The Failure of the First and Second Reconstruction :: American History

The Failure of the First and Second Reconstruction The First and Second Reconstructions held out the great promise of rectifying racial injustices in America. The First Reconstruction, emerging out of the chaos of the Civil War had as its goals equality for Blacks in voting, politics, and use of public facilities. The Second Reconstruction emerging out of the booming economy of the 1950's, had as its goals, integration, the end of Jim Crow and the more amorphous goal of making America a biracial democracy where, "the sons of former slaves and the sons of former slave holders will be able to sit down together at the table of brotherhood." Even though both movements, were borne of high hopes they failed in bringing about their goals. Born in hope, they died in despair, as both movements saw many of their gains washed away. I propose to examine why they failed in realizing their goals. My thesis is that failure to incorporate economic justice for Blacks in both movements led to the failure of the First and Second Reconstruction. The First Reconstruction came after the Civil War and lasted till 1877. The political, social, and economic conditions after the Civil War defined the goals of the First Reconstruction. At this time the Congress was divided politically on issues that grew out of the Civil War: Black equality, rebuilding the South, readmitting Southern states to Union, and deciding who would control government.1 Socially, the South was in chaos. Newly emancipated slaves wandered the South after having left their former masters, and the White population was spiritually devastated, uneasy about what lay ahead. Economically, the South was also devastated: plantations lay ruined, railroads torn up, the system of slave labor in shambles, and cities burnt down. The economic condition of ex-slaves after the Civil War was just as uncertain; many had left former masters and roamed thehighways.2 Amid the post Civil War chaos, various political groups were scrambling to further their agendas. First, Southern Democrats, a party comprised of leaders of the confederacy and other wealthy Southern whites, sought to end what they perceived as Northern domination of the South. They also sought to institute Black Codes, by limiting the rights of Blacks to move, vote, travel, and change jobs,3 which like slavery, would provide an adequate and cheap labor supply for plantations. Second, Moderate Republicans wanted to pursue a policy of reconciliation between North and South, but at the same time ensure slavery was abolished.

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

The World Through Freedom And Democracy A Critical Analysis

Uniting the World Through Freedom and Democracy: A Critical Analysis of the Pre-Emptive Cold War Policy Strategy of President Ronald Reagan’s â€Å"Tear Down This Wall!† Speech This critical analysis of â€Å"Tear Down This Wall!† speech of 1987 will define President Ronald Reagan’s properly conveyed speech on the necessity of tearing down the Berlin Wall as a symbol of democracy and freedom on a global scale. Reagan examines the ideological barriers of the Cold War, which are defined in the Berlin Wall as a division between communism and democracy. President Reagan was a pivotal leader for democracy during the Cold War, since his primary goal was to defeat communism around the world. More importantly, Reagan took a pre-emptive rhetorical risk in openly challenging Soviet leader Mikhail Gorbachev to tear down the wall as a pre-emptive Cold War policy strategy. Ironically, President Reagan’s â€Å"provocative† speech was a causal factor in coming to an agreement with Gorbachev to tear down the wall in 1989. Therefore, President Reagan speech defines the effectiveness of a pre-emptive Cold War Strategy for negotiations with Gorbac hev for tearing down the Berlin Wall, but the speech also symbolizes a prelude to the coming victory of freedom and democracy on a global scale. Reagan’s symbolic use of Berlin’s geography as a demarcation point from the tyranny of a â€Å"totalitarian state†, such as the Soviet Union, which had dominated the division of Germany since the WWII era. 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What Central Theme Can Be Found Throughout All The...

1. What central theme(s) can be found in all the literature we read this semester? Throughout the stories from this semester one key interesting theme as an adult was sex. Almost all stories had some type of sexual intercourse. In the website Merriam-Webster sex is define as a physical activity in which people touch each other’s bodies, kiss each other, etc. : physical that is related to and often includes sexual intercourse. Sex its not a excellent essay to write about, but as an adult its being mature and write scenes in order to capture the reader attention. There’s a lot of novels that have sex in it and all of these books in class that I have read they have scenes that resembles sex. â€Å"That is he, Shamhat! Release your clenched†¦show more content†¦Ã¢â‚¬Å"She lunged and clutched and managed to catch him in her brutal grip; but his body, for all that, remained unscathed†. (Gummere line 1502) Even thought these story had no sex intercourse thorough the story it still had some physical activity between two people. As in the quote Grendel mother catches Beowulf in their fight as how the author writes it can be said that they had some type of chemistry between them. This story tells a brave person named Beowulf that saves the kingdom and becomes the king. It didn’t mention nothing specific about any sex but anyone as powerful as Beowulf could have any women they wanted. As conclusion it may not be sex a huge theme in this story, but there’s part where it doesn’t say is but it can be concluded. â€Å"Since I twelve years was of age, husbands at church-door have I had five†,( Chaucer, lines 4-6) The Canterbury Tales had a lot of relationships through the story and one of the parts was Dame Alice. Dame Alice was these women that love to have sex no matter with who it was she was an active person. She had been married with five different guys only because she was just capable of having sexual intercourse with anther person. All those outstanding stories brought some casual feelings when reading their stories especially their sexual scenes. 3. Choose one belief or perspective that is presented in the play; explain it and identify two or three instances in the play where that belief is

A Study On Bias And Selection Bias - 987 Words

Bias Although prospective cohort studies have fewer potential sources of bias and confounding than retrospective studies, the study is still vulnerable to bias. The study is vulnerable to selection bias. Selection bias occurs in a cohort study when the loss to follow-up is related to both the exposure and outcome of interest. Loss to follow-up can arise in the study, if subjects can no longer be located or when they no longer want to participate in a study. Loss to follow-up is problematic since it can reduce the power of the study to detect associations that are truly present, and it can bias the study results. Individuals in the study can be lost due to many reasons such as personal choice to opt out of the study, death, or change in geographic location. Loss to follow-up did occurred in this study. Of the 37,500 individuals, 2,700 participants were lost during follow-up. 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Fast Food Argument Free Essays

Fast food is unhealthy; leads to obesity and disease, but the convenience and addictiveness of it contributes to the laziness of the general population. Most people eat fast food for the lack of time then having prepare a decent meal. It seems as though there is a fast food restaurant on every street corner while driving home. We will write a custom essay sample on Fast Food Argument or any similar topic only for you Order Now The general population oversees the fact that eating nothing but these greasy foods will attribute to weight gain. Fast food is addictive for the convenience of it and in which it tastes so good. Additionally, the variety of fast food restaurants provides timely manners for people with different work hours; compared to whom works a normal nine to five job. For instance, people try dieting and then will starve their body by not eating anything at all or just salads that will go nowhere fast. The human body needs heavy calories to burn off and produce healthy enzymes and glycogen. Specifically, this helps produce bigger muscles and thicker bone density. Eating nothing at all will still not help a person get healthier because the human brain needs carbohydrates and proteins to function properly. Naturally, eating too much fast food leads to obesity which leads to diabetes, high cholesterol and high blood pressure; which then leads to laziness. Laziness is one of the biggest factors to weight gain. What a vicious circle this is; being too tired to cook after working all day, the convenience of fast food then laziness and furthermore, the unnecessary results of obesity and disease. How to cite Fast Food Argument, Essay examples

Civil Partnership and Certain Rights Obligations †MyAssignmenthelp

Question: Discuss about the Civil Partnership and Certain Rights Obligations. Answer: Introduction The Constitution of Ireland is deemed as the fundamental law of Republic of Ireland. On the basis of the constitution, the national sovereignty of the Irish people is asserted. Through this constitution, the fundamental rights of the citizens are guaranteed, in addition to the election of non-executive president, separation of powers, bicameral parliament and judicial review (Menndez, 2015). The individual rights granted through this constitution are covered under different articles and each right is enumerated in the fundamental rights heading. Through Article 41 of the Irish constitution 1937, the rights are afforded to the family and the individual members of the family. Due to these reasons, the constitution is deemed to play a crucial role in the family unit, as being the cornerstone in the society of Ireland (Chubb, 2014). Article 41, through its subparts provides that family unit was the fundamental, natural and primary unit group of the society and that the imprescriptible and inalienable rights are possessed by this moral institution. Article 41 further provides that family is the crucial base for social order and cannot be dispensed from the welfare of the State or the Nation (ISB, 2015). The level of admiration in the constitution holds family to such a level, which has been described as family unit being placed on constitutional pedestal. However, it is crucial to highlight that the modern family covers the grey area in which the express rights have been given through outdated and narrow definitions (McCaughren and McGregor, 2017). In the following parts, an attempt has been made to critique upon these very rights, provided through Article 41. Before the protections granted under the Constitution to the family unit are analysed, there is a need to obtain clarity on what is deemed as family, in a clear and precise manner. A family can be described as such a group of people who are related to each other and this could include the presence of relationship of father, mother or children management. However, there is no clear definition provided anywhere in the Irish Constitution which can define the term constitution. And due to the absence of this definition, the courts are required to impose their very own definition of the term family. The courts have adopted an interpretation of the constitution to only recognize the family unit, which has been based on marriage (Gilmartin, 2015). This definition has been provided in the leading judgement handed down by Walsh J in the case of The State (Nicolaou) v An Bord Uchtala The Attorney General [1966] IR 567. This case saw the unmarried father, who was the plaintiff, taking an action against the adoption board since the childs mother had put the child for being adopted without the consent of the father. It was claimed by the plaintiff that he was a member of the family based on Article 41. However, it was held by Walsh J that even though the unmarried individuals who co-habitat together and the children born from this union had to be referred to as a family, and would deem to have the outward appearance of family. However, as far as it relates to Article 41, particularly with regards to the guarantees covered in it, these are only confined to the families which are based on marriages (Supreme Court, 2017). The wordings of Walsh J given in this case are one which garners interest and attention of different people, as this provides the very first definition of what can be deemed as a family as per the constitution in a concrete manner, based on the laws of Ireland. And this is also true as Walsh J acknowledged the presence of the different kinds of family units, in addition to the lack of the protection based on the Irish Constitution (Law Reform, 2009). The judge of this case also pointed towards the failure of the constitution particularly in the matter of the other non traditional family units. At the time of this decision, the cases of non marital family was not a common parlance, it can be stated in a safe manner these non orthodox family units are now a common occurrence in the present time, where the people are choosing to not get married and yet go forward with having a child (Devlin, 2006). Family Unit as a Recognized body Even though the definition which has been outlined above seems to be a narrow one, it does provide protection through the constitution over a range of diversified family units, which is based on marriages. Included in these family units are the couples having children, the couples not having children, the children who have been orphaned of any married couple, the legitimized children and lastly, the separated couples (Allen, 2007). The married couple who have children are deemed as the very basic kind of family unit which are attempted to be protected through article 41. One of the leading examples in this could be highlighted through the attempt of thee court for protecting the rights of such families as was seen in the leading matter of N Anor v HSE Others [2006] 4 IR 374. This case saw a young couple becoming pregnant and putting their child for adoption. This child had been placed with a new adoptive family and the child was put in the care of this family for around 14 months before the birth mother of the child changed her mind in September of 2005 and as a result of which, she made a decision of taking a legal action for getting the custody of her child again (V Lex, 2017). The partner of the birth mother, who had been the biological father of the child, along with the birth mother got married in January of 2006 in Northern Irelands registry office. When the matter reached the High Court, it was held by MacMenamin that the child, who had been two year old by then, would be damaged in a psychological manner where she was made to part ways with the adoptive parents. The condition would have been difference if the same case had been made two years back as after these two years, a natural familial bond had been created between the adoptive family and the child (CRIN, 2006). An appeal was made by the birth parents from this decision by the Supreme Court in the November of 2006, where the five judge bench took a complete legal standpoint on this issue. They decided that on the basis of the Constitution and the law, as was present at that time, the principle of primordial constitution provided that the welfare of the child would be served best by the natural family management. And that only a compelling reason could rebut this presumption. Holding the lack of ample evidence for rebutting this presumption, led to the Supreme Court deciding to allow this appeal, as a result of which, Baby Ann was sent back to her biological parents, in a periodical manner, so as to decrease the chances of her being psychologically distressed (CRIN, 2006). It could be argued here that by taking the child out of the care of the adoptive parents care, who had fulfilled her needs, particularly in the most crucial stages of the formative years of the child just so that the definition of family given under the Irish Constitution could be justified, was an unfair thing to do on a child, along with for the adoptive parents who had raised her as her own. It had been argued by Enright (2008) that as per the Irish law, the child was just an incident in the controlling question, with regards to the parental rights, In case such happens that the behaviour of the parent towards the child is such that it has destructive or inevitable terrible results, the intervention of the State would take place in order to put the things in a right manner. And in all of the other matters, the child would be deemed as secondary to the will of his parents. There is also a need to highlight that the birth parents of the child had acted on the legal advice of getting married to increase their chances of getting the custody of Baby Ann. This shows that in the legal community of the nation, the inadequacies are recognized with regards to the protection which is granted to the co-habiting couples through the Irish Constitution. When it comes to the married couples without children, it has to be stated that there is no compulsion of producing an offspring in order for a couple to be deemed as a family under the Irish constitution. The only thing which is recognized as a constitutional family is for the couple to be married and this marriage to be State recognized. Murray v Attorney General was a case in which Justice Costello had made a suggestion regarding the wordings of Article 41.1.1 to be deemed to include a married couple with no child as being a valid family (Madden, 2011). Marriage was described by Murray J in DT v CT [2002] 3 IR 334 p 405 as a solemn contract of partnership, which is formed between a man and a woman where a special status is given which has been constitutionally recognized and the same is not entered into for a specified period of time. Upon getting married, the man and woman enter into a bond which gets them a legal status. Upon getting into this relationship, the liabilities and o bligations are formed (Conway, 2006). This presents two very interesting points. It had been held by Justice Murray at one instance that the married couples do not have the legal right, but also have lawful obligations, which confirms that they are protected constitutionally. Also, he acknowledged that the bond of marriage is not made for a defined period. This shows that even the courts agree that the marriages would not last for lifetime and are likely to be broken, even when the religious weddings are meant for lifetime. The family recognized in Murray v Attorney General shows that court recognized the rights of the two married prisoners through Article 40.3.1 of the Irish Constitution (ConstitutionReviewGroup, 2017). This case shows a less socially advanced definition presented by Justice Costello where the marriage is deemed to be drawn from the Christian notion of partnership, in which if the consent is given once, the same cannot be revoked, resulting in life long relationship. And a married couple is a unit group covered under article 41, so even they are given the protection. However, when this verdict is critically evaluated it becomes clear that the validity or marriages without children is given on the basis of Christian notion of partnership, as a result of which, the same sex couples wedding is ruled out (Tobin, 2016). Family Unit as Unrecognized body There is a need to highlight that the Irish Constitution does not recognize the same sex couple marriage and the concept of co-habitees and as a result of this, they do not get the constitutional protections. The co-habitees are deemed as such couples who live together, where they can have children, or chose not to have them. Even though such families do have all of the characteristics of the traditional family units, save for one, which relates to the union being based on marriage. As a result of the marriage lacking from such union, the constitutional protection is not available to them. This has been made amply clear from the different cases. The judgment of Justice Walsh in The State (Nicolaou) v An Bord Uchtala The Attorney General case, it was stated that the co-habitees have all of the trappings as are found in the marital families even when the couples in such relationship are not married. And the Article 41 of the Irish Constitution only offers the protection to the families which are based on marriage (ConstitutionReviewGroup, 2017). In this regard, there is a need to make reference to the case of Ennis v Butterly [1997] 1 ILRM 28. This case acts as a solid proof that the Irish laws are biased against such cohabitation and favour marriage. The judgement given by Justice Kelly provides that marriage and family has been given a special place in the constitution of the nation, which shows that the public policy of the state proclaims that cohabitation without marriage cannot be given the same status as that of a marriage (Greene, 1996). Only when the statistics of ten year gap period is analysed, it comes to be known that in 1996 there were 31,300 cohabitating couples and this figure in 2006 stood at 121,800. By 2010, the cohabitating couples accounted to one in every twelve family units (OBrien, 2010). This number is surely bound to rise and the changes have to be incorporated in order to provide the protection to the sizeable part of society. This is particularly important as the Civil Partnership and Certain Righ ts and Obligations of Cohabitants Act 2010 allows the couples to be a part of civil partnerships, but does not permit the access to the institution of marriage, or the rights associated with this institution (Irish Statue Book, 2010). When it comes to the same sex couples, it had been deemed as a social taboo for a long period of time. And even though these have become a common parlance, they still are not recognized as family based on the Irish Constitution. Even though there are lot of voices being raised to allow same sex marriage, the same does not have legal validity as of yet. And till the time this is properly created as an act, which comes into force, the same cannot be deemed as family for the purpose of getting rights under the Irish Constitution (OSullivan, 2012). The rights given to the family take the form of marital privacy, as has been upheld in McGeev Attorney General[1974] IR 284, where the Supreme Court held that the state could not interfere in the decision of the couple on the number of children they wanted to have, which led to the removal of contraception from Irish law. In Murray v Attorney General [1985] IR 532, the court upheld the right of the married couples to procreate. MurphyvAttorneyGeneral[1982] IR 241 was a case in which the court held the right with the married couples with regards to tax, to be not penalized as a married couple. MacMathuna v Ireland [1989] IR 504 saw the court upholding that the social welfare codes and the aspects of taxation could not be deemed as the inducements to not get married and that the financial support was only centered around the child, which means there was no attach over the marital union (OSullivan, 2012). Conclusion On the basis of the discussion carried on the previous segments, it becomes clear that Article 41 of the Irish Constitution provides different rights to the families and the members of the families as individuals. However, it was also highlighted that these rights are available only when the family is deemed as a family. There are a number of relationships which are not given legal validity, resulting in no rights being provided even when the facets of traditional family are present in such relationship. This requires an amendment to be made in the Irish Constitution in order to include the modern relationships, so that the rights can be properly provided to the families. References Allen, A.T. (2007) Women in Twentieth-Century Europe. New York: Palgrave Macmillan. Chubb, B. (2014)The government and politics of Ireland. Oxon: Routledge. ConstitutionReviewGroup. (2017) TheFamily. [Online] ConstitutionReviewGroup. Available from: https://archive.constitution.ie/reports/ConstitutionReviewGroupReport.pdf [Accessed on: 27/10/17] Conway, G. (2006) The Right to Marry and to Found a Family. [Online] University of Trento. Available from: https://www.jus.unitn.it/cocoa/papers/PAPERS%201ST%20PDF/Right%20to%20marry/Ireland-marry.pdf [Accessed on: 27/10/17] CRIN. (2006) N. anor. v. Health Service Executive ors. [Online] CRIN. Available from: https://www.crin.org/en/library/legal-database/n-anor-v-health-service-executive-ors [Accessed on: 27/10/17] Devlin, M. (2006) Baby Ann case shows 'new' Ireland is really only skin deep. [Online] Independent. Available from: https://www.independent.ie/opinion/analysis/baby-ann-case-shows-new-ireland-is-really-only-skin-deep-26355623.html [Accessed on: 27/10/17] Enright, M. (2008) Interrogating the Natural Order: Hierarchies of Rights in Irish Child Law. Irish Journal Family Law, 11(1), p. 3. Gilmartin, M. (2015) Ireland and migration in the twenty-first century. 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