Essay --

The theme for the final work of art "introduction to political science" is: feminist IN LATIN AMERICA. The theme is related to the number VI unit precisely with the text "citizenship and politics. Towards a citizens 'identity' Sebastian Barros. And with the unit VII, with the theme Social Movements. " I start looking for the answer to a question that haunts my head Why women have been relegated from the public sphere, has not had the same "rights" as men to venture into politics? And doubt perhaps more importantly, what was the reason that led to the woman, now to "liberate"? through which it has reversed the situation that happened before. In the late 60s', a generation of young women gave rise to the feminist movement in the large cities of the United States and Europe. Influenced by these experiences and contact with literature that came from the core countries, many Latin American-mainly middle-class began forming groups of reflection and activism for the rights of women. Initially women were middle class, a significant portion came from the wide sides of the left. The arisings of these groups occurred in the setting of acute radicalization of class struggle in the continent, was manifested in the labor and popular ascent whose expressions were most prominent Chilean industrial laces, cordobazo in Argentina, mobilizations student in Mexico, etc.. These facts can be considered as the most acute experiences and as a result, the arrival on the scene of many movements of urban and rural guerrilla. The massive and regionally movementist expression were the feminist meetings, every two years first, then three. They feminist advances, shared strategies, conflict perspective and visions enhancing strategies and discourses expr... ... women the same rights, capabilities, possibilities, ... that man. Always relegated to the care and upbringing of children, to serve her husband, etc ... In the situation where he was, how much she could give more came, and now it has been proven that women work more than men, but earn less by the mere fact of being a woman is as capable as the man performing any work that is proposed, etc.. So I think it important to note that although the status of women today in Latin America is not like a couple of decades ago, still has a long way to say that it has definitely exceeded oppositions that has had and continues to have . Thanks to movementist women today still continues to fight for the differences to shorten and hopefully get to the day when we can say that the feminist movement beat, and could change the way in which power is exercised, and thus change society.

How Global Economic Environment Is Affecting International Marketers

How Global Economic Environment is affecting International Marketers? ——–By Md. Jafar Sadique, MBA, Southeast University Bangladesh 1. Introduction: International business is taking different shades and is unavoidable today. This dynamic world is rapidly changing to the extent that is has been reduced to a â€Å"Global village†. The truth is, we are going through the most severe global financial crisis since the days of Great Depression. Originated in USA, economic recession is affecting all the major players of world economy. Governments and major policy makers of world economy have taken notice of the urgency of the situation and frantic steps are undertaken to stem the rot. At the core of the term ‘recession’, spirals of several financial mistakes are intermingled. Many global opportunities have arisen because of the clustering of market opportunities worldwide. Organizations have found that similar basic segments exist worldwide and, therefore, can be met with a global orientation. Markets are becoming more complex, workforces and business partners are becoming more diverse, thus challenging professionals not only managers to play a more dynamic role in their international business companies more then ever. Professionals have started to compete in the challenging world of international business management by equipping themselves with advanced studies for international business management and mastering the complexities of managing businesses across cultural and political boundaries becoming highly productive international managers and enhancing their company’s global competitiveness. 1. 1 Origin of the Report: As a requirement for the completion of the course- International Marketing, I need to submit this report- How Global Economic Environment is affecting International Marketers? This includes an overview of global economic environment & present global economic downturn. 1. 2 Objective of the Report: The primary objective of the report is to fulfill the requirement for completion of course: International Marketing. The secondary objective of this report is to understand the global economic environment & present global economic downturn. 1. 3 Methodology: In order to obtain the objectives of this report, secondary source has been used. Secondary data has been collected from periodicals and journals, websites etc. 1. 4 Limitation: Adequate efforts have been taken to accomplish this report according to the objectives. But it was not possible to gather comprehensive information & articles on the given topic, which would obviously give better result. 2. Global Economic Downturn: The words economy and recession have become commonplace terms ever since the fall of the Lehman Brothers group in the USA. The resulting fallout has shattered many companies and left millions of people poor, jobless and homeless. The impact of this global recession has raised many questions in the minds of people. Even those who had no inkling of what the words economy and recession meant are suddenly asking questions. Unfortunately, there not many answers forthcoming, and those that are, are shrouded in high brow financial jargon. 2. 1 What is a recession? A recession is defined as a prolonged period of economic slowdown. This slowdown is characterized by a decrease in the purchase of consumer goods, a decrease in the production of goods, an increase in unemployment, a decrease in salaries and incomes, and an unhealthy stock market. These conditions have to prevail for at least six months in order for an economic slowdown to be classified as recession. 2. 2 What caused the present recession? There are many different factors that actually trigger a recession. Identifying all these factors takes a lot of time and research. However, one of the precipitating factors that have led to the closure of at least 16 major American banks, including the Lehman Brothers, is the practice of issuing high risk home loans. What happened is very simple. Over the years, many banks in the US started the practice of offering home loans to high risk individuals, i. . , individuals who had a high probability of defaulting on their loans. The banks justified this move by saying that even if these individuals defaulted on their loans, the amount could be recovered by selling off the property in question. Over a period of time, many of these individuals defaulted on their payments, as was expected, and the banks put the properties back on the market. However, when so many properties were put on sale at the same time, the property prices, which were already over inflated to begin with, plummeted. The unprecedented drop in property rates proved fatal for banks that had already invested most of their money in these speculative deals, and they were forced to close down. The collapse of these banks is just one of the indicative causes of the present recession. The roots of this recession can be said to lie in over-inflated property prices, oil prices, and commodity prices. Artificially inflated prices are typical of a profitable market. When the market is doing well, the sellers eventually become greedy and raise the prices. All is well, as long as the buyers continue to be able to afford the inflated prices. However, the day the prices reach a level where the majority of the buyers cannot afford them, a crash in the prices, and consequently a recession, is inevitable. 3. Present Global Economic Environment: The year 2008 marks a major transition in global economic and social development with the waning of the era of cheap and plentiful fossil fuels, accelerating pressures on commodity prices, particularly those of food, and worsening impacts of climate change on livelihoods and well-being as well as a slow-down in the growth of the world economy from the 3. 8 per cent registered in 2007 to an estimated 1. per cent in 2008. These factors are increasing inequalities and risk compromising the achievement of the internationally agreed development goals, including the Millennium Development Goals by 2015. Bold and concerted policy action by both developed and developing countries can, however, serve to improve global economic and social performance in 2008 and 2009. Additionally, a reformed i nternational reserve system and better financial regulation and safety nets would help improve financial conditions and confidence to prevent the recurrence of similar crises. . 1 A severe economic downturn: According to the World Economic Situation and Prospects 2008 mid-year update, the global economy is teetering on the brink of a severe economic downturn. The deepening credit crisis in major developed market economies, as triggered by the continuing housing slump, the declining value of the United States dollar vis-a-vis other major currencies, persisting global imbalances, and the soaring oil and non-oil commodity prices are slowing growth of the global economy. Without aggressive and coordinated expansionary policies, a more pessimistic scenario could occur, which could trigger a disorderly unwinding of the massive global imbalances and have drastic implications for global trade and finance. In addition, the steep rise in food and energy costs is compounding the downside risks, particularly in view of the unfolding food crisis, which poses a threat to social and political stability. The dollar may still decline another 15 per cent in value under this scenario in 2008, although slackening demand may dampen further oil price rises so as to achieve an average price of $95 per barrel for the year. What is needed in response to this crisis is a multilaterally-coordinated stimulus package centered on the expansion of domestic demand in surplus countries, while staying within existing fiscal capacity; deep reforms in mechanisms of international financial regulation and supervision; and meeting emergency food needs, while setting longer term strategies for alleviating supply constraints and improving food security. According to Rob Vos, Director of the Development Policy and Analysis Division, â€Å"the United Nations system, including a more inclusive IMF, should take the lead in forging concerted policy action and address the food crisis. A concerted macroeconomic policy action plan would involve reducing global imbalances while avoiding an economic downturn, including a rebalancing of domestic demand between surplus and deficit countries and a smooth realignment of exchange rates. More importantly, the root causes of the imbalances need to be addressed to prevent their reappea rance in the future, through measures such as reforming the international reserve system and strengthening financial regulation and safety nets. A multilaterally-coordinated stimulus package for the global economy would include the expansion of domestic demand in surplus countries as well as more proactive public policies. Several industrial economies such as Japan, Germany, Switzerland, the Netherlands, Norway and Canada, as well as the emerging market economies of East Asia and the main oil exporters can help through expansionary domestic fiscal and monetary policies. Surplus countries can gain much from using their accumulated reserves to generate income, employment and improve wealth distribution at home. For its part, caught between addressing its twin trade and fiscal deficits and the grimmer prospect of a recession that may reduce GDP by 0. 2 percent in 2008, the United States has opted for expansionary domestic monetary and fiscal policies. However, the recovery of the United States economy will also need the external stimulus of increased demand for its exports from its major surplus trading partners through an expansion of their economies. Against the backdrop of the global macroeconomic slowdown, the present food crisis presents an additional threat to human well-being. Addressing the food crisis requires internationally-concerted measures. In addition to the emergency assistance spelled out by the World Food Programme, the Food and Agriculture Organization and the Office of the Humanitarian Coordinator, major policy reforms are required in developed and developing countries to achieve a sustainable solution to the crisis. Abolishing agricultural subsidies in developed countries will probably benefit farmers in developing countries in the long run, despite causing short-term world food price increases. The food crisis reflects both a long unheeded problem of low agricultural productivity in developing countries and the poor’s lack of access to affordable food. In the long run, increasing productivity through investments in water supply, infrastructure, improved seeds and fertilizers, education and agricultural research and development will be essential not only to deal with the present food crisis, but to allay persistent and widespread rural poverty. Improving access of producers to agricultural land, affordable inputs, and infrastructure would increase the productivity of food production and lead to significant reductions in rural poverty and better nutrition. Agriculture must, therefore, become a policy priority at both the national and international levels. For a lasting solution to the current global economic crisis, both financial regulation and the international reserve system also need to be revised. Reforms of both national and international financial regulation and supervision are needed and policy makers need to pay more attention to preventing the harmful effects of financial exuberance. Under present banking and finance rules, risk assessments tend to react to problems after they have occurred rather than foreseeing or forestalling them. By way of example, lenders are required to raise more capital only after liquidity problems occur rather than in anticipation of them. Current national regulations and international regulations such as the Basel II agreements, which have been crafted on risk assessment models developed by commercial banks themselves, are insufficiently geared to address contagion effects of crises across countries and markets or the herd behaviour of financial markets. Deeper regulatory reform, motivated primarily by the public interest, is urgently needed to avert future crises such as the recent sub-prime mortgage debacle and the resulting housing slump. The international reserve system, too, is in acute need of reform. Under the current system based on the United States dollar as the reserve currency, the only way for the rest of the world to accumulate reserves is for the United States to run an external deficit. Over time, such a pattern inevitably erodes the value of the dollar, enhancing costs for countries to continue to hold vast amounts of reserves, and this may well cause a run on the dollar, probably with strong destabilizing consequences that will be felt worldwide. The emergence of a new, supranational currency, based on scaling up Special Drawing Rights, the international unit of account based on a basket of currencies, is probably the ideal solution for redesigning the global reserve system in a stable way, but will require nimble negotiation and considerable building of political will over the long-term. The more immediate and feasible reform would be to promote an officially-backed multi-currency reserve system. By diversifying their reserve holdings away from the dollar, many surplus countries have started to move in this direction. This concept should prove as compelling as the pursuit of a multilateral trading system. Similar to multilateral trade rules, a well-designed multilateral financial system should create equal conditions for all parties and avoid unfair competition and an asymmetric burden-sharing of exchange-rate adjustments. It should also help to increase stability in the international financial system. 3. 2 Lasting systemic reform: The way out of the present global economic crisis will involve coordinated domestic and international policy actions in the short term and deep reform of the financial and trading system in the long term. The present crisis cries out for the type of concerted and people-centred reform that only a truly multilateral system such as that of the United Nations can spearhead. The five-year review of the International Conference on Financing for Development in Doha from 29 November to 2 December provides a golden opportunity to chart out an authentically multilateral and just reform of the international financial system. Likewise, a successful conclusion of the Doha Round of Trade Negotiations so as to favour economic and social development in all countries through a fairer trading system, will also contribute to more stable global economy. Ultimately, it is the active involvement of citizens in developed and developing countries, concerned about the negative welfare effects of financial and commodity crises such as the present ones, which can pressure their governments to affect such systemic reforms with human well-being in mind, rather than financial interests alone. Transparent and inclusive multilateral forums, particularly those of the United Nations system, with broad multi-stakeholder involvement, can show the way. 3. 3 In what way has the global economy changed in the last 50 years? The Global economy has experienced the following changes: ) Capital movements rather than trade have become the driving force of the global economy. b) Production has become â€Å"uncoupled† from employment. c) Primary products have become uncoupled from the industrial economy. d) The world economy is in control. Reasons: a) World trade is some US$ 3 trillion, whereas the London Eurodollar market – alone is some US$ 75 billion per annum and foreign exchange transactions were US$35 billion per annum. Interest and exchange rate – gains are often more lucrative than investment in goods and services manufacturing. b) Employment is in decline while manufacturing either grows or remains static. Sectors are becoming more productive, with injections of capital equipment and new technologies. c) Commodity prices may collapse but industrial economies can be unaffected. d) World trade is recognized as vital to economies as domestic growth slows down and opportunities overseas grow. Growth achievable in international trade is often at a greater rate than domestically and the returns higher. 3. 4 Recent Global economic condition and Bangladesh: At present the overall economic condition of the globe is not of good shape at all and the world is facing this type of economic disaster for the first time after a long period. The first world countries are facing this problem very strongly. Basically after the incident of 1/11 in USA, the economic crisis began to start and it affected the whole global economic condition very slowly. The main reason of this crisis is, the overall economic activities of USA are very much related to the whole world, as its economy is controlling economy of the world. Basically, the western world people are very much familiar with the credit card facilities and the financial intermediaries of that region are very much active for providing this type of facility to the general people by taking a lot of risk. They only believe in â€Å"Risk is proportional to return† and this belief back-fired them and most of the high risk taking financial intermediaries of that region faced bankruptcy. This is just because of very aggressive marketing strategy of those financial intermediaries. They provided loans to the general ultimate consumers very aggressively and could not get it back in the due time that means they provided a lot of flexibility to the customers and their recovery strategy was not so much aggressive. In other words, we can say that the monitoring activities of the central bank of that particular region was not that much strong or rude to recover the provided loans to the customers. They also believe that they have got asset but not enough liquid money and that is why they took risk and the result is the present odd situation. Bangladesh is also starting to face the economical disaster situation, as it is getting grants from the first world countries as well as from their controlled international organization like – WHO, World Bank, UNDP, UNICEF, WTO, IMF and some others. These welfare organizations are starting to stop funding in various less important projects that are already running or going to be started to run in this developing country. Besides, the people outside Bangladesh who are basically Bangladeshis are sending less remittance than the recent past. It causes less money supply in the inside overall economy of this country (Bangladesh). As our country is partly dependent on the foreign remittance, we face a lot of problem for the less amount of foreign remittance. Moreover, our export volume is also becoming smaller and smaller for the global economic crisis, which also shorten our incoming foreign currency and it also affects the overall money supply of the country. Not only that, the first world people is also trying to avoid buying high graded consumer products that means luxury products and they also want to buy the existing market products in the lesser amount than the recent previous time and that is why the bidding price that the garment factories of Bangladesh have got from the outside agents is also becoming lower and it affects the profit margin of them as well as their sustainability. For the global economic crisis, many Bangladeshi people, who are working in the foreign countries, are loosing jobs and they are coming back to their motherland. Besides, many other Bangladeshi people are in the pipeline to loose their running jobs. So, as a whole, we are going to face a very big problem in the upcoming very recent future years. 3. 5 Global Economy Helps The Entrepreneur: The world economy connects us all; regardless of where we live, where we shop and who we work for. When this global economy blooms, we all potentially benefit. But when it declines, we all potentially suffer. The key word in both statements however, is potentially. Because regardless of how all-encompassing the world economy is, we each, to varying degrees, control our own destinies. Turmoil in the international financial markets invariably leads to problems in our own financial markets. So if you work for or are affiliated with a company that does business on Wall Street, or if it's traded there, global financial problems will have a direct affect on your company, and on you. Unfortunately, there is little you can do about this-other than to work elsewhere-because the forces at work are well beyond your control. Conversely, if you work for yourself, you still face potential threats, but you have more control over the outcome. One of the things we're seeing as we approach the 2008 Holiday Season is increasing tension in our domestic economy. Many analysts are predicting that this year's holiday retail sales numbers will be at an all time low. Circuit City, a huge and very successful company, has declared bankruptcy because it can't pay its bills. News like this causes people to tighten the hold on their pocketbooks. Even if they're not directly affected, they reign in spending and assume a far more cautious outlook. This all comes back to your privately owned small business. Even if you're self employed in a bricks-and-mortar business-that operates on Main Street, not Wall Street-it is quite likely that the economic tsunami will reach your doorstep as well. Frustratingly enough, there's not much you can do about it. But we as a nation are entrepreneurial problem solvers. Like our fathers did before us, we face challenges, and overcome them. As you face these financial threats, consider options that will allow you to rise above the fray. Look for a business you can run from home, but that gives you global reach. Find an online opportunity that provides systems, training and support. Look for a solution that can provide long-term financial security and freedom for you and your family. As you consider these options, you'll know what's right, and what's not. Follow your heart-and trust your judgment. 4. How Global Economic Environment is affecting International Markers? An overview: In the past fifty years the global economy has changed rapidly. Particularly marked has been the development of world economic integration and standardized products. Coca Cola, Nissan and Marlboro cigarettes are examples of products which serve nearly every market. Generally there have been four major changes: ?Capital movements rather than trade have become the driving force of the global economy ?Production has become â€Å"uncoupled† from employment ?Primary products have become â€Å"uncoupled† from the industrial economy and, ?The world economy is in control – individual nations are not, despite the large world economic share of the USA and Japan. Taking each of these changes in turn, world trade is about some US$ 3 trillion, however, capital movements are much higher. The London Eurodollar market is worth about US$ 75 trillion per annum and foreign exchange transactions are US$ 35 trillion per annum. Another change is the decoupling of employment from production. Employment is in decline whilst manufacturing output is growing or remaining static at 20-25% of GNP. Sectors such as agriculture, are achieving higher productivity through mechanization but this is at the expense of employment. Still another change is the decoupling of the primary product market from the industrial economy. Many commodity prices have collapsed, for example tea, yet industrial economies have been relatively affected. Unfortunately the prime producers have been dramatically affected. Finally, the most significant change is the change of focus from domestic to the world economy as the chief economic unit. This has been grasped by Japan and Germany, but not really by the USA, or Africa. These factors have repercussions on exporting by developing countries. Firstly with developing countries' emphasis on the export of primary products, they are at the mercy of world supply and demand movements, with the resultant fluctuations in prices. Depressed world market prices can have a deleterious effect on developing economies. Secondly the rapid globalization and focus away from domestic economies has created global competition and in turn, this has pushed up quality. Generally speaking, unless developing countries can break into non-comittally based products they are being further left behind in the global economic stakes. However positively, whilst developed worlds concentrate on industrial and service products it leaves opportunities for developing countries to export more food based products. 4. 1 Affecting factors: Patterns of trade: Most industrialized nations trade with each other. This had led to their continued domination. Particularly the USA, Western Europe and Japan which between them have 66% of world GNP and trade. In 1985 industrialised trade to other industrialised countries accounted for 47% of trade, next came developing countries to industrialised (15%), and finally industrialised to developing countries (13%). Political influences can also be seen between trading partners, for example Zimbabwe's trade with China. Marketers need to identify trading patterns between nations and product trading patterns. East-West trade and West to the former communist bloc is likely to grow at the expense of North-South trade. Balance of payments: This is the measure of all economic transactions between one nation and another. The balance of payments is made up of the current account, showing trade in goods and services; and the capital account, which shows financial transactions. In 1989, after official transfers, the USA had a US$ 109,242 million deficit on its current account, Japan had a $ 131,400 million surplus, Tanzania a $ 778,5 million deficit and Zimbabwe a $ 2,783 million deficit. The balance of payments account helps marketers select the location of supply for foreign markets and the selection of markets. The capital account may show the nations which have control restrictions and hence be difficult to deal with. In this regard, African nations are generally disadvantaged. Government policy: This refers to the government measures and regulations which have a bearing on trade – tariffs, quotas, exchange controls and invisible tariffs. These can cause formidable barriers to marketers and will be dealt with at length later. World Institutions: Institutions like GATT and the United Nations Conference on Trade and Development (UNCTAD) have been of help to countries in their development. GATT had over 120 members and associated and accounted for 80% of world trade. Its intention was to create a general system of preferences and negotiate tariffs for members' products on a nondiscriminant basis and provide a forum for consultation. The Kennedy Round of the 1960s was superseded by the Tokyo round of the 1970s and that by the current Uruguay round signed in 1994. UNCTAD furthers the development of emerging nations. It seeks to improve the prices of primary goods exports through commodity agreements. It also established a tariff preference system favouring developing nations. Regionalism: Regionalism is a major and important trade development. Some regional groupings have either market (EU) or command (China) or mixed economies (former communist countries and The Preferential Trade Area (PTA) and The Southern African Development Community (SADC). With these developments, free trade zones have occurred (all internal barriers abolished) economic unions (the EU), export pricing zones (Mauritius) and other schemes. The major regional economic organisations are: Acuerdo de Cartegna (Andean Group), Association of South East Nations (ASEAN), Asian Pacific Rim countries (APC), Caribbean Community and Common Market (CARICOM), Central American Common Market (Mercado Comun Centro Americano), Council of Arab Economic Unity, Economic Community of West African States (ECOWAS), the European Union (EU), Latin American Integration Association, Organisation Commune Africane et Mauricienne, Preferential Trade Area (PTA) and the Southern African Development Conference (SADC). A principal collapse has been the Council for Economic Assistance (COMECON) with the disappearance of the communist bloc in Eastern Europe. Of these blocs, the EU (reporting 33% of world trade) and EFTA are very important. To counteract the growing power of the EU, the USA and Canada have entered into an agreement with Mexico as a willing partner and created the North American Free Trade Agreement (NAFTA). These blocs are of various form, power, influence and success. ASEAN is a collaboration of industry and agriculture, PTA in tariffs. SADC and PTA have had historically little impact but are now beginning to grow in importance in view of the normalisation of South Africa. The EU, North American Union and the Pacific Rim Union will pose the greatest power blocs in future years. Many developing countries have entered into trading blocks as a reaction against loss of developed country markets or as a base to build economic integration and markets. The development of trading blocs can bring headaches and advantages to trade. It is worth comparing the European Union, a relatively well developed bloc, with SADC and the PTA which are well developed. SADC and PTA are described in a little detail in appendix one and two of this chapter. The international financial system: Global financing operations based on the gold standard gave rise to instability, so Bretton Woods, post World War II, saw the nascence of the International Monetary Fund (IMF) and World Bank. The IMF deals with the International Monetary System. Involved countries joined IMF to establish a par value for other countries in terms of the US dollar and maintain it with +/- one percent of that value. The system fell down because large corporations were holding more funds than banks and so a â€Å"float† set in. IMF began to fade somewhat. However it still lends, on a short term basis, to countries with payment problems to help them continue trading. The World Bank, or International Bank for Reconstruction and Development (IBRD) deals with international capital. It provides long term capital to aid economic development. Currently it has about US$ 22 billion annually for this operation. The role of the World Bank has often been criticised especially on its conditionalities for loans to Africa in funding structural adjustment and trade liberalisation programmes. However many developing countries require institutional funding to help them with trade and balance payment problems. Other major lenders include the EU and bilateral donors and agencies who have provided money for developmental projects. A principal donor is the United States Agency for International Development (USAID). Size of market: General indications of market size include population (growth rates and distribution) and income (distribution, per capita, GNP). a) Population: In general, the larger the population, the bigger the market. However there is no correlation between income level and population. China has 2 billion plus people, India 1 billion, Zimbabwe 8 million. However, they do not have the same income per capita as the USA or UK. In 1993 the USA population of 252. 2 million, the UK 57. 4 million and Africa 400 million, were respectively 6%, 1. 5% and 9% of the world's population. However the USA and UK had an infinitely higher GNP per capita income than Africa, US$ 22,520, UK $17,300 and Africa $ 270 respectively (1989). Different countries experience different population growth rates. In the early 90s, the UK had an annual growth rate of 0. 1%, the Ivory Coast 6%, and Africa in general, 3% per annum. Low income countries and oil rich countries have the largest growth rates. Growth rates have a dual edge – they are good for sales but bad for world resources. The world population, currently standing at 5 billion is experiencing a rapid growth rate. It is expected to reach 7 billion by the end of the century. The strain on world resources is likely to be very large. The distribution of the population is also important. Different age groups have different needs and population density should mean good market potential, the higher the better. The Netherlands have 1000 persons per square mile, Bangladesh 1,791 but the USA only 65 persons per square mile. However, the USA spends more per capita than Bangladesh b) Income: No one has yet been able to assess accurately the impact of the AIDS pandemic on world population and economic activity. South Africa estimates AIDS will cost South African industry R16. 7 billion by the year 2000 (Business Herald – Nov. 24. 1994). Suffice to say, unless a cure or prevention is found, it could be serious, especially in Africa and South East Asia, the world's â€Å"hot spots† Income is the most important variable affecting market potential. Markets are not markets without money to spend. Interestingly, there is an inverse correlation between GNP per capita and income elasticity of demand for food. Asia has a 0. 9 income elasticity of demand and the USA 0. 16. The distribution of income is very uneven. In Kenya the lowest 20% of the population receive less then 3% of national resource. This bimodal distribution of income means marketers must analyse two economies in a country. Per capita measures have therefore, many limitations. Per capita judges a country's level of economic development and its degree of modernisation and progress in health, education and welfare. Half of the world's population lives with an average per capita income of only US$ 270. Per capita is usually reflected in US dollars and is only valid for comparison if exchange rates are equal. Exchange rates reflect international goods and services in a country but not domestic consumption. Another limitation of per capita measures is the lack of comparability with the figures themselves. The US budget contains food, clothing and shelter. In many of the less developed nations these items may be largely self provided and therefore not reflected in national income tables. Also in the UK, snow equipment is included, and this is not, obviously, in Africa and parts of Asia. Other limitations are that sales of goods are not well correlated with per capita income and if there is great unevenness in income distribution, per capita figures are less meaningful. Product saturation can be equally troublesome in affecting market potential. A vacuum cleaner in the Netherlands has a 95% household penetration rate, but only 7% in Italy. International Business in Global Financial Crisis: The subprime crisis of the big power has led to the global financial crisis. It seems that such an expression overstates the strength of the big power. But we cannot ignore the economic globalization which makes economic communities connect with and affect each other positively or negatively. In the financial tsunami hitting every corner of the world, what are the status quo and future trend of international trade? First of all, it is necessary for us to look at the trade chain: raw materials – finished product processing firms (manufacturers) – (suppliers – trade companies) – logistics companies – importers – wholesalers – retailers- end consumers, financial service providers such as banks, and Internet platforms for international trade led by Alibaba. On the chain, all the elements are interactional and can transmit to each other. Price transmission is a key element. Rate of exchange influences trading price. We can begin with importer, one of initiators of trade. With the global financial tsunami seeming to gradually calm down, a procurement manager working with a large company that was founded one hundred years ago talked about their current situation: we are now facing extremely high pressure in retail and need to reduce retail prices of our products in market. The manager urges suppliers to cut down price with three simple reasons: 1. Against the background of current financial crisis, prices of raw materials have decreased; 2. Significant reduction in prices of energy products such as petroleum means lower freight and storage cost; and 3. With the decreasing and stable amplitude of the financial crisis wave, rate of exchange will tend to level off and rise. Then why do suppliers need to reduce their prices? Because the consumption end of commodities is facing much lower purchasing power of the country due to the financial crisis. The information from the consumption end is that the consumer confidence index goes down and end consumer groups (including corporate and individual procurement) reduce their costs, expenses and consumption. With such a weak market, merchants can only use price reduction as their sharp tool to stimulate consumption. Merchants promote psychologically by enabling consumers to buy the same goods as before with less money. Wholesalers and retailers in the middle of the chain deliver goods on the chain from one level to another. During this course, they gain profits and ensure normal circulation of goods. Their sensitivity to price and inventory leads to importer’s action mentioned above. As for wholesalers facing high retail pressure, lower purchasing power and weak sales, price is the only and effective solution to improve sales. As for consumables, those who are able to provide the market with inexpensive commodity with proper quality will have a large market share, no matter they are wholesalers or importers. This is low-price transmission resulting in larger trade volume. With increasingly stable financial community, trade will tend to be active and large in size when consumers have suitable savings and their purchasing power and consumption confidence index rise. Maybe experts and scholars then will conclude that the crisis has ended and economy begins a recovery journey. When it comes to the bulk commodity market, economists say that its bull market has ended since crude oil price peaked. Those people trading at the peak of the bull market have made a great loss due to substantially lower price. The time for them to recover from such a loss may be longer than that for the crisis to come to end. Therefore, goods at low price will be favorites of people in a certain period of time. Next, we will discuss the price transmission from the perspective of suppliers. With the global financial tsunami directly leading to significantly shrunken trade volume, it is truly a thorny problem to retain customers while continuing to make profit and reducing risks and losses in such an environment. To maintain its normal operation, supplier may adjust prices of its products or accept orders and deposit foreign exchange if rates of exchange fluctuate narrowly, waiting for further stabilization and rebounding of exchange rate. They look like those who are bundled to stocks purchased at high prices and wait for being unbundled and reducing loss. Prices of products from suppliers will be influenced by that of raw materials. It can not be ignored that the crisis directly makes many small-and-middle-sized enterprises (SMEs) go bankrupt, or stand on the verge of bankruptcy, or reduce their employees. As an Internet trade platform, Alibaba, which has a close relationship with those SMEs, said that the next few years will be a winter in its operation. A lot of SMEs get orders, generally small ones, through Alibaba. Due to the crisis, there are no longer any small orders from Alibaba for those SMEs. With the economic depression caused by the crisis ensuing the global inflation and big ups and downs of price, the lack of orders has directly led to huge loss of SMEs, especially for those who focus on export trade. As a result, there is a bankruptcy upsurge of SMEs that operate on a high-cost-and-low-price basis. The bankruptcy and shrinkage of SMEs have directly affected the proceeds of Alibaba that mainly provides services for SMEs. Considering this point, the financial crisis also leads to early coming of the winter of Internet Business-to-Business E-commerce. Internet E-commerce seeks for breakthroughs in a new operational mode while waiting for its spring. What about logistics companies between importers and suppliers? Suppliers or importers have a direct business relationship with those logistics companies. Significantly shrunken volume of freight causes the over-capacity of those shipping companies and forwarders. There is even zero trade freight for transporting goods to the countries near the ocean. In fact, freight is paid by importers. However, for now, transport cost is significantly lower than ever before. Similar to sea-borne and air-borne shipment, international express business has witnessed a big drop in delivery of samples and documents resulted from decrease in trade. It can be seen that most parts of the influenced trade chain will incur loss. What about banks? It is impractical to say that the destruction in trade will lead to weaken business of banks. At most, banks will have less volume of business in loans and export bill purchase. It is financial derivatives that are affecting banks, seemingly not in the same field as trade. Financial crisis is a situation where the capital chain of financial system breaks. Superficially, there is not enough currency in an economic system. Actually, the reason is that the circulation of currency is not good. Superficially, companies or merchants do not have funds or lack funds and cannot get loans from banks. Money can not flow freely. These have led to the fact that companies go bankrupt, or reduce their size of production, or even slow down their trade expansion. The shrinkage in production and manufacturing industry can be seen directly from less orders and substantially reduced procurement volume of importers. On the side of retailers, they sell their inventory as soon as possible, sell at discounted prices to recover cash, and control inventory or even keep zero inventory. As the financial turbulence hit normal trade circulation, it results in the big fluctuation of exchange rate and depreciation of currency. As a result, the procurement cost will be higher. Trade is hit severely by both increase of purchasing cost and decrease of purchasing power. At this time, merchants need inexpensive goods more than ever before to compensate the loss caused by the financial shock. If the sales volume of low-price goods soars in one country or region, trade friction between trading countries will come forth, without exception during the time of financial crisis. If there are too many imported goods in a country, this will directly lead to the rise of trade protectionism and more trade barriers that violate the principle of free and fair trade. In the previous crises, countries set trade barriers to hold back low-price goods from exporters, with the purpose to protect its local industries from being hit, to lower unemployment rate, and to avoid spread of crisis to a larger scope. Such measures based on individualism will conversely further the depression of global economy. The measures, aimed at protecting domestic or local companies, are not good for recovery from a crisis. It will take longer for the economy to recover when it falls to the bottom. In this financial crisis, headlines of newspaper report that governments have invested a huge amount of money to rescue the market and central banks have greatly lowered interest rate consecutively to stimulate economy, drive consumption, avoid long-time economic depression, abate financial fluctuation and reduce the huge damage brought about by the crisis. At this very moment, it is both a risk and an opportunity for international trade. Risk means that companies and banks may go bankrupt at any time while opportunity means that consumers of the world need more low-price goods. The bull commodity market of the world has ended. It seems to tell us that people need to have more inexpensive goods with good quality when facing lack of money. Under such an economic environment, how do companies on the trade chain face the situation? After each crisis, there are cheap shares and assets everywhere. It is perfect time for companies to reconstruct, merge and acquire. Those companies with abundant cash flow will expand and develop themselves at this time through the measures mentioned above. Exporters shall seize opportunities to cooperate with international brand companies. Strength of low cost will play a more important role in future trade. 4. 2 Major Factors That Impact International Project Selection & Implementation A company that chooses to implement an international project is obligated to conduct a thorough research in order to understand if such project is viable and can be brought to life in a certain country. Numerous factors have to be taken into consideration and investigated; it has to be done objectively from the point of view of the host country in which business will be performed. Thus the home company can ensure the realization of the project in specified terms with regards to projected profits and spending funds. While analyzing foreign environment companies have to pay close attention to various factors that will effect, or help if used efficiently, future success of business in a new economy. First of all it is necessary to carefully examine the firm’s competitive position and understand if a project is able to bring profit in the global industry. Adequate financial resources, successful global ventures in the past, risk levels that a company is able to undertake and growing international demand are those few questions that need to posed before a firm can make any projections as to doing business abroad. There are also factors that are directly connected to specific projects and situations and that influence the outcome of the venture and have to be considered. In case when a company is ready to start international project in terms of its internal situation, it has to study issues and challenges that are caused by macro economical and other environmental factors. Legal and political factors are essential for the implementation of the project abroad and each country has its own laws and regulations that could be of negative or positive influence which greatly depends on the nature of business. Economic condition of the host county is a core issue in deciding where and when project will be carried out and if it is feasible at all. Such environmental issues as GDP, inflation fluctuations and population growth have to be considered in order to comprehend conditions in which business will operate. Infrastructure and geography are among other factors that will affect the project or not allow its execution in case a host county has severe weather conditions or undeveloped infrastructure; for instance unpaved roads and no electrical power can easily fail the project in the very beginning and thus knowing such conditions is necessary. Security of the country in which project will be developed is essential as well, people make things happen and if they are in a dangerous environment it is priory impossible to do business. Workers who are knowledgeable about cultural differences in a host country are more likely to perform successfully as traditions and holidays can play a huge role in certain marketing campaigns and serve for the good image of the company. Working in a foreign country requires a great deal of preparation and assessment of all possible differences that business is about to encounter. As was already said major role is deciding whether of not the project will be successful is comprehending macro environment of a new country. Studying its economical condition, security levels and infrastructure system is a core competence of a company who wants to be more successful that its competitors. In case when all of those factors are studied and considered advantageous for a new enterprise it is important to bear in mind that cultural differences can make all efforts void. Thus such countries as the United States must attentively analyze what changes have to be made in the business plan and what people are best suit for the its implementation. Often companies hire professionals already experienced in such ventures with foreign education who speak two or more languages. Those intermediaries who are familiar with host country’s traditions and have social connections are great helpers in establishing a good image of the company abroad and in avoiding mistakes in a setting up period. Selecting and training employees for the international project is very important for the future success of the company. Culture shock and coping with it are issues that have to be addressed to potential workers because people who cannot sleep at night of nervous breakdown are unable to work effectively. Consequently firms need to inform and train employees how to cope with cultural diversities and benefit from them to better manage in the new environment. Multiplicity of the factors that have to be thought through by the international project managers can be outstanding but successful implementation will be rewarded by monetary and personal contentment. 5. Finding New Opportunities in the Global Economic Crisis: The current global economic crisis is forcing many individuals and businesses to seriously reconsider their strategies for economic survival. Much like the giant meteor that scientists believe hit our planet around 65 million years ago and caused the extinction of the dinosaurs, major catastrophic events tend to spell tragedy and disaster for most of us, but they can also reveal hidden opportunities for those of us who can adapt to the new circumstances in their environment. When the dinosaurs vanished, for xample, small little furry animals survived, multiplied and evolved to take over the planet. In this article, I want to list several doable options that can help you create long-term financial security in today's uncertain economic climate. Step 1 – Accept and Embrace Change The world changed significantly around 20-30 years ago when the Internet started becoming more popular. Since then, although many people migrated and evolved into â€Å"Information Age† thinkers, many more unfortunately chose to stay loyal to â€Å"Industrial Age† principles and beliefs – a paradigm that was rapidly becoming obsolete. If you are still clinging to â€Å"Industrial† Age concepts like the idea that a good academic education will lead to benefits and job security, then you may be leaning towards experiencing a fate similar to that which befell the giant lizards after the meteor struck. Regardless of where you are at, the solution is to accept that the world has indeed changed, then embrace the â€Å"Information Age† unconditionally and without making excuses (i. e. too old, too busy, too broke, too late), and start looking for new opportunities with a more â€Å"entrepreneurial† mindset. I am not necessarily suggesting starting your own business if your core value is to find financial security through employment. There are always opportunities for people who can add value to other businesses and these are generally the last people any employer will want to let go of when times are really tough. Step 2 – Start An Online Business Once you embrace the â€Å"Information Age† there should be no doubt in your mind that, regardless of whatever else you plan on doing, you should also start seriously considering creating one or more streams of income online. There are seven ways of starting a web-based business: ) Start A Blog – A â€Å"blog† (short for â€Å"weblog†) is a very easy way to get started online. Essentially, the general plan is this: a) set up a blog, b) start posting regularly about a particular and hopefully profitable niche area of interest, c) monetize your blog to generate a revenue stream. There are many great resources y ou can find online to help you profit as a blog writer. So †¦ get blogging! 2) Become An Affiliate Marketer – Affiliate marketing can be very appealing to many people starting out doing business online, because you don't need to own your own product and, in many cases, you don't even need to have a website. You simply market someone else's products using a special coded link with your affiliate ID, and every time a product gets purchased using your affiliate link, you get paid a commission payment for the sale. Like anything else, to become successful at affiliate marketing does require a certain amount of work, knowledge and skills, but all the information you need is out there. You can purchase e-books, e-courses or join online membership sites to learn how to become a better affiliate marketer and it's not at all costly to get started. ) Set Up An Online Store – Millions of people and businesses are selling stuff online everyday. If you have something you would like to sell online, consider starting up an e-commerce store with eBay, Etsy. com, Yahoo stores, or a number of other places. Some years ago my wife started a little part-time eBay business and, before too long, she was negotiating product shipments with manufacturing companies in China and leaving our neighbors wonder ing why so many courier trucks were driving in and out of our street every single day. Even if you decide to start a traditional business, there are many cost-effective opportunities for expanding online, and e-commerce is definitely an option to consider. 4) Start Up Your Own Online Community – The recent phenomenon of social networking is creating unprecedented new opportunities for people online. One of the most recent trends is to start your own online community, targeting a specific area of interest. For example, I recently started an online social networking community site for beaders (www. BeadHuddle. com). This site grew to over 1,000 members in the first six weeks after launching and it now has beading enthusiasts from all over the world, as well as craft-related advertisers. If the idea of owning your own community site interests you, I recommend you visit www. SocialBusinessWeb. com and download a free report entitled â€Å"How To Profit With Your Own Social Networking Site† that will show you how to get started. 5) Create And Sell Information Products Online – This option is similar to starting your own e-commerce store (e. g. Bay), but the focus here is specifically on creating digital information products that can be downloaded online. Examples of digital products are e-books (electronic books) and information reports, audio books and podcasts, video training products, membership sites, software and web services, etc. Once again, there are many great resources available on how to do this successfully and, if you do create a winning product, it can be an extremely re warding and profitable venture, since most of the business can be automated through the use of systems, software and outsourced suppliers. I have personally developed a couple of information products over the years that sell regularly online and, since there are no costs associated with areas like shipping and delivery, every sale I make is pretty much 100% profit. 6) Buy A â€Å"Ready-Made† Online Business – If the idea of building your own online business seems too overwhelming, there are many online â€Å"turn-key† businesses available which you can simply purchase and start operating fairly immediately. Just like buying a regular business, however, you need to exercise due diligence and research the business, the vendors, the market and the opportunity before you hand over your money to anyone promising you an â€Å"online money-making machine†. Ready-made online businesses can range from simple reseller web sites that include a home page with the sales copy, a zipped file containing the product that you then upload to your own server and a download page where you send customers to after they successfully complete a purchase, to complete online â€Å"franchise-like† stores. Often, the cost is surprisingly affordable. For example, in 2005 I bought an online retail store outlet that sells thousands of downloadable audio book titles from best-selling authors and leading audio-book publishers for $1,000 dollars. Today I make regular sales of audio books from this store (www. AudioBookOne. net) and the best part of the business is that everything is handled for me by the parent company (e. g. stock selection, product delivery, customer support, etc †¦ ) for a small monthly fee. ) Become An Online Service Provider – If the thought of being an online entrepreneur running your own business seems too risky for you to consider at the moment, then why not continue working for others, but transfer your skills, knowledge and experience to the online sphere? There are many opportunities for working online for other companies. One growing trend, for example, is the outsourcing of tasks like creating, managing and updating web content, providing search engi ne optimization and online marketing services, business training and consulting services, etc. The work can vary from doing routine tasks that other business owners would rather outsource to someone else, to providing mentoring and helping others become successful online (this is definitely an option to consider as you gain more experience and success online). Step 3 – Don't Stop Learning, Growing and Improving The Information Age is constantly and rapidly evolving. This means not only keeping abreast of new developments and trends, but also keeping an eye open for new economic opportunities for growth, success and expansion. Fortunately, you don't have to do it alone. There is a plethora of social networking groups, online communities and membership sites you can join, that focus exclusively on your particular area of interest. If you've been feeling depressed lately about the current state of the global economy, then hopefully this article will help you see that there are many positive and exciting things to be gained if you are willing to embrace change, start looking for new opportunities and make a decision to take action steps today to secure your own financial future in the new world that is emerging around you. . Managing Global Economic Challenges: The modern day global economy is a highly interconnected one. With the increased connectivity the challenges before the global economy has achieved an altogether new dimension. On one hand is the positive impact of instant access to the global information network. On the other hand, market volatility is using the economic inter linkage channels to spread like wildfire. The International Monetary Fund revised down the estimated world growth rate for 2008. This was a fall out of the US sub prime crisis. At present economies through out the world is facing stock market volatility and rising unemployment figures as an after effect of the US crisis. As per estimates, around one billion people worldwide survive on less than a dollar per day. Over one billion do not have access to clean water. Basic sanitation facilities are absent for around 2. 4 billion people. Around 5 million children worldwide die from starvation. To sum up, the challenges before the global economy are by no means simple. Timely intervention in the form of appropriate policies and fiscal help from the world bodies are needed to tide over the crisis. No less important is the political will needed for the seamless implementation of the policies. Poverty ?Sub-Saharan Africa has been witness to the most severe form of poverty. Nearly 50% of the population survives on less than $1-a-day. Malnutrition, internal conflicts, dreadful diseases like AIDS and improper governmental measures are the main reasons behind this extreme poverty. ?As far as poverty goes, it is the Southeast Asia that comes next to sub-Saharan Africa. Around 85% of the total population of the Southeast Asia survives on below $2-a-day. Despite 50% of population living under $2-a-day, the number of poor people in Eastern Asia and Pacific has declined significantly in recent past. It is mainly due to the social and economic progress achieved by China over the passage of time. ?When it comes to Latin America, inequality in income distribution resulting from poverty is a matter of great concern. ?Some 300 million of India’s people still live in abject poverty, and another 300 million hover precariously above the poverty line. One challenge is to reach the poor with programs and policies that work Inflation ?Considering the failure of US sub prime market and the subsequent recession in US economy, controlling the increasing rate of inflation is the greatest challenge that the world is confronting for some time now. ?The Indian and Chinese governments are taking care of the inflationary situations very seriously. In Europe, interest rates have been maintained at higher side to keep inflation under control. ?Fiscal policy measures like reducing government expenditure and increasing rate of taxation can also be used to check inflation. Attempts are on to bring about regulatory changes to face the challenge of inflation. Inequality ?Globalization is considered by many to be the main cause behind the perpetration of an increased income inequality in wide areas of the globe. ?However, an increased trade globalization has only worked towards the eradication of this inequality. The need of the hour is policies, which will ensure that the proceeds from technological innovation and globalization are distributed among the cross section of a country's population. ?Developing countries are primarily agriculture based and they can promote gricultural exports for reaping the benefits of trade liberalization. Climate change ?Environmentalists all over the world are trying their best to protect the planet from the adverse effects of climate change. The European Union has played a crucial role in these movements. ?The primary objective of the Convention has been to urge the developed nations to check the emission of greenhouse ga s. The target regarding greenhouse gas emission that has been set in Kyoto Protocol needs to be achieved within the period of 2008-2012. The European Climate Change Program or ECCP in another major initiative towards environment protection. ?However, to control the emission of greenhouse gas it is necessary to create general awareness among the common people. Substantial change in energy system, use of environment-friendly technologies in production, alternative energy efficient fuels, minimum use of fossil fuels and change in the pattern of living are the key factors that can bring about positive changes in environment. Rising food prices The urban poor will be affected the most due to this rising food prices. In most of the sub Saharan country, the common trend is that the farmers leave their land and head to other lines of production in the urban areas. According to the World Food Program, the countries that are most affected are Eritrea, Gambia, Togo, Cameroon, Niger, Senegal, Zimbabwe, Haiti, Myanmar, Yemen, Cuba etc. Trade- key to lower food prices ?Opening up of economy or trade liberalization can help to reduce food prices. ?Different countries have adopted different measures of trade in order to deal with the escalating food prices. Saudi Arabia has resorted to import tax cuts on wheat from 25% to zero. Tariff is also decreased for dairy products, vegetable oil and poultry. ?India slashed its tariffs on maize and edible oils. Export of rice was also stopped leaving out the high value basmati. ?For the last 2-3years India has to fill the demand supply mismatch in food through imports. There are high exporting countries like Ukraine, which are also imposing export restrictions on its food products. Afflation in the global economy: ?Structural changes within an economy are an important reason behind Afflation. There is a rise in per capita income in the populated countries like India and China. Consumption of food grains as feedstock has also increased. ?According to the International Grain Council, the world grain production would reach 1660m tones in 2008, which exceeds the previous year by 90m tones. Even then demand is likely to outdo supply. ?Inflation in the agricultural sector can be attributed mostly to crops like coffee, corn, wheat, and soybeans, sugar, cocoa and meat and poultry products. Trend in demand for and supply of food grains: It is estimated that the world population will rise by 800 million per decade till 2025. The production of food grains is expected to rise to 2. 6

Operations Management - 2206 Words

Operations Management assignment Supply Chain Management Supply chain management is the coordination of the processes and functions within a business, adopted by most companies in the UK in the late 1990’s. It deals with the internal and external factors that, when dealt with correctly and systematically, can determine a businesses success or failure. A supply chain is the network of activities that delivers a finished product service to the customer. By definition, supply chain management (SCM) is â€Å"the management of the flows of materials from suppliers to customers in order to reduce overall cost and increase responsiveness to the customers† (Reid Sanders). SCM entails the co-ordination of the movement of good through the†¦show more content†¦By maximising customer satisfaction, â€Å"Comfort Company plc† could asses how well they are meeting their customers needs, while at the same receiving an indication of how well the business is doing in comparison with their competition; both in their market a nd foreign markets. Having a flexible supply chain would mean that the company would be able to react to change in demand quickly to ensure that they level the demand to their output, this would save them a lot of time, waste and resources if a freak change in demand was to happen. If â€Å"Comfort company plc† did not adopt the formal supply chain management system they would be at risk of loosing a lot of money if an unforeseeable change was to happen, this would give them a disadvantage upon the competition and would lower their competitive advantage. Effective management of a supply chain could open up opportunities for â€Å"Comfort Company plc† to improve many aspects of their production, and potentially save themselves a lot of money. By identifying the unnecessary waste along the supply chain, â€Å"Comfort Company plc† could make the process an easier, cheaper and quicker one forShow MoreRelatedOperations Management : Operation Management1355 Words    |  6 PagesOperations Management Introduction Operations management is the activity of managing the resources that create and deliver services and products. The operations function is the part of the organization that is responsible for this activity. Every organization has an operations function because every organization creates some type of services and/or products. However, not all types of organization will necessarily call the operations function by this name. 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Is Medicine A Ethical - 3350 Words

It has always been hard to teach people to be ethical. It is harder than ever when the system itself is corrupt, when the world is full of injustice, and when there is no longer any agreement about core values, goals or responsibilities. This is the predicament that confronts medical education. Students enter their medical courses in good faith, albeit for a variety of reasons, coming from a great many backgrounds - Christians, Moslems, Jews, Hindus, Buddhists, atheists – and places - from Australia, India, China, Southeast Asia, Africa and elsewhere. They encounter patients in public hospitals facing complex ethical choices, in intense and difficult circumstances, and find themselves facing expectations somehow to provide assistance.†¦show more content†¦The field of thought and action in which I seek to answer the question of what I should do in my practical life is what we refer to as â€Å"ethics†. Commonly, practical decisions are made in contexts of multiple influences and changing, often uncertain conditions. Ethics does not refer to decision making styles or one or other theory, so much as to a domain of thought and action that is marked off from those of knowledge and truth, aesthetics and beauty and spirituality and religion. We cannot avoid ethical decisions. In fact, ethics is everywhere, in our personal and professional lives as we go about whatever business we undertake. It is there when we ponder large scale questions about our personal aspirations and goals, about what drives us forward or holds us back. It is there when we occupy our professional roles, and fulfil the obligations and duties associated with them; and it is there when we interact with a child or a lover, a shopkeeper or a bus driver, or when we engage in a conversation, even of the most casual kind, with a stranger we come across in the street. Ethics provides our moments of action and reflection with value and meaning. It sets the goals and intentions behind the application of knowledge. It is not purely rational, but nor is purely affective. It is the practical decision making context that may take its guidance from other modalities of life – including religion and truth – but may also in turn help shape their

Book Review Cats And Foxes - 929 Words

Evan, son of Midnight, secured the leather straps of his pack, taking as much time as he could in doing so as he always did before he entered the bustling city streets of an unfamiliar land that seemed to threaten to swallow him into its roads and paths. Despite this being the place where he’d initially began his travels at, it now felt strange and new. Right before he would enter the city, partially to take up more time and partially because he felt the urge to, he looked up into the cloud filled sky and cursed to his parents who’d sent him down to earth. His father had been Midnight, the god of Pumpkins, and mother Isabelle, the god of nine tailed cats, nine tailed cats like him. It was said that every living creature in the mortal world could earn a place in heaven through practice. For cats and foxes, after they commit in years of this hard practice, they begin to grow more tails, one for every twenty years or the fulfillment of a wish of a chosen master. When they reach their eighth, the granting of a wish becomes no longer optional, but more than often for every wish they grant, they gain a tail but lose more than one too, so it was difficult to reach nine tails. Even till then, Evan could never figure it out even through his years of travel and search for answers. Consequently, he simply ceded and began to quietly loath the gods for setting him up with an outright impossible task. So he continued, hands in his pockets and eyes on the road of which he traveled, andShow MoreRelatedWe Need to Stop Animal Testing Essay1324 Words   |  6 Pagesanimals’ stomachs and drip chemicals into rabbits’ eyes. These tests are not required by law, and they often produce inaccurate or misleading results—even if a product has blinded an animal, it can still be marketed to you.†(PETA 1) I also states in the book â€Å"Thanking the Monkey† written by Karen Dawn When running cosmetic tests on these animals â€Å"animals are shaved and doused with products to see how much it takes to make their skin burn and blister† (Dawn 240). Think about all the products that we consumersRead MorePit Bulls: Are They Really the Monsters Theyre Made out to Be?2017 Words   |  9 Pagescontrast to Devitt’s husband, an article in Live Science written by Marc Lallanilla, says there is an overwhelming amount of evidence that suggests that pit bulls des erve their reputations as vicious â€Å"attack† dogs. Lallanilla looked at a five-year review of dog bites from the Children’s Hospital of Philadelphia and found that almost 51 percent of the attacks were from pit bulls, 9 percent from Rottweiler and 6 percent from mixes of these 2 breeds. The same article goes on to say that, some statesRead MoreLogical Reasoning189930 Words   |  760 PagesDowden This book Logical Reasoning by Bradley H. Dowden is licensed under a Creative Commons AttributionNonCommercial-NoDerivs 3.0 Unported License. That is, you are free to share, copy, distribute, store, and transmit all or any part of the work under the following conditions: (1) Attribution You must attribute the work in the manner specified by the author, namely by citing his name, the book title, and the relevant page numbers (but not in any way that suggests that the book Logical ReasoningRead MoreThe Ballad of the Sad Cafe46714 Words   |  187 Pagesshe showed her love for him. He had her confidence in the most delicate and vital matters. He alone knew where she kept the chart that showed where certain barrels of whisky were buried on a piece of property near by. He alone had access to her bank-book and the key to the cabinet of curios. He took money from the cash register, whole handfuls of it, and appreciated the loud jingle it made inside his pockets. He owned almost everything on the premises, for when he was cross Miss Amelia would prowl

Ptlls Level 3 Free Essays

string(78) " the learners and planned and designed y course I will proceed to deliver it\." ASSESSMENT 1 a. Explain what your actual or perceived role, responsibilities and boundaries are as a teacher in terms of the teaching cycle. Why are these necessary? b. We will write a custom essay sample on Ptlls Level 3 or any similar topic only for you Order Now Identify the legislative requirements and codes of practice that directly impact on your teaching. c. Identify the legislative requirements and codes of practice that directly impact on your learning environment. ANSWERS 1. 1. †¢ Explain what your actual or perceived role, responsibilities and boundaries are as a teacher in terms of the teaching/training cycle. I intend to continue to be a trainer in management and in the security sector. The role, responsibilities and boundaries of a trainer are ever changing and adapting to changes in the society. It is more than simply lecturing and marking students works. Learners come from different backgrounds and with different problems, hopes and expectations which have to be understood and addressed before effective learning can take place. As such in addition to my primary role of being a facilitator, I will have to play the roles of parent, psychologist, protector, motivator, role models to some learners. I will also have to collaborate with some agencies and organisations in order to facilitate effective learning. Boundaries are anything that may have direct impact to my teaching or delivery. This may include time constrains, my subject knowledge, the size of my class and location of the training room, the ability to cater for students with learning disabilities. In this I must have a reasonable evaluation to know what I can do and what are outside my ability and to call for supports. Reece and Walker describe a modern teacher as being a facilitator. Unlike the traditional teaching methods which encourage learners just to be talk into, the modern method places more emphasis on the ability of the teachers to motivate and encourage students to be actively involved in the process of discovery, exploitation of issues and be able to think around the subject matters without being a mere regurgitation of given facts (Reece Walker, 2002, P4). For this to take place, I will have to be able to facilitate an environment where learners fill safe and without any feelings of internal or external threats, discriminations or insensitivity to language or cultural barriers to learning. Coffield, F (2008) supports this line of thought when it states that teaching and learning are not separate activities but â€Å"intertwined elements of a double sided, interactive process† which is enabled by the understanding and implementation of the key stages of the teaching/training cycle. The Constructivism theory (Jean Piaget, 1967), also support this line of reasoning. Despite the ever expanding or the elastic roles of trainers, it is essential that in order to be effective at impacting knowledge and to act within the law, trainers are aware of their roles, responsibilities and boundaries. In this respect, they are guided by the teaching/training cycle which provides a systematic approach to teaching and a cohesive structure within which roles, responsibilities and boundaries can be assessed and reflected upon (Gravells, 2010: 11). Gravells (2008) describes teaching as a cycle made up of five points- Identify needs and planning, designing, facilitating/deliver, assessing, and evaluating. When planning to train learners, I would be guided by the teacher’s cycle. I will first seek to identify needs; training is about satisfying needs, therefore a good beginning point at preparing a training programme is to know the task to be performed. I will then identify the existing skills possess by learners and then produce the training content that would be required in order to close the known gap. This is known as training-needs-analysis. Information about the existing ability of learners can be drawn using various methods such as asking them to complete purposely designed application forms and or questionnaire, or through telephone or direct interviews. The initial assessment would give me the opportunity to identify needs and provide me with a starting point to plan the course with regards to the pace of delivery and resources to be used and in collaboration with the learner to formulate an individual learning plan (IPL). Overall, this information would help me to plan my content and delivery strategies. These have some advantages: i. Understanding the learners learning styles can make my course to be engaging. Flemming (1987) noted three different styles of learning; visual, kinaesthetic and aural. In order to know which method(s) to use to benefit my students the first lesson on my course will centre around discussions on what they already know, the resources they are familiar with, and a learning style questionnaire which will provide me with information on preferred learning styles. Effectiveness can also be enhanced if I adapt my teaching style to give maximum benefit to learners. ii. Another important factor I must consider when identifying the needs of my learners is their learning process. A commonly used theory of learning process is that of Kolb (1984) who describes four different stages of the learning process as; Concrete experience, observation and reflection, abstract conceptualisation, and active experimentation. This theory particularly gained insight into the fact that greater understanding is achieved by learners when different and appropriate means are deployed to teach the same concept. Plan and Design Plan and Design of training involves defining and meeting the aims and objectives of my course, preparing the environment, suitable delivery resources, methods and handouts. Planning and design of the lesson will require myself to study the aims, objectives and the set learning criteria set by the awarding body which I may be dealing with. I will state what the learners would learn, what I will do to support learning, what the training will cover and learning outcomes. My scheme of work will be practical and motivating. I will ensure that the working environments are safe and conducive for learning. I will also ensure that all the equipment needed for the course is made available on time. Deliver Once I have identified the needs of the learners and planned and designed y course I will proceed to deliver it. You read "Ptlls Level 3" in category "Papers" I will seek to use the learning methods that enhance their ability to achieve the most from the course. My teaching style would be mainly andragogical because, been an apprentice is a hand’s on role, this will allow the learner to carry out the task therefore learning the theory and learning how to apply those theories. In terms of learning styles, I will deploy all the three styles; visual, audio and kinaesthetic. I would deliver the theory, view videos and show practical examples and give the learner the opportunity to carry out the task themselves. I will allow my assessment of the group to determine the ice breaker to use, but my objective will be to run an inclusive training through the distribution of ability and cultural mix and to encourage them to fill free to communicate and to get to know me and each other. I will also define my pace and pitch of delivery, which will be influenced by the learning needs of the students and group dynamics. In setting my ground rules, I will be guided by two factors; the safety of all parties involved in the learning process. This will required that some rules are rigidly implemented. I will also be guided by the need to involve learners in negotiation over other issues, such as answering mobile phone, leaving early, etc. Assessment The delivery of courses will be followed by assessments to determine if learning has taken place, the level of understanding and to check if training strategy and tactics are appropriate. Various methods can be employed, such as setting group work which test understanding, direct questions and interview with learners. Another method to use in evaluation is the use of questionnaire. This allows for more truthful responses as these could be filled in independently and without the learner’s name. Evaluation is a hugely important part of the process specifically for me as this would allow me to identify any weakness and help me improve for the following modules. For all I will be asking for the course to be formally evaluated at the end of each module, I would make my learners feel confident that if there is any improvements they think I could make within the duration of the course they can approach me and make suggestions. Evaluation should be constant during the teaching process to ensure I am teaching to the best of my ability and the learners are learning to the best of theirs. ANSWER 1. 2. †¢ Identify the legislative requirements and codes of practice that directly impact on your teaching and learning environment. It is most essential that trainers are aware of key aspects of legislation and codes of practice that are relevant to their subject area and be able to put them into practice. This includes legislative requirements and codes of practice which determines what constitutes a suitable environment. A learning environment is an environment where teaching/training takes place. This could be a school, college or a building or room. But it should be suitable for the purpose because this is an important part of ensuring a successful session. It should for example, provide suitable access for all learners and sufficient toilet and refreshment facilities. As a Security and management trainer, the key aspects of current legislative requirements and codes of practice that are relevant to my subject area are as follows:- The Health and Safety at Work Act 1974, The Disability Discrimination Act 2005, the Manual Handling Operations Regulations 1992 and the Lifelong Learning UK (LLUK, 2008). a. The Health and Safety at Work, etc Act 1974 The main piece of legislation affecting the management of health and safety in educational establishments across all sectors is the Health and Safety at Work, etc Act 1974 (HSWA). This Act provides a framework for ensuring the health and safety of all employees in any work activity. It also provides for the health and safety of anyone who may be affected by work activities in e. g. pupils/students and visitors to educational sites, including parents and contractors. Employers and employees (as well as manufacturers, suppliers and the self-employed) must comply with the duties set out in the Act. This legislature is very important as trainers own a duty of care to learners and the need to provide a safe environment. b. The Disability Discrimination Act 2005 The Disability Discrimination Act 2005 is a piece of legislation that needs to be taken into account when teaching adults with learning disabilities. It provides legal rights for disable people in the areas of employment, education, access to goods, services and all facilities including larger clubs and land based transport services; buying and renting land property and functions of public bodies, for example, the issuing of licences. This piece of legislation ensures that all learners are given necessary adaptations to allow them to participate fully in their learning environment. This may be something as simple as ensuring the classroom has a wide enough areas for a wheelchair to pass through. c. The Manual Handling Operations Regulations 1992 A compulsory part of the training in security is known as physical intervention. It involves teaching learners on how to arrest and hold people. I will be teaching learners in the different types of safe ways to hold suspected offenders. This will include lifting and physical handling of fellow trainers. The Manual Handling Operations Regulations 1992 require employers to minimise the health risks associated with manual handling, a term used to describe activities which involve lifting, carrying, moving, holding, pushing, lowering, pulling or restraining an object, person or animal. Employers should, avoid the need to lift, carry, push, pull, lower or support loads wherever possible. They should mechanise such tasks where they cannot be avoided by the use of trolleys, barrows, lifts or hoists. They should carry out risk assessments, which take into account the work task, the activity involved, individual capacity, working environment and other factors. It is essential that as a trainer, I observe this legislature in order to safe guard the safety of the learners. e. Lifelong Learning UK (LLUK, 2008) As a trainer in the UK, I will be govern by Lifelong Learning UK (LLUK, 2008), the professional body responsible for the professional development of all those who work in further, higher and other areas of education. The body sets standards in six areas to guide a trainer like myself. The areas are: i. Professional Values and Practice ii. Learning and Teaching iii. Specialist Learning and Teaching iv. Planning for Learning v. Assessment for Learning and vi. Access and Progression. The professional values and practice area sets standards on values, part of which requires trainers to motivate learners to seek further develop. The learning and teaching section deals with the needs for the establishment of a purposeful learning environment for learners. Specialist learning and teaching area set out to ensure that trainers are aware of current legislation, their implications and be able to apply appropriate strategies to work with those who may require specialist training. The planning for learning section deals with the needs for trainer to be able to plan for their session and create an inclusive learning environment. Assessment for learning section deals with the needs for appropriate assessment and feedback from learner as a means to encouraging progression. Access and progression allows for the trainer to encourage and support the learner into further or appropriate courses or learning for the future. f. The Equality Act 2010 The Equality Act 2010 provides a legislative framework which protects the rights of individuals and advances equal opportunities for all without discriminations on the grounds of age, disability, gender reassignment, race, religion or belief, sex, sexual orientation, marriage and civil partnership, pregnancy and maternity. It’s protections extend to some groups not previously covered; this group now enjoys what is known as protected characteristic. In education and in training, it is a key part of the legislation that trainers must seek to enforce that learning and assessment must be accessible to all. The Equality Act 2010 The Data Protection Act 1998 is a United Kingdom Act of Parliament which states UK law on how to process data on identifiable living people and as such the protection of personal data. It was enacted to bring UK law into line with the European Directive of 1995 on the obligations of member states to protect people’s fundamental rights and freedoms and in particular their right to privacy with respect to the processing of personal data and in practice, it provides a way for individuals to control information about themselves. Its eight core principles states that personal data must be: processed fairly and lawfully and only for one or more specific and lawful purpose. The information collected shall be accurate and not excessive and not be kept longer than necessary for the defined possess. It shall also be processed in line with the rights of individuals in mind. Such information shall be secured and not transferred to countries where they cannot be made secured. As a trainer who will be dealing in handling personal data that belongs to others, I’m obliged to obey this law in all my dealings with students. ASSESSMENT 2 ANSWER 2. 1 Explain the ways in which you would establish ground rules with your learners, which underpin appropriate behaviour and respect for others. Ground Rules Ground Rules are a series of mutually agreed rules between the teacher and the learners, which are formulated for the direct benefit of all members of the group. They are mainly rules on rights and responsibilities of each member and team, which directly or indirectly contributes to the smooth running of the programme. They are rules within the existing laws and code of conducts. As my learners are expected to come from different backgrounds and reflect our multi-cultural society, the establishment of ground rules can go a long way toward contributing to the smooth running of my classes. It allows learners to be aware of rules, acceptable standards, practices and expectations throughout the course of tuition. Ultimately, rules are tutor’s responsibility and it takes the lead in leading the effort in setting the acceptable standard for the smooth running of the courses. But the success of cooperation varies and they are greatly influenced by the way those rules were set up. Using the style which favours the learning styles of the learners and their involvement in the process can go a long way toward securing greater cooperation and compliance. Using a cognitive domain (Bloom 1951 56), a trainer may simply tell the class ‘these are the rules, take it or live it’. It may have a measure of success but its effectiveness may be limited if it does not accommodate the learning styles of all learners. While a learner with preference for reflective style of learning (Honey and Mumford 1986) may find this appropriate, because they are able to listen and watch from the outside; learners with preference for a more activist role (Honey and Mumford 1986) may not get enough of activities and stimulation from such method and therefore unmotivated by it. Such learners may feel sideline from the rest and as such become disruptive and show less respect for others in the class. There are many ways in which a trainer can establish ground rules with his or her learners, however the trainer must be aware of their learner’s learning styles. Using a variety of activities and manners to determine ground rules could be effective as it then will reach out to a multitude of learners within the classroom. Ann Gravells (2008, pg 34) suggested that better results are achieved by andragogical approach (mainly learner centre) which allows learners to create their own ground rules; instead of rules being seen as imposed on them by an higher authority, it permits them to take ownership, as such responsibility and encourages empowerment as a result of which, more often than not, learners are likely to abide by those rules. In particular, this approach work well with individuals who use an aural style of learning (Fleming 1987) because they enjoy talking to others, while those who use a visual style of learning may find it less stimulating as they often prefer to observe rather than offer their opinion. Following an activity such as discussion regarding rules, feedback from the tutor would encourage positive behaviour from the learners and hence respecting others learning experiences. Skinner (1974) believed that the learner would repeat the desired behaviour if positive reinforcement were given. ANSWER 2. 2. †¢ Explain and describe the types of resources that you have available to meet the potential needs of your learners There are three main teaching resources; facilities, people, and materials and equipment. Most of the learners in the security sector are adults and the syllabus of what to teach, the number of ours to be assigned to each sector, such as trainings in class, physical exercises and the examinations to be taken have been designed by the Security Industry Authority, SIA. The content of the training to be instructed is also on the website of SIA, it is fairly standard with very little modifications to be carried in the choice of language; to accommodate the interest of the learners who have a poor master of the English language. All learners wishing to train with me will be required to complete an application form which will provide me with some information, such as their level of education and pass experiences. The review of this data will provide me with the information which will influence my modification of the choice of language used in the handout which will be supplied to learners. It will also afford me the opportunity to gauge the individual learning plan, in collaboration with the learners. It will provide valuable information for me in the planning of scheme of work and session plan. Some of the learners may have stayed out of education environment for a long time. Because of this they may not like reading and their listening span may be short. I will have consideration for all these factors when determining how reading-friendly the booklet should be, the intervals at which to have brakes, the icebreaker, the energiser and the pace and phase of delivery. In order to avoid giving one big handout which may put the learners off, I will give out two sets of handouts, one at the start of the lecture and the second will be giving out on the third day after the contents of the first had been covered and after I might have gone through each page with them to highlight the important points. The same will be done with the second handout, which will be shorter in order to allow them time to go through it. I may also have learners whom I’m either not competent to meet their needs or have the resources to meet their needs. In such instances, I will have to seek the support of organisations that are able to provide such needs. I will be failing in my duty if I do not correctly identify what I cannot provide. I will equally be failing in my duties if I identified such needs but failed to refer them to where they could get help. For example, it could be that a leaner has learning difficulties; this is an area which I am not qualified to handle. My duty then will be to seek the support of professional group such as the British Dyslexic society. Those with language problems will equally be assisted; some to attend evening classes, some of such courses are subsidise by the government. I can assist learners to contact their local government council for such help. I will also adopt a communication style that will assist them in getting this type of functional skill. Materials and equipment are the resources that trainers physically use during teaching. I will give out handouts because it would provide them with a lot of reading materials and reference points. It would assist in improving their reading and writing functional skills. Learners will benefit from the use of multimedia approach which combines beneficiary resources in the interest of learners. I will use Computer based interactive presentation programmes, such as PowerPoint, because it would provide learners with the opportunity to visually see some of the information in their handout and assist them when reading their handouts. I will use flip chart, so that both the learners and myself can use them whenever it is more convenient to write out information or for group work to be presented to the class. I will use information provided on CDs, Videos/DVDs; to assist in the presentation of case studies that are current or provided by professional organisations such as the fire service, searches carried out at Airports and CCTV images showing the management and control of crowds. I will use Newspaper articles because it will present learners with the opportunity to see the most current relevant information on subject matters. This will reinforce learning and provides them with the opportunity to be on the lookout for similar information. Role plays will be used to demonstrate how to carry out searches, how to man the entrance to a Club and how to communicate with customers. Physical objects/models will be used to allow learners to see examples and to come to the front of the class to make presentations. Photographs/posters showing the different warning signs and different types of power extinguishers will be made available to learners. I will also make available OHP screen and Market board. ANSWER 2. 3. †¢ Identify any other organisations which may be used as a referral point to meet the potential needs of the learners: British Dyslexic society for those with learning disabilities. ? To those with language barrier, I will refer them to organisations receiving funding of English for speakers of other languages (Esol) for support. ASSESSMENT 3 ANSWER 3. 1. †¢ Explain how you could promote, establish and maintain equality, diversity and inclusion within the classroom environment. More often than not, trainers will be looking after a ray of learners with different abilities, motivation and other forms of differentiations. In particular, on a typical SIA Door Supervisor Course, differences are often recorded on the basis of gender, education, age, sexual orientation, motivation, comprehension of English language, ethnicity, cultural and religious backgrounds. A trainer is faced with the challenges of ensuring that it delivers inclusive sessions which motivate all learners. Diversity Part of the inputs which promote inclusion for all learners through the structure of the session on my courses will be decided during the session plan construction phase. Some of the information gained from the initial assessment form completed by learners will have given me some information, such as the differences in age, ethnicity, social background, learning or physical disabilities and previous learning experiences of learners. On the basis of this information, I will be able to make a group analysis and the course or session can be devised to accommodate methods which can cater for their differences. The assemblage of learners whom because of their differences are able to see things from different perspectives crates an opportunity for me as a trainer to harness this opportunity so that learners can learn from each other, to see that each learner is appreciated and their talents utilised for the betterment of all. Moreover, it provides opportunities for a multidimensional approach to learning and for learners to appreciate the importance of team work. Inclusion The promotion of inclusiveness will always form part of my planning at the session plan stage. This will be base on the information received at the initial assessment. Additional updates will then be made after collecting additional information on the basis of engaging the learners in the classroom. Specific incidents of real or potential discrimination will also be address. It is quite common that that during trainings, learners tend to sit together on the basis of certain commonness or preferences which could be base on gender, culture, attitude, e. t. c. I will adopt the strategy of seeking to mix the group by increasing group work that encourages group challenges. I will also adopt the tactics of mixing the class on the basis of gender, culture, race, disabilities, abilities and motivation. I will also choose the most appropriate icebreakers to achieve objectives which promote inclusiveness and use different teaching methods to cater for the different needs in the class. The choice of various teaching methods will ensure that no group is excluded from participating in my class work. Equality Learners will be treated as individuals and not just one of those in a team or another leaner. My trainings will be designed and delivered in ways to accommodate and appreciate the fact that we all learn in different ways, we assimilate at different speeds and we are all talented in our own different ways. Every care will be taken to ensure that the class is for all and every participant benefits from my courses. Referral Mechanisms I will also recognise my boundary in my dealings with learners. If for example there are special needs learners that I do not have the ability to teach, I will refer such learner to other specialist. If I alone cannot cope with some of the practical work or I would need assistant, I will surely do this and prevent avoidable accidents. 3. 2. †¢ Explain ways to embed elements of Functional Skills, in your specialist area. In our multi-cultural and mixed ability society, three subject areas; English language, Mathematics and Communication Technology (I. C. T. ) have been identify critical and certain minimum levels of knowledge, skills and understanding of those subjects have been identified as essential for individuals to be able to operate confidently, effectively and independently s active member of our society. This can promote an inclusive society that is also competitive. In the SIA Security courses, I will be working with a lot of immigrants, who have been put into the margin of the society because of their inability to communicate well using the English language. Among them are people whom their knowledge of mathematics fall below the set standards of Level 2. Some are not confident and capable when using ICT systems and tools to meet a variety of needs in a range of contexts. Others will not be able to communicate well in English language. Among the migrants are some qualified professionals who are frustrated and unable to secure jobs due to language and cultural barriers. Either when dealing with the public or giving instructions internally, the ability to communicate is an essential factor in security. It is essential to be able to understand the time and to use the IT for simple task such as keeping records, log in and out, etc. i. I will teach English to this group, encourage active participation from them and show to them that being able to communicate well is an essential tool in the security field and it can make the difference between life and death, between keeping their job or not and an essential tool in achieving customer satisfaction. ii. I will incorporate group discussions where learners will practice English speaking skills. iii. I will set them written assessments where learners will be able to practice writing skills. iv. I will use PowerPoint in the classroom and give learners handouts so that they will be able to use their English reading skills. . I will ask them to complete accident reports, handover notes, and sick leave form and make radio and telephone calls. vi. I will introduce into the course problem solving schemes that allows learners to use their general maths skills. For example, in the teaching of the CCTV, learners will be encourage to record when images were recorded, how long it takes before certain events were concluded and how to keep log books. vii. Learners will be given half-a-day learning on how to operate the CCTV, including how to record images, using the keyboard and joy stick. viii. In group discussions, I will ensure that those who have a poor knowledge of the language are mixed with those who are good in it. This will encourage them to take greater interest and participation in the course and they will be better off than when they stick with people of their culture or who share similar limitations, and may not be in a position to assist them. ix. Using ICT with learners with disabilities has its own peculiar challenges. Since some of them have sensory or physical disabilities alongside learning disabilities, accessing the mouse and keyboard can often be a problem. It is often necessary to find alternative ways to interact with the computer. Using what is known as a tracker ball, which replaces the mouse for people with poor manual dexterity can be helpful. Also, the employment of keyboard with larger keys can be helpful for learners who have poor motor skills. Learners with learning disabilities who do not have reading or writing skills may be assisted with the use of symbols or pictures on the computer so they can recognise and relate to them. Partially sighted or registered blind learners can be assisted with voice activated computer programs. Using a multi-sensory approach to learning creates opportunities for learners to have ICT skills without needing advanced levels of technical skill. ASSESSEMENT 4 ANSWER 4. 1. †¢ Explain the three main types of assessments used and fully explain how you conduct, or could conduct, an initial assessment of learners. Assessment is a means by which evaluation is carried out on whether learning has taken place and the level of learning. It is also a means by which trainers are able to assess whether their training strategies and tactics are appropriate and effective. Initial or diagnostic assessments are conducted before a learner begins a course. It is an evaluation of a learner’s skills, knowledge, strengths and areas for development. ’ (Gravells, 2008 page 75). This assessment assists in the determination of training needs analysis. The information gathered assists the trainer in planning the material content, training methods and strategies to ensure that learners gained the maximum learning from trainings. Various methods are employed to achieve this objective. In some cases, the completion of a well structured and specifically designed application form followed by telephone interview is enough to complete this diagnosis. In orders, learners are invited to sit for written examination or examinations in addition to sitting for one or more face to face interviews and or skills or psychometric testing. The qualifications presented can provide information to trainer about the qualification attainment, at what level and how long ago the learner was in an academic environment. The written answers on the form can present trainers with the opportunity to evaluate the learners written English and presentation skills. Formative assessments are tools for progressive gauging of learning by learners and testing both learning strategy and tactics deployed by trainers. Trainers break their sessions into stages and at each turn examines whether learning has taken place before moving on into the next stage. The information derived from it allows both side in the learning process to know whether objectives are been met, whether to deploy more effective strategy, tactics and resources toward effective achievement of stated goals or to redefine or fine tone the goals (Minton 1991, pg 183). The benefit of formative assessment is that a teacher can continually evaluate the learner and correct learners’ mistakes. Formative assessment is often informal and very low key to the point of the learner being unaware of the assessment. It can be done by oral question and answers, group work, multiple-choice test, practical demonstrations, such as singing or acting. Summative assessments are used at the completion of a course. It is often formal and demanding and carried out under controlled exam conditions. They are used to generate a grade that reflects the learner’s performance. While most summative assessment takes this form, many have argued that the stress it generates among some group of learners who may suffer from one disability or another, does not make it a fair means of ascertaining the knowledge gained. Many have argued that it is fairer when it is combined with formative assessment. There are various ways of assessing a learner’s knowledge of a subject and competence. These can be by question and answer sessions, practical tasks, evidence from others, self-evaluation, observations, tasks and examinations. All of these methods of assessments have advantages and disadvantages. It is necessary to keep records of these assessments to ascertain whether a learner Is learning from the course and if they are improving. Also, outside agencies such as governing bodies may want to see records of your learner’s performance as well as the leader of your facility. ANSWER 4. 2. †¢ Explain how you utilise assessment methods. Following assessment, it is vital that trainers give feedback to learners on their achievements. This can be presented verbally or in written format. In order not to de-motivate learners or destroy their confidence, such session should normally start with the presentation of the positive or strong points followed by the negative points. This should be followed by an agreement on how to improve the week points and how to keep up the good sides. Learners should always be encouraged to ask questions and to seek clarifications and trainers should be positive when stating areas for development. ’ (Gravells, 2008 pg 86). As a trainer, it has become very evident to me that assessment is a critical component of education. First, it is essential for a trainer to know the level of knowledge and potentials of the learners before learning materials are prepared. This includes the pace of delivery and the depth of information provided and the method of training. When delivering training, it is equally essential to continuously monitor progress in order to ascertain the level of learning. At the end of training, overall progress are assessed in order to be able to give feedback both to trainer and learners on the level of learning that has taken place and the success or failures of strategy and tactics. I will have to employ the three methods of assessments in my trainings. Each is important in the sectors of the training they serve. The three combined make an immense contribution to training efficiency. However, when working with adults with learning disabilities who have limited literacy skills it is often better to rely on practical tasks or question and answer sessions as the learners have often absorbed information more effectively if it has been given in a visual or oral manner. The information gathered from an initial assessment will provide me with a guide on how to plan the structure of the session. It could help in deciding the pace and the pitch of the session and also the choice of resources to use. Formative assessment can help the teacher to make informed decision on whether or not to progress with, or to re-teach and or to change the method and style of teaching. Once training is complete, summative assessment provides the trainer with the opportunity to assess the overall learning that has taken place, the overall assessment of the success or failure of strategies, tactics and choice of resources. The information received is also used to give feedbacks and suggestions on how learners could make further improvements. ANSWER 4. 3. †¢ Explain the importance and the requirement of keeping records including those relating to assessment. It is imperative that as a teacher I should complete and retain records on my learner’s assessments. This is evidence of how the learners are progressing. There are many other numerous reasons for a teacher to keep records. Records, such as assessment grades, registration details, class registers and learner information may need to be accessed at anytime by the teacher, learner, course leader or governing bodies. Therefore it is important to keep these records up to date. Good record keeping is critical to training. As such it is vital that records are kept by the trainer as part of a learners learning structure. This is because: i. Some schools and awarding bodies made record keeping and up to a given period mandatory. ii. It shows standardisation, meeting of criteria and form a vital part of the audit chain. iii. A good record of history of past events and a reference point. iv. Generally it aids efficiency and management of training resources. . It aids continuation if a staff is absent as records of the past can be accessed and follow. ANSWER 4. 4. †¢ Describe the types of records you would maintain. Some of the records to be kept are mandatory while others aid efficiency and good management. I will keep the following records: i. Summative assessments such as paper examinations. ii. Teaching logs, signed appeals procedures, application forms and funding documents. iii. Learnersâ€⠄¢ records (Gravells 2008:89), including application forms, progress sheets, contact details. Tracking sheet† of all learners` progress clearly identify their achievements over the teaching period as outlined in (Gravells 2008:89). In addition to this I also carry out and file their initial assessment that all the learners undertake at their interview this ascertains if they need extra support with their communication, numeracy, spelling, and social needs. I also complete an individual work plan with the learner, which gives timescales and work schedules needed to complete their apprenticeship. iv. Records of other trainers and resource sources will be kept. ASSESSMENT 5 †¢ Produce a scheme of work for a minimum of four seasons. †¢ Produce a session plan for your 30 minute micro-teach session. †¢ Use a range of teaching and learning approaches which engage and motivate the learners effectively. †¢ Demonstrate effective communication with learners. †¢ Observe a micro-teach session delivered by a member of your cohort and provide positive feedback. ANSWER 5. 1. †¢ Produce a scheme of work for a minimum of four seasons. A Scheme of Work is a document which allows the teacher to plan the overall programme for a learning project. Its component includes the programme title, how much time is available for each session, what are the learning outcomes being covered for each session, what topics will be covered and what resources are required. It could also include guiding learning hours, the assessment criteria being met and the Awarding Organisation issuing the certificate. [Morley Wordsworth 2010: p66]. In addition to the fact that some external verifiers demands for Scheme of Work, it enables the trainer, the verifiers and learners to have and to see that there are plans to cover the entire programme of study for the given subject. It ensures that session is planned at the appropriate level for learners, using an up-to-date scheme of work. Scheme of work Teacher: Trainer Date: 12 August 2011 Location: Croydon College Aim of session or course: To complete the theoretical training for the award of SIA Stage 2 Certificate in Door Supervisor. |Date |Session Title and Learning Outcome |Required Resources and Activities |Assessment |Remarks | |12 August 11 |Session 1: |PowerPoint, visual and verbal |Question and Answer | | | |Course introduction. Explain the |two-way communications, Flip |assessment. | | | |concept of security, the scope of |charts, Handbook, Learners to draw| | | | |the industry, the prevailing |on personal experiences and , Case| | | | |security needs and how it influences|Studies recorded from real | | | | |the review of the security |security operations. | | | |institutions. | | | | | |Give an overview of those changes | | | | | |including the advantages of and the | | | | | |needs for the training sessions. | | | |12 August 11 |Session2 |PowerPoint, visual and verbal |Question and Answer, role | | |[Second half of |Introduction to the organisations |two-way communications, group |play assessment. | | |the day |and legislators that guides the |discussion, group work and | | | |12-4. 0pm |security industry |demonstration/role play by | | | | | |students. | | | |13 August 2011 |Session3 |PowerPoint, DVD of recorded Case |Role play, Question and | | | |How to carry out a search, Types of |Studies, visual and verbal two-way|Answer assessment | | | searches, evacuation procedures, |communications, group discussion | | | | |dealing with fire and other |and demonstration/role play by | | | | |emergencies. |students. | | | |14 August 2011 |Session4 |PowerPoint, visual and verbal |Question and Answer | | | |Introduction to Conflict Management |two-way communications, group |assessment. Practice on | | | |and Communication |discussion, role play by students |old/similar question | | | |Examining core concepts in |Supportive CD/DVD information |papers | | | |communication | | | | | |Practical demonstration of case | | | | | |studies. | | | ANSWER 5. 2. †¢ Produce a session plan for your 30 minute micro-teach session. Session Plans give the detail on how each of the individual component parts of the Scheme of Work is delivered. With a session plan, a trainer is able to plan his work. He or she can in one glance see what is going to teach, how it is going to be thought, the resources that are available and how it’s going to be assessed. With this in hand a trainer is able to gauge the success of such training and if certain amendments are needed. In cases where amendment are needed, they are easily made and measured. Session plans also provides trainers with the opportunity to document the session, either for inspection or if a trainer is not able to turn up, another trainer is able to take up the task and be able to know what has been done, what needed to be done, how and when they are to be done. Teacher: A Trainer Date: 12 August 2011 Duration: 30 minutes Aim of session: To introduce the learners to the course Learning outcome(s): †¢ For learners to know each other and their trainer, Safety briefing and venue layout and to understood the Scheme of Work. To get to know each other through introductions which includes and icebreaker and safety briefing and venue layout. †¢ To agree on ground rules. |Timing |Teacher activities |Learner |Resources Required|Cater for |Assessment |Functional skills | | | |activities | |inclusion |methods |embedded | |10. 00 |Registration. |Writing, |Powerpoint |All learners |Questions a nd |Communication in | | | |Listening and|presentation, Pens|addressed and |answer. English and | | | |asking |and papers, Flip |question asked | |presentation skills | | | |question. |chart |to the entire | |demonstrated for | | | | | |group. | |learners to observe | |10. 06 |Teachers and |Listening and|Powerpoint |All learners |Questions and |Communication in | | |learner |asking |presentation, Pens|addressed and |answer. English and | | |introductions. |question. |and papers |question asked | |presentation skills | | |Safety briefing and| | |to the entire | |demonstrated for | | |venue layout | | |group. | |learners to observe | |10. 15 |Inform learners |Listening and|Powerpoint |All learners |Questions and |Communication in | | |about the awards, |asking |presentation |addressed and |answer. English and | | |the mandatory hours|question. | |question asked | |presentation skills | | |of classroom | | |to the entire | |demonstrated for | | |learning and | | |group. | |learners to observe | | |practical work and | | | | | | | |the assessments | | | | | | |10. 2 |Inform learners |Listening and|Powerpoint |All learners |Questions and |Communication in | | |about Scheme of |asking |presentation |addressed and |answer. |English and | | |Work and Sessions |question. | |question asked | |presentation skills | | |Plans | | |to the entire | |demonstrated for | | | | | |group. | |learners to observe | ANSWER 5. 3. †¢ Use a range of teaching and learning approaches which engage and motivate the learners effectively Learning is the process of changing behavior and there is a deep relationship between motivation and teaching-learning process because it is the process of fulfilling directed behavior. Modern psychologists have discovered that Human behavior, unlike lower animals varies according to situations and cannot be explained by a single mental aspect. So, modern psychologists have formed some inter-related concepts of human behavior. Motivation is one of such concepts. Motivation is the tendency to perform purposeful behavior; the process that initiates, guides and maintains goal-oriented behaviors. Motivation oriented learning is very important for the success of the whole teaching-learning process. This is why mentor/apprentice programs work. The role of the teacher is to select proper incentives in order to create learning oriented motivation among students. Motivation can be broken down into two areas; intrinsic and extrinsic. The two are applicable to both trainer an learner but the trainer has to take the leading role in otivating itself and learners. Intrinsic motivation is achieved by gaining self-satisfaction through attaining a desired goal. Through and effective teaching, trainers can assist learners to develop confidence which can drive their intrinsic motivation. Extrinsic motivation is an external motivation which can be attained through recognition of work or achievements, praise or seeking a reward be it verbal, financial or an inan imate object. (Morley Wordsworth:2010, p84). It is driven mainly by feedback from both trainer and learner, in which case, both can benefit from such feedbacks. It is good for trainers to know that their hard works are being rewarded through the successes of learners and for learners to appreciate that their efforts are being appreciated. There are many forms of session delivery. Andragogy method as prescribed by Malcolm Knowles is referred to as â€Å"learner-centred† and â€Å"self-directed† teaching and learning (Malcolm Knowles  (1973), Morley Wordsworth 2011: 57-8). This method is based on the principles that mature learners want to take responsibility for their own learning and they are internally motivated. The learning environment is cooperative between trainer and learners and independent research is encouraged. Pedagogy or teacher-centred learning on the other hand places the emphasis on the teacher and views the learners as dependent on the teacher and the formal environment where the teacher dictates most if not all that happens reflect this principle. A third method is known as â€Å"Practical Skills Delivery† in which the method of transferring practical skills to learners uses a method called EDIP, which is an acronym for explanation, demonstration, imitation and practice: First, trainers explained the task from start to finish. He then demonstrates the task by breaking it down into stages and explaining once again in full and let the trainers ask questions. In the third stage, trainer narrates and carries out each stage of task whilst the learners imitate the process. The learners start to practice the skill whilst the teacher moves around the individuals or group offering guidance, feedback and confirmation. Finally once the both the trainer and learners are happy that they have mastered the process, assessment are conducted in which learners complete the task from start to finish without ny assistance from the trainer. Good communication is important to the success of this method. Another method is called â€Å"Differentiation/Inclusion†. It promotes that learners are individuals; the session planning must take into consideration, their needs, such as styles of learners. It also promotes differing classroom activities so that learners can take a certain responsibility for their own learning, such a s research or group work. (Morley Wordsworth 2011: 57-8). Once I have identified the needs of the learners and planned and designed my course I will proceed to deliver it. I will seek to use the learning methods that enhance their ability to achieve the most from the course. My training method will be interactive, starting with low pace and seeking to know the practical experiences of learners. Ground rules will be jointly approved and my position will be clear on why there will be zero tolerance for any form of discrimination. With this approach, learners will develop more confidence. Group work will be encouraged, but I will rotate members in order to promote inclusion. My teaching style would be mainly andragogical because, been an apprentice is a hand’s on role, this will allow the learner to carry out the task therefore learning the theory and learning how to apply those theories. In terms of learning styles, I will deploy all the three styles; visual, audio and kinaesthetic. I would deliver the theory, view videos and show practical examples and give the learner the opportunity to carry out the task themselves. I will allow my assessment of the group to determine the ice breaker to use, but my objective will be to run an inclusive training through the distribution of ability and cultural mix and to encourage them to feel free to communicate and to get to know me and fellow learners. I will also define my pace and pitch of delivery, which will be influenced by the learning needs of the students and group dynamics. In setting my ground rules, I will be guided by two factors; the safety of all parties involved in the learning process. This will required that some rules are rigidly implemented. I will also be guided by the need to involve learners in negotiation over other issues, such as answering mobile phone, leaving early, etc. ANSWER 5. 4. †¢ Demonstrate effective communication with learners. Communication has been defined as the process of transmitting information from one person to another (Weick and Browning 1986, p244). This however, is the simplistic definition which covers only the issue of transmission where it is only understood by the sender. More penetrating definition usually points out that the ‘meaning’ rather than just information must be conveyed. As such communication is a process in which information and its meaning is conveyed by a sender to receiver(s). Effective communication on the other hand is the extent to which the sender and receiver of a message both attribute it with the same meaning. The effectiveness and success of learning defined as the acquisition of knowledge or skills through experience, practice, or study, or by being taught; strongly depend on effective communication. It is a skill which every trainer must acquire. I will demonstrate effective communication with learners through the followings: I will seek to establish a common ground by letting the learners know that, in addition to my two post-graduate certificates, I had done practical security work in the past. This should motivate them to know that I’m talking from experience and that with commitment they too can be an achiever in this profession. I will tell them about the pass rate and the need to listen and to work hard and my commitment toward their achieving their goals. I will also tell them that any of them who need additional support could meet me at break time. My dressing will be formal on the first day, wearing suit and this level of formality will be reduce for the remaining days. I will let them address me by my first name and will address them by their prefer first names. I will encourage a two way communication with learners and use the correct tone and pitch and adjust my communication to the group. I will actively listening to learners and this will include sensitivity to their cultural and religious body and verbal communications. I will maintain eye contact and will appreciate the cultural space of the learners and their cultures. In order to maintain the concentration of the learners, I will use mixed training methods; such as verbal communications, role play, group work, icebreaker and energiser. I will seek to develop good interpersonal relationship with learners through being myself, by ‘prizing learners’ and showing emphatic understanding toward them. I believe this will positively affect the effectiveness of my communication. On the role of interpersonal relationship in the facilitation of learning, Carl observed that a facilitator should be real. When the facilitator is a real person, being what she is, entering into a relationship with the learner without presenting a front or a facade, she is much more likely to be effective. † She should be â€Å"prizing the learner, prizing her feelings, her opinions, her person†. â€Å"It is a caring for the learner, but a non-possessive caring. † The facilitator’s prizing or acceptance of the learner is an operational expres sion of her essential confidence and trust in the capacity of the human organism. She should also show emphatic understanding â€Å"[Students feel deeply appreciative] when they are simply understood  Ã¢â‚¬â€œ not evaluated, not judged, simply understood from their  own point of view, not the teacher’s. (Rogers 1967 304-311) and Rogers, C (1983). ANSWER 5. 5. Observe a micro-teach session delivered by a member of your cohort and provide positive feedback. †¢ Trainer’s body language, verbal and non verbal was radiant and reassuring. †¢ The introduction was positive, through a bit too long. †¢ The decision to give the first handout at the end of the lectures was good as it did not distract learners. The powerPoint was clear and bold. †¢ A few of the recent immigrants find it difficult to understand some the assumed grammars which are in actual fact idiomatic expressions. ASSESSEMENT 6 †¢ Explain and justify the reasons behind your choice of teaching and learning approaches. †¢ Review and evaluate your choice of resour ces for your delivered session. †¢ Explain how you gave constructive feedback. †¢ Explain how you will use the feedback received to improve your teaching in the future. ANSWER 6. 1. †¢ Explain and justify the reasons behind your choice of teaching and learning approaches For my teaching session I have chosen to use a combination of visual, auditory and kinaesthetic teaching methods to make sure I incorporated as many learning styles as possible to make the class inclusive. By formative assessment I can vary my technique to suit the learners. Teaching Approach 1: Verbal Communication Reason: Verbal communication can be defined as communicating your thoughts through words. Such thoughts may be ideas, opinions, directions, dissatisfaction, objections, your emotions and pleasures. It provides better interaction and opportunity for formative assessment. By asking open questions I can provide additional information and feedback. I can hold group discussion to encourage learners to discuss in an open format the application of the learning and how it could be used in their activities. It will also provide me with the opportunity to use case studies which allows in-depth analysis that has immediate impact to be made. Teaching Approach 2: Assignment Reason: I will provide assignment for the learners. This will enables me to assess whether they understand the role of the work. This will provide a good feedback for me. Teaching Approach 3: Role Play Reason: Role-play is one of the teaching and learning tools in the field of experiential learning, which allows students to try new skills, attitudes and behaviours and move beyond their â€Å"normal† behaviour, that is established, tried and trusted views, reactions and arguments. These experiments are powerful ways of learning and can provide numerous insights into learners’ own traits and behaviours and unfamiliar situations. It will also allow learners to demonstrate their knowledge of the subject and to ensure participation without putting any learner under pressure. During the practical activities I will be able to assess by observation individual learner’s progress and ability which will allow me to provide constructive feedback. Teaching Resource 1: Projector Reason: I used a projector to show the pres How to cite Ptlls Level 3, Papers