Sucralose Essay Example for Free

Sucralose Essay Sucralose (1,6-dichloro-1,6-dideoxy-b-D-fructo-furanosyl 4-chloro-4-deoxy-a-D-galactopyranoside), sold under the trade name Splenda (R), is usually categorized as non-nutritive sweetener or flavor enhancer. The molecular formula is C12H19Cl3O8 (1). It exists at room temperature as a white to off-white, crystalline powder, which is freely soluble in water, in methanol, and in alcohol, and slightly soluble in ethyl acetate (1). Sucralose has molecular weight of 397. 64 (2). As a sweetener, it has 400 to 800 times that of sucrose (2). Its melting point has been recorded as 130 degrees Celsius, and the boiling point is between 614. and 724. 4 degree Celsius under the condition of press 760 Torr (3). Sucralose is stable in solution at low pH, and also stable in solution at high temperatures as sucrose. Therefore, it can be stored for several years in liquids (3). The density of sucralose is about 1. 694 g/cm3 (3). The below chemical structure for sucralose was retrieved from the Dictionary of Food Compounds (2): Sucralose was first synthesized by Hough and co-workers at the Queen Elizabeth College at the University of London during the 1970s and was developed commercially as an intense sweetener by Tate Lyle, LLC and McNeil Specialty Products Co (4). Sucralose is made by the selective substitution of three hydroxyl groups of sucrose with three chlorine atoms, which was first approved as a food additive in Canada in 1992 and has subsequently been approved in over 80 countries as an intense sweetener (4). Sucralose can be slowly hydrolyses to the two monosaccharides 1,6-dicholorofructose (1,6-DCF) and 4-chlorogalactose (4-CG) under severe acidic conditions, so the formula cannot be found in natural waters (4). Sucralose is usually used in baked goods, sugars, alcoholic drinks, dairy products, cereals, fruit, beverages and nut products (3). In general, sucralose may cause toxicity to aquatic organisms at concentrations ? 1123 mg/L (4). A range of long-term mammalian toxicity studies indicates that sucralose has no known specific mode of toxic action and causes no adverse effects on major physiological systems (4). Recent research concerns that the potential biological effects in non-target species living in areas receive discharges from anthropogenic activities due to the widespread usage and the high stability of sucralose. The Predicted Environmental Concentration (PEC) for sucralose, based on measured data in surface water, was determined to be 10 ? g/L. During the process, data support that sucralose does not cause toxic effects. In conclusion, the resulting conservative PEC risk quotient is 0. 08, thus indicating low risk to aquatic organisms. Although available data suggest that sucralose is persistent in the aquatic environment, current knowledge also suggests that this intense sweetener should not be classified either as bioaccumulative or toxic using standardized and regulatory valid PBT criteria (4).

Issues Affecting The Transition Of High School Students

Issues Affecting The Transition Of High School Students Individuals experience changes that impact the various stages of and experiences in their lives. Transition from high school to post school activities is one such change experienced by students with disabilities, including higher education and/or employment. The author of this literature presents an overview of the issues affecting the transition of students with disabilities. Specifically, it brings to attention the impact of cultural and linguistic diversity on the transition process, as well as the positive effect of self determination, collaboration with service providers, and family intervention have on the transition process. Overall, findings support that when correctly administered with proper planning, the transition process is beneficial to students with disabilities. Issues Affecting the Transition of High School Students with Disabilities: A Review of the Literature Introduction Transition is the movement from one place, status, or situation to the next. Transition is dynamic and is a constant aspect of life, requiring the necessary fine-tuning to address life changes (Wehman, 1992). As life progresses, individuals encounter various sets of transitions (Harrington, 1982). For transition to be considered successful, the individual must experience improved confidence and competence in skills (Wehman, 1992). For individuals with disabilities, the period of transition from the school system to post school activities represents a pivotal junction in their lives and will require careful planning and specialized services. Students with disabilities are provided educational rights by the Individuals with Disabilities Act (IDEA), with its main focus being to ensure that all children with disabilities are presented with free appropriate education that emphasizes special education and related services that is intended to meet their special needs and to prepare them for further education, employment and independent living (US Department of Education, 2010). When appropriately implemented, IDEA propels the education and subsequent transition process of students with disabilities into functional post school outcomes (McDonnell, McDonnell Hardman, 2003). The successful post school, independent functioning of students with disabilities is heavily dependent on the transition process. Built into the transition process is the actual planning for transition. In assisting the students to achieve the full benefits of the transition process and to be able to use the skills learned in school to be successful at independent living, the goals, needs, preferences and aptitude of the student with disabilities must form the foundation of the students transition planning process. Families, school districts, and communities collectively bear the responsibilities to successfully guide a student through the transition process (Wehman, 1992). The successful execution of the plan is squarely placed on school districts as theirs are the responsibilities of educating the students (Wehman, 1992). Transition Planning Transition planning is an important aspect of the education of the student with disabilities, and should be treated accordingly. A transition plan that will have lasting effect on the student takes into consideration post school educational prospects, such as training that will result in eligibility of entry to community college, universities, or employment at the completion of high school. There are also other significant factors such as post-adult living, independent living skills, and community experiences. Transition planning is done as a team effort. For students to realize the full benefits of what IDEA offers, and to successfully transition to post school activities, their course of study requires specific planning and programing. Transition services specifically deal with maximizing the academic and functional abilities of the student. Transition services are those coordinated set of activities for a student with disabilities that will result in the desired educational objectives (Flexor, Baer, Luft Simmons, 2008). An important role of the transition process is to increase success, self-worth, and confidence in an individual while taking the students needs, strengths and preferences in mind (Flexor et al, 2008). The members of the transition team should include the students, teachers, members of the family, school administration, and members of the local education agency. These are considered to be the core members of the team. Vocational rehabilitation counselors, related service providers, adult service providers, post school education program representatives, and other professionals with expertise in a specific disability or disabilities are also influential members of the team. The selection of the entire team is to be collaborative in nature, with all members being fully mindful of the student and the specific disability that the student is experiencing. At best, all individuals who interact with the students as far as transition planning is concerned must be well-informed and conversant with the students Individualized Education Program (IEP). Students with Disabilities as a High Risk Group for Successful Transition to Post High School Activities Osgood, Foster and Courtney (2010) point out that the manner in which an adolescent transition to adulthood has significant implications over the long haul. For example, whereas gaining a college degree makes it possible to achieve a higher-paying and more respectable job; early parenthood, failed marriage for a young person or becoming involved in criminal conduct or substance abuse can have negative outcomes in the areas of finances, family relationships and other important areas of life. It has been found, for example, that high school graduates or dropouts who do not attend college have significantly lower prospects of achieving a successful and satisfying life during adulthood than those youths who are college-bound (Bloom, 2010; Osgood, et al, 2010). Bloom (2010) observes that a recent study done in New York City identified young people with disabilities, including young people with learning disabilities or emotional and behavioral problems, as one of five significant groups of young people who are at significantly high risk of leaving school, not returning, and then ending up unemployed or out of the labor force (p.94). Cortiella (2009) reports that the Presidents Commission on Excellence in Special Education reported in 2004 that unemployment for adult individuals with disabilities have stayed at around 70% for the prior 12 years. Young people with disabilities transitioning from high school were found to be at relatively the same risk for failure in pursuing post school activities as immigrant youths, young people involved in the justice system, youth aging out of foster care and young mothers (Bloom, 2010). According to Osgood, Foster and Courtney (2010), given the fact that the years from high school into the early twenties represent a difficult period of transition for the general population in the U.S. and other developed nations, this time is particularly arduous for vulnerable youths, including those emerging from the special education system. In addition problems affecting the general population that require many young adults to depend on their parents for much longer, individuals with disabilities tend to face . . .exceptional challenges finding employment, attending college, and marrying and starting a family. Many struggle with emotional or behavioral problems; many of histories of problems in school and in the community. Often their families are unable or unwilling to provide the support that most families provide to their children during this transition-funding for college, child care that permits work or schooling for young parents, a place to live when times are hard. Some of these young adults are hampered by limited capacities and difficulty acquiring skills. The day-to-day tasks of achieving financial and residential independence can be daunting because of physical disabilities, chronic illness, or mental illness. (Osgood, Foster Courtney, 2010, p.211) At the same time, vulnerable populations experience greater challenges to transition into adulthood than other youths often because they have to deal with tasks that youths their age do not have to face. For example, a youth who has physical disability has to engage in the arrangement of medical services or assistive devices and it may require extra burden to achieve a college degree or have a successful romantic relationship that blossoms into marriage. Furthermore, youths with disabilities leaving high school may have limited ability to accomplish everyday tasks. Physical disabilities, for example, may result in reduced strength and range of motion whereas impaired learning and cognitive abilities can make it more challenge to earn a college degree and the kinds of professions that would lead to independent living without the need for special assistance. In addition, adolescents with mental illness and behavioral problems can experience problems meeting the expectations of employer s, friends and romantic partners. Because children with disabilities can require considerable parental time and resources and have behavioral problems that negatively affect the parent-child relationship, parents and families sometimes lack the energy and desire to assist these youths, making it more difficult and longer for youths with disabilities to succeed in the post high school world (Osgood, Foster Courtney, 2010). Consequently, the literature supports the need for effective transition services for post high school activities among youths with disabilities (Sabbatino Macrine, 2007). It is found for example, that vulnerable groups do poorly at completing high school and obtaining postsecondary education which is of vital importance to succeeding occupationally and financially in todays economy. It has been reported that youths with more than one disabilities have a one in twelve chance of successfully completing a higher education. Compared with 69 percent of other youths who attain full-time employment with three to five years of completing high school, only 57 percent of youth from special education gain full-time employment in this time period. Compared with 72 percent of individuals with mild disabilities and 79 percent of the general population, only 39 percent of youths aged 18 to 30 with serious disabilities are in the workforce. Only about 32% of all persons with disability between the work-age of 18-64 years are employed, compared to 81% of people without disabilities. Limited education and employment among youths with disabilities have daunting consequences for their living circumstances. Problems include strong likelihood of living below the poverty line, difficulty paying bills and meeting the experiences of daily living, strong dependence on public assistance and high rates of early parenthood. For example, about 50% of young women with learning disabilities or emotional problems become mothers with three to five years of finishing high school compared with only about one-third for the general population. Compared to national unemployment rate of about 6%, unemployment rate for individuals with disabilities is around 40-70%. In the area of independent living, 65-75% of persons with disabilities have not achieved independent living status. About 25% of young women with health heath issues have unplanned pregnancies when compared with under 10 percent of the ge neral population (Sabbatino Macrine, 2007; Osgood, Foster Courtney, 2010). Systemic Failures in Transition Planning as an Underlying Issue Affecting Successful Post School Outcomes In 2004, the IDEA was amended particularly to improve postsecondary outcomes for students with disabilities. The revisions were based on the Presidents Commission on Excellence in Special Educations finding that problems affecting high school graduates with disabilities such as significant unemployment and significant amounts of students leaving school without a diploma compared to the general population, are the result of failures in the present systems structures (Cortiella, 2009, p.1). Particularly, the Commission felt that high school graduates face barriers to smooth transition to adult living because of failures in transition planning (Sabbatino Macrine, 2007; Cortiella, 2009). Four areas of improvement were highlighted: better definition, clear starting point, improved planning and a new performance summary. The term Transition Services were redefined as activities aimed specifically on improving the academic and functional achievement of the child to facilitate movement from post-school activities (Florida Department of Education, 2005). Continued education and transition services were mandated to be provided for young people with disabilities for four years beyond the traditional time of graduation from high school. Furthermore, the definition was extended to require that services are based on the strengths, preferences and interests of the child with a result-oriented focus (Sabbatino Macrine, 2007). The IDEA (2004) also provides a clearer starting point in terms of the age where transition planning should begin, identifying 14-16 as an effecting age range. Improved planning involves the addition of measurable postsecondary goals regarding training, education, employment and independent living skills where necessary; as well as a development of a statement in the IEP about transition services necessary to help the student achieve these goals. The new performance measures include a requirement by schools to evaluate special education services before terminating them when the child graduates as well as a summary of performance including the childs academic achievement and functional performance upon leaving high school (Rutkowski, Daston, Kuiken Riehle, 2006; Sabbatino Macrine, 2007; Corteilla, 2009). Factors Contributing to Successful Transition Resilience or the ability to quickly recover from stressful events and problems determine how successful high school students with disabilities are able to transition to post high school activities. The resources that contribute to resilience come in many forms, from individuals skills and personality, to supportive relationships with other people, the involvement in groups like churches and clubs (Osgood, Foster Courtney, 2010, p.218). However, the most important factors identified by research as keys to promoting successful transition to adulthood among high school graduates with disabilities are success at school, support from family and friends, and healthy interpersonal relationships (Osgood et al, 2010) The good news is that special education services as with foster care, have programs in place to ensure the successful transition of individuals with disabilities to adulthood. In addition to providing support for individuals with disabilities, health and special education systems specifically address the needs of individuals with disabilities by providing access to specialized services that target particular needs of young people. However, to ensure that the transition from high school to adult life is successful for individuals with disabilities, it is important to begin early transition planning (Florida Department of Education, 2005). Florida Department of Education Bureau of Exceptional Education and Student Services (2005) defines transition planning as the process of focusing on the plans and dreams parents and their children with disabilities have for the future. The function of transition planning is to provide youths with disabilities with the services and supports he or she needs to make a successful move into adult life (p.5). The school plays a fundamental role in transition planning, which typically begins at age 14 through to time of graduation from high school, but may occur earlier to hedge problems such as dropping out of school or to get an early start for children with significant disabilities. In general, transition planning should occur for all students with disabilities who have an IEP. In addition to being part of the IEP process, transition planning should involve all individuals and agencies identified by the transition IEP team, including the student, the family, and school staff. Students and Parents In order to be successful, transition planning must involve the full participation and contribution of each transition team member. Each student must actively participate in the transition planning process, particularly in helping to decide what he or she wants to do after leaving school. The Individuals with Disabilities Education Act (IDEA) of 2004 stresses the importance of students being involved in the transition process. For example, it added a new requirement that transition services designed to coordinate various activities that are provided to students with disabilities by the schools and other agencies to help them successfully transition from high school to postsecondary education, employment and independent living; to consider the students interests, preferences and strengths. Identification of the students strengths enables the transition team to identify goals that highlight and build on the students abilities rather than on what the child cannot do (Cortiella, 2005). Students have various responsibilities in ensuring the success of the transition planning process. These include taking an active role in the development of the Transition IEP, becoming knowledgeable about the transition process, thinking about the kinds of services that would help him/her in their adult life in order to help the transition team invite the appropriate agencies to attend the Transition IEP meeting, working with guidance counselors and career counselors to identify courses and school experiences that will promote their desired post high school activities, becoming knowledgeable about their disabilities and how to gain access to services and supports to enhance his/her long term goals, attending class, acquiring self-determination and self-advocacy skills, learning how to use assistive technology and how to save money for post school activities (Florida Department of Education, 2005). Parents play an invaluable role in the transition process. In fact, parental involvement is considered one of the most important factors in how successful the youths transition will be from high school to post high school life. Parental responsibilities in the transition process include playing an active role by asking questions and making suggestions, reviewing their childs Transition IEP goals, reviewing graduation requirements, providing opportunities for their child to explore post high school options such as employment, career centers, community colleges, community service, recreation and leisure, etc.; helping their child with their post school outcome statement, and helping their child develop a portfolio of personal informational medical and psychological testing, learning style, class rank, grade point average (GPA), honors, awards, work experiences, etc. (Florida Department of Education, 2005). Dunlap (2009) indicates that it is important for parents and professionals to work together to meet their childrens needs because it serves as a reinforcement of the program goals and objectives. Parents can contribute valuable information about their child and about the family unit. They know many things about their child that others initially are unlikely to know, including the childs strengths and weaknesses, likes and dislikes and medical history (p.92). This is a valid assessment. Children with special needs present many challenges for educators. Therefore, it is important for teachers to be aware of their global functioning in order to best meet their needs. The best way to achieve this goal is through parent-teacher collaboration. Furthermore, when parents stay in contact with professionals they also learn strategies and techniques that they can implement at home to enhance their childrens success. In addition, parents and their children can provide important information about the students goals for adult life, the strengths and resources of the family, extended family and the community, the services needed by the family and the services and providers that have helped the family in the past (Florida Department of Education, 2005). Sabbatino and Macrine (2007) indicate that the process of including students and their parents in the transition planning process provides students and their parents opportunities to look to the future, voice preferences, express concerns and desires, and share in decision making that directly affects each students future (p.34). Olsen and Fuller (2008) point out that parent involvement may take a variety of forms and levels of involvement, both in and out of school. It includes activities that are provided and encouraged by the school and that empower parents in working on behalf of their childrens learning and development (p.128). Olsen and Fuller (2008) identify six types of parental involvement, including (1) basic responsibilities of families, which involves providing health, security, shelter and other basic necessities for their children; (2) communication, or the sharing of information and ongoing two-way interaction between parents and children; (3) volunteering or providing advocacy help to educators and administrators for programs aimed at helping children with homework or other needs; (4) Learning at home, which involves managing childrens time with television and homework and ensuring that they build positive attitudes about education; (5) Decision making, which involves partnering with the schoo l to solve problems and shape goals and policies affecting the lives of their children; and (6) Collaborating with the community (i.e., small businesses, religious communities, cultural groups, government agencies, etc.) to identify resources to enhance childrens ability to learn and develop (Olsen Fuller, 2008). According to the research, parent involvement in the lives of their children with special needs is beneficial not only for the children and the parents themselves, but for educators and the school. In sum, research shows that when parents and schools support and encourage the development of children it benefits the children in numerous ways, including helping children to achieve more regardless of the racial/ethnic, socioeconomic status or educational level of the parents; help children to get better attendance, test scores and grades; result in greater consistency with children completing their homework. Other benefits for children include better self-esteem, less discipline problems, and higher motivation for school. Benefits for parents include greater responsiveness and sensitivity to the social, emotional and intellectual needs of their children; more confidence in their parenting and decision making skills, greater affection for their children, and greater awareness of policies affecting the education and future development of their children (Olsen Fuller, 2008). Transition Services: Getting Students Ready for Productive Work Work experience during high school has been identified in the literature as a strong predictor of successful employment outcomes for young people with disabilities (Carter et al, 2010). Furthermore, it has been reported that people with disabilities are offered jobs at a lower rate that the general population. The reality is that many students with social, emotional, behavioral, cognitive, or developmental disabilities find that their educational experience in todays schools did not equip them with the skills necessary to leading self-determined, independent lives (Sabbatino Macrine, 2007, p.33). In fact, a central goal of education for students in general is to ensure the successful transition from school to work. Without a well-defined transition program, students with disabilities leave high school unprepared to become productive workers and, as a result, become unemployed Transition services represent an important part of transition planning. The overarching goal of transition services is to help the student successfully move from school to post school activities or to successfully transition to adult life. Before the child turns 16, the transition team (also called the Transition IEP team) involves parents, the young person and teachers. After age sixteen, the team may involve representatives of agencies who provide or pay for the services given to the young person. Post school activities coordinated by transition services to help the youth move into adult life include access to college or university programs, continuing and adult education, vocational training, employment, independent living, community participation and the coordination of adult services from different agencies. The IDEA requires the transition services to development include a statement in the IEP about the transitional service needs of the student, with a focus on the courses of s tudy the study will engage in do achieve his or her post school goals; and a statement in the IEP about the students transitional service needs when the student turns 16. The transition services must also be based on the individual needs of the young person, their likes and interests as well as necessary activities regarding instruction related services, community experiences, employment, post-school adult living skills, daily living skills and functional vocational evaluation (Florida Department of Education, 2005; Rutkowski, Daston, Kuiken Riehle, 2006). Rutkowski, Daston, Kuiken and Riehle (2006) identify four commonly used special education models for transition services: traditional classroom model, work-study model, transition-to-community model and the adapted career and technical model. In the traditional classroom model, students in segregated special education classrooms are taught employability skills. In the work-study model, classroom instruction is combined with actual work experience, with the students participating mainly in food or custodial service related jobs for a few hours a day. In the transition-to-community model, students are prepared for independent living, which includes developing social skills and participating in job-shadowing experiences and workplace observation. In the adapted career and technical model students are taught work skills and ethics in a simulated work site. School-to-Work Transitions According to Carter et al (2010), preparation for the world of work has long been a central focus of transition education (p.194). Estrada-Hernandez et al (2008) observe that when counseling professions measure the career outcomes of persons with disabilities, they do so by assessing their employment outcomes in the competitive labor market. The assumption is that positive independent living outcomes for individuals with disabilities are positively correlated to successful community employment and the empowerment it provides the individual. The successful movement from education to employment is crucial for establishing independence among young adults with disabilities (Shandra Hogan, 2008, p.117). Baugher and Nichols (2008) point out, however, that preparing special education students to leave high school and enter the world of work or post-secondary education can be a difficult task (p.216). This may explain the reality that while coordinated transition services combined with comm unity work experience plays a vital role in ensuring successful school-to-work transitions for young people with disabilities, and despite of the fact that federal law requires transition assistance, these services are inconsistently available (Rutkowski, Daston, Kuiken Riehle, 2006; Shandra Hogan, 2008). The consequence of this is that young people with disabilities leaving high school are not given the opportunity to learn proper work ethics, communication skills or the kinds of attitudes that make them hireable. The IDEA requires schools to develop transition plans by working with students and parents and to provide transition services that prepare students for employment after graduation. The increased emphasis by the IDEA on students with disabilities being prepared for employment has been driven by the pervasive and persistent rate of post school employment outcome for young people with disabilities, the well established finding in the literature that gaining work experience s during high school is the most trustworthy predictor of favorable post school employment outcomes, and the finding that working during high school contributes to independent living post high school by promoting the young persons autonomy, vocational identity, career awareness and ambitions, workplace skills, values and ethics. However, it is reported that having a transition plan in place does not necessarily mean that students will be successfully employed (Sabbatino Macrine, 2007; Shandra Hogan, 2008; Carter et al, 2010). Carter et al (2010) investigated the summer employment and community participation experiences and outcomes of 136 high school students with severe disabilities. Predictor measures included employment skill (understand requirements for preferred employment, make informed occupational choices, know how to obtain a job, demonstrate general job skills and attitude for getting and maintaining a job, and having specific knowledge and skills to perform a particular job), community activities (non-work activities), self-determination (ability to perform specific self-determination behaviors, perceptions of efficacy of self-determined behaviors, knowledge about self-determination and associated behaviors), social skills and problem behaviors, spring work activities, career preparation activities (career interest assessments, goal setting and planning, workplace visits, occupation specific training, vocational education classes, social skills training, and person-centered planning), and teach er expectations for employment. They found that 61.7% of these students were not working and 11.1% reported sheltered employment. Those who work in competitive jobs mainly engaged in tasks related to cleaning, food services, stocking and assembly-related work. Those who worked completed about 10.3 hours a week for competitive jobs, 12.0 hours for unpaid jobs and 17.8 hours for sheltered jobs. Only three of the participants worked full time (more than 35 hours a week). Most of the respondents reported that they receive supports from school staff (63.6%), parents (63.6%) and employment agencies (13.6%). They obtained jobs through the help of school staff (58.6%) or parents (23.5%). For the students (47.7%) who did not work, two reasons were offered: parents did not want them to work (36.9%) and specific barriers to finding and maintaining employment (30.8%), including limited transportation and supports. The most important factor associated with getting and maintaining a paid job was employment skill, which were related to spring work experiences and teacher expectation. Working in the spring increases the odd of gaining a summer job by 5.28 times or a 36% better chance of getting a paid job (Carter et al, 2010). Estrada-Hernandez et al (2008) investigated the experience of individuals with disabilities in transition from school to work. In particular, the researchers examined the mediating effects of the severity of disability among 115 high school students with disability on their employment outcomes in an intensive school-to-work transition program. The authors concluded that employment outcomes were significantly affected by the severity of disability despite the fact that their interests were appropriated matched to the jobs they performed. As a result, while participants had positive employment outcomes in the area of job entry, such outcomes may not necessarily result in higher earn

T.V Violence Affects Are Kids :: essays research papers

Television is the biggest form of multimedia out there. Its most important role is to report the news and maintain communications between people around the world. Television's most influential, yet most serious aspect is its shows for entertainment. Violent children's shows like Mighty Morphin Power Rangers and adult shows like NYPD Blue and Homicide almost always fail to show the characters resolve their differences in a non-violent manner, instead they show a more entertaining resolution, where the good guy beats the crap out of the bad guy. In one episode of NYPD Blue three people were murdered in the span of an hour. "Contemporary television creates a seemingly insatiable appetite for amusement of all kinds without regard for social or moral benefits" (Foley, 41). Findings over the past twenty years by three Surgeon Generals, the Attorney General's Task Force on Family Violence, the American Medical Association, the National Institute of Mental Health, the American Psychiatric Association, the American Psychological Association, the American Academy of Pediatrics, and other medical authorities indicate that televised violence is harmful to all of us, but particularly to the mental health of children (Foley, 70-71). In 1989 the results of a five-year study by the American Psychological Association indicated that the average child has witnessed 8,000 murders and 100,000 other acts of violence on television by the time he or she has completed sixth grade. In further studies it was determined that by the time that same child graduates from high school he or she will have spent 22,000 hours watching television, twice as many hours as he or she has spent in school (Lamson 124). In a study by the Centers for Disease Control, published by the JAMA (Journal of the American Medical Association), it was shown that homicide rates had doubled between the introduction of television in the 1950's and the end of the study in 1994. In that same study other possible causes for the vast increases in violence were studied, "the 'baby boom' effect, trends in urbanization, economic trends, trends in alcohol abuse, the role of capital punishment, civil unrest, the availability of guns, and exposure to television"(Lamson 32). Each of these purported causes was tested in a variety of ways to see whether it could be eliminated as a credible contributor to doubling the crime rate in the United States, and one by each of them was invalidated, except for television.

green house effect :: essays research papers

GREEN HOUSE EFFECT INTRODUCTION In temperate countries some economically important plants that cannot grow outside at a very low temperature during the winter are grown in glass-walled & glass-roofed growth chambers (known as glass houses)exposed to sunlight. Glass houses are also used in sub tropiacal regions during winter months & relatively cold high altitude for high value horticultural annual crops including flowers on a cmmercial scale as well as for research work especially for breeding of new varities & crop physiological & pathological studies. Temperature within the glass house rises because of the glass of the roof & walls through it allows entry of sunlight with little obstruction,resist the escaping of the reflected light of longer wave-lengths rich in infra-red rays resulting in a heat built up. Such glass houses are called green housesas the light & heat within such houses prove very effective for profuse growth of green plants. The property of trapping heat by carbon di oxide & other gases of the atmosphere is similar to the glass cover of green house that reasists the escaping of heat radiated from inside of the house.As such, these atmospheric gases are called green house gases that resist the escaping of radiated heat from the earth by absorbing infra red rays & particularly reflecting the trapped heat back to earth's surface.this phenomenon is therefore called the green-house effect in wicch certain atmospheric gases act in a manner similar to the glass cover of glass house,as earth itself act as a green-house. MAJOR GREEN HOUSE GASES The major sources of green house gases are (i)CARBON DI OXIDE - It comes from burning of fossil fuels &from deforrestation. (ii)METHANE- It comes from paddy field,burning of wood,wetland etc. (iii)CHLOROFLURO CARBONS -which is populary known as CFC. It comes from air conditioning industry,foam packaging industries. (iv)NITROUS OXIDE-It comes from coal burning,motor veicheles,breakdown of chemial fertilizer,biomass burning. Carbon-di-oxide is the major green-house gas responsible for more than 55% of the green-house-effect. Methane is responsible for 20%,CFC is responsible for 15% & NO is responsible for 5% of the green-house effect. If the amount of carbon-di-oxide & other green-house gases would increase in the atmsphere ,the temperature on the surface of the earth & that of the layers of air adjuscent to the surface would increase,on the other hand global temperature would increase with the decrase in amount of the green house gases in the atmosphere.In fact the amount of all the green-house gase in the atmosphere is gradually increasing, as a result of which it is predicted that the global temperature would increase & there would be climatic changes on the earth resulting in adverse effects on the ecosystem of earth.

Socio and Economic Factors in Global Business Essay -- GCSE Business M

Socio and Economic Factors in Global Business When a company decides to take their business international, there are many different sociological and economic factors that they need to take into account. There are differences in management styles, international laws and treaties that regulate international business, as well as cultural customs that come into play. Each of these are significant and needs to be taken into account in order to minimize potential problems. Many times, lack of knowledge can create serious problems. Although there are a myriad of socio- and economic factors, this paper will focus on three key ones: 1) political barriers; 2) labor practices; and 3) cultural barriers. Additionally, real world examples will be offered on how some businesses have successfully overcome these barriers. Political Barriers For purposes of this discussion, political barriers refer to the geo-political situation of a country, as well legal barriers such as tariffs, taxes, etc. Countries set up barriers to foreign entities conducting business within their borders (especially imports and exports) for several reasons. Duties and taxes can create some government revenue. If there is a high tariff then there will be less exporting, therefore more of that product in the country, thus making the price of that product in the country lower since there will be a greater supply. So trade barriers can be helpful to a country. On the contrary, trade barriers can have a negative effect on a country as well. Consumers will have to pay a higher price on imports, and for similar products produced in the country the price will rise due to consumers buying the imported products. In order to regulate the barriers on international trade, there have been organizations formed. GATT (General Agreement on Tariffs and Trade), W TO (World Trade Organization) and NAFTA (North American Free Trade Agreement) are just a few examples (Czinkota, 1999). Other considerations in overcoming political barriers are the governments themselves. Conducting business in Cuba is virtually impossible for American companies probably until the fall of the Castro regime. Domestic and international pressure on human rights, governments considered to be corrupt or "illegal" may also hamper an organization’s ability to do business in certain regions of the globe. Although these factors... ...zed crime, etc (Fortune Small Business, 2000). Conclusion This discussion has highlighted but a few socio- and economic factors that must be considered when deciding to conduct business in a foreign country. As one can demise, the risks are there, but the potential for profit is very alluring. With prior proper planning, the risks can be limited. However, it will serve businesses well to incorporate economic factors into their overall global business strategies. References Czinkota, M., Ronkeinen, I., Moffett, M. (1999) International Business. Fort Worth: The Dryden Press DSN Retailing Today (2001, June 5). Open trade in billion-man market creates empire of opportunity. Economist (1997, June 21). 99% perspiration. Vol. 43, Issue 8022. Fortune Small Business (2000, April). East meets Mex. Hofstede, G. (1984). Culture’s Consequences. Beverly Hills, Ca: Sage Publications. Orange County Business Journal (2001, April 23). OC companies do business in China over tea, gestures. Winter, D. (May 2000). Facing globalization. Ward’s Auto World. Vol. 36, Issue 5. (www.doc.gov) (www.opic.gov) (www.usatrade.gov)

Analysis of Johnson Music Essay

To assist in the overall report, evaluate the chosen system to include professional diagrams or images, of a computer system. Labeling the different hardware components give a description of the function of each of the main elements of the system. Make sure the explanation is clear enough to understand as the client may have little or no knowledge of a modern computer system. The terminology associated with systems should be elaborated on for clarity. Justify your choice of computer systems and in a critical way suggest how the choice could have been better. Find suitable illustrations of the selected hardware and software to meet P2 & M3 criteria. Windows 98 or Win 2000 operating system will be o/k. The ICT system that I have recommended to I.T.NOON, includes full details of the specification for the hardware stated. I have also found illustrations (JPEG Image) for the hardware items that are listed and which I have recommended. An operating system is the software responsible for allocating system resources, including memory, processor time, disk space, and peripheral devices such as printers, modems, and monitors. Operating systems perform basic tasks, such as recognizing input from the keyboard, sending output to the display screen. All applications use the operating system to gain access to these resources as necessary. The operating system is the first program loaded into the computer as it boots, and it remains in memory throughout the session. Operating systems provide a software platform on top of which other programs, called application programs, can run. The application programs must be written to run on top of a particular operating system. The choice of operating system determines the applications you can run. For PCs, the most popular operating system is Windows, but others are available, such as Linux. As a user, you normally interact with the operating system through a set of commands. â€Å"For example, the DOS operating system contains commands such as COPY and RENAME for copying files and changing the names of files, respectively. The commands are accepted and executed by a part of the operating system called the command processor or command line interpreter.† Graphical user interfaces allow you to enter commands by pointing and clicking at objects that appear on the screen. Johnson Music (JMusic) was founded in 1901 at its current premises as a guitar shop. It specialised in trading in old guitars, refurbishing them and selling them on. At first the company had very few customers, but gradually grew. By 1910 the company had reasonable success, and started selling guitars directly from manufacturers. The founder, George Johnson, noticed that some guitar brands didn’t sell very well, and others did. One guitar brand that did sell well was Ibanez guitars. The company gradually started selling more Ibanez guitars, becoming more successful for the company. In 1950 the shop stopped selling all guitars other than Ibanez guitars and became a dedicated Ibanez dealer. The company soon moved on from guitars and started selling more than that, including pedals, amplifiers and bass guitars. This is how the company currently stands. Johnson music is owned by George Johnson, the son of the founder of the company. Its current location is:  Johnson Music  17 Churchgate  Bolton  BL1 1HU  UK.  The shop has two floors. One floor stores bass guitars and bass amplifiers, as well as bass effects pedals. The second floor stores guitars and guitar amplifiers as well as guitar effects pedals. The shop has two storage rooms: one upstairs and one downstairs. Downstairs stores all bass guitar products and upstairs stores all guitar products.  The shop has had a constant reasonable success and has a steady customer base at present. The company is in no danger of going out of business as it currently stands.

Hospitality Management

Level 1 Foundation Diploma in Hospitality Unit 2 Why the hospitality industry is important Guided Learning Hours: 30 (25 for teaching and learning activities, 5 for assessment activities) Unit aims The wider hospitality industry and the seven industries within it, provide a stimulating and challenging world for you to study and work in. Through this unit, you will learn how the everyday lives of people are affected by the important contribution the hospitality industry makes to the UK economy and the local community you live in.You will discover how the world of tourism can affect the hospitality industry, as well as the impact that factors such as major events or natural disasters can have. This unit will include plenty of opportunities for you to visit real hospitality establishments and businesses to build your knowledge and understanding of the industry. During these visits and other learning opportunities, you will also have an opportunity to talk to industry specialists about t he hospitality industry and the jobs they do within it. Assessment Method This unit is internally assessed.The assessment for this unit involves planning and reviewing activities to demonstrate the learner’s knowledge and skills. Learners will be expected to take responsibility for their own role and adapt behaviour accordingly. For further information about the requirements for this unit, including controls teachers must refer to the ‘Internal Assessment Specification’. EDI have produced sample assessment material to further specify the requirements for centres. 1 Learning Outcome Learners will: 1 Understand the importance of the hospitality industry Assessment CriteriaTaught Content Learners can: 1. 1 Describe the levels of hospitality revenue and employment locally and nationally. 1. 2 Compare the importance of different hospitality establishments to the local community. 1. 3 Describe job roles in the local area which are based in the hospitality industry Lear ners need to develop understanding of the levels of revenue and employment generated by the hospitality industry on a local and national basis. This will include recognition that the level of employment opportunities reflects the growth of the hospitality industry.Furthermore, they develop their knowledge of how income from these jobs contributes to the economy by feeding back into businesses, for example: by providing jobs (front of house, such as; waiters, bar staff, event managers, receptionists and cruise line pursers and back of house, such as; chefs, maintenance, finance, marketing, human resources) by bringing visitors to the area (eg a local hotel targeting the business and conference market or a major sporting event bringing supporters from other areas) This should build on learners’ knowledge of the wider hospitality industry developed in unit 1, including the range of hospitality industries and the businesses within them. As well as contributing to the local econom y, the hospitality industry is important to communities in various ways.Learners need to be able to compare the importance of different hospitality establishments to the local community considering, for example, the importance of: providing venues for local people and visitors in the area to meet sourcing food and beverages through local providers supporting issues of local importance, such as developing tourism packages to support a local wildlife or hiking centre, sponsoring local clubs and societies supporting local schools by giving talks about hospitality and how it contributes to the local economy and community Learners need to explore and develop their understanding of real job roles that are undertaken in the local community across the range of hospitality industries. Additionally they should develop understanding of the earnings and rewards that the industry can offer including career progression and the chance to travel, both nationally and internationally. 2 Learning outc ome Learners will: 2 Know about the factors which impact on the hospitality industry. Assessment Criteria Taught Content Learners can: 2. 1 Describe the effect of tourism on hospitality in the local area. 2. 2 Identify the factors impacting on the local and UK hospitality industry.Learners need to develop understanding of how the local hospitality industry can be affected by the tourism industry and its component parts including: visitor attractions – eg cultural and heritage sites, museums and galleries, theme parks, national parks, sporting venues, gardens, wildlife parks and zoos entertainment – eg sporting events, concerts, theatres, outdoor festivals facilities – eg transport (air/coach/train/taxi operators and associated terminals), Tourist Information Centres, travel agents and tour operators Learners should develop knowledge of how other factors affect both the local and national hospitality industry, for example: natural disasters – foreign touri sts are reluctant to visit those areas affected transport links interrupted – flights delayed by poor weather causes guests to arrive late increase in demand for hotel rooms when major events are held locally the threat of terrorism in different countries and locations A range of examples are included in this unit, however, this is not an exhaustive list and centres can use additional examples where appropriate. 3 Learning Outcome Learners will: 3 Be able to find out about hospitality in the local area Assessment Criteria Taught Content Learners can: 3. 1 Use sources of information to answer questions. Learners need to develop their skills in finding out about hospitality in the local area.Much of this can be investigative, including surveys of the area, visits to establishments and using the internet to explore websites. Other sources of information can include newspapers and magazines, local tourist information, libraries, trade and national press and publications, or profe ssional associations such as People 1st – the Sector Skills Council for Hospitality. The information collected should build a picture of the local hospitality industry, including the range of industries that make it up, the services and products it offers and the range of job opportunities it can offer. 4 Foundation Diploma in Hospitality Unit 2 Why the hospitality industry is importantAt each level, the three bands indicate the differences in learner achievement. Assessors should use the information in the table to decide which mark band best describes a learner’s work, then, refer to the guidance to determine whether to place the mark at the top or bottom of the mark band. A compensatory system operates, where an item missing from one band can be compensated by work fulfilling the criteria for a higher band. Band 3 The learner Band 2 The learner Band 1 The learner Total Learning Outcome 1 Understand the importance of the hospitality industry. Describes points to show some levels of revenue and employment locally and nationally.Compares some points showing the importance of some hospitality establishments to the local community. Describes points about some general job roles in the local area which are based in the hospitality industry. Describes accurately the levels of revenue and employment locally and nationally. Compares the importance of some hospitality establishments to some specific members of the local community. Describes some specific job roles in the local area which are based in the hospitality industry. Describes in accurate detail the levels of revenue and employment locally and nationally. Compares the importance of a range of hospitality establishments to a range of specific members of the local community.Describes in detail a range of specific job roles in the local area which are based in the hospitality industry. 10 0-4 marks 5-7 marks 8-10 marks 5 Learning Outcome 2 Know about the factors which impact on the hospitality indu stry. Describes points to show how tourism affects hospitality in the local area. Describes some significant ways that tourism affects the hospitality industry in the local area. Describes a range of significant ways that tourism affects the hospitality industry in the local area. Identifies a range of significant factors that impact on the local and UK hospitality industry. 8-10 marks Uses a range of sources of information appropriately to answer some questions independently. 10 10Identifies some general factors which impact on the local and UK hospitality industry. 0-4 marks Identifies some significant factors that impact on the local and UK hospitality industry. 5-7 marks Uses some sources of information appropriately to answer some questions with limited support. Learning Outcome 3 Be able to find out about hospitality in the local area Uses some sources of information to answer some questions with support. 0-4 marks Totals 12 9 5-7 marks 9 8-10 marks 30 6 Guidance for Centres D evelopment Opportunities Personal, Learning and Thinking Skills EDI has embedded Personal, Learning and Thinking Skills (PLTS) in specific assessment criteria within this unit.This is to ensure learners have the opportunity to develop these generic skills and competences within the context of learning experiences specifically related to the importance of the wider hospitality industry and the seven hospitality industries (hotels; restaurants; pubs, bars and nightclubs; contract food service providers; hospitality services; membership clubs and events) that it comprises. The identification and application of specific PLTS within individual learning outcomes and assessment criteria also allow learners to plan and review their personal achievement and development. There are further opportunities for a range of PLTS to be developed through the teaching and delivery of this unit. The following sections highlight some of these additional opportunities for PLTS development and provide guid ance for how these development opportunities can be implemented.Further information about PLTS and their application within the principal learning for the Diploma in Hospitality can be found in the guidance document. Assessed PLTS The following PLTS are assessed as part of the requirements of individual learning outcomes and assessment criteria and it is therefore necessary that they are delivered as part of the taught content. Independent enquirers (IE2) The outcome statement for this particular PLTS, as identified within AC3. 1, requires young people to â€Å"plan and carry out research, appreciating the consequences of decisions†. In learning outcome 3, this is in relation to learners’ ability to use sources of information about hospitality.This particular assessment criterion assesses learners’ ability to research hospitality in the local area. Centres need to provide opportunities for learners to use an appropriate range of research methods and sources, for example to investigate the range of industries represented in the wider hospitality industry, or the range of job roles, including those that the learners themselves might wish to pursue. Developed PLTS There are a range of PLTS which can be developed through the teaching and delivery of this unit. Learners will have opportunities to develop their understanding of the importance of the wider hospitality industry during visits to local establishments and opportunities to talk to people who work in the industry.Therefore there are likely to be a wide range of opportunities to develop Personal, Learning and Thinking Skills. Some opportunities for PLTS development are highlighted below, although the examples listed do not form an exhaustive list. 7 Independent enquirers (IE1, 4, 6) This unit builds on Unit 1 and will frequently use a similar method of delivery (eg visits to industry). Centres can use these to help learners to develop their ability to identify questions to answer and pr oblems to solve (IE1), for example asking questions of industry professionals as they research the levels of hospitality revenue and employment locally and nationally (LO1, AC1. 1).Centres can use this same assessment criterion to provide learners with opportunities to analyse and evaluate the information on revenue and employment they have found, judging its relevance and value (IE4). Learners will need to present their evidence and centres can help them to understand the importance of and build their ability to support their conclusions, using reasoned arguments and evidence (IE6). Creative thinkers (CT1, 4, 6) Centres need to provide learners with opportunities to generate ideas and develop creative layouts (CT1) for presentations about their work, for example by preparing a display of their findings about job roles in the local area which are based in the hospitality industry (LO1 AC1. ), or how tourism affects the wider hospitality industry in the local area (LO2 AC2. 1). Centr es can also encourage learners to ask questions to develop their thinking, particularly during visits to local establishments and presentations by local employers, for example on the importance of different establishments to the local community (LO1 AC1. 2). Discussion groups following such visits or presentations are ideal vehicles for learners to develop the skills of questioning their own and others’ assumptions (CT4), particularly when working in new areas of knowledge and understanding such as comparing the importance of different hospitality establishments to the local community (LO1, AC1. 2).Learners will benefit from teachers’ feedback and may need to adapt their ideas about the industry (CT6) as their broader knowledge develops. Reflective learners (RL2, 3, 5, 6) Centres need to provide learners with opportunities to set goals (RL2) with success criteria for their development and work. This can be achieved, for example, by setting a goal in relation to develop ment of their knowledge of the effect of local tourism (LO2 AC2. 1), such as a time frame for finding information or a format for presenting their findings. Using this same assessment criterion as an example, learners can benefit from reviewing their progress (RL3) through interim feedback from the teacher and acting on this to improve their knowledge and understanding of specific issues.This same approach (interim feedback) can also be used to develop the ability to evaluate their experiences and learning about the effect of local tourism in a way that informs their ongoing work (RL5). Presenting their findings to a group would use similar communications skills to those used during the feedback sessions, but learners can develop the ability to recognise their peers as a different audience and communicate their learning in a relevant way (RL6). Team workers (TW1) As with other units and areas of work, working in small groups can develop useful teamworking skills. Dividing learners i nto small groups each with a focus on a different 8 rea of work – for example identifying the factors impacting on the local and UK hospitality industry, where different groups can focus on the range of hospitality industries – will help learners develop skills to collaborate with others and work towards common group goals (TW1). Self managers (SM2, 3, 6) Centres need to provide learners with opportunities to work towards goals, showing initiative, commitment and perseverance (SM2), for example when comparing the importance of different hospitality establishments to the local community (LO1, AC1. 1), which for some learners could be a challenging task. Learners can take this forward, focusing on their ability to plan and manage their own activities (SM3), for example developing a plan that organises their time to help them research the importance of different hospitality establishments to the local community and presenting their findings to a group of other learners.Op portunities to develop their skills on responding positively to change, seeking advice and support when needed (SM6) can be geared to change in the industry itself, for example when considering factors that impact on the local and UK hospitality industry (LO2, AC2. 2). Effective participators (EP1, 5) Centres can use this unit as an opportunity for learners to discuss issues of concern, seeking resolution where needed (EP1). This can be applied, for example, when identifying the factors impacting on the local and UK hospitality industry (LO2, AC2. 2), where learners may need clarification and support on their findings. Centres can use the same opportunity to develop learners’ ability to influence others, negotiating and balancing diverse views to reach workable solutions (EP5).For example, they can consider the implications of a particular factor and how this may affect different stakeholders, as well as the hospitality industry. 9 Functional Skills Learners at this level mus t achieve ‘mastery’ in the functional skills of English, ICT and Maths at Level 1. ‘Mastery’ means that the learners are able to apply their skills in English, ICT and Maths at that level, in any situation related to living and working. Each functional skill has a separate, externally set and marked summative assessment. However, if learners are to acquire ‘mastery’ of the functional skills, it is preferable for them to be provided with integrated learning opportunities in which to emonstrate application of all 3 functional skills. In providing such opportunities, teachers will find it relatively easy to integrate English and some sections of ICT into projects, but integrating the functional skill of Maths will require more thought. However, prior to embarking on full projects, learners will need to practise demonstrating competence in applying functional skills during simple classroom exercises. Teachers should focus on the right hand column o f the standards for the functional skills of Maths and English to ensure that learners achieve full coverage of the standards, ie ‘mastery’, and to ensure that they are prepared for the external summative assessment.With regard to ICT, however, the middle and right hand columns need to be covered. Suggested activity The activity below is an example of an activity which shows how functional skills can be developed through the delivery of this unit. There is no requirement for learners to complete the activity highlighted below and teachers may prefer to deliver the learning outcomes within this unit through other delivery strategies. However, teachers should refer to the following example as a specification for how functional skills can be addressed through delivery activities. Further information about how the unit may be delivered can be found in the delivery strategies section of this unit specification.Using the idea of mock interviews, learners should be invited to apply for a job in one of the seven hospitality industries (hotels; restaurants; pubs, bars and nightclubs; contract food service providers; hospitality services; membership clubs; events), which they should agree with their teacher as part of the preparation for this activity. (The job role should be one that interests them and reflects their skills and attributes. ) Activity Learners are required to: Look at their personal outgoings and identify the level of salary they require. They should then research the type of organisation in which they would like a job. Functional skills addressed ICTU1. 1, 1. 2, 1. 3, 1. 4, 1. 5; 2. 1, 3. 1, 3. 2, 4. 2, ICTFS1. , 2. 1, 2. 2, 2. 3 ER1. 1, 1. 2, 1. 3 M1. 1, 1. 2, 1. 4, 1. 8, 1. 9, 1. 12, 1. 13, 1. 15. 1. 16 10 Complete an application form for the job Prepare a CV A personal profile giving their reasons for wanting to join that organisation and listing their strengths/weaknesses etc Take part in mock interview ICTD1. 1, 1. 2, 1. 3, 2. 1. 3. 1 , 3. 2, 4. 2 ER1. 1, 1. 2, 1. 3 EW1. 1, 1. 2, 1. 3, 1. 4, 1. 5 ESL1. 1, 1. 2, 1. 3, 1. 4 Legend ICTU1. 1= ICTFS1. 1= ICTD1. 1= M1. 1= ESL1. 1= ER1. 1= EW 1. 1= ICT 1. 1 Use ICT systems ICT1. 1 Find and select information ICT1. 1 Develop, present and communicate information Maths 1. 1 English speaking and listening 1. English reading 1. 1 English writing 1. 1 Please refer to the EDI Guidance for Centres, which gives tables showing the full list of learning outcomes for functional skills. The functional skills identified as being addressed are dependent upon the scope of the project as presented by the learner. 11 Further Marking Advice Glossary of Terms Accurate The learner uses a description of revenue and employment which is factual and reflects a precise and exact picture or reflection of the situation. Appropriate The learner uses sources which will provide the information needed . Compares The learner examines and notes similarities or differences. Describes in detailThe learner gives an account or representation of the levels of revenue and employment in words covering most key or significant points or issues in a coherent and organised way. General The learner makes correct points that relate to the factors impacting on the hospitality industry; however there will be little application to the actual situation presented. Significant Important in effect or meaning. Specific The learner refers to points that are in real existence, for example the job role will be a real one in a local establishment. 12 Mark Scheme Exemplification Mark Band Mark Band 3 – Learners up to Pass level, meeting assessment criteria at lowest level. Exemplification At the top end of mark band 3 it is likely that learners will have produced all the evidence required for this mark band.However, the mark grid is a compensatory model and therefore a learner might have a mark at the top of mark band 3 with some evidence missing, but compensated by some present in higher mark bands . At the bottom of mark band 3 it is likely that learners will have only partly completed the evidence required or their work falls short of the required standard for the level. Learners need to describe levels of both revenue and employment, both locally and nationally. For mark band 3, the learner needs only to describe points (this must be more than just a list), which may not be cohesive. The points are unlikely to be well organised, but should have some relevance to the importance of the hospitality industry. Some points are likely to be weak.Learners need to make some points about the importance of some establishments to the local community. Again, points may not be well organised, may be weak or have limited relevance. The establishments considered may be limited in number or type and will probably be limited to those the learner has visited or studied in case study materials. Learners must make some attempt at comparison, for example by commenting on the value to the communi ty. Learners will have described a small number of job roles, but this will be in general terms, rather than referring to the work of real people in the industry. Learners need evidence that reflects their knowledge of the factors (including tourism) affecting local and UK hospitality.They should be able to describe some simple points about how tourism affects the industry, such as the proximity of a local airport or a nearby Tourist Information Centre, but these may lack relevance. They need to identify factors affecting the local and UK industry in similar ways, for example agricultural problems such as foot and mouth. These again may lack relevance (eg little direct effect on a citycentre hotel). Learners will use some sources of information but they may interpret the information incorrectly or at a very superficial level when answering related questions. They will need direction from a teacher to complete the task. 13 Mark Band Mark Band 2 – Learners displaying understand ing/skills beyond minimum required by assessment criteria. ExemplificationAt the top end of mark band 2 it is likely that learners will have produced all the evidence required for this mark band. However, the mark grid is a compensatory model and therefore a learner might have a mark at the top of mark band 2 with some missing evidence compensated by evidence in a higher mark band. At the bottom of mark band 2 it is likely that learners will have all the evidence required for mark band 3 but with one element of evidence for mark band 2. Learners need to describe levels of both revenue and employment, both locally and nationally. For mark band 2, descriptions need to be accurate, for example reflecting a clear picture of the proportion of hospitality revenue against GDP, or the numbers employed in a particular job role.The comparison should reflect the similarities and differences of two or three hospitality establishments and why or how they are important to specific the local commu nity. These may be one or two examples, such as providing discounted menus for a local pensioners group or sponsoring a local football team’s kit. Learners will have described a range of job roles and some of the roles described will demonstrate the work of real people in the industry. However, this standard will not be consistent and some of the job roles will only be described in general terms. Learners need evidence that reflects their understanding of the factors (including tourism) affecting local and UK hospitality.They should be able to describe some significant ways in which tourism affects the industry, such as the provision of accommodation, food and beverage services for tourists visiting a local attraction. They need to identify some factors affecting the local and UK industry that are significant, having a clear importance or relevance to the local area, such as a new factory opening that would need catering services. Learners will use a range of sources of infor mation to answer questions, at times the information will be used appropriately but this standard will not be consistent. Learners will seek support from a teacher to carry out routine elements of the work. 14 Mark BandMark Band 1 – Learners displaying understanding/skills at the highest level specified by the assessment criteria. Exemplification At the top of mark band 1, learners will have produced evidence to fulfil all of the requirements for the mark bands. At the bottom of mark band 1 it is likely that the learner will have produced all the evidence required for mark band 2 but with one element of evidence into mark band 1. Missing work in mark band 2 could be compensated by two elements in mark band 1. Learners need to provide a well-organised and detailed description of levels of employment and revenue at local and national level that is accurate and factually correct (guidance on structuring their evidence should ensure they are clear about this).The level of detail can be achieved by presenting evidence at industry level supported by evidence from their research (for example charts showing national employment distributions in different hospitality industries), then drawing information together into an overview. The comparison reflecting similarities and differences should cover a range of establishments from different hospitality industries, showing clearly why or how they are important to a range of specific members of the local community. This will be best achieved where the range of community members shows contrast. Large numbers of similar examples will not reflect range or gain extra marks. Learners will describe a range of job roles in terms of the work of real people in the industry in their local area.This standard will, unlike mark band 2 be fairly consistent and the description will include accurate detail. Learners need to describe significant ways in which tourism affects the industry, which should show clearly the relationship bet ween the two industries, for example the provision of accommodation and parking packages to support tourists using a nearby airport. Similarly, they need to identify a range of factors affecting the local and UK industry, such as the growth of farmhouse accommodation provision as a result of declining agriculture. In both instances, large numbers of similar examples will not reflect range or gain extra marks. Learners will use a range of different sources effectively to answer questions.Support of a teacher will be sought to deal with challenging but not routine situations. 15 Control This unit is subject to MEDIUM level control. Specified tasks should be completed under the supervision and control of the teacher. Further guidance about controls for the assessment of this unit can be found in the Internal Assessment Specification. EDI have also produced Sample Assessment Material to further specify the requirements for centres. Guided Learning Hours Within this unit GLH refers both to time for teaching and learning and time for assessment activities. For this unit 25 hours must be dedicated to teaching and learning activities and 5 must be used for assessment activities.Assessment is likely to be through a project or assignment requiring straightforward delivery of knowledge and understanding. Employer Engagement Experiencing the world of work is critically important for learners. It provides opportunities for learners to demonstrate that they are familiar with the hospitality industry and for this to be duly recognised through either practical performance or learning in a work-based hospitality environment as part of a work placement. Centres and individual teachers need to develop good relationships with the employers who have shown their willingness to contribute to delivery by supporting the Diploma Gateway process.Industry mentors can also add valuable input and support individual learners. Building solid relationships with the local hospitality industry is extremely important for this unit and an employer could be used to introduce learners to both the industry and the unit (this could be done in conjunction with Unit 1: Introducing how the hospitality industry works). Other opportunities for work-related learning can be maximised by arranging day or half-day trips to a range of establishments in different hospitality industries. This could involve a tour of the establishment with a manager, or by experiencing the establishment’s services as a customer. Such visits will add greatly to realism and vocational relevance.Learners can be provided with targeted websites from a wide range of organisations and establishments (large and small, privately and publicly owned) to investigate, either in general or focused on a specific issue. There are excellent opportunities to explore learners’ potential career development. Employers can also support teachers and the development of materials by providing real or simulated data re lating to revenue, information about staff employment opportunities and turnover, information about any links they already have with the local community, copies of job descriptions or recent advertisements, examples of where they engage with the local tourism industry, and case study materials on factors that have impacted on their operation (either locally or nationally, if the establishment is part of a larger national chain).Employers can also contribute to classroom input where this is appropriate, such as by giving an introduction to the unit, or leading a discussion on learners’ findings. Employers are crucial to the assessment process. They can help to build assessment materials, commenting on their realism and relevance to the hospitality industry. Employers can also contribute to formative and summative assessment, for example by reviewing the evidence that learners have produced on the importance of the hospitality industry to the local economy or community, or by a ttending presentations by learners on the factors which impact on the hospitality industry and asking pertinent questions. 16 Delivery StrategiesThis unit should relate to and complement the delivery of Unit 1: Introducing how the hospitality industry works, as well as contributing to development in other units. Its aim is to develop learners’ understanding of the importance of the hospitality industry, including levels of hospitality revenue and employment locally and nationally, the importance of different hospitality establishments to the local community and job roles in the local area which are based in the hospitality industry. Learners will also develop their knowledge of the factors which impact on the hospitality industry, including the effect of tourism on hospitality in the local area and the factors impacting on the local and UK hospitality industry. Other local xamples might be the development of new housing provision, requiring additional hospitality support thro ugh pubs, restaurants, cafes and hotels, school meals and industrial canteens. Such a development would draw new people to the area, providing a wider group of potential customers. Similarly, the development or expansion of a local airport may increase the demand for hotel accommodation from travellers transiting in the local area. Learners should be encouraged to research the local area themselves and consider a range of local and national factors that will affect the industry they are studying. Visits to relevant hospitality establishments, setting practical and investigative tasks, and inviting visiting speakers to the centre can focus jointly on this unit and Unit 1: Introducing how the hospitality industry works.Such activities will underpin learners’ understanding of how hospitality contributes to the economy (1 in 5 of the new jobs created in the UK is in hospitality), how it can offer job opportunities and how it relates to the tourism industry. A short presentation t o hospitality employers to show understanding of the industry would be an appropriate piece of formative and/or summative assessment. Witness statements would further testify to learners’ knowledge and understanding of the industry. This unit could be delivered as part of or as the complete extended project. The learner's work experience could also be used as a vehicle for delivering the unit. Guidance materials need to be made available for learners so that they can continue to make appropriate career choices.Examples of how the unit could be delivered include: Visits to a selection of different hospitality businesses on a local basis to support learners’ understanding of the importance of hospitality establishments to the local community, for example: A local farm offering bed and breakfast accommodation (this could be combined with a talk on sourcing local produce) A small cafe or coffee shop operation (often dependent on visitors to the area for passing trade) A lo cal stately home or other tourist attraction (providing opportunities to consider the hospitality industry’s relationship with tourism) A local sports club venue Discussions with invited speakers from local hospitality businesses to add vocational realism to issues such as levels of revenue and employment 17Presentations from representatives of local organisations such as the Federation of Small Businesses or the Chamber of Commerce to underpin the importance of the hospitality industry to the local community Presentations by visiting tourism speakers to help hospitality learners relate to the tourism industry Group discussions of what experience learners have of the hospitality and tourism industries and how they relate to each other (this may be limited) Case studies that illustrate specific issues relating to the importance of the hospitality industry and the factors that can affect it Simple tests to underpin learning Active learning techniques that will promote understan ding for various learning styles include: A chart showing the range of hospitality establishments in an area to illustrate how the industry contributes to local and national revenue and employment A log or diary of visits to hospitality establishments indicating how knowledge can contribute to evidence Research activities, for example to explore how the hospitality industry contributes to local and national revenue Using up-to-date resources to find out about the hospitality industry, such as trade journals, industry-focused websites and, in relation to the local industry, local newspapers/reports and People 1st (the Sector Skills Council for hospitality) Investigating local job opportunities in the hospitality industry and presenting them in a chart format to illustrate the range of job roles and hospitality establishments represented A personal statement of their experience of hospitality and/or tourism (either through visits or personal experience) Role-plays to explore different hospitality scenarios – The level of support required by a learner or the independence they can demonstrate will vary, differentiating learners from the least and most able. Integrating units For this unit to integrate with others, centre teams need to consider the structure of their programme and how integration of units can be most effective. This unit builds on Unit 1: Introducing how the hospitality industry works and will help learners to understand the importance of the hospitality industry, how it relates to the tourism industry and the range of factors that affect it.It will also integrate in limited ways with most other units in the Foundation Hospitality Diploma. Learners can develop skills and understanding and/or generate assessment evidence toward the following units: Unit 1: Introducing how the hospitality industry works This unit is externally assessed, which will impact on how learners develop their knowledge and understanding of the hospitality industry. Uni t 2: Why the hospitality industry is important will broaden this knowledge and understanding and improve learners’ confidence when tackling the external assessment. 18 This unit will also support development of evidence for Unit 2: Why the hospitality industry is important, particularly for learning outcome 1.Learners will be able to use their knowledge of the hospitality services provided by different job roles to identify those roles in the local area which are based in the hospitality industry. Learners will also be able to use their knowledge of hospitality services and the categories of establishments, providing them when they are developing their evidence for local issues and how these determine the importance of hospitality establishments to a local community. Learners can use their knowledge from this unit to build their knowledge of the factors affecting the UK hospitality industry and how it can be affected by tourism. Unit 3: Introducing customer service in hospita lityWhilst not directly related to Unit 2: Why the hospitality industry is important, this unit will help to provide a platform of knowledge that will help learners develop their evidence relating to the importance of the hospitality industry. Unit 4: Developing skills for the hospitality industry Learners will be able to use evidence from this unit focusing on teamworking and their understanding of different roles in the hospitality industry to help them identify job roles in the local area which are based in the hospitality industry. In reverse, learners’ knowledge of the importance of the hospitality industry gained through Unit 2: Why the hospitality industry is important can underpin the development of learners’ abilities as effective team members.Unit 5: Introducing responsible food preparation Links with this unit are more tenuous. It is possible for learners to make connections between the local economy and local issues (such as sourcing local foods and the ove rall impact on the environment) but this may stretch the capacity of Level 1 learners. Unit 6: Introducing skills for preparing and serving food and beverages Again, there is no direct link with this unit. However, learners may be able to appreciate how providing good food and beverage services can contribute to the local economy, providing a relationship with learning outcome 1 of Unit 2: Why the hospitality industry is important. 19 Resources TextbooksJones P: An Introduction to Hospitality, 2nd Edition (Thompson Learning 2002) ISBN: 0826460771 Holloway J: The Business of Tourism, 7th Edition (Financial Times/Prentice Hall 2006) ISBN: 0273701614 Gardiner J, Housley J: GCSE Hospitality and Catering: The Essentials (Hodder Arnold 2007) ISBN: 0340948396 Journals Learners may also benefit from articles in the Caterer and Hotelkeeper – available from high street newsagents. Hospitality magazine is the professional publication for industry managers’ established or aspiring . Published by the newly-branded Institute of Hospitality, with a passionate take on all things influencing and driving change in hospitality, each quarter Hospitality reports on key issues affecting hotels and restaurants, contract caterers and SMEs. Websites www. bha. org. k British Hospitality Association – the national trade association for hotels, restaurants and caterers British Institute of Innkeeping – the professional body for the licensed retail industry The industry’s leading hospitality job site, with a wide range of jobs advertised Caterer and Hotelkeeper industry journal Institute of Hospitality – the professional body for managers and aspiring managers working in the hospitality, leisure and tourism industries; aims to promote the highest professional standards of management and education in the international hospitality, leisure and tourism industries People 1st – The Sector Skills Council for the Hospitality, Leisure, Travel and To urism industries; site contains research into key facts and figures and industry issues Schools Hospitality Project – introduces 11-18 year-olds to the UK's hospitality industry and helps them learn about career paths within the industry; also introduces young people to the skills and attitudes employers look for. www. bii. org www. caterer. com www. caterersearch. com www. instituteofhospitality. org/ www. people1st. co. uk www. schoolsproject. co. uk 0 www. springboarduk. org. uk Springboard UK – industry-supported organisation which promotes careers in the industry and supports learning through the provision of learning materials for teachers British Tourist Authority – site contains considerable volume of information regarding industry data Visit Britain – the national tourism agency, promotes Britain internationally; aims to build the value of tourism to Britain and in England, generating wealth and jobs across Britain; site contains information rega rding tourism destinations, travel and accommodation targeted at overseas visitors www. tourismtrade. org. uk www. visitbritain. co. uk 21