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Compliance Recommendations

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Submitted By msvjohnsonla
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RCAP

2008 Rationales and Recommendations for Compliance

for MLS, DMS, MLT, HT/HTL, CG, and PathA programs (*compatible with merged Guide to Accreditation)
(version: October 2011)

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|Standard 1 | |Standard 1 | |
|1-1 |The [sponsoring institution/affiliate(s)] is (are) not accredited by a recognized |1-1 |Submit documentation that the [sponsoring institution] [affiliate(s)] is (are) |
| |agency. | |currently accredited by a recognized agency. |
|1-2 |There is (are) no signed agreement(s) with [affiliate(s)] |1-2 |Submit a copy of a signed and dated current agreement with _______________________. |
| | | | |
|1A-1 |The agreement does not address the reason for the agreement |1A-1 |Submit (an) (the) agreement(s) which address(es) the _______________________________.|
|1A-2 |The agreement does not address the responsibilities of the academic facility |1A-2 | |
|1A-3 |The agreement does not address the responsibilities of the clinical facility |1A-3 | |
|1A-4 |The agreement does not address joint responsibilities |1A-4 | |
| |
|1B-1 |The agreement does not address supervisory responsibilities for the students |1B-1 |Submit (an) (the) agreement(s) which address(es) the _______________________________.|
|1B-2 |The agreement does not address student professional liability coverage |1B-2 | |
|1B-3 |The agreement does not address student health and safety policies |1B-3 | |
|1B-4 |The agreement does not address the provision for renewal |1B-4 | |
|1B-5 |The agreement does not address the termination clause providing for program completion|1B-5 | |
| |of enrolled students | | |
| |
|Standard 2 |NONE |Standard 2 |NONE |
| |
|Standard 3 | |Standard 3 | |
|3-1a |The institution seeking accreditation does not assume primary responsibility for |3-1a |The institution must assume this (these) responsibility (-ies) and submit |
| |curriculum planning and selection of course content. | |documentation showing how this (these) is (are) done |
|3-1b |The institution seeking accreditation does not |3-1b | |
| |assume primary responsibility for coordinating | | |
| |classroom teaching and applied education. | | |
|3-1c |The institution seeking accreditation does not assume primary responsibility for |3-1c | |
| |appointing faculty to the program. | | |
|3-1d |The institution seeking accreditation does not assume primary responsibility for |3-1d | |
| |receiving and processing applications for admission. | | |
|3-1e |The institution seeking accreditation does not assume primary responsibility for |3-1e | |
| |granting the [certificate] [baccalaureate or higher degree] or [post baccalaureate | | |
| |certificate] documenting completion of the program. | | |
| |
|3A |The institution (consortium) seeking accreditation has not provided assurance that the|3A |Submit written documentation of this assurance. |
| |activities assigned to students in the clinical setting are educational. | | |
| |
|3B |Documentation of ongoing communication between the sponsoring institution and its |3B |Submit written documentation of this communication. |
| |affiliates for exchange of information and coordination of the program is lacking. | | |

| |
|Standard 4 | |Standard 4 | |
|4-1 |General resources do not appear to support the number of students admitted into the |4-1 |Document that additional resources have been provided for the number of students |
| |program. | |admitted, or the number of students to be admitted has been reduced to a level for |
| | | |which existing resources are adequate. |
|4-2 |The program director does not have enough time to properly fulfill his (her) duties and |4-2 |Document that sufficient laboratory personnel/faculty are available to enable the |
| |responsibilities. | |program director to fulfill his (her) duties and responsibilities. |
|4-3 |The learning experiences and curriculum sequencing to develop entry level competencies |4-3 |Document that instructors have sufficient instructional time to include this (these)|
| |do not include sufficient supervised practice (and experience in problem solving) | |aspect(s) of instruction. |
| |because the clinical faculty does not have sufficient instructional time. | | |
|4-4 |The instructor to student ratio in the student (clinical) laboratory is inadequate to |4-4 |Document that the instructor to student ratio in the student (clinical) laboratory |
| |achieve the stated program goals. | |is adequate to achieve the stated program goals. |
| |
|Standard 5 | |Standard 5 | |
|5-1 |Financial resources for continued operation of the educational program are not ensured. |5-1 |Submit documentation of institutionally approved budget or a statement of continued |
| | | |financial support from an executive officer of the sponsoring institution. |
|5-2 |Financial resources are insufficient to ensure continued operation of the educational |5-2 |Document that students financial resources are adequate to ensure continued |
| |program. | |operation or that financial resources are increased to support program requirements.|
| |
|Standard 6 | |Standard 6 | |
|6A-1 |Adequate (classrooms)(laboratories)(administrative offices) are not provided. |6A -1 |Submit documentation that this facility (these facilities) is (are) provided and |
| | | |adequate for needs. |
|6A-2 |There are inadequate safeguards for the safety of students and faculty. |6A -2 |Submit documentation that the following safeguards are provided and are in |
| | | |compliance with pertinent governmental laws: _______________________. |
| |
|6B-1 |Students are not provided reasonable access to (experience with) modern equipment |6B-1 |Submit documentation describing how students are provided access to (experience |
| |(supplies) in the _____________________. | |with) modern equipment (supplies) in the _________________ . |
| |(area(s) of the curriculum) | |(area(s) of the curriculum) |
| |
|6C-1 |Students are not provided reasonable access to information resources for the ________ |6C-1 |Document the availability and access to information resources related to the |
| |content areas of the curriculum. | |_________ content areas of the curriculum. |
|6C-2 |Students are not provided information resources with current editions of materials |6C-2 |Document the program has procured information resources that are current for the |
| |related to the _____ content areas of the curriculum. | |______ content areas of the curriculum. |
| |
|6D |Instructional resources are inadequate to facilitate each student's attainment of entry |6D |Document that the available instructional resources used for ___________________ to |
| |level competencies in ______________________. | |facilitate |
| |(area(s) of the curriculum) | |(area(s) of the curriculum) |
| | | |attainment of entry level competencies. |
| |
|6E |Students do not have access to (experience with) contemporary computer technology. |6E |Document how students are provided access to (experience with) contemporary computer|
| | | |technology. |
| |
|Standard 7 | |Standard 7 | |
|7-1 |Students are not provided with a clear description of the program and its content in |7-1 |Submit copies of any current publication(s) which provide(s) a clear description of |
| |current publications. | |the program and its content. |
| | | | |
| | | | |
| |(Beginning with programs to be reviewed on the July 2013 agenda): Students must be | | |
| |provided with a clear, publically available, description of the program and its content | | |
| |and current publications, which must include: | | |
| |
|7A |Students are not provided with publications |7A |Submit publications which provide the above mentioned item(s). |
| |containing the program mission statement. | | |
|7B |Students are not provided with publications |7B | |
| |containing all program goals and competencies | | |
|7C |Students are not provided with publications |7C | |
| |containing all course objectives. | | |
|7D |Students are not provided with a clear description of all applied education assignments |7D | |
| |(enrichment sites, clinical rotation and student lab schedules) | | |
|7E |Students are not provided with publications |7E | |
| |containing all admission criteria, both academic and | | |
| |non-academic | | |
|7F |Students are not provided with publications |7F | |
| |containing a list of course descriptions | | |
|7G |Students are not provided with publications |7G | |
| |containing names and academic rank or title of | | |
| |the program director and faculty | | |
|7H |Students are not provided with publications |7H | |
| |containing all tuition and fees with refund policies. | | |
|7I |Students are not provided with publications |7I | |
| |containing all causes for dismissal | | |
|7J |Students are not provided with publications |7J | |
| |containing all rules and regulations | | |
|70K |Students are not provided with publications |7K | |
| |containing a complete listing of clinical affiliates | | |
|7L |Students are not provided with publications |7L | |
| |containing all essential functions | | |
|7M |Students are not provided with publications |7M | |
| |containing the policies and procedures when applied | | |
| |experience cannot be guaranteed (includes enrichment sites). | | |
|7N |Students are not provided with publications containing at least one published outcomes |7N | (Beginning with programs to be reviewed on the July 2013 agenda) |
| |measure. | | |
| |
|Standard 8 | |Standard 8 | |
|8A |Admission and advanced placement of students is not in accordance with the clearly |8A |Submit documentation that admission and advanced placement of students is made in |
| |defined and published practices of the institution. | |accordance with the clearly defined and published practices of the institution. |
|8B |Specific academic standards and essential functions required for admission to the |8B |Document that specific academic standards and essential functions required for |
| |program are not clearly defined, published and provided to prospective students and made| |admission to the program are clearly defined, published and provided to prospective |
| |available to the public. | |students and made available to the public. |
|8C |Signature of the student indicating full understanding of the policies for progression |8C |Submit documentation that students signature was obtained. |
| |and completion of the program is not secured. | | |
|8D |Admission policies are followed and reflect practice. |8D |Submit documentation that admission policies are followed and reflect practice. |
| |
|Standard 9 | |Standard 9 | |
|9 |The rules and regulations governing acceptable personal and academic conduct are not |9 |Provide documentation that the rules and regulations governing acceptable personal |
| |defined or provided to all students entering the program. | |and academic conduct are defined and provided to all students entering the program. |
| |
|Standard 10 | |Standard 10 | |
|10A |Student records are not maintained for admission. |10A |Document that this data is maintained in student records. |
|10B |Student records are not maintained for evaluation. |10B | |
|10C |Student records are not maintained for counseling. |10C | |
|10D |Student records are not maintained for advising sessions. |10D | |
|10E |Student grades and credits for courses are not recorded and permanently maintained by |10E |Document that this data is recorded and permanently maintained. |
| |the sponsoring institution. | | |
|10F |There is no written policy for maintenance of student records in conformity with any |10F |Document a policy for maintenance of student records in conformity with any |
| |governmental and accrediting agencies’ regulations. | |governmental and accrediting agencies’ regulations. |
| |
|Standard 11 | |Standard 11 | |
|11A |There is no procedure for determining that the applicants’ or students’ health will |11A |Develop and submit the documentation for such a procedure. |
| |permit them to meet the written essential functions of the program. | | |
|11B |Students (are not informed of) (have no access to) the usual student health care |11B |Document that students (are informed of) (have access to) the usual student health |
| |services of the institution. | |care services of the institution. |
|11C |There are inadequate safeguards for the health and safety of students, faculty, and |11C |Provide and document such safeguards to include ________________. |
| |patients associated with educational activities. | | |
|11D |No emergency medical care is available for students while in attendance at the |11D |Document the availability of emergency medical for students wile in attendance at |
| |(academic) (clinical) facilities. | |the (academic) (clinical) facilities. |
| |
|Standard 12 | |Standard 12 | |
|12A |Guidance or referral is not available for students. |12A |Document the availability of guidance or referral for the students. |
|12B |Confidentiality is not maintained in dealing with student problems. |12B |Document how confidentiality is maintained in dealing with student problems. |
| |
|Standard 13 | |Standard 13 | |
|13A |The appeal procedures are not distributed to students at the start of the program. |13A |Document that the appeal procedures are distributed to students at the start of the |
| | | |program. |
| | | | |
|13B-1 |The appeal procedures do not include provisions for academic and/or non-academic |13B-1 |Submit a copy of the appeal procedures that contain |
| |grievances. | |provisions(s) for academic and/or non-academic grievances. |
|13B-3 |The appeal procedures do not include a mechanism for neutral evaluation. |13B-3 |Submit a copy of the appeal procedures that contain |
| | | |provision(s) for a mechanism for neutral evaluation. |
|13B-4 |The appeals procedures do not ensure due process. |13B-4 |Submit a copy of the appeals procedures that ensures due process. |
|13B-5 |The appeals procedures do not ensure fair disposition. |13B-5 |Submit a copy of the appeals procedures that ensures fair disposition. |
| |
|Standard 14 | |Standard 14 | |
|14A-1 |Programmatic (announcements) (advertisements) do not accurately reflect the program |14A-1 |Submit revisions of (announcements) (advertisements) which accurately reflect the |
| |offered. | |program offered. |
|14A-2 |Programmatic announcements do not include NAACLS’ name, address and/or phone number. |14A-2 |Submit revisions of announcements that include NAACLS’ name, address and/or phone |
| | | |number. |
|14B |There is no student recruitment and admission non- |14B |Document that student recruitment and admission are non-discriminating in accordance|
| |discrimination policy in accordance with existing governmental regulations or other | |with existing regulations or other accrediting agency(s), applicable to the |
| |accrediting agency(s), applicable to the institution. | |institution. |
|14C |There is no faculty recruitment and employment non-discrimination policy in accordance |14C |Document that faculty recruitment and employment are non- discriminating in |
| |with existing governmental regulations and/or regulations of any other accrediting | |accordance with existing governmental regulations and/or regulations of any other |
| |agency(s), applicable to the institution. | |accrediting agency(s), applicable to the institution. |
|14D |Academic (credits) (costs) have not been accurately stated, published and made known to |14D |Document that academic (credits) (costs) have been accurately stated, published and |
| |all applicants | |made known to all applicants. |
|14E |Policies and procedures for (student withdrawal) (refunds of tuition/fees) are not |14E |Document that policies and procedures for (student withdrawal) (refunds of |
| |published and made known to all | |tuition/fees) are published and made known to all applicants. |
| |applicants. | | |
|14F |The levels of instruction for the (clinical laboratory scientist/medical technologist) |14F |Submit documentation to show that instruction is at the appropriate level when |
| |(clinical laboratory technician/medical laboratory technician) (Diagnostic Molecular | |students are at the same (clinical site) (educational institution). |
| |Scientists) (histotechnologists/histotechnicians) (pathologists’ assistant) are not | | |
| |differentiated. | | |
|14G-1 |The program does not culminate in (a baccalaureate degree) (associate degree) |14G-1 |Document that the program culminates in (a baccalaureate degree) (associate degree) |
| |(certificate) | |(certificate) |
|14G-2 |The granting of the (degree) (certificate) is contingent upon the student’s passing an |14G-2 |Provide documentation that the granting of the (degree)(certificate) is not |
| |external certification or licensure examination. | |contingent upon the student’s passing an external certification or licensure |
| | | |examination. |
|14G-3 |Academic standards for the program are not acceptable to the degree-granting |14G-3 |Provide documentation that the academic standards for the program are acceptable to |
| |institution. | |the degree-granting institution. |
|14H |There is no written record of formal student complaints and resolutions. |14H |Document record of formal student complaints and resolutions. |
|14I |Program information (graduation) (placement) (certification pass) rates are not made |14I |Provide documentation of program information (graduation) (placement) (certification|
| |available to NAACLS. | |pass) rates to NAACLS. |
| |
|Standard 15 | |Standard 15 | |
|15A |There is no continuing system for periodically and systematically reviewing the |15A |Develop a systematic plan for periodic evaluation of program effectiveness, |
| |effectiveness of the program. | |incorporating survey and evaluation instruments that address students, employers of |
| | | |graduates, faculty, graduates, exit or final examinations and accreditation review. |
| | | |Submit the plan and forms used to gather the information. |
|15B |A continuing system for periodically and systematically reviewing the effectiveness of|15B |Develop a systematic plan for periodic evaluation of program effectiveness including|
| |the program is minimal. | |survey and evaluation instruments that provide feedback from (students), (employers |
| | | |of graduates), (faculty), (graduates), (exit or final examinations), (accreditation |
| | | |reviews). Submit the plan and forms used to gather the information. |
| |
|Standard 16 | |Standard 16 | |
|16A |A review of outcomes measures from the last three active years has not been documented,|16A |Provide documentation to verify that outcomes measures are documented, analyzed and |
| |analyzed and used in the program evaluation. | |used in the program evaluation. |
|16B |A review of outcomes measures for last three active years is documented, but are not |16B |Provide detailed documentation of the program's analysis and use of a review of |
| |analyzed and used in program evaluation | |outcomes measures in program evaluation. |
|16C |A review of outcomes measures last three active years is documented and analyzed, but |16C |Provide detailed documentation of how reviews of documented and analyzed outcomes |
| |not used in program evaluation. | |measures are used in program evaluation. |
| |
|Standard 17 | |Standard 17 | |
|17A |A review of graduation rates and placement rates has not been documented, analyzed and |17A |Provide documentation to verify that (graduation rates) and (placement rates) are |
| |used in the program evaluation. | |documented, analyzed and used in the program evaluation. |
|17B |A review of graduation rates and placement rates has been documented but is not |17B | |
| |analyzed and used in program evaluation. | | |
|17C |A review and analysis of graduation rates) and placement rates are documented but not |17C | |
| |used in program evaluation. | | |
| |
|Standard 18 | |Standard 18 | |
|18A |The results of program evaluations are not documented and reflected in the curriculum |18A |Provide documentation to verify that program evaluations results are documented and |
| |and other elements of the program, with analysis of the effectiveness of any changes | |reflected in the curriculum and other elements of the program with analysis of the |
| |implemented. | |effectiveness of any changes implemented. |
|18B |The results of program evaluations are documented but not reflected in the curriculum |18B |Provide documentation to verify that documented program evaluations are reflected in|
| |and other elements of the program with analysis of the effectiveness of any changes | |the curriculum and other elements of the program with analysis of the effectiveness |
| |implemented | |of any changes implemented. |
|18C |The results or program evaluations are documented and reflected in the curriculum and |18C |Provide documentation to verify that documented and analyzed program evaluations are|
| |other elements of the program but there is no analysis of the effectiveness of any | |reflected in the curriculum with analysis of the effectiveness of any changes |
| |changes implemented. | |implemented. |
| |
|Standard 19 |Administrative. |Standard 19 |Administrative |
| | | | |
| | | | |
|UNIQUE STANDARDS | | |
|Standard 20 | |Standard 20 | |
|20A1-1 |The program does not have a designated program director. |20A1-1 |Designate a program director who meets the qualification outlined in this Standard |
|20A1-2 |The program does not have a qualified program director. |20A1-2 |Obtain or designate a program director who has the qualification outlined in this |
| | | |Standard. Submit completed Position Change Form with curriculum vitae for this |
| | | |person. |
|20A2-1 |The program director is not responsible for the program's organization. |20A2-1 |Provide documentation that the program director has assumed responsibility for this |
| | | |(these) aspect(s) of the program. |
|20A2-2 |The program director is not responsible for the program's administration. |20A2-2 | |
|20A2-3 |The program director is not responsible for the program's periodic review. |20A2-3 | |
|20A2-4 |The program director is not responsible for the program's planning. |20A2-4 | |
|20A2-5 |The program director is not responsible for the program's development. |20A2-5 | |
|20A2-6 |The program director is not responsible for the program's general effectiveness. |20A2-6 | |
|20A2-7 |The program director is not responsible for the program maintaining NAACLS approval |20A2-7 | |
|20A2-8 |The program director does not have input into budget preparation. |20A2-8 |Submit documentation of the program director's input into budget preparation. |
| |
|20A3-1 |The program director is not a clinical laboratory scientist/medical technologist who |20A3-1 |Document that a program director with this (these) qualification(s) has been |
| |holds a nationally recognized certification. | |obtained. Submit a Position Change Form with curriculum vitae for this person. |
| |Path Asst ONLY: The program director is not a graduate of a NAACLS accredited Path Asst | |Path Asst ONLY Document that a program director with this (these) qualification(s) |
| |program with a masters or doctoral degree or a board certified anatomic pathologist or a| |has been obtained. Submit a Position Change Form with the curriculum vitae for this |
| |PhD in basic medical science | |person. |
|20A3-2 |The program director does not have a master's or doctoral degree. |20A3-2 |Document that a program director with this (these) qualification(s) has been |
| | | |obtained. Submit a Position Change Form with a curriculum vitae for this person. |
|20A3-3 |The program director does not have at least three years of experience in clinical |20A3-3 | |
| |laboratory science/medical technology education that includes teaching courses, | | |
| |conducting and managing learning experiences, evaluating student achievement, providing | | |
| |input into curriculum development, policy and procedure formulation, and evaluation of | | |
| |program effectiveness. | | |
| |Path Asst ONLY The program director does not meet all of the institution’s requirements | | |
| |for providing the didactic portion of the program | | |
|20A3-4 |The program director does not have a documented knowledge of education and |20A3-4 | |
| |administration and current accreditation/certification procedures. | | |
| |
|20A4 |The program director does not have a faculty appointment(s) with the sponsoring |20A4 |Document that the program director faculty appointment(s) has (have) been obtained. |
| |institution OR with the following [affiliate(s)]. | | |
| |
|20B1 |The program does not have an advisory committee composed of individual(s) from the |20B1 |Document the establishment of an advisory committee composed of individual(s) from |
| |community of interest. | |the community of interest as outlined in the Standards. |
|20B2 |The advisory committee does not have input into any aspect of the program/curriculum |20B2 |Document advisory committee input into the program/curriculum with regard to its |
| |with regard to its current relevancy and effectiveness. | |relevancy and effectiveness. |
|20C-1 |Path Asst ONLY The medical advisor/director does not have a faculty appointment in the |20C-1 |Path Asst ONLY Submit documentation showing that faculty appointment has been |
| |sponsoring institution | |obtained |
|20C-2 |Path Asst ONLY The medical advisor/director and program director duties are combined |20C-2 |Path Asst ONLY Document that separate program director and medical advisor/directors|
| |responsibilities of one person | |have been obtained. Submit a Position Change Form with a curriculum vitae for each |
| | | |person. |
|20C-3 |Path Asst ONLY The medical advisor/director does not provide continuous medical |20C-3 |Path Asst ONLY Document participation in planning and creation for the medical |
| |direction for clinical instruction. | |component of clinical instruction. |
|20C-4 |Path Asst ONLY The medical advisor/director does not participate in the clinical |20C-4 |Path Asst ONLY Document that the medical advisor/director’s participation in |
| |instruction of pathology in the program. In addition, the medical advisor/director does| |clinical instruction including involvement of practicing physicians. |
| |not actively engage practicing physicians in clinical instruction. | | |
|20C-5 |Path Asst ONLY The medical advisor/director is not a licensed board-certified anatomic |20C-5 |Path Asst ONLY Document that a qualified medical advisor/director has been obtained.|
| |pathologist. | |Submit a Position Change Form with a curriculum vitae. |
| |
| |
|Standard 21 | |Standard 21 | |
|21A-1 |The faculty do not participate in |21A-1 |Document faculty participation in this activity (these activities). |
| |teaching courses. | | |
|21A-2 |The faculty do not participate in supervising applied laboratory learning experiences |21A-2 | |
|21A-3 |The faculty does not participate in evaluating student achievement. |21A-3 | |
|21A-4 |The faculty do not participate in |21A-4 | |
| |developing curriculum. | | |
|21A-5 |The faculty do not participate in |21A-5 | |
| |formulating policy and procedures. | | |
|21A-6 |The faculty do not participate in |21A-6 | |
| |evaluating program effectiveness. | | |
| |
|21B-1 |The (academic) (clinical) faculty do not demonstrate adequate knowledge and proficiency |21B-1 |Provide documentation that the faculty do demonstrate adequate knowledge and |
| |in their content areas. | |proficiency in their content areas. |
|21B-2 |The (academic) (clinical) faculty do not demonstrate the ability to teach effectively at|21B-2 |Provide documentation that the faculty noted above has (have) the ability to teach |
| |the appropriate level. | |effectively at the ____________ level. |
| |
|21C-1 |Ongoing professional development of the academic (and/or clinical) faculty in the area |21C-1 |Submit documentation of the ongoing professional development of the academic (and/or|
| |of _______is not documented. | |clinical) faculty to ensure that the faculty members are able to fulfill |
| | | |instructional responsibilities. |
|21C-2 |Ongoing professional development of the academic (and/or clinical) faculty in the area |21C-2 | |
| |of _______________________ is limited. | | |
|21C-3 |The program is not assuring ongoing professional development of its faculty. |21C-3 |Submit documentation of the provisions the program has made to assure ongoing |
| | | |professional development of its faculty, e.g., sponsoring workshop attendance, |
| | | |providing travel funds, providing sabbaticals. |
| |
|Standard 22 | |Standard 22 | |
|22A |(MLS and Path Asst): Instruction does not follow a plan which documents a structured |22A |(MLS and Path Asst): Provide a plan which documents a structured curriculum composed|
| |curriculum composed of general education, basic sciences, and professional courses | |of general education, basic sciences, and professional courses including applied |
| |including applied (clinical) education. | |(clinical) education. |
| |(MLT): Instruction does not follow a plan which documents a structured curriculum | |(MLT): Provide a plan which documents a structured curriculum composed of general |
| |composed of general education, basic sciences, mathematics, and professional courses | |education, basic sciences, mathematics, and professional courses including applied |
| |including applied (clinical) education. | |(clinical) education. |
| |(DMS): Instruction does not follow a plan that documents a structured curriculum | |(DMS): Provide documentation that instruction follows a plan that documents a |
| |including applied education with clearly written program goals. | |structured curriculum including applied education with clearly written program |
| | | |goals. |
| |(HTL/HT): Instruction does not follow a plan which documents a structured curriculum | |(HTL/HT): Provide documentation that instruction follows a plan which documents a |
| |composed of basic sciences, mathematics, and professional courses including applied | |structured curriculum composed of basic sciences, mathematics, and professional |
| |(clinical) education. | |courses including applied clinical education. |
| |(CG): Instruction does not follow a plan which documents a structured curriculum, | |CG): Provide documentation that instruction follows a plan which documents a |
| |including applied education, with clearly written program goals. | |structured curriculum, including applied education, with clearly written program |
| | | |goals. |
| |Course syllabi do not include individual course objectives and competencies to be | |Provide documentation that course syllabi include individual course objectives and |
| |achieved and evaluation criteria. | |competencies to be achieved and evaluation criteria. |
| |The curriculum does not include all major subject areas currently offered in the: | |Provide documentation that the curriculum includes all major subject areas currently|
| |(MLS, MLT): contemporary clinical laboratory | |offered in the contemporary ________ laboratory. |
| |(DMS): contemporary diagnostic molecular laboratory. | | |
| |(CG): contemporary full-service cytogenetic laboratory | | |
| |(HTL/HT): contemporary clinical histopathology laboratory | | |
| |(Path A): contemporary surgical pathology and autopsy laboratories | | |
| |The curriculum behavioral objectives do not include clinical significance and | |Provide documentation that the curriculum behavioral objectives include clinical |
| |correlation. | |significance and correlation. |
| |Curriculum does have clearly written program goals and competencies with syllabi which | |Provide a curriculum with clearly written program goals and competencies with |
| |include individual course goals and objectives. | |syllabi which include individual course goals and objectives. |
| |The program does not have behavioral objectives which address cognitive, psychomotor, | |Provide behavioral objectives which address cognitive, psychomotor, and affective |
| |and affective domains for didactic and applied (clinical practice) aspects of the | |domains for didactic and applied (clinical practice) aspects of the program and |
| |program and include significance and correlation. | |include significance and correlation. |
| |Course objectives do not show progression to the level consistent with entry into the | |Provide course objectives that show progression to the level consistent with entry |
| |profession. | |into the profession. |
| |Applied courses are not taught in a clinically equipped teaching laboratory on the | |Provide documentation that courses are taught in a clinically equipped teaching |
|MLT ONLY |college campus, in an affiliated clinical facility, or in both facilities sufficient for|MLT ONLY |laboratory on the college campus, in an affiliated clinical facility, or in both |
|( |developing basic skills, understanding principles, and mastering the procedures |( |facilities sufficient for developing basic skills, understanding principles, and |
| |involved. | |mastering the procedures involved. |
|22B-1 |MLS: The curriculum does not include scientific content to encompass areas such as |22B-1 |MLS: Provide documentation that the curriculum includes scientific content to |
| |anatomy/physiology, immunology, genetics/molecular biology, microbiology, | |encompass areas such as anatomy/physiology, immunology, genetics/molecular biology, |
| |organic/biochemistry, and statistics. | |microbiology, organic/biochemistry, and statistics.. |
| |(MLT): The curriculum does not include principles of methodologies for all major areas | |(MLT): Provide documentation that the curriculum includes principles of |
| |currently practiced by a modern clinical laboratory, including problem solving and | |methodologies for all major areas currently practiced by a modern clinical |
| |troubleshooting techniques. | |laboratory, including problem solving and troubleshooting techniques. |
| |(DMS): The instructional areas do no include (organic and/or biochemistry, genetics, | |(DMS): Provide documentation that instructional areas include (organic and/or |
| |cell biology, microbiology, immunology and diagnostic molecular biology). | |biochemistry, genetics, cell biology, microbiology, immunology and diagnostic |
| | | |molecular biology). |
| |(HTL): The curriculum does not include scientific content (either prerequisite or as an | |(HTL): Provide documentation that the curriculum includez scientific content (either|
| |integral part of the curriculum) to encompass areas such as biology, chemistry and | |prerequisite or as an integral part of the curriculum) to encompass areas such as |
| |mathematics. | |biology, chemistry and mathematics. |
| |(HT): Instructional areas do not include methodologies for all major areas currently | |(HT): Provide documentation that instructional areas include methodologies for all |
| |practiced by a modern histopathology laboratory, including problem solving and | |major areas currently practiced by a modern histopathology laboratory, including |
| |troubleshooting techniques; | |problem solving and troubleshooting techniques; |
| |(CG): Instructional areas (professional or as pre-requisites) do not include general | |(CG): Provide documentation that instructional areas (professional or as |
| |Biology, General Chemistry, Biochemistry or Cell Biology, Genetics, Hematology, | |pre-requisites) include general Biology, General Chemistry, Biochemistry or Cell |
| |Microbiology, Immunology. | |Biology, Genetics, Hematology, Microbiology, Immunology. |
| |(PATH A): The curriculum does not include scientific content to encompass areas such as | |(PATH A): Provide documentation that the curriculum includes scientific content to |
| |gross autopsy pathology techniques, gross forensic pathology/toxicology specimen | |encompass areas such as gross autopsy pathology techniques, gross forensic |
| |techniques, gross pediatric pathology techniques, gross surgical pathology techniques | |pathology/toxicology specimen techniques, gross pediatric pathology techniques, |
| |and educational methodologies. | |gross surgical pathology techniques and educational methodologies. |
| |(PATH A): The instructional areas do not include clinical pathology, embryology, general| |(PATH A): Provide documentation that instructional areas include clinical pathology,|
| |and systemic human pathology, histology/microscopic anatomy, human anatomy, human | |embryology, general and systemic human pathology, histology/microscopic anatomy, |
| |physiology, medical microbiology, medical photography, medical terminology. | |human anatomy, human physiology, medical microbiology, medical photography, medical |
| | | |terminology. |
|22B-2 |(MLS): The curriculum does not include pre-analytical, analytical and post-analytical |22B-2 |(MLS): Provide documentation that the curriculum includes pre-analytical, analytical|
| |components of laboratory services, such as hematology, hemostasis, chemistry, | |and post-analytical components of laboratory services, such as hematology, |
| |microbiology, urinalysis, microscopy, molecular diagnostics, immunology, and | |hemostasis, chemistry, microbiology, urinalysis, microscopy, molecular diagnostics, |
| |immunohematology. | |immunology, and immunohematology. |
| |The curriculum does not include (principles and methodologies, performance of assays, | |Provide documentation that the curriculum includes (principles and methodologies, |
| |problem-solving, troubleshooting, techniques, interpretation of clinical procedures and | |performance of assays, problem-solving, troubleshooting, techniques, interpretation |
| |results, statistical approaches to data evaluation, and continuous assessment of | |of clinical procedures and results, statistical approaches to data evaluation, and |
| |laboratory services) for all major areas practiced in the contemporary clinical | |continuous assessment of laboratory services) for all major areas practiced in the |
| |laboratory. | |contemporary clinical laboratory. |
| |(MLT): The curriculum does not include principles of collecting, processing, and | |(MLT): Provide documentation that the curriculum includes principles of collecting, |
| |analyzing biological specimens and other substances. | |processing, and analyzing biological specimens and other substances. |
| |(DMS): Instructional areas do not include principles and methodologies for all major | |(DMS): Provide documentation that instructional areas include principles and |
| |areas commonly practiced by a modern diagnostic molecular laboratory. | |methodologies for all major areas commonly practiced by a modern diagnostic |
| | | |molecular laboratory. |
| |(HTL): The curriculum does not include applications of histology, immunohistochemistry,| |(HTL): Provide documentation that the curriculum includes applications of |
| |enzyme histochemistry, and microscopy. This includes principles and methodologies, | |histology, immunohistochemistry, enzyme histochemistry, and microscopy. This |
| |performance of tests, problem-solving, troubleshooting, techniques, interpretation of | |includes principles and methodologies, performance of tests, problem-solving, |
| |procedures and results of laboratory services for all major areas practiced in the | |troubleshooting, techniques, interpretation of procedures and results of laboratory |
| |contemporary histopathology laboratory. | |services for all major areas practiced in the contemporary histopathology |
| | | |laboratory. |
| |(HT): Instructional areas do not include receiving and documenting, processing, and | |(HT): Provide documentation that instructional areas include receiving and |
| |analyzing biological specimens and other substances; | |documenting, processing, and analyzing biological specimens and other substances; |
| |(CG): Instructional areas (professional or as pre-requisites) do not include principles,| |(CG): Provide documentation that instructional areas (professional or as |
| |practice, and acquisition of computer technology. | |pre-requisites) include principles, practice, and acquisition of computer |
| | | |technology. |
| |(PATH A): The curriculum does not include pre-analytical, analytical and post-analytical| |(PATH A): Provide documentation that the curriculum includes pre-analytical, |
| |components of laboratory services, such as autopsy techniques, forensic pathology, | |analytical and post-analytical components of laboratory services, such as autopsy |
| |pediatric pathology, surgical pathology. | |techniques, forensic pathology, pediatric pathology, surgical pathology. |
|22B-3 |(MLS): The curriculum does not include principles and practices of quality |22B-3 |(MLS): Provide documentation that the curriculum includes principles and practices |
| |assurance/quality improvement as applied to the pre-analytical, analytical, and | |of quality assurance/quality improvement as applied to the pre-analytical, |
| |post-analytical components of laboratory services. | |analytical, and post-analytical components of laboratory services. |
| |(MLT): The curriculum does not include principles of laboratory result use in diagnosis | |(MLT): Provide documentation that the curriculum does not include principles of |
| |and treatment. | |laboratory result use in diagnosis and treatment. |
| |(DMS): Instructional areas do not include clinical significance of laboratory procedures| |(DMS): Provide documentation that instructional include clinical significance of |
| |in diagnosis and treatment. | |laboratory procedures in diagnosis and treatment. |
| |(HTL): Instructional areas do not include principles and practices of quality assurance,| |(HTL): Provide documentation that iInstructional areas include principles and |
| |improvement, and assessment as applied to the contemporary histopathology laboratory. | |practices of quality assurance, improvement, and assessment as applied to the |
| | | |contemporary histopathology laboratory. |
| |(HT): Instructional areas do not include histopathologic examination utilization in | |HT): Provide documentation the instructional areas include histopathologic |
| |diagnosis and treatment; | |examination utilization in diagnosis and treatment; |
| |(CG): Instructional areas (professional or as pre-requisites) do not include | |(CG): Provide documentation that instructional areas (professional or as |
| |Cytogenetics: | |pre-requisites) include Cytogenetics: |
| |a. history of cytogenetics | |a. history of cytogenetics |
| |b. mechanisms of numerical and structural abnormalities | |b. mechanisms of numerical and structural abnormalities |
| |c. clinical correlation of autosomal and sex chromosome anomalies | |c. clinical correlation of autosomal and sex chromosome anomalies |
| |d. cancer cytogenetics and clinical correlation between diagnosis and treatment | |d. cancer cytogenetics and clinical correlation between diagnosis and treatment |
| |e. molecular applications of cytogenetics | |e. molecular applications of cytogenetics |
|22B-4 |(MLS): The curriculum does not include application of safety and governmental |22B-4 |(MLS): Provide documentation that the curriculum includes application of safety and |
| |regulations and standards as applied to laboratory practice. | |governmental regulations and standards as applied to laboratory practice. |
| |(MLT): The curriculum does not include principles of communications sufficient to | |(MLT): Provide documentation that the curriculum includes principles of |
| |service the needs of patients and the public. | |communications sufficient to service the needs of patients and the public. |
| |(DMS): Instructional areas do not include principles and practices of quality | |(DMS): Provide documentation that instructional areas include principles and |
| |management. | |practices of quality management. |
| |(HTL): Instructional areas do not include application of safety and governmental | |(HTL): Provide documentation that instructional areas include application of safety |
| |regulations and standards as applied to laboratory practice. | |and governmental regulations and standards as applied to laboratory practice. |
| |(HT): Instructional areas do not include communications sufficient to serve the needs of| |(HT): Provide documentation that instructional areas include communications |
| |patients and the public; | |sufficient to serve the needs of patients and the public; |
| |(CG): Instructional areas (professional or as pre-requisites) do not include principles | |(CG): Provide documentation that instructional areas (professional or as |
| |and methodologies for all major areas (competencies) commonly practiced by a full | |pre-requisites) do not include principles and methodologies for all major areas |
| |service diagnostic cytogenetic laboratory, to include: | |(competencies) commonly practiced by a full service diagnostic cytogenetic |
| |a. specimen processing | |laboratory, to include: |
| |b. appropriate cell and tissue culture techniques | |a. specimen processing |
| |c. harvest techniques | |b. appropriate cell and tissue culture techniques |
| |d. chromosome banding and staining techniques | |c. harvest techniques |
| |e. fluorescence in situ hybridization (FISH) Techniques | |d. chromosome banding and staining techniques |
| |f. microscopy and image analysis | |e. fluorescence in situ hybridization (FISH) Techniques |
| |g. chromosome analysis | |f. microscopy and image analysis |
| | | |g. chromosome analysis |
| | | | |
|22B-5 |(MLS): The curriculum does not include principles of interpersonal and interdisciplinary|22B-5 |(MLS): Provide documentation that the curriculum includes principles of |
| |communication and team-building skills. | |interpersonal and interdisciplinary communication and team-building skills. |
| |(MLT): The curriculum does not include principles for technical training sufficient to | |(MLT): Provide documentation that the curriculum includes principles for technical |
| |orient new employees. | |training sufficient to orient new employees. |
| |(DMS): Instructional areas do not include principles and practices of laboratory | |(DMS): Provide documentation that instructional areas include principles and |
| |administration, supervision, safety, and problem solving. | |practices of laboratory administration, supervision, safety, and problem solving. |
| |(HTL): Instructional areas do not include principles of interpersonal and | |(HTL): Provide documentation that instructional areas include principles of |
| |interdisciplinary communication and team building skills. | |interpersonal and interdisciplinary communication and team building skills. |
| |(HT): Instructional areas do not include technical training sufficient to orient new | |(HT): Provide documentation that instructional areas include technical training |
| |employees. | |sufficient to orient new employees. |
| |(CG): Instructional areas (professional or as pre-requisites) do not include principles | |(CG): Provide documentation that instructional areas (professional or as |
| |and practices of laboratory management and supervision. | |pre-requisites) include principles and practices of laboratory management and |
| | | |supervision. |
| | | | |
|22B-6 |(MLS): The curriculum does not include principles and application of ethics and |22B-6 |(MLS): Provide documentation that the curriculum includes principles and application|
| |professionalism to address ongoing professional career development. | |of ethics and professionalism to address ongoing professional career development. |
| |(MLT): The curriculum does not include principles for quality assessment in the | |(MLT): Provide documentation that the curriculum includes principles for quality |
| |laboratory. | |assessment in the laboratory. |
| |(DMS): Instructional areas do not include principles and practices of professional | |(DMS): Provide documentation that instructional areas include principles and |
| |conduct. | |practices of professional conduct.. |
| |(HTL): Instructional areas do not include principles and application of ethics and | |(HTL): Provide documentation that instructional areas include principles and |
| |professionalism to address ongoing professional career development. | |application of ethics and professionalism to address ongoing professional career |
| | | |development. |
| |(HT): Instructional areas do not include quality assessment in the laboratory; | |(HT): Provide documentation that instructional areas include quality assessment in |
| | | |the laboratory; |
| |(CG): Instructional areas (professional or as pre-requisites) do not include general | |(CG): Provide documentation that instructional areas (professional or as |
| |laboratory practice, safety, quality control and continuous quality improvement, and | |pre-requisites) include general laboratory practice, safety, quality control and |
| |professional and ethical standards | |continuous quality improvement, and professional and ethical standards |
| | | | |
|22B-7 |(MLS): The curriculum does not include education techniques and terminology sufficient |22B-7 |(MLS): Provide documentation that the curriculum includes education techniques and |
| |to train/educate users and providers of laboratory services. | |terminology sufficient to train/educate users and providers of laboratory services. |
| |(MLT): The curriculum does not include principles for laboratory safety and regulatory | |(MLT): Provide documentation that the curriculum includes principles for laboratory |
| |compliance. | |safety and regulatory compliance. |
| |(DMS): Instructional areas do not include principles and practices of applied study | |(DMS): Provide documentation that instructional areas include principles and |
| |design (research), implementation and dissemination results. | |practices of applied study design (research), implementation and dissemination |
| | | |results. |
| |(HTL): Instructional areas do not include education techniques and terminology | |(HTL): Provide documentation that instructional areas include education techniques |
| |sufficient to train/educate users and providers of laboratory services. | |and terminology sufficient to train/educate users and providers of laboratory |
| | | |services. |
| |(HT): Instructional areas do not include laboratory safety and regulatory compliance; | |(HT): Provide documentation that instructional areas include laboratory safety and |
| | | |regulatory compliance; |
| | | | |
|22B-8 |(MLS): The curriculum does not include knowledge of research design/practice sufficient |22B-8 |(MLS): Provide documentation that the curriculum includes knowledge of research |
| |to evaluate published studies as an informed consumer. | |design/practice sufficient to evaluate published studies as an informed consumer. |
| |(MLT): The curriculum does not include principles for information processing in the | |(MLT): Provide documentation that the curriculum includes principles for information|
| |clinical laboratory. | |processing in the clinical laboratory. |
| |(HTL): Instructional areas do not include knowledge of research design/practice | |(HTL): Provide documentation that instructional areas include knowledge of research |
| |sufficient to evaluate published studies as an informed consumer. | |design/practice sufficient to evaluate published studies as an informed consumer. |
| |(HT): Instructional areas do not include Information processing in the clinical | |(HT): Provide documentation that instructional areas include Information processing |
| |histopathology laboratory; | |in the clinical histopathology laboratory; |
| | | | |
|22B-9 |(MLS): The curriculum does not include concepts and principles of laboratory operations |22B-9 |(MLS): Provide documentation that the curriculum includes concepts and principles of|
| |(especially a. critical pathways and clinical decision making; b. performance | |laboratory operations (especially a. critical pathways and clinical decision |
| |improvement; c. dynamics of health care delivery systems as they affect laboratory | |making; b. performance improvement; c. dynamics of health care delivery systems as|
| |service; d. human resource management to include position description, performance | |they affect laboratory service; d. human resource management to include position |
| |evaluation, utilization of personnel, and analysis of workflow and staffing patterns; | |description, performance evaluation, utilization of personnel, and analysis of |
| |financial management: profit and loss, cost/benefit, reimbursement requirements, | |workflow and staffing patterns; financial management: profit and loss, |
| |materials/inventory management.) | |cost/benefit, reimbursement requirements, materials/inventory management.) |
| |(MLT): The curriculum does not include principles for ethical and professional conduct. | |(MLT): Provide documentation that the curriculum includes principles for ethical and|
| | | |professional conduct. |
| |(HTL): Instructional areas do not include Concepts and principles of laboratory | |(HTL): Provide documentation that iInstructional areas include Concepts and |
| |operations must include: | |principles of laboratory operations must include: |
| | | | |
| |Fixation; Frozen Sectioning; Processing; Decalcification; Embedding; Microtomy; Routine | |Fixation; Frozen Sectioning; Processing; Decalcification; Embedding; Microtomy; |
| |and special stains; Instrumentation; Tissue identification and microscopy; Accessioning;| |Routine and special stains; Instrumentation; Tissue identification and microscopy; |
| |Laboratory Mathematics; Immunohistochemistry including enzyme pretreatment; Laboratory | |Accessioning; Laboratory Mathematics; Immunohistochemistry including enzyme |
| |safety; Human Resource Management to include position description, performance | |pretreatment; Laboratory safety; Human Resource Management to include position |
| |evaluation, utilization of personnel, and analysis of workflow and staffing patterns; | |description, performance evaluation, utilization of personnel, and analysis of |
| |Financial management: profit and loss; cost/benefit, reimbursement requirements, | |workflow and staffing patterns; Financial management: profit and loss; cost/benefit,|
| |materials/inventory management; Education methodologies | |reimbursement requirements, materials/inventory management; Education methodologies |
| |(HT): Instructional areas do not include ethical and professional conduct | |(HT): Provide documentation that instructional areas include ethical and |
| | | |professional conduct |
| | | | |
|22B-10 |(MLT)The curriculum does not include principle for significance of continued |22B-10 |(MLT) Provide documentation that the curriculum includes principles for significance|
| |professional development. | |of continued professional development. |
| |(HT): Instructional areas do not include Significance of continued professional | |(HT): Provide documentation that Instructional areas include Significance of |
| |development. | |continued professional development. |
|22C |The learning experience in the curriculum does not develop and support entry level |22C |Provide documentation that the curriculum develops and supports entry level |
| |competencies because (learning experience are not properly sequenced, instructional | |competencies through (sequenced learning, instructional materials, classroom |
| |materials are not included, classroom presentations are not included, discussions are | |presentation, discussions, demonstrations, laboratory sessions, supervised practice |
| |not included, demonstrations are not included, laboratory sessions are not included, | |and experience) |
| |supervised practice and experience is not included.) | | |
|22C-1 |Learning experiences are not educational and balanced so that all competencies can be |22C-1 |Provide documentation that learning experiences are educational and balanced so that|
| |achieved. | |all competencies can be achieved. |
|22C-2 |Learning experiences at different clinical sites are not comparable to enable all |22C-2 |Provide documentation that learning experiences at different clinical sites are |
| |students to achieve entry level competencies. | |comparable to enable all students to achieve entry level competencies. |
|22C-3 |Policies and processes by which students may perform service work are not published and |22C-3 |Provide documentation that policies and processes by which students may perform |
| |made known to all concerned in order to avoid practices in which students are | |service work are published and made known to all concerned in order to avoid |
| |substituted for regular staff. | |practices in which students are substituted for regular staff. |
| |Service work by students in clinical settings outside of academic hours is compulsory. | |Provide documentation that service work by students in clinical settings outside of |
| | | |academic hours is noncompulsory. |
|22D |Written criteria for passing, failing, and progression in the program is not provided. |22D |Provide documentation that written criteria for passing, failing, and progression in|
| | | |the program is provided. |
| |Evaluation systems are not related to the objectives and competencies described in the | |Provide documentation that evaluation systems are related to the objectives and |
| |curriculum for (didactic and applied (clinical) components). | |competencies described in the curriculum for (didactic and applied [clinical] |
| | | |components). |
| |Evaluation systems are not employed frequently enough to provide students and faculty | |Provide documentation that evaluation systems are employed frequently enough to |
| |with timely indications of the students’ academic standing and progress and to serve as | |provide students and faculty with timely indications of the students’ academic |
| |a reliable indicator of the effectiveness of instruction and course design. | |standing and progress and to serve as a reliable indicator of the effectiveness of |
| | | |instruction and course design. |
| |
| |

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...& Compliance Officer In Accenture’s ethics and compliance program, the company uses six “core values” of stewardship, best people, client value creation, one global network, respect for the individual and integrity. Douglas Scrivner, General Counsel at Accenture, says that ethics and compliance can’t be effective if they’re only seen as “bolt-ons,” or something that is only done at the end of the day after the “regular work” is complete. “We aim to put ethics and compliance into the way our people work and lead. We seek to leverage existing processes, procedures, structures and functions to ensure the outcomes we are expecting and alignment with the goals of the organization,” says Scrivner. To better understand how the company’s ethics and compliance program is being received by employees, Accenture uses employee surveys, risk assessments and results of corporate investigations. Scrivner notes that in a recent survey, over 90 percent of employees feel that Accenture is highly ethical and that the company’s commitment to integrity has been communicated to the whole company. “Those are excellent scores for a company of more than 181,000 people,” Scrivner says. “We haven’t arrived at the end of our journey (and never will), but I am confident that we continue to move in the right direction and continually reinforce our commitment and our expectations in this area.” Caterpillar Ed Scott, Chief Ethics & Compliance Officer Ed Scott, Chief Ethics and Compliance Officer...

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...BA 3301 Legal Environment of Business Compliance Interview and Report Assignment Associate Professor Lee Usnick, JD I. ASSIGNMENT OVERVIEW Virtually all business activities conducted in the United States are highly regulated, not only by governmental entities, but by professional entities as well. Compliance with all federal, state, and local laws and regulations is a prerequisite to the long term health and survival of a business. Equally important is a business's compliance with standards issued by the professional and accrediting bodies responsible for licensing and certification. Certain industries are more regulated than others. For example, health care, financial services, and public utilities are all highly regulated with extensive licensing and operational standards. When a business fails to comply with all applicable regulations and standards, the business and the individuals who manage it can face a variety of sanctions, from loss of license and program certification, to civil and criminal sanctions that include monetary penalties and prison. In this assignment, you will learn how someone in your selected industry meets the challenges of current compliance requirements. It is not necessary to address all aspects of compliance in this industry or selected company. Rather, you should educate yourself in broad terms about the kinds of governmental and industry standards covering your interviewee's business, then select a few key aspects to explore in depth with...

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