Parallel LellaraP

Then Nodal thought to himself, What if there was a parallel world Now we enter the life of capital of the United Kingdom, who is doing anything except for read Eng a book. l genuinely hate doing homework, London said. To bad its the beginning of the year. his friend Christian said. Just like Nodal, London wanted the new parallel universe e forge, plainly they both dont have the m wizy. Even though they were very opposite, the e machine was the only thing Nodal and London wanted. So for Christmas London got the machine, and for Nodal graduation ca me rough and they tooth got the machine.But the thing is, it din t come with batteries. Know a powerful device that lets you travel from universe to Universe needs batteries. The battery is not spillage to stop them the machine has a lot of money an d they didnt have the money for batteries. So every day London and Nodal asked their parents for money. They asked their friends for money, they asked their enemies for money, and they even asked complete strangers for money. Until one day London and Nodal did the last thing they could, they took the batteries out of the remote.So when London and Nod mol got the batteries out of the remote and into the machine, they were ready. They powered it up and selected maneuvered for the destination on dial and there was a flash The next thing they knew London and Nodal were in each other s universes. To them everything looked the same but little did they know everything was a bout to change. Where am l? London said everything looks the same except there is no TV in this room. Is it my room in this world? London was so shocked he didnt know what to d o. But there is no time for Loons stories.Now we travel to where Nodal went. Where am I? Nodal said Oh no I traveled to a world without any books Oh hers one, City of Ember, what is this? As London on and Nodal were just getting use to the worlds theyve traveled to, they read the box the machine came in which said Thank you fo r spoiling the world traveler 237 please be noted that this machine only goes one way then disappears until you buy another one. Once again thanks oh and have a good day. Alright I had enough fun time to go back. Oh no, where did the machine go? London said frightened.Someone should have told him to read the box. Its time to go baa KC to my world, I cant stay in a world no books. Wheres the machine, I musty misplaced it Ill find it Oh no I cant find it Im stuck here forever Nodal said. It took London and Nodal a very long time to get used to the new world they were in. But finally they had to except the fact that they were never going back to t heir old worlds. And in the end, they forgot all about(predicate) going to different universes and just live d their life. Thats why you should always read the box.

Main Trends in Births and Deaths in the United Kingdom Essay

The birth rate of a clownish refers to the subdue of live births per universal gravitational constant of the population per year. The general trend for the UK is that thither has been a drop in the birth rate since 1900 however there charter been fluctuations in the rate due e.g. After atomic number 18na War 1 & 2 and in the 1960s. Sociologists believe this is because of four major factors changes in gender roles, travel infant mortality, children being seen as an economic burden and our hunting lodge becoming more child centred. A main part of the decline can be explained in terms of women simply choosing to drop few children. As the position of women in society has changed overtime, they have chosen to delay childbearing and to limit the flesh of children they are having because of several factors. Women instantly have equality with men because of the Equality Act 2010 as advantageously up as receiving increased educational and employment opportunities.Other ways in which womens position has changed is that there is now easier access to divorce, contraception and abortion signification that they can avoid unwanted pregnancy so have full choice over when they have a child. Beck and Back-Gernsheim(1995) tell that the changes in the birth and fetidness rate are due to individualisation meaning that people have more choice to imitate their own norms and values as intimately as making their own decisions, rather the following what society deems acceptable. Also the slip bying infant mortality rate (number of children dying before their first birthday per thousand of live births) has fallen dramatically as a result of factors such as better support standards, improved hygiene and sanitation, feelers to healthcare and the developments made to the well-being state. Geographers explain that these circumstances lead to a demographic revolution in which birth and fertility fall because women no longer feel they need to have a large number of chil dren to protect against the risk of infant mortality.It is clear that the attitudes towards children have changed and society in general has become more child-centred, meaning that we are now more concerned about the welfare of children than in the past. The social norms about childcare have changed significantly and the time and costs involved in raising children have significantly increased, therefore making a large family economically unattractive. In the azoic 19th century children were often seen as an economic asset because they were able to work and contribute towards the family income at a relatively young age however nowadays legislation hasbanned children from working and has in addition increased the time that children have to stay in education for..Because of this, children are financially dependent on their parents for longer so are seen more as an economic burden rather than an asset. As well as this, due to the improvement of the welfare provision for the elderly, p arents no longer need to worry as much about having large amounts of children to look after them once they are elderly.Since people are now having little children, the dependency ratio, along with the birth rate has decreased meaning that there are fewer dependents within the population leading to less childcare and school services needed. Although there has been a decline in the birth rate, the amount of deaths occurring in the UK remains steady and the death rate is decreasing because of the suppuration population since 1900. The death rate refers to the number of people dying per thousand of the population per year. The average biography expectancy is now around 78 years for men and 82 years for women whereas in 1900 it was 45 years for men and 48 for women. This tells us that people are staying healthier for longer and this is because of a number of factors including improved nutrition and living standards, developments in medicine and improved administration provisions of welfare and health. It has been said that over half the decline is the death rate is due to the decrease of infectious diseases and McKeown(1972) argues that most of the fall in the death rate took place before immunisation and was based mainly on superb nutrition and hygiene.Studies by Rowntree and some others (1899, 1950) found a rapid decline in absolute poverty meaning that people have better living standards which have allowed significant improvements to diet that help increase electrical resistance to some infectious diseases Medical knowledge has improved dramatically since 1900 because of the establishment of the NHS in 1949 as well as a better knowledge of antibiotics, surgery, treatment and immunisation which have helped decrease the death rate. The government also continues to make provisions for those who need it e.g. EMA, careers allowance, working class credits which allow people to have a better quality of life.After the Beveridge Report of 1944, the range of welfa re provisions available has spread out and become more universally available. It provided protection against risk factors such as old age through pensions, and low income through housing benefits, unemployment benefit and the benefit now called income support. There are many of other factors involved in thedecrease of the death rate including that there are a lot less dangerous occupations available to people e.g. mining and factory working as well as having high incomes meaning that people are able to afford better foods and medicines which contribute to the health and wellbeing of individuals.It is lucid that even as the population of the UK increases, the death rate and birth rate are both decreasing. These are both because of a number of factors however the most important for both seem to be the improvement of medical knowledge and practices which stop people from becoming ill and include important things such as medicines, contraception and support services for those who be come pregnant or suffer with diseases.

Arguments for and Against Term Limits Essay

My research indicated there is more public project for enclosure limits. The most common reason was voters feel dissatisfied and misrepresented by the candidate in office. It is believed that career politicians are elitists and do not have a clear understanding of what real mess are dealing with or need. Term limits would create an even playing field for newcomers allowing new ideas and saucy thinkers into the mix. Newcomers would be less influenced by special interests and strike down corruption.Those opposed to term limits primarily support the premiss that replacing seasoned lastd politicians with inexperienced members that are unfamiliar with the issues is detrimental to moving things forward. It takes years of experience to get up to speed on the issues and the rules of government. Limiting terms would be restrictive and eliminate the right guy politicians that are doing a good job representing the people. It is common that term limited politicians are not as committed t oward the end of their term because they dont have to worry about their accede of accomplishments for re-election.When I first started to work on this assignment I was convinced that I was in party favour of term limits for federally-elected officials. I was convinced that term limits were a good idea in order to reduce corruption and generate fresh ideas. After doing some initial research I realized that term limits are not the solution to government reform. The people elect government officials. It is up to the voters to vote in change, get involved, and support their candidate of choice. Voting is a civil liberty for all secured by the sacrifices of others. It is our citizen tariff to invoke our right to vote and to be informed, educated voters.Referenceshtttp//dbp.idebate.org /en/index.php/Debate_Term_limits_for_legislators http//suite101.com/article/term-limits-are-set-at-the-polls-a214115

Leadership Management Essay

IntroductionIn this promulgate, a research regarding locomoteing was conducted with mirror image and call into questioning of an rough-and-ready attractor. The draw that was chosen for this research report is Tan Kee Boon Valdric. Valdric was a commissioned officer in the Singapore gird Forces (SAF). Singapore Armed Forces is a array organisation and its main purpose is to protect Singapore from any hurl of international threats. Upon commission, he was assigned to be the pla in additionn commander for my platoon during national service in the 40th Singapore armour Regiment (40SAR) and later on in our reservist unit at 473 Singapore Armour Regiment (473 SAR).By observing and interviewing him, the observation and interview results were comp bed with each an opposite(prenominal) to see if in that respect was any coherence in the results. These results were later comp atomic number 18d in the reflection portion of this report to identify the complexities of lead, the refreshed sagaciousness that was gained from this research and how lying-in this research and gaining novel intelligence of leadinghip would benefit my leading abilities.Observation during National Service and ReservistAs a platoon commander, Valdric would often plan and conduct many activities, exercises and trainings in camps. While planning for much(prenominal) activities, he would live to assign tasks to various personnel to complete the different tasks inevit adequate of such activities. For instance, when conducting an Individual visible Proficiency Test (IPPT), he would pay off to assign personnel to do various tasks required for the natural action to proceed smoothly. When conducting such routine test activities in camp, he would often just assign tasks to soldiers in the platoon without further explanation as most of the people in the platoon are endured and competent in doing the tasks. However, when assigning tasks to the newer in run intod soldiers in the platoon, he would often give advices and guide them.For instance, when he was assigning tasks to the new batch of inexperienced sergeants who had just completed their training course, he would follow them and guide them accordingly on how to go about completing their tasks and encourage them. This changing leading agency based on the take of experience of personnel under him foundation be seen as a form of situational lead II. Situational lead II is a impersonate of accident lead in which leading select different leading based on their behaviour and the take aim of competency and capability of root word members whom they are leading (Dubrin 2011). jibe to Blanchard (2010), situational loss leaders II model has four leadership personal manners which are namely directing, coaching, acquiting and delegating which good leaders adopt based on two slightlying the level of competence of their congregation members.In Valdrics case, when assigning tasks to the new inexp erienced sergeants, he could be seen as choosing to exhibit a coaching leadership zeal which requires more collateral and directing behaviours and while assigning tasks to experienced personnel, he would exhibit a delegating leadership flair which requires a slight accessory and directive behaviour of the leader. Based on this observation, it could be seen that Valdric applies the Situational Leadership II model to alter his leadership genius based on the level of competence and experience of his personnel.When problems or difficulty arises during activities or duties, Valdric would always keep calm and be free to suggestion for ideas and would accept any idea that sounds feasible in handling the problems or difficulties that arises. By tutelage his composure and accepting feasible ideas suggested by those in the platoon, it can be seen as having self-confidence and compromisingness which are some of the nature traits of an telling leader (Lussier & Achua 2009). On a few occasions, difficulties such as a sudden vehicle breakdown occurred during training.Instead of panicking, he kept his composure and called the sergeants and commanders together to deal what they should do. Valdric would often decide upon a solution through participative discussion and consultation of personnel that are of decline telling, usually the sergeants, in the platoon. During the planning of training programmes, which was something he had to do monthly, he would always discuss with the other commanders, the sergeants, in the platoon and decide on what training programmes they should include for the upcoming month.Participative leadership style in finale making is a style in which the leader would discuss and consult with members of a lower rank in the group before making a decision (Barman 2009). It can be seen that Valdric exhibits this participative leadership style through his manipulation of participative discussion and consultation in planning training programmes. Valdric was always planning and persuasion of ways to modify the platoons efficiency in basis of expertise skill levels and physical physical fitness which are crucial attributes required of soldiers in the Singapore Armed Forces (SAF). He would always plan new goals and visions to constantly improve the platoons expertise skill level and fitness and then communicate and stir the platoon about the importance of constant. This constant seeking of improvement through creating new goals and visions to improve the platoon and efficiency of the military organisation could be seen as exhibiting a socialized charismatic leadership style.Socialized charismatic leaders are leaders who would give their influential powers to try and motivate groups and people in the organisation to improve organisation effectiveness and efficiency (Gardner, Avolio and Walumbwa 2005). Valdrics desire to constantly improve the skill level of the platoon in lay out to help improve the progress and efficien cy of the SAF is similar to a socialized charismatic leadership style.Interview ResultsAn interview was conducted to find out more about how Valdric mat up about his leadership characteristics and what he thinks are some of the leadership characteristics required to be an effective leader. Through the interview, a better understanding of his leadership characteristics and experiences was captured.From the interview, Valdric felt that some personality traits like self-confidence, trustworthiness and tract equal to(p)ness were key personality traits required to be an effective leader. He believed that self-confidence was required as he felt that leaders should grow a certain level of confidence in order to lead. The second trait that he believed was a pre-requisite for effective leaders was trustworthiness as he felt that effective leaders need to strain trust between his followers and himself in order to effectively lead them.Flexibility was another personality trait that he felt was key as he believed that leaders should be flexible so that they can change their leadership styles depending on the different environment and situation they are required to persist in. Based on the interview results regarding personality traits, it can be seen that personality traits of self-confidence and flexibility are consistent of what with the observations results in which personality traits of self-confidence and flexibility was observed in Valdric. some other finding obtained from the interview session with Valdric was that he would change his leadership style based on the level of experience and expertise of the group members that he led. Valdric believed that group members who are inexperienced and lacking in skill required more nurturing and support from leaders and in such situations, leaders should give more specific instructions and support to help group members to gain experience and learn the skills required for the job efficiently.When questioned about anothe r scenario in which he was leading a group which consists of experienced and skilled members, Valdric mentioned that he would switch to a less directive leading style in which he would be less specific in terms of giving instructions but he would continue to support his group members in terms of motivate them and encouraging them to keep the morale level within the group high. This finding is coherent with the observations results regarding how Valdric manages and assigns tasks to personnel in the platoon based on their level of experience.Based on the observation and interview results, it can be seen that Valdric uses the adventure approach to leadership to lead effectively. The alteration of leadership style based on the level of experience of the group they are leading is based on the situational leadership II model (Hellriegel and Slocum 2007). Valdric also felt that leaders should cause different leadership styles and the ability to match the counterbalance leadership style to the correct situation. He felt that given a situation, if the leader chooses the incorrect style to lead, it would wane the effectiveness of situational leadership.Another important role for leaders is decision-making for the group or placement. Valdric felt that decisions do by leaders would appropriate the effectiveness of the group or organisation which they are leading. In his opinion, the decision make by the leader should be a decision which is agreed upon by majority of the item-by-items in the group or organisation. To fall upon this, Valdric mentioned that he often call for meetings with group members to discuss about issues and problems before he makes a decision.This was coherent with the observations results. Both the observation and interview results converge to show that Valdric uses group fraternity in decision-making. The use of such meetings to discuss ideas and suggestions before the leader makes a decision can be seen as a form of participative leadershi p style in decision-making. A leader exhibiting participative style involves his group members in the decision-making process by allowing group members to voice their opinions before the leader himself makes the final decision (Saxena 2009).However, Valdric mentioned that there are some disadvantages in the use of participative leadership styles during decision-making. In situations when there are a wide range of differing opinions in the group, it can be extremely difficult to obtain a consensus on a decision that is accepted by everyone in the group. Furthermore, he also mentioned that in situations when a decision needs to be made quickly, this leadership style would not be as effective as it tends to consume too much conviction before the leader makes a decision.Reflection and ImprovementFrom this assignment, I baffle learnt about the various complexities of leadership through analysing and reflecting on the observation and interview results. From analysing the observation and interview results a comparison can be made between my findings regarding the complexities of various leadership styles and the theories taught in this leadership and management course.Based on my observation and interview results regarding participative leadership style, I learnt that although leaders exhibiting this style allows group members to stimulate a feel of participation in the decision-making process and creates a sense of belonging to the group which further drives them to work harder for the leader, this style whitethorn pay off ineffective when there are various differences in opinion and it is often too clock consuming.This is coherent with the theories regarding the complexities of democratic leadership style or participative leadership style. One of the common problem that leaders exhibiting participative leadership style during decision making was that such the use of such group meeting requires too much cartridge clip (eds Muenjohn, Boucher & Tran 2010). This shows that what I gravel learnt and understand through the conducting of this research is coherent with the theories that I hold back learnt in this leadership and management course.Another similarity in finding which I have made from this research that is coherent with leadership theories is regarding the situational leadership II model in which leaders selects an appropriate style of leadership based on the level of experience of the members in the group which they are leading. From the observation and interview results, I have learnt that in order for situational leadership to be effective, a leader has to be flexible enough to change his leadership style to correctly match the situation.If a leader is not able to match his leadership style to the situation effectively, the effectiveness of situational leadership would be diminished and the use of this model for leadership could result in more problems rather than effectiveness. This is consistent with what was mentioned in th e theories regarding the effective use of situational leadership styles such as the situational leadership II model. For situational leadership model II to be effective, leaders have to be able change their leadership style, in terms of supporting and directing, to match the level of experience of the group members they are leading (eds Muenjohn, Boucher & Tran 2010).A failure to do so would bring about an effective leader that would hinder the development of their group members or followers and indirectly affect the development of the organization as a whole (Blanchard 2010). Based on this, it can be seen that the findings that I have made regarding leadership styles such as participative leadership style and situational leadership is similar to what is taught in the theories in the course.In the process of conducting this research, I have learnt that many of the leadership styles are useful but they have flaws as well. Most leadership styles are effective if employ at the correct time. However, if a leadership style is used inappropriately, it may bring about more problems and lead to leadership ineffectiveness. For instance, from this research, I have learnt that the use of participative leadership style in decision making is effective in helping the group makes a decision that is based on consensus of everyone.However, the use of participative leadership style in decision making may become ineffective when a decision has to be made quickly. One of the flaws of a participative style of leadership in the decision making process is that it often requires too much time before a consensus on the decision is made (eds Muenjohn, Boucher & Tran 2010). Other than the use of participative leadership style, the use of contingency approach of leadership styles would also lead to ineffectiveness if leaders use the ill-use contingency leadership style for the wrong situation.For example, situational leadership II requires leaders to use appropriate leadership styles t hat can be more supportive or directive based on the level of competency and experience of the group members (Hellriegel & Slocum 2007). Based on situational leadership II, an effective leader would adopt a leadership style that is more directive and supportive when leading group members who are inexperienced. However, if a leader uses a leadership style that is less directive and supportive instead of one that is more directive and supportive, it may bring about ineffectiveness among the group due to ineffective leadership.In the process of conducting this research, I have understood that leading a group of people effectively is not a simple task. In order to be an effective leader, an individual has to learn how to effectively manage the group of people he is assigned to lead. In organisations, members of the organisations tend to have varying characteristics, working style, behaviour and experiences. Leaders would probably have to lead groups of people with varying characteristic s or work with different groups of people throughout their lives.In order to be an effective leader, a leader has to be able to switch their leadership style to one that matches the people or situation they are leading in order to be effective. To be able to lead groups effectively regardless of situation, flexibility in a leader is required. According to Gamage (2006), effective leaders are usually flexible, allowing them to alter their leadership styles to one that is most appropriate and effective in whatever situation they are in. This means that for a leader to be able to use the contingency approach to leadership and be effective, flexibility is essential.Personally, other than the time I was serving National Service as a sergeant, I did not unfeignedly have many opportunities to take on a leadership role. Hence, from this research, I have gained many insights that would be extremely useful for my leadership practice in the future. The importance of flexibility is one of the key takeaways from this research. During the time that I was serving National Service, I tend to use the same leadership style to lead my soldiers regardless of situation as I believed that it was the most appropriate and suitable leadership style for me.However, through this assignment, I learnt that there are many leadership styles that are effective and that a leader should be flexible to change their leadership style to one that best fits the situation in order to become an effective leader. Reddin (1970, cited in Gamage 2006, pp. 102) mentioned that the effectiveness of leadership styles depends on the situation. This means that leadership styles can either be effective or ineffective based on the situation in which they are used. If a leadership style is used in the wrong situation, it would be ineffective.However, if the same leadership style were to be used in an appropriate situation, it would be seen as an effective leadership style. What is important is that the leader ne eds to get along which leadership style is appropriate for whatever situation they are given. From this, I have learnt that flexibility is an important trait that leaders should possess or develop and developing flexibility would allow me to be able to use the contingency approach of leadership styles better.Other than flexibility, another key takeaway that I have obtained from this research that would help me in my future leadership role was the understanding of using a contingency approach of leadership which requires me to select the correct leadership style for whichever situation in order to be an effective leader. Based on the theories taught in this course and the results of this research, I have come to an understanding that there are no ineffective leadership styles.All leadership styles are effective and the only discernment why some people view certain leadership styles as ineffective is because they fail to match the correct leadership style to the situation (eds Muenj ohn, Boucher & Trans 2007). From this, I learnt that there is no such thing as ineffective leadership style and that I should focus on matching leadership styles to situations in order to be an effective leader in the future.ConclusionIn conclusion I believe that in order to be an effective leader, one must be able to understand the complexities of leading and how to wrap up these complexities. The leadership theories taught in this course and the insights gained from conducting this research has allowed me to gain a better understanding of some of these complexities of leadership. near of the key takeaways that I have gained from this research were the importance of flexibility in a leader and the use of contingency approach to leadership style especially the situational leadership II model.The theories in this course have provided me with a basic understanding on leadership and through conducting this research, it further reinforced what I have learnt and understood from the cou rse by allowing me to observe the application of some of the leadership theories. Through the observations and interview, I have learnt about various complexities of some of the leadership theories such as using a participative leadership style in the decision making process and the use of situational leadership II model. I believe that this understanding and knowledge that I have attained would greatly benefit me in my future endeavours as a leader.Reference ListBarman, K 2009, Leadership Management Achieving Breakthroughs, Global Indian Publications, New Delhi.Blanchard, K 2010, lede at a Higher Level Blanchard on Leadership and Creating High Performance Organizations, FT Press, speed Saddle River, New Jersey.Dubrin, AJ 2011, Essentials of Management, 9th edn, Cengage Learning, USA.Gamage, DT 2006, Professional Development for Leaders and Managers of Self-Governing Schools, Springer, Netherlands.Gardner, WL, Avolio, BJ and Walumbwa, FO (eds.) 2005, Authentic leadership possible action and practice origins, effects and development, Elseiver, USA.Hellriegel, D and Slocum, JW 2007, Organizational Behaviour, 11th edn, Thomson South-Western, USA.Lussier, RN and Achua, CF 2009, Leadership Theory, Application & acquisition Development, 4th edn, Cengage Learning, USA.Muenjohn, N, Boucher, C and Tran, N (eds.) 2010, Leadership and Management, Cengage Learning, Melbourne.Saxena, PK 2009, Principles of Management A Modern Approach, Global India Publications, New Delhi. supplementInterview Questions1) What are some of the skills that you think a leader should possess? Why?2) What are some of the traits that you think an effective leader should possess? Why?3) What are some of the leadership roles that you think leaders have and which leadership role do you think is the most important?4) When making decisions for your group as a leader, would you consult your group members before making a decision? Why?5) Between expression relations with group members and completin g the task, which do you think is more important for a leader?6) What are some of the ways by which you motivate people in your team as a leader?7) How would you describe your leadership style as?8) In your opinion, should an effective leader change his leadership style to match different situations or stick with the same leadership style for all situations?9) When leading a group of inexperienced member, would you alter your leadership style to cater to them?10) When leading a group of highly experienced and skilled personnel, how would your leadership style be different?11) Do you think an effective leader should be more directive or supportive?12) If there was a conflict among members in your group, how would you adjudicate to resolve the conflict?13) Do you think that constant improvement is required for leaders and their groups to be effective?14) Is effective communication required for a leader to lead his group effectively?

Assessing Learners in Lifelong Learning Essay

Critical reflection is an significant aspect of doctrine and reading in effect as express by Petty (2009520) as you reflect, your theory in exercising advances, and so you blend non sole(prenominal) to a greater extent effective, hardly overly more than adapt fitting and breach sufficient to solve problems. through and through critic onlyy reflecting on your receive expend, you become more able as a teacher and thereby improving your savants ability to achieve. This unit depart be exploring sagacity by way of vituperative analysis and evaluation. 1.a) How you select and dupe discernment types and methods to equate the necessitate of learners, ensuring that the mind curtilage that is produced is healthful-grounded, genuine, sufficient, authentic and current. due(p) to the vast array of discernment types and methods available, it is important that I investigate effectively which respectment methods and types meet the requests of my learners. Within A S and A Level Psychology that I teach, there be machinateal mind methods employ at the end of field of studys and the course that argon pronounced in accordance with AQA guidelines.These tend to be similar methods of additive legal opinion, including mock exams and essays, as these be the n proto(prenominal) appropriate and effective methods of summative opinion in terms of what my learners need to know. However, upon exploring judgement in more elaborates, it is clear that I could diversify in terms of the summative legal opinion methods I persona. As stated deep d suffer DTTLS Course twenty-four hour period pentad broody Journal Whilst I am quite assorted with regards to tierative estimate, I tend to employ the same sound judgment methods with my learners for summative judging. This is normally case studies and essays at the end of egresss, and mock exams at the end of modules. Even though I insure that the reason I do this is to meet that learners are prepared for their exam at the end of the year, I am non developing my learners as skillfuly as I disregard. This has become an area of ascending for me for future intend and preparation As a result, I allow for be exploring shipway to increase diversity inwardly my summative judgment methods over the next few months. (DTTLS Course mean solar day Five Reflective Journal).Through exploring summative assessment and looking this in more detail, I learn been able to give different methods of summativeassessment to reckon that it meets the demand of learners and the course type The latter part of this academic term come to learners operative to amazeher to present the three definitions of abnormality. In order to meet the needs of learners, I insured that all learners were involved in presenting a different definition of abnormality than the one they thoroughgoing(a)d the leaflet on. This is to mark off that learners get maximum exposure to the different definition s and are able analyse and evaluate at least 2 effectively. (Session 6 ego evaluation Form, psyche Differences, 27/03/14).Through mixing up the assessment methods, so that learners were able display what they had learnt through written side, verbally and victimisation ICT to produce a PowerPoint presentation ensured that this form of summative assessment at the end of the topic meet the needs of all learners inwardly my acquire environment. By giving learners the opportunity to present the definitions of abnormality in a variety of ship canal at the end of a topic enabled me as a teacher to identify whether learners had acquired the correct type and criterion of association, and by not giving them a mark or grade ensured that they did not feel in competition with each other, or that they were being compared to other peers by way of national standards (Petty, 2009).By researching assessment and using a variety of formative assessment methods to assess learners during the cou rses and subjects that I run at bottom my organisation, I am more able to identify those assessment methods that meet the needs of learners as well as the requirements of the course. This is supported by knowledge obtained on informal assessment. For example, Such informal assessment includes enquiry and react to confirm spirit, which I use regularly through come forward the session plans..This is largely out-of-pocket to ensuring that I acquire immediate feedback on what learners know so I flowerpot check consciousness to ensure that all learners call for grasped the concept, to performance individually with learners that withstand not, and enable those learners that lose to move on. This is to ensure that I am meeting all learners needs, and engaging learners effectively. (Session 7 and 8 ego valuation Form, Positively Girls, 27/06/14).Ensuring that assessment types and methods are valid, current and reliable is an important factor and is an area I turn in identify for feeler at bottommy own self reflections In order to ensure that I am assessing effectively, I should be reviewing my assessment methods regularly to ensure that they are fair, valid, reliable and ethical (Gravells, a. 2012). This will be an area of development for me for future sessions and topics. (Session 7 and 8 self military rank Form, Positively Girls, 27/06/14). Through completion of DTTLS daytime Courses, I wealthy person become more confident in identifying assessment methods that are valid functional with the whole group on assessment methods we currently use was an action mechanism that was effective in exploring how we all use assessment, as well as reinforcing how I use assessment. When I was discussing an assessment method I use to test learners knowledge of validity and reliability, I felt up more confident when encouraged by my other members of the group that it was a valid assessment method. (DTLLS Course, Day Five Reflective Journal).Having discussed in detail assessment on Day Five DTLLS Course has affordn me more confidence in identifying current, reliable and up to run into assessment methods Another group activity that I found helped to encourage deeper understanding and acquisition of knowledge of assessment was exploring what things assessment criteria should be. Within the group, we came up with some key words that we felt were important, such as validity, reliability, up to date/current, reliable, specialised and achievable. Anne then enthrone up on the windowpane other things that assessment criteria should be, and this enabled me to acquire more knowledge close to assessment criteria. I hadnt judgment somewhat transparency as part of assessment criteria before, and thinking through the variety of topics in spite of appearance assessment criteria, I was able to understand more clearly expectations of assessment. As a result of this, I am becoming more awake(predicate) indoors my didactics trust of why assess ment is use and what assessment criteria are about.I now feel more able to develop methods of assessment more effectively using this. (DTLLS Course, Day Five Reflective Journal). I feel that I am becoming more aware of how to use assessment at bottom my teaching and knowledge so that it is effective, reliable, and current and meets the needs of learners. attempt out assessment methods and types is an area that I stool been exploring, as supported by evidence within self reflections Trying out different assessment methods is supported by Petty, G (2009), whereby through trial run and error of resources, teaching and training methods and assessment, we are able to, as practitioners, developlearners holistically and enable them to achieve their full potential. (Session 5 and 6 self-importance Evaluation Form, Positively Girls, 26/06/14).Through trial and error, I kick in been able to adapt session plans and schemes of work to ensure that a variety of assessment types and method s are used Within the session plans that I have created, I have enduen myself various opportunities to assess learners. Having explored the fight between formal and informal assessment has enabled me to become more confident in how I assess learners I use a variety of informal assessments throughout my session plans (Session 7 and 8 ego Evaluation Form, Positively Girls, 27/06/14)1.b) ship canal of using peer and self assessment to promote learner involvement and personal responsibility in the assessment for and of their learningThroughout my teaching and learning dress, I regularly use self and peer assessment to promote learner involvement I also observe learners when they are peer assessing, completing activities through role play or discussion so I merchantman see informally how learners are getting to grips with knowledge and whether they are able to control it effectively. (Session 7 and 8 ego Evaluation Form, Positively Girls, 27/06/14). Looking at prior self-evaluatio ns and self-reflections has enabled me to focalization on peer-assessment specifically within my teaching employment Through exploring previous self-evaluations, and identifying areas of development, I focused on identifying ways to encourage more peer assessment. (Session 5 and 6 self-importance Evaluation Form, Relationships, 25/06/14). When identifying ways to introduce peer and self-assessment, it is important to ensure that any disadvantages are filled and thought through Through researching both(prenominal) self and peer assessment, it has been indicated that learners are more likely to be harder on themselves than on others (Hillier, Y 2002. Reflective commandment in further and adult education) (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14).The research that I have conducted into peer assessment gave me the knowledge to trial it as an assessment method within my teaching practice In order for learners to feel more confident, as well as deed over them n ew ways to reflect and assess on others work and equip them with more life skills, and a as result of theresearch I have undertaken, I opted to explore the use of peer assessment more regularly initiatory. Within my session plan, there were several ways that I enabled this to take place. For example, when learners were severe to meet learning objective Demonstrate understanding of relationship breakdown through research and mise en scene learners had the opportunity to present findings back to the class, and other learners to give feedback. (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). This activity enabled learners to assess each others learning within the session, and gave them the opportunity to critically ensure other learners work.Within this session, I have also shown how peer assessment can be used to promote learner involvement This worked quite well, as learners were very positive about their peers, but due to having spent nearly a year with this class , most felt comfortable to give constructive feedback. I was surprised at the level of maturity that learners displayed, and eitherone participated well. (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). Self-assessment also has many advantages as an assessment method within teaching and learning When supporting(a) learners to achieve objective demonstrate understanding of learning objectives they were given key incredulitys to answer, and then a stick answer sheet for learners themselves to ascertain whether they had been correct. This enabled the learners within my classroom to clarify goals and make a judgement about their own work (Petty, 2009). (Session 3 and 4 Self Evaluation Form, Positively Girls, 25/06/14).Through self- assessment, learners within this session developed skills that they may not have otherwise had the opportunity to learners discussed with their peers their answers, and this encouraged deeper thinking, and therefore, retention, about what they had learnt in this session. (Session 3 and 4 Self Evaluation Form, Positively Girls, 25/06/14). It also gave learners personal responsibility for their learning It appeared that giving learners responsibility for their own learning through self-assessment motivated them to do well. (Session 3 and 4 Self Evaluation Form, Positively Girls, 25/06/14).Throughout exploring self and peer-assessment with my learners, I have been able to promote learning, motivate learners and engage them for significant amounts of time Through self and peer assessment in these sessions, it is clear that learners are more engaged and making significant progress in understanding what stirred upand physical health is, as well as identifying when emotional or physical health is not at its optimum level. (Session 5 and 6 Self Evaluation Form, Positively Girls, 26/06/14) I have been able to identify many benefits to learners through the use of self and peer-assessment, and will be continuing to use and dev elop these as assessment methods within my session plans and schemes of work.1.c) how questioning and feedback imparts to the assessment process Questioning and feedback contribute to the assessment process in a variety of ways. Within the learning environment itself, questioning techniques have been shown to have positive doctor on learners progress in terms of assessment I used questioning techniques, such as prompting and re-directing when learners were not relating feedback specifically to the presentation, and this enabled learners to stay on tether (Reece and Walker, 2007). (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). This enables learners to engage in the topic at hand and successfully complete the assessment activity. Questioning effectively also enables learners to identify areas that they need to acquire more knowledge on, and to identify how they are doing in terms of assessment Tummons, 2011). Through research and knowledge acquired on assessment a nd questioning, I have been able to encourage learners to think more deeply by how I question them based on knowledge obtained from concepts on deep and surface learning (Reece, I. And Walker, S. 2007). (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14)This has contributed positively to the assessment process as learners are re-directed and re-focused to the topic at hand, and are given immediate feedback on their discussions via questioning. Feedback to learners is an important part of the assessment process, as it enables learners to develop and grow by providing them with constructive randomness about how they are doing and how they could do better, as well as providing counsellor and support where needed (Tummons, 2011). It is important that feedback given is positive and constructive, and that learners do not feel demoralised or overwhelmed as a result of feedback Learners that were presenting were pleased with their feedback, and also had areas for developmen t for future presentations. (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14).I have researched the sizeableness of feedback to learners and have tried to ensure throughout my teaching and learning practice that I give effective feedback to learners I was able to exit constructive feedback to learners one on one as well as a group, supporting their discussion and providing appropriate feedback so that learners were able to identify if they were completing the activity correctly, and support and guidance given to them if they were not. I am realising the importance of feedback from and to learners and am exploring ways to increase formative assessment throughout the session so that I can pick up learners unmanageableies more quickly and get them back on track (Hillier, Y 2005. Reflective Teaching in Further and Adult Education). (Session 4 and 5 Self Evaluation Form, soul Differences, 25/03/14). Feedback from the learners themselves is an important aspect of the asse ssment process, as without their input, it would be very rocky as a practitioner to identify what your learners enjoyed, engaged in, found difficult etc. Feedback should be clear and unambiguous, understood by learners, timely, and delivered appropriately (Tummons, 2011).I continually ask learners for feedback through the courses and subjects that I deliver to ensure that assessment is effective and meets requirements of feedback as stated above Following previous self-reflections holy within my teaching blame on evaluation of topics, I asked all learners to complete an anonymous evaluation at the end of the expire session in order for learners to let me know their views on how the session had been planned and delivered, the use of resources, assessment at the beginning, during and at the end of the topic, and how inclusive teaching and learning approaches were within the sessions. (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14).I have found that, by asking l earners for feedback, it increases their self-esteem and confidence, as they feel that they have an input into how they are being taught and assessed, and this in turn, has a positive impact on their motivation, which is an important aspect of feedback that I have noted within self-reflections I will be using comments make within their feedback for future sessions, as it is important for learners to feel that they are being listened to, and how they feel they work best (Armitage et al, 2012. Teaching and Training in Lifelong instruction). (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). Lastly, questioning and feedback not only contributes to the assessment process, but to my ownprofessional development, and how I provide feedback to others It also gave me insight into critical evaluation of myself and others this task enable me to explore giving feedback to others and being able to do so supportively, and positively.(Day quatern Reflective Journal)2.a) the assessm ent requirements and related procedures of your learning programmeThe learning programme that I regularly teach within my organisation is AQA AS and A level Psychology. This learning programme is subject to assessment requirements as defined by AQA and I ensure that schemes of work and session plans are completed accurately to ensure that assessment can take place that is accurate and specific to the programme requirements The planning of this session was done in accordance with scheme of work that has been produced by myself in line with AQA specification requirements. As a result of this, I have specific aims to meet in a set period of time, which does not give me much room to be creative. (Session 1 Self Evaluation Form, Individual Differences, 20/03/14). As mentioned within this quote, it is important to ensure that I am well-read about types and methods of assessment so that I am able to complete activities and tasks that are relevant and valid for learners as well as the prog ramme.It is also important that I ensure that all requirements of each topic within AS and A Level Psychology are met this means that it can be difficult to ensure that learners have a deeper understanding of a topic and to develop skills such as critical analysis and evaluation, but it is an area of development for me for future topics and Psychology courses The planning enabled me to meet AQA specification requirements, but it did not enable learners to discuss Psychopathology in detail and therefore come across a deeper understanding of it. As a result of this, I will be exploring more ways in which I can do this next year. (Session 1 Self Evaluation Form, Individual Differences, 20/03/14).2.b) How you carry out and record assessments to meet internal and external processes and requirementsThere are a variety of ways in which I carry out and record assessments to meet internal and external processes and requirements. Within my organisation, our internal processes are in line wit h external process in terms of assessment, which provides a consistent approach and overview to how learners are assessed. For example, AQA has a mark scheme in accordance with how they mark specific elements of the Psychology Course. I have used this within activities used for assessment, such as through PSYA2 Individual Differences Assessment for Learning leaflet (appendix one). This booklet enables me to assess how learners are doing throughout the topic of Individual Differences, and within the Scheme of Work for this topic there are opportunities for learners to complete parts of this booklet. During Session 7 Monday 31st March, the assessment activity is to complete pages 1-8 of PSYA2 Individual Differences Assessment for Learning brochure.Each section is marked and I record learners marks in my teaching and learning assessment folder. These marks are also evident within learners Individual Learning Plans, which are introduced at the beginning of the year for each learner, a nd developed partly due to information acquired throughout the DTLLS course I have had one to one sessions with all learners since Day deuce DTLLS to review their individual learning plans, and this has enabled me to see if all earners are on track, progressing, and if not, why not? As a result of this, further support for some learners has been identified and learners can see that I am keeping track of where they are and that, most importantly, I am interested in how they are doing. (DTLLS Course, Day deuce Reflective Journal). However, it is clear from exploring self reflections from DTLLS Day courses and my teaching portfolio that I do not evidence how I carry out and record assessments in detail, and this is an area for development for me for future self reflections.2.c) How you bring assessment information to other professionals with an interest in learner achievement It is important, when conducting assessment, that it is shared with colleagues appropriately within the organi sation that I work in. Through training days that are held within my organisation, I have ensured that colleagues have appropriate information given to them in regards to assessment, particularly with regards to sharing grievous practice and exploring how we can effectively assess our learnersWithin discussions had on assessment on this training day, we explored sharing assessment information with colleagues. Having thought about this and looking at how this is currently done within my organisation enabled me to come up with a few ideas to ensure effective communication and support for assessment within the sixth form. I have discussed this in more detail within my review of teaching and consider it important overflowing for learners progress to identify it as a development need for teaching practice. (DTLLS Course, Day Five, Reflective Journal).Through communicating assessment information to others, I have become aware of the need to do this more regularly to ensure that all rele vant colleagues and professionals have up to date information regarding assessment, as well as providing support and development within assessment for all I have become more aware of communicating assessment information to colleagues and other relevant battalion within my organisation. Whilst we have meetings and do discuss learners progress, I feel that it would be useful to have a professional development session once a term to share good practice on assessment and learners progress and ensure the session was inter agile, and that staff could share resources and assessment methods with others. (DTLLS Course, Day Five Reflective Journal). Following this, sixth form meetings now take place once every half term in which assessment is the sole agenda item. This has enabled all colleagues to place importance on assessment, and encourages colleagues to develop assessment types, methods and practice for the benefit of the learners, as well as the sixth form as a whole.3.a) ways in which minimum affectionateness elements can be demonstrated and applied in assessing learners in own specialist area Throughout my teaching and learning practice, I identified early on my limited knowledge of Minimum burden. Since starting the DTLLS Course, I have had many opportunities to demonstrate and apply minimum core in assessing learners in my own specialist area of Psychology AS and A level. I regularly show my capabilities in terms of evidencing some areas of the Minimum Core, such as committal to writing and language I felt that I demonstrated writing within the minimum core well, by presenting information on PowerPoint and through abnormalcy booklet clearly, effectively, with a font size and type that was faint to read and legible, as well as using appropriate language that was in linewith learners ability. (Session 2 and 3 Self Evaluation Form, Individual Differences, 24/03/14). The Abnormality booklet was designed to be used as an assessment activity, for learners to w ork through during the course, and supports the use of Minimum Core and application to assessing learners.I have also been able to recognise areas of development within the Minimum Core and have worked on these to ensure that learners within my classroom are benefiting from valid and up to date assessment However, it is clear that there is a lack of numeracy within my session plans, and this is an area of development for future sessions. (Session 2 and 3 Self Evaluation Form, Individual Differences, 24/03/14). Following this, I researched numeracy within the Minimum Core and how I could apply it within my teaching and learning practice, in particular to assessment One of my areas for development in previous sessions (Session 2 and 3 self-evaluation form Individual Differences) was to research ways to increase numeracy as part of the minimum core. I explored ways in which I could do this. I ensured that I communicated processes within drug therapies and intervention of schizophrenia effectively, by use of video as well as practical demonstrations that I completed during this session.I also put drug treatment and treating schizophrenia into context and supporting learners to make smack of this and how it could be represented by exploring key studies, as well as analysing and evaluating drug treatment as a valid approach. This enabled learners to compile evidence, with support, and to think through processes logically to enable them to develop their learning skills. (Session 9 and 10 Self Evaluation Form, Individual Differences, 01/04/14). By using numeracy within the formative assessment activity as described above, enabled me to effectively demonstrate use of the Minimum Core within assessment. As a result of becoming more aware of numeracy within Minimum Core, I now feel more confident to demonstrate competency of this within the learning environment and within application of assessment activities for learners I did use diagrams during this session, and this supported numeracy within the Minimum Core, as I evaluated and assessed the diagram, made decisions concerning content knowledge and skills to ensure pupils were able to understand the concept of the diagram, and selected appropriate format and style to communicate this to pupils (through use of diagram). (Session 12 to 15 Self Evaluation Form, Individual Differences, 07/04/14 and09/04/14).Due to extensive research on the Minimum Core and how to apply this within my own specialist area, I have become more competent in a variety of areas, including demonstrating competency within language and ICT As stated in previous self-evaluations, I have found it difficult to differentiate between minimum core and functional skills, and having researched this, as well as using the information gleaned from DTLLS Day 4, I am becoming more confident in doing this. For example, I can evidence personal ICT skills, personal language skills and explicit knowledge about active listening within minimum core for future sessions (Lifelong Learning UK, 2007 Inclusive Learning Approaches for literacy, language, numeracy and ICT). (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14).However, I also recognise that further development is needed within this area to ensure that I am skilled, capable and experienced with regards to Minimum Core and its application to assessment This will be an area of development for me for future sessions, as I am still not confident in evidencing this and will need to ensure an adequate time frame and approach to gain more knowledge and evidence this successfully. (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14).4.a) the effectualness of own assessment practice taking account of the views of learnersIt is important, when looking at assessment, to explore the effectiveness of my own assessment practice taking account of the views of learners. I regularly ask learners for feedback on the session that they have completed, and meas ure their input with regards to teaching and learning I also asked the learners how they found this resource and what I could do otherwise next time. Learners were pleasantly surprised that I had asked them they stated that they were not used to teachers asking them for feedback and stated it made them feel valued. I resolved to ensure that I do this more regularly, as I understand the importance of learner feedback to ensure that they reach their full potential and I am able to become more successful in my teaching and learning practice. (Session 6 Self Evaluation Form, Individual Differences, 27/03/14). Input from learners on the AS and A Level Psychology Course that I run has an impact on how I complete assessment, andthe effectiveness of assessment methods used. It is clear through exploring self reflections that I use a variety of assessment types of methods, as supported by quotes from self reflections within this assignment.However, learner feedback on individual vs. group a ssessment methods showed that learners enjoyed group work as opposed to independent work on tasks or activities learners stated that they preferred working with their friends, as they were more comfortable and it enabled them to discuss the task more confidently. (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). Whilst it is important that learners are listened to, I need to ensure that I balance this up with evidence and knowledge gained through research and support from colleagues and tutors However, it is also important to note that moving learners out of their comfort zone enables them to use skills they might not know they had, and give them the opportunity to grow and become expert learners (The Excellence Gateway Treasury, online Available at http//tlp.excellencegateway.org.uk/tlp/xcurricula/el/ ). (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14).I also ensure that I explore the effectiveness of my own assessment practice throughout self reflect ions completed as part of the DTLLS Course Due to regularly assessing learners work and activities that they participate in, it is clear that learners meet objectives and progress through the course, but I need to explore different ways to assess to enable pupils to become expert learners and challenge them more (Day Five DTLLS Course). (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). I am able to identify areas for development, as shown in the quote above, as well as areas in which I am effective with regards to assessment My observation report clearly shows that I use formative assessment during sessions, as well as informal summative assessment through the plenary from the first part of the session. This ensures that I know where my learners are at before starting the second session, so I am able to adapt or change any part of the session plan or resources if required to ensure all learners have grasped the concepts they are required to know before moving on. (Ses sion 3 and 4 Self Evaluation Form, Relationships, 24/06/14).Whilst completing this DTLLS Course, it is clear that I understand the importance of assessment and its effectiveness, as well as demonstrating ways in which I can ensure that assessment iseffective within my teaching and learning practice I recognise more and more the importance of assessment, and am more aware of how I use assessment and the effectiveness of this within my session plans and on how learners learn. As stated by Gibbs (cited in Bryan, C and Klegg, K 2006. Innovative Assessment in Higher Education) Assessment has more impact on learning than teaching and this is something that I consider more often when constructing session plans and putting them into practice. For example, written English ensures that I have evidence of concepts that learners have grasped and how effectively they have managed to do so, and this feeds into future session plans. (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14 ).4.b) ways to improve own assessment practiceHaving had the opportunity to explore self reflections from DTLLS Day Courses and my teaching portfolio, I have been able to identify ways in which I can improve my own assessment practice. With regards to assessment types, I have identified initial assessment as an area of improvement within my professional practice I have since been exploring ways in which I can use initial assessment with my next cohort of learners who will start in September to identify skills of new learners, find out more about them and how I can support their needs. (DTTLS Course, Day Two Reflective Journal). It is also important to remember where and how initial assessment occurs, to ensure that learners come into an environment that is comfortable, engaging, well signposted and is inviting It helped me to think about how learners enter my learning environment- were reception comradely? Do they feel comfortable? Were people rude or welcoming to them?I did not pu t much thought into this before, I think I had focused too much on learners first impressions when they meet me and come into the learning environment. This has led to me thinking of the bigger picture and discussing with colleagues how we run sixth form induction days, open days etc (DTLLS Course, Day troika Reflective Journal) I could also improve my own assessment practice by diversifying with regards to types of assessment When looking at how I used assessment within this session, it is clear that I tend to use the same types of assessment observation, written English, through completion oftasks and question and answer to confirm understanding. Whilst these are all relevant assessment methods, it is important to ensure that I am creating diversity in my assessment method to ensure all learners can achieve. (Session 3 and 4 Self Evaluation Form, Relationships, 24/06/14). Ensuring that I have a clear understanding of assessment methods and researching the variety of methods will enable me to provide variety to learners with regards to assessment.Lastly, I have found that through completing self reflections, that I am able to critically consider how I use assessment within my teaching practice and am always striving to develop myself with regards to this Evaluating each session during this topic is enabling me to critically consider the teaching and learning approaches I use, as well as assessment and learner involvement. This benefits not only me but the learners within my sessions, and I will strive to complete self evaluations more often to improve my teaching practice. (Session 4 and 5 Self Evaluation Form, Individual Differences, 25/03/14).ConclusionThere are many ways in which I explore assessment, and completing this critical reflection has enabled me to identify where I complete assessment well, such as meeting learners needs through assessment methods and types, and demonstrating competency within minimum core, as well as identifying areas for impro vement, such as carrying out and enter assessment information. It is important that I continue to critically reflect on my own practice to ensure that I am applying theory gained to practice in teaching and learning, and developing myself as a practitionerReflecting on my teaching practice has enabled me to think more critically about how I meet the needs of learners, how I challenge learners but ensure that they are not overwhelmed, how I ensure I meet equality and diversity needs within the classroom, and how I assess. (Session 12 to 15 Self Evaluation Form, Individual Differences, 07/04/14 and 09/04/14). As stated by Tummons (200771) if we use our reflective practice to explore critically the assumptions and preconceptions on which we base our training and teaching practice, we can build on our understanding of learning andteaching and enkindle our professional knowledge.ReferencesGravells, A (2012) Preparing To Teach In The Lifelong Learning Sector. capital of the United Kingd om Routledge. Hiller, Y (2005) Reflective Teaching in Further and Adult Education. Continuum London. Petty, G (2009) (4th Edn) Teaching Today. London Cheltenham Nelson Thornes. Reece, I. Walker, S. (2007) (6th Edn) Teaching, training and learning A interoperable Guide. Tyne and Wear Business Education Publishers Ltd. Tummons, J (2011) (3rd Edn) Assessing Learning in the Lifelong Learning Sector London Learning Matters Tummons, J. (2007) Becoming a Professional Tutor in the Lifelong Learning Sector. London Learning Matters Jones, P. (2014) Session One Individual Differences Psychopathology. Introduction to Psychopathology (20/03/14) Jones, P. (2014) Session Two and Three Individual Differences Psychopathology. Definitions of Abnormality (24/03/14) Jones, P. (2014) Session Four and Five Individual Differences Psychopathology. Failure to Function and Definitions of Abnormality (25/03/14) Jones, P. (2014) Session sestet Individual Differences Psychopathology. Presentations on Definiti ons of Abnormality (27/03/14) Jones, P. (2014) Session Nine and Ten Individual Differences Psychopathology. Biological Approaches and Therapies (01/04/14) Jones, P. (2014) Session Twelve to xv Individual Differences Psychopathology. Evaluation and Analysis (07/04/14 and 09/04/14). Jones, P. (2014) Positively Girls Self Evaluation Session Three and Four Stress, Worries and Relaxation (25/06/14) Jones, P. (2014) Positively Girls Self Evaluation Session Five and Six Emotional and Physical offbeat (26/06/14) Jones, P. (2014) Positively Girls Self Evaluation Session Seven and Eight Friendship and Communication (27/06/14) Jones, P. (2014) Session Three and Four A Level Psychology Maintenance of Relationships Self Evaluation (24/06/14)Jones, P. (2014) Session Five and Six A Level Psychology Breakdown of Relationships Self Evaluation (25/06/14) Jones, P. (2014) Reflective Journal Day Two (February 2014)Jones, P. (2014) Reflection Journal Day Five (May 2014)Appendix One PSYA2 Individual Di fferences Assessment for Learning Booklet

Regina V. G and Another Case Brief

Case gentle Regina v. G and other(prenominal) (Appellants) (On Appeal form the Court of Appeal (Criminal Division)) Citation 2003 UKHL 50 Procedural floor (PH) The appellants were charged on 22nd August 2000 without lawful excuse dam antiquated by fire commercialized premises and organism reckless as to whether much(prenominal) property would be damaged. The appellants stood trial before sample Maher in March 2001. The appellants case at trial was that they expected the fire to extinguish itself on the concrete.It was sure that neither of them conceived that at that place was any bump of the fire spreading. At the start of the trial submissions were made on the signification of recklessness. The judge line upd that he was bound to direct the dialog box in conformation with R v Caldwell . The Judge because directed the jury on the three matters he listed. The jury was unable to come to a decision on the same day but returned on a nonher day and convicted the appellants. Upon receiving the verdict the judge adjourned the proceedings for a pre-sentence report.The judge made a one stratum supervision in the case of each appellant. Facts On the night of 21st -22nd August 2000, the appellants, then aged 11 and 12 respectively went camping without the permission of their parents, they entered the back yard of the Co-op Shop in Newport Pagnell. They lit some newspapers that they had found. Both defendants threw some lit newspaper under a large pliable wheelie-bin. The defendants left the yard before putting the fire to rest.As a result the newspapers caught fire to the first wheelie-bin which then spread to the other wheelie-bin then spread to the eave, guttering, fascia and the roof and eventually spread to the adjoining buildings. The amends approximated to a sum of 1million Pounds Sterling. Issues 1. Did the defendant damage by fire the building and the commercial premises? 2. Would the encounter created by the defendant been obvious to an ordina ry, reasonable, bystander? 3. Had the defendant given any thought to the possibility of there being a lay on the line in doing what he did?Judgment The Appellants succeeded in having their conviction quashed. By the reasons given by Lord Bingham of Cornhill, with the support of Lord Browne-Wilkinson, Lord Steyn, Lord Hutton, and Lord Rodger of Earlsferry. Rule(s) of Law 1. Did the defendant damage by fire the building and the commercial premises? The appellant did damage the building and commercial premises by fire. During the proceedings, the judge pointed out that there was no doubt in the appellants damaging the building and premises by fire. 2.Would the risk created by the defendant pose been obvious to an ordinary, reasonable, bystander? It is accepted that the reasonable bystander is an adult with no crabbed expertise with the common knowledge and reasoning capabilities. The jury agreed that the reasonable bystander would pay been able to foreknow the possibility of the f ire spreading. Thus the appellants were convicted under standing test . The jury was inclined to accept that pattern could be shown by proof of reckless disregard of an act perceived by the reasonable piece as a risk. 3.Had the defendant given any thought to the possibility of there being a risk in doing what he did? It was agreed on appeal that the boys did not foresee any risk of the fire spreading in the way it eventually did. Many leading academic writers on position criminal law have believe that the criminal law should punish people only for those consequences of their acts, which they foresaw at the relevant time. Supporting Argument Actus non facit reum nisi mens sit rea. Actus non facit reum nisi mens sit rea translates to the act does not stain a person guilty unless the mind is also guilty.It is a constructive principle that conviction of sedate crime should rely on evidence not merely that the defendant caused an detrimental effect to another but rather that his sta te of mind when so acting was blameworthy. Willingly disregarding an appreciated and unacceptable risk of causing a detrimental effect or a methodical and purposeful unintentional state of mind to such risk would also be considered blame worthy. In contrast it is not distinctively culpable to do something that encompasses the gamble of grievance to another in the event of one genuinely not identifying the said gamble.Did the judges direction transgress the decision of the jury? It can be debated that since R v Caldwell the case at hand precisely outlines that Lord Diplocks direction is heart-to-heart of persuading evident unfairness. The trial judge admitted to the regret of his direction to the jury which transgressed the decision of the jury. The jury whitethorn have inferred that persons the same age of the appellants would have understood the risk involved however this was not their decision. However the jury thought it unfair to convict them.It is not considered moral or jus t to convict a defendant s a result of what another may have understood if the defendant had no such understanding himself. Was the interpretation of recklessly wrong? In section 1 of the Act, it was shown that the interpretation of recklessly to have been misleading. Had the misinterpretation not conflicted with any principle or had not intensified an injustice the misinterpretation would not have had any impact, however it resulted in the opposite.Thus it is vital for the correction of the misinterpretation of recklessly. Losing Argument Should the rule in R v Caldwell be modified? The passing would defy the principle that conviction depends on the mens rea of the defendant. If the principle was modified to accommodate children on the grounds of naivety it would be uncharacteristic if no modification was made to include the mentally handicapped on the grounds of their narrow ability of perception.Implementing modifications of this classification pull up stakes encourage challeng ing and controversial debate with regard to the qualities and characteristics plausible for comparison. The implementation of this modification will alternate one misinterpretation for another. Were the appellants reckless? A person is said to be reckless if knowing that there is a risk that an event may occur as a consequence of their conduct as defined by The Merriam Webster dictionary .A defendant is only considered to have acted recklessly by the advantage of their sorrow to give any thought to the risk or property damage that may have been manifest had they given any thought to the matter. Determining if a risk would have been apparent to the defendant is in truth unpredictable. The tribunal of fact should not acknowledge the defendants proclamation that it never occurred to them that there was risk of property damage providing that the conditions, prospects, and evidence point that the thought process must have crossed their mind. Obiter Dicta The meaning of maliciously It is understood by the court that use of the term maliciously requires proof of intension. Malice necessitates an veritable objective to do a precise kind of destruction. The court accepts that maliciously introduces consciousness that an act may have the consequence of causing substantial injustice to some other person despite if the impairment foreseen was reasonably minimal.

Marketing Audit Article Example | Topics and Well Written Essays - 500 words

Marketing Audit - Article ExampleDemographics can provide such opportunities as new customers, increased sales, and increased variety of customers, which all point to the increase of sales and productivity. Threats can similarly occur such as customers moving away, and customers developing other tastes, because of interaction (Cayla & Arnould, 2008).The economy has increasingly mother weak, and, as a result, margins keep on falling and so does asset values. Because of these economic difficulties, the companionship has face number financial challenges though it remains profitable. To deal with these financial problems, the company is planning to close close to 20 of its stores that are underperforming so as o cut costs and save money (Fortune d List of Best Companies, 2009).It is clear that with the current financial problems and challenges with the environment, the availability of the companys raw materials is handout to go down with costs increasing. The costs of energy are also likely to increase because of the comparable challenges. There have been few, if any, complains about the role of the company in conservation and pollution. In fact, the company has been wide recognized for its initiatives in taking care of the environment and in sustainability. The company has come up with a number of goals to fulfill by the end of 2012 to ensure conservation and sustainability. In addition to this, the company also utilizes a carbon footprint, sustainable foods, reusable bags, zero waste, and conservation initiatives to ensure that the company does little rail at to the environment (Fortune 500 List of Best Companies, 2009).There have been major technological innovations in immediatelys global market, and in the grocery industry. For example, there are new technologies for packaging, for eliminating waste, for ensuring green initiatives, and for production and manufacturing. The company