Policies for the Promotion of Child Rights

Policies for the Promotion of Child Rights IDENTIFY ONE PIECE OF LEGISLATION, WHICH PROMOTES THE CHILDRENS RIGHTS IN YOUR SETTING One piece of legislation that promotes the childrens rights in my setting is the Data Protection Act 1998. This legislation gives everyone the right to know what information is held about them and it provides a framework to ensure that personal information is handled properly. One of its purposes is to safeguard the fundamental rights of individuals. The Act works in two ways, firstly it states that anyone who processes personal information must follow the eight principles below to make sure that the personal information is: Fairly and lawfully processed Processed for limited purposes Adequate, relevant and not excessive Accurate and up to date Not kept for longer than is necessary Processed in line with your rights Secure Not transferred to other countries without adequate protection Secondly, the Act provides everyone with important rights; these include the right to find out what personal information is held about them on computers and most paper records. It also gives the individual the right to complain if they are denied access to their personal information or feel that their information has not be handled according to the eight principles I have stated above. The Data Protection Act 1998 affects the way I run my setting. I have to ensure that: Any personal information I have is kept confidential and stored in a locked filing cabinet and I only can access it. I am careful when discussing with parents anything confidential that no-one is around to overhear our conversation, including in person or on the telephone All personal information I hold is relevant to my setting and is kept up to date I do not keep any information longer than necessary No data that I hold can be used or passed onto other parties without written consent from the parent Parents have the right to request access to my records at any time, but they can only see the information held about themselves and their children My confidentiality policy covers the above please see Appendix 1 Every organisation that processes personal information must notify the Information Commissioners Office (ICO) unless they are exempt; failure to notify is a criminal offence. I am exempt because no personal information I keep is stored on a computer. The only information I store on the computer is my accounts. If you had to notify they have now made changes to the notification fee structure that came into effect on 1st October 2009, it is now a tiered fee structure to reflect the costs of the ICO regulating data controllers of different sizes. DESCRIBE THE ROLE OF PRACTITIONER IN MEETING THE INDIVIDUAL NEEDS OF ALL CHILDREN It is important that the practitioner meets the individual needs of all the children. To do this the practitioner first needs to know what the childrens individual needs are and this can be found out by talking to the parents and getting them to fill in My Special Book, any observations that you carry out, any other professionals involved with the child and liaising with any other settings that the child attends. If the child is old enough they may also be able to tell you. It is important to speak to the parents regularly and keep updated in any changes to the childrens interests and needs or home life. The ways that I use are: Email an effective way to send a quick message, but some parents may not have access to a computer. Newsletters can be a great way to keep parents informed of some of the activities the children have been doing; events and festivals planned; holiday dates and any other information the practitioner wants to tell the parents. Letters to the Parents if there are things you need to inform them of privately a letter would be best. In addition, the parents may have a hearing impairment and may not be able to use another form of communication. Telephone conversation this is best done at the end of the day when the practitioner and the parents have uninterrupted time to discuss things. You will need to make sure who can overhear the conversation so that you can maintain confidentiality. Face-to-Face you can arrange a meeting on neutral territory to discuss any concerns but again you need to maintain confidentiality and make sure you are not overheard. Daily diary keeping the parents informed of the activities the child has done during the day, along with sleep times, healthy food, snacks and drinks, nappy changes and any other information the parents need to know. The parents can also add anything to the diary that has happened at home that you need to know e.g. any accidents, broken nights sleep, teething, whether they have had breakfast etc. Text the quickest way to communicate, it can also be invaluable to someone with a hearing impairment. Most people nowadays have a mobile phone. It is also important to find out and respect the views of all the children to make them feel valued and not ignored this in turn promotes their self-esteem. I talk to the children about what interests them and what they think of things. We often play games that allow the children to air their views and opinions and I use this knowledge to enhance their learning and development. To be able to meet all the childrens needs you first need to understand what their rights are. There is a lot of legislation that promotes children rights but quite simply every child has a right to have their basic needs met for food, warmth and hygiene, but you also need to provide a nurturing environment where the children can rest, play and develop to their full potential. Maslows Hierarchy of needs is one of the best-known descriptions of needs. It identifies five basic needs and shows how higher needs are not considered until the lower level needs have been met. Self-actualisation (Achieving individual potential) Esteem (Self-esteem and esteem from others) Belonging (Love, affection, being a part of groups) Safety (Shelter, removal from danger) Physiological (Health, food, sleep) Diagram copied from Maslows Hierarchy at Changingminds.org It is important to know the difference between a want and a need. A Need is something that we cannot do without, like sleep, food and love. A Want is something that is desired at the time but is not essential and we can in fact do without. To make sure I meet all the childrens individual needs I take into consideration the ages of the children, their stage of development and abilities and whether they need to sleep or have quiet time when planning my daily routine, I make sure that I incorporate all their needs into my daily routine. The children need a daily routine to help them feel secure and they get to know what is happening next and this promotes their development. I adapt my routines depending on which children I have in the setting at the time. It is important that all the children are given a choice as much as possible, because this will help them as they grow and they need to be independent and make decisions for themselves. I give children a choice of snacks, they can choose from milk or water to drink and they can also decide for themselves what they would like to play with and with whom. It is my professional responsibility to: Safeguard and promote the welfare of all the children Make sure that people they come into contact with are suitable Ensure I have safe and suitable premises, environment and equipment Organise my setting so that every child receives an enjoyable and challenging learning and development experience that is tailored to their individual needs Maintain records, policies and procedures to ensure safe and efficient management of my setting and to meet the needs of the children Practice Guidance for the Early Years Foundation Stage (2007, pg 6) states, Practitioners should deliver personalised learning, development and care to help children to get the best possible start in life. DISCUSS HOW YOUR DAILY ROUTINES SUPPORT CHILDRENS WELL BEING I have a basic daily routine that includes school runs, child-initiated play, adult-led activities, sleep/quiet time, snack and meal times and home time. The children begin to learn the structure of the day and what comes next. The times of the routine is never set in stone and it allows us to experience spontaneous events like playing in the snow, or taking your lunch to the park on a nice sunny day. For example for snack time the children know that after the mornings child-initiated play we have snacks and they help to clear the table and lay out the plates and cups, which are kept in a low cupboard which the children can easily access independently and this promotes their self-esteem and confidence to help and do things for themselves and others. They know that they are to wash their hands before eating and I have a stool so they can reach the sink which enables their independence and they all sit at the table waiting for the snacks. They have a choice of drink milk or water and they can choose what they want to eat from the choice of snacks on the table. There is always a selection of seasonal fruit, a carbohydrate toast, crumpet or muffin and dairy hard or soft cheese. Allowing the children choice enables them to start the process of thinking for themselves and this gives them a skill that they will need in life. I also need to consider individual children cultures and religions when providing food as some food is not allowed. We also try and incorporate food from around the world and learn about the food from different countries. Snack time is also a social time where we all sit together including myself. We talk about anything and everything, they tell me about things at home or school, where they are going on holiday, what there siblings have been doing, their favourite toys etc. It is a great time to learn more about them and I can use this information to inform my planning according to their current interests. Afterwards the children help to tidy up and clear the table. School drop off and collection times are also very social times. We talk as we walk to school; we often play games like eye spy, count how many red cars we see and look out for various different items along the way to use in our craft work. It is a time when the children learn about their environment and the world we live in. We also talk about stranger danger; how to cross the road safely and why we must all walk together and not run off. Because we carry out the same basic routine everyday the children feel safe and secure in my setting and know what happens next. A good routine develops their self-esteem and promotes independence, allows them to learn about their health by knowing when they have to wash their hands and allows the children to socialise and make healthy choices. The Importance of Routines Helping Children grow, feel secure and flourish states, Children need and crave routine. Routine helps establish security and peace in a childs life. DISCUSS HOW YOUR DAILY ROUTINES COULD MEET THE DEVELOPMENTAL NEEDS OF PRE-SCHOOL AND SCHOOL-AGED CHILDREN IN YOUR HOME BASED SETTING My daily routines meet the developmental needs of all the children in my care because I adapt depending on the age and stage of development of the children in attendance each day. The school-aged children are not here for morning snacks but we have snacks when we return from the afternoon school run. The older children know that when we get home to wash their hands and they help to set the table, the younger children see what the older children do and try to copy them. As I said before all the children plates, cups and cutlery are kept in a low cupboard which the children can easily access independently. The older children enjoy showing the younger ones what needs to be done to prepare for snacks and the older children gain self-esteem and self-confidence is being able to do things independtly for themselves and others. The younger children like to learn from the older children and this boots their self-confidence is learning to helkp others. Snack time is a time where we all talk about our day and share what we have been doing and what we enjoyed or disliked. School drop off and collection time can be a time of learning, as I said above we play different kinds of games. We also collect leaves and other items to use in our creative work later eg leaves, sticks, do some bark rubbings. We often include a trip to the playground on the way home from school, the younger children benefit from getting fresh air and observing from the comfort of the pushchair and watching the older children. The older children benefit from having the opportunity to run around in a great big space and practice their gross motor skills on the large play equipment. DISCUSS HOW YOU PROMOTE CHILDRENS SAFETY Promoting childrens safety is paramount. I ensure the childrens safety by providing a secure and welcoming environment and I take proper precautions to prevent accidents by carrying out daily risk assessments of my home and garden and any outings that we may go on. I also comply with my Local Safeguarding Children Boards procedures to ensure the safety and welfare of the children in my care. I have a thorough knowledge and understanding of the signs of possible abuse and neglect. Please see my Safeguarding Children Policy (Appendix ) and my Health and Safety Policy (Appendix ). I hold a current Early Years First Aid for Children and Adults certificate and Emergency Life Support for Adults certificate and have completed Safeguarding Children and Health, Hygiene and Safety Awareness training courses. I ensure that I am up to date with my knowledge by attending regular training throughout the year. I also have house rules, which the children know and follow these include taking off their shoes when indoors, sitting at the table or in a highchair to eat and drink, respecting the furniture, toys and each other. The rules are basic but are there to protect the children. The house rules are displayed at all times in pictures and words for the children to refer to. I make sure that all equipment and resources I provide are age and stage appropriate and that they are safe and clean. They are checked daily before and after use. Children are also taught how to safely use the equipment eg how to hold and use scissors. I use activities to help the children to learn about safety and we talk about how accidents can happen and how to prevent them. If an accident does happen I keep full records including details of the child/children involved, the treatment I provide and parents are given a carbon copy of this information, they also sign to confirm they have been told what happened. My premises are secure at all times: the front door is kept locked and the key is kept on a high shelf so only the adults can reach it. My back garden has a 6ft fence on three sides with no gate. The children are only collected by authorised adults or if it is necessary for someone else to collect them we use a password provided by the parents and they notify me in advance if this is going to happen. All the children are taught about road safety according to their age and developmental stage. With the older children, we talk about stranger danger and how they can keep themselves safe from people they do not know. The children know what to do if there is a fire by regularly practising fire drills and they know why it is important to follow what they have learnt. Please see my Emergency Evacuation Procedure (Appendix ) The children know to tidy up their toys to keep the playroom safe and free from hazards and we do this in a fun way so to maintain the childrens interest and their continued participation in learning to how to keep safe. I check the identify of visitors and keep accurate records of when and why visitors are here and I also record when my two assistants are on the premises. Myself and my assistants (Husband and Mother) have all had enhanced CRB checks, ensuring our suitability to look after the Children. The Children feel safe whilst they are in my care because they know that I will listen to any concerns they may have and respond to them appropriately. The parents know that I operate clear child safety procedures and they have copies of all my policies and permission forms. I make sure that I am a good role model for the Children at all times and I provide a good balance in promoting childrens freedom to explore and play whilst learning and developing and ensuring that they are safe. Children need to have the opportunity to take risks and to make mistakes but within safe limits, that way they learn to be alert to potential danger and how to keep themselves safe. Ofsted Early Years Safe and Sound (2006, pg 9) states, Children should have the freedom to make discoveries and enjoy experiences within safe limits, while learning how to protect themselves from harm. IDENTIFY STRATEGIES FOR COMMUNICATING WITH CHILDREN There are many ways that you can communicate with children but it is important to remember that children are still learning and developing so you need to communicate with them on their own level according to their age and interests. It is imperative to use vocabulary that the children understand eg they may not understand uncomfortable but may know what you mean when you say feeling funny. You also need to use a calm tone and body language that will not send mixed messages. You also need to be aware of children whose mother tongue is not English and that they will find it harder to communicate in English to begin with. Some children may have speech impairment or learning difficulties and this will make it harder for them to communicate effectively. It is also important to be patient and give the children time to respond to your questions. Communicating Effectively with Children states, By paying attention to and communicating regularly with children, you can help children create a vi ew of themselves and the world that is positive and healthy. Use the Childs name first this will get their attention and they are more likely to listen to you. Eye contact shows respect and allows you to gauge how much of the conservation is being understood. Calm tone children are sensitive to anger and do not like raised voices because they can focus solely on the fact that your voice is raised and they may be in trouble, rather than what you are saying. Thumbs up is a simple and easy way of showing approval. Body language avoid all confusion and communicate your message consistently through both words and actions, be aware that different cultures use and interpret body language in different ways. Listening and showing an interest a very important part of communication because if you do not listen and appear interested then it is just a one-way conversation and the child will not feel valued. Non-verbal communication Be aware that some children do not communicate verbally, and that it is important to adapt styles of communication to their needs and abilities eg sign language, lip reading etc. Questioning use open-ended questions to check understanding and acknowledge that they have heard what is being said. Speak slowly and clearly the child may have a hearing impairment and will need you to speak slowly and clearly, so they can understand you, also be aware of the level of background noise. Painting This may seem a strange way but children can communicate their feelings through creativity and may talk to you whilst they are painting without thinking about it. Picture books I am in the process of taking pictures of all my resources and making books that the children can look through and decide what activities they want to do. This is a great way to communicate their needs without being able to speak. Picture cards Can be used for asking children basic things like milk or water to drink. If you have children who use English as a second language then you can make/use picture cards to ask them things in their own language but also have the English word along with the picture and their mother language so they learn new words as they progress. DISCUSS ONE FACTOR THAT AFFECTS CHILDRENS BEHAVIOUR There are many factors that can affect childrens behaviour but I am going to focus on divorce. Any change in a Childs home life will have an effect on their behaviour but when one parent moves out it can be distressing for the child, as they may not know what has happened or when they will see that parent again. It is important for us as practitioners to listen to any concerns that the child has and respond to them according to their age and stage of development. You need to find a way to help them understand appropriate to their level of understanding. A pre-school child may show regressive behaviour. This means that the child may return to an earlier stage of development and, for example, start to wet themselves again. A pre-school child may become confused, irritable or worried. Children between six and nine are very vulnerable. At this age, a child is still not mature enough to understand what is going on, but is old enough to understand that something very unpleasant is taking place. They still depend very much on their parents and will have a hard time talking about their emotions. They may react with anger, or by not concentrating or making progress at school or by having learning difficulties. Children between 9 and 13 may have started having important relationships with other people besides their parents and family. When their parents divorce, it will often be good for a child to talk to someone outside the family about their problems and feelings. All Children can become very insecure. Insecurity can cause children to behave as if they are much younger and therefore bedwetting, clinginess, nightmares, worries or disobedience can all occur. This behaviour often happens before or after visits to the parent who is living apart from the family. Teenagers may show their distress by misbehaving or withdrawing into themselves. They may find it difficult to concentrate at school. It is normal for a child to feel lost, upset, angry and grieve for the family they once were. A child who does not show any feelings or reactions needs help to express what is going on inside. Otherwise, they are very likely to suffer depression and other problems later. Helping Children adjust to Divorce states, Children whose parents divorce are at greater risk for problems such as aggression, depression, lower self-esteem and poorer school performance. Children can express themselves in other ways than with words. Play is very important. You can play with the child and let them act out their feelings using role-play and puppets. Children may need to work off tension through energetic games; you can spend some time at the park or go to an indoor play centre. Drawing may help some children as they often draw things that are important to them. You can ask about the drawings and this can be a good way to start the child talking about what is going on inside, especially if they are not the type of child to talk openly. The child still needs to have established routines in their lives and whilst things are changing at home you can continue with your normal routine and this will give the child some stability and comfort during all the other changes, they feel more safe and secure when they know what to expect next. DESCRIBE STRATEGIES FOR CHALLENGING PREJUDICE AND DISCRIMINATION WHEN WORKING WITH CHILDREN AND FAMILIES I operate an inclusive Childminding setting, where all children are welcome regardless of their race, religion, culture, sex, ability or disability, social background etc. I encourage the children to value everyone as a unique individual, to respect each others differences, and to learn from each other. Centre for Studies on Inclusive Education states, inclusion is founded upon a moral position which values and respects every individual and which welcomes diversity as a rich learning resource. I always challenge any instances of prejudice, unfair discrimination and harassment whether it is a comment a child has made or a parent. I will explain to the child or parent why what they have said is wrong and how their words have hurt another person. I make sure that I am a good role model for the children. Please see my Equal Opportunities Policy (Appendix ). I have toys and resources that show different cultures from around the world and people with different types of disabilities/impairments. We also recognize different festivals and religious occasions from a variety of religions worldwide to give the children a greater understanding of the World around them. I invite the parents to come and take part in story/singing time to enable the children to hear different languages, and stories from around the World. For example, if a Child called another person four-eyes because they wear glasses, I would explain to the Child how they have hurt that persons feelings and that they have to wear glasses because they help then to see as their eyes dont work as well as their eyes. I would also ask the Child how they would feel if someone had called them names. I would encourage the Child to say sorry (depending on their age and level of understanding). Another example is a child is a wheelchair and another child telling them that they cant join in and play with them at the sand and water table because they are in a wheelchair. I would explain to the child that yes they can join in we just need to adapt the position of the tray so that the wheelchair can fit around it and everyone can enjoy the same activity. If I have any children with additional needs in my setting I always talk to all the children about their impairments or disabilities (using the correct medical name) as it provides me with an opportunity to teach basic information about our bodies, health and possible illnesses. It also helps to get rid of any fears about disabilities and helps to influence childrens attitudes in a positive way. I make sure that I am a positive role model for the children and I update my knowledge regularly. I have just completed deaf awareness training and I am booked on other awareness courses. EXPLAIN HOW TO IMPLEMENT CHILDRENS RIGHTS IN THE HOME BASED SETTING I have explained in E2 my role in meeting the individual needs of the children and now I will explain how I implement the childrens rights in my setting. I make sure that I keep my knowledge of childrens rights updated through regular training courses and research through the library or internet. Childrens rights are about the obligations of all adults to protect the best interests of children, and to create the conditions under which they can develop and thrive. Childrens rights are embedded in my policies and I offer resources and activities to ensure that the children can learn about their rights for example we have an activity on diversity where the children look at pictures of children from around the world and we discuss our similarities and our differences and what they would like. Please see my Diversity Activity Planning sheet (Appendix ) I have used some of the Articles of the United Nations Convention on Rights of the Child to show how I implement childrens rights into my setting: Article 1 Everyone under 18 has these rights I ensure that all children in my setting know what their rights are. I use age appropriate resources such as games that we play, books that we read and just talking to each other. Article 2 You have the right to protection against discrimination All children are treated with equal concern and learn to treat each other with respect through the activities I provide eg. Learning about each others differences in a positive way, respecting each others cultures. Article 3 Adults should do whats best for you Everything that I do in my setting is always in the best interests of the child. I always take into consideration their views, feelings and rights when carrying out day to day activities. Article 7 You have the right to have a name and a nationality On the wall in the playroom we have pictures of everyone that attends the setting with their name underneath, so that we can easily learn each others names. We learn about each others nationality through stories and visits to the library and in the food we eat. Article 11 You should not be kidnapped I make sure that all the children are safe and secure in my care whether we are at home or out and about. The children know to stay close to me and not run off or talk to strangers. I never release a child into the care of someone that I dont know unless a parent has authorized it in times of emergency and we always use a password system. Article 12 You have the right to an opinion and for it to be listened to and taken seriously The children know that I will always listen to their opionions and take them seriously. We always discuss as a group and listen to each other. Article 19 You have the right to be protected from being hurt or badly treated I know the signs and symptoms of abuse and what to do if I am concerened about one of the children. The children know that they can talk to me about anything at anytime. Article 23 If you are disabled, either mentally or physically, you have the right to special care and education I run an inclusive setting and the children in my care am treated with equal concern with individual needs regardless of any disablilites. It is important to treat each child as an individual and not label them by their impairment or condition. Article 24 You have the right to the best health possible and to medical care and information I provide home cooked healthy meals and snacks to all children, including healthy drinks (milk and water). If I feel a child needs medical care then I have their parents permission to take them to the doctors or hospital in an emergency or with their written permission I am able to take the children to routine appointments. Article 29 You have the right to education which develops your personality, respect for others rights and the environment All children in my setting are taught appropriate to their age and stage of development. I use all the information I have gathered to provide a challenging and enjoyable experience across all the areas of learning and development, which allows each individual child to develop to their full potential. Article 30 If you come from a minority group you have the right to enjoy your own culture, practice your own religion and use your own language We all learn about each others cultures, religion and languages by the games that we play, books that we read, resources that we play with. We find out about different festivals and celebrations during the year eg Halloween, Christmas, Easter, Hanukkah, World Religion Day, Chinese New Year and many others. By getting to know all the children and their families I can meet the cultural needs for everyone and make sure that all the children feel valued. Article 31 You have the right to play and relax by doings things like sport, music and drama The children a Policies for the Promotion of Child Rights Policies for the Promotion of Child Rights IDENTIFY ONE PIECE OF LEGISLATION, WHICH PROMOTES THE CHILDRENS RIGHTS IN YOUR SETTING One piece of legislation that promotes the childrens rights in my setting is the Data Protection Act 1998. This legislation gives everyone the right to know what information is held about them and it provides a framework to ensure that personal information is handled properly. One of its purposes is to safeguard the fundamental rights of individuals. The Act works in two ways, firstly it states that anyone who processes personal information must follow the eight principles below to make sure that the personal information is: Fairly and lawfully processed Processed for limited purposes Adequate, relevant and not excessive Accurate and up to date Not kept for longer than is necessary Processed in line with your rights Secure Not transferred to other countries without adequate protection Secondly, the Act provides everyone with important rights; these include the right to find out what personal information is held about them on computers and most paper records. It also gives the individual the right to complain if they are denied access to their personal information or feel that their information has not be handled according to the eight principles I have stated above. The Data Protection Act 1998 affects the way I run my setting. I have to ensure that: Any personal information I have is kept confidential and stored in a locked filing cabinet and I only can access it. I am careful when discussing with parents anything confidential that no-one is around to overhear our conversation, including in person or on the telephone All personal information I hold is relevant to my setting and is kept up to date I do not keep any information longer than necessary No data that I hold can be used or passed onto other parties without written consent from the parent Parents have the right to request access to my records at any time, but they can only see the information held about themselves and their children My confidentiality policy covers the above please see Appendix 1 Every organisation that processes personal information must notify the Information Commissioners Office (ICO) unless they are exempt; failure to notify is a criminal offence. I am exempt because no personal information I keep is stored on a computer. The only information I store on the computer is my accounts. If you had to notify they have now made changes to the notification fee structure that came into effect on 1st October 2009, it is now a tiered fee structure to reflect the costs of the ICO regulating data controllers of different sizes. DESCRIBE THE ROLE OF PRACTITIONER IN MEETING THE INDIVIDUAL NEEDS OF ALL CHILDREN It is important that the practitioner meets the individual needs of all the children. To do this the practitioner first needs to know what the childrens individual needs are and this can be found out by talking to the parents and getting them to fill in My Special Book, any observations that you carry out, any other professionals involved with the child and liaising with any other settings that the child attends. If the child is old enough they may also be able to tell you. It is important to speak to the parents regularly and keep updated in any changes to the childrens interests and needs or home life. The ways that I use are: Email an effective way to send a quick message, but some parents may not have access to a computer. Newsletters can be a great way to keep parents informed of some of the activities the children have been doing; events and festivals planned; holiday dates and any other information the practitioner wants to tell the parents. Letters to the Parents if there are things you need to inform them of privately a letter would be best. In addition, the parents may have a hearing impairment and may not be able to use another form of communication. Telephone conversation this is best done at the end of the day when the practitioner and the parents have uninterrupted time to discuss things. You will need to make sure who can overhear the conversation so that you can maintain confidentiality. Face-to-Face you can arrange a meeting on neutral territory to discuss any concerns but again you need to maintain confidentiality and make sure you are not overheard. Daily diary keeping the parents informed of the activities the child has done during the day, along with sleep times, healthy food, snacks and drinks, nappy changes and any other information the parents need to know. The parents can also add anything to the diary that has happened at home that you need to know e.g. any accidents, broken nights sleep, teething, whether they have had breakfast etc. Text the quickest way to communicate, it can also be invaluable to someone with a hearing impairment. Most people nowadays have a mobile phone. It is also important to find out and respect the views of all the children to make them feel valued and not ignored this in turn promotes their self-esteem. I talk to the children about what interests them and what they think of things. We often play games that allow the children to air their views and opinions and I use this knowledge to enhance their learning and development. To be able to meet all the childrens needs you first need to understand what their rights are. There is a lot of legislation that promotes children rights but quite simply every child has a right to have their basic needs met for food, warmth and hygiene, but you also need to provide a nurturing environment where the children can rest, play and develop to their full potential. Maslows Hierarchy of needs is one of the best-known descriptions of needs. It identifies five basic needs and shows how higher needs are not considered until the lower level needs have been met. Self-actualisation (Achieving individual potential) Esteem (Self-esteem and esteem from others) Belonging (Love, affection, being a part of groups) Safety (Shelter, removal from danger) Physiological (Health, food, sleep) Diagram copied from Maslows Hierarchy at Changingminds.org It is important to know the difference between a want and a need. A Need is something that we cannot do without, like sleep, food and love. A Want is something that is desired at the time but is not essential and we can in fact do without. To make sure I meet all the childrens individual needs I take into consideration the ages of the children, their stage of development and abilities and whether they need to sleep or have quiet time when planning my daily routine, I make sure that I incorporate all their needs into my daily routine. The children need a daily routine to help them feel secure and they get to know what is happening next and this promotes their development. I adapt my routines depending on which children I have in the setting at the time. It is important that all the children are given a choice as much as possible, because this will help them as they grow and they need to be independent and make decisions for themselves. I give children a choice of snacks, they can choose from milk or water to drink and they can also decide for themselves what they would like to play with and with whom. It is my professional responsibility to: Safeguard and promote the welfare of all the children Make sure that people they come into contact with are suitable Ensure I have safe and suitable premises, environment and equipment Organise my setting so that every child receives an enjoyable and challenging learning and development experience that is tailored to their individual needs Maintain records, policies and procedures to ensure safe and efficient management of my setting and to meet the needs of the children Practice Guidance for the Early Years Foundation Stage (2007, pg 6) states, Practitioners should deliver personalised learning, development and care to help children to get the best possible start in life. DISCUSS HOW YOUR DAILY ROUTINES SUPPORT CHILDRENS WELL BEING I have a basic daily routine that includes school runs, child-initiated play, adult-led activities, sleep/quiet time, snack and meal times and home time. The children begin to learn the structure of the day and what comes next. The times of the routine is never set in stone and it allows us to experience spontaneous events like playing in the snow, or taking your lunch to the park on a nice sunny day. For example for snack time the children know that after the mornings child-initiated play we have snacks and they help to clear the table and lay out the plates and cups, which are kept in a low cupboard which the children can easily access independently and this promotes their self-esteem and confidence to help and do things for themselves and others. They know that they are to wash their hands before eating and I have a stool so they can reach the sink which enables their independence and they all sit at the table waiting for the snacks. They have a choice of drink milk or water and they can choose what they want to eat from the choice of snacks on the table. There is always a selection of seasonal fruit, a carbohydrate toast, crumpet or muffin and dairy hard or soft cheese. Allowing the children choice enables them to start the process of thinking for themselves and this gives them a skill that they will need in life. I also need to consider individual children cultures and religions when providing food as some food is not allowed. We also try and incorporate food from around the world and learn about the food from different countries. Snack time is also a social time where we all sit together including myself. We talk about anything and everything, they tell me about things at home or school, where they are going on holiday, what there siblings have been doing, their favourite toys etc. It is a great time to learn more about them and I can use this information to inform my planning according to their current interests. Afterwards the children help to tidy up and clear the table. School drop off and collection times are also very social times. We talk as we walk to school; we often play games like eye spy, count how many red cars we see and look out for various different items along the way to use in our craft work. It is a time when the children learn about their environment and the world we live in. We also talk about stranger danger; how to cross the road safely and why we must all walk together and not run off. Because we carry out the same basic routine everyday the children feel safe and secure in my setting and know what happens next. A good routine develops their self-esteem and promotes independence, allows them to learn about their health by knowing when they have to wash their hands and allows the children to socialise and make healthy choices. The Importance of Routines Helping Children grow, feel secure and flourish states, Children need and crave routine. Routine helps establish security and peace in a childs life. DISCUSS HOW YOUR DAILY ROUTINES COULD MEET THE DEVELOPMENTAL NEEDS OF PRE-SCHOOL AND SCHOOL-AGED CHILDREN IN YOUR HOME BASED SETTING My daily routines meet the developmental needs of all the children in my care because I adapt depending on the age and stage of development of the children in attendance each day. The school-aged children are not here for morning snacks but we have snacks when we return from the afternoon school run. The older children know that when we get home to wash their hands and they help to set the table, the younger children see what the older children do and try to copy them. As I said before all the children plates, cups and cutlery are kept in a low cupboard which the children can easily access independently. The older children enjoy showing the younger ones what needs to be done to prepare for snacks and the older children gain self-esteem and self-confidence is being able to do things independtly for themselves and others. The younger children like to learn from the older children and this boots their self-confidence is learning to helkp others. Snack time is a time where we all talk about our day and share what we have been doing and what we enjoyed or disliked. School drop off and collection time can be a time of learning, as I said above we play different kinds of games. We also collect leaves and other items to use in our creative work later eg leaves, sticks, do some bark rubbings. We often include a trip to the playground on the way home from school, the younger children benefit from getting fresh air and observing from the comfort of the pushchair and watching the older children. The older children benefit from having the opportunity to run around in a great big space and practice their gross motor skills on the large play equipment. DISCUSS HOW YOU PROMOTE CHILDRENS SAFETY Promoting childrens safety is paramount. I ensure the childrens safety by providing a secure and welcoming environment and I take proper precautions to prevent accidents by carrying out daily risk assessments of my home and garden and any outings that we may go on. I also comply with my Local Safeguarding Children Boards procedures to ensure the safety and welfare of the children in my care. I have a thorough knowledge and understanding of the signs of possible abuse and neglect. Please see my Safeguarding Children Policy (Appendix ) and my Health and Safety Policy (Appendix ). I hold a current Early Years First Aid for Children and Adults certificate and Emergency Life Support for Adults certificate and have completed Safeguarding Children and Health, Hygiene and Safety Awareness training courses. I ensure that I am up to date with my knowledge by attending regular training throughout the year. I also have house rules, which the children know and follow these include taking off their shoes when indoors, sitting at the table or in a highchair to eat and drink, respecting the furniture, toys and each other. The rules are basic but are there to protect the children. The house rules are displayed at all times in pictures and words for the children to refer to. I make sure that all equipment and resources I provide are age and stage appropriate and that they are safe and clean. They are checked daily before and after use. Children are also taught how to safely use the equipment eg how to hold and use scissors. I use activities to help the children to learn about safety and we talk about how accidents can happen and how to prevent them. If an accident does happen I keep full records including details of the child/children involved, the treatment I provide and parents are given a carbon copy of this information, they also sign to confirm they have been told what happened. My premises are secure at all times: the front door is kept locked and the key is kept on a high shelf so only the adults can reach it. My back garden has a 6ft fence on three sides with no gate. The children are only collected by authorised adults or if it is necessary for someone else to collect them we use a password provided by the parents and they notify me in advance if this is going to happen. All the children are taught about road safety according to their age and developmental stage. With the older children, we talk about stranger danger and how they can keep themselves safe from people they do not know. The children know what to do if there is a fire by regularly practising fire drills and they know why it is important to follow what they have learnt. Please see my Emergency Evacuation Procedure (Appendix ) The children know to tidy up their toys to keep the playroom safe and free from hazards and we do this in a fun way so to maintain the childrens interest and their continued participation in learning to how to keep safe. I check the identify of visitors and keep accurate records of when and why visitors are here and I also record when my two assistants are on the premises. Myself and my assistants (Husband and Mother) have all had enhanced CRB checks, ensuring our suitability to look after the Children. The Children feel safe whilst they are in my care because they know that I will listen to any concerns they may have and respond to them appropriately. The parents know that I operate clear child safety procedures and they have copies of all my policies and permission forms. I make sure that I am a good role model for the Children at all times and I provide a good balance in promoting childrens freedom to explore and play whilst learning and developing and ensuring that they are safe. Children need to have the opportunity to take risks and to make mistakes but within safe limits, that way they learn to be alert to potential danger and how to keep themselves safe. Ofsted Early Years Safe and Sound (2006, pg 9) states, Children should have the freedom to make discoveries and enjoy experiences within safe limits, while learning how to protect themselves from harm. IDENTIFY STRATEGIES FOR COMMUNICATING WITH CHILDREN There are many ways that you can communicate with children but it is important to remember that children are still learning and developing so you need to communicate with them on their own level according to their age and interests. It is imperative to use vocabulary that the children understand eg they may not understand uncomfortable but may know what you mean when you say feeling funny. You also need to use a calm tone and body language that will not send mixed messages. You also need to be aware of children whose mother tongue is not English and that they will find it harder to communicate in English to begin with. Some children may have speech impairment or learning difficulties and this will make it harder for them to communicate effectively. It is also important to be patient and give the children time to respond to your questions. Communicating Effectively with Children states, By paying attention to and communicating regularly with children, you can help children create a vi ew of themselves and the world that is positive and healthy. Use the Childs name first this will get their attention and they are more likely to listen to you. Eye contact shows respect and allows you to gauge how much of the conservation is being understood. Calm tone children are sensitive to anger and do not like raised voices because they can focus solely on the fact that your voice is raised and they may be in trouble, rather than what you are saying. Thumbs up is a simple and easy way of showing approval. Body language avoid all confusion and communicate your message consistently through both words and actions, be aware that different cultures use and interpret body language in different ways. Listening and showing an interest a very important part of communication because if you do not listen and appear interested then it is just a one-way conversation and the child will not feel valued. Non-verbal communication Be aware that some children do not communicate verbally, and that it is important to adapt styles of communication to their needs and abilities eg sign language, lip reading etc. Questioning use open-ended questions to check understanding and acknowledge that they have heard what is being said. Speak slowly and clearly the child may have a hearing impairment and will need you to speak slowly and clearly, so they can understand you, also be aware of the level of background noise. Painting This may seem a strange way but children can communicate their feelings through creativity and may talk to you whilst they are painting without thinking about it. Picture books I am in the process of taking pictures of all my resources and making books that the children can look through and decide what activities they want to do. This is a great way to communicate their needs without being able to speak. Picture cards Can be used for asking children basic things like milk or water to drink. If you have children who use English as a second language then you can make/use picture cards to ask them things in their own language but also have the English word along with the picture and their mother language so they learn new words as they progress. DISCUSS ONE FACTOR THAT AFFECTS CHILDRENS BEHAVIOUR There are many factors that can affect childrens behaviour but I am going to focus on divorce. Any change in a Childs home life will have an effect on their behaviour but when one parent moves out it can be distressing for the child, as they may not know what has happened or when they will see that parent again. It is important for us as practitioners to listen to any concerns that the child has and respond to them according to their age and stage of development. You need to find a way to help them understand appropriate to their level of understanding. A pre-school child may show regressive behaviour. This means that the child may return to an earlier stage of development and, for example, start to wet themselves again. A pre-school child may become confused, irritable or worried. Children between six and nine are very vulnerable. At this age, a child is still not mature enough to understand what is going on, but is old enough to understand that something very unpleasant is taking place. They still depend very much on their parents and will have a hard time talking about their emotions. They may react with anger, or by not concentrating or making progress at school or by having learning difficulties. Children between 9 and 13 may have started having important relationships with other people besides their parents and family. When their parents divorce, it will often be good for a child to talk to someone outside the family about their problems and feelings. All Children can become very insecure. Insecurity can cause children to behave as if they are much younger and therefore bedwetting, clinginess, nightmares, worries or disobedience can all occur. This behaviour often happens before or after visits to the parent who is living apart from the family. Teenagers may show their distress by misbehaving or withdrawing into themselves. They may find it difficult to concentrate at school. It is normal for a child to feel lost, upset, angry and grieve for the family they once were. A child who does not show any feelings or reactions needs help to express what is going on inside. Otherwise, they are very likely to suffer depression and other problems later. Helping Children adjust to Divorce states, Children whose parents divorce are at greater risk for problems such as aggression, depression, lower self-esteem and poorer school performance. Children can express themselves in other ways than with words. Play is very important. You can play with the child and let them act out their feelings using role-play and puppets. Children may need to work off tension through energetic games; you can spend some time at the park or go to an indoor play centre. Drawing may help some children as they often draw things that are important to them. You can ask about the drawings and this can be a good way to start the child talking about what is going on inside, especially if they are not the type of child to talk openly. The child still needs to have established routines in their lives and whilst things are changing at home you can continue with your normal routine and this will give the child some stability and comfort during all the other changes, they feel more safe and secure when they know what to expect next. DESCRIBE STRATEGIES FOR CHALLENGING PREJUDICE AND DISCRIMINATION WHEN WORKING WITH CHILDREN AND FAMILIES I operate an inclusive Childminding setting, where all children are welcome regardless of their race, religion, culture, sex, ability or disability, social background etc. I encourage the children to value everyone as a unique individual, to respect each others differences, and to learn from each other. Centre for Studies on Inclusive Education states, inclusion is founded upon a moral position which values and respects every individual and which welcomes diversity as a rich learning resource. I always challenge any instances of prejudice, unfair discrimination and harassment whether it is a comment a child has made or a parent. I will explain to the child or parent why what they have said is wrong and how their words have hurt another person. I make sure that I am a good role model for the children. Please see my Equal Opportunities Policy (Appendix ). I have toys and resources that show different cultures from around the world and people with different types of disabilities/impairments. We also recognize different festivals and religious occasions from a variety of religions worldwide to give the children a greater understanding of the World around them. I invite the parents to come and take part in story/singing time to enable the children to hear different languages, and stories from around the World. For example, if a Child called another person four-eyes because they wear glasses, I would explain to the Child how they have hurt that persons feelings and that they have to wear glasses because they help then to see as their eyes dont work as well as their eyes. I would also ask the Child how they would feel if someone had called them names. I would encourage the Child to say sorry (depending on their age and level of understanding). Another example is a child is a wheelchair and another child telling them that they cant join in and play with them at the sand and water table because they are in a wheelchair. I would explain to the child that yes they can join in we just need to adapt the position of the tray so that the wheelchair can fit around it and everyone can enjoy the same activity. If I have any children with additional needs in my setting I always talk to all the children about their impairments or disabilities (using the correct medical name) as it provides me with an opportunity to teach basic information about our bodies, health and possible illnesses. It also helps to get rid of any fears about disabilities and helps to influence childrens attitudes in a positive way. I make sure that I am a positive role model for the children and I update my knowledge regularly. I have just completed deaf awareness training and I am booked on other awareness courses. EXPLAIN HOW TO IMPLEMENT CHILDRENS RIGHTS IN THE HOME BASED SETTING I have explained in E2 my role in meeting the individual needs of the children and now I will explain how I implement the childrens rights in my setting. I make sure that I keep my knowledge of childrens rights updated through regular training courses and research through the library or internet. Childrens rights are about the obligations of all adults to protect the best interests of children, and to create the conditions under which they can develop and thrive. Childrens rights are embedded in my policies and I offer resources and activities to ensure that the children can learn about their rights for example we have an activity on diversity where the children look at pictures of children from around the world and we discuss our similarities and our differences and what they would like. Please see my Diversity Activity Planning sheet (Appendix ) I have used some of the Articles of the United Nations Convention on Rights of the Child to show how I implement childrens rights into my setting: Article 1 Everyone under 18 has these rights I ensure that all children in my setting know what their rights are. I use age appropriate resources such as games that we play, books that we read and just talking to each other. Article 2 You have the right to protection against discrimination All children are treated with equal concern and learn to treat each other with respect through the activities I provide eg. Learning about each others differences in a positive way, respecting each others cultures. Article 3 Adults should do whats best for you Everything that I do in my setting is always in the best interests of the child. I always take into consideration their views, feelings and rights when carrying out day to day activities. Article 7 You have the right to have a name and a nationality On the wall in the playroom we have pictures of everyone that attends the setting with their name underneath, so that we can easily learn each others names. We learn about each others nationality through stories and visits to the library and in the food we eat. Article 11 You should not be kidnapped I make sure that all the children are safe and secure in my care whether we are at home or out and about. The children know to stay close to me and not run off or talk to strangers. I never release a child into the care of someone that I dont know unless a parent has authorized it in times of emergency and we always use a password system. Article 12 You have the right to an opinion and for it to be listened to and taken seriously The children know that I will always listen to their opionions and take them seriously. We always discuss as a group and listen to each other. Article 19 You have the right to be protected from being hurt or badly treated I know the signs and symptoms of abuse and what to do if I am concerened about one of the children. The children know that they can talk to me about anything at anytime. Article 23 If you are disabled, either mentally or physically, you have the right to special care and education I run an inclusive setting and the children in my care am treated with equal concern with individual needs regardless of any disablilites. It is important to treat each child as an individual and not label them by their impairment or condition. Article 24 You have the right to the best health possible and to medical care and information I provide home cooked healthy meals and snacks to all children, including healthy drinks (milk and water). If I feel a child needs medical care then I have their parents permission to take them to the doctors or hospital in an emergency or with their written permission I am able to take the children to routine appointments. Article 29 You have the right to education which develops your personality, respect for others rights and the environment All children in my setting are taught appropriate to their age and stage of development. I use all the information I have gathered to provide a challenging and enjoyable experience across all the areas of learning and development, which allows each individual child to develop to their full potential. Article 30 If you come from a minority group you have the right to enjoy your own culture, practice your own religion and use your own language We all learn about each others cultures, religion and languages by the games that we play, books that we read, resources that we play with. We find out about different festivals and celebrations during the year eg Halloween, Christmas, Easter, Hanukkah, World Religion Day, Chinese New Year and many others. By getting to know all the children and their families I can meet the cultural needs for everyone and make sure that all the children feel valued. Article 31 You have the right to play and relax by doings things like sport, music and drama The children a

Contemporary Concepts of Innovation and Organisation Changes

Contemporary Concepts of Innovation and Organisation Changes INNOVATION AND CHANGE MANAGMENT Q1. Describe contemporary concepts of innovation and organisational change. Ans. The concept of changing an idea or invention into a valuate service that create values or for which you can earn money/profit. The innovation idea must be satisfying all the needs and must be changeable at an economical cost. It includes deliberate application of imagination and information in creating greater and different values. If we talk about todays business environment innovation is very important to survive Change management entails thoughts planning and sensitive implementation and consultation with the involvement of the people affected by the changes. If the force change on people normally problem arise. Change must be realistic, measurable and achievable (Business dictionary). Q2. Describe the forms and types of innovation. Ans. There are more than 10 types of innovation, here i am explain some of them. SERVICE INNOVATION: it is very clear that god service is very important to run any business, if any business is not giving good service they cant survive in business environment. It also makes permanent customers if you give good service. SUSTAINABLE INNOVATION:- its all about describing your product that what are you selling, whats the product configuration and in every promotion what you introduced new or improved about your product. BUSINESS MODEL INNOVATION:- In business environment there is lots of competition, so if you want to survive in the market you have to bring changes, come with new products to attract more customers. INCREMENT INNOVATION:- This innovation is all about improving you service, products. Make their product cheaper but good quality. PROCESS INNOVATION:- the processing of product, what we can change in that process to make them cheaper and good (Mok). Q3. Assess the role of innovation and organisational change at a strategic level for New Zealand organisations. Using innovative plans at different type of levels. To achieve the professional objectives making strategies and giving them direction is very important. VOLPARA Solutions is a wholly owned sales and marketing arm of MATAKINA Technology Limited of New Zealand. The company was founded with the vision to enable radiologists to give women the most accurate information about their breast health. VOLPARA Solutions gives an innovative range of volumetric breast imaging solutions that are specifically designed for the early detection of breast cancer. The company has been introduced new and improved solutions all over the globe, including the US, Europe, Asia and Australia. VOLPARA Solutions breast cancer detection technology used on 4 million women and GE Healthcare tie-up set to ramp up global sales. GE healthcare is one of the largest medical device companies. VOLPARA Solutions is the only company that offers a dose measurement tool specifically designed for breast imaging. (volpara solutions wins technology innovation awards, 2014) . Q4. Describe contemporary innovation frameworks. Ans. When employee are working on innovation first of all they make a plan/idea that how to innovate the company. They have to make proper plan and distribute work between the company members. It starts from the idea generation. The next step is making a decision that which project are persuade and which are not. Then they decide the idea to tangible technology or services and then they start making the technology and test them that it works in a good way or not. Then they launch it in the market and learn how the process works. There are some key points which implement innovation in an organisation Platform for success Principle should be correct. Role of employees/their ideas. Focus should be on innovation. VOLPARA SOLUTION FRAMEWORK VOLPARA is running with 53 employees and they all are the expertise. Any technology introduced are checked and tried by all expertise. VOLPARA was a slow service before developing the technology VOLPARA DENSITY. VOLPARA DOSERT provides clinicians with patient-specific x-ray dose. Now they got a technology from which they can detect breast cancer in earlier stage (INNOVATION MANAGMENT.SE, 2013) . Q5. Identify the factors that foster innovation. Ans. Great communication:- if there is a communication gap between the staff members, then the company may have to face lose/unsuccessfulness. There should be a good communication network between the staff, so they can talk to each other understand each other and work together. In VOLPARA there are 53 members, all have their own work and own expertise. Better monitoring of results:- To be successful you have to monitor your products , your past and you also have to think about future. VOLPARA introduce VOLPARA DENSTITY which is fast, from that technology their company is going up. After that they come with a software from which they do high quality breast screening. They are monitoring their older technologies and coming with the new ones to help patient. There are also some external and internal factors External factors: Costumers feedbacks Innovation Change in political or economical cycle. Needs of public Internal factors: Change in leader. Company performance rate Business facing problems (ONLINE JOURNALISM) . Q6. Describe different types of innovation strategy with appropriate examples from NZ organisations. Ans. Basically there are four types of innovation strategies that can be used by VOLPARA SOLUTIONS like Proactive strategy Active strategy Reactive strategy Last but not the least passive strategy PROACTIVE STRATEGY: In this approach companies tries to do more and more research and spend huge expenses to gain each and every information regarding new inventions so that they can adopt the new techniques quickly and become the market leader. In other words we can say they are the high risk taker in the market. The best example for proactive strategy is Singapore airlines and Apple. There are two types of technological innovations used in the proactive strategy is Radical and incremental approach. In incremental approach company tries to bring constant changes in their products and services till they get satisfied. VOLPARA is a research based company, they are researching day by day to bring new technologies. The latest technology they introduced is high quality breast screening, from which they can detect breast cancer in earlier stage. ACTIVE STRATEGY: Another strategy is Active strategy. In this type of strategy company tries to protect or defend their existing technology. Companies who follow this approach have broad knowledge about the market and even technology and they are treated as medium to low risk taker in the market. As per the case study, it is very clear that VOLAPARA has only 4 products in the market and they are best in what they are doing. REACTIVE APPROACH: Reactive strategy is used by the company who are treated as followers of other in the market and they mainly focuses on the operations, apart from this they always looking for low risk opportunities in the market. PASSIVE STRATEGY: last strategy is passive strategy company doesnt bring any change in their products and services until customer wants a change in their products or services (BUSINESS DICTIONARY, 2017) . Q7. Describe The Place Of Professional Values And Ethics In Innovation. Ans. PROFESSIONAL VALUES AND ETHICS IN INNOVATION: There is a relationship between ethics and innovations. Company do innovation to get more profit and ethics is a thing which stops them to take wrong decision/ wrong things for environment and health of public. Companies that foster one they mostly foster the other just because of critical values and respect and trust even they are encouraged and rewarded. Now a day company tries to hear more and more ideas or opinions from their employees and they try to adopt their ideas so that their employees get motivated and feel satisfied. Managers generally have huge responsibilities they have to balance the cost, innovations moreover they have to take care of corporate social responsibility. Even they have to forecast or monitor the ethics dilemma. VOLPARA SOLUTIONS got the award for innovation in health and science. Also, an organization which fosters ethics and values will easily attract good, talented and honest workforce which will eventually be instrumental in shaping the organizations future If we talk about VOLPARA SOLUTIONS their ethics and values are: Achieve the goals effectively and efficiently by taking care of the interest of the customers. Research for new technologies. Whatever they research they first it check it, for public safety. Like it may have side effects. Burdens of public health measures must be recognised. Burden should be minimized and there should be another alternative to reduce the burden. There should be balance between burden and benefits. Treating people with dignity. Treating people fairly. Supporting patients choices (NATIONAL DEFENCE UNIVERSITY) . Q8. Explain why innovation may require change in organisations. Ans. If the company wants to grow, they have to stay firm with their resolution and ethics moving ahead with technologies. VOLPARA has a mission o reduce the mortality and cost of breast cancer by providing clinically-validated software that underpins personalized, high-quality breast cancer screening. also they need to innovate their software so they can research better and come with new technologies in market. Innovation is always better for organisation (VOLPARA SOLUTIONS). Its very clear that if the organisations is coming with changes or coming with new products. Customers/clients always like change. Its always attracted. If you are investing money in changing something in your organisation, it will definitely give you double time profits. VOLPARA is technology/research based company. Their expertises are always trying to find some new technology which can make people healthy. In past VOLPARA is not dealing with phone, now they launched VOLPARA DENSITY (ABOUT VOLPRA, 2017). Q9. Critically analyse the role of leadership and different leadership styles on innovation and change management. Ans. Role of leadership and different leadership styles on innovations and change management: No doubt successful implementation of change depends upon the leaders or managers of the organization. A leader plays an important role in innovation and change management like: Understanding the scope of change: A leader tries to find out the areas where there is a need to bring change in the organization and them also set the priorities that who will guide the change. They also try to measure the affects of change and innovations in the organization. Being to implement the change or bring innovations this requires focusing on who is most affected by new business processes and they also require leaders to take care of their whether they wants to adopt the change or not. Last but not the least makes adjustments. Focus on the outcomes and if there is requirement of bring changes then leaders should take care and make adjustments (IVEY BUSINESS JOURNAL, 2017) . Q10. Using individual ADKAR model or group Lewins model describe the effectiveness of various approaches to the management of resistance. Ans.LEWINS MODEL OF CHANGE: LEWINS model is 3step model. The three steps are: Unfreeze Change Refreeze UNFREEZE: In the first step the change is communicate within the whole organization and should motivate the employees to adopt these changes because these changes are necessary for them. If the organization is suffering from decrease sales, decrease in financial results and profits then should communicate with employees that they cannot work with the older ways or existing ways in the organization they should adopt new changes. It is the most difficult part of the process. Without motivation change cannot be bring in the organization. More participation is required to discuss about the change in the organization. CHANGE: In this people start working in a new way and start thinking new ideas and start supporting the new changes. Change cannot bring overnight in the organization. People takes more time and commit mistakes because everything is new for the whole organization. More contribution should be there so that change can be implemented successfully. People need to understand these changes organization should provide quickly solutions to the mistakes done by the employees. REFREEZE: Refreeze is the last step of LEWINS model. In this stage change become normal for the whole organization. Identify the more things that support the change and removing all barriers that create problem in adoption of changes. Leaders should support each and every employee. There must be rewards system to motivate the employee moreover frequently feedback should be taken from each and every employee. If there is a need of training then training should be given to the employees. Every information and support should be given and success of the organization should be celebrated in the organization. Q11. Draw conclusions about the place of innovation and change management for contemporary organisations. Ans. VOLPARA Is running successful with only 53 staff members, its difficult to manage everything if you got less staff. For the future innovation, researching for the solutions of other cancer, it will increase the business and profit too. For that we have to hire more staff and we can also open new branch, so people can come easily to us. As cancer is very dangerous diseases now a days and it causes death. So finding solution to prevent cancer is a better thinking for our business and public health also. References ABOUT VOLPRA. (2017). Retrieved 02 26, 2017, from VOLPARA SOLUTIONS: http://www.volparasolutions.com/about-volpara/ Business dictionary. (n.d.). Retrieved 02 15, 2017, from what is innovation : http://www.businessdictionary.com/definition/innovation.html BUSINESS DICTIONARY. (2017). Retrieved 02 26, 2017, from WHAT IS INNOVATIVE STRATEGY: http://www.businessdictionary.com/definition/innovation-strategy.html INNOVATION MANAGMENT.SE. (2013). Retrieved 02 26, 2017, from SEVEN STEP TO CREATING A SUCCESSFUL INNOVATION FRAMEWORK: http://www.innovationmanagement.se/2014/01/27/seven-steps-to-creating-a-successful-innovation-framework/ IVEY BUSINESS JOURNAL. (2017). Retrieved 02 26, 2017, from THE LEADERSHIP ROLE: http://iveybusinessjournal.com/publication/the-leadership-role/ Mok, C. (n.d.). Decision Innovation. Retrieved 02 15, 2017, from types of innovation: http://www.innovation-management.org/types-of-innovation.html NATIONAL DEFENCE UNIVERSITY. (n.d.). Retrieved 02 26, 2017, from VALUES AND ETHICS: http://www.au.af.mil/AU/AWC/awcgate/ndu/strat-ldr-dm/pt4ch15.html Online journalism. (n.d.). Retrieved 02 15, 2017, from five factors that foster innovation: https://onlinejournalismblog.com/2009/11/05/five-factors-that-foster-innovation-in-the-online-newsroom/ ONLINE JOURNALISM. (n.d.). Retrieved 02 26, 2017, from FIVE FACTORS THAT FOSTER INNOVATION: https://onlinejournalismblog.com/2009/11/05/five-factors-that-foster-innovation-in-the-online-newsroom/ volpara solutions wins technology innovation awards. (2014, 09 19). Retrieved 02 27, 2017, from health managment.org: file:///C:/Users/india/Downloads/volpara-solutions-wins-technology-innovation-award.pdf

Cultural Anthropology Book Report Essay -- essays research papers

Classical Readings on Cultural Anthropology What do we have to learn through the study of different cultures? I was hoping for some wonderful revelation in the collection of writings. I may have found one. This book was a difficult read for me. I am not sure whether it’s my age or my inexperience with classical readings. I also found it difficult to formulate a report on a collection of readings, the last report I did was on Laura Ingall’s Little House on the Prairie. This reading was a little more challenging. The main point that seemed to jump out at me is that perceptions change, our theory of reality changes with every viewpoint. Every culture can seem primitive, self destructive, nonsensical, immoral or just wrong, depending on who is doing the observation and what perspective they are observing from. In the first reading, Narcirema, points very clearly to the fact that our own culture could seem very odd, irrational, and ritualistic to an outsider. But aren’t we all outsiders to everyone else? Don’t we see ourselves as â€Å"normal† and everyone else as â€Å"abnormal†? I think it is human nature more than ethnocentrism. My daily rituals would seem very irrational to another woman of my age in different circumstances. That’s where the saying comes from that you don’t really know a person till you walk a mile in their shoes. The second reading of â€Å"Queer Customs† gets right to my point that culture is an abstraction; therefore each person doing the viewing views it differently. Culture is pointed out as being a â€Å"way of thinking, feeling, and believing† and since I have never met anyone who thought exactly the way I did about everything, one would have to conclude that we each have our own culture and our own views of other cultures. I wasn’t really sure that the next reading really fit in with the others in the book. Rapport-talk versus Report-talk seemed insignificant to the other passages. It is a well-known fact, in all walks of life that men and women of any race, creed, or culture are different and that we have different and sometimes contrasting ways of communicating with each other. I was surprised to find this seemingly simple theory in this book. Yet again back to my question; am I getting the intended message from the author? The Christmas Ox story made so much more sense to me and had great importance when I read the passage on Potlach.... ...tely cause the demise of the entire culture. Sharp’s and Bodley’s detailed description of simple â€Å"helpful† actions that have generational, historical implications are dramatic and still, and maybe even more so, relevant to modern cultural diffusion. We don’t often think critically about our efforts to â€Å"help† others. We just dive in and â€Å"fix things†, this seems to come with the thinking that â€Å"we know better than they do†. This is a common problem in today’s governments around the world. This is the result of ethnocentrism. This book has certainly taught me one thing. American culture is very ethnocentric. Ours is one that is a â€Å"nightmare† to navigate the good and the bad because there are so many double standards. I think this speaks to the very core of contention among Americans these days. Very few of our leaders do what is right, and each of us has our own definition of right. Maybe if more people could really walk outside of their own daily rituals, beliefs, habits and commandments, and truly look at human kind without a superiority gauge, then the world would be a better place with less war, less suffering, less judgment and more peace, happiness, success, and creativity.

Proposed Mechanisms of Dreaming Essay -- Biology Essays Research Paper

Proposed Mechanisms of Dreaming New physiological discoveries made in the 1950's linked a particular phase of sleep with dreaming (8). This phase of sleep is known as the REM (rapid eye movement) phase. This newly acquired information spawned refreshed interest in the mechanisms (specifically neurophysiological mechanisms) of dreaming. Validity of the physiological and neurobiological approach to dreaming was supported by certain (current) clinically measured and observed behaviors accompanying REM sleep (8). These behaviors or characteristics include: -phasic clusters of extraocular muscles of the eye producing rapid eye movement -generalized activation of the forebrain (cerebral cortex) -phasic activation of the visual pathway -inhibition of sensory input -suppressed motor activity -activation or inhibition of various brain stem neurons. (5) Many of these behavioral markers associated with REM sleep closely dictate or reflect the dream phenomenon. Although the REM sleep phase and the dream state are closely related, REM sleep is not necessary for dreaming. However the prevalence of dreams are certainly greater in REM sleep (3). Some researchers also contend that REM dreams are uniquely different from those reported in non-REM dreams both in content and quality (11,12). Reports from REM sleep awakenings are typically longer, more vivid, and more emotionally charged than non REM sleep reports (2). Non REM sleep reports also reflect a more thought-like rumination, concerned with realistic, "common place" events (2,4,12). For many researchers, REM dreaming is considered the most elaborate or 'true' form of dreaming, especially with regards to the intense level of activation in the brain (2,4,5). According to Al... ...http://amanda.uams.edu/other/epscor/neuro_rf.html 10)2166 NIA-Basic Clinical Research on Sleep and Wakefulness http://research.utmb.edu/starline/research/starfiles/0692166.htm 11)Brain/Body Activity During Sleep and Dreams http://ipp01.sawka.com/spiritwatch/brain.htm 12)Paradigms of Consciousness During Sleep http://wwwusers.imaginet.fr/~ghibelli/dondega.html 13) Carlson,Neil (1998). Physiology of Behavior: Sixth Edition. Allyn and Bacon. Needham Heights, MA. This paper reflects the research and thoughts of a student at the time the paper was written for a course at Bryn Mawr College. Like other materials on Serendip, it is not intended to be "authoritative" but rather to help others further develop their own explorations. Web links were active as of the time the paper was posted but are not updated. http://serendip.brynmawr.edu/serendip/a2z.html

Bridgestone/Firestone, Inc Company Overview Essay -- essays papers

Bridgestone/Firestone Company Overview Bridgestone/Firestone, Inc., a subsidiary of Bridgestone Corporation, was formed in 1990 when Bridgestone U.S.A. merged with The Firestone Tire & Rubber Company. In addition to manufacturing tires, Bridgestone/Firestone produces a variety of products including air springs, building materials, synthetic and natural rubber, and industrial fibers and textiles. The Nashville, Tennessee-based company has over 38 QS9000/ISO9000 Certified production facilities throughout the Americas, along with numerous international facilities throughout the world. Firestone's company philosophy is derived from a blend of Japanese and Americans methods, with a focus on providing quality products. In the words of the former leaders of Bridgestone and Firestone, Bridgestone/Firestone strives to "Serve Society with Products of Superior Quality" and to be the "Best Today ? Still Better Tomorrow." Bridgestone/Firestone is best known for it's production of tires (more than 8,000 different types and sizes), which account for more than 75 percent of its annual revenues. As a leader in world tire technology, Firestone utilizes research and development centers in three countries and testing centers around the world to help develop, manufacture and market tires for almost every kind of vehicle. (Bridgestone/Firestone Profile) Strengths Bridgestone/Firestone finds much of its strength in having "one of the richest tire makers in the world as its parent" (Chappell, 09/11/00). Bridgestone Corporation has been around since 1931 and has established itself as a well-known international manufacturer of tires, rubber products, automotive products, chemical products, sporting goods, and other products (Bridgestone Annual Report, 1999). The resources and prestige of having Bridgestone as a parent gives Firestone an extra edge in the market. One of Firestone's biggest strengths is the fact that Firestone's passenger vehicle trade is not the critical part of Bridgestone Corp's world profit picture. Roughly 60% of Bridgestone's North American profits came from the sale of heavy-duty truck tires. Firestone has a 16% share of that market, and the Bridgestone brand holds another 6.5 percent share. Another strength for Firestone is its well-established brand name. According to an Automotive News reporter, the Firestone brand is "posi... ...ndsay. Automotive News, September 11, 2000 v75 i5893 p47. "Firestone's Non-Ford Customers Show Little Concern Over Recall." Chappell, Lindsay. Automotive News, September 25, 2000 v75 i5895 p8. "More Firestones for Honda Civic" "3 suppliers may sell tires for next Explorer." Automotive News, Sept 4, 2000 v75 i5892 p8. "The tire flap: behind the feeding frenzy." Business Week, October 16, 2000 i3703 p126. Firestone Tire Recall Legal Information Center, http://www.firestone-tire-recall.com Grimaldi, James V. and Caroline Mayer, Washington Post, "4 Former Firestone Workers Deposed," August 24, 2000, pE01. Hess, David. National Journal, September 16, 2000 v32 i38 p2896. "Firestone's Other Tire Debacle." "A Company Under Fire: Did Firestone do Enough to Protect Its Own Workers?," Newsweek, September 18, 2000 p30. "Ford, Fireston knew of tire problems for years." United Press International, September 29, 2000 p1008271u8435. "Testimony Indicates Abuse at Firestone," United Press International, August 14, 2000 p1008226u6557. Wilson, Amy. Automotive News, September 4, 2000 v75 i5892 p8. "Labor Unions Unrest Adds to Bridgestone/Firestone's Problems" Bridgestone/Firestone, Inc Company Overview Essay -- essays papers Bridgestone/Firestone Company Overview Bridgestone/Firestone, Inc., a subsidiary of Bridgestone Corporation, was formed in 1990 when Bridgestone U.S.A. merged with The Firestone Tire & Rubber Company. In addition to manufacturing tires, Bridgestone/Firestone produces a variety of products including air springs, building materials, synthetic and natural rubber, and industrial fibers and textiles. The Nashville, Tennessee-based company has over 38 QS9000/ISO9000 Certified production facilities throughout the Americas, along with numerous international facilities throughout the world. Firestone's company philosophy is derived from a blend of Japanese and Americans methods, with a focus on providing quality products. In the words of the former leaders of Bridgestone and Firestone, Bridgestone/Firestone strives to "Serve Society with Products of Superior Quality" and to be the "Best Today ? Still Better Tomorrow." Bridgestone/Firestone is best known for it's production of tires (more than 8,000 different types and sizes), which account for more than 75 percent of its annual revenues. As a leader in world tire technology, Firestone utilizes research and development centers in three countries and testing centers around the world to help develop, manufacture and market tires for almost every kind of vehicle. (Bridgestone/Firestone Profile) Strengths Bridgestone/Firestone finds much of its strength in having "one of the richest tire makers in the world as its parent" (Chappell, 09/11/00). Bridgestone Corporation has been around since 1931 and has established itself as a well-known international manufacturer of tires, rubber products, automotive products, chemical products, sporting goods, and other products (Bridgestone Annual Report, 1999). The resources and prestige of having Bridgestone as a parent gives Firestone an extra edge in the market. One of Firestone's biggest strengths is the fact that Firestone's passenger vehicle trade is not the critical part of Bridgestone Corp's world profit picture. Roughly 60% of Bridgestone's North American profits came from the sale of heavy-duty truck tires. Firestone has a 16% share of that market, and the Bridgestone brand holds another 6.5 percent share. Another strength for Firestone is its well-established brand name. According to an Automotive News reporter, the Firestone brand is "posi... ...ndsay. Automotive News, September 11, 2000 v75 i5893 p47. "Firestone's Non-Ford Customers Show Little Concern Over Recall." Chappell, Lindsay. Automotive News, September 25, 2000 v75 i5895 p8. "More Firestones for Honda Civic" "3 suppliers may sell tires for next Explorer." Automotive News, Sept 4, 2000 v75 i5892 p8. "The tire flap: behind the feeding frenzy." Business Week, October 16, 2000 i3703 p126. Firestone Tire Recall Legal Information Center, http://www.firestone-tire-recall.com Grimaldi, James V. and Caroline Mayer, Washington Post, "4 Former Firestone Workers Deposed," August 24, 2000, pE01. Hess, David. National Journal, September 16, 2000 v32 i38 p2896. "Firestone's Other Tire Debacle." "A Company Under Fire: Did Firestone do Enough to Protect Its Own Workers?," Newsweek, September 18, 2000 p30. "Ford, Fireston knew of tire problems for years." United Press International, September 29, 2000 p1008271u8435. "Testimony Indicates Abuse at Firestone," United Press International, August 14, 2000 p1008226u6557. Wilson, Amy. Automotive News, September 4, 2000 v75 i5892 p8. "Labor Unions Unrest Adds to Bridgestone/Firestone's Problems"

Asses the Significance of the Treaty of Versailles

The Treaty of Versailles did not dismantle Germany from its ability to wage war; it neither made the people grateful towards the allies. As the Italian political philosopher Niccolo Machiavelli of the 1500’s stated â€Å"___________†. The Treaty imposed many demands of the war weary country, these demands did not have an immediate effect on the country, and it instead gave a long-term legacy of bitterness and humiliation. The defeat of the German military was a shock to most Germans, as they were made to believe that they would be the victors in the â€Å"Great War†. The Treaty came as an equal shock, as it gave the government no chance to negotiate the terms. The terms included military provisions to be changed, territories to be given away and reparations to be paid. The military of Germany was to be reduced to 100,000 and Germany was not allowed to produce any guns, poisonous gas or tanks. These terms affected many Germans especially wealthy industrialists who made large profits from the business. Those thousands employed into factories to build weapons also lost their jobs. The German military was at a time four million strong before the war with the reduced military this put thousands of trained men onto the streets without employment, these men would prove later to be enemies of the new republic. The German General Staff was dismantled, therefore putting influential generals such as Ludendorff and Hindenburg unemployed but most importantly there loyalty was to nobody since the Kaiser abdicated. This allowed ambitious politicians to take advantage of the famed generals as they persuaded them to join their political parties. An example of this is Hitler having Ludendorff join him in his 1924 failed Munich Beerhall Putsch, he was used as a symbolic figure supporting Hitler’s regime. The powerful navy that German had, was to be reduced to a mere few ships, and the U-boats were strictly forbidden. This had the same affect as it did with the army; it put hundreds of sailors on the streets unemployed and angry. Since it was not the Military that decided to sign the armistice they felt a sense of betrayal from the new government. This was to be called the â€Å"Stab in the back† theory, which was used by the military to explain why they were defeated and recalled. This theory was made to preserve the unscathed honor of the German military. The territories that the Treaty demanded were immense. The long held provinces of Alsace and Lorraine were taken by France. These provinces had been held by Germany since 1871, the people were a generation of Germans and the immediate change came as a shock. The Allies also claimed economic control over the rich coal-producing area of the Saar basin, its workers were German but the production was to go to France. This had a dramatic effect on the amount of coal German was producing, before the war Germany war producing 277 million tonnes and 14 million tonnes of steel. Because of the economic control of the Saar basin both of these vast industries were badly disabled, this therefore effected Germany producing an effective income from these industries that it prospered. The large region of Posen was created into a new country called Poland, but the allies determined that the new nation needed access to the sea. Therefore part of West Prussia was given to Poland, this area was called the Polish Corridor where many Germans lived, now under the new country Poland. The large city of Danzig was also taken from Germany and taken by the control of the new-formed League of Nations. Schleswig a region farthest north of Germany and south of Denmark was to be given to the government of Denmark, as the regions of Eupen and Malemdy was given to Belgium. The large area of the Rhine land, which lied on the border of Belgium and France, was to be demilitarized effectively stopping any further motivations to invade France. Germany had ten colonies based in Africa and Asia; these colonies had an overall population of fifteen million, adding trade and tax income to Germany’s government. But the Allies stated in the Treaty that Germany was â€Å"Colonially Unworthy† and as a result lost control of all her colonies. These colonies were controlled and administrated by the League of Nations. All these territorial demands from the Treaty of Versailles not only had an economic impact to the German country but it had a morale effect of humiliation to the German populace. Many articles in German Newspapers such as the Deutsche Zeitung stated, â€Å"German honor is being carried into its grave†¦. The German people will with unceasing labor press forward to reconquer the place among nations to which it is entitled. † and as well politicians used this as propaganda promising that their party will reclaim German honor. The Treaty also forced Germany to take full responsibility of the war. The Allies made them accept that it was their fault and that the countries all suffered because of Germanys selfishness. Because they were blamed for the war the Allies saw fit that they were to pay for the reparations of the war. This amount concluded to 32 billion American dollars, this was but a mere partial cost to the war but Germany still tried to resist paying the total amount. The reparations were not paid until 1921 a full three years after the signing of the Treaty. The initial German reaction the terms of the treaty was shock and anger. Since the Kaiser abdicated it fell upon the new government to sign the treaty, because of this the Weimar Republic was always held accountable for disgracing Germany. There were many in Germany, who urged a rejection of the treaty like Hindenburg, but many more had a realistic perspective and insisted that the government sign it; these people were General Groener and other members of the Reichstag. The initial anger and outbursts the treaty invoked on the people was of hopelessness, the reality was that Germany had little choice other than to accept the treaty. If the Government did not sign the Treaty the country would have been dismantled like it was after World War 2. The Treaty of Versailles importance is clearly exemplified in its determined effect of Germany. The country lost about thirteen percent of its territory, 12 percent of its population and a combined 64 percent of its iron and coal industries. But Germany still remained one of the strongest countries on the continent. As the Treaty effected the country on an emotionally level, the Germans of all classes were disgraced and angry at the Weimar Republic for signing the treaty. The Treaty obviously did not destroy Germanys ability to create an army (WW2) nor did it encourage them to not go to war. The effect of the Treaty forced a generation of Germans to swear vengeance on the Allies.

Police Organization Essay

I this paper I am going to explain to you the various types of police agencies at the local, state, and federal level and how each is organized. I will also identify the principal roles and functions of police organizations and their roles as they relate to the law. When I am finished with my paper you should have a better understanding of police organizing and how police organization works. The United States has one of the most complex law enforcement systems because of the various levels of their policing agencies. In the United stated each town, county, state, city, and small village has it’s oh policing agency. Even though there are various police agencies the structural organization is similar. This is because all law enforcement agencies have the same objective. The organizations of the police agencies are hierarchical. Police institutions can be analyzed like organizations with several key components (Alvarado, 2008). These organizations are designed with rank structure, separate departments and units. These components work together to form a fully functioning law enforcement agency. Some examples of local agencies are city, county, town, and incorporated village police. These agencies work together in order to ensure safety at a local level. There are many different functions and roles of the local police agencies. Local police are responsible for performing many routine activities. The duties include patrolling the neighborhood community, enforcing the law, providing emergency services, conducting investigations, and upholding community relations. Local police are not responsible for enforcing the law outside their jurisdiction and assistant is needed at a higher level (Congressional Digest, 1965). As far as state level goes there are also various agencies. These agencies include state and port authority police. State police agencies have many roles when it comes to the law. The state agencies are responsible for keeping the area within the state safe, keep our highways safe, and keep our parks free of crime, violent, and violations. Federal levels are responsible for coming in and stepping up when our lower levels of authority are in desperate need of help ( example: An older man meeting up with a girl whom he had met online). The FBI has to get involved when it comes to this. Sometimes also when dealing with federal you end up dealing with government as well. The FBI and other federal police help solve crimes that lower authority cannot handle or sometimes just need some help. So as you can see the police levels have to be well organized in order to be effective and in well working order. In this paper I have explained to you the various types of police agencies at the local, state, and federal level and how each is organized. I have also identified the principal roles and functions of police organizations and their roles as they relate to the law. You should now have a better understanding of police organizing and how police organization works.