The Twilight Saga 5: Midnight Sun 26. Awakening

The constant drone of the machines continued to echo through my psyche as the evening street lights casted shadows through the hospital room. Rene refused to leave Bella's side for any period of time. I let her have my seat next to Bella but continued to stay in the room, sitting in the corner quietly listening to Rene's thoughts whirl through her child like mind. She was unlike Bella in every way; she even sensed danger when it came to the Cullen's, unlike Bella. My poor baby†¦what time is it? She looked towards the clock. Eleven. Charlie should be here shortly. I'm going to have to have a talk with him. Her thoughts then became a little disjointed in anger as she thought of her daughter falling down two sets of stairs because she had run away from Forks. Forks, she scoffed internally. I knew this wasn't a good idea. I warned her. I told her she didn't have to leave. What kind of mother am I to condemn my child to a place like Forks? Ignoring her constant prattling, I continued to stare, fixated on Bella, waiting for her eyes to open, willing them to just flutter. I couldn't see the clock that was over my head, but I was counting every second as they passed. It was easy to keep track because my only focal point was Bella and how long she had been devoid of consciousness. It had now been exactly 39,982†¦83†¦84 seconds since we arrived at the hospital. Her heart thrummed evenly as her scent was beginning to slowly return to her. The sweet nectar that was her life filled the room with the delicious aroma. Craving the sweetness, I brought the scent into my lungs, letting my throat burst into flames. It was only two hours ago that she finished her second blood transfusion and I was afraid her scent would forever be a pitiful imitation of the luscious blood pulsating through her body. It felt like my body was undergoing physical suffering owing to her condition. Her blood deficient was because of me; a creature so monstrous that I preyed on this innocent creature by allowing her to become a part of my life. More than that, she was my life. My phone lightly vibrated in my jeans pocket ?Cdistracting me from my internal torment – and I pulled it out to read a message from Alice. Just picked Charlie up from the airport. Will be there in fourteen minutes. Snapping my phone shut, I got up to move to Bella's other side. With her mother here, I kept my distance, not wanting to over step my bounds with a parental authority that I so recently met†¦and especially under these circumstances. â€Å"Charlie will be here shortly. Carlisle and Alice just picked him up from the airport,† I said lightly. It's about time. â€Å"That's good,† her eyes never left Bella's face. For over an hour before now I was struggling to come over and talk with Rene. I wanted to flush out a good story to tell her about why we were here in the first place. She got the gist of the story from the doctor about her going through a window after falling down two flights of stairs, but that was all. â€Å"Mrs. Dwyer,† I began. Such a gentleman†¦Mrs. Dwyer. Her penetrating gaze moved from Bella's face to mine. Her eyes widened a little at my appearance. It always caught humans off guard, the little indications they didn't comprehend, no matter how many times they'd seen one of us before. She studied my face for only a brief second before she saw the grief that was displayed squarely on my face. Ignoring her senses she brought her thoughts to my expression. He really cares for her. He looks like he is going to cry. â€Å"Rene,† she corrected me. â€Å"Yes, of course, Rene. I wanted to apologize for this whole incident,† I used my smoothest voice to ease her stress, one I retained for not alarming humans. â€Å"This isn't your fault†¦,† she began, but her thoughts caught up to her mouth. What was he doing down here anyways? He didn't†¦follow her did he? He's not a stalker†¦is he? She tried to smile politely but even without her thoughts as a guide I could have guessed what she was currently thinking. Her thoughts weren't far off base. I was her vampire stalker, watching her sleep every night. I continued, not wanting to think that once she recovered, this would be the end†¦no more stealthily hiding in her room. â€Å"Yes, it is my fault. I really care about your daughter, so please understand that I want the best for her†¦Ã¢â‚¬  â€Å"Why are you here?† She blurted out. â€Å"When I brought her home after playing baseball with my family she became upset. She really misses Arizona and after I confessed my feelings for her she became angry.† The memory of her yelling at me flashed through my mind. Though she was acting, it burned to hear her say goodbye and slam the door in my face which is ultimately my worst fear. His feelings? Hum, I wonder how much he actually cares for her†¦I hope her actions aren't because of me†¦my past†¦because of my fear of her staying in Forks. Nope, not his fault†¦mine, all mine. She stared at me with her eyes filling with the sorrow of her thoughts, so I went on, trying to distract her from her mental images. It was entirely my fault, not hers. â€Å"When I found out she had run off to Arizona†¦from a call she made to Alice, I had to fix it. Carlisle and Alice came with me to try and convince her to come back to Forks; that we all loved and missed her.† We all love her? Their relationship is a little more intense than I realized. Rene speculated. â€Å"She agreed to meet us at our hotel room but she never made it. Carlisle was actually in the hallway getting ice when he heard a loud crash. Alice and I heard it also,† The look on my face showed pure agony at the thought, though this wasn't acting, this was how I truly felt. â€Å"It was Bella; she had tripped and gone through a window. We rushed to get Carlisle but he was already there. All three of us helped stop the bleeding and get her to the hospital.† Poor child. He must have been scared out of his mind. Rene reached over to place her hand over mine. â€Å"Thank you for saving her.† â€Å"Thank Carlisle. He's the doctor,† â€Å"Yes, but without you, he might not of been able to stop the bleeding in time,† a tear slid down her face and the white blanket covering Bella now had a wet spot from the droplet. Edward, we're here. Alice called out to me through her mind. I have to warn you, he's not happy. You might want to get out of there before†¦ The door to the room flew open as Charlie came marching in, livid. His face was so screwed up in anger that all the blood had rushed to his face, covering it purple, like a radish with a sun burn. â€Å"This is all your fault,† he pointed a finger at my chest, coming closer and closer. I backed away from him, â€Å"I'm sorry.† It was a pathetic attempt, but it was all I could think to say with him advancing on me. I nearly knocked over my tray of food; nothing more than a prop, really, but my mind was in such anguish that I wasn't paying attention. No, this is my fault, Rene thought while stepping in between us. She placed her hands on Charlie's chest and began to push him towards the door. â€Å"Mr. Swan, I†¦Ã¢â‚¬  I began. Rene interjected. â€Å"Charlie, that's enough. Let's talk outside,† she commanded sternly. â€Å"You won't ever see my daughter again. Do you understand?† Charlie continued to shout at me as Rene continued to heave against him until he was outside of the door. His threat was unnecessary because I had to leave her to let her live a peaceful life without all the peril. I backed slowly into the corner, sitting down on the chair again. Bella's breath had picked up slightly; the tempo of her heart increasing, like she could sense the tension in the room. Watching her small chest lightly rise and fall with each breath, seeing the blood flow seamlessly through her translucent skin, listening to her heart which was echoed perfectly with the monitor all just emphasized how delicate and precious she really was. I had to save her from the nightmarish creature I feared and loathed that finally made it to the surface when I tasted the rich flavor of her blood. I was afraid that I wouldn't have enough discipline left to be around her forever. Would all my efforts fail? Pushing my ever growing thoughts of leaving from my mind ?C fighting tooth and nail against what I didn't want to be – I opened my mind to the conversation that was now being shouted in the hall. Listening in on their conversation wasn't difficult in the least. They were barely standing outside the door and with their raised voices it was loud enough that even the humans could hear it. â€Å"Charlie, calm down right this instance!† Rene yelled at him. â€Å"You left him in there with our daughter. She left because of him,† he growled furiously with the protective concern, emitting a possessive edge in his thoughts. I could witness his livid expression through Rene's human eyes. Not the best vision, but it would work. He was right, though; she did leave because of me, because of the danger I placed her in. Looking at her limp form on the bed, her brown hair surrounding her glorious bruised face only brought more fear rippling and quivering through my still form. I was gasping at the air like I'd been suffocated. â€Å"No. She left because of me! If she wasn't so scared to fall in love in Forks than she wouldn't have run away in the first place. This is my fault, not his. If you want to blame someone, blame me,† she retorted. â€Å"You didn't hear the way she yelled at him.† I flinched at the memory, my nerves stretching tight ?C guitar strings, tensed to resonate at the gentlest of pressure. â€Å"She was so angry and upset,† his voice had lowered some, noticing all the attention on them. Charlie hated attention as much as Bella did. â€Å"Wait, did you say love?† Rene eyed the door automatically, picturing my tortured face in her mind. â€Å"Yes. I believe he loves her,† she murmured. â€Å"Well†¦Ã¢â‚¬  he stuttered. â€Å"That still doesn't matter!† â€Å"They were trying to help. You know our daughter, she is very clumsy. If it didn't happen now it probably would have happened in the future. It's better if it is when a qualified emergency room doctor is around,† Rene rubbed his shoulders. I could hear her impatience at her ex-husband. Dr. Jones was still on duty and over heard part of the conversation in the hall. Must be her father the way he was yelling. He walked towards them. â€Å"Hello, I'm Dr. Jones. I am the one who worked on your daughter this afternoon.† A nurse had followed behind him and entered the room. She began taking Bella's vitals, not even realizing I was sitting in the corner. Her thoughts concentrated on the information she was writing down on the chart. I continued to listen to the conversation outside the door. â€Å"Oh, hello, yes†¦I'm Charlie, her father. Dr. Cullen told me she was in a medically induced coma?† The light rhythmic movement of Bella's heart continued at a steadied beat, a little faster than when she was in a peaceful sleep. Again, I was counting the seconds. â€Å"Yes. She is healing nicely. Once her swelling goes down around her brain we will try and wake her, but it is strictly up to her body to decide when she is ready to awake from this coma,† he stated firmly, yet in a tone that would help ease his stress. â€Å"Yes. Of course. I understand,† Charlie rubbed his temples. â€Å"I'll leave you alone. Let you have some time with your daughter,† he murmured before walking away. â€Å"Thanks,† Charlie barely spoke. When the nurse swiveled around she finally saw me sitting there. Her heart jumped and began beating wildly. I didn't even see him sitting there. â€Å"Oh, I'm sorry. I'm just leaving now,† she began to walk towards the door. Now that I think about it†¦ she glanced over her shoulder. He is hot! I might have to volunteer to come back in here tonight. She finally opened the door nearly knocking over Charlie who had reached for the door at the same time. Standing, I opened my mouth to apologize again. Charlie held up a hand. â€Å"No need.† Rene continued to stand in the hall, uncertain if she needed to enter or not, worried that Charlie might decide to release some more of his fury on me. â€Å"I'll leave you two alone,† I mumbled while walking out of the room. Rene turned to get dinner, taking deep breaths while her thoughts were grumbling in complaint at Charlie's behavior. And he's such a nice boy†¦I just don't understand. As soon as the door clicked shut Alice was at my side. I see he calmed down. He was in a white rage in the car on the way over here. I thought I was going to have to restrain him he was so angry. I nodded, not speaking. I was still burning from the pain. I know what you're planning. I ignored her. Curiosity continued to eat at her as she walked next to me down the hall which was rich with the scent of bleach and plastic. She looked at me inquisitively, wondering what I was thinking that was making the visions in her mind flash. My thoughts were burning, wishing I could know what was going through Bella's mind right now. Her mind was closed to me, and now her eyes were too, the one link I had left to her internal knowledge. Everything is going to be okay, I can see it. She tried to comfort me. Still, I continued to walk silently next to her. Bella's oddly deep brown eyes were fixated in my irises which were crimson with fresh human blood. My contacts were beginning to burn away. Before I could ask Alice, she had another box placed in her palm. Here, let's not give Charlie any reasons to hate you more. â€Å"Thanks,† I replied dully. If I thought going on a single hunting trip – leaving Bella behind, vulnerable – was excruciating, the next twelve hours were worse. The extreme and generally prolonged pain and mental suffering were the most constant of my torments. But, the most painful of my torments was Charlie's possessive nature over his daughter. With him here, I was basically kicked out of her room, Rene constantly apologizing for his poor behavior. During the afternoon hours Alice and Rene would converse about everything from style to yoga classes, even though Alice has no need for yoga. Though I sat there, listening to their conversations, they continued to become aware of how tightly wound I was, feeling the stress emanate out of me without the special gift that Jasper has. Edward, Alice called from her mind around two in the afternoon. Charlie is going back to Forks. The officers†¦well, he is the police force, they need him back. He already received that call and will be on a plane by five. This was the first decent news I had heard in days. Regardless, today would be a hard one. Harder than the day before because each second that I continued to count added to the time that her deep depths were closed, her mind locked up tighter than Fort Knox. Like Alice had predicted, Charlie came strolling around the corner to give us the news about his departure. He completely ignored me, but in his mind he was thinking daggers towards me. Daggers that would never pierce my cold, steel skin. Rene walked with Charlie out of the hospital, leaving Alice and I alone together. Let's go see Bella. Without answering her, I rose, walking quicker than human speed towards the room. Whenever Charlie wasn't taking up all of Bella's coma time, I was there, by her side. When I got the chance, I was holding her. Rene had stayed the night, and was planning on doing it again ?C something I wasn't terribly excited about. When we reached the door I opened it and was instantly hit with a spectacular scent wafting through the room. Each breath was full of fire which was also full of her life. I ignored the burning, pushed it in the back of my mind. There was a newspaper on her bedside table. I picked it up to the page that was left open. It was a story that covered the arson of a ballet studio and theft of a car that was left outside. Anger pulsed through me at the thought of James again, though I pushed it aside because another angry thought hit me. I wished that Rene hadn't known about this, because now she was too afraid to stay in her own home. My continuance of emotions ached for some kind of physical outlet, and yet the only outlet I had was now gone, dead. Not today†¦Alice murmured. She's not ready. My hopes plummeted at this news. She continued to watch the future which spun, twisted and became mangled again. I wish†¦ â€Å"This is obviously not the time to bring that up,† I barked. I was just going to say I wish she'd wake up soon, Alice's eyes were wide with innocence, and I didn't believe it for a second. Looking at her eyes, I saw the reflection of my own eyes which were an odd brown, muddy color. Momentarily it caught me off guard, forgetting I was wearing the contacts, even though they continued to obstruct my perfect vision. I stole my eyes away from her to bring them back to Bella's limp and lumpy form. Her eyes were closed lightly, as if she were very peaceful. Her hair glinted in the bright white light over her face. My remorse and the guilt burned with the thirst, and, if I had the ability to produce tears, they would have filled my eyes. Each second that I continued to count reminded me of the precious soul lying in the bed before us. She was so breakable, and I broke her, she was good and she didn't deserve my fate. My mind was bouncing around like a tennis ball, willing myself to stay away from her, to no longer let my life collide with hers†¦destroying it in the process. What have I done? As the hour passed my mind continually would titter on a line of right and wrong. First, my thoughts leaning one way, then the other. Alice was becoming irritated at my constant state of vivid flashes of the future which would crumble every time I changed my mind. Then, when I didn't think the burning could get worse, I imagined her waking up and kicking me out of her room. I had to remind myself that she had every right to hate me, to not trust me with her safety. That she should. Would you quit! Alice shouted from mind. You aren't going anywhere. I won't let you. Remember, you did save her life. Her thoughts were confusing and incomprehensible. Did I not place Bella in front of the danger that lurked around her until it struck? Wasn't this all my fault in the first place? Quickly, I decided that the best course of action was to ignore her thoughts. After an hour had passed Rene entered the room, her mind happily jumping from subject to subject. What books she liked, her favorite movies, how she painted Bella's new room in Florida. Each second, I counted†¦I angered even more†¦mostly at myself. I tried ignoring Bella once, letting her go and it didn't work. I remember thinking that there were other options besides her ultimate doom. Now that I am sitting at her bedside, where she was on the brink of death nearly twenty four hours ago, I realized that keeping her in the fragile state would inevitably destroy her. I had to leave. Not now, but after she recovered. I did this, I have to clean it up. I won't leave her here, broken, without help. I've had it! Alice stood up. â€Å"Rene, I'm sorry, I have to go. I'll see you tomorrow.† So soon? Rene stared at me. But he's not good company. â€Å"I understand, dear. See you tomorrow.† Surely it had to be miserable being around me, but if they understood my frustrations, my ever growing war that was raging inside me, then they would leave me alone. I argued with myself as the evening hours progressed, afraid my less noble side would win the argument. To add to my ever growing torments, the silence emitting from Bella was torturing me. Night after night I watched over her, and she spoke, tossed, turned, and murmured some more. Not last night†¦and not tonight. The mystery that surrounded Bella continued to make my curiosity flare. The lure of her unprotected and unconsciously spoken thoughts were making me sick with regret. I should have stayed away and then tonight would have been like any other night when I went to visit her. I missed her murmurs, her spoken dreams and fears. The only sound from Bella was her light breathing, which had a little rattle from her bruised ribs and her steady heart beat. I shook my head in disgust at what I had done to her. Though she was bruised and tubes and wiring seemed to be coming from her every orifice, she was still beautiful. Her dark hair was tangled wildly around her pale face. As the night progressed into the early morning hours, Rene never kicked me out. Instead she slept resolutely with Bella's hand in hers. Jealousy raged inside me at her touch. I wanted it to be me holding her hand, lying with her, comforting her. It was foolishness to think that we belonged together, even though I could never imagine myself without her, or with anyone else. She deserved happiness and love with whomever she chose, yet she chose me†¦the cold inhuman creature that almost brought her to her death. Could a dead frozen heart break? I felt like mine was. In an instant, a memory flooded my troubled mind, making my mind teeter in yet another direction. That first evening I became the peeping tom†¦Bella, she was dreaming of me, mumbling my name. â€Å"Stay,† she sighed. â€Å"Don't go. Please†¦don't go.† That was the night she changed me, the rare and permanent thing that you could never give back. It was love, and no matter how many years pass, hundreds, thousands, tens of thousands, I would forever love this one girl. I gazed at her unconscious face, reminding myself of the love that had settled into every portion of my stone body that night. If I loved her though, then I was strong enough to leave her because that is what would be best. Loving her would not keep me from killing her, if I let myself make mistakes, like I did this week, she could be killed. Though, it would not be intentional, only a horrible accident. Obviously, I am capable of making mistakes. In only an half hour of speaking with her for the first time I slipped up twice. Deliberately, I took in a deep breath, letting her scent rip through me like wildfire. With each breath, I let it remind myself of the monster that was living deep inside me. Though he was gone, missing right now, I knew he was still there, sending waves of fire through my throat. Rene was sleeping soundly now, dreaming about a horseback riding class she had that was a little bizarre. Still, I continued to count the seconds as the sun rose over the mountainous horizon. I closed the vertical blinds so my skin wouldn't sparkle. Again, I felt my contacts disintegrate and had to replace them. In the bathroom, my eyes still were bright red with Bella's blood. Another reminder of the damage I inflicted upon her by being with her. I felt my pocket vibrate and reached in to grab my phone. It was nine in the morning. It had now almost been two days of a still, unmoving beauty lying in this bed, comatose. I read the message. Bella will awake at 913. Thought I'd give you the heads up so you could wake Rene so she could get her breakfast. It will give you time to be alone with Bella. A great relief spread over me at this news. The seconds I would no longer have to count because she would be awake, talking to me. Purposefully, I dropped my phone, the sound vibrated off the walls in the tiny room. Rene jumped to her feet. â€Å"What's going on? Where's Grace?† she mumbled, her face bewildered. I had to suppress a laugh. â€Å"Grace?† I asked. â€Å"Dream,† she muttered. That horse scares the living fire out of me! Again, my giddy state was hard to control. My lips twitched on the edges at the thought of her waking. â€Å"They are serving breakfast,† I offered. Oh course, he wants time alone with her. â€Å"Yes, breakfast sounds nice.† Rene left with one last glance over her shoulder before shutting the door. Curling up onto Bella's bed, I held her hand while watching the clock. The seconds were going by slower. The last minute before her awakening seemed to take twice†¦no three times as long. Each second that ticked by had my thoughts scattering in every direction. Now that I knew she would be awake soon, the thought of leaving her was inconceivable. I would always love this fragile human girl for the rest of my limitless existence. I gazed at her unconscious face, feeling this love for her settle into every portion of my cold steel body. If I wasn't strong enough to leave her maybe I was strong enough to construct a new future. She moaned while her eyes fluttered. Could a dead, frozen heart beat again? It felt like mine was about to.

Human society Essay

Human society, as we know it, is becoming lazy and antisocial. It’s pretty much useless to deny it. Compare us to fifty years ago, and you will find we’ve let ourselves go. Compare us to a hundred years ago, and you’ll realize we’ve morphed into beanbags with brains. In the 1890’s they got by fine without even using cars. Or credit cards, for that matter. Of course, they couldn’t show skin at the beach, but that’s another matter. Take the Segway scooter for instance. For those of you not in the know, it’s a slow, ugly, two-wheeled, battery-powered (ooh†¦ ahh†¦), upside-down coffee table, with some junk in it that makes it impossible to fall off of (in case all that standing gets the best of you). It was designed for city use (like that god awful 1/8 mile from your work to the doughnut shop), and has no other practical use except possibly as a coat hanger/umbrella rack. 45 klicks, top. Can run about 200 kilometers on a battery. Offers little or no protection against cars, which is a moot point because it’s nowhere close to being street legal. All you have to do is stand. In other words, it’s a big wheelchair for the able where you don’t have to move your arms, legs, or even eyelids for that matter. Makes walking obsolete. Pretty lame invention for 5000 bucks a pop, huh? Here comes the scary part. This Yuppie-Mobile is being hailed as â€Å"something that will revolutionize the way we travel†. Scientists are calling it an â€Å"engineering masterpiece†. The website is taking advance orders because the things are going quicker than they can make them. And very few of these people are actually in need of these services. No, friends, it’s pure laziness. Next on the chopping block†¦ those insta-gas keys at gas stations. Such a stupid idea makes the Segway Scooter look like Edison’s light bulb. I’m sure you know what I’m talking about, but if you don’t here’s a run-down: For a small fee (your soul), you can get a little key-type deal with a gas station logo on it mailed to you (along with about a million pieces of junk mail). Although they look like toddler toys, they actually hold a lot of fat-gaining power for the modern lazy yuppie. Imagine, if you will, life before the Key. Imagine the horror of actually having to labour out of your heated SUV and talking to a low-life gas pump. Imagine social interaction. Imagine returning to find your (instant) coffee slightly less warm. Before the Key, all of these things were, in all their horror, a reality. Now, you can just beep the key in front of the reader, pump your gas, and get a friendly greeting from the meter such as â€Å"have a nice day†. Nothing puts you in a good mood like being complimented by an LCD screen. The gas is charged to the credit card or other easy pay billings system. Aga in, these mechanisms have alarming popularity. Shell introduced them to their gas stations about a year and a half ago, and now you would be hard-pressed to find a gas station that doesn’t have some form of instant-payment tool. Even the mom and pop stations are getting in on the fad. Only theirs involves paying 25 dollars for a rock, and proceeding to throw it at the pump when the gas is pumped. Gas pump deaths are at an all-time high. Just kidding, kids. Perhaps the most disgusting example of lethargy comes from the same people who bring you Enforma Diet Pills (for those too `busy’ to diet. Damn slobs). I am talking about none other than the queen of the late-night infomercials, the talk of the trailer park, the (drum roll please)†¦ AbTronic. This is their angle: â€Å"The AbTronic(TM) is so effortless that you can be watching your favourite television program, reading a book or even cooking dinner while getting your body into the shape you want it[1][1]†. Pathetic. Absolutely pathetic. I can’t even begin to tell you what’s wrong with this one. You apparently don’t even need to go to a gym anymore to get `rock-hard abs’. Sure, you’ll be porky in other places, but your abdominal muscles will be `rock-hard’. And ab muscles are enough for the modern ultra-lazy consumer. Who cares that this device has uncertain long-term effects? Who cares if â€Å"it doesn’t work half as well as ordinary sit-ups†[2][2]? Who cares? It’s easy, it’s expensive, and that’s good enough for the average American consumer. The scary thing is, unlike most infomercial products, the demographic this product is reaching extends far beyond the crackhouses and backwoods. American teens from all walks of life are throwing out their gym memberships for a shot at insta-abs. The decline of civilization at its lowest. Of course, I could be wrong. Maybe these innovations are for the better. Who knows what can be accomplished with the increased amounts of free time? Maybe the time saved by these devices could be put towards creating world peace. Or forming a perfect system of government. Or inventing life saving devices. Yeah†¦ right. _______________________ [3][1] Store.yahoo.com/wonderfullbuys/abtronic.html . The wonderfullbuys site is actually a haven of lazy-person tools. If this kind of stuff floats your boat, I recommend it. [4][2] [5]www.streetcents.cbc.ca. Great consumer review site. [image001.jpg] The Segway: Motorized Stupidity [image002.jpg] The AbTronic: The Pinnacle of human idiocy References Visible links 1. file://localhost/var/home/acumen/svn/trunk/engine/docs/working/11538/11538.html#_edn1 2. file://localhost/var/home/acumen/svn/trunk/engine/docs/working/11538/11538.html#_edn2 3. file://localhost/var/home/acumen/svn/trunk/engine/docs/working/11538/11538.html#_ednref1 4. file://localhost/var/home/acumen/svn/trunk/engine/docs/working/11538/11538.html#_ednref2 5. http://www.streetcents.cbc.ca/ Hidden links: 6. http://www.coursework.info/

Discussion # 8 and # 9 Research Paper Example | Topics and Well Written Essays - 500 words

Discussion # 8 and # 9 - Research Paper Example Obama care will cover all the populace, but by 2016 there will still be 30 million uninsured Americans, but they will be mostly those who cannot afford insurance or private medical treatment and fall in the gaps (Gregory, 2013). A Harvard study established that at this rate a huge number between 26,000 to 37,000 Americans will die because of not receiving medical coverage (Gregory, 2013). The major stake holders are the Policy Makers, Health Care providers, pharmaceutical companies, American Nurses Association and the patients who will be subjected to the policy (Bright, 2013; beforeitsnews, 2013; Front, 2009; PBS, 2009). It has been argued that setting criteria for people to be eligible for insurance in not ethical and also the cost of the insurance can be a heavy burden with lesser provision; especially when the burden of the policy is falling in major on the tax payers (Vecchione, 2012). Rather than focusing on health assurance and disease prevention, the Affordable care act focuses on disease treatment. Although America invests $70 billion into health care every year, the annual life span of an individual is 60 to 70 years (Coburn, 2013). A proposal must be written to propagate healthy life style and living; should be forwarded in the city council meeting and discussed there (Anderson and Mcfarlane, 2011. pp. 123-125). The concerned health care givers and stake holders of the community should be involved in the process. Vaccination and annual complete checkup should be an integral part of the disease prevention policy. After the disease prevention policy has been formulated adoption by community health centres and agencies. Educational and awareness programs should be arranged for people and even concerned authorities. The agencies should ensure adoption by hospitals, care givers, care providing facilities and homes. Charts should be maintained and individuals informed of their upcoming checkups. Monitory penalty in form of health neglect should be

Techniques used in Sustainable Agriculture Essay

Techniques used in Sustainable Agriculture - Essay Example The two chapters below discuss two techniques applicable in sustainable farming; Crop Rotation – it is the mechanism of growing crops in succession within the same field. Currently, it is subject to regard as the most powerful technique of sustaining agriculture, as it helps in avoiding most of the unintended consequences related to putting the same plants in the same soil year in year out. The technique is a key element of both permanent and effective solution to the pest problems. This is because many pasts seem to have preferences for the specific crops, and when there is continuous growth of the same crop, it will guarantee such pasts of the steady food supply, thus increasing on their populations. In this regard, rotation will help at reducing past pressure on all kinds of crops through breaking on the pest reproductive cycles. Through the same farming technique, farmers may plant crops like soybeans and other legumes, which have the capacity of replenishing plant nutrients, thus reducing on the need of utilizing chemical fertilizers. Cover Crops – It is a farming technique whereby a particular crop is planted for the intention of managing the soil. Through this farming technique, farmers have the opportunity of taking the advantage presented by the benefits of having plants growing in the soil at all times, as compared to the option of leaving the ground bare in-between cropping periods. The type of cover crops may include hairy vetch, clovers, or the oats. Plating of such crops helps farmers into achieving the basic goals of preventing soil erosion, suppressing the weeds, and enhancing the soil quality. Employing the use of this sustainable farming technique is worth the extra effort since it helps in reducing the needs for the various chemical inputs, such as herbicides, insecticides, and

Research project part 4 Essay Example | Topics and Well Written Essays - 1000 words

Research project part 4 - Essay Example However, the challenges facing the implementation of the program included that nurses saw the program as an imposed program and the documentation required as a burden. Due to the difficulties facing the implementation of hourly rounding programs, this paper will explore the different variables that need to be checked, towards ensuring that hourly rounding offers solutions to the problem of patient falls. The processes and the structures used during the implementation of hourly rounding affect the success of the program. Unlike the traditional approach used, when implementing an hourly rounding program, the current one will engage and consult medical staffs and patients, who will offer their feedback regarding the impact of the program and the areas to be reviewed, so as to maximize the benefits of the program (Rondinelli et al. 326). The major indicators to be reviewed, in determining the effectiveness of the program, include increasing patient satisfaction, where patients feel that they are well cared for and the second major indicator will be the reduction in patient falls. More importantly, the feedback collected from patients and medical staffs will be used for the review and the repositioning of the structure, processes and the administration of the program, towards realizing the desired outcomes (Rondinelli et al. 326). The main difference of this hourly rounding program from others will be that the routinized approach will be abandoned, and flexibility will be maintained at all stages of program implementation. The implementation of the program will employ a person-centered approach to realize the anticipated changes; the person-centered approach will be instrumental in changing the cultural values of the care facility, so as to ensure the effectiveness of the program. The hourly rounding program will involve the medical personnel and also the leaders of the facility, where the cooperative effort of the two groups will be instrumental in

Discuss the perceptions of Amerindians in popular culture (literature, Essay

Discuss the perceptions of Amerindians in popular culture (literature, theater, TV, film,etc). with particular attention as to how this perception has changed over time - Essay Example The misconceptions and beliefs that people tend to carry as an integral part of their value system tend to influence a lot as to how the two races and cultures view and interact with eachother. The views and decisions arrived at on the basis of the stereotypical ethnographic perceptions of other cultures and races do give way to, too many misunderstandings and misconceptions. It goes without saying that the Amerindians have been the victims of such trends. To begin with the European-Americans heaped a generalized and collective identity on the Amerindians under the guise of a monolithic term ‘Indian’.2 Realistically speaking, the Amerindians never preferred themselves to be identified under a single umbrella identity. They rather preferred to be known more in terms of their tribes and ethnic beliefs. It was under the influence of such a generalized approach towards the Amerindians that they were more or less portrayed in a negative way by the European-Americans. The remnants of this belief system had a marked influence on the projection of the Amerindians in the future popular culture, be it the literature, cinema, or TV. Almost all the earlier Western Films portrayed the Amerindians as hopeless and stupid savages, who were unhygienic, immoral and illiterate and people who simply cannot be trusted by the Whites.3 Some of the recent films like Dances with Wolves did project the Amerindians as wise and humane. Yet, the iron y is that the perception of the Amerindians in such films is more or less patronizing, inaccurate and to a great extent superficial. However, in recent times, with the augmenting of interest in the Amerindian diversity and way of life, the popular culture perceptions pertaining to the Amerindians have started to get more realistic. The popular interest has started to grow around the Amerindians’ way of life and the beliefs and values of the varied Amerindian tribes. A great deal of this change could be attributed to the educated and

Experience when work was criticized Essay Example | Topics and Well Written Essays - 750 words

Experience when work was criticized - Essay Example The specific incident involved a creative story that I had written. The story was a work of fiction and it involved an experimental form of structure and language. My intention with the story was to attempt to develop new ways of advancing the story. In these regards, the structure of the story was greatly influenced by movies such as Memento and Inception, in that the narrative didn’t advance in a strictly straightforward way, but instead jumped throughout different time periods. In addition to the story implementing experimental story structure, at times it also implemented experimental language; in these regards the story was influenced by books, such as 1984 and a Clockwork Orange because these books also used invented words and different text. While I recognized that in implementing these methods, the story would potentially be made more difficult to read, I felt they were necessary to add a touch of originality and fresh perspective to my work. However, when I had a numb er of individuals read the story many reacted negatively indicating they did not like the experimental elements incorporated into the story. My reaction to the negative criticism of my story was complex. Initially I resented the criticism I received from these individuals and began to think that they didn’t appreciate what I was attempting to accomplish with my writing. I began to believe that if the people who criticized the story had spent more time trying to read it then they would have understood it to a greater extent.

Play And Childrens Development Research Paper Example | Topics and Well Written Essays - 1500 words

Play And Childrens Development - Research Paper Example In a study that measured the rate of video game playing by students compared to their academic performance, video gaming or passive gaming was found to have negative effects on the cognitive ability of students. The study reported decreasing interest in academic work due to its strong addictive nature that ties the students’ mind to such video gaming. According to this study, teachers and policy makers in education have constantly voiced their concerns regarding the detrimental effects of video passive gaming and TV watching. The study found that video gaming was negatively correlated to academic performance among college students, with the variation being much higher in male students compared to females. This may be explained by the time displacement hypothesis where media consumption takes away most of time that would be used in the intellectually challenging academic activities. Shelving such intellectual challenging activities thus leads to lower cognitive development amon g such constant passive game players, resulting to lowered cognitive development. Thus as Kantor (259) asserts, physical or active play would lead to improvement in cognitive development due to the mental activities and body systems involved, all which work to improve healthy development of an individual. Russel and Newton (295) relate passive gaming to the acute increase in obesity cases among teenagers today. According to this study, child obesity increases due to lack of enough time for physical activities, and increase in passive gaming and watching screen content.TV watching and passive gaming are rapidly displacing children physical activities with more teenagers showing increased preference to passive gaming over physical activities. The... The self-efficacy of children becomes critical in social development. Increasing children efficacy can be enhanced through increased self-confidence, which is attained when children learn to do things alone. Independence can be developed by ensuring children plan their own games and are supported and not guided in such unstructured games, which improve a child’s efficacy. Structured games will, therefore, reduce the learning process in a child compared to unstructured games, which reduces their self-efficacy, and limits their social development. Some of the plays that children can use freely to express themselves and enhance development are drawing, collages, using paper mache and block games where children arrange blocks to form different patterns. Playing is not only beneficial in developing physical health and abilities but has a great impact on social and psychological attributes in children. To ensure the benefits of physical play among children for both psychological and physical health, child play should not be directed. Allowing children to design their games and construct meanings from such games leads to creativity and self-drive, which is critical in ensuring cognitive development in children. Therefore, active play in children has to be encouraged and facilitated in any way possible to avoid health complications in obesity and other negative behaviors related to passive gaming. Such an approach in a child’s play promotes major psychological, social and physical benefits involved in physical gaming.

Sense Making and sustainability in Petroleum industry Dissertation

Sense Making and sustainability in Petroleum industry - Dissertation Example The emergence of globalization along with a fast information exchange and cross cultural amalgamation has led business dynamics to incorporate several new aspects within it (Weiss et al, 2008, p.377). No doubt, the companies are making new ventures in foreign territories for optimizing their profit port folios, but the social and environmental aspects of international productions form a crucial part which forms the main trajectory of several new aspects as stated above. Relying only on maximizing profits and generating mammoth revenues will fetch only short run gains with dynamic decline. In order to become a dominant player in this globalised market with a goodwill establishment, the companies have to first of all become good corporate citizens. They have to incorporate the notion of Corporate Social Responsibility (CSR) with various codes of conduct which will ensure socially responsible business practices within the business and its overseas as well as domestic operations. But app lying the attributes of CSR is not at all an easy task. Several challenges are faced by the management of companies in its proper implementation and maintaining the proper code of conduct. Geographical, economical, legal, cultural and political barriers act as hindrances in the proper implementation of CSR policies. Adverse conditions like agency problems, moral hazard, corruption and malpractices creep into the system which results in non compliance of the rules and regulation implementation and leads to sub optimal results.... Geographical, economical, legal, cultural and political barriers act as hindrances in the proper implementation of CSR policies. Adverse conditions like agency problems, moral hazard, corruption and malpractices creep into the system which results in non compliance of the rules and regulation implementation and leads to sub optimal results. In case of non compliance the initiator will face negative customer sanctions, capital loss, damaged brand values and so on (Pedersen & Andersen, 2006, p. 228). The oil industry bears a historical trend of malpractices, corruption and violent activities (Beri & Sinha, 2009). The prime agenda with oil is that it is generally scarce and the companies have a tendency to explore it wherever it is available. Thus in the oil companies, there has been a natural trend in participating within a global business paradigm and the emergence of CSR practices becomes a more robust parameter in conducting business in an ethical manner (Spence, 2011, pp.59-60). Hi gh vulnerability comes in short term and long term ways. In the short term, there may occur natural hazards like that of oil spills as well as improper sewage of excess natural gas and so on. The long term vulnerabilities include social risks like poorly paid labor, inadequately maintained equipment and threat to the indigenous people at stake facing atrocities and negligence and in some cases they are even killed (Multiple uses of the coastal zone, n.d.). Thus the historical evidences backed by this obnoxious phenomenon have urged the oil and gas TNCs (Transnational Corporations) to play a pioneering role in developing strong leadership roles in the development of good corporate practices as well as rules of behavior in the place of work and engagements in diverse

What is the American Dream and is it still alive today Essay

What is the American Dream and is it still alive today - Essay Example What is the American dream and is it still alive today essay examines the American dream with a focus on whether people have abandoned the dream to pursue their personal self-interests. If the American dream is still present and alive, does it still hold for all Americans? This is the question that ardent followers of the American philosophy want conclusive answers. Currently, the question that lingers in the minds of most American citizens is whether they are still able to achieve this dream. Due to the American dream essay, America is a country that prides in economic mobility where chances for equal opportunities for success are possible, but, whether every single individual can succeed remains an unsolved puzzle. The hurting reality is that inasmuch as statistics show that 84% of people out-earn their parents and that the poorest Americans are better off than they used to, it’s still not easy to move from one social class to another. The rich people do all they can to consolidate their riches while the poor remains in their class. Class mobility is not very much easy in America compared to its neighbor Canada and another country like Britain. It is projected that an increase in one’s income may not necessarily prompt a shift in class since the gap between the rich and the poor is too wide. Even though movement across one class seems hard, there is one solution that has been seen to enable people move up their social class.

Inclusive Education Essay Example for Free

Inclusive Education Essay The article I have chosen for review is â€Å"What Matters Most in Inclusive Education: A Practical Guide for Moving Forward†, published in the Intervention in School and Clinic Journal. As the title of the article suggests, what is more important where inclusive education is concerned? This topic is illustrated in the article through the authors own experiences and research. More specifically, the authors note that the concept of inclusion implies a sense of belonging and acceptance. The topic of this article is promoting inclusion of children with disabilities into the proper environment. The authors state â€Å"the physical placement of students with disabilities in general education classes is often overemphasized, while other aspects of developing inclusive environments are neglected† (Voltz, Brazil, Ford, 2001, p. 24). This sets the context for the more specific research problem. The authors state â€Å"although it is not generally conductive to inclusive environments to create separate spaces designated for special education, it is helpful to maintain physical spaces that can be used by any group of students or teachers on an as is basis†(Voltz et al., 2001, p. 24). The authors go on to note that, â€Å" by providing for flexibility in student groupings, without designating physical spaces for special education, the overall academic, affective, and social goals of inclusion can be met†(Voltz et al., 2001, p. 24-25). The authors did not note a specific research question or hypothesis, but they do address the overall context for their qualitative study. They state that â€Å"the intent of this article is to highlight for general and special education practitioners the critical elements of inclusive education and to provide practical suggestions for how to promote these elements in general education classrooms† (Voltz et al., 2001, p. 24). After reviewing the literature, the authors state that, â€Å"in order to make inclusive education work, attention must be given to the physical environment of the classroom, the instructional strategies employed, the classroom management techniques used, and the educational collaboration that occurs among faculty†(Voltz et al., 2001, p. 25). The authors began their article with a review of the movement of maximizing the participation of special education students into general education  classrooms. The critical elements of inclusion discussed by the authors are: Active, meaningful participation in the mainstream, sense of belonging, and shared ownership among faculty. Next the authors discuss supporting the critical elements of inclusion. In this section of the article the authors discuss instructional strategies to make inclusion work in the classroom. The authors state â€Å"in order for students with disabilities to participate meaningfully in inclusive classrooms and feel a sense of belonging, special attention must be given to differentiating what is taught, as well as how it is taught†(Voltz et al., 2001, p. 25). The authors also discuss the classroom climate. The authors note that â€Å" one of the most critical elements of successful inclusive classrooms is a facilitating social/emotional climate in which students and teachers feel safe, valued, and accepted†(Voltz et al., 2001, p. 26). The last topic that the authors discussed was educational collaboration. The authors state that â€Å"in order to facilitate the inclusion of students with disabilities, it is critical that general and special education teachers routinely meet to engage in collaborative problem solving around issues that may emerge in the inclusion process†(Voltz et al., 2001, p. 29). The authors conclude their study provides important information that can assist educators to move forward with diverse learners. The authors argue that inclusion is not just about placing children with disabilities into general education classrooms. Children that are in special education also need to be placed into the proper environment. While this article has provided detailed information about how to promote an environment suitable for special education children, it lacks information specific to the affects of inclusion on children without disabilities. The authors assert that their study can help educators refine educational environments to embrace special education learners. The bible, which is God word revealed, provides educators with a framework for teaching. Educators who teach using Gods framework will embrace diverse learners. In conclusion, the title of the article suggested, what is more important where inclusive education is concerned? The authors noted that the concept of inclusion implies a sense of belonging and acceptance. The article provided a review of the movement of maximizing the participation of special education students into general education classrooms. The authors argued that inclusion is not just about placing children with disabilities  into general education classrooms. Children that are in special education also need to be placed into the proper environment. The authors provided information to help educators with inclusion of special education into general classrooms. References Voltz, D. L., Brazil, N., Ford, A. (2001, September). What Matters Most in Inclusive Education: A Practical Guide for Moving Forward. Intervention in School and Clinic, 37(1), 23-30. Retrieved from http://search.proquest.com/docview/211752403?accountid=12085

Four Factors of Organizational Success Essay Example for Free

Four Factors of Organizational Success Essay There are numerous ways to achieve organization success. Ask any two business guru their opinions and you will undoubtedly get two unique lists. Successful entrepreneurs covet their secrets of success and business school faculty lecture what the latest texts have written. Defining a check list of do’s and don’ts may seem like a rather easy task, but the implementation of those ideas is what will truly lead to organizational success. But what is organization success? That question can have many answers depending on the business. A University might define it as job placement of graduating students, but a middle school may be successful if its American history program is nationally recognized. A publicly traded company (and its stock holders) could define it as profits over the last quarter, whereas a small technology start-up could consider the issue of a patent on their newest widget a success. It’s my assessment that of all the factors pertaining to organizational success, those that revolve around the people within the organization and adaptation within the organization are the largest factors of success. I believe when a commitment to improvement, a continuous workforce development plan, and an implementation of a shared vision are harmoniously integrated by a resilient leader, it will place a company on a path to organizational success. Commitment to Continuous Quality (Process Improvement) There are no perfect scenarios where a company continues to profit and does nothing to improve. Updating a process is a continuous method that involves employees at all levels while focusing on the needs of the customer (John, 1992). Successful organizations are able to identify potential areas for increasing the value of processes or products. Not all products need to undergo substantial change in order to qualify as a process improvement. A change in the perceived value of the product is all that is needed. For example, a recent advertisement from McDonald’s is touting their Egg McMuffin sandwich as a luxury and higher class item. Taking from old consumer adage â€Å"It’s the Cadillac of †¦Ã¢â‚¬ , McDonalds has substituted â€Å"McMuffin† for Cadillac. There have been no changes to the recipe of the sandwich, but they have changed the perception of the item by comparing it to a separate premium item and in turn increasing a perceived value (Biasi, 2012). Whether a company modifies a current product, updates a process or simply re-brands, constant improvement is a key factor in the success of an organization. Shared vision In order for a company to achieve a goal, its employees must be on board with the missions of the organization. That is, employees must be aligned with the mission, values and goals of the organization in order to foster growth and achieve long term success (The secrets of organizational success, 1995). In order for an organization to implement any changes, those within (at all levels) must share in the vision of the organization (Kanter, 1988). Every company should have a vision. Without a vision there are no goals to achieve and the company has no definition of success in the future. A successful vision provides a company with a few goals to which they can devote their resources to while inspiring its workforce to achieve those goals (Clancy, n.d.). The importance (as stated by Clancy) lies with inspiring employees. A vision alone needs support. Simply wanting something done, without dedicating recourses to it, is futile. Creating a shared vision, one in which employees have a stake, is significant in the organizations long term success. Providing a personal connection to the product (or process) drastically changes the way employees approach their work and makes a substantial impact on their work quality (Hill Tande, 2003). People have to want to work, not because they are told to (Senge, 1990). The creation of a shared vision adds value to the work of an employee. A paycheck cannot be the only motivation. The employee must want to take stake in the operation of the company and understand their work is critical to the mission of the company. Continuous Learning / Workforce Development Former CEO of Intel Andrew Grove once said, â€Å"Success breeds complacency. Complacency breeds failure† (1996). It is important for a company to provide its staff with the opportunities to develop and provide new insights into company processes. While in his tenure at Intel, Grove urged executive to allow staff to experiment with new techniques and processes while concurrently performing the production of existing products (Grove, 1996). Acknowledging the importance of creative freedom and invention allows for an improved process to be implemented without a significant reduction in production levels (Sheridan, 2004). Learning enhances people’s abilities; it drives creation, workplace competencies and motivates others to do the same (Loon, Lim, Teck, Lai, 2012). A company can develop their staff internally while creating new ideas, updating procedures and processes. Constant improvements do not come automatically. Instituting a program that promotes continuous learning and workforce development can eliminate down time between successes and will create a substantial competitive advantage. Strategic decision maker As an organization undergoes change, its leaders also need to have the willingness to do so. Strategic decision makers are flexible yet concise; they must make crucial decisions regarding growth, divestment, new products and cost cutting (Grant, 2008). As a company attempts to succeed in the marketplace, its leader must effectively navigate a myriad of executive decisions that affect the livelihood of the company. While any company can claim they want to improve, the implementation of that vision is the key. R.M. Kanter (1988) discusses that the best of those leaders are called â€Å"Change Masters†; leaders who are able to create a shared vision, encourage innovation, and support internal education. She continues that change isn’t always necessary, but a strategic decision maker will identify times where change is eminent and make adjustment rapidly. Take for example Lee Iacocca and Chrysler. Before his hire, the company was on the edge of complete failure. Something desperately needed to change. With the hire of Lee Iacocca came a decision to layoff those employees not willing to accept changes he believed would right the company. Those who stayed for a maximum $14 per hour salary, redesigned the brand and help the company earn over $2.5 billion within three years of his hire. (Roberts, n.d.). I am not suggesting a change in company culture is necessary, but a leader must be able to identify the need for change, have the ability to implement such change, and the gumption to do so. Finding a leader with the before mentioned qualifications will aid in corporate success. Four factors working together There are many other factors which could lead to (or prevent) organizational success. It’s my belief that the four points briefly discussed are deeply intertwined and provide an ever changing path towards success. The proper mix of these four items creates an environment that fosters company development. Just a few examples of the cohesion of these four factors have been noted in other publications: * Great leaders must be passionate about their visions and responsible for advancing workforce development (Gibson, Ivancevich, Donnelly Konopaske, 2006; Loon, et al., 2012). * Continuous learning among all levels leads to future process improvements (Zairi, Whymark. 2000). * Leaders must also have the mindset required for visionary leadership; otherwise they are managers and not leaders (Transforming leadership for success and sustainability, 2011). * Continuous process improvements that are derived from a shared vision are more readily adapted by employees (Guti, Llorà ©ns-Mon tes, Óscar. 2009). The items above are not meant to be all inclusive. There are numerous other factors that one could argue have equal impact on success. While I do not discredit those other factors, it’s my determination that the four mentioned are factors that are able to be controlled within the organization. Other factors such as environmental conditions, consumer behaviors, and external costs, remain out of the control of the business leader. Focusing on supplying staff with the necessary leadership to achieve the company vision will lead to success. As the newest management fads pass and business trends change, one thing will remain constant: the success of organization will rely on heavily people who are a part of the organization. References Biasi, A. (2012) Increasing Perceived Value (of your product or service). Smart Marketing Solutions. http://www.smartmarketingllc.com/2012/01/14/increasing-perceived-value-of-your-product-or-service/ Clancey, K.J. (n.d.). Shocking truth of the month. Most companies are operating without a vision. Retrieved from http://www.thekevinclancy.com/truths_102009_g.html Gibson, J.L., Ivancevich, J.M., Donnelly, J.H. Jr., Konopaske, R. (2008). Organizations. Behavior, structure, processes. McGraw-Hill Irwin. New York, NY. Grove, A. (1996). Only the paranoid survive. Double Day Publishing. New York, NY. Guti, L. J., F.J. Llorà ©ns-Montes, Óscar, F. B. S. (2009). Six sigma: From a goal-theoretic perspective to shared-vision development. International Journal of Operations Production Management, 29(2), 151-169. doi: http://dx.doi.org/10.1108/01443570910932039 Hill, B., Tande, C. (2003). Personal impact maps: Chart the course to a shared vision. Workspan, 46(10), 38-42. Retrieved from ABI/Inform database. John, S. W. F.,Jr. (1992). Managing process improvement at the cherry point naval aviation depot. National Productivity Review (1986-1998), 11(4), 533-533. Retrieved from ABI/Inform database Kanter, R. M. (1988). Change masters vs. change stiflers. Executive Excellence, 5(3), 12-13. Retrieved from ABI/ Inform database Loon, M., Yet, M. L., Teck, H. L., Cai, L. T. (2012). Transformational leadership and job-related learning. Management Research Review, 35(3), 192-205. doi: http://dx.doi.org/10.1108/01409171211210118 Senge, P. M. (1990). The fifth discipline: The art and practice of the learning organization. New York: Doubleday/Currency. Sheridan, J.H. (2004). 1997 Technology Leader of the Year, Andy Grove: Building An Information Age Legacy. Industry Week. Retrieved from http://www.industryweek.com/companies-amp-executives/1997-technology-leader-yearandy-grove-building-information-age-legacy Sudhir, K. C., Pullig, C., F, D. A. (1997). Critical success factors from an organizational life cycle perspective: Perceptions of small business owners from different business environments. Journal of Business and Entrepreneurship, 9(1), 47-0_7. Retrieved from ABI/Inform database. The secrets of organizational success: Aligning employees behind new corporate goals and objectives. (1995) Training Development, 49(8), 28-28. Retrieved from ABI/Inform Database. Transforming leadership for success and sustainability. (2011). Strategic Direction, 27(3), 19-21. doi: http://dx.doi.org/10.1108/02580541111109598 Zairi, M., Whymark, J. (2000). The transfer of best practices: How to build a culture of benchmarking and continuous learning part 2. Benchmarking, 7(2), 146-167. Retrieved from ABI/Inform database.

Marriage: One Of Societys Most Important Institutions?

Marriage: One Of Societys Most Important Institutions? Marriage, socially recognized and approved union between individuals, who commit to one another with the expectation of a stable and lasting intimate relationship. It begins with a ceremony known as a wedding, which formally unites the marriage partners. A marital relationship usually involves some kind of contract, either written or specified by tradition, which defines the partners rights and obligations to each other, to any children they may have, and to their relatives. In most contemporary industrialized societies, marriage is certified by the government. In addition to being a personal relationship between two people, marriage is one of societys most important and basic institutions. Marriage and family serve as tools for ensuring social reproduction. Social reproduction includes providing food, clothing, and shelter for family members; raising and socializing children; and caring for the sick and elderly. In families and societies in which wealth, property, or a hereditary title is to be passed on from one generation to the next, inheritance and the production of legitimate heirs are a prime concern in marriage. However, in contemporary industrialized societies, marriage functions less as a social institution and more as a source of intimacy for the individuals involved. Marriage is commonly defined as a partnership between two members of opposite sex known as husband and wife. However, scholars who study human culture and society disagree on whether marriage can be universally defined. The usual roles and responsibilities of the husband and wife include living together, having sexual relations only with one another, sharing economic resources, and being recognized as the parents of their children. However, unconventional forms of marriage that do not include these elements do exist. For example, scholars have studied several cultural groups in Africa and India in which husbands and wives do not live together. Instead, each spouse remains in his or her original home, and the husband is a visitor with sexual rights. Committed relationships between homosexuals (individuals with a sexual orientation toward people of the same sex) also challenge conventional definitions of marriage. Debates over the definition of marriage illustrate its dual nature as both a public institution and a private, personal relationship. On the one hand, marriage involves an emotional and sexual relationship between particular human beings. At the same time, marriage is an institution that transcends the particular individuals involved in it and unites two families. In some cultures, marriage connects two families in a complicated set of property exchanges involving land, labor, and other resources. The extended family and society also share an interest in any children the couple may have. Furthermore, the legal and religious definitions of marriage and the laws that surround it usually represent the symbolic expression of core cultural norms (informal behavioral guidelines) and values. Although practices vary from one culture to another, all societies have rules about who is eligible to marry whom, which individuals are forbidden to marry one another, and the process of selecting a mate. In most societies, the mate-selection process involves what social scientists call a marriage market. The husband and wife come together out of a wide range of possible partners. In many non-civillized societies the parents, not the prospective marriage partners, do the shopping. In civillized societies social rules have gradually changed to permit more freedom of choice for the couple and a greater emphasis on love as the basis for marriage. A Dating, Courtship, and Engagement In societies in which individuals choose their own partners, young people typically date prior to marriage. Dating is the process of spending time with prospective partners to become acquainted. Dates may take place in groups or between just two individuals. When dating becomes more serious it may be referred to as courtship. Courtship implies a deeper level of commitment than dating does. During courtship the individuals specifically contemplate marriage, rather than merely enjoy one anothers company for the time being. Courtship may lead to engagement, also known as betrothal-the formal agreement to marry. Couples usually spend some period of time engaged before they actually marry. A woman who is engaged is known as the mans fiancà ©e, and the man is known as the womans fiancà © . Men typically give an engagement ring to their fiancà ©e as a symbol of the agreement to marry. In the past, dating, courtship, and engagement were distinct stages in the selection of a marital partner. Each stage represented an increasing level of commitment and intimacy. Although this remains true to some degree, since the 1960s these stages have tended to blend into one another. For example, modern dating and courtship often involve sexual relations. In general, people tend to date and marry people with whom they have characteristics in common. Thus, mate selection typically results in homogamous marriage, in which the partners are similar in a variety of ways. Characteristics that couples tend to share include race, ethnicity, religion, economic status, age, and the level of prestige of their parents. B Arranged Marriages Historically parents have played a major role in choosing marriage partners for their children, and the custom continues in the worlds developing countries today. Parental influence is greatest when the parents have a large stake in whom their child marries. Traditionally, marriage has been regarded as an alliance between two families, rather than just between the two individuals. Aristocratic families could enhance their wealth or acquire royal titles through a childs marriage. Marriage was also used as a way of sealing peace between former enemies, whether they were kings or feuding villagers. The most extreme form of parental influence is an arranged marriage in which the bride and groom have no say at all. In a less extreme form of arranged marriage, parents may do the matchmaking, but the young people can veto the choice. Some small cultures scattered around the world have what social scientists call preferential marriage. In this system, the bride or groom is supposed to marry a particular kind of person-for example, a cousin on the mothers or fathers side of the family. In many traditional societies, marriage typically involved transfers of property from the parents to their marrying children or from one set of parents to the other. These customs persist in some places today and are part of the tradition of arranged marriages. For example, in our culture the brides parents may give property (known as a dowry) to the new couple. The practice of giving dowries has been common in countries such as Greece, Egypt, India, and China from ancient times until the present. It was also typical in European societies in the past. Although the giving of dowries has been part of the norms of marriage in these cultures, often only those people with property could afford to give a dowry to the young couple. Families use dowries to attract a son-in-law with desirable qualities, such as a particularly bright man from a poor but respectable family or a man with higher status but with less money than the brides family has. In societies in which the giving of dowries is customary, families with many daughters can become impoverished by the costs of marriage In some societies, the grooms family gives property (known as bridewealth or brideprice) not to the new couple but to the brides relatives. Particularly in places where bridewealth payments are high, the practice tends to maintain the authority of fathers over sons. Because fathers control the resources of the family, sons must keep the favor of their fathers in order to secure the property necessary to obtain a bride. Conventions and Taboos Marriage is part of a societys kinship system, which defines the bonds and linkages between people (see Kinship and Descent). The kinship system also dictates who may or may not marry depending on those bonds. In some cultures people may only marry partners who are members of the same clan-that is, people who trace their ancestry back to a common ancestor. This practice of marrying within ones group is called endogamy. Exogamy, on the other hand, refers to the practice of marrying outside of ones group-for example, marrying outside ones clan or religion.

A Dream Deferred :: essays research papers

What happens to a dream deferred?Does it dry uplike a raisin in the sun?Or fester like a sore-And then run?Does it stink like rotten meat?Or crust and sugar over- like a syrupy sweet?Maybe it just sagslike a heavy load.Or does it explode?While Langhston Hughes authors this poem, A Dream Deferred, it can easily be interpreted as Toni Morrison's description of Nel and her life of sorrow and dissatisfaction. Sula and Nel, the protagonists in Toni Morrison's Sula, are each the only daughters of mothers whose distance leaves the young girls with dreams to erase this solitude and loneliness. There is no question that Sula alleviates this aloneness with a lascivious and experimental life, "I'm going down like one of those redwoods. I sure did live in this world"(143). Nel, however, for the most part, fails terribly at realizing her dreams and experiencing a happy existence. Compromising her individuality, her emotional stability, and her dreams mark Nel's banal and unfulfilling life.Early in Nel's life during a trip to New Orleans, she watches as her mother is humiliated by a train's white, racist conductor; she watches the indignity of her mother's having to squat in an open field to urinate while white train passengers gaze; and she watches her mother's shame at her own Creole mother's libidinous lifestyle. Her mother's submissiveness and humiliation evokes a fear, an anger, and an energy in Nel. Her emotions intensify as she makes a declaration to never be her mother, to never compromise her individuality, "I'm me. I'm not their daughter. I'm not Nel. I'm me. Me"(28). Figuring that her "me-ness" will take her far, she exclaims "I want...I want to be... wonderful"(29). However, that trip to Louisiana "was the last as well as the first time she was ever to leave Medallion"(29).Initially, Nel's self-declaration empowers her to pursue that dream of independence. She gathers power and joy, and "the strength to cultivate a friend in spite of mother"(29). Nel achieves a degree of her self-described "me-ness," her dream, a separation from her subservient and disgraceful mother, resulting in a new found complacency, "Nel, who regarded the oppressive neatness of her home with dread, felt comfortable in it with Sula"(29). This happiness was present in both girls, "Their meeting was fortunate for it let them use each other to grow on"(49). Unfortunately, as she left Medallion only one time, Nel would discover and enjoy this "me-ness" only one time.

To what extent did Solidarity contribute to undermining Communism in Poland? :: European Europe History

To what extent did Solidarity contribute to undermining Communism in Poland? Communism in Poland was self-consciously the workers-state, largely responsible for creating the modern Polish working class through industrialization and raising expectations of equality and of higher living standards. It is widely believed that Solidarity undermined Communism in Poland, partly by disrupting the Communist program of production through strikes, but more by transferring the trust and loyalty of the Polish people from Communism to itself. The supposed "adversaries" of Polish workers - the church, the officer class, the national leadership - were in fact combined by Solidarity as allies of the workers to "break the resistance" of Communism to reform. What the state never appreciated in Poland was that it was seen as Russian, oppressive, and corrupt, having created the working class they then, in line with Marx's prediction, demonstrated their control of the means of production (strikes) and undermined Communism in Poland. However, one cannot ignore the pull of the capit alist west in displacing communism in the eyes of the people. In this essay I plan to show the extent to which Solidarity was responsible for undermining communism and also to question how far other factors, such as the Poles hatred of Russians, their strong allegiance to the Catholic church, and the raging Cold War, displaced communism in the eyes, and from the hearts of the people. Solidarity weakened Polish Communism providing a vehicle of transmission for years of grievances against a government out of touch with the ideals of the Polish people. This is shown below in the picture taken from: "http://encarta.msn.com/find/MediaMax.asp." Solidarity took workers grievances, and grafted onto them more general national grievances (Russian dictatorship, suppression of the church etc.). Photographs of Solidarity led demonstrations show how they united people to challenge what they believed to be wrong. The challenge to the government's principles undermined it as a unit, lost any credibility, and weakened it in the eyes and minds of the people. Solidarity not only weakened Communism by providing an organized channel for grievances, but also gave people new ideas, as seen in the "1980 Gdansk Agreement", article 4, issued by Solidarity: "To re-establish the rights...of all students who have been excluded from...higher education because of their opinions" This idea of free speech and thought was new as Communists devoted mass energies to suppressing this. The Church also received active support, where it had been oppressed by the government, turning the masses towards Solidarity, and against the present government, this possibly being Solidarity's trump card.

Euthanasia: Precious Life :: Free Euthanasia Essay

Euthanasia: Precious Life   Ã‚  Ã‚  Ã‚  Ã‚  My impression is that the idea of euthanasia, if not the practice, is gradually gaining acceptance within our society. People like Jack Kevorkian attribute this to an increasing inclination to devalue human life, but I do not believe that this is the major factor. The acceptance of euthanasia is much more likely to be the result of unthinking sympathy and benevolence. It is an easy step from this very human response to the view that if someone would be better off dead, then it must be right to kill that person. Although I respect the compassion that leads to this conclusion, I believe that this conclusion is wrong. I want to show that euthanasia is wrong. It is inherently wrong, but it is also wrongly judged from the standpoints of self-interest and of practical effects.   Ã‚  Ã‚  Ã‚  Ã‚  Before presenting my arguments, it would be well to define â€Å"euthanasia†. An essential aspect of euthanasia is that it involve taking a human life. Also, the person whose life is taken must be someone who is believed to be suffering from an incurable disease or injury from which recovery cannot reasonably be expected. Finally the action must be deliberate and intentional. Therefore euthanasia is intentionally taking the life of a presumably hopeless person.   Ã‚  Ã‚  Ã‚  Ã‚  It is important to be clear about the deliberate and intentional aspect of the killing. If a hopeless person is given an injection of the wrong drug by mistake and this causes his/her death, this is wrongful killing but not euthanasia. The killing cannot be the result of an accident. In addition, if the person is given an injection of a drug that is believed to be necessary to treat their disease or better their condition and the person dies as a result, then this is neither wrongful killing nor euthanasia. The intention was to make the patient well, not kill them.   Ã‚  Ã‚  Ã‚  Ã‚  Every human being has a natural inclination to continue living. Our reflexes and responses fit us to fight attackers, flee wild animals, and dodge out of the way of trucks. In our daily lives we exercise caution and care necessary to protect ourselves. Our bodies are similarly structured for survival right down to the molecular level. When we are cut, our capillaries seal shut, our blood clots, and fibrogen is produced to start the process of healing the wound. When we are invaded by bacteria, antibodies are produced to fight against the alien organism, and their remains are swept out of the body by special cells designed for clean-up work.   Ã‚  Ã‚  Ã‚  Ã‚  It is enough I believe to recognize that the organization of the human

Hamlet through his foils †Laertes, Fortinbras and Horatio Essay

It is without doubt that William Shakespeare has created many unique, thought – provoking characters. Hamlet is by far Shakespeare’s most compelling character. In Shakespeare’s play Hamlet, various character traits, exhibited by Hamlet, can be seen through his foils. Similarities with Hamlet and Horatio’s education, as well as their levels, can be drawn. However, Hamlet’s character is in constant change and even philosophical. Fortinbras, without question encompasses many of Hamlet’s qualities. They are both born with nobility, along with a similar lineage. However, Fortinbras is more aggressive and even sneaky. Laertes, Hamlet’s late antagonist, is both impulsive and righteous. However, they differ in terms of their nobility, as well as their father’s behaviour. The character traits exemplified by Hamlet also comprise his foils. In relation to Hamlet’s three foils, Horatio is the most dissimilar. When Horatio first enters the play, Hamlet says, â€Å"And what make you from Wittenberg, Horatio.† (I,ii,171) Hamlet is making reference to the city that their university, which they both study at, is located. With respect to education, these two characters are one; they are both deemed scholars. One characteristic also shared between the two is their courage. When the ghost first appears Horatio fiercely challenges him, â€Å"By heaven I charge thee speak.† (I,i,58) Ghosts are unique in the respect that they are the supernatural; they are able to walk through doors, be immune to fires and even ascend. Thus, upsetting a ghost is certainly a courageous act as Horatio is easily susceptible to consequence. Another similarity, these two characters demonstrate is their belief in God. When the ghost leaves Horatio says, â€Å"Before my God, I might not this believe.† (I,i,65) Hamlet also makes reference to an afterlife, â€Å"But that the dread of something after death, /The undiscovered country from whose bourn/No traveller returns.† (III,i, 85-87) In this portion of his soliloquy, Hamlet is making reference to afterlife, a belief held in conjunction with religious people. Although this was a religious time period, not all characters make references to God, thus this quality is worth addressing. Hamlet and Horatio have many personal characteristics that are similar. Like all other characters, Hamlet and Horatio have their differences. A major  idea exemplified throughout the play is that Horatio is a static character, one that does not develop. Hamlet however is bipolar, demonstrating moods that are at one moment excited and the other dreadful, to name a few. When Hamlet is first introduced in the play, his mother says, â€Å"Good Hamlet, cast they knighted colour off/And let thine eye look for a friend on Denmark.† (I,ii,69-70) From her comments, it is obvious that Hamlet is suffering. Upon the arrival of the players, Hamlet transforms into a more inquisitive mood and says, â€Å"I’ll have grounds/More relative than this. The play’s the thing/Wherein I’ll catch the conscious of the King.† (II,ii,615-617) Another difference between Hamlet and Horatio is Hamlet’s philosophical nature. This is one of Hamlet’s only constants throughout the play. Hamlet demonstrates this quality through many of his soliloquies. In the most famous speech in literature Hamlet says, To be, or not to be, that is the question. Whether ’tis nobler in the mind to suffer The slings and arrows of outrageous fortune, Or to take arm against a sea of troubles Any by opposing end them. (III,I,65-67) In this speech, Hamlet is intelligently contemplating living through pain and suffrage rather than committing suicide and ending the harsh life. Hamlet and Horatio differ in terms of consistency and a lack of trait. In relation to Hamlet’s three foils, Fortinbras is the most similar. Fortinbras and Hamlet are both born into nobility; their fathers were both rulers of their respective countries. However, this similarity runs deeper then readers first imagined. Fortinbras and Hamlet are in identical scenarios; they have dead fathers with uncles governing their country. Another similarity between these two are the purpose they are presently seeking. When the guards notice activity in the mills, Horatio says, Now, sir, young Fortinbras, Of unimproved mettle hot and full, Hath in the skirts of Norway here and there Sharked up a list of lawless resolutes, For food and diet, to some enterprise That hath a stomach in it, which is no other, †¦ But to recover of us, by strong hand And terms compulsatory, those foresaid lands So by his father lost. (I,i, 109- 115) In this speech, it is obvious that young Fortinbras is out for revenge. He is not content with what happened to his father. After a visit by the ghost, Hamlet says, â€Å"Prompted to my revenge by heaven and hell.† (II,ii,596). In this soliloquy, Hamlet mentions his existential purpose in life, which is to extract revenge for his father, as he too is unhappy with the current conditions. These two characters share similarities that they have been born into. As much similar they are, Hamlet and Fortinbras have several differences. A major distinction between Hamlet and Fortinbras is that Fortinbras is more aggressive with his intent. In Claudius’s opening speech, he says Of this his nephew’s purpose, – to suppress His further gait herein, in that the levies, The list and full proportions, are all made Out of his subject. And we here dispatch. (I,ii,30-33) In this speech, it is clear that Fortinbras is more driven in his purpose and has the ‘wheels in motion.’ In one of Hamlet’s soliloquy’s he says, But in fiction, in a dream of passion Could force his souls so to his own conceit That from her working all his visage waned, Tears in his eyes, distraction in his aspect (II,ii, 563-566) Hamlet’s philosophical nature is not helping his main objective. One can argue that he has had reasons not to act when he has been given chance. However, this is clearly an instance when he should stop portraying Socrates’ and focus more on his objective. A major difference between Hamlet and Fortinbras is that Fortinbras is a snake, ruthless with intent. After threatening to attack their country, he was granted permission to pass through for battle. â€Å"Tell him that by his license, Fortinbras/Craves the conveyance of a promised march/Over his kingdom. You know the rendezvous.† (IV,iv,1-3). However, at the conclusion of the play, Fortinbras arrives ready to overtake the kingdom. He doesn’t care for the gracious favour that Denmark had granted him. As well, he attacks without notice, a use practiced by terrorists in the present day; he is as evil as they come. Hamlet and Fortinbras differ in terms of their willingness as well as a lack of a trait. Laertes and Hamlet share many striking characteristics. It is obvious that Laertes is impulsive. Upon first hearing his father’s murder, he becomes angry with the king, even accusing him of the crime. To hell, allegiance! Vows, to the blackest devil! Conscience and grace, to the profoundest pit! I dare damnation. To this point I stand. That both the worlds I give to negligence, Let come what comes, only I’ll be revenged. (IV,vi,136-140) This speech is very powerful in conveying the vehemence that is surging through his veins. He is willing to take action immediately, not even knowing for certain who murdered his father. Hamlet displays his impulsiveness when he is speaking with his mother, after Polonius’s murder. When Hamlet pulls the curtains he says, â€Å"Thou wretched, rash, intruding fool.† (III,iv,37). Hamlet is astonished that Polonius is the one behind the curtains. Hamlet is filled with the intent on taking action but consequently does so impulsively and results in the wrong death. Another similarity between Hamlet and Laertes is there good nature, good intentions. Before his departure, Laertes has strict instructions for his sister. â€Å"And keep you in the rear of your affection/Our of the shot and danger of desire.† (I,iii,36-37) Unlike some of Shakespeare’s other characters, Goneril and Regan, Laertes genuinely cares for his sister. He warns her of the possible ramification s of continuing her relationship with hamlet, such as a broken heart. Hamlet is also obedient to his father’s wishes, â€Å"revenge his foul and most unnatural murder.† (I,vi,29). Hamlet’s father instructs him to avenge his death. Hamlet is upset that his father is suffering and seeks to fix the ‘rotten things in Denmark.† (I,iv,99) Another similarity between these two characters is that their fathers are both sneaky. Polonius exemplifies this when he grants his son permission to return to Paris. He instructs Reynaldo, â€Å"By indirections find directions out.† (II,ii,71) Polonius makes it clear that he does not want his son to be aware that he is secretly keeping watch on him. Although Claudius is not the biological father of Hamlet, through marriage he obtains ‘fatherly’ figure. Claudius is intent on learning why Hamlet is upset and does not mind being sneaky in the process. When Polonius suggests hiding and listening to Hamlet, he does not object to it, he says, ‘thanks my dear lord.† (III,iii,38). Hamlet and Horatio have many personal  characteristics in common. One of the differences between Hamlet and Laertes is irrational thinking. When Claudius and Laertes are speaking, Laertes suggests, â€Å"To cut his throat in the church.† (Iv,viii,139). This is obviously an irrational method of obtaining justice. Hamlet is arguably the most intelligent character in the play. This is demonstrated countless times throughout the play. One of the instances is when the king sends Rosencrantz and Guilderstern to speak to Hamlet. It does not take long for Hamlet to be certain of their true intentions. For he says, â€Å"You were sent for, and there is a kind of confession in your looks which your modesties have not craft enough to colour.† (II,ii,292-295) Another difference between Hamlet and Laertes is their nobility. Hamlet is the heir to the throne, a noble figure by birth. Laertes, on the other hand, is the son to a councillor. They are both recognizable, but not of nobility. Laertes differs from Hamlet by encompassing less gratifying tra its. Hamlet’s characteristics can be seen through his foils. Horatio and Hamlet hold the same position in education and studied at the same university. They are both religious and courageous figures. They differ in terms of their nobility and constant moods. Fortinbras and Hamlet share lineage and nobility but are different in terms of aggressiveness and philosophical nature, or lack there of. Laertes and Hamlet are both impulsive, good with sneaky male parentage. They differ in terms of their nobility and even irrational thinking. Hamlet is Shakespeare’s most loved character. However, he is a combination of other characters. Thus he is not as truly unique, as one initially perceived.

Management Specification

ATHE allot 5 arriere pen deals in pleader ATHE train 5 security measures in attention (QCF) ATHE take 5 lambskin in concern (QCF) ATHE take aim 5 Ext send awayed sheepskin in caution (QCF) ATHE Ltd 2012 take 5 vigilance condition March 2012 About ATHE An Ofqual regulated apportion organic law, providing QCF skills in focal point, health & social negociate concern and travel & tourism management. We atomic amount 18 kn give for our excellent node service, economic backup man and ductile reserves that offer versatile drawment routes. Our QualificationsOur management energys argon the shutd deliver of expert stimulant drug from colleges, welkin skills councils, manuf snatchuring superiors and our qualification development team. We make water interpreted advantage of the flexibleness of the QCF to develop a suite of awards, certificates and diplomas that offer progression from direct 4 up to train 7. disclose features of the qualifications ov erwhelm ? core social whole of measurements that argon greens to unlike sectors offering the probability for pupils to take mingled with sectors or delay decisions as to which bea to finicalise in ? gist qualifications that merchant ship be part for pro development for those in employment or for prentices who do non give birth the magazine to undertake a full beat class ? flexible systems of sound legal opinion tout ensembleowing tutors to pack the most take into report card systems for their delayers. Support for Centres We be committed to curbing our focalizes and offer a range of t raining, plunk for and consultancy ope number including ? qualification counselling, suggested resources and sample appointments ? an ATHE centre support military officer who guides you finished the centre wisdom function, pupil registration and assimilator results compliancy ealth foil visits to high lighting either argonas for development ? an altogether toldocated ATHE plug in for advice on resigny, sagaciousness and balk. 1 ATHE Ltd 2012 direct 5 heed judicial admission April 2012 meanss About ATHE . 1 Our Qualifications .. Support for Centres .. 1 ATHE QCF Qualifications at aim 5 in this stipulation . 3 Ac acknowledgmentation Dates . Entry Requirements . 3 opening to ATHEs take 5 QCF Qualifications in worry .. 4 security system.. fleece.. 4 Support and find .. 4 National occupational Standards . advance.. 4 erudition of Prior t apieceing (RPL) .. 5 Support for ATHE Qualifications realisation determine and rules of conclave . 5 unit of measurement judicial admissions .. 12 social unit coif 2 5. 5 Managing colloquy . 13 5. 2 problem ecesiss in a worldwide linguistic context . 16 5. 3 wad direction . 20 4. pay for Managers .. 24 5. 4 query purge . 28 6. 11 Managing Stakeholder Engagement .. 1 6. 4 jeopardize worry .. 35 6. 10 lead-in Organisational comparability and Diversity . 39 4. 6 Corporate loving state .. 42 5. Manage Sustainability in an Organisation 46 4. 2 Resource direction 49 4. 7 Administrative Services 53 4. cooking a enounce base Team advise . 57 5. 6 market Principles and formula . 61 4. 10 prep a New note supposition .. 65 4. 11 customer Relationship focal point .. . 67 5. 7 Employability Skills . 72 5. 9 Personal and professional person phylogeny 79 5. 10 dividing line Law . 83 2 ATHE Ltd 2012 aim 5 wariness judicial admission April 2012ATHE QCF Qualifications at Level 5 in this judicial admission This document take into accounts let out instruction on ATHEs suite of Level 5 QCF qualifications in trouble, including the rules of combination, the content of all the units and counsellor on sound judgement and curriculum envisionning. It should be utilize in conjunction with the ATHE vade mecum Delivering ATHE Qualifications. Further focal point on resources and legal opinion is admitd separately. These qualifi cations take aim been real to the Qualifications and Credit material (QCF). for each one qualification has a Qualification Ac course creditation Number (QAN).This add together bequeath egress on the apprentices nett certification documentation. Each unit indoors a qualification overly has a QCF reckon. The QAN numbers for these qualifications are as follows ATHE Level 5 Extended diploma in counselling (QCF) 600/4375/1 ATHE Level 5 Diploma in oversight (QCF) 600/4374/X ATHE Level 5 authentication in instruction (QCF) 600/4373/8 Accreditation Dates These qualifications are accredited from 1st February 2012 which is their operational start insure in centres. Entry Requirements These qualifications are intentional for scholars from ripened 19 and above. However, ATHE does not limn any entry requirements.Centres are necessitate to ensure that learners who register for these qualifications scram the necessity skills to undertake the scholarship and sagacity. 3 ATHE Ltd 2012 Level 5 counselling Specification April 2012 Introduction to ATHEs Level 5 QCF Qualifications in focusing Our new qualifications in caution at Level 5 stool been demonstr suit fitted to conform to the requirements of the QCF, to meet the requirements of the sector and to respond to the pauperisms of our centres. These qualifications pop the question generic wine management skills for those meanning to or twistings in a management role.The qualifications vend the skills and acquaintance that meet the asks of managers on a ho intent servant and international platform. We bring home the bacon a flexible route for learners who rent already graspd management qualifications at a lower direct and for learners who do not have management qualifications, nevertheless whitethorn have qualifications in separate(a) areas and/or preceding experience the scat ramble. Our suite of qualifications is knowing to provide ? maximum flexibility with contrasting siz ed take aim 5 qualifications for those who scarce wish or have the while to initially take small qualifications and then piddle up qualifications over ti me ? pportunities for learners to develop friendship and skills, unmarriedised qualities and attitudes essential for prosperous cognitive operation in works manners ? facultative units in particular specialisms that are directly colligate to learners current responsibilities or that meet a particular relate and support race development ? opportunities for learners who wish to undertake a full date course of bearvas leading to an Extended Diploma. credential Our Certificate allows learners to develop somewhat of the key skills they acquire to work in a management role with a mandatory unit and a picking 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 before long delivering qualifications at this level in Management or who see to do so in the future. National Occupational Standards The ATHE Level 5 qualifications in Management provide untold of the underpinning fellowship and rationality for the National Occupational Standards in Management and Leadership.Progression On in(predicate) goal of a Level 5 qualification in Management at that authorities agency are a number of progression opportunities. Learners whitethorn 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 commission ? a ground level political platform in a higher education insane asylum and claim exemptions for some of the units assoild. 4 ATHE Ltd 2012 Level 5 Management Specification April 2012 Recognition of Prior e ncyclopedism (RPL)The QCF is ground on the principle of credit accumulation and transfer. at bottom this suite of qualifications, learners have the opportunity to build their doings from a chemise-by- slip unit into a full Diploma. There lead be occasions where learners wish to claim recognition of prior readiness 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 sound judgment and teach and nurture ? raining events to support the lecture of the qualifications and assessment ? the services of a team of experienced advisors and outside(a) verifiers ? support for melodic phrase development. Credit surrender and rules of combination The QCF is a framework which awards credit for qualifications and units and aims to present qualifications in a guidance that is easy to understand an d measure. There are three sizes of qualification in the QCF ? Award, mingled with 1 and 12 credits ? Certificate, surrounded by 13 and 36 credits ? Diploma, 37 credits and above.Each unit in spite of appearance a qualification has a credit quantify and a level. The credit appraise specifies the number of credits that provide be awarded to a learner who has achieved the lea rning essences of a unit. The level is an indication of relative demand, complexity and astuteness of achievement and autonomy. Each credit represents 10 hours of eruditeness conviction. The learning time is a notional measure which indicates the amount of time a learner at the level of the unit is anticipate to take, on average, to eff the learning outcomes of the unit to the standard rigid by the assessment criteria.Learning time includes activities such(prenominal) as directed believe, assessment, tutorials, mentorin g and individual private get a line. The credit grade of the unit will remain constant in all contexts lovefulnessless 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 learning on guided learning hours (GLH). GLH are mean to provide guidance for centres on the amount of resource compulsory to deliver the computer programme and support learners i. e. he time take for feeling 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 addicted beneath. 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 long hundred credit qualification. Learners moldiness have a go at it v mandatory units and three or intravenous feedin g optional units. building block patronageLevel Credit GLH Managing intercourse 5 15 60 course Organisations in a spherical background 5 15 60 community Management 5 15 60 Finance For Managers 4 15 60 Research Project 5 20 80 needful units Optional units Learners must pass with flying colors a just 3 or 4 units from the number below to achieve a stripped of cxx credits for the Diploma. Managing Stakeholder Engagement 6 10 40 Risk Management 6 10 40 Leading Organisational E feature 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 endning a do Based Team Project 4 15 60 Marketing Principles and Practice 5 15 60 changening a New stage agate line concern break away 4 15 60 guest Relationship Management 4 15 60 Employability Skills 5 15 60 production line Ethics 5 15 60 Personal and master key Development 5 15 60 Business Law 5 15 60 6 ATHE L td 2012 Level 5 Management Specification April 2012 ATHE Level 5 Diploma in Management The ATHE Level 5 Diploma in Management is a 60 credit qualification. Learners must complete three mandatory units and one optional unit. unit of measurement ennoble Level Credit GLH Managing Communication 5 15 60Business Organisations in a Global Context 5 15 60 People Management 5 15 60 Mandatory units Optional units Learners must complete a further 1 unit from the contestation 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 client Relationship Management 4 15 60 Manage Sustainability in an Organisation 5 15 60 Marketing Principles and Practice 5 15 60 Employability Skills 5 15 60Business Ethics 5 15 60 Personal and Professional Development 5 15 60 Business Law 5 15 60 ATHE Level 5 Certificate in Management The ATHE Level 5 Certificate in Management is a 30 credit qualification. Learners must complete two of the three units harked 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 counsel on estimate For all ATHE qualifications assessment is end through the submission of subjectively 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 remotely set written examinations connected to any unit. However, learners victorious the Level 5 Extended Diploma in Management will be required to complete a question parturiency. ATHE will provide a sample assignment for each unit which sens be employ as the assessment for the unit. We would encourage our centres to develop their own assessment strategies so yo u 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 commendation forwards delivery of the programme. Centres stinkpot submit assignments for approval using the Centre -Devised Assignment guide documentation visible(prenominal) on the ATHE website. An assignment usher out relate to a single unit. Alternatively you whitethorn incorporate to a greater extent than one unit in an co-ordinated assignment provided the content of the assignment is make headwayly mapped to show which assessment criteria from which units are macrocosm covered. Methods of estimationATHE encourages the enjoyment of a range of assessment strategies that will engage learners and give them an opportunity to both expose their companionship and apprehensiveness of a topic and to try how they talent apply that friendship in a given context. We would recommend avoiding an over-reliance on r aise writing and that more varied types of assessment are include. This superpower include assessment through ? ? ? ? ? ? a look into legal action resulting in the compilation of a narration an academic paper or clause for publication the compilation of a case study vituperative refresh and military rating of a chosen societys policies, procedures and systems a set envision 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 sagaciousness Strategy in Place You will need to demonstrate to your extraneous Verifier that you have a clear assessment strategy support by robust persona agency 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 assignmen ts are clearly mapped to the unit learning outcomes and assessment criteria they have been designed to meet that the command verbs utilize in the assignment are appropriate for the level of the qualification, e. g. dissect, guess that the assignment gives the learner satisfactory opportunity to meet the assessment criteria at the right level, through the work they are asked to complete. (The QCF level descriptors will be accommodating to you in determining the level of content of the assessment) 8 ATHE Ltd 2012Level 5 Management Specification April 2012 ? ? ? ? ? ? ? students are wholesome-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 hindrance work out in place to ensure consistency and standardisation of assessment across the qualification assessment decisions are clearly explained and justified through the proviso of feedback to the learner that work submitted can be authenticated as the learners own work and that the re is clear guidance on the centres Malpractice Policy hat there is an assessment plan in place identifying dates for summational assessment of each unit and indicating when extraneous verification will be compulsory sufficient time is included in the assessment planning to allow the learners time for any necessary remedial work that may be needed prior to certification. Quality Assurance of Centres Centres delivering ATHE QCF qualifications must be committed to ensuring the quality of the assessment of all the units they deliver, through forcefulnessive standardisation of assessors and verification of assessor decisions.ATHE will rigorously monitor the application of quality assurance processes in centres. ATHEs quality assurance processes will involve ? centre approval for those centres who are not already recognised to deliver ATHE qualifications ? approval to offer ATHE QCF qualificat ions 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 ATHEs quality assurance processes are provided in the ATHE puff Delivering ATHE Qualifications which is avail fit on our website. Malpractice Centres must have a robust Malpractice Policy in place, with a clear procedure for instruction execution. Centres must ensure that any work submitted for verification can be authenticated as the learners own. Any eccentric of plagiarism detected by the External Verifier during sampling, will result in the entire cohort being rejected.Centres should parent 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 tenet and learning activities which we hope will be helpful in getting centre practitioners started with schemes of work and session plans. You can reconcile these ideas to suit your own context and the interests of your students. Learners learn best when they are bustlingly convoluted in the learning process.We would encourage practitioners delivering our qualifications to use a range of teaching methods and schoolroom -based activities to help them get study across and keep learners engaged in the topics they are learning about(predicate). Learners should be encouraged to take responsibility for their learning and should be cap sufficient to demonstrate a high degree of independence in applying the skills of question and evaluation. You can facilitate this by using winning methods of delivery that involve active learning rather than relying on traditional methods of l et the cat out of the bag delivery to impart knowledge.Your shape up to delivery should give the learners sufficient social system and training on which to build without you doing the work for them. In achieving the right parallelism you will need to produce well-planned sessions that follow a perspicuous 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. congeal organised additional reading and formulation tasks to be discussed in class. ? Elicit feedback from your students. nail them to identify where the work they have do meets the assessment criteria. ? Contextualise your activities, e. g. use real case studies as a theme through the sessions. ? Take an integrated a pproach to teaching topics across units, where appropriate, rather than always taking a unit-by-unit approach. In this way, learners will be equal to see the links between the content of the different units. There is further guidance on teaching and learning in the support materials. ResourcesATHE has provided a list of suggested resources for each unit. Please refer to the support materials for each unit on our website by logging into the ATHE portal with your given login exposit. feeler and Recruitment ATHEs insurance policy with regard to opening to its qualifications is that ? they should be available to everyone who is adapted of reaching the required standard ? they should be free from any barriers that restrict access and progression ? there should be push 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 a nd advice about the qualifications. Centres should put in place appropriate systems to assess a learners 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 in spite of appearance 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 at heart the qualification.Access Arrangements and Special favors ATHEs policy on access arrangements and special circumstance aims to enhance access to the qualifications for learners with disabilities and otherwise 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 fou nd on our website. Restrictions on Learner Entry The ATHE Level 5 qualifications in Management are accredited on the QCF fo r learners aged 19 and above. 11 ATHE Ltd 2012 Level 5 Management Specification April 2012Unit Specifications Unit Format Each unit in ATHEs 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 remote verifiers. Each unit has the following sections Unit Title The unit surname reflects the content of the unit. The title of respect of each unit completed will appear on a learners disputation of results. Unit Aims The unit aims section summarises the content of the unit. Unit label Each unit is assigned a QCF unit legislation 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. direct 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 try out and rate Unit suggestive caseThe 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 communicating takes place deep down and between judicatures, the authority pitfalls and the benefits of good practice. Unit level 5 Unit code D/503/7074 GLH 60 Credit value 15 Unit grading track social organization Assessment Assignments in ossification with honour organisation guidance. The guidance earners will carry out a reexamination of conference within an organisation. Learning outcomes. Assessment criteria. The learner will The learner can 1. clear how information and 1. 1 crush key information and knowledge knowledge is communicated within an requirements for a range of stakeholders organisation within different organisations 1. 2 condone the systems utilize for communicating key information and knowledge to stakeholders 1. 3 read potential barriers to effective study communication 2. regard factors that shock absorber on 2. 1 quantify how communication is determined employment communication y values and cultural factors 2. 2 exempt how technology can be used to benefit as well as hinder the communication process 2. 3 Explain how policies and procedures can involve on the communication processes 3. Be able to foster effective 3. 1 Evaluate the forte 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 modify own communication skills, based on feedback from others 4. Be able to canvass communication 4. 1 Carry out a communications audit ithin an organisation 4. 2 Apply theories of organisational communication 4. 3 stimulate a plan to improve oeu vre communications 4. 4 Identify measures to judge the success of the plan to improve workplace communications 13 ATHE Ltd 2012 Level 5 Management Specification April 2012 Indicative Content 1. ensure how information and knowledge is communicated within an organisation Key information and knowledge requirements ? Company movement e. g. monetary data, sales figures, regional differences ? module information e. g. numbers, salaries, estimation 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 ? netmail ? Newsletters ? Interviews, ideas ? Literature e. g. manuals, booklets, notices ? Training sessions ? Letters likely barriers ? Verbal communication tone, clarity, active aud itory modality and focusing ? Clarity of written cognitive content readability, language, tone ? Technology poor connections, unbefitting use Interpersonal relationships personal skirmish ? Non-verbal communication body language ? comparability and diversity, pre-judgements, assumptions 2. run across factors that clashing on workplace communication set and cultural factors ? lyric poem ? Customs ? Saving face rehearse of technology Help ? To reinforce talk message, to remind, to ensure written record ? To provide additional/visual information e. g. graphs, institution packet/slides ? Speed and efficiency blockade ? Inappropriate/overuse of email ? remainder by agencyPoint ? Overreliance e. g. instead of face to face, in event of technology failure 14 ATHE Ltd 2012Level 5 Management Specification April 2012 Policies and procedures ? polity ? Charters ? Codes of practice 3. Be able to farm effective interpersonal communication effectuality of own communication ski lls ? Ability to render to meetings ? drug abuse of body language ? indite communication skills ? drug abuse of ICT Theories of interpersonal communication ? Attribution possibility, expectancy value model, suspense reduction model, social network possibility Feedback from others ? Written, oral ? chunk, informal Plan own person development ? SMART Targets ? Oral, written, electronic communication ? At meetings, presentations, and so on 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. leader survival of the fittest-attrition framework, contingency theories, groupthink, social network theory Improve workplace communications ? Plan carry out psycho abridgment and act on the results ? Consensus ? Survey ? Training ? Feedback Measures to approximate ? Improved doing e. g. s ales figures ? increase staff retention e. g. staff dollar volume ? change magnitude motivation e. . productiveness 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 in operation(p)(a) within a world(prenominal) context. This understanding will allow learners to review the issues currently bear oning on occupationes. Unit level Unit code GLH Credit value Unit grading structure Assessment guidance 5 D/503/7088 60 15 start Assignments in unity with award organisation guidance. Learners will base some of their work around assembly linees in a chosen national context. Learning outcomes.Assessment criteria. The learner will The learner can 1. run into the key differences between 1. 1 analyze the key differences between world(a) business operations organisations running(a) in different sectors, industries and contexts 1. 2 As sess the responsibilities of organisations operating globally 1. 3 Evaluate strategies employed by organisations operating globally 2. deduce the impact of external factors 2. 1 break down 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. visualise 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 cunning on domestic products and services 3. 3 Review the impact of the global economy on businesses 3. 4 Assess how ICT technologies have facilitated globalisation 4. Be able to review current issues impacting 4. 1 Carry out a review of the global on business activities milieu in which businesses are currently operating 4. 2 Propose strategies to address issues bear on business activities 16 ATHE Ltd 2 012Level 5 Management Specification April 2012 Indicative Content 1. go steady the key differences between global business operations Key differences ? Legal military position/ownership e. g. repair trader, partnership, company, corporation (e. g. limit and unlimited, public limited and international equivalents) ? construction 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 meshing e. g. supporting others, conservation and heritage organisations, hunt down groupsGlobal context ? world(prenominal) ? National ? topical anaesthetic anesthetic Organisational responsibilities ? To shareholders ? To employees ? To other stakeholders ? To customers ? To the environment ? Ethical issues Organisational strategies ? kind-hearted resources policy ? Environmental strategy ? agree opportunities policy ? Ethics policy ? pecuniary plan ? International partnering policy ? electronic modes of marketing and communication ? Reliable meaning and export processes 2. watch the impact of external factors on organisations UK economy ? Size population, ride 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, makeling demand, taxation, scattering of income ? Competition Policy Sector order e. g. in UK OfGem, OfQual, OfGas, CAA, OfCom equivalents in other countries and globally where applicable ? Regional policies ? Skills schedule, apprenticeships 3. Understand the impact of the global factors on business organisations Global integration ? affair blocs ? World Bank, IMF, Global/trading bloc policies and directives (e. g. other applicable organisations ? Market size ? Transnational corporations EU), G20, OPEC and International trade ? Opportunities e. g. emerging markets ? Growth ? Protectionism ? Trading blocs, partnerships and agreements and their regulation/restrictions (e. . EU) ? flock duties and tariffs Impact ? change magnitude 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 net workings 4. Be able to review current issues impacting on business activities A review ? inte rnal market in chosen coarse ? 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/ repress 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 plurality management strategies used in organisations.Learners will gain an understanding of leaders theories, motivational theories, the impact of structure and grow as well as other tools that can be used to empower flock in the workplace. Unit level 5 Unit code Y/503/7073 GLH 60 Credit value 15 Unit grading Pass structure Assessment Assignment harmon ize to allocate 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 bulk in organisations on deal in organisations 1. 2 die how organisational culture impacts on n sight 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 collapse the management styles needed to performance at work deal with differences in behaviours 3. Understand the organisational factors 3. 1 Analyse the effect of leadership styles on that impact on people performance individuals and teams 3. 2 Explain the benefits of flexible working practices to individuals and organisations 3. 3 using motivational theories, assess how the orking environment impacts on people performance 3. 4 Assess how an organisations ethic al 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 teach 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 Recommend strategies to promote high levels of performance 20 ATHE Ltd 2012 Level 5 Management Specification April 2012 Indicative Content 1. Understand how structure and culture impact on people in organisations Structure ? hierarchical ? Flat/tall ? Matrix ? change triangle ? Functional ? Product, market and geographic structures goal ? The way we do things ? Assumptions ? Behaviours ? Values ? Codes ? Stories, myths ? Ceremonies and rituals ? Working practicesImpacts ? Power/influence of individuals ? Power/influence of teams ? Leadership power/influence (span of control) ? Communication channels, ease of communication ? motivation levels ? creativity ? Confused reporting lines 2. Understand approaches to managing the differences between individuals that impact on their performance at work Differences in ? Knowledge, skills and experience ? Attitude ? Personality ? Attitude ? apprehension ? Opinion ? Culture ? Religion and beliefs Management styles to suit different behaviours ? hypothesis 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/ pop/lais sez faire ? Hersey and Blanchard Situational theory ? Charismatic leadership ? Tannenbaum and Schmidt found 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 ? client relationship management ? Selling practices ? Staff development Corporate Social Responsibility (CSR) Agenda ? ontogenesis the workforce ? supporting(a) the community ? Providing work experience placements ? Mentoring and coaching ? Supporting career progression, providing opportunities ? Environmental policy Employment practices e. g. disabi lity 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 ? talents pools ? Developing skill and confidence ? pitiable performance, disciplinary issues ? Re-engaging in the workforce Benefits of training and development Individuals ? Self-actualisation, developing potential ? Increased motivation ? Developing talent ? publicity/enhanced pay Organisations ? Increased productivity ? Workforce retention ? Enhanced dough ? 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 ? writ of execution ? Staff retention ? Employee satisfaction Strategies for publicity of performance ? Incentives , bonus schemes, incremental rises, ameliorate 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 pop the question and requirement for techniques for financial transcription tutelage financial records and reporting 1. Analyse techniques for transcription financial information in a business organisation 1. 3 Analyse the legal and organisational requirements for fi nancial reporting 1. 4 Evaluate the returns of financial statements to stakeholders 2. Understand how working large(p) 2. 1 Analyse components of working crownwork can be efficaciously 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 cipherary control process 3. 3 Calculate and interpret variances from budget 3. Evaluate the use of different cost methods for determine purposes 4. Understand how to evaluate 4. 1 Demonstrate the main methods of cat business get a lines appraisal. 4. 2 Evaluate methods of suggest 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 record and reporting draw a bead on and requirement for financial records ? Leg al requirements ? evaluate requirements ? Internal control requirements Financial recording ? Double entry bookkeeping (overview only) daytime 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, money course 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 Working capital ratios calculation and evaluation ? Ways to manage working capital payment and show cycles, stock control, overdrafts etc. 3. Understand management accounting techniques Management and financial accounts ? U sers ? Outputs information required by managers ? Monthly/quarterly accounts ? Useful ratios budgetary control ? Purpose and content of budgets ? money flow forecasts ? Budgetary control process ? Importance of budgets for management ? Zero based budgeting, incremental budgeting 26 ATHE Ltd 2012 Level 5 Management Specification April 2012 ? Advantages and disadvantages of budgetsVariances ? Flexing the budget ? collusive variances ? Explaining variances financial and non-financial factors ? Reconciliation of budgeted to actual advantage ? Advantages and disadvantages of variance analysis Costing and pricing ? Classifying costs direct/indirect, fixed/ changeable ? Calculating unit cost ? dealings with overheads full absorption costing and overview of other costing methods ? Pricing cost plus, fringy cost, price takers etc. ? Breakeven calculation and news report ? Marginal costing 4. Understand how to evaluate business projects Project appraisal methods ? business relat ionship rate of return ? Payback mesh topology present value ? Internal rate of return Evaluation ? Strengths and weaknesses of each method ? Non-financial factors organisational goals and vision, time factors etc. ? Organisational preference Obtaining project finance ? Sources of finance internal and external ? Making a case for finance ? Providing assurances and project projections 27 ATHE Ltd 2012 Level 5 Management Specification April 2012 5. 4 Research project Unit aims To formulate a question condition on a chosen topic, implement the question project, evaluate and present the investigate 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 attainable enquiry research proper(postnominal)ation project outline specifi cations 1. 2 Identify the factors that head to the process of research project selection 1. 3 take over a critical review of key references 1. 4 find a research project specification 1. 5 Provide an appropriate plan and procedures for the agreed research specification 2. Be able to implement the research . 1 Match resources efficiently to the research project within agreed procedures and question or hypothesis to specification 2. 2 Undertake the proposed research investigation in accordance with the agreed specification and procedures 2. 3 commemorate 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 give up 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 reference 28 ATHE Ltd 2012 Level 5 Management Specification April 2012 Indicative Content 1 Understand how to formulate a research specification Formulating the research specification ? Identifying the purposes of the research having clarity about the outcomes that will be delivered at the end of the research ? Rationale for the choice of the research including skills and knowledge to be gained ? Criteria for choice of research ? Consideration of ethical issues ? Methodology for conducting the research e. g. sources of information, primary and secondary Data collection and analysis Creating the research project specification ? Clarify and confirm purposes and outcomes of research ? contention of the research question ? Identifying what is to be included in the field of the research and what is to be excluded Planning ? Deciding on specific tasks which need to be completed ? rate ? Duration, time and dates ? Key milestones ? Review dates ? observe and review process Aspects fo r consideration ? disposition 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 murder ? 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(a) attention to resource and time apportionment 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 ? in writing(p) 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 metier 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 processes used for conducting the research 4. Be able to present the research outcomes Format and media ? Consideration of possible formats linked to the target audience ? Pr ofessional delivery of research ? Use of appropriate media 30