Dinner Party Etiquette Rules

Dinner Party Etiquette Rules Dinner Party Etiquette Rules Home›Tips for Students›Dinner Party Etiquette Rules Tips for StudentsIn order to become a real lady or gentleman you have to possess certain knowledge in the field of etiquette. QualityCustomEssays.com will introduce you some of them, so the next time you get an invitation for a dinner party, you will be prepared:Bring a present. If you are invited for a party, it is polite to buy a small present like some food or drink. Note that it does not have to be the most expensive bottle of wine in the department store. You can bring something not expensive or even made by yourself. Bringing a gift is a sign that you are pleased to visit this party.Learn silverware rules. Among all multiple forks and spoons set up on the table, begin with the one that is the farthest from the plate and move inside. To speak about drinks, they must be placed on the right of the plate. Get acquainted with silverware rules to become a real lady or gentleman.Turn off the phone. I t is an obligation as answering calls during dinner is rude. Texting at the table is also prohibited. Instead you should focus on the food and the guests.Be polite. It is important to make sure you finish chewing before saying something, as it is unacceptable to speak with your mouth filled with food. Also, do not cut the food on your plate apart at once. You should cut one piece at a time.Write a thank-you note. After the party it would be nice to send your hostess a thank-you note. It should not be too detailed. Simply express gratitude for inviting you and pay compliments for the dishes the hostess cooked. Sending a thank-you note is a sign of your good manners and appreciation.We hope that you will find the mentioned above information helpful. Note that mastering the art of etiquette is rather long and time-consuming, but we are ready to write your homework in academic writing for you to free your time for the pursuit of becoming a real lady or gentleman.

Understanding the Teapot Dome Scandal of the 1920s

The Influence of Commedia dell’arte on Much Ado About...

The Influence of Commedia dell’arte on Much Ado About Nothing by William Shakespeare Commedia dell’arte had great influence of Shakespeare’s comedy â€Å"Much Ado About Nothing†. This form of theatre shows many comparisons to the Shakespearian comedy. Commedia dell’arte created elements within a comedy that became standards across comedic literature. Love, deception, matters of out witting one another and jealousy are components that make up the back bone to a comedy. â€Å"Shakespeare made use of many typical elements found in commedia scenarios† (McQuinn, Anne), creating plots that parallel those of the Italian†¦show more content†¦Ã¢â‚¬Å"Art always reflects the cultural sentiments within the society from which it stems† (McQuinn, Anne), the art of commedia allowed for Shakespeare to create stories which reflected societ al views of the aristocrats. It was â€Å"entertainment by the people and for the people; and it is this very close relationship with humanity which gives this highly theatrical form its life† (McQuinn, Anne). Commedia dell’arte offered Shakespeare rich and thoughtful stock storylines that created the base of a universal plot. â€Å"Commedia found the depth within its performances to cover both the genres of comedy and tragedy† (McQuinn, Anne) as did Shakespeare in â€Å"Much Ado About Nothing†. A â€Å"comedy, beginning in turmoil but ending in harmony, celebrates life; but tragedys course from prosperity to calamity expresses rejection of life† (Snyder, Susan- session 2). â€Å"Much Ado About Nothing† could of end up as a potential tragedy with the unjust and false accusations of Hero. But instead of having a tragic ending, hero will â€Å"die to live† (Shakespeare 72), as for her innocence will be proven and a true comedy will prevail with its happy ending. The familiar â€Å"courtship is the staple activity in the comic drama† (Snyder, Susan-session 4). With this’ comes deception, jealously, and the play on wits

Police Supervision Free Essays

string(103) " call in until an hour after his shift was supposed to start, to say he wouldn’t make it in to work\." POLICE SUPERVISION PSPOL – 212 CASE STUDIES IN POLICE SUPERVISION ELIZABETH DIAZ FALL 2012 POLICE SUPERVISION PSPOL – 212 POLICE SUPERVISION CASE STUDY (2A) ELIZABETH DIAZ 10/14/2012 BACKGROUND Police Officer Jacob Goulde is a member of the Town of Utopia Police Department. He’s a married father of two. Officer Goulde has had a very good track record in the nine years he’s worked for the Utopia Police Department, but recently he’s been observed making careless mistakes and his behavior is increasingly disturbing to his supervisor, Sergeant Wentworth. We will write a custom essay sample on Police Supervision or any similar topic only for you Order Now During the last four or five months, Office Goulde has been turning in his reports late and with many mistakes. He’s called off from work repeatedly, and shown up late to several of his tours, which is an unusual pattern for him. He’s missed an important squad meeting simply because he forgot about it. He’s also forgotten his radio on the roof of his patrol car, he drove off and the radio sustained damage that amounted to over six hundred dollars ($600). After being confronted by Sgt. Wentworth in a meeting between the two, Officer Goulde was evasive with his answers and confrontational toward his sergeant saying he was â€Å"probably coming down with a cold or something† as a way of explanation for his abnormal behavior. As a parting remark he said â€Å"get off my back† and left the meeting suddenly. After being assigned desk duty, Desk Sergeant Katz also observed odd behavior from Officer Goulde on his tour. He brought it up to Sergeant Wentworth who then asked Desk Sergeant Katz to put this in writing so that he can take a different course of action with Officer Gould. ISSUES Mainly the issues that surround this case are the fact that Sergeant Wentworth has observed all of this declining behavior from Office Jacob Goulde and has not immediately intervened to find out the cause of this extreme attitude shift. Sergeant Wentworth should not have had an unofficial meeting with his officer, but instead a more official gathering and offered support to the officer in order to figure out what is causing all of these serious mishaps. Desk Sergeant Katz is also suffering from the â€Å"passing the buck† syndrome. After Officer Goulde was assigned desk duty on his shift, Sgt. Katz should have taken more extreme measures after discovering Officer Goulde drinking from a suspicious looking bottle and later smelling alcohol on his breath. Even though Officer Goulde isn’t his immediate responsibility, in a police department everyone is responsible not only of solving the crime but of holding each other accountable for their errors. SOLUTION (S) A police officer is held accountable to the highest degree of the law, but a supervisor is held at an even higher standard because they’re in charge of overseeing their subordinates. Sgt. Wentworth has failed to approach the issue when it first started, therefore not being proactive. Now, he’s stuck with this issue and isn’t exactly sure how to follow suit. He must remember that he is the one in command and the one that needs to set rules and guidelines for the subordinates to follow. Perhaps giving the officer desk duty to be observed closely wasn’t the best idea since he should have been the one to look more closely into this problem with his officer. Sergeant Wentworth should have made Officer Goulde go to mandatory counseling to help him with his problems, whatever they are. If he suffers from any sort of substance abuse or emotional distress, he would get the necessary help through the psych services offered by the department (EIU). Also, they have to set up a plan for the two to meet regularly and discuss the effects of the therapy and map out a route with a mutual goal. If this problem persists, Sergeant Wentworth has to take the written report by Desk Sergeant Katz and go through the appropriate channels for a formal hearing, that will somewhat force Officer Goulde to answer questions without allowing him any opportunity to walk out. He has already demonstrated that he has no regard for his Sergeant by being evasive and walking out. Sergeant Wentworth has to become a democratic leader in order to aid his subordinates with any problems they’re facing. POLICE SUPERVISION PSPOL – 212 POLICE SUPERVISION CASE STUDY (2B) ELIZABETH DIAZ 10/14/2012 BACKGROUND Sergeant Wentworth is a sergeant at the Town of Utopia Police Department. After graduating high school and attending at the University of Pleasant, he took the exam for the Utopia Police Department and scored number 3 which landed him a job in 1986. After his probation period ended, he was placed into one of the more productive squads. Sergeant Robert Hulett, who was known as an energetic workaholic, trained Wentworth. He scored number one on the entrance, sergeant and lieutenant examinations for the department. He was even better known for his ability to train and develop new officers. Wentworth was bright, quick to learn and had very high aspirations about becoming a great officer in this department and was grateful of being trained by Sergeant Hulett. Officer Shapiro has been an officer with the Utopia Police Department since 1971 and is assigned to Squad Z. He is known around the department for being a quiet individual who worked at his own steady pace. The work he turned in contained errors but generally it was done pretty accurately and mostly on time. Sometimes, Officer Shapiro’s slow manner of speaking and of working irritated his fellow officers and most of all Sergeant Wentworth, who needed him to respond a little more promptly to situations that needed attention. Officer Shapiro’s work attendance was fairly reliable though he never placed punctuality very high on his priority list. Shapiro’s absence last Monday however, caused a great deal of issues to his squad. Several officers had been sent to the Police Range for their firearms qualifications that left the squad short handed for road patrol. Shapiro didn’t call in until an hour after his shift was supposed to start, to say he wouldn’t make it in to work. You read "Police Supervision" in category "Essay examples" Sergeant Wentworth had to cover his shift after speaking to Lieutenant Dunbar, who expressed his disappointment with Wentworth about his mismanaging his staff. Lt. Dunbar became even more infuriated when he learned that the tasks assigned to Sgt. Wentworth had not been completed. Sgt. Wentworth summoned Officer Shapiro to his office on Tuesday and advised him that this situation needs to be rectified or there would be a formal complaint filed against him. ISSUES Squad Z and Sergeant Wentworth are having serious issues with the work performance of Officer Shapiro and the issues that have risen because of his erratic work attendance. Officer Shapiro’s slow work demeanor presents a serious contrast between the fast pace work environment of his squad. Officer Shapiro’s work attendance has caused serious issues not only for Squad Z but also for Sergeant Wentworth who was reprimanded by Lt. Dunbar. Sgt. Wentworth was forced to cover the shift of Officer Shapiro when most of the squad members were sent off for their firearms qualifications. Lt. Dunbar expressed his disappointment in Sgt. Wentworth for mismanaging his staff and not keeping proper track of the people he oversees. Although Officer Shapiro’s work is turned in and completed in a timely fashion, it still contains errors and he seems to be suffering from low work morale, which is why he seems unmotivated to be the best officer he can be. After discussing the possible repercussions of this continued behavior with Officer Shapiro he simply shrugged his shoulders and asked to be dismissed, a clear indication that he doesn’t care or isn’t intimidated by a threat of ormal complaints against him. SOLUTION (S) Sgt. Wentworth, as a supervisor has to have the ability to be a decision-maker and set up strict guidelines for his staff to follow. Also, have the correct attitude to train his subordinates. A supervisor cannot criticize his subordinates, but instead needs to create an atmosphere where his officers will want to work efficiently. Sergeant Wentw orth has to create a work environment where there is high morale and his officers feel productive and united, and demonstrate he is capable of patience with training the subordinates. As a supervisor, he has to recognize the necessity of training employees because they are the organization’s most important resource. Sergeant Wentworth should send officer Shapiro for a refresher-training course where his skills will be refreshed and reinforced, to ensure that he is performing to the best of his abilities. His skills play a very important role in the day-to-day smooth operations of his squad. Also, he should set up some time aside to review his work performance until he is satisfied they are up to department standards. POLICE SUPERVISION PSPOL – 212 POLICE SUPERVISION CASE STUDY (3B) ELIZABETH DIAZ 10/14/2012 BACKGROUND As the squad supervisor for Squad Z, Sergeant Wentworth has been concerned with the poor performance of the squad’s officers and the recent drop in summonses and arrests. Sergeant Wentworth has been determined to improve the efficiency and effectiveness of his squad and as a result has decided to arrange a squad meeting and has placed it for the last day of the 8Ãâ€"4 tour of squad Z, to ensure that the whole squad will attend. This meeting is an open forum style to allow everyone to air his or her grievances. On the day of the meeting, Sgt. Wentworth opened the meeting by inviting everyone to voice their concerns about the reasons why there’s poor performance and lack of productivity coming from this squad. The first one to offer to speak was Officer Lockwood, who has always been someone hard to communicate with. According to Sgt. Wentworth she blames the supervisors for the lack of production from the squad. She went on to say that the faulty radar units purchased by the department are the reason for the decrease in summonses since they’re always in for repairs. She also expressed that it is the supervisor’s responsibility to provide their officers with working equipment. A remark by Officer Gardenia was very insensitive to Officer Lockwood, who left the room in tears and never returned. Next was Officer Griffin who has issues with several officers who do not clean out the squad cars, then called them â€Å"sloppy pigs†. Officers Goulde and Shapiro supported Griffin’s claims stating that maybe they’re dirty because supervisors fail to report them but they also took personal offense to Griffin’s name calling, which then set off several exchanges about sexism and passing the buck. Sgt. Wentworth who had been quietly observing these exchanges said, â€Å"This meeting was a mistake†. Officer McBride, who is usually quiet, spoke and said that the supervisors never really listen to their complaints. She also went on to say that in several occasions they’ve reported the faulty equipment, the conditions of the squad cars and that the morale on the squad has fallen dangerously low. Officer Griffin agrees with Officer McBride’s claims saying he believes the supervisors are only interested in productivity and not listening to what they have to say. Sgt. Wentworth promised that he would take seriously the claims he’s heard today. He then thanked Officer McBride for voicing her opinion and she stated that it’s only the tip of the iceberg and that there are other more serious things going on in this department than he realizes. She advised him to patrol the streets and check on what his officers are doing. ISSUES The main issues in this case study are the lack of productivity and decrease in arrests/summonses of Squad Z. There is an obvious underlying reason as to why this squad’s morale has taken a nosedive. Sergeant Wentworth’s demeanor during the squad meeting was unnerving. He should have never allowed Officer Gardenia to speak to Officer Lockwood in such a way. If his intention was to hear the issues of his officers then he should have never allowed these shouting matches to go on in his presence. Although Officer Griffin’s concerns were valid he shouldn’t have let him go at it with Officers Goulde and Shapiro. Lastly, he shouldn’t have said that the meeting was a mistake, that’s not reflective of a leader. He should’ve considered that the meeting wouldn’t just go smoothly. In fact, he should’ve prepared himself for several possible outcomes of the meeting, that’s what a true leader does. Clearly there are serious issues that aren’t being handled by supervisors in order to restore morale and productivity to this squad. Sergeant Wentworth should’ve have undermined Sergeant McBride by telling her she’d only been here a little while when she intended to give him further perspective about the real issues going on around the squad. Sgt. Wentworth needs to stop the buck here. SOLUTION (S) In order to solve the issues that plague Squad Z, Sgt. Wentworth needs to sit down and make a plan that will show goals he wants for the squad and a time frame in which they must be done by. He has to consider the claims made by his officers and take them seriously. This is the moment when he has to become a Democratic Leader and seek ideas from his subordinates to ensure that these problems are eradicated. Sergeant Wentworth has to lead by example and treat his subordinates as colleagues, as oppose to trying to exert his will over them. He should make it mandatory that his officers attend a team-building seminar to bring his quad together and help them communicate with each other better and therefore making them better communicators toward their supervisors. Sergeant Wentworth seems to not take seriously the internal complaints of his officers, but this should be so. A supervisor’s job is to take serious and show importance to all complaints no matter how important or not they seem to him, because clearly it is important to his s ubordinate. Sergeant Wentworth needs to work on paying close attention to these complaints, as they seem to be the start of the bigger issues. POLICE SUPERVISION PSPOL – 212 POLICE SUPERVISION CASE STUDY (4B) ELIZABETH DIAZ 10/14/2012 BACKGROUND Sergeant Wentworth went out on patrol shortly after twelve midnight, when he observed two patrol cars parked side by side in an alleyway. After approaching the cars, he asked officer Shapiro and Ashford what they were doing outside their sectors. Officer Shapiro replied they were just talking about where they would meet up later in their shift, which is in clear violation of the regulations set forth by the Utopia Police Department. Sgt. Wentworth sent them both on their way. As he continued to patrol the town, he heard dispatch call patrol car 91 for several minutes. Without response, dispatch gave the call to patrol car 92, which was in a different sector. Sgt. Wentworth called headquarters and asked what was car 91’s last known location and went in search of it. He tried to locate car 91 and the officer but neither could be found. Officer Ashford, of car 92, told the Sergeant that some cars went on to Castle Avenue to sleep. How to cite Police Supervision, Essay examples

Organization Development and Change Stakeholder Mental Model

Question: Discuss about theOrganization Development and Change for Stakeholder Mental Model. Answer: Analysis of Stakeholder Mental Model Income Inequality in Philippines Stakeholders Mental Models Identities (roles) assumed Assumptions Beliefs/ Values Attitudes/ typical behavior Government agencies -Peoples protector -Initiate projects to alleviate poverty -Will oversee fairness to all citizens. -Will act in the best interest of the people -Will not steal from the public covers -Will always act in neutrality to all people -Neutrality to all - Integrity -Impartiality - Not neutral to all - Community Groups and Civil Society Organization -Champions for the rights of the citizens. -raise concerns on behalf of the people should the government mistreats them. - Will always protect the poor -Integrity -Fairness -Neutral -Fair Political Parties -Champion for the rights of the citizens -Sponsors bills to help the poor -Will always advocate for its supporters - Partial -Equality -democratic - Not so democratic Government agencies always have a role of protecting her people and ensuring that all citizens regardless of social status receive equal treatment. It is assumed that the government always acts in the best interest of the people and beliefs in neutrality and integrity. But the attitude is always different especially after elections. Her decision making can be said to be hierarchical. More weight is given to the opinions of the senior government officials regarding the issues of income inequality in Philippines and any other government decision. Community groups and civil society organizations have strong identities in championing for the rights of the citizens especially the vulnerable in the society because most of them are formed for this purpose. They are assumed to always stand for the poor and protect them. They believe in equity and fairness for all and are very democratic and fair in what they do. The background here is that of egalitarianism has they involve everyone in decision they make. The Political parties are always overzealous on the rights of the people especial its supporters and have roles of sponsoring bills to parliament to champion for the rights of the poor.They are assumed to be advocate for their supporters and belief in equality and democracy. The political parties are not democratic in practice. Their view on one issue depends on their interests and political ambitions. They exhibit individualistic backgrounds norms and values. Critically Consider/ Briefly Describe/ State When tackling the wicked problem the government plays the role of policy development and resource allocation in a bid to resolve the issues of income inability in Philippines. The Civil groups agitate for these policy changes while the political parties sponsor the bills through their legislators in the parliament.(Proceedings of the joint AFAC, 2006) The new government is filled with rage and emotions because the previous regimes talked about reducing income inequality but it didnt. Same thing applies to the civil groups. They are rearing to make wholesale changes including bringing federal government to help distribute the resources and reduce income inequality among the poor and the rich. The political parties which make up the congress are accused of being corrupt and demanding money before supporting any bill. The espoused theories and theories-in use do not match perfectly because of the issue of corruption on the part of the politicians in congress. What needs to be done is the President to summon congress and persuade them into buying his idea of federal government. The entrenched undemocratic nature of the political parties hinders progress towards goal and this can be resolved through intense lobbying by the government in a good way for them to buy into the idea of supporting good deeds being done by the new government.( Bee, Berzins, Calam, Pryjmachuk, Abel, 2013) Looking at the issues raised on what the previous regimes have been doing or not been doing and bribery allegations against the congress and by extension the politicians, then it has been appreciated that the entrenched culture have a very strong bearing on the decisions and actions taken by any group will depend on its believes and values and measures have been suggested to mitigate them. The stakeholders are concerned on a number of issues which might hinder the process of bridging economic inequality in Philippines through the federal government. Concerns about if the congress will support the change in constitution - as it has a long history of opposing any change to the constitution - to create new system of government that will address the inequality in Philippines. The federal system of government which will ensure every part of the Philippines receive its fair share of the national resources. ("Journal of Political Economy", 2016) I t will require approximately one year to have all the discussions done with all the stake holders and also educate the public on the meaning of the new system of government being proposed. This will also provide ample time for budgetary allocations that will support the new government and thats fair enough. References Bee, P., Berzins, K., Calam, R., Pryjmachuk, S., Abel, K. (2013).Defining Quality of Life in the Children of Parents with Severe Mental Illness: A Preliminary Stakeholder-Led Model.Plos ONE, 8(9), e73739. https://dx.doi.org/10.1371/journal.pone.0073739 Journal of Political Economy. (2016). Journal Of Political Economy, 124(4). https://dx.doi.org/10.1086/688673 Nassreddine, G. Anis, J. (2012). Stakeholder approach, Stakeholders mental model: A visualization test with cognitive mapping technique. Management Science Letters, 2(2), 439-456. https://dx.doi.org/10.5267/j.msl.2012.01.012 Proceedings of the joint AFAC.(2006). [Melbourne, Vic.].

Assessment Essays

Assessment Essays Assessment Essay Assessment Essay Essay Topic: Thirteen Reasons Why The function of assessment in Learning and Development Assessment can take part at different stages in Learning and Development and can sometimes be overlooked. ?  In this article, weâ„ ¢ll take a look at why we should be assessing our candidates and students, what benefits there are to assessment and some of the key principles of assessment. Why assess If you have just delivered a training session and you donâ„ ¢t assess, how can you be sure that any learning has taken place ?  Or if you are trying to work out a personâ„ ¢s level of skill in a particular area, how would you know whether their skill level is poor, moderate or exceptional without assessment ?  There are loads of reasons to assess such as: Determining level of knowledge understanding Ensuring that learning is taking place Checking progress Adhering to course criteria Providing a summary to learning It also never hurts if candidates and students know they are being assessed; itâ„ ¢s likely to increase their attention span and encourage them to ask about topics theyâ„ ¢re not sure of if they know that they will have to prove they have understood. For the person doing the assessing, assessment means they can be confident that the student or candidate has the required level of knowledge on a particular topic or competency for a certain task. ?  For the student or candidate, assessment usually means reassurance of their own level of knowledge / competency and usually a certificate! ?   How do we assess The first part of the assessment process is to sit down with the candidate and create a plan for their assessment. ?  The assessor has the responsibility of inducting the candidate onto the course and explaining: How they will be assessed What is going to be assessed Where they will be assessed When they will be assessed Depending on the course the assessor may help the candidate choose particular units that they are to be assessed on. The next step is to start performing the assessments and reviewing the candidateâ„ ¢s performance and knowledge. ?  One of the vital roles for the assessor is to collect and record evidence of their assessments. ?  If the assessor ever gets questioned on a decision it will be essential for them to back it up with their evidence, otherwise, itâ„ ¢s just the assessorâ„ ¢s word against the candidateâ„ ¢s! ?  This evidence must be judged against a set of criteria or standards to ensure that the candidate has the required level of knowledge or competency for the course. When a decision about a particular assessment has been reached, the candidate needs to be told about it. ?  This could be done in a yes/noâ„ ¢ or â„ ¢that was good/badâ„ ¢ way but it provides an opportunity for the assessor to give feedback and it would be a shame to waste it. ?  The purpose of giving feedback is to enhance learning. ?  It should focus on what the learner should do to improve rather than being critical and telling them what theyâ„ ¢ve done wrong. ?  It should always be given in a positive, non-judgemental manner. Once assessment decisions have been made, the assessor will be required to contribute to the quality assurance process. The function of assessment in Learning and Development Assessment can take part at different stages in Learning and Development and can sometimes be overlooked. ?  In this article, weâ„ ¢ll take a look at why we should be assessing our candidates and students, what benefits there are to assessment and some of the key principles of assessment. ?   Why assess If you have just delivered a training session and you donâ„ ¢t assess, how can you be sure that any learning has taken place ?  Or if you are trying to work out a personâ„ ¢s level of skill in a particular area, how would you know whether their skill level is poor, moderate or exceptional without assessment ?  There are loads of reasons to assess such as: Determining level of knowledge understanding Ensuring that learning is taking place Checking progress Adhering to course criteria Providing a summary to learning It also never hurts if candidates and students know they are being assessed; itâ„ ¢s likely to increase their attention span and encourage them to ask about topics theyâ„ ¢re not sure of if they know that they will have to prove they have understood. For the person doing the assessing, assessment means they can be confident that the student or candidate has the required level of knowledge on a particular topic or competency for a certain task. ?  For the student or candidate, assessment usually means reassurance of their own level of knowledge / competency and usually a certificate! ?   How do we assess The first part of the assessment process is to sit down with the candidate and create a plan for their assessment. ?  The assessor has the responsibility of inducting the candidate onto the course and explaining: How they will be assessed What is going to be assessed Where they will be assessed When they will be assessed Depending on the course the assessor may help the candidate choose particular units that they are to be assessed on. The next step is to start performing the assessments and reviewing the candidateâ„ ¢s performance and knowledge. ?  One of the vital roles for the assessor is to collect and record evidence of their assessments. ?  If the assessor ever gets questioned on a decision it will be essential for them to back it up with their evidence, otherwise, itâ„ ¢s just the assessorâ„ ¢s word against the candidateâ„ ¢s! ?  This evidence must be judged against a set of criteria or standards to ensure that the candidate has the required level of knowledge or competency for the course. When a decision about a particular assessment has been reached, the candidate needs to be told about it. ?  This could be done in a yes/noâ„ ¢ or â„ ¢that was good/badâ„ ¢ way but it provides an opportunity for the assessor to give feedback and it would be a shame to waste it. ?  The purpose of giving feedback is to enhance learning. ?  It should focus on what the learner should do to improve rather than being critical and telling them what theyâ„ ¢ve done wrong. ?  It should always be given in a positive, non-judgemental manner. Once assessment decisions have been made, the assessor will be required to contribute to the quality assurance process. The strengths and limitations of assessment methods Categories of assessment Assessments can be roughly categorised into three types which may be used at different stages of someoneâ„ ¢s training: Initial assessment Formative assessment Summative assessment The initial assessment is done before any training or other assessments take place to gauge a studentâ„ ¢s base level of knowledge or a candidateâ„ ¢s basic competency level. ?  A formative assessment is one that occurs periodically at interim points throughout the learning process. ?  A summative assessment occurs at the end of someoneâ„ ¢s training as a final assessment. ?   Methods of assessment There are loads of choices when making a decision on how to assess each with their own strengths and limitations. ?  Some types of assessment include: Question Answer sessions (both written and oral) Professional discussions Reflective accounts Role play and simulation Accredited Prior Learning Assignments Product evidence Self assessment Peer assessment Witness testimony Observations Written questioning can take the form of essays, short answer questions or multiple choice questions. ?   ?  Short and multiple choice questioning are examples of objective testing as there is only one correct answer. ?  This form of assessment is quick and easy to mark which means feedback can be given quickly to candidates. ?  Multiple choice questions can be guessed if the candidate is unsure so they might not be the best way to get an accurate measure of whether the candidate has understood something. ?  If more depth on short answer questions is required, essays can be used to assess understanding, literacy and high level comprehension although they take time for the candidates to complete and for the assessor to mark. Oral questioning can form a secondary or backup assessment method to check for comprehension. ?  They can be used to support theory while the candidate is practicing their skills or at work and they can be adapted or changed quickly depending on the situation. ?  Assessors should be careful not to used closed questions unless testing agreement. ?  Open oral questions should be used to draw out the information from the candidate. ?  An alternative to oral questioning would be a professional discussion where a candidate is asked to talk about a situation or subject regarding their work. ?  It allows for a more descriptive, structured assessment to take place. ?  An assessor should ensure they donâ„ ¢t lead the candidate in the discussion and that the learner has time to prepare for the discussion otherwise it may not flow very well. Role plays or simulations can be used to recreate a situation that a candidate may find themselves in so the assessor can determine how they would react and handle the situation. ?  A lot of candidates may resist role-play as they donâ„ ¢t want to make an idiot of themselves but the majority find it a beneficial experience although it doesnâ„ ¢t match the real thing in terms of emotions. ?   A simulation is useful when a situation could be considered dangerous or risking expensive resources. If a candidate has attended a previous training session or achieved an award or certificate in the past this can be used to support their other assessments. ?  Accredited Prior Learning assessment makes a candidate feel that any work they may have done in the past in this area wasnâ„ ¢t a waste of time. ?  This may however be time consuming for the assessor as they will need to validate the APL and not all of it may be relevant to the current criteria they are assessing. A project or assignment can give a candidate a purpose of what theyâ„ ¢re trying to learn and allows their creativity to flourish. ?  The benefit of this for both the assessor and the candidate is that it can cover a wide range of skills such as literacy, ICT skills, research skills and comprehension of the subject. ?  The assessor should ensure that if they give an assignment to a candidate they should make the learning outcomes clear to focus the candidate on what they are trying to achieve. Product evidence can be a useful assessment to support other methods. ?  Anything created or generated within the work environment can be used to backup other assessments. ?  This will only apply to candidates who have the ability to produce such evidence and the assessor should endeavour to check if it is the candidateâ„ ¢s own work or not. If an assessor gets a bit bored with doing the assessments themselves, they can get one of the candidateâ„ ¢s colleagues workmates or peersâ„ ¢ to do it for them. ?  This might help the candidate to get some informal feedback on their competencies or knowledge and perhaps some new ideas. ?  Of course, the assessor would need to verify the peer assessment as the colleague may not have the same standards or be aware of the criteria that are being assessed. ?  Another method which will allow the assessor to put their feet up and have a cup of tea is self assessment. ?  This encourages the candidate to reflect and evaluate their own competency and the candidate records this for their future reference (e.g. reviewing their own learning progress). ?  Depending on the candidate, they may find it hard to be objective about their own skills or knowledge. As long as some reliable witnesses are available, using their testimonies can be a form of assessment. ?  This can be used to summarise or validate a candidateâ„ ¢s competency perhaps at the end of a unit or complete course. ?  A witness would need to be checked for reliability by the assessor as they may be biased one way or the other to a particular candidate. Observations are an assessorâ„ ¢s primary assessment method for practical skills. ?  Itâ„ ¢s an opportunity to see the candidate in their natural work environment and see if the theory they have learnt is being applied. ?  An assessor needs to work out a way of recording these observations as they are the most likely form of evidence to be questioned by a candidate. ?  This is when the other forms of assessment can be used to support these observations. Educational assessment is the process of documenting, usually in measurable terms, knowledge, skills, attitudes and beliefs. Assessment can focus on the individual learner, the learning community (class, workshop, or other organized group of learners), the institution, or the educational system as a whole. According to the Academic Exchange Quarterly: Studies of a theoretical or empirical nature (including case studies, portfolio studies, exploratory, or experimental work) addressing the assessment of learner aptitude and preparation, motivation and learning styles, learning outcomes in achievement and satisfaction in different educational contexts are all welcome, as are studies addressing issues of measurable standards and benchmarks.[1] It is important to notice that the final purposes and assessment practices in education depends on the theoretical framework of the practitioners and researchers, their assumptions and beliefs about the nature of human mind, the origin of knowledge and the process of learning. Types The term assessment is generally used to refer to all activities teachers use to help students learn and to gauge student progress.[3] Though the notion of assessment is generally more complicated than the following categories suggest, assessment is often divided for the sake of convenience using the following distinctions: formative and summative objective and subjective referencing (criterion-referenced, norm-referenced, and ipsative) informal and formal. Formative and summative Assessment is often divided into formative and summative categories for the purpose of considering different objectives for assessment practices. Summative assessment Summative assessment is generally carried out at the end of a course or project. In an educational setting, summative assessments are typically used to assign students a course grade. Summative assessments are evaluative. Formative assessment Formative assessment is generally carried out throughout a course or project. Formative assessment, also referred to as educative assessment, is used to aid learning. In an educational setting, formative assessment might be a teacher (or peer) or the learner, providing feedback on a students work, and would not necessarily be used for grading purposes. Formative assessments are diagnostic. Educational researcher Robert Stake explains the difference between formative and summative assessment with the following analogy: When the cook tastes the soup, thats formative. When the guests taste the soup, thats summative.[4] Summative and formative assessment are often referred to in a learning context as assessment of learning and assessment for learning respectively. Assessment of learning is generally summative in nature and intended to measure learning outcomes and report those outcomes to students, parents, and administrators. Assessment of learning generally occurs at the conclusion of a class, course, semester, or academic year. Assessment for learning is generally formative in nature and is used by teachers to consider approaches to teaching and next steps for individual learners and the class.[5] A common form of formative assessment is diagnostic assessment. Diagnostic assessment measures a students current knowledge and skills for the purpose of identifying a suitable program of learning. Self-assessment is a form of diagnostic assessment which involves students assessing themselves. Forward-looking assessment asks those being assessed to consider themselves in hypothetical future situations.[6] Performance-based assessment is similar to summative assessment, as it focuses on achievement. It is often aligned with the standards-based education reform and outcomes-based education movement. Though ideally they are significantly different from a traditional multiple choice test, they are most commonly associated with standards-based assessment which use free-form responses to standard questions scored by human scorers on a standards-based scale, meeting, falling below, or exceeding a performance standard rather than being ranked on a curve. A well-defined task is identified and students are asked to create, produce, or do something, often in settings that involve real-world application of knowledge and skills. Proficiency is demonstrated by providing an extended response. Performance formats are further differentiated into products and performances. The performance may result in a product, such as a painting, portfolio, paper, or exhibition, or it may consist of a performance, s uch as a speech, athletic skill, musical recital, or reading. Objective and subjective Assessment (either summative or formative) is often categorized as either objective or subjective. Objective assessment is a form of questioning which has a single correct answer. Subjective assessment is a form of questioning which may have more than one correct answer (or more than one way of expressing the correct answer). There are various types of objective and subjective questions. Objective question types include true/false answers, multiple choice, multiple-response and matching questions. Subjective questions include extended-response questions and essays. Objective assessment is well suited to the increasingly popular computerized or online assessment format. Some have argued that the distinction between objective and subjective assessments is neither useful nor accurate because, in reality, there is no such thing as objective assessment. In fact, all assessments are created with inherent biases built into decisions about relevant subject matter and content, as well as cultural (class, ethnic, and gender) biases.[7] Basis of comparison Test results can be compared against an established criterion, or against the performance of other students, or against previous performance: Criterion-referenced assessment, typically using a criterion-referenced test, as the name implies, occurs when candidates are measured against defined (and objective) criteria. Criterion-referenced assessment is often, but not always, used to establish a persons competence (whether s/he can do something). The best known example of criterion-referenced assessment is the driving test, when learner drivers are measured against a range of explicit criteria (such as Not endangering other road users). Norm-referenced assessment (colloquially known as grading on the curve), typically using a norm-referenced test, is not measured against defined criteria. This type of assessment is relative to the student body undertaking the assessment. It is effectively a way of comparing students. The IQ test is the best known example of norm-referenced assessment. Many entrance tests (to prestigious schools or universities) are norm-referenced, permitting a fixed proportion of students to pass (passing in this context means being accepted into the school or university rather than an explicit level of ability). This means that standards may vary from year to year, depending on the quality of the cohort; criterion-referenced assessment does not vary from year to year (unless the criteria change).[8] Ipsative assessment is self comparison either in the same domain over time, or comparative to other domains within the same student. Informal and formal Assessment can be either formal or informal. Formal assessment usually implies a written document, such as a test, quiz, or paper. A formal assessment is given a numerical score or grade based on student performance, whereas an informal assessment does not contribute to a students final grade such as this copy and pasted discussion question. An informal assessment usually occurs in a more casual manner and may include observation, inventories, checklists, rating scales, rubrics, performance and portfolio assessments, participation, peer and self evaluation, and discussion.[9] Internal and external Internal assessment is set and marked by the school (i.e. teachers). Students get the mark and feedback regarding the assessment. External assessment is set by the governing body, and is marked by non-biased personnel. Some external assessments give much more limited feedback in their marking. However, in tests such as Australias NAPLAN, the criterion addressed by students is given detailed feedback in order for their teachers to address and compare the students learning achievements and also to plan for the future. Standards of quality In general, high-quality assessments are considered those with a high level of reliability and validity. Approaches to reliability and validity vary, however. Reliability Reliability relates to the consistency of an assessment. A reliable assessment is one which consistently achieves the same results with the same (or similar) cohort of students. Various factors affect reliability†including ambiguous questions, too many options within a question paper, vague marking instructions and poorly trained markers. Traditionally, the reliability of an assessment is based on the following: Temporal stability: Performance on a test is comparable on two or more separate occasions. Form equivalence: Performance among examinees is equivalent on different forms of a test based on the same content. Internal consistency: Responses on a test are consistent across questions. For example: In a survey that asks respondents to rate attitudes toward technology, consistency would be expected in responses to the following questions: I feel very negative about computers in general. I enjoy using computers.[10] Reliability can also be expressed in mathematical terms as: Rx = VT/Vx where Rx is the reliability in the observed (test) score, X; Vt and Vx are the variability in trueâ„ ¢ (i.e., candidateâ„ ¢s innate performance) and measured test scores respectively. The Rx can range from 0 (completely unreliable), to 1 (completely reliable). An Rx of 1 is rarely achieved, and an Rx of 0.8 is generally considered reliable. [11] Validity A valid assessment is one which measures what it is intended to measure. For example, it would not be valid to assess driving skills through a written test alone. A more valid way of assessing driving skills would be through a combination of tests that help determine what a driver knows, such as through a written test of driving knowledge, and what a driver is able to do, such as through a performance assessment of actual driving. Teachers frequently complain that some examinations do not properly assess the syllabus upon which the examination is based; they are, effectively, questioning the validity of the exam Validity of an assessment is generally gauged through examination of evidence in the following categories: Content â€Å" Does the content of the test measure stated objectives Criterion â€Å" Do scores correlate to an outside reference (ex: Do high scores on a 4th grade reading test accurately predict reading skill in future grades) Construct â€Å" Does the assessment correspond to other significant variables (ex: Do ESL students consistently perform differently on a writing exam than native English speakers)[12] Face â€Å" Does the item or theory make sense, and is it seemingly correct to the expert reader[13] A good assessment has both validity and reliability, plus the other quality attributes noted above for a specific context and purpose. In practice, an assessment is rarely totally valid or totally reliable. A ruler which is marked wrong will always give the same (wrong) measurements. It is very reliable, but not very valid. Asking random individuals to tell the time without looking at a clock or watch is sometimes used as an example of an assessment which is valid, but not reliable. The answers will vary between individuals, but the average answer is probably close to the actual time. In many fields, such as medical research, educational testing, and psychology, there will often be a trade-off between reliability and validity. A history test written for high validity will have many essay and fill-in-the-blank questions. It will be a good measure of mastery of the subject, but difficult to score completely accurately. A history test written for high reliability will be entirely multip le choice. It isnt as good at measuring knowledge of history, but can easily be scored with great precision. We may generalize from this. The more reliable our estimate is of what we purport to measure, the less certain we are that we are actually measuring that aspect of attainment. It is also important to note that there are at least thirteen sources of invalidity, which can be estimated for individual students in test situations. They never are. Perhaps this is because their social purpose demands the absence of any error, and validity errors are usually so high that they would destabilize the whole assessment industry. It is well to distinguish between subject-matter validity and predictive validity. The former, used widely in education, predicts the score a student would get on a similar test but with different questions. The latter, used widely in the workplace, predicts performance. Thus, a subject-matter-valid test of knowledge of driving rules is appropriate while a predictively-valid test would assess whether the potential driver could follow those rules. Testing standards In the field of psychometrics, the Standards for Educational and Psychological Testing[14] place standards about validity and reliability, along with errors of measurement and related considerations under the general topic of test construction, evaluation and documentation. The second major topic covers standards related to fairness in testing, including fairness in testing and test use, the rights and responsibilities of test takers, testing individuals of diverse linguistic backgrounds, and testing individuals with disabilities. The third and final major topic covers standards related to testing applications, including the responsibilities of test users, psychological testing and assessment, educational testing and assessment, testing in employment and credentialing, plus testing in program evaluation and public policy. Evaluation standards In the field of evaluation, and in particular educational evaluation, the Joint Committee on Standards for Educational Evaluation[15] has published three sets of standards for evaluations. The Personnel Evaluation Standards[16] was published in 1988, The Program Evaluation Standards (2nd edition)[17] was published in 1994, and The Student Evaluation Standards[18] was published in 2003. Each publication presents and elaborates a set of standards for use in a variety of educational settings. The standards provide guidelines for designing, implementing, assessing and improving the identified form of evaluation. Each of the standards has been placed in one of four fundamental categories to promote educational evaluations that are proper, useful, feasible, and accurate. In these sets of standards, validity and reliability considerations are covered under the accuracy topic. For example, the student accuracy standards help ensure that student evaluations will provide sound, accurate, and credible information about student learning and performance. In classrooms where assessment for learning is practiced, students know at the outset of a unit of study what they are expected to learn. At the beginning of the unit, the teacher will work with the student to understand what she or he already knows about the topic as well as to identify any gaps or misconceptions (initial/diagnostic assessment). As the unit progresses, the teacher and student work together to assess the studentâ„ ¢s knowledge, what she or he needs to learn to improve and extend this knowledge, and how the student can best get to that point (formative assessment). Assessment for learning occurs at all stages of the learning process. Researchers whose work has informed much of this assessment reform include Ken Oâ„ ¢Connor, Grant Wiggins[1], Jay McTighe[2], Richard Stiggins[3], Paul Black and Dylan Wiliam, Thomas Guskey, Damian Cooper[4] and Ronan Howe. Historical Perspective In past decades, teachers would design a unit of study that would typically include objectives, teaching strategies, and resources. An evaluation component†the test or examination†may or may not have been included as part of this design (Cooper, 2006). The studentâ„ ¢s mark on this test or exam was taken as the indicator of his or her understanding of the topic. Definitions There are a number of assessment terms that will appear in any discussion of assessment. Listed below are common interpretations of some of these terms: Assessment A working definition of Assessment for learning from a widely cited article contends: the term assessmentâ„ ¢ refers to all those activities undertaken by teachers, and by their students in assessing themselves, which provide information to be used as feedback to modify the teaching and learning activities in which they are engaged.[1] Since this seminal article, educators have differentiated assessment according to its purpose: Assessment for learning comprises two phases†initial or diagnostic assessment and formative assessment assessment can be based on a variety of information sources (e.g., portfolios, works in progress, teacher observation, conversation) verbal or written feedback to the student is primarily descriptive and emphasizes strengths, identifies challenges, and points to next steps as teachers check on understanding they adjust their instruction to keep students on track no grades or scores are given record-keeping is primarily anecdotal and descriptive occurs throughout the learning process, from the outset of the course of study to the time of summative assessment Assessment as learning begins as students become aware of the goals of instruction and the criteria for performance involves goal-setting, monitoring progress, and reflecting on results implies student ownership and responsibility for moving his or her thinking forward (metacognition) occurs throughout the learning process Assessment of learning assessment that is accompanied by a number or letter grade (summative) compares one studentâ„ ¢s achievement with standards results can be communicated to the student and parents occurs at the end of the learning unit Evaluation judgment made on the basis of a studentâ„ ¢s performance Diagnostic assessment (now referred to more often as pre-assessment) assessment made to determine what a student does and does not know about a topic assessment made to determine a students learning style or preferences used to determine how well a student can perform a certain set of skills related to a particular subject or group of subjects occurs at the beginning of a unit of study used to inform instruction:makes up the initial phase of assessment for learning Formative assessment assessment made to determine a studentâ„ ¢s knowledge and skills, including learning gaps as they progress through a unit of study used to inform instruction and guide learning occurs during the course of a unit of study makes up the subsequent phase of assessment for learning Summative assessment assessment that is made at the end of a unit of study to determine the level of understanding the student has achieved includes a mark or grade against an expected standard Principles of Assessment for Learning Among the most comprehensive listing of principles of assessment for learning are those written by the QCA (Qualifications and Curriculum Authority)[5]. The authority, which is sponsored by Englandâ„ ¢s Department for Children, Schools and Families, is responsible for national curriculum, assessment, and examinations. Their principal focus on crucial aspects of assessment for learning, including how such assessment should be seen as central to classroom practice, and that all teachers should regard assessment for learning as a key professional skill. The UK Assessment Reform Group (1999) identifies The big 5 principles of assessment for learning 1. The provision of effective feedback to students. 2. The active involvement of students in their own learning. 3. Adjusting teaching to take account of the results of assessment. 4. Recognition of the profound influence assessment has on the motivation and self esteem of pupils, both of which are critical influences on learning. 5. The need for students to be able to assess themselves and understand how to improve. Feedback The purpose of an Assessment for Learning (AFL) task is to provide feedback to both the teacher and learner regarding the learners progress towards achieving the learning objective(s). This feedback should be used by the teacher to revise and develop further instruction. An effective AFL method is to use a performance task coupled with a rubric. This type of assessment is fundamental in illustrating how and why such principles need to be adhered to.

5 Most Helpful Self-Discipline Books

5 Most Helpful Self-Discipline Books Up through high school, you had parents or guardians to keep you on track when self-discipline failed you. Now that youre in college, it really is all about you (when it comes to getting things done, anyway). Your RA, hall maintenance staff, and even your roommates arent going to tell you to get out of bed and go to class or to quit looking at Tinder and start studying. We recommend that you check out at least one of these helpful self-discipline books. Theyll get you into action in no time. 1. Self-Discipline in 10 Days: How to Go From Thinking to Doing Theodore Bryants book is targeted toward dreamers: people who have great ideas and intentions but often fail to act on them. If you often think about doing amazing things but arent great with the follow-through, this book is for you. This book addresses fears and limiting beliefs that may be holding you back in life. There are also exercises to work through to beat your habit of procrastination. With Self-Discipline in 10 Days, youll be getting out of bed, studying, exercising, and succeeding in no time. 2. The Skinny on Willpower: How to Develop Self-Discipline Have you settled for a mediocre life? Bust through that wall to the extraordinary with this book by Jim Randel. The author uses examples and faux case studies to illustrate how to develop willpower and how to use that willpower to transform your results in any endeavor. Randel teaches you how to see the big picture and change your mindset so that youll come to appreciate how doing things you dont like in the present is good for your future. Youll also see how breaking down large goals into more specific ones encourages you to take action now instead of later. 3. The Willpower Instinct: How Self-Control Works, Why It Matters, and What You Can Do to Get More of It Author Kelly McGonigal has a Ph.D. from Stanford, and it shows in this well-researched book. Youll learn that willpower can be controlled - and not just with your mind. McGonigal tells you how the company you keep can have an effect on your self-discipline. (So if you know youre drifting toward the wrong crowd, you might want to think twice about it.) She also shows you how to reach goals by working through exercises and addressing uncomfortable emotions like guilt and shame. This book is perfect for you regardless of what youre hoping to achieve: weight loss, straight As, or anything else. Youll go through 10 chapters in which the author bashes any ideas you had about what willpower is and tells you the scientific truth. 4. No Excuses! The Power of Self-Discipline Brian Tracy is a successful businessman and consultant, a renowned motivator, and the author of this very helpful book. Tracy reminds you that self-discipline is not a natural talent, a holy virtue, or a matter of luck. Each of the 21 chapters is power-packed with tips for a specific area of life. Exercises at the end of each chapter help you put the ideas into practice and stop making excuses for a less-than-stellar existence. Whether you feel like it or not, youll learn how to take those steps toward turning your life around and making it something extraordinary. 5. The Practicing Mind: Developing Focus and Discipline in Your Life This book by Thomas M. Sterner is highly rated and widely read, and with good reason. Sterner reminds us of how persistent we were to learn new skills in our early years and explains why that willpower drops off later in life. He then teaches us how to apply the principles of effort and practice to adult challenges. Along the way, the author reminds you to enjoy the journey instead of focusing solely on the destination. The book stresses the importance of mindfulness and rejects todays notion of multitasking, which is actually an impediment to real progress and mastery. Dont head off to college without an excellent self-discipline book tucked into your bag. After your textbooks, one of these personal growth books is the most helpful book a university student can read.