UNDERSTANDING THE PRINCIPLES AND PRACTIES OF ASSESSMENT Essay Example for Free

UNDERSTANDING THE PRINCIPLES AND PRACTIES OF ASSESSMENT Essay During the initial assessment the assessor must ensure the learner knowledge performance and practical skills. The assessor must ensure that the learning understands their course, The assessor must explain all the units to the learner and support them in choosing the most suited units for their learner. The assessor and the learner must decide on an assessment plan. Setting dates and times to meet with the learner.as well as Agreeing on the best assessment method. The assessor will be able to use question, observation and examine the learners work. The learner must submit assignment or evidence. That their assessor must review to ensure that they have done what was asked for. The assessor must provide feedback to the learning . the feedback must be positive, constructed and encouraging. Once this has been done a feedback form must be used. Here the assessor can recommend ways of improvement and log, what agreements have been made with the learner and set deadline. The assessor needs to cross reference the leaner work with the assessment criteria to ensure the leaner work and evidence is valid and proves that the leaner is competent in the unit. DEFINE THE KEY CONCEPTS AND PRINCIPLES OF ASSESSMENT. As an assessor you will be observing what the learner are doing. Asking them question and reviewing their progress. The key concepts and principles of assessments would be  INITIAL ASSESSMENT The result of the initial assessment will provide the assessor with information of any previous knowledge or experience on the subject to be assessed. The information can be obtained through application form and interviews. This will help the assessor, assess the learner on any specific requirements their learner may need (I.e. their learning style or any further training they may need. ASSESSMENT PLANNING Planning a suitable types and method of assessment with the learner. Setting appropriate target dates. Always involving other colleagues or supervisors. ASSESSMENT ACTIVITY Observation and questioning the learning. Completing assignments. Writing statements or gathering appropriate evidence of competence .Assessments can be on going or summative at the end. ASSESSMENT DECISION AND FEEDBACK Giving constructive feedback. Always supporting your learner and agreeing and further action that may be needed. Making records of what was assessed and the decision made should always be maintained. REVIEW PROGRESS The assessment plan of the learner can be reviewed updated at any time unit the learner completes . reviewing progress with the learning will give the assessor the opportunity to discuss any other issues that may be relevant to their progress. Assessment activities will give you the opportunity to amend them if necessary. EXPLAIN THE RESONSIBILITIES OF THE ASSESSOR The main role of an assessor is to assess their learner in relation to the agreed criteria to enable the learner to become qualified in their subject. The assessor responsibilities include planning assessment, giving learner feedback, assessing the learner knowledge and understanding of the subject .keeping accurate records. There will be certain records and documents that the assessor will need to maintain. These will include assessment plans. Feedback records and review of progress and overall track sheets. All record must be maintained to organisational and regulatory requirements. An assessor should also store confidential documents and audio or video records that include learner.

Hamlet Ophelia Shakespeare

Hamlet Ophelia Shakespeare Hamlet The Bad Shakespeares tragedy of Hamlet is considered to be Shakespeares finest tragedy. Throughout this play Hamlet experiences a variety of emotions however it is the emotions that are portrayed in Act III that define his character. Hamlet is presented in an unfavorable light based on his dealing with Ophelia, his mother and the killing of Polonius. In Act III Hamlets true personality came through and he was portrayed as a heartless person based on his actions with various characters. Hamlets dealing with Ophelia revealed that he was dishonest and was harsh in the way he spoke with her. Ophelia had confronted Hamlet about the letters and gifts that he had given her and he lied saying I never gave you aught (3.4.98). Hamlet later embarrasses her by telling her that he once loved her however he doesnt now. Poor Ophelia is ashamed and says I was the more deceived (3.1.122). Ophelia truly believed that Hamlet had loved her however he is now denying everything, including the letters and gifts that he gave her. Of course the abuse does not stop there. Hamlet tells Ophelia to Get thee to a nunnery (3.1.123) so that she wont breed more sinners and then chastises her for acting like a whore and painting (3.1.143) her face. Hamlet rebukes her saying that God has given you one face and you make yourselves another (3.1.143-144). Ophelia was disheartened that Hamlets noble mind is here oerthrown (3.1.150). Hamlet certainly showed himself to be offensive and harsh and his actions would hurt anyones feelings. Hamlets revenge on women certainly did not stop with Ophelia. The next woman to receive Hamlets wrath is his own mother, Gertrude. Gertrude called Hamlet to her room to try and find out what was wrong with him. However, Hamlet had decided that he was going to be cruel, not unnatural (3.2.370). Hamlet was going to tell his mother what he thought of her and was going to speak daggers to her but use none (3.2.371); he was going to be malicious with his words. Hamlet proceeded to tell Gertrude that because she had married her first husbands brother so quickly the heavens were sick at the act (3.4.52). She had married such a wonderful man and when he died she married Claudius and dropped from such a lofty position. Hamlet told her that she stewed in corruption, honeying and making love (3.4.94). Gertrude was so hurt by this that she begged that he speak No more (3.4.103). Hamlet yelled at her to Confess yourself to heaven. Repent whats past (3.4.151-152). Poor Gertrude could only respond that thou hast cleft my heart in twain (3.4.158); Hamlet had broken her heart. Hamlets tone and actions were so scary and erratic to Gertrude that she asked him if Thou wilt not murder me (3.4.22)? Hamlet is definitely portraying an individual that is heartless and without soul. An individual that has a conscience, self respect or dignity would never resort to terrifying their mother. Hamlets reign of terror ended with him killing Polonius. When Hamlet had scared his mother so much she called out for help and Polonius replied from behind the curtains. Hamlet said How now, a rat (3.4.25) and stabs through the curtain not knowing who was behind it. This would appear to have been an accident however when Hamlet realized that it was Polonius he did not show any remorse. Hamlet was expecting it to be Claudius behind the curtain however when he found out that it was Polonius he said I took thee for thy better (3.4.33; he thought it was someone more important. Hamlet then proceeded to call him a wretched, rash, intruding fool (3.4.32). Hamlet just killed a man and yet shows no grief or remorse over his actions. Instead he simply tells the rat that he got what he deserved. At the end of the scene he drags Polonius out of the room without dignity or care. In conclusion, Hamlet proved to everyone that he is truly a sinful person with no respect for human life or the feelings of others. Hamlet even referred to himself as proud, revengeful, ambitious (3.1.126). Throughout Act III Hamlet lied, berated and killed for his own benefit. These are not the qualities that someone of a positive nature would possess. The dealings that Hamlet had with Ophelia, his mother and the killing of Polonius prove that Hamlet is a negative force to be reckoned with which was clearly determined in Act III.

Importance of the Telemachy in Developing Major Themes of Odyssey Essay

The Importance of the Telemachy in Developing Major Themes of Odyssey      Ã‚  Ã‚   As we begin to read the Odyssey, one of the surprising facts is that we do not meet the famed hero until we are well into Book V, on Calypso's island of Ogygia. However, during these introductory four books, we learn of the situation in Ithaca, Odysseus' plight, some of the most important themes of the story and of course Odysseus' son Telemachus. Homer keeps us in suspense, building the reputation of Odysseus by the stories of Menelaus, Helen, Nestor and all Odysseus' friends in Ithaca. Also, by building up the character and heroism of Telemachus, we are impressed by him, and as Athene says "your father's manly vigour has descended upon you". We would expect Odysseus to actually be better than Telemachus, due to his kleos ('undying fame on the lips of men') and experience ("Few sons, indeed, are like their fathers. Generally they are worse" Athene). So we learn of our main hero through words and inference, but this section of the book is key for our understanding as to the rules and practices of the Greek world in this story, and how the rest of the Odyssey will be carried out. Homer does this by bringing in all the themes that we will encounter time and again as we read on.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Even in the first part of Book I, in Homer's appeal to the Muse and also the introductory meeting of the Olympian Gods, one of the most important themes is brought in. This is the theme that transgressions, especially non-pious ones, lead to punishment. Examples given here are Odysseus' men eating the Sun God's (Hyperion's) cattle, resulting in the destruction of their ship. Homer even comments on it - "their own transgression that brought them to their doom". As... ...seashore", indicating his mood of despair. The link here is between the seashore and despair. When a hero feels an emotion it can be expressed in the book by their location. Thus when we meet Odysseus for the first time he is crying on the beach of Ogygia. When the crew leave the land of the Cicones, they come ashore for a short while away from there to weep on the beach or shore for their lost comrades. They do the same thing when they arrive at the island of Circe.    Now we can leave the Telemachy with these ideas, narrative tools and themes in our mind of how the story will continue and according to what rules. We also have a good idea as to what our hero will be like when we meet him, as we do in Book V. Work Cited: Homer (Translated by Robert Fagles. Preface by Bernard Knox). 1996. The Odyssey. New York: Viking Penguin, div. of Penguin Books, Ltd. Importance of the Telemachy in Developing Major Themes of Odyssey Essay The Importance of the Telemachy in Developing Major Themes of Odyssey      Ã‚  Ã‚   As we begin to read the Odyssey, one of the surprising facts is that we do not meet the famed hero until we are well into Book V, on Calypso's island of Ogygia. However, during these introductory four books, we learn of the situation in Ithaca, Odysseus' plight, some of the most important themes of the story and of course Odysseus' son Telemachus. Homer keeps us in suspense, building the reputation of Odysseus by the stories of Menelaus, Helen, Nestor and all Odysseus' friends in Ithaca. Also, by building up the character and heroism of Telemachus, we are impressed by him, and as Athene says "your father's manly vigour has descended upon you". We would expect Odysseus to actually be better than Telemachus, due to his kleos ('undying fame on the lips of men') and experience ("Few sons, indeed, are like their fathers. Generally they are worse" Athene). So we learn of our main hero through words and inference, but this section of the book is key for our understanding as to the rules and practices of the Greek world in this story, and how the rest of the Odyssey will be carried out. Homer does this by bringing in all the themes that we will encounter time and again as we read on.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Even in the first part of Book I, in Homer's appeal to the Muse and also the introductory meeting of the Olympian Gods, one of the most important themes is brought in. This is the theme that transgressions, especially non-pious ones, lead to punishment. Examples given here are Odysseus' men eating the Sun God's (Hyperion's) cattle, resulting in the destruction of their ship. Homer even comments on it - "their own transgression that brought them to their doom". As... ...seashore", indicating his mood of despair. The link here is between the seashore and despair. When a hero feels an emotion it can be expressed in the book by their location. Thus when we meet Odysseus for the first time he is crying on the beach of Ogygia. When the crew leave the land of the Cicones, they come ashore for a short while away from there to weep on the beach or shore for their lost comrades. They do the same thing when they arrive at the island of Circe.    Now we can leave the Telemachy with these ideas, narrative tools and themes in our mind of how the story will continue and according to what rules. We also have a good idea as to what our hero will be like when we meet him, as we do in Book V. Work Cited: Homer (Translated by Robert Fagles. Preface by Bernard Knox). 1996. The Odyssey. New York: Viking Penguin, div. of Penguin Books, Ltd.

Defining Equality :: Philosophy

Defining Equality The article "We're Not Really Equal," by Thomas Sowell discusses the need to be clear on definitions of important terms when delivering an argument. To draw readers into listening to his main point about clarifying definitions, Sowell chooses an important issue to serve as an example: equality. When introducing this example topic, Sowell makes a clear claim of fact, " 'Equality' is one of the great undefined terms underlying much current controversy and antagonism' (204.) When discussing equality, controversy, and antagonism, Sowell's word choices call a lot of attention to his claim. This emotional appeal may work to catch the attention of a wide audience, but may also put off anybody who doesn't want to spend time reading demanding material. The political direction of his example may confuse readers who start the article thinking this will be a discussion of clarifying definitions, then wonder if the real topic is the lack of equality in a country that supposedly constitutionally g uarantees equality for all. Both the tasks of clarifying terms we all think we understand and discussing equality are difficult. The audience of this article may have to readers with more education than the general population, yet the short sentences, standard word choices, and short overall length would allow a fairly wide readership. The potentially inflammatory subject is what may limit the audience to only readers who agree with Sowell. Perhaps in awareness of these possible limitations, Sowell initiates some general support through an illustration of confusion around defining equality in mathematics. He tells us that mathematical equalities are easily understood because numbers are compared only to other numbers. Despite Sowell's innocuous example, this piece of his argument doesn't seem to be the case in true life. No two people think alike, or share the same history, so how can our thinking processes be compared to something as black and white, and quantifiable as numbers? Another example Sowell brings up is a concept many Americans share that everyone is equal under the law. He is relying on the underlying warrant that North Americans believe in our constitutional rights that the same rules apply to everyone, regardless of wealth, status, education, priviledge, or personal ability. His support grows stronger here because constitutional law is hard to argue against. Defining Equality :: Philosophy Defining Equality The article "We're Not Really Equal," by Thomas Sowell discusses the need to be clear on definitions of important terms when delivering an argument. To draw readers into listening to his main point about clarifying definitions, Sowell chooses an important issue to serve as an example: equality. When introducing this example topic, Sowell makes a clear claim of fact, " 'Equality' is one of the great undefined terms underlying much current controversy and antagonism' (204.) When discussing equality, controversy, and antagonism, Sowell's word choices call a lot of attention to his claim. This emotional appeal may work to catch the attention of a wide audience, but may also put off anybody who doesn't want to spend time reading demanding material. The political direction of his example may confuse readers who start the article thinking this will be a discussion of clarifying definitions, then wonder if the real topic is the lack of equality in a country that supposedly constitutionally g uarantees equality for all. Both the tasks of clarifying terms we all think we understand and discussing equality are difficult. The audience of this article may have to readers with more education than the general population, yet the short sentences, standard word choices, and short overall length would allow a fairly wide readership. The potentially inflammatory subject is what may limit the audience to only readers who agree with Sowell. Perhaps in awareness of these possible limitations, Sowell initiates some general support through an illustration of confusion around defining equality in mathematics. He tells us that mathematical equalities are easily understood because numbers are compared only to other numbers. Despite Sowell's innocuous example, this piece of his argument doesn't seem to be the case in true life. No two people think alike, or share the same history, so how can our thinking processes be compared to something as black and white, and quantifiable as numbers? Another example Sowell brings up is a concept many Americans share that everyone is equal under the law. He is relying on the underlying warrant that North Americans believe in our constitutional rights that the same rules apply to everyone, regardless of wealth, status, education, priviledge, or personal ability. His support grows stronger here because constitutional law is hard to argue against.

Cultural References in Ah Mah :: mah

Cultural References in Ah Mah  Ã‚     Ã‚   In almost every piece of literature there can be found references to the author’s or the narrator’s culture. Having an understanding of this culture can help one better understand a literary work. Reading a work that contains references to a culture can also spark interest and inspire the reader to learn more about the culture that is represented in the work. One such piece of literature is the poem "Ah Mah," written by Shirley Geok-lin Lim. This poem contains many references to Chinese culture that are very interesting and inspire curiosity. By researching the culture of China, one can better understand the references to it in "Ah Mah." Then, the poem has more meaning to the reader than if he did not posses any knowledge about Chinese culture. "Ah Mah" is a poem about the author’s grandmother. The author, Lim, describes her grandmother in detail and explains how her grandfather "bought" her grandmother. Lim describes her grandmother as a very small and thin woman (10-11). She gives the impression that her grandmother had a hard life even though it appears that the family had enough money. The fact that the family is Chinese is also very apparent due to the many references to Chinese culture that are made as Lim describes aspects of her grandmother’s life. The first aspect of the grandmother’s life that is a reference to her culture is the mention of silk. In the poem, Lim states that her grandmother "tottered / in black silk" (7-8). This reference may seem unimportant at first glance. However, if one has knowledge of the country of China, it becomes apparent that silk is important. Silk has been a major resource in China since ancient times. A route called the Silk Road was an important path followed by traders who traded goods with the Chinese for raw silk. Silk has been abundant in China for a long time and it was a more common fabric there before it was popular in other places. Silk fabric was still considered a sign of status in China, but it was more easily found there than in other parts of the world ("Chinese Culture"). Another reference to Silk in the poem that is more indirect is "Soochow flower song girl," which is referring to the grandmother (Lim 12). Soochow is a city in China that is also known as Suzhou or Wuxian city.

Educating Indian Peasants Essay

India is one country that is endowed with a rich culture that not only influences individuals but also social groupings and structures. Religion is one cultural aspect that is very influential and this paper seeks to shed light on its role in education as well as the forms of educational systems in India. The two basics forms of education are traditional education and elementary education. Traditional education can be defined as the passing of knowledge from a guru or spiritual leader to a student. The transmission of knowledge here is oral such that writing materials are not present. The venue in which this is done is known as a gurukul, which was usually the residential place of the leader or sage, and among the subjects taught were religion, Philosophy and mathematics. (Pomelil). This form of education was only accessible to certain castes that were higher that others. These castes were religious in nature where there also existed the untouchables who were mostly poor and oppressed by those of the higher castes. Traditional education was usually free but it is said that rich families gave tokens of appreciation to the gurus on completion of the studies. Discrimination and segregation are some of the characteristics that can be pegged on this education system. Religion comes in where it consoles those in the lower castes that after their death thy will re-incarnate to one of the high castes. Krishna, an Indian god is said to have reincarnated and gone through traditional education in his childhood. Robert,2003). Elementary education on the other is all inclusive and is carried out in schools. Castes do not have any importance because every one is given an equal opportunity to learn. In India those in lower castes were known as dalits and they were the main source of labor to those in higher castes. Elementary education was introduced so as to promote equal accessibility as well as universality to for everyone. Without elementary education the Indian peasants will only be revolving around the vicious cycle of poverty because of lack of empowerment that would enable them improve the standards of their own living. According to Robert, 2003, dalits were viewed and made to believe that they were not better than those in the higher castes but studies show that when dalits got into a competition with higher caste members, dalits only performed badly when their status was made obvious before the competition, while they even did better or scored same points when their social affiliation was not mentioned. Schools are available to all because they are not usually very far apart. Elementary education is the only way to empowering Indian peasants or Dalits because the World is rapidly changing and individuals are now rewarded by merit. Ascribed status is losing its popularity to a status that has been worked for or earned.

Sample Business Plan: Food for Thought

We all this product Happy Pastilles. Happy Pastilles, being distributed to retailers In sari – sari stores, would be more convenient and thus, will not require consumers to go somewhere else. Unlike other desserts, a piece of Happy Pastilles can be enough to lessen saltiness, spiciness or greasiness of meals remained in our taste buds. Happy Pastilles offers health conscious consumers and dessert lovers a healthy and friendly local product called pastilles. Happy Pastilles Partnership will provide a combination of excellent dessert with affordable price, unique shape, and nutritious ingredients.Happy Pastilles is the answer to the Increasing demand for craving a dessert after a meal with lower price. Our mission Is to serve customers great tasting nutritious dessert In today's highly competitive environment, it is becomes increasingly difficult to compare our product to the usual pastilles that consumers usually buy. Hundreds of retailers who are selling different pastries are evolving. Our initial target areas are Sat. Elena, San. Rogue, Stop. Ion, Clamping . As we grow, we will develop more kiosks within the city. Happy Pastilles are highly profitable In the first two years.The Increasing probability is partly based on expectations. These forecasts are based on general trends in food industry. We have various promotional strategies for our company name awareness. The marketing campaign through product taste test and sampling, word of mouth will be highlighted as one of our strategies. Product Offerings Sometimes after a meal, people look for something else to eat. Salty, spicy or greasy foods make someone crave for desserts or some known delicacies or pastries just to lessen the unlikable tastes in our mouths.Definitely, desserts need not be ere expensive like Ice cream, Lech flan, and the like and would require to go somewhere else, to answer the craving Happy Pastilles is a high-protein product because it is a milk-based dessert. This is a mixture of powdered milk, condensed milk, and refined sugar. To be unique in the market, crushed peanuts were added as well as the ‘star' shape The product is a homemade dessert for health conscious consumers. Happy Pastilles is a milk-based product, so we can get different nutrients like protein, calcium, Vitamins A, D, E, K, and B.Consumers within the age range of 18 – 30 years old are the next expected to consume the product. Consumers within this age range include the â€Å"growing kids† which are referred to as teens who tend to eat a lot. After eating a meal, they would really look for something else to eat and something that can lessen the unlikable tastes in their mouths. Consumers within the age range of 31 – 43 are like the previous age group who, after eating a meal, would also look for something else to eat.Other than that, people within this age range tend to bring foods along with them especially when going to their workplace. Consumers within the age range of 44 – 56 are people who are quite practical and who would rather choose to buy an ordinary pastilles rather than Happy pastilles. His product. They are the most practical among the age groups who might Just choose to buy the ordinary pastilles rather than Happy Pastilles or choose not to buy at all. SOOT Analysts We are in a highly competitive market in a rapidly growing economy.We foresee our strength as the ability to respond quickly to what the market dictates and to provide quality desserts in a growing market. In addition, through aggressive marketing and quality management, we intend to become a well respected and known entity in our preferred industry. Our key personnel have knowledge on the coal market and expertise, which will go towards penetrating the market which wills the strength; however we acknowledge our weakness, to our limited start-up capital/ shares and the threat of competition in the industry.