Analysis of Sprint Nextel Essay

Sprint Nextel Corporation is principally a holding company operating principally through two divisions: Wireline and Wireless. Incorporated in 1938, Sprint is a communications company offering a range of wireless and wireline communications products and services that are designed and marketed to individual consumers, businesses, government subscribers and resellers. Its operations are organized to meet the needs of its targeted subscriber groups through focused communications solutions that incorporate the capabilities of its wireless and wireline services. Its services are provided through its ownership of extensive wireless networks, an all-digital global long distance network. The Company offers wireless and wireline voice and data transmission services to subscribers in all 50 states, Puerto Rico, and the United States Virgin Islands under the Sprint corporate brand, which includes its retail brands of Sprint, Nextel, Boost Mobile, Virgin Mobile, and Assurance Wireless on networks that utilize third generation (3G) code division multiple access (CDMA), integrated Digital Enhanced Network (iDEN), or Internet protocol (IP) technologies. The Company also offers fourth generation (4G) services utilizing Worldwide Interoperability for Microwave Access (WiMAX) technology through its mobile virtual network operator (MVNO) wholesale relationship with Clearwire Corporation and its subsidiary Clearwire Communications LLC (together Clearwire) and, in October 2011, it announced its focus to deploy Long Term Evolution (LTE) technology as part of its network modernization plan, Network Vision. Sprint Nextel’s headquarters are located in Overland Park, Kansas, United States. Dan Hesse is the President and C. E. O.  Sprint is a tier 1 global Internet access service provider. Sprint Nextel is the United States’ third largest long distance provider by subscribers. In 2006, the Sprint Nextel exited the local landline telephone business, spinning those assets off into a newly created company named Embarq, which CenturyTel acquired in 2008. Sprint owns a 47. 1% interest in Clearwire Corporation and also an 18% interest in NII Holdings, which operates under the Nextel brand in Argentina, Brazil, Chile, Mexico and Peru. Sprint Nextel was the first to offer a consumer available 4G phone, the HTC Evo 4G, in the United States on June 4, 2010. Prior to 2005, the company was known as Sprint Corporation. The company took its current name, Sprint Nextel Corporation, when it merged with Nextel Communications that year. Financial Performance for Periods 2008-2010 Over the three years under review, Sprint Nextel Corp. has revenue has dropped from $35. 6B in 2008 to $32. 2B in 2009, with a modest increase to 32. 5B in 2010. But overall Sprint revenue has been fairly consistent. Gross Profit margin has also been on a downward trend year over year; 2008 53%, 49% and 46%. Despite this trend Sprint has been performing better than the industry benchmark of 41%. EBITDA/Operating Income Margin has been consistently negative from -2. 44% in 2008 to -3. 15% in 2009, and -1. 63% in 2010. While this statistic is very worrisome, the company has been able to reduce selling, general and administrative costs over the three years from $11. 355B in 2008, to $9. 438B in 2009, to $9. 438B in 2010. Though this cost reduction imitative is very encouraging, Net Losses have been going in the wrong direction, increasing from-$2. 796B in 2008, to -$2. 436B, and -$3. 465B. Sprint’s debt ratio has hovered between 65% in 2008 to 71% in 2010. The company’s creditors would be concerned that there is not a greater cushion against losses in the event of liquidation, stockholders on the other hand would want more leverage because it magnifies expected earnings. Stockholders would be very concerned on the company’s return on common equity: which are -14. 03% in 2008, -13. 46% in 2009, and -23. 82% in 2010. From a cash perspective, Sprint has been managing it cash resources relatively well. There have been massive investments over this period most of which have capital expenditure ($3. 8B in 2008, $1. B in 2009, and $1. 9B in 2010). These investments in capital expenditure, highlights the firm’s serious emphasis on growing its product base, and improving the functionality and seamless integration of its technology. Stock Performance for Periods 2008-2010 Sprint’s stock price at the close of market in 2010 was $3. 77 which represents a 79. 31% drop from the period high price of $10. 53 at January 02 2008. The company’s stock price has reflected its struggling financial performance. The stock current 52 week range has been $2. 10-$4. 60, and beta of 1. 09. The stock beta measures the volatility of the security in relation to the volatility of the benchmark market indice (which in this case is the overall financial market) that the stock is being compared to. Beta measures the part of the asset’s statistical variance that cannot be removed by the diversification provided by the portfolio of many risky assets, because of the correlation of its returns with the returns of the other assets that are in the portfolio. Sprint’s stock Beta estimate Beta is calculated using regression analysis. A beta of 1 indicates that the security’s price will move with the market. A beta of less than 1 means that the security will be less volatile than the market. Sprint’s beta of greater than 1 indicates that the security’s price will be more volatile than the market by 9%. However three of Sprint’s major competitors have signficantly better beta estimates; AT&T 0. 58, Verizon 0. 51 & Duetsche Telekom 0. 71 (Average Industry Beta 0. 60). When measured against the Industry, Sprint’s stock has more volatility and is more susceptible market forces. Conversely, most high-tech Nasdaq-based stocks have a beta of greater than 1, offering the possibility of a higher rate of return, but also posing more risk.

Missing the Target

This article is written to the general public.   It is begging the question, how do we close the gap? The school district or town of Ossining is struggling to get to the root of the great racial divide. However, the bigger question, is it race, is the real issue.   Is it socioeconomic or an even greater issue at hand?   The values stressed in this article are of education, equality and integration. The author whole-heartedly believes that the great racial divide is what hinders many African-American and Latino students.   The author also points out that the students have benefited from the integration and provides examples in the article of said benefits. Let us examine the points a little further. The article asks the question, ‘can the town continue to use racial targeting to close the achievement gap?’ Is that what is going on? According to the article, ‘†they're doing a lot of things, but it's not clear that they're working.†Ã¢â‚¬â„¢ He (Noguera) says the results of his research are forthcoming.   Pedro Noguera is a New York University sociologists and nationally known expert in the achievement gap (Goldstein). He does not see how this is helping but gives the school an A for effort.   However, effort alone does not achieve results, especially in this instance.   I do not see the efforts of Ossining as an academic achievement, but as a social one. It is irrelevant as to whether I agree with the values of the article, although I do. However, the values of integration do not solve the problems of the educational divide, which is the point or thesis of the article.   What is stressed here is how African-Americans do better in the workforce when they are put in integrated environments and pregnancy rates are lowered for Latina and African-American teenagers, but what does that have to do with education? The sociological gap presented here is really what is being questioned.   However, that is not achieving equality in higher education. Programs such as the Boy Scouts of America or summer enrichment programs can achieve integration or exposure to a less segregated social experience.   The question in the article is about closing the achievement gap and that is not being addressed or answered in this article. The author values integration, equal opportunity, enrichment exposure and self-esteem.   However, if the parents of the affluent are the only ones involved, then there will only be a social integration.   Achievement comes from involvement and reinforcement at home.   There are few children that can achieve anything with parents who cannot understand and assist in homework or academic endeavors.   That is discouraging.   My take on it is to target parents and to teach them about what good study habits are.   It does not matter if the children are being targeted if it is not reinforced at home. There are only a minute amount of children that can make achievements in dire circumstances.   If the parents are telling the children to work hard or that they need them to get a job to help out with bills and other extenuating circumstances, such things can and will deter academic achievement.   There are statistics that show parents that read have children that read.   The emphasis on education starts at home and if there is a sociological disadvantage, then that is what needs to be addressed and resolved since, obviously, such efforts as in the Ossining school are missing the target; educational equality.

Banking System and Macroeconomic Effects †MyAssignmenthelp

Crypto currencies are forms of digital currency. These currencies use encryption techniques in order to regulate the generation of currency units. Bitcoin is one such crypto currency. Crypto currency is not yet considered as a legal tender in most countries. In fact, at present most of the central banks of the world are putting efforts to ban the trade of crypto currencies. Over the last few years, certain crypto currencies like Bitcoin have garnered immense attention from across different traders owing to their volatile nature. Bitcoin was introduced in the year 2009. The currency is traded without a middleman and with zero bank involvement. It is a peer to peer network through which this currency is traded and transactions are made directly to the parties. Bit coin can be used to trade in goods and services, some use it as a form of investment and some are using it for making payment of businesses (Popper, N., 2015). However, most countries have yet not accepted it as a legal payme nt methodology. It is similar to digital cash transaction as Bitcoin can also be sent through mobile applications and puters. Bitcoin is stored in a digital wallet. These wallets are used as a virtual bank account that allows users to save, send and receive their payments. These wallets are not recognised by the FDIC as methods of paying for goods or services. Bitcoin works as a medium of exchange for goods and services in four countries at the moment which are Japan, Canada, Germany and Holland. Bitcoin is considered to be a form of currency as it can be stored for future investments (Forrester and Solomon, 2013). Bitcoin investment of an individual can also reflect upon the purchasing power of consumer. Consumer have the option to buy the currency, hold it in their accounts or book profits as they deem profitable depending upon the volatility in the market (Bit coin, 2018). Merchants who accept Bit coin as a payment can convert it into standard currency that is in Dollars, Euros etc. Bitcoin has some advantages as it introduces a new payment mechanism; tipping system, automated payment solution, time locked payment management, public asset tracking, low trust escrow services, micro payment channels and more such facilities (Bit coin, 2018). Another advantage of Bitcoin is that its high volatility in the currency market makes it a ‘high risk and high return’ asset. Pegging any currency against the dollar refers to the act of fixing the currency value with respect to the value of Dollar. In other words we can say that the value of US dollar against the other currency is fixed and will not move irrespective of how the market functions. The process of pegging currency with US dollar is often conducted in oil extracting countries as US is the largest importer of oil. GCC economies are the third largest economy. The growth of this economy is highly dependent on selling oil (The Economist, 2018). By pegging the GCC against Dollar has several advantages and disadvantages. Pegging of currency eliminates the risk of currency fluctuations and the risks associated with it. This provides stability to the currency in the international currency market. Pegging encourages the regional currency valuation as the dollar is considered to be the standard currency and by pegging with dollar, currency of other country does not fluctuate (Brooking, 2018). In countries like Saudi Arabia and Venezuela pegging with US dollar has been done in order to protect the countries from the risk of currency fluctuations because US is the major importer for oil. Various countries opt for pegging in order to increase external trade in the country. As external trade increases, the GDP of the country also increases. When pegging of a currency is done to a higher value currency then the value of the country enhances in the public opinion making it an attractive destination to invest. Therefore investment b es easier in that country. This process also protect country from speculation Pegging also gives freedom to set rules and economic policies, interest rates and help to control inflation in the country. Therefore countries must peg their currencies to dollar in order to limit their risks. If a country currency is pegged with the US dollar then the country can take more loan as it will have a more stable environment and economy. Pegging also helps in getting better deals for international loans and interest rates provided the economy’s inflation is in control. The loan taken in the dollar value is harder to pay off because dollar has the high value as pared to the other currency. Therefore in the longer run, pegging would result in rising cost of capital and increased import prices (Espinoza and Prasad, 2010).   The country which pegs it’s currency with the USD has to maintain a high reserve of dollars. It means central bank of that country has to hold a high amount of reserves in US dollars (Financial Times, 2018). Holding of foreign currency reserve (dollar) indulges a cost which adversely affects the economy. Pegging also leads to an increase in inflation. Growth and development of a country is dependent on the performance of dollar. Monetary policies are restricted in every country and are wholly dependent on the performance of the currency to which the currency is pegged. Similarly in the case of US dollar and countries pegged with it, it means that if the value of US dollar falls the currency of other country will also fall and vice versa. Bitcoin, 2018. ‘Bit coin for developers’. [Online]. Available at:   https://Bit coin.org/en/Bit coin-for-developers [ACCESSED ON 30 th march 2018] Bitcoin, 2018. ‘Bit coin for individual’. [Online]. Available at:   https://Bit coin.org/en/Bit coin-for-individuals. [ACCESSED ON 30 th march 2018] Brooking, (2018). ‘Sustaining the GCC currency pegs: The need for collaboration’. [Online]. Available at: https://www.brookings.edu/research/sustaining-the-gcc-currency-pegs-the-need-for-collaboration/. [ACCESSED ON 31 th march 2018] Espinoza, R.A. and Prasad, A., 2010.  Ã¢â‚¬ËœNonperforming loans in the GCC banking system and their macroeconomic effects (No. 10-224)’. International Monetary Fund. Financial Times, 2018. ‘Gulf’s dollar peg makes sense’. [Online]. Available at:   https://www.eiu /industry/article/1725886356/will-the-gulf-co-operation-council-currency-pegs-survive/2017-09-13. [ACCESSED ON 31th march 2018] Forrester, D. and Solomon, M., 2013.  Ã¢â‚¬ËœBitcoin explained: Today's plete guide to tomorrow's currency’. CreateSpace Independent publishing platform. Popper, N., 2015.  Digital gold: Bitcoin and the inside story of the misfits and millionaires trying to reinvent money  (pp. 156-197). New York: Harper. Tanha, H. and Dempsey, M., 2017. Derivatives usage in emerging markets following the GFC: Evidence from the GCC countries.  Emerging Markets Finance and Trade,  53(1), pp.170-179. The Economist, 2018. ‘Financial Services’. [Online]. Available at:   https://www.eiu /industry/article/1725886356/will-the-gulf-co-operation-council-currency-pegs-survive/2017-09-13. [ACCESSED ON 30 th march 2018]. The National, 2018. ‘Why GCC states should ditch the dollar peg and switch to a currency basket’. [Online]. Available at: https://www.thenational.ae/business/economy/why-gcc-states-should-ditch-the-dollar-peg-and-switch-to-a-currency-basket-1.700668. [ACCESSED ON 31 th march 2018]

How has the fund fared Essay Example | Topics and Well Written Essays - 750 words

How has the fund fared - Essay Example Furthermore, a company cannot be able to pay dividends if it is not making profits. Supposing a company is going through financial difficulties, such as high cost and declining sales that lead to losses, it becomes very difficult to afford funds to pay dividends to its shareholders. In such a situation, the company is forced to cut the dividends paid to its shareholders in order to conserve cash so the company can continue existing. It is for this reason that we shall assume that the dividends paid by the three companies will depend on their returns. Therefore, as shown in the table above, Berkshire Hathaway (NYSE) will be able to pay the highest level of dividends followed by General Electric (NYSE) and finally Microsoft (NASDAQ). Considering dividends payout as the factor determining the performance of the fund, Berkshire Hathaway (NYSE) will be the most attractive whilst Microsoft (NASDAQ) will be the least attractive. What where your biggest mistakes and successes? To evaluate ho w well or bad our fund has performed, it is important to reflect on different ways that are used in measuring stock performance. What is more important in doing this depends on the current type of investment and the exact information that we are seeking. For example, considering that we intend to sell our stocks in the short-term, with the aim of making profit, then the most important consideration will be assessing whether the market price of our stock is souring, declining, or if it has reached a plateau. With this in consideration, it will appear like we made a mistake by investing in Microsoft (NASDAQ) because its price is declining. Alternatively, if we assume a buy-and-hold kind of investment, then we shall be more concerned about the value of the stock many years to come, in which case the most important factor to consider is whether each stock has a pattern of earnings growth, which yields future expansion (Ryan and Deci, 2004). The other important aspects to consider when i nvesting include reward and risk. Measuring stock risk can be a bit difficult and that is why it was easy to make a mistake when investing in this fund. However, it is very easy to measure how the individual stocks performed from the financial statements - this measure could have been successfully used because the profitability performance reflects how the shares faired, at-least in the short-run. In other words, the profitability of these companies reflected their share price appreciation. In view of this, investment in Berkshire Hathaway (NYSE) was a very successful decision, but investment in Microsoft (NASDAQ), whose share price performed poorly, was a bad investment. Despite the fact that investment in a company such as Berkshire Hathaway (NYSE) was a success because the company’s profitability as well shares performance was remarkable, the aspect of risk, which is more difficult to measure, can turn an investment that was preserved successful in the short-run unsuccessf ul in the long-run. Actually the issue of risk becomes even more difficult because different individuals have different perspectives of what risk entails. Some individual may perceive that a risky stock is the one that is not worthy its price, and that a stock is less risky when the price that was paid to purchase it is considerably below the company’

Marketing Concept Essay Example | Topics and Well Written Essays - 750 words

Marketing Concept - Essay Example Second, it stresses the aim of business organizations to generate profit from its operations. Thus, the definition of CIM involves assessing the marketing strategy which will be mutually beneficial for customers and companies. Business organizations as this definition implies are profit maximizing entities. Lastly, this definition highlight that marketing is not just about providing the current needs by "anticipating" the future requirements of the markets. In summary, the CIM's definition of marketing balances the satisfaction of customer and profit maximizing goal of business organizations. According to the American Marketing Association (AMA), "marketing is the process of planning and executing the conception, pricing, promotion, and distribution of ideas, goods, and services to create exchanges that satisfy individual and organizational goals." Like the CIM, AMA also recognizes that main purpose of marketing which is to satisfy customers. However, it clearly elaborated that customers can be grouped into individuals and organizations. Thus, it indicates its deeper understanding that companies should market to individuals and organizations differently. Compared to the definition of CIM, AMA defines the functional aspect of marketing. The definition highlights the components of the marketing mix-product, promotion, price, and place. This specifically elaborates the function that marketing managers make, that is, to plan and execute a strategy through an integrated and complementary components of marketing mix. In comparison to CIM's definition, AMA focuses more on marke ting as a management function. B. Marketing Concept Marketing is primarily concerned with the satisfaction of customers profitably. Marketing can be adequately understood through different marketing concepts such as the following: 1. Target market and segmentation. In order for business organization to create an effective marketing strategy, companies need to divide its market based on demographic, psychographic, and other factors (Kotler 2002). Target market is the segment that presents the greatest opportunity. In the case of Haagen Dasz, its customers are segmented based on their age. The company targets the adult market. 2. Marketplace, marketspace, and metamarket. These are where business organizations conduct their business operations. Marketplace refers to the traditional marketplace while marketspace is digital and is created through the internet technology (Kotler 2002). Metamarket is a complementary market of products and services which are related in the mind of customers. 3. Marketers and prospects. A marketer is an institution seeking the response of a prospect (Kotler 2002). In the case of Haagen Dazs, it is a marketer seeking the response of the adult market. 4. Needs, wants, and demands. Needs are basic human needs. Wants are the products where the needs are directed. Demand is a want backed by purchasing power. In the case of Haagen Dazs, food is a need and ice cream is a want. Demand is when an individual has the money needed to buy the ice cream. 5. Product, offering, and brand. Product is the value proposition in a physical form while brand is an offering from a known source. In the case given, Haagen Dazs is the brand

Drug testing on welfare Essay Example | Topics and Well Written Essays - 500 words

Drug testing on welfare - Essay Example Most of the states, which passed this legislation, did so because of the belief that those who received welfare used it to get drugs (Davidson). The legislation was therefore, introduced to deny them the means of getting drugs, something that was thought to be commendable at the time. However, this assumption was found to be untrue, because of all the welfare applicants tested for drugs, only two percent of them tested positive. This automatically confirmed that this law was ineffective, due to the fact that its intended targets were found to be innocent of what they had  been  accused. It has now been confirmed that welfare recipients are not the majority drug users in the United States, and this makes the drug testing for welfare policy unconstitutional. The drug-testing program is an extremely expensive process for those states, which have instituted it into their welfare system. The welfare applicants are required to pay for their own tests, and if they are found to be negative, then the state has the obligation to refund them. This procedure has turned out to be extremely expensive because the majority of applicants have tested negative. The states, therefore, end up spending more than they normally would have if the program had not been put in place. Moreover, this program also has administrative costs, such as paying the staff that run it as well as for the facilities. All these costs are footed by the states, an unnecessary expense; the money would have been put in better use expanding the welfare program to cater for people who need it. These added costs to the state governments with little result have ensured ineffectiveness of this program. The  drug  testing  for  welfare  program  was  put  in  place  to  ensure  the  deterrence of people  who  have  applied  for  welfare. It was estimated that a large number of people who applied for welfare

Database design Essay Example | Topics and Well Written Essays - 500 words

Database design - Essay Example From the introduction, I learned that the idea of database management system arose as a result of the unending complexities associated with managing data using spreadsheet. Though the spreadsheet enables on to store various data, it is difficult to manage it because the data in different sheets are disjointed (Brathwaite, 2012). The spreadsheets do not a have tools which enables data which are related to be linked. I also learned about database management systems. These are software package or a set of programs that are used by the people to interact with the database system. These packages were developed because managing the database is a complicated and inherent task. The DBMS enable complete manipulation of the underlying database. The diagrams representing the interaction between the programs, user, database and database management system enabled me to internalize the database design concept. Considering the strength and weaknesses of the database, I realized that database system is inherently important to any organization which uses a computerized system. The advantages outdo the disadvantages by far. The henry books database case is an ideal case study for database design. It provides all the information required in designing a database system. The course also introduced me to relational databases and different low level programming features such as Query-By-Exam (QBE), simple and compound query criteria, database fields, tables and functional. All these are programming features used when designing and developing a database system. I also learned about different features used in manipulating data in the database system. These include and not limited to co sorting, joining tables, the use of update query statements, make table query, delete-table query, select, project data select and normal sets. The case study gave detailed illustrations of these database features. The course also introduced me to

Labor Relations and Collective Bargaining Coursework

Labor Relations and Collective Bargaining - Coursework Example These are tests formulated to classify the personality of individuals. They are effective for job position allocation and definition of individuals. They are mostly used during the hiring process and are highly effective according to human resource managers (Holley, Jennings and Wolters, 2011, 8). They are a series of evaluations in different aspects of the work to gauge performance level of an employee. They are carried out by human resource and determine salary addition or promotion as well as used as a guide to trainings or team building (Holley, Jennings and Wolters, 2011, 294). Equal Employment Opportunity Commission is set up to ensure that employers do not discriminate any employee on the basis of age, gender and disability. It fights for employees even in small businesses. It promotes equality and justice in the workplace. It takes employers to court on behalf of the discriminated employee (Holley, Jennings and Wolters, 2011, 104). This is a definition of duties and responsibilities expected to be performed by an employee. It is provided by the HRM and is important for performance and smooth running of the workplace. It is usually provided in the hiring specifications and hence provided beforehand (Holley, Jennings and Wolters, 2011, 178). It is an act that abolishes wage disparity based on gender. The human resource must grant equal pay to men and women in the same job position without disparities. Heavy penalties are inflicted on the employers that do not obey the act. It was adopted in 1963 (Holley, Jennings and Wolters, 2011, 105). These are people that know the employee and are consulted about various issues concerning the identity of the employee by the human resource department before an employee is hired. It is important for verification of facts in the CV. It is carried out secretly and without consent of the employee (Holley, Jennings and Wolters, 2011, 180). This is a learning process for a new employee to be

Organizational Behavior and its Impact on Corporate America Research Paper

Organizational Behavior and its Impact on Corporate America - Research Paper Example By adding more emphasis on interpersonal communication and communication clarity, The Home Depot serves as a benchmark for other industries in similar markets. Organizational Behavior and its Impact on Corporate America Introduction When assessing an organizational environment worthy of being declared a leader in positive organizational behavior, no example is more relevant than The Home Depot. The Home Depot ranked #29 in the Fortune 100 list of best companies due to its commitment to customer service excellence, employee participation schemes, and a variety of reward programs that foster collaboration, motivation, and commitment from its many employees and managers. In 2010, The Home Depot earned $6.6 billion in revenues (CNN Money, 2011), due to its reputation as a service leader and the ability to foster harmonious work teams dedicated to meeting the mission and vision of the organization.     These factors include the establishment of multiple reward schemes, improving inter personal communications and clarity between many different ranks of authority, setting corporate social responsibility efforts, and providing ample feedback systems to give recognition to employees who succeed and meet corporate goals. Important Elements of Organizational Behavior In order to gain employee and management commitment, it is first necessary to establish team membership, something especially true at The Home Depot whose cornerstone is employee involvement and participation. â€Å"For a team to develop, its members must want to belong to the team and come to identify with the team† (Bushe & Coetzer, 2007, p.185). When new employees enter the organization, they come into employment with their own personal need, goals, and ambitions, thus effective leadership must work diligently to bring employees and managers into the team fold by creating a new social identity. â€Å"People strongly identified with a group can even be willing to sacrifice personal needs for the betterment of the group† (Bush & Coetzer, p.186). This is the foundation of The Home Depot’s employment strategies: To ensure commitment and a transformation from pre-existing values to employees who are committed to meeting Home Depot’s mission and goal for excellence in service delivery. Group affiliation is crucial to success in profit and service delivery at Home Depot since service is the foundation of its core values of business operations. Gaining commitment related to teamworking is necessary in an environment where customers are considered the most important resource to corporate success and the business must rely on direct employee/customer interventions in order to generate higher sales volumes and satisfy customers of widely different socio-economic demographics. Building team focus is the most primary organizational behavior at The Home Depot that continues to lead to its position as a market leader in its industry. How is this accomplished in the or ganization? The first step is to ensure that there is a perception of inclusion and affiliation.  Ã‚  

Literature Review of 14-19 Education Essay Example for Free

Literature Review of 14-19 Education Essay Abstract This literature review compares research conducted and articles written about the development of 14-19 education and the changes it has gone through since 2002. It briefly outlines the initial implementation of 14-19 education during the Thatcher government before going on to concentrate on how the Labour government introduced Diplomas and what the Coalition government are doing to push this agenda forward. It asks whether academic and vocational education can ever be valued equally and whether the introduction of 14 year olds in further education establishments is successful or not. The majority of the literature was commissioned either by the government or conducted in 14-19 educational establishments. Similarities and comparisons between the research are identified and questions are asked as to how successful it might be in the future. . History of 14-19 Education The idea of 14-19 education was introduced in 1983 by the Conservative government under its leader Margaret Thatcher. The first development was called the Technical and Vocational Education Initiative (TVEI), and was a pilot scheme was rolled out into schools and colleges in1988. The scheme was run by the Manpower Services Commission (MSC,) which came under the Department of Employment not the Department of Education and Science. Jeremy Higham and David Yeomans point out in the London Review of Education (2011) that, from 1988 to 2002 14-19 vocational education was on simmer and it was not until 2002 under the New Labour government that we saw renewed enthusiasm to for this area of education. The initiative came from the Curriculum 2000 Reform of Advance Qualifications. Between 2002 and 2010 the focus was back on the progression of our young people and, essentially, the future of our work force. The Labour government commissioned an independent enquiry by Mike Tomlinson in 2004 who proposed a new vision for 14-19 education, recommending the introduction of Diplomas. These would build on the strengths of the education system already in place. However the government rejected this and decided to keep GCSE and A levels but to offer diplomas as an alternative the initiative gained respect from schools, colleges and local authorities. Diplomas were introduced in 2008 but have not been successful in gaining credit in industry or education; this has brought forward many issues relating to 14-19 education from teaching and learning, funding, employer contributions and the integration of school age pupils in FE colleges. The current Coalition government commissioned Alison Wolf to review 14-19 education in 2011. Academic/Vocational Education and Funding A major divide in 14-19 education is attitudes towards academic and vocational training. To give equality and value to both sides of what is still an educational ‘divide’ we need to alter society’s thinking and social attitudes. The review of the 14-19 Green Paper by the Department for Education (2002) states that, ‘Pushing for parity of esteem in the current educational climate leads to ‘academicising’ vocational subjects. It was felt by some that the vocational was being forced into the traditional classroom-dominated achievement environment, rather than realistically accepting the different teaching and assessment demands of vocational courses. ’ (DfES, 2002) Even though there are differences between the academic and vocational routes, teaching and assessment methods have to be different, can the value of learning and the qualification be equal? The DfES review does state that to make attitudinal changes requires substantial investment as well as long term consultation and marketing campaigns which they compare to the commitment to improving the long term plan of the National Health Service (NHS). Connexions consulted with learners in 2001 to gain their view on government papers entitled: Green paper-Schools: Building on Success, 2001 and white paper-Schools: Achieving Success, 2001. The focus group of learners conducted by Connexions produced a positive response. Learners were enthusiastic about being asked to participate in the consultation and formulating opinions on education, they concluded that, ‘†¦the choice of core subjects was generally right. They wanted to maintain the entitlement to study a modern foreign language, design and technology, the arts and the humanities. The subjects, deemed essential for personal development for example citizenship (which is to be introduced as a statutory subject within the National Curriculum from September 2002), religious education, sex and health education, physical education, work related learning and careers education should all be compulsory although not necessarily studied to GCSE level if the young person does not want to. ’ (Connexions, 2002) Regarding the discussion on the equality of academic and vocational training young people were of the opinion that, ‘vocational pathways needed to be heavily publicised to young people themselves, employers and higher education institutions so that the pathways became quickly established to form part of the traditional pathways for entry to higher education. ’ (Connexions, 2002) Comparing the two opinions, the DfES review of the 14-19 Green Paper by the Department for Education and the consultations conducted by Connexions both from 2002. The DfES wanted to take their time to ensure development of 14-19 education was more successful, but the learners wanted action to be quick, as they could see the benefit of changing views and progression. This showed that they want to progress and do have aspirations of Higher Education (HE). Tomlinson’s (2004) VE proposal was not taken on board fully, only in part with Diplomas being introduced as an alternative to GCSE and A Levels. Do we need a radical reform of 14-19 education as he suggested? To change deep rooted attitudes and opinions in society about academic and vocational education, maybe it is necessary. An article in the guardian stated prior to launch of the diplomas, ‘We have never seen big new public qualifications arrive with so little input from people who have experience in qualifications and teaching. ’( Meikle 2007) It would seem that the implementation of diplomas has been rushed; therefore they have not achieved the status needed to change opinions. In response to Tomlinson’s (2004) proposals for diplomas the Nuffield Review (2009) asks the question, who is responsible for the Vocational Training Education system? In the UK it is not clear, but does include a long list of people: parents, students, the government, education and training providers and employers. Vocational courses have been seen to have less value than traditional educational routes with fewer opportunities to progress to HE and advanced qualifications but, as Alison Wolf (2011) points out, other countries have reformed their systems and increased numbers of students taking two and three year learning programmes. She states, ‘Bringing vocational pathways into a single framework would give formal equality of standing between, academic, vocational, and mixed pathways, recognise areas of overlap between them; provide opportunities to combine, transfer, and progress between them; and ensure greater educational content within vocational programmes. It would make them easier for learners to identify progression routed to advanced level and beyond. ’ (Wolf, 2011) Wolfe (2011) agrees with the views of Tomlinson (2004) over the integration of academic and vocational education. With this in mind, as well as the research from the DfES and Connexions I quoted earlier, I believe it is the roles and responsibilities that need definition, from the education and political establishments to all people involved as well as those undertaking the training. However, a structured achievement and progression route in VE is necessary to engage employers and bring value to FE training and qualifications if we are to see equality between academic and vocational training. Wolf has recommended that the government extends funding up to the age of 24, as not all students will have achieved a Level 2/3 by the age of 19. To ensure students achieve their potential in Maths and English, extending funding was also proposed. Wolf criticised the funding structure at present, saying that it gave colleges the incentive to create programmes for profit but not for the benefit of the students. She agreed with Foster‘s opinion in 2005, and The Nuffield Review 2009, that funding should follow the learner encouraging institutions to collaborate which would integrate education and provide the best educational programme for each individual student: ‘Policy levers, i.e. funding and performance measures, should focus on collective action rather than promote institutional competition’ (Nuffield, 2009) Funding used as a ‘policy lever’ could achieve more integration of academic skills into vocational areas. Teaching and Learning and Inspection VE has been taught in FE colleges because they are equipped for vocational subjects. Schools have primarily chosen classroom based vocational subjects as they do not have the facilities to offer practical vocational learning, which defeats the object of VE. The opening of new educational establishments currently planned to open between now and 2014 University Technical Colleges (2012) (UTC) will give VE an identity of its own as well as integrate it with the national curriculum. Compulsory education to the age of 18 will be introduced from 2013 with more opportunity and choice being given to students to access VE making it more important than ever to progress 14-19 education. Issues were raised during research by the Learning and Skills Research Network (LSRN) who researched ‘the capacity of the teachers and their institutions to meet the needs of younger learners’ (Harkin, 2006). For example, the college environment could be overwhelming and frightening, especially at lunchtimes. The research questioned who was responsible for the students, were they mature enough to be treated in an adult way? This identified conflicting views: some teachers thought they needed supervision all the time at college but others commented that colleges were not ‘in loco parentis’, but still had a duty of care. They did, however say that college support in the classroom was essential to maintain the safety of the student as well as managing behaviour. In conclusion, it was identified that getting feedback from 14-16 year old students about teaching and learning was difficult due to their unpredictability and poor literacy skills. For example, discussion was often an alien concept for formulating and articulating their opinions and views, it is a more andragogical approach, one not used enough in a school environment for them to feel confident in expressing themselves. FE tutors need to have a clearer understanding of how teaching is carried out in schools, as it probably follows a more pedagogical approach. To ensure that college tutors adapt their teaching to the needs of younger student the TLRC said that, ‘There is a particular need for pedagogical training, rather than training in behaviour management, and for staff to understand the prior attainment of the students’ (Harkin, 2006, p. 36) I feel that there is a need for behaviour management training during professional development as it complement teaching and learning in the classroom. The Nuffield Review (2009) highlighted the importance of teachers being central to the planning of the curriculum for 14-19 year olds, ‘Teaching quality and the relationship between teachers and learners is central to successful education. This requires a respect for the profession of teaching – for the role of teachers as the custodians of what we value and as the experts in communicating that to the learners. Teachers should be central to curriculum development, not the ‘deliverers’ of someone else’s curriculum. (Nuffield, 2009) Tomlinson (2004) said that the quality of learning depends ‘heavily on the quality of the teaching’ and that teachers would need time to develop their own skills in their subject area to keep up to date and inspired, especially in vocational teaching. Foster (2005) also said that, more emphasis was needed on updating professional knowledge and industry development and even suggested sabbatical and secondment opportunities between education and industry. This I feel is idealistic in today’s economic climate but I have in recent years seen increased opportunities to update professional skills within my own teaching establishment. He also asked that FE colleges improve employability and skills in their local area to contribute to economic growth and social inclusion and offer a range of courses that have solid foundations. With these extra roles are FE colleges spreading themselves too thinly? FE colleges are like the ‘middle child’ aiming to please both compulsory education and higher education as well as employers. How can they do this most effectively and gain respectability for the diversity they offer both in courses, abilities, social backgrounds and disabilities of their students? Foster 2005 compared the situation in this country to the one in America where they have no formal inspection process and colleges have a strong self-regulation policy. Giving responsibility and trust to our colleges would see the higher levels of achievement already evident in America. Assessment of institutions is an added pressure. Working in English education we have come to accept it, but is the English system’s controlling, heavy- handed approach necessary? Foster compared Britain with its European neighbours and concluded that they had a much lighter touch. Such development here would give FE tutors more self-esteem, less pressure and more time to teach. Employer contribution FE has always had to promote and build strong relationships with industry and employers, including, supporting apprenticeships and work experience, and forming partnerships with employers to develop qualifications and make them relevant to industry. The TLRP in 2006 concluded that, ‘We need a sector-by sector analysis of the distinctive role apprenticeship can play in providing the knowledge and skills required in the contemporary economic and occupational context. Further and higher education, as well as employer bodies and trade unions, need to be involved in a forward-looking partnership that lifts the work-based route out if its social inclusion ghetto’ (The Teaching and Learning Research Programme 2006, p.40) In 2004, Foster commented that the LSC National Skill Survey of 2004, found that only 15%, of employers had made use of FE colleges when enquiring about training and skills needed in industry. Whilst Tomlinson ( 2004) wanted to reform 14-19 education and merge VE and academic learning, he had no view on how industry and employers would be an imperative and central part of the development in VE. College qualifications and skills teaching will not stand up to industry standards if employers are not consulted thoroughly. They need to be consulted initially to develop qualifications that are relevant as well as periodically to integrate changes, updates and progression within industry. Links with employers have traditionally been through apprenticeships, mainly for 16-18 year olds. The introduction of adult apprenticeships has had an impact on apprenticeships available to young people as older apprentices can offer life skills and additional qualifications to an employer, The Wolf Report confirms this, stating that 19+ students with A levels took the majority of Advanced Apprenticeships. In 2008/9 there was a 7% fall in the number of 16-18 year olds starting on apprenticeships. This was due to the promotion of adult apprenticeships as well as the economic downturn of the country. With the age of compulsory education rising and a lack of apprenticeships being offered by employers, it will be important to strengthen the links with employers to help young people stay in education, learn valuable skills and contribute to society for our future work force. The Wolf Report (2011) highlighted the need for employer engagement, saying that employers have gradually been ‘frozen out’ of the way VE operates. Strengthening links between employers and VE is one of Wolf’s major recommendations, as well as prioritising the development of apprenticeships and work experience and increasing the involvement of employers in FE colleges to improve employability. Her report recommendations summed up below, state; ‘Implementing its recommendations should raise the quality of provision, increase the time spent teaching and thinking about students, reduce the time spent on pointless bureaucracy, increase young people’s skills in critically important areas and make a real difference to young people’s ability to obtain employment’ (Wolf, 2011, p.144). From the TLRP report 2006 and the Wolf Report 2011, 5 years apart, has much changed or been implemented? Working with employers, I have seen the effect of the economic decline in employment opportunities and feel that some of the changes necessary are beyond the power of education specialists and need to come from alternative government policies to increase employment opportunities. The future The future involves change and evolution of what we have in place at present to ensure FE tutors keep up to date with knowledge and skills. The government have introduced 13 University Technical Colleges (UTC) which will start to open in September 2012, with a government commitment to another 24 and plans for 100 in the next 5 years. UTCs are linked to a university and will be open all year round with a timetabled day between 8. 30am and 5. 30pm and cater for between 600-800 students. They will cover academic subjects in Maths, English, Sciences, Humanities and Languages as well as transferable employment skills. UTC students will have two specialist vocational subjects i. e. Engineering and Advanced Manufacturing. The lengthened day will ensure that all homework, enrichment and work experience is covered in the timetable. FE colleges will have the opportunity to become co-sponsors but they will be led primarily by a university. Does this reduce the role of FE colleges? more seems designed to strengthen the progression forward to HE and not FE, whereas Foster (2005) described FE as essential to widening participation in HE and removing barriers. Another emerging education route is Studio Schools which will be state-funded and accommodate 300 students, time tabled between 9am and 5pm. Six are already open with another 6 planned by the end of 2012. They will teach through community projects, enterprise and work experience. By focussing on how subjects are delivered they may be able to contribute to closing the divide in vocational and academic education. These 2 different types of establishments are similar in the way they are designed to transform of 14-19 education, such as opening times and their work and the community experiences approaches to learning. The biggest difference is the number of students enrolled. It seems that large academies have been growing over the last couple of years with numbers in excess of 1000 students. Throughout the research I have read there has been no mention of class sizes. It has been proved in the past that some students do not flourish in a large class environment but yet no one has thought to research this. I think on occasions students become a number and I hope that in the future we can still personalise education for the individual as they are all unique. Conclusion During this literature review I found a diverse range of opinions articles written about VE and academic education and how they can be both valued in society . In January 2012 Alison Wolf backed the action to remove the equivalency of GCSE’s from most vocational subjects. I feel this widens the gap of value between the two education routes but, UTC’s and Studio Schools offer alternatives and it may be an advantage to separate academic and VE entirely. Through this research I have looked at many areas, concerns and government policies and one of the areas that I think is more important and has a direct relationship to teaching is how 14-16 years old learners integrate into FE colleges and whether learning is appropriate and meets their needs this is an important consideration that requires more research. Word Count-3100 Bibliography Connexions. (2002). Results of the Connexions Service consultations held with young people on the green paper. 14-19: extending opportunities, raising standards. Connexions. DfES. (2002). 14-19 green Paper Consultation Workshops Review. DfES. Foster, A. (2005). Realising the Potential, A review of the future of further education colleges. Nottinghamshire: DfES Publications. Nuffield Foundation. (2009). Educational for All The Future of Education and Training for 14-16 Year Olds. The Future of Education and Training for 14-16 Year Olds. Fuller, A. and Unwin, L. (2011). London Review of Education, Vocational education and training in the spotlight:back to the future for the UKs Coalition Government. London: Routledge. Harkin, J. (2006). Behaving like adults:meeting the needs of younger learners in further education. London: Leaning and Skills Council. Higham, J and Yeomans, D. (2011). Thirty years of 14-19 education and training in England: Reflections on policy, curriculum and organisation. London Review of Education, 217-230. Hodgson, A. and Spours, K. (2010). Journal of Education and Work, Vocational qualifications and progression to higher education: the case of the 14-19 Diplomas in the English system. London: Routledge. Hodgson, A. and Spours, K. (2011). London Review of Education, Educating 14-19 year olds in England: a UK lens on possible futures. London: Routledge. Hodgson, A. , Spours, K. , and Waring, M. (2005). Higher Education, Curriculum 2000 and the future reform of 14-19 qualifications in England. London: Routledge. Huddleston, P, Keep, W, Unwin, L,. (2005). Nuffield Review of 14-19 Education and Training Discussion Paper 33, What might the Tomlinson and white paper proposals mean for vocational education and work based learning? Teaching and learning Research Programme (2006). 14-19 Education and Training. London: Teaching and Learning Research Programme. Teaching and Learning Research Programme. (2006). 14-19 Education and Training:A Commentary by the Teaching and Learning Research Programme. London: Teaching and Learning Research Programme. Tomlinson, M. (2004). 14-19 Curriculum and Qualifications Reform, Final Report on the Working Group on 14-19 Reform. Wolf, A. (2011). Review of Vocational Education-The Wolf Report. Websites Studio Schools Trust. n. d. [online] Available at: www. studioschooldtrust. org [Accessed 30 January 2012] University Technical Colleges. n. d. [online] Available at:. www. utcolleges. org [Accessed 30 January 2012] Newspaper Articles Baker, L. (2011). ‘Wolf’s backing of vocational training is great, but she ducks the question of how much it will cost ‘The Times Educational Supplement. 25 March 2011, p. 31. Meikle, J. (2007) ‘Diplomas being introduced too fast, warns MP’s’, The Guardian. 17 May 2007. [online] Vasager, J. (2012). ‘Thousands of vocational qualifications to be stripped out of GCSE league tables’. The Guardian. 31 January 2012. [online] Wolf, A. (2012) ‘An end to qualifications that have no real value’ The Guardian. 31 January 2012. [online].

Food Security Under Threat From Climate Change Environmental Sciences Essay

Food Security Under Threat From Climate Change Environmental Sciences Essay The changing of the worlds climate is real. Already, 2 billion people face the daily struggle to survive malnutrition. The causes are complex but there is no doubt that climate change has played a part and is likely to exacerbate the situation into the future. Climate change affects food security in multiple ways: a negative impact on crop yields, stability of food supplies, and the ability of people to access and utilize food in many parts of the developing world. (FAO) Although developed countries are responsible for most greenhouse gas emission (GHSs), the impact of climate change is expected to be disproportionate in its severity on developing countries and on the poor.. (Braun) The higher vulnerability of the poor is not only due to geography but also to limited adaptive capacities. Low-income communities depend directly on agriculture, forestry, fisheries, aquaculture, and climate-sensitive resources. (Braun). In addition the Swaminathans publication in 1988 argues that food su pplies in smaller nations will be affected to a greater extent by climate change than those of larger nations. It is recognised that the positive effects of climate change such as CO2 fertilization of plants could contribute to increasing food production and security (). However, rising temperatures and the increased frequency of extreme weather events act to offset greater productivity and will exacerbate food insecurity. The negative effects of climate change may lead to increased water stress, decreased biodiversity, damaged ecosystems, rising sea levels, and potentially to social conflict due to increased competition over limited natural resources. Small-holder agriculture, forestry, fisheries and aquaculture are among the systems most at risk (FAO 2008). This essay will provide background information on the impacts of the interrelationship between climate change and global food security, and ways to deal with this novel threat. It will also outline the opportunities that exist for the agriculture sector to adapt, and how the industry can contribute to mitigating the climate challenge. Impacts of Global warming on climate system and food system Global warming is the immediate consequence of increased greenhouse gas emissions with no offsetting increases in carbon storage on earth. These gases absorb energy radiated from the Earth to space and warm the atmosphere. According to the Intergovernmental Panel on Climate Change (IPCC), increases in greenhouse gas emissions have been associated with an increase in the mean global temperature of 0.3Â °C-0.6Â °C since the late 19th century. By the end of the 21st century, greenhouse gas emissions could cause the mean global temperature to rise by another 1.4Â °C-5.8Â °C (IPCC, Darwin). The Parry et al.experimental findings on wheat and rice, indicate decreased crop duration of wheat as a consequence of warming, resulted in rice yield reductions. It has also shown links between human-induced global warming and changes in weather patterns that will cause additional stress for food systems, with consequent implications for food security. Impacts of climate change on Food Production and Supply Climate change, including global warming and other climate variables have a potentially huge impact on agricultural production. Some of these effects are biological,, some are ecological, and some are economic. Recent studies show that in tropical and sub-tropical regions, especially in seasonally dry areas, crop and animal productivity may decrease significantly due to temperature increases of 2 to 3Â °C ( ). In its Fourth assessment Report (AR4) of 2007, the Intergovernmental Panel on Climate Change (IPCC) state that,, focusing on Africa, by 2020, in some countries, yields from rain-fed agriculture could be reduced by up to 50%. Agricultural production, including access to food, in many African countries are projected to be severely compromised (Muller 2011). The study by Lobell et al. used crop models to calculate changes in agricultural production until 2030. (Lobell, Brown). They show that increasing temperature and both declining precipitation and grassland productivity over semiarid regions are likely to reduce yields of corn, wheat, rice, and other primary crops in the next two decades. Furthermore, cllimate change could cause high levels of desertification and soil salinization in some areas in Asia, sub-Saharan Africa and Latin America( ); increasing water stress, particularly in irrigated production systems ( ); increased salinity from seal-level rise, leading to some areas in sub-Saharan Africa and South Asia, such as coastal plains, becoming flooded or unsuitable for agriculture ( ). All of these changes could have a substantial impact on global food security. In addition, food supply may be affected by an increase in frequnecy of extreme weather events, such as storms, floods, droughts as well as sea level rise, air pollution and climate variability associated with global warming (Easterling DR). The increase in intensity and frequency in extreme weather conditions will affect both developed and developing countries.However, developed countries are in a better position to cope with these adverse conditions, due to their greater resources. Many studies on crop production suggest that agriculture is the most vulnerable part of the climate change ( ). Changed weather patterns increase crop vulnerabilities to infection, pest infestations, and weeds(). These will not only decrease yields of crops, but also force farmers to apply harmful and expensive pesticides and herbicides, which will eventually increase the market price and mean an overall increase in the food price for the consumers. High prices may make certain foods unaffordable and can have an impact on individuals nutrition and health. Impacts of climate change on Global Food Security According to the Food and Agriculture Organization (FAO), food security is defined as a situation that exists when all people, at all times, have physical social, and economic access to sufficient, safe, and nutritious food that meets their dietary needs and food preferences for an active and healthy life (FAO 19960). It is the overall outcome of food system processes throughout the food chain. Climate change will affect food security through its impacts on multiple components of global, national, and local food systems. Ensuring food security is a critical aim for the agriculture sector in two ways. First,, it produces the food that people eat and supplies nutrition. Secondly, it provides the primary source of livelihood for 36% of the worlds total workforce (). In the countries of Asia and the Pacific, this share ranges from 40% to 50%, and in sub-Saharan Africa, two-thirds of the working population still make their living from agriculture (ILO,2007). If climate change negative impacts upon the agricultural production in low-income developing countries, eg. Asia and Africa, the livelihoods of large numbers of the rural poor will be put at risk and their vulnerability to food insecurity increased. The World Food Trade Model, designated as the Basic Linked system (BLS), links countries through trade, world market prices, and financial power. The BLS estimates that in 1980, there were about 500 million people at risk of hunger in the developing world. Without climate change, the number of people expected to be at risk of hunger in 2060 has been estimated approximately 640 million. However, with unmitigated climate change, declines in yields in low-latitude regions are projected to require that net imports of cereals increase. Higher grain prices will affect the number of people at risk of hunger. The number of hungry people in developing countries will increase by ~1% for every 2-2.5% increase in prices. This means that the number of people at risk of hunger grows by 10-60% in the scenarios tested, resulting an estimated increase of between 60-350 million people who will suffer from hunger (Parry). Mitigation and Adaptation One of the ways to prevent the effects of global warming is to decrease the amount of carbon dioxide and other greenhouse gases into the atmosphere. In 1997, most industrialized countries ratified an international agreement to reduce the amount of human-induced greenhouse gas concentrations in the atmosphere, called Kyoto Protocol. FAO defines Mitigating climate change means reducing greenhouse gas emission and sequestering or storing carbon in the short term and making development choices that will reduce risk by curbing emissions over the long term. Although the entire food system is a source of greenhouse gas emissions, primary production is by far the most important component (Lobell). Incentives are needed to persuade crop and livestock producers, agro-industries and ecosystem managers to adopt good practices for mitigating climate change. Lobell et al. defines adaptation as a key factor that will shape the future severity of climate change impacts on food production. He also suggests that communities can cope with climate change, for example, by switching from producing corn to producing sorghum, whose lower water requirements and higher temperature tolerances are better suited to a warmer and drier climate (Lobell, Darwin). Ensuring food security for all in the face of climate reductions will require adequate food production through improved seed and fertilizer, better land use policies and shifting planting date. These will prove costly but the biggest benefits will likely result from the development of new crop varieties and expansion of irrigation (Brown). These adaptations require substantial investments by farmers, governments, scientists, and development organizations, all of who faces many other demands on their resources. Successful climate change adaptation are likely to diminish the food insecurity that we are facing now. CONCLUSION Climate change poses an unprecedented challenge to the aim of eradicating hunger and poverty. In order to meet the growing demand for food security under increasingly difficult climatic conditions and in a situation of diminishing natural resources, the world must move towards embracing a two-fold approach: First, we must invest in and support the development of more efficient, sustainable and resilient food production systems. Second, we must improve access to adequate food for the most vulnerable and at-risk populations and communities as well as improve social protection systems and safety nets as part of the adaptation agenda. Protecting the most vulnerable also requires improving our ability to manage weather-related disaster risks and accelerate community development. Only if we succeed in making significant advances on all fronts -increasing food availability, enhancing access to food, and strengthening resilience and development will we reduce the risk of dramatic increases in the number of the malnourished and hungry in the poorest regions of the world.