Hospitality Management

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

Contemporary Approaches to Management Essay

The contemporary approaches to management include: sociotechnical theory, quantitative management, organizational behavior, and systems theory. As defined in our text book, (retrieved from: https://online.vitalsource.com/#/books/0077530667/pages/116411950) sociotechnical systems theory an approach to job design that attempts to redesign tasks to optimize operation of a new technology while preserving employees’ interpersonal relationships and other human aspects of the work. This idea developed in the 1950’s at London’s Tavistock Institute of Human Relations simply put means that happy employees equal productive employees. Quantitative management is a contemporary management approach that emphasizes the application of quantitative analysis to managerial decisions and problems (retrieved from: https://online.vitalsource.com/#/books/0077530667/pages/116411950). Although this could be a useful approach, most managers do not implement it due to lack of understanding of the formulas required or because some of the everyday issues they deal with, cannot be put into a mathematical equation. However, it has proven to be a useful strategy in military operations and organization’s strategic planning. Our text defines organization behavior (retrieved from: https://online.vitalsource.com/#/books/0077530667/pages/116411951 ) as a contemporary management approach that studies and identifies management activities that promote employee effectiveness by examining the complex and dynamic nature of individual, group, and organizational processes. Similar to the sociotechnical systems theory, this idea also emphasizes that the employee’s needs and well being can effect productivity. And the last of the approaches is systems theory defined as a theory stating that an organization is a managed system that changes inputs into outputs. (retrieved from : https://online.vitalsource.com/#/books/0077530667/pages/116411951 ). This theory recognizes that are many factors that contribute to an organization’s productivity. The input being materials, labor and money are factors that can influence and affect the output (the final product a company sells). All organizations are open systems, which simply mean organizations that are affected by their environments and affect their environment. There are internal, external and competitive environments that make up a company’s macroenviroment. The internal environment refers to things (employees, materials and capital) inside the company. The external environment includes all forces outside the company’s walls, such as the economy, competitors and government. Finally, the competitive environment which is made up of competitors, suppliers and consumers. I would agree that all four approaches play a part in every organization. Depending on the type of business, one strategy may prove more effective than another but at some point the different approaches would be used for the many diverse issues organizations face. There are many similar concepts all company’s face (employees, environment, competition) and each approach has uses in all companies and within the macroenvironment. References: Title: Management (M Starts Here series–soft cover), 3rd ed. (2013) Author(s): Bateman and Snell Physical Book ISBN: 9780078029523 Publisher: McGraw Hill Digital book or physical text: Digital

Health Issues in the Philippines Essay

DOH alarm: HIV cases in first-half 2012 exceed full year of 2010 The number of human immunodeficiency virus (HIV) cases during the first half of the year has already surpassed the record for the whole 2010, the Department of Health (DOH) said Friday, underscoring the alarming rise in incidence of the virus that causes the dread disease AIDS. The bulk of the spike was traced to a rise in male-to-male transmission and the sharing of needles among injecting drug users in Cebu province. DOH Assistant Secretary Eric Tayag said for the month of June alone, 295 HIV cases were reported to the department, bringing to 1,600 the total number of cases in the first half of 2012. â€Å"We are halfway now for the year and that’s already more than the 1,591 for the whole year of 2010,† Tayag told reporters. In 2011, HIV cases were 2,349. This brings the total number of HIV cases in the country to 9,964 since 1984 when the DOH started reporting HIV/AIDS cases. Men having sex with men make up 87 percent of HIV transmissions recorded in the first six months of the year, with men aged 20-29 making up most of the cases. While MSM transmission has been the main mode of HIV transmission for a couple of years now, the DOH is particularly alarmed by a dramatic spike of cases involving injecting drug users (IDU) in Cebu City. â€Å"What we’re alarmed about is that for June there were additional cases of injecting drug use or person who inject drugs,† Tayag said. HIV among drug users reached 120 during the first half of the year alone, he added. From 1984 to 2008, there were only 8 HIV cases among drug users. â€Å"You will recall that in 2008 we only had 8 cases, now we have a total of 385 since 1984 when we started reporting HIV,† said Tayag, adding that all 120 HIV cases among IDUs this year were reported in Cebu City. Tayag admitted that HIV monitoring among drug users in Cebu had stopped for awhile, discouraging people who were injecting drugs from submitting themselves for AIDS testing. â€Å"In this period we stopped monitoring HIV among persons who inject drugs in that part of Cebu. For some time there was no fund so when we did a survey we saw that the number of HIV among drug users has increased,† he said. Tayag said unlike other drug users in some parts of the country, injecting drug users in Cebu City use regulated medicines. The virus is spread as they share unclean and contaminated needles. Tayag revealed that the government has started an HIV mapping, where parts of the country are labeled in terms of AIDS risk. Metro Manila, Cebu and Davao are tagged high risk. Read more:  Social Issues in the Philippines

Case study on Bank Management Essay Example | Topics and Well Written Essays - 500 words

Case study on Bank Management - Essay Example 2. Profit margin: It is the ratio of net income to the operating revenue, and this ratio represents the financial efficiency of the bank. The corresponding value for First National Bank is 8.51% as compared to 6% for its peers. In other words, the First national Bank makes more profit per unit of operating revenue, thereby making this bank more efficient that its peers. Hence, the overall profitability of the bank can drastically improved by and wealth can be unlocked by increasing the loan ratio and hence valuing the bank based on present financial performance may lead to undervaluing the bank. To calculate the valuation of the First National Bank using the discounted free cash flow or the present value of future earning process, the extra piece of information required will be the rate of growth of dividend. However, the valuation of the bank can also be calculated by the price/earnings ratio. Since, as has been discussed above, the present earnings are sub optimal the bank should not be valued by multiplying the earning by the PE ratio.

Social psychology essays Essay Example | Topics and Well Written Essays - 4750 words

Social psychology essays - Essay Example because of technical ineptitude in the fingerprinting or DNA laboratory for example, perjured testimony, eyewitness misidentification, and also because of overzealous law enforcement officers who are eager to close the case and mete out justice. A courtroom is a place wherein many evidence are presented that are at best circumstantial and are then judged by ordinary people if it works for or against the defendant—a room wherein people not experts at lie detection weigh witness testimonies. Thus, wrongful convictions are not unexpected as the justice system is composed of imperfect human beings. Some states wherein there is a high rate of erroneous convictions have already enacted bills to address this problem. Because the United States rely on juries to ultimately decide on a person’s guilt, I believe that there should be a seminar or lecture regarding lie detection in order to minimize wrongful convictions. The jurors should be fully aware of what their decision could mean and what the evidences signify. In this way, they can create a more educated verdict. They are better equipped to intelligently weigh the evidences and testimonies that are presented during the trial. The polygraph relies on the physiological changes in the body, like pulse and blood pressure, to detect deception. It starts with a series of control questions to set the tone like â€Å"What is your name?† This is then followed by an explanation of what the polygraph is and what it does. Next comes the â€Å"stim test† wherein the person attached to the polygraph will be asked to lie so that the tester can see if the machine has picked up on this lie and is working properly. Then the test itself ensues. The questions alternate between some that are irrelevant, some control questions, and those that are relevant to the case. If the tester is not satisfied with the results, there is a post-test interview that is conducted. The polygraph has been known as the lie detector test that some highly

Trend analysis Essay Example | Topics and Well Written Essays - 1750 words

Trend analysis - Essay Example After that period, they secured a merger with Twentieth Century Pictures which was established by Joseph Schenck and Darryl F. Zanuck in the year of 1933. The merger took place in 1935 which resulted in the formation of Twentieth Century Fox. 20th Century Fox Film Corporation is an established name in motion picture industry. It has established itself as one of the major company in their industry not only in America but also throughout the world. The main products of the company are films and television production oriented work. In the early period i.e. in late 1930s as well as in 1940s of the establishment of the company, their business model concentrated mainly on producing westerns, religious epics, screen featured biographies, and also musical films. In the early period of their business endeavor, they attached themselves mainly with quite a few of the then famous directors like John Ford, e.g. well recognized films like ‘The Grapes of Wrath (1940)’. From then on, they went on producing quite a few important and landmark films in the subsequent years. They were the first to bring in innovation in their business model by bringing in cinemascope. Cinemascope is a mechanism which helped pictures to be proje cted on screen at a ratio of two and a half times wider than normal. Their business environment was always been quite competitive in nature. They have been a pioneer in quite a few new innovations in their business environment and business model like cinemascope. The Robe in 1953 was companies’ inaugural wide screen viewable feature film. Thus, they were the trendsetter in the utilization of wide screen as a method of displaying films in the theatres featuring motion pictures. Twentieth Century Fox can be credited with the fact that they were the studio which brought presently renowned Marilyn Monroe in to the limelight and stardom in the period of 1950s. The studio also brought into forefront two of the most famous and successful

Impact of foreign exchange rate on stock returns Dissertation

Impact of foreign exchange rate on stock returns - Dissertation Example Table 1 reports the results of Augmented Dickey Fuller test of unit root for the stock indices and exchange rates of both the UK and Pakistan. The test has further been applied at different levels as well as in the first difference form. The findings will be reported in terms of each country starting with the UK first then Pakistan. Both the ADF and regression results will be presented for the country indices and then for each of the companies. This chapter is divided into several parts with the main parts comprising study findings for the UK (both ADF test and regression), study findings from Pakistan (ADF and regression), and finally the analysis section where these findings are discussed and analyzed. 5.2 Findings (UK) Augmented Dickey Fuller (ADF) Test Table 1 below presents ADF results for UK companies and GBP/USD rate. As is evident in the table, the results include the FTSE 100 index and ten major companies operating in the UK. Table 2 provides the findings of the ADF test for the national exchange rate (EX) of the GBP against the GBP. Table 1: Augmented Dickey Fuller test (UK companies and FTSE 100 Index) Augmented Dickey fuller (ADF) test (UK companies and FTSE 100 Index) Index + companies S= Index value/ stock price Critical values of 1%, 5%, 10% at Level ?S= 1st difference Critical values at 1%, 5%, 10% for ?S FTSE 100 -2.250374 -3.486064 -2.885863 -2.579818 -10.25769 -2.584707 -1.943563 -1.614927 Antofagasta -3.066955 -4.036983 -3.448021 -3.149135 -12.97182 -2.584707 -1.943563 -1.614927 Babdock -1.747700 -4.036983 -3.448021 -3.149135 -10.71888 -3.486551 -2.886074 -2.579931 HSBC Holdings -2.867695 -3.486064 -2.885863 -2.579818 -10.42942 -2.584707 -1.943563 -1.614927 Imperial tobacco -2.160689 -4.036983 -3.448021 -3.149135 -11.17921 -2.584707 -1.943563 -1.614927 Johnson matthey -2.543982 -4.036983 -3.448021 -3.149135 -10.41562 -2.584707 -1.943563 -1.614927 Meggit 0.828451 -2.584539 -1.943540 -1.614941 -11.56089 -2.584707 -1.943563 -1.614927 Morrison - 2.901854 -4.036983 -3.448021 -3.149135 -11.50647 -2.584707 -1.943563 -1.614927 Pearson plc -1.841245 -4.036983 -3.448021 -3.149135 -12.55195 -3.486551 -2.886074 -2.579931 Standard chartered bank -1.868623 -3.486064 -2.885863 -2.579818 -10.62130 -2.584707 -1.943563 -1.614927 Weir group -1.782673 -4.036983 -3.448021 -3.149135 -9.851895 -2.584707 -1.943563 -1.614927 Table 2: Augmented Dickey fuller (ADF) test (GBP/USD) Augmented Dickey fuller (ADF) test (GBP/USD) Currency X= Exchange rate Critical values of 1%, 5%, 10% at Level ?X= 1st difference Critical values at 1%, 5%, 10% for ?X GBP/USD -2.046301 -4.036983 -3.448021 -3.149135 -9.755815 -2.584707 -1.943563 -1.614927 According to the findings of the study, the ADF test results for the FTSE 100 index show that FTSE statistic value does not exceed the critical values at the 1%, 5%, and 10% critical levels. Therefore, the null hypothesis of the unit root for the index

International marketing (report 1) Research Paper

International marketing (report 1) - Research Paper Example According to study in Australia website, most of the Australian population live in the narrow, fertile eastern coastal plain, and on the southeastern coast, which is favourable for surfing (â€Å"Study in Australia† web). In addition, warm beaches in Australia attract surfing sporting activities. Surfing activity has certain geographical requirements. First, as much as surfers have to acquire skills to enable them ride on the waves, it is required of them to have background knowledge on the topology of the place. That is the topography or service features present on the beach. In addition, they must be good swimmers and be apt to the changing weather. Australian beaches have a considerable topology and depth that allow surfing. Secondly, Surfers seek out for strong waves called swells, which are stable waves that form far away from the beach. A surfer must calculate his moves well not to fall into the rocks as the wave breaks. Wind strength and fetch determines the strength of a swell. A fetch is a geographical term that predicts the stretch of open water over which the wind is blowing. Australian beaches have great fetches where water blows before reaching the land or the rocks. Additionally, reefs, sand bars, and narrow wave bases on the Australian beaches support this sor ting activity especially for experienced surfers. It is dangerous for inexperienced surfers who risk being crashed upon a rock, reef, or being dumped far beneath the surface. At the coasts of Australia, the government has employed some game warders to enforce some coastal laws. Some of the laws related to surfboards include those restricting minors from operating minor watercraft. Persons under 14 years are restricted from using watercrafts. Each person surfing or under a watercraft is required to wear a stipulated coast guard protective devices like a life jacket. That is each surfer has to wear a life jacket

Management accounting Essay Example | Topics and Well Written Essays - 1250 words

Management accounting - Essay Example Some managers and staff workers in the organisation are being evaluated using the income statement,balance sheet and the statement of cash flows as benchmarks.Some managers use the balance sheet to determine if all the customers have already paid their dues on timeSome managers would stop sending goods on account to customers who have large over due receivables In addition, some companies use different tools or criteria to determine if the managers have been doing profitably or beautifully. The following paragraphs will explain in detail this introductory.First, the management team has a problem with its working capital. working capital is arrived at by subtracting total current assets from total current liabilities. The total current assets include cash on hand, cash in bank and petty cash funds. The current assets also includes accounts receivable as well as notes receivable. The current assets also includes inventory end generated from current year purchases and beginning of the y ear inventory count. One problem in this situation is that the management team has a lot of write -offs. This simply means that the company has not been able to collect the receivables from the clients for one reason or another. Write offs are done only if the possibility of collecting the receivables is impossible because of the customers' bankruptcy, transfer to another location so that collection of the account owed by the customer cannot be pursued. The write offs result to a reduction in the accounts receivable. a reduction in the accounts receivable results to a reduction in the current ratio. A reduction in the current ratio indicates that the company is not doing well in terms of the balance sheet presentation for the current year. Likewise, the collection of only fifty percent of the amount collectible shows that the management team has lost fifty percent of its receivables amount. There are two ways to treat this lack of payment by the customer. One way is to record the fifty percent payment as a debit to cash and a credit to accounts receivable. The management then retains the remaining fifty percent uncollected accounts receivable from the disgruntled employee in the current assets section of the balance sheet. This would not result to an increase or decrease in the current assets portion of the balance sheet for the year (Fazzari 1993, 328). This would be a good accounting procedure to follow because it is what is the normal process as stated in the international accounting standards. On the other hand, a conservative approach to this situation would be to record the fifty percent payment from the unsatisfied customers as full payment of the original amount contracted. This would give us a reduction in the accounts receivable. Consequently, this would result to a decrease in the working capital of the management team. This will not give a good impression of the management team. The head of the management team was completely surprised when he or she received the fifty -percent payment. The surprise was due to the management team leader's expectation that the management team would receive the entire one hundred percent of the job done. The management team leader had to console himself or herself that the lack of payment was because the customer was dissatisfied with their job. The customer explained that the management team was not paid the entire management consultancy fee because the management team did not reach its pre -agreed targets. The profit center manager who is also the head of the management team feels that his department should not be dependent another department to save it from financial distress. The profit center manager is tasks to produce his or her department's income statement and balance sheet. Here, the profit center (may also be called a department must not ask for dole -outs or free rides from the other departments within the

Abolitionism - African American Essay Example for Free

Abolitionism African American Essay With abolition is found the gateway towards freedom. The African American influence in this area was of great authority especially in rural districts such as Lancaster and Chester Counties (Pennsylvania). In these groups sometimes the blacks worked alone and sometimes they partnered with whites. With this movement, African Americans used brute force to gain what they wanted (Bordewich, 138). Abolitionism was a great aid in spearheading the rights of blacks serving as soldiers. The abolitionism movement was fueled with evangelical religion, which deemed slavery as a sin. With this motto, members of the movement (both white and black) demanded that slavery be done away with, and terminated completely (Glatthaar, 15). The abolition movement is one in which its essential existence is tied integrally with that of African Americans, for it is their freedom which is at stake and is the goal of the movement. In the abolition movement is found the beginnings of the Anti-Slavery Society that has this as its constitution, This Society shall aim to elevate the character and condition of the people of color, by encouraging their intellectual, moral and religious improvement, and by removing public prejudice, that thus they may, according to their intellectual and moral worth, share an equality with the whites, of civil and religious privileges; but this Society will never, in any way, countenance the oppressed in vindicating their rights by resorting to physical force. Here is established the beating heart of the movement, to liberate the black community, and restore to them their God-given rights as humans to live freely, without adversity, without a fundamental challenge to their worth as part of humanity. Conclusion The myriad of influences the African American culture and people had on the Civil War is vast in its subjects, from black soldiers, the abolitionists, to their role in religion, African Americans have proven that their participation in the Civil War is essential. Black soldiers were only given praise and trustworthiness after they had proven themselves in the field of battle as equal compatriots to the Northern white soldier. During the clandestine times of the Underground Railroad, African Americans showed their dedication, and their strength of will through traveling thousands of miles to be free, and then they traversed the same paths in order to allow for other fugitives to find their way to the North. In Frederick Douglass there was found a man who stood for what he believed, not only in speech, but also in action. His deliberate animosity to ignorance in owning slaves helped to fuel the fires of the abolition movement, and thus the public awareness and knowledge of what slavery truly is: a vile creature, distorted with hate, and allowed to live only through dictatorship, and autocracy. McPherson states of the Civil War, â€Å"The Lincoln administration and the Republican press, even antislavery newspapers such as the new York Tribune, declared emphatically that the purpose of the war was the restoration of the Union, and that the issues of slavery and the Negro had nothing to do with the conflict† (22). Without the establishment of the Underground Railroad, the Abolitionist movement, and the fight for freed blacks to become soldiers, the Civil War would not hold for a history about the emancipation of a race, but the unification of a country instead. The ultimate influence that the African Americans had in the Civil War was their participation in all aspects of it; they were not going to be denied their human right to be their own masters, and without their voices and contributions in the war, slavery might not be an old issue. Without the personal stories of African Americans such as Frederick Douglass then the war would be empty of freedom. As McPherson quotes of Susie King Taylor, In this ‘land of the free’ we are burned, tortured, and denied a fair trial, murdered for any imaginary wrong conceived in the brain of the negro-hating white man. There is no redress for us from a government which promised to protect all under its flag. It seems a mystery to me. They say, ‘One flag, one nation, one country indivisible. ’ Is this true? Can we say this truthfully, when one race is allowed to burn, hang, and inflict the most horrible torture weekly, monthly, on another? No, we cannot sing, ‘My country, ‘t is of thee, Sweet land of Liberty’! It is hollow mockery. The Southland laws are all on the side of the white, and they do just as they like to the negro, whether in the right or not†¦(313). African Americans made this their war. Through fortitude and strength of will, they placed their faith in the decency of the Northern states and abolitionists to see the truth of the hate and prejudice in the country. The Civil War would not be about freedom, and the extraction of the activity of slavery in America if not for African Americans. African Americans paved the way for their own rebellion by speaking up, by acting, by using their talents in the field of battle and fighting for themselves, for liberation, for their sisters, brothers, mothers, and fathers. Without the influence of African Americans, the Civil War would have been just about unification. Work Cited Bordewich, Fergus M.Bound for Canaan. The Underground Railroad and the War for The Soul of America. HarperCollins, New York. 2005. Elkins, Stanely. Slavery. University of Chicago Press. 1976. Glatthaar, Joseph T. Forged in Battle: The Civil War Alliance of Black Soldiers and White Officers. The Free Press. New York, 1991. McPherson, James M. The Negro’s Civil War. Pantheon Books. New York, 1965. McPherson, James M. Ordeal by Fire. McGraw Hill. New York. 2001 Tracy, O. 2005. http://www. teacheroz. com/index. htm.

Functional Groups of Lisinopril

Functional Groups of Lisinopril The IR spectra of pure showed peaks at which are consistent with the presence of the functional groups of lisinopril (Fig.no.12) Furthermore, the calibration curve of lisinopril obeyed Beers law in the range of 10-60 g/ml (Fig.no.11) An IR spectrum of the drug-polymer (methylcellulose) mixture was taken to study and check the drug- polymer interaction. The spectrum revealed that not much interaction between the drug and polymer (Fig.no.13). In TLC studies, the prepared lisinopril microspheres (M4, M7) showed (Table.no.9) the same Rf (0.5512, 0.5769) value as pure compound (0.5897) and no additional spots were detected. TLC studies (Fig.no15) thus indicated no interaction between lisinopril and polymer (methylcellulose) in the floating microspheres prepared. This observation also indicated that lisinopril was not decomposing during the preparation of floating microspheres. Differential Scanning Colorimetry: The thermal behavior of floating microspheres of lisinopril was studying using DSC are shown in (Fig no.16). The DSC thermogram of pure drug lisinopril exhibited an exothermic peak at corresponding to its melting point. For formulation (M7) this peaks are at respectively. The characteristic exothermic peak is slightly shifted to lower temperature, indicating that there is no interaction between drug and carrier. Percentage yield: Percentage yield of different batches of the prepared floating microspheres were determined by weighing the floating microspheres after drying. All batches of methylcellulose floating microspheres showed a percentage yield of greater than 75%, the percentage yields of all the prepared formulations (M1-M9) were in the range of 76.8 to 92.16% (Table.no.11). Percentage yield is found to be higher with formulation M7 (92.16%). Scanning Electron Microscopy: The surface morphology of the prepared floating microsphere (M7) was shown to be spherical by the SEM photography (Fig.no.19). Particle size analysis: The particle size analysis was carried out using an optical microscope. The arithmetic mean particle size of the methylcellulose floating microspheres significantly increased with increasing polymer concentration were shown in (Table.no.18).The particle size distribution of the methylcellulose floating microspheres ranged between 163.125 to 252.375Â µm. Micromeritic properties of the floating microspheres 61 The various micromeritic properties of the prepared floating microspheres were studied. Acceptable range of angle of repose is between 20ÃŽ ¿-40ÃŽ ¿ and angle of repose for methylcellulose floating microspheres (M1-M9) was between 24.44 to 35.53ÃŽ ¿ (Table no. ), thus indicating good flow property for methylcellulose floating microspheres. Acceptable range of Hausners ratio is up to 1.25 and Hausners ratio for methylcellulose floating microspheres(M1-M9) was between 1.085 to 1.181(Table.no.21) ,all the prepared floating microspheres had a value less than 1.25 thereby exhibiting good flow properties. Acceptable range of Carr,s index (%)is up to 5-21%, and carrs index for methylcellulose floating microspheres(M1-M9) was between 7.910 to 15.379 % (Table.no.21) all the formulations showed an Carr,s index (%) less than 16% and hence had a flow properties. Percentage drug content of the floating microspheres The percentage drug content of different batches of floating microspheres was found in the range of 55.33 to 88%.All batches of the methylcellulose floating microspheres formulation shown percentage drug content more than 55% (Table no.23) and it is found that percentage drug content increases with an increase in the polymer concentration (except M2,M6). Formulation M5 has shown maximum percentage drug content (88.0%). Buoyancy percentage: (Floating ability) The buoyancy test was carried out to investigate the buoyancy percentage (floating ability) of the prepared methylcellulose floating microspheres. The buoyancy percentage of the different batches of floating microspheres was found in the range of 48.0 to 85.0% at the end of 12 hrs (Table.no.25). All the formulated floating microspheres of lisinopril showed buoyancy (floating ability) more than 48%. Amongst the batches of prepared methylcellulose floating microspheres, batch M5 showed highest buoyancy (85%). Floating ability of different formulations was found to be differed according to the increase polymer concentration and it is found that percentage of buoyancy increases with an increase in the amount of polymer. In-vitro release studies Lisinopril release from the all formulated floating microspheres were studied in SGF (0.1N HCl) for 12 hrs.The floating microspheres showed sustained release of the lisinopril (drug) in acidic environment and the drug release was found to be approximately linear (fig no. ). The drug release from methylcellulose floating microspheres was found to be 82.35, 78.75, 74.25, 71.55, 66.15, 83.70, 90.45, 94.5 and 97.65% at the end of 12 h for M1,M2,M3,M4,M5,M6,M7,M8 and M9 respectively (Table.no.27). The sustained release pattern was observed for the prepared floating microspheres (M1-M9) clearly exhibiting an increase in the polymer concentration results decrease in-vitro drug release of lisinopril. Amongst the batches of prepared methylcellulose floating microspheres, batch M5 showed higher drug entrapment efficiency 88.0% and the minimal in-vitro drug release 66.15% at the end of the 12 hrs with compared to the other prepared methylcellulose floating microspheres. Drug release kinetics The results for the mathematic modeling of the in-vitro drug release data for the methylcellulose floating microspheres have been complied and the R2 values shown in the table no. The in-vitro drug release profile for the formulations M1-M9 were subjected to various drug release kinetic studies and are depicted in the following figures. (Fig.no.30-38) The release profile for the formulations M1-M9 exhibiting a maximum R2 values (0.9613, 0.9421, 0.9386, 0.9446, 0.9382, 0.9546, 0.9520, 0.9599 and 0.9660) was found to obey that particular kinetics. From the results it is apparent that the regression coefficient value closer to unity as in the case of the Zero orders plots. The Zero order plots of different formulation were found to be fairly linear, as indicated by their high regression values. Thus, it seems that drug release from the floating microspheres followed Zero order kinetics. The data indicates a lesser amount of linearity when plotted by the First order equation. Hence it can be concluded that the major mechanism of drug release follows Zero order kinetics. Further, the conversion of the data from the dissolution studies suggested possibility of understanding the mechanism of drug release by configuring the data into various mathematical modeling such as Higuchis and Korsemeyers -peppas plots. The mass transfer with respect to square root of time has been plotted, revealed a linear graph with regression value close to one stating that the release from the matrix was through diffusion. Data based on the Higuchi model usually provide a evidence to the diffusion mechanism of drug release from matrix systems such as the methylcellulose floating microspheres developed in this work. R2 values based on the Higuchis model ranged from 0.8882, 0.8578, 0.8507, 0.8603, 0.8542, 0.8773, 0.8708, 0.8858 and 0.8978. (Table.no.29). As these values were close to 1.0, the drug release mechanism of the developed floating microspheres can be said to be Higuchian and, therefore, matrix diffusion-controlled. CHITOSAN FLOATING MICROSPHERES IR Spectra of chitosan floating microspheres An IR spectrum of the drug-polymer (chitosan) mixture was taken to study and check the drug- polymer interaction. The spectrum revealed that not much interaction between the drug and polymer (Fig.no.14). Thin Layer Chromatography: In TLC studies, the prepared lisinopril microspheres (C4, C7) showed the same Rf (0.5384, 0.5000) value as pure compound (0.5897) and no additional spots were detected(Fig.no.15). TLC studies thus indicated no interaction between lisinopril and polymer (chitosan) in the floating microspheres prepared. This observation also indicated that lisinopril was not decomposing during the preparation of floating microspheres. Differential Scanning Colorimetry: The thermal behavior of floating microspheres of lisinopril was studying using DSC are shown in Fig.no.17. The DSC thermogram of pure drug lisinopril exhibited an exothermic peak at corresponding to its melting point. For formulation (C7) this peaks are at respectively. The characteristic exothermic peak is slightly shifted to lower temperature, indicating that there is no interaction between drug and carrier. Percentage yield: Percentage yield of different batches of the prepared floating microspheres were determined by weighing the floating microspheres after drying. All batches of methylcellulose floating microspheres showed a percentage yield of greater than 75%, The percentage yields of all the prepared formulations (C1-C9) were in the range of 78.0 -93.66% (Table.no.12). Percentage yield is found to be higher with formulation C7 (93.66%). Scanning Electron Microscopy: The surface morphology of the prepared floating microsphere (C7) was shown to be spherical by the SEM photography (Fig.no.20). Particle size analysis: The particle size analysis was carried out using an optical microscope. The arithmetic mean particle size of floating microspheres significantly increased with increasing polymer concentration were shown in Table. No. 19. The particle size distribution of the chitosan floating microspheres ranged between 32.50 to 55.80Â µm. Micromeritic properties of the floating microspheres 61 The various micromeritic properties of the prepared floating microspheres were studied. Acceptable range of angle of repose is between 20ÃŽ ¿-40ÃŽ ¿ and angle of repose for chitosan floating microspheres (C1-C9) was between 19.02 to 23.49ÃŽ ¿ (Table.no.22), thus indicating good flow property for chitosan floating microspheres. Acceptable range of Hausners ratio is up to 1.25 and Hausners ratio for chitosan floating microspheres(C1-C9) was between 1.100 to 1.230 (Table.no.22) ,all the prepared floating microspheres had a value less than 1.25 thereby exhibiting good flow properties. Acceptable range of Carr,s index (%)is up to 5-21%, and carrs index for chitosan floating microspheres(C1-C9) was between 9.090 to 18.746% (Table.no.22) all the formulations showed an Carr,s index (%) less than 18% and hence had a flow properties. Percentage drug content of the floating microspheres The percentage drug content of different batches of floating microspheres was found in the range of 50.66 to 88.0%.All batches of the chitosan floating microspheres formulation shown percentage drug content more than 50% (Table.no.24) and it is found that percentage drug content increases with an increase in the polymer concentration. Formulation C5 shown maximum percentage drug content (88.0%). Buoyancy percentage: (Floating ability) The buoyancy test was carried out to investigate the buoyancy percentage (floating ability) of the prepared chitosan floating microspheres. The buoyancy percentage of the different batches of floating microspheres was found in the range of 46.0 to 82.0% at the end of 12 hrs (Table.no.26). All the formulated floating microspheres of lisinopril showed buoyancy (floating ability) more than 46%. Amongst the batches of prepared chitosan floating microspheres, batch C5 showed highest buoyancy (85%). Floating ability of different formulations was found to be differed according to the increase polymer concentration and it is found that percentage of buoyancy increases with an increase in the amount of polymer. In-vitro release studies Lisinopril releases from the all formulated floating microspheres were studied in SGF (0.1N HCl) for 12 hrs.The floating microspheres showed sustained release of the lisinopril (drug) in acidic environment and the drug release was found to be approximately linear (Fig.no.29). The drug release from chitosan floating microspheres was found to be 66.6, 61.65, 58.95, 57.15, 52.2, 69.3, 71.55, 74.7 and 78.75% at the end of 12 h for C1,C2,C3,C4,C5,C6,C7,C8 and C9 respectively (Table.no.28). The sustained release pattern was observed for the prepared floating microspheres (C1-C9) clearly exhibiting an increase in the polymer concentration results decrease in-vitro drug release of lisinopril. Amongst the batches of prepared chitosan floating microspheres, batch C5 showed higher drug entrapment efficiency 88.0% and the minimal in-vitro drug release 52.2% at the end of the 12 hrs with compared to the other prepared chitosan floating microspheres. Drug release kinetics The results for the mathematic modeling of the in-vitro drug release data for the methylcellulose floating microspheres have been complied and the R2 values shown in the table no. The in-vitro drug release profile for the formulations C1-C9 were subjected to various drug release kinetic studies and are depicted in the following figures. (Fig.no.39-47) The release profile for the formulations C1-C9 exhibiting a maximum R2 values (0.9834, 0.9646, 0.9556, 0.9244, 0.9305, 0.9656, 0.9655, 0.9646, and 0.9759) were found to obey that particular kinetics. From the results it is apparent that the regression coefficient value closer to unity as in the case of the Zero orders plots. The Zero order plots of different formulation were found to be fairly linear, as indicated by their high regression values .Thus, it seems that drug release from the floating microspheres followed Zero order kinetics. The data indicates a lesser amount of linearity when plotted by the First order equation. Hence it can be concluded that the major mechanism of drug release follows Zero order kinetics. Further, the conversion of the data from the dissolution studies suggested possibility of understanding the mechanism of drug release by configuring the data into various mathematical modeling such as Higuchis and Korsemeyers -peppas plots. The mass transfer with respect to square root of time has been plotted, revealed a linear graph with regression value close to one stating that the release from the matrix was through diffusion. Data based on the Higuchi model usually provide a evidence to the diffusion mechanism of drug release from matrix systems such as the chitosan floating microspheres developed in this work. R2 values based on the Higuchis model ranged from 0.9238, 0.8905, 0.8751, 0.8295, 0.8392, 0.8955, 0.8993, 0.8986 and 0.9236. (Table.no.30). As these values were close to 1.0, the drug release mechanism of the developed floating microspheres can be said to be Higuchian and, therefore, matrix diffusion-controlled.