Self Recommendation Letter Personal Statement Example | Topics and Well Written Essays - 1500 words

Self Recommendation Letter - Personal Statement Example I am a graduate of San Francisco State University where I undertook Hospitality and Tourism Management with an emphasis in Event Planning as a major and Business Administration as a minor. Professionally, I have been a teacher assistant at the San Francisco State University in the Department of Hospitality Management since August 2011. My responsibilities include engaging with supervisors to discuss and moderate the grades of students. I would also complete the grade related paperwork as required in addition to preparing and proctoring examinations. In addition, I monitor to ensure that all the materials needed in classes are available. This has opened me to an academic aspect of my professional specialization following experience from varied hotels in different capacities. WLC Corporation provided me with adequate experience in managerial skills, having served as a beverage manager in the fast food restaurant since August 2005. My duties included handling of customer relations matte rs and providing effective training to new employees. The management skills acquired were furthered when I joined Furama Hotels and Resorts International in Shanghai, China in May 2011 as an intern in hospitality consultancy. For the period spanning to September 2011, I assisted the Vice President, and indeed the whole team at large in maintaining and updating the restaurant’s database and providing administrative support in general. The demands of consultants’ projects saw me collecting appropriate data, analyzing and interpreting the data to give meaningful feedback in line with the objectives of the research. These tasks were sufficiently accomplished due to my proficiency in Microsoft Windows and Macintosh operating systems. More so, I have skills in Microsoft Office applications including Word, Excel, PowerPoint and Access. I have also grown in this career from basic responsibilities like the role of food delivery driver at Waiters on Wheels from January to April 2006. Here, I had to process customer orders accurately and timely, adhering to sanitation and safety principles applicable in food handling, which included maintaining the delivery vehicle clean. As a waiter at Xiao Loong Restaurant between October 2007 and January 2008 and waffle artist at WLC Corporation, I not only assisted in food preparation but also in serving customers while maintaining utmost customer service rules. These duties critically depended on my oral and written proficiency in languages including English, Mandarin and Cantonese. I also had to apply strong problem-solving and organizational skills for desired results. Being a proficient student, I was accorded the Abraham Lincoln High School Japanese Award in 2005 and the University of San Francisco, School of Law Certificate in Street Law in the same year. I am also involved in the youth ministry at the Lutheran Church of Holy Spirit and voluntarily served at the youth council as the resource person for youth activ ities. I have demonstrated my leadership traits as a basketball coach where my responsibilities included the preparation of registration materials needed for basketball camps and developing self esteem by teaching new skills and techniques and encouraging team work during practice and actual games. Career aspirations I have been engaged in restaurant operations from bottom up, serving as a driver, waiter up to management roles. I have also had adequate experience in hospitality academics as an assistant teacher. I look forward to nurturing event management responsibilities as I look forward to managing hospitality businesses at a senior level either at a permanent status or on a consultancy basis. In the hospitality industry, being an international worker would be a

Providing Affordable Housing: Modern methods of construction

Providing Affordable Housing: Modern methods of construction So called Modern Methods of construction have been put forward as a solution for solving the problem of providing affordable housing in sustainable communities for the UK. In a report for senior managers of a major housing development company propose and justify modern methods of construction to replace traditional construction production techniques. There is growing concern in UK that housing is becoming more and more expensive. There are a number of concerns among experts that the construction industry as a whole is underperforming. This has been particularly emphasised in the Egan report (Egan, 1998), where it is also mentioned that the initial opportunities for improvements in house building exists in the social housing sector. Another concern that is very much in the lime light recently is sustainability issues. The European community and UK have agreed of environmental and energy targets that are very ambitious. Houses in UK have traditionally been built in traditional materials such as brick and concrete. The construction material and construction techniques have not changed much in centuries, despite the high level of construction know-how that exists in UK. Most of the modern construction techniques are use for high-profile prestige buildings and commercial buildings. The housing sector does not seem to have benefited from the modern methods available. This report aims at fanning-out the various modern methods of construction that can benefit the housing sector in many ways. Most of these modern methods are already used quite successfully in areas other than housing. The target will be to prove how, by means of modern construction techniques, affordable and sustainable housing can be developed. Sustainable Construction Sustainability generally means sustained ability. It means being able for longer. It means being able to benefit from resources for longer, without endangering the depletion of the resources. Sustainable construction is an approach to construction that makes optimal use of resources throughout the lifespan of a building. This includes the resources utilised for the construction of the building, its operation and maintenance, and its eventual disposal. Resources here relate to sources of material, energy, space and money. Those are the basic requirements for a building. It also makes economic sense to use as less resources as possible. So, achieving sustainability should not cost extra to the client, although it may cost extra initially to build the building. A typical building uses many times more resources during its lifespan than during its construction. So globally, it will be in the clients interest to go for sustainable methods. Sustainable construction (Stern and Knapp, 1993) could also be distinct as those buildings that have minimum adverse impacts on the built and natural environment, in terms of the buildings themselves, their immediate surroundings and the broader regional and global setting. The rational use of natural resources and appropriate management of the building stock will contribute to saving scarce resources, reducing energy consumption (energy conservation), and improving environmental quality. Environmental Approach A general strategy for environmental conscious design (Boontra, 1997) consists of three main steps: Reduce the material demand Any client, investor or governmental body should thoroughly evaluate the need for a new building activity by investigating the possibilities of reuse and renovating existing buildings. Designers should design a building as efficiently as possible by minimising the amount of resources needed. This can be done by optimising both the floor plan and construction. Application of renewable and recycled sources By application of renewable and recycled sources the life cycle of building materials can be closed. Designers should also allow for future recycling. Designing a building for dismantling and not for demolition is one approach. Select materials with the lowest environmental impact The environmental impact of materials is caused during a buildings complete lifetime. Typical environmental issues are raw materials, embodied energy, emissions, hindrance, waste, recycling, repair, lifetime. Throughout the report, it will be demonstrated that the modern methods proposed will respond positively to the above environmental criteria. Energy Approach Buildings account for the largest proportion of energy consumption in most western societies. In UK for example, (Nicholls, 2002) energy consumption in buildings account for 45% of the total UK energy consumption. Energy is widely produced by burning fossil fuel such as petrol and coal. It is also used by nuclear fission of Uranium. Both processes are very harmful to the environment. Why are Modern Methods Important for a Major Housing Developer? Sustainability Previously, sustainability was associated with environmental issues. However, in recent years it has been recognised that one cannot preserve environment at the expense of socio-economic progress. Sustainability is now being redefined in many circles as a balance of: Economic stable economic growth and employment Environment protection of environment and prudent use of natural resources Social social progress for everyone For these reasons, it is not only important that construction is clean and energy efficient, but it is also important to consider other factors such as the impact of the construction on its immediate neighbourhood and the society in general. The cost of construction has a direct impact on the cost of the housing. It is important to make housing economically viable and affordable without cutting down on our margin. Legal Developments in Sustainability There have been several recent legal developments in the area of sustainability that will have a definite future impact on our operations on the UK housing market. Most of these legal developments follow the 1997 Kyoto Earth Summit and are in line with the current governments emission and energy targets. The main developments are: UK Sustainable Construction Strategy 2000 UK Energy White Paper 2003 Sustainable Building Task Group 2003 Some of the impacts of these legal developments are already being felt. For instance, Part E and Part L of Building Regulations are already being revised and will be more demanding in terms of thermal and acoustic performance of buildings. There are several assessment methods being developed to measure quantify and rate the performance of a building in terms of how sustainable it is, and many of these measure will be taken into account for planning permission purposes. One of them is the BREEAM rating, developed by the Building Research Establishment. The BREEAM is an environmental assessment for offices, industrial and retail buildings. It consists of a checklist with scores for energy use, transport, water use, pollution, materials, land use etc. It has four ratings: pass, good, very good and excellent. Another such assessment method is the Eco-Homes, which is applied to housing sector only and therefore more relevant to us. The Sustainable Building Task Group 2003 has put forward a recommendation for a Code of Sustainable Building, which is based on the BREEAM rating but is simpler. The Code has the full backing of the government and is currently compulsory for social housing sector. Although it is not compulsory for our market yet, it is more than likely that it will become so in a near future. Another assessment method that may become important in the future is the WRAP, which measures the recycle content of a building. As for now, any building must have a minimum of 10% of recycle content. Most buildings will easily meet that requirement, even those built by the traditional methods. However, it is the intention of the authorities to steadily increase that 10% requirement in the coming years and it will become increasingly difficult to meet by traditional builds. WRAP is critical for planning permission and it is in the long term interest of the company that we start using methods that will introduce higher recycle contents in our housing developments. Health and Safety Health and Safety is becoming more and more important for the government and also for private clients. The upcoming CDM regulations 2006 will have major changes that put a lot more responsibility on the clients. Consequently, it can be expected that client will be putting health and safety high in their agenda and will chose their developers and contractors with that in mind. Also the HSE is being more and more demanding about the standard of health and safety and work and checks are done on a regular basis on sites across UK. It is therefore important to be proactive and take a holistic approach towards health and safety. Instead of simply supplying more boots and helmets to site, it will be wiser to adopt methods that are inherently safer. Traditional Methods Typically, a housing development will either consist of some blocks of flats with parking space or a series of 2 to 3 storey houses, depending on the locality and the client. In both cases, the construction process is the same, although some differences in scale of operations may occur. Substructure After the planning and survey stages, the first step in the construction process is the substructure. The substructure is that part of the building that is below the ground level. Its purpose is to safely transmit all forces to the ground. Traditionally, the substructure will consist of a series of pad foundations, strip footings, basements or even piles. Most of the old houses have basements whereas newer houses tend to have strip footings. Taller buildings such as apartments or where the building is on weaker grounds, piles may be required. All those foundations are generally formed by digging a hole in the ground and filling it with concrete. The shape, size and depth of the hole depend on the type of foundation being built. Foundations are labour-intensive and time-consuming work. All of the work has to be done on site, exposed to weather conditions. It also produces significant amount of noise and dust during the digging of the ground. Once the trenches or holes are filled with concrete, the site ends up with an excess of soil from the hole. Superstructure The superstructure is the visible part of the building, built on the foundation. The structure for houses will consist of building up brick walls from the ground, brick by brick. Each wall will consist of two leaves of brick with a gap in-between for insulation. The internal floors are generally made of heavy timber joists supporting secondary timber members and finally a plank topping, all nailed together and supported off the brick walls. The brick wall construction will continue until the roof level is reached. At the roof level, a timber roof is built in a way similar to the floor. Recently, concrete columns and beams have been used along with the brick walls. Floors and roofs in newer construction tend to be on concrete, cast in-situ on formwork, supported off the concrete frame members. These methods are very time-consuming and labour intensive and almost all the work has to be done on site. Partitions and Finishes The internal partitions are either timber frames with ply-wood on each side, or single-leaf brick walls built in the same way as the external walls. Stairs are generally of wood. Services The space heating, electricity, air-conditioning and ventilation are all built to suit the building in place. Modern Approach to Construction As opposed to the traditional method where each step of the construction is done independent of each other, the modern methods of construction differ right from the approach to the construction process. The thinking process behind the site works is done well in advance, to allow much better coordination between the various trades involved. The planning stage will think of the proposed and future uses of the building. The design stage is the most important stage of construction as decisions taken at the design stage have the highest impact of performance, economy and many other factors. The approach to modern construction is one that takes sustainability and life-cycle cost of a building right from the onset of the design stage. Many factors can be influenced if thought is given at design stage. The following chapters will now introduce modern techniques used in construction that will result in more economic and sustainable construction in the housing sector. Steel Framed Buildings The use of steel is not new in construction. It has been used for over a century now. However, its full potential has only recently been understood. Steel has the potential to radically change the building and running cost of a building as well as having a major impact on issues such as sustainability, material demand, health and safety and so much more. Developments made over the past decade in steel construction have made it the most exciting material for construction. Steels Role in Sustainable Development Steel is a completely different material from concrete and masonry. It is first of all homogeneous as opposed to a mix and is much stronger. The UK steel construction industry in a very efficient industry and steel can be used to our advantage as a modern construction material for several reasons that will be unveiled below (SCI, 2004). More sustainable Design Good design is fundamental to sustainable construction (SCI, 2004). Decisions made at the initial design stage have the greatest effect on the overall sustainability impact of projects. Steels high strength-to-weight ratio is exploited in light structures which have low overall environmental impact and often require fewer and lighter foundations than alternative methods of construction. Its long-span capabilities create flexible spaces that facilitate changes in use during the life of the building, maximising letting potential and reducing refit costs. The energy associated with the occupation of buildings (operations energy) dominates that used in their manufacture and construction (embodied energy) typically by a factor of between 4 and 10 over a 60 year design life. Reducing operational energy consumption reduces environment impact as well as saving money. Steel frames and associated composite or other type of floor slab achieve high levels of fabric energy storage, which can significantly reduce the energy bill for cooling. Steel-based cladding systems for industrial buildings and light steel-framed residential construction provide well-insulated and airtight solutions. More sustainable manufacture and erection Construction can have significant social and environmental impacts such as noise, dust, ground and surface water pollution and traffic congestions (SCI, 2004).Steel provides the opportunity to maximise off-site construction techniques. Working in a factory under controlled conditions will definitely result in more accurate products and less waste. It also provides a safer and better working environment for the workers. Computer-sided design and manufacture can be put to best use in steel construction to eliminate defects and reworks and to minimise waste. Any steel waste is generally recovered and recycled. Cost, and therefore time, remain key drivers in construction. Steel construction allows us to build fast and reliably, with minimal time spent on site. The small amount of time spent on site has many impacts such as lower noise, less time for the workers to work as height, less noise and dust, less traffic and the whole community benefits. Less time spent on site also has the advantage of fewer interruptions due to weather, which is a very important factor in the UK, because our weather is world famous! As an example of what can be done (SCI, 2004), the 1600 tonnes of steelwork in the TNT Fastract distribution centre was erected in only 21 days! Sustainability in Use Designing a building for long life maximises the payback over the initial investment and is also a key aspect of sustainable construction. In that respect, refurbishment of a building to extend its life is very important. The versatility and flexibility of steel permits the owner of the building to easily modify and adapt to changing time without having to demolish and rebuild, thus extending the life of the building and getting the most value out of it. Steel is a stable product and if protected from the environment with paint, will require little maintenance and will not deteriorate at all with time. Cladding systems associated with steel construction are also easily modified and allow easy access for maintenance. With changing times, the requirements of a building change and therefore modifications may be necessary. Steel is easy to modify and to extend to suite new needs. Sustainability at end-of-life A concrete building only has a market value as a built-entity. The material itself can hardly be reused because it is cast-in. and cannot be dismantled. The best use of demolished concrete is land-fill. However, steel buildings have a material value even after construction. Because steel buildings consist of independently prepared members joined together by bolts, these members can be dismantled and re-used if the building is no longer required. For example, when the various Paris market halls built by Baltard in 1854 could no longer satisfy the needs of the city (ECCS, 2002), their function was transferred to Rungis, and the buildings replaced by the Centre Pompidou and the Forum. Recognising the need to preserve important architectural examples from the past one of the market halls was demounted and transferred to Nogent-sur-Marne, where it was simply reconstructed. It now accommodates cultural activities. The fact that a steel building can be demolished and rebuilt using the same structural members has far-reaching advantages. The immediate advantage that comes to mind is the market value of the building. Of course, a building has a value when it is in use. But with the use of steel, the building will have a value even after its life-span. The steel members can be sold as separate entities or the whole building can be sold to be built on a different site. This contributes enormously to the cost of redevelopment and therefore can be used to reduce the cost of housing. Looking at the bigger picture, re-using the same material for a new building implies that the natural resources that would have been required for the new building have been spared. Finally, even if the steel is not re-used directly as a construction material, it can always be recycled for new steel members. Steel is 100% recyclable material. Energy in Buildings In buildings, energy is required for: Space heating Domestic hot water heating Lighting Mechanical ventilation Air conditioning General electrical services such as lifts and escalators The quantities of each of the above required vary from place to place and from building to building. Space Heating In UK as in the rest of Europe, space heating is traditionally achieved by gas-powered or electric powered hot water boilers that distribute the hot water to radiators. The envelope of the building is designed to retain as much of that heat as possible to save on energy. However, there are several innovative techniques now available that are very efficient. New Glazing Technology There are new types of glazing that allow the solar heat to go into the building, but not out. Double glazing systems have been used for many years, but now the double-glazing makes use of special glasses. The gap in-between the glasses can be filled with special gases that promote the greenhouse effect. In some cases, simply evacuating the air from the gap works marvellously in acting as a smart glazing system. There are glasses that can be switched from clear to opaque by the action of current, heat, or naturally like sunglasses. New cladding materials used on the walls are translucent. They transmit light and solar energy but act as insulants.Interactive windows and shading system are computer-controlled to change the level of shading and ventilation at different times of the day to optimise energy use. Solar Heating Direct sunlight is used to warm buildings. But solar energy can be used indirectly as well. Solar water heaters are very popular in the Southern Hemisphere. In Europe and especially in Western Europe, people have the misconception that because of the cold climate, solar water heaters will not be effective. In fact, solar water heaters are very efficient even in cold regions. It is also very cheap to build or buy one. It can be used on large scale for schools and hospitals with large roof plans. So instead of boiling water in a gas or electric boiler, solar water heaters can be used. Even if in winter the solar water heater cannot produce sufficiently hot water, it can still be used to preheat the water supplied to the boilers. Thermal Mass In many countries, space heating is required at night more than during the day. In such cases, the mass of the building can be made to heat up during the day by the solar energy methods described above. This mass will absorb this energy during the day but will only start dissipating it after several hours. Concrete floors for example will have a typical time lag of nine hours. Proper use of this thermal mass can lead to very significant saving in energy. The orientation of the building can play a crucial part as well. For example, if the south face is the one that is most exposed to direct sunlight, having more massive walls on the south will improve on the use of thermal mass. Domestic Water Heating Domestic hot water is used in almost all buildings. Solar water heaters as described previously are generally very effective for domestic hot water. Other methods can also been used, depending on the location. If a village is situated not very far from a volcano, they can usually dig deep boreholes and pump the water to the bottom of the hole where the earth temperature is quite high. They can pump back the water and use it as domestic hot water. The concept is not a new one. Thermal spa and natural hot water baths have been used for centuries. Lighting The orientation of a building can be very important to make use of as much natural light as possible. Smart glazing systems discussed before are also very useful and are used more and more now. Lightwells and atria are also more and more used both for its help in natural lighting and ventilation, but also for its aesthetic contributions. When artificial lighting is required, special low-energy bulbs can be used that give the same amount of light but consume smaller amount of energy. Ventilation Natural ventilation has always been used in houses by simply opening and closing windows as required. Commercial buildings have however opted for more high-tech methods such as fans. These can be replaced by careful planning of the openings, of the way the floors are compartmented, and by the use of features such as atria. Also, computer-controlled openings are the high-tech version of manually opening and closing windows as required. Air Conditioning Cooling is always more expensive than heating. Not only does air conditioning consume a lot of energy; it also releases CFCs, which are harmful to the ozone layer. The use of these can be minimised as well. The use of ventilation can be used to improve the comfort level of occupants. The use of the thermal mass concept can also be used in the same way. The floors are cooled at night using natural ventilation, and during the day, they are used to cool the air inside the building. Conclusion The aim of the report was to propose and justify modern methods of construction. The report has exposed the necessity to shift to modern methods of construction. It is not just an option worth considering. It will soon be the only option and unless we as a company start the shift now, we will loose a competitive advantage. Among the modern methods mentioned, steel construction comes out to be the flagship of modern, economic and sustainable construction methods. Added to that, other means such as using thermal mass, natural ventilation and natural heating and cooling can be used in combination to wonderful effect. However, the most important point to remember is not the material or any particular technique. It is the approach and the thinking process required to meet the economic needs of the company, satisfy requirements from the government and other authorities and yet be able to produce affordable and high quality and high performance housing for the future. References Egan, Sir John, Rethinking Construction, Department of Trade and Industry, 1998 David Stern and Daniel Knapp, Reuse, Recycling, Refuse and the Local Economy: A Case Study of the Berkeley Serial MRF (documented by Urban Ore, Inc., and The Centre for Neighbourhood Technology: October, 1993). Boontra Chiel, Sun at Work in Europe, Vol. 12, No.1, March 1997, p3. Nicholls, Richard, Low Energy Design, Interface Publishing, 2002 European Commission for Constructional Steelwork, Merits of Steel, 2002 http://www.szs.ch/merits/vorwort_e.html Achieving Sustainable Construction: Guidance for clients and their professional Advisers, Steel Construction Institute, 2004

The Rosetta Stone Essay -- Hieroglyphs Egyptian Writing System Essays

The Rosetta Stone In 1799, when Napoleon’s army was dismantling a wall in Rashid, Egypt, they discovered the Rosetta Stone. Little did they know that this 11-inch thick piece of rock would be one of the greatest discoveries in history! It contained Egyptian scripture, with Greek also on the stone. This was used to decode the once lost Egyptian writing system. Before the 1800’s, attempts at trying to uncover the secrets held by the ancient Egyptian hieroglyphics found on walls inside numerous tombs were useless. The pictures were falsely believed to be symbolic, representing some sort of object or idea. Something soon changed all of this misconception. 1799 was the year of a great breakthrough in Egyptology. French troops, under Napoleon’s command, were destroying a wall when they found a black, basalt stone. The stone was inscribed with three different forms of writing: Egyptian hieroglyphics, a shorthand form of hieroglyphs, and Greek written in 196 BC. The Rosetta Stone then be came instrumental in decrypting the long forgotten Egyptian writing system. The stone was first discovered near Rosetta, Egypt, by one of Napoleon's soldiers, named variously as Bouchard, during his expedition to Egypt in August of 1799. In no time, this discovery was mentioned to all the top scholars who were immensely interested since there was no way to decode the hieroglyphs. In 1802, Johan David Akerblad was the first to break ground in identifying the first demotic symbols. He identified a few of the proper names in the demotic text, after comparing them with the same names found in the Greek text. (Ogg 78) Next on the scene was Thomas Young, an English physicist, who took an interest to the deciphering the Rosetta Stone as well. After much researching, Young was able to prove that the proper names in the hieroglyphics section of the stone did in fact have phonetic value, and were not made up of symbols. He then introduced the idea of the proper names being written with ovals around them, known as cartouches. In reality, the hieroglyphs only contained six. Of the phonetic values that he assigned to hieroglyphs, five were correct (p, t, i, n, and f). (Budge 54) In 1814, he revealed the way in which the hieroglyphic signs were to be read by studying the direction in which the birds and other animals were all facing. He also was able to correctly identify some single-consonant... ...y death due to a stroke. The whereabouts of the Rosetta Stone today is the British Museum, in London. Without this old, black, basalt rock, we may never have deciphered the ancient egyptian scriptures. Still, there are many other writing systems of numerous lost civilizations that have yet to be deciphered. Until then, we can only make well thought inferences, and educated guesses until the next Rosetta Stone is unearthed. Works Cited 1. Budge, Sir E.A. Wallis. Egyptian Language- Easy Lessons in Egyptian Hieroglyphs. New York: Dover Publications Inc., 1991. 2. Ogg, Oscar. The 26 Letters. New York: Thomas C. Crowell Company, 1962. 3. Claiborne, Robert. The Birth of Writing. New York: Time Inc., 1974. 4. Andrews, Carol. The British Museum Book of The Rosetta Stone. New York: Peter Bedrick Books, 1985. 5. Giblin, James Cross. The Riddle of the Rosetta Stone - Key to Ancient Egypt. New York: Harper & Row Publishers,1990. 6. Frimmer, Steven. The Stone That Spoke- and other clues to the decipherment of lost languages. Toronto, Canada: Longmans Canada Limited, 1969. 7. Jean, Georges. Writing- The Story of Alphabets and Scripts. New York: Harry N. Abrams, Inc., 1992.

A Look At Eliyahu Goldratt’s Theory of Constraints Essay

Abstract   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Theory of Constraints was devised by Eli Goldratt. It states that in every organization there is a constraint that slows down its performance.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   This paper will delve on the Theory of Constraints of Eli Goldratt.   A Look At Eliyahu Goldratt’s Theory of Constraints   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Theory of Constraint is a management philosophy originally developed by Eliyahu Goldratt and discussed in his book, The Goal. The basic concept behind the theory is that a chain will always have its weakest connection. In any organization or any complicated system for that matter, there will only be one component of that system that will restrict its capacity to attain its objectives. In order for such system to have any significant progress, the constraint must be located and the entire system must be manipulated with it in consideration (Thomas Group, n.d). Application of the Theory of Constraint   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   According to the Theory of Constraints, profit-oriented organizations should have at least one constraint that hinders the system from achieving improved performance in connection with its goal. The Theory of Constraints is founded on the premise that the rate of income generation is restricted by at least a single constraining process. Only by enhancing the throughput during bottleneck will the overall process be improved (Mahapatra & Sahu, 2006).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In summary, the main components of the Theory of Constraints are: Complex systems should have at least one constraint otherwise it would be earning unlimited income. Constraint, therefore, is defined as anything that restricts the system from improving its performance compared to its goal (Mahapatra & Sahu, 2006). Constraints provide systems with an opportunity to develop and improve (Mahapatra & Sahu, 2006) Theory of Constraint versus Lean Manufacturing   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Lean manufacturing is a concept that is often compared with Goldratt’s Theory of Constraint. Lean manufacturing was derived from the successful method being used by Japanese car maker Toyota. The method received international acclaim through the Womack & Jones book The Machine That Changed The World. Lean manufacturing is focused on elimination of waste (Moore, 1998).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   While TOC and Lean have varying principles, there are certain areas wherein the two philosophies have a commonality (Moore, 1998). In both lean and TOC, the perception of the customer as value is critical. In Lean manufacturing, it is the customer who determines value. In TOC, there is no throughput until the payment for a certain product has been cleared by the bank (Moore, 1998). Lean and TOC both acknowledge the fact that the ultimate goal of any organization is to convert inventory into throughput(Moore, 1998) TOC and lean underscores the importance of flow throughout the system. Both philosophies believes that the flow plays an important role in the system (Moore, 1998). For both TOC and lean manufacturing, the pull of the market dictates the needs for manufacturing. In lean marketing, manufacturing of goods or services will not take place unless there is a demand for it by the customer. In TOC, the pull is the driving force behind the Drum-Buffer-Rope method (Moore, 1998). Lean manufacturing and TOC drives the workers to aspire for perfection or improving their efforts. The role of the workers in the improvement of the system cannot be discounted (Moore, 1998). During the past 25 years, there were three TOC paradigms that were developed namely logistics, global performance measures, and thinking processes. Recently, Boyd and Gupta changed these paradigms into decision making, performance measurement, and organizational mindset (Moss, 2007). The Logistics Paradigm   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The logistics paradigm was derived from the scheduling program called Optimized Production Technology (OPT) which has nine rules (Mahapatra & Sahu, 2006): Flow should be balanced rather than capacity The utilization level of non-bottleneck resources is not dependent on its potential but on other constraints within the system Use and activation of a resource are not synonymous to each other One hour lost during the bottleneck translates to an hour lost for the entire system An hour lost at a non-bottleneck is just minor Bottlenecks determine throughput and inventory The transfer batch may not, and in most instances, should not be the same with the process batch. The process batch should vary, not constant Schedules should be determined without looking at all the constraints at the same time. Lead times are the outcomes of a schedule and cannot be determined in advance The Major Steps in the Logistics Paradigm Identifying the constraint. These may involve physical barriers such as physical or managerial (Mahapatra & Sahu, 2006). Exploiting the constraint by increasing utilization and efficiency. For instance, physical constraint can be utilized by making it as effective as possible (Mahapatra & Sahu, 2006). Subordinating all other processes to the constraint process. This implies that other aspects of the system must support the total effectiveness of the constraint. If the resources that are not causing the constraint are utilized beyond their productivity level, they will not increase the throughput but increase unwanted inventory (Mahapatra & Sahu, 2006) Elevating the constraint. If the present constraints are the most crucial elements of the system, implementing rigorous improvement measures will enhance its performance. Improved performance leads to better realization of the potentials of the nonconstraint resources which would lead to an improvement in the overall performance of the system (Mahapatra & Sahu, 2006) Rinse and repeat (Mahapatra & Sahu, 2006). The implementation of the logistical paradigm is best exemplified in the drum-buffer-rope methodology. There are three concepts worth explaining in this method. The drum refers to the pace at which the constraints operate. The rope establishes the communication between the critical control chains to ensure that they are synchronized. The buffer is the strategically positioned inventory to safeguard the output of the system from that differences that may take place within the system (Mahapatra & Sahu, 2006). The drum-buffer-rope technique is a simplified version of its predecessor the Optimized Production Technology (OPT) and the newer Advanced Planning and Scheduling Systems (APS), which are utilized in firms engaged in manufacturing and production (Mahapatra & Sahu, 2006). Using the Drum-Buffer-Rope method leads to the synchronization of resources as well as the utilization of materials in an organization. It is worth knowing that resources and materials are used only in a degree that would lead to the capacity of the organization to attain their throughput (Mahapatra & Sahu, 2006).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Since random disruptions are likely in any organization, the drum-buffer-rope method will provide a tool for securing total throughput by using Time Buffers, which contains inventories and safeguards constraint schedules from the impact of disruption at non-constraint resources (Mahapatra & Sahu, 2006).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The process of using time buffers as a mechanism for effective management and improvement of throughput is called buffer management. It provides details based on planned and actual performance and is utilized for checking the inventory of a protected resource as a comparison for actual and planned performance (Mahapatra & Sahu, 2006). Application of the Logistics Paradigm in Service Firms   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The logistic paradigm or five step processes is applied to various processes and procedures of a service firm. The advantage of a service firm is that it is used to enhance service time, flow of information, as well as in re-engineering administrative functions (Moss, 2007).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the military as well as in the medical field, the logistics paradigm is being utilized to generate more sales (Moss, 2007). Drum-Buffer-Rope Method Applied to Manufacturing and Service Firms   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The drum-buffer-rope method of scheduling is applicable in both manufacturing and services sector. In the field of manufacturing, the drum-buffer-rope technique is useful in scheduling equipments. For the service sector, DBR is applicable in scheduling personnel within the organization, setting appointments with customers, and forecasting lead-times for customers (Moss, 2007).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   According to Schragenheim and Ronen, DBR should be used in determining problems and flaws that will disrupt the flow of the system. There are suggestions that the drum-buffer-rope method should be used in the management of supply chains (Moss, 2007). Global Performance Measures   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the global performance measure of the Theory of Constraints, all company performance efforts are geared towards the objective of earning money now and in the future. In order to accomplish this, there are three things that should be done. First, increase the throughput. Second, reduce inventory. Third, minimize operation costs (Moss, 2007).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Throughput refers to the rate at which the system earns a profit through sales while inventory is the term used to denote the money which the system will invest in buying things which they plan to market and sell. Finally, operational expense which is the money spent by the system in converting inventory to throughput (Moss, 2007).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   From these concepts, three global measures have been derived namely net profit, return of investment, and cash flow. Net profit is determined by deducting the operating cost from the throughput. Return of investment or ROI is obtained from the ratio of net profit and inventory. Cash flow, on the other hand, is used as a survival tool. As long as the company has money, they will survive (Moss, 2007).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Most companies prefer to have only a few operational measures since this will provide convenience to the company as far as the assessment of the effects of various decisions (Moss, 2007). The Thinking Process   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When it comes to constraints existing in the company, Goldratt identified three important decisions: What to change? What to change to? How to effect the change? In order to provide solutions to these problems, Goldratt devised the thinking process. During the last 10 to 15 years, managerial processes have been at the helm of corporate constraints. This is the purpose of the thinking process (Moss, 2007).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One of the strengths of the Theory of Constraint is that it provides various tools and techniques to help companies solve a certain problem. Although each method can be used separately, they can likewise be integrated in order to better answer problems concerning Consensus and Focus, Construction of a Complete Solution, and Communication and Collaboration. For each process, there are different tools that can be used (Focused Performance, n.d). Consensus and Focus The Current Reality Tree (CRT) is a series of logical steps that describes present situations. The aim of CRT is to come up with a cause-effect relationship among unwanted symptoms as well as core conflicts that the company would like to remove (Focused Performance, n.d). Construction of a Complete Solution The Evaporating Cloud. The evaporating cloud or conflict resolution diagram is a logical tool which aims to determine aspects of conflict that generates non-compromise win-win solutions. While its validity is acknowledged, the purpose of the evaporating cloud is to unearth underlying assumptions which turns out to be invalid (Focused Performance, n.d). While the evaporating cloud is already useful by itself, this tool can be integrated with a CRT since the seemingly difficult problems pointed out in the CRT are often the results of underlying conflict (Focused Performance, n.d). Future Reality Tree. The FRT is an effect-cause-effect logic structure which aims to show how recommended changes would have an impact on reality particularly how and why these proposals are expected to create a positive result. It is a paper-based simulator that assesses the ability of the proposed change to produce the desired outcome. Likewise, it is used to test the propensity of the proposed change to generate new and unwanted outcomes (Focused Performance, n.d).   Communication and Collaboration Negative Branch Reservations.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are instances when undesirable effects are treated as potential results of a proposal and are often detected by another individual other than the originator of the proposal (Focused Performance, n.d).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   With Negative Branch Reservations (NBR), logical expressions are used to address certain reservations through additional actions that would complete the original proposal and cutting down the â€Å"negative branches† from the proposed FRT (Focused Performance, n.d). Prerequisite Tree.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The prerequisite tree or PRT is a logical structure that describes all the barriers to accomplishing a goal as well as the alternative courses of action. The PRT likewise depicts how certain actions when combined with current reality will achieve new and expected results and why these actions would achieve the required outcomes (Focused Performance, n.d).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Categories of Legitimate Reservation   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Categories of Legitimate Reservation is a group of tests used for verifying the cause-effect logic which is at the heart of the Thinking Process. CLRs serve the purpose of scrutinizing and modifying the logical trees (Focused Performance, n.d). The Thinking Process Applied to Manufacturing   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The thinking process can be effectively applied to the manufacturing and service sector. For the service sector, the guiding management philosophy should center on improving process. The problem-solving tools of the thinking process provide most of the benefits to the service sector (Moss, 2007). Throughput Accounting   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Throughput accounting, which is based on Eli Goldratt’s Theory of Constraints, plays a major role in management decision making. It changes an organization’s view of income recognition as well as costs and profitability. Thus, throughput accounting is responsible for refining the figures used for making decisions which potentially modifies Management Accounting (Goldratt, n.d). Advantages of Throughput Accounting   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Using throughput accounting as a measurement and decision making tool, organizations can have the following advantages (Goldratt, n.d): Shift their sales efforts on products that will generate more income Make better decisions on which investment will generate more income Come up with decisions that are determined by real effects on the bottom line Develop a clear understanding of the role of sub-systems in the entire system Make realistic efforts regarding the effectiveness of the entire system relative to the goal of the company which is to gain a profit. Most of the distortions that are present in traditional management accounting can be corrected with throughput accounting. Distortions arise as a result of traditional management accounting using similar measures used in judging an entire system or organization as well as daily decisions by dividing the system into sub-systems and activities (Goldratt, n.d).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Throughput accounting is a substitute to cost accounting. It is not derived from standard costing or Activity-Based Costing. It is not concerned with costing or allocation of costs to products and services but rather as a strategy for maximizing profits. The main objective of throughput accounting is to hasten the velocity at which products are moved in a company by removing bottlenecks (Puthran, 2006).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Throughput accounting helps enhance a company’s profit performance through improved management decisions (Puthran, 2006).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Usually management decisions are based on assessing the impact of proposals on the throughput, investment, and operating expense. In a traditional management accounting, the cost of any proposal is commonly the initial and sometimes the only thing being considered, which results to poor decisions on the part of the management (Puthran, 2006). The Basis of Throughput Accounting   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Throughput accounting is based on the fact that there are bottlenecks in organizations. Microsoft Encarta defines bottleneck â€Å"a delay in progress due to one part of the process or system being slower than the others which results to the delay in the overall process.† (Microsoft Encarta) What are the Factors used by throughput accounting in computing income and expenses? Throughput is the rate at which the process or system generate â€Å"goal units.† When the â€Å"goal units† involves money, the throughput is derived by deducting the price of raw materials with the income generated from the sale. However, throughput is only applicable to activities that involves selling products or services. Warehouse manufacturing is not included in throughput accounting (Puthran, 2006). Investment is the money associated with the process or system. It includes inventories, equipments, infrastructure or facilities, and other assets and liabilities (Puthran, 2006). Operating expenses refers to the money which the system uses in purchasing â€Å"goal units.† In the case of tangible products, the operating cost includes all the expenses with the exception of the price of raw materials. Operating expenses includes cost of maintenance, utilities, rental expenses, taxes, payroll, among others (Puthran, 2006).   Conclusion   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Eli Goldratt’s Theory of Constraints states that in a complex organization, there will be instances when constraints will slow down the entire process. In order to for the system to achieve its overall performance, the constraint hindering the entire system should be removed from the equation. References Mahapatra, S.S., & Sahu, A (2006 July 27). Application of Theory of Constraints on Scheduling of Drum-Buffer-Rope System. The Apache Jakarta Project. Retrieved August 9 2008 from http://dspace.nitrkl.ac.in:8080/ Moore, R (1998). Theory of Constraints and Lean Manufacturing: Friends or Foes? Chonnam National University. Retrieved August 9 2008 from http://pm.chonnam.ac.kr Moss, H (2007 March 1). Improving Service Quality With The Theory of Constraints. All Business.com. Retrieved August 9 2008 from http://www.allbusiness.com/company-activities-management/operations-customer/5508402-1.html Problem Solving with the TOC Thinking Processes – Consensus, Construction, Communication and Collaboration (n.d). Focused Performance. Retrieved August 9 2008 from http://www.focusedperformance.com/toctp1.html Puthran, S (2006 December 17). Throughput Accounting. Management Accountant. Retrieved August 9 2008 from http://managementaccountant.blogspot.com/2006/12/throughput-accounting.html Theory of Constraints (n.d). Thomas Group. Retrieved August 9 2008 from http://www.thomasgroup.com/enterprise-solutions/tools/theory-of-constraints.aspx Throughput Accounting (n.d). Goldratt. Retrieved August 9 2008 from http://www.goldratt.co.uk/resources/throughput_accounting/index.html   

Caribbean Studies Syllabus

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