The relevance of Training and Development’s strategic Essay Example for Free

The relevance of Training and Development’s strategic Essay Introduction One of the most important ingredients for consistently high performing entities is the presence of an excellent human resource management (HRM) system. A board level Human Resource strategy backs the development of the HRM systems in any organization. A good HRM policy helps address the issues of the employees by communicating work, establishing channels for employee views, cater to their needs of self-respect, in turn motivating them, and ensure the provision of mechanisms that help in intellectual / skills advancement. Where HRM constitutes a disjointed and a discriminatory activity or where quality people to manage these systems are not available, it is likely that HRM may fail to deliver according its true potential. Human resources date back to the early agro based-civilizations. The present day human resource notion emerged at the start of the 20th century. While Taylor argued for maximum efficiency disregarding the social element involved, the human relations movement was set up by a group of psychologists and people specialists in 1920. Originating from the USA, this forum negated the Taylor’s theory, which viewed workers as a commodity that lacked psychological needs. (Craig, 1987) The rise of this forum was gradual and steady throughout the last century. There ideas were based on empirical evidence that key ingredients in the success of business entities were human resources, which if led effectively could result in a united force. However, the efficiency focus of Taylor never lost ground and the 1960’s saw a number of highly numerically based methodologies trying to negate the human resource concept. However, human resources are globally recognized as an essential element within an organization. What is Human Resource? In the modern era, entities use the words â€Å"human resources† to highlight the clerical support activities of the personnel section mixed with coherent tasks including futuristic planning, setting targets, monitoring and control and worker relationship management. The terminology has its roots in Industrial/Organizational Psychology. (Richard and Elwood 2001) What is a human resource depends on the perspective in which we speak about it. While classical economics classes it as a factors of production, modern day usage refers to the workers in the entity in general and in particular the specific set of people who deal with workers, from joining to leaving. In very broad terms, human resources prioritize the achievement of the highest return from funds spent on the workers while at the same time reduce any adverse circumstances that may harm the entity in monetary terms. Ethics, professional conduct and sustainability of the two are paramount for human resource managers. Human resource management involves the following activities: Long term planning with regard to hiring of human capital. The recruitment process Enrollment Procedures Instruction and skills improvement. Assessing achievements. Career advancement Dealing with labor turnover and resultant issues. Worker Relationship Management Worker Data Management. Remuneration and other matters related to monetary aspects. Counseling and/or consultancy to aid workers in overcoming problems at work. Human Resource Development Employers don’t want to hire workers that do not suit the criteria for the job. Thus, it is essential that human resource managers are able to match the expectations of the entity with the relevant applicant. Worker hiring is dependent on both interior and exterior reasons. While the exterior portion deals with the environment in which the entity operates and considers macroeconomic issues and thus lacks control over them, the interior portion deals with controllable mechanisms like the culture and/or the hierarchy of the entity itself. The combination of instruction, structural and intellectual advancement endeavors is called Human Resource Development (HRD). The idea is to raise efficiency at every level of the entity. HRD uses organized study mechanisms that aid in the creation of required skills and tools that help workers to carry out their tasks effectively. Another important mechanism utilized is teams that help introduce and supervise new techniques and structures. Usually, HRD activities comprise monitoring of career advancement, instruction, training in the field of sales, marketing and client relationships to ensure good code of conduct and professional behavior, providing support to freshly hired workers through a basic organization 101 course of study and creating awareness amongst employees with regard to health and safety hazards. Strategic Human Resource Management Strategy is long term planning and thus strategic human resource management refers to the future aspirations and plans of the firm with regard to human capital. It takes a macro economic view of the firm’s objectives and the required human capital to help them achieve them, paying specific regard to the values, norms and culture of the firm itself. SHRM includes all those efforts on behalf of the management that employ a course of action for the gradual recruitment and continued professional development of human capital and the use psychology to align worker interests with strategic objectives. (James, 2005) However, sadly the distinction between human resource management and human resource development is not so clear cut. While the argument is that management and development of human resources are two distinct activities and should be kept separate, with HRD being outsourced, many organizations today have human resource departments that deal with the administrative traditional functions as well as attending to continued professional development. Integration of HRD into the HRM Programs Strategic planning is concerned with attaining and sustaining a long standing competitive lead on the competitors of the firm. HRD is an important tool in this respect as it helps in the creation and nourishment of the required skills that help in the achievement of strategic objectives. HRD may be described as bringing out the best out of every worker through systematic instruction and continued professional development and thus creating synergies at every level of the entity strata. Through the years, HRD has been known to target training and instruction, structural education and career advancement. While these are essential ingredients to success as far as human resource management goes, other tools are also equally necessary. In the modern business environment, a well rounded set of professional techniques are necessary for effective HRM. However, HRD instruction and professional development play an important role towards the achievement of the entitys strategic vision. Training and Development At all levels of human resource management and development, the importance of training and development cannot be ruled out. Specialists educated in the field of training and developments are necessary to carry out programs dealing with instructions and professional development for workers. (Beeby and Rathborn, 1983) The attitude of management towards training has been changing over the years. Today training is viewed as an important and effective mechanism which helps in raising the quality of the workforce and brings economies in the use of skills. This helps in the achievement of the entitys strategic objectives. Training is seen as a service to the worker. However, since it reaps benefits for the entity itself, its importance as a strategic tool cannot be discarded. The development of a business or a commercial organization is related to the training and development (T D). The design and the outcome of the trainings performed at an institution amends and meliorates the performance of the company. After hiring of employees at an organization, the next prominent and presumptive step is the training and development of the team to polish their skills and break the ice among them to co-ordinate. It is axiomatic that some of the new hired employees are not going to be experienced with the work so they would need extraordinary training to bring their guts out so, they can act and work efficiently   in the new environment. Numerous organizations held contrary trainings and development programs according to their forthcoming resources and necessities. On the opposite side the most important fact is that the training and development programs helps to forefend the managerial obsolescence. Organizational troubles either macro or micro can be solved by these trainings. These programs play a vital role in bringing off the changes in organizational structure caused by merges, amalgamations, enormous growth, imbibing and off shoring. Employee Training and Development: Reasons and Benefits Being viable is the solution to keep going. Training and developing the employees, keeping them motivated to propel and advance further and updated with the industry and the upcoming and present technologies is essential to achieve the plans and goals. Training is any activity where expertise and amateurism is brought together and spheres of skills and expertise flow from the expert to the untrained workers. On the other hand, a multi pronged strategy for pushing the overall level of the entitys performance to another level or milestone is referred to as development. Typical Reasons for Employee Training and Development Usually, entities engage in training and development in order to bridge the gap between actual work and expectations as identified by performance appraisals. Other reasons may include developing an internal benchmark for desired performance levels, continued professional development, to mitigate succession risk, to serve as a tool for testing performance management or to provide valuable operating instructions with regard to a business activity.    Typical Topics of Employee Training Usually, employees require training with respect to certain key areas. These include Communications (to overcome linguistic barriers), Computer skills (for effectively managing office tasks, Customer service ( to help employees understand the needs of the client and figure out ways to solve them), Diversity ( to encourage the acceptance of varying ideas and/or values), Ethics ( to ensure the highest possible code of conduct) Human relations ( to encourage a better perspective with regard to coping with work pressures), Quality initiatives ( To provide guidance on ideal standards for products, processes and procedures), Safety ( to guide on the measures to be taken to help prevent work and product hazards) and Sexual harassment (to ensure responsive, modest behavior). (Beeby and Rathborn, 1983) General Benefits from Employee Training and Development    Benefits of training are numerous. Various sources (as cited at the end of this paper) provide diverse views as to the advantages workers derive from this activity. From the organizations perspective, employees find greater job satisfaction, higher motivation, higher acceptability of change and creativity. This would result in mitigating reputation risk, result in monetary gains for the firm as a result of higher efficiency and present a better image of the entity for the outside world.    Role of Training and Development in SHRM    The entity needs to mold its core business activities with its expectations from human capital and thus bring about an integrated plan of its training requirements. Delegation and empowerment at lower levels is one way to achieve an overall increase in performance levels. Thus, a highly qualified and empowered unit of individuals catering to the training needs of the whole entity is a must for SHRM. The HRM department caters to three levels of strata and / or spheres; the ordinary worker, the entity and the career. While the focus on workers is to lend an ear, hear their problems and at the same time advise/aid them in overcoming their problems, entity level activities include aligning human capital with overall business strategies in order to achieve an overall improvement in the bottom line. The tool employed here is mainly a mechanism which helps in the acceptance of change due to interior and exterior environmental changes. Career development is a matching strategy which helps in delegating that work to the workers that best utilizes their true potential. The HR department also caters to training and development. Analyzing and highlighting areas for improvement and coming up with appropriate structured training programs for eradicating these shortcomings is an important role that HR plays in the entity. Orientation and education programs are examples of the types of training mechanisms that might be employed by HR. Gubman writes After getting the right talent into the organization, the second traditional challenge to human resources is to align the workforce with the business—to constantly build the capacity of the workforce to execute the business plan.(Gubman, 1996) Expanding on his statement, a rigorous system of monitoring, assessing and control procedures help in the formulation of effective strategies to harmonize human capital with overall corporate strategy. Another step would be the use of monetary aspects to align personal interests with overall corporate objectives. Overall, this would helps in achieving set objectives while at the same time reducing the risk and the cost of non compliance with ethical and legal standards. With authority flows responsibility and the HR department is accountable if it fails to deliver quality structured mechanisms for training, like educational programs. The responsibility is not just to deliver but also to effectively execute these programs. Understanding the inherent intellectual abilities of the workforce and the suitability of a particular training program for the entity are essential knowledge for the HRM professional. â€Å"The quality of employees and their development through training and education are major factors in determining long-term profitability of a small business†¦. Research has shown specific benefits that a small business receives from training and developing its workers, including: increased productivity; reduced employee turnover; increased efficiency resulting in financial gains; [and] decreased need for supervision. say Roberts, Seldon, and Roberts in their book titled human Resources Management. (Robert et al, 1996) Businesses provide training to workers in different spheres of business activity. These include policy assurance, relationship management with stake holders and effective management.   Training is either on-the-job or off-the-job. Where workers are required to learn through experience in real life situations, the training is said to be on-the-job. Within on-the-job training there are a variety of tools at the disposal of the training manager. These include instruction, coaching and job rotation. The use of artificial work situations and focus on theoretical aspects is referred to as Off-the-job training. Classroom lectures, artificial scenarios involving experiments, testing and role play are examples of off-the-job training methods. The advantage thus follow as a result of higher productivity, cost savings due to lower monitoring requirements, mitigate the risk of occupational hazards and contributes to overall tranquility in the work place. As career advancement takes place gradually, entities should also develop mechanisms to help mitigate the risk of running out of effective and experienced managers by constantly focusing on management development procedures. These procedures are a set of integrated processes that help in the nourishment of managerial skills in the workers of today. This technique is itself divided into two branches; on-the-job development, and off-the-job development. Coaching, job rotation, under study assignments and multiple management are examples of on the job development procedures. On the other hand, the use of artificial scenarios, theoretical training through conferences, seminars and lectures are the examples of off-the-job development procedures. Note that these programs are dynamic and their effectiveness would be reviewed constantly to ensure the best possible output. Career development, monitoring and control of performance, remuneration and training are by far the key areas for any HR department. However, unfortunately, career development is not given due importance. This is because it is seen in individualistic terms, thus failing to recognize that by focusing on this area, firms can ensure a readily available set of quality skills while at the same time tend to the self actualization needs of the employee.   Arguments also tend to explain the relationship of career development with the establishment of worker networks outside the formalities of the corporate world and thus ensure out reach to potential resources via these informal channels (Edstrà ¶m Galbraith, 1977). Active team exercises are an example of HRD being aligned with SHRM. Through the use of this method of training, firms can develop their staff to actively cope with, understand and solve problems that result from being part of a community. Moreover, with the advent of technology, HRD professionals today have access to more innovative tools for dynamic training and development of employees; these include, for instance, the â€Å"color blind† game. It is an exercise that presents a particular problem and helps highlight the barriers which exist in simulated/virtual team structures with respect to communication and consensus. (Mager, 2005.) Other such processes and experiments are also available to highlight potential problems in the group dynamics of the corporate entities. Thus, paying higher attention to these problems by actively applying a wide variety of tools could help in the removal of barriers to business success, improve the bottom line and at the same time tend to the self actualization needs of the employees. Moreover, a coherent strategy in this regard would contribute to overall objectives. Transfer of Training Transfer of training is a phenomenon of persistent application of the learned behavior by the trainees in the training process to their job. This learned behavior comprises of knowledge, skills, cognitive and creative strategies. The generalization of training and the maintenance of learned skills form an important component of transfer of training. Generalization is the trainee’s potential to utilize all the skills and knowledge (verbal knowledge and motor skills) on the work related problems and situations which are somewhat similar but not completely identical to the problems and situations encountered during training. Maintenance of the learned skills is to incessantly bring into play all the newly acquired capabilities. There are several factors contributing in the whole process such as training design, trainee characteristics and work environment. Training design, as the name suggests refers to the physical characteristics of the learning environment as well as the sources utilized to train the trainee. Another ingredient, which along with training design, influences learning trainee characteristics i.e. the attitude of the training participants. Last but not the least; work environment plays a highly crucial role in determining the learning, retention and transfer of training. The execution of whatever the trainee has grasped during his training depends largely on the manager’s support, peer support, technology support and the conducive climate for transfer of training. (Carolyn, 2003) Several aspects have been recognized that manipulate the degree to which understanding gained from the training program transfers to the work. These includes factors such as, the environment at work; the qualities of the learner, etc. It has been seen that an important factor manipulating the transfer process is the degree to which the learner is given the chance of practice and provided with productive opinions from the trainer. Training on One-to-one basis can endow the trainee with this opportunity. Monitoring the employees once they get back to the work can smooth the progress of the transfer of training, particularly if the training promotes the progress and use of comprehension passed on during coaching. For transferring the training, the element of self management should also be taken into account since the trainee can be confronted with various obstacles in the work place which can thus impede the process of transfer. Other than the trainee’s ability, some outside forces also come into place. These forces may include disobliging the management and peers, time pressure, curtailment and cost cutting prevalent in many companies. These impediments make pose negative effects on the transfer weight of learned capabilities. Thus not only the learner’s own positive attitude but also the management cooperation is greatly demanded. With the ever increasing global competition, organizations are giving considerable importance to training and transfer of training. Many companies are now recognizing the value of human, social and structural knowledge in order to bring the maximum out of trainees. (Mary, 2005) Conclusion Humans are different from projects, financial matters and business activities, and thus human resource management has a unique role in the management of human capital and its needs for training and development. Human capital forms the back bone of any organization and thus the importance of a separate dedicated function to manage them is not deniable. Failure to effectively manage human capital is an indication of corporate failure itself and must be predicted, verified and rectified. There are essentially three types of resources: Physical – machinery and stock Financial – Monetary resources in any form Human – Capital to convert the other resources into profitable assets. It is essential to have a coherent and proactive human resource development function in any organizations as they help you fulfill the provision of a healthy, vibrant, ethical and intellectual human capital which uses the other resources available in the best possible manner and thus helps in the achievement of corporate objectives and goals. Human resource development needs to be part of the overall corporate strategy (SHRM) as the long term growth prospects of any company are dependent upon the quality of its labor, which can be greatly enhanced through the use of training and development. References Gubman, L. Edward.1996. The Gauntlet is down. Journal of Business Strategy.17 (6). 33-36 Roberts, G, Gary, S, and Carlotta, R. 1996. Human Resources Management. Washington, D.C.: Small Business Administration Edstrà ¶m, A. Galbraith, J. R. 1977. ‘Transfer of Managers as a Coordination and Control Strategy in Multinational Organizations’, Administrative Science Quarterly, 22, 248-263. Beeby, J.M., and Rathborn, S. 1983. Development Training Using the Outdoors in Management Development Management Education and Development 14 3, 170-181. Craig, Robert L. 1987. A Guide to Human Resource Development, 3rd Ed. New York, New York. McGraw-Hill. OConnor, J Seymour, J. 1994. Training with NLP: Skills for Managers, Trainers, and Communicators. London, England: Thorsons. Mager, Robert. 2005. HRD Training and Development. New York: Jaico Publishing. House. Laird, Dugan. 2003. Approaches to Training and Development (3rd Edition). Irvine, CA: Perseus Publishing  . Wilson, John P. 2005. Human Resource Development: Learning and Training for Individuals and Organizations. Chicago, IL: Kogan Page. Kirkpatrick, D. 1983. A Practical Guide for Supervisory Training and Development (2nd ed.) Reading, MA: Addison-Wesley. Gilley, J.W. Eggland, S.A. 1989 Principles of Human Resource Development. Addison-Wesley, NY. Johansen, K., Kusy, M., Jr., Rouda, R. 1996. The Business Focus of HRD Leaders: a picture of current practice. Minneapolis: Academy of Human Resource Development. Richard S.A. and Elwood H.F. III. 2001. Foundations of Human Resource Development. New York: Berrett-Koehler Publishers. Laurie, B and Darlene, R. 1997. What Works: Training and Development Practices. Washington, DC: American Society for Training Development Neal, C and Carnie Ives, L. 1982. Up the HRD Ladder: A Guide to Professional Growth. New York: Addison-Wesley Pub. Ronald R. S. 1998. Reinventing Training and Development. Westport, CT: Quorum Books. Jon M.W. and Randy L.D. 2005. Human Resource Development. United States: South-Western College Pub Richard A.S. and Elwood F.H III. 2001. Foundations of Human Resource Development. San Francisco, CA: Berrett-Koehler Publishers. Juani, S., Clare, M., Steve, B., and Alan, P. 2005. Human Resource Development: Strategy and tactics. Burlington, MA: Butterworth-Heinemann. James, G. 2005. Strategic Human Resource Development. Thousand Oaks, CA: Sage Publications Ltd Carolyn, N. 2003. How to Manage Training: A Guide to Design and Delivery for High Performance. Miami, FL: AMACOM. Mary, B.L. 2005. Beyond Transfer Of Training: Engaging Systems To Improve Performance. Houston, TX. Addison-Wesley.

Caddie - Australian Movie Review :: essays research papers

The movie Caddie stars Helen Morse as ‘Caddie’ Marsh, a young woman in the depression, Jackie Weaver, as Caddie’s friend Leslie, Jack Thompson as Ted, and Takis Emmanuel as Peter. Caddie is set in the times of the Australian depression and was the first remotely successful Australian feature film. It follows the story of a spirited woman and her experiences over seven life-shaping years of her life. Through her eyes we see the effect of the depression on the average Australians of the time. The movie tells the story of a young Sydney woman during the years 1925 to 1932 in which time she changes from a young suburban 25 year old matron and mother to a free-wheeling woman of 32. The film opens with Caddie learning that her husband is in love with her best friend, Ester, and taking the only course she feels is open to her; she leaves him taking the children with her. To earn enough money to keep her and the children, Caddie takes a job as a barmaid, and soon learns the ropes with the help of fellow barmaid Josie. One day Ted, the SP bookmaker comes into the pub. He names her Caddie after his brand new Cadillac that, like her, he says has class and beauty. Caddie is struggling to look after her two children, Anne, and Terry properly, so she makes the very difficult decision to put them into children’s homes. Through a friend, Caddie meets Peter, a Greek immigrant and successful businessman. They fall in love and become lovers, but fate strikes with the sudden illness of Peter’s father and he has to leave for Greece. Winter two years later, and the Great Depression is taking its toll on Sydney and Caddie. She has trouble staying employed, and finally is bed-ridden suffering from malnutrition and nervous exhaustion. She is befriended by â€Å"Bill the Rabbito† and his younger brother Sonny, who share their meagre belongings with her until she is well and strong again. Caddie takes yet another job as a barmaid, and meets Paddy Reilly who

Caribbean Studies Syllabus

MODULE 1: CARIBBEAN SOCIETY AND CULTURE OVERVIEW Module 1 introduces students to the role played by geography in shaping the society and culture of the Caribbean region as well as the historical evolution of Caribbean society, the cultural characteristics of the Caribbean people, and the ways in which Caribbean society and culture influence and are influenced by societies and cultures outside the region. GENERAL OBJECTIVES On completion of this Module, students should: 1. Understand the factors which have shaped Caribbean society and culture; 2. Appreciate how cultural traits evident throughout the region have resulted from Caribbean peoples’ experiences; 3. Understand the common features which exist within Caribbean diversity; 4. Understand the relevance of concepts encountered within the Module, to their own lives and to the lives of their communities SPECIFIC OBJECTIVES Students should be able to: 1. Locate and define the Caribbean; 2. Explain the terms ‘society’ and ‘culture’; 3. Describe the characteristic features of Caribbean society and culture 4. Analyze the impact of the historical processes in Caribbean society and culture; . Assess the impact of geographical processes on Caribbean society and culture 6. Evaluate the ways in which societal institutions impact on their lives; 7. Analyze how the global community and Caribbean society impact on each other CONTENT 1. Location and Definition of the Caribbean Region i. Geographical location: a. Names of territories b. Sub-regions, for ex ample, Greater Antilles, Lesser Antilles, Western Caribbean, Southern Caribbean, The Bahamas; c. Position of territories in relation to the Caribbean Sea, Atlantic Ocean and the continental land masses i. Definitions of the Caribbean Region a. Geographical; b. Geological; c. Historical; d. Political; iii. Caribbean Identity and Culture 2. Characteristics of Society i. Society a. Shared common purpose; b. A defined territorial space; c. Continuity over time and space; d. Citizenship within a space; ii. Culture a. Learned behavior common to all human beings; b. Norms and values which provide a guide to behavior; c. Institutions which prescribe behavior; 3. Characteristics of Caribbean Society and Culture i. Cultural Diversity Positive and negative effects of cultural diversity; ethnic and cultural differences; the accommodation made among different ethnic groups with respect to space, political and economic power and social visibility. ii. Social Stratification a. Plantation society and its impact on Caribbean social stratification (that is, race, colour, and money as major factors in social stratification); education as a basis for new class formation and upward mobility; b. Concepts such as plantocracy, intelligentsia, middle class, bourgeoisie, working class, underclass, caste; iii. Social Mobility iv. Hybridization a. Factors such as racial admixture and colour in the formation of Caribbean society and culture; terms like mulatto, meztizo, dougla, transculturation, creole; b. Erasure, retention and renewal of cultural practices 4. Impact of Historical Processes i. Migratory movements and the establishment of patterns of settlement by different groups within the Caribbean from pre-Columbian times to the present ii. The development of systems of production: encomienda, slavery, indentureship, the plantation system iii. Responses of the Caribbean people to oppression and genocide: resistance, revolution, development of peasant groups v. Movements toward independence a. Political enfranchisement: i. Adult suffrage; ii. Internal self-government; iii. Economic enfranchisement; iv. Entrepreneurial activities, including shop-keeping and savings societies. 5. Impact of Geographical Phenomena i. Plate tectonics a. Definition; b. Location and movement of the Caribbean plate; c. Earthquakes and volcanoes: soc ial displacement. ii. Hurricanes – social and economic consequences iii. Soils – erosion, conservation iv. Coral reefs – coastal protection, sustainability of fishing industry v. Droughts 6. Impact of Societal Institutions on Caribbean People i. Family i. Education iii. Religion iv. Justice System 7. Caribbean-Global Interactions i. Influences of extra-regional societies on the Caribbean a. Consumption patterns: goods and services; b. Creative expressions: festivals, music, theater arts, culinary practices; c. Education: impact of colonialism; the information age; language; curriculum reforms, for example, teaching of Caribbean Studies in universities in the United Kingdom d. Political influences: i. Westminister System; ii. Rule of law; iii. Electoral processes; iv. Caribbean contribution to the political life of the host communities of Europe and North America; . Labour: the influence of migratory labour; vi. Sport – cricket, soccer, basketball, track a nd field; vii. Religion – traditional and non-traditional religious practices e. Mass Media f. Tourism ii. Caribbean influences on extra-regional countries a. Important political issues created within countries of Europe and North America by the presence of large numbers of Caribbean people (for example, impact of the Haitians and Cubans living in Florida upon the politics of that State). b. The impact of Caribbean festivals like Notting Hill Carnival in the United Kingdom (U. K. Labour Day in Brooklyn, Carnival in Miami and Caribana in Canada on the economics of the areas where they occur ; the impact of migrant labour on the economies of the countries of North America. c. The impact of festivals and music of the Caribbean ( for example, carnival, calypso, reggae, punta, salsa, zouk) upon the festivals, music, pageants and street parades of the countries of North America, Europe, Africa, and of Japan. d. The impact of Rastafarianism on countries throughout the world e. The i nfluence of Caribbean culinary practices within the countries of North America and Europe. Suggested teaching and Learning Activities To facilitate student’s attainment of the objectives in his Module, teachers are advised to engage students in the following teaching and learning activities. 1. Students are encouraged to compile a Glossary of key terms and concepts drawn from the module 2. Students can create a scrapbook based on newspaper, magazine and Internet clippings which are relevant to the themes in the Modules 3. Produce maps and charts to define the Caribbean illustrating features of the physical environment, patterns of settlement and migration 4. Individual or group projects in which students conduct interviews with members of the society on societal and cultural changes 5. Lectures by elders of the community on the characteristics of Caribbean society and culture 6. Tours of plantations; documentaries on slavery, resistance and free villages and independence 7. Class debate on the struggles for, and benefits of independence 8. The use of video footage, photographs from media houses and international agencies on hurricanes and volcanoes. Students can produce their assessment of the impact of these disasters on society and economy 9. Students can design posters on the importance of soils and coral reefs to territories 10. Invite musicians, calypsonians, and folklorists to give lectures on creative expressions 11. Students to deliver 5-7 minute presentations on the impact of societal institutions on Caribbean people RESOURCES Chavannes, B Rastafari: Roots and Ideology, Mona: Syracuse University Press Series, The Press, 1994 Deosaran, R. Reddock, R And Mustapha, N (eds) Contemporary Issues in Social Science: A Caribbean Perspective. Vol: 1, 1994 James, C. L. R. Beyond a Boundary, London: Hutchinson and Company Limited, 1993 Nettleford, R. Caribbean Cultural Identity, Kingston: Institutes of Jamaica, 1978 Payne, A. and Sutton, P. (eds. ) Modern Caribbean Politics, Kingston: Ian Randle Publications, 1993 Reddock, R. (ed. ) Ethnic Minorities in Caribbean Societies, St. Augustine: ISER, 1996 Sutton, C. and Chaney, S. (eds. ) Caribbean Life in New York City: Socio-cultural Dimensions, Centre of Migration Studies, 1987 Thomas, Hope E. Explanation in Caribbean Migration, London: The MacMillan Press Limited, 1992 http://www. pwi. netcom. com/hhenke http://www. caricom. org MODULE 2: ISSUES IN CARIBBEAN DEVELOPMENT OVERVIEW Module 2 introduces students to different conditions which satisfy the definition of development; to interrelationships among social, cultural, political and economic factors in the development of the Caribbean region; and to key individuals and institutions which have shaped the region’s development GENERAL OBJECTIVE On completion of this Module, students should demonstrate an understanding of the relationship between: i. Politics, economics and development; ii. Culture and development; iii. Technology and development; iv. Social justice and development SPECIFIC OBJECTIVES Students should be able to: . Describe the concepts of development and the indicators used to measure development; 2. Evaluate how development in the region is influenced by political, economic, social, cultural, environmental and technological factors; 3. Assess the ways in which globalization affects development in the region; 4. Explain the ways in which the evolution of the integration movement in the Caribbean has influenced development in the region; 5. Evaluate the importance of sports to the development of the region; 6. Assess the significance of Caribbean thought to development of the region; 7. Critically analyze factors which impact on the mass media’s contribution to the development of the region; 8. Formulate reasoned responses to issues of social justice within their communities CONTENT 1. Concepts and indicators of development i. Concepts a. Sustainable development b. Economic development ii. Indicators a. Levels of income b. Productivity c. Social and economic equalization d. Modern knowledge e. Improved institutions and attitudes f. A rationally co-ordinated system of policy measures g. Environmental factors 2. Factors that promote or hinder development i. Political ideologies; popular movements i. Distribution of wealth; resources; income generation iii. Changing class boundaries iv. Definition of Caribbean experience and identity v. Natural and man-made disasters vi. Impact of productive sector vii. Tourism a. Contribution b. Challenges 3. Globalization and Development i. Definition and Stages Facilitators of globalization, for example: a. World Trade Organi zation; b. International Monetary Fund; c. World Bank; d. Transnational organizations; e. Technology; f. Trade; g. Ideologies ii. Impact and Response a. Industry and commerce; b. Distributional sector (supermarkets, department stores); . Labour; d. Technology; e. Ideology 4. The integration movement i. The evolution of: federation, CARIFTA, CARICOM, OECS, ACS ii. Achievements and challenges of three of the following: a. Caribbean Community (CARICOM); b. University of the West Indies (UWI); c. Caribbean Examinations Council (CXC); d. West Indies Cricket Board (WICB); e. Caribbean Tourism Organization (CTO); f. Caribbean Single Market and Economy (CSME); g. Regional Security System (RSS) 5. Contributions of sport i. Generation of Income ii. Health and fitness iii. Educational opportunities iv. Sense of Caribbean identity v. Discipline and morale vi. Presence on the world scene vii. Sports tourism 6. Intellectual traditions Objectives and impact of the following: a. Pan Africanism; b. Negritude; c. Industrialization by invitation; d. Marxism and neo-Marxism; e. Caribbean perspectives on British Capitalism; f. Trends in Caribbean feminist thought; g. Indo-Caribbean thought; h. Indigenous perspectives 7. Roles and functions of the mass media i. Provision of information about institutions, events and trends in individual countries, the region and the global community j. Entertainment k. Construction of national identity . Cultural imperialism 8. Social justice i. Knowledge of competing concepts of social justice, for example, recognition of natural rights, welfare and mutual advantage ii. Discrimination on the grounds of age, gender, ethnicity, race o class iii. Indicators of development affected by breaches of social justice: a. Levels of social and economic equalization b. Productivity c. Quality of life Suggested Teaching and Learning Activities To facilitate student’s attainment of the objectives in this module, teachers are advised to engage students in the following teaching and learning ctivities 1. Students are encouraged to compile a glossary of terms and concepts within the Module 2. Students should compile a scrap book on the lives and world of persons who have contributed to the development of the region in the field of politics, labour, the arts, sports. 3. A class research project: for example, the development by groups of students of charts to show a comparative performance among countries of the Caribbean region in areas like GNP, provision of health, literacy rates and unemployment 4. Student Parliamentary debate on the 1990 World bank Report for the Caribbean . Class debates on a range of topical issues, for example, the failure of the Federation, CARICOM, social justice, health, crime and economic issues 6. Panel discussion on Caribbean intellectual tradition 7. Students write a ‘play’ on globalization and its effects 8. A guided tour to a local media corporation 9. Students can evaluate television and radio programmes, advertisements based on criteria arrived at through class discussion 10. Students write letters to the editor of national newspapers, formulating responses to a range of issues 11. Students reate posters on the improper disposal of industrial waste, and overcrowding in urban centres. RESOURCES Beckles, H. A Spirit of Dominance: Cricket and Nationalism in the West Indies, Kingston: Ian Randle Publications, 1997 Globalization, Communications and Caribbean Identity, Kingston: Ian Randle Publications, 1995 Rethinking Development, Kingston: Consortium Graduate School In the Social Sciences, 1995 Black Meteors: The Caribbean in Intenational Athletics, Kingston: Ian Randle Publications, 1998 Dunn, H. S. (ed. ) Girvan, N. (ed) Ince, B. Leo-Rhynie, E. Bailey, B. and Barrow, C. eds. ) Gender: A Multi Disciplinary read er on the Caribbean, Kingston: Ian Randle Publications, 1996 MODULE 3: INVESTIGATING HUMAN AND SOCIAL DEVELOPMENT IN THE CARIBEAN OVERVIEW This Module introduces students to some of the major concepts and skills which should be mastered in conducting research. Through the research process, students will have the opportunity to deepen their understanding of a defined area of Caribbean experience which they have selected GENERAL OBJECTIVES On completion of this module, students should: 1. Demonstrate research and analytical skills; . Work independently or in teams to formulate, conduct and report on inquiries into issues they have identified as significant to the region 3. Appreciate the importance of ethical issues in conducting research SPECIFIC OBJECTIVES Students should be able to: 1. Explain the nature and purpose of research; 2. Identify a research problem; 3. Evaluate existing information about the problem; 4. Formulate relevant research questions and or hypothesis; 5. List var ious methods and instruments of data collection; 6. Apply appropriate formats in presenting data; 7. Draw conclusions and make recommendations; 8. Use American Psychological Association convention correctly; 9. Adhere to basic principles for maintaining ethical standards in conducting research CONTENT 1. Nature and purpose of research i. Systematic enquiry ii. Generation of new knowledge iii. Reliability and validity in research iv. Problem solving 2. The research problem Identification of a research problem 3. Sources of Information h. Identifying and accessing sources: a. Existing literature; b. Internet Resources; c. Oral histories; d. Newspaper reports; e. Minutes of meetings; . Archive i. Criteria for selection and use: a. Relevance; b. Degree of objectivity; c. Adequacy 4. Characteristics of research objectives i. Relevance ii. Direct link to research problem iii. Informed by sources iv. Clarity 5. Methods and Instruments of Data Collection i. Sampling a. Probability and non-probability; b. Target population i. Surveys a. Types of surveys; b. Interview techniques; c. Questionn aire construction 6. Format of Presenting Data i. Tabular ii. Graphic iii. Text 7. Conclusion and Recommendation i. Main findings in relation to research objectives ii. Areas of contention in relation to research objectives iii. New and interesting findings, if any iv. Limitations of the study v. Areas for further research 8. American Psychological Association Conventions (APAC) i. Bibliographies ii. Referencing 9. Principles of ethical conduct, for example: i. Consent of research subjects; ii. Respect for privacy and confidentiality; iii. Integrity and transparency of the research process THEMES Recommended Areas for Investigation The following themes represent areas of interest to the contemporary Caribbean in terms of their significance to regional development. The list is not considered exhaustive and it is expected that new themes will be added. Under each theme heading, broad areas for possible study are identified for the guidance of students. Students may choose one of the themes to be the subject of the research project A. The Environment i. ii. iii. iv. v. vi. vii. Pollution Sewage and Solid Waste Management Coming to terms with Natural and man-made Disasters Housing growing populations Protection of Parks and the National heritage Toxic Waste Disposal Renewable and non-renewable resources of the Caribbean B. The Mass media i. ii. iii. iv. v. Impact of selected media on cultural expressions and values Issues arising from the control of information by extraregional media organizations Issues surrounding censorship and freedom of information Effects of media messages on the economies of Caribbean countries The effects of new technologies on the growing influence of the mass media in the Caribbean C. Gender Issues in the Caribbean i. ii. iii. iv. v. Changing male-female relationships in the Caribbean – causes and characteristic features Gender issues in education Gender relations in the workplace Gender issues in the mass media Gender issues and the law D. The Productive Sector and Development i. ii. iii. Farming practices and land tenure Development of appropriate technologies Impact of new technologies iv. Foreign dominance of the productive sector Tourism Agro-industries v. vi. E. Health i. ii. iii. iv. v. Changing patterns of disease The impact of cultural habits and value systems Traditional/modern medicine Health care and the economy Sexual and reproductive health – social, economic, ethical and legal issues F. Crime in the Caribbean i. ii. iii. iv. v. vi. Crime as a function of changing social structures and technologies Trade in illicit narcotics Impact of crime on the economy and on the political structure Effects of crime on the society Impact on the physical well-being of individuals of the region International relations in the control of crime G. Sports i. ii. iii. iv. v. Effects of identified policies on the development of sports Physical benefits Sports and the regional/national economy Impact of developing technologies on performance in sports Changing patterns of interest and development H. The Work Place i. ii. iii. v. v. vi. Patterns of unemployment; causes and effects of unemployment Impact of changing technologies Challenges of entrepreneurial activity in the Caribbean Changing role of labour unions Industrial Law in the work place Providing education for the world of work I. The Languages of the Caribbean i. Historical and social factors shaping Caribbean Creoles ii. iii. iv. Implications for maintaining European languag es as the official languages of the region Roles and functions of Creole languages within Caribbean societies Oral traditions within the culture J. Religion i. ii. Emergence and persistence of folk forms of worship Religion and education in the region Impact of modernization on religion in the Caribbean Religion and alternative forms of medicine Religion and social change in the region Impact of religion on family values iii. iv. v. vi. K. Literary, Performing and Visual Arts i. Factors affecting the evolution of identified art forms (for example, history, inter-culturation, new technologies) Existing and potential roles for the performing arts in the development of countries within the Caribbean Ethical and legal issues – copyright, censorship Impact of globalization ii. iii. v. Suggested Teaching and Learning Activities To facilitate students’ attainment of the objectives in this Module, teachers are advised to engage students in the following teaching and learning activities. 1. Discuss the importance of the research paper in terms of the overall examination 2. Discuss research types and methods by teacher and other resource pe rson(s) 3. Provide a range of examples of problems statements, followed by class discussion to critically evaluate the effectiveness and completeness of sample problem statements 4. Provide examples of literature reviews to identify pertinent elements, such as: i. Relevance of theories and research findings to topic; ii. Agreement or disagreement between the stated theories; iii. Correct citation of sources 5. Group analysis of sample research reports so as to help students to arrive at an understanding of component parts, and of formats appropriate to different types of research design 6. Develop a glossary of research terms 7. Guided group library tours to help students to identify and access sources of information 8. Develop interviewing skills followed by class evaluation of the interviews 9. Mini-observation assignments within the classroom, the school, community or the workplace 0. Discuss the use and acknowledgment of sources to avoid plagiarism 11. Discuss the common problems encountered in designing and conducting research 12. Teacher feedback on project 13. Establish time lines for submission of drafts of the project Scope and Depth of Study Students should be guided in making decisions about scope and depth as they conduct and repor t on this study. Constraints of time and project length will affect the nature of the problem chosen, the population selected for study, and the extent of coverage of the relevant literature. It will also increase the demand that coverage of the literature be relevant and succinct. Time Management During the course of study, twenty contact hours are proposed for teaching the basic concepts of research and the skills of preparing a research proposal and report, as well as for discussion of factors which must be considered at different stages of the study. Twenty hours are allocated for the student’s independent work in carrying out the different phases of the study. At this time, the role of the teacher will be that of an advisor RESOURCES Suggested Reading List Boxill, I. , Chambers, C. M. , Wint, E. Introduction to Social research with Applications to the Caribbean, Kingston: Canoe Press, University of the West Indies, 1997 Roberts, P. West Indians and their Language, Cambridge: Cambridge University Press, 2001 Sanders, R. Narcotics, Corruption and Development in the Countries of the OECS: The Problem in the Smaller Islands of the Commonwealth Caribbean, Caribbean Affairs 3: 1, 1990 West Indian Commission A Time for Action: Report of the West Indian Commission, Mona: The Press, University of the West Indies, 1992 World Health Organization Health and Environment in Sustainable Developments Five years after the Earth Summit, 1997 OUTLINE OF ASSESMENT EXTERNAL ASSESSMENT 60% Written Papers – 4 hours 30 minutes Paper 01 (1 hour 30 minutes) Fifteen compulsory shirt-response questions 27% Paper 02 ( 3 hours) Eight essay questions of which candidates must answer four 33% INTERNAL ASSESSMENT 40% Paper 03A The internal assessment will consist of a research project. The project will enable the student to demonstrate skills and competencies developed from each of the three modules. Paper 03B Private candidates are required to write Paper 03B, an Alternative Paper to the Internal Assessment MODERATION OF INTERNAL ASSESSMENT An Internal Assessment Record Sheet will be sent each year to schools submitting students for the examinations. All Internal Assessment Record Sheets and sample of assignments must be submitted to CXC by May 31 of the year of the examination. A sample of assignments will be requested by CXC for moderation purposes. These samples will be reassessed by CXC examiners who moderate the Internal Assessment. Teachers’ marks may be adjusted as a result of moderation. The Examiners’ comments will be sent to schools. Copies of the students’ assignments that are not submitted must be retained by the school until three months after publication by CXC of the examination results ASSESSMENT DETAILS External Assessment by Written Papers (60% of Total assessment) There will be a combined question paper and answer booklet for Paper 01 Paper 01 (1 hour 30 minutes – 27% of Total Assessment) 1. Number of Questions This paper is made up of 15 compulsory short-response questions covering all three modules 2. Syllabus Coverage Knowledge of all topics is required. The intention is to test candidates’ knowledge across the breadth of the syllabus 3. Question type Questions will be structured, consisting of two, three or four parts. Questions will test candidates’ understanding of concepts and issues 4. Mark Allocation Questions will not necessarily be awarded the same number of marks. A question may be worth three, four, five or at most six marks The maximum number of marks for this paper is 80. This paper contributes 27% of the total mark for the Unit Paper 02 (3 hours – 33% of Total Assessment) 1. Number of Questions This paper consists of eight questions. Candidates are required to answer for questions, two from Module 1 and two from Module 2 2. Syllabus Coverage This paper tests Modules 1 and 2. Four questions will be set on Module 1 and four questions on Module 2. Candidates are required to answer two questions on each module. 3. Question Type Questions in this section will test higher order thinking skills such as application, analysis, synthesis and evaluation. Candidates will be expected to present a case for or against a particular point of view, using the concepts and issues discussed in the course There will be two types of questions. Type A There will be four questions of this type. These will test candidates’ ability to explain and elaborate on conceptual issues and apply general principles to a problem situation. Each question is worth 20 marks and candidates are required to answer one of two questions on Module 1 and one of two questions on Module 2 Type B There will be four questions of this type. These will require candidates to analyze problem cases, discuss and make evaluate comments or issues and present arguments for or against a particular point of view. Each question is worth 30 marks and candidates are required to answer one of two questions on Module 1 and one of two questions on module 2. INTERNAL ASSESSMENT Paper 03A – Internal Assessment (40% of Total Assessment) Internal Assessment is an integral part of student assessment in the course covered by this syllabus. It is intended to assist students in acquiring certain knowledge, skills and attitudes that are associated with the subject. The activities for the Internal Assessment are linked to the syllabus and should orm part of the learning activities to enable the student to achieve the objectives of the syllabus. During the course of study for the subject, students obtain marks for the competence they develop and demonstrate in undertaking their Internal Assessment assignments. These marks contribute to the final marks and grades that are awarded to students for their performance in the examination The guidelines provided in this syllabus for selecting appropriate tasks are intended to assist teachers and students in selecting assignments that are valid for the purpose of Internal Assessment. The guidelines provided for the assessment of these assignments are intended to assist teachers in awarding marks that are reliable estimates of the achievement of students in the Internal Assessment component of the course. In order to ensure that the scores awarded by the teachers are not out of line with the CXC standards, the Council undertakes the moderation of a sample of the Internal Assessment assignments marked by each teacher. Internal Assessment provides an opportunity to individualize a part of the curriculum to meet the needs of students. It facilitates feedback to the student at various stages of the experience. This helps to build the self-confidence of students as they proceed with their studies. Internal Assessment also facilitates the development of critical skills and abilities emphasized by this CAPE subject, and enhance the validity of the examination on which candidate performance is reported. Internal Assessment therefore makes a significant and unique contribution to both the development of relevant skills and the testing and rewarding of students for the development of those skills. The Caribbean Examinations Council seeks to ensure that the Internal Assessment scores are valid and reliable estimates of accomplishment. The guidelines provided in this syllabus are intended to assist in doing so. The internal assessment component of the examination is worth 120 marks. This contributes 40% of the total mark for the unit. The Research Project The internal assessment for this Unit is a research project on a topic selected on any area of the themes outlines on pages 22-25 of the syllabus. The assignment is worth a total of 120 marks for the internal assessment FORMAT OF THE REEARCH PROJECT I. II. Length: 2,000 – 2,500 words Structure: Cover Page (Title, Name, Date): Acknowledgements Table of Contents: III. a. Introduction and Purpose of Research b. Literature Review c. Data Collection sources d. Presentation of Findings e. Interpretation of Findings f. Discussion g. Conclusion/Limitations of the Research/Recommendations h. Bibliography i. Appendices Allocation of Marks for the Research Project Marks will be allocated according to the following scheme: Marks A. Introduction and Purpose of research, Statement of Problem (15) Literature Review Data Collection Sources (10) (15) B. C. D. Presentation of Findings (18) Interpretation of Findings (20) E. F. Discussion of Findings (15) G. Conclusion, Limitations of the Research, Recommendations (15) Overall Presentation and Writing Skills (12) H. *The points to be considered for section H are as follows: Presentation j. Cover Page k. Acknowledgements l. Table of Contents m. Bibliography n. Appendices Mechanics/Writing h. Paragraphing i. Vocabulary, use of language j. Grammar and Spelling marks] [Total 120 Marks for the Research Project would be allocated across Modules in the ratio 1: 1: 4. For example if the total marks for the project is 72, divide the mark in the ratio 1: 1: 4. Therefore the candidate will receive 12 marks. For Module 1, 12 marks for Module 2 and 48 marks for Module 3 CARIBBEAN EXAMINATIONS COUNCIL CARIBBEAN ADVANCED PROFICIENCY EXAMINATION CARIBBEAN STUDIES MARK SCHEME Candidates will be awarded a total of 12 marks for communicating information in a logical way using correct grammar. The marks are awarded in Section H in the mark scheme below RESEARCH PROJECT A. INTRODUCTION marks) (Purpose of research – Statement of Problem) ? (15 Excellent explanation of the purpose of the research ? Very good explanation of the statement of the question or problem to be researched ? Explained very well the educational value of the research ? Defined clearly all or nearly all the technical terms used in the study (13-15 marks) ? Explained well the purpose of the research ? Stated clearly the question or problem to be researched ? Explained well the educational value of the research ? Defined clearly most or nearly all the technical terms used in the study (10 – 12 marks) ? Explained adequately the purpose of the research ? Stated adequately the question or problem to be researched ? Explained adequately the educational value of the research ? Defined adequately technical terms used in the study (7-9 marks) ? Explained in a limited way the purpose of the research ? Stated vaguely the question or problem to be researched ? Explained vaguely the educational value of the research Defined a limited number of technical terms used in the study (4 – 6 marks) ? Explained poorly the purpose of the research ? Stated inadequately the question or problem to be researched ? Provided no clear explanation of the educational value of the research ? Provided no meaningful definition of technical terms used in the study (1-3 marks) B. LITERATURE REVIEW mark s) (15 ? Showed an excellent understanding of the relevant literature and previous research on the problem and related them properly to the study, that is, placed the research clearly in context (13 – 15 marks) Showed a good understanding of the relevant literature and previous research on the problem and related them properly to the study, that is, placed the research appropriately in context (10 – 12 marks) ? Showed an adequate understanding of the relevant literature and previous research on the problem and related them properly to the study, that is, placed the research satisfactorily in context (7 – 9 marks) ? Showed a limited understanding of the relevant literature and previous research on the problem and related them in a limited manner to the present study, that is, placed the research in context in a limited way (4 – 6 marks) Showed a poor understanding of the relevant literature and previous research and showed little or no connection to the pr esent study, that is, was unable to put the research in context (1 – 3 marks) C. DATA COLLECTION SOURCES (10 marks) ? Gave an excellent description of the different sources, from which information was collected and was obtained and how these sources contribute to an understanding of the research problem (9 – 10 marks) ? Gave an good description of the different sources, from which information was obtained and how these sources contribute to an understanding of the research problem (7 – 8 marks) Gave an adequate description of the different sources, from which information was obtained and how these sources contribute to an understanding of the research problem (5 – 6 marks) ? Gave a limited description of the different sources, from which information was obtained and how these sources contribute to an understanding of the research problem (3 – 4 marks) ? Gave a poor description of the different sources, from which information was obtained and how th ese sources contribute to an understanding of the research problem (1-2 marks) D. PRESENTATION OF FINDINGS marks) (18 Gave an excellent presentation of the findings using a variety of tables, graphs, maps or text and other forms that are appropriate, well labeled, presented accurately (16 – 18 marks) ? Gave a good presentation of the findings using a variety of tables, graphs, maps or text and other forms that are appropriate, well labeled, presented accurately most of the time (12 – 15 marks) ? Gave an adequate presentation of the findings and some tables, graphs, maps or text but not using as many varied methods as could have been used; the data were for the most part accurate and adequately labeled (8 – 11 marks) Gave a weak presentation of the findings using few graphs or tables or text, not always using the most effective method; the data were not always well presented or accurate (4 – 7 marks) ? Gave a poor presentation of the findings; little thoug h is given to the labeling and presentation and to the accuracy of the data (1 – 3 marks) E. INTERPRETATION OF FINDINGSDISCUSSION OF FINDINGS (20 marks) ? Interpretation was very well, accurate and very relevant to the issues being studied (17 – 20 marks) ? Interpretation was clear, accurate and relevant to the issues being studied (13-16 marks) Interpretation was not clear, not always accurate and not always relevant to the issues being studied (9 – 12 marks) ? Interpretation was unclear, inaccurate and of limited relevance to the issues being studied (5 – 8 marks) ? Interpretation was generally unclear, inaccurate and was of little relevance to the issues being studied (1 – 4 marks) F. DISCUSSION OF FINDINGS (15 marks) ? Provided an excellent discussion of findings and their implications and comparison with previous studies (13 – 15 marks) ? Provided a good discussion of findings and their implications and comparison with previous studies (10-12 marks) Provided a satisfactory discussion of findings and their implications and comparison with previous studies (7 – 9 marks) ? Provided a limited discussion of findings and their implications; little reference to previous studies were made (4 – 6 marks) ? Provided a very limited discussion of findings and their implications, no reference to previous studies were made (1 – 3 marks) G. CONCLUSIONS, LIMITATIONS AND RECOMMENDATIONS (15 marks) †¢ Conclusions were very clearly stated, very well developed, logical and relevant (13 – 15 marks) Conclusions were clearly stated, were well developed, logical and relevant (10 – 12 marks) †¢ Conclusions were satisfactorily stated, developed, some recommendations (7 – 9 marks) †¢ Conclusions were inadequately stated, showed limited relevance and development, recommendations were inappropriate and not very practical (4 – 6 marks) †¢ Conclusions were inappropriate and sho wed little or no relevance or practical value (1-3 marks) H. OVERALL PRESENTATION AND WRITING SKILLS (12 marks) (Communication of information in a logical way using correct grammar) i. Presentation (4 marks) †¢ Provided appropriate layout, and relevant tables of content, bibliography, appendices, cover page (4 marks) †¢ Provided adequate layout, and relevant tables of content, bibliography, appendices, cover page (3 marks) †¢ Provided layout appropriate for the most part, and tables of content, bibliography, cover page (2 marks) †¢ Provided a weak presentation and only some of the important elements such as table of content, bibliography, appendices, cover page and those that were given were not well done (1 mark) ii. Writing Skills (8 marks) Demonstrated very high level of writing competence, for example, organization, use of language, grammar, spelling (7 – 8 marks) †¢ Demonstrated high level of writing competence, for example, organization, use of language, grammar, spelling (5 – 6 marks) †¢ Demonstrated adequate writing skills, for example, organization, use of language, grammar, spelling (4 marks) †¢ Demonstrate d limited writing skills, for example, weak use of language and grammar, several spelling errors (3 marks) †¢ Demonstrated poor writing skills, for example, poor use of language, poor grammar, many errors in spelling (1 – 2 marks)

Interview - 971 Words

An Interview with Rosalie DaRosa President of Northeast Knitting Inc. By: Elizabeth DaRosa Why did you decide to take over the company? I had a lot of confidence in myself and my overall knowledge of how to manage a manufacturing plant. I knew a considerable amount about the machines, the employees, the customers, and the suppliers. I saw it as the opportunity to build a future for myself and my children. Since this is a family-owned business, do your children want to carry on with the business? Yes I have 3 sons and they have all joined me at the plant, they have all earned bachelor degrees in Business and they are helping to grow the business considerably. They have the goal to not only continue the business but expand it as much†¦show more content†¦Treat your employees as if they were family. Do not expect to be respected unless you’ve earn it. Be a model to your employees. Mrs. DaRosa is a prime example of how hard work and motivation does pay off. This small business, even though it is manufacturing which is a dying business in America, has thrived. Her answers were basically what I expected from a small business manager that has both ambition and drive. NEK Inc. is a manufacturing company that makes elastic products for a range of industries such as; military armor, home furnishings, medical use, and even underwear. Rosalie DaRosa was born in Cape Verde and worked in Italy as a teenager before immigrating to the U.S. in 1969. Her father was already working at International Stretch (former name of NEK) in Pawtucket. Like many others, in manufacturing in the 1980’s, the company fell on hard times; it closed in 1986. With the purchase of old machines, Rosalie began the creation of North East Knitting. As she stated to me nothing comes easy especially in this business, and knowing that she is responsible for over 100 employees is a daunting task that she does not take lightly. Mrs. DaRosa shows us that everything we learned in class about the challenges of a small business is correct but also if you take those examples given to us on how to further a small business; those same principles apply to her asShow MoreRelatedA Interview With An Interview Essay2011 Words   |  9 Pagesthe assignment was to interview another person and record it, then later analyze how well you used interview techniques. The interview was to last fifteen minutes and discuss why your interviewee had decided to choose a career in the health field. General Aspects of an Interview Overall, the interview was accomplished with few complications. There was definitely areas of the interview that need attending to, and there were areas in which I excelled. The dyadic interview started with an openingRead MoreThe Interview With A Interview Essay1382 Words   |  6 PagesAlthough, all the participants had not experienced being in an interview before, they agree to have the interviews recorded. 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