Health Insurance Portability and Accountability Act's Ethics Essay

Health Insurance Portability and Accountability Act's Ethics - Essay Example A standard electronic device should be used to store all medical information of a person. The deadline for embracing the act was September 23, 2013. The health policy incorporates some ethical issues. These ethical issues include respect for the patient’s health information, confidentiality and honesty. HIPAA law has bought has established responsibilities for health care institutions. The HIPAA law has enhanced the confidentiality of the patients’ medical information. Confidentiality is the state of having something in a strict privacy or secrecy way. This helps to protect patient rights since only the required medical personnel’s can access the information. This is a component of providing quality medical health care. In a recent case, a patient suffering from paranoid schizophrenia got admitted to a mental hospital. The nurses at the hospital wanted to disclose the health information to the family. However, the patients’ physician refused since the patient had not allowed them to do so. The patients’ health rapidly improved, and within a week, he was ready for discharge. The patients’ health condition requires maximum respect. Respect is the condition of esteem. In the case of ongoing treatment, obtaining payments and for healthcare operations, one can share protected health information. Except for insurance reasons in order to receive payments written authorization should be presented any time one requires medical records. Under this condition HIPAA only allows access of minimum necessary information to perform job duties. This enhances respect for patients’ health information. In another case, a staff member in a medical practice disclosed HIV status of the patient. This happened mistakenly after the doctor’s office faxed medical records to the patients’ place of employment rather the new healthcare provider. He thereby disclosed PHI to several other individuals.

Risk management Assignment Example | Topics and Well Written Essays - 4000 words

Risk management - Assignment Example The bottlenecks realized during peak hours are quite frustrating and the need for a more convenient solution cannot be understated. The construction of the viaduct, however, comes with its risks and challenges and which must be borne carefully for a successful construction period. The demand for a better transit for the people living in the south of Auckland needs to be considered from all fronts with the risks of seismic performance, load capacity and environmental conditions being carefully considered. As part of the risk management outlook, the report herein will look at some of the attributes that the government and the construction companies ought to look out for in dealing with the construction of the NGA newmarket viaduct and how these risks can be mitigated or minimized. Categories As an agency, identifying and categorizing the possible risks and evaluating how important they are in the overall construction of the Newmarket Viaduct is essential. The categories will be discuss ed under four distinct provisions. The first risk is the operational risk. This is where the construction company has to look for alternatives that could cost the company due to improper process implementation and how system failure would affect the operations within the company and during the construction period. ... The company has to look for a better way of ensuring that the project does not fail in any way nor does it stall due to some attributes that could easily be sorted out through better planning (Flyvbjerg, Nils, and Werner, 2003). The third attributed risk category is that of a budget deficit risk. Wrong estimates coupled with changing financial prospects in the world could hamper the proper completion and adherence to the budget provisions available. This risks stalling the project since the government must get a clear picture as to why they have to add more money to a project that they had completely financed according to their initial estimates (Flyvbjerg, Holm and Buhl, 2002). The other type of risk is the quality and process risk where the company is wary of making blunders during its construction period (Cox, 2002). The issue of quality especially on a public system is important and requires that each guideline to be used is tailored to meet expected results. As a matter of fact, opening the area around the viaduct is paramount and proper construction coupled with timely delivery of the project will open up the south and give the people the quality they aspire to. By working on these categories, the company will ensure that the people of Auckland receive that which they desire and that which is greater and better quality than what they have at the moment. Risk identity and response Operational risk The first risk that had to be courted was the operational risk. This is the risk that played the greatest role in shaping the way the construction of the Newmarket Viaduct would be conducted. Risk identity: Priority had to be given to the most essential resources and provide continuity despite the delays that would result

Carol Ann Duffys poetry Essay Example for Free

Carol Ann Duffys poetry Essay Delilah by Carol Ann Duffy has an undeniably sexual element running throughout an element which is highlighted by its suggestive language and presentation of gender roles between the characters Samson and Delilah. Many of Duffys poems have a similar element running through them such as in Salome, Little Red Riding Cap and Pygmalions Bride therefore it can be said that her poetry is mainly concerned with the politics of sex. However, Carol Ann Duffy states in an interview in 2005 that Delilah is not about sex but is a love poem exploring the nature of Samsons wish to become gentle, loving and tender. This would therefore suggest that the main concern of the poem is more to do with love, power and gender. There are several references to sex throughout the poem, however the most direct reference comes in the fourth stanza where Samson fucks Delilah. This is in stark contrast to his request in the third stanza only three lines above of wanting to learn how to care, or be gentle or loving or tender. Despite wanting to become gentle, Samson fucks Delilah rather than makes love to her, implying that his wish was only a half-hearted one i.e. a wish he only makes but not something he would act upon. He fuck(s her) again further shows this is not the first time Delilah has been fucked suggesting a repetitive nature of this act. Furthermore, Delilah allows herself to be fucked through Delilahs submission, Duffy could be making a statement that women can not break free from this subordinate role in sex. Samsons language is also sexually suggestive, possibly implying that a man can not have his libido driven out of him regardless of the situation. For example, in the second stanza Samson is boasting about his achievements which demonstrate his strength and fearlessness, however he is distracted by a sexually suggestive note, telling Delilah to put your hand here -. This continues in the third stanza; he asks for a cure for his inability to be gentle and in the following line proceeds to fuck her as though he believes the cure is in fucking her. The situation Samson opening up to Delilah about something personal- would usually be assumed to be free from anything conjuring violence however Samson fucks her anyway suggesting that regardless of the time or place, sex is something which remains rampant in a mans mind. On the other hand, it could be said that rather than sex, the main concern of the poem is with power distribution in this relationship. Whilst many would argue that Delilah was dominated by Samson in the poem due to the sex, in the end Delilah cut Samsons hair which biblically represented the demise of his strength. Cutting his hair in the poem may be symbolic of her dominating Samson as she has successfully seduced him and at his most vulnerable (during slumber) she has taken away his strength. This is also in sync with the biblical story in which Delilah disarms Samson and gives him up to the Philistines, ultimately dominating him. Sex is only a way by which Samson is pacified after which he goes to sleep and becomes soft, thus vulnerable. Furthermore, Delilah cuts Samsons hair with deliberate, passionate hands suggesting she enjoyed disarming him and stealing his power away from him. This is a reversal of the typical gender roles in literature and Delilahs passionate hands may be showing that Delilah enjoyed this. Furthermore, the idea that Delilah had to pacify Samson through sex suggests an element of power on Delilahs side as sex was a method through which she satisfied Samson and put him to sleep, leaving him vulnerable. Duffy may be making a statement through this that women can use their sexuality as a weapon to weaken men and thus overpower them. This interpretation is concerned with both sexual politics and power distribution demonstrating that Duffys poetry is not only concerned with the politics of sex.

Arguments For And Against A Deterrence Justification Criminology Essay

Arguments For And Against A Deterrence Justification Criminology Essay The idea that punishment requires some sort of justification is because it is seen to involve some of infliction of suffering or pain (Bentham, 1789, p 45) and as a result can only truly be justified if its consequences are deemed to be beneficial (Bentham, 1789, p 45). The idea of deterrence is to stop individuals committing further offences, known as individual deterrence but to also by deterring potential offenders within the community from committing a similar offence. Zimring and Hawkins (1973, p 40) suggest this to be known as general deterrence, and works on the basis that punishment such as prison sentences deters criminals due to the fear of the punishment (Davies, Croall and Tyrer, 1998, p 300). Punishment is hoped to achieve particular aims by implementing different theories of sentencing, depending on the sentencing policy will depend on the balance between six different theories. Within deterrence theory, offenders and potential offenders must be evaluated, and it must be decided as to what will make an impact on them. The idea of deterrence aims to make potential offenders think about their actions and the likely consequences of them (Davies, Croall and Tyrer, 1998, p 240). Therefore it could be seen that deterrence approaches show little concern with the severity of the crime committed, but more so with the prevention of the crime being committed again, and could therefore be seen by some as ignoring the problem of crime (Ashworth, p 1078). However, deterrence is not always designed to punish people however, but to stop those committing further offences, focusing on how actions will affect their future behaviour (Davies, Croall and Tyrer, 1998, p, 249), and this can be seen through absolute discharges for example, the idea to act as a warning to not commit a further offence or they will be punished (Davies, Croall and Tyrer, 1998, p 249). This is a similar idea to what is used in everyday life theory underpinning a threat issued to encourage people to comply with rules or refrain from infringing them (Davies, Croall and Tyrer, 1998, p 245). A problem arises however, when deciding what is expected to deter others, Bentham (1789, p 1079) and more recently Walker (1991, p 1079) suggest that an appropriate action to be setting penalties to outweigh the benefits of committing an offence, however this relies on the premise that those who commit crime are rational thinkers and that are responsible for their actions. This premise however, causes conflict as to whether or not criminals are in fact rational within their actions or whether crime is in fact an act of impulse. Early examples of deterrence, such as the Panopticon, as designed by Bentham (1971, p 26) suggested a circular, tiered building with inward looking cells, towards a central inspection tower, to promote the idea that behaviour within prisons would be regulated as prisoners would not know if they were being watched and therefore would behave. The idea also being that the Panopticon would be placed near a city centre, so it would be seen as a reminder to the community of the consequences of crime thus reinforcing the idea of general deterrence. In some circumstances deterrence approaches have appeared to work, Ross et al (1970, p 68) suggested that after the introduction of the Breathalyzer in 1967, and taking into account other external factors, reported a drop in all road casualties. Similarly, Condon (1994, p 246) reported that after a high number of fatalities on roads in West London, after speed cameras were introduced, these fatalities were reduced by one third. However, these studies are examples of offences which may be more likely to be thought about, on the basis that the probability of being caught may be deemed to be high, or linked to the consequences of their actions and the value that someone places on holding a license. The Home Office (1990, p 296) suggested that although some criminals appear to be calculating and balance risk and gain, much crime conducted is acted upon impulse and therefore would be unrealistic to construct a sentencing system designed to deter, on the basis that most would not think about the consequences in advance. Davies, Croall and Tyrer (1998, p 246) also suggest that the most serious of criminal acts are often not calculated and therefore many would not consider getting caught. However, others disagree, and believe that not all crimes are random, and it is likely that calculations about the likelihood of being caught are likely to weighed up, and as a result may well deter some people from the decision to commit an offence, but this would require significant measurement of why some people decide to act or not act with criminal intent (Davies, Croall and Tyrer, 1998, p 300) Von Hirsh and Ashworth (1993, p 296) reported that new law stated that the primary purpose for the sentencer should be with the aim of desert, rather than deterrence. If the idea that crime is based on criminals being calculating and balancing the options of risk and gain, then therefore punishment should not be pre-determined, but should vary on what offenders consider to be a non-desirable punishment in order to deter them, therefore their punishment need be flexible, and this may not be seen to be fair or just but should be seen to be effective and suit the notion that anything should be done (Davies, Croall and Tyrer, 1998, p 246). It could also be seen that the idea of individual and general deterrence to be in conflict, if the idea of punishment is to punish on the basis of what deters an individual from re-offending then this may not be what would deter other potential offenders from committing a similar offence in the first instance. By implementing differential sentences then this reflects the view to change individual behaviour, but to deter the public, and therefore potential offenders sentences need to be fixed and certain regardless of age or circumstances (Wilson and Hernstein, p 34). Akers (1997, p 40) suggests that certainty of getting caught is more effective in deterring crime than the severity of punishment, however as Davies, Croall and Tyrer (1998, p 299) suggest that as only 2% of crimes result in a conviction, the assumption is that people are likely to deem the chances of being punished very low, therefore as Akers (1997, p 40) suggest if punishment is less certain, punishment must be more severe in order to deter in order for people to believe that they have more to lose than gain from committing a crime. Beyleveld (1978, p 40) agrees with Akers, that punishment should be increased to maintain effective deterrence, and suggests that the only way to deter different people with varying offences and circumstances is to set punishment out of proportion with the severity of the crime. However, Wright (1982, p 40) suggests that this may just encourage criminals to try harder to avoid detection for their crimes and that punishment should fit the crime. On the other hand, Beadau (1964, p 40) and Beyleveld (1979, p 40) have both suggested that the abolishment of the death penalty had no impact on the murder rates in the USA and UK respectively. Therefore, the severity of punishment could be seen to have little impact on the offending rates, and that other factors must be involved in the decision to commit a crime. Walker (1985, p 40) suggests that capital punishment is no more effective as a deterrence than imprisonment and that in most circumstances, murder is not a rational choice and therefore, the punishment is irrelevant and a deterrence effect is unlikely. It is therefore unjustifiable to construct punishment on the basis of deterrence, if it was never the intention to commit a criminal act. Wright (1993 p 8) addressed modern theories of the certainty and severity of punishment and rational choice theories suggest that people make decisions to act based on the choice to maximise profit and minimise loss, therefore the decisions to offend are based on perceived effort and reward rather than the chances of being caught and the severity of punishment (Becker 1986, p 8). Nonetheless, Charles Murray, in Does Prison Work? (1997 p 300) concludes that incarceration solves the problem of crime and that prison is the most effective way of deterring crime, short of the death penalty. Davies, Croall and Tyrer (1998, p 299) propose another problem with the idea of deterrence approaches to punishment is that there are high reconviction rates that show the majority of those who have been imprisoned will be reconvicted within two years, and therefore if punishment sees to be ineffective to prevent re-offending then a deterrence approach to punishment is unjustifiable and invalid (Bentham, p 57) Martin and Webster (1971, p 40) suggest that in some circumstances punishment may push individuals into a situation where they may have little to lose from re-offending, such as a lack of opportunities due to previous convictions, or loss of family. This also promotes a similar idea to labelling theorists who suggest that the notion of being caught and stigmatised may lead to an individual committing further offending. Chambliss (1969, p 157) reports that the criminal legal system is ineffective as it processes people who are least likely to be deterred from the punishment imposed, whilst ignoring any harsh treatment of those who would be deterred by such sanctions, maintaining organizational power. Davies, Croall and Tyrer (1998, p 34) also suggest that this can create a moral dilemma as those perceived by the courts as being less likely to offend will receive shorter or less harsh sentences than someone perceived more likely to re-offend, and therefore this maintains inequalities within the legal system and makes it harder to reinforce the view that deterrence is a valid concept for punishment. Overall it appears that there is much conflict as to if deterrence theory is a valid justification of punishment. Ross (1973, p 68) argues that the effect that deterrence has is due to the subjective probability of sanctions, and although there is some evidence as to what is considered effective examples of deterrence approaches, most studies are reported to be inconclusive. Therefore it can only be seen that the result of deterrence theory will depend on what is considered as value and as a risk to the individual, on the basis that crime is calculated. However there is little agreement as to what makes up this calculation, whether it is the likelihood of punishment, the type of crime, the severity of punishment. How criminals are perceived by sentencers in the criminal justice system reflects how they are treated, if they are perceived as calculating then it would be logical to propose heavier sentences, but if it is deemed to be an irrational factor than this would be illogical as a deterrence approach. Deterrence theory causes conflict with punishment as there is little consistency within sentencing to maintain effective deterrence, and although the view may be to deter individuals from re-offending, which has proved to be inconclusive, there is little evidence to show that flexibility within the sentencing process maintains general deterrence. Another problem with this approach it the idea of proportionality, and again this links to how the offender or potential offender is perceived by the criminal justice system. One of the main objections is that it focuses on the individual behaviour and the preconceptions of expected future behaviour, rather than focusing on the criminal act itself and the reasoning behind the offences, such as external factors, commonly linked to retributive approaches. Overall it would appear that there needs to be further investigation into the conception of human behaviour to explore reasoning, rational and irrational behind individual motivational states to carry out a criminal act.

tom ford :: essays research papers

TOM FORD Born in Texas in 1962, Tom Ford went on to become arguably the most influential designer of the last decade. Having initially trained as an actor, he studied interior architecture at Parsons School of Design until 1986, and went on to take positions at Perry Ellis and Cathy Hardwick, before joining Gucci in 1990. Ford was hired by Gucci's then creative director Dawn Mello as chief women's ready-to-wear designer, and later appointed design director. When, in 1994, Gucci was acquired by a Bahrain-based investment firm called Investcorp, Ford was promoted to creative director and moved to Milan with his partner, journalist Richard Buckley. In his first year at the helm, he was credited with putting the glamour back into fashion introducing Halston-style velvet hipsters, skinny satin shirts and car-finish metallic patent boots. In 1995, he brought in French stylist Carine Roitfeld and photographer Mario Testino to create a series of new, modern ad campaigns for the company. By 1999, the house, which had been almost bankrupt when Ford joined, was valued at about $4.3 billion. "We didn't even have a photocopier at one stage," he admits. "We didn't have any paper." In 2000, Ford was named Best International Designer at the first VH1/Vogue Awards in New York. After Gucci bought a controlling stake in Yves Saint Laurent, Ford was appointed creative director of YSL, too, and communications director of the house's ready-to-wear business, while continuing to design for Gucci. A mighty challenge certainly, but Ford was adamant he could keep the two labels distinct. "Historically, [Gucci] is Sophia Loren. Yves Saint Laurent is Catherine Deneuve. They're both sexy," he told British Vogue in February 2001. "It's just that Gucci is a little more obvious than Saint Laurent. The YSL woman might tie her boyfriend up and drip hot wax on him before they have sex, for instance. The Gucci woman is just going to have sex." Ford believes that he owes his success not to talent, but to his energy. He admits to sleeping just two or three hours per night, keeping post-it notes beside the bed in case he wakes up with an idea. "There are many more talented designers than me," he once told an audience at the V&A in London. "But I have a lot of drive and won't let it go." He also credits his "mainstream" appeal. "I'm lucky, I have mass-market tastes," he says. "When I say I like a shoe, generally thousands of people will like it.

Comparing Heart of Darkness and Apocalypse Now :: Movie Film comparison compare contrast

Heart of Darkness and Apocalypse Now Heart of Darkness, a novel by Joseph Conrad, and Apocalypse Now, a movie by Francis Ford Coppola can be compared and contrasted in many ways. By focusing on their endings and on the character of Kurtz, contrasting the meanings of the horror in each media emerges. In the novel the horror reflects Kurtz tragedy of transforming into a ruthless animal whereas in the film the horror has more of a definite meaning, reflecting the war and all the barbaric fighting that is going on. Conrad's Heart of Darkness, deals with the account of Marlow, a narrator of a journey up the Congo River into the heart of Africa, into the jungle, his ultimate destination. Marlow is commissioned as an ivory agent and is sent to ivory stations along the river. Marlow is told that when he arrives at the inner station he is to bring back information about Kurtz, the basis of this comparison and contrast in this paper, who is the great ivory agent, and who is said to be sick. As Marlow proceeds away to the inner station "to the heart of the mighty big river.... resembling an immense snake uncoiled, with its head in the sea, its body at rest curving afar over a vast country and its tail lost in the depths of the land" (Dorall 303), he hears rumors of Kurtz's unusual behavior of killing the Africans. The behavior fascinates him, especially when he sees it first hand: "and there it was black, dried, sunken, with closed eyelids- a head that seemed to sleep at the top of that pole, and with the shrunken dry lips showing a narrow white line of the teeth, was smiling too, smiling continuously at some endless and jocose dream of that eternal slumber"(Conrad 57). These heads that Marlow sees are first hand evidence of Kurtz's unusual behavior. The novel ends with Kurtz "gradually engulfing the atrocities of the other agents in his own immense horror"(Dorall 303). At his dying moment, Kurtz utters "The Horror! The Horror!', which for the novel are words reflecting the tragedy of Kurtz, and his transformation into an animal. Apocalypse Now is a movie that is similarly structured to the book but has many different meanings.

Assessment for Learning Essay

â€Å"Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there†. Assessment Reform Group, 2002 The teacher has ultimate responsibility for setting schemes of work for the class with clear objectives (Formative assessment) and writing end of term and end of year reports drawing together the information gained through assessment for learning. (Summative Assessment) The learning objectives are delivered to the class by the teacher and it is the TA’s responsibility to be aware of: †¢ the learning objectives, †¢ the personalised learning goals for individual learners. †¢ the success criteria for the learning activities †¢ the assessment opportunities and strategies relevant to their own role in the learning activities While taking the children through the scheme of work the TA will support the children by discussing their individual objectives this can also be done with groups of children who are working at the same level with the same learning outcomes. This is done to check that the children understand what is expected of them. This needs to be reviewed throughout the lesson. It is the TA’s job to pace the session to the learning style and ability of the children. At the end of the session the TA needs to give positive, factual feedback to the children and the teacher. This will include your observations on how the pupils responded and the strategies that were useful. The discussion between the teacher and the TA will enable further objectives to be set for the next lesson. Both the teacher and the TA are fully involved in the assessment of learner’ achievement with the TA fully supporting the teacher. 1. 2 Summarise the difference between formative and summative assessment. In 2004, at a conference of Assessors, Professor Paul Black pointed out â€Å"An assessment activity can help learning if it provides information to be used as feedback, by teachers, and by their students, in assessing themselves and each other, to modify the teaching and learning activities in which they are engaged. â€Å" Formative and Summative Assessment are the two main forms of assessment used by the teaching profession. Formative assessment (Assessment for Learning) is the type of assessment that takes place day to day during lesson time. It is the reviewing of progress and understanding of the pupil, against the learning objectives set by the teacher. This can be done in a variety of ways such as observation, open questioning of pupils, checking understanding and allowing the children to be involved in the reviewing process during and at the end of a lesson. It allows learners to self-assess and self-evaluate their learning experience hopefully enabling them to become responsible learners who understand what they have to improve to allow them to meet their goals. Formative Assessment: †¢ occurs during the learning †¢ done with learners †¢ processed focused †¢ to improve learning †¢ is personally referenced Summative Assessment (Assessment of Learning) is the pulling together of the learning outcomes of tests at the end of a scheme of work, formative assessment and professional judgements to provide an end of term report showing what the pupils have achieved, it could also take the form of a Key stage SATs. It is outcome focused, occurs after the learning has been taught and is a way of measuring and proving learning. Summative Assessment: †¢ occurs after the learning †¢ done to learners †¢ outcome focused †¢ to prove learning. †¢ externally referneced While the two forms of assessment are entirely different the resulting information from both types can be used to help with setting learning objectives. The two types of assessment are not necessarily to be used separately they should complement each other, as the use of Afl can help pupils perform better on summative assessment tasks and summative assessment can reflect the impact of Afl. 1. 3 Explain the characteristics of Assessment For Learning. Assessment for learning encourages the learner to take responsibility for their own learning and achievements. This is done by providing them with the following information: Learning intentions A learning intention is simply a description of what you want your pupils to know, understand or be able to do by the end of a lesson. It tells pupils what the focus for learning is going to be. They can also be call â€Å"Learning Objectives†, â€Å"Learning Goals† or† Learning Aims† Making sure that he pupils are aware of their learning intentions before the lesson begins in language that the pupils will identify with, focuses their attention to the learning and how to achieve their intention rather than the activity they are undertaking. This can help keep the pupil focused on task for longer by increasing their motivation. The pupils should be reminded of the learning intentions throughout the lesson. Success Criteria This shows the learners what they need to achieve to meet the ‘Learning Intentions’ Success Criteria: †¢ are linked to the learning intention; †¢ are specific to an activity; †¢ are discussed and agreed with pupils prior to undertaking the activity; †¢ provide a scaffold and focus for pupils while engaged in the activity; and †¢ are used as the basis for feedback and peer-/self-assessment. Formative feedback About the quality of their work and what they can do to make it better; Giving pupils’ feedback and allowing them to feedback to the teacher how they feel their learning went. . Ambergate school regularly asked the children how they think they have done by giving a â€Å"thumbs up†, â€Å"thumbs down† or â€Å"thumbs sideways† to indicate how the children feel about what they have been taught. Sometimes the children will be asked what they know of the subject about to be taught and to mark themselves out of ten in their books. At the end of the lesson they then give themselves another mark out of ten and compare how they have fared. Effective Questioning To create a classroom climate where pupils come up with their own ideas, think aloud and explore their understanding. Questioning should take the form of open-ended questions to encourage the children putting their own ideas forward without being led by an adult. The adult can then ask the children’s peers what they think of another child’s idea to generate feedback. Generally in the lessons in Ambergate school the children are reminded when working to ask, who, what, when, why and how to ensure they get sufficient feedback to enable them with the tasks set. Peer and Self-Assessment and Evaluation. Peer and Self-Assessment enables learners to recognise success in their own and others’ work and to focus on how they are learning as well as what they are learning. Ambergate school regularly asked the children how they think they have done by giving a â€Å"thumbs up†, â€Å"thumbs down† or â€Å"thumbs sideways† to indicate how the children feel about what they have been taught. Sometimes the children will be asked what they know of the subject about to be taught and to mark themselves out of ten in their books. At the end of the lesson they then give themselves another mark out of ten and compare how they have fared. To summarise Assessment for learning meets individuals needs and maximises their full potential through continual monitoring. All staff are allowed to contribute to future planning by feeding their findings back to the teacher. 1. 4 Explain the importance and benefit of assessment for learning. Continuous assessment improves performance and behaviour, allows pupils to work more independently and it also improves motivation and risk taking. By increasing two way communications Assessment for Learning helps to strengthen the teacher pupil relations. From the teachers point of view AFl improves planning and delivery of the lessons while creating an opportunity to check the quality of the lessons and amend activities to ensure they meet the learning needs. For the child it tells them where they are with their learning in each subject, gives them ideas on how to further achieve to ultimately get success in the given goal. Assessment approaches need to promote learner engagement and ensure appropriate support so that all learners can achieve their aspirational goals and maximise their potential. It has been proven that children who do not feel part of the learner process quickly lose interest. Therefore, responses should be based on thoughtful questions, careful listening and reflective responses and effective feedback strategies. 1. 5 Explain how assessment can contribute to planning for future learning carried out by †¢ The Teacher Assessment for Learning helps the teacher to make well-founded judgements about pupil’s attainment while placing responsibility for managing learning on the child, with the goal of pupils being more actively involved with the learning process. As indicated above, the process involves explaining learning outcomes to pupils, providing them with feedback on their progress and enabling them to develop their self-assessment skills so that they are able to reflect on, and recognise, their own achievements. Knowing precisely what the pupil understands & then moving them on leads to effective learning. †¢ The Learners The process will keep the pupil informed of on-going process, giving them an insight into how they learn and which areas they need to improve to achieve the objectives set. This helps to increase their confidence, motivation and independence and also how to recognise when they need to ask for help. †¢ The Learning Support Practitioner. Assessment for learning will provide you with information of how each child learns and the knowledge they already have, which will help in how you further question the pupil. This can be tailored to suit the individual pupils pace and ability to learn. In a recent Maths lesson on Division techniques, on periodically checking the children’s understanding it became clear that they knew how to divide using the Chunking Method but the answers that some of the children were getting were incorrect. This caused the TA to check their work and come to the conclusion that the children’s knowledge in subtraction of 3 figure numbers was letting them down. On feeding back to the teacher she said she had noticed the same problem with the group of children that she was supporting. With this feedback, the TA and the Teacher implemented a refresher lesson on subtraction in the next Maths lesson to fill the gap in the children’s knowledge and allow the children to move forward with their knowledge and ultimate success with Division Techniques. Bibliography www. education. gov. uk Assessment for Learning for KS1 and KS2 Northern Ireland Supporting Teaching and Learning L3 – Louise Burnham.