...Lisa Martinez To establish and maintain a safe, healthy learning environment To establish and maintain a safe, healthy learning environment children and parents must feel safe and comfortable in the childcare setting. My teaching practices meet this standard because I know and can implement safe and healthy learning skills. There are many ways to maintain a safe and healthy learning environment, but some of the most important ways are making sure all children are free on harm in the setting. Practice good habits like hand washing, tooth brushing, sharing and toileting. Most importantly, the materials provided in the setting must be age appropriate for each age group. The materials are very important in the learning environment because the number one reason why children are there is to learn. There should be materials for all ages. These materials should challenge the child to think in a creative way. CS I A. The sample menu that I have created for my binder show that I am very committed to children’s nutritional needs. On the menu I created all of the meals are baked or steamed, never fried. Children do not need foods that are fried, which are filled with lots of fat and grease. With every meal children will receive a fruit and vegetable. The children will not receive foods that contain a lot of sugar or that’s high in fructose corn syrup because its not good for their health or teeth. They will also receive milk or water with every meal. I believe that my menu reflects...
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...check the appropriate box of your answer to the questions below. CORE COMPETENCIES | | | Can I…? | Yes | No | 1. Journalize Transactions | 1.1 Prepare chart of accounts | √ | | 1.2 Analyze documents | √ | | 1.3 Prepare journal entries | √ | | 2. Post Transactions | 2.1 Prepare ledger | | √ | 2.2 Transfer journal entries | | √ | 2.3 Summarize ledger | | √ | 3. Prepare trial balance | 3.1 List account titles and transfer from the balance | √ | | 3.2 Summarize trial balance | √ | | 4. Prepare Financial Reports | 4.1 Prepare financial statements | √ | | 4.2 Analyze financial statements | √ | | 5. Review internal control system | 5.1 Check policy compliance | √ | | 5.2 Prepare policy compliance report | √ | | Evidences/Proof of Current Competencies Evidences of Current Competencies acquired related Job/Occupation Current Competencies | Proof/Evidence | Means of Validating | 1. Journalize Transactions | * Demonstration * Certificate of Employment | * Assessment * Authenticity | 1.1 Prepare chart of accounts | | | 1.2 Analyze documents | | | 1.3 Prepare journal entries | | | 3. Prepare trial balance | * Demonstration * Certificate of Employment | * Assessment * Authenticity | 1. List account titles and transfer from the balance | | | ...
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...projects that students in your secondary (or adult) level course will have that address each topic and student learning outcome. Please insert your response under each numbered item below. 1. This assignment will be the beginning of your Competency Statements for your CDA Professional Resource File. You will complete the first paragraph of your statement within the following guidelines and rubric requirements: CSI Competency Statement I (To establish and maintain a safe, healthy learning environment): Begin your Reflective Statement about this Competency Standard with a paragraph describing how your teaching practices meet this Standard. Once you have completed this paragraph, you will put it in your CDA Professional Resource File with paragraphs a, b, and c following. (these will be assigned separately) (SLO 1) 2. Choose and complete a lesson plan for an activity that can be implemented with children and families to promote knowledge of nutrition. May include, but not limited to the following: * Eating Healthy Foods * Identifying nutritious foods * Meal Planning * Healthy Meal practices (Use the given Activity Template) (SLO 2) 3. RC I-2: A copy of one weekly menu. In order to complete your related Reflective Competency Statement on the topic, the menu would ideally be one that you have participated in serving to and/or designing for children. If this is not possible, or if you work in a program that does not serve meals...
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...questionnaires tab c competency standard i to establish and maintain a safe, healthy learning environment Safe healthy learning environment tab d competency standard ii intellectual competence physical development cognitive development communication Creative development tab e competency standard iii to support social and emotional development and to provide positive guidance development of self social development guidance tab f competency standard iv to establish positive and productive relationships with families tab g competency standard v to ensure a well-run, purposeful program that is responsive to participant needs tab g competency standard vi to maintain a commitment to professionalism tab i prefessional philosophy statement tab c rc i-1 My valid and current certificates of completion from a first aid course & an infant/child CPR course offered by a nationally recognized organization. RC I-2 A copy on one weekly menu that I have designed and served to children birth to 3. RC I-3 A sample of my weekly plan for children ages birth to 3 including goals for children’s learning and development. Brief descriptions of planned learning experience s and accommodation for children with special needs COMPETENCY STATEMENT I TAB D RC II Nine learning experiences (activities) for children ages birth to 3 from the following areas. RC II-1 Science/Sensory RC II-2 Language...
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...Advanced External Auditing [AU2] Examination Blueprint 2013/2014 Purpose The Advanced External Auditing [AU2] examination has been constructed using an examination blueprint. The blueprint, also referred to as the test specifications, outlines the content areas covered on the examination and the weighting allotted to each content area. This document also lists the topics, the level of competence for each topic, and the related learning objectives and competencies. The learning objectives have been designed to ensure that the competencies are met. In addition, information is provided on the proportion of each question type presented in the examination (that is, multiple choice, quantitative problems, and so on). Use Candidates should use the examination blueprint to prepare for the course examination. The blueprint may not include all the topics listed in the course materials; however, candidates are still responsible for acquiring a broad-based knowledge of all topics not listed in the blueprint since these topics will be tested in assignment and review questions. The topics not listed in the blueprint will also provide candidates with a greater depth of understanding of auditing concepts. Examination Objectives The objective of the 4-hour comprehensive examination is to test CGA candidates on the prerequisite knowledge required for advancement into PA1 and PA2, so as to ensure that the candidates have the broad-based knowledge in assurance needed to function properly in the association’s...
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...Advanced External Auditing [AU2] Examination Blueprint 2013/2014 Purpose The Advanced External Auditing [AU2] examination has been constructed using an examination blueprint. The blueprint, also referred to as the test specifications, outlines the content areas covered on the examination and the weighting allotted to each content area. This document also lists the topics, the level of competence for each topic, and the related learning objectives and competencies. The learning objectives have been designed to ensure that the competencies are met. In addition, information is provided on the proportion of each question type presented in the examination (that is, multiple choice, quantitative problems, and so on). Use Candidates should use the examination blueprint to prepare for the course examination. The blueprint may not include all the topics listed in the course materials; however, candidates are still responsible for acquiring a broad-based knowledge of all topics not listed in the blueprint since these topics will be tested in assignment and review questions. The topics not listed in the blueprint will also provide candidates with a greater depth of understanding of auditing concepts. Examination Objectives The objective of the 4-hour comprehensive examination is to test CGA candidates on the prerequisite knowledge required for advancement into PA1 and PA2, so as to ensure that the candidates have the broad-based knowledge in assurance needed to function properly in the association’s...
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...complete competency statements Contents 1. Introduction 2. Preparation 3. Completing the application form 4. Writing competency examples 5. How competency statements will be assessed 6. Hints and tips 7. Checking your competency statement 8. A-Z of active verbs. 1. Introduction This guide can help you to write your competency statements when applying for a job. Competencies are short statements, up to a maximum of 250 words, defining the behaviour and actions needed to perform well in a particular job. Getting your competency statements right is essential as sift and interview panels will use them to assess your suitability for the job and to compare you against the other applicants. There are some general guidelines for preparing competency statements. Your examples should be: • truthful and based on fact • grammatically correct • spelled correctly 2. Preparation The specific competencies you need to write about will be detailed in the job advert. Before writing anything, you should read all the information in the job advert paying particular attention to the competences required. Make sure you have a full copy of the Civil Service Competency Framework. You should also look closely at all the information in the Job Description, so you can take this into account when writing your competency statement. Think about everything you have done and achieved over the last five years or so which relate to the competency being...
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...develop and teach lessons that incorporate diversity | * Understanding/adapting to other cultures and values in order to incorporate every child’s need. | 9,10,11 | How to develop a classroom and school climate that values diversity | * Ability to show other students that being different is not bad. * Standing against gender inequality and racism | 11,12,13,63,67 | How different teaching and learning styles are shaped by cultural influences | * | 49,50 | Dispositions that value fairness and learning by all students | * Understanding student’s background, culture, gender, sexual orientation * Not using social class status to treat them differently or for some to have an advantage over other students. | 30,31,57, 86 | Competency Name | EVIDENCE | | Open Attitude * Receptive to cross cultural learning * Maintains an open and productive attitude * Avoids quick judgments * Tolerates ambiguity and complexity in cross-cultural situations * Remains patient with others | * Ability to discriminate. * Trying to identify different cultures and not taking issues personally. * Accepting people’s differences and not judging | 17, 28, 33 | Self-Awareness * Is aware about one’s own cultural background * Can articulate one’s own cultural values, beliefs and attitudes. * Can identify how differences in cultures can lead...
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...1. Explain your understanding of the statement: “ The evolved view of human resources management is that effectiveness is measured in terms of value creation and alignment.“ * My understanding of the statement above is that: “ The value contribution is in talent development, which the appropriate distinctive qualities and organization, that enables the enterprise to truly make its people the competitive advantage. It is taking different forms and shapes. 2. What are competencies? What are the elements that constitute competencies? * Competencies are the understanding and broad-based characteristics and grouping of knowledge, skills, behaviors, attributes, and values in an individual that cause/ predict superior performance. The elements are as follows: 1. Skills 2. Knowledge 3. Abilities 4. Values 5. Traits 6. Attitudes 3. Illustrate how the core competence of an organization can “enable” the implementation of a strategy. On the other hand, how would core competence “drive” strategy? * The core competence of an organization “enable” the implementation of a strategy by adopting a set of internal and potential capabilities including people competencies, technological and organizational complexes uniquely shaped and honored to a level of excellence to spell superior performance for the enterprise. It could “ drive” strategy by way of competency- identification and modeling directly impacts and drives strategy. ...
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...understanding customer’s needs and developing and delivering distinctive characteristics that appeal to customers.” (Hellriegel & Slocum 542). Understanding that the company is structured around marketing tells us that Yolanda plays a major role in the direction of the company. As we investigate the nature of an average day of Yolanda, we begin to see whether she is doing the right things, or simply just doing things right. When trying to understand where Yolanda excels or comes up short as a manager we will look at the seven key competencies for individual, team, and organizational effectiveness. These competencies will shed some light on how to be an effective leader and help her organization prosper. From the textbook, “A competency is an interrelated cluster of knowledge, skills, and abilities needed by an individual, team, or organization for effective performance.” (Hellriegel & Slocum 8) Overall, there are seven of these competencies which include; self, diversity, across cultures, communication, teams, change, and ethics (with ethics being at the center of the other six categories)....
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...1 .Foundation: The purpose of the foundation is to create a focus of the comprehensive school counseling program based upon the academic, career, and social/emotional needs of the students within the school. The foundation has three main components: program focus, student competencies, and professional competencies. The program focus begins with gathering beliefs that are important to the success of the school counseling program. Next, a vision statement, mission statement, and program goals are created. Student competencies include the ASCA Student Standards, which help to develop a standard for student development. Professional Competencies includes the ASCA School Counselor Competencies and ASCA Ethical Standards for School Counselors, which help to determine if school counselors are being successful in their job performance. The mission statement of our school counseling office is to deliver a school counseling program that nurtures each student's academic, career, and social/emotional needs. School counselors, teachers, and parents will work together to help students become well rounded, successful young adults. 2.Management: The purpose of the management component is to provide organizational assessments and tools to establish a successful school counseling program. These assessments and tools help school counselors to develop, implement, and evaluate their school counseling program. Assessments such as the School Counselor Competencies, the School Counseling Program...
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...| [ |Course Syllabus | | |College of Humanities | | |Foundations for General Education and | | |Professional Success | | | | | . All rights reserved. Course Description This general education course is designed to introduce the intentional learner to communication, collaboration, information utilization, critical thinking, problem solving, and professional competence and values. The course uses an interdisciplinary approach for the learner to develop personal academic strategies in order to reach desired goals and achieve academic success. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: University...
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...dialogue that recognizes and appreciates successes while supporting continuous learning and development. Feedback is used to reach agreement on goals and a development plan for the upcoming year. The process is facilitated through a standard Performance Framework (see illustration). There are two components to performance: Accountabilities and Competencies. Accountabilities support the overall directions of the unit by defining what outcomes are expected in a specific job over the long term. Accountabilities need to be supplemented by annual measurable goals. Competencies are demonstrated behaviours (skills) which describe how an employee is expected to do their work to be consistent with the core values inherent in the directions of the organization. Using the Form — Steps to Ensure the Performance Dialogue is Effective: Step 1: Either the employee or supervisor completes the information at the top of this page. Step 2: Either the employee or supervisor inserts the accountability statements from the employee’s job profile (max: 25) into the section on page 2. For assistance developing accountability statements and job profiles please attend the Defining Accountabilities module as part of the Skill Development Series for Line Managers. For more information visit: www.usask.ca/hrd. Step 3: The employee and supervisor complete the ratings separately, using separate forms. The employee uses the full form to complete a self-assessment, using the ratings...
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...AUO1 – Auditing and Information Systems Additional Study Questions Accounting Information Systems Competency 302.1.1: Nature and Purpose The student understands the nature and purpose of information systems. 1. What is the difference between transaction processing systems, management information systems, and decision support systems? Transaction processing systems - document financial activities Management information systems - used to collect qualitative as well as quantitative information for decision making within organizations Decision support systems - help the developers of an AIS identify what information they need for their planning, decision making, and control functions 2. How is a flowchart used? A document flowchart traces the physical flow of documents through an organization—that is, the flow of documents from the departments, groups, or individuals who first created them to their final destinations. 3. How is the accounting information system documented? An accounting information system is a collection of data and processing procedures that creates needed information for its users. An information system's components: Data or information is input, processed, and output as information for planning, decision-making, and control purposes. 4. What are effective coding systems used in AIS? 1) mnemonic codes, (2) sequence codes, (3) block codes, and (4) group codes. 5. How do accounting information software packages differ? Owners will have to...
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...Notes for Operations Management MBA 6673 1st Weekend Feb 1-3 * Exam 1= Chapters 1-5 * Exam 2 = Chapters 6-10 Chapter 1: The Nature of Operations Diversity and the Importance of Operations Investment in Operations => Profit 1. Upfront improvements in operations can simultaneously lower costs and improve customer satisfaction. 2. Improvements in Operations often depend on advances in technology 3. Improvements in operations can obtain a competitive advantage by improving operations 4. Diversity of Operations Main issue=> Initial investment= >benefit in the long run Operations create value at every point in value chains 1. Operations are the heart of every organization. 2. Operations are the tasks that create value. See Diagram that explains the SWOT Analysis. Strengths and Weaknesses => Internal Opportunities and Threats => External Ex) SWOT Analysis Think about the scenario of email versus the post office. With advances in technology, the invention of email has taken over the need for using the post office for post mail. Systems Perspective (pg 7) A) Inputs – capital / equipment / supplies / knowledge / material / facilities / labor / time B) Transformation – creating value by: a. Alter – Changing something structurally – physical, sensual, psychologically b. Transport – Relocating something to a new location c. Store – Enhancing value by securing items d. Inspect – Enhancing...
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