Adult Educator Essay Example | Topics and Well Written Essays - 1000 words

Adult Educator - Essay Example It is true that being an adult educator is an extraordinarily diverse job marked with different forms of work domains and different kinds of institutions. Research has it that there is a greater degree of informal learning. In fact, from the researchers, eighty percent of all we learn is acquired informally (Usher et al, 2007, p.99). Conversely, only twenty percent of the learning process takes place in the learning institutions. In this case, teaching done in the institutions is given the bigger attention. This follows that, this is the section of learning which involves adult students that can be influenced by using combined forms of learning. What strengths propel one to be an exemplary teacher of adults? First, it is obvious that knowledge is a prerequisite quality for a good teacher. In addition to the professional knowledge, it is noteworthy for the tutor to consider enlarging his/her general knowledge on culture, humanity, society, methodology, psychology, politics and history . This will in turn, serve to boost the effectiveness in providing what the students need to know. In addition, this knowledge places the teacher in a good position to deal with the student’s curiosity and satisfy their diversified requirements. Devotion and passionate love for students are another quality that a skilful teacher needs to have. In general, the adult student exhibit diverse behavior. Consequently, the teacher must be well acquainted with methodologies of handling the students in gentle and loving manner. Paying scrupulous attention to the students and knowing how to keep calm in any situation is imperative at this point. This will help much when giving the students advice and help them realize where they have gone wrong to realize positive change. The only perfect and absolute trait of all good teachers is being reflective. This is so, as without it none of the other characters fully attains its goal. It has been observed that an outstanding teacher is required to think and reflect on their classes from time to time. In addition, the teacher gets so concerned over their students, methods of teaching and even materials used to teach. Following these, comparisons are made and contrasts drawn. The distinctions and parallels will be highlighted with respect to reviews and restoration. This works to ensure one keeps connected with the teaching and learning process. A respectable adult teacher should be comfortable with not knowing. This is a case where one is required to be honest about the dilemmas that cannot be solved immediately. This is notable as one is dealing with mature minds that require honesty. A teacher is expected to live with the dilemma for a while, while trying to come up with the solution (Usher et al, 2007, p.74). Another notable attribute is the ability to enjoy the work and students in class. This character serves to build up motivation and creativity and avoid burnout. Workings within the right parameters will help avoid making students feel irrelevant, misunderstood, or left out. Here, close observation, carefully evaluation, and acting on the finding are indispensable. Finally yet importantly, is the drive to inspire the student’s passion to undertake a study both under the guidance in class and out of class on their own? This quality is highly appreciated owing to its undeniable value. This is of enormous benefit, as class work does not sufficiently provide all the required knowledge; therefore, an excellent teacher succeeds to motivate students to carry on their active and successful self-study at home. Obviously, teaching students on how to do their study independently, resourcefully and successfully is something that every teacher should strive to realize. In what

Global Faces of Racism Essay Example | Topics and Well Written Essays - 1250 words

Global Faces of Racism - Essay Example Indeed, racism is a belief that classifies humans into discrete â€Å"races† or groups (Berg & Wendt, 2011). As such, this paper surveys the topic of global racism extensively. Purpose of Racism Racism is commensurate to a plan, which may by utilized by individuals to effectively initiate their exploitative ideas. Disseminators of racism have numerous reasons for upholding the practice. Initially, the main purpose of racism was to validate economic exploitations. In 19th centuries, slaves, who were captives from inferior races, fueled the American industries (Berg & Wendt, 2011). Slavery provided discounted force to the industries; however, the practice was unethical. Therefore, the promoters of the norm established a scheme of concealing their ideologies within racial differences; thus, defending their malevolent deeds. It could then appear sensible to account that inferior races had an obligation of serving the â€Å"master† or superior race. Apparently, this idea est ablishes the root to racism. Importantly, oppressors claimed that, groups that sold their own, were responsible for their people’s suffering; hence, masters were less accountable (Reilly, Kaufman & Bodino, 2003). Additionally, the idea of racism was also used in workplaces by employers to win employees faith and make them feel comfortable with the environment availed. According to Kivel (2002), a strategy utilized by employers to lure white male employees into industrial jobs in 19th century was validation that at least they were not slaves. Consequently, such employees would maintain their white muscularity whole, while sacrificing their economic independence because they could sensibly go by the employer’s claim that working in the factory was never considerable to being a slave. Indeed, employers influenced racism for economic benefits by developing a false sense of pride and prospects among white employees an aspect that proliferated racism in the society. Evidentl y, the United State’s workplace presently has segregation that accounts for different classes, races and gender (Kivel 2002). An apparent purpose of racism is developed by the human’s self-centered nature. Humanity has pride in being the best or a victor. The question of superiority attracts a substantial controversy. The idea may appear obtuse, but it occupies a crucial position in promoting racism. A sense of being superior to the neighbor may lack material benefits but could provide some sense of satisfaction especially to those enable to fight self-pride. Consequently, such self-centered individuals establish assertions that their race outshines others (Kivel, 2002). However, evaluating the strength of characters by virtually viewing physical attributes like color, is an irrational approach that is not justifiable. This idea has elicited heated debates in the past with prominent scholars defacing their credibility in the battles. Concepts of Racism Racism is a vers atile model hence it ideas navigates in the society through various avenues. Racism mainly maneuvers in three structures, in individual scope, institutional and under cultural aspects. Institutional racism defines setting up of the segregating policies, association structures, missions and behaviors in Institutions and services (Watt, 1999). This idea may avail an environment favoring a certain group. Mainly, these components

Why are Professional Standards Important?

Why are Professional Standards Important? Introduction To start this report I would like to explain the importance of professional standards. According to the LLUK (no date) the professional standards have a purpose. These standards are for all educators who work within the lifelong learning sector which describe the skills, knowledge and attributes required for those who are in teaching and training roles. Professionalism in a teacher role According to the University of Illinois at Urbana-Champaign (no date) teacher professionalism has relevant significance in education and that it affects the role of the teacher, which in return affects the students ability to learn effectively. This definition however does not describe how a professional should act within their job or workplace. According to teaching expertise (2006) the post-compulsory education and training (PCET) sector is broad and diverse. Teachers, trainers and tutors who work within the FE sector have all had different experiences. Educators have often gained specialist knowledge within a particular industry e.g. hospitality and catering. An alternative route is through university and specialising this way. Critically examine societies and your own, values in relation to education or training. (K1) Values of professional practice, according to Wallace (2009), Our values represent something internal to us a part at our own moral and ethical guidance system. I believe that teaching and learning has a purpose to educate learners in the means to proceed and progress a learners future and career prospects. I believe that a value is a value created on someones own behalf. The purpose of education, I believe, is to educate and furthermore we need education in our daily lives to survive. The educator has a role which is to support and provide a service whilst at the same time motivating learners. Furthermore, it is important to stress that there should be a connection between the educator and learner and that there is a positive relationship between them. It is important, as an educator, to communicate effectively. In addition, a profession and a professional work together in harmony. It should be made clear that a professional person needs values of professionalism. There may be some overlap in terms of how a professional should act or carry out a professional job. The comments above tie in closely with what makes a good teacher. From personal reflections and thoughts, three distinct aspects came to my attention, which are: An effective listener towards the learners and staff Being respectful to colleagues and learners To be understanding towards learners and staff Poor teaching or poor professionalism in teaching is as follows: Not letting students finish tasks No reassurance of learning Impolite to staff and students Favouritism with students In summary, the values which are distinct and should be considered as acceptable values for teaching professionals are being supportive, being a listener and also to respect all staff and students within the institution. Professional practice can be determined with a set of values. These values are what educators should be following with on-going observation and reflective practice. According to LLUK (no date) there is a set of standards called the New overarching professional standards for teachers, tutors and trainers in the lifelong learning sector. Furthermore, the standards categorised into sub-sections which have specific professional objectives and act as guidelines. It is these objectives which educators must abide to throughout teacher practice. According to LLUK (no date) there is a set of 7 professional values. An example would be, AS 1 all learners, their progress and development, their learning goals and aspirations and the experience they bring to their learning AS 2 Learning, its potential to benefit people emotionally, intellectually, socially and economically, and its contribution to community sustainability As mentioned, each point has a value and purpose. From just observing the set of values, purposely constructed for educators within the LLUK sector, they are powerful and strong. I believe there is a problem with the values that educators may not be able to abide to all of these due to several reasons. Firstly, funding, and that some institutes may suffer to deliver consistent values. Secondly, some of the values will have more demand than others. It can be argued that these values will vary according to the institute. It can be suggested that some institutions would decide to keep their dominant values. Additionally, the values set by the LLUK are and should be approached with underpinning knowledge and understanding and a professional practice. For example, referring to LLUK (No name), The knowledge and understanding: AK 1.1 What motivates learners to learn and the importance of learners experience and aspirations. Professional practice: AP 1.1 Encourage the development and progression of all learners through recognising, valuing and responding to individual motivation, experience and aspirations Darling-Hammond (1988) commented that the value of professionalism, in regards to educators, is fundamental and direction of excellence. The author states that educators need competence and that professionalism relates to three focuses which are preparation, knowledge of subject area, and defined pedagogy. Firstly, preparation, prepares the professional for the classroom which examines the language and cultural barriers. All educators face deterrents in the classroom that must be broken down by individualised techniques. Darling-Hammond (1988 pg. 59) related this to state, Decision making by well-trained professionals allows individual clients needs to be met more precisely andà ¢Ã¢â€š ¬Ã‚ ¦promotes continual refinement and improvement in overall practice It is to suggest that values of professionalism are to be approached correctly. This will encourage the educator to be prepared for the classroom. Furthermore, the values of professionalism exist for a reason. They will benefit the professional teacher in terms of motivating and encourage student participation. Alongside preparation, a professional educator with a strong knowledge of his/her subject area will create opportunities to be creative around the subject taught. As a result, Lesson planning and resource preparation time will be less because the educator will already understand the subject. This will reduce the time researching material. It is worth commenting that it would be an advantage to know a subject inside out and would reflect and portray confidence in his/her teaching. In addition, the educator should have a wealth of experience which would benefit his/her practice and enhance their teaching. According to Lunenburg and Ornstein (2000), developing such expertise and knowledge can take years to develop such knowledge. As a result of this, I believe that constant reading and information seeking is important to teaching a specialist subject. It would be beneficial that an educator has worked and gained enough experience within the industry in order for them to teach or become specialists in their profession. I also believe that this would improve and develop opportunities when it comes to being creative. It is helpful to outline the wider context within which FE practice and values of the professional educator. Notwithstanding, the tutor groups in FE who were not previously included in the FE (e.g. colleges 14-19 diplomas), colleges have become livelier places. Lecturers activities have now geared more to ensuring that students remain on courses and that students pass qualifications (Hyland and Merrill 2003 P.g. 86). To summarise, I would like to comment that professional values assist the educator and that they should be utilised at all times during his or her practice. Guile and Lucas (1999 P.g. 204) suggested that clarification in terms of describing the FE educator is needed. It is worth suggesting that society decides and determines professionalism and the values of professionalism within reason to how the educator should be. Demonstrate a critical awareness of the concept of professionalism as this relates to the current role of a teacher working in the PCET sector. (K1, K2) With regard to the concept of professionalism, Humphreys and Hyland (2002 P.g. 06) argued that, the concentration on performance in teaching and professional development is to be welcomed, provided that performance is not defined in purely technicist or instrumental terms In other words, there is a purpose for performance in teaching which should not be confused or misinterpreted. The criteria, the role and responsibilities of a teacher have and are becoming more and more centralised. The questionable scenario/point to highlight here is that of the educator and how they are to overcome this challenge. According to IFL, a Qualified Teacher Learning and Skills (QTLS) status is recognition for newly qualified teachers within PCET. This highlights the identity of teachers in post-compulsory education and training. All new teachers need to achieve a Level 3 teaching qualification. Following this, new teachers have five years to achieve a Level 5 teaching qualification which leads to the QTLS status. The QTLS status is recognition of the teaching qualification in order to teach within the PCET sector. In working towards a new profession, the IFL raises the importance for continuing professional development (CPD) which ensures that educators remain specialists in their chosen subject/s. According to Millerson (1964), there is conflict and discussion to how the teacher should carry out their professional role. This relates to the nature of professionalism. Millerson (1964) mentioned that professionalism concerned a lot of attention to sociologists in the 1950s. The main approach at the time focused on establishing the features that an occupation should have in order to be termed a profession. Within context, this questioned how professions such as medicine and law should be perceived. In contrast, Hanlon (1998) highlighted that there is research on professionalism. The author stated that people see professionalism in a profession. The author has highlighted the point that teaching is a profession and that the role of the teacher is professional. Critically evaluates a chosen aspect of quality assurance in PCET and relates this to the concept of professionalism. (K3) To critique quality assurance within PCET it would be appropriate to define quality assurance. To summarise, quality assurance is a system which prevents a lack of professionalism and through regular control standards and values can be maintained. This makes sure that the needs of the user/s are satisfied. The main purpose is to control assessment and also seeks to improve performance. In addition, quality assurance controls and helps to benchmark against existing qualitative and quantitative results/feedback. Professionalism and quality assurance are two complex areas which overlap and must work together. The two areas concerned are of high importance to the teacher, the course team and the college/Institution. The quality assurance process is closely linked with being a professional teacher and that the professional values should aim to assist and facilitate a direction. Being a professional teacher requires continuous professional development which is carried out by completing research within the specialist subject, faculty and institution. According to the LLUK (no date), student feedback is valuable. There are two types of feedback, formal and informal approaches. It is vital that the PCET teacher considers regular peer observations which will help to improve teaching skills. Observations can help to critique teaching styles/approaches within teaching. Through regular peer assessment and observation, the PCET teacher/tutor must demonstrate effective and appropriate organisational skills which should be evidenced through lesson planning. According to LLUK (No Date), The department and staff should be measured using a variety of ways which should include and involve statistical data such as attendance records, grades, percentages, student profiles, student surveys and lesson observations and more. This data can interpret and help to benchmark against information. This should assist the control and assessment of quality assurance as mentioned above. The institution has a reputation to uphold and a quality status to achieve through goals and action plans. It is part of the PCET teacher to ensure that constant contributions and efforts are made which are then measured through internal audits, college records, league tables and every child matters policies. Lastly, external bodies, as they help to mould the quality together. It could be stated that they are the back bone. External bodies such as, LLUK or Ofsted Inspectors signify what must be done. It is an essential part for guidance and that these external bodies are to help and improve the PCET teacher, college/institution and department. According to The University of Bath (2005) there would be a board or a quality assurance committee who would be responsible for the staff teaching. Internal and external examiners are also utilised to produce reports which help to evaluate and review the teacher, department and institute. All parts of the quality assurance system within PCET are vital to the mix of an overall quality performance. The chosen aspect for critical evaluation is observation. Reasoning for my decision is that there is plenty of research and information about the topic. Observations assist educators and institutions in terms of learning and teaching. It should be made clear for what purpose the observation has and will this benefit the teacher or the institution or both. Bains (2006) highlighted two main categories, formal and informal observations. These must be an agreed upon before it takes place. Bains (2006) stated that Formal observations are those for Performance Management e.g. Ofsted. Informal observations are those used for professional development. These take part of internal monitoring systems. Peer observations, for example, for informal feedback. The University of Sussex (no date) highlighted the importance of peer observation of teaching and that this enhances the status of teaching and learning and also strengthens quality assurance processes. The University of Exeter (2005) explained peer observations to be an assessment of teachers by teachers. Furthermore, pairings may be experienced by mentor/novice or experienced teacher. It could be argued that peer assessment can alternatively assess on various levels in terms of teaching experience. It is also questionable whether the observation criterion assesses appropriately against the observed teacher. The peer observation should help the teacher to develop teaching skills by carrying out observations with colleagues. It should be highlighted that the main objective is to provide opportunities for teachers to reflect on his or her teaching. The QAA (2000) stated that peer observation provides educators with opportunities to learn from each other in a non-threatening environment. This could suggest that teachers would share ideas constructively to his or her professional benefit and within relation to professional values. In summary, it can be argued that peer assessment is for the educators benefit. It is debatable how institutions guarantee that students learn effectively and consistently at all times throughout their education. Peer observations are to improve teaching practice which can be seen as beneficial to newly qualified teachers. It can be commented that peer assessment assists less experienced teachers to improve their teaching skills. Pagani (2002) commented that educators should have the freedom to choose peer assessor/observers. This approach could be argued as vague due to various reasoning behind fairness, equality and also being critical. In agreement, Pagani (2002) stated that institutions should identify an area of focus for peer observation. In summary, peer observations are useful and appropriate. There is some overlap and a lack of decisiveness to a concrete definition of observation. Furthermore, peer observations need to be carefully planned on the grounds of professionalism. I believe that peer observation should not be considered as an informal practice. It would be fair to comment that it is a formal in-house procedure which adopts formal guidelines. In agreement, Partington and Brown (1997) identified that peer review is an essential process for reviewing ideas and identifies where mistakes could occur if action is not followed through carefully. It can be commented that this improves the quality of a product/service. The authors argued that it is an opportunity to criticise and that it is an aspect of building ones confidence and teaching. Using relevant models of reflective practice to critically analyse learning on the Course The course, for me, has been beneficial and an enjoyable experience. It is time to reflect on my teaching practice. There have been some difficult stages which I have highlighted and times where improvement and action have been considered. According to Brookfield (1988) critical thinking is a process on recent experience with a past experience and should create an area or topic for discussion. Brookfield (1988) mentioned that critical reflection should include differences and or any relationships which can be highlighted. The aim of critical reflection is to develop critical thinking skills which will determine specific and realistic outcomes. On many occasions throughout the course I have reflected and it would be difficult to reflect on the whole course due to such varied topics and vast complexity of discussion. Hatton and Smith (1995) designed a critical reflection model which identified a framework for writing and identifying different kinds of reflection. The model will be used to help assist with my critical reflective practice. The framework will also determine stages within my teaching practice where I believe it is worth discussing. The first point of the model is descriptive and aims to create a starting point. To the attention of past reflections and practice it is a wise and an appropriate decision to reflect upon the micro-teach (pttls). The micro-teach was carried out within the early stages of my teaching practice. This was my starting point for teaching and reflecting. The second point will highlight descriptive reflections which attempts to provide reasons based upon personal judgment. I realised that an active approach to my hospitality students was required and that the VAKs strategies improved my lesson planning and time management. Gradually, as the course continued, lesson planning developed to become more structured and defined in terms of my aims and objectives. Throughout my reflective practice, to my attention, a number of students did not respond to how my lessons were planned. Thinking about this, this was down to the level of functional skills applied to the level delivered. To my attention, I needed to improve my skills on delivery. I needed to understand how I should apply them appropriately and effectively in lessons. The forth action point within the model must relate to a broader historical, social and/or political context and what better than my experience and knowledge gained throughout the independent study of the curriculum module. The study helped to generate some valuable points on social, political, economical and technological factors within context to my teaching practice. Brookfield (2001) described critical reflection to be a systematic effort which identified and discovered material. Brookfield (2001) developed the four lenses model which helped to analyse and assist teaching practices. The four lenses are our own experiences as learners, students, colleagues, and reading the professional literature. These help to reveal the assumptions behind those practices and call them into question. The model of reflection will help to analyse my teaching practice within the points identified above. My micro-teach was an experience and made me feel nervous and apprehensive as I have never taught before in my life. Due to my nerves, I wanted to make sure that I was delivering correct and appropriate information. I researched around my chosen topic which reassured my teaching delivery. I also found that this became useful when I was using the question and answer technique. I found that I was applying teaching techniques and strategies that I had learnt in the first few weeks of the course. Having applied these teaching strategies they helped boost my confidence. The question and answer technique was adopted to assist my delivery. I believe that this engaged my learners. I applied the VAKs strategies to help all learners. The students engaged well to my micro-teach and I now believe that I need to consider an active learning approach as I teach hospitality students. I personally found that the micro-teach went smooth considering it was my first time. Having now reflected, I think that more literature could have been used to support other learners. To summarise, the micro-teach was certainly a stepping stone towards becoming a successful teacher within the PCET sector. I found this a leap forwards and was extremely beneficial before going to my placement. After Christmas I personally felt under a lot of pressure as I was accumulating my teaching hours as well as working towards my assignments. Most of my lesson reflections identified that my teaching technique and style was too relaxed. Some of my students started to misbehave and use this to their advantage in class. I realised, after many lessons and observations that I needed to deliver my lessons with an active approach which would then control and manage my class. As a teacher trainee, I found that I was spending a lot of time on my lesson plans. They were not seeking the best out of students. I revisited my approach and consulted my mentor who kindly assisted my lesson planning. I found that this helped tremendously in writing and structuring my lessons. I found myself researching around activities and being creative when it comes to teaching. I researched and functional skills which closely linked with my VAKs and as result, I eventually found that students were learning effectively through their preferred methods of learning and my classroom management skills improved. About half way through the course there were several issues regarding my lesson planning. My mentor assisted me to improve my aims and objectives. I needed to make sure that my aims and objectives were measurable and considered direction towards my classroom approach and student benefit. As a teacher trainee, I feel that lesson planning is something that can only come in time. In fact, I realised that I needed to make sure I can plan a lesson now to ensure that I can deliver a lesson. My mentor and other colleagues supported me by letting me look at their lesson plans. My mentor and I agreed that I would submit my lesson plans before delivery. This helped me to understand and or rethink my aims and objectives. My lessons improved by being realistic about the aims and objectives and, as a result, improved student learning and teaching skills. The course has certainly been a learning curve. One of the most challenging reports was the curriculum assignment. I personally found that the report involved a lot of reading around political, economical, sociological and technological topics. The curriculum models were difficult to understand so I tried to refer to them in a realistic context at my placement. My mentor was supportive and guided me through some of the curriculum models. From past reflections, I think that curriculum models and understanding them are vital towards delivering specific courses such as the BTEC national diploma course. This is a course I was helping to deliver. This helped me to understand how I should approach my delivery. Make a critical comment on the value of reflective practice in the development of professional teachers. (K4, A2, A3) It would be appropriate to explain and define reflection before making assumptions and critical comments. Reflection is an everyday sense which assists and looks back on past experiences. Osterman and Kottkamp (1993) stated that critical reflection is known as a vehicle. This is used by educators to evaluate and analyse experiences within a classroom environment. Brookfield (1995) mentioned that critical reflective practice is a process which is used to analyse experiences. For example, curriculum development or theories. It can be stated that reflection is a process which analyses a point or action. In addition, critical analysis could be used to understand why a point or action is how it is. Within reason, critical reflection will be used. As a metaphor, the reflective practice could be the foundations of a house. The purpose of reflection is clear. Consequently, reflection does not indicate who, what, where, how and or why practitioners should carry out reflections and that it is left to the educator. This leads on to the work of Brookfield (1995) and stated that critical reflection can be broken into a number of dimensions which address or at least suggest a route for reflecting. 1. Descriptive 2. Descriptive with some reflection 3. Dialogic reflection 4. Critical reflection Reflective practice, according to Brookfield (1995), stated that practitioners can develop self-awareness if they evaluate their performance/s on an on-going basis. The author stated that teaching practice can be improved by focussing on the experiences and activities used. Within agreement, reflective practice is meaningful and it improves skills and knowledge. It can be argued that time and patience is an issue and not to forget how experienced the practitioner/educator is. I mean that reflective practice could prove more meaningful for a trainee teacher than an experienced teacher of over 10-20 years. There are many angles which could be argued and that reflective practice improves over time and not over night. Hatton and Smith (1995) agreed that self-awareness is meaningful when we want to improve teaching practice. Various teaching methods and skills allow the professional to consider alternative avenues. This would have a positive impact on their teaching by increasing their level of self-awareness. It can be argued that teaching practice and professionalism can only be developed in time. In addition, personal experiences and the experiences of colleagues should create an environment that enhances student learning. This suggests that the experienced practitioner is valuable and they should help trainee teachers to improve their teaching. As a result, the student, department and institution will benefit. Bruner (1990) highlighted that critical reflective practice is an ongoing process which enriches curriculum. I would agree that educators strive to be effective and students want to be creative. This suggests that curriculum should reflect both parties concerned. There seems to be contrast and overlap to authors opinions on reflection and being critical. It is to suggest that all practitioners have aims and objectives which determine enhance teaching practices and students performances. Curriculum awareness is highlighted and reflective practice should aim to achieve and improve the educator in terms of the teaching practice, students grades, the college league boards and attendance and reputation. Bruner (1990) would recommend that teachers engage in critical conversations with colleagues which would enhance and determine educational philosophies, instructions, and responsibilities to students growth. To summarise, it can be commented that a practitioner should reflect on their experiences. Reflective practice would eventually re-shape his or her teaching practice. It should be expressed that reflection is wise and is compulsory towards becoming and or achieving higher standards of teaching practice for the practitioner, the students and the institute. In addition, I believe that the professional teacher/educator should consider and value students comments. This would engage the students more and would assist the practitioner to understand the students better. Reflective practice develops professionals and enables us to learn from our own experiences. Although, I would argue that more experience does not guarantee improved learning. In addition, I dont believe that twenty years of teaching is twenty years of learning about teaching. It may also be the case that one year repeats over twenty times with no reflections made. I would consider this as poor teaching. It is worth commenting that reflections are honest and effective which should, in time, improve teaching skills. From reading, it has drawn to my attention that additional research is required around critical reflective practice. A review for appropriate opportunities within my personal professional development and to discuss my acquisition of skills in relation to professional development. (A1, A3) ATL (Association of Teachers and Lecturers) (2009) mentioned that since September 2007, all educators within the further education and skills sector in England came under new regulations which revised teaching qualifications. Continuous professional development (CPD) for all teachers are now required and is requested by the Institute for Learning (IfL). To gain and create opportunities within PPD and CPD action will be considered. First of all, up to this date, a review of my skills will be summarised which will help and assist the development opportunities. As part of the PPD and CPD, IFL membership is required in order to complete the CPD. Depending on a job after the course, full-time teachers should undertake at least 30 hours of CPD per year for professional development. CPD is a condition of retaining the IFL membership and aims to improve teaching skills. IFL made CPD compulsory for newly qualified teachers and permits them to teach within FE colleges. Examples of informal CPD might be to work shadowing, peer observation, attendance at subject-specific conferences, reading journal articles, or gathering up-to-date information on new curricula and or helping on qualifications such as 14-19 diplomas. A skills audit was completed for WBE 1 file which identified various weaknesses which could potentially be made into positive outcomes. In addition, WBE 1 and WBE 2 files were compared using the reflective practice gained throughout the course. The skills audit identified some weaknesses and also strengths. One of the main highlighted weaknesses was maths/numeric skills and that consideration would be focussed to embed these into lessons. This was a smart target objective to accomplish before finishing the course. Secondly, writing and literacy skills and was more closely related to proof reading documents before submission. On the other hand, the audit highlighted that IT and communication skills were high and that confidence developed. Action was considered using smart objectives which were defined to achieve in a step by step process however I still feel discomfort w

An Analysis of the Third and Fourth Stanzas in Poes Poem The Raven :: Poe Raven Essays

An Analysis of the Third and Fourth Stanzas in Poe's Poem The Raven These two stanzas start at line 25 of the poem, they are the third and fourth stanzas. The persona has heard a knocking at his door, but no one was there. At this point in the poem, his fear and excitement are increasing as some voice keeps repeating the word "Lenore." It is not clear whether he actually hears some other voice speak the word, or if he just interprets the echo after he himself says it as belonging to someone else. Most likely they are his own words, but in his imagination he is engaging in a verbal exchange with another person. After this exchange, his soul is burning, and though the footnote in the book interprets this as meaning he is embarrassed about his false assumptions about where the knocking came from, I think it more likely means that his soul is burning in anticipation of something more, something greater that is about to happen to him than he initially thought. Again he hears a tapping, and this time he goes to the window instead of the do or. He is eager to find out what is out there, because the noise is so mysterious to him that he feels like he must investigate it. At the same time, though, he seems a bit reluctant because the last line of the second stanza says, 'Tis the wind and nothing more!" It seems as though he is hoping that it is only the wind, because he is afraid of what else it might be, but he already senses that it is not just the wind. The whole passage seems to be a preparation of what is to happen in the next stanza - in which the raven appears. His whole self is focused on that event in anticipation, which is reflected in his language. He first enters into a dreamy state, in which his emotions of fear, yet also hope, take over. This is revealed in the verbs, "wondering, fearing, doubting, dreaming." His mind is obviously in a very active state, as can be seen by the list of verbs. They are a mixture of positive and negative feelings.

Management theory and practice

IntroductionMary Parker Follett (1868-1933), was an early political scientist and is considered to be one of the most prominent American management theorists in the earlier half of the 20th century (Montana & Chimov 2000, p.17). She is considered to be one of the founders of the field of Public Administration and organization studies. Labeled by many famous management writers, as the ‘Prophet of Management’ and the ‘Mother of Scientific Management’, she was a critical and independent thinker who has a powerful impact on the management theory in the 1920s and 1930s (Orlikowski 1996, p.427).Though an American by birth her work was better known in other countries like Britain and Japan. Some theorists attribute this to her being a woman with ideas that were far beyond her time. Another reason why her work did not have as much impact as other management theorists may also be because she worked as a social worker rather than in exalted business circles.Her approa ch for a social responsibility and working together was also in direct contrast to the use of power and authority, which was prevalent in the times when she was writing and lecturing (Tosi, Mero & Rizzo 2001, p.11). The multinational and multicultural expansion of businesses has led to a different nature of roles and responsibilities among the management group. Today many companies are struggling towards corporate social responsibility and the ideas which Ms Follett had introduced years ago are being brought back into the light.The works of Mary Parker became obscure for a long time due to the disinterest among the companies at the time to look for a social responsibility and team work based organization. During her earlier studies, she met Dr. H Metcalf who later published many of her lectures. Dr. Metcalf together with Colonel L. Urwick together in the year 1941 assembled her lectures in a book called Dynamic Administration, which forms the basis for many researches looking for Fo llett’s work (Orlikowski 2003, p. 426)The Ideas of Mary Parker FollettMary Parker Follett challenged the ideas of scientific management prevalent at the time, and helped in laying foundations to the human relations school of management (Witzel 2003 p. 102). Her idea was to control people by working with them. The industry at that time was completely hierarchical and authority and power were exerted in a military style. Follett however rooted for an entirely different style of management. She advocated for flatter hierarchies, teamwork and participative management leadership based on ability, cooperative conflict resolution and a shared corporate vision (Bloom & Reichert 1998, p.258).This may be one of the reasons why her ideas were not immediately accepted in the US, where power games were the mainstay for any type of business. The companies were inherently family businesses and the leadership was the next successor to the family whether worthy or not. Teamwork was an unheard of concept, as the management scoffed at it and the subordinates worked solely at the directions of their superiors.Follett’s research and writings pointed to a collaborative approach to problem solving which advocated compromise. In fact one of her favorite admonitions to the management was ‘don’t over-manage your employees’, calling over-managing of employees as bossism. Now days, this process is known as micromanaging by many of the corporate houses.According to her workers could recognize the logic of a situation present in any management request and would comply accordingly (Montana & Chamov 2000, p. 17). Hence, the management task was to formulate their requests in a logical way but to resist giving too many orders. Her work in modern times constitutes the basis of problem solving and hence is receiving renewed interest.For avoiding over-management situations in organizations, Mary Parker developed the law of situation in 1928. According to her, lea ders would be more successful if they would adjust their style of leadership to the needs of their subordinates and to the requirements of the situation(Covell, Walker, Siciliano & Hess 2007, p.37) .This approach is reflected in today’s scenario as contingency view, and can be seen in almost every aspect of management. Organizations usually have contingency plans, which are basically options for every situation which is likely to be encountered. A further offshoot of this plan is the Risk Management, which is the current buzzword in management of organizations.Mary Follett thought that use of authority may have negative effects. Contrary to the popular belief it does not flow downward on principle, but the interactions of various process and most importantly people with intelligent thought influence its progress throughout the channels (Tosi, Mero & Rizzo, 2000, p. 11). Also in case of conflicts, she thought that a collaborative solution would tend to be productive as it woul d lead to integrative problem solving, rather than just exerting authority over the subordinates to impose a solution. In a sense differences would have a positive effect as they would lead to an analysis of the entire boundary of the solution.Mary Follett considered the process of management to be participative instead of one-sided. It hence follows that the job of the management is to channel both group activity and group conflicts and use them constructively to find solutions. She understood the complex social situations and focused on the working groups, which in her view should be managed efficiently instead of order to get the best results (Collins 2000, p. 54). This holds true in today’s world with many companies being too large and hence being de-centralized without losing their identity or corporate culture. Hence, management should focus on getting things done by their employees instead of controlling them at every level.The theories proposed by Mary Follett were no t just related to organizations. Some of them also concerned the professional working within these organizations. The popular term used by employees in recent times is professionalism. The word was defined by Mary Parker in a way that holds true in recent terms. According to Follett, â€Å"A professional is a person who maintains loyalty to a code of ethics that transcends to a loyalty to the rest of the organization.† (Shell 2003, p.2) Hence, the term is usually used by freelance or consultants who do not bend their ethics for loyalty towards a company.Applications of Follett’s principles to organizationsMary Follett was one of the pioneers of the profession of Management Consultant in Britain. She worked for global giants like Unilever as wells as progressive Quaker firms (Murphy 2005 p. 80). In both these organizations she held major influence in bringing the human relations principles to managements.Her thoughts however were forgotten for a long time before the glo balization of organizations and the consequent increase in difficulty in managing organizations by a single party. This prompted a structure of globalization where the organization looked into becoming better managed rather than more controlled. The principle of human relations can be seen in many of the organizations whether they explicitly follow the principles or notAs an example Samsung is one of the giant corporations which had to be decentralized due to the political conditions prevalent in Korea at the time. The company went in for a complete decentralization where each of the industries are governed by an independent body.However, each of the companies follows single corporate vision which joins the company under one head. Samsung prepares its own chips for the end products, and is a world leader in both the mobile and chip segments. The effective delegation of work is one of the chief elements of Mary Follett’s lecturesOne of the major ironies is that while the work of Mary Parker was not very much in vogue in United States, countries like Britain and especially Japan embraced her philosophy. The Japanese have always been appreciative of her work because it has been in tune with the consensual, thoughtful, careful and above all respectful approach which is the characteristic of Japanese people.This is probably the reason why many of the Japanese companies follow the approach for joining huge corporations –Sony is an example of a huge company conglomerate which is entirely decentralized. In addition it is collaboration with many companies for future research (Mant 1999, p. 99)ReferencesBooksBloom SL, Reichert M, 1998, Bearing Witness: Violence and Collective responsibility, Haworth Press, NewYork Collins DV, 2000, Management Fads and Buzzwords: Critical Practical Perspectives, Roultedge, NewYork Covell D, Walker S, Siciliano J, Hess PW, 2007, Managing Sports Organizations: Responsibility for Performance†, Elsevier, Oxford Mant A, 19 99, Intelligent Leadership, Allan & Unwin, New South Wales Montana PJ, Chamov BH, 2000, Management, Barron’s Educational Series, NewYork Murphy CN, 2005, Global Institutions: Marginalization and Development, Roultedge, NewYork Orlikowski WJ, 2003, Information Technology and Changes in Organizational Work, Springer, London Shell RL, 2003, Management of Professionals, CRC Press, NewYork Tosi HL, Mero NP, Rizzo JR, 2000, Managing Organizational Behavior, Blackwell Publishing, OxfordWitzel M, 2003, Fifty Key Figures in Management, Roultedge, NewyorkInternet Articleshttp://www.1000ventures.com/business_guide/mgmt_decentralzation_delegation.html

Invictus and The Alchemist Response Essay

The poem Invictus written by William Ernest Henley is a poem written about courage in the face of death and holding on to ones own dignity despite the indignities life places before us. In the first stanza the poem’s speaker prays in the dark to â€Å"whatever gods may be† a prayer of thanks for his â€Å"unconquerable soul.† Several things are apparent from the outset: First, the speaker is in some sort of metaphorical darkness, perhaps the darkness of despair. Second, he does not pray for strength, but gives thanks for the strength that he already has. Third, he seems rather flippant about who he is or is not praying to; it is almost a prayer to himself at this point, but not quite. Henley also bring this up in the second stanza where he talks about God’s will or even fate; instead he speaks of â€Å"the fell clutch of circumstance† and insists that he has overcome these bravely and without complaint.The third stanza is about death and what a trifle it seems to the speaker of the poem. This â€Å"place of wrath and tears†, this life, it seems, is not full enough of pain and horror to frighten the poem’s speaker. And death, â€Å"the Horror of the shade,† could not possibly worry him, being an end to â€Å"wrath and tears†. Notice here that he is not concerned in any way about an afterlife. Death is merely an end to suffering for our speaker. Nothing of any concern seems to lie beyond for him until. This poem is an inspiration to it readers depending on the way you read it. This poem like mentioned before has been written for those suffering from an incurable disease or just going thru a tough time in their life, to give that person some hope and strength. I Can relate to this poem because growing up i’ve been threw lots of illnesses it all started when i was diagnosed with Meningococcal Meningitis when i was just a baby. Than at the age of 16 i was diagnosed with Hereditary Breast Cancer. Going thru this i felt so alone and like my life hit a point of no return i lost hope and faith. I felt helpless and i also felt bad for my family making them so worried about me. Nevertheless i have not let this bring me down or think twice about anything that i set my mind to do. I have enlisted in the Marines and hoping to leave to boot camp in september. Going threw everything i’ve been threw in my life has definitely taught me that everything in life comes in threes , but at the end of the day if you fall down seven times you must get up eight , because you can’t let life struggles get in the way of your Personal legend. This Poem is also related to the Alchemist. Santiago hits a point in his journey where he feel’s like he’s losing himself .The alchemist prepares to move on with Santiago to the pyramids, but Santiago complains that he doesn’t want to leave Fatima. The alchemist says Fatima understands that Santiago needs to complete his Personal Legend. at this point Santiago gets frustrated with the alchemist because he doesn’t want to leave fatima behind. Another point where santiago loses faith in his journey is towards the end where He feels frustrated that the alchemist didn’t teach him anything, but the alchemist says Santiago should have learned through actions. Santiago asks him why he is an alchemist, and the alchemist explains he learned the practice from his grandfather, when alchemy was simpler. He says men complicated alchemy by writing books about it. Previously, alchemists only needed the Emerald Tablet. Santiago asks what the tablet says, and the alchemist replies that one can’t understand it through reason since it provides a passage to the Soul of the World. The alchemist encourages Santiago to immerse himself in the desert and listen to his heart so he can also gain an understanding of the Soul of the World but at the end of the book santiago continues his journey and finds his treasure than makes his way back to fatima. This relates to the poem because it talks about where a person’s life goes threw so many obstacles but at the end still overcomes those hard times.

seeds essays

seeds essays Nature has a very special way of making new plants through tiny things called seeds. Seeds are very important to our lives, from these tiny beings the plants, that we need to survive, will grow. A seed is a ripened ovule of a plant, this is what produces new plants. The seed is a key part in the never ending cycle of reproduction. There are two kinds of seeds, To start off you have to know exactly what a seed is. A seed id the ripened ovule of a seed plant before it is germinated. There are many parts to a seed. The outside layer, which is called the testa, acts as protection for the small plant buried inside. The inside part of the seed is known as the endosperm. This can be split into two parts. These two parts are known as cotyledons or seed leaves. This provides nourishment for the plant when it first breaks out of its seed coat and before it has had time to establish its roots or make its own food. Buried deep inside is the tiny plant itself, this is known as the embryo or germ. Tho tiny now, this small thing will grow into a simple flower or a large tree. Attached to the cotyledons are two structures. During germination, beneath the cotyledons is the hypocotyle, the tip pf this is called the radical. The radical is the first to break out of the seed coat and the first true root of the plant. Below the cotyledons is the epicotyl, which produces the stem and leaves. Before you learn about the process of germination, you have to know just where the seed comes from and just how the process works. First the pollen from the anthers grip onto the stigma of the flower. The pollen tube grows down through the pistil, this pollen tube is the passage way for the small pollen grains. The pollen tube allows the pollen grains to reach the ovule inside the ovary. When the pollen grain unites with the egg cell the zygote is developed, this zygote is what ...

IFRS vs GAAP †Equity Accounts Essays

IFRS vs GAAP – Equity Accounts Essays IFRS vs GAAP – Equity Accounts Essay IFRS vs GAAP – Equity Accounts Essay In discoursing Equity Accounting criterions of GAAP and IFRS we specifically look at Stockholders’ equity in respect to corporations. Of class there are many differences in linguistic communication ; nevertheless. we will reexamine some major differences in accounting criterions with regard to Equity histories. There is a glowering difference in the two methods with respects to Distributions to Owners. Under US GAAP. ignoring dividends paid on unallocated portions ( Employee Stock Ownership Plans ) . revenue enhancement benefits can be received. It follows that the revenue enhancement disbursal is reduced and no allotment is made in shareholders equity. The IFRS impose regulations where entities must cut down equity histories for the sum of any distribution. cyberspace of revenue enhancement benefits. To lucubrate. a company under GAAP pays 1 million dollars into pensions and 200 1000 would be the nonexempt sum. It would cut down the stock holder’s equity by 1 million ; the 200 1000 would recognition the revenue enhancement disbursal. A company under IFRS would describe 800 thousand as a debit to the equity history. with no revenue enhancement liability. A broader subject is the issue of equity instruments which includes stock. Minor differences related to stock are discernible in linguistics. or history rubrics. GAAP histories are labelled Common Stock and IFRS histories are labeled Share Capital. One important difference in accounting methods occurs in the presentation of increasing equity. specifically in respect to publishing stock. An IFRS entity may describe Par value and nominal value individually in its equity history. There are some other differences in the accounting patterns of IFRS and GAAP to do note of in respect to equity histories. One difference is the recording of alterations in equity. The IFRS implements a fiscal statement for this specific known as the. Statement of alterations in Equity. The statement shows more than merely alterations. First. the statement reports net incomes or loss ; what follows are incomes or disbursal titled other comprehensive income. Last. the statement shows alterations in accounting policies and the fiscal effects incurred as a consequence. It’s used for conformity with IFRS accounting policies. estimations and mistake regulations. US GAAP does non necessitate a separate fiscal statement and can enter alterations merely in the notes of fiscal statements.

Biography of Mary Anderson, Windshield Wiper Inventor

Biography of Mary Anderson, Windshield Wiper Inventor Mary Anderson (February 19, 1866–June 27, 1953) was hardly a likely candidate to invent the windshield wiper- especially considering she filed her patent before Henry Ford even started manufacturing cars.  Unfortunately, Anderson failed to reap financial benefits from her invention during her lifetime, and as a result shes been relegated to a footnote in the history of automobiles. Fast Facts: Mary Anderson Known For: Inventing the windshield wiper, before a single one of Henry Fords automobiles was madeBorn: February 19, 1866 on Burton Hill Plantation, Greene County, AlabamaParents: John C. and Rebecca AndersonDied: June 27, 1953 in Monteagle, TennesseeEducation: UnknownSpouse(s): NoneChildren: None. Early Life Mary Anderson was born on February 19, 1866, to John C. and Rebecca Anderson on Burton Hill Plantation in Greene County, Alabama. She was one of at least two daughters; the other was Fannie, who remained close to Mary all her life. Their father died in 1870, and the young family was able to live on the proceeds of Johns estate. In 1889, Rebecca and her two daughters moved to Birmingham and built the Fairmont Apartments on Highland Avenue soon after their arrival. In 1893, Mary left home to operate a cattle ranch and vineyard in Fresno, California but returned in 1898 to help care for an ailing aunt. She and her aunt moved into the Fairmont Apartments with her mother, her sister Fannie, and Fannies husband G.P. Thornton. Andersons aunt brought an enormous trunk with her, which when opened contained a collection of gold and jewelry that allowed her family to live comfortably from that point forward. In the thick of winter in 1903, Anderson took some of that inheritance from her aunt and, eager to make exciting use of the money, took a trip to New York City. The Window Cleaning Device It was during this trip that inspiration struck. While riding a streetcar during a particularly snowy day, Anderson observed the agitated and uncomfortable behavior of the vehicle’s cold driver, who had to rely on all sorts of tricks- sticking his head out of the window, stopping the vehicle to clean the windshield- to see where he was driving. Following the trip, Anderson returned to Alabama and, in response to the problem she witnessed, drew up a practical solution: a design for a windshield blade that would connect itself to the interior of the car, allowing the driver to operate the windshield wiper from inside the vehicle. She filed an application for a patent on June 18, 1903. For her â€Å"window cleaning device for electric cars and other vehicles to remove snow, ice, or sleet from the window,† on November 10, 1903, Anderson was awarded U.S. Patent No. 743,801. However, Anderson was unable to get anyone to bite on her idea. All the corporations she approached- including a manufacturing firm in Canada- turned her wiper down, out of a perceived lack of demand. Discouraged, Anderson stopped pushing the product, and, after the contracted 17 years, her patent expired in 1920. By this time, the prevalence of automobiles (and, therefore, the demand for windshield wipers) had skyrocketed. But Anderson removed herself from the fold, allowing corporations and other business-people access to her original conception. Death and Legacy Although little is known about Mary Anderson, by the 1920s, her brother-in-law had died, and Mary, her sister Fannie, and their mother were again living in the Fairmont Apartments in Birmingham. Mary was managing the building where they lived when she died at their summer home in Monteagle, Tennessee on June 27, 1953. Mary Anderson was inducted into the National Inventors Hall of Fame in 2011. The windshield wiper, May Andersons legacy, was adapted for automotive use, and in 1922, Cadillac began installing the wiper as a piece of standard equipment on its cars. Sources Windshield Wiper Inventor, Miss Mary Anderson, Dies. Birmingham Post-Herald, June 29, 1953.  Carey Jr., Charles W. Anderson, Mary (1866–1953), inventory of the windshield wiper. American Inventors, Entrepreneurs, and Business Visionaries. New York: Facts on File, 2002.Mary Anderson: Windshield Wiper. National Inventors Hall of Fame.  Olive, J. Fred. Mary Anderson. Encyclopedia of Alabama, Business and Industry, February 21, 2019.  Palca, Joe. Alabama Woman Stuck in NYC Traffic in 1902 Invented the Windshield Wiper. National Public Radio, July 25, 2017.

Employment At Will Essay Example | Topics and Well Written Essays - 250 words

Employment At Will - Essay Example Many people including Werhane and Radin have contested EAW. Proponents of EAW agreement argue that it does not violate respect accorded to employees since it is a free will agreement (Allhoff, & Vaidya, 2008). However, EAW interferes with respect of human rights. For instance, an employee at free will contractual agreement will find it extremely difficult to fight for basic human rights or even responsibilities such as whistleblowing (Werhane and Radin, 2004; Repa, 2010).EAW poses a threat of violations of moral obligations for both parties. It is a moral obligation for the employer, for instance, to treat the employees with dignity when at work and during termination. Explanations for termination should be morally justified and explained on humane grounds to maintain respect (SAGE, 2011). The case of Pugh v. See’s Candies, Inc., demonstrates perfectly how respect can be absent even when there is free will (Miller, & Jentz, 2010).The list of reasons is endless. The same way em ployers value and respect corporate social responsibility so should they value employees in EAW contracts. Additionally, arbitrary financial and managerial actions are not endured, why should human resource actions be arbitrary? (Pozgar, 2010)ConclusionAlthough the employees act at free will on EAW contracts, good business ethics demand that they are treated in the humane way to prevent issues of ethical and moral concerns. Only then can it be claimed that respect has been accorded to the employee.

COMPETITORS ANALYSIS AIRLINES INDUSTRY Research Paper

COMPETITORS ANALYSIS AIRLINES INDUSTRY - Research Paper Example It will start a new delta.com platform in 2012, which it expects to produce additional purchases of tickets (Delta, 2011, p.7). It will also change its â€Å"distribution from a commodity approach to a differentiated and merchandised approach† (Delta, 2011, p.7). It believes that new merchandising initiatives that it is implementing, chiefly through delta.com, will produce additional revenue opportunities and enhance the purchasing experience of customers (Delta, 2011, p.7). Its main goal is to provide customers with opportunities to buy what they value, like â€Å"first class upgrades, economy comfort seating, WiFi access and SkyClub passes† (Delta, 2011, p.7). Delta also aims to reach amplified traffic on delta.com through a mixture of advertising revenue and transactions of third party products and services such as car rentals, hotels, and trip insurance (Delta, 2011, p.7). Its net income for 2011 was $854 million, which is $261 million higher than 2010 (Delta, 2011, p.27). US Airways Group is a holding company whose main business activity is operating a major network air carrier through its 100%- owned subsidiaries â€Å"US Airways, Piedmont Airlines, Inc. ("Piedmont"), PSA Airlines, Inc. ("PSA"), Material Services Company, Inc. ("MSC") and Airways Assurance Limited ("AAL")† (US Airways, 2011, p.5). It operates the fifth largest airline in the United States, which is measured by domestic revenue passenger miles ("RPMs") and available seat miles ("ASMs") (US Airways, 2011, p.6). It had around 53 million passengers for its mainline flights in 2011 (US Airways, 2011, p.6). For the same year, its mainline operation provided frequently scheduled service or seasonal service at 133 airports while the US Airways Express network served 156 airports in the United States, Canada and Mexico, including 78 airports also served by our mainline operation (US Airways, 2011, p.6). In 2011, it earned net income of $71 million, which

Construction Projects Funding Sources Essay Example | Topics and Well Written Essays - 1250 words

Construction Projects Funding Sources - Essay Example The researcher states that the American Recovery and Reinvestment Act (ARRA) has outlined special requirements which are to be adhered to in construction projects. All public construction contracts must contain these requirements so as to enable the funding of these construction projects. The applicable state construction contract rules should be adhered to in acquiring contracts for the projects funded under the ARRA. The following are some of the ARRA requirements; all the workers employed by contractors should be paid at rates that are not less than those that other workers doing similar projects in the same locality. The Buy American Act; all the construction materials being used in the construction projects of public property should be manufactured in the country. The construction contract will be terminated if these rules will not be adhered to. ARRA is always strict that these funds should be committed to the projects fully. In contract funding, there is a wide variety of fund ing methods. One of the funding sources is through the use of Cash reserves. This is money that is deposited in the bank accounts of clients. A client can fund a construction project through the use of short-term bank deposits in form of savings or fixed deposits, cash deposited in bank accounts in the form of savings or money that was invested in the money markets and treasury bills. Money market instruments are financial instruments that are given by banks and other financial institutions or from the government. These instruments can vary from treasury bills and certificates of deposit that are thought to be of very low risk. Most of these instruments have low returns, but, at the same time, they are very safe since they are supported by the state and reputable institutions. A client might have invested in the money markets, hence, if the client wants to fund a construction project, then the client will have to sell the treasury bills or certificate of deposits and use the cash ac quired to develop his/ her construction projects.

Overview of the Issue Presented in the News Article Essay

Overview of the Issue Presented in the News Article - Essay Example The facility of child tax credit facilitates families to have certain amount of credit for all dependent children in against federal income tax. Moreover, the article describes that in the US, there are various sorts of programs which are initiated with the objective of assisting the poor. These programs include healthcare facilities as well as tax benefits for facilitating the people who are in need. These are the factors which are involved in the article with regard to poverty in the US (The Economist Newspaper Limited, 2012). Model or Economic Theory of Poverty The model or economic theory which is related with the issue i.e. poverty as depicted in the news article is as follows: Neo-classical Theory The model or economic theory of poverty which is related with the issue i.e. poverty in the news article is the neoclassical theory. The neoclassical theory states that income is distributed in accordance with the hard work as well as skills which are devoted by individuals. In this r espect, the people who are poor are considered to be lazy as well as to be lacking in terms of competencies to perform their activities in an efficient manner. Moreover, in accordance with this theory, wage structure is also determined to be a major factor for poverty. The wage structures of laborers are not sufficient in order to bear up the cost of living of the whole family. Moreover, the competencies of laborers assist in determining the wages to be offered. The laborers are paid according to their skills as well as abilities. Thus, this theory is also based on the concept of marginal productivity conceptions. The workers are required to devote significant time in work with the intention of acquiring... he model or economic theory of poverty which is related with the issue i.e. poverty in the news article is the neoclassical theory. The neoclassical theory states that income is distributed in accordance with the hard work as well as skills which are devoted by individuals. In this respect, the people who are poor are considered to be lazy as well as to be lacking in terms of competencies to perform their activities in an efficient manner. Moreover, in accordance with this theory, wage structure is also determined to be a major factor for poverty. The wage structures of laborers are not sufficient. Moreover, the competencies of laborers assist in determining the wages to be offered. The laborers are paid according to their skills as well as abilities. Thus, this theory is also based on the concept of marginal productivity conceptions. The workers are required to devote significant time in work with the intention of acquiring enough financial resources for supporting their families as well as meeting all their requirements in an effective manner. The neo-classical economic theory states as well as predicts the different causes of poverty which include the notion that individuals seek to improve their respective economic conditions without any consideration for other individuals. This signifies that individuals invest with the motive of improving their respective well-being. The poor people in this regard do not possess enough incentives for improving their financial positions.

The Aesthetic Images and Wonderful Meaning of ''In Praise of a Snail's Essay

The Aesthetic Images and Wonderful Meaning of ''In Praise of a Snail's pace'' - Essay Example Goodman connects with her audience through using aesthetic images and wonderful meanings as well as rhetorical devices. In order to displaw her unhappiness with today’t busy society, Goodman uses aesthetic imagery and wonderful meaningl. She offers, â€Å"There are rituals you cannot speed up without destroying them† (Goodman, A21). This tells of her sadness that anyone would think to send an emaid to a grievind widow. Through this, she sows a new thought in hee readerss minds. This is that any methoe of cold communication, â€Å"continuous partial attention† (Goodman, A21), about such an important issue would by damagind. She believes that it would not be helpful tn makg the widow feel better. Her statement about â€Å"hyperactive technology† (Goodman, A21) once again gives hee readers an image of negativity about n lifeless object. She clearly gets her point across about the dangers of e-communication with this imagery. To better reach her audience, Goodma uses rhetorical device, or which the greatest is the simile  sShe does this when she compares - condolence e-mail to â€Å"serving Thanksgiving dinner at a fast-food restaurant† (Goodman, A21). â€Å"These are rituals you cannot speed up† (Goodman, A21). The reader knows that is would be terribld to share an important dinner in such a place. She also attempt, to gaig sympathy from hee readero through the uss of slanting efforts to show her negative views about the subject. This is carried oue through thy use og quotes from Linda Stone that support her goals. Goodman also seems upbeat about possible improvements in society. â€Å"People are searching for ways to slow down and listen up† (Goodman, A21). This is a positive sign than people may be relying less and less on e-communication. When she surmises that people neet more attention these days, she is emphasizing that there is a deep need for closeness in society. By com paring attention to an

Not sure Essay Example | Topics and Well Written Essays - 1000 words - 2

Not sure - Essay Example This is based on the fact that it is the responsibility of leaders to protect and care for their subjects, failure to do so, they desist from becoming leaders. Laozi on the other hand believes on a cautious approach, insisting on taking a spiritual approach in problems of governance within a state (Raz, 91). Looking at these different approaches in their philosophical views, this paper analyzes their differences, similarities, and concludes by taking a position on which is the best form of Daoism. Laozi believes that it is impossible to see, hear, feel or name the Dao. He believes that Dao existed before the earth and heaven ever became, and it is the foundation of all laws operating under the sky, on earth, and amongst human beings. According to Laozi, Dao is impartial, and everyone is equal under it. It is the source of everything, and it can be found anywhere under the earth, on earth, at the sky, even in the heaven (Raz, 31). On this basis therefore, Dao is beyond word, descripti on or any form. This argument advocated by Lao, is similar to the argument advocated by Mencius. Mencius equates Dao, with destiny. According to Mencius, destiny is unseen, and natural, and no one can rebel against it, and succeed. To him, destiny shapes the life of mankind, and it is different from fate (Palmer, 31). Analyzing these sentiments closely, one would denote that destiny, according to Mencius existed before life, and it is a factor that shapes the life of mankind. These are similar arguments taken by Laozi, and on this note, there philosophical arguments are similar. Laozi and Mencius take a different approach in identifying the characteristics of human lives. They have different definitions of the aspect. For instance, Laozi denotes that human beings who identify with Dao are not selfish, because they put their self-interests as the last option. They are ignorant and non-attached to the conditions of their lives (Palmer, 29). This people do not discriminate any situatio n in their lives, and welcome anybody who wants to associate with them, without prejudicing or discriminating them. According to Laozi, an individual has so much, but he doesn’t need excess (Palmer, 63). He just needs what he can use for the moment. Laozi denotes that all human beings are ordinary; despite this they are still important and precious. On this note, they must endeavor to seek the Dao with passion and diligently. On this basis therefore, human beings who identify with Dao will manage to live in peace, in health, and in happiness. Mencius on the other hand believes in the class system, and categorizes people into gentlemen, and ordinary people (Raz, 93). He denotes that ordinary people can be influenced by material things, while gentlemen cannot be influenced by material things. Mencius believes that for leaders to rule, they must look for ways of satisfying the material needs of people. By doing this, they won’t live in fear of wars, or assassinations. Men cius believes that an individual does not need to be spiritual in order to achieve peace, happiness, harmony and health. To him it is a matter of good governance, and stable leadership that is centered on serving the people, and founded on a strong family values and backgrounds. For instance, Mencius believes that the family is a unit that measures the prosperity and stability of a state (Palmer, 28). To him, if a family is materially and physical successful, then the state will

The Aesthetic Images and Wonderful Meaning of ''In Praise of a Snail's Essay

The Aesthetic Images and Wonderful Meaning of ''In Praise of a Snail's pace'' - Essay Example Goodman connects with her audience through using aesthetic images and wonderful meanings as well as rhetorical devices. In order to displaw her unhappiness with today’t busy society, Goodman uses aesthetic imagery and wonderful meaningl. She offers, â€Å"There are rituals you cannot speed up without destroying them† (Goodman, A21). This tells of her sadness that anyone would think to send an emaid to a grievind widow. Through this, she sows a new thought in hee readerss minds. This is that any methoe of cold communication, â€Å"continuous partial attention† (Goodman, A21), about such an important issue would by damagind. She believes that it would not be helpful tn makg the widow feel better. Her statement about â€Å"hyperactive technology† (Goodman, A21) once again gives hee readers an image of negativity about n lifeless object. She clearly gets her point across about the dangers of e-communication with this imagery. To better reach her audience, Goodma uses rhetorical device, or which the greatest is the simile  sShe does this when she compares - condolence e-mail to â€Å"serving Thanksgiving dinner at a fast-food restaurant† (Goodman, A21). â€Å"These are rituals you cannot speed up† (Goodman, A21). The reader knows that is would be terribld to share an important dinner in such a place. She also attempt, to gaig sympathy from hee readero through the uss of slanting efforts to show her negative views about the subject. This is carried oue through thy use og quotes from Linda Stone that support her goals. Goodman also seems upbeat about possible improvements in society. â€Å"People are searching for ways to slow down and listen up† (Goodman, A21). This is a positive sign than people may be relying less and less on e-communication. When she surmises that people neet more attention these days, she is emphasizing that there is a deep need for closeness in society. By com paring attention to an

A View From A Bridge Coursework Essay Example for Free

A View From A Bridge Coursework Essay Explore the dramatic use of Alfieri in A view from the Bridge. What is his dramatic significance in the play? Arthur Miller was an American playwright, essayist and author. He was born in New York City on October 17th 1915. He lived with his mother and father, who were Jewish, in New York City. His father was a womens clothing manufacturer while his mother was a schoolteacher. The family were rich until the stock market crash of 1929 when they lost most of their money. They were then forced to move into Brooklyn, a very poor district where a lot of legal and illegal immigrants lived and where a lot of crime would happen. Miller used to do a variety of jobs so that his parents could afford to send him to college. In 1947 Miller wrote his first play, All My Sons which won the New York Drama Critics Circle Award. Two of his most well-known plays are The Crucible and Death of a Salesman. The play I will be covering is called A view from the Bridge which was written in 1955. The idea behind it was influenced by a story Miller heard while he was working on the docks. A view from the Bridge is set in Brooklyn, following the life of the main character Eddie Carbone who was the husband to Beatrice and uncle to Catherine. When Beatrices cousins, Rodolfo and Marco, arrived in Brooklyn as illegal immigrants from Italy; this was when the trouble started. The other main character was Alfieri; he was a narrator, telling the story of Eddie Carbones life. The reason for the play having the name A view from the Bridge was because it contained the good and the bad. Eddie was jealous of Rodolfo and Catherine as he was trying to sabotage their ideas of marriage whilst Catherine and Rodolfo wanted to get married because they loved each other. Alfieri was standing on the bridge looking over, watching the argument flare out until its disastrous conclusion, ending in death. Miller started the play with Alfieri, the narrator. This was because of Alfieris importance. Theoretically, Alfieri was telling a story that had already happened to the audience. It was important to let the audience know that this story was a circular plot. Alfieri started the play with his first soliloquy. He was walking to his office when he saw a couple of long shore men. You wouldnt have known it but something amusing has just happened. See how uneasily they nod to me? Thats because I am a lawyer were only thought of in connection with disasters and theyd rather not get too close. Here Alfieri showed that he was observant because he realized what had happened even though nobody else did. He also told the audience who he was; he was a lawyer so this must mean that he was a very intelligent man. Additionally, he commented on how people treated him because of his job. You only go to lawyers if something bad has happened e. g. murder or family rows. The long shore men nodded to him uneasily which suggests that they distrusted him. A lawyer means the law Here Alfieri has introduced the first main theme in the play: Law. I am inclined to notice the ruins of in things, perhaps because I was born in Italy. Alfieri told the audience that he was observant. He noticed the bad things that maybe others cold not see. He said it was because he was born in Italy. From this we can assume that Italy was a very poor place which meant that Alfieri was used to seeing the bad things because of his life in Italy, which also means that life in Brooklyn was similar to yet better than Italy, so many more Italians would already be in Brooklyn or wanting to move to there. Frankie Yale himself was cut precisely in half by a machine gun on the corner of Union Street Alfieri was mentioning past events, this sentence also builds tension, it explained that Brooklyn was a very poor district where crime was not unusual. He then went on to say: Oh, there were many here who were justly shot by unjust men. This suggests that a lot of dishonest men were rightfully killed; however, the killers were dishonest themselves so the killers had no right to kill the other person. Justice is very important here. This sentence brings in the second main theme to the play: Justice. The whole play is going to be revolving around the idea of law and justice. This is the slum that faces the bay on the seaward side of Brooklyn Bridge. This is the gullet of New York swallowing the tonnage of the world Now we settle for half, and I like it better. I no longer keep a pistol in my filling cabinet. Here Alfieri was setting the scene, describing how horrible Brooklyn was, it was the lowest of the low, it was making New York look like a bad place, the use of personification is very effective because it referred to Brooklyn as the throat of New York where all the atrocious things in the world happened. Alfieri settled for half, as when he first arrived in Brooklyn, there was a lot of crime, but now there was only half of what it used to be, which was an improvement. And my practice is entirely unromantic people in this neighborhood lack elegance and glamour and yet every year there is still a case, and as the parties tell me what the trouble is, the flat air in my office suddenly washes in with the green scent of the sea, the dust in this air is blown away Alfieri had mentioned that usually his job was boring and mundane where nothing exciting happened. He had to deal with petty family complaints. However, he did get cases which were quite unlike his normal day to day complaints. As he mentioned this fact we could see that the play was going to involve one of those unusual complaints.

Is Representative Democracy Really Democratic?

Is Representative Democracy Really Democratic? Introduction â€Å"You have two cows. All your neighbours pick someone to decide who gets the milk.† ^This running joke on Representative Democracy that captures it in one line got me thinking about Representative Democracy and the Social Justice Issue associated with it. Structure of the Paper This paper talks about Representative Democracy as the bigger ambit and concentrates on Electoral Democracy as its basic premise leading to injustice and makes Policy Recommendations by suggesting a model that makes the Policy Framing Process more inclusive, more just and more collectively as well as individually fair. My argument building starts by showing how Representative Democracy (Feature: Electoral Democracy) chooses Collective Justice over Individual Justice by following the Majority Rule and is not really representative. I would further through statistics show that in a country like India; the Collective Justice doesn’t remain Collective as the Majority isn’t real, which basically implies that the premise of majority that Democracy starts with, is in itself not adhered to. Violation of Individual Justice At its most fundamental incarnation, Representative Democracy is synonymous with Majority Rule. It’s a system of governance in which people choose their leaders by casting votes, giving rise to the usage of the term ‘Electoral Democracy.’ Theoretical-Practical Paradox: Theoretically, Electoral Democracy as a feature of Representative Democracy implies people within the country decide who will govern them. However, in reality, the existence of limited choice and the illusion of complete choice makes electoral democracy restrictive and non-representative in the truest sense. The voters have to pick their representatives from a subset of people, who are usually the ones with enough financial or political backing. This makes electoral democracy unjust, for the individual, as individuals are not really free to choose, they are only free to choose from the given choices. The Right to Rejection[i] passed by the Supreme Court of India in September’13, even though gives voters a â€Å"none of the above choice† that is the right to record disapproval of candidates, makes no provision yet to count the â€Å"rejection† votes. Therefore, this move is in reality, only symbolic and will not impact the results of the elections. The Right to Rejection, as it stands, does little to help individuals from being governed by the ones they don’t want to be governed by. Tyranny of the Collective Furthermore, where Electoral Democracy loses its representative character and violates Individual Justice in favour of Collective justice is its basic premise, the rule of the majority. In India, it has been noted there has been a declining margin of victory. The average margin of victory in a parliamentary constituency between 1962 and 2009 has decreased with time. From a 15% margin of victory in 1962, the average margin of victory has come down substantially to 9.7% in 2009, the thinnest margin since Independence with the average winning margin in parliamentary elections being 70,000 votes only. This evidence supports the claim electoral democracy isn’t really representative. The tyranny of the majority means that the will of the majority prevails over the minority. But if that is so, what is to stop a dominant group from using democracy to further entrench the oppression of minority groups? Worse yet, how will the interests of oppressed minorities ever be taken seriously if they can always be overruled by the votes of the majority? Despite Electoral Democracy sounding well in theory, there could be cases where a hostile, organized majority takes on the minority and systematically sidelines them, thus undermining the whole essence of democracy for the latter. Gujarat riots (2002 Gujarat Violence), and the way they helped create factionalism, leading to the right-wing forces to capitalize on the organized majoritys sentiment in the 2002 state elections in India is a classic example of this kind of failure. Democracy means collective self-governance among equals. If a segment of society push for the segregation and subjugation of another segment of society, then it is fundamentally undemocratic for it means undermining the ideal of collective self-rule. Slim majority still qualifies as majority and there is no bare minimum a contestant needs to get in order to be elected, he only needs to beat his competitors. In the view of its majoritarian nature, the fact that when it comes down to measuring the mood of the people, one cannot really ignore 49% of the people who voted against the selected candidate, casts a shadow over electoral democracy being fair and just. According to EB White, â€Å"Democracy is the recurrent suspicion that more than half of the people are right more than half the time.† The Actuality of Majority In the name of Collective Justice, Electoral Democracy hangs Individual Justice at the altar. Though, I understand that it is impossible to consider every opinion in the country and a choice has to be made between Individual and Collective Justice and Collective seems like the more obvious choice, I am going to further debunk Electoral Democracy by asserting that the Collective Justice in this case does not really account for a majority. Even though Electoral Democracy finds its roots in majority so as to say, it is not real majority and in fact all governments in such systems are elected by a minority of voters. Voter turnout has varied historically in India between 50-60%.[ii] So a potential winning majority of 51% of 60% of voters who turn out would imply the views of only about 30% of the nation. Additionally, according to estimates, in each Lok Sabha constituency in the country, the number of unregistered voters could be as high as 2.1 lakh.[iii] The votes can be touted as representative, but the election in itself can’t be called the same because of votes to seats ratio not being one. A party which gets 90% of national votes does not necessarily get 90% of seats, as seats depend on constituencies and their demographics. According to statistics, if we take the Congress Party for example, for every 1% share of the vote Congress garnered in 1977, it was rewarded with .9 seats. But in 1980, that changed drastically: a 1 percentage point increase in vote share was suddenly worth nearly 1.7 seats. Even very small changes in the vote share can have dramatic impacts on the number of seats won. For instance, in 1999 and 2009 the Congress Party won an almost identical share of votes (28.3 versus 28.5%, respectively but the partys seat share rose from 140 seats to nearly206 seats. What triggers this effect is how broadly spread/concentrated a partys vote share is at the level of individual constituencies. So in practice, a party may be winning only because its voter base lies in lesser populated constituencies which incidentally may be more in number than the heavily populated ones. At best, representative democracy with its focus on electoral democracy can be just for a sub group of the population at a particular point of time and not for the entire population itself. In such cases, Electoral Democracy is neither individually just nor collectively. Policy Recommendations Until an alternative model to Democracy is formulated which considers all individual opinions in the country, the violation of individual justice can be minimised by increasing the number of choices in terms of candidates available to individuals and by instituting quorums with respect to Right to Rejection, according to which when a certain percentage of population rejects the existing candidates, the polls should be held again with new candidates. Arrows impossibility theorem states that a clear order of preferences cannot be determined while adhering to mandatory principles of fair voting procedures, implying that for numerous decisions, it is impossible to aggregate individual preferences in a meaningful way. Given the difficulty in counting for the choices of all individuals in a particular country while forming the Government, collective justice, despite its demerits, is a feasible alternative, entailing the Rule of the Majority. However, what every country should strive towards is Real Majority, by increasing the voter base in the country, alongside voter turn outs by creating awareness in its populace. Another way of minimising the Tyranny of the Majority is by building Collective Intelligence. The degree to which various perspectives are included increases the collective intelligence of the whole. Mary Parker Follett understood the potential of dialogue and group process to create a larger whole within which both the individual and the collective are interdependent and in synergy, rather than opposed to one another. She wrote: The great cosmic force in the womb of humanity is latent in the group as its creative energy; that it may appear the individual must do his duty every moment. We do not get the whole power of the group unless every individual is given full value. It is the creative spontaneity of each which makes life march on irresistibly to the purposes of the whole. Our social and political organization must be such that this group life is possible. (1918) The notion that people living under a democratic government are ultimately responsible for that governments policies i.e. collective moral responsibility can be reinstated so that individuals as a part of a collective take rational decisions. What can make Representative Democracy more representative is a Right to recall an elected representative if the electorate is dissatisfied with his or her performance, instead of waiting for five years for the next election. Also, injustice that pertains to being governed by unwanted candidates can be minimised by including the voices of people in the Policy Making Process. What this would encompass is that irrespective of whether the candidate governing me is chosen by me or not, I still get to have a say in the policies I want for myself. This would take care of both cases, wherein my elected representative’s take on a certain policy is different from mine as well as when the representative isn’t the one I voted for. Thus, Electoral Democracy which proves to be a failing of Representative Democracy doesn’t become a major deterrent to actual representation in a model like Direct Democracy that deals with involvement of all individuals in Policy Planning and limits the power of the representatives. In Direct Democracy, citizens co-create government on a regular basis and not just at the time of the election. However, one must keep in mind the volatility of this form of democracy and if executed, it must be done through very small steps by letting people debate and make decisions on how to spend the government money that is allotted to their locality in the very beginning. Slowly, when this system stabilizes, more power could be given to people to debate and make decisions on issues in their town, district and so on. In cases where Direct Democracy as a model itself seems infeasible because of sheer numbers, higher citizen engagement should be encouraged and valued in examining broadly defined questions of regional or national importance through mechanisms such as Consensus Conferences (from Denmark), Planning Cells (from Germany) and Scenario Workshops. A combination of internet data and technology, big data and real time analysis can be fruitful in this regard. Portals such as Twitter[iv], Facebook, YouTube, etc. can be used to infer the general sentiment of people. Indices such as the Asian Barometer[v], Happy Barometer[vi] and projects like SPIDER[vii], HeyCrowd[viii], GovTogether[ix], VoteIQ[x], Democracy Audits, Actly[xi] should also be embraced at a large scale. Conclusion In the words of Sir Winston Churchill, â€Å"Many forms of Government have been tried, and will be tried in this world of sin and woe. No one pretends that democracy is perfect or all-wise. Indeed, it has been said that democracy is the worst form of government except all those other forms that have been tried from time to time. So till the time, a model comes which does away with Individual injustice, while maintaining Collective Justice, Democracy is our best bet and we should look at minimising the injustices perpetrated by it by experimenting with alternative models within Democracy and effective citizen engagement. Endnotes: [i] NDTV, Supreme Court gives voters right to reject all candidates in a poll, http://www.ndtv.com/article/cheat-sheet/supreme-court-gives-voters-right-to-reject-all-candidates-in-a-poll-424424, (September 27, 2013), Accessed on 27th February’14, 10 PM [ii] International Institute for Democracy and Electoral Assistance, Voter turnout data for India, http://www.idea.int/vt/countryview.cfm?id=105 Accessed on 27th February’14, 10 PM [iii] â€Å"His (Modi’s) assessment is that half of the 18 to 24 year-olds across the country are not registered or familiar with ways to enroll themselves even though the Election Commission has advertised the process. An estimate done by his key aides show the number of such unregistered voters could be as high as 1.5 lakh in each Lok Sabha constituency. Even the older unregistered could be as high as 60,000 voters.† Hindustan Times, Modi eyes young voters to clinch victory in 2014 polls, http://www.hindustantimes.com/India-news/NewDelhi/Modi-eyes-young-voters-to-clinch-victory-in-2014-polls/Article1-1125680.aspx, (September 22, 2013) Accessed on 27th February’14, 10 PM [iv] Co.Design, Infographic of the Day: Twitter Tracks the Entire Countrys Mood, http://www.fastcodesign.com/1661966/infographic-of-the-day-twitter-tracks-the-entire-countrys-mood Accessed on 27th February’14, 10 PM [v] Asian Barometer is an applied research program on public opinion on political values, democracy and governance across the region and represents a careful and systematic comparative survey of attitudes and values toward politics, power, reform and democracy. [vi] Vilnius mayor Arturas Zuokas insists that the Happiness Barometer is a â€Å"great tool for politicians,† pointing out that: â€Å"If we take a decision and see a sharp fall in the mood of the city, then we know we have done something horribly wrong.† [vii] SPIDER is a project which aims to create an enabling environment for dialogue on elections, democracy and good governance through capacity building on access to information and ICT skills. [viii] HeyCrowd is an entirely mobile opinion-sharing platform. [ix] GovTogether is a network to connect voters to politicians. [x] VoteIQ allows users to get political news/information, rate politicians, watchdog politicians and the media. [xi] Actly enables users to enter a politicians Twitter handle and briefly tweet an idea and hook a politician to a petition. References Accessed on 28th February, 2 PM http://www.taoofdemocracy.com/sample.html