Personal Statement Example | Topics and Well Written Essays - 500 words - 36

Individual Statement Example I have now chosen to follow my heart and complete my clinical program from the University with the goal that I can keep on serving the individuals who might profit by my expert aptitude. Aside from the goal of guaranteeing great instruction for my youngsters, I am a self-propelled individual who might want to arrive at the most significant level of expert greatness, both as far as picking up information and achieving high status in the public arena as a clinical expert. I might likewise want to contribute valuably to the general public which has been so useful in my long periods of modification inside another socially unique condition when I had moved from Armenia to America. My American companions and neighbors and my companions from Armenia have consistently urged me to remain self assured person. Following 14 years of running a café effectively, I currently understand that my clinical experience should be applied for the more extensive government assistance of the general public which has given me to such an extent. In this manner, I accept that the American degree in medication would outfit with important information and aptitudes so I can re-start my training a s a dental specialist in America. All through my vocation as a clinical expert, I have been proactively engaged with the prosperity of my patients just as with the understudies of clinical projects and local gatherings. I have broadly taken an interest in the clinical courses and gatherings which have significantly profited understudies and youthful clinical experts. I have been welcomed as visitor speakers in a large number of the gatherings composed at the Medical University of Yerevan, Armenia which has likewise perceived my commitment by granting me the endorsement of ADA (Armenian Dental Association). I have additionally held instructive and clinical classes for clinical understudies where they got hands-on involvement with the clinical setting. The different exercises that included clinical society and the

Therapy Dog Visits Cancer Patients at Cone Health Assignment

Treatment Dog Visits Cancer Patients at Cone Health - Assignment Example The patients have the chance to hold the canine, which helps her to remember her pooch pet that she left at home. Creature treatment is a point that has increased a great deal of consideration inside the contemporary subject about the human-creature relationship and how each gathering can profit. This news thing shows how close people and creatures can be and how the two species can commonly profit by each other. The explanation I picked this article is its suggestion to the desire for resuscitating the bond between people and creatures. As more individuals discover comfort in their local creatures, it turns out to be certain that it is conceivable to frame really close bonds that will maintain the nobility of the two creatures and people. This brings a totally new picture not quite the same as one made by the utilization of creatures as test species that scientists use to build up a remedy for the human affliction. Prior on, clinical specialists have utilized creatures to test for test drugs, prompting the passing of numerous creatures. This article is connected to bringing creatures and people close, a significant subject in the contemporary examinations.

Womens Week 2005

Women’s Week 2005 Janet 06 and Neera 06 worked with the Student Activities Office, other MIT offices, and various corporations to organize and fund this years Womens Week. Check out the variety of events that are going on. Womens Week 2005 November 5th-10th To promote a model of femininity that incorporates and embraces the properties of intelligence, competence,and ambition. Saturday, November 5 Undergraduate Female Leadership Conference (UFLC) 9am-1pm, Hotel @ MIT The UFLC will be a forum for active student leaders to share ideas, air frustrations, and advance the leadership role of women at the Institute (MITRA NOTE: I have pictures of this, and will post them as soon as I am able to resize them.) QWiLLTS Benefit Concert: Smashing the Ceiling 8pm, 10-250 This concert features Magdalen Hsu-Li, a bisexual, Asian-American musician and cultural activist. Raquel Evita Sidel opening. Suggested donation of $5 for students and $10 for non-students. All donations will go to The Network/La Red, a local group working to end domestic violence in lesbian, bisexual and trans women. Open to the public Sunday, November 6 QWiLLTS Workshop: True Diversity 11am, 10-105 (Bush Room) This workshop will help us understand our own diversity, share our beliefs about race, culture, gender, sexuality, explore the difference between programming and instinct, give us tools for taking action and options, and offer suggestions for re-programming techniques. Features Magdalen Hsu-Li as facilitator. RSVP required to [emailprotected] Monday, November 7 Kick Butt! 8-10pm, T-Club Lounge Have fun kicking butt with the legendary HoHo. Take an exclusive club workout class geared towards self-defense. Money, Money, Money! 7-9pm, 35-225 Essential for anyone who wants to make money and spend it! Come watch two back to back entertaining and informative seminars by Cap Compass, including Translating Day 1: At Work and Loving Your Money. Topics covered include W4s, 401k, HMOs, stocks, credit cards, and loans. Pizza will be provided. Sponsored by MIT SWE. Tuesday, November 8 Mannersmith Etiquette Training 7-9pm, Ashdown Hulsizer Room Do you ever feel slightly uncomfortable at formal dinners? Do you feel the need to brush up on those dining skills in preparation for those internship and job interviews? Then this Gracious Dining seminar is for you! Gather tips about appropriate ordering, table manners, and dinner conversation as you enjoy your own delicious dinner. RSVP at web.mit.edu/womensweek/mannersmith.html. Sponsored by MIT SWE. Streetwise and Safe 8:30-9:30pm, 5-233 Ever feel frightened walking down dorm row or Vassar? What should you do if youre assaulted? Listen to great advice from the chief sergeant of Campus Police, Cheryl Vossmer. Wednesday, November 9 Tai Chi for Women! 7-8pm, MAC court Womens fitness! Relax tension, form your mind, and flex your body. Instructed by Dorri Li, featured in womens exercise videos! Raising Our Voices: Facing International Female Realities 8pm, Coffeehouse This event will allow MIT female faculty and female students to share their stories of struggle and conflict in the face of balancing feministic ideals of equality with traditional prejudices and limitations. It will be a storytelling session, an opportunity to relate and learn from others, and most importantly a chance to discuss available international initiatives to aid women in need. Thursday, November 10 Tax Workshop 9-10am, 4-270 4-5pm, 4-237 Confused about taxes? Dont know the difference between credits and deductions? Then join us for an informative tax workshop aimed towards college-aged students. Topics covered include taxable income, credits, deductions, and an overview of the tax system. You have two times to choose from. Light refreshments will be provided at both. Sponsored by MIT SWE. Double Dare: The Ultimate Sex Challenge! 7pm, Lobdell Based off of the hit Nickelodeon game show Double Dare, this event will reveal which gender is more informed about sex. Hosted by Laura Stuart and Chad Waxman, dare to take on the physical challenge and test your knowledge everything from Name the top 3 reasons a condom breaks to How do I get emergency contraception? Men and women will be chosen from the audience to participate (similar to The Price is Right), so pre-register online at web.mit.edu/womensweek/. Brought to You By: Panhellenic Association Association for Women Students MIT Society of Women Engineers QWiLLTS (Queer Women Looking for Life in Tech School) Black Womens Alliance

Portfolio Guidelines - Free Essay Example

Sample details Pages: 16 Words: 4867 Downloads: 4 Date added: 2017/09/26 Category Education Essay Type Definition Essay Tags: Learning Essay Did you like this example? PORTFOLIO GUIDELINES FOR NATIONAL CERTIFICATE (VOCATIONAL) The Gauteng Department of Education has developed these Portfolio Guidelines as a resource for college lecturers and students. The guidelines are also intended to establish a standard for portfolio assessment in the province. Assessment requirements related to the NC(V) qualifications are stipulated in the following national policy documents: †¢ National policy regarding Further Education and Training programmes: Approval of the documents, policy for the National Certificates (Vocational): Qualifications at Levels 2 to 4 on the National Qualifications Framework (NQF)[1] †¢ National Certificates (Vocational) Subject Guidelines †¢ National Certificates (Vocational) Assessment Guidelines[2]; and National policy regarding Further Education and Training programmes: Approval of the document: national policy on the conduct, administration and management of the assessment on the National Certificates (Vocati onal)[3]. The national policy documents provide the ultimate prescriptions for NC(V) assessment, and these Guidelines are intended to highlight and supplement these prescriptions in order to facilitate implementation of assessment of (NC(V in the province and in the colleges. The process of development of portfolio guidelines for the different subjects has involved a large team of subject experts from the colleges, including both moderators and lecturer. Their participation constitutes an invaluable contribution to the process. Section A Portfolios 1. DEFINITION OF A PORTFOLIO A portfolio (PoE) is an ongoing systematic collection of evidence that demonstrates milestones in a student’s journey towards mastery, comprehension, application, and synthesis of a given set of concepts. It serves as a summary of the student’s progress in an academic learning or career environment. A portfolio makes use of a variety of items that serve as evidence that the student has achieve d the required outcomes, and is evaluated by college assessors. The content of the portfolios should be created within realistic and appropriate college contexts relating directly to the NC(V) standard. 2. PURPOSE OF A PORTFOLIO The overall purpose of the preparation of a portfolio is for the student to demonstrate and provide evidence of mastery of a given set of learning objectives. Portfolios are typically personalized, long-term representations of the student’s own efforts and achievements. Whereas multiple choice tests are designed to determine what a student does not know, portfolio assessments emphasize what the student does know and can do[4]. The portfolio includes the process followed in order to deliver a defined product corresponding to pre-established outcomes. The portfolio process improves the learning experience by encouraging self-evaluation. Portfolios are most appropriate when students need to integrate a number of ideas, procedures, and relationships. 3 . PRINCIPLES OF PORTFOLIO DEVELOPMENT Portfolio activities must be designed so that lecturers can make accurate, fair and reasonable decisions based on the requirements as articulated in the Assessment Guidelines. †¢ Portfolio tasks must comply with prescriptions in the Assessment Guidelines. †¢ Portfolio tasks must be clearly formulated to correspond to the criteria of the NC(V) Assessment Standards. †¢ Items of student work and achievement must be carefully selected for their relationship to the Subject Outcomes and Learning Outcomes as contained in the NC(V) assessment guidelines. †¢ The portfolio must provide an authentic and realistic representation of the achievements of the student. †¢ The evidence selected for the portfolio must indicate a realistic context. Portfolios must be arranged strictly according to the layout and order requirements to facilitate an easy moderation process. 4. GUIDELINES FOR DEVELOPING PORTFOLIOS FOR NC(V) Portfolios of Evide nce (PoEs) must contain all internal continuous assessment (ICASS) evidence, which must be readily available for monitoring, moderation and verification purposes. The internal continuous assessment practical component is undertaken in a real workplace, a workshop or a â€Å"structured environment†. This component is moderated internally and externally quality assured by Umalusi. Portfolios can be used successfully in courses with large enrolments provided there is a portfolio infrastructure for students and lecturers to use. Most importantly, the format of each item in the portfolio needs to be similar, and the arrangement of the portfolios overall must be the same. This is particularly relevant for the process of moderation. All evidence collected for assessment purposes is kept or recorded in the student’s Portfolio of Evidence. The PoE includes practical and written components. The marks allocated to assessment tasks completed during the year, kept and recorded i n the Portfolios of Evidence account for 50% of the student’s final mark f Vocational subjects and 25% for Fundamental subjects, with the balance of the total mark coming from an external examination. [5] The internal continuous assessment (ICASS) must be re-submitted with each examination enrolment for which it constitutes a component. 5. COMPOSITION OF PORTFOLIOS FOR NCV The NCV portfolios should consist of the following: A. Lecturers’ Portfolios 1. Cover page indicating: †¢ College and campus, with campus contact details †¢ Full names of lecturer †¢ Learning programme †¢ Subject and NQF level †¢ Year 2. Table of contents 3. Personal details of lecturer 4. Working mark sheet for the subject: Record of achievement per class, level or unit. 5. Moderation feedback 6. Year Plan and Work Schedule 7. College Subject Assessment Plan and Formal Schedule of Assessment The assessment plan indicates which Subject Outcomes and Assessment Standards will be assessed, what assessment method or activity will be used and when this assessment will be conducted. 8. Assessment tasks, and tools for the assessment of each task †¢ Theory and Practical tasks  ­ Description of task and instructions to students  ­ Assessment instruments to be used for each task  ­ Recording sheets for students’ marks for each task  ­ Completed records of evidence for each student for the task  ­ Record of feedback to student for the task 9. Supporting documentation †¢ Minutes †¢ Reports, etc †¢ College Assessment Policy †¢ Subject Assessment Guidelines †¢ Subject Guidelines 5a Lecturer Portfolio Exemplars Section 1: Title Page Exemplar [pic] College Lecturer’s Portfolio of Assessment Name of Lecturer: ______________________________________ Learning Programme: [Insert Programme name] Subject: _____________________________________ NQF Level: ________________ Year: [Insert year] Address: Tel: Section 2 : Table of Contents Exemplar Table of Contents 1. Title page 2. Table of Contents 3. Personal details of lecturer 4. Working mark sheet for the subject 5. Moderation feedback 6. Year Plan and Work Schedule 7. College Subject Assessment Plan and Formal Schedule of Assessment 8. Assessment tasks and tools for the assessment of each task Theory and Practical tasks: Description of task and instructions to students †¢ Assessment instruments to be used for each task †¢ Recording sheets for students’ marks for each task †¢ Completed records of evidence for each student for the task †¢ Record of feedback to student for the task 9. Supporting documentation †¢ Meeting minutes †¢ Reports †¢ College Assessment Policy †¢ DoE/ GDE Assessment Plan †¢ Subject Guidelines †¢ Subject Assessment Guidelines †¢ National Policy on the Conduct, Administration and Management of the Assessment of the National Certificates Vocational (NCV) †¢ Policy for the National Certificates (Vocational): Qualifications at Levels 2 to 4 on the National Qualifications Framework (NQF) Section 3: Personal Details of Lecturer Exemplar Personal details of lecturer Full name of lecturer: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Contact details: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. ID Number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ SACE registration number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â ‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Assessor registration number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Moderator registration number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Section 4: Working mark sheet for the subject Exemplar |†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. FET College | |†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Campus | |Gauteng Department of Education | |SUMMARY OF ASSESSMENTS MARKSHEET (PoE) | |Subject: | |Level: | | |Nr. | |Theory |Total Practical |Total |Grand | | | |(Tests Assignments) |(Theory) | |(Prac) |TOTAL | | |Date | |Learning Programme: | | |Subject: | | |Level: |Assessment Task Number: | |Topics covered: | | |Subj ect Outcomes Learning Outcomes: | | |Integration: | | |Date of issue: |Submission date: | Scale of achievement (delete the inapplicable scale, and adapt to the needs of the task) |RATING Code |7 |6 |5 |4 |3 | |RATING |Outstanding |Highly competent |Competent |Not yet competent |Not achieved | |MARKS % |80-100 |70-79 |50-69 |40-49 |0-39 | |Feedback to student: | | | Signatures |Assessor: |Student: |Moderator | |Date: |Date: |Date: | [pic] Cover page for assessment tools Name of assessor: | | |Learning Programme: | | |Subject: | | |Level: |Assessment Task Number: | |Integration: | | |Instructions to assessor: | | | | | | | | | | | | | | | | | | | | | | | 5bStudent Portfolio Dividers should be used to separate the sections having different headings below. 1. Cover page indicating: †¢ College and campus †¢ Full names and surname of student †¢ Contact details of student †¢ ID number of student †¢ Learning programme †¢ Subject and NQF level †¢ Year o f training (e. g. 2005, or 2006, or 2005/2006) 2. Table of contents 3. Personal details (including certified copy of student ID) 4. Declaration of Authenticity 5. Assessment record sheet 6. Evidence ICASS †¢ Evidence Section A Theory †¢ Evidence Section B Practical †¢ Evidence Section C CAT 7. Supplementary documents Student Portfolio Exemplars Section 1:Title page Exemplar [pic] Student’s Portfolio of Evidence Full names of student: _________________________________ ID number: _________________________________ Contact details: _________________________________ College and campus: _________________________________ Learning Programme: [Insert Programme name] Subject and level: _____________________________________ Year: [Insert year] Lecturer: _____________________________________ Section 2:Table of Contents Exemplar Table of Contents 1. Title page 2. Table of Contents 3. Personal details of student 4. Declaration of Authenticity . Assessment record she et 6. Evidence – ICASS †¢ Evidence Section A Theory †¢ Evidence Section B – Practical †¢ Evidence Section C – CAT 7. Supplementary documentation Section 3: Personal details of student Exemplar Personal details of student Surname:†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. First names: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ ID Number: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Contact details: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Postal address: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Physical address: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Last school attended: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Highest grade passed: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ Special needs and medical conditions: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Contact details of parent or guardian: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Lecturer: .. Section 4: Declaration of Authenticity Exemplar Declaration of Authenticity Compilation of Portfolio I, †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. (full name) (ID No) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ hereby solemnly declare that: 1. I am fully aware of and understand 2. I agree to 3. I am acquainted with the provision and requirements for the compilation of the student portfolio. All the work and evidence provided is my original work. 4. I am fully aware of the serious consequences that may result from any breach or infringement of the above instructions. 5. I undertake to take full responsibility for the compilation, safety and security of the portfolio whilst it is in my care. Signature of Student: Name of Campus: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Place: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Date: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Section B Assessment INTRODUCTION The Subject Assessment Guidelines (AGs) provide extensive notes on assessment. This section draws together important points from the Assessment Guidelines and additional supportive material. Portfolio Guideline writers and lecturers should refer frequently to the Assessment Guidelines, and ensure that their p ractices comply with all prescriptions in the AGs 6. DEFINITION OF ASSESSMENT Assessment is the process of gathering relevant evidence to make a judgment against agreed criteria, about what a student knows, understands and can do. A variety of assessment methods may be used. The outcomes of assessments, including internal continuous assessments (ICASS) and external examinations, contribute towards the achievement of a qualification. 7. PURPOSE OF ASSESSMENT Assessment provides a means of monitoring students’ performance and progress and providing feedback, and diagnosing or remediating problems or difficulties in learning. In addition, the process of assessment gives lecturers the opportunity to gauge the effectiveness of their teaching. The ultimate purpose of assessment is to measure learning outcomes. An additional purpose is improvement of teaching, the curriculum and conditions of students’ learning. As the educative enterprise strives to prepare students to be good citizens and workers of the future, the emphasis is increasingly on continuous assessment, as a means to improving teaching and learning. In keeping with the principles of the NQF, assessment serves to: †¢ determine whether the outcomes have been attained; †¢ provide insight into the learning patterns and thinking strategies of the student; determine whether the learning required for the achievement of the exit level outcomes and assessment standards is taking place and whether any difficulties are being experienced; †¢ report to the students, parents and other role-players and stakeholders on the levels of achievement during the learning process and to build a profile of the students’ achievement across the curriculum; †¢ promote students’ acquisition of the knowledge, skills, attitudes and values defined in the national curriculum policy documents; †¢ provide information for the evaluation and review of learning programmes used in the c lassroom; and †¢ assist lecturers in improving their teaching approaches, including methodology, pace, etc. 8. PRINCIPLES OF ASSESSMENT The principles of assessment that are particularly important in the completion of this portfolio of evidence are the following: †¢ Appropriate: the method of assessment is suited to the performance being assessed and the activities in the assessment mirror the conditions of actual performance. †¢ Fair: an assessment should not in hinder or advantage a student in any way, and the process should be clear, transparent and available to students. †¢ Manageable: the methods used makes assessment easy to arrange or manage and are cost effective. †¢ Integrated: Evidence collected is integrated into the work or learning process where appropriate. Valid: refers to measuring what is supposed to be measured; assessment should stay within the parameters of what is required. †¢ Relevant: the evidence is relevant to the NC(V) stand ard. †¢ Authentic: The evidence is attributable to the person being assessed. †¢ Sufficient: The evidence confirms that all criteria have been met and that performance against the standards can be achieved consistently. †¢ Systematic: The process is sufficiently rigorous to ensure fairness. †¢ Open: Students can contribute to the panning and collection of evidence. †¢ Consistent: The same judgments should be made in similar context, each time an assessment is made for a specific purpose. Effective assessment is underpinned by the following principles: †¢ The purpose of assessment should be made explicit. †¢ A criterion-referenced approach will prevail with elements of norm referencing to be taken into account at systemic level. †¢ Assessment must be authentic, continuous, multi-dimensional, varied and balanced. †¢ Assessment must be an on-going integral part of the learning process. †¢ It must be accurate, objective, valid, fair, practicable, effective, time-efficient and reliable. †¢ Assessment must gather information from several contexts and use a variety of methods according to what is being assessed and the needs of the student. The methods and techniques used must be appropriate to the knowledge, skills, or attitudes to be assessed, as well as to the age and developmental level of the student. †¢ It must be free of bias and sensitive to gender, race, cultural background and abilities. †¢ Feedback to students, parents and other relevant persons must be an integral part of the assessment process. †¢ Assessment results must be communicated clearly, accurately, timeously and meaningfully. †¢ Assessment must serve a diagnostic role so that it could be used to identify areas where students need support and remedial intervention. †¢ Support to students who experience barriers to learning must be an integral part of assessment. 9. TYPES OF ASSESSMENT The Assessment Guidelines iden tify four types of assessments: Baseline assessment At the beginning of a level or learning experience, baseline assessment establishes the knowledge, skills, values and attitudes (SKVAs) that students bring to the classroom. This knowledge assists lecturers to plan learning programmes and learning activities. Diagnostic assessment This assessment diagnoses the nature and causes of learning barriers experienced by specific students. It is followed by guidance, appropriate support and intervention strategies. This type of assessment is useful to make referrals for students requiring specialist help. Formative assessment This assessment monitors and supports teaching and learning. It determines student strengths and weaknesses and provides feedback on progress. It determines if a student is ready for summative assessment. Summative assessment This type of assessment gives an overall picture of student progress at a given time. It determines whether the student is sufficiently co mpetent to progress to the next level. 10. FORMS OF ASSESSMENT The assessment activities developed should be based on a variety of forms of assessment to expose students to different types of presentation. Among the possible forms of assessment are the following: †¢ Case studies †¢ Assignments †¢ Practical projects †¢ Performance projects †¢ Investigations or research †¢ Demonstrations †¢ Simulations †¢ Tests †¢ Observations †¢ Oral questioning after observations 11. SCALES OF ACHIEVEMENT After any assessment a report indicates a student’s achievement on predefined Scales of Achievement (see page 9 of Assessment Guidelines). There are different scales of achievement for Fundamental subjects and vocational subjects. Scale of achievement for the Fundamental component |RATING Code |Rating |MARKS (%) | |7 |Outstanding |80 – 100 | |6 |Meritorious |70 – 79 | |5 |Substantial 60 – 69 | |4 |Adequate |50 – 59 | |3 |Moderate |40 – 49 | |2 |Elementary |30 – 39 | |1 |Not achieved |0 – 29 | Scale of Achievement for the Vocational component RATING CODE |RATING |MARKS % | |5 |Outstanding |80-100 | |4 |Highly competent |70-79 | |3 |Competent |50-69 | |2 |Not yet competent |40-49 | |1 |Not achieved |0-39 | 12. RECORDING AND REPORTING ACHIEVEMENTS The Assessment Guidelines provide a discussion of instruments and tools for collecting evidence on pages 7-8. Rubrics, which are particularly useful for qualitative assessment of task based activities, are mentioned amongst these. Rubrics Rubrics are a combination of rating codes and descriptions of standards. They consist of a hierarchy of standards with benchmarks that describe the range of acceptable performance in each code band. Rubrics require lecturers to know exactly what is required by the outcome. Rubrics can be holistic, giving a global picture of the standard required, or analytic, giving a clear picture of the di stinct features that make up the criteria, or can combine both. The Learning Programme Guidelines give examples of subject-specific rubrics. To design a rubric, a lecturer has to decide the following: †¢ What Learning Outcomes are being targeted? What Assessment Standards are targeted by the task? †¢ What kind of evidence should be collected? †¢ What are the different parts of the performance that will be assessed? †¢ What different assessment instruments best suit each part of the task (such as the process and the product)? †¢ What knowledge should be evident? †¢ What skills should be applied or actions taken? †¢ What opportunities for expressing personal opinions, values or attitudes arise in performing the task? Which of these should be assessed and how? †¢ Should one rubric target all the Learning Outcomes and Assessment Standards of the task or does the task need several rubrics? How many rubrics are, in fact, needed for the task? Stud ents should be shown the rubrics for the task before they are required to perform the task. The rubric focuses both the learning and the performance and becomes a powerful tool for self-assessment. 13. THE ASSESSMENT PROCESS †¢ The lecturer designs the assessment by selecting the appropriate methods, instruments and designing the appropriate tools. †¢ The lecturer informs the student about the requirements for the assessment †¢ The lecturer reaches an agreement with the student on how the evidence is to be collected and presented †¢ The lecturer explains the roles and responsibilities of the student with regard to the assessment †¢ The lecturer conducts the assessment and collects the evidence The lecturer makes a judgment about the evidence of learning, measured against the pre-defined criteria of the NC(V) standard †¢ The lecturer provides feedback to the student with regard to the assessment decision †¢ The lecturer completes the administration according to established requirements †¢ The lecturer evaluates and reviews the process The student has the right to appeal if not satisfied with the outcome of the assessment and the explanations provided. 14. OUTCOMES BASED ASSESSMENT (OBA) IN THE CONTEXT OF THE NQF AND NCV Outcomes based education can be described as an approach to educating students that requires both the educator and student to focus on two things: Firstly the focus is on the desired end results of each learning process. These desired end results are called the outcomes of learning and students need to demonstrate that they have attained these. Secondly the focus is on the instructive and learning process that guides the students to these results. Lecturers are required to use the learning outcomes as a focus when they make instructional decisions and plan their lessons. An outcome is the demonstration in context of: †¢ A learning experience †¢ Capabilities that derive from and underpin the le arning experience. In other words: †¢ The student has an underlying capability †¢ The student has to demonstrate that capability †¢ The student has to demonstrate the capability in a particular context. Evidence of learning must show the following: Students know facts, concepts and other knowledge terms. †¢ Students show insight into the implications and consequences behind those facts. †¢ Students can successfully complete tasks associated with their learning. †¢ Students can draw conclusions, make decisions and make predictions based on what they have learned. Assessment asks three questions; †¢ Do you know it and understand it? †¢ Can you choose and use what you know to solve problems or perform tasks? †¢ Can you use different strategies to show your learning, and can you repeat the demonstration? 15. BARRIERS IN THE ASSESSMENT PROCESS Language barrier A language barrier may be identified by written or verbal questions. To solve thi s problem a competent interpreter may be used, the terminology applicable to the assessment outcomes should be used, and the written and communication content limited. Motivation barriers The willingness to achieve success indicates the student’s necessary motivation. If the student is not motivated, the advantages of achieving success on any NC(V) standard can be explained in an effort to inspire motivation. Culture barriers Discussions with students about their family backgrounds may indicate cultural barriers. Signs of cultural difference should alert a lecturer to the need to be culturally sensitive across a range of social contexts, and to provide feedback in a culturally sensitive manner. Physical disabilities Students experiencing restricted mobility, visual impairment and any other visual and hearing barriers need to be assessed in circumstances which prevent the disability from affecting appropriate levels of achievement. If however the disability is of such a nat ure that it would prevent the student from performing adequately he/she must be advised accordingly. Political/Emotional barriers Political and emotional barriers are very similar to cultural differences. Talk to the student but avoid small talk that may be interpreted as negative with respect to political issues. Prevent any action or comment that may trigger political or emotional thoughts. Attitude barriers The old examination method of testing with its accompanying stresses can lead students to develop negative attitudes. Students should be treated with empathy, respect, fairness and understanding without lowering the academic standards. Use Critical Cross-Field Outcomes to overcome barriers Identify and solve problems using critical and creative planning for contingencies. Make proposals to address difficulties. Communicate these with the candidate and work effectively within a team. 16. SAQA’S CRITICAL CROSS-FIELD OUTCOMES †¢ Identify and solve problems using cr itical and creative thinking. †¢ Work effectively with others in a team. †¢ Organize and manage oneself and one’s activities responsibly and effectively. †¢ Collect, analyze, organize and critically evaluate information. Communicate effectively using visual, mathematical and/or language skills in oral and/or written form. †¢ Using science and technology effectively and critically to show responsibility towards the environment and health of others. †¢ Demonstrate an understanding of the world as a set of related systems and recognize that problem-solving contexts do not exist in isolation. 17. LECTURER ROLES AND RESPONSIBILITIES †¢ Must assess students’ work continuously †¢ Must alert students to the fact that plagiarism is unacceptable †¢ Give feedback and guidance to students and their other important stakeholders when the learning process has or has not yet given the desired results. Have the ability to judge whether a studentà ¢â‚¬â„¢s lack of competence is due to their insufficient ability to incorporate and process knowledge with skills, or whether their knowledge and understanding is established but skills still being developed. †¢ Be able to ascertain whether a student’s lack of competence is due to the student’s own inadequacies, or are attributable to insufficiencies in the organisational culture and climate, the assessment system, or due to insufficient engagement with the NC(V) Standards. †¢ Be aware of own bias and implement compensatory measures. †¢ Must be fully familiar with, and must apply the NC(V) standards. †¢ Must plan and conduct the assessment processes. Must be a subject matter expert with respect to the NC(V) standards against which the student is being assessed. †¢ Must have good interpersonal skills. †¢ The lecturer must apply the guidelines and policies as stipulated by DoE. †¢ Guide and assist with the drawing up of departmental act ion plan so that the student can attain competence against the relevant NC(V) standards. †¢ Must control, record and take responsibility for the safekeeping of the portfolios, tests and ISAT tasks. 18. STUDENT ROLES AND RESPONSIBILITIES †¢ The student must provide all evidence necessary to demonstrate competence against the specific NC(V) standards. †¢ The student should accept that if the necessary evidence is not provided, then competency couldnt be accredited. The student must agree to go through all the necessary steps in the assessment process. †¢ The student should bring to the Lecturer’s attention, as early as possible, any impediments against assessing for competency. †¢ The student should advise the lecturer of any misunderstandings or disagreements regarding the assessment process during the initial interview before signing the consent form. †¢ The student should gain full understanding of the NQF, as well as the advantages and disadvan tages of assessment, must agree to no unrealistic expectations and accept the findings of the lecturer. Section C ICASS Assessment Activities 19. SUBJECT ASSESSMENT PLAN AND FORMAL SCHEDULE OF ASSESSMENT Term |Assessment Task No |Topics |Completion target |SUBJECT OUTCOMES |ASSESSMENT METHOD |EVIDENCE REQUIRED |Dates |WEIGHTING OF MARKS | | | | | |LEARNING OUTCOMES | | | | | | | | | |ASSESSMENT STANDARDS | | | | | | | | | | | | |Given |Due | | |Term 1 |1 |Topic 1 | |SO 1 |Project |Rubric | | |10% | | | | | |LO1-4 | | | | | | | |2 |Topic 1 | |S0 2 |Assignment |Answer sheet and memo | | |10% | | | | | |LO 1-2 | | | | | | |Term 2 |3 |Topic 1 and 2 | |SO 1-3 |Test 1 |Answer sheet and memo | | |10% | | | | | |LO1-3 | | | | | | | |4 |Topic 3 and4 | SO 1-4 |Role play |Checklist, rubric and e | | |20% | | | | | |LO1-4 | |template of DJ, DAJ, CJ and | | | | | | | | | | |CAJ | | | | | |5 |Topic 1 and4 | |SO 1-3 |Internal exam |Answer sheet and memo | | |20% | | | | | |LO1-3 | | | | | | |Term 3 |6 |Topic 5 and 6 | |SO 1-4 |Test 2 |Answer sheet and memo | | |10% | | | | | |LO1-3 | | | | | | | |7 |Topic 1 to 6 | |SO1-4 |CAT |Checklist, memo and answer | | |20% | | | | | |LO1-4 | |sheet | | | | 20. WORKING MARK SHEET Subject marks must be collated into working mark sheets for each subject. Each college is likely to have developed a prescribed format to be used on all of the campuses. The following is an example of the type of instrument required: |†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. FET College | | | |†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Campus | | |Gauteng Department of Education | | | |SUMMARY OF ASSESSMENTS MARKSHEET (PoE) | |Subject: | |Level: | | | | | | | | | | | |Date | |Learning Programme: |Financial management/office administration | |Subject: |Applied Accounting | |Level: 3 |Assessment Task Number 1: Research | |Topics covered: |Topic 1 | |Subject Outcomes and Learning Outcomes: |SO1 | | |LO1-4 | |Integration: | | |Date of issue: |Duration: 3 days | Scale of achievement |RATING CODE |5 |4 |3 |2 |1 | |RATING |Outstanding |Highly competent |Competent |Not yet competent |Not achieved | |MARKS % |80-100 |70-79 |50-69 |40-49 |0-39 | Feedback to student: | | | Signatures |Assessor: |Student: |Moderator: | |Date: |Date: |Date: | Assessment Task 1:Research Topic: 1: Administer income and receipts: SO 1: LO 1-4 Duration: 3 Days MARKS: 50: 10 marks for sorting documents 40 marks for presentation (rubric) Instructions: 1. This assessment is done in a group of 4 to 5 maximum. 2. Students are given a period of 3 days to complete the research 3. Findings of the research to be presented to the whole group. Students must visit at-least two local businesses, big or small, to collect different source documents used by the different businesses visited. A minimum of 4 documents per group must be collected. Sort the documents you have collected and compare source documents from different businesses. Use the A4 paper to list and explain the similariti es and the differences in the source documents you have collected. The source documents must be placed onto a poster with the name of the business that uses them. [pic] Cover page for assessment tools Name of assessor: | | |Learning Programme: |Finance ,Economics and Accounting | |Subject: |Applied Accounting | |Level: 3 |Re Assessment | |Integration: | | |Instructions to assessor: | | | |See attached marking guidelines and mark schedule. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Assessment Task 1:Rubric |Criteria |5 |4 |3 |2 |1 | | |Outstanding |Very Good |Good |Competent |Not yet Competent | | |(80%-100) |(70%-79%) |(60%-69%) |(50%-59%) |(30%-49) | |Is the message clear? Extremely clear |Very clear |Fairly clear |Reasonably clear |Message poor/ no | | | | | | |message | |Is the message |Extremely effective |Very effective |Quite effective |Not very effective |Not effective at all | |effective? | | | | | | |How eye catching is the|Excellent poster |Very eye catchi ng |Fairly eye catching |Shows signs of |Not eye catching at all| |poster? | | | |creativity | | |Is the message |Choice words used |Very persuasive |Quite persuasive |Not very persuasive |Not persuasive at all | |persuasive ? | | | | | |Is the poster well |Excellently structured |Very well structured |Has a good structure |Show some structure |No structure at all | |structured/ | | | | | | |Does the poster contain|Yes, all the right |Yes, the right |Yes, most of the right |No, does not have all |No, does not contain | |all the right |information is there |information appears on |information is there |the information |any information at all | |information? plus more |the poster | | | | |How appropriate is the |Completely appropriate |Very appropriate |Appropriate |Not very appropriate |Not appropriate at all | |poster for target |for target market | | | |for target market | |market? | | | | | | |Overall impression |Excellent |Very good |Good |Average |Poor | [pic] Cover page for Ass essment Tasks Name of student: | | |Learning Programme: |Financial Management/Office Administration | |Subject: |Applied Accounting | |Level: 3 |Assessment Task Number: 2 | |Topics covered: |Topic 1 Administer income and receipts | |Subject Outcomes and Learning Outcomes: |SO 1-2: LO 1-3 | |Total marks: |40 | |Date of issue: |Duration: 1 hour | Scale of achievement |RATING CODE |5 |4 |3 |2 |1 | |RATING |Outstanding |Highly competent |Competent |Not yet competent |Not achieved | |MARKS % |80-100 |70-79 |50-69 |40-49 |0-39 | |Feedback to student: | | | Signatures Assessor: |Student: |Moderator: | |Date: |Date: |Date: | Assessment Task 2 Topic 1 Administer income and receipts: SO 1-2: LO 1-3 Duration: 1 hour MARKS: 40 Instructions: 1. Use the provided answer sheet 2. No correction fluid. 3. The use of non-programmable calculator is permissible 4. Cell-phones cannot be used as calculators 5. Answer ALL questions Question 1 (24marks) In each of the following cases, calculate the amount o f input VAT, output VAT and tax receivable from or payable to SARS: NO | | | | | |Amount: |6 000 |00 | |For: rent received | |With thanks | | RECEIPT (Duplicate) No17 | |20/7/08 | | | |Received from: A. Mvela | | | | | | | |Amount: |30 000 |00 | |For: capital contribution | |With thanks | Cash register roll totals: 4 July R8 600 12 July R10 300 19 July R7 900 26 July R13 420 30 July R12 800 | | | | |RECEIPT No. 18 | |26/7/08 | | | |Received from: Mr. S Mall | | | | | | | |Amount: |1 400 |00 | |For: payment of account | |With thanks | Mvela traders deposited money on the 4th, 20th and 30th of July 2008. [pic] Cover page for assessment tools Name of assessor: | | |Learning Programme: |Finance, Economics and Accounting | |Subject: |Applied Accounting | |Level: 3 |Assessment Task Number: 2 | |Integration: | | |Instructions to assessor: | | | |See attached marking guidelines and mark schedule. | | | | | | | | | | | | | | | | | | | | | | | | Assessment Task 2: Memorandum Question 1( 24marks) No |Purchase price | |Learning Programme: |Financial Management/Office Administration | |Subject: |Applied Accounting | |Level: 3 |Assessment Task Number 3: Test | |Topics covered: |Topic 1 and 2 | |Subject Outcomes and Learning Outcomes: |SO 1-4: LO 1-3 | |Total marks: |60 | |Date of issue: |Duration 1 hour 30 minutes: | Scale of achievement |RATING CODE |5 |4 |3 |2 |1 | |RATING |Outstanding |Highly competent |Competent |Not yet competent |Not achieved | |MARKS % |80-100 |70-79 |50-69 |40-49 |0-39 | |Feedback to student: | | | Signatures Assessor: | Don’t waste time! 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Women In The 1920S Started To Earn More Respect And Equality

Women in the 1920s started to earn more respect and equality in society, mostly the right to vote. During this time, women had the opportunity to access higher education, minimum wage, better domestic living, and better healthcare. But women are still coming across challenges where they are submissive to men. Fredrick Lewis Allen introduces women asâ€Å"... the guardians of morality; they were made of finer stuff than men and were expected to act accordingly† (Allen 129). Clearly, women were expected of something, but men were able to do whatever they so please to do whether it would be to hang out late at night at bars, drinking with friends, or being the one to have a house under his name and making his own money. According to Allen,†¦show more content†¦Ironically, she herself is a â€Å"fool† for not realizing how she is barely able to define a good female. Through the quote, Fitzgerald distinguished gender roles to have worked in the 1920s as men sa w themselves as the person who earns money in order to support the family, expected to fulfill the American Dream, whereas women like Daisy and her daughter were expected to be nothing more than a â€Å"beautiful little fool†. Ideally, in the 1920s, men were considered to be the breadwinners while women were their supporters. (105) The truth was that Jay Gatsby, of West Egg, Long Island, sprang from his Platonic conception of himself. He was a son of God†¦ he must be about His Father s business, the service of a vast, vulgar, and meretricious beauty. So he invented just the sort of Jay Gatsby that a seventeen year old boy would be likely to invent, and to this conception he was faithful to the end. As Nick recounts Gatsby’s backstory, he offers both factual information and this more abstract description. He notes how artificially Gatsby has created his personality and identity, but also seems to respect the commitment he shows to that artifice. To better articulate the fraudulence of Gatsby’s identity, Nick employs several sets of symbols. First he describes him as a â€Å"Platonic conception of himself,† implying that Gatsby projected an ideal (â€Å"Platonic†) way his life couldShow MoreRelatedWomen s Rights Of Women1590 Words   |  7 Pagesuntil the 1920s, women were ignored in every aspect of their life. From politics, to social situations, women were constantly looked at as lesser. The 20s was a decade of women ready to fight for their rights. From gaining social freedoms, to getting political rights, the 20s was the first decade of feminism. Many women played key roles in the fight for women s rights through speeches, marches, and much more. The women that fought for their rights in the 1920s completely changed how women live theirRead MoreInfluential Leaders Of Women s Suffrage1660 Words   |  7 PagesSome of the more prominent leaders were; Lucretia Mott, Susan B. Anthony, Emmeline Pankhurst and Elizabeth Cady Stanton. These influential leaders involved in Women s Suffrage helped to improve the quality of life in the 1920’s by fighting for equality, and driving congress to pass the 19th amendment that gave women the strength and courage to stand up for themselves. Elizabeth Cady Stanton, born in 1815 Johnstown, New York, was an American feminist who organized the first women’s rights conventionRead MoreThe Effect of Feminism on Society816 Words   |  3 PagesIn the average workplace, women earn 22% less salary than men regardless of their work ethic or what they have to offer to their employer (Lowen). Women around the world have been treated like they hold less significance to society dating back to the ancient Romans. 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Birthdays Free Essays

You would find forms such as Material Availability Reports, Production Order Forms, Material Requisition Forms, a Production Schedule, and Production Status Forms in the production/conversion cycle. 2) Garbage in garbage out means that if you only put garbage into the data processing cycle, or bad materials or inputs, then you will only get garbage out. You cannot start with bad inputs and expect to get great outputs. We will write a custom essay sample on Birthdays or any similar topic only for you Order Now To keep this from happening you need to focus on the Inputs that you are putting Into the cycle In order to create and be able to control better outputs. ) Documents that are turnaround documents are going to be forms that the company prints out and gives to an employee that needs to record information on it throughout the day and then input what he has recorded back into the company’s computer system at the end of the day. One example would be a gas company who prints out forms and then the employ travels around to read customers meter numbers, he then records them and inputs them back into the computer. Problems: 2) x-x-x-xx X, 1-4 Division X, 1-6 = Major Categories X, 0-9 = Control Account -99 = Subsidiary Accounts for each control account 44 expense accounts would be In the subsidiary accounts for the expense control account, and the 12 variable accounts would be under their appropriate control account. Problems: AAA. Purchase Request C] Purchase Order C] Order Confirmation D Delivery Order C] Receipt/Product Invoice CLC Posting to GAL. or Inventory System b. Sales Order C] Order Number 0 Delivery of Order, Receipt CLC Sales Invoice Posting Sale Transaction to GAL. and Remove Inventory c. Employee Contract Signed 0 Salary Report/Voucher How to cite Birthdays, Papers

Media Discourse Analysis

Question: Discuss about theMedia Discourse Analysis. Answer: Introduction The concept of discourse is comparatively old but has gained importance in the early 1970s especially in media. The discourse is seen as an effective piece of discussion especially in the field of Mass communication and Journalism and hence it could be said that discourse is one of the effective tools which are used by the journalists to provide the viewers or the readers with the ample information regarding a particular subject. It is extremely important to mention that Nowadays the essentiality of discourse has increased due to the emergence of new media. People in the contemporary world are highly concerned about different political social aspects and discourse is a great avenue to avail in order to inform people about different political and social changes as well as key movements made (Fairclough, 2013). Discourse is a multifaceted subject and has been considered in different ways by different scholars and researchers and hence it is extremely important to mention that the tool of discourse could be used in different ways. The concept of discourse has become increasingly important since most of the authors, especially journalists and researchers have taken to discourse in order to discuss about key subjects in the recent past. With the induction of internet discourse has found its true meaning and identity since an influx has been seen where more people have become interested in Internet reading rather than using the normal newspapers. Overall it could be said that the development of the discourse platform has been rapid in the last few years with the emergence of internet (Hyland, 2011). There are number of definitions of discourse which have come into action with different people using discourse using different ways. The classical definition of discourse is given as the way in which a discussion or debate is framed in a short and precise form. It is also said that the discourse analysis is the study of the use of the language in texts and contexts. So, it could be understood that discourse analysis is effective in specific situational analysis that relates to political, social and other fields. It basically is able to assess a conversation which goes within a speaker and a listener which deciphers a particular subject. The discourse analysis basically helps to develop an effective relationship between the key variables of research as well as developing a strong platform which will help to form an effective discourse analysis successfully. The present study will be a discourse analysis in nature based on a very important issue (Coulthard Coulthard, 2014). With the time passing by we have seen that the cases of sexual harassment over females have increased and it has broken all the barriers of religion, race caste and creed. It could be said that in every corner of the world sexual atrocities on females have increased rapidly. There have been number of researches on this subject and hence it could be said that discourse analysis on this will be much more effective developing a strong platform to gain effective insights on this study (Rogers, 2011). With the world undergoing globalisation more and more females have come into the picture and have played crucial role in different sphere of life. In this situation there have been key developments made in the field of sports and athletics where females have had significant success. Hence it is important that females are provided all kinds of support in their errand to the pinnacle of success. It could be said that even though there have been significant developments made in the field of sports female harassment has also been a common problem which could not be eliminated or mitigated (Fasting et al., 2011). A similar event has taken place which has come under spotlight in the recent past which has happened in Singapore Sports just before the country was preparing for dispatching its team to the Rio Olympics 2016. This has already stirred huge amount of interest in the world politics especially in sports politics. Since sports is one field where discrimination has been strongly conde mned and there have been number of laws which also underpin this effective thought and movement it has become extremely important that sexual harassment among female athletes are mitigated effectively (The New Paper, 2016). It is important to mention that the incident in the Singapore has again pointed out that there are certain key aspects which are extremely important to be taken under consideration. The sexual harassment of female athletes in Singapore is not new and since history repeats itself similarly these incidents have showed that even though there have been slogans of equality but female respect still stands to be slaughtered. Over the years there have been number of researches on this subject and hence it could be said that this case of female sexual harassment is seen and is pledged to be handled in a stern manner so that better mitigation strategies could be planned and implemented. Hence the present discourse analysis will be done on the very recent article of about the sexual harassment of female athletes in Singapore (TODAYonline, 2016). It could be said that the discourse analysis will take into account the key discussions regarding the sexual harassment case which would help the study to develop a strong platform to discuss and debate on the subject and highlight the essential information regarding the case (Fasting and Brackenridge, 2009). This discourse will also take into account a proper analysis which will help to delve deep into the study and address the objective of the study successfully. Since the discourse studies are increasing in number as well as it has helped a lot of people to gain interest in news and has also developed the platform for capturing the news market as well. Overall it could be said that the media discourse has become a common tool for the media persons as well as the journalists and hence the present study is likely to be effective in understanding the impact of discourse analysis on a particular subject. The present article on sexual harassment of female athletes have been taken from the online source and also discussed with the help of academic resources (Stirling Kerr, 2009). Discourse Analysis Sexual harassment and improper conduct is not something new in Singapore Athletics but a recent case has created huge turmoil in the country. Harassment of the female athletes in Singapore is not something new and even previously the country has suffered the similar taint and hence the Singapore Athletics have become highly considerate about the present case. The sport body of the country has pledged to move meticulously in order to probe effectively on the present case. It is extremely important to mention that when female athletes of the other countries have been provided with ample resources in order to develop the skills sets then countries like Singapore have not been able to provide its female athletes with the required amount of security. The news spread very fast like fire and hence it was important for the Singapore Athletics Association to handle the case effectively in order to stop spreading of any new controversies. Earlier in 2010 there was a similar case of sexual hara ssment against one of the female athletes which has re-emerged as fuel is added to the fire. The Veteran Coach and the Vice President of the Singapore Athletics Mr. Loh Chan Pew has been accused of harassing a national athlete way back in 2010 which has created problems for the VP and in retaliation he has only taken a leave from his duties clearly running away from the controversy (TODAYonline, 2016). It is extremely important to mention that the accusations brought against him by a former national athlete has had impetus on the recent case where three national athletes have been subjected to improper conduct by their coach in the gym while they were practicing with weight. This has increased the controversy more and more showing the vulnerability of the female athletes and questions the safety issues as well. Ahead of the 2016 Olympics organised in Rio de Janeiro this comes as a huge political as well as a social blow for the nation. There are some of the key questions which need to be answered. What were the safety as well as the security taken up for the athletes especially the female athletes, and why even in these situations in the 21century people have not been able to grow up and why cant females be seen as the prospect who can make their country proud (Fasting et al., 2010). In order to brief the incident the some of the key information has been revealed. It is said that t he 3 athletes were practicing in the gym and their coach has been accused of touching them in an improper manner which is morally not right and has been looked as sexually illegal (TODAYonline, 2016). As the complaints are lodged information say that it has been happening over two months on these three different female athletes have been revealed. The athletes showed promise and lodged a complaint which in Singapore Athletics and this helped the sole sports authority of the country to show cause as well as terminate the service of the coach in order to play it fair with the athletes (TODAYonline, 2016). It is important to understand that even in the professional world especially in sports where players and coaches have to come across different people in terms of gender why cant one resist his or her sexual feelings and in the national level this kind of act coming from a coach or a teaching staffs stands to be criticised and asks for trouble. Hence it could be said that even though there are different laws and rules implemented in the system it is the human mind that has to change in order to change the entire system effectively (Marks et al., 2012). Molestations and improper conduct has been a prevalent problem for females and it has even reached the level in sports which stands to be a matter of concern and hence it is extremely important for the Singapore Athletics to address this situation meticulously in order to send a strong message to the world that the law and justice system in the country respects and gives verdicts equally to all men and women. The outgoing Athletics Chief has tagged the incident as shameful and has promised to consider the case very seriously in order to provide all kinds of support to the athletes especially the female ones so that they feel safe and can concentrate on doing their work (TODAYonline, 2016). The case has been given more importance since this has happened when the country was preparing to send their best possible team to the Rio Olympics 2016 which has started a few days back. In this case a lot of intellectuals right from the government level staffs as well as legal advisors working fo r the sports body of the country has invested their precious time in order to get the best possible result from the probe and this has led to scrutinising all the key aspects and clues based on the witnesses ad statements provided by the victims as well as the accused (Fasting et al., 2010). There have been several rounds of interrogation which has helped the legal advisors to work on the different clues which have been found out through the inquiries. This has also helped the advisors to come to a conclusion that the conduct from the side of the coach which the athletes were highly reliable on as their friend and guide have affected them mentally for which further probe will be done in order to get to the root of the incident and if they come out successful it wont take much time to guess that the coach will be legally punished as well as his coaching license will cease to operate which means he wouldnt be able to professionally coach any individual or team in the world (The New Paper, 2016). Since there has been a police report over it the general police of Singapore have come into the picture which means after the internal inquiry done by the legal advisors and security body of the Singapore Athletics it is the time for the general police of the country to take over t his matter (Fasting et al., 2010). Since the sports body of the country needs to follow protocols it is just a matter of time to know the truth and the verdict against the accused. Since it has happened way back in 2010 and there was an internal probe now the Sports Body of the country says that they have to bring the matter up to the police which will bring further trouble to the accused as well as the victims since the three complainants were reluctant to bring the case to the notice of the police of Singapore. It could be said that this incident is likely to have an effect on the battle of leadership which is coming up in the form of election for the power of the sports authority of Singapore. The outgoing chief Tang Weng Fei has denied all rumors about going in for the position again and is likely to leave the position to a new candidate which is extremely important. Since he is not going to re-elect himself it is important to mention that this case of molestations will be looked after more effectively and assiduo usly in order to send a strong message to the opposition before the elections (The New Paper, 2016). Hence it could be said that the overall case is probably going to b a game changer in the environment of Singapore Athletics as well as for the athletes. Overall it is important to provide the athletes the best resources and opportunities to show their potential but it is much more important to provide them with much needed safety and security especially to the female athletes which will not only inspire them but will also help them to develop the urge to do something in the global arena of athletics (Stirling kerr, 2009). Conclusion Female molestation has been one of the key aspects in the world politics and hence it could be said that even though there have been number of implementations still sexual harassment on females couldnt be properly mitigated and hence it is important that every country comes ahead to support this cause. It is extremely important to mention that in the present case of discourse a string argument has been presented in favor of the implementations which could be done in order to develop a strong platform for the female athletes to prove their potential as well as their mettle in sports. Since Singapore has faced this problem it is extremely important that the probe can find out effective insights which would help the Sports Association in order to effectively fix up the case and come out clean (Fasting et al., 2011). Hence it could be said that the present discourse analysis will help to develop the platform for the case effectively. References Coulthard, M. and Coulthard, M., 2014.An introduction to discourse analysis. Routledge. Fairclough, N., 2013.Critical discourse analysis: The critical study of language. Routledge. Fasting, K. and Brackenridge, C., 2009. Coaches, sexual harassment and education.Sport, Education and Society,14(1), pp.21-35. Fasting, K., Brackenridge, C. and Knorre, N., 2010. Performance level and sexual harassment prevalence among female athletes in the Czech Republic.Women in sport physical activity journal,19(1), p.26. Fasting, K., Chroni, S., Hervik, S.E. and Knorre, N., 2011. Sexual harassment in sport toward females in three European countries.International Review for the Sociology of Sport,46(1), pp.76-89. Hyland, K. ed., 2011.Continuum companion to discourse analysis. Bloomsbury Publishing. Jones, A. and Greer, J., 2011. You don't look like an athlete: The effects of feminine appearance on audience perceptions of female athletes and women's sports.Journal of Sport Behavior,34(4), p.358. Marks, S., Mountjoy, M. and Marcus, M., 2012. Sexual harassment and abuse in sport: the role of the team doctor.British journal of sports medicine,46(13), pp.905-908. Rogers, R. ed., 2011.An introduction to critical discourse analysis in education. Routledge. Stirling, A.E. and Kerr, G.A., 2009. Abused athletes' perceptions of the coach-athlete relationship.Sport in Society,12(2), pp.227-239. Athletics Official Under Police Probe For Alleged Molest In-text:(The New Paper, 2016) Your Bibliography:The New Paper. 2016.Athletics official under police probe for alleged molest. [online] Available at: https://www.tnp.sg/sports/all-other-sports/athletics-official-under-police-probe-alleged-molest [Accessed 9 Aug. 2016]. Spore Athletics Vp Loh Steps Down Amid Police Probe Into Alleged Molestation In-text:(Todayonline, 2016) Your Bibliography:TODAYonline. 2016.Spore Athletics VP Loh steps down amid police probe into alleged molestation. [online] Available at: https://www.todayonline.com/sports/spore-athletics-vice-president-loh-chan-pew-under-police-investigation [Accessed 9 Aug. 2016].