Irelands Governmental Policies on the Iris Republican Army Essay

Irelands Governmental Policies on the Iris Republican Army - Essay Example Their land was confiscated and distributed amongst the British soldiers as the promised recompense. To have a firm social and political control over the newly annexed territories, British rule adopted a unique policy of 'plantation' of settlers from England, Wales and Scotland, with far-reaching consequences. All classes of settlers brought their kith and kin to Ireland banishing the native Catholic population into the mountains. The Protestant settler thus marginalized Catholic Irish Nationalists and grew into the majority community mainly in Northern Ireland. In about 65 years the Catholic population was reduced to almost a quarter (Appendix 'A') 2. The end result was foisting a foreign community on the northern parts of Ireland, which spoke a different language, represented an alien culture and way of life who enforced repugnant land laws. With the partition of the island in 1921 Ulster became a Protestant dominated area while the rest of the island was having Catholic majority. This created the 'triple minority' scenario (Cunningham 9) 3, a verdant ground for social conflicts. The native Catholics found themselves a minority in the newly created Northern Ireland, while Protestants turned into a minority in the Republic of Ireland as a whole. None wish to lose their domination and to avoid becoming a minority opposed formation of Republic of Ireland. And finally, within the United Kingdom as such, the Irish were a minority compared to the English majority. Thus a 'triple minority' scenario was shaping the future course of events. Such a situation instills fear of victimization in any minority community. The seeds of the conflict were thus sown in the fertile plantations of Ulster during early 18th century where incongruous groups of people cohabited backstabbing one another. The Stakeholders There are many organizations involved with the destiny of the British Isles. A study of them will be useful to fully understand their role in the conflict. These interested groups can be broadly divided into three - The British Govt., The Unionists and The Nationalists. Unionists. They believed in a unified nation of the 'United Kingdom of Great Britain and Irelandand' and opposed Home Rule but eventually settled for the state of Northern Ireland. The unionist main political party was the Ulster Unionist Party (UUP), which ruled Northern Ireland from 1921 to 1972. Another political outfit was the Democratic Unionist Party (DUP), which was extremely anti-nationalist but was not very popular with the voters. Both were against the involvement of the Irish Republic in Northern Ireland affairs and were not willing to share power with non-Unionist parties. Later stages they were also highly suspicion of Britain's motives in Northern Ireland. Nationalists. The Nationalists believed in a unified Ireland. Their main political party was the Social Democratic and Labor Party (SDLP), which contested the Nationalist vote bank with Sinn Fein, the political arm of the militant Irish Republican Army (IRA). The SDLP accepted the constitutional stipulation requiring majority support of Northern Ireland for unification. The other nationalist party Sinn Fein, which greatly influenced the course of events, believed in violent

The television show AMERICAN IDOL. is a good show. and why it a good Essay

The television show AMERICAN IDOL. is a good show. and why it a good show - Essay Example Exploring the spontaneity aspects of the show, how much of it is truly spontaneous and what parts are orchestrated is a topic of speculation (Shale 2006). The competition’s initial rounds attract tens of thousands of hopeful artists who are screened and only dozens move on to the rounds in Hollywood. In these initial auditions, a mix of expectant artists are showcased comprise of some bizarre acts, very poor singing talent along with those who are chosen for the rounds in Hollywood. The viewers are granted the experience of watching spontaneity at its epitome with bizarre and awful performances such as the portrayal of Lady Marmalade in season one and a contestant dressed as the Statue of Liberty in the latest season’s auditions. While one may wonder whether such self-delusioned people are for real, viewers will no doubt agree that such eccentricities add to the reality show’s appeal. While spontaneity of the contestants is one aspect, the judges themselves add to the drama of the show by blunt and harsh criticisms and unsuppressed dismays expressed verbally and with their dramatic facial expressions. The three judges of the show, Simon Cowell, Paula Abdul and Randy Jackson portrays three different personal styles with Simon coming across as the most critical and harsh of them with controversial remarks which even raise public backlashes. As per Tom Shales, in his article, Americas Winning Losers†¦ â€Å"when the show started, this aspect of it seemed awfully mean-spirited -- humiliation television, cruelty as entertainment† (Shales 2006). However, it has to be accepted that the viewing audience sees such brutal remarks by Simon as "You look like the Incredible Hulks wife" as an essential element of the formula which makes Idol the success it is. Squabbling between the judges themselves on disagreements on who they

Global Marketing Strategy Essay Example | Topics and Well Written Essays - 2000 words

Global Marketing Strategy - Essay Example The induction and diffusion of the effects of globalization in various parts of the world has been fast forwarded in a tremendous manner by the easy availability of high speed internet connectivity in every corner of the world. The easy availability of information in the various forms of virtual media like the online media forums, social networking sites and blogs have significantly contributed to the faster dispersion of the effects related to globalization. This has brought into play, a significant and constant process of change in the macro and micro environmental factors related to the development of business opportunities in the established as well as the developing economies of the world. As a positive impact of globalization, there has been a significant increase in the opening up of economies around the world. As a result of opening up of economies of various emerging and developing countries, new markets are emerging from various corners of the globe. The steady rise in the opening up of new markets around the world is leading to a tremendous increase in competition in the global marketplace. Talking on this note, it can be said that the process of opening up of markets around the world is allowing organizations located in various parts and corners of the world to look for opportunities related to market expansion by applying various strategy-based methodologies and action plans. This approach of entering new markets, by various international firms, is leading to the rise of business practices in the domain and arena of international business practices. Theoretical framework: International business Talking about international business, if we wish to define it, it can be said that the international business or international trade comprises of various business activities that are undertaken by business organizations around the world to develop new markets for the purpose of gaining significant growth opportunities by catering to the demands arising from the new markets. In an effort to do so, the international firms focus on the process related to generating, communicating, delivering as well as capturing of value for the customers of the new markets while customizing the product or service features as per their needs and requirements (Dlabay & Scott, 2011, p. 8). The concept of international business is also highly applicable and relevant in the case of various business firms who look forward to tapping significant amount of business opportunities by providing their services and products to various remotely located clients and customers who dwell in different countries. In the context of various business to business scenarios, international business represents the process of conduction of business between various business organizations through the mass conduction of import and export of goods and services. For the process of conduction of international business, opening up of economies as well as setting up of various investment f riendly policies and tax laws in the new and developing economies is very essential. It is highly important to mention in this case that the flexibility in multiple government outlined policies and regular evaluation

Summary Essay Example | Topics and Well Written Essays - 750 words - 3

Summary - Essay Example Gruwell soon finds out that the students she was stranded with were far different from her expectations. Her class is categorized into four groups – whites, Latinos, Cambodians and blacks. She resorts to unconventional teaching approaches despite the disagreement with her departmental head Margaret Campbell (enacted by Imelda Stauton) and her colleagues. In the course of her determination and campaign she ends up working more in the school and spending less time with her husband which later becomes a source of constant complain from his side, finally leading to their separation. She pulls up money from other part time jobs to buy books for them instead of abiding by the conventions. She begins her campaign by teaching lessons from the Holocaust, which even involves a trip to the Museum of Tolerance. The idea was to generate feelings of harmony irrespective of races. She arranges meetings with the survivors of the Holocaust and reads through The Diary of Anne Frank. Later she i nvites to the class the lady named Miep Gies (enacted by Pat Carroll) who once gave shelter to Anne Frank. Meanwhile parallel to these lessons the boyfriend of a Cambodian student names Sindy gets killed accidentally by Eva’s boyfriend. ... This brings about the climax of the movie (after the first 90 minutes run) where Eva takes a decision, which would bring a twist to the lives of her family and friends. Eva therefore considers saying the truth and gives the right testimony to the rage of several onlookers. The members of her gang initially decide to kill her but owing tot heir respect for their father they back off. A racial discrimination was broken as Eva takes back her decision of defending the criminal boyfriend form her race and instead does what she feels is morally right. This is an evidence of the transformation, which Gruwell was able to embed amongst his students. During her classes Erin always encourages the young students to make entries in their notebooks on a regular basis. The best part of the lessons delivered by Gruwell includes her asking the students to write their notes taken down in their diaries in the form of a book. She alter combines all these documents into a single book known as The Freedom Writers Diary. Later she was asked to stop teaching her students but Gruwell goes on to assure the superintendent of her ways of teaching. Certain distractions like Gruwell’s pearl necklace initially cause interest but later the film takes us to more sublime themes. The movie succeeds in delivering the note of hope along with emotional and intellectual fulfillment. It also exploits the potential of the young performers adequately, especially that of Hernandez. The movie also manages to retain the touch of originality by quoting verses from students’ diaries in order to give rise to the complementary themes or stories. The movie in general has a lot to offer to the audience who look out for something to identify themselves with rather than complete fiction.

Self-Defence and the War on Terror Essay Example | Topics and Well Written Essays - 2250 words

Self-Defence and the War on Terror - Essay Example Self-defence seems to be the viable option for many states in the use of force. Some states have even managed to justify their actions under self-defence principles, even if their actions did not exactly fulfil the minimum requirements of Article 51. Since self-defence is an exception to Article 2(4), the policy of the courts in interpreting self-defence has mostly been on the adoption of restrictive considerations (Sahmoudi, 2010). An attempt to expand the coverage of self-defence has been considered under anticipatory self-defence, an attack which is carried out before any initial attack by an aggressor state has been launched. However, widespread acceptance of this new concept has been largely. When the collapse of the USSR caused the world to accept the regime of the US as the one remaining superpower, the possibilities for more general claims on the right to use force has been seen. Most of these possibilities have centred on self-defence and the right to defend against an antic ipated attack. ... One of the main issues in this debate has revolved around whether or not a person has to strictly interpret the legal basis of the Charter or whether or not there can be a more lenient or flexible application of the rules in relation to the current changes in the global community (Bring and Fisher, 2004). The settlement of this debate has been based on a positivist approach to international law. This positivist approach points out that international law are standards which must be interpreted as set rules for similar scenarios, and therefore must be respected by all states. Another approach is the realistic approach which mandates international laws as a way of fulfilling goals and securing some values on the other (Sahmoudi, 2010). The positivist approach is supported by those who believe in the need to control expansion and the use of force and selfish interests (Crossley, 2008). The realistic approach theorists base their perceptions on concepts of human dignity; they justify the use of force as a means of confronting an evil power (Crossley, 2008). In the current context, this paper shall now consider the application of self-defence in the face of the present war against terrorism. Its legality and its appropriate applications shall be evaluated in this paper. Decisions of the International Court of Justice, as well as opinions rendered by legal scholars the court shall also be discussed. Body After the September 11, 2001 attacks on the US, the UN Security Council immediately passed a resolution which basically condemned the attack. The Security Council also reiterated its goal of opposing all threats on national and international security initiated by terrorist organizations (Berdal, 2003). It also acknowledged the right of states to

Volcanic Eruptions versus Human Civilizations 2mya Essay

Volcanic Eruptions versus Human Civilizations 2mya - Essay Example Besides, it will also assess the connection between volcanic activity and population distribution in the modern world and the ancient world (Small and Naumann, 2001, p. 32). The structure of the ancient civilizations shall also be another element that this paper will address as it endeavors to unearth how different civilizations functioned. Case study of such civilizations shall come from China, Asia, Africa and India. Additionally, this paper will also analyze the evolution of hominid and their association with the selected civilizations that this paper shall analyze, evaluate and discuss (Sparks et al., 2005, p. 41). Introduction There are volcanic landscapes all over the world that one may observe that at one time in history has tremendous effects on human culture and civilization. Perhaps the most prominent eruption in the recent past was the Toba eruption (Machida and Sugiyama, 2002, p. 49). This was the last massive volcanic eruption in history for the last few hundred thousand years ago. That is as far as the Mediterranean basin is an item of analysis. Many historians assert that this eruption drew in large populations after the eruption, contrary to popular beliefs that populations would normally move away from disaster zones (Lowe, 2002, p. 47). That may have been a historic coincidence. This does not wash away other facts that volcanic eruptions may act to disperse populations (Rampino and Ambrose, 2000, p. 32). Other civilizations have also been victims of volcanic activity. In fact, some civilizations have even disappeared in the aftermath of immense volcanic activity. Some historic examples include empires that were hardest hit during the Cycladic and Minoan that suffered massive disasters during the 1628 B.C mammoth eruptions. To say generalize that volcanic activity has a negative effect on civilization would not suffice an informed assessment (Rampino, 2002, p. 33). Rather, at times in history, there were occasions when effects of volcanic activ ity were profound on civilizations. Sometimes civilizations fell or declined owing to volcanic activities (Torrence and Grattan, 2002, p. 14). Nevertheless, such is just like the rise and wane of kingdoms. It happens that sometimes there are factors that promote the growth of civilizations or sometimes factors may set in that disfavor growth of civilizations. There could be a probability of coincidences. As such, there may be close relationships between such success factors, volcanic activity and the emergence of a civilization (Sharma, 2004, p. 29). However, volcanic activity remains the overriding factor given that it has a record that one may relate closely with the emergence of civilizations. Some other factors about volcanic activities such as shaping the landscape have a connection with early civilizations. This is because landscapes influence human settlements and civilizations emerged out from organized settlements. Another aspect about volcanic landscape is that nature of e conomic life and cultures that arise have some complex similarities across the world. This is so intricate in such that one may conclude that there is something about volcanic landscapes and cultures. Probably one may explain the issue of related economic activities to the fact that the mountains presented modified climate that was a gift to economic life (Robock, 2000, p. 42). Most communities that inhabited such volcanic areas responded to the uniqueness of their surrounding by

Assessing Learners in Lifelong Learning Essay Example for Free

Assessing Learners in Lifelong Learning Essay Critical reflection is an important aspect of teaching and learning effectively; as stated by Petty (2009:520) ‘as you reflect, your ‘theory in use’ improves, and so you become not only more effective, but also more adaptable and better able to solve problems.’ Through critically reflecting on your own practice, you become more able as a teacher and thereby improving your learner’s ability to achieve. This unit will be exploring assessment by way of critical analysis and evaluation. 1.a) How you select and apply assessment types and methods to meet the needs of learners, ensuring that the assessment evidence that is produced is valid, reliable, sufficient, authentic and current. Due to the vast array of assessment types and methods available, it is important that I research effectively which assessment methods and types meet the needs of my learners. Within AS and A Level Psychology that I teach, there are formal assessment methods used at the end of topics and the course that are marked in accordance with AQA guidelines. These tend to be similar methods of summative assessment, including mock exams and essays, as these are the most appropriate and effective methods of summative assessment in terms of what my learners need to know. However, upon exploring assessment in more details, it is clear that I could diversify in terms of the summative assessment methods I use. As stated within DTTLS Course Day Five Reflective Journal; ‘Whilst I am quite diverse with regards to formative assessment, I tend to use the same assessment methods with my learners for summative assessment. This is normally case studies and essays at the end of topics, and mock exams at the end of modules. Even though I understand that the reason I do this is to ensure that learners are prepared for their exam at the end of the year, I am not developing my learners as fully as I can.’ This has become an area of development for me for future planning and preparation; ‘As a result, I will be exploring ways to increase diversity within my summative assessment methods over the next few months.’ (DTTLS Course Day Five Reflective Journal). Through exploring summative assessment and researching this in more detail, I have been able to use different methods of summative  assessment to ensure that it meets the needs of learners and the course type; ‘The latter part of this session involved learners working together to present the three definitions of abnormality. In order to meet the needs of learners, I ensured that all learners were involved in presenting a different definition of abnormality than the one they completed the leaflet on. This is to ensure that learners get maximum exposure to the different definitions and are able analyse and evaluate at least two effectively.’ (Session 6 Self Evaluation Form, Individual Differences, 27/03/14). Through mixing up the assessment methods, so that learners were able display what they had learnt through written English, verbally and using 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 within my learning environment. By giving learners the opportunity to present the definitions of abnormality in a variety of ways at the end of a topic enabled me as a teacher to identify whether learners had acquired the correct type and quantity of knowledge, 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 courses and subjects that I run within 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 question and answer to confirm understanding, which I use regularly throughout the session plans†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..This is largely due to ensuring that I getting immediate feedback on what learners know so I can check understanding to ensure that all learners have grasped the concept, to work individually with learners that have not, and enable those learners that have to move on. This is to ensure that I am meeting all learners’ needs, and engaging learners effectively.’ (Session 7 and 8 Self Evaluation 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 have identified for improvement within  my 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 Evaluation Form, Positively Girls, 27/06/14). Through completion of DTTLS Day Courses, I have become more confident in identifying assessment methods that are valid; ‘Working with the whole group on assessment methods we currently use was an activity that was useful in exploring how we all use assessment, as well as reinforcing how I use assessment. When I was discussing an assessment method I used to test learners knowledge of validity and reliability, I felt more confident when encouraged by my other membe rs 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 given me more confidence in identifying current, reliable and up to date 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, specific and achievable. Anne then put up on the window other things that assessment criteria should be, and this enabled me to acquire more knowledge about assessment criteria. I hadn’t thought about transparency as part of assessment criteria before, and thinking through the variety of topics within assessment criteria, I was able to understand more clearly expectations of assessment. As a result of this, I am becoming more aware within my teaching practice of why assessment is used and what assessmen t 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 within my teaching and learning so that it is effective, reliable, and current and meets the needs of learners. Trying out assessment methods and types is an area that I have been exploring, as supported by evidence within self reflections; ‘Trying out different assessment methods is supported by Petty, G (2009), whereby through trial and error of resources, teaching and learning methods and assessment, we are able to, as practitioners, develop  learners holistically and enable them to achieve their full potential.’ (Session 5 and 6 Self Evaluation Form, Positively Girls, 26/06/14). Through trial and error, I have been able to adapt session plans and schemes of work to ensure that a variety of assessment types and methods are used; ‘Within the session plans that I have created, I have given myself various opportunities to assess learners. Having explored the difference 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 Self Evaluation Form, Positively Girls, 27/06/14) 1.b) ways of using peer and self assessment to promote learner involvement and personal responsibility in the assessment for and of their learning Throughout my teaching and learning practice, 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 can see informally how learners are getting to grips with knowledge and whether they are able to apply it effectively.’ (Session 7 and 8 Self Evaluation Form, Positively Girls, 27/06/14). Looking at prior self-evaluations and self-reflections has enabled me to focus on peer-assessment specifically within my teaching practice; ‘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 Evaluation Form, Relationships, 25/06/14). When identifying ways to introduce peer and self-assessment, it is important to ensure that any disadvantages are considered and thought through; ‘Through researching both self and peer asse ssment, it has been indicated that learners are more likely to be harder on themselves than on others (Hillier, Y 2002. ‘Reflective Teaching 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 give them new ways to reflect and assess on others work and equip them with more life skills, and a as result of the  research I have undertaken, I opted to explore the use of peer assessment more regularly first. Within my session plan, there were several ways that I enabled this to take place. For example, when learners were trying to meet learning objective ‘Demonstrate understanding of relationship breakdown through research and context’ 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 other’s learning within the session, and gave them the opportunity to critically consider other lea rner’s 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 everyone 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 learners to achieve objective ‘demonstrate understanding of learning objectives’ they were given key questions to answer, and then a model 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 learner’s 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 emotional  and 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 develop these as assessment methods within my session plans and schemes of work. 1.c) how questioning and feedback contributes 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 impact 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 track (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 and 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 information about how they are doing and how they could do better, as well as providing guidance 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 development for future presentations.’ (Session 5 and 6 Self Evaluation Form, Relationships, 25/06/14). I have researched the  importance 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 provide 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 learner’s difficulties 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, Individual Differences, 25/03/14). Feedback from the learners themselves is an important aspect of the assessment process, as without their input, it would b e very difficult 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 completed within my teaching file on evaluation of topics, I asked all learners to complete an anonymous evaluation at the end of the last 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 learners 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 made 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 Learning’). (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 own  professional 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 positi vely’.(Day Four Reflective Journal) 2.a) the assessment requirements and related procedures of your learning programme The 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 knowledgeable 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 programme. 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 gain 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 requirements There 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 with 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 Booklet (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 Booklet.’ Each section is marked and I record learner’s 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, and developed partly due to information acquired throughout the DTLLS course; ‘I have had one to one sessions with all learners since Day Two 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 Two 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 devel opment for me for future self reflections. 2.c) How you communicate 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 organisation 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 good practice and exploring how we can effectively assess our learners;  Ã¢â‚¬ËœWithin 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 enough for learner’s progress to identify i t 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 relevant 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 people within my organisation. Whilst we have meetings and do discuss learner’s 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 interactive, 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 enco urages 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 core 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 Core. 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 writing and language; ‘I felt that I demonstrated writing within the minimum core well, by presenting information on PowerPoint and through Abnormality booklet clearly, effectively, with a font size and type that was easy to read and legible, as well as using appropriate language that was in line  with 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 work 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†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. I explored ways in which I could do this†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. I ensured that I communicated processes within drug therapies and treatment 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 sense 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, mad e 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 and  09/04/14). 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 effectiveness of own assessment practice taking account of the views of learners It 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 value their input with regards to teaching and learning; ‘I also asked the learners how they found this resource and what I could do differently 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, and  the effectiven ess 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 assessment 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 reflections 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.’ (Session 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 is  effective 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 practice Having 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 friendly? Do they feel comfortable? Were people rude or welcoming to them? I did not put 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†¦Ã¢â‚¬ ¦Ã¢â‚¬â„¢ (DTLLS Course, Day Three 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 of  tasks 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). Conclusion There 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 learner’s needs through assessment methods and types, and demonstrating competency within minimum core, as well as identifying areas for improvement, such as carrying out and recording 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 practitioner;’ Reflecting 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 (2007:71) ‘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 and  teaching and enhance our professional knowledge.’ References Gravells, A (2012) Preparing To Teach In The Lifelong Learning Sector. London: 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 Practical 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) Se ssion Six Individual Differences; Psychopathology. Presentations on Definitions 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 Fifteen 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 Wellbeing (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 Differences; Assessment for Learning Booklet