Relative Roles of State and Ngos in Community Development with Respect to Housing as Service Delivery Essay Example

Relative Roles of State and Ngos in Community Development with Respect to Housing as Service Delivery Essay What are the developments options the state and the Non-governmental organisations have performed for the Peddie Extension area with regard to the housing delivery. Aims and Objectives of the study: Two aims and objectives have been identified for this study, namely to: * assess whether the stakeholders from the community are satisfied with the housing delivery process and how they have benefitted from the process. * Understand, and analyse the roles played by the state in housing delivery and Non-governmental organisations in service delivery for the rural poor in Peddie Extension.When a state attempts to employ strategies to reduce poverty, to provide necessary service delivery, to involve the poor in their communities in development decision making and resource allocation, it is probable to find its normal and suggested mechanisms inadequate. Additionally when the state endavours to develop the communities by providing with economic policy, basic services and infrastructure, but i s rarely targeted toward rural areas and people. Within the context, more is being asked whether the contribution of voluntarily sector to development provides more emphasis on poverty reduction, a community and participatory development.As the state endavours to develop communities, the social, economic and political environment created an operational environment for the NGOs. Literature on Non-governmental organizations indicates that NGOs have played a major role in an attempt to secure the protection of human rights nationally and internationally. Chakawarika (2011) argues that, the existence of NGOs is proving to be a necessity rather than a luxury in societies throughout the modern world. It is evident that in many developing countries, the role of NGOs has evolved in response to the market gaps left by the government (Gaist: 2009).Impelled by the inadequacies of the state and the market, citizens across the globe have developed NGOs to deal with a diversity of social needs. C onsequently, it could be argued that NGOs are increasingly identified as crucial role-players in community and people-centred development. Gaist (2009) indicates that the NGOs have frequently been regarded as very important for democracy since they have a strong support at grassroots level and their ability to develop and empower poor communities. This is a well-needed attribute in Zimbabwe as most of the communities are beyond being poor.Nzimakwe (2002) also supported this nature of NGOs saying they are enormously vital mechanisms in rural development as they benefit from the goodwill and reception of the community, consequently the NGOs have become very crucial players in the field of social development. There are other researchers who have conceptualized development such as Manuel Castells who was a sociologist who has theorised about the information age. His emphasis on development is mainly on the economic, political and cultural aspects.His major claim relevant to this study i s that, because of the rise of the information age, individual states are no longer able to do what is needed to develop the citizens of their individual countries. He is therefore very pessimistic about the role of the state as agent for development. 2. THE BACKGROUND OF THE STUDY The issue of service delivery in Eastern Cape has become the point of interest in the past few years in South Africa. The Bill of Rights embodied in the South African Constitution (Act No. 108 of 1996) (RSA, 1996) states in section 24 that: ‘Everyone has the right to have adequate housing’.Consequently authorities are increasingly confronted with challenges to increase the delivery of houses to citizens. Scholars (Irurah and Boshoff, 2003) argue that, the delivery has not been followed through in implementation in various sectors of the economy. It is essential that these challenges be addressed by making use of correct implementation knowledge, proper analysis and evaluation policies of hous ing delivery. There is no public service can be rendered without suitable governing and administrative arrangements.Millions of historically disadvantaged South Africans, however, still live in rural communities or informal settlements that lack basic shelter and other services (Lawson, 1991). The Eastern Cape housing department provides the legislative and constitutional mandate to provide houses to the poor rural citizens of this province. It stands to reason that, citizens of this province would have access to decent and adequate houses. Rendering of housing services by government has resulted in uncompleted and defective houses due to inexperienced contractors providing poor workmanship and corruption in the housing programmes.Consequently, the state interventions of attempting to provide basic service delivery such as housing delivery in rural areas have been largely ineffective. Castell (2000:92) argues that some obstacles for development come from government bureaucracies. Ho wever, the latter, is only possible when the government policies are haphazard and an approach to community development is uncoordinated. Thus far, there are comprehensive national housing policies to really guide developments.After 1994 the ANC-led government embarked on housing delivery programme to rectify the past imbalances and this hampers the provision of housing in post-Apartheid South Africa. This provision enhanced human settlement development nationally, provincially and locally to meet the needs of South African citizens. These include, among others, expressing housing policies, confirming adequate access to relevant information so that citizens and civil society can mobilise around housing rights, and ongoing monitoring and evaluation of housing progress and implementation (â€Å"Expanding Socio-Economic Rights and Access to Housing, 29 October 2003, p. ). African communities from urban areas benefited from housing delivery as they were entitled to have title deeds of the houses they lived in and some have their houses built. In contrast, black rural communities were not part of the planning and development decisions that affect the quality of their lives as a result, the state did not build houses for people from rural areas. Consequently, the government has been criticised by many dissatisfied South Africans, politicians and the media. Some criticisms were mainly from the media highlighting the corruption, mismanagement with regard to community projects as well as poor service delivery.According to the state which remains as the major protectors and abusers of human rights, NGOs have materialised as central players in the promotion of human rights around the world. Varona (2006) further argue that, citizens felt that there is a need for organising NGOs to develop alternative strategies and acquire new skills and capabilities in order to facilitate this access to housing, serviced land and basic services as lately, for informal settlements to ge t the attention of government in their bid for housing and land tenure, a presentation of concrete development plans, studies and options for housing development is needed.A year after 2006 local government elections, the Minister of Safety and Security reported some 5085 protests against unskilled and corrupt local government nationwide (Robert, 2007: 14). It stands to reason that, there is an escalation of corruption and squandering of resources by government officials and of which result on poor service delivery. In Philippines for instance Varona (2006) argue that inefficient government housing programs has aggravated and made poor communities lose confidence in an ability of the government to provide for basic services like housing and serviced land.Marie Huchzermeyer (2003) points out that, it is the lack of formal rights that allows for exploitation by politicians, by irresponsible or even repressive bureaucracies, and by informally operating groups or individuals in the cont rol over land, access to services, commercial activities, etc. Some researchers indicate that black rural communities have been excluded from participating in the conceptualisation process, planning and development decisions that affect the quality of their lives.Miraftab (2003) advocates that critics point out that viewed in this way, community participation may indeed ameliorate communities’ immediate problems but seldom then continues beyond the life of the specific projects and does not result in any greater community influence in decision making. As a result of that, the rural communities do not actively participate in local governance. 3. THE PROBLEM STATEMENT The purpose of this study is to show that the state has not been performing or has performed poorly in its role as provider of houses in the rural areas of Ngqushwa Local Municipality in Peddie Extension.Therefore, rural citizens are left with no other option than to make use of alternative building, their houses built with mud of which are sometimes not safe and secure. The absence of the decent houses has the risk involve to citizens namely, catching cold and storms outbreak. This problem is predominant in the remote rural areas. In some areas foundations of houses have been laid or walls are built for almost years but no roofs, windows or doors. But there are elected politicians, NGO officials and appointed officials who are supposed to be role-players for the benefit of the citizens.Theirs is to play the role of local government in terms of community development and service delivery as mandated by the constitution. They need to be able to deal with the challenges confronting the local government with regard to service delivery. It stands to reason that, community involvement in decision making is vital during planning. If community participation is neglected or limited then planning and delivery will experience implementation problem.Other problem that has been identified with regard to officials is a lack of understanding of the service delivery processes as well as lack in capability to administrative work. It is thus clear that there is a fundamental problem of rendering service delivery in Peddie Extenstion by incompetent local and non-government officials who do not play their essential roles in satisfying the demand for rural community development. It is thus evident that the municipal officials hamper the implementation processes of the housing delivery provided by the state policies.Consequently they fail to satisfy the demand for the sustainable housing service. 4. RESEARCH QUESTION What are the community development programmess the state and Non-governmental organisations have implemented for the Peddie Extension with regard to the housing delivery service? 5. AIMS AND OBJECTIVES OF THE STUDY * To assess whether the community members from the Peddie Extension are satisfied with the housing delivery process and how they have benefitted from the process. Un derstand, and analyse the roles played by the state and Non-governmental organisations in housing delivery for the rural poor in Peddie Extension. 6. LIMITATION OF THE STUDY The study will be limited to the Ngqushwa area particularly in Peddie Extension. The intention is to look at community with rural geographical location. Participants in this study will be voluntary. Thus, factors that may limit this study may include access to information, time, travelling funds, unwillingness of participant and insufficient literature on the specific study. 7. THE LITERATURE OF THE STUDYService delivery programmes played an important role in the development of South Africa. The housing sector this is particularly significant as the delivery of housing to low-income communities has been one of the key programmes of the South African government since 1994 (Irurah and Boshoff, 2003). Housing delivery in Eastern Cape in particular which is mostly rural, is forced by a various challenging issues. Pr imarily the Apartheid government has focused only to the white people, the African people in rural areas were almost forgotten, hence the backlog.As a result, this backlog and other challenges overlapped into the present state. Castells (1996) also wishes to demonstrate the role of information technology in transforming the whole economic, social and cultural environment of our times. Researchers such as (Cassier and Kesteloot, 2012) stress that in an information society, there are increasing inequalities that bring about intensifying processes of economic globalisation, capital and labour flexibility and welfare restructuring. Information society, however, is empowered by capital rules in financial form.It stands to reason that the information age comprises of unevenness of development, of the new inequalities and deprivations. Castells claims a new society has risen as a result of the information technology revolution, the economic crisis of capitalism and statism (communism) and the blooming of new social movements like environmentalism and feminism. He argues that more of the worldwide communication is happening through the electronic media, like social networks, electronic mails, cellular phone and so forth.And this network society is global, it is based on global networks and it manifests itself in many forms of production systems and new culture. Castells indicates that, together these three processes are causing a new social structure ‘ a network society’, a new economy ‘a global informational economy’ and a new culture ‘a culture of real virtuality ( in van Dijk, 2001). Harding (2006) argues that multifaceted virtual culture, enforces powerful economic decisions at every moment in the life of the network. Castells’ focus and ideas about development contradicts with those of neo-liberals and neo-Marxists.He focuses on the economic as well as the political and cultural aspects of development while neoliberalsâ€⠄¢ view of development as about the shift of control of the economy from the ‘public sector’ to the ‘private sector’. The philosophy behind neoliberalism is to maximise the role of the private sectors. In essence the aim of neoliberalism is to strive for national success in terms of the global market and that social life should be determined by the market which can be considered to be the best design for the society. Neoliberals also encourage the maximization of contract as well as the entrepreneurial precepts.It also resulted into the forms of work contracts, such as temporary, part-time, contract, and casual workers (Peck, 1996:119) Globalization and neoliberalism are sometimes used interchangeably, if one could argue under the notion of making the economic structure in an outline of a uniform, that is, interconnection of nations through trading. In addition, the keywords between globalization and the neoliberalism are, ‘global capitalism’ a nd ‘privatization’. Neo-liberal restructuring is central to the globalisation process which demands free-market, privatisation, externalisation, casualisation, and more.Conversely, Holm and Sorensen (1995:4) define globalization as the intensification of economic, political, social and cultural relations across borders. Globalisation is made to be valid and it is not seen as an economic aspect, however; one could argue that it is a new phase of capitalism. Harding (2006) adds on what Castells propounds on that the new flexibility offered to capital by information technology is intimately linked to the accelerating progress of globalization, permitting capitalists to keep down labour costs while exploiting emerging markets.Moreover, ideology serves as tool belief with a great political influence to make neoliberalism and globalization acceptable. On the other hand neo-Marxism focuses the most on the social inequalities and it shows the uprising of opposition that counter s inequalities. This theory arose from the work of Karl Marx and it is for the ideas of Max Weber who have theorized on social inequalities for example status and power. Neo-Marxism theory view class division as more important than gender or sex division or issues of race and ethnicity.Moreover Neo-Marxism theory seeks to reveal the hegemony of the dominant class which results to political power. Castells attributes that indeed, the vanguard social and cultural values are in the very design innovations that powered and shaped the oncoming technological revolution (Harding, 2006). There exists what is known as the policy making which is a large sector of elite control within government whereby the corporate community consisting of the upper class work hand in hand in overlapping spheres of economic and political entities (Domhoff,1990: 105).The economy is considered as a fundamental strong point of any society (Livingston, 1939: 53) as people are dependent on an income for basic surv ival necessities, thus if the government favours policies which inadvertently co-operate with the views of the corporate power then the needy are inevitably cared for and corporate elitist take on roles of leadership within the community (Domhoff 2006: 103). 8. FOCUS STUDY AREA The Ngqushwa Municipality is in the ex-homeland an area of the Ciskei. It has only one small town and the majority of the population live in rural areas.Consequently they live in traditional dwellings made of wattle and mud bricks. A large number of citizens build their own dwellings using their own labour and local materials. The most common houses or brick structure are on separate stand or yard, which applies to rural settings. High levels of poverty and difficulties prevails throughout the country, in urban and rural areas alike, due to high levels of unemployment and severe shortages of formal housing. Most members in rural community would not have access to credit for the construction of dwellings in co mmunal or informal tenure areas. 9.RESEARCH METHODOLOGY This will provide an understanding in which the methodology will be used in this study. In this study, it will cover the essence of research design, data collection and data analysis. 9. 1 RESEARCH DESIGN Research design is concerned with defining the type of study to be assumed to produce the intended results. The research design is a key element in its success. Leedy (1997) states that the design process is the planning of the research and includes visualization of the data and problems associated with the use of those data in achieving the results of the research project.The study will make use of an empirical research design which will be informed by the literature review and analysis. Qualitative research is descriptive in that the researcher is interested in process, meaning, and understanding gained through words or pictures. According to Leedy (2001:191) descriptive survey involves distinguishing the characteristics of something. He further suggests that descriptive method is suitable for data obtained from observation. Qualitative researchers are concerned primarily with process, rather than outcomes or products.Struwig and Stead (2001:12) identify that qualitative researchers are very interested in understanding the issues being researched from the perspective of the research participants. The quantitative principles are based on the view that the world is organised and bound by rules. Also quantitative research seeks to use the existing data to analyse the given data in order to validate the representations with regard to the role of state and NGOs in development. Quantitative research makes perfectly clear that seeks to employ mathematical and statistical models pertaining phenomenon.The reason for using quantitative research, intends to understand participants’ experience pertaining to challenges of housing delivery in Peddie Extension by describing housing project management which res ulted in poor or better quality of housing delivery service. It also brings about the broader understanding of the effectiveness of the state or NGOs in rural housing delivery to develop the community. 9. 2 DATA COLLECTION AND ANALYSIS The data to be used in this paper will be developed from both primary and secondary sources.Primary data The primary data will come from in-depth interviews with grass-roots members of community and government officials. The reason to focus on government officials is that they have detailed information and knowledge on housing delivery. Representatives from non-governmental organisations could be interviewed so as to acquire a broader understanding of the social and political relations in Peddie Extension. Observations and photographs will be used to collect more primary data. Secondary dataThis information will be collected through quantitative approach by describing the state and NGOs’ effectiveness in the issues of service delivery in rural areas. A desk study and network research will be employed to review more additional data from archival documents, housing legislations, policies and programmes in government housing interventions. And from resource relevant databases, related case studies, researches, surveys and publications. The quantitative data on housing delivery will be obtained from the local state municipality offices.The other data will be attained through analysis of relevant sources focusing on housing delivery, statistics, housing policy, frameworks, process and practice and other official reports on housing programmes or projects. 10. TIME FRAMES AND BUDGET To make the study to have meaningful analysis with regard to the role of the non-governmental organisations and state, the study will be based on collaboration between NGOs, government officials and other participant in housing delivery projects during the period April to October 2013 in the Ngqushwa rural area.The rationale for this period will be a ffected by factors such as financial constraints and the nature of the study. 11. OUTLINES OF CHAPTERS Chapter one will be concerned with an introduction to the study which describes and explains the background, problem statement, research questions, objectives, necessity, study plan, limitations of the study, and the definition of words and terms used in the study. Chapter two will provide a literature review of study, framework, concepts and theories which are concerned with community development.Theories that describe the role of the state and NGOs in service deliver. The challenges of grow of homelessness of rural community members as revealed by poverty; lack of access to basic services, facilities and lack of participation of communities in decision-making in the poor communities. Chapter three will outline the research methodology; define the research techniques, data collecting instruments, and the analysis techniques. Chapter four will represent the data presentation, analy sis and interpretation and will provide the criteria for analysis and the actual analysis.Chapter five will deal with the conclusion and will summarise the findings and deductions made in the preceding chapters. Specific inadequacies and problem areas in the role of state and NGOs in community development services will be explained and recommendations to remedy such situation and future actions will be provided.

Politics Essay Example

Politics Essay Example Politics Essay Politics Essay Political Science is the systematic study of the state and government. The word political is derived from the Greek polis, meaning a city, of what today would be equivalent of sovereign state. Science comes from the Latin score, to know Scope of Political Science: 1 _ Political theory 2. Public Law 3. Public Administration Political Theory It refers to the inure body of doctrines relating to the rolling, form, behavior, and purposes of the state are dealt with the study of political theory. Public Law the (a) organization of governments, (b) the limitations upon government authority, (c) the powers and duties of governmental offices and officers, and (d) the obligations of one state to another are handled In the study of public law. Private Laws are the one which govern the relations among individuals, public law is so specialized that separate courses offered in each of its subdivisions, namely: (a) constitutional law, (b) administrative law, and (c) international Law. Public Administration attention Is focused upon methods and techniques used branches of government. N. B, today, legislative bodies have been forced to delegate greater discretion to executive officers responsible for the conduct of government policies and powers. Thus we find many administrative agencies exercising quasi-legislative and quasi- judicial powers. Interrelationship of Political Science with other branches of learning: History History is past politics and politics is present history. Political Scientist adopts a historical approach and employs knowledge of the past when he seeks to interpret present and probable developments in political phenomena. 2. Economics Refers to the study of production, distribution, and conservation, and consumption of wealth. Political Scientist adopts an economic approach when seeking to interpret matters like public financial policies and government regulation of business. 3. Geography Geopolitics It is concerned with the study of the influences of physical factors such as population pressures, sources of raw materials, geography, etc. Upon domestic and foreign politics. 4. Sociology anthropology It is deeply concerned with the origins and nature of social control and governmental authority, with the abiding influences of race and culture upon society, with the patterns of collective human behavior. 5. Psychology It promotes studies of the mental and emotional processes motivating the political behavior of individuals and groups. Particular topics under this are: public pinion, pressure groups, and propaganda. 6. Philosophy in academic philosophy and also to the political scientist. 7. Statistics and Logic Political theorist must have abroad background knowledge of current political problems and he must employ scientific methods in gathering and evaluating the data in drawing conclusions. 8. Jurisprudence This branch of public law is concerned with the analysis of existing legal systems also with the ethical, historical, sociological, psychological foundations of law. Concepts of State Meaning of the State State is a community of persons more or less numerous, permanently occupying a definite portion of territory, having a government of their own to which the great body of inhabitants render obedience, and enjoying freedom from external control. Elements of State: 1. People 2. Territory 3. Government 4. Sovereignty 5. Recognition This refers to the mass of population living within the state. There is no requirement as to the number of people that should compose a state. But it should be neither too small nor too large: small enough to be well-governed and large enough to be self-sufficing. The smallest state is Vatican. China has the largest population. 2. Territory Components of Territory: . Terrestrial/land mass 3. Fluvial 4. Maritime Domain The smallest state is Vatican State with an area of 0. 43 square kilometers. It would fit in Racial Park in Manila. The biggest state is Canada with an area of 3,852,000 square miles which covers a surface nearly as large as Europe. The Philippines has a total land area of about 115,707 square miles . It refers to the agency through which the will of the state is formulated, expressed and carried out. It is the supreme power of the state to command and enforce obedience to its will from people within its Jurisdiction, and to have freedom from foreign control. Two manifestations of Sovereignty: 1. Internal or the power of the state to rule within its territory; 2. External or the freedom of the state to carry out its activities without subjection or control by other states. External sovereignty is often referred to as independence. N. B these internal and external aspects of sovereignty are not absolutely true in practice because of the development of international relations and consequently international law. . Legal sovereignty is the possession of unlimited power to make laws. It is the authority by which law has the power to issue commands. 2. Political sovereignty is the sum total of all the influences in a state which lie behind the law. It is roughly defined as the power of the people. What is emporium? Dominion? Secure obedience thereto, maintain peace and order within its territorial limits, defend the State against foreign invasion, and do any other act of government over its people and territory. Dominion refers to the independent proprietary right of possession, use, conservation, disposition or sale, and control by the State over its territorial lands. How do you treat the Claim of the Philips. Over Saba? Is it emporium or dominion? Answer: It is both emporium and dominion. We seek to own exclusively Saba and in so owning, we have to exercise our sovereignty to govern the same. Characteristics of Sovereignty Permanence; Exclusivity; Comprehensiveness; Absoluteness; Individuality; Inalienability; and Impressibility Permanence means it exist in the same form forever or for a very long time. Exclusivity means it is limited to a group of people. Comprehensiveness means including everything, so as to be complete comprehensive knowledge of the subject. Absoluteness means possessing unlimited power: having total power and authority. Individuality means the state or condition of being separate from others. Inalienability means it is impossible to take away or not able to be transferred or taken away, e. G. Because of being protected by law. Impressibility it means not to be taken away or impossible to remove or violate the peoples imperceptible rights. Governance manner of government: the system or manner of government; 2. Tate of governing a place: the act or state of governing a place; 3. Authority: control or authority It means the management of the affairs of a business, organization, or institution. GOVERNMENT Forms of Government: The principal forms are the following: 1 . As to number of persons exercising sovereign powers; 2. As to extent of powers exercised by the cen tral or national government; 3. As to relationship between the executive and the legislative branches of the government; 4. As to source of power or authority: 1 . As to number of persons exercising sovereign powers: A. Government by one AY) Monarchy or one in which the supreme and final authority is in the hands of a single person without regard to the source of his election or the nature or duration of his tenure. Monarchies are further classified into: Monarchy, form of government in which one person has the hereditary right to rule as head of state during his or her lifetime; the term is also applied to the state so governed. Monarchs include such rulers as kings and queens, emperors and empresses, tsars, and Kaisers. Two types of Monarchical government: 1 . Absolute Monarchy or one in which the ruler rules by divine right; and 2. Limited monarchy or one in which the ruler rules in accordance with a constitution. The power of the monarch varies from absolute to very limited; the latter is AAA Authoritarian or one in which the supreme power of the dictator whose power is usually through force. 1 . Strict and demanding obedience: favoring strict rules and established authority; 2. Demanding political obedience: belonging to or believing in a political system in which obedience to the ruling person or group is strongly enforced. B. Government by few Bal Aristocracy or one in which political power is exercised by few privileged class. . People of highest social class: people of noble families or the highest social class 2. Superior group: a group believed to be superior to all others of the same kind 3. Overspent by elite: government of a country by a small group of people, especially a hereditary nobility 4. State run by elite: a state governed by an aristocracy. 82 Oligarchy 1 . Small governing group: a small gr oup of people who together govern a nation or control an organization, often for their own purposes; 2. Entity ruled by oligarchy: a nation governed or an organization controlled by an oligarchy; 3. Overspent by small group: government or control by a small group of people. Sources of their power: By births. By wealthy. By wisdom In an aristocracy, although the power of government is wielded by a few, hermetically the administration of government is carried on for the welfare of the many. Whenever the interests of the people as a whole are made subservient to the selfish interests of the rulers, aristocracy becomes a form of government known as oligarchy. CLC Democracy or one in which political power is exercised by the majority of the people. It is further classified into: CLC . Direct or pure democracy or one in which the will of the state is formulated or expressed directly and immediately through the people in a mass meeting or primary assembly rather than through the medium of representatives chosen by the people o act for them. CLC . 2 Indirect, representative or republican democracy or one in which the will of the state is formulated and expressed through the agency of a relatively small and select body of persons chosen by the people to act as their representatives. 2. As to extent of powers exercised by the central or national government: A. Unitary government or one in which the control of national and local affairs is exercised by the national government; B. Federal government or one in which the powers of government are divided between two sets of organs, one for national affairs and the other for local affairs, ACH organ being supreme within its own sphere. Didst. Bet. Federal Unitary Covet Federal states, such as the U. S. And Switzerland, comprise unions of states in which the authority of the central or national government is constitutionally limited by the legally established powers of the constituent subdivisions. In unitary states, such as the United Kingdom and Belgium, the constituent subdivisions of the state are subordinate to the authority of the national government. Countries with federal political systems have both a central government and overspent based in smaller political units, usually called states, provinces, or territories. These smaller political units surrender some of their political power to the central government, relying on it to act for the common good. In a federal system, laws are made both by state, provincial, or territorial governments and by a central government. In the United States, for example, people who live in the state of Ohio must obey the laws made by the Ohio legislature and the Congress of the United States. Federal political systems divide power and resources between central and Central governments decide issues that concern the whole country, such as organizing an army, building major roads, and making treaties with other countries. In unitary systems, with laws giving virtually all authority to the central government. The central government may delegate duties to cities or other administrative units, but it retains final authority and can retract any tasks it has delegated. The central government in a unitary system is much more powerful than the central government in a federal system. Government: A. Parliamentary government or cabinet gobo. Is one in which the executive and selective branch of the government are dependent or executive branch is part of the legislative branch. B. Presidential government or one in which the state makes the executive independent from the legislative. Distinctions bet. Presidential Parliamentary In parliamentary governments, of which the United Kingdom, India, and Canada are examples, the executive branch is subordinate to the legislature. In presidential governments, such as in the U. S. , the executive is independent of the legislature, although many of the executives actions are subject to legislative review. A. De facto is one not so constituted or founded with the existing constitution but has the general support of the people and has effective control of the territory over which it exercises its powers. B. De Cure is one which is constituted or founded in accordance with the existing constitution of the state but has no control of the territory. C. Hereditary Elective Checks and Balances, the doctrine and practice of dispersing political power and creating mutual accountability among political entities such as the courts, the president or prime minister, the legislature, and the citizens. The first check comes from the fact that different branches of the government have overlapping authority, so each branch can act as a limit on the other. For example, the president can veto an act of Congress. A two-thirds majority in Congress can then override the presidents veto. The president appoints major federal officials, but only if the Senate by majority vote agrees. Separation of Powers, the doctrine and practice of dividing the powers of a government among different branches to guard against abuse of authority. A government of separated powers assigns different political and legal powers o the legislative, executive, and Judicial branches. The legislative branch has the power to make laws. The executive branch has the authority to administer the law†primarily by bringing lawbreakers to trial†and to appoint officials and oversee the administration of government responsibilities. The Judicial branch has the power to try cases brought to court and to interpret the meaning of laws under which the trials are conducted. A government of separated powers is less likely to be tyrannical and more likely to follow the rule of law: the principle that government action must be constrained by saws. A separation of powers can also make a political system more democratic by making it more difficult for a single ruler, such as a monarch or a president, to become dictatorial. The division of powers also prevents one branch of government from dominating the others or dictating the laws to the public. Most democratic systems have some degree of separation of powers. POLITICAL IDEOLOGIES Liberalism, attitude, philosophy, or movement that has as its basic concern the development of personal freedom and social progress. The course of liberalism in a given country is usually conditioned by the character

The Roman Tetrarchy and the Rule of Four

The Roman Tetrarchy and the Rule of Four The word Tetrarchy means rule of four. It derives from the Greek words for four (tetra-) and rule (arch-). In practice, the word refers to the division of an organization or government into four parts, with a different person ruling each part. There have been several Tetrarchies over the centuries, but the phrase is usually used to refer to the division of the Roman Empire into a western and eastern empire, with subordinate divisions within the western and eastern empires. The Roman Tetrarchy Tetrarchy refers to the establishment by the Roman Emperor Diocletian of a 4-part division of the empire. Diocletian understood that the huge Roman Empire could be (and often was) taken over by any general who chose to assassinate the emperor. This, of course, caused significant political upheaval; it was virtually impossible to unite the empire. The reforms of Diocletian came after a period when many emperors had been assassinated. This earlier period is referred to as chaotic and the reforms were meant to remedy the political difficulties that the Roman Empire faced. Diocletians solution to the problem was to create multiple leaders, or Tetrarchs, located in multiple locations. Each would have significant power. Thus, the death of one of the Tetrarchs would not mean a change in governance. This new approach, in theory, would lower the risk of assassination and, at the same time, made it nearly impossible to overthrow the entire Empire at a single blow. When he split up the leadership of the Roman Empire in 286, Diocletian continued to rule in the East. He made Maximian his equal and co-emperor in the west. They were each called Augustus which signified that they were emperors. In 293, the two emperors decide to name additional leaders who could take over for them in the case of their deaths. Subordinate to the emperors were the two Caesars: Galerius, in the east, and Constantius in the west. An Augustus was always emperor; sometimes the Caesars were also referred to as emperors. This method of creating emperors and their successors bypassed the need for approval of emperors by the Senate and blocked the power of the military to elevate their popular generals to the purple. [Source: The City of Rome in late imperial ideology: The Tetrarchs, Maxentius, and Constantine, by Olivier Hekster, from Mediterraneo Antico 1999.] The Roman Tetrarchy functioned well during Diocletians life, and he and Maximian did indeed turn over leadership to the two subordinate Caesars, Galerius and Constantius. These two, in turn, named two new Caesars: Severus and Maximinus Daia.  The untimely death of Constantius, however, led to political warring. By 313, the Tetrarchy was no longer functional, and, in 324, Constantine became sole Emperor of Rome.   Other Tetrarchies While the Roman Tetrarchy is the most famous, other four-person ruling groups have existed through history. Among the best-known was The Herodian Tetrarchy, also called the Tetrarchy of Judea. This group, formed after the death of Herod the Great in 4 BCE, included Herods sons.

Human Relations And Health Information Management Research Paper

Human Relations And Health Information Management - Research Paper Example Various studies have indicated that these tests are effective in making career-related decisions and are also accurate in providing correct results (Borgen & Betz, 2008; Capraro & Capraro, 2002; Garis & Niles, 1990). These tests have been taken for the purpose of this research paper and the findings are used to identify personality type and suitable career path in prospective employers. Personality Inventory The findings of SIGI3 inventory and its corroboration with MBTI test helped in understanding that my personality type is ESTJ which is an abbreviation of extroverted, sensing, thinking and judging (â€Å"Jung Test Results†, n.d). According to the output of the test, individuals with this personality type have administrative skills and they remain in touch with the external environment. Furthermore, they are very responsible and are named as the pillar of strength by the test. Findings of the SIGI3 test indicated that my personal values are the contribution to the society, high income, leadership, prestige, leisure, independence, and variety. All these values score above average in the field of health information management (SIGI3, 2013). ... findings related to personal interests, skills, and values with MBTI’s results indicated that my personality type is of figure that would assume responsibilities and is able to work in a team-based work environment effectively. In addition to that, I have strong analytical skills that are essential for health information management. My preferred job-related tasks would be the collection of information and deduce necessary trends out of it along with planning concerning numerical data. When examined with the help of SIGI3 preferred employment in the light of the test’s results and my current majors, it was found that my preferred career path would be in the health information administration.

Project management Coursework Example | Topics and Well Written Essays - 2000 words

Project management - Coursework Example The Trans-Saharan gas pipeline (TGSP) is a project whose aim is to see Algeria and Nigeria team up in a bid to have a diversification of gas supplies to the European continent. Seen by many analysts as the most incredible venture in Africa, the two countries seek to connect the supply of natural gas at Algeria for further countries to benefit (Nwaoha and Wood 2014). Unknown to many people is that this project was first suggested in the 70s but it has encountered a myriad of challenges before its initiation. It was not until 2009 that ministers from the concerned countries met and agreed to have the project completed by 2015 (Seljom and Rosenberg 2011). However, this is yet to be achieved due to various hurdles standing in the way. Even though this was previously thought to be a Nigeria-Algeria affair, Niger could not be overlooked since the project had to pass through its territory. The project’s scope will see it start from Warri region- which is in Nigeria-, pass through Niger all the way to Hassi R’mel which is in Algeria. Once at R’mel, the project will then connect with the Trans-Mediterranean, Medgaz, Galsi and Maghreb pipelines that currently supply to many parts of Europe (Reymond 2007). In terms of length, the entire project is estimated to cover at least 4,128 km but for the Algerian part, which forms the basis of this Project initiation document, the scope is at 2,310 km. The objectives of this project includes expanding the natural gas market to the European countries, solidify the relations among the involved parties and seeking to find an ending market for the gas product. In addition to having an improved economy, other benefits that will be evident from this project include the strengthened unity of the countries and employment opportunities for a significant number of Algerians. Natural gas is one of the most consumed commodities in not only Europe but also globally (Engerer and Horn 2010) .The

Creative Thinking Essay Example for Free

Creative Thinking Essay Thinking The following transcript is based on material in Skills for Success: The Personal Development Handbook, by Stella Cottrell. Creative thinking can benefit any aspect of life, including academic study or our working day. All too often, we act as if creativity were the preserve of a special breed of people – great artists, musicians, designers and inventors. However, you don’t need to be good at drawing or painting or music in order to be creative. Because of this misperception, we can tend to underestimate our own capacity for creativity and the wide range of situations to which we could apply creative thought. In this audio, we’ll talk about practical ways that you can develop and enhance your creative capacity. What do we mean by creative thinking? Creativity is about applying the imagination to finding a solution. This could be a solution to an artistic problem, but it could just as easily refer to finding an answer to a routine work issue, resolving problems in your life, friendships or relationships, or completing study assignments. The creative aspect is in finding the solution, rather than in simply applying a pre-given formula. If you devise your own solutions, find your answers, you are thinking creatively. Sometimes, a great idea can seem to drop from nowhere. When this happens, it is easy to feel that we are very imaginative and clever, especially if the wonderful idea came to us quickly. More typically, a creative outcome is the result of a series of processes, the application of strategies, and bringing the right attitude to the task – and these may not always feel very creative at the time. Creative thought thrives in certain conditions, so to foster creative thinking, it is worth taking steps to put those conditions into place. Certain types of creative thinking take place when we are very relaxed, with time to spare, when we are only half focused on the issue, perhaps when we are day-dreaming or doodling. We may even be deep in thought about a different activity altogether. When released from having to find a solution to a particular problem, the brain often feels freed up to look for an answer in its own way. You may have noticed this yourself- that when you stop trying too hard, the answer seems to pop out of nowhere when you are least expecting it. Many great discoveries and ideas have been made in this way, or even in dreams. This kind of creative solution does require certain kinds of conditions. In particular, the apparently magic solution often comes after a period of very ordered thinking, working through many possible solutions, followed by change of pace or situation, accompanied by some ‘down-time’ in which the brain can work on the solution. Creative thinking tends to be characterised by a drive to find the very best solution, continually looking for an even better, or quicker, or more effective, or more elegant solution. If you are happy with the first idea that comes along, then there is no real spur to creative thought. An element of moderate dissatisfaction, or an edge of perfectionism, encourages the creative process. You can also help the creative process by putting the right conditions into place and applying some basic strategies. First of all: don’t be satisfied with one solution. Once you have one good idea, look for another, and then another. Give yourself the opportunity to choose the best from several options. Secondly, put yourself under different levels of pressure. Sometimes, we find we respond to pressure; other times we don’t. Thirdly, feed your brain with different experiences. Go on a journey you wouldn’t usually make; read an article from a different subject discipline or a magazine you wouldn’t usually read; undertake an activity that you feel isn’t ‘you’. When the brain is working hard on a problem, it is can be very good at drawing parallels in an apparently unconnected experience. Fourthly, be willing to experiment with ideas that seem unlikely to lead straight to the answer, even if this seems like it may be a waste of time. Combine solutions from other problems that you have answered successfully; play with possible ideas even if these don’t seem very sensible. Many a great idea has started out as something, which seemed wild or unrealistic, modified and adapted and developed into something that really worked. Don’t eliminate ideas too early- look for a way of making them work. Although a particular idea may lead nowhere, the process of working through solutions can help develop a much deeper understanding of the task before you. It is this thorough and complex understanding of the issue, which helps the brain come up with a creative solution. Fifthly, when you have worked in an organised way on developing ideas, give the brain some down-time so it can work on these in an unforced way. This does mean planning your study or work so that there is time to move between structured approaches to the issue, followed by more relaxed, unforced, even unconscious, thought. Finally, once you know the idea you want to work on, be prepared to work at it, and to work at it some more, to fine-tune it. Inspiration is a very small part of creative thinking. Process, strategy, attitude, and application are also essential ingredients. In short, it doesn’t take a special kind of person to engage in creative thinking. There are approaches you can take and strategies you can apply that can assist you in arriving at innovative ways of seeing and thinking. Best of all, as creative thinking benefits from new experiences, doing things a little differently, musing with ideas and being open to playful and unusual approaches, it can make your study very enjoyable. We hope this basic introduction to creative thinking has been useful. If you want to develop your creative thinking further, ask your bookseller for a copy of Skills for Success, written by Stella Cottrell and published by Palgrave Macmillan.

Insulin Response in Low Carbohydrate Diets Essay -- Health Nutrition D

Insulin Response in Low Carbohydrate Diets   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  With the current popularity of the Atkins diet and similar plans that emphasize a reduced intake of carbohydrates, it is important to understand both the theory underlying these diets and the effects of low carbohydrate consumption on one's health. In particular, it is crucial that anyone considering such a program understand the effects of low carbohydrate diets on the body's insulin response, as well as consequences of low and high insulin levels in the blood. Therefore, the research on the insulin response to reduced carbohydrate energy bars contained in the article "Glycemic and insulinemic responses to energy bars of differing macronutrient composition in healthy adults" by Steven R. Hertzler and Yeonsoo Kim should be considered.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  The basic concept of the Atkins diet is that certain high carbohydrate foods, such as bread and foods high in sugar, should be reduced or eliminated from the diet, or at least replaced by foods lower in carbohydrates. An example of an acceptable low carbohydrate food is the Atkins Advantage Bar, a low-carbohydrate energy bar that is primarily protein and fat and which represents the low carbohydrate food studied by Hertzler and Kim. The scientific theory behind Atkins' proposed shift from carbohydrate and toward protein and fat is that carbohydrates theoretically elicit an increased insulin response. In this context, "increased insulin response" means that the pancreas releases high amounts of insulin into the bloodstream during the digestion of carbohydrates. The Atkins theory also holds that there is a link between high insulin levels in the blood and undesired metabolic effects. Such effe... ...response may suggest that these diets do not achieve this objective. A probable explanation for the increased insulin response of the low and moderate carbohydrate bars is that protein and/or fat are substituted for the removed carbohydrate, and both protein and fat can trigger an increased insulin response. However, it is more likely that the protein triggered the insulin response since several studies have demonstrated that dietary protein and certain amino acids, the building blocks of protein, are insulinogenic, or insulin inducing.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Thus, participants in a low carbohydrate program may continue to experience the adverse metabolic conditions of inhibited fat breakdown and increased blood cholesterol. Additionally, these data suggest that such diets might not contribute to weight loss or to bettering one's overall health.   Ã‚  Ã‚  Ã‚  Ã‚  

Everyday Use by Alice Walker

In the early 1970s, the Black Power movement was not only a political slogan against racism, but also an ideology that promoted racial pride and embraced the elements of the African culture. During this time, many African-Americans were encouraged to grow their hairs into afros, wear traditional African clothing, and reject their white slave names. In the story Everyday Use, Alice Walker presents a family with opposing views towards tradition and creates a character fooled by the Black Power movement. The author uses irony to reveal a meaning of heritage hidden under the perceived idea of African-American identity. From the beginning, the oldest daughter, Dee, pretends to honor and embrace her roots, yet she rejects her past and her ancestors. When she comes home to visit Mama and her sister Maggie, she wears an extravagant yellow dress, gold earrings, and dangling bracelets. She uses the African greeting â€Å"Wa-su-zo-Tean-o! † and begs not be called Dee, but Wangero Leewanika Kemanjo, since she does not want to be â€Å"named after the people who oppressed [her]† (Schmidt 350). Dee changes her name to reconnect with, what she believes is, her African heritage. However, this turns to be ironic because she was named after her aunt Dicie, who was named after Grandma Dee, and by changing her name, Wangero is evading the important aspects of her name and the traditions of her family. Although Wangero is very educated, she lacks the most valuable knowledge. Throughout the story, she portrays an arrogant attitude of superiority towards Mama and Maggie. Mama says, â€Å" she used to read to us without pity; forcing words, lies, other folk's habits, whole lives upon us, sitting trapped and ignorant underneath her voice. She washed us in a river of make-believe, burned us with a lot of knowledge we didn't necessarily need to know† (Schmidt 348). Mama does not feel pride for her daughter’s accomplishments; instead, she feels intimidated by Dee's egocentrism. The irony comes when Wangero believes her knowledge puts her above her family, yet Mama's knowledge has a greater value. Mama is â€Å"a large, big-boned woman with rough, man-working hands† (Schmidt 347). She is proud of her hard work and ability to butcher bull calves and milk cows; after all, she learned this from her mother, who learned it from her mother. This is the kind of knowledge the author wants the reader to see and appreciate—the type of knowledge that conveys African-American tradition. Even though Wangero finds in a churn and dasher her African-American identity, she is blind to the significance of these items. Dee values the churn and dasher because they are old, and her uncle whittled them back in the day. She says she â€Å"can use the churn top as a centerpiece for the alcove table, [†¦] and [she]'ll think of something artistic to do with the dasher† (Schmidt 351). With this attitude, Wangero expresses her view towards the items as amazing antique collectibles. Maggie, on the other hand, explains that â€Å"Aunt Dee's first husband whittled the dash [†¦] His name was Henry, but they called him Stash† (Schmidt 351). The fact that she knows the story behind the churn and dasher illustrates her deep appreciation towards the items. Likewise, when Mama holds the dasher, she reflects on its origin and its meaning to the family: â€Å"You didn't even need to look close to see where hands pushing the dasher up and down to make butter had left a kind of sink in the wood. In fact, there where a lot of small sinks† (Schmidt 351). The sinks in the wood represent the hard labor her family endured and the tenacious efforts Dee would, ironically, never even acknowledge. Wangero also finds a connection to her African culture with Mama's quilts; however, she does not understand the traditional value of these items. Dee wants to keep the quilts to show off her heritage and hang them on her wall as decorations; she thinks her sister will not appreciate them and will put them to everyday use. Maggie agrees to give up her promised quilts because after all, she â€Å"can ‘member Grandma Dee without the quilts† (Schmidt 352). However, Mama will not let Dee keep them because deep inside, she knows that Maggie deserves them. Maggie learned how to quilt from aunt Dee, who learned how to quilt from Grandma Dee; therefore, she will be able to keep their culture and their history alive. After this decision, Wangero responds furiously, â€Å"You just don't understand [†¦] your heritage† (Schmidt 323), and suggests that the quilts have a materialistic a value that has to be preserved in order to maintain the family's African heritage. Ironically, the quilts are not valuable because they are old and their ancestors sewed them; instead, they are priceless because they represent a tradition that many hard working black women followed for years. The author suggests that Maggie has an understanding her sister never will; she understands the real meaning of African heritage. Wangero was one of the many African-Americans in the 1970s who struggled to define their identity within the framework of American society. She changed her name and her appearance in efforts to embrace her African roots and tried to collect antique items to preserve her family's heritage. However, Dee's arrogant attitude blinded her from seeing the traditional value of the African culture, and left her with a superficial understanding about her heritage. Alice Walker uses Wangero's and Mama's conflicting ideologies to suggest that the substance of an object is more valuable than its style. Everyday Use by Alice Walker In 1972, Alice Walker published â€Å"Everyday Use† in a collection of short stories In Love and Trouble: Stories of Black women. As better known â€Å"Everyday Use† stood out of the collection, it has become one of few short stories about the conflict black Americans faced after the Civil Rights Movement; The struggle to maintain traditions, whilst embracing new-found freedom, and where the two worlds collided. Discussing the reoccurring themes, symbols and motifs through the narrator’s perception, and actions will reveal if the character, and ultimately the reader himself has grown or remained static in affect of the conflict. As stated above, once the Civil Rights movement ended and black Americans received the rights equal to a white American, a conflict between the old world and the new world collided. The assimilation of black Americans into the American way of life, the struggle to uphold traditions, and the quest to return to original African culture is a theme in â€Å"Everyday Use†. The narrator’s, â€Å"Mama†, perception of the world is small, in contrast to her daughter’s, â€Å"Dee†. When Dee returns, she has attempted to re-forge her African based culture and dismiss her history and â€Å"The people who oppress me† (Walker 454). She arrives bejeweled in gold, flaunting a flashy yellow African style dress, alongside her assumed boyfriend â€Å"Asalamalikim†. The ignorance of Mama of this being a term in Arabic meaning â€Å"Peace be upon you† (Anthology 454), which instead she mistakes as his name, displays the differentiation between Mama and Dee’s exposure to the world. The way in which she chose to fashion herself exudes the fact that she has no real understanding of African culture, and she is in favor of the American simulated construction of African culture. The quilts become a symbol of the collaboration of their family histories into tangible evidence in â€Å"Everyday Use†, when Dee returns to the house for quilts and the carved dasher, proposing to hang them up for display. This upsets the Narrator, Mama, she makes reference to Maggie being able to put them to everyday use, and she can always quilt more; while Dee adamantly protests. Mama makes a move to recover the quilts and Dee pulls them away and Mama thinks to herself â€Å"They already belonged to her† (Walker 456). In Mama’s perspective, the point of the quilts was the tradition of quilting, not the quilts themselves. She views Dee as someone to wants to act out the movements of appreciation of their culture, instead of passing it on. In the act of retrieving the quilts from Dee’s grip, and returning them to Maggie, Mama reveals herself as an unknowing, round character that can re-act differently than what is expected of her. Mama stands up for the true traditions in the face of her daughter, although her daughter believes herself to be the all knowing one. As well as the theme of old black world verses new, we come across the motif of names and re-naming within the short story. Just as Dee comes home dressed in African styled clothing, she re-names herself â€Å"Wangero Leewanika Kemanjo† to represent her full transformation into a true African woman. Her boyfriend’s name â€Å"Hakim. a. barber† also hints to the fact that he also took up the Muslim faith in an attempt of reform. Mama makes an effort to educate Dee on her name; how it was passed through generations and holds value in itself. Dee dismisses this fact, and it reveals Dees ignorance of the lineage of strong women she was born from. Dee and Hakim try to hide or dissolve their actual history with the history that is more in favor with current society and hold no value in their true identities. In this instance, Dee can be portrayed as the round character, ever changing to fit her surroundings; while Mama and Maggie, the former who does not reveal their name, and the latter who has a normal name, can be portrayed as the flat characters. However, this can be contradicted. In the beginning of the story, Mamas perception of Dee is somewhat tainted by her personal differences from Dee. The fact that Mama was not able to complete her education completely, while still providing an education for her daughter served as a wedge in between the two. Dee looked down upon mama for her lack of education, and Mama felt victimized by Dee’s overwhelming need to prove her higher intellect. For example, Dee’s greeting â€Å"Wa-su-zo-Tean-o! (Walker 454), a term which her mother and Maggie she knew could not understand. In result, she always assumed Dees word to be true and unworthy of contradiction. However, in the end of the story, Mama realizes that even though Dee might have a higher education and therefore exposure to the world, she still did not learn the value of the her true heritage. Something that cannot be learned through school work, and cannot be appreciated through study, was the legacy of her ancestors, so mething Dee adamantly dismissed as irrelevant. Mama then becomes a round character, than can overcome the overshadow of her daughter and prove that all the education in the world cannot help keep culture alive, and only family as well as true traditions can have that effect. In irony, Dee states that it is Mama that knows nothing of their heritage, when it is in fact Dee who has lost all sense of their honest history. We can now conclude that the Narrator, â€Å"Mama† is an unknowing character by her reactions to the antagonist â€Å"Dee†, Mama’s actions were made based off her previous as well as current encounters with Dee. She is in a sense a round character; that overcomes her impertinent daughter’s abhorrence of the word â€Å"No†, and sticks to old traditions. While also, Mama is a flat character, withstanding the exposure to Dee’s education to begin and end the short story in her yard, where she finds peace and control over her environment. â€Å"Everyday Use† did an excellent job in portraying the collision of black American freedom, and the customs of those that lived before the days of civil rights.

Understand the Principles and Requirements of Assessment

LEVEL 3 CERTIFICATION IN ASSESSING VOCATIONAL COMPETENCE LED BY CAROL SMOUT LESSON 1 26TH SEPT 2011 THE ROLE OF AN ASSESSOR ASSESSING PERFORMANCEGIVING FEEDBACK CONTRIBUTE TO A PAPER TRAIL ROLE OF AN ASSESSOR ROLE OF AN ASSESSOR WRITE EFFECTIVE ASSESSMENT PLANS 1. ASSESSING PERFORMANCE = A range of assessments, I am making a judgement on 2. GIVING FEEDBACK = Verbal feedback, Written Feedback. {Try to be positive, Don’t be negative candidates find this demoralising} 3. CONTRIBUTE TO a PAPER TRAIL = I have to write on a least 3 pieces of paper all of which are auditable Assessment plans. I need to contribute to a paper trail. As an Assessor I assess a Candidate/Student then someone {IV OR EV} then checks my assessment decision. This is called THE QUALITY ASSURANCE SYSTEM. When I am audited as an experienced Assessor I need to be able to demonstrate that I understand Quality Assurance. I have to be able to write effective assessment plans. 4. WRITE EFFECTIVE ASSESSMENT PLANS= Example: â€Å" I have met with blah blah blah and she/he has said she/he wants to do a shampoo & blow dry & a semi-permanent next week. â€Å"We plan to do this in this time on this date with this candidate & I am going to orally question her/him to check her/his underpinning knowledge. THIS EQUALS A PLAN !!! LEVEL 3 CERTIFICATION IN ASSESSING VOCATIONAL COMPETENCE LED BY CAROL SMOUT LESSON 2 3RD OCTOBER 2011 STAGES OF THE ASSESSMENT PROCESS PLANNING. STAGES OF THE ASSESSMENT PROCESS STAGES OF THE ASSESSMENT PROCESS REVIEWING JUDGING RECORDING QUALITY ASSURANCE 1. PLANNING = Assessment plannin g sheets & Consultation Sheets. 2. REVIEWING. Straight from SCHOOL TO COLLEGE no work base knowledge. First meeting with my candidate check if the candidate has any prior learning (APL= ACCREDITATION FOR PRIOR LEARNING) â€Å"What qualifications do you currently have† Do they relate to what they are currently doing now. I may find that some elements of the assessment may have already been done. When a candidate joins the college straight from school they still may have some prior learning. Some schools send their students to college to learn about hairdressing as part of their learning at school, some of this learning can be taken into consideration as prior learning. REVIEWING WORK BASE. If the candidate is joining college and is work based and is now coming to college for apprentership they may have been shampooing for 3 years so will not need to do their level one because of their prior learning they can go straight on to level 2. It would be unfair to make them do it all over again; they don’t need to be taught again. It’s all about taking the candidate forward. 3. JUDGING STAGE. This stage is the most difficult. Assessors find it most difficult as to â€Å"Am I Judging this right? † â€Å"Am I being really harsh or am I being a lenient? † So I have to follow 6 steps to ensure that I am doing this correctly. I have to check the Assessment by: IS THE ASSESSMENT 1. VALID Can be done using the Methods of Assessment. OBSERVATION, I can Observe it’s valid I can see it being done by that candidate. ORAL/VERBAL, I can ask questions and check their underpinning knowledge and check its validity EXAMS. Exams are obviously valid as there done under strict conditions, examiners are present their not allowed to talk etc. PROFESSIONAL DISCUSSION I Can talk to them in a professional capacity to check validity PROJECTS & ASSIGNEMENTS Are valid make sure signed dated good way at checking their knowledge. Although could have been done by someone else again ask oral questions and ask them to reference and put in a bibliography for me to refer and check if I feel not valid WITNESS STATEMENTS. An employer can provide a witness statement that a candidate has competently passed an assessment. It Valid if signed by their employer but still need to check validity could discuss how they achieved this pass what did they do how did they do it. PHOTOGRAPHIC EVIDENCE Valid I can see the photographic evidence try to get the candidates to get a picture that shows them doing the work. Still a little grey though as someone else could have done the work but just taken a photograph of the candidate with the client doesn’t mean necessarily that they have done the work. IS THE ASSESSMENT 2 RELIABLE. How sure am I that the above are reliable, how do I know for sure that the work I am assessing is that candidates own work, some are obviously reliable e. g. observation because I can see it being done. IS THE ASSESSMENT 3 SUFFICIENT. Has the candidate done enough to pass all elements of the unit being assessed. For example the candidate is being assessed to shampoo and condition a client’s hair and to sell a product. She/he may well have used all the correct products and massage movements but during the assessment She/he may not have been given the opportunity to sell a product in which case the candidate will have passed some elements of the unit chosen but because she couldn’t sell a product that part of the unit will have to be referred to another assessment but the candidate will have passed the other two elements of the unit. ALWAYS MAKE SURE THE CANDIDATE READS THROUGH THEIR PC’s (Performance Criteria’s) WHICH IS IN THEIR LOG BOOKS FOR EACH UNIT THERE ARE ELEMENTS OF THAT UNIT THAT THEY HAVE TO PASS TO ACHIEVE A FULL PASS IN THAT UNIT !!! IS THE ASSESSMENT 4. AUTHENTIC I have to know that every assessment they are doing is that candidates. How do know that that assessment is that authentic and reliable ? The best way to find out if not observed by me is to orally question them. IS THE ASSESSMENT 5. CURRENT Is the candidate demonstrating up to date skills? Is the candidate using up to date equipment? Example if the candidate is doing a colour & we haven’t got a roller ball or a climazon & they have to place the client under a hood dryer with a cap on the clients head. The service with that equipment is NOT CURRENT to industry. IS THE ASSESSMENT 6. SAFE Is the assessment taking place safe for all Are they working safely. I can stop an assessment at any time if there is a danger to the client, to anybody else in the room or to the candidate themselves. RECORDING STAGE Recording takes place in the log books for hairdressing. I record assessment decisions on consultation sheets. Also recording takes place for an assessment if it’s on a written paper on a marking front sheet. The awarding body gives us these marking sheets and it is my job to make sure that the candidate signs it & that I sign it & I put their marks on it. It is the evidence as to whether the candidate is competent on that written paper. There will be a written paper from C. H. E. A. T. When I mark assignments there will also be an assignment front sheet that I would record their feedback on. Whether it is passed or referred the candidate would sign it and date it, I would sign and date it to validate that assessment { THESE PAPER FORMS ARE VITAL FOR ME TO BE ABLE TO DO MY ROLE AS AN ASSESSOR FORMS ARE AVAILABLE FROM CAROLE AND VIA KERRY I NEED THESE FORMS AS SOON AS I START TO SHADOW} QUALITY ASSURANCE When I assess a candidate and I have already recorded it all on the previous documents. I also have to track a student candidate throughout their qualification, so if they have completed one whole unit I would need to sign off the tracking document, this document forms part of the tracking paper trail for Quality Assurance I also need to attend Standardisation Meetings. Usually done twice a year at the beginning and the end of a course. At these standardisation meetings I have to interact and share my views and contribute to these meetings. When we attend the meeting we all should bring along one or two units that we have marked, we can then shuffle them around between each other and look at them to make sure that the students are all being marked equally and that we haven’t been too harsh on them with a marking or too lenient on them. We all need to be marking to the same standard. This is what standardisation is all about & that forms part of this Quality Assurance Process. External verification officers come in they check and look at our tracking, they look at all our minutes and meetings, they come and look at the candidates log books, they look at their consultation sheets, they look at all their written papers & their assignments. They are checking that there was some sort of assessment in place & then they are making sure that I as an assessor planned the assessment. Health & Safety Legislation Sourced from HSE The Health and Safety at Work, etc Act 1974 The Management of Health and Safety at Work Regulations 1999 The Education (School Premises) Regulations 1999 The Workplace (Health, Safety and Welfare) Regulations 1992 The Manual Handling Operations Regulations 1992 The Control of Asbestos at Work Regulations 2006 The Health and Safety (Display Screen Equipment) Regulations 1992 The Electricity at Work Regulations 1989 The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 The Control of Substances Hazardous to Health Regulations 2002 The Provision and Use of Work Equipment Regulations 1998 The Construction (Design and Management) Regulations 2007 Disability Discrimination Act 1995 The Health and Safety (First Aid) Regulations 1981 The Health and Safety at Work, etc Act 1974 The main piece of legislation affecting the management of health and safety in educational establishments across all sectors is the Health and Safety at Work, etc Act 1974 (HSWA). This Act provides a framework for ensuring the health and safety of all employees in any work activity. It also provides for the health and safety of anyone who may be affected by work activities in eg pupils/students and visitors to educational sites, including parents and contractors. In Northern Ireland, similar provisions are made by the Health and Safety at Work (NI) Order 1978. Employers and employees (as well as manufacturers, suppliers and the self-employed) must comply with the duties set out in the Act, which are summarised as follows. * Section 2 places a duty on employers to ensure the health, safety and welfare of employees as far as is reasonably practicable. It also requires employers to consult with trade union safety representatives on matters affecting health and safety in the workplace. Moreover, employers of more than five people must prepare a written health and safety policy and bring it to the attention of employees. Section 3 requires employers to ensure that non-employees (eg pupils/students) who may be affected by work activities are not exposed to risks to their health and safety. Where young or vulnerable persons may be affected, the duty of care is greater. * Section 4 places a duty on anyone responsible for the workplace to ensure that the premises, plant and machinery do not endanger the people using them. * Section 5 requires emplo yers to prevent and control harmful, noxious or offensive emissions into the atmosphere. Section 6 places duties on designers, manufacturers and suppliers to ensure that articles and substances are safe for use. * Section 7 states that it is the duty of every employee while at work to take reasonable care of him or herself and of any other person who may be affected by his or her actions. This section also requires employees to cooperate with their employer in relation to health and safety issues. * Section 8 requires employees not to interfere with or misuse anything provided in the interest of health and safety. The Management of Health and Safety at Work Regulations 1999 The main requirement of the Management of Health and Safety at Work Regulations is that employers must carry out risk assessments to eliminate or reduce risks. Employers with five or more employees need to record the significant findings of a risk assessment – it is not necessary to record risk assessments for trivial or insignificant risks. In addition, employers also need to: * make arrangements for implementing the health and safety measures identified as necessary by risk assessments * monitor and review those arrangements appoint people with sufficient knowledge, skills, experience and training to help them to implement these arrangements * set up emergency procedures and provide information about them to employees * provide clear information, supervision and training for employees and ensure that suitably competent people are appointed who are capable of carrying out the tasks entrusted to them * work together with any other employer(s) operating from the same workplace, sharing information on the risks that other staff may be exposed to, eg cleaning, catering or maintenance contractors * take particular account of risks to new and expectant mothers. A risk assessment is a careful examination of the work activities that could, whether on or off site, cause harm to people so that your employer can weigh up whether they have taken adequate precautions or should do more to prevent harm. The Management of Health and Safety at Work Regulations 1999 require employers to assess the risks arising from work activities to both employees and non-employees (eg students, visiting parents). Employees have a right to see the results of risk assessments. Who can do risk assessments? Employers are responsible for ensuring that risk assessments are carried out by competent people (ie those who have sufficient knowledge, skills, experience and aptitude). These people may be current employees, provided they have been suitably trained, or external health and safety professionals. Safety reps have a legal right to be consulted and can assist on risk assessments. However, the risk assessment remains the legal obligation of the employer and therefore should be signed by the employer once complete. Activities that should be assessed All work activities that could present a potential hazard should be risk assessed. ‘Hazard' means something with the potential to cause harm, including ill health as well as injury. ‘Risk' is the likelihood of that hazard actually causing harm during the course of work activities. In an education setting, there are particular situations that typically require risk assessments: * the work activities of all new and expectant mothers require a specific risk assessment under the Management of Health and Safety at Work Regulations, with any necessary adjustments made to their working conditions a risk assessment should be conducted before taking students off site * workplace stress and stressors should also be included within risk assessments The Education (School Premises) Regulations 1999 These regulations set out minimum health and safety standards for all maintained schools in England and Wales, covering issues such as temperature, toilet facilities for pupils, ventilation and lighting. Some of the standards also have to be met by non-maintained special schools and independent schools. The regulations operate in conjunction with the Workplace (Health, Safety and Welfare) Regulations, as outlined below. The Workplace (Health, Safety and Welfare) Regulations 1992 These regulations deal with physical conditions in the workplace and require employers to meet minimum standards in relation to a wide range of matters, which include: * maintenance of buildings and equipment * lighting * provision of drinking water * temperature * rest facilities * ventilation * toilet facilities * first aid. The Manual Handling Operations Regulations 1992 These regulations require employers to minimise the health risks associated with manual handling, a term used to describe activities which involve lifting, carrying, moving, holding, pushing, lowering, pulling or restraining an object, person or animal. Employers should: * avoid the need to lift, carry, push, pull, lower or support loads wherever possible * mechanise tasks where they cannot be avoided by the use of trolleys, barrows, lifts or hoists * carry out risk assessments, which take into account the work task, the activity involved, individual capacity, working environment and other factors. The Control of Asbestos at Work Regulations 2006 The Control of Asbestos at Work Regulations place specific duties on employers, owners and those in control of buildings to manage the risks from asbestos fibres that may be released when building or maintenance work takes place. The regulations require the following steps to be taken to manage the risk: * find out if there is asbestos on the premises, its amount and what condition it is in * presume materials contain asbestos, unless there is evidence that they do not * make and keep up to date a record of the location and condition of the materials containing asbestos or which are presumed to contain asbestos * carry out a risk assessment on materials containing asbestos * prepare and implement a plan that sets out in detail how the risk from this material is going to be managed * review and monitor the plan and the arrangements provide information on the location and condition of the material to anyone who is liable to work on or disturb it (including staff). Specialist help is ge nerally required to determine the presence of materials containing asbestos and to remove asbestos. The HSE advises that if asbestos is in good condition and is not likely to be disturbed or damaged, it is usually safer to leave it in place and manage it. The Health and Safety (Display Screen Equipment) Regulations 1992 These regulations oblige employers to assess the workstations of staff who use display screen equipment (DSE). The workstation is the equipment itself, its accessories and the surrounding work environment. The minimum requirements of employers are to: * identify â€Å"users† of display screen equipment, ie those who habitually use DSE as a significant part of their normal work * assess workstations to ensure that they meet minimum standards * provide information, instruction and training on the potential hazards of using DSE equipment * offer free eyesight tests to users of DSE equipment at regular intervals and to pay for spectacles that are required for the work * review assessments. The Electricity at Work Regulations 1989 These place a duty on employers to assess all foreseeable risks associated with work activities involving electricity. Employers are required to install safe systems of working, with well-maintained equipment, covering everything from power lines to kettles. All installation and repairs should be undertaken by a qualified electrician or those who have appropriate technical knowledge, though some minor repairs, inspections, fitting of plugs, etc may be under taken by suitably trained staff. The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations R. I. D. D. O. R 1995 Under these regulations (often referred to as RIDDOR), certain work-related accidents are reportable by law to the Health and Safety Executive or the local authority. The following must be reported: * death of any person * a ‘major injury' to any person at work * hospital treatment of any person who is not at work (eg pupil/student) * an accident which results in a person at work being incapacitated for more than three consecutive days (excluding the day of the accident) * specified dangerous occurrences, eg building collapse * specified work-related diseases, eg mesothelioma and hepatitis. Educational establishments should have clear guidelines on incident reporting and this should be conveyed to staff on the first day of their employment. Accident reporting An accident is an unplanned event that results in injury, damage to property or some other loss. The law requires that certain work-related accidents are reported to the local authority or the Health and Safety Executive. All accidents to employees, however minor, should be recorded. This is a requirement under social security legislation. As a result of a workplace injury an employee may need to claim for benefits in the future, and the relevant checks will be made to confirm that the accident occurred at work. Reporting and recording procedures vary. Employers need to be sure that they satisfy all legal reporting requirements for employees and non-employees, and take measures to monitor accidents. As part of the reactive monitoring process, accident records are needed to assess whether the existing controls are adequate or to identify if trends are developing and to implement new procedures. Records may also have to be produced for the Health and Safety Executive, to parents/guardians, or in the course of civil proceedings if a claim is brought following an incident. How to report an accident All accidents can be reported to the Incident Contact Centre (ICC), Caerphilly Business Park, Caerphilly CF83 3GG. Alternatively, call on tel: 0845 300 9923 on Mondays to Fridays between 8. 30am and 5. 30pm, email  [email  protected] om  or report via the internet at  www. riddor. gov. uk. The Control of Substances Hazardous to Health Regulations 2002 These regulations (often known as the COSHH regulations) require employers to asses s and prevent (or at least adequately control) the risks to health from the use of any hazardous substances used in the workplace. A hazardous substance is one which has, by law, to be labelled as ‘very toxic', ‘toxic', ‘harmful', ‘irritant' or ‘corrosive'. It therefore includes many chemical substances such as paints and cleaning materials, as well as wood dust. The obligations to employers are to: * assess the risks * decide what precautions are needed take steps to reduce or adequately control exposure to hazardous substances * ensure that control measures are utilised and maintained * monitor exposure * carry out health surveillance of employees who have been or are likely to be exposed * have in place emergency procedures to deal with accidents/incidents * ensure that employees are properly informed, trained and supervised. Educational establishments must have in place appropriate measures to ensure that the risks to the health and safety of pupils /students from exposure to hazardous substances are minimised. COSHH and hairdressers – key messages * Frequent contact with water and shampoo can irritate the skin leading to dermatitis. Some hairdressing and cleaning products can cause dermatitis and skin allergies. * Some dusty products like persulphates and henna can cause asthma. * Some hair sprays can make asthma worse. There are simple things you can do to prevent dermatitis and asthma: * Keep the workplace well ventilated. * Wear disposable non-latex gloves for shampooing, colouring and bleaching. * Dry your hands thoroughly after washing with a soft towel. * Moisturise your hands as often as possible. * Change your gloves between clients. * Check your skin regularly for early signs of skin problems. The Provision and Use of Work Equipment Regulations 1998 These regulations set out minimum standards for the use of equipment at work. The main requirements are for employers to: * take account of working conditions and hazards when selecting equipment * provide work equipment which conforms to relevant safety standards * ensure that the work equipment is suitable for its intended purpose and used only for that purpose * maintain and keep the equipment in good working order * ensure that appropriate safety devices are available, if required * issue staff with appropriate instructions, training and supervision to use the work equipment safely * make sure that equipment is inspected after installation or after assembly at a new location. The Construction (Design and Management) Regulations 2007 These regulations cover the planning and management of construction projects. An essential part of a project's development is health and safety. Consequently, there is a duty on those involved in a construction project, such as the controller of buildings (ie the LA/governing body/headteacher/principal), contractors and designers to cooperate with each other to identify risks early on, and to report matters that are likely to endanger health and safety. There is also a duty to take appropriate measures to prevent the risk of injury to any person during the construction, which would include staff, pupils/students and visitors to the premises. Disability Discrimination Act 1995 The Disability Discrimination Act 1995 defines a disability as a â€Å"physical or mental impairment that has a substantial and long-term adverse effect on a person's ability to carry out normal day-to-day activities†. To be substantial, the disability must last or be expected to last for at least 12 months. However, those with cancer, MS or who are HIV positive are deemed to be disabled from the point of diagnosis. The act requires employers to ensure that disabled persons have safe access to premises and safe egress in the event of evacuation. They must also make any reasonable changes to the physical features of premises, hours of work, etc that may be necessary to accommodate the needs of disabled employees. Disability discrimination The Disability Discrimination Act 1995 requires employers to make ‘reasonable adjustments' to premises or working practices to ensure that employees are not disadvantaged because of their disability. In order to have rights under the Disability Discrimination Act, an employee must show they are defined as disabled under the act. This means suffering from a physical or mental impairment that has a substantial and long-term adverse effect on the person's ability to carry out normal day-to-day activities. Any adverse effects must last for at least a year to be considered ‘long-term'. Impairments must affect at least one of the following: * mobility * manual dexterity * physical coordination * continence ability to lift, carry or otherwise move everyday objects * speech * hearing * eyesight * memory or ability to concentrate, learn or understand * perception of risk of physical danger. Under the act, people with cancer, MS and those who are HIV positive are deemed to be disab led from the point of diagnosis. Other impairments that employment tribunals have considered a disability include depression, epilepsy, ME and asthma. This does not mean, however, that all people who suffer from these impairments are disabled under the act – much depends on their ability to carry out at least one of the day-to-day activities listed above. Duty to implement reasonable adjustments Employers are obliged to make reasonable adjustments to premises or working arrangements to prevent a disabled person from being placed at a substantial disadvantage compared with persons who are not disabled. In educational establishments, adjustment to premises can include the following: * providing wheelchair-accessible toilets, ramps and automatic opening doors * allocating classrooms on ground floors * providing a designated car-parking space * widening doorways and re-arranging furniture to allow wheelchair-users to move around * providing ergonomically designed chairs or adapted keyboards * acquiring specialist equipment with magnifying facilities. Changes to working arrangements may be made by: employing an assistant to undertake administrative tasks * providing a reader or signer for a visually impaired person * adjusting the timetable or allowing extra non-contact time * allocating some duties to another employee * altering working hours to allow part-time work or job-shari ng * providing additional training. While the potential cost of adjustments often concern educational establishments, many are relatively inexpensive. Moreover, under the Employment Service's Access to Work Scheme, funding is available for human support and adaptations to premises and equipment. Disability employment advisors in Jobcentres offer free independent advice on adjustments to the workplace. Many LAs also employ disability officers. Other forms of discrimination under the Act Failure to make reasonable adjustments is one of the five ways in which an employer can discriminate on the grounds of disability. The others are: Direct discrimination: this occurs where a person discriminates against a disabled person if, on the ground of that person's disability, he or she is treated less favourably than a person not having that particular disability has been or would have been treated. There is no justification defence to a claim for direct discrimination. Disability-related discrimination: this occurs where the employer, for reasons relating to a person's disability, treats that employee less favourably than the employer treats or would treat others to whom that reason does not apply, and that treatment is not justified. Harassment: occurs where the disabled person is subjected to unwanted conduct which has the purpose or effect of violating his or her dignity or creating an intimidating, degrading, humiliating or offensive environment for him or her. Victimisation: essentially occurs where the disabled person is treated less favourably because he or she has commenced a claim under the Disability Discrimination Act; or has given evidence/information in proceedings brought by someone else; or has alleged that a person has contravened the act. A claim for disability discrimination must be presented to the Employment Tribunal within three months beginning with the date of the act of which complaint is made. The Health and Safety (First Aid) Regulations 1981 These regulations require employers to provide: * adequate and appropriate first-aid equipment and facilities * an adequate number of qualified first aiders * an ‘appointed person', if a first aider is absent, to take charge of first-aid arrangements, including looking after the equipment and calling the emergency services. The Approved Code of Practice to the regulations stresses that the employer must make an assessment of first-aid needs. Educational establishments should therefore take account of risks to pupils/students on and off site when considering their provisions for first aid. The Regulatory Reform (Fire Safety) Order 2005 Under this order, the ‘responsible person' in the workplace (ie the employer/owner/person in control) is required to take general fire safety precautions to ensure the health and safety of staff and others, such as pupils/students. These precautions include: * assessing the risk of fire, paying particular attention to those who may be especially vulnerable, eg children * ensuring that there are effective means of escape * making sure the workplace is well-equipped with appropriate fire-fighting equipment/detectors/alarms * adopting appropriate fire-fighting measures * nominating an adequate number of suitably trained and equipped competent persons to implement these measures. The order contains duties relating to safety drills and emergency routes/exits, which employees must be made aware of at their induction. Fire risk assessment Risk assessment is at the heart of fire safety management. A fire risk assessment follows the same principles as any risk assessment: * Step one: Identify the fire hazards, eg what could start a fire, combustible materials, etc. * Step two: Identify people at risk (look at numbers of people, vulnerable groups and the likelihood of the fire spreading). * Step three: Evaluate the risks and implement control measures to remove or reduce the risk. * Step four: Record the findings and inform staff and safety reps. Step five: Review and revise the plan as and when there are changes in work activities, the use of the building, etc. Safety representatives should request a copy of the school or college fire risk assessments. Further guidance on fire risk assessments and precautions is available from the Department for Communities and Lo cal Government at:  www. firesafetyguides. communities. gov. uk What every staff member should know Fire safety procedures should be a part of induction for every new member of staff. In particular, staff should be informed of the following: * the fire risk * what to do if they discover a fire * raising the alarm * recognising the fire alarm and acting on it * calling the fire brigade. Discovering a fire If a fire is discovered, the first action is to raise the alarm so the occupants of the building know there is a fire and that they must leave. This is usually done by locating the ‘break glass' call point. There are many types of fire extinguishers used in schools and colleges. Staff that are not trained to use fire-fighting equipment should not waste time trying to make them work. Those who have been trained and nominated to use the equipment should not attempt to put out large fires. If a fire cannot be put out, the door should be closed and the building evacuated RECOGNISE GOOD PRACTICE IN ASSESSING CANDIDATES IN RELATION TO ASSESSMENT. As Assessors we should be demonstrating good practice in relation to equality and diversity ; equal opportunities Equality = Treating everyone as an individual, not the same as everyone else, we are not all the same, we are all very different individuals. Eg there may be limitations to someone with a disability. They cannot be treated the same as myself as her/his disability may limit them in what they can do, so they need to be treated individually. Diversity. Is about the diverse nature of the industry. The clients, different hair types, textures etc. Diversity means all different sizes, shapes, ages, dark hair, light hair, black, white. It is good practice to ensure Health ; Safety to make sure that we adapt working environments for different clients, different candidates, and different students. It is good practice to encourage our candidates and students to use technology, encourage them to use computers, internet, submit assignments electronically etc. We have to be seen to be embracing this in our assessment processes. Reflective Practice Demonstrate a proactive approach to self-reflection, â€Å"How do I feel I am doing? † C. P. D {Continual Professional Development} is key to good practice. I need to keep myself up to date with my skills. I need to keep up to date with new equipment being introduced to the industry. I should always be in-front of my candidates/students, I should never be in a situation where a student is telling me about new trends, new equipment that I have never heard of. It is good practice that I am always seen to be keeping ahead in the industry that I am assessing. It is not good practice if I do not know what is going on in the industry I am assessing I should get feedback from others too on how I am doing. Each year I have to obtain 30 hours of evidence of hands on C. P. D. This is achieved {if I am working for the college} in July C. P. D week it may be that the college sets up 2 days where a company comes into the salon and demonstrates new equipment trains us on up to date styles. They will also open up a commercial salon so that we can work commercially for a day. The college may also send us out for training for instance to Saks. I have to upload all of my work to I. F. L to ensure my C. P. D.