Competitive and Strategic Analysis Assignment Example | Topics and Well Written Essays - 1500 words

Competitive and Strategic Analysis - Assignment Example Corporate strategy: Corporate strategy on the other hand is the overall and general scope as well as the direction that a corporation takes in relation to its activities in the various departments. It is not specific, but gives a glimpse and idea on how all the operations of the various departments contribute to the general good performance of the corporation. Business strategy: Business strategy refers to the choices and decisions made in a company or corporation to realize a long-term value while at the same time achieving the desired objectives of the company or the corporation in question. It is the means of maximizing the outcome in a companys production system or in realizing the maximum profit from a company. At Best Buy, the functional strategy is vital in the marketing department because it is in this operational department that the customers will be able to familiarize themselves with the company and get to purchase the products. Any strategy put in place in this department is important because it affects the entire business outcome of the company. Marketing thus is the functional division of this company that is useful as the company does not produce its own electronics fully and yet it is a retailer competing with thousands of other retailers. Packaging the marketing team with the right and consistent information will thus affect the entire outcome of the company and affects all other departments. The function essential to the goal of 2014, which is expanding the number of stores, is proper marketing in the new zones of operation. The marketing strategy should be so that it captures the tiny little details and appeals to customers all across the boards as it redefines Best Buy as th e best brand in the market. The marketing team should advertise the company as the best brand available in the market and at the same time gives customers the incentives necessary to have the goods and electrical items from the

Chemical Engineering design of a operation unit Essay - 1

Chemical Engineering design of a operation unit - Essay Example In chemical engineering, unit operation is the basic step in any separation process. Unit operation involves initiation of physical changes such as evaporation, crystallization, filtration, and separation among other physical processes. This paper involves a design of one operation unit for CO2 adsorption from flue gas of power plant. The adsorption process would make use of activated carbon, a source mainly from fuel substances in the mining industry, and it will be based on physical adsorption mechanism. Physical adsorption involves electrostatic attractive interaction of opposite charges and the idea of weak Van der Waals forces. It is chosen over chemisorption process because it uses lower enthalpy of adsorption, which is between 8-20 kJ mol-1 against 40-800 kJ mol-1 for chemisorptions. While activation energy in chemisorptions is small, it is zero for the physical process. Another factor considered is the low temperature of occurrence in physical adsorption, which depends on boiling point. Physical adsorption also allows the application of more than one layer that is adsorbed while chemisorption allows the chance of only one layer. Flue gas can be obtained from the combustion of a petroleum fuel such kerosene. The capture of carbon dioxide from power stations has increasingly become a key issue in research. CO2 separation is a benefit to the chemical industry, where CO2 is used for many purposes such as the production of methanol, urea, metal bicarbonates and carbonates. The concern on the production of CO2 is enhanced by the issue of global warming. Various capture approaches are typically applicable (Hicks et al. 2008). These approaches include membranes, cryogenic, absorption, and adsorption among other approaches. In this paper, adsorption process is used as the preferred approach in the gas separation process. Adsorption process of carbon dioxide gas

The Solution to the issue Research Paper Example | Topics and Well Written Essays - 1250 words

The Solution to the issue - Research Paper Example The conclusion provides a brief recap of what the solution is and how it has been discussed throughout the paper. Is there a solution to crime? It is a question that can be asked by any concerned citizen. All over the country, people are faced with the likelihood of being the victims of a crime. It does not matter what type of crime, big or small in the judgment of any individual, a crime is a crime. Be it stealing by force from a person, property, killing, or even crimes that infringe on the human rights of any individual like rape. All these are crimes that represent a wide array of the types of crime that are in existence today. With the availability of technology, the current nature of crime has become sophisticated. In addition, the crime fighting agencies have also embraced technology and made the detection and fighting of crime sophisticated too. Hence, it is evident that a complex case scenario is in the offing. A case that brings about some form of intricacy into the whole issue surrounding crime. Nevertheless, correctional facilities offer a place where criminals can be rehabilitated. However, as described in the examination of the biggest issues facing American correctional system, gangs in the correctional facilities and the behavior of the convicted criminals making up these gangs is the greatest issue. Thus, there has to be a way to solve this issue to ensure that the American correctional system gets it right in the rehabilitation of the individuals it has been entrusted with. Persons who have been found dangerous and unfit to live and interact with the rest of the American civil population. What is the solution? The paper seeks to describe a solution to this issue. What makes this the biggest issue in the American correctional system? Research undertaken by Ruddell and Winterdyk (2010) that one the issue of gangs in

British Conventional Defence Policy in NATO 1979-1989

British Conventional Defence Policy in NATO 1979-1989 Kenton White Methodological Approach21813746 British Defence Policy within NATO, 1979 – 1989 Did Britain’s conventional contribution match its obligation? My research is an analysis of British conventional defence policy within NATO between 1979 and 1989. This research will critically review the plans in place for mobilising, transporting, supplying and reinforcing units in Europe, as well as the plans for Home and Civil defence of the UK. The research will cover the crisis, transition to war and war plans of NATO and the British Government. The plans will be compared with the commitment Britain made to NATO, and the real-world ability of Britain’s Government to fulfil those commitments. Britain, through its defence policy and membership of NATO, committed to provide troops, weapons, equipment, supplies, services, transport/storage and infrastructure facilities in the event of war in Europe. The research will be conducted using material from NATO, the National Archives and other Governmental departments, as well as interviews with personnel who served during the period. Using case-studies (exercises [CRUSADER, WINTEX, etc.] as w ell as mobilisation for actual combat [Falklands War, Gulf War 1991]), this research will uncover any link between the aim of defence policy and the ability to implement that policy. These case-studies sometimes expose fundamental problems in the armed forces operations. This disparity in planning and execution has a direct implication for understanding current and future defence policy and planning. Amongst the methodologies considered for this PhD were Case Studies, Small-N, Critical Discourse Analysis and those drawn from historical understanding. There is also a strong case to be made for use of the economics-based Alliance Theory[1] to explain some of the policies adopted by Britain during the period. However, this research is not attempting to validate a theory; rather it is intended to answer the question set in the title of the PhD. The question is posed in this way because the nature of the investigation and research does not require the researcher to posit a theory. It would be possible to theorise that, â€Å"Britain was not capable of fulfilling its obligations to NATO between 1979 and 1989† but in the researcher’s opinion this angle of questioning is biased. It would be possible to frame an argument thus, â€Å"Why was Britain unable to fulfil its military obligation to NATO?† but the current research does not enable that question to be confirmed as plausible so far. The answer to the original question may indeed find that Britain was unable to fulfil some or all of its obligations. The purpose of this research is not only to establish if Britain could have fulfilled its obligations, but to look at the ways in which other pressures shaped the defence policy, changing the question of defence policy from, â€Å"What do we need?† to, â€Å"How little can we get away with?† This has direct, and possibly contentious, implications for modern defence planning in a political, economic and military environment which does not have the apparent stability and predictability of the Cold War. This research is not intended to be comparative; that is it does not compare Britain’s NATO commitment with that of other NATO members. This means that broad comparative methodologies such as Small-N comparison aren’t relevant. Small-N relies to a large extent on Mill’s methods of agreement and difference[2], but since the N in this research is 1, it is impossible to compare with another event. Also, the objective of the research is not to infer or disc over an overall causality, but to identify capability and intent. There will be instances of cause and effect within the research, such as NATO force proposals causing the stated requirement from the MOD, but these are individual instances within the overall scope of the research question. The objective is not specifically the research of these causal links. Small-N seeks to identify what are the causes of a particular event, whereas I seek to understand if a goal could have been or was fulfilled. It is extremely difficult in some circumstances to define whether a particular commitment could have been fulfilled, for example, â€Å"†¦the defence of the United Kingdom base and its immediate approaches †¦Ã¢â‚¬ [3], as this is ill-defined. The research seeks to identify aspects of the defence policy which are more clearly definable. As part of the above example, Britain promised to provide, in the event of war, a certain number of ships and aeroplanes equipped to search for and attack WTO[4] ships and aeroplanes in and around the British Isles. NATO produced â€Å"Force Proposals† on a regular basis which defines exactly what is required and by when. These documents, and the supporting British Government documents, define what the commitment was, in quantitative and qualitative terms. It is then possible, using Defence Ministry documents, to compare the capabilities and numbers of available ships and aeroplanes against the NATO Force Proposals. The research relies on several case studies; two of actual mobilisation for war[5], and several exercises that tested the plans put in place for war in Europe. With regard to the two actual mobilisations, there are no theories regarding the ability of a country to mobilise, nor are there any theories which deal with the reaction to unexpected conflicts breaking out. The intention is to investigate the case-study subjects and evaluate which of the NATO plans for activation and mobilisation had been used (if any) and which had not. An assessment is then to be made of why some had been used and others not, and, for those used, whether they were met. If there was a success or failure to meet a particular planned mobilisation time or supply level, the reason for that outcome will be investigated. For these plans the analysis will need to be carried out to see if there is a correlation between the type of service/equipment plan and its success or failure. For example, if it is found that Britain was unable to fulfil a substantial number of its NATO obligations, the intention is not then to theorise that the other NATO nations could not fulfil their obligations. The intention is to identify the aspects of NATO planning which establish the force levels, identify the political and military decisions that appear to respond to and satisfy those levels, and then to see what, if any, connection exists between the two. The research is not then intended to be used to criticise, support or demonise any particular political or military viewpoint. The intention is to establish a framework by which, with historical understanding, the ramifications of budget setting and political policy can be seen to act upon Britain’s military’s ability to work either alone or in alliance with other countries to achieve an objective. Selection of the case by the dependent variable is seen as poor methodology design. But this relates to case-studies when used in a comparative fashion, and when attempting to establish the validity of a theory[6]. As mentioned above, this research is attempting to answer a question, rather than establish a new paradigm, and so the selection of the case studies is dictated by the time period, rather than by any conscious decision by the researcher. During the period, NATO states were provided with a common opponent in the WTO, one which represented a power that individual states alone could not counter. A large amount of the research material investigated so far assumes this bi-polarity, but only a few documents seek to identify, and to confirm or deny, its existence. Discourse analysis seeks to define the body of language that the research material originates from, and to discover the rationale, patterns of usage and concepts at work[7]. â€Å" †¦ a discourse is more than the sum of the utterances composing it †¦Ã¢â‚¬ [8] This assumption of a discourse by the authors is expected, as they are professional military officers or politicians, and hence have an established set of references from which they need to work. But this common structure is broader than the focus of this research, being specific to the NATO obligations. It will be useful, as part of the research, to identify the assumptions and specific areas of discourse used in the documents. We must be careful, however, to clearly identify the aspects of ‘Cold War’ discourse that are in play. The Cold War of Europe was different in many aspects, including the language used to describe it, from that of Asia. This research seeks to limit the discourse to the ‘East-West European’ confrontation. Discourse analysis may well provide insights into the patterns of thinking and assumptions made by the participants. Foucault refers to discourses as systems of thoughts composed of concepts and attitudes, based on power relationships[9]. With a long view of history, the attitudes and beliefs develop together with the subjects and words, and they are interconnected, rather than one caused by the other. Defining the ‘horizon of meaning’[10] and ‘truths’ will necessitate a definition of these for several situations; one for the general public; another for politicians; another for the military; another for business and commerce; and probably most importantly, the perceived ‘enemy’. This may provide us with several inter-related and overlapping, but different, discourses. Carr proposed the idea that one’s own views are promoted by being veiled as in the interests of all.[11] He proposed a realist view of state and power, and the national self-interest represented.[12] This, given the time period of the research, may be a more accurate description of the ‘discourse’. Reading these documents as ‘performances’ can be useful in some cases, but generally the research so far has shown that the majority of documents seek to downplay ‘performance’. The authors tend to focus on, what are to them, the facts of a particular situation. A large number of these documents were never intended to be seen by the general public, and their content is sometimes disturbing. Had they been written with an eye to future publication, the likelihood is the content would be different, as can be seen in those few items which are â€Å"polished† for public consumption. With both the original and public versions, we can see that harsh details are left out, and more general conclusions adopted. In the raw originals, difficult decisions affecting millions of people are taken. It is these raw originals which make up the vast majority of the research material for the study. Although we can never completely ignore the fact that some writers will be less analytical than others, we can use the large number of documents in cross-referencing and evaluating any particular writer’s view of a situation. Alliance Theory is a comparative analysis of two or more countries within an alliance, but the structure of the analysis can be used to establish levels of defence spending in the alliance within a standardised framework. Although this research is not directly comparative, it is useful to understand, at least in outline, the spending patterns of other NATO members, and the research will provide specific isolated instances of comparison to establish baseline measures. NATO Alliance Theory tells us that in military alliances, larger countries will have a disproportionate share of the costs of defence to the smaller countries, and uses a methodology which measures such variables as GDP, defence spending and population size[13]. Benefits deriving from the common defence are also analysed in terms of â€Å"good† provided to the populations involved. This can be employment, national and local income from arms sales and foreign investment, or spin-offs from military production that f ind their way into consumer products. Included in the analysis is an evaluation of the convergence of purpose in an alliance, which is proposed to have direct effect on the sharing of burdens within the alliance (the stronger the convergence, the greater the disproportion of burden sharing.) There are several areas of investigation that must be included in this research to make it valid. Not only will the capability of the military be investigated, but the political will to make unpopular and financially costly decisions, and the overall effect of policy within collective defence. The methodology planned for this research is an amalgam. It will use a mixture of quantitative and qualitative research, dealing with a range of subjects from the number of NATO small-arms ammunition rounds kept in War reserve for the front line troops to use in case of war, to the ability of the British Government to mobilise sufficient transport to move 300,000 US and Canadian reinforcements and their associated equipment from ports and airports around the country to the European Continent. A large part of the analysis will involve the reviewing of financial and material contributions to NATO, set against the force proposals. This information will be obtained from British Government and MOD p apers. Financial data must be analysed with a solid baseline which takes into account inflation, foreign exchange and varying unit costs. The research will analyse particular aspects of defence policy that can be quantified directly, for example the provision of naval vessels committed to NATO’s Eastern Atlantic command in the event of a war, and compare the actual available naval vessels and their capabilities. Such comparisons can be applied to a variety of circumstances from tanks to hospital beds to ammunition reserves. The data will also analyse the cost of Home/Civil Defence as part of the Defence budget, and allow a conclusion to be drawn as to whether this fulfilled any NATO obligation, for example Key Point Defence[14], or whether it provided a positive benefit to Britain (as defined within Alliance Theory). The exercises mentioned as case studies will be analysed using counterfactual conditions taken directly from MOD exercises of the period which best reflect the p erceived threat. The military, political and social awareness of the demands of the BAOR and Home/Civil Defence will be assessed here. Using an historically informed appreciation of the broader events of the time, the qualitative and quantitative findings mentioned above can be brought together to comprehensively answer the research aims. It is axiomatic that research such as this cannot be undertaken without a long view of the history of British defence and foreign policy. Britain had, for the previous 200 or more years, focussed much of her foreign and military policy on maintaining a balance of power in continental Europe. This allowed her to focus on Imperial expansion, and latterly on securing trade-routes and supply. Membership of NATO, and the efforts put into that membership must be seen in context, otherwise certain events and policies will be misunderstood. King, Keohane and Verba state that, â€Å"All good research can be understood †¦ to derive from the same underlying logic of inference.† [15] There is no one methodology that fits the research being undertaken, as it does not aim to prove or support a theory. Rather it seeks to understand and answer a fundamental question that is still relevant today, namely can the defence policy fulfil its aims? Alliance theory can aid in an analysis of the quantitative data, providing an assessment of the benefits to Britain of its NATO role, and the costs associated with it. The fact that one methodology does not fit the research does not mean that aspects of that methodology cannot be used. A criticism that may be levelled at this research is that it doesn’t have a recognised methodology, in the way that Small-N or Discourse analysis is recognised. However, the final methodology must be designed with rigour in mind, such that it answers any criticisms of structure and coherence within the framework of the required research. Word Count:2866 1 of 5 [1] Mancur Olson and Richard Zeckhauser, ‘An Economic Theory of Alliances’ (RAND Corporation, 1966), RM-4297-ISA. [2] Stanley Lieberson, ‘Small Ns and Big Conclusions: An Examination of the Reasoning in Comparative Studies Based on a Small Number of Cases’, University of North Carolina Press, 1991. However, a different perspective on the use of Mill’s methods in Small-N analysis is proposed see Goldstone quoted in Mahoney, p388 [3] Statement on the Defence Estimate 1979 – The National Archives, CAB 129/205/3 [4] The Warsaw Treaty Organisation of Friendship, Cooperation and Mutual Assistance was formed in 1955 [5] 1982 Falklands War and 1991 Gulf War. Although the Gulf War is outside the timescales adopted for this research, the plans in place will be those developed during the period under review. [6] Stephen G. Brooks and William C. Wohlforth, From Old Thinking to New Thinking in Qualitative Research, International Security, Vol. 26, No. 4 (Spring, 2002), pp. 93-111 [7] John Tosh, The Pursuit of History: Aims, Methods, and New Directions in the Study of Modern History, 4th ed (New York: Longman, 2006), p. 195. [8] Professor Louis de Saussure, Pragmatic Issues In Discourse Analysis, Critical Approaches to Discourse Analysis Across Disciplines 1 (1), 2007, p179 [9] Derek Hook, Discourse, knowledge, materiality, history : Foucault and discourse analysis, Theory and Psychology 11 (4), 2001, p521 – 547. [10] Powerpoint presentation, Dr Andreas Behnke, PIM56, Spring Term 2014 [11] Howard Williams, Moorhead Wright and Tony Evans, eds., A Reader in International Relations and Political Theory (Buckingham: Open University Press, 1993), pp. 179–180. [12] John Mearsheimer, E.H. Carr vs. Idealism: The Battle Rages On (Sage Publications, 2005) [13] Olson and Zeckhauser. [14] Key Points include ammunition stores, communication centres, Early Warning systems amongst a host of other locations which could be defended with deadly force, even before the outbreak of a war. [15] King, Keohane Verba, Designing Social Inquiry, Princeton University Press, 1996, p 4

Hipaa Privacy Rule :: Healthcare Medical Information Privacy

1. Introduction Today, you have more reason than ever to care about the privacy of your medical information. This information was once stored in locked file cabinets and on dusty shelves in the medical records department. Your doctor(s) used to be the sole keeper of your physical and mental health information. With today's usage of electronic medical records software, information discussed in confidence with your doctor(s) will be recorded into electronic data files. The obvious concern - the potential for your records to be seen by hundreds of strangers who work in health care, the insurance industry, and a host of businesses associated with medical organizations. Fortunately, this catastrohic scenario will likely be avoided. Congress addressed growing public concern about privacy and security of personal health data, and in 1996 passed â€Å"The Health Insurance Portability and Accountability Act† (HIPAA). HIPAA sets the national standard for electronic transfers of health data. Before HIPAA, each state set their own standards. Now states must abide by the minimum standards set by HIPAA. States can enact laws to incorporate and/or strengthen the basic rights given by HIPAA. How HIPAA's Privacy Rule Protects YOU; The Patient Access to your own medical records Prior to HIPAA, access to YOUR medical records were not guaranteed by federal law. Only about half the states had laws giving patients the right to see and copy their own medical records. You may be charged for copies but HIPAA sets fee limits. You Must Be Given Notice Of Privacy Practices How your medical information is used and disclosed must now be given to you. The notice must also tell you how to exercise your rights and how to file a complaint with your health care provider and with the DHHS Office of Civil Rights. HIPAA Requires Accounting of Disclosure Details You have the right to know who has accessed your health records for the prior six years, However there are several exceptions to the accounting requirement. Accounting is not required when records are disclosed to persons who see your records for treatment, payment, and health care operations. These individuals do not need to be listed in the disclosure log. Filing A Complaint If you believe a health care provider or health plan has violated your privacy you have the right to file a complaint with your health care provider and with DHHS. Special Requests For Confidential Communications. You can make special requests specifying how you would like your doctor's office handle confidential communication.

Discuss Twain’s use of comparison-contrast in “Two Ways of Seeing a River” Essay

In, Two Ways of Seeing A River, the author, Mark Twain, described his idea of the Mississippi river from two angles or two perspectives and used comparison and contrast to illustrate his points. He first began by using a metaphor in his opening words. He compared to Mississippi river to a language which he had already mastered. However, he said that upon his mastery of the river, he lost something which is his admiration for it when he saw it the last time. Twain described how majestic and how wonderful it was when he first saw the river on a steamboat. He vividly illustrated in the story tiny details like the color of the river during the sunset and the ripples in the water, among others. But when he returned a second time, everything marveled about the river was gone.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Basically, Twain’s comments on the river on the third paragraph were almost the opposite of his comments on the second. It can be then deduced that the author used a block pattern of comparison in his story because he first described his beautiful experiences upon seeing the river the first time before describing his less lively experience on the second time.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Moreover, Twain’s differing comments on the river basically says that things such as experiences become less exciting or even less fulfilling the second time around. In other words, a man who has already experienced something simply passes by it the next time. In the case of the author in the story, he simply read and observed the Mississippi river rather than marvel at it because he has already seen it before.

Employment Rights and Responsabilities Essay

1.1 The aspects of employment covered by law are: health and safety(1974), disability discrimination act(1995 amended in 2005), the day care and child minding regulations(2003), Data protection act, sex discrimination act(1975 amended in 1986), the race relations act (1976 amended 2000 and regulations 2003), equal pay act(1970,1983,2010), working time directive and working time regulations (1998), national minimum wage act(1998) and the employments rights act (as amended by the employment regulations act (1999 and he employment act 2002 and 2008). 1.2 HEALTH AND SAFETY (1974): It is your employer’s duty to make sure that you are protected from any risks and dangers which could occur in your work place. DISABILITY DISCRIMINATION ACT(1995,2005): Provides legal rights for disabled people in areas such as employment and education. THE DAYCARE AND CHILDMINDING REGULATIONS(2003): They set down minimum standards covering a number of areas. Registered providers have to meet ratios of adults to children. DATA PROTECTION ACT (1998): Protects the personal information that organisations hold about people the information must be correct, must not be used for any other reason except the reason it was collected for, must not be passed on without permission and must not be kept for longer than necessary SEX DISCRIMINATION ACT (1975,1986): Employer must not treat men and women differently if they can not show a good reason for doing so. THE RACE RELATIONS ACT (1976,200,2003): Makes it unlawful for anyone to discriminate against anyone else because of race, colour, nationality or ethnic origin. EQUAL PAY ACT(1970,1983,2010): The right to same pay and conditions of employment as some one of the opposite sex where you’re doing the same work. WORKING TIME DIRECTIVE AND WORKING TIMES REGULATIONS (1998): Covers legal hours you can work minimum daily rests and paid annual leave. NATIONAL MINIMUM WAGE ACT (1998): Minimum amount per hour most workers in the uk are entitled to be paid. THE EMPLOYMENT RIGHTS ACT(1996,1999,2002,2008): This is a large law that covers many of the rights and responsibilities of employers and employees including; contracts of employment, right to itemised pay statement, right to time off work, right to time off work for sickness, maternity rights, termination of employment, unfair dismissal and redundancy rights. 1.3 Legislation relating to employment exists to protect you at work; they also protect your colleagues, the children and their parents. These laws also tell you what you are expected to do and how you should behave at work. 1.4 ACAS (Advisory conciliation and arbitration service) is for both employees and employers who are involved in an employment dispute or are seeking information on employment rights and rules. OFSTED Inspect and regulate services which care for children and young people, and those providing education and skills for learners of all ages. They inspect to judge the quality and standards of care. CITIZENS ADVICE help with all aspects of employment rights and can help get further information regarding employment rights and responsibilities. WWW.DIRECT.GOV.UK/PAYANDWORKRIGHTS TASK 2 2.1 The terms and conditions which are covered in my contract are: my job title(nursery nurse), hours of work(30 per week between 6am and 6pm), holiday, absence due to sickness or injury(must inform manager at least 2 hours before shift starts), sick pay, notice of termination of employment (1 months’ notice in writing), grievance procedure, company rules and the disciplinary procedure. 2.2 The information that is shown on my pay slip is: my name and address so I know it is my pay slip, my national insurance number so I know im paying national insurance for me and no one else, my tax codeso I know how much tax I should be paying, rate of pay how much I earn an hour , pay period so I know how many weeks pay I should get, pay date when I get paid, payment method how I get paid, national insurance table letter, company’s name so I know who is paying me, net pay, weekly amount of pay-how much I earnt each week. Year to date; taxable gross pay, income tax, employee national insurance contribution and employer national insurance contribution. 2.3 It is important for the company and all employees that any grievance is brought to light quickly and dealt with expeditiously. If any time you have a grievance which cannot be cleared informally you should raise it formally either verbally or in writing with your immediate supervisor. 2.4 The personal information which must be kept up to date with my employer are my contact number, my address, bank details in which I wish my pay to be sent to and any relevant health information which may affect my job roll. 2.5 The agreed ways of working are to always be polite and profesional, to follow policies and procedures corectly to make everyone feel welcome and happy to be at nursery to provide a save,warm,loving and happy environment for the childeren,to be respectfull of other peoples religion, background and personal choices. TASK 3 3.1 I make sure that the children are provided with the highest quality of care, that they are supported in their intellectual social and emotional needs by making sure there are appropriate activities for them that are not too easy or hard for them,helping them to make friends and socialise with other children of the same age by encouraging them to play together and setting out group activities, I have made strong positive relationships with the children and their parents and make them feel welcome and happy to be at our nursery.I also make sure that each individual child which I work with have age appropriate play available eg, the younger children whom are learning to walk have walkers available at all times the pre school children have more difficult puzzles to do so it encourages them to solve problems and think about what they are doing where as the toddlers will have easier jigsaw puzzles as it is to hard for them to do , I make learning the colours and alphabet fun by combini ng it with play we have a counting game which the children enjoy, I also use colour and number throughout the day e.g, at lunch time as im handing out the plates I will ask the children â€Å"what colour plate have you got†or during an activity using building blocks I may ask â€Å"how many green blocks are there† , we do a lot of messy and creative activities we do alot of messy play because messy play involves children using all their senses in the process of exploration, especially the sense of touch, offers the opportunity to mould and manipulate materials and not having a focus on making/producing something 3.2 The positive relationships which I have made with the children makes their parents feel reassured that their child is well looked after and happy when they leave them with us which reflects on other parents and they are more likely to recommend our nursery to others due to the high quality of care delivered by staff. i work very well individualy or as part of a team, im creative,profesional and follow good practice. 3.3 My job fits in with the wider sector because we help to teach the children things to help them be independent and prepare them for school by teaching them basic things like their colours, alphabet and how to write their name . Also we spend 5 days a week with the majority of the children in our nursery there for if anything is wrong with them we can usually tell straight away i.e. unusual behaviour, bruises etc. we have to pass that information on to our supervisor whom will then decide if it needs to be taken further. Or if the social services have to intervene with a family we will work alongside them to support the individual child as much as we possibly can. 3.4 A professional body is usually a nonprofit organization seeking to further a particular profession, the interests of individuals engaged in that profession, and the public interest. A profesional body is group of people in a learned occupation who are trusted with maintaining control or oversight of the practice of the occupation also a body acting to safeguard the public interest professional bodies act to protect the public by maintaining and enforcing standards of training and ethics in their profession, they often also act like a trade unio n for the members of the profession. TASK 4 4.1 After compleing the level 3 qualification you can go on to further your education by doing a level 4 nvq or going to university and doing a foundation degree. You can have a job as a nursery manager , teacher, teaching assistant, a hospital play therapist a job in social work or health work. 4.2 There are a number of organisations that can help you find out more about higher qualifications these include, the early years nto, CACHE, EDEXECL,LCCIEB, city and guilds, universitys, connexions, local early years development and child care partnerships. 4.3 After achieving my level 3 I Intend to follow on to study at university and become a primary school teacher. TASK 5 5.1 Concerns have been raised regarding the misuse of mobile phones with in the sector, where photographs have been taken of children and used in inappropriate ways. 5.2 Some people think that mobile phones should not be used so things like this can not happen again, where as other people think that mobiles should be allowed incase of emergencis. Some people don’t like men to work in nurseries oor only wish for female staff to change their childs nappy this can be seen as discrimination against male workers. 5.3 The public concern regarding the miss use of mobile phones has made the public more cautious about the people whom are looking after their child, and they may feel tht stricter guid lines and checks should be put in place to protect children. 5.4 In our work place we are not allowed our phones in the rooms with the children they must be put in our lockers or in our bags in the office.If we are found to have our phones on us then we are dismissed instantly, the only exeptions are if were on a nursery trip and need to contact other staff, management or in an emergency even then we are not to use our mobiles for personal use when on trips and there is a after school club mobile which must stay on at all times and is only used to contact afterschool club perents and dos not have a camera on it.