Assessment and Office Equipment Essay Example for Free

Assessment and Office Equipment Essay Unit purpose and aim This unit is about using a variety of different office equipment following manufacturer’s and organisational guidelines. Learning Outcomes Assessment Criteria The Learner will: The Learner can: 1. Know about different types of office equipment and its uses 1. 1 Identify different types of equipment and their uses 1. 2 Describe the different features of different types of office equipment 1. 3 Explain why different types of equipment are chosen for tasks 2. Understand the purpose of following instructions and health and safety procedures Exemplification Learning outcomes 1 to 6 must be assessed using methods appropriate to the assessment of knowledge and understanding. A holistic approach to assessment should be adopted so that one piece of evidence covers more than one learning outcome and several assessment criteria. 2. 1 Explain the purpose of following manufacturer’s instructions when using equipment 2. 2 Explain the purpose of following organisational instructions when using equipment 2. 3 Identify health and safety procedures for using different types of equipment 2. 4 Explain the purpose of following health and safety. Procedures when using equipment 2. 5 Explain the purpose of  © OCR 2010 1 keeping equipment clean and hygienic 3. Understand how to use equipment in a way that minimises waste 3. 1 Give examples of waste when using equipment 3. 2 Give examples of ways to reduce waste 3. 3 Explain the purpose of minimising waste 4. Know about the different types of problems that may occur when using equipment and how to deal with them 4. 1 Give examples of equipment problems 4. 2 Explain the purpose of following manufacturer’s instructions and organisational procedures when dealing with problems 4. 3 Give examples of how to deal with problems 5. Understand the purpose of meeting work standards and deadlines 5. 1 Explain the purpose of meeting work standards and deadlines when using equipment 6. Understand the purpose of leaving equipment and the work area ready for the next user 6. 1 Explain the purpose of leaving equipment and the work area ready for the next user 7. Be able to use office equipment 7. 1 Locate and select equipment needed for a task 7. 2 Use equipment following manufacturer’s and organisational guidelines Assessment should be planned. To maximise the opportunities for the candidate to demonstrate their ability to use office equipment. 7. 3 Use equipment minimising waste 7. 4 Keep equipment clean and hygienic 7. 5 Deal with equipment problems following manufacturer’s and organisational procedures 7. 6 Refer problems, if required 7. 7 Make sure final work product meets agreed requirements 7. 8 Make sure that product is delivered to agreed timescale 7. 9 Make sure equipment, 2  © OCR 2010 resources and work area are ready for the next user Assessment This unit is centre assessed and externally verified. A holistic approach to assessment should be adopted so that one piece of evidence covers more than one learning outcome and several assessment criteria and where appropriate, provides evidence across several units. Your assessor will use a range of assessment methods which may include: ? observation of performance in the work environment ? examination of work products ? questioning the learner ? discussing with the learner ? use of others (witness testimony) ? looking at learner statements ? recognising prior learning Evidence requirements A range of evidence should be gathered to cover the Learning Outcomes and Assessment Criteria. Examples may include: ? Job requests/briefs from colleagues ? Copies of work produced using equipment ? Fault/problem logs indicating your response ? Records of training in use of equipment ? Minutes of team/1 to 1 meetings, relating to use of equipment ? Annotated copies of relevant sections in user manuals. The candidate must demonstrate their ability to use a range of office equipment including a computer, printer, and photocopier along with other equipment necessary to carry out their job eg telephone, franking machine,fax machine, data projector, shredder, laminator, binder, paper folder. Guidance on assessment and evidence requirements Refer to sections on Assessment and Evidence requirements above. National Occupational Standards (NOS) mapping/signposting This unit is based on the NOS BAA231 Use office equipment. Functional skills signposting This section indicates where candidates may have an opportunity to develop their functional skills.  © OCR 2010 3 Link to functional skills standards http://www. qcda. gov. uk/15565.aspx Functional Skills Standards English Mathematics ICT Speaking and Listening ? Representing ? Use ICT systems ? Reading ? Analysing ? Find and select information ? Writing ? Interpreting ? Develop, present and communicate information ? Resources Access to a wo rking environment with associated equipment and resources Additional information For further information regarding administration for this qualification, please refer to the OCR document ‘Admin Guide: Vocational Qualifications’ (A850) on the OCR website www. ocr. org. uk.

The Character of Marek Shimerda in My Antonia :: My Antonia Essays

The Character of Marek Shimerda in My Antonia      Ã‚  Ã‚   In Willa Cather's novel, My Antonia, Marek Shimerda is starved for attention because he is constantly ignored due to his mental retardation. It is solely because of his handicap and the assumption of his inability to help out with the farming and household chores that his family views him as helpless which results in Marek's strange and awkward actions. He is presented as an ill minded young man throughout the novel, repeatedly excused, and resides in the shadow of his healthy, fully functional older brother, Ambrosh Shimerda.    Marek is a token character that is simply taken for granted. He is portrayed as strange and useless. When Jim Burden and his family first meet the Bohemians, he is approached by Marek, the second eldest son. "As he approached us, he began to make uncouth noises, and held up his hands to show us his fingers, which were webbed to the first knuckle, like a duck's foot. When he saw me draw back, he began to crow delightedly" (Cather, 24). Everyone who encounters this poor boy instantly views him as `crazy'. All of his actions are presented as strange. "The crazy boy, seeing the food, began to make soft, gurgling noises and stroked his stomach" (Cather, 60), and evidently he is. "The crazy boy went with them [outside], because he did not feel the cold. I believed he felt the cold as much as any one else, but he liked to be thought insensible to it. He was always coveting distinction, poor Marek" (Cather, 82)!    Because of everyone's inability to understand and relate to Marek, he is pitied and constantly excused. After Jim`s reaction to Marek`s webbed fingers, Marek begins to express himself, maybe even trying to communicate with what could be a new friend, but he is immediately quieted. ""Hoo, hoo-hoo, hoo-hoo!" like a rooster. His mother scowled and said sternly, "Marek!" then spoke rapidly to Krajiek in Bohemian. "She wants me to tell you he won't hurt anybody, Mrs. Burden. He was born like that..." No one bothers to befriend this young man or even tries to talk to him throughout the entire book. Although he is obviously mentally challenged, it is not evident that any one of the characters in Cather's novel tries to reach out to this young man or teach him to be a helpful resource around the Shimerdas' household.

Paradoxes of Culture and Globalization Essay

Have you ever told someone that you are not a â€Å"mind reader† and you need them to specifically state their needs or what they are wanting? Or the opposite situation where you were able to tell what a person was going to say even before they even said a word? These examples illustrate differences between low and high context communication styles. People have a dominate way they prefer to communicate and cultures define these styles. There are differences in the way high and low-context culture members behave and interact with each other. However, there are times and situations where an individual will flex their style based on the situation at hand. In the end, both styles can be an effective way to communicate in the proper situation or context. A low-context culture is one that is explicit in its communication, orally and in writing. These cultures tend to be dominant individualistic cultures such as white, Anglo-Saxon Americans and Germans. In these cultures there is a desire to be very clear about communicating what they mean to ensure that there is a common understanding with other parties. For example in a low context culture, successful project managers and the teams will be very clear with deadlines and deliverables, such as the 2 page summary report will be due on Tuesday at 1pm. A person that favors a low context culture will appreciate the clarity in goals and expectations. Societies that favor low context communication are also seen as monochronic. These people find comfort in doing one thing at a time, make time commitments, are accustomed to short-term relationships, and stick to plans. An example of a profession that tends to be low-context is engineering. There is a saying that many engineers can easily relate to: â€Å"A place for everything and everything in its place†. This saying implies a high need for organization. I have worked on assignments with several engineers that get easily frustrated when details of the project or product change mid-stream due to a shift in the marketplace or a customer request. The feedback that is given to me from a few of the engineers is that it is difficult to deliver a project on-time when things change. However, without the change, the project may not achieve its overall goal: to satisfy the customer’s need. This is a prime example of how low-context cultures prefer to be very specific. They favor very clear, specific, and fixed objectives. On the other hand, high context cultures communicate in an implicit manner where members understand the message without direct oral or written communication. Mexico and Japan are examples of high-context cultures. People in these cultures have a difficult time refusing a direct request or disagreeing with others in public. There is a heightened sense to not embarrass others or to be embarrassed in these cultures. These cultures also are more polychronic. People that are polychronic are flexible with time commitments, are easily distracted, tend to form deep and long relationships, and value relationships over deadlines. Working with high-context cultures can feel very difficult for low-context individuals that are not aware of the difference in styles. Based on my personal experience when dealing with a high-context cultures and individuals, I have had many challenges because I was not aware of the culture difference. The challenges developed because I was not aware that the group may have been avoiding difficult conversations. For example, I thought that I had agreement from others in a Mexican factory with clear deadlines and deliverables for a project. Only later to find out that they thought our agreement was more of a â€Å"target† or a guideline for them to work towards. Deadlines were often missed by weeks even with weekly meetings confirming deliverables and deadlines. Another example using a similar context that I have had is when asking a team member from China and Mexico a question such as â€Å"are we on-schedule or ahead of schedule† and getting a reply of â€Å"yes† because it’s difficult for them to reply with an answer they may feel with disappoint me if the project is behind schedule. This can prove to be detrimental to a project if it’s unclear the project is behind schedule. However, a great attribute of high-context teams is their willingness to be flexible. They can also leverage their strong relationships with others to get tasks accomplished effectively. Both high and low context cultures will change their style based on certain circumstances and situations. I have personally seen communication styles flexed in contract negotiations. Many contract negotiations that I have been involved in have a final written document that both parties can use to refer back to at later times to understand the original agreement. This document is very explicit in nature and has specifically defined terms and language. This is an example of a low-context form of communication that high context cultures use even if it may be more comfortable to go through the negotiations using more high-context communication and strategies such as talking through ideas and feeling the other party out using social environment situations. On the other hand, an example of low-context individuals using high context tactics may happen is when couples are dating. Very few emotions or expectations are communicated explicitly early on in the relationship but yet even low-context individuals can â€Å"read between the lines† about another person’s feelings or emotions during the courtship phase. Another example of high-context communication that can be used by low-context cultures is the use of silence. This can be a very powerful tactic to encourage others to say more than they might normally say to break the silence or if they are assuming you are waiting for more information before responding. Silence can be a negotiators’ best friend when used appropriately to gather more information from other side. The Japanese have been known to use silence or length of pauses to communicate messages such as disagreement or rejection of an offer. In summary, high and low context cultures can behave in very different, almost opposite, ways when communicating. However, each can and will use other others’ style in different situation. The key for effective communication is to understand the other’s contextual style and be ready to be flexible to change your style as needed. Both low and high-context styles can be used to communicate well and neither is better than the other.

Should Abortion Be Murder - 2468 Words

Abortion has been a longstanding public debate that has many contributing factors. Legislation, personal values, financial stability, and religious beliefs all play a pivotal role in determining whether or not abortion is considered to be murder. There are several articles that highlight abortion from the perception of individuals who support a woman’s right to have one. However, data supporting the notion that abortion is murder is insufficient. This is especially true for the perceptions of those who believe in providing rights for the unborn. The goal of this research paper will be to examine abortion and to determine if it should be considered as murder. The intent of the research that will be conducted in this study is to highlight the reasons as to why some individuals believe abortion is murder. The goal of this research will be to determine the common factors that may be present in the experiences of those that identify themselves as prolife. The research will also uncover the shared factors of pro-choice individuals. By addressing the factors that may exist, this study will aim to provide a clearer understanding as to why some believe that abortion is murder. Studies such as ones conducted by Aarons (2012) will be reviewed to determine what recommendations can be brought forth based off of the research collected. When determining a concrete definition, â€Å"abortion† does not have a clear outline. The term is defined through a medical lens as the premature expulsionShow MoreRelatedShould Abortion Be Murder?868 Words   |  4 PagesAbortion is Murder Have you ever lost a loved one or someone that meant a lot to you? If so, how did that make you feel? I’m sure you felt heartbroken or lost and you didn’t know what you were going to do. Imagine how you would feel if you were trying to bring a loved one into this world but you couldn’t. It wasn’t because you didn’t want to, it’s was because you were physically not able to. 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This raises the question of should abortion be legal or illegal, and is this immoral or moral to do? The decision to have an abortion can be a difficult time in a woman’s life, but is not a moral way to end a pregnancy. Abortion in the United States should be illegal becauseRead MoreEssay on Abortion is not Murder in the right circumstances882 Words   |  4 Pages Abortion Is Not Murder under the Right Circumstances She was only twelve, only for a walk on the street right by her house when he got to her. The experience was terrifying and all she wanted to do was forget about it, forget about him on top of her, making her do things that should only be done with someone she loves. The rape is finally over and he lets her go after making her promise not to tell. A few weeks after the rape she still hadn’t told, but started feeling woozy and nauseous in theRead MoreAbortion is Murder Essay1424 Words   |  6 PagesAbortion is the termination of a pregnancy. It has been going on for many centuries. No one knows when the first abortion was because many of them were never documented. Approximately half of the women in the United States have had at least one pregnancy that they aborted (â€Å"Abortion In†). In the 1820s there were laws forbidding abortion after fourth month of pregnancy. Many feminist, such as Susan B. Anthony are against abortion. Susan B. Anthony was an American civil r ights leader in the 19th centuryRead MoreMedically Induced Abortions Are Murder1354 Words   |  6 PagesMedically Induced Abortions are Murder Abortion is the purposeful termination of a fetus, either naturally or medically (Abortion 2). In this instance, an unborn fetus perishes either through natural causes such as a miscarriage, or by medically induced methods (McFall 188). Medically induced methods are the most controversial of the two because a mother cannot control the natural circumstances of abortion, but medically induced methods are controllable and mothers hold full responsibility for endingRead MoreShould Abortion Be Legal? Essay1089 Words   |  5 PagesWhen the word abortion is heard, it is always associated with many negative things such as murder and inhumanity. However not legalizing abortion creates a huge problem for women around the world. Having a child takes consideration, planning and preparation and if pregnancy happens without any of this, why bother to have it at all? The reasons why abortion should be legal is that it supports the fundamental human rights for women by giving them a choice, it red uces crime by reducing the number of