Person Centred Care for Dementia Patients

Person Centred Care for Dementia Patients Ingrid Joy Moreno Castaneda Abstract This paper presents the different aspects of person-centred approach in the promotion of health to the elderly with dementia and other geriatric health conditions. The principles of individuality, rights, choice, privacy, independence, dignity, respect and autonomy are discussed. Impacts of equality, culture and diversity in the provision of person-centred approach are also presented within the scope of public health, health promotion, attitudes toward health and the demand for healthcare. The non-person-centred approach namely institution perspective and bio-medical perspective are also reviewed. By gathering information through the internet, other approaches to the provision of healthcare to the elderly are also discussed and presented so as to give us a better view of the different approaches that facilities might be using and help us understand the structure of care available. Introduction We are all unique in every way, although we may come from one cultural background and even from the same family, we possess our own set of traits that make up our identity. Similar yet different in many ways. Regardless where life takes us, I believe that each and every one of us has the right to be respected and as we grow older, we continue to live life with dignity. Health providers are continuously looking for ways to make the provision of health be of quality. With dementia and elderly care, a number of approaches are being practices in order to make their services suit to the needs of the clients trying to put into account the complexity of each person. The Task Person-centred approach puts the elderly with dementia the centre of care. It is a holistic approach where the elderly works in partnership with the care giver and the family in maintaining, promoting, and enhancing a quality of life for the elderly with dementia. Question 1 Person-Centred Approach is the manner of care that focuses on the person as a whole and as an individual. Its care recognizes the uniqueness of the person, his personality and personal identity which all contributes to the person’s identity. It supports the person with dementia in all aspect of his or her needs and not just on the physical aspect of care. There are a number of principles that are inter-related with each other in this approach. One principle co-exists with the other and the absence of one will make it difficult for this approach to be a success. This approach allows personal growth of the elderly towards self-actualization leading to proper coping with the changes that comes with old age. Individuality is what sets a person apart from others. It is that set of qualities or characters that distinguishes a person’s uniqueness. This is an approach that focuses on dealing with the person’s subjective view of life. Basing care from the elderly’s achievements, abilities and desires at the same time treating them with respect and dignity as a person. A right is what is due to the person. The approach focuses on the elderly’s right to make his own choices on how to live life. It also supports the person to make his own decisions regarding his care and even allowing him the right to experience â€Å"bad decisions.† Choice. In person-centred approached the elderly is empowered to make informed choices on how to deal with things and on what they want to do and face the consequences after each decision. Privacy is of great importance in this approach. Confidentiality is kept at all times. The elderly’s principles and views of something are not to be discussed with others without the consent of the person involved. This also includes the person’s personal date even past experiences. This is also the reason why when rendering care to residents the doors of the room are kept closed to provide privacy for the client. Independence is having the capability to do things on your own. In this approach it supports the person to be on his own and in order to allow this, the care provider safeguards the environment and puts out assistive devices like handrails to allow movement with a level of independence. And if capable the elderly is allowed to go out of the facility provided with proper identification. Dignity is being worthy of respect. In here the person with dementia is viewed beyond the disease and his views and principles are honoured. This approach allows the elderly to live according to his moral principles. Respect in person-centred approach gives high regard for the elderly putting into consideration the person’s achievements, abilities and qualities. The elderly is allowed to uphold his own beliefs and values without being judged. Autonomy is letting the elderly in full control of his care. This principle is possible in a healthcare facility when the elderly is given the right information about his diagnosis and give them the chance to understand fully their health condition in order for them to make informed decisions about their care. Question 2 Institution perspective focuses on the set of rules and guidelines by the institution. In here the care providers patterns their plans of care abiding to the set of rules of the facility or institution. Like for instances when the client is still capable of going out, he will not be allowed to do so if it is not allowed in the facility promoting safety for the client. Also in cases when the rule is for residents to have their meals in the dining area, then all clients will have to be there during mealtime and will not have the option to have it in a tray in their room not unless if they are not well enough to do so but their nutritional needs are met by a prepared well balanced meal. Institution perspective puts the laws and rules of the institution and its adherence to it as top priority rather than the desires and needs of the clients but still addressing the health, social, emotional and physical well-being of the elderly. Bio-medical perspective deals with the medical aspect of dementia. It starts with setting the medical diagnosis of the disease basing it from the signs and symptoms manifested by the client. Signs and symptoms of dementia vary from one person to another but in order to diagnose it as dementia, it must have at least two impairments from the core elements namely: memory, communication and language, ability to focus, reasoning and judgment and visual perception. This perspective emphasizes that the disease is progressive in nature with minimal hope for the future and intervention is focused of drug treatment. Question 3 Reality-Orientation Approach is presenting information to the person with dementia, re-orienting the person with the date, time, his or her current location and the person and the situation to bring him back to reality. For those with dementia, there is a need for constant re orientation and reminder of the now. It is important to ask them if they know where they are, and tell time the date, the day, time of the day and even sharing information about what is happening in the society to keep them up to date to issues. Care providers can all build a conversation by asking the elderly about his family, their whereabouts, and how they are, this can also be a way to assess the extent of memory loss of the elderly and provide updated information should there be a need. Pictures, clocks, calendars and reading materials can also be used to help the client be oriented of important things and be a clear indication of ‘today.’ Validation approach is acknowledging what the elderly with Alzheimer’s disease is experiencing. Usually this approach is used with people in the late stage of Alzheimer’s. In most cases, when an elderly is on the late stage of the disease they manifest certain gestures or behaviour that may seem abnormal and incomprehensible. These mannerisms are indications of what the elderly is trying to convey. Unlike the reality-orientation approach where there is the reorientation of facts, here the thoughts of the elderly are accepted as it is no matter how bizarre it may be, it is seen as a reality either one belonging in the present or in the past. The care provider empathizes with the elderly by putting oneself in the shoes of the elderly and seeing things with the eyes of the client, at her or his level and stand point. The approach does not deny nor judge the thoughts of the elderly no matter how abnormal it is thus, reducing the elderly’s stress, enhancing dignity, p romoting happiness for the elderly and understanding the meaning of the behaviour for the elderly. When the care giver steps into the shoe of the elderly they may get to understand that this abnormal behaviour may be a manifestation of the elderly’s unfinished issues and somehow can help in resolving these issues. Since the elderly’s thoughts are not denied and rejected by the care giver, he or she is able to build trust thus encouraging good communication. Assistive technologies are devices or gadgets that are products of technology that are beneficial to the elderly with dementia. These are gadgets that can be used to make the elderly’s life easier and near to normal as can be and live a life with dignity. To name a few of these devices, we have the hearing aids to help those who are experiencing hearing loss to help them in proper oral communication. Even items which have censor like faucets and lamps make it easy for the elderly to use these items. Digital clocks are even of great help for them to tell the time. Radio and television sets make it easy for them to know the currents events through the news. In some instances the elderly can also be track using tracking devices to know their whereabouts should they be out of the vicinity. Phones are also a product of technology which allows constant communication of the elderly with the family no matter the time and distance. There is also what it called telecare, which are gadge ts that help the care provide in rendering care, like hoist to help in mechanically moving the elderly. There are also gadgets like digital thermometer and blood pressure to make vital signs monitoring easier and convenient. Holistic Approach focuses on four aspect of care for the elderly, the environment, the communication between the recipient of care and the provider, nutrition and the activity of the client. The care provider should make the environment or living space of the elderly free of clutter and with safety features like hand rails so as to allow maximum movement for the client with less anxiety. The environment should also be free of unnecessary noise for sometimes this can make the elderly agitated. The care provider should also nurture a good verbal and non-verbal communication with the elderly. If the elderly is not a native of the country and has limited vocabulary then it is just necessary that someone should stand as an interpreter so as for interactive communication to take place. In cases when the elderly cannot talk but can read and comprehend, then care provider can make use of visual materials for communication like pen and paper. The health of the client is also given importance by establishing a nutritional plan starting with the assessment of the nutritional demands of the client and then structuring the diet of the client according to his or her nutritional needs. The care provider should also organize a series of activities for the client may it be physical or mental in nature. Activity like show and tell is an opportunity for the client to show something and express his or her thoughts about it. Then there are also board games or memory games that will help the client put their thinking capabilities to use. There also a number of activities that require a little physical movement like pin bowling which can also be a source of exercise for the client. Alternative therapy: Music and Art Therapies. Music therapy makes use of music to set the mood of the client and to connect emotions and feelings between the client and care provider. Mellow tunes can help soothe the emotion of the client and music of different eras can also evoke feelings from the client by reminiscing past life experiences. Here the client may also be given the option to choose the kind of music he or she wants to listen to. Clapping and dancing are also encouraged to add in the enjoyment. Art therapies should be that which are not too childish to avoid demeaning the clients. Care givers can assist the clients to start their art work and then they can put their feelings and thoughts into the art activity then they are encouraged and asked to tell the stories behind their work. The activity should give clients the ample time to do their art work putting into consideration capabilities of the elderly and that they don’t have to finish everything in one sitting to prevent putting stress and anxiety on the clients. Question 4 Public Health and Health Promotion Public health focuses on the promotion of health and the enhancement of life by taking measures and interventions that will prevent and treat dementia and other geriatric health conditions. This is a combined effort by the private and government health sectors, communities and individuals. In New Zealand, the ministry of health allots a budget for the health promotion of the aging citizens. This benefit is for all New Zealand citizens regardless of culture. The health care providers stand by the principle of equality in rendering care. They give the same kind of care to their clients treating them all as equals. In the provision of person-centred approach to individuals with dementia within public health and health promotion, there might be an issue with regards to cultural diversity. Yes, there is equality in the sense that every citizen of the country is given the right to have access to this health benefits regardless of cultural background and with this in mind, it is safe to say that these services are assumed to be what the general population needs not putting into account that this is a country with a diversity of culture. Attitudes to health and demand for healthcare The attitude we have towards health greatly varies on the cultural background that one has. And thus how we value health will also relate to the demand for healthcare. How we live out life during the younger years will result to the health condition that one will have in the aging years. The family and the cultural preferences play a great role in the choices of food that we eat even in people with dementia or other geriatric health conditions. According to the Ministry of Health (2003), a significant issue for Pacific households here in New Zealand is the affordability of food. They are most likely to report that they sometimes run out of food due to financial strains compared to the Maori and the Europeans. This would only mean that the elderly will not have the sufficient amount of nutrients in their day to day diet. Question 5 The different health sector standards and codes of practice basically set the guideline for the person-centred approach in the sense that it covers the entirety of the approach. As what these codes of practice states, every person has the right to be treated with respect. Just like the approach it has it emphasis on the person as an individual who has every right to respect. These codes practice also recognizes the individuality and uniqueness of every one and states that one should not be discriminated for his age, cultural background, religious and political opinion, etc. Just like that in the person-centred approach towards people with dementia and with other geriatric health conditions they should be from discrimination. Privacy and safety are of great importance also as stipulated in the various codes of practice and in the person-centred approach. Although with dementia or other geriatric health conditions, the elderly should viewed as an individual pass his or her health condi tion that comes with age. Recommendation: I highly recommend that for facilities who offer services to the elderly with dementia and with other geriatric health conditions they must try to group their elderly accordingly, those with similar principles, personal backgrounds and traits, in this manner they can somehow establish the necessary routines and activities that would suit the group’s personalities. Even with the distribution of food, they can group this in a way that would give them the right nourishment at the same time giving the clients the opportunity to eat the kind of food that they have grown with for this too is a part of their identity. When healthcare providers try to give a personal level in the provision of their services it somehow shows that they acknowledge the individuality and uniqueness of their clients. In the provision of health services, I suggest that services should be pattern to the character of the said community, in this way, the needs of the members will be provided with their healthcare needs accordingly. I also suggest that there should be teams who will visit the communities on a regular basis to continuously assess the health needs of the society and make ways to give the people easy access to their services. Conclusion: In conclusion, there are a number of approaches that can be used in the provision of healthcare services. These approaches cannot be a success without the dedication of the healthcare providers. There are many aspects to consider when deciding on the kind of approach to practice with people with dementia and other geriatric health conditions but we must not forget that although old and frail they are still individuals with a respective identity who are worth of our respect and should be given the due right to live their remaining days with dignity. Bibliography Mcleod, Saul (2008). Simply Psychology. Person-Centred Therapy. Retrieved from http://www.simplypsychology.org/client-centred-therapy.html Career Force. 2 Person Centred Care. Retrieved from http://ilearn.careerforce.org.nz/mod/book/view.php?id=266chapterid=188 Department of Health. Victorian State Government. Australia (2014). Minimising Functional Decline of Older People in Hospital. Best Care for Older People Everywhere. Retrieved from http://www.health.vic.gov.au/older/toolkit/02PersonCentredPractice/ MemoryMatters. Reality Orientation. Retrieved from http://www.memorymatters.co.uk/resources/therapeutic-approaches/interactive-reality-orientation Alzheimer’s Disease: Causes, symptoms, treatment (2011). Validation Approach to Alzheimer’s Patients. Retrieved from http://alzheimers-review.blogspot.co.nz/2011/11/validation-approach-to-alzheimers.html Dementia Services Development Center. An Educational Resource to Support Early Interventions for People Receiving a Diagnosis of Dementia. Retrieved from http://library.nhsggc.org.uk/mediaAssets/dementiasp/DementiaEducationResource.pdf The Ministry of Health (2014). Health and Disability Services (Safety) Act. Retrieved from http://www.health.govt.nz/our-work/regulation-health-and-disability-system/certification-health-care-services/health-and-disability-services-safety-act WORKSAFE NEW ZEALAND (2013). Health and Safety in Employment Act 1992 (HSE Act). Retrieved from http://www.business.govt.nz/worksafe/information-guidance/legal-framework/hse-act-1992 Citizens Advice Bureau (2012). Discrimination and Human Rights. Retrieved from http://www.cab.org.nz/vat/gl/roi/Pages/DiscriminationandHumanRights.aspx

Essay on Light and Dark in The Scarlet Letter :: Scarlet Letter essays

Light, Dark, and The Scarlet Letter Nathaniel Hawthorne's bold novel, The Scarlet Letter, effectively employs three major symbols: light, dark, and the scarlet letter. The novel relies heavily on light and dark symbolism to represent the eternal struggle of good versus evil. One example of the effective use of light and dark symbolism occurs when Hester and her daughter are walking in the forest, Pearl exclaims: Mother, the sunshine does not love you. It runs away and hides itself, because it is afraid of something on your bosom. Now see! There it is, playing, a good way off. Stand you here, and let me run and catch it. I am but a child. It will not flee from me, for I wear no- thing on my bosom yet (192) Hester tries to stretch her hand into the circle of light, but the sunshine vanishes (192). She then suggests that they go into the forest and rest (193). This short scene actually represents Hester's daily struggle in life. The light represents what Hester wants to be, which is pure. The movement of the light represents Hester's constant denial of acceptance. Hester's lack of surprise and quick suggestion to go into the forest, where it is dark, shows that she never expected to be admitted and is resigned to her station in life. Another way light and darkness is used in symbolism is by the way Hester and Dimmesdale's plan to escape is doomed. Hester and Dimmesdale meet in the shadows of the forest with a gloomy sky and a threatening storm overhead when they discuss their plans for the future (200). The gloomy weather and shadows exemplify the fact that they can't get away from the repressive force of their sins. It is later proven when Dimmesdale dies on the scaffold inste ad of leaving with Hester and going to England (269). A final example occurs by the way Hester and Dimmesdale can not acknowledge their love in front of others. When they meet in the woods, they feel that, "No golden light had ever been so precious as the gloom of this dark forest (206). This emotion foretells that they will never last together openly because their sin has separated them too much from normal life. The scarlet letter also takes many different forms in the novel. The first and clearest form that the letter A takes is "Adulteress.

CU3820 Principles of Assessment in Lifelong learning Essay

1.1: Explain the types of assessment used in lifelong learning. To ‘Measure (assess) the breadth and depth of learning’ (Geoff Petty 1998) I, as a teacher must ensure that my students will understand the targets and goals set for them. This is achieved by using assessment practises. ‘Bloom’s Taxonomy of Learning’ breaks down the structure of assessing and learning thus: †¢ Creating †¢ Evaluating †¢ Analysing †¢ Applying †¢ Understanding †¢ Remembering These methods also enable me, as a teacher to measure success within the classroom. To evaluate whether learning is taking place, there are three assessment methods to use. Initial Assessment: To assess the learning capabilities of the learner an initial assessment will take place. This will enable me to determine whether there are any learning difficulties that may affect the learning and teaching process. Once any difficulties are found the relevant support can be given to the learner. Formative Assessment: This method is used to monitor the learning progress of the learners during the course. It will enable me to provide feedback on their progress and also give the learner the opportunity to give me feedback on my performance. This method can also highlight ant problems that may need o be addressed. Summative Assessment; Summative assessments takes place at the end of each course or learning session. It will assess to what extent learning has been achieved and to enable me to re-evaluate my own teaching methods. This will allow verifiers to assign course grades and certification. 1.2 EXPLAIN THE USE OF METHODS OF ASSESSMENT IN LIFELONG LEARNING To explain how assessments show progress and achievement, it is essential to learn what an assessment is. Assessment for learning is a term used to describe how evidence of student learning is recorded by me the teacher and is used by both students and teachers to decide where a student is within their learning and what they need to do better or to keep to the level that they are working at. Assessment for learning is a very effective way to put on record that learning and good teaching are being achieved. Assessment for learning is a joint process between student and teacher where both are engaged in an on-going process of student progress and development. The assessment to use will depend on the subject in my case spanish and any requirements of the organisations involved. Although all teachers should use some initial assessment to identify needs of the learner and to see if they have any previous experience in the language work set to them which in my subject would be spanish. Assessment methods can be recorded for group or individualls to reflect on the ability of the students. The student or learning group and the activities you select and the learning outcomes might affect your choice of assessment methods in a lesson. Formative assessment takes place during learning with the purpose of improving learning and involves me as the teacher giving feed back into the learning process to help me as the teacher, to decide whether a student is ready to move on or needs to practice what is being learnt, or has still yet to learn. It is usually the teacher’s final decision as to whether a student is ready to move on to the next stage of the course. Formative assessment can take a variety of forms; peer and self assessment, verbal and written, questioning and marking. Summative assessment happens at the end of a course. To measure and talk to the student/groups about what they have learned so far in the lessons. Summative learning is less about informing and improving the learning process but more about measuring the end result; for example end of year exam. 1.3 Compare the strengths and limitations of assessment methods to meet individual learner needs Student questioning is an effective way for engaging students within the learning process, obtaining existing knowledge of the chosen course and demonstrating, thinking and understanding of the students enables me to informally yet formatively assess their knowledge and the understanding of the progress the student is making with their studying. For example; at the beginning of my micro teach session, which was a De-fragmentation learning exercise, I asked the group if any of them had any previous experiences. This aided me in what level to teach the group. A good ice-breaker can be used as a group activity, as in my micro teach i got the group to exchange questions and answers with the person next to them to get the group engaged. I then dealt with each learner individually by asking them how they were getting on and if they understood the subject. This simple but effective method engaged the group, then I could address the learners individually and provide individual needs for the said learner. David Miliband stated: ‘We need to do more than engage and empower pupils and parents in the selection of a school: their engagement has to be effective in the day-to-day processes of education, at the heart of the way schools create partnerships with professional teachers and support staff to deliver tailor-made services, In other words we need to embrace individual empowerment within as well as between schools.’ References: Milliband,D (2004)’Personalised learning meeting individual learner needs’ Published by The Learning and kills Network 2. Understand ways to involve learners in the assessment process. 2.1. Explain ways to involve the learner in the assessment process. Carol Boston says ‘Black and William (1998b) define assessment broadly to include all activities that teachers and students undertake to get information that can be used diagnostically to alter teaching and learning. Under this definition, assessment encompasses teacher observation, classroom discussion, and analysis of student work, including homework and tests. Assessments become formative when the information is used to adapt teaching and learning to meet student need.† Where and how do we include students in the formative assessment process? What is the role of technology in this feedback cycle?’ Formative assessment, as I understand it, is an on-going process where both teachers and students evaluate assessment evidence in order to make adjustments to their teaching and learning. Robert Marzano has called it â€Å"one of the more powerful weapons in a teacher’s arsenal.† The formative assessment process can strengthen students’ abilities to assess their own progress, to set and evaluate their own learning goals, and to make adjustments accordingly. Formative assessment can also elicit valuable feedback from students about what teachers are doing effectively and what they could do better. Student Self-Assessment and Reflection Activities which promote meta-cognitive thinking and ask students to reflect on their learning processes are key to the formative assessment process. When students are asked to think about what they have learned and how they have learned it (the learning strategies they’ve used), they are better able to understand their own learning processes and can set new goals for themselves. Students can reflect on their learning in many ways: answering a set of questions, drawing a picture or set of pictures to represent their learning process, talking with a partner, keeping a learning log or journal, etc. Goal Sheets Having students set their own goals and evaluate their progress toward achieving them is an effective part of the formative assessment process. Goal setting has a positive effect on student motivation and learning when the goals are specific and performance based, relatively short-term, and moderately difficult. Goal sheets are an effective way to help students set goals and track their progress. It is best to identify specific goals. For example, â€Å"I will read in English for 20 minutes each night† is more specific than â€Å"I will read more.† Also, goals need to be achievable in a short period of time and not impossibly difficult. The teacher can model how to set effective goals and also how to evaluate one’s progress toward achieving them by asking students to periodically write or talk about what they have achieved, what they still would like to achieve, and how they will do it. 2.2. Explain the role of peer and self-assessment in the assessment programme F. Dochy (2006) said ‘The growing demand for lifelong learners and reflective practitioners has stimulated a re-evaluation of the relationship between learning and its assessment, and has influenced to a large extent the development of new assessment forms such as self-, peer, and co-assessment. Three questions are discussed: (1) what are the main findings from research on new assessment forms such as self-, peer and co-assessment; (2) in what way can the results be brought together; and (3) what guidelines for educational practitioners can be derived from this body of knowledge? A review of literature, based on the analysis of 63 studies, suggests that the use of a combination of different new assessment forms encourages students to become more responsible and reflective. The article concludes with some guidelines for practitioners.’ Principles for using self and peer assessment 1. The purpose for using self and peer assessment should be explicit for staff and students A major reason for using self and peer assessment is for its role in developing students’ skills in improving learning and in helping students to improve their performance on assessed work. Additionally, it has a place as a means of summative assessment. 2. There is no reason why peer and self assessment should not contribute to summative assessment In many such cases such assessment will not contribute a major proportion of the mark until it has been well tried and tested. However, in a well-regulated scheme, there is no reason to limit the proportion of the marks involved. It is particularly important that the principles below are noted. 3. Moderation For any situation in which the mark from peer or self assessment contributes towards the final mark of the module, the member of staff should maintain the right to moderate student-allocated marks. The initial step in alteration of a student-allocated mark may be negotiation with the student(s) concerned. 4. Instances of unfair or inappropriate marking need to be dealt with sensitively Any instances of collusive (‘friendship’) marking need to be dealt with sensitively and firmly. 5. The quality of feedback on student work must be maintained In situations of self and peer assessment, students are usually in a position to learn more than from situations of tutor-marked work. They learn from their engagement in assessing and frequently from oral, in addition to written feedback. However, the tutor should monitor the feedback and, where appropriate, elaborate it to ensure that students receive fair and equal treatment. 6. Assessment procedures should always involve use of well-defined, publicly-available assessment criteria While this is true of all assessment, it is particularly true where relatively inexperienced assessors (students) are involved. The assessment criteria may be developed by the tutor, but greater value is gained from the procedure if students are involved in developing the criteria themselves. 7. Involvement of students in assessment needs careful planning Many students see assessment as a job for staff, but at a later stage they are likely to recognise the benefits to their academic learning and skill development. Initial efforts will take time and tutor support. For these reasons, it is preferable that the use of peer and self assessment is seen as a strategy to improve learning and assessment across a whole programme. The common situation is for these assessment procedures to appear in isolated modules, often not at level 1. 8. Self and peer assessment procedures should be subject to particularly careful monitoring and evaluation from the tutor and students’ point of view It can take time for such procedures to run smoothly and for this reason, the initial involvement of relatively few marks – or solely formative assessment is wise. Student feedback to the tutor on the procedure will be important. 9. The use of peer and self assessment should be recognised as skill development in itself Such procedures are not just another means of assessment but represent the development of self-appraisal/evaluative, analytical, critical and reflective skills. These are important as employability skills and can be recognised in the learning outcomes of a module. References: Dochy,F (2006) Studies in Higher Education. Published by Web of Science(2006) 3.1. Explain the need to keep records of assessment of learning. Record keeping is part of the role and responsibility of the tutor and some often these records are required by law or codes of practice in the institution or industry. But there are boundaries and legislation regarding what can be collected and kept and how it can be used. The Data Protection Act 1998 states that records must be kept securely, be relevant and not excessive, accurate and up to date and not kept for longer than necessary. Students can request a copy of all information held about them under The Freedom of Information Act 2000. All important things to bear in mind. The need for keeping records I like that you are forced to think about why there are these records, not just what they are or how they work. Why are these records being kept, to what end? †¢ Track progress †¢ Prove achievement †¢ Identify issues such as low attendance / learning difficulties †¢ Ensure all sections of course have been completed It could be that a lot of these are required by your institution. But I’m not sure that’s the best answer: â€Å"because I have to†. Take it one step further back and think about why the organisation requires you to keep or submit them. Once you’ve thought about what records you need then it is on to how you collect and categorise that information. The types of records you would maintain A lot of this focuses more on the pastoral side, which I think is nice. Make sure you show a variety of types of records, to show you have thought about the full spectrum: †¢ Attendance and assessment †¢ Everything in between †¢ Tutorials, one to ones, learning reviews / goals / plans 3.2. Summarize requirements for keeping records of assessment in an organisation. Recording and Keeping Assessment Results Most organisations have a process in place for recording the results of assessments, and so does your Registered Training Organisation. It is not uncommon as well for assessors to maintain their own records in case of any follow up or appeals. A generic approach would be: †¢ Assessor either records or passes on the results for recording †¢ Assessor checks that the result has been accurately recorded †¢ Result provided to learner There are several reasons why the results need to be kept: †¢ Feedback to learner †¢ Legislative requirements †¢ Record in case of appeal †¢ Company records for future training needs Recognition of Prior Learning Another reason to maintain a record is for the recognition of prior learning and credit transfer processes. If outcomes can be matched by different training organisations detailed records of exactly how competency is assessed simplify the process. It also means, the competency a learner has acquired in one environment may be considered in another, different environment. With records a learner can apply to have prior learning recognised often before commencing a new training program. While it is necessary to keep a record of the actual result, it can be useful to also keep details on how the assessment was made. Training Records and Confidentiality Generally speaking, the only way an external person is able to access another person’s record is with the written permission of the person involved. |Access to records must be restricted for the sake of confidentiality. | | |Generally, managers and supervisors have limited access to personal files, but consider: | | |Who should have access to assessment records? | | |Why would they need the information? | | |What level of detail do they require? | | Each organisation will have a policy and procedures for access that should comply with ethical and legal obligations. It would be worthwhile checking your store policy and procedures in relation to this area.

Adrienne Rich And Aunt Jennifers Tigers And The Darkling...

In poetry, there are many poems that stand out to the readers for many different reasons, whether it be the poem’s overall message or being able to relate personally with the poem, which causes the reader to remember that poem and deem the poem â€Å"worth knowing†. When a poem is deemed â€Å"worth knowing†, it means that the poem will have an effect on the reader that will continuously stay with them for many years to come and that the reader is able to form a connection with that the reader wants to share with other people. The three poems that I believe are worth knowing are Adrienne Rich’s â€Å"Planetarium† and â€Å"Aunt Jennifer’s Tigers† and Thomas Hardy’s â€Å"The Darkling Thrush†. The first poem that I believe is worth reading is â€Å"Planetarium†, by†¦show more content†¦I believe that this poem is worth knowing, because it is able to describe fighting for womens equality is such a unique way that it resonates with the reader more as well as utilizing imagery and symbolism in such a unique way that it clearly creates a picture in the readers mind that makes the poems more enjoyable. Also, this poem is very relatable specifically to women and is very has a very interesting message, which is to fight for what you believe in no matter the consequences. While Rich’s poem, â€Å"Planetarium†, is worth reading, Rich’s â€Å"Aunt Jennifer’s Tigers† is also a poem worth reading. Another poem that I believe is worth reading is â€Å"Aunt Jennifer’s Tigers† by Adrienne Rich. In Rich’s poem, â€Å"Aunt Jennifer’s Tigers†, the speaker describes Aunt Jennifer’s tapestry about tigers, more specifically drawing attention to the tiger’s fearlessness, and how Aunt Jennifer wishes that she could be as strong and fearless as the tigers. Also, Aunt Jennifer feels that due to her marriage to the Uncle, she prevented herself from truly living her life and felt as if the marriage trapped her and stopped her from finding true happiness. For example the quote, â€Å"Aunt Jennifers tigers prance across a screen,/Bright topaz denizens of a world of green./They do not fear the men beneath the tree;/They pace in sleek chivalric certainty.† (Lines 1-4), helps to show fearless the tigers in her tapestry are, because they don’t fear men. Also, it parallels how Aunt Jennifer