Assessment and Feedback Essay Example for Free

Assessment and Feedback Essay Assessment drives the choices students make about their learning. It is widely recognised that assessment and feedback contain the strongest potential to change how, and what, students do to succeed in their learning (Ramsden, 2003). This Effective Teaching Guide on Assessment provides practical suggestions on assessment and feedback. Assessment of Learning and Assessment for Learning David Boud, a recognised researcher and scholar of assessment in higher education, suggests that assessment has many purposes, but particularly to help students to improve their learning and certify students’ learning. These two purposes lead to different ways of thinking about what, how, and when to assess students: |Assessment OF Learning |Assessment FOR Learning | |Focused on learning that has already happened; |Focused on learning for the future; | |Making a judgement about final performance; |Goal is to provide useful information to students about how to learn | |Designed to discriminate between students’ achievement and performance; |more effectively; | | Focused on grades, precision and measurement; |Helps students to identify what they do and don’t know – focus is on | |Concerned that tasks are reliable and valid; |improvement; and, | |Testing usually takes place under ‘standardised’ conditions; and, |Develops students’ judgements about the quality of their work – and how | |Grade contributes to final certification. |to improve. | According to Boud and Associate’s Seven Propositions for Assessment Reform in Higher Education (2010), assessment has most effect when: 1. Assessment is used to engage students in learning that is productive (including the need for assessment to be designed to focus students on learning); 2. Feedback is used to actively improve student learning; 3. Students and teachers become responsible partners in learning and assessment; 4. Students are inducted into the assessment practices and cultures of higher education; 5. Assessment for learning is placed at the centre of subject and project design; 6. Assessment for learning is a focus for staff and institutional development; and, 7. Assessment provides inclusive and trustworthy representation of student achievement. The power of feedback Feedback plays an important role in improving students’ learning. A useful summary is that provided by Gibbs and Simpson’s (2004). In their meta-study of the research about how assessment and feedback support student learning, 7 of their 10 identified conditions relate to feedback, and students’ understanding of feedback. These are:  Ã¢â‚¬ ¢ Sufficient feedback is provided, both often enough and in enough detail; †¢ Feedback focuses on students’ performance, on their learning and on actions under the students’ control, rather than on the students themselves and on their characteristics; †¢ Feedback is timely in that it is received by students while it still matters to them, and in time for them to pay attention to further learning or receive further assistance; †¢ Feedback is appropriate to the purpose of the assignment and to its criteria for success; †¢ Feedback is appropriate, in relation to students’ understanding of what they are supposed to be doing; †¢ Feedback is received and attended to; and, †¢ Feedback is acted on by the student. Hounsell (2004) also makes the following points about feedback: †¢ It can be extrinsic (assessment-focused) or intrinsic (activity and practice-based); †¢ It can be immediate and verbal (in order to address the potential lack of engagement when it arrives after an assessment); †¢ It can be provided to be a whole class; †¢ It can be many to many where students are involved in identifying the strengths and weaknesses (peer feedback); and, †¢ Feedback can be a loop – it can be offered on unfinished work. Another useful idea is feed-forward. Feed-forward encourages students to use something like a marking rubric (also captured by the idea of criteria and standards) to help plan their approach to an assessment. While a marking rubric is routinely used by university teachers to mark/grade students’ work (as an expression of what a student needs to demonstrate (and the level they need to achieve) to receive a particular grade), the idea of feed-forward is about encouraging students to use that same information in the rubric to plan their work, and perhaps even, to self-assess it before submitting it for formal feedback. In summary: Feedback example: Develop a marking rubric as a cover sheet. The rubric identifies the elements of the assignment, together with a breakdown of marks for each element or a description of the standard for an A, B, C, D, P etc. Feed-forward example: Provide the marking rubric to students before the assignment is due so that they clearly understand what’s expected, the levels of achievement, and can plan their approach accordingly. In marking student work, you’ll need a suite of feedback techniques. Remember, if you’re going to be spending a lot of time providing feedback, you want to make sure that students read, use and engage with your feedback to improve their next assignment. The best way to do that is to have a range of techniques that you can draw on, when you need to. The table below describes some feedback techniques. |Technique |Why use this technique? |How would I use this technique? | |Use a marking rubric that contains information |To encourage students to engage, wrestle |Set aside time to discuss the rubric with students| |about criteria and standards. Offer it to |with and develop an understanding of the |in class. Provide examples of what an A, B, C, D | |students so that they can use it to plan high |criteria and standards related to an |and P level answer /assignment looks like. Explain| |achieving work. |assessment task before embarking on their|the differences to students and engage them in a | | |work. |dialogue. Get them to mark assignments samples so | | | |that they have to engage with the criteria and | | | |standards before embarking on their own | | | |assignment. | |Provide verbal ‘global’ feedback to the whole |To emphasise the common achievements and |As you mark assignments, make a list of 3 things | |class. |errors made across all assignments within|done well, and 3 things in need of improvement | | |a student cohort. |across the whole cohort. Use the next available | | | |class to provide feedback to the whole cohort. Be | | | |specific and provide an example. Post a summary on| | | |Moodle. | |Provide written feedback only. The mark/grade |To focus students’ improvement efforts on| | |is released only after students demonstrate a |the written comment rather than the | | |plan for improvement. |number/grade. The technique assumes that | | | |the learning for students is located in | | | |the staff comments. | | |Invite students to tell you 2-3 specific |To develop students’ capacity to |Ask students to write these 2-3 elements somewhere| |elements of the assignment they would like you |self-assess the quality of their |on the assignment cover sheet before submitting | |to focus your feedback on. |submitted work. |it. Your feedback on these elements does not need | | | |to be extensive but they warrant comment. | |Ask students to indicate the grade (ie, A, B, |To encourage students to engage with the |Invite students to write a 100 word justification | |C, D) they think their assignment should |criteria and standards for the assignment|about the grade they’ve nominated. Your final | |receive. |as part of their planning. |feedback and grade does not need to align with the| | | |students but you may wish to note any differences | | | |in each of your perceptions about the quality of | | | |the work. | |Encourage students to demonstrate/write how |For students to demonstrate how they have|Make this aspect a ‘hurdle’ requirement – to be | |they’ve used your feedback as part of the next |used feedback to improve future learning. |submitted with the next immediate assignment. | |assignment. | | | One observation you might make about each of these techniques is that they are focused on: (i) engaging students with the criteria and standards, and (ii) with what the student does with the feedback they receive. If you’d like to read more about these two ideas (and others like them), two articles may be especially useful to you: Rust, Price O’Donovan (2003) and Price, O’Donovan Rust (2004). Consistency and fairness in marking and feedback Consistency in marking, or moderation, is aimed at ensuring fairness in marking, and requires finding or establishing agreement between markers. Making sure that assignments contain criteria and standards is a good start because the expectations involved are clear to the student and clear to the marker. Although this does not absolve the marker from interpreting students’ work, without criteria or standards, the job of marking ends up being much harder. The procedures for marking are set out in the University’s Assessment Procedures (an excerpt of the principles is below): Where there is more than one marker, selected pieces of work from each assessment task should be reviewed by the subject coordinator to verify the level and consistency of the marks allocated by the marker. This process, called moderation, increases the reliability of the assessment process and application of standards, promotes consistency, supports objectivity and establishes a shared understanding of standards and fairness in assessment. The university also has a grading schema with a range of Pass grades. |80-100% |A | |70-79% |B | |60-69% |C | |50-59% |D | |Ungraded |P (may also denote satisfactory completion of a Masters Prelim course of | | |postgraduate thesis) | Graduate capabilities Alongside the conventional grading schema, from 2012, all commencing first year students will receive a result on the achievement of the university’s six graduate capabilities at the end of the year: †¢ Writing †¢ Speaking †¢ Inquiry/Research †¢ Critical thinking †¢ Creative Problem-solving †¢ Teamwork There are some subjects which have been designated cornerstone, mid-point and capstone status. This means that their curriculum has been designed to teach, assess, provide feedback and report specifically on these graduate capabilities. For each graduate capability, students will receive one of three results: exceeded expectations, met expectations or did not meet expectations. Each faculty has carefully crafted a description of what these standards look like. It may be the case that you will be asked to provide feedback to students about their graduate capability achievement as well. Because faculties will have already done substantial work outlining those standards, it is likely you will be asked to offer students that feedback. Summary When considered together, assessment and feedback are incredibly powerful levers for influencing the direction of students’ efforts, and their learning. For many students, the assessment in the subject is the actual curriculum. It is largely students’ reading and perception of what the assessment demands of them which is a key determinant in how they spend their time in a subject. Therefore, the messages that students take away about assessment from the documents; the Subject Guide; from interaction with other students, are important considerations. In the second week, you will discover just how crucial feedback is to this process and how the adoption of standards and criteria will help you mark and grade more efficiently and effectively. References Gibbs, G. and Simpson, C. (2004). Conditions Under Which Assessment Supports Student Learning. Learning and Teaching, Issue 1, pp: 3-31. Hattie, J. Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1), 81-112. Hounsell, D. (2004). Reinventing Feedback in the Contemporary Scottish University. Scottish Quality Enhancement Workshop on Assessment, University of Glasgow [available online at: www. enhancementthemes. ac. uk/documents/events/20040604/Hounsellpaper. pdf]. O’Donovan, B. , Price, M. , Rust, C. (2004). Know what I mean? Enhancing student understanding of assessment standards and criteria. Teaching in Higher Education, 9(3), 325-335. Orrell, J. (2006). Assessment beyond intuition. Central Queensland University [available online at: http://www. learning. cq. edu. au/FCWViewer/view. do? page=8896, accessed Feb 2011]. Price, M. , O’Donovan, B. , Rust, C. (2004). Know what I mean? Enhancing student understanding of assessment standards and criteria. Teaching in Higher Education, 9(3), 325-335. Ramsden, P. (2003). Learning to teach in higher education. (2nd edition). Routledge, NY London. Rust, C. , Price, M. , O’Donovan, B. (2003). Improving Students’ Learning by Developing their Understanding of Assessment Criteria and Processes. Assessment Evaluation in Higher Education, 28(2), 147-164. Taylor, J. (2008). Assessment in First Year University: A model to manage transition. Journal of University Teaching and Learning Practice, 5(1).

Bibliography On Person Centred Planning Social Work Essay

Bibliography On Person Centred Planning Social Work Essay This annotated bibliography contains valuable information about Person Centered/Directed planning. Person centered planning is a unique and beneficial approach to assist a person in achieving ones dreams and goals. Person centered planning has been found to be beneficial for those with a developmental disability as they often face additional barriers in their lives. Person centered planning is a very intricate project concentrating on the persons specific goals, necessities and desires. A person with developmental disabilities often faces difficult and unique challenges just to reach their goals and plan for their future. Person centered planning for those with a developmental disability include wills, estate planning, Henson trust, funding, passport initiative, social skills, community, risk management and above all respect. The information provided in this annotated bibliography is useful to everyone and especially those with developmental disabilities and their families. The forem ost idea of person centered/directed planning is empowering people with disability labels. It focuses their needs by placing them in charge of defining the path for their lives, not on the organisations that may or may not be obtainable to serve them. This leads to greater inclusion as respected participants of both community and society. The Role of the Office and Public Guardian and Trustee. (2010, December 9). Retrieved January 27, 2011, from Ontario Ministry of the Attorney General: http://www.attorneygeneral.jus.gov.on.ca/english/family/pgt/overview.asp This article comprises of information regarding the Office of the Public Guardian and Trustee (OPGT) which delivers a unique and diverse range of services that safeguards the legal, personal and financial interests of certain private individuals and assets. Occasionally, the court will mandate the OPGT to make choices of a private nature for an incapable person in order to guard them from life-threatening physical risk. OPGT is sanctioned to appoint a clients relation to act in its place as guardian of possessions. The OPGT locates lawyers to act for people who are the focus of a proceeding under the Substitute Decisions Act, 1992 if ordered to do so by the court. The OPGT examines accounts when they are submitted by private guardians of property and estate executors to the court for consent. The OPGT then notifies the guardian, estate trustee and the court of any matters or concerns that may need to be addressed. Acting as Litigation Guardian or Legal Representative, the OPGT may be selected by the court to make decisions on behalf of individuals who are involved in lawsuits but who lack adequate capacity to suitably instruct a lawyer or to make pronouncements about weighty issues such as a potential settlement. The OPGT acts in this role, which is referred to, as Litigation Guardian. This is only in situations where there are no suitable alternatives. In this role, the OPGT does not make resolutions for the individual, but instead acts as an advocate, ensuring that the persons legal rights are protected and that his or her wishes are put before the court. This information is very important when providing person centered planning to an individual as there are many rights and services available and it is key to know which help is the best and how to get it. Beatty, H., Dickson, M. L., Stapleton, J. (n.d.). How Henson Trusts can support people who receive ODSP Benifits. What you can do to enhance the quality of life for a family member with a disability?: Consider Henson Trust, 4-6.   Ã‚  In this booklet, which can be found online at www.reena.org contains material regarding Henson Trusts. Henson Trusts are to ensure individuals with a disability receiving family benefits are not cut off from benefits if they are getting money from a trust set up to assist them. This is only so long as the trust gives whole control to the trustees about when to make payments from the trust. The Ontario Court says that the assets in a trust set up to support that person should not be considered as that persons assets. This is because someone else made verdicts about how to spend the money in the trust. In July of 2005, the Social Benefits Tribunal established that a person receiving ODSP could be supported by money in a Henson Trust. The Tribunal found that the person receiving ODSP could not force the trustees to give the individual the money from the trust. You can set up a Henson Trust while you are still alive, or you can put a Henson Trust in your will, to be set up after you die. The present law says ODSP cannot count the money in a Henson Trust when they do an asset test to decide if your relative is eligible for ODSP. If the trust offers it, the trustee can spend both the capital and the income in a Henson Trust. When you are planning for an individuals future and have their relatives involved, it is very important to ensure that the money you wish to leave to your loved one does not affect their ODSP entitlement. Ontario, I. F. (2006). Our VISION for a Direct Individualized Funding Approach in Ontario. Retrieved February 3, 2011, from Modeling Community Change : http://www.modelingcommunitychange.com/PDF/Our%20Vision.pdf This document encompasses information about individualized funding. Individualized funding delivers the resources necessary for a person to meet their individual objectives by outlining what supports will be attained with funding entitled to them, and by directing those supports. Individualized funding is based on the values of residency, inclusion, self-sufficiency, community, and requirements for a whole life. Individualized funding also looks at the whole person. Additionally, the idea of individualized funding is founded on the standard that the person is the decision maker, and the persons voice is being honoured in the process. It is also significant that membership and contribution in community is a given, and the community is the first resource. A very significant principal is also that the dreams of the person and the assets of the person, family, and support network direct the process. Furthermore, the planning and facilitation is a detached utility in the system, and conne ction building and networks of people are key. Funding must be transferable which means that it can be moved within to a different agency, to another part of the province, and out of province, whatever is needed. Individualized funding means that the person chooses what the money is needed for with the guidance of person directed plan and the system is not choosing for them. Passport: A program to help you become a part of your community. (n.d.). Retrieved February 12, 2011, from Ministry of Community and Social Services: http://www.mcss.gov.on.ca/documents/en/mcss/publications/developmental/passport_individual/DS-Passport_individualsENG.pdf This guide is for an individual with a developmental disability to acquire knowledge about their right of entry to their community using the Passport initiative. If an individual is still in school, Passport can give them a mentor. Once the individual leaves school, Passport will help persons make a plan, and assists them to participate in their community. Once an individual has left school, they may meet the requirements to receive money, which will pay for support, include the individuals in community activities. Passport will also support individuals in finding a job, undertaking volunteer work, learning skills to work, and volunteering in the community. With passport individuals have the opportunity to learn more by taking a course; learning how to use the library, and find out what can they do at their local community centre. An individual will need to complete the Passport application form if it is their first time applying for Passport funding, or if there has been an immense change in their necessities including support networks, or services. The individual will receive a letter that states if they have been accepted for Passport support. If they have been approved for Passport, the individual and/or their family will sign a contract with an agency. If they have not been approved for Passport the letter will tell they what to do next. It is possible that the individuals name will go on a waiting list and that they will get Passport funding later. If they have been approved for Passport funding and decide to move to another home or place in Ontario, their Passport funding will follow them to their new community. The passport initiative should be a part of all person centered planning as it the key to the community. A valued role in the community is something that everyone deserves. Swanton, S., Walsh, S., OMurchu, R., OFlynn, P. (2010). A tool to determine support needs for community life. Learning Disability Practice, 13(8), 24-26. Retrieved from EBSCOhost. This journal article covers material about the Supports Intensity Scale. The information explains its background as well as a project designed to evaluate its use in planning support for people with intellectual disabilities and challenging behaviour. The Supports Intensity Scale (SIS) was designed in detail for people with an intellectual disability. The SIS measures the level of support necessary for an individual with an intellectual disability to fully partake in community living. Scores are used to decide the supports need ratings; an overall supports needs index and a graph, which depicts a profile of the individual. The graph contains information about supports needs like sexual behaviour and aggression. Additionally the index will also contain tantrums, emotional outbursts, wandering, substance misuse, etc. Maintenance of mental health treatments is included as well. Each indicator is scored as 0 = not any support needed, 1 = a number of support needed, 2 = extensive support needed. When undertaking Person-centred support planning, the scale provides assistance to postulate the various supports needed for everyday life. The SIS can also point out what may be inhibiting specific life goals from being accomplished. These indicators would include such things as the requirement for support with skills expansion, or any unmet medical or mental health needs. In some occurrences, a person may require support recurrently but for a short interval each time, or substantial support only once a week. SIS is used to evaluate the patterns and intensity of an individuals supports need, and the type and intensity of support essential for realization of the goal. To use the scale as a basis for planning meaningful supports requires much supplementary insight and resourcefulness to break the gap between recognizing an individuals supports needs and making a genuine difference to their life. The SIS has the potential, if used insightfully, to document the supports require d to make a good life a reality for the people we serve. When laying out an individuals plan the SIS is, an indispensable tool to achieve the goals set out by the plan. Goforth, J. L. (2007, February). Planning Your Future: A Guide to Creating and Leading Your Personal Support Team. Retrieved February 15, 2011, from San DiegoState University : interwork.sdsu.edu//PlanningYourFuture- Aguidetocreatingyoursupportteam.doc United States This resource guide is about the Circle of Support for individuals with developmental disabilities. People that should be included on this intricate team are those from the workplace, school, home, and leisure areas an individuals life. Support team participants may include members of family, friends, neighbours, teachers, co-workers, advocates, roommates, case managers and/or service coordinators. An individuals team can support them with problem solving, goal setting and planning for the future. Additionally, the Circle of Support will assist with learning new things, attainment information about an individuals community, offering support to be successful in the workplace, at school, and living in the community of choice. A picture of an individuals life would comprise of how the individual desires their life to be in the future. This includes, looking at where the person lives now, and where they want to live. Some planning ideas might include more money, training, or possibly get ting an assistant. This is only one aspect of a very thought out and detailed plan to be created by the individual with assistance of the circle of support. An individuals team members can also share their vision or dreams for the persons future. What are any concerns or worries that the person or their team have about the individuals future, or reaching the goals have been set. Using this information provided it becomes evident that the circle of support is a key aspect in an individuals person centered planning. Galloway, C. (1979). Conversion to a Policy of Community Presence and Participation. Retrieved January 26, 2010, from The Minnesota Governors Council on Developmental Disabilities: http://www.mnddc.org/parallels2/pdf/70s/79/79-CTP-CHG.pdf This article contains information on community presence. The strategy that allows persons with developmental disabilities to join humanity and rests on two central expectations having to do with the nature of the person and the nature of the persons place in society. These c assumptions,-neither more important than the other, produce certain captivating questions: like if persons share involvement in the same human and national association, how can those things valued by most are deprived to some? The dominance of the strategy of community presence and participation proposes that a change in basic thought, in our fundamental edifice of beliefs and values, takes place. A shift feasibly linked with alterations in our system of law and our acceptance of the nature of human performance is essential as well. Community presence is the key to person centered planning and assisting the individual to remove the stigma of having a developmental disability. Office of Disibility Employment Policy: Communicating with and About People with Disabilities. (2002, August). Retrieved February 13, 2010, from United States Department of Labour: http://www.dol.gov/odep/pubs/fact/comucate.htm When we think about person centered planning we undoubtedly must to think of respect. This web articles does just that. Individuals are sometimes concerned that they will say the incorrect thing, so they say nothing at all. This further segregates people with disabilities. When writing or speaking about people with disabilities, it is significant to put the person first. Further, words like normal person imply that the person with a disability is not normal. Whereas person without a disability is, descriptive but not negative. When acquainted with to a person with a disability, it is fitting to propose to shake hands. To show respect look directly at the individual when speaking to them. If you do not comprehend something the individual says, do not pretend that you do. Try to ask questions that necessitate only short responses or gestures. If you are having difficulty understanding the individual, contemplate writing as a substitute means of communicating. To show respect a person s hould also take time to understand the individual and make sure the individual understands them. All of these points are very important when assisting an individual with developmental disabilities with their life plan and ensuring that it fits them. Ylvisaker, M., Hibbard, M., Feeney, T. (2006). What is Social Competence. Retrieved January 27, 2011,from Learn Net: http://www.projectlearnet.org/tutorials/social_competence.html This article contains specific information regarding social competence, better known as social skills. We use the term social competence rather than the more commonly used term social skills because the term skills suggests that rehearsal of certain socially positive behaviours is all that a person requires being socially effective. In addition, the precise abilities or actions associated with social competence differ from one social setting to another and from one social group to another. Social competence includes, but is not reserved to effective social communication. Critical to social accomplishment is having knowledgeable, empathetic, and capable communication partners. A natural and reasonable value for effective social behaviour is maintenance of a satiating social collaboration. Social competence is essential to a person with a developmental disability reaching their goals. When you are partaking in person centered planning it is extremely important to ensure the individual you are assisting includes social skill development into their life plan. Rose, J. (2006). Individual Risk Management Planning (IRMP). Retrieved February 12, 2010, from Irwin Seigal Agency Inc.: http://tucollaborative.org/pdfs/Toolkits_Monographs_Guidebooks/community_inclusion/Increasing_the_Presence_and_Participation_of_People_with_Psychiatric_Disabilities.pdf This section of an article is about Individual Risk Management (IRMP). IRMP is a procedure that is exclusively built on an individuals capabilities and objectives. It is a balancing of risk and reward. Risk management should highlight safety measures and tactics that will address concerns and generate circumstances where risk is accomplished and equitable whenever possible. A risk management system is constructed upon a strong process for detecting unreasonable risk. A risk management structure must evaluate the ability of an individual to make knowledgeable choices and to learn from those choices with the obligation of supporting an individual to be safe. The goal of risk management planning is to classify possible risks and to implement practices that will eradicate or diminish loss effect. The role of the provider and the individuals team is to detect those potentially bad experiences, to implement an individualized risk management plan. Liability is a part of everyones life and i t should not be excluded from an individuals life plan. Blaney, J. B. (n.d.). Closing the Gap between Vision and Reality: Building Person-Centered Organizations. Retrieved January 19, 2010, from Reinventing Quality: http://www.reinventingquality.org/docs/blaney.pdf This document contains pronounced information on leadership in person centered planning organizations. In the person-centered organization, authority and accountability must be distributed throughout the system of person-centered teams. The issue is not of position or title of the leader, but of what authority, information, resources and accountability does this team or team member require in order to support life changes for the individual that make a difference. One of the genuine roles as described above is that of the Direct Support Professional (DSP). The DSP becomes an empowered leader within a person-centered team. The DSP will work closely with the individual to ensure the planning process is going, as they want. If team members have trouble in making decisions or taking responsibility, the DSP pursues verification of the concern as well as accountability of the team. Leadership is essential for Developmental Service Workers when implementing person centered planning in the o rganizations they work with. Smull, M. W. (1946). Positive Rituals and Quality of Life. In J. OBrien, C. L. OBrien, a little book about Person Centered Planning (pp. 51-54). Toronto: Inclusion Press. This section of the book about person centered planning contains information about rituals and a persons quality of life when living with a developmental disability. Conceivably, it is the absence of mindful thoughtfulness that has led us to negligence in the role of ritual in the quality of life of people with disabilities. It is necessary for those of us who support people with disabilities to wilfully contemplate the role of ritual and to insure the presence of positive rituals. Rituals begin every day with our morning routines. Support workers also need to remember that some rituals are rituals of comfort. For Individuals with a disability support worker often forget that rituals are normal. Not only are rituals apart of normalization but they directly affect a persons quality of life. A person with a developmental disability has the right to have rituals and a persons desired rituals must be considered in person centered planning. In conclusion, this annotated bibliography contains key points, ideas, and processes for person centered/directed planning. I have learned so much while writing this bibliography, and now have an awareness of the different types, area, specialties, and sources to assist a developmental service worker to ensure they are educated and able to provide the best assistance with person centered planning. With this information, I have learned just how very important person directed planning is, as well as how intricate and important the entire process is. Person centered/directed planning is an essential tool for people with a developmental disability.

Companies In Controversial Industries Management Essay

Companies In Controversial Industries Management Essay Is it possible for companies in controversial industries to be socially responsible if their products are detrimental to human beings and the environment. Many claim it is impossible for them to be socially responsible because their CSR will always be an inherent contradiction since their business goal is at odds with the aims of public health policies. However as these companies already have a bad reputation, they have no need to be associated with doing good in order to boost sales. Hence when they engage in CSR, it could mean that they are genuine CSR practitioners. This paper examines CSR of firms in alcohol, tobacco and gambling industries and determines whether they can be socially responsible through their CSR implementation by using Porter and Kramers concept of shared value. However while assessing any motives companies may have to determine whether they are genuinely interested in CSR, it may be presumptuous or even unjust to these companies to assume their motives based on the consequences of their actions. Also, the approach used to determine whether the companies have been socially responsible may be too narrow. Nonetheless, companies need not have the best intentions for the society to be socially responsible. Introduction At the mention of controversial industries such as alcohol and tobacco industries, some may be quick to conclude that these industries cannot be socially responsible since they are producing goods that are detrimental to human beings and the environment. Even when firms in these industries practice Corporate Social Responsibility (CSR), some may still find it difficult to start regarding them as being socially responsible. The motive behind these companies for practicing CSR is also often disputed over. As these firms already have a bad reputation, they need not be associated with doing good for consumers to demand for their products, unlike inherently good companies. When these firms practice CSR, does it then mean that they genuinely have the societys welfare at heart? Or could they be doing CSR as a way of obscuring their questionable business and gaining social acceptance? Keeping these arguments in mind, we will now look at specific firms in alcohol, tobacco and gambling industries and their CSR practices in particular to evaluate the possible incentives behind their CSR initiatives as well as to determine whether they can be socially responsible through their CSR implementation. In consideration of the controversies of CSR, in particular, the view that CSR should be conducted in such as a way that it benefits both the society and the owners of the firm, rather than only one side of the parties, we will be using Porter and Kramers concept of shared value to decide whether a company is socially responsible. This requires firms to adopt CSR practices that concurrently benefit the society and the owners of the firm, by addressing societal weaknesses or harms while improving the financial performance of the firm, to be socially responsible. Alcohol Alcohol is an important risk factor for disease. It has implications in birth defects, cases of assault and family violence, alcoholism-related abuse, traffic accidents, reduced workplace productivity and lower life expectancy (Collins Lapsley, 2008; WHO, 2011). Consumption of alcohol is estimated to cost the American society a staggering $223.5 billion/year in health care, road-related accidents, reduced workplace productivity, violence and crime in 2007 (Centers for Disease Control and Prevention). In comparison, federal alcohol tax revenue only amounted to $9.3 billion/year in 2007 (Congressional Budget Office). Case Study Take Diageo for instance. It is the worlds largest producer of spirits and an influential producer of beer and wine. It has 59 brands including Johnnie Walker and Guinness, two of the best-known brands of alcohol, under its portfolio. It generates $25 billion in sales revenue yearly. Diageo uses public awareness campaigns as part of its CSR initiative. It creates advertisements that educate drinking responsibly, including those aimed at discouraging excessive drinking, drink driving as well as underage drinking. However, these may have been the companys subtle attempts at bypassing regulations to advertise its alcoholic beverages to consumers. In Diageos the choice is yours campaign in 2008, it has also conveyed the message that overdrinking would inevitably lead to social disapproval, such as the embarrassing consequences of being thrown out of clubs. However, the University of Bath has found that such incidents are actually perceived as fun by youths (EUCAM, 2009), putting the intended effect of the campaign into question. Furthermore, the website of the campaign highlights the logos of Diageo drinks, casting doubts on whether it may have been aimed at advertising the companys alcoholic beverages to the consumers. The company also has campaigns that are aimed at reaching out to minors in schools. By claiming that they are contributing solutions to alcohol-related problems, the company is able to reach out to a target audience that they would otherwise not be able to reach due to alcohol marketing regulations. By using CSR as marketing gimmicks to make greater profits, the company has failed to manifest itself as a genuine CSR practitioner who does not have the societys best interests at heart when carrying out CSR practices. However, Diageo is making improvements to its corporate governance and has created a multi-prong strategy to take care of the interests of all its stakeholders. This year, it has reduced 9.4% of carbon emission in spite of its increased production and has increased water efficiency by 20% in Uganda through its implementation of better water recovery systems. In addition, it has organized internal DRINKiQ workshops to educate employees on responsible drinking. It also conducts independent audits on its suppliers with issues relating to health, safety and hygiene, working hours and wages. It also provides a confidential whistleblowing service, SpeakUp, to allow anyone who has come across a breach of its Code to report it. This ensures that Diageos Code of Conduct is strictly adhered to. Looking at the various Diageos CSR initiatives and going back to Porter and Kramers concept of shared value, Diageo would be considered a socially responsible company. Through its public awareness campaigns that concurrently discourage excessive drinking and advertise its brand of alcoholic beverages, the company is able to reduce the societal harm of its products and improve the profitability of the firm at the same time, although the effectiveness and the intended effect of the campaigns may be questionable. The implementation of better water recovery systems could also help the company save cost. These show that Diageo is a socially responsible company. Tobacco The health effects of tobacco have long been known. Smoking in particular is a major risk factor for heart attacks, strokes, chronic obstructive pulmonary heart disease, hypertension, peripheral vascular disease and cancer. Each year, 6 million deaths are caused by the inhalation of tobacco smoke. The irony becomes salient when tobacco becomes the single greatest cause of preventable death globally. With products deemed universally harmful allowed for sale, can tobacco companies be socially responsible? Case Study Altria Group Inc. is one of the largest tobacco companies in the world. It is a pioneer of the tobacco corporate responsibility movement in the late 1990s. Recently, it has come out tops in social responsibility rankings, placing 15th on CR Magazines 100 best corporate citizens list and 4th in Fortune magazine. Altria has implemented a comprehensive corporate responsibility program targeting nine specific issues: tobacco product management, marketing practices, combating illegal trade, environmental management, sustainable agriculture, supply chain responsibility, employees, investing in companies and governance and compliance. Despite the multi-faceted approach, its CSR practices have been a subject of constant criticism, with critics questioning their motivations behind the acts of responsibility. Most argument centers on tobacco product management and marketing practices. Over the years, Altria has sought to manage its tobacco product issues and marketing practices as ethically as possible. They voluntarily communicate health effects with transparency, including health warnings on all its packages and websites. They undertake research and development in developing products with lower risks and also actively partner and collaborate with governments in support of cessation. In marketing practices, they voluntarily limit their reach of marketing to unintended audiences. Based on their actions, we can see the moral duty that Altria has undertaken as a company. Critics however argue against the motivation of their CSR, likening it to the washing of blood money. Some even argue that it is used as a sword and shield against product issues (Friedman, 2009). Yet it can also be seen as an atonement of sin. The term blood money seems to convey a form of coercion or illegal means to gain, yet from how Altria practices its CSR, we can clearly see their admittance to liability, transparency and the absence of coercion. Ironically, Altria has been embarking on initiatives to discourage people from smoking, which is counterintuitive of a profit-oriented business model. This seems to highlight the effort Altria has undertaken as a moral duty to doing right what it has done wrong, clearly fulfilling Kantian and even virtue ethics, and is a display of an ethical practice of social responsibility. Critics also argue that CSR allows tobacco companies to improve their image, leveraging CSR to add value to the otherwise evil company, thereby concluding that such a motivation may be of a selfish cause. However, unlike other corporations with the freedom of liberal marketing practices, tobacco companies including Altria undergo some of the strictest regulations on advertising and marketing. In fact, the company is creating advertisements that devalue its products, essentially decreasing the companys value further. There seems to be no tangible benefit for their bottom line with the implementation of CSR; instead, a greater amount of losses are being incurred. This thus further support the ethical motivation behind their CSR practices, as not much value can be leveraged off CSR for the benefit of the companys overall bottom-line. It is evident that a tobacco companys CSR does fulfill Porter and Kramers concept of shared value for both the company and society. However, it is more of a transactional value rather than a transformational one (Palazzo Richter, 2005), after all if tobacco companies really want to change society, the greatest impact will come from its voluntary demise. Therefore, it is justified for tobacco companies to do CSR, but it will never be able to transform or make good itself. Casino Casinos, like tobacco and alcohol, have contributed to a range of social and economic harms to the society (Hancock, Schellinck Schrans, 2008), with the most apparent social impact being the increase in problem gambling. It has been estimated that 1.2% of U.S. adults are pathological gamblers and another 1.5% are problem gamblers at some point of their lives, with the likelihood doubling for people living within 50 miles of a casino (Community Research Partners, 2010). Problem gambling impacts peoples lives in many negative and consequential ways; this includes unemployment, poor physical and mental health, risked social relationships as well as increased crimes (Community Research Partners, 2010). Large sums of social costs, including those spent on bankruptcies, imprisonments and divorces; have to be spent every year as a result of these impacts. Case Study Caesars Entertainment Corporation is the largest gaming company in the world with $8.83 billion in revenue in 2011. The company has carried out CSR extensively. It launched its comprehensive sustainability program, the CodeGreen, in 2004 and has displayed a strong commitment to achieving a broad set of sustainability goals for carbon emissions reduction, energy conservation, water consumption as well as waste recycling. Harrahs Lake Tahoe Casino and Harveys Lake Tahoe Casino, two of the companys casinos, have received the prestigious Gold Certification from Travelife, a certification body that recognizes companies within the tourism industry that adopt sustainable practices. Only four U.S.-based hotels out of 400 worldwide are Gold Certified in 2013 and three of them are Caesars properties (Stevens, 2013). Besides their commitment to responsible stewardship of the environment, the company also has codes of commitment to treat all their employees with respect and to provide them with good career opportunities, to promote responsible gaming as well as to help make all their communities healthy and vibrant places to live and work. To foster responsible gaming, the company only allows adults to visit their casinos, trains their employees on how to offer help to customers who may need it and provides toll-free helpline numbers for problem gambling. They have also adopted a policy to donate part of the company profits to community and charitable causes (Caesars Entertainment). As casinos fundamentally offer products that have adverse social and economic consequences, it may be unnecessary or even irrelevant for the company to conduct CSR to appear altruistic to the public. This may therefore imply that any CSR efforts from such companies could only be genuine. However, companies nowadays are increasingly expected to embrace wider responsibilities and roles and adhere to greater ethical, legal and responsible standards. Companies that fail to do so are found to receive weakened public support and less positive views from the media (Yani-de-Soriano, Javed Yousafzai, 2012). Therefore, it remains unclear as to whether Caesars Entertainment Corporation is a genuine CSR practitioner, or that they have conducted CSR to gain social acceptance. Caesars Entertainments CodeGreen sustainability program is a great example of creating a shared value through CSR. Through committing to responsible stewardship of the environment, the company strives to conserve energy, save water and recycle waste. These are environmental-friendly practices that also bring about cost-savings for the company. While not all the companys CSR initiatives, such as those targeted at promoting responsible gaming, directly bring about economic benefits to the stockholders of the company, they can help to gain social acceptance of the public, increasing sales and thereby giving rise to indirect economic benefits. Since Caesars Entertainments CSR practices create shared value for both the society and the owners of the firm according to the Porter and Kramers model, it is a socially responsible company. Limitations In evaluating the respective companies on whether they are genuine practitioners of CSR given that there do not seem to be a need for them to appear socially responsible, we have looked at how conducting CSR could benefit them to assess the motives that they might have in executing their CSR initiatives. However, it may be presumptuous or even unjust to these companies to assume their motives based on the consequences of their actions. The companies may indeed have been genuine practitioners of CSR, even if their CSR initiatives turn out to benefit the company as well. The approach that has been used to establish whether the specific companies have been socially responsible may also have been too narrow. In applying Porter and Kramers concept of shared value, our criteria for determining whether the companies are socially responsible only lies on whether the companys CSR initiatives benefit both the stockholders and the other stakeholders of the firm; however, we did not apply the model to take into account the inherent nature of the company that their products are detrimental to the society in determining whether they are socially responsible. As a result, all the three firms examined can easily be classified as being socially responsible. On the other hand, to take into consideration the inherent nature of the company, which could only create value for the owners of the firms at best, would mean that these companies could never be socially responsible so long as they continue to operate, according to Porter and Kramers model of shared value. Conclusion Corporate social responsibility is a complex and contentious subject that many businesses have to address and commit their resources to implement. When companies whose products are detrimental to the society practice CSR, their motives are often questioned and their ability to be socially responsible may still be contested. However, as have been discussed and elaborated on above, companies do not need to have the best intentions for the society to be socially responsible. In fact, companies who are not genuine practitioners of CSR, but have both the firm and the society at heart when practicing CSR are the ones who are the most socially responsible. Finally, we conclude that companies whose products are detrimental to the society can be socially responsible companies.

A Review of The Family Game by Yoshimitsu Morita Essays -- Kazoku Gemo

I watched The Family Game (Kazoku Gemo) by Yoshimitsu Morita. While initially hesitant I wound up loving the movie. It was a satire that succeeded both in being a pleasure to watch and also at times absolutely hilarious. The Family Game is basically a satire about Japan’s new middle class in the 1980s. The film intermixes industrial imagery between scenes which give the film a bleak feel. At the lowest level this is a movie about Shigeyuki Numata, a clearly intelligent student who (unlike his brother Shinichi) is largely unconcerned about his academics and does poorly in school. Shigeyuki’s father, a white-collar worker who is evidently comparatively affluent (but by no means â€Å"rich), relents to finding his son a tutor (e.g. what Sugimoto describes as â€Å"shadow education†). Yoshimoto takes on the challenge of increasing Shigeyuki’s grades and is relentless and demanding in his approach. However, on a more abstract level this is a film with much lar ger aspirations. The Family Game explores the problems with the educational systems in Japan, a dysfunctional Japanese family, gender roles, ...

Dangerous Encounter :: essays research papers

It was a dreadful afternoon, big droplets of rain fell directly on my face and clothes. I tasted the droplets that mixed with my tears, the tears I cried after the incident. The pain in my foot was excruciating. It caused me to make a big decision of whether I should visit you or not. I decided I would. I limped towards my bright, blue car where my bony, body collapsed onto the seat. I started the engine up but at the same time being cautious of my bleeding foot. I then drove to the destination where I was bound to meet you. I was bound to meet you after three years of counselling from my last appearance with you. I guess all I can remember is the scarring.... I remember.... When.... When my friend introduced me to you. My friends were so obsessed and entangled by the wonders you did for them. If I can recall they said you took them to new places and down new paths. They talked about how you healed their sorrows and pain. I could not resist the temptation. Never once did I talk to my parents about my encounters which were influenced by you. What a fool I was. You severely disheartened my life, turned me evil. All my ambitions that inspired me were lost. You and your sharp eyes stabbed me right in the arm. It also stabbed the people I loved right in the arm too. Although, it was so amazing how dependent on you I was during my youth. These memories still sting like a violent slap across the face. Now, facing you today is such a hard task to overcome.... I pulled into the driveway and staggered into the loud, large and mysterious place. I was surprised at how many people were there. It could have been about twenty or so. I would not know because I am not highly educated. My education actually collapsed after being involved with you. I put all my attention and focus towards you. I can’t count the amount of times I missed class or skipped school. Whilst thinking of this, a young girl came strolling over. She had dark, long hair, brown eyes and a slim figure nearly identical to my own appearance. She wore a white garment matched with pure, silk shoes. Her glamour attracted people from all directions. She looked about twenty five years old.

Nursing careplan

Care plan: Spiritual Distress Nursing Diagnosis: Â  Spiritual Distress (potential for) relating to separation from religious and spiritual ties. Goal #1 Client will feel the need for a minister or priest. Nursing Rx 1a.Arrange for ministers or priests to visit the client. 1b. Encourage the client to express his/her feelings to the clergy in privacy. 1c.Request the clergy to give a spiritually encouraging talk to the client. 1d. Provide the client with religious books or objects that would make them feel more oriented towards religion or spirituality Goal #2 In a multi-cultural or multi-religion society, a client may feel that his/her religion is dying. In other words, the client may feel that a lot of people are embracing other religions. Nursing Rx 2a. Listen patiently to the client. 2b.Encourage the client to express his feelings. 2c.Help the client to make a list of the important aspects and the favorite practices of his/her religion. 2d.Assist the client in making a plan to make people embrace his/her religion so that they feel better. Goal #3 Client may feel the inability to perform the daily rites. Nursing Rx 3a. Provide the client with religious books and objects that will be comforting. 3b. Offer to read the religious books. 3c. Encourage the client to talk about his/her religion and the practices followed. Goal #4 Client may feel that he/she is worthlessness (due to hospitalization) and this may lead to spiritual disorientation. Nursing Rx 4a. Encourage the client to do small tasks that are possible. 4b. Prepare a plan with short-term goals. 4c. Comfort the client by reiterating the sense of worth and the accomplishments they have made during their life-time. 4d. Discuss with the clients the feelings of his hopelessness. 4e. Provide client with physical outlets to vent out their tensions. 4f. Encourage the client to have a positive outlook towards life. Goal #5 Clients may feel lonely and this may lead to spiritual disorientation. Nursing Rx 5a. Request family members and friends to visit the client regularly. 5b. Hold client’s hand if he/she is comfortable with touch. 5c.Interact verbally with the client a lot. 5d. Encourage client to talk to other clients if it is possible. Goal #6 Some clients may have been directly affected by Vietnamese war and this could lead to spiritual distress. Nursing Rx 6a. Assure the client that it is peace time and talk about the positive aspects of life. 6b. Help the client to overcome the feelings of being affected in the war. 6c. Encourage the clients to talk about their accomplishments and their goals in life. Goal #7 Client may point out the disturbances in the religion or the rituals or practices that he/she is opposed to in the religion. Nursing Rx 7a. Assist the client to make a list of important and unimportant aspects of his/her religion. 7b. Acknowledge the opposition of client to certain religious practices and rituals. 7c.Encourage the client to focus on the positive aspects of his/her religion.

Joseph Goebbels Essay

In the 1930s, Hitler and his Nazi regime led an enormous campaign of propaganda to spread lies about the Jews. During this time, Europe was desperately deciding on how they should deal with the situation. They didn't want another world war, but they had to do something. The more people that converted to Nazism, the harder it was going to be to stop Germany. The man in charge of all the anti-Semitic propaganda at the time was Joseph Goebbels. Goebbels was responsible for the dehumanization of millions of Jews in the 1930s to 1940s.Once he accomplished this, the elimination of Jews didn't seem like murder at all to the people he brainwashed. Joesph Goebbels discovered Nazism in 1924 (Encyclopedia Americana). He obtained full control over the â€Å"mouth† department of the Nazis in 1928. He became the prime minister of said department,and that's when things started to pick up. Goebbels used propaganda in a way that it made like the Jews were inferior and worthless. One could comp are them to the untouchables of the Indian caste system. Anyway, Goebbels was a master of propaganda.In fact, he exaggerated it so much, that even he didn't believe what he was producing. T. R. Hughs from the Sunday Telegraph states â€Å"If Goebbels believed his own propaganda, it could have been embarrassing. † This statement shows that Goebbels blatantly stretched the truth in order to gain power for Germany. He preached a distorted view of the Jews and their ways. Goebbels had a wide variety of propaganda in stock. He had movies made, posters created, and songs conjured to promote Nazism. He even had celebrities speak highly of Nazism to the public (â€Å"Goebbels:Master of Propaganda†, J.Dick). He portrayed them as normal means of entertainment, but there was always a hidden message of sorts within it. Goebbels favorite form of propaganda was movies. He saw the potential movies had to reach the subconscious of a person (â€Å"Goebbels:Master of Propaganda†, J. Dick) Adolf Hitler and Joseph Goebbels were pretty tightly knit with each other. Hitler saw Goebbels' potential and used that potential to convert more people into Nazism. Goebbels was extremely devoted to Hitler as well. As stated by P.Miller in Evil genius of Hitler's Propaganda Machine: Goebbels' Diaries, â€Å"Whenever Hitler spoke, Goebbels saw to it that his words got the right reception. † In a diary belonging to Goebbels, it states, â€Å"Together with Bolshevism, Jewry will also experience it's great catastrophe. † This quote shows us that Hitler, with Goebbels' help, gained allies and was able to persecute the Jews to an extreme extent. In conclusion, Joseph Goebbels was a very influential man, he fooled thousands of people into a lie that he didn't even believe in.Not to mention he was Hitler's right hand when it came to the socialist department of the Nazis. Even though he was the runt of the litter (weak left foot, small, thin stature) he was able to m anipulate the minds of millions. He eventually saw that Hitler's â€Å"Reign of Terror† was deteriorating, so he took his and his entire family's lives. Goebbels and his wife died in a similar fashion as Hitler and his wife. They both were underground, and shot each other at the same time.