Letter of Advice... Interpersonal Communication Essay Example for Free

Letter of Advice Interpersonal Communication Essay This a great article with good advice on how to communicate with your husband, wife or partner for the future. Without Communication there will not be a happy and long lasting result in a marriage. Within reading this article I was able to relate the knowledge with my own marriage of 5 long years. Learning how to communicate within listen as well as my tone and other forms to communicate has been susceptible for us. There has been along hard battle to fight through my ordeal, but the lessons of reading and responding with the actions have been very tolerable. I have had a very bad problem beening lonely after my children went to college and after I closed my business. Drawing more to my husband, I felt he was pulling away from me. There was not a day went by that I feel deeper in a depression without communicating that with him, I just assumed he would have noticed. Now after talking the problem out and with quality time as well things are much better. Being able to relate to â€Å"Many couples think they are communicating with each other†, they are wrong at times, because I was that person. Within the statement, â€Å"Romantic relationships begin with a lot of sharing and excitement, (Terri Orbuch) I feel this is very true, because that’s why you get married. But, as time goes on other things take place within priorities before you mate. I blame this on life sometimes. Self-disclosure really is an important key to having satisfaction in a marriage even or a relationship, because it is an act of verbally or nonverbally revealing information about you to others. Within revealing your true thoughts and self you may allow other people to know the â€Å"real you† and not your public personality, which often leads to building the relationship to higher levels of communication. Self-disclosure is what your spouse will be entitled to that knowledge. When it comes to gender differences, there really is a level of expression that women and men have to different. When you make a connection and are able to understand how interpersonal communication works, you are better able to express and reveal information about the inner you. I have noticed that my husband keeps a lot of things bottled up on the inside and I really try to get him to talk about things. But within recognizing my husband’s stand on issues, I don’t push too hard. Gender roles are even greater over the years as men and women both have trouble in expressing their feelings, but if we learn to communicate better things will be easier. After all, we just want to be loved and cared for by our spouse. Unfortunately, I believe I have loved, lost, and lived to love again through our time together. I believe with time, exploring, and the use of self-disclosure that my husband and I will find our way back to an exciting new beginning to share with our extended family through generalization. I fit into the category because many relationships are typical. All arguments and issue seems to be the same, only to be in a different scenario. Communication plays a valuable role in our relationships one that leads to a long-lasting and healthy marriage. Some good advice is to make the best of every opportunity while having fun and loving the person you are with right now.

Summative assessment Essay Example for Free

Summative assessment Essay THE TAQA AWARDCANDIDATE SUPPORT DOCUMENT Candidate Name Assessor Name Vocational Mentors Name Start Date Introduction to document This document has been developed to assist you to develop your skills and knowledge to be able to operate as an effective Assessor. The completion of this document will provide knowledge for learning outcomes in order to complete a multi-choice test for unit 1 Understanding the Principles and Practices of Assessment. In your introduction to the award you will have been provided with a variety of information including. The role of the Assessor Guidance on assessment of different types of evidence Guidance on the  arrangement for assessment The Centres appeals and complaints policy The Centres Quality Assurance Policy These documents and other information provided during your training should assist you in the completion of this document. Introduction to Qualifications and Credit Framework QCF Qualifications and Credit Framework (QCF) is a unitised qualification framework underpinned by a system of credit accumulation and transfer. The QCF is designed to allow learners to achieve credit for individual units or qualifications, providing learners with the opportunity to accumulate  credit at their own pace and use it to claim for a qualification when they are ready. The Assessment Process Assessment is the process of collecting evidence of performance and knowledge and making judgements on Whether the evidence meets the required standard Whether there is sufficient evidence to justify a position decision. The assessment is concerned with whether the candidate has collected and presented sufficient evidence to demonstrate that they can carry out work to the agreed standard and possess the knowledge and understanding which underpins their practice. If the evidence is sufficient then the candidate is judged to be competent in the specific area of practice. If the evidence is insufficient then the judgement is that competence is not yet demonstrated. Candidates should be afforded every opportunity to demonstrate their competence but it should be acknowledged that some candidates may, irrespective of their assistance and work opportunities available, find themselves unable to demonstrate competence. The assessment system should be Transparent in that the assessment procedures are clear and easily understood  by the candidate and that the evidence is explicitly presented and assessed and accessible and open for verification purposes. Valid in that the types of evidence used for assessment are clearly able to demonstrate competence, and where appropriate knowledge. However it should be borne in mind that knowledge does not in itself demonstrate competence, and Reliable in requiring different assessors to make consistent judgements based on the same evidence. Evidence is classified into performance evidence, which refers to competence which the candidate has personally  demonstrated and knowledge evidence which refers to what the candidate knows. The terms primary evidence and supporting evidence for any criteria, will normally be in the form of observation performance or assessment of a work product e. g. reports, records etc. Supporting evidence is used to support primary sources of evidence and is particularly important where there is a doubt as to the sufficiency of the primary evidence. The evidence for the core competences in any element is commonly fully supported by using evidence from observation, work products and a reflective account. Naturally occurring evidence is that which arises out of the candidates normal work activity and is considered to be the most useful type of evidence as it allows assessment of the candidates day to day competence without disruption to normal work activity. It is therefore likely to be a cost effective way of collecting evidence. Please answer the questions below- 1. Understand the Principles and Requirements of Assessment Explain the functions of assessment in learning and development Assessment is used to determine if learning and development is taking place with regard to specific criteria. The criteria are usually set by the awarding body for each qualification the learner is taking. The purpose of assessment in learning is to determine the learners level of competence by using a range of different methods. Based on the findings of the assessment and the evidence gathered during the assessment, decisions can then be made by comparing the evidence against the qualification standards. This will determine if the learners Competence, Knowledge Understanding of the subject, and Skills required to carry out required tasks are of a sufficient level to meet the laid down criteria. Assessment should be used to focus on improving and 1 / 10 reinforcing learning. It can help a learner understand how they are progressing and what they may need to do to improve their knowledge and progress further. ?Initial Assessment Review of Progress? Assessment Planning ?Decision Feedback? Assessment Activity ? Initial assessment ascertaining whether a learner has any previous knowledge or experience of the subject or topic to be assessed. Assessment planning agreeing suitable types and methods of assessment with each learner and setting targets. Assessment activity this relates to the methods  used for example observation or reflective account. Assessment decision and feedback making and judgement of success or otherwise. Giving constructive feedback. Review of progress reviewing progress, assessment activities, targets/plans Define the key concepts and principles of assessment Concepts are the aspects involved throughout the assessment process. They include Accountability being accountable to my learners, my organisation and the awarding body to ensure an I am is carrying out my role correctly, Achievement the funding that an organisation receives is related to a learners achievement. It is useful for me to keep a record of my learners achievement Assessment strategies following strategies in a specific subject will ensure roles are carried out correctly and working toward assessor qualifications Benchmarking involves comparing what is the accepted standard against the current position of our own learners performance Evaluation the assessment cycle should be evaluated on an on-going basis and feedback obtained from learners, managers and assessors Internally or externally devised assessment methods internal assessments would be devised by myself such as projects, questions or written assignments. External are assessments produced by the awarding body Progression progression of a learner should be taken into account when Im assessing learners ie career progression. Progression should always be discussed with the learner Transparency to aid transparency I need to ensure that everyone involved in the process clearly understands what is expected of them Types of assessment includes initial, formative and summative as well as diagnostic tests which ascertain a learners current knowledge Key principles of assessment include Communication should take place regularly with learners, internal quality  assurers and employers. CPD maintaining currency of knowledge and skills Equality Diversity assessment activities embrace equality, inclusion and diversity Ethics assessment process should be honest, moral confidential and integral Fairness planning, decisions and feedback should be justifiable Health Safety this should be taken into account throughout the assessment process Motivation encouraging and supporting learners Quality assurance ensuring assessment decisions meet standards Record keeping accurate records should be maintained Responsibility following  organisational guidelines and making objective decisions SMART assessment activities should be specific, measurable, achievable, realistic and timely. Standardisation that all assessors are making comparable and consistent decisions Explain the responsibilities of the assessor By following the concepts and principles of assessment will ensure an assessor is performing the role according to all relevant regulations and requirements. The role of the assessor is to assess the learners knowledge and performance. This includes, Assess learners work and evidence against  specifications. Ensuring work is authentic Make decisions and give feedback Provide support appropriate to learners. (Adapting teaching, learning and assessment activities Decide whether the learner has demonstrated competence. Apply equal opportunities Ensure that their assessment practice meets QCF guidance. Keep up to date with training on assessment. Prove they can assess effectively Standardise judgements and practice with others Follow organisational and regulatory authorities procedures Identify the regulations and requirements relevant to assessment in own area  of practice Health and Safety at work Act (to ensure the health, safety and welfare of persons at work). I have to be aware of risks involving activities in the assessing of my subject. I need to confirm learners knowledge of fire exits, first aiders and any relevant points concerning the area we are working in. Health and safety issues should be acted upon Equality and Diversity requires me not to discriminate against any learners on the grounds of race, gender or disability. I must provide a learning environment where every learner is treated fairly and equally, promoting inclusion using  various resources. Promoting equality and valuing diversity means allowing every individual 2 / 10 regardless of age, race, gender, disability, and culture or religion access to learning and actively removing barriers that would prevent certain learners from gaining a learning experience. At the start of the lesson I would identify experience within the subject with a skills scan. Data protection Act states that I must safeguard personal information at all times, holding only the relevant information and only allowing authorised persons access to these details. SoVA is ensuring I keep  young people and vulnerable adults are safe. Recognising the signs of possible abuse and dealing with the situation in a sensitive and calm manner. A vulnerable adults is defined as a person aged 18 years or over, who is in receipt of or may be in the community care services by reason of mental or other disability, age or illness and who is or may be unable to take care of him or herself, or unable to protect him or herself against significant harm or exploitation (Bonnerjea 2009). Code of Practice, as an assessor I must adhere to the principles, processes, practices, responsibilities and  quality assurance as documented by my organisation assuring all learners receive the best possible learning experience. A criminal background check is typically conducted by law enforcement or employers to verify your criminal history. A full criminal background check will list every arrest, charge, conviction and acquittal you have ever had. Criminal background checks are primarily used by law enforcement and the courts to determine an individuals criminal history for charging or sentencing purposes. Recently, employers, landlords and other organizations have begun using  them to ensure they are not hiring or housing dishonest or violent criminals. My role, responsibilities and boundaries as an assessor within the terms of the teacher/training cycle can be split into 5 areas Identifying the needs of the learner this is the first step within the teacher/training cycle and can also be known as the initial assessment. During this initial assessment it would be my responsibility to identify their needs this could be achieved by obtaining knowledge from the learner by completing a skills scan and by speaking personally to them. The information gathered would  enable me to plan a lesson around the individual or group taking into account abilities, disabilities or special requirements. Apply ground rules, these could include the respecting of others within the group, not to criticise their opinions but to understand the reason behind the idea. I believe this would promote equality and diversity within the group. This will also promote appropriate behaviour and respect for others. Planning and designing Now that I am aware of the learners needs I can progress to the next step of planning and designing. There are many areas to address before  planning starts. This ranges from the time, location, access, resources, risk assessments and health and safety. Different learning styles VAK must also be considered and the variety of resources available to me. I must also be aware of the core standards and work to a criteria and the learners must be conscious of time constraints ensuring the plan is completed on time. Facilitate As an assessor I must ensure the environment is suitable and the learner has every opportunity to learn, understand and be supported and that my aims and objectives are clear and can be met. Feedback  from the learners is important to ensure I am on the right track and that the session is being carried out correctly. I can adapt the session accordingly to ensure all learners receive the correct learning incorporating inclusion. It is my responsibility to maintain a safe and supportive learning environment for the learner to enable the best from the individual. This will ensure the learner is comfortable with me and their surroundings to be able to meet their needs and the criteria. Assess During the session I have to constantly monitor understanding, participation and assess progress. The assessment phase of the teacher/learning cycle lists continuous progress and review. I must give feedback regularly and it must be kept positive and constructive. All records must be kept relating to the individual, these include test results, reviews, attendance, initial assessments and feedback. The boundaries are that I must only assess what is relevant and valid, always allowing the learner to demonstrate their knowledge and understanding without interference from me or outside sources not involved in the assessment. Evaluate It is my responsibility to evaluate how the session went. With feedback it should be kept confidential as it usually contains personal views and information. There may also be a requirement to get other parties involved to promote the learners learning. It is my responsibility to ensure the session meets the needs of the learner and the 3 / 10 criteria. Understand different types of assessment method Compare the strengths and limitations of a range of assessment methods with reference to the needs of individual learners. Performance evidence provides proof of what a candidate can do. Sometimes, performance evidence can also provide evidence of what a candidate knows. Method of assessment How and when this method could be usedEvaluation of methods (include reference to the needs of particular learnersStrengthslimitations Workplace observation ? During the learners day to day job role/taskGives a better overview of how the learner performs and how they can cover the criteria holistically. Observations are natural and reliableLearner can be called away to do something not related to the criteria. Can be simulated. Learner may feel nervous of on edge during observation Examining products of work Once an assignment has been set for learner to gather information  needed. This will emphasise what the learner understands about the criteria and it is product evidence that can be used and referenced within the learners portfolio. Reliable as these are naturally occurring Some learners may not be able to gather product evidence as they do not use it for their job role. Files may not be accessible due to confidentially Simulations and skills tests To ensure the learner has the relevant skills needed to meet the criteria. Simulate a situation to cover criteria. Skills tests will high light what strengths the learner has and what can be worked on to meet  the criteria. The learner can also have more input on how to achieve the units. Aids in covering awkward criteria and can make the learner think about their role in more depth Time can be a factor if the learner is too busy. If the learner has not completed a skills test before they may be nervous. Its not a real event and therefore could be completely false Projects and assignments To meet criteria of a unit that cannot be assessed by observation. This will show the knowledge the learner has and their ability to complete and understand the project/assignment. Personal life can restrict a  learner from completing assignments and projects. If they have not understood the criteria they may not cover it completely and need to revisit to complete. Questioning and discussion During an observation or guided discussionTests the learners knowledge and understanding. Prep the learner so they can do some research. Validates reflective accounts and learners knowledge If no prep has taken place the questions and the discussion will not be structured. Some learners do not perform well and they feel pressured. Witness testimony To cover criteria of certain units where a skills  testimony is needed. This is a statement from a peer regarding the learner and their competency. This will give an insight about the learner from another colleague or peer on how they complete certain tasks to cover the criteria. Good coverage of evidence when assessor is not there If the context of the WT is not explained an incomplete WT may be written or it can be unreliable. Learner statement/ Reflection To check the learners knowledge of certain criteria points and also a scenario they may have encountered that relates to the unit. This will give an honest account from  the learner regarding a situation they have been involved in and how they dealt with it. Some learners cannot reflect well and do not know how to converse situations onto paper. They can be completely false events Case study This can be used when the learner has a colleague/student they have worked with on a certain project. It can be a real situation they describe or a scenario set by the tutorThis method can be strong to be able to cover the criteria if the learner writes the case study well. Poorly written will not cover criteria and if the learner cannot convert a situation onto paper well it can cause stress to the learner. RPL Recognition of Prior Learning is a method of assessment by which learners can gain recognition for Knowledge, understanding, skills and competences that they already possess. If a learner has evidence from another qualification or experience they have already completed it can be used to support the criteria on the new qualification. Theres no repetition in assessments and is time effectiveIf evidence cannot be found or it is out of date it cannot be used. This can mean that the learner will take longer to complete the qualification and will need to do more work if RPL was planned to be used. Needs backing up with questioning as attendance doesnt necessarily mean understanding Understand how to plan assessment Summarise key factors to consider when planning assessment Evaluate the benefits of using a holistic approach to assessment Explain how to plan a holistic approach to assessment The 4 / 10 key factors to consider when planning assessment are Assessment type and method Dates, times and duration of assessment activities Individual learner and qualifications/employment level Location and environment Requirements for making decisions and giving feedback Resources and materials. Special requirements/learner needs Staff availability Type of evidence required I must consider how the criteria will be met i. e. observation guided discussion or personal statement. I would plan the time needed for the assessment chosen to make sure enough is captured and the assessment process recorded. A holistic approach to assessment allows me to see the process as a whole and in some cases can cover so much of the units that cross referencing can be achieved. I will need to take into account the learners previous experience and if they can provide evidence relating to the experience. This can all be considered if a holistic approach is carried out. This can be gathered and provided at the next planned meeting. Sometimes an observation can take place straight away as long as the key factors have been considered. If not I would plan for the next visit so the learner is aware and they can also make arrangements so I can observe holistically relating to the units and criteria. There are times when meetings and an assessment process have been scheduled but cannot be carried out because of an unplanned event. I would discuss a different approach with the learner to ensure the criteria can be covered. Within my job role I have to take into account the needs of the learner and what is the best process to cover the unit. Some of my leaners do not feel comfortable writing so in this instance I would use a guided discussion. There are some learners that do not feel comfortable talking so I would explain the use of a personal statement/reflective writing and how it can be written. A personal statement/reflective account is a form of self- assessment for the learner. If they understand the unit and how it relates to their job role they will be able to write a detailed personal statement/reflective account about themselves and their  understanding. Summarise the types of risk that may be involved in assessment in own area of responsibility Explain how to minimise risks through the planning process 4. 1 Explain the importance of involving the learner and others in the assessment process With all assessment processes there are some risks involved and these need to be taken into consideration. I will always ensure I am not stopping the learner from completing their duties and that the assessment can take place. Health and Safety is very important as I may need PPE in some areas of the assessment. This should be asked and verified when the planning is discussed. Lone working is another factor to consider. There are also risks relating to the learner work itself. Every learner has to sign their own work to validate it, but there is always a risk that the work that has been completed is false. This relates to breach of quality assurance principles (VARCS) Practical assessment and 1st hand observation helps reduce the issues of plagiarism of false misrepresentation. Open questioning and rationales of duties roles and responsibilities, help promote confirmation of validity, as would a greater understanding of the candidates style of work Other risks may include Learners  not turning up for their appointment Learners not being competent in their job role Learners not being ready for assessment. Others involved may need notice of assessment ie managers and service users Costs involved in travelling if appointment are not properly planned To minimise these risks it may be possible to Send the learner a reminder message Complete a skills scan prior to sign up Email managers to keep them up to date with assessment appointment Ensure all parties agree and sign a plan. 4 Understand how to involve learner and others in assessment 4. 1 Explain the  importance of involving the learner and others in the assessment process 4. 3 Explain how peer and self-assessment can be used effectively to promote learner involvement and personal responsibility in the assessment of learning HYPERLINK http//search. babylon. com/imageres. phpiuhttp//maslowa cademy. com/wp/wp-content/uploads/2012/02/pyramidwithoutkidswords. pngirhttp//maslowacademy. com/ighttp//t3. gstatic. com/imagesqtbnANd9GcQ6HZvvyF2O6VKf87r3uHageOCfEYIN4_9gJ4Vcqhtr 5jttnPc1x47ykaxth1886w2457qmaslowbabsrcHP_ss_din2g Abraham Maslow developed the Hierarchy of Needs model in 1940-50s USA, and the Hierarchy of Needs theory remains valid today for understanding human motivation, management training, and personal development. Indeed, Maslows ideas surrounding the Hierarchy of Needs concerning the responsibility of employers to 5 / 10 provide a workplace environment that encourages and enables employees to fulfil their own unique potential (self-actualization) are today more relevant than ever. Abraham Maslows book Motivation and Personality, published in 1954 (second edition 1970) introduced the Hierarchy of Needs, and Maslow extended his ideas in other work, notably his later book Toward A Psychology Of Being, a  significant and relevant commentary, which has been revised in recent times by Richard Lowry, who is in his own right a leading academic in the field of motivational psychology. Involving the learner and others is very important when discussing and planning an assessment. This will give the learner chance to give their input into how they can cover the criteria and also what evidence they can bring to supplement their knowledge and training they have already had. Encouraging the learner to reflect on, and correlate previous experiences or qualifications will aid the assessment process. Reflective writing not only aids improvement, but promotes learner inclusion in their own learning. Reflective accounts throughout the course are a good example of this. By involving others i. e. learners manager or peer they can be used to provide a WT (witness testimony) relating to the learners everyday tasks and duties. This is ideal as the manager has a good insight into the learner and can give a very detailed account that is role related. This is also known as peer assessment and the learner will need to explain and work with their manager to ensure the manager  understands the nature of the WT and how it relates to the qualification. 4. 2 Summarise types of information that should be made available to learners and others involved in the assessment process 4. 4 Explain how assessment arrangements can be adapted to meet the needs of individual learners The learner induction guide is given to every learner. This contains a short explanation of the following Introductions Learning and training plan Visits to the workplace Assessments and the process Training Responsibilities of the learner, assessor, training provider and awarding body  Health and safety Equal opportunities Data protection Roles of IQAs and EQAs Internet safety guidance Examples of reflective writing and witness testimonies Complaints and appeals procedure. The complaints and appeals procedure is discussed with the learner at induction and revisited a number of times throughout the learner journey Visual is the providing of reading material for the learner to take away and research. I provide each learner with a list of resources at induction. Auditory is the explanation of how the unit can be covered and by what means to cover the criteria. This will also give the learner a chance to have input into the method and assessment. Question and answer will enable me to get a better feel of the learners knowledge and understanding of the course. Most of my learners are different and not all will use the same learning technique or gain the same understanding if only one technique is used. I will always have resources with me and I will discuss this with the learner to gauge what is the best method for them to meet their learning needs. Some learners will learn better on a computer and feel more confident writing an essay on a computer. Others need more visual stimulation so I will use easy read handouts and links to websites. I will always make the learner feel involved in the learning process rather than tell them what to do, this will make them feel more in control of the situation and can sometimes make the task more enjoyable if they can put their own spin on it. Understand how to make assessment decisions Explain how to judge whether evidence is Explain how to ensure assessment decisions are Sufficient enough evidence as specified in evidence requirements and/or assessment strategy Authentic Being the candidates own work. Current evidence that the learner possesses the skills and knowledge being claimed Made against specific criteria Valid selecting and using an appropriate method of assessment in relation to the skills and or knowledge being assessed Reliable assessors achieving a constant approach to the way they make judgements and learner evidence Fair ensuring candidates are assessed consistently and objectively to the standards Factors which could influence a judgement or decision. Appeals ensure organisational procedures are followed and records are kept Complaints remain objective and do not let complaints influence  future decisions Consistency remaining unbiased towards learners Methods of assessment using appropriate and alternative methods Plagiarism copied work the others or producing work that does not belong to them Pressure feeling of pressure to pass learners due to time, funding etc Type of 6 / 10 assessment assessment needs to be fair and ethical VARCS valid, authentic, reliable, current, sufficient When gathering evidence from the learner I must make sure it is correct and relates to the specific criteria of the units. I would judge the type of evidence submitted is sufficient by comparing it against the standards. For instance if a personal statement is submitted I would sit down with the evidence and read thoroughly marking off the criteria as I read, this will ensure the information is valid. I would make sure the learner authenticates the evidence by signing and asking a manager to read, clarify and sign also. By asking for a managers signature it also ensures the evidence is current, reliable and relates to the learners job role. The assessment decision needs to be fair for all learners and feedback given regularly to the learner. This will ensure inclusion for the learner and equality and diversity is followed. Another method of checking authenticity can be to ask the learner questions relevant to the work completed. It can sometimes happen that a learner will get another member of staff to do the work for them. This will ensure the work is their own and they understand it. You can also use another colleague or the manager of the company to authenticate the work. I can speak to the person named as the peer to ask if they can authenticate the work and get them to sign a separate sheet of paper. 6. Understand Quality Assurance of the assessment process 6. 1 Evaluate the importance of quality assurance in the assessment process. 6. 2 Summarise quality assurance and standardisation procedures in own area of practice. Quality assessment is part of the quality management process. Quality management processes are intrinsic to a quality management system. A quality management system may consist of policies and protocols to ensure that a service or intervention is optimally delivered and will incorporate indicators to demonstrate whether such success is being achieved, in the early, mid and end stages of an intervention or programme. Such indicators need to be reported and fed back in to the loop of assessors and IQAs so that quality improvements can be made continually. These are fed back to assessors through personal one to one meetings with their line manager and standardisation meetings. Standardisation meetings are carried out regularly to ensure the assessment and IQA requirements are interpreted accurately and that all assessors and IQAs are making comparable and consistent decisions. Aspects which can be standardised are Assessment activities looking at safety, fairness, validity and reliability. Creating a bank of assessment materials assignments, multiple choice questions How are wen resources are used How learner evidence meets requirements How assessors interpret the assessment procedure  and standards and how they make decisions The way that assessment plans and feedback records are completed The way learner reviews are carried out Updating assessment and IQA documentation. Internal quality assurance (IQA) relates to the monitoring of the learner journey throughout their award, this is to comply with internal and external organisations requirements to ensure the quality of assessment for all learners. All assessment decisions will be carried out by a qualified assessor in their own subject area and sampled by IQAs.

Review of a Construction Company

Review of a Construction Company Introduction Construction industry has developed rapidly in last few dictates. Today it becomes very essential for a country for its development. It spreads from the small to the large scale construction. The most obvious thing about the construction Industry is that its products are exceedingly expensive and have a long run tendency to increase in price faster than most other goods and services. This report is presented as a means of summarizing the three different size of construction business organization (Small, Medium, and Large). Also consideration is given on introductions of organizations, explaining company background and business control procedure. ICTAD grading of the organization Specialty Grade Financial Limit (Rs. Million) Building Construction Highways Bridge Water Supply Drainage Irrigation Land Drainage Dredging Reclamation Storm Water Drainage Groynes Revetments Reclamation C1 X ≠¥ 600 C2 600 ≠¥ X > 300 C3 300 ≠¥ X > 150 C4 150 ≠¥ X > 50 C5 50 ≠¥ X > 25 C6 25 ≠¥ X > 10 C7 10 ≠¥ X > 05 C8 05 ≠¥ X > 02 C9 02 ≠¥ X C10 01 ≠¥ X (ICTAD 2008) Large Size of construction State Engineering Corporation State Engineering Corporation is one of the superb consultancy services considering the Sri Lankan construction industry. It was established in 1962 with the name of â€Å"Engineering Corporation†. By the end of 1962 name was changed as â€Å"Sri Lanka State Corporation† and currently it is known as State Engineering Corporation. This is semi government establishment, because of that most of the state project handled by this organization and also it has good reputation and popularity due to its grateful services on construction project to the client in all over the country. The head office has located No: 130, W.A.D. Ramanayake Mawatha, Colombo-02. Service provider by State Engineering corporations The Organization consists of seven main sections. Since then, it’s capability in the latest techniques of design and construction has equipped in to handle any type of construction work. Under this field, they mainly carry out following activities. Design and construction of buildings Foundation and piling works Supply installation of water supply, drainage and sewerage systems Contracting foundations for towers and erecting towers Civil engineering construction including highways, bridges, water supply projects and irrigation projects Provision of construction management services Landscaping real estate development Construction Components Consultancy Human Resource Administration Finance Division Internal Audit Division Construction, Construction Components, Consultancy and Mechanical Electrical section under profit obtained category and other Human Resource Administration, Finance Division and Internal Audit Division under public benefit category. Machine and Equipment: There are machines and equipment’s in every site which belong to State Engineering corporations. State Engineering Corporation has the financial strength to purchase what they want in construction sites. And also most of the offices are fully equipped with photo copiers, fax machines, telephones, computers etc. Reputation: State engineering corporations has gained a sound reputation over Sri Lankan society and the government. Therefore currently the government contracts and private contracts are awarded. Facilities: State Engineering corporations has extensive in-house computer facilities, an excellent technical laboratory, a well-managed stock of survey and drawing instruments, geological and soil investigation laboratories and a large fleet of vehicles to provide construction services on major engineering projects in any part of the country. They have their own batching plant and Machineries to handle any kind of job. Construction group The Construction group has two divisions. They are contracts estimation and construction division. First division is mainly handling pricing BOQ and tendering process. Second division is performing after getting the contract. It carries out all types of heavy and light civil Engineering construction and building construction work for state and private sector. Consultancy group The Consultancy group is providing a complete Consultancy services such as Architecture, civil, structural, Electrical Mechanical and quantity surveying. Organization Structure Management Style The administration of State Engineering Corporation is directly under the ministry of housing construction. There are one GM, one assistance GM, and six DGM, under control of MD and well qualified staff. This is a decentralized organization. The objective of decentralization is not only to improve the efficiency of the group, but also to furnish a sense of belonging even to non-technical staff to strive towards the wellbeing of the group. The organization structure is given in annex 1. The organization mission is to continuously advance their position of leading civil Engineering construction in the country and to build a reputation for quality speed, efficiency and reliability. To achieve their mission they are having following polices. Maintain the budgeted turnover Execute all project within time Optimize return on capital Performance of the Organization Planning, Investigation, design and construction of industrial and engineering project in public sector and with the approval of minister in private sector. Functioning as consultant to state corporations and government department for pre mentioned works. Carrying out research with a view to improving existing construction materials and techniques and methods. Training of architect, engineering, quantity surveyors and others technical staffs necessary for carrying out the construction of industrial and engineering projects. Quantity Surveying Section State Engineering Corporation consists of a separate Quantity Surveying department through it providing Quantity Surveying services. The Quantity Surveying department is mutually functioning with other section. In QS section there are 35 members work together. The chief QS as head of the section senior QS project QS are working under head. The chief QS have the authority of making decision within that field. SEC renders professional services in a Quantity Surveyor’s capacity both in pre contract and post contract stages. The SEC is one of the leading consultancy organizations in the construction Industry. Most of the time projects are obtaining because of the goodwill of the organization past performance in handling of large number of projects. In accordance with the management point of view synergy concept creates the high efficiency. So the team work is the main concept of this firm. For the concept good relationship between subordinates are very important. SEC firm there is better relationship between subordinates. State Engineering Corporation is a semi government firm and a formal organization. So the decision is coming from top level managers. Because of its higher hierarchy level, the command tasks long time to reach the bottom level of management and works. This is not an avoidable problem in a formal organization, but if top level managers and low level managers have a communication as informal they can minimize this problem. (State Engineering Corporation of Sri Lanka) Medium Size of Construction Company RN Construction The RN Constructions (Pvt) Ltd was established in 1996 and within those eight years of time it has become one of the leading contractor organizations in the Sri Lankan construction industry today. It has completed more than 150 buildings (over 3,000,000 sq.ft.) within last eight years. RN Constructions has acquired excellence in building constructions such as, Factory buildings Ware house buildings Commercial buildings Housing projects Manufacturing plants and Processing Units RN has been in a powerful position of strength, i.e., it has got a group of professionally qualified, experienced in-house staff members are possessed of the high and medium class of specialized technical positions. Also it has been equipped with large no of construction equipment, machinery and tools.  (RN Construction) Organization Structure of RN Construction Management structure of RN construction denotes simply a matrix structure and it is flat in its nature where trend toward an average number of layers as well as responsibilities are with non-management employees. The next important feature is its narrow span of control. Today it is believed such an organization design like this is more suitable to facilitate the achievements of corporate objectives and implementation of strategies. The organization structure is given in annex 2. RN construction is a recently established organization which building up a good reputation for quality outputs in the industry when compared to the other organization at its own capacity. When considering the organizational structure, it is more applicable to the organization because there is a good relationship between higher level of management and the employees at the middle and lower levels of management. It helps to motivate the employees on their works and to develop the loyalty to the organization as well. That is distinctive advantage to the organization to carry out the missions while achieving their goals in the Sri Lankan construction industry. When looking at the organization one weakness that I have identified was that lot of pants and machineries were not properly managed among each work site. Hence RN Constructions owns large no of machineries, it is an advantage to the organization to earn higher profits during the construction. But I have noticed that most of the machineries were idling at the work site without generating any output to the construction process. This will be directly affects to reduce their extra profit earnings in the long run. Therefore it is better to have a proper resource management on this area to minimize the idling and to maximize the profits in every work output. Small size of construction Company Prasadhi construction Prasadhi construction is among the most respected construction companies in the country. This construction design, finance, built and operates infrastructure and facilities with highest quality, speed and care in a sustainable manner in the most economical way. Prasadhi Construction has shown ability to complete his job no matter how big, how complex or how remote the project, Prasadhi Construction have proven competency over last 25 years. Professional Staff As an emerging company we provide more than 50 jobs including civil electrical engineers, technical officers, supervisors,Masons. Carpenters, Plumbers, Electricians, Welders, Tillers, Aluminum Fabricators Wefacilitate training programs for our employees. They are being encouragedfor higher education while working in the company. Achievements Prasadhi Construction has been rewarded as the best construction company in southern province in the year of 2006. At present we have C5 grade and our strategic plans are made to achieve C1 in building construction in 2020. Financial Capability 20 Million Permanent O.D. facility Equipment We are not encouraged to maintain a maintenance department. So in most of the cases we prefer to hire vehicles from our suppliers. But some necessary equipment such as Tipper, road roller, Concrete Mixer, Concrete Vibrator, welding plants, generators, water motors are there. Organization Structure One of most important aspect of any organization is its management structure. Prsadhi’s management structure is considerably focused on to a modern hierarchical power delegation. The above-mentioned structure consists of 7 Board of Directors including the Chairman. Prasadhi management structure forms a matrix structure and it consists of a centralized and formal authority and wide span of control. Reference to the organizational structure – (Annex-03) Competition in the construction industry often results in low profit margins. Also called long-term assets, these are holdings the business intends to keep for at least a year and that typically yield interest or dividends. Included are stocks, bonds and savings accounts earmarked for special purposes. (Jinnett 1990) Conclusion This report is based on investigate three different size of construction business organization. The constructions Professional are the parties that responsible for constructing the project. In traditional management where the owner, design professional, and contractors are separate companies, the contractor would be termed a prime contractor. The prime contractor is responsible for delivering a complete project in accordance with the contract documents. The matrix organizational structure adopted by most kind of construction head office can be regarded as the most suitable structure, when considering the scope nature of projects carried out. But the gap between the top management and employees at middle and lower levels is one of the main drawbacks observed in the site organization structure. Lack of communication in between management levels had given rise to distrust and disbelief among employees. References ICTAD. (2008). [online]. Last accessed 04 March 2014 at: http://www.ictad.lk/sub_pgs/con_registration.html [online]. Last accessed 02 March 2014 at: http://www.rnconstructions.com/strength.htm [online]. Last accessed 25 Feb 2014 at: http://www.secsl.lk/ JINNETT, Linda Pinson and Jerry (1990). BUSINESS PLAN FOR THE. Management and Planning Series,

Essays --

Read analyzes the possibility of manipulating a persons’ memory by simply allowing the persons’ own skills of relating memories against them. When a something influences what a person remembers the resulting effect is false memories. A false memory is the seeming recall of an instance that did not actually happen. A person usually associates words and items together, making intrusions of false words easy. Subjects often hold confidently that the words they recall were all actually on the list read to them. Read demonstrated the ability to create these false memories in people by doing two experiments. In his first experiment Read read a list of 12 words to his subjects; a class of 41 introductory psychology students. The list was comprised of slumber, tired, rest, night, dark, comfort, sound, eat, bed, snore, dream and awake After the reading of the list there was a five minute filled pause before the participants were then asked to recall as many words from the list as possible in three minutes. The participants were asked to rate between a one and a five for each word in order to reflect their confidence that the word was actually in the list of 12; one being no confidence and five being extremely confident. Like other experiments done in the past Read asked the participants to specify whether the actually recall hearing the word or, instead, simply knew that it had been part of the list. The third thing that was asked of the participants was to state whether or not they remembered something strange about how the list of words was said, such as the sound, timing of when each word was said, and placement in the list. To finish this first experiment Read had the participants assign a number between one and twelve to each recall... ...ter than the experimenter. I do not doubt the findings that Read found; because I believe this study to be reliable and valid. Though I think the actual writing out of the results could have been done in a more strategic way so that they were easier to follow. I think the Read went wrong when he did not go into detail about his participants; because of this it is hard to determine generalizability. Even with these desired changes I believe that overall this article and study to be an educational benefit to those who read it. References Don Read, J. (1996). From a passing thought to a false memory in 2 minutes: Confusing real and illusory events. Psychonomic Bulletin & Review, 3(1), 105-111. Retrieved from http://download.springer.com/static/pdf/439/art%3A10.3758%2FBF03210749.pdf ?auth6 6=1392479326_b7da4d31e7b890f8d493e4c278ce1ed9&ext=.pdf

Lotus Case Study :: essays research papers

Executive Summary & Problems In The Beginning   Ã‚  Ã‚  Ã‚  Ã‚   Lotus Development Corporation was created by Mitch Kapor, a software designer whose initial goal was to develop a sophisticated spreadsheet program. The company was founded in 1982 and its headquarters based in Cambridge, Massachusetts. In 1983 Lotus created the first killer application, 1-2-3 DOS for the IBM PC, catapulting them into the largest software company in the world. Lotus was noted as being one of the finest franchises in their business sector. The Rise and Fall Up to 1983 Lotus operated in a largely college industry were only a handful of companies created killer apps such as WordPerfect. Between 1983-1986, Lotus had created Symphony and Jazz which were the first fully integrated application programs to combine word-processing, spreadsheets, graphics, and database management. However, the market responded negatively to the introduction of these products. During 1986, Imitation by Borland and the limited success of Symphony and Jazz prompted newly elected president Jim Manzi to approach product development in at a new angle. Jim Manzi began an acquisition program that would give Lotus, products in every applications category, ultimately resulting in Notes. . Competition Heats Up Competition in the industry was intense during 1990. Borland and Microsoft had both emerged as large competitors of Lotus. Each had develop duplicate versions of Lotus ¡Ã‚ ¦s 1-2-3- program. The popularity of Microsoft surprised the industry when the company introduced a bundled  ¡Ã‚ §suite ¡Ã‚ ¨ that included its spreadsheets, word processors, graphics package, and database manager. There strategic approach to software development and marketing led to a growing market share for the company. Initially Lotus did not write a version of 1-2-3 for Windows because they did not want to help Microsoft build their contribution margin and attain market acceptance. However, over time Lotus could not ignore the growing success of Microsoft so they eventually rushed a flawed a version of 1-2-3 for Windows to market in 1991. The release of the product caused Lotus great embarrassment, because they reacted to the situation instead pf being proactive in the beginning they made a decision and introduced a product that was not ready for market. Lost Opportunity In 1990 Lotus made an attempt to gain a significant share of the network application industry by initiating merger negotiations with Novell. The merger of the two companies would have created the largest computer software company in the world. The combined sales for Lotus and Novell in 1989 were $978 million, compared with Microsoft ¡Ã‚ ¦s $804 million during the same year.

Personal Narrative - Body Image :: Personal Narrative Essays

Personal Narrative - Body Image One's body is what makes one who one is. Every inch of someone is what sets a person apart from everyone else. Even though everyone has an opinion about what his or her perfect body would be, changing one's personal features would take away from individuality. I personally would never have plastic surgery because when I look at myself, I do not see a tall, skinny young man with a funny looking nose and big "bug" eyes, but I see a beautifully sculpted masterpiece that God has made just for me. It is a body that gives me character, individuality, and confidence. In my personal opinion, and I say this as humbly as I can, I am a very good-looking young man. I have a very animated face that goes well with my personality, which is humorous, but in a mature fashion. I can be serious and stare at others with my endless snowflake blue eyes, but if I get too drastic for the mood, it is easy to look at my nose and then laugh to lighten the air. I take pride in the fact that there is no one else on this earth exactly like me. Not just my inner beauty, but my outer beauty makes me different from everyone else. Life would be so boring if everyone looked exactly the same, but what is inside oneself makes one beautiful, not only inside, but outside as well. I personally could not be more content and happy with who I am. If I were to walk down the street, there would be many different comments going through people's heads as I passed. Some people would find me attractive, and some would find me ugly. Some people might find me sexy, and others might find me skinny and sickly looking. The bottom line is that it does not matter what they think. It only matters what I think because I am the only one in the whole world that has to live with myself.

Capstone: Foster Care and Amp Essay

Abstract The project was designed to address high increase in homeless youth not transitioning into adulthood successfully. In fall 2011, a review of the literature confirmed the existence of high rates of homeless youth not transitioning into adulthood successfully. The literature attributed the problem to several causal factors of low income jobs, unemployment, and lack of formal education. There has not been a prototype project conducted within the literature. A need assessment survey of the target population and a data extraction tool was used to represent the target population indicated that new program would help in addressing this problem. A change project was designed at the beginning of the semester, and the objectives were to increase the knowledge of basic life skills by 10%. Evaluation findings showed that the new program increased the level of knowledge of basic skills and rate of youth returning to homelessness decreased by 10%. Table of Contents Chapter Page Number I. Introduction 5 II. Review of Literature 7 III. Needs Assessment 19 IV. Project Implementation 38 V. Project Evaluation 44 VI. Institutionalization and Stabilization 51 VII. Integration of Relevant Concepts 52 VIII. References 53 IX. Appendices 59 Chapter I: Introduction Background of the Problem Today, experiencing homelessness has nothing to do with a person’s intrinsic worth. Homelessness is a complex social issue with many variables. Unfortunately, for those experiencing homelessness, the impact of the values of the 1640s are still pervasive. In America many still hold to this tenet, that one only needs to pick themselves up by their bootstraps and into the pursuit of the American dream and for those who cannot, they deserve to be destitute for they bring no ‘added value’ to society (Thompson, Bender, Windsor, Cook, & Williams, 2010). Homelessness means not having a home, living in a place not intended for habitation, or unstably housed. Homelessness in the United States is primarily addressed by providing emergency and transitional shelter facilities that do not directly address the cause of homelessness (Culhane & Metraux, 2008). The Industrial Revolution starting in the 1820s-‘30s people began migrating from the farm to the city in search of j obs. Philadelphia and New York had many people walking the streets causing the country’s first pan-handling ordinances. City jails became de facto shelter systems. Poor safety regulation caused a lot of physical disability and death. Those disabled and widows, many with dependent children had no means to provide for themselves and nowhere to turn. The 1850s brought the first documented cases of homeless youth, many of whom were kicked out of their homes because their providers could no longer afford to raise them (Thompson, Bender, Windsor, Cook & Williams, 2010). Systemic issues have been established over time. People living in generational poverty do not have the resources and support to become educated and move out of poverty. Racial divides still occur in the areas of healthcare, education, access to mortgages, access to equal paying jobs among many others (Thompson, Bender, Windsor, Cook & Williams, 2010). There has been an increase in homelessness among African American male and female adolescents in the City of Philadelphia. In doing this research, the purpose was to address homeless youth transitioning into adulthood globally and locally. In looking at homelessness globally and locally, there are many causes, contributing factors, and possible interventions to decrease homelessness not only in America, but in the world. Youth who are homeless are in the situation for many reasons that do not attribute to their own doing. Homeless youth transitioning into adulthood have a difficult task, when one doesn’t have or wasn’t taught the skills to do so in society. In Philadelphia, youth that age out of foster care placement at age 18 are left to go to emergency shelters, house hop between family members, or resort to life on the streets. The range of the housing problems among adolescents who have left foster care may be underestimated as 12% to 14% of young people experience homelessness within a few years after they leave the system (Fowler, Toro, & Miles, 2009). The need for housing placement, education, and employment are services that homeless youth lack in their lives (Fowler, Toro, & Miles, 2009). ). The research states some causes and contributing factors range from familial abuse, conflict, or neglect, mental health issues, sexual orientations, lack of education, lack of employment, lack of affordable housing, and housing programs ending at 21 years of age. Homeless youth have trouble with completing school due to the lack of adequate housing. In addition, due to the lack of housing these youth limit their opportunities for gainful employment. In doing this research, the focus is on ways to prevent or decrease homelessness in youth who are aging out of foster care or aging out of housing programs at 21. The information given by the research will provide a frame of reference of the causes and solutions to homelessness. Throughout the study, the results will determine if the research has covered all causes, possible solutions, and limita tions to those solutions in dealing with this issue of homelessness. Chapter II: Review of Literature Homeless has been the label given to adolescents that are discharged from foster care, too old for the group homes, or kicked out of parents homes placing blame on the youth. This literature review will address the problem, the causes, and the solution relating to Homeless Adolescence successful transition into Independence. This review will conceptualize the problem, considering various approaches and interventions that might decrease the levels of homeless youth in the United States. The information in this review will cover the years between 2007 and 2012. Authors with similar presentations will be compared and those with differing views will be contrasted. Overview Today, those experiencing homelessness has nothing to do with a person’s intrinsic worth. Homelessness is a complex social issue with many variables. Unfortunately, for those experiencing homelessness, the impact of the values of the 1640s are still pervasive. In America many still hold to this tenet, that one only needs to pick themselves up by their bootstraps and into the pursuit of the American dream and for those who cannot, they deserve to be destitute for they bring no ‘added value’ to society (Thompson, Bender, Windsor, Cook, & Williams, 2010). The Industrial Revolution starting in the 1820s-‘30s people began migrating from the farm to the city in search of jobs. Philadelphia and New York had many people walking the streets causing the country’s first pan-handling ordinances. City jails became de facto shelter systems. Poor safety regulation caused a lot of physical disability and death. Those disabled and widows, many with dependent children had no means to provide for themselves and nowhere to turn. The 1850s brought the first documented cases of homeless youth, many of whom were kicked out of their homes because their providers could no longer afford to raise them (Thompson, Bender, Windsor, Cook & Williams, 2010). Systemic issues have been established over time. People living in generational poverty do not have the resources and support to become educated and move out of poverty. Racial divides still occur in the areas of healthcare, education, access to mortgages, access to equal paying jobs among many others (Thompson, Bender, Windsor, Cook & Williams, 2010). One approach to combat homeless was in New York City. Shelters were used to house many homeless men, women and children on the streets. In 1979, Robert Hayes brought a lawsuit against a homeless man. Through this lawsuit, he cited Article XVII which declares that the aid, care, and support of the needy are a public concern and shall be provided by the state. This lawsuit provided homeless men with shelter if they had any psychical, mental, social issues (Jannson, 2009, p. 585). Another approach to solve the problem of homelessness is to increase affordable housing. According to Milburn, Rice, Rotheram-Brous, Mallet, Rosenthal, Batterham, and Duan, in Western developed nations, the normal developmental trajectory for adolescents has been well documented. From early to late adolescence, young people increasingly move toward independence and autonomy with the relationship and/or the relative influence of families, friends, and social institutions as socializing agents shifting over time. By early adolescence, the role of family has changed while the importance of peers and friends, as well as that of teachers and others in institutional settings, increases Scope of the Problem Homelessness means not having a home, living in a place not intended for habitation, or unstably housed. Homelessness in the United States is primarily addressed by providing emergency and transitional shelter facilities that do not directly address the cause of homelessness (Culhane&Metraux, 2008). Over one million youth are without a stable residence on a given night and more than 750,000 are of school age (Tierney, Gupton, &Hallett, 2008). Tierney, Gupton, and Hallett (2008) state a little over 5 percent of all youth in America who are under 18 will experience homelessness at some point before adulthood. Estimates indicate that approximately 1.7 million youth are homeless in the United States (Oliveira & Burke, 2009). However, according to Fowler, Toro, and Miles (2009), approximately 3.5 million American youth are homeless and the number does not seem to be decreasing despite growing initiatives to stem growing rates of homelessness. Fowler, Toro, and Miles (2009) state that fund s are available for those leaving foster care with help from Chaffee Foster Care program and the states, however the states opt not to do so and fail to provides services that prevent homelessness. Thompson, Bender, Windsor, Cook, and Williams (2010), state that homeless adolescents are some of this nation’s most vulnerable youth and estimates the numbers between 500,000 to 2 million youth homeless in the U.S. Homeless youth is a rapidly growing population in the U.S. Within the scope of homelessness is immense not only in its commonness but also in the terms of its impact on young people’s psychosocial functioning (Fowler, Toro, & Miles, 2009). Homeless youth find themselves lonely and lacking emotional support as they attempt to deal with life on the streets (Thompson, Bender, Windsor, Cook, & Williams, 2010).Homeless adolescents experience mental health symptoms ranging from anxiety, ADHD, and developmental delays (Thompson, Bender, Windsor, Cook, & Williams, 2010).Slesnick, Min, Bonomo, and Prestopnik (2008), reported that only 28% of street youth reported accessing medical services, 10% accessing substance abuse treatment and 9% accessing mental health servic es. Studies suggest that 39-70% of homeless young people abuse drugs and alcohol (Thrane, Chen, Johnson, &Whetbeck, 2008). The lack of transportation and knowledge of services creates a problem for homeless youth to access services. Youth who are homeless and gay, lesbian or bisexual are one of the most disenfranchised and marginalized groups in our society (Gangamma, Slesnick, Toivessi, &Serovich, 2007). In comparison of homeless sexual minority youth with homeless heterosexual youth, 53% of the homeless gay male youth reported at least one suicide attempt compared to 32% of the general homeless male youth (Walls, Potter, &Leeuwen, 2009). The range of the housing problems among adolescents who have left foster care may be underestimated as 12% to 14% of young people experience homelessness within a few years after they leave the system (Fowler, Toro, & Miles, 2009). The need for housing placement, education, and employment are services that homeless youth lack in their lives (Fowler, Toro, & Miles, 2009). Homelessness is not only urban problem because it is also experienced in rural areas. However, compared to urban areas it is seen as invisible. When dealing with rural homelessness the same obstacles are experienced as those confronting urban youth (Skott-Myhre, Raby, & Nikolaou, 2008). Nonetheless, homeless youth are seen as inferior to service providers, law enforcement, and society. Youth homelessness presents a particular challenge for several reasons, including the fact that there is very little definitive data on the population, as this group often doesn’t interact with standard homeless assistance programs or government agencies. Lopez and Allen state that adolescents in foster care experience complex health care needs and face multiple barriers in receiving the necessary and appropriate health care services. When the adolescent ages-out of foster care at 18 or 21 years-old they are expected to make a transition to independence with no financial resources, poor access to health care, few personal and family connections and little if any support from the foster care system. This places them at risk for poor physical and mental health status, poverty, unemployment, homelessness, and incarceration. No formalized system of transition planning has yet been established to meet the needs of adolescents before discharge from the foster care system. Homeless youth are significant and several causes are frequently presented in this research.