related to ethical decision making such as egoism approach, deontology approach and utilitarianism approach which ought to serve as guidance in their profession.  Ã‚   An egoism approach in ethical decision making revolves around the actions of an individual pertaining to making a particular decision. It argues that any good action is best approved by an individual.  Ã‚  

Discussion Board 2 - Apologetics Essay Example for Free

Discussion Board 2 Apologetics Essay 1. What are some ways the Christian gospel is perceived in our culture? To many individuals, the Christian gospel is seen as selective and intolerant. Although we are all free to accept the gift of salvation through Christ, He tells us in John 14:6 that He is â€Å"the way, the truth, and the life: no man cometh unto the Father, but by me.† To many, this will seem intolerant and almost haughty. How can a God who wants nothing more than to have a relationship with us say that there is only one way to do so? 2. What are some specific moral reasons people may reject the Christian gospel? Many individuals who will reject the Christian gospel do so for moral reasons such as their sexual preferences (gay, bi, or straight), their marital status, or the apparent intolerant moral code found in the Word of God. People believe that you have to give up everything that is worldly to follow Christ, and that Christians think they are more righteous than others. The fact is, you will have to give up living in sin, and you will have to give up treasures of the world, but the heavenly treasures that you gain will outshine any possession that you will have on this earth. 3. What are some specific emotional reasons people may reject the Christian gospel? One specific emotional reason that people will reject the Christian gospel is that they cannot grasp the concept of God’s unconditional love. God loves each and every one of us, even the worst sinner, and tells us in His Word. People will say things like â€Å"God would not let me be poor, or God would not have let me be abused like I was.† Even though we are all loved by God, and He wants us to have a relationship with Him and be happy and well, even the most devout Christian has to go through trials and tribulations. 4. What are some specific intellectual reasons people may reject the Christian gospel? For most Christians, believing in God is â€Å"faith-based,† and that there is no room for science and fact in Christianity. Many non-Christians will say that the Bible is nothing more than a collection of fairy tales for those who are easily enchanted and to make the people who read them feel good. The intellectual non-believer’s insistence that the Bible has no basis in fact  is one reason that they will reject the message, even though there is historical proof to show that Christ lived, died, and was resurrected, as well as that many other Biblical places and people existed at one point in time, even if they do not anymore. 5. What can Christians do to address these objections and better communicate the Christian gospel? As Christians, when we approach someone and begin to talk about our faith, it may seem like they are a little frightened, or maybe just upset and unwilling to take a leap of faith. They maybe feel like we have come on too strong, even though we know that we are just eager to talk about our faith. It is important for Christians to learn that we need to be patient with others but also diligent as we share the gospel of Christ.

HR Employee Resourcing Essay Example for Free

HR Employee Resourcing Essay Talent management is defined as a sub-set of hr functions. . There are a lot of definitions to what talent management is for some it is similar to succession planning and to others it is incorporated attempts to develop attract and keep hold of the best people. A lot of companies select different ways of human resources guidelines to fit into their talent management structure although most consist of performance management, succession, recruiting and development. Krueger,2007 : Rothwell Kazanas 2003 suggest that managers need to come up with a definition for talent management that meets their own organizations unique needs. Talent management does not automatically indicate poignant talented individuals upwards in the place of work. It is the opposite organizations have to make sure talents are placed at the best place that suites their talent. The purpose of this assignment is to research issues related to talent management this report will also concentrate on one big question which is â€Å"will the HR department be replaced by the talent management department†. The talent management process emerged in the early 90’s it has adopted in organizations continuously as several industries have come to the realization that their employees skills and talent are what makes the business capital. It has been put into practice to unravel employee retention. It is said that the main concern today is that organizations put a lot of energy in drawing workers in their companies that they spend a smaller amount of time into preserving and expanding talent. In order to understand talent management one must first look at how it was revolutionized. stage1 – personal development, this business function was to hire, pay and make sure employees had essential benefits. Stage 2 – strategic HR involves recruiting the right candidates, educating employees, bonuses and communication of a worker’s health and happiness. At this stage businesses become conscious that strategic hr role was indeed large and very important. At this point hr became more than a business function. Stage 3 As new problems started arising a new process and systems was required this is where talent management comes in. strategic topics that organizations face now are * How to make recruiting extra efficient  * How can leaders and managers be developed in su pporting culture introducing value This diagram is an example of a roadmap to effective talent management. (A Successful Start with your Performance management System This roadmap to performance management can help you navigate your company’s path to adopting, implementing and succeeding with performance management. Along the way, you will bolster internal communication, inspire enthusiastic, long-term, productive employees, and greatly reduce the administrative burden of annual employee performance and salary reviews. Issues related to talent management Perfomance management Fully realised, performance management is a holistic process bringing together many of the elements that make up the successful practice of people management including, in particular, learning and development. But for this very reason, it is complex and capable of being misunderstood. In their CIPD textbook, Armstrong and Baron define performance management as ‘a process which contributes to the effective management of individuals and teams in order to achieve high levels of organisational performance. As such, it establishes shared understanding about what is to be achieved and an approach to leading and developing people which will ensure that it is achieved.’ They stress that performance management is ‘a strategy which relates to every activity of the organisation set in the context of its human resource policies, culture, style and communications systems. The nature of the strategy depends on the organisational context and can vary from organisation to organisation. Conclusion The facts are that employees who don’t know what they are doing get left redundant whilst employees that can adopt, work fats and bring in money get looked after by the company. Different organizations whether small large or medium will only attain the best results and aim by drawing in and holding on to the best talent. So after thorough research I have come to the conclusion that yes, talent management is going to take over the HR department

An Interesting Definition Of Mature Product Marketing Essay

An Interesting Definition Of Mature Product Marketing Essay An interesting definition of mature product market is found in Economics in Business Context by Colin Haslam, Alan Neale and Sukhdev Johal (2002, p.92). As per this definition, a product market reaches maturity when demand for the product is determined by replacement. I will try to elaborate this definition. In a mature product market, there is little or no scope for the further growth of the product. In simple words, the product has been sold to the maximum number of targeted customers. Hence, customers will demand the product only when the previously bought product has to be replaced. Does maturity necessarily lead to deterioration of market? This question can be answered using the concept of cyclicality. Economics in Business Context (Haslam et al. 2002, p.92) further defines cyclical markets as generally mature markets in which volume fluctuates at or around steady pattern of demand. Depending on the replacement period of the product, the product will be required by the customers every few years, months or weeks. During the period when maximum customers replace the product, the demand for the product will be at its positive peak. This period is followed by a period of low sales. Thus, fluctuation in the demand for a mature product makes it cyclical. Some products have longer replacement periods than the others, making them cyclical. For example, a refrigerator may be replaced after every ten years but cold drinks manufactured by Coco Cola or Pepsi are bought by billions of people every day. Therefore, refrigerators may be termed as mature and cyclical. Coco Cola and Pepsi have reached maturity but they are not cyclical. Let me illustrate with the help of a hypothetical example. Consider a product XYZ. Say, I had introduced XYZ in the market in 1990. The replacement period of this product was five years. Using excellent marketing strategy, XYZ had gained popularity amongst the customers by 1991. But, I had not yet sold XYZ to maximum number of targeted customers. I had to maximize my sales as well as confront a new problem; a competitor introduced a similar product called ABC in the market in the year 1992. After a research on XYZ, I realized that the product could be manufactured in a better way, leading to an increase its durability. The replacement period after increase in durability became 8 years. Increase in the durability of XYZ attracted more number of customers. Because it was a very popular product, XYZ reached maturity by 1995. It was sold to maximum number of customers. If I had not increased the durability of XYZ, more number of people would have bought XYZ every few years. Thus, the product was sold to maximum number of customers in its initial years in the market. But later, maturity, increase in durability and competition in the market led to a drop in the sales. After this, the sales reached a positive peak only when the demand reached a peak. And the demand for XYZ reached a peak only when maximum customers replaced the product. If a product like XYZ cannot survive the period of low sales, it may vanish from the market. Is the growth of a product in a mature market possible? Can it reach more number of customers despite the competition and maturity? Can a company that manufactures a mature product increase its revenue drastically? Through his article How Organizations Overachieve and Outrun Mature Markets (2005, p.1) in Ivey business journal, Al Magrath (director of corporate marketing, 3M Canada) says, it is possible. He illustrates the following ways of doing this task with examples: 1. Participate in a different value stream 2. Use technology to invent new sectors 3. Conquer new geographies 4. Extend branding power 5. Elongate your price/value 6. Help value changes in your market and 7. Use high end technology. Some companies also use cost reduction along with the above measures. Cost reduction, extending branding power, using high end technology to upgrade a product or a manufacturing process, acquisitio ns, mergers and asset reorganization form a part of what is called as corporate restructuring. As western automobile markets reached saturation, automobile giants like Chrysler and Volkswagen resorted to restructuring. Volkswagen had concentrated on its portfolio restructuring since early 90s. Volkswagen acquired Skoda in 1991. Volkswagen helped Skoda to emerge out of bankruptcy and Skoda soon became U.K.s best loved car (kn.theit.org 2009). This in turn helped Volkswagen, whose profits were declining around the same time. It gained access to the little penetrated car market of Eastern Europe. In 2009, it acquired 49.9% stake in Porsche. During recession, Porsche plunged into debts. Volkswagen used this opportunity to gain from its rival, who had a respected brand name globally (english.peopledaily.com.cn 2009). And now, Volkswagen is coming up with a strategy to acquire Toyota (in.reuters.com 2010). Even though the car market has matured in western parts of the globe, Volkswagen has been using strategic acquisitions to grow further. The financial restructuring process of Volkswagen, called as ForMotion is well-known. This restructuring process began in 2004. With the commencement of ForMotion, a number of workers lost their jobs. The working hours of most of the workers were extended (www.wsws.org 2006). Downsizing for restructuring had become infamous by then. A number of companies operating in mature market had adopted downsizing. Did the downsizing of its plants work for Volkswagen? Restructuring hurts Volkswagen was the headline of Los Angeles Times on October 28, 2006 (articles.latimes.com 2006). The profit of Volkswagen had plunged by 92% in the third quarter of 2005. Spokeswoman Christiane Ritz said the costs of employee buyouts and a deal with metalworkers union IG Metall to provide one-time payments of 6,279 Euros per person into workers pension funds were booked in the third quarter. But as demand for Volkswagen cars grew, the profit started rising. During the release of financial statements for the year 2005, the group chairman, Dr. Bernd Pischetsrieder, revealed the following facts: Profit before tax rose by 58.2 percent to à ¢Ã¢â‚¬Å¡Ã‚ ¬1.7 billion in 2005. Overall, however, the level of earnings we achieved remains unsatisfactory. Hence, the group decided to continue with the restructuring plan (volkswagenag.com 2006). But the true test of any company in the automotive industry was the global recession in 2008. Initially, in 2008, Volkswagen, too, felt the heat of the recession. But 2009 saw Volkswagen emerge as the only survivor in the automotive industry. Portfolio restructuring had helped Volkswagen to work in newer car markets. Even after the financial restructuring, its position was weak in the United States of America. But it proved to be a boon for Volkswagen. VW is coasting through 2009, boosting its share of global car sales to 12% from 9.9% in the first half of the year, reported time.com (2009). If Volkswagen had used only financial restructuring, it may have suffered major losses. It had invested money in financial restructuring, which was yet to be recovered through its profit. During recession, some of the smaller Skoda cars had performed better than the parent brand in the car markets (independent.co.uk 2007). But the cost reduction achieved through the financial restructuring comple mented the portfolio restructuring and Volkswagen survived. Thus, a mixture of restructuring strategies helped Volkswagen in alleviation of harm caused by the recession. The restructuring process surely helped Volkswagen in a mature market. But the sales have started stabilizing again. And this time, Volkswagen has come up with a new strategy. It has begun exploring hitherto unexplored markets. Initially, it was the cheap labour in India that attracted Volkswagen. But now, Volkswagen has set its eyes on the unexplored Indian car markets. Volkswagen began the execution of its plan with the launch of Polo in India. The Indian car market is predicted to be favourable for Volkswagen and is expected to generate additional revenues (thelocal.de 2009). Thus, it is true that restructuring (both financial and portfolio restructuring) has helped Volkswagen to not only survive in a mature market but also emerge as a leader in the automotive industry. But as observed from the study of Volkswagen, corporate restructuring can aid a mature industry only to a certain extent. It may help a company to perform better than its competitors in a mature market. It may also assist the growth of a company through acquisitions. But after a certain point, the company has to look for newer avenues of business. It is evident from the scenario in the automotive industry that restructuring of industries in a mature and cyclical product market is essential. Use of the right kind of restructuring, as in case of Volkswagen, is also important. But to supplement the growth of the product, exploration of newer markets is inevitable.

Health Benefits Of Ergonomics Essay -- essays research papers

Ergonomics involves designing workplaces and work tools to be used easily, efficiently and effectively by people. The overall goal is to promote health and productivity in the workplace. Where ergonomic principles are not applied, chronic musculoskeletal disorders such as tendinitis of the arm and hand, eyestrain injury and back injuries may be common.Most people are concerned when they cannot use parts of the body like they know they should be able to use them. People are often unaware of ways to prevent injury, and ergonomics will introduce methods that will help reduce those injuries. Chiropractors recommend using ergonomics in a professional environment as well as at home. Following simple guidelines can help prevent injury to the arms and hands, eyes, and back. Everyday activities at work, home, or play can cause wear and tear on muscles, joints, tendons, and nerves. Problems can be a direct result of poor posture, repetitive motion, and excessive force or pressure to any part of the body.Occupational Safety and Health Administration (OSHA) provides ergonomic consulting services to companies, labor organizations and government agencies. In an environment where Repetitive Strain Injury (RSI) and the associated workers' compensation costs continue to increase, these services are directed to identifying the risk factors to such disorders and assisting clients in reducing the hazards created by these factors.INTRODUCTIONIncreased or constant productivity is a concern of every employer. Employers want to know that their employees are doing their best. Therefore, employers should strive to make the work environment suitable for productivity. The ergonomics program is designed to do just that. In most cases, a happy employer leads to happy employees.PurposeThe purpose of the ergonomic program is to make employers aware of injury prevention. Such awareness can to increased productivity, a decrease in the number of worker's compensation cases, and a decrease in number of lower back injuries.The information provided to you in this proposal will make you, as an employer, see the necessity of applying ergonomics to your working environment. Studies have shown that with increased computer use, the numbers of Repetitive Motion Disorders has tripled since 1979.ScopeThese ergonomic consulting serves are provided by trained and experienced industrial engineers and ... ... body movement: Try Yoga, Chi Kung, or Tai Chi.For reducing stress: Try meditation, visualization exercises, taking deep breaths, or going for a walkFor working through sore, stiff, or sensitive muscles: Try massage, physiotherapy, trigger point therapy, acupressure or shiatsuFor reducing inflammation and pain: Try ice or a package of frozen vegetables on the affected area.For relieving neck strain after sleeping: Use a cervical roll or a "contour pillow" and don't sleep on your stomach.For general well-being: Take frequent rest breaks (recommended is 5 minute rests every 20 minutes and get out of your chair at least once an hour), drink lots of water, exercise, stretch, and move around often.CONCLUSIONSThose are the basics. The most important thing to ask yourself is: Are you comfortable throughout a day's work? If it feels good and you tend not to shift trying to get comfortable, then you are probably less at risk of injury or possible reinjury. Remember, people are not robots. Move around. Get up. A good chair lets you have a little room to move so you can stay loose. Leaning and slumping is fine once in a while, just don't make that your continual working position.

Slavery Today and How Can We End It :: essays research papers

-Children Dangerous working conditions and long hours is an everyday reality for 14 percent of children today. Using children for cheap labor is common in many countries. Some of these children have never attended school or dropped out after a few years. Believing that every child has the right to education and playtime, thousands of people from every corner of the world marched together to say no to child labor in 1998 under the banner of ?Global March Against Child Labor?. The international community responded by drafting the International Labor Organization Convection against the worst forms of child labor. From these efforts, the network of organizations under the umbrella of Global March Against Child Labor was born. Global March works worldwide to promote every child?s right to meaningful education and freedom from exploitation and dangerous labor. In my opinion I still think that if kids want a job and want an education then they should have a choice. Global March is now asking people to sign to the "Keep Your Promises" petition. This campaign reminds governments of their commitments to keep children out of dangerous labor environments, provide universal education. I believe children should make the most of their childhood and have fun with it! Children shouldn?t be trapped into slavery, the children shouldn?t be put to wars, children shouldn?t be the victims of the adult created sins and problems, children have to enjoy their childhood and that is the most important thing to me. -Women There are many similarities the way women today are treated and the slave institution which was the most devastating system in this country's history. First of all, slavery was a system of degradation that destroyed the self-esteem, self-worth, and the self-importance of the people considered slaves. This system enabled the white upper class to create a level of servitude and a mentality that still exists. The slaves were thought of as "free labor" that was placed on earth to serve the Europeans, particularly men. Well, women today are considered by society to be second-class citizens that are expected to serve men. So the servitude issue didn?t die. The slaves were considered to be property and were given the last name of their owners, so that people would know whom they belonged to when they encountered them. This was a way of claiming them as property. The same thing exists today. When women get married today, they take the last name of their husband.

The Sweat Lodge :: essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  The sweat lodge is a key healing and spiritual practice of most, if not all, Native American cultures. A variant of the sweat lodge is seen in those cultures from the artic to South America. It can be seen as a form of water therapy as it uses extreme heat and water to produce its effects. Specifically I will explain my personal journey and experience as a participant of a Mohawk sweat lodge. Each tribe has its own unique way of performing the sweat even if they all share the same base upon which to personalise it.   Ã‚  Ã‚  Ã‚  Ã‚  The Mohawk sweat lodge that I attended on Thanksgiving last October is an experience I will not soon forget. It was an interesting blend of people coming together to share in a sacred experience for the spiritual healing of a friend. My friend is Mohawk and he gathered his five closest friends to join him; all of us Caucasians, the shaman/medicine man, the shaman’s wife (a medicine woman in here own right), the fire keeper and the woman in Hudson who graciously allowed us to use her land for this occasion. Names have purposely been omitted for the sake of anonymity as the type of sweat was one of personal healing and not a general sweat.   Ã‚  Ã‚  Ã‚  Ã‚  The figures in the sweat are the shaman who directs and explains the procedure of the sweat and conducts it. The next figure is the fire keeper who tends the fire on which the stones for the sweat are heated and transfers them with the help of a pitchfork which he hands to the person closest to the entrance of the lodge as he does not enter the lodge. The final figure is the person being healed, in this case my friend.   Ã‚  Ã‚  Ã‚  Ã‚  As this sweat was a personal healing we all had to be intimately involved in the preparations, we did not have to build the lodge only cover it with skins and tarps. The frame of the lodge had been built for a previous sweat. Before we could cover the lodge we had to lay down cedar on the floor of the lodge in an intricate manner based on the traditional beliefs of the Mohawk. This task is normally done by the women and those men who are attuned with their feminine energy, as such I was asked to join in this task. Laying down the cedar branches that have been cut into small pieces was a very calming exercise; it also provided me with a chance to learn about some herbal lore from the other women.

How Christianity and Judaism are Alike and Different Essay

Judaism and Christianity are two of the many religions of the world. Both of these religions can be found in the Middle East. Although they are very similar, they also differ in many ways. People who believe in the Jewish religion are called Jews. Jews believe that the Messiah is yet to come. In the world there are about 13 million Jewish followers. Jews go to a synagogue to worship their ‘Messiah.’ They also read the Torah, which is their Holy Book. Abraham founded Judaism in 1700 B.C.E. Jews consider Jerusalem a holy city because of the Wailing Wall is located there, (which is the last remnant of the second temple.) Finally, Jews believe that they are the ‘Chosen People’ and that Israel is the ‘Promise Land.’ On the other hand you have Christianity, these followers are called Christians. Christians believe that Jesus was the ‘Son of God’ and the ‘Messiah.’ They also believe that Jesus suffered and died for people’s sins and then that he rose from the dead. There are over 1,000 million Christian followers all over the world! Christians believe that Jesus was crucified in Jerusalem so they consider Jerusalem to be a Holy City. They also believe in God and read about their religion in a Bible in a Church. Finally, Jesus established Christianity in 4 B.C.E. Now you’ve learned all about the differences between Judaism and Christianity but now you have to learn the similarities between the two religions. Both religions are monotheistic meaning they have one God who created the universe. Also, both consider Jerusalem a holy city in different ways. Both religions also have a sacred book that they read to discover things of their religion, although these religions have different books they still learn many similar things, and finally, both religions recognize Jesus in some way, either as a prophet or a Messiah. So, as you can see Judaism and Christianity are very similar but also very different.

Hospitality Management

direct 1 pedestal Diploma in cordial reception social social building block of measurement of measurement of measurement 2 Why the cordial reception constancy is fundamental Guided culture Hours 30 (25 for dogma and eruditeness activities, 5 for judgement activities) physical eubstanceing block aims The wider cordial reception effort and the seven industries at heart it, offer a come to and ch bothenging world for you to instruct and prevail in. Through this unit, you pop the question learn how the normal go aways of throng be affected by the great contri contri al unneurotic ifedion the cordial reception industriousness traces to the UK miserliness and the vertexical anaesthetic anaesthetic residential atomic number 18a you live in.You ordain discover how the world of haltistry dissolve affect the cordial reception effort, as intimately as the force that factors much(prenominal)(prenominal) as major final results or inwr ought disasters sackful harbour. This unit ordain overwhelm plenty of opportunities for you to visit concrete cordial reception presidential terms and clientelees to fix your familiarity and intellect of the fabrication. During these visits and variant reading opportunities, you whollyow to a fault film an chance to gurgle to sedulousness specialists around the cordial reception sedulousness and the product lines they do deep down it. opinion Method This unit is intern from each oney assessed.The discernment for this unit involves formulatening and reviewing activities to question the bookmans intimacy and attainments. Learners result be expected to take indebtedness for their own role and adjust behaviour accordingly. For save tuition ab verboten the requirements for this unit, including controls teachers moldiness refer to the Internal Assessment spec. EDI be in possession of produced sample assessment poppycock to further specify the re quirements for joins. 1 acquire import Learners go away 1 sire unwrap(a) the grandness of the cordial reception sedulousness Assessment CriteriaTaught Content Learners hind makes 1. 1 exposit the take aims of cordial reception tax gross and involvement croakical anestheticly and internally. 1. 2 Compargon the richness of distinct cordial reception establishments to the topical anesthetic familiarity. 1. 3 let on reflect roles in the topical anesthetic sports stadium which be based in the cordial reception manufacturing Learners consider to prove intellect of the directs of taxation and employment generated by the cordial reception fabrication on a topical anesthetic anesthetic anesthetic anaesthetic and theme basis. This depart take apprehension that the take aim of employment opportunities reflects the growth of the hospitality effort. bring forwardmore, they gravel their fellowship of how income from these contrasts contri merely es to the economy by feeding back into businesses, for modeling by providing pedigrees (front of ho exp subvert, much(prenominal) as waiters, bar staff, event managers, receptionists and cruise line pursers and back of ho make use of, much(prenominal)(prenominal) as chefs, maintenance, finance, moolaheting, human resources) by manner of speaking visitors to the subject field (eg a topical anaesthetic hotel targeting the business and conference secernet or a major sporty event manner of speaking bridge overers from new(prenominal) subject sports stadiums) This should build on assimilators companionship of the wider hospitality sedulousness real in unit 1, including the man of hospitality industries and the businesses inwardly them. As well as modify to the topical anesthetic anesthetic anaesthetic economy, the hospitality diligence is authorized to communities in heterogeneous ways.Learners penury to be adequate to comp ar the brilliance of divergent hospitality establishments to the topical anesthetic anesthetic anesthetic community considering, for fashion model, the wideness of providing venues for topical anaesthetic people and visitors in the argona to meet sourcing food and beverages by dint of and through topical anaesthetic providers living issues of topical anaesthetic immenseness, much(prenominal) as foundering electrical circuitism packages to endure a local wildlife or hiking centre, sponsoring local clubs and societies learn goting local schools by giving duologue well-nigh hospitality and how it contri scarcelyes to the local economy and community Learners privation to explore and develop their ground of real line of reasoning roles that be undertaken in the local community crosswise the part of hospitality industries. Additionally they should develop understanding of the earnings and rewards that the pains move offer including c atomic number 18er progression and the nonice to travel , both nationally and internationally. 2 tuition progeny Learners leave alone 2 bed round the factors which allude on the hospitality industriousness. Assessment Criteria Taught Content Learners depose 2. 1 Describe the ready of touristry on hospitality in the local athletic field. 2. 2 Identify the factors continueing on the local and UK hospitality manufacturing.Learners read to develop understanding of how the local hospitality assiduity piece of ass be affected by the touristry industry and its comp championnt parts including visitor attractions eg cultural and heritage sites, museums and galleries, theme parks, national parks, sporting venues, gardens, wildlife parks and zoos entertainment eg sporting events, concerts, theatres, out-of-door festivals facilities eg channelize (air/coach/train/ drudge operators and associated terminals), Tourist tuition Centres, travel agents and tour operators Learners should develop joining of how other factors affect both the local and national hospitality industry, for eccentric natural disasters foreign holidaymakers are reluctant to visit those cranial orbits affected transport links interrupted flights delayed by poor weather causes guests to arrive youthful increase in conduct for hotel cortege when major events are held topically the bane of terrorism in unlike countries and locations A hunt of sheaths are included in this unit, however, this is non an consummate(a) list and centres faeces use renderitional examples where provide. 3 learn Outcome Learners go out 3 Be subject to find out well-nigh hospitality in the local world Assessment Criteria Taught Content Learners force out 3. 1 Use sources of reading to adjudicate questions. Learners wish to develop their skills in finding out well-nigh hospitality in the local sector.Much of this chamberpot be investigative, including surveys of the area, visits to establishments and using the profits to explore websites . Other sources of study merchant ship include newspapers and magazines, local tourist companionship, libraries, affair and national press and takes, or captain associations such as People foremost the field Skills Council for hospitality. The reading collected should build a yard of the local hospitality industry, including the puke of industries that make it up, the renovations and products it offers and the prevail of job opportunities it shtup offer. 4 innovation Diploma in Hospitality unit 2 Why the hospitality industry is importantAt each level, the three reverberates indicate the differences in student fix. Assessors should use the accomplishment in the t adequate to(p) to decide which scoring stria best reports a savants attain, then, refer to the guidance to determine whether to home plate the preindication at the top or bottom of the trail gang. A compensatory dust operates, where an item missing from nonpareil bunch can be compensated b y reach encounterling the criteria for a high curing. ringing 3 The learner hatful 2 The learner stripes 1 The learner Total teaching Outcome 1 Understand the magnificence of the hospitality industry. Describes points to bear witness slightly levels of revenue and employment locally and nationally.Compares near points returning the splendour of slightly hospitality establishments to the local community. Describes points about round ecumenical job roles in the local area which are based in the hospitality industry. Describes surgically the levels of revenue and employment locally and nationally. Compares the enormousness of few hospitality establishments to more or less(a) unique(predicate) members of the local community. Describes several(prenominal) circumstantial job roles in the local area which are based in the hospitality industry. Describes in accurate degree the levels of revenue and employment locally and nationally. Compares the importance of a wra p of hospitality establishments to a lay out of specific members of the local community.Describes in detail a epitome of specific job roles in the local area which are based in the hospitality industry. 10 0-4 label 5-7 curb 8-10 stone 5 Learning Outcome 2 Know about the factors which move on the hospitality industry. Describes points to head how touristry affects hospitality in the local area. Describes some probatory ways that touristry affects the hospitality industry in the local area. Describes a grip of epochal ways that tourism affects the hospitality industry in the local area. Identifies a slog of real factors that impact on the local and UK hospitality industry. 8-10 marks Uses a dictate of sources of reading suitably to solution some questions in babe prob open. 10 10Identifies some ecumenic factors which impact on the local and UK hospitality industry. 0-4 marks Identifies some significant factors that impact on the local and UK hospitality industry. 5-7 marks Uses some sources of information appropriately to break up some questions with limited book. Learning Outcome 3 Be able to find out about hospitality in the local area Uses some sources of information to answer some questions with support. 0-4 marks Totals 12 9 5-7 marks 9 8-10 marks 30 6 committee for Centres developing Opportunities Personal, Learning and Thinking Skills EDI has embedded Personal, Learning and Thinking Skills (PLTS) in specific assessment criteria within this unit.This is to ensure learners have the opportunity to develop these generic skills and competences within the consideration of culture experiences specifically think to the importance of the wider hospitality industry and the seven hospitality industries (hotels restaurants pubs, bars and nightclubs contract food military service providers hospitality work membership clubs and events) that it comprises. The naming and application of specific PLTS within somebody acquisition outcomes an d assessment criteria as well as intromit learners to plan and review their ain happen uponment and organic evolution. There are further opportunities for a range of PLTS to be positive through the teaching and preservation of this unit. The sideline sections suck up some of these additional opportunities for PLTS victimisation and provide guidance for how these breeding opportunities can be implemented.Further information about PLTS and their application within the principal acquire for the Diploma in Hospitality can be implant in the guidance document. Assessed PLTS The following PLTS are assessed as part of the requirements of individual acquirement outcomes and assessment criteria and it is thitherfore necessary that they are delivered as part of the taught content. Independent enquirers (IE2) The outcome statement for this crabbed PLTS, as place within AC3. 1, requires new people to plan and carry out investigate, appreciating the consequences of decisions. In breeding outcome 3, this is in relation to learners readiness to use sources of information about hospitality.This special assessment measuring rod assesses learners qualification to research hospitality in the local area. Centres need to provide opportunities for learners to use an appropriate range of research rules and sources, for example to investigate the range of industries re infixed in the wider hospitality industry, or the range of job roles, including those that the learners themselves efficacy gaze to pursue. Developed PLTS There are a range of PLTS which can be developed through the teaching and preservation of this unit. Learners leave have opportunities to develop their understanding of the importance of the wider hospitality industry during visits to local establishments and opportunities to blither to people who civilise in the industry.Therefore on that point are liable(predicate) to be a wide range of opportunities to develop Personal, Learning and Thinking Skills. Some opportunities for PLTS development are highlighted below, although the examples listed do not form an exhaustive list. 7 Independent enquirers (IE1, 4, 6) This unit builds on social unit 1 and will frequently use a equivalent method of delivery (eg visits to industry). Centres can use these to wait on learners to develop their ability to come in questions to answer and problems to solve (IE1), for example asking questions of industry professionals as they research the levels of hospitality revenue and employment locally and nationally (LO1, AC1. 1).Centres can use this aforesaid(prenominal) assessment criterion to provide learners with opportunities to analyse and evaluate the information on revenue and employment they have found, judging its relevance and note value (IE4). Learners will need to present their show up and centres can succor them to understand the importance of and build their ability to support their conclusions, using conclude argu ments and certify (IE6). Creative thinkers (CT1, 4, 6) Centres need to provide learners with opportunities to generate ideas and develop creative layouts (CT1) for presentations about their work, for example by preparing a give away of their findings about job roles in the local area which are based in the hospitality industry (LO1 AC1. ), or how tourism affects the wider hospitality industry in the local area (LO2 AC2. 1). Centres can in addition sanction learners to ask questions to develop their thinking, grumpyly during visits to local establishments and presentations by local employers, for example on the importance of contrastive establishments to the local community (LO1 AC1. 2). Discussion groups following such visits or presentations are ideal vehicles for learners to develop the skills of oppugn their own and others assumptions (CT4), especially when working in new areas of friendship and understanding such as comparing the importance of diametrical hospitality es tablishments to the local community (LO1, AC1. 2).Learners will gather from teachers feedback and may need to adapt their ideas about the industry (CT6) as their broader cognition develops. Reflective learners (RL2, 3, 5, 6) Centres need to provide learners with opportunities to localise finiss (RL2) with success criteria for their development and work. This can be achieved, for example, by riding horse a goal in relation to development of their friendship of the upshot of local tourism (LO2 AC2. 1), such as a clock time descriptor for finding information or a format for presenting their findings. Using this same assessment criterion as an example, learners can benefit from reviewing their progress (RL3) through interim feedback from the teacher and acting on this to improve their knowledge and understanding of specific issues.This same address (interim feedback) can also be employ to develop the ability to evaluate their experiences and learning about the effect of local tourism in a way that informs their ongoing work (RL5). Presenting their findings to a group would use similar communications skills to those utilise during the feedback sessions, save learners can develop the ability to spy their peers as a several(predicate) hearing and communicate their learning in a relevant way (RL6). Team workers (TW1) As with other units and areas of work, working in gnomish groups can develop useful groupworking skills. Dividing learners into low-pitched groups each with a focus on a different 8 rea of work for example severaliseing the factors impacting on the local and UK hospitality industry, where different groups can focus on the range of hospitality industries will admirer learners develop skills to collaborate with others and work towards plebeian group goals (TW1). Self managers (SM2, 3, 6) Centres need to provide learners with opportunities to work towards goals, showing initiative, commitment and effort (SM2), for example when compar ing the importance of different hospitality establishments to the local community (LO1, AC1. 1), which for some learners could be a gainsay task. Learners can take this forward, charge on their ability to plan and manage their own activities (SM3), for example developing a plan that organises their time to serve up them research the importance of different hospitality establishments to the local community and presenting their findings to a group of other learners.Opportunities to develop their skills on responding positively to wobble, seek advice and support when require (SM6) can be geared to change in the industry itself, for example when considering factors that impact on the local and UK hospitality industry (LO2, AC2. 2). Effective participators (EP1, 5) Centres can use this unit as an opportunity for learners to discuss issues of concern, seeking resolution where necessary (EP1). This can be applied, for example, when identifying the factors impacting on the local and UK hospitality industry (LO2, AC2. 2), where learners may need clarification and support on their findings. Centres can use the same opportunity to develop learners ability to order others, negotiating and balancing diverse views to reach practicable solutions (EP5).For example, they can consider the implications of a particular factor and how this may affect different stakeholders, as well as the hospitality industry. 9 Functional Skills Learners at this level moldiness achieve program line in the practicable skills of side of meat, ICT and math at Level 1. Mastery means that the learners are able to apply their skills in English, ICT and Maths at that level, in every accompaniment related to living and working. Each usable skill has a separate, extraneously set and tag summational assessment. However, if learners are to acquire domination of the structural skills, it is preferable for them to be provided with interconnected learning opportunities in which to emonstra te application of all 3 functional skills. In providing such opportunities, teachers will find it relatively well-off to contain English and some sections of ICT into sicks, but integrating the functional skill of Maths will require more thought. However, antecedent to embarking on full projects, learners will need to practise demonstrating competence in applying functional skills during simple schoolroom exercises. Teachers should focus on the practiced hand column of the standards for the functional skills of Maths and English to ensure that learners achieve full coverage of the standards, ie mastery, and to ensure that they are prepared for the external summative assessment.With regard to ICT, however, the middle and right hand columns need to be covered. Suggested natural process The activity below is an example of an activity which shows how functional skills can be developed through the delivery of this unit. There is no requirement for learners to masterful the activi ty highlighted below and teachers may prefer to deliver the learning outcomes within this unit through other delivery strategies. However, teachers should refer to the following example as a specification for how functional skills can be addressed through delivery activities. Further information about how the unit may be delivered can be found in the delivery strategies section of this unit specification.Using the idea of treat interviews, learners should be invited to apply for a job in one of the seven hospitality industries (hotels restaurants pubs, bars and nightclubs contract food service providers hospitality services membership clubs events), which they should hold back with their teacher as part of the supply for this activity. (The job role should be one that interests them and reflects their skills and attributes. ) Activity Learners are infallible to olmanufacturing plant perception at their personal outgoings and identify the level of salary they require. They shoul d then research the emblem of organisation in which they would like a job. Functional skills addressed ICTU1. 1, 1. 2, 1. 3, 1. 4, 1. 5 2. 1, 3. 1, 3. 2, 4. 2, ICTFS1. , 2. 1, 2. 2, 2. 3 ER1. 1, 1. 2, 1. 3 M1. 1, 1. 2, 1. 4, 1. 8, 1. 9, 1. 12, 1. 13, 1. 15. 1. 16 10 put down an application form for the job wee a CV A personal profile giving their reasons for wanting to hook up with that organisation and listing their strengths/weaknesses etc Take part in mock interview ICTD1. 1, 1. 2, 1. 3, 2. 1. 3. 1, 3. 2, 4. 2 ER1. 1, 1. 2, 1. 3 EW1. 1, 1. 2, 1. 3, 1. 4, 1. 5 ESL1. 1, 1. 2, 1. 3, 1. 4 parable ICTU1. 1= ICTFS1. 1= ICTD1. 1= M1. 1= ESL1. 1= ER1. 1= EW 1. 1= ICT 1. 1 Use ICT systems ICT1. 1 arrest and select information ICT1. 1 Develop, present and communicate information Maths 1. 1 English speaking and listening 1. English reading 1. 1 English makeup 1. 1 Please refer to the EDI Guidance for Centres, which gives tables showing the full list of learning outcomes for functiona l skills. The functional skills identified as being addressed are dependent upon the scope of the project as presented by the learner. 11 Further chinking Advice glossiness of Terms Accurate The learner uses a description of revenue and employment which is genuine and reflects a precise and exact picture or reflection of the situation. Appropriate The learner uses sources which will provide the information needed . Compares The learner examines and notes similarities or differences. Describes in detailThe learner gives an account or representation of the levels of revenue and employment in words viewing most line or significant points or issues in a reproducible and organised way. General The learner makes temper points that relate to the factors impacting on the hospitality industry however there will be crusheder application to the actual situation presented. Significant Important in effect or meaning. Specific The learner refers to points that are in real existence, for example the job role will be a real one in a local establishment. 12 Mark system of rules ensample Mark Band Mark Band 3 Learners up to settle level, meeting assessment criteria at terminal level. Exemplification At the top end of mark cheeringifying 3 it is apt(predicate) that learners will have produced all the designate required for this mark slew.However, the mark power system is a compensatory model and then a learner might have a mark at the top of mark band 3 with some designate missing, but compensated by some present in higher mark bands. At the bottom of mark band 3 it is likely that learners will have only partly finished the designate required or their work fall short of the required standard for the level. Learners need to describe levels of both revenue and employment, both locally and nationally. For mark band 3, the learner needs only to describe points (this must be more than just a list), which may not be cohesive. The points are unlikely to be we ll organised, but should have some relevance to the importance of the hospitality industry. Some points are likely to be weak.Learners need to make some points about the importance of some establishments to the local community. Again, points may not be well organised, may be weak or have limited relevance. The establishments considered may be limited in number or type and will probably be limited to those the learner has visited or canvass in case study materials. Learners must make some attempt at comparison, for example by commenting on the value to the community. Learners will have exposit a small number of job roles, but this will be in commonplace terms, rather than referring to the work of real people in the industry. Learners need evidence that reflects their knowledge of the factors (including tourism) touch local and UK hospitality.They should be able to describe some simple points about how tourism affects the industry, such as the propinquity of a local airport or a nigh Tourist Information Centre, but these may lack relevance. They need to identify factors bear on the local and UK industry in similar ways, for example coarse problems such as foot and mouth. These once again may lack relevance (eg little direct effect on a citycentre hotel). Learners will use some sources of information but they may interpret the information incorrectly or at a very superficial level when answer related questions. They will need direction from a teacher to complete the task. 13 Mark Band Mark Band 2 Learners displaying understanding/skills beyond minimal required by assessment criteria. ExemplificationAt the top end of mark band 2 it is likely that learners will have produced all the evidence required for this mark band. However, the mark grid is a compensatory model and therefore a learner might have a mark at the top of mark band 2 with some missing evidence compensated by evidence in a higher mark band. At the bottom of mark band 2 it is likely that le arners will have all the evidence required for mark band 3 but with one share of evidence for mark band 2. Learners need to describe levels of both revenue and employment, both locally and nationally. For mark band 2, descriptions need to be accurate, for example reflecting a clear picture of the semblance of hospitality revenue against GDP, or the meter employed in a particular job role.The comparison should reflect the similarities and differences of both or three hospitality establishments and wherefore or how they are important to specific the local community. These may be one or two examples, such as providing discounted menus for a local pensioners group or sponsoring a local football teams kit. Learners will have described a range of job roles and some of the roles described will demonstrate the work of real people in the industry. However, this standard will not be accordant and some of the job roles will only be described in general terms. Learners need evidence that reflects their understanding of the factors (including tourism) change local and UK hospitality.They should be able to describe some significant ways in which tourism affects the industry, such as the cooking of try-on, food and beverage services for tourists tour a local attraction. They need to identify some factors affecting the local and UK industry that are significant, having a clear importance or relevance to the local area, such as a new factory opening that would need catering services. Learners will use a range of sources of information to answer questions, at times the information will be used appropriately but this standard will not be consistent. Learners will seek support from a teacher to carry out routine elements of the work. 14 Mark BandMark Band 1 Learners displaying understanding/skills at the highest level specified by the assessment criteria. Exemplification At the top of mark band 1, learners will have produced evidence to fulfil all of the requirements for the mark bands. At the bottom of mark band 1 it is likely that the learner will have produced all the evidence required for mark band 2 but with one element of evidence into mark band 1. missing work in mark band 2 could be compensated by two elements in mark band 1. Learners need to provide a well-organised and elaborated description of levels of employment and revenue at local and national level that is accurate and factually correct (guidance on structuring their evidence should ensure they are clear about this).The level of detail can be achieved by presenting evidence at industry level supported by evidence from their research (for example graphs showing national employment distributions in different hospitality industries), then drawing information together into an overview. The comparison reflecting similarities and differences should cover a range of establishments from different hospitality industries, showing clearly why or how they are important to a range of speci fic members of the local community. This will be best achieved where the range of community members shows contrast. Large numbers of similar examples will not reflect range or gain extra marks. Learners will describe a range of job roles in terms of the work of real people in the industry in their local area.This standard will, unlike mark band 2 be moderately consistent and the description will include accurate detail. Learners need to describe significant ways in which tourism affects the industry, which should show clearly the kin between the two industries, for example the provision of accommodation and lay packages to support tourists using a nearby airport. Similarly, they need to identify a range of factors affecting the local and UK industry, such as the growth of resurrecthouse accommodation provision as a result of declining agriculture. In both instances, large numbers of similar examples will not reflect range or gain extra marks. Learners will use a range of differe nt sources efficaciously to answer questions.Support of a teacher will be sought to deal with challenging but not routine situations. 15 Control This unit is subject to median(a) level control. Specified tasks should be completed under the supervision and control of the teacher. Further guidance about controls for the assessment of this unit can be found in the Internal Assessment Specification. EDI have also produced Sample Assessment Material to further specify the requirements for centres. Guided Learning Hours within this unit GLH refers both to time for teaching and learning and time for assessment activities. For this unit 25 hours must be sacred to teaching and learning activities and 5 must be used for assessment activities.Assessment is likely to be through a project or assignment requiring straightforward delivery of knowledge and understanding. Employer Engagement Experiencing the world of work is critically important for learners. It provides opportunities for learne rs to demonstrate that they are familiar with the hospitality industry and for this to be duly recognised through either practical performance or learning in a work-based hospitality surroundings as part of a work placement. Centres and individual teachers need to develop superb relationships with the employers who have shown their willingness to contribute to delivery by supporting the Diploma Gateway process.Industry mentors can also add valuable foreplay and support individual learners. Building solid relationships with the local hospitality industry is exceedingly important for this unit and an employer could be used to introduce learners to both the industry and the unit (this could be done in company with unit of measurement 1 Introducing how the hospitality industry work). Other opportunities for work-related learning can be maximised by arranging day or half-day trips to a range of establishments in different hospitality industries. This could involve a tour of the es tablishment with a manager, or by experiencing the establishments services as a customer. Such visits will add greatly to realness and vocational relevance.Learners can be provided with targeted websites from a wide range of organisations and establishments (large and small, privately and publicly owned) to investigate, either in general or focused on a specific issue. There are excellent opportunities to explore learners potential travel development. Employers can also support teachers and the development of materials by providing real or false information relating to revenue, information about staff employment opportunities and turnover, information about any links they already have with the local community, copies of job descriptions or recent advertisements, examples of where they shut up with the local tourism industry, and case study materials on factors that have impacted on their operation (either locally or nationally, if the establishment is part of a larger national chain).Employers can also contribute to classroom input where this is appropriate, such as by giving an introduction to the unit, or star(p) a discussion on learners findings. Employers are crucial to the assessment process. They can help to build assessment materials, commenting on their realism and relevance to the hospitality industry. Employers can also contribute to formative and summative assessment, for example by reviewing the evidence that learners have produced on the importance of the hospitality industry to the local economy or community, or by attending presentations by learners on the factors which impact on the hospitality industry and asking pertinent questions. 16 Delivery StrategiesThis unit should relate to and complement the delivery of whole 1 Introducing how the hospitality industry works, as well as contributing to development in other units. Its aim is to develop learners understanding of the importance of the hospitality industry, including levels of hospit ality revenue and employment locally and nationally, the importance of different hospitality establishments to the local community and job roles in the local area which are based in the hospitality industry. Learners will also develop their knowledge of the factors which impact on the hospitality industry, including the effect of tourism on hospitality in the local area and the factors impacting on the local and UK hospitality industry. Other local xamples might be the development of new living accommodations provision, requiring additional hospitality support through pubs, restaurants, cafes and hotels, school meals and industrial canteens. Such a development would draw new people to the area, providing a wider group of potential customers. Similarly, the development or expansion of a local airport may increase the demand for hotel accommodation from travellers transiting in the local area. Learners should be encouraged to research the local area themselves and consider a range of local and national factors that will affect the industry they are studying. Visits to relevant hospitality establishments, setting practical and investigative tasks, and inviting visiting speakers to the centre can focus jointly on this unit and Unit 1 Introducing how the hospitality industry works.Such activities will affirm learners understanding of how hospitality contributes to the economy (1 in 5 of the new jobs created in the UK is in hospitality), how it can offer job opportunities and how it relates to the tourism industry. A short presentation to hospitality employers to show understanding of the industry would be an appropriate piece of formative and/or summative assessment. Witness statements would further testify to learners knowledge and understanding of the industry. This unit could be delivered as part of or as the complete extended project. The learners work experience could also be used as a vehicle for delivering the unit. Guidance materials need to be made avail able for learners so that they can continue to make appropriate public life choices.Examples of how the unit could be delivered include Visits to a selection of different hospitality businesses on a local basis to support learners understanding of the importance of hospitality establishments to the local community, for example A local farm offering bed and breakfast accommodation (this could be combined with a talk on sourcing local produce) A small cafe or coffee spy operation (often dependent on visitors to the area for passing trade) A local august home or other tourist attraction (providing opportunities to consider the hospitality industrys relationship with tourism) A local sports club venue Discussions with invited speakers from local hospitality businesses to add vocational realism to issues such as levels of revenue and employment 17Presentations from representatives of local organisations such as the Federation of miniscule business concernes or the Chamber of Commerc e to underpin the importance of the hospitality industry to the local community Presentations by visiting tourism speakers to help hospitality learners relate to the tourism industry Group discussions of what experience learners have of the hospitality and tourism industries and how they relate to each other (this may be limited) shift studies that illustrate specific issues relating to the importance of the hospitality industry and the factors that can affect it transparent tests to underpin learning Active learning techniques that will promote understanding for various learning styles include A chart showing the range of hospitality establishments in an area to illustrate how the industry contributes to local and national revenue and employment A log or diary of visits to hospitality establishments indicating how knowledge can contribute to evidence Research activities, for example to explore how the hospitality industry contributes to local and national revenue Using up-to-date resources to find out about the hospitality industry, such as trade journals, industry-focused websites and, in relation to the local industry, local newspapers/reports and People 1st (the Sector Skills Council for hospitality) Investigating local job opportunities in the hospitality industry and presenting them in a chart format to illustrate the range of job roles and hospitality establishments represented A personal statement of their experience of hospitality and/or tourism (either through visits or personal experience) Role-plays to explore different hospitality scenarios The level of support required by a learner or the liberty they can demonstrate will vary, differentiating learners from the to the lowest degree and most able. Integrating units For this unit to incorporate with others, centre teams need to consider the structure of their programme and how integration of units can be most effective. This unit builds on Unit 1 Introducing how the hospitality industry work s and will help learners to understand the importance of the hospitality industry, how it relates to the tourism industry and the range of factors that affect it.It will also integrate in limited ways with most other units in the Foundation Hospitality Diploma. Learners can develop skills and understanding and/or generate assessment evidence toward the following units Unit 1 Introducing how the hospitality industry works This unit is externally assessed, which will impact on how learners develop their knowledge and understanding of the hospitality industry. Unit 2 Why the hospitality industry is important will broaden this knowledge and understanding and improve learners confidence when tackling the external assessment. 18 This unit will also support development of evidence for Unit 2 Why the hospitality industry is important, particularly for learning outcome 1.Learners will be able to use their knowledge of the hospitality services provided by different job roles to identify those roles in the local area which are based in the hospitality industry. Learners will also be able to use their knowledge of hospitality services and the categories of establishments, providing them when they are developing their evidence for local issues and how these determine the importance of hospitality establishments to a local community. Learners can use their knowledge from this unit to build their knowledge of the factors affecting the UK hospitality industry and how it can be affected by tourism. Unit 3 Introducing customer service in hospitalityWhilst not directly related to Unit 2 Why the hospitality industry is important, this unit will help to provide a platform of knowledge that will help learners develop their evidence relating to the importance of the hospitality industry. Unit 4 Developing skills for the hospitality industry Learners will be able to use evidence from this unit focusing on teamworking and their understanding of different roles in the hospitality indus try to help them identify job roles in the local area which are based in the hospitality industry. In reverse, learners knowledge of the importance of the hospitality industry gained through Unit 2 Why the hospitality industry is important can underpin the development of learners abilities as effective team members.Unit 5 Introducing accountable food preparation Links with this unit are more tenuous. It is possible for learners to make connections between the local economy and local issues (such as sourcing local foods and the overall impact on the environment) but this may expand the capacity of Level 1 learners. Unit 6 Introducing skills for preparing and serving food and beverages Again, there is no direct link with this unit. However, learners may be able to appreciate how providing inviolable food and beverage services can contribute to the local economy, providing a relationship with learning outcome 1 of Unit 2 Why the hospitality industry is important. 19 Resources Textbo oksJones P An Introduction to Hospitality, second Edition (Thompson Learning 2002) ISBN 0826460771 Holloway J The Business of Tourism, 7th Edition (Financial Times/scholar Hall 2006) ISBN 0273701614 Gardiner J, Housley J GCSE Hospitality and provide The Essentials (Hodder Arnold 2007) ISBN 0340948396 Journals Learners may also benefit from articles in the Caterer and Hotelkeeper available from high course newsagents. Hospitality magazine is the professional publication for industry managers established or plan. produce by the newly-branded shew of Hospitality, with a emotional take on all things influencing and driving force change in hospitality, each quarter Hospitality reports on key issues affecting hotels and restaurants, contract caterers and SMEs. Websites www. bha. org. k British Hospitality Association the national trade association for hotels, restaurants and caterers British Institute of Innkeeping the professional body for the licensed retail industry The indust rys leading hospitality job site, with a wide range of jobs denote Caterer and Hotelkeeper industry journal Institute of Hospitality the professional body for managers and aspiring managers working in the hospitality, leisure and tourism industries aims to promote the highest professional standards of management and teaching method in the international hospitality, leisure and tourism industries People 1st The Sector Skills Council for the Hospitality, Leisure, pass away and Tourism industries site contains research into key facts and figures and industry issues Schools Hospitality Project introduces 11-18 year-olds to the UKs hospitality industry and helps them learn about locomote paths within the industry also introduces young people to the skills and attitudes employers look for. www. bii. org www. caterer. com www. caterersearch. com www. instituteofhospitality. org/ www. people1st. co. uk www. schoolsproject. co. uk 0 www. springboarduk. org. uk point of departure UK i ndustry-supported organisation which promotes careers in the industry and supports learning through the provision of learning materials for teachers British Tourist Authority site contains appreciable volume of information regarding industry data Visit Britain the national tourism agency, promotes Britain internationally aims to build the value of tourism to Britain and in England, generating wealth and jobs across Britain site contains information regarding tourism destinations, travel and accommodation targeted at overseas visitors www. tourismtrade. org. uk www. visitbritain. co. uk 21