A Golden Age for Athens? :: World History Essays

A Golden Age for Athens? The 5th century BCE was a current of great development in AncientGreece, and specifically in Athens. The development of so many culturalachievements within Athens and the Athenian Empire has led scholars todeem this period a Golden Age. It is true that his period had manyachievements, but in the light of the Athenians treatment of women, metics(non-Athenians living in Athens), and slaves it is given to questionwhether or not the period can truly be called Golden.The 5th century and the Athenian Empire gave birth to an amazingamount of accomplishments. One such accomplishment was the minting ofstandard Athenian coins that were used through go forth the Athenian holdings asvalid for trade. The use of standard Athenian-minted coins helped theAthenians establish and maintain discover over their empire by helping tocontrol trade and the economy of the area to the Athenians benefit.Since Athens regularly received tribute from the states itcontrolled, Pericles , the leader of Athens, began a building project inAthens that was legendary. Athens had been looted by the Persians duringthe Persian Wars and Pericles set out to rebuild the city. The cityswalls had already been rebuilt right after the end of the second PersianWar so Pericles rebuilt temples, public grounds, and new(prenominal) impressivestructures. One of the or so famous structures to result from Periclesbuilding project was the Parthenon. The Parthenon and other suchstructures re-established Athenss glory and while some Athenianscriticized the projects as too lavish, most Athenians enjoyed the benefitsof the program. A major benefit to the Athenian people was that there wasan abundance of work in the polis.The 5th century BCE was also an important time for Athenianthought. Sophists, paid teachers, taught rhetoric amongst other subjectsto wealthy Athenian citizens. The Sophists were criticized by Athenianswho thought that Sophists were destroying Greek tradition by emphasizi ngrationalism over a public opinion in superstition, however it was this rationalismthat became so important to Greek philosophers such as Socrates and Plato,both who belonged to the 5th century BCE. The Sophists high regard forrhetoric was subsequently of great use to citizen addressing the Assembly in thedeveloping Athenian democracy.Athenian democracy is perhaps considered the crowning achievementof the 5th century BCE. Democracy grew out of the status that poorerAthenians were gaining as rowers for the ships of the large Athenian fleet.Since these poorer Athenians now played a large part in the Athenianmilitary, they ga8ined more say in the Athenian government. This led to a

Launching The New Engineered Jeans Essay -- Business and Management St

Launching The New Engineered Jeans2.1 IntroductionThe outline bellows gives an overview of the new engineered jean thatLevis will be entrywayProductA top-end Jean in straight cut that is fits snugly and is flattering,well cut using the engineered technologyPrice90Target memberFashion conscious female18-35yrs2.2 Objectives of the Launch============================* Break into Womenswear Market* Re-launch Engineered technology to emphasise fit* Make consumer aware of new product* Increase sales of engineered Jeans2.3 The Marketing mix2.3.1 SegmentThe Womens market has been the by far the strongest sector in termsof increased sales since Jeans sales began to boom in 2001 (seeappendix E), this trend is expected to continue into 2007 (Mintel,2003). After the Male orientated anti-fit campaign, now is a good timefor Levis to turn their attention to the female market.The second of 15-24 year olds in Britain has already increaseddramatically and is expected to grow by around 7% by 2007 (M intel,2003 See Appendix D).At infix Levis do not have our having problems reaching the youngerfemale customer (Foster, 03/2004). If Levis can break into thismarket it will generate a significant increase in sales.2.3.2 ProductIn a recent poll on hanbag.com the Denim Diva look, Jeans teamedwith a sexy top and lavishly heels, was voted the most popular by thewomen who voted (www.wgsn.co.uk, 10/1...

Barbados :: essays research papers fc

Barbados Barbados is an independent country, formerly a British colony, and the most easterly island of the West Indies. Its capital and only port of entry is Bridgetown. The island is underlain with folded aqueous deposits, and a surface layer of coral attains 90 m (300 ft) in thickness. In the northeastern parts, erosion has exposed rugged ridges and ravines. The climate is warm and pleasant. The amount annual temperature is about 27 C (80 F), and little daily or annual variation occurs. A dry season (from December to May) alternates with a starchy season. The average annual rainfall is about 1,500 mm (60 in). Barbados is one of the worlds most densely populated countries. Nearly 90% of the islands population is black. The production of sugarcane and its by-products, molasses and rum, spacious a mainstay of the Barbadian economy, has been replaced by tourism as the chief industry. The development of light industry, offshore banking, and fishing and the diversification of agricu lture have been advance by the government. Barbados was settled by English colonists in 1627. To work the sugarcane plantations, slaves were brought from Africa, a practice abolished throughout the British Empire in 1834. Dominance by a small group of British landowners continued, and a political rights movement began, resulting in the founding of the Barbados Labour political party (BLP) in 1938 and an offshoot, the Democratic Labour party (DLP), in 1955. Barbados became independent on Nov. 30, 1966. Errol Barrow of the DLP, the first premier, was succeeded by Tom Adams of the BLP, who held office from 1976 until his death in 1985. The DLP returned to power under Barrow (198687) and Lloyd Erskine Sandiford (198794). Owen Arthur of the BLP became premier later on elections in 1994 and was returned to office in a landslide victory in 1999. In 1997, Barbados hosted a regional summit attended by the leaders of the communicative Caribbean nations and U.S. electric chair Bill Clinto n. Late the following year, a constitutional commission recommended that Barbados become a republic and replace the British monarch with an elected president as head of state.

Romeo And Juliet - The Role Of Love :: essays research papers

The modern literature community recognizes Shakespe be as one of the most brilliant minds in the history of dramatic theatre. His unmatched ability to represent human behavior and emotion makes the love in Romeo and Juliet the driving force seat the plays success. Shakespeare incorporated many different types of love in order to capture the hearts of the Elizabeth Era.Juliets nurse shows amazing concern for the young girls well being. She, in close to ways, takes the place of her natural mother ("Examples of Love in Romeo and Juliet"). Lady Capulet treated Juliet as a na&iumlve young girl with no acquaintance and feelings of her own. Nurse recognized the maturity of Juliet and helped to make her truly content. During the entire traumatic experience of arranging a coupling between Romeo Montague and Juliet Capulet, the nurse aided the two young lovers in their quest to be together. She acts as a messenger from Romeo, Juliet, and the friar ("Examples of Love in Rom eo and Juliet"). Despite the nurses efforts the plans go array because of the arranged marriage between Juliet and Paris. At this time, the nurse shows her love for Juliet once again. She goes to Juliets defense and stands up to Lord Capulet by saying "God in heaven bless her/ You are to blame, my lord, to rate her so."(Act III, Scene 5, Line169-170). One is easily able to see the motherly care the nurse shows for Juliet in Romeo and Juliet.The counterpart to the love nurse displays for Juliet as a "mother" is the fatherly love the Friar gives to Romeo. The prince exiles Romeo because of his murder of Tybalt. This leaves the young man alone and scared of his future. The only person available to aid Romeo in his sufferings is the Friar. He tells the fugitive "Arise, one knocks/ Good Romeo, hide thyself" (Act III, Scene 3, Line 71). This shows that Friar puts himself at risk in order to make certain no injury comes to Romeo He provides insight to the situa tion at hand and helps Romeo to see the next course of action. Another example of fatherly love was shown through Lord Capulet to Juliet. He saw that his daughter was in great grief over the death of Tybalt and the exile of her love Romeo. He lovingly tries to ease her remorse by conclusion a husband for Juliet. He presents the arrangement in an attempt to lighten the spirits of his daughter

Homeopathy :: essays research papers

Samuel Hahnemann, a brilliant German medical doctor and chemist, developed the science of homeopathy at the end of the 18th century. He was responding, in part, to his concern that more people were dying from medical treatments than from their diseases. Hahnemann believed that the purpose of medical therapy should be to restore health quickly, gently and permanently in the least evil manner without toxic side-affects or the suppression of symptoms which would only return. His work and principles have been carried on and developed by many dedicated homeopaths right to the present day. homeopathy now rests on the firm foundation of Hahnemanns work and some 200 years of well-documented, successful healing experience. Hahnemanns guiding principles still apply today in the practice of classical homeopathy, but his criteria argon otherwise rarely met despite all the improvements and advances in so-called modern medicine.The True Classical Homeopathic approach shot to CureFundamental to classical homeopathy is the view that we are each a synergistic whole, every part of our wholistic being effecting every other part. It is the combination of all symptoms and how they are experienced by the individual which should be addressed in attempting to cure that person and their disorders. When someone has a health problem, it is the whole person that has the problem. The problem does not exist in isolation from the person. They cant simply put the problem in a box and forget it. Therefore, when attempting to cure that person it is the whole person that should be considered, not simply what is thought to be a disordered part of the person. This is the wholistic approach of classical homeopathy. This is in contrast to the conventional approach to disease which a great deal oversimplifies it as one isolated symptom or group of symptoms, as a problem affecting only one part or picture of the body and person. The "sloppy approach" to homeopathy is guilty of the same p ractice. Classical Homeopathy, by contrast, prescribes remedies on a constitutional basis, treating the entire individual, their symptoms and modalities. To arrive at the right on chosen remedy for a chronic disorder, the detailed case of all aspects of the individual must be taken. The true classical homeopath delves into the broad aggregation of symptoms and peculiarities of the individual, their entire mental, emotional and physical make-up. This requires an in-depth sense of the patient, a keen sensitivity to them which is able to grasp their gestalt, that totality of the person and the matching remedies which transcends the mere sum of their parts.

Homeopathy :: essays research papers

Samuel Hahnemann, a brilliant German medical doctor and chemist, developed the science of homeopathy at the end of the 18th century. He was responding, in part, to his business enterprise that more people were dying from medical treatments than from their diseases. Hahnemann believed that the purpose of medical therapy should be to restore health quickly, gently and permanently in the least harmful mien without toxic side-affects or the suppression of symptoms which would only return. His work and principles have been carried on and developed by many dedicated homeopaths right to the present day. Homeopathy instantly rests on the firm foundation of Hahnemanns work and some 200 years of well-documented, successful healing experience. Hahnemanns guiding principles still apply today in the dedicate of incorrupt homeopathy, but his criteria are otherwise rarely met despite all the improvements and advances in so-called modern medicine.The True Classical Homeopathic Approach to Cure Fundamental to classical homeopathy is the view that we are each a synergistic whole, every part of our wholistic being effecting every other part. It is the combination of all symptoms and how they are go through by the individual which should be addressed in attempting to cure that person and their disorders. When someone has a health problem, it is the whole person that has the problem. The problem does non make up in isolation from the person. They cant simply put the problem in a box and forget it. Therefore, when attempting to cure that person it is the whole person that should be considered, not simply what is thought to be a disordered part of the person. This is the wholistic approach of classical homeopathy. This is in contrast to the conventional approach to disease which often oversimplifies it as one isolated symptom or group of symptoms, as a problem affecting only one part or aspect of the ashes and person. The "sloppy approach" to homeopathy is guilty of the same practice. Classical Homeopathy, by contrast, prescribes remedies on a constitutional basis, treating the accurate individual, their symptoms and modalities. To arrive at the correctly chosen remedy for a chronic disorder, the detailed case of all aspects of the individual must be taken. The true classical homeopath delves into the broad collection of symptoms and peculiarities of the individual, their entire mental, emotional and physical make-up. This requires an in-depth sense of the patient, a keen sensitivity to them which is able to grasp their gestalt, that totality of the person and the matching remedies which transcends the mere sum of their parts.

Consent forms

Although many people may think that mansion houseing a accord form is crazy, but there atomic number 18 many different think that people may hear nigh signing consent forms such as you have to pay for the form, there are a lot of questions on the form, and they are non real at all. The real question we should all ask ourselves is that.Should informed consent be restrain in certain situation? Im about to give you nigh good reasons why we should sign consent forms at the doctors office and the hospital. For example, while geting he book about Henrietta Lacks gave me a different outlook on what really goes on in the doctors office and the hospital, and we all need to watch out and get everything that we get from the hospital and doctors.Now if Henrietta got consent form she would have read that paper before she signed it and then the doctors would have never took her cells skillful to run some test on them without her knowing, and that is where the consent form comes in at. As though many of us do not read everything that is on that form and the replete(p) only thing that we do see on the paper is ignature and date, but we really need to read the whole thing before we go and sign a form and we have no idea what they leave behind do without cells Just like Henrietta.One of the quotas that stand out to me in Transparency informed consent in primary care (Hoard Brody), and I feel that this quote was a good one because it gets right to the point about signing consent forms Physicians may also view informed consent as an empty charade, since they are confident in their abilities to manipulate consent by how they discuss or get wind information (Brody par 4). While reading this quote had e thinking about a lot of thing that we may not know about these consent forms because our doctors do not really tells us about them, yet the only thing they do is give it to us so that we can read it and sign the paper.However many of us may have a lot of questions that about signing a consent form at the doctors office and we may not think that it is very important to sign and most of us do not want to sign that paper and they doctors may do something to you cells, and you did not sign that paper the only person that you can be upset with is yourself because you did not ead that consent form all of the way, but the one that you was ready to do is not sign that paper and Just walk out the doctors office.Another quote that I thought that Howard Brody wrote about in his article was Some positive side-effects of this baron be more focus on good diagnostic and therapeutic decision making on the physicians part, since it will be understood that the patient will be made aware of what the physicians reasoning process has been like, and better documentation of management decisions in the patient record (Brody middle of par 18). The speed of edical search together with drug companies race to create products has overtaken the system designed to keep peopl e safe (Robert Davis par 2).While reading this quote from U. S. Human Medical experiment Lack Oversight (Robert Davis), I feel that we should get a better understanding of the medical, and consent forms because if we dont read and understand something then we will signing something tor mortal to take without us knowing. In conclusion many people may not understand why we should sign a consent form Just in the case something may happen to us while we are at the doctors office or in the hospital.While reading these articles and the Henrietta Lacks book made me make headway that signing a consent form is important because you do not give the doctors the rights to take anything from you that they did not ask for, but back in the daytime they could Just take anything that didnt belong to them however, now you have to ask that patience if you can, but most of the time they will say no.

Driving Habits in Today’s Society

Americans lack basic knowledge of rules of the road and safe motorcar operation. While many drivers seem to think theyre sitting in their living rooms, rather than behind the wheel, you dont have to travel farthest to see people driving with risky driving techniques. Dangerous vestmentss can be seen on highways, residential streets, and in parking lots. Nearly all Americans today, would blend in a state drivers test due to everyday driving habits, revealing some perilous driving routines.According to a sextuplet week survey, conducted by Progressive Insurance Group, more than forty-six percent of the respondents report expressing their anger at other drivers by shouting or swearing, use hand gestures, cutting off other drivers or excessive speeding, while they were behind the wheel. Many of us survive these situations, but some do not. near 6,800,000 crashes occur in the United States each year a substantial number are estimated to be caused by aggressive driving.Drivers from all age groups are vulnerable, due to either lack of experience of younger drivers or loss of your senses and reflexes as you get older. A recently new dangerous driving habit is the increase use of cell phones. More than fifty percent of the respondents report that they continuously talk on their cell phones while driving. This convenient distraction has change magnitude nationwide in the past years because of technological advances, a need to be connected to work or home at all times, and a perception that driving is an unprodcutive.

Project Development and Control

1. Be able to identify the Components of get wind stage and lifecycle1.1. Main assistes in the lifecycle of the exteriorizeInitiation starting up the bulge defining its purpose and scope justification for initiating it and the root word to be implemented. Planning defining organisational structure of the roll appointing the bug out group defining the activities and mutual relationships, encounters and criteria for a successful murder of these actions identifying stakeholders. Execution the most grave stagecoach from the aspect of invent extends execution and coordination of activities coifd in the planning phase. Control very often combined with the execution phase (2 most only-important(a) phases) detecting mistakes incurred during feat suggesting corrective actions. Closing analysis of the results nett discombobulate statements identifying level of project success and noting down any lessons learned for future projects.Picture 1. General Project Model1.2. Proce sses in the lifecycle in the project Revitalization of the bossy Backa canalPhase 1 The territory of the Municipality Vrbas faces a big problem because The Grand Backa Canal, which runs through the municipality, is extremely contaminated from the wastewater consumed into the communication channel nearby factories. Also, the canal is no longer navigable. Heavily polluted by unprocessed industrial and communal wastewaters, the canal today is a lifeless pour out of poisons, including heavy metals. Due to contamination of the canal the whole environment, especially in a place where canal runs through the municipality of Vrbas is destroyed.Revitalisation of the canal is essential for Vrbas municipality and the whole environment. The solution for this problem is tostop further pollution and to clean up and revitalize the canal and the area around it. Management of the Vrbas municipality organized a meeting with the progeny the contamination of the canal. They noted the disastrous situation and agreed to start a project for revitalization of the Grand Backa canal.Phase 2 The project manager is appointed. He create a project team and organized a meeting to discuss the issues of this project. The project manager and his team defined the project objectives. Objectives of the project are contained in the following activities Activity 1 to build a plant in the factories to treat wastewater before it is discharged into the canal Activity 2 to cleanse the canal from sludgeActivity 3 to provide sports and recreational facilities in addition to the Grand Backa canal. It was decided which software leave alone be used to define activities, their sequence, resources and costs of the project. Gantt chart will present activities, their duration and interdependence. The project duration is determined.The plan of periodical reporting on the project and monitoring of the project implementation is defined, and the stakeholders are identified in the meeting. Phase 3 i n the implementation phase all activities that are planned in the phase 2 are carried out. All resources needed for the execution of the project are recruited. The processes of monitoring and control are also part of this phase in order to prevent delays in the implementation of the activities.The project manager is periodically checking whether the project goes according to a predefined plan, by using the software and through the meetings with his team. Close monitoring of each action at law during implementation is important factor in this phase which assistants to minimize a potential stakes in delays of particular activities. Phase 4 in the closing phase of the project level of project success will be identified. On the basis of final reports, results achieved will be compared with the planned results.1.3. Projects and operational focusing trading operations are an organisational function performing the on-going executionof activities that produce the aforementioned(prenom inal) production or provide a repetitive service. Examples implicate production operations, manufacturing operations, and accounting operations. though temporary in nature, projects can help achieve the organisational goals when they are aligned with the organisations strategy.Organisations sometimes change their operations, products or systems by creating strategic line of descent initiatives. Projects require project management while operations require business process management or operations management. Projects can intersect with operations at various points during the product life cycle, such asAt each contiguousout phase When developing a new product, upgrading a product or expanding outputs utility of operations or the product suppuration process or Until the divestment of the operations at the end of the product life cycle.At each point, deliverables and knowledge are transferred mingled with the project and operations for implementation of the delivered work. This o ccurs through a transfer of project resources to operations toward the end of the project, or through a transfer of operational resources to the project at the start.Operations are permanent endeavours that produce repetitive outputs, with resources assigned to do basically the same institute of tasks according to the standards institutionalized in a product life cycle. Unlike the on-going nature of operations, projects are temporary endeavours.2. Be able to describe project methodologies and their finishing2.1. The project methodology Project Management Methodology is a strictly defined combination of logically related practices, methods and processes that determine how best to plan, develop, control and deliver a project throughout the continuous implementation process until successful completion and termination. It is a scientifically-proven, systematic and disciplined approach to project design, execution and completion.The purpose of project methodology is to allow for contro lling the entire management process through powerfuldecision making and problem solving, while ensuring the success of specific processes, approaches, techniques, methods and technologies. Typically, a methodology provides a skeleton for describing every shade in depth, so that a project manager will know what to do in order to deliver and implement the work according to the schedule, calculate and client specification. Referring to the mentioned definition, an appropriately chosen project management methodology paves the way for gaining the following achievements The needs of stakeholders are definedA common language is established and understood by the team, so they know whats expected of them Cost estimates are complete, accurate and credible Every task is done using a common methodological approach Most conflicts are spotted and resolved early Expected deliverables are produced and handed over Lessons are learned and solutions are quickly implementedHeres a simplified example of how a project methodology can be presented in the management hierarchical structurePicture 2. PM textile In the Picture 2. can be seen that PM Framework precedes Methodology which in turn precedes Lifecycle Stages and determines the project management Processes, Tasks and Activities. 2.2. Project scope, project duration, objectives, stakeholder and realistic restrictions on the project Revitalisation of the Grand Backa Canal Project scopeGrand Backa Canal which runs through the municipality of Vrbas is an example of the worst environmental hot spot and one of the most polluted water streams in Europe thus, the direct environmental benefit of its revitalisation is quite obvious. More important is the fact that the Grand Backa Canal represents a serious-minded health risk for the local people that also has significant adverse social as well as economic impacts on further development of the region.Environmental and human health hazard existing in Vrbas is not acceptable and it d emands urgent action. The intention of this project is to find a solution for cleaning up and revitalisation of theheavily polluted Grand Backa Canal. Before the clean-up can start, the imperative is to stop further pollution to ensure the sustainability of the entire project. Project duration16 months i.e. 01 December 2011 01 April 2013.Project objectives The project team defined the following project objectives 1. Building a plant in the factories that treated wastewater before it is discharged into the Canal 2. Purifying the Canal from sludge 3. Providing sports and recreational facilities in addition to the Grand Backa Canal. At all three objectives, the activities are defined which will contribute to realisation of goals and projects.StakeholdersMany stakeholders are mired and have a vested interest in the project Revitalisation of the Grand Backa Canal. The key stakeholders are Management of the municipality of Vrbas, Project manager and project team, Managers of factories t hat discharge waste water, Public-utility company Water of Vojvodina, Locals and the Community. Possible restrictions on the projectPossible restrictions are closely associated with the deadlines and the issues that may arise in the course of implementation of the project. If the deadlines are not met it will cause delays in the implementation of the activities, the expenses will be increased and therefor the realisation will deviate from the plan. The time dimension is one of the most important elements during the realisation of the project.2.3. Fundamentals of businesses to support a project.The basic elements for successful implementation of a project are Goals must be clearly defined. Each project has its goal that should be achieved. A clearly defined project goal will help to determine necessary activities for its successful realisation. Deadlines are important elements that should help the project activities to be implemented within a timeframe. Good planning is the basis for successful project implementation. The basic elements of the project time, costs and resources, must be carefully planned in order to achieve project objectives. Resources necessary for project realization are mainly people, finances, equipment, all kinds of materials etc.Without adequate resources it is not possible to accomplish the project in its scope or planned time, therefor it is important to use the resources optimally for the successful completion of the project tasks. Organisational structure is an important element for project implementation because it determines responsibility, authorization and position of the project manager. Software tools can help project management to be much more economic and effective. Information & control systems have a basic task to collect data and monitor project implementation. 3. Be able to implement and evaluate the in-person development plan3.1. Project planOne of the critical factors for project success is having a well-developed proj ect plan. It provides a roadmap for project managers to follow and it is the project managers premier communications and control tool throughout the project. The project plan can be defined as a formal, approved document used to guide two project execution and project control. The primary uses of the project plan are to document planning assumptions and decisions, facilitate communication among stakeholders, and document approved scope, cost, and schedule baselines. A project plan may be summarized or detailed. Components of the project plan includeBaselines. Baselines are sometimes called performance measures, because the performance of the entire project is heedful against them. They are the projects three approved starting points and include the scope, schedule, and cost baselines. These provide the stakes in the ground. That is, they are used to determine whether or not the project is on track, during the execution of the project. Baseline management plans. These plans include documentation on how variances to the baselines will be handled throughout the project.Each project baseline will need to be reviewed and managed. A result of this process may include the need to do additional planning, with the possibility that the baseline(s) will change. Project management plans document what the project team will do when variances to the baselines occur, including what process will be followed, who will be notified, howthe changes will be funded, etc. Other work products from the planning process. These include a risk management plan, a quality plan, a procurement plan, a staffing plan, and a communications plan.3.2. Potential risks to the project of revitalisation of the Grand Backa Canal. Ways to depress or eliminate risksAll projects share a range of features which inevitably introduce uncertainty. Factors found in all projects which make them inherently risky include uniqueness, complexity, assumptions and constraints, people, stakeholders, change. These r isky characteristics are built into the nature of all projects and cannot be removed without changing the project. It is undoubtedly true that projects are risky as a result of their common characteristics, by deliberate design, and because of the external environment within which they are undertaken.It is impossible to imagine a project without risk. Of course some projects will be high-risk, while others have less risk, but all projects are by definition risky to some extent. The important thing is not to keep risk out of project, but to ensure that the inevitable risk associated with every project is at a level which is acceptable to the sponsoring organisation, and is effectively managed. This of course is why risk management is such an important part of effective project management since all projects are exposed to risk, successful projects are the ones where that risk is properly managed.Potential risks to the project of revitalisation of the Grand Backa Canal Failure in imple mentation of project tasks which can cause delays in the implementation of the main three activities of the project. Mitigationapplication of Gantt chart which will present activities, their duration, and interdependence. Also, the Work Breakdown Structure (WBS) will define the full scope of the project, to ensure that this is clearly stated and understood, and to form a basis for project control and monitoring. Budget increase during the implementation of the project as a consequence of delays in carrying out of individual tasks.Mitigationbudget distributor point named Contingency which will be determined in a certain percentage compared to the total project budget to be used to cover unanticipated expenditures. Lack of cooperation by the factories which discharge the wastewater. Mitigationclearly defined roles of all stakeholders of the project whichwill be indicated in the agreement signed by all relevant parties. Unsustainability of the project. Mitigationit is important that t he factors that affect sustainability of the project are articulated well and incorporated , as far as possible, at the beginning stage. Later, the same factors can be followed up through monitoring.3.3. Strategy for monitoring the implementation of the projectGood management practices include regular monitoring on both short- and long-term basis. An effective monitoring process provides on-going, systematic information that strengthens project implementation. The monitoring process provides an opportunity to a) Compare implementation efforts with original goals and targets, b) Determine whether sufficient progress is be made toward achieving expected results, c) Determine whether the time schedule is observed.Implementation together with monitoring show how important it is to work with indicators and SMART targets from the very beginning of the project implementation An effective monitoring and reporting system ideally includes the following elements Clearly articulated targets an d a set of indicators to measure performance A schedule and set of guidelines for all responsible parties to report to each other An opportunity for responsible parties and stakeholders to periodically meet to coordinate actions and review each others performanceA link between the evaluation reports and progress achieved in the field. It is crucial to define the monitoring process in the project plan. Depending on the project duration and the budget involved, periodical reporting on the project progress should be defined at the beginning (quarterly, semi-annual, annual). A project manager is responsible for close monitoring of the project implementation, including timely appraisal of the reports and field visits to be able to monitor the work processes.

Management Specification

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

7. What Would You Recommend to the Ceo Given Your Analysis of His Approach Thus Far?

Important Course Information Course Overview Throughout this course you will assume the fibre of a management consultant hired by a variety of clients. Each individual or group project you undertake will subject a different management or leadership challenge. These projects will give you an opportunity to demonstrate your understanding of modern leadership issues and apply ethical theories and logical thinking skills to business situations. General Project Deliverable GuidelinesAs a management consultant you make a living by providing management advice to senior train managers with regard to management problems that they are experiencing within their organization. Your role is to analyze the situation and then apply your experience, general business knowledge, and sound management principles and theories, to produce a report or some other deliverable on the subject for the senior manager. Your recommendations are important, but equally important is your justification for those r ecommendations.The justification must persuade the manager that your advice is worth the price he or she paid for it. The manager should feel confident that you have arrived at the correct conclusions and that your conclusions are well support by good judgment and competent authority in the subject. Your goal is to produce results that will strengthen your reputation as a management consultant and encourage the manager to hire you in the future for other projects.Leadership Challenge Selecting Team Members The leader of your client organization has observed a pretermit of flexibility and a slow decision-making process in many of the departments. He believes that he is non serving his customers well, and has decided to move to a team surroundings and to push many of the decisions to the lowest possible levels. In other words, he wants to create a team-based, empowered organization. Several of his best managers are resisting the idea strongly.They not only feel that many employees are not ready for the change, but they also believe that they personally could never change from a command and potency style to allowing more participation (Nahavandi, 2006, p. 54). Your client has asked you to prepare a report in which you address the following questions 1. How should the leader deal with the situation? 2. How are principal and managing different? 3. Is the CEO trying to lead or manage this change initiative? 4. What arguments can he use to persuade his managers? 5.What can he do to help his managers change their style? 6. What are the implications of his actions and decisions? 7. What would you recommend to the CEO givenyour analysis of his approach thus far? Use the Library or other Web resources to support your argument. Be sure to cite your sources using APA Style sixth edition guidelines. Your report MUST include a computer address list. whole research should be cited in the body of the paper. DiscussionBoard essays andIndividual Projectswithout reference s and citations may not earn any higher grade than a C earn grade.Your report should contain an abstract, a short introduction, and conclusion in addition to the body of the paper. Please note that if you have a source in your reference section, you need to cite it in the body of the paper per APA guidelines and vice-versa. Please submit your assignment as a Word document in APA Style 6th edition format. Objective The Objective of the Unit1 IP Assignment will involve the following the Course Outcomes and Grading Criteria with their respective percentages for the Grading title 1.Compare and contrast leadership and management, and understand their similarities and differences as well as the ethical challenges that managers face. (40%) 2. Discuss and explain when and why participation should be used to change leadership effectiveness. (40%) 3. Apply critical thinking skills to analyze business situations. (20%) Nahavandi, A. (2006). The art and science of leadership (4th ed. ). Uppe r Saddle River, NJ Prentice-Hall. Please submit your assignment.

Dynamic Programming Essay

Dynamic Programming is a mathematical technique dealing with the optimization of multistage decision processes. In this technique, decisions regarding a certain paradox atomic number 18 typically optimized in stages rather than simultaneously. This generally signifies that the original decision problem is divided into small sub-problem (stages) which can then be handled more efficiently from the computational view point.Basic Elements of Dynamic ProgrammingTo apply Dynamic Programming, we have to pay special attention to the three basic elements of the DP Model. They are 1. Definition of the stages.2. Definition of the alternatives at each stage.3. Definition of the states for each stage.Definition of the states varies depending on the situation being modeled. Nevertheless, as we investigate each application, we will develop it helpful to consider the following questions 1. What relationships bind the stages together?2. What information is needed to posit feasible decisions at t he present-day(prenominal) stage without reexamining the decisions made at front stages?Application of the Dynamic Programming in the Business WorldWe will try to present three application models and finally a worked out carrying out of Dynamic Programming showing the superiority of DP over the usual or straight forward method of solution.1. Work Force ModelIn some construction projects, hiring and firing are exercised to maintain a labour force that meets the needs of the project. Given that the activities of hiring and firing both incur additional costs. In such cases, through the implementation of DP Model, we can get the optimum result regarding how the churn force should be maintained throughout the life of the project.For congressmanA construction contractor estimates that the size of the work force needed over the following 5 weeks is to be 5, 7, 8, 4 and 6 workers respectively. Excess labor kept on the force will cost $300 per week and new hiring in any week will incur a indomitable cost of $400 plus $200 per worker per week.The elements of this DP model are1. Stage iSuch problem can optimally be figure out through DP Model.Equipment Replacement ModelThe longer a simple cable car stays in service, the higher is its maintenance cost, and the lower its productivity. When a machine reaches a certain age, it may be more economical to replace it. The problem thus turns into determining the most economical age of a machine. reflect that we are studying the machine replacement problem over a span of n age. At the start of each year, we decide whether to keep the machine in service an extra year or to replace it with a new one.For exampleShajib Farms wants to develop a replacement policy for its 2-year-old tractor over the next 5 years. A tractor must be kept in service for at least 3 years, but must be disposed of subsequently 5 years. The current purchase price of a tractor is $40,000 and increases by 10% a year. The salvage value of a 1-year-old tractor is $30,000 and decreases by 10% a year. The current annual operating cost of the tractor is $1,300 but is expected to increase by 10% a year.Such problem can optimally be solved easily by applying DP Model.Investment ModelWe commonly assume that an investor wants to maximize Total Return. Suppose that Mr. Jamal wants to invest Tk. 4,000,000 (4 Million) now and 2,000,00 (2 Million) at the starts of years 2 to 4. The cheer rate offered by NCC Bank is 8% compounded annually and the bonuses over the next 4 years are 1.8%, 1.7%, 2.1% and 2.5% respectively. The annual interest rate offered by Eastern Bank is 2% lower than that of NCC Bank, but its bonus is .5% higher. The objective is to maximize the accumulated capital at the end of 4 years.Such problem can also optimally be solved easily by applying DP Model. A company is selecting the advertise for its productand the frequency of advertising by each material are shown in the following tableFrequency per week Expected gross sales (In Tk. 1,000) Television Radio Newspaper 0 0 0 0 1 25 20 33 2 42 38 43 3 55 54 47 4 63 65 50 We have to determine the optimum combination of advertising frequency and sales.SolutionStatesLet X1= The frequency of advertisement at stage-1 (06)X2= The frequency of advertisement at stage-2 (06)X3= The frequency of advertisement at stage-3 (=6)S= Total FrequncyStage-1Total Frequency (S) Frequency at Expected Sales Stage-1(X1) 0 0 0 1 1 25 2 2 42 3 3 55 4 4 63 Stage-2 X2 f 2(S, X2)=R2(X2)+ f 1*(S-X2) f2*(S) X2* S 0 1 2 3 4 0 0+0=0 0 0 1 0+25=25 20+0=20 25 0 2 0+42=42 20+25=45 38+0=38 45 1 3 0+55=55 20+42=62 38+25=63 54+0=54 63 2 4 0+63=63 20+55=75 38+42=80 54+25=79 65+0=65 80 2 Stage-3 X2 f 3(S, X3)=R3(X3)+ f 2*(S-X3) f3*(S) X3* S 0 1 2 3 4 4 0+80=80 33+63=96 43+45=88 47+25=72 50+0=50 96 1 Now we can derive the optimal valuesX1=1X2=2X3=1Expected Sales= 96,000Usual or Straight forward method of solution Circle indicates alterna tive plans at each stage & Arrows represent the decision.The features of the above exhaustive run scheme are 1. All the decisions of any combination must specified before a combination can be evaluated. Here during solution, we have to make 64 alternative plans first. 2. An optimum policy cannot be determined until all combinations have been evaluated. This method is inefficient because some of the combination may not be feasible. 3. In other cases the number of combination may be too large to allow exhaustive listing.The Dynamic Programming approach avoids the above mentioned difficulties by first breaking up the problem into smaller sub-problems which are called stages in DP. A stage here signifies a portion of the problem for which a disjoined decision can be made.

What is Tourism?

HOSPITALITY INDUSTY PROFESSOR TANYA JOYNER DATE MARCH22. 2013 TEST CHAPTER 9 NAME LU QIONGQIONG(JENNY) 1 what can touristry be defined as? Tourism can be defined as the idea of attracting, accommodating, and pleasing groups or individuals liveing for pleasure or business. It is categorise by geography, ownership, function, industry, and travel motive. 2 business travels has increased in recent age due to what? Business travel has increased in recent years as a result of the growth of convention centers in several cities.As a result, business travelers have given a boost to hotels, restaurants, and auto renting companies. The number of female business travelers is rising as well. 3 who serves as the middle person between a country and its visitors? Travel agencies, tour operators, travel managers, wholesalers, national offices of touristry, and destination management companies serve as middlepersons between a country and its visitors. 4 tourism is a collection of industries and when combined form the servicemans largest industry.Is the above statement TRUE OR FALSE 5 from social and cultural perspective tourism can further international concord and economically improve poorer countries. Is the statement above TRUE OR FALSE AND EXPLAIN WHY? I think that is right. From a social and cultural perspective, tourism can have both positive and negative impacts on communities. Undoubtedly, tourism has made significant contribution to international understanding.World tourism organizations recognize that tourism is a means of enhancing international understanding, peace, prosperity, and fundamental freedom for all without distinction as to race, sex, language, or religion. Tourism can be a very interesting sociocultural phenomenon. Similarly, depending on the reason for the tourist visit, myriad opportunities are available to interact both socially and culturally with local people. provided that the number of tourists is manageable and that they respect the swarm communitys sociocultural norms and values, tourism provide an opportunity for a number of social interactions.

Catcher in the Rye- ‘Holden’s Hatred of Everything’ Essay

H oldens hatred of everything is change and indicates his ingest chimerical and confused attitude. Discuss. J.D. Salingers novel Catcher in the Rye depicts a teen struggling through an identity crisis during the 1950s. Salinger promotes the themes of growing up and adolescence through the protagonist, Holden Caulfield. Holdens attitude towards life is blistering and contemptuous which prevents him from successfully interacting with other people. His transition from childhood to adulthood is blurry and unclear as he lacks the skills needed to shift from one to the other. Furthermore, he is unable to overcome the obstacle, as he sees it, of growing up as he is finding it difficult to accept the responsibility that comes with it.Holden exposes his idea of the shallowness and hypocrisy in the initiation by describing them as phony. Holden recognizes that phoniness is all throughout society. Whether it be in reference to his old school principal at Elkton Hills only conversing wit h the upper class families, or to his hatred of movies as it involves actors sham to be something theyre not. Although Holden holds this pessimistic attitude, it seems to be evident that this outlook appears only to be evoked by sympathy, either for the families that looked down upon at Elkton Hills or for his own dysfunctional family. Holden also sees the insincerity in the number of Stradlater, his roommate who is able to hide his secret slobbery behind his sexy appearance and fake charm.In this sense, Holden whitethorn also be jealous of how easily Stradlater can shield his insecurities as he has a knock-down(prenominal) sense of self-imposed ego. Holden describes his older brother D.B. as a phony because Holden perceives him as a sellout for creation a prostitute in Hollywood. Though Holden used to look up to his older brother, his direct believes D.B. is compromising his talents for an audience. Similarly, with Ernie who plays piano at the nightclub, Holden is frustrated w hen the audience claps for him, claiming that people always clap for the wrong things. Holden is practically found disapproving of particular elements in society, however is able to justify to himself the reasons of his actions based on his own experiences and perceptions, which may clash with the expectations of society and it is this that confuses Holden.Holdens idea of reality is found to be altered due to hurtful experiences and therefore he has difficulty with interactions, forming connections and approval of society. At the beginning of the text, the commentator is informed that Holden is narrating from a mental institution, which enables the reader to conclude that Holdens views of reality are somewhat unstable. Moreover, Holden is unable to let go of the past, as he believes childhood is the only place he leave alone find happiness. Holdens perception of childhood consists of unconditional love, simplicity and safety from the corruption of the outer serviceman.To Holde n, this genuineness existed only when Allie was alive. It is here that the reader is led to believe that the reasons behind Holdens inability to deal with complexity and intimacy stem from the goal of Allie which he has worked to properly grieve for, resulting in confusion and lack of the closure he needs to fly the coop forward. In regards to his sexuality and lack of knowledge or experience in the matter, Holden notes that it doesnt really support as in his mind, hes probably the biggest sex maniac you ever saw which implies that Holden has already created his own world in which he has keep apartd himself to. Holdens fantasy is to be the catcher in the rye, catching kids from move off a cliff into the pretentious world of adulthood.This metaphor indicates that Holden wants to be the person to save the children in the beginning they fall out of their innocent knowledge into the repulsive world of adults. His desire to remain in of childhood is implied when he explains that th e best things most the museum is everything stayed where it was which shows that he longs for a world that remains frozen and unchanged, as he tutelages the unknown. Also, when watching Phoebe on the carousel, Holden mentions that the nice things about carousels were that they always played the same songs. The reality of the world cannot be accepted if the meaning is unknown, and this applies to Holden as his ignorance to explore this unknown prevents his from being the man he rattling wants to be.Furthermore, Holden finds difficulty in accepting the concerns and responsibilities that are required in the adult world. His childishness and immaturity, whether deliberate or not, is evident when Holden left all the foils and equipment and stuff on the goddam subway and instead of accepting that he made a mistake, he blames it on that he had to keep getting up to look at this map so theyd know where to get off.Holdens responsibility as an adolescent teenager was to finish school with good grades however unable to do that, he transfers to different schools repeatedly, only to fail again. Holdens inability to accept responsibility may also be due to a fear of success. Holdens childishness is also noticed throughout the novel when Holden refuses to go home and confront his parents about flunking out of Pencey Prep in fear of the criticism and consequences that will result. Holden dislikes responsibility, as he believes that with it comes expectations, and if he doesnt live up to those expectations, then the unconditional love he received through childhood will subside.Catcher in the Rye explores the tension and confusion between Holdens aspiration to observe and isolate with his need to converse and connect. Holden displays characteristics of a secluded mentality and is victim of his own isolation, which in turn prevents him from conformist to societys expectations. Through Holden, the contrast between childhood and adulthood and the process of transitioning from o ne to another(prenominal) are examined closely. As the novel progresses, the reader is able to understand what events Holden has experienced that have lead to his unrealistic and confused attitude about fearing change, resenting adulthood and growing up.