The Developmental Influences On A Child Essay - 1295 Words

I was able to see how the developmental influences on a child involves biological, cognitive and emotional factors, and related interactions based on the environment they are in. In my observation I had the opportunity to see how these influences that could fully determine how the child will be in the near future. It was Saturday October 8, 2016 at 3:08 pm where I completed my observation on the child that I observed. I was at Monroe Park which is located Richmond, Virginia. When I arrived at the park, it was not many children there to observe. I waited patiently, wondering what it would be like to observe someone who was once my age. I was also curious to find out if that child was going to be a girl or boy. Either way, I believed that I would able to see the distinctions among what the child actions are now and figuring out what it would be like in the future. After several minutes, I seen a particular couple walking with their son Joshua. When they were walking, Joshua seemed more attached to his father because he held his hand the entire walk. They all walked over to sit by tree just like any other person had a choice do there. When they sat down on the ground the mother and father seemed to be having a conversation when Joshua was playing with either the mother’s phone or dad’s phone. I was not as shocked to see that at Joshua was so intrigued into the cellular device. I was not shocked to because many children in today generation are so focused on technologyShow MoreRelatedMental Illness And Child Development881 Words   |  4 PagesMental Illness and Child Development Mental Illness is a prominent occurrence throughout the world and commonly overlooked in the development of children. From psychotic disorders, such as Schizophrenia and Schizoaffective Disorder to emotional dysregulation and mood disorders, such as Major Depression and Anxiety children are prone to such occurrences just as adults. Child development is a very broad subject that encompasses an array of environmental and biological factors contributing to theRead MoreToddler Developmental Delays After Extensive Hospitalization : Primary Care Practitioner Guidelines863 Words   |  4 PagesAuthors of, â€Å"Toddler Developmental Delays after Extensive Hospitalization: Primary Care Practitioner Guidelines† Dana Lehner and Lois Sadler, investigated how extensive pediatric hospitalization of thirty days or longer could lead to developmental delays in toddlers. The investigation was conducted in order to raise awareness about the factors associated with developmental delay in to ddlers related to the length of hospital stay. This article states that the average length of stay for most hospitalizedRead MoreDifferences Between Female And Female Babies1716 Words   |  7 Pages When a baby is first born the main concern of the parents is the development of the child; this is a crucial part of the infant’s life where the first few years of life are the most important. The rate of brain development depends on the environment around the baby including where they live and who they are growing up around. During the baby’s first year especially, the skills being developed are what will be needed and used throughout their entire life. Not all babies develop at the same rate,Read MoreHuman Development Is Shaped By A Dynamic And Continuous Interaction Between Biology And Experience1170 Words   |  5 Pagesenvironment is the same for any child. Even if they live in the same house, they will have different experiences (Shonkoff Phillips, 2000, p. 22-23). †¢ Children’s experiences will impact the levels of the brain’s blood supply, their cellular and intercellular makeup, as well as the neurochemical that is produced. Every experience a child has adds to or takes from the child’s development (Shonkoff Phillips, 2000, p. 22-23). Core Concept 2 â€Å"Culture influences every aspect of human developmentRead MoreThe Problem Of Human Development1536 Words   |  7 Pagesdevelopment and identify the exact science behind it. Experts have not been able to discover any exact influences of normal human development, nor have they been able to uncover the exact causes of developmental abnormalities (Disabilities). What they have found can seem quite confusing and has caused much debate among those trying to tackle the answer to the question. Is ones developmental trajectory determined by the highness of their genetics or what they experience from the environment to whichRead MoreRelations of Urie Bronfenbrenner the Ecological Systems Theory to the â€Å"Growing up in New Zealand† 1137 Words   |  5 PagesIntroduction The purpose of this essay is to choose and summaries one developmental theory; and discuss its relevance in relation to findings from the â€Å"Growing up in New Zealand† study. I have chosen Urie Bronfenbrenner the Ecological Systems Theory. I will look at the findings of the Now We Are Born Report that has collated study cohort data from birth to 9 months old (Morton, Atatoa-Carr, Grant, Lee, Bandara, Mohal, Kinloch†¦et al 2012). I will discuss how two finding relate to Brofenbreener’s modelRead MoreThe Impact Of Sensory Processing Disorder On Development And Development1500 Words   |  6 Pagesdifferent developmental periods. This essay will focus on the early childhood period that ranges from two to five or six years of age. Firstly, this essay will describe the typical developmental milestones during early childhood and how they play an important role in each developmental stage that follows. Secondly, it will analyse how the home and educational environments influence early childhood. Finally, it will define Auditory Processing Disorder and the characteristics of a child with thisRead MoreDiscuss the Extent to Which Developmental Psycho logy Has Been Able to Contribute to Improving Children’s Lives.1048 Words   |  5 PagesThis essay will explore how developmental psychology has improved the lives of children diagnosed with specific learning difficulties (SpLD). It will explore how these improvements have been made from diagnosis to assessments, consequences to intervention. Dyslexia refers to a specific difficulty in learning to read and write. However this is not the only difficulty that children with dyslexia experience and there are variations of their symptoms. These problems appear to stem from fundamental difficultiesRead MoreFinding an Affordable Childcare Program1126 Words   |  5 PagesECE 205 Introduction to Child Development Sharon L Johnson Katherine Palichuk March 8, 2013 School Searching Introduction Hello Kim, I would like to help you find a quality, affordable childcare program that would ease your concern with your son development with vocabulary, social, and motor skills.   In this letter, I plan to address, three things you should look for in a childcare environment that supports yourRead MoreErik Erikson s Theory And Theory908 Words   |  4 Pagestheir lifespan. Erikson’s developmental theory discusses the eight stages of life and the forces and values that arise at each stage, which should be developed within this frame. The attachment theory focuses on the interaction an individual has and the impact it may have on their psychological and social development. Both theories believe that personality begins to develop from a young age and therefore occurrences in early life can have lasting impacts on the developmental of an individual. An

Prose Reader Essays - 1661 Words

Prose Reader â€Å"We Are Training Our Kids to Kill† Understanding Details 1. According to Grossman, the â€Å"virus of violence† is referring to the increase of murder, attempted murder, and assault rates in not only America but many places around the world. Although the population has been increasing, both the assault and murder rate are significantly high. Grossman quotes, â€Å"Today, both our assault rate and murder rate are at phenomenally high levels. Both are increasing worldwide† (Paragraph 6) Then he continues giving examples of the rising assault and murder rates in different parts of the world. For example,† In Canada, according to their Center for Justice, per capita assaults increased almost fivefold between 1964 and 2002, attempted†¦show more content†¦For instance, in South Carolina there was a kid facing the death penalty for murdering a father of two. The boy and his friend thought it would be funny to rob a store and ended up killing a man. When the boy was asks why he killed the man he says, â€Å" I donâ₠¬â„¢t know. It was a mistake. It wasn’t supposed to happen.† (Paragraph 38) He never intended to do what he did that day, it was a natural reaction he had developed from video games. When experiencing intense moments whilst playing video games, your heart rate increases. Because of this, every time your heart rate increases, you get sparks of stimulus that sets you off. This idea is made apparent when he concludes, â€Å"†¦kids who have never picked up a gun in their lives pick up a real gun and are incredibly accurate. Why? Video games.† (Paragraph 41) In conclusion we are training our kids to kill by allowing them to train via the media but mainly video games. Analyzing Meaning 1. In the United States, Grossman believes, â€Å"the first is the increased imprisonment of violent offenders.† (Paragraph 4) Likewise if it weren’t for the high imprisonment rate, the assault and murder rate would undoubtedly be even higher. The second factor Grossman believes is controlling the murder rate in the United States is advancement of medical technology. Over a long period of time our knowledge of science has been enlightened and it has reflected our medical technology. We now have a much higher chance of saving people from injuries thanShow MoreRelatedFoucault s Assertion That One s Own1722 Words   |  7 Pagesbacked by credibility. The credibility of such a claim can be found within the examples laid throughout history. In the poetic world you can give credit to the rise of the prose poem not only in popularity but in the depth of its functions to Russell Edson. The influence of his work has currently kept the popularity of the prose poem as one of the most used forms of poetry by aspiring poets long after his death. Author H.G.Wells heavenly influenced us culturally in terms of our vision of what scienceRead MoreThe Things I Know Nothing At All : A Little Thing From Experience1632 Words   |  7 PagesThe title of my project is called The Things I Know Nothing at All: A Little Thing from Experience. The genre is diverse and falls under the categories of prose poetry, micro fiction, or creative non-fiction. It is inspired by Anne Carson’s Short Talks where she analyzes different subjects that are interconnected on a grander scheme. I used Janet Burroway’s Imaginative Writing: the Elements of Craf t to create my creative non-fiction piece and to develop its subjects. The goal of my project is toRead MoreCharles Baudelaire And John Wieners1548 Words   |  7 Pagesnorms, but unlike Baudelaire, his occupation as a poet drew little attention to the skill so clearly evident within his poems. Both poets describe the modern urban landscape they inhabit within their poems. For example, the speaker in Baudelaire’s prose poem, â€Å"The Eyes of the Poor†, goes into great detail describing a new cafà © that has been built over the ruins of a poor Parisian neighborhood: â€Å"The gaslight†¦lit with all its force walls blinding in their whiteness, dazzling sheets of mirrors, the goldRead MoreEssay about Analysis of Emily Dickinson’s No. 657 and No. 303945 Words   |  4 Pagesnotes the Chariots pausing At her low Gate Unmoved an Emperor kneeling Upon her Mat I’ve known her from an ample nation Choose One Then close the Valves of her attention Like Stone 657 I dwell in Possibility A fairer House than Prose More numerous of Windows Superior for Doors Of Chambers as the Cedars Impregnable of Eye And for an Everlasting Roof The Gambrels of the Sky Of Visitors the fairest For Occupation This The spreading wide my narrow Hands To gather ParadiseRead MoreCharles Baudelaire s Paris Spleen Or Le Spleen De Paris1439 Words   |  6 Pages Charles Baudelaire’s Paris Spleen or Le Spleen de Paris, published after his death in 1869, is a collection of prose poems that captures the essence of city life in early 19th century Paris. It has been translated from French into a myriad of languages, including an English version translated by Louise Varà ©se in 1970. However, it is crucial to note that any close reading of one of Baudelaire’s fifty-one poems in Paris Spleen warrants a twice over examination of the text’s chosen lexicon—once inRead MoreSusan Glaspell s Trifles And A Jury Of Her Peers984 Words   |  4 PagesGlaspell’s ‘Trifles’ and ‘A Jury of Her Peers’† highlights the differences and similarities between the two. Mustazza’s article may help aid readers to understand the differences between Glaspell’s two works and provide un derstanding as to why Glaspell may have changed the genre and form of the plot. â€Å"Trifles† is a dramatic play whereas â€Å"A Jury of Her Peers† is prose fiction. While some differences may be seen on the surface, other differences will need to be inspected closely. Mustazza’s article mayRead MoreAnalysis Of Lauren Becker s If I Would Leave Myself Behind811 Words   |  4 Pagesexciting story. Few accomplish their desired effect, be it to educate or move a reader. However, great author’s understand the significance of finding which words and meanings are significant, and which area not. Lauren Becker’s use of prose is impeccable in her 2014 novella. Lines such as, â€Å"You really should pay attention because you’ll forget the important things,† hold some weight singularly, but fill the reader with a deep sense meaning when read in the context of her book. Becker, authorRead MoreAnalysis Of Jonathan Yardley s The Rye 861 Words   |  4 Pagesnovels from the past: The Catcher in the Rye. His objective is to persuade his readers that The Catcher in the Rye is neither a well written book --as many claim it is-- nor a book that is deserving enough to be labeled an â€Å"American classic.† Yardley uses a sardonic, yet criticizing tone along with rhetorical devices such as antithesis, hypophora, understatements, and epithets to support his thesis and help the reader perceive the book from his position. Yardley suggest that J.D. Salinger was unsuccessfulRead More Lost Lady Essay896 Words   |  4 Pages The diction and detail used by Willa Cather in the book A Lost Lady, paints a picture in the readers mind by her prose selection of diction and arrangements of graphic detail, which conveys a feeling of passion, sadness, tense anger and unending happiness through Neil Herbert. Throughout the book, Cather describes Neil Herbert ¡Ã‚ ¯s life from his childhood, to his teenage years, and then to his adulthood with surpassing diction and supporting detail. nbsp;nbsp;nbsp;nbsp;nbsp;As the story beginsRead MoreGiovannis Room643 Words   |  3 Pagescertain elements of personality that are irrefutably universal, and consequently human, betrays a prose that is characteristically, and uniquely, Baldwin. Such being the case, we find in David, a protagonist who is simultaneously intriguing and reprehensible; the consequence of which is an engaging narrative of self-discovery. This curious dichotomy of emotions that David’s character evokes within the reader may be telling of a deeper correlation; a contention best supported by conclusions drawn from

My Favorite Restaurant Essay Example For Students

My Favorite Restaurant Essay Outline1 Introduction2 My favorite restaurant short essay example2.1 Why I love McDonalds3 Conclusion Introduction Nowadays in order to find a place of entertainment in town, you do not need to go far, you just have to walk 10 meters from home. But to find a good restaurant that in future would be your favorite is easy said than done. Recently, people began to spend their time there much often. And it provoked rapid growth and development of this kind of business. As a result, every day a lot of restaurants appear. But why customers are so attracted by these places? After all, if desired, a tasty meal could be done at home. Customers are not even afraid of big bills. Of course, everyone has their own reasons for dining in a restaurant. Firstly, in these establishments, people know for sure that food was cooked according to all technologies. For instance, I adore all kinds of cakes and other pastries, and it is possible to cook it at home, of course, but they are unlikely to be as tasty as the professionals do. Secondly, at home you have to do all the dirty work by yourself: wash the dishes, cook. Being a guest in the restaurant the staff washes the entire kitchen. And in the bar or cafeteria, you just relax. What could be easier? Thirdly, a good restaurant is the most suitable place where you can hold any celebration: wedding, anniversary, childbirth, engagement, corporate party, etc. In general, there may be hundreds of reasons to visit such enterprises, but in my opinion, these three are the most basic. Well, it should be noted that among the huge variety of different restaurants, the most popular are those where a pleasant atmosphere reigns, light music plays, treats delicious dishes and drinks, and waiters are attentive to each client. My favorite restaurant short essay example I often have the desire to go to a cozy cafe, to spend some time with a cup of aromatic coffee or another warm drink and to eat a pie Or to eat a burger with cola in fast food. Yes, yes, thats right, you heard right, I wrote in English that I like to eat tasty in fast food. I like visit to a restaurant with my family  or by my own  . In general, I have a lot of places that I adore. But among the most beloved, I should highlight two—Paradise and McDonalds. Lets start with Paradise. This place is located on the outskirts of the town, near the lake. Therefore, a visit there brings me great pleasure. I would say that the main descriptive word for this restaurant is atmospheric. You have no idea how beautiful the view opens from the terrace So what the customers are doing half the evening is taking photos. Perhaps this is the main reason why I go to eat there. It is main, but not the only one. I should note elegant music and fantastic cuisine. Therefore, here you can dine with your couple, have fun with friends, celebrate a birthday or have a party. The customers of different age and with various interests and living standards come here. Prices there are not very low; the average dinner cost is about 20-30 dollars per person. But I appreciate the high quality and good service, thats why I visit Paradise quite a lot. Friendly waiters greet you at the entrance, near the counter, and offer to choose your favorite table, if there is one. If not, customers are waiting for a table at the bar. Incidentally, Paradise has face control, so men in short pants or women in too short skirts are unlikely to be able to enter the building. .u2095c75fec12e83b56bfa38d3b06957e , .u2095c75fec12e83b56bfa38d3b06957e .postImageUrl , .u2095c75fec12e83b56bfa38d3b06957e .centered-text-area { min-height: 80px; position: relative; } .u2095c75fec12e83b56bfa38d3b06957e , .u2095c75fec12e83b56bfa38d3b06957e:hover , .u2095c75fec12e83b56bfa38d3b06957e:visited , .u2095c75fec12e83b56bfa38d3b06957e:active { border:0!important; } .u2095c75fec12e83b56bfa38d3b06957e .clearfix:after { content: ""; display: table; clear: both; } .u2095c75fec12e83b56bfa38d3b06957e { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u2095c75fec12e83b56bfa38d3b06957e:active , .u2095c75fec12e83b56bfa38d3b06957e:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u2095c75fec12e83b56bfa38d3b06957e .centered-text-area { width: 100%; position: relative ; } .u2095c75fec12e83b56bfa38d3b06957e .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u2095c75fec12e83b56bfa38d3b06957e .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u2095c75fec12e83b56bfa38d3b06957e .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u2095c75fec12e83b56bfa38d3b06957e:hover .ctaButton { background-color: #34495E!important; } .u2095c75fec12e83b56bfa38d3b06957e .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u2095c75fec12e83b56bfa38d3b06957e .u2095c75fec12e83b56bfa38d3b06957e-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u2095c75fec12e83b56bfa38d3b06957e:after { content: ""; display: block; clear: both; } READ: MP3 Piracy EssayAfter the customers have taken the table, the waiter comes up to them and offers to get acquainted with the menu. After the customers have made their choice and voiced it to the waiter, they will have to wait for food. Later the waiter brings out the drinks to the customers, and within 25 minutes—the rest of the food. Why I love McDonalds My second favorite place is McDonald’s. Its hard to admit it, but I love fast food. Where if not here can be a cheap and tasty gorge? It is loved by everyone, both children and adults. Oh, this french fries Thanks to them, McDonalds is always overcrowded. McDonalds has a fairly high rate of the fulfillment of orders so that the customers do not wait very long for their food. Also, the restaurant boasts a light, welcoming atmosphere, where you can always easily find a free table and eat your favorite hamburger. Sometimes, I change my habits, because the menu of such restaurants is very diverse and consists of such food as hamburgers, french fries, cheeseburgers, hot dogs, milkshakes, salads with various sauces, chicken wings, Coca-Cola, and many other delicious dishes. So sometimes I like to eat Southwest Buttermilk Crispy Chicken Salad or Mushroom Swiss Burger. Conclusion I highly recommend these two places where you can relax and have a tasty meal. Let your life be without dirty plates and hesitations what to cook for dinner.

The Architectonic Form Of Kants Copernican System Essays

The Architectonic Form Of Kant's Copernican System The Architectonic Form of Kant's Copernican System Human reason is by nature architectonic. That is to say, it regards all our knowledge as belonging to a possible system. [Kt1:502] 1. The Copernican Turn The previous chapter provided not only concrete evidence that Kant's System is based on the principle of perspective [II.2-3], but also a general outline of its perspectival structure [II.4]. The task this sets for the interpreter is to establish in greater detail the extent to which the System actually does unfold according to this pattern. This will be undertaken primarily in Parts Two and Three. But before concluding Part One, it will be helpful to examine in more detail the logical structure of the relationships between the various parts of Kant's System, and how they fit together to compose what we have called Kant's 'Copernican Perspective'. Kant rather boldly compares the contribution made to philosophy by Kt1 with that which Copernicus made to astronomy. Copernicus explained 'the movements of heavenly bodies' (i.e., of the planets, stars and sun) by denying 'that they all revolved round the spectator' (i.e., the earth), as they indeed appear to do, and suggesting instead that the earth and other planets revolve around the sun while the stars remain at rest. Likewise, Kant attempts to explain our knowledge of objects in general by denying 'that all our knowledge must conform to objects', as it indeed appears to do, and suggesting instead 'that objects must conform to our knowledge' [Kt1:xvi; cf. Kt65:83]. This metaphor, expressing the difference between appearance and reality in the theories of both Copernicus and Kant, suggests the following two models: (a) Appearance (b) Reality Figure III.1: The Two Aspects of a Copernican Revolution These diagrams can be used to represent Kant's Copernican revolution simply by replacing 'earth' with 'subject' and 'sun' with 'object', and by stipulating that motion represents the active, determining factor in knowledge, while rest represents the passive factor. As a result, (a) would depict the ordinary person's (as such, quite legitimate) Empirical Perspective on the world, while (b) would depict the philosopher's special Transcendental Perspective. The 'change in perspective' [Kt1:xxii] required by the philosopher's switch from (a) to (b) is the revolutionary 'touchstone' of Kant's entire System [see II.1], for it reveals that 'we can know a priori of things only what we ourselves put into them' [xviii]. The philosopher's primary attention, therefore, is directed away from the objects of knowledge and is focused instead on the subject (i.e., on humanity) and our mental activities. On this point, at least, there is widespread agreement among interpreters. Kant's Copernican revolution has been said to consist, for example, in claims such as these: human knowledge can only be understood if we hypothesize the activities of the knower [C3:237]; the epistemological conditions for knowing natural entities are at the same time the ontological conditions for their existence as such [i.e., empirically] [Y2:977]; the universality and necessity of synthetic a priori propositions as established by ... critical argumentation are ... specifically relativized to the workings of the human intellect [R4:318; cf. 321]; the objects of human knowledge can only be legitimately [described] ... if they are 'considered' in relation to the human mind and its conceptual scheme.1 Unfortunately, the agreement among Kant-scholars on general matters such as this does not carry over into matters of detailed interpretation or critical evaluation. Indeed, inasmuch as Kant never provides a thorough and consistent explanation of the logical relationships between the many constitutive 'elements' in his three Critiques--such as those in Kt1 concerning knowledge, which he discusses in the Transcendental Doctrine of Elements,2 there will probably never be widespread agreement concerning their intended meanings and relative importance. But in spite of the negative answer which the consensus of two centuries of interpretive scholarship has given to the question of the unity of Kant's System [cf. I.1], it seems incongruous to regard Kant as a 'megaphilosopher' and yet to confess that he failed in so basic a task. I shall therefore attempt in this chapter to reveal the architectonic unity of his entire System by providing an outline of its formal structure. My underlying goal will be to set the stage for an analysis of the content, and thus of the detailed arguments, of

Management Specification Essay Example

Management Specification Essay Example Management Specification Essay Management Specification Essay Essay Topic: Self Reliance ATHE Level 5 Qualifications in Management ATHE Level 5 Certificate in Management (QCF) ATHE Level 5 Diploma in Management (QCF) ATHE Level 5 Extended Diploma in Management (QCF)  © ATHE Ltd 2012 Level 5 Management Specification March 2012 About ATHE An Ofqual regulated awarding organisation, providing QCF qualifications in management, health social care management and travel tourism management. We are known for our excellent customer service, efficient support and flexible qualifications that offer diverse progression routes. Our Qualifications Our management qualifications are the culmination of expert input from colleges, sector skills councils, industry professionals and our qualification development team. We have taken advantage of the flexibility of the QCF to develop a suite of awards, certificates and diplomas that offer progression from level 4 up to level 7. Key features of the qualifications include: ? core units that are common to different sectors offering the opportunity for learners to move between sectors or delay decisions as to which area to specialise in ? mall qualifications that can be used for professional development for those in employment or for learners who do not have the time to undertake a full time programme ? flexible methods of assessment allowing tutors to select the most appropriate methods for their learners. Support for Centres We are committed to supporting our centres and offer a range of training, support and consultancy services including: ? qualification guidance, suggested resources and sample assignments ? an ATHE centre support officer who guides you through the centre recognition process, learner registration and learner results submission ealth check visits to highlight any areas for development ? an allocated ATHE associate for advice on delivery, assessment and verification. 1  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Contents About ATHE . 1 Our Qualifications .. Support for Centres .. 1 ATHE QCF Qualifications at Level 5 in this Specification . 3 Accreditation Dates . Entry Requirements . 3 Introduction to ATHE’s Level 5 QCF Qualifications in Management .. 4 Certificate.. Diploma.. 4 Support and Recognition .. 4 National Occupational Standards . Progression.. 4 Recognition of Prior Learning (RPL) .. 5 Support for ATHE Qualifications Credit values and rules of combination . 5 Unit Specifications .. 12 Unit Format 2 5. 5 Managing Communication . 13 5. 2 Business Organisations in a Global Context . 16 5. 3 People Management . 2 0 4. Finance for Managers .. 24 5. 4 Research project . 28 6. 11 Managing Stakeholder Engagement .. 1 6. 4 Risk Management .. 35 6. 10 Leading Organisational Equality and Diversity . 39 4. 6 Corporate Social Responsibility .. 42 5. Manage Sustainability in an Organisation 46 4. 2 Resource Management 49 4. 7 Administrative Services 53 4. Planning a Work Based Team Project . 57 5. 6 Marketing Principles and Practice . 61 4. 10 Planning a New Business Venture .. 65 4. 11 Customer Relationship Management .. . 67 5. 7 Employability Skills . 72 5. 9 Personal and Professional Development 79 5. 10 Business Law . 83 2  © ATHE Ltd 2012 Level 5 Management Specification April 2012 ATHE QCF Qualifications at Level 5 in this Specification This document provides key information on ATHE’s suite of Level 5 QCF qualifications in Management, including the rules of combination, the content of all the units and guidance on assessment and curriculum planning. It should be used in conjunction with the ATHE handbook â€Å"Delivering ATHE Qualifications†. Further guidance on resources and assessment is provided separately. These qualifications have been accredited to the Qualifications and Credit Framework (QCF). Each qualification has a Qualification Accreditation Number (QAN). This number will appear on the learner’s final certification documentation. Each unit within a qualification also has a QCF code. The QAN numbers for these qualifications are as follows: ATHE Level 5 Extended Diploma in Management (QCF) 600/4375/1 ATHE Level 5 Diploma in Management (QCF) 600/4374/X ATHE Level 5 Certificate in Management (QCF) 600/4373/8 Accreditation Dates These qualifications are accredited from 1st February 2012 which is their operational start date in centres. Entry Requirements These qualifications are designed for learners from aged 19 and above. However, ATHE does not specify any entry requirements. Centres are required to ensure that learners who register for these qualifications have the necessary skills to undertake the learning and assessment. 3  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Introduction to ATHE’s Level 5 QCF Qualifications in Management Our new qualifications in Management at Level 5 have been developed to conform to the requirements of the QCF, to meet the requirements of the sector and to respond to the needs of our centres. These qualifications provide generic management skills for those planning to or working in a management role. The qualifications deliver the skills and knowledge that meet the needs of managers on a domestic and international platform. We provide a flexible route for learners who have already achieved management qualifications at a lower level and for learners who do not have management qualifications, but may have qualifications in other areas and/or prior experience the work place. Our suite of qualifications is designed to provide: ? maximum flexibility with different sized level 5 qualifications for those who only wish or have the time to initially take smaller qualifications and then build up qualifications over ti me ? pportunities for learners to develop knowledge and skills, personal qualities and attitudes essential for successful performance in working life ? optional units in particular specialisms that are directly related to learners’ current responsibilities or that meet a particular interest and support career development ? opportunities for learners who wish to underta ke a full time course of study leading to an Extended Diploma. Certificate Our Certificate allows learners to develop some of the key skills they need to work in a management role with a mandatory unit and a choice of options. Diploma Our Diplomas allows learners to develop the key skills they need to work in a management role with a number of mandatory units together with a choice of options. Support and Recognition These qualifications have been developed with the support of centres who are currently delivering qualifications at this level in Management or who plan to do so in the future. National Occupational Standards The ATHE Level 5 qualifications in Management provide much of the underpinning knowledge and understanding for the National Occupational Standards in Management and Leadership. Progression On successful completion of a Level 5 qualification in Management there are a number of progression opportunities. Learners may progress to: ? larger qualifications at the same level e. g. from a Certificate to the Diploma or Extended Diploma in Management or a related qualification, for example the Diploma in Management for Health and Social Care ? a degree programme in a higher education institution and claim exemptions for some of the units completed. 4  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Recognition of Prior Learning (RPL) The QCF is based on the principle of credit accumulation and transfer. Within this suite of qualifications, learners have the opportunity to build their achievements from a single unit into a full Diploma. There will be occasions where learners wish to claim recognition of prior learning which has not been formally assessed and accredited. Centres should contact ATHE to discuss the requirements for RPL. Support for ATHE Qualifications ATHE provides a wide range of support. This includes: ? materials on our website to support assessment and teaching and learning ? raining events to support the delivery of the qualifications and assessment ? the services of a team of experienced advisors and external verifiers ? support for business development. Credit values and rules of combination The QCF is a framework which awards credit for qualifications and units and aims to present qualifications in a way that is easy to understand and measure. There are three sizes of qualification in the QCF : ? Award, between 1 and 12 credits ? Certificate, between 13 and 36 credits ? Diploma, 37 credits and above. Each unit within a qualification has a credit value and a level. The credit value specifies the number of credits that will be awarded to a learner who has achieved the lea rning outcomes of a unit. The level is an indication of relative demand, complexity and depth of achievement and autonomy. Each credit represents 10 hours of learning time. The learning time is a notional measure which indicates the amount of time a learner at the level of the unit is expected to take, on average, to complete the learning outcomes of the unit to the standard determined by the assessment criteria. Learning time includes activities such as directed study, assessment, tutorials, mentorin g and individual private study. The credit value of the unit will remain constant in all contexts regardless of the assessment method or the mode of delivery. Learners will only be awarded credits for the successful completion of whole units. Each unit also contains information on guided learning hours (GLH). GLH are intended to provide guidance for centres on the amount of resource needed to deliver the programme and support learners i. e. he time required for face to face delivery, tutorials, workshops and associated assessments. Each qualification has agreed rules of combination which indicate the number of credits to be achieved, which units are mandatory and the choice of optional units. The rule of combination for each qualification is given below. 5  © ATHE Ltd 2012 Level 5 Management Specification April 2012 ATHE Level 5 Extended Diploma in Management The ATHE Level 5 Extended Diploma in Management is a 120 credit qualification. Learners must complete five mandatory units and three or four optional units. Unit Title Level Credit GLH Managing Communication 5 15 60 Business Organisations in a Global Context 5 15 60 People Management 5 15 60 Finance For Managers 4 15 60 Research Project 5 20 80 Mandatory units Optional units Learners must complete a further 3 or 4 units from the list below to achieve a minimum of 120 credits for the Diploma. Managing Stakeholder Engagement 6 10 40 Risk Management 6 10 40 Leading Organisational Equality and Diversity 6 10 40 Corporate Social Responsibility 4 15 60 Manage Sustainability in an Organisation 5 15 60 Resource Management 4 15 60 Administrative Services 15 60 Planning a Work Based Team Project 4 15 60 Marketing Principles and Practice 5 15 60 Planning a New Business Venture 4 15 60 Customer Relationship Management 4 15 60 Employability Skills 5 15 60 Business Ethics 5 15 60 Personal and Professional Development 5 15 60 Business Law 5 15 60 6  © ATHE Ltd 2012 Level 5 Management Specification April 2012 ATHE Level 5 Diploma in Management The ATHE Level 5 D iploma in Management is a 60 credit qualification. Learners must complete three mandatory units and one optional unit. Unit Title Level Credit GLH Managing Communication 5 15 60 Business Organisations in a Global Context 5 15 60 People Management 5 15 60 Mandatory units Optional Units Learners must complete a further 1 unit from the list below to achieve a minimum of 60 credits for the Diploma. Corporate Social Responsibility 4 15 60 Resource Management 4 15 60 Administrative Services 4 15 60 Planning a Work Based Team Project 4 15 60 Finance For Managers 4 15 60 Planning a New Business Venture 4 15 60 Customer Relationship Management 4 15 60 Manage Sustainability in an Organisation 5 15 60 Marketing Principles and Practice 5 15 60 Employability Skills 5 15 60 Business Ethics 5 15 60 Personal and Professional Development 5 15 60 Business Law 5 15 60 ATHE Level 5 Certificate in Management The ATHE Level 5 Certificate in Management is a 30 credit qualification. Learners must complete two of the three units listed below. Unit Title Managing Communication Business Organisations in a Global Context Level 5 5 Credit 15 15 GLH 60 60 People Management 5 15 60 7  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Guidance on Assessment For all ATHE qualifications assessment is completed through the submission of internally assessed student work. To achieve a pass for a unit, a learner must have successfully achieved all the assessment criteria for that unit. There are no externally set written examinations attached to any unit. However, learners taking the Level 5 Extended Diploma in Management will be required to complete a research project. ATHE will provide a sample assignment for each unit which can be used as the assessment for the unit. We would encourage our centres to develop their own assessment strategies so you have the opportunity to put assignments in a context that is appropriate for your learners. Any assignments that you devise will need to be submitted to ATHE for approval before delivery of the programme. Centres can submit assignments for approval using the ‘Centre -Devised Assignment’ template documentation available on the ATHE website. An assignment can relate to a single unit. Alternatively you may incorporate more than one unit in an integrated assignment provided the content of the assignment is clearly mapped to show which assessment criteria from which units are being covered. Methods of Assessment ATHE encourages the use of a range of assessment strategies that will engage learners and give them an opportunity to both demonstrate their knowledge and understanding of a topic and to evaluate how they might apply that knowledge in a given context. We would recommend avoiding an over-reliance on essay writing and that more varied types of assessment are included. This might include assessment through: ? ? ? ? ? ? a research activity resulting in the compilation of a report an academic paper or article for publication the compilation of a case study critical review and evaluation of a chosen company’s policies, procedures and systems a set project completed for an employer (also known as an ‘employer-engagement’ activity) the production of a portfolio of evidence relating to a particular unit. This list is by no means exhaustive, but gives examples of some creative assessment methods that could be adopted. Putting an Assessment Strategy in Place You will need to demonstrate to your External Verifier that you have a clear assessment strategy supported by robust quality assurance in order to meet the ATHE requirements for registering learners for a qualification. In devising your assessment strategy, you will need to e nsure: ? ? ? devised assignments are clearly mapped to the unit learning outcomes and assessment criteria they have been designed to meet that the command verbs used in the assignment are appropriate for the level of the qualification, e. g. analyse, evaluate that the assignment gives the learner sufficient opportunity to meet the assessment criteria at the right level, through the work they are asked to complete. (The QCF level descriptors will be helpful to you in determining the level of content of the assessment) 8  © ATHE Ltd 2012 Level 5 Management Specification April 2012 ? ? ? ? ? ? ? students are well-briefed on the requirements of the unit and what they have to do to meet them assessors are well trained and familiar with the content of the unit/s they are assessing there is an internal verification process in place to ensure consistency and standardisation of assessment across the qualification assessment decisions are clearly explained and justified through the provision of feedback to the learner that work submitted can be authenticated as the learner’s own work and that the re is clear guidance on the centre’s Malpractice Policy hat there is an assessment plan in place identifying dates for summative assessment of each unit and indicating when external verification will be needed sufficient time is included in the assessment planning to allow the learners time for any necessary remedial work that may be needed prior to certification. Quality Assurance of Centres Centres delivering ATHE QC F qualifications must be committed to ensuring the quality of the assessment of all the units they deliver, through effective standardisation of assessors and verification of assessor decisions. ATHE will rigorously monitor the application of quality assurance processes in centres. ATHE’s quality assurance processes will involve: ? centre approval for those centres who are not already recognised to deliver ATHE qualifications ? approval to offer ATHE QCF qualifications and units in Management at Level 5. Once a centre registers learners for a qualification, they will be allocated an Ext ernal Verifier who will visit at an early stage in the programme to ensure that an appropriate assessment plan is in place. Centres will be required to undertake training and standardisation activities as agreed with ATHE. Details of ATHE’s quality assurance processes are provided in the ATHE Guide: â€Å"Delivering ATHE Qualifications† which is available on our website. Malpractice Centres must have a robust Malpractice Policy in place, with a clear procedure for implementation. Centres must ensure that any work submitted for verification can be authenticated as the learner’s own. Any instance of plagiarism detected by the External Verifier during sampling, will result in the entire cohort being rejected. Centres should refer to the ATHE Malpractice Policy on the ATHE website. 9  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Guidance for Teaching and Learning Within the support materials for some of the units you will find suggestions and ideas for teaching and learning activities which we hope will be helpful in getting centre practitioners started with schemes of work and session plans. You can adapt these ideas to suit your own context and the interests of your students. Learners learn best when they are actively involved in the learning process. We would encourage practitioners delivering our qualifications to use a range of teaching methods and classroom -based activities to help them get information across and keep learners engaged in the topics they are learning about. Learners should be encouraged to take responsibility for their learning and should be able to demonstrate a high degree of independence in applying the skills of research and evaluation. You can facilitate this by using engaging methods of delivery that involve active learning rather than relying on traditional methods of lecture delivery to impart knowledge. Your approach to delivery should give the learners sufficient structure and information on which to build without you doing the work for them. In achieving the right balance you will need to produce well-planned sessions that follow a logical sequence. Top Tips for Delivery ? Adopt a range of teaching and learning methods, including active learning. ? Plan sessions well to ensure a logical sequence of skills development. ? Include study skills aspects, e. g. how to construct a report or Harvard Referencing. Build time into your Scheme of Work and Session Plans to integrate study skills teaching. Set structured additional reading and homework tasks to be discussed in class. ? Elicit feedback from your students. Get them to identify where the work they have done meets the assessment criteria. ? Contextualise your activities, e. g. use real case studies as a theme through the sessions. ? Take an integrated approach to teaching topics across units, where appropriate, rather than always t aking a unit-by-unit approach. In this way, learners will be able to see the links between the content of the different units. There is further guidance on teaching and learning in the support materials. Resources ATHE has provided a list of suggested resources for each unit. Please refer to the support materials for each unit on our website by logging into the ATHE portal with your given login details. Access and Recruitment ATHE’s policy with regard to access to its qualifications is that: ? they should be available to everyone who is capable of reaching the required standard ? they should be free from any barriers that restrict access and progression ? there should be equal opportunities for all wishing to access the qualifications. Centres are required to recruit learners to ATHE qualifications with integrity. This will include ensuring that all learners have appropriate information and advice about the qualifications. Centres should put in place appropriate systems to assess a learner’s suitability for a programme and make a professional judgement about their ability to successfully achieve the designated qualification. This assessment should take account of any support available to the learner within 10  © ATHE Ltd 2012 Level 5 Management Specification April 2012 the centre during the programme of study and any support that may be required to allow the learner to access the assessment for the units within the qualification. Access Arrangements and Special Considerations ATHE’s policy on access arrangements and special consideration aims to enhance access to the qualifications for learners with disabilities and other difficulties (as defined by the E quality Act 2010) without compromising the assessment of skills, knowledge and understanding. Further details are given in the Reasonable Adjustments and Special Considerations Policy, which can be found on our website. Restrictions on Learner Entry The ATHE Level 5 qualifications in Management are accredited on the QCF fo r learners aged 19 and above. 11  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Unit Specifications Unit Format Each unit in ATHE’s suite of level 5 qualifications is presented in a standard format. This format provides guidance on the requirements of the unit for learners, tutors, assessors and external verifiers. Each unit has the following sections: Unit Title The unit title reflects the content of the unit. The title of each unit completed will appear on a learner’s statement of results. Unit Aims The unit aims section summarises the content of the unit. Unit Code Each unit is assigned a QCF unit code that appears with the unit title on the Register of Regulated Qualifications. QCF Level All units and qualifications in the QCF have a level assigned to them which represents the level of achievement. The level of each unit is informed by the QCF level descriptors. The QCF level descriptors are available on the ATHE website. Credit value The credit value is the number of credits that may be awarded to a learner for the successful achievement of the learning outcomes of a unit. Guided Learning Hours (GLH) Guided learning hours are an indicative guide to the amount of input that a tutor will provide to a learner, to enable them to complete the unit. This includes lectures, tutorials and workshops and time spent by staff assessing learners’ achievement when they are present. Learning Outcomes The learning outcomes set out what a learner is expected to know, understand or be able to do as the result of the learning process. Assessment Criteria The assessment criteria describe the requirements a learner is expected to meet in order to demonstrate that the learning outcome has been achieved. Command verbs reflect the level of the qualification e. g. at level 5 you would see words such as analyse and evaluate Unit Indicative Content The unit indicative content section provides details of the range of subject material for the programme of learning for the unit. 12  © ATHE Ltd 2012 Level 5 Management Specification April 2012 5. 5 Managing Communication Unit aims This unit aims to develop knowledge and understanding of how communication takes place within and between organisations, the potential pitfalls and the benefits of good practice. Unit level 5 Unit code D/503/7074 GLH 60 Credit value 15 Unit grading Pass structure Assessment Assignments in accordance with awarding organisation guidance. The guidance earners will carry out a review of communication within an organisation. Learning outcomes. Assessment criteria. The learner will: The learner can: 1. Understand how information and 1. 1 Analyse key information and knowledge knowledge is communicated within an requirements for a range of stakeholders organisation within different organisations 1. 2 Explain the systems used for communicating key information and knowledge to stakeholders 1. 3 Analyse potential barriers to effective workplace communication 2. Understand factors that impact on 2. 1 Evaluate how communication is influenced workplace communication y values and cultural factors 2. 2 Explain how technology can be used to benefit as well as hinder the communication process 2. 3 Explain how policies and procedures can impact on the communication processes 3. Be able to promote effective 3. 1 Evaluate the effectiveness of own interpersonal communication communication skills 3. 2 Apply theories of interpersonal communication to oneself 3. 3 Request feedback from others on own interpersonal communication skills 3. 4 Plan own personal development to improve own communication skills, based on feedback from others 4. Be able to review communication 4. 1 Carry out a communications audit ithin an organisation 4. 2 Apply theories of organisational communication 4. 3 Create a plan to improve workplace communications 4. 4 Identify measures t o evaluate the success of the plan to improve workplace communications 13  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Indicative Content 1. Understand how information and knowledge is communicated within an organisation Key information and knowledge requirements ? Company performance e. g. financial data, sales figures, regional differences ? Staff information e. g. numbers, salaries, appraisal information, training and CPD needs ? Product knowledge e. . components, how they are produced ? how to carry out roles, professional knowledge, sources of ‘know-how’ ? Stakeholders e. g. shareholders, board members, directors, senior managers, operatives Communication systems ? Meetings, briefings (whole staff, departmental, individual) ? Presentations ? Email ? Newsletters ? Interviews, appraisals ? Literature e. g. manuals, booklets, notices ? Training sessions ? Letters Potential barriers ? Verbal communication – tone, clarity, active listening and f ocusing ? Clarity of written message – readability, language, tone ? Technology – poor connections, inappropriate use Interpersonal relationships – personal conflict ? Non-verbal communication – body language ? Equality and diversity, pre-judgements, assumptions 2. Understand factors that impact on workplace communication Values and cultural factors ? Language ? Customs ? ‘Saving face’ Use of technology Help ? To reinforce spoken message, to remind, to ensure written record ? To provide additional/visual information e. g. graphs, presentation software/slides ? Speed and efficiency Hinder ? Inappropriate/overuse of email ? ‘Death by PowerPoint’ ? Overreliance e. g. instead of face to face, in event of technology failure 14  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Policies and procedures ? Legislation ? Charters ? Codes of practice 3. Be able to promote effective interpersonal communication Effectiveness of own communication skills ? Ability to contribute to meetings ? Use of body language ? Written communication skills ? Use of ICT Theories of interpersonal communication ? Attribution theory, expectancy value model, uncertainty reduction model, social network theory Feedback from others ? Written, oral ? Formal, informal Plan own person development ? SMART Targets ? Oral, written, electronic communication ? At meetings, presentations, etc. Formal and informal ? Feedback from colleagues and managers 4. Be able to review communication within an organisation Communications audit ? Communications systems and processes ? Policies and procedures Theories of organisational communication ? E. g. Attraction –selection-attrition framework, contingency theories, groupthink, social network theory Improve workplace communications ? Plan – carry out analysis and act on the results ? Consensus ? Survey ? Training ? Feedback Measures to evaluate ? Improved performance e. g. sales figures ? Increased staff retention e. g. staff turnover ? Increased motivation e. . productivity 15  © ATHE Ltd 2012 Level 5 Management Specification April 2012 5. 2 Business Organisations in a Global Context Unit aims This unit aims to develop learners understanding of the issues organisations face operating within a global context. This understanding will allow learners to review the issues currently impacting on businesses. Unit level Unit code GLH Credit value Unit grading structure Assessment guidance 5 D/503/7088 60 15 Pass Assignments in accordance with awarding organisation guidance. Learners will base some of their work around businesses in a chosen national context. Learning outcomes. Assessment criteria. The learner will: The learner can: 1. Understand the key differences between 1. 1 Analyse the key differences between global business operations organisations working in different sectors, industries and contexts 1. 2 Assess the responsibilities of organisations operating globally 1. 3 Evaluate strategies employed by organisations operating globally 2. Understand the impact of external factors 2. 1 Analyse how performance of national on organisations economy impacts on the activities of business organisations 2. 2 Explain the measures taken by governments to influence the activities of usiness organisations 3. Understand the impact of the global factors 3. 1 Explain the implications of global on business organisations integration on business organisations 3. 2 Assess the effect of international trade on domestic products and services 3. 3 Review the impact of the global economy on businesses 3. 4 Assess how ICT technologies have facilitated globalisation 4. Be ab le to review current issues impacting 4. 1 Carry out a review of the global on business activities environment in which businesses are currently operating 4. 2 Propose strategies to address issues affecting business activities 16  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Indicative Content 1. Understand the key differences between global business operations Key differences ? Legal status/ownership – e. g. sole trader, partnership, company, corporation (e. g. limited and unlimited, public limited and international equivalents) ? Structure and size ? What they offer (Products and/or services) ? Image Different sectors/industries e. g. ? Private e. g. manufacturing, service e. g. hospitality, finance ? Public e. g. healthcare, education ? ‘Not for profit’ e. g. supporting others, conservation and heritage organisations, campaign groups Global context ? International ? National ? Local Organisational responsibilities ? To shareholders ? To employees ? To other stakeholders ? To customers ? To the environment ? Ethical issues Organisational strategies ? Human resources policy ? Environmental strategy ? Equal opportunities policy ? Ethics policy ? Financial plan ? International partnering policy ? Electronic modes of marketing and communication ? Reliable import and export processes 2. Understand the impact of external factors on organisations UK economy ? Size – population, labour market, education/training levels ? Growth/wealth gross national product (GNP), balance of payments, inflation rates, government borrowing, trade balance, public finances, taxation, national debt, availability of credit ? Business confidence – investing, cost of borrowing, consumer buying/confidence, government policies 17  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Government policies ? Monetary policies, interest rates, quantative easing, unemployment ? Fiscal policies, spending (in central and local government), public sector borrowing, controlling demand, taxation, distribution of income ? Competition Policy Sector regulation e. g. in UK OfGem, OfQual, OfGas, CAA, OfCom –equivalents in other countries and globally where applicable ? Regional policies ? Skills agenda, apprenticeships 3. Understand the impact of the global factors on business organisations Global integration ? Trading blocs ? World Bank, IMF, Global/trading bloc policies and directives (e. g. other relevant organisat ions ? Market size ? Transnational corporations EU), G20, OPEC and International trade ? Opportunities e. g. emerging markets ? Growth ? Protectionism ? Trading blocs, partnerships and agreements and their regulation/restrictions (e. . EU) ? Trade duties and tariffs Impact ? Increased competition ? Outsourcing to other countries ? Increased customer choice ? Increased need for innovation ICT technologies ? Remote workforce – advantages of being able to locate workforce in other countries where labour may be cheaper/may have more relevant skills etc. ? The role of the internet in trade ? Easy communication e. g. Skype, email, social networking 4. Be able to review current issues impacting on business activities A review ? Domestic market in chosen country ? Global market ? Domestic and global policies ? Other global factors government policies ? Trade blocs Strategies 18  © ATHE Ltd 2012 Level 5 Management Specification April 2012 ? ? ? ? ? ? New markets New environments e. g. move business New technologies Growth/shrink Change of suppliers, importers, exporters Change in business structure e. g. from sole trader to company/ corporation 19  © ATHE Ltd 2012 Level 5 Management Specification April 2012 5. 3 People Management Unit aims In this unit learners develop the knowledge and understanding of what motivates individuals and teams and use this to review people management strategies used in organisations. Learners will gain an understanding of leadership theories, motivational theories, the impact of structure and culture as well as other tools that can be used to empower people in the workplace. Unit level 5 Unit code Y/503/7073 GLH 60 Credit value 15 Unit grading Pass structure Assessment Assignment according to awarding organisation guidance. guidance Learning outcomes. Assessment criteria. The learner will: The learner can: 1. Understand how structure and culture 1. 1 Explain how organisational structure impacts on impact on people in organisations on people in organisations 1. 2 Analyse how organisational culture impacts on n people in organisations 2. Understand approaches to managing 2. 1 Explain how personal differences impact on on the differences between individuals’ behaviours at work individuals that impact on their 2. 2 Analyse the management styles needed to performance at work deal with differences in behaviours 3. Understand the organisational factors 3. 1 Analy se the effect of leadership styles on that impact on people performance individuals and teams 3. 2 Explain the benefits of flexible working practices to individuals and organisations 3. 3 using motivational theories, assess how the orking environment impacts on people performance 3. 4 Assess how an organisation’s ethical practices impact on motivation levels 3. 5 Evaluate how organisations use their corporate social responsibility agenda to motivate employees 4. Understand methods for developing 4. 1 Explain how motivation theories can be applied human resources to developing people in organisations 4. 2 Explain the different uses of coaching and mentoring in organisations 4. 3 Analyse the benefits of training and development to individuals and organisations 5. Be able to review how people are 5. 1 Review people management strategies used in anaged within organisations an organisation 5. 2 Assess the impact on people of management strategies used in organisations 5. 2 Recomme nd strategies to promote high levels of performance 20  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Indicative Content 1. Understand how structure and culture impact on people in organisations Structure ? Hierarchical ? Flat/tall ? Matrix ? Inverted triangle ? Functional ? Product, market and geographical structures Culture ? ‘The way we do things’ ? Assumptions ? Behaviours ? Values ? Codes ? Stories, myths ? Ceremonies and rituals ? Working practices Impacts ? Power/influence of individuals ? Power/influence of teams ? Leadership power/influence (span of control) ? Communication channels, ease of communication ? Motivation levels ? Creativity ? Confused reporting lines 2. Understand approaches to managing the differences between individuals that impact on their performance at work Differences in ? Knowledge, skills and experience ? Attitude ? Personality ? Attitude ? Perception ? Opinion ? Culture ? Religion and beliefs Management styles to suit different behaviours ? Theory x and theory Y ? Self-fulfilling prophecy ? The Hawthorne studies 3. Understand the organisational factors that impact on people performance 21  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Leadership styles and theories ? Trait theories ? Behavioural approach ? Contingency approach ? Autocratic/democratic/laissez faire ? Hersey and Blanchard Situational theory ? Charismatic leadership ? Tannenbaum and Schmidt Effect of leadership styles on ? Motivation ? Creativity ? Flexibility ? Credibility ? Trust and respect ? Productivity ? Commitment Benefits of flexible working practices .. to employees ? Levels of autonomy, empowerment, trust ? Productivity Quality of life .. to organisations ? Motivational ? Productivity ? Need for facilities and systems Motivational theories ? Hawthorne studies ? Maslow hierarchy of needs ? Herzberg hygiene factors and motivators ? Reiss Theory Ethical practices ? Scrutiny of suppliers ? Distribution techniques ? Customer relationship management ? Selling practices ? Staff development Corporate Social Res ponsibility (CSR) Agenda ? Developing the workforce ? Supporting the community ? Providing work experience placements ? Mentoring and coaching ? Supporting career progression, providing opportunities ? Environmental policy Employment practices e. g. disability 22  © ATHE Ltd 2012 Level 5 Management Specification April 2012 4. Understand methods for developing human resources Developing people ? Empowerment, self-actualisation, theory x Uses of coaching and mentoring ? Talent pools ? Developing skill and confidence ? Poor performance, disciplinary issues ? Re-engaging in the workforce Benefits of training and development Individuals ? Self-actualisation, developing potential ? Increased motivation ? Developing talent ? Promotion/enhanced pay Organisations ? Increased productivity ? Workforce retention ? Enhanced profit ? Legal compliance . Be able to review how people are managed within organisations People management strategies ? Working environment ? Leadership style ? Structure ? Culture ? Staff development opportunities ? Flexible working practices ? Ethical practices ? CSR agenda Impacts on: ? Individuals/teams ? Performance ? Staff retention ? Employee satisfaction Strategies for promotion of performance ? Incentives, bonus schemes, incremental rises, improved job satisfaction ? For organisational improvement ? For organisational productivity ? For self-improvement 23  © ATHE Ltd 2012 Level 5 Management Specification April 2012 4. Finance for Managers Unit aims To introduce learners to practical accounting and financial techniqu es that are useful to managers in business organisations. Unit level 4 24  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Unit code M/503/7080 GLH 60 Credit value 15 Unit grading Pass structure Assessment Assignment according to awarding organisation guidance. guidance Learning outcomes. Assessment criteria. The learner will: The learner can: 1. Understand the requirements and 1. 1 Explain the purpose and requir ement for techniques for financial recording keeping financial records and reporting 1. Analyse techniques for recording financial information in a business organisation 1. 3 Analyse the legal and organisational requirements for financial reporting 1. 4 Evaluate the usefulness of financial statements to stakeholders 2. Understand how working capital 2. 1 Analyse components of working capital can be effectively managed 2. 2 Explain how business organisations can effectively manage working capital 3. Understand management 3. 1 Explain the difference between management accounting techniques and financial accounting 3. 2 Explain the budgetary control process 3. 3 Calculate and interpret variances from budget 3. Evaluate the use of different costing methods for pricing purposes 4. Understand how to evaluate 4. 1 Demonstrate the main methods of project business projects appraisal. 4. 2 Evaluate methods of project appraisal 4. 3 Explain how finance might be obtained for a business project 25  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Indicative Content 1. Understand the requirements and techniques for financial recording and reporting Purpose and requirement for financial records ? Legal requirements ? Tax requirements ? Internal control requirements Financial recording ? Double entry bookkeeping (overview only) Day books and ledgers ? The trial balance ? Manual and computerised systems Requirements for financial reporting ? Financial reporting requirements for sole traders, partnerships, limited companies and public limited companies. ? The financial statements (overview – not required to prepare accounts) – statement of financial position, statement of income, cash flow statement, notes to accounts ? Users/stakeholders ? Usefulness of financial statements 2. Understand how working capital can be effectively managed Working capital components ? Bank and cash balances ? Debtors ? Creditors ? Stock Management of working capital Workin g capital ratios – calculation and evaluation ? Ways to manage working capital – payment and collection cycles, stock control, overdrafts etc. 3. Understand management accounting techniques Management and financial accounts ? Users ? Outputs – information required by managers ? Monthly/quarterly accounts ? Useful ratios Budgetary control ? Purpose and content of budgets ? Cash flow forecasts ? Budgetary control process ? Importance of budgets for management ? Zero based budgeting, incremental budgeting 26  © ATHE Ltd 2012 Level 5 Management Specification April 2012 ? Advantages and disadvantages of budgets Variances ? Flexing the budget ? Calculating variances ? Explaining variances – financial and non-financial factors ? Reconciliation of budgeted to actual profit ? Advantages and disadvantages of variance analysis Costing and pricing ? Classifying costs – direct/indirect, fixed/variable ? Calculating unit cost ? Dealing with overheads – full absorption costing and overview of other costing methods ? Pricing – cost plus, marginal cost, price takers etc. ? Breakeven – calculation and explanation ? Marginal costing 4. Understand how to evaluate business projects Project appraisal methods ? Accounting rate of return ? Payback Net present value ? Internal rate of return Evaluation ? Strengths and weaknesses of each method ? Non-financial factors – organisational goals and vision, time factors etc. ? Organisational preference Obtaining project finance ? Sources of finance – internal and external ? Making a case for finance ? Providing assura nces and project projections 27  © ATHE Ltd 2012 Level 5 Management Specification April 2012 5. 4 Research project Unit aims To formulate a research specification on a chosen topic, implement the research project, evaluate and present the research findings. Unit level 5 Unit code K/601/0941 GLH 80 Credit value 0 Unit grading Pass structure Assessment Assignments in accordance with awarding organisation guidance. guidance Learning outcomes. Assessment criteria. The learner will: The learner can: 1 Understand how to formulate a 1. 1 Formulate and record possible research research specification project outline specifications 1. 2 Identify the factors that contribute to the process of research project selection 1. 3 Undertake a critical review of key references 1. 4 Produce a research project specification 1. 5 Provide an appropriate plan and procedures for the agreed research specification 2. Be able to implement the research . 1 Match resources efficiently to the research project wi thin agreed procedures and question or hypothesis to specification 2. 2 Undertake the proposed research investigation in accordance with the agreed specification and procedures 2. 3 Record and collate relevant data where appropriate 3. Be able to evaluate the research 3. 1 Use appropriate research evaluation outcomes techniques 3. 2 Interpret and analyse the results in terms of the original research specification 3. 3 Make recommendations and justify areas for further consideration 4. Be able to present the research 4. 1 Use an agreed format and appropriate utcomes media to present the outcomes of the research to an audience 28  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Indicative Content 1 Understand how to formulate a research specification Formulating the research specification ? Identifying the purposes of the research; having clarity about the outcomes that will be delivered at the end of the research ? Rationale for the choice of the research including skil ls and knowledge to be gained ? Criteria for choice of research ? Consideration of ethical issues ? Methodology for conducting the research e. g. sources of information, primary and secondary Data collection and analysis Creating the research project specification ? Clarify and confirm purposes and outcomes of research ? Statement of the research question ? Identifying what is to be included in the scope of the research and what is to be excluded Planning ? Deciding on specific tasks which need to be completed ? Sequence ? Duration, time and dates ? Key milestones ? Review dates ? Monitoring and review process Aspects for consideration ? Nature of the information e. g. qualitative and quantitative or both, validity and reliability ? Statistical analysis ? Accessing relevant information ? Control of variables Resources 2. Be able to implement the research project within agreed procedures and to specification Implementation ? According to plan (consideration given to modifying plan in the light of monitoring information) ? Adhering to the scope of the research ? Retaining focus on the intended purposes and outcomes of the research ? Monitoring the project including paying attention to resource and time allocation Data collection ? Application and implementation of the stated methods from the plan ? Systematic recording of data and information ? Taking account of bias, validity and reliability of information and control of variables ? Consideration of the sufficiency of the data and information collected 29  © ATHE Ltd 2012 Level 5 Management Specification April 2012 Data analysis ? Qualitative and quantitative ? Identifying trends ? Using software and statistical tables ? Comparison of variables ? Forecasting and extrapolation ? Graphical interpretation 3. Be able to evaluate the research outcomes Evaluation of outcomes ? Consider the research question and specification in the light of data analysed ? Review the successes and difficulties encountered in the project for example o delivering the purposes and outcomes of the project effectiveness of the planning o the methods used, the volume, validity and usefulness of the data ? Reaching conclusions Recommendations and future consideration ? Significance and implications of the conclusions reached ? Application of the findings ? Limitations of and improvements to the research ? Developing recommendations including possible areas for future research or the proces ses used for conducting the research 4. Be able to present the research outcomes Format and media ? Consideration of possible formats linked to the target audience ? Professional delivery of research ? Use of appropriate media 30

3 Types of Compound-Word Errors

3 Types of Compound-Word Errors 3 Types of Compound-Word Errors 3 Types of Compound-Word Errors By Mark Nichol Compound words can easily confuse writers. Compound nouns, for example, are variously styled closed (for example, horseshoe), hyphenated (light-year), and open (â€Å"income tax†). But correctly formatting a noun isn’t the only challenge when it comes to determining whether one word or two is appropriate. This post discusses three classes of errors in usage regarding compounds. First, adverbs such as altogether and prepositions like nevertheless and notwithstanding are often styled â€Å"all together,† â€Å"not withstanding,† and â€Å"never the less,† but although use of these phrases is at least plausible (for example, â€Å"When they were all together, we found that they were more likely to agree†), when they serve as adverbs and prepositions, it is never correct to treat them as separate words. (Yes, all and together are both adverbs, but â€Å"all together† is a sequence of two adverbs, one intensifying the other, not a single adverb.) On the other hand, the following phrases are never correct as one word: alot, alright, eachother, moreso, and nevermind (except, in the latter case, as the title of a certain album). (Alright is in the dictionary, and I’ve used it in this post, but those appearances are merely acknowledgments of its existence, not endorsements.) Everyday, meanwhile, is correct only as an adjective (as in the phrase â€Å"everyday savings†), not standing on its own (the correct treatment is â€Å"You’ll find savings every day†). Then there is a large class of words that, like everyday, are correctly closed in one grammatical form and open in another. For example, when one writes that one plans to work out, the verb phrase is treated correctly. But when describing what one plans to do, one refers to â€Å"doing a workout.† This is true of numerous verb-preposition phrases such as â€Å"log in,† â€Å"break down,† and â€Å"mark up† that become closed compounds when they serve as nouns. Note, however, that there are exceptions, including come-on, in which the compound is hyphenated as shown. (Such exceptions generally persist because of the aversion to having two consecutive vowels in a compound word.) Navigating such vagaries of the English language is annoying, but we are fortunate to have at our disposal dictionaries and other helpful resources. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Common Mistakes category, check our popular posts, or choose a related post below:50 Idioms About Legs, Feet, and ToesWhat is Dative Case?Epidemic vs. Pandemic vs. Endemic

Alternate Options for Feeding the Animal Herd Assignment

Alternate Options for Feeding the Animal Herd - Assignment Example Flood damage, extreme humidity at harvest time as well as reduced hay yields have left lots of low beef manufacturers having to face shortage of forage for the forthcoming winter. Moreover, the drought in a lot of countries have positioned huge payments on scavenges that are obtainable to purchase. However, this paper consists of how animals should be nourished properly according to their body weight every day. The amount of food provided to them should be used to be based on the quality of the fiber plus the addition of grain to the diet. Additionally, animal's physiological states roughages, by explanation, are feeds that are high in fiber are also discussed in the thesis. This paper consists of various research and techniques to increase hay supplies. Alternate Options for Feeding the Animal Herd When Hay Supplies are Short 2 Chapter 1 1. Introduction Throughout the years of tough climate circumstances, for instance, delayed frosts and reduced yields can consequence in increased hassle for herd owners. Distressing about what they will provide for cows all through the winter or increase production expenses as hay marketplaces are far above the ground. There are quite a few methods that can help in dropping the feed requirements and will be discussed in the paper. Alternate ways, for example, usage of straw, in drought years are also mentioned in the paper to converse how hay supplies might be stretched. Nearly all cattle's in the U.S. are spring calving. As a result, manufacture and nutrient requirements are lowest throughout this time structure with supplies growing all through the late development. However, in late 2005 and throughout the majority of 2006, United States got...Additionally, animal's physiological states roughages, by explanation, are feeds that are high in fiber are also discussed in the thesis. This paper consists of various research and techniques to increase hay supplies. Throughout the years of tough climate circumstances, for instance, delayed frosts and reduced yields can consequence in increased hassle for herd owners. Distressing about what they will provide for cows all through the winter or increase production expenses as hay marketplaces are far above the ground. There are quite a few methods that can help in dropping the feed requirements and will be discussed in the paper. Alternate ways, for example, usage of straw, in drought years are also mentioned in the paper to converse how hay supplies might be stretched. Nearly all cattle's in the U.S. are spring calving. As a result, manufacture and nutrient requirements are lowest throughout this time structure with supplies growing all through the late development. However, in late 2005 and throughout the majority of 2006, United States got familiar with the third concession hay yield in less than a decade.

Challenging Conventional Leadership Essay Example | Topics and Well Written Essays - 1000 words

Challenging Conventional Leadership - Essay Example From this discussion it is clear that in the era of a knowledge-based economy, extensive human resources can help an organization attain significant competitive advantage and the same has been recognized by the elites of the organizations. In the meanwhile, empowerment is highly recommended as a tactic to foster employee commitment towards the organization thereby implementing changes. Such is the trait of unconventional leaders. They tend to empower rather than instruct. This suggests that enhancing an organization’s leadership capability which in turn fosters organizational commitments becomes the focal point of change management in an organization. Empirical literatures have suggested that, organizations require a modern leadership style at a time when the organization itself is going through a turbulent phase. In such a context the new leadership style has been deemed appropriate by many researchers.This paper highlights that  conventional leadership style gives more sta bility to the organization. This is precisely because they tend to go by the book and their leadership style is not reckless in nature. However, many a times it has been seen that a conventional leaders tend to overlook innovation. They are more likely to encourage activity, action and work rather than encouraging innovation, ideas and fun.  The topic as to which leadership style is more appropriate has been largely debated by many researchers throughout the world, yet a rigid conclusion has never been reached.

Macbeth Critical Approach Essay Example for Free

Macbeth Critical Approach Essay The tragic story of Macbeth is a tale of a man, who spirals into a deep, dark, depressing life attempting to escape his unhappy, mundane, unsatisfied existence. All of this would not be possible without the assistance of three wicked witches. These witches serve as a catalyst for the evil brought out of Macbeth, which becomes amplified by his own heinous actions. While Macbeth is cold hearted and dark minded his intentions were not awakened till he encountered the witches who changed his coarse of history. †Stay, you imperfect speakers. Tell me more. By Sinel’s death I know I am Thane of Glamis but how of Cawdor?† After the witches tell him he is destined to be king, Macbeth becomes interested. He fell for evils trap and now hopelessly tumbles down the rabbit hole. Macbeth knows what he is destined to be but Duncan stands in his way. This leads Macbeth to the first step of his corruption, through his sinister thoughts he realizes he is descending into darkness. â€Å"Stars, hide your fires! Let not light see my black and deep desires† Fearing he will be discovered for his true self, he pleas to the stars so that they may dim their lights. This fear is what drives him further into madness and deeper into his own despair. Macbeth has destroyed everything that has mattered to him, his best friend, his king, his wife, and his relationship with his people. He has ruined so much that it becomes clear to him that he was much happier in his previous status. â€Å"For mine own good, all causes shall give way. I am in blood stepp’d in so far that, should I wade no more, returning were as the tedious as go o’er† By comparing his own actions to a river of blood he hints to the fact that once a man kills for his own single benefit, there is no going back. He has gone too far and would be nearly impossible to undo what has been done and seems too tough to live with.

Modern Art Essay -- Comparative, Mondrian, Pollock

Piet Mondrian and Jackson Pollock are both regarded as being major influences within the movement of modern art. During the peak of their careers their artwork took on very different styles. Mondrian was born in 1872, he was a Dutch artist, is famously known for his precise, systematic style of painting. He is renowned for the grid-based paintings that he produced in the early 1920’s during his time in Paris (wilder, 2007 p.318). Jackson Pollocks work was erratic and spontaneous, this is particularly noticeable in the late 1940’s when he produced an array of works using a drip painting technique (ref). Despite the works of Mondrian and Pollock being at opposite ends of the scale when it came to style and imagery, is it possible their influences and views were in fact quite similar? Along with their style of painting, the personalities of the two men were to match. Piet Mondrian enjoyed a modest lifestyle and didn’t experience a huge amount of fame until the late 1950’s after his death, and his work was mainly supported by the occasional magazine article and art exhibition (Blotcamp, 2001 p.9). In comparison Pollock was considered the James Dean of the artistic world, he was notorious for having a wild, rebellious nature, often drinking to suppress his emotions or insecurities (Landau, 2005 p.18). Unlike Mondrian he attracted a lot of attention within his lifetime, and enjoyed the fame and appreciation his work was bringing. His partner Lee Krasner, Whom he married in 1946, was a determined, levelheaded young artist, and was believed to be a strong influence towards the recognition of his work (Karmel and Varnedoe, 1999 p.25). It could be perhaps said have the support of a strong woman is incredibly influential to an artist, espec... ...(ref), trainers and cars to name a few. Like wise Pollock’s work has been used in the design of fashion, and many people have attempted to recreate his work, because the style of it was so unusual, Pollock was aware the technique of dripping paint wasn’t a completely new idea (ref) but he was the person who made it commercially famous within the and art world, hence his fame and notoriety. Despite their mistakes and fails they strived to express themselves. Pollock openly said he doesn’t make accidents, he denies the accident, and Mondrian felt his failures were valuable to his success, he never made mistakes; everything was a contribution to his work (Riley, 1997 P.9). Despite their ups and downs the two iconic pieces created by Mondrian and Pollock, Composition in red black and blue and number 8 represents the style they are renowned for and their personalities. Modern Art Essay -- Comparative, Mondrian, Pollock Piet Mondrian and Jackson Pollock are both regarded as being major influences within the movement of modern art. During the peak of their careers their artwork took on very different styles. Mondrian was born in 1872, he was a Dutch artist, is famously known for his precise, systematic style of painting. He is renowned for the grid-based paintings that he produced in the early 1920’s during his time in Paris (wilder, 2007 p.318). Jackson Pollocks work was erratic and spontaneous, this is particularly noticeable in the late 1940’s when he produced an array of works using a drip painting technique (ref). Despite the works of Mondrian and Pollock being at opposite ends of the scale when it came to style and imagery, is it possible their influences and views were in fact quite similar? Along with their style of painting, the personalities of the two men were to match. Piet Mondrian enjoyed a modest lifestyle and didn’t experience a huge amount of fame until the late 1950’s after his death, and his work was mainly supported by the occasional magazine article and art exhibition (Blotcamp, 2001 p.9). In comparison Pollock was considered the James Dean of the artistic world, he was notorious for having a wild, rebellious nature, often drinking to suppress his emotions or insecurities (Landau, 2005 p.18). Unlike Mondrian he attracted a lot of attention within his lifetime, and enjoyed the fame and appreciation his work was bringing. His partner Lee Krasner, Whom he married in 1946, was a determined, levelheaded young artist, and was believed to be a strong influence towards the recognition of his work (Karmel and Varnedoe, 1999 p.25). It could be perhaps said have the support of a strong woman is incredibly influential to an artist, espec... ...(ref), trainers and cars to name a few. Like wise Pollock’s work has been used in the design of fashion, and many people have attempted to recreate his work, because the style of it was so unusual, Pollock was aware the technique of dripping paint wasn’t a completely new idea (ref) but he was the person who made it commercially famous within the and art world, hence his fame and notoriety. Despite their mistakes and fails they strived to express themselves. Pollock openly said he doesn’t make accidents, he denies the accident, and Mondrian felt his failures were valuable to his success, he never made mistakes; everything was a contribution to his work (Riley, 1997 P.9). Despite their ups and downs the two iconic pieces created by Mondrian and Pollock, Composition in red black and blue and number 8 represents the style they are renowned for and their personalities.

Current ideas about assessment in mathematics teaching

There are many methods of reflecting upon one ‘s ain work, but carried out critically and positively, all should take to an ability to better the quality of that work. The cardinal word here is â€Å" should † . Improvement will merely take topographic point if, following the contemplation, some stairss are identified and implemented to convey about betterment. It is the intent of this paper to help that contemplation and contemplation procedure. The rubric of the essay requires rating of my instruction. The word â€Å" evaluate † is taken to intend â€Å" to judge or find the significance, worth, or quality of † , as defined by Dictionary.com. The paper will measure, in a chronological order, the instruction I carried out over a two hebdomad period. In peculiar it will analyze the appraisal techniques that I employed at each phase, and will reexamine the effectivity of the appraisal. Where appropriate the paper will propose where things could hold been done better. As the rubric dictates, this paper is a contemplation upon learning that I carried out during my first arrangement, as portion of my PGCE class. As such, it refers in the most portion to personal experience and contemplations upon that experience. The paper will hence be written chiefly in the first individual, with mentions from other parties in the 3rd individual. Having considered the appraisal employed throughout the instruction, I will so see a figure of general findings, and how assessment may impact those findings.What Is Assessment and Why Is It ImportantAssessment is a portion of all of our lives from the minute we are born, as the accoucheuse places a babe on the graduated tables. It follows us through early childhood ( as female parents and wellness visitants assess what a babe can make at each phase in their development ) , into school and beyond into employment. The facet of appraisal with which this paper is concerned is the appraisal carried out within the mathematics schoolroom. The word â€Å" appraisal † is used to denote any witting activity intended to supply information about a student ‘s accomplishment or attainment. There are four chief types of appraisal, ( as defined by Weeden, Winter and Broadfoot, 2002, p19 ) Diagnostic – to place students ‘ current public presentation Formative – to help acquisition ( including equal and self appraisal ) Summational – for reappraisal, transportation and enfranchisement Appraising – to see how well instructors or establishments are executing. Of these, formative and summational appraisal will have the most focus, with consideration being given to the effects these types of appraisal have on students ‘ acquisition. Appraising appraisal is non considered within the range of this essay. Whether appraisal is good to a student ‘s acquisition or non depends on the usage to which the information gained is put. For illustration, wellness visitants may place a nutritionary demand of a immature kid which can be corrected with the appropriate input, and likewise instructors may place an educational demand of a student which they can take stairss to turn to. William ( in Weeden, Winter, Broadfoot, 2002, p29 ) suggests â€Å" all four maps of appraisal require that grounds of public presentation or attainment is elicited, is so interpreted, and as a consequence of that reading, some action is taken † . Weeden, Winter, Broadfoot ( 2002 ) besides conclude that appraisal becomes formative when the information gained is used by the instructor and student within the learning procedure. I would besides add that it requires the consequences of the appraisal to be acted upon within a short clip frame, while feedback is still relevant. Furthermore, â€Å" inventions that include beef uping the pattern of formative appraisal green goods important, and frequently significant, larning additions † . ( Black et al. 2003, p9 ) . The purpose, hence, is to guarantee that appraisal, of all types, is used formatively wherever possible.The Class That Was TaughtThe category that I taught was a Year 9 category of 20 students. Although they were classified as a lower-attaining category ( Set 3 out of 4 ) , the scope of abilities within the category and the particular demands of a few persons warrant some brief description. One male child had arrived late from Somalia and had a limited appreciation of English, but no other particular demands. Several of the students had low reading ages, typically in the age 8 – 9 scope, and were hence challenged by some word jobs. Additionally, one of these students had moved into mainstream categories at the start of twelvemonth 9, after two old ages supported by the school ‘s â€Å" nucleus programme † , and hence sometimes needed extra support as respects concentration. Four of the students in the category were on the school ‘s SEN registry as BESD, i.e. they had behavioral, emotional or societal troubles which without careful handling could take to disruption in lessons. One-half of the category entered twelvemonth 7 with a National Curriculum assessment degree of 3b or 3a, with the balance at low degree 4. By the terminal of twelvemonth 8 all were accessed at degree 4 or 5c. Several of the students moved up by merely one or two degree points during their first two old ages at Secondary school, bespeaking some cause for concern. The category was routinely supported by a Teaching Assistant, whose function was chiefly to back up the student with EAL, but besides to supply general support as required to other students.The Topic TaughtThe subject taught was Ratio and Proportion. The Scheme of Work indicated five hours of instruction, the equivalent of six 50 minute lessons, and I set about bring forthing a subject program consequently. The really first Standard which a trainee instructor must accomplish is to â€Å" hold high outlooks of kids and immature people † ( Training and Development Agency for Schools ( TDA ) , 2010 ) . With the benefit of hindsight, I can see that the word â€Å" high † in this criterion is a word that requires considerable understanding and single application to each student. At the clip, nevertheless, I took this to intend that I should anticipate all my pupils to be able to hold on the rudimentss of a given subject within a period of learning clip, determined by me, their instructor. â€Å" Low outlooks by instructors are regarded as a much bigger job than high outlooks. † ( Weeden, Winter and Broadfoot, 2002, p64 ) . Determined that my learning would non be portion of this â€Å" bigger job † , I set about my planning with high outlooks for all my students. This position was proven to be instead excessively simplistic during the instruction, but this will be elaborated upon subsequently. The subject of ratio and proportion, harmonizing to the strategy of work, is pre-dominantly a degree 5 – 6 subject, so would by necessity be disputing for most of the students. With a comparatively unfamiliar category I felt it was of import to get down by measuring how good the category would get by with some of the cardinal mathematical constructs which would be necessary for the subject. The first activity in the instruction, hence, was to re-cap fractions understanding. In peculiar, could the pupils cut down fractions to their simplest signifier, and could they happen fractions of measures? This was mostly a diagnostic appraisal, to set up a starting point for my instruction. Having established that all students had a sound appreciation of simplifying fractions, I introduced the construct of ratios and simplifying of ratios. This was followed by sharing a stated measure by a given ratio, and happening a missing measure given one measure and a ratio. The concluding instruction activity was to present the thought of proportion and to specify the difference between proportion and ratio. The subject was completed with a summational appraisal, and by self- and peer-assessment in the signifier of production of a posting. For the intents of this paper, I will concentrate chiefly on the start of the subject and the decision of the subject, and the appraisal strategies employed at these points. Some reference will be made of the interim instruction, peculiarly with mention to the effectivity or otherwise of appraisal carried out at this phase.The TeachingRe-cap FractionsMy determination to get down this subject with a re-cap of fractions was based on the similarities that I perceive between fractions and ratio. It hence seemed logical, before get downing on a new and potentially ambitious subject, to set up how much the category already knew about fractions. As claimed by Ausubel, ( in Clarke, 2005, p12 ) , â€Å" The most of import individual factor act uponing acquisition is what the scholar already knows. Determine this and learn him consequently. † Therefore, the intent of this lesson was diagnostic appraisal to be used to inform the instruction for the balance of the subject. Although diagnostic appraisal has been found to be uneffective if it is simply used for â€Å" puting † intents, it has had benefits if used to place the single acquisition demands of a student. ( Black et al. , 2003 ) . A starter activity ( of fiting braces of tantamount fractions ) indicated that the bulk of the category had an first-class appreciation of this construct. I established this by leting students to work in braces to fit the fractions, and so inquiring persons, or their spouses, for replies. I attempted to use a â€Å" no hands up † attack, as recommended by Lee ( 2006 ) , sometimes utilizing lollipop sticks to choose students to reply. â€Å" No hands up † was a new attack for the category, and many found it hard to defy seting custodies up or shouting out ( or both ) . I would hold with Lee ‘s averment that seting hands up can take to a competitory environment for some students. I would besides propose that it can take to disinterest from other students who see no demand to acquire involved. Having established that the students possessed an ability to simplify fractions, the following relevant facet of fractions was the ability to happen a fraction of a measure, e.g. A? of 36. Using mini white boards, I was able to set up that all students could work out simple measures. It was so of import to cognize the methods they had employed and to understand their idea procedures, and I used oppugning and synergistic treatment to set up students ‘ methods. As Morgan, Watson and Tikly ( 2004, p133 ) put it, â€Å" cognizing that they can bring forth the right solution is a instead dead-end piece of cognition for the instructor. It would be more helpful to happen out the restrictions of the manner they presently see the undertaking. Knowing how they see the procedure and what they say to themselves while making it, provides you with a get downing topographic point to learn them to work out more complicated jobs. † The popular method of happening A? was halving and halving once more, which led me to revise the inquiring by inquiring how to happen 1/5th of 30. This in bend led to treatment of division and generation, and through the discourse it became evident that many had troubles with times tabular arraies. As it was non my aim in this lesson to revise times tabular arraies, generation grids were made available to students who asked for them. More students asked for the grids than I had expected, which I believe was declarative of a general deficiency of assurance with mental maths. As a signifier of distinction this was effectual for those who needed the grids, but may besides hold led to others seeking an â€Å" easy option † . In the hereafter I would seek to administer such AIDSs to merely those I believed truly needed them. However, with the usage of the generation grids it was a straight-forward following measure to travel to non-unit fractions, and all students showed sensible ability to happen fractions of measures. I stated in the debut that the intent of this lesson was mostly to execute a diagnostic appraisal. As a consequence of the lesson I had gained a assurance in my students ‘ ability to manage fractions sufficiently good to come on to the following phase. I had non, nevertheless, asked my students to self-assess whether they felt the same. As a consequence, when, towards the terminal of the whole subject, I asked the students to self-assess how they felt about the assorted parts of the subject, I was surprised to detect that about all felt that they were unable to â€Å" make fractions † . It would look evident that although I believed my students had achieved the acquisition result, by the terminal of the subject they did non portion that belief. If I had instigated self-assessment during this lesson, the consequence may hold been different, but I will ne'er cognize for certain. I agree, with the suggestion of Weeden, Winter and Broadfoot ( 2002, p73 ) , that using effectu al signifiers of ego appraisal will do students â€Å" more responsible for and involved in their ain acquisition † . This is an country that I will necessitate to look to better as I move frontward into my following stage of instruction, as â€Å" it is far more valuable for pupils themselves to take part in the appraisal procedure than for instructors to be the exclusive proctors of advancement. † ( Morgan, Watson and Tikly, 2004, p134 ) . Even though the declared intent of the lesson was diagnostic appraisal, I made some effectual usage of formative appraisal during the lesson. For illustration, I used oppugning to place the students ‘ methods, and so adjusted my oppugning in response to their replies. While this was effectual, there was range for improved usage of oppugning, to examine deeper into their degree of apprehension.Ratio and ProportionThe chief instruction of ratio and proportion was spread over three lessons. Over that period we progressed from basic apprehension of the algorithms to application of the algorithms to â€Å" existent life † type jobs. As the work was spread over three lessons I was afforded the chance to reexamine the work in students ‘ books. Mindful of the research findings ( Black et al. ; Butler ; Clarke ; Thorndike ; in Stobart, 2006 ) , I restricted my marker to placing errors and doing remarks. The research of Thorndike, carried out about a hundred old ages ago, highlighted the comparative consequence of delegating classs to work, i.e. the assignment of classs taking to pupils comparing themselves against one another. This is supported by more recent research summarised by Clarke, ( 2005 ) , to boot doing a nexus to the importance of measuring attainment against the larning aims instead than against other students. My purpose in placing students ‘ errors was to be able to turn to mistakes and misconceptions in subsequent lessons. I was able to make this to some extent, but I do non hold the grounds of a follow-up appraisal to be able to corroborate whether this was wholly successful. The comment-only marker should hold been followed up by leting the pupils clip to reexamine the remarks, and re-work their replies in line with the remarks, as stressed by Black and William ( in Clarke, 2005 ) . I did non let sufficient clip for this to be done. It may besides hold been good at this phase if I had asked the students to notice for themselves on their work, as recommended by Clarke ( 2005 ) . She suggests this as a signifier of self appraisal, whereby the student, holding identified an country for betterment, would discourse the suggestion with the instructor. The in agreement betterment would so be made either in lesson clip or as a prep activity. In general, the planning of clip to let students to utilize the feedback they have received, and the subsequent appraisal of the effects, is an country of failing that I will necessitate to better if my feedback is to be genuinely formative. Another country of appraisal which I was trying to utilize during this instruction was effectual inquiring. I found a figure of troubles with effectual oppugning in this category, which may good be common across most categories. The first challenge was trying to guarantee all students were involved, without seting undue force per unit area on students who are non comfy replying inquiries in forepart of the whole category. The usage of mated activities helped in some instances, as students were able to give â€Å" squad † replies and support each other if required. Team- or pair-working is a method which I should look to widen in the hereafter, for usage with higher-order inquiries, and to promote the usage of more mathematical linguistic communication. The usage of â€Å" Study Buddies † has been shown to promote non merely mathematical talk and look, but besides peer-assessment and self-reflection ( Lee, 2006 ) . My efforts to guarantee all students were involved in replying inquiries led to some really awkward silences as I allowed the recommended ( Black et al. , 2003 ) wait-time. With one peculiarly quiet student whom I ne'er persuaded to reply a inquiry, the issue turned out to be merely one of being â€Å" afraid to acquire it incorrect † – this was a truly unfortunate state of affairs as it transpired from the terminal of topic trial that she had an first-class appreciation of the work. Not merely was her reserve making her a ill service, but the remainder of the category would besides hold benefited greatly from her part. In add-on, even if she had â€Å" got it incorrect † , this excessively would hold been of benefit. As Lee ( 2006, p26 – 27 ) states â€Å" a incorrect reply, possibly more than the â€Å" right † one, helps the instructor buttocks what further larning students need. †End of TopicAt the terminal of the subject I decided to tra nsport out two pieces of assessment – a summational trial and a brooding self-assessment. The summational trial besides included some points from the old subject I had taught this group. Its intent was to set up how good the students had remembered subjects they had been taught throughout the old six hebdomads. I was fortunate that this trial took topographic point at the start of â€Å" Christmas hebdomad † , when it was normal pattern in the school for lessons to be more relaxed. This allowed me clip to speak separately with each student, to discourse what they had done good and where they may hold had misinterpretations. I was concerned that the students were more interested in the grade they had achieved than in the feedback I was able to give them about their acquisition. Harmonizing to Weeden, Winter and Broadfoot, ( 2002, p115 ) this is non uncommon, as â€Å" the accent is ever on grade or class and seldom do students truly care about what they really achieved. † Although this was designed as a summational appraisal, I was besides able to utilize it formatively by placing a common job with algebra, and turn toing this in the last lesson of term, thereby utilizing â€Å" the wake of trials as an chance for formative work. † ( Black et al, 2003, p55 ) They besides conclude that â€Å" summational trials should beaˆÂ ¦ a positive portion of the acquisition procedure. † ( 2003, p56 ) The self-assessment took the signifier of the production of postings summarizing all they had learnt about Ratio and Proportion. The appraisal showed a assorted degree of apprehension, and ability to pass on that apprehension, within the category. One group showed an first-class apprehension and had clearly referred back to their books to guarantee that they included all the stuff right. The EAL pupil had trouble with this activity, so I encouraged him to be really ocular with his posting. Others had taken hapless notes during the instruction and struggled to remember the information – this, in itself, was a utile acquisition point for them, as they consider the quality and utility of what they write in their books. ( Two ( contrasting ) postings are included in Attachment A ) . Overall, this was an effectual drawing together of the subject, and enabled the students to self-assess their ain acquisition, as the production of postings â€Å" aˆÂ ¦ requires pupils to reflec t upon and organize their cognition in order to pass on it † ( Morgan, Watson and Tikly, 2004, p151 ) Although this self-assessment enabled students to reflect upon their acquisition, as it took topographic point at the terminal of the subject I was unable to supply an chance for students to set their contemplations into pattern. The appraisal can non hence be described as genuinely formative. An excess lesson would hold enabled the students to move upon their contemplations, thereby doing the assessment formative.General FindingsExcessively Much MaterialA repeating job with many of my lessons was trying to suit excessively much stuff into each lesson. This resulted in me travel rapidlying to â€Å" acquire through † the lesson. I therefore allowed deficient clip for examining and higher-order inquiries. This was to the hurt of my instruction and my students ‘ acquisition as â€Å" instruction is more than make fulling a kid with facts. It starts with presenting hard inquiries † ( Spendlove, 2009, p32 ) . I was losing chances, non merely to dispute and excite some of the students, but besides to measure the deepness of their apprehension and place misconceptions at an early phase.Communication and QuestioningMuch formative appraisal can be achieved by effectual communicating and oppugning. Black et al. , found effectual oppugning â€Å" aˆÂ ¦ led to richer discourse, in which the instructors evoked a wealth of information from which to judge the current apprehension of their pupils. † ( 2003, p41 ) However, many secondary school students appear to be fresh to constructive treatment in a lesson environment, and there are considerable challenges involved in altering this state of affairs, particularly if outlooks of communicating are non consistent across a school. Add to this the excess linguistic communication dimension of the â€Å" mathematics registry † as Lee ( 2006 ) calls it, and it goes some manner to explicating the trouble I had in promoting students to speak about their mathematics. While it may be disputing, the benefits of effectual communicating to pupils ‘ larning justify attempt being spent to better the quality of communicating in lessons, as â€Å" larning can non take topographic point in a vacuity and it is at its best when there is a rich bipartisan duologue between instructor and scholar and scholar and scholar. † ( Spendlove, 2004, p44 ) The countries of communicating in which students are encouraged to go involved include replying inquiries, and explicating their thoughts and methods. This can show farther troubles with the usage linguistic communication, peculiarly for students with EAL, who may happen themselves wholly excluded from the discourse. Another group of students who may hold a similar job are those for whom such communicating is unfamiliar outside school. â€Å" Children aˆÂ ¦aˆÂ ¦ . from families where English is non the first linguistic communication may be disadvantaged by trust on unwritten interaction. † ( Morgan, Watson and Tikly, 2004, p150 ) The fact that all students are larning a new mathematical linguistic communication together could be seen as a leveler for the EAL pupils, as all pupils â€Å" aˆÂ ¦need to larn how to utilize mathematical linguistic communication to make, control and show their ain mathematical significances. † ( Pimm, in Lee, 2006, p18 ) . Much of the linguistic communication will necessitate to be learnt by both EAL and non-EAL students. As a instructor purpose on promoting the usage of mathematical discourse as portion of formative appraisal in my instruction, I will necessitate to run into these challenges creatively.ExpectationsAs mentioned earlier, I set unvarying â€Å" high outlooks † for all my students, but I had given deficient consideration to the comparative nature of the word â€Å" high † . Whilst I believe that I am right to anticipate all of my students to accomplish an apprehension of what they are being taught, how fast and to what degree are things that need to be separately agreed. This so leads to the ability of students to measure their ain advancement against agreed marks and aims. I found that one student in the category ne'er did any work in the lesson until his outlook for that lesson had been separately negotiated with him. He would so bring forth some first-class work, by and large transcending my outlooks. Ollerton, ( 2003 ) relates the importance of students disputing themselves against their ain marks, instead than viing against one another, and that in such a civilization, outlook can be high but accomplishable, holding been negotiated and agreed between student and instructor.Assessment Against LevelsA trouble which has permeated my first instruction pattern has been the definition of â€Å" degrees † at which students are working. There has been an accent placed upon students being cognizant of the degree at which they are working, and being able to measure for themselves how they are come oning against those degrees. There is a danger, nevertheless, that this can take to â€Å" clicking boxes † for each point required within the degree , without needfully developing the apprehension behind the capable stuff. This is similar to the issues raised by Skemp ( 1976 ) , sing the importance of Relational Understanding as opposed to Instrumental Understanding. It is certainly possible for a student to be assessed, both by themselves and their instructors, to be working at degree 5, for illustration, while missing the relational apprehension to use their accomplishments in other countries. I tested this concern with a Year 6 student, with current maths degree ( instructor and trial ) assessed as degree 4a/5c. Without any learning about the topic of ratios ( other than a definition of the word ratio ) , this student was able to use bing mathematical cognition and apprehension to right work out ratio and proportion inquiries graded at degree 6. My twelvemonth 9 students on the other manus, while theoretically working at the same degree, and after several lessons on the topic, were unable or unwilling to utilize their accomplishments to undertake jobs which differed from 1s they had seen antecedently. ( I say unwilling, as I suspect some of their reserve was due to a deficiency of assurance in their ability to undertake more ambitious inquiries. ) So, while both the twelvemonth 6 student and the twelvemonth 9 students are assessed as working at the same degree, my belief is that the twelvemonth 6 student shows a far greater relational apprehension, while the twelvemonth 9 students show about merely instrumental apprehension. This is supported by findings which indicate â€Å" learning how to go through trials means that pupils may be able to go through even when they do non hold the accomplishments and understanding which the trial is intended to mensurate † ( Gordon and Reese in Harlen, 2006, p79 ) . The two groups come from different backgrounds and different acquisition experiences, so it is non possible to pull any decisions, other than to state that the assignment of degrees would look to give small information sing mathematical apprehension and attainment. It is possible that the twelvemonth 6 student has been encouraged to transport out more self find of mathematical constructs, an activity in which the twelvemonth 9 group were loath to prosecute. It concerns me that students are encouraged to mensurate their accomplishment by being able to click boxes instead than understand and use their mathematics. This leads to the consideration of students ‘ motive – what they want to acquire from their instruction.Motivation to LearnA uninterrupted challenge in all lessons has been promoting students to desire to larn. Pupils frequently ask the inquiry, â€Å" Why do I need to cognize this? â€Å" , and I confess to sometimes happening this a hard inquiry to reply. One of the primary countries I would seek to better in my instruction is my ability to actuate my students to larn, but first I must understand motive. There are two chief types of motive which encourage students to be in lessons ( as defined by Harlen, 2006 ) – extrinsic, where they are motivated by an external end such as deriving a making, and intrinsic, where they are motivated by the end of larning itself. â€Å" Intrinsic motive is seen as the ideal, since it is more likely to take to a desire to go on larning, than larning motivated extrinsically. † ( Harlen, 2006, p62 ) , and â€Å" intrinsic motive is associated with degrees of battle in larning that lead to conceptual apprehension and higher degree believing accomplishments † ( Kellaghan et al. , in Harlen, 2006, p63 ) . So, possibly I could hold used appraisal more efficaciously to increase the intrinsic motive of my students. The work of Harlen, ( 2006 ) identifies possible negative effects of appraisal on student motive, which mostly relate to summative appraisal and judgmental feedback. She besides goes on to depict patterns that maintain motive degrees, including affecting students in self-assessment ( Schunk ) , and the usage of feedback from regular classwork. None of this, nevertheless, leads to a decision that appraisal can assist increase intrinsic motive. Further factors need to be considered in finding whether this is the instance. There is surely grounds that formative appraisal can raise achievement degrees, as identified by Black et Al ( 2003 ) , but I do non believe that is needfully the same as raising intrinsic motive. Increased intrinsic motive is most likely to originate from bring forthing a echt involvement in what is being learnt, and hence lead to a desire to go on that larning throughout life. As Clarke ( 2005 ) claims, affecting pupils in their ain acquisition procedure has had the proved consequence of making life-long, independent scholars. Harlen ( 2006 ) describes two types of involvement – single involvement and situational involvement. Students with single involvement in mathematics will persist more and are likely to accomplish good. Sadly, nevertheless, non all students will hold single involvement. Either signifier of involvement will promote students to be involved in acquisition, so the instructor must try to make situational involvement, for illustration, through games. Having encouraged the students ‘ engagement through situational involvement, non merely will they get down to larn, but they may besides develop single involvement. One of the keys to making situational involvement is guaranting the students know what they are larning and why, and so supplying formative feedback to the student. Hence the importance of formative feedback in making involvement, taking to intrinsic motive. â€Å" no curricular inspection and repair, no instructional invention, no alteration in school administration, no toughening of criterions, no rethinking of instructor preparation or compensation will win if pupils do non come to school interested in, and committed to, larning. † ( Steinberg, in Weeden, Winter, Broadfoot, 2002, p9 ) It appears, hence, to be of critical importance that instructors use formative techniques to increase the intrinsic motive of their students to larn. At the same clip, they should avoid actions which will cut down their intrinsic motive.DecisionsThere have been several surveies over the old ages sing the impact of appraisal on students ‘ acquisition, notably the work of Black and William, at the abetment of the Assessment Reform Group. These surveies have concluded that for appraisal to raise the criterions of students ‘ attainment it must be used formatively. ( Black et al. , 2003 ) Reflecting upon my ain instruction and my students ‘ acquisition, I must admit that there are many ways in which my pattern can be improved. These include usage of higher-order inquiries, leting for self-discovery of mathematical constructs and leting clip for students to move upon feedback. It is still a duty of the instructor to fix students for external scrutinies, and to describe advancement to interested parties. As such it is necessary to strike a balance between the usage of formative appraisal to back up acquisition, and summational appraisal for coverage intents, but besides to fix students for taking external scrutinies. However, â€Å" There is ample grounds that the alterations involved ( in bettering formative appraisal ) will raise the tonss of their pupils on normal, conventional trials. † ( Black et al. , 2003, p2 ) The expression goes, â€Å" the hog does n't acquire fatter merely by being weighed † . Harmonizing to Weeden, Winter, Broadfoot, 2002, p36, Formative Assessment could be an exclusion to this regulation. In this peculiar instance, repeated and ongoing appraisal could really assist to better the quality of acquisition, if the information gleaned from the appraisal is used to do it go on.