Gender Differences In Autism Spectrum Disorder - 980 Words

HW: Meta-Analysis- Investigating the genetic and prognostic Sex Differences in Autism Spectrum Disorder. Introduction: While Autism Spectrum disorder (ASD) has been researched extensively, the role of gender in this disease is still poorly understood. With a 4:1 gender distribution in the diagnosis of ASD, many research studies have attempted to explain this difference (Fombonne,2009). Current research has theorized about various different etiologies for this gender discrepancy, such as a female protective effect (Jacquemont et al., 2014). The female protective effect suggests that females must demonstrate higher levels of genetic risk factors in order to reach clinically impaired functional status and therefore be diagnosed (Chawarska,†¦show more content†¦Females with ASD are significantly more vulnerable than their male counterparts to â€Å"delayed or missed diagnosis†, leaving them untreated and at significant risk for adverse psychosocial and medical outcomes (Lai, 2015). Second, understanding the etiology of the gender discrepancies in presentation of ASD will deepen our understanding of the disease from a nosological perspective and possibly lead to new and novel hypotheses about the conceptualization and treatment avenues of ASD. Specific Aims: To examine existing literature for genotypic and phenotypic differences between males and females diagnosed with ASD. While prior meta-analyses have examined the differences between males and females with ASD in the â€Å"core triad of impairments†, none have examined genetic variations as well as symptomatology (Van Wjingaarden-Cremers et al. 2014). As our nosological framework is limited in our understanding of gender’s effect on autism, examining both phenotypic and genotypic data such as neuroimaging (brain MRIs), and genetic analyses, could further our understanding. On examination of brain MRI, genetic mutation burden, and symptomatic impairments validated using various outc ome measures such as the Wechsler Abbreviated Scale of Intelligence - Second Edition, Social Responsiveness Scale, Second Edition and the Child Behavior Checklist, females withShow MoreRelatedIs Autism A Developmental Disorder? Essay1619 Words   |  7 PagesExploring Autism in Children Rutgers University Atypical Adolescence and Development Professor. Stevie McKenna November 2nd, 2016 Autism Abstract Autism is a developmental disorder in which an individual has problems with communication and interaction. Autism Spectrum Disorder was adopted as a categorization in 2013 and begins in childhood and follows throughout the course of a child’s life and is actually a collection of developmental brain disorders. There isRead MoreAutism And Developmental Disabilities Monitoring Essay1599 Words   |  7 Pagesthose who are influenced by that singular perspective. In specific, Autism which is referred to as Autistic Spectrum Disorder, is something that the public has heard before but they do not fully understand or are unaware about its true definition. â€Å"According to the Centers for Disease Control’s Autism and Developmental Disabilities Monitoring (ADDM), approximately 1 in 68 children have been identified with Autism Spectrum Disorder (ASD)† (CDC, 2016). This increased prevalence is why it is importantRead MoreNVQ 3 Essay1585 Words   |  7 Pagesï » ¿Under stand how to support individuals with autistic spectrum conditions. Understand the main characteristics of autistic spectrum conditions. 1.1 It is important to recognise that each person on the autistic spectrum has their own individual abilities, needs, strengths, gifts and interests because no two individuals are the same. People on the autistic spectrum have their own set of unique characteristics and vary from one to another in terms of their abilities. 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Before the publishing and release of the Diagnostic Statistical Manual of Mental Disorders (DSM-5) (American Psychiatric Association, 2013), Autism Spectrum disorder could be diagnosedRead MoreQuantitative Of Brief Quantitative Measures Of Play For Screening For Autism Spectrum Disorders1677 Words   |  7 PagesCunningham, M., Levenson, S., Wajsblat, L. (2010). Efficacy of brief quantitative measures of play for screening for autism spectrum disorders. Journal of Autism and Developmental Disorders, 40(3), 325-333. doi: 10.1007/s/10803-009-0880-7 Purpose and General Rationale The purpose behind the article â€Å"Efficacy of Brief Quantitative Measures of Play for Screening for Autism Spectrum Disorders† by Rodman et al. (2010) was to use the measures from a study done by Yoder and Stone in 2006 and another study byRead MoreCross-Sequential Study Associated With Autism Spectrum Disorders1399 Words   |  6 Pages Methods Research Design This study was a cross-sequential study that used a between-subjects design. The independent variable in this study was defined as the possession of an older sibling who is either diagnosed with autism spectrum disorder or typically-developing. The dependent variable measured was the expressive and receptive language scores of each child. Participants A total of 30 participants were recruited in the fall of 2017, ranging from 14 months to 10 years of age. Approximately 60Read MoreVaccinations : A Science s Greatest Feats1400 Words   |  6 PagesA common argument that comes up during discussions of the current decline in immunization is that vaccination increases the risk of a child getting Autism. Autism Spectrum Disorder (ASD) and Autism are generic terms for â€Å"a group of complex disorders of brain development† (Autism Speaks), it covers conditions such as Childhood Disintegrative Disorder and Asperger’s Syndrome (Healthy Canadian). Current epidemiological data estimates that the global prevalence of ASD’s to be in one in 160, and accounts

Complexities of International Business Transactions

Complexities of International Business Transactions The complexities of creating a contract between two parties (or among three or more parties) is nearly always complicated as each side negotiates for what it considers to be the best deal that it can get while not at the same time provoking the other party to back out of the deal. This task is made even harder because it is almost never the case that the different parties to a potential contract rarely have the same valuation of the services or products in play because the sides have fundamentally different underlying values and economic restrictions. This last condition especially, but in fact all of the conditions that surround the creation of and agreement upon a contract are infinitely more difficult to negotiate once cultural differences and economic and political friction enter the mix. This paper examines a particular corner of international trade: The difference between formal and relational contracting with Asian trading pa rtners along with some of the ancillary issues such as transactional cost analysis as performed by Williamson (1981). This paper focuses on the ways in which formal contracting processes are often far less important than relational ones, even in cases where it might be predicted that formal contracts would work out to the betterment of all sides. What assumptions about the value of formal contracts tend to leave out, however, is the ways in which cultural norms and expectations createShow MoreRelatedAnalysis Of International Banking1192 Words   |  5 PagesIntroduction Banking in today’s era is in process of upgrading itself by joining the wave of latest technologies and trends. Currently, it is in the midst of chaos and disruptions and is in process of reshaping its business models to alienate the traditional processes. 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It can be said they were becoming less effective as their skills were becoming outdated and as problems too became complex with the complexi ty of the transactions which resulted in the new definition and role of an Internal AuditorRead MoreFitt Case Study872 Words   |  4 PagesFITTskills: International Trade Finance Sixth Edition Course Objectives †¢ Define and discuss the â€Å"Four Pillars† of trade finance— payment facilitation, risk management, financing and the provision of information related to a transaction †¢ Describe the impact of technology on trade finance †¢ Describe the major products and services related to trade finance, including the role and requirement of each party to a transaction †¢ Discuss the importance of export credit agenciesRead MoreAccrual Basis Of Accounting Over Cash Basis1534 Words   |  7 Pagesadoption. Discussion Numerous business transactions have effects on different time periods. For instance, suppose Citigroup purchases a new building or Delta Air Lines purchases a new airplane; these assets are going to be used for several years. It is argued that the full cost of such items should not be expensed at the purchasing period as such items are going to be used for several subsequent years. Thus it is important to determine the effects of such transaction on particular accounting periodsRead MoreThe Financial Reporting Council Defines Complexity1613 Words   |  7 PagesThe Financial Reporting Council defines complexity as ‘anything that makes regulations or the reports themselves unnecessarily difficult to understand, implement or analyse’ (Financial Reporting Council, 2009). Many areas of annual reports have been highlighted over the years as annual reports are seen to be getting more complex to both the users of accounts and the preparers. There have been many discussions as to whether annual reports are becoming more complex and harder to understand. 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In order to have a grasp of the factors at play, this paper will use the IslamicRead MoreLectures and Reading for My Class, Incoterms923 Words   |  4 PagesIn attending lectures and doing the required readings for Professor’s International Trade Operations class during the preceding month, I have, as before, acquired a great deal of knowledge regarding the in’s and out’s of international business. I found the lectures and readings on Incoterms to be of particular interest. As a bilingual and bicultural individual who was privileged enough to learn two languages and maintain my understanding of both Japanese and English well into my adult years, IRead MoreUnderstanding The International Context Of Business Trade And Logistics947 Words   |  4 PagesThere are many benefits of understanding the international context of business trade and logistics. To achieve competitive advantage, even within small firms, it is necessary to gain expertise in the international logistics activities which are much more complex than what domestic trade involves. The world’s economy is increasingly global, and the logistics sector designates a significant fraction of that economic activity, the estimated total stands at $7. 4 trillion dollars (David, 2013, p. 53)

The Great Poet Ali Akbat Dehkhoda English Literature Essay Free Essays

However, one should non bury the fact that the outgrowth of newspapers and magazines in Iran opens a new way for political and literary arguments which were all led to societal consciousness of the populace and the upliftment of literary infinites. Like Romantic Poets such as Samuel Taylor Coleridge, William Wordsworth and John Keats, E’tesami experienced a short tragic life: A short period matrimony to her male parent ‘s cousin lasted merely 10 hebdomads, decease of her male parent, whom she attached excessively much, followed by her ain decease three old ages subsequently at the age of 30 four. Her sudden decease Shocked the whole state and was mourned by 1000s. We will write a custom essay sample on The Great Poet Ali Akbat Dehkhoda English Literature Essay or any similar topic only for you Order Now Hence, Parvin ‘s short life did non interfere her great celebrity in which she has achieved among Iranians. The genius girl of E’tesam-al-Molk through his encouragement began her gustatory sensation in poesy since her early childhood at around age seven or eight. She composed some literary pieces which were translated from western texts by her male parent. Parvin ‘s poesy followed the Classical Persian tradition both in signifier and content. And the reformatory position of Modern Persian poets such as Nima Yushij, Sohrab Sepehri, which led to a great literary motion, remained unaffected or possibly denied by her. E’tesami published a †Divan † , a book of poesy, consisted of 156 verse forms in 1935, with an debut by the great poet and scholar Mohammad Taqi Bahar. After her decease, Abol Fathe E’tesami, her brother, published the 2nd edition of her book including 209 composings in the signifier of Ghazal, a love vocal like Lyric and assorted other signifiers of Iranian poesy like †Qasideh † , †Qet’e † which are all short pairs. They were all followed the didactic and philosophical manners of Sanai, Naser Khosrow or even Manuchehri in eleventh and 12th centuries. Her Divan gives small room for Ghazal, but harmonizing to Professor Heshmat Moayyed those few Ghazals of hers, including 5 verse forms entitled †Arezooha † [ Longings ] and †Safar e Ashk † [ Journey of a Tear ] are regarded as the best illustrations of lyric of all time written in Persian. Along with her Divan she versified 75 anecdotes, fabrications and fables. †She is best known for her stamp, fable-like fragments written in traveling tones † conveying her moralistic idealogy. However, E’tesami ‘s controversial poetic signifier, the †Monazere † [ Debate ] claimed the largest parts of her Divan. She composed 65 verse forms in Monazere manner. Moayyed stated that E’tesami ‘s Hagiographas were largely about † work forces and adult females of different societal backgrounds, a wide-ranging array of animate beings, birds, flowers, trees, cosmic and natural elements, objects of day-to-day life, abstract constructs, all personified and typifying her wealth of thoughts. † Influenced by Mysticism and Fatalism in some of her verse forms she talked of the doctrine of life as in here: The narrative of fate is madness and it ‘s non luck to fall from the roof and state it was destiny Acting is the best wing in the Eden of cognition in the land of being, art is the best wealth Search although your will is superior to believe Thrive although your way leads to the firedrake ‘s oral cavity Moayyed believed that through personification and symbol E’tesami visualized the immoralities of society and the loss of moral committedness. And through her Monazeres [ Debates ] she expressed her ain position about † life, decease, societal justness, moralss, instruction and the supreme importance of cognition. † Her formative old ages were spent in Tehran, the capital metropolis, where her household moved from Tabriz to Tehran for better life style and instruction. E’tesami ‘s formal schooling was in the American Girls College in Tehran, a celebrated school where she taught at that place for a piece instantly after her graduation. She was invited to go the Queen ‘s coach for the new Pahlavi tribunal, but she refused. She declined that invitation for she opposed Reza Shah for his indifference towards the atrociousnesss and developments done in her state. Alternatively, she joined the library of the Teacher Training College for several months. Mohammad Taqi Bahar and Parvin E’tesami are considered as the most famed classical poets have of all time risen since the 19th century. Bahar is known as the †King of Poets † who played a important function in the † outgrowth and development of Iranian literature as a distinguishable genre † in the beginning of the 20th century. His verse forms largely dealt with the socio-political facets of Iran. Other distinguished figures in classical poesy are Mirzadeh Eshghi, Aref Ghazvini and Shahriyar. Among all singular plants, †Monazere † [ argument ] revealed the extremum of her mastermind. Monazere is the argument between two objects or two individuals, where this technique revived by Parvin since Sasanid and Ghaznavid ‘s dynasties like Abu-al-gasem Ansari. She was besides influenced by the Greek and Gallic fabrications of Aesop and La Fontaine. E’tesami highlights the Arguments by conveying a †thesis and a corresponding antithesis † together with the conventional imagination and intense duologues and the concluding lines as her ain point of views. One of the most celebrated Arguments of hers called †Mast Virginia Hoshyar † [ The Drunk and the Sober ] won great esteem among Romantic poets, which was popularized as the best argument of all time written and regarded as the mirror of the societal and political background of the age. Her prowess is confined to portray the existent Dark place of high governments in the society including †Judge † , †Governor † , †Sheriff † and the mere †Municipal † , where the Municipal Police Officer caught a ‘Drunk but Aware Man ‘ in the center of the dark and decided to take him to the Judge ‘s house, the Governor ‘s castle or the Sheriff ‘s for enquiry or test, yet the Drunkard remarked that the Municipal should wait till dawn for the Judge is asleep and the governor must be hangover at that minute. In this verse form E’tesami by conveying a analogue between the Drunkard and the Sober pictured the instability of any higher societal ranks, where no 1 is in his proper topographic point or does his responsibility. Even when the Municipal suggested the Arrested Man to travel to †Masjid † [ Mosque ] till the twenty-four hours after, this chap claimed that Masjid is n’t a inn for such a criminal like him. The Municipal ‘s demand for compensation or his apparels was rejected, because the hapless Drunk did n’t even hold a penny or proper apparels to put himself free. E’stesami raised her inquiring and challenging of the system in her last line, when the Officer claimed that harmonizing to the Laws of the State, he should happen a Sober to flog the Drunk. In response the Drunk laughed calmly and stated: †Bring a Sober, here no organic structure is sober † The American College Parvin E’tesami became familiarity with the civilizations of the West. E’tesam-al-Molk took her to different parts of Iran and even foreign states like Europe and Iraq. Through these trips, Parvin gained the cognition he had gained over old ages of reading and interpreting Western civilizations and traditions which drew inspiration for her in organizing the chief subjects of her poesy such as humanitarianism, liberalism. The literary assemblages held in their house went around issues of Persian civilization and life style. They normally discussed over †the Oppression of Reza Shah Pahlavi ‘s government, instruction, Women ‘s predicament and the jobs of the helot † and Parvin was the lasting participants of these meetings. The impact of all these great figures is reflected in her poesy. The twenty old ages of creativeness from 1921 till her decease displayed an †astonishing adulthood of idea and trade † of this 20th century Persian poet. Throughout her poesy she ever looked for societal justness for the Masses, particularly Women. She brings out the predicament of adult females and their subjugations in verse forms like †Iranian Women † : Once a adult female in Iran was about non-Iranian. All she did was struggle through dark and distressful yearss. Her life she spent in isolation ; she died in isolation. What was she so if non a captive? None of all time lived centuries in darkness like her. None was sacrificed on the communion table of lip service like her. In the tribunals of justness no informant defended her. To the school of larning she was non admitted. All her life her prohibitionists for justness remained ignored. This subjugation occurred publically ; it was no secret. Many work forces appeared cloaked as her shepherd. Within each a wolf was concealing alternatively. Or in â€Å" A Woman ‘s Topographic point † : aˆÂ ¦.. Plato and Socrates were great because the female parents Who nurtured them were themselves great. Loghman was succored by his female parent in the cradle Long earlier attending at school made him a philosopher. Whether heroes or mystics, abstainers or legal expert, They all were first students in her school. How can a kid with no female parent learn to love? A land with no swayer offers no safety and order. There is non adequate information about Parvin E’tesami ‘s personal life except a little book of essays and verse forms published on her first day of remembrance in 1944 in Tehran. Her familiarities claimed that she was an honest, straightforward but mild adult female. She had an eternal passion in larning and contending against the dictatorship of male monarchs and great sympathy towards the multitudes. She besides offered moral solutions related to the world of life. E’tesami ‘s differentiation was due to her word picture of †spiritual truth, exalted humane constructs, plaint for poorness, favoritism † and category consciousness. However, much of her plants were the acrimonious and rough unfavorable judgment of societal and political unfairness. In â€Å" The Old Woman ‘s Lament † she challenged the legitimacy of the authorities, in â€Å" The Wretched † she portrayed poorness and protested against societal spread between the rich and the hapless. Mostly her poesy has the colour of morality. The unexpected decease of E’tesam-al-Molk secluded her from the society for she afterwards lost touch with the literary circles which had ever encouraged her. Furthermore, possibly within the patriarchal mainstream of literary society, Parvin E’tesami had no agent or shelter in showing her plants. However, as a adult female poet she managed to set up her place in the literary infinite through her human-centered mentality. How to cite The Great Poet Ali Akbat Dehkhoda English Literature Essay, Essay examples

Unit 3 Enabling Learning and Assessment free essay sample

City and Guilds, DTLLS, 7305, Level 4 Assignment Unit 3: Enabling Learning and Assessment Karen Dennison, 295607 May 2011 There are many reasons why students are assessed and this first section summarises some of the key benefits to students, institutions and teachers as suggested by Race et al (2005). In order to gain qualifications or complete a course, students will be required to prove their competence, knowledge or exposition of a skill, usually through the use of assessments to demonstrate that learning has taken place. Students may find assessment useful as it provides information regarding their progress, or identify areas for further development. Comparisons can be made against other students and this can help to give students a sense of how they are getting on compared to their peers. Although assessment may be motivating to some students who are progressing well it may also be demoralising for students who are struggling, or become a block to learning for others who are anxious about the assessment process. Therefore it is important that assessment is appropriate to the course and level of student and differs according to the psychomotor, cognitive and affective learning domains and this will be discussed in detail later in this essay (Race et al 2005). From the institution and teacher perspective assessment can provide statistical information to monitor the overall performance of the college and indeed individual teachers. Providing information on the number of students who pass or fail courses, in particular the percentage of students who pass. This can be useful to recruit potential students if results are positive as it may demonstrate quality and excellence. Information following assessment can be useful to identify areas of strength and weakness within course materials, teaching or the organisation. Teachers also benefit from assessment as it can provide a tool to ensure students are directed to the right course or identify whether students have any additional needs and this can be identified as part of initial assessment (Race et al 2005). It helps to establish whether learning has taken place and can therefore be a measure of the effectiveness of the teaching. It can also be used to monitor progress of students, identify areas for development and provide evidence that students have met the required learning outcomes. The next section considers the stages of assessment and the purpose of each stage linking to Maslow’s self-actualisation model. This will be followed by an analysis of how assessment differs within each of the three main domains of learning as outlined by Bloom. Assessment can take place in many different forms and times during a course. Formative or continuous assessment takes place during the course and can provide valuable information about how students are progressing in a fairly informal and non-intrusive way, although it may feel to the student that they are continually being assessed (Wilson 2009). This is also supported by Kolb’s learning cycle (1984) where he suggests reflective practice is a key element in developing practice. Boud (1995) also links self-assessment and reflection to effective learning. In contrast, summative assessment occurs at the end of a module or course and is most commonly a formal exam. Students are tested on their knowledge and awarded a certificate accordingly. This can cause pressure and anxiety for students particularly when grades are required for further learning. Concepts of assessment as outlined by Wilson (2009) include norm referencing where students are assessed and measured against other students. Ipsative assessment involves students assessing themselves against set criteria and Criterion referencing requires competency to be measured against a set of set criteria and awarded a pass if the student meets the required standard. Assessment can be an effective teaching tool to demonstrate learning that has taken place during a session and also to provide a measure against criteria for the courses as a whole. There are many different ways that students can be assessed and this may depend on the type of subject being taught and the level of student. The Syllabus Standards are set by the awarding body and this will influence the learning outcomes within the class. Assessment can be used at various stages of the learning cycle. As part of the initial assessment process it provides teachers with diagnostic knowledge about their students and identifies any additional needs. Formative assessment provides on-going information about the student’s progress and summative assessment is a formal exam or test to measure cognitive knowledge at the end of a course or module. Different assessment methods will suit students within the different learning domains as outlined by Blooms taxonomy (1956 – 1967). Bloom suggests multiple choice questions will suit low order cognitive skill, whereas, high order cognitive skill and affective domain skills will suit essays, short answer questions. Students within the psychomotor domain will suit assessment in the form of observations. Differentiating assessment methods and embedding these into everyday teaching is therefore essential for teachers as this provides valuable feedback whether or not learning has been effective. Assessments should be balanced and varied and include a range of inclusive, relevant and inspirational assessment activities. Formative assessments generally offer more flexibility, whereas the summative assessment is often set by an examination board and therefore differentiation is more difficult to achieve, although this could be in the form of different levels of exam papers (Wilson 2009). This section of this essay critically evaluates the use of two different assessment activities used to check the learning of students. This will be done by considering the key strengths and weakness of each type of assessment will also be considered, as well as, the Validity; Reliability; Sufficiency; Authenticity and Relevance of each assessment method. The first assessment method is a short answer question paper session delivered to level 3 students on an access health studies course. This was an informal formative type of assessment designed to assess previous learning and help the students to recap on what has been learned to date. The second assessment students were asked to prepare and deliver a 15 minute oral presentation to demonstrate knowledge gained during the module. This was an individual presentation which provided a formal summative assessment that counted toward their degree programme. Students were required to assess their own performance and they were also peer assessed by two other students within the group. This feedback and self-evaluation included aspects that worked well and areas for development. Tutor feedback was more detailed and included content, delivery and marked against the learning outcomes from the module. A graded criteria was awarded for this module. These assessment methods use the criterion referencing tool which enables all students to be measured against a set of criteria rather than being compared to another student. Validity is concerned with whether the assessment activity measures what it sets out to measure. Atherton (2011) suggests that to ensure validity a range of assessment methods and approaches should be used. The first assessment activity was intended as a recap and was supported by group discussion so it provided a measure for the students as to their progress, and to me as a tutor regarding areas for development. A further evaluation is shown in appendix . The second task relates directly to the learning outcomes of the module as set by the awarding body. It is therefore a highly valid. This assessment was summative and provided evidence that students had met the required criteria at the end of a health and safety module. Learners know what is expected as it is outlined in their handbook which they were given a the beginning of the course. Reliability is concerned with whether assessments provide an accurate record for the students. To improve reliability assessments need to be checked for ambiguities and for teachers to double mark assessments independently, to check scores and grading criteria, this can help to improve reliability of results and reduce the number of false positives (QCA 2009). The first assessment activity was marked by students and then discussed as a group. The discussion helped students to share knowledge. The second task has a marking guide which has detailed criteria for presentation skills and the learning outcomes. Tutor feedback is supported by self evaluation from the student as well as peer feedback, thus providing double loop learning. This was internally verified by an independent tutor to check for ambiguities. Sufficiency considers whether the syllabus is covered entirely or as part of a group of assessments. The first task students answered questions relating to two modules and so covered part of their overall course. The second assessment covered aspects of a module. The results will form part of an overall grade towards their degree programme. Although all students had to present orally, they also had to prepare handouts, power-point, or group activities. Students had flexibility within their presentation and this would help meet the different learning needs. Once verified marks were given out during face to face tutorials. Authenticity is important as it provides evidence that the students work is their own. The first assessment activity encouraged students to self-assess their progress, their papers weren’t marked but the answers discussed as a class. Students were then encouraged to write additional comments which they could use for revision. In the second assessment the students were required to sign a declaration of authenticity to provide evidence that it was their own work. Relevance relates to how the assessment fits in with the programme of work (Wilson, 2009). The first assessment provided students with an example of how the exam would work and was directly related to the topics they had been studying so I think it was highly relevant to their module. The second assessment activity required students to present orally their links from theory to practice and therefore not only highly relevant to meeting the learning outcomes of the module but also to their practice and improved professional practice. This section relates to an evaluation on a session plan (appendix 1) where I reflect on how feedback from others has informed my own professional practice. I teach a level 3 access course on two consecutive days to different groups of students. Although there are differences between the groups in terms of the dynamics and needs of the students, this does provide me with an opportunity to reflect on my organisation and the session as well as feedback from students and make amendments to timing and order during the second session. I changed the programme around on the second day. This involved changing the order of the activities around so that a shorter ice breaker activity would commence the session, followed by a short answer paper that again was broken so the students were asked to answer 5 questions, then discussed as a group and then the next 5 questions, rather than answering all 20 as a first activity. This seemed to work much better as it gave the students an opportunity for them to reflect on what they had learned during the module and the short activities broken up with group discussion were more effective than one long reading activity. Feedback from observations has also improved my practice as it has given me aspects that I need to consider for development. It has also been motivating for me to have positive feedback from my peers noted. This has also improved my self confidence in my teaching ability and this in turn has encouraged me to try new things and I can feel that I am more motivated. I have attached two observations and highlighted areas regarding assessment activities. In conclusion, assessment plays a vital part of the teaching toolkit and has many benefits for students, teachers and organisations. There are many different ways that assessment can be used and it is essential that a variety of methods are implemented so that all students have the opportunity to demonstrate whether they meet the criteria or standards. After analysing two assessment methods within my own teaching practice as well as considering feedback from others as well as the impact on my students I feel that I have developed both in my ability to be a reflective practitioner as well as. Word count: 1997 References Boud, D. (1964) ‘Enhancing learning through self assessment’, London, Kogan Page. Gravels, A. , ‘Principle and practice in assessment’ Kolb, D. , (1984) ‘Experiential learning: experience as a source of learning and development’ Englewood Cliffs, NJ, Prentice-Hall. Petty, G. , (1998) ‘A practical guide; teaching today’ 2nd eds, London, Nelson Thornes. Race, P. , Broan, S. , and Smith, B. , (2005) ‘500 tips on assessment’ 2nd eds, Oxon, Routeledge Rogers, A. , and Horrocks, N. , (2010) ‘Teaching adults’ 4th eds, Berkshire, Open University Press. Wilson, L. (2009) ‘Practical teaching A guide to PTLLS DTLLS’ Hampshire, Delmar Cengage Learning. Websites: Atherton J S (2011) Teaching and Learning; The Problem of Assessment [On-line: UK] retrieved 2 May 2011 from http://www. learningandteaching. info/teaching/assess_problem. htm Qualifications and Curriculum Authority (2009) ‘Review of teacher assessment: evidence of what works best and issues for development’, On-line: retrieved 2nd May 2011 from; http://orderline. qcda. gov. uk/gempdf/1445907461/OUCEA_-_Review_of_teacher_assessment_March09. pdf