Analysis and interpretations of Glaxo Smithkline Beechem' financial Essay

Analysis and interpretations of Glaxo Smithkline Beechem' financial statements - Essay Example ed his laxative pills business in England in 1842 Following its successful business, Beecham started the world’s first factory for manufacture of medicines at St Helens in England in 1859. In 1885, Thomas Beecham’s company became the first to get electricity in the area St Helens two years after the company set up its headquarters at Silver Street and Water Street in 1885. Beecham’s production of laxative pills reached 1 million per day by 1913. In 1945, it became Beecham Group Ltd with the merger of Beecham Pills Ltd and Beecham’s Estates Ltd. In 1972, Beecham’s scientists introduced its research product Amoxicillin, a widely used antibiotic till today in 1972 (GlaxoSmithkline). 4 Smithkline Allen and Handburys Ltd’s predecessor Plough Court Pharmacy was started by Silvanus Beevan in London in 1715. John K Smith started his first drugs store in Philadelphia in 1830 and his brother George joined him in 1841 to form John K Smith & Co which was later joined by Mahlon Kline as a bookkeeper in 1865 to become Smith and Shoemaker. He took additional responsibilities as a salesman and added many large businesses as its customers which resulted in the formation of Smith Kline and Company in 1875 in recognition of Kiline’s contribution to the business. The new company acquired French firm Richards and Company in 1891 garnering in a wide range of consumer brands. In 1929, it was renamed as Smith Kline and French Laboratories to mainly focus on research. In 1950s, the company introduced anti-psychotic drug chlorpromazine which revolutionized treatment of mental illness and became the first generation central nervous system drug. In 1952, the company brought out the time-released drug of dextoamphetamine sulfate (Dexedrine) and used it in Spansule which was novel... This research talks about Glaxo Welcome and Smithkline Beechem, the four companies whose histories date back to eighteenth century formally merged in 2000 to become GlaxcoSmithKline Plc (GSK). Thus, GSK was incorporated in December 1999 under English Law and shares were listed on the London Stock Exchange and the New York stock exchange. Eventually in December 2000, GSK acquired Glaxo Welcome Plc and Smithkline Beecham Plc.The synergy coming from their joining together since the year 2000 has been responsible for their growth ever since till today. The company has maintained the turnover at  £ 28.4 bn as in last year although earnings per share have sharply declined to 32.1 p from 109.1 p in last year. R & D expenditure was at 14 % of the company’s total sales. There has been 20 % growth in the sale of Horlicks in India, Sensodyne tooth paste has been the fastest growing toothpaste brand during the last five years, 1.4 bn doses of vaccines have been supplied to 179 countries and 24 % of the sales turnover comes from emerging markets excluding USA, Western Europe, Canada, Japan, Australia and New Zealand. Its business model has been â€Å"a balanced synergistic business with multiple growth drivers supporting a core pharmaceutical operation†. Vaccines for Malaria at the stage of phase III trials are ongoing in 7 African countries. It has been planned to supply 300 m doses of Synflorix, the vaccination for pneumococcal illness at a reduced price during the next decade to the developing countries in continuation of the supply of the vaccine to Kenya in the past.

Chapter 3 - Neurology Clerkship Thesis Example | Topics and Well Written Essays - 3000 words

Chapter 3 - Neurology Clerkship - Thesis Example Taking into account the level of students in the course and the clinical nature of the course work, content that focused on practical clinical knowledge was made a priority for the eBook (M Nilsson, Nilsson, Pilhammar, & Wenestam, 2009). It was decided, however, that the content of the book must match the delivery of the content. Clinical students are expected to demonstrate proficiency through their ability to apply content learned in the classroom to patients themselves. Because of the nature of the medical profession, clinical students must demonstrate deep analytical skills in which the student must diagnose and provide treatment for such diagnosis (Malau-Aduli, et al., 2013). Therefore, since the eBook was developed for such student stakeholders, it was agreed upon to develop an eBook that delivered content through an explanatory and problem-based learning model. The development of the eBook occurred after the subject matter experts compiled the content of the eBook. The content was broken down into two main sections: 1) Neuroanatomy section and 2) Pathology section. The Neuroanatomy section of the book centered its content on the review of the anatomy of the brain. Subject matter experts provided multiple Computer Tomography Scans (CT Scans) and Magnetic Resonance Imaging Scans (MRI Scans) of healthy brains. This information was essential for students to progress adequately through the book, for much of the terminology and the images throughout the eBook would refer back to this section (Cotter & Cohan, 2011). This section also served as a glossary for those who needed to review basic information. The Pathology section introduced students to neurological ailments. The content for this section provided students with the information required to learn specific neurological ailments they might experience in the clinical setting. Subject matter experts, understanding that this section prepared students for their clinical rounds, provided real world

The Advantages And Disadvantages Of Partnering Construction Essay

The Advantages And Disadvantages Of Partnering Construction Essay Partnering can be a very efficient way to commission the design and build of construction projects, from the unique to the more common and repetitive build. This paper provides an overview of the cost, benefits and the potential drawbacks of partnering, also describing and comparing the three types of partnering (1) I.E Project partnering : objective driven, tactical and short term in approach used on a single project Strategic partnering: long term alliances that continue across a series of project opportunities Framework agreements: a hybrid, which packages a series of projects having a known life span. (2) Traditionally the construction industry had a structure based on the apparent status of various professions and trades. But it provided no explicit coordination or control. Clients dealt with an industry that appeared chaotic by using competitive tenders and tough contracts to protect their own interests.(1) The fact that partnering has become so popular in recent years construction has seen a variety of new contracts emerge and some expansions on the more traditional ones to accommodated partnering, this paper will also look into these. partnering is a management approach used by two or more organisations to achieve specific business objectives by maximising the effectiveness of each participants resources (Bennett and Jayes (1995) When looking directly into project and strategic partnering Research shows beyond reasonable doubt that, properly applied partnering reduces the price clients pay for a given building. At the same time consultants, contractors and specialists earn better than normal profits and the industrys workforce find their work more rewarding in every sense (1) Typical benefits from partnering would be Reduced exposure to litigation. Improved project outcomes in terms of cost, time and quality. Lower administrative and legal costs. Increased opportunity for innovation and value engineering. Increased chances of financial success. The cost of setting up partnering strategic, and the procurement issue is one to be addressed. This will need to increasingly addressed as the economies and levels of client satisfaction diminish if the lessons learnt and the benefits of a close working relationship on one project the learning curve cannot be carried across projects. The answer to this is move away from project partnering towards strategic partnering which sees partnering in use for many projects and gives significantly improved results including: Continuing cost reductions Tailored service provision Client satisfaction Repeat business Improved turnover and profitability Performance improvements over traditionally and management approaches by project teams using partnering successfully Construction Costs Construction times Traditional Approaches 100 100 Management Approaches 85 70 Project Partnering 70 60 Strategic Partnering 60 50 Strategic Collaborative working 50 20 (fig 1) source 1 Drawbacks of partnering Given the nature of change it can draw-out criticism from experts and academics and partnering is no different. The following criticisms identify by senior managers. Organizations trying to establish partnering culture for specific projects face severe problems when they have to use cut-throat competition to win other projects. Modern forms of decentralized decision-making undermine partnering as decisions by one department are contradicted elsewhere. Commercial realities that require firms to have alternative suppliers and many customers, inhibit the development of deep partnering relationships The open communication required by partnering is inhibited when one partner also works with anothers competitors. Partnering relationships inhibit firms from developing more profitable new businesses. These are just some of the drawbacks associated with partnering and senior managers and academics have many more criticisms but this should serve as a reminder that partnering is not easy and must be worked hard at by all involved, though the evidence is there to prove the massive advantages archived through successful partnering. costs An initial investment must be made before any benefits can be reaped by any party. These costs include time spent by senior management establishing the approach, careful team selection procedures, and training and partnering workshops. This is another reason strategic partnering is such an advantage though it makes sense for partnering relationships to develop on smaller projects in order to keep costs down. When entering into a partnering agreement all parties should discuss how the project should be run, they should all be positive and genuine about working cooperatively and any concerns should be discussed before entering into a partnering agreement. parties should all be clear on their own interests and concerns they may have, this may occasionally mean missing out on bad projects but by only being honest and clear from the outset can partnering be a success. When all parties are decided on a partnering workshop should be held, this is the basis for establishing cooperative relationship and teamwork. Any party that could have a bearing on the end result should attend these workshops. It should be held by a specialist partnering facilitator as it help to broaden view and focus on the projects overall success. A set of mutual objectives should be drawn up by all parties this helps to adopt a win win attitude, this encourages all involved to focus on hitting targets achiving goals and producing value for each other. Meaning all parties will make more profit and the client will pay less. Some mutual targets would be: Value for money Guaranteed Profits Reliable construction Costs within agreed budget Handover on time Cost reduction Excellent site facilities Safe construction Shared risks Improved efficiency for users No claims Effective meetings Shared use of computer systems Timely design information Shared Information Fast construction In order to maintain successful partnering throughout numerous projects its a good idea to hold workshops throughout the project and hold i final workshop that identifies problems and lessons learned by the previous project. Partnering case studies. Partnering for social housing refurbishment. Case study Reference: Housing Forum HF175 The London borough of Camden used partnering for the refurbishment of 2,500 properties, teaming up with Willmott Dixion and Llewellyn. The main befits were: The client saved over  £500,000 from a  £7.8m budget. Time scale was more accurate with 74% starting on time and 70% finishing on time. Tenants were a lot happier with less that 1% making complaints. There were no formal disputes or claims, unavoidable extensions of time and the costs of necessary additional work were agreed quickly in the spirit of partnering. The contractual risks are also reduced by partnering. Case study reference: 010 A high risk project for the construction of the Tunstall Western bypass was completed 10 weeks early within budget and to a high standard of quality thanks to strategic partnering. Claims as high as 6M were avoided by risk management and problem solving, Project was delivered nearly a 1m under budget and all final accounts were resolved within a few weeks of completing construction work, improving cash flow and budget control. Types of contracts. Since idea of partnering has become so popular in the UK contracting scene that there are now several standard form partnering agreements available, for single projects (project partnering ) as well as for multiple projects overtime (strategic partnering). An example of the former type is the ACA standard form of project partnering PPC 2000 (Mosey 2003). Here, the key stake holders of a project i.e. the client contractor, consultants and key specialists, sign only one single integrated contract ( no other contracts are needed, such as appointments of professionals or building contracts). Other standard forms for partnering, such as x12 of NEC 3, do not create a muti-party contract. Strategic partnering in contrast, involves developing long-term commitments from both parties in the contract. The aim is to move the focus of attention away from getting the cheapest or quickest solution for a particular job, and towards developing a longer term understanding of the purposes of the projec t, and understanding from both parties about what each other whats to get out of the project. These polices have their roots in widespread business practice where long term relationships enables buyers and sellers avoid litigious disputes because the relationship becomes an important part of the process. The essential feature of strategic partnering is that it provides a method of for selecting a contractor (or other supplier) other than the more traditional approaches of competitive tendering. Examples of a standard -form arrangement for strategic partnering are the JCT FA 05), NEC 3 framework Contract and the ICE Partnering Addendum. (Construction contracts: law and management by john Murdoch and will Hughes pg 95 Any contract used should be partnering bias, most standard contracts dont facilitate for the idea of partnering, traditional contracts require terms that need negotiating this often destroys partnering attitudes. Even so many firms require the protection a contract gives, if this is the case its reasonably well established that the project partnering contract (ppc2000) and the NEC engineering and construction contract with the partnering option are the best to go for. Framework Framework agreements are used by major clients, they provide a resource pool of competent consultants, contractors and specialist. They establish a foundation for negotiations over future contracts with a limited number of firms. These are standing offers that remain valid over the life time of the agreements. Framework agreements can take a variety of forms; they dont have to be binding and dont hold the promise of work for the firms in the pool. The offers can be terminated at any time but contractual agreements must be completed for any individual project already undertaken. If a contract has been entered to purchase a volume of goods or provide a service over a period of time then this must be honoured. Advantages Establish long-term relationships (advantageous for partnering) Allows specialist buyers to negotiate best value for money on goods that can be used over a number of projects, but used any time Gives firms better buying power Reduces time spent on procurement and tendering Makes reliable after-sales better Disadvantages FW agreements can be unresponsive to change, there may be a better solution developed after the agreement was set up. Often can be a one size fits all approach, however most FW agreements dont place any obligation on any parties so if their is a better deal to be had then there is nothing to stop them. This in turn can be another drawback as there is no guarantee of business so a lot of money may be wasted getting a company into the resource pool of the framework. (http://blog.tendersdirect.co.uk/2010/05/27/answering-your-questions-on-framework-agreements/) When the comparison of a partnering agreement and a framework is made a FW Agreement is a step toward partnering but no work is guaranteed its more of a root to secure a pool of reliable resources that are likely to gel once in a partnering agreement, this makes the tendering process faster giving more access. (may need changing)

Michelangelo Buonarroti, the artist :: History

Michelangelo Buonarroti, the artist. "Arguably one of the most inspired creators in the history of art and, with Leonardo da Vinci, the most potent force in the Italian High Renaissance. As a sculptor, architect, painter, and poet, he exerted a tremendous influence on his contemporaries and on subsequent Western art in general." I choose this man because he is one of the more talents and known artists in the cultural family. Michelangelo Buonarroti (1475 - 1564) Michelangelo, the second of five brothers was born on March 6, 1475, at Caprese, in Tuscany, to Ludovico di Leonardo di Buonarotto Simoni and Francesca Neri. The same day, his father noted down: "Today March 6, 1475, a child of the male sex has been born to me and I have named him Michelangelo. He was born on Monday between 4 and 5 in the morning, at Caprese, where I am the Podestà  ." When Michelangelo was a child, he met a boy, Francesco Granacci six years older than him, who was learning the art of painting in Ghirlandaio's studio, and Michelangelo found his own artist vocation. Michelangelo's father placed his 13-year-old son in the workshop of the painter Domenico Ghirlandaio. After about two years, Michelangelo went on to study at the sculpture school in the Medici gardens and shortly thereafter was invited into the household of Lorenzo de' Medici, the Magnificent. Michelangelo's studies were: Painting, sculpture and Anatomy of the human body, (for this reason, the quality of his artwork, the perfection of the body in the sculpture and painting). Michelangelo was a very illustrated and intelligent boy, and his father always give him unconditional support. For these reasons, Michelangelo succeed. Michelangelo produced his first large-scale sculpture, the over-life-size Bacchus (1496-98, Bargello, Florence). Pietà   at the same time, Michelangelo also did the marble Pietà   (1498-1500), still in its original place in Saint Peter's Basilica. One of the most famous works of art, the Pieta was probably finished before Michelangelo was 25 years old. These two artworks of Michelangelo were the first ones and both are great works. While Michelangelo was occupied with the David (1501-1504) he receive a commission, paint a mural, the Battle of Cascina, destined for the Sala dei Cinquecento of the Palazzo Vecchio. With this work, he demonstrates his ability as a painter. In 1505 the Julius II commissioned Michelangelo to produce his tomb which was planned to be the most magnificent of Christian times.

Culture and World Wide Web Essay

Basis ternet has changed our lives, before the internet, Life was completely different. In early times, people sent letters for communication, but now a day, The World Wide Web has changed the world in more than one way. The Internet has suddenly changed politics, business, and culture. Now today, there is no need to sent letters, it is the modern era, the information technology time, in which information can take not more than half second to be sent. ternet has changed our lives, before the internet, Life was completely different. In early times, people sent letters for communication, but now a day, The World Wide Web has changed the world in more than one way. The Internet has suddenly changed politics, business, and culture. Now today, there is no need to sent letters, it is the modern era, the information technology time, in which information can taternet has changed our lives, before the internet, Life was completely different. In early times, people sent letters for communication, but now a day, The World Wide Web has changed the world in more than one way. The Internet has suddenly changed politics, business, and culture. Now today, there is no need to sent letters, it is the modern era, the information technology time, in which information can take not more than half second to be sent. The technologies are growing, developing, but did the culture changed and turned iternet has changed our lives, before the internet, Life was completely different. In early times, people sent letters for communication, but now a day, The World Wide Web has changed the world in more than one way. The Internet has suddenly changed politics, busiternet has changed our lives, before the internet, Life was completely different. In early times, people sent letters for communication, but now a day, The World Wide Web has changed the world in more than one way. The Internet has suddenly changed politics, business, and culture. Now today, there is no need to sent letters, it is the modern era, the information technology time, in which information can take not more than half second to be sent. The technologies are growing, developing, but did the culture changed and turned into a single culture, not at all. Discovery of computers and internet has come like a miracle to mankind. Through this the worldwide communication has increased. People are gaining knowledge about other cultures, but this does not mean that they are fully adopting the other culture and this is because soness, and culture. Now today, there is no need to sent letters, it is the modern era, the information technology time, in which information can take not more than half second to be sent. The technologies are growing, developing, but did the culture changed and turned into a single culture, not at all. Discovery of computers and internet has come like a miracle to mankind. Through this the worldwide communication has increased. People are gaining knowledge about other cultures, but this does not mean that they are fully adopting the other culture and this is because sonto a single culture, not at all. Discovery of computers and internet has come like a miracle to mankind. Through this the worldwide communication has increased. People are gaining knowledge about other cultures, but this does not mean that they are fully adopting the other culture and this is because soke not more than half second to be sent. The technologies are growing, developing, but did the culture changed and turned into a single culture, not at all. Discovery of computers and internet has come like a miracle to mankind. Through this the worldwide communication has increased. People are gaining knowledge about other cultures, but this does not mean that they are fully adopting the other culture and this is because so The technologies are growing, developing, but did the culture changed and turned into a single culture, not at all. Discovery of computers and internet has come like a miracle to mankind. Through this the worldwide communication has increased. People are gaining knowledge about other cultures, but this does not mean that they are fully adopting the other culture and this is because so

Assessment and Learners Essay

1. 1 Explain the functions of assessment in learning and development. The functions of assessment in learning and development are a regular process that allows the assessor to gauge the learner’s knowledge and skills against set criteria in the chosen qualification. This is completed at the begging of the qualification so the assessor can see if the learner has skills, competence and knowledge to complete the qualification. The assessments are on-going throughout the qualification. The assessments give opportunity for the assessor to monitor the progress and performance of the learner and enable them to record achievements. Within the assessments the assessor can identify learner’s needs. If it is identified that the learner is struggling it will give the opportunity to look at other ways of learning which may suit the individual. At the assessment the assessor can provide positive feedback to the learner, as well as offer advice on how to improve work or progress further. 1. 2 Define the key concepts and principles of assessments. Key concepts The key concepts of assessment are the aspects involved throughout the assessment process. These key concepts are as follows; Accountable: As the assessor I need to be accountable to my learners and the organisation I am working for to ensure I am carrying out my role as the assessor correctly. The learners need to be aware why they are being assessed and what is expected from them to complete their assessment criteria. I will also be accountable to the awarding body if I am working on their accredited qualifications and to the employers if I am assessing in their work environments. Achievement: I may be required to analyse achievement data and compare them to national or organisational targets. The funding my organisation receives may be related to my learners achievements. Assessment strategy: Staying to the assessment strategy for my subject will ensure i am carrying out my role correctly. Benchmarking: Benchmarking involves comparing what the excepted standard is for a particular subject area against the current position of my learner’s performance. Benchmarking will allow me to target set for my individual or group learner’s. If I find my learners are not meeting benchmarks set I will evaluate this and implement improvements. Evaluation: The evaluation of the assessment process should always take place to inform current and future practice. All aspects of the assessment cycle should be evaluated on an ongoing basis and feedback obtained from all involved. Internally devised assessment: Internal devised assessments may be produced by myself or other staff in my organisation. These could be assignments, projects or questions that will also be marked by myself. Externally devised assessment: Externally devised assessments are usually produced by an awarding body such as an examination. Progression: Progression should be discussed between me and my learner to identify opportunities and that the right route has been chosen. To progress I could move my learners onto new units or if they have finished a qualification we could discuss what would be appropriate for them now. Transparency: To define transparency would be to say that it has to be clear to all involved in the assessment process and we all understand what is expected and that nothing untoward is taking place. This is assisted by my own understanding of the criteria within the qualification and what is expected of the learner. I must keep auditable records for every learner and maintain these throughout the qualification. Principles The principles of assessment are the functions of which the key concepts are put into practice. VACSR: VACSR is used to ensure that all leaner’s assessed work is; Valid, Authentic, Current, Sufficient and Reliable. If this is not followed I may make an incorrect judgement on assessment of work or may not notice that work has been plagiarised. Other key principles of assessment: Communication: I should communicate with my learners regularly and others such as employers, internal quality assurers and assessors. CPD: I must make sure I am up to date with new legislations and my knowledge is of the highest up to date standard. Equality and diversity: I must insure I am open to all and treat everybody the same regardless of religion, sex or ethnicity. Ethics: I must ensure that my assessment process is honest and morally correct. As the assessor of learners I need to keep confidentiality and integrity. Fairness: I must make sure the activities I set are fit for purpose and my planning and feedback justifiable. Health and safety: Learners must be kept safe whilst being assessed so regular risk assessments must be carried out. Motivation: Motivation should be given to my learners to help them achieve their full potential. Quality assurance: It is my job to ensure assessments meet the standards set out by awarding bodies. Record keeping: Through the teaching and learning process I must keep accurate records of my learner’s progression. Responsibility: It is my responsibility to follow organisational guidelines and produce reports when asked. SMART: All assessments need to be Specific, measurable, achievable, realistic and time bound. Standardisation: I must ensure all assessment criteria’s are understood accurately by my learner’s and I am consistent in my decision making. The key concepts and principles are there for me to follow so that I can ensure my role as an assessor is being carried out correctly in accordance to all relevant regulations and requirements. 1. 3 Explain the responsibilities of the assessor. There are many responsibilities that I will have in my role as assessor. They include; * Attending meetings, exhibitions, award ceremonies and presentation events. * Checking the authenticity of witness testimonies. * Maintain and complete safe and secure records. * Countersign other assessors work (If they are not qualified) * Deal with appeals made against my assessment decisions. * Follow organisation or regulatory authority’s procedures. * Give constructive and developmental feedback to learners. * Identify and deal with barriers to fair assessment. * Implement internal and external quality assurance action points. * Liaise with others in the assessment process. * Make my own judgements based on assessment requirements. * Maintain my own development. * Negotiate and agree assessment plans. * Provide statistics to managers. * Review my learner’s progress. * Standardise practices with other assessors. * Support my learner’s with special assessment requirements and deal with any issues supportively. * Work towards relevant assessment qualification. If I am ever unsure of my roles or responsibilities I will not hesitate to contact other assessors or management for guidance. 1.4 Identify the regulations and requirements relevant to assessment in own area of practice. My current practice is the supervision of a childcare setting. I have identified the requirements and regulations that are relevant to assessment are; * Ofsted * Every child matters * Early years foundation stage * Health and safety * Equal opportunities * Safeguarding of children * The children act 1989 2 2. 1 Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners. I will be comparing the strengths and limitations of two assessment methods in the table below. Method| Description| Strengths| Limitations| Observations| Watch learners perform a skill| Observation will allow me to see my learner’s skills in action. I will be able to holistically cover several aspects of the qualification. It will allow my learners (were safe to do so) make mistakes and learn from them. Ideal for levels 1,2 and 3 learners. | A time must be set so I can observe my learner. My learners may feel under pressure to perform their job role in a different manner. No permanent record is kept unless I record what the learner is doing. Questions must be asked to confirm understanding. | Professional discussions| A recorded discussion based on learners qualification criteria| This will be an ideal way for me to asses aspects of learners qualification that are difficult to observe. Will help provide evidence towards observations. My learners will be able to describe how they carry out work activities. Good for level learners 2, 3. | I must keep a record of the discussion using a recording device. Minutes must be kept of discussions. I will have to give my learners time to prepare. I must gather experience at listening to learners and ask the appropriate questions. Learners around level 1 may feel pressured and unable to enter the discussion. | 3. 3. 1 Summarise key factors to consider when planning assessment. When planning an assessment I must make sure that it is SMART. * Specific-the activity is clear to the learner and what is expected of them is agreed. * Measurable- the activity can be measured against the assessment criteria, allowing any gaps to be filled. * Achievable- the activity is at the level for my learner. * Realistic- the activity is relevant and will give consistent results. * Time bound-target dates and times are arranged. I must also factor in the time allowance I have with my learner, which I will discuss with the employer prior to the assessment planning. I may need to adjust my planning to different shift patterns or annual leave entitlements my learner may have. I must follow the SMART principle and consider the level and knowledge of my learners and set the realistic targets to meet the requirements of their chosen qualification. 3. 2 Evaluate the benefits of using a holistic approach to assessment. I have found that it can be beneficial to use a holistic approach as you are able to asses more criteria within the qualification at one time. Therefore highlighting which areas my learner is competent in or may need further support. I may be able to carry out a holistic assessment and find that my learner is competent in most areas of criteria but was unable to cover certain aspects, I will cover these aspects by using other assessment methods such as professional discussions or set assignments. 3. 3 Explain how to plan a holistic approach to assessment. To plan an holistic observation I would first consider the (WWWWWH) Who, what, when, where, why and how the assessment will take place. I would then sit and agree a plan with my learner. I would make it clear of what was expected from the learner and allow them time to prepare. I will plan to observe naturally occurring situations which may occur whilst observing the agreed plan, I will make sure the learner understands this. I will keep written notes to back up the evidence that I witness. 3. 4 Summarise the types of risk that may be involved in assessment in own area of responsibility. In my area own area of responsibility as Assessor the risks involved with assessment are as follows; * Lone working. * Time allowance to my learners * Different shift patterns of learners * Learners attendance * Company external training days * Company closures * Recourses available for observation’s * Assessment folders/work not being brought to planned dates 3. 5 Explain how to minimise risks through the planning process. I can avoid and plan around the risks above with good communication with management and learners. I will make sure there is a clear understanding from all that are involved to what is expected from them through planning assessments to minimise the risks. I will contact company management at certain times to make them aware of my location, especially when working late evenings. 4. 1 Explain the importance of involving the learner and others in the assessment process. It is important to involve my learners within the assessment process because it allows me the opportunity to ask if there is anything I can do to help support their chosen qualification. I will be able to help support needs such as hard of hearing, visual impaired or dyslexia suffers. It is also important to involve learners as we will agree their plans. I will make sure that there is a clear understanding of what is required of them and discuss ways of achieving the tasks set out in the assessment. 4. 2 Summarise types of information that should be made available to learners and others involved in the assessment process. The types of information that should be available to learners and others involved in the assessment process have been identified below. * The criteria that my learner will be assessed by. * The awarding organisation requirements. * Assessment plans (Specific Criteria) * Venue in which assessment will take place. * The feedback that I give my learners. * Assessments decisions that I have made. 4. 3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning. Peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning by promoting interaction between learners. The learners are able to discuss and share information which can lead to the learner checking or reflecting on their own work and filling in any new information they may have acquired. Activities that I put on for a group of learners may correct misunderstandings without my involvement, and the comments made to the individual learner may be taking in a better manner then coming from myself the assessor. I am also able to reflect on my own practice and identify areas in which I may be able to improve my performance. 4. 4 Explain how assessment arrangements can be adapted to meet the needs of individual learners. When planning assessments I can make arrangements to adapt the needs of individual learners. I may need to change the way I am delivering feedback or my assessment methods. For example I had a learner that had forgotten his notes for a professional discussion that was agreed in a previous feedback and planning session. I was able to rearrange the agreed plan to allow my learner to do a question and answer on that visit. This helped my learner continue with their progress. At all times I should support and encourage the learners and treat them all as individuals. I will treat all learners in compliance with The Equal Opportunities act 2010. 5. 1 Explain how to judge whether evidence is: sufficient, authentic, current. To ensure my judgments are sufficient, authentic and current I will asses all learner’s work by the principle of VACSR, Valid Authentic Current Sufficient Reliable. Sufficient: Make sure my learners work covers the assessment criteria. Authentic: Be positive that work produced by my learners is produced solely by them. Current: Decide whether the work is still relevant at time of assessment. 5. 2 Explain how to ensure that assessment decisions are: made against specified criteria, valid, reliable, fair. To ensure that my assessment decisions are made against specified criteria, valid, reliable and fair I will: Made against specified criteria: Have a good understanding and knowledge of the qualification I am assessing and understand its requirements. Valid: I will ensure the learners work is relevant to the assessment criteria. Reliable: My learners work is consistent over time and the required level. Fair: The assessment type used was appropriate to the learner’s needs and level. 6. 1 Evaluate the importance of quality assurance in the assessment process. It is important to have quality assurance during the assessment process is because it monitors and evaluates the service I am giving to my learners. The quality assurance should identify and recommend measures to make improvements to standards of my work or monitor the standard to stop it dropping. The quality assurance will monitor my learners for the duration of time they are with me. They will monitor the training and assessment activities and overall make sure I am carrying out my job correctly. 6. 2 Summarise quality assurance and standardisation procedures in own area of practice.