- (Assessment tool) (Last edited: Sunday, 22 August 2010, 10:07 PM)
- (Assessment tool) There are three kinds of Blackboard assessment tools: tests, surveys and assignments. All three are linked to the Grade Centre. There are also two integrated tools: TurnitinUK Assignment and Questionmark Perception.
- (assessment tool) A method for the gathering of evidence for assessment, such as a knowledge test or a checklist of practical performance
- any of various services designed to aid the poor and aged and to increase the welfare of children
- Supportive service for psychosocial adjustment and intervention, financial resources, and discharge planning.
- Work carried out by trained personnel with the aim of alleviating the conditions of those in need of help or welfare
- Social work is a professional and academic discipline committed to the pursuit of social welfare and social change. The field works towards research and practice to improve the quality of life and to the development of the potential of each individual, group and community of a society.
social work assessment tools – A Practitioner's
A space for community leadership and action
This past week I have been in Minnesota working with colleagues Jerry Nagel, Ginny Belden-Charles and Mandy Ellerton. We were conducting a second residential training in collaborative leadership with a number of planning grantees working in communities to make impacts on the social and economic determinants of health.
In this residential we spent a fair bit of time working on tactical community organizing, exploring how to teach this from the perspective of the Art of Hosting. The traditional tactics of Alinsky-style community organizing operate by creating strategic targets for action and mobilizing community power against those targets. It’s a zero-sum game. In the Art of Hosting community and the Berkana models of community organizing, we generally focus on purpose and seek to build strategic relationships and structures that create longer term, resilient and sustainable responses to changing realities. The challenge for us as teachers in this was to explore and find a way to teach both so that we could help people become resourceful practitioners of a multitude of strategies.
Both have value. Recent events in the Middle East, as well as down the road from us in Wisconsin showed the need and power for traditional community organizing to respond to acute injustice and to take advantage of timing. And while mass occupations of public spaces and state Capitols have their place, they will flare out if the participants cannot find a way to use power to sustainably and wisely over time. The danger with many revolutionary movements is that they seize power and later exercise it without changing the nature of the power dynamics itself. Top-down remains top-down, and the patterns of leadership and power-sharing remain in place. For revolutions of any kind to be truly transformative they have to work on both levels – visible power dynamics and underlying patterns that generate those dynamics.
There is a great temptation to reduce this space into a dualistic "love vs. power" choice. Adam Kahane’s recent work has explored this dichotomy from a position of how love and power can be complimentary resources in leadership practice. If you ask people, many will privilege one over the other. "You can’t expect autocrats to be toppled by love alone – you need to gain power." Others will say that "the destructive exercise of power is what got us into this situation, and only building relationships based on love and respect will get us back." Or as Martin Luther King famously said: In our group we had people who reacted in a strongly negative fashion to a discussion of power, because they perceived themselves as victims of power. In other situations I have found people will dismiss love as "sickly and anemic" and unable to make any real change at all. Reducing any of these dimensions to an either/or proposition will immediately drop you into a space of unresourcefulness, and that is NOT what we were after.
On our teaching team, we were well set to explore this dynamic. Both Jerry and Mandy have experience in traditional community organizing tactics, Alinsky-style tactical work in communities and organizing traditional political campaigns. Ginny and I are both students and practitioners of relational community development, both of us working a lot lately with using community building principles to work with change. And each of us has experience and curiosity about the other end of the spectrum so we were well placed to figure out an inclusive and transcendent framework that could be useful for our participants.
We began by defining some of the dimensions of a leadership space in which tactical action for mutual influence takes place. In other words, what kinds of strategies are useful for influencing people and participating pro-actively in change? We found three dimensions of action, which we set up as polarities:
Inquiry – Advocacy. From the world of systems thinking, this set of skills is well known. Balancing advocacy and inquiry is a key area for personal mastery to participate in deeper and transformational dialogue. Advocacy requires clear speaking, storytelling and compelling argument on behalf of oneself or a group. Inquiry requires openness, curiosity and a willingness to listen and be changed by what you hear. It is the domain of good, clear, non-judgemental questions.
Transactional – Relational. A transactional view sees the world as a space for negotiation, for winning and losing and where separation is useful. Relational practices and worldviews on the other hand bring us into each other’s sphere of influence in a way that builds sustainable alliances and systems of influence. It is important to engage in transactional activity sometimes, escaping from dangerous situations, demanding that an autocrat hand over power (and even seizing it from the person), negotiating and creating separate spaces of safety such as wo
Zahid Shahab Ahmed, Peace Education
Before starting with FES in Islamabad, UPEACE helped Zahid gain access to a number of international conferences and programs: the UNESCO Chair intergenerational conference on “Human Rights as a Tool of Social Change” at the University of Connecticut, the international youth conference “Connectivity-2006” in Brazil, and Summer School on the Advanced Study of Non-violent Conflicts at the Fletcher School in Boston – all of which were important professional development experiences for peace.
“One highlight for me was the opportunity that UPEACE gave to four of its Muslim students, including me, to get involved in the design and implementation of its curriculum development workshop on Peace Education in the Islamic Context, at the UPEACE Center Toronto. I recently heard that UPEACE is on its way to finally get this curriculum introduced into the education systems of Bangladesh, India and Pakistan. It is not just academic knowledge one gets at UPEACE, it is the interface of theory and practice.”
social work assessment tools