Launching a New Venture: Resource Utilisation, Promotion, and Budget Allocation

Launching a New Venture: Resource Utilisation, Promotion, and Budget Allocation

In an era marked by the COVID-19 pandemic, the surge in online sales has reshaped the business landscape. E-commerce experienced unprecedented growth, presenting both challenges and opportunities. This report dives into the process of launching a new venture in this dynamic environment, emphasizing the significance of resource utilization, promotional planning, and budget allocation.

Part A: Investigating Resources for a Successful Launch

Assessment of Tangible and Intangible Resources

Launching a venture demands a judicious allocation of tangible and intangible resources. This section scrutinizes the diverse forms of resources and evaluates their suitability for the selected business, taking into account target customers, segmentation, and competitive advantages.

Skills and Capabilities for a Successful Launch

Launching a new venture requires a diverse set of skills and capabilities. We dissect the essential attributes needed for a successful launch and assess how they align with the available resources, skills, and abilities within the organization.

Part B: Promotional Activities Plan and Budget Allocation

Developing a Promotional Activities Plan

Creating a robust promotional plan is integral to a successful venture launch. We outline the venture's name, the registration process, key promotional messages, personalized branding, and strategies for leveraging social media, digital promotion, and mobile marketing for specific target markets.

Budgeting for a Thriving Venture

A detailed monthly cash budget spanning the pre-launch phase and the first 12-18 months post-launch is imperative. This section meticulously outlines costs, ongoing expenses, and anticipated income. It also considers available financial resources, contingency measures, and 'what-if' scenarios for comprehensive financial planning.

Learning Outcomes and Assessment Criteria

Pass Criteria

- LO1: Investigation of resources for a new venture (P1).

- LO2: Exploration of skills and capabilities required (P2).

- LO3: Development of promotional activities plan (P3).

- LO4: Production of a budget for launching (P4).

Merit Criteria

- LO1 and LO2: Critical evaluation of resource availability (M1).

- LO2: Evaluation of a range of skills and capabilities (M2).

- LO3: Creation of promotional activities with metrics (M3).

- LO4: Production of a detailed monthly cash budget (M4).

Distinction Criteria

- LO1 and LO2: Critical evaluation of resource appropriateness (D1).

- LO3: Creation of a promotional activities plan with metrics (D2).

- LO4: Production of a comprehensive cash budget (D3).

Recommended Resources

• BURNS, P. (2016). Entrepreneurship and Small Business: Start-up, Growth and Maturity. 4th Ed. Basingstoke: Palgrave Macmillan.
• BURNS, P. (2018) New Venture Creation: A Framework for Entrepreneurial Start-ups. 2nd Ed. Basingstoke: Palgrave Macmillan.
• RIDLEY-DUFF, R. and BULL, M. (2019) Understanding Social Enterprise: Theory and Practice. Sage Publications Ltd.
•  WILLIAMS, S. (2015) Financial Times Guides: Business Start-up 2015. Harlow: Pearson.

Websites

www.entrepreneur.com (Entrepreneur - General reference)

www.entrepreneurhandbook.co.uk (Entrepreneur Handbook - General reference)

www.isbe.org.uk | www.forbes.com (The Institute for Small Business and Entrepreneurship, Forbes Small Business Entrepreneurs - Articles)

Unit Links

This unit is linked to:

- Unit 2: Marketing Processes and Planning

- Unit 9: Entrepreneurial Ventures

- Unit 27: Identifying Entrepreneurial Opportunities

- Unit 29: Managing and Running a Small Business

Note: The word limit for this report is 2,500–3,000 words.

Conclusion

Launching a new venture is a complex endeavour that demands careful planning and resource allocation. This report serves as a comprehensive guide, addressing the intricacies of resource utilisation, promotional planning, and budget allocation for a successful venture launch. By leveraging the available resources and adopting a strategic approach, businesses can position themselves for success in the evolving business landscape.

An Essay on the concept of '"Bharatvarsha"

An Essay on the concept of '"Bharatvarsha"

“Bharatvarsha” is a term used to describe the ancient Indian subcontinent, which was known as “Bharat” in Sanskrit. The concept of Bharatvarsha has rich historical, cultural and religious significance in the Indian subcontinent. The name “Bharat” is derived from the name of an ancient king, Bharata, who was mentioned in various Hindu scriptures. It is said that he was a righteous king who unified the various kingdoms of India and established a just and prosperous society. The word “rain” refers to an area or land. In ancient times, Bharatvarsha was a vast region that included present-day India, Pakistan, Bangladesh and parts of Nepal, Bhutan and Afghanistan. According to Hindu mythology, it was the land of the Vedas, ancient Hindu scriptures, and the birthplace of various gods and goddesses. 

Many important events in Hindu mythology, such as the Ramayana and the Mahabharata, Happened in India. The concept of Bharatvarsha has also played an important role in the political and cultural identity of India. It has been used as a symbol of unity and cultural heritage, and has influenced the country's nationalistic and patriotic sentiments. The Indian national anthem, “Jana Gana Mana,” mentions “Bharat Bhagya Vidhaata,” which means “Creator of India’s destiny.” The term “Bharat Mata” (Mother India) is often used to refer to the country as a motherly figure who nurtures and protects its people. In short, Bharatvarsha represents the ancient Indian subcontinent with a rich history, culture and religious significance. It has played an important role in shaping the cultural and national identity of India, and remains an important concept in modern times. And this has affected the nationalistic and patriotic sentiments of the country. 

The Indian national anthem, “Jana Gana Mana,” mentions “Bharat Bhagya Vidhaata,” which means “Creator of India’s destiny.” The term “Bharat Mata” (Mother India) is often used to refer to the country as a motherly figure who nurtures and protects its people. In short, Bharatvarsha represents the ancient Indian subcontinent with a rich history, culture and religious significance. It has played an important role in shaping the cultural and national identity of India, and remains an important concept in modern times. And this has affected the nationalistic and patriotic sentiments of the country. 

The Indian national anthem, “Jana Gana Mana,” mentions “Bharat Bhagya Vidhaata,” which means “Creator of India’s destiny.” The term “Bharat Mata” (Mother India) is often used to refer to the country as a motherly figure who nurtures and protects its people. In short, Bharatvarsha represents the ancient Indian subcontinent with a rich history, culture and religious significance. It has played an important role in shaping the cultural and national identity of India, and remains an important concept in modern times. Which means “maker of India’s destiny.” The term “Bharat Mata” (Mother India) is often used to refer to the country as a motherly figure who nurtures and protects its people. 

In short, Bharatvarsha represents the ancient Indian subcontinent with a rich history, culture and religious significance. It has played an important role in shaping the cultural and national identity of India, and remains an important concept in modern times. Which means “maker of India’s destiny.” The term “Bharat Mata” (Mother India) is often used to refer to the country as a motherly figure who nurtures and protects its people. In short, Bharatvarsha represents the ancient Indian subcontinent with a rich history, culture and religious significance. It has played an important role in shaping the cultural and national identity of India, and remains an important concept in modern times. 

 The physical area of ​​Bharatvarsha, as understood in ancient times, is somewhat imprecise and difficult to define. However, it usually refers to the Indian subcontinent, which includes the modern countries of India, Pakistan, Bangladesh, Nepal, Bhutan, and parts of Afghanistan. India's ancient scriptures and texts, such as the Puranas and the Mahabharata, describe the land of Bharatvarsha extending from the Himalayas in the north to the Indian Ocean in the south and from the Hindukush Mountains to the Brahmaputra River in the west. East. 

The region is characterized by diverse physical features including the Himalayan mountain range, the fertile plains of the Ganges and Indus river valleys, the dry Thar Desert in western India, the dense forests of the central and eastern regions, and the coastal plains and plateaus. , The physical area of ​​India has changed over time due to political and geographical factors, And modern-day countries in the region have different borders and territories than in ancient times. However, the concept of Bharatvarsha remains an important part of Indian cultural and national identity. Historical background of India in terms of area – The total area of ​​the Indian subcontinent, known in ancient times as Bharatvarsha, is approximately 4.5 million square kilometers. To give a more accurate breakdown, according to the latest available data from various sources, India's land area is approximately 3.29 million square kilometers, Pakistan is approximately 881,912 square kilometers, Bangladesh is approximately 147,570 square kilometers, Nepal is approximately 147,181 square kilometers, Bhutan is approximately 38,394 square kilometers, and Afghanistan (partially) about 652,230 square kilometers. It is important to note that these figures are subject to change due to changes in boundaries and territories over time, and different sources may report slightly different numbers. Additionally, the exact extent and definition of Bharatvarsha is somewhat vague and may vary depending on cultural, historical or political viewpoint. Current situation of India – The total land area of ​​India as of 2021 is approximately 3.29 million square kilometers (1.27 million sq mi). 

India is the world's seventh-largest country by land area, and includes a wide range of geographical features, from the Himalayan mountain range in the north to the coastal plains and plateaus in the south. India shares its borders with Pakistan in the northwest, China, Nepal and Bhutan in the northeast, and Bangladesh and Myanmar in the east. There is the Indian Ocean in the south, the Arabian Sea in the west and the Bay of Bengal in the east. It is important to note that India's land area may change over time as a result of natural processes or human activities. Additionally, some sources may report slightly different figures depending on their methodology and the specific geographic features included in their measurements. Geographical classification – Physical division of India Vivace Panorama Geographically, India is usually divided into six main parts or regions, each with its own unique physical, cultural and historical characteristics. These areas are:- Northern Mountains: This region includes the Himalayan mountain range, which extends up to India's northern border with Nepal, Bhutan, and China. 

It contains some of the world's highest peaks, as well as several major rivers, including the Ganges and Brahmaputra.India's northern mountains, which include the Himalayan mountain range, are among the highest mountain ranges in the world. The Himalayas extend over a length of 2,400 kilometers (1,500 mi) from the Indus River in the northwest to the Brahmaputra River in the east, and have an average width of 250 kilometers (155 mi). The highest peak in the Himalayas and the world is Mount Everest, located on the Nepal–China border and standing at an altitude of 8,848 meters (29,029 ft). Other notable peaks of the Himalayas include K2, the world's second highest peak, located on the Pakistan–China border, and several other peaks that exceed 8,000 meters (26,247 ft) in height. Apart from high peaks, the Himalayas also have many glaciers, high-altitude lakes and valleys. The Himalayan region is also an important source of water for most of India, as the Ganges, Indo-Gangetic Plain: This region is characterized by vast, fertile plains that lie between the Himalayas in the north and the Deccan Plateau in the south. It is irrigated by several major rivers, including the Ganges, Yamuna and Indus, and is home to some of India's most important cities such as Delhi and Kolkata. 

 The Indo-Gangetic Plain, also known as the North Indian River Plain, is a vast alluvial plain that stretches more than 2,500 kilometers (1,550 mi) from the Himalayan foothills in the north to the Deccan Plateau in the south. It is one of the most fertile and densely populated regions in the world and covers parts of several Indian states, including Uttar Pradesh, Bihar, Punjab, Haryana and West Bengal. The Indo-Gangetic Plain is formed by the alluvial deposits of the Ganges, Brahmaputra and Indus rivers, which have created a vast, flat plain of fertile soil. The region is characterized by its extensive rice and wheat fields as well as sugarcane, cotton and other crops. It is home to some of the most important cities of India including Delhi, Kanpur, Patna and Kolkata. The plain is also an important source of water for the region, as several major rivers flow through it, including the Ganges, Yamuna and Ghaghra. The Ganga, in particular, is considered sacred by many Hindus and is an important cultural and religious symbol in India. The Indo-Gangetic plain is also known for its cultural and historical importance, with many important empires and kingdoms rising and falling in the region over the centuries. It is home to many historical and archaeological sites, including the ancient city of Varanasi, considered one of the oldest continuously inhabited cities in the world. Thar Desert: This region covers the western part of India and includes the dry Thar Desert, which extends from the Sutlej River to the Aravalli Range. 

It is sparsely populated and home to a unique ecosystem of plants and animals adapted to the harsh desert environment. The Thar Desert, also known as the Great Indian Desert, is located in the north-west part of India, spanning parts of Rajasthan, Gujarat and Haryana, as well as parts of Pakistan. The total length of the desert is approximately 800 kilometers (500 mi), extending from the Sutlej River in the northwest to the Aravalli Range in the east. The width of the Thar Desert ranges between 150 to 250 kilometers (93 to 155 mi). The total area of ​​the Thar Desert is approximately 200,000 square kilometers (77,000 sq mi), making it one of the largest deserts in the world. It is a hot and dry region, with temperatures ranging from 50 °C (122 °F) in summer to as low as 0 °C (32 °F) in winter. The desert is home to many unique species of flora and fauna, adapted to the harsh desert conditions. The Thar Desert is an important part of India's cultural heritage, housing many important cities and historical sites, including the city of Jaisalmer, which is known for its sandstone architecture and is sometimes called the “Golden City”. The desert is also home to several indigenous communities, such as the Rajputs and Bishnois, who have developed a unique culture and way of life in the desert over the centuries. Central Highlands: This region is located in central India and is characterized by a series of plateaus, including the Deccan Plateau and the Chota Nagpur Plateau. 

It is known for its rich mineral reserves and is an important agricultural and industrial area. The Central Highlands of India is a vast plateau region that covers a significant portion of central India. It is surrounded by the low-lying coastal plains in the east and north, the Thar Desert in the west and the Deccan Plateau in the south. The total area of ​​the Central Highlands is approximately 200,000 square kilometers (77,000 sq mi). The Central Highlands region extends for a length of approximately 2,500 kilometers (1,550 mi) from the Satpura Range in the west to the Chhota Nagpur Plateau in the east. The plateau has an average elevation of about 600 to 900 meters (2,000 to 3,000 ft) above sea level, and the topography is characterized by rolling hills, plateaus, and valleys. The Central Highlands region is rich in natural resources, with significant reserves of minerals such as coal, iron and bauxite. The region is also an important agricultural area, with several major rivers such as the Narmada, Tapti, and Mahanadi, among others, flowing through the region and providing water for irrigation. The Central Highlands region is home to several important cities, including Bhopal, Nagpur and Jabalpur. 

It is also home to several important wildlife sanctuaries and national parks, including Kanha National Park and Bandhavgarh National Park, which are home to many rare and endangered species of animals such as tigers, leopards and wild dogs. Eastern Coastal Plain: This region covers the east coast of India and includes the states of Andhra Pradesh, Odisha, and West Bengal. It is characterized by a narrow coastal plain, which is heavily populated and is home to several major cities, including Chennai and Kolkata. Western Coastal Plain: This region includes the western coast of India, extending from the state of Gujarat in the north to Kerala in the south. It includes several important port cities such as Mumbai and Kochi, and is known for its beautiful beaches and backwaters. These six regions are broad categories and each has its own distinct sub-regions with distinct cultural, linguistic and ecological characteristics. They contribute to the diverse cultural heritage of India and make it a fascinating country to explore. Native of India – The human species native to India are commonly known as the indigenous or tribal people of India. 

These people are believed to have been the earliest inhabitants of the Indian subcontinent, with a history dating back several thousands of years. There are many different groups of indigenous people in India, each with their own unique cultural and linguistic traditions. Some major groups include: Tribal: Tribal are the indigenous people of India who have lived in the forests and hills of the country for thousands of years. They constitute about 8% of India's population and are spread across several states, including Jharkhand, Chhattisgarh, Odisha and Madhya Pradesh. Dravidians: The Dravidians are a group of indigenous people who are believed to have been the original inhabitants of South India. They speak Dravidian languages ​​and have a unique cultural heritage. Tibeto- Burman people: The Tibeto-Burman people are a group of indigenous people found in the northeastern states of India. They speak Tibeto-Burmese languages ​​and have a distinct cultural identity. Andamanese: The Andamanese are a group of indigenous people who live in the Andaman Islands located in the Bay of Bengal. They are considered one of the oldest indigenous groups in the world and have a unique culture and lifestyle. Risley has divided the inhabitants of India into seven groups- 1. Mongoloid 2. Indo-Aryan 3. Dravid 4. Mongol – Dravidian 5. Arya-Dravidian 6. Scythian – Dravidian 7. Turk-Iranian Racial classification of Dr. Guha – Dr. S.S. Guha was an Indian anthropologist who proposed a racial classification of the Indian population in the mid-20th century. 

Their classification was based on physical characteristics such as skin colour, facial features and body type. According to Dr. Guha's classification, the Indian population can be divided into three major racial groups: Dr. S.S. Guha's racial classification of the Indian population included six racial groups. They were: 1. Negrito: This group was considered the oldest inhabitants of India and was characterized by short stature, dark skin and woolly hair. They are believed to have lived in small, isolated communities in parts of the Andaman and Nicobar Islands. 2. Proto- Australoid: This group was characterized by medium to dark skin, curly hair, and broad noses. They are believed to have lived in the eastern and southern parts of India. 3 . Mongoloid: This group is characterized by light brown skin, straight black hair, and high cheekbones. They are believed to have come to India from Central Asia and settled in the northeastern parts of India. 4. Mediterranean : This group was characterized by fair to dark skin, wavy or curly hair, and thin noses. It was believed that they came to India from the Mediterranean region and settled in the north-west of India. 5. Western Brachycephalic : This group was characterized by a broad head, light skin, and wavy or curly hair. They are believed to have come to India from Western Asia and settled in the western parts of India. 6. Nordic: This group was characterized by fair skin, light hair, and tall stature. They are believed to have come to India from the northern regions of Europe and Central Asia. It is important to note that Dr. Guha's racial classification has been widely criticized as being oversimplified and based on physical characteristics that do not necessarily reflect the genetic and cultural diversity of the Indian population. Many experts believe that race is a socially constructed concept and that there is more genetic variation within racial groups than between them. Today, most anthropologists and geneticists prefer to use more subtle and scientifically based methods to study human populations. India's indigenous people have faced many challenges over the years, including displacement from their traditional lands and the loss of their cultural heritage. However, efforts are being made to preserve their cultural and linguistic traditions and to provide them opportunities to participate fully in the social, economic and political life of the country. 

 Ancient Indian culture and tradition – Ancient Indian culture and tradition is one of the oldest and most diverse cultures in the world. It has a rich history and has been shaped by various factors including religion, language, geography and politics. Here are some major aspects of ancient Indian culture and tradition: Religion: Religion has played a major role in shaping Indian culture and tradition. Hinduism, Buddhism, Jainism and Sikhism all originated in India and have had a profound influence on the country's culture and way of life. The Vedas, the oldest Hindu texts, provide insight into ancient Indian lifestyles, and Hindu mythology is an important part of Indian culture. Language: India is home to a wide variety of languages, with over 22 official languages ​​and over 1,500 dialects. Sanskrit, the ancient language of India, has been the basis of many Indian languages ​​and has played an important role in shaping Indian literature and philosophy. Arts and Architecture: Indian art and architecture are some of the most vibrant and diverse in the world. Indian paintings, sculptures and textiles have been influenced by a variety of cultural and religious factors, and Indian architecture is characterized by intricate carvings, vibrant colors and unique styles. 

 Festivals and Celebrations: India is known for its colorful festivals and celebrations, which are an important part of the culture and tradition of the country. Diwali, Holi, Navratri and Eid are some of the many festivals celebrated in India. Food: Indian cuisine is known for its rich flavors and spices. Each region in India has its own unique cuisine, and traditional dishes are often influenced by religion, geography, and history. Social Structure: Ancient Indian society was divided into a caste system, based on occupation and heredity. The system has been criticized for maintaining social inequality, but it has also helped preserve cultural and religious traditions. Science and Philosophy: India has a rich history of science and philosophy. Ancient Indian scholars made significant contributions in fields such as mathematics, astronomy and medicine. Indian philosophy, including yoga and meditation, has influenced many Western philosophical traditions. 

Overall, ancient Indian culture and tradition is incredibly rich and diverse, with a long and complex history that has been shaped by a variety of factors. Despite the many changes that have taken place in India over the years, these cultural and traditional elements continue to play an important role in modern Indian society. Features of Indian culture – Indian culture is known for its diversity, richness and ancient heritage. Here are some of the main features of Indian culture: Spirituality and Religion : India is known for its spirituality and religion, with Hinduism being the major religion. However, India is also home to other major religions such as Islam, Christianity, Sikhism, and Buddhism. Religion is deeply ingrained in Indian culture and influences many aspects of life, from daily rituals and traditions to festivals and celebrations. Family Values: Family is an essential part of Indian culture, and family values ​​are highly emphasized. Respect for elders, taking care of parents in old age and strong family bonds are important values ​​of Indian culture. Food and Cuisine: Indian cuisine is known for its diverse and delicious dishes, with each region having its own unique style of cooking. Indian food is heavily influenced by spices, herbs and vegetables, and is often vegetarian. There is also a tradition of hospitality in Indian culture, in which the guest is considered like a god. 

 Art and Architecture: India has a rich tradition of art and architecture, with intricate designs and vibrant colors being the hallmarks of Indian art. With ancient temples and palaces being important cultural and historical sites, Indian architecture is also characterized by elaborate carvings and intricate designs. Education and Knowledge: Education and knowledge have always been given utmost importance in Indian culture. Traditional Clothing : India has a rich clothing tradition, with traditional attire such as the saree, salwar kameez and dhoti worn by men and women. Respect for elders: Respect for elders is an important cultural value in India. Hospitality: India has a tradition of hospitality, guests are treated as gods. These characteristics are just a few of the many elements that make up the rich and diverse tapestry of Indian culture.

Research Paper Format

A RESEARCH MONOGRAPH SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF XXXXXXX (XXXXXXXX) DEPARTMENT OF LAW, FACULTY OF SECURITY & STRATEGIC STUDIES 2023

Maximizing Health and Financial Security: Understanding John's Income and Insurance Choices || Answer

Maximising Health and Financial Security: Understanding John's Income and Insurance Choices 

Answer

Introduction

In today's fast-paced world, unexpected health issues can have a significant impact on one's financial stability. To navigate these uncertainties, individuals often turn to insurance plans. In this blog post, we'll delve into John's monthly income uncertainties, his utility function, and various insurance scenarios. Let's explore the insights and decisions that can help John secure his financial well-being.

Understanding John's Income and Utility

John's monthly income is subject to two states: Sick and Healthy, with corresponding probabilities and income levels. His utility function \(U = Y^{0.5}\) helps us gauge the satisfaction he derives from his income.

1. **Expected Income (EY)**:

   - John's expected income is $3640, reflecting the average income he can anticipate across states.

2. **Expected Utility (EU)**:

   - With a utility function of \(U = Y^{0.5}\), John's expected utility is approximately 62.00, showcasing his contentment with his anticipated income levels.

3. **Risk Aversion**:

   - John's preference for a certain income over a risky one with the same expected value indicates that he is risk averse.

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**Assessing Risk and Risk Premium**

1. **Risk Premium**:

   - John's willingness to pay $144 to avoid the risk of income loss highlights his desire for financial security.

2. **Changing Circumstances**:

   - In a scenario where John's income in the sick state decreases, his risk premium remains at $144, indicating his commitment to minimizing financial uncertainty.

---

**Insurance and Risk Mitigation**

When it comes to insurance, different plans offer varying levels of protection and incentives:

1. Indemnity Benefits vs. Service Benefits:

   - Indemnity Benefits provide a fixed amount for a specific service, offering predictable coverage. Service Benefits, covering a percentage of out-of-pocket expenses, may lead to overutilization.

2. Government Intervention and Universal Coverage:

   - Direct public provision of insurance coverage proves most efficient in achieving universal coverage while minimizing deadweight loss.

3. Private vs. Public Insurers:

   - Private insurers are more inclined to adopt loss prevention programs due to their profit-driven nature, focusing on reducing claims payouts for chronic diseases.

4. Free-rider Private Insurance:

   - Indemnity Benefits health insurance plans are more likely to face challenges related to free-rider behavior, potentially leading to higher premiums.

Conclusion

In John's pursuit of financial security, understanding the nuances of income uncertainties, utility functions, and insurance options is crucial. By evaluating risk, preferences, and the nuances of different insurance plans, individuals like John can make informed decisions to safeguard their financial well-being. Balancing risk aversion with potential gains is the key to a secure financial future.

Note: The answers provided are based on the given scenarios and are for illustrative purposes only.

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Question 1

What is John's expected income EY (that is, what is the expected value of his income across states)?

Answer: John's expected income EY is: $3,640

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Question 2

Let John's utility function be U = Y ^ 0.5 , where Y is John's monthly income. Calculate John's expected utility EU (that is, expected value of utility across states) rounded to 2nd decimal point.

Answer: 62.00

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Question 3

Compare the utility of John's expected income and the expected utility of his income. Based on this comparison. John is found to be risk averse.

True

False

Answer: True

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Question 4

Calculate the maximum amount that John is willing to pay to avoid the risk of income loss resulting from becoming sick: i.e.. what is John's risk premium?

Answer: $144

Question 5

Calculate the new maximum amount that John is willing to pay to avoid the risk of income loss resulting from becoming sick; ie., what is John's risk premium?

Answer 5: $100

Question 6

Now that the probability of being in the sick state has increased, John is more likely to buy health insurance than before.

True

False

Answer 6: true

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Question 7

Calculate the new maximum amount that John is willing to pay to avoid the risk of income loss resulting from becoming sick now that he is earning less in that state; i.e., what is John's risk premium?

*Answer: $144*

---

There are two states:

- Sick (p = 0.4): Income is now U(900)

- Healthy (p = 0.6): Income remains U(4,900)

John's utility function is still U = Y^0.5

To find the risk premium:

1. Calculate John's expected utility E(U):

   - \(E(U) = (0.4 \cdot E[U(900)]) + (0.6 \cdot E[U(4,900)])\)

   - \(E[U(900)] = \sqrt{900} = 30\)

   - \(E[U(4,900)] = \sqrt{4,900} = 70\)

   - \(E(U) = (0.4 \cdot 30) + (0.6 \cdot 70) = 54\)

2. Calculate utility of expected income U(E(Y)):

   - \(E(Y) = (0.4 \cdot 900) + (0.6 \cdot 4,900) = 3,060\)

   - \(U(E(Y)) = \sqrt{3,060} = 55.28\)

3. Find risk premium \(X\) such that:

   - \(U(E(Y) - X) = E(U)\)

   - \(\sqrt{3,060 - X} = 54\)

4. Solving this:

   - \(X = 3,060 - 2,916 = 144\)

*With the lower sick state income, John's maximum risk premium is now $144.*

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Question 8

Now that the income in the sick state has decreased, John is more likely to buy health insurance than before.

True

False

Answer: True

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Question 9

Which type of private health insurance plan is more likely to become a free-rider private insurance?

• Indemnity Benefits health insurance plan
• Service Benefit health insurance plan

Answer: Indemnity Benefits health insurance plan

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Question 10

Which type of private health insurance plan can provide better protection against the risk of financial loss when the insured is sick?

• Indemnity Benefits health insurance plan
• Service Benefit health insurance plan

Answer: Indemnity Benefits health insurance plan

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Question 11

If the goal of government intervention is to achieve universal coverage, which strategy is the most efficient in terms of minimizing the deadweight loss?

Public subsidy

• Mandated insurance benefits
• Direct public provision of insurance coverage

Answer 

• Direct public provision of insurance coverage

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Question 12

As mentioned in this chapter, some insurers operate disease management programs that seek to promote prevention and screening in order to reduce adverse health outcomes of chronic disease and the associated expense. Does the incentive for such loss prevention differ between private insurers and public insurers?

YES

NO

Answer: YES

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Question 13

As mentioned in this chapter, some insurers operate disease management programs that seek to promote prevention and screening in order to reduce adverse health outcomes of chronic disease and the associated expense. Which type of insurer is more likely to and stands to gain the most from adopting a loss prevention program?

Public Insurer

Private Insurer

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Question 14

Please, upload your work for partial credit if an algebraic error caused a misspecification of the parameters above.

Upload

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Using Formative Assessment to Enhance Student Learning

# Using Formative Assessment to Enhance Student Learning

Formative assessment is a powerful tool for teachers to improve student learning outcomes. In this blog post, I will discuss the purpose and effectiveness of formative assessments, challenges teachers face in implementing them, and solutions backed by educational theory and research.

## The Purpose of Formative Assessment

Formative assessment

Classroom assessment

Assessment for learning, Diagnostic assessment, Instructional assessment, Student learning

Learning outcomes, Success criteria, Self-assessment, Peer assessment, Student feedback

Teaching methods, Lesson planning, Constructivism, Zone of proximal development, Parental involvement, Time management, Resource utilization, Data organization, Improving instruction

Enhancing learning

Formative assessment refers to the ongoing assessments conducted by teachers during instruction to evaluate students' knowledge, skills, and progress. The key purposes are:

- **Diagnostic**: Identify students' prior knowledge and skills to plan targeted instruction. 

- **Instructional**: Determine what students have mastered and what needs re-teaching.

- **Reporting**: Inform students, parents and school authorities of learning progress. 

Formative assessments empower students and teachers to enhance classroom learning. They provide feedback to modify teaching methods and help students improve.

## Characteristics of Effective Formative Assessment

According to the National Curriculum Framework, key features of formative assessment include:

- Sharing learning outcomes and success criteria

- Engaging students in self and peer assessment 

- Providing meaningful feedback

- Reviewing assessment data to guide next steps

## Theoretical Perspectives 

Formative assessment aligns with constructivist learning theories which view learning as active and knowledge as constructed through experiences. The sociocultural theory emphasizes the importance of assessment as a collaborative tool to support learning within students' zone of proximal development. 

## Challenges in Implementation

Teachers face several challenges in effectively implementing formative assessments:

- Lack of parental support in some activities

- Insufficient planning time

- Scarce resources like libraries, labs

- Difficulty tracking large amounts of assessment data

## Possible Solutions

- Build partnerships with parents through workshops and meetings

- Improve time management through organization and technology 

- Share resources creatively and use available options

- Organize data in digital folders for each student

WRITTEN REPORT

Introduction

Educational assessment is defined as interpreting the gathered information to know how far the learning outcomes or standards have been achieved. Assessment is a method of documenting the skills, knowledge, believes and attitudes in a measurable form. This is a process to determine how far the learners have achieved learning outcomes. Assessing learners is not only a healthy and fruitful process for the students, however, it’s also a meaningful activity for the teachers. Both learners and teachers can take maximum benefit of the process to measure how far they have achieved learning outcomes. Especially teachers can reflect upon their teaching methods my assessing their students. For the reason that students’ progress mainly depends on the way teachers taught them. Keeping in view students’ progress report teachers can change and improve their teaching methods. For teachers’ assessment gives an indication that how well they have taught and for students how well they have learned and achieved learning outcomes. 

Hence, the process of assessment function as a road map that helps teachers and students to further plan their achievement in the teaching and learning process. The process of assessment also helps the teachers to become more organized towards teaching and responsive observers of the learners. Assessment is of no use when it’s not taken into account for betterment and improvement and for this purpose the teachers should be in a position to change classroom instructions by redesigning the old teaching practices if needed. With the help of assessment, teachers can become conscious of how students learn and teachers can also relate to how students respond to particular teaching practice. The key purpose of educational assessment is to empower the learners and teachers to enhance the quality of learning. The assessment should be used as a tool to support the learning rather than an end in itself. Thus, students should be assessed to celebrate their success. 

There is a number of purposes of conducting assessment, three main reasons for assessment are; Diagnostic, Reporting and Instructional. 

Diagnostic Assessment: this assessment is conducted to diagnose or identify how far a student has achieved the learning outcome. Mostly this assessment is conducted before the instructions to evaluate students’ knowledge and skills, strengths and weaknesses. This assessment is also meaningful for the students as they can know how far they have mastered the learning outcomes. For the teachers, diagnostic assessment is a tool which is helpful to better understand the previous knowledge of students about a specific subject area before planning the instructions. 

Instructional assessment: The purpose of the instructional assessment is to identify what needs of the students to be taught in the next lesson and or what learning outcomes have not been achieved in one lesson should be re-taught. This type of assessment help teachers to become aware of teaching-learning process taking place in the classroom. 

Reporting assessment: Another purpose of assessment is to report the performance or achievement of the students to students themselves and their parents. This reported assessment also possesses key role further in students career, for instance, students further wants to get an education, so they can show their reported assessment to concerned authorities. Even for employment, the students show their previous results. Hence, the selection in higher education is the key purpose of this assessment. 

National Curriculum Framework (NCF) suggests that schools should use both of the approaches of the assessment which are; assessment for learning (AfL) and assessment of the learning (AofL). In the overall education system, it is commonly observed that students have not achieved the learning outcomes which they were expected to achieve during teaching. As the result, a huge gap between what has been taught and what has been learned can be observed. And this gap can be reduced by the assessment for learning (AfL) instead of conducting tests just to assess a student. 

Assessment for Learning: The assessment for the purpose of learning is generally formative in its nature. This assessment helps the teachers to modify and improve their teaching strategies according to students learning. In the process of planning of next lesson this assessment also plays a key role as it helps teachers what strategies should be applied next and how individuals and the overall class should be engaged in the learning process. Assessment for learning includes number of strategies to assess student’s progress like; classroom discussions, teacher observation, reflection on student’s tests and analysis of students tasks. The information collected through this assessment which we can also called as formative assessment is further used for improvement and modification in teaching and learning process, so that teachers can meet the needs of students for instance; teaching through alternative teaching approaches, re-teaching the same topic and giving more opportunities for the practice. Many studies shows that formative assessment is essential tool for classroom activities and its development can enhance the standards of achievement. 

According to the National Curriculum Framework the key characteristics of ‘assessment for learning’ are as follows; 

Sharing of learning outcomes with the learners. 

Sharing the criteria for success with the learners. 

Engaging learners in self and peer assessment. 

Providing learners with correct feedback. 

Reflect and review the information collected through assessment. 

Identify the steps that should be taken next. 

Assessment of learning; this type of assessment has more resemblance with the summative assessment where it is intended to measure the learning outcomes usually at the end of the academic year. The purpose of this assessment is to measure the learning outcomes and further report them to the students, parents and other concerned authorities. 

“Assessment for the learning” is the authors’ purpose of assessment.

I assess students to enhance their learning opportunities instead to judge them according to their test results or report cards. I believe students should be assessed to celebrate their success, students should be assessed to reflect upon on teaching, and students should be assessed to appreciate their little efforts towards learning. And this formative approach of assessment will allow me to improve my teaching methods according to my students needs and also it will help my students to enhance their learning by continuously reflecting upon what they have mastered and which learning outcomes they have not achieved yet. I understand that this assessment will require a lot of effort, organization and effort from me but as a result, this will really help me to enhance my students learning and improve my teaching approaches. By its name, this is clear that the purpose of this assessment is students learning, and that’s the ultimate goal of every school. 

I teach grade-3, key stage -1. For key stage one, we use a formative assessment that is an ongoing assessment to assess the students. The main purpose of classroom assessment is to empower both teachers and their students to improve the quality of learning in the classroom. In general, assessment serves a range of purposes. But the main purpose of this assignment is to provide information to teachers about the teaching and learning taking place in the classroom. Moreover, I assess my students for their learning purpose. Assessing for learning is not just learning for the students however it also benefits to improve the teaching strategies according to students learning, hence learning will also enhance. I engage my students in different classroom activities to assess them and further help them in their lacking areas by giving them feedback and modifying my instructions. Some of the important points I consider while assessing my students are:

I share the success criteria with the students, so that the students will know before the end of the lesson what they should know to be successful in this lesson. I share the learning intention with my students before starting the session so that they will be well aware of what they are expected to learn at the end of the lesson. In easy language, I usually write down the learning outcome one one side of the board so that students should be well aware of it. Learning intentions really support me and my students to be aware of what will be assessed at the end of the lesson. Because there is a strong connection and alignment among learning outcomes, assessment and feedback. I teach to achieve my learning outcomes and assess my students to know either I have achieved the learning outcome or not? If not then I again plan the same lesson with some different teaching strategy and teach again. Because the purpose of assessment is my students learning. 

Before I give any task to my students for assessment purposes like any project, assignment or presentation I share the assessment rubric with the students. This is how while doing assignments or making any project they keep in mind what aspects will be assessed in their project/assignment. With this students will consider all the important factors which will be assessed. Like they are assigned to make a project and in that project the things which will be assessed are; relevant content, language, presentation etc. sharing assessment rubric is a very healthy activity for both teachers and students. I save the time of teachers will assessing and it help students to take care of all the important aspects which will be assessed while making the assignment. So, I always share the success criteria with my students as this will help my students to be well aware of what constitutes good work and average work. Sharing success criteria is also important for the purpose that students can see the connection among success criteria and learning objectives. Students must know that they are not been assessed what they have not taught. They will only be assessed what they have taught nothing else. 

In the classroom I engage my students in the activities where they can do self-reflection of their learning. By doing the self and peer assessment the students can reflect on their own learning. Self-assessment help my students to be aware of their strengths and areas of improvement. Doing self-assessment is a very healthy activity for learning because this allows students to take ownership of their learning. Same as self-assessment, peer assessment also benefits students to become aware of their learning from each other. The peer assessment is very effective in my classroom because my students are very comfortable with each other, they support one another, they respect the opinions of other fellows and they feel comfortable to take risk and make mistakes. 

My assessment method is effective because I give feedback to my students about their learning progress. It’s not just I conducted the assessment and forget about the reports. I call my students and share their results with them, let them go where they have performed well and in what areas they are still lacking which they need to work on. Effective use of the assessment is only when its report is shared with students for their progress. I give feedback to my students so that they will be able to reflect upon their learning and evaluate the quality of their learning. I also appreciate getting feedback for my teaching instructions from my students because this strengthens my improves instructions and I become able to teach my students in the ways by which they understand best. The factors I take care of while giving feedback to my students are; the feedback should be relevant to the teaching, it should be provided as soon as an assessment is conducted, it should be based on student’s achievement, the feedback must be helpful for my students so that they can improve their learning, the feedback should be confidential and given only to the concerned student instead of intermediary, the feedback should be respectful where students integrity and needs should be respected, and the feedback must motivate students to continue learning efforts. 

The assessment I conduct from my students is itself pedagogy and cannot be separated from the instructions. I use the information gathered through the assessment to review the learning process. I believe that reviewing and reflecting on the assessment is the only way by which assessment can fulfil purpose that is to enhance the quality of learning. All these characteristics of “assessment for learning” which we also called as formative assessment are very important to be taken carefully. This is the only way by which we can achieve the true and exact purpose of assessing our students. 

The theoretical perspective behind what is practiced now

Jeans Piaget Constructivism's Theory is based on observation and scientific study. According to Piaget “people construct their own understanding and knowledge of the world, through experiencing things and reflecting on those experiences”. Although, Knowledge is constructed, rather than innate, or passively absorbed. So in my class when I taught classification of reptiles. I made a web using their general knowledge. After that, I showed them videos, and let them explore by seeing the real objects. In groups I instructed them to explore and classify it. At the end they have a lot to include in the web. So using different kinds of strategies we can assess the students. According to Piaget “Learning is an active process”. So in science period to teach herbs, shrubs and trees. By using video and PPT I have explained the 3types of plants. After that I took them to a field trip to explore trees. After that, with pairs, I told them to share their notes and compare their views. Next, by using the discussed notes they filled the table about trees. (Piaget, 2006).

Formative assessment methods have a significant impact on students learning. According to William (1998) the impact of formative assessment on general student achievement. So I think formative assessment is highly effective in raising levels of student achievement because it help students to identify their strengths and weaknesses and it help them to identify the target areas that they need to work on. According to him formative assessment was defined as a tool for making teaching more effective during the course, while summative assessment had more grading and evaluative purposes to check students’ progress at the end of the course. So in my class when I used to give the students to draw a mind map to represent their understanding of a topic. Also, I let the students to write one or two sentence identifying the main point of the lesion. So, in this way I can identify what they know and don’t know. So, it helps me to design the next lesion. Therefore, I believe that it is very effective to carry formative assessment during the class.

What I do in my class first of all in the beginning I share the learning intention with students so they will know what they are going to learn. I share the success criteria so that they will know the things they need to know, to be successful in the lesion. Before each lesson recall the previous lesson so that they can build their knowledge by relating to that knowledge. I always try to use different kind of activities so that they get change to explore and identify more. Therefore, it will be kept in their long-term memory, also provide those challenges by asking questions and give them chance to explore and find the answer according to their interested activity. I used to make the lesions so attractive and much engaging, so that at the end, students can proudly say they learned something new. Summative and formative assessment models are as different in their purposes “unlike summative assessments, which may be either criterion-referenced or norm-referenced, formative assessments are always made in relation to where pupils are in their learning in terms of specific content or skills” Harlem and James (2006) So the formative assessment is more individualized and targeted on student’s unique performance in learning, 

According to McMillan (2014), “formative assessment is a way of evaluating students’ progress during teaching in order to make decision on further actions” So the students’ progress is not used for judgment; instead, it helps to know what should be done to help the student in his learning. Formative assessments don’t necessarily need to be graded.  They serve as checkups; it is more about the information rather than the end score. The information gathered helps to shape instruction and future content. According to Earl (2013), “considering student work is not designed to assign marks and make comparative judgments among students but to highlight each student’s strengths and weaknesses and provide them with feedback that will further affect their learning” This means that the main aim is not only to collect evidence about student learning, but also to be able to analyze and reflect on it. 

Formative assessment's main aim is to facilitate and enhance students’ learning through various in-class activities. The purpose of Assessment in Our School is to allow students and teachers to reflect on student learning in order to set or maintain a direction that will promote student progress. Teachers are expected to use assessment results to Provide regular and frequent feedback to students to improve their performance. Thus, to Determine student's prior knowledge and skill level, strengths and weaknesses and differentiate instruction to match student needs.  Also to determine which students require additional support or extension. It also provides specific evidence to inform recordkeeping and reporting. Although, Students are expected to use assessment results to Receive feedback about their level of skill and knowledge and help to set goals. It informs them about the next steps in their learning and to develop the critical abilities to recognize quality work. Also, it develops a positive and realistic appreciation of their abilities and progress. According to Earl (2013), “considering student work is not designed to assign marks and make comparative judgments among students but to highlight each student’s strengths and weaknesses and provide them with feedback that will further affect their learning” This means that the main aim is not only to collect evidence about student learning, but also to be able to analyze and reflect on it. Formative assessment's main aim is to facilitate and enhance students’ learning through various in-class activities. 

Challenges Faced

1. Lack of Parental Support.

Parents should be the ideal working partners to provide the best learning experience for students. For example, they say that they have no time to take the students to field trips. When we tell the parents to come with the students for a field trip. (Most of the parents say that, we don’t have time to do all this, we have a lot of works and kids to look after. Due to this only a few students are able to join the trips with the parent.

2. Lack of Time for Planning.

Have to teach 6 subjects. In a week have to take 24 periods. Need time to make related materials like ppt, have to mark books and make assessments.  So, the time we get is very less for planning and preparing the lesions. As a primary teacher have to teach 6 subjects. In a week have to take 24 periods. To effectively carryout each lesson we need time to make materials like ppt, find related videos, and have to find out what are the activities that can be carried out, things needed for those activities. Plus have to mark books and make assessments.  So, the thing is we also have our own family, we have to give time for our kids. So, the time we get is very less for planning and preparing the lesions.

3. Lack of resources. 

Have to share the classroom. Couldn’t paste the related works on the wall. No library to provide them stories. No science lab to carry out science experiments as our school is having 2 sessions, we have to share our classroom with the secondary students. Could not take extra classes as the class is full. When we paste the related works on the wall the next day all are in the dustbin, so couldn't keep the important materials on the wall. During English class have to give reading worksheets because there is no library to provide them stories. Plus, there is no science lab to carry out science experiments. Have to show videos, little chance students get to explore science experiments.

4. Have to handle a lot of data and information about the individual students.  

In each lesson we need to note down each individual detail about that lesion. As there are different level and different ability of students. Have to keep a record of the individual students.

Assessment for learning which is formative in nature is not related with a specific philosophy of education. Critical formative assessment is a part of the socio-cultural constructivist view of learning. The theory of learning is supported by recent studies. The current goals of education are compatible with the socio-cultural constructivist theory of learning. Effective formative assessment is explained by this theory of learning. The Socio-cultural constructivist perspective of learning help is very effective in creating learners to actively construct knowledge and understanding through cognitive processes. The learning perspective helps students develop the met cognitive skill which is important to regulate their own learning. 

Even in the last fifty years, a formative evaluation still involves the formulation and implementation of research and exhortations. The assessment conducted in the classroom might be supported by different learning theories. In particular, formal assessment shows parallels with Vygotsky's fundamental authored socio-constructivist theory. We want in this work to emphasize the parallels of formative evaluation in the zone of proximal development, with a specific element of socio-constructivist theory (ZPD). Therefore, several features of formative evaluation and ZPD are explored and, ultimately, the probable links between them demonstrate that both are mutually supplementary. In this study there is an assessment viewpoint that might be distinct and therefore collaborative in learning and developing for students, meaning that evaluation is viewed as a collaborative agent for students to move about within their proximal zone of development. The assessment must give knowledge and chances for learning to students, which is in turn an essential part of the cultural and especially human development process. The evaluation must give knowledge and chances for student learning, "which in turn is an essential element in the cultural and humane psychological process of growth." This article has undertaken speculative study to examine the planning, development and technology methods for collecting and analyzing data. The study and analysis of linked texts on the topics of formative evaluations and a proximal development zone was carried out, and is characterized by conceptual analysis, in which author's analysis is carried out, arguing and re-telling notions. The goal was from the outset to learn about the formative assessment and the proximal development zone, to debate them and build partnerships. Works like books and papers on topics have been consulted for this purpose. 

Solution by relating to the literature

I think most of the time parents are not much aware about the new curriculum. So we can conduct workshops and meeting to make them aware about the new learning system. I believe that as a parent no one will want to lack anything in their children's learning, they will do their best to make their children as number one. So, we have to build a strong bond with the parents then they will be very cooperative.

Although, we can improve our time management skill by organizing days and weeks in advance. We can integrate the lesson and can carry the lesson as one. We can make a schedule and can strictly stick on it. So, every task will be done in the mentioned time.  It is not a must to collect all the books and mark all the book at once. During the lesson we can manage the time and we can try just to put a tick as marked. So, during the lesson also we can check their works and can give feedback. Also, we can make the students aware about we share the classroom, so there will be other student’s works. We can make them understand, how you will feel when you see your work on the dustbin. Every student will do their best in each and every work. We can use the available resources effectively to engage the students. Moreover, in formative assessment gathering the information is not enough teachers always needed to make best use of that data for students learning purpose.  According to my point of view this issue can be solved by extreme level of the organization of data. Teacher should be well organized. Timely he or she should make folders and save all the records in those folders by their student’s names. In this world of technology saving huge data is not a big deal, however for this organization of teacher is really important. We should keep it in mind that it is our responsibility not a choice

These challenges in the formative assessment are very necessary to be addressed timely so that the key purpose of the formative assessment can be achieved effectively. As I discussed in the challenges section that handling a lot of data or information gathered through formative assessment is one of the major challenges teachers face while using formative assessment in the classroom. Because in formative assessment gathering the information is not enough teachers always needed to make the best use of that data for students learning purposes. According to my point of view, this issue can be solved by the extreme level of the organization of data. The teacher should be well organized. Timely he or she should make folders and save all the records in those folders by their student’s names. In this world of technology saving huge data is not a big deal, however for this organization of teachers is really important. 

For a formative assessment well organized and saved data is even not enough a teacher must use it further for students learning, the teacher should give feedback to the students on their results, teachers should also use this information to modify own instructions so that instructions can meet the needs of the students. Teachers should use the information to know what students have learned and which learning outcomes have not been mastered yet. And this can really help a teacher to plan the next lesson. 

Another major challenge teachers face in formative assessment is time management because formative assessment activities are very time taking. Most of the times teachers plan very effective assessment strategies for the classroom but they fail to conduct due to the limited time. For instance; one of the formative assessment methods in classroom discussions, and this is a time taking process. So, a teacher cannot ask students to do classroom discussions on a topic in a limited time, for this teacher must have huge time. 

According to my solution to this challenge can be the best use of technology. By the use of different social media, or other learning platforms teachers can easily engage students to be part of a healthy discussion no matter where they are present physically. Teacher’s feedback is an important feature of formative assessment however most of the times because of the time constraints teachers are not able to give individual feedback to the student. To solve these problems teachers can also use technology. Teachers at their home, whenever they get time can contact the individual students and give them constructive feedback. Time can be managed by good organization of all the tasks, by using smart ways of teaching and assessing and by distributing the tasks to the students, instead of assessing students can be engaged in the self-assessment process and can be asked to do peer assessment in a way teacher’s task of assessment can be distributed. 

Conclusion

Assessment and grading are not the same. Usually, the goal is to evaluate individual students' learning and performance.  The assessment examines the pattern of students learning across courses and programs and using this information to improve educational practices. So I hope this will be helpful for teachers when carrying a formative assessment. Although Formative assessment is about measuring where students are in their learning and giving them feedback, they say, and then working to fill in the gaps. ... Some districts even have policies requiring that certain numbers or types of tasks be graded, which can make it tough to avoid giving grades on formative assessments. Moreover, in this assignment, I have highlighted the theoretical background behind what is practiced in my school. I have included the problems we face, and by using literature I have included the solutions for that.



## Conclusion

When used systematically, formative assessment provides rich insights into student learning and guides teaching practices. With some effort in planning, resource utilization, and organization, teachers can implement formative assessments successfully to improve classroom instruction and learning.

Hope this provides some useful tips on leveraging formative assessments! Let me know if you have any other suggestions to share.

References

• Boulet, M.M. et al. (1990), “Formative Evaluation Effects on Learning Music”, Journal of Educational Research, Vol. 84, pp. 119-125. 
• Branford, J.D. et al. (eds.) (1999), How People Learn: Brain, Mind, Experience, and School, National Academy of Sciences, National Academy Press, and Washington D.C. 
• Bruner, J. (1996), the Culture of Education, Harvard University Press, Cambridge, MA. 
• Butler, D.L. and P.H. Wine (1995), “Feedback and Self-regulated Learning: A Theoretical Synthesis”, Review of Educational Research, Vol. 65, No. 3, pp. 245-281.
• Black and William, 1998, Assessment for Excellence: the philosophy and practice of assessment and evaluation in higher education. New York: Macmillan.
• William, 2006, National Center for Research on Evaluation, Standards, and Student Testing. University of California, Los Angeles
• Harlen and James 2006, State of the art review: language testing and assessment (part two). Language Teaching, 35(2), 79-113.
• McMillan 2014, Classroom assessment techniques: a handbook for college teachers (2nd ed.). San Francisco: Jossey-Bass.

HCM4002 || Meeting the Needs of Service Users || Case Study||

 

 

HCM4002

 Meeting the Needs of Service Users  

Case Study

 

  

 

Date for Submission: Please refer to the timetable on ilearn

   (The submission portal on ilearn will close at 14:00 UK time on the date of submission)

 

 

 

 

 

Assignment Brief

 

As part of the formal assessment for the programme you are required to submit a Meeting the Needs of Service Users assignment. Please refer to your Student Handbook for full details of the programme assessment scheme and general information on preparing and submitting assignments.

 

 

Learning Outcomes:

 

After completing the module, you should be able to:

 

1. Assess care needs and formulate desirable and achievable goals and provide a rationale for the structures and systems which support practice
2. Explore own skills in assessment of needs, relating these to relevant theory
3. Reflect on individual role in the implementation of care to meet the needs of service users
4. Demonstrate the ability to communicate good practice to others

 

Professional Skills

 

Perform effectively within the professional environment. Work with a team, demonstrating interpersonal skills such as effective listening, negotiating, persuading and presentation. Be flexible and adaptable to changes within the professional environment.

 

Guidance

 

Your assignment should include: a title page containing your student number, the module name, the submission deadline and the exact word count of your submitted document; the appendices if relevant; and a reference list in AU Harvard system(s). You should address all the elements of the assignment task listed below. Please note that tutors will use the assessment criteria set out below in assessing your work.

 

You must not include your name in your submission because Arden University operates anonymous marking, which means that markers should not be aware of the identity of the student. However, please do not forget to include your STU number.

 

 

Please refer to the full word count policy which can be found in the Student Policies section here: Arden University | Regulatory Framework

 

Please note the following:

 

Students are required to indicate the exact word count on the title page of the assessment.

 

The word count includes everything in the main body of the assessment (including in text citations and references). The word count excludes numerical data in tables, figures, diagrams, footnotes, reference list and appendices. ALL other printed words ARE included in the word count.

 

Please note that exceeding the word count by over 10% will result in a 10-percentage point deduction.

Assignment Task

 

Component 1

This Competent is worth 50% of your overall grade.

 

Mrs E is married and lives in a bungalow with her husband. They have a daughter and a son who lives in the same town as them. They lost a daughter 10 years ago from breast cancer. The couple enjoy spending time gardening and going to their local pub. Mrs E sees her daughter usually once a month while their son assists them with shopping and housekeeping tasks. Mrs E’s husband suffers with arthritis and walks with the aid of a walking stick, he also wears a hearing aid. He has been diagnosed with dementia, overtime he deteriorates and begins to forget to put his hearing aid in and use his walking stick leading to accidents. Mrs E becomes his full time carer, to remind him to do things. Her son advises Mrs E that they should place Mr E into a care home to give him more support and offer him more care, however Mrs E insists that she wants to stay with her husband and look after him in their own home. She has always looked after him and their home and wants to carry on doing so. Soon after this Mrs E is diagnosed with vascular dementia when her son noticed her getting confused within her daily tasks, like placing shopping in the oven. Mrs E has glaucoma which requires her to place eye drops in her eyes every night and a heart condition which means she needs to take daily medication. Her son notices that she has not been doing this recently, as a result of this her general health has deteriorated. Out of concern for his parents their son rings social services and asks for an assessment to be completed on his parents. Mrs E needs both a carers’ assessment and a needs assessment, this can be combined into one assessment.

 

Department of health. Dementia. Available at: Case studies | Dementia (ripfa.org.uk)

 

This assignment will focus solely on Mrs E.

 

Online presentation

 

Prepare a 12 slide power point presentation outlining an integrated care plan based on Mrs E in this study. Consider Mrs E’s care needs, the assessment outcomes, achievable goals and who would be involved in her care plan. Give a justification for your choice of model, framework and tool used in forming this care plan. Students will be expected submit a their presentation slides and a transcript of this presentation.

 

(LO 1, 2, 4)

(100 Marks)

 

 

 

End of questions

Formative Feedback

 

You have the opportunity to submit a draft of your assignment and presentation to receive formative feedback.

 

The feedback is designed to help you develop areas of your work and it helps you develop your skills as an independent learner.

 

If you are a distance learning student, you should submit your work, by email, to your tutor, no later than 2 weeks before the actual submission deadline. If you are a blended learning student, your tutor will give you a deadline for formative feedback and further details.

 

Formative feedback will not be given to work submitted after the above date or the date specified by your tutor - if a blended learning student.

 

Referencing Guidance

 

You MUST underpin your analysis and evaluation of the key issues with appropriate and wide ranging academic research and ensure this is referenced using the Arden University Harvard System.

 

The My Study Skills Area on iLearn contains useful resources relating to referencing.

 

Submission Guidance

 

Assignments submitted late will not be accepted and will be marked as a 0% fail.

 

Your assessment should be submitted as a single Word (MS Word) or PDF file. For more information please see the “Submitting an Assignment - Guide” document available on the A-Z key information on iLearn.

 

You must ensure that the submitted assignment is all your own work and that all sources used are correctly attributed. Penalties apply to assignments which show evidence of academic unfair practice. (See the Student Handbook which is available on the A-Z key information on iLearn.)

Assessment Criteria (Learning objectives covered - all)

Level 4 is the first stage on the student journey into undergraduate study. At Level 4 students will be developing their knowledge and understanding of the discipline and will be expected to demonstrate some of those skills and competences. Student are expected to express their ideas clearly and to structure and develop academic arguments in their work. Students will begin to apply the theory which underpins the subject and will start to explore how this relates to other areas of their learning and any ethical considerations as appropriate. Students will begin to develop self-awareness of their own academic and professional development.
Grade	Mark Bands	Generic Assessment Criteria
First (1)	80%+	Outstanding performance which demonstrates the ability to analyse the subject area and to confidently apply theory whilst showing awareness of any relevant ethical considerations. The work shows an excellent level of competence and confidence in managing appropriate sources and materials, initiative and excellent academic writing skills and professional skills (where appropriate). The work shows originality of thought.
	70- 79%	Excellent performance which demonstrates the ability to analyse the subject and apply theory whilst showing some awareness of any relevant ethical considerations. The work shows a high level of competence in managing sources and materials, initiative and very good academic writing skills and professional skills (where appropriate). The work shows originality of thought.
Upper second (2:1)	60- 69%	Very good performance which demonstrates the ability to analyse the subject and apply some theory. The work shows a good level of competence in managing sources and materials and some initiative. Academic writing skills are good and expression remains accurate overall. Good professional skills (where appropriate). The work shows some original thought.
Lower second (2:2)	50- 59%	A satisfactory to good performance which begins to analyse the subject and apply some underpinning theory. The work shows a sound level of competence in managing basic sources and materials. Academic writing skills are satisfactory and expression remains accurate overall although the piece may lack structure. Satisfactory professional skills (where appropriate). The work lacks some original thought.
Third (3)	40- 49%	Basic level of performance in which there are some omissions in understanding the subject, its underpinning theory and ethical considerations. The work shows a basic use of sources and materials. Academic writing skills are limited and there are some errors in expression and the work may lack structure overall. There are some difficulties in developing professional skills (where appropriate). The work lacks original thought and is largely imitative.
Marginal fail	30- 39%	Limited performance in which there are omissions in understanding the subject, its underpinning theory and ethical considerations. The work shows a limited use of sources and materials. Academic writing skills are weak and there are errors in expression and the work may lack structure overall. There are difficulties in developing professional skills (where appropriate). The work lacks original thought and is largely imitative.
	29% and below	A poor performance in which there are substantial gaps in knowledge and understanding, underpinning theory and ethical considerations. The work shows little evidence in the use of appropriate sources and materials. Academic writing skills are very weak and there are numerous errors in expression. The work lacks structure overall. Professional skills (where appropriate) are not developed. The work is imitative.

 

 

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