HIV/ AIDS in the UK

General Country Information Official Country Name: United Kingdom of Great Britain and Northern IrelandAdvertising We will write a custom research paper sample on HIV/ AIDS in the UK specifically for you for only $16.05 $11/page Learn More Continent and Region: Europe and Western Europe Neighbouring States: France and Ireland Governmental System: Constitutional Monarchy Economic System: Liberal service based economy Head of State: Prime Minister David Cameron (CIA, 2010) Member of International Political Organizations (e.g. NATO)? NATO- a founding member and also the Commonwealth. A Security Council member of the UN. It also belongs to the G-8, IMF, Paris Club , Australia Group, IFC and many others such as Interpol.Advertising Looking for research paper on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More Member of International Economic Organizations (e.g. ASEAN)? OECD, IEA, G-20, ILO, IMO, EAPC a nd BIS Member of Other International Organizations? It is in the European Union. Nonetheless, it has chosen not to implement some of the issues surrounding the Monetary or Economic Issues. Total population. 61, 284, 806 Average Life Expectancy. 79.16 years Literacy rate (%). 99 Official Language. English Major religion(s). Christianity accounting for 71.6%, Islam -2.7% and Hindu-1%Advertising We will write a custom research paper sample on HIV/ AIDS in the UK specifically for you for only $16.05 $11/page Learn More Allies. US, France and Ireland Major trade partners. US (Biggest trading partner), France, Germany, Belgium, Spain, Netherlands and Ireland Countries with which your Country has friendly/adverse relations. Conflicted with Spain over autonomy, Argentina over Island territories, Iraq, Afghanistan and other Arab Nations over involvement in the US led 2002 invasion of Afghanistan and Iraq. Former Colonial Powers (if applicable). Not applicable Fo rmer Colonies (if applicable). India, South Africa, Zimbabwe, Nigeria, Uganda, Tanzania, Kenya, Ghana, Egypt (CIA, 2010) History of United Kingdom Early history. England was in place from 10TH C, It then joined forces with Wales in 1284 and then included Scotland in 1707. In 1801, Ireland was made part of Great Britain but was later partitioned in 1921 to leave only Northern Ireland as part of the UK. Recent history. The country has recently been fighting for constitutional reform. It has also been at the forefront of instating devolutions. Its involvement in the EU has made a continental and hence a global force intended on influencing other nations’ foreign policy. The UK enjoyed high economic growth in the last half of the twentieth century and the early twenty first, however, the global economic recession tool a toll on them. It has also been struggling with territorial defences over assemblies by Northern Ireland. (CIA, 2010)Advertising Looking for research paper on health medicine? Let's see if we can help you! Get your first paper with 15% OFF Learn More HIV/AIDS Four major threats affecting my state The United Kingdom is confronted with a series of challenges. Obesity has become a serious cause for concern. This has permeated across all major age groups, including the youth and members of the older population. Several awareness campaigns have been launched through the media and other concerns in order to reduce obesity and hence the other health complications that arise from it. Secondly, crime is a pressing problem as well. This is especially common in the major cities like London. Matters have been worsened by high immigration rates which have been linked to this trend in subsequent times. (Weild, 1998) In order to solve the problem, police and prison reforms have been instated. Mental illness as a social challenge has also taken on centre stage. Concerns over providing proper medical care to these groups of individuals has been raised. Teenage pregnancies are also another crucial issue as well. (Pickett Wilkinson, 2009) AIDS st atistics In the United Kingdom, there are currently eighty three thousand HIV positive and AIDS infections; it was found that out of this number, three quarter knew of their status while the rest did not. This represents a percentage of about 0.3 of the entire UK population. Statistics show that the latest infection rates were 7, 928 newly infected persons. Out of the total number of people infected, 593 died in 2005. This compares to a total of 1, 720 deaths in 1995. Therefore, mortality rates for the disease have dramatically reduced in this time frame (HPA, 2009) Percentage of those infected who are women The latest statistics on HIV/ AIDS prevalence in the UK demonstrate that approximately, 32, 833 women out of the 105, 625 HIV cases are women. This represents about 31.09% of the infection rates within the population. Part of this disparity could be brought on by the fact that one of the common infection routes i.e. male-male intercourse is accountable for a high percentage of i nfection rates in the state. In this regard, 44, 537 of the 105, 625 HIV cases in the country were caused by male-male intercourse. Furthermore, heterosexual relations also involve males; in the end, men happen to fall in the two categories and will eventually report higher prevalence rates than their female counterparts who mostly belong to the heterosexual transmission route. (Dougan, 2007) Percentage of young people infected and possible explanations For persons under the age of 15, it was found that they represent 2% of the infection. Those between the ages of 15-19 also represented a fairly small percentage i.e. 2.1% percent. The individuals between 20-24 represent 10% of infection rates while the age group with the highest infection rates is 30-34 years (Avert, 2010). The latter accounted for 22%. Those between 25-29 years represented 19.9% of the population. It can be said that the lower prevalence rates among those below age 20 occur because few of them engage in heterosexua l relations. The latter transmission route is accountable for the highest number of HIV infections. Furthermore, male – to male intercourse and drug use are also highest on the middle age bracket which is 30-34 so younger people are not engaging in these activities and have therefore been spared from transmission. The country’s principle reasons for transmission Sex between males is one of the major routes of transmission within the UK. This is perpetuated by practising unsafe behaviour such as having more than one partner and the lack of condom use. The tendency to engage in risky behaviour within this group has been denoted by the fact that sexually transmitted diseases are highly prevalent. The other route (which accounts for the highest infection rates) is heterosexual relations. Engagement in risky behaviour within this group has also been reported to be a major reason for infection. Some individuals tend to have more than one partner. (Elam, 2006). Furthermore, o thers actually acquire it from other countries that are known for relatively high infection rates during periods of travel. Lastly, drug use has also been cited as an important factor in transmission. (UK collaborative HIV and STI surveillance group, 2004) Risky behaviour amongst gays has been targeted by the government and other HIV initiatives during the nineties and this resulted in lower cases. However, it seems as though the campaign momentum was not sustained and it led to a plummeting of infections in subsequent years. Needle exchange programs for drug users were also introduced and this accounted for a decrease in infections from the latter group. Political will does exist and has contributed to lower rates. (Department of Health, 2001). Nevertheless, more needs to be done in terms of reinforcing safe sex messages as risky behaviour accounts for most of the issues. Extent of effectiveness of local and national prevention initiatives Prevention initiatives within the UK seem to be working because HIV diagnoses over the past ten years have risen. (Brown et al, 2006). Consequently, this has ensured that counselling of uninfected partners has occurred. Furthermore, there has been a continual emphasis on recently infected HIV patients who are counselled on preventing further infections. Also, mother to child infection rates have been reduced to the bare minimum so this is definitely a step in the right direction (Townsend, 2008). However, there are still challenges in the drug taking sector because the state has moved towards needle exchange programs in pharmacies (Hope, 2005), (Hope et al, 2002). This may put the latter group at a higher risk of infection because counselling may not occur in such settings. Progress made within the country in terms of international agreements The sixth Millennium development goal is to combat HIV, Malaria and other diseases. (Department for International Development, 2010) The target would be to reverse HIV spread in five y ears time i.e. by 2015. An analysis of the HIV infection rates in UK demonstrates that there is no consistent rate of infections over the past ten years. In 2002, new infection rates accounted for 6,322. This increases to 7,373 and 7,849, 7,975 in 2003, 2004 and 2005 respectively. The latter were patterns of increase. On the other hand, the numbers started dwindling after 2005, to 7,608, 7,495, 7,298 in 2006, 2007 and 2008 respectively. Statistics for 2009 are yet to be published (Sullivan, 2005). The country needs to maintain the trend over the last four years and if does then it will be working towards achievement of the millennium goals. References CIA (2010). United Kingdom. Web. Pickett, K. Wilkinson, R. (2009). Spirit level: why more equal societies almost always do better. London: Allen lane. Dougan, S. (2007). HIV Diagnosis among men and HIV testing. Sexually transmitted infections journal, 83(2), 56. Health protection agency (2009). HIV in the UK – 2009 report.  W eb. Avert (2010). UK statistics summary. Web Sullivan, K. (2005). Newly diagnosed HIV infections-Ireland and UK review. British medical Journal, 330(5), 1301. Townsend, C. (2008). Mother to child HIV transmission, AIDS journal, 22(5), 8. Hope, V. (2005). HIV prevalence amongst drug users in England and Wales from 1990 to 2003. AIDS journal, 3(21), 19. Department of Health (2001). National sexual health and HIV strategy. London. Department of health. UK collaborative HIV and STI surveillance group. (2004). Focus on prevention: HIV and sexually transmitted infections in UK. London, Health protection agency centre for infections. Hope, V., Rogers. P. Jordan, L. (2002). Increase in needle and syringe sharing in England and Wales. AIDS journal, 16(2), 2494. Department for International Development. (2010). Millennium Development Goal Six. Web. Weild, A. (1998). HIV prevalence and associated risks. International AIDS conference. Brown, A., Logan, L. Fenton, K. (2006). Monitoring effecti veness of HIV prevention initiatives in Great Britain. Sexually transmitted Infections journal, 82(4), 4-10. Elam, G. (2006). Barriers to voluntary HIV testing among Africans in England. HIV medicine journal, 7(1), 28. This research paper on HIV/ AIDS in the UK was written and submitted by user Owen F. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

The Search For Identity essays

The Search For Identity essays In her novel, Bastard Out of Carolina, Dorothy Allison tells a story of Bone and the Boatwrights, a family besieged by poverty and violence. Throughout the novel, the reader uncovers the lives of all the different characters, and discovering the identity of these characters plays a large role in understanding the novel as a whole. Within the Boatwright family are women who are constantly faced with the struggle of finding themselves in a patriarchal society. Anney, Alma and Raylene each have their own characteristics and ideals and as the novel progresses, Bone successively displays identity characteristics of each of these women. To Bone, these women exemplify the different levels of independence that a woman can achieve in such a society. In the end, while Alma and Anney are unable to break free from a male-driven society, Raylene remains independent, and Bone finds her own identity through her experiences. Bones aunt, Alma, does not have her own identity- she relies on men and children to form her identity for her. She is married to Wade, a man who consistently has extramarital affairs. Alma had finally caught Wade doing just what hed been doing for years, (83) and moved out with her children, only to break under the stress of not having a man in the household. Alma had sworn she wouldnt have Wade back in her life till he crawled the length of Main Street singing what a dog he was, but when the baby got sick and the boys started running around at night, she gave it up and moved back in with him (90-91). Though Wade blatantly disrespects her in every way, Alma lacks the strength and ability to leave him for good, because doing so would strip her of the only identity that she has possessed for years. After asking Wade to give her another baby, he laughs at Alma, saying that he wouldnt touch [her] even if [she] took a bath in whiskey tonic and put a bag over ...

Use risk perception and risk communication perspective to evaluate the Essay

Use risk perception and risk communication perspective to evaluate the disaster management policy-making process - Essay Example Use risk perception and risk communication perspective to evaluate the disaster management policy-making process The earth has been found to be the only life-supporting planet for now. At least even if humans can live on other planets, it is the earth we all live on now.So if we are talking about keeping the earth intact and productive, then we should be thinking of ways of reducing; if not stopping disasters from occurring. The Assam Government Disaster Management Policy (2010) explains that â€Å"disaster is a sudden, calamitous event bringing great damage, loss, and destruction and devastation to life and property.† Sadly, the source continues to note that â€Å"the damage caused by disasters is immeasurable and varies with the geographical location, climate and the type of the earth surface/degree of vulnerability.† This explanation alone reechoes a very scaring situation whereby the fight against disaster must be embraced with all seriousness and urgency. Speaking of the need to fight disasters, the International Federation of Red Cross and Red Crescent Societies Disaster Man agement is quoted in World Confederation of Physical Therapy (2011) as pointing to disaster management as the most effective way of fighting disaster; explaining that â€Å"disaster management is the organization and management of resources and responsibilities for dealing with all humanitarian aspects of emergencies, in particular preparedness, response and recovery in order to lessen the impact of disasters.† ... At the evaluation stage of policy making, policy makers are offered the opportunity to critically scrutinize the feasibility, achievability, effectiveness and usefulness of any given policy. Having noted this, it is important to appreciate the fact that for disaster management evaluation to go on successfully without any setbacks, there are a number of factors that need to be put in place and a number of mechanisms that need to be used by facilitators. Two of these factors and mechanisms are risk perception and risk communication perspective. These two elements come in best when utilized will ensure that the eventual implementation of disaster management policies achieve their needed results. To this end, this essay seeks to explore the use of risk perception and risk communication perspective to evaluate a given disaster management policy-making process. Literature Review Overview of disaster management policy making process and its importance Policy making process takes place day i n and out in different quarters of organizational set ups. Even at the national level, there are several policy making processes that take place day in and out. Policy making processes are necessitated when the need to have policies in place arise. Sycamnias (2008) states that â€Å"according to a dictionary definition, policy is "any course of action followed primarily because it is expedient or advantages in a material sense."† Without any question, disaster management is such an important phenomenon that it needs a whole policy formulation to get it underway. As part of the importance of taking disaster management through the policy making process, taking disaster

Brand Identification Plays In Brand Loyalty and Brand Promotion Essay - 1

Brand Identification Plays In Brand Loyalty and Brand Promotion - Essay Example 3.2 Research Methods This research uses both primary data collection and secondary methods for testing the research hypothesis. The secondary research consists of a literature review that contains a critical analysis of the available literature and research on the customer brand identification, brand loyalty, brand promotion, customer satisfaction and retention. It also covers the theories on these variables and discusses any linkages between them. The primary research is carried out among 159 mobile customers in UK with the help of a questionnaire. The data collected in the city of York. Respondents of questionnaire were selected randomly and the target samples were shoppers from all age ranges from 18 to 66 years or more. Both males and females, who come out of retail settings, were used. The strategy used was to approach every third person coming out of a shops (Tesco, Asda, M&S, any high street shop, etc) to ensure that we get a random representative sample whose mindset is simil ar (shopping). Before giving the questionnaire to the respondents, the researcher explained the research rationale and asked the respondents to complete it based on their favorite mobile brand. Respondents were mainly females (51.6 per cent) in the age group of 18-35 (70.9 per cent). Tables given below give more details about the respondent characteristics: Respondents' Gender Frequency Percent Valid Percent Cumulative Percent Valid Male 77 48.4 48.4 48.4 Female 82 51.6 51.6 100.0 Total 159 100.0 100.0 Respondents' Age Frequency Percent Valid Percent Cumulative Percent Valid 18-25 55 34.6 34.8 34.8 26-35 57 35.8 36.1 70.9 36-45 35 22.0 22.2 93.0 46-55 6 3.8 3.8 96.8 56-65 3 1.9 1.9 98.7 66 or more 2 1.3 1.3 100.0 Total 158 99.4 100.0 Missing System 1 .6 Total 159 100.0 3.3 Research Design The research design consist of the sample size, data collection and sampling method, and analysis techniques. In this research we are using 112 items from previous studies to measure the relationsh ip between the customers and their favorite brands, using seven 7-point scale items Scale of Escalas (1996). All questions will have multiple choices (Caproni 2005, p.146).The results of the questionnaires will be used to make conclusions later in this study We used about 25 item scale of potential measures of model constructs from C.B Bhattacharya & Sankar sen study to measure the relationship between company identity and identity attractiveness and also to know the link between identity attractiveness and c-c identity : We used the findings of Ahearne et al (2005), to examine the link between customer – brand identification in first and second section of our survey (general question about customer and favorite brand) and also to describe the level of overlap between the costumer and brand identity. Questionnaire used was of a seven-point format like; strongly disagree, disagree, slightly disagree, neither agree nor disagree, slightly agree, agree and strongly agree. The res earch will also examine if the CBI have an important role towards the brand loyalty and also in the process of brand promotion. 3.4 Ethical considerations This research uses all the ethical

Learning Strategies and Information-Processing Development Essay Example for Free

Learning Strategies and Information-Processing Development Essay Learning can be simply defined as the process that leads to relatively permanent change in behavior or potential change in a person’s behavior. Learning makes one change the way they perceive the environment, react to stimuli and interact. Cognitive psychology is a very important branch of modern psychology. The main focus of this approach is the memory-how information is stored and retrieved. Several theories have been developed with regard to this subject such as the stage theory (Atkinson Shriffin, 1968). The stage theory model is widely accepted since it proposes that information is processed and stored in three sequential stages i.e. â€Å"the sensory memory, short-term memory, and long-term memory† (Atkinson Shriffin, 1968, p. 90). In addition to this model other accepted theories include levels-of-processing theory proposed by Craik and Lockhart (1972), the parallel-distributed processing model and the connectionistic model. This paper examines how attention, memory, recognition and knowledge are related to various learning strategies. In addition, the paper discusses how visual-perceptual, motor and language relate to information processing development. Information processing development As stated in the introduction above, cognitive psychology forms an integral part of the discipline of psychology. The most widely used theory is the stage theory whose focus is on how information is stored in memory. Information is processed in three stages and this is done in a serial and scholastic manner. Another important theory is the â€Å"levels-of-processing† theory whose proposition is that the learner utilizes different levels of explanation as he or she processes in formation. A major advantage of the information-processing strategies is in their explicitness and accuracy in diving complex cognitive functions into distinct elements that can be easily studied. However, when it comes to analyzing cognition into its distinct parts; information processing fails to re-unite them into a general, comprehensive construct. In addition, most information processing tools such as computer models have lost touch with real-life learning experiences (Berk, 2009). Information processing approach towards cognition seeks to explain how the learner (children and adults) operate on the different types of information. Most scholars view the mind as a complex system (a type of computer) through which information flows and is manipulated. General models such as the store model by Atkinson and Shiffrin assume that information is stored in three parts of the brain for processing: â€Å"the sensory register, short-term memory, and long-term memory† (Berk, 2010, para.1). Craik and Lockhart (1972) level-of-processing model assumes that information is transferred from working memory to the long-term memory depending on the level processing. There exist several other information processing developmental models such as the Case’s theory which is a reinterpretation of Piaget’s theory of information processing model. Case views cognitive development as the increase in information processing capacity as a result of brain development which can be linked to more efficient learning strategies. Connectionism on the other hand explains information processing development as a result of learning strategies such as computer-simulated strategies which enhance; inter-connectivity of processing units that are well stratified just like the neurological structure of the brain. Siegler’s using his model of learning strategy choice argues that, learners always generate a number of strategies for problem solving, the more the experience, the more strategies are selected or discarded (Kail Cavanaugh, 2008). Attention is a critical factor when it comes to human thinking, it dictates the information that will be considered when undertaking a task. Attention is greatly enhanced during early and middle stages of childhood. Thus, improved attention makes one to be more adaptable, selective and organized. Enhanced cognitive reticence and efficacy of attentional learning strategies are pertinent to the fine-tuning of selective attention. The fine tuning of attentional learning strategies takes place in four stages: â€Å"production deficiency, control deficiency, utilization deficiency, and effective strategy use† (para.2). Whenever there is a problem with attention students would develop learning disorders. The argument here is that, when a student is learning a new concept, their attention needs to be focused on the new concept.   If they fail to fully pay their attention, it means that they will have a serious problem with the learning of the new information (Kail Cavanaugh, 2008). Memory strategies are said to improve with age, as children continue to develop various methods such as, organization, and elaboration. This increases the likelihood of storing information in working memory and its consequential transfer to the long-term knowledge bank. Thus, over childhood stages and even in adolescence, students’ recall steadily improves as knowledge is continually amassed and its organization is improved effectively. Childrens metacognitive abilities usually change from passivity to activity. A more productive view of mental functioning increases with the increase in awareness of information processing strategies, cognitive aptitudes, and task variables. Self-regulation cognitively develops gradually during childhood and adolescence stages. Recently, scholars of information-processing have focused their attention towards academic learning of children (Berk, 2009). Visual-perceptual, motor and language relation to information processing development A visual-perceptual skill is simply the brain’s ability to process information as seen.   Previously, most scholars had assumed that a deficiency in visual-perceptual skills was directly linked to the malfunctioning of the eye.   That is having a poor physical vision or poor muscle control in the eye. However, the presence or absence of physical vision has nothing to do with visual perceptual. Instead, visual perceptual refers to the ability of the brain the receiving of visual information, its interpretation, organization, storage, and transmission Thus, if a student’s brain is not properly storing information, recall will definitely be poor. This directly affects the student’s ability to concentrate and read since he or she has a slow recall of words. The slowing down of recall can also have a negative impact on their mathematical abilities let alone their fluency in speech and reading (Smith 2004). Language and phonological processing abilities are affected by the student’s ability to store, process, and retrieve information.   Usually language and phonological problems are rooted to reading disorders.   Many students with reading disorders have difficulty storing, processing, and retrieving information.   A normal student’s left brain hemisphere becomes dominant when they are carrying out tasks involving language processing (Berk 2009). A student’s motor skills are also an important factor when discussing about learning strategies.   Children will learn from their interaction with the environment; this ability is affected hindered by a child’s motor or verbal skills, a child will learn better when their motor skills are well developed.   This can be observed in a math class.   A conventional practice in the learning of fractions is the use of multiplication.   A student with a problem with their motor skills will have a problem with the use of manipulatives.   Thus they will definitely have it rough when it comes to the learning of fractions (Berk, 2010). Conclusion This paper argues that there exist several other information processing developmental models such as the Case’s theory which is a reinterpretation of Piaget’s theory of information processing model. Case views cognitive development as the increase in information processing capacity as a result of brain development which can be linked to more efficient learning strategies. The most widely used theory is the stage theory whose focus is on how information is stored in memory. Learning strategies such as memory strategies are pertinent to the process of information development. Information processing approach towards cognition explains how the learner operates on various kinds of information. The mind is a complex system (a type of computer) through which information flows and is manipulated. Deficits in information processing skills have negative impacts on a student’s ability to learn effectively. This is attributed to the reason that all learning is relatively cumulative.  Thus, problems in learning should be detected early in enough and solved otherwise; they would get worse with advancement of age.

PALM WINE :: essays research papers

â€Å"Palm Wine† is a story of an anthropologist named Bertrand that traveled to Senegal on a graduate fellowship to collect proverbs from its people (McKnight 35). The miscommunication, lack of understanding, and appreciation for the people of Senegal caused alienation between them and Bertrand. I believe that if Bertrand went to Senegal with an absorbent mind frame and stuck to his academic responsibilities, he would have fulfilled his purpose and came out of this journey with a new found respect and some proverbs.   Ã‚  Ã‚  Ã‚  Ã‚  The language barrier between Omar, Bertrand and Doudou caused indifference between them. I notice that when you don’t like a certain person you tend to tune them out and only pick up a portion of what is being stated. Even though Omar’s â€Å"English was relatively poor† it was clear that Bertrand â€Å"didn’t really like him† (McKnight 36). Doudou felt offended to be studied like rats in a laboratory without being asked. He and his people felt disrespected and felt as if people of Bertrand’s profession â€Å"steal from them† (McKnight 40). In a sense, I think they mean that they steal their culture by writing in books what they perceive and not what the culture of traditions are really about.   Ã‚  Ã‚  Ã‚  Ã‚  Bertrand was already behind â€Å"because of a lengthy bout of malaria† (McKnight 35). Knowing this, he should have been more prepared and geared up to collect the Wolof proverbs. He was caught up in this idea and desire to acquire this palm wine. A yearn that he obtained from reading â€Å"The Palm-Wine Drunkard in college† (McKnight 35). Bertrand knew that his intentions on getting a hold of some proverbs were low on the list compared to getting some palm wine. He stated, â€Å"I took my pad, pencils, and tape recorder along, knowing I wasn’t going to use them† (McKnight 35).   Ã‚  Ã‚  Ã‚  Ã‚  I feel that Bertrand did look at anthropology as being â€Å"the study of primitive cultures†(McKnight 39). He didn’t appreciate it as a culture rich in tradition but as a place yet to be civilized. He wasn’t taking in the people and their customs and way of life; he only wanted what they could offer that could calm his thirst which was the palm wine.   Ã‚  Ã‚  Ã‚  Ã‚  Once he attained the palm wine and realized that this wine that the Drinkard â€Å"soujourns through many cruel and horrifying worlds to in order in try to retrieve† (McKnight 35) is an â€Å"acquired taste† (McKnight 39).

Lv Ptlls

The purpose of assessment falls into 5 main categories. Initial, (at the beginning) diagnostic (example: testing for existing knowledge), formative, (ongoing) summarize (at the end) and passive (self). Gravels states, Assessment is a regular process: it might not always be formalized, but you will be observing what your learners are doing, asking them questions, and reviewing their progress. So why do we actually assess learners?Gravels (2012) argues that â€Å"It enables you, the assessor, to ascertain if you the learner has gained the required skills ND knowledge needed at a given point towards a course or qualification†. Further reasons to asses are that assessment can highlight weakness and highlight strengths, it is also an excellent piece of feedback for both students and teachers which can be used for a review also. The first assessment that should take place should be an initial assessment. This will ensure that the learner is on the right course.Gravels (2012) states that if you place the learner on a course qualification they may not achieve, it is placing them at a distinct disadvantage. Completing an initial assessment goes however also have positive aspect, if the learner shows a lack of knowledge in a specific area the teacher would be able to plan for specific need and make arrangements for future learning, therefore promoting equal opportunities by allowing a range to different ability learners to complete the program.CAD (2012) describes an initial assessment as â€Å"Initial assessment of each newly arrived pupil's learning helps teachers consider the pupil's specific needs and plan opportunities that will help remove any barriers to learning they might have†. Formative assessments are always ongoing throughout a course, it will roved opportunities to adapt learning to the students needs, it will also highlight any weakness that may need to be addressed, thus improving learning. In a care job this may be done by supervisions, wat ching how people work.Guidance and support should be given on any areas they are no so good at. Constructive feed back in many opinions are best to use. Just like a driving test many fail first time yet more than 95% of those who attempt eventually pass. (Petty 1 998) Summarize assessments sums up what a candidate can do, a summarize assessment usually leads to a pass or fail situation. However, an NV is scribed as a â€Å"competence-based qualifications. They reflect the skills and knowledge needed to do a job effectively, and show that a candidate is competent in the area of work the NV framework represents. CAD (2012). A disadvantage of this type off assessment is that an NV is a qualification you should not fail you are given time to pass and are allowed to practice and make mistakes this may imply that failure is k, and that you can just to start again but in care a job should be done first time and no mistakes should be made, this would be an ideal world but after all we are human and mistakes re made. That is where an NV has its advantages it allows you to make mistakes and try again and by doing this you are constantly learning and you become more competent in what is to be done.For effective learning to take place it is important to involve the learner in the assessment process. Initially this could be done by sharing and clarifying the assessment process with the learner ensuring they understand what the assessment criteria is and how they can meet that criteria. After the assessment it is important to give the learner useful feedback that they can fleet on and actions that they could take for further assessments. Gravels states â€Å"All Learners need to know how they are progressing and what they have achieved.F-dieback will encourage and motivate them†. Giving Feedback is an essential part of the assessment cycle, feedback shows and encourages both learners and trainers how they are progressing. It is not a criticism and should be helpful to learners to understand their behavior and actions. Scales (2008) states â€Å"The willingness of learners and teachers to give and receive feedback is at the heart of formative assessment'. The feedback sandwich is a well trusted and standard model of delivering feed back.The trainer should first ask learners for self assessment followed by trainers positive recognition Of achievements and strengths on top. Feedback should be neither too extensive nor brief and if there are many areas of change a learner need to address, a maximum of only 3 should be given initially, so the learner is not overwhelmed. Feedback being a two way process should be delivered in a positive manner, be it verbally, written or electronically. Its delivery should be descriptive, instructive and targeted specifically at the learners areas of development in order to motivate them.Feedback is an essential part of effective learning. It helps students understand the subject being studied and gives them clear guidance on how to improve their learning. Questions must be asked thought or as learning is ongoing to ensure there is an understanding. Peer and self assessment are a great way of involving learners as it allows them to give constructive feedback. Self and peer assessments are always ongoing. Looking at gaps and what else needs doing. Improving own knowledge and looking at difficulties. Discuss with others who can support you to over come things.Encourage sharing of knowledge and Information. Self-assessment plays an important part in enhanced learning as by making the learner think about their own strengths and weaknesses it enables them to highlight those areas of skill or knowledge on which they need to work. Learners can also be used as a learning resource explaining something to another student for example or by giving peer feedback, by getting the learner to take on the teacher's role it makes them think about their own knowledge and how to get that knowledge across thereby promoting self- assessment.Peer assessment really helps the rapport of the group as they are working together by giving constructive criticism and points for development. Peer and self-assessment, where students assess each other and themselves, can encourage students to take greater responsibility for their learning, for example, by encouraging engagement with assessment criteria and reflection of their own performance and that of their peers. Through this, students can learn from their previous mistakes, identify their strengths and weaknesses ND learn to target their learning accordingly.Getting students to become more active in their learning in this way can help to alter the perception of learning as being a passive process whereby students listen to you and absorb the information in order to regurgitate during a subsequent assignment. If students are participants rather than ‘spectators', they are more likely to engage with their learning. For peer evaluation to work eff ectively, the learning environment in the classroom must be supportive.Students must feel comfortable and trust one another in order to provide honest and constructive feedback. Instructors who use group work and peer assessment frequently can help students develop trust by forming them into small groups early in the semester and having them work in the same groups throughout the term. This allows them to become more comfortable with each other and leads to better peer feedback. Assessment methods vary greatly and each have their own strengths and weaknesses.A test or questioning would be two good initial assessments as they can be used to gauge how much prior knowledge a learner has. They could also be used as formative assessments comparing the answers to the earner's earlier answers to measure how far they have progressed. Limitations of tests and questioning can be some people can crumble at tests. Know it all but cannot get it down onto paper also may find it difficult to expla in. Tests may cause anxiety and cause people to feel pressured. May only allow for specific answers without chance to expand.Tests and certain types of questioning may not be suitable due to barriers. Lack of confidence or even ability to read can affect the person. Other support may be needed to allow them to complete the task. An observation makes for a good formative or summarize assessment as it ivies the learner the opportunity to demonstrate the skills and or knowledge they have gained, the drawback of an observation however is that the natural behavior of anything being observed is likely to be altered by the observation.Assignments are another method of assessment, again they give the opportunity for the learner to demonstrate knowledge and can be used either as a formative or summarize assessment. However they can be very intimidating if the learner struggles with putting concepts into words. Historically exams were used as a means of summarize assessment, when regained cor rectly an exam is difficult to cheat and a good way to measure knowledge, the drawback however is that not everyone is suited to sitting exams.Nerves, environmental factors even the quality of sleep the night before could all affect the results. Another useful assessment tool is the learning journal (can be formative and summarize) used in part by the author. This informative method can be used by either learners or trainers. It reinforces learning points by listing, promotes creative thinking by asking learners/trainers to compile a tool kit of materials or ideas. It also allows reflection on learning and empowers learners to express any concerns they may have or what personal development needs they may aspire too.Limitations can include not having correct information to begin with, information must be needs to be factual and concise. Not everything can be documented/recorded. One of the major disadvantages of journals, logs and portfolios is the difficulty some students experience , through lack of familiarity and practice, with writing reflectively. The superficial accounts of events that can result from this have little educational alee – for either the assessor or the assessed student.Record keeping is the documentation of information imparted in regards of codes of conduct, over time they are the evidence of what the learner has achieved and will also show what other knowledge needs to be provided. Records are usually kept on paper files and/or electronically; Good, accurate records are important for teachers, learners, verifiers, training providers, and inspectors and for employers as they can keep a track on the individual's development and progress as well as in the teachers/college performance ND professionalism in delivering the subject.Additionally, it is a legal requirement to keep accurate and up to date records on learners as it serves as a clear channel for external, as well as internal, audits; providing accurate and up to date records i s to prove and account for the training/lesson effectiveness and the progress of learners or even special needs for other learners. An example is records of course/ lesson attendance will show up gaps in knowledge. Records should identify if further action is required and, if so, a record of the action should be completed. Assessment forms will operate in a similar way.