Code of Ethics Essay Example for Free

Code of Ethics Essay The code of ethics is a very important part of the business workplace and must be managed in the right way in order to become successful and maintain the perfect work role. Being able to come up with ideas and plans for code of ethics is a good thing in the workplace because it gives the employees boundaries and policies that have to be followed in order to have a good code of conduct. Code of conduct is a little different from code of ethics because conduct talks about behavior skills in the workplace and ethics plays a role as choosing the right ethical behavior that an employee might show. There are many organizations out there and mostly all of them have either a code of ethics, code of conduct, or even both. These codes are put into the working industry and the environment of the workplace in order to run a business that has no complications and employees have to do what their told. In order to create a code of ethics for an organization, you need to know the components to which can be referenced back to the code of ethics. A code of ethics is also to be accompanied by plans for organizational education, implementation and audit. The overall achievement for creating the code of ethics for the workplace is to come up with a perfect solution theory and be able to translate it into a code that speaks out to the employees and lets them know the rules and regulations of their present day work environment. There are many components that make up the code of ethics because it is initially the rite of passage for workers in a business working environment. What does a statement mean when it is called unethical? Who is the one to decide on whether or not a situation is ethical or not? What are the exact theories and solutions of ethics in the workplace? All these questions relate in a way because of how the work environment is suppose to play a role only by following the right code of ethics and conduct. But there are some who say that the code of ethics cannot be morally wrong or right. Some others believe though that the ethics of code should not have a place in the business industry. We live in a world that is filled with competition and every single individual is trying to be the best they can be at trying to get ahead of one another. In order for this theory to play out, it would be practically impossible for a code of conduct or ethics to be able to be played out in the work environment. By being ethical, there are many ways to win over certain individuals and be at the top of the rat race. In order to be a winner, it is a long journey and passage, but with cretin components of ethics, a positive individual is able to build up work power and use it towards a workplace in a professional way. No matter how badly you need something to be done, going beyond the established code of ethics in the workplace to achieve it is simply unacceptable. † (Lalwani, 2010) Before someone goes into the path of work ethics, one must first take a look at the ethics and benefits of a workplace in order to become a winner of the business industry. Soon as an organization has an established code of conduct and ethics, it is always better to be able to have a greater image and function than a normal man. When a code of ethics is established in the workplace, it enables self-regulation on part of the employees, and it is this code of ethics that guides employees when challenging decisions have to be made. † (Lalwani, 2010) This quality is able to enforce professionalism in the working environment and can also be a provider of products and services in and around an organizations capital. If none of these accusations are able to be produced and made ethically, it is due to the lack of inspiration towards the ethical code of conduct. These are some examples of code of conduct and code of ethics: â€Å"Misrepresentation of data, taking advantage of a professional situation just for personal benefits, working for an organization whose values and ethics conflict with your personal ethics, instigating colleagues and fellow employees to follow unethical paths for group benefits or gains, stealing or misrepresenting information for personal benefit, or on behalf of the employer for the benefit of the organization, stealing or misrepresenting information for personal benefit, or on behalf of the employer for the benefit of the organization, flouting the norm of confidentiality in the workplace regarding sensitive information that will benefit the organization, engaging in corporate espionage, misreporting the amount or number of hours worked, taking credit for work done by another colleague, dressing inappropriately or against the dress code set by the organization, getting personal with any colleague or superior in a professional setup, being dishonest in professional situations for personal or group gain, being insincere, uncommitted, and disloyal towards the organization, violating the established code of ethics in the workplace in the name of individual rights, disrespecting the personal values and beliefs of colleagues in the workplace, with which you have no concern, and dealing with problems in the workplace in an unprofessional manner by making the issue personal. (Lalwani, 2010) By all these rules and codes being engage in opportunity and failure, by following these codes of ethics, you can be the best employee that you possible can be in a work place. A workplace should be able to have ethical organizational subjects helping to decide what is right from wrong. But there are many certain business basics that one must follow and endure in order to play a role as a fellow works men. The basic role of ethics in the work place is for employees to make sure that productivity and progression of the business stay to a descent speed. In not doing so, unprofessional actions can start to take place and employee management will be harder to deal with. By carrying out suitable training to establish workplace ethics, these ethics can be imbibed by every person that comprises an organization, to achieve a common goal that has been laid out by this organization. † (Lalwani, 2010) There are many goals that employees set themselves to and to accomplish those daily goals, they must follow the code of ethics and the code of conduct in the workplace. There are multiple key components of work ethics in the business industry. But there are some organizations that go above and beyond the code of ethics and would soon end up violating the key components of an ethical work environment. There are companies such as Enron and Goldman Sachs show, which have dealt with violations towards the ethics code of conducts and have gone outside of their boundaries only to have failed. The code of ethics is the set of behavioral rules employees should follow to ensure the companys values are reflected in all business dealings. Regardless of the size of the business, clearly defined codes and closely monitored transactions should keep your company from violating laws and make it a place where employees feel comfortable doing the right thing. † (Sullivan) The first major component of ethics is the values of ethical decision making. Businesses are able to express the performance of a company or an organization in terms of how they work with suppliers, employees, and customers on a day to day basis. â€Å"A primary objective of the code of ethics is to define what the company is about and make it clear that the company is based on honesty and fairness. (Sullivan) Values are defined as a word that describes interactions and the importance of what a company has to offer. A second component of ethics would be the principles of it and how they work towards the company’s performance. The principles come into play by supporting a value of the business industry then having employees of a company following the right scheduled operations. When principles play a role in the business world, customer satisfaction is the most important subject of running a business. No customers, no business. â€Å"Corporate responsibility to the environmentally friendly use of natural resources is another business principle that often is found in code of ethics. (Sullivan) Manager support comes from both the principles and values of the code of ethics. This subject is able to include a process of reporting any ethic violations towards the code of ethics and by the process of which people can run an organization. â€Å"To reflect how seriously management considers the code, some businesses display the code of ethics with management signatures in prominent areas, such as the break room, where employees will see it on a daily basis. † (Sullivan) The fourth component that comes into play with the code of ethics is personal responsibility. Personal responsibility regards that each of the employees working in an organization have total responsibility to uphold and keep with the program of ethics. There are both legal and moral issues regarding this certain component because if an employee decides to violate an ethic of code, he or she will have to deal with the consequences. The requirement for personal responsibility is that it can relate to the other components towards the code of ethics. If an employee goes against the rules of ethics, the violators will become an issue towards the company. â€Å"This is meant to show that it is not sufficient to merely adhere to the values and principles but to help ensure every employee supports the code of ethics by reporting violators. † (Sullivan) One of the final components of ethical decision making is compliance. Compliance comes into play when any laws or regulations are referenced as rules towards an association or organization. Relating back to the Enron case, the Sarbanes-Oxley Act was the execution of falsified financial records and became a big problem for Enron. The full details of financial filing is that when a file becomes a record, is has a lot of information towards any company or organization. â€Å"Compliance to all financial reporting and any licensing requirements such as ISO 9000 by the International Organization for Standardization can be documented, along with the expectation that all licenses will be maintained and legal regulations met. (Sullivan) Overall, the code of ethics is a great way to pursue organizational skills in a company and by doing so an organization is able to come up with a code of ethics that employees can follow on a day to day basis. The construction of ethics is how a company or organization is built around by provided a good work environment for certain individuals in the workplace. In order to build an ethics program that helps and supports a company’s actions, you must have a compliance program that is in relation to the code of ethics. There have been recent financial scandals that have been seen by corporate companies. Financial scandals have shown us that there is more need for compliance programs and the need of better business ethics throughout organizations. Out of the National Association of Corporate Directors, there are about 280 corporate CEO’s that have been discussing the problems of the code of ethics being dealt with in all companies. It’s about one out of three CEO’s that talk about how highly they were affected by ensuring legal compliance. When it comes down to the brass tacks of a corporate organization, every organization should have a code of ethics and the only way to come up with one is to construct multiple ideas that support and help the employees of a major organization. By building an ethics and compliance program, most companies are entitled to realize that it takes a lot of development and time to be put into the creation of an ethics and compliance program. Businesses are filled with all sorts of different codes, but here are some examples that can relate to an ethics program and be able to support the company in a long term effective program: â€Å"Establish a code of conduct that reduces risk of criminal behavior, detect wrongdoing, foster quick investigations, minimize consequences, demonstrate company’s ethical/legal philosophy during an investigation, reduce fines if company is found guilty of wrongdoing, and enhance company reputation and stature. † (How to Build a Business Ethics Program) It is not all just about coming up with the code of ethics and that’s it. A company or an organization always has to look at the options they are able to deal with in order to create the perfect effective program. A lot of companies have the power to create the best programs possible, but with just three options to look at, a program can go from a failure to a progressives and successful plan. Here are the three examples that are able to help out building the perfect effective program: â€Å"Develop in house from scratch, hire and external consultant, and use a pre written manual. † (How to Build a Business Ethics Program) Most companies use these options to create the perfect system, but some company’s decision makings go the wrong direction and they eventually have to find of decisions the hard way. A company or organization must have strong decision making skills because creating a code of ethics from scratch is the hard part of developing a program. The company also might have to fully understand the complexity of creating a knowledge list of codes that can be support in the workplace. Companies are dealing with the hiring’s of an extra consultant to help them out with an organizations decision making. Organizations say that an extra consultant might be a cost effective plan, but the question is, what else is left? It all comes down to actually building the ethics program of choice. A company or organization should either use a manual of choice or a pre written template that they can base their ideas off of. By using these two subjects of choice, organizations and companies find it a lot easier to make guidelines towards the production of building a code of ethics. Companies are looking for the strength in an idea to be produced in the program of needs. In order to come up with the best ideas and tools for running a business, it is important to look for the right tools that can implement the ethics of business and strive to create the perfect program. Here are some examples of what a successful compliance program should provide in their development of ethics: â€Å"Sample policies and procedures, step-by-step instructions for the development of a program, a business ethics training program outline with classroom materials and a detailed session leader’s guide, business ethics and compliance officer position description, templates for employee involvement, and sample code of conduct. † (How to Build a Business Ethics Program) After coming up with the perfect ideas to support a company’s foundation, an organization must start to implement the ethics program into the business workplace. The next step to creating a perfect code of ethics is to bring the ideas to the corporate office of the company and have the executives take full responsibility for implementing the code of ethics into the company’s compliance program. By taking the idea to corporate, the effectiveness of the tools needs to be yielded with a solid program that the company or organization can work with. Such as understanding it, endorsing the program, and being able to monitor the code of ethics for total true effectiveness. â€Å"With step-by-step guidelines and accompanying examples of policies, procedures, a training program and an employee survey, such an effective tool provides an excellent road map for implementing an ethics and compliance initiative. † (How to Build a Business Ethics Program) After all the hard work is completed by creating the compliance program, certain companies have to make certain decisions that can be related to the code of ethics from the workplace. The compliance manual should provide the full files of what the code of ethics is suppose to represent and how it is suppose to be reliable with the company’s boundaries. The files can be written with policies, surveys, forms and training session outline for the organizations progression levels. â€Å"Also, businesses should ensure their ethics compliance system manual is fully endorsed by The National Association of Corporate Directors (NACD) as a tool to maintain a culture of integrity. † (How to Build a Business Ethics Program) Overall, the construction of building the code of ethics come from a lot of planning and brainstorming ideas towards the relations of an organizations boundary limit and employee’s satisfaction.

evilmac Protagonist Becoming Evil in Shakespeares Macbeth :: Macbeth essays

Macbeth: Protagonist Becoming Evil The story Macbeth is like no other in plot and poetry. It sets itself apart from the rest by having a protagonist becoming evil. What makes Macbeth such a complicated character is the way his outlook keeps on changing throughout the play. This essay will prove that Macbeth is an evil man and was not overpowered by ambition to get what he wanted. This essay will also determine that certain characters like the witches did not force him to do evil; they simply triggered it. In the beginning of the play, Macbeth is shown as a hero in the Scottish army, that is ironic because Macbeth has defeated a traitor and he will become one. We feel that a person of his loyalty could never commit evil unless he had a good reason or if he would be provoked. After Macbeth's first meeting with the witches, we learn from his aside that he has thought about killing Duncan " My thought, whose murder yet is but fantastical" 1(Macbeth 1.3.152). Macbeth also says " If chance will have me king, why, chance may crown me Without my stir." 2(Macbeth 1.4.157-159) which means that maybe he does not have to murder the king to gain that title. Luck has been very generous to him and might continue and make him king. Macbeth's true evil thoughts about being king are first shown when he finds out that king Duncan has named his son Malcolm as Prince of Cumberland. He now shows his evil and his true feelings. " Stars, hide your fires; Let not night see my black and deep desires. The eye wink at the hand; yet let that be Which the eye fears, when it is done, to see." 3 (Macbeth 1.4.57-60) Macbeth is actually seeking help from the dark and supernatural. Macbeth is saying that he does not want to see the evil that he will commit until it is done. It is now known that Macbeth is capable of evil and would commit it. Upon meeting Lady Macbeth, we can assume that any evil done by Macbeth would be contributed by her influence. Lady Macbeth is a very powerful women and she has a-lot of power over Macbeth's decisions. After Lady Macbeth reads the letter from Macbeth, she says that he is in fact too noble to kill Duncan in cold blood but he would like to. " It is too full o'th'milk of human kindness To catch the nearest way. Thou wouldst be great, Art not

F and B Manager

Unit 6: Food and Drinks Service Unit code: L/601/0463 QCF Level 3: BTEC National Credit value: 10 Guided learning hours: 60 Aim and purpose The aim of this unit is to enable learners to gain understanding of the importance of the meal experience in food and drink service operations and skills to prepare, provide and review provision of food and drink service. Unit introduction This unit introduces learners to basic concepts of food service and to the skills, knowledge and responsibilities required in food service throughout the sector.The knowledge and skills acquired in this unit will prepare learners for a supervisory role in food service businesses. This unit includes only non-alcoholic drinks. Alcoholic drinks are covered in Unit 7: Alcoholic Beverage Service. Learners will explore the factors involved in the meal experience and will have the opportunity to relate issues concerning value, quality, skill levels, satisfaction, service and environment to customer expectations in a v ariety of operations. Learners will need to organise the preparation and layout of a food service operation, taking into account various factors such as equipment, staff rganisation and particular customer needs. Learners will need to show a professional approach and practical customer service and food service skills. Throughout the unit learners will have the opportunity to develop the skills appropriate to a range of different businesses, such as restaurants, fast food businesses, pub food courts and coffee bars. It is important for learners to appreciate factors essential to customer satisfaction and the result of these needs not being fully met. Learners will need to understand and apply evaluation techniques to food service operations. Learning outcomesOn completion of this unit a learner should: 1 Understand the importance of the meal experience in food and drink service operations 2 Be able to organise the preparation and layout of a food and drink service operation 3 Be able to provide food and drink service and customer service in a professional, safe and hygienic manner 4 Be able to review food and drink service provision. Edexcel BTEC Level 3 Nationals specification in Hospitality – Issue 1 – February 2010  © Edexcel Limited 2010 1 Unit content 1 Understand the importance of the meal experience in food and drink service operationsMeal experience: value for money; quality of product and service; environment; ambience; suitability for purpose; level of customer service; timing Situations: eating for pleasure or necessity eg business lunch, special occasion, meal with friends, wedding celebration, conference, function, during a shopping trip, in hospital, when travelling 2 Be able to organise the preparation and layout of a food and drink service operation Operation: types eg restaurant, pub, banquet, fast food, food court, coffee bar, transport providers (rail, air, sea)Preparation and layout: health and safety considerations; checking cleanliness of environment; checking furnishings and equipment; obtaining and preparing equipment; determining layout of environment, the reception, bar area, tables and eating area; menu requirements; staff organisation; briefing; customer needs eg wheelchair access, children; contingency planning 3 Be able to provide food and drink service and customer service in a professional, safe and hygienic mannerRequirements: product knowledge; technical skills; appropriate procedures for operation eg welcoming customer, taking order, confirming choice, serving food and beverages using appropriate method, ensuring payment Food service: methods eg silver service, plate service, buffet, self-service, assisted service, room service, counter service; suitability of method for different operations; constraints eg cost-effectiveness, customer demand, timescale, staff skills, environment, layout Drink service: non-alcoholic eg soft drinks, bottled waters, teas, coffees; service procedures and tec hniques; cleaning and maintaining equipment eg uice dispensers, coffee machines; trends eg designer waters, healthy drinking options Customer service situations: communication method (face-to-face, on the telephone, in writing, by email); purpose eg providing information, giving advice, keeping records, providing assistance, dealing with problems, handling complaints, dealing with food allergies Professional approach: attitude; personal appearance; dress; hygiene; attentiveness; body language; attention to detail; relationships with colleagues; communication skills eg listening, speaking, relaying messages and orders accurately and promptly; teamwork; codes of practice Be able to review food and drink service provision Techniques: collecting information; sources of information eg customers, colleagues; feedback methods (qualitative, quantitative) eg questionnaires, comments books, staff meetings; making reasoned judgements based on available information Criteria: suitability of food and drink service provided; environment, preparation and layout; service provided (quality, speed); level of customer satisfaction; value for money 2 Edexcel BTEC Level 3 Nationals specification in Hospitality – Issue 1 – February 2010  © Edexcel Limited 2010 Assessment and grading criteriaIn order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describe the level of achievement required to pass this unit. Assessment and grading criteria To achieve a pass grade the evidence must show that the learner is able to: To achieve a merit grade the evidence must show that, in addition to the pass criteria, the learner is able to: P1 explain the importance of the M1 meal experience in food and drink service situations [IE 4] P2 organise the preparation and ayout of a food and drink service operation [SM 1, 2, 3, 4, 5, 7] P3 demonst rate competent skills M2 show independence and in providing food and drink confidence in providing food service with appropriate tutor and drink service support P4 show a professional attitude at all times with relevant personal, social, technical and customer service skills [SM 1, 2, 3, 4, 5, 7] P5 review food and drink service M3 evaluate a food and drink provision. service operation and make [IE 6] recommendations for improvement using agreed criteria and relevant data. To achieve a distinction grade the evidence must show that, n addition to the pass and merit criteria, the learner is able to: analyse the suitability of different methods of service, operational procedures and levels of customer service in food service operations D1 show high levels of confidence, product knowledge and skills when providing food and drink service D2 assess a food and drink service operation, making justified recommendations for improvement, and produce an action plan for implementation. PLTS: Thi s summary references where applicable, in the square brackets, the elements of the personal, learning and thinking skills applicable in the pass criteria.It identifies opportunities for learners to demonstrate effective application of the referenced elements of the skills. IE – independent enquirers RL – reflective learners SM – self-managers CT – creative thinkers Key TW – team workers EP – effective participators Edexcel BTEC Level 3 Nationals specification in Hospitality – Issue 1 – February 2010  © Edexcel Limited 2010 3 Essential guidance for tutors Delivery Professionalism in the hospitality industry is vital to both the success of the hospitality business and to learners’ future careers.Future employers will expect recruits to demonstrate a professional attitude to their work, to themselves, to colleagues and to their employers. Tutors must take great care throughout their work to reinforce the importance of mai ntaining the right professional attitude, in terms of personal, social, technical and customer service skills when working with and communicating with others. It is important that learners are made aware of different types of food and drink service operations and the situations and contexts to which they are suited.While some centres may prefer to concentrate on traditional restaurant operations, the unit is designed to ensure that learners are prepared for employment in a range of food and drink service operations. It should be noted that this unit includes non-alcoholic beverages, and delivery should include the preparation and service of a range of teas, coffees and other non-alcoholic drinks. Tutors should be aware of developing trends in food and drink products and services in the hospitality industry, and should ensure that learners understand both the nature of the trends and their impact on hospitality operations.Much of the delivery will be through practical sessions. These could be supported through work placement prior to assessment to enable learners to develop food and drink service skills. Both practical sessions and work placements should be planned to enable a range of food service situations to be considered and to enable learners to apply their skills to these varied situations. Learners will also need to consider a variety of customer service situations that may arise through food and drink service. They could practise their skills through role plays of simulated scenarios.Learners should develop criteria to evaluate performance relating to each scenario and practise evaluating their own and others’ performance. Recording role plays using video and/or audio cassettes would assist selfevaluation. This unit could be delivered jointly with Unit 7: Alcoholic Beverage Service and could also be delivered alongside Unit 5: Supervisory Skills in the Hospitality Industry, as it offers the opportunity to organise and supervise a team in the del ivery of food and drink service. The application of evaluation techniques and criteria will also make a valuable ontribution to learners’ future role as supervisors in the hospitality industry. 4 Edexcel BTEC Level 3 Nationals specification in Hospitality – Issue 1 – February 2010  © Edexcel Limited 2010 Outline learning plan The outline learning plan has been included in this unit as guidance and can be used in conjunction with the programme of suggested assignments. The outline learning plan demonstrates one way in planning the delivery and assessment of this unit. Topic and suggested assignments/activities and/assessmentIntroduction to the unit and the programme of learning. Group discussion about food and drink service operations. Tutor explanation of key terms. Visits to hospitality businesses and observation of food and drink service operations – follow-up poster showing food and drink service operations within the businesses. Learners interview a member of staff from their own institution on the importance of the meal experience in food and drink service operations. Visits to hospitality businesses to find out about different food and drink service situations.Assignment 1 – The Importance of the Meal Experience in Food and Drink Service Operations (P1, M1) Learners produce a presentation about the importance of the meal experience in food and drink service operations based on visit. Group discussion to determine types of operation for different types of hospitality businesses. Videos or role-plays of preparation and layout of a food and drink service operation. Role-play exercises – organising the preparation and layout of a food and drink service operation. Assignment 2 – Organising the Preparation and Layout of a Food and Drink Service Operation (P2)Based on organising the preparation and layout of a food and drink service operation for real customers. Videos or role plays of providing food and drink service. Learners work alongside staff in their own institution providing food and drink service – receive feedback. Role-play exercises – providing food and drink service. Assignment 3 – Providing Food and Drink Service and Customer Service (P3, P4, M2, D1) Based on providing food and drink service to real customers. Learners investigate review techniques and criteria used in a business.Assignment 4 – Review of Food and Drink Service Provision (P5, M3, D2) An investigation of a business or related to a scenario leading to a piece of written work. Tutorial support and feedback. Self-initiated learning time. Edexcel BTEC Level 3 Nationals specification in Hospitality – Issue 1 – February 2010  © Edexcel Limited 2010 5 Assessment Any evidence submitted for criteria requiring the practical demonstration of skills, eg role plays or the ability to work independently, must be supported by observation sheet(s) signed by the assessor identifying h ow and why specific criteria have been met.The sub-headings in this section mirror the funnelling opportunities in the grading grid. They suggest how assessment can be grouped to allow learners to progress to the higher grades; however, they are not prescriptive. P1 – M1 To achieve P1, learners must explain the importance of the meal experience, based on their work experience or visits to a variety of businesses. Learners should include a minimum of three different situations in their explanation, covering each of the meal experience criteria.M1 requires learners to analyse in detail at least two different food and drink service operations, focusing on all aspects of the meal experience, operational issues and customer service. P2 For P2, learners need to show they can organise and implement the preparation and layout of the environment before starting the service. Evidence could be gathered through observation by the tutor of team briefings or a written brief together with e vidence of a single practical exercise when the learner has had specific responsibility.P3 – P4 – M2 – D1 To achieve P3, learners need to demonstrate food and drink service skills. This can be evidenced in the form of video tapes or witness testimonies from assessors and supported by written descriptions of the practical scenario. The evidence could, for the most part, come from the same practical situations as for P2. Although learners must show competent skills, at pass level it is expected that they will require guidance and support. Evidence for P4 could be in the form of video or witness testimonies from assessors.The witness testimonies should give sufficient information to confirm that the requirements of achieving a professional approach to personal, social, technical and customer service skills have been met, as have levels of teamwork and communication. The evidence for M2 must show that learners are capable of using initiative and show confidence and independence in food and drink service and customer care skills. Evidence should come from real-life food and drink service situations, and could be linked with Unit 26: Industry-related Project in Hospitality.Learners’ competence in meeting this criterion should be evidenced by an observation sheet with reference made to how and why the learner has achieved M2. To achieve D1, witness testimonies and/or observation sheets should give detailed information to confirm that the learner has demonstrated a high level of personal and technical skills. Examples of effective technical skills at this level could be a learner who is able to anticipate customer needs and can demonstrate customer service to a standard which is over and above that normally expected. 6 Edexcel BTEC Level 3 Nationals specification in Hospitality Issue 1 – February 2010  © Edexcel Limited 2010 P5 – M3 – D2 To achieve P5, learners are required to review food and drink service provision u sing appropriate evaluation techniques and criteria and should provide evidence which shows understanding of the need to measure the performance of a food service operation. The criteria should be specific and measurable. Examples of appropriate criteria could be ‘all tables are to receive orders within 15 minutes’ or ‘the menu should reflect good value for money compared to other similar businesses’. Learners should also explain the benefits of this approach.This can be done in general terms and need not be linked to a specific food service project, although evidence could be linked with Unit 26: Industry-related Project in Hospitality. Evidence for M3 will build on the criteria identified in P5. The criteria used could be predetermined by the assignment brief, but learners should relate the evidence to a specific practical scenario and produce valid recommendations for improvement. Learners should collect data from reliable sources, eg customer comment ca rds and feedback from colleagues, rather than basing the whole review on their own opinion.Evidence for D2 could be in the form of a presentation or a written report. Joint evaluation as part of a team would not be acceptable. Learners must set their own criteria for assessing a food and drink service operation and make recommendations for improvement that are justified and prioritised. The action plan should be realistic and achievable in the context of the chosen food and drink operation. Programme of suggested assignments The table below shows a programme of suggested assignments that cover the pass, merit and distinction criteria in the assessment and grading grid.This is for guidance and it is recommended that centres either write their own assignments or adapt any Edexcel assignments to meet local needs and resources. Criteria covered Assignment title Scenario P1, M1 The Importance of the Meal Experience in Food and Drink Service Operations Learners take the role of Learners c reate a restaurant manager and need to presentation for use with produce a presentation about new staff. the importance of the meal experience in food and drink service operations for use with new staff. P2 Organising the Preparation and Layout of a Food and Drink Service OperationLearners continue in the role Role play or work placement of restaurant manager and supported by observation are required to organise the sheets. preparation and layout of a food and drink service operation. P3, P4, M2, D1 Providing Food and Drink Service and Customer Service Learners continue in the role of restaurant manager and are required to provide food and drink service to real customers. Role play or work placement supported by observation sheets. P5, M3, D2 Review of Food and Drink Service Provision Learners continue in the role of restaurant manager and are asked to review the food and rink service provision. Learners produce material in suitable format – questionnaires, checklists. Edexce l BTEC Level 3 Nationals specification in Hospitality – Issue 1 – February 2010  © Edexcel Limited 2010 Assessment method 7 Links to National Occupational Standards, other BTEC units, other BTEC quali? cations and other relevant units and quali? cations This unit forms part of the BTEC Hospitality suite. This unit has particular links with the following unit titles in the Hospitality suite: Level 2 Level 3 Service of Food at Table Alcoholic Beverage Service Service of Alcoholic and Non-Alcoholic DrinksFood Service Organisation Essential resources It is essential for the delivery of this unit that learners have access to a real or simulated food service environment. Appropriate food and drink service equipment must also be provided, such as cappuccino machines, icemakers, blenders and other specialist equipment including glasses and china. Employer engagement and vocational contexts Visits and work experience with local food and drink service providers would provide l earners with an insight into food and drink service and help learners develop the skills required in different businesses providing food service.Developing hospitality industry links would enhance the delivery of this unit. Indicative reading for learners Textbooks Ceserani V and Foskett D – The Theory of Catering, 11th Edition (Hodder Arnold, 2007) ISBN 9780340939260 Hayter R – Food and Drink Service, 2nd Edition (Thomson Learning, 1996) ISBN 9781861526878 Lillicrap D and Cousins J – Food and Beverage Service, 7th Edition (Hodder Arnold, 2006) ISBN 9780340905241 Journal Caterer and Hotelkeeper – Reed Business Information Websites www. bha. org. uk British Hospitality Association www. caterersearch. com Caterersearch – Hospitality news www. catersource. om Catersource – Education, products and news for caterers www. cookeryonline. com Cookeryonline – Food, cookery and hospitality resources www. fdf. org. uk Food and Drink Federation w ww. people1st. co. uk People 1st – Sector Skills Council for Hospitality, Leisure, Travel and Tourism 8 Edexcel BTEC Level 3 Nationals specification in Hospitality – Issue 1 – February 2010  © Edexcel Limited 2010 Delivery of personal, learning and thinking skills The table below identifies the opportunities for personal, learning and thinking skills (PLTS) that have been included within the pass assessment criteria of this unit.Skill When learners are †¦ Independent enquirers P1 explaining the importance of the meal experience in food and drink service situations [IE 4] P5 reviewing food and drink service provision [IE 6] Self-managers P2 organising the preparation and layout of a food and drink service operation P3 demonstrating competent skills in providing food and drink service with appropriate tutor support P4 showing a professional attitude at all times with relevant personal, social, technical and customer service skills [SM 1, 2, 3, 4, 5, 7]Altho ugh PLTS are identified within this unit as an inherent part of the assessment criteria, there are further opportunities to develop a range of PLTS through various approaches to teaching and learning. Skill When learners are †¦ Reflective learners assessing their food and drink service provision [RL 1]. Edexcel BTEC Level 3 Nationals specification in Hospitality – Issue 1 – February 2010  © Edexcel Limited 2010 9 Functional Skills – Level 2 Skill When learners are †¦ ICT – Use ICT systems Select, interact with and use ICT systems independently for a complex task to meet a ariety of needs Use ICT to effectively plan work and evaluate the effectiveness of the ICT system they have used Manage information storage to enable efficient retrieval Follow and understand the need for safety and security practices Troubleshoot ICT – Find and select information Select and use a variety of sources of information independently for a complex task Acces s, search for, select and use ICTbased information and evaluate its fitness for purpose ICT – Develop, present and communicate information Enter, develop and format information independently to suit its meaning and urpose including: ? text and tables ? images ? numbers ? records Bring together information to suit content and purpose Present information in ways that are fit for purpose and audience Evaluate the selection and use of ICT tools and facilities used to present information Select and use ICT to communicate and exchange information safely, responsibly and effectively including storage of messages and contact lists 10 Edexcel BTEC Level 3 Nationals specification in Hospitality – Issue 1 – February 2010  © Edexcel Limited 2010 Skill When learners are †¦ MathematicsUnderstand routine and non-routine problems in a wide range of familiar and unfamiliar contexts and situations Identify the situation or problem and the mathematical methods needed to tac kle it Select and apply a range of skills to find solutions Use appropriate checking procedures and evaluate their effectiveness at each stage organising a food and drink service operation Interpret and communicate solutions to practical problems in familiar and unfamiliar routine contexts and situations Draw conclusions and provide mathematical justifications English Speaking and listening – make a range of ontributions to discussions and make effective presentations in a wide range of contexts discussing the importance of the meal experience presenting an evaluation of a food and drink operation and action plan. Reading – compare, select, read and understand texts and use them to gather information, ideas, arguments and opinions Writing – write documents, including extended writing pieces, communicating information, ideas and opinions, effectively and persuasively Edexcel BTEC Level 3 Nationals specification in Hospitality – Issue 1 – February 20 10  © Edexcel Limited 2010 11

Use the French Verb Dire to Tell Someone Off

The French verb dire  means to say or to tell and is used in many idiomatic expressions. Learn how to tell someone off, talk nonsense, be a yes-man and more using this list of expressions with dire. Dire is a widely used irregular verb, which means it follows the beat of its own drum regarding conjugations. This is one of those verbs whose forms you simply have to memorize. Formulas dont apply.   Common French Expressions With Dire dire à   quelquun ses quatre và ©rità ©sto give someone a piece of ones minddire à   quelquun son fait, dire son fait à   quelquunto tell someone offdire ce quon a sur le cÅ“urto get something off ones chestdire des sottises / bà ªtisesto talk nonsensedire queto say; to think thatdire toujours amento be a yes-manà   ce quil ditaccording to himà   qui le dis-tu  ?youre telling me!à   vrai direto tell you the truthAussità ´t dit, aussità ´t faitNo sooner said than doneautrement ditin other wordsÇa ne me dit pas grand-chose.I dont think much of that.Ça ne me dit rien.That does nothing for me; I dont feel like doing that.That means nothing to me; I dont remember that.Ça me dit quelque chose.That rings a bell.Ça te dit  ?Do you feel like doing that?   Does that sound good to you?Ceci/Cela ditThat said; Having said thatCela va sans dire.It goes without saying.cest-à  -direthat is; i.e.; I meanCest beaucoup dire.Thats saying a lot.Cest moi qui te le dis. Take my word for it.Cest peu dire.Thats an understatement.br/>Cest plus facile à   dire quà   faire.Easier said than done.Cest toi qui le dis.Thats what you say.Comment dirais-je  ?How shall I put it?  What can I say?comme on ditso to speak; as they sayDis donc / Dites doncWow; hey; listenentendre dire queto hear (it said) thatEst-ce à   dire que...?Does this mean that...?Il ny a pas à   direTheres no doubt about it.Je ne dis pas non.I wont say no.Je ne te le fais pas dire  !Im not putting words in your mouth!I didnt make you say it!Je te lavais dit.I told you so.Mon petit doigt ma ditA little birdie told mene pas se le faire dire deux foisnot to have to be told twiceon dirait que...youd think that...ou pour mieux direto put it another way; in other wordspour ainsi direso to speakpour tout direin factQue dites-vous  ?I beg your pardon? What did you say?Tu as beau dire, je ne te crois pas.It doesnt matter what you say, I dont believe youvouloir direto meanse direto say to oneself;  to think; to claim to be; to be saidCela ne se dit pas. (passive reflexive)That (just) isnt said.br/>Cela te dit de (sortir, manger)?How does (going out, eating) grab you? What do you think of (going out, eating)?On se dirait en France.Youd think you were in France.