Narcissistic personality disorder Research Paper

Narcissistic personality disorder - Research Paper Example Diagnosis There are no laboratory tests or medical examinations that can be undergone to determine if someone has narcissistic personality disorder. As such, narcissistic personality disorder is often diagnosed through the means of observing an individual displaying signs or symptoms, or else a psychological evaluation involving questionnaires and responding to certain scenarios during which signs of narcissism can be observed. Since many signs and symptoms of narcissistic personality disorder can be found in other personality disorders, it is not uncommon that someone is diagnosed with multiple disorders, or even misdiagnosed if there is not enough evidence to prove a specific disorder. In the Diagnostic and Statistical Manual of Mental Health, the American Psychiatric Association has provided a list of criteria that must be met for a person to be properly diagnosed with narcissistic personality disorder. ... praised based on looks or talents by adults; severe emotional abuse as a child; an imbalance of excessive praise and excessive criticism; and overindulgence by the parents (Groopman and Cooper, 2006). When these behaviors are continued throughout the childhood of the individual and a failure on the behalf of the child causes a cease in the praise and admiration, narcissistic personality disorder can be exposed as they become an adult. Narcissistic personality disorder is a very rare personality disorder and is more common in adult males. As aforementioned, the cause of narcissistic personality disorder is unknown, but researchers have still compiled some risk factors that might play a role in an individual developing narcissistic personality disorder as they become older. A massive lack of praise during childhood or neglect or abuse during a young age are among the more common risk factors. As can be seen in the causes and risk factors, narcissistic personality disorder usually begin s while the individual is a child, but does not make itself known until they reach adulthood. Symptoms The greatest symptom of narcissistic personality disorder is overdramatic and overemotional behavior. â€Å"People with this disorder require attention and admiration and have difficulty accepting personal criticism (Sue et al, 2010)†. Some of the other more common symptoms connected with narcissistic personality disorder involve the individual believing that they are better than anyone else, thus acting accordingly and expecting an excess of admiration and praise from others. Suffers of narcissistic personality disorder over-exaggerate their accomplishments and their talents in an attempt to receive praise from others, though feeling jealous if they observe someone else being more

Bronze Age in Ireland Essay Example for Free

Bronze Age in Ireland Essay The arrival of the Bronze Age in Ireland was a gradual process, as there is no sharp division between the last Stone Age and the early Bronze Age. The Bronze Age is broken up into three groups including the Early Bronze Age, Middle Bronze Age, and Late Bronze Age. Nevertheless there is a general agreement that the Bronze Age started around 2000 B. C. and lasted until about 500 B. C.  As the era suggests, it was the new metal work technology practiced most effectively by the Beaker people in the north-eastern part of the country that caught the attention and imagination of those with artistic talents. As well as that it was the transition of the use of a different harder heavier metal from stone. Armor, weapons, daggers, and awls area few of the new items produced. The Bronze Age cannot be denied as a time of development. Gold items were also produced however there were mainly for ceremonial or decorative purposes. Silver, copper, and gold of which were the raw materials were all found around Ireland including West Cork, Tipperary, and Wicklow. The knowledge of how to make bronze came to Ireland from Europe. It is made from an alloy of tin and copper. The copper was mined in Ireland, chiefly in county Kerry at Ross Island; however the tin was imported from Britain, which is believed to have been obtained by a trading of gold already available in Ireland. Due to the richness of copper and gold in the country, Ireland had developed great trading power which was most definitely used to its greatest advantage. This is evident because Irish Bronze and gold objects are found in many parts of Western Europe. (Appreciation and history of Art). There are a mass quantity of many spectacular pieces of gold jewelry from this era that has been found over the years however many have been known to been lost or destroyed. The majority being found in bog land. The beginning of this time was more considered a Copper age as it was the main use. But later on, the introduction of tin made it possible to forge better and more sophisticated tools and weapons from the new alloy. However these tools and weapons would have been available to just a few sections of society and this brought about social changes which saw hierarchies established with the ownership and access to the new metal being the overriding factor in where one ranked in this hierarchy.

Animal Influences in Paleolithic, Egyptian and Greek Art Essay

Animal Influences in Paleolithic, Egyptian and Greek Art There are numerous ways in which animals have resonated within the human mind. Throughout history there have been representations ranging from the realistic, to myths, legends, symbols, and even horrific murderous beasts; at the same time providing fascinating perspectives of our own humanity. Various forms of art have conveyed ideas and concepts of animal’s intelligence, as well as behavior, from generation to generation. Animal art is used as a tool to make the connection between different cultures at different time periods and it relates historical and symbolic meanings. In most cultures animals have been linked with the supernatural forces which were believed to control the natural world and the destiny of humans. They were often revered as the agents. or associates, of gods, and goddesses, and were even the focus of worship as deities. Following the tracks of historical animal art, through the human imagination introduces a trail of creativity and unsurpassed beauty. Paleolithic art: Cave paintings are the earliest known example of human art dating 40,000 to 8,000 BCE. The paintings mainly feature various animals running, sleeping, and eating. Some also contain a few humans, geometrical shapes, and even hand prints. The artist used permanent features like ceilings, floors, and walls of rock shelters and caves as their canvas. Pigments of black, yellow, red, and brown were utilized to display the observations of animals. The painters gathered a great deal of information about finding food, and which foods were safe to eat or to hunt, by closely observing animals. The valuable information was passed to others through the detailes in the... ... Avery, Catherine B. The New Century Classical Handbook. New York, 1962 Beckett, Sister Wendy. The Story of Painting. New York, 1994 Boardman, John, Greek Art. London, 1964 Durant, Will. Our Oriental Heritage. New York, 1935 Fleming, William. Arts & Ideas. New York Gombrich, E. H. The Story of Art. London, 1967 Hall, James. Dictionary of Subjects & Symbolism in Art. New York, 1974 Kirk, G. S. The Nature of Greek Myths. New York, 1975 Janson, H. W. History of Art. New York, 1969 Leroi-Gourhan, Andre. Treasures of Prehistoric Art. New York MacClintock, Dorcas. Animals Observed. New York, 1993 Metropolitan Museum of Art. Treasures of Tutankhamun. New York, 1976 Richter, Gisela M. A. A Handbook of Greek Art. New York, 1987 Scranton, Robert L. Aesthetic Aspects of Ancient Art. Chicago, 1964 Stockstad, Marilyn. Art History. New York, 1995

Technology Essay -- essays research papers

Providing Representations in Multiple Modalities Mathematica software enables students to see a graphical representation of any function. By changing equations or using different values for variables, students develop a deeper understanding of mathematics by viewing changes in the graphical representations. A key understanding in pharmacy education is that the action of drugs depends on the "fit" between particular molecules in the body and the molecular structure of drugs, in a kind of "lock and key" relationship. However, students often have difficulty visualizing molecules as three-dimensional objects. A pharmacy professor uses molecular modeling software to create self-paced assignments which require students to manipulate molecules, developing visualizing ability and understanding of drug-receptor relationships. (Contact: Dr. Marc Harrold) Drilling Students on Basic Concepts to Reach Mastery Software tutorials exist for many modern languages, enabling students to learn basic grammar through self-paced learning, exercises, and tests with feedback about their performance. HyperMap provides students with practice in interpreting geological maps. The software presents a series of regional maps with dominantly planar contacts, then asks students a series of interpretive questions on three-dimensional geology and geologic evolution of the region, providing immediate feedback on right and wrong answers. (Contact: Intellimation 1-800-368-6868) Facilitating Collaborative Activity among Students Classrooms of networked computers using software such as Daedalus enable students to spend class time doing group pre-writing exercises, electronically discussing controversial questions, and peer reviewing one another's writing. A computer conference is established among students enrolled in strategic management courses in Korea, Egypt, Finland, and the United States. Students discuss topics specified by the instructors, such as advertising and the environment. They also complete a team project such as finding a solution to a real-world environmental problem, with each team including students from each country. Seeing Interconnections among Concepts Victorian Web presents text and images of Victorian England. Students can explore how the social context, economics, religion, philosophy, visual arts, and literature of the period might be inte... ...ology. Why Use Instructional Technology? Students can be actively engaged in learning, leading to greater time on task and greater depth of knowledge Student learning can emphasize continuous improvement of a piece of work, a concept sometimes called "D.I.A.T." or Doing It Again Thoughtfully (Steven Ehrmann, final report of Project Flashlight) Students can work more collaboratively with one another Students can be given more practice with feedback Students can examine their existing conceptions and update or modify Learning materials can be provided to match the learning style of the learner Self-paced learning may be possible, with study and practice until the student reaches his/her "personal best" Classroom dialogue can extend beyond the time and space constraints of class time Students can learn by working on complex, open-ended, realistic (or real-world) tasks Faculty can restructure their role, using individual and peer-group work or technology for some purposes, thereby freeing time to make their unique contribution to student learning Perhaps most importantly, faculty find rethinking their teaching an energizing and regenerative experience!

Captivity of Killer Whales

Persuasive Speech Outline The Effects of Captivity on Killer Whales Specific Purpose:To persuade my audience that holding killer whales in captivity is harmful to the mammal. Central Idea:Holding killer whales in captivity is a harmful problem to the mammal that requires action from both the government and the public. Introduction On February 24, 2010 couples and families were seated in the stadiums at SeaWorld in Orlando, Florida for one of the most popular shows at the theme park â€Å"Believe†. Unfortunately, many families participating in that day’s event were eye-witnesses to an extremely traumatic tragedy at the SeaWorld theme park.It was reported by CNN news that the trainer Dawna Brancheau was grabbed by the mouth of Tilikum, the killer whale, and was thrashed around the tank until she was dead. It was also reported that the trainer was showing the audience how Tilikum liked his belly to be rubbed. He then took off from the side of the tank, came back, and picke d her up from around the waist and began to violently shake her. Tourists and visitors were immediately evacuated from the â€Å"Shamu† Stadiums and the show was closed down for the rest of the day.Wild Orcas, also known as killer whales, are not typically considered a threat to human beings. In fact, the primary cases of killer whales attacking humans are only those that have been held captive at various marine theme parks. Having attended marine theme parks, such as, SeaWorld, I can confirm that animals within the theme park are being exploited solely for the purpose of entertainment. Today, I’ll show you how holding killer whales in captivity is a harmful problem to the mammals and I’ll also suggest some ways of solving this problem. Transition: Let’s start with addressing the harmful effects that captivity can have on killer whales. ) Body I. There are two main problems with keeping killer whales in captivity. A. Killer whales in captivity are being d eprived of necessary items that are causing them to have shorter life spans. 1. According to underwatertimes. com, killer whales in the wild live on average between 30 and 50 years, while those living in captivity only live around 10 years. a. According to asconline. org, killer whales live shorter lives than those in the wild due to a lack of stimulation. . Whales in captivity are not exposed to the same sights and sounds they would normally experience in the wild. c. Whales who are unable to live with other sounds of other mammals and are confined to blue tanks with the sound of running pumps, loud music, and cheering crowds will eventually become stressed. 2. Killer whales undergo psychological stress when they are captured. a. When a whale is captured, it is taken from its family and the separation and loss of bond can cause it extreme mental stress. b.According to an article written by Stephen Lilley, 75% percent of whales do not survive through the intense separation period wh en taken captive. 3. According to theorcaproject. com, whales in captivity at marine mammal parks often are receiving poor oral health care. a. Just as in humans, poor oral health and gum disease can lead to serious infections, illness, and even death in killer whales. b. Almost half of the whales held in captivity, have broken or fractured teeth from biting on steel gates, and are not being properly repaired. c.Whales teeth at marine theme parks eventually become infected or fall out because of poor oral health care and it is believed to be another link to why the whale’s life span is so much shorter. (Transition: Holding killer whales captive will not only cause them a shorter life span, but it can also change their social behaviors as well. ) B. Holding killer whales in captivity can negatively change their social behaviors. 1. According to hsus. org, the stress on the whales in captivity can cause stomach ulcers, and pacing. a. Stomach ulcers are often found in whales in captivity due to the stressful lifestyle. . Whales resort to pacing around the tank in circles to emulate the fast strong feeling of a swim normally done in the wild in an attempt to keep their dorsal fin upright. c. Without a strong long distance swim, a whale’s dorsal fin becomes weakened and will eventually either look bent, curve to the side, or break off. 2. Self-mutilation is another unordinary behavior that occurs with whales in captivity. a. Whales kept at marine mammal parks, have been known to ram their heads into the sides of the tank in order to relieve stress. b.Whales kept at marine mammal parks, have been known to bite along the steel gates that separate the whales in order to help relieve their stress, however; this results in broken teeth and other oral problems. 3. Aggression towards the whale’s trainers is frequently seen with whales held in captivity and can make it very dangerous for trainers to work with them. a. Trainers at SeaWorld have noticed aggressive behavior such as biting, grabbing, and forceful nudging from the whales occasionally but are not allowed to speak about it. b. According to an article on moneytimes. om, the whale Tilikum has been responsible for three deaths during his time in captivity. c. The most recent death was of Dawna Brancheau, who had part of her scalp torn off, her arm torn off, and fractures on her back, ribs, legs, arms, face, and spinal cord. (Transition: Now that we have discussed the two main problems with keeping killer whales in captivity, let’s discuss what we can do to help solve these problems. ) II. Solving the problem of the captivity of killer whales requires action from both the government and the public. A.New laws have to be put in place to make it illegal to take killer whales captive and put them on display for the sole purpose of entertainment for others. 1. New laws would need to be created to require marine theme parks like SeaWorld and Aquatica to release the mammal s back into the wild . 2. The government would also need to enforce that marine amusement parks be prohibited from using live animals in shows for entertainment, and they would need to encourage the public to become educated about these creatures through other means. a.Once the whales have been released back into their natural habitat, marine theme parks could replace them with very popular and successful robotic-like creatures that could still educate visitors about the animals without subjecting them to a lifetime of captivity. (Transition: The government instituting new laws is not the only way we can solve this problem, but also through the support of the general public. ) B. The public should begin to choose alternative ways to become educated about killer whales, that don’t require harming the animals. 1.Choosing to continue to support marine theme parks such as SeaWorld only encourages these types of places to have more funding to go and capture more marine animals. 2. Going on a whale watch and seeing them in their natural habitat is an alternative to supporting places like SeaWorld. Conclusion In conclusion, I am urging you to truly realize exactly what these great mammals are being forced to endure before choosing to go visit and support marine amusement parks such as SeaWorld. We as humans cannot ever fully imagine what it would feel like to be captured by strange creatures and taken from our normal lives and our families.We cannot ever fully imagine being put on display to perform circus-like tricks for loud audiences and then being forced to idle around all day in confined tanks that would feel about the size of a bathtub to us. As thrilling an experience it may seem to see killer whales in shows or even to peer through the glass as they swim in their tank, the effects of captivity on killer whales can be truly devastating. We would serve both ourselves and the whales much more by studying them in the wild. It is only there that we can catc h a glimpse of them in their true glory. Works Cited Couwels, John, and Brian Todd. Orca Kills Trainer at SeaWorld Orlando // Current. † Current TV: News Video Clips & Current News Articles // Current. 25 Feb. 2010. Web. 20 Dec. 2010. . Stephern, Lilly. â€Å"Killer Whale (Orca) | Cetacean Fact Sheet | American Cetacean Society. † ACS – American Cetacean Society. 2010. Web. 20 Dec. 2010. . â€Å"The Hidden Cost Of Captivity- Oral Health of Killer Whales Exposed  « The Orca Project. † The Orca Project. 25 Sept. 2010. Web. 20 Dec. 2010. Captivity of Killer Whales Persuasive Speech Outline The Effects of Captivity on Killer Whales Specific Purpose:To persuade my audience that holding killer whales in captivity is harmful to the mammal. Central Idea:Holding killer whales in captivity is a harmful problem to the mammal that requires action from both the government and the public. Introduction On February 24, 2010 couples and families were seated in the stadiums at SeaWorld in Orlando, Florida for one of the most popular shows at the theme park â€Å"Believe†. Unfortunately, many families participating in that day’s event were eye-witnesses to an extremely traumatic tragedy at the SeaWorld theme park.It was reported by CNN news that the trainer Dawna Brancheau was grabbed by the mouth of Tilikum, the killer whale, and was thrashed around the tank until she was dead. It was also reported that the trainer was showing the audience how Tilikum liked his belly to be rubbed. He then took off from the side of the tank, came back, and picke d her up from around the waist and began to violently shake her. Tourists and visitors were immediately evacuated from the â€Å"Shamu† Stadiums and the show was closed down for the rest of the day.Wild Orcas, also known as killer whales, are not typically considered a threat to human beings. In fact, the primary cases of killer whales attacking humans are only those that have been held captive at various marine theme parks. Having attended marine theme parks, such as, SeaWorld, I can confirm that animals within the theme park are being exploited solely for the purpose of entertainment. Today, I’ll show you how holding killer whales in captivity is a harmful problem to the mammals and I’ll also suggest some ways of solving this problem. Transition: Let’s start with addressing the harmful effects that captivity can have on killer whales. ) Body I. There are two main problems with keeping killer whales in captivity. A. Killer whales in captivity are being d eprived of necessary items that are causing them to have shorter life spans. 1. According to underwatertimes. com, killer whales in the wild live on average between 30 and 50 years, while those living in captivity only live around 10 years. a. According to asconline. org, killer whales live shorter lives than those in the wild due to a lack of stimulation. . Whales in captivity are not exposed to the same sights and sounds they would normally experience in the wild. c. Whales who are unable to live with other sounds of other mammals and are confined to blue tanks with the sound of running pumps, loud music, and cheering crowds will eventually become stressed. 2. Killer whales undergo psychological stress when they are captured. a. When a whale is captured, it is taken from its family and the separation and loss of bond can cause it extreme mental stress. b.According to an article written by Stephen Lilley, 75% percent of whales do not survive through the intense separation period wh en taken captive. 3. According to theorcaproject. com, whales in captivity at marine mammal parks often are receiving poor oral health care. a. Just as in humans, poor oral health and gum disease can lead to serious infections, illness, and even death in killer whales. b. Almost half of the whales held in captivity, have broken or fractured teeth from biting on steel gates, and are not being properly repaired. c.Whales teeth at marine theme parks eventually become infected or fall out because of poor oral health care and it is believed to be another link to why the whale’s life span is so much shorter. (Transition: Holding killer whales captive will not only cause them a shorter life span, but it can also change their social behaviors as well. ) B. Holding killer whales in captivity can negatively change their social behaviors. 1. According to hsus. org, the stress on the whales in captivity can cause stomach ulcers, and pacing. a. Stomach ulcers are often found in whales in captivity due to the stressful lifestyle. . Whales resort to pacing around the tank in circles to emulate the fast strong feeling of a swim normally done in the wild in an attempt to keep their dorsal fin upright. c. Without a strong long distance swim, a whale’s dorsal fin becomes weakened and will eventually either look bent, curve to the side, or break off. 2. Self-mutilation is another unordinary behavior that occurs with whales in captivity. a. Whales kept at marine mammal parks, have been known to ram their heads into the sides of the tank in order to relieve stress. b.Whales kept at marine mammal parks, have been known to bite along the steel gates that separate the whales in order to help relieve their stress, however; this results in broken teeth and other oral problems. 3. Aggression towards the whale’s trainers is frequently seen with whales held in captivity and can make it very dangerous for trainers to work with them. a. Trainers at SeaWorld have noticed aggressive behavior such as biting, grabbing, and forceful nudging from the whales occasionally but are not allowed to speak about it. b. According to an article on moneytimes. om, the whale Tilikum has been responsible for three deaths during his time in captivity. c. The most recent death was of Dawna Brancheau, who had part of her scalp torn off, her arm torn off, and fractures on her back, ribs, legs, arms, face, and spinal cord. (Transition: Now that we have discussed the two main problems with keeping killer whales in captivity, let’s discuss what we can do to help solve these problems. ) II. Solving the problem of the captivity of killer whales requires action from both the government and the public. A.New laws have to be put in place to make it illegal to take killer whales captive and put them on display for the sole purpose of entertainment for others. 1. New laws would need to be created to require marine theme parks like SeaWorld and Aquatica to release the mammal s back into the wild . 2. The government would also need to enforce that marine amusement parks be prohibited from using live animals in shows for entertainment, and they would need to encourage the public to become educated about these creatures through other means. a.Once the whales have been released back into their natural habitat, marine theme parks could replace them with very popular and successful robotic-like creatures that could still educate visitors about the animals without subjecting them to a lifetime of captivity. (Transition: The government instituting new laws is not the only way we can solve this problem, but also through the support of the general public. ) B. The public should begin to choose alternative ways to become educated about killer whales, that don’t require harming the animals. 1.Choosing to continue to support marine theme parks such as SeaWorld only encourages these types of places to have more funding to go and capture more marine animals. 2. Going on a whale watch and seeing them in their natural habitat is an alternative to supporting places like SeaWorld. Conclusion In conclusion, I am urging you to truly realize exactly what these great mammals are being forced to endure before choosing to go visit and support marine amusement parks such as SeaWorld. We as humans cannot ever fully imagine what it would feel like to be captured by strange creatures and taken from our normal lives and our families.We cannot ever fully imagine being put on display to perform circus-like tricks for loud audiences and then being forced to idle around all day in confined tanks that would feel about the size of a bathtub to us. As thrilling an experience it may seem to see killer whales in shows or even to peer through the glass as they swim in their tank, the effects of captivity on killer whales can be truly devastating. We would serve both ourselves and the whales much more by studying them in the wild. It is only there that we can catc h a glimpse of them in their true glory. Works Cited Couwels, John, and Brian Todd. Orca Kills Trainer at SeaWorld Orlando // Current. † Current TV: News Video Clips & Current News Articles // Current. 25 Feb. 2010. Web. 20 Dec. 2010. . Stephern, Lilly. â€Å"Killer Whale (Orca) | Cetacean Fact Sheet | American Cetacean Society. † ACS – American Cetacean Society. 2010. Web. 20 Dec. 2010. . â€Å"The Hidden Cost Of Captivity- Oral Health of Killer Whales Exposed  « The Orca Project. † The Orca Project. 25 Sept. 2010. Web. 20 Dec. 2010.

Johnnie Johnson - World War 2 Johnnie Johnson

Johnnie Johnson - World War 2 Johnnie Johnson Johnnie Johnson - Early Life Career: Born on March 9, 1915, James Edgar Johnnie Johnson was the son of Alfred Johnson, a Leicestershire policeman. An avid outdoorsman, Johnson was raised locally and attended Loughborough Grammar School. His career at Loughborough came to an abrupt end when he was expelled for swimming in the school pool with a girl. Attending the University of Nottingham, Johnson studied civil engineering and graduated in 1937. The following year he broke his collar bone while playing for Chingford Rugby Club. In the wake of the injury, the bone was improperly set and healed incorrectly. Entering the Military: Possessing an interest in aviation, Johnson applied for entry into the Royal Auxiliary Air Force but was rejected based on his injury. Still eager to serve, he joined the Leicestershire Yeomanry. With tensions with Germany increasing in late 1938 as a result of the Munich Crisis, the Royal Air Force reduced its entry standards and Johnson was able to gain admission into the Royal Air Force Volunteer Reserve. After undergoing basic training on weekends, he was called up in August 1939 and sent to Cambridge for flight training. His flying education was completed at 7 Operational Training Unit, RAF Hawarden in Wales. The Nagging Injury: During the course of training, Johnson found that his shoulder caused him great pain while flying. This proved particularly true when flying high-performance aircraft such as the Supermarine Spitfire. The injury was further exacerbated following a crash during training in which Johnsons Spitfire did a ground loop. Though he tried various types of padding on his shoulder, he continued to find that he would lose feeling in his right arm while flying. Briefly posted to No. 19 Squadron, he soon received a transfer to No. 616 Squadron at Coltishall. Reporting his shoulder problems to the medic he was soon given a choice between reassignment as a training pilot or undergoing surgery to reset his collar bone. Immediately opting for the latter, he was removed from flight status and sent to the RAF Hospital at Rauceby. As a result of this operation, Johnson missed the Battle of Britain. Returning to No. 616 Squadron in December 1940, he began regular flight operations and aided in downing a German aircraft the following month. Moving with the squadron to Tangmere in early 1941, he began to see more action. A Rising Star: Quickly proving himself a skilled pilot, he was invited to fly in Wing Commander Douglas Baders section. Gaining experience, he scored his first kill, a Messerschmitt Bf 109 on June 26. Taking part in the fighter sweeps over Western Europe that summer, he was present when Bader was shot down on August 9. Scoring his fifth kill and becoming an ace in September, Johnson received the Distinguished Flying Cross (DFC) and made flight commander. Over the next several months he continued to perform admirably and earned a bar for his DFC in July 1942. An Established Ace: In August 1942, Johnson received command of No. 610 Squadron and led it over Dieppe during Operation Jubilee. In the course of the fighting, he downed a Focke-Wulf Fw 190. Continuing to add to his total, Johnson was promoted to acting Wing Commander in March 1943 and given command of the Canadian Wing at Kenley. Despite being English-born, Johnson quickly gained the Canadians trust through his leadership in the air. The unit proved exceptionally effective under his guidance and he personally downed fourteen German fighters between April and September. For his achievements in early 1943, Johnson received the Distinguish Service Order (DSO) in June. A slew of additional kills earned him a bar for the DSO that September. Removed from flight operations for six months at the end of September, Johnsons total numbered 25 kills and he held the official rank of Squadron Leader. Assigned to No. 11 Group Headquarters, he performed administrative duties until March 1944 when he was placed in command of No. 144 (RCAF) Wing. Scoring his 28th kill on May 5, he became the highest-scoring British ace still actively flying. Top Scorer: Continuing to fly through 1944, Johnson kept adding to his tally. Scoring his 33rd kill on June 30, he passed Group Captain Adolph Sailor Malan as the top-scoring British pilot against the Luftwaffe. Given command of No. 127 Wing in August, he downed two Fw 190s on the 21st. Johnsons final victory of World War II came on September 27 over Nijmegen when he destroyed a Bf 109. During the course of the war, Johnson flew 515 sorties and shot down 34 German aircraft. He shared in seven additional kills which added 3.5 to his total. In addition, he had three probables, ten damaged, and one destroyed on the ground. Postwar: In the final weeks of the war, his men patrolled the skies over Kiel and Berlin. With the end of the conflict, Johnson was the RAFs second highest-scoring pilot of the war behind Squadron Leader Marmaduke Pattle who had been killed in 1941. With the end of the war, Johnson was given a permanent commission in the RAF first as a squadron leader and then as a wing commander. After service at the Central Fighter Establishment, he was sent to the United States to gain experience in jet fighter operations. Flying the F-86 Sabre and F-80 Shooting Star, he saw service in the Korean War with the US Air Force. Returning to the RAF in 1952, he served as Air Officer Commanding at RAF Wildenrath in Germany. Two years later he began a three-year tour as Deputy Director, Operations at the Air Ministry. After a term as Air Officer Commanding, RAF Cottesmore (1957-1960), he was promoted to air commodore. Promoted to air vice marshal in 1963, Johnsons final active duty command was as Air Officer Commanding, Air Forces Middle East. Retiring in 1966, Johnson worked in business for the remainder of his professional life as well as served as Deputy Lieutenant for the County of Leicestershire in 1967. Writing several books about his career and flying, Johnson died of cancer on January 30, 2001. Selected Sources James Edgar Johnnie JohnsonAir Vice Marshal James Johnnie JohnsonCentury of Flight: Johnnie Johnson

Mehmet Egirgen Essays

Mehmet Egirgen Essays Mehmet Egirgen Essay Mehmet Egirgen Essay PARAGRAPH STRUCTURE THE THREE PARTS OF A PARAGRAPH 1. TOPIC SENTENCE: States the main idea of the paragraph. It limits the topic to one specific area that can be discussed completely in the space of a single paragraph. It has two parts: a) Topic b) Controlling idea. e. g. Driving on freeways requires skills and alertness. Topic controlling idea Registering for college classes can be a frustrating experience for new students. Topic controlling idea Gold, a precious metal, is prized for two important characteristics. Topic controlling idea 2. SUPPORTING SENTENCES: develop the topic sentence. They explain or prove the topic sentence by giving more information about it. e. g. First of all, gold has a lustrous beauty that is resistant to corrosion. For example, a Macedonian coin remains as untarnished today as the day it was made 25 centuries ago. 3. CONCLUDING SENTENCE: signals the end of the paragraph and leaves the reader with important points to remember. e. g. In conclusion, gold is treasured not only for its beauty but also its utility. HOW TO WRITE GOOD TOPIC SENTENCES 1. It must be a complete sentence. 2. It must contain both the topic and the controlling idea. 3. A topic sentence is the most general sentence in the paragraph because it gives only the main idea. It doesn’t give specific details. A reader wants to know generally what to expect in a paragraph, but they don’t want to learn all the details in the first sentence. a) A lunar eclipse is an omen of a coming disaster. ______too specific. _____ b) Superstitions have been around forever. ______ too general_______ c) People hold many superstitious beliefs about the moon. ___ best TS______ d) Is made of green cheese. _____ incomplete_____ Now, it’s your turn: a) The history of astronomy is interesting. ___________ b) Ice age people recorded the appearance of new moons by making scratches ___________ in animal bones. c) For example, Stonehenge in Britain, built 3500 years ago to track the ___________ movements of the sun. d) Ancient people observed and recorded lunar and solar events in different___________ ways. ********************************************************* a) It is hard to know which foods are safe to eat nowadays. __________ b) In some large ocean fish, there are high levels of mercury. ___________ c) Undercooked chickens and hamburger may carry E. coli bacteria. ___________ d) Not to mention mad cow disease. ___________ e) Food safety is an important issue. ___________ Writing topic sentences: Read the paragraphs below. The topic sentence of each paragraph has been omitted. Try to write a suitable topic sentence for each paragraph. ______________________________________. In Beijing, China, people own over 7 million bicycles. In cities in Denmark, between 20 and 30 percent of daily trips are made on bicycles. In many Asian cities, bicycle-like vehicles called rickshaws carry between 10 and 20 percent of the goods moved daily. In Africa, the bicycle is the most common means of traveling intermediate distances. In Iran, too, bicycles are the primary means of transportation in such cities as Yazd and Kerman. ____________________________________. The earliest known examples of wheels are from Mesopotamia. It dates from about 3500 to 3000 BC. Wheels were first used in the cart or wagon, pulled by humans or animals. After the invention of the steam engine, wheels were driven by steam. Today, animal-drawn carts re still used in many countries. The horse-drawn chariot appeared in Mesopotamia around 2000 BC. It was later used in Egypt, Persia, Greece, Rome, and other ancient civilizations. _________________________________________. Water is often drawn from rivers, lakes, or the ocean for use in factories and power plants. This water is usually returned to the source warmer than when it was taken. This small temperature change in the body of water can drive away the fish and other animals that were originally present. It attracts other animals in place of them. The result may be fish and other wildlife deaths. ____________________________________. The United Nations (UN) estimates that the world population reached 6 billion in 1999, and is increasing by more than 77 million persons each year. The rate of increase, 1. 3 percent per year, has fallen below the peak rate of 2 percent per year attained by 1970. By the late 2040s, the UN estimates, the growth rate will have fallen to about 0. 64 percent annually. At that time more than 50 countries will experience negative growth. __________________________________________. The worlds heaviest rainfall is about 10,922 mm per year. It occurs in northeastern India. As much as 26,466 mm, or 26 m, of rain have fallen there in one year. Other extreme rainfall records include nearly 1168 mm of rain in one day during a typhoon in Philippines; 304. 8 mm within one hour during a thunderstorm in Missouri; and 62. 7 mm in over a 5-min period in Panama. HOW TO WRITE SUPPORTING SENTENCES The biggest problem in student writing is that student writers often fail to support their ideas adequately. They need to use specific details to be thorough and convincing. There are several kinds of specific supporting details: examples, statistics, and quotations. Sample paragraph: HOW TO WRITE CONCLUDING SENTENCES: A concluding sentence serves two purposes: 1. It signals the end of the paragraph. 2. It leaves the reader with the most important ideas to remember. It can do this in two ways: a) By summarizing the main points of the paragraph. b) By repeating the topic sentence in different ways. You may start your concluding sentence with one of those signals: End-of-paragraph signals followed by a comma| End-of-paragraph signals not followed by a comma| Finally, Lastly, In brief, Therefore, Thus, Indeed, To sum up. In conclusion,In short, | The evidence suggests that†¦. There can be no doubt that †¦These examples show that †¦We can see that †¦. | Now it’s your turn. Write concluding sentences for the follwing paragraps: **************************************************************************** Read the two paragraphs below and answer the questions that follow each paragraph: PARAGRAPH 1 To be able to make good coffee, you should be aware of some delicate points. First, it is very important to make sure that the pot in which you want to make coffee is clean. Dust can make your coffee bad. Second, pour some clean water into the pot, and let it boil. When the water boils, remove the pot from the stove and let it remain still for a few seconds. Next, pour some instant coffee into a cup and fill the cup with water from the pot. The Lavazza brand is the best instant coffee on the market. What is the topic sentence of the paragraph? What are the controlling ideas in the topic sentence? Circle them. Are all the supporting sentences related to the topic sentence? Are any of the sentences indirectly related to the topic sentence? Are there any sentences that do not belong? PARAGRAPH 2 An ideal husband has several characteristics. First, he must be gentle. Second, he must come from a respectable family. Moreover, he must be an honest man who always tells the truth and never cheats his wife. Loyalty is another important point in an ideal husband. Finally, he must be in an acceptable financial situation. All girls like to live in their husbands personal house, go to work in their husbands personal car, and have fun with their husbands money. What is the topic sentence of the second paragraph? What are the controlling ideas in the topic sentence? Circle them. Are all the supporting sentences related to the topic sentence? Are any of the sentences indirectly related to the topic sentence? Are there any sentences that dont belong? Why dont they fit? THE OUTLINE The outline gives you a general plan for your paragraph. It will tell you what points you should include in your paragraph. There are two types of outlines: topic outline, and sentence outline. In topic outlines, you use phrases after each head number. In sentence outlines, however, you use complete sentences after each head number. The outline below- the plays of Shakespeare- is a topic outline. As you can see, only words or phrases have been used in this outline. Notice that in writing courses, topic outlines are often preferred over sentence outlines. Developing the skill of outlining is a good help for any beginner. Outlining can give you a general plan, a platform, an emblem, or a blueprint. You can then use your outline to give organization to your paragraphs. Suppose that you are asked to write about Shakespeare. Shakespeare will be the subject of your writing. Now, it is for you to decide what to write about Shakespeare. You may decide to write about the plays of Shakespeare. This will be the topic of your paragraph. You should then narrow this topic by a number of controlling ideas. Suppose that you decide to write about three types of Shakespeares plays. You have limited your topic in terms of number and type. Now you can make the following outline: The plays of Shakespeare I. Tragedies A. Macbeth B. Othello II. Comedies A. The comedy of errors B. The merchant of Venice III. Histories A. Richard II B. Henry V This outline can then be expanded into the following paragraph: The plays of Shakespeare can be classified into three types. First, there are the tragedies. Two of his most famous tragedies are Macbeth and Othello. Shakespeare has also written a number of comedies. Shakespeares most outstanding comedies are The comedy of errors and The merchant of Venice. Moreover, some of Shakespeares plays focus on history. Richard II and Henry V belong in this category. EXERCISE 1. Read the following paragraph carefully, and: 1. Underline the topic. 2. Circle the controlling ideas. . Write an outline for the paragraph. Forests may be divided into the following six general types. First, there are the forests of the hot areas. The famous subtypes are the forests of the northern hemisphere and the oceanic forests. Second, monsoon forests are characteristic of Bengal, Myanmar, Southeast Asia, and India. Tropical forests, on the other hand, are found in regions such as the Campos of Brazil. The next ca tegory- Northern pine forests- form a worldwide belt around the earth. Next, rain forests are characteristic of central Africa and the Amazon. Finally, evergreen forests are found in North America and the Caribbean islands. 2. Write a unified paragraph on the basis of the information you get from the following outline. Types of trees I. Fruit trees A. Fleshy fruits 1. Orange 2. Apple B. Dry fruits 1. Nuts 2. Almond II. Fruitless tress A. Pine B. Oak STEPS OF WRITING A GOOD PARAGRAPH On the whole, there are eight steps for writing a good paragraph. 1. Think about the subject carefully. Example: Air pollution 2. Narrow the subject to a few topics. Example: Causes of air pollution Effects of air pollution Air pollution and the environment Air pollution versus water pollution The history of air pollution Air pollution and global warming 3. Choose one of the topics. Make sure you know about what you write. Also, make sure the topic will be of interest to the readers. Example: effects of Air pollution 4. List some details about your topic. Example: Effects of air pollution on animal life Effects of air pollution on plant life Effects of air pollution on human health Effects of air pollution on atmosphere 5. Choose the most important detail you want to communicate. It should be interesting or important to the readers too. Example: The effects of air pollution on human health 6. Write a topic sentence based on this detail. Include a few controlling ideas in the topic sentence to limit the size of your paragraph. Example: Air pollution has two major effects on human health. 7. Make an outline for the paragraph. Effects of air pollution on human health I. Physical effects A. Heart attack B. Lung cancer II. Psychological effects A. Depression B. irritation 8. Write your paragraph, using the information you have listed in the outline. EXERCISE 1. Choose one of the following subjects: coin airplane shark sea . Follow the eight steps of paragraph writing and develop a paragraph. Then read your own paragraph and try to answer these questions: 1. Is my paragraph unified? 2. Is it complete? 3. Which sentence is the most general? 4. Which sentences provide specific details to support the topic sentence? 5. Are any sentences unrelated to the topic sentence? 6. Is my paragraph sketchy? 7. What are the controlling ideas of my topic sentence? 8. Is my paragraph interesting? 9. Are my supporting sentences related to my topic sentence? 10. Is there any irrelevant supporting sentence in my paragraph?

The American Economy at the End of the 20th Century

The American Economy at the End of the 20th Century After a tumultuous century embroiled in world wars and financial crises, the United States economy at the end of the 20th century was experiencing a period of economic calm wherein prices were stable, unemployment fell to its lowest level in 30 years, the stock market boomed and the government posted a budget surplus. Technological innovations and a rapidly globalizing market contributed to the economic boom near the end of the 90s, then again between 2009 and 2017, but many other factors - including presidential policy, foreign affairs, and domestic innovations and foreign supply and demand needs - affected the rise of the American economy as it entered the 21st century. Long-term challenges like poverty, especially for single mothers and their children, and environmental quality of life still faced the nation as it prepared to enter a new century of technological development and rapid globalization. A Calm Before the Turn of the Century With the presidency of Bill Clinton at the tail end of George Bush Sr.s one-term presidency, the economy of the United States stabilized in the mid-1990s, creating a status in the economy as it prepared to enter a new millennium, finally recovered from two world wars, a 40-year Cold War, a Great Depression and several large recessions, and enormous budget deficits in government in the last half of the century. By 1998, the  gross domestic product  (GDP) of the U.S. had exceeded $8.5 trillion, achieving the longest uninterrupted period of expansion in American history. With just five percent of the worlds population, the United States was accounting for 25% of the worlds economic output, outproducing its closest rival Japan by nearly double the amount. Innovations in computing, telecommunications, and life sciences opened up new opportunities for Americans to work as well as new goods to consume while the collapse of communism in the Soviet Union and Eastern Europe and the strengthening of Western and Asian economies offered new business ventures for American capitalists. Uncertainty at the Edge of the Millennium While some may have rejoiced in the new expansion in technology and the economy of the United States, others were skeptical of the rapid changes and feared some of the long-term challenges American hadnt resolved yet would be forgotten in the blur of innovation.   Although many Americans had achieved economic security by this point, with some even accumulating large sums of earnings, poverty was still a large issue facing the federal government and a substantial number of Americans lacked access to basic health coverage. Industrial jobs in the manufacturing field also took a hit at the end of the millennium, suffering setbacks as automation began to take over jobs and certain markets saw a decrease in demand for their goods. This resulted in a seemingly irreversible deficit in foreign trade. Ever the Market Economy As the United States passed into the early 2000s, one principle remained strong and true in terms of its economy: it was and would always be a market economy wherein the economy works best when decisions about produce and what prices to charge for goods are made through the give-and-take of millions of independent buyers and sellers, not by government or by powerful private interests, according to the State Department website. In this  free market economy, Americans feel that the true value of a good or service is reflected in its price, guiding the production end of the economy to only produce what is needed according to the supply-and-demand model, which leads to peak  economic efficiency. As is the tradition in all things concerning American politics, it is essential to limit the governments involvement in determining the economic market of its country in order to prevent an undue concentration of power and promote the pluralist foundation of the United States.

Madoff LLC Fraud Research Paper Example | Topics and Well Written Essays - 3000 words

Madoff LLC Fraud - Research Paper Example The founder and the president of the company was Mr. Bernard Madoff who used to invest the money for the hedge funds, institutions and wealthy people. It has further been found that the company that had been based in New York was the 23rd biggest market maker in the month of October, 2008 on NASDAQ. It was evident that the company handled approximately 50 million shares per day. The main activity of the company has been to handle the orders that the online brokers belonging to a few of the biggest US companies used to make such as the Citigroup Inc. and General Electric. It is evident that the company has been the foremost to mechanize market-making. In this type of dealing, the dealer tends to incessantly buy the stocks and sell them as well. Madoff’s firm has also been the biggest to offer â€Å"payment for order flow† (Glovin & Scheer, 2011). Bernard Madoff never revealed his financial statements and kept back them under his safe custody. Further, it has been noted t hat Madoff has also been one of the active members of the NASDAQ Stock Market related board of governors as well as the member of NASDAQ’s executive committee and also had been the Chairman of trading committee. It has been evident that greater than 75% of the firm that has been owned by Bernard Madoff, along with Peter Madoff who is his brother; were the only two persons who were recognized on the regulatory records, being the direct owners and the executive officers. The other family members operating for Madoff has been Peter Madoff’s daughter named Shana working as compliance attorney. Sons of Bernard Madoff namely Mark and Andrew, and Charles Weiner were in the trading section. Andrew invested his funds in the company, however he was stopped from doing so by Mark in the year 2001 (Glovin & Scheer, 2011). The company made use of the numerous marketing tactics for the purpose of drawing the customers and thus stimulating a new era where electronic trading was of pri ority. The company has been a highly profitable security firm tapping enormous volume of the stock trades from the Big Boards. The company during its initial days used to deal with the Over-The-Counter along with Pure-Brokerage-Pink Sheets transactions. It was because of the Rule 390, the company was able to trade in NYSE stocks. For the purpose of altering the execution practices, the company had to utilize the Cincinnati Stock Exchange. It has been evident that among the five brokers, Madoff has been one of them who had been involved in the creation of the NASDAQ. It was noted that the company’s spread was quite sublime. It started as an investment advisory firm. It has been noted that the company had not been recorded in the stock exchanges till 2006. It can be stated that in terms of the US Securities by the year 2000, Madoff Securities had been successful at becoming the top traders and had in approximation $300 million of assets (De La Merced, 2008). Three floors were o ccupied by the business of Lipstick Building. The 17th floor belonging to Lipstick Building was office of Bernard Madoff that had in approximation of less than 24 of the staffs. It has been found that only a few of the employees were allowed to enter into that building. The floor was named as the hedge fund floor (Henriques & Berenson, 2008).  

Samurai Research Paper Example | Topics and Well Written Essays - 1500 words

Samurai - Research Paper Example rs by the Samurai class has increased to the extent of Emperor’s courtiers playing no role and remaining idle while Samurais were fighting battles on the horse backs with bows and arrows as well as newly crafted curved swords (http://www.samurai-archives.com/ots.html). The samurai warriors’ downfall came with modernization of Japan. In most of the cases, a country’s modernization is welcomed by its people and the government but that was not true in the case of Japan. Military class ruled Japan with extended responsibilities to serve the people and social affairs. This class was called ‘Samurai’ who not only defended the boundaries but were active in the social and cultural settings, and were distinct by being given a status of elite class by the rulers but they were not able to keep their hold on the nation and society for too long. With the downfall of Tokugawa shogunate, the rulers since 1600s to mid of 1800s, the coming back to power of the king in 1868, the newly established Meiji bureaucrats wanted reformation of the country to its earlier status. This reformation brought to the end the samurai class of warriors by late 1870’s; the downfall was not totally due to progress on the technology front but reform in all walks of life such as social, political, and cultural (Moscardi, 2007). The Meiji rulers wanted to restore the old glory of Japan, which came under aggression due to treaties made with the U.S. by the Tokugawa bakufu rulers, which put foreigners in an advantageous position by not charging taxes on imports and granting them immunity to Japanese law. The Emperor Meiji wanted to bring Japan on the same platform were the whole of West was standing. The aim of reformation was â€Å"having an economics system of industrial capitalism and a political system of liberal or quasi-liberal constitutionalism as in the U.S. and other European countries (Mason 257)).† With the opening of Japanese ports to others and ending seclusion in the mid 1800’s,

Idealism, Realism, Marxism and Neo-Realism Theories Essay

Idealism, Realism, Marxism and Neo-Realism Theories - Essay Example This essay discusses that neo-realism suggests that the type of the political system for individual nations can have a profound effect on the international political system. The political system for each nation promotes international politics when it obeys and embraces legitimacy and transparency of foreign policies. It is a potential source of disturbance to international politics, especially where interest groups and public arise to defer the central decision makers such as the United States. International institutions must be used to increase the prospects of international politics thriving. Dominant nations such as the United States use international institutions to initial coalition. The values and interests of the dominant states are reflected through international institutions. They tend to reduce the power of the superpowers. However, weaker nations will always try to go against the grain to remain free rules of international institutions. For example, nations question U.S la ck of participation in International Criminal Court. The concentration of power within one nation is addressed through morality. Morality fosters peaceful coexistence between nations and becomes a tool for international cooperation in politics. In the event of war, human rights must be protected in the world today unlike in the past where countries such as Russia sacrificed human rights to pursue powers. Realism theory affirms to the fact that nations must understand how international systems work before coming together to practice politics (Kaplan).

Writting paper Essay Example | Topics and Well Written Essays - 1500 words

Writting paper - Essay Example This article relates to me in a way such that the death of Lobo reminds me about the death of my grand mother. I still remember she was a very kind women, she used to care for us dearly, not very rich but had enough money to support herself. I remember her last time; I was in Australia at that time doing my MBA (Finance) from University of Perth. I went there on a scholarship, my grandmother was suffering from Lung cancer, she was a smoker, and I had my flight from Perth at 10:00 p.m. in the night. I was on my way to see her, the flight got delayed over and over and we finally took off at 4:00 am. And reached my hometown after 28 long hours. I was fully exhausted. I decided not to visit immediately, I spent a night at a hotel. And decided I will visit her after taking some rest. I called her and said I am stuck somewhere and will be there as soon as possible. I found a hotel, and checked in. The moment I saw my room, I tipped the Servant, and told him to put a â€Å"Do not Disturbâ €  Sign on my door Knob. I saw the bed and without taking off my Suit, neck tie or even my shoes, I fell on the Bed and fell into asleep that lasted almost 16 hours. The moment I woke up, I took a look at my cell phone and saw 18 miscalls, two from my college room mates and the remaining from my Grand Mother’s House. I immediately called my Friends and told him that by the grace of God, I have reached the destination. Then I called my grandmother and told her I’ll be at her house in 2 to 2 and 1/2 hours. She said fine but her tone got me worried. Because I could sense that she was very angry at me for not showing up when the plane landed. I got to the Bathroom, took a bath, ordered some lunch, put on some clothes and shoes, and waited for the hotel boy to bring me my lunch. When the guy got me my lunch, I ate it in a jiffy. I checked out of the hotel, and took a cab to my grand mother’s house. When I reached there, my heart started pounding, I don’t kn ow

A World without Television Essay Example | Topics and Well Written Essays - 1000 words

A World without Television - Essay Example On its part, the television touched our lives in more than one way, some good and some bad. The television made our life colorful (even the earlier black and white variety). It presented us with so many live entertainment options: the musicals, the stage plays, the soap operas, the fashion shows, and that too, without having to step out of our homes. It gave us the power to dream, to identify ourselves with the mannerisms of the most glamorous stars and celebrities, projected in larger-than-life roles. It taught us to desire and acquire things of luxury, through scores of advertisements, by creating an image of reality that is not real. By wanting more and more of these goodies, we helped our industries to innovate, produce more, flourish, and, in turn, enrich our lives further. Television became the homemaker, bringing a sense of togetherness in our families, taming our mischievous children with visual treats specially planned for them, discouraging husbands and wives from quarreling, and taking away the loneliness out of the lives of the elderly and infirm. It also helped us to integrate, not only our nation, but the whole world into a global village, by showing the live images of people from distant regions and countries, share their joys and sorrows, problems and achievements, cultures and traditions, during special shows and news programs. We became visual participants in the grim realities of life, through scenes from accident sites, war fronts, natural calamities like floods, earthquakes, and learnt to have compassion for the less fortunate fellow humans. No other medium could have matched the impact of the real-life visual images of television on our collective psyche. Of course there are certain undesirable things too. It has produced a generation of couch-potatoes who depend only on passive entertainment, and has stripped us of the opportunity and inspiration to do things ourselves. We are forced use less and less of our thinking faculty, creative imagination, and physical effort. Books and other elaborate written materials, which require a certain amount of contemplation, are no longer attractive to the younger generation. Unless controlled properly, unhealthy viewing content can also creep in, and spoil the morals of the society. In spite of good and ugly sides to it, the reality is that Television has grown with us as a family member, and it is already a partner in our social evolution. We can no longer allow it to disappear out of our lives. Our World view in absence of Television: Since olden days, people were interested to know about other civilizations across the globe. In those days, the main source of information was from the personal accounts of the voyagers and travelers. This interest was generally limited to the members of the trading communities, explorers or royal expeditions. Later, with the development of printing technology, written matter became easily transportable and transferable, and helped in creating a better and consistent understanding of the outside world. The nineteenth century saw a sudden rise in industrial activity, made possible by a series of inventions in the field of technology. This triggered a growth cycle of such magnitude that the whole society evolved into a large mass of affluence. This affluent mass of people had the time and

Writting paper Essay Example | Topics and Well Written Essays - 1500 words

Writting paper - Essay Example This article relates to me in a way such that the death of Lobo reminds me about the death of my grand mother. I still remember she was a very kind women, she used to care for us dearly, not very rich but had enough money to support herself. I remember her last time; I was in Australia at that time doing my MBA (Finance) from University of Perth. I went there on a scholarship, my grandmother was suffering from Lung cancer, she was a smoker, and I had my flight from Perth at 10:00 p.m. in the night. I was on my way to see her, the flight got delayed over and over and we finally took off at 4:00 am. And reached my hometown after 28 long hours. I was fully exhausted. I decided not to visit immediately, I spent a night at a hotel. And decided I will visit her after taking some rest. I called her and said I am stuck somewhere and will be there as soon as possible. I found a hotel, and checked in. The moment I saw my room, I tipped the Servant, and told him to put a â€Å"Do not Disturbâ €  Sign on my door Knob. I saw the bed and without taking off my Suit, neck tie or even my shoes, I fell on the Bed and fell into asleep that lasted almost 16 hours. The moment I woke up, I took a look at my cell phone and saw 18 miscalls, two from my college room mates and the remaining from my Grand Mother’s House. I immediately called my Friends and told him that by the grace of God, I have reached the destination. Then I called my grandmother and told her I’ll be at her house in 2 to 2 and 1/2 hours. She said fine but her tone got me worried. Because I could sense that she was very angry at me for not showing up when the plane landed. I got to the Bathroom, took a bath, ordered some lunch, put on some clothes and shoes, and waited for the hotel boy to bring me my lunch. When the guy got me my lunch, I ate it in a jiffy. I checked out of the hotel, and took a cab to my grand mother’s house. When I reached there, my heart started pounding, I don’t kn ow

Cereal Aisle Analysis Essay Example | Topics and Well Written Essays - 1500 words

Cereal Aisle Analysis - Essay Example What was immediately noted once a full comparison was made between consumer behavior and activity upon other aisles as compared to the cereal aisle was stark. Ultimately, consumers would proceed through the other aisles in something of a robotic fashion; oftentimes shopping based upon price alone. Although there were more than a few deviations from this which were noted (namely with regards to purchases such as salad dressing and/or a desire to purchase a name brand when it came to spices or flavoring), the broad majority of consumer action that was noted upon the other aisles as compared to the cereal aisle was concentric upon a desire to purchase the lowest priced item and/or the store branded alternative. However, when many of these individuals approached the cereal aisle, a different level of consumer behavior was served entirely. As such, rather than choosing the cheapest brand or being particularly health-conscious, another aspect consumer behavior that was noted on many of the aisles, individuals invariably gave in to their basic desires and preferences. This was noted as a far greater majority of branded cereal was the choice of the consumer and a much higher percentage of extraordinarily unhelpful cereal was chosen as compared to store branded/healthy alternatives. As has been defined earlier in this analysis, the individuals within the grocery store in question were specifically interested in the overall price structure and healthfulness of the food item in question. However, when they proceeded to the cereal aisle, these concerns invariably were thrown to the wind (Hurley & Lieberman, 2005). This deviation from standard consumer behavior is perhaps a very good

A Good Man is Hard to Find by Flannery OConnor Essay Example for Free

A Good Man is Hard to Find by Flannery OConnor Essay The title A Good Man Is Hard to Find gives you the impression that someone is looking for a partner. When in reality, the title is actually explaining the moral of the story. Every character has their bad points, even the seemingly innocent children. From the Misfits, to the entire family, everyone was disrespectful and just plain rude. In some families it would be considered a mortal sin to be rude to elders. Unfortunately this family seems to get a kick out of being cruel to their poor grandmother. The Misfits are a different story entirely, because they know nothing better than cruelty. The Grandmother wasnt perfect herself, but she did have it a little rough. Starting things off the Grandmother was the most mistreated elder I have ever seen. Even despite the fact most of the stuff that came out of her mouth was false or an elaboration. She was an un-trusted old lady whose family couldnt wait to get rid of her. Someone whose words were constantly falling on deaf ears would get dramatic for attention, which is precisely what Grandmother did. This woman would stretch stories for her own benefit, which led to the familys untimely death. Constantly fighting for her way, she felt it necessary to hide the cat in a basket. This also explains lying about the secret panel, which was enough to amuse the children. If she didnt have clever ways to get her thoughts across, she would be completely ignored. The parents have been setting the wrong example for their children by disrespecting Grandmother. When the car flipped the Grandmother feared her sons hostility. She was immediately guilt ridden and made herself look as vulnerable as possible. Her family had every right to be upset with her and she knew it. The family, used to hearing her ridiculous stories and demands, has grown accustom to ignoring her. They make it obvious that shes not wanted in the family. Even the children are rude and disrespectful, obviously following the example of their parents. Her son glares at her for making pleasant conversation, and his wife doesnt allow her to listen to the music she chooses. Her own granddaughter was filled with contempt when she found out  that Grandmother had indeed survived the car wreck. So fits the title that A Good Man Is Hard to Find, you cant find one in this story. Now with the entire family burning holes on poor Grandmother with their eyes, you dont think it could get any worse for her. Here arrive the Misfits. This appears to be a homely bunch of rejects or rebels, knowing nothing more than raising hell. They ride up carrying their guns, making the family realize their predicament just got a whole lot worse. The Grandmother recognizes them at once and begins to beg for mercy. All the while, theyre killing her unloving family off one by one. The old lady is persistent and continues encouraging the Misfit to pray, and become a good man. They converse for a while, and he begins to explain why hes up to no good. He opens up to her, and she realizes he just doesnt know any better. Grandmother is obviously distraught but she keeps at him. There is finally a glimmer of hope in the mans face, he apparently wishes for a better life. When Grandmother reaches out to comfort him, to pull that good man out of him, BAM! He retaliates to her kindness with a wave of bullets. She would have been a good woman if it had been somebody there to shoot her every minute of her life. This man only knows how to kill kindness. He is simply stating what would have given them pleasure. The very next thing he says Its no real pleasure in life. This statement proves that he learned something from that old woman. He realizes what theyve been killing all along. So her death wasnt meaningless she finally got her point across to someone, someone finally listened to what she had to say, and was actually affected by it. So she died a happy woman, with a nice smile on her face, killed by her own kindness.

Housing and Employment Barriers for Ex-Offenders

Housing and Employment Barriers for Ex-Offenders Background Inmates in America often face barriers from prison to successful reentry back into the community. They are often released with a bus ticket and a minimal amount of gate money. They reenter back into the community with no health insurance, no guidance with employment, and no financial resource for housing. In 1999, approximately 33 percent of state prison releases were drug offenders, 25 percent were violent offenders, and 31 percent were property offenders (Hughes Wilson, 2017). There are approximately 13 million people admitted to and released from jail (Solomon, 2012). In 2007, more than 725,000 inmates were released from state and federal prisons in the United States (Baillargeon, et. al, 2010). By the end of 2010, the United States federal and state prison facilities held over 1.6 million prisoners. Approximately 95 percent of all state prisoners will eventually be released from prison, and an estimated 80 percent will be released on parole supervision (Hughes Wilson, 2017). There are approximately 730,000 inmates that are released on a yearly basis (Mears Mestre, 2012). A study that looked at recidivism in over 40 states concluded that more than four out of 10 offenders will return to state prison within three years of their release (Justice Center The Council of State Governments, 2017).There were 23 percent of adults exiting parole in 2010 which: 127,918 individuals returned back to prison due to violating their terms of supervision, 9 percent of adults exited parole in 2010, and 49,334 individuals returned to prison for a new conviction (Council of State Governments, 2017) Barriers to Employment The two most common barriers that inmates in America face are securing employment and housing (Gideon Sung, 2011). Ex-offenders are having a difficult time with finding employment after being released from prison, which is a huge barrier to successfully transitioning back into the community. Ex-offenders who are able to find jobs are normally referred by their family or friends. The programs that are successful with helping ex-offenders find employment are limited in capacity and geographic reach (Gideon Sung, 2011). The jobs that are likely to hire ex-offenders are scarce due to downsizing. There are several barriers that ex-offenders face when trying to find employment. Those who have history of being convicted for a felony are legally prohibited from certain occupations: Those that work with population who are deemed vulnerable Child care Nursing Private sector jobs-barber, beautician, pharmacist, embalmer, optometrist, plumber, and real estate professional (Gideon Sung, 2011) However, this does vary from state-to-state. There are jobs that offenders are restricted from pursuing in which prisoners receive training for while imprisoned. A study conducted on employers in Los Angeles concluded that businesses that check criminal backgrounds are less likely to hire those with a criminal record. Thus, background checks hinder ex-offenders chances of securing employment. Employers are allowed to deny jobs to those with a criminal record or those who hold an arrest record. A survey concluded that more than 60 percent of employers would not hire those with a criminal record (Solomon, 2012). Pager conducted an experimental audit and found that both race and a criminal record plays a factor in finding employment. Only five percent of Blacks with a criminal record received a call back. 14 percent of Blacks without a criminal record were called back by employers. Whereas, 17 percent of Whites with a criminal record received a call back from employers. 34 percent of Whites without a criminal record were called by employers (Gideon Sung, 2011). There was a three-state sample that concluded 45% of the 65% of employed ex-offenders continued to be employed (Gideon Sung, 2011). A new study concluded that an estimated one-third of American adults were arrested by the time they were 23 years old (Solomon, 2012). Criminal records keep many people from finding a job even though they have paid their dues, are qualified for the job, and are less likely to reoffend. Regardless of the type of crime committed, a criminal record will hinder an ex-offenders chances of finding employment. Amongst 75 largest counties, there were an estimated one-third of felony arrests that did not lead to conviction. Yet, the arrest still shows on the criminal background, which affects the chances of them getting a job. Most arrests are for minor or nonviolent offenses. In 2009, only four percent of 14 million arrests consisted of violent crimes, including murder, rape, robbery, and aggravated assault (Solomon, 2012). Ex-offenders who are African American may experience racial discrimination when looking for employment compared to Whites. Devah Pager conducted two studies involving employment audits of men in Milwaukee and New York City. Both studies were funded by the National Institute of Justice and found that having a criminal record does reduce ones chance of getting a call back or a job offer by an estimate of 50 percent (Solomon, 2012). African Americans were penalized for having a criminal record in comparison to White applicants. More recent studies reported that Latinos also suffered from having a criminal record and had a more difficult time finding employment compared to Whites. Arrests in 2009 by Offense (Solomon, 2012) Type of Offense Crimes Property Crimes (18% of arrests) Burglary Larceny-theft Motor vehicle theft Arson Vandalism Stolen property Forgery Counterfeiting Fraud embezzlement Drug Crimes (12% of arrests) Production Distribution Use of Controlled Substances Other Crimes (56% of all arrests) Disorderly conduct Drunkenness Prostitution Vagrancy Loitering Driving Under the Influence (DUI) Weapons Violations Ban The Box The number of governmental entities and advocates increased, and they support removing the box on employment application to help ex-offenders stand a higher chance of being employed. Ban the Box is a movement that was established in 2003 (Bergen Bressler, 2016). It is also known as Fair Chance Act. Their goal is to remove the criminal history box to encourage employers to consider applicants based on their credentials and qualifications versus their conviction. It is difficult for ex-offenders who have a criminal record to secure employment because employers perceive them as being untrustworthy, lacking relevant job skills, and inclined to steal (Bergen Bressler, 2016). According to the Justice Department, approximately 60 to 75 percent of former inmates are unable to find employment within their first year out of jail (Bergen Bressler, 2016). Ban the Box law will impose restrictions on what employers can inquire based on criminal history by limiting: What can be asked prior to being hired When can inquiries be made The amount of investigation done on ones criminal history record (Bergen Bressler, 2016). Hawaii was the first state to adopt a fair-chance law, which applied to public and private employment (excluding the federal government) in 1998 (Bergen Bressler, 2016). Such statute restricts an employer from inquiring about an applicants history of conviction prior to being hired. There are other states that established statewide or local laws of Ban the Box, including: California, Oregon, New York, Texas, Washington, and Washington D.C. (Hire Image Background Screening Specialist, 2017). New York City adopted a Fair Chance Act, which makes it illegal for employers to inquire about a criminal record of potential applicants prior to making a job offer (NYC, 2016). Barriers to Housing Housing is another common barrier that ex-offenders face when released back into the community. Ex-offenders find it difficult to find temporary housing on their own and lack funds to rent a place of their own. Thus, the majority tends to live with their family members once released from prison. An Urban Institute study concluded that an estimated three quarters of those released in Chicago planned to live with family (Gideon Sung, 2011). 88 percent were living with family 4 to 8 months later (Gideon Sung, 2011). 30 percent of female releasees reported being physically or sexually abused by family members they end up staying with (Gideon Sung, 2011). 12 percent of male Chicago releasees reported being physically abused or threatened by a family member months before incarceration (Gideon Sung, 2011). Housing is a significant barrier as landlords will deny ex-offenders tenancy due to their criminal record, and are unable to afford market rent or provide a security deposit. This is the reason why approximately 10 to 50% of parolees become homeless (Gideon Sung, 2011). Although there are other housing resources that ex-offenders could resort to, they have a limited capacity. There are also limitations on ex-offenders who were convicted of sex crimes. The Megans Law requires sex offenders to register and is supported by 47 states, which makes offenders ineligible for public housing. There are 31 states that have laws similar to Jessicas Law, which limits convicted sex offenders (Gideon Sung, 2011). This includes restricting where sex offenders can live, and are required to distance themselves from schools or parks. Prison Fellowship Prison fellowship is a reentry program available to ex-offenders. It is a Christian-based program that aims at giving hope, healing, and a new purpose for life to each ex-offender because they believe that the most broken situations can be made whole again (Prison Fellowship, 2017). This program also provides advice and guidance on how to overcome barriers, including: housing, employment, and finances. It is beneficial to ex-offenders as they will be provided with advice on the necessary resources that they need to successfully transition back into the community. Other Barriers Ex-offenders who have felony drug convictions deal with legal limitations. The Personal Responsibility and Work Opportunity and Reconciliation Act of 1996 bans those convicted for a felony drug charge for a lifetime. Meaning, these offenders are unable to receive Temporary Assistance for Needy Families (TANF) and food stamps (Gideon Sung). This tends to be a barrier that some ex-offenders face when released because it reduces their income. Also, drug offenders who intended on going back to school are unable to take out a student loan (Gideon Sung, 2011). Cognitive-Behavioral Approaches Cognitive-behavioral therapy (CBT) consists of various treatment interventions. CBT can help with changing peoples feelings, including their values (Gideon Sung, 2011). This type of approach helps offenders with gaining self-control and responsibility toward others and the community. There are six CBT programs that are most commonly used in correctional settings: Aggression Replacement Training (ART) Criminal Conduct and Substance Abuse Treatment Moral Reconation Therapy (MRT) Reasoning and Rehabilitation (RR) Relapse Prevention Therapy (RPT) Thinking for a Change (T4C) (Gideon Sung, 2011) These programs will help rehabilitate offenders and they will stand a chance to successfully face difficult barriers that they may encounter. Such programs have been extensively experimented with among various types of offenders, including juvenile offenders, substance-abusing offenders, sex offenders, sex offenders, and violent offenders (Gideon Sung, 2011). Conclusion It is important that these barriers ex-offenders face are addressed in order for them to have a successful transition back into the community. The people of America need to be informed of these barriers so that we can help make a difference in our communities by reducing the rate of recidivism. This will allow our communities to be safeguarded from ex-offenders so long as they are able to successfully transition back into our community. Their wrongdoings and criminal activity does not only impact themselves, it also impacts their loved ones and those who are victimized. Therefore, it is important to know the statistics and studies of barriers that hinder the reintegration of ex-offenders in which we could help them successfully overcome the barriers that they may have a difficult time with. References Baillargeon, J., Hoge, S.K., Penn, J.V. 2010. Addressing the challenge of community reentry among released inmates with serious mental illness. American Journal of Community Psychology, 46, 361-375. doi: 10.1007/s10464-010-9345-6 Ban the box laws. 2017. Hire Image Background Specialists. Retrieved online from http://www.hireimage.com/ban-the-box/ Bergen, V. Bressler, M. S. 2016. Ban the box: Protecting employer rights while improving opportunities for ex-offender job seekers. Employer Relations Law Journal, 42, 26-50. Fair chance act. 2016. NYC. Retrieved online from https://www1.nyc.gov/site/cchr/media/fair-chance-act-campaign.page Gideon, L., Sung, H. 2011. Rethinking corrections rehabilitation, reentry, and reintegration. SAGE Publications: Thousand Oaks, CA. Hughes, T. Wilson D.J. 2017. Reentry tends in the United States: inmates returning to the community after serving time in prison. Bureau of Justice Statistics. Retrieved online from https://www.bjs.gov/content/reentry/reentry.cfm Mears, D. P., Mestre, J. (2012). Prisoner reentry, employment, signaling, and the better identification of Desisters. Criminology Public Policy, 11(1), 5-15. DOI:10.1111/j.1745-9133.2012.00 NRRC facts and trends. 2017. Justice Center The Council of State Governments. Retrieved online from https://csgjusticecenter.org/nrrc/facts-and-trends/ Preparing for reentry. 2017. Prison Fellowship. Retrieved online from https://www.prisonfellowship.org/resources/support-friends-family-of-prisoners/resources-for-reentry/# Scanlon, W. (2001). Ex-convicts: A workplace diversity issue. Employee Assistance Quarterly, 16, 35-51. doi:10.1300/J022v16n04_03 Solomon, A. 2012. In search of a job: Criminal records as barriers to employment. Office of Justice Programs National Institute of Justice. Retrieved online from https://www.nij.gov/journals/270/Pages/criminal-records.aspx

Essay --

The One and Only The game of basketball has always been changing. Players go in and out of the NBA every season, adding their own style and achievements. However, no one has ever had greater accomplishments than Michael Jordan. He was destined to be an all-star his whole life and performed that way throughout his career despite many hardships. Michael Jordan is one of the greatest basketball players of all time. Michael Jeffrey Jordan was born in Brooklyn, New York, on February 17, 1963. He has two brothers, James Jr. and Larry, and two sisters, Deloris and Roslyn. He moved with his siblings and parents, James Sr. and Deloris, to Wilmington, North Carolina before he was one year old. He always loved to play sports as a boy. Although he played football and basketball as well, Jordan’s passion as a child was baseball. As a little league pitcher, he threw several no-hitters and led his team to as close as one game away from the Little League World Series. He was eventually named â€Å"Mr. Baseball† in his age group in 1975 by the Dixie Youth Baseball Association. Jordan’s talents continued to flourish as he transitioned into Laney High School in Wilmington. For one stretch, he had a 42-inning scoreless streak, a school record. Despite his outstanding achievements in baseball, he became extremely driven to excel as a basketball player. This was due to his older brother, Larr y, who beat him in a game. It seemed like a very simple reason, but it’s all he needed to become the best he could be. As a 5’ 9’’ sophomore at Laney High, Jordan tried out for the varsity basketball team. However, he was not good enough to make the team and was passed over for another sophomore, 6’ 8’’ Leroy Smith. Jordan was heartbroken and quoted: "It was embarrass... ...sted a year and a half. He took a short break in 2004 when he lent his name to a motorcycle racing team in order to create Michael Jordan Motorsports. However, he returned to the NBA in 2006 when he became part-owner of the Charlotte Bobcats. In March of 2010, he bought the team from majority owner Robert Johnson which gave him full ownership. He is still the owner to this day. It may be opinion, but Michael Jordan is considered the best player to ever play basketball. His career stats and six NBA championships put him much farther ahead in the record books than anyone else. He is a true inspiration to every basketball player across the globe and is an icon in the fashion and sports worlds. The entire game of basketball was revolutionized during his career as well. Michael Jordan’s stats and achievements prove he is one of the greatest players in basketball history.

The Hunters: Phantom Chapter 25

elena Matt swung his gaze in horror between Bonnie's prone figure, the name on the floor, and Elena's pale face. After a few shocked minutes, Elena spun and left the room. Stefan and Matt fol owed her as Meredith and the others moved to Bonnie's side. Out in the hal way, Elena pounced on Stefan. â€Å"You were supposed to look after them. If you had been here, Bonnie would have had some protection.† Matt, trailing Stefan out of Bonnie's bedroom, balked. Elena's teeth were bared, her dark blue eyes flashed, and she and Stefan both looked furious. â€Å"It wasn't Stefan's fault, Elena,† Matt protested gently. â€Å"Alaric and Mrs. Flowers had set magical protections. Nothing ought to have been able to get in. Even if Stefan had been here, he wouldn't have been in Bonnie's room with her al night.† â€Å"He should have been, if that's what it took to protect her,† Elena said bitterly. Her face was tight with anger as she looked at Stefan. Even as Matt stood up for Stefan, he couldn't suppress a glow of satisfaction at seeing trouble between Elena and Stefan at last. It's about time Elena realized Stefan isn't perfect, the worst part of him said gleeful y. Mrs. Flowers and Alaric hurried out of the room, breaking the tension between Elena and Stefan. Mrs. Flowers shook her head. â€Å"It seems that Bonnie was very foolishly trying to contact the dead, but I don't see how she could have done this to herself. This must be the result of whatever has been endangering you. Meredith is going to stay by Bonnie's bedside for the time being while we investigate.† Matt glanced at Elena and Stefan. â€Å"I thought you said that Caleb was out of the picture.† â€Å"I thought he was!† Stefan said as they al headed downstairs. â€Å"Maybe this is something he started before we fought.† Alaric frowned. â€Å"If that's true and it's stil going, Caleb himself might not be able to stop it. Even if he died, that wouldn't interrupt a self-perpetuating curse.† Elena strode out to the hal and ripped into the first of the trash bags, her jaw set. â€Å"We need to figure out what he did.† She dug out a stack of notebooks and shoved them into the others' hands. â€Å"Look for the actual steps of a spel . If we know how he did it, maybe Alaric or Mrs. Flowers can figure out how to reverse it.† â€Å"The spel book Bonnie was using is one of mine,† Mrs. Flowers said. â€Å"Nothing in it should have had this effect on her, but I'l examine it just in case.† They each took a notebook and a pile of papers and spread out around the kitchen table. â€Å"There are diagrams in mine,† Stefan said after a minute. â€Å"There's a pentagram, but I don't think it's the same as the one we saw on the floor.† Alaric took the notebook and peered at it, then shook his head. â€Å"I'm not an expert, but that looks like part of a standard protection spel .† The notebook in front of Matt was mostly scribbled notes. Tanner first death? it asked. Halloween? Elena, Bonnie, Meredith, Matt, Tyler, Stefan all present. He could hear Meredith's feet upstairs, restlessly pacing by Bonnie's bedside, and the words blurred before him. He scrubbed the back of his fist against his eyes before he could embarrass himself by crying. This was useless. And even if there was something helpful in here, he would never recognize it. â€Å"Does it strike you guys as weird,† Elena asked, â€Å"that Celia was the first one affected by whatever this evil is? There wasn't anything about her in the shed. And she never met Tyler, let alone Caleb. If Caleb was trying to get revenge on us for Tyler's disappearance, why would he attack Celia first? Or at al , real y.† That was a real y good point, Matt thought, and he was about to say so when he spotted Mrs. Flowers. She was standing stick-straight, staring off past his left ear and nodding slightly. â€Å"Do you real y think so?† she said softly. â€Å"Oh, that does make a difference. Yes, I see. Thank you.† By the time she had finished and her eyes snapped back to focus on them, the others had also noticed her one-sided conversation and grown silent, watching her. â€Å"Does your mother know what happened to Bonnie?† Matt asked her eagerly. He had stayed in Fel ‘s Church fighting the kitsune with Mrs. Flowers when his friends had traveled to the Dark Dimension, and their time as comrades in arms had made him familiar with Mrs. Flowers's casual exchanges with the spirit realm. If Mrs. Flowers's mother had interrupted their conversation, she probably had something useful and important to say. â€Å"Yes,† said Mrs. Flowers, smiling at him. â€Å"Yes, indeed, Mama was very helpful.† Her face grew serious as she glanced around. â€Å"Mama was able to sense the thing that took Bonnie's spirit. Once it had entered the house, she could observe it, although she was powerless to fight it herself. She's upset that she wasn't able to save Bonnie. She's quite fond of her.† â€Å"Is Bonnie going to be okay?† Matt asked, over the others' questions of, â€Å"So what is it?† and â€Å"It's a demon or something, then, not a curse?† Mrs. Flowers looked at Matt first. â€Å"We may be able to save Bonnie. We wil certainly try. But we wil have to defeat the thing that took her. And the rest of you are stil very much in danger.† She looked around at them al . â€Å"It's a phantom.† There was a little pause. â€Å"What's a phantom?† Elena asked. â€Å"Do you mean a ghost?† â€Å"A phantom, of course,† Stefan said quietly, shaking his head like he couldn't believe the idea hadn't occurred to him earlier. â€Å"There was a town I heard of once back in Italy many years ago, where they said a phantom stalked the streets of Umbria. It wasn't a ghost, but a being created by strong emotions. The story was that a man became so enraged at his unfaithful lover that he kil ed her and her paramour, and then himself. And these actions released something, a being made out of their emotions. One by one people living nearby went mad. They did terrible things.† Stefan looked shaken to his core. â€Å"Is that what we're facing? Some kind of demon created out of anger that wil drive people mad?† Elena turned to Mrs. Flowers imploringly. â€Å"Because frankly I think this town has had enough of that.† â€Å"It can't happen again,† Matt said. He was also looking at Mrs. Flowers. She was the only one who had seen the neardestruction of Fel ‘s Church with him. The others had been there for the beginning, sure, but when things got real y awful, when they were at their worst, the girls and the vampires had been off in the Dark Dimension, fighting their own battles to fix it. Mrs. Flowers met his eyes and nodded firmly, like she was making a pledge. â€Å"It won't,† she said. â€Å"Stefan, what you're describing probably was a rage phantom, but it sounds like the popular explanation of what was going on wasn't quite accurate. According to Mama, phantoms feed on emotions like vampires do on blood. The stronger an emotion is, the better fed and more active they are. They're attracted to people or communities that already have these strong emotions, and they create almost a feedback loop, encouraging and nurturing thoughts that wil make the emotion stronger so that they can continue to feed. They're quite psychical y powerful, but they can survive only as long as their victims keep feeding them.† Elena was listening careful y. â€Å"But what about Bonnie?† She looked at Stefan. â€Å"In this town in Umbria, did people fal into comas because of the phantom?† Stefan shook his head. â€Å"Not that I ever heard of,† he said. â€Å"Maybe that's where Caleb comes in.† â€Å"I'l cal Celia,† said Alaric. â€Å"This wil help focus her research. If anyone has any material at al on this, it'l be Dr. Beltram.† â€Å"Could your mother tel what kind of phantom it was?† Stefan asked Mrs. Flowers. â€Å"If we know what emotion it feeds on, we could cut off its supply.† â€Å"She didn't know,† she said. â€Å"And she doesn't know how to defeat a phantom either. And there's one more thing we should take into consideration: Bonnie's got a lot of innate psychic power of her own. If the phantom has taken her, it's probably tapped into that.† Matt nodded, fol owing her train of thought. â€Å"And if that's so,† he finished grimly, â€Å"then this thing is only going to get stronger and more dangerous.†

Hospitality Management

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