Road Not Taken Essays (327 words) - The Road Not Taken, Choice

Street Not Taken The title of a sonnet regularly mirrors the creator's topic. In his sonnet The Street Not Taken Frost's topic is about decisions. He had two streets to picked from and thinks about what might have happened had he taken the other street. His title mirrors this. The initial three lines, Two streets wandered in a yellow wood, /And sorry I was unable to travel both/And be one explorer, long I stood, disclose to us the storyteller must pick between two streets he finds similarly engaging. It is evident the storyteller has a troublesome decision to make and is cautiously thinking about his choices. The way that he is sorry he can't travel, or pick, the two prepares for lament or wonderment. After the selection of streets is depicted and thought of, Frost expresses Goodness, I saved the first for another day! /Yet realizing how route leads on to way,/I questioned on the off chance that I should ever come back. This is the place the storyteller settles on his decision. Here, he realizes he is limited by that decision. He needs to clutch the other chance, yet knows this can't be. His decision turns into the street taken. The decision he clutched, at that point gravely let go, turns into The Road Not Taken. In the last verse of this sonnet Frost states, I will be telling this with a moan/Somewhere ages and ages thus:/Two streets veered in a wood, and I-/I took the one less gone by,/And that has had a significant effect. The storyteller appears to be content with his decision yet he recounts it with a moan: less a remorseful murmur yet a theoretical one. He is settling himself to the way that in any event, when ages furthermore, ages pass, he will in any case wonder imagine a scenario in which he had taken the other street. This sonnet is about decisions. Yet, more than that, it is about the decisions not made also, pondering about them. The title of this sonnet The Road Not taken gives us knowledge to and mirrors this subject.

Stonehenge Essays (983 words) - Henges, Durrington Walls, Stonehenge

Stonehenge Whalon Herbert Human sciences 108 17 November 2000 Dr. Ringle, Professor Stonehenge is beyond question the most fascinating landmark with regards to Europe. The ring of stones remaining in the open inconceivability of Salisbury Plain is a suggestive picture of miracle and riddle. (Scarre, 130) Stonehenge is both conventional and interesting in Britain bright history. It is customary in that it falls inside an entire class of landmarks described by roundabout banks and discard, or by rings of standing stones. Its uniqueness is inundated inside the size of the stones, the unpredictability of their course of action, and the adjusting of the lintels on the uprights. There are three other significant landmarks in Britain, and keeping in mind that they dont get a similar thought as Stonehenge, they also tempt a lot of investigation. While the one of a kind attributes of Stonehenge just assistance to strengthen its wonder, the ambiguities of its goal suggest conversation starters that today are still not replied. This paper will examine monumentality as it think s about to the four significant henge walled in areas in Britain. The landmarks, in particular Stonehenge, Avebury, Marden, and Durrington Walls, will be utilized related to talking about what purposes landmarks can serve, just as what the remaining parts of a site can inform us concerning the way of life of a general public. Avebury The most popular neighbor of Stonehenge, the Great Circles at Avebury, was worked between c. 2,500 and 2,200 BC. Together the two destinations show two significant general attributes of the way of life of the Bronze Age: the huge scope and fearless perspective on keeps an eye on relationship with nature and the practically hyper industriousness of a people grasped by a fixation. (Castleden, 93) The Avebury site comprises of 2 enormous stone circles inside the edge of a bigger circle spreading over twenty-eight and a half sections of land. The stones of Avebury are amazing in two different ways. They appear to have been formed normally with no tooled dressing, for example, recognized the later Stonehenge stones, and they appear to have been put on the other hand in two essential shapes-tall with vertical sides, and expansive, diamonded molded. (Hawkins, 83) It is felt that these two shapes represented the male and female standards and that their cautious choice and shift show that the developers regarded some fruitfulness faction. It has additionally been contemplated that Avebury was the most significant sanctuary meeting place in the territory and likely in the entire British Isles, until Stonehenge outperformed it. The wellspring of the enormous stone sarsens was site 17 miles south of Avebury. In spite of the fact that they were at that point shaped generally, they were half covered in soil, so the primary errand was to switch them out onto sledges utilizing timber shafts. Resourcefulness of this gauge shows the effectiveness of the points of view engaged with the development of Avebury. Indeed, even factors like contact were considered. Durrington Walls The enormous round earthwork arranged north of the town of Amesbury in south Wiltshire, England has been one of the more disregarded ancient landmarks, eclipsed by the visual effect of Stonehenge. An ancient stylized circle, Durrington Walls was likely shaped during the last frosty scene, between around 30,000 to 50,000 years prior. The bank that Durrington Walls is based on discloses to us much about the land in that piece of Britain. On the highest point of the dirt and entering for a separation of around 7 cm is a rich yet limited store of deny which delivered stoneware of before Neolithic kind, rocks, bones, and charcoal. (Wainwright, 54) These things delivered a radiocarbon date of 2450 BC. The natural proof, in light of an examination of the dirt profile safeguarded underneath the bank of the walled in area and on an investigation of land snails and dust from the dirts, exhibits a particular period of ancient forest leeway and conceivable development before the development of the nook. (Wainwright, 54) The disclosure of more stoneware, stone devices, bone, and prong gives a lot of knowledge with respect to what assets were accessible to ranchers and manufacturers of this period. Their plenitude and dissemination, particularly in the trench encompassing the Walls exhibits how apparatuses were normally utilized and disposed of. The changing measure of ancient rarities found at various areas means that provisions were not generally in such plenitude that they could generally be disposed of freely. Obviously the exertion spoke to in the development of Avebury

How to Choose The Best Bio Extended Essay Samples

How to Choose The Best Bio Extended Essay SamplesBio Extended Essay samples is one of the most sought after of all essay samples. But how do you know which one is best for you? And how can you ensure that it has all the information you need to help you?There are many websites online offering samples of essays. If you find one that interests you, check out the writing samples on each page of the website. The very first step is to go through the online tutorials and readings before deciding which bio extended essay samples to use. You should also go over the material in the sample essay and make sure that you get the gist of the piece and that you understand the thought process behind the essay.Most of the websites selling essay samples have sample essay by many different writers. So that you can see samples by several different writers, you can go online and browse through the internet. This way you will be able to determine which essay is best for you.The next step in choosing the be st essay samples is to look at how long the sample has been around. A sample that has been around for some time and has a solid reputation will be better than one that is new and not widely accepted.You should also go through the essays offered by each site and make sure that you are getting the same type of essay samples. For example, some sites offer essays that are in technical or writing terms while others offer technical writing. Other sites may offer several different types of writing samples so that you can choose the best one.While looking for essay samples, it is also important to consider the price. Some sites may charge you less per essay while others may charge more. You can determine which site is the best place to purchase essay samples for by going to a website that offers a wide variety of essays. The amount of time that you want to spend on writing the essay will also affect which bio extended essay samples you purchase. As you are likely already busy, you may want to go with one that will allow you to write an essay quickly.Finally, there are many websites that offer free samples of essays and bio extended essay samples. Again, going to a website that has a wide variety of samples may be a good way to determine which essay is best for you.

Follow The Money To Find Generous Colleges

HomeFinanceFinancial aidâ€Å"Follow The Money† To Find More Generous CollegesThis page may contain affiliate links.Nov 7, 2016 I’m about to start helping my daughter put together a list of colleges she may be interested in so we can visit them in the coming months. When she starts college, I’ll have two kids in college at the same time. Even though there’s a chance (a very small chance) that having two kids in college at the same time improves the possibility of being eligible for some financial aid, I’m not holding my breath. Instead, I’m going to put my own advice to work and start researching to find colleges that are more likely to be generous with their merit aid. The data to start my research comes from two sources: IPEDS and the Common Data Set. IPEDS is data the government requires of all postsecondary institutions that receive federal financial aid money under Title IV of the Higher Education Act. The Common Data Set collects data under the collaborative arrangements made between higher education institutions and publishers, namely The College Board, Peterson’s, and U.S. News World Report (yes – this is part of the data that is used to make up the infamous USNWR rankings). These two data sources have information on colleges that will help me â€Å"follow the money† to find schools that are more generous with their institutional aid. As I help my daughter create a list of potential schools she will apply to, it’s important to make sure the list includes a good number of schools that have a higher likelihood of offering merit scholarships. This is the type of research that needs to happen BEFORE  my daughter applies, because after the applications are in, it’s too late and she’ll be left to choose from the schools that accept her with or without any merit aid offered. So if we don’t include these schools in the mix now, we’ll be out of luck when admissions decisions come out next spring.    Deciding to research is easy, finding the data is not so easy. But here’s the data that will help tell me if a college is generous: What Information Should I Research? †¢ Average % of Need Met – Colleges report this information, which shows how much of a student’s financial need a college can meet. For example, if a family’s EFC (expected family contribution) is $25,000, but the college costs $60,000, then the student’s need is $35,000. If a college reports they meet 90% of students’ need than the financial aid offer to this student would cover close to 90% of $35,000. This doesn’t mean all the aid will be free – most likely it will be a combination of loans, grants, and work-study. †¢ % of Students Receiving Merit Aid – This information tells me what percent of students receive merit aid. It’s a good indication for finding a generous college, because if a high percent of the study bodies receive merit aid, the likelihood that my student will get merit aid increases. †¢ Average Merit Award – Another good piece of information. I’d like to find a school that has a high average merit award number, like something close to $20,000 or more. †¢ Average Net Price – This is the price that families pay after deducting their EFC and any aid they receive. If I calculate the Average Merit Award, as a percent of the Average Net Price, this gives me a good idea of how generous a school is the higher the percent is, the more generous the school is. With all the information above, I can get a good idea of how generous a college is by understanding how many students are receiving merit aid, what size the merit aid offer is, and what percent of the net price the merit aid represent.    Where Can I Find The Information I Need? So, what’s holding me back from finding these schools? The college search sites don’t make it easy to search based on these specific pieces of information (shocking – right!), nor do they even give you access to all this information in one site.   If families are going to make informed decisions, they have to have data to compare colleges in an easy way. Thats why Michelle Kretzschmar (of DIY College Rankings) and I developed College Money Search, a service to match students to colleges that can offer them the most money in financial aid and/or merit scholarships.  With this report, we help families â€Å"follow the money† to schools that are more likely to be generous and offer students financial aid or merit scholarships.  The approach is grounded in data, using our own database, built with information from multiple sources, which is not  available publicly together in any other source. When you order a Custom College Money Report  well give you:    †¢ A list of 50 60 colleges that are likely offer your student the most financial aid or merit scholarships †¢Ã‚  A list of all your state schools and their financial aid data †¢ An indication of whether any schools on your list offer full-ride scholarships †¢Ã‚  Financial aid and admissions data on up to 10 schools you provide Heres a sample of what a College Money Report looks like.. By Debbie Schwartz, Founder of Road2College, whose mission is to reach parents earlier in their child’s school career with unbiased information about college admissions and financing.   Road2College Debbie Schwartz is former financial services executive and founder of Road2College and the Paying For College 101 Facebook group. She's dedicated to providing families with trustworthy information about college admissions and paying for college. With data, tools and access to experts she's helping families become educated consumers of higher ed. View all posts CATEGORIES FinanceFinancial aidScholarships TAGS Merit AidScholarshipsNEWER POSTSign Up For Roadmap To Cutting College CostsOLDER POSTAre Private Scholarships Worth The Effort?

The Supplemental Nutrition Assistance Program - 1387 Words

1. Migrant and seasonal farm workers may have the poorest health of any aggregate in the United States and the least access to affordable healthcare (Nies, 2011). In Indiana, the Supplemental Nutrition Assistance Program (SNAP) provides food assistance to low and no income people and families living in the United States (U.S.). It is a federal aid program administered by the Food and Nutrition Service of the U.S. Department of Agriculture (USDA), however, distribution of benefits occurs at the state level. In Indiana, the Family and Social Services Administration (FSSA) is responsible for ensuring federal regulations are initially implemented and consistently applied in each county. People can apply for this assistance at their local Division of Family Resources. There are also many places that participate in the emergency food assistance program (TEFAP) and food pantries. In Lake County, Indiana, the largest food pantry is the Food Bank of Northwest Indiana, which is a TEFAP partic ipant and also a soup kitchen. They are open Monday through Friday during the day. There are also food pantries in trustee offices and churches, but some of them are by referral only. In some cases, the community health nurse can make a referral (in.gov, 2014). There many assistance programs that can assist migrant workers in obtaining clothing, the largest one in Lake County being The Salvation Army Service Center. Assistance includes free clothing, school supplies, and Christmas assistanceShow MoreRelatedThe Supplemental Nutrition Assistance Program Essay2344 Words   |  10 PagesThe Supplemental Nutrition Assistance Program, otherwise known as SNAP, originates from the Agricultural Adjustment Act of 1933. It was established in the Great Depression era as the Federal Surplus Relief Corporation when crop prices fell drastically and farms were struggling to deal with the excess supply. The Federal government bought the surplus as discounted prices and distributed them to hunger relief agencies. In 1939 as part of President Franklin D. Roosevelt’s New Deal program, the FoodRead MoreThe Supplemental Nutrition Assistance Program Essay1852 Words   |  8 PagesIntroduction SNAP, the Supplemental Nutrition Assistance Program, is a policy that was created to provide aid to many low-income families and individuals by offering nutritional assistance. The main social problem this policy intends to address is hunger caused by poverty. Poor nutrition is a major problem that cripples low-income families and is one of the biggest causes of death today in young children. Poverty and hunger have a mutual relationship because those who often lack the resources orRead MoreThe Supplemental Nutrition Assistance Program Essay1285 Words   |  6 Pages1 The Supplemental Nutrition Assistance Program (SNAP) has become an immense support for food insecurity, particularly in low-income families in our country. The SNAP program has been initiated to reduce hunger during economic crisis and has become crucial in helping its participants to meet their dietary needs (Blumenthal, 2012 pg.50). However, there is a main concern is that SNAP participants are also at risk for developing obesity and other chronic disease. The SNAP program finds that theRead MoreThe Supplemental Nutrition Assistance Program2412 Words   |  10 PagesPurpose of Program In regards to the Supplemental Nutrition Assistance Program (SNAP), the purpose of the organization could be described as insuring that eligible, low-income individuals and families have access to nutritional and economic benefits. According to the United Stated Department of Agriculture, SNAP is the largest program in the domestic hunger safety net (USDA, 2016). The Food and Nutrition Service (FNS) assists state agencies, nutrition educators, neighborhood, and faith-based organizationsRead MoreSupplemental Nutrition Assistance Program ( Snap )1969 Words   |  8 PagesSupplemental Nutrition Assistance Program (SNAP) Issues dealt with by the policy The Supplemental Nutrition Assistance Program (SNAP) is a program developed and administered by the United States Department Agriculture; to support families and individuals with low income by providing nutrition assistance in coordination with State agencies and other organizations such as State agencies, faith based organizations and educators. In addition, SNAP provides a variety of parallel benefits to society regardingRead MoreAnalysis Of The Supplemental Nutrition Assistance Program734 Words   |  3 PagesBackground The Supplemental Nutrition Assistance Program (SNAP) is one of the largest federal expenditures in North Carolina. The North Carolina General Assembly has charged the State Auditor with including but not limited to independently examining: operating and administrative procedures and practices; whether programs and activities are expending funds in a faithful, efficient, and economical manner in compliance with applicable laws and regulations; whether activities or programs are effectivelyRead MoreSupplemental Nutrition Assistance Program Essay1276 Words   |  6 PagesAs of 2013, one sixth of the entire country was enrolled in the Supplemental Nutrition Assistance Program (SNAP). Through this program, 47 million Americans are given federal financial aid to purchase fresh groceries (Plumer). One of the highly debated provisions of the SNAP program is what participants should be allowed to use their food stamps for. As of right now, food stamps can only be used to purchase food that c an be cooked or eaten at home, preventing families from spending the federal aidRead MoreSupplemental Nutrition Assistance Program ( Snap )1668 Words   |  7 Pagesthe importance of food assistance initiative continue to become popular among million of American citizens, across the country (Plumer, 2013). This paper will focus on Supplemental Nutrition Assistance Program (SNAP) popularly known as Food Stamps as one of the most important food assistance program in the Country. Statistics/Current Situation According to the recent statistics by United States Department of Agriculture Food and Nutrition, the country’s Food Stamps Program (FSP) experienced varyingRead MoreSupplemental Nutrition Assistance Program ( Snap )2351 Words   |  10 Pages Supplemental Nutrition Assistance Program Introduction The Supplemental Nutrition Assistance Program (SNAP), formerly known as the Food Stamp Program, was introduced in 1939 to alleviate poverty and hunger in the United States. The main purpose of the program is to help people with low-income to afford nutritious diet by elevating their purchasing power (Cuunyngham et al., 2006). In 1943, when the economic situation stabilized the subsidies were stopped. However, the Senate kept on discussing theRead MoreAnalysis Of Supplemental Nutrition Assistance Program885 Words   |  4 PagesIn the United States the Supplemental Nutrition Assistance Program is regulated and funded by policies made by our elected officials. The authors at the Food Research Action Center complied the percentages of participants in the SNAP program by state and compared that to the national average. Maine households participating in SNAP is 15% and nationally it is 13% of the population.1 Focusing on our home state, Maine has 104,115 households and 199,689 individu als with SNAP.2 Working in a state with

A Raisin In The Minds, And Innocent Is Irrelevant

Many people would be shocked to learn that less than thirty percent of workers land their dream job. However, the only thing standing in the way from pursuing that desireable dream is the government who defines the color of your skin. Unfortunately, people of all skin colors get denied the right to pursue a happiness that they desired base on their skin color rather than their personalities. The Declaration of Independence tells us that the we should be able to have the right to pursue happiness including chasing a dream that was once an aspiration. In reality, American government denies that right to have that happiness. In the play A Raisin in the Sun, the essay â€Å"Trouble in the Minds†, and â€Å"Innocent is Irrelevant† proves what happens†¦show more content†¦Ibe wrote the article â€Å"Trouble in Mind.† The Article â€Å"Trouble in Mind† is about how Ibe was never define about his race until he came to America. When he came to America, he was defined as â€Å"black† and his culture had been taken away from him. Adding on, Ibe desire happiness: he wanted his race and original culture to be with him in a world of judgement and defining people. Even when the Declaration of Independence concludes everyone should have life, liberty and the pursuit of happiness. Sadly, people would have views that would still define Ibe. Ibe is still judged based on his skin color rather than his personality. He shared that â€Å"I had some CDs in my hand and they had received a call about someone breaking into an apartment of course they wanted to know where I was coming from, where I was going, who gave me those CDs,† (Ibe 72) Realizing he could never find the happiness of not being stereotyped. The government stereotype people race every day with s check box about race. He realizes being black has its proud moments. He wrote â€Å"maybe Im just playing the race card of maybe in America race is always the card Iam dealt w ith† (Iba 74) Iba always felt like he was being defined and stereotype. In a Raisin in the Sun Walter also got mad because blacks are always known as waiting for whites and all he needs is to learn to deal with the situation. For Walter all he needs to learn is to develop with the race situation. â€Å"Innocence isShow MoreRelatedThe And Oral Communication Curriculum2560 Words   |  11 Pagesgender. As teenage research writers, personally, our lives have been sheltered and confined, leading us to believe these injustices exist only in works of literature, such as those we shared in the honors written and oral communication curriculum: A Raisin in the Sun, To Kill a Mockingbird, Romeo and Juliet, and other time-tested works. Unfortunately, identity based on sex isn’t some foreign concept. In fact, we have found traces of gender discrimination in and around our â€Å"safe† local communities. TogetherRead MoreEssay on Fall of Asclepius95354 Words   |  382 PagesMy bad. The car hit a bump and some pill bottles rolled out of a small box to Walts feet. Walt picked the bottle up with a look a suspicion. What are these? Epaq pills. Its essentially krill oil in a capsule. Its good for the heart and mind. I take it all the time. Well that settles any worries of you being a druggy. Well, I got fifty kilos of cocaine in the back, Thomas said sarcastically. Want to arrest me for it? Walt laughed loudly. Do you have a family around?

Function of Assessment in Learning and Development free essay sample

Explain the function of assessment in learning and development To meet timely a required predetermined standard with evidenced learning. Unlike the course work we were required to do at school which when marked showed the standard we had achieved. Assessment learning breaks down the required knowledge into bite size pieces which are topic specific, when completed and assessed each piece must contain all the required criteria to evidence the learners understanding. In my experience timely assessment during this period gives feedback to learner and assessor on progress, giving confidence to the learner that they will meet the assessment standard. 1. 2 Define the key concepts and principles of assessment Achieving an accurate assessment will give uniformity if equal and unprejudiced assessment to standards is given. To assess a learner you are required to judge there abilities, skill, knowledge and competency, against a standard which determines the direction and level of training. Relevance to the subject criteria must be proven to a consistent standard so results will not differ between assessors. The evidenced assessed should be valid and sufficiently in depth, it should also be the learners own work achieved by using up to date information. 1. 3 Explain the responsibility of the assessor It is the assessors’ responsibility to decide if an assignment having been completed by the learner has reached the required standard, if it falls short of this then it is there responsibility to assist the learner in there understanding of the required subject. To safeguard against standards falling the assessors’ evaluation is checked by an Internal Verifier. The IV has both learner and assessor to assess, and must both maintain and improve the assessment process, as they will in tern be assessed by External Verification. EX are the standard police there consistency of procedure over a large area by auditing, to my mind is a great way to keep everybody’s level of commitment and knowledge at a level of best practice for the service user. . 1. 4 Identify the regulations and requirements relevant to the assessment in own area of practice As assessors to be aware of gender, race, colour, eligion is a must, if the learner is not comfortable with there assessor little will be achieved. It is our responsibly to give equal opportunity of training to all individuals, who desire to gain qualification by assessment, about subjects which we have intern been assessed and verified to supply. Although all establishments that supply care hav e there own Policies and Procedures, which will differ slightly from one to another, they must all abide by Legislation. Management of Health and Safety at Work Regulations (MHSW) 1999 The Disability amp; Discrimination Act 1995 Age Discrimination in Employment Act 1967 Sex Discrimination Act 1975 Race Relations Act 1976 Disability Discrimination Act 1995 Devon County Councils Equalities Policies Devon Social Service’s. Devon NHS Devon partnership NHS Qualification Accreditation No. is 501/0885/2 to name but a few. 2. 1 Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners Different learner’s different abilities. To explain once may be sufficient but other learners will require more and for you to explain in a manner or way they can understand. Paying attention to and recording the learners’ individual requirements, such as there language and learning style. Conversation or a professional discussion is a reliable way of assessing the learners understanding of specific points. Written questioning may be of use but not best practice as, although it may enhance learning it could demoralize the learner, there is no substitute for personal interaction with the assessor. Assignments on particular larger subjects, like Health amp; Safety show knowledge and understanding, which at another time in the course may be cross mapped as work already achieved. Projects which are instigated by the assessor, but a subject of the learners choosing, are designed to develop investigative and creative skills alone or within a team. Drawings, examples of situations and words can be tailored to relate to subject and suit individuals needs. Informing the learner that there work is rubbish! Is counter productive and demoralising to them, instead suggest it needs tweaking or it does not have mention of a particular point. This gives confidence that only a little more work is required, although you may need to use a different approach, to ensure a better understanding of the subject. . 1 Summarise key factors to consider when planning assessment Set Standards and targets. Depth of evidence / Time allotment The Type and amount of evidence. Is it relevant / Is it enough. Which method is relevant. Observation / Written / Professional discussion. How best to communicate with learners and others. Face to face / phone / electronic means. Venue, chairs, tabl es, light, electric. How, when and where will assessments take place with the assessor? How long to get there, be on time, assessment time. Are learners requirements specific, are there special requirements, will extra support be needed. Managing the process of assessment, positioning / communication skills. Keep assessment record of how it was achieved and off plans made. Feedback to and from learners. Is the assessment plan agreeable to the learner? Stay focused on compliance with best assessment practice. 3. 2 Evaluate the benefits of using holistic approach to assessment Ref. from (http://wiki. answers. com/Q/What_is_holistic_assessment)    Aristotle was the first to describe holism. The whole is greater than the sum of its parts. In short, to be completely holistic you must see a person as more than just organ systems, mental health, sexuality, etc. You must see how all aspects of their life impact on each other and the factors that influence them. A theoretical and practical way of learning gives a greater understanding of previous experience and knowledge acquired. By always looking for the whole picture, care i s based on this Holistic approach to training, a better understanding and view of the whole is appreciated. This outlook shows possible flaws and room for improvement . Cross mapping of observations can then be accomplished in safeguarding, Hamp;S and communication skills e. g. speech, hand over book entries and computer skills The experience gained from actual incidents that have been seen and recorded such as First aid, fire or safeguarding issues. 3. 3 Explain how to plan an holistic approach to assessment When able to breakdown the components of an environment using evidence seen and heard, which includes the learner, as a matter of habit the assessor is applying Holism. My believe is that many support supplied by service providers have become complacent and disheartened by falling standards because of the bad practice’s employed by the few. Which will, during there period of assessment, by observation and feedback give the learner a better understanding by raising there awareness of the surroundings which contribute to best practice. Having decided on the specific targets to be assessed, e. g. Hamp;S, communication and or safeguarding, a level of competence needs to be shown Choose an activity which will achieve the required criteria and do get involve with the way it is carried out. By observing the learners ability and understanding of the holistic approach and how they accomplished the required elements an assessment can be achieved. Some activities are not possible to observe, so a professional discussion or question and answer session will be required. 3. 4 Summarise the types of risks that may be involved in assessment in own area of responsibility Health amp; Safety Slips, trips and falls environments change very quickly. Fire and smoke, are alarms checked regularly? Are evacuation routes clear of obstruction? have staff been trained in evacuation procedures? Chemicals, are they securely stored in original containers with instructions for there use? Is the correct Personal Protective Clothing supplied so they may safely be used? Manual handling, have lifting techniques been regularly assessed and kept up to date. Has lifting equipment been regularly checked or serviced? With appropriate training of its use given to staff. Medication, is it kept secure? Who are the key holders? Anxious or nervous learners who are often unhappy in there employment are prone to become de-motivated which could be caused by work not being ompleted or the assessors’ lack of explanation or preparation. It is not wise to involve the employer or manager without the learners’ permission as they might be the problem. Assessments to close together or to far apart may also have an undesirable affect. 3. 5 Explain how to minimise risks through the planning process Be observant for possible hazards frayed carpet, rubbish not cleared and furniture obstacles . Fire, regular drills to let keep everybody aware of procedures. Check for fire hazards and know the evacuation procedure. Chemicals, wear the correct Personal Protective Clothing when required if there is no label and how to use instruction do not use it. Where are the first aid boxes kept? Record and report to highlight any incident or infraction it could save a life. Use the near miss book to highlight almost accidents, it may reduce the possibility of it happening again or being more sever. By not overloading the learner, planning assessments and giving a set structure to each visit, together with good communication skills, a more relaxed atmosphere can be attained. Feedback emphasised in a positive way will instil confidence in the learners own ability. Preplanning of assessments informs the learner of what needs to be done and gives a time frame to do it in which gives recorded better results. 4. 1 Explain the importance of involving the learner and others in the assessment process If you wish to teach somebody they need to be receptive and want to learn, by pushing water uphill you will fail, my own experience has taught me to lead by suggestion. The learner by understanding what is involved can achieve an informed decision before entering into further education. Having confidence in the information and the person delivering it will assist the learner to move on and be assessed. By constantly involving the learner throughout this period and giving positive feedback gives the learner a feeling of importance and confidence will spur them on. Fully understanding the required level of achievement together with there own want or need to improve there position, gives the learner an urgency and an allotted time with which to complete it in gives the framework. Leading here own qualification training is empowering to the learner and makes the workload easier and less stressful for both learner and assessor. 4. 2 Summarise types of information that should be made available to learners and others involved in the assessment process. Supervisory and peer assessment relevant to the workplace are a matter of record, along with single observations of a confidential nature if service users are involved may be used with there permission. Documents and records which confirm and describe the occurrence of actual events are easy to acquire and as a true account viewed as reliable and valid. They often cover a large range of the performance criteria required, some statements may be biased or fabricated so not altogether a true account, information such as this will not stand alone it requires corroboration. Collectively it with a learners account of events shows a knowledge and understanding and can fit the criteria of a great deal when cross mapped, .4. 3 Explain how peer and self assessment can be used affectively to promote learner involvement and personal responsibility in the assessment of learning. A regular supervisory assessment recorded by employers, managers, supervisors and peers allows a frequent flow of positive feedback. With that ability installed in the learner it only leaves the assessor to hone skills already available. When realising what they have already achieved the learners confidence will grow, and allow them greater latitude to stand back, so that they can observe themselves through the assessors’ eyes. Prompted and guided by the assessor and the knowledge that prior achievements have been taken into account learners see that they are already responsible participants in there own development. . 4 Explain how assessment arrangements can be adapted to meet the needs of individual learners. In given assessment circumstances, due to adopted policies and procedures, confidentiality and privacy, it may not be possible to assess the learner actually applying procedures that require evidencing. On these occasions methods of assessment need to be adapted using different means; Case studies, which in no way can substitute visually assessing the competence of the learner, can highlight situations that could be encountered and relevant to the learners’ environment. Simulated situation assessment is virtually useless, as the learner although being able to show competency, the anomalies which happen in real time can play a large part in the learner not being able to adapt. Here again this evidence is insufficient, the requirement of other relevant information which could be used as part of this assessment would be great. 5. 1 Explain how to judge whether evidence is sufficient, authentic or current. Writing â€Å"I understand† alone is not Sufficient, nor is â€Å"A Nitwits Guide to Elementary Mathematics† which has plenty of words but little relevant content to the required subject criteria. By following the requirements of the standards specified by the assessing governing body, an outcome which is both full and sufficient can be accomplished. It will show knowledge and understanding together with references and examples if required. Authenticity is required but what do you do when every word written has been penned in that manner before. Take the facts, the requirements and your understanding of them and write in your own words, because using somebody else’s words will be noticed and can be checked. Furthermore it does your understanding of the subject no good at all if asked to explain by the assessor. Current content is important! Notes taken at one to one meetings, supervisions and appraisals should be between 6 and 24 months old. A paper trail less than 6months old could mean they were especially written for the course and over 24 months are out of credible date. 5. 2 Explain how to ensure that assessment decisions are; made against specified criteria, valid, reliable and fair. Made against specified criteria observe, ask questions, read reports, check standards and question changes for your own information . I have always been of the opinion that if you want quality, in any process, it must start from the top. If the employer does not support it totally any initiative will fail. The cause in manufacturing is money hungry share holders are more interested in there annual dividends than quality. In Health and Social care ? To few good people trying to do to much and carrying those that do little or nothing, to little money, to few trained staff who at last are being targeted with free training and the list goes on. It does not matter what is done to up hold standards greed and complacency will creep in unless a system is put in place to make supporters and service providers more accountable. 6. Evaluate the importance of quality assurance in the assessment process A standard is a level of quality to be achieved during the assessment process, so that all learners reach the same level of subject knowledge and understanding, to a predetermined grade structure. This is important in two ways; the first gives a learner information and confidence enhancing there skills in the ethics of best practic e, the second happens back in there workplace as it motivates others to follow suit. As being seen to be lacking in there own workplace will bring consequences of there own internal assessment process. . 2 Summarise quality assurance and standardisation procedures in own area of practice Service providers have a duty to assess and maintain high standards which can be found in there policies and procedures. To assure standardisation assessment starts at the interview stage of employment, has this person the qualities and skills required by the employers standard? , and it continues through a period of probation. With training courses and regularly supervisory feedback assessment the employers expectations of the employee will be achieved. Service users and colleagues can also assist in the improvement of quality by â€Å"whistle blowing† or the complaints procedure available to service users, both of which in my experience have served to return a poor practice to a quality standard. Continuous and regular assessment and evaluation to predetermined legislation via policies and procedures will ensure a quality package. 6. 3 Summarise the procedures to follow when there are disputes concerning assessment in own area of practice Theoretically there should be no disputes in the assessment process as it aids to improve the individual. They do however occur when there is; A misinterpretation of policies and procedures exists, by the assessor or the individual being assessed, a senior should then be sort to clarify the policy. If the assessor has been misinformed, in good faith or maliciously, and the individual disagrees an investigation should follow. There will be occasions when an individual will create obstacles and it is the assessors experience and technique which should re-establish a positive working feedback relationship. 7. Explain the importance of following procedures for the management of information relating to assessment When first meeting a prospective learner it is important not to scare them of which giving them full insight into the course package. Yes it is a great deal of time and effort! As an assessor you are fully aware of this and your own ability to guide them through to the qualifying standard. A delivery of tasks on a little and often basis, regularly assessed with positive feedback, wil l create a continuity of training and keep the learner both interested and motivated. The keeping of accurate records of past achievements and standards reached allows both learner and assessor to review what has been done and what needs to be worked on. During the auditing of Internal Verification (IV)or examination by External Verification (EV), or in the case of an appeal against an assessment decision, these will certainly be required. 7. 2 Explain how questioning and feedback contribute to the assessment process Feedback from learner to assessor and vice-a-versa is always of great importance in the learning process. Listening to the learner together an instigated subjective conversation gives accurate feedback of there understanding of what they are learning. The assessor should at all times give â€Å"Positive feedback†, as it builds confidence in the learner giving motivation to continue. Even when more input is required, to reach a satisfactory standard, keep feedback constructive and positive. Negative feedback is demoralising and will hinder the learner in there want to improve and happens just before they give up.. 8. Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare. Rules to assess by are the pre determined standards as laid out by legislation and policed by bodies of overseers, there sole job is auditing verification practices to make sure standards met and kept to the legislative requirement. The Data Protection Act 1998. Provides a required level of security for sensitive, private and confidenti al information. Human Right Act 1998. You have the right to do anything as long as you don’t break the Law. Discrimination Acts initiated in 1975 for sex, again in 1976 for race and again 1995 to encompass those individuals who have disabilities. Care Standards Act 2000 assures a reasonable standard of life care for those unable to achieve it themselves. National Occupational Standards Provides skill levels that should be attained in all work environments. Care Quality Commission (CQC) supply general social care codes of practice to be adhered to. Health and safety Act 1974 Provided regulations which by cutting down accidents increased out put. 8. Explain the contribution that technology can make to the assessment process Assessment with the aid of technology allows a greater depth of evidence by recording electronically audio, visual and written competence easily transferable to an IV or EV. Audio recordings using a Dictaphone replay are more reliable than memory alone and faster than writing notes on paper or laptop, which may trigger an undesirable incident of challenging behaviour in t he learners’ client. From this source the IV or EV is enabled to hear the learners’ depth of knowledge and application in respect and dignity to the service users. Add to this, recordings of personal and professional discussions with the learner and the assessor has a greater body of verifiable evidence. Video recording takes audio one step closer to perfect; its only downfall is that confidentiality must be assured and that can create a problem. With the addition of faces on screen the assessor is able to verify and document the participants’ of the videoed proof. Without faces the task may be being achieved by a stand in for the service user or the learner if this is submitted as evidence by the learner. The assessor needs to be behind the camera if absolute proof of verification is required. The use of video allows the learner a reflective feedback of there actions, it can be used during one on one appraisals with managers and with the permission of all involved used as a training video. As such it covers much more of the evidence required by the performance criteria and above all it saves time. Paperless evidence Although I may never be a total believer, it does have advantages in postage, trees and speed, a non technological hard copy should be made when all relative information is collated. As online assessment is becoming more and more available by completing written projects and tests within the assessors, secure? framework. The need for speed and low cost correspondence is being embraced and technology is ruling the way we perform. 8. 3 Evaluate requirements for equality and diversity, and where appropriate bilingualism in relation to assessment. In this area an assessor with a professional approach to there task should not encounter a difficult. Whether they encou nter gender, disability, race culture or language, obstacles which can all be overcome, the assessors aim is to aid the learner in achieving the required standard. Respect and commitment by the assessor ensures that all learners have the same opportunity, whist being treated equally, to attain the level of training and qualification they desire. In adapting to different requirements of learners shows inclusive practice, before stumbling in blindly and loosing the confidence of the learner, gather information about the learner by speaking then or there manger. If in doubt ask questions, source any and all information, which will assist you in your task of assessment. At the end of the day assessors will be assessed on there ability to bring out the best in all there learners, even those who communicate in different styles, in these cases outside assistance should be called upon to interpret. The assessor may cause offense unless fluent in the language and culturally knowledgeable of the learner beliefs. 8. 4 Explain the value of reflective practice and continual professional development in the assessment process Keeping an account of situations and incidents both good and bad will serve remind the learner and assessor, giving a record of progressive learning. In tern the information may not be required for some considerable time but when kept up to date it serves as a constant reminder and reference. This should be as detailed as possible, include attended training sessions, shadowing and supervisions, which when referred to will show accomplished targets and those areas requiring improvement. The keeping of a personal development log has the benefit of confidence building, it shows where you started, where you are and what can be achieved, this adds fuel to further progression in achievement within a new time frame.