Fall Of The House Of Usher Essay free essay sample

, Research Paper Edgar Allan Poe # 8217 ; s narrative, The Fall of the House of Usher is set in the early nineteenth century United States. Curiously, it uses a palace for the place-setting, despite the fact that there have neer been any palaces in this state. The narrative illustrates the consequence of isolation on the human being. It begins with the storyteller holding been asked to see his friend from long ago, Roderick Usher, who is holding many jobs. The storyteller describes in keen item the glooming visual aspect of Roderick # 8217 ; s castle, and of Roderick himself. Roderick is described as being really much changed since the storyteller had last seen him. He is now really pale, about ghostlike, and his demeanour is really inconsistent. Roderick # 8217 ; s duplicate sister Madeline is besides populating in the house, although the storyteller merely sees her twice in the whole history. In the bend of events Roderick is noticed by the storyteller to go progressively mentally unstable. We will write a custom essay sample on Fall Of The House Of Usher Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Unknown to the storyteller, Madeline has the status known as catalepsy, a province in which consciousness and feeling are all of a sudden and temporarily lost and the musculuss become stiff like holding asperity mortis. But Roderick informs the storyteller that Madeline has so eventually succumbed to decease. So, they have a funeral service for her, and put her in the T Office of Management and Budget. The storyteller was non cognizant that she had the cataleptic status, and as admitted by Roderick, Madeline was buried alive. The narrative ends by Madeline waking up, coming after Roderick, and finally killing him. This narrative shows how person, if separated from other people, becomes progressively disturbed. This is true with most instances. The most feared penalty for a prison sentence is lone parturiency, where the captive is non allowed contact with the outside universe or any other people besides the warden who delivers the nutrient. It has been documented that captives in lone parturiency go deranged and highly volatile. We can use this narrative to our lives by doing certain that contact with other people is ever available and lone Sessionss are done in moderateness. Worlds are mutualist upon other worlds for physical and mental wellness. This narrative is really tedious, but good written. It would likely non be the best pick for anyone who likes a # 8220 ; quick read # 8221 ; or a fast traveling narrative. Some sentences of the narrative are more than 14 lines long, and really boring to a group reading. I would urge this as a acquisition device for highly good chosen description and in writing item, and if you like that kind of thing, I guess it # 8217 ; s ok.

The Land of Opportunity Essays

The Land of Opportunity Essays The Land of Opportunity Paper The Land of Opportunity Paper Land of OpportunityHow does social class define who we areWhy do you think History books leave out issues of social and economic inequalityThat opportunity is not equal in AmericaAccording to Loewen, social class is probably the single most important variable in society.From the womb to tomb, it correlates with almost all social characteristics of people that we can measure. * Affluent expectant mothers are more likely to get prenatal care, receive current medical advice, and enjoy general health fitness, and nutrition. * Many poor and working- class mothers- to- be first contact the medical profession in the last month, sometimes the last hours, of their pregnancies. * Rich babies come out healthier and weighing more than poor babies.In terms of education: * Rich teenagers enroll in the Princeton Review or other coaching sessions for the SAT. * To no ones surprise, social class correlates strongly with SAT scores.After college: * Most affluent children get w hite collared jobs. * Most working class children get blue- collar jobs.Social class buys life even in the midst of danger: * More recently, social class played a major role in determining who fought in the Vietnam War: despite the universal drafts, sons of affluent won educational and medical deferments through most of the conflict. * The all-volunteer army that fights in Iraq relies even more on lower class recruits, who sign up as a way out of poverty. * The night the Titanic sank across the Atlantic in 1912, social class proved to be a key determinant of who survived and who perished.The effects of social class in America James W. Loewen, essay â€Å"The Land of Opportunity,† discusses how many times Americans don’t know about social classes and the effects they have on society. Loewen argues that the common American people aren’t given equal opportunity in this day in age. He says that American history books have great influenced what we see

Graphic. Inc. Financial Case Analysis Article Example | Topics and Well Written Essays - 1000 words

Graphic. Inc. Financial Case Analysis - Article Example If it is more likely than not that more than 50% of the deferred tax assets will not be realized, this should form the basis for release of the valuation allowance. Graphic, Inc. needs to complete its annual report for filing with the SEC using Form 10-K for the year ended December 31, 2005. In order to do this, there is need to identify the positive and negative evidence to be considered to evaluate the need to record a valuation allowance against the Company's deferred tax assets. Based on the analysis of positive and negative evidence, it would be possible to determine which evidence should have more weight assigned than others; how much valuation allowance, whether full, none or partial, should be recorded at December 31, 2005; and if a full or partial valuation allowance is used, what criteria should be met before the entire valuation allowance is released (Deloitt 2003). Graphic, Inc. has five years of cumulative losses at December 31, 2005. Based on the company's substantial net operating loss carry forward, no income tax provision has been reflected in the 2005 interim income statements. At December 31, 2005, the deferred tax asset was $51,073 after application to reduce 2005 taxable income but before valuation allowance. A company can recognize the tax benefit produced by a carry back of tax losses or credits. According to GAAP, a loss carry back can be applied to the three years preceding the loss (Investopedia 2008). The carry back results in a refund based on events that have already occurred (Kwan-Hyun 1992). On the other hand, carry forwards represent potential tax savings based on past events but certain limitations must be overcome in the future before the company can realize potential benefits. The realization of future benefit is inherently speculative because they cannot be predicted with certainty. The asset is then limited by requiring a valuation allowance if realization is sufficiently in doubt, under the ''more likely than not'' standard (Kwan-Hyun 1992). Positive and negative evidences therefore, need to be considered in judging the likelihood of realizing a tax benefit. For Graphic, Inc. negative evidences include its history of expired tax carry forward, its history of continuous losses for the past decade, as well as the fact that the company operates in a cyclical industry. Positive evidences include the growing success of its new product G-1000 which has generated net income for the last two years and very favorable negotiations with The Sports Magazine for a recurring $20 million annual contract. In the preliminary tax provision for 2005, Graphic, Inc. applied $12,400 to tax loss carry forwards expiring in 2005. $25,000 of capital loss carry forwards and $2,600 of NOL carry forwards expired in 2005. Therefore, the decrease in operating loss carry forwards of $40,000, from $173,700 at December 31, 2004 to $133,700 at December 31, 2005 is comprised of $12,400 of NOLs applied to reduce 2005 taxable income, expiration of $2,600 of NOL carry forwards, and expiration of $25,000 of capital loss carry forwards (Deloitt 2003). The company's evaluation is to determine deferred tax assets for net

Western Democratic Political Parties Are In A State Of Crisis Essay

Western Democratic Political Parties Are In A State Of Crisis - Essay Example Today, there is a shift and erosion of traditional roles of political parties, and their membership levels have continued to decline over the years. Additionally, the importance of political parties has diminished due to the emergence of candidate-centered party campaigns, and finally, there is the rise of professionals in western political parties and decline in partisan attachment of party members. Although restoring the traditional party form might be impossible, the present parties can overcome this crisis by redirect their efforts to restoring their effectiveness and efficiency in society, basing on democracy. . Political parties are essential, as they contribute to the functioning of democracies, and are responsible for political pluralism in various countries. These also mobilize their members and supporters to take on leadership roles in a country (Diamond & Gunther 2001). Ideally, political parties ought to develop alternative policy platforms, provide ideological direction, and define the agenda of the government in a country (Hofmeister & Grabow 2011). In Western democracies, the contribution of political parties to the political process, and their positions in the public mind, has invigorated a scholarly debate in the recent years. Various data from national election surveys and public opinions show that the public in most Western democracies such as the USA, Great Britain, Canada, among others, consider political parties to have declined (Gallagher, Michael & Mair 2000). Basing on relevant evidence and concepts, this essay focuses on how and why western democratic political parties are in a state of crisis today. First, Western democratic political parties are in a state of crisis today, as they have failed to perform their traditional roles in society appropriately. In the past, democratic political parties acted as an essential part of their governments, and were promoters of democracy. However, today, most democratic political parties have drift ed from the traditional roles by serving below the expected standards (Kartz & Mair 1995). This decline in the function of western political parties and loss of party roots is evident in the way political parties today play their representative role. Instead of being representatives of the public as the case in the traditional mass party, parties today have shifted from the wider society, and gotten more close to the government and the state (Kartz & Mair 1995). Money has contributed to this shift in political parties in the west, as these depend on state funding from the state. Therefore, these have prioritized their linkage with the state and government, and not the public. This pattern will eventually result the total diminishing of the traditional mass party (Gunther, Montero & Linz 2003). Therefore, parties have considered outsiders, who donate money to them, and not the public. Today, the non-political bodies such as NGOs have taken over the representative roles of political p arties, leaving political parties with the procedural roles only. A second way through which democratic political parties in the west are thought to be in a state of crisis is through the decline in their membership levels. According to Mair & Van Biezen (2001), in Western Europe, the overall membership levels of democratic political parties are on a decline. In 13 democracies in this region, statistics showed that the party membership as a percentage of the national electorate had fallen to 5.7% at the end of the 1990, from 9.8% in 1980. Over the years, the number of party members continues to decline, and this has

Administration experience and training experience Essay

Administration experience and training experience - Essay Example The National Institute for Training is known for conducting seminars and workshop for both public and private organizations in the Middle East. In fact, NIT has always been tapped by the government to give training workshops for public servants because of its excellent programs. NIT is a leader in providing management related training workshops whether for public administrators or private managers. In fact, NIT has been recognized by the United Nations as premier trainor for public administration. Change and Creativity Workshop - I took this training because I know how important it is to introduce change in an organization to better improve its services. Usually, managers are stuck with the same routines and procedures after being used to their daily responsibilities. It seems that there is no other better way to do some things which is why some problems do not get solved at all. What I envisioned from the NIT workshops was an opportunity to gain stronger understanding of the  diff erent ways to improve management skills by making effective decisions while using creativity. I took the training experience for this particular workshop because I am seeking for new approaches to initiating procedures, policies and system. It is in my fervent hope that my management skills would become better after thus workshop. Meetings and Time Management I took the meetings and time management training because I want to enhance my time management skills. Previously, I was burdened my many unimportant tasks because I tried to attend to everything as much as possible. Even insignificant phone calls were answered which preoccupied my time. Likewise, I conducted long meetings that can be already considered unproductive. For this reason, I knew I had to attend the training so I can increase my productivity as a manager by focusing on more important things. I saw myself becoming very effective in time management after attending the training. Problem Solving and Decision Making One of the major functions of managers is to solve problems that can hamper operational efficiency. Part of solving problems is effective decision making that can make a great impact on business processes. I took this training experience because there are many challenges confronting a manager today. Before the start of the training, I was looking forward to new principles about problem solving and decision-making. Also, I knew that there are new approaches to solving problems using different tools or mind maps that can be introduced in the seminar. Usually, managers like myself have been too traditional in approaching problem solving. This time, I wanted something out of the box that can aid me in coming up with more creative ways to solve problems. I also want to come up with decisions that have win-win solutions for all parties involved. Briefly, I want to change and this training experience can help me acquire new skills and knowledge to become an agent of change. Q2. A full descriptio n what you learned from this training experience, including underlying principles, concepts, and competencies. During the training, some of the principles and concepts were not actually new to me anymore. Nevertheless, I still learned many things from this training experience. Change and Creativity Workshop- It is very important for managers like myself to become more resourceful and innovative because of the various challenges posed by the highly-competitive business environment. Likewise, the changing forces of globalization place an extra challenge for organizations to cope with ; hence, managers like myself should move forward along with trends. The first module which was Change and Creativity Workshop aimed at making managers agents of change. Usually, people are

Recruitment Strategies: The Hotel Industry

Recruitment Strategies: The Hotel Industry The beginning of the 21st century was referred as the most difficult phase in the history of tourism industry. This sector was affected negatively because of terrorism, war and global health problems The Economist Intelligence Unit, 2005. However, it was in 2005 that the sector started to open out and in 2004 international arrivals increased at a rate of 8.6% compared to 2003 (The Economist Intelligence Unit, 2005). Economist Intelligence Unit (2005) states that there are many reasons for this kind of relief. The relative stable geopolitical conditions, development of key sectors, such as China, the supply- driven expansion of carriers at low cost, which are currently building inroads in Asia and the Middle East, at long with the conventional markets of North America and Europe, constant pressure on the prices of many of the industries, pent up demand of former years, covering the SARS (Severe Acute Respiratory Syndrome). Even though the climate of the UK is not favourable, the coun try still attracts many visitors thanks to its natural beauties like lakes, rivers, rugged mountains, coastline and other factors that cover high standard of services, natural attractions and transport services (Youell, 2001). Recently the world is witnessing the significant change in the economy. Indeed, Stavrou-Costea (2005) stated that national economies are changing and as we move progressively away from a world in which national economies were relatively isolated from one another into an interdependent global economic system, we are witnessing the rapid appreciation for and development of all aspects associated with and affected by human resource management. In fact, Stavrou-Costea (2005) also stated that while the emerging international economy creates opportunities it also presents challenges and threats with which yesterdays business managers did not have to deal. In this perspective regardless of industry and the size of the companies (Ulrich, 1997) managing human resources has become vitally important for the companies in achieving the goals of the organisation (Stavrou-Costea, 2005). Similarly, Dessler (2000) stated that human resources need to be collaborator in developing a companys strategy i n order to be successful in organisational goals. Human resource management can help the company reach organizational effectiveness and thereby have a determining effect on whether or not the company is good enough, fast enough, and competitive enough not only to survive but also to thrive (Schuler and Jackson, 2000; Stavrou-Costea, 2005). Schuler and Jackson (2000) and Stavrou-Costea (2005) commonly stated the difficulty of achieving and sustaining organisational effectiveness without the efficient practises of human resources management. Tourism and hotel industry are supposed to be parts of hospitality industry. Hospitality industry has becoming a very large of source of employment. The rate of employees in hospitality industry is increasing and employees are undergoing certain problems. Some factors contribute to selection and recruitment of staff in hotel industry and HRM is facing to solve selection and recruitment problem in hospitality industry like retraining performance ,high-labour turnover, low morale ,retraining performers .In an analysis of 5000 jobs advertisements across a number of different occupations and sector in the UK,Jackson et al.(2005) found that the skills stated as necessary by employers are social skills and personal characteristic only 26 per cent of organizations mentioned the need for educational recruitments. Personal services this rate is less than 10 per cent. As a highly labour-intensive industry, tourism and hospitality organisations are often hard to talk of how their people are their greatest asset. However even cursory understanding of the nature of work employment and people management in tourism and hospitality points to many paradoxes and contradictions that are apparent in studying human resource management (HRM) in the sector. Many academics, industrialists and policy-makers have attempted to define the nature of the tourism industry-and the place of the hospitality sub-sector within this border conceptualization-yet there is still no commonly accepted definition. Hence, there are inherent problems seeking define what is large and diverse sector which means many of the activities may overlap and could be described as encompassing tourism and hospitality. For example Lucas(2004)in her recent work on employment relations in hospitality and tourism industries chose to talk in broad terms about the Hotel, Catering and Tourism sector. In some geographical areas and sub-sector areas, tourism provides an attractive ,high-status working environment with competitive pay and conditions, which is in high demand in the labour force and benefits from low staff turnover. On the other hand, it brings low pay, problems in recruiting skills in number of key areas, a high level of labour drawn socially disadvantaged groups, poor status and virtual absence of professionalism. More is known about employment in certain sub-sectors than other .For example, the commercial hospitality industry encompassing hotels, restaurants and pubs, bars and nightclubs is the largest sub-sector with around 70 per cent of employees in the UK(people 1st,2006).Unsurprisingly, then, the commercial hospitality industry is well served with extensive research on the nature of employment and HRM strategies(DAnnunzio-Green et all.,2002:Lucas,2004). In terms is the predominance of small-and medium sized enterprises is a further issue to consider is the manner. People 1st(2006) note that within the UK hospitality, leisure travel and tourism sector per cent of establishments employ fewer than 10 people and 50 per cent fewer than five. Heterogeneity is also seen in relation to the way that organisations adopt differing routes to competitive advantage. For instance, full service carriers in the airline industry are likely to have very different approaches to HRM compared to low-cost airlines(Eaton,2001:Spiess and Warning,2005)The same is true for the hospitality sector, which may range from first class and luxury hotels providing extravagant, full 24-hour service to the more homely comforts of a bed and breakfast establishment; from fast food restaurants to Michelin starred restaurants .In turn, the jobs provided by these various organizations demand a variety of skills and attributes from those employees interacting with customers , which again will impact on HR strategies such as recruitment, selection and training. Commonly selecting and recruiting and people to fill new or existing positions are a crucial element of human resource activity in all tourism and hospitality organisations, irrespective of size, activity and structure. It has been noted how the importance of service quality has increased the pressure on organisations for select right selection.(jameson,2000) pointed this may be especially true in smaller organisations that may not have well developed HRM functions or recruitment and selection systems and may recruit irregularly with heavy reliance on informal system and methods. Certainly, within the context of the hospitality sector, Price(1994) set up that 241 hotels sampled in her research a third never used job descriptions or person specifications. Lockyer and Sholarious (2005) surveyed over 80 hotels and again found a general lack of systematic procedures for recruitment and selection. Research Objective The ultimate objective of this study is to explore: What recruitment strategies applied in the UKs 5 star hotel industry? An exploratory study in London Hotels. .The research objectives can be listed as follows .To review HRM and hotel industry theories .To explore what recruitment strategies in the U.K hotel industry .To evaluate importance of HRM department in the U.K hotel industry .To identify what is the recruitment and selection problems in the U.K 5 star hotel industry .To identify if there are any weaknesses of recruitment strategies applied by the UKs 5 star hotel industry Therefore research questions for this study are; What is recruitment? What are recruitment processes? What is the importance of recruitment in achieving strategic HRM? In what way the recruitment is important for the service sector players? What is the role of recruitment in the 5 star hotel industries overall business strategy? What recruitment strategies are followed by the 5 star hotel industries? Are there any weaknesses of recruitment strategies applied by the 5 star hotel industries? Design of the Study In order to fulfil the objective of the study, paper is organised as follows: Chapter Two consist of a review of the literature on the subject. In chapter two; HRM theories and diffusion of recruitment and selection strategies, service encounter tasks, definition of 5 star hotel industries are given. Chapter Three includes methodology of this research and consists of research design, sampling methods, data collection methods, data analysis, ethical issues involved in research process and limitations of this study. In Chapter Four, data analysis provided. This chapter divided into two parts; secondary data analysis and primary data analysis. In the secondary data analysis; U.K tourism industry, recruitment and selection strategies in tourism industry are analysed. In the primary data analysis, interviews that are conducted with the management of the UK hotels are analysed. Chapter Five is the conclusion part of the study and includes some directions for the future researches.

Religious Women in Medieval Time Essays -- History Females Religion Es

Religious Women in Medieval Time The Middle Ages did not offer women many options of lifestyles. During these times women could either be virgin martyrs and sacrifice themselves in religious rituals, or become wives and mother. None of these options offered women a real chance to live, to create, to enjoy. New options emerged, these options allowed them not only to live free of male dominance, but also to be educated and to use their creativity in areas like music, theater, science, and philosophy. These options were monastic life, mysticism and life among the Beguines. Among the women who opted one of these ways of life, were: Hrotswitha, Hildegard and Teresa of Avila, whose work was among the most famous and recognized in the Middle Ages. Monasteries and convents in the Middle Age were like a ray of light in the dark for women in the Middle Ages. Women who found their future in a nunnery, either by their own choosing or otherwise, had the opportunity to be educated and in many occasions to develop their creativity without the pressure of a male figure. This freedom that nuns enjoyed allowed them to work and use their creativity in many different ways. In the monasteries besides getting educated, women also had the option to be trained as illuminators. Since in these time the production and storage of sacred books and secular classics was confined to monasteries and convents, women got a chance to use their training as painters in the production of these sacred books. The production of sacred books, allowed women of this time more than one choice at the kind of creative work they wanted to do. One of these options was to work as an illuminator. There are many illuminations from these times, but none o... ... sacred music functioned as a bridge for humanity to life before the Fall because it was the sacred breath that God breathed into humans when he created them the one used to sing. Teresa the Avila is the last of the most accomplished women of the Middle Age. She was a Spanish nun, like Hildegard, who had mystic visions. She viewed Jesus as a spouse. After a while in her convent she decided to go all through Spain sharing her religious faith. On this quest she was able to create 25 more monasteries throughout Spain. She suffered considerably because of her visions because her confessor told her to ignore them since they came from the devil. She did not challenge this in a direct confrontation, but instead decided to choose a different priest to be her confessor. Her vision, were finally given authority by the church when she got help from Peter de Alcantara.

History 17-a American history Essay

Known as the American experiment in liberty and equality, the Civil War of America is supposed to be a major turning point in American history. Originated due to slavery, this war was first revoke from American citizens to acquire the right of liberty and equality. By the war, slavery was extinguished in America. Beginning of nineteenth century was much different from the eighteenth century; this was a revolutionary era in which industrialism was rising against agriculture, nationalization against state particularization and desire of freedom was heading against slavery. However, this moral idealism is not believed as an appropriate reason for the war. In accordance with some historians, it is also called as the war of power and economical affluence. It is said that South was economically abundant than the North. It was making good money in trade and commerce in comparison of North. North was not ready to accept this fact and this resulted as the Civil War. By the time of war, South occupied an area as large as Western Europe and ‘North’ has a strategic assignment to invade and conquer the southern confederation. In this war, southerners were fighting for independence, self-determination, self-government and preservation of life. Nevertheless, results of this war became the decision points for American history as the war grown the offspring of Nationality in Northerners. Southerners wanted to be separated from the American Union and Northerners were not is the support of that. In the battle against southerners, few incidents worked as the turning points of Civil War and American History as well. As instance, Northern Unions hold on Kentucky and Border States in considered as the first turning point of American civil war. This was of a great importance for Northerners. Even president of the nation, Abraham Lincoln said that ‘I can’t think of loosing Kentucky’, Kentucky was a southern state. Considered as the first modern war, the civil war of America made the nation, which is known as ‘United States of America’. During this war, Abraham Lincoln was mainly focused on Border States. He was not in favor of self-government in these states. Border States were extremely crucial for Northerners, as these states were physically separating Northern Union and Southern Confederacy. Bull Run is taken as another major defining moment in the history of Civil War. This was a land battle. This battle was full of anticipations and both sides were sure about their victory. However, Northerners managed to win this was a Herculean task for them and it was an end of southern hopes to set the self-government. Union capture on Mississippi, Forts Henry and Donelson in February 1862 is also considered as the major turning point in Civil War. It was first significant victory of union. Victories in Battle of Anteitam and Battle of Gettysburg made unions to move more rapidly in the direction of uniting American states. A defeat of Confederacy in the Battle of Chattanooga is taken as one of the most prominent turning point of Civil War. In this war Union reduced Confederacy to the Atlantic coast. This opened the way for Sherman’s Atlanta Campaign. Two incidents that took place in 1864 are taken as the last nail in the coffin of southern confederacy’s desire of self-government, independence and self-determination. These two incidents were Union capture on Atlanta and reelection of Abraham Lincoln. Both incidents respectively took place in September 1864 and November 1864. Civil War: the First Modern War American Civil War is taken as the first modern warfare. Confronted with various viewpoints and issues, this war is marked as the well mobilized war of the modern age. In accordance with historians, it deserves to be the first modern war due to its two important reasons. First reason is its technological advancements and another is a great change in the logistics and tactics applied in the battlefield. Northern generals Ulysses S.  Grant and his sub-ordinates applied strategies those were far ahead from the war approaches applied by the time. The morality war of Northern Americans against Southerners also resulted in many mesmerizing innovations, those helped in nation moving at the forefront from rest of the world. Cannons, rapid fire guns, Gatling gun, telegraphs and aerial warfare are considered as some of the stirring innovations of Civil War period. The civil war also worked as the rapid fire in the growth of American economy. It is also said that this was the beginning of American supremacy. This war was the first war in which army was not involved in killing on one-to-one manner. It was entirely technical. Both Unions and Confederacy army troops were relying on technical weapons instead of traditional ones. This was the first time when air warfare and sea warfare modes were also used. This war was the first war when a strategy of destruction was used and it also boosted he idea of unconditional surrender in the battle-field. In this was Union troops used telescopes and air-balloons to locate the position of enemy. Civil War of American History is known as first war due to it’s a completely foreign planning in accord with the world of nineteenth century. Following reasons the major basis of knowing this was as the first modern war- Railroads: Invention of railroad played a very important role in supplying armies with food, bullets, and soldiers. These cars were armed with weaponry. Hospitals: This was the first time when hospitals were set in battle field. Women s uch as Clara Barton and Dorothea Dix worked in these hospitals to give medical treatments to inured soldiers. Nevertheless, by the time medical knowledge was not advanced as today and mortality rate of soldiers due to disease was greater than their death in battle field. This was the first time in the context of using dogs as armor. Photography and Telegraph- by the time ‘Photography’ and ‘Telegraphy’ science had been introduced. Army troops used the science of photography is taking pictures of enemy position and Telegraph helped them in sending urgent messages. This is considered as a boon created from the devastation of Civil War. Secret Service: Both sides employed highly structured spy service to gain knowledge of army movements. Women and slaves played major role in this. Personnel: Numbers of African Americans fought in the Civil War was not less, most of them participated in the war from the side of Union army. They often fought in regiments those were separated out regiments. This was the first time when they had an identity of soldiers other than slaves. An ambitious win for Abraham Lincoln, civil War was the first time when rights of equality were believed to be a reason of war.

Management Specification Essay Example

Management Specification Essay Example Management Specification Essay Management Specification Essay Essay Topic: Self Reliance 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 Qualifications Our 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 opportunity 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 . 1 Our Qualifications .. Support for Centres .. 1 ATHE QCF Qualifications at Level 5 in this Specification . 3 Accreditation Dates . Entry Requirements . 3 Introduction to ATHE’s Level 5 QCF Qualifications in Management .. 4 Certificate.. Diploma.. 4 Support and Recognition .. 4 National Occupational Standards . Progression.. 4 Recognition of Prior Learning (RPL) .. 5 Support for ATHE Qualifications Credit values and rules of combination . 5 Unit Specifications .. 12 Unit Format 2 5. 5 Managing Communication . 13 5. 2 Business Organisations in a Global Context . 16 5. 3 People Management . 2 0 4. Finance for Managers .. 24 5. 4 Research project . 28 6. 11 Managing Stakeholder Engagement .. 1 6. 4 Risk Management .. 35 6. 10 Leading Organisational Equality and Diversity . 39 4. 6 Corporate Social Responsibility .. 42 5. Manage Sustainability in an Organisation 46 4. 2 Resource Management 49 4. 7 Administrative Services 53 4. Planning a Work Based Team Project . 57 5. 6 Marketing Principles and Practice . 61 4. 10 Planning a New Business Venture .. 65 4. 11 Customer Relationship Management .. . 67 5. 7 Employability Skills . 72 5. 9 Personal and Professional Development 79 5. 10 Business Law . 83 2  © ATHE Ltd 2012 Level 5 Management Specification April 2012 ATHE 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†. Further 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 assessment. 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 initially 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 underta ke 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 from 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 of 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 Title Level 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. Managing 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 D iploma 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 60 Business 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 60 Business 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 submission 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 assignment provided the content of the assignment is clearly mapped to show which assessment criteria from which units are being covered. Methods of Assessment ATHE 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 2012 Level 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 QC F 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 Malpractice 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 activities 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 your 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 t aking 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. Resources ATHE 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 2012 Unit 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 learner’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 Content The 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 t o 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 f ocusing ? 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 software/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 2012 Level 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 systems 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. Learners 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 ab le 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 2012 Level 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 groups Global 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 policies, 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 organisat ions ? 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 people 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 Analy se 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 management strategies used in organisations 5. 2 Recomme nd 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 practices Impacts ? 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 ? Religion 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 Ethical practices ? Scrutiny of suppliers ? Distribution techniques ? Customer relationship management ? Selling practices ? Staff development Corporate Social Res ponsibility (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 guidance. guidance Learning outcomes. Assessment criteria. The learner will: The learner can: 1. Understand the requirements and 1. 1 Explain the purpose and requir ement 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 working capital can be effectively managed Working capital components ? Bank and cash balances ? Debtors ? Creditors ? Stock Management of working capital Workin g 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 budgets Variances ? 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 assura nces 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 research 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 wi thin 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 relevant 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 skil ls 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 collection 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 Recommendations 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 proces ses 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

Causes Of World War I Essays - Free Essays, Term Papers

Causes Of World War I Essays - Free Essays, Term Papers Causes Of World War I On August 1, 1914 one of the worlds greatest tragedies took place. In Harry F. Youngs article entitled, the Misunderstanding of August 1, 1914, Young tries to make sense of the days that took place before the Great War began. In his twenty-one-page article, Young uses many sources to explain the story that had so many twists and turns. The following is an essay examining the work of Harry Young and what really went on August 1, 1914. The main question that the author asks is what happened on August 1st? Young opens his article by saying: Austria had opened fire on Serbia; Russia had begun to mobilize the troops; Berlins ultimatum to St. Petersburg would expire at noon; France was prepared to support her tsarist ally; and so far Englands efforts to mediate had failed. There are very many different explanations that can be given to explain World War I. Predominantly, the assassination of Archduke Francis Ferdinand of Austria-Hungary by a Serbian nationalist would be one of the first explanations given. Another important note would be that at the time this spirit of nationalism was alive and well in the heart of Europe, particularly in the empire of Austria-Hungary. Another explanation given is that there was often confusion and conflict between the German ambassador Prince Lichnowsky and the British Foreign Secretary, Sir Edward Grey. It was said that they were definite additions to the already crowded European tension. Prince Lichnowsky became an ambassador in London in 1912. He gained instant popularity with the people and was soon on friendly terms with Sir Edward Grey and Prime Minister Asquith. It is believed among historians particularly the author of this article that, both wartime governments found it necessary to accept and promote the idea that Licknowsky had misinterpreted what Grey was proposing to him. What Grey was proposing to him is further discussed later on in this paper. However, there was what seemed to be so much confusion and conflict in the European countries that it would be hard to believe that misunderstandings would not take place. In the article Young gives a day-by-day account leading up to August 1st and several days after. He even makes use of references from several documents that were recorded several years before the war, suggesting that the causes had been building up in Europe for quite sometime. Franks main belief is that confusion among Europeans was at the time rampant. So what happened that day? Some historians speculate that the idea of the war was brewing for sometime. The Columbia Electronic Encyclopedia suggests that hints of the war were evident as early as the Austrian annexation of Bosnia and Herzegovina, and the Balkan Wars. Although the Young article makes no references to the above-sited as a cause, he does believe that Austria played a significant role in the war. Young mentions that on July 23, Serbia was given an ultimatum, which to some was described as unacceptable. With a Russia alliance guaranteed, the Serbs accepted some of the terms but simply dismissed most of them. The alliance upset many countries particularly Britain and France. Tensions were mounting. When Grey learned about this ultimatum, he was talking to all countries fearing that a war would soon break out. Grey was trying to spread the idea of postponed or limited military engagement What he wanted was to keep the possibility of peace alive by holding a conference. Wha t Grey basically wanted to do was to gather the four disinterested governments, which would consist of Britain, Germany, France and Italy. After assembling the countries Grey hoped to some how use them to mediate between the deadlocked Russia and Austria. Greys efforts were met with no success. After Greys attempts failed, the threat of war grew to be almost unbearable. Several of the European countries were pointing fingers and others were being blamed for governmental injustices. Troops from the major countries began entering foreign land and any hope that Grey had for a peaceful solution was fading away. The author speaks of the feeling of impending doom and how it had reached a peak on the morning of August 1st. Hours before the war officially broke out several frantic cable messages

Participant Observation in Prague Essay Example | Topics and Well Written Essays - 500 words

Participant Observation in Prague - Essay Example Though some of them do not believe on the issue of Virgin mother Mary they consider it with lots of regard. The Chinese tourists are marvel within the church which is rare within their country. Moreover, the camera flares that they utilize appear to augment brightness on the sculpture. They request to take photo of Virgin mother Mary to show back when they go back to China. The guide man gives the history of the hand at the statue to the Chinese tourists. There more sites in regard to the dark tourism within Prague which makes it to be the best tourist destination in the universe thus the Chinese are supposed to visit all of them. Most of the Chinese tourists vehemently fault the early believers found in Prague for inhuman act of fastening the robbers hand on the underlying statue. An Italian man standing behind them does not seem to noticeably comprehend and corrects them by saying the thief deserved it. The man mentions that they should tour identical sites in future trips. The Chinese ponders on the subsequent move, and they choose to excursion Theresienstadt concentration camp. The camp is renowned in the world for offering standard outline and practices in regard to scouting and camping. Chinese tourists seem to possess high quality that pertains to camp. The Chinese tourist are ushered into the renowned Theresienstadt concentration camp by the guide and then directed to small fortress in the camp and the guide seems to be friendly to Chinese tourist as due to their curiosity in the history of the scene. The guide explains to the Chinese tourists the history and significance of Theresienstadt concentration camp. They are directed to small fortress in the camp and the guide seems to be very happy to work with Chinese tourist as they are much acquainted camps. The tourists later return and enter a room where the guide explains the history and significance of Theresienstadt concentration camp. Tourists with assistance of

The Wife of Bath's Prologue and Tale written by author Geoffrey Essay

The Wife of Bath's Prologue and Tale written by author Geoffrey Chaucer - Essay Example He identifies shortcomings in the society in his impeccable style and hits out without hurting. His criticism of that era holds well in the present times. Chaucer’s writing style has a unique, humor-filled double meaning. Here is an example as to how he handles the pair of opposites, traps a negative thought within the positive. He blends his ideas with latent humor. â€Å"She used to weep if she saw a mouse Caught in a trap, if it were dead or bleeding And she had little dogs she would be feeding, With roasted flesh, or milk, or fine white bread, And bitterly she wept if one were dead Or someone took a stick and made it smart, She was all sentiment and tender heart.†(p.7) The female character that defies the established role-model of a woman of the 14th Century: The Wife, for example, is a tough female character but the reader is unable to gauge whether she is feminist or anti-feminist due to the style in which Chaucer deals with her character. This is his unique way o f writing, whether he is making jest or quite serious while highlighting the traits. An author may be crafty, yet one cannot sweep under the carpet one’s own views, while making the characters speak on some issue and Chaucer is no exception to this rule. Chaucer has brought all his administrative experience and his interaction with many types of people in the discharge of his duties in various capacities. Alisoun, the Wife of Bath, is an extraordinary character in medieval literature. She is over-confident and possesses all the negative tendencies like lust, masculine will, and will never allow men to dominate her. She believes that she is the creator of her own destiny. Chaucer gives such a confusing description about her traits, which has set a clash between the scholars whether she is feminist or anti-feminist. Unquestionably, The Canterbury Tales is Chaucer’s masterpiece which he wrote around 1386.The stories in it are told by a group of people on pilgrimage to a h oly shrine in Canterbury. The book begins with the General Prologue, in which pilgrims are introduced with apt descriptions. Lively exchanges between the pilgrims add to the suspense and beauty of the stories. The stories are rendered highly interesting on account of the themes and subjects they tackle, in various literary genres. The Wife of Bath’s Tale a woman-special story, that gives extraordinary insight into the life and passions of a woman in the secular world. Chaucer is at his best in this story and he seems to enjoy the various issues related to women, which he has craftily tackled. Through the twists and turns and witty wordplay, he makes the story highly enjoyable for the reader. Theme--marriage roles and power: In this story Chaucer deals with two important themes relating to women. The first concerns marriage roles and power. The women of this story Alisoun, is aware of the utility of the body for access to power and control over men and to secure financial inde pendence which is an important part of the power of women. She has married not once, twice but five times. Her marriage number one was when she was twelve, to an older man but wealthy. She applied the body advantage principle