Environmental Degradation: Causes and Effects

Environmental Degradation: Causes and Effects Introduction Thesis statement and Purpose statement Nowadays, the development of urbanization, which causes concentrated human population and habitat in small areas, has occurred at a very quick pace. Urban standard of living has risen roughly on the basis of technical innovations and changes in social structure. However, at the same time, there is a widespread concern about unsustainable city development and infrastructure due to the inequality between the progress and the environmental threat (Boyce, 1994, 18). The economic development brings both prosperity for people and damage to the environment, which includes air, water and soil pollution. Lovejoy (1993, p.125) argued this common occurrence is rampantly increasing all over the world, particular in developing countries. With limited time and resources, this paper will explore some common features of urban environmental degradation based on the authors experiences and geographical perspectives of Vietnam. The aim of this paper is to identify what urban environmental degradation is, and then understand the reasons and effects of this issue. From this basis, the research will refer to some assumptions and implications of other authors work and examples before suggesting some possible solutions to ensure the sustainability for new urban developments as well as the environment. Definition of urban environmental degradation Recognition of an environmental degradation is essential for the management of urban environment. Hackett (1993, pg. 116) writes that urban degradation is a result of the rapid growth in urban population and industrialization which causes many negative impacts on the urban landscapes and living quality of cities, such as poor quality housing, inadequate infrastructure and industrial pollution. Simultaneously, some factors seriously affect the environment as well as the balance of nature. According to Bolay et al. (1997, p. 185), urban environmental problems such as air and water pollution and solid wastes are becoming more serious in developing countries, and Vietnam in particular. Most cities in Vietnam have a high level of population density compared to other countries in the world. There are, for example, more than 23,000 inhabitants per square kilometers in Ho Chi Minh City (HCMC). The shortage of infrastructure and urban services in those cities has become alarming, which has led to the city amenities not being able to meet the enormous population demand (Bolay et al. (1997, p. 189)). Therefore, pollution of surface and underground water, soil and air by households and production has increased roughly these days. It is expected that the Government would take immediate measures in this issue by identifying and suggesting possible solutions to reduce these effects in order to improve the quality of the urban environmental. As can be seen in the Figure 1, urbanized area in HCMC has been expanding rapidly in the past five years. The population has roughly increased in the fringe areas of HCMC, while decreased in the city center (particular in District 1, 3 the centre Business district (CBD)) from 1999. This partly reflects the changes in the land prices. Higher land prices in the city center are affecting population decrease in that area and population increase in suburban areas. Besides, we can predict that the housing development of HCMC would increase in the West and Northwest directions and start occurring in East and South directions in the next ten years. Problem analysis Urbanization causes an overload on infrastructure, particularly in road network, water supply systems and drainage. As Lovejoy (1993, p. 126) referred, the sudden increase in population puts the city under pressure of basic infrastructure demand. There are many requirements for the expanding urban areas, rising food, water and infrastructure quality as well as offering more jobs. To cater for these demands, industrial companies have to increase products and exploit resources as fully as possible. This creates many environmental problems because the natural resources and urban amenities are limited (Satterthwaite, 2009, p. 546). The major problem of urban degradation is air and water pollution. In urbanized cities, air and water pollution is mainly emitted through industrial activities, especially from the production of electricity generated by fossil fuels. Transportation, households, hospitals, laboratories and pesticide used for crops are also responsible for the release of these pollutants into the environment (Satterthwaite, 2009, p. 546-547). Consequently, this dumping of dangerous waste on open sites produces poisoned air and water probably makes people living around the site suffer from diseases simultaneously increasing the incidence of allergies and other symptoms. In HCMC, due to the progress of urbanization, the quality of air and water gradually decrease these years. It can be seen from Figure 2, since 2003, the index of air pollutions has dropped dramatically and the water quality has been below the standard of Vietnam (TCVN). Especially, because the city residents are accustomed to using motorbike, the emissions from motor vehicles contribute high concentrations of air pollutants and smoke. Therefore, pollutions from traffic congestion are becoming one of the most serious environmental issues in HCMC. In addition, urbanization causes population density and increases the demands on urban amenities. Lovejoy (1993, p. 124) states most new dwelling places have no civic facilities, such as water supply, drainage, roads People living in these places discharge rubbish and dirty water directly to channels and rivers as they used to in rural areas. This condition leads to establish the new slums with many environmental and social problems. There are two basic reasons for the disordered urbanization for the past few years which involve the roles of local Government and residents. The first reason is the lack of specific urban planning. The urban planning management is rather passive and mainly depends on experiences (Lovejoy, 1993, p. 124). In many countries, local governments do not know exactly what the function of a specific land will be and how to control this issue effectively. Investor demands hardly meet government approval, and even worse, several projects have not been able to persuade local residents to accept and be carried out (Satterthwaite, 2009, p. 559). The other factor is the awareness of community about environment problems. Majority of residents are just aware of the visual environmental problems in short-term such as noise pollutions and smoke while the solid wastes and underground water pollutions are actually the elements destroying the natural systems in long-term. As a result, it is necessary to establish more and more education programs for citizens in attempt to rise the understanding of community in the quality of urban environment (Bolay et al. (1997, p. 192). Solutions: In my point of view, to improve the living quality and solve the environmental degradation, the government should establish a comprehensive planning system which includes socio-economic development plan, urban construction plan and land use plan. Planning should regulate where it is appropriate to have certain functions located, where it is necessary to have waste disposal sites or green areas and where is suitable to build industrial zones Besides, urban planning should take into account many other factors such as infrastructure and relevant works, making it favorable for development of an area where urbanization is taking place. As an illustration, Figure 3 shows an example of land use plan which respects the natural principles and probably leads to a sustainable development area. An establishment of laws, regulations and guidelines is also necessary in implementation of the Urban Master plans in each level, such as General plans and Detailed plans. For example, policy makers should establish specific socio-economic characteristics in each local area in order to make new and specific policies for urbanizing areas, which should be different from policies for districts already urbanized. Besides, apply indirect tools such as economic measures, including penalties that a production or company have to pay whenever it causes pollution, is also useful in avoiding the increase of urban environmental degradation. Conclusions Urbanization has clearly caused impacts on the city economic structure, especially in urbanized areas. There are positive changes in many social aspects. There is also environmental deterioration and pollution. If people are not noticed and properly solved, this issue will result in extremely consequences and cause negative impacts on the citys urban sustainable development. References Bolay, J.C Cartoux, S Cunha, A Du, T.T.N Bassand, M 1997, Sustainable Development and Urban Growth: Precarious Habitat and Water Management in Ho Chi Minh city, Vietnam, Habitat INTL., Vol. 21, No. 2, pp. 185-197, Elsevier Science, viewed 14 Dec 2009,. Boyce, J-K 1994, Inequality as a Cause of Environmental Degradation, Ecological Economics, vol. 11, pp. 1-20, Political Economy Research Institute, viewed 12 Dec 2009,. Chiapponi, M 1992, Environmental management and planning: The role of spatial and temporal scales, Ekistics 356-357, pp. 306-310. Hackett, B 1993, A landscape basis for planning, Ekistics 360 361, pp. 116-118. Lovejoy, D 1993, The vital role of the landscape architect in solving environmental problems, Ekistics 360 361, pp. 124 126. Satterthwaite, D 2009, The implications of population growth and urbanization for climate change, Environment and Urbanization 2009, vol. 21, pp. 545, Sage, viewed 17 Dec 2009,http://eau.sagepub.com >

Effect of Culture on Differences in Conceptions of Education

Effect of Culture on Differences in Conceptions of Education I chose the following articles which examined the effects of culture on the differences in conceptions of education. Human thought and behavior are heavily influenced by the practices and assumptions of a certain culture and education cannot escape this influence (Brislin, Bochner, Lonner, 1975; Cole, 1996). As the course (AH103) sought to examine educational outcomes in cross cultural settings, I personally believe that a deeper and more critical understanding of how education is perceived, valued and conceptualized across cultures is important. The only opportunity we had to discuss such a topic in class was the short article, â€Å"Mind or Virtue† by Jin Li (2005) and I felt that it was quite limited. In addition, I believe that understanding the ideas of influential thinkers from different cultures such as Confucius, Socrates and Dewey can shed light on how different cultures have perceived education historically and how they continue to be influenced by them. Finally, these articles demonstrate that we can borrow best practices from different cultures to better prepare our students for the globalized world and I feel that it would be helpful for us being future teachers to understand that. Article 1: Cultural Perspectives on Teaching and Learning: A collaborative self-study of two professors first year teaching experiences. (Hu Smith, 2011) The first article (Hu and Smith, 2011) documents the reflective experiences of Hu and Smith, assistant professors of Chinese and American nationality respectively. Throughout their first year at the same university, they utilized the self-study approach to explore their views of teaching and learning and how their different cultural backgrounds could have influenced their perspectives. The approach which included conversations and writing and sharing reflections about their teaching practices helped them clarify their education philosophies. Hu and Smith (2011) shared that their educational philosophies were mainly influenced by Chinese Confucianism and Deweyan pragmatism respectively. The article went on to provide more information about both philosophies but this will not be discussed in this paper owing to the length constraint. Upon reflection, they realized that their educational philosophies heavily influenced their teaching practices. For example, Hu believed that it was more important to be a strict teacher: â€Å"I have been influenced since I was young in China that a strict teacher prepares better students. I thought that I should be a strict teacher, and be responsible for my students; however, it seems that my students really did not appreciate that. (Hu, 10 February 2009)† On the other hand, Smith believed that being an understanding teacher was more important: â€Å"Teaching is making connections with students, inspiring them, showing them many strategies to use in teaching, allowing them time to practice the strategies, make mistakes, revise, and plan again. My duty as an instructor is to do all in my power to assist in the students’ learning. Yet I found that some of my students lacked the desired dispositions to become excellent teachers. (Smith, 23 June 2009)†. There were also other differences in their teaching beliefs (e.g. Smith believed that students should learn to be assertive while Hu believed in the importance of modesty). These differences were mutually exclusive and reflected the different conceptualizations of education in the two countries. However, Hu and Smith (2011) believed that the collaborative self-study experience helped them to understand the teaching values of their own and another culture more profoundly. After scrutinizing the philosophies of education in both eastern and western cultures and comparing and contrasting their own views of teaching and learning, they managed to gain insights that went beyond recognizing the differences between the two. In fact, they recognized the strengths of each philosophy and sought to integrate both philosophies to provide more effective instruction (Hu Smith, 2011). For example, Smith helped Hu to obtain a deeper understanding of American classroom culture. As the use of role models in education is prevalent in Chinese culture (Reed, 1995), Hu praised students who had performed well in class with the intention to encourage them and hoped that other students would be encouraged to emulate them. To Hu’s surprise, some students felt that their efforts were not affirmed in the process of being compared to others. Smith helped Hu understand that US students value individualism and working at their own academic level and pace. Consequently, teachers believe in differentiated instruction and praise. In addition, Hu helped Smith to embrace the eastern views of learning: that students should be diligent, respectful, and virtuous. Smith made a conscious effort to share these values with her students and help them appreciate and foster those values. For example, she modeled a strong work ethic and enforced strict grading policies and deadlines. She also requested students to assess themselves on punctuality, participation, completion of assignments and staying focused at the end of each class. Many of her students provided feedback that they were inspired by Smith sharing about and fostering Eastern views of education and felt that it has given them new perspectives towards education. Therefore, Hu and Smith (2011) believed that integrating their cultural views of teaching and learning helped them to achieve the best of both worlds. However, they believed that it is only possible if the teacher is interested to achieve such a balance. However, despite having great interest in achieving the balance, Hu and Smith (2011) realized that their own views of teaching and learning were greatly influenced by their cultural backgrounds and were not easily altered. As such, they worked hard to integrate both cultural beliefs of teaching and learning within their teaching practices. Lastly, Hu and Smith (2011) argued that understanding different educational philosophies can help teachers better serve their students in the increasingly globalized world. I chose this article because I appreciated the authors deeply reflecting about their own educational philosophies and seeking to uncover how their cultural backgrounds have affected them. In addition, I loved the simple message that there are strengths in both the Deweyan and Confucian approaches and that integrating them in our teaching practices can better serve all our students. Article 2: Rethinking Teacher Education: Synchronizing Eastern and Western Views of Teaching and Learning to Promote 21st Century Skills and Global Perspectives. (Smith Hu, 2013) The second article was written by the same authors of the first article. After four years of experience with the integrated philosophy of eastern and western perspectives and receiving positive feedback, Smith and Hu (2013) decided to follow up on their first self-study (Hu Smith, 2011) by investigating how their integrated philosophy have influenced teaching and learning of 21st century skills in their college students (Smith Hu, 2013). The authors firmly believed that 21st century skills such as critical thinking, creativity and problem solving must be embedded into the curriculum because research had shown that students require these skills to succeed in work and life (Association of American Colleges Universities, 2007, Partnership for 21st Century Skills, 2007). For the study, Smith and Hu (2013) analyzed different sources from the past four years: 1) monthly self-study meeting notes, (2) self-reflective journals, (3) student and departmental peer evaluations of teaching, and (4) faculty and student feedback on the authors’ invited presentations. Smith and Hu (2013) found that their integrated philosophy was very effective in developing 21st century skills. For example, in the area of career and life skills, the western view helps to develop self-confidence, individuality and democratic education while the eastern view help foster the virtues of hard work, responsibility, commitment, and persistence in students. The integrated philosophy thus developed both sets of skills as both authors upheld rigorous teaching standards and high expectations. Moreover, the integrated philosophy worked well in terms of learning and innovation skills. Smith’s western perspective influenced by Dewey promote creativity, critical thinking, communication, and collaboration through inquiry teaching and active learning. While personalized instruction is valued by the eastern perspective, the integrated philosophy valued collaboration with peers as an important part of teaching and learning. Over the years in their classes, presentations and conferences, Smith and Hu (2013) learned that educators from a diverse range of cultures were interested in cultivating global teaching perspectives. In addition, they all value 21st century skills and believe them to be important student outcomes. Having witnessed firsthand the importance and necessity of incorporating best practices from other cultures, the authors believe that educators across all disciplines should develop a global perspective of teaching and learning and provided some recommendations. Firstly, educators must examine themselves to unearth their personal cultural philosophy of teaching and learning (possibly using self-study like the authors). In addition, professional development sessions with other colleagues can be a good way to develop cultural understanding. Next, educators should consider collaborating to integrate cultural perspectives to promote 21st century skills. Finally, teaching and learning must alwa ys respect and take into account the diverse cultures of all students and families. I chose this article because it was a rich qualitative study which clearly articulated the benefits of utilizing an integrated philosophy in fostering 21st century skills. I think it would really encourage future and current educators to rethink their own educational philosophies and utilized the integrated one proposed by the authors. Article 3: Learning Considered Within a Cultural Context: Confucian and Socratic Approaches (Tweed Lehman, 2002) The last article (Tweed Lehman, 2002) used a Confucian–Socratic framework to analyze how academic learning is influenced by culture. At the start of the article, the authors clearly examined how different education processes are valued differently by Socrates and Confucius from the Western and Eastern cultures respectively. While Socrates encouraged students to question widely accepted knowledge privately and publicly and to create and articulate their own hypotheses, Confucius valued respectful, effortful, and pragmatic acquisition of essential knowledge so as to result in behavioral reform. While recognizing that examples of both Confucian and Socratic approaches can be found in both cultural contexts, Tweed and Lehman (2002) helped readers understand the impact of each approach in a different culture. Firstly, in some Western educational contexts, the Confucian approach may be advantageous- for example, in the case when students are expected to gain and utilize foundational knowledge to familiar and novel situations. However, the Confucian approach may be a disadvantage in other contexts- for example, students heavily influenced by the Confucian approach may speak up less in class and be perceived by their teachers to be less capable. In addition, it is also important to note the impact of the Socratic approach in Eastern educational contexts. The Socratic approach can potentially result in the disruption of the learning environment due to the lack of sensitivity to the social consequences of public criticism. In addition, Yang (1986) argued that the Socratic Method co uld lead to disorientation in Chinese classrooms because students may not be well prepared to engage in arguments, leading to poor student outcomes. However, there are also instances when a Socratic orientation has merits in Eastern educational contexts, such as when instructors yearn to be questioned (there are times when even Confucius wished that his students doubted his teachings). After examining the impact of each approach in a different culture, Tweed and Lehman (2002) argued that students who are academically bicultural and can adapt their learning approach according to cues in the academic environment may be more successful. Therefore, Tweed and Lehman (2002) agreed with the authors of the previous two articles (Smith Hu, 2011) that educators should encourage both inquiry (Socratic) and thoughtful acquisition (Confucian). This will help students gain knowledge and thinking skills that become useful in many domains beyond the current academic context. Although Tweed and Lehman (2002) did not refer to the above skills explicitly as 21st century skills, it is safe to assume that they would agree with Smith Hu (2013) about their importance too. Furthermore, Tweed and Lehman (2002) argued that students and educators alike may not entirely acknowledge the influence of culture on students’ academic role and behaviors. Wollenburg (1995) had identified the poor treatment of students of Asian descent in Western educational institutions and argued that it is partly due to a lack of understanding of different conceptions of learning. Therefore, Tweed and Lehman (2002) posited that an increased understanding of these conceptions can potentially inform changes at the institutional level that can improve education for all. Before concluding, Tweed and Lehman (2002) suggested several additional avenues for future research. Firstly, they believed that we should explore the nature and feasibility of academic biculturalism. For example, it would be beneficial if we can answer the following question: what distinguishes students who possesses both Confucian Socratic approaches to learning? Secondly, they believed that future research could examine the utility of the Socratic-Confucian framework as an educational tool in both unicultural and cross-cultural environments. Tweed and Lehman (2002) found out through informal discussions with their students that learning about the framework has helped them understand their own approaches to learning and become more flexible learners. I chose this article because it provided more evidence on the benefits of utilizing the integrated approach. In addition, it helped readers understand the ideas of another influential thinker in education, Socrates. Conclusion To conclude, I hope that these three articles can help students in the course develop a more nuanced appreciation of the influence of culture on the different educational philosophies, namely Confucian, Deweyan and Socratic. Rather than simply recognizing that certain educational processes are valued differently across cultures, I hope that students can go on and appreciate the strengths of each of the three educational philosophies and seek to utilize the integrated approach to better serve their students.

The Black Arts Movement Essay examples -- African Americans History Es

The Black Arts Movement The Black Arts movement refers to a period of â€Å"furious flowering† of African American creativity beginning in the mid-1960’s and continuing through much of the 1970’s (Perceptions of Black). Linked both chronologically and ideologically with the Black Power Movement, The BAM recognized the idea of two cultural Americas: one black and one white. The BAM pressed for the creation of a distinctive Black Aesthetic in which black artists created for black audiences. The movement saw artistic production as the key to revising Black American’s perceptions of themselves, thus the Black Aesthetic was believed to be an integral component of the economic, political, and cultural empowerment of the Black community. The concepts of Black Power, Nationalism, Community, and Performance all influenced the formation of this national movement, and it proliferated through community institutions, theatrical performance, literature, and music. The symbolic birth of the Black Arts Movement is generally dated to 1965 and coincides with a major transformation in the life of its most prominent leader, Amiri Baraka, formally LeRoi Jones. Early in his career LeRoi Jones won notoriety and critical acclaim for his plays, specifically the Dutchmen, while living in Greenwich Village at the heart of the Beat Scene. However, beginning in 1964 he underwent a personal transformation which resulted in his distancing himself from white culture. LeRoi Jones divorced his white wife, moved to Harlem, changed his name, and adopted a Black Nationalist View. Shortly after Malcolm X’s assassination in February of 1965, Amiri Baraka joined forces with Charles and William Patterson, Askia Toure, Clarence Moure, an... ...) – Part 1.† The Black Collegian Online. 28 Nov 2004. http://www.black-collegian.com/african/bam1_200shtml Kalamu ya Salaam. â€Å"Historical Background of the Black Arts Movement (BAM)– Part2† The Black Collegian Online. 28 Nov. 2004. http://www.black-collegian.com/African/bam2_200shtml Modern American Poetry. Ed. Cary Nelson. 29. Nov. 2004. http://www.english.uiuc.edu/maps/index.html Neal, Larry. â€Å"The Black Arts Movement.† The Black Aesthetic. Ed. Addison Gayle, Jr.New York: Doubleday &Company, Inc., 1971. 272 - 290. Perception of Black: African American Visual Art and the Black Arts Movement. University of Virginia. 28 Nov. 2004. http://xroads.virginia.edu/~UG01/hughes/blackart/html Smith, David Lionel. â€Å"The Black Arts Movement and Its Critics.† American Literary History. 3.1 (Spring 1991): 94-109.

Free College Admissions Essays: I Traded it All to Be a Filmmaker :: College Admissions Essays

I Have Traded it All to Be a Filmmaker I left a secure job and a lifestyle that would have catapulted me into the upper middle class by age 30. I disappointed my family and shocked my friends, but the applause from the packed auditorium vindicated my decision to pursue my passion. At great expense, I decided to follow my dreams, to refuse to be disappointed or discouraged by life. As I reflected on all the difficulties I persevered through in reaching that point in my life, I felt a hand patting me on my shoulder praising my work. I was born in Omaha, Nebraska on August 28,1972 because my mother slipped on an onion peel while shopping at the local Hinky Dinky Supermarket; the fall induced her labor and out I popped. In this rather unsophisticated environment, where on Saturday the second largest city is a packed college football stadium, I somehow developed artistic aspirations, but did not have the opportunity to make cultural pursuits a major part of my life. At the age of twelve, my father accepted a job with Levi Strauss and moved the family to Kansas City. At this crucial stage in my development, I found the arts fascinating, especially while studying literature in junior high. Unlike the other students who flocked to the hundreds of early eighties Spring Break movies, I developed a discriminating taste and longed for the quality I would find in a Stanley Kubrick film. At night, tackling Crime and Punishment or watching Dr. Strangelove took precedence over arcades and football. I carried my love for literature with me when I attended the University of Kansas. I also studied economics, which combined my interests in philosophy, history and mathematics. However, while I studied economics for somewhat practical reasons and never thought of the discipline as compelling enough to devote my entire life to, my interests in film and music began to mature. Exposed to the unconventional films of Hal Hartley, Mike Leigh, and John Sayles and to the poetic music of Tom Waits and Leonard Cohen, I prized their works' brilliant storytelling, and this feature inspired my own work and my eventual pursuit of filmmaking. Facing high college loans and a desire to be economically secure, I chose not to pursue my dreams immediately out of college. I fooled myself into thinking my passion for filmmaking was just a hobby and that I would be better off pursuing a more " serious" career, one with respect and a high salary.

The Americans with Disabilities Act is Only the First Step Essay

The Americans with Disabilities Act is Only the First Step The United States of America is founded upon the groundwork that "all men are created equal." America is also viewed as the "land of opportunity," as large numbers of immigrants enter the country in order to make a better life for themselves. These catch phrases used above are an honorable attempt to portray America as a land where everything is fair and everyone possesses a chance to succeed. These slogans, which we so easily state, do not tell the full story, however. Racism and prejudice abound in "the land of the free" and can be witnessed on an almost daily basis. The government endeavors to remedy the inequalities through programs such as the Americans with Disabilities Act (ADA), which is a noble attempt to present all people with a more equal playing field. This program, and others like it, are effective, but it is not the final solution that people often think it is. There is much to be done to gain equality, especially regarding the physically disabled in the work force. Th e ADA is a foundation upon which a greater sense of equality should be created. The Americans With Disabilities Act was passed in 1990. The ADA strives to guarantee disabled individuals protection from discrimination. Marjorie Baldwin defines a main principle of the ADA when she states, "One of the main objectives of the ADA is to improve the employment prospects of persons with disabilities by eliminating employer discrimination" (Baldwin 39). Under the ADA, a disabled person is one who is limited in one or more life activities by a physical or mental impairment. Through five titles of the act, disabled people are defended from being denied access to a job if they can meet the demands... ...m the government, and the disabled can then succeed and erase the stigmas of society, then true equality can be obtained. This government support is not simply protection from injustice, but a chance to compete equally with the rest of society. Works Cited Baldwin, Marjorie L. "Can the ADA Achieve Its Employment Goals?" Annals of the American Academy of Political and Social Science 25. 4 (1981): 39-62. Â   Charlton, James I. "Nothing About Us Without Us: Disability Oppression and Empowerment." Berkeley: Univ. of California Press, 1998. Â   Harlan, Sharon L. "The Social Construction of Disability in Organization." Work and Occupations 25.4 (1998): 420-425. Â   Kregel, John. "Why It Pays To Hire Workers with Developmental Disability." Focus on Autism and Other Developmental Disabilities 14.3 (1998): 132-135. Nation’s Health. 30.8 (Sept. 2000): 8-13.

Understanding the Principles of Assessment

1. Understand the principles and requirements of assessment 1. Explain the functions of assessment in learning and development. Assessment is carried out to evaluate that learning has taken place. It measures the learner’s attainment of knowledge and skills in their particular learning area. Assessment encourages learners to ask questions on anything they have not fully understood, as learners know that they will have to prove their knowledge and understanding during assessment to the standards of the awarding body. The anticipated outcome of assessment is that the learner will complete assessment to City and Guild standards within the time frame stated, with no assistance and show through answering questions that they have full understanding of the subject. 2. Define the key concepts and principles of assessment. Assessment has to remain fair, consistent and valid to ensure all learners have an equal and fair chance of receiving a fair assessment. An assessor cannot be swayed to give a learner an easier assessment because they favour the learner. The assessment process may have to be adapted to be suitable to the learner’s needs but, needs to eventually lead to the same outcome. 3. Explain the responsibilities of the assessor. The role of the assessor is to assess the learner’s knowledge and performance in a range of tasks. This includes, ? Ensuring that the learner has demonstrated competence and knowledge in the assessment to the standard of City and Guilds criteria. ? Assessments need to be planned between the assessor and each learner; the learner needs to be fully aware of his/her responsibilities in the collection and presentation of evidence. The assessor then needs to observe the learners performance in their workplace or similar environment and can ask questions to confirm a learners understanding. ? Accurate and constructive feedback needs to be given to the learner whether they have passed the assessment or not. If the assessment has not been achieved the learner needs to be aware of why they did not achieve and how they can rectify this for the next time they are assessed. ? Records of the learner’s achievement must be kept up to date and be available for the learner to see. 4. Identify the regulations and requirements relevant to assessment in own area of practice. As a tutor , I am required to discuss and set targets for the completion of tasks, units, skills development and observations to the City and Guild standards. This is to ensure the learner achieves their programme. I am responsible for the learners to complete the programme units with the time-scale stated by the awarding body, the time-scaled will initially be dictated by the Learning and Skills council but, learners will be assessed on an individual basis and time-scales adjusted to suit individuals. As an assessor I have to set challenging targets, record their progress against their targets in the learners individual learning plan (ILP), monitor their progress with every 4 or 8 week reviews in which progress is discussed and targets are agreed and set for learner to work towards. Once assessment begins I have to give learners clear and constructive feedback on their achievement and progress, learner progress is monitored through 1 to 1 .. Each learner has a portfolio logbook that records the learner’s competence against the standards for the qualification they are working towards. I have to ensure that the logbook is completed and kept up to date to show what progress has been made, and what areas of competence have yet to be achieved, this allows me, learner and visitor from the awarding body to easily track the learner’s progress. Once the learner has achieved their qualification, it is my responsibility to advise them of any further programmes they could do to develop their skills further. 2. Understand different types of assessment methods 1. Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners. | | | |Assessment Methods |Strengths |Limitations | |Observation of performance in the work |Authentic |Demanding on assessors time | |environment |Low disruption to candidates workplace |Travel | | |Assesses real life skills. Need co-operation from candidate’s | | |Could help in integrating assessment across|workplace. | | |outcomes and units. |Reliability may be hard to achieve. | |Examining products of work |Authentic |Time-consuming with large groups. | | |Showcases learner’s skills. | | |Clear feedback back can be given on the | | | |work | | |Questioning the learner |Can occur naturally out of an observation |Is difficult to manage with larger numbers | | |Non-threatening to the learner |of learners | |Can be offered to learners with additional |Due to the range of responses from | | |support needs |learners, reliability may be difficult to | | |May fill in gaps in the learners portfolio |achieve. | |of evidence | | |Discussing with the learner |Learner may feel less threatened. |Time-consuming with large numbers of | | |More one to one |learners. | | |Could help less confident learner. | |Use of others (witness testimony) |Others may see areas which are normally |Authenticity of testimony could be | | |difficult for assessors to observe |questionable | |Looking at learner statements |Builds confidence in the learner’s |Learners with additio nal learning needs may| | |capabilities. |find it difficult. | |Understand the standards they are working |Does not show the learners practical | | |to. |ability. | |Recognising prior learning |Gauge the learner’s knowledge of learning. |Prior learning could be to a higher/lower | | |Recognise if any additional learning needs |standard | | |maybe required. | | . Understand how to plan assessment 3. 1Summarise key factors to consider when planning assessment. Key factors that have to be taken into consideration when planning assessment are; †¢ Is learner ready? †¢ Suitable time †¢ Suitable model †¢ Convenient for workplace †¢ Suitable environment Is Learner Ready? To determine if the learner is ready for assessment, Assessment has to be planned between the assessor and each learner, together they must come up with a plan that will suit the learner’s employers and the unit the learner is to be assessed on. As an assessor you have to be flexible to accommodate the learner. Suitable model The learner has to ensure the correct model is selected for assessment the learner is planning to do. For the colour unit (GH9), all models must have been skin tested 24-48 hours before the application of colour; this is a requirement to ensure insurance is valid. The correct model must be chosen so the learner can be assessed on what they plan, for example; a short haired client would not be suitable for a long graduation assessment. Convenient for workplace. A good relationship has to be established between the assessor and the learners employers. The learners workplace needs to be aware of the learners progress throughout the course and when planning the assessment the assessor hs to contact the workplace to ensure it is a suitbale time for the learner to be assessed. Suitable place Observing the learner in their workplace is the most suitable place to assess the learner. Whilst in the workplace a holistic assessment is more likely to happen, as different units may also be assessed when the assessor only planned on one. . 2 Evaluate the benefits of using a holistic approach to assessment. An holistic assessment will make the learner feel comfortable and competent in their assessment as it gives the assessor the oppourtunity to see the learner in their workplace covering another unit or aspect of the learners course as it naturally happens. This could occur without the learner realising. An holistic approach will help the assessor to use their time more efficiently, as hopefully more assessment than planned will occur. . 3 Explain how to plan a holistic approach to assessment. The assessor has to take some responsibility for collecting and structuring evidence when planning an holistic approach to assessment, further evidence is collected through observation of the learner and questioning the learner. The learner can also collect evidence but, must be supported by the assessor. 3. 4Summarise the types of risks that maybe involved in assessment in own area of responsibility. The types of risks that maybe involved in assessment of my own area are high, it is important for the assessor and learner to ensure the assessment is carried out in a safe environment. Learners must adhere to their own salon procedures and insurance policies. When assessing a learner at their workplace the assessor would have to ensure it was safe to do so, before the planning of assessment the assessor would have to make sure the workplace had carried out a risk assessment, have health and safety certificates, liability insurance, a first aid box, fire extingushers and fire procedures. . 5Explain how to minimise risks through the planning process. Risks will be minimised through the planning process by making sure the learner is complying with the worksplaces in-house policies (each salons policies will differ) and local by laws. The assessor must follow their policy and procedures when planning the assessment. The learner can be questioned on any of the policy and procedures and t he learner has to be able to explain them. 4. Undertand how to involve learners and others in assessment. 4. Explain the importance of involving the learning and others in the assessment process. It is important to involve the learner and others in the assessment process so that the learners and employers know the progress of the learner and what the learner still has to achieve. If the employers know the learners know the learners progress they are more likely to encourage and motivate the learner, the employer may make time to train with the learner or let the learner observe other stylists work which will expand the learners skills and understanding. Knowing the learners progress, employers may be able to observe a specific piece of evidence that has not occurred when the assessor has been present, when the assessor does visit the workplace the employers could provide the assessor with a witness testimony of the evidence they observed. 4. 2 Summarise types of information that should be made available to learners and others involved in the assessment process. Documentation Log books are given to each learner once registered on the course and are available to the learner and others and provide useful means of assessing the progress of the learners achievement and performance. The log book documents the learners ability to carry out a range of tasks. This document works well for the assessor to minitor progress and any areas the learner may require more guidance. Log books are alos checked by the internal verifier once a unit is completed, to ensure everything is completed to the standards, also the log book may be sampled by an external verifier. Policies Policies are necessary to ensure learners and others know what is expected and what they have to achieve to gain the qualification. All learners will work against the same policies so each learner has to meet the same requirements to complete the qualification. Procedure Procedures are in place for learners and others to follow, each assessment follows the same procedure and cannot be amended. Assessors work is sampled by IV’s to ensure each learner is being treat equally and fairly and that the assessment is following the standards procedure. Skills analysis Learners and others need to be aware of the learners skills, so guidance and further teaching can be given to the learner to pass assessment. If the learners has not passed assessment this is documented with constructive critism and help on areas the learner has missed. By keeping a record the learner can check and practice the skills. . 3Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning. to promote learner involvement a tracking grid is used for each individual learner. The tracking grid is for the learner to keep a record of their own progress on what they have practiced in salo n, this encourages the learner’s development of skills as they can track what they need to practice and when they will be ready for assessment. Learners also reflect on what they have done, learnt and what they can learn from after each session by completing an end of day form. The learners have to state what they have learnt, what they enjoyed the most and least and anything they have achieved in the session, there is also spave for the assessor/tutor to make comment on what they learner has done, these forms are filed and can be used for learners to reflect on. Learners are to approach the assessor once they feel ready to be assessed, the assessor has to advise the learner to look through the criteria of the unit the learner wants to be assessed on and the learner is to decide if they feel they can meet the criteria. If the assessment id not achieved feedback is a must, by asking the learner ‘how they felt it went’ will encourage the learner to analyse their work and reflect on what they could do better next time to achieve the assessment. 4. 4 Explain how assessment arrangements can be adapted to meet the needs of individual learners. An assessor is the hairdressing sector would have to be flexible to fit in with the salons opening times. Many salons are closed Mondays but, open Saturdays. In order to assess a learner it may require the assessor to work when they normally have a day off, work later or start earlier. If a learner was particularly shy the assessor may have to go at quieter times in the salon to carry out an assessment, if it is a busy salon the assessor has to ensure they do not get in the way whilst doing assessment. 5. Understand how to make assessment decisions. 5. 1Explain how to judge whether evidence is:- Sufficient A performace criteria is stated in each learners log book for each unit within the NVQ qualification. The learner must achieve the stated outcomes to have sufficient evidence to meet the requirements. Authentic The learner is watched by the assessor from start to finish of the assessment to ensure outcomes are met and assessment is completed with the time scale stated by the standards. Current All assessments are recorded in the learners logbook, which is completed by the assessor dating and signing to confirm assessment has been achieved, the learner also signs the log book. Dating the log book ensures assessments are current. 5. Explain how to ensure that assessment decisions are:- Made against specified criteria The outcomes in the logbook for each unit ensure that the assessment decision is made against the specified criteria and that the learner is working to City and Guild standards. Valid To ensure the assessment is valid, the assessor has to ensure that the learner is being assessed against the correct standards. For example; if a learner was being assessed on styling hair (G H10), the assessor would not use change hair colour (GH9) standards to assess the learner against. Reliable By following the standards set by City and Guild for each assessment, it ensures that the same result will be achieved. Fair By following the standards all assessments are fair. An assessors personal feelings about the learners cannot cloud cloud the assessors judgement. 6. Understand quality assurance of the assessment process. 6. 1Evaluate the importance of quality assurance in the assessment process. A trainee assessor is observed by an internal verifier, at Woodspeen Christopher Pauls, assessors are given 5 days notice before the observation. The observations take place to ensure assessors are working to the same standards and that assessments are being completed correctly. The IV will also have interviews will the learners to see how they are learning and interacting with their assessor, this gives the learners to air any grievances they may have which they may have not wanted to discuss with their assessor. An IV will go through the learners logbook after the learner has been on the course for 6 months, this is to ensure that the assessors accupational competence is up to date. The IVwill give feedback to the assessor verbally and written. The IV can sample the log book at anytime and will go through the whole log book again once the learner has completed. At Woodspeen Christopher Paul all assessors attend a standardisation meeting in which the assessors are split into small groups and given the same unit to work through and assess. The assessors then discuss their findings and work together so all assessors come to the same outcome, so all assessors is working to the same standards. 6. Summarise quality assurance and standardisation procedures in own area of practice. To ensure trainee assessors are correctly assessing they will be observed by the IV every 3 months, trainee assessor also have 100% sampling/counter signing which takes place initially and all assessment decisions will be countersigned by qualified assessors. Any problems that are identified during sampling the IV will follow up with discussion/training with the assessor involed. All evidence sampled in the log book is initialled in red by the IV, all feedback will be kept and dated for EV’s. All these actions are taken to ensure every assessor is working to the standards set by the awarding body, ensuring there is standardisation within the assessors. 6. 3Summarise the procedures to follow when there are disputes concerning assessment in area of practice. Every learner has the right to a fair assessment process, if the learner feels that they have been treated unfairly they have the right to appeal the decision. There is a NVQ appeal procedure in line with the awarding body requirements and NVQ code of practice which must be followed. The learner must first approach the centre lead internal verifier, if not resolved then to the centre manager, if the learner is still not happy with the outcome it will then be referred to the awarding body who will pursue the matter with the external or lead verifier. Assessment decision unfair Report to the internal verifier within 10 days Internal verifier to investigate within 10 days If problem not resolved it will be passed to centre co-ordinator who will give a decision within 10 days or within a time scale that has allowed for full investigation of the complaint If still not resolved it will be passed to the awarding body within 10 days The final decision will rest with the awarding body. 7. Understand how to manage information relating to assessment. 7. 1Explain the importance of following procedures for the management of information relating to assessment. It is important to follow procedures when managing information relating to assessment to ensure all assessors are working to the NVQ standards. All information collected during assessment must be kept up to date and and follow the policies and procedures of the awarding body. This information should be available to learners and others to see at any point. Following procedures in the assessment process enables internal and external verifiers track the work of the learners and sample work of the assessor to ensure everything is being done to the company and awarding body standards. 7. 2Explain how feedback and questioning contribute to the assessment process. The assessment process is to plan, assess, give feedback and develop. Firstly, the assessor and the learner must come up with a plan for assessment, the assessor will write up the planned assessment plan before assessment begins, the learner is then assessed through observation and the assessor asking relevant questions, once assessment is completed feedback needs to be given to the learner from the assessor, if the learner has achieved the assessment feedback still needs to be given on what the learner did really well on anything they could still improve on and then a plan is made between the assessor and learner on what the assessor would like to see next assessment and how the learner can achieve and develop their skills for this. If the learner has not achieved the assessment constructive cristism is given to the learner, the feedback will be what they didn’t achieve on, what they did well and what they need to do to imporove, the learner will also be given a plan on what they need they need to complete to enable the learner to achieve asses sment next time. The learners are given a 2 week period before they are assessed again to develop their skills. 8. Understand the legal and good practice requirements in relation to assessment. 8. 1Explain legal issues, policies and procedures relevant to assessment, including those for confidentiality, health, safety and welfare.

Bernini’s David

David The David, a popular art subject was a take from the biblical story of the young boy who heroically killed the over towering giant Goliath. Other artists such as Michelangelo and Donated have created their own versions of the David, with the exception of having sculpted them in different time periods. Tangelo's was in the early Renaissance, Michelangelo in the high, but Bering's took place in the Baroque era, a time characterized by dramatic movement and heavenly inspiration. David as depicted bent over in mid-action preparing to sling a stone giving the sense of climax.The implied diagonal lines of this marble sculpture further induce the feeling of movement; Bernie Juxtaposes the concrete media of stone with the visual of an arching, flexing figure. The realism portrayed persuades the viewer that this is an average sized man that shouldn't weigh more than one either, but we know different ?mass is an illusion. David is past the traditional contraption stance, and fully extend s his upper body to the side, probably balanced by the shed armor attached to he draping, clinging from his lower half.The artist does a tremendous Job at differentiating texture, from the smooth bare skin and organic hair, to the twining rope and scaly breastplate beneath him. The lighting of this sculpture allows for high contrast– shadows made by the extending appendages, adding to the intensity of what David is about to do. Represented in life size scale, this realistic shepherd looks like he will lunge his upper body in a second or two; the anticipation gives the viewer ensign.Interactive in presentation, it is easy to feel as if we are biblical bystanders of what David is about to accomplish or even the abhorred Goliath himself, depending where you stand. The statue can be placed freestanding in any venue and viewers can make their way around the piece, getting to know it is facilitated through its human realism and proportion. Although to begin, our attention is stolen by the Davit's potentially climactic pose, if we looked closer the face is one of the various ajar focal points.David has an extremely concentrated face as if he is making all the aerial calculations in his head to hit his target spot on. With a furrowed brow and his mouth bloated as if holding a huge breath, emphasizing the explosion of force to be unleashed. The David was commissioned by Cardinal Burghers to decorate his Galleria, where it stands to this day. During this time, Martin Luther publicized his 95 theses criticizing the wrong doings of the Catholic Church, like granting indulgences.The subsequent Protestant reformation stirred up a counter-Reformation, and in Italy where Catholicism reigned, churches cleaned up their act. Catholicism came back with vigor and heavily influenced the art world. This energy exploded through dramatic, intense and grandiose pieces to purposefully pierce the soul of viewers in an encounter with Godly power. Most paintings had biblical subject matter portrayed emotionally so the viewer could relate. Bernie was known for his interactive sculptures that stirred awe in those who â€Å"experienced† them. By marmalade