A day without technology Essay

How would you feel a day without using any technology? Living without technology will be totally impossible as this has become every day’s application as more and more people are gaining knowledge on how to make use of the communication tools to improve their ways of living and staying informed on the current technology to avoid being left behind. New technologies are being developed daily which shows that the industry will continue to grow and expand. People will continue using these technologies to improve their standards and to stay informed. Technology has influenced us in so many positive ways, from providing cellphones that can be used in the house, to around the world and provide so many other great features. With technology advancing every day the Market comes out with new phones with the latest styles. Now days a flip phone would be considered perhaps the plainest phone there is out there. When I was in elementary school I remember the first cell phone I saw was a medium grey phone that has a simple green background screen with black font. Couple months later, I recall my uncle buying a gray flip phone. This cell phone had a camera and had color. I thought it was way nicer then the first phone I had seen. As we see now flip phones are out, and the market hits us with more and more advanced phones. Like for example the touchscreens, androids, and the iPhone’s. As all this technology advances we want to get the latest and ask for more. Around the early 2000’s middle school students were rare to have cellphones. If we take a look now we see the elementary children even have cell phones. This has changed a lot throughout the years. My older sister which is now 23 years old never had a cell phone while living at home. I received my first phone when I was in 9th grade. My younger sister which is only 12 years old got her cellphone when she was started 6th grade. As we can see even the younger ones want the latest. thanks

Education and Skills Bill Essay

The Education and Skills Bill introduces a new duty on young people in England to participate in education or training until the age of 18. The Bill follows the green paper Raising Expectations: staying in education and training, which described the perceived benefits to individuals, the economy and society of young people staying in education or training for longer. Responsibility for support services currently carried out by the Connexions service will be transferred to local education authorities (LEAs). The Bill makes changes relating to adult skills. The Bill also provides for the transfer of the regulatory regime for independent schools in England from the Secretary of State for Children, Schools and Families to the Chief Inspector of Education, Children’s Services and Skills (the new Ofsted) There are miscellaneous provisions in relation to pupil behaviour, external qualifications, inspection of teacher training, and Schools Forums. Also a framework power is provided for the National Assembly for Wales to legislate in relation to the inspection of pre-16 education and training. The territorial extent of the Bill varies according to the scope of the different provisions. The Bill contains provisions that trigger the Sewel Convention. Christine Gillie Social Policy Section Contributions: Ed Beale, Paul Bolton, Grahame Danby, Susan Hubble, Vincent Keter House of Commons Library. Recent Library Research Papers include: 07/72 07/73 The ‘Governance of Britain’ Green Paper Child Maintenance and Other Payments Bill Committee Stage Report 07/74 07/75 07/76 07/77 07/78 07/79 07/80 Economic Indicators, November 2007 Channel Tunnel Rail Link (Supplementary Provisions) Bill Unemployment by Constituency, October 2007 The European Communities (Finance) Bill [Bill 2 of 2007-08] Sale of Student Loans Bill Housing and Regeneration Bill [Bill 8 of 2007-08] The EU Reform. Treaty: amendments to the ‘Treaty on European Union’ 07/81 07/82 07/83 07/84 07/85 07/86 Health and Social Care Bill House of Lords – developments since January 2004 Economic Indicators, December 2007 Planning Bill [Bill 11 of 2007-08] Crossrail Bill: Committee Stage Report The Treaty of Lisbon: amendments to the Treaty establishing the European Community 22. 11. 07 03. 12. 07 04. 12. 07 06. 12. 07 06. 12. 07 06. 12. 07 06. 11. 07 09. 11. 07 14. 11. 07 15. 11. 07 15. 11. 07 22. 11. 07 22. 11. 07 26. 10. 07 02. 11. 07 Research Papers are available as PDF files: †¢ to members of the general public on the Parliamentary web site, URL: http://www. parliament. uk †¢ within Parliament to users of the Parliamentary Intranet, URL: http://hcl1. hclibrary. parliament. uk Library Research Papers are compiled for the benefit of Members of Parliament and their personal staff. Authors are available to discuss the contents of these papers with Members and their staff but cannot advise members of the general public. We welcome comments on our papers; these should be sent to the Research Publications Officer, Room 407, 1 Derby Gate, London, SW1A 2DG or e-mailed to PAPERS@parliament. uk ISSN 1368-8456 Summary The Education and Skills Bill was presented in the House of Commons on 28 November 2007. At the same time Explanatory Notes, an Impact Assessment and a Memorandum of Delegated Powers were also published. The Bill, as presented, is in five parts. Some of the provisions are linked to the Government’s policies for reforming 14 to 19 education and improving the learning and skills of young people and adults. Other parts of the Bill are on separate matters particularly relating to the regulation and inspection of independent schools and colleges. Part 1 introduces a new duty on young people in England to participate in education or training until the age of 18, and creates a statutory framework to support and enforce it with new duties on local education authorities (LEAs ), educational providers and employers. The raising of the participation age will be introduced in two stages: to 17 by 2013 and to 18 by 2015. Provision is made for LEAs to enforce the participation duty, if necessary. They may issue attendance notices to young people who refuse to participate. New attendance panels will be created to hear appeals and to monitor the enforcement process. LEAs may also issue parenting contracts or parenting orders to parents of young people who are failing to fulfil the duty to participate. The proposals follow the green paper Raising Expectations: staying in education and training (March 2007), which described the perceived benefits to individuals and society of young people staying in education and training for longer. While there has been wide acceptance of the principle that young people will benefit from participating until they are 18, concern has been expressed about making it compulsory. Part 2 makes provision for the transfer to LEAs of the information, advice and support services for young people currently provided by the Connexions service. This follows proposals in the Youth Matters green paper (July 2005). The funding for the Connexions service will be transferred to LEAs in April 2008. It is intended that LEAs will continue to maintain the Connexions database so as to help them provide the right support services to young people and promote the new duty on young people to participate in education or training. Part 2 also places a duty on LEAs to arrange for the assessment of the education and training needs of a person with a statement of special educational needs (SEN) during their last year of schooling. This takes account of the change in the Bill to raise the participation age. Other provisions in Part 2 include: a requirement for secondary schools to present careers information in an impartial way and to provide careers advice that is in the best interests of the child; an explicit duty on the Learning and Skills Council (LSC) to provide proper facilities for apprenticeships for 16 to 18 year olds, and to make reasonable provision for apprenticeships for those aged 19 and over; a requirement for LEAs to have regard to journey times in preparing their transport policies for students of sixth-form age attending educational establishments; and a requirement for LEAs to co-operate with partners who are responsible for 14 to 19 education and training. Part 3 contains provisions in relation to adult skills. The issue of maintaining a sufficiently skilled workforce to meet the economy’s needs in the face of growing global competition has become increasing prominent, particularly since the publication of the Leitch Review of Skills in 2006. In its response to the review, the Government set out a range of goals relating to workforce skills for 2020 and outlined how it intended to achieve them. This Bill places duties on the LSC to provide a free entitlement to training for all adults in England aged over 19 up to their first full Level 2 qualification, with a similar entitlement up to Level 3 for those aged 19-25. Provision is also made to enable the sharing of data between relevant departments and the devolved administrations in order to assist in the effective assessment and provision of education and training for those aged 19 and over. Part 4 creates a wider definition of an independent educational institution in England, which includes certain part-time educational provision, to which the regulatory regime for independent schools in England will apply. That regime, currently contained in the Education Act 2002, is restated in Chapter 1 of Part 4. The regulatory framework for ‘independent educational institutions’ is changed so that the Chief Inspector of Education, Children’s Services and Skills (the new Ofsted) and not the Secretary of State is the registration authority. The function of approving non-maintained special schools is also transferred from the Secretary of State to the Chief Inspector. Sixth-form pupils in nonmaintained special schools are given a right to opt out of religious worship. (Pupils in mainstream maintained schools already have this right under the Education and Inspections Act 2006. ) The Bill also seeks to amend section 347 of the Education Act 1996 to remove in England the category of approved independent school for the placement of a child with a statement of SEN, and to remove the requirement for LEAs in England to seek consent to place pupils with statements of SEN in non-approved independent schools. Other changes in Part 4 include the introduction of a new management standard for independent educational institutions, and changes relating to fees for registration and inspection. Part 5 includes miscellaneous provisions in relation to pupil behaviour, the Qualifications and Curriculum Authority (QCA) and the approval of external qualifications, the inspection of teacher training, and the constitution of Schools Forums. Also Part 5 creates a framework power for the National A ssembly for Wales to legislate in relation to the inspection of pre-16 education and training. The Bill extends to England and Wales. Many of the provisions apply to England only. A number of new or expanded powers are conferred on Welsh Ministers. (These are set out in table 1 of the Explanatory Notes to the Bill. ) Five clauses that relate to sharing information extend to Scotland and trigger the Sewel Convention. Two clauses relating to the remit of the QCA extend to Northern Ireland. This research paper outlines the key provisions of the Bill, and provides background on them. It is not intended to be a comprehensive account of the clauses. A detailed clause by clause account is given in the Explanatory Notes to the Bill. Library contacts: Christine Gillie : raising the participation age, Connexions service, special educational needs, post-16 transport, regulation and inspection of independent schools, pupil behaviour and attendance and Schools Forums Paul Bolton: statistics on the above Ed Beale : apprenticeships, training and adult skills Grahame Danby: data processing Susan Hubble: financial support for students and external qualifications Vincent Keter: employers and business CONTENTS I Part 1 of the Bill: duty to participate in education or training (England). A. B. Introduction Background 1. History 2. Participation of 16 and 17 year olds in education, employment and training 3. The green paper and the case for change 4. Responses to the green paper C. D. Overview of the proposed system for raising participation 7 7 8 8 8 12 15 20 Suitable provision and enabling young people to participate: the ‘four building blocks’ 23 The Bill 1. Key provisions 2. Comment 31 31 35 38 38 38 40 41 42 43 43 E. II Part 2 of the Bill: Support for participation in education or training: young adults with learning difficulties and young people in England A. Provision of support services (Connexions Service) 1. Background 2. The Bill B. C. D. E. F. Assessments relating to learning difficulties Careers education Apprenticeships Provision of transport for persons of sixth form age: journey times Co-operation as regards provision of 14 to 19 education and training 44 45 45 47 49 III Part 3 of the Bill: Adult Skills A. Background 1. The Leitch Review of Skills 2. Current measures to address adult skills 3. House of Commons Education and Skills Committee report: Post-16 Skills 51 B. The Bill 1. Reaction IV Part 4 of the Bill: regulation and inspection of independent educational provision in England A. Current arrangements for regulation and inspection of independent schools Consultation proposals Response The Bill 53 54 55 55 57 61 63 64 64 65 66 68 69 69 70 B. C. D. V Part 5 of the Bill: miscellaneous provisions A. B. C. D. E. F. Pre-16 education and training: Wales Maintained schools in England: behaviour and attendance External qualifications Inspections of teacher training in England Schools Forums General provisions VI VII Data processing Appendix I: Reaction from specific organisations to the green paper, Raising expectations: staying in education and training 73 Appendix II: relevant documents 85 VIII. RESEARCH PAPER 07/87 I A. Part 1 of the Bill: duty to participate in education or training (England) Introduction In March 2007 the Government’s green paper Raising Expectations: staying in education and training post-16, proposed that the minimum age at w hich young people should leave education or training should be raised to 18. 1 The participation age would be increased in two stages: to age 17 from September 2013, and to 18 from September 2015. The green paper set out a detailed package of measures for consultation. Alongside the green paper the Government published an Initial Regulatory Impact Assessment on the estimated cost of the proposals. 2 (These projections have been reviewed and revised and are now published in the Impact Assessment that accom panies the Education and Skills Bill – see below). In July 2007 the Government published a report of the consultation on the green paper’s proposals. While it noted that there had been wide acceptance of the principle that young people would benefit from continuing to develop their skills formally until they were 18, it also noted that there was concern about making participation compulsory. 3 Also in July 2007, the Government published World Class Skills: Implementing the Leitch Review of Skills in England. 4 This set out the Government’s plans to improve the skills of young people and adults. The Government’s Draft Legislative Programme, published on 11 July 2007, announced that a bill would be introduced to ensure that young people stay in education or training until age 18, and to provide new rights to skills training for adults. 5 In his Fabian Society lecture on 5 November 2007, Ed Balls, the Secretary of State for Children, Schools and Families, described the Government’s proposals, and published a further document – From policy to legislation. This explained how the Government intended to proceed, and what aspects of the policy required legislation. 6 Also on 5 November 2007, the Government published its strategy for reducing the proportion of young people not in education, employment or training. 7 1 2 3 4 5 6 7 Raising Expectations: staying in education and training post-16, Cm 7065, March 2007: http://www. dfes. gov. uk/consultations/downloadableDocs/6965-DfESRaising%20Expectations%20Green%20Paper. pdf Initial Regulatory Impact Assessment for Raising Expectations: staying in education and training post16, DfES, March 2007: http://www. dfes. gov. uk/consultations/downloadableDocs/RIA%20[FINAL]%20word%20version. pdf Raising Expectations: Consultation Report, DCSF, July 2007: http://www. dfes. gov. uk/consultations/downloadableDocs/Raising%20Expectations%20Consultation%20R eport. pdf http://www. dfes. gov. uk/skillsstrategy/uploads/documents/World%20Class%20Skills%20FINAL. pdf http://www. cabinetoffice. gov.uk/reports/governance. aspx Raising Expectations: Staying in education and training post 16: From policy to legislation, DCSF, November 2007: http://www. dfes. gov. uk/14-19/documents/Raising%20Expectations. pdf Reducing the number of young people not in education, employment or training (NEET) by 2013, DCSF, 5 November 2007: http://www. dfes. gov. uk/14-19/documents/NEET%20%20Strategy. pdf 7 RESEARCH PAPER 07/87 The Education and Skills Bill was presented in the House of Commons on 28 November 2007. 8 Explanatory Notes9, an Impact Assessment10, a Memorandum of Delegated Powers11 and a Short Guide 12 were also published. B. 1. Background History The Education Act 1918 raised the compulsory school leaving age from 12 to 14. It also made provision for all young people to participate in at least part-time education until they were 18 but this provision was not implemented. The end of the First World War was followed by a period of austerity; public expenditure cuts dubbed the ‘Geddes axe’ 13 meant that the aspiration of increasing participation was not achieved. The Education Act 1944 made provision to raise the school leaving age to 16 but this was not implemented until 1972. 14 The 1944 Act also re-enacted the 1918 provision to extend participation at least part-time until the age of 18 but again this was not implemented. The school leaving age has remained at 16 since 1972, although the leaving date was amended in 1997. 15 2. Participation of 16 and 17 year olds in education, employment and training At the end of 2006 around six out of every seven 16 and 17 year olds were provisionally estimated to be in some form of education or training. The large majority were in fulltime education, others were in Government supported Work Based Learning (WBL)16, Employer Funded Training 17 or other types of education and training including part-time courses. The latest data are summarised below: 8 9 10 11 12 13 14 15 16 17 Education and Skills Bill, Bill 12, Session 2007-08: http://www.publications. parliament. uk/pa/cm200708/cmbills/012/08012. i-v. html Education and Skills Bill Explanatory Notes: http://www. publications. parliament. uk/pa/cm200708/cmbills/012/en/index_012. htm Impact Assessment of the Education and Skills Bill, DCSF, 29 November 2009: http://www. dfes. gov. uk/publications/educationandskills/docs/impact_assessment. pdf Memorandum of Delegated Powers, DCSF, 28 November 2007 (an electronic copy was not available at time of writing but a hardcopy was available from the Vote Office) DCSF, Short Guide to the Education and Skills Bill: http://www. dfes. gov. uk/publications/educationandskills/docs/BillNarrative. doc after Sir Eric Geddes who chaired a committee set up to suggest economies SI 1972 No 444 The 1997 change introduced a single school leaving date – the last Friday in June in the school year in which a young person reaches age 16: DfES Circular 11/97, School Leaving Date for 16 Year Olds, September 1997 http://www. teachernet. gov. uk/management/atoz/S/schoolleavingdate/index. cfm? code=furt Includes Advanced Apprenticeships, Apprenticeships, Entry to Employment and NVQ Learning. Young people who received training in the previous four weeks, includes non-WBL apprenticeships. 8 RESEARCH PAPER 07/87 Education, employment and training status of 16 and 17 year olds in England, 2006 16 year olds  number % of population 17 year olds number % of population 16 and 17 year olds number % of population Full-time education Work Based Learning Of which also in full-time education Employer Funded Training Other education and training Total education and training Not in any education or training Of which also not in employment Source: 516,900 37,700 1,300 15,000 25,600 593,800 68,400 42,800 78. 1% 5. 7% 0. 2% 2. 3% 3. 9% 89. 7% 10. 4% 6. 5% 428,600 51,600 1,200 26,700 32,000 537,600 122,000 62,700 65. 0% 7. 8% 0. 2% 4. 0% 4. 9% 81. 5% 18. 5% 9. 5% 945,500 89,300 2,500 41,600 57,600 1,131,400 190,400 105,500 71. 5% 6. 8% 0. 2% 3. 1% 4. 4% 85. 6% 14. 4% 8. 0%. Participation in Education, Training and Employment by 16-18 Year Olds in England: 2005 and 2006 and Participation in Education and Training by 16 and 17 Year Olds in each Local Area in England: 2004 and 2005, DCSF Overall participation rates were higher for 16/17 year old females at 88% compared to 83% for males. The gap was nearly 10 percentage points for full-time education participation, but young men were more likely to be in one of the training categories. These figures are based on the academic year age of young people, i. e. their age at the start of the academic year. Therefore 16 year olds are in their first year after the end of compulsory education. The data are estimated as at the end of the calendar year, hence some of these young people will have had their 17th/18th birthdays. Among the one million 16 and 17 year olds in full or part time education in 2006, 426,000 were in further education/specialist colleges, 366,000 were in maintained schools, 130,000 in sixth form colleges and 82,000 in independent schools. The overall number in full-time education has increased by 14% over the last decade; the largest proportionate increases were at sixth form colleges (22%) and at maintained schools (19%). There was relatively little difference in the type of education attended by 16 and 17 year olds. A slightly higher proportion of 17 year olds attended further education colleges at the expense of maintained schools. 18 Trends in participation by broad status are summarised in the table at the end of this section. In the early 1950s (when the school leaving age was 15) fewer than one in five 16 year olds and fewer than one in ten 17 year olds were in full time education in England and Wales. Immediately before the leaving age was increased to 16 (1972) these figures had increased to around one in three 16 year olds and one in six 17 year olds. The 16 year olds’ participation rate reached 50% in the mid 1970s; the 17 year olds’ rate reached this level in the early 1990s. 19 At the end of 2006 78% of 16 year olds and 65% of 17 year olds were in full time education in England. 20 Both were record highs. 18 19 20. DCSF SFR 22/2007, Participation in Education, Training and Employment by 16-18 Year Olds in England: 2005 and 2006 and Participation in Education and Training by 16 and 17 Year Olds in each Local Area in England: 2004 and 2005 Statistics of Education 1962 part one, Ministry of Education; Education and training statistics for the United Kingdom 2006 and earlier, DfES DCSF SFR 22/2007F 9 RESEARCH PAPER 07/87. a. 16 and 17 year olds not in education or training The earlier table showed that there were an estimated 190,000 16 and 17 year olds not in any education or training (NET), 106,000 of whom were not in work and hence not in any education, employment or training (NEET). The NEET rate among 16 and 17 year old males was 9. 5% compared to 6. 4% for females. 16 year olds had a lower NEET rate than 17 year olds (6. 5% v 9. 5%). Around 60% of those in the NEET category were classed as unemployed21, the rest were economically inactive. 22 While there is a particular focus of attention on young people who are not in education, employment or training (the ‘NEETs’), the Bill proposes a duty on those in employment to participate in some training or education – hence it is also relevant for the ‘NETs’. The latest similar sub-national data collected is for the end of 2005. This only looked at education and Work Based Learning (WBL) and showed that the total proportion of 16 and 17 year olds not in either category was lowest in London (16%), the South East (18%) and the South West (18%) and highest in Yorkshire and the Humber (23%) and the East Midlands (21%). 23 More recent data from Connexions, which is not directly comparable, gives NEET rates at the end of 2006 which vary from 5. 6% in the South East and 6. 0% in the South West to 10. 5% in the North East and 9. 2% in Yorkshire and the Humber. 24 b. Trends The table at the end this section summarises trends in NET and NEET rates. These are also illustrated in the charts below. 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 1985 NET NEET 16 year olds 45% 40% 35% 30% 25% 20% 15% 10% 5% 0% 1985 17 year olds NET NEET 1987 1989 1991 1993 1995 1997 1999 2001 2003 2005 1987 1989 1991 1993 1995 1997 1999 2001 2003 2005 There was a break in the series in 1994 and there have been some recent more minor inconsistencies. However, some trends are clear. The NEET rate among 16 year olds fell in the early 1990s and increased steadily for much of the last decade to a high of 8. 1% in 2005. The provisional fall to 6. 5% in 2006 takes it to its lowest level for almost a decade. The NET rate for 16 year olds fell by a larger amount in the late 1980s and 21 22 23 24 ILO definition of unemployment DCSF SFR 22/2007 ibid. NEET Statistics – Quarterly Brief, DCSF 10 RESEARCH PAPER 07/87 early 1990s as there was a general shift from employment and WBL to full-time education. This rate increased from 9. 2% in 1994 to 14. 3% in 2001, but has since fallen to 10. 3% in 2006. The NEET rate among 17 year olds fell by around half between 1984 and 1994 to 7. 7%. This rate has increased more recently to 10. 9% in 2005 before dropping back to 9. 5% in 2006. The NET rate fell from 44% in 1984 to below 20% in 1993 as there was a major shift from employment to full-time education. The scale of this was even greater than that seen among 16 year olds. The level of this rate increased from the late 1990s onwards to almost 22% before falling back to below 18% in 2006. Trends in education, employment and training status of 16 and 17 year olds in England Percentages (a)(b) 1985 Full-time education Work Based Learning Employer Funded Training (c) Other Education and Training Total Education and training Total Not in any education or training Of which also not in employment Notes: 1990 51. 1 19. 1 7. 5 3. 5 79. 7 20. 3 8. 0 1995 65. 6 11. 6 4. 0 4. 3 84. 7 15. 3 6. 7 2000 65. 6 9. 5 3. 7 4. 9 83. 5 16. 5 7. 1 2001 64. 8 8. 4 3. 9 5. 2 82. 1 17. 9 8. 4 2002 65. 4 7. 9 4. 0 5. 2 82. 4 17. 6 8. 2 2003 66. 0 8. 1 4. 1 5. 2 83. 2 16. 8 7. 7 2004 67. 2 7. 9 3. 8 4. 9 83. 6 16. 4 8. 3 2005 2006p 69. 2 7. 4 3. 5 4. 5 84. 5 15. 5 9. 5 71. 5 6. 8 3. 1 4. 4 85. 6 14. 4 8. 0 39. 7 16. 1 9. 2 4. 5 68. 2 31. 8 11. 0 There was a break in the series in 1994 due to changes in the source of further and higher education data. (a) Participation estimates may be slightly underestimated for 16 year olds between 1999 and 2000 and 17 year olds between 2000 and 2001. (b) There is a discontinuity from 2002 onwards whereby participation in additional institutions are included for the first time. This increases the full-time education rate by around 0. 1 points and the any education or training rate by around 0. 4 points (c) Includes other part-time education not included elsewhere and full- or part-time education in independent further or higher education institutions. Source: Participation in Education, Training and Employment by 16-18 Year Olds in England: 2005 and 2006 and Participation in Education and Training by 16 and 17 Year Olds in each Local Area in England: 2004 and 2005, DCSF c. International comparison of enrolment in education 16 year old enrolment rate in secondary education, 2005  100% 90% 80% 70% 60% 50% 40% 30% 20% 10% FRA GRE AUS SWE NOR KOR OST LUX IRE BEL ICE SWI 0% US POL SLO JAP UK ITA POR OECD MEX ESP CZ FIN NED DEN NZ TUR OECD data on enrolment by age look at the actual age of pupils/students, the rates calculated are different from those given earlier. In 2005 94% of 16 year olds and 80% of 17 year olds were in ‘secondary’ 25 education in the UK. The 16 year olds’ rate was three percentage points above the OECD average, the 17 year olds’ rate three points below. The UK’s relative position is shown opposite. Source: Education at a Glance 2007, OECD. Table C2. 3 25 This is based on the assessed academic level using international classification which at their highest level split education into primary, secondary and tertiary. It does not mean these pupils are in secondary schools. 11 GER HUN RESEARCH PAPER 07/87 Although the UK’s participation rate for 16 year olds was above the OECD average it was still below that of most other countries as the average was skewed downwards by much lower levels in Turkey and Mexico. The UK ranked 18th out of 29 states included in the 16 year olds measure and 20th on the 17 year olds rate. 17 year old enrolment rate in secondary education, 2005 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% SLO 0% KOR HUN NOR CZ GER SWE BEL POL FIN JAP OST OECD POR GRE MEX DEN NED TUR AUS ICE SWI ESP FRA LUX IRE NZ US UK Some of the countries ranked Source: Education at a Glance 2007, OECD. Table C2. 3 below the UK have relatively high enrolment rates in non-secondary education, 26 but direct comparisons cannot be made due to a lack of comparable data on enrolment on these types of education in the UK. 27 3. The green paper and the case for change The green paper, Raising Expectations: staying in education and training post-16, described the perceived benefits to individuals and society of young people staying in education and training for longer. 28 It proposed a detailed package of measures for consultation. These were summarised in the DfES press notice launching the green paper: †¢ From 2013, young people should remain in education or training after 16 – this means the first pupils to be affected would be those entering secondary school in September next year. Young people would be required to work towards accredited qualifications at school, in a college, or in â€Å"on the job† training or day release; Apprenticeships will be significantly expanded so that they are available to any qualified young person who wants one; Participation should be full time for young people not in employment for a significant part of the week and part time for those working more than 20 hours a week; Better advice and guidance for young people to enable them to access the provision that’s right for them; A high quality, accurate registration system to keep track of the education options a young person has chosen and to make sure they don’t drop out; Building on the Education Maintenance Allowance we will consider new financial support measures to ensure young people from low income †¢ †¢ †¢ †¢ †¢ †¢ 26 27 28 Tertiary and post-secondary non-tertiary Education at a Glance 2007, OECD. Table C2. 3 Raising Expectations: staying in education and training post-16, Cm 7065, March 2007: http://www. dfes. gov. uk/consultations/downloadableDocs/6965-DfESRaising%20Expectations%20Green%20Paper. pdf 12 ITA RESEARCH PAPER 07/87 backgrounds get the support they need to overcome any barriers to participation. To make sure the right provision is in place the new requirement would not be implemented until 2013 by which time the new Diplomas will be a National Entitlement. This will give young people a choice of A levels, GCSEs, the International Baccalaureate, the new Diplomas, Apprenticeships, and accredited in work training. Young people would be supported to re-engage if they drop out through integrated Youth Support Services. Any enforcement process would be used only as a last resort if a young person refused to re-engage. 29 Chapter 2 of the green paper set out the evidential basis for raising the education and training participation age. This referred to research showing that young people who stay on in education and training after 16 are more likely to gain further qualifications by 18 than those who go into employment without training or drop out altogether. Individuals with qualifications earn more than those without. In addition to higher wages, betterqualified individuals have improved employment prospects and an increased likelihood of receiving workplace training. There are also wider benefits associated with higher qualification levels, such as improved health and better social skills. The green paper noted evidence on the relationship between higher levels of skills and qualifications and economic performance and productivity. It highlighted evidence suggesting that up to one fifth of the UK’s output per hour productivity gap with Germany and an eighth of the gap with France results from the UK’s relatively poor skills. The green paper also noted the wider benefits to society from increased participation. It stated that those who participate are less likely to experience teenage pregnancy, be involved in crime or behave anti-socially. The green paper refers to a study that looked at Offender Index data between 1984 and 2001 which showed that an additional year of compulsory schooling decreases conviction rates for property crime, and that it has also been estimated that compulsory schooling lowers the likelihood of committing crime or going to prison. 30 The green paper went on to outline t e combination of measures taken so far to h encourage increased participation. These include changes to the 14 to 19 curriculum and the introduction of new specialist diplomas with an emphasis on applied and practical learning; changes to the curriculum for 11 to 14 year olds to allow greater flexibility and personalisation of learning; an expansion of work-based learning; from September 2007 a ‘September Guarantee’ of an offer of an appropriate learning place for every young person leaving school at 16; improvements in information, advice and guidance for young people to help them make choices; and financial support through educational maintenance allowances.   

Personal Effectiveness Report Objectives Research Paper

Personal Effectiveness Report Objectives - Research Paper Example the Big Five Locator), self-monitoring, and extroversion are presented as well. The ways on how the two individuals may leverage on their strengths and downplay their weaknesses based on these tests are explained. Background Individuals that work within one setting have distinct ways of thinking, feeling, and behaving. Thus, the profound understanding of these cognitions, attitudes and behaviors is critical in ensuring that the enterprise’s bottomlines are effectively met. A person may be better managed if his manager or colleague knows his personality, preferences, and styles of learning and behaving (Melamed & Jackson 1995). A comprehension of the nuances of personality, learning styles, self-monitoring, among others, will aid the manager in determining the best way to increase the motivation; optimize the development; and increase the effectiveness of management (Engleman and Kleiner 1998). Assessment accord insight to management on ambiguous characteristics that may spell the difference between mediocre and exemplary performance (Yeung & Berman 1997). The utilization of assessments heightens mastery of self, and benefits both the incumbent and his manager. Ultimately, such mastery has implications on how the person relates to others; how we works within a team; how driven he is to deliver results; and how substantially he contributes to organizational strategy (Darcy and Tracey 2003). In having such knowledge, managers may be able to recommend apt interventions for development and for filling gaps. Moreover, their motivators are more precisely identified, which will allow them to give more significant contributions at work. Such knowledge will likewise enhance their personal sense of satisfaction and well-being (Melamed & Jackson 1995). Overall, these assessments can aid organizations in achieving desirable bottomlines such as enhanced productivity; seamless cooperation; increased camaraderie; and a more marked emphasis on organizational learning and development (Yeung & Berman 1997). Personality assessments are important organizational tools that help ascertain the strengths and improvement areas of employees that may have implications on their capacity as individual contributors to organizational objectives (Judge, Higgins, Thoresen, & Barrick 1999). The peculiarities among employees should not be a reason for conflict, but rather as a means for productive synergy. Moreover, these assessments may be utilized for recruitment, training, and retention purposes. These standardized assessments are not without limitations (Rhodes & Hammer 2000). They may cause employees to be stereotyped. It is critical for these tests to be accurately interpreted to make sure that the hiring or development decisions that are brought forth are appropriate (Judge et al 1999). Aims The main aim of the paper is to ascertain the ways through which personality assessments may be used to recommend interventions for increased collaboration and team effect iveness. The outcomes of two team members on 1) hemisphere dominance; 2) learning styles; 3) interaction styles; 4) the Big Five Locator; 5) self-monitoring; and 6) extraversion are presented. These results may be used by their superiors and by the HR Department to recommend development interventions for these two individuals. This paper also intends to demonstrate how the outcomes of such assessments may b

Health Literacy and Patient Empowerment Assignment

Health Literacy and Patient Empowerment - Assignment Example Is it low, medium, or high? Explain your rating system for the three literacy levels. What are the factors that contribute to the literacy level for individuals? The three article literacy range from medium to high. The first article by Estruch, et al. (2013) about the diet for those with the chronic disease can be rated as medium as it dwells on only one type of diet and which is limited to people. The second article by Nag & Ghosh (2013) is rated as high as it discusses the rate of this chronic disease in Asia and the risk factors associated with it. This is very important information for prevention. Lastly is the article by Jeemon (2011) which is rated highly as it also provides the socio-economic reasons associated with cause and prevention as well as management of the cardiovascular disease. People as a result of the statistics on the cardiovascular diseases are running towards technology and medical books to seek every piece of information whether it is on causes, prevention or even management. The articles are peer reviewed and hence people are reviewing them mostly and relying on the information being provided. The information they present are based on research and hence are reliable. The only change would be to add more about the diet on the first article by Estruch, et al. (2013). Patient empowerment means that a patient of the chronic disease has taken time to learn about the disease and not just rely on what is being fed to him or her by the medical team. They have expansive knowledge on the area and have consulted on the best treatment plan and management methods depending on the stage of the disease or level they are in (Hebda, Czar & Mascara, 2012). A patient that is empowered is highly literate when it comes to health literacy. He or she has a wide array of knowledge that can even be used to teach others such as relatives. When it comes to patient empowerment, some of the patients are initially

AL 3 CRJ 520II Response Essay Example | Topics and Well Written Essays - 250 words

AL 3 CRJ 520II Response - Essay Example Current research suggests drug court programs and juvenile programs, which include therapeutic, educational, and family components, appear to be effective in recidivism reduction (Drake & Miller, 2009). According to research, cognitive-behavioral programs often lead to positive outcomes. These positive outcomes are expected to result in a 6.9% recidivism reduction (Drake & Miller, 2009). With regards to high risk offenders, Lipsey and Landenberger (2005) found smaller sample size, attendance monitoring, intervention adherence, and mental health professionals characterized the research and demonstration programs. Positive outcomes were reported. Researchers further suggest positive outcomes are depended upon the quality of the cognitive-behavioral program provided. Perhaps implementing adult treatment programs that resemble juvenile treatment programs will prove to be effective. First, I would receive feedback from citizens in my home state in order to get a general consensus. I would hold a town hall/community meeting in large/key jurisdictions. I would invite key players to speak including county jail and state prison officials, individuals who specialize in offender treatment programs, probation officers, correctional officers, a budget analyst, and a few rehabilitated inmates who have benefited from treatment during and after confinement. In addition, I would also invite family members of inmates to speak regarding the effectiveness of rehabilitation. Of course this seems a bit over board, but we are discussing an issue that affects everyone in the state. My speech: We are all aware that crime rates fluctuate. Some research and statistical data contend crime rates have dropped. Yet some research and statistical data contend crime rates have increased. In addition, throughout this country including this state, we have witnessed an increase in incarceration rates, without any plausible

Drug Use and Abuse Assignment Example | Topics and Well Written Essays - 250 words

Drug Use and Abuse - Assignment Example What changes in a family might discourage drug abuse?The family is the basic unit in the society and shapes the behaviour of the individual. A family that exposes the students to vices such as violence and exposure to drugs promotes drug abuse. The presence of drugs in the house will tempt students to use drugs.Families should encourage dialogue to ensure that children do not turn to drugs as a way to relieve stress. Drugs such as alcohol and cigarettes should be kept away from the students. The parents should avoid arguing when the children are around. Exposing the children to violence should be avoided (Maisto, Galizio, and Connors 423).  3. Adolescents can be a challenging group to teach. Why might this group of students be disposed to experiment with drugs? Adolescence is the stage between childhood and adulthood. This group is a challenging group to teach because it is characterized by the need for independence. Adolescents are prone to experiment with drugs compared to other groups. Educating the adolescence the impacts of drug abuse is important in the battle against drugs. Peer pressure is one of the reasons that lead to drug abuse by adolescents. Stability in the family also exposes the group to drugs. The availability of drugs and a culture that accepts drug use puts the adolescents at risk of drug abuse. Academic pressure may also lead to drug abuse by the group. Alcohol is a legal drug that is abused by students due to its availability and cost. Alcohol enters the body orally or through the mouth.

Evelyn Hooker Essay Example | Topics and Well Written Essays - 500 words

Evelyn Hooker - Essay Example was that gays and lesbians are essentially maladjusted persons who need the help of society to be re-integrated and to have normal lives like most people. Her personal and professional life was influenced to a big extent by her mentor with name of Prof. Karl Muenzinger who encouraged her to pursue further studies on behaviorism, in particular the sub-topic of homosexuality. Her interest in this particular subject was due to her making friends with one of her students (name was Mr. Sam From) who was homosexual and challenged her to study him and other homosexuals to disprove commonly-held notions. Her various experiments disproved homosexuals as socially maladjusted people; her studies in effect showed this group to be well adjusted socially no different from the general population. Her studies were used by the gay rights movement to promote their own advocacies. Her personal life starting from her high school years, through college, to the masters program and eventually, the doctorate program influenced her research work because she saw all these as a way to get out of poverty and the drudgery of house work. She was quite lucky to be acquainted with professors who encouraged her to do groundbreaking research work but by her own admission, she did the research more out of curiosity and empathy. Her anonymous fellowship for a year of study in Europe gave her valuable insights to the events happening there at that time, specifically the persecution of the Jewish people at the hands of Hitler and Nazi Germany. She further traveled to Russia at around this time also and saw with her own eyes and through direct experience social injustices such as the rampant and overt discrimination against certain ethnic minorities. This gave her impetus to focus her studies on clinical psychology which gave birth to her almost exclusive concentration on the study of homosexuality in which this group of people are discriminated against as deviants. A turning point in her career

Personality psyc research paper Example | Topics and Well Written Essays - 2500 words

Personality psyc - Research Paper Example Jung believed that personality formation was due to archetypes in the unconscious mind that contributed to the development and balance of the psyche. Erikson's theory of psychosocial development places a strong emphasis on social development in conjunction with sexual factors. In contrast to Erikson, Jung believed that personality formation was shaped by memories and feelings that are stored in the individual's unconscious mind. Similar to Freud, Jung felt that there is a connection between the conscious and unconscious mind. In comparison, Erikson placed a stronger emphasis on environmental factors that affect the individuals' personality development. According to Dacy, Lennon & Kathleen (1998), "The whole (conscious and unconscious mind) then becomes an unusual believed that this process lends continuity to human existence while providing progressive advances to the human journey" (213). Both Erikson and Jung emphasized the development of the ego in different ways. Jung believed that the ego was the unconscious mind (Boeree, 2006). Erikson's theory of personality development concurs with Jung's on the notion of the ego. However, Erikson believed that parts of the ego are able to work independently of both the super ego and the id. In further, Erikson believed that the ego was able to adapt to situations. ... According to Boerre (2006), "It is the reservoir of our experiences as a species, a kind of knowledge we are all born with. And yet we can never be directly conscious of it." The collective unconscious effects the way people behave as the collective unconscious stores unconscious memories and feelings. Jung observed that the collective unconscious is similar in individuals regardless of cultures. For example, near death experiences are described summarily by individuals of different cultures. In many cases people that have a near death experience describe a happy place or seeing their passed loved ones. Erikson concluded that the individual's personality was formed based upon the resolution with eight psychosocial stages of development. Through the completion of the stage which is developmentally appropriate the individual either learns to accept the task or develops neurosis. In comparison to Freud's psychoanalytic theory, Erikson believed that the personality is continuously forming. Throughout each of the eight stages a new virtue is learned. The various virtues include hope, willpower, purpose, competence, love, care, wisdom and fidelity. However, the ego is never fully developed. According to Clifton (1995), "Developing trust is the first task of the ego and it is never complete." The first task of the ego is developed in trust vs. mistrust, Erikson's first stage of psychosocial development. At the resolution of this stage the new baby will either develop trust or mistrust. Differences: Jung's Archetypes in the unconscious mind/Erikson Jung believed that people had archetypes. Archetypes are parts of the collective unconscious. Archetypes further explain the unconscious drives people experience. Jung believed that

Night and Singapore Essay Example for Free

Night and Singapore Essay The usual fays are over for me. No school, no study just play. But the next day was a dream going to become true. WE WERE GOING TO SINGAPORE just the next day. I got up early morning. We packed the things and went to the airport. In the airport and saw may types of people. We boarded our flight and went for Singapore. After reaching the airport we went to hotel exhausted and hungry when we reached we ate and slept had booked our flight to Mumbai international airport. I liked Singapore because the people are nice and the food is very nice and everything is green and very clean and they keep the streets clean and it’s safe to walk down them not like in my home when I lived in Hollywood where the streets have a lot of people who get sick and make a mess from either their mouths or they make BM’s and just leave it on the streets for everyone to walk by. Singapore is much cleaner than Hollywood. Here are some things I learned about Singapore: * Singapore has the highest per capita rate of millionaires in the world (approx 10%) * Singapore was originally a small fishing post until about 200 years ago, when Stanford Raffles and the British East India realized it was a very good place for a port town * Singapore means â€Å"Lion town† because an old Sultan said that he once saw a Lion there but since Lions don’t live anywhere Tigers live, everyone agrees that he either dreamed it or was a-lion about it! (That was a pun.) * In Singapore, you can go to the zoo at night on a â€Å"Night Safari† and see all the nocturnal animals, and it makes a lot of sense because normally when I go to the zoo in America all the animals are exhausted because it is hot and they always tell you â€Å"most of these animals don’t have sweat glands that’s why they play in the mud† which seems mean to keep them out all the time in the hot sun so kids can poke sticks at them and bang on the glass, but in Singapore, it is nighttime so the animals are all eating and moving around and this one animal called a â€Å"Tapir† came right up to the tram and I think it was because he liked how I smelled. All in all I highly recommend a trip to Singapore because it is awesome!!

Description of personal warm-up Essay Example for Free

Description of personal warm-up Essay Before training or playing a match in my sport I will always follow a warm-up program. This warm-up will help prevent injury such as muscle pulls and tears. As well as being physically prepared it will also help me be mentally prepared which is especially important in a match situation. My warm-up consists of a few running drills and then into a set of stretches followed by some skilled drills. It is very important to do some running drills before stretching as muscles need to be stretched when warm to prevent injury. A simple 3 minute jog would warm the muscles enough for stretching. Stretches These are the stretches that I would go through. Each stretch has a diagram, to demonstrate how the stretch is done, and the names of the muscles being stretched. Neck muscles (Sternocleidomastoid and scalenes) Shoulder muscle (Deltoids, Trapezius and Triceps) Spine Quadriceps (Rectus temoris and Sartoius) Hamstrings Gluteus Maximas (Gluteuls) Groin (Pectinus, Odducta longas and Odducta magnus) Skilled drills The final part of my warm up consists of practicing skills with my teammates. There are many forms that we can practice skills with. Grid work Grid work will be set out with players on four corners facing each other as shown in the diagram. = players = running path The players will run to the opposite corner of the grid with a rugby ball and pass it on the player facing them. They can pass it on in number of ways; * A simple pass * A pop pass for the player to run onto * A high pass for the player to jump for * A gut pass Lateral passing Another drill that can be used is the lateral passing drill. Rather than passing forward in grid work, lateral passing consists of passing backwards down a line like a match situation. Players should be in several groups of about 3 to 6 and they should line up at two opposite ends as shown in the diagram. = players = running path = ball path Each group should run to the other end while passing the ball along the line. The distance should be enough for the ball to go down the line 3 times. Benefits of a warm up If a warm up is carried out in the right way it can give many benefits: * Loss of muscle stiffness * As haemoglobin releases oxygen easier at higher muscle temperatures there is facilitated oxygen utilization by the muscles * Speed and force of contraction is increased as the higher temperature of the muscle gives it more energy * Vascular beds dilate in the active tissues increasing blood flow * As muscles are warmed there is reduced resistance which allows a greater economy of movement * Reduces chance of injuries such as tears, pulls etc. Cool down A cool down is just important as the warm up and should always be done after training or a match. I will always cool down after a match or training with my team by simply jogging for 5-10 minutes. This will gently decrease my body temperature. I will also do a series of stretches for 5-10 minutes. Benefits of a cool down A cool down will give a number of benefits: * Reduce the chances of DOMS (Delayed-onset muscle soreness) * Decrease the level of adrenaline in the blood * Helps in the release of lactic acid in the muscles

Tourism Policy And Regional Planning Destination Tourism Essay

Tourism Policy And Regional Planning Destination Tourism Essay Introduction Tourism planning is an important component when a destination decides to become a tourist attraction. Tourism has been on rise since the 1970s as more people began to work from 9am to 5pm and paid leave became more popular in at workplaces. This led to people having the leisure time to spend on their holidays. For a destination to become a tourist destination one should be able to know the market segmentation of the people travelling there. Theres a saying Rome was not built in a day. Tourism planning takes time and research. One would need to find out what type of product and services are needed for the type of tourist that comes to that particular destination. Tourism planning has become more important now than compared to 50 years ago. Tourism planning allows rules to be set by the government. They would be able to implement certain strategies that would help to reduce the negative impacts on the environment. This discussion paper will explore the different approaches that the gov ernment use and the challenges of tourism planning in todays world. Many forms of research are done to find out the characteristics of the people visiting a destination. Many tourism planners assume that the market segment does not change. According to Tourism Management, tourism has been around for many years approximately since AD 1500. Modern tourism would not have been possible without the precedents of Mesopotamia, the Nile, and Indus valleys, ancient Greece and Rome, the Dark Ages and the Middle Ages. Premodern tourism has their own character as there are many similarities with modern tourism. The Early modern tourism (1500 to 1950) considers the early modern era, which links the premodern to the contemporary period through the influence of the Renaissance and the Industrial Revolution. The Contemporary tourism (1950 onwards) introduces contemporary mass tourism (Weaver Lawton, 2010). Tourism can raise the profile of a destination, attracting the interest of investors and visitors alike. Tourism According to Tourism Planning and Policy textbook, the definition of tourism is like what Leiper and Pearce believe that it is important to adopt an opened view of what tourism is all about: Movement of people and their resources By characterizing the collection of government, businesses, activities and processes that helped people to make decisions about travel Involves the production and consumption of the range of tangible and intangible resources Overlaps and intersects with the daily lives of local communities Involves the production and consumption of tourist experiences Produces the range of intended and unintended consequences and effects that need to be critically examined and managed. (Leiper and Pearce, nd) Tourism planning and policy should not basically mean as an economic development activities that are aimed at the supply and demand side of tourism. Tourism should be explored further to improve the other elements of tourism. Policy Sustainable tourism development is under the tourism planning and policy is there to achieve tourism development that minimizes the negative effects and maximizes the positive effects so that they can be sustained over the long term. There are four For the purpose of this report, this report will touch on the environmental problems, the number of challenges faces with limited infrastructure, depressed economy and using Central Highlands as a regional economic development tool. Lastly, recommendation as well as conclusions will be offered before the end of the report. Government Approaches towards Tourism Tourism policy and planning are divided into two categories: (1) substantive ideas that provide the direction and underpinning values embedded in tourism planning and policy. Tourism planning and policy both theory and practices are by a range of cultures, disciplines, methods and framework (Macbeth, 2005, p.89) According to Getz (1986) there are five approaches to tourism planning and they are boosterism, economic, spatial, community and sustainable planning. Each of these approaches has their own strengths and weaknesses which will be further explored below Boosterism Boosterism is when tourism development is perceived to be good and beneficial for the host community of a destination. It is suggested that cultural and natural resources should be used to for tourism development without any consideration to the negative economic, social and environmental impacts of tourism that will occur due to this exploitation. This approach is done mainly by two groups. They are politicians who are philosophically or pragmatically believe that economic growth is always to be promoted, and by others who will gain financially by tourism (Getz, 1987 cited in Hall, 2008). This will continue until is proven that they will eventually run out of resources to use and when the growth of political opposition can no longer be prevented. Although the main focus is on promotion and development of the destination, little attention is given to ensure that levels of demand are suitable to the resources and social carrying capacity of the region (Hall, 2008). Most of the time, the locals are not involved in the decision making and planning processes in regards to tourism development and those who are not in favour of these developments are deemed as being unpatriotic. For example hosting of events such as the Youth Olympics Games is deemed as beneficial for the host city of Singapore as it puts a country on display to the rest of the world making this a form of promotion. Money and resources are also spent on coming up with brand names such as Incredible India, Malaysia truly asia and Your Singapore. This is done so that visitors would be able to identify the brand name to the country. Economic Economic planning is essential as it supports growth and development in certain areas. Governments built infrastructures such as hotels to support tourism in that area. This will encourage foreign revenue earning as more tourists will travel to the destination because of the useful facilities it supports. This in turn creates employment for the locals living there. Marketing and promotion is used to attract certain visitors who will provide the greatest economic benefit to the destinations specific tourist resources (Hall, 2008). In order to accomplish the market segmentation of the tourist coming to the destination and matching of products and services, research has been conducted by governments and industries. However this may not necessarily be a benefit, when government focuses too much on the tourism industry they might neglect other areas such as agriculture industry. One of the strengths of the Central highlands of the Island as a tourism destination is its scenery. Tourist numbers are likely to increase when there is more accommodation built for them. Cutting down trees would be a necessary measure to make way for these infrastructures which in turn will change the environment of the destination (Moore Dowling, 2001). Physical/Spatial Tourism is regarded as having an ecological base resulting in the need for development to be based upon certain spatial patterns, capacities or thresholds that would minimise the negative impacts of tourism on the physical environment (Hill, Jenkins Kearsley, 1997). This type of planning came from people who fight for a rational approach to the planning of natural resources and deemed as the oldest form of environmental protection. The main emphasis is on the physical and social carrying capacity of the destination. As tourism increases in a destination they have an impact on the natural environment. For example, many national parks have management plans that zone sections of the park (Hall, 2008). Zoning is one of the methods used to limit tourist interaction with the environment to a certain area (Newsome, Moore Dowling, 2001). This will ensure that the damage to the environment would be minimal. Although strategies have been placed to manage visitors to attraction sites, these sometimes fail when there is an increased level of visitors and increased demand for the experience of the visitors placed on the attraction (Hall, McArthur 1998; Newsome et al. 2005 cited in Hall, 2008). For example the Canterbury Cathedral in England has a visitor centre built to manage the large amount of tourists as they places stress on the physical and spiritual fabric of the cathedral (Hall, 2008). Community The social and political situation is monitored as the local community have some control over the tourism development process. As tourist destinations become popular, impacts to the destination starts to appear. Therefore since late 1970s more attention is given to negative environmental, cultural and personal impacts of tourism and the social context within which it occurs (Hall, 2008). As alterations are being done to the environment of the local community, it is highly essential that the locals of the destination are involved in the decision making processes. Without the support of the locals it would be difficult for tourism growth and developments to occur. The local community can also generate income, diversify the local economy, preserve culture, conserve the environment and provide educational opportunities (APEC, 2010). Providing educational opportunities is highly essential as it provides them with jobs in the tourism industry. For example locals are hired as tour guides to show the tourist around national parks so that they will educate the tourist on the importance of environmental conservation. Local participation in tourism developments may be good but for tourism development occur foreign investors are necessary. An example would be building of accommodation for visitors. Majority of the earning s are goes back to the foreign investors leaving almost nothing for local community. A country with diverse cultural background might also pose a problem if there are conflicts among them and deter any foreign investors interested in investing in that countrys tourism development. Sustainable Planning Sustainable approach is a combination of boosterism, economic, spatial and community while generating income for the local community. This approach brings about the least damage to the environment (Inskeep, 1991). It brings about positive experience for the local people, tourism companies and the tourist themselves. The community benefits from the increase of job opportunities and improvement to the standard of living. Due to environmental protection resources last longer so that the future generations would be able to experience them and preserve them for many more generations to come (Newsome et al, 2001). Sustainable approach may not be favourable to private sectors whose main objective is to make profits for their businesses. Due to zoning, there is limited interaction with the environment would leave visitors unsatisfied because they are not getting the entire experience of the destination. Challenges faced by Tourism There are many challenges that are faced by the planning of the tourism industry. Tourism planners have to face challenges everyday, which includes both man-made as well as by nature to create a perfect and attractive site for tourist at the same time not intruding the privacy of the natives of that destination. The issues are classified as man-made and natural some of them being Terrorism, Global Warming ,global pollution. health and safety. Terrorism Tourism and terrorism cant co-exist in the same place at the same time. Terrorists seek out tourist destinations for a variety of reasons. One of the reasons being is that: An attack on a tourism center is an attack on that nations economy and also the nations security. (Tarlow, Peter E (2002). Terrorism has a strong negative impact even in countries where there is stable political system and strong traditions in the field of democracy. (K, Valery, 2010). The attacks on the World Trade Center and the Pentagon (the single worst terrorist attack in modern history), by contrast, resulted in the deaths of 3,031 persons. (MERIA, 2006). Terrorism has manifested in the United States or Europe since the year 2000, has proven to be far too irregular (in terms of the frequency of the attacks) to provide a good overall picture of terrorisms impact on the society. (MERIA, 2006)They have proved to be a major factor for tourist decision making. Tourist react very sensitively to such calamities whe n making their choice of a tourist destination. A single terrorist attack can have a strong influence in a tourist spot or a whole tourist country. Where terrorist actions take lives of tourists the recovery of tourism is very difficult. So tourism is gravely affected by terrorism. Global warming Another major problem faced by the tourism industry is Global Warming. Educating the government about climate change should be an additional strategy of the tourism industry. (Eugenio Yunis, 2001) Global warming has been occurring since the late 1800s. Majority of climatologists have concluded that human activities are responsible for global warming. (NASA, 2005). The tourism industry is the booming and the most flourishing industry in the world, full of profits and money-making. But due to the both tourism and global warming work hand in hand. As tourism increases global pollution increases which in turn increases global warming. The main characteristics of the northern countries is their low temperatures. With an increase in temperature their climate conditions change. Due to global warming many nations around the world have been faced with climatic conditions such as floods, volcanic eruptions, droughts, tsunami and so on. And this has directly affected the tourism of these destin ations. Avalanches may increase and the snow skiing areas will not be considered beneficial and attractive as they will not be safe in the future. They will not remain as the tourist attraction. On the other hand, new areas may become adequate for skiing. In other words, we will be observing a shift in the tourism industry. Because of global warming, people will not be able to go to beaches, scuba diving and snorkelling may have to be stopped then, skiing in the mountains will become just another memory, rising sea waters may sink many monuments like the London Tower, and water may become scarce in places like Leh which has its water source in the glaciers of the Himalayas. Countries like Spain and Greece have a favourable climate have now started becoming too hot to travel and live comfortably. There are some places are becoming major tourism because of the positive effects of global warming. By taking some profitable measures and by combating global warming we can help tourism ind ustry flourish again. (Tourism Information Guide, 2010).Some nations for eg; Indonesia are a nation that has been seriously affected by natural calamities which include flood, active volcanoes, tsunami, forest fire. It has destroyed the economy of the nation and considerably reduced the tourist flow into the region. Health and Safety In todays context, to destroy a tourism sites reputation or to cause panic to the public, it takes very little effort. Take for example the outbreak of Sars in Toronto, Canada, once the news spread globally the hotel occupancy rate in the particular region dropped considerably despite the fact that there were no visitors who were stricken with the illness and cautious precautions were taken. This goes the same of the swine flu outbreak in Mexico. Visitors stopped coming to Mexico. World tourism faces a lot of global challenges in the event if there is a world pandemic. Examples being are the possibility of quarantines, the fear of airports and other crowded tourist destinations. The fear of not knowing what to do in case of illness in a foreign country, the need for cross-border medical insurance all this leads to second thoughts for a tourist. Tourists and convention planners are acutely aware of how hard the change or the cancellation of reservations both at the hotels and the airl ines are. The change and the cancellation fees mean that there is a higher degree of travel risk in uncertain times. (Peter E Tarlow, nd)Recent crises like the September 11, Severe Acute Respiratory Syndrome (SARS), H1N1 and Avian flu, tsunamis, earthquakes and currently the volcanic ash cloud have impacted the Travel and Tourism economy over the last decade in a very serious. (World Travel and Tourism Council, 2010) In Florida, in order to protect their tourism as their economy depends on the large part of tourism, and as tourism is already down as compared to previous years, mostly due to the economic downturn. If news of outbreak of swine flu in Orlando gets out, people might cancel their travel plans and stay home, causing loss of revenue to Florida businesses. Floridas tactic seems to be in deny of any infection by citing CDC language, saying There have been no confirmed cases of swine flu by the CDC in Central Florida . But saying that the damage has still incurred no matter h ow much ever clarification or precaution is done on the situation. Introduction of Central Highlands Central Highlands has been controlled by Great Britain until they became independent in 1964. A decade later, they became a republic. Since the mid-1980s, the island has transformed into a freight point, petrol refining point and a tourist destination and has had immense growth both economically and financially. The key features of Central Highlands of the Island are that it has a temperate/sub-tropical island approximately 1 hour by air and 5 hours by ferry from the mainland. There is an established tourism sector on the coast of the island but has experienced a number of environmental problems. They have also faced a number of challenges as they have limited infrastructure, depressed economy and limited natural resources. There are several isolated ethnic groups living within the region and have been ignored in most government policy exercises. They also do have a number of potential tourist attractions which is another important source of their revenue. The regional government the re are also exploring the possibility of using tourism as a regional economic development tool. Also infrastructures of the region has immensely grown from the initial stage . Infrastructure The infrastructure in the central region is limited and because it plays a major role in tourism, tourist are hesitant to travel to the destination. The Government should work to address the challenges which will connect the people with water, electricity, accommodation, roads etc and should try to develop the facilities provided for the welfare of tourist and natives of that region. Education The government should introduce laws which guarantee free and compulsory education for all children under the age of 16. Education is every humans right no matter the rich or poor. As education is very important in the tourism industry , resources should be implemented to provide proper training to citizens to bring tourists around. Education also helps as a whole to enrich the countries overall development and wipe unemployment from the countries face. It brings a total development to the society and the nations development. Permits Permits are to ensure that the states have the following facilities to provide better circumstances for the people and the tourist and to keep a control over the functioning: To reduce the impacts on high-use and sensitive areas Separate potentially conflicting activities Encourage responsible behaviour to all users Collect data for planning Monitor activities which may become damaging to the environment and try to remove them or prevent them. Before any activity is undertaken, it is essential to see if the activity is allowed, and whether the activity requires a permit. Activities that require a permit are: Most commercial activities, including tourist operations Installation and operation of structures Any works, such as repairs to structures, dredging and dumping of spoil, placement and operation of moorings Anchoring or mooring for an extended period Waste discharge from a fixed structure Research except for limited impact research Educational programmes Traditional hunting. (Great Barrier Reef Marine Park Authority, 2010) The nation has to have a overall control of the functioning of certain aspects of the government to increase the development of the region as a whole and to improvise the tourism sector of that particular region. Community Involvement By letting the community be involved, there will be employment boost, training and economic opportunities for the community. Tourists who are there will respect the customs of the local hosts, pay for local goods and tourism services. For the tourism of any region to boom the particular locality should have a welcoming feeling to foreigners and to make the tourist to feel at home. There shouldn be any kind of negative vibes within the natives and locals of that particular destination against the tourist who flow into that region for tourism purposes, The community of any particular environment plays a major role in developing the tourism of that region. Communities should be made aware and educated about how to welcome foreigners and tourist and providing them with inviting smiles and pleasant conversations so that the tourist dont feel strange or weird of being in a new place. The development of the society and upgrading the knowledge and education level of that particular community . They also help in providing more employment offers to the locals of that area also increase the job offers. Fines and Penalties By implementing fines and penalties to the tourist destination, it helps in conserving the region and preserving the beauty and the naturality of that region. In Central Highland Island, bringing rules and penalties protects the environment and this in turn this will discourage the community from damaging the environment. While the Central Highlands do have a lot of natural forest and local architecture, Tourist might not be properly educated on how to conserve the region and in not polluting the destination. Tourist flow in from different regions of the world from different cultures and different society so its very important that the tourist destination should have proper rules and public safety officers to overview the entire functioning of the society as a whole, and prevent anyone who dare to be a nuisance to the public. Interpretation As having guided tours around, they will help to tell stories that are from the community, places (environment), artifacts. They also communicate ideas, enrich the tourist experience. They do have key roles to play in the management and conservation, in this case, as Central Highlands have little development, negative impacts and have substantial remaining natural forest and local architecture. Central Highlands also do have archaeological sites. The communication aspect helps the tourists to discover and appreciate their environment (natural, cultural etc). As the Central Highlands have very strong cultural heritage and unique ethnic groups, having tour guides made up of the community will certainly help the tourist understand more about the culture. Conclusion As the purpose of this report is to make Central Highlands to be more of a tourist attraction the report has included information on Government Approaches to tourism where the five approaches are listed, Getz (1987) has identified approaches to tourism namely boosterism, economic, physical/spatial, community and sustainable planning. Boosterism, has been around for a long time and currently still used to approach tourism. Sustainable planning is currently in used by tourism planners for the government. Tourism planners should be aware of the challenges faced in tourism are both man-made as well as natural. Tourism industry is affected by terrorism, global warming and health and safety. Currently, tourism planners have to face these challenges as they occur on a regular basis such as Terrorism. In the introduction to Central Highlands, infrastructure, education, permits, community involvement, fines and penalties and interpretation are used as regional development tool to help aid other possibilities of tourism. These tools have to be put in place as more tourists will come, enjoy their stay in the Central Highlands and spend more money. Tourism is very important in many countries as one of their main sources of revenue. Central Highlands economy is based on both the petrol production and tourism. Infrastructure, water and electricity are lacking in Central Highlands, therefore, tourists will not want to come down to the Central Highland for tourism purposes. An issue to be implemented includes educating the ethnic groups in Central Highlands about the importance of having tourism in the country. Ethnic groups are important as their culture is part of what makes the destination attractive and they will be able to educate more tourists about their culture, protect their environment and understanding these interpretations, the tourist will be able to reduce tourism impacts.

Energy Efficient Housing Essay -- essays research papers

Energy Efficient Building   Ã‚  Ã‚  Ã‚  Ã‚  Windows   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Energy efficient windows have multiple layers of glass. The reason for this is because the more layers of glass you have the better it insulates the house. Three or four layers of glass are one of the best because you have more airspace in between layers.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  A smaller airspace doesn't insulate the building as well as a thicker airspace would. The thickest an airspace should be is 1 inch because any thicker than that will cause the glass of the window to no longer insulate the building.   Ã‚  Ã‚  Ã‚  Ã‚  The air in between the layers of glass should be thick and dense, so that it can save energy. One of the most common airs used in-between glass is argon. When argon is used heat loss is reduced. You could also use carbon dioxide or sulfur hexa-fluoride between glass.   Ã‚  Ã‚  Ã‚  Ã‚  Another type of window that is used commonly to keep the home cool is tinted glass. Tinted glass and tinted window films are used on buildings to reduce heat gain through windows. Advancements in tinted glass have now allowed us to make the glass appear just as a regular window that you can see through. The tinted glass solution is also used in many vehicles and private rooms for privacy and to keep them cool in the summer to save on energy costs.   Ã‚  Ã‚  Ã‚  Ã‚  When choosing a proper type of window frame, fiber glass is the number one choice. Fiberglass is the strongest material to use for the job and it also involves a smaller amount of maintenance compared to vinyl or wood.   Ã‚  Ã‚  Ã‚  Ã‚  Glazes on windows are one of the newest methods for energy efficient windows. Glazing is a way of changed the glass so that the light reflects off the window or absorbs the light and brings it into the building. Photo-chromic is the best product for glazing, as it can be switched so that it both reflects the light and absorbs it. Photo-chromic is a product called a switchable glazing. All switchable glazing products are useful for reducing cooling loads and for minimizing the shine off the sun from coming in the house. It would be most useful is Saskatchewan because it brings heat into the house for the winter, ... ...also save energy by using motion censoring for doors and sinks. The dining rooms and foyers should have dim-able light switches. Another way to save a lot of energy is to make a master switch at the front door that turns off all lights. That way you never leave a light on when you aren't at home. You should use natural gas cook tops and ovens to cut down on electricity.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Wind Turbines   Ã‚  Ã‚  Ã‚  Ã‚  Wind turbines can be very useful in bringing energy into your home. They are especially useful when solar panels aren't working. They take the wind speed from oceans, lakes, dugouts, or rivers and turn it into energy. To use the wind turbines most efficiently you should set up a wind power system.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Energy Efficient Motors   Ã‚  Ã‚  Ã‚  Ã‚  Energy efficient motors use more copper and iron than regular motors. They also consume less energy than regular motors.   Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  

Human Breast Milk Essay -- Health, Human Milk

Introduction Human breast milk is uniquely suited to our biologic needs and remains the best source of nutrition for the human infant (Kunz et al , 1999). It provides the necessary support for the developing immune system (Goldman et al., 1994 ; Garofalo and Goldman, 1999). The powerful anti-infective qualities of breast milk are measured by decreased infant mortality in developing countries where exclusive breastfeeding is the norm (Scariati et al, 1997 ; Ball and Wright, 1999). The human breast milk is composed of about 6% carbohydrates, about 4% fats, about 1% proteins and about 89% water. The composition of human milk is very different than artificial milk or "formula". Most artificial breast milk products use bovine milk as a substrate. The latter has more proteins and less lactose when compared to human milk (Kunz, et al ,1999). Lactose levels correlate well with brain size across species. Given their large brain size, it is not surprising that humans have a higher concentration of lactose in their milk than any other species (Newton, 2004). From the Islamic religion point of view, although it is recommended to prolong adequate lactation for up to two years, Prophet Mohamed pointed that the milk of the pregnant women is harmful for the infants and strongly advised that pregnant mothers should never breastfeed their infants. The aim of this study was to compare milk composition in lactating pregnant and lactating non-pregnant mothers in order to know to what extent could pregnancy affect milk composition, and how this could be reflected on both child development and health. Subjects and Methods I- Subjects This study was carried out on 64 urban healthy lactating females attending the Outpatient... ...urs in the cerebrum and 60% of this tissue is lipid (Newton, 2004). Stopping breastfeeding , should pregnancy occurs, to avoid its adverse effect on the nursed infants may expose them to many hazards as gastroenteritis and malnutritional diseases. And so , it is our responsibility to strongly advice against pregnancy during lactation so that the newly born receives the best nutritional support to ensure its full physical and neurological development. This is what exactly recommended by the Islamic religion to prolong adequate lactation, up to two years, to face infant's requirements and at the same time to avoid pregnancy on top of lactation with its bad effects on both the nursed infant and the fetus. It is hoped that further works will be done to study the effect of pregnancy on other milk constituents that could also possibly affect the nursed infant.

Case Study: Ministry of sound Essay

QUESTION 1 Ministry of sound had to deal wth the environmental issues from the early 1990s they really faced a problem of drug dealing by the security team, because of this palumbo was forced to change his security and brought in professionals, he even hired a psychoanalyst to cope with the gang threats that followed that followed the drug crack down.Palumbo persisted in making his club a safer and a clear environment.During the 1990s he went further to campaign nationally against the use of drugs in youth venues with the ministry led in the transformation of club of club culture from an underground movement associated with acid house into a main stream youth market activity. The ministry established a distinctive logo and brand and invested heavily in club facilities and sound equipment magazines ,radio shows recording business and the main threats are that the business location it is located in a high crime rate which is not good for business since it labels the club very bad and it tarnish the image of the club .the commercialisation of the brand made it top loose the edgy and underground crowds who established the club ,the closure of the ministry in Bankok as a result of law restriction might pose as a threat.opportunies can be seen by introducing young blood ,fashion and also young faces to the club and also increase online broadcasting their music. QUESTION 2 CAPABILITIES The ministry of sound has capabilities it became a brand and also gaining brand recognition .ministry was also recognised as a wide world music life style.Its products portfolio ranging from record labels ,branded electronincs ,world wide tours and also radio shows.ministry of sound started as a small investment and grow by spreading to other countries and also by having a lot of people visiting the club by that it was recognised the whole world and it became a super club.ministry believed in diversification by spreading their wings and starting branded dj equipment ,also offering branded mobile phone games ,magazines not only that they went further an adviertising supported online broadcast music channel was  launched .ministry manages its communication very well its adaptation,internalisation made ministry what it is today, a big brand. By changing the security team the club operated in a clean environment which was safer for its customers and by so doing the club gained value.by introducing a new ceo was a very good move.ministry as a clean and safe environment it will enjoy the benefits of attracting more music lovers .they differentiated themselves by having security professsionals which is a comparative advantage to other clubs ,we agree that the ministry has a strong brand but the closure of the Bankok branch due to the law restriction tell us something that during their market research they did not look at the country s law which is a weakness. QUESTION 3 The main stakeholders of the ministry of sound is first James palumbo he is still the largest shareholders of the business so he want his investment to make profit.shareholders gets dividend annually or increasing share price which is affected by the growth and profitability of the business so that they can get a best dividend. Managers care too much about their responsibility ,job security their salaries by being responsible and doing their duties properly ,they know that they get bonuses so their interest lies in working for a company that shows growth and that succeed in everything it does ,if the ogarnisation grow the managers are show that their jobs are secure Customers want desirable and quality products at affordable prices also they are interested in the continuous production of new products to satisfy their ever increasing needs Capitalist 3i investors are interested in the growth of the business success and if no growth the investor would take his money to other place. Society in general –socially responsible actions positive towards the environment. QUESTION 4 The ministry can use the following strategies : Joint ventures ,is an entity created when two or more firms pool a portion of their resources to create jointly owned organisation .It is very important since ministry can gain access to a particular source and enjoy economies  of scale, risks and cost sharing neutralising and blocking competitors. It can also try mergers and acquisitions through this it can expand its product line or better still sell the business. QUESTION 5 The reogarnisation is very important because it will help put into practise the ministry s focused strategy into action ,it also helps with costs, it also helped by being a useful tool to let go of the managers who might be resistant to change ,in addiction to three division appears to be clearly collecting together previous uncoordinated initiatives within clear organisation structure .the reorganisation will help the new ceo to delegate to divisional heads at the same time as allowing him to hold them accountable as they impose some discipline on the various business.

Ryanair: Its Vulnerability and Exposure to the Environment

Ryanair: Its vulnerability and exposure to the macroeconomic environment Business vulnerability is a measure of how susceptible an organization is to external events and the possible consequential impact on its business costs and profits. In this essay, I will assess the vulnerability of Ryanair and its degree of expose to macroeconomic shocks. I will also analyse Ryanair’s performance since 2000 in comparison to its rival BA, as well as their strategies in how effective they are in raising profits and minimizing their exposure.Ryanair is a low cost Irish airline and one of the most profitable in the airline industry. However, it can be seen as vulnerable and exposed to macroeconomic shocks. To a degree this is due to Ireland’s openness. Desmond Gillmor describes it as â€Å"one of the most open of economies,† and â€Å"because of this high degree of openness, the economy is strongly influenced by the external conditions prevailing in the international economic system. † (Gillmor 1985, p. 5) The airline industry in which Ryanair operates is fairly elastic as shown below. (Knight, B. 2006, p. 14)From the graph, one can see that if the GDP increases or decreases by 1 per cent, the demand for air travel will increase or decrease by 1. 7 per cent: air travel and Ryanair is fairly exposed. A firm’s average total cost curve (shown below) and the steepness of it can express the firm’s vulnerability. The steepness of the curve is mainly determined by the scale of fixed costs and as a result, those firms will experience more volatility in their financial performance. In addition, increasing returns to labour which is particularly found in professional services also impacts on the gradient.Furthermore, firms which are dependent on external inputs, for example, in construction, are vulnerable to shifts in the curve due to increases in the costs of their inputs. output saucer e. g. shoe shiner flute e. g. airlines ATC output saucer e. g. shoe shiner flute e. g. airlines ATC The ‘flute’ curve shown above reinforces the vulnerability of Ryanair due to its steepness. This can be explained by high fixed costs such as a large number of fleet and the heavy dependency on external inputs such as fuel.The graph below shows that since 2003 Ryanair has more than doubled their fleet to 163 aircraft. (Ryanair, 2008, p. 3) The latest Chairman’s Report released by Ryanair reports on the effect of fuel prices: â€Å"The high and rising price of fuel is of major concern to Ryanair and the entire aviation industry. Last year our hedging programme delivered fuel at an average cost of $65 per barrel. Today we are facing prices of approximately $130 a barrel. Ryanair has responded to these higher oil prices by reducing costs across all other areas. † (Ryanair, 2008, p. ) They are also exposed to fluctuations in foreign exchange rates, the extent to which they made a loss of over â‚ ¬5m due to changes in the American dollar and British Sterling exchange rates against the euro. This exposure can be minimized by hedging with financial derivatives. Even though Ryanair incur costs that they have little control over such as fuel, â€Å"there are others that will influence the costs per seat-km flown that they can influence. These include aircraft utilisation, aircraft turnround times, seat pitch, the use of fewer crew and cheaper secondary airports, along with direct selling and paperless ticketing. (Pitfield, D. E. 2007, p. 77) These factors all form a part of Ryanair’s strategy to penetrate the market further and reduce its vulnerability by exploiting market imperfections. â€Å"Ryanair has responded to these higher oil prices by reducing costs across all other areas. A company wide pay freeze was implemented and redundancies have been suffered at our Dublin call centre. Significant cost reductions have also been achieved on airport, maintenance, and handling contracts, an d we will benefit from the addition to our fleet of cheaper and more fuel efficient aircraft.We have also increased our charges for baggage and airport check-in as we continue to encourage passengers to avail of web check-in and travel with carry on luggage only. † (Ryanair, 2008, p. 4) They have even gone as far as planning to close down their check-in desks and the possibility of charging passengers to use the on-flight toilet facilities. Source: Ryanair Annual Reports Ryanair is one of the largest airlines in terms of passenger numbers (REF) and has continuously grown in size and value over time as shown above.The extent of such an expanding firm is conveyed over the last eight years as Ryanair’s profits have more than quadrupled. However, there have been drops in profits in 2004 and 2008. In 2004, the airline was hugely affected by the conflicts in Iraq, the renewed threat of terrorism and endless increasing oil prices. However, in this same period, Ryanair managed to launch new bases in Rome and Barcelona, launch 73 new routes, takeover their competitor Buzz for a knock-down price and carry more passengers than BA in the European market.The reason for the decrease in profits in 2008 was due to increases in fuel prices and significantly increased airport charges, particularly at their largest bases at Stansted and Dublin. British Airways, a competitor to Ryanair, has reviewed its short-haul operations and is planning to spend a portion of its marketing budget promoting shorter haul flights. However, they believe that services such as in-flight refreshments and business class seats are expected by their customers, and intend not to cut back on these services but focus on this differentiation and thereby create market imperfections.In the journal article titled â€Å"Easyjet and Ryanair flying high on the Southwest model†, Chris Avery, an analyst at JP Morgan, believes that the answer to the threats from low cost airlines by BA has been p erfect. They acknowledged that they were no longer the public’s favored provider and have taken measures to, not only, protect their primary market, but also to learn from their rivals. With BA’s key financial figures reported in British pounds and Ryanair’s in Euros in their respective annual reports, there is difficulty in comparing them. Nevertheless, I will look at other key statistics. (Ryanair, 2008, p. ) Looking at the figures above, one can see that Ryanair charges passengers considerably lower, including no fuel surcharge. This is one for Ryanair’s USP and such low costs form a barrier for new entrants. (Ryanair, 2008, p. 7) With regards to consumer satisfaction, Ryanair’s service is greater than that provided by BA. Source: Mintel From above, one can see that Ryanair have the second largest number of active aircraft behind BA. Nevertheless, if the average age of the fleet is taken into account, Ryanair has one of the largest young fleet. However, one can’t disregard the different sizes of the two firms.Since British Airways is a larger firm compared to Ryanair and offers different services, as well as owning a larger fleet of aircrafts, it may be more greatly exposed to the external environment. To be able to manage these uncontrollable external shocks, Ryanair needs to reduce its vulnerability and exposure to the market. To do this, its total cost curve needs to become gentler (and like a ‘saucer’ as shown on page 2). This can be explained by reducing the airline’s fixed costs and that a downturn in demand will cause profits to fall but not as much as previously.Also, with the average fare being â‚ ¬22 cheaper than its local rival Easyjet (see page 5), Ryanair could raise their price and still retain their customers. Ryanair operates in an oligopoly: Q Price Q Price Above the kink, the demand is relatively elastic as all other firm’s prices remain unchanged. However, below the k ink, demand is relatively inelastic because all the competitors will introduce a similar price cut which would eventually lead to a price war. Consequently, the optimal output is that at the kink. Ryanair have decided to offer â€Å"all passengers on all routes their lowest fare guarantee.On those very rare occasions when passengers find a lower promotional fare on a competitor airline for a similar itinerary then we will happily refund them double the difference. † (Ryanair, 2008, p. 6) This ensures customers, especially in a downturn were consumers are looking for the cheapest prices. Consequently, if Ryanair want to achieve supernormal profits, they need to erect barriers to entry and make the airline industry non-contestable. Such barriers can be placed by enhancing Ryanair’s current supply chain.For example â€Å"by solely operating Boeing 737 jets Ryanair can keep training, maintenance and operating costs in check. In January 2003 a massive order for 100 of the latest 737-800 variants worth $6 billion was announced in response to the airline’s escalating success. † (Anon. 2004, p. 5-6) This is unlike its competitors who have more than one type of aircraft. Also, they could try and offshore the administrative side of the organisation to reduce their costs, as well as invest less in advertisement and try to offer more services to compete against BA’s new proposed plan and to differentiate themselves further.Such differentiating ideas include launching a new all-frills airline for flights to USA. Furthermore, since Ryanair has received previous criticism, they could strengthen the barriers by investing in the brand. Their competitors are forced to incur the same costs to build their brands to contest the industry, as well as new entrants. This reduces market contestability and enhances profits. If they fail, this sunk cost can’t be recouped. London to Genoa (GOA), Hamburg (HAM), Pisa (PSA), Stockholm, and Venice. (P itfield, D. E. 2007, p. 78)The table above shows the market share achieved by Ryanair in 2003, in the first month and year of operation. â€Å"There seems to be a difference between the Italian destinations and the other two. However, the Venice route also looks closer in character to the other northern European destinations in that although the initial market penetration is good, it does not grow as rapidly as GOA or PSA. This is almost certainly because of the competition offered by easyJet from STN to VCE. It seems that where competition is less and a dominant market role is achieved, large market shares can be achieved.The resulting market share is less if there is more competition. † (Pitfield, D. E. 2007, p. 79) Consequently, to mediate this threat against opposition, Ryanair could analyse their current routes and maybe switch from more competitive routes to those that are currently non-existent, for example, Norway. Finally, to increase its market share, Ryanair could seek to takeover a competitor. Having successfully taken over Buzz in 2003, Ryanair have mixed experiences with this strategy with two unsuccessful attempts to takeover Aer Lingus in 2006 and 2008.In the latter case, the approach was rejected due to valuation and competition grounds: â€Å"an aviation monopoly would not have been in the best interests of Irish consumers. † References Anon. (2004) Industrious times at British Airways and Ryanair: Winning the battle for the skies. Strategic Direction. 20 (4), 4-6. Anon. (2006) Easyjet and Ryanair flying high on the Southwest model. Strategic Direction. 22 (6), 18-21. BBC News. (2009a). Ryanair to abolish check-in desks. [Online]. Available at: http://news. bbc. co. uk/1/hi/business/7903656. tm [Accessed 15 April 2009] BBC News. (2009b). Ryanair mulls charge for toilets. [Online]. Available at: http://news. bbc. co. uk/1/hi/business/7914542. stm [Accessed 15 April 2009] BBC News. (2009c). Ryanair launches new Norway route. [Onli ne]. Available at: http://news. bbc. co. uk/1/hi/scotland/edinburgh_and_east/8024769. stm [Accessed 15 April 2009] Black, F. (2007) O'Leary plans new all-frills airline for flights to US. Independent. ie, [Online] Available at: http://www. independent. ie/national-news/oleary-plans-new-allfrills-airline-for-flights-to-us-43198. tml [Accessed 15 April 2009] Gillmor, D. (1985) Economic Activities in the Republic of Ireland: A Geographical Perspective. Dublin: Gill and Macmillan Ltd. IATA (2007) Scheduled Passengers Carried. [Online] Available at: http://www. iata. org/ps/publications/wats-passenger-carried. htm [Accessed 15 April 2009] Knight, B. (2006) EC1310 Topic 5. Pitfield, D. E. (2007) Ryanair’s Impact on Airline Market Share from the London Area Airports: A Time Series Analysis. Journal of Transport Economics and Policy. 41 (1) Jan 07, 75–92. Reuters UK. (2009).UPDATE 4-Ryanair concedes defeat in Aer Lingus bid. [Online]. Available at: http://uk. reuters. com/arti cle/rbssIndustryMaterialsUtilitiesNews/idUKLM15889320090122? =undefined;sp=true [Accessed 15 April 2009] Ryanair. (2008) Annual Report 2008. [Online] Available at: http://www. ryanair. com/site/EN/about. php? page=Invest;sec=download;ref=2008 [Accessed 10 April 2009] ——————————————– [ 1 ]. BBC News. (2009a) [ 2 ]. BBC News. (2009b) [ 3 ]. Black, F. (2007) [ 4 ]. BBC News. (2009c) [ 5 ]. Reuters UK. (2009)