The effects of inequality on young people

The effects of inequality on young people In what ways is inequality detrimental to the life chances of children and young people? How can practitioners address inequalities in their work with children and young people? Being discriminated against and suffering inequality (lack of equal treatment) can be detrimental to children and young people’s life chances, such as their education, qualification attainment and future employment. People can be discriminated against because of their age, religion, ethnicity, background, lifestyle and sexuality which can have a huge impact on their life depending on how these issues are addressed and how they are supported by their family, friends and practitioners. In this essay I am going to discuss how inequality can be detrimental to the life chances of children and young people, and how practitioners can help address these inequalities in their work. I will explore diversity, discrimination and the barriers which stop society being more inclusive. I will also explore the important role of practitioners and the support they are able to offer to those subject to discrimination. As a practitioner working in Scotland you must abide by the Scottish Social Services Council’s (SSSCs) Codes of Practice. â€Å"TheCodes of Practice for Social Service Workers describe the standards of professional conduct and practice required of social service workers as they go about their daily work.† (The Open University, 2013a). There are also four key capabilities in child care and protection that practitioners must follow: values and ethical practice, knowledge and understanding, effective communication and professional competence and confidence. By following these four key capabilities and abiding to the SSSC’s Codes of Practice, this allows practitioners to make the right decisions and work and communicate appropriately with children and young people. By doing this they are addressing inequalities by using their professional values, and not allowing their personal views and beliefs to overshadow what is right. Diversity is a distinctive feature of contemporary life in Scotland. â€Å"The term ‘diversity’ explains the ways in which people as individuals and as members of groups differ from each other; and that there is a variety of differences. It is evident that today a range of differences exist in the UK† (The Open University, 2013b). These differences range from people’s social class, family dynamics and values and beliefs. These differences can cause discrimination however diversity should be celebrated rather than being seen as negative. Children, young people and families whose lives are affected by discrimination and inequality need to be supported. Practitioners must have a social ecological perspective which is â€Å"a way of working with individual children, young people and families that keeps them at the centre but applies knowledge and understanding of the bigger picture when trying to understand their lives.† (The Open University, 2013c). Hav ing this perspective helps practitioners address inequalities in their work with children and young people and offer the appropriate supports. There are barriers stopping society from being more inclusive, such as the attitudes of people towards others who are seen as ‘not normal’, however â€Å"Social attitudes and legislation have successfully tackled discrimination and have, arguably, created a more inclusive society in the UK.† (The Open University, 2013d). Although there are barriers which stop society being more inclusive it has been argued that over the past 50 years in the UK diversity has developed, alongside increasing liberal ideas about how individuals and families arrange their lives, therefore factors such as age, social class, gender, disability, and religion should not be barriers to people’s life chances. Although diversity has developed it is still affecting people’s lives. As seen on the module website (The Open University, 2013e), a young person discusses her own personal experience of suffering racism and how this affected her life, which could possibly be detrimental t o her life chances. Although the perpetrator was charged by the Police, the young person’s self-esteem has suffered and she is in constant fear of being at risk of harm while out in the community. The young person also speaks about not receiving appropriate support from her family nor a practitioner, however if the young person had received the appropriate supports after the incident this could have had a positive impact on her and helped alleviate the young person’s fears. This highlights how important the role of a practitioner is in order to address inequalities in their work with children and young people. â€Å"Sociological theories suggest that socialisation is the process by which we learn from the society into which we are born† (The Open University, 2013f). Initially for most people socialisation takes place within the family as children and young people will adopt the views and beliefs of their parents. There are other social structures which provide socialisation and may interfere or change a person’s opinions such as school, the media and peer groups. Thomson’s PCS Model analyses socialisation and the inequalities that are raised within it. Thomson’s model suggests that people have their own Personal views or beliefs which are interlinked with theCulturalvalues that exist in a person’s community or belief system. This is also interlinked on a Structural level which includes society as a whole such as tabloids, institutions and governments. Children and young people who are looked after and accommodated can suffer inequality as their education may be influenced by their socio-economic background. Although the Guidance to the Children (Scotland) Act 1995 states that â€Å"Children who are looked after should have the same educational opportunities as all other children for education, including further and higher education, and access to other opportunities for development.† (The Open University, 2013g), this is not the reality of it. Children and young people who are accommodated tend to be under a great deal of stress due to their circumstances. They might be missing their family, they may have to move school, they may not live as close to their friends and they may have uncertainties about their future. Using Thomson’s PCS model, society has their own personal views and cultural values of children and young people who are in care such as assuming they are badly behaved or that they deserve to be in care. As well as the children/young people trying to deal with the views/beliefs of these people and the community as a whole, they can also be judged on a structural level and are trying to cope with how the media view them. This negative perception of children and young people in care is a form of discrimination and could be detrimental to their life chances due to the effect it can have on their mood, social life and learning ability. â€Å"‘Biological citizenship’ refers to the attempts by parents of children with disabilities to engage in activism and community participation to increase the citizenship rights of their children through links with groups such as Scope, Mencap and ENABLE Scotland.† (The Open University, 2013h). As discussed in Goodley and Runswick-Cole, 2010, p. 73-75, Gayle and Shelley are both mothers of children who are affected by a disability and although they have had very different experiences, they both resorted to using groups as a form of support. Gayle’s son Simon is eleven years old and has been diagnosed with asbergers, and Shelley’s daughter Chloe who is sixteen years old has been diagnosed with a rare genetic syndrome. Gayle found that Simon’s label allowed her to access support whereas Shelley found Chloe’s label as ‘useless’ because there were no supports that could be offered to her. Eventually both parents turned to â⠂¬Ëœreal’ parent support groups where biological citizenship is acted out. They found these groups positive overall and were able to relate to other parents who had similar experiences, however Shelley felt that â€Å"tensions could arise within the parents group, particularly when it came to making choices about mainstream or special provision† (Goodley and Runswick-Cole, 2010, p. 78). When discrimination affects a child or young person’s life chances it ultimately affects their parents/family, as it did Gayle and Shelley who felt the need to join a group to gain support and understanding. If Gayle and Shelley had received the appropriate support from a practitioner they may have felt that a group was unnecessary. In conclusion, inequality can be detrimental to the life chances of children and young people, affecting their social lives and their education. They could be discriminated against because of their age, religion, sexuality, gender or background and this could have an impact on their life as a whole. When children and young people are discriminated against this can also have an effect on their families, for example Gayle and Shelley who required the support of parent support groups. Practitioners can help address these inequalities through their work by abiding by the SSSC’s Codes of Practice and following the four key capabilities. By doing this it helps them to make the right decisions and work and communicate appropriately with children and young people to support them through discrimination. References The Open University (2013a) ‘Section 1.4: The module areas of study’ K229 Learning Guide 1 [Online]. Available at www.learn2.open.ac.uk/mod/oucontent/view.php?id=350865section=5 (Accessed 12 November 2013). The Open University (2013b) ‘Section 2.1: Families, diversity and social change’ K229 Learning Guide 2 [Online]. Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=350871section=2 (Accessed 12 November 2013). The Open University (2013c) ‘Glossary’ K229 Resources and Forums [Online]. Available at https://learn2.open.ac.uk/mod/glossary/showentry.php?concept=courseid=202246eid=116725displayformat=dictionary (Accessed 12 November 2013). The Open University (2013d) ‘Section 2.2: Barriers to a more inclusive society’ K229 Learning Guide 2 [Online]. Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=350871section=3 (Accessed 12 November 2013). The Open University (2013e) ‘Section 2.3: The impact of discrimination and inequality’ K229 Learning Guide 2 [Online]. Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=350871section=4 (Accessed 12 November 2013). The Open University (2013f) ‘Glossary’ K229 Resources and Forums [Online]. Available at https://learn2.open.ac.uk/mod/glossary/showentry.php?courseid=202246eid=116715displayformat=dictionary (Accessed 12 November 2013). The Open University (2013g) ‘Section 2.5: Addressing discrimination and inequality’ K229 Learning Guide 2 [Online]. Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=350871section=6 (Accessed 12 November 2013). The Open University (2013h) ‘Section 2.5: Addressing discrimination and inequality’ K229 Learning Guide 2 [Online]. Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=350871section=6 (Accessed 12 November 2013). Goodley, D. and Runswick-Cole, K., (2010) Working with Children and Young People: Co-constructing Practice, ‘Disabled children, their parents and their experiences with practitioners’. Page 1 of 4

Immigrants and Immigration - We Are a Nation of Immigrants Essays

We Are a Nation of Immigrants The United States is a nation of immigrants, a melting pot of the worlds people. The argument of immigration and whether it enhances or threatens life in the United States is ongoing. Having been through the immigration process, because my wife is a immigrant from Germany, has caused me to know immigration enhances life in the United States. Diversified cultures have strengthened our social fabric and have molded our national morals and social values. Thru the years every new immigrant brought with them the best ideas of their society and together with guts and hard work they turned a rugged wilderness into flourishing towns and cities creating opportunity for the next generation of immigrants. Our society was founded with the idea that each individual is important, honest labor brings rewards, and each individual is guaranteed the right to be free. Peter Martin wrote "Towards Something American" in Harpers Magazine (July 1994), and asserted he is not sure we even have a American culture. Sure we do, American culture can not be defined in the traditional sense and has slowly evolved from the European culture of the initial immigrants to a vast vat of the world's cultures and traditions. We've adapted the best of the world's cultures and traditions to fit in with American society, molding our social values. Not that each American thinks and acts the same way, that makes Americans special. We have many ideas of what our culture should be. The Germans have October Fest, the Irish have Saint Patrick's day, and the Jew's have Hanukkah. In many instances it is based on our geographic location within the United States and the people who settled there. Oth... ... possess similar job skills as natives. Mr. Simon writes, "Immigrants typically arrive when they are young and healthy. Hence new immigrant families use fewer welfare services than do average native families because immigrants do not receive expensive Social Security and other aid to the aged". This allows the immigrants to contribute more to the system then they use. The immigration issue will not be solved in the near future. The debate will continue and both sides will argue tainted statistics that are bent to conform with their ideas. Since the United States is a nation of immigrants and the most powerful nation in the world, we've been doing something right. Can we deal with the immigration issue smarter, with more hard facts, and with less emotion? I say yes, but in the meantime lets not fix something that may not be broken.

The Watch and Livvie :: Literature Control Essays

The Watch and Livvie Solomon's silver watch contained multifaceted significance with regard to his character and it's effect on Livvie--it represented prestige and wealth, control and obsession, and a life of dark retreat. For Solomon the watch represented the prestige and wealth that were rarely attained by colored people. "For he was a colored man that owned his land and had it written down in the courthouse." (P. 85) Yet the watch also had another dimensionCit meant control over his life and his possessions, including Livvie. Livvie watched Solomon as he slept. She wondered what he might be dreaming about "He might be dreaming of what time it was, for even through his sleep he kept track of it like a clock, and knew how much of it went by, and waked up knowing where the hands were even before he consulted the silver watch that he never let go." (P. 89) Solomon exhibited control in all areas of his life--he planted his bottle trees to keep evil spirits away from his home, he had a clean dirt yard, and he evenly planted his roses on either side of the house. (P. 86) Knowing he owned these possessions, I believe, gave Solomon the feeling he controlled his life. The white man or anyone else did not control him. Livvie viewed this control as strict, but it was obsession. Unfortunately, all this control had a very negative impact on Livvie. She lived in a sheltered world--a world she did not see. She saw what she could get out to see--almost what she could steal--even in her mind. "But what if she would walk now into the heart of the fields and take a hoe and work until she fell stretched out and drenched with her efforts, like other girls, and laid her cheek against the laid-open earth and shamed the old man with her humbleness and delight?

Essay on Imagery and Symbolism in Hawthornes The Scarlet Letter :: Scarlet Letter essays

The Scarlet Letter: Imagery and Symbolism In The Scarlet Letter, Nathaniel Hawthorne utilizes imagery to convey that Dimmesdale can represent Puritan Society rather than the round character that can be seen on the surface level. This is seen through the imagery and symbolism of hypocrisy, Dimmesdale as a Christ figure, and the scarlet letter. First of all, Hawthorne parallels the hypocrisy of Dimmesdale to that of Puritan society. Hawthorne describes Dimmesdale as, "a viler companion of the vilest, the worst of sinners," even though Dimmesdale is seen as the most holy man in the Puritan community. Puritan society was supposed to be a utopian society and do away with their English traditions. Similarly, as Dimmesdale was supposed to be holy, yet they both were hypocritical. Secondly, Dimmesdale portrays the Puritan society by not initially taking his place on the scaffold, "Ye have both been here before, but I was not with you†¦ and we will stand all three together." The Puritans modeled Dimmesdale's hypocrisy, as they were supposed to be a "city on a hill" for the world to see while they ended up mixing up English tradition with their ideals. While Dimmesdale hid his sin at the first scaffold seen, so did the Puritans when they colonized America. The Puritans faults were not initially that obvious but as time grew on they appeared on their scaffold just as Dimmesdale does. Hawthorne writes about one of Dimmesdale's sermons that is, "addressed to the multitude a discourse on sin, in all its branches." In Dimmesdale's sermons, he spoke out against sin while at the same time he commits this sin, just as the Puritans committed sins that they condemned Dimmesdale's character models Puritan society in the way they treat religious persecution. The Puritans left England to flee from religious intolerance, but when they got to the colonies, they had no religious tolerance for people with different religious beliefs. Dimmesdale speaks out against adultery and commits it, the Puritans demand religious tolerance but refuse to give it. Dimmesdale symbolically portrays Jesus Christ in certain ways. For example, Dimmesdale's death marked the beginning of a new era, just as Christ's death marked a new beginning for all of those who believe in Him. Dimmesdale's death symbolically marks the beginning of American History and the end of colonial history, just as Christ's death marked the beginning of the Christian church.

A comparison of Queen Elizabeth I of England and Phillip II of Spaim

During the late 1500s, there were two great powers fighting for superiority. Both King Phillip II of Spain and Queen Elizabeth I of England were contending for the greatest empire in the world. At that, both of these rulers were drastically different in how they carried out policies. One of the biggest policies during the time was religion. During this time, the church was splitting with the protestant sect. of Christianity taking Europe by storm.Henry VIII formed the Church of England in an attempt to marry again, making the country protestant. This would cause a great sir in England as previously it was a catholic country and even a bigger stir when his daughter Mary tried to convert the country back to Catholicism. By the time Elizabeth took reign, she would make the country protestant but, very lenient towards Catholics. Phillip was drastically different when religion was concerned. His nickname was â€Å"The Most Catholic King† referring to his dedication to Catholicism. It would prove to be a great part in the reason why he would send his armada in 1588. Foreign policy was another difference between the two countries.England had a policy of not interfering with foreign affairs unless it was against their interests. This policy includes aiding the Spanish Netherlands in a failed attempt to stop the Spanish and also financially aiding pirates to raid Spanish ships. Spain was mostly about preserving Catholicism in Europe. Some examples are a failed attempt to help the Guise family route out the Protestants in France during the French civil war and even more notoriously was the disastrous 1588 Armada, losing two-thirds of his navy.This would definitely mark the end of the Spanish being the greatest empire in Europe. By the end of both King Phillip II of Spain and Elizabeth II of England, Europe would be greatly changed. Spain would no longer be the greatest super power of Europe and England would start its rise to power.

Symbolism in “The Natural”

The novel The Natural by Bernard Malamud is an excellent peace of sports literature. It follows the story of Roy Hobbs as he is reaching old age in the game of baseball. The plot follows his initial talent in a scene set years before the main plot. Sixteen years afterwards the man is playing for a losing team but can still wow the audience with his raw talents. As the story progresses Roy is characterized through his actions and through the way the supporting characters view him. One symbol that made this work more resounding is the cracking of Roy’s back in the climatic game.This event has a lot of hidden meaning, and helps convey Malamud’s theme to the audience. The first scene in the story is where Malamud expresses the level of talent â€Å"wonderboy†, as he is affectionately called, possesses. He is squaring off against a big league allstar known as the Whammer; â€Å"At thirty-three the Whammer still enjoyed exceptional eyesight. He saw the ball spin off R oy's fingertips and it reminded him of a white pigeon he had kept as a boy, that he would send into flight by flipping it into the air.The ball flew at him and he was conscious of its bird-form and white flapping wings he heard a noise like the bang of a firecracker at his feet and Sam had the ball in his mitt. Unable to believe his ears he heard Mercy intone a reluctant strike. † (Malamud). This quote is significant because it expresses the potential of the protagonist. It is through these great feats of athletic prowess that we the reader gets to respect him. It makes the plot more important to the reader, as well. This all leads up to the finale with Hobb’s putting it all on the line.The aspect of love is a component to this novel. While Roy is everything to be admired in the athletic sphere, he shows a deeply human aspect to his personality in his dealings with his love interest; â€Å"Noticing Toomey watching her, Roy stole a quick look. He caught the red dress an d a white rose [he was] drawn by the feeling that her smile was for him she seemed to be wanting to say something, and then it flashed on him the reason she was standing was to show her confidence in him he became aware that the night had spread out in all directions and was filled with an unbelievable fragrance. (Malamud) Malamud gives his character a truly human characteristic which makes him all the more enduring. As the novel’s rising action takes place, the â€Å"natural’s† intentions are called into question. During the climatic scene, Roy fouls a ball into the stands that injures Iris. During this at bat, Roy also splits his bat, named wonder boy, into two pieces. This is a multilayered piece of symbolism which helps express the author’s true intentions upon writing this novel. The fact that he injures Iris expresses how he is hurting the one’s he loves through his sports persona.He must rectify the relationship between his athletic personal ity and his human one. It is also significant how it happened on a â€Å"foul† ball, which suggests a seedy side to the tone of this event. Finally, the fact that his bat is split into two pieces shows that he is finally ready to move on from the game he spent his life pursuing. In a conversation late in the novel Roy says this brilliant quote; â€Å"Experience makes good people better. † She was staring at the lake. â€Å"How does it do that? † â€Å"Through their suffering. † â€Å"I had enough of that,† he said in disgust. We have two lives, Roy, the life we learn with and the life we live with after that. Suffering is what brings us toward happiness All it taught me was to stay aware from it. I am sick of all I have suffered. † She shrank away a little. † (Malamud) This is a fitting way to leave the reader of the noel, and let them know what Malamud was getting at. The characterization and symbolism of this book really make it a sig nificant contribution to sports literature. He is a larger than life figure with wholly human emotions. He is an epic hero for a contemporary period, and Malamud communicates this beautifully.

Oopk

THE CERTIFICATE OF ADMINISTRATION TRAVEL, TOURISM & HOSPITALITY (CATTH) CERTIFICATE OF ADMINISTRATION IN TRAVEL, TOURISM & HOSPITALITY (CATTH) 1. Philosophy The Certificate in administration in Travel Tourism and Hospitality is designed to develop young Namibians to effectively manage the countries tourism resources to ensure sustained growth of the industry. The course appeals to staff already working in the field and those aspiring to join the industry as employees or operators to its relevance and practical approach.The course prepares students for a role that will ensure adequate human resource to manage the growing tourism industry in Namibia and abroad. The course will give the student the necessary skills to work or operate in a very demanding environment. It will enable graduates to advance to the Higher Certificate in Travel Tourism and Hospitality or gain meaningful employment, start own operation or act as a tourism consultant. 2. Programme Outcomes By the time the graduat e finishes the Certificate of Administration, he/she will be equipped with knowledge, skills and requisite attitude to effectively operate to work in the tourism industry. . Objectives (Purpose) ? By the end of the course, the student will be expected to appreciate tourism industry and the context in which it operates. ? To get the student to understand concepts in Travel Tourism and Hospitality. ? Understand the role of marketing and communication in travel tourism and hospitality. ? To give students the theory and practice of administration and accounting systems in travel tourism and hospitality. ? Appreciation of the role of government in managing tourism resources. 4. Enrolment Standards (Admission Requirements):To be registered for any of the courses, candidates must: Hold HIGCSE senior certificate in four subjects with 1- 4 symbols OR Hold a Grade 12 senior certificate (IGCSE) with a minimum of C symbol in English Language, a pass in Mathematics and a C symbol in three other subjects totaling twenty five points or more OR Enter through flexible learning path – mature age/prior learning with five years relevant experience in various fields of world of work. Apart from a valid IGCSE 22 certificate, applicants must also have attained a minimum of 25 points on the IUM evaluation scale.Please note that achievement of these requirements will not automatically guarantee a place on the degree course, it will be subject to a successful interview/aptitude test (as required) and availability of places. OR The equivalent of any of the above as determined by Senate. 5. Teaching Methods The students will be expected to be responsible for their own learning, nobody can learn for somebody else. Emphasis will be placed upon the need for a student to read extensively in each of the subjects. The role of the lecturer is to stimulate learning and to support and guide that process.Programmed reading will support these endeavours. A wide range of teaching methods will be employed by lecturers from traditional lectures through to small decision-making groups, as well as the use of training films and videos, and advanced business simulations. 6. Learning Standards Class contributions by the students will be encouraged and the extent to which these contributions conform to the teachings of the Certificate of Administration in Travel, Tourism and Hospitality will be an important facet in the success of the student.Individual assignments will be set by the lecturer every two weeks and should usually exceed the standard of the exam. Like the group assignments these will normally take the form of a duplicated handout, that should be returned with the finished assignment. The student will be expected to carry these out without help. It is in the student’s interest to carry out these tests with integrity. They will be marked anonymously by their fellow students against a given marking plan.The tutors will use these results to monitor student progr ess and to make decisions as to whether the student is ready to sit exams when the time comes. (Students may not sit exams unless the lecturer feels he or she has a good chance of succeeding). 7. Credits System As per international acceptable formula, one (1) credit equates ten (10) notion hours (learning). These hours do not include the hours spent by a student in a class. A first year degree IUM student will, therefore, attract one hundred (100) credits. 8. Course Outline Certificate of Administration (100 Credits) ?Mathematics for Business 33 ? ? ? ? ? ? ? ? ? Spoken and Business English Computer Literacy Professional Presentations Report Writing Namibian and Regional Economics Introduction to Business Accounting I Business Communications I Introduction to Travel, Tourism and Hospitality 9. Assessment & Evaluation The assessment system comprises two components: ? Continuous Assessment (CA) attracts 40% of the final grade ? Formal Exams (FE) attracts 60% of the final grade. The ev aluation system comprises two components: ? Students will be asked to complete evaluation sheets for each subject studied ?An external evaluator will evaluate the course in terms of course content, teaching methods, course resources and assessments. 10. Articulation IUM subjects articulate from Certificate/Diploma to Certificate/Diploma as per the statement in course contents Faculty will decide if and how course work from qualifications from other institutions will articulate with IUM courses. Appeals may be submitted to Senate 11. Credit Transfer Internal students that apply for advanced standing or credit accumulation or credit transfer will have their cases considered by the relevant faculty.Students from outside IUM will have their cases considered by the relevant faculty. Credit from outside institutions may be awarded up to fifty percent of total credits for any qualification conducted by IUM. Appeals may be submitted to Senate 44 ENG – 111- Professional Presentation N QF Level 5 Module Outcomes: ? ? ? Credits 10 Demonstrate good communication skills: Speech, Listening, written. Apply appropriate visuals in business communication. Employ investigative and interview skills in business situations. Course Content ? Analysing the importance of good speech and associated characteristics in business. Appreciating the values of listening and acquiring useful techniques to make a better listener. ? Learning how professional speeches and presentations are planned and delivered. ? Understanding how to use the telephone effectively and efficiently. ? Learning about the reasons for meetings and interviews taking place in business organisations. ? Appreciating the steps that need to take place for planning successful meetings and interviews. ? Studying different documents required for formal meetings. ? Analysing the types of interviews that take place and the types of questions asked. Learning how to prepare advertisements, job descriptions and press releases . ? Creating advertisements, job descriptions and press releases. ? Appreciating the different types of visual aid equipment that can be used in business communication. ? Studying the use of visuals in business communication. ? Considering how written communication can be enhanced through the use of colour and lettering styles. ENG – 112 – Spoken Business English NQF Level 5 Credits 10 Module Outcomes: ? Explain linguistics concepts and principles. ? Describe communication. ? Explain the purpose and role of seminars.Course Content Linguistics: ? Applied Linguistics ? Pronunciation ? Enunciation ? Grammar 55 Tutorials ? Selection and formulation of tapes ? Effective deliberation tapes ? SWOT Analysis Perception and Application ? ? ? Seminars ? ? ? Purpose of seminars Acceptable conduct in a seminar Seminar presentation How to illustrate communication Barriers to effective communication How to achieve success in communicated speech MTH – 132 – Mathematics f or Business NQF Level 5 Module Outcomes: ? ? ? Credits 10 Calculate basic mathematical models and algebraic computations.Apply BODMAS acronym and its full application. Calculate basic business and financial transactions. Course Content ? ? ? ? ? ? ? ? ? ? ? ? ? ? ? Applying the four rules of whole numbers, fractions and decimals Multiplying and dividing negative numbers Comparing numbers using ratios, proportions and percentages. Obtaining values for simple financial transactions involving purchases, wages, taxation, discounts. Converting foreign currencies Making calculations involving roots and powers Evaluating terms involving a sequence of operations and use of brackets.Approximating data using rounding and significant figures. Solving linear and simple simultaneous equations Determine the equations of a straight line through two points. Determining the gradient and intercept of a straight line Drawing charts and diagrams from tabular data Applying general rule and principles of graphical constructions including axes, choice of scale and zero. Identifying points of importance e. g. maximum, minimum and break-even. Calculating and interpreting summary statistics, namely measures of location 66 mean, mode, median) and measures of dispersion (range, interquartile range and standard deviation) ? Applying the laws of probability to mutually exclusive, independent and dependent events. ENG – 113 – Report Writing NQF Level 5 Module Outcomes: ? ? ? Distinguish and employ various reports. Demonstrate and use clear and concise language. Practice proper report writing skills. Credits 10 Course Content Nature and Purpose of Reports ? ? ? Necessity of reports Formats for writing reports Use of clear and concise language Informative Reports ? ? ?Purpose Situations where used Case studies Analytical reports ? ? ? Purpose Situations where used Case studies Practical Report Writing ? ? ? ? Formulation of Assignment Report presentation Assessment Correspondenc e ? ? ? ? Letters Memos Faxes Orderly in expression of requested opinion 77 Field Activity ? ? Practical like report writing Assessment and evaluation CSE – 135 – Computer Literacy NQF Level 5 Module Outcomes: ? ? Credits 10 Demonstrate computer literacy skills. Illustrate Information Technology appreciation in problem solving. Course Content Introduction to Microcomputers ?Overview of the development of computers ? Multi-user computers – mainframes and minicomputers, personal computers and their configuration. ? Essential PC Hardware, peripherals and software. ? Introduction to the main types of Software. ? Binary codes and the microprocessor ? Types of PCs – their uses and strength ? Introduction to Operating Systems (DOS & Windows) ? Information processing – online, offline processing, real-time, batch processing, single tasking and multitasking ? Current IT issues – open & proprietary systems and compatibility, information systems securi ty. Data communications – Introduction to Networks, central and distributed computing, wide area and global networks. Microsoft Windows ? Navigating the desktop, customising the desktop, file and folder management, installing and de-installing a program ? Logging onto an internet Service Provider or Online service provider, managing the mailbox, email security, using a browser and search engine effectively and downloading pages, refining searches Microsoft Word ? Open a blank document and type text, recognise the toolbars, Ruler Bar, Scroll Bar, Status Bar ? Spell checking, search and replace, thesaurus ?Page set-up, styles and general Formatting 88 ? Creating a tab set, Columns, Tables and Borders/Shading/Page ? Use word Processor Wizard to create a document such as a fax, an invitation or a CV ? Print preview and printing Microsoft Excel ? Start a blank spreadsheet and navigate between workbooks and sheets ? Enter data, change column widths and row heights, Formatting value s, Calculating, creating and understanding formulae, using Math and statistical functions ? Creating and editing charts ? Auto Form Introduction to Presentations ? Create and present a simple show. Keyboarding ?Introduction to the keyboard and basic typing skills ? Introduction to touch typing to be able to acquire at least 35wpm. FIN – 111 – Namibian and Regional Economics NQF Level 5 Credits 10 Module Outcomes: ? ? ? Demonstrate basic economics concepts and principles. Describe economic problems and corresponding economic systems. Explain Namibia’s economic competitive edge over SADC countries. Course Content ? ? ? ? ? ? ? Analysing the Namibian economic structure (namely, Mining, Agriculture, Fishing, Tourism) infrastructure (Transport and Telecommunication), Banking, Insurance.Analysing the Namibian government structure namely Legislation, Judiciary and Executive. Understanding government development plans of government (NDP 1 & NDP 2) Describing the economi es of Southern Africa (Angola, Botswana, South Africa, Zambia, Zimbabwe, Swaziland, Lesotho, Mozambique, Malawi, Tanzania and Democratic Republic of Congo) Examining Namibia’s competitiveness in the region and beyond A case study of Namibia’s industrial policy and the export processing zone initiative in particular.Explaining Namibia’s stake in SACU, SADC, COMESA, WTO, and AGOA. 99 SBM – 115 – Introduction to Business I NQF Level 5 Credits 10 Module Outcomes: ? ? ? Distinguish between different types of business in public and private sectors. Compare the processes and strategies used by businesses. Analyse business financials. Course Content ? ? ? ? ? ? ? To investigate the purpose and nature of business, looking at the different types of organisations within the Public and Private Sector. Including the activity, size, advantages and disadvantages of a business.To describe the hierarchy and the external influences of both Private and Public Sector companies including conducting a PEST analysis. Researching the services available to organisations including financial services, consultancy services and local government funding. Demonstrate an understanding of how to market a business taking into account the location, marketing mix, product lifecycle, customer needs and relating this to the overall business objective. Demonstrate knowledge of the production processes, quality, stock control and the factors internal and external that affect production within an organisation.Human resource management within a business, to include recruiting, payroll, training and development of employees and health and safety issues. Business finance; being able to demonstrate an understanding of balance sheets and profit and loss accounts within a Public and Private sector organisation. FIN – 1129 – Accounting I NQF Level 5 Credits 10 Module Outcomes: ? ? ? ? Demonstrate basic appreciation of accounting theory and practice. Calculate and use appropriate costing methods to specific business transactions.Practice and illustrate preparation of books of accounts. Interpret financial statements. Course Content ? ? Prepare a trading, profit and loss account, balance sheet and cash flow report for sole trader, partnerships and limited liability companies, after taking into account a normal range of adjustment to the trial balance necessary for such preparation. Recognise and apply appropriate accounting conventions to a range of transactions within the context of the accounting regulatory requirements. 10 10 ? ? ? ? ? ? ? ? ? ? ? ? ? ? ?Explain and describe the appropriate of account for different types of accounting transactions and be able to prepare a trial balance from these books of account. To prepare and maintain a range of control accounts appropriate to the books of account. To prepare journal entries and deal with the treatment of suspense account items. Operate, calculate and interpret a range of basic fina ncial ratios appropriate to a set of financial statements, particularly in the key areas of profitability, solvency liquidity, asset utilization and investment ratios.Employ the basic principles of cost behaviour cost ascertainment and to be able to: Classify direct overhead allocation summary Prepare an indirect overhead allocation summary Calculate overhead recovery rates by a variety of techniques and to apply these for the purpose of cost compilation. Explain the difference between fixed and variable costs. Calculate the difference between fixed and variable costs. Calculate break-even points of activity and prepare break-even charts. Appreciate and explain the limitations of break-even analysis.Understanding the basic principles of different costing techniques and to be able to: Define the different costing techniques Explain and understand the differences between each technique, and Calculate cost using any of the techniques. Understand the basic principles of capital investme nt appraisal and be able to calculate and interpret figures using the pay back, accounting rate of return or discounted cash flow methods of investment appraisal. BAN – 1117 – Business Communication I NQF Level 5 Credits 10Module Outcomes: ? Illustrate the purpose of Business Communication. ? Explain the communication process using the Communication Theory. ? Demonstrate the communication process in Business Communication. ? Describe the various tools used in Business Communication. Course Content ? ? ? How to write business correspondence including letters, memos and advertisements. The use of business English in written form looking at spelling, paragraphs, presentation of information and appropriate business language used.To learn and understand the basic principals of communication, including learning how to overcome barriers of communication, appropriate channels of communication, the purpose of communication and presentation of self when communicating. 11 11 ? ? To be able to communicate information in the form of graphs, this also includes identifying trends from the data. To learn and understand the different types of technology used within communication and the effects of it on business and the organisation.TTH – 1217 – Intro to Travel, Tourism and Hospitality NQF Level 5 Credits 10 Module Outcomes: ? ? ? Recognize the importance of Travel, Tourism and Hospitality in relation to National Economic Development. Describe and explain the contribution of Travel, Tourism and Hospitality to the National Gross Domestic Product. Comprehend the economic, social/cultural and environmental impacts of Travel, Tourism and Hospitality. Course Content ? ? ? ? ? ? ? ? ? ? ? ? The interrelationship and interdependence between leisure, recreation, travel and tourism.The significance of economic, social, cultural, political and environment trends of patterns of leisure and tourism. The characteristics of different types of tourists and their m otivational behaviour. The supply and demand of tourist travel. The dimensions of the travel system in relation to tourism The main motivational factors that influence the tourist’s choice of travel. Evolution of international travel and transport developments that have affected tourism. The relationship between the development of the inclusive package tour and mass tourism.The basic requirement to development of a tourism destination. The roles of, and the relationships between, the main intermediaries within a simple tour distribution system. Government’s interest and involvement with main public tourism organization at both national and international levels. Future trends within the travel and tourism sectors. Upon successful completion of this course, the student is awarded a Certificate of Administration in Travel, Tourism and Hospitality. 12 12