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First of all nebosh igc course in rawalpindi has been designed to provide the student with core knowledge of Safety. In Occupational Safety , Nebosh plays a key role for finding a job. In Occupational Safety , Nebosh plays a key role for finding a job. safety cultureis an important topic, but time consuming to inspect (because of the samplerequired) and difficult to tackle. It is recommended that it is only be takenon where there is good reason to believe that there is a significant issue toaddress, such as a poor safety record over a period, and where the company islikely to be receptive to advice. An organization’s culture can have as big aninfluence on safety outcomes as the safety management system. ‘Safety culture’is a subset of the overall company culture (and is defined in the box on theright). Many companies talk about ‘safety culture’ when referring to theinclination of their employees to comply with rules or act safety or unsafely.However we find that the culture and style of management is even moresignificant, for example a natural, unconscious bias for production oversafety, or a tendency to focusing on the short-term and being highly reactive. Symptoms of poor cultural factors can include: · Widespread, routine procedural violations. · Failure to comply with the company’s own SMS(although either of these can also be due to poor procedure design). · Management decisions that appear consistently toput production or cost before safety. In inspection, it is possible to gatherevidence about a company’s culture, although this requires interviewing asuitably representative sample of people from all levels. Model forOrganisational and Safety Culture Cultures areusually defined as shared values, attitudes and behavior of certain group. Thecore of culture is inside person’s mind. Only through behavior or other actionsof persons the culture becomes visible and shareable. Cultural art effects andall other perceptible signs of culture are formed through action. From thisperspective culture requires functionality. It does not exist nor spreadwithout activity of individuals. In systems theory there is a methodologicaldistinction between theoretical system and empirical system. Theoretical system“is a complex of concepts, suppositions, and propositions having both logicalintegration and empirical reference”. Empirical system is “a set of phenomenain the observable world that is amenable to description and analysis by meansof a theoretical system”. However, in cultural context, theoretical modelsusually describe only properties of the empirical system. Usually thefunctionality of the culture is left undefined. Therefore theoretical modelsmay have flaws in their ability to describe the functionality of the culture,which is essential part of the culture. Introduction Most organizational culture models are basedon the shared mental models of individuals These internal psychological modelsare highly personal. Some of these models are used as guidelines with which oneoperates in the world. Thoughts, values and other cognitions need some kind ofaction to be exposed to other people. As long as they are solely insidepeoples’ minds they cannot be shared nor be confirmed. Gherardi and Nicolinihave described safety as “aspect of practice” All human behavior is considered asan action and these actions include talking, writing and all other sociallyinteractive methods of communication. As far as we know, in the literature oforganizational culture, this issue of culture’s method of action has been leftundefined. We have developed a meta-model, which describes the person –sociotechnical system interaction. 1. Functionalmodel The functionalmeta-model is based on the systems point of view. Both person and organizationare modeled as systems. The systems theory models real world entities as technicalsystems. Systems theory states several properties a system must have, but weconcentrate to just one of those, namely openness. The openness of a systemmeans that a system has means of interaction with its environment. Environmentis defined as everything that does not belong to the system itself, but hassome kind of effect to the system. According to Buckley the interchange isessential factor underlying the system’s viability. Basically the interactionwith environment means some kind of flow in and out of the system. The majortypes of system flows are materials, energy and information . When the flow isentering the system it is called input or originally inflow and when thedirection is out from the system it is output (outflow). The input and outputprovide means for the system to interact with its environment. The action ofprocessing the input is called throughput. The system causes its own behavioror output. Same input in different systems is likely to produce differentoutput. The system can also evaluate the output flows and get valuable feedbackfrom its performance. Input, output, processing and feedback are the keyelements we use in our models of person and organization as open systems.Another important issue is the level of analysis concerning organization andperson. When studying the organization, the level is macro, but when theresearch subject is an individual, the level is micro. When both person and organizationare studied together and in same model, the model unavoidably has to includeboth micro and macro levels of analysis. This is important issue, since theperson modeled in a socio-technical system is acting only in certain roles. Inthe organization level there are no personal issues concerning individuals.Basically, this model provides means for studying the personal issues in the organizationallevel. Figure 1: Organizationand person interacting with each other. Figure 1 showshow organization and person are interacting. All persons, regardless theirstatus and role in the organization, can gain information from the organizationonly through their sensory system. In this model all observable signs andactions from the organization are treated as events. They are inputs for theperson, with which the person can detect the status of the organization. Personprocesses the input with all previous knowledge of the system using herpersonal mental models and then she may perform some action as an output. Allinputs do not trigger output, but they all affect person’s mental models. Organizationrelated actions of a persons are considered as inputs of the organization. Theactions include all means how persons can affect the organization. 2. Otherorganizational and safety culture models In thissection we compare three different organizational and safety culture models.Schein’s organizational levels of culture provides the core of all organizationaland safety culture models share: underlying assumptions as the basis of cultureand its visible manifestations are espoused beliefs and values and art effects .Cooper has introduced a safety culture model , which is based on Bandurareciprocal determinism model (1986). Cooper’s model unites psychological,situational and behavioral factors.

Mobile Repairing Course In Mondi Bahouddin , International College Of technical education offer Mobile Repairing Course In Mondi Bahouddin 03115193625, Professional Mobile Repairing Course In Mondi Bahouddin 03354176949, Mobile repairing is an important branch of communication and Electronics Engineering. Phones have become an important necessity in our day to day lives. If our phone stops working, a thousand things cross our minds. The immense amount of data we have coined in a small gadget is as precious as gold for millennials. Due to instances like these, Mobile Repairing courses are gaining popularity amongst masses. If you are interested in knowing about such courses, then read on our blog which is going to disclose all the possibilities of cell phone repairing. In Mobile Repairing Course, students will come to know all about Mobile repair and more information about mobile hardware and mobile software solutions. We give practical base training on smartphones under the guidance of our professional experts so that the student can easily learn about the mobile repairing course. For a better future in Mobile Industry, you can join our mobile repairing institute today.About knowledge of all hardware part of mobile phone.Soldering & De-soldering of Big electronics Components. Soldering & De-soldering of Small electronics Components.How to do Big jumping in Mobile phone.How to do Small jumping in Mobile phone.BGA IC Re-balling.How to do print jumping in Smartphone.BGA IC Soldering & De-soldering practice.Charging jack Soldering & De-soldering. On/off switch jack Soldering & De-soldering.Module 1 (Basics) Basics of mobile communication and electronics.Study of Digital Electronics.Assembling & disassembling of different types of mobile phones.Use of various tools & instruments used in mobile phone repairing. Details of various components used in mobile phones.Study of basic parts of mobile phones (mic, speaker, vibrator, LCD, antenna, etc).Testing of various parts with multi meter. Use of jhatka machine (DC Supply).Module 2 (Hardware) Basic Circuit Board / Motherboard Introduction.Names of different BGA ICs.Work of different BGA and Glass ICs.How to recognize different ICs.Soldering & desoldering components using soldering iron.Soldering & desoldering components using rework station.Working on SMD / BGA ICs and the PCB. Module 3 (Software) Introduction of various software faults.Introduction of different flasher boxes.Flashing of various brands of handsets.Formatting of virus affected handsets. Unlocking of handsets through codes and software.Use of secret codes.Downloading. Module 4 (Troubleshooting and Advance Troubleshooting) Fault finding & troubleshooting. Steps of repairing hardware and software problems.Circuit tracing, jumpering techniques and solutions.Troubleshooting through schematic diagrams.Repairing procedure for fixing other new hardware faults.Advanced troubleshooting techniques.Module 5 (Support Program) How to open and manage your own mobile repair shop.How to successfully work as an Engr. Where to procure tools, spare parts and accessories.How to deal with customers and distributers.Technical support guidance through us.Various other technical support websites. Admission open for boys and girls and queries call 03115193625,03354176949. INTERNATIONAL COLLEGE OF TECHNICAL EDUCATION Pakistan No.1 IT Training, Technical, Management and Safety Officer Institute, For More Information Visit Our Website http://www.icollegete.com/ https://courses.com.pk/ Certification acceptable in Government job and Worldwide UK USA KSA UAE Canada Dubai Muscat Oman Bahrain Kuwait Qatar Saudia Japan China http://www.icollegete.com/course/mobile-repairing-course-in-rawalpindi-2/Mobile Repairing Course In Mondi Bahouddin

Develop the skills to nurture young minds at Deakin and grow your confidence in the classroom with supported practical experience. This survey course provides an overview of early childhood care and education including historical and cultural perspectives, organization, structure, programming, and evidence-based practices. Professional and evidence-based practices of highly-qualified early childhood educators are outlined with an emphasis on their ability to enhance development and learning of each and every child between the ages of birth and eight. Considerations for diversity of culture, language,race, socioeconomic status, gender, ethnicity, and ability will be included. Students will spend a minimum of 15 hours of observation in diverse early childhood settings. Covers the full spectrum of early childhood education from birth through age eight. History, curriculum, program applications, and current trends and issues are examined.Course content is applicable to infant and toddler programs, preschool programs, kindergartens, and primary education. The Early Childhood Education Certificate and Diploma Program provides students the necessary skills and knowledge to work with young children and their families in diverse settings. Our program uses a play-based approach, with a focus on positive assets and strength-based perspectives. Practicums are designed to give students the opportunity to apply theory into their practice in early childhood settings. The Diploma program allows for specialization as either an Infant/Toddler Educator or a Special Needs Educator.Areas of learning include lifespan development; building relationships with children and families; creating curriculum; guiding behaviours; health, safety and nutrition; theories, ethics and philosophies; interpersonal and professional communication; observing and recording; and inclusive and diverse practices. Early learning and care with a particular focus on discovering points of connection between theory, research, policy and professional practice. Through readings, observation, critical reflection and discussion, students will explore perspectives and tensions in early learning and care framed within human rights, ethical practice, governance, advocacy and leadership. Students will learn to identify ways in which these influences connect, combine and affect the daily lives of young children, families, educators and communities in professional early learning and care environments. This course is targeted toward individuals wishing to operate a family day care center, and it covers topics including the fundamentals of early childhood development; the importance of play and Developmentally Appropriate Practice; and the significance of building strong family-educator relationships and how to achieve them. http://www.icollegete.com/ International College of Technical Education. Main office: Office No. 27, Second Floor, Maryam Shadi Hall Plaza (Airies Plaza), Shamsabad, Murree Road, Rawalpindi, Pakistan 46,000. Email: info@icollegete.com Contact: 051-6122937, 0311-5193625, 0092-335-4176949 http://www.icollegete.com/course/early-childhood-education-course-in-rawalpindi-pakistan/

International College of Technical Education. Head Office : Office # 27, Second Floor, Maryam Shadi Hall Plaza (Airies Plaza), Shamsabad, Murree Road, Rawalpindi, Pakistan 46000. Email : info@icollegete.com Contact : 051-8736681, 0311-5193625, 0092-335-4176949 Montessori is a method of education that is based on self-directed activity, hands-on learning and collaborative play. In Montessori classrooms children make creative choices in their learning, while the classroom and the highly trained teacher offer age-appropriate activities to guide the process.Montessori is just one of the many systems we have researched to create the Education for Life Program and this page is meant to function as an ever-expanding archive of open source, free-shared, and duplicable Montessori inspired ideas that we organize into the primary components of the One Community Education Program: Curriculum for Life, Teaching Strategies for Life, Learning Tools and Toys for Life, and building The Ultimate Classroom. These components are designed to be combined to create endless “Lesson Plans for Life” purposed to grow and evolve what we feel will be the most comprehensive, effective, and diversely applicable free-education program and resource archive in the world. The One Community Foundations of Teaching, Leadership, and Communicating, combined with a collaborative Evaluation and Evolution Component (Portfolio Creation and Maintenance), help us to further grow and adapt both the program and as individuals. The five basic principles of implementing the Montessori Method are: Respect for the child: Teachers show respect for children when they help them do things and learn for themselves. When children have choices, they are able to develop the skills and abilities necessary for effective learning autonomy, and positive self-esteem. The absorbent mind: Montessori believed that children educate themselves: “It may be said that we acquire knowledge by using our minds; but the child absorbs knowledge directly into his psychic life. Simply by continuing to live, the child learns to speak his native tongue” (Montessori, 1966). Sensitive periods: A sensitive period refers to a special sensibility which a child acquires in its infantile state, while it is still in a process of initial rapid growth. It is a transient disposition and refers to acquisition of a particular trait. Once this trait or characteristic has been acquired, the special sensibility disappears. The prepared environment: The prepared environment makes learning materials and experiences available to children in an orderly format. Freedom is the essential characteristic of the prepared environment. Since children within the environment are free to explore materials of their own choosing, they absorb what they find there. Autoeducation: Montessori named the concept that children are capable of educating themselves “autoeducation” (also known as self-education). Children who are actively involved in a prepared environment and who exercise freedom of choice literally educate themselves. Montessori teachers prepare classrooms so that children educate themselves. Montessori Characteristics 1.) Mixed Age Classes. All Montessori programs are predicated upon a mixed age grouping of children. ... 2.) Prepared Environment. ... 3.) Montessori Materials. ... 4.) Repetition. ... 5.) Movement. ... 6.) Freedom of Choice. ... 7.) Independence. ... 8.) Respect. http://www.icollegete.com/course/montessori-teachers-training-course-in-rawalpindi-pakistan/

Develop the skills to nurture young minds at Deakin and grow your confidence in the classroom with supported practical experience. This survey course provides an overview of early childhood care and education including historical and cultural perspectives, organization, structure, programming, and evidence-based practices. Professional and evidence-based practices of highly-qualified early childhood educators are outlined with an emphasis on their ability to enhance development and learning of each and every child between the ages of birth and eight. Considerations for diversity of culture, language,race, socioeconomic status, gender, ethnicity, and ability will be included. Students will spend a minimum of 15 hours of observation in diverse early childhood settings. Covers the full spectrum of early childhood education from birth through age eight. History, curriculum, program applications, and current trends and issues are examined. Course content is applicable to infant and toddler programs, preschool programs, kindergartens, and primary education. The Early Childhood Education Certificate and Diploma Program provides students the necessary skills and knowledge to work with young children and their families in diverse settings. Our program uses a play-based approach, with a focus on positive assets and strength-based perspectives. Practicums are designed to give students the opportunity to apply theory into their practice in early childhood settings. The Diploma program allows for specialization as either an Infant/Toddler Educator or a Special Needs Educator.Areas of learning include lifespan development; building relationships with children and families; creating curriculum; guiding behaviours; health, safety and nutrition; theories, ethics and philosophies; interpersonal and professional communication; observing and recording; and inclusive and diverse practices. Early learning and care with a particular focus on discovering points of connection between theory, research, policy and professional practice. Through readings, observation, critical reflection and discussion, students will explore perspectives and tensions in early learning and care framed within human rights, ethical practice, governance, advocacy and leadership. Students will learn to identify ways in which these influences connect, combine and affect the daily lives of young children, families, educators and communities in professional early learning and care environments. This course is targeted toward individuals wishing to operate a family day care center, and it covers topics including the fundamentals of early childhood development; the importance of play and Developmentally Appropriate Practice; and the significance of building strong family-educator relationships and how to achieve them. http://www.icollegete.com/ International College of Technical Education. Main office: Office No. 27, Second Floor, Maryam Shadi Hall Plaza (Airies Plaza), Shamsabad, Murree Road, Rawalpindi, Pakistan 46,000. Email: info@icollegete.com Contact: 051-6122937, 0311-5193625, 0092-335-4176949 http://www.icollegete.com/course/early-childhood-education-course-in-rawalpindi-pakistan/

Develop skills to nurture young minds at Deakin and grow your confidence in the classroom with supported practical experience. This survey course provides an overview of early childhood care and education, including historical and cultural perspectives, organization, structure, programming, and evidence-based practices. The professional and evidence-based practices of highly qualified early childhood educators are outlined with an emphasis on their ability to enhance the development and learning of every child from birth to eight years of age. Considerations for diversity of culture, language, race, socioeconomic status, gender, ethnicity, and ability will be included. Students will spend a minimum of 15 hours observing in a variety of early childhood settings. It covers the entire spectrum of early childhood education from birth to age eight. The program's history, curriculum, application, and current trends and issues are examined. Course content is applicable to infant and toddler programs, preschool programs, kindergartens and primary education. The Early Childhood Education Certificate and Diploma Program provides students with the necessary skills and knowledge of working with young children and their families in a variety of settings. Our program uses a play-based approach focusing on positive assets and strength-based perspectives. The exercises are designed to give students the opportunity to put theory into practice in an early childhood setting. The diploma program allows specialization as either an infant/toddler educator or a special needs educator. Areas of education include lifelong development; building relationships with children and families; creating curriculum; leadership behavior; health, safety and nutrition; theory, ethics and philosophy; interpersonal and professional communication; observation and recording; and inclusive and diverse practices. Early learning and care with a particular focus on discovering the points of connection between theory, research, policy and professional practice. Through reading, observation, critical reflection and discussion, students will explore perspectives and tensions in early education and care within human rights, ethical practice, governance, advocacy and leadership. Students will learn to identify the ways in which these influences connect, combine, and influence the daily lives of young children, families, educators, and communities in professional early education and care settings. This course is aimed at individuals who wish to run a family day care center and covers topics including the basics of early childhood development; the importance of play and developmentally appropriate practice; and the importance of building strong family-caregiver relationships and how to achieve them. http://www.icollegete.com/ International College of Technical Education. Main office: Office No. 27, Second Floor, Maryam Shadi Hall Plaza (Airies Plaza), Shamsabad, Murree Road, Rawalpindi, Pakistan 46,000. Email: info@icollegete.com Contact: 051-6122937, 0311-5193625, 0092-335-4176949 http://www.icollegete.com/course/early-childhood-education-course-in-rawalpindi-pakistan/