Assessment and Students Essay Example for Free

Assessment and Students Essay The aim of this assignment is to demonstrate assessment as a factor that affects learning in placement areas. I am a qualified midwife who works for an NHS Trust but find it hard to deal with struggling students, through assessment. According to NMC (2006) the term mentor is used to denote the role of a Nurse or Midwife who facilitates learning and supervises and assesses students in practice places. I shall be referring to the standard of Assessment in practice. As a qualified midwife, I know the importance of assessment but not very sure on how to go about it, yet to achieve a better professional of tomorrow, mentors need to master good ways of doing this. Assessment is something we do before undertaking any process of instruction and again at the end of a practice placement. It is however a way of collecting, measuring and interpreting of information relating to a learner’s response the process of instruction Hand (2006). There are three ways of assessing used in health and social care formative, summative and continuous There are a variety of student, teacher and environment factors that can affect the quality of learning like, lack of assessment is one of those factors that affect learning Adult learning is a complex field with many different theories and can be daunting for mentors, however. Anderson (2011) states the need to have an understanding of intellectual, physical and attitudinal processes involved in adult learning to support and assess students in practice. Most students nursing students will achieve the proficiency standards they need to register but mentors may be faced with students whose performance is weak, while these may be in the minority, evidence suggests that mentors find this one of the most challenging aspects of their role Duffy (2004). The NMC Standards to support learning and assessment in practice (2006) identified mentors’ responsibility in supporting and assessing nursing and midwifery students. The standards emphasise mentors’ role in managing the failing students. Within pre-registration nursing and midwifery education programmes, clinical competence is verified via continuous assessment in practice. Mentors assess competence in practice and have a responsibility to confirm that students are capable of a safe and effective practice, NMC (2006). This requires them to identify underperforming students and manage the situation appropriately. Duffy (2004) identified that one of the reason mentors ‘fail to fail’ students in practice is lack of knowledge of the assessment process. Students may react with anger/ aggression and denial, and may verbally abuse their mentor. They may react by blaming others, or even the previous mentor. Some students may be relieved and willing to accept a failed assessment. Failure can have a positive or negative outcome which is why some mentors may chose to avoid the assessment to avoid stress that is accompanied with failing a student. Duffy (2004) also states that this can leave the mentor feeling sad, anger, exhaustion or relief. Although failing students may have emotional consequences on the whole team, it is important that mentors do not avoid these situations by passing them when they feel that they have not achieved the outcome required of them whatever the reason. CONCLUSSION I have enjoyed looking at assessment as an aspect of mentorship, as I had to look at my own practice; it has opened my eyes in prioritising what is important and what is not. I have always known myself as someone who is not as assertive as I ought to be, and sometimes feel sorry or even scared of the reaction and thought I may end up passing a student who has failed. The NMC Code of professional conduct (2004) states that nurses and midwives on professional register have the duty to facilitate students of nursing and midwifery and others to develop their competence. By passing a failed student, you are not keeping to this code of conduct, and also by passing them; you are making your own work a lot harder as you will have to work with an incompetent professional tomorrow.

Social Worker Within The Welsh Context

Social Worker Within The Welsh Context Social work is a profession established to promote and secure the wellbeing of families, children, adults and the surrounding communities. Social work in Wales is regulated under the guidance and legislation of the Care council for Wales. This guidance is governed by a code of practice which all Social workers are to adhere too. Anyone choosing to use the title social worker is required to be registered with the care council for Wales, or any other council for other countries within the UK. The Care council for Wales states that the purpose of the code is to set out the conduct that is expected of social care workers and to inform service users and the public about the standards of conduct they can expect. (WAG, 2012:5) These guidelines allow all social workers to have a clear understanding of their role and what is expected of them. The aim of this assignment is to discuss the role and task of the Social worker, effectively showing an understanding of ethical issues, and anti-oppres sive practice within Welsh context. The role of the Social worker is often formed by the needs of the individual service user or family. Social workers play a leading role in providing safety and protection to adults and children. However the role will at times have to be adapted in order to fully meet the individual service users needs. Some roles carried out by the Social worker could possibly include being a counsellor, advocate, caseworker, manager of care, a person of social control and being able to work effectively as part of a mulit-disciplinary team. Each of these roles will require a number of different skills, Such as being an effective communicator, having the ability to recognise and regard diversity, and make effective risk assessments. The social worker needs to be able to respect the service user irrespective of their reasons for necessitating a social worker. Parallel with these the Social worker will need to have values and admiration for ethnicity, gender, class, culture, religion, age, sexuality or ability. In doing all of these social workers have a number of Acts and Laws in which they must obey, such as All Wales Framework for the Assessment of Children in need etc. . The Laws are regulations which enable the social worker to carry out their role and tasks in a positive way allowing for empowerment, change, and anti-oppressive practice and to tackle matters of oppression. The policies and legislation provide mandate for practice. Alongside the role of the social worker is the task of the social worker. The role of the social worker may require a wide variety, in terms of the range of tasks needing to be carried out. Some of these tasks could include supporting the parents/s to develop and enhance parenting skills, supporting the service user to become financially dependent- in order for them to reduce the possible risks of falling into poverty, and encouraging and supporting the service user back to work and employment. This is just to name a few of many tasks carried out w ithin the role of a social worker. Social workers are to practice anti-oppressive practice whilst working with service users, this is intended to enable them to resolve any problems and overcome barriers being faced by the service user. Dominelli. (2002) states that Anti-oppressive practice seeks to eliminate oppression within professional practice as well as contribute to its eradication within the broader society (:83) Dominelli (2002) then goes on to suggest that being clear about their principles, value base and ethical orientation will help individual practitioners in the decision-making process where and how they will direct their work (:84) In keeping with clear principles and ethical issues and taking into account the code of ethics as set by BASW which states that, (2012) Respect for human dignity, and for individual and cultural diversity Value for every human being, their beliefs, goals, preferences and needs. One of the principles that is important in respecting a service users needs and rights is that so cial workers within Wales implement the use of the Welsh Language Act 1993 this is one example of where laws between England and Wales are noticeably different in social work. In coinciding with this Act, the Welsh Language is proposed to have equal status. Whilst differentiating ethical issues, it became apparent that a service user has a right to decide what language their social worker uses, therefore, as stated by Davies (1994) Principles for anti-oppressive practice in Wales: 1. A service user has the right to choose which language to use with a worker; 2. Language is more than a means of communication: it is an essential part of a persons identity; 3. People are able to express themselves more effectively and comfortably in their language of choice; 4. Good practice means offering users real language choice; 5. A comprehensive and quality service in Wales means a bilingual service. (:60) Refusing this service can be recognised as a way of oppressing an individual. This assignment has discussed and researched some of the areas of social work, such as the role and task of the social worker. It became apparent that the role of the social worker and the area in which they practice will provide the outline of the tasks they will be required to carry out. There is a great importance of values, and the need to adhere the policies and regulations is clearly paramount in all areas and practice of social work. The assignment has then gone on to identify the difference in regulations and policies within Wales and England, and the importance of anti-oppressive practice, Likewise recognising the rights of the service user, and the need to respect these rights. Finally the assignment went onto show an understanding of the need to be aware of ethical practice.

industrial revolution :: essays research papers

The Industrial revolution was a time of drastic change and transformation from hand tools, and hand made items to machine manufactured and mass produced goods. This change helped life, but also hindered it as well. Pollution, such as CO2 levels in the atmosphere, rose, working conditions declined, and the number of women and children working increased. The government, the arts, literature, music and architecture and man's way of looking at life all changed during the period. Two revolutions took place, both resulting in productive but also dire consequences. Before the first industrial revolution, England's economy was based on its cottage industry. Workers would buy raw materials from merchants, take it back to their cottages, hence the name, and produce the goods at their home. It was usually was owned and managed by one or more people, who were generally close to the workers. There was a good worker/boss relationship, which was demolished and destroyed by capitalism. This industry was efficient but the workers productivity was low, making costs higher. The longer it took one person to manufacture a product, the higher the price. Subsequently, goods were high in price and exclusive only to the wealthy people. The year was 1733, the demand for cotton cloth was high, but production was low. This crisis had to be solved or England's economy would be hindered. The answer came from a British weaver, John Kay, who invented and fashioned the flying shuttle, which cut weaving time in half. John Kay was a pioneer and his invention paved the way for numerous inventors. Although at first, many workers didn't accept machines, in fact, many inventions were destroyed, but what was inevitable, couldn't be stopped. The machines had made their way to England, and nothing could stop them. By the 1750's, the industrial Revolution had begun. At first, inventions were strictly limited to cotton weaving. Inventions such as the spinning jenny and the water-powered frame, both of which provided spinning yarn faster, the spinning mule, the power loom and the cotton gin, all helped the manufacture of cotton goods by speeding up the process. Mass production had begun, along with capitalism. Capitalist, people who have their own materials, money and space, bought many machines and stored them in a factory, where hired people worked the whole day manufacturing goods. The factory system had replaced the cottage industry. Mass production made usually expensive items, such as shoes, less expensive and easily affordable by lower class and less wealthy people.

Feminist Theology :: essays research papers

3Write what you know, the pundits say, and I agree, we are conditioned to take the road less traveled by with only the different drummer to keep us company. As a student, I often find myself stumbling around in the theological woods, feeling lost, losing hope and ending up with mud everywhere, but especially on my face. However, the journey, while it lasts, is more interesting than the interstate highway of common knowledge; it certainly has a way of keeping complacency at bay. For me, that seed has often been something theological. I also often find myself playing the ‘devils advocate’ asking, â€Å"What does God look like to those who belong to the rigid social order of the orthodox church, look like in the twentieth-first century?† When modern feminist theologians look at the text of the scriptures, they are quick to point out neglected aspects of the Word and are quick to challenge the "patriarchal" worldviews and assumptions that many consider to b e biblical, but may indeed only be cultural. Evangelical feminists who uphold the integrity of the biblical text as the Word of God have done much to cause the Church to reexamine its views on the role of women in the Church. The challenge has come not from social movements but from the biblical texts themselves. It is essential that we as students look beyond the hermeneutical value, to that which is ingrained in the text not because of truth but rather because of tradition. Professor Trible's research on Adam and Eve notes that the Fall created an inequality in the family relationship that had not existed before. And if Christ has become a cure for us (Galatians 3:13), that curse of inequality is undone in Him as well as in the text in which she refers our attention. Feminist theologians have also recovered the neglected feminine references to God in scripture (noting: the word for Spirit, Ruach, in Hebrew, is feminine) and pointed out the roles of women in the Bible as deacons, co-laborers with Paul in ministry, judges of the nation (Deborah), and possibly even apostles (Junia of Romans 16:7). There are, of course, other things going on in Professor Trible’s writing, but the subtext of theologic al issues gives each story its texture as the abstract ideas intertwine with the actual plot. If I write about nomadic Arabs in 1919 Palestine and describe the tents and daily tea ritual, how can I fail to bring in the Qur'an?

Supernatural in Shakespeares Macbeth - The Witches Role :: Macbeth essays

In Shakespeare's time, many people were superstitious; they believed that that their lives were strongly influenced, if not dictated by fate. They also thought that the world was full of supernatural creatures, such as witches, ghosts, and many other such beings. Shakespeare incorporated these aspects of belief in his play Mac Beth. The witches, although accurately predicting what would occur, i.e., Mac Beth would be king, they did not specify how their prophecies would be realized. The witches did possess some sort of power (unless they were privy to some political information which MacBeth was not aware of), otherwise, how could they have known that MacBeth had been appointed Thane of Cawdor? Of course, once MacBeth, who, living in such a society, was superstitious, is presented with Cawdor's title, he believes that the other prediction, namely his kingship, must come true. Banquo notes the danger inherent in believing (and subsequently acting on) the witches' predictions; he says, "Were such things here as we do speak about?/Or have we eaten on the insane root/That takes the reason prisoner?" Act I, scene 3, ll.83-85. MacBeth is quite overwhelmed when he hears that he is now the Thane of Cawdor. However, almost immediately, he starts thinking about how to bring about his rule as king. "{Aside} Two truths are told, As happy prologues to the swelling act Of the imperial theme.—I thank you, gentlemen. {Aside} This supernatural soliciting Cannot be ill, cannot be good. If ill, Why hath it given me earnest of success, Commencing in a truth? I am the thane of Cawdor. If good, why do I yield to that suggestion Whose horrid image doth unfix my hair And make my seated heart knock at my ribs, Against the use of nature? Present fears Are less than horrible imaginings; My thought, whose murder yet is but fantastical, Shakes so my single state of man that function Is smothered in surmise; and nothing is But what is not." (1.3.127-141) MacBeth seems to be fantasizing about having a direct role in Duncan's downfall. He apparently believes that the only way to make the witches' predictions come about, is to act on his urges (although he attained the title of Cawdor without any extraneous effort). A wife has a large influence on her husband's thinking. Lady MacBeth tries to persuade MacBeth to murder Duncan. Throughout Act I, scene 5, there are many speeches in which she tries to convince him. However, the monologue most relevant to my theme is Lady MacBeth's first speech:

Action Research Proposal

In 1980, a new curriculum KBSR (or integrated curriculum for primary school) was introduced in order to develop individuals who are more rounded and versatile. Later on, the KBSM (the integrated curriculum for secondary school) was implemented as the students progressed to secondary school. As a continuation of the strategy, the secondary school program was developed, whereby it is emphasizing on the teaching of four language skills (reading, listening, writing, and speaking). Besides that, sound system, grammar and vocabulary are also included as the content of the syllabus. Here, the purpose of the strategy is to upgrade general proficiency of English Language among Malaysian students. Most of the tasks listed in our syllabus are focusing on the communicative purpose. But, in fact, classroom approaches are usually depends on the teacher to decide the best methods for his or her own class. For the primary level pupil, they learn English eight periods a week from Standard One to Standard Three and seven periods a week from Standard Four to Standard Six. At the secondary level, students learn English five periods a week. Myriad of background, ranging from diverse ethnicity closely consisting of Malay, Chinese and Indian students to differences in personality traits and motivational levels and types are the unique features of our Malaysian school classrooms. There is a growing trend in language education today to shift the focus from the teacher to learner. This view sees the learner as the active participant in the learning process and the teacher’s role not only to teach the learner â€Å"what to learn† but to teach the learner â€Å"how to learn†. In other words the teacher’s prime role is to help learners become independent or autonomous learners I have been in SJK (T) Pengkalan Hulu for about three months. I have been given responsibility to teach English Language for Year 4 pupils. The pupils in my class are with different learning ability and different competence level. There are good, moderate and weak pupils in my class. Therefore, I need to manage myself to be familiar with the pupils’ attitude and behavior. In addition, I need to know their needs in learning process whereby they have different level of English Language competency. The English language competency level among the Year 4 pupils of SJK (T) Pengkalan Hulu is mix between low and moderate level. They are very weak in vocabulary and pronunciation. Failure to master both aspects need to be tackled to meet the challenge to produce students who are able to communicate and versatile.

Richard Branson

The strong, influential, and ambitious personality of adventurer and entrepreneur Sir Richard Branson radiates throughout each of our lives. (Richard Branson, 1999) Richard Branson was born July 18th, 1950, in Surrey, England. He struggled in school and eventually dropped out at the age of 16. (Sir Richard Branson, 2012) It could be said that Richard Branson is arguably the most successful high-school dropout in business history. He overcame his battle with dyslexia and eventually became known as a modern entrepreneurial icon. Sir Richard Branson, 2012) Richard Branson exemplifies the idea of the American Dream. In addition to becoming an entrepreneurial success story that crafted an empire from scratch, he has formed an identity for himself that is comprised of great wealth, international prestige, rugged adventure, and fearless innovation. (Sir Richard Branson, 2012) Richard Branson has proved that he is not afraid to fail, a trait that has been confirmed through some of his busine ss and personal endeavors. (Moir, 2009) LEADERSHIP STYLES:Richard Branson has proven that he is a natural born leader. Although he battles dyslexia and struggled through school, he still became a success story by creating a vast business empire by using his weaknesses to his advantage. (Moir, 2009) When examining Branson’s history it is clear to see that he has utilized different leadership styles throughout the success of his career. Leadership consists of influence, it occurs among people, those individuals purposely desire change, and the change reflects the shared purposes of both followers and leaders. Entrepreneurship: The Virgin Company, 2006) Branson’s leadership styles are suggestive of those of the transformation and charismatic leadership theories. Branson is known for his outlandish and flamboyant leadership style. Rather than a hands-on manager, Richard Branson has become known as a charismatic and strategic leader. (Richard Branson – Leader Extraor dinaire, 2002) A marked distinction exists between management and leadership at the Virgin Group. Transformational leadership stems from the top-level executives and managers within the company.Branson along with other company executives have defined many common goals for the business to accomplish as a whole. (Carmichael, 2005) These goals consist of the utilization of new technology, expansion into international markets, customer loyalty, and joint business ventures. These types of goals are made known to all people associated with the company. This has become a great benefit to the company by giving every person involved a mission to accomplish. (Carmichael, 2005). The top tier of management promotes employees to leverage their skills in ways that will benefit the company the most.The purpose for this is to promote the philosophy that the overall benefit of the company will result in greater benefits for each individual involved. Rewards for shareholders, executives, employees, m anagers, and customers alike are obtained by through group contribution. (Management and Leadership of Richard Branson at Virgin Group Ltd, 2008) Leading is believed to be the most important and interesting function of management within the Virgin Group. Leadership dynamics begin with Richard Branson. Being a vocal and outgoing leader, his mission is to encourage his employees to work to their full potential for the benefit of the company.He advertises his belief that contributions to the good of the business will reap more rewards for everybody involved. (Management and Leadership of Richard Branson at Virgin Group Ltd, 2008) Branson has said that he attempts to bring out the best of his employees at all levels within the company. Management is expected to embrace this philosophy and pass it on to their subordinates. Richard Branson’s leadership style also consists of giving people a great level of freedom in their work. (Carmichael, 2005) Branson’s goal is to provide them direction in their duties, enabling them to take control of the situation thereafter.The freedom they are allowed in their work gives them an opportunity to excel without micromanagement. Branson’s company vision and leadership style has helped him become the center of attention within business and management discussions on a global scale. (Management and Leadership of Richard Branson at Virgin Group Ltd, 2008) RECOMMENDED LEADERSHIP STYLE: Richard Branson is an exceptional leader. Richard Branson’s management and leadership style can help teach us all. He has created a unique management style that has enabled the Virgin Company to achieve long term success.Although there is a marked distinction between leadership and management, the Virgin Company has achieved the integration of each in many aspects of the business. (Management and Leadership of Richard Branson at Virgin Group Ltd, 2008) Transformational leadership has become an essential tool for managers, exec utives, and workers as well. His leadership styles have given employees the desire to work together in an effort to better the company so they may reach their own personal goals. (Management and Leadership of Richard Branson at Virgin Group Ltd, 2008) Richard Branson is the definition of what a leader is.There has been no research found that suggests that Branson’s leadership is anything other than exemplary. Why fix something that is not broken? DEVELOPING A GLOBAL TEAM: Branson is constantly challenging his teams with new innovations, ideas, and ventures. (Branson, 2011) Richard Branson believes that forming a solid business foundation for the future is important – attracting investors, getting the contract correct, hiring core team members, selecting the best suppliers. (Branson, Richard Branson on Thinking Big, 2012) He would make sure that his teams have the correct tools for success. RICHARD BRANSON: The tools to succeed, the time to thrive, 2011) Branson would p rioritize his staff first, gather information from them, and follow up on their suggestions and ideas. Branson would make sure the details of the business venture would be sorted out with his employees and he would consider the challenges his employees may face including any improvements they would like to employ to secure the project’s success, keeping in mind that the ultimate beneficiaries will be the bottom line and the customers. (Branson, Richard Branson on Thinking Big, 2012) LEADERSHIP QUALITIES IN CURRENT ROLE:Richard Branson’s leadership practices can aid in the development of my own management and interpersonal skills. In my current position as the Executive Assistant to the County Administrator, I work closely with department directors and managers, as well as their support staff. When working on projects with County employees it is important for me to remember to assemble a great team, one with vision and passion. I need to remember that the employees are not just the resources of the County, but they are the County.It is their hard work and dedication that makes this County what it is. It is important to foster employees’ development by recognizing their accomplishments and giving praise. CONCLUSION: Richard Branson has a refreshingly unique opinion of leadership making it easy to understand why people enjoy working for him. (Richard Branson, 1999) Branson believes the best leaders listen and continue to learn even after they have become leaders and learned to successfully delegate. Great leaders get in front and aren’t scared to fight for their beliefs.Branson is a man who balances work and personal affairs, enjoys what he does, is fair and does not tolerate dirty tricks, and who leads from the front of a team of people who are dedicated to him – because they understand he honestly cares about them and the companies he owns. (Enderle, 2011) References Richard Branson. (1999, December). Retrieved February 2012, 14, from Askmen. com: http://www. askmen. com/celebs/men/december99/6_richard_branson. html Richard Branson – Leader Extraordinaire. (2002). Retrieved February 14, 2012, from IBS Center for Management Research: http://www. cmrindia. org/casestudies/catalogue/Leadership%20and%20Entrepreneurship/Richard%20Branson-Herb%20Kelleher-Leader%20Extraordinaire-Leadership%20and%20Entrepreneurship-Case%20Study. htm Entrepreneurship: The Virgin Company. (2006, March 31). Retrieved February 14, 2012, from WriteWork. com: http://www. writework. com/essay/entrepreneurship-virgin-group Management and Leadership of Richard Branson at Virgin Group Ltd. (2008). Retrieved February 2012, 2014, from UPX Success: http://www. upxsuccess. com/leadership_richard_branson. tml RICHARD BRANSON: The tools to succeed, the time to thrive. (2011, November 7). Retrieved February 14, 2012, from Business Day: http://www. businessday. co. za/articles/Content. aspx? id=158028 Sir Richard Branson. (2012). Retrieved February 14, 2012, from Bigraphy. com: http://www. biography. com/people/richard-branson-9224520 Branson, R. (2011, May 4). Richard Branson on Self-Motivation. Retrieved February 14, 2012, from Entrepreneur. com: http://www. entrepreneur. com/article/219563 Branson, R. (2012, January 17). Richard Branson on Thinking Big. Retrieved February