Community Engagement Assignment Earth care Packaging Essay

Community Engagement Assignment Earth care Packaging - Essay Example If unchecked, the pollution might ultimately lead to a corruption of the water-supply and sewer systems around the town. The lake cleaning activity was a joint activity of the Michigan county council and the UNEP. The two organizers not only organized the event but also provided the materials to be used during the cleaning. In line with the course emphasis on ethics and social responsibility as relating to environmental issues, the cleaning was a wakeup call to the obvious harm that industrialization had on the environment. The theme of the exercise was one that called on safe industrialization practices, targeted mainly on the big multi-million dollars so engrossed with their business prospects that they pay little heed to the cry to spare the environmental. The address on the ethical decisions and procedures in the disposal of their waste materials should take more into account the impact it has on the general society. As such, the role of social of ensuring the environment is clean or healthy should not be delegated only to the town council or other green world movements but should be adopted as an obligation of every individual. This is the meaning of social responsibility. When applied to the industry, the right term will be corporate social responsibility. The amount of personal satisfaction that I derived from engaging in this activity was really fulfilling. I was able, to not only engage my time in a worthy cause but was also able to gain a wealth of knowledge about how simple acts such as littering the pathways might ultimately lead to such bigger environmental problems as global warming, more often than not resulting in untold misery not only to plants and animals, but also to the human beings. By participating in this activity, I learnt of the immense role and power of an individual in ensuring the preservation of the environment. I learnt that social responsibility starts with an

Teaching English as a second language Essay Example for Free

Teaching English as a second language Essay Language is said to be a system in which the combination of sounds form words and the combination of words form sentences for a representation of knowledge is determined by a system of rules. And these rules are applied in the construction of words and sentences. One of the basic principles of learning a second language is to use it as soon as possible in our everyday life activities. This is made clear to the learner and the teacher makes effort to see to it that the language is learned, despite the many interference phenomena in the process. Nigeria is a multilingual and multi-cultural country. It has been estimated that over 400 indigenous languages exist in the country. This multiplicity of languages in Nigeria was compounded with the advent of the colonial masters who introduced and implanted the English language in Nigeria. It has become part of the system to the extent that instead of the continous struggle required to meet up with the standard set by the native speakers , a Nigerian variety has emerged. It is now regarded as a Nigerian language. The English Language in Nigeria enjoys a prestigious status, having a high premium placed on it as the national Lingua franca, It is the Language of administration, trade, commerce and industry, inter-ethnic relationship. It is the language of integration and instruction in schools and above all the language of national Unity as well as international communication. Apart from functioning as the language of integration here in Nigeria, Yate (1992) has observed that ‘ of more notable importance is the increase in the international and technological function of English Language as the dominant language of the Cyber cafà ©, and the most used language in the internet. It is also an elitist language. We now live in an ICT globalised world in which English is the medium of interaction between individuals and nations. According to Babajide 2002: â€Å"For any nation particularly in the third world to be relevant and derive the maximum benefit from the opportunities that abound in every area of human need, for personal advancement and national development, English is a ‘sine qua non’. He further stated that up  till now the country is still faced with the dilemma of selecting an indigenous language that will foster national unity. As the debate continues, Prof. Afolayan bring s out the important place of English when he said that â€Å"It is unrealistic for anybody in Nigeria today to think that National unity can be forged in the country without recourse to the utilization of the English Language†¦Ã¢â‚¬ ¦. It has been the language of political entity itself and also the language of its politico- economic unification and administration. Further more the fact that it is now functioning as the language of Nigerian Nationalism cannot be denied.† Multilingualism and English in Nigeria The first Nigerian National anthem acknowledges the existence of indigenous languages ‘though tribe and tongue may differ in brotherhood we stand†. Nigeria is a typical multi-lingual country in which minority languages which are very many live side by side with the major languages. The country is not only the melting pot of African socio-political and linguistic realities but also the meeting point of divergent and convergent views on minority languages and language policy. Multilingualism is a sociolinguistic phenonmenon that arises as a result of language contact. It is a situation in which two or more languages operate within the same context. Factors such as political annexation, marital relations, economic transactions, cultural association, educational acquisition and religious affiliation bring about multilingualism. All these factors underpin the socio-political landscape of Nigeria today even though the combination of political and economic transaction or exploitation originally brought the people referred to as Nigerians today in contact with the English people. The coming of English colonialist in the 18th Century brought about â€Å"Linguistic imperialism†a situation in which â€Å" the minds and lives of the speakers of a language are dominated by another language to the point where they believe that they can and should use only the foreign lanugauge when it comes to transactions dealing with the advanced aspects of life such as education,philosophy, literature,government and the administration of justice.† So inspite of the fact that English is foreign, it has become a language that has helped to weld together the many people that constitute Nigeria.

The Health Risks of Smoking Cigarettes Essay -- Smoking Health Lung C

The Health Risks of Smoking According to Global Smoking Statistics, 80,000 and 100,000 youths start smoking everyday. Smoking is everywhere, in shops, restaurants and malls. Smoking can be controlled if the right steps are taken. If you walked around downtown Fort Collins, the odds are good that you will encounter a smoker. The negative effects of smoking outweigh the positive effects of smoking yet people still do it. There are ways to quit that can make your life better if you smoke. Smoking goes back to 1492 when Christopher Columbus first stepped onto the plains of the new world. Native Americans chewed and inhaled a specific type of leaf, using a â€Å"toboca† pipe to inhale the foreign leaf. It soon became a treasure for the Europeans, after Christopher discovered this new creation. Cigarettes did not become popular until the 1880s, nor were they available. People just used pipes and cigars. When, according to Smoking, James B. Duke developed a way to mass produce cigarettes, making them cheaper and milder. This created an increase in popularity and between 1870 and 1890 the usage increased 100 times what is was before. The health risks of smoking are that it causes Lung cancer and in 1992 there were 161,000 new cases of lung cancer and 143,000 deaths according to Tobacco and Smoking, 1998. The duration and amount smoked determines the risk of getting lung cancer. Men or women who smoke forty cigarettes a day, compared to those who smoke twenty a day, have twice the risk as getting lung cancer. Those who start smoking before 15 are four times more likely to get lung cancer than those who begin after twenty-five. It also causes Cardiovascular Disease. Smokers, male and female, are at a higher risk to get recurrent heart attacks, sudden death from coronary heart disease and myocardial infection than nonsmokers. The increase is two to four times the amount than nonsmokers. Cigarettes cause an addiction. Nicotine is a highly addictive drug. It is the nicotine that is in tobacco that makes cigarettes so addicting. A 1991 editorial in the Lancet, from the book Tobacco and Smoking on page 33 says: The core of the problem lies in the addictiveness of nicotine. It is nicotine that people cannot easily do without, not tobacco; it is nicotine dependence that slows the progress of existing programmes. As a drug deliver system the modern cigarette is a highly e... ...all the ingredients as mainstream smoke and is just as deadly. Smoking is everywhere and will continue to be all around us. We can ignore it or take action. One less person smoking means that there is that much less smoke in the air. With all the new smokers, a plan has to be set in place, either creating more ads or finding accurate facts. Unless smoking dissolves from the face of the earth, there will still be people â€Å"killing themselves.† Since smoking causes lung cancer, bad after effects and other problems, the need for elimination is even higher. If you smoke than you probably know it is hard to quit, but with the right resources and the motivation to quit, the United States will be a more â€Å"breathable† place to live. Citations Anonymous. More about second hand smoke. 2004. 11/02/04. . Anonymous. Secondhand Smoke. 2004. 11/02/04. . Anonymous. Tobacco and Smoking. Ed. Bruno Leone. San Diego, CA: Greenhaven Press, Inc. , 1998. Grannis, MD, Frederic W.. The Lung Cancer and Cigarette Smoking Web Page. 2004. 10/28/04. . Martin, Terry. Global Smoking Statistics. About.com. 2002. 11/01/04. . Torr, James D. Smoking. San Diego, CA: Greenhaven Press, Inc. , 2001.

Plagiarism and Computers :: Cheating Education Essays

Plagiarism and Computers missing works cited What is Plagiarism? Plagiarism is defined in the dictionary as "appropriating as one’s own the writing, ideas, etc. of another". Plagiarism.org goes into more detail when it defines plagiarism as "the improper use, or failure to attribute, another person's writing or ideas (intellectual property). It can be as subtle as the inadvertent neglect to include quotes or references when citing another source or as blatantly unethical as knowingly copying an entire paper verbatim and claiming it as your own work." I believe they make this longer definition on a web page because plagiarism has become a bigger problem since the creation of the Internet. The Internet is a fast easy way to cheat on papers and ideas. It is incredibly simple to download entire term papers for free or for a small fee. Sometimes you don’t have to pay for a complete essay. Sometimes submitting your own essay is all you need to do to gain someone else’s work. Term paper mills have become a popular activity among high school and college students. If you look up forgery-encouraging web pages, it is easy to see that there are many options for getting effortless information and material off of the Internet. What are the Consequences? The consequences of appropriation can be severe. Even on this paper’s guidelines, the punishment for plagiarism is either failing the class or dismissal from the university, depending on the severity of the piracy. In several of my classes, forgery results in failing the work that you plagiarized for. Many teachers do not appropriately check for fraudulence in work. They don’t feel that they have the time for checking each paper individually for copied information. I can understand how this would seem more work than it is worth in most instances, but catching a few plagiarists per class and publicly punishing them would help maintain class integrity. The rest of the class would be forewarned against further cheating. Boston University has filed a lawsuit against a few of the Internet term paper companies. There is no guarantee that the university will win the lawsuit. It is quite a bit like the lawsuit Metallica filed against the piracy of the web program Napster. There was a lot of publicity about Napster because it was a file-sharing program that some artists claimed hurt their album sales. The sharing of music on the Internet paired with the new technology of CD burners can have an impact on the music market because people will burn their own CDs rather than paying the ridiculously high prices for them.

Managing Individual Performance Essay

Abstract This paper will discuss how managing individual performance have affected my personal and professional development. It will also briefly identify and discuss several written works on Maslow’s Hierarchy of Needs as well as the Myers-Briggs Type Indicator. Also this paper will discuss my experience through the Managing Individual Performance simulation and results improvement. Managing Individual Performance A good manager can motivate employees and equally to go the extra mile, and complete the unachievable, despite their limitations. As a leader and manager of people, it pays to understand what is important to each team member. Understanding motivation helps me to put my emotions and actions in perspective. Contemporary motivational theories recommend that managers should realize individual differences, evaluating needs correctly and addressing these through the right interventions. Criteria a team leader use when selecting members of a team Team leaders or managers must ensure that the teams and their projects have the ability to survive. To maintain the team’s viability, I included the following elements: proper membership, interpersonal skills, each member should be a contributor, a clear charter or purpose, achievable, noticeable results, understand and agreed-upon ground rules, and intensive teambuilding up front. The changes needed to improve team effectiveness across the organization do not involve individual teams, but rather the systems that support them. These systems include the following: organizational structure,  motivation, promotion and performance appraisal criteria, and compensation. In addition, Jeff Cowell and Jerry Michaelson (2000), recommend â€Å"in selecting team members, and prepare a draft charter† (p11). It is very important to prepare a draft charter where you can briefly describe the team’s purpose, and you can see candidates interest. Team selection in the simulation I selected the team in the following order: first, Michelle Levy for the build case files position, because she is a natural problem solver with good communication skills, and an investigative nature of collecting facts. My second selection was Lisa Srafford holding the moderate self-help groups. She has conflict management skills, ability to facilitate groups meeting and very patient in stressful situations. My third selection was Tony Wu to perform follow-ups. Tony has capability to interpret reported data, good observation skills, and his bachelors in business make him more capable in accounting for external factors. My last team member, Daniel Nichols, trainer with knowledge and domineering attitude, was selected to supervise confrontation sessions. His Master in Business Administration (MBA), prepared him to have good communication skills, excellent conflict management, and with his strong personality made him capable of build mutual respect, discipline, and motivation to victims while handling sensitive personal issues. Factors I need to consider in order manage my team effectively There are many factors in order to manage a team effectively. McShane-Von Glinow (2002) gives us six of the important elements â€Å"reward systems, communication systems, physical space, organizational environment, organizational structure, and leadership† (p232). Reward systems indicate that people tend to work more effectively when they are partly rewarded for their performance. Communication systems, maintain valuable information and feedback between team members. Physical space, with a good layout will improve communication between team members. Organizational environment and structure, where team members have secure resources for their performance. Last but not least, the most important factor is leadership to maintain the ongoing support from all executives to provide the right coaching,  motivation, and all elements mentioned. Individual’s personality play a role in the team’s success Kreitner (2003) describe personality as â€Å"the relatively stable pattern of behaviors and consistent internal states that explain a person’s behavioral tendencies† (p84). Personality has both internal which represent the thoughts, values, and genetic characteristics, and external elements are the observable behaviors. Also personality has recover credibility in organizations in the last years, the reason is that some personality habits predict some work-related behaviors and emotions under certain conditions, and stress reactions. Besides individual personality play a role in the team’s success because this help people find the jobs that best suit them and their company’s needs. Personality preference in the MBTI assessment and how this may affect the way an employee carries his or her tasks. Depending on the job description, you can find personality preference in the Myers-Briggs Type Indicator (MBTI). We have 16 distinct types. Some job description prefer ISFJs people with a high sense of duty, others prefer ENTJs because they are considered natural leaders. For example, corporate executives tend to be ESTJs, meaning that they are more extroverted, sensing, thinking and judging types, and so on. These types indicate a person’s preference. All of this may affect the way an employee carries his or her tasks because these types do not indicate the way he or she behaves all the time. I think that these indicators can limit the creativity and decision making besides limiting good people to perform a specific job in determinate area. Maslow’s Hierarchy of Needs, how it affects motivation and my team choice. McShane-Von Glinow (2002), described Maslow’s Hierarchy of Needs as â€Å"a content motivation theory of five instinctive needs arranged in a hierarchy, whereby people are motivated to fulfill a higher need as a lower one becomes gratified†(p133). From the bottom those are physiological, safety, belongingness, self-esteem, and the top is self-actualization. People have different levels of motivation, and they may fit one of those levels. As a leader you have to measure the needs of each member of your team, because  when you have to motivate or reward them, you can select the wrong level. According to Maslow the lowest needs are initially most important, but higher need become more important as the lower ones are satisfied. Maslow’s model may not predict employee needs as well as scholars initially expected. Team selection and how that falls on Maslow’s Hierarchy of Needs During the simulation, I selected the best people for the different positions. It was an 8 months project. I had my first situation during the second month. I failed at motivating one of my team members, giving me the wrong results. The same situation was present in month 4 with other team members. After I repeated the simulation and learn more about my team members needs, I overcame those situations successfully. Team selection performance, expectations and  factors in selecting strategies to motivate my team Money and other financial rewards are a fundamental part of the employment relationship. Also public recognition, awards, and membership will help employees to have better performance. It is important to know the different levels of needs mentioned before. You have to know what kind of an employee need have in that moment. Some of the factors include task performance, competencies, job status and seniority. Results improvement after running the simulation again I repeat the simulation three times, and definitely each time my results improved significantly. My weakness was motivating my team members with the inappropriate reward, giving as a result to the decrease in the team performance. Application of the lesson learned at my workplace Job design involves assigning task to a job and distributing work throughout the organization. Job specialization, which subdivides work into separate jobs for different people, increase work efficiency because employees achieve the tasks quickly, less training, and matching more closely with the jobs best suited to their skills. Although, reduce stress, problems, increase product or service quality, and decrease costs. Leadership is the process of influencing oneself to establish the right direction and  motivation needed to perform a task. Also I have to include personal goal setting, constructive thought, design the right rewards, self-monitoring, and self-reinforcement. Better knowledge of the needs of each team members will help leaders to make the right decisions without affecting the individual performance. Leaders require a process of observation, reflection, and evaluation. It necessitates that we take time periodically to think about what has happened. Were there conflicts? How were they handled? What has gone well and why has it? What has not gone well and why? Could we have done better? Most importantly, we must develop the skill of asking ourselves what steps we can take to be more effective either in our current team or as a member of future teams. As I said in the beginning, a good manager motivates people to achieve the impossible without limitations. This become possible only with a clear understanding of each individual needs with the help of all motivational theories recommended. This understanding is implemented though optimal intervention. Also evaluating needs correctly and addressing these though are the right interventions. References Bagraim, J. (2001). Organizational psychology and workplace control: the instrumentality of Corporate culture. South African Journal of Psychology; Sep2001, Vol.31, Issue 3 p43. Bower, M. (2003). Company philosophy:† the way we do things around here† McKinsey Quarterly; 2003 Issue 2, p110, 8p.3c. [University of Phoenix Special Edition Series]. Cowell, J., Michaelson, J. (2000). Flawless Teams. Executive Excellence, 17(3), 11.[University of Phoenix Special Edition Series] Kreitner, R. (2003). Organizational Behavior, Sixth Edition. New York: McGraw-Hill McShane-Von, G. (2003). Organizational Behavior, Second Edition. New York: McGraw-Hill

The eNotes Blog Does AP stand for Absolutely Pointless

Does AP stand for Absolutely Pointless My 12-year-old son began his first semester in junior high this year. In July, all of us parents were rounded up for a three-hour information seminar. We visited each of the Pre-AP teachers rooms,   a total of seven different potential course offerings. In every session, the message was the same: you enrolled your kid in ALL Pre-AP classes if your child isnt a complete dummy. Pre-AP, it was (sometimes not) patiently explained, was necessary for your child so that he or she could take AP courses in high school, and then be eligible to skip introductory courses in college. The point, apparently, was to save us a little money and to (it was implied) feel a bit superior about our offspring. The same teachers who teach Pre-AP classes also teach regular courses. Although our information seminar was supposed to tell us the difference between the two types of classes, virtually none   of the teachers even mentioned the regular classes. The Pre-AP was pushed so hard it made a parent feel like admitting your kid was as on par intellectually with the Honey Boo Boo clan for simply asking about the differences. As the evening droned on and on, I began to wonder: Whatever happened to teaching students at the actual level they are at, intellectually, emotionally, and socially? I wondered too, as a college professor myself, if AP is pushed so heavily, why is it that I find my freshmen so unprepared for the rigors of a college course?  This week, the Atlantic  published an article by John Tierney, a retired professor and high school AP teacher. Like me, Tierney wondered the same thing. So why this huge push into AP?   Probably the biggest reason is that the College Board, which sets the standards and publishes the AP curriculum, earns over half of its earnings from AP courses. Which might be all right with everyone if high schools truly were turning out enhanced and advanced learners. However, in Tierneys experience, and my own, they are not doing any such thing. Tierney investigated the many reasons for the failures of the AP programs, and some confusion about their promises. For example,  while AP courses in high school may let a college freshman opt out of an introductory course, they often do not receive actual college credit for AP classes as expected. And when they do get to skip an intro class, many students find that their AP classes in high school do not remotely resemble the challenges of a true college class, and many wish they HAD taken the regular introductory college course. Another valid argument is Tierneys opposition to open enrollment for   AP classes.   This was the case in my sons new school. There was no merit base.   No one was asked to join because of high scores in elementary school or a teachers recommendation. What we were basically told is that Pre-AP was sink or swim. Tierney argues that, two thirds of the students taking my class each year did not belong there. And they dragged down the course for the students who did. And what of the kids who fail to swim? Its pretty grim, according to Tierney. He says that those classes get ever more full as the years wear on and some kids just cant hack it, but they are not given the strongest teachers. Those teachers, of course, are reserved for the AP program. A lot of these non-swimmers are minorities, who will now face even more obstacles to higher education. Finally, and reinforcing what I have already seen in my own home, the push to cover so much material so fast leads to rigid stultification a kind of mindless genuflection to a prescribed plan of study that squelches creativity and free inquiry. No wonder when I took my Freshmen out on a sunny day and we all did nothing but read Thoreau out loud to one another, they all looked stunned then they slowly began to relax, smile, and enjoy the pleasures of learning. Sadly, high school teachers are not able to take their students down interesting paths of learning. After all theres a test coming up.

Using Photographs and Illustrations to Support Reading Comprehension

Using Photographs and Illustrations to Support Reading Comprehension Whether they are the cave drawings in the south of France, the cartoons of Hogarth or Satellite pictures, illustrations and photos are powerful ways for students with disabilities, especially difficulty with text, to find and retain information from textbooks and non-fiction. That, after all, is what reading comprehension  is about: understanding and retaining information, and having the ability to retell that information, not performance on multiple choice tests.   Often students with reading difficulties are so stuck I find, when working with struggling readers, that they get so stuck on the code - decoding unfamiliar multi-syllabic words, that they dont get as far as the meaning. More often than not, they actually miss the meaning. Focusing students on text features, such as the illustrations and the captions help students focus on the meaning and authors intent before they actually have to read any text.   Illustrations will help students Understand what the author believes is important in the text.Visualize the context of the non-fiction text (especially history or geography) or content of the chapter/article.  For students who struggle with text, the visual representation of content will help them see the important content.  Learn text specific vocabulary.  An illustration of an insect in a biology text or a plant in a botany text will be accompanied by captions or labels.  Be sure that students note that information in the text.   Using Pictures and Illustrations in Conjunction with Other Text Features An essential part of SQ3R  (Scan, Question, Read, Review, Reread) a long term strategy for developmental reading is to Scan the text.  Scanning basically includes looking over the text and identifying important information. Titles and Subtitles are the first stop on a text walk.  Titles will also help introduce the important topic spedific vocabulary.  Expect a chapter about the Civil War to have specific vocabulary in the subtitles. Be sure to have a list of focus words for flash cards before you start your text walk: Give (or have available) 3 by 5 cards available for students to write down the text specific vocabulary as your do the text walk together.   Captions and Labels accompany most pictures, and should be read as you do the text walk.  Be sure students record all of the important vocabulary, even if they can read them.  Depending on your students sophistication, a picture or a written definition should go on the back.  The purpose should be for your students to be able to define the vocabulary using their own words. The Reading Strategy - The Text Walk The first time you teach the strategy, you will want to walk the child through the whole process.  Later it will be better if you can fade some of your support and have students take more responsibility for the text walk.  This would be a great activity to do in partners across abilities, especially if you have students who benefit from the structure but have stronger reading skills. After reviewing the titles and pictures, have students make predictions:  What will you read about?  What do you want to know more about as you read?  Did you see a picture that surprised you?   Then scan together for vocabulary they should have on their flashcards.  Make a list on the board or using a document on the digital projector in your classroom.

Free Essays on Clouded Vision

, she has her sisters’ act and she does not want to associat... Free Essays on Clouded Vision Free Essays on Clouded Vision Clouded Vision In Shakespeare’s classic tragedy, King Lear, the issue of sight and its significance to clouded vision is a recurring theme. William Shakespeare’s main means of portraying this theme is though the characters of Lear and Gloucester. Although Lear can physically see, he is blinded in the way that he lacks insight, and understanding. In another sense, Gloucester becomes physically blind but gains the type of vision that Lear lacks. It is evident from King Lear and Gloucester that clear vision is not drawn solely from physical sight. Lear’s failure to understand this was his principal cause of his demise, while Gloucester learns to achieve clear vision, and consequently avoids a similar fate to that of Lear’s. Lear proves Shakespeare’s theme of clouded vision by demonstrating that although you have physical sight it does not guarantee you clear sight. Gloucester proves this theme by demonstrating clouded vision, despite the total lack of physical sight. I will first start with proving my point with Lear and then will move on with Gloucester, by using several quotes from William Shakespeare’s tragedy King Lear. Throughout most of King Lear, Lear’s vision is clouded by his lack of insight. Since he cannot see into other people’s characters, he can never identify them for who they truly are. Lear’s lack on insight into other people, ruins his relationship with his most beloved daughter, Cordelia. When Lear asks his daughters who loves him the most, he already thinks that Cordelia has the most love for him. However, when Cordelia says, â€Å"I love your Majesty, according to my bond, no more nor less† (I.i.94-95), Lear cannot see what these words spoken by his beloved daughter really mean. Goneril and Regan are only putting on an act. They do not truly love their father as much as they should and say that they do. When Cordelia says these words, she has her sisters’ act and she does not want to associat...

Globalisation of Trade Literature review Example | Topics and Well Written Essays - 2500 words

Globalisation of Trade - Literature review Example The very idea eliminated international trade barriers which in turn intensified liberalised cross border trade. As Cairola (2007) points out, developed countries dramatically increased their production levels during the 1950-70 by through international diffusion of mass production and assembly lines; hence, there arose a need for finding new markets to supply excess products and services. Companies believed that exporting of these excess items to foreign needy markets would be a potential strategy to promote growth (ibid). In addition, intra-firm trade also contributed to the current international trade. On the other hand, developing nations also supported the idea of internationalisation of global production since they find it as a way to enhance their growth by supplying raw materials and labour to multinational enterprises. As the author points out, between the 1960s and the 1980s, developing economies started to change their focus from import substitution to export promotion poli cies with intent to enhance economic stagnation. They also gave specific importance on their industrial development. Thus, developing economies eventually began to integrate into the global trading system even though their participation is still lower as compared to other developed economies (ibid). In order to take advantages of the trade liberalisation, organisations today are trying to become less hierarchical and more decentralised. Undoubtedly, multinational corporations obtain more advantages of trade globalisation as they get free access to global markets despite cross border barriers. In order to enhance foreign investments, governments are promoting development of transnational corporations. Even though countries like China put obstacles to foreign investment, currently they are softening their attitude towards multinational enterprises. Globalisation critics argue that multinational corporations take unfair advantages over poor countries by exploiting their physical resour ces and labour. This criticism seems to be true to some extent while analyzing regions like Africa and Latin America. As Domer (1999) points out, African countries still remain underdeveloped whereas the Latin American region is still dependant on Western economies. The author points out that the African economy’s growth rate stood at around 2% over the 1984-1993 period and this poor rate was not enough to meet even increasing needs of the African population (ibid). The increased European influence and lack of an effective leadership significantly contributed to Africa’s stunted growth. Weakening commodity prices was the major growth impediment to Latin American countries in 1990s; and many of the Latin American countries still heavily depend upon capital inflows from industrialised countries due to their huge external debts (ibid). Arguments for globalisation of trade The process of trade globalisation has benefited economies across the globe to obtain uninterrupted s upply of different goods and services and take advantages of improved overseas facilities. Some of the benefits of globalisation are listed below. 1. Improvement in international relations As a result of globalisation of trade, the concept of global economy came into existence which in turn enhanced the growth of different segments of the international market. In addition, the globalisation process resulted in the creation of a global market and a global system of production. Evidently, capital marketers also enjoy far reaching benefits of globalisation as this concept has led to the integration of financial systems. With the emergence of globalisation, dramatic developments took place in the area of telecommunications media which

Project Management Essay Example | Topics and Well Written Essays - 2500 words - 17

Project Management - Essay Example This event hoped to raise money for charity, will include many kinds of sporting activities including skiing, darting, water rowing, table tennis and somersaulting among others. The recruitment exercise for participants in each category will be done in good time and communicated to the entire community. Members of Grand Sunrise area will be requested to turn up for this great event. This year’s competitions are more than the ordinary since activities have been sponsored to 1200 Pounds enable more participation and contribution to the event. The event dubbed ‘run 360’ to take place on 15 July 2012 is aimed at making the participants complete a circle of every event performed. The participants will be awarded according to the performance. To make the sport lively, a live music band will be invited to grace the occasion and entertain guests while preparations to begin kicks off. The music band will be members of the oxygen band who happen to be from grand sunrise area. Upon completion of the event the patron will reward the winners and give a closing speech. The patron will also be expected to give an expenditure brief of what was raised, used and the balance which will be used to fund a project for the mentally challenged in Lower Norwich rehabilitation facility. The competition ‘run 360’ is expected to draw about 65 participants and about 800 spectators. Since the onset to the sporting activities, the youth have been upbeat and happy that their holidays are well spent and are taking it to the next level by not only participating but also making a contribution to charity of their choice. The schools management and government education department have regularly advised parents and guardians to support and engage their children in sports as a way of promoting teamwork, partnerships and acceptable behavior. The event will be poised to bond the youth, parents and other guests who will attend the event. To

Product and Brand Life Cycle Management Assignment

Product and Brand Life Cycle Management - Assignment Example Writing on marketing trends and PLC, Kvesic (2008) observed that the ability of a product to withstand the market over very long time is directly influenced by the extent by which the product responds to present needs of the market. The Apple iPhone 6 and most of its processor brands can thus be noted to be such products that were introduced to meet current demand of phone users. For example, most phone users are now enthused with large screen, flatter and high function operating system, all of which this phone provides (Thomas and Bradshaw, 2014). Whiles the Apple iPhone 6 is in its growth stage, the Moto X, which is a product in the same industry as the former can be said to be in its decline stages or even beyond. Even though the Moto X could be said to have dominated the market well when it was first introduced back in 2013, the same cannot be said of the product today. It is for this reason that the product is said to be at the decline stage of the PLC. This is because at the decline stage of the PLC, Kvesic (2008) noted that the demand for a brand or product begins to drop drastically. Such drop in demand automatically affects sales and the capital injection into the marketing of the product. Interestingly for the Moto X, the maturity of the brand on its lifecycle was not directly related to what was happening with Smartphone as a product. This is because even the declining performance of the brand, other brands of Smartphone that were introduced at the time experienced peaked sales. A typical example of this was the iPh one 5c (Dilger, 2013). From the observation made above where it has been stated that iPhone 5c flourished whiles Moto X declined, it can be noted that marketing mix variables have a lot of roles to play in the marketing of brands and products according to their lifecycle (Perreault Jr., Cannon & McCarthy, 2014). For

Organisations Essay Example | Topics and Well Written Essays - 1500 words

Organisations - Essay Example This paper primarily deals with the responsibility of the multi national giant Unilever's responsibility to its stakeholders. It also identifies who the stake holders are and the ethical issues involved in relation to the benchmarks and models set up by the CSR. The Stakeholder: The Merriam Webster online dictionary defines a stake holder as "a person entrusted with the stakes of bettors" and "one that has a stake in an enterprise ". This definition takes the traditional view of the term stake holder. Another definition form the site Encarta defines stakeholder as "a person or group with a direct interest, involvement, or investment in something, e.g. the employees, stockholders, and customers of a business concern". From a legal standpoint too, stakeholder is considered to be a person holding shares or stocks in a company. All these definitions agree on one point, but disagree on others, making the issue confusing. Since this paper deals with Unilever, an analysis as to what the company thinks of the definition will be worth looking into. Unilever categorises stake holders into two groups, the first one to include all those who have direct contact with the company. They include investors, employees, customers and suppliers. The other group comprise of those who have an indirect relationship with Unilever and include the government and its various regulatory departments, non profit organisations, academics and citizens. "Our success as a company depends on good relationships with a broad range of people and organisations who have a stake in our business. With some, such as our customers, employees, suppliers and investors, the relationship is based on direct contact or financial involvement with the business. Others, such as governments and regulators, local communities, civil society organisations, academics and individual concerned citizens, have a wider interest in what we do and in our impacts on society as a whole." (Our approach, 2008). The Stakeholders of Unilever: Customers: Unilever considers its customers to be stakeholders of the company. How customers can be considered a stakeholder can be illustrated by the following point. Unilever uses chemicals in the manufacture of its detergent brands like surf and sunlight. The company cannot use cheaper, but harmful chemicals with the aim of increasing its bottom-line. The company has a social responsibility to see that none of its customers who use the detergent have problems for their skins or clothes. Employees: The livelihood of its employees depends on the ability of the company to pay them their salaries. The company has to remain profitable to sustain this practice. So Unilever has a responsibility to see that its operations remain profitable. Suppliers: For a company like Unilever, there would be a large number of suppliers responsible for the supply of the variety of raw materials, services and other products required for manufacturing and administration. They have to be paid according to the conditions stipulated and it's the company's responsibility to see that it is done. Investors: this category, as a stakeholder does not need clarification since it falls into the traditional and legal view of the term stakeholder. Any company has to ensure that their stakeholders, which include individuals and institutions, are kept happy by ensuring a favorable return on their

Personal and Professional Development Assignment - 2

Personal and Professional Development - Assignment Example Individuals who are persuading their studies, still in colleges and yet to join organization can learn from friends, newspapers and internet. Self-managed learning provides the people with chances of innovation with their own learning strategies. In some cases, many of the learners are seen to adopt short term learning strategies but the changing environment has made it inevitable that the learners should take up long term learning (Garrow, 1998). Approaches of Self-Managed Learning In colleges, students can learn through research, this is even possible when the individual is in his workplace. There are several learning approaches that the individual can follow for learning. However, the most common approaches are discussed below: Informal or experimental learning Most of the people are seen to learn through informal or experimental means. ... Through social networking sites, individuals can chat with their friends and colleagues and can learn from them. There are various written materials along with articles that enhance the knowledge base of the individuals. Coaching Coaching is the art of facilitating the enhancement of the development, learning and performance of the others. It has a personal form that is one to one on the job approach. This approach of helping people assists in developing the levels of competence and skills. Mentoring Mentoring is the process through which some trained individuals are specially selected to provide support, guidance and pragmatic advice in order to help the individual or a group of persons, under the responsibility of the trained individual, to develop and learn. Mentors help the individuals in performing better in the future and grooming them to attain greater heights in their career, which is commonly referred as career advancement. Mentors provide suggestions to the people for learn ing contracts and drawing self-development programs. They also provide help with learning programs and guidance regarding the necessary skills and knowledge that can be acquired to perform the new job roles. Life Long Learning Lifelong learning can be defined as a learning activity that can be conducted throughout one’s life, with an aim of enhancing competencies and knowledge skills within a social, civic, personal and employment-related perspective (O'Grady, 2013). The two different ways in which lifelong learning, in a personal and professional context, could be encouraged are Continuing Professional Development (CPD) and Personal Development Planning (PDP). Continuing Professional Development CPD is the enhancement and

Case Study #1 Essay Example | Topics and Well Written Essays - 500 words

Case Study #1 - Essay Example Iron deficiency anemia is characterized by abnormalities in hemoglobin synthesis leading to small red blood cells that have had a little hemoglobin. The reduced hemoglobin negatively affects the cells effectiveness in carrying oxygen to various body parts. According to Cook (2002), adolescents are highly predisposed to anemia because of body requirements to support rapid growth. Females lose an average of 20mg of iron every month during menstruation and thus require high iron content to maintain normal body functioning. Symptoms of iron deficiency include fatigue, dizziness, lethargy, shortness of breath, restless leg syndrome, brittle nails, blue sclera, pale conjunctivae, glossitis and pica. Depending on its severity, iron deficiency has several consequences for patients. Decreased physical activity , diminishing endurance, abnormal temperature regulation, vulnerability to infections, compromised growth and development, increased lead and cadmium absorption hence a high probability of lead poisoning, pregnancy complications like premature birth and growth retardation of the fetus. Although there is no specific test to indicate iron deficiency in anemic patients, tests of iron status can be used to determine whether an individual has sufficient iron or not. For instance, hemoglobin tests are used to determine the level of iron-containing protein in red blood cells. Hematrocit indicates the percentage of red blood cells in the blood. Thus, use of the hemoglobin test is more direct and efficient in diagnosing iron deficiency in individuals. When the erythrocyte count is less than 2%, it shows that the blood has insufficient reticulocyte to enable the bone marrow to replace the worn out hemoglobin hence leading to deficiencies. The presence of hypochromic microcytic red blood cells in a blood smear is an indication of a deficiency in hemoglobin synthesis (Beard, 2001). Shortness of breath can be attributed to a reduced oxygen supply to

Organisations Essay Example | Topics and Well Written Essays - 1500 words

Organisations - Essay Example This paper primarily deals with the responsibility of the multi national giant Unilever's responsibility to its stakeholders. It also identifies who the stake holders are and the ethical issues involved in relation to the benchmarks and models set up by the CSR. The Stakeholder: The Merriam Webster online dictionary defines a stake holder as "a person entrusted with the stakes of bettors" and "one that has a stake in an enterprise ". This definition takes the traditional view of the term stake holder. Another definition form the site Encarta defines stakeholder as "a person or group with a direct interest, involvement, or investment in something, e.g. the employees, stockholders, and customers of a business concern". From a legal standpoint too, stakeholder is considered to be a person holding shares or stocks in a company. All these definitions agree on one point, but disagree on others, making the issue confusing. Since this paper deals with Unilever, an analysis as to what the company thinks of the definition will be worth looking into. Unilever categorises stake holders into two groups, the first one to include all those who have direct contact with the company. They include investors, employees, customers and suppliers. The other group comprise of those who have an indirect relationship with Unilever and include the government and its various regulatory departments, non profit organisations, academics and citizens. "Our success as a company depends on good relationships with a broad range of people and organisations who have a stake in our business. With some, such as our customers, employees, suppliers and investors, the relationship is based on direct contact or financial involvement with the business. Others, such as governments and regulators, local communities, civil society organisations, academics and individual concerned citizens, have a wider interest in what we do and in our impacts on society as a whole." (Our approach, 2008). The Stakeholders of Unilever: Customers: Unilever considers its customers to be stakeholders of the company. How customers can be considered a stakeholder can be illustrated by the following point. Unilever uses chemicals in the manufacture of its detergent brands like surf and sunlight. The company cannot use cheaper, but harmful chemicals with the aim of increasing its bottom-line. The company has a social responsibility to see that none of its customers who use the detergent have problems for their skins or clothes. Employees: The livelihood of its employees depends on the ability of the company to pay them their salaries. The company has to remain profitable to sustain this practice. So Unilever has a responsibility to see that its operations remain profitable. Suppliers: For a company like Unilever, there would be a large number of suppliers responsible for the supply of the variety of raw materials, services and other products required for manufacturing and administration. They have to be paid according to the conditions stipulated and it's the company's responsibility to see that it is done. Investors: this category, as a stakeholder does not need clarification since it falls into the traditional and legal view of the term stakeholder. Any company has to ensure that their stakeholders, which include individuals and institutions, are kept happy by ensuring a favorable return on their

Case Study #1 Essay Example | Topics and Well Written Essays - 500 words

Case Study #1 - Essay Example Iron deficiency anemia is characterized by abnormalities in hemoglobin synthesis leading to small red blood cells that have had a little hemoglobin. The reduced hemoglobin negatively affects the cells effectiveness in carrying oxygen to various body parts. According to Cook (2002), adolescents are highly predisposed to anemia because of body requirements to support rapid growth. Females lose an average of 20mg of iron every month during menstruation and thus require high iron content to maintain normal body functioning. Symptoms of iron deficiency include fatigue, dizziness, lethargy, shortness of breath, restless leg syndrome, brittle nails, blue sclera, pale conjunctivae, glossitis and pica. Depending on its severity, iron deficiency has several consequences for patients. Decreased physical activity , diminishing endurance, abnormal temperature regulation, vulnerability to infections, compromised growth and development, increased lead and cadmium absorption hence a high probability of lead poisoning, pregnancy complications like premature birth and growth retardation of the fetus. Although there is no specific test to indicate iron deficiency in anemic patients, tests of iron status can be used to determine whether an individual has sufficient iron or not. For instance, hemoglobin tests are used to determine the level of iron-containing protein in red blood cells. Hematrocit indicates the percentage of red blood cells in the blood. Thus, use of the hemoglobin test is more direct and efficient in diagnosing iron deficiency in individuals. When the erythrocyte count is less than 2%, it shows that the blood has insufficient reticulocyte to enable the bone marrow to replace the worn out hemoglobin hence leading to deficiencies. The presence of hypochromic microcytic red blood cells in a blood smear is an indication of a deficiency in hemoglobin synthesis (Beard, 2001). Shortness of breath can be attributed to a reduced oxygen supply to

Famous Women and their Contribution to Egypt Essay Example for Free

Famous Women and their Contribution to Egypt Essay Shagrat al-Durr took upon herself the title of Sultan and regrouped the Egyptian army to take Damietta back from the Frankish Crusaders. She become the center of power as the leader of Mamluks During this new period, that of the Mamluks, Cairo was to become the center of power. The Mamluks kept their power for more than two centuries in Egypt and Syria. Shagrat al-Durr is one of the very few women in Islamic history to ascend to the throne. Her sensational life to show the information that a striving woman had to depend on the good will of men to be able to lead. Shagrat has been a good leader using her experience at administration and leadership. That is why Mamluks have succeeded leading Egypt and Syria for tow centuries. Tiye She is the married to Ramesses III (c. 1194-1163 B. C. ) and called the queen of the 20th century. She was involved in the harem plot, which sought to assassinate the king and place her son on the throne of Egypt, and was mentioned in the Juridical papyrus of Turin. The plot against the king was discobered, and the queen and the other members of the cabal were tried in a royal court. Nothing is known of the fate of Queen Tiye in the affair. She is a worshipper of Aten. And for those who believed believe the basic elements of the story of Moses from the Old Testament, as Queen Tiye’s influence may have helped give birth to Judaism, Christianity and Islam Nifertiti She was s the Great Royal Wife (or chief consort/wife) of the Egyptian Pharaoh Amenhotep IV and mother-in-law of the Pharaoh Tutankhamun. She is considered to Cleopatra as the famous Queen of Egypt. Because of her feminine beauty you can see that she had greatly influenced the standard in the art of photography for the 20th century, not only in Egypt but also around the world. Cleopatra When you think of the phrase queen of Egypt. She will be the first one that will enter your mind. For many she is a not only one of the most beautiful queen and seductress that ever lived in the history of men. Little did other people know that Cleopatra was an educated in the sciences, and no doubt encouraged scientists and discussed their findings and thoughts with them. She would have been an equal among them, not because of her social standing, but because of her intelligence and education Furthermore. She is brilliant early mathematician, chemist and philosopher who wrote science books and met weekly with a team of scientific experts, according to a forthcoming book (Viegas, 2004). References Baron, Beth (2005) Egypt as a Woman: Nationalism, Gender and Politics. University of California Press. Mernissi, Fatima (1993) The Forgotten Queens of Islam. University of Minnesota Press, In Charis Waddy, Women in Muslim History, Longman, 1980 http://www.forbes.com/lists/2005/11/GGD7.html

Dance as a Strategy for Social Inclusion

Dance as a Strategy for Social Inclusion All societies have some sort of division amongst themselves, whether based on race, religion, socioeconomic status, or some other criteria. Typically, those in the dominant group control the opportunities of those in other groups, more so in some communities than others (Levitas 1998). In overly simplistic terms, the degree to which individuals or non-dominant groups may and choose to join in the opportunities of the dominant society is called inclusion. The degree to which they are prevented or decline from joining in these opportunities is called exclusion. The terms social inclusion and its opposite, social exclusion, came into use in the 1970s in France, and have since been adopted by many countries in the EU (Reeves 2002). This study seeks to first define social inclusion and identify effective evaluation of social inclusion policy and programming. Alook at the historic role of dance as a means of social inclusion and exclusion is examined, with discussion of the roles of professional dance, dance instruction and performance, and social dance ininclusion. The study defines the requirements of dance projects intended as social inclusion tools to offer access, provision, accommodation, and empowerment. The results from such a program should include enhanced personal development, increased self-determination,and improved social unity. It is important to also consider the costto individuals participating in social inclusion activities, particularly how their changing thoughts, attitudes and goals affecttheir relationships with family and friends. The study concludes with six examples of well-run social inclusiondance programmes, and a plan for implementing a dance programme with a goal of increased social inclusion. In the examination of social inclusion or the effectiveness of aspecific tool in social inclusion, it is necessary to further definethe term. There is variation in the academic and political communitiesas to the focus and scope, not to mention purpose, of socialinclusion. Many disagree on the exact definition of inclusion andexclusion and appropriate models to describe their effect onindividuals and the community. For example, the United Nations holds that social inclusion â€Å"must bebased on respect for all human rights and fundamental freedoms, cultural and religious diversity, social justice and the special needs of vulnerable and disadvantaged groups, democratic participation andthe rule of law† (Britton and Casebourne, 2005). The European Social Fund defines social inclusion as â€Å"the development of capacity andopportunity to play a full role, not only in economic terms, but also in social, psychological and political terms† (Britton and Casebourne,2005). â€Å"Social inclusion is achieved when individuals or areas do not sufferfrom the negative effects of unemployment, poor skills, low income,poor housing, crime, bad health, family problems, limited to access toservices and rurality, e.g. remoteness, sparsity, isolation and highcosts,† according to the UK government (CESI 2005). The Laidlaw Foundation of Canada states, â€Å"social inclusion is about making surethat all children and adults are able to participate as valued, respected and contributing members of society,† while T.H. Marshall, inCitizenship and Social Class, bases the idea of social inclusion onâ€Å"the right to share to the full in the social heritage and to live thelife of a civilized being according to the standards prevailing insociety (Donnelly and Coakley, 2002; Marshall, 1950). There are even more definitions of social inclusion not listed here.However, some common elements included in most definitions aresubjective elements, such as feeling part of the community, respectedand valued, and physical elements, such as services within a reasonableproximity, or a certain level of material resources (CESI 2005). This study contends that social inclusion requires: †¢ Access allowing all members of a society entrance to and full participation in its opportunities †¢ Provision providing a mechanism for removing barriers betweenpeople groups in a society, including economic, language, and proximitybarriers †¢ Accommodation respecting and valuing the differences of itsmembers, whether physical, racial, economic, cultural, or otherwise †¢ Empowerment encouraging individuals and people groups within asociety to reach their full potential, as they define it, and fosteringtheir participation at all power levels Peter Donnelley and Jay Coakley support the above, in their report tothe Laidlaw Foundation, identifying five â€Å"cornerstones† of socialinclusion. First, all members of society must be recognized as having value. Individual differences must be respected, and necessary services provided for the entire community. Second, everyone has aright to development opportunities. This is most clearly seen inchildren; for example, recreation programs must be handicappedaccessible to allow for full participation. Third, non-dominantindividuals and groups should be involved in decisions effectingsociety in general and themselves in particular. An application of this would be senior citizens who suggest or plan their own activities,rather than simply participate in those created by paid communitystaff. Fourth, proximity is necessary for successful inclusion overtime. If the dominant group lives, works and plays in a differentlocation or one removed from m arginalised groups, social inclus ionactivities will be short-lived at best. Finally, inclusion requires the material resources necessary to truly participate (Donnelly andCoakley, 2002). A teen football player that is unable to afford theproper shoes will never be completely part of the team. Accordingly, successful social inclusion activity results in: †¢Personal development including self-esteem issues, skill attainment,creativity, and increased likelihood to participate in otheropportunities. †¢ Self-Determination in both decision-making and self-expression,for individuals and the community as a whole, with participants takinggreater responsibility over time for both the inclusion project andtheir own personal needs. †¢ Social unity improving relationships between members of the community and uniting people groups around common goals. The effectiveness of social inclusion activities and the achievement ofthe above results are often controlled by the political or leadershipmindset prevalent in the programme. It is important to note,therefore, that the above differ from the definitions set forth by theUK government. The government’s aims include â€Å"improved educationalachievement, increased employment prospects, improved health, reduced crime, and improved physical environment† (CESI 2005). Note that theserelate directly to economic concerns, with little consideration forpersonal development beyond the development as a worker, no mention ofself-determination at all, and no mention of social unity or cohesionbeyond a reduction in crime. Some local governments also take a strong economic focus. The Lancashire County Council defined social inclusion as something thatâ€Å"is to be achieved by involving the poorest of citizens so that theyexperience a rise in living standards, from which they are excluded atpresent due to a host of interrelated problems† (CESI 2005). This research supports the argument that social inclusion, while having a significant economic component, also involves the personal actionsand attitudes of individuals and people groups in a society. It is the opinion of this study, supported by numerous others, that the outlookand ownership in society of marginalised groups must first change forany true inclusion to take place. Ruth Levitas, in her book The Inclusive Society? Social Exclusion and New Labour, encapsulates the three primary models for addressing social inclusion. The first and most politically left model is there distributionist discourse, or RED. This model holds lack of materialresources to be the primary cause of exclusion. This leads to a callfor forced redistribution of material resources to achieve social inclusion. The amount of redistribution required for inclusion,however, particularly within a democratic or socialist society, isusually too much for the dominant group to bear. This channels deprived individuals and groups to reliance on â€Å"government handouts† and, ultimately, poverty in comparison to the dominant group. Thesociety practicing redistribution attempts to balance the needs of itsmarginalised citizens with the desires of those in power. This is adangerous game, as the resulting incomplete redistribution can lead tosoc ial unrest and economic difficulties for so ciety as a whole(Levitas 1998). The second model, the social integrationist discourse (SID), is the most centrist given today’s political climate. This model of inclusion focuses on equal access, opportunity, andparticipation in the labour market. The idea is that if marginalised people are given equal access to and participate equally in jobs and job training, they will become part of the greater society. Paid employment raises the standard of living or material resources, which allows them to participate in a wider range of society’s activities.Over time they integrate into the established society. The model presents the concept of community participation, or unpaid work, forthose unable to hold a paying position. This might apply to personswith severe handicaps, substance abuse issues, mental illness, or whoare the primary caregivers of young children or elderly parents. These persons should be encouraged to undertake volunteer opportunities inthe community, and thereby partici pate in society (Lev itas 1998). There are also obvious difficulties with this model. First, it ignoresthe many barriers that marginalised people face when seeking paidemployment, including language and cultural issues, and childcare forsingle parents. These can take many years to overcome, if they areovercome at all (Cook, K. 2004). The model also assumes the availability of jobs and job training, not a reality in our presentlabour market. With the concept of community participation, it isunclear how or where such unpaid work would take place, given thatthese are people who are â€Å"unwanted† by the paid employment sector. The third model, the moral underclass discourse (MUD), is the most politically right model. This assumes that marginalised people are not included in society because they choose not to participate (Levitas1998). According to this model, a young person from a deprived neighbourhood chooses to be poor and to pass by the job training or educational opportunities afforded to him by society. For social inclusion to be successful, these individuals and people groups mustchoose to participate in society. Proponents of this model oftenencourage punishment of some type to individuals who do not comply with programmes aimed at helping them, and rewards to those who comply. The moral underclass discourse overlooks the complexity of manymarginalised people’s situations. It fails to consider the pressureindividuals face from their culture groups, lack of role models andself-esteem issues, and personal resources to overcome initial barriersto societal participation. The model further fails to identify causesof non-participation. Any social inclusion activity should identify and target deprivedcommunities or people groups. In addition, an effective long-termprogramme will seek to address the causes of this deprivation, not justthe results of it. Effective solutions will value the input of thosefrom the deprived community and look at the situation from a holisticperspective (Britton and Casebourne 2005). This addressing of causesand empowering of marginalised peoples is not provided for in the moralunderclass discourse. The government currently pursues policy based on the socialintegrationist model, focusing on providing educational opportunitiesto children to prepare them for later job training, and vocationalopportunities to adults (Reeves 2002). Despite its flaws, it seems themost feasible means of delivery of social inclusion. SID supports theidea that effective inclusion goes beyond simple access issues.Non-dominant groups must be allowed to strive for their full potentialwithin society, raising their standards of participation and acceptanceuntil holistic involvement is achieved. Inclusion, as seen throughthis model, is â€Å"about closing physical, social, and economic distancesseparating people, rather than only eliminating boundaries or barriersbetween us and them† (Donnelly and Coakley 2002). While it is possiblefor individuals or groups to be included in some arenas and excluded inothers, this research assumes that inclusion in any for m contributesto inclusion holistically. True inclusion, however, goes beyond allowing those in non-dominantgroups to simply participate in the activities of the dominantsociety. They must choose to fully engage with the dominant group, andhave opportunity grow and develop to their full potential, andultimately have equal input into the decisions and actions of thesociety as a whole. Both the dominant group and the marginalisedgroups or individuals must work together for social inclusion tooccur. There are three levels of participation in inclusive situations betweenthe dominant group in a society and marginalised individuals andgroups: assimilation, accommodation, and separation. The type ofinteraction occurring is determined by the amount of change anindividual will undergo to fit into the dominant group or groups in asociety, and the willingness of the society to accept individuals orgroups with characteristics, means, or culture different from their own. Assimilation occurs when the dominant society chooses to allownon-dominant individuals and groups to adopt its activities, values,and culture, and non-dominant participants choose to adopt suchthings. Groups immigrating to North America historically valuedassimilation, and often neglected teaching their children the culture,traditions, and language of their native land. There was a great valueplaced on these second-generation immigrant children consideringthemselves â€Å"Canadian† or â€Å"American.† This à ¢â‚¬Å"melting pot† culturalmelding allowed immigrant children to quickly assimilate into thebroader culture, although often at the cost of many of their own uniqueattributes and traditions (Gamble and Gamble 2005). A more current example would be an immigrant Muslim woman whoenrolled in university. If this woman chose to adopt the dominantuniversity culture, she might abandon traditional head covering for ahat or hooded jumper. While continuing to dress modestly, she wouldwear clothing that did not distinguish her from her peers. Herinteractions would be in English. She might join clubs and participatein activities, study groups, and the like in a manner similar tonon-Muslim students, perhaps even dating in a manner typical ofuniversity women. If the other students, in general, accepted heractions, she would assimilate to their culture. If the same woman sought accommodation, rather than assimilation, shewould participate in the academic portions of university, but not tryto be like the other students. She would continue to wear whateverclothing she had worn prior to entering school. While required to speak English in the classroom, she would use hernative language often. She would abide by her religious guidelines asfar as interactions and activities were concerned. In short, she wouldbe a Muslim woman in a non-Muslim, British institution of highereducation. The university community would choose to accept her,cultural differences and all, or separate from her. Sometimes, however, inclusion is not achieved because the marginalisedgroups choose not to participate in society. This is calledseparation, and in this case the Muslim woman would not attenduniversity at all, choosing instead to stay within a community ofothers from her native country who share her religious beliefs. Shewould not make any effort to learn English or interact with thedominant society around her. The dominant society rarely makes aneffort to include individuals or groups choosing to self-separate, andsometimes encourages separation (Gamble and Gamble 2005). Successful inclusion, therefore, r equires a desire or willingness onthe parts of both the dominant society and the marginalised individualor group to join together in community. Society must accept theactions of the assimilating or accommodating person, and the personmust accept the boundaries and norms of society. Further defining social inclusion assumes a desire on the part ofmarginalised groups to join with the dominant society in theircommunity through either assimilation or accommodation. It is important to consider that some persons or groups self-excludebecause of past exclusion, or because of pressure to conform to theculture of their non-dominant group. Not all individuals from deprivedcircumstances are able to take opportunities when presented. Cultural,self-esteem, economic and other issues come into play. Dance should be considered in its use as a tool for social inclusion byfirst studying existing programmes and their effectiveness. Evaluatingthe successfulness of social inclusion programmes, particularly danceprogrammes, is difficult. Although great strides have been made inrecent years, most documentation of social inclusion success has beenwith activities focusing on other areas of the arts. Dance, as aphysical medium, is more difficult to empirically examine over time.While studies of dance tend toward feel-good stories and individualnarratives, several works of credible research have been conducted inrecent years. Evaluators also need to consider the type of dance activity they arestudying. For example, a ballroom dance class aimed atcross-generational integration and appreciation has a far differentpurpose than a performance dance programme aimed at increasing theself-confidence and empowerment of disadvantaged youth. Three types ofdance activities are used in reaching social i nclusion aims,performance dance, instructional dance (classes designed for skillattainment, recreation, or health more than public performance), andsocial dance. Research has been done primarily on the effectiveness ofthe first two types of dance, as they occur in controlled environmentslending themselves to analysis. Performance dance gives groups in the local community theopportunity to work and present their art collectively. This not onlybrings together groups from varied ages, cultures, and socioeconomicbackgrounds for a common purpose, it allows the community to view theirefforts, further reinforcing the inclusive nature of their endeavours(Donnelly and Coakley 2002). Often, professional dancers or communitymembers employed in some form of dance perform with the programme group. Performance dance programmes are typically evaluated by reactions ofparticipants and audience, fiscal results (including support documentedfrom the local community, and quality of performance (Reeves 2002).Participants and audience members are given surveys, indicating theirreaction to the programme and results of their participation. Thosesurveyed are asked about their outlook, goals, and perceptions prior tothe performance dance activity, and after. The number of peopleindicating positive life outcomes and the degr ee to which they reportpositive life outcomes can then be calculated and compared with similarprogrammes (Matarasso 1997). An arts programme for youth in Portsmouth brought togetherprofessional artists and local children, from infant to sixth form.They would work together in a workshop setting, then perform locally.One group of children, for example, worked with the Kokum dancecompany. In this programme, data was collected from the children’steachers, rather than the children themselves. Teachers were asked toevaluate specific items regarding each child’s behaviour, attitude, andperformance in the classroom, providing reliable data regarding benefitthe children derived from participation (Matarasso 1997). As many of these performance projects are funded wholly or in part bypublic funds, fiscal considerations come into play. Were members ofthe community willing to support the project by purchasing tickets?Was the project able to recoup some of its costs, and if so, how much?Francois Matarasso’s 1999 groundbreaking research, Use or Ornament?The social impact of participation in the art s, deals with the growingemphasis on economic contributions of the arts community to the overallfinancial health of communities and the country, and the importance ofthe arts as an export for the British economy. This is sometimes atconflict with the purposes of those initiating and operating danceprojects. However, as funding is required for most inclusionactivities, it remains an evaluative consideration (Matarasso 1997). Quality evaluations of performance dance activities aimed at socialinclusion are as controversial as reviews of dance performances ingeneral (Reed 1998). Consensus between those familiar with danceperformance, however, can be a useful tool in evaluation (Reeves2002). Instructional dance is even more focused on the life impact on itsparticipants. These programmes are typically held in dance schoolenvironments, often in connection with the local schools or a communitycentre, and often focus on children. The dance projects undertaken bythe Merseyside Dance Initiative’s Out of Reach programme areinstructional activities leading to performance. Research conducted byMDI on their dance programmes included survey, interviews, videos,photos, and letters, providing both empirical and subjective resultsfor these activities (Peerbhoy, Smith, and Birchall 2002). It is important to take into consideration the native languages andages of those surveyed in this type of research. Young childr en andthose for whom English is an additional language can have difficultywith written surveys. For example, Out of Reach, a report of danceinclusion programmes by the Merseyside Dance Initiative, describes howparticipants were surveyed using a Face Scale, showing seven facesgoing from broadly smiling to frowning. They were then asked toidentify the face that expressed how they felt about their life ingeneral. MDI also used a Cantrils Ladder, where participants ratedtheir life satisfaction by choosing a rung on the ladder to representit (Peerbhoy, Smith, and Birchall 2002). By using this surveytechnique before and after participation, MDI was able to quantifyparticipants’ views on their experience in their programmes. Thisallowed them to use the same survey for children and adults, regardlessof language backgrou nd. The Merseyside Dance Initiative researchers followed the above surveyswith oral interviews, including a series of questions for allparticipants, an additional que stion set for senior members of thedance programme, and a third set of questions inclusive of the firsttwo for dance leaders. These were open-ended, subjective questions,such as â€Å"What impact do you think Out of Reach has had on your group?†and â€Å"Out of Reach is a community project what does that mean to you?†(Peerbhoy, Smith, and Birchall 2002). Skill attainment is an important item of evaluation, in addition toself-esteem and similar benefits from an instructional dance activity.Skills can be measured by observation on the part of the instructor orclass leader, with data collected at the beginning and end of the classor activity. Again, results can be compared with similar programmes todetermine effectiveness, or used to project the effects of a project tobe implemented. Instructional Dance is not immune from financial considerations or thepolitical emphasis on jobs and job training in social inclusionprogrammes. The Enterprise and Cultural Committee’s submission fromthe Aberdeen City Council in 2004 included a number of such goals orachievements, including â€Å"the training and development of artists,contributing to the cultural and economic vibrancy of an area,†improved economics, â€Å"enhancing the image of Scotland both at home andabroad,† and â€Å"training for play workers, youth workers, and c areworkers to broaden their understanding and experience in utilisingdance as part of their programmes and everyday work.† Instructionaldance programmes, without performance revenues, tend to face even morevolatile financial situations, and are often offered in directcorrelation to funding availability (Aberdeen 2004). The third type of dance, social dance, is difficult to quantitativelyresearch. Social dance activities are usually offered by localorganisations and governments as recreational opportunities, withsocial inclusion aims a secondary consideration. The Aberdeen CityCouncil’s report, mentioned above, cited 1402 community dance eventsheld in 2003 / 2004 by their citymoves initiative. These eventsincluded festivals and dance events (Aberdeen 2004). While participants in a formal dance programme can be surveyed beforeand after their activity or class, this is impractical and, for thatmatter, almost impossible at a festival or public social dance type ofevent. Data can be collected on the number of attendees, any acts ofviolence or physical altercations between people groups, and similarstatistics. General observations made also be made about people’sparticipation and recorded, although subjective. Comparisons betweencommunity situations before and after a series of such progra mmes arealso often used. For example, did the juvenile crime rate andincidences of vandalism drop after the inception of a weekly youthsocial dance? Children in the community are also affected by participants in socialdance activities. They are quick to notice who attends and observe whoparticipates in what activities at a festival. The participation orlack thereof by certain groups within the community reinforces thechild’s perceptions of appropriate community interaction, laying thegroundwork for either tolerance and acceptance or bigotry and mistrust(Hanna 1983). This is an important component almost impossible tomeasure through research. Overall, the need for empirical and fact-based research remains strongfor dance activities, particularly those focused on broader goals suchas improving community social cohesion. Additional studies should beencouraged. Dance has historically reinforced distinctions between people groupsand social classes, particularly social dance. After all, social danceis usually between friends or romantic interests. There is stronginclination at all levels of society to fraternize in such settingswith members of one’s own social group. In much of Europe, for example, those of the upper levels of societyparticipated in court dances, while those at lower levels of societyparticipated in country-dances. The types of dances one learned andthe way one carried oneself at the festival, dance hall, or ballroom,quickly communicated the social level or class of that individual. Itis hard to imagine, even a hundred years ago, a duke or duchess lopingaround a typical country-dance, or the typical commoner being acceptedat a royal ball. To some extent dance remains so today, where a dress worn at formalballs of the wealthy can cost in excess of a working persons wages forsix months. The galas and events reported in the newspapers andmagazines are intended for and attended by the wealthy and theirfriends. By the same token, the patrons at a typical hip-hop club in adisadvantaged neighbourhood would exclude a clean-cut, obviouslywealthy man in business attire. There remains hesitancy between groupsto attend social functions on another group’s turf, or in a communitysignificantly different from one’s own. Many ethnic communities retain dances from their native cultures,accommodating rather than assimilating to the society around them. Ifthese dances are performed or taught to others in the community, thiscultural sharing can have a strong inclusive effect. However, ifnative dances are reserved by their cultural group to only those withinthe group, the practice of such dances becomes exclusive. Another type of exclusionary dance programme remains popular today.A number of communities offer dance activities for disadvantaged youth,or those recently released from incarceration, or a similarmarginalised group. By offering services only to one specific group,geographical area, or income level, these programmes may actually detersocial inclusion (Reeves 2002). Deprived neighbourhoods often lack thephysical facilities or funding necessary for dance activities, andindividuals from outside the community may be reluctant to venture in,fearing crime or similar deterrents. Therefore, while these activitiesare obviously designed to serve a specific population and often are ofpositive benefit, they neither allow access to all members of societynor remove barriers between people groups, and therefore cannot beconsidered truly inclusive. Dance also experiences a higher rate of self-exclusion than some otherart activities. Men are often wary about participating in a danceactivity, as dance is still considered unmanly in some cultural sets.Also, the physical expression necessary in dance is considered immodestor inappropriate by some cultural groups (Reed 1998). Matarassodescribes an art panel activity, the Mughal Tent Project, where womencreate embroidered art panels for public display (Matarasso 1997). Theprogramme serves primarily Muslim women residing in the Leicesterarea. Although there was initial resistance from some husbands,eventually most became supportive of their wives efforts, even watchingthe children so their wives could complete their art. It is unlikelythese husbands would be equally supporting if their wives wereparticipating in a public dance performance (Matarasso 1997)). New Life and Hope, a community centre serving a deprived area with ahigh number of recent immigrants in the Bronx, NY, USA, noted a similardifficulty with performance dance. Many of the people moving into thecommunity were from Middle Eastern areas, predominantly Muslim withsome Hindu. The centre initially offered several art programmes forchildren and adults, including painting, sculpture, music, theatre, anddance. Very few men participated in these activities. Women andchildren were quick to sign up for spots in painting, sculpture, andmusic, somewhat slower to engage in theatre opportunities, and onlyyounger female children enrolled in any dance offerings (Ortiz 2005). Significant promotion of the adult dance programme and changes to makeit more culturally sensitive, including dropping dress requirements,were not able to increase enrolments. Women attending other coursesoffered, when questioned why they did not participate in danceactivities, often cited disapproval from their families. It is unclearwhether discontinuing the public performance portion of the danceprogramme (all participants put on a programme for the public at theend of the course) would have made it more palatable to thispopulation, as it was apparently not implemented. Dance wasdiscontinued from the centre’s offerings after two years due to lack ofinterest (Ortiz 2005). Dance also has historical significance as a means of inclusion within acommunity. From the earliest tribal communities, dance has been a waythe group comes together and reaffirms its unity. Primitive culturesoften use dance as a means to build social cohesion, including adoptingnon-native individuals into their group and marking rites of passage,such as children coming of age or entering into marriage-typerelationships (Kaeppler 1978). Certain dances themselves have aided in social inclusion at severaltimes in the past. For example, in the early 1900s in the UnitedStates, African Americans introduced a dance called the Shimmy to thelocal Chicago nightclub scene. The dance began to be p

Essay --

Roland Joffà ©Ã¢â‚¬â„¢s The Mission excellently demonstrates the powerful, far reaching, and frankly, life changing effects cultural interaction between differing cultures can have. Set in the mid 18th century in the Amazon rainforest, the film primarily focuses on Father Gabriel, a Jesuit missionary played by Jeremy Irons, as he establishes a Christian mission for the purpose of converting the native Guarani people, and later as he organizes a resistance effort opposing the closing of the mission. In critical instances throughout the movie, the positive effect of cultural interaction is evidently clear, as the Guarani way of life is greatly improved through the knowledge and technology Father Gabriel, Mendoza and the rest of the mission introduce to the Guarani, while in other scenes the obvious downsides of cultural interaction are violently and brutally exposed as Portuguese settlers destroy the mission and enslave the Guarani. Father Gabriel’s first meeting with the Guarani concludes with his music conquering the Guarani with its purity and perfection. At first, the Guarani are hesitant as they encircle him, but Father Gabriel does not run for safety or plea for his life, rather he simply continues to play his oboe as the stunned natives listen. No words are spoken, and no violence occurs, instead the native Guarani are intrigued by Father Gabriel, allowing him to live and he gradually wins their trust. Over time, Father Gabriel’s mission serves as a place of safe haven and learning for the Guarani. Father Gabriel and his priests, among them Mendoza and others, teach the Guarani how to carve and play flutes, violins, and other instruments, as well how to sing with vigour and passion. In various scenes, the mission choir can be heard ... ...Portuguese governments, the Guarani and Jesuit’s relationship is strained. During the land exchange, the Spanish minister concludes that the mission is to be closed down – by force if necessary. All the Jesuit missionaries and many Guarani warriors are wounded and/or killed in the impending battle. The sequence in which the Portuguese settlers torch the mission – in the name of bloodlust – expresses cultural interaction – between cultures who do not see eye to eye – has its negatives, as well as positives. Though the true heroes of the film are killed, Father Gabriel’s convictions live on in the Guarani whose lives he touched. The final lines of the movie, delivered by the emissary the Vatican reflect this point well: â€Å"But in truth it is I who am dead, and they who live. For as always, your holiness, the spirit of the dead will survive in the memory of the living.†

A Man For All Seasons Essay examples -- essays research papers

In the play A Man For All Seasons, the main character is Sir Thomas More. Sir Thomas is the Chancellor of England and a very religious man. Once, during a conversation with Wolsey (Chancellor at the time) about the King needing a son, Wolsey asks if Sir Thomas would like to govern the whole country by prayer and Sir Thomas agrees. This shows how strong his faith was. Sir Thomas is a friend of King Henry VIII, but when he disagreed with the King’s opinion on marriage, he was beheaded. King Henry was married to Catherine of Argon, the daughter of Ferdinand and Isabella of Spain. Catherine was Henry’s brother’s widow. King Henry and Catherine were married â€Å"for State reasons†, but although Catherine was pregnant many times, only one child survived—Princess Mary. King Henry needed an heir to his throne, so he wanted a son. He thought Catherine could never get him a son, because she had already failed so many times, so he wanted to have a child with Anne Boylen, but he couldn’t because he was already married to Catherine. Therefore, he wanted the Pope to divorce him and Catherine also, for â€Å"State reasons.† When Sir Thomas didn’t agree with the divorce, many people turned away from him. His wife, Lady Alice, begged Sir Thomas to agree with the King, just to make life simpler, but Thomas refused. He believed the he wouldn’t go to Heaven if his conscience was not clear, and his conscience told him not to just tell the King what he wanted to hear, but to tell the King the truth. This is just a basic overview of what happened in A Man for All Seasons. In Act I Scene 1, the book introduces you to some of its’ main characters. Sir Thomas and Master Richard Rich are first to be introduced. Rich is offered a job as a school teacher, but he wants to be in office. Sir Thomas gives Rich a silver cup that was given to him as a bribe by a woman who put a lawsuit into the Court of Requests. After giving Rich the cup, Sir Thomas tells Rich of all the temptations you have when you are in office—money, manors, villages, mills, etc. Then enter the Duke of Norfolk and Lady Alice, Sir Thomas’s wife, and Margaret More, Sir Thomas’s daughter. The Duke of Norfolk, who is Earl Marshall of England, is in his late 40’s, a sportsman, a soldier, and a great nobleman. Lady Alice is in her late 40’s, born into merchant’s class, but now a great lady. Margaret is in her middle 20’s, beautiful ... ...he last time she sees her husband, and she forgives him. In Scene 8, More is at the Hall of Westminster to answer charges of High Treason. They say that More denied King Henry the title of Supreme Head of the Church in England. Sir Thomas never denied this, but since he refused the oath, they assume that he is denying the King his title. This is considered High Treason, and punished by death. Sir Thomas basically gets no trial—he is guilty no matter what he says, unless he signs the Act and takes the oath. The jury doesn’t even retire to think of the judgement. They pronounce Sir Thomas guilty. More asks if he can say something before he is put to death. They grant him this, and he says that he is the King’s true subject and has always been loyal to him. Scene 9 is the closing scene of the play. In it, Sir Thomas is to be beheaded. Margaret is there, and she is deeply grieved. Her father tells her that death comes to everyone, and it is the course of nature a nd the will of God. Sir Thomas tells the Headsman to send him to God, and not to be afraid of his office, and the Headsman beheads him, and says â€Å"Behold—the head of a traitor.† This is what happened in â€Å"A Man for All Seasons.†

Management Specification

ATHE Level 5 Qualifications in Management ATHE Level 5 Certificate in Management (QCF) ATHE Level 5 Diploma in Management (QCF) ATHE Level 5 Extended Diploma in Management (QCF)  © ATHE Ltd 2012 Level 5 Management Specification March 2012 About ATHE An Ofqual regulated awarding organisation, providing QCF qualifications in management, health & social care management and travel & tourism management. We are known for our excellent customer service, efficient support and flexible qualifications that offer diverse progression routes. Our QualificationsOur management qualifications are the culmination of expert input from colleges, sector skills councils, industry professionals and our qualification development team. We have taken advantage of the flexibility of the QCF to develop a suite of awards, certificates and diplomas that offer progression from level 4 up to level 7. Key features of the qualifications include: ? core units that are common to different sectors offering the opport unity for learners to move between sectors or delay decisions as to which area to specialise in ? mall qualifications that can be used for professional development for those in employment or for learners who do not have the time to undertake a full time programme ? flexible methods of assessment allowing tutors to select the most appropriate methods for their learners. Support for Centres We are committed to supporting our centres and offer a range of training, support and consultancy services including: ? qualification guidance, suggested resources and sample assignments ? an ATHE centre support officer who guides you through the centre recognition process, learner registration and learner results submission ealth check visits to highlight any areas for development ? an allocated ATHE associate for advice on delivery, assessment and verification. 1  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Contents About ATHE †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 1 Our Qualifications †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Support for Centres †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 ATHE QCF Qualifications at Level 5 in this Specification †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 Accreditation Dates †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Entry Requirements †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 Introduction to ATHE’s Level 5 QCF Qualifications in Management †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4 Certificate†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Diploma†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4 Support and Recognition †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4 National Occupational Standards †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Progression†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4 Recognition of Prior Learning (RPL) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 5 Support for ATHE Qualifications †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Credit values and rules of combin ation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 5 Unit Specifications †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 12 Unit Format †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 2 5. 5 Managing Communication †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 13 5. 2 Business Organisations in a Global Context †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 16 5. 3 People Management †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 20 4. Finance for Managers †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 24 5. 4 Research project †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 28 6. 11 Managing Stakeholder Engagement †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã ¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 1 6. 4 Risk Management †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 35 6. 10 Leading Organisational Equality and Diversity †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 39 4. 6 Corporate Social Responsibility †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚ ¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 42 5. Manage Sustainability in an Organisation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 46 4. 2 Resource Management †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 49 4. 7 Administrative Services †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 53 4. Planning a Work Based Team Project †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 57 5. 6 Marketing Principles and Practice †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 61 4. 10 Planning a New Business Venture †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 65 4. 11 Customer Relationship Management †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 67 5. 7 Employability Skills †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 72 5. 9 Personal and Professional Development †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢ € ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 79 5. 10 Business Law †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 83 2  © ATHE Ltd 2012 Level 5 Management Specification April 2012ATHE QCF Qualifications at Level 5 in this Specification This document provides key information on ATHE’s suite of Level 5 QCF qualifications in Management, including the rules of combination, the content of all the units and guidance on assessment and curriculum planning. It should be used in conjunction with the ATHE handbook â€Å"Delivering ATHE Qualifications†. Furthe r guidance on resources and assessment is provided separately. These qualifications have been accredited to the Qualifications and Credit Framework (QCF). Each qualification has a Qualification Accreditation Number (QAN).This number will appear on the learner’s final certification documentation. Each unit within a qualification also has a QCF code. The QAN numbers for these qualifications are as follows: ATHE Level 5 Extended Diploma in Management (QCF) 600/4375/1 ATHE Level 5 Diploma in Management (QCF) 600/4374/X ATHE Level 5 Certificate in Management (QCF) 600/4373/8 Accreditation Dates These qualifications are accredited from 1st February 2012 which is their operational start date in centres. Entry Requirements These qualifications are designed for learners from aged 19 and above. However, ATHE does not specify any entry requirements.Centres are required to ensure that learners who register for these qualifications have the necessary skills to undertake the learning and a ssessment. 3  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Introduction to ATHE’s Level 5 QCF Qualifications in Management Our new qualifications in Management at Level 5 have been developed to conform to the requirements of the QCF, to meet the requirements of the sector and to respond to the needs of our centres. These qualifications provide generic management skills for those planning to or working in a management role.The qualifications deliver the skills and knowledge that meet the needs of managers on a domestic and international platform. We provide a flexible route for learners who have already achieved management qualifications at a lower level and for learners who do not have management qualifications, but may have qualifications in other areas and/or prior experience the work place. Our suite of qualifications is designed to provide: ? maximum flexibility with different sized level 5 qualifications for those who only wish or have the time to initia lly take smaller qualifications and then build up qualifications over ti me ? pportunities for learners to develop knowledge and skills, personal qualities and attitudes essential for successful performance in working life ? optional units in particular specialisms that are directly related to learners’ current responsibilities or that meet a particular interest and support career development ? opportunities for learners who wish to undertake a full time course of study leading to an Extended Diploma. Certificate Our Certificate allows learners to develop some of the key skills they need to work in a management role with a mandatory unit and a choice of options.Diploma Our Diplomas allows learners to develop the key skills they need to work in a management role with a number of mandatory units together with a choice of options. Support and Recognition These qualifications have been developed with the support of centres who are currently delivering qualifications at this level in Management or who plan to do so in the future. National Occupational Standards The ATHE Level 5 qualifications in Management provide much of the underpinning knowledge and understanding for the National Occupational Standards in Management and Leadership.Progression On successful completion of a Level 5 qualification in Management there are a number of progression opportunities. Learners may progress to: ? larger qualifications at the same level e. g. from a Certificate to the Diploma or Extended Diploma in Management or a related qualification, for example the Diploma in Management for Health and Social Care ? a degree programme in a higher education institution and claim exemptions for some of the units completed. 4  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Recognition of Prior Learning (RPL)The QCF is based on the principle of credit accumulation and transfer. Within this suite of qualifications, learners have the opportunity to build their achievements f rom a single unit into a full Diploma. There will be occasions where learners wish to claim recognition of prior learning which has not been formally assessed and accredited. Centres should contact ATHE to discuss the requirements for RPL. Support for ATHE Qualifications ATHE provides a wide range of support. This includes: ? materials on our website to support assessment and teaching and learning ? raining events to support the delivery of the qualifications and assessment ? the services of a team of experienced advisors and external verifiers ? support for business development. Credit values and rules of combination The QCF is a framework which awards credit for qualifications and units and aims to present qualifications in a way that is easy to understand and measure. There are three sizes of qualification in the QCF: ? Award, between 1 and 12 credits ? Certificate, between 13 and 36 credits ? Diploma, 37 credits and above.Each unit within a qualification has a credit value and a level. The credit value specifies the number of credits that will be awarded to a learner who has achieved the lea rning outcomes of a unit. The level is an indication of relative demand, complexity and depth of achievement and autonomy. Each credit represents 10 hours of learning time. The learning time is a notional measure which indicates the amount of time a learner at the level of the unit is expected to take, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria.Learning time includes activities such as directed study, assessment, tutorials, mentorin g and individual private study. The credit value of the unit will remain constant in all contexts regardless of the assessment method or the mode of delivery. Learners will only be awarded credits for the successful completion of whole units. Each unit also contains information on guided learning hours (GLH). GLH are intended to provide guidance for centres on the amount o f resource needed to deliver the programme and support learners i. e. he time required for face to face delivery, tutorials, workshops and associated assessments. Each qualification has agreed rules of combination which indicate the number of credits to be achieved, which units are mandatory and the choice of optional units. The rule of combination for each qualification is given below. 5  © ATHE Ltd 2012 Level 5 Management Specification April 2012 ATHE Level 5 Extended Diploma in Management The ATHE Level 5 Extended Diploma in Management is a 120 credit qualification. Learners must complete five mandatory units and three or four optional units. Unit TitleLevel Credit GLH Managing Communication 5 15 60 Business Organisations in a Global Context 5 15 60 People Management 5 15 60 Finance For Managers 4 15 60 Research Project 5 20 80 Mandatory units Optional units Learners must complete a further 3 or 4 units from the list below to achieve a minimum of 120 credits for the Diploma. Ma naging Stakeholder Engagement 6 10 40 Risk Management 6 10 40 Leading Organisational Equality and Diversity 6 10 40 Corporate Social Responsibility 4 15 60 Manage Sustainability in an Organisation 5 15 60 Resource Management 4 15 60 Administrative Services 15 60 Planning a Work Based Team Project 4 15 60 Marketing Principles and Practice 5 15 60 Planning a New Business Venture 4 15 60 Customer Relationship Management 4 15 60 Employability Skills 5 15 60 Business Ethics 5 15 60 Personal and Professional Development 5 15 60 Business Law 5 15 60 6  © ATHE Ltd 2012 Level 5 Management Specification April 2012 ATHE Level 5 Diploma in Management The ATHE Level 5 Diploma in Management is a 60 credit qualification. Learners must complete three mandatory units and one optional unit. Unit Title Level Credit GLH Managing Communication 5 15 60Business Organisations in a Global Context 5 15 60 People Management 5 15 60 Mandatory units Optional Units Learners must complete a further 1 unit from the list below to achieve a minimum of 60 credits for the Diploma. Corporate Social Responsibility 4 15 60 Resource Management 4 15 60 Administrative Services 4 15 60 Planning a Work Based Team Project 4 15 60 Finance For Managers 4 15 60 Planning a New Business Venture 4 15 60 Customer Relationship Management 4 15 60 Manage Sustainability in an Organisation 5 15 60 Marketing Principles and Practice 5 15 60 Employability Skills 5 15 60Business Ethics 5 15 60 Personal and Professional Development 5 15 60 Business Law 5 15 60 ATHE Level 5 Certificate in Management The ATHE Level 5 Certificate in Management is a 30 credit qualification. Learners must complete two of the three units listed below. Unit Title Managing Communication Business Organisations in a Global Context Level 5 5 Credit 15 15 GLH 60 60 People Management 5 15 60 7  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Guidance on Assessment For all ATHE qualifications assessment is completed through the submiss ion of internally assessed student work.To achieve a pass for a unit, a learner must have successfully achieved all the assessment criteria for that unit. There are no externally set written examinations attached to any unit. However, learners taking the Level 5 Extended Diploma in Management will be required to complete a research project. ATHE will provide a sample assignment for each unit which can be used as the assessment for the unit. We would encourage our centres to develop their own assessment strategies so you have the opportunity to put assignments in a context that is appropriate for your learners.Any assignments that you devise will need to be submitted to ATHE for approval before delivery of the programme. Centres can submit assignments for approval using the ‘Centre -Devised Assignment’ template documentation available on the ATHE website. An assignment can relate to a single unit. Alternatively you may incorporate more than one unit in an integrated assi gnment provided the content of the assignment is clearly mapped to show which assessment criteria from which units are being covered. Methods of AssessmentATHE encourages the use of a range of assessment strategies that will engage learners and give them an opportunity to both demonstrate their knowledge and understanding of a topic and to evaluate how they might apply that knowledge in a given context. We would recommend avoiding an over-reliance on essay writing and that more varied types of assessment are included. This might include assessment through: ? ? ? ? ? ? a research activity resulting in the compilation of a report an academic paper or article for publication the compilation of a case study critical review and evaluation of a chosen company’s policies, procedures and systems a set project completed for an employer (also known as an ‘employer-engagement’ activity) the production of a portfolio of evidence relating to a particular unit. This list is by no means exhaustive, but gives examples of some creative assessment methods that could be adopted. Putting an Assessment Strategy in Place You will need to demonstrate to your External Verifier that you have a clear assessment strategy supported by robust quality assurance in order to meet the ATHE requirements for registering learners for a qualification.In devising your assessment strategy, you will need to e nsure: ? ? ? devised assignments are clearly mapped to the unit learning outcomes and assessment criteria they have been designed to meet that the command verbs used in the assignment are appropriate for the level of the qualification, e. g. analyse, evaluate that the assignment gives the learner sufficient opportunity to meet the assessment criteria at the right level, through the work they are asked to complete. (The QCF level descriptors will be helpful to you in determining the level of content of the assessment) 8  © ATHE Ltd 2012Level 5 Management Specification April 2012 ? ? ? ? ? ? ? students are well-briefed on the requirements of the unit and what they have to do to meet them assessors are well trained and familiar with the content of the unit/s they are assessing there is an internal verification process in place to ensure consistency and standardisation of assessment across the qualification assessment decisions are clearly explained and justified through the provision of feedback to the learner that work submitted can be authenticated as the learner’s own work and that the re is clear guidance on the centre’s Malpractice Policy hat there is an assessment plan in place identifying dates for summative assessment of each unit and indicating when external verification will be needed sufficient time is included in the assessment planning to allow the learners time for any necessary remedial work that may be needed prior to certification. Quality Assurance of Centres Centres delivering ATHE QCF qualifications must be committed to ensuring the quality of the assessment of all the units they deliver, through effective standardisation of assessors and verification of assessor decisions.ATHE will rigorously monitor the application of quality assurance processes in centres. ATHE’s quality assurance processes will involve: ? centre approval for those centres who are not already recognised to deliver ATHE qualifications ? approval to offer ATHE QCF qualifications and units in Management at Level 5. Once a centre registers learners for a qualification, they will be allocated an Ext ernal Verifier who will visit at an early stage in the programme to ensure that an appropriate assessment plan is in place.Centres will be required to undertake training and standardisation activities as agreed with ATHE. Details of ATHE’s quality assurance processes are provided in the ATHE Guide: â€Å"Delivering ATHE Qualifications† which is available on our website. Malpractice Centres must have a robust Malpract ice Policy in place, with a clear procedure for implementation. Centres must ensure that any work submitted for verification can be authenticated as the learner’s own. Any instance of plagiarism detected by the External Verifier during sampling, will result in the entire cohort being rejected.Centres should refer to the ATHE Malpractice Policy on the ATHE website. 9  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Guidance for Teaching and Learning Within the support materials for some of the units you will find suggestions and ideas for teaching and learning activities which we hope will be helpful in getting centre practitioners started with schemes of work and session plans. You can adapt these ideas to suit your own context and the interests of your students. Learners learn best when they are actively involved in the learning process.We would encourage practitioners delivering our qualifications to use a range of teaching methods and classroom -based activit ies to help them get information across and keep learners engaged in the topics they are learning about. Learners should be encouraged to take responsibility for their learning and should be able to demonstrate a high degree of independence in applying the skills of research and evaluation. You can facilitate this by using engaging methods of delivery that involve active learning rather than relying on traditional methods of lecture delivery to impart knowledge.Your approach to delivery should give the learners sufficient structure and information on which to build without you doing the work for them. In achieving the right balance you will need to produce well-planned sessions that follow a logical sequence. Top Tips for Delivery ? Adopt a range of teaching and learning methods, including active learning. ? Plan sessions well to ensure a logical sequence of skills development. ? Include study skills aspects, e. g. how to construct a report or Harvard Referencing. Build time into yo ur Scheme of Work and Session Plans to integrate study skills teaching. Set structured additional reading and homework tasks to be discussed in class. ? Elicit feedback from your students. Get them to identify where the work they have done meets the assessment criteria. ? Contextualise your activities, e. g. use real case studies as a theme through the sessions. ? Take an integrated approach to teaching topics across units, where appropriate, rather than always taking a unit-by-unit approach. In this way, learners will be able to see the links between the content of the different units. There is further guidance on teaching and learning in the support materials. ResourcesATHE has provided a list of suggested resources for each unit. Please refer to the support materials for each unit on our website by logging into the ATHE portal with your given login details. Access and Recruitment ATHE’s policy with regard to access to its qualifications is that: ? they should be available to everyone who is capable of reaching the required standard ? they should be free from any barriers that restrict access and progression ? there should be equal opportunities for all wishing to access the qualifications. Centres are required to recruit learners to ATHE qualifications with integrity.This will include ensuring that all learners have appropriate information and advice about the qualifications. Centres should put in place appropriate systems to assess a learner’s suitability for a programme and make a professional judgement about their ability to successfully achieve the designated qualification. This assessment should take account of any support available to the learner within 10  © ATHE Ltd 2012 Level 5 Management Specification April 2012 the centre during the programme of study and any support that may be required to allow the learner to access the assessment for the units within the qualification.Access Arrangements and Special Considerations ATHE’s policy on access arrangements and special consideration aims to enhance access to the qualifications for learners with disabilities and other difficulties (as defined by the E quality Act 2010) without compromising the assessment of skills, knowledge and understanding. Further details are given in the Reasonable Adjustments and Special Considerations Policy, which can be found on our website. Restrictions on Learner Entry The ATHE Level 5 qualifications in Management are accredited on the QCF fo r learners aged 19 and above. 11  © ATHE Ltd 2012 Level 5 Management Specification April 2012Unit Specifications Unit Format Each unit in ATHE’s suite of level 5 qualifications is presented in a standard format. This format provides guidance on the requirements of the unit for learners, tutors, assessors and external verifiers. Each unit has the following sections: Unit Title The unit title reflects the content of the unit. The title of each unit completed will appear on a learnerà ¢â‚¬â„¢s statement of results. Unit Aims The unit aims section summarises the content of the unit. Unit Code Each unit is assigned a QCF unit code that appears with the unit title on the Register of Regulated Qualifications.QCF Level All units and qualifications in the QCF have a level assigned to them which represents the level of achievement. The level of each unit is informed by the QCF level descriptors. The QCF level descriptors are available on the ATHE website. Credit value The credit value is the number of credits that may be awarded to a learner for the successful achievement of the learning outcomes of a unit. Guided Learning Hours (GLH) Guided learning hours are an indicative guide to the amount of input that a tutor will provide to a learner, to enable them to complete the unit.This includes lectures, tutorials and workshops and time spent by staff assessing learners’ achievement when they are present. Learning Outcomes The learning outcomes set out what a learner is expected to know, understand or be able to do as the result of the learning process. Assessment Criteria The assessment criteria describe the requirements a learner is expected to meet in order to demonstrate that the learning outcome has been achieved. Command verbs reflect the level of the qualification e. g. at level 5 you would see words such as analyse and evaluate Unit Indicative ContentThe unit indicative content section provides details of the range of subject material for the programme of learning for the unit. 12  © ATHE Ltd 2012 Level 5 Management Specification April 2012 5. 5 Managing Communication Unit aims This unit aims to develop knowledge and understanding of how communication takes place within and between organisations, the potential pitfalls and the benefits of good practice. Unit level 5 Unit code D/503/7074 GLH 60 Credit value 15 Unit grading Pass structure Assessment Assignments in accordance with awarding organisation guidance. The guidance earners will carry out a review of communication within an organisation. Learning outcomes. Assessment criteria. The learner will: The learner can: 1. Understand how information and 1. 1 Analyse key information and knowledge knowledge is communicated within an requirements for a range of stakeholders organisation within different organisations 1. 2 Explain the systems used for communicating key information and knowledge to stakeholders 1. 3 Analyse potential barriers to effective workplace communication 2. Understand factors that impact on 2. 1 Evaluate how communication is influenced workplace communication y values and cultural factors 2. 2 Explain how technology can be used to benefit as well as hinder the communication process 2. 3 Explain how policies and procedures can impact on the communication processes 3. Be able to promote effective 3. 1 Evaluate the effectiveness of own interpersonal communication communication skills 3. 2 Apply theories of interpersonal communication to oneself 3. 3 Request feedback from others on own interpersonal communication skills 3. 4 Plan own personal development to improve own communication skills, based on feedback from others 4. Be able to review communication 4. 1 Carry out a communications audit ithin an organisation 4. 2 Apply theories of organisational communication 4. 3 Create a plan to improve workplace communications 4. 4 Identify measures to evaluate the success of the plan to improve workplace communications 13  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Indicative Content 1. Understand how information and knowledge is communicated within an organisation Key information and knowledge requirements ? Company performance e. g. financial data, sales figures, regional differences ? Staff information e. g. numbers, salaries, appraisal information, training and CPD needs ? Product knowledge e. . components, how they are produced ? how to carry out roles, professional knowledge, sources of ‘know-how’ ? Stakeholders e. g. shareholders, board members, directors, senior managers, operatives Communication systems ? Meetings, briefings (whole staff, departmental, individual) ? Presentations ? Email ? Newsletters ? Interviews, appraisals ? Literature e. g. manuals, booklets, notices ? Training sessions ? Letters Potential barriers ? Verbal communication – tone, clarity, active listening and focusing ? Clarity of written message – readability, language, tone ? Technology – poor connections, inappropriate use Interpersonal relationships – personal conflict ? Non-verbal communication – body language ? Equality and diversity, pre-judgements, assumptions 2. Understand factors that impact on workplace communication Values and cultural factors ? Language ? Customs ? ‘Saving face’ Use of technology Help ? To reinforce spoken message, to remind, to ensure written record ? To provide additional/visual information e. g. graphs, presentation softwa re/slides ? Speed and efficiency Hinder ? Inappropriate/overuse of email ? ‘Death by PowerPoint’ ? Overreliance e. g. instead of face to face, in event of technology failure 14  © ATHE Ltd 2012Level 5 Management Specification April 2012 Policies and procedures ? Legislation ? Charters ? Codes of practice 3. Be able to promote effective interpersonal communication Effectiveness of own communication skills ? Ability to contribute to meetings ? Use of body language ? Written communication skills ? Use of ICT Theories of interpersonal communication ? Attribution theory, expectancy value model, uncertainty reduction model, social network theory Feedback from others ? Written, oral ? Formal, informal Plan own person development ? SMART Targets ? Oral, written, electronic communication ? At meetings, presentations, etc. Formal and informal ? Feedback from colleagues and managers 4. Be able to review communication within an organisation Communications audit ? Communications s ystems and processes ? Policies and procedures Theories of organisational communication ? E. g. Attraction –selection-attrition framework, contingency theories, groupthink, social network theory Improve workplace communications ? Plan – carry out analysis and act on the results ? Consensus ? Survey ? Training ? Feedback Measures to evaluate ? Improved performance e. g. sales figures ? Increased staff retention e. g. staff turnover ? Increased motivation e. . productivity 15  © ATHE Ltd 2012 Level 5 Management Specification April 2012 5. 2 Business Organisations in a Global Context Unit aims This unit aims to develop learners understanding of the issues organisations face operating within a global context. This understanding will allow learners to review the issues currently impacting on businesses. Unit level Unit code GLH Credit value Unit grading structure Assessment guidance 5 D/503/7088 60 15 Pass Assignments in accordance with awarding organisation guidance. Lea rners will base some of their work around businesses in a chosen national context. Learning outcomes.Assessment criteria. The learner will: The learner can: 1. Understand the key differences between 1. 1 Analyse the key differences between global business operations organisations working in different sectors, industries and contexts 1. 2 Assess the responsibilities of organisations operating globally 1. 3 Evaluate strategies employed by organisations operating globally 2. Understand the impact of external factors 2. 1 Analyse how performance of national on organisations economy impacts on the activities of business organisations 2. 2 Explain the measures taken by governments to influence the activities of usiness organisations 3. Understand the impact of the global factors 3. 1 Explain the implications of global on business organisations integration on business organisations 3. 2 Assess the effect of international trade on domestic products and services 3. 3 Review the impact of the global economy on businesses 3. 4 Assess how ICT technologies have facilitated globalisation 4. Be able to review current issues impacting 4. 1 Carry out a review of the global on business activities environment in which businesses are currently operating 4. 2 Propose strategies to address issues affecting business activities 16  © ATHE Ltd 2012Level 5 Management Specification April 2012 Indicative Content 1. Understand the key differences between global business operations Key differences ? Legal status/ownership – e. g. sole trader, partnership, company, corporation (e. g. limited and unlimited, public limited and international equivalents) ? Structure and size ? What they offer (Products and/or services) ? Image Different sectors/industries e. g. ? Private – e. g. manufacturing, service e. g. hospitality, finance ? Public e. g. healthcare, education ? ‘Not for profit’ e. g. supporting others, conservation and heritage organisations, campaign groupsGl obal context ? International ? National ? Local Organisational responsibilities ? To shareholders ? To employees ? To other stakeholders ? To customers ? To the environment ? Ethical issues Organisational strategies ? Human resources policy ? Environmental strategy ? Equal opportunities policy ? Ethics policy ? Financial plan ? International partnering policy ? Electronic modes of marketing and communication ? Reliable import and export processes 2. Understand the impact of external factors on organisations UK economy ? Size – population, labour market, education/training levels ?Growth/wealth – gross national product (GNP), balance of payments, inflation rates, government borrowing, trade balance, public finances, taxation, national debt, availability of credit ? Business confidence – investing, cost of borrowing, consumer buying/confidence, government policies 17  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Government policies ? Monetary poli cies, interest rates, quantative easing, unemployment ? Fiscal policies, spending (in central and local government), public sector borrowing, controlling demand, taxation, distribution of income ? Competition Policy Sector regulation e. g. in UK OfGem, OfQual, OfGas, CAA, OfCom –equivalents in other countries and globally where applicable ? Regional policies ? Skills agenda, apprenticeships 3. Understand the impact of the global factors on business organisations Global integration ? Trading blocs ? World Bank, IMF, Global/trading bloc policies and directives (e. g. other relevant organisations ? Market size ? Transnational corporations EU), G20, OPEC and International trade ? Opportunities e. g. emerging markets ? Growth ? Protectionism ? Trading blocs, partnerships and agreements and their regulation/restrictions (e. . EU) ? Trade duties and tariffs Impact ? Increased competition ? Outsourcing to other countries ? Increased customer choice ? Increased need for innovation ICT technologies ? Remote workforce – advantages of being able to locate workforce in other countries where labour may be cheaper/may have more relevant skills etc. ? The role of the internet in trade ? Easy communication e. g. Skype, email, social networking 4. Be able to review current issues impacting on business activities A review ? Domestic market in chosen country ? Global market ? Domestic and global policies ? Other global factors government policies ? Trade blocs Strategies 18  © ATHE Ltd 2012 Level 5 Management Specification April 2012 ? ? ? ? ? ? New markets New environments e. g. move business New technologies Growth/shrink Change of suppliers, importers, exporters Change in business structure e. g. from sole trader to company/ corporation 19  © ATHE Ltd 2012 Level 5 Management Specification April 2012 5. 3 People Management Unit aims In this unit learners develop the knowledge and understanding of what motivates individuals and teams and use this to review peop le management strategies used in organisations.Learners will gain an understanding of leadership theories, motivational theories, the impact of structure and culture as well as other tools that can be used to empower people in the workplace. Unit level 5 Unit code Y/503/7073 GLH 60 Credit value 15 Unit grading Pass structure Assessment Assignment according to awarding organisation guidance. guidance Learning outcomes. Assessment criteria. The learner will: The learner can: 1. Understand how structure and culture 1. 1 Explain how organisational structure impacts on impact on people in organisations on people in organisations 1. 2 Analyse how organisational culture impacts on n people in organisations 2. Understand approaches to managing 2. 1 Explain how personal differences impact on on the differences between individuals’ behaviours at work individuals that impact on their 2. 2 Analyse the management styles needed to performance at work deal with differences in behaviours 3. Understand the organisational factors 3. 1 Analyse the effect of leadership styles on that impact on people performance individuals and teams 3. 2 Explain the benefits of flexible working practices to individuals and organisations 3. 3 using motivational theories, assess how the orking environment impacts on people performance 3. 4 Assess how an organisation’s ethical practices impact on motivation levels 3. 5 Evaluate how organisations use their corporate social responsibility agenda to motivate employees 4. Understand methods for developing 4. 1 Explain how motivation theories can be applied human resources to developing people in organisations 4. 2 Explain the different uses of coaching and mentoring in organisations 4. 3 Analyse the benefits of training and development to individuals and organisations 5. Be able to review how people are 5. 1 Review people management strategies used in anaged within organisations an organisation 5. 2 Assess the impact on people of manageme nt strategies used in organisations 5. 2 Recommend strategies to promote high levels of performance 20  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Indicative Content 1. Understand how structure and culture impact on people in organisations Structure ? Hierarchical ? Flat/tall ? Matrix ? Inverted triangle ? Functional ? Product, market and geographical structures Culture ? ‘The way we do things’ ? Assumptions ? Behaviours ? Values ? Codes ? Stories, myths ? Ceremonies and rituals ? Working practicesImpacts ? Power/influence of individuals ? Power/influence of teams ? Leadership power/influence (span of control) ? Communication channels, ease of communication ? Motivation levels ? Creativity ? Confused reporting lines 2. Understand approaches to managing the differences between individuals that impact on their performance at work Differences in ? Knowledge, skills and experience ? Attitude ? Personality ? Attitude ? Perception ? Opinion ? Culture ? Reli gion and beliefs Management styles to suit different behaviours ? Theory x and theory Y ? Self-fulfilling prophecy ? The Hawthorne studies 3.Understand the organisational factors that impact on people performance 21  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Leadership styles and theories ? Trait theories ? Behavioural approach ? Contingency approach ? Autocratic/democratic/laissez faire ? Hersey and Blanchard Situational theory ? Charismatic leadership ? Tannenbaum and Schmidt Effect of leadership styles on ? Motivation ? Creativity ? Flexibility ? Credibility ? Trust and respect ? Productivity ? Commitment Benefits of flexible working practices .. to employees ? Levels of autonomy, empowerment, trust ? Productivity Quality of life .. to organisations ? Motivational ? Productivity ? Need for facilities and systems Motivational theories ? Hawthorne studies ? Maslow – hierarchy of needs ? Herzberg – hygiene factors and motivators ? Reiss Theory Ethic al practices ? Scrutiny of suppliers ? Distribution techniques ? Customer relationship management ? Selling practices ? Staff development Corporate Social Responsibility (CSR) Agenda ? Developing the workforce ? Supporting the community ? Providing work experience placements ? Mentoring and coaching ? Supporting career progression, providing opportunities ? Environmental policy Employment practices e. g. disability 22  © ATHE Ltd 2012 Level 5 Management Specification April 2012 4. Understand methods for developing human resources Developing people ? Empowerment, self-actualisation, theory x Uses of coaching and mentoring ? Talent pools ? Developing skill and confidence ? Poor performance, disciplinary issues ? Re-engaging in the workforce Benefits of training and development Individuals ? Self-actualisation, developing potential ? Increased motivation ? Developing talent ? Promotion/enhanced pay Organisations ? Increased productivity ? Workforce retention ? Enhanced profit ? Legal compliance . Be able to review how people are managed within organisations People management strategies ? Working environment ? Leadership style ? Structure ? Culture ? Staff development opportunities ? Flexible working practices ? Ethical practices ? CSR agenda Impacts on: ? Individuals/teams ? Performance ? Staff retention ? Employee satisfaction Strategies for promotion of performance ? Incentives, bonus schemes, incremental rises, improved job satisfaction ? For organisational improvement ? For organisational productivity ? For self-improvement 23  © ATHE Ltd 2012 Level 5 Management Specification April 2012 4. Finance for Managers Unit aims To introduce learners to practical accounting and financial techniqu es that are useful to managers in business organisations. Unit level 4 24  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Unit code M/503/7080 GLH 60 Credit value 15 Unit grading Pass structure Assessment Assignment according to awarding organisation guidan ce. guidance Learning outcomes. Assessment criteria. The learner will: The learner can: 1. Understand the requirements and 1. 1 Explain the purpose and requirement for techniques for financial recording keeping financial records and reporting 1. Analyse techniques for recording financial information in a business organisation 1. 3 Analyse the legal and organisational requirements for financial reporting 1. 4 Evaluate the usefulness of financial statements to stakeholders 2. Understand how working capital 2. 1 Analyse components of working capital can be effectively managed 2. 2 Explain how business organisations can effectively manage working capital 3. Understand management 3. 1 Explain the difference between management accounting techniques and financial accounting 3. 2 Explain the budgetary control process 3. 3 Calculate and interpret variances from budget 3. Evaluate the use of different costing methods for pricing purposes 4. Understand how to evaluate 4. 1 Demonstrate the main methods of project business projects appraisal. 4. 2 Evaluate methods of project appraisal 4. 3 Explain how finance might be obtained for a business project 25  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Indicative Content 1. Understand the requirements and techniques for financial recording and reporting Purpose and requirement for financial records ? Legal requirements ? Tax requirements ? Internal control requirements Financial recording ? Double entry bookkeeping (overview only) Day books and ledgers ? The trial balance ? Manual and computerised systems Requirements for financial reporting ? Financial reporting requirements for sole traders, partnerships, limited companies and public limited companies. ? The financial statements (overview – not required to prepare accounts) – statement of financial position, statement of income, cash flow statement, notes to accounts ? Users/stakeholders ? Usefulness of financial statements 2. Understand how wor king capital can be effectively managed Working capital components ? Bank and cash balances ? Debtors ? Creditors ? Stock Management of working capital Working capital ratios – calculation and evaluation ? Ways to manage working capital – payment and collection cycles, stock control, overdrafts etc. 3. Understand management accounting techniques Management and financial accounts ? Users ? Outputs – information required by managers ? Monthly/quarterly accounts ? Useful ratios Budgetary control ? Purpose and content of budgets ? Cash flow forecasts ? Budgetary control process ? Importance of budgets for management ? Zero based budgeting, incremental budgeting 26  © ATHE Ltd 2012 Level 5 Management Specification April 2012 ? Advantages and disadvantages of budgetsVariances ? Flexing the budget ? Calculating variances ? Explaining variances – financial and non-financial factors ? Reconciliation of budgeted to actual profit ? Advantages and disadvantages of variance analysis Costing and pricing ? Classifying costs – direct/indirect, fixed/variable ? Calculating unit cost ? Dealing with overheads – full absorption costing and overview of other costing methods ? Pricing – cost plus, marginal cost, price takers etc. ? Breakeven – calculation and explanation ? Marginal costing 4. Understand how to evaluate business projects Project appraisal methods ? Accounting rate of return ? Payback Net present value ? Internal rate of return Evaluation ? Strengths and weaknesses of each method ? Non-financial factors – organisational goals and vision, time factors etc. ? Organisational preference Obtaining project finance ? Sources of finance – internal and external ? Making a case for finance ? Providing assurances and project projections 27  © ATHE Ltd 2012 Level 5 Management Specification April 2012 5. 4 Research project Unit aims To formulate a research specification on a chosen topic, implement the rese arch project, evaluate and present the research findings. Unit level 5 Unit code K/601/0941 GLH 80 Credit value 0 Unit grading Pass structure Assessment Assignments in accordance with awarding organisation guidance. guidance Learning outcomes. Assessment criteria. The learner will: The learner can: 1 Understand how to formulate a 1. 1 Formulate and record possible research research specification project outline specifications 1. 2 Identify the factors that contribute to the process of research project selection 1. 3 Undertake a critical review of key references 1. 4 Produce a research project specification 1. 5 Provide an appropriate plan and procedures for the agreed research specification 2. Be able to implement the research . 1 Match resources efficiently to the research project within agreed procedures and question or hypothesis to specification 2. 2 Undertake the proposed research investigation in accordance with the agreed specification and procedures 2. 3 Record and collate r elevant data where appropriate 3. Be able to evaluate the research 3. 1 Use appropriate research evaluation outcomes techniques 3. 2 Interpret and analyse the results in terms of the original research specification 3. 3 Make recommendations and justify areas for further consideration 4. Be able to present the research 4. 1 Use an agreed format and appropriate utcomes media to present the outcomes of the research to an audience 28  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Indicative Content 1 Understand how to formulate a research specification Formulating the research specification ? Identifying the purposes of the research; having clarity about the outcomes that will be delivered at the end of the research ? Rationale for the choice of the research including skills and knowledge to be gained ? Criteria for choice of research ? Consideration of ethical issues ? Methodology for conducting the research e. g. sources of information, primary and secondary Data colle ction and analysis Creating the research project specification ? Clarify and confirm purposes and outcomes of research ? Statement of the research question ? Identifying what is to be included in the scope of the research and what is to be excluded Planning ? Deciding on specific tasks which need to be completed ? Sequence ? Duration, time and dates ? Key milestones ? Review dates ? Monitoring and review process Aspects for consideration ? Nature of the information e. g. qualitative and quantitative or both, validity and reliability ? Statistical analysis ? Accessing relevant information ? Control of variables Resources 2. Be able to implement the research project within agreed procedures and to specification Implementation ? According to plan (consideration given to modifying plan in the light of monitoring information) ? Adhering to the scope of the research ? Retaining focus on the intended purposes and outcomes of the research ? Monitoring the project including paying attention to resource and time allocation Data collection ? Application and implementation of the stated methods from the plan ? Systematic recording of data and information ? Taking account of bias, validity and reliability of information and control of variables ?Consideration of the sufficiency of the data and information collected 29  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Data analysis ? Qualitative and quantitative ? Identifying trends ? Using software and statistical tables ? Comparison of variables ? Forecasting and extrapolation ? Graphical interpretation 3. Be able to evaluate the research outcomes Evaluation of outcomes ? Consider the research question and specification in the light of data analysed ? Review the successes and difficulties encountered in the project for example o delivering the purposes and outcomes of the project effectiveness of the planning o the methods used, the volume, validity and usefulness of the data ? Reaching conclusions Recommenda tions and future consideration ? Significance and implications of the conclusions reached ? Application of the findings ? Limitations of and improvements to the research ? Developing recommendations including possible areas for future research or the processes used for conducting the research 4. Be able to present the research outcomes Format and media ? Consideration of possible formats linked to the target audience ? Professional delivery of research ? Use of appropriate media 30