How collaborative media technologies can be used in the planning, Essay

How collaborative media technologies can be used in the planning, design, development and delivery of multimedia projects - Essay Example vious limitations in accessing media and sharing methods are now resolved through the implementation of the contemporary collaborative media and associated sharing and recommendation methods, because, the contemporary collaborative media methods utilize agents on media players/devices to enlarge the extent of media sharing situations (Lamoureux & Rehak, 2007). The method supports a client in finding out media items and which are appealing to the user. The collaborative media commendation and sharing method contemporaneously find out a users media preferences foundational on media stored on a group of media devices as well as suggest media for potential sharing foundational on these assessable regarding user preferences (Diercks-O’Brien & Sharratt, 2002). The emergence of new technology for the development, designing and planning has offered a huge number of advantages to developers. In addition, at the present, we have a lot of applications those are helpful in collaboration a nd mutual data sharing. A project is a collection of various similar activities. All the activities are involved with each other, especially in multimedia projects. So the collaboration is the main thing in the successful implementation or completion of a multimedia project. The purpose of this paper is to analyze the new and more effective aspects of the collaboration technology and it’s utilization for the better project development and implementation. This paper presents a detailed analysis and investigation of the collaborative media technologies that can be used in the planning, designing, development, and delivery of multimedia projects. According to Kellerman (2009) a multimedia project is a substantial task that requires effective planning, management and organization of tasks. In this scenario we need to pay greater attention to management and handling of the multimedia project. A successful outcome relies on the time as well as effort that we spend in planning the project in an

CRITICAL THINKING PROJECT Essay Example | Topics and Well Written Essays - 1250 words

CRITICAL THINKING PROJECT - Essay Example The next section will be an analysis of the strategy required to make my theory of an educated person practical. Malcolm X distinguishes education and schooling in terms of the objectives that each seek to meet. According to him, being educated is about one having an internal drive to read more and discover what has been left out in conventional educational system. For him being educated is more than gaining â€Å"status symbol† which is offered by colleges (Malcolm X 217). This is based on his belief that education outside the formal system ensured he read more and developed increased sensitivity to knowledge propagated by different authors. The relationship between education and the community is found in its ability to empower people and enable them rediscover their position in the world. For instance, Malcolm X’s education was central to discovering the inconsistencies between the truth of African history and negative portrayal of their contribution to human civilization. For Bell Hooks, the process of education involves students learning by internalization of information as opposed to rote learning where students are consumers of knowledge. Therefore, for one to become educated, they must be ready to be active participants in the process of learning. Active participation according to Hooks ensures the learner is able to â€Å"link awareness with practice† (Hooks 14). Hooks see schooling as a process that leads to education of students; however, for the students to be educated, they must be empowered. Hooks advices students to seek education that leads to self-actualization attained through unification of body and mind. The author is against education that seeks to separate body and mind as necessary in wellbeing of the learner. It is only through education that emphasizes union of mind, body and spirit is necessary for the learner to be able to

Industrial Design And Engineering Design Cultural Studies Essay

Industrial Design And Engineering Design Cultural Studies Essay This paper gathers views in the literature on design thinking and representation of design processes from the point of view of industrial design and engineering design. The paper conducts a critical review of texts dealing with differences and similarities in design processes in the field of industrial design as opposed to engineering design, with particular attention to the elements of creativity in product design. The design of a consumer electrical appliance such as a hair dryer and the larger dimensions of car design are areas where what an industrial designer might do and what a design engineer might do can be usefully compared and contrasted. The paper goes on to survey the field of product design from a different perspective, that of art. It takes up the challenge to traditional design by the Bauhaus movement in Germany in the1920s to 1930s, and the Memphis movement of the 19760s to 1980s. It is a valid question, apart from the how of product design, to ask whether new movements or initiatives might easily change the what of the design world, and through emphasis on fashion and style both industrial designers and engineering designers might find themselves creating new, more creative patterns and products. Background The combined shortage of designers and demands of manufacturers led to criticism of industry by such designers as William Morris and John Ruskin who could see that separation of design from the processes of production had influenced esthetic quality (Haskett 1977). This paper explains how industrial design focuses on user interface and esthetic quality. At the same time engineering design has become a key element in product design, applying engineering principles to developing components, systems and processes to meet specific needs. A concept of an artisan, craftsperson, who is totally free to invent art forms and create designs, with no restriction, is not reflected in the history of art and craft, whether in Europe or in Asia. There is the economic restriction that there must be a user who purchases the work or supports the craftsperson; and it should be kept in mind that craft requires a properly equipped workplace and usually workers. There is the social reality of the acceptance of the work of a craftsperson and the general estimation of its value. Thus in focusing on the inseparability of invention and execution as it may be applied to design, the anachronistic idea of individualism need not be introduced in order to understand the creative process. A key condition is the ability of craft to produce the designs that emerge. Technology has, essentially, made that a very possible prospect. Further, in terms of a reciprocal effect of design on craft, the use of computerised design and the production of computer software to meet designers demands, along with the common feedback effect on production of new computer hardware, can mean that craft and design can contribute to each other. The Collins English Dictionary defines technology as the application of practical sciences to industry or commence, or the total knowledge and skills available to any human society for industry, art, science, etc. (1995). Barras (1986) has argued that the typical course of development in services has been from process innovation and focus on the new product design and market, then moving to achieving economies of scale and low costs. The decline of the traditional craft apprenticeship system meant that craftspeople became more familiar with others in in terior, industrial, theatre and product design, and with architecture, fashion, and performance art (Margetts 1989, pp.9-10). Although an industrial-design profession did not exist in the late nineteenth century, the architect Frank Lloyd Wright articulated its principles in 1901 by advising artists create prototypes for factory reproduction rather than to produce craft work. After 1900, manufacturers tried to give new form to electrical appliances, cars and other new technologies. In the 1920s, some decorators took up French modern styles, and Art Deco was adopted in the late 1920s. The Bauhaus school of art and design, closed by the Nazi regime in 1933, established a relationship between design and industrial techniques as well as between fine and applied arts (Chilvers Glaves-Smith). From there, there has been rapid growth in the design of manufactured products. Henry Fords rigid standardization, interchangeable parts, and special-purpose machine tools complemented Fords introduction of the assembly line in 1913, resulting in vastly increased production volume and relentless cost reduction. Global competition in the 1980s and 1990s impelled designers to give form to the hardware and software of the information age. Quality became a key criterion also (Volti 2005). Affective design that is able to translate human affections into product design specifications has been widely accepted as an effective tool for product development. It enables designers to identify product features that can meet consumer needs to feel satisfied with a product. Affective design knowledge can help designers improve product design (Zhai et al. 2009). Environmentally friendliness of consumer products is another aspect of design, but it has been observed that consumers need to be reminded of ecological issues when actually using the product. It is worth noting that it is a holistic, life-cycle-based analysis that will enable the designer to assess the environmental impact of design options: environmental damage can occur as toxic emissions during production, energy consumption during use, or toxic waste during disposal (Saue et al. 2002). As far as the larger environment is concerned, the US electrical industry has contributed played a part in the use of consumer goods ( Carlson 2001). Design encompasses these issues. Industrial Design Industrial design may be defined as The ideation, specification, and development of functions, properties and concepts of industrially manufactured products and systems, mainly regarding aspects of user-products interaction, aesthetics and identity considering a totality of ergonomic, usability, technical, economic and social factors (Warell 1999). Industrial designers are concerned with communicating the quality and function of a product as well as the reputation of the manufacturer object by visual means. The product should be easy, comfortable and safe to use (Dieter 1991, p.111). The industrial designer emphasises the user and the purpose of the product; its esthetic nature, including not only style and appearance but what the product will convey to the owner in emotional terms; and product identity, which may apply to strategic positioning within a specific market and linkages with other products. In the design process the designer has considerable freedom to decide on how an optimal result is achieved (Green Bonollo 2004). This illustrates the way in which creativity informs industrial design. Design is a part of product planning and development that come from the business strategy of the client company and are marketed and distributed in order to await success at the hands of the consumer (Cross 2000, p.198). Analysis of features of competing products, the use of benchmarking, or research into user needs and preferences may take place. Specifications may be elaborated and concepts critically examined (Green Bonollo 2004). Conceptualisation refers to highlights in the creative process. Synectics is a group technique which draws on analogical thinking, identifying parallels between apparently dissimilar topics (Dieter 1991, p.113). A process of rough visualisation through sketching may follow. At some point an industrial designer will have a basic idea of the concept to be embodied in the product-how it works, the overall shape and so on. In this phase the schemes are worked up in greater detail and, if there is more than one, a final choice between them is made. The end product is usually a set of general arrangement drawings. There is (or should be) a great deal of feedback from this phase to the conceptual design phase (Cross 2000). Before selecting a concept, industrial designer needs to consider the availability of technology: if there is no existing technology that can be used for a design, the industrial designer will need to consult with engineering designer. Dorst (2003) argues that the interaction itself has to be designed: the industrial designer should use design techniques such as scenario-based design and storytelling to deal with this issue effectively. A Rapid Prototype model may be made in order to finalise design details. In addition, industrial designers may carry out styling, where components of style are built into their own designs. This can involve materials or techniques, environmental influences or social trends (Mayall 1967). Detailed design issues follow: component parts, nesting, packaging, shipping and marketing issues may be relevant. Colour and placement of the brand name are important (Cross 2000, p 32).Finally the industrial designer uses three-dimensional computer programs such as Solidworks to create actual size 3D models and engineering drawings to be used in production. Engineering Design Engineering design tends to relate to the technical operation of mechanized products rather than their esthetic characteristics. In the automobile industry, stylists were used at General Motors as intermediaries between the mechanical engineers and consumers. What these stylists did was to give cars a visual identity through the shape of the body, grille or dashboard design, or colour choices and interior fabrics (Woodham 2006, p.141). Engineering design is design with particular emphasis on the technical aspects of a product. It includes activities of analysis as well as synthesis. This definition broadly describes what engineering designers do. They may be concerned with aspects of engineering consideration that includes machine elements, solid mechanics, strength of materials, aerodynamics, fluid mechanics, hydraulics, electronics engineering, software and systems engineering, quality engineering, industrial economics and human-factors engineering (Warell 1999). A formal definition of engineering design is found in the curriculum guidelines of the Accreditation Board for Engineering and Technology (ABET). The ABET definition states that engineering design is the process of devising a system, component, or process to meet desired needs. It is a decision-making process (often iterative), in which the basic sciences, mathematics, and engineering sciences are applied to convert resources optimally to meet a stated objective. Engineering design should be creative and use open-ended problems and modern design theory and methodology. The approach process of engineering design is more systematic and problem-focused than industrial design. Engineering design is a sequential process consisting of many design operations. It may include exploring the use of alternative systems, formulating a mathematical model of the best system concept, or specifying subsystem components. It could mean selecting a material from which to manufacturer a part (Birmingham et al. 1997). In the product planning and task verification phase, the roles of engineering designer and industrial designer are similar, though a particular concern of the engineering designer will be what the client requested. Conceptualisation for the engineering designer involves determining the elements and mechanisms to be used in the product. This will often involve formulating a model, either analytical or experimental (Dieter 1983). Before moving to the embodiment stage, it is important for the engineering designer to understand the strengths and weaknesses of mechanisms, concepts or material and be able choose the one most appropriate to the product function. An excellent technique to guide the designer in making the best decision is a scoring matrix, which forces a more penetrating study of each alternative against specified criteria (Haik 2003). Embodiment involves the clear determination of the physical processes which govern the main flows and conversions of material, energy, and information. This stage of engineering design includes building and testing experimental models. Dieter (1983) notes that this phase lays the basis for good detail design by means of a structured development of the design concept. Most of the time engineering design requires experimentation where a piece of hardware is constructed and tested to verify the concept and analysis of the design as to its work ability, durability, and performance characteristics. The design on paper is transformed into a physical reality. Three techniques of construction are available to the designer: the mock-up, generally constructed to scale from plastics, wood, cardboard, and so forth. It is often used to check clearance, assembly technique, manufacturing considerations, and appearance. It is the least expensive technique, provides the least amount of information, a nd is quick and relatively easy to build. The model is a mathematical representation of the physical system. The prototype is the most expensive experimental technique but the one producing the greatest amount of useful information (Haik 2003): In the detailed design stage, the engineering designer may find many complex interrelationships involved in the product. The quality and cost advantage of a product are determined by the level of quality detail. Manufacturing specialists may also be involved. This is now a tested and producible product. The arrangement, form, dimensions, tolerances and surface properties of all individual parts and the materials and manufacturing processes are all specified (Dieter 1983). Communication and preparation for production now follows a sequential flow of operations. Tooling and machinery are laid down. Production cost estimates will be available, but close collaboration with mechanical engineers is necessary and high costs could mean changes in materials and even in design. The colour of a car is usually applied as paint, but paint goes beyond merely esthetic and cosmetic features. Consumers and manufacturers have to face the fact that new investment in vehicles is extremely expensive, and consumers are not inclined to accept alternative or radical designs. Paint is a comparatively cheap way out of this, and plastic components are painted as well. Paint thus keeps the car looking good, but it no doubt inhibits the use of new alternative materials or new manufacturing initiatives in design this in turn could inhibit the extensive adoption of new and alternative materials (Nieuwenhuis et al. 2006). The engineer manages schedules and uses resources after research in the car industry. He or she is also participant and communicator of design. The desire to be more ecologically and environmentally aware has had a major influence on automobile design. Automobile design factors will need to be covered as a broad range rather than just by focusing on particular single consumer requirements. The car has to meet human needs but also to be environmentally friendly. This will entail: (1) technological support for automobile design, (2) product innovation for various automobile prototypes (low emission car, high efficiency car, friendly car, advanced safety car), and (3) design methodologies (e.g., CAD-CAE-CAM, real time simulations, rapid prototype systems, parameter design technologies) (Ardayfio 2000). Design innovation, often pushed by customer needs and expectations, enables companies to gain leadership in an extremely competitive global marketplace. But products need to go beyond customer expectations. Industrially also, innovation is needed to remain competitive (Ardayfio 2000). Art and Design Apart from the creativity of design, there is the excitement of design. Bertola (2003) argues that design is a multifunctional activity. It can take many forms to adapt to contextual infrastructures, that is different organizations and purposes. Design can act as a knowledge broker, flowing from outside to inside companies. Design, if it is seen as a knowledge process that can adapt, can also be seen as an opportunity to support innovation in a particular context. This paper began with reference to creativity in product design. Button (2000) takes up the concept of ethnography in relation to design. Ethnographical field work has tried to analyse foreign cultures from the inside, developing theories about exotic cultures. But design in a Western culture can also be seen in terms of ethnography. This is particularly so in the context of industrial design, whose origins are quite recent. Ethnomethodology suggests that it is just not possible to go beyond the knowledge possessed by members of a society about what they do. Whatever explication given by the ethnographer may not be of interest to design engineers, for example, but the substance of his or her report should be recognisable to them. From an anthropological or sociological point of view, there is some logic in this. However this paper, building on what has been said about industrial design and engineering design, argues a further point: that the concept of design as allied to art can eas ily be misplaced or forgotten in an organisational situation where the concern is to produce a product. A Bauhaus or Memphis, even a postmodernist initiative, may not emerge from a tunnel of emphasis on products as products. This is where product design, along with architecture, has a place in the overall scope of Design and Art. There is an imagination within the desire to produce something novel. This is a field that allows the operation of graphic art, and a sculptured three dimensional impression that includes the artifact as well as the common consumer purchases. If modernism and postmodernism are currents, then they may be described as floating currents because they are difficult to locate precisely. The two currents interact at some points. In art, modernism may be said to date from about 1860, and became an orthodox school in the 1920s. Modernism tended to stress form more than content and to reject traditional esthetic values. It was very influential until about 1960, and then postmodernism came into vogue. It has been related to poststructuralist writers Jacques Derrida and Michel Foucault, whose writings embodied a radical relativism which was able to be used to deconstruct the status quo. It is important to note however that there have been 250 years of intellectual-literary-artistic alienation when from Rousseau onwards artists tried to stand aside from mainstream culture. Modernism and postmodernism are part of that overall movement (Murphey 1999). The Italian design group Memphis was a flash of artistic input to interior design. It is said to be part of postmodernism. The trend crystallized in Memphis was away from the decorative styles of the Arts and Crafts movement. Symbolism, pattern and of course ornament were relegated essentially to the modern era. The Bauhaus designs with their geometry dovetailed into a simplicity which in Italy focused on furniture design. The Memphis Group emerged. Austrian-born, Italian-educated Ettore Sottsass formed Memphis in 1981, with a loosely-formed group of designers. The designs that emanated out of the Memphis group included limited productions of unusual and functional designs, characterized by plastic laminated surfaces and bold colours and patterns.   The interpretation of the group has involved making a political statement: high and low classes should share perceptions and ideals. Meecham and Wood examine the proposition that as art itself has fundamentally changed in the modern period, so have ideas about it (1996, p.1). Postmodernism may be said to differ from modernism in that it returns art to a representation of the worldattempts to restore art to its external referencesRepresentational art is back, but it tends to be critical rather than celebratory, stressing bleak and shocking images rather than the beauty of nature or intimations of divine order (Veath quoted in Murphey, 1999). A group of designers of furniture and household accessories, who were known for erratic, illogical, avant-garde and anti-establishment style, Memphis in being concerning with juxtaposing reality infiltrated the world of the imagination, in a way that was deeper and different from the modern. There is a need to look back to compare with the modern, because in many ways this is a necessary context for the description of the postmodern. The Modernists had disliked decoration and colour, but Postmodernism used them with enthusiasm. Allegory, multi-historical and multi-cultural references came into new design. Memphis bad taste was an ironic bad taste. Pattern and ornament are characteristic of the works, just as they were alien to Modernism. The impression is kitsch, cheap and nasty materials, and bad taste throughout. Whether it is self-conscious or even self-mocking, the point is made that this is not modernism (Reed 1984). The bright and careless style of some of the Memphis design will have been trendy once, and some people will have worn them at some times. However these designs are bold and brazen. They seem directed to a middle class or intellectual section of society that likes to be overexpressive and does not care even if there are consequences for being like this. That is the impression I had, and that was the impression I gained from overhearing two possibly third year students who seemed to have generally quite mature attitudes on art. A group of designers of furniture and household accessories, who were known for erratic, illogical, avant-garde and anti-establishment style, Memphis in being concerning with juxtaposing reality infiltrated the world of the imagination, in a way that was deeper and different from the modern. There is a need to look back to compare with the modern, because in many ways this is a necessary context for the description of the postmodern. The Modernists had disliked decoration and colour, but Postmodernism used them with enthusiasm. Allegory, multi-historical and multi-cultural references came into new design. If accused of bad taste, Memphis would have said, Of course. Their bad taste was an ironic bad taste, but there was bad taste in their work. These attributes of Memphis no doubt related to its short-lived presence in the art world (Watson 2002). In a sense furniture design itself is an activity that can easily push against the boundaries of modernism, if only because small aspects of furniture design can jump past the outrageous modern stage into a stage which inverts and turns around artistic insights at will, lampooning commercial motives as it goes. The postmodern impulse that seems to be emerging from every joint is somehow trying to say, or saying, that this is something to sit on and it will probably hold you up, too, but you need to see it as something a little funny, a little amusing. Memphis asks not to be taken too seriously. This whimsical face of furniture design has a certain class aspect inasmuch as the poor and the working classes cannot afford to see their houses and what goes in them in terms of play. The question will be more often whether they can afford to buy furniture. Modern art and particularly postmodern art go beyond this basic complexion of need. Conclusion A striking thing that comes out of this survey of writing on the role of industrial design versus engineering design is the interdependence of the two. This may not mean an interrelated operation or a simultaneous operation involving the two aspects of engineering, but it is clear that to present an optimally designed product in the industrial sense means that it must work in the engineering sense. And engineering designers must be able to locate the device or consumer good within a framework of its production and ultimately its marketing and use. There are many articles on this issue that could have been referred to here, or summarised, or responded to in some way. However the coverage here is no doubt adequate to show how industrial and engineering designs are complementary. What has emerged most strikingly from the whole context of industrial design is its potential responsiveness to the culture in which it exists. It is possible to look back at various movements that have shaped the consumer products with which people are so familiar in their everyday lives, and where their parents have seen changes over the years. The Bauhaus, now a long time past, had a distinct and revolutionary approach to design. Memphis similarly had an avant garde approach which vanished into air. Whether such movements will resurface in some other form will probably not be the doing of the design engineer. But it may arise out of the imaginative design of the industrial designer. It may also arise as a resolution of forces in society that may flow conservatively for a time and then suddenly change direction. This can affect everyday objects-the hair dryer, the car, the television set, the computer and so on. It has certainly affected the miniaturised communication device, the m obile telephone. The fuel consuming, polluting yet status symbolic institution of the automobile will no doubt respond to pressures to change. There is an art in design that over time is likely to surface in different ways and in different places. In this context, the industrial designer along with the design engineer is likely to be closely involved.

The McMahon-Hussein Correspondence :: essays research papers

The McMahon-Hussein Correspondence Israel, slightly larger than Massachusetts, lies at the eastern end of the Mediterranean Sea. It is bordered by Egypt on the west, Syria and Jordan on the east, and Lebanon on the north. Its maritime plain is extremely fertile, but only 17% of the land is arable (Figure 1). The southern Negev region, which comprises almost half the total area, is largely a desert. The Jordan River flows from the north through Lake Hule and Lake Kinneret, finally entering the Dead Sea, 1,349 ft below sea level, the world's lowest land elevation.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In a time of war, it is far too easy to get caught up in the violence, and forget that the true goal is peace. Hate, death, and pain make it difficult for the belligerent nations to think rationally and come up with a plan to end the violence. This is why a third party is necessary. A third party sees the situation from an outsider’s viewpoint. Therefore, they are able to offer better advice and solutions. This situation is applicable to the current Middle East Crisis. Palestine and Israel cannot come to a peaceful solution without the help of the international community. In order to help the feuding parties, the United States needs to be neutral, fair, and unbiased. The current leaders need to avoid the mistakes made by the historical leaders and nations that led to the escalation of the conflict, like McMahon-Hussein Correspondence did.   Ã‚  Ã‚  Ã‚  Ã‚   The McMahon-Hussein correspondence is essentially â€Å"a series of letters exchanged, in 1915, between Feisal Hussein, who was Sherif of Mecca at the time, and the British High Commissioner in Egypt, Sir Henry McMahon (Khalidi 1980, 92).† The British were willing to negotiate with the Arabs because they needed military support during the First World War, and the Arabs could provide this support. In this correspondence, the British representative promised to Hussein that if the Arabs revolt against the Turks, the British government would grant them independence.   Ã‚  Ã‚  Ã‚  Ã‚  The main controversy in McMahon-Hussein correspondence and the question of Palestine at large lies in the certain areas, that McMahon claimed "cannot be said to be purely Arab" and should therefore "be excluded from the proposed limits and boundaries, of the Arab state (Khalidi 1980,117).† There is also an opinion that the correspondence at issue has no legal grounds, since it was never concluded in mutual agreement. The Arab community took the British promise seriously, and the events that took place only a couple of years after the series of letters were passed certainly infuriated the Arab population. The McMahon-Hussein Correspondence :: essays research papers The McMahon-Hussein Correspondence Israel, slightly larger than Massachusetts, lies at the eastern end of the Mediterranean Sea. It is bordered by Egypt on the west, Syria and Jordan on the east, and Lebanon on the north. Its maritime plain is extremely fertile, but only 17% of the land is arable (Figure 1). The southern Negev region, which comprises almost half the total area, is largely a desert. The Jordan River flows from the north through Lake Hule and Lake Kinneret, finally entering the Dead Sea, 1,349 ft below sea level, the world's lowest land elevation.  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In a time of war, it is far too easy to get caught up in the violence, and forget that the true goal is peace. Hate, death, and pain make it difficult for the belligerent nations to think rationally and come up with a plan to end the violence. This is why a third party is necessary. A third party sees the situation from an outsider’s viewpoint. Therefore, they are able to offer better advice and solutions. This situation is applicable to the current Middle East Crisis. Palestine and Israel cannot come to a peaceful solution without the help of the international community. In order to help the feuding parties, the United States needs to be neutral, fair, and unbiased. The current leaders need to avoid the mistakes made by the historical leaders and nations that led to the escalation of the conflict, like McMahon-Hussein Correspondence did.   Ã‚  Ã‚  Ã‚  Ã‚   The McMahon-Hussein correspondence is essentially â€Å"a series of letters exchanged, in 1915, between Feisal Hussein, who was Sherif of Mecca at the time, and the British High Commissioner in Egypt, Sir Henry McMahon (Khalidi 1980, 92).† The British were willing to negotiate with the Arabs because they needed military support during the First World War, and the Arabs could provide this support. In this correspondence, the British representative promised to Hussein that if the Arabs revolt against the Turks, the British government would grant them independence.   Ã‚  Ã‚  Ã‚  Ã‚  The main controversy in McMahon-Hussein correspondence and the question of Palestine at large lies in the certain areas, that McMahon claimed "cannot be said to be purely Arab" and should therefore "be excluded from the proposed limits and boundaries, of the Arab state (Khalidi 1980,117).† There is also an opinion that the correspondence at issue has no legal grounds, since it was never concluded in mutual agreement. The Arab community took the British promise seriously, and the events that took place only a couple of years after the series of letters were passed certainly infuriated the Arab population.

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

Processed Foods

Processed Foods Generally speaking, processed foods are produced using manufacturing methods to transform raw ingredients into neatly packaged goods, which have a longer shelf life. Some of the artificial ingredients used include monosodium glutamate (MSG), flavors, preservatives, hydrogenated oil, fillers, and artificial sweeteners. Usually, consumers can prepare them quickly allowing immediate intake. Disappointingly, they don’t offer much in nutritional value.Most likely, it's processed food if it's wrapped in several layers of plastic, cardboard, and/or foil, and it didn't exist until after 1903 when the hydrogenation process was invented. In addition to being excessively advertised, this food category is well funded by government subsidies. These foodstuffs are located on the shelves of the inside middle aisles in grocery stores. Examples of processed foods include sodas, cereals, and crackers. Whole Foods On the other hand, whole foods are grown in orchards, gardens, or greenhouses, are unprocessed and unrefined, and have a shorter shelf life.These foods are authentically flavorful, have vibrant colors, and rich textures. Moreover, they are full of the micronutrient vitamins, minerals, antioxidants, phytochemicals, and fiber. Typically, they require longer preparation times. In contrast, they receive very little media advertising, and are not well funded with government subsidies. When you are in grocery stores, these foods are mainly found on the store’s wall aisles to the sides and back of the store. Additionally, this food category can be found at farmers markets, and at fresh fruit and vegetable stands.Examples of whole foods include unpolished grains, fruits, and vegetables. Four Basic Nutrients The four essential basic nutrients are water, carbohydrates, fat, and protein. These four are the foundation of a healthy diet. In any case, all food is composed of various combinations of nutrients. Carbohydrates supplying energy are found most ly in plant foods such as fruits, vegetables, peas, and beans. They are converted into glucose providing energy for the body’s cells, the brain, and red blood cells, or stored for future use in the liver, or in body fat.Sixty percent of daily calories should come from mainly complex carbohydrates to provide the minimum recommended daily requirement of fiber. Fats are the most concentrated source of body energy. Recently, too much negative attention has been focused upon fats. Fats are not an enemy and are needed throughout life to support growth and provide energy. Unfortunately, consuming excessive amounts of fat can contribute to many health problems. Proteins are the building blocks making up body tissues, muscles, skin, and organs.When consumed, protein is broken down into amino acids providing the body with energy for various vital functions. Examples of good sources include meat, fish, eggs, beans, nuts, and seeds. Regrettably, health problems arise when you consume too much or too little of any nutrients. Instead, endeavor to consume a variety of foods to ensure you get a mix of nutrients. In summary, for a healthy well balanced diet make it a habit to choose unrefined whole foods such as fruits, vegetables, peas, beans, and whole-grains, as opposed to refined processed foods such as soft drink sodas, candy, cookies, and cakes.