How Can IAG (Insurance Australia Group) Increase Their Staff Retention - Free Essay Example

Sample details Pages: 8 Words: 2331 Downloads: 6 Date added: 2017/06/26 Category Management Essay Type Research paper Did you like this example? INTRODUCTION 1.1 Brief Introduction of the organization IAG (Insurance Australia Group Limited) is a parent company of general Insurance group which have been expanded in Australia , New Zealand , Thailand and Vietnam, which operates under different brand names in each of the respective countries. For Instance, It operates by the brand name NRMA Insurance, SGIO and SGIC in New South Wales, South Australia and Western Australia, While operating by the brand name as NZI, STATE Insurance and AMI in New Zeland (About IAG). IAG also has a 26% joint venture with SBI general Insurance Company which is owned by the State Bank of India (SBI), which is Indias largest bank. (IAG (Insurance Australia Group)) Don’t waste time! Our writers will create an original "How Can IAG (Insurance Australia Group) Increase Their Staff Retention" essay for you Create order 1.2 Managerial Problem Identified Insurance Australia Group Limited (IAG) is the leading general insurance company and this company deals with different brands in different countries. The company has been faceing different types of managerial problems since last couple of years. The main problem occuring within the organisation is staff retention. The reason this topic is proposed is because one of our group members is currently employed by IAG who operates as STATE insurance in New Zeland. The main issue observed at IAG is the frequest turnover of the staff which in turn would involve in hiring and training new employees for a period of one month and this would impact the financial expenditure of the organisation . 1.3 Research Problem Statement How can IAG (Insurance Australia group) increase their staff retention in State Insurance which is the brand name of IAG operating in New Zealand. 1.4 Research Questions The below are the outlines research questions which would help us solve the managerial problem occuring at IAG. What are the main causes behind the staff turnover at IAG ? What are main factors that would motivate the staff to work at IAG? How is the work environment existing at IAG? Project Plan 2.1 Include the scope of your project As we know well, IAG (Insurance Australian group) is one of the worlds largest insurance company. Most of its products are based on general life, home, business, travel and many more. Moreover, the scope of our project is to identify the existing managerial problem existing and try to resolve it, which would be extensively beneficial for the companys revenue. 1). Identify We have identified the existing managerial problem existing at IAG, which is its high rate of the staff turnover, this problem was identified by us by observation, as well as one of our team members is working at the organisation and have observed that the company would be advertising job opportunities in every 3 months time, hiring new employees would require finances, in order to train the new staff. This is the how we have identified that staff rentention is one of the issues existing at IAG. 2). Analysing The project analysing is a method used to find out the problem of issue in management. The project would require thorough analysis, our team shall work together and brainstorm with the best possible solutions as well as we would be analysing the initial problem critically. 3). Research The à ¢Ã¢â€š ¬Ã‹Å"wordà ¢Ã¢â€š ¬Ã¢â€ž ¢ research means to go seek closly. Its more general sence is used to be any kind of investigation or increase factual knowledge. In case of IAG project research we shall employ certain qualitative research methodology like observation, interviews and surveys, which would help us resolve the initial problem identified and this in turn would be extremly be beneficial for the organization. 2.2 Resources required for our project Team According to requirement of this project it is based on team project and team work. As we have five members in a team, each member would be alloted specific questions which would help the team to work equally and get the result accordingly and thus in turn would increase the productivity. Time Time is the main resource, which as team we would require time for each and every activity based on project. As in starting phase of the project team needs a team discussion to decide which will task would be alloted to each member. We would require 9 weeks duration to obtain and implement the best possible solution. Budget This project would require face to face interviews, observation and survey survey done and by which all our group members will b travelling to several place to do surveys, at this stage we would require a budget of 5000 NZD approximately to complete our project. 3.1 Problem Solving Models In our project we shall employ the six-step problem solving model. Problem solving is also known to be a psychological procedure which would initially require the discovery of the problem after then it is analysed and then it is resolved. (Psychology) Moreover, in order to resolve a particular problem, it is critically important to follow a series of steps. The six steps to problem solving is as follows: Identifying the problem Although this step may initially seem to be one of the obvious ones, it is infact the most important part of the problem solving process. However if the very first step of identifying the problem is not properly achieved, attempts would be made in order to resolve it and the entire research would go in vain and the end result would not be fruitful. Hence identification of the problem is considered to be the most important amongst all the steps. (Psychology) Analyse the Problem We first identified what type of problem it is, thereafter we shall analyse it deeper in order to determine the main cause of our identified problem. We shall then be asking the question à ¢Ã¢â€š ¬Ã…“Why?à ¢Ã¢â€š ¬Ã‚  a number of times to go through each layer of symptoms and so to arrive at the heart of the problem. we are confident that after conducting a thorough analysis we would be able to reach the root-cause of the problem. (The Six Step Problem Solving Model) Identify as many solutions as you can Our team shalll then brainstorm creatively by asking lots of questions about the who, what, where, when, and how, these questions would then definitely lead us to different potential solutions. Choose the Best solution In evaluating our ideas, more options could present themselves. We could achieve this by analysisng each solution, according to criteria such as how valuable it will be as well as how much time, cost, and effort it would incorporate and how liable it is to satisfy the organization. Plan of Action During this step, we shall conclude as in what steps must be taken, by preparing an action plan. And we shall decide on deadlines for completing the actions and approximating the costs of executing them. We would also have to be prepared for a back-up plan, just in case, becaus eof any unavoidable ciscumstances we are unable to reach or execute our proposed solution, we would not have to terminate the project. This stage consists of narrowing down the potential ways to execute the solutions we have chosen, based on any limitations that apply. we would also include the who, what, and when of our proposed solution. Implement the solution We need to certify that the necessary resources remain available and we shall supervise the progress in solving the problem; or else, all the work we have done might go in vain. 3.2 Implementation of the six problem solving models Our group have decided to follow the above mentioned six step problem solving model. We shall initially define and identify the problem clearly, cause If the correct problem is not figured out than the entire research would go in vain and the end result would not be fruitful. After clearly identifing the problem we shall Analyse it thoroughly and would critically analyse to see if there would be any potential barriers which might arise during our research. Our team shall then brainstorm all the various possible solutions. After determining various different strategies to solve our problem , our team shall then select the most appropriate solution which would help us bring fruitful results, we would also have to make sure that the appropriate solution we come upon would be time efficient as well as cost-efficient. MANAGEMENT TOOLS/CONCEPTS 4.1 Identify and briefly explain any management tools and/or concepts your group intends to use. Management is the impotent part of every organization. Management play a important roll in Organization, every work with some tools and functions. These are five functions and tools of management. 1. Planning 2. Organization 3. Staffing 4. Directing 5. Controlling Planning Planning is the process of thinking about and organizing the activities required to achieve a desires goal .planning is based on involves the creation and maintenance of a plan. Planning is basically two types long term planning and short term planning. Long term plan used for 3-4 years policies and short term plan daily used. Mostly every organization working on different plan and policies. These plans are so useful for company. Whereas planning predicts what the future should look like. How our team shall implement: Strategic planning is the model of every organization, which provides a framework for developing strategic plans. We have work with organization plan and policies. We have five member in our group and working will difference part of project report .one are prepare with front page and will another part of assessment. Each person work spared part and after completing set into the project report. Organization An organization is a social body that has a combined goal and is simultaneous to an exterior atmosphere. An organization is a body that functions in both the public as well as private sector concurrently, satisfying public duties and developing business-related activities. Our chosen organization is IAG, which is a one of the multi-national companies providing insurance to more than 7.8 billion customers across the globe. (management tools) How our group will work Organization is the function of every management. It involved developing structure and allocating human resources to ensure the objective. These structure are represented the by organization chart. And our group chose IAG (Insurance Australia Group Limited) we have all the group member worked on the company policies and solving managerial problem. (management tools) Staffing Staffing play important role in every management .Staffingis a term used in the hire ofemployment it has been applied to more than one aspect of the working environment. Staffing means that different type of employees working together for company. And staffing is the process of acquiring. Deploying and retaining a workforce of sufficient quantity and quality to create positive impacts on the organization effectiveness. (management tools) Directing: Directing is the function of management, a basic management function that includes building and effective work environment and creating opportunity for motivation. Directing is an impotent part of management skill .which involves communication, leadership etc. And motivate the employees of organization how to achieve the goal and objective of organization. (management tools) How our group will work Directing is the model of management and it involves the social and informal sources management. Directing means that motivate and order to the employees to achieve the goal and objective of the organization. In our management head of hardy and he divided the work into other member and analysis all the progress of project report. And he will seen that every member of group work correct. (management tools) Controlling: Controlling is the other function of management which is include controlling design and accompany the management process of defining goals, planning and controlling of objective. in controlling include the all actives of management .controlling is the power of top level management and these level taken all the major decision of organization . (management tools) How our group will work Controlling is one of the managerial functions like plaaning, organizing, staffing and directing. it is the meaning of controlling to control the all activates of management . For example top level of management control the middle level and low level management. And our group team leader control all the other member of team and analysis the activates of other member (management tools). 5.1 Methodology Primary Research This research is an original object or document (raw material or firsthand information). (ithacalibrary, n.d) By selecting this research our team will get firsthand data and fresh data directly. Secondary Research This research is all about whatà ¢Ã¢â€š ¬Ã¢â€ž ¢s written in primary research. Secondary research includes discussion about what written in original material. (ithacalibrary, n.d)This research will help us to get bulk information about the company. This will be two research methods our team will be selecting to research with their possible sources. 5.2 Possible Sources of data We above in 5.1 we have mentioned that we will be selecting both methods to do research and the possible sources of each method are given below:- Primary research:- Their possible sources are:- Face to face interview Survey Observation Group discussion From this we will be selecting two sources which are Survey and Observation as survey will help our team to get maximum number of respondents and point about the problem in company and observation will help us to observe and record the behavior of the company directly. Secondary research:- Their possible sources are:- Media Articles books Internet We will be selecting Media and internet because now dayà ¢Ã¢â€š ¬Ã¢â€ž ¢s this is easy means of sources. The information from the media will be extremely fruitful. As Internet will be helping team out by finding company brands, and much more inner information about the company. References (n.d.). Retrieved 03 18, 2014, from IAG (Insurance Australia Group): https://www.iag.com.au/business/asia.shtml About IAG. (n.d.). Retrieved 03 18, 2014, from IAG : https://www.iag.com.au/about/index.shtml ithacalibrary. (n.d). primary and secondary sources. Retrieved 04 01, 2014, from ithacalibrary: https://www.ithacalibrary.com/sp/subjects/primary management tools. (n.d.). Retrieved 03 26, 2014, from Information and knowledge: https://www.bing.com/search?q=Information+and+Knowledge+ManagementFORM=R5FD6// Psychology. (n.d.). Retrieved 03 24, 2014, from About: https://psychology.about.com/od/problemsolving/f/problem-solving-steps.htm The Six Step Problem Solving Model. (n.d.). Retrieved 03 25, 2014, from Gice Blog: https://blog.gice.in/the-six-step-problem-solving-model/ Appendix Questionnaire Page 1

Video Games And Its Effects On The Media - 1372 Words

Introduction Many studies suggest that violent video games contribute to the aggressions of video games players. Today over 85% of video games contained violence, and the rest have explicit content like sex, drugs, and disregard to human life (Carnagey, Anderson, Bushman, 2007). Someone who is new to video games is exposing themselves to violence, and for many the general concern comes from being influence from such games. For example, video games first influence school shooting that first started in West Paducah, Kentucky in 1997, Jonesboro, Arkansas in 1998, Springfield, Oregon in 1998, etc. Making by example the violent nature of video games (Anderson, 2004). That is of course, researches do not have sufficient evident that video†¦show more content†¦Although the research literature on violent video games is a recent phenomenon, there’s has been little funding for such research (Anderson, 2004). Also taking into account a meta-analysis of published and unpublished studies re veal they may be some levels of bias between video games and violence than disconfirming studies (Decamp, 2015). The negative views the public has of video games has increased the connotation that violent video games act as murder simulators, or that games are gateways for young children to learn to kill. Linking this medium to deadly assaults, and criminalizing the youth (Markey, Markey, French, 2015). One method game researchers use to overcome the limitations of past research is by using PSM (propensity score matching) a statistical method use to estimate the outcomes of a treatment. The results show the comparison of violent video games effects with environmental effects, and social risks. The relationship between the player and their family helps evaluates these behaviors such as violence in home, school, parental attachment, and close supervision (Decamp, 2015). In 1972 the Surgeon General issue a warning that correlates the relationship between media violence and antisocial behavior, and that it requires immediate action. During the past when video games were first introduced, researcher’s studied the relationship between violent media and aggression. Deeming

Three Important Contents in Nonverbal Communication Free Essays

The purpose of this essay is to evaluate the group oral presentation. This easy discussed three concepts related to nonverbal communication. Relevant theories inform our understanding of these concepts and each individual’s performance. We will write a custom essay sample on Three Important Contents in Nonverbal Communication or any similar topic only for you Order Now The first concept aspects of nonverbal communication introduced the different aspects in nonverbal communication. The second concept barriers to nonverbal communication discussed how barriers occurred and two parts of barrier. The last one cultural difference in nonverbal communication explains the importance to effective deal with cultural difference in business today. The next part is reflection on group performance and individual performance. In this part some real examples have been discussed. This essay is for 2040 MGT Business Communication individual assignment. This essay is on the basic business area and interpersonal communication. 2. 0Definition of Nonverbal communication When people talk about successful organisations or individuals in the world of business, good communication is always listed as one of the most important characteristics. Nonverbal communications is made up of visual, tactile, and vocal signals, and the use of time, space, and image (Williams 2006). Nearly 75 per cents of all communication are nonverbal (Trompenaars, 1993). That means in every face-to-face interaction we are sending more information to the other person than we thought and no-one is fully in control about the transmission (Mead, 2005). Nonverbal communication embraces all body language communication but also includes clothing and tones of voice, even the manner in time using (Williams 2006). Drory and Zaidman (2007) suggest that use nonverbal communication in order to: replace verbal communication where it may impossible to talk; complement and modify verbal communication; contradict; regulate conversation by helping to mark speech turns; express emotions; negotiate relationships in respect of instance etc. For this way, Nonverbal communication can be very powerful tool in understanding ourselves and others. 3. 0Three concepts related to Nonverbal communication 3. 1Aspects of Nonverbal communication Are nonverbal communication and body language the same? No, they are not. Body language involves the physical behavior; nonverbal communication embraces all body language communication but also includes clothing and adornment, environmental factors and even the manner in time using (Williams 2006). Darn (2005) stated that nonverbal communication can be classified in four key elements. The first element is KINESICS means body movement and gestures. The second is HAPTICS, the touch behavior and the third is OCULESICS, the gaze behavior and eye contact. The fourth key element is PROXEMICS and stands for spatial behavior and interpersonal distance. Chaney and Martin (2000) added one further element to the key elements. They described OLFACTICS as a person’s smell. 3. 2Barriers to Nonverbal communication Many problems occurred in our business and personal lives result from miscommunication. Problems with any one of the stages of the communication model can become barriers to communication (Shannon, 2001). Nonverbal communication may fail for a variety of reasons: Nonverbal signal such as movement and eye contact can be read wrongly; a learner may not be able to understand what is being shown (Thorne, 2005). Maguire (2002) stated that barriers to effective communication between people and units of organizations are two parts: physical and Personal. Physical such as people talking in different ways and poor sight can be easily solved; personal barriers less obvious, is the differences in the personal and physical make up of people, these factors cause a physical barrier. Even so, these barriers suggest opportunities for improving communication (Maguire, 2002). 3. 3Cultural difference in Nonverbal communication Many businesses operate on a global scale today. It has been argued that (Crosling Ward, 2002) effective oral and nonverbal communication plays an important role in successful cross-cultural business. Although much communication in international business is oral, the nonverbal level can be an important factor of correct understanding and interpreting oral communication. Culture is a shared system of beliefs, attitudes, values, expectations and norms of behavior (Chaney Martin, 2000). From groups, culture differs extensively. For example, Touch is an important tool to convey warmth, support and comfort. However, in some cultural those norms of behavior may change because touching implies intimacy and familiarity, people have strict rules that who may touch whom and how (Larson Kleiner, 2004). To learn deal with these differences and turn to your advantage can make the difference between a successful and unsuccessful international business (Larson Kleiner, 2004). 4. 0Reflection on group performance and individual performance The most successful groups understand that good communication at all levels is essential (Houston, 2002). In groups there are aspects to nonverbal communication. We been use a lots nonverbal sign communicate to each other when we having meetings and presenting. Be able to read correctly and rapidly other people’s nonverbal signals and to able to consider and control one’s own nonverbal presentation is very important in group work. Here is a benefit you and your group can achieve from effective nonverbal communication: Stronger decision making and problem solving (Houston, 2002). Use nonverbal communication effectively can make every meeting efficient instead of wasting time. When two people are conversing, they usually make eye contact to show the interest or respect (Frisch 1993). When the group having a conversation, one member was talking and the rest of us body pointed at the speaker, doing eye contact and nodding, this can be certain that we were very interested in what is being said. However, if many of us across the body like folded arms or an arm up to the face, you are seeing indications that the listeners are not absorbed. For this way, nonverbal signs have become an important communicate tools when we working together. However, Problems with any one of the stages of the communication model can become barriers to communication (Shannon, 2001). Barriers to effective communications between people and units of organizations are of two types: Physical, environmental factors can reduce or prevent the sending and receiving of messages (Maguire, 2002). It happened because people may not be able to see or hear properly. When the group having difficulty to understand others, always try to be clear in speech and visual presentation. They are usually obvious barriers. The other barrier is personal barriers; they arise from the judgments, emotions and values (Maguire, 2002). It happened because group members may not be willing and eager to receive the message. However, some people are vigilant monitors of other people; others are less likely to notice their subtle signals. To get nonverbal communication improved instead of having barriers, we were researched four outcomes: develop skills in nonverbal communication; interpret nonverbal communication in the context of the total situation; beware of the possibility of misinterpretation; practice becoming aware of and managing one’s own nonverbal communication (Shannon, 2001). Non-verbal communication is â€Å"silent† communication, including the use of eye contact, body moment, tones of voice etc (Williams 2006). If we don’t understand the non-verbal communication from different culture, we can make a mistake of reading other person’s message. Larson and Kleiner (2004) point out some forms of non-verbal signals are the same and universal some may totally different of each other. For this way, we did a bit of research to find out the differences in nonverbal communication between the AUD and China. I was asking four Chinese students and four Australian with equal number of male and female to answer two questions about the culture difference. The first part of the research analyzed the distance people keep in conversations and how they feel, if the person one is talking to comes closer. It showed that Australian are willing to get a bit closer in both situations with other students and lecturers/tutors. The research also presented that Australian feel more comfortable when the person they talk to comes a bit closer. In the other part of the research we analyzed the eye contact behavior. Asians avoid frequent eye contact, whereas Australian looks most time in the eyes and face especially when talking to a lecturer. However, both parties argued they feel the other person might not be interested in the topic, if the person does not show at least the same eye contact. 5. 0Conclusion and Recommendations This essay has discussed three important concepts related to nonverbal communication. The first concept aspects of nonverbal communication introduced the different aspects in nonverbal communication. The second concept barriers to nonverbal communication discussed how barriers occurred and two parts of barrier. The last one cultural difference in nonverbal communication explains the importance to effective deal with cultural difference in business today. In reflection on group performance and individual performance, some outcomes from group meeting for presentation have been discussed linked to theories. People should be familiar with the aspects of nonverbal communication. For this way, effective deal with nonverbal communication to achieve the right point. To get nonverbal communication improved instead of having barriers through the ways of: develop skills in nonverbal communication; interpret nonverbal communication in the context of the total situation; beware of the possibility of misinterpretation; practice becoming aware of and managing one’s own nonverbal communication. Lastly, to learn deal with cultural differences and turn to your advantage can make the difference between a successful and unsuccessful international business. References List Crosling, G. , Ward, I. (2002). The workplace needs and uses of business graduate employees. English for Specific Purposes, 21(1), 41-57. Chaney, L. H. , Martin, J. S. (2000). Intercultural Business Communication (2nd ed). New Jersey: Prentice Hall. Darn, S. (2005). Aspects of nonverbal communication. The TESL Journal, 6(2), 2-7. Drory, A. , Zaidman, N. 2007). Impression management behaviour: effects of the organizational system. Journal of Managerial Psychology, 22(3), 290-308. Frisch, D. (1993). The experience of workplace politics. Academy of management journal, 23(2), 237-51. Houston, H. (2002). Health care and the silent language of Vietnamese immigrant consumers. Business Communication Quarterly, 65(1), 37-47. Larson, J. , Kleiner, B. (2004). How to read non verbal communication in organizations. Management Research News, 27(4/5), 17-22. Mead, R. (2005). International Management. Malden: Blackwell. Maguire, T. (2002). Barriers to communication-how things go wrong. Pharmaceutical Journal, 268(7186), 246-250. Shannon, C. E. (2001). A mathematical theory of communication. Mobile Computing and Communications Review, 5(1), 3-55. Trompenaars, F. (1993). Riding the Waves of Culture. London: Nicholas Brealey. Thorne, P. (2005). The secret codes of the ‘silent language’. European Business Forum, 20, 74-76. Williams, F. (2006). Nonverbal communication. The new communication, 11(3), 34-37. How to cite Three Important Contents in Nonverbal Communication, Papers

Envi science free essay sample

Recognized educational institutions presenting candidates for a cape associate degree in one of the nine categories must, on registering these candidates at the start of the qualifying year, have them confirm in the required form, the associate degree they wish to be awarded. Candidates will not be awarded any possible alternatives for which they did not apply. Cxc a25/u2/10 cxc a25/u2/10 t environmental science syllabus  ¦ rationale s cience plays a major role in the evolution of knowledge by empowering us with the skills required for creative and independent problem-solving. It arouses our natural curiosity, encourages our ability to enquire, to pose questions, and to conduct research required to obtain answers. This approach leads to the construction of hypotheses, theories and laws that help us to explain natural phenomena, to understand human activities in relation to natural phenomena, and through this to meet the challenge of survival and progress in a diverse and changing world. The environment and natural resource base of the caribbean are critical for the welfare of caribbean people. Natural resource and environmental management and conservation are pre-requisites for sustainable development in the region. Achieving sustainable development requires an appreciation of the value of natural resources and the environment, and the development of the knowledge base and skills required for effective management. A firm grounding in these skills, knowledge and attitudes is provided through a study of environmental science. Environmental science is an interdisciplinary subject which draws on the content of several disciplines to offer a balanced scientific and holistic perspective of environmental issues. It provides knowledge, skills and attitudes to identify, prevent and solve environmental problems and thereby prepares students for ultimate careers in diverse fields of relevance to environmental management and to sustainable development of the caribbean region. This cape syllabus in environmental science presents a coherent course of study which provides a specific knowledge base of the environment and which facilitates the development of related skills and attitudes. The syllabus takes into account the requirements for tertiary education at regional and international institutions. It is intended for a wide range of students, including traditional sixth form students, part-time, mature and private students. This syllabus will contribute to the development of the ideal caribbean person as articulated by the caricom heads of government in the following areas: respect for human life and awareness of the importance of living in harmony with the environment; multiple literacies; independent and critical thinking and the innovative application of science and technology to problem solving. Based on the unesco pillars of learning, this course of study will also contribute to a person who will learn how to do, learn to live together and learn to transform themselves and society. Cxc a25/u2/10 1  ¦ aims the syllabus aims to: 1. Stimulate interest in the environment; 2. Develop an understanding of the interdisciplinary and holistic nature of the environment; 3. Develop knowledge and understanding of environmental issues and principles and the ability to apply these to environmental management, particularly in a caribbean context; 4. Develop the ability to identify critical research questions and formulate hypothesis or guiding statements. 5. Develop the ability to collect, collate, analyze and interpret environmental data; 6. Develop the ability to communicate environmental information and ideas logically and concisely in a variety of forms; 7. Provide an understanding of interactions between people and the environment; 8. Increase an awareness of the importance of living in harmony with the environment; 9. Recognize and evaluate the socio-economic, political and ethical issues in environmental science; Foster positive attitudes, values and commitment to identifying, solving and preventing environmental problems; 11. Develop an understanding of how natural resources and the environment affect quality of life and the quest for sustainable development in the caribbean.  ¦ skills and abilities to be assessed the skills and abilities which students are expected to develop on completion of the syllabus have been grouped under three main headings: (i) (ii) (iii) knowledge and comprehension; application of knowledge; practical abilities. Cxc a25/u2/10 2 knowledge and comprehension The examination will test candidates’ skills and abilities to: (i) define terms and explain concepts; (ii) describe processes; (iii) state principles and properties; (iv) explain interactions and inter-relationships. Application of knowledge the examination will test candidates’ skills and abilities to: (i) analyze and discuss different environmental situations; (ii) evaluate and justify options (for the use of resources); (iii) compare and contrast alternative solutions to environmental problems; (iv) select techniques and methodologies appropriate to different environmental situations; (v) Suggest possible solutions to specific environmental problems; (vi) draw inferences from environmental data. Practical abilities the examination will test candidates’ skills and abilities to: (i) select techniques, designs, methodologies and instruments appropriate to different environmental situations; (ii) use instruments to measure environmental parameters; (iii) collect and collate data; (iv) analyze, interpret and present data; (v) use quantitative techniques appropriately; (vi) develop appropriate solutions to specific environmental problems. Cxc a25/u2/10 3  ¦ pre-requisites of the syllabus Any person with a good grasp of the contents of the caribbean secondary education certificate (csec) integrated science or physics or chemistry or biology or geography or agricultural science syllabuses, or the equivalent, should be able to pursue the course of study defined by the syllabus. However, successful participation in the course of study will also depend on the possession of good verbal and written communication skills.  ¦ structure of the syllabus the subject is organised in two units. Each unit contains a body of knowledge and skills drawn from several disciplines that impact on the environment. Unit 1 addresses ecology, human population and natural resource use, while unit 2 deals with agriculture, energy, and environmental pollution. A unit comprises three modules, each requiring 50 hours. The total time for each unit, is therefore, expected to be 150 hours. Each unit can independently offer students a comprehensive programme of study with appropriate balance between depth and coverage to provide a basis for further study in this field. Unit 1: ecology, human population and natural resources module 1 module 2 module 3 fundamental ecological principles human population and the environment Sustainable use of natural resources unit 2: agriculture, energy and environmental pollution module 1 module 2 module 3 agriculture and the environment energy and the environment pollution of the environment in this syllabus, the specific objectives which are denoted by an asterisk (*) are particularly suitable for practical exercises. However, the project need not be limited to these objectives. Cxc a25/u2/10 4  ¦ unit 1: ecology, human population and natural resources module 1: fundamental ecological principles general objectives on completion of this module, students should: 1. Understand the basic ecological concepts; 2. Understand the processes that govern the interactions of organisms with the biotic and abiotic components of their environment; 3. Understand the relationship between people and the environment; 4. Acquire knowledge and develop practical and analytical skills. Specific objectives explanatory notes students should be able to: 1. Differentiate between key ecological terms and concepts; ecology: species, population, community, ecosystem, biosphere, atmosphere, hydrosphere, lithosphere, habitat, niche, biome, ecotone. 2. Explain the relationship between living organisms and Their environment; (i) the biotic and abiotic environments. (ii) tolerance ranges and limiting factors. (iii) ecological niches: (a) (b) cxc a25/u2/10 5 fundamental niche; realised niche. Unit 1 module 1: fundamental ecological principles (cont’d) specific objectives explanatory notes students should be able to: 3. Outline the importance biogeochemical cycles; of (i) carbon cycle. (ii) nitrogen cycle. (iii) phosphorus cycle. (iv) water cycle. Include basic chemical equations and formula for biogeochemical cycles. 4. Explain the significance of biogeochemical cycles to organisms; 5. Explain how energy and nutrients Flows within ecosystems; food chains and webs. (iii) trophic levels. (iv) ecological pyramids. (i) competition. (ii) predator-prey. (iii) discuss types of interactions between organisms in communities; productivity ecosystems. (ii) 6. (i) of symbiosis: (a) commensalism; (c) and parasitism; (b) producers mutualism. 7. Explain how ecosystems are selfsustaining; ecological succession and climax communities. 8. Explain the process of natural selection and adaptation to the environment; natural selection, evolution and adaptation. Cxc a25/u2/10 6 unit 1 module 1: fundamental ecological principles (cont’d) Specific objectives explanatory notes students should be able to: 9. Determine population size appropriate sampling methods; 10. Using population sampling methods for moving and non-moving organisms (for example, quadrats, transects, capture, mark, release, recapture). Calculate species diversity; where biotic potential. Exponential population growth. Environmental resistance. (i) human beings as part of the natural ecosystems. Benefits of natural ecosystems. (iii) evaluate human interactions within natural ecosystems; (i) anthropogenic impact on ecosystems and biodiversity and the need to maintain its Integrity. Explain the concept of carrying capacity; 14. Community and ecosystem stability. (ii) 13. Diversity between species. (iii) identify factors affecting population growth in a natural ecosystem; (ii) (ii) 12. Analyse the relationship between species diversity and ecosystem stability; (i) (iii) 11. D – species diversity n – total number of organism of all species n total number of organism of a particular species diversity within species. 15. Investigate at least two ecosystems in a territory;* cxc a25/u2/10 consider both terrestrial and aquatic (freshwater and marine) ecosystems. 7 unit 1 Module 1: fundamental ecological principles (cont’d) 16. Measure and discuss environmental parameters in a given habitat;* 17. Apply scientific method to experimental design and analysis; 18. See suggested teaching-learning activities. Present and interpret data using appropriate charts, table, graphs. Suggested teaching and learning activities to facilitate students’ attainment of the objectives of this module, teachers are advised to engage students in the teaching and learning activities listed below. 1. Define environmental science 2. Formulate hypothesis, develop guiding statements and generate and interpret data. Discuss current environmental issues and highlight the importance of adopting an interdisciplinary approach. 4. Sample an ecosystem to determine population density and distribution. 5. Conduct study visits, to identify species diversity. 6. Investigate environmental parameters in a natural aquatic environment. 7. Create models of existing ecosystems in a specific location. 8. Create food webs and analyse possible disruption of feeding relationships. 9. Study the source(s) and distribution of a country’s freshwater supply and its level of dependence on natural water cycles. 10. Visit to an ecosystem to identify and quantify human use of its components. Cxc a25/u2/10 8 unit 1 module 1: fundamental ecological principles (cont’d) resources botkin, d. , and keller, e. Environmental science: earth as a living planet, new york: john wiley and sons, 1997. Chiras, daniel d. Environmental science. Action for a sustainable future, united states of america: the benjamin/cummings publishing company inc. , 1994. Cunningham, w. And saigo, b. Environmental science. A global concern, new york: mcgraw hill, 2001. Ehrlich, p. And ehrlich, a. The population explosion, new york: simon and schuster, 1990. Jackson, et al. Global issues 1999-2000, guilford, ct: duskin publishing group inc. , 1998. Jordan, c. Conservation, new york: john wiley and sons, 1995. Miller, g. Tyler living in the environment, principles, connections and solutions: wadsworth publishing, california, 1994. Nebel, b. And wright, r. Environmental science: the way the world works, new jersey: prentice hall, 1997. The cropper foundation (tcf), 2009. Sustainable development. Terms and concept: a reference for teachers and student. Port-of-spain, trinidad biodiversity of the caribbean. A learning resource prepared for eastern caribbean states, canada: ekos Communications inc. 2009. Websites: www. Redlist. Org/info/captions www. Biomeso. Net [emailprotected] Org cxc a25/u2/10 9 unit 1 module 2: human population and the environment general objectives on completion of this module, students should: 1. Understand the historical and geographical trends in human population growth and consumption patterns; 2. Understand the socio-environmental impacts related to population growth; 3. Understand the factors that affect the growth rate of human populations; 4. Appreciate the need for sustainable development; 5. Acquire knowledge and develop practical and analytical skills. Specific objectives explanatory notes students should be able to: 1. (i) (i) age and sex structure. Fertility rates. (iii) mortality rates. (iv) life span and life expectancy. (v) immigration. (vi) emigration. (vii) 10 dependence of people on ecological systems and processes. (ii) cxc a25/u2/10 abiotic and biotic factors that affect the distribution of population and their activities. (iii) explain the demographic characteristics of human population; adaptation of people to the environment (including but not limited to how people adapt to the environment, crops they grow, culture, clothes, shelter). Assess the relationship between people and the environment; doubling time. Unit 1 module 2: human population and the environment (cont’d) specific objectives explanatory notes students should be able to: 3. Describe historical trends in human population size; compare historical and current trends in human population growth. 4. Describe the current geographical distribution of human population growth; current geographical distribution of human population growth: (i) (ii) age and sex structure. Fertility rate, mortality rate, birth rate, (i) population size and growth rate. Fertility rate; mortality rate; migration rate, birth rate. Percentage increase in population (iii) 7. (i) (ii) 6. Doubling time (i) culture. (ii) religion. (iii) level and cost of education. (iv) social and economic status of women. (v) availability of pension schemes. (vi) level of affluence. (vii) interpret demographic tables, graphs and charts; in developed nations. (ii) 5. In developing nations; economic development. Calculate changes in demographic characteristics; assess the factors affecting population growth rate; cxc a25/u2/10 11 unit 1 module 2: human population and the environment (cont’d) Specific objectives explanatory notes students should be able to: 8. Assess the effectiveness of population control methods and measures; population control measures: (i) (ii) 9. Indirect natural disasters (floods, earthquakes, volcanoes, hurricanes). (i) assess the relationship between population growth and poverty; direct family planning measures and methods, government policies the indices of poverty: (a) access to education; (b) access to health care; (c) access to basic needs such as food, housing, water. (ii) (iii) 10. Describe variation patterns; in current human environmental impacts of population Growth (for example, deforestation in haiti. Include social, biological, economic, physical considerations). (i) geographical consumption per capita, gross gross national gnp), human (hdi), gender (gdi). Domestic product and product (gdp and development index development index consumption patterns as quantified by statistics on: (a) (b) per capita fuel consumption; (d) per capita greenhouse gas emissions; (e) 12 per capita food consumption; (c) cxc a25/u2/10 per capita water consumption; per capita waste production. Unit 1 module 2: human population and the environment (cont’d) specific objectives Explanatory notes students should be able to: (ii) 11. Explain the principal ways in which people impact negatively on the environment; current trends in per capita consumption particularly influenced by lifestyles in developed and developing countries. Environmental impacts of over consumption in developed and developing countries. (i) (ii) pollution. (iv) introduction of exotic species. Change in lifestyles. (ii) the use of substitutes. Application of environmentally friendly technology. (iv) efficient use of natural resources, for example, recycling. Refer to module 3, specific objective 10. Explain the relationship between population growth and sustainable development. Cxc a25/u2/10 (i) causes of urbanisation. (ii) 14. Explain the environmental impacts of urbanisation; (i) (iii) 13. Explain how the impacts mentioned in specific objective 11 may be mitigated; habitat destruction. (iii) 12. Overexploitation. Environmental impacts of urbanisation (including but not limited to sanitation, water supply, traffic congestion, housing, pollution, health care). (i) concept of sustainable development. (ii) goals of sustainable development. 13 unit 1 module 2: human population and the environment (cont’d) Population growth and changing consumption patterns as constraints to sustainable development in a finite world. (iv) strategic imperative for sustainable development #4 â€Å"ensuring a sutainable level of population† (our common future, brundtland report, 1987). Suggested teaching and learning activities to facilitate students’ attainment of the objectives of this module, teachers are advised to engage students in the teaching and learning activities listed below. 1. Study a local population based on census statistics; generate population age structure, for all individuals and separately by sex. 2. Calculate crude birth rates, age-specific birth rates, total fertility rates, crude death rates, agespecific death rates, infant mortality rates, percentage annual increase in population size, and doubling times for populations. 3. Interpret world population data sheets, as produced, for example, by the population reference bureau inc. 4. Arrange a debate on high population growth or high consumerism as principal causes of global environmental problems, using, for example, reports from the 1992 rio conference. 5. Conduct case studies of population size management and of related changes in consumption patterns. 6. Organise a debate on the definitions of development and sustainable development, and on the question of what constitutes an acceptable standard of living. 7. Discuss the main issues addressed by: (i) the 1972 stockholm conference; (ii) the 1980 international union for the conservation of nature (iucn) world conservation strategy; (iii) the 1987 brundtland report (our common future); cxc a25/u2/10 14 unit 1 module 2: human population and the environment (cont’d) (iv) the 1992 united nations conference on environment and development (the rio conference); (v) the 1994 united nations conference on small island developing states; The 2002 world summit on sustainable development johannesburg. Resources chiras, d. Environmental science. Action for a sustainable future, united states of america: the benjamin/cummings publishing company, inc. 1994. Cunningham, w. And saigo, b. Environmental science, a global concern: sixth edition, new york: mcgraw hill, 2001. Ehrlich, p. And ehrlich, a. The population explosion, new york: simon and schuster, 1990. Jordan, c. F. Conservation, new york: john wiley and sons, 1995. Miller, g. Tyler living in the environment, principles, connections and solutions: wadsworth publishing, california, 1994. Nebel, b. , and wright, r. Environmental science: the way the world works, new jersey: prentice hall, 1997. Wwf, iucn, unep caring for the earth: a strategy for sustainable living, 1981. Websites: www. American. Edu/ted/hp21. Htm www. Undp. Org/gef/ www. Un. Org. Esa/esa/sustdev/docu ments/agenda21/index. Htm the cropper foundation (tcf), sustainable development. Terms and concept: a reference for teachers and student. Port-of-spain, trinidad: 2009. Cxc a25/u2/10 biodiversity of the caribbean. A learning resource prepared for eastern caribbean states, 2009. Canada: ekos communications inc. 15 unit 1 Module 3: sustainable use of natural resources general objectives on completion of this module, students should: 1. Be aware of the major ‘natural resources’ in the caribbean; 2. Understand the factors affecting natural resource use and the environmental impacts of their use; 3. Be aware of measures and tools available for sustainable use and conservation of natural resources; 4. Understand the value of natural resources; 5. Understand the concept of ecological sustainability and implications for natural resource use; 6. Acquire knowledge and develop practical and analytical skills. Specific objectives Explanatory notes students should be able to: 1. Explain the term natural resources; temporal dimensions and limitations placed by technology. 2. Differentiate between renewable and non-renewable natural resources; exhaustible and inexhaustible resources; (i) types and examples of natural resources: renewable and non-renewable. (ii) types and examples of exhaustible and inexhaustible resources. (i) consumptive quarrying). (ii) non-consumptive use bioprospecting, ecotourism, research. 3. Differentiate between the consumptive and non-consumptive use of natural resources; cxc a25/u2/10 16 use (logging, fishing, Unit 1 module 3: sustainable use of natural resources (cont’d) specific objectives explanatory notes students should be able to: 4. (i) identify the major categories of natural resources in caribbean countries; biodiversity: (a) species (b) genetic (c) ecosystems: forest; coral reefs; wetlands; seagrass beds; mangroves; freshwater and marine ecosystems. (ii) (iii) (i) livelihood (income generating activity). (ii) foreign exchange earner. (iii) food security. (iv) raw material for industrial processes. (v) recreation. (vi) sacred and spiritual value. (vii) assess the importance of natural resources in the caribbean; Soil, landscape and seascape, (beaches, cliffs, mountains). Ecosystem value. Identify the location and distribution of natural resources in the caribbean; 6. Minerals and hydrocarbons: bauxite; gold; sand and gravel; oil; natural gas. (iv) 5. Water as a resource, for example, waterfalls, lakes, streams, groundwater. (viii) intrinsic value. (ix) cxc a25/u2/10 17 research and teaching. Unit 1 module 3: sustainable use of natural resources (cont’d) specific objectives students should be able to: 7. Evaluate factors affecting natural resource use in the caribbean; explanatory notes (i) political government policies on Natural resource use: (a) (b) (ii) economic policies; environmental and natural resources policies. Economic: role of foreign investment; export of natural resources as primary products; sectoral activities tourism, agriculture, mining, manufacturing, national debt. Refer to explanatory 8. Access the environmental impact of natural resource use including tourism; (i) development specific objective note (iv). 10, biodiversity: (a) habitat disruption destruction; and (c) 18 and (b) cxc a25/u2/10 species depletion extinction; disruption processes. Of ecosystem unit 1 module 3: sustainable use of natural resources (cont’d) Specific objectives explanatory notes students should be able to: (ii) water as a resource: (a) (b) (iii) pollution and depletion of surface and groundwater, degradation of water, depletion of aquifers. Human health risks (water borne disease) watershed destruction. Minerals and hydrocarbons: (a) (b) dust and noise pollution; (d) pollution from the discharge of process chemicals; (e) sedimentation and siltation; (f) beach loss and change in river course; (g) oil spills; (h) human health risks; (i) 19 transformation of landscape (c) cxc a25/u2/10 physical conversion of vegetation and land; social dynamics (displacement of Communities and introduction of new settlements). Unit 1 module 3: sustainable use of natural resources (cont’d) specific objectives explanatory notes students should be able to: (iv) soil, landscape and seascape: (a) (b) (v) soil, landscape seascape: (e) and (i) transformation of natural landscape to built environment; (f) cxc a25/u2/10 degradation and destruction of coral reefs, seagrass beds and mangroves the broad concept of natural resource conservation including: management; rehabilitation; restoration; preservation; conservation (in-situ and ex-situ). Reasons for resource conservation: (a) ecological: depletion or Degradation of natural resources and the threat to sustainable development; conservation of components of life support systems; conservation of endangered and threatened species; (b) ethical: sacredness; right to exist; (c) aesthetical value. Beach erosion (h) degradation and destruction of coral reefs, seagrass beds and mangroves soil degradation, erosion and sedimentation; soil productivity (g) (ii) beach erosion (d) justify the need for natural resource conservation; soil degradation, erosion and sedimentation; soil productivity (c) 9. Transformation of natural landscape to built environment; 20 unit 1 Module 3: sustainable use of natural resources (cont’d) 10. Describe measures and tools available for natural resource management and conservation; (ii) use of substitutes for nonrenewable resources; use of appropriate technology. Refer to module 2, specific objective 12. Reduction and minimisation of waste recycling of solid, liquid and gaseous wastes. (iv) use of economic instruments: user fees; taxes; penalties; incentives; economic valuation of natural resources; environmental accounting and greening of national budgets. (v) land use planning and zoning regulation;integrated development planning and integrated Coastal zone management. (vi) 21 rates and techniques for exploitation of renewable resources; sustainable yield management. (iii) cxc a25/u2/10 (i) environmental impact assessments (a brief introduction to eia as a planning and decision making tool to natural resource management and conservation). Unit 1 module 3: sustainable use of natural resources (cont’d) (vii) protected area systems (international union for the conservation of nature (iucn) classification): a. Role; b. Ecotourism (viii) community based natural resource management (participation, monitoring and evaluation). (ix) environmental legislation, Policies and plans (sustainable development plans, natural environmental action plans (neap), forest management plans, integrated coastal zone management plans; enforcement and implementation. (x) education, public awareness, advocacy and training. (agenda 21, chapter 36). International environmental and conservation agreements. (xi) (a) (b) 22 united nations convention on biological diversity (uncbd); (c) cxc a25/u2/10 united nations framework convention on climate change (unfccc and kyoto protocol); united nations convention to combat desertification (unccd); unit 1 module 3: sustainable use of natural resources (cont’d) Specific objectives explanatory notes students should be able to: (d) specifically protected areas and wildlife (spaw); (e) ramsar convention; (f) marine pollution (marpol). 11. Analyse the effectiveness of measures implemented for natural resource management and conservation; refer to so 10 12. Describe ways in which indigenous people have used and managed their natural resources. (i) agriculture: rotation of fields during slash/burn activities, use of organic fertilizers, intercropping; (ii) use of forest: timber and non-timber forest products (ntfps); (iii) fishing: traditional fishing methods (iv) Case studies from belize, dominica, guyana, st. Vincent and the grenadines and suriname. Suggested teaching and learning activities to facilitate students’ attainment of the objectives of this module, teachers are advised to engage students in the teaching and learning activities listed below. 1. Case studies of community based natural resources management, for example, forest, wetlands. 2. Research on indigenous people and natural resources. 3. Field exercises: species identification; visit to industry; visits and assessment of community based natural resource management initiatives, visit to indigenous communities. Cxc a25/u2/10 23 unit 1 module 3: sustainable use of natural resources (cont’d) 4. Discuss the main issues relating to the natural obligation under unfccc, unccd and the uncbd. 5. Visits to or lectures by representatives of natural resource agencies. 6. View videos and slides of natural resource management activities and protected areas. Resources bossi, r. And cintro, g. Mangroves of the wider caribbean: toward sustainable management, barbados: caribbean conservation association, 1990. Chiras, d. Environmental science. Action for a sustainable future, United states of america: the benjamin/cummings publishing company inc. , 1994. Cunningham, w. And saigo, b. Environmental science, a global concern, new york: mcgraw hill, 2001. Cutter, s. And william, r. Exploitation, conservation, preservation: a geographic perspective on natural resource use, john haynes – bohaham, 2001. David, b. , breton, i. Brom, d. , and horne, m. Wasted resource management; resilience, adaptation and community diversity, canada: idrc international development research centre. Ehrlich, p. And ehrlich, a. The population explosion, new york: simon and schuster, 1