Analysis of The Celestine Prophecy by James Redfield Essay -- The Cele

Analysis of The Celestine soothsaying by James Redfield The Celestine Prophecy by James Redfield tells the story of a man who tries to learn and understand the nine keyst cardinal insights into life itself in an old-fashioned manuscript that has been discovered in Peru. It predicts a massive sacred transformation of society in the late twentieth century. We leave fin in ally grasp the secrets of the universe, the mysteries of existence, and the importee of life. The real meaning and purpose of life will not be found in religion or in material wealth, further or else in things like auras. He comes across the insights in numerical order since that is how one mustiness understand them. Overcoming an initial skepticism, the narrators sagaciousness grows with each insight. They include the pursual 1. A Critical Mass. 2. The Longer Now. 3. A Matter of Energy. 4. The Struggle for Power. 5. The Message of the Mystics. 6. Clearing the Past. 7. Engaging the Flow. 8. The Interpersonal Ethic. 9. The Emerging Culture.In the first 15 pages, sequence the plot is still forming, at least eight basic ideas are introduced a spiritual awakening is occurring in the humankind (p.4) humanity is evolving into a higher(prenominal) spiritual consciousness (p.4) seek the experiential (p.5) coincidences have spiritual significance (synchronicity) (p.6) the k presentlyledge contained in the manuscripts insights has been hidden from most of the cosmos (esoteric, secret knowledge) (p.8) anti-Christian attitudes (p.9) discover impartiality through experience (p.10) and when the student is ready, the teacher appears (p.15). These ideas are not always expressed in so many words, but their principles are. For example, the basis of the story is that the spiritual insights humanity needs are hidden in an ancient document, and must be uncovered if mankind is to advance spiritually. non everyone, according to the story, is ready for or able to comprehend these teachings. The insights a re for those spiritually ripe, the spiritual elite. The book implies that in time others will accept these ideas but for now the more advanced must lead until a critical mass of people have grasped the insights.The first two insights are that coincidences have a incomprehensible significance and that this decision-making should guide an individual. afterward insights build on this, teaching the narrator that he should be guided by daydreams, intuitions and thoughts that ma... ... over several years time. hamlet encountered several times in one day in The Celestine Prophecy probably happen over a much longer period to individual finding ones self. I enjoyed and was intrigued by the control dramas analogy that was presented in The Celestine Prophecy. They sure seemed to enhance understanding on the issue. Also this spiritual enlightenment story depicted to me that healing to an awareness of our versed light can move right along when we are not encumbered by blame and guilt. The re was no judgment implied as to which choices that one makes, it seemed to be simply a matter of preference if one chose to liberate or not. Acceptance of whatever is flows through the unblemished book. Naturally we would come to make healing, and naturally we would tolerate those not ready to do so yet. But what blew me away is how blatantly and clearly the writing conveyed how the direful phenomenon of dysfunctional codependency plays itself out--people attempting to live on each others energy in lieu of tapping their own inner power. This can be seen in the scene where they seen the energies exchange amidst some people. All and all I enjoyed reading this novel by James Redfield. Analysis of The Celestine Prophecy by James Redfield Essay -- The CeleAnalysis of The Celestine Prophecy by James Redfield The Celestine Prophecy by James Redfield tells the story of a man who tries to learn and understand the nine key insights into life itself in an ancient manuscrip t that has been discovered in Peru. It predicts a massive spiritual transformation of society in the late twentieth century. We will finally grasp the secrets of the universe, the mysteries of existence, and the meaning of life. The real meaning and purpose of life will not be found in religion or in material wealth, but rather in things like auras. He comes across the insights in numerical order since that is how one must understand them. Overcoming an initial skepticism, the narrators understanding grows with each insight. They include the following 1. A Critical Mass. 2. The Longer Now. 3. A Matter of Energy. 4. The Struggle for Power. 5. The Message of the Mystics. 6. Clearing the Past. 7. Engaging the Flow. 8. The Interpersonal Ethic. 9. The Emerging Culture.In the first 15 pages, while the plot is still forming, at least eight basic ideas are introduced a spiritual awakening is occurring in the world (p.4) humanity is evolving into a higher spiritual consciousness (p.4) seek t he experiential (p.5) coincidences have spiritual significance (synchronicity) (p.6) the knowledge contained in the manuscripts insights has been hidden from most of the world (esoteric, secret knowledge) (p.8) anti-Christian attitudes (p.9) discover truth through experience (p.10) and when the student is ready, the teacher appears (p.15). These ideas are not always expressed in so many words, but their principles are. For example, the basis of the story is that the spiritual insights humanity needs are hidden in an ancient document, and must be uncovered if mankind is to advance spiritually. Not everyone, according to the story, is ready for or able to comprehend these teachings. The insights are for those spiritually ripe, the spiritual elite. The book implies that in time others will accept these ideas but for now the more advanced must lead until a critical mass of people have grasped the insights.The first two insights are that coincidences have a deep significance and that thi s decision-making should guide an individual. Later insights build on this, teaching the narrator that he should be guided by daydreams, intuitions and thoughts that ma... ... over several years time. Crossroads encountered several times in one day in The Celestine Prophecy probably happen over a much longer period to someone finding ones self. I enjoyed and was intrigued by the control dramas analogy that was presented in The Celestine Prophecy. They sure seemed to enhance understanding on the issue. Also this spiritual enlightenment story portrayed to me that healing to an awareness of our inner light can move right along when we are not encumbered by blame and guilt. There was no judgment implied as to which choices that one makes, it seemed to be simply a matter of preference if one chose to liberate or not. Acceptance of whatever is flows through the entire book. Naturally we would come to choose healing, and naturally we would tolerate those not ready to do so yet. But what b lew me away is how blatantly and clearly the writing conveyed how the fearful phenomenon of dysfunctional codependency plays itself out--people attempting to live on each others energy in lieu of tapping their own inner power. This can be seen in the scene where they seen the energies exchange between some people. All and all I enjoyed reading this novel by James Redfield.

The Mark Twain Thesis :: essays research papers

Mark bracing To look at that person on the honor role, whos the best athlete, has the newest car, and gets all the ladies. Or the person in art class who continually produces the best art work and ruins the grade curve for the rest of us. Few things are harder to put up with than the annoyance of a good guinea pig. Throughout his life Mark Twain continued to produce masterpiece writing leaving no good example un-battered. A musical composition who gets his dream job, and is despised by the whole town of just dreamers. A person whos convictions are stronger than his flesh. And a seemingly harmless man, who tells the fib as it should be told and comes under the utter annoyance of the narrator. Imperfect characterization played an , obvious, major role in his writings proving that few things annoyed him much than a good example. The pose that Twain takes to his characters that seem to be striving for excellence is sooner unique. In an excerpt from Life On The Mississippi Twain tel ls us of a man with a dream. As imperfection has it this mans dream did not come true. But his friends similar dream , however, did. The narrator tells us by means of a blanket of jealousy how this man was perpetually annoying, and how, there was nothing generous about this fellow and his greatness. Like many of Twains writings this excerpt shows us a man with convictions as he looks at a seemingly good example and puts it under a different light. Convictions that shine through in what could quite possibly be a realistic situation (in Twains accounts of them) shimmer with imperfection. In a part of Roughing It Twain brings us to a camp of three men. under(a) the inclination that they are all about to die, these men start to ponder what they could have done with the rest of their lives. They all end up making promises to themselves that they fully believe they will not have to keep. Promises of, reform and examples to the rising generation. In what would seem to be a surreal end t o a story of repenters continues on. These men occur themselves in a comical situation and end up surviving. So what happens to the promises they never gave a thought to having to keep but for the few moments it takes a man to freeze to death in the dead cold of winter?

Graduation Speech -- Graduation Speech, Commencement Address

The first day of kindergarten, we clung to our parents afraid of the new experiences that awaited us. We looked around at all of the other faces not sure what to think. Fear and query crippled us. Little did we know that this day was the beginning of a journey stock full of obstacles and rewards. Kindergarten was a breeze. We learned the ABCs, made friends, and finally counted to one hundred. therefore we went into elementary. We saw new students join our classes throughout these long but short elementary years. Teachers could see boys and girls running away from each other screaming, Ew, you got cooties Life was a breeze all the way through to middle school. We came into middle school with no idea what to be prepared for. None the less, we made it. We were the youngest. Fifth pose ...

Effects of Smoking While Pregnant :: smoking while pregnant

During a pregnancy there ar many choices to be made and have should not be one of them. gage while pregnant can hasten major effects before the birth of the child and also in the childs future. Here are a few effects before the actual birth of the child 1) Cigarettes contains a large number of chemicals that harm unborn babies. 2) Smoking raises the levels of carbon monoxide in your bloodstream. This gives less oxygen for baby. 3) Nicotine tightens the blood vessels, meaning the oxygen is passed over less effectively to the baby 4) Miscarriage or stillborn. The risk of Sudden Infant remnant Syndrome triples if the mother has smoked during pregnancy. It is estimated that twenty-five percent of expectant mothers in the U.S. smoke throughout their pregnancies. According to a report from the Surgeon General, twenty percent of crushed birth weight births, either percent of preterm deliveries and five percent of all perinatal could be prevented by eliminating smoking during pregnanc y.Not only can smoking cause considerable damage to the unborn baby, but it could affect the baby later in life. Smoking increases the chances of the baby having birth defects. For example, the child might interrupt severe brain damage. The baby also might be considerably light in weight. All these outcomes are extremely negative and can cause guilt. Another thing that should be taken into consideration is secondhand smoke. Even though the smoking is not being done firsthand, there is still a big risk. Side effects of secondhand smoke are ear infections, colds, and damage to the lungs. And even though it is not definite that complications during pregnancy might not occur, the chance of putting a child at risk for the sake of smoking a cigarette should not be taken.

Essay --

Designing Fear A Brief History of Hate Crimes at Elmhurst CollegeElmhurst College is a sm any, private, four-year college. Though affiliated with the join Church of Christ, the college seeks to educate its students for lifetime in the global society. As such, Elmhurst College welcomes students of many faiths. At the heart of the colleges spiritual life is the college chaplains office, which offers worship programs, community service opportunities, and spiritual focussing for students from all faith traditions. To ensure that the college can represent, embrace, and engage all of the religious communities on campus, the chaplains office employs nineteen co-chaplains and religious advisors. Leading the charge as the campuss primary chaplain is the Rev. H. Scott Matheney. In the fall of 2008, Rev. H. Scott Matheney had been the chaplain of Elmhurst College in Elmhurst, Illinois for 11 years. A graduate of Whitworth College and Princeton Theological Seminary, Matheney arrived at the E lmhurst College with having already served for many years as the Presbyterian and United Church of Christ Chaplain at Columbia University and New York City. In his first decade at the school, Matheney had played a key role in the arrangement of the NAACP Chapter on campus, spearheaded the annual Holocaust Education Project and Habitat for Humanity projects, instituted the Religious Lecture Series to explore different faith traditions, and provided significant outreach to all religious groups on campus wear outicularly the Muslim community. Matheney was proud of the progress made on key religious issues on campus, and felt that the campus was successfully fostering an purlieu that allowed individual members of the community to learn from each other... ..., curtains, and other items that make the space friendly and welcoming to all. If theres any good that has come from things like thisSafia, the things they see at the Interfaith Youth Core, even September 11, I think its two-fol d, Matheney says. First, theres been a dramatic movement of interfaith agendas and issues. And second, theres a recognition that the Muslim community has to step into the public square and not be a quiet minority on our Christian campusor in our Christian nationanymore. Theyve had to become able to become a force that defends, defines, and differs themselves as they engage society. There has been a detectable uptake in their engagement here since Safia left, even if things did slow down for a while. They, and we, are coming to terms with what it means to become a part of U.S. society. And were learning from each other every day.

Essay --

Designing Fear A Brief History of Hate Crimes at Elmhurst CollegeElmhurst College is a small, private, four-year college. Though affiliated with the United Church of Christ, the college seeks to devise its students for life in the global society. As such, Elmhurst College wel muster ups students of many faiths. At the heart of the colleges phantasmal life is the college chaplains office, which offers worship programs, community service opportunities, and spiritual guidance for students from all faith traditions. To ensure that the college can represent, embrace, and engage all of the religious communities on campus, the chaplains office employs nineteen co-chaplains and interfaith advisors. Leading the trip out as the campuss primary chaplain is the Rev. H. Scott Matheney. In the fall of 2008, Rev. H. Scott Matheney had been the chaplain of Elmhurst College in Elmhurst, Illinois for 11 years. A graduate of Whitworth College and Princeton Theological Seminary, Matheney arrived at t he Elmhurst College with having already served for many years as the Presbyterian and United Church of Christ Chaplain at Columbia University and New York City. In his first decade at the school, Matheney had played a key role in the establishment of the NAACP Chapter on campus, spearheaded the annual Holocaust Education Project and Habitat for Humanity projects, instituted the Religious Lecture Series to explore different faith traditions, and provided momentous outreach to all religious groups on campusparticularly the Muslim community. Matheney was proud of the progress made on key religious issues on campus, and felt that the campus was successfully nurture an environment that allowed individual members of the community to learn from each other... ..., curtains, and other items that make the space friendly and welcoming to all. If theres any good that has come from things like thisSafia, the things they see at the Interfaith Youth Core, even September 11, I think its two-fol d, Matheney says. First, theres been a dramatic travail of interfaith agendas and issues. And second, theres a recognition that the Muslim community has to step into the public square and not be a quiet nonage on our Christian campusor in our Christian nationanymore. Theyve had to become able to become a force that defends, defines, and differs themselves as they engage society. There has been a noticeable uptake in their engagement here since Safia left, even if things did slow down for a while. They, and we, are coming to terms with what it means to become a part of U.S. society. And were learning from each other every day.

Education: United States vs. Ukraine Essay

There are 1.8 million lot coming to the United States every year. According to U.S. census estimates, in 2006 in that location were 961,113 Americans of Ukrainian descent representing 0.33% of the American population. The Ukrainian population in the United States is thus the second largest outside the former Soviet Union. One of the reasons is that the education is much progressive and flexible, which makes it easier for people to attain their educational goals. In different countries and in different cultural environments, education has different forms, methods and meanings for people. Given the opportunity to attend schoolhouses in Ukraine and in the United States, I could not help but notice the differences between the two educational systems. The U.S. educational system is to a greater extent liberal, comprehensive, and specialty center when compared to the Ukrainian system. The educational system of Ukraine is continuously changing due to the transitional period of the coun try from the former Soviet Union.During the Soviet period, educational organizations in Ukraine were state-supported institutions, none of which had religious affiliations. As cultural environment changes, this is no longer true for the modern Ukraine. Nowadays, all schools, from pre-school to the institutions of higher education, have Christian classes in their curricular activities. Contrary to the state-sponsored education of the Soviet era, there are both public and private educational establishments, all of which must be accredited by the Ministry of raising of Ukraine. Primary and secondhand education comprise pre-school through brand 11.The components of primary level of education are pre-school programs which are attended by two-third of all Ukrainian children. Children ages 6 months to 3 years are enrolled in nursery schools. Children ages 3 to 6 years are enrolled in kindergartens. Then starts secondary education round-eyed in grades 1 4 lower secondary in grades 5 9 and upper secondary in grades 10 11. Grades 1 through 9 are collectively called Incomplete (General) Secondary Education, and grades10 and 11 are called Complete Secondary education.Three types of institutions also offer the upper secondary school curriculum the general academic schools, the secondary vocational-technical schools and the specialized secondary school. Regardless of the type of upper secondary training completed, Ukrainian students have the right to sojourn their education at a postsecondary institution. Applications are accepted from citizens who meet the following criteria * students have completed secondary education* for full-time study students must be under 35 years of age and there are no age limits for part-time or evening study * students have passed a combative entrance examination set by each institution of higher education. There are three types of grading systems in Ukraine. Ordinarily universities use a traditional 5-point scale 5 = excellent, 4 = go od, 3 = acceptable, 2 = unacceptable. Since 2006, university students are graded on a pass judgment scale of 0 to 100. These grades can be transformed to the 5-point scale approximately as follows from 91 to 100 way 5, from 71 to 90 means 4, from 51 to 70 means 3, from 0 to 50 means 2.Both the rating scale and the 5-point scale are used in university registers at the present. As for secondary schools, they also used the 5-point scale until 2000. Since 2000 secondary schools use a 12-point scale, which could be transformed into the traditional 5-point scale as follows 12 = 5+, 11 = 5, 10 = 5- and so on. Education in the United States follows a pattern similar to that in the Ukrainian system. premature childhood education is followed by elementary school, middle school, high school, and then postsecondary education.Postsecondary education includes non- head programs that lead to certificates and diplomas plus six degree levels associate, bachelor, first professional, master, advanc ed intermediate, and question doctorate. The U.S. system does not offer a second or higher doctorate, but does offer postdoctorate research programs. Contrary to the Ukrainian system, in the United States people can go to college at any age and also have homeschooling programs. The most common grade scale in the United States is the letter grade A through F, which is derived from a scale of 0100 points. The following table shows the transformation A B C D F 100-97 96-93 92-90 89-87 86-83 82-80 79-77 76-73 72-70 69-67 66-63 62-60 Below 60 PercentOne of the big differences between two systems is course schedule. In Ukraine students have to follow a particular schedule make to satisfy the educational institution program, while in the United States students have flexibility in scheduling their classes. For example, if I start any level of secondary or postsecondary education in Ukraine, I will be assigned to a group of 20-30 people (called a class), who have the same schedu le and we dont have to register for any classes, because everything is already prepared for us. Nowadays, in US I make my own schedule that satisfies my choice of degree requirements and my work hours. Another big difference is the availability and accessibility of technology to students. In Ukraine, schools and colleges are very underfunded which results in poor or no equipment.Students in Ukraine do not have as many resources as students in the United States have, unless they come from wealth. Some people say that lack of technology lowers the graphic symbol of education. I believe the use of technology is helpful, has a significant positive effect on students and is just more fun however it does not attain the quality of education. Taking into consideration all the similarities and differences of both educational systems, the Ukrainian system dictates to students each step of the educational process, while the US system is more flexible, provides more freedom and advanced techn ology. Overall, learning in the United States is a great opportunity that not everyone has. Thus, those who have it should make the most of the chance to learn.

The problem of anti Americanism

Terrorism has always been a major issue in the man. Every country is trying to put some measures to stop the cultivate of terrorism. at that place are some remedies that have been put in place to stop terrorism. The chore of anti Americanism is believed to be the cause of terrorism attacks. Introduction The problem of anti-Americanism is a very serious matter and it occurs because people try to be resistant or try to blame America for all its toyions. People world over believe that every action Americans take is for the purpose of taking control of other countries for selfish gain and interests.The resistance takes place when non-Americans demand to save their beliefs and national interests, and do not want to be influenced by the Americans. People put their blame on the Americans because they are jealous and do not want Americans to continue being prosperous (Hoffman, 1998). People should be accountable for inciting violence when they glorify violent acts against America but themselves do not engage in it in order to put a stop to terrorism.Such people invest a lot of money to destroy other peoples lives and in fact they should be more punished than the people who physically carry out the acts of terrorism. They are the people who do not want to stop terrorism. (Hoffman, 1998) there are various remedies that are available to the government to deal with schools, mosques, and charities that indirectly support terrorism while not actually engaging in it. There are some laws that have been enacted to counteract terrorism.The laws are divided into several categories like financial act laws, terrorism act laws, airport and transport act laws and the USA patriot act laws. The remedies should be death for those found guilty of terrorism including increased budgetary allocation to the Security budget that will ease not only counter any acts of terror but gather intelligence that will help forestall any threat way forrader it happens (Hoffman 1998). Reference Hoffman, Bruce (1998)Inside Terrorism Columbia University Press

Outside Lies Magic

There are certain things in life that raft take for granted. As technology advances, the people would struggle to go on and fit in the crowd, making sure that everything is played accordingly. Because of these changes, people sometimes oversee things and take for granted the simple pleasures of life. The reserve, Outside Lies Magic, shows people the simple things piece around us that are taken for granted. As I was reading the book, I became open to more(prenominal) possible ideas around me.Although the book whitethorn siz open like a textbook for many, this is one of the few literary works that people could actually appreciate. From everything that has been included in the book, two scenes stood out the most. The first bureau was when the author was discussing about wires and power. I became intrigued with the importance of the wires to the history of man and the possible contrisolelyions that they may have in society. Even if the history of mankind was quite unmanageable to explain, the author was able to do it in such a manner that the readers would become curious instead of being discouraged to read.The use of words was withal something to be considered. The descriptive manner used would make the readers become interested to know how frequently information the author wants to share with everyone. Another part of the book that caught my attention was the chapter about mails. I was un awake(predicate) of the history of the mailing system until I read this chapter. The demands of sending letter across the country and in the all told world increased as time passed by, making it more difficult for the postal services to fulfill their duties.Eventually, numerous people had to sacrifice their time and elbow grease just to allow the mails to arrive on their preferred dates. I learned to appreciate the importance of my mailbox, and how it is accessible to me and to the whole world. However, this service was taken for granted and lacks the much needed appr eciation. Thinking about it makes me thankful for all of the hard work taken away from me by such service. I just hope that someday, more people would be able to see and appreciate the little things that evolve around them. The last part was also something that I remembered greatly.Although the book was descriptive, the author was able to share with the readers how the simple things in life would mean the most. The readers are also given the impression that all things should be appreciated and given much importance. no matter of the use of such descriptive words, the author was able to stick to the realities of life that many people try to escape from. And so, people should become open to committing mistakes, but still hope for the best in life. From everything that has been mentioned, I believe that the strongest part of the book is the first part.Talking about wires is not as easy as it may seem, because it is difficult to talk about wires and make them as interesting as possible . Reading the book allowed me to see a world that I was not aware of before. Taking the wirings for granted was something that people could relate to. I also became intrigued how people were able to organize all of the wires, and how these were identified. This allowed me to appreciate more people and things more, as distributively word was used. Reading the book came as a challenge for my end.English is not my first language, and some of the words used in the book were difficult for me to understand. However, the deceit of words allowed me to explore and expand my knowledge further. For this, I was able to experience the magic of books, at the same time learn about the realities of life concealed from most people. Sometimes, it is not bad to look back and appreciate the humble beginnings of people and things. These are the essential things that would make the existence more worthy of the peoples appreciation. This is one of the few books that I would recommend for others to read .

Effect of Media on Eating Habits Essay

Currently this is a serious and growing concern for human beings health officials, registered dietitians, and families interested in living their day to day lives in a healthy manner. Youth are at the highest endangerment. According to the National health Examination horizon, children ages 11-13 have highest regulate of daily television viewing (Brown, 2008, p. 316). In a 2007 study, children were more likely to be oerweight when they watched more television (Gable, Chang & Krull, 2007).Currently, the scrap leading ca intention of actual death according to the Center for Disease Control and Prevention is pathetic diet and physical inactivity (Schneider, 2006, p. 270). Trends that lead to low-down diet and physical inactivity, eventually obesity in adults and children alike, stem from habits that form early on in childhood. This creates an endless cycle that perpetuates from generation to generation. Obesity is presently an issue that threatens the majority of Americans and i ts prevalence has change magnitude substantially in the last three decades (Schneider, 2006, p. 72). Its caused by a number of different factors including genetics, physical inactivity, and poor eating habits. Two of the three factors noted can be strongly associated with television media. A study conducted at the University of Minnesota in 2009 found an increased incidence of eating in front of the television was primarily due to advert and reduced metabolic rate in adolescence (Barr-Anderson, Larson & Nelson, 2009). Reduced metabolic rate decreases ones need for calories.Individuals of this demographic typically dont take this fact into consideration and eat as much(prenominal) as beforehand their exposure to television was such a significant bit of their daily routine. This tendency leads to unwanted and unnecessary weight gain. Increased weight has shown to elevate the venture of cardiovascular disease, diabetes and most kinds of cancer not to mention obesity (Schneider, 2 006, p. 270). A less normally recognized phenomena related to this issue is that people dont spang what healthy choices are and in turn, they are more likely to fall victim to some(prenominal) temptations set before them.These enticements are provided most commonly by television media advertising directed at less educated, more easily influenced audiences. For example, inexpensive fast food that is a particularly popular oddball of advertising might seem like a logical source of food for some families that do not have access to, or know anything better. Environment There are many problems that make up this complex and layered situation. Many social, cultural and economic factors contribute to these dietary patterns and eating habits that weaken over a lifetime (Schneider, 2006, p. 77). The amount of time children spend with different sources of media from television, film, video games, and computer or online media is exceedingly taking up the greater part of their time. With th e average five and a half hours children spend using media on a daily basis, the only thing they spend more time doing is dormancy (Henry J. Kaiser Family Foundation, 2004). From age two to twenty, only eighteen years, that adds up to over 29,900 hours worn-out(a) with media and 1. 8 times more than the 16,000 hours spent in school grades k-12 (Grossberg, 2006, p. 93).That equals out to approximately 20 hours per week according to a study done in 2006 (Francis & Birch, 2006). Not only in the time spent exposed to media is a risk factor for children, but the way in which the media is consumed is also a major contributor to this situation. In the home, if there is a lack of parental control monitor childrens media exposure, children are then at a higher risk of being influenced. Children heavily influenced by the media have the ability to manipulate how money is spent and savvy companies see them as the consumers to be targeted (Peregrin, 2001, p. 6). Children sometimes even spend t heir own money on the products they see repeatedly reinforced around them. Advertisers use this well known fact to target children because they know the powerful influence children can have on their parents purchasing decisions (Peregrin, 2001, p. 56). In an article written in 2001, Registered Dietitian, Adrienne Dorf expressed her opinion about educating children who are exposed to excessive media. She emphasized the need to explain the difference between television programs and commercials to children who may not be able to differentiate the two.Dorf urged parents to explain the idea of sales and the fact that the food publicize via commercials may not be the best for our bodies. Dietary habits form over a lifetime and are greatly influenced by the social environment and family setting as well as the media (Schneider, 2006, p. 277). From time to time parents struggle with taking their children into the supermarket for groceries just because they dont want to fight about what the new craze is in sugary cereal or what unhealthy snack round the bend are showing more commercials on television or the latest cartoon characters face on their box.It is a common to see a start or father who gives in to please their child when he or she throws a tantrum in the middle of the aisle to get something they want. This repeated movement can be a detrimental in the long run if it persists and continues. Impact Food industries have a goal to sell as much of their product to the public as possible. They will do anything they can to encourage Americans to eat and spend more money on any of their products. Most food advertised is high in fat, sugar, and salt leading to children in the grocery store begging their parents for candy and unhealthy snack foods (Borzekowski & Robinson, 2001).Foods advertised taste good resulting in advertisements publicizing foods with high amounts of sugar, fat, and salt towards younger generations. For example, fast foods and high sugar cereals a re two of the most commonly publicize items during childrens programming. Studies have shown that children under the age of 6 years of age cannot distinguish between television programming as opposed to commercial advertising (Borzekowski & Robinson, 2001).The primary problem is that children who spend excessive amounts of time exposed to television media are more likely to be overweight. According to the National Longitudinal Survey of Labor Market Experience, Youth Cohort (NLSY) a strong dose-response relationship was found between television viewing and the prevalence of overweight (Brown, 2008, p. 316). Adolescents from 10 to 15 years old who reported watching more than 5 hours of television per day had greater odds of having a BMI in the 85th percentile (Brown, 2008, p. 316).

Hospitality Management

Level 1 Foundation Diploma in cordial reception whole of measurement 2 wherefore the cordial reception exertion is important Guided Learning Hours 30 (25 for t each(prenominal)ing and learning activities, 5 for sagacity activities) Unit aims The wider cordial reception manufacturing and the seven industries within it, provide a stimulating and challenging world for you to study and work in. Through this whole, you lead learn how the everyday lives of deal atomic number 18 presumeed by the important contribution the cordial reception diligence readys to the UK economy and the topical anesthetic fraternity you live in.You give dis compensate how the world of touristry puke affect the cordial reception manufacturing, as well as the contact that factors such as major moments or natural disasters sight sop up. This unit leaveing involve plenty of opportunities for you to visit real cordial reception establishments and businesses to build your knowledge and s agacity of the industry. During these visits and other learning opportunities, you allow for too have an opportunity to blab to industry specialists nearly the hospitality industry and the melodys they do within it. sagacity Method This unit is internally assessed.The assessment for this unit involves planning and reviewing activities to demonstrate the pupils knowledge and skills. Learners exit be expected to take responsibility for their own role and adapt behaviour accordingly. For merely training nigh the requirements for this unit, including controls teachers must continue to the Internal Assessment Specification. EDI have produced sample assessment material to further specify the requirements for centres. 1 Learning end Learners will 1 s bottomland the richness of the hospitality industry Assessment CriteriaTaught Content Learners can 1. 1 Describe the aims of hospitality revenue and employment topically and nationally. 1. 2 Comp be the splendor of disparate hospitality establishments to the topical anesthetic community. 1. 3 Describe job roles in the local anesthetic anaesthetic argona which argon based in the hospitality industry Learners request to progress 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 practice session 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, scareting, 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 lear ners knowledge of the wider hospitality industry create in unit 1, including the clutch of hospitality industries and the businesses within them. As well as bring to the local economy, the hospitality industry is important to communities in various ways.Learners hire to be equal to(p) to compare the greatness of different hospitality establishments to the local community considering, for shell, 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 enceinte talks about hospitality and how it contributes to the local economy and community Learners deal to explore and develop their understanding of real job roles that are undertaken in the local community across the run for of hospitality industries. Additionall y they should develop understanding of the earnings and rewards that the industry can offer including career progression and the chance to travel, two nationally and internationally. 2 Learning outcome 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 choose to develop understanding of how the local hospitality industry can be affected by the tourism industry and its comp sensationnt parts including visitor attractions eg cultural and heritage sites, museums and galleries, fore parks, national parks, sporting venues, gardens, wildlife parks and zoos entertainment eg sporting events, concerts, theatres, outdoor festivals facilities eg post (air/coach/train/taxi operators and associated terminals), Tourist Information Centres, travel agents and t our operators Learners should develop knowledge of how other factors affect twain the local and national hospitality industry, for example natural disasters foreign tourists are reluctant to visit those areas affected transport relate 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 break away of examples are included in this unit, unless, this is not an exhaustive list and centres can use excess examples where appropriate. 3 Learning Outcome Learners will 3 Be adapted to find out about hospitality in the local area Assessment Criteria Taught Content Learners can 3. 1 Use sources of instruction to answer questions. Learners carry 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 e xplore websites. Other sources of information can include innovativespapers and magazines, local tourist information, libraries, trade and national press and publications, or maestro 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 learners 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 high band. lap 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 close to levels of revenue and employment locally and nationally.Compares somewhat 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 tag 5-7 label 8-10 marks 5 Learning Outcome 2 Know about the factors which impact on the hospitality industry. 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 hosp itality 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 Development 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 competencys 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 someone learning outcomes and assessment criteria also allow learners to plan and review their personal achievement and maturement. There are further opportunities for a range of PLTS to be deve loped through the teaching and delivery of this unit. The following sections highlight some of these additional opportunities for PLTS teaching and provide guidance 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 place within AC3. 1, requires young people to plan and carry out research, appreciating the consequences of decisions. In learning outcome 3, this is in relation to learners energy to use sources of information about hospitality.This particular assessment criterion assesses learners major power 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 powerfulness 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 liable(predicate) 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 i dentical method of delivery (eg visits to industry). Centres can use these to help learners to develop their ability to identify questions to answer and problems to solve (IE1), for example intercommunicate questions of industry professionals as they research the levels of hospitality revenue and employment locally and nationally (LO1, AC1. 1).Centres can use this corresponding 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 order and centres can help them to understand the importance of and build their ability to support their conclusions, using reasoned arguments and demonstrate (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 abou t 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). Centres 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 works 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 whitethorn 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 development of their knowledge of the effect of local tourism (LO2 AC2. 1), such as a time barf 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 impermanent 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 le arning 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 into small groups each with a concentrate 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 tim e to help them research the importance of different hospitality establishments to the local community and presenting their findings to a group of other learners.Opportunities 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 dissolver 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 whitethorn 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 impli cations of a particular factor and how this whitethorn affect different stakeholders, as well as the hospitality industry. 9 Functional Skills Learners at this level must 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 nutriment 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 affluent projects, learners will need to practise dem onstrating competence in applying functional skills during simple classroom exercises. Teachers should focus on the right hand column of 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 exercise The operation 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 t he 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 demand to Look at their personal outgoings and identify the level of salary they require. They should then research the type of disposal 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 organ isation and listing their strengths/ gutlessnesses 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 markering 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 i nformation 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 virtually depict 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 polarity Scheme illustration 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 m ight 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 two 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 unalikely 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 i n case study materials. Learners must make some attempt at comparison, for example by commenting on the value to the community. 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) impact 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 charge 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. The y will need direction from a teacher to complete the task. 13 Mark Band Mark Band 2 Learners displaying understanding/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 d ifferences of two or three hospitality establishments and why or how they are important to specific the local community. These may be one or two examples, such as providing discounted menus for a local pensioners group or sponsoring a local football teams 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 adjustment, food and beverage services for tourists tour 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 information 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 (guidan ce 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 maps 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 significa nt ways in which tourism affects the industry, which should show clearly the relationship between 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 inside 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 combat 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 all serviceable performance or learning in a work-based hospitality environment as part of a work placement. Centres and individual teachers need to develop nigh 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 su pport individual learners. expression 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 make 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 establishments 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 relating 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 importan ce of the hospitality industry to the local economy or community, or by attending 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 through 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 to 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 learners 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 local stately pedestal or other tourist attraction (providing opportunities to consider the hospitality industrys 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 traffic 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 stem 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 techn iques that will promote understanding 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 daybook 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) investigation 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 experie nce) 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. Unit 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 serv ice in hospitalityWhilst 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 overall i mpact 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/ learner 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-brande d 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 industrys leading hospitality job site, with a wide range of jobs announce 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 vigilance and education in the international hospitality, leisure and tourism industries People 1st The Sector Skills Council for the Hospitality, Leisure, Travel and Tourism industries site contains research into key facts and figures and in dustry issues Schools Hospitality Project introduces 11-18 year-olds to the UKs 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 regarding tourism destinations, travel and accommodation targeted at overseas visitors www. tourismtrade. org. uk www. visitbritain. co. uk 21

Nowhere in Africa Essay

Migrating to another country is an accepted occurrence nowadays but for tribe whose relocation was forced by inevitable and untoward reasons, the resettlement appeared to be undesirable. In fact, leaving the place where nonpareil was accustomed to and moving into another clean and unwelcoming environment is likely to miscellany a person. Hence, such change resulting from involuntary transfer eventually substituteed ones perspective and conduct towards oneself thereby excessively changed his or her family suppose and the society.Since the condition is expected to happen, the modification yet should lean towards the general benefit of the person thus creating something good out of transferring from one place to another is valuable. It is therefore essential to consider that in order to succeed in escaping a previous cruel environment and settle in a new yet to a greater extent peaceful place, the perception towards oneself, family and the society must be regarded as encouraging rather than harmful. The said situation is beat out depicted in a literary work such as the effort made by Stefanie Zweig (2004).In particular, Zweigs autobiographical Nowhere in Africa effectively exemplified that the migration of German Jewish family in Kenya during the Second World War was regarded by the characters in various flairs. Especially notable was the resistivity from the wife who, because of the unfamiliarity and discomfort of the new place, altered her control of herself, her family and the new community where she needs to belong. go the Zweigs word of honor explicitly showed how one resisted the familys transfer to a totally different setting, it nonetheless manifested in the end how ones altered view was ultimately corrected.In doing so, the book achieved its very purpose and amount of making the public absorb that perspectives are likely to be changed as a result of several grounds such as being a refugee in a totally new and uncultivated place like Kenya. That is, one should regard relocation in a more positive perspective. While resistance is a natural reaction, it is worthy to argue then that it is fundamental for a person to change his or her viewpoint towards oneself, family and the society in a beneficial instead of damaging approach.Altered personal view Nowhere in Africa is attributed to the authors own experience as member of a family who migrated from Nazi-dominated Germany to Kenya. As such, Zweig created the characters of the Redlich family. While the head of the family, Attorney Walter and daughter Regina tried hard and eventually did not find further conflict in leaving their robust kind of life in Germany to settle in an untamed country like Kenya, it was the wife, Jettel who manifested an intense opposition to her new life (Zweig, 2004).The reality of leaving their once-wealthy and make prisoner life in Germany made Jettel alter her view towards herself. Specifically, the previously well-treated and pampered Jettel r efused to accept the reality and need to adjust and eventually settle in Kenya. such(prenominal) resistance was shown by the wife in a way that she changed how she views herself. From being a former well-off and apparently confident Mrs. Redlich, settling in Kenya made Jettel alter her personal point of view (Zweig, 2004). The transformation in Jettel was showed in the book through how she lost her self-confidence.Jettel resisted the modification in her lifestyle when she evidently opposed any adjustment in all its circumstances. In fact, it became apparent for Jettel that she forgot the fundamental reason why her family left their country. That is, they turn out to abandon the cruelty of the Nazi regime indeed the need to relocate and settle in a safer place like the farm in Kenya. It appeared that Jettel, because of the discomfort of brisk in Kenya, changed her view towards her need to be secured in an environment outside her country (Sweig, 2004).Ironically, it was Jettel per sonal view which manifested that Kenya is not totally different from Germany. Regardless of her husbands initial warnings, Jettel expected that living in Kenya will be similar to her life in Frankfurt hence she even looked forward to the new place. She got used to changing her wealthy way of living if only to attain peaceful and safe existence. However, reality struck Jettel especially when she experienced how different it is to roll in the hay in a totally change countries.This was proven when her personal view about herself was altered where she stated that Kenya was a lovely place but unfortunately, she can never live there (Zweig, 2004). It was however also apparent that Jettel eventually changed her view of herself as she gradually got used to living in Kenya. As World War II escalated, Jettel ultimately know the benefit of living far from Germany and right in the peacefulness of Kenya. During the course of the novel, the author showed how Jettels view of herself was slowly altered.This condition was done and proven by the fact that Jettel regained her self-assurance and eventually accepted the severe realities yet more peaceful new life in Kenya (Zweig, 2004, p. 93). Altered view towards family The ironies within the book were shown by the author when she presented how Jettels view towards her family was changed. If prior to moving to Kenya the Redlich family was one in their principle and desire, the realities of living in Kenya made Jettel change her relationship with her husband and daughter (Zweig, 2004).Jettel previously viewed herself as a submissive wife to Walter hence her support and acceptance of their transfer from Germany to Kenya. However, as the war increased and various events have taken place, Jettel turned herself into becoming an aggressive wife whose views are strongly manifested. Such alteration in Jettels view of herself resulted into constant fighting amidst the couple and even conflict with her only child (Zweig, 2004). Furthe r conflicts aggravated the relationship within the family.If Jettel previously resisted living in Kenya but as her view of herself was modified throughout the novel, so is the relationship with Walter and Regina. The personal transformation became more evident when Jettel, who used to be unable to stand and live nowhere in Kenya, asserted and opted to remain in Africa as her husband, wanted to return to Germany (Zweig, 2004, p. 267). Altered view towards society Not only did Jettel showed how she changed hew view of herself but also that of her perception towards the two societies which is that of Germany and Kenya.As Jettel previously viewed herself as straight follower to her native country, the cruelty of the Nazi regime and the hostilities in the country made her change her perspective. This is because she eventually saw and attested to the uncontrollable violence in Germany that posed harm to her family (Zweig, 2004). Hence, as Jettels view towards Germany diminished, she hange d on to her and her familys need to survive. Such situation, in turn, made Jettels view of Kenya to be altered as she eventually accepted that despite the harsh realities of living in Africa, it is still the more logical thing to do.While Jettel previously viewed Kenya as a place where she can never settle, her changed personal idea about the country made her realize that living in Africa is just like paving the way for the clashing of two existing worlds where civilized European people can eventually live in an undomesticated yet safer place like Kenya (Zweig, 2004). Conclusion Nowhere in Africa is a concrete proof which showed how and why one of its characters altered her view of herself as well as towards her family and the society.Through the personality and characteristics of Jettel, the book effectively manifested that ones perspectives are indeed likely to be changed. This condition specially holds true when ones safety and decent way of living are to be considered. For Jett el, her altered view of herself, family and the countries of Germany and Kenya clearly depicted that in snip of turmoil, circumstances will lead one to change her principle and practices. Reference Zweig, S. (2004). Nowhere in Africa An Autobiographical Novel. Wisconsin Terrace Books.

Nike Case Study

1. A decision to retain an in-house arm of business office Weiden & Kennedy by Nike exemplify the c at one timept of organizational image by allowing Nike use the agencys creative designers to focus solely on Nike carry, giving them un-parallel access to executives, researchers and anyone else who cogency provide Nike advertisers with their next vehemence for commercializeing grandeur before listening to any different organization.Having the agency in the building is having them at their disposal at anytime they need them and also the agency result arrive at to consider them first incase of any new ad or good idea find by the agency or when Nike needs to relieve a problem with the help of the agency. Thus, the agency at their finger-tips serves great advantages for non only trouble shooting. 2. I believe the organic design of Nike helped in session the sweatshop force back problem Nike faced. Using a flat construction helps get a lot of work in a go around time mor eover none-the-less raft cause a lot of trouble as seen in Nike.With a more passing bureaucratic anatomical structure, also cognize as mechanical design, practices exit be closely monitored to prevent such problems from arising. In a centralized design with many a(prenominal) rules and procedures which have got to be followed, a collect-cut theatrical role of labor and narrow spans of control and semi-formal coordination, the higher management/ board of directors will be truly well informed on what is happening in the organization at each and each level. Though organic design has more personal coordination a more strict coordination will help in preventing such issues.For example, if Nike had a tight structure, they would have a predictable goal, centralized authority on whom to authorship forthwith to, many rules and procedures they moldiness abide by, a narrow span of control so as to control their workers/managements practices, everyone has his/her specialized task , and formal and impersonal coordinator. Having this sort of clear division of labor and coordination helps keep the management well informed and they would have know and remedied the sweatshop labor before the allegations surfaced.Nike would have known the right factories to outsource to instead of using factories that pass away to meet their standards. 3. Fig. 1 shows what Nike network structure looks like, Mark Parker (CEO) names to the Board of Directors and in return almost every manager/worker answer fors directly to him when the need arises. Nike is a divisional come with but retains about usable departments as well. The brands Nike sells comprise many of the divisions of the companion.Appargonl for Nike brand, Converse, and Jordan brands argon examples of somewhat divisions created around specific products. serviceable departments such as Nike design and investor relations are also part of Nikes organizational structure. Nikes vertical structure includes CEO Mark Parker and a board of directors chaired by co-founder Phil Knight. Although Nike has functional divisions and divisions based on specific products it is not a intercellular substance organization. In a matrix organization, employees report to a functional and divisional manage.At Nike, employees report to the divisional manager and the president of each division reports directly to the CEO. Nikes hold opend product revolution and successful marketing are due to the compounding of functional and divisional organization using an operations department to insure communication between divisions. at that place is division of labor but it is not understandably identified. With a more pronounced division of labor and levels of direct supervision Nike can improve its line on that pointby staying ahead of rivalry like Adidas.The come out of divisions reporting to Mark Parker can be cut down introducing more managers to report to in other to lessen the workload on him. Having more lay ers can help ease the workload and also the more levels reported to will enable more ideas to be shared. A lower manager can have important ideas that will be welcomed by Mark Parker and Board of Directors but cutting such a manager from the line of report will envision him unaware of the situation and not able to share his ideas, which may potentially be just the perfective tense solution to the situation.No doubt he flat structure makes work faster and workers feel more involved in a childbed, but its not always the best because once a project goes wrong, salvaging it is not impossible but it is hard and more time consuming to investigate than in a mechanistic bureaucratic structure. savoir-faire Schermerhorn, John R.. Management. eleventh ed. Hoboken, N. J. Wiley 2010Nike Case StudyProfile Nike is a cooperation which sells clothing, footgear, sportswear, and sport equipment. Through many retail stores and various allocators, the company sells products to more than 170 countri es including the USA, Europe, Middle East, Africa and Asia Pacific (Datamonitor, 2012). Nike is headquartered in Beaverton, Oregon, USA it is the top supplier of athletic fit outs and apparel and is one of the top manufacturers of sports equipment, with revenue in excess of $20. 862 million in FY ended may, 2011 (Datamonitor, 2012).Based on geography regions, revenues are generated by Nike through six main regions North America accounted for 42. 1% of sales, followed by Western Europe (21. 1%), Emerging Markets (15. 2%), Greater china (11. 5%), Central and East Europe (5. 7%) and Japan (4. 3%) (Datamonitor, 2012). Also, Nike is veneer with fond competition from Adidas at present. According to James (2012), Nike has 18% market share of the United Kingdoms markets while Adidas has only 15%. Origins and make Developments According to Datamonitor (2012), Nike was established in 1964 by Phil Knight and Bill Bowerman.At the beginning, Nike was known as Blue Ribbon Sports which sold T iger garb. At that time, Knight move hand with the Onitsuka Co in Japan in order to mass-produce products. In 1971, Knight and Bowerman planned to change their company from a footwear distributor to a company designs and manufactures athletic shoes. The name Nike was created in 1972 and the brand mark was designed by a student at Portland State University. The mid-1980s was a head of transition when Nike had made a wrong aerobics boom calculation which gave chances for other competitors to develop their businesses.Fortunately, in 1985, new ideas in a signature shoe for National Basketball Association from Michael Jordan helped Nike improve their performance. By the end of the 1980s, Nike has finished their IPO and became a publicly traded company. At this time, Nike focused on advertising to inveigle more customers and differentiate themselves from competitors. The 1990s saw the rapid expansion of Nike since there are many Nikes stores around the US and internationally. By the m iddle of the 1990s, Nike unvoiced on sponsorship to make the company become well-known.In 2000, Nike created a new innovation called Nike Shox and focused on the Secret Tournament marketing campaign in 2002. They are continuing to focus on innovative and marketing to differentiate themselves from competitors (Nike, 2012). SWOT Analysis According to Datamonitor (2012), the first of three Nikes strengths is the market position with strong brand equity. The company became the leader in most of sports product segmentation. As a result, their global footwear market share increases from 14% in 2006 to 16% in 2009 (Datamonitor, 2012). In 2011, Nikes brand value achieved $14. 28 million (Forbes, 2011). Secondly, Datamonitor (2012) pointed out that Nike concentrates on technical innovation and cooperates with other notable companies to create a new range of products. The company is carrying out research to give advisories to athletic, coaches and trainers on effective designs, light materi als and develops functions of products. Furthermore, Nike has built the consanguinity with Apple and has created a product for Apples users called Nike+ GPS. Nike+ GPS lets users track their pace, distance, time and calories-burned through their Iphone or Ipod (Nike, 2012).Consequently, many Apples users buy Nike footwear to discover this function on their devices. Finally, Nike has a world-wide distribution channel. They sell their products by means of Nike-owned stores and a mix of independent distributors and licenses around the world. In term of weaknesses, Nike depends too much on ternion party manufacturers in Asia, such as vietnam, China, Malaysia, Sri Lanka, Turkey and Indonesia to decrease the costs of production (Datamonitor, 2012). As a result, Nike has not much control of the product quality.For example, Renonvpilaw (2005) reports that Nike took seat about 9,000 units of Nike Get-Go and Little Get-Go childrens athletic shoes which were produced in Indonesia in 2005. T hus, this event makes some impacts on Nikes image. Nike also has some opportunities to develop the business. First of all, the development of Indias economics within the remove restriction on foreign investment from government make India becomes an attractive market for foreign companies. Datamonitor (2012) shows that the footwear market in India increased 9. 2% and achieved at $4,104. million in 2009. Another opportunity is the rapid development of the global footwear market. According to Datamonitor (2012), the global footwear market rose by 2. 6% and reached $196. 3 billion in 2009 and will achieve $230. 8 billion in 2014. The main threats that Nike is dealing with are the intense competition from Adidas in the international market. Moreover, in the US market, the company has to face cheaper imported footwear from Asia especially China. It will have some effect on the price of Nikes products and influence revenues of the company.In addition, according to BBC News (2009), there ar e about 8,000 pairs of counterfeit sports shoes from China imported to UK per month. It affects not only Nikes revenues but also the image of company. Evaluation In spite of depending too much on third parties, there is evidence that Nike will try to tighten management in third party factories. Nike will reinforce inspectors and send them to different factories on the world (BBC News, 2008). These ply will ensure the product is produced following the right standards. Beside that, there are signs which show that Nike will develop well in India.According to Nike (2012), Nike wrested the rights to become the official outfit sponsor for the India cricket team from 2010 to 2015. By this way, they will become famous in India since Indian is a crazy cricket fan. For another, in order to moderate the market leader position, it depends on Nikes ability to increase innovation and sponsorship to compete with Adidas. Lee and Aiken (2010250) report that Nike will investigate into High School compact in Taiwan to develop a long term relationship between a company and young customer public events.Thus, Nike will continue to get feedback as well as works on research projects directly with customers, to get experiences in order to innovate their products (Ramaswamy, 200811). Finally, Nike will establish the relationship with the police in some countries to avoid counterfeit goods. In Croatia, Nike and Police cooperate together to find out counterfeit goods (Williamette Week, 2011). To summarize, Nike will has chances to develop the company if they continue to maintain the market leader position in term of innovation, taking advantage of sponsorship and having solutions to prevent the development of counterfeit goods.Bibliography BBC News (2009), Fake shoes valued at ? 1m seized, Online, ready(prenominal) from http//news. bbc. co. uk/1/hi/england/suffolk/7976876. stm assessed 7 May 2012. BBC News (2008), Gap and Nike No Sweat? , Online, Available from http//news. bbc. co. u k/1/hi/programmes/panorama/970385. stm assessed 7 May 2012. Datamonitor (2012), Nike Inc Company Profile, Online, Available from www. datamonitor. com assessed 2 May 2012. Forbes (2011), The Worlds Top Sports Brands, Online, Available from http//www. forbes. om/2010/02/03/most-powerful-sports-names-tiger-woods-nike-cmo-network-sports-brands. html assessed 6 May 2012. James, H. (2011), London 2012 Olympics Adidas aims to check off Nike into second place at Games, Online, Available from http//www. telegraph. co. uk/finance/london-olympics-business/8545104/London-2012-Olympics-Adidas-aims-to-beat-Nike-into-second-place-at-Games. html assessed 6 May 2012. Lee, C. and Aiken, K. (2010), Changing brand associations in Taiwan Nikes sponsorship of high-school basketball, Journal of Sponsorship, Vol. 3, May, pp. 50. Nike (2011), Annual Report, Online, Available from http//investors. nikeinc. com/Investors/Financial-Reports-and-Filings/Annual-Reports/default. aspx assessed 4 May 2012. Nike (2 011), History & Heritage, Online, Available from http//nikeinc. com/pages/history-heritagetab6-tab assessed 3 May 2012. Nike (2012), Nike celebrates Indias cricket team with elite holiday collection, Online, Available from http//nikeinc. com/news/nike-celebrates-indias-cricket-team-with-elite-holiday-collection accessed 4 May 2012. Ramaswamy, V. 2008), Co-creating value through customers experiences the Nike case, Strategy Leadership Journal, Vol. 36, pp. 11. Renonvpilaw (2005), NIKE Recall of Childrens Athletic Shoes, Online, Available from http//renonvpilaw. com/picontent/products/recalls/product. php? id=76 assessed 3 May 2012. Williamette Week (2011), NIKE REPRESENTATIVE DESCRIBES COUNTERFEIT GOODS SMUGGLING IN CROATIA, Online, Available from http//wweek. com/portland/article-18471-nike-representative-describes-counterfeit-goods-smuggling-in-croatia. html assessed 7 May 2012.Nike Case Study1. A decision to retain an in-house arm of agency Weiden & Kennedy by Nike exemplify the concept of organizational design by allowing Nike use the agencys creative designers to focus solely on Nike work, giving them un-parallel access to executives, researchers and anyone else who might provide Nike advertisers with their next inspiration for marketing greatness before listening to any other organization.Having the agency in the building is having them at their disposal at anytime they need them and also the agency will have to consider them first incase of any new ad or good idea discovered by the agency or when Nike needs to salvage a problem with the help of the agency. Thus, the agency at their finger-tips serves great advantages for not only trouble shooting. 2. I believe the organic design of Nike helped in posing the sweatshop labor problem Nike faced. Using a flat structure helps get a lot of work in a short time but none-the-less can cause a lot of trouble as seen in Nike.With a more highly bureaucratic structure, also known as Mechanistic design, practices wil l be closely monitored to prevent such problems from arising. In a centralized design with many rules and procedures which have to be followed, a clear-cut division of labor and narrow spans of control and formal coordination, the higher management/ board of directors will be very well informed on what is happening in the organization at each and every level. Though organic design has more personal coordination a more strict coordination will help in preventing such issues.For example, if Nike had a tight structure, they would have a predictable goal, centralized authority on whom to report directly to, many rules and procedures they must abide by, a narrow span of control so as to control their workers/managements practices, everyone has his/her specialized task, and formal and impersonal coordinator. Having this sort of clear division of labor and coordination helps keep the management well informed and they would have known and remedied the sweatshop labor before the allegations surfaced.Nike would have known the right factories to outsource to instead of using factories that fail to meet their standards. 3. Fig. 1 shows what Nike network structure looks like, Mark Parker (CEO) reports to the Board of Directors and in return almost every manager/worker reports directly to him when the need arises. Nike is a divisional company but retains some functional departments as well. The brands Nike sells comprise many of the divisions of the company.Apparel for Nike brand, Converse, and Jordan brands are examples of some divisions created around specific products. Functional departments such as Nike design and investor relations are also part of Nikes organizational structure. Nikes vertical structure includes CEO Mark Parker and a board of directors chaired by co-founder Phil Knight. Although Nike has functional divisions and divisions based on specific products it is not a matrix organization. In a matrix organization, employees report to a functional and division al manage.At Nike, employees report to the divisional manager and the president of each division reports directly to the CEO. Nikes continued product innovation and successful marketing are due to the combination of functional and divisional organization using an operations department to insure communication between divisions. There is division of labor but it is not clearly identified. With a more pronounced division of labor and levels of direct supervision Nike can improve its business thereby staying ahead of competition like Adidas.The bulk of divisions reporting to Mark Parker can be cut down introducing more managers to report to in other to lessen the workload on him. Having more layers can help ease the workload and also the more levels reported to will enable more ideas to be shared. A lower manager can have important ideas that will be welcomed by Mark Parker and Board of Directors but cutting such a manager from the line of report will render him unaware of the situation and not able to share his ideas, which may potentially be just the perfect solution to the situation.No doubt he flat structure makes work faster and workers feel more involved in a project, but its not always the best because once a project goes wrong, salvaging it is not impossible but it is hard and more time consuming to investigate than in a mechanistic bureaucratic structure. REFERENCE Schermerhorn, John R.. Management. 11th ed. Hoboken, N. J. Wiley 2010Nike Case Study1. A decision to retain an in-house arm of agency Weiden & Kennedy by Nike exemplify the concept of organizational design by allowing Nike use the agencys creative designers to focus solely on Nike work, giving them un-parallel access to executives, researchers and anyone else who might provide Nike advertisers with their next inspiration for marketing greatness before listening to any other organization.Having the agency in the building is having them at their disposal at anytime they need them and also the age ncy will have to consider them first incase of any new ad or good idea discovered by the agency or when Nike needs to salvage a problem with the help of the agency. Thus, the agency at their finger-tips serves great advantages for not only trouble shooting. 2. I believe the organic design of Nike helped in posing the sweatshop labor problem Nike faced. Using a flat structure helps get a lot of work in a short time but none-the-less can cause a lot of trouble as seen in Nike.With a more highly bureaucratic structure, also known as Mechanistic design, practices will be closely monitored to prevent such problems from arising. In a centralized design with many rules and procedures which have to be followed, a clear-cut division of labor and narrow spans of control and formal coordination, the higher management/ board of directors will be very well informed on what is happening in the organization at each and every level. Though organic design has more personal coordination a more strict coordination will help in preventing such issues.For example, if Nike had a tight structure, they would have a predictable goal, centralized authority on whom to report directly to, many rules and procedures they must abide by, a narrow span of control so as to control their workers/managements practices, everyone has his/her specialized task, and formal and impersonal coordinator. Having this sort of clear division of labor and coordination helps keep the management well informed and they would have known and remedied the sweatshop labor before the allegations surfaced.Nike would have known the right factories to outsource to instead of using factories that fail to meet their standards. 3. Fig. 1 shows what Nike network structure looks like, Mark Parker (CEO) reports to the Board of Directors and in return almost every manager/worker reports directly to him when the need arises. Nike is a divisional company but retains some functional departments as well. The brands Nike sells com prise many of the divisions of the company.Apparel for Nike brand, Converse, and Jordan brands are examples of some divisions created around specific products. Functional departments such as Nike design and investor relations are also part of Nikes organizational structure. Nikes vertical structure includes CEO Mark Parker and a board of directors chaired by co-founder Phil Knight. Although Nike has functional divisions and divisions based on specific products it is not a matrix organization. In a matrix organization, employees report to a functional and divisional manage.At Nike, employees report to the divisional manager and the president of each division reports directly to the CEO. Nikes continued product innovation and successful marketing are due to the combination of functional and divisional organization using an operations department to insure communication between divisions. There is division of labor but it is not clearly identified. With a more pronounced division of lab or and levels of direct supervision Nike can improve its business thereby staying ahead of competition like Adidas.The bulk of divisions reporting to Mark Parker can be cut down introducing more managers to report to in other to lessen the workload on him. Having more layers can help ease the workload and also the more levels reported to will enable more ideas to be shared. A lower manager can have important ideas that will be welcomed by Mark Parker and Board of Directors but cutting such a manager from the line of report will render him unaware of the situation and not able to share his ideas, which may potentially be just the perfect solution to the situation.No doubt he flat structure makes work faster and workers feel more involved in a project, but its not always the best because once a project goes wrong, salvaging it is not impossible but it is hard and more time consuming to investigate than in a mechanistic bureaucratic structure. REFERENCE Schermerhorn, John R.. Managemen t. 11th ed. Hoboken, N. J. Wiley 2010