Downsizing: Is less still more? Essay

Impacts of Downsizing Introduction   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In a broad spectrum, managers and organization leaders should center their attention on ensuring human dignity and justices while faced by downsizing needs. The process of selecting the employees to cut off should be ethical and legal. Otherwise, this can cause adverse implications to the employees and the organization at large (Cooper, Pandey & Quick, 2012). With respect to the case study provided, Teresa believes that the company’s decision in regard to downsizing is illegal and unethical. Consequently, Teresa has not only the right or rather mandate to object but also the ethical duty to object. In addition, she should not be prepared to loss her job at the expense of moral grounds.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   With respect to her initiating a discussion of the same on a local internet discussion board can be termed as illegal. This is because legal mechanisms such as litigation have been put in place to allow employees who feel the process of downsizing was not ethical and legal sue the company in a court of law (Cooper, Pandey & Quick, 2012). Evidently, venting her frustration on a local internet is absolutely illegal as this could have adverse impacts to the company and the employees left behind. This is simply because Teresa might give some inaccurate or rather misleading information about the company. The information she provides to the local internet discussion matters a lot as it can invoke diverse reactions by the employees who are left behind hence implicating to malfunctioning of the company. This can result to declining employee’s performance as they may feel that the company is not ensuring human dignity and justice and they ma y also think they are next to be selected for cut off. Reference Cooper, C. L., Pandey, A., & Quick, J. C. (2012). Downsizing: Is less still more?. Cambridge: Cambridge University Press. Source document

Economic system in Malaysia Essay

Identify and evaluate the nature of economic system in Malaysia. Discuss the rationale of Malaysia’s economic system in terms of utility maximization attainment and pricing mechanism for distribution of goods and services. Kenal pasti dan nilai bentuk sistem ekonomi di Malaysia. Bincangkan rasional-rasional sistem ekonomi Malaysia dari segi pencapaian pemaksimuman utiliti dan mekanisme penetapan harga untuk pengedaran barang-barang dan perkhidmatan. Malaysia is a federal constitutional monarchy which lies in Southeast Asia. It is composed of 13 states and 3 federal territories and separated by the South China Sea into 2 regions including Peninsular Malaysia and Malaysian Borneo. The country became independent on 31 August 1957. Since then, it has been able to be as one of countries which have the best economic records in Asia, and it has been progressing with an average 6.5% for almost 50 years. From 1971 to 1990, the government strived to eradicate poverty by New Economy Policy (NEP) and outline perspective plan 1(OPP1). The NEP policy was replaced with another program known as National Development Program (NDP) from 1991 to 2000 which the NDP` target was development of a united and just society. From 2001 to 2010, National Vision Policy (NVP) based on its target which was sustainable development performed. In order to achieve long-term plan`s targets should medium term plans (EPU) and short term plans (Annual planning) accurat ely plan and perfectly perform. According Malaysia Economic Monitor, December 2013 Edition High-Performing Education by The World Bank, The Malaysian economy recovered from a soft patch in early 2013 with growth accelerating between the second and third quarters of the year. On a sequential basis, GDP expanded at a quarter-on-quarter, annualized rate of 6.8 per cent over the previous quarter, up from 5.8 per cent in the second quarter and a contraction of 1.1 per cent in the first quarter. This left real GDP higher by 5.0 per cent in the third quarter of 2013 from the same period in 2012, with growth for the first nine months of the year at 4.5 per cent. Growth over the past two quarters came in lower than previous forecasts mainly due to a more negative  contribution from inventories and exports, while consumption performed better than expected and import growth lagged. As a result, GDP growth is now expected to moderate from 5.6 per cent in 2012 to 4.5 per cent in 2013. Growth was driven by robust expansion in private sector consumption and green shoots in external demand, reflected in large contributions from the services and manufacturing sectors. Sectors catering to domestic demand especially services, contributed 3.1 percentage points to total GDP growth. Within services, the largest contributions came from government services, retail trade and real estate and business services. Net exports contributed positively to growth for the first time in two years in the third quarter, supporting growth in the manufacturing sector, which contributed another 1.0 percentage point to GDP growth. Across East Asia, the performance of the Malaysian economy followed a pattern seen in most other regional economies where a weak first quarter was followed by sequential improvements. Notable exceptions were Indonesia and the Philippines, where growth decelerated throughout the year. Malaysia has achieved significant economic and social progress over the past several decades. However, the world economy is changing, and Malaysia needs a fundamentally new economic model in order to become a high-income nation. Our historical growth engines are slowing, we risk being caught in a middle-income trap, our fiscal position is arguably unsustainable while global competition for markets, capital and talent is increasingly intense. Thus the government commence the Economic Transformation Programme (ETP) represents a marked change in approach that builds on the Tenth Malaysia Plan and input from the National Economic Advisory Council (NEAC). The ETP focuses on key growth engines or National Key Economic Areas (NKEAs). It relies heavily on private sector-led growth, describes very specific investments and policy actions and has a clear transparent implementation roadmap with strong performance management. This strong economic performance has helped improve the quality of life for Malaysians and supported advances in education, health, infrastructure, housing and public amenities. There are three factors to be considered for these strong economic performances which are high income economy, inclusiveness and sustainability. The Government defines high income as a per capita income USD15, 000 or RM48, 000 in 2020, based on the World Bank’s current definition of high income. Malaysia’s per capita gross national income (GNI) is currently about RM23, 700 or USD6, 700. Therefore, achieving high-income status by 2020 will require GNI to grow at an annual real growth rate of 6 percent between 2011 and 2020.The Government’s high-income objective is not just a quantitative target. It is also about Malaysia becoming an advanced, developed nation with an economy possessing the characteristics that are common to developed nations. Specifically, Malaysia will focus on developing large and thriving services sector to supplement the nation’s historical strengths in oil and gas, agriculture and manufacturing. Developing balanced economy with significant contributions from private consumption and investment as well as from government spending and exports. In developed countries domestic demand typically accounts for 50 to 70 percent of GDP. In Malaysia it is currently 53 percent and productivity levels similar to those of other leading Asian economies. Achieving this will require developing an economy that is more heavily driven by skills, innovation and knowledge. These three structural shifts in the economy will support Malaysia’s on-going growth and will enable Malaysia to compete more effectively with other developed nations in the region and beyond. The way in which Malaysia grows to achieve this high-income target will be inclusive in nature, enabling all Malaysians to share in the benefits. The Government will encourage employment-rich growth that creates new higher-wage jobs. We will also invest in education and training to ensure that more Malaysians are able to participate in these new opportunities. A key focus will be on ensuring that substantial improvements are made for people with the lowest household incomes. Specific attention will be paid to lifting the incomes of the bottom 40 percent of households, with a target of increasing the mean monthly income of this group from RM1, 440 in 2009 to RM2, 300 in 2015, as stated in the Tenth Malaysia Plan. The measures we take to achieve high-income status must be sustainable in both economic and environmental terms, meeting present needs without  compromising those of future generations. In economic terms, growth will have to be achieved without running down Malaysia’s natural resources. Malaysia will not achieve high-income status simply through the income derived from extracting Malaysia’s natural resources. In addition, Malaysia’s fiscal policy will be made sustainable. There will be a much stronger focus on investment led by private sector that will avoid reliance on government funding. As stated in the Tenth Malaysia Plan, the Government is committed to reduce its fiscal deficit from 7 percent in 2009 to 3 percent in 2015. In environmental terms, the Government is committed to the stewardship and preservation of our natural environment and non-renewable resources. The Government will ensure that environmental resources are properly priced and that the full costs of development are understood before investment decisions are made. In Malaysia, government had been set up few policies and agencies to promote the industrial sector to the foreign investors and encourage domestic and foreign investment grow up. With promoting industrialization and capital inflow from foreign investment, it will boost up the economic growth and with the policies should ensure that Malaysia’s rapid development towards achieving National Economic Policy and Vision 2020. Malaysia has reached a defining moment in its development path. Vision 2020 is not possible without economic, social and government transformation. To move the country forward, the government has crafted a framework comprising pillars to drive change. Government has few supportive polices that maintain a business environment with opportunities for growth and profits have made Malaysia an attractive manufacturing and export base in the region. The private sector in Malaysia has become partners with the public sector in achieving the nation’s development objectives. There are three main supportive government policies such as liberal equity policy, employment of expatriates, and attractive tax incentives (Siew Ee et al., 1987). Liberal equity policy is the policy to allow foreign investors in Malaysia’s manufacturing sector can hold 100% equity for all investment in new projects, as well as investment in expansion or diversification projects by existing companies irrespective of their level of exports. Employment of expatriates is one of the supportive government policies for foreign companies in the manufacturing sector are allowed to employ expatriates where certain skill not available in Malaysia. With a foreign company paid-up capital above USD 2 million will be allowed up to 10 expatriate posts including five key posts that are permanently filled by foreigners. Malaysia’s government offer a low company tax rate is attractive at 27% and is applicable to both resident and non-resident companies. Malaysia also offers a wide range of tax incentives for manufacturing projects under the Promotion of Investment Act 1986 and the Income Tax Act 1967. The main incentives are the Pioneer Status, Investment Tax Allowance, Reinvestment Allowance; Incentives for the Setting-up of International/ Regional Service- based Operations. An economic system is the combination of the various agencies, and entities that provide the economic structure that defines the social community. Malaysia has adopting mixed economic systems. Mixed economic system is an economy where there is more government intervention than in a free market economy. Many of the activities of production, distribution, and exchange are undertaken by central government, but where there is more economic freedom for the individual than in a command economy. Mixed economy is also an economic system in which both the state and private sector direct the economy, thus reflecting characteristics of both market economies and planned economies. Most mixed economies can be described as market economies with strong regulatory oversight, in addition to having a variety of government-sponsored aspects. The Elements of a mixed economy is basically to include a variety of freedoms such as to possess means of production like farms, factories, stores, to participate in managerial decisions in cooperative and participatory economics, to travel (needed to transport all the items in commerce, to make deals in person, for workers and owners to go to where needed), to buy the items for personal use, for resale; buy whole enterprises to make the organization that creates wealth a form of wealth itself), to sell (same as buy), to hire (to create organizations that create wealth), to fire (to maintain organizations that create wealth), to organize (private enterprise for profit, labor unions, workers’ and professional  associations, non-profit groups, religions, etc.), to communicate (free speech, newspapers, books, advertisements, make deals, create business partners, create markets).

Benefits of Internet Monitoring

The rationality of the benefits of internet monitoring in the work place remains argumentative. A strong foundation of whether or not this aspect has any influence to the performance of an organization would be credited to the results to an affiliated strong research activity. However, due to the role played by the internet monitoring within an organization, it remains a critical event which perhaps unfolds the subject matter of the benefits accruing to internet monitoring.Broadly, the internet system acts as a bridge with which the flow of the organizational information to the outside environment is realized. Through the internet, stakeholder such as competitors, shareholders, financiers above others are able to get the most appropriate information about the firm. Various information composite of an organization within the internet are useful at varying depths to various persons. Elsewhere, the composite information about other organizations including competitors is useful different ly by a particular organization.However, such inflow of information about competitors at the work place is seldom important for adequate monitoring otherwise would be a leeway if not a cross-bridge to losses through competitive opportunity costs. (Schell, Nellie, 78) The subject matter of validity importance of internet monitoring however remains debatable. At one point, some culprits argue that it pays no benefits to the same due to the public nature of the information floated within the internet. This is in the argument that all the information within the frontiers of the internet system should be public free unless copyright protected.On the other hand, challenges of this argument provides that the information floated through the internet by an organization or its competitors should be adequately monitored due to the related consequences which may serve from such information by the organization itself. (from its competitors) or to the stakeholders of such an organization. However , the rationality about the information flow through the internet has various implications to the organisation. At one point, it may determine the relative success to such an organization when the competitive package of this information to the external environment favors it.However, it may be a root cause into the failure of such organization when inadequacy of this information turns to be opportunity costs to the activities of such specific organization. Through the monitoring of the information flowing into the internet, a rational analyst or elsewhere a researcher would argue compulsively about the various business activities credited to internet information such as bluffing, industrial espionage and the corporate intelligence above others. Internet monitoring at the work place by the manager to his/her employees is rapidly important.Due to the interaction nature into the organizational portfolio and the employees, any uncontrolled usage of the organisations information may bore out various consequences of organisational incapability. At one point employees who may be well known to the operational phenomenon of company may use such information to build out various response consequences between the company and the outside stakeholders. Though some people argue on an affiliated importance between the workers and the internet information flow, others argue that any internet information should be solely let free for whatever level to the workers.(Mcvoy, 1) However, on grounds of rationality, internet monitoring to the workers by the management should be strongly built on solid foundations. This is in the bid to control various autonomous external loss of information to predators such as competitors through the workers. In the short hand therefore, any information left out for free use by the workers should be adequately public as possible. Otherwise insights of confidential information about the company’s information should be let out at a monitored leng th to the workers.Either, workers should not hesitate to sign compliance into the rules of industrial espionage above that of the corporate intelligence. Broadly, the surveillance of information to the workers has drawn an elaborated understanding to many rational business analysts. Currently, this subject matter is seen of an influential capacity to the success of the company. Pursuit to appropriate success in the internet monitoring at the work place is also given refuge by the use of electronic software which continues to improve efficiency in the monitoring process.However, monitoring is subjective for providing protection to both the interests of the managers, the workers ad those of the customers. In every aspect of monitoring, the rights of workers privacy should be left to withhold. To comply with the legal rules, any monitoring activity should be driven in by a consultation protocol between various unions of workers in which an agreement should be implied on the use of the monitoring aspects. In every aspect, this monitoring should provide fairness to the staff above complying with the rules of the law.Otherwise, unjustified as well as excessive campaign on monitoring could breach the laws binding data protection. (Cooney, Lisa, 1) Internet monitoring is important to the workers, the managers and stakeholders of the organisation. Firstly, it helps to ensure that the workers are safe in terms of the health and the working conditions. This may be an intrusion into the working conditions of the workers which may help the employers learn more about the private incidents of the workers conditions. However, in the act of internet monitoring, private information should be pursuit to grounds of fairness and been lawful to them.Elsewhere, internet monitoring such as emails and websites belonging to the workers is important in safeguarding the interests of the stakeholders to the company. Through various internet information monitoring, shareholders interest ma y be affected differently. The sovereignty of the customers may be compromised via the information exchange through the internet between the workers and third parties to the company such as competitors. Through internet, workers may exclusively exchange volatile information to the external person which may radically affect the success of the company.As a rule at the market place, the success of the company is determined by the standards of the game theory. Tactics of survival and the winning formula to such market place game is determined by the operational strategies and methodologies of the operational procedures. However, historical epochs have highlighted workers as been subordinate implements though which private information is exchanged and pirated to the external predators. Such internet monitoring by the managers will therefore involved an analysis of the emails and websites allied to the workers above that of the information made free to the workers by the management.(Mishr a, Suzanne, 1) At a close outlook therefore, internet monitoring plays an exorbitant role in defining the success of the company. It will help to monitor the interest of the parties into the company. Either, it helps to provide standards with which a company can be able to realize its operational efficiencies and economies of scale into the business activities when it does not loose its operational benefits to the competitors through the workers. At the market place full of competition, the nature of information flow between various parties should be highly monitored.Company information should be held as copyright protected material whose flow between particular persons within the organization should be evaluated. Unless such information is made public, any external exchange between the workers and some stakeholders of the company may breach the rights of the copyright protected work. A clear definition of public and private information of the company should be put into place to ens ure a coordinated approach between the information flow from the workers and the external environment.

Financial aid essay Example | Topics and Well Written Essays - 250 words

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Johnny Cash Essay Example | Topics and Well Written Essays - 1750 words

Johnny Cash - Essay Example Partly of Indian descent, Johnny Cash was born in Kingsland, Arkansas on 26 February 1932 into the family of a poor sharecropper, Ray Cash. Little Johnny was raised in a shotgun shack in Arkansas’s cotton zone. The Cash family eked out a hand-to-mouth existence supported by working long hours at farming cotton. Johnny joined the family occupations from the age of five. His first exposure to music came when singing along with his family as they worked in the fields during the day and sang hymns on the porch at night. After working hard during the day, Johnny liked to listen to the radio at night. The country songs aired on the radio inspired him to write his own songs, and he started doing this at the age of twelve. While at school, Johnny once sang on the Arkansas radio station KLCN. His mother Reba encouraged him to write songs, and also taught him how to play the guitar. In later life, his singing career began when he auditioned with Sun Records and its owner Sam Phillips.T

Discuss the strengths and weaknesses of the recent European Union Essay

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See notes Essay Example | Topics and Well Written Essays - 500 words

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State Budget Nationally and in Massachusetts Essay

State Budget Nationally and in Massachusetts - Essay Example The budget cuts ratified in no less than 46 states in addition to the District of Columbia ever since 2008, have been executed in all main sections of state services. The state services where the budget cut have been incurred include the health care segment in around 31 states, primary education segment in 34 states as well as the District of Columbia, higher education segment in 43 states, and services to the old as well as disabled in 29 states in addition to the District of Columbia among other areas. The States have made these budget cuts for the reason that revenues earned by the States from income taxes as well as sales taxes, in addition to other revenue resources used to compensate for the above discussed state services decreased owing to the recession. Simultaneously, the requirement for these state services did not reduce and, in reality, the requirement got elevated as the number of people encountering economic complexities amplified (Johnson & Et. Al., â€Å"An Update on State Budget Cuts   At Least 46 States Have Imposed Cuts That Hurt Vulnerable Residents and the Economy†). ... Throughout the period of dot-com bubble, Massachusetts considerably decreased the income tax rates, elevated the individual exemption level, cut the rate of tax on dividends as well as interest revenue into half in addition to endorsing a number of tax cuts for businesses. The state fell short of recognizing that the economic upturn due to the dot-com success would not last for long (Massachusetts Budget and Policy Center, â€Å"Fiscal Fallout: The Great Recession, Policy Choices, & State Budget Cuts, Fiscal Years 2009-2012†). Consequent to these cuts in the tax rates and other alterations, the revenue collections from tax decreased to around 5 percent of the total state earnings by the end of the year 2009. Thus, there was a diminution of about $3 billion in revenue generated from tax. This diminution in the tax revenue produced fiscal instability over the years. Massachusetts had not reinstated funding for necessary state services or made sufficient deposits into the state f und, in order to be equipped to face potential economic depressions. During the recent financial calamity, Massachusetts had depended principally on around $3 billion funds generated in the form of budget cuts and reserves to deal with the continuing budget shortfall. Massachusetts also collected about $1 billion in the form of taxes, and utilized more than $1.5 billion per annum in the form of Recovery Act as well as associated financial support from the federal government in the last couple of years. The federal government funds performed an imperative function in assisting all the states in the US to protect the vital state services and prevent further tax increments

AT&T annual report analysis Essay Example | Topics and Well Written Essays - 500 words

AT&T annual report analysis - Essay Example Images in AT&T’s 2013 annual report to show that the company serves people from different multi-ethnic communities.There is a picture of two small children using a computer on a luxurious bed. Behind them is a large Cupboard with books and a world globe on top of it. The children are illuminated by light from the computer; displaying their faces of different colors which means that they come from different racial/ethnic communities. Perhaps they are using internet technology (product) from AT&T. The world globe on top of the cupboard also shows that the company serves people or ethnic communities from different parts of the world. Therefore, these pictures welcome investors from different cultures of the world to invest in the company’s shares and to display global marketability of the company. AT&T’s 2013 annual report effectively uses color to create a clear visual image of the company’s performance for the investors to be convinced that the company is performing well; hence it is worth investing in it. For instance, the title â€Å"To our investors† on page one is written in capital letters and red colors to invite investors to read the message given by the company. In AT&T’s 2013 annual report, figures indicating key financial performance measures of the company are also colored to clearly show the company’s performance to investors in a way that they can see easily and be convinced about the performance. Comparison in growth of earnings between 2012 and 2013 are also shown in red and blue colors on page 7 of AT&T 2013 annual report. AT&T 2013 annual report also uses figures in form of pie charts graphs in order to show the share performance of the company and convince investors to buy shares. For instance, on page two there is a pie chart which shows the revenue growth generated by different lines of business including wireless, voice and wireline data. This helps investors to visualize the performance of the company in terms of

PHILOSOPHY OF MINISTRY PAPER Research Example | Topics and Well Written Essays - 2000 words

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Lifespan Development Essay Example for Free

Lifespan Development Essay Lifespan development, also known as human development, is a field of study that is devoted to understanding constancy and change throughout a person’s lifespan (Berk, 2010). Lifespan development begins with infancy and looks at several points in a person’s life in which significant change takes place. The study of children did not begin until the late nineteenth and early twentieth centuries (Berk, 2010). Throughout the years, there was much speculation about how people grow and change and when combined with research, theories of development surfaced. These theories were vital and provided organized frameworks for observations of people and they are verified by research and provide a basis for practical action (Berk, 2010). Many theories developed to study the development of infants and children through out life and these theories continue to have an impact on society and research today. There are many notable development researchers and schools of thought such as Locke, Rousseau, Arnold Gesell, Ivan Pavlov, Lawrence Kohlberg, Social Learning Theory, Stages of Moral Development, and Ethiological Theories just to name a few (Crain, 2005). There are some researchers and schools of thought who still have an impact today such as Charles Darwin and his theory of evolution, Jean Piaget and his Cognitive-Developmental theory, and the Psychoanalytic theory first developed by Sigmund Freud. Charles Darwin is significant to developmental studies today because it was he who paved the way, or opened the door for the many schools of thought that followed. Darwin is known as the forefather of scientific child study (Berk, 2010). Darwin was a naturalist who observed the variation among plant and animal species but along with that, he also noticed that within a specific species, no two individuals were alike (Berk, 2010). Darwin developed his theory which emphasized the principles of natural selection and survival of the fittest. Darwin’s theory stated that certain species survive in particular environments because they have characteristics that fit with or are adapted to their surroundings (Berk, 2010). Those within the species that best meet the survival requirements live long enough to reproduce and keep the species going (Berk, 2010). Darwin, in his travels and research, noticed some similarities in prenatal growth among species. Darwin noted that the embryos of most species are highly similar in their early forms revealing their descent from a common ancestor (Crain, 2005). Today, in the broad scheme of things, Darwin’s theory is correct in that there is variation within species and only some survive long enough to reproduce and pass along traits. What Darwin did not understand was the mechanisms underlying the transmission of traits (Crain, 2005). Because of this, Darwin is considered the starting point for the vast amount of research done on lifespan development. Another important aspect of the study of lifespan development is the Cognitive-Developmental theory of Jean Piaget. Piaget’s theory stated that children actively construct knowledge as they manipulate and explore their world (Berk, 2010). Piaget did not believe that a child’s learning depended on reinforcers as the behaviorists believed. Piaget developed stages and he realized that children pass through his stages at different rates and did not pay specific attention to the ages at the various stages but noted that they all pass through the stages in the same order (Crain, 2005). Piaget’s theory consisted of four periods: Sensorimotor Intelligence (birth to 2 years), Preoperational Thought (2 to 7), Concrete Operations (7 to 11), and Formal Operations (11 to adulthood) (Berk, 2010; Crain, 2005). Piaget was able to convince people that children are active learners whose minds consist of rich structures of knowledge (Berk, 2010). Piaget’s research influenced much of the research today that focuses on children’s concept of self, other people, and human relationships. Many educational philosophies and programs that place emphasis on discovery learning and direct contact were encouraged by Piaget’s theory (Berk, 2010; Crain, 2005). Piaget’s theory did not come without criticism and challenges. Some researchers believe that Piaget actually underestimated the competencies of children. This called for much research to be conducted to challenge and refute Piaget’s theory and also to find ways to expound upon and improve his theory. The most influential school of thought is that of the Psychoanalytic perspective developed by Sigmund Freud. This perspective states that people move through a series of stages in which they confront conflicts between biological drives and social expectations. (Berk, 2010). The school of thought basically focused on the fact that psychological change is governed by inner forces such as feelings, impulses, and fantasies (Crain, 2005). Freud had all of his patients use free association in their sessions allowing them to talk freely about the painful events of their childhood (Berk, 2010). Freud developed the psychosexual theory based on theiry unconscious thoughts. This theory states that how parents manage their child’s sexual and aggressive drives in the first few years is crucial for healthy personality development (Berk, 2010). Freud’s theory was considered the first to place importance on the influence of the early parent-child relationship and its involvement in development (Berk, 2010). Freud’s theory received much criticism because he did not study children directly and was heavy on the sexual influences in development (Crain, 2005). The controversy surrounding this particular school of thought, prompted much research making it one of, if not the influential theories in development. Research on the many aspects of emotional and social development which includes infant-caregiver attachment, aggression, sibling relationships, child-rearing practices, morality, gender roles, and adolescent identity grew from the theory of Freud (Berk, 2010). There are many different ways in which development is researched. One way is systematic observation. There are different ways in which observations of children and adults can be conducted. Some researchers choose to go into the field or the natural environment and record the behavior which is known as naturalistic observation (Berk, 2010). Through naturalistic observation, researchers are able to get a first hand look at the subjects. On the other side though, some people may not display the same behavior in their everyday life. Structured observations happen when the researcher sets up a laboratory situation that evokes behavior of interest so that every participant has equal opportunity to display the response (Berk, 2010). The ways that the research is gathered varies depending on what is being researched. Systematic observations tell how people actually behave but fail to provide the reasons behind the behavior. Self-reports allow participants to provide information on their perceptions, thoughts, abilities, feelings, and other things of that nature. They are normally structured interviews, unstructured interviews, questionnaires, and tests. Clinical interviews allow for researchers to use a flexible, conversational style to probe for the participant’s point of view (Berk, 2010). Structured interviews, which includes tests and questionnaires, asks all participants the same set of questions (Berk, 2010). They are easier to score and the researchers are able to identify a behavior of interest because the participants is given alternatives in answer choices. The case study methods brings together a wide range of information on one person, including interviews, observations, and test scores (Berk, 2010). This method is generally used when one wants to study a particular group that may be small in size but varies in characteristics. This method can be viewed as bias because the information that is collected is sometimes done unsystematically and is subjective and geared toward the researchers theoretical perspective. There are other ways of studying development such as ethnography which is aimed at studying a culture as a whole or a distinct social group through participant observation. Ethics plays a major role in the study of development as well. It is important to consider things such as the rights of the participants. This includes, protection from harm, informed consent, privacy, knowledge of the result, and beneficial treatments (Berk, 2010). Informed consent is especially important because it provides safeguards for children and elderly people who are cognitively impaired or have to be cared for in settings for the chronically ill (Berk, 2010). Research generally creates ethical issues because of the search for scientific knowledge and at the same time has the opportunity to exploit people. References Berk, L.E. (2010). Development through the lifespan. (5th Ed.). Boston, MA: Allyn and Bacon Crain, W. (2005). Theories of development: Concepts and applications. (5th Ed.). Upper Saddle River, NJ: Pearson Prentice Hall

The Political Philosophy of the Constitution Essay Example for Free

The Political Philosophy of the Constitution Essay From my own perspective I feel that the major ideas of the political philosophy of the constitution are to mandate non-partisan redistricting for elections to enhance electoral competition. For example: To reduce the role that legislative politics might play, five states (Arizona, Hawaii, Idaho, New Jersey and Washington), carry out congressional redistricting by an independent or bipartisan commission. Two states, Iowa and Maine, give independent bodies authority to propose redistricting plans, but preserve the role of legislatures to approve them. Seven states have only a single representative for the entire state because of their low populations; these are Alaska, Delaware, Montana, North Dakota, South Dakota, Vermont and Wyoming. Redistricting is also necessary within school districts, where attendance zones have grown (or occasionally shrunk) disproportionately to the occupancy capacity of each public school in the system. This always occurs when a new school is built or one is closed, but may also occur due to other shifts in population. These districts are necessary not only to balance enrollment, but also to coordinate school bus routes. Separate maps are usually kept for each level: elementary school, middle school, and high school, for example. This is not an inherently political process, however parents can become very upset when their children are moved from a school they like (or to one they dont), and occasionally elected school boards have been forced to change plans after protests. 2nd Eliminate lifetime tenure for federal judges in favor of non-renewable 15 years term for all federal judges. Judges and certain members of some senates or upper chambers (senator for life) most commonly have life tenure. The primary goal of life tenure is to insulate the officeholder from external pressures. And last a Political meeting which we know as a constitutional convention is a gathering for the purpose of writing a new constitution or revising an existing constitution. A general constitutional convention is called to create the first constitution of a political unit or to entirely replace an existing constitution. An unlimited constitutional convention is called to revise an existing constitution to the extent that it deems to be proper, whereas a limited constitutional convention is restricted to revising only the areas of the current constitution named in the conventions call, the legal mandate establishing the convention. Constitutional conventions have also been used by constituent states of federations such as the individual states of the United States to create, replace, or revise their own Constitutions though several states have never held a national constitutional convention for the purpose of proposing amendments, the 21st Amendment to the US Constitution was ratified not by the state legislatures, but by state level conventions after it was passed by Congress, as described as an alternate method of ratification in Article V of the US Constitution. Furthermore, The systematic elaboration of the consequences for politics of suggested resolutions of philosophical dilemmas (or of the intractability of those dilemmas). The greatest works of political philosophy try to present those consequences in relation to fundamental cosmological, ontological, and epistemological issues. They articulate a view of human nature which links the cosmological with the political. On a less grand scale, political philosophy explores the political implications of particular disputes, for example about the nature of the self (see communitarianism; freedom; liberalism; and autonomy), or about the notion of moral responsibility (see punishment). There is obviously a close connection between political philosophy and moral philosophy, because both involve exploring the nature of judgments we make about our values; consequently, when it was thought on epistemological grounds that it was not the place of philosophy to explore these normative matters, political philosophy was declared to be dead. Contemporary political philosophy flourishes because the epistemological argument once thought fatal to it has Do we need a Constitution. Yes! we need a Constitution because The founding principles behind the Constitution, were values created by men enduring the stress and pressure of creating a new union aside from the rule of Great Britain. Much debate and thought about human values and the rights of a free people were instituted in the writing of this famous document that has endured in the United States for nearly 232 years. Although there have been a variety of amendments, the basic content has been respected and used to govern in the USA throughout history up to the present. The majority of citizens believe in this document to govern our country as its tradition is valued still by many. Just like the Bible is a guide to many religious denominations, the constitution is a guide to the structure, laws and behaviors influencing the culture in America. In conclusion I hope that my ideology on major ideas of the political philosophy of the constitution are true and not of opinionated facts. I obtained my REFERENCES from: Hampton, Jean (1997). Political philosophy. p. xiii. ISBN 0813308586. http://books. google. com/books? id=-. Political philosophy is about political societies. ^ Sahakian, Mabel Lewis (1993). Ideas of the great philosophers. Barnes Noble Publishing. p. 59. ISBN 1566192712. Kraut, Richard (2002). Aristotle: political philosophy. Oxford University Press. p. 3. ISBN 0198782001. (Cicero: a study in the origins of republican philosophy. .http://books. google. com/books. By the ninth and tenth centuries ^ Gellner, Ernest (1992). Plough, Sword, and Book. University of Chicago Press. p. 239. ISBN 0226287027. Natural Law and Calvinist Political Theory. Trafford Publishing. p. 19. ISBN 1412007382.

Karl Marx Biography

Karl Marx Biography In this essay I will seek to assess the contribution of Karl Heinrich Marx, to the writing of History in this present day. To do that I will look at the factors that influenced the man such as the thinking during the period he grew up in, the political atmosphere at the time, the persons who Karl Marx associated with and those who influenced him and finally I will look at how the writings and theories of Karl Marx changed the way History is written today. Karl Marx was born on the 5th of May 1818 in Trier in Prussia in the geographical area of what is now Germany. He studied at the universities of Bonn, Berlin and Jena. After finishing school he went and wrote for the Rheinisch Zeitung. Marx married his girlfriend Jenny von Westphalen and then he moved to France, it was while in Paris that Marx began to mingle with the working class, while appalled at their poverty while at the same time he was surprised and impressed by their comradely. It was also in Paris that Marx met and became close friends with Friedrich Engels; they both shared similar views on capitalism. Karl Marx had numerous influences and to understand his reasoning we would have to understand his influences, perhaps the greatest influence on Karl Marx was Georg Wilhelm Friedrich Hegel. He was one of the foremost philosophers in Germany, with his opinions being widely thought, however his followers were divided into right wing and left wing Hegelians. The Left Wing Hegelians of which Karl Marx associated with were mostly revolutionary figures in politics. Marx did not interact with Hegel on a face to face basis but rather studied under one of his pupils who was Bruno Bauer. Marx was also influenced by his close friend Engels book, The Condition of the Working Class, which had led to the Marxs conception of the historical dialectic of class struggle. Social classes develop on the basis of the different positions that individuals fulfill in the prevailing mode of production-that is, the economy as quoted from Power and Society: An Introduction to the Social Sciences by Brigid C. Harrison, Thomas R. Dye. The central theme of Marxs thinking was the issue of class struggle, he was not the first to understand that society was divided into stratified classes, however he was the first to discover that the existence of classes were interlaced to the forms of production or economic structure in place and that the proletariat which has it meaning in the Latin word proletarius which means the lowest class in society could revolt and lead to the creation of a society without classes. The history of all hitherto existing society is the history of class struggles. As quoted from The Communist Manifesto and Other Writings by Karl Marx and Friedrich Engels which basically meant that Marx viewed all forms of society before and up to his time as s tratified ones with persons of the lower classes fighting for a more prominent or higher social class than the one they currently occupied. Karl Marx noted in The Germany Ideology that the class which is the dominant material force in society is at the same time its the dominant intellectual force. Which simply meant that the persons in a position of authority at any period in time are the ones who determine the goals of that age and if we delve deeper into that we can comprehend that if a select group of persons control the thought patterns they will basically use that intellectual advantage to forward progress in their favor or use it to keep to lower classes under subjection or in perpetual poverty unless those lower classes collectively come together to overthrow the ruling classes and ensure that advancement is in favor of all. The contribution of Karl Marx to historiography created a different way of analysis of the past. Historical Materialism was a theory of Marx that afforded the opportunity to use a methodological approach to historians as well as bringing to the forefront, the predicament of persons in the lower classes of society which also ties into History from Below which simply means observing and commenting on historical progress from the view of ordinary persons in society as opposed to the Great Man View which means only writing history from the perspective of kings and other such persons of great influence in society. His reasoning was that, changes in history occurred not by a series of accidents but were the outcome of relationships between people. The hypothesis of Historical Materialism was first originated by Marx in the book Das Kapital: A Critique of Political Economy. He maintained that division of labor is not equal therefore it would lead to some having more than others and out of that would arise conflict and the only path to the complete change and abolition of societal hierarchy would be through social or political upheaval. The theory of Historical Materialism is divided into a three-part social structure, which are: the productive forces, the relations of production, and the political and ideological superstructure. The Functional Explanation is what is put forward by the theory in an attempt to explain why these three parts are an asset to each other and are essential for progress. An example of this view in use by a historian can be seen in the works of F.W. Walbank who speculated that these productive forces were responsible for the fall of the Roman Empire, whos rate of production remained the same whilst the cost of maintenance and expansion increased and that when combined with the use of slaves who were offered no incentives and viewed all forms of labor with contempt was what kneelt the death blow to the roman empire. Marx deemed that to prevent a repeat of the fall of the Roman Empire in modern societies, society would have to develop and move forward in a series of stages. Some of which had already come to pass and the present one in which he lived. These stages in order of appearance were; Communalism or Primitive communism because of the lack of individual ownership of property and the lack of social hierarchy, where persons who lived under this system shared everything and life was not looked at from an individual stand point but rather from the stand point of the group as a whole as they hunted and gathered together, The stage that followed was the Slave Society, this was such as it was the emergence of classes where there was a section of society that owned slaves and then there was the slaves themselves, agriculture was developed to a point where it could support large populations also persons no had private property and such some persons had more than others and possess the wealth to buy even persons and view them as property, after came Feudalism which came to prominence during the European middle ages, where the lands were ruled by a small land owning nobility who got their positions of power by; inheritance, conquest or marriage, the major classes during Feudalism were; Kings, Lord and Serfs who were on par with slaves with the difference mainly being in the name and the fact that they were not legally owned by the landlords, nest came Capitalism which had an economy based on mechanical production, most individuals had personal property, it was not ruled by monarchs but it was a democracy where power was awarded by the people through election, this however does not mean that there was universal suffrage, also in a capitalist system workers were paid wages for duties performed which in turn led to the existence of financial institutions, however Marx viewed capitalism as an evil to be abolished for a better for of society because capitalism still had a minority ow ning most of the resources while the majority had none and labored for miniscule wages in deplorable conditions, Socialism was the next best thing as it had a planned economy with no personal ownership of property with the ruling being done by groups of the common people who had no real higher social status than the persons who they governed and finally came Pure Communism which was basically the same as socialism but without any remnants of capitalism. The contribution that Marx therefore had on history was that Historians who used his theories in research focus on specific points such as the growth of productive forces in society, civilizations characterized by the dominate classes and their relationship to production, and the view of political institutions in a broader social context. Marx also was criticized heavily for is theory on history, in Historiography: Ancient, Medieval, and Modern by Ernst Breisach it was said that the theory was destructive to the existing social order, to empirical research, and to a truly historical view of the world. This was due to the strict guidelines by which Marx viewed history as in there was no leeway to explore other reasons for the way things happened and the way they are now. In conclusion, the theory of Historical Materialism by Karl Marx was influential the world over to both historians and on-historians alike, it offered tools and definitions that aid the study of history today. He brought to history the focus on the classes of society and the effect they have on civilization also he started to shift away from the notion that history was only to be written about Great Men but instead can also be written from the perspective of common folk. It was said of Marx by Che Guevara he suddenly produces a qualitative change in the history of social thought. He interprets history, understands its dynamic, predicts the future, but in addition to predicting it, he expresses a revolutionary concept: the world must not only be interpreted, it must be transformed.

Bluest Eye :: Essays Papers

Bluest Eye Pecola, an eleven-year-old black girl, is the protagonist of The Bluest Eye. Her family lives in grinding poverty in Lorain, Ohio. By 1941, her parents' marriage had turned bitter and violent. Cholly, her father, is an alcoholic and Pauline, her mother, prefers to retreat into the fantasy world of the movie theater. Surrounded by a culture that equates beauty with whiteness, Pecola becomes convinced that she is ugly because she has African features and dark skin. She prays to God every day for blue eyes, thinking that her family would suddenly become stable and loving if she were beautiful. The Bluest Eye, Toni Morrison’s first novel, examines racism, sexuality, and growing up in a hostile world. The novel focuses on three young girls: Pecola Breedlove and Claudia and Frieda McTeer. Claudia serves as the narrator of the book and summarizes the plot: Pecola was raped by her father, became pregnant with a child that died, and went insane. Cholly Breedlove is Pecola’s alcoholic father that spends time in jail, works on a chain gang, and kills three white men before meeting Pauline in Kentucky. Pauline Breedlove is Pecola's mother. A lonely woman, she is unable to face the pressures of the world; she often retreats to the fantasy world of the Movie Theater. She firmly subscribes to the notion that Caucasian features are the standard of beauty. Furthermore Pecola's parents, Cholly and Pauline, send their daughter to live with the McTeers because their own home has been destroyed in a fire Cholly started. Claudia and Frieda MacTeer are two poor young black girls from Lorain, Ohio. Claudia narrates parts of The Bluest Eye. Life is hard for the sisters, but their stern yet loving parents protects them. After Cholly burns down his family's house, Pecola comes to stay with the MacTeers. Frieda and Claudia quickly befriend her. Claudia resists the white ideal of beauty that entrances Pecola. The two sisters are loyal to Pecola, defending her against the taunts of their classmates and truly pitying her after the rape. They try to save Pecola's baby by planting the marigold seeds they had been selling to earn a new bicycle, but the flowers never bloom and Pecola's baby dies after being born prematurely. Bluest Eye :: Essays Papers Bluest Eye Pecola, an eleven-year-old black girl, is the protagonist of The Bluest Eye. Her family lives in grinding poverty in Lorain, Ohio. By 1941, her parents' marriage had turned bitter and violent. Cholly, her father, is an alcoholic and Pauline, her mother, prefers to retreat into the fantasy world of the movie theater. Surrounded by a culture that equates beauty with whiteness, Pecola becomes convinced that she is ugly because she has African features and dark skin. She prays to God every day for blue eyes, thinking that her family would suddenly become stable and loving if she were beautiful. The Bluest Eye, Toni Morrison’s first novel, examines racism, sexuality, and growing up in a hostile world. The novel focuses on three young girls: Pecola Breedlove and Claudia and Frieda McTeer. Claudia serves as the narrator of the book and summarizes the plot: Pecola was raped by her father, became pregnant with a child that died, and went insane. Cholly Breedlove is Pecola’s alcoholic father that spends time in jail, works on a chain gang, and kills three white men before meeting Pauline in Kentucky. Pauline Breedlove is Pecola's mother. A lonely woman, she is unable to face the pressures of the world; she often retreats to the fantasy world of the Movie Theater. She firmly subscribes to the notion that Caucasian features are the standard of beauty. Furthermore Pecola's parents, Cholly and Pauline, send their daughter to live with the McTeers because their own home has been destroyed in a fire Cholly started. Claudia and Frieda MacTeer are two poor young black girls from Lorain, Ohio. Claudia narrates parts of The Bluest Eye. Life is hard for the sisters, but their stern yet loving parents protects them. After Cholly burns down his family's house, Pecola comes to stay with the MacTeers. Frieda and Claudia quickly befriend her. Claudia resists the white ideal of beauty that entrances Pecola. The two sisters are loyal to Pecola, defending her against the taunts of their classmates and truly pitying her after the rape. They try to save Pecola's baby by planting the marigold seeds they had been selling to earn a new bicycle, but the flowers never bloom and Pecola's baby dies after being born prematurely.

Influence of the Wealthy Over the Media and Politics Essay -- Informat

"Freedom of the press is guaranteed only to those who own one." --- —A.J. Liebling. The majority of media in the United States, are owned in operated by wealthy individuals and corporations. Media also helps portray â€Å"big business† good or bad, depending on their influence, mostly due to contributions. Due to these contributions, select few have been able to manipulate and create a bias towards the contributor. Eventually free media and press evolved into the oligarchy that now â€Å"runs† our country. It is impossible to report everything that happens, therefore bias in unavoidable. But the amount and degree of bias can be controlled. In this country there is said to be a liberal media and conservative media. Though it is hard to define the two, in layman’s terms, liberal is more â€Å"open ideas† in a sense and conservative is sticking to the fundamentals. It is fair to say that there are no morals in business, especially in Corporate America. If morals were the leading factor there would obviously be more diversity within the media. Take, for example, ABC Nightly News- every night one can see that NBC Nightly News is covering the same stories and topics and no more. The media portrays a relative philosophy in that the media displays news it believes is relevant to the time. When people, such as Dan Rather and the Killian Documents, report news found to be harmful to the reputation of big business or government they are censored, or in Dan’s case forced to resign. ... ... The news is now filled with personal problems and insignificant little stories. It has transformed from making truths aware, even if they are bad, to nurturing and protecting against problems. The founding fathers are turning in their graves. This is exactly what they were fighting against, censorship and control laying with a few not the people. The Internet has formed a revolution in the way we obtain and interpret information. There is not a corporation or political influence, in most cases, and awareness about issues can be done cheaply and inexpensive without the censorship of the FCC or other organizations. We should have a new Constitution stating: separation between church, state, media (news), big business, and politics. Influence of the Wealthy Over the Media and Politics Essay -- Informat "Freedom of the press is guaranteed only to those who own one." --- —A.J. Liebling. The majority of media in the United States, are owned in operated by wealthy individuals and corporations. Media also helps portray â€Å"big business† good or bad, depending on their influence, mostly due to contributions. Due to these contributions, select few have been able to manipulate and create a bias towards the contributor. Eventually free media and press evolved into the oligarchy that now â€Å"runs† our country. It is impossible to report everything that happens, therefore bias in unavoidable. But the amount and degree of bias can be controlled. In this country there is said to be a liberal media and conservative media. Though it is hard to define the two, in layman’s terms, liberal is more â€Å"open ideas† in a sense and conservative is sticking to the fundamentals. It is fair to say that there are no morals in business, especially in Corporate America. If morals were the leading factor there would obviously be more diversity within the media. Take, for example, ABC Nightly News- every night one can see that NBC Nightly News is covering the same stories and topics and no more. The media portrays a relative philosophy in that the media displays news it believes is relevant to the time. When people, such as Dan Rather and the Killian Documents, report news found to be harmful to the reputation of big business or government they are censored, or in Dan’s case forced to resign. ... ... The news is now filled with personal problems and insignificant little stories. It has transformed from making truths aware, even if they are bad, to nurturing and protecting against problems. The founding fathers are turning in their graves. This is exactly what they were fighting against, censorship and control laying with a few not the people. The Internet has formed a revolution in the way we obtain and interpret information. There is not a corporation or political influence, in most cases, and awareness about issues can be done cheaply and inexpensive without the censorship of the FCC or other organizations. We should have a new Constitution stating: separation between church, state, media (news), big business, and politics.

How To Get To School Without Saying The F Word :: essays research papers

Ingredients: Yourself and the city of New York Please! Don’t scream too loud at the sunlight piercing your protesting eyes, torn from the throes of a trip in Rome. Monotonously say, â€Å"Yes Mom,† to the screaming she-devil dragging you out of bed. Place your feet on the cold floor and yelp. Scramble for your floppies; make sure they’re under the bed. No other place will do. You will now be forced to grope underneath the bed for this necessary accessory. Make sure your hand encounters something cold and slimy that you can’t identify. But please! DON’T SAY THE F WORD. Remember, Mom is watching. Remove your hand, wipe on tissue and slowly make your way to the bathroom. Make sure it is occupied; hopefully by your brother but if he is not available, your sister will do. If it is your father, go back to your room and wait for either sibling. Once your brother or sister is in the bathroom, bang on the door at least twice. Repeat if desired. Have them stay inside for another five minutes, pace the hallway in impatience and wish to be an only child. You may also wish to die but this is quite drastic and not necessary. Once the occupant leaves the bathroom, glare at them angrily and then stalk inside. Jump into the shower, turn the wrong knob so that cold water pours over your face. But please! DON’T SAY THE F WORD. Someone might be standing right outside. Make sure your shower is just long enough so that you have to skip breakfast. Emerge from your shower, don a towel and stare at yourself in the mirror. Complain about your looks, wallow in self-pity and begin to cry hysterically. Stop crying. Stare at yourself in the mirror, analyze your face. Say, â€Å"It could be worse.† Blame the media for your insecurities, and give yourself a pep talk. Try to brush your teeth without incident. Whistle a little, be happy. Don’t trip on the way out the bathroom. Tip-toe on the cold, hard floor to your room where your little sister lies in ambush in the corner . She will dart out screaming and scare you to death, them run shrieking down the hallway. Please! DON’T SAY THE F WORD! Her young, impressionable mind does not need the profanity. Quickly grab the first T-shirt and jeans you find in the Everest of piles that is your clothing.

Language acquisition Essay

Nature and nurture are two ways of determining the factors that are involved into the human nature. My goal in this essay is determining what are the main factors involved in the acquisition of the language in a human. By the extension of both terms, I will extend these two terms not only in the way of acquisition but also in the way of learning a language. Why? Because language is basically communication and not only children learn how to speak a language, adults can also learn. Nature Nature is the fact in which genetics and biological factors are involved. The meaning of this term affirms that is the individual the responsible of its own growing and in its extremist significance, society and enviroment does not anything to do with human learning. In the nature position, there is a branch which affirms that the brain is divided into modules and one of this has an prenatal predisposition for acquiring language. For instance: FOX P2 is a gene that is involved into the acquisition of language in children. The mutation of this gene may cause disruptions in the speech of the individual, including the unability of pronouncing any intelligible word. The most visible fact that makes nativism a theory is babies’ babbling. Children receive stimuli since the moment they are born and the way they react to that words is unique. For example, babies pay attention and react the stimulus sucking while their mothers are talking their L1 but they do not so if they are listening to other language, even if it is their mother voice. This theory is mainly supported by famous investigators such as Avram Noam Chomsky, Jerry Fodor or Ludovica Serratrice. Nurture Nurture is the fact that involves the family and the enviroment into the acquisition of a language. This theory suggests that the language is acquired by social relationships. Its most extreme position points out that human can only learn language by the exposition to it and the innateness of language is impossible: there is no genetical predisposition for learning a language for a newborn until he is into an advanced age. Nurture in language supports the idea that motherise is the origin of the language in children. The most important division of this ideology is the behaviourism, followed by Burrhus F. Skinner and Ivan Petrovich Pavlov. Behaviourism says that everything that human could learn is done by imitation. However, this theory is not valid because it cannot explain why human can create sentences that had never heard. However, in its nowadays line of thinking, admits that genetics have something to do with acquiring language. For example, a baby that sees a lollipop and wants that item would try to catch her mother attention by moaning and pointing at it. This is the first step in the communication. The second one will be acquire enough words for transmitting that information. This fact has a genetic impulse given by the recently discovered â€Å"gene of happiness†, named as 5-HTTLPR, a serotonin transporter who is able to produce satisfaction. The debate Although the debate seems to be stuck in favour of nature, there are things that make me think about what is true in both stands. Coming back to that child sitting on that wheelchair, trying to say to her mother that he is desiring that lollipop from that shop, I must say there are a lot of factors that child ignores. First of all, the reaction of calling his mother is an attempt of communication based on the newborn innate reaction of crying. When a baby cries, requires attention and this evolves into a more mature reaction that is moaning. The trouble of this idea comes when the child acquires the words. This lexicon is acquired by their environment, the family and the rest of society that has a kind of relationship with the individual. However, it is known that this child owns a genetic disposition for making structures in language but he has to learn it from others. Genes or family? Here resides the question. Logically, with these parameters already set it would not be possible to be carried to mistake. On a study looking for heritable factors took with children who were adopted, brothers and twins, it revealed that language is inherited by parents in a lower range. But genes also respond to signals from environmental factors, not just the characteristics which the individual started. if genes would determine everything in a person, society would not be possible. This receptivity allows a cultural belonging and the same behaviour into a community. Of course heritable factors are in the mix, giving the sense of family. In terms of linguistics, children first learn from their families and after a few years they learn other kind of language with a â€Å"second family†. Acquiring that language allows a person to enter into a specific community as teenagers start listening to rock music if their friends like it. An experiment took in Minnesota, United States, by T. J. Bouchard Jr determined that twins reared apart and reared together had different levels of happiness. Monozygotic twins reared together showed more correlation in genes than the ones carried apart. So heritable factors are not concluding in the study. The debate balances in favour of the nurture side talking about second language acquisition. Why is not learning a language as easy as children do. Children have a period for learning a language. Chomsky has proved in several studies that syntax can be acquired until seven years old and phonetics until sixteen. Further of these range of age, learning for a person is impossible if it is about L1 and difficult for L2, even elder the individual is. â€Å"Jenny case† is the evidence of this. Jenny was a girl who was treated as a dog since she was born, abandoned in a room of her parents’ house without any contact with people. When the police found them, she was eleven years old and she was unable to acquire language. In case of second language, everybody who attended a class of a foreign language and met a retired man attending those classes should know by experience that man would not learn that language even he works hard on it. Conclusion A native speaker is the result of himself and the society. Parents have a part in acquisition, as the society does. Bibliography http://en. wikipedia. org/wiki/Noam_Chomsky#Linguistics http://en. wikipedia. org/wiki/Nature_versus_nurture#Nature_and_nurture http://en. wikipedia. org/wiki/Language_acquisition#Representation_of_language_acquisition_in_the_brain.

Management Specification

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