Organisational Change Essay

Organizational change is also known as organizational transformation and it may involves organisational change in mission, introducing new technology, restructuring operations, introducing new programmes, mergers, re-engineering and having new major collaborations. (Bridges 1991) Organizational changes are aimed at achieving some set organizational goals and objectives which need to be a attained within a given period of time. In many cases changes in the organizational are provoked by some outside forces which includes taking care of new markets, substantial cut in finding, need for increase in services and productivity among others. There are many approaches that managers uses to introduce change in the organization, some are planned, explicit and structured while others are more unfolding, implicit and organic. Managers goes for the approaches that will be supported by all the employees and those that will enable the organization to maximize the profit margin as they achieve the set goals and objectives within the set time frame. Some approaches works from the future to the present where by the managers uses the organization’s vision to plan all the organizational activities aiming at achieving the vision while other approaches works from the present to the future which may include pointing out the currents needs of the target clients and then making the necessary changes towards achieving those needs. This is the best approach since the clients and other stakeholders are the backbone of any organization and they determine the success of the any business (Easterby 1999). Identifying their needs should be a continuous exercise which should be followed by implementing the necessary changes which will facilitate in satisfying their needs hence building a good and strong customer relationship which will lead to increased sales hence increasing the Organizational profitability (Dent 1999).  Aegon UK  is a member of the AEGON Group which is among the world’s largest life insurance and pension company. The company is the owner of different life insurance, pensions, adviser and management businesses in the UK (Folger 1999). The company has 27,000 employees and a total of over 25 million customers worldwide with it’s main markets being in Netherlands and the United States. Factors That Lead To Change One of the major hindrance for decision making is a clear understanding of the working environment where the decisions made will be operated. (Brewster 2004) Proper understanding of the working environment improves the decision making and it minimizes uncertainty. In the UK where life expectancy has risen in the past few years, people are expected to retire for a longer period of time hence the need to think ahead and save for retirement, an idea that many people find difficult to comprehend. (Kotter 1979) Many people do not properly plan about their retirement hence they suffer during the old age since they do not be have enough money for survival and on the other hand the government is also emphasizing on reduced dependency on the state in old age. This resulted to many insurance companies coming up with new cheap pension schemes who also emphasized on employee pension (Hultman 1995). The Industry Aegon operates in the life insurance and pension industry which for the past few years had a poor reputation. Some organisations in the industry has been blamed of mis-selling where by they do not give the customers quality products that satisfy their needs. (Johnston e 2004) The Financial Services Authority (FSA) introduced some regulations in the industry which were aimed at avoiding such situations from happening again in the future. The industry has been faced with intense competition where by AEGON is competing with other organisations that are well known in the UK and they specialise in selling directly to the customers (Kirkman 2000). The company normally distributes it’s services and products to customers through financial advisers. For AEGON to remain competitive it had to take care of all the problems that the industry was facing. Reasons For Change Historically AEGON had been very successful and profitable but some times back the government introduced some regulations that reduced the organisation’s profitability. Comparing the company with it’s competitors, AEGON was not well known though it had very good services and products and it also had good relationship with the distributors. (Strebel 1996) For consumers to have the confidence of investing in a long term product, they have to know more about the organisation they are planning to invest with by learning more about the brands that are being offered by the organisation and by understanding the value of each brand. As AEGON offered different brands it was hard for the financial advisers and the consumers to identify and understand the different depth and breadth of the brands. Facilitators of Change AEGON company appointed a new (CEO) Chief Executive Officer who entered into the office with new strategies for the company and the first thing that he implemented was to bring AEGON into a discovery phase which would help him in achieving the goals he had for AEGON. The CEO’s goal was to develop the best long term savings and protection business in the UK while the discovery phase was aimed at finding ways of achieving those goals. (Kegan 2001) Another aspect that needed consideration was the company’s brands and how they could be audited. The company was examined both internally and externally to find it’s position in the market. The process of auditing was aimed at giving more information about the company which assisted AEGON in making more informed decisions which were needed to start the process of change. Creating a New Culture Culture refers to the attitude and the personality of an organization and it is also involves the shared values, behavior and beliefs of the employees and other stakeholders (Morgan 1997). It acts as a key part in the change process since it dictates the way in which the organisation and the stakeholders solve problems and makes decision. By developing a new culture, AEGON was able to provide services and products that were required in the market hence they were able to remain competitive. A Behavior Framework In order to support the new culture, AEGON came up with a behavior framework which was aimed at strengthening the brand values. It was designed in such a way that it could influence how all the employees in the organisation could work and make decisions where by the behavior emphasized the values of AEGON. (Coetsee 1999) The company also introduced a Management Development Programme which emphasised on eight main behaviors which are, think customer, embrace change, encourage excellence, act with integrity, decisive actions, work together, learn and grow and finally relate and communicate (Piderit 2000). Implementing The Change The organisation has emphasised on the customer’s needs which determines the decisions, behaviour and it also informs actions. The senior mangers keeps the customer’s needs at the heart of all the operations in AEGON while the other managers and professionals innovates with the needs of the customers in mind so that they come up with products and services that can satisfy the needs of the customers. AEGON brand have been extensively promoted alongside Scottish Equitable or other brands are traded under it. Association with AEGON is stronger where by the Scottish Equitable is currently AEGON Scottish Equitable which reflects the local knowledge and the global power. Currently all the brands has a new look that is common, different and refreshing. Impacts Of The Changes Implementing change in AEGON affected it both externally and internally. Internally the changes influenced how the people behaved and communicated while the organisational operations has been focused on satisfying the needs of the customers. Great emphasis has been on making information clearer so that the customers can be in a position to understand the company well so that they can do business with them. The company has intensively done external promotional campaigns and it has managed to launch new innovative products aimed at satisfying the customer’s needs. This changes has worked very well for AEGON since the company has been able to maximise it’s profit. Currently AGEON brand is in a position that it influences the financial services in the industry. Challenges The main challenge that AEGON is facing is that the competition is growing at a very fast rate in an increasingly difficult market. This has forced the government to implement some regulations to govern the industry. To fight competition, AEGON should maintain two way communication channel which should be open and they should emphasis on getting feedback from all the stakeholders. This feedback is very important since the stakeholders can inform the organisation where they might be going wrong and can even give some recommendations which can work very well for the company hence being ahead of the competitors which leads to maximising the profit margins of the company. The stakeholders can also help the company in identifying the needs of the customers hence enabling the company to provide what is needed in the market . Also when there is open communication between the management and the employees it is normally very easy to prevent conflicts since the employees will be free to air their grivances hence cultivating a culture of good working relationships in AEGON which will even motivate the workers to work even harder thus enabling the company to realize the set goals and objectives within the set time frame. Conclusion Organisational change is continuous and the process of change is like a journey which will be faced by external factors that can affect the operations of the organisation. AEGON respond to the external factors was by clarifying, simplifying and strengthening it’s brand in the UK. As the organisation changes, it’s culture and pattern of behavior develops which is a cycle which requires the business to use the knowledge it has to learn from the experiences. This has enabled AEGON to move towards achieving its goals through realizing its full potential while they remain competitive in the market. Taking care of the needs of the customers increases the sales of the company since many customers will be interested in the products or services that are being provided by the company hence increasing sales which in turn increases the profit margin of the company.

Sachin – the God of Cricket

Sachin Tendulkar is perhaps the best thing to happen to not just INDIA and INDIAN Cricket, but the sport in general. He is easily the most worshipped Cricketer across the globe. More than 34,000 runs scored on all kinds of home and away turfs at an unbelievable 48. 74 is testimony enough of the astounding consistency he has shown during the breath-taking 23-year International Career. He is pretty obviously the most prolific run-getter of all times. Technically too, He is the most complete batsman of modern era. Be it hooks, pulls, cuts, punches, drives, sweeps, slogs or lofts, He can play it all. Be it spin, swing or pace, He can tackle it all with seamless audacity and grace. Sachin Tendulkar is probably the greatest exponent of the game. While scoring the astonishing number of runs He has, Tendulkar has invented millions of ways of piercing the field and coaxing the ball towards the patrolled rope; at times using the bat like a sword used to slash enemies; and at times carefully using it like a surgeon’s knife used to pierce the deepest of tissues. Adaptation, accumulation and consolidation have seemed synonymous with Sachin Tendulkar, evidence of which is the big-hundreds He scored against Australia, South Africa and New Zealand after 2009, when He was in His late-30s, in a format presumed to be a youngster’s paradise. Apart from the staggering achievements and brilliant technique, what puts Tendulkar in a league of His own is the kind of impact and influence He has had on modern-day Cricket. Time and again, He has demolished and pulverized top-notch bowling attacks into instant submissions; something no one else has managed to do so effortlessly and so consistently. What elevates Tendulkar’s greatness is the fact that He has achieved all these records and laurels while constantly being under tremendous pressure from a billion people and while being under constant scrutiny of the national media. The greatness lies in the fact that Tendulkar has still never crumbled under this constant pressure and has on most of the occasions stood up, lead the pack and delivered. The humility and modesty He has displayed during the enthralling journey has ensured that He is not just followed and loved, but worshipped by the Nation from the bottom of the heart. Fames, riches, mansions, fast-cars, limelight and anything else that comes His way as a perk for being the greatest Cricketer He is seem to have left Him absolutely unfazed. His moorings have always remained on firm ground and remain so till date. Sachin Tendulkar has spell-bound the nation like no one else. There might be a couple of personalities whose exploits in their respective professions have enthralled the nation, but even they have not been able to sustain it for as long as Tendulkar has. He is diminutive, yet the tallest INDIAN alive.

Pearson Custom Business Resources Essay

Carrefour is global brand whose market edge is ideal. The supermarket chain is revered across the world. It is keeping this in mind that such a brand should always seek to have and maintain this success; key aspect would be to ensure that all their potential customers are reached wherever they are in the globe. One of the ways to ensure this is achieved would be the indulgence of information systems or information technology. Carrefour prides itself in provision of quality products at convenient prices. (Caneja, n.p.)Company overview Carrefour is known to be among the leading supermarket chains in the globe. The supermarket chain is believed to have emanated from France. They have about eleven thousand outlets across the globe; these outlets serve about two billion customers worldwide. This business operates under a number of banners; there are supermarkets, hypermarkets as well as some stores that operate as cash and carry outlets. (Caneja, n.p.) Products offered by Carrefour Company and its target market Carrefour is a business that thrives mostly on the sale of consumer products. The items are the common ones used from day to day within households. Products by this outlet are set at prices that are within the range of the common citizen. At times they also offer their goods at good discounted rates which is a welcome relief to many. Carrefour targets the emerging markets that are found within Asia as well as the Latin American region. (Caneja, n.p.)The two regions offer a prudent growth and untapped area where the large populations favor the retail business set up. Asia offers an exposure to about almost one and a half billion people cumulatively while Latin America offers almost half a billion. Such untapped areas are worth the consideration for expansion; but for now they seem to be working on consolidating their existing market share before venturing out to these areas. (Caneja, n.p.) Marketing plan Carrefour is working on improving their information systems and the corresponding infrastructure. Employees especially those who are coming into contact with the customers directly seem to be the probable individuals to kick off the exercise. Improving and polishing up customer relations is another aspect that has to be worked on. Systems would have to be set out that favor the real-time and constant communication between employees and management when it comes to service delivery to customers. (Salmons, p.125)Technology is also employed when it comes to the monitoring of operations that go around the firm. For effective service delivery; their systems around the globe would have to be re-evaluated with the sole purpose of phasing out redundant ones to be replaced by functional technology. Example of Bluetooth beacons which may be set up on shopping carts is one way; this would help them in making out shopping tendencies of customers. (Swedberg, p.17)The data collected would be of use when creating future business strategies. Milestones achieved by Carrefour In 2014 Carrefour did manage post revenue collections of about one and two billion dollars; with net profit of about two billion dollars. The total asset base rose to about sixty one billion dollars. However revenues decreased by about five percent but profitability rose by close to six percent. Around the same period the retail chain had about ten thousand two hundred stores globally. This number cuts across various types of stores; about four types. (Fortune, n.p.)The financial plan Carrefour would have to post about fifteen billion dollars in sales monthly; in order to post about one hundred and eighty billion dollars as overall collection. Such revenue collection would translate into about a net profit margin of about two and half billion dollars; this would eventually be a step past the grey area they were in 2014. (Salmons, 127)For this to be achieved ICT usage and diversification within the firm would have to be enhanced. Customer relations management and well calculated expansion regime is crucial. Personnel would have to be trained and drilled in line with the future aspiration of the company. (Salmons, p.137) References BIBLIOGRAPHY Caneja, Ana-Diaz. Pearson Custom Business Resources. London: Pearson Plc , 2011. Salmons, Janet. â€Å"Global e-business and collaboration.† Salmons, Janet. Handbook of Research on Electronic Collaboration and Organizational Synergy. Hershey, Pennsylvania : IGI Global , 2012. 122-142. Swedberg, Claire. â€Å"Carrefour To Use Bluetooth Beacons to Track Carts, Baskets .† RFID Journal (2014): 17-18. Fortune,. ‘Global 500’. N.p., 2015. Web. 27 Jan. 2015. Source document

Conflict Resolution Essay Example | Topics and Well Written Essays - 500 words

Conflict Resolution - Essay Example   My main means of relieving stress is through singing. Therefore, during tense situations, I sing, thus engaging my mind in an activity. b). Recognize and manage emotions- when faced with a conflict, I recognize and understand my emotions as well as emotions from other people. This assists me in ensuring I communicate effectively and appropriately thereby, smoothing over disagreements (Segal, Boose, & Smith, 2013). Moreover, I am strongly connected to my feelings and therefore, have the ability to face and tackle differences arising at home, work, or any social place. c) Improvement on nonverbal skills - when faced with conflict, I do pay close attention to the nonverbal signals of the other individual. This assists me in understanding statements from the person and thus, able me to respond in a suitable manner while getting to the base of the problem (Segal, Boose, & Smith, 2013). Moreover, I use a calm tone and show a concerned facial expression, which facilitates tension diffusion. d). Use of humor and play – during a conflict situation, I normally communicate in a humorous and playful manner and this minimizes confrontations, and thus resolve disagreements. Moreover, humor ensures that I communicate feelings and ideas that otherwise would be hard to express (Segal, Boose, & Smith, 2013). I agree to disagree with someone by first recognizing similar viewpoints and listening to his or her reasons for the viewpoints. Afterwards, I proceed to the points we disagree on. We engage in constructive arguments where both parties defend their views and perceptions and try to convince one another (Segal, Boose, & Smith, 2013). In case the person lacks strong and convincing points to defend his perception, I disagree with him and terminate the argument.   

BUSINESS PROBLEM-SOLVING CASE Does Big Data Bring Big Rewards Essay

BUSINESS PROBLEM-SOLVING CASE Does Big Data Bring Big Rewards - Essay Example The factors include-identifying and managing the complexity of the business operations, placing emphasis on the adoption of the information system on a company-wide platform, analyzing potential tangible benefits that are to arise from adopting the system, prioritizing the benefits of the system in accordance with the company’s goals and business needs, ensuring that the system is supported by the top level management and that they take an active role in its implementation and use. Additional factors include- communicating effectively with all the employees and giving them responsibilities in order to mitigate risks. A lot of interesting points have been raised regarding the benefits of a big data system. It is quite clear that the financial goals of such a system are boundless if big corporations like Hertz and Vestas are anything to go by. I additionally agree that when these systems are adopted appropriately, they improve customer relations between companies and their customer bases (Ohlhorst 2013). The example of Sears is a primary case showing how by adopting Hadoop, it has been able to make strides in customizing their retail products to match the specific needs of an individual customer, which is very impressive. However, I am of the opinion that the use of big data systems is not just limited to these benefits. I believe that companies are adopting these systems as a management strategy aimed at promoting their brand on a global level, while also acquiring a competitive advantage over the other players in the industry (Mullins 2013). Many companies have identified the benefits accrued by big data systems on a wider scale. Companies like Walmart provide a good example of companies that have benefitted immensely by extensively incorporating global information management systems in their long term plans. I think that is why Walmart is

Are students benefitted or harmed by general education Essay

Are students benefitted or harmed by general education - Essay Example offer students with the needed credentials for their chosen careers, the learning institution still has other roles to play that are important in this globalization era. General education, first, helps the student to become a better person, parent, citizen, spouse, or employee than they would have been otherwise. This is because general education gives students extra information that would not have been included in their specific career courses. Thus, it makes student’s whole-rounded people. The country needs lawyers, scientists, business people, medical professionals, law enforcement professionals and educators and other professionals who have developed critical thinking skills and are conversant with some of the vital aspects of human thinking. The shift toward limited knowledge at the expense of general education does not consider professional critical thinking. Therefore, general education provides such professionals with critical thinking skills in a variety of fields (Go essl). Secondly, it is important for citizens in a democracy to participate and vote based on good judgment and not centered on the whims of the politicians who try to implement irrational and non-rational persuasions to control the voters. A strong basis in the humanities, arts and sciences as provided by the general education course can help address such issues (Goessl). Even though the student will not remember much in some coming years about a psychology, philosophy, or physics class, provided as general education, the critical thinking skills that they gain in these divergent fields will serve them well and stay with them throughout their life. These same gained skills can also help the student from being held at ransom by the elusive manipulation that some advertisers use. Therefore, it can be said that some of the courses students learn in general education, which on the outside may appear to be mundane and boring, underneath the surface are actually helpful in developing their

The Cost of My Education Essay Example | Topics and Well Written Essays - 500 words

The Cost of My Education - Essay Example On a monthly basis, I have to cover expenses related to my car, food and snacks not included in the meal plan, as well as all extracurricular activity and entertainment costs. Step two. Having established my expense categories, I am now positioned to estimate the actual dollar amounts for each and obtain an estimate for one year. By using a spreadsheet, I am able to view this information by category and obtain an accurate calculation. My annual tuition is $15,000 and the insurance for my car is $4,200. Accordingly, my annual expenses add up to $19,200. Every semester my residency fees cost me $3,500 and the meal plan is $1,250. I expect my books to cost $300, my student activity and parking fees to be $100, and my lab fees to be $75. This means that my semester fees equal $5,225. Because I will be able to walk to class, I don't expect to spend much money on gas every month, about $50. The rest of my monthly expenses should not be more than $250, making my monthly total while in school about $300. During the summer, I'll be living at home and will not have monthly expenses. I can now accumulate this information into a one-year estimate by adding my annual expenses ($19,200) to my semester expenses for two semesters ($5,225*2 = $10,450) and my monthly expenses for the eight months I will be at s

Unit2 Chinese literature paper Essay Example | Topics and Well Written Essays - 750 words

Unit2 Chinese literature paper - Essay Example It is important to remember however that such kings were as often â€Å"created† by poets and philosophers (like Confucius) as examples. Whether they were actually wise or not is difficult to determine. It was in their interest to appear to be so. One of the reasons this idea of the Sage King became more popular as China transitioned into a feudal period was not only because it introduced an element of accountability into questions of leadership but because it focused on virtue. Leaders were to be good and rule for the good of the people, not to treat the country as their personal territory or the people as their own vassals. But virtue, as Duke of Zhou writes, is not enough: â€Å"The mandate of heaven is not easily [preserved] . . .†2 The key is to respect your ancestors and lead in the way they have done too. This speaks to an inherent stability and conservativism in Chinese politics at the time. Leaders at the time were trying to establish and confirm a new way of doing politics at the time, they were trying to introduce new ideas. Instead of basing their principles on radicalism and revolution, they did their best to appeal to the past. This almost certainly made it easier for them to appeal to ordinary people for their success. Part of the message sent out by sage kings was not more complicated than â€Å"respect your parents.† Most people can get behind a message like this. It is hard to say much more about sage kings without reference to Confucius. This was a great philosopher who thought people who were honest and virtuous should be chosen to guide the multitude. He also believed that a leader must first govern himself, before he would be able to govern other people. Confucius appeared to have a great deal of respect for the Duke of Zhou and for much of the philosophical ideas about leadership mentioned above. Much of his thinking can also be attributed to the disunity undergoing this later period of Chinese history—he

Historiographical Paper on Latin America Specificly on Educational Essay

Historiographical Paper on Latin America Specificly on Educational Policies under Populist leaders in Brazil, Mexico and Argentina - Essay Example Following the Great Depression many Latin American countries were seeking new ideas and policies to ward off economic losses. Notably, populist leaders made effective use of the media to gain the attention and patronage of a large voting pool within the community. Importantly, populist leaders considered the large indigenous populations that were part of their nations heritage, initiating discourse of inter-culturality and multi-cultural education. This incorporated concepts of democracy, equality and a civil society. Further, populism looked to debate and respect the cultural and linguistic plurality of indigenous peoples, and to rectify their day-to-day struggles with oppressive and unequal social relations (Aikman, 2004). This paper will review the populist education policies of the presidents; Lazaro Crdenas (Mexico); Juan Pern (Argentina); and Getlio Vargas (Brazil). President Crdenas's term was noteworthy for its extension of education resources and opportunities to the rural areas of Mexico, along with changes to land distribution and the formation of labor unions (Encyclopedia of the Nations, 2006). The dramatic reformation programs initiated by Crdenas promoted domestic industrialization by introducing import barriers the strong economic growth of Mexico in the following years provided the foundation for his inclusive education policies. The market forces of capitalism had until Crdenas's time maintained the status quo of the oppression of the indigenous people of Mexico. His administration brought in agrarian reform however, Crdenas was not fully focused on social transformation, although his term did manage to stabilize the existing capitalist economy (Dawson, 2004). Overall, Crdenas set out to decrease social inequality while at the same time increasing confience in the Mexican social system. Previous to the Crdenas government, a series o f scientific and educational institutions had tried to understand and up-date the social position of indigenous people, and to integrate them into the wider Mexican community. Indigenism or indigenismo was maintained throughout Crdenas's term, contributing to the revolutionary formation and ethnohistory of Mexico.The assimilationist ideas of Mexico's bureaucrats and scholars between 1917-1934 sought to integrate the indigenous people by having them cast aside their culture (Dawson, 2004). With Crdenas, a more pluralist period of indigenism arose, extending on the belief that indigenous people were 'educatable'. Indian boarding schools were established to educate and modernize the students, however, by to teach in language and to have bureaucrats work within the indigenous communities. The Department of Indigenous Affairs was soon formed, that was oriented toward the education of indigenous people and the maintenance and respect of their culture and religious practices. As part of his goal to encourage the uplifting of Mexico's indigenous peoples, Crdenas put together a series of conferences (i.e., the 'Cardenista indigenous congresses') that included community leaders who would be able to communicate their expectations of the revolutionary state (Dawson, 2004). However, Crdenas did steer away from an extreme pluralist ideal of indigenism, and so maintained the older model of Indian assimilation into Mexican society. Also, the indigenous population did not always choose cultural autonomy, although there were

Determination of Ksp of Copper(II) Iodate by E.M.F. Measurement Essay Example for Free

Determination of Ksp of Copper(II) Iodate by E.M.F. Measurement Essay Introduction: Copper(II) iodate(V) ionizes weakly in water: Cu(IO3)2 + aq Cu2+(aq) + 2IO3-(aq) For a saturated solution of copper(II) iodate(V), concentration of IO3- ions doubles that of the Cu2+ (aq) ions, and Ksp of Cu(IO3)2(s) can be calculated by determining the concentration of Cu2+(aq) ion of a saturated Cu(IO3)2(aq). The e.m.f. of a galvanic cell consisting of a Zn(s)/Zn2+(aq) half-cell and another half-cell containing a copper strip in contact with a saturated solution of Cu(IO3)2(aq) is measured by a commercial DMM. Concentration of Cu2+(aq) is determined with reference to the EO values of the Zn(s)/Zn2+(aq) and the Cu(s)/Cu2+(aq) couples as well as the Nernst equation for a metal/metal ion half-cell: where n is the number of electrons transferred in the reduction process. ? Zn Zn2+ + 2e- Cu2+ + 2e- Cu ? n=2 For the Zn(s)/Zn2+(aq) half-cell, = -0.76V For the Cu(s)/Cu2+(aq) half-cell, Ecell = ER EL = {(+0.34) + 0.0295 log [Cu2+(aq)]} {(-0.76)} = (1.10) + 0.0295 log [Cu2+(aq)] When the voltage of the cell system is measured, the concentration of Cu2+ can be determined by the above equation. Therefore, the solubility product can be calculated by the above principle. Purposes: To determine the solubility product of copper(II) iodate(V) at room temperature and pressure by e.m.f. measurement. Apparatus and Reagents Used: Apparatus used: Well-plate; Plastic pipettes; Copper wire electrode; Zinc plate electrode; Digital multimeter (DMM); Connecting wires with crocodile clips; Filter paper strip, and Sand paper à ¯Ã‚ ¿Ã‚ ½1 à ¯Ã‚ ¿Ã‚ ½2 à ¯Ã‚ ¿Ã‚ ½1 à ¯Ã‚ ¿Ã‚ ½1 à ¯Ã‚ ¿Ã‚ ½1 à ¯Ã‚ ¿Ã‚ ½2 à ¯Ã‚ ¿Ã‚ ½1 Reagents used: 1M ZnSO4(aq); 0.3M KIO3(aq); 0.15M CuSO4(aq), and Saturated KNO3(aq) Chemical Reactions Involved: The equation of dissolution of copper(II) iodate(V): Cu(IO3)2(s) + aq Cu2+(aq) + 2IO3-(aq) The equation of redox reaction between Zn and Cu2+: Cu2+(aq) + Zn(s)Zn2+(aq) + Cu(s) Procedures: 1. 50 drops of 1M ZnSO4(aq) were placed into a well of the well-plate; 2. 25 drops of 0.3M KIO3(aq) were placed into an empty well next to the well containing the 1M ZnSO4(aq), by using a clean Jumbo pipette; 3. The plastic pipette used in step(2) was cleaned. By using the same plastic pipette, 25 drops of 0.15M CuSO4(aq) were added and stirred well with a micro-stirrer or toothpick. 5 minutes were waited to attain equilibrium; 4. The two wells were connected by a strip of filter paper moistened with saturated KNO3(aq); 5. A clean homemade copper wire electrode and a clean zinc plate electrode were placed into the well containing the pale blue suspension and the well containing the 1M ZnSO4(aq) respectively; 6. The prepared galvanic cell was connected to a DMM. The steady voltage developed was recorded. Observations: When the galvanic cell completed in step(5) was connected to the DMM, a steady voltage was developed. Data and results: Temperature of the aqueous solution = 26? E.m.f. of the cell formed by Zn(s)/Zn2+(aq, 1M) and Cu(s)/Cu(aq, saturated) = 0.997V Discussions: 1. The expression of the Ksp of copper(II) iodate(V) = [Cu2+(aq)]eqm [IO3-]2eqm 2. By the equation evaluated in the introduction, Ecell = (1.10) + 0.0295 log [Cu2+(aq)] = 0.997V 0.0295 log[Cu2+(aq)] = -0.103 log[Cu2+(aq)] = -3.492 ? [Cu2+(aq)]eqm = 3.225 à ¯Ã‚ ¿Ã‚ ½ 10-3 moldm-3 Concentration of Cu2+(aq) in the saturated pale blue suspension = 3.225 à ¯Ã‚ ¿Ã‚ ½ 10-3 moldm-3 3. By the equation of dissolution of copper(II) iodate(V), Cu(IO3)2(s) + aq Cu2+(aq) + 2IO3-(aq) [Cu2+(aq)] : [IO3-(aq)] = 1 : 2 ?[IO3-(aq)]eqm = 2 à ¯Ã‚ ¿Ã‚ ½ 3.225 à ¯Ã‚ ¿Ã‚ ½ 10-3 = 6.450 à ¯Ã‚ ¿Ã‚ ½ 10-3 moldm-3 Concentration of IO3-(aq) in the saturated pale blue suspension = 6.450 à ¯Ã‚ ¿Ã‚ ½ 10-3 moldm-3 4. The value for Ksp of Cu(IO3)2 = [Cu2+(aq)]eqm [IO3-]2eqm = (3.225 à ¯Ã‚ ¿Ã‚ ½ 10-3) à ¯Ã‚ ¿Ã‚ ½ (6.450 à ¯Ã‚ ¿Ã‚ ½ 10-3)2 = 1.34 à ¯Ã‚ ¿Ã‚ ½ 10-10 mol3dm-9 5. From the data of the Faculty of Chemistry and Technology, University of Split, the literature value of Ksp of Cu(IO3)2 is 6.94 à ¯Ã‚ ¿Ã‚ ½ 10-8 mol3dm-9 [1]. Obviously, the literature value was much larger than the experimental value. The discrepancy came from several reasons: 1 The experimental temperature was 26?, which was different from the expected room temperature 25?. As temperature is the main factor of Ksp, the discrepancy of Ksp was caused by the difference of temperature; 2 The low quality of copper and zinc electrode may affected the e.m.f. taken from the DMM, so the Ksp result was also affected; 3 The concentration of solutions prepared may be different with the expected value. The e.m.f. given out may not equal to the theoretical values, so the Ksp obtained may be different. Conclusion: By the e.m.f. method, the solubility product of copper(II) iodate(V) at room temperature and pressure was determined. Ksp for = 1.34 à ¯Ã‚ ¿Ã‚ ½ 10-10 mol3dm-9 Reference: [1] : Solubility Product Constants, Faculty of Chemistry and Technology, University of Split http://www.ktf-split.hr/periodni/en/abc/kpt.html

Business overview of Regent Seven Seas Cruises

Business overview of Regent Seven Seas Cruises Regent Seven Seas Cruises is an organization engaged in the cruise activities that was established in 1994, based in Genova, Italy. Currently, the liner operates three small size cruise ships including one expedition vessel, namely (1) the M/V Seven Seas Voyager, the (2) M/V Seven Seas Mariner, (3) the M/V Seven Seas Navigator and the (4) the Seven Seas Defender (expedition vessel). Regent Seven Seas Cruises have recently announced the addition of one more small size cruise ship which is scheduled to join the fleet in mid 2012. The cruise line operator is competing in the upscale, luxurious segment of the cruise industry and is offering cruises to more than 400 destinations around the world (RSSC.com, 2010). Regent Seven Seas Cruises vessels carry between 500 and 700 guests (depending on the vessels size) and all guests are accommodated in luxurious exterior suites with balconies. By offering an all inclusive experience and maintaining the crew to guest ratio between 1 to 1 or 1,3 (C ruise Luxury.com, 2010), the company has been nominated with numerous international awards by prestigious organizations and magazines such as the Conte Nast Traveler and the American Association of Hospitality Sciences, with the most recent awards that came in for 2010, (1) The International Star Award, (2) The Worlds Best Small Ship Cruise Line Award, (3)The Best Cruise Line Award, (4) The Favorite Cruise Company Award, (5) The Best Luxury Cruise Line Award, (6) The Best Premium Cruise Line Award, (7) The Six Stars Plus Award, (8) The Star luxury Cruise Award, (9) The Best Luxury Cruise Operator Award, (10) The Best Small Specialty/Cruise Company Award and (11) The Africas Leading Cruise Line Award (RSSC, 2010). The Author through this marketing plan conducts a situational analysis of Regent Seven Seas Cruises and moreover analyzes the liners Marketing Strategies, Financials and Controls that will consequently be the Key Success Factors for establishing the liner as the dominant cr uise line in the upscale market of the cruise industry. Situational Analysis In this Chapter the Author will conduct a situational analysis of Regent Seven Seas Cruises and more particularly will analyze (1) the market demographics, (2) the market needs, (3) the market trends and (4) the market growth. Market Summary Targer Markets The markets that Regent Seven Seas Cruises is targeting are the following: Luxurious Cruising Segment Premium Cruising Segment Luxurious Expedition Cruising Segment Market Demographics Geographics Regent Seven Seas Cruises has no preset geographic target area. The liner strategically deploys its vessels around the world and thereby is offering its customers several embarkation options between international ports of calls. That being said, the corporation is able to cater international customers across the globe. Luxurious vessels total passenger capacity is accounted for 22,355 berths, which is approximately the 5% of the world wide total cruise ship capacity. Luxurious cruise line operators during 2010 carried a 5,2% of the total passenger capacity that is approximately 1 million people. This number subsequently represents the population that Regent Seven Seas Cruises is targeting (Cruise Market Watch, 2010). It is interesting to mention that Regent Seven Seas Cruises with a total births count of 2028, carried approximately 90,000 guests onboard their six cruise ships during 2010. In other words this is a 9% market share of the luxurious cruise segment. Demographics Regent Seven Seas Cruises guests are equally distributed between males and females. The average age of Regent Seven Seas Cruises guests is 55+ however this percentage drops to 40 during Caribbean European seasons (RSSC, 2010). The average annual income of Regent Seven Seas Cruises guests is 389,000USD and net worth 4,9USD million (RSSC, 2010). An average of 58% of Regent Seven Seas Cruises guests come from North America, a 29% from the European Union, a 4% from South America, a 2% from South East Asia and the remaining 7% from Other areas (RSSC, 2010). 40% of brand new to Regent Seven Seas Cruises guests have never cruised before and have stated that would definitely repeat a Regent Seven Seas Cruise (RSSC, 2010). Behavior Factors Regent Seven Seas Cruises guests are typically well traveled, highly educated and elegant. They are looking for luxury, attention to detail, pampering comfort. They account quality and value over price and they are mostly interesting in enjoying the onboard cruise experience while developing new friendships. Market Needs Regent Seven Seas Cruises is providing an all inclusive experience onboard luxurious cruise vessels and seeks to fulfill the following crucial points that are critical for the customers satisfaction: High quality cuisine: Regent Seven Seas Cruises is famous for the top quality cuisine onboard their vessels. Regent Seven Seas Cruises constantly develops its high quality cuisine by contracting well known internationally recognized master chefs who are committed to prepare the finest dishes afloat. The top notch cuisine that Regent Seven Seas Cruises sustains has proven to be a crucial factor for the liners success and enables the liner in achieving total guest satisfaction. Strategically deployed itineraries: Regent Seven Seas Cruises is considered an innovator in masterminding itineraries as well as introducing new destinations that have never been visited by other cruise vessels. That is a major reason that guests are sailing onboard Regent Seven Seas Cruises vessels. High quality of service: Another advantage that the organization is sustaining is a wide pool of experienced and well trained service crew members. Those employees are eager to provide their guests unmatched service and have greatly contributed in the organizations total success. A major reason that customers remain loyal to the brand is the excellent and yet intimate services that are being provided while onboard Regent Seven Seas Cruises vessels. Market Trends The intense competition in the cruise industry is merely initiated due to the constantly changing trends. Every year innovating products appear in the market place, which are setting new barriers and thus making the completion fiercer. According to Andrew Adam Newman (2010) a new trend in the cruise industry, based on extensive research, is that nowadays guests are willing to travel alone as they are more eager to develop new friendships with their fellow cruisers. This new revolutionary trend will ultimately reorganize the cruise market, as organizations up to now were marketing their products based on the traditional travelling settings such as couples, families or groups. Another trend, according to S. Soriani, S. Bertazzon, F. Di Cesare and G. Rech (2009) is that cruising in the Mediterranean market has been gaining popularity the past few years and is currently ranking as the second largest destination in the world, following the Caribbean Isles. Regent Seven Seas Cruises will d istinguish itself by emphasizing in the needs of the single guests who are willing to travel alone and will tailor packages with reduced prices. Moreover the liner will introduce onboard entertainment programs that will aim to bring all singles together with an eye towards assisting the single guests in developing new friendships. At this point Regent Seven Seas Cruises will be unable to deploy additional vessels in the blooming Mediterranean Sea market, as the liner has released its 2011 2012 voyage itineraries and several guests have pre-booked their cruises. Market Growth The cruise industry is a constantly growing industry and cruise experts have reported that during 2010 the industry will hit a top record in terms of passengers carried onboard cruise ships. Considering the adversarial period that has devastated the global economy, the cruise industry keeps growing with a rate of about 7% every year. That is merely an outcome of the high value of cruising, as it has been proved by several scientific researches. The Cruise Line International Association (2010) recently stated that Unlike many other industries, cruising, with an impressive history of recession-resistance, had several advantages. These include vessel mobility and redeployment, ability to quickly adapt to change, effective expense management and, above all, a product with the highest perceived value for money spent. According to a research conducted by the Cruise Market Watch (2010) the luxurious segment of the cruise industry, which is the segment that Regent Seven Seas Cruises competes in, is expected to encounter a 30% increase in passenger capacity from 2008 to 2011. This major finding clearly indicates the increasing demand for passengers to travel on luxurious cruises. SWOT Analysis In the following section, the Author will illustrate the key strengths and weaknesses within Regent Seven Seas Cruises and will further analyse the opportunities and threats associated with the liner. Competition The contenders of the luxurious cruise segment are: Silversea Cruises, Crystal Cruise Line, Cunard Cruise Line, Seaborne Cruise Line, Windstar Cruise Line, Seadream Yachts Line and Paul Gauguin Cruises. The two main competitors of Regent Seven Seas Cruises are (a) the Silversea Cruise Line (b) the Seaborne Cruise Line which was recently acquired by Carnival Corporation PLC. Both competitors offer very similar products and aim into providing superior customer service. Both liners have followed cutting costs strategies which is a customer related disadvantage. The mentioned strategies that the Regent Seven Seas Cruises competitors chose to follow have resulted in a slight turnover of their loyal guests. Regent Seven Seas Cruises, with the proposed marketing plan, will aim and acquire those dissatisfied guests, while ensuring that costs are maintained in appropriate levels and the guest satisfaction remains unaltered. Product Offering According to an article n.d. (2010) Successful products are the key to market leadership and top-line financial growth. Unite your enterprise around product and process innovation. Unleash the hidden power within your product lifecycle by transforming your process of innovation. Regent Seven Seas Cruises has been always regarded as a product innovator in the cruise industry and it is proud to state that every single voyage marketed is a unique masterpiece (RSSC, 2010). Enhanced by partnerships with other luxurious brands the product has gained popularity over the years. Regent Seven Seas Cruises currently offers two products, that is (a) Luxurious Cruises and (b) Luxurious Expedition Cruises. Both products share attributes, such as an all inclusive experience, 21 days menu circle, high standards amenities, exterior suites with balconies and the highest ratio space to guest than any other cruise line including mega ships (World Choice Cruise Club, n.d). Furthermore, the expedition bra nd extension of Regent Seven Seas Cruises, is a strong product for the category and is dominating that segment. Regent Seven Seas Cruises, with an eye towards increasing bookings and thus revenues profits, will further amend its products by introducing the following: Onboard credit of 1000USD for each suite Non refundable, only for onboard spending. Reduced fares for air travel arrangements. Complimentary excursions while the vessels are in port (3 to 5 tours) Future cruises booked onboard will be reduced (by 30% to 70%). This will be examined in a case by case basis. Butler services for all guests as opposed to the current setting that only the owners Royal suites guests receive the mentioned service. Custom made voyages. Even though the liner has pre-set voyages, it will allow the guests to custom make their own cruise by choosing their embarkation port and their disembarkation port without being necessarily the ones advertised. That being said, guest will be able to embark ex. in the second day of the cruise and disembark ex. in the 5 day of the next cruise. The liner will introduce the above product enhancements considering the adversarial period that the cruise industry is currently encountering. Undoubtedly, the liner aims to provide the highest product value for money to its future guests, while reflecting flexibility and maintaining style and quality. Keys to Success Regent Seven Seas Cruises keys to success are: Innovation Attention to detail Custom made voyages Doing the extra mile Thriving for product improvement Pay attention to what the customer says Human capital commitment to the brand Personalized intimate service style Critical Issues Regent Seven Seas Cruises while aiming to increase bookings is conscious regarding keeping the product quality as original as possible, in accordance with the liners philosophy and core values. Unequivocally, a judgmental issue, as the liner sustains the biggest loyal customer base of the segment. Moreover, as revealed by extensive research, there is physical evidence that the customer demand for the product has been increasing thus Regent Seven Seas Cruises is aiming to increase its births count with an eye towards sustaining the almost 10% market share. The liner faces liquidity issues hence this is a major factor that should be attended as it will affect the liners future plans in raising capital for future projects. This can set the liner unable to anticipate with the future trends of the booming segment. The liner has maintained a respected profile towards its money lending institutions. Going forward with the future projects, the liner will need the support of such institutions . Nevertheless, due to the current economic situation and considering the liners liquidity issues, the liner might be forced to offer shares of the future projects to its lenders. Marketing Strategy According to Varadarajan, Rajan (2010) At the broadest level, marketing strategy can be defined as an organizations integrated pattern of decisions that specify its crucial choices concerning products, markets, marketing activities and marketing resources in the creation, communication and/or delivery of products that offer value to customers in exchanges with the organization and thereby enables the organization to achieve specific objectives. That said, in this chapter the Author will describe Regent Seven Seas Cruises Marketing Strategy by further analyzing the organizations (1) Mission, (2) Marketing Objectives, (3) Financial Objectives, (4) Target Markets, (5) Positioning, (6) Strategies, (7) Marketing Mix and Marketing Research. Mission Regent Seven Seas Cruises mission is to provide an unforgettable, experience to its guests while ensuring that sustains its leadership position the luxurious cruise segment. Furthermore the liner aims through its top quality product to attract more customers while ensuring that the loyal ones will return. The liner is committed To Elegance, Luxury and Gracious Hospitality (RSSC, 2010) and thrives to achieve perfection by being faultless. Marketing Objectives Regent Seven Seas Cruises marketing objectives are the following: Increase bookings by 15% during 2011 Maintain and expand the companys award winning profile Decrease advertising costs by 7% Financial Objectives Regent Seven Seas Cruises financial objectives are the following: Solving its liquidity issues by following clear cut/ cost efficient strategies Increase profits by 7% during 2011 Raise capital to finance a new building in 2012 Increase in onboard revenue through cross-department advertising Target Markets As discussed in chapter 1 the markets that Regent Seven Seas cruises is targeting are the following: Luxurious Cruise Industry Segment Premium Cruise Industry Segment Luxurious Expedition Cruise Industry Segment Even though Regent Seven Seas Cruises is competing in the luxurious segments of the industry will be making efforts to attract premium cruise line guests. With the proposed product amendments as explained above the product, even though luxurious will be affordable and more appealing to guests who are not willing to spend enormous amounts of money. While considering the all-inclusive experience that the liner offers, the suggested free shore excursions, shipboard credits, custom made voyages, butler services for all and the air-sea travel packages the liner will be able to attract guest from both luxurious premium cruise industry segments. Positioning Regent Seven Seas Cruises will position its redefined product between two categories, that is the Luxurious Premium cruise segments. Arguably, the product offered to the premium segment will be considered as expensive in comparison to the segments standards, nevertheless Regent Seven Seas Cruises marketing campaign will aim to illustrate the major renovations that the product encountered, thus gained value and could be now seen as an affordable luxury. Strategies The liner will position its products in the upscale market segments by seeking cost efficient strategies. This can be achieved by minimizing operating costs. The liner will strategically deploy its vessels around the world and will plan itineraries that are fuel efficient. Furthermore with unionized contracts and by outsourcing its human resources department the liner will aim to contract low-cost services employees from South East Asian countries who are famous for their superior abilities in service and eagerness to please the guests. Additionally, the liner will maintain its tradition of contracting European Officers who will carry the message of the liners European heritage and elegance. The outcome of the cost efficient strategy is projected to save over 10 million USD within the next six quarters. The liner will invest in its website by introducing a more user-friendly environment. Guests will be able to receive information about Regent Seven Seas Cruises travels and will be ab le to take a virtual tour of the various suite categories. The liner will further offer an online booking option where guests will be able to pre arrange their dining venues, their spa appointments and pre book their shore excursions. Lastly, the liner will market its newly shaped product through online, magazine and television advertisements by illustrating the advantages of a small luxurious cruise vessel. The liner recently contracted the famous Italian ex. actress/ model Isabella Rossellini. The model will serve as Regent Seven Seas Cruises ambassador and will be featuring in the new 200 page brochure (atlas) named Regent Seven Seas Cruises: Infinite Possibilities. This will be done in an attempt to emphasize in the elegance and sophistication of Regent Seven Seas Cruises by exposing the same physical characteristics that derive from the actress/ model. The brochure will be distributed to Regent Seven seas Cruises sailing partners agencies as well as to guests who have sailed w ith Regent Seven Seas Cruises in the past. The advertizing campaign the restructuring of the website are expected to cost 6 million USD. Marketing Mix According to Walter van Waterschoot Christophe Van den Bulte (1992)Of the many marketing mix schemata proposed, only McCarthys has survived and it has become the dominant design or received view. His 4P formula discerned four classes: Product, Price, Place, and Promotion, Promotion itself being split into advertising, personal selling, publicity (in the sense of free advertising), and sales promotion. The Regent Seven seas Cruises marketing mix is reflecting the following approaches according to the 4ps of marketing mix: Price: Pricing, in the cruise industry is competition based. Zeithaml, Bitner Gremler (2006) state that the approach is focusing in the prices that other firms are charging in the same market. Thus does not always imply that companies will be charging identical rates for their products or services. The competitors prices are used as a base and the company in order to price the products accordingly. The approach bares several challenges including the difficulty of small organization to make high margins. Nevertheless, Regent Seven Seas Cruises will be following the competition based pricing for the next 2 years, when the economy is expected to start its recovery. The main objective of the liner is to keep the vessels running in full capacity, thus making onboard revenues while covering operating costs. Product: The term product refers to the services provided by Regent Seven Seas Cruises. The services provided with the redefined product that Regent Seven Seas Cruises will market will reflect an innovating package, with many free amenities including 1000USD shipboard credit, several free shore excursions, discounts for future cruises and reduced air fares. Place: Regent Seven Seas Cruises is working towards re engineering its distribution channels. Currently, several contracts with travel agencies are being reviewed by aiming to support the redefined product. Regent Seven Seas Cruises aims to achieve excellence in the pre-cruise as well as past-cruise experience. Cruise experts state that the pre and past cruise experience is essential in achieving the total guest satisfaction. Thus travel agents play a catalytic role in it. Contracting reliable agents thus strengthening the distribution channels, the product will establish its position in the desired markets. Promotion: Regent Seven Seas Cruises will use several methods for successfully advertizing the product. Sales promotions, public relations and publicity will play a decisive role. Moreover, Regent Seven Seas Cruises will continue to pursuit excellence and thus keep receiving international awards which is the ultimate publicity that a liner can build on its marketing efforts. Marketing Research An advantage of the cruise business which has assisted the industry to remain healthy during turbulent periods such as the current economic situation is the services of CLIA (the cruise line international association) and is its commitment to ensure healthy competition. The association undertakes several researches/ surveys and publishes the invaluable findings to its members. Moreover the association exists to promote a safer industry and a healthy cruise vessel environment, while providing training for its travel agency members, and advertising the enhanced value, quality and unique experience of the cruise vacations. That being said, Regent Seven Seas Cruises as an active member of the association enjoys the luxury of this free marketing research. Nevertheless, the liner is an advocate of constant thriving for product improvement thus conducts its own research through surveying its customer base. The extensive valuable feedback that is given on a cruise by cruise basis, has enable d the liner to come up with the innovations that were discussed in the Product Offering point 1.4. Financials In this chapter the Author will describe the Financials of Regent Seven Seas Cruises. More specifically the Author will discuss the organizations Break Even analysis, Sales Forecast and Expenses Forecast and indicate how those activities reflect on Regent Seven Seas Cruises marketing plan. Break Even analysis The liner currently aims to 58% capacity in order to break even with the current services offered. In other words that is 1176 guests who are booked for an average price of 1000USD PPD (per person daily). In order to conduct a break even analysis for the redefined product we need to consider the additional costs that are associated with the project. The variable costs, are expected to encounter a substantial increase with the addition of the shipboard credits, partnerships with airlines/travel agencies as well as the free tours that will be offered. That being said after the introduction of the product the liner should be aiming to a higher number of bookings. The precise number will be determined following the analysis. The total cost of the shipboard credits is expected to range between 22m and 25m USD on a yearly basis and the cost of the free tours is expected to range between 10.5m to 12m on a yearly basis. Additionally, the essential contracts with airlines and travel agencies which are going to play a crucial role in the pre / post cruise experience are budgeted for 5m USD per year. The organizations current operating costs are 429m USD and will reach 471m USD with the addition of the extra costs. That being said the liner should aim to increase its daily pax count by 115 guests per day. This number represents an additional 5.6% to what the liner was breaking even in the past. Nonetheless, the product is expected to gain an invaluable popularity. Sales Forecast The organization feels that the newly defined product will play a catalytic role in resolving its liquidity issues thus sales will positively impact the organizations financial health. The organization will widen its horizons with its product by aiming to a broader audience hence bookings are expected to encounter a more than 20% increase. Expenses Forecast Table 4 summarizes the expenses forecast from 2008 to 2012. Undoubtedly, the organization in 2010 faced the most turbulent period of the past decade. The combination of financing the new project, the out of line expenses and the declining bookings forced the organization to report the greatest revenue dilution of its history. By focusing in cutting unnecessary costs the company aims to stop the cash haemorrhage. More over the new product will push the liner towards a fast financial recovery. Controls In this chapter the Author will discuss the controls of Regent Seven Seas Cruises. That will enable the organization to achieve the desired level of success of the new product. More specifically the Author will discuss the Implementation, the marketing organization and the contingency plan. Implementation Regent Seven Seas Cruises aims to implement the product in 4 steps. The first step includes sharing in house information. Employees will go through onboard/shore side training programs with an eye towards grasping the new product concept. Step two will include the review of the newly made partnerships. The liner should be 100% sure that the travel agencies will be able to support the product. Step three is the advertising. A big task that will be undertaken by BBDO one of the best advertising agencies in the world. Once everything is set, step four is the official offering of the new product. Each of those 4 steps will be a milestone for the Liner. The full implementation is expected to be completed by the end of the 1st quarter of 2011. Freedman (2003) says that The genius is in the implementation thus the liner will ensure that follows those steps accordingly with an eye towards a successful execution. Marketing Organization The organization that will be responsible for undertaking the heavy task of marketing will be BBDO. The mentioned organization has been a part in the success of Regent Seven Seas Cruises, as has been responsible for the liners past marketing campaigns. Contingency Plan Regent Seven Seas Cruises cannot afford not to succeed with the new product. Unfortunately, the high operating costs and other expenses have affected the financial health of the organization. Nevertheless, the liner is facing several other threads from the environment that operates. The recent mergers of its competitors are rather threatening and have made the competition in the luxurious segment very fierce. One of the greatest risks is visibility. The liner operates a small number of sea going vessels thus is not as visible in the market place as other liners are. That being said, the liner will invest on marketing campaigns which will enhance the organizations issue of visibility that faces. When worst comes to worst, the organization will be forced to liquidate the expedition part of its fleet. The mentioned brand extension, has enabled the liner to acquire new customers and is dominating the luxurious expedition segment of the industry. Nevertheless this brand extension has not been profitable as of yet. The last risk that should be taken at this time is to sustain extensions that are contributing in setting the organization financially weak. Regent Seven Seas Cruises (2010) Home [online] Available from: http://www.rssc.com/default.aspx (Accessed: 03 Jan 2011) Regent Seven Seas Cruises (2010) Destinations [online] Available from: http://www.rssc.com/destinations/ (Accessed: 03 Jan 2011) Regent Seven Seas Cruises (2010) News [online] Available from: http://www.rssc.com/news/ (Accessed: 03 Jan 2011) Cruise in Luxury (2010) Regent Seven Seas Cruises [online] Available from http://www.cruiseinluxury.co.uk/regent-seven-seas-cruises/index.html (Accessed: 03 Jan 2011) Cruise Industry Wire (2008) Articles [online] Available from: http://www.cruiseindustrywire.com/article43245.html (Accessed: 14 Dec 2010) Cruise Market Watch (2008) Luxurious Segment Growth [online] Available from: http://www.cruisemarketwatch.com/blog1/articles/luxurious-growth-in-the-cruise-segment/ (Accessed: 14 Dec 2010) Cruise Market Watch (2009) Regent Seven Seas Cruises [online] Available from http://www.cruisemarketwatch.com/blog1/ (Accessed: 03 Jan 2011) http://ehis.ebscohost.com.ezproxy.liv.ac.uk/eds/pdfviewer/pdfviewer?vid=1hid=5sid=9eed1ade-9bcd-4d5c-bf5a-c992b40eefd7%40sessionmgr13 Andrew Adam Newman (2010) The Power of One [online] Available from: http://ehis.ebscohost.com.ezproxy.liv.ac.uk/eds/detail?hid=3sid=6a4fd10c-22ba-469a-88a1-110da19c8b75%40sessionmgr14vid=1bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=buhAN=49489874 (Accessed: 17 Dec 2010) S. Soriani, S. Bertazzonz, F. Di Cesare and G. Rech (2009) Cruising in the Mediterranean [online] Available from: http://ehis.ebscohost.com.ezproxy.liv.ac.uk/eds/pdfviewer/pdfviewer?hid=3sid=27133875-83d1-4d9f-ae0b-a666dd0ff37a%40sessionmgr14vid=1 (Accessed: 17 Dec 2010) World Choice Cruise (2010) Cruise Lines; Regent Seven Seas [online] Available from: http://www.worldchoicecruise.co.uk/cruise-lines/regent-seven-seas-cruises/ (Accessed: 03 Jan 2011) Regent Seven Seas Cruises (2010) All Inclusive Value [online] Available from: http://www.rssc.com/regentexclusives/allinclusive.aspx (Accessed: 03 Jan 2011) Siemens (2010) Automation [online] Available from: http://www.plm.automation.siemens.com/en_us/Images/10737_tcm1023-3524.pdf (Accessed: 19 Dec 2010) Varadarajan, Rajan (2010) Journal of the Academy of Marketing Science [online] Available from: http://ehis.ebscohost.com.ezproxy.liv.ac.uk/eds/detail?hid=3sid=7b4fb127-16ad-4fb8-a8df-dbd3b791447b%40sessionmgr14vid=1bdata=JnNpdGU9ZWRzLWxpdmUmc2NvcGU9c2l0ZQ%3d%3d#db=buhAN=48537001 (Accessed: 19 Dec 2010) Walter van Waterschoot Christophe Van den Bulte (1992)The 4P Classification of the Marketing Mix Revisited [online] Available from: http://ehis.ebscohost.com.ezproxy.liv.ac.uk/eds/pdfviewer/pdfviewer?hid=4sid=167615d0-747a-44ff-8793-85f0cc132807%40sessionmgr10vid=1 (Accessed: 20 Dec 2010) Bitner, M. J. Grembler, D. D. Zeithanl, V. A. (2006) Services Marketing; I

Effect of Citizenship Education on Values

Effect of Citizenship Education on Values Rationale Can a concept of citizenship based on equal rights and a shared sense of belonging moderate, transcend or displace identity politics and concepts of nationality? (Smith (2003), cited in Maitles, 2005:49) The above statement was the building block for this dissertation and highlights the challenge that educators face if education for citizenship is to become a success. Citizenship is at the core of A Curriculum for Excellence, it permeates all subject areas with its values of wisdom, compassion, integrity and justice (Scottish Government, 2011b). The Scottish Government, claim that education for citizenship enables children to address issues such as peace and conflict resolution, social equality and appreciation of diversity (ibid). Whilst Scotland is a diverse country, diversity itself, it seems, breeds intolerance and inequality (Willems et al, 2010). Whilst it is claimed that education for citizenship can overcome these inequalities, (LTS, 2002) critics argue that there are limits to what can be done in terms of the contribution that school policies per se can make to eradicating these inequalities? (Maitles, 2005:16) Citizenship, and its potential has been a personal matter of interest since I began my initial teacher training. Whilst I have always appreciated the purpose and necessity of education for citizenship, I have also been mindful of the hypocrisy of teaching citizenship values to children who, due to circumstances beyond their control, have never experienced these values themselves. I have found this unsettling, and my initial research has demonstrated that I am not alone in this issue (Maitles, 2005; LTS, 2002). Being born and raised in the West of Scotland and I am acutely aware that sectarianism is a term associated with this particular area. For my own part, religion played no part in my home environment but was respected and a source of interest. However, I routinely heard sectarian language being casually thrown around the playground at my non-denominational school. My initial reading has demonstrated that there is a vast contrast in opinion regarding sectarianism, from Steve Bruce et al (2005), who suggests that sectarianism is a myth, to government opinion which state that Scotland is scarred by sectarianism (J. McConnell (2006), cited in Scottish Executive, 2006) On paper, citizenship is the key to a tolerant, compassionate, inter-cultural nation. However, can it eradicate and overcome the root causes of sectarianism within Scotland? (384 words) Introduction and Method Section The purpose of this review of literature is to ascertain if teaching education for citizenship in Scottish primary schools can help to eradicate sectarian values and attitudes from Scotland. There are four main key areas which need to be addressed throughout the course of this research and each of them will be expanded further upon; The first section shall focus on citizenship itself; the history, philosophy and Scotlands position regarding citizenship. Secondly, this dissertation will address Education for Citizenship, with the focus on; current policy, A Curriculum for Excellence, and possible areas of concern. The penultimate section aims to scrutinize sectarianism itself; its history and relevance to Scotland, its causes/roots, the Scottish Governments stance and the Churchs perspective. The fourth and final section shall explore using citizenship as a means to eradicate sectarianism from Scotland; current initiatives, examples of good practice promoting anti-sectarianism and ways of implementing citizenship skills. On concluding all four sections of the review, only then will this dissertation attempt to draw satisfactory conclusions determining if, through teaching citizenship in Scottish primary schools, sectarianism can be consigned to Scottish history. Research has so far shown that education for citizenship is a contemporary trend, currently being addressed by both academics and the government. Sectarianism research appears to have peaked from 1999-2005, with little literature on the subject being, so far, uncovered. However, in order to address this dissertation question fittingly, and produce a thorough review of literature a range of resources and methods have been utilized: The University of the West of Scotland and the University of Glasgow have both been utilised to source: Books: initially found through topic searches, subsequently found through using bibliographies and reference lists to find further relevant material. Inter-library loans. Academic Journals: accessed via the library catalogue and additional databases (e.g. ERIC, Taylor and Frances, Google Scholar) focusing on key words, particularly citizenship and sectarianism but also Scottish Primary Schools and intolerance. Learning and Teaching Scotland website, alongside the Scottish Government website have been used to gain access to relevant documentation. Policy documents and reports; mainly Scottish but English policies/reports have been used to create a relevant context. The internet was used to source relevant information, again focusing on key words (as stated above) Anti-sectarian charity, Nil By Mouth Church of Scotland Roman Catholic Church of Scotland For the purpose of this paper, it has been decided to focus primarily on literature written within a timeline of the last ten years (2000-2010), with the exception of literature which provides relevant historical information. It has been determined that literature of a more recent date will provide this dissertation with more precise, relevant conclusions in order to determine if education for citizenship can help to eradicate sectarian values and attitudes from Scotland. (469 words) Literature Review Citizenship History and Philosophy of Citizenship The concept of citizenship is the foundation of this research, therefore it shall briefly ascertain what citizenship is. Citizenship is by no means a modern concept, its roots can be traced back to ancient Greece and the then city-state of Athens, where citizens overcame their own differences for the greater good of their city (Miller, 2000). However, even from its historical roots, there is evidence of the great philosophers, Aristotle and Plato, attempting to define citizenship. There is a vast and varied opinion on what citizenship is. Ann Philips (2000:36) claims that citizenship divides people into those who belong and those who do not, whilst political scientist, Greer and Matzke state simply that citizenship is a set of rights that come from belonging to a community (2009:2). Perhaps more realistically, Hartley (2010:235) defines citizenship as being at heart a combative term, with a long history of bloodshed, struggle, resistance, hope, fear and terror caught up in its train. These diverse accounts of what citizenship is highlights that little has changed in the last 2500 years since Aristotle stated The nature of citizenshipis a question which is often disputed: there is no general agreement on a single definition (Aristotle, cited in Oliver and Heater, 1994:vii) English sociologist T.H.Marshall, defined citizenship as a status bestowed on those who are full members of the community (Marshall (1963), cited in Powell, 2009:25). During the 1950s, he proposed that citizenship could be divided into three elements, civil, political and social (Hartley, 2010; Greer and Matzke, 2009; Oliver and Heater, 1994; Pearce and Hallgarten, 2000). His vision was based on equality, that regardless of gender, race or religion, if you were a full member of the community, you were entitled to citizenship status. Marshalls model for citizenship has been criticised due to his three elements being defined by equalityyet in practice they operate in a context of social inequality (Greer and Matzke, 2009:5). This view is mirrored by Evans who reminds us to consider ways in which social disadvantage undermines citizenship by denying people full participation in society (Evans, cited in Maitles, 2005:2). However, it is nonetheless still held in high regard and used as a platform for other academics and governments to build on, as can be seen in Lord Goldsmiths Citizenship Review (2008). Scotlands Position Active citizenship is central to the Scottish Curriculum for Excellence. Their aim is that children will play a full and active part in society politically, socially, economically, environmentally and culturally (Learning and Teaching Scotland (LTS), 2011). In Scotland, as a result of devolution, citizenship is a key issue. The UK, is no longer one nation-state with a single social citizenship but is comprised of four countries, each with its own regional social citizenship (Jeffrey, 2009). Indeed, Greer (2009:198) states that a single, shared, social citizenship for the UK is today a contested political goal if it is not purely a myth. Some politicians have even gone as far as to suggest a European state, which would provide a whole new scope for social citizenship, and would require redefining of citizenship in the 21st century (Jeffrey, 2009). Scottish children must be provided with the knowledge, skills and values which allow them to appreciate the importance of citizenship and be able to not only scrutinise a concept which is based on equality but question what equality means and its implications for all of society. Only by children striving to find answers to these questions can the concept of citizenship adapt and progress effectively into the 21st century (Greer, 2009). Education is essential in ensuring that Scotlands children are exposed to these experiences because in terms of citizenship, an ignorant citizen is tantamount to a contradiction in terms (Oliver and Heater, 1994:20) Education for Citizenship Regarding what education for citizenship actually is, the general consensus appears to be that there is not much agreement about what it is, other than it is a good thing (Maitles, 2005:2). It is criticised as an indoctrine by some and considered the best route to global peace by others (Brown et al, 2009:73). Gundara, approaches the matter from a different perspective by considering not what it is but what it should do; The challenge for citizenship education is the moulding of the one out of the many and to construct appropriate educational responses to difference and diversity within British society (Gundara, 2000:16) Whilst preparing youth for participation in society has always been an educational goal (Willems et al, 2010:215), it is in the last ten to fifteen years that education for citizenship has gained momentum in Scotland (HMIe, 2006). The Government was concerned over the apparent lack of interest regarding democratic matters (Deuchar, 2003; Maitles, 2005), and in light of this, the then Lord Chancellor stated we should not, must not, dare not, be complacent about the health and future of British democracy and that unless we become a nation of engaged citizens, our democracy is not secure (Lord Chancellor, cited in Advisory Group on Citizenship, 1998:8). As a result of this, plans were put in motion to overturn this trend by including citizenship into the national curriculum. This process began in 1998, when the Advisory Group on Citizenship (AGC), produced a report advocating the necessity of education for citizenship (also known as the Crick Report). It echoed the Lord Chancellors comments and stated that citizenship was crucial to our nation to such an extent that education for citizenship would be compulsory. Acting upon this report, Scotland followed suit in 2002 with their report from the Advisory Council of LTS. Much of the report mirrors that of the Crick report, it reiterates the Lord Chancellors statement and both reports highlight the importance of imparting upon children key learning experiences, skills, values and knowledge and understanding. Of particular relevance to this research are those which refer to social issues and dilemmas (Scottish Government, 2002:12) and educating children on the diversity of identities within Scotlandand the need for mutual respect, tolerance and understanding (Scottish Government, 2002:36). Both reports (and Maitles, 2005) support educators tackling so called controversial issues, i.e. sectarianism, through education for citizenship by acknowledging that many controversial issues are relevant to children. Abdi and Shultz state that We should not underestimate the role of education in instilling in the minds of people core human rights values (2008:3) and tackling difficult issues in the classroom allows children to address those at the very core of humanity those that are addressed in the Human Rights Act 1998 (National Archives, 2011) (see Appendix I), the Convention on the Rights of the Child 1990 (Office of the United Nations, 2011) (see Appendix II) and allows children to address them in a manner which complies with the Standards in Scotlands Schools etc. Act 2000, Section 2 (National Archives, 2011a) (see Appendix III). Some notable concerns are raised regarding education for citizenship. Maitles (2005) and Maylor (2010), indicate that some academics/educators believe that teaching controversial issues to primary age children is unsuitable. However, as this research has already highlighted, some young children deal with many controversial issues every day and in this era of technology and internet access children are seeing these issues (AGC, 1998:12). At primary school age children are picking up, whether from school, home or elsewhereof what social problems effect them (AGC, 1998:12; Davies, 2011). Maitles (2005) and Dower (2008), raise concerns over the possible hypocrisy of education for citizenship, with Maitles stating that inequalities in society, have a detrimental effect on the education for citizenship proposals (Maitles, 2005:16) By this they mean educators teaching children about rights and responsibilities and values such as equality and tolerance, to children who, whilst in the classro om may be equal, however, when they leave the classroom, vast social inequalities and intolerances may become visible. In addition, Dower (2008:47), bluntly states that To say we all enjoy rights is a mockery, given the realities of the world. Education for citizenship and its associated skills and values must be taught as children in Scotland are growing up in an increasingly diverse society (Scottish Executive, 2006) and This education is necessary if we are to live together appreciating and accepting our diversity and differences in a context of social justice, equity and democracy (James, 2008:109). If attitudes cannot be accepted or tolerated or challenged then people find they have increasingly less in common with each other which leads to at best segregation within communities, at worst, open hostility to each other (Willems et al, 2010), a perfect example being what happened in the West of Scotland between the Scottish Protestants and the Irish Catholics in the 18th/19th century. Intolerance has blighted our society in the past and children must learn from past mistakes, after all, those who cannot remember the past are condemned to repeat it (George Santanya, cited in Abdi and Shultz, 2009:1). Sectarianism Sectarianism: Denoting or concerning a sect or sects: the citys traditional sectarian divide. Adjective (of an action) carried out on the grounds of membership of a sect, denomination, or other group: sectarian killings Rigidly following the doctrines of a sect or other group. Noun: a member of a sect, a person who rigidly follows the doctrines of a sect or other group. (Oxford Dictionaries, 2010) The roots of sectarianism in Scotland can be traced back to the 16th century and the Reformation of the church. However, it was the influx of Irish Catholic immigrant workers to Scotland in the 19th century which infamously associated the west of Scotland with sectarianism. The Irish Catholic immigrants were an unknown entity to the Native Protestant Scots, who in their ignorance perceived them as savages (OHagan, 2000:32). The perception was that the Irish immigrants were going to take jobs and housing from the Scots and attempt to spread their dangerous religion. Bruce et al (2004) explains that the fear and hatred of each other stemmed mainly from the fact that in the 19th century, people wholeheartedly believed in their religion, and genuinely believed that the other religion was dangerously wrong. As a result, Irish Catholics were attacked from the pulpit and in the street, (LTS, 2011a), refused employment, or were kept at the bottom of the labour market by influence from the local church and Orange Lodge (an organisation created in 1795 to promote and protect the Protestant faith (Grand Orange Lodge of Scotland, 2011)). In the 21st century, whilst it is accepted that sectarianism did exist, the general consensus appears to be that blatant discrimination of Catholics no longer exists (Bruce (2000); McCrone and Rosie (2000); Paterson (2000), cited in Williams and Walls, 2000). However, there is an acknowledgment that sectarianism in Scotland is a unique problem (Murray, 1984) and that sectarianism hides in a shadowy corner of our society and only shows itself in peoples attitudes and prejudices (McCrone and Rosie, 2000:200). OHagan is more blunt and simply states that Scotland is a divisive, bigoted society (2000:25) and Reilly, refers to the Sunday Times, which in 1999 described Scotland as A country which hosts Orange marches the year round while ceaselessly campaigning for the closure of Catholic schools (2000:29). The Scottish Government shared these views, and in 2003 under Section 74 of the Criminal Justice (Scotland) Act, 2003, sectarianism became a criminal offence (Nil By Mouth, 2011). Sectarianism in 21st century Scotland is largely associated with football and schools (Lynch, 2000), with Celtic Football Club (CFC) and Rangers Football Club (RFC) being particularly linked with sectarianism. CFC was founded in 1888 by Brother Walfrid, initially a charity, it was set up by Irish immigrants, for Irish immigrants, whilst RFC was founded in 1872 by the McNeil family (Murray, 1984). In 1912, the shipbuilders Harland and Wolff arrived on the Clyde from Belfast and brought with them a workforce of Protestant/Orange workers who in defiance of Catholic Celtic, gave their support to Rangers and so the two clubs were defined in history. In recent years, the two clubs, in association with the Scottish Government have provided programmes to combat the sectarianism with which they are associated with (Nil By Mouth, 2011; Scottish Executive, 2006a). The current picture remains that Celtic and Rangers are still associated with their intolerant historic pasts which is passed down from one generation to the next. Youngsters, who have no interest in religion themselves, are encouraged to learn the sectarian stories and songs from their fathers and grandfathers and whilst not understanding the real meaning of the words, will enter the football stadiums and become 90 minute bigots (Deuchar, Holligan, 2008:12; Bruce, 2000) Catholic schools have been a stone of contention in Scotland since they were granted state-funding in the Scotland Education Act (1918) (Bruce et al, 2004). Although the schools originated in the same manner as Protestant schools (ibid), Catholics were condemned for wanting their own schools attached to their own churches. Those who claim that sectarianism is in decline claim that there is no need for Catholic schools and that they should be boarded up for the sake of social harmony, and those who claim that there is sectarianism in Scotland claim Catholic schools are responsible and should be boarded up (Reilly, 2000). Such negative perceptions of Catholic schools, yet there is no evidence that Catholic schools encourage or breed sectarianism (ibid). At the root of sectarianism, in its truest sense, is religion. In the 21st century, on the matter of sectarianism, the Moderator of the General Assembly of the Church of Scotland, the Rt. Reverend Bill Hewitt demanded that sectarianism be stamped out from Scotlandthe country must become more tolerant and inclusive or society would suffer (Scottish Christian, 2009) and one year later, these views were reiterated by the Rev Ian Galloway, (cited in Herald Scotland, 2010). Meanwhile, the Scottish Catholic Church claimed that sectarianism was still very much in abundance in Scotland. The director of the Scottish Catholic Media Office is quoted stating that: The bigotry, the bile, the sectarian undercurrents and innuendos must end. Such hateful attitudes have had their day. They poison the well of community life. They must be excised and cast out once and for all (Kearney, cited in Herald Glasgow, 2010). This section has focused primarily on the Catholic/Protestant take on sectarianism as it is this that Scotland is infamous for. However, it must be noted that sectarianism can apply to any religion. MacMillan, discusses the plight of the Muslim community in Glasgow who have been slated for wanting to open their own school with accusations that their display on difference are root causes of social division (2000:266). In order to prevent history repeating itself, the next generation must be educated in such a manner so that Scotland can put sectarian attitudes into dustbin of history and build a better society (J.McConnell, 2006). Education for Citizenship as a means to eradicate sectarian values and attitudes from Scotland The Scottish Government claim that Education for Citizenship has the potential to address the negative values and attitudes that feed sectarianism and stresses the importance that education plays in eradicating sectarianism in Scotland and claims that Curriculum for Excellence is itself a programme for tackling sectarianism (Salmond, 2005). This view is supported by Deuchar and Holligan, who after identifying that youngster received little input regarding sectarianism in schools stated that Curriculum for Excellence is the opportunity to teach controversial issues (2008). To support these claims, the Scottish Government created an educational resource for teachers called Dont Give it, Dont Take it, with the sole aim of supporting teachers to promote anti-discrimination (Scottish Government, 2005). Then, in 2007, HMIe, released Count Us In: Promoting understanding and combating sectarianism, which provided examples of initiatives which promote anti-sectarianism. They highlight the importance of addressing this issue with young children because the result of sectarianismcan be that young people develop limited ways of thinking which narrows their view of the world and damages their relationship with others (2007:1), therefore, we must teach our children to see beyond their own interests and commitment and take a wider, more impartial view of the world (Miller, 2000:29). Schools across Scotland have adopted a wide variety of approaches to anti-sectarian education which contribute to successful learning (HMIe, 2007:6) and the evidence gathered from school inspections indicate that primary school children have embraced these approaches positively (HMIe, 2007). One popular approach is twinning, where neighbouring schools, one denominational and one non-denominational come together to work collaboratively on an anti-sectarian project. Angie Kotler, Strategic Director of the Schools Linking Network, supports twinning as it creates opportunities to develop and deepen childrens knowledge and understanding of identity/ies, diversity, equality and community (2010:49). She also stresses the importance of addressing controversial issues in schools as we cannot assume that children will have other opportunities to develop their knowledge and understanding. Education for citizenship is a means by which this can be achieved as it is a vessel for tackling controver sial issues such as human rights, peace and conflict resolution, social equality and appreciation of diversity (LTS, 2011b). Through these issues, sectarianism in Scotland can be addressed and hopefully, in time, the legacy of sectarianism in Scotland can be wiped out (Salmond, 2005). However, if initiatives such as twinning are to be done successfully then according to Dr Uvanney Maylor (Reader in Education, University of Bedfordshire), lessons promoting shared values and citizenship belonging would need to facilitate an appreciation of how difference is experienced outside school (2010:247), an opinion echoing that of one made earlier by Maitles (2005) and Dower (2008). Maylor states that children will only be able to understand and respect diversity if they have learnt to understand and respect their own identity, (2010). In schools this can be achieved by creating a positive school ethos which challenges sectarianism and religious prejudice whilst encouraging and promoting diversity, social inclusion, equality, equity and positive behaviour (LTS, 2011c). In 2003, Finn, stated that, with regards to sectarianism, educationhas much to contribute to an understanding of this conflict. So far it has failed to do so (2003:905). With the implementation of the Curriculum for Excellence and supporting documents from HMIe, it appears that education is striving to overturn this perception and is sending a clear message that sectarianism will not be tolerated within Scottish primary schools (HMIe, 2007). Perhaps, in Scotland, with its unique relationship with sectarianism this entails, as a matter of urgency, a new and more inclusive definition of Scottishness if the nation is to be one and at peace with itselfthe Scotland of the future must contain no inner exiles (Reilly, 2000:39). 3083 words Appendix I Human Rights Act 1998 Articles relevant to this review are: Article 9 Freedom of thought, conscience and religion Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief and freedom, either alone or in community with others and in public or private, to manifest his religion or belief, in worship, teaching, practice and observance. Freedom to manifest ones religion or beliefs shall be subject only to such limitations as are prescribed by law and are necessary in a democratic society in the interests of public safety, for the protection of public order, health or morals, or for the protection of the rights and freedoms of others. Article 14 Prohibition of discrimination The enjoyment of the rights and freedoms set forth in this Convention shall be secured without discrimination on any ground such as sex, race, colour, language, religion, political or other opinion, national or social origin, association with a national minority, property, birth or other status. (National Archives, 2011) Appendix II Convention on the Rights of the Child 1990 Articles relevant to this review are: Article 12 States Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child. For this purpose, the child shall in particular be provided the opportunity to be heard in any judicial and administrative proceedings affecting the child, either directly, or through a representative or an appropriate body, in a manner consistent with the procedural rules of national law. Article 13 The child shall have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art, or through any other media of the childs choice. The exercise of this right may be subject to certain restrictions, but these shall only be such as are provided by law and are necessary: (a) For respect of the rights or reputations of others; or (b) For the protection of national security or of public order (ordre public), or of public health or morals. Article 14 States Parties shall respect the right of the child to freedom of thought, conscience and religion. States Parties shall respect the rights and duties of the parents and, when applicable, legal guardians, to provide direction to the child in the exercise of his or her right in a manner consistent with the evolving capacities of the child. Freedom to manifest ones religion or beliefs may be subject only to such limitations as are prescribed by law and are necessary to protect public safety, order, health or morals, or the fundamental rights and freedoms of others. (Office of the United Nations, 2011) Appendix III Standards in Scotlands Schools etc. Act 2000 Section 2: Duty of education authority in providing school education (1) Where school education is provided to a child or young person by, or by virtue of arrangements made, or entered into, by, an education authority it shall be the duty of the authority to secure that the education is directed to the development of the personality, talents and mental and physical abilities of the child or young person to their fullest potential. (2) In carrying out their duty under this section, an education authority shall have due regard, so far as is reasonably practicable, to the views (if there is a wish to express them) of the child or young person in decisions that significantly affect that child or young person, taking account of the child or young persons age and maturity. (National Archives, 2011a) Effect of Citizenship Education on Values Effect of Citizenship Education on Values Rationale Can a concept of citizenship based on equal rights and a shared sense of belonging moderate, transcend or displace identity politics and concepts of nationality? (Smith (2003), cited in Maitles, 2005:49) The above statement was the building block for this dissertation and highlights the challenge that educators face if education for citizenship is to become a success. Citizenship is at the core of A Curriculum for Excellence, it permeates all subject areas with its values of wisdom, compassion, integrity and justice (Scottish Government, 2011b). The Scottish Government, claim that education for citizenship enables children to address issues such as peace and conflict resolution, social equality and appreciation of diversity (ibid). Whilst Scotland is a diverse country, diversity itself, it seems, breeds intolerance and inequality (Willems et al, 2010). Whilst it is claimed that education for citizenship can overcome these inequalities, (LTS, 2002) critics argue that there are limits to what can be done in terms of the contribution that school policies per se can make to eradicating these inequalities? (Maitles, 2005:16) Citizenship, and its potential has been a personal matter of interest since I began my initial teacher training. Whilst I have always appreciated the purpose and necessity of education for citizenship, I have also been mindful of the hypocrisy of teaching citizenship values to children who, due to circumstances beyond their control, have never experienced these values themselves. I have found this unsettling, and my initial research has demonstrated that I am not alone in this issue (Maitles, 2005; LTS, 2002). Being born and raised in the West of Scotland and I am acutely aware that sectarianism is a term associated with this particular area. For my own part, religion played no part in my home environment but was respected and a source of interest. However, I routinely heard sectarian language being casually thrown around the playground at my non-denominational school. My initial reading has demonstrated that there is a vast contrast in opinion regarding sectarianism, from Steve Bruce et al (2005), who suggests that sectarianism is a myth, to government opinion which state that Scotland is scarred by sectarianism (J. McConnell (2006), cited in Scottish Executive, 2006) On paper, citizenship is the key to a tolerant, compassionate, inter-cultural nation. However, can it eradicate and overcome the root causes of sectarianism within Scotland? (384 words) Introduction and Method Section The purpose of this review of literature is to ascertain if teaching education for citizenship in Scottish primary schools can help to eradicate sectarian values and attitudes from Scotland. There are four main key areas which need to be addressed throughout the course of this research and each of them will be expanded further upon; The first section shall focus on citizenship itself; the history, philosophy and Scotlands position regarding citizenship. Secondly, this dissertation will address Education for Citizenship, with the focus on; current policy, A Curriculum for Excellence, and possible areas of concern. The penultimate section aims to scrutinize sectarianism itself; its history and relevance to Scotland, its causes/roots, the Scottish Governments stance and the Churchs perspective. The fourth and final section shall explore using citizenship as a means to eradicate sectarianism from Scotland; current initiatives, examples of good practice promoting anti-sectarianism and ways of implementing citizenship skills. On concluding all four sections of the review, only then will this dissertation attempt to draw satisfactory conclusions determining if, through teaching citizenship in Scottish primary schools, sectarianism can be consigned to Scottish history. Research has so far shown that education for citizenship is a contemporary trend, currently being addressed by both academics and the government. Sectarianism research appears to have peaked from 1999-2005, with little literature on the subject being, so far, uncovered. However, in order to address this dissertation question fittingly, and produce a thorough review of literature a range of resources and methods have been utilized: The University of the West of Scotland and the University of Glasgow have both been utilised to source: Books: initially found through topic searches, subsequently found through using bibliographies and reference lists to find further relevant material. Inter-library loans. Academic Journals: accessed via the library catalogue and additional databases (e.g. ERIC, Taylor and Frances, Google Scholar) focusing on key words, particularly citizenship and sectarianism but also Scottish Primary Schools and intolerance. Learning and Teaching Scotland website, alongside the Scottish Government website have been used to gain access to relevant documentation. Policy documents and reports; mainly Scottish but English policies/reports have been used to create a relevant context. The internet was used to source relevant information, again focusing on key words (as stated above) Anti-sectarian charity, Nil By Mouth Church of Scotland Roman Catholic Church of Scotland For the purpose of this paper, it has been decided to focus primarily on literature written within a timeline of the last ten years (2000-2010), with the exception of literature which provides relevant historical information. It has been determined that literature of a more recent date will provide this dissertation with more precise, relevant conclusions in order to determine if education for citizenship can help to eradicate sectarian values and attitudes from Scotland. (469 words) Literature Review Citizenship History and Philosophy of Citizenship The concept of citizenship is the foundation of this research, therefore it shall briefly ascertain what citizenship is. Citizenship is by no means a modern concept, its roots can be traced back to ancient Greece and the then city-state of Athens, where citizens overcame their own differences for the greater good of their city (Miller, 2000). However, even from its historical roots, there is evidence of the great philosophers, Aristotle and Plato, attempting to define citizenship. There is a vast and varied opinion on what citizenship is. Ann Philips (2000:36) claims that citizenship divides people into those who belong and those who do not, whilst political scientist, Greer and Matzke state simply that citizenship is a set of rights that come from belonging to a community (2009:2). Perhaps more realistically, Hartley (2010:235) defines citizenship as being at heart a combative term, with a long history of bloodshed, struggle, resistance, hope, fear and terror caught up in its train. These diverse accounts of what citizenship is highlights that little has changed in the last 2500 years since Aristotle stated The nature of citizenshipis a question which is often disputed: there is no general agreement on a single definition (Aristotle, cited in Oliver and Heater, 1994:vii) English sociologist T.H.Marshall, defined citizenship as a status bestowed on those who are full members of the community (Marshall (1963), cited in Powell, 2009:25). During the 1950s, he proposed that citizenship could be divided into three elements, civil, political and social (Hartley, 2010; Greer and Matzke, 2009; Oliver and Heater, 1994; Pearce and Hallgarten, 2000). His vision was based on equality, that regardless of gender, race or religion, if you were a full member of the community, you were entitled to citizenship status. Marshalls model for citizenship has been criticised due to his three elements being defined by equalityyet in practice they operate in a context of social inequality (Greer and Matzke, 2009:5). This view is mirrored by Evans who reminds us to consider ways in which social disadvantage undermines citizenship by denying people full participation in society (Evans, cited in Maitles, 2005:2). However, it is nonetheless still held in high regard and used as a platform for other academics and governments to build on, as can be seen in Lord Goldsmiths Citizenship Review (2008). Scotlands Position Active citizenship is central to the Scottish Curriculum for Excellence. Their aim is that children will play a full and active part in society politically, socially, economically, environmentally and culturally (Learning and Teaching Scotland (LTS), 2011). In Scotland, as a result of devolution, citizenship is a key issue. The UK, is no longer one nation-state with a single social citizenship but is comprised of four countries, each with its own regional social citizenship (Jeffrey, 2009). Indeed, Greer (2009:198) states that a single, shared, social citizenship for the UK is today a contested political goal if it is not purely a myth. Some politicians have even gone as far as to suggest a European state, which would provide a whole new scope for social citizenship, and would require redefining of citizenship in the 21st century (Jeffrey, 2009). Scottish children must be provided with the knowledge, skills and values which allow them to appreciate the importance of citizenship and be able to not only scrutinise a concept which is based on equality but question what equality means and its implications for all of society. Only by children striving to find answers to these questions can the concept of citizenship adapt and progress effectively into the 21st century (Greer, 2009). Education is essential in ensuring that Scotlands children are exposed to these experiences because in terms of citizenship, an ignorant citizen is tantamount to a contradiction in terms (Oliver and Heater, 1994:20) Education for Citizenship Regarding what education for citizenship actually is, the general consensus appears to be that there is not much agreement about what it is, other than it is a good thing (Maitles, 2005:2). It is criticised as an indoctrine by some and considered the best route to global peace by others (Brown et al, 2009:73). Gundara, approaches the matter from a different perspective by considering not what it is but what it should do; The challenge for citizenship education is the moulding of the one out of the many and to construct appropriate educational responses to difference and diversity within British society (Gundara, 2000:16) Whilst preparing youth for participation in society has always been an educational goal (Willems et al, 2010:215), it is in the last ten to fifteen years that education for citizenship has gained momentum in Scotland (HMIe, 2006). The Government was concerned over the apparent lack of interest regarding democratic matters (Deuchar, 2003; Maitles, 2005), and in light of this, the then Lord Chancellor stated we should not, must not, dare not, be complacent about the health and future of British democracy and that unless we become a nation of engaged citizens, our democracy is not secure (Lord Chancellor, cited in Advisory Group on Citizenship, 1998:8). As a result of this, plans were put in motion to overturn this trend by including citizenship into the national curriculum. This process began in 1998, when the Advisory Group on Citizenship (AGC), produced a report advocating the necessity of education for citizenship (also known as the Crick Report). It echoed the Lord Chancellors comments and stated that citizenship was crucial to our nation to such an extent that education for citizenship would be compulsory. Acting upon this report, Scotland followed suit in 2002 with their report from the Advisory Council of LTS. Much of the report mirrors that of the Crick report, it reiterates the Lord Chancellors statement and both reports highlight the importance of imparting upon children key learning experiences, skills, values and knowledge and understanding. Of particular relevance to this research are those which refer to social issues and dilemmas (Scottish Government, 2002:12) and educating children on the diversity of identities within Scotlandand the need for mutual respect, tolerance and understanding (Scottish Government, 2002:36). Both reports (and Maitles, 2005) support educators tackling so called controversial issues, i.e. sectarianism, through education for citizenship by acknowledging that many controversial issues are relevant to children. Abdi and Shultz state that We should not underestimate the role of education in instilling in the minds of people core human rights values (2008:3) and tackling difficult issues in the classroom allows children to address those at the very core of humanity those that are addressed in the Human Rights Act 1998 (National Archives, 2011) (see Appendix I), the Convention on the Rights of the Child 1990 (Office of the United Nations, 2011) (see Appendix II) and allows children to address them in a manner which complies with the Standards in Scotlands Schools etc. Act 2000, Section 2 (National Archives, 2011a) (see Appendix III). Some notable concerns are raised regarding education for citizenship. Maitles (2005) and Maylor (2010), indicate that some academics/educators believe that teaching controversial issues to primary age children is unsuitable. However, as this research has already highlighted, some young children deal with many controversial issues every day and in this era of technology and internet access children are seeing these issues (AGC, 1998:12). At primary school age children are picking up, whether from school, home or elsewhereof what social problems effect them (AGC, 1998:12; Davies, 2011). Maitles (2005) and Dower (2008), raise concerns over the possible hypocrisy of education for citizenship, with Maitles stating that inequalities in society, have a detrimental effect on the education for citizenship proposals (Maitles, 2005:16) By this they mean educators teaching children about rights and responsibilities and values such as equality and tolerance, to children who, whilst in the classro om may be equal, however, when they leave the classroom, vast social inequalities and intolerances may become visible. In addition, Dower (2008:47), bluntly states that To say we all enjoy rights is a mockery, given the realities of the world. Education for citizenship and its associated skills and values must be taught as children in Scotland are growing up in an increasingly diverse society (Scottish Executive, 2006) and This education is necessary if we are to live together appreciating and accepting our diversity and differences in a context of social justice, equity and democracy (James, 2008:109). If attitudes cannot be accepted or tolerated or challenged then people find they have increasingly less in common with each other which leads to at best segregation within communities, at worst, open hostility to each other (Willems et al, 2010), a perfect example being what happened in the West of Scotland between the Scottish Protestants and the Irish Catholics in the 18th/19th century. Intolerance has blighted our society in the past and children must learn from past mistakes, after all, those who cannot remember the past are condemned to repeat it (George Santanya, cited in Abdi and Shultz, 2009:1). Sectarianism Sectarianism: Denoting or concerning a sect or sects: the citys traditional sectarian divide. Adjective (of an action) carried out on the grounds of membership of a sect, denomination, or other group: sectarian killings Rigidly following the doctrines of a sect or other group. Noun: a member of a sect, a person who rigidly follows the doctrines of a sect or other group. (Oxford Dictionaries, 2010) The roots of sectarianism in Scotland can be traced back to the 16th century and the Reformation of the church. However, it was the influx of Irish Catholic immigrant workers to Scotland in the 19th century which infamously associated the west of Scotland with sectarianism. The Irish Catholic immigrants were an unknown entity to the Native Protestant Scots, who in their ignorance perceived them as savages (OHagan, 2000:32). The perception was that the Irish immigrants were going to take jobs and housing from the Scots and attempt to spread their dangerous religion. Bruce et al (2004) explains that the fear and hatred of each other stemmed mainly from the fact that in the 19th century, people wholeheartedly believed in their religion, and genuinely believed that the other religion was dangerously wrong. As a result, Irish Catholics were attacked from the pulpit and in the street, (LTS, 2011a), refused employment, or were kept at the bottom of the labour market by influence from the local church and Orange Lodge (an organisation created in 1795 to promote and protect the Protestant faith (Grand Orange Lodge of Scotland, 2011)). In the 21st century, whilst it is accepted that sectarianism did exist, the general consensus appears to be that blatant discrimination of Catholics no longer exists (Bruce (2000); McCrone and Rosie (2000); Paterson (2000), cited in Williams and Walls, 2000). However, there is an acknowledgment that sectarianism in Scotland is a unique problem (Murray, 1984) and that sectarianism hides in a shadowy corner of our society and only shows itself in peoples attitudes and prejudices (McCrone and Rosie, 2000:200). OHagan is more blunt and simply states that Scotland is a divisive, bigoted society (2000:25) and Reilly, refers to the Sunday Times, which in 1999 described Scotland as A country which hosts Orange marches the year round while ceaselessly campaigning for the closure of Catholic schools (2000:29). The Scottish Government shared these views, and in 2003 under Section 74 of the Criminal Justice (Scotland) Act, 2003, sectarianism became a criminal offence (Nil By Mouth, 2011). Sectarianism in 21st century Scotland is largely associated with football and schools (Lynch, 2000), with Celtic Football Club (CFC) and Rangers Football Club (RFC) being particularly linked with sectarianism. CFC was founded in 1888 by Brother Walfrid, initially a charity, it was set up by Irish immigrants, for Irish immigrants, whilst RFC was founded in 1872 by the McNeil family (Murray, 1984). In 1912, the shipbuilders Harland and Wolff arrived on the Clyde from Belfast and brought with them a workforce of Protestant/Orange workers who in defiance of Catholic Celtic, gave their support to Rangers and so the two clubs were defined in history. In recent years, the two clubs, in association with the Scottish Government have provided programmes to combat the sectarianism with which they are associated with (Nil By Mouth, 2011; Scottish Executive, 2006a). The current picture remains that Celtic and Rangers are still associated with their intolerant historic pasts which is passed down from one generation to the next. Youngsters, who have no interest in religion themselves, are encouraged to learn the sectarian stories and songs from their fathers and grandfathers and whilst not understanding the real meaning of the words, will enter the football stadiums and become 90 minute bigots (Deuchar, Holligan, 2008:12; Bruce, 2000) Catholic schools have been a stone of contention in Scotland since they were granted state-funding in the Scotland Education Act (1918) (Bruce et al, 2004). Although the schools originated in the same manner as Protestant schools (ibid), Catholics were condemned for wanting their own schools attached to their own churches. Those who claim that sectarianism is in decline claim that there is no need for Catholic schools and that they should be boarded up for the sake of social harmony, and those who claim that there is sectarianism in Scotland claim Catholic schools are responsible and should be boarded up (Reilly, 2000). Such negative perceptions of Catholic schools, yet there is no evidence that Catholic schools encourage or breed sectarianism (ibid). At the root of sectarianism, in its truest sense, is religion. In the 21st century, on the matter of sectarianism, the Moderator of the General Assembly of the Church of Scotland, the Rt. Reverend Bill Hewitt demanded that sectarianism be stamped out from Scotlandthe country must become more tolerant and inclusive or society would suffer (Scottish Christian, 2009) and one year later, these views were reiterated by the Rev Ian Galloway, (cited in Herald Scotland, 2010). Meanwhile, the Scottish Catholic Church claimed that sectarianism was still very much in abundance in Scotland. The director of the Scottish Catholic Media Office is quoted stating that: The bigotry, the bile, the sectarian undercurrents and innuendos must end. Such hateful attitudes have had their day. They poison the well of community life. They must be excised and cast out once and for all (Kearney, cited in Herald Glasgow, 2010). This section has focused primarily on the Catholic/Protestant take on sectarianism as it is this that Scotland is infamous for. However, it must be noted that sectarianism can apply to any religion. MacMillan, discusses the plight of the Muslim community in Glasgow who have been slated for wanting to open their own school with accusations that their display on difference are root causes of social division (2000:266). In order to prevent history repeating itself, the next generation must be educated in such a manner so that Scotland can put sectarian attitudes into dustbin of history and build a better society (J.McConnell, 2006). Education for Citizenship as a means to eradicate sectarian values and attitudes from Scotland The Scottish Government claim that Education for Citizenship has the potential to address the negative values and attitudes that feed sectarianism and stresses the importance that education plays in eradicating sectarianism in Scotland and claims that Curriculum for Excellence is itself a programme for tackling sectarianism (Salmond, 2005). This view is supported by Deuchar and Holligan, who after identifying that youngster received little input regarding sectarianism in schools stated that Curriculum for Excellence is the opportunity to teach controversial issues (2008). To support these claims, the Scottish Government created an educational resource for teachers called Dont Give it, Dont Take it, with the sole aim of supporting teachers to promote anti-discrimination (Scottish Government, 2005). Then, in 2007, HMIe, released Count Us In: Promoting understanding and combating sectarianism, which provided examples of initiatives which promote anti-sectarianism. They highlight the importance of addressing this issue with young children because the result of sectarianismcan be that young people develop limited ways of thinking which narrows their view of the world and damages their relationship with others (2007:1), therefore, we must teach our children to see beyond their own interests and commitment and take a wider, more impartial view of the world (Miller, 2000:29). Schools across Scotland have adopted a wide variety of approaches to anti-sectarian education which contribute to successful learning (HMIe, 2007:6) and the evidence gathered from school inspections indicate that primary school children have embraced these approaches positively (HMIe, 2007). One popular approach is twinning, where neighbouring schools, one denominational and one non-denominational come together to work collaboratively on an anti-sectarian project. Angie Kotler, Strategic Director of the Schools Linking Network, supports twinning as it creates opportunities to develop and deepen childrens knowledge and understanding of identity/ies, diversity, equality and community (2010:49). She also stresses the importance of addressing controversial issues in schools as we cannot assume that children will have other opportunities to develop their knowledge and understanding. Education for citizenship is a means by which this can be achieved as it is a vessel for tackling controver sial issues such as human rights, peace and conflict resolution, social equality and appreciation of diversity (LTS, 2011b). Through these issues, sectarianism in Scotland can be addressed and hopefully, in time, the legacy of sectarianism in Scotland can be wiped out (Salmond, 2005). However, if initiatives such as twinning are to be done successfully then according to Dr Uvanney Maylor (Reader in Education, University of Bedfordshire), lessons promoting shared values and citizenship belonging would need to facilitate an appreciation of how difference is experienced outside school (2010:247), an opinion echoing that of one made earlier by Maitles (2005) and Dower (2008). Maylor states that children will only be able to understand and respect diversity if they have learnt to understand and respect their own identity, (2010). In schools this can be achieved by creating a positive school ethos which challenges sectarianism and religious prejudice whilst encouraging and promoting diversity, social inclusion, equality, equity and positive behaviour (LTS, 2011c). In 2003, Finn, stated that, with regards to sectarianism, educationhas much to contribute to an understanding of this conflict. So far it has failed to do so (2003:905). With the implementation of the Curriculum for Excellence and supporting documents from HMIe, it appears that education is striving to overturn this perception and is sending a clear message that sectarianism will not be tolerated within Scottish primary schools (HMIe, 2007). Perhaps, in Scotland, with its unique relationship with sectarianism this entails, as a matter of urgency, a new and more inclusive definition of Scottishness if the nation is to be one and at peace with itselfthe Scotland of the future must contain no inner exiles (Reilly, 2000:39). 3083 words Appendix I Human Rights Act 1998 Articles relevant to this review are: Article 9 Freedom of thought, conscience and religion Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief and freedom, either alone or in community with others and in public or private, to manifest his religion or belief, in worship, teaching, practice and observance. Freedom to manifest ones religion or beliefs shall be subject only to such limitations as are prescribed by law and are necessary in a democratic society in the interests of public safety, for the protection of public order, health or morals, or for the protection of the rights and freedoms of others. Article 14 Prohibition of discrimination The enjoyment of the rights and freedoms set forth in this Convention shall be secured without discrimination on any ground such as sex, race, colour, language, religion, political or other opinion, national or social origin, association with a national minority, property, birth or other status. (National Archives, 2011) Appendix II Convention on the Rights of the Child 1990 Articles relevant to this review are: Article 12 States Parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child. For this purpose, the child shall in particular be provided the opportunity to be heard in any judicial and administrative proceedings affecting the child, either directly, or through a representative or an appropriate body, in a manner consistent with the procedural rules of national law. Article 13 The child shall have the right to freedom of expression; this right shall include freedom to seek, receive and impart information and ideas of all kinds, regardless of frontiers, either orally, in writing or in print, in the form of art, or through any other media of the childs choice. The exercise of this right may be subject to certain restrictions, but these shall only be such as are provided by law and are necessary: (a) For respect of the rights or reputations of others; or (b) For the protection of national security or of public order (ordre public), or of public health or morals. Article 14 States Parties shall respect the right of the child to freedom of thought, conscience and religion. States Parties shall respect the rights and duties of the parents and, when applicable, legal guardians, to provide direction to the child in the exercise of his or her right in a manner consistent with the evolving capacities of the child. Freedom to manifest ones religion or beliefs may be subject only to such limitations as are prescribed by law and are necessary to protect public safety, order, health or morals, or the fundamental rights and freedoms of others. (Office of the United Nations, 2011) Appendix III Standards in Scotlands Schools etc. Act 2000 Section 2: Duty of education authority in providing school education (1) Where school education is provided to a child or young person by, or by virtue of arrangements made, or entered into, by, an education authority it shall be the duty of the authority to secure that the education is directed to the development of the personality, talents and mental and physical abilities of the child or young person to their fullest potential. (2) In carrying out their duty under this section, an education authority shall have due regard, so far as is reasonably practicable, to the views (if there is a wish to express them) of the child or young person in decisions that significantly affect that child or young person, taking account of the child or young persons age and maturity. (National Archives, 2011a)