Assessor Award Essay Example for Free

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

Terrorists and Personal Weapons :: Terrorism

Terrorists and Personal Weapons Personal weapons fired at short ranges are the primary weapons of terrorists as well as the police officer or soldier fighting against them. One of the most important facets of personal weapons is that they have changed little since the 1940s. They have not been affected by the technological revolutions of nuclear, electronic and aerodynamic guidance and control systems. The weapons may be smaller and lighter with more advanced sights, but the ranges and rates of fire have changed little. The most significant change in personal weapons is most likely the controlled burst. The controlled burst is a system of sustained fire where bullets are fired in short, fast groupings of three. These three round bursts conserve ammunition and also give more effective fire for normal use. Another important development with the ammunition is the creation and use of caseless ammunition, which eliminates the need to eject a cartridge. Plastic ammunition has been designed primarily for training but could be effective for terrorists. If a gun made up completely of non-metallic parts, then plastic bullets would be desirable in evading detection at airports. While some terrorists employ the use of assault rifles, light-machine guns, sub-machine guns and even shotguns, the pistol is still the most popular. Revolvers and self-loading pistols are used because of their size and ease of concealment. Pistols can be carried in a pocket or a hip or shoulder holster, leaving both hands free until it becomes necessary to draw the gun. Armor-piercing missiles are used increasingly on attacks of both armored vehicles and the walls of buildings. They have had little success against vehicles, however, because they do not usually achieve a clean hit at the right angle in the right place, which is essential for effectiveness. Arab terrorists use the hand-held surface-to-surface Russian RPG 7 missile most commonly, and oftentimes these weapons have been largely provided to Arab governments who then can pass them on to terrorists. Terrorists can also use mortars in their attacks. Improvised mortars are extremely easy to make but can be inaccurate and unreliable, and so accidents are unavoidable. Most suitable for terrorist use are light mortars. A popular light mortar is the British 51mm Mortar, which weighs 6.25 kilograms and (its bomb weighs only 0.9kg). It has a range of 800 meters and a projected error of 2%. The use of anti-aircraft missiles by guerrillas to shoot down helicopters and other aircraft has increased.

Civil Rights Movement in the United States: The Effects of the Civil Rights Movement on Race Relations within the United States

The Jim Crow System is a system in and through which the central idea is â€Å"differentiation†. This differentiation is done on the basis of ethnicity or race. Differentiation entails the recognition that races are different and as such, it creates a political setting that â€Å"separates† races such as the Whites from the Blacks. In addition to this, it also separates and ultimately, limits or confines races such as the Blacks to a social sphere with corresponding social functions that are imposed on them. The Civil Rights Movement may be seen as a result of such a differentiation and segregation within the social sphere that it reflects the recognition of the unjust and inhumane aspect of such methods of social differentiation and social segregation. After the said movement, it has been argued that racial differentiation and segregation no longer exists within the United States, and due to this [in a sense] the Civil Rights Movement has been successful. However, there are several contentions to such a perspective. First, the effects of the expedited implementation of civil rights on all facets and areas of society, especially in the North, combined with the break from the traditional means of social integration helped spark the violent white backlash of the 1970’s. The White Backlash is a â€Å"reactionary populism† involving the middle, working class moved by a sense of â€Å"threat† regarding the policies implemented during the time. Thus, race and racism are not to be seen as the main factors involved for they cannot account for the White Backlash in a manner that is altogether acceptable. It is of equal importance that we take into consideration the fact that the White’s resistance to the policies implemented during the time was also brought about by a general feeling of threat and the idea of being displaced in their communities. The discussions regarding racial segregation in schools and communities and forced busing further strengthens this point. Another issue of vital importance that may be related to the idea of â€Å"gentrification†. This refers to the Whites reactionary stance on the implemented policies generated feelings of â€Å"threat†; regarding both their sense of security and sense of community. It is important to note that the very idea and experience of homelessness, being evicted from one’s immediate environment and his or her social and political milieu is degrading for the evicted families and individuals. The aforementioned experience generates feelings of powerlessness, anxiety, and oppression. In American history, gentrification is considered as a mechanism for the revitalization or rehabilitation of the casualties brought about by wars and conflicts both from external and internal threats. Examples of such destructive courses in history are World War I and World War II. Gentrification, as viewed by Smith, results in the â€Å"displacement† of lower income people such as laborers by the well-to-do or the middle class in the process of rehabilitating, revitalizing, and upgrading of deteriorated urban property. â€Å"In so far as gentrification obliterates working class communities, displaces poor households and converts whole neighborhoods into bourgeois enclaves, the frontier ideology rationalizes social differentiation and exclusion as natural and inevitable† (Smith, 1992, p. 2). These ideas strengthen the general view that the White Backlash is largely the reaction of the social classes in the middle and lowest strata, the working class White Bostonians since the elites are in his words â€Å"exempted from the start†. The feeling of threat and the fear of displacement in their communities, these are important factors to consider as to why the Whit e Backlash occurred. The problem with the frontier ideology and the process of gentrification, as I reckon, is that they pose serious threats on the very notion of a â€Å"shared history†. As the materially-driven real estate industries and markets continue to flourish and the advent of deindustrialization, the easier it displaces low-income people from their immediate social environment, social and political milieu; thus, endangering the very notion of a shared history. In contrast to such claims Weisbrot (1990) claims that although certain forms of injustice still exists what is important to consider are the facets of social change resulting from the aforementioned movement. He claims, â€Å"Like other reform movements the crusade for racial justice inevitably fell short of the utopian goals that sustained it. Still, if†¦ (it) is judged by the distance it traveled†¦a record of substantial achievement unfolds† (1990, p. 339). Such achievement involve school desegregation and the securing of representation and voting rights. In addition to this, Weisbrot argued that such developments may be seen as the result of the development of tolerance and hence pluralism within the American community. He claims that as a result of the aforementioned movement, pluralism is â€Å"more firmly rooted in American values than ever before† (1990, p. 342). However, the fast-paced implementation [that is, of the recognition of civil rights be regarded as fundamental rights that ought to be granted to every citizen of the state and not only to a selected few, the Whites] unraveled structures and ideologies of society too fast [most importantly the historically embedded ideas of race and class] without providing or setting up new structures for what was unraveled. This presents the second critique to the assumed success of the Civil Rights Movement. Third, educational equality and racial equality were never achieved in the expedited implementation of the civil rights through desegregation, forced busing and affirmative action policies. The federal government was forcing busing, economics, and housing all at the same time. This leads to Wicker’s point that the problem with the integration plan was how extensive it was and how difficult it was to implement. This is precisely because of the aforementioned reasons, which serve as warrants to my second argument. The question regarding the expedited implementation of such policies fails to consider that such radical changes will result to devastating consequences. The problem is, so to speak, much more complex. As Wicker suggests, â€Å"economic as well as political empowerment if African-American disadvantages†¦are to be overcome† (1996, p. 347). The problem with the Civil Rights Movement is that it was not universal. It was not universal in the sense that the Blacks themselves are not unified in their struggles for racial justice and liberation. It was not able to gain an inter-subjective consensus not only from human rights advocates but also most especially from the Blacks themselves. The movement lacks what may be called a unity of purpose which entails unified and collective actions. This is in accordance with Wicker’s argument regarding the failure of the aforementioned movement. Wicker (1996) contends that the Civil Rights Movement failed to enable racial integration due to the â€Å"continuing separation of whites and blacks into hostile and unequal classes† which leads to â€Å"political deadlock, economic inequity, and social rancor that mark American life† (p. 345). In summary, although the implementation of civil rights on all facets and areas of society created â€Å"changes† on the realms of the social, political, and economic but there remains a question whether such huge and radical changes are â€Å"effective† since the phenomenon in itself is deeply embedded in the culture of the American society. True, the American society and its political culture do have problems. In the case of racial and educational equality and the expedited implementation of the civil rights, however, the issues are more intricate. In order for racial inequalities to end, American society must be prepared for huge and radical changes

Dividing a Word When Writing or Typing

Sometimes it is necessary to divide a word at the end of the line because there is not enough space for the completion of the word. These days many computer programs automatically take care of this problem for you. However, if you are using a typewriter or handwriting on stationary it is useful to know these rules. In order to divide a word add a hyphen (-) typed without a space immediately after the first part of the divided word at the end of the line. For example ...The matter of job compen-sation is extremely important... Rules for Dividing Words Here are the most important rules to follow when dividing a word By syllable: Divide the word by syllables or units of sound. For example, important, im-por-tant - important has three syllables; thinking, think-ing - thinking has two syllables By structure: Divide the word into the smaller units of meaning from which the word is constructed. It may have a beginning (a prefix) such as un-, dis-, im-, etc., (im-portant, dis-interested) or an ending (a suffix) such as -able, -fully, (as in desirable, desir-able). By meaning: Decide how each part of the divided word is best understood in order that the word is easily recognized from the two parts. For example, compound words such as houseboat made up of two words combined to make a single word, house-boat. Here are six further rules to help you decide when and how to divide words. Never divide a word within a syllable.Never divide an ending (suffix) of two syllables such as -able or -fully.Never divide a word with an ending of two letters such as -ed -er, -ic (exception -ly)Never divide a word so that one of the parts is a single letter.Never divide a word of one syllable.Never divide a word of fewer than five letters.