unit 1 understanding the principles and practices of...

Unit 1: Understanding the principles and practices of assessment 1. Explain the functions of assessment in learning and development Assessment is to judge someone against set criteria to establish whether they are capable to perform a particular activity/job. Assessments can take many different forms i.e. assignments, oral and written questions or professional discussion all of which help to demonstrate the knowledge the individual has developed through learning, these all support the decision of whether the individual is competent or not. 2. Define the following four key concepts and principles of assessment Validity – the work submitted is appropriate and relevant to the unit. Authenticity – is the piece of work pure or genuine and†¦show more content†¦2. The learner is not at a disadvantage in anyway, do I need to take special considerations towards the learner i.e. do they have any additional learning needs. Does the learner have equal opportunities? 10. Considering the risks identified in Question 9, identify how an assessor could reduce these through the planning process? 1. The assessor could address this by speaking to line manager and asking for a copy of health and safety policy, for a HASP to be completed and whether they could carry out an observation. 2. The assessor could refer back to ILP and initial assessments to find out whether anything has been recorded with regards to the individuals learning background. 11. Why is it important to involve the learners in the assessment process? So they have a clear understanding of the qualification they are hoping to achieve and they are aware of their learner journey. It is also important as they can contribute to ways in which evidence can be gathered. 12. Why is it important to involve others in the assessment process? Give two examples of who you could include. It is important to involve others as they act as a reliable source to whether the learner performs consistently to the standard expected of them. A line manager, employer or colleague(that has better knowledge/experience) who works alongside the learner would be a suitable person to verify the competency of the learner. 13. List two typesShow MoreRelatedA New Revised Framework For Teachers Competency With Technology That Expands Mishra And Koeler s Tpack Framework867 Words   |  4 Pagestechnology integration practice is, more often than not, thought of as a set of pedagogical skills or strategies to simply utilize technology in pursuit of effective instruction. Given the omission of learning theory from the teacher competency framework, it thus may lead us to understand teacher competencies as merely a skill-based knowledge (i.e., teaching as a straightforward enterprise). 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Lexington And Concord American Revolution - 1551 Words

Lexington and Concord Begins American Revolution On an â€Å"unremarkably clear and pleasant† day in April 19, 1775, the shot that was said to had been able to be heard around the world was fired. (A Guide to Battles) This began the battles in which we know as Lexington and Concord, and the war we know as the Glorious/American revolution. It was fought between the British whom had feared American retaliation for some time, and the American Colonies whom were tired of feeling oppressed by the British. General Thomas Gage advised his British superiors to prepare for war, but this advice was refused and when the time finally came, they were not prepared for the fight at hand. (History of AM Rev) Many events, rules, and regulations helped to lead up to the retaliation of the Americans. To begin, the Seven Years War, fought by the French along side the Indians versus the American colonies along side the British, carried a considerable cost for everyone involved. The American colonies and Britain ended up coming out on top, however, due to the sacrifice of the British jumping in to help. The only downfall was that â€Å"the royal ministries believed that the colonists should pay for their share of the costs of Britain’s (and their own) glory†. (txtbook) However, the radical new view of Americanized government believed that if new taxes were to be imposed that they should be able to have a part in their creation. This new belief was â€Å"no taxation without representation† and challenged KingShow MoreRelatedAmerican Revolution Accelerated evolution vs Cataclysmic revolution1624 Words   |  7 Pagesï » ¿The American Revolution was an accelerated evolution rather than a cataclysmic revolution to a certain point. An accelerated evolution is a ra pid process of growth and change, while a cataclysmic revolution is a sudden and violent event that brings great changes. 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Applying the Full-Range Leadership Model free essay sample

As the new wing safety officer, I have been asked to eradicate the trends in safety mishaps and make sure there is a process in place to prevent future occurrences. This paper will outline an analysis of the current leadership, the application of the Full-Range Leadership Model (FRLM) concepts in my solution, a plan of action, and set goals to track progress. The Analysis Based on the interviews conducted with the previous safety officer and the team members, I noticed that each member has various strengths that can be utilized in a new campaign to combat the safety issues. Understanding these strengths has helped me to identify their leadership styles under my predecessors reign. Col Parker exhibited a passive management by exception approach with my predecessor, Capt Matthews. As a transactional leader, Col Parker assigned the task to Capt Matthews, monitored his performance, and then stepped in when things were going awry. We will write a custom essay sample on Applying the Full-Range Leadership Model or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Capt Matthews failed to make an impact on reversing the safety mishaps trend. This was primarily due to him exhibiting a laissez-faire approach when it came to exploiting the talents of his team to accomplish the mission. His past experiences gave him the tools to ascertain success, but not developing SSgt Williamsons willingness to engage others, and her proactive community involvement or apitalizing on MSgt Jones and Mr. DeBurghs seasoned experience and wealth of knowledge specific to the base was his downfall. Moreover, Lt Johnson was allowed to be a non-engaged member of the team. He was not given a leadership role or an opportunity to employ his skills in management and marketing leaving him unmotivated. The Application Leadership comes from top down and in this case Col Parker needs to enhance her transactional leadership tools from Management by Exception to Contingent Reward or CR (discussed later in the plan of action) and strengthen her transformational leadership. She exhibits individual consideration by treating the members within the wing as family, not Just subordinates. She has the people behind her simply because they know she genuinely cares about them and their well-being. This can be capitalized on as part of a new campaign to put an end to the mishaps. MSgt Jones and Mr. DeBurgh have a plethora of experience between the two of them that can be harnessed and developed. I will provide the intellectual stimulation (IS) for these team members to get them back in the game to provide ideas for a new safety conquered based on prior experiences and MSgt Jones can possibly provide cutting dge technologies in mishap prevention from the classes he takes. SSgt Williamson is ready and willing to work wherever she is needed. Shes been placed in an administrative role, but her passion regarding the recent mishaps surpasses her knowledge of file plans.

Relationship Between King Lear and His Fool Essay Example

Relationship Between King Lear and His Fool Paper Refer to Act one, scene five Describe the relationship between King Lear and his Fool in this passage. How is the relationship developed in King Lear as a whole? In Shakespeares King Lear, the relationship between Lear and the fool is crucial to the development of the character of Lear and also to many themes in the play. Interweaving insightful commentaries with clever wit and language, the fool, a loyal associate to Lear, offers an insight into Lears mind. Using juxtaposition with metaphor, symbolism, puns and irony, the fool effectively addresses and understands Lears motives and offers practical, unpretentious advice. The fool effectively gives to Lear a conscience, and highlights his goodness and self-realization as Lear is persuaded to lower himself to the level of another. The play starts with Lear effectively being the fool but gains wisdom and human experiences with the guidance of the fool and learns humility, remorse and compassion. With the fool, Lear becomes a sympathetic character, identifiable as a human, and less as an ignorant king. This passage takes place in act one, scene five after Lears dividing of his land. Conflict between Lear and Goneril has forced Lear to seek the company of Regan, where he hopes he will be treated with better respect. The fool and Lear are alone on stage, and the fool remarks upon Lears misjudgments. The fool focuses on the strange motion of a mans brains†¦ ins heels stating that Lear has misplaced his wits and common sense and has now been infected with kibes. This metaphor is symbolic of Lear’s plans being infested by unwanted intentions. thy wit shall not go slipshod. Lear should not visit his second daughter just as this is an unnecessary action, and for how can your wits be sheltered by slipshod? We will write a custom essay sample on Relationship Between King Lear and His Fool specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Relationship Between King Lear and His Fool specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Relationship Between King Lear and His Fool specifically for you FOR ONLY $16.38 $13.9/page Hire Writer This imagery is significant to mock Lears poor logic and ignorance, emphasized by the rhetorical question, as it seems like common knowledge that Lear is walking into inevitable disaster. Goneril and Regan are metaphorically Crabapples and cannot be trusted by their approachable appearances. Similarly in Act III scene VI, the fool once again comments on the false appearance of objects. Hes mad, that trusts in the tameness of a wolf, a horses health, a boys love, or a whores oath and urges Lear to reflect on his own actions. Next the Fool comments on Lears judgment by metaphorically likening it to his sensory mechanisms. He states that the noses job is to keep ones eyes on either side of it, which again highlights Lears folly. Lears vision is straight, unyielding, which makes him susceptible to deceptions because he cannot see a wide range of vision that he cannot smell out, Intuitively, Lear perceives that he has treated Cordelia wrongly, triggered by the words of the Fool. It is evident that the fool serves as Lears reflection. As later mentioned in the play, Lear asks who am I? and the fool replies Lears shadow. Lear is unsure of his own identity because he cannot see himself, for a shadow cannot see itself just as eyes cannot see without being separated by the nose. In both cases, the fool acts as the mediator or helper for Lears deeper understanding of himself. The fool comments on the idea that a snail has a house†¦ to puts head in; not to give to daughters. Again the fool uses effective ima gery to highlight the folly of Lear, and the fool foreshadows Lears downfall just as a snail without its house is more susceptible to discomforts and disasters. Now that Lear has abandoned his crown and left his horns without a case, he cannot hold on to the power that once sheltered him from others cruelties and disobedience. Lear, finally realizing the insincerity of his daughters when he divided the land, says I will forget my nature. Here the imagery of the snail not only signifies helplessness and danger after having the crown taken from him, but it also suggests rebirth and new apprehension; Lear has departed from his shell and left his crown behind and is aware of the truths of the world. These lines spoken by the fool is echoed in the storm scene Act III scene IV. Lear remarks unaccommodated man is no more but such a poor, bare, forked animal to address the misfortunes of himself and Edgar. It seems like mans fortune is no better than an animals. He is stripped of his crown and glorious image, down to the basest form of nothing but instinct as he stands within the storm. Lear is deprived of all protections and false ideas; he has indeed exposed himself to the cruelties of the world. Just as the fool foreshadowed, all his follies have come back to leave him with nothing, and without his shell for protection. Lear contemplates reclaiming the crown To taket again perforce! followed by a pause, he says Monster ingratitude! These exclamations are contrasted, as Lear first remarks on his reclaiming of the crown and then to the unthankful nature of his daughters. Lear shows sharp abruptness of thought and indecision as these sentences are incomplete, suggesting panic and onslaught of madness. This supports the thought thou wouldst make a good fool as observed by the fool. This strong contrast between the fluent observant speech of the fool and Lear switches the roles of the wise and the delirious, and signifies the lowering of Lears status and mental state. Further more, as the fool addresses Lear as his fool, Lear is dependant on the logic of someone less intelligent, and not his own ideas as seen earlier, as a man who sees himself in full control of the lands: Know that we have divided in three our kingdom. While earlier, he addressed himself in third person as a sign of authority, now in the presence of the fool he is lowered to a man with no servants or possessions. Finally, the fool comments, thou shouldst not have been old till thou hast been wise. Lear says O, let me not be mad, not mad sweet heaven! This apostrophe addressed to the Gods is an expression of Lears caution in regard to his fall into derangement and confusion after having been rejected by Goneril. F or the first time Lear acknowledges the dangers of hatred towards another, and tries to restrain immersing himself completely with revengeful thoughts. The nature of this conversation is repeated in Act II scene IV, the fool comments that the daughters will treat him with neglect for Fortune, that arrant whore, Neer turns the key to thpoor. Lear, feeling his tempers rising and resting on the verge of madness, comments Hysterica passio, down, thou climbing sorrow. In both cases, the fools words acts as Lears conscience, a force to keep him away from complete loss of reason. The relationship between the fool and Lear highlights many themes within the play King Lear, primarily to the theme of self-awareness and understanding. The fool is the manifestation of the truth in Lear, while offering himself as a reflection to Lear to aid him for a better understanding of human character; pointing directly and acutely to Lears weaknesses and ignorances. There is effective use of language techniques to aid the expressive nature of the fool, being explicit yet underlying in his comments to Lear. Essentially, the fool is Lears conscience that aids to resolve his internal conflicts throughout the play and becomes Lears shadow or reflection, which helps the progression of Lear’s character.