The Speech Preparation of J.F.K. Essay - 1278 Words

The Speech Preparation of J.F.K. From the first moments of his presidency, John F. Kennedy evoked a strong sense of security and spirit of idealism in the American public. He reassured the citizens of their nations strengths, and by declaring one of historys most famous questions, inspired them to better serve their country. The charismatic, young president dazzled the world not only with his physical poise and eloquence, but also with his simple, yet intense, use of rhetoric and voice. Identified by a fervent delivery, Kennedys distinct style and appeal as a leader progressed throughout his short career as a public speaker and elected official. His speeches, though mostly composed by Ted Sorensen, adequately conveyed†¦show more content†¦Later, he studied at Harvard, and was an active student who participated in football, swimming, wrote for the Crimson, and aptly concentrated his studies in the field of government. After graduating cum laude at Harvard, Kennedy was faced with the problem of choosing a career. He worked for several months as a reporter for the Hearst newspapers until he ultimately decided to return to Boston and concentrate on politics. Kennedy viewed government as an honorable profession - one that could place a party or man in the position to make changes for the better (Salinger, 65). At the time, Kennedy was viewed as a man who did not enjoy public speaking and needed much improvement, but he was elected to the U.S. House of Representatives and then to the U.S. Senate. Then problems with his back caused Kennedy to undergo several surgeries. During his extensive convalescence he occupied himself by composing a study of noteworthy political acts of bravery by eight United States Senators (Summers). Profiles in Courage received the Pulitzer Prize for biography in 1957, and, in turn, served as a main source for the material in many of Kennedys subsequent speeches as a poli tician. Four years after nearly receiving a Democratic nomination for Vice President, Kennedy began his campaign for the presidency in 1960. As his career progressively grew broader and more successful, so did his abilities as a public speaker. He traveled across the country, speaking on a hundred

A Case Summary for Personality Psychology Essay - 1986 Words

A Case Summary for Personality Psychology James Cook University A Case Summary for Personality Psychology Biography Sam Smith is a typical 21-year-old adult who enjoys life and laughs at the simplest things. Sam is outgoing, cheerful, friendly and is always busy. He works at a Rental Property agency store where he enjoys learning and meeting new people. His interests involve sports, travelling, and inputting his vision into theatre. Sam’s experiences on diversity among personalities, cultures and atmospheres of the world have enabled him to connect with people on a greater, more personal level. Sam is studying psychology and aspires to work in a government agency to assist in the crime against drugs. Sam’s ideal†¦show more content†¦The table above shows Sam’s scores. Although there is no MMDI personality type questionnaire that is perfect, these test results are considered to be very accurate. The results in the IPIP-NEO test report provided estimates of Sam’s personality level for each of the five-factor personality domains. In addition to the description of each of the five personal trait domains, there is a provision of elaborate description of six personality attributes that every domain constitute. The table below elaborates on Sam’s test scores.Show MoreRelatedTenants Of Personality Theories And The Bible1274 Words   |  6 PagesTenants of Personality Theories and the Bible Christy Blackmon Liberty University PSYC 341 Abstract This is cumulative research of related resources pertaining to personality and articles that explore the foundations and progression of personality with reflections of Biblical input. Research into the ideas that form the foundation of personality include; nature versus nurture, the unconscious, and view of self and studies into the progression of personality including; development, motivationRead MoreReading A History Pioneers Of Psychology By R. 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This includes both other research that has been done on the same (or similar) topicsRead MoreThe Observation Of The Bystander Effect1079 Words   |  5 Pageslearning about the different emotions of the participants, and how it would affect the actions during any situations came to light. Darley, J. M. and Latin? B. Bystander intervention in emergencies: Diffusion of Responsibility. Journal of Personality and Social Psychology, 1968, 8, 377-383. Conceptual Framework: What have previous researchers found? In other words, present relevant parts of the scholarly literature. This includes both other research that has been done on the same (or similar) topics

A Brief Look at Amnesia - 696 Words

Amnesia is when people forget things easily. They tend to forget information that is stored in their memory. If you are a little forgetful it doesn’t mean you have amnesia, but if you forget a lot of memories that you should have not forgot you have amnesia. Examples of amnesia are important milestones in your life, memorable events, key people in life, and important fact that we have been told or taught. Just like you see something happen and then someone asks you what happened and you can’t remember. Normal causes could be from brain damage or using sedative drugs. Alzheimer’s disease is one of the big diseases you could get from amnesia. People find it hard to imagine the future if they have amnesia. (Researchers form Washington University in St. Louis, Christina Nordqvist. 2009) used advanced brain imaging techniques to show the remembering the past and envisioning the future may go hand-in-hand, with each process sparking strikingly similar patterns of activ ity within precisely the same broad network of brain regions. Remembering events and experiences is a very complex brain process. Although amnesia is a popular theme for movies and books, it is a very rare condition (Christina Nordqvist, 2009). Retrograde Amnesia is when you get a blow to the head that could lose memory for certain details or events that occurred prior. The lost memories return slowly, but the older memoires tend to come back first. In almost all cases investigated, memories for recent events haveShow MoreRelatedRecent Epidemiological Studies Have Linked Mild Traumatic1509 Words   |  7 Pagesathletes who suffer a head injury. 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When confabulations appear, is it due to faulty memories or only when the patient is using specific forms of recall. Finally researchers were looking to answer the question: are provoked confabulations theRead MoreA Reflection On My Sexual Assault Taught Me Essay1214 Words   |  5 Pages A moment is defined as a brief period of time. The average lifespan of a person consists of 27,375 days, that is 39,420,000 minutes (Center for Disease Control and Prevention). Within those hundreds of thousands of minutes, humans have the endless opportunity to experience a moment. A significant moment in my life was when I was sexually assaulted seven years ago. For a long time this moment held a negative impact on my life. 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Should we prohibit the development of the cyber command Free Essays

Should we prohibit the development of the cyber command? BY kus09453 Cyber warfare Cyber warfare has been defined as any hostile measures against an enemy designed† to discover, alter, destory, disrupt or transfer data stored in a computer, manipulated by a computer or transmitted through a computer. † Examples of hostile use include computer attacks on air traffic control systems, on oil pipeline flow systems and nuclear plants. Cyber Weapon Cyber weapons includes computer viruses and software that can be used to penetrate enemy networks. We will write a custom essay sample on Should we prohibit the development of the cyber command or any similar topic only for you Order Now Defining these tools as weapons, as opposed to systems or processes, allows the military to apply the same authorisation controls as they apply to conventional weapons such as guns and tanks. Cyber command Cyber command has been defined as a command for network which subordinate to the state. They have three tasks, attack, defence and development. Lets use the first establishment of cyber command, the US Cyber Command, to be an example to explain. US Cyber Command centralizes command of cyberspace operation and organizes existing cyber resources, these can help for the network developmant. In the defence side, US Cyber Command synchronizes defense of US military and the US government services networks, to comfirm that US will be safe under any situations. In the attack side, it also include that the background why Cyber Command had aroused the international concern. In 2010, It has waged cyberwar. US Cyber Command postponed the development of nuclear weapon of Iran. It involves hacking and attack. This aggressive action had aroused international concern. Why We chose this topic because of Edward Joseph Snowden. He was an NSA system administrator. He was wanted by USA because he published th of the U. S. classified intelligence to public. He came to Hong Kong to publish these secret file. This action had aroused international concern, including us. He had published the PRISM project which U. S. is preparing to do. U. S. can through PRISM to get all the data about us, like e-mail, file, video, login information. Also, he said that U. S. has developed over 2000 cyber weapon to destroy computer system. We are interested in this because we think our privacy are not save and our national security is threatened . This resentation will focus on whether we should prohibit the development of Cyber Command as a part of Cyberwarfare. Later on, Jacky will discuss about cyber command in different perspective. Conclusion We disagree with prohibiting the development of Cyber Command but should be focus on the defensive purpose and the technology development. Since the offensive provocation could lead to real war, the offensive development should be prohibited. We think that enhancing the national cyber technology is very important. Cyber weapon meets an objective which would require spy or the use of force. Such actions include theft of data and destroy of data. Theft of data or intellectual property, such as proprietary information of a business, classified information of a government or military. Destruction of data or programs on the system, less frequently, damage to the computer hardware, in the most extreme case, damage to an electromechanical or process control system such that a serious industrial accident results in loss of life or major economic damages. To protect the citizens’ right and their life, to prevent the terrorist attack national computer systems, the development of Cyber Command s necessary. Predicted Future In the future, we predict that first, every countries will develop cyber command overtly or covertly, because we are in cyber era, it is necessary to have a cyber command to deal with the network security problem. second, cyberwar may lead to real war as Ken mentioned. third, National security agencies and law enforcement agencies will promote cooperation, because they need to deal with the privacy problem. In the following time, I am going to analysis the problem in social interest perspective and national security perspective. But before that, I will talk about the development of cyber command first. In the past, Cyber Command in different countries were mainly focus on the defensive purpose. They Just want to improve the firewall, to improve their network security and thus to thwart cyber attack. But in recent years, they have been starting to change the focus to offensive purpose. They are actively to develop different cyber weapons and hacking others computer system to collect information. The U. S. Cyber Command has a monitoring program to collect data and to know someone’s whereabouts. Their targets are not only the important member of other countries, but also the citizens. The media in U. S. disclosed that they has been monitoring 9 Internet service providers user database, which including G-mail in google, yahoo email, skype, facebook etc. What you have done in the computer is possible to be monitored. Our personal privacy is infringed and it is the right of everyone. Therefore , in the social interest perspective, the development of Cyber Command should be stop. But, in the National security perspective, the US government explained that the onitoring program is used for against Terrorism. They hack in some database system and get the information about the terrorists in order to track them and thus to avoid terrorist attack. Besides that, developing Cyber Command can improve the protection of the national computer system. One ot the task ot the Cyber Command is to protect the whole country’s network by filtering some harmful website, e-mails. In other words, they protect the citizen computers from attacking by others. The citizen will be more save to do online shopping or something else. And also prevent the leak of national secret ocuments. As US government reported that they had been received several times of attack by China, some of the secret documents may be copied, which threaten the national security of US. An air force general asked why we should wait for the attack from others and take response to it? He then suggested an idea, â€Å"Offense is the best defense† and there is a term of this defense, we called active cyber defense. They has developed many cyber weapons and has been actively hacking other countries computer systems with the â€Å"Defensive purpose†. It is undoubtedly that it is effective for national security. The development of Cyber Command also help to enhance the technology level. The better hacking skills, stronger firewall is for better protection to the nation. But it is not Just benefit to the security aspect. The task of development of Cyber Command not Just the attack skill and cyber weapon, but also the improvement of both the speed, the memory size of computer, and the transmission speed of internet. It is benefit to the evolution of human technology level. I have mentioned many advantages if developing the Cyber Command, but there are some possible disadvantages to national security. First, the Cyber Command may threaten to the national security itself. Since whole national computer system is controlled by them, they can hack in the military system and then dominate the whole country. Second, we cannot completely control the action of hackers in the Cyber Command. If they attack the banking system so as to obtain benefit, we may not know who did it as they have the best hacking skills. Also, they may sell the secret national documents to other countries implicitly to obtain benefit. Then, Ken will discuss the problem in another perspectives. In political perspective, it is concerned the relations between countries. Firstly, prohibit the development of Cyber Command can maintain world peace. If we do not prohibit this development, it will destroy partnership between countries. Cyber weapons mean monitoring computer system, stealing private information or destroying program system. When a government uses cyber weapons, it threatens other countries because they doubt their secret national documents have been divulged and blame the country which using cyber weapons. Also, hacking is a serious problem and may damage international relation. Due to hacking, the country which its system was hacked must stop the cooperation with the hacking country. If countries use cyber weapons more frequently, their distrust between countries must be increased. This provocation is possible to wage real war, the world peace is destroyed. However, the development of Cyber Command will be of benefit to a country. If a country can hold a strong cyber-military, it can strengthen international status. Besides, a country develops Cyber Command to steal other national secret information, they can clearly know other countries’ situations then it can enhance ore influence on the determinations in international affairs. Developing Cyber Command also protect interests and dignity of nation. When a country can prevent cyber-attack from other countries, they protect their interests and dignity. The next is economic perspective. In this point of view, developing Cyber Command need to increase government expenditure because they must use super computer in Cyber Command. Oppositely, it can increase employment rate in I. T. industry because it need a lot of experts in computer to wage cyber-attack or defend hacking. Also, it can protect financial service. Many financial activities like stock market are controlled by computer system, if there is cyber-attack to these financial activities, it will make a huge economic loss. Therefore, we need to develop Cyber Command for defending cyber-attack, it can avoid economic loss. Four perspectives on development of cyber command have been discussed. Now, I will talk the complexity on this topic. We find two dilemmas in developing Cyber Command, world peace versus national benefit and privacy versus security. I talk about world peace versus national benefit first. If we hope for world peace, we should not wage any types of war including cyber war. Even though cyber warfare will not make actual harm such as casualties, it will cause bad relation between different countries. Consequently, the real war occurs because relations between countries have been destroyed. But countries can get benefits in cyber war. On the other hand, some governments think monitoring is a good way to maintain national security. However, citizens do not agree that they are monitored by the government because they do not want to lose their freedoms and privacies. How to cite Should we prohibit the development of the cyber command, Papers

Madrigal Essay Example For Students

Madrigal Essay During the Renaissance era, secular vocal music became more and more popular. Throughout Europe, music was being set to poems. This was especially true in Italy, where the madrigal began. Madrigal is defined as a piece for several solo voices set to a short poem (Music an Appreciation pg. 85). The poems usually had two or three stanzas of three lines and the form was â€Å"aba bcb dd, abb cdd ee† etc. (The New Harvard†¦Music pg. 462). The higher voices were the more decorated and important lines. The supporting voices were less decorated, but both voices still sang the same text. In the 16th century, the madrigal was changed and had a different meaning to composers. At this time, a madrigal was defined as a â€Å"one stanza poem of free rhyme scheme, using a free alternation of seven- and eleven-syllable lines† (The New†¦Music pg. 462). In the mid 1500’s, the madrigal began to take a new direction. They became more serious, the texture thickened, and five-voice writing became the standard way of writing. Though, two up to eight voice compositions were written. Through so many voices being written, it is clear that the madrigal was being experimented with. Chromaticism, less decoration in the rhythm, and cycles are examples of how the madrigal was being experimented with. (The New†¦Music pg. 463) In the late 1500’s a new style began to appear. Poems were being written for composers to put to music. Composers started favoring â€Å"short, expressionistic texts that gave them occasion for extremes of melodic and tonal language† (The New†¦Music pg. 463). This would be later known as seconda prattica. (The New†¦Music pg. 463)Starting in 1600, madrigals were being written with continuo. Pieces for solo or low number voices formed a new genre and madrigals with a variety of vocal and ins trumental influences formed another. (The New†¦Music pg. 463)The madrigal was very popular in Italy, but it also became popular all across Europe. It was especially popular in German speaking countries and in England. Though they were somewhat different from how the Italian composers were writing them. Kamien, Roger. Music, an Appreciation. McGraw-Hill 1998 pg. 85. Randel, Michael Don. The New Harvard Dictionary OF Music. The Belknap Press of Harvard University Press 1996 pg. 462-64. Bibliography:

Marriage and Related Literature free essay sample

Chapter II Review of Related Literature and Studies This chapter presents the literature and related studies which have direct bearing on this study. It also discusses the values reflected in the proverbs and the proverb as a reflection of Filipino character, its function in the society, its na Premium 1848 Words 8 Pages Related Literature CHAPTER II. REVIEW OF RELATED LITERATURE The purpose of this study was to develop a conceptual model that describes the relationship between personal financial wellness and employee job productivity and test a part of the model. This chapter presents the review of related research of the components Premium 10839 Words 44 Pages Broken Family Chapter I Problem and Its Setting Introduction Family is the basic components of the society. And the researcher believes that the number one ingredients on youth’s happy life are their family, that the parents are the most important source of youth’s behavior, whic Premium 3631 Words 15 Pages Chapter 2 Review of Related Literature and Studies Review of Related Literature and Studies In exploration, we find new techniques, new knowledge, even develop new substances, gadgets, equipment, processes or procedures, imagination and skill is employed by the researcher. We will write a custom essay sample on Marriage and Related Literature or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The commodities, new devices, services, in technology are nee Premium 858 Words 4 Pages Review of Related Literature REVIEW OF RELATED LITERATURE In 1922 Walter Lippman , newspaper columnist, first posed the idea that the mass media shapes public perception with images. Lippmans notion, based on the publics limited first-hand knowledge of the real world, created the foundation for what has come to be known Premium 1486 Words 6 Pages The Effect of a Broken Family to a Students Performance in School THE EFFECT OF A â€Å"BROKEN FAMILY† TO A STUDENT’S PERFORMANCE IN SCHOOL A Research Proposal Presented to the Faculty of Rizal National Science High School In Fulfilment Of the Requirement in Research III Submitted by: Luigi Boy C.  Echica March 2010. The Family is a Premium 5805 Words 24 Pages Having a Broken Family and How Its Effect to the Children CHAPTER I THE PROBLEM AND ITS BACKGROUND Introduction People marry for many reasons, including one or more of the following: legal, social, libidinal, emotional, economic, spiritual, and religious. These might include arranged marriages, family obligations, the legal establishment of a nuclear Premium 6043 Words 25 Pages Broken Family No. 1283 June 11, 1999 HOW BROKEN FAMILIES ROB CHILDREN OF THEIR CHANCES FOR FUTURE PROSPERITY PATRICK F. FAGAN Much of the debate about the growing gap between rich and poor in America focuses on the changing job force, the cost of living, and the tax and regulatory structure that hamstring Premium 12927 Words 52 Pages

Skills for Life Assessment and Learning Guidance Essay Example

Skills for Life Assessment and Learning Guidance Essay Please note that this content is based on the Skills for Life Assessment and Learning guidance booklet Initial and diagnostic assessment a learner-centered process. The original booklet can be found at: http://sflip.excellencegateway.org.uk/assessment/assessmentguidence.aspx. This adapted version is part of the Being functional resource which builds on effective practice to support the planning and delivery of functional skills. For more information, go to www.excellencegateway.org.uk/beingfunctional. What is an initial and diagnostic assessment? Initial and diagnostic assessment begins the process of getting to know learners and building a relationship with them. Initial assessment happens at the time of a learnerâ„ ¢s transition into a new learning programme. It is a holistic process, during which you and the learner start to build up a picture of their achievements, skills, interests, previous learning experiences and goals, and the learning needs associated with those goals. This information is used as a basis for negotiating a course or programme. Diagnostic assessment helps to identify specific learning strengths and needs. It determines learning targets and appropriate teaching and learning strategies to achieve them. This is important because many learners have higher-level skills in some areas than in others. Diagnostic assessment happens initially at the beginning of a learning programme and subsequently when the need arises. It is related to specific skills needed for tasks. We will write a custom essay sample on Skills for Life Assessment and Learning Guidance specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Skills for Life Assessment and Learning Guidance specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Skills for Life Assessment and Learning Guidance specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The two processes are closely linked: diagnostic assessment adds to the information gathered from initial assessment. Together they help you and the learners to use this information in order to: * personalise learning; * develop individual learning plans; * begin the process of assessment for learning that will continue throughout the learnersâ„ ¢ programme; and * make links to progression routes and prepare for the next steps. A positive experience Initial and diagnostic assessment can be among learnersâ„ ¢ first experiences of your organisation and will influence their early impressions. If the experience is positive, active and involving, this will help to create a climate in which learners are able to negotiate and take responsibility for their learning. You can help make the experience positive for learners by: involving them â€Å" do the assessment with themâ„ ¢ not to themâ„ ¢; helping learners to take an active part will encourage motivation and independence; building their self-esteem and sense of self-worth; recognising their strengths and achievements, not just their weaknesses; linking initial and diagnostic assessment to their own aspirations, such as their career choices or aspects of their everyday lives; taking the opportunity to discuss issues such as cultural perceptions, learning difficulties or disabilities that might form barriers to success and lead to career stereotyping; using active listening skills to foster an atmosphere of mutual respect, build relationships with learners and make each learner feel valued; encouraging and establishing a level of trust so that issues for learning can be discussed openly, in context, and dealt with constructively; and making the assessment relevant to their specific context for learning, which will enhance their confidence and self-esteem. Initial and diagnostic assessment: methods and approaches Initial and diagnostic assessment should involve a range of methods and approaches, none of which is sufficient on its own. It is important to evaluate the quality of information obtained from particular methods. Once you have begun to get to know the learners and their learning preferences, you will be better able to select the appropriate assessment methods. The diagram below shows a range of possible methods. Adapted from The initial assessment toolkit (Key Skills Support Programme, 2007). Documents and records give evidence of achievements and include qualifications, records of achievement, references, non-academic certificates and awards. Self-assessment gives learners some idea of where their strengths and weaknesses lie. It is vital to take learnersâ„ ¢ own views into account and to make the most of this knowledge. Discussions and interviews allow teachers and learners to get to know each other. They also provide an excellent opportunity to feed back the results of other assessment methods and to probe more deeply. Assessment tools can play an important role in objective initial and diagnostic assessment of functional skills. Tools are also sometimes used to assess occupational skills and learning difficulties and/or disabilities. Structured group or individual activities during induction and early parts of the programme allow learners to apply specific skills. A free writing task, for example, gives a rounded picture of how someone actually writes. Such a task also helps to put learners at the centre of the assessment process because they can write about themselves and their interests. Observation gives a broader picture of the whole person and how they perform in a range of contexts. This will give insights into learnersâ„ ¢ strengths, how they work with others, how they think, how confident they are and how willing they are to ask for help. Try this: 1.Make the assessment relevant to learnersâ„ ¢ context and interests. This may mean planning activities or using assessment tools related to learnersâ„ ¢ vocational areas or everyday interests. Providing a context for the assessment helps the learners to see how skills can be transferred. 2.Gather information from activities that learners carry out in other parts of their programme. For example, you can: a.observe them on a work placement; b.use examples of their writing to assess their skills. 3.Select a blend of assessment methods to suit individual learners and their circumstances. Tools for assessing functional skills/Skills for Life Tools that have effectively supported the assessment of Skills for Life could be adapted to provide support for assessing functional English and functional mathematics and incorporate functional ICT. It is important that the following points are understood. Functional skills standards should be applied and adhered to. For more information on functional skills and the standards, go to www.qcda.gov.uk or the Ofqual website at www.ofqual.gov.uk/. It is important to recognise that the levelâ„ ¢ of a functional skill is determined by a combination of factors: familiarity of the situation or problem to the learners; independence of the learners in identifying and selecting the skills they will need, and in tackling the situation or problem; complexity of the situation or problem the learners are tackling; and technical demand of the skill required. Learners whose functional English, functional mathematics or functional ICT is being assessed should be able to: consider a problem or task; identify the functional skills (whether English, mathematics or ICT) that will help them to solve it; select from the range of skills in which they are competent (or know what help they need and who to ask); and apply their skills appropriately. Any terminology used should be consistent with that of functional skills (for example, LLNâ„ ¢ should be replaced with functional Englishâ„ ¢ and/or functional mathematicsâ„ ¢, as required). Assessment may highlight areas of individual support learners may need which could enable them to achieve goals and targets agreed as part of their individual learning plans. Initial assessment tools provide information about learnersâ„ ¢ current levels of functional skills, measured against national standards. They are useful in helping to match learners to an appropriate learning programme and in directing further, more in-depth, assessment. Diagnostic assessment materials assess all aspects of functional skills. There are also materials that can be used to explore whether learners would benefit from further assessment for specific learning difficulties (such as dyslexia). Specific diagnostic tasks should be selected and used at the start of a learning programme but also regularly throughout the programme to assess particular skills as further needs are identified. Diagnostic materials help you to discuss and agree with individual learners: learning targets for both consolidating existing skills and developing new ones; recommendations about how the learner will tackle new learning; and their own priorities: for example, skills needed at work. For details on functional skills standards and tools built specifically for the assessment of functional skills, see the Want to know moreâ„ ¢ section on page 8. Who carries out initial and diagnostic assessment What skills are needed Staff who carry out initial assessment are able to: understand the whole assessment process; present it to learners in a positive and constructive way; value and engage with learners; use a variety of approaches appropriate to individual learners and their context for learning; interpret results appropriately and give professional feedback to learners; recommend learning programmes; and refer learners for further expert assessment. In addition to the above, staff who carry out diagnostic assessment can also: use the outcomes to plan individual and group learning; and monitor progress. It is important that staff involved in initial and diagnostic assessment are well trained and able to use professional judgement. A team approach ensures consistency and reliability and increases staff confidence and skills. If tools are used as part of the assessment process, staff need to have training in using them effectively. Feedback from assessment Giving timely, constructive feedback to individuals is crucial to effective initial and diagnostic assessment. Try this: 1.Stress the positive. Always celebrate what learners have done well. This helps to build confidence. 2.Seek learnersâ„ ¢ views and value their contribution. This will help them to get better at assessing their own work, which is vital to their becoming independent learners. 3.Frame questions carefully and use prompts such as Would you like to say more about thatâ„ ¢. 4.Pause for a few seconds after questions have been posed or responses have been given, to encourage learners to carefully consider and expand on what they say or have said. 5.Be specific. Avoid generalisations such as There are a lot of inaccuraciesâ„ ¢ and instead focus on individual points which you can discuss with the learners. This will enable them to set their own individual short-term targets with guidance from assessment as evidence. 6.Focus on things learners can change, and avoid overloading them with too much feedback at once. 7.Look for ways forward together. Share ideas and explore solutions rather than always putting forward your own suggestions. 8.Agree what you will both do as a result. This could include agreeing new targets or planning learning opportunities. Feedback is not a one-way process. Invite learners to comment on what you do as well. Using the data from initial and diagnostic assessment For you and the learners Information from the initial and diagnostic assessment process should be used to develop individual learning goals and targets and to inform appropriate teaching and learning strategies and use of resources. It should be recorded in the individual learning plans, session plans and schemes of work. Effective use of assessment data: makes sure that planned learning is grounded in the learnersâ„ ¢ needs and priorities; avoids learners wasting time by going over old ground unnecessarily; and reduces the risk of learners being frustrated by tasks that are beyond them. Data should be shared with all staff supporting the learners so that all learning can be differentiated to take account of their strengths and needs. It is important that where learners are following vocational pathways, vocational and functional skills staff work together to plan learning in response to the findings from initial and diagnostic assessment. This ensures that learners have opportunities to develop functional skills in their vocational context. For managers and the organisation Good initial and diagnostic assessment make a significant contribution to the overall quality of provision by: ensuring that learners are on the right course or programme; maintaining motivation; and improving learnersâ„ ¢ achievement and progression. Your organisation should require you to record assessment results on the Management Information System (MIS). Assessment data should be collated and analysed to ensure that programmes offered are appropriate for learnersâ„ ¢ skills profiles. Key messages from the assessment data relating to particular programmes should be fed back to curriculum teams to inform the development of appropriate teaching and learning strategies, so that all learners are provided with suitable opportunities to develop and progress. How initial and diagnostic assessment fit in with other assessment processes Want to know more To find out more about functional skills: www.qcda.gov.uk For support with functional skills: www.fssupport.org/ Rethinking induction (cross-curricular): http://tlp.excellencegateway.org.uk/tlp/xcurricula/index.html Rethinking induction (Engineering): http://tlp.excellencegateway.org.uk/tlp/eng/resource/rethinkinginduc/index.html Motivational dialogue: http://tlp.excellencegateway.org.uk/tlp/personalisation/md/resource/#content.php Top tips introduction If you are a manager or teacher with responsibility for teaching and learning, the curriculum or quality assurance, using these booklets will support you in planning, implementing, monitoring and evaluating high-quality assessment practices for functional skills provision. Just as in other programmes, your assessment practices for functional skills need to align themselves to the needs of learners and to help deliverers to provide the best possible advice and feedback, so that the learners are able to develop English, mathematics and ICT skills and become more aware of their skills and how they select and use these skills to achieve their educational, employment and life goals. Everything we know about good assessment can be transferred to assessing functional skills. In particular, the assessment for learning principles, which encourage learners to take a role in their assessment as a way to develop awareness and independence, are very useful to functional skills managers and practi tioners. This resource allows you to benefit from best practice in assessment using lessons from assessment for learning. The following practical tips can be used to address particular issues or development needs in your organisation. The booklets contain key messages, checklists and flowcharts that can be adapted for a wide range of audiences and purposes, such as staff/team development, working with learners, guidance notes or handouts. The booklets can be used together to support improvement at each stage and type of learner assessment: initial, diagnostic, formative and summative. The Top Tips leaflets listed below offer some practical suggestions for getting the most out of the information and guidance contained in the accompanying booklets. 1.High-quality assessment processes â€Å" guidance for managers 2.Using skills checks 3.Initial and diagnostic assessment 4.Individual learning plans 5.Assessment for learning All the leaflets can be downloaded as Word documents and customised with your own logos and text to suit your individual purposes. Please note that in the resource Being functional, numbers 2, 3 and 5 accompany CPD activity 1: Assessment for learning and numbers 1 and 4 accompany CPD activity 3: Whole organisation approach. Initial and diagnostic assessment Top Tips â€Å" some practical suggestions For staff Use the leaflet as a staff development tool, together with the initial and diagnostic assessment checklist which can be downloaded from: http://sflip.excellencegateway.org.uk/assessment/assessmentresources.aspx Tailor this to your organisation to provide a focus on what is well-developed practice and practice that needs further development. The Feedback from assessmentâ„ ¢ section on page 5 provides an effective checklist for staff involved in assessing learners. This good-practice guidance applies to giving all feedback, and you could use it in staff training â€Å" perhaps using role play. Remember that functional skills focuses on how learners select and apply their skills in context. So ensure that your initial and diagnostic assessments look at how well, how confidently and how independently learners use their skills. Allow them to comment on their confidence and how well they feel they used their skills. For learners The information can be adapted for learners to explain the assessment processes that will happen, often during induction sessions. This will enable you to tailor the information to your own organisationâ„ ¢s assessment processes. For example, the information from page 1 may be adapted to speak directly to the learner: Initial and diagnostic assessment begin the process of getting to know you and working together. Initial assessment happens when you move onto a new learning programme and helps us to build up a picture of you and your skills, interests and achievements ¦ Ask learners to comment on their skills and confidence themselves, allowing you to note their speaking skills and self-awareness while promoting their ownership of their skills and of their learning. For managers You could adapt the Using the data from initial and diagnostic assessmentâ„ ¢ section on page 6 as a memo or notice to staff, particularly at key points during programmes. The information could be used to develop staff practice in effective information sharing and underline the importance of completing and reporting such data in an accurate and timely manner. It can also raise awareness of the importance of this information in enabling managers to make decisions and to monitor systems. The Information Mapping Action Plan, which can be downloaded from http://sflip.excellencegateway.org.uk/assessment/assessmentresources.aspx provides additional resources for identifying who needs what information from assessment processes and why. The visual representation of how initial and diagnostic assessment fit with other assessment processes (page 7) could be adapted to make a poster for display in staff workrooms and resource centres. Information For staff The text of the leaflet or relevant sections e.g. Initial and diagnostic assessment: methods and approachesâ„ ¢ on page 2, could be customised to your particular organisation so that staff involved in assessment have access to up-to-date and focused information about the processes in place. Changes to systems and processes (such as data collection or use of specific tools) can then be made easily and speedily. For learners Information about your vision to ensure a positive experience of assessment for learners could be adapted from the A positive experienceâ„ ¢ section on page 1. This could be used in course brochures and programme information for parents and learners to promote understanding and good practice. This could also be used in learner feedback, allowing you to judge how positive the experience has been for learners. For managers You could adapt information on approaches, tools and data management from the following sections: Initial and diagnostic assessment: methods and approachesâ„ ¢ (page 2); Tools for assessing functional skills/Skills for Life (page 3); and Using the data from initial and diagnostic assessmentâ„ ¢ (page 6). Use these sources to create a brief summary for managers to use with a range of audiences such as governors, inspectorate, programme funders and cross-organisation sharers of information (such as diploma consortia). Used together with information from other leaflets in the series, specifically High-quality assessment processes: guidance for managers, this could provide a comprehensive overview of assessment to support effective practice and disseminate these approaches more widely. Sections on Initial and diagnostic assessment: methods and approachesâ„ ¢(page 2) and Tools for assessing functional skills/Skills for Life (page 3) could be used to develop an audit and review process for assessment materials currently in use in your organisation. This could also include protocol for evaluating potential new materials and methods supported by a reflective cycle (which might include processes support by the IfL: www.ifl.ac.uk/cpd). Examples of key prompts: What Establish key definitions and main priorities. Agree on what this means to you and your organisation and identify both positives and negatives. So what Reflect on why this is important and the impact that it could have, both on your practice and, ultimately, on your learners. Now what Explore opportunities to improve and agree next steps. Record and reflect on the steps as you take them.