Themes In The Novel The Tortilla Curtain English Literature Essay

Themes In The Novel The Tortilla Curtain English Literature Essay Boyles The Tortilla Curtain is a well woven literary piece that proves to be the best and the most successful of all his novels in history. Looking at his style of writing, he knits together illegal immigration, poverty, social class, racism, the American dream and xenophobia into a highly contrasted society that runs deep into the veins of the 21st Century America. Most publicists and scholars as well as critics have posed Boyles novel, The Tortilla Curtain as a timely provocative account that vividly highlights the immigration events in central California. Following this stance, Boyle had a purpose of writing this book and its success is dependent on the nature of understanding of his writing by the readers. The success of any literary piece is guaranteed if the writer achieves the unity of thought. This implies that the main reasons why the author wrote the books are communicated to the reader; the same understanding of the book is shared between the author and the reader. This co ntext seeks to analyze symbolism and the major themes that Boyle portrays in The Tortilla Curtain. The protagonists in this novel form the key focus in the analysis of the themes and symbolism used. The story entails two families that belong to the low class and the middle class in the society. The poor family consists of illegal Mexican immigrants (Candido and Amà ©rica) and the rich family (Kyra and Delaney) who are a real estate agent and columnist in an environmentalist magazine respectively. The setting of the novel portrays a man eat man society whereby the middle class care less about the low class. The story is woven from the two families that are intertwined from the time when Kyra has an accident which involves Candido, the poor man. The American Dream encompasses the belief that as long as one enters America and works hard, success is inevitable. This is a mere illusion as Candido and Amà ©rica remains the poorest in spite of their hard work. The middle class family works less yet they have a better life than those who work tirelessly. It is inevitable that everyone aspire good life and this is the reason why immigrants moved into the United States. Each of them had their share in making the American dream come true regardless of the hardships that they have to go through. The dreams of the two couples are varied but they both find nothing but illusions in their dreams at the end. It all matters where they are and what they want to achieve and since none achieves, then the American dream to them is just but an illusion. The aspect of class and racism will be discussed together in this analysis. The gated community where Kyra and his family live creates a gap between the haves and the have-nots. It does not only tear the middle and low class apart but also portrays racism between the whites and other ethnic minorities such as the Mexicans in the United States. At first Delaney, is a liberalist who believes in equal opportunity. This is evidenced in his quote that, everyone deserves a chance [à ¢Ã¢â€š ¬Ã‚ ¦] immigrants are the lifeblood of this country (p.101). However, this is blurred by his concern on the environment over the starving immigrants (the poor) as he quotes,chewing up resources of the planet like locusts (82). The contempt and atrocity of racists is shown in Delaney when he hits Candido with his car and pays off a bloody $20 bill (13). Candido decides not to call the police because he knows that he is in the country illegally: On the other hand, Melaney hesitates to call the police beca use he only hit a Mexican forgetting that he had committed a crime. The$20 bill is an insult and serves as a bribe to blackmail the poor man to remain silent after the ordeal. In support of this, Jack who is an attorney is portrayed as a racist as he supports the stone wall construction and the gate. He fails in his duty to reinforce the law in the knowledge of a crime already committed. The attitude and fear they have on Mexicans is purely on the segregation of the Mexicans as shown in his quote, You want another crazy Mexican throwing himself under your wheels hoping for an insurance payoff? (102). This leads to the next theme; xenophobia. By definition, xenophobia is the feeling of hatred and fear that is experience by the citizens of a country when immigrants sets foot in their land. Though the immigrants are feared to be criminal, the actual perpetrators are inside the wall that was built. They are afraid of competition from the immigrants. They understand that the immigrants have the potential yet they will not give them equal opportunities as the citizens. Instead they exploit their vulnerability by paying low wages for work so that they can make huge profits. This portrays them as selfish. In addition, they are criminals who are perceived as honourable members of the society. They thus use the power gained to discriminate against the ethnic minorities. Work should be a move to improve the living standards of the employees and therefore people of true spirit care about their employees welfare. Immigration as a theme is portrayed as illegal in the timeline of this novel. This can be coupled by the theme of poverty as it comes out best together. Further in this novel, the coyote symbolizes the immigration. The exploitation of labor for the poor as shown by the low wages paid to Candido is one instance of immigration and poverty. Though they knew that they deserved better, they had no option but to work and earn the meagre wages for survival. They couldnt talk about it for the fear of the repercussions from the illegal immigration. Poverty is again witnessed when Socorro, Candidos daughter is born and is suspected to be blind but they cannot face the problems due to poverty. In another instance of poverty, Candido robbing in the city leads to feeding from trash cans to avoid starving. This shows how the society doesnt care for the poor. This is the lowest form of poverty that one can live in; its far beyond the international poverty line that projects that the poorest homeste ad spends at least $1 a day. Again, it shows the realities of life in the modern era where civilized is highly upheld. What is civilization when the country is symbolized by coyotes? This leads us to the use of symbolism in this novel. In the analysis of symbolism, coyote is the most prominent and a motif that recurs throughout the novel while at the same times the strongest representation of the immigrants in this analysis. Immigration is portrayed as a monster in America in the case where the Mossbachers two dogs are feasted by the wild animal. Though a fence is built such as that at the US-Mexican border, they still penetrate (Boyle 39). Delaneys column coyote experiences are brought in this view as he quotes, One coyote, who makes his living on the fringes of my community [à ¢Ã¢â€š ¬Ã‚ ¦] has learned to simply chew his way through the plastic irrigation pipes whenever he wants to drink.(212): This symbolizes Candido who steals water and other basic requirements for his family just like the coyote does to the dogs. In addition, Delaney quotes that, The coyote is not to blame-he is only trying to survive, to make a living, to take advantage of the opportunities available to him (215). This also applies to Candid os way of life: He takes up any opportunity that comes to his way such as the case of the Turkey offer and he doesnt care what the society thinks of him. He is forced to do so for survival and he again resembles the coyote. Think of this: no house and camps in a canyon, digs in garbage in search for food, intrudes on other peoples property for survival; is this not exactly the way a coyote lives? Candido, an illegal immigrant, is not welcome in the city just like the hunted coyote. In addition, Josà © Navidad backs on the symbolic coyote; he is portrayed as the bad guy. He rapes women and survives by intruding on other peoples property. It is more interesting when Candido feels that his space is intruded by Josà © Navidad as quoted, Now he had to worry about this stinking crack-toothed pendejo nosing around down in the canyon, as if he did not have enough problems already (90). The nature of house where one lived defines the class and the achievement of the American dream. The low class live in simple houses that were self made and others were homeless while the middle class lived in fenced houses. Following this, the wall as a symbol of separation between the two classes was constructed. From a general stance, a wall serves as a physical barrier between two parties. In reference to the case at hand, the wall is used metaphorically to keep the two cultures apart. Though the fences have been put in place and failed to serve the purpose it is inevitable that the illegal immigrants will continue to find their way through the US-Mexican border into America in search of success and the achievement of the American dream. Those who live inside the wall that is, the middle class and those who live outside the wall, the low class are separated by the wall. The wall also symbolizes the great fear that the Americans had for the Mexicans. The wall is a symbolic device for creating gaps between the haves and the have-nots but this is not the solution to the problems which they perceive to emanate from the Mexicans. As the poor struggles with their lives outside the wall, the haves are also affected as well though they wont admit it. This is demonstrated when Candido roasts the bird pack given to him by a Turkish customer after a promotion thanks giving (an act of kindness from the customer), it causes fire which extends to the gate community of the haves. In conclusion, Boyle portrays Americas life a struggle and survival for the fittest. The smartest in adopting and coping with the changing face of America survives. Symbolism comes out as the main stylistic device that was used by the author to complete this well thought literary piece. Through the use of imagery and excellent choice of diction, he voices out the realities of immigrants without sounding rude and offensive. The themes discussed in this novel fit in the contemporary literature: The modern United States is still fighting illegal immigration, poverty, social class and racism. Its current economy is at threat as more immigrants gets their way in America and floods the job market and exert pressure on the natural resources (Stringer x). The American dream and xenophobia are still eminent given the adverse effects of immigration on the economy, the environment and social amenities. Boyle book exhibits powerful mastery of literary techniques which leaves the reader pondering on the immigrants situation in the United States more so for those who have future prospects of living and working there. He shows that America is tattered with poverty in the midst of the vast development, hence the economic disparities that are the norm in the global economic arena. Work Cited Boyle, Coraghessan. The Tortilla Curtain. London: Penguin Books, 1996. Stringer, Jenny. The Oxford companion to twentieth-century literature in English. United States: Oxford University Press, 1996.

Regulatory Frameworks for Financial Reporting

Regulatory Frameworks for Financial Reporting Discuss the reasons why we need a regulatory framework for financial reporting. What are the advantages and disadvantages of making accounting rules by law as opposed to using IASB standards? The body of rules which determine how financial accounts will be compiled in any particular situation are known as the Generally Accepted Accounting Principles (GAAP); these are drawn from a number of sources. The first of these are legal; the main sources of these include the Companies Act 2006, as well as EU Law and the remainder of the UK common law. The second strand of this includes national and international accounting standard such as the ASB and IASB (International Accounting Standards Board) standards, as set by the Accounting Standards Board and their international equivalent; they will also work to establish public opinion on proposed new standards, and use seminars to discuss issues within accounting. The third strand is comprised of the rules of the Stock Exchanges, though these are only applicable to companies listed on the LSE or AIM. The major argument in favour of a regulatory framework is that standardisation is encouraged and, through this, we are able to make an accurate assessment of financial health. As Alexander and Britton point out, before the introduction of these standards, different firms in similar situations were following different accounting standards, leading to different and incompatible results (Alexander and Britton, 2004). Indeed, when takeovers occurred, different valuations taken by accountants could potentially generate vastly different results, given the uncertainty as to what to include: this, in turn, was bad fro the reputation of the accounting profession. The framework, in the shape of both law and accounting standards, allows for the element of subjectivity to be lessened. Further advantages of the current regulatory framework include increasing level of information for the end user, through stipulating minimum standards of disclosure; in addition, the current system benefits through input both from government (in statute, for example), and from the accountancy profession, which arguably works to ensure a balance of interests. However, within this, we then face a choice between regulation by statute and regulation through accounting standards, each with their relative merits and demerits. I shall discuss these in turn. The first advantage is that accounting standards act as a way of reducing the disparate methods by which one may create accounts; this, in turn, makes the account of greater benefit to the end user, given that they have a document which is easily comparable to others of the same kind. Without such a standardisation, there is a risk that different firms of accountant may have chosen to classify a particular type of asset or debt in a different way. Alexander and Britton (2004) demonstrates this through the example of property how is this to be valued? We might argue that it should retain the value for which it is bought; alternatively, we could say that the value should be this, minus depreciation; or thirdly, we could say that the value (given that prices of property will almost always be rising) should be the original price plus an inflationary multiplier. This is just one example, and taken over a large company, the potential for fluctuations is substantial. In an internationalise d economy, this value is correspondingly increased; Zeff (2007) remarks that the introduction of international standards has led to a very great increase in global comparability in relation to what we had before, namely, every country using its own national standards, which differed considerably from country to country. Indeed, Haller and Walton (2003) describe this as the nub of the international accounting problem. How do companies that want to operate across national (and therefore usually cultural) boundaries convey economic information appropriate for business decisions? Secondly, they provide a focal point for debate over what accepted practice should be. At present, it has occasionally been argued that accounting standards are not based on any coherent conceptual framework, but rather exist simply as rules in themselves (Alexander and Britton, 2004). The IASB is a body well-poised to correct such a problem: thus, in recent years, the IASB has launched a project to develop an improved common conceptual framework that provides a sound foundation for developing future accounting standards. It is difficult to imagine Parliament giving time to such a broad yet arguably essential task. Thirdly, on much the same basis, it may be argued that accounting standards are much less rigid than relevant legislation; each change to legislation will require a separate bill to proceed through Parliament, in contrast to accounting standards. Thus, the maintenance of accounting standards provides a body of rules that create standardisation while simultaneously lacking a legalistic rigidity. In addition, the true and fair view can be used when justifiable to override other accounting standards which may apply (Fearnley and Hines, 2003). Fourthly, it can be seen that the introduction of accounting standards have encouraged companies to make available more information than they otherwise would have. Examples of this can be seen in, for example, Robins remarks that FRS 3 (on reporting financial performance), requiring companies to highlight a range of different financial performance indicators (such as the results of continuing operations and discontinued operations) which allow a greater level of information than if simply profit were indicated (Robins, 1999). Through requiring enhanced disclosure of information, it can be argued that accounting standards create a greater standard of information to the end user, and thus the value of accounting in general. Fifthly, it may be viewed as an advantage that the guidelines are created by people with a strong connection to the industry; that is, professional accountants. Statutes such as the Companies Act are inevitably subject to party political pressures: and, in despite their best intentions, Members of Parliament are unlikely to have the same level of expertise as people with vast experience in their field. A further point is that when Parliament drafts legislation, it will intend for it to be applied by the courts; it would therefore be more difficult to create comprehensive standards in such a way than it would be to do so through a body comprised of accountants, creating standards for accountants. We may conclude that a system based on professional considerations is more likely to provide an accurate assessment of an institution. On the other hand, there are a number of corresponding criticisms. Firstly, requiring additional information, and for institutions to comply with certain standards, will inevitably lead to an increase in costs; checking that a set of accounts adheres to a particular set of standards will be require more work than simply taking an ad hoc approach. In addition, each new set of standards will entail its own costs for example, in re-training accountants who had become used to different standards. Secondly, it may be argued that these guidelines are increasing in volume and complexity. Indeed, a letter from the International Corporate Governance Network to the IASB asked whether some instruments are so complex and unstable that not only is portraying things by one number insufficient, but the users of accounts and stakeholders would be better served by the recognition that there may not an answer. Thus in certain areas, complexity will firstly make the standards more difficult to enforce , but also perhaps create inappropriate results, as they are inappropriate to the particular context. This is a particularly strong criticism if we consider that the economic case for the regulatory framework is perhaps unproven: The case for uniformity in accounting is not based on any settled body of evidence, or literature (Bell, 2005). Thirdly, the fact that the guidelines are both set and disciplined by the accounting profession means that there may be no effective method of enforcing the standards this is in contrast to any statutory system, which will be enforceable through the courts. Where professional accountants are involved, the only sanction for breach of these guidelines would appear to be through professional bodies, which have been slow to do so (Lewis and Pendrill, 2003). This is a particular problem, considering that (as seen above), part of the argument for accounting standards is in fact to uphold the reputation of the profession. In addition (and as Lewis and Pendrill point out), many accounting standards deal with issues which in a democratic society, should arguably be subject to democratic controls: the example given is that of FRS 17 (Retirement Benefits), which stated that deficits in a company pensions scheme were to be treated as expenses on the profit and loss account. This is an issue of national importance. Finally, requiring further standardisation means that there will be a trend towards rigidity in financial reporting; it has long been feared that this will lead to accounting becoming a process of rote learning of rules, without searching for any meaning within them. (Baxter, 1962) Thus, although there will be a standardised system, this will not necessarily be one in which these rules have principled bases; at the same time, such standards remove any opportunity for individual judgment or discretion.. In addition, a rigid set of standards will not be appropriate in every situation to which they might be applied; for example, the property industry protested the application of SSAP 12 to property since its introduction (Andrew and Pitt, 2006; SSAP19 was later introduced to cover this). It may even be that an emphasis on rules over judgment distorts the realities of a given situation the experience of FRS5 has shown that judgement-based accounting can operate successfully to report ec onomic reality in a situation where previously there had been an over-reliance on rules (ICAS, 2006). In conclusion, while there is a clear value in standardisation (in that accounts, through being created from the same standards, are more reliably comparable), it would appear that there are certain conflicts. The first is between expertise and control: to what extent should Parliament allow standards boards to create their own rules, benefitting from their own experience, and to what extent should their own political persuasions have a role? The same problem applies in enforcement allowing the accounting industry the opportunity to enforce their own rules gives them the independence to enforce them using their own expertise, but otherwise could lead to charges of indifference to their own wrongdoing. Secondly, there is a conflict between standardisation and complexity; though the aim of standardisation would perhaps be best served by standards covering every possible eventuality, these would be so lengthy and comprehensive as to be unworkable; to some extent, we must rely on broade r principles. The relative merits of each of the relevant methods will therefore depend on the approach we take towards each of these conflicts.

A Comparison of Shelleys Frankenstein and Rifkins Biotech Century Ess

Shelley's Frankenstein and Rifkin's Biotech Century   Ã‚  Ã‚  Ã‚   Human beings are created by God, who intends that they reproduce and flourish amongst themselves.   However, with the accomplishments of science, ideas that were thought to be impossible are becoming possible inside experiment labs; for example, scientists have found a way of creating life without requiring sexual reproduction.   Further more, scientists are now experimenting with cloning other living things.   Jeremy Rifkin explains in "Biotech Century [ . . .]" that science offers "a door to a new era of history where the genetic blueprints of evolution itself become subject to human authorship" (245).   One may argue that scientists are now assuming the role of God by manipulating science and leading humankind to a biotech century.   While this may seem to be a success to most scientists, they must be aware of the harm they can cause human life and be prepared to take responsibility; unlike Victor Frankenstein, in Mary Shelley's Frankenstein, who "uses his knowledge to assemble a grotesque manlike creature [. . .] horrified by what he has done, abandons it the moment he brings it to life" (Ruszkiewicz 231).   Because he sees his creation as a failure and refuses to accept responsibility for his actions, the monster turns destructive, killing people close to Frankenstein.  Ã‚   Although both Rifkin and Shelley's writings stress similar concerns, they differ in certain aspects.  Ã‚  Ã‚        Ã‚  Ã‚  Ã‚  Ã‚   One difference between Rifkin and Shelley, is that Rifkin looks at science as being partly a positive contribution to society, involving huge amounts of money (246).   He also believes that scientists can continue to use science for a more positive way, if and when... ... Dolly."   CNN.com.   9 Dec.   CNN Health.     Ã‚  Ã‚  Ã‚   <http://www.cnn.com/NATURE/9905/26/dolly.clone.02/index.html> . Frankenstein by Mary Shelley.   A play by Nick DiMartino, Direct.   Moses Goldberg.   Narr.   Professor McNamer.   Global Stage Production.   WLIW21 Presentation.   Class Movie. ZRB 1201.   Fall Semester, November 25, 2002. Kahn, Jeffrey P.   "Choosing Our Children's Future or Choosing Our Future Children?"   Ã‚  Ã‚  Ã‚  Ã‚   CNN.com.   25 Nov.   CNN Health.   Ã‚  Ã‚  Ã‚  Ã‚   <http://www.cnn.com/2002/HEALTH/03/04/ethics.matters/index.html> . Rifkin, Jeremy.   "Biotech Century." The Presence of Others. 3rd ed. Ed. Andrea A.    Lunsford and John J. Ruszkiewicz. New York: St. Martin's, 2000.   244-245 Shelley, Mary.   "Frankenstein." The Presence of Others. 3rd ed. Ed. Andrea A.   Ã‚  Ã‚  Ã‚  Ã‚   Lunsford and John J. Ruszkiewicz. New York: St. Martin's, 2000.   231-232   

Romeo And Juliet - Fate Or Free Will :: essays research papers

The human condition follows the path of fate. Everyone makes choices out of their own free will which affects their life at that time, but will ultimately lead to their pre- determined fate. People inflict their own wounds during their life by the choices that they make. This applies in Romeo and Juliet and plays a major role in Romeo and Juliet’s lives. "A pair of star-crossed lovers" (I, i, 6) In the very opening of the play the chorus is singing about Romeo and Juliet, and predicts their life together as having a star-crossed conclusion. By already knowing from the beginning that their life has an ill-fated conclusion, we can see how their choices brought them to their death. Romeo and Juliet could see that their life together was not going the way they wanted, because Romeo and Juliet wanted to marry each other but there were many barriers between them. Both Romeo and Juliet had many failed attempts in their efforts to trick fate out of what was ultimately going to happen to them both. Hold! Get you gone, be strong and prosperous in this resolve. I’ll send a friar with speed to Mantua, with my letters to thy lord. (IV, i, 122-124) Juliet is to drink a potion to make her appear dead, and later wake to be free of the shame of marrying Paris. Here, Friar Lawrence is assuring Juliet that he will send a letter to Romeo, explaining their plan. Romeo doesn’t receive that letter, and he does not know what is to happen. Free will comes with great consequences. Friar Lawrence and Juliet inflicted their own wounds by not telling Romeo of their plan. If they had taken the time to make sure that Romeo got the information, their plan might have succeeded, and Romeo and Juliet would be free to marry each other. A greater power than we can contradict hath thwarted our intents. (V, iii, 154-155) After Romeo kills Paris, and then himself, Juliet wakes as Friar Lawrence rushes over to her. Friar Lawrence is saying that a higher power, in this case, fate, has ruined their plan. We know that Friar Lawrence is talking about fate when he says that they cannot contradict this power. You cannot contradict fate, it always has it’s way in the end, whether we know it or not. "O, I am fortune’s fool! (III, i, 135)".

Grass Fed Beef vs. Grain Fed Beef

Matthew Buckman Carla Baku English 1A 10:45 September 23, 2012 Beef Grass Fed Beef vs. Grain Fed Beef Before World War Two (WW2), ranchers raised grass fed cows and that was the norm. But because of the high demand for beef after WW2 ranchers had to change the way they raised cows. Ever since WW2, cows have been raised on grain which has become the norm when it comes to raising cows. That means they are fed mainly corn instead of grass. With the cows being fed corn they get fatter quicker so that means that they are at the weight to get slaughtered quicker.That was until recently when people started questioning corn fed beef and the health risks and how humane it was for the cows. Every year there are millions of cows slaughtered in the U. S for humans to consume. Most of the cows that are slaughtered are grain fed cows. Although some people argue that grain fed beef isn’t worse than grass fed beef in fact we should start eating more grass fed beef because it is more humane fo r the cows, better for the environment and it is healthier than grain fed beef for the consumer and the cows.We should start eating more grass fed beef because it is more humane for the cows. The first way that it is more humane for the cows is that they aren’t cooped up in a feed lot. This means that the cows aren’t kept in a confined space with other cows. They are more freely able to walk around on pastures and have the choice to eat whenever they want instead of having specific eating times. This allows the cows to live as they were meant to instead of the way grain fed cows are just raised for a quicker slaughter.Also with feed lots being such a confined space it collects a lot of manure instead which causes a lot of air and water pollution because the wind blows it up and when it rains it seeps into the groundwater. With grass fed cows being able to roam around on pastures they naturally spread their manure around the pasture which fertilizes the land. Another wa y that grass fed beef is more humane than grain fed beef is that grass fed beef aren’t given antibiotics and hormones like grain fed beef. Grain fed beef needs ntibiotics regularly because of the conditions that they live in. With being cooped up in a feed lot the cows have a lot of health risks such as dust pneumonia and E Coli because of air pollution and water pollution. With grass fed cows being able to roam free on pastures there isn’t as much air and water pollution so there is no need for antibiotics. The last way that grass fed beef is more humane than grain fed beef is that the cows get to live longer lives to get to their slaughter weight.With cows being raised on grass, it takes them roughly twenty-two months to get to their slaughter weight. That’s almost two full years for a cow to live. With cows being raised on grain they only get to live for sixteen months. That’s a full six months less then grass fed cows. I know that if I was a cow, I wo uld want an extra six months to live. Another reason we should start eating more grass fed beef because it is better for the environment. With grain fed beef, the cows manure is scooped up from their cell block and taken to the closet place to the feed lot to be dumped.This ruins the surrounding land because with too much manure being dumped in one place it gives the ground too many nutrients. With there being too many nutrients in the ground, the excess nutrients pollute the soil and water. With grass fed cows being raised in pastures they create and spread fertilizer naturally. This means that less chemicals and pesticides have to be used to fertilize the pastures. With pesticides not having to be used to, that means that less pesticides have the chance to get spread through the air and pollute are water ways and contaminate our drinking water.If pesticides get in our drinking water, it increases the chance of the person drinking the water to have reproductive disorders, and it ca n lead to neurological damage such as Parkinson’s or Alzheimer’s disease. If farmers continually use pesticides to fertilize their land it reduces the soil fertility. All of these things are bad for our environment and with all of the things that are already bad for the environment, why would we add more to it when cows do the same thing naturally? Another way that grass fed beef is better for the environment is grass fed cows use less fossil fuels.Grain fed beef requires more fossil fuel to make the diet of the grain fed cows such as dried corn and soy. With all the required burning of these fossil fuels more carbon dioxide is being released into the air which is contributing to global warming. With fossil fuels burning being directly related to global warming, I think that by using less fossil fuel burning with grass fed beef that grass fed beef is better for the environment. The last reason we should start eating more grass fed beef because it is healthier for the c onsumers and the cows.When eating grain fed beef, you are taking in high levels of bad fats and cholesterol and low levels of good fats and Vitamin E. Grass fed beef is the complete opposite way, you take in high levels of good fats and Vitamin E, and low levels of bad fats and cholesterol. Just by these comparisons here it is clear that grass fed beef is better for the consumers than grain fed beef. Grass fed beef contains iron and calcium and a heavy healthy dosage of protein. This is all healthy for the consumer to eat. This gives the consumers a better healthier option of beef. Dr. Steve Atchley is one of many health-conscious carnivores fueling the trend. ‘I got tired of telling my patients they couldn't eat red meat,’ says the Denver cardiologist. So three years ago, he launched Mesquite Organic Foods, which sells grass-fed beef to 74 Wild Oats stores nationwide. Mesquite's ground beef is 65% lower in saturated fat and its New York strips are 35% lower than conven tional beef, as measured by the USDA. â€Å"Any feedlot-fattened animal has a much higher level of saturated fat than a forage-fed steer,† says Atchley. Another reason we should start eating more grass fed beef is because it is healthier for the cow that we are eating. With grass fed beef the cows are eating what they were meant to eat. Their four stomachs are made to digest grass. With the cows not having trouble digesting grass, the farmers don’t have to give the cows antibiotics and hormones to make digestion easier. So it only makes sense that with grass fed beef being fed grass that they would be healthier than grain fed beef. With grain fed beef being fed corn, and etc. heir stomachs have a difficult time digesting it because their stomachs aren’t meant to digest it. John Robbins a supporter of grass fed beef states, â€Å"When cattle are grain fed, their intestinal tracts become far more acidic, which favors the growth of pathogenic E. coli bacteria, whi ch in turn kills people who eat undercooked hamburger. † With the cow’s stomachs not being able to digest the grain, the farmers have to regularly give them antibiotics and hormones. Farmers now just put the antibiotics and hormones in the grain. Also before he first big hit of the mad cow disease, farmers would feed cows meat from other cows. This practice was basically turning herbivores into carnivores. This is not healthy at all because things like this are not supposed to be changed because you can’t change the way a living animal’s stomach digests something. This made a lot of cows’ sick which in turn makes the consumers sick. Although some people argue that grain fed beef isn’t worse than grass fed beef in fact we should start eating more grass fed beef because it is more humane for the cows, better for the environment and it is healthier for the consumer and the cows.Growing up I used to go to my grandpa’s farm every summer and help him with all of his work. He raised cows and chickens. He raised his cows off of grass instead of grains. So growing up I would always have grass fed beef. I feel that I am a healthy person today because of my grandpa having raised his cows on grass instead of grains. Works Citied Robbins, John. What About Grass-fed Beef?. N. p. , 18 April 2010. Web. 30 Sep. 2012. Roosevelt, Margot. â€Å"The Grass-Fed Revolution. † Time Magazine. 11 Jun 2006: 1. Web. 4 Oct. 2012. .

Management Specification

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

Research Paper About Facebook

Facebook is the most popular social networking site in several English-speaking countries, including Canada, the United Kingdom, and the United States. And it was launched in February 2004 that is operated and privately owned by Facebook, Inc. Facebook is a popular free social networking website that allows registered users to create profiles, upload photos and video, send messages and keep in touch with friends, family and colleagues.As of July 2010  Facebook has more than 500 million active users. Users may create a personal profile, add other users as friends and exchange messages, including automatic notifications when they update their profile. Additionally, users may join common interest user groups, organized by workplace, school, or college, or other characteristics. The name of the service stems from the  colloquial name for the book  given to students at the start of the academic year by university administrations in the US with the intention of helping students to ge t to know each other better.Facebook allows anyone who declares them to be at least 13 years old to become a registered user of the website. Facebook was founded by  Mark Zuckerberg  with his college roommates and fellow computer science students  Eduardo Saverin,  Dustin Moskovitz  and  Chris Hughes. The website's membership was initially limited by the founders to  Harvard  students, but was expanded to other colleges in the  Boston  area, the  Ivy League, and  Stanford University. It gradually added support for students at various other universities before opening to high school students, and, finally, to anyone aged 13 and over. A January 2009  Compete. om  study ranked Facebook as the most used  social network  by worldwide monthly active users, followed byMySpace. [9]  Entertainment Weekly  put it on its end-of-the-decade â€Å"best-of† list, saying, â€Å"How on earth did we stalk our exes, remember our co-workers' birthdays, bug ou r friends, and play a rousing game of Scrabulous before Facebook? â€Å"[10]  Quantcast estimates Facebook has 135. 1 million monthly unique U. S. visitors. [11] C. Significance of Facebook Sometimes it is taking a while to get an understanding of the importance of something that is as much in the hype as Facebook is currently in 2007.With its recent positioning as an application platform Facebook has in our view become a unique challenger to established players in the field of Personal Information Infrastructure like Microsoft and Google. We are going to explain this in a way that hopefully also those can get at least the concept behind it who had so far (maybe even after they done a quick inspection of Facebook and some other â€Å"social networks† themselves) a difficult time in understanding the significance of Facebook contribution to application platforms in general. Applications are the building blocks of everyone’s Personal Information Infrastructure.Every a pplication is one block and provides users with a specific, bundled set of features. Sometimes applications (â€Å"integrated applications†) as we know them are sharing important pieces of personally maintained information like Contacts, sometimes they do not. Facebook application; a user is running to access the Facebook Contacts of this user. More importantly: Whenever the user does something of significance inside any Facebook application the platform itself will inform automatically his Contacts about it; Example: Your friend Paul just uploaded a new photo to his album!Your personal Facebook experience is depending on the number and level of activity of your Facebook Contacts. If there is no one on Facebook you know then the value of Facebook will be little or zero for you; but the more of your Contacts are using Facebook applications actively the more value in terms of â€Å"Getting to know about what they do† You will get out of Facebook (classical case of the â €Å"Network Effect†: the more people using a network the higher is the value for the individual user).These messages that the platform is continuously distributing to the Contacts of a user are one of the core features of the application platform Facebook: With this basic mechanism Facebook is allowing that Facebook users by just using their Facebook applications are staying automatically in contact with their Facebook Contacts. One standard argument against the overall value of Facebook is that staying in such an online and direct way in touch is something that is interesting only for â€Å"the younger generation†. That is maybe true or not. But there is another aspect.If you are for example a senior developer and you are not interested in staying in contact with your Contacts automatically then maybe you are interested in the potential business opportunity: Facebook is not only encouraging developers to create their own applications that will run inside Facebook (on top of the platform). The Facebook platform has also build in a simple but effective mechanism to promote the usage of your newly created application: All Contacts of any new user of your Facebook application will get (in exactly the same way as already described) a notification that these users just started to use your application.This form of directly â€Å"build in application promotion/marketing† for your application can deliver high numbers of users to any application so fast that probably most application providers will be challenged to handle the demand (please see for details this excellent article from Marc Andreessen ). Example : I find it fascinating how important Facebook has become in todays society. Below are 2 examples of how ridiculous it is: A. A friend of mine, and his gf broke up. A month or so later I saw that his FB profile read â€Å"In a relationship† so I called him.He and his gf got back together and it was very important to her that he change his status to that. I thought it was trivial but it was a huuuge deal to her. B. Last night I get a call from a friend who has been having marital problems. he called to tell me he thinks his marraige is over. We go over the whole story and I tell him to wait and see if she calms down. He says he knows it's over because she de-friended him on facebook. Am I the only one who is so surprised at how important FB has become to people in their personal lives? D.Development of Facebook Mark Zuckerberg wrote Facemash, the predecessor to Facebook, on October 28, 2003, while attending Harvard as a sophomore. The site represented a Harvard University version of Hot or Not, and according to The Harvard Crimson, Facemash â€Å"used photos compiled from the online Facebook of nine Houses, placing two next to each other at a time and asking users to choose the ‘hotter' person†. To accomplish this, Zuckerberg hacked into the protected areas of Harvard's computer network, and copied th e houses' private dormitory ID images.Harvard at that time did not have a student directory with photos and basic information, and Facemash attracted 450 visitors and 22,000 photo-views in its first four hours online. That the initial site mirrored people's physical community with their real identities represented the key aspects of what later became Facebook. The site was quickly forwarded to several campus group list-servers, but was shut down a few days later by the Harvard administration. Zuckerberg was charged by the administration with breach of security, violating copyrights, and violating individual privacy, and faced expulsion.Ultimately, however, the charges were dropped. Zuckerberg expanded on this initial project that semester by creating a social study tool ahead of an art history final, by uploading 500 Augustan images to a website, with one image per page along with a comment section. He opened the site up to his classmates, and people started sharing their notes. The following semester, Zuckerberg began writing code for a new website in January 2004. He was inspired, he said, by an editorial in The Harvard Crimson about the Facemash incident.On February 4, 2004, Zuckerberg launched â€Å"The Facebook†, originally located at thefacebook. com. Just six days after the site launched, three Harvard seniors, Cameron Winklevoss, Tyler Winklevoss, and Divya Narendra, accused Zuckerberg of intentionally misleading them into believing he would help them build a social network called HarvardConnection. com, while he was instead using their ideas to build a competing product. The three complained to the Harvard Crimson, and the newspaper began an investigation. The three later filed a lawsuit against Zuckerberg, subsequently settling.Membership was initially restricted to students of Harvard College, and within the first month, more than half the undergraduate population at Harvard was registered on the service. Eduardo Saverin (business aspects), D ustin Moskovitz (programmer), Andrew McCollum (graphic artist), and Chris Hughes soon joined Zuckerberg to help promote the website. In March 2004, Facebook expanded to Stanford, Columbia, and Yale. This expansion continued when it opened as well to all other Ivy League schools and Boston University, New York University, MIT, and gradually most universities in Canada and the United States. Total active users  (in millions)|Date| Users| Days later| Monthly growth| August 26, 2008| 100| 1,665| 178. 38%| April 8, 2009| 200| 225| 13. 33%| September 15, 2009| 300| 150| 10%| February 5, 2010| 400| 143| 6. 99%| July 21, 2010| 500| 166| 4. 52%| —| 600| 143 (ongoing)| —| Facebook  incorporated  in the summer of 2004, and the entrepreneur  Sean Parker, who had been informally advising Zuckerberg, became the company's president. [  In June 2004, Facebook moved its base of operations to  Palo Alto, California. It received its first investment later that month from  P ayPal  co-founder  Peter Thiel. The company dropped  from its name after purchasing the  domain name  facebook. om in 2005 for $200,000. Facebook launched a high school version in September 2005, which Zuckerberg called the next logical step. At that time, high school networks required an invitation to join. Facebook later expanded membership eligibility to employees of several companies, including  Apple Inc. and  Microsoft. Facebook was then opened on September 26, 2006, to every one of ages 13 and older with a valid  email address. On October 24, 2007, Microsoft announced that it had purchased a 1. 6% share of Facebook for $240 million, giving Facebook a total implied value of around $15 billion.Microsoft's purchase included rights to place international ads on Facebook. In October 2008, Facebook announced that it would set up its international headquarters in Dublin,  Ireland. In September 2009, Facebook said that it had turned cash flow positive for the first time. [  In November 2010, based on Second Market Inc. , an exchange for share of privately held companies, Facebook value was $41 billion (surpassing EBay's slightly), and it became the third-largest US Web Company after Google and Amazon. Traffic to Facebook increased steadily after 2009. More people visited Facebook than Google for the week ending March 13, 2010.Facebook also became the top social network across eight individual markets in Asia—the Philippines, Australia, Indonesia, Malaysia, Singapore, New Zealand, Hong Kong and Vietnam, while other brands commanded the top positions in certain markets, including Google-owned Orkut in India, Mixi. jp in Japan, CyWorld in South Korea, and Yahoo! ’s Wretch. cc in Taiwan. II. Potential Facebook Addiction A. Social Networking to your Old Friends The best thing about Facebook for those of us, who have been out of school for a long time, is the ability to find old friends.When you find old friends using Facebook you're given the chance to make amends, start over and be best friends again, not to mention find lost love. B. Business Facebook â€Å"Pages† (that’s with a capital â€Å"P†) were created to give businesses their own profile on Facebook. In fact, originally, the code that made up a Facebook â€Å"Page† appeared to be almost exactly the same as that which generated user profile pages. Pages give your business or brand an identity on Facebook. With a Page, those interested and following your brand can become â€Å"fans†, and when they do so, all their friends will see this.You can store photos, videos, information about your company, and custom applications on your Page. All activity on Pages gets posted back to your Mini Feed for all your friends to see. C. Communicating to other Nation Other nations are using this site in communicating. Nowadays, chatting or having social life with other nation is a great issue. Filipinos are one of the examples in maki ng friends with the other. Foreigners are now married with the other Filipina and that because of Facebook. And also, this might be the reason why we have this unity even though we’re not that same. III. Effects of Addiction to FacebookA. Financially We are force to spend our allowance because we are enjoying using Facebook. Like in our phone, just by reloading we can now connect with Facebook. Likewise, when we do not have our computer at home, we tend to visit internet shops. Some people do have their connections at home using the Globe Broadband and paying monthly. B. Health Problems The debate rages on about how these social networking sites affect our health. Many people have made new friends or even met special mates on these social networking sites. Some studies suggest that Facebook or Twitter could actually be harmful to our social health.Instead of meeting people in person, we are spending more time in front of our computer screens checking out the latest info. I re ally do not see how anyone really cares when John goes to the bathroom or eats dinner. Some famous celebrities use facebook too and use it constantly. C. Mentally Professionals worry that these cyber interactions are a detriment to participants in that they discourage traditional human interaction. It is far easier to log onto a website and chat with friends than it is to drive to their homes to see them in person, but physical human interaction is important to one's mental well-being.Also, maintaining contact solely through cyberspace can be damaging in that it is somewhat superficial and not as meaningful as face to face conversation. Lest you forget the nuances of a smile or the meaning behind an embrace, it is best to use Facebook sparingly in maintaining interpersonal relationships. IV. Signs of Facebook Addiction A. Neglecting your Studies Based on the experiences, students find their selves alone and making fun. Simply, they are enjoying Facebook. Instead of studying, they sp end more time in this site.Telling their parents that they have a research to do but the truth is they will just log in and they will share thoughts with their friends. Technology now is part of our life. Even a seven year old girl or boy does have their Facebook now. This is the proof that Facebook has greatly influenced the life of everyone. Students cannot focus in their studies because they have the reason to enjoy surfing the internet. B. Facebook Games vs. Cultural Games Many active users are playing games in Facebook. C. Rebellion V. ConclusionVI. References http://en. wikipedia. org/wiki/Facebook