Understanding in the Principles and Requirements of Assessment free essay sample

Assessment is carried out to ensure that learning has taken place. This is used to measures the learner’s knowledge and skills in their chosen area of learning. Assessment can be used to encourage learners to ask questions on anything they have not understood, learners at some point will have to know that they will have to prove their knowledge and understanding to the standards of the awarding body. Learning and development are connected in the following ways. Learners will need guidance to understand what it is they have to learn and what is expected of them, letting them know if the are at the expected level of learning and how they may improve on this in order to develop their skills. Assessment is extremely important for this to happen. There will be observation of the learner initially by the teacher then to prove there knowledge to an assessor, also by teaching one to one to assess whether the learner has met the current standards and if they are competent and capable to be assessed at their current knowledge and skills level. We will write a custom essay sample on Understanding in the Principles and Requirements of Assessment or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page If training has been delivered and no assessment has taken place then how can you be sure that learning has taken place? If you do not assess the learner then you cannot know their level of skill and knowledge. Formative assessment is useful throughout the course and it gives the learner constructive feedback positive or negative which the Learner can use to improve their future performance. It also allows the learner to build on their strengths and learn from mistakes by listening to the assessor’s feedback. Assessment plays an important role in the education process it keeps track of the work undertaken which will allow for future targets to be set for the learner. It also helps to motivate the learner through feedback and constructive criticism where required. The assessor can also give information on the learner’s progress through doing regular reviews. The specific and timely feedback by the assessor helps the learner to demonstrate their understanding and development of skills and knowledge also helping the learner to prove their competence and ultimately the confidence in what they have learned. The key concepts are given depending on the subject matter, be it vocational or academic. In most cases you would fallow the assessment cycle this cycle will normally continue throughout the course until the qualification has been ether achieved or deferred. It is important to document and to keep records of assessments for the awarding body, regulatory authority and your organisation to satisfy them that all parts have been achieved. Above all though the Assessment has to remain fair, consistent and valid to ensure all learners have an equal and fair chance of receiving a fair assessment. The assessor cannot be swayed by a Learner to give a learner an easier assessment because they may favour the learner as this can then call in the integrity of the assessor. We also need to ascertain the type off assessment needed be this internally set or externally set. Internal assessment: Check to see if the Learner has any previous experience in the subject to be assessed. This can help target the training to the Learner. Relevant assessment in the area could also help with the rapport with the Learner by finding out the learners learning style and difficulties if any. Assessment planning: Agree suitable types and methods of assessment (think SMART principals and the performance equation to help with this) with each Learner, setting appropriate target dates; involve other if this is appropriate. Then follow the appropriate guide lines. Assessment activity: This can be assessor led with observation or questioning or Learner led with assignments or evidence of work carried out. However there should always be a record of all that has been carried out. Assessment judgments and feedback: Make judgments on successful completion or otherwise then giving constructive feedback in order to help further the learner or help for successful completion at a later date. A record should be made in order to track each learners progress. Reviewing of progress: The assessments should be able to be reviewed at any time until the Learner has completed the qualification or part thereof. Regular reviews also give the learner the opportunity to ask about other relevant issues and give you the opportunity to improve on them for the future. The assessment process may have to be adapted to be suitable to the individual learner’s needs such as learning support for those with learning difficulties needs to eventually lead to the same outcome. Word count 399 †¢ Explain the responsibility of the assessor. The roles of the assessor may not be strictly that of a teacher but more of a mentor guiding a Learner to there eventual goal of gaining the qualification by giving appropriate feedback. Also the assessor is to assess the learner’s knowledge and skills in a range of tasks in order to gain their qualification The responsibilities should include but not be limited to Carrying out assessments to the awarding bodies Specifications and requirements. Checking authenticity of any witness testimonials ? Countersigning other assessors judgments ? Dealing with any appeals to your assessment decisions in a fair and open manner. ? Completing and maintaining safe and secure records. ? Following organisational and regulatory procedures. It is also points that if you are unsure of any point to immediately seek help from your management or colleagues. Or if you are working on your own to seek help from ether other assessors in your field or from your awarding body. This is so as to insure that you are interpreting the assessment requirements correctly. It is also a point to keep to the assessment process as it is systematic and this should aid in your learners having a good and positive experience. This in turn will keep them motivated and help them enjoy the process to gaining their qualification instead of becoming nervous at the thought of a test.

buy custom Evidence-Based Practice on Diabetes and Orthopedics

buy custom Evidence-Based Practice on Diabetes and Orthopedics Diabetes and Orthopedics Abstract Orthopedics refers to the medical field focusing on diseases/ailments and injuries affecting a human musculoskeletal system. As such, this system is composed of skeletal joints, bones, tendons, ligaments, nerves, and muscles critical for daily bodily functions. Initial procedural measures were primarily focused on children, who, unfortunately, were victims of limb or spine deformities. However, with time, the field encompassed the general care of patients of all age groups, from newborns to the old. Newborns could suffer from clubfeet requiring surgery (arthroscopic) as a result of injury, while the elderly could be suffering from arthritis. The above move was based on the fact that often, people break or fracture a bone during daily routines, especially as a result of physical activities. Patients with diabetes pose problems to orthopedic treatment due to complications arising from problems emanating from muscular and other joints problems experienced by diabetes patients.

Definition of Fugitive Slave Act

Definition of Fugitive Slave Act The Fugitive Slave Act, which became law as part of the Compromise of 1850, was one of the most controversial pieces of legislation in American history. It was not the first law to deal with fugitive slaves, but it was the most extreme, and its passage generated intense feelings on both sides of the issue of slavery. To supporters of slavery in the South, a tough law mandating the hunting, capture, and return of fugitive slaves was long overdue. Feeling in the South had been that northerners traditionally scoffed at the matter  of fugitive slaves and often encouraged their escape. In the North, the implementation of the law brought the injustice of slavery home, making the issue impossible to ignore. Enforcement of the law would mean anyone in the North could be complicit in the horrors of slavery. The Fugitive Slave Act helped inspire a a highly influential work of American literature, the novel Uncle Toms Cabin.  The book, which depicted how Americans of various regions dealt with the law, became extremely popular, as families would read it aloud in their homes. In the North, the novel brought difficult moral issues raised by the Fugitive Slave Act into the parlors of ordinary American families. Earlier Fugitive Slave Laws The 1850 Fugitive Slave Act was ultimately based on the U.S. Constitution. In Article IV, Section 2, the Constitution contained the following language (which was eventually eliminated by the ratification of the 13th Amendment): No Person held to Service or  Labour  in one State, under the Laws thereof, escaping into another, shall, in Consequence of any Law or Regulation therein, be discharged from such Service or  Labour, But shall be delivered up on Claim of the Party to whom such Service or  Labour  may be due. Though the drafters of the Constitution carefully avoided direct mention of slavery, that passage clearly meant that slaves who escaped into another state would not be free and would be returned. In some northern states where slavery was already on the way to being outlawed, there was a fear that free blacks would be seized and carried off into slavery. The governor of Pennsylvania asked President George Washington for clarification of the fugitive slave language in the Constitution, and Washington asked Congress to legislate upon the subject. The result was the Fugitive Slave Act of 1793. However, the new law was not what the growing anti-slavery movement in the North would have wanted. The slave states in the South were able to put together a unified front in Congress, and obtained a law that provided a legal structure by which fugitive slaves would be returned to their owners. Yet the 1793 law proved to be weak. It was not widely enforced, partly because slave owners would have to bear the costs of having escaped slaves captured and returned. The Compromise of 1850 The need for a stronger law dealing with fugitive slaves became a steady demand of the slave state politicians in the South, especially in the 1840s, as the abolitionist movement gained momentum in the North. When new legislation concerning slavery became necessary when the United States gained new territory following the Mexican War, the issue of fugitive slaves came up. The combination of bills which became known as the Compromise of 1850  was intended to calm tensions over slavery, and it did essentially delay the Civil War by a decade. But one of its provisions was the new Fugitive Slave Law, which created a whole new set of problems. The new law was fairly complex, consisting of ten sections that laid out the terms by which escaped slaves could be pursued in the free states. The law essentially established that fugitive slaves were still subject to the laws of the state from which they had fled. The law also created a legal structure to oversee the capture and return of fugitive slaves. Prior to the 1850 law, a slave could be sent back to slavery by the order of a federal judge. But as federal judges were not common, it made the law hard to enforce. The new law created commissioners who would get to decide whether a fugitive slave captured on free soil would be returned to slavery. The commissioners were seen as essentially corrupt, as they would be paid a fee of $5.00 if they declared a fugitive free or $10.00 if they decided the person had to be returned to the slave states. Outrage As the federal government was now putting financial resources into the capture of slaves, many in the North saw the new law as essentially immoral. And the apparent corruption built into the law also raised the reasonable fear that free blacks in the North would be seized, accused of being fugitive slaves, and sent to slave states where they had never lived. The 1850 law, instead of reducing tensions over slavery, actually inflamed them. The author Harriet Beecher Stowe was inspired by the law to write Uncle Toms Cabin. In her landmark novel, the action does not only take place in the slave states, but also in the North, where the horrors of slavery were beginning to intrude. Resistance to the law created many incidents, some of them fairly notable. In 1851, a Maryland slave owner, seeking to use the law to gain the return of slaves, was shot dead in an incident in Pennsylvania. In 1854 a fugitive slave seized in Boston, Anthony Burns, was returned to slavery but not before mass protests sought to block the actions of federal troops. Activists of the  Underground Railroad  had been helping slaves escape to freedom in the North before the passage of the Fugitive Slave Act. And when the new law was enacted it made helping slaves a violation of federal law. Although the law was conceived as an effort to preserve the Union, citizens of southern states felt the law was not enforced vigorously, and that may have only intensified the desire of southern states to secede.

Melissa Mayers decision related to Yahoo and telecommuting Assignment

Melissa Mayers decision related to Yahoo and telecommuting - Assignment Example In addition, the assertion by several researches is that only sustainably managed human resources ensure sustainable growth and development. In this regard, the company’s top management, in consultation with heads of departments, decided to abolish home-based telecommunicating work by its employees, and instead, have them work from company’s the offices. The company notes that by so doing it would have the assurance of long-term sustainable development. Precisely, this decision has numerous advantages especially for the good of the company’s sustainability. Working within the company premises’ vicinity, there is a high likelihood of abating the employees’ abuse of privileges and harm to the company’s productivity. Office-based work would foster better communication and collaboration between and among the staffs thereby enhancing ease in decision-making. Furthermore, the initiative would enhance work reliability and efficiency within the company while also promoting a sense of togetherness. Face-to-face interaction would also serve to promote the company’s culture (Knowl 1). Knowl, David. â€Å"Yahoo! CEO Marissa Mayer lays down the law, telling telecommuting employees either to show up at the office or find a new job.† New York Daily News. Monday, February 25, 2013. Web May 21, 2014. Viewed from:

Eassy Essay Example | Topics and Well Written Essays - 750 words - 5

Eassy - Essay Example Put differently, incidences of sexual and high-risk drinking behaviors have been in the time immemorial become preeminently prevalent particularly among sorority and fraternity members as opposed to other students in the campuses. In opposition to doing away with Greek life henceforth, only smaller colleges have resorted to doing away with sorority; a concept whose eligibility is in questionable doubt. This paper, therefore, explains the misunderstandings and misconceptions surrounding fraternities and sororities ban in colleges. Doing away with Greek life completely becomes a complex attribute towards the limitations of college student’s freedoms and rights. Therefore, can Greek life be done away with completely? Or are there potentially unintended or intended consequence engulfed in between the ban of Greek life in colleges? Various small liberal arts college campuses have actually made the move of mitigating Greek life in their institutions. Larger colleges, on the other hand, have contradictorily failed to reject Greek life; fraternities and sororities are powerful social life determinants of these organizations. Banning fraternities and sororities in colleges is, therefore, complex in nature because of cultural diversity in this institutions and their primary concern as institutions in relation to socialization processes. Banning fraternities in colleges and its impossibilities: There is cordially the risk that if colleges crap off fraternities, then this vice will form an own house outside campuses. Fraternities and sororities are still evident in campuses, and have gained strong roots in the modern campuses more than the olden exhibition of fraternities and sororities (Lee & William 121). Exhibiting sororities currently, as a way of social life, is rhetorical thus needs no answer from anybody. Actually, the rhetorical and assumption nature of fraternities and sororities is evident in the higher education systems such as the

Crucible Character Analyses of Abigail Williams Essay Example for Free

Crucible Character Analyses of Abigail Williams Essay The play Crucible is set in Salem, Massachusetts, 1692; the government is a theocracy. Hard work and church consume the majority of a Salem resident’s time. Within the community, there are regular disputes over land; but disagreement over land boundaries is not the only simmering situation that becomes out of control. Abigail, the orphaned niece to Reverend Parris, is cast out of the house of John and Elizabeth Proctor because of her part in the infidelity and adultery committed with John Proctor. Her uncle is suspicious of her hasty exit, and even more so when he discovers her dancing in the woods. In order to avoid punishment, Abigail claims to be victimised by evil, thus causing madness that spread like wildfire through Salem, claiming many innocent souls. Yet the one who escaped punishment, Abigail, is not innocent. However, her crime, invisible to the eyes of the judges, for whom faith had replaced psychology, is not to have trafficked with the Devil; it is, with truly diabolic determination, to have brought about the ruin of the woman she cannot forgive for being married to the one she loves. Throughout the play, the people of Salem are consumed by paranoia and fear. Abigail is able to prey on that fear, as well as every other humanly weakness, and with her cunning, she is able to bend others to do her will. With a combination of lies and threats, as well as her capability to take advantage of paranoia and hysteria, Abigail seems to be an untouchable antagonist. When first introduced to the antagonist, we develop sympathy for Abigail, enters a strikingly beautiful girl, an orphan, with endless capacity for dissembling. We are told that she is strikingly beautiful which undoubtedly gives us a brief visual aid of her appearance, author Arthur miller may have chosen to tell us this to suggest she is seductive and he emphasises the fact that she is beautiful with a powerful adverb, strikingly. We then become aware that she is an orphan, this uses the readers emotions to develop some sympathy for abigail, one could also suggest that with out that adult, mature, and older figure to nurture and advise abigail, she has not only become very independent, but possibly unaware of morals which maybe be the reason for the heartless actions she makes to get her way. In addition we are told that she has an endless capacity of dissembling, she is able to hide her true emotions/feelings in all situations, this tells us that she is a deceitful, lier but very intelligent, resourceful and highly mischievous girl. Already without abigail actually speaking, her impression has twisted and turned but is a mainly negative view. In addition when interrogated about her where about and the events that took place the previous evening, we begin to see a ruthless character unfold, one can perceive Abigails talent in the area of villainy. She lies continuously in order to protect herself. She denies her role in the witchcraft as she is being questioned by Parris, But we never conjured spirits. Not soon after she also refuses to admit other events that took place. No one was naked! You mistake yourself, uncle!. It is obvious that Abigail is a compulsive liar. She sees no problem with concealing the truth and would use imperatives to manipulate people even her own family to ensure and change their thoughts and opinions. Abigail is known to some as a Jezebel figure, someone who is commonly associated with the devil and scheming. Abigail’s evil can be seen through her interactions with the other characters in the play; she threatens Betty and Mary Warren, â€Å"Let either of you breathe a word, or the edge of a word about the other things and I will come to you in the black of some terrible night and i will a pointy reckoning that will shudder you† this shows a side to her that is devilish, threatening and in a way powerful, these threats are used to manipulate the other girls, to take part in her evil schemes only for her selfish gain.

Nirvana - Nevermind :: essays research papers fc

History of Rock and Roll There possibly isn't an album in history that is as genre defining as Nirvana's Nevermind. Released in 1991, it single handedly was responsible for the birth of what became to be known as grunge and has gone on to sell over 10 million copies in the United States alone (Stuessy, Joe). It reached number 1 in 1991 and was the first album to bring Seattle grunge to the mainstream audience (Stuessy, Joe). Nevermind is a mix of slow, dark songs and fast paced grunge rock songs. With its grinding guitars, pounding drums, and lead singer, Kurt Cobain's distinctive voice, Nevermind found a distinctive way to fuse alternative punk with 70's rock (Nirvana, Nevermind). The biggest influential song on Nirvana’s Nevermind album was the first song, â€Å"Smells Like Teen Spirit.† It reached number 6 on the Top 40 Charts. This song was groundbreaking for Nirvana and the alternative music scene as a whole. After the release of â€Å"Smells Like Teen Spirit,† white, middle-class youth of the United States finally had a style of music to call their own and express their â€Å"teenage anthems† (Stuessy, Joe). This was the first song to emerge from alternative rock and to be known in the mainstream of rock and roll, expressing their generation’s expectations, â€Å"...here we are now, entertain us†(Stuessy, Joe). â€Å"Smells like Teen Spirit† was Curt Cobain’s â€Å"attempt to write the ultimate pop song†(Nevermind, Nirvana). He used the soft-loud dynamics of his favorite band, the Pixies. The insidious hooks also showed his admiration for the Beatle’s John Lennon(Nevermind, Nirvana). Th e style used in this song is simple, plain, loud, and straight-forward. Musically, there is nothing very â€Å"innovative† or difficult. However, the reason it is important to rock history is because it brought America’s attention to the once before underground style of grunge. â€Å"A driving drum beat, powered by Novelsek’s rhythmic bass, and a memorable guitar riff and solo, mix perfectly with Kurt Cobain’s depressing yet humorous lyrics† (Kastner, Patrick). While it has certainly been overplayed in the past years, it is still an essential part of Rock history. â€Å"Come As You Are† and â€Å"Polly† showcase that Nirvana were not only a band interested in seeing people jump up and down and scream at shows. Many people, fans and celebrities alike consider â€Å"Polly† to be Kurt Cobain’s most well written song. â€Å"Polly†, number six, is a story of a girl who got molested and tortured and sexually abused. Nirvana - Nevermind :: essays research papers fc History of Rock and Roll There possibly isn't an album in history that is as genre defining as Nirvana's Nevermind. Released in 1991, it single handedly was responsible for the birth of what became to be known as grunge and has gone on to sell over 10 million copies in the United States alone (Stuessy, Joe). It reached number 1 in 1991 and was the first album to bring Seattle grunge to the mainstream audience (Stuessy, Joe). Nevermind is a mix of slow, dark songs and fast paced grunge rock songs. With its grinding guitars, pounding drums, and lead singer, Kurt Cobain's distinctive voice, Nevermind found a distinctive way to fuse alternative punk with 70's rock (Nirvana, Nevermind). The biggest influential song on Nirvana’s Nevermind album was the first song, â€Å"Smells Like Teen Spirit.† It reached number 6 on the Top 40 Charts. This song was groundbreaking for Nirvana and the alternative music scene as a whole. After the release of â€Å"Smells Like Teen Spirit,† white, middle-class youth of the United States finally had a style of music to call their own and express their â€Å"teenage anthems† (Stuessy, Joe). This was the first song to emerge from alternative rock and to be known in the mainstream of rock and roll, expressing their generation’s expectations, â€Å"...here we are now, entertain us†(Stuessy, Joe). â€Å"Smells like Teen Spirit† was Curt Cobain’s â€Å"attempt to write the ultimate pop song†(Nevermind, Nirvana). He used the soft-loud dynamics of his favorite band, the Pixies. The insidious hooks also showed his admiration for the Beatle’s John Lennon(Nevermind, Nirvana). Th e style used in this song is simple, plain, loud, and straight-forward. Musically, there is nothing very â€Å"innovative† or difficult. However, the reason it is important to rock history is because it brought America’s attention to the once before underground style of grunge. â€Å"A driving drum beat, powered by Novelsek’s rhythmic bass, and a memorable guitar riff and solo, mix perfectly with Kurt Cobain’s depressing yet humorous lyrics† (Kastner, Patrick). While it has certainly been overplayed in the past years, it is still an essential part of Rock history. â€Å"Come As You Are† and â€Å"Polly† showcase that Nirvana were not only a band interested in seeing people jump up and down and scream at shows. Many people, fans and celebrities alike consider â€Å"Polly† to be Kurt Cobain’s most well written song. â€Å"Polly†, number six, is a story of a girl who got molested and tortured and sexually abused.

Aristotle as a Critic

ARISTOTLE AS A CRITIC. Aristotle (384-322 B. C. E. ), the son of a physician, was the student of Plato from approximately 367 B. C. until his mentor's death in 348/347. After carrying on philosophical and scientific investigations elsewhere in the Greek world and serving as the tutor to Alexander the Great, he returned to Athens in 335 B. C. E. to found the Lyceum, a major philosophical center, which he used as his base for prolific investigations into many areas of philosophy.Aristotle is a towering figure in ancient Greek philosophy, making contributions to logic, metaphysics, mathematics, physics, biology, botany, ethics, politics, agriculture, medicine, dance and theatre. As a prolific writer and polymath, Aristotle radically transformed most, if not all, areas of knowledge he touched. It is no wonder that Aquinas referred to him simply as â€Å"The Philosopher. † In his lifetime, Aristotle wrote as many as 200 treatises, of which only 31 survive.Unfortunately for us, thes e works are in the form of lecture notes and draft manuscripts never intended for general readership, so they do not demonstrate his reputed polished prose style which attracted many great followers, including the Roman Cicero. Aristotle was the first to classify areas of human knowledge into distinct disciplines such as mathematics, biology, and ethics. Some of these classifications are still used today. [There has been long speculation that the original Poetics comprised two books, our extant Poetics and a lost second book that supposedly dealt with comedy and catharsis.No firm evidence for the existence of this second book has been adduced. Our (knowledge of the text of the Poetics depends principally on a manuscript of the tenth or eleventh century and a second manuscript dating from the fourteenth century. ] (not to write in notes)*. Aristotle could be considered the first popular literary critic. Unlike Plato, who all but condemned written verse, Aristotle breaks it down and a nalyses it so as to separate the good from the bad. On a number of subjects Aristotle developed positions that significantly differed from those of his teacher.We very clearly note this profound difference of opinion with Plato and, indeed, observe the overt correction of his erstwhile master in Aristotle's literary and aesthetic theories. Aristotelian aesthetics directly contradicts Plato's negative view of art by establishing a potent intellectual role. The principal source of our knowledge of Aristotle's aesthetic and literary theory is the Poetics, but important supplementary information is found in other treatises, chiefly the Rhetoric, the Politics, and the Nicomachean Ethics.Aristotle's main contribution to criticism may well be the idea that poetry is after all an art with an object of its own, that it can be rationally understood and reduced to an intelligible set of rules (that is, it is an â€Å"art,† according to the definition in the Ethics). The main concern of the rules of the Poetics, however, is not with the composition of literary works; it is rather with their critical evaluation. Consequently, criticism can be a science, and not a mass of random principles and intuitions. Aristotle speaks of the educative value of visual, musical and verbal arts.Both the Rhetoric and the Poetics can be considered –to be expansions of this view. We might say that Aristotle sets literature free from Plato's radical moralism and didacticism, while he still expects it to be conformable to a moral understanding of the world. For him, literature is a rational and beneficial activity, and not an irrational and dangerous one, as it was for Plato. Aristotle? s approach to literature is mainly philosophical: he is more concerned with the nature and the structure of poetry than with its origin.The origins of poetry had been grounded on the instinct of imitation which is natural to man. The first poetical works were spontaneous improvisations. The origins of the different genres is justified by Aristotle thus: â€Å"Poetry soon branched into two channels, according to the temperaments of individual poets. The more serious-minded among them represented noble actions and the doings of noble persons, while the more trivial wrote about the meaner sort of people; thus, while the one type wrote hymns and anegyrics, these others began by writing invectives. (Poetics II). † The development goes through serious or comic epic poems such as those written by Homer to comedy and tragedy; â€Å"these new forms were both grander and more highly regarded than the earlier† (Poetics II). Aristotle does not, however, decide on whether tragedy (and by implication, literature) has already developed as far as it can; but he does assert that it has come to a standstill.Aristotle makes a brief outline of the history of tragedy: â€Å"At first the poets had used the tetrameter because they were writing satyr-poetry, which was more closely rel ated to the dance; but once dialogue had been introduced, by its very nature it hit upon the right measure, for the iambic is of all measures the one best suited to speech . . . . Another change was the increased number of episodes, or acts. (Poetics II). † Aristotle also deals briefly with the rise of comedy: â€Å"the early history of comedy. . . s obscure, because it was not taken seriously. Comedy had already acquired certain clear-cut forms before there is any mention of those who are named as its poets. Nor is it known who introduced masks, or prologues, or a plurality of actors, and other things of that kind. Of Athenian poets Crates was the first to discard the lampoon pattern and to adopt stories and plots of a more general nature. (Poetics II). † The work of Aristotle as a whole may be considered to be an attempt to develop a structural and metalinguistic approach to literature.Although it preserves a concern with valuation, its main thrust is towards the defi nition of theoretical possibilities and general laws. Some critics have spoken of Aristotle's sin of omission in relationship with lyric poetry and the inspirational element in literature. This is a fact. But it does not seem so important when we look at what Aristotle does say and the principles he establishes. We can barely recognize the aspect of criticism after Aristotle's work, if we compare it to its previous state. His is the most important single contribution to criticism in the whole history of the discipline.

Literacy and People Essay

â€Å"Literacy† is an often discussed topic. Be able to read and write is not as simple as it looks; literacy is one of important communication skills in today world. According to the United Nations Educational, Scientific and Cultural Organization, â€Å"Literacy† means â€Å"ability to identify, understand, interpret, create, communicate and compute, using printed and written materials associated with varying contexts. Literacy involves a continuum of learning in enabling individuals to achieve their goals, to develop their knowledge and potential, and to participate fully in their community and wider society. † In other words, a person has the ability to understand and exchange of opinions and views in a society, and thus participate in this society. So if literacy is so important to everyone, then how does the reality look like? We start at very early years to learn reading and writing, so we forget that reading and writing actually are a fairly complex skill, it takes years to learn and memorize. Even in the highest level of civilization country, such as US, the proportion of literate adults has never reached 100%. According to an article â€Å"The Human Cost of an Illiterate Society† by Jonathan Kozol, there are 60 million people that are â€Å"functionally illiterate† in 1980, and he demonstrate an accurate portrait of the life illiterates live on a day-to-day basis and feel miserable. Even literate people, there are only a small number of people with a high level of reading and writing skills. In human history, the literacy was a privilege. In â€Å"Learning to Read and Write† by Frederick Douglass and â€Å"Learning to Read† by Malcolm X. They both demonstrate how important the basic reading and writing skills are and people could use it as a simple tools to impact people and auto gnosis and social change. To be literacy also is very important to people who want to participate in their society and make them life easier. In â€Å"The Joy of Reading and Writing: Superman and Me† by Sherman Alexei and â€Å"Mother Tongue† by Amy Tan. Both of their stories shows us how reading and writing provide they better future, and how difficult could be without the knowledge of literacy. So I truly believe in knowledge could change our future, and help us to build the abilities of adopting the society. And more importantly, we absorb and reveal those knowledge need to through by the reading and writing. People has their own future, that is undoubtable; but how to clarify the future is a problem that confusing many of us. Language gives a great contribution to solve this problem. Since getting language can allow people learn things and gain knowledge, it helps people know more of what our society is about and what is good for them. With these experiences, people will have a better idea of what kind of future they want and create their own dream. Sometimes, this can change a person’s life just like what Malcolm X said in his article â€Å"Learning to read†: â€Å"I knew right there in prison that reading had changed forever the course of my life. As I see it today, the ability to read awoke inside me some long dormant craving to be mentally alive. † In other words, the knowledge form books could impact a person from inside out. Therefore, language can help people adopt the society by showing them their future. Another ability that language can show people is the ability to fight and defense. People usually use their fists, club, or even gun as a weapon to hurt others, but in modern society with police department to stop these physical violations, what can be better than use the words to beat people. By learning knowledge, language through receive language, people also learn that these things can use to fight and defend in real life. With leaving an indelible memory in one’s mind, apparently, it is more powerful than healable body damage. Many people include Richard Wright realize its power, Richard even has some words in his essay â€Å"The Library Card† said: â€Å"Yes, this man was fighting, fighting with words. He was using words as a weapon, using them as one would use a club. † So, this is another useful effect that language brings to people, protect and fight back. There is another thing people gain form language can help them feel better in the society, which is discovery the truth. This skill, or ability, can allow people ignore the interferences on the way to success, to achieve a goal, create own future. Throughout the history, many brilliant people fail just because they were direct to a wrong way. Why they never know that? Because they were uneducated or instill something wrong, they were expected to fail. Situation in the past has shown in Sherman Alexei’s â€Å"The Joy of Reading and Writing: Superman and Me† described the difficulties that Indian kids were facing: â€Å"As Indian children, we were expected to fail in the non-Indian world. † Obviously, language provides people the ability to dig out the real truth behind illusion. Nowadays society, many people are confusing about their futures. Literacy gives a great contribution to solve this problem. At first, literacy can help people adopt the society by showing them their future. Secondly, literacy can show people are the ability to fight and defense themselves. Finally, language provides people the ability to dig out the real truth behind illusion. Literacy is important in keeping you safe and allowing you to learn and grow to better yourself. 50 Essays Bedford/St. Martin’s, 75 Arlingto Street, Boston, MA 02116 Nations Educational, Scientific and Cultural Organization http://en. wikipedia. org/wiki/Literacy.

Alexis Sanchez Essays

Alexis Sanchez Essays Alexis Sanchez Essay Alexis Sanchez Essay Alexis Alejandro Sanchez Sanchez (born on December 19, 1988 in Tocopilla, Chile) is a Chilean football player, who plays as a winger or forward. He is known as El Nino Maravilla (the Wonder Boy). Alexis was named by World Soccer Magazine as one of the 50 most exciting teenagers in the world game. He began his professional career with the Chilean club Cobreloa. He played one season there before being signed by the Serie A team, Udinese. Udinese had to pay nearly $3 million for his signature. Colo-Colo then paid Udinese nearly $150,000 for his services in the upcoming Clausura tournament and the following Apertura tournament in the Liga Chilena. He scored his first goal with Colo-Colo in the Copa Sudamericana 2006 against the Liga Deportiva Alajuelense on October 10, 2006 in David Arellano Stadium. On March 12th 2007 Sanchez hurt his toe and there were major fears that Sanchezs career may be over. On March 20th 2007, Sanchez made a miraculous recovery from his bad toe and scored a hat-trick in a Copa Libertadores group match versus Caracas. On August 15th 2007, he was signed to River Plate on loan. [1] Udinese has Alexis Sanchez valued at 20 million euros. [2] On June 18th 2008 newspaper reports were published linking Sanchez to a move to Manchester United FC. Sanchez the Wonder Boy is dubbed the next Cristiano Ronaldo. International At the young age of seventeen, Sanchez has played for the Chilean National team on several different occasions. He debuted when the international team took on Universidad Catolica. He played in a friendly game against New Zealand in Chile. Prior to the 2006 FIFA World Cup in Germany, the Chilean National Team went on a tour in Europe playing three friendlies. They played Ireland, Cote dIvoire, and Sweden. Sanchez played significant minutes in all three games impressing scouts. Despite only scoring one goal in the 2007 South American Youth Championship, Sanchez proved to be a vital part of the Chilean national team that went on to qualify for the 2007 FIFA U-20 World Cup. During the tournament Sanchez had numerous chances and created opportunities for others. However the U-20 World Cup and the Copa America 2007 are both taking place in the same month with both teams needing his services. Titles Season Club Title Clausura 2006 Colo-Colo Primera Division Chile Champion Apertura 2007 Colo-Colo Primera Division Chile Champion Clausura 2008 River Plate Argentine Primera

Assessor Award

A1 Assessor Award BY fiffi20 7317 Vocational Assessors Award Underpinning Knowledge Requirements QI. The way how I identify and use different types of evidences when carrying out assessments are by reading through all the chosen units assessment reports to have a clear understanding of the criteria/elements which the candidate must meet. The different types of evidences which can be used are, Task Statements, Work Product/ Work Evidences, Observations, Supplementary Evidences, Questionnaires, Professional Discussions and also Witness Statements. Q2. When comparing different types of evidences, I make sure the work product overs either, the Skills and Techniques or the Performance Indicators depends on the NVQ course, this get done on both the mandatory unit as well as the unit the candidate is working on. This is done by me checking the evidence against the Assessment Report and referencing the elements which have been met. Q3. When it comes to me collecting evidence I normally get my candidates to print their evidences in black and white instead of colour to save the cost of their ink cartridge. If possible I would also ask them to print double sided to save paper. I always ask my candidates if they have created any sort of evidence prior to our eeting, that way I could see if the evidence is suitable for the task and if its meets any of the elements on the assessment report if so this saves a lot of time on the candidate behalf if not, I do set my candidates deadlines for them to meet, so that way then can complete to hand over evidences. Q4. If a candidate has completed evidences prior to the assessment process I would ask them to demonstrate how they started and completed the task. I would also have a Professional Discussion with them to cover certain Performance Indicators as well as getting a Witness Statement completed by a person high then he candidate, someone who can confirm that the candidate was able tackle this task. Depends on the unit, I would sometimes also give Questionnaires to them to cover their Knowledge and Understanding. Q5. To develop and agree assessment plans with the candidates I consider all Performance Indicators and Skills and Techniques for each chosen unit, I then advise them on the assessment methods which will be used to collect the evidence and also a date/time of completion is set and agreed by both the candidate and myself. Q6. To assess the performance of my candidate I observe them while they are ackling the work evidence and I also question them this could either be verbal or written. Through this method I can pin point their performance against specific parts of the standard. evelop their competency would be to give them extra training on specific areas which they lack knowledge in and also set them task where I could observe them on that particular training to see whether or not they understood to concept and learnt from the training. I would also question them to confirm they understanding. By doing this I can make sure the candidate will be able to meet the criteria/element. Q8. Diff erent candidate have different needs, some need more training and guidance than others. So when changing assessment procedures all aspect must be considered. For example I have a candidate who is a Personal Assistant for a Head Teacher in a school which I assess in. I show her the Action Plans and Assessment Reports and explain the criteria/element which she must meet, she is able to produce evidence instantly due to IT knowledge and Job role, this candidate need very little training in her Business and Administration course as long as I explain what is required from her and her work products/work evidences. However I then have a candidate who is a receptionist at a medical centre, this candidate has dyslexia and needs a huge amount of training and guidance, especially with her Task Statements. A lot more time must be spent with this candidate and the deadline of evidence must be slightly longer then others. Q9. When collecting evidences must ensure there are no confidentially information which relates to neither the company nor their clients/customers. The evidences must be created by the candidates so that way they are valid and fair. If the candidate does not create the evidence then it is hard to identify whether or not it is air. All evidences must be valid. I must check dates and check the assessment reports. I must speak to the Manager and advise them which type of evidence the candidate will be submitting. QIO. When completing work evidences, the evidence must follow the assessment standard of the CADCentre unit standard booklet. QI 1. To measure existing levels of competence I always question my candidates, this could either be verbal or written. I also get the candidate to perform the task so Im able to observe and Judge their competency level. Q12. To make a valid and reliable assessment of my candidates knowledge I ormally hold a professional discussion with them and also given them questionnaires to complete. Q13. To make a valid and reliable assessment of my candidates performance I get my candidate to produce work evidence to support there claim, to complete a Task Statement and I then type out the Observation which will backup the task which they completed and also to reference the criteria/elements which they successfully matched. collect the work evidence and the Task Statement from the candidate and then I would go through the assessment report and tick off the criteria/elements which they uccessfully met. This is done once IVe collect all evidences towards the relevant unit. This will show that the candidate was capable to meeting the required criteria/ elements. QI 5. To check that the evidence was created by the candidate I always ask them to demonstrate who they created the evidence and also I would take down the file path. The file path is added to the candidates work evidence as well as in my Observations. Q16. To make sure that supporting evidences supplied by other people are reliable I ask the Manager to write out a Witness Statement, I would also speak to the witness egarding the candidates unit, explaining the criteria/elements which they need to cover and will be assed on. The witness must have knowledge and experience in the area which I will assess to allow them to write up the statement otherwise it will not be valid. QI 7. I always tell the candidates that they can use evidences which they previously created towards the chosen unit. For instance an ITQ candidate might have already created a Powerpoint presentation a few weeks ago and as she/he Chose this particular unit, instead of getting them to re-create another resentation we would use the same as long as it met all the relevant criteria/ elements. This saves the candidate a lot of time and effort and fast tracks he collection of the evidence. Q18. The way how I give constructive feedback to my candidates is by after the completion ofa task I would sit down with them and go over the task again. My feedback sheet will state the unit number, the task which the candidate has completed, date of completion, a brief paragraph giving a positive feedback on the task, state any issues which the candidate might have had during the task and also I ention the next stage which they will be moving on to. Q19. The way how I involve my candidates in the planning of assessment , I sit with them and explain all the criteria/elements which they will need to meet, the date of completion must also be agreed by both parties. I would also Judge whether or not the candidate will need extra training times on certain criteria/element to allow them to meet them. Q20. To keep to the data protection act I must store all candidates details safe and secure. Candidate detail must not be shown nor shared with any other candidates or any one outside the CADCentre. Q21. I have a lot of patients and give a lot of my time to my candidates who I feel lack to take part in different in their assessment. Im constantly training them to regain their confidences and knowledge. I also advise them that they can email or call me regarding any questions which they might have. I also give them the option of training them through specific area. IVe noticed that more practice the candidate has the better their understanding is. Q22. I make sure that I treat all my candidates the same, all with the same respect regardless to age, gender, race or beliefs. I train all my candidates equally, however I o sometimes give extra time/training to those who are in need. Q23. To meet the needs to each of my candidate, I assess them on the second initial visit after the signup. I question them verbally to have a clear view of the competency and needs. From that I can Judge which candidate will need extra training. Q24. I always give a feedback to all my candidates after the completion ofa task or even a unit. Again in this I will verbal talk to them as well as write out a feedback sheet. Feedbacks are very important to candidates, they can see their progressions and also identify their weaknesses. Q25. I have always built a good friendly relationship with all my candidates, make them feel at ease to ask questions and get in contact with me at any time regarding any issues which they might have with the course/evidence. Q26. To monitor and review the progress of my candidates I always complete an eight week review which states and identifies how the candidate is progressing, whether its a slow progression or an up to date progress. Deadlines are always set with my candidates and some do meet them and some do go over the deadline. Q27. Candidates are always upgrading their positions within companies. I must ake sure that my knowledge and understand of the course, assessment reports and standards are ofa high level to allow me to assess the candidates. Knowledge in softwares are also very important, as a candidate might chose to complete their NVQ in a specific software such as Access. Access is a database software which not many people know how to use and not many companies use, so to be able to assess and train in Access my knowledge and understand must be high. Q28. To update my existing skills and experience I would take full advantage of any training/course opportunities which may arise. This will enhance my skills, nowledge and also experience. Q29. I would take in consideration any Internal Verifier feedbacks, I would also constantly look at the City and Guilds web site and also sign up for the Newsletters. Q30. To improve my personal development I would again take full advantage of any qualifications and criterias. Q31. To meet my candidates needs in a safe, fair, valid and reliable manner I would take in to account there needs and work in line with the relevant legislations. As I mentioned before I have a candidate who suffers from Dyslexia, with her I need to print the text in a larger font and explain each point to her fully for her to have fully nderstanding of what is required from her. Q32. To recognise and challenge unfair discrimination in assessments I would refer back to the procedure, CADCentre Handbook. Q33. I would liaise with the Internal Verifier and then External Verifier to get advice on meeting candidates special assessment requirements. Q34. To identify and plan for issues of confidentiality and data protection during the assessment process I would either collect the Work Product or if the data is confidential then I would only request the file path. The file path is needed in case he Internal Verifier or External Verifier wanted to go to the company and have a look and the evidence. Q35. The way how I would record, store and pass on assessment decisions to other people within an agreed system would be by recording it on assessment plans and completing a summary of achievement. Q36. I would say to identify and assess things that could influence my own competence, could be an ITQ unit such as (214). By observing another person I could learn new skills on a particular software. Q37. I would liaise with my manager and request training in either a particular course, scheme, FL, CPD and also PTTLS.

How Not Meeting The Assumptions Of The Hardy-Weinberg Principle Aid In Term Paper

How Not Meeting The Assumptions Of The Hardy-Weinberg Principle Aid In Evolution - Term Paper Example 298). The Hardy-Weinberg model is applicable to the context of populations of diploid, sexually reproducing individuals (Andrews 65). For a population to be in Hardy-Weinberg equilibrium, certain assumptions must be met. Andrews, Hartl and Clark and Hillis et al. comprehensively described and summarized the following assumptions, 1. Natural selection is not acting on the locus in question, indicating that there is no differential selection among genotypes. Individuals with different genotypes have equal probabilities of survival and equal rates of reproduction. 4. Population size is infinitely large, which means that genetic drift is not causing random changes in allele frequencies due to sampling error from one generation to the next. As all natural populations are finite and they are subject to drift. However the effects of drift are more pronounced in small than in large populations. where, p2, 2pq and q2 are the expected frequencies of genotypes AA, Aa and aa in zygotes of any generation, p and q are the allele frequencies of A and a in gametes of the previous generation of the population (Hartl and Clark 75). As there are only two alleles at a locus, p + q=1. â€Å"The Hardy-Weinberg genotype frequencies, p2 + 2pq + q2, represent the binomial expansion of (p + q) 2, and also sum to one†. (Andrews 65) â€Å"In case of loci with more than two alleles, it is possible to apply the Hardy-Weinberg theorem, in which case the expected genotype frequencies are given by the multinomial expansion for all k alleles segregating in the population: (p1 + p2 + p3 + . . . + pk)2†. (Andrews 65) Fig. 2- â€Å"Generation I of this population consists of migrants from several other populations, thus violating the Hardy-Weinberg assumption of no migration. Notably, the generation I has more homozygous individuals and fewer heterozygous individuals than would be expected under