Leaders in Innovation Assessment Essay Example for Free

Leaders in Innovation Assessment Essay As stated in the assessment instructions, in the field of organizational leadership, many models are used as a means of examining what qualities and skills make an effective leader. Although there is a variety of models I have decided to analyze the behavioural and the transformational theory models. Reviewing the resources recommended for discovery and delivery skills, I learned how those skills have a direct impact on an effective leader’s performance in innovation organization. The discovery skills are based on associating, questioning, observing, experimenting, and networking they are also referred as the DNA of innovation. Delivery skills also play in the innovation process with their four key skills which are analyzing, planning, detail-oriented implementing, and self-disciplined executing. In the body of this paper I will unfold my research on those skills and identify its correlation with innovation. I will also be assessing the strengths and weaknesses on my ability to support innovation in an organization. Leadership Models Supporting Innovation Over the years, a number of leadership theories have been established including: trait, behavioural, contingency, and transformational theory. My analysis will be on behavioral and transformational. Behavioral Theories As described in Doyle and Smith (2001) early researchers ran out of steam in their search for traits, they turned to what leaders did and how they behaved, specially towards followers. They moved from leaders to leadership and this became the dominant way of approaching leadership within the organizations in the 1950s and early 1960s. Different patterns of behaviour  were grouped together and labeled as styles. This became a very popular activity within management training perhaps the best known being Blake and Moutons Managerial Grid (1964; 1978). Various schemes appeared, designed to diagnose and develop peoples style of working. Despite different names, the basic ideas were very similar. The four main styles that appear are: Concern for task. Here leaders emphasize the achievement of concrete objectives. Concern for people. In this style, leaders look upon their followers as people their needs, interests, problems, and development. Directive leadership. This style is characteriz ed by leaders taking decisions for others and expecting followers or subordinates to follow instructions. Participative leadership. Here leaders try to share decision-making with others. The behavioral theory has many assumptions which conclude that leaders can be made rather than born. This theory has a direct approach with innovation in the organization. With the managements concern for their employees it gives everyone in the organization the motivation to innovate. Innovation is all about adaptability and with the behavioral theory leaders are made, which means that they can adapt to any situation that they are confronted with. The following grid model was developed by Robert Blake and Jane Mouton in the early 1960s The grid clarifies the magnitude in which a leader focuses on these dimensions determining the leadership style that they relate to. Some leaders are more concerned with getting the tasks at hand completed successfully in a timely manner. Other leaders prefer creating solid interpersonal relationships with their employees, because by being an oriented leader the employee’s performance will be higher. For example, if you have a high concern for completing a task and achieving results with little concern for having a relationship with people, you would be an authority-obedience manager. Another example: if you have little concern to complete a task or interact with people, you would be an impoverished manager. Transformational Theory Transformational leaders are those leaders who transform followers personal  values and self-concepts, move them to higher levels of needs and aspirations (Jung, 2001), and raise the performance expectations of their followers (Bass, 1995). This leadership has four components; charismatic role modeling, individualized consideration, inspirational motivation, and intellectual stimulation. Using charisma, the leader instills admiration, respect, and loyalty, and emphasizes the importance of having a collective sense of mission. By individualized consideration, the leader builds a one-to-one relationship with his or her followers, and understands and considers their differing needs, skills, and aspirations. Thus, transformational leaders articulates an exciting vision of the future, shows the followers the ways to achieve the goals, and expresses his or her belief that they can do. (Bass, 1990) Incorporated by (Cohen and Levinthal, 1990; Damanpour, 1991) has been suggested that transformational leadership is an important source of organizational innovation, empirical studies have not examined the moderating role of this contextual factor while investigating the relationship between transformational leadership and innovation. In addition to external support for innovation, support within the organization, in terms of an innovation supporting climate and adequate resources allocated to innovation might also be an important contextual factor that plays a role in this relationship. Transformational leaders have been suggested to have an impact on innovation. Transformational leaders enhance innovation within the organizational context; in other words the tendency of organizations to innovate. According to (Elkins and Keller, 2003) transformational leaders use inspirational motivation and intellectual stimulation which are critical for organizational innovation. They also promote creative ideas within their organizations and their behaviors. Blake , and Jane (n.d.). Discovery and Delivery Skills In recent studies it has been identified that the ability of a person’s creative thinking comes one-third from their genetics; and the other two-thirds of innovation skill set comes through learning (Dyer, Gregersen,   Christensen, 2009, p. 63). To begin with, a person is given a skill set that they will analyze till understand, then practicing, experimenting, and lastly gaining confidence in one’s capacity to create. The following details will demonstrate by skills how innovative entrepreneurs acquire their innovation skills. The following five skills set that constitute the â€Å"innovators DNA†: associating, questioning, observing, networking, and experimenting. Discovery skill 1: Associating is the ability to successfully connect seemingly unrelated questions, problems, or ideas from different fields, is central to the innovator’s DNA. Discovery skill 2: Questioning the power of provocative questions. To question effectively, innovative entrepreneurs do the following: ask â€Å"why?† and â€Å"why not?† and â€Å"what if?† Discovery skill 3: Observing the behavior of potential customers. In observing others, they act like anthropologists and social scientists. Discovery skill 4: Experimenting, innovative entrepreneurs actively try out new ideas by creating prototypes and launching pilots. Discovery skill 5: Networking is devoting time and energy to finding and testing ideas through a network of diverse individuals gives innovators a radically different perspective. Delivery skills play in the innovation process, improving their discovery, and encouraging themselves and their organizations to take a long-term view. The delivery skills consist of four keys terms: analyzing, planning, detailed-oriented implementing, and self-disciplined executing. At times delivery skills are relatively more important during the maturity growth of a business. Analyzing: examine methodically and in detail the constitution or structure of something or information. Planning: the process of making plans for something. Detail-oriented implementing: capable of carrying out a given task with all details necessary to get the task well done and executed. Disciplined-executing: acting in accordance, and performing an act successfully. The synthesis of, discovery and delivery skills are critical for delivering results and translating an innovative idea into reality for organizations. According to Dyer, Gregersen, and Christensen, (2011) it is vital to understand that the skills critical to an organization’s success  vary systematically throughout the business life cycle. For example, in the start-up phase of an innovative venture, the founders are obviously more discovery-driven and entrepreneurial. Discovery skills are crucial early in the business life cycle because the company’s key task is to generate new ideas worth pursuing. Thus, discovery skills are highly valued at this stage and delivery skills are secondary. However, once innovative entrepreneurs come up with a promising new business idea and then shape that idea into a bona fide business opportunity, the company begins to grow and then must pay attention to building the processes necessary to scale the idea. Strengths and Weaknesses in Discovery Delivery Skills Strengths Discovery Skills Weaknesses Associating: I’m always coming up with new ideas to improve things. Experimenting: Like with observing I also like to experiment, but I quickly become frustrated after getting something wrong after a couple of tries. I would like to give myself the ability to keep trying with a positive mind that I will get to the right solution. Questioning: When it comes to questioning I don’t have a mute button. I like to ask enough questions because it helps me come up with the best solution. Networking: I have no networking skills. I’ve had the opportunity to do this in my place of work, but I never take the time to do it. Observing: This skill is definitely one of my strongest. I observe everything that goes around me always finding a better way to solve an issue. StrengthsDelivery SkillsWeaknesses Planning: I enjoy planning, especially when the plan in process will be a success to an issue. Analyzing: I lose interest very easily when I have to sit down for a long period of time to analyze something. Detail-Oriented: When I’m given and assignment I make sure I executed just as it was asked. Discipline-executing: I always make sure I perform to the best of my ability as asked of me following all regulations and procedures to be successful. Having good associating, questioning, observing, planning, detail-oriented, and discipline-executing skills will not only be beneficial for me, but also  for the organization that I work for. Due to the fact that innovation is a critical aspect for organizations, senior executives are always seeking for candidates with these types of skills because it will contribute to their ability to innovate and be successful in the business with strategically ideas since executives don’t feel responsible for innovating. Unfortunately due to that fact; that my weaknesses with experimenting, networking, and analyzing will hinder my ability to support innovation in an organization at 100%. Although I’m not as concerned even though my weaknesses will delay any project I might be working on, but with trial in error I can convert those weaknesses into strengths. As stated in the innovators DNA, practice, practice, practice. Though innovative thinking may be innate to some, it can also be developed and strengthened through practice. Conclusion Through the models and detailed explanations we have learned how the behavioral and transformational theories are a big part of innovation and organizations. The roles of discovery and delivery skills are crucial in an organization to innovate with ideas, research, and these skills are a company’s success to innovate and succeed. I feel comfortable with my discovery and delivery skills, my role now are to practice and work on my weaknesses. A candidate with all the skills in place; is better than one with just a few. References Barnard, C. (1938), new definition of leadership. Retrieved from http://changingminds.org/disciplines/leadership/theories/leadership_theories.htm Bass, B. M. (1990). From Transactional to Transformational Leadership: Learning to Share the Vision. Organizational Dynamics, 18(3): 19-32. Bass, B. M. (1995). Transformational Leadership. Journal of Management Inquiry, 4(3): 293 298. Behavioral Grid Retrieved from http://education-portal.com/academy/lesson/classical-leadership-theories-lesson-quiz.html#lesson Cohen, W. M. and Levinthal, D. A. (1990).Absorptive Capacity: A New Perspective on Learning and Innovation. Administrative Science Quarterly, 35: 128-152. Damanpour, F. (1991). Organizational Innovation: A Meta-analysis of Effects of Determinants and Moderators. Academy of Management Journal, 34: 555-590. Doyle, M. E., Smith, M. K. (2001). Classical models of managerial leadership: Trait, behavioral, contingency and transformational theory. Retrieved from Infed Web site: http://www.infed.org/leadership/tradional_leadership.htm. Dyer, J. H., Gregersen, H. B., Christensen, C. M. (2009, December). The innovators DNA. Harvard Business Review, 87(12), 60–67. Dyer, J. H., Gregersen, H. B., Christensen, C. M. (2011). The innovators DNA: Mastering the five skills of disruptive innovators. Boston, MA: Harvard Business Review Press. Elkins, T. and Keller, R. T. (2003). Leadership in Research and Development Organizations: A Literature Review and Conceptual Framework. Leadership Quarterly, 14: 587-606. Jung, D. I. (2001). Transformational and Transactional Leadership and Their Effects on Creativity in Groups. Creativity Research Journal, 13 (2): 185-195 Transformational model Retrieved from http://strategyofnarayan.blogspot.com/2013/04/assignment-of-week-23.html

The Capital Punishment Debate :: Pros and Cons of the Death Penalty

Capital punishment (the death penalty) is the means of punishment, decided by the court, which most convicted murderers, are sentenced to. This sentencing involves the induced death of the convicted criminals by various means. Most of the methods used or previously used for the execution process include: lethal injection, hanging, firing squad, gas chamber, electrocution (DPIC 2006). Murders have taken place all over the world throughout history and still continue to this day. Many argue on what the proper punishment would be for these types of criminals. Some believe that many years or life in prison is the best verdict for these convicts. Others will argue that capital punishment is a more suitable punishment. Although the death penalty has been in effect for many years and still continues to be practiced, the debate of whether or not this type of punishment should be allowed is still active. Certain people will say that it is cruel to resort to this type of punishment while others will say it is very necessary. The system of capital punishment is designed for the protection from the potential threat that the convicted have on society. Dudly Sharp, states that â€Å"by executing murderers you prevent them from murdering again and do, thereby, save innocent life† (19). The only way to prevent a person from committing murder continuously after being convicted is punishing them under the same means. This can only ensure the safety of the community. Capital punishment is even elaborated from a biblical standpoint also. Dr. Dave Miller states in his article, that â€Å"Very early in human history, God decreed that murderers were to forfeit their own lives† (2). Even God believes that murders do not have a right to live. The concern of whether or not capital punishment is a suitable system for punishment for murder convicts is an issue. In her article, Deborah White argues that capital punishment â€Å"†¦violates the right to life†¦It is the ultimate, cruel, inhuman and de grading punishment† (3). White believes that it is cruel to condemn someone to death who has intentionally killed other people. The world is full of murderers. These heinous crime performers, unless brought to justice, will continue their dirty deeds with no incentive to quit. A criminal who commits murder, should not go without being severely punished. Gregory Koukl states that in regards to any crime the convicted â€Å"†¦deserve to be punished, and the punishment should fit the crime† (36).

PROMOTE THE HEALTH AND PHYSICAL DEVELOPMENT OF CHILDREN Essay

How you adapt your practice to meet the health and physical development needs of children, taking into account age, gender, ethnicities, individual needs and abilities In my setting I help to promote children’s health and physical development through daily routines and activities. In all my activities I have in mind that children are individual. I also make use the term â€Å"one size fits all† approach to do my planning. When planning I put into consideration, the age, gender, ethnicities, experience, ability and the specific needs of each child. I aim to give all children in the setting the opportunity to succeed and reach their highest level of personal achievement. I analyse the attainment of different groups of children to ensure that all children are achieving as much as they can. I also make ongoing assessments of each child progress. Other things that I put into consideration to help me achieve my aim are; layout, safety of equipment eg: not too many small piece s, Cleaning rota, flooring-carpet, laminated flooring for easy clean, toys and equipment that challenges children I also consider children cultural/religious practices eg: some clothes worn such as sari’s can be difficult for PE, Adult ratio, dietary needs, training of staff-health and safety, health and hygiene, SchoolSAFE etc., access-are doors suitable for mobility aids. The type of indoor and outdoor activities that will encourage balance, co-ordination, gross and fine motor skills, manipulative skills and hand/eye co-ordination In my setting, I make use of environment and resources. I encourage children of all ages to play together happily because I understand the benefits of different types of play and I help children to experience play that will support their overall development. ACTIVITY BALANCE AND COORDINATION GROSS AND FINE MOTOR SKILLS HAND-EYE COORDINATION Push-and-pull toys, e.g. having dolly in a buggies Climbing, frames, slides Drawing and marks making with crayon, chalks, pencils Jigsaws and puzzles Pretend play i.e making tea, or cooking Self dressing, including buttoning and unbuttoning own clothing Riding bike and scooters Kicking,throwing and catching a ball Dancing and moving to music Walking, Running, jumping and skipping Threading and needling Play dough Computer moving the mouse Water and sand play Cutting with scissor Standing, Hopping In what circumstances you might change routines or activities, how you would adapt existing or planned activities or routines. It is very important to actively plan to meet children’s need because there is otherwise a real danger that some children’s needs might be overlooked, so in my setting I put this into consideration. Activities are usually planned with a group of children in mind, with regards to individual needs. However routines and activities could be changed if the children became bored or I run out of resources. I always have the thought about how an activity could be extended or adapted if needed at the last minute. In my setting all activities and areas of the setting are accessible to all children, there are also sufficient space between furniture and activities that allow free movement around the classroom. What the organisation’s policies and practices are regarding risk assessment and safety and why it is important to follow these? Risk assessment is about being aware of potential dangers in the children’s environment and then taking step to minimise the risk. Risk assessments must be carried out in order to identify hazards and find out the safest way to perform certain tasks and procedures. In my setting, I have a list of what and where to carry out the risk assessment so I carried out this risk assessment every morning. I follow my setting policies and practices regarding risk assessment and safety because it is important to makes my settings safe places for children. What is meant by challenging activities for individual babies and children and the link between challenging activities and developmental progress. How you encourage children to extend their range or skills and achievements. In my setting I always encourage all children of all ages and gender to increase their range or explore the range of their movement and limits of their bodies. This is achieving by: I join the children in some activities  e.g play with ball and making play dough I encourage both boys and girls to join in all activities, individually and together I make sure all children have a go, they take turn I make sure all children have equal access. I give them praise and encouragement when they perform new skill e.g well done or clapping. And at time give them award inform of sticker. K2D293 How to provide opportunities for children to rest and recover from physical activity and why this is important In my setting after physical activity I make sure children have opportunities to have a drink of water Sit down quietly or lie down in the quiet/book corner. This is because they need to catch their breath, slow their heart rates, rest their muscles and generally recharge their batteries. In my setting I also follow a routine that encourages children to relax or rest. It is important for babies, toddlers and young people to rest because it will help the growth and development, and it will help them to relax their brain. How to carry our risk assessment that takes all reasonable precautions without restricting opportunities for development; how organisational policy can support this. The government’s guidelines on healthy eating and nutrition for children and why it is important that these are followed by childcare practitioners As a practitioner it is important to follow the government’s guidelines on healthy eating and nutrition for children, so in my setting as am the one in charge of cooking and preparing snacks for children, I have recently renew my food and hygiene certificate. I make sure that healthy and nutritious food is prepared for the children as I know it is illegal to purposefully contaminated food. The nutritional needs of babies and young children differ according to their age, religion and dietary. There has been a huge amount of research into the problems of childhood obesity- caused by a combination of eating too much especially fatty and sugary food. Lots of snack between meals with little or not enough physical exercise, it has been proven beyond doubt that diet and physical activity in a child’s early years can affect health in later life. There are some guidelines for a healthy diet: Enjoy your food Eat a variety of different foods Eat the right amount to maintain a healthy weight Eat plenty of food rich in starch and fibre Eat plenty of fruit and vegetables Do not eat too many foods that contain a lot of fat Do not have sugary foods and drinks too often In my setting I try as much as possible to follow these guidelines. K2D296 What are appropriate foods to give to children, what foods are unsuitable and why Link to K2D295 K2D297 Special dietary requirements and food preparation, related to culture, ethnicity or religious beliefs In my setting as a child is registered I find out if the child has any specific dietary requirements sot that I can meet the child’s needs whilst still promoting a healthy diet. Children’s dietary requirements are often determined by their family, culture, ethnicity or religious beliefs. Christians may give up certain foods for Lent Jews may not eat pork or shellfish etc. Muslims my breast-fed until the age of two years and may not eat pork or pork products. Sikhs may be vegetarian or eat only chicken, lamb or fish  Hindus may eat no beef or be vegetarian and my drink no alcohol Why it is important that all dietary information is documented and shared with others e.g. food allergies In my setting information about all dietary is documented and shared with other staff in order to avoid any mistake as any mistake made could cause serious harm to the child’s health. Information about children’s allergies to food and drink are regularly updated in my setting. This is always discussed with parents when a child is admitted. How you can encourage healthy eating practices in children In my setting I make children to be aware of healthy foods and how good they are for their bodies. I get them involved in their food as soon as they show an interest. Introduce lots of foods with different tastes and textures East as a group as much as possible, as it will encourage children to enjoy mealtime Introduce children to multicultural healthy foods that are new and interesting Introduce children to exotic fruits and vegetables that are new and interesting Involve children in shopping and preparing healthy foods. Make myself a role model, by drinking water at all time and eating fruit and vegetable also. The need for good oral hygiene and how and why this can be encouraged In my setting, I encourage children to look after their teeth by: Brushing their teeth every morning and night Avoid sweetened drinks at any age Drinking plain water after meals Diet with plenty of calcium, fluoride, vitamins A, C and D and food that need chewing. Regularly visit to the dentist as soon as teeth appear. Principles of cross infection and basic food hygiene In my setting, I make sure children wash their hands, before and after eating, when they go to toilet they washes their hands. As the children washed their hand there is a particular song I thought them, â€Å"This is the way we wash our hands, wash our hands, wash our hands, this is the way we wash our hands all day long. Correct disposal of different types of waste according to procedures and why this is required In my setting, in several occasion I have to dispose of bodily waste like vomit, urine and faeces. I make sure this are disposed of correctly in order to avoid contamination of surfaces and materials that are used to prepare food, or that children work on. I always wear disposable gloves and apron when dealing with waste I make sure I dispose waste promptly and in the appropriate bin. I always wipe surfaces that waste has been in contact with, by using the correct fluids and cloths. I dispose of my gloves and apron and wash my hands thoroughly after dealing with waste Activities that can be undertaken by children to raise awareness of their own bodies and their health needs, according to their age, gender, needs and abilities In my setting I make sure children are aware of their own bodies at the same time teach them how to look after their body to keep them healthy and safe. This is an ongoing process for children because their bodies are changing and developing all the time. Children benefit from understanding that in order to grow and develop their body needs healthy food, water, exercise, rest and to be cared for in a hygienic way. Furthermore all children experience times when they feel unwell. I also provide activities in accordance with children’s age, gender, needs and abilities. Songs singing during circle time involving all the part of the body like ‘head shoulders, knees and toes’†¦.. Having a discussion about the theme ‘All about me’ this encourage children to focus on themselves and their bodies H olding food-tasting events for new healthy food. Pretend play, e.g. doctor and patient Details of health surveillance of children and young people, the role of immunisations and information on regimes for children Heath surveillance can be describe as close supervision or observations that are primarily carried out to detect any problems with a child or young person’s development with the aim of getting them the appropriate support and treatment in future. Child health surveillance should be carried out in partnership with the parent as they are the experts and the best people to identify health, developmental and behavioural problems in their own children. It is a positive experience for parents. In my setting, we always ask parent if they are up-to-date with their children immunisation and further explain to them the important of immunisation. Immunisation is to protect children from diseases that are very serious and could result to death or serious handicaps. It also protects children by preventing diseases from being passed on. Age immunisation is given Diseases protected against Name of vaccine Two months old Diphtheria, tetanus, pertussis (whooping cough), polio and Haemophilus influenzae type b (Hib) Pneumococcal infection DTaP/IPV/Hib Pneumococcal conjugate vaccine, (PCV) Three months old Diphtheria, tetanus, pertussis, polio and Haemophilus influenzae type b (Hib) Meningitis C DTaP/IPV/Hib MenC Four months old Diphtheria, tetanus, pertussis, polio and Haemophilus influenzae type b (Hib) Meningitis C; Pneumococcal infection DTaP/IPV/Hib MenC PCV Around 12 months old Haemophilus influenza type b (Hib) Meningitis C Hib/MenC Around 13 months old Measles, mumps and rubella Pneumococcal infection MMR PCV Three years and four months or soon after Diphtheria, tetanus, pertussis and polio Measles, mumps and rubella DTaP/IPV or dTaP/IPV, MMR 13 to 18 years old Diphtheria, tetanus, polio Td/IPV 12 to 18 years old (girls only) Human papilloma virus (HPV) – increases the risk of cervical cancer HPV In addition, some babies in high-risk groups are given a BCG immunisation for protection against tuberculosis shortly after they are born. Higher risk infants may also receive immunisation against Hepatitis B. Your doctor/health visitor will give you more information if your child needs these immunisations. How chronic illnesses may affect physical development and how to access further information and support about particular conditions Children with chronic illness may be physical affected. The get tired quickly and so miss out on some activities. I need to keep track of children’s participation in the setting so as to know if they have missed key activities. But children who have chronic illnesses and physical difficulties are given opportunities to join in fully with all discussions and activities. I get support and information from the child’s parent/career as they will be  well informed, I can also search through internet, support groups and health organisation or Libraries.

Helpful Online Resources for learning German

To a lot of people, German sounds a bit weird. It doesn’t have the verve of French, the fluidity of English or the melody of Italian. And when one actually engages in learning the language, it turns out to be quite complex. Starting with its interesting ability to form words that never seem to end. But the real depths of the German language lie in the grammar. Even though there are more complicated languages and most Germans themselves do not necessarily use it correctly, there is no way around it should you want to master the language. To give you a head start, here are some helpful online sources for German grammar.   The â€Å"Deutsche Welle† (DW) is the German state international radio. It broadcasts worldwide in roughly 30 languages, offers a TV-program as well as a website. But, and this is where it gets interesting, it also provides educational programs, such as online language courses. As the whole DW is state-funded, it is able to offer this service free of charge. Tom’s Deutschseite:  This page has a funny background. It was created by a guy called Tom (obviously), who originally set it up for his non-German girlfriend to support her.   Canoonet:  This compilation of grammar-resources is provided by the Swiss IT-company Canoo. Even though the website looks rather outdated, it can prove to be a good help to learn some more about German grammar. The information was compiled and authored by a professional linguist.   German Grammar  supplies a large extent of examples and exercises. The site is run by a Berlin-based company, offering numerous services online. To be honest, to profit from the page, one has to look past its very old-fashioned exterior. One might say that the site tries to match the German language in its alleged drought. But the sheer information could be a goldmine.   Learning Grammar with Lingolia:  A much more modern looking platform for learning German grammar is provided by Lingolia. Besides German, the website also offers resources for learning English, French and Spanish and can further be viewed in Italian and Russian. The site is very well structured in a practical tile-design and easy to use. Lingolia also provides an app for smartphones, so that you can even check your grammar on the go.   Materials by Irmgard Graf-Gutfreund:  On her privately owned website, Austrian teacher Irmgard Graf-Gutfreund has compiled a large collection of materials to support German classes. Among other employers, she used to work for the Goethe Institute. On top of the huge grammar section, one can find materials to all areas of studying German. Note that the page is in German and though the language is quite simple, you should already know some basics.   Deutsch Fà ¼r Euch – Youtube Channel:  The â€Å"Deutsch Fà ¼r Euch (German For You)† Youtube Channel comprises a long list of video tutorials, including many clips that elaborate on German Grammar. The channel’s host, Katja, uses a lot of graphics to supply visual support for her explanations.